Tips for improving how you read nonverbal communication

• Practice observing people in public places, such as a shopping mall, bus, train, café, restaurant, or even on a television talk show with the sound muted. Observing how others use body language can teach you how to better receive and use nonverbal signals when conversing with others. Notice how people act and react to each other. Try to guess what their relationship is, what they’re talking about, and how each feels about what is being said.
• Be aware of individual differences. People from different countries and cultures tend to use different nonverbal communication gestures, so it’s important to take age, culture, religion, gender, and emotional state into account when reading body language signals. An American teen, a grieving widow, and an Asian businessman, for example, are likely to use nonverbal signals differently.
• Look at nonverbal communication signals as a group. Don’t read too much into a single gesture or nonverbal cue. Consider all of the nonverbal signals you receive, from eye contact to tone of voice to body language. Anyone can slip up occasionally and let eye contact slip, for example, or briefly cross their arms without meaning to. Consider the signals as a whole to get a better “read” on a person.

Adjective or Adverb?

Rule #1: Adjectives modify nouns; adverbs modify verbs, adjectives, and other adverbs.

You can recognize adverbs easily because many of them are formed by adding -ly to an adjective.

Here are some sentences that demonstrate some of the differences between an adjective and an adverb.

Richard is careless.

Here careless is an adjective that modifies the proper noun Richard.

Richard talks carelessly.

Here carelessly is an adverb that modifies the verb talks.

Priya was extremely happy.

Here happy is an adjective that modifies the proper noun Priya and extremely is an adverb that modifies the adjective happy.

Adverbs can't modify nouns, as you can see from the following incorrect sentences.

He is a quietly man.

The correct sentence above should say, "He is a quiet man."

I have a happily dog.

The correct sentence above should say, "I have a happy dog."

Rule #2: An adjective always follows a form of the verb to be when it modifies the noun before the verb. Here are some examples that show this rule.

I was nervous.

She has been sick all week.

They tried to be helpful.

Rule #3: Likewise an adjective always follows a sense verb or a verb of appearance — feel, taste, smell, sound, look, appear, and seem — when it modifies the noun before the verb.

Sharon's cough sounds bad.

Here bad is an adjective that modifies the noun cough. Using the adverb badly here would not make sense, because it would mean her cough isn't very good at sounding.

Castor oil tastes awful.

Here awful is an adjective that modifies the noun oil. Using the adverb awfully here would not make sense, because it would mean that castor oil isn't very good at tasting.

The ocean air smells fresh.

Here fresh is an adjective that modifies the noun air. Using the adverb freshly here would not make sense, because it would mean that the air has a sense of smell that it uses in a fresh manner.

She seems unhappy today.

Here unhappy is an adjective that modifies the pronoun she. Using the adverb unhappily here would not make sense, because it would mean that she isn't very good at seeming.

Be careful to notice whether the word modifies the subject or the verb in the sentence. If the word modifies the subject, you should use an adjective. If the word modifies the verb, you should use an adverb. The difference is shown in the following pair of sentences.

This apple smells sweet.

Here sweet is an adjective that modifies the noun apple. Using the adverb sweetly here would not make sense, because it would mean that the apple can smell things in a sweet manner.

Your dog smells carefully.

Here carefully is an adverb that modifies the verb smells. Using the adjective careful here would not make sense, because it would mean that the dog gives off an odor of carefulness.

Avoiding Common Errors

Bad or Badly?

When you want to describe how you feel, you should use an adjective (Why? Feel is a sense verb;see rule #3 above). So you'd say, "I feel bad." Saying you feel badly would be like saying you play football badly. It would mean that you are unable to feel, as though your hands were partially numb.

Good or Well?

Good is an adjective, so you do not do good or live good, but you do well and live well. Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel good, look good, smell good, are good, have been good, etc. (Refer to rule #3 above for more information about sense verbs and verbs of appearance.)

Confusion can occur because well can function either as an adverb or an adjective. When well is used as an adjective, it means "not sick" or "in good health." For this specific sense of well, it's OK to say you feel well or are well — for example, after recovering from an illness. When not used in this health-related sense, however, well functions as an adverb; for example, "I did well on my exam."

Double-negatives

Scarcely and hardly are already negative adverbs. To add another negative term is redundant, because in English only one negative is ever used at a time

They found scarcely any animals on the island. (not scarcely no...)

Hardly anyone came to the party. (not hardly no one...)

Sure or Surely?

Sure is an adjective, and surely is an adverb. Sure is also used in the idiomatic expression sure to be. Surely can be used as a sentence-adverb. Here are some examples that show different uses of sure and surely. Adjectives are in blue and adverbs are in red.

I am sure that you were there.

Here sure is an adjective that modifies the pronoun I.

He is surely ready to take on the project.

Here surely is an adverb that modifies the adjective ready.

She is sure to be a great leader.

Here sure to be is an idiomatic phrase that functions as an adjective that modifies the pronoun she.

Surely, environmental destruction has been one of the worst catastrophes brought about by industrial production.

Here surely is an adverb that modifies the verb has been.

Real or Really?

Real is an adjective, and really is an adverb. Here are some examples that demonstrate the difference between real and really.

She did really well on that test.

Here really is an adverb that modifies the adverb well.

Is she really going out with him?

Here really is an adverb that modifies the verb phrase going out.

Popular culture proposes imaginary solutions to real problems.

Here real is an adjective that modifies the noun problems.

Near or Nearly?

Near can function as a verb, adverb, adjective, or preposition. Nearly is used as an adverb to mean "in a close manner" or "almost but not quite." Here are some examples that demonstrate the differences between various uses of near and nearly.

The moment of truth neared.

Here neared is a verb in the past tense.

We are nearly finished with this project.

Here nearly is an adverb that modifies the verb finished.

The cat crept near.

Here near is an adverb of place that modifies the verb crept.

First cousins are more nearly related than second cousins.

Here nearly is an adverb that modifies the verb related.

The detective solves the mystery in a scene near the end of the movie.

Here near is a preposition. The prepositional phrase near the end of the movie modifies the noun scene.

Affect Versus Effect

This is an expanded show based on the original episode covering when to use affect with an a and when to use effect with an e.

I get asked whether to use affect or effect all the time and it is by far the most requested grammar topic, so I have a few mnemonics and a cartoon to help you remember.

 

What Is the Difference Between Affectand Effect?

Before we get to the memory trick though, I want to explain the difference between the two words.

It's actually pretty straightforward. The majority of the time you use affect with an a as a verb and effect with an e as a noun.

 When Should You Use Affect?

Affect with an a means "to influence," as in, "The arrows affected Aardvark," or "The rain affected Amy's hairdo." Affect can also mean, roughly, "to act in a way that you don't feel," as in, "She affected an air of superiority."

When Should You Use Effect?

Effect with an e has a lot of subtle meanings as a noun, but to me the meaning "a result" seems to be at the core of all the definitions. For example, you can say, "The effect was eye-popping," or "The sound effects were amazing," or "The rain had no effect on Amy's hairdo."

Common Uses of Affect and Effect

Most of the time affectwith an a is a verb andeffect with an e is a noun.

So most of the time affect with ana is a verb and effect with an e is a noun. There are rare instances where the roles are switched, and I'll get to those later, but for now let's focus on the common meanings. This is "Quick and Dirty" grammar, and my impression from your questions is that most people have trouble rememberingthe basic rules of when to use these words, so if you stick with those, you'll be right 95% of the time.

So, most of the time, affect with an a is a verb and effect with an e is a noun; and now we can get to the mnemonics. First, the mnemonic involves a very easy noun to help you remember: aardvark. Yes, if you can remember aardvark -- a very easy noun -- you'll always remember that affect with an a is a verb and effect with ane is a noun. Why? Because the first letters of "a very easy noun" are the same first letters as "affect verb effect noun!" That's a very easy noun. Affect (with ana) verb effect (with an e) noun.

"But why Aardvark?" you ask. Because there's also an example to help you remember. It's "The arrows affected Aardvark. The effect was eye-popping." It should be easy to remember that affect with an a goes with the a-words, arrowand aardvark, and that effect with an e goes with the e-word, eye-popping. If you can visualize the sentences, "The arrows affected the aardvark. The effect was eye-popping," it's pretty easy to see that affect with an a is a verb and effectwith an e is a noun.

The illustration of the example is from my new book. It's Aardvark being affected by arrows, and I think looking at it will help you remember the example sentences; and it's cute. You can print it out and hang it by your desk.

So a very easy noun will help you remember that affect with an a is a verb andeffect with an e is a noun, and the example will help you see how to use both words in a sentence.

Rare Uses of Affect and Effect

So what about those rare meanings that don't follow the rules I just gave you? Well, affect can be used as a noun when you're talking about psychology--it means the mood that someone appears to have. For example, "She displayed a happy affect." Psychologists find it useful because they know that you can never really understand what someone else is feeling. You can only know how theyappear to be feeling.

And, effect can be used as a verb that essentially means "to bring about," or "to accomplish." For example, you could say, "Aardvark hoped to effect change within the burrow."

10 creative ways to teach English that deliver outstanding results

As an English teacher at an outstanding primary, Anna Warren is often asked for inspiration. Here she shares her favorite approaches for creative English lessons. 

As a creative school, with a track record in fantastic English results, we are often asked what our specific approach is: how do we teach through the arts, yet manage to maintain such high expectations of all our pupils? I'd like to share some of these approaches with you:

Immersion activities

How can children access stories, poems and other texts if their minds and imaginations not fully engaged? We have found that immersing children in a range of creative activities before reading the text means that they are fully prepared, and excited, about the reading journey ahead of them. Through painting, music composition, a film project, in role drama or sculpture, the kids have had a chance to share vocabulary, ideas and concepts which gives them reading fresh meaning and purpose.

Clear purpose

What's the point of reading and writing anything if you don't know why you're doing it? We aim to provide children with a clear purpose to all reading, and especially writing tasks. Whether it's an invitation to the Headteacher to attend a class assembly, an email to an author or an article for a school newspaper, our children know why the quality of their writing matters: because there will be a real audience for their published work.

Professional publishing

One effective way of valuing children's work as well as providing a real incentive, is to plan for a range of ways to publish their writing. Recent examples include a whole school bookmaking project. Following a whole school Inset on bookbinding techniques, every class published their own shared book; one example being an anthology of short spooky stories composed by the year 6. Their stories were mounted on handmade paper, accompanied with each child's artwork (line cut style prints on metallic paper) with a dramatic paper cut out front cover. The effort the children put into their work was immense, and the results were stunning as a result. The anthology has been enjoyed by parents and other pupils and the children's pride in their work is clear to see.

Meaningful planning

Where possible, learning in English is linked to subjects within the creative curriculum we follow: the international primary curriculum (IPC). Well in advance of teaching, teachers collaborate and share their ideas for planning through a mind mapping process. Meaningful, creative activities are planned for, ensuring that all staff members know exactly what the children will be learning and why.

Focused on strategies

The teaching of reading is not easy. As children's fluency in reading increases, it's hard to know what reading skills need to be taught, and when. We ensure that specific reading strategies are modelled explicitly to the class; this provides children with a holistic bank of skills to draw upon. This could include scanning a text, making an inference, predicting or creating a mental image. Our teachers use 'think aloud' statements to model to the children how these skills are used, and how they can help them become better readers. These strategies are then shared as a class, and then assessed in follow up guided reading activities.

Inspirational learning environment

Take a trip to our school and you'll find classroom environments that inspire adults and children alike. Not only is the children's work displayed creatively, but there is a range of learning prompts to inspire and support all pupils. We want to encourage our children to discover new texts, genres and authors, so our reading areas are inviting, well resourced and highly organised. Pupils can choose from an exciting array of reading material: newspapers, classic texts, reference books as well as the children's own published stories are just some examples of what book corners might offer.

Drama to engage and inspire

The use of drama is such a powerful tool. Taking the lead from our drama specialist, all teaching staff use a range of techniques to promote the exploration of characters, situations and historical events. This process expands the pupils' imaginations, and provides them with the ideas they need to give their writing that extra spark and flair.

Rigorous teaching of spelling and phonics

In the infants, phonics is streamed, so all children can benefit from tailored teaching, making maximum progress as a result. All phonics and spelling activities are fun, multi sensory and as physical possible, the aim being to meet all learning styles in the class. In the juniors, we try to make homework lists as personalised to the child as possible to ensure that the spelling patterns stick in a meaningful way.

Grammar concepts taught creatively

Grammar cannot be taught as a stand alone activity. What's the point of that? Children begin to understand grammar concepts, and start to apply them in their own writing, when they start to read with a writer's mind. Punctuation rules and techniques are drawn from shared texts; texts which the children have already been immersed in and have a good understanding of. Exploring these, and embedding them creatively is how the learning takes place.

Peer and self assessment

What child doesn't love marking somebody else's work? With a clear marking key, success criteria and purpose in mind, children set about assessing either their own, or a partner's piece of writing. Modelled through the teacher's own formative marking, pupils know what the expectations are. They are well trained in searching for successful examples of the learning intention, articulating their responses to the work, checking the writing matches any targets and giving constructive feedback. Seeing the children learn from each other in this way is hugely positive; you know you've done your job well.

Anna Warren is the English subject leader and the year 6 teacher at Holy Trinity and St Silas School, London.

Is or Are?

Linking Verbs

Linking verbs connect subjects with nouns, pronouns, or adjectives.

Linking verbs can either be plural or singular and they must agrees with the subject of the sentence.

Singular Linking Verbs

When the subject is singular, the linking verb must be singular too. Is and was are singular linking verbs.

"He is a good drummer."

"He was my best friend."

Plural Linking Verbs

When the subject is plural the linking verb must also be plural. Are and were are plural linking verbs.

"They are Italian."

"We were just talking about you."

Note: You always takes the plural form.

Link: I am used to (something)

HOLIDAY ENGLISH SEREMBAN IS ON!! CALL NOW TO REGISTER!

How to use Some and Any

Some

Countable and uncountable

Some is used with both countable and uncountable nouns:

Countable Nouns - 'Some people in my school like Jazz.'
Uncountable Nouns - 'There was some snow here last winter.'

Positive sentences

Some is used in positive sentences:

'I have some friends.'
'We bought some coffee.'

Offering

We use some in questions when we expect the answer to be 'yes' or when we are offering something, otherwise, we use any:

'Would you like some milk?

Requests

Some is also used in questions when we are making a request:

'Can I borrow some money?'

Any

Negative sentences

Any is used in negative sentences:

'I don't have any friends.'
'There isn't any bread left.'

Questions

Any is used in questions:

'Do you have any money?'
'Is there any sugar?'

Different types of English Language (American / British /Australian etc)

English the lingua franca of the world exists in different varieties. The people of a particular geographical location add their own regional spice to the English language making it a specific type. The most popular types of English are the:

(1) American

(2) British

(3) Australian

Not just these there are New Zealand, Indian and Canadian types of English too. And each of these types is internationally recognized. No specific English type is superior in Status. Certain spelling types and usage demarcate these languages from one another. Also that these language styles are rampant in their own geographical area is a significant point to be considered.

To begin with English is spoken as a first language in many countries-- England, Scotland, Ireland, America, Canada, South Africaand New Zealand. There is a lot of fundamental difference between English spoken in England and the English spoken in the USA. The difference could be primarily attributed to pronunciation. Even considering country itself there is a regional variation in the English language spoken. Even within the British Isles there are many varieties of English spoken. The English of England is different from the English of Scotland. Even within England there are many regional dialects of the English language. With so many dialects found in a language it’s going to be increasingly difficult for the language analysts.

In India owing to history the natives speak more of British English than the American English. But the ushering in of the IT era and the concept of multinationals and immigration playing widely there is a lot of variety of English used in India now. Indians precisely follow the Southern British dialect also called as the RP or the Received Pronunciation. Received suggests that the variety of English spoken is more social in context than regional.

The important point that this rather detailed description shows is, that though at first the dialectical forms sound wrong if you are used to Standard English, they can be explained in linguistic terms in exactly the same way as Standard English forms. It is simply that different choices were made among the varied speech communities forming the speakers of English in the past. These choices are not conscious or deliberate, but pronunciation is always changing, and leads in time to changes in word forms. All the authenticated forms of English are accepted and acceptable. One need not worry too much about the varieties of English.

You may be wondering about these varieties but having some basic insight into the above information might be good to you and help you deal with problems that you might encounter owing to ignorance of English language varieties. English is no longer a monolithic entity and has been modified according to need and purpose. The primary purpose of such a thing could be ascribed to the need of simplicity. There are not just dialects now in English but idiolects, slang, vernacular, jargon and many more. All these emerge out of purpose, if some dialects are for the layman some are for the professional community. A number of changes are constantly being made to English grammar, syntax, vocabulary, spelling and pronunciation, making the changes in the language a continuous and dynamic process.

CONVERSATIONS ABOUT ENGLISH

1. ARTICLES
Explanations of the words article/definite/indefinite and also related words like articulate/define/definition and so on. Then examples of the use of the articles with sentences showing them at work and also the occasions when no article is used.

2. MODALS
Again definitions of the word modal and related words. Explanations of may/must/can/would/will and so on.

3. PASSIVE
Definitions of passive and related words. Use of the passive with examples. Comments on why it's used in place of active.

4. RELATIVE PRONOUNS
Explain word relative and related words. Examples of their use.

5. TENSES
General introduction to tenses and the meaning of the word - then divide into examples of each tense with illustrative sentences.

6. ADJECTIVES
Explain the word and its function. Use of several adjectives together. Formation of adjectives.

7. ADVERBS
Explain the word and its function. Refer to the different types of adverb -again with illustrative sentences

8. PUNCTUATION
Brief introduction to purpose of punctuation - and what happens in its absence. Illustrative sentences. Explanation of various punctuation marks

9. CONDITIONALS
Explanation of the word and related words. Different types of conditional standard ones and mixed ones with illustrative sentences.

10. PHRASAL VERBS
Definition of what a phrasal verb is and examples of how they are used. Choice of some of the most common used in sentences.

11. VERB FORMS
Commentary on principal parts of the verb such as infinitive, gerund, participles and so on. Illustrative sentences.

12. SUBJUNCTIVE
Introduction to this formation and its use.

13. PREPOSITIONS
Meaning of the word. Use of prepositions and their position in the sentence. Notes about groups/pairs of the most common prepositions and their differences as under/below/beneath.

14. CONJUNCTIONS
Definition and purpose and position of conjunctions - examples in sentences of the most common.

15. REPORTED/INDIRECT SPEECH
Again explanation of 'reported', 'direct', 'indirect' and related words. Reasons for use and formation.

The Best Guides to English Grammar

The best guides to English grammar are often indicative of the quality of the author and/or publishing company that delivers the guide. English grammar is a very complex subject, with many headings and subheadings falling under the main topic. Even the best guides to English grammar may not always contain every possible topic and sub-topic, but the best guides to English grammar make a concerted effort to create a guide that includes references to areas that are most confusing for new learners, indexes and tables of contents to easily find information and trouble spots, and clear instruction on topics such as grammatical structure, syntax, parts of speech, elements of voice and punctuation.

Often, the most useful guides to English grammar can be found in digital form, or as a combination of digital and book learning. Online learning is an excellent way to study English grammar because it allows the learner to study at his or her own pace, while making time for work or other family and personal commitments. Other benefits to studying English grammar in a digital format are the convenience of “at home” study as opposed to the time and expense needed to drive or commute to class.

The best guides to English grammar put a lot of thought into the way the guide is structured, with an easy search feature and cross-references so learners can understand any particular concept from more than one place of reference. Also, the best guides to English grammar should be illustrated in a pleasing way, so visual learners can easily retain the information presented.

English Study Tips

English is best learned utilizing a wide number of English study tips that are meant to keep the learner both on track with the study of English and inspire him or her to continue studying more complex parts of the English language.

For example, among the English study tips that exist, one particularly beneficial tip is to determine a timeline for the study of the English language in terms of how advanced you want to be in English study given a particular time period. Specifically, a student who enrolls in a total immersion program in an English-speaking country will be far more advanced than someone who studies on weekends with language learning software in more of an informal setting.

While informal settings can be an effective way to learn English, the best English study tips call for a dedication that an informal study program can’t often replicate. Certainly the best way to study English encompasses a variety of learning modalities, including a total immersion program in an English-speaking language, laboratory sessions for grammatical help, pronunciation and usage as well as one-on-one tutoring from professional TESOL tutors. Online English learning games, quizzes and software can also be effective, especially when part of a larger scope of dedicated learning. English study tips are largely dependent upon the style of the learner. Some students will have more success with certain English study tips than others.

Improve Your English Grammar

11)

1)     Speak in English, assuming English is the language whose grammar you wish to improve upon. English is understood in most parts of the planet, and its importance is increasing in our daily lives. Learning grammar can be hard if we don't really know how to speak English. Improve your grammar with continuous practice. Your speech will reflect patterns you hear, and the rest will fall into place. Find a friend who can speak to you in English, and move on. Whenever you feel stuck, ask for help!

2)    Make a plan. Try to get an overview of English grammar from a textbook or online resource. Note the grammar points you need to work on and plan to work on each for at least a few days.

3)     Find a tutor. Some of us may disagree with the idea of going to a teacher for grammar lessons, but why not? If you are looking for an alternative, practice grammar using online exercises. There are a number of sites that offer exercises on a range of topics. While using a computer to type a document, grammar checkers can be very helpful too.

4)    Identify common mistakes. People who speak the same language often make the same mistakes in English grammar. For example, many Russian speakers have trouble using "a" and "the" in English. Find out what grammar points are often difficult for speakers of your native language. Pay extra attention to learning those grammar points.

5)     Find some grammar exercises. To learn English grammar well, you'll need to practice each grammar point until you can use it easily. Look for a book of grammar exercises that also has answers. Online activities and quizzes can also help. Focus on just one grammar point each time you study.

6)     Pay close attention to grammar when you read English. When you're trying to learn correct English grammar, it's not enough to understand the general idea of what you read. You'll need to understand exactly why each sentence is written that way. When you read a sentence, ask yourself if you can make similar sentences. If you can't or you're not sure, find text book exercises for those grammar points and practice.

7)     Translate from your native language into English. When you write or speak your own thoughts, it's easy to avoid complicated grammar. When you translate, you have to work with whatever is on the page, even if the grammar is difficult. Start translating simple things like advertisements and then move to newspapers and magazine articles. Translating dialog in plays is another good way to practice.

8)     Read and practice. The more you read, the better you get with your vocabulary. It improves grammar too. If possible, read aloud. Functional grammar deals with the way in which words and word order are used in social perspectives to get the message across. However, if you have a sudden dislike towards heavy grammar books, try the 'parrot method.' This refers to listening and repeating things as many times as possible, so it becomes natural for you to say it that way.

9)     Reading aloud is simpler. Why? Because you eventually are listening to correct grammar as you read it; watching television also helps. It works better if we watch what we are really interested in, although the BBC is always a great option. The English spoken in America is different from that spoken in England. Some parts of spelling and grammar vary between the two countries as well.

10)     Ask native speakers for advice. If you know any native English speakers, ask if they could check some of your writing now and then. If there are no native English speakers near you, look online for language-learning forums or language-exchange sites. Just remember if the native speaker is not a teacher, he or she may not be able to explain grammar rules.

11)      Don't feel anxious when you make mistakes. It isn't a matter if you make mistakes. What is important is finding errors and correcting them.