It’s a Little “Iffy” – How to Make Conditional Statements

image by WTCC instructor ecparent

Have you ever heard someone say that something is “iffy”? It means that something is uncertain. We aren’t sure IF it will happen or not. It might happy IF everything goes right. It might not happen IF there is a problem.

  • Can we go to the park tomorrow?
    I don’t know. The weather looks a little iffy. (We don’t know what the weather will be like. It might rain, or it might be sunny. We aren’t sure.)
  • When are you going to move into your new house?
    Hmmmmm…it’s a little iffy. The construction has been slow because of all the snow, so we aren’t sure. They said it would be finished next month, but if this winter continues, it might take longer.

How do we use “if” in English? We use it in several ways, but it always shows a cause and an effect. This week, I will show you two kinds of conditional statements – zero conditional and first conditional. First, however, I will show you how a conditional statement is generally formed. There are two parts:

  1. the dependent “if” clause – if + subject + verb, etc.
  2. the independent “then” clause – (then) subject + verb, etc.

You can put the two clauses in either order (dependent + independent OR independent + dependent).

If you give me bad news, I will cry.
I will cry if you give me bad news.

I want you to notice two things:

  1. When the “if” clause is first, you put a comma at the end of it (before the “then” clause). When the independent “then” clause comes first, there is no comma.
  2. I didn’t use the word “then” at all in these sentences. It is optional in the first sentence, but not in the second sentence. You can use “then” when you put the independent clause at the end of the sentence (If you give me bad news, then I will cry.), but you cannot use “then” at the beginning of the sentence.

Now let’s look at two kinds of conditional statements.

Zero Conditional

We use zero conditional for real things that really happen. When we use it, we are talking about general truths – things that are always true. The situations in zero conditional statements are real and possible. The verb in each part of the sentence (independent and dependent clause) is in present tense.

If + subject + present-tense verb + , + subject + present-tense verb.
Subject + present-tense verb + if + subject + present-tense verb.

Here are some examples of zero conditional statements. Which part is the dependent clause, and which part is the independent clause of each one?

  • If you put your hand in water, it gets wet.
  • If you cut yourself, you bleed.
  • Ice melts if you heat it.

In a zero conditional statement, you can change “if” to “when,” and the meaning does not change.

Finish these zero conditional sentences:

  1. If you are _______________, you eat.
  2. If you are hot, you turn on the _________________.
  3. Your clothes get dirty if you ____________________________________ for a living.

First Conditional

“Messy Toddler” By Larali21 (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

First conditional is similar to zero conditional, but we use it to talk about a specific, real, possible situation, not a general truth. In zero conditional, I say, “If you put your hand in water, it gets wet.” I am not talking about a specific person’s hand or water that is in the room. When I use first conditional, I am talking more specifically. In first conditional, I say, “If you put your hand in the water, it will get wet.” I say this kind of thing to my little girl all the time.

  • If you touch the hot stove, it will hurt.
  • If you throw the leaf off the balcony, it will fall down.
  • If you don’t want me to carry you, then you have to walk.
  • If you keep screaming, then we will not go to the park.
  • If you don’t eat your dinner, you will be hungry later.

Notice that the verbs in first conditional are a little different from the verbs in zero conditional. The dependent “if” clause still has a present-tense verb, but the independent “then” clause uses a future verb. This is because you are talking about a real, possible, present cause and a real, possible, future effect. “If you don’t pay your cell phone bill (now), Verizon will cut off your service (in the near future).”

If + subject + present-tense verb + , + subject + future-tense verb.
Subject + future-tense verb + if + subject + present-tense verb.

Finish these first conditional sentences:

  1. If you don’t exercise, you will ___________________________________.
  2. You will feel better tomorrow if you _____________________________________.
  3. If it is raining this afternoon, ___________________________________.

When you use “will” in first conditional statements, you are speaking with certainty, but if you aren’t sure about the effect (“then” clause), it is possible to change “will” to “might.”

  • If you don’t eat your dinner, you might be hungry later.
  • You might hurt yourself if you jump off the porch.
  • We might go to the park today if the weather is nice.

Classroom Activity

Here is a fun activity to do with your class. You can also play this game with your family and friends.

  1. Give each person two blank cards or small pieces of paper.
  2. On one card, write a dependent “if” clause. On the other card, write an independent “then” clause to go with the dependent clause. When you put the two cards together, you should have a complete sentence that makes sense.
  3. Collect all the cards, mix them up, and place them face down (so you can’t see the words) on the table.
  4. Take turns turning over two cards. If you turn over two cards that go together to make a complete sentence, you can keep them AND take another turn. If you turn over two cards that don’t go together, turn them face down again, and the next person takes a turn.
  5. When all the cards have been matched, see who has collected the most pairs. That person is the winner!

Five Things to Check in Your Writing

photo by WTCC instructor ecparent

For many students, writing in English is very difficult. You can understand when you read, and people can understand you when you speak, but your teacher always finds MANY mistakes in your writing. How can you improve your writing?

First, when your teacher corrects your writing, ask WHY. Why was my writing wrong? Why did you change it? Why is this way correct? Your teacher can explain the corrections, and the next time you write, you might not make the same mistakes again.

Second, is your teacher correcting the same mistakes again and again? Pay attention! When your teacher corrects your writing, study it. Don’t just throw it away.

Five Things You Can Check

Now, here are 5 things you can check by yourself before you turn in your writing. When you finish a writing assignment, make sure you can answer YES to all of these questions.

  1. Does every sentence start with a capital letter?
  2. Does every sentence end with a period, question mark, or exclamation point?
  3. Does every sentence have at least one subject and one verb?
  4. Does every subject have at least one verb?
  5. Does every verb have at least one subject?

Let’s look at each one a little more.

Start a Sentence with a Capital Letter/End with a Period

The first letter of every sentence should be a capital letter. It is not important what the word is. For other rules about capital letters, here is a good article. Most sentences end with a period (.), but some end with a question mark (?) or an exclamation point (!).

A comma (,) NEVER ends a sentence. When you use a period, question mark, or exclamation point, you are probably at the end of a sentence, so your next letter should be capital.

Many times, when you have a new subject and a new verb, you should also have a new sentence.

Subjects and Verbs

The subject of a sentence is usually the thing or person doing the verb. Look at this sentence:

The baby played.

In the sentence, we have a person (the baby) and an action (played). The baby is the person who is doing the action. “The baby” is the subject of this sentence.

Some sentences have two (or more) subjects and one verb because both of the subjects are doing the same action.

The baby and her brother played.

In this sentence, two people played – the baby (subject 1) and her brother (subject 2).

Some sentences have one subject and two (or more) verbs because one person is doing more than one action.

The baby played and danced.

In this sentence, we have one subject – the baby. The baby did two actions. If we want to write two sentences, we can.

The baby played. The baby danced.

Or if we want to put those two sentences together with “and,” that’s fine too.

The baby played, and the baby danced.

But if you don’t want to repeat “the baby,” you can simply write it one time and have two verbs.

The baby played and danced.

Of course, we can also have multiple subjects and multiple verbs.

The baby and her brother played and danced.

In this example, two people BOTH did two actions.

The rules are that every sentence needs at least one subject and one verb, every subject needs at least one verb, and every verb needs at least one subject. Look at some examples of incorrect sentences to help you understand.

  • The baby and her brother. – Here we have 2 subjects, but no verbs.
  • Played and danced. – Here we have no subject, but 2 verbs.
  • The baby with her brother. – “With” is not a verb.
  • I took care of the baby while danced. – This sentence is confusing because it is not clear who danced. We have a verb, “danced,” but I don’t know if the subject is “I” or “the baby.”

Your Turn

Read this paragraph, and ask the 5 questions above. Can you correct 10 mistakes with capital letters, periods, subjects, and verbs?

i think Katherine Blake knows the rules for a successful job interview she wears professional clothes and looks Mr. Brashov in the eye. she about her experience, and she takes her resumè. she shakes Mr. Brashov’s hand Rosa doesn’t shake his hand. Katherine very professional and nice she is good in the interview.

Past Simple Song Lesson – The Fools Who Dream

Today we are going to learn some grammar with a song from the movie La La Land. Maybe you have seen the movie, or maybe you have heard about it. The main actress in the movie, Emma Stone, won an Oscar (Academy Award) for her performance. It is a beautiful movie with great music. In this scene, Emma Stone’s character, Mia, is telling a story about her aunt. Mia’s aunt was an actress, and Mia also wants to be an actress.

Here are some words that might be new for you. If you have questions about them, please ask your teacher.

image by WTCC instructor ecparent

Mia is telling a story about the past, so many of the verbs in this song are in the past tense. Here are the verbs, their past simple forms, and their meanings.

image by WTCC instructor ecparent

One more thing before I give you the song:

You will hear the phrase “here’s to” many times. We use this phrase when we are celebrating. Imagine that someone is holding up a glass of champagne at a wedding. The person is celebrating the couple who got married, and they say, “Here’s to the happy couple!” It is a phrase for celebration.

Now, read the words to the song.

My aunt used to live in Paris. I remember, she used to come home and tell us these stories about being abroad, and I remember she told us that she jumped into the river once, barefoot. She smiled…

Leapt without looking
And tumbled into the Seine.
The water was freezing.
She spent a month sneezing,
But said she would do it again.

Here’s to the ones who dream,
Foolish as they may seem.
Here’s to the hearts that ache.
Here’s to the mess we make.

She captured a feeling,
A sky with no ceiling,
The sunset inside a frame.

She lived in her liquor
And died with a flicker.
I’ll always remember the flame.

Here’s to the ones who dream,
Foolish as they may seem.
Here’s to the hearts that ache.
Here’s to the mess we make.

She told me,
“A bit of madness is key
To give us new colors to see.
Who knows where it will lead us?
And that’s why they need us!”

So bring on the rebels,
The ripples from pebbles,
The painters, and poets, and plays.

And here’s to the fools who dream,
Crazy as they may seem.
Here’s to the hearts that break.
Here’s to the mess we make.

I trace it all back to then –
Her and the snow and the Seine.
Smiling through it,
She said she’d do it again.

Listen to the song, and read the words again.

Your Turn

Talk about the song with your classmates. Answer these questions in a small group. Remember, when the song talks about “dreaming,” it is not about sleep. In this case, dreams are the things that you want in life. Some people have simple dreams, and some people have BIG dreams. Some people want to live a simple, happy life, and some people want to change the world. These are the kinds of dreams we’re talking about.

  1. Do you have big dreams for your life? What are they?
  2. In some cultures, people are not encouraged to dream about their futures. What do you think about this? Do people in your culture dream about the future? Why/Why not?
  3. Do you think dreaming is foolish? Why/Why not?
  4. Think about a dream you have. Why do you have it? When did this dream start in your mind? Trace the dream back to its beginning.
  5. Do you think we need a little craziness in life? Why/Why not?
  6. Think of a person who inspires you. Tell us about him/her.
  7. What do you think about this song?
  8. Have you seen the movie? If so, did you like it? If not, would you like to see it? Why/Why not?

 

Academic Vocabulary – Medium

For ESL levels 4+

image by WTCC instructor ecparent

image by WTCC instructor ecparent

This week, you will learn ten academic vocabulary words. Americans learn these words in school. You will see a word and then (n) or (v). If the word is a noun (thing), you will see (n). If the word is a verb (action), you will see (v). Then you will see the definition (meaning) of the word. Some words have more than one meaning. I will give you an example sentence with each definition.

If you are confused about a word, please ask your teacher to explain it. Your teacher can also give you more information about each word – plural forms of nouns, past forms of verbs, pronunciation, etc.

When you feel comfortable with a new word, try to use it in class or in a conversation outside of class. Practice two words each day until you are comfortable with all of them!

  • ape (n) – a large, strong animal related to monkeys (includes gorillas and chimpanzees) / When I visit the zoo, I like to watch the baby apes with their mothers.
    (v) – to copy the actions or words of a person/thing; to pretend to be something / Young children often ape the actions of adults or older children.
  • brain (n) – the part of the body that controls the other parts; the gray matter made of nerve cells that sits inside the skull (head); the part of the body used for thinking / When I have a problem, I use my brain to think of a solution.
  • branch (n) – a part of a tree that grows out of the trunk (main part); any small piece of a large system, like a bank or library / While I was climbing the tree, the branch broke, and I fell.
  • cavern (n) – a large cave / My apartment is in the basement and doesn’t have many windows, so it feels like I’m living in a cavern.
  • chimney (n) – the tall piece on top of a house where smoke escapes from the fire inside / When the weather is very cold, you can see smoke coming out of many chimneys.
  • dozen (n) – twelve; a group of twelve / Charlie loves doughnuts. He eats a dozen doughnuts every week.
  • flame (n) – fire; the bright, hot, glowing gas we see when something is on fire / Each candle has one flame.
  • net (n) – a piece of material made of string or rope that is tied together, leaving even holes / Fishermen can catch many fish at one time if they use a large net.
  • spear (n) – a long stick with a sharp, pointed end / Fishermen can only catch one fish at a time if they use a spear.
  • torch (n) – a stick with fire on top, used for giving light / Before the Olympics, runners carry the Olympic torch around the world.

Your Turn

Do you want more practice with these words? Click here to hear the words, see pictures, and read more examples.

Click here to learn more words and play games!

Complete each sentence with the correct word(s) from the list.

  1. Before warriors had guns, they fought with knives, arrows, and __________________.
  2. In the U.S. government system, there are three __________________ – executive, judicial, and legislative.
  3. It’s important to wear a helmet when riding a bicycle or motorcycle because you need to protect your __________________.
  4. The explorer used a __________________ to help him see in the dark __________________.
  5. When the __________________ on the torch died, the explorer had to use his other senses to find his way in the dark.
  6. There are about a __________________ birds sitting on the __________________ of that tree.
  7. Emily got in trouble on the bus because she __________________ the bus driver’s southern accent.
  8. The circus performer is very brave. He performs without a safety __________________ below him.
  9. Before we use our fireplace, we need someone to clean the __________________.

Transportation Vocabulary

For ESL levels 1+

In your class, you probably learned some words for vehicles (kinds of transportation – bus, car, airplane, etc.). This week, we are going to learn some important words to use WITH those vehicles. For example, we say that we get in a car, but we get on a bus. Do you know when to use “get in” and “get on”?

Get In vs. Get On

We use “get in” for smaller vehicles that carry only a few people – cars, trucks, small boats, etc. The opposite of “get in” is “get out of”. When you arrive at your destination, you get out of a car. Look at this picture. Ask your teacher about words that you do not know.

image by WTCC instructor ecparent

image by WTCC instructor ecparent

How many people can use these vehicles at one time? Probably not more than 10.

Now, let’s look at “get on”. The opposite of “get on” is “get off”. We use these phrases for bigger vehicles like buses, airplanes, and large boats, but we also use them for small vehicles for only one person. We use “get on/off” for bicycles, motorcycles, and horses because you sit on top of them. You can use “get on/off” for anything you sit or stand on top of (skateboard, surfboard, elephant, etc.). Look at this picture. Ask your teacher to explain words you do not know.

image by WTCC instructor ecparent

image by WTCC instructor ecparent

Ride, Drive, or Take?

Finally, let’s look at three words:

  1. ride
  2. drive
  3. take

We use these words with different vehicles.

image by WTCC instructor ecparent

image by WTCC instructor ecparent

We use “drive” or “ride in” for the same vehicles. Use “drive” if you are operating the vehicle. Use “ride in” if you are a passenger. In this old picture, a man is driving a car, and his family is riding in the car.

Sharpe family posing in their new car – See page for author [Public domain], via Wikimedia Commons

Sharpe family posing in their new car – See page for author [Public domain], via Wikimedia Commons

Your Turn

Finish these conversations. Practice with your classmates.

  1. A: How did you get here?
    B: I ______________ my car.
  2. A: Do you ______________ the bus to school?
    B: No, I usually ______________ my bike.
  3. A: Where do you ______________ the bus?
    B: There is a bus stop near my house.
  4. A: Can you ______________ a skateboard?
    B: No, but my cousin can.
  5. A: Do you ______________ a bicycle these days?
    B: No. I ______________ a bike when I was young, but now I ______________ a car.

Summer Homework!

The blogs are going on vacation for the summer, so I’m here today with your summer homework. Click on the blue links to learn and practice until we return with new lessons in the fall!

Confusing Word Choices

image by WTCC instructor ecparent

image by WTCC instructor ecparent

In these blogs, we teach you the differences between two (or more) confusing words or phrases. Click each one to learn more.

Speaking/Pronunciation

In these posts, we teach you how to pronounce or say something.

Grammar

Here are the answers to some of the most common questions I hear from students.

Practical English

These articles will help you with the English you need every day.

Learn English with Wonderful Interactive Books

I’ve recently found a new site that has some wonderful interactive books that help you learn verb tenses and other English topics.

The website, Let’s Have Fun with English, is hosted by Mrs. Haquet, a British teacher, so there is a bit of a British (UK) feel to the spelling and grammar but the American (US) version is also given. Here are the current Interactive books.

Basics Verb Tense + Topic Holidays
Numbers Present Be and Personality
Pronouns and Possessive Adjectives Present Simple Have /Have got
Adverbs of Frequency and Chores Present Simple (Be and Have) and Physical Descriptions St. Valentine’s Day
Comparatives Present Simple and Time and Daily Routines St. Patrick’s Day
 Prepositions of location and Places in Town Present Simple (like, love, hate) and Hobbies Halloween
Rooms in a House Present Simple vs Present Continuous Thanksgiving
Can (Talents) Present Simple /Present Continuous and Jobs Christmas
Must and Mustn’t Present Simple /Present Continuous and Clothes
Simple Past and Dates
Present Perfect  and  Countries
4 Verb tenses and Asking Questions

Be sure to try out the interactive vocabulary exercises too!

The link to this website can always be found on  under English Lesson Online, More English Online page.

Should, Have to, Need to, and Must

For levels 2 and up

image by WTCC instructor ecparent

image by ecparent

What are the differences in these sentences?

  1. I should cook dinner.
  2. I have to cook dinner.
  3. I need to cook dinner.
  4. I must cook dinner.

Many students are confused about the words, “should,” “have to,” “need to,” and “must.” What’s the difference? Are they all the same? How do we use them? Let’s look at them one by one.

Should

“Should” is a modal verb. Modal verbs do not change in form. We never add -s, -ing, or -ed to a modal verb. After a modal verb, we always use the base form of another verb (no “to,” no -s, no -ed, no -ing).

image by WTCC instructor ecparent

image by WTCC instructor ecparent

You can see here that we do not use “to” after “should.” You can also see that we do not change the form of “should” with different subjects. It stays the same with the subjects “I” and “he.” Finally, you can see that we use the base form of “cook” in these sentences. We do not use “to cook,” “cooks,” “cooking,” or “cooked.”

When we use “should,” we mean that something is a very good idea. It is not required, and it is not 100% necessary, but it is a very good idea. For example, when you go to the beach, you should wear sunscreen (special cream to prevent sunburn). Is it a law? No. You are not required to wear sunscreen. Is it 100% necessary? No. Maybe you are not going to stay outside for a long time. Maybe you have dark skin that doesn’t burn. Maybe you don’t care about the possibility of skin cancer in the future. Is it a very good idea to wear sunscreen? Yes.

Here are some more examples:

  • You should eat vegetables. – Vegetables are healthy. It is a very good idea to eat them, but it isn’t required, and you can live without them.
  • You should exercise. – Exercising is a very good idea, but it isn’t necessary or required.
  • You should not eat a lot of fried food. – When we use “not” after “should,” we are saying that something is a very bad idea. Eating fried food is a bad idea. You are allowed to do it, and it will not kill you immediately, but it is not a very good idea.

Must

“Must” is also a modal verb. It does not change in form, and the verb after “must” is always in the base form. “Must” has two meanings. When the meaning is similar to “should,” it is a formal word. We use it often in rule books, assignments, and legal documents. We do not use it often in conversation with this meaning, but you might hear it in a formal speech. Look at these sentences:

  • Students must arrive on time and be prepared for class.
  • Job applicants must have good communication skills.
  • The tenants must pay rent on the 1st of each month.
  • In NC, drivers must turn on their headlights when they use their windshield wipers.

Here, “must” means that something is required. It is a rule, a law, or a requirement. The meaning is similar to “should,” but it is much stronger.

The other meaning of “must” is a little more difficult. We use it to make a logical conclusion. We don’t know something for sure, but we are making a very, very smart guess. For example, I can hear noises coming from my neighbor’s apartment. My neighbor must be home. I can’t see him, so I don’t know for sure, but I am guessing logically. Here are some more examples:

  • Yesterday, Marco was very tired, and he was coughing in class. Today, he is not here. He must be sick.
  • The dog is standing at the door. It is scratching the door and looking at me. The dog must want to go outside.
  • My phone turned off, and I can’t turn it on again. The battery must need to be charged.

If you are very uncertain, you can use “might” in all of these sentences, but if you are more sure, “must” is correct.

Have to

The meaning of “have to” is very similar to “must,” but “have to” is more common because it is less formal. We use “have to” very often in speaking and writing. When we use “have to,” we are saying that something is required or necessary. It is stronger than “should” and less formal than “must.”

“Have” is NOT a modal verb. The form changes depending on the subject (I have/You have/He has/She has). Also, we use have + to + base verb.

image by WTCC instructor ecparent

image by WTCC instructor ecparent

Notice that you always need “to” and the base form of the verb.

Need to

“Need” is also not a modal verb. The form changes with the subject (I need/We need/She needs/It needs), and we use need + to + base verb. When we use “need to,” we are saying that something is necessary.

  • You need to drink water every day.
  • Babies need to sleep more than adults.
  • Her tooth is broken. She needs to go to the dentist.

Which one is correct?

Sometimes it’s difficult to choose the correct word. Many times, they are all correct, but they have different meanings. These differences are usually small, though, so it’s not a big problem if you use the wrong one. Ask several Americans to complete these sentences. Do they all say the same thing? If not, what’s the difference?

  1. I (have to/need to) do my taxes soon.
  2. You (should/must) file your taxes by April 15.
  3. I (should/must) call my mother.
  4. She feels very sick. She (needs to/has to) call the doctor.
  5. We (must/have to) pay our rent on the 1st of the month.

Your Turn

Look and listen for examples of “should,” “have to,” “need to,” and “must” this week. Why did the writer or speaker use that word and not a different word? What does the person mean? Bring your examples to class, and talk about them with your teacher and classmates.

I Still Haven’t Found What I’m Looking For – Intermediate Grammar/Listening Practice

For ESL levels 3 and up.

This song is by a band called U2. Maybe you have heard about them. They have been making music for a very long time. Most of the verbs in “I Still Haven’t Found What I’m Looking For” are in the present perfect tense. This chart shows how to make present perfect verbs:

image by WTCC instructor ecparent

image by WTCC instructor ecparent

If you are confused about subjects and don’t know which one you need, please read the explanation in the last post.

Past Participles

Now let’s talk about past participles. Every verb has several different forms. One form is the base form. This is the verb with no changes – no -s, no -ed, no -ing at the end, no “to” at the beginning. “Be” is a base verb. “Go” is a base verb. “Eat” is a base verb.

Another form is the past simple form. We use this to talk about action in the past. “Was,” “went,” and “ate” are past simple verbs.

  • Yesterday, I was hungry. I went to a restaurant. I ate some food.

Another form of a verb is the past participle. Many times, the past simple form and the past participle form are the same. If the past simple form of a verb ends in -ed, the past participle is usually the same.

  • walked (past simple) – walked (past participle)
  • shopped (past simple) – shopped (past participle)
  • wanted (past simple) – wanted (past participle)

However, many verbs in English are irregular. That means they don’t have an -ed ending in both the past simple and past participle forms. There are MANY irregular verbs in English. Click here to see and download a chart of many common irregular verbs.

Here is the song.

The verbs are in parentheses ( ). Write the verbs in present perfect tense. Don’t forget to use have/has and the past participle form of the verb. Then listen to the song. Click here to download and print the words.

I  _________________________ (climb) highest mountains
I ___________________(run) through the fields
Only to be with you
Only to be with you

I ___________________(run), I ___________________________(crawl)
I _______________________(scale) these city walls
These city walls
Only to be with you

But I still ___________________________(not find)
What I’m looking for
But I still ___________________________(not find)
What I’m looking for

I __________________________(kiss) honeyed lips
___________________(feel) the healing fingertips
It burned like fire
This burning desire

I __________________________(speak) with the tongue of angels
I __________________________(hold) the hand of a devil
It was warm in the night
I was cold as a stone

But I still ___________________________(not find)
What I’m looking for
But I still ___________________________(not find)
What I’m looking for

I believe in the Kingdom Come
Then all the colors will bleed into one
Bleed into one
But yes I’m still running

You broke the bonds
And you loosed the chains
You carried the cross
And all my shame
All my shame
You know I believe it

But I still ___________________________(not find)
What I’m looking for
But I still ___________________________(not find)
What I’m looking for

Now listen to the song.

What questions do you have?

  • Do you have questions about the vocabulary in the song?
  • Do you have questions about present perfect verbs?
  • Do you have questions about past participles or irregular verbs?

Ask your teacher or leave a comment!

Your Turn

Discuss your answers to these questions with your classmates:

  • Did you like this song? Why or why not?
  • What do you think the man is looking for? Do you think he will find it?
  • What are you looking for in life? Have you found it?

Winter Break Practice

(image from Wikimedia Commons)

(image from Wikimedia Commons)

Dear Students,

Can you believe it? The semester is almost over! This post will be the last blog post until January 2016. In this post, you will find links to previous posts. Click on the links in the box and practice and review what you learned in class.

This post is also the last post I will write. I started writing for the blog in January 2013. I have written a lot of posts in the past almost-3 years! It was very fun to write for the blog and to receive feedback and comments from all of you students. Thank you! A new writer for the English Language blog will start in January 2016. That person will have a lot of good, new ideas to help you all learn more English.

Enjoy the post, and have a great vacation!

Sincerely,

Jaimie Newsome, Wake Tech ESL Blog Team

Level Listening Speaking Reading Writing
1 & 2  Where are you from?

What are you doing?

 Common Words  Reading  Writing by Hand

(watch the video)

3 & 4  The Word “Ain’t”  Phonics Stories  The Kiss That Missed  Writing Advice
5 & 6  A Taxi Drive  Stress and Intonation  Long Distance Call  Speaking or Writing?
ERV  President Obama’s Addresses

NPR Story Corps

 Perfect Pronunciation  Many Stories  Writing