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PREPOSITIONS:
These are little ‘grammatical words’ that have many uses in English. Mainly they help
English grammar make sense. Prepositions can:

● Show time and place (in the morning, at the bank)

● Show direction (go through, move toward)

● Join other words together (I like to run, A basket of flowers)

● Make prepositional phrases and phrasal verbs (talk about, put on, take off)

Articles:
Articles
We have three articles in English: a, an, the. Articles go before nouns, and they help us know
if the noun is singular, plural, specific, or general.

● A is for one, general noun (a cat, a car)

● An is for one, general noun that starts with a vowel sound (an apple, an orange)

● The is for one or many specific nouns (the cat, the oranges)

Answering a Question:
Remember the Answer Is in the Question
Listen carefully when someone asks you a question in English and you’ll answer perfectly every
time. English questions are like mirrors:
记住答案在问题中：
当有人用英语问你问题时，请仔细听，你每次都会回答。英语问题就像镜子：

Does he…..? Yes, he does.

Can she….? Yes, she can.

Is it….? Yes, it is.

If someone asks you a question and you’re not sure how to answer, start by thinking about the
words used in the question. The person has already said most of the words you need to make
your answer. Instead of just memorizing English grammar, start to look for patterns like this
one.
如果有人问你一个问题，而你不知道如何回答，首先考虑问题中使用的单词。 此人已经
说出了你回答时需要的大部分词语。不要只是记住英语语法，而是开始寻找这样的模式。

Sentence construction: Rules and Examples

1. A sentence is a group of words that makes
sense on its own.

x park, car, house

-This isn't a sentence, it doesn't make sense.

✔ I parked my car in front of our house.

-This is a sentence. You can understand what it
means. It makes sense on its own.

2. When writing, use correct punctuation.

Correct punctuation will show the reader where the
sentence begin and end.

a. Begin with a capital letter.

b. end with a full stop (.) a question mark (?)
or an exclamation point (!)

ex: I ate pizza for dinner. (.)

Did you eat your dinner already? (?)
I told you to stop eating pizza! (!)

3. A sentence should always have a verb and a

subject.

verb- an action word.

e.g. dancing, running, cooking, walk, need.

ex: I like "dancing" at parties!

subject- the person, or thing doing the verb.

ex: I, Tuesday, me, dog, you, table, the weather.

ex: "Tuesday" was very rainy and cold.

Note: If a sentence is an instruction or request, you sometimes

don't need a subject.
ex:
Be quiet.
Please sit down.

NOTE:
Sentences can be short or long: There's no correct number
of words. The length of the sentence depends on what you want
to say and effect you want to achieve.

NOTE:
- Main point of sentence
When writing a sentence, the main point you are trying to put across should preferably be in the
beginning. The rest should come later. This makes your readers understand your sentence better.
For example: It was a beautiful garden with well-kept flower beds, immaculately trimmed hedges, and
plenty of trees.
“It was a beautiful garden” is the main idea of your sentence, the rest is extra information. Immediately
upon reading the sentence, the reader knows what you are saying.

- Write concise sentences

Write concise sentences. A sentence should not contain unnecessary words.
For example: “He wrote the biography of his life” should be written as “He wrote his biography”. “Of his
life” are unnecessary words and can easily be removed.

- Omit unnecessary phrases

Avoid writing phrases that add nothing to the meaning of a sentence. Either reduce them to single
words, or omit them altogether.
For example:
He has no sense of responsibility.
may be written as
He is irresponsible.

Or

If you ask me, there is no need for any further discussion on the topic.
may be written as
Further discussion on the topic is not needed.

* Choppy Sentences
A succession of short sentences, without transitions to link them to each other, results in choppy
sentences.
*Parallel Structure
Parts of a sentence which are in sequence must all follow the same grammatical or structural principle.
Example:

NO:
I like to swim, to sail, and rowing.
YES:
I like to swim, to sail, and to row.
YES:
I like swimming, sailing, and rowing.
__________________
Tips to improve vocabulary:
1. Read, read, and read.
The more you read -- especially novels and literary works,
but also magazines and newspapers -- the more words you'll
be exposed to. As you read and uncover new words, use a combination
of attempting to derive meaning from the context of the sentence as
well as from looking up the definition in a dictionary.

1.阅读，阅读和阅读。
你读的越多 - 特别是小说和文学作品，还有杂志和报纸 - 你会接触到的词语越多。当您阅读和发现
新单词时，请尝试从句子的上下文中获取含义以及在字典中查找定义。

2. Keep a dictionary and thesaurus handy.

Use whatever versions you prefer -- in print,
software, or online. When you uncover a new word,
look it up in the dictionary to get both its
pronunciation and its meaning(s). Next, go to the
thesaurus and find similar words and phrases -- and their
opposites (synonyms and antonyms, respectively) --
and learn the nuances among the words.

2.保持字典和词库方便。
使用您喜欢的任何版本 - 打印，软件或在线。当您发现一个新单词时，请在字典中查找它以获取
其发音及其含义。接下来，转到同义词库并找到相似的单词和短语 - 以及它们的对立面（分别是
同义词和反义词） - 并学习单词之间的细微差别。

3. Use a journal. It's a good idea to keep a

running list of the new words you discover
so that you can refer back to the list and
slowly build them into your everyday vocabulary.
Plus, keeping a journal of all your new words
can provide positive reinforcement for learning
even more words -- especially when you can see
how many new words you've already learned.

3.使用期刊。保留您发现的新单词的运行列表是个好主意，这样您就可以返回列表并慢慢将它们
构建到您的日常词汇中。另外，保留所有新单词的日记可以为学习提供积极的强化
甚至更多的话 - 特别是当你可以看到你已经学到了多少新单词时。

4. Play some games.

Word games that challenge you and help you discover
new meanings and new words are a great and fun tool
in your quest for expanding your vocabulary.
Examples include crossword puzzles,
anagrams, word jumble, Scrabble, and Boggle.
-4 pics 1 word
-Bookworm
-Text Twist

5.Engage in conversations.
Simply talking with other people can help
you learn discover new words. As with
reading, once you hear a new word, remember
to jot it down so that you can study it
later -- and then slowly add the new word
to your vocabulary.

参与对话。
只需与其他人交谈就可以帮助您学习发现新单词。与阅读一样，一旦你听到一个新单词，记得记
下来以便你以后可以学习它 - 然后慢慢地将新单词添加到你的词汇中。

Use It or Lose It
There’s an expression in English: “Use it or lose it,” which basically means if you don’t practice an ability,
you might forget it. This idea can be used to help you remember new English vocabulary. The best way
to remember a new word is to use it right away so it will stay in your memory. When you learn a new
word, try to say it in sentences a few times over the next week and you’ll never forget it.

Learn and Study Phrases

Speaking English fluently means being able to express your thoughts, feelings and ideas. Your goal is to
speak English in full sentences, so why not learn it in full sentences? You’ll find that English is more
useful in your everyday life if you study whole phrases, rather than just vocabulary and verbs. Start by
thinking about phrases that you use frequently in your native language, and then learn how to say them
in English.

Learn from Everyone

You don’t have to only learn English from textbooks and teachers – anyone who speaks English can help
you practice. Imagine how you would feel if someone asked you, in your native language, how to
pronounce something? Would you be angry? No! You’d probably be happy to help, just like most
English-speakers are happy to help you. If you know any English-speakers, whether it’s a friend or co-
worker, take advantage of the opportunity to practice and learn from them.

Don’t Study Grammar Too Much

The key to learning a language is finding a balance between studying and practicing. Speaking English
fluently isn’t the same as knowing perfect English grammar – even native English-speakers make
grammar mistakes! Fluency is about being able to communicate. That’s why sometimes it’s important to
put the grammar textbook away, so you can go out and practice those writing, reading, listening and
speaking skills in the real world.

Dive into the Deep End

Studying English for an hour once a week isn’t usually enough to make any real progress. The best way
to quickly improve your English is to spend at least a few minutes practicing every day. Immerse yourself
as much as possible every time you study, and challenge yourself to listen to, read, and even say things
in English that you think might be too difficult for you. If you want to speak English fluently, you need to
make it an essential part of your everyday life.

_____________
Tips to improve, pronunciation.
1. Learn to listen.
Before you learn how to speak, you’ll need to learn how to listen.
Some sounds can be hard to tell apart when you’re listening.

Did the speaker say, "Sleep or Slip?"

The better you get at hearing words, the better you will become at pronouncing them.
2. Notice how your mouth and lips move.
When you speak, you move your mouth. How you move your mouth affects how you pronounce a word.

The first step to correcting your mouth

shape is to notice it and pay attention.
There are a few ways you can check that your mouth and lips are making the correct shape:

Use a mirror. This is by far the simplest way to tell what your mouth is doing while you talk.

3. Pay attention to your tongue.

When you speak, you move your tongue to make sounds.

To improve your English pronunciation, it’s a good idea to check what your tongue is doing.

Some difficult sounds for non-native speakers to make are the

letters “L” and “R,” and the sound
“TH.”

Pronouncing them correctly is all in the tongue!

*To make the “L” sound,

your tongue should touch the back of your front
teeth and the top of your mouth, just behind your teeth.
Try it now: Say the word “light.”

Say it a few times. Feel where your tongue

is in your mouth. Make sure it touches the
top of your mouth.

*To make the “R” sound, your tongue should not touch the top of your mouth. Pull your tongue back
to the middle of your mouth, near where it naturally rests if you weren’t saying anything.
As you say the sound, your lips should be a little rounded.

Try it now: Say the word “right” a few times.

You should feel air blowing between your tongue and the top of your mouth as you speak. You should
also feel your lips get a little rounder when you make the sound.

*Now for the “TH” sound.

This one may seem strange if you don’t have
a similar sound in your native language.

To make this sound, put your tongue between your top and
bottom teeth. Your tongue should stick out a little between your
teeth, and as you push air out of your mouth, let some air escape
between your tongue and teeth—that’s what makes the sound.

Try it now: Say the word “think.” Repeat it a few times.

Make sure you push your tongue between your teeth.

4. Record yourself.
One way to tell if all your practice is working is to record yourself with a camera. Use a camera and not
just a sound recorder because it’s important to see how you speak, not only hear it.

You don’t need to download any special software to record yourself; most computers and mobile
devices have built-in video recorders.

Find a video of your favorite part from a movie,

Choose one or two sentences and record yourself trying
to match the stress, tone and pronunciation of the video.
Then you can compare the two and see what you did differently,
and try again.
_______________________
Word Stress:

Mistakes in word stress are a common cause of

misunderstanding in English.

Stressing the wrong syllable in a word can make the word very difficult to hear and understand; for
example, try saying the following words:

Chocolate
Chocolate

What word stress is

When we stress syllables in words, we use a
combination of different features. Experiment
now with the word 'computer'.

Say it out loud. Listen to yourself.

The second syllable of the three is stressed.
What will you do so that the listener can
hear that stress?
 A stressed syllable combines five features:
1.It is l-o-n-g-e-r - com p-u-ter
2.It is LOUDER - comPUTer
3.It has a change in pitch from the syllables coming before and afterwards.
The pitch of a stressed syllable is usually higher.
4.It is said more clearly -The vowel sound is purer.
Compare the first and last vowel sounds with the
stressed sound.
5.It uses larger facial movements -
Look in the mirror when you say the word.
Look at your jaw and lips in particular.

Some 'rules' of word stress

There are patterns in word stress in English but, as a rule (!),
it is dangerous to say there are fixed rules. Exceptions can
usually be found.
__________________________
Tips in answering Interview questions effectively:
1. Consider the perspective of the peson who asked the question: Why are they asking the question?
 What are they looking for? What is the real intent behind the question?

2. Listen to ensure that you really understand the question and can answer effectively.

Listening well is an art that involves good eye contact, body language, and other nonverbal cues. Don't simply
wait for your turn to talk: Pay attention to what is being said. You may well be provided with valuable tips to
formulate effective responses to the questions. Never interrupt.

3. Provide a concise and complete response.

 Take the time to formulate your response. A moment of silence to collect your thoughts is acceptable.
 Start with a strong, positive opener.
 Include key critical points. Be concise, direct and confident.
 Provide an adequate amount of detail.
 In answering a question with multiple components, section it off to ensure you address each point. For
example, you might say "First, I would…"
 In complex answers, provide a concise summary/wrap up.

4. Respond positively to questions.

It is important to frame your responses positively to the interviewer. This can be challenging when asked a
question that you do not have an answer for, or when asked about skills and experiences that you don't yet
have.

 If you are asked a question you know nothing about, you could respond with "what a great question, let me
think about that...' You can do this once in an interview, more than that and you will look unprepared.
 You can prepare yourself in advance by anticipating these types of questions and learning techniques to
respond positively.

5. Show interest not desperation.

An interviewr won't believe you're worthy until you believe it. Do some self-reflection and become convinced
that you're the best person for the job - then simply tell the interviewer!

________________
Tips in answering Essays:

Before you start:

1. Instead of immediately picking up your pencil and starting to write, read all of the
questions before you answer any of the questions. This saves you time in the long
run and will almost always earn you a higher grade.

2. Read the question carefully. Be sure you understand what the question is asking. If
you're uncertain, ask the instructor for clarification.

3. Check the grade value for the question. Usually the number of points will reflect the
level of detail that your instructor expects.

4. Identify key points you will make in your response. Jot these down in the margins or
on a separate piece of paper (such as the back of the exam) to help organize your
answer.

Writing your answer:

5. Answer the question that is asked. This is the most common reason for low
scores (other than simply not knowing the material). If the question asks about causes,
don't talk about effects. If the question asks you to explain, don't just give examples. If
the question asks about the atmosphere, don't talk about rivers and lakes.

6. Use time wisely. Answer the questions you're most confident about first. For each
question start with the most important points and then add supporting details later if time
allows (and only if the details are really necessary). Don't waste time on things like
repeating the question.

7. Organize your response. If you write a collection of random facts the instructor may
think you don't really understand the material, even if some of the facts are relevant.

8. Write clearly. Your instructor needs to make sense of your answer. Use complete
sentences that follow a logical order. Make sure your handwriting is neat enough to be
legible - if your instructor can't read it, they can't give you credit for it. If you use
diagrams you need to explain and label them.
When you're done:

9. Review your answer. Did you forget any important points? Does your answer
include any irrelevant statements? Does your writing need to be clearer?

10. Make any corrections as neatly as possible. Use a pencil (unless your instructor
specifies ink) so that you can make clean erasures. Don't assume your instructor can
make sense of crossed-out sentences replaced with a trail of arrows pointing to words
scribbled in the margins. He or she will probably try, but could fail.

__________________________
HOW TO GET BETTER IN GRAMMAR

Proper English grammar is one of the foundations of language proficiency.

It’s necessary for your writing, speaking and comprehension.

But here’s the good news: mastering English grammar isn’t impossible.

In fact, with a few essential grammar tips, you can overcome many of the
obstacles that English learners face.

12 Tips to Make Learning English Grammar Easier

1. Memorize 3 Fundamental Capitalization Rules

You may think that capitalizing nouns is a trivial (not important) grammar rule.
However, poorly capitalized words are a quick giveaway that you haven’t quite
mastered English writing. Proper capitalization helps your writing look
professional, tidy and correct.

The bad news is that it’s really just a matter of memorizing capitalization
rules. The good news is there’s not much to memorize. Here are the three
fundamental rules you can use to remember which words get capitalized in
English:

 The first word in a sentence. You should always capitalize the first word in
a sentence regardless of what type of word it is.
  Proper nouns (names). These include the names of people, locations,
places, days and months, companies, etc. For example: Matthew, Helen,
France, Tokyo, Mississippi, Microsoft, Saturday, January…

 Honorifics and titles, as well as their abbreviations. Mr., Mrs., Ms., Miss,
Doctor (Dr.), President, Lord, etc.

2. I and Me Aren’t Interchangeable

Which one of the sentences below do you think is grammatically correct?

Matt and I went for a walk.

Matt and me went for a walk.

If you guessed the first sentence, you’re right! However, don’t stress out if you
guessed wrong. Many native English speakers get this rule confused, and you
may often hear the second sentence in casual conversation even though
it’s incorrect.

I and me are’t interchangeable. They are used in different grammatical constructs.

I is a pronoun that serves as a subject of a sentence. In the first example, Matt

and I went for a walk, both I and Matt are subjects of the sentence while went is
the verb.

Me is a pronoun that serves as an object of a sentence. Me is needed when

someone else is performing the action. To use the example above, it would be
absolutely correct to say: Matt took me for a walk. Matt is the subject and me is
the object in the sentence.

Knowing your subjects and objects will help you use these types of
pronouns flawlessly!

3. Be Careful When Using Your and You’re

This is probably the most common mistake on the internet
today! Your and you’re sound absolutely the same, but they have very different
meanings and uses.

Your is a possessive determiner that attributes something to you:

 Your dinner is getting cold.

 Your friends have reserved a table for the party.

 Your work is impressive!

You’re is a contraction of you are:

 You’re nice to me. (You are nice to me.)

 You’re going to a party. (You are going to a party.)

 You’re a very successful writer. (You are a very successful writer.)

Mistakes happen when possessive pronouns are confused with verb contractions,
even among native English speakers. Often, you may see phrases like your
wrong (instead of you’re wrong), you’re sister (instead of your sister), etc. These
are grammatical errors. They’re easy to avoid. Don’t repeat them!

4. Be Careful When Using Their, They’re and There

This is another case of confusion between pronouns, contractions and,

additionally, adverbs. Let’s analyze each of the words in question.

Their is a possessive determiner. When using their, you indicate that something
belongs to them.

 Their car has broken down.

 Their dinner party was a big hit.

 It’s not their child.

They’re is a contraction of they are, very similar to you’re from tip number three.
  If they’re not coming, I’m leaving early. (If they are not coming, I’m leaving
early.)

 They’re so happy to have been invited! (They are so happy to have been
invited!)

 She doesn’t think they’re going to like it. (She doesn’t think they aregoing to
like it.)

There is an adverb indicating a location of something, whether specific or

abstract.

 Your keys are over there, on the table.

 When we got there, the place was already closed.

 There is more than one way to skin a cat. (An idiomatic expression.)

Once you understand the difference between these three words, you won’t make
a mistake like their nice (instead of they’re nice) or there dog (instead of their
dog) ever again!

This fun comic by The Oatmeal provides a few more examples of common errors
arising from the confusion between contractions and pronouns.

5. There’s a Subtle Difference Between Must and Have To

Modal verbs in English serve to indicate likelihood, possibility, obligation and

more. The most common examples of modal verbs
include can, may, must, will and shall. Must is the one indicating an obligation or a
necessity to do something.

 I must wake up early to catch a morning train.

 We must understand the difference between “there” and “their” to be

better English speakers.

 She must do her homework.

However, we could also say:

 I have to wake up early to catch a morning train.

 We have to understand the difference between “there” and “their” to be

better English speakers.

 She has to do her homework.

Both are grammatically correct. So is there a difference?

Yes!

The difference between must and have to is subtle. Both refer to an obligation,
but must indicates an opinion or suggestion. Have to is an expression of a more
objective obligation coming from an outside force.

So saying that someone must do her homework is your opinion. Saying that
she has to do her homework signals that it’s necessary because, for example, her
teacher requires it.

Must and have to are used interchangeably in casual English. In more formal
situations, you’ll stand apart by knowing the difference between them.

6. Always Check for Subject and Verb Agreement

One of the most basic grammar rules in English states that the subject of the
sentence has to agree with its verb. In other words, the verb needs to take a form
that matches the subject. To approach fluency in English, it’s crucial to
understand subject-verb agreement.

The subject of a sentence can be either singular or plural, which will determine
what form the verb takes. For example:

 She likes pizza.

 They like burgers.

These are simple sentences with one clause (subject plus verb).
But what happens when a sentence gets more complicated?

When there’s more than one subject connected by and, it’s a compound subject
that requires a plural:

 Lily and Tom want to order pizza. (They want to order pizza.)

 Matt and I are going for a walk. (We are going for a walk.)

 A book, a few cards and pencils were on the table. (They were on the
table.)

But here’s where things get really complicated. Sometimes the subject is
accompanied by an additional piece of information that follows along
with, together with, as well as, such as and more.

These don’t change the subject into a compound subject and don’t require a
plural verb.

 Lily, just like Tom, wants to order pizza. (She wants to order pizza. So does
Tom.)

 I, together with Matt, am going for a walk. (I am going for a walk. Matt is
going with me.) Note that this a slightly awkward sentence, and using a
compound subject like Matt and I would be preferable here.

 A book, along with a few cards and pencils, was on the table. (A book
was on the table. There were also a few cards and pencils.)

Notice how these sentence elements provide additional information that can be
safely removed. The sentence would be less informative, but still grammatically
correct.

A simple way to check for subject and verb agreement is to replace the subject
with an appropriate pronoun, like we did in the first sentence above.

 Lily, just like Tom, wants to order pizza. (She wants to order pizza.)

 Lily and Tom want to order pizza. (They want to order pizza.)
If the sentence still makes sense, your subject and your verb are in agreement!

7. Mix It Up with Active and Passive Voice

In many English sentences, the subject is the one performing the action described
by the verb of the sentence. This is called “active voice.”

 While the children played a game in the backyard, their dad prepared
dinner.

Both clauses of this sentence contain active voice: children played (a

game) and their dad prepared (dinner).

In other instances, the subject is being acted upon. Someone else is performing
the action! This is “passive voice.”

 While a game was played by the kids, dinner was prepared by their dad.

This sentence also has two clauses, and both of them are written in the passive
voice: the game was played (by the kids) while dinner was prepared (by their
dad).

While it’s recommended to use passive voice sparingly (not often), you should
know how to recognize and use both active and passive voices.

A good mix of active and passive verbs will make your English, especially written
English, varied and colorful. Don’t be afraid of combinations!

Oxford Dictionaries has more great examples of active and passive voice usage.

8. For Collective Nouns, Context Is Everything

Sometimes, a singular noun represents a group of people or a collection of things.

Should it take a singular or a plural verb?

Is family singular or plural? Is government plural or singular? How

about crowd or flock?
These types of nouns are known as collective nouns. You’ll treat them differently
depending on context.

First, consider whether you’re operating in British English or American English.

In American English, collective nouns typically take a singular verb. For example:

 My family loves me a lot.

 The American government is voting on this issue today.

 The cast was present for the movie premiere.

There are two important exceptions that you’re likely to encounter in casual
conversation: police and people.

Police and people always take a plural verb.

 The Boston Police make weekly reports on the matter.

 People are starting to wonder what’s going on.

However, in British English, collective nouns may take a singular or a plural verb,
depending on the rest of the sentence. If the collective noun represents a group
acting as one unit, it takes a singular verb. If the collective noun stands for several
individuals or things acting independently, it takes a plural verb.

For example:

 The visiting team is losing. (The team is one unit that’s on the losing side of
the game.)

 My family are all coming to the wedding. (“Family” stands for several
different people who’ll arrive at the wedding, not necessarily together.)

 The staff disagree on the deadline for the project. (The staff are employees
who have different opinions about the project deadline.)

Whether you treat a collective noun as a singular or a plural, make sure that it
stays that way.
Incorrect: The team is on a winning streak. They beat every other team so far.

Correct: The team is on a winning streak. It beat every other team so far.

Remember tip number six, and always keep the subject and the verb in
agreement throughout. You’ll never be confused by collective nouns again!

9. Always Use Complete Sentences, Not Sentence Fragments

The most basic sentence in English has two elements: a subject and a verb.

 She sings.

 I write.

 They survived.

Having a subject and a verb is the minimum requirement for English sentences. If
either of those is missing, the sentence isn’t complete. It becomes a sentence
fragment instead:

 Walking past the house

 Survived the ordeal

 Prefer this sandwich

Sentence fragments shouldn’t be used alone. The examples above can be easily
made into full sentences or become part of a longer sentence. For example:

 Walking past the house, I noticed the lights were on.

 She is happy to have survived the ordeal.

 I would prefer this sandwich.

Make it a rule for yourself to always write in complete sentences. Check if

there’s a subject and a verb in your sentence. If not, insert one! Connecting
sentence fragments into more complex sentences will make your English speech
and English writing correct and varied.
10. Learn Some Question Tags to Simplify Your Life

You know those short questions that sometimes get added to the end of a
sentence, don’t you?

These are called question tags, and they’re neat, aren’t they?

They can make your life easier, especially in an English conversation, because they
allow you to easily turn statements into yes or no questions.

The rule for forming a question tag is simple: if the main verb of the sentence is
positive, the question tag takes its negative form. If the main verb of the sentence
is negative (has “not” in it), the question tag takes its positive form. A question
tag will always conform to the main verb of the sentence.

 She forgot her lunch, didn’t she? or She didn’t forget her lunch, did she?

 He isn’t going to the party, is he? or He is going to the party, isn’the?

However, here’s one tricky thing to remember: if the main verb of the sentence is
“I am,” the question tag that corresponds is “aren’t I.”

 I am going to have to change my plans, aren’t I?

If you don’t feel like using a contraction to form a negative question tag, be
careful with the placement of “not.”

 She forgot her lunch, did she not?

 He is going to the party, is he not?

Need more examples? The British Council explains the basics of question tags
with additional examples provided!

11. Feel Free to Use Dangling Prepositions

Whenever a preposition gets separated from its object in the sentence (or when it
doesn’t have an object at all), it becomes a dangling preposition.

 Whom are you talking to?

  You can come downstairs; there’s nothing to be afraid of.

There is a grammar myth that dangling prepositions are unacceptable. You may
encounter native English speakers who believe it’s incorrect to end a sentence
with a preposition. However, dangling prepositions aren’t a grammatical error.

Actually, avoiding dangling prepositions may result in some awkward sentences!

For example:

 To whom are you talking?

 You can come downstairs; there’s nothing of which to be afraid.

These sentences are correct, but not very desirable. As long as you understand
dangling prepositions and their grammatical role, feel free to use them!

12. But Be Careful with Dangling Participles in Complex Sentences

Participles (words formed from verbs) are often used to introduce a subordinate
clause in a sentence.

 Doing my homework, I noticed that a few of my notes were missing.

 That little girl, having dropped her ice cream, is crying uncontrollably.

 Born in Canada, he spoke English flawlessly.

In these cases, participles always relate to the subject of the sentence. They
describe the action that the subject performs or the state that the subject is in.

The examples above would still have the same meaning if rewritten the following
way:

 While I was doing my homework, I noticed that a few of my notes were

missing.

 That little girl has dropped her ice cream and is crying uncontrollably.

 Because he was born in Canada, he spoke English flawlessly.

Dangling participles can cause problems for English learners; they can make it
easier to forget or confuse the subject-participle relationship. A very common
mistake many English learners (and even native speakers!) make is to use a
participle that doesn’t relate to the subject of the sentence (a dangling
participle).

 Walking to the university, the rain started to fall, so he opened his

umbrella.

This sentence is incorrect! Clearly, it was he who was walking to the university,
not the rain. A grammatically correct way to form this sentence would be:

 Walking to the university, he opened his umbrella, because the rain started
to fall.

Another example of an error:

 Having traveled around the world, few countries impressed me more than
New Zealand.

Here, the dangling participle makes it sound like it was countries that traveled
around the world. You can put the sentence right by rewriting it:

 Having traveled around the world, I was impressed by few countries more
than New Zealand.

or even:

 Few countries impressed me more than New Zealand during my travels

around the world.

As you can see, dangling participles create confusing and grammatically incorrect
sentences that reflect poorly on your writing. Unlike dangling prepositions,
dangling participles should be avoided!
English grammar may not be your favorite part of English learning, but don’t be
discouraged. Taking it step by step, one tip at a time, is how you become
proficient in the language. In these 12 English grammar tips, we covered common
errors that English learners encounter. Master those and you’ll become an English
grammar pro in no time. Good luck!

_____________________

Tongue Twisters

Tongue twisters are a great way to practice and improve pronunciation and
fluency. They can also help to improve accents by using alliteration, which is the
repetition of one sound.

The first concept that tongue twisters teach is alliteration. This is when multiple
words begin with the same consonant sound. Sentences with a lot of alliteration
are difficult to say because you are repeating the same sounds over and over.
Here are some tongue twisters to help improve pronunciation skills.

Tongue twisters are phrases that are difficult to say and make your tongue feel
like it is all twisted up. Many people say tongue twisters for fun or as a challenge,
but they actually have an important benefit. They can help improve pronunciation
skills.

How are they able to do this? The answer is that tongue twisters expose you to
different sounds and language elements in English.

(1)

Peter Piper picked a peck of pickled peppers.

A peck of pickled peppers Peter Piper picked

If Peter Piper picked a peck of pickled peppers

Where’s the peck of pickled peppers Peter Piper picked?

(2)
How much wood would a woodchuck chuck if a woodchuck could chuck wood?

(3)
Betty Botter bought some butter.

But she said the butter’s bitter.

If I put it in my batter, it will make my batter bitter

But a bit of better butter will make my batter better

So ‘twas better Betty Botter bought a bit of better butter.

Tongue twisters are a fun way to practice English, while also learning about its
many different sounds and concepts. Start by saying these tongue twisters slowly
and, as you improve pronunciation skills, begin to say them faster. This can be
done on your own or with an English speaking partner.

______________________
Linking Vowels into Vowels
To create a smooth, fluid link from a

word ending in a vowel sound into a

word beginning with a vowel sound, a

very small /y/ or /w/ is added between

the words, connecting one word to the

next. This allows both vowel sounds to

occur individually, without stopping

the airflow between words.

Deciding whether to link vowels together

using /y/ or /w/ usually becomes

intuitive to learners: linking with

the wrong sound will feel and sound

awkward.

My car is very‿old.
My car is so‿old.

At least he‿asked for permission.

Mary really‿appreciates that you're staying late to help!

Let's take a break, then try‿again after lunch.

Kids grow‿up so quickly!

Karen wanted to‿ask if you'd come along.