Fun in English:

Why is English such a
difficult, funny Language.


The bandage was wound
around the wound.
The farm was used to
produce produce.
The dump was so full that it
had to refuse more refuse.
He could lead if he would get
the lead out.
The soldier decided to desert
his dessert in the desert.
Since there is no time like the
present, he thought it was
time to present the present.
A bass was painted on the
head of the bass drum.
When shot at, the dove dove
into the bushes.
A seamstress and a sewer fell
down into a sewer line.
The insurance was invalid for
the invalid.
There was a row among the
oarsmen about how to row.
They were too close to the
door to close it.
The buck does funny things
when the does are present.
To help with planting, the
farmer taught his sow to sow.
The wind was too strong to
wind the sail.
After a number of injections
my jaw got number.
Upon seeing the tear in the
painting I shed a tear.
I had to subject the subject to
a series of tests.
How can I intimate this to my
most intimate friend?

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question:1.My dog died last week. 2.My dog was died last week. which is right?Why?

1.My dog died last night is right expsn .my dog was died means it was kild by som1 . . Fist 1 hapnd naturaly ,by it's own.by:+919493005020.
2.First one is right. Second one is in passive.
By:+919441164700
3.The 1st one is right because died is the intrasitive verb. The action was not done by others. In 2nd case if was is followed by dead it' ok.by:venugopala chary 4.First one is right because we can't make it passive, simple past is Sub and Verb2 Rampally Vijayabhaskar Jammikunta. 9908893464. 5.Ans is 2. Because da action was done by others. 6.DOG statements lo 2nd statement is correct. SRINU.JGTL 7.My dog died last week is right. Because v2 used with last week. 8.My dog died last week is correct answer(K.RAMESH, S.A.(ENG)ZPHS. MUCHARLA 8. 1.My dog died last week. 2.My dog was dead. 9.FELTAPKNR Some verbs are in- transitive.They do not take objects,cannot be used in passive voice. My dog died last week. My dog was died last week (wrong)-vinayadhar raju .

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COMPARATIVE:

The form of an adjective that is used when comparing things. For example:
He is taller than me.
The comparative is formed in different ways according to the length of the base adjective:
■ If it has one syllable, then the letters -er are added.
■ If the word has three syllables or more, then the word ‘more’ is added before the adjective: more attractive.
■ Words of two syllables vary: some add -er and some use ‘more’. Some can do either, for example clever.
The use of ‘more’ and adding -er are alternatives. It is wrong to use both together (e.g. more better).
Spelling: adding -er
■ If the word ends in a consonant, add –er (quick becomes quicker).
■ With words of one syllable with a short vowel sound and ending with a single consonant, double the consonant and add –er (sad becomes sadder).
■ With words of one syllable ending in –I, you normally do not double the l, but cruel becomes crueller.
■ If it ends in ‘e’, add –r (late becomes later).
■ If it ends in ‘y’, change the ‘y’ to an ‘i’ and add –er (happy becomes happier).

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CONDITION:

When writing or speaking we often wish to show that one event depends on another in some way:
If the weather was fine, Maud liked to walk in Hyde Park.
One statement, Maud liked to walk in Hyde Park, is conditional upon the other the weather was fine.
Conditional clauses are usually introduced by either if or unless.
They can express a number of different meanings.
Common events
They can state general truths, such as:
If water penetrates window sills, doors, or their frames, the result is wet rot.
In sentences like this the verb is in the present tense. It is also possible to use the past tense to describe general truths about the past:
If the weather was fine, Maud liked to walk in Hyde Park.
Possible events
Conditional clauses can describe situations which have not yet happened, but are possible:
If it comes to court, you two can testify.
Here both verbs are in the present tense. Similar sentences can be constructed using unless:
Policemen don't find bodies unless they are sent to look for them or unless someone else has found them first.
Here unless has the meaning of if…not…:
Policemen don't find bodies if they aren't sent to look for them or if someone else hasn't found them first.
Future events
Very often conditional clauses speculate about events in the future. Such clauses can be open or closed. In an open conditional the speaker expresses no opinion about whether the future event is likely to happen or not:
If they succeed in that, Germany's economy and its workers will be better off.
(The writer has no opinion of whether they will succeed or not.) In a closed condition the writer makes it clear that the future event is more or less unlikely:
If they were successful at this stage, they would then have to find the fee.
(But they are not likely to be successful.)
Past events
Conditional clauses can also be used to speculate about how things might have turned out in the past:
If they had been her own children, she would have used them differently.
But they weren't her own children, so she treated them as she did. The condition cannot be fulfilled because it is impossible.
Clauses that are not introduced by a conjunction
It is possible to construct conditional clauses that do not begin with if or unless. The commonest way of doing this is to begin the clause with one of these words:
were  should  had
For example:
Were I to own a new BMW car, another ten microcomputers would be at my command, so their advertisements claim.
Should you succeed in becoming a planner, you would be helping to create these parameters.
Had I been in a vehicle, I could have gone back, but on foot it was not worth risking the wasted energy.

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watch THE ODYSSEY (7th E/M) full length movie

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CLICK HERE: http://www.youtube.com/watch?feature=youtube_gdata_player&v=TOYPBCYFOKA

THE ADVENTURES OF TOM SAWYER: CHARACTER LIST:

Tom Sawyer: The main
character of the novel.
Everything revolves around
him, and, except for a few
brief chapters, he is present in
every chapter.
Aunt Polly: Tom's aunt and
legal guardian. She loves Tom
dearly, but she does not know
how to control him.
Sidney Tom's half brother
who plays the role of the
obedient boy but who is, in
reality, a sneak and a
tattletale.
Mary :Tom's cousin. She likes
Tom very much but wants to
change him and resorts to
bribing him to be good.
Becky Thatcher The pretty
new girl to whom Tom is
attracted. When trapped in
the cave, she proves to be
resolute and worthy of Tom's
affections.
Huckleberry Finn (Huck ):8
The son of the town drunk,
Huck has been the outcast
from society his entire life.
The adults look upon him as a
disgrace and a bad influence;
the youngsters look at him
with envy because he has
complete freedom to do
whatever he likes.
Widow Douglas The
wealthiest person in the
town, she is good,
kindhearted, and generous.
Because of her nature, Injun
Joe's planned revenge- -
mutilating her- -becomes that
much more horrible. She is
saved by the activities of
Huck Finn and becomes his
guardian.
Injun Joe: He is the villain, the
essence of evil in the novel.
Muff Potter The harmless
old drunk who is framed for
Dr. Robinson's murder (which
was actually committed by
Injun Joe) .
Joe Harper Tom's closest
friend and second in
command in Tom's
adventures. He is not as
clever as Tom is, nor is he the
leader that Tom is. On
Jackson's Island, Joe is the
first to want to return to the
security of home.
Judge Thatcher (and Mrs.
Thatcher) Becky's parents
who are highly esteemed
members of the community.
The Judge uses his authority
to seal up the opening to the
cave to protect other
youngsters and, in doing so,
inadvertently seals up Injun
Joe.
Mr. Dobbins The
schoolmaster. At the end of
the school year, the entire
school conspires to play a
trick on him.
Mr. Walters The Sunday
school superintendent who is
overly dedicated to his job.
The Reverend Mr. Sprague
The pastor of the village
church.
Alfred Temple A new boy
from St. Louis. Becky uses
him to make Tom jealous.
Willie Mufferson The "model
boy" for all of the parents and
a despicable creature to all
the boys.
Amy Lawrence Tom's
sweetheart--until he meets
Becky Thatcher.
Dr. Robinson The young
doctor who is murdered while
trying to obtain a body for
medical studies.
Mr. Jones (or the Welshman)
He and his sons are
instrumental in saving the
Widow Douglas from the
vicious Injun Joe.

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COUNTABLE AND UNCOUNTABLE NOUNS:

There are certain words which can only be used with countable nouns and not with uncountables. Other words can only be used with uncountables and not with countables.
words
countable
uncountable
example
little, less, least
x
✓
little sustenance
few, fewer
✓
x
few children
much
x
✓
much food
many, several
✓
x
many surprises
Some English speakers use less with countable nouns:
Sent off no less than 20 times in his career, Johnson is a surprisingly quiet and tender man.
This is not standard English and should be avoided in formal situations, especially in writing.

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TIPS TO LEARN VOCABULARY:

We recommend five things
for learning English
vocabulary:
1. Context and Exposure
See or hear the vocabulary
used in context
Sample contexts: reading
material, audio, video,
conversation
Sometimes you can guess
meaning from the situation.
What type of word is it
(noun, verb, adjective)?
Look at the words around it.
Try to read or listen to as
much English as possible
Choose from a variety of
sources
2. Pictures and associations
Sometimes seeing groups of
related words can help
See our picture dictionary.
3. Understand Word Parts
(prefixes, suffixes, roots)
See our word parts lists here.
4. Recognize collocations
(words that go together)
Some words are commonly
used with other words
See our lists of collocations:
with verbs, with prepositions.
5. Consider connotations and
multiple meanings of words
Some words carry special or
emotional meanings
Example: house vs. home
Some words can have many
different meanings
Example: play, set, run

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IT + PASSIVE:

it + passive
In formal writing it is quite common to begin a sentence with it followed by the passive form of the verb. For example:
It is felt that a person propelling a motorcycle with his legs astride the cycle and his feet on the ground by ‘paddling’ it, would be driving.
The sentence is taken from a legal text, so it needs to be precise. ‘It is felt’ is imprecise because it is unclear who it refers to. (And felt is rather a vague term.) Better to say:
If someone sits astride a motor cycle and uses their feet to ‘paddle’ it along the ground, then, in law, they are driving.
See also active or passive?

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GULLIVER'S TRAVELS MOVIE:

Watch "Gulliver's Travels" on YouTube

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Cloud poem from 9th class E/M

CLICK HERE FOR  VIDEO:

http://m.youtube.com/watch?gl=US&hl=en&client=mv-google&v=IMP0H5DQJX4&fulldescription=1

Poem:(full)
I bring fresh showers for the
thirsting flowers,
From the seas and the
streams;
I bear light shade for the
leaves when laid
In their noonday dreams.
From my wings are shaken the
dews that waken
The sweet buds every one,
When rocked to rest on their
mother's breast,
As she dances about the sun.
I wield the flail of the lashing
hail,
And whiten the green plains
under,
And then again I dissolve it in
rain,
And laugh as I pass in thunder.
I sift the snow on the
mountains below,
And their great pines groan
aghast;
And all the night 'tis my pillow
white,
While I sleep in the arms of
the blast.
Sublime on the towers of my
skiey bowers,
Lightning, my pilot, sits;
In a cavern under is fettered
the thunder,
It struggles and howls at fits;
Over earth and ocean, with
gentle motion,
This pilot is guiding me,
Lured by the love of the genii
that move
In the depths of the purple
sea;
Over the rills, and the crags,
and the hills,
Over the lakes and the plains,
Wherever he dream, under
mountain or stream,
The Spirit he loves remains;
And I all the while bask in
Heaven's blue smile,
Whilst he is dissolving in rains.
The sanguine Sunrise, with his
meteor eyes,
And his burning plumes
outspread,
Leaps on the back of my
sailing rack,
When the morning star shines
dead;
As on the jag of a mountain
crag,
Which an earthquake rocks
and swings,
An eagle alit one moment may
sit
In the light of its golden wings.
And when Sunset may breathe,
from the lit sea beneath,
Its ardors of rest and of love,
And the crimson pall of eve
may fall
From the depth of Heaven
above,
With wings folded I rest, on
mine aery nest,
As still as a brooding dove.
That orbed maiden with white
fire laden,
Whom mortals call the Moon,
Glides glimmering o'er my
fleece-like floor,
By the midnight breezes
strewn;
And wherever the beat of her
unseen feet,
Which only the angels hear,
May have broken the woof of
my tent's thin roof,
The stars peep behind her and
peer;
And I laugh to see them whirl
and flee,
Like a swarm of golden bees,
When I widen the rent in my
wind-built tent,
Till the calm rivers, lakes, and
seas,
Like strips of the sky fallen
through me on high,
Are each paved with the moon
and these.
I bind the Sun's throne with a
burning zone,
And the Moon's with a girdle
of pearl;
The volcanoes are dim, and
the stars reel and swim
When the whirlwinds my
banner unfurl.
From cape to cape, with a
bridge-like shape,
Over a torrent sea,
Sunbeam-proof, I hang like a
roof,--
The mountains its columns be.
The triumphal arch through
which I march
With hurricane, fire, and snow,
When the Powers of the air
are chained to my chair,
Is the million-colored bow;
The sphere-fire above its soft
colors wove,
While the moist Earth was
laughing below.
I am the daughter of Earth
and Water,
And the nursling of the Sky;
I pass through the pores of
the ocean and shores;
I change, but I cannot die.
For after the rain when with
never a stain
The pavilion of Heaven is bare,
And the winds and sunbeams
with their convex gleams
Build up the blue dome of air,
I silently laugh at my own
cenotaph,
And out of the caverns of rain,
Like a child from the womb,
like a ghost from the tomb,
I arise and unbuild it again.

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IMPORTANCE OF SPELLING:

Spelling over the last few
years has been the subject of
a commonly mailed piece of
Internet “wisdom.” And I
quote:
Aoccdrnig to rscheearch by
the Lngiusiitc Dptanmeret at
Cmabrigde Uinervtisy, it
deosn't mttaer in waht oredr
the ltteers in a wrod are, the
olny iprmoetnt tihng is taht
the frist and lsat ltteer be at
the rghit pclae. The rset can
be a total mses and you can
sitll raed it wouthit porbelm.
Tihs is bcuseae the huamn
mnid deos not raed ervey
lteter by istlef, but the wrod
as a wlohe.
Translation: According to
research by the Linguistic
Department at Cambridge
University, it doesn’t matter
in what order the letters in a
word are, the only important
thing is that the first and last
letter be at the right place.
The rest can be a total mess
and you can still read it
without a problem. This is
because the human mind
does not read every letter by
itself, but the word as a
whole.
This paragraph has been
widely circulated on the
Internet since 2003, and it is
still referred to, either as a
point of interest or to defend
inconsistent (poor) spelling,
or choosing not to teach it. Is
it because it rings of the truth
that it makes scholars and
educators cringe? Hardly.
Among other things, there
was no such research, and
the words in the passage
don’t follow the rule of “only
the first and last words
matter.” It’s a myth. It is
fluent readers who can figure
out this highly predictable text
– and the path to fluent
reading includes a firm
foundation in the sounds
represented by letters and
their spelling .

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FIVE OTHER WAYS TO SAY GOODBYE IN ENGLISH

Watch "5 ways to say goodbye in English" on YouTube

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INTERROGATIVE CLAUSE:

interrogative clause
The type of clause used to ask questions.
Yes/no questions
For questions expecting the answer yes or no the form of the verb and the word order are changed:
Question-word questions
These are introduced by a question word. The verb form and word order are different from those in a statement sentence:
See also questions.

AGREEMENT:y

agreement
The subject and the verb of a clause have to agree in number and person.
person
number
pronoun(s)
to be
to write
1st
singular
I
am
write
1st
plural
we
are
write
2nd
singular
you
are
write
2nd
plural
you
are
write
3rd
singular
he, she, it
is
writes
3rd
plural
they
are
write
Writers sometimes fail to make the verb of a sentence agree with the subject. This usually happens when the subject of the sentence is a lengthy noun phrase. For example:
The advent of digitization and electronic media make speedy cooperation between us even more necessary.
This should be:
The advent of digitization and electronic media makes speedy cooperation between us even more necessary.
The rule is that the verb should agree with the main word in the subject, the headword of the phrase. If in doubt, you should try to boil the subject down to a single noun or pronoun. In this case the subject boils down to advent, which is singular.

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ADJECTIVES SONG

Watch "Grammar Rock Adjective" on YouTube

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Watch video bit from the movie "sir with love"( 9th class E/M )

Watch "To Sir, With Love (1967) (Part 1)" on YouTube

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ADVERB CLAUSE:VIDEO

Watch "What is an adverb clause?" on YouTube

PREPOSITION SONG

Watch "Grammar Rock Preposition" on YouTube

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Porfolios of students

Watch "Portfolio of Students - Alappuzha" on YouTube

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Our interaction at RIESI

Watch "N.S. Prabhu Talk.mpg" on YouTube

CONVERSION:

conversion
The process by which a word from one word class is used as if it belonged to another class. For example, glue started life as a noun, but is now frequently used as a verb. Many conversions are so common that we no longer notice them, but conversion is also a feature of creative uses of language:
‘I really have some severe doubts regarding this partnership,’ said he, upping and awaying.
It is often said that ‘there is no noun in English that can't be verbed’. (Tom McArthur)

FOCUS:

focus
Some adverbials are used to focus attention on one part of a sentence:
Paul regularly runs out of the nursery to play ball in a busy street; he has also run home by himself and was nearly hit by a lorry.
The writer is adding to the dangerous things that Paul has done, and the adverb also helps focus our attention. If we remove the word, the sentence is much weaker:
Paul regularly runs out of the nursery to play ball in a busy street; he has run home by himself and was nearly hit by a lorry.
Other examples of sentences with focusing adverbials are:
Utah, in particular, needs all the new employers it can find.
Only the flowers in the vase on the table in front of me seemed real.

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FINITE VERB

finite verb
A form of the verb that is complete in itself and can be used alone as the verb phrase in a sentence. In the sentences that follow there is one finite verb, which is printed in bold type:
Then I examined the three main rooms.
Science tells us about the structural and relational properties of objects.
The finite form of the verb is either the simple past tense (as in the first example) or the simple present tense (as in the second example). The sentences that follow do not contain finite verbs; the verbs in bold type are non-finite:
Habit of appearing to stand on tiptoe, stretching the neck.
So kitsch, frozen in time.
If the verb phrase in a sentence consists of more than one verb word, then one of the verbs should be finite. In the sentences that follow, the verb phrase is printed in italics and the finite verb is in bold:
Magazine editors in 1955 were hit by the same problem.
The jazz scene must have sounded to Parker like a musical hall of mirrors.

Technology linked lesson plan-by RIESI

Class (name, type of
student): Teaching
Grammar – Preposition of
Direction.
U Intermediate
Level,
Duration: 90 mins
Materials:
Technology component
downloaded from/
accessed in class at:
Preposition Song
downloaded from
Youtube
Preposition Quiz - http://
a4esl.org/q/f/z/
zz98bck.htm
Song for Listening ‘If I
were’ by Beyonce
downloaded from
Youtube
Other Material:
3 problem solving
pictures to be completed
using Prepositions of
direction such as out of,
along, through, into etc…
(adapted from the book
‘Meanings into Words’,
Unit 6, Cambridge
University Press)
A handout containing
dialogue between a
tourist and a man for
role-play
Introduction
Review of previous
lesson: Teaching of
grammar in context and
inductive method of
teaching grammar.
Objectives of this lesson
(tell students about them):
By the end of the lesson
(A) trainee teachers
(B) will be able to use
prepositions indicating
directions in speech and
writing
(C) after listening to songs,
taking part in role-play and
doing problem solving
activities and
(D) they should be able to
answer the questions in the
quiz correctly by using
appropriate direction
preposition
Procedure
Presentation (teacher or
student), including key
vocabulary
Problem solving, critical
thinking, using appropriate
direction prepositions,
grammar in context,
inductive method of
teaching of grammar.
Activity (student)
1. Warm up and interaction
2. Teacher gives pre-
listening instructions,
teacher distributes the song
‘If I were a girl’ containing
gaps to be filled up by the
participants after listening
to the song ‘If I were a girl’
by Beyonce
3. Students listen to the
song twice and fill up the
blanks in the song and
complete the song. They
identify the prepositions
used
in the song
4. Teacher distributes a
handout containing the
dialogue between a tourist
and a man. They do pair-
work. 5 groups role-play the
dialogues before the class
5. Teacher asks them
questions about the
direction prepositions used
in the conversation. They
identify the direction
prepositions
and analyze the context in
which they are used.
Teacher generates a
discussion in this regard
6. Teacher divides the class
into 6 groups. Each group is
given a problem solving
activity is to describe a
picture using appropriate
direction preposition. The
problem solving Activity 1 is
to describe a path taken by
a burglar using proper
direction preposition.
Activity 2 is to describe the
path of the direction of a
river. Activity 3 is to
describe the direction taken
by a soldier for completing
his exercise using
appropriate preposition of
direction
7. The teacher participants
work in group. There will be
group discussion. Teacher
monitors the group work.
They describe the picture
in group using appropriate
direction preposition. All the
groups present their
findings before the class.
Teacher consolidate the
session
8. Discussion in the class
regarding the use of
prepositions indicating the
direction
9. Teacher distributes a song
containing different types of
prepositions. Learners sing
the song individually and in
pairs. 6 teachers present
the preposition song before
the class. Teacher plays the
audio and video of the song
before the class.
Learning styles
addressed: Audio,
kinesthetic problem solving,
interpersonal
communication, etc…
Technology alternative (in
case things don't work as
planned): Recorded version
of song in CD ROM and
pictures
Review before the end of
the class session: How to
teach grammar in second
language classroom, need
for teaching grammar in
meaningful
context, teaching grammar
from examples to rule
making, teaching grammar
inductively, promoting
discovery learning, critical
thinking, etc…
Homework:
a) Preparing a lesson plan
for teaching grammar in
context
b) Identifying online or
technology based materials
c) Preparing the lesson plan
in pairs

COMPOUND WORD:

compound wordi
A word composed of two other words. Examples include:
crime reporter  fortune-teller  scarecrow
As the examples show, the two words that form the compound are sometimes written separately, sometimes linked by a hyphen, and sometimes joined together. For many compounds there is a standard way, but other compounds are written in more than one way. For example:
paper knife  paper-knife  paperknife
In modern English there is a tendency to avoid the hyphenated version if possible and use either a single word or two words. In the United States people often prefer a single word (for example airfare), while in Britain two words are preferred (for example air fare).
See also hyphen.

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English Grammar mobile quiz application

http://market.android.com/details?id=com.ubl.spellmaster

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My speech at riesi

Watch "My speech in RIESI-BANGLORE" on YouTube

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RIE AP PARTICIPANTS PHOTO

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