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Video about using and, but, and or

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Learn English with Let's Talk - Free English Lessons

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Using Conjunctions - And & But - English Grammar lesson

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Using and, but, and or

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Thu, 06/12/2014 - 06:35 - Chris McCarthy

Conjunctions are used to groups of words, phrases and clauses together. The most common conjunctions are and, or and but.

And

And means also, added to:
Please speak slowly and clearly. She plays piano and guitar.
Or

Or is used to introduce another possibility:
Shall we go to the cinema or bar? Are you interested or not?
But

But is used to introduce something new that you say, especially something that is different or the opposite from what you have just said:
I want to go, but I have to work. She didn't send me a birhday card, but she did phone me. Now choose the word which best fits each sentence:

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Learn English. 1 FREE English lesson added every single day. Grammar, vocabulary, listening & reading

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Reference

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Castillo San Felipe del Morro, also known as El Morro, is a citadel built between 16th and 18th centuries in San Juan, Puerto Rico.

Lying on the northwesternmost point of the islet of Old San Juan, Castillo San Felipe del Morro is named in honor of King Philip II of Spain. The fortification, also referred to as el Morro or 'the promontory,' was designed to guard the entrance to the San Juan Bay, and defend the Spanish colonial port city of San Juan from seaborne enemies.

In 1983, the citadel was declared a World Heritage Site by the United Nations in conjunction with the San Juan National Historic Site. Over two million visitors a year explore the castillo, making it one of Puerto Rico's leading tourist attractions. Facing the structure, on the opposite side of the bay, a smaller fortification known as complemented the castillo's defense of the entrance to the bay.

The construction of the citadel and its surrounding walls began in 1539 on orders of King Charles V of Spain. The original fortress was built under the direction of conquistador Diego Ramos de Orozco and its main purpose was to defend the port of San Juan by controlling the entry to its harbor. In order to have a viable defense while the rest of the fort was being completed, a small proto-fortress was erected during the first year of construction. It is estimated that this section comprises about 10% of the whole structure.

It was not till 1587, however, that Field Marshal Juan de Tejeda and the Italian engineer-architect Juan Bautista Antonelli drew the fort's final design. The plan, which was based on the then firmly established Spanish military fortification principles of the time, included fortifying nine other sites in the Spanish Main and Spanish West Indies: Santo Domingo, Santa Marta, Cartagena, Nombre de Dios, Portobelo, the Chagres River, Panama City, Havana, and St. Augustine. San Juan construction began in March 1589 with skilled artisans, 12 stonecutters, 18 masons, 2 smiths, a cooper, metal founder, and an overseer assigned to the task, with the help 150 slaves. Captain General Diego Menéndez de Valdés took over construction after Tejeda and Antonelli left to start construction of Santo Domingo's fortifications. Capt. Pedro de Salazar took over construction in 1591.

The new fortifications consisted of a hornwork, crossing the headland, to protect the landward side of the existing tower and water battery. Two half- bastions, one on the Atlantic side called "Tejeda", and another on the harbor side called "Austria", were connected by a curtain wall fronted by a moat, and spanned by a drawbridge in the center. The gate and drawbridge were protected by a ravelin, and just inside the gate was a guardhouse. A pair of batteries behind the hornwork overlooked the sea and harbor.:30-31,54-55

In 1634, construction of the city walls surrounding San Juan began. By 1650, the town was enclosed on the east, south and west, while natural battlements protected the city along the Atlantic.

In 1765, Alejandro O'Reilly, Inspector General of Cuba, and Colonel Tomás O'Daly, San Juan Chief of Engineers, agreed on a plan to strengthen San Juan's defenses, which was approved by Charles III of Spain. San Juan became a Defense of the First Order, and one of the most powerful plazas in the Americas by 1790. El Morro's improvements included 3 cisterns under the main plaza containing 216,000 gallons of water collected from times of rain. The walls were strengthened to be 18-40 feet thick. These walls consisted of limestone and sandstone blocks forming the exterior and interior, with rubble sandwiched in between. The Santa Bárbara battery became the main battery with 37 cannon, supported by casemate guns at a lower level, and backed by a great wall with casemates at a higher level.:54-55,59-61,64-65

The top of the Castillo de San Felipe del Morro Lighthouse was destroyed during the 1898 bombardment of the city by the United States, and the American flag replaced the Spanish on 18 November 1898.

Spanish Rule (1539-1898)

Upon the advice of Gonzalo Fernández de Oviedo y Valdés, a battery was constructed on the rocky promontory called "the Morro", when the location of La Fortaleza was deemed unsuitable. This battery consisted of a tower with 4 embrasures, and a Water Battery at the foot of the slope for 3 guns. By 1555, Morro had 8 bronze cannons, as a defense against French privateers.

During the Spanish government of the island, El Morro, also known as Castillo de San Felipe, survived several attacks from foreign powers on various occasions.

In 1593 Portuguese soldiers, sent from Lisbon by order of Phillip II, composed the first garrison of the San Felipe del Morro fortress in Puerto Rico. Some brought their wives, while others married Puerto Rican women, and today there are many Puerto Rican families with Portuguese last names.

In 1595, Englishman Sir Francis Drake unsuccessfully attacked San Juan with his fleet in the Battle of San Juan (1595).

In 1598, the English attacked again, led by George Clifford, 3rd Earl of Cumberland. Clifford succeeded because he attacked San Juan over land instead of trying to enter through the San Juan Bay. However, an epidemic of dysentery forced him to flee the island after the Battle of San Juan (1598).

In 1625, the Dutch, led by Boudewijn Hendricksz, also attacked the island emulating George Clifford's overland invasion. To the amazement of the citizens, the invaders were able to pass in front of the castle's defenders and into the harbor, out of reach of the city's cannons. El Morro managed to resist the siege and eventually made the Dutch retire, although the attackers were able to sack and burn the city before leaving the Battle of San Juan (1625).

In 1797, British General Ralph Abercromby and Admiral Henry Harvey, with a force of 7,000-13,000 men, invaded the island of Puerto Rico. Captain General Don Ramón de Castro and his forces repelled the attack. Abercromby and Harvey were defeated in the Battle of San Juan (1797).

El Morro's last active fight occurred during a naval bombardment by the United States Navy during the 1898 Spanish-American War, ending the age of naval warfare in the Caribbean, at least in the classical sense. During the Spanish-American War, the castle was attacked at least three times by American naval forces, the largest being the Bombardment of San Juan on May 12, 1898. The war ended with the signing of the Treaty of Paris, in which Spain ceded ownership of the islands of Puerto Rico, Cuba, Guam, and the Philippines to the United States.

American military occupation (1898-1961)

El Morro and many other Spanish government buildings in Old San Juan became part of a large U.S. Army post, called Fort Brooke. In the early 20th century, the U.S. military filled up the esplanade (the green space in front of "El Morro") with baseball diamonds, hospitals, officers' quarters, an officers' club and even a golf course.

On March 21, 1915, Lt. Teófilo Marxuach was the officer of the day at the El Morro fortress. The Odenwald (built in 1903 and not to be confused with the German World War II warship of the same name) was an armed German supply ship which tried to force its way out of the bay and deliver supplies to the German submarines waiting in the Atlantic Ocean. Lt. Marxuach gave the order to open fire on the ship, which was forced to return; its supplies were confiscated. The shots ordered by Lt. Marxuach are widely regarded to be the first shots fired by the United States in World War I, although the first actual wartime shot fired by the U.S. came on the day war was declared, during the scuttling of the SMS Cormoran off Guam.

During World War II the United States Army added a massive concrete bunker to the top of El Morro to serve as a Harbor Defense Fire Control Station to direct a network of coastal artillery sites, and to keep watch for German submarines which were ravaging shipping in the Caribbean. A lighthouse, rebuilt by the U.S. Army in 1906-08 is the tallest point on El Morro, standing 180 feet (55 m) above sea level. Flagpoles on El Morro today customarily fly the United States flag, the Puerto Rican flag and the Cross of Burgundy flag, also known in Spanish as las Aspas de Borgoña, a standard which was widely used by Spanish armies around the world from 1506 to 1785.

National Park (1961-present)

In 1961, the United States Army officially retired from El Morro. The fort became a part of the National Park Service to be preserved as museums. In 1983, the Castillo and the city walls were declared a World Heritage Site by the United Nations. In honor of the Quincentennial of the voyages of Columbus in 1992 the exterior esplanade was cleared of palm trees that had been planted by the U.S. Army in the Fort Brooke era, and restored to the open appearance this "field-of-fire" for El Morro's cannon would have had in colonial Spanish times. Parking lots and paved roads were also removed, and the El Morro lighthouse repaired and restored to its original appearance. El Morro was used as a film set in the 1996 motion picture . Steven Spielberg used it to represent a fort in Sierra Leone where African slaves were auctioned in 1839. African slave labor was used in addition to local labor to help build the castillo. El Morro was a defensive military fortification and a major component of San Juan's harbor defense system. Puerto Rico as such was considered by the Spanish crown as the "Key to the Antilles"; no enemy ship could navigate its waters without fear of capture.

An annual artisans festival is held at the fort every July.

1508 - Spanish colonized the area

1509 - Spanish settlers from Caparra found San Juan.

1539 - Construction of the first harbor defenses at El Morro and La Fortaleza authorized by King Charles V.

1587 - Engineers Juan de Tejada and Juan Bautista Antonelli lay out the main design for El Morro still seen today.

1589 - Governor Diego Menéndez begins new construction at El Morro.

1595 - Sir Francis Drake attacks El Morro unsuccessfully by sea. Gunners from El Morro shoot a cannonball through the cabin of Drake's flagship. To impede Drake's ships from entering the bay, a metal chain was drawn across the entrance. Drake was defeated and many of his ships sunk.

1598 - George Clifford, Duke of Cumberland, attacks from the land side in June of this year, the only time El Morro was taken in battle. English forces move into the fortress, however weakened by dysentery they leave in November.

1625 - The Dutch under the command of Captain Balduino Enrico (also known as Boudewijn Hendricksz/Bowdoin Henrick) attacked and invaded San Juan from the "La Puntilla". El Morro held out under the leadership of Spanish Governor De Haro and Captain Juan de Amézqueta of the Puerto Rican militia, but the city was sacked and burned.

1630 - Governor Enrique Enríquez de Sotomayor begins construction of the city walls. Work continues until 1678 to encircle the city completely.

1765 - After the siege of Havana in 1762 by the British, King Charles III appoints Field Marshal Alejandro O'Reilly (Alexander O'Reilly) and Royal Engineer Tomás O'Daly (Thomas O'Daly) to reform San Juan's fortifications and reorganize the garrison to make the city a "Defense of the First Order".

1787 - An earthquake damages the structure of both San Felipe del Morro and San Cristóbal.

1797 - General Ralph Abercromby and Admiral Henry Harvey, with a force of 7,000-13,000 men, invaded the island of Puerto Rico. Captain General Don Ramón de Castro and his forces repelled the attack. Abercromby and Harvey were defeated. This was to be one of the largest invasions to Spanish territories in the Americas.

1825 - Well known Puerto Rican pirate, Roberto Cofresí was jailed and later executed within the fort's walls.

1843 - First lighthouse in Puerto Rico constructed atop the castle.

1898 - On 12 May, US Navy warships shell El Morro in a day-long bombardment, damaging the tip of the main battery. Six months later, Puerto Rico becomes U.S. territory by terms of the Treaty of Paris which ends the Spanish-American War.

1899 - The Department of the Navy rebuilds the lighthouse tower as an octagonal reinforced concrete structure using the iron structure as reinforcement. A new lenticular lens is installed. By 1906 a crack, through and around the top of the tower, directly under the lantern requires its demolition.

1908 - Present lighthouse seen atop El Morro built by the United States Navy.

1915 - First shots of World War I fired by Lt. Teófilo Marxuach on behalf of the United States. Marxuach, a native of Arroyo, Puerto Rico, fired what is considered to be the first shot of World War I fired by the regular armed forces of the United States against any ship flying the colors of the Central Powers. Marxuach, who was a member of the "Porto Rico Regiment of Infantry" and Officer of the Day, on 25 March 1915, opened fire on the Odenwald, an armed German supply vessel, as it was trying to force its way out of San Juan's bay.

1942 - El Morro was still an active military post during World War II. The U.S. Army added concrete artillery observation posts and an underground bunker to El Morro to defend against possible German attacks.

1949 - San Juan National Historic Site is established.

1961 - The U.S. Army moves out of the forts of Old San Juan, and they become the jurisdiction of the United States National Park Service, to be preserved solely as museums.

1983 - San Juan National Historic Site declared a World Heritage Site by the United Nations.

1992 - El Morro's grounds are returned to their historic 18th-century appearance as part of quincentennial commemoration of the discovery of Puerto Rico by Christopher Columbus when modern roadways and parking lots are removed. El Morro now generates tourism revenue by being open to tours. Also in 1992, Plaza del Quinto Centenario is built across Castillo San Felipe del Morro.

2017- Puerto Rico was struck by Hurricane Maria on September 20, 2017 devastating the infrastructure of the island as well as the tourism industry. Tourism to the Castle of San Felipe or Castillo de San Felipe had recovered by the summer of 2019

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Castillo San Felipe del Morro, also known as El Morro, is a citadel built between 16th and 18th centuries in San Juan, Puerto Rico. Lying on the northwesternmost point of the islet of Old San Juan, Castillo San Felipe del Morro is named in honor of King Philip II of Spain.

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Reference

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La Fortaleza means "The Fortress," and it was certainly intended as such when it was completed in 1540 as part of a massive construction effort to secure the island's defenses. It didn't do so well, though, falling to the Earl of Cumberland in 1598 and the Dutch Commander Boudewyn Hendrick in 1625.

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Using Imperatives Sentences Using Should / Shouldn't

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Should is a modal verb. It is used to make recommendations or give advice. It can also be used to express obligation as well as expectation. When we use should in a sentence, it gives the meaning of "It's a good idea".

Look at these examples:

You should drink water every day. (recommendation)

He should study for the test tomorrow. (advice)

I should buy a gift for the teacher. (obligation)

They should be here by now. (expectation)

Using the modal verb should is easy and fun. You can use any subject, place " should" after the subject but before the base verb. Notice in the four examples, the underlined verbs are in their base forms. That right! You don't have to worry about any special endings on the verbs when you use them with should! Here is the formula:

subject + should + base verb

We can change the subjects in the sentences and you will see that when we use should, the verb remains in the base form.

They should drink water.

I should study for the test tomorrow.

You should buy a gift for the teacher.

He should be here by now.

Should not or Shouldn't just puts the sentence in the negative form. So you are NOT recommending something, NOT advising something, NOT expecting something or "It's not a good idea." For example:

You shouldn't watch a lot of TV. (recommendation/advice)

She should not buy that old car. (recommendation/advice)

He shouldn't arrive in Raleigh until tomorrow. (expectation)
Pronunciation tip: The "l" in should is silent. The "ou" in should sounds like the "oo" in "book", "cook" and "look". Think of this: "shood".
Do you think you should practice more? Below is a link where you can practice using should and shouldn't.
http://www.eclecticenglish.com/grammar/Should1A.html

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Should is a modal verb. It is used to make recommendations or give advice. It can also be used to express obligation as well as expectation. When we use should in a sentence, it gives the meaning of "It's a good idea". Look at these examples: You should drink water every day.

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Understanding Main Ideas of Paragraphs

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The main idea of a paragraph is the author's message about the topic. It is often expressed directly or it can be implied.

Where are the main ideas found?
It is easy to identify a main idea that is directly expressed in the text.

Main ideas are often found at the beginning of paragraphs. The first sentence often explains the subject being discussed in the passage.

Main ideas are also found in the concluding sentences of a paragraph. The main idea can be expressed as a summation of the information in the paragraph as well as a link to the information in the next paragraph.

The main idea is not always clearly stated. It is more difficult to identify a main idea when it is inferred or implied. It can be implied through other words in the paragraph. An implied main idea can be found in several ways.

Several sentences in a paragraph can imply the main idea by introducing facts about the topic before actually stating the topic.

Implied ideas can be drawn from facts, reasons, or examples that give hints or suggestions concerning the main idea. These hints will be clues leading you to discover the main idea in the selected text.

Try the passage below to see if you can pick out the main idea.

"To many parents, the infant's crying may be mainly an irritation, especially if it continues for long periods. But crying serves important functions for the child as well as for the parents. For the child, crying helps improve lung capacity and the respiratory system. Perhaps more important, the cry serves as a signal of distress. When babies cry, they indicate that they are hungry or in pain, and this is important information for parents."

Use the hints below to determine the correct main idea of this paragraph.
After reading a paragraph ask, "What point is the author making in this passage?"

Ask the following questions:

Who - Does this passage discuss a person or group of people?

When - Does the information contain a reference to time?

Where - Does the text name a place?

Why - Do you find a reason or explanation for something that happened?

How - Does this information indicate a method or a theory?

How can I determine if I have selected the correct main idea of a paragraph?

If you are able to summarize the information in the passage in your own words,you have absorbed the correct main idea. To accomplish this goal, try the steps listed below after reading a short section of your textbook.

Write a short summary in your own words about what you have read.

Does your summary agree with this general topic?

Does your summary contain the same ideas being expressed by the author?

Could you write a headline (or textbook subheading) that would express your summary in less than five words?

If you are able to rephrase your choice of a topic sentence into a question and then determine if the passage answers your question, you have been successful at selecting a main idea.

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Finding the Main Idea When Reading: Columbia College

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The main idea of a paragraph is the author's message about the topic. It is often expressed directly or it can be implied. It is easy to identify a main idea that is directly expressed in the text. Main ideas are often found at the beginning of paragraphs.

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Video about Inferring

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Inferences | Making Inferences | Award Winning Inferences Teaching Video | What is an inference?

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Information and examples of Inferring

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The term " inference" refers to the process of using observation and background knowledge as well as other known premises to determine a conclusion that makes sense.

Inference: Deriving Conclusions from Indications

Some examples of inference are:

Sally arrives at home at 4:30 and knows that her mother does not get off of work until 5. Sally also sees that the lights are off in their house. Sally can infer that her mother is not yet home.

Bob knows that Baltimore is known for its crabcakes and Bob is going to a seafood restaurant in Baltimore for dinner tonight. Bob can infer that the restaurant will likely serve crabcakes.

Sherry's toddler is in bed upstairs. She hears a bang and crying. Sherry can infer that her toddler fell out of bed.

John hears a smoke alarm and smells burnt bacon. John can infer that his neighbor burnt her breakfast.

Jennifer hears her mailbox close and her dog is barking. Jennifer can infer that the postal carrier has delivered her mail.

Susannah's co-worker took off the day before and comes in with a sunburn. Susannah can infer that her co-worker was at the local beach.

Norman sees cookie crumbs on the floor and chocolate around his son's mouth. Norman can infer that his son got into the cookie jar.

The floor is covered in shreds of newspaper and Susan's dog has newsprint on his paws. It can be inferred that Susan's dog ate the newspaper.

Sarah left a Payless Shoes bag on the floor and is wearing shiny red heels. It can be inferred that Sarah went shoe shopping.

A woman walks into a store soaking wet and it is raining. It can be inferred that she does not have an umbrella.

Julia works at a pet store and owns four cats, a lizard, a dog and a rabbit. It can be inferred that Julia is a pet lover.

John's house smells of soy sauce and used chopsticks are on the table. It can be inferred that John just ate Chinese food.

Bob eats salad for lunch each day and is a PETA member. His co-workers can infer that he is a vegetarian.

Karen bought six lottery tickets the previous day and quit work the next day. Her co-workers can infer that she won the lottery.

When the phone rang and Liz picked it up, she was all smiles. It can be inferred that she was pleased to receive the phone call.

A child tries a new fruit and makes a disgusted face. His mother can infer that he does not like the taste of the fruit.

After feeding her dog Dolly crunchy food for years, Beth put wet food in Dolly's dish. Dolly would not touch it. Beth can infer that Dolly prefers crunchy food.

At 5 o'clock Jill saw her assistant's office light out and did not hear the sound of typing. Jill can infer that her assistant went home.

After her guests went back for second helpings, Mary could infer that they enjoyed her meal.

Watching the woman at the airport run toward the arriving flight area, one could infer that she was excited for someone to arrive.

Guests at your dinner party asked for seconds so you can infer they liked it.

With the storm raging outside and the rain pouring down, Billy looked out of the window. He dropped his kite and began sobbing. You can infer that he really wanted to fly his kite.

Ted played games, had cake and ice cream, then watched as his friend opened his gifts. One could infer that Ted was at a birthday party.

A baby makes a horrible face after eating something new. The parents can infer he does not like it.

In the heat of a summer day, you may infer that the glimmer you see on the highway is water, but it is actually just light reflecting off of the pavement.

Wilma took a day off from work and comes in the next day with sunburn. One could infer that she went to the beach.

If you see someone dressed all in black, you could make several inferences: Some may be: they are Goth, they think black clothes are slimming, or they are going to a funeral.

A boy is wearing a Led Zeppelin T-shirt, glasses, and his shoes have mud on them. One can infer he likes Led Zeppelin, his eyesight is poor and he walked through mud.

You adopt a puppy from the shelter and he seems nervous and scared. He hides from loud noises and had some noticeable scars. You can infer that he was abused by his former owner.

Your child is playing in her bedroom and you hear a crash and then crying. You can infer she got hurt because she fell.

There is an open bag of cheesy puffs and orange powder around your child's mouth. You can infer he got into the cheesy puffs and ate some.

The kids went swimming and then built a sand castle. One can infer they are on the beach.

You arrive at home at 5:00 and the house is dark. You remember that Dad gets off at 6:00. You can infer that he is not home yet.

Two cars are stopped at a traffic light. The person in the second is honking and waving. You can infer that the person wants the other car to move.

The toilet paper in the bathroom is shredded and one cat had bits of paper sticking to her fur. You can infer that she played with the toilet paper.

Watching a man run towards the gate at the airport, one can infer that he is running late for his flight.

Nancy comes home from her date, runs to her bedroom and slams the door. You can infer that she and her date had a fight.

Google will infer what ads you want to view based on your past search history.

Inferences are made all the time, every day. By reviewing these examples of inference you can probably better identify them when you see inferences for yourself.

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The term " inference" refers to the process of using observation and background knowledge as well as other known premises to determine a conclusion that makes sense. Some examples of inference are: Sally arrives at home at 4:30 and knows that her mother does not get off of work until 5.

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Information about Verbs + Noun Collocations

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, ESL Teacher at Study Abroad Canada Language Institute

Published on

Verb noun collocations including the following verbs:
have, organize, plan, make, get, take, catch, ask, lose, pay, run, do
There is a fill in the blanks and a word match activity included in this slide show.
There are also 3 slides that have collocations that use swear words.

1. 1. verb-noun collocations Collocation: a word or phrase that is often used with another word or phrase, in a way that ​sounds ​correct to ​people who have ​spoken the ​language all ​their ​lives, but might not be ​expected from the ​meaning

2. 2. Note: verbs can precede different nouns & nouns can be preceded by different verbs. party / event / wedding / concert  have a party  organize a party  plan a party  make party plans *Note that we do NOT make a party /event ... We're making a party for next Friday. X We're making party plans for next Friday. We're making plans for a party next Friday.

3. 3. take A: I need to take a break after all that studying! B: You're always taking breaks! We've only been studying for 20 minutes. She is taking a nap. / Taking naps can be good for you. When are you taking (your) vacation?

4. 4. a cold a / the ball a / the bus your breath fire someone's eye you later! What verb goes with each of the following nouns?

5. 5. catch a cold a / the ball a / the bus your breath fire someone's eye you later! What verb goes with each of the following nouns?

6. 6. catch What time do we have to catch the train? Excuse me, I didn't catch that. Can you repeat what you said? (I didn't catch what you said.) The red dress caught my eye, so I bought it. (it got my attention / it's attractive) He stopped running in order to catch his breath. God my life sucks! I never seem to catch a break!

7. 7. a question (for) a favour (one's) opinion for money how / why / where... something for help What verb goes with each of the following nouns?

8. 8. ask a question (for) a favour (one's) opinion for money how / why / where... something for help

9. 9. one's temper one's mind one's something a bet a game / match something a family member one's = pronoun / name What verb goes with each of the following nouns?

10. 10. lose one's temper one's mind one's something a bet a game / match something a family member one's = pronoun / name What verb goes with each of the following nouns?

11. 11. lose Mike will lose his temper when he finds out that Don broke the TV. Have you lost your mind? Put the knife down! I lost my cell phone. Has anyone seen it? He lost a bet, so he has to let his friends shave his head. Ha ha People lose money at the casino all the time. Be good to your friends otherwise you'll lose them.

12. 12. make a decision a choice a mistake friends moneyBrainstorm with a partner: What other nouns go with the verb "make"?

13. 13. More nouns that go with "make" * a living * dinner (coffee, etc) * noise * progress * trouble * sense * a sentence / sentences * a phone call / phone calls * the bed / the beds / my bed / his bed, etc... * a bet / bets * a proposal / proposals

14. 14. attention rent someone (back) the bill / check What verb goes with each of the following nouns?

15. 15. pay attention rent someone (back) the bill / check What verb goes with each of the following nouns?

16. 16. someone (back) the message a job the bill / check a drink / something to eat a phone call

17. 17. get someone (back) the message a job the bill / check a drink / something to eat a phone call / e-mail / text message a cold / headache...

18. 18. I've tried to tell him that I don't want to date him again, but he's not getting the message. I got 3 new texts while I was in class. My roommate played a joke on me yesterday, so I'm going to get him back tonight! Excuse me, can we get the bill / check? A: After school today, do you want to get something to drink? B: Yes, let's get a beer at the pub. I've got a headache.

19. 19. run run errands / an errand I have to run an errand in town today, do you want to come? run a bath Honey, can you run a bath for the kids? run a fever You should take your child to the hospital if they're running a high fever!

20. 20. have have a cold / the flu / a headache... My brother had the flu last weekend, and now I have the flu. have breakfast / lunch / dinner / a drink... Let's have a snack before we start doing our homework. have vacation / a break... I have vacation scheduled for August! have a party / plans A: We're having a party next weekend, do you want to come? B: Sorry, I have plans for this weekend.

21. 21. do do dishes / chores / laundry / housework I hate doing dishes, but I don't mind doing laundry. do + (martial arts) / yoga His sister knows how to do judo. How long have you been doing yoga? do homework / an assignment I have to do homework for two of my classes, plus a writing assignment.

22. 22. Fill in the blanks with an appropriate verb 1. I called you three times yesterday, didn't you ___my messages? 2. Tomorrow I have to ___ my rent. 3. When your teacher is speaking, you should ___ attention. 4. During class, please feel free to ___ as many questions as you like. 5. Most people like to ___ coffee in the morning to wake them up. 6. The city has ___ a free concert for Canada Day.

23. 23. Fill in the blanks with an appropriate verb 1. I called you three times yesterday, didn't you get my messages? 2. Tomorrow I have to pay my rent. 3. When your teacher is speaking, you should pay attention. 4. During class, please feel free to ask as many questions as you like. 5. Most people like to have coffee in the morning to wake them up. 6. The city has organized a free concert for Canada Day next week. (planned / scheduled )

24. 24. Fill in the blanks with an appropriate verb 7. Can I ___ a question? 8. He ___ a couple of mistakes on yesterday's test. 9. They've ___ a lot of friends while living in abroad. 10. Tara usually ___ laundry on Saturday morning. 11. If the player next to you plays this card, it means you ___ your turn. 12. If you study and practice, you will _____ Progress.

25. 25. Fill in the blanks with an appropriate verb 7. Can I ask a question? 8. He made a couple of mistakes on yesterday's test. 9. They've made a lot of friends while living in abroad. 10. Tara usually does laundry on Saturday morning. 11. If the player next to you plays this card, it means you lose your turn. 12. If you study and practice, you will make progress.

26. 26. PG 16+ collocations Canadians, and English speakers in general swear a lot.  Here are some collocations that you might hear outside of the classroom.

27. 27. could give + "noun" I could care less. = I could give a shit. I could give a fuck. I could give a rat's ass.

28. 28. don't give + "noun" I don't care. = I don't give a shit. I don't give a fuck. I don't give a rat's ass.

29. 29. verb + "noun" Eat shit and die. I don't have to take this shit. I'm leaving! Fuck this shit. I'm done studying for tonight. Screw you!

30. 30. Next slide for teacher Print and cut up. Use as a matching activity prior to using this slide show. Tell students there may be more than one option depending on the verb / noun.

31. 31. make + (1) plans get + (1) a job run + a fever ask + (1) a question see + you (later) make + (2) a choice

32. 32. do + (1) yoga organize + a party get + (2) help pay + attention do + (2) homework have + a fever

33. 33. catch + a fish make + (3) friends lose + money take + a nap give + a smile ask + (2) for something

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ESL Teacher at Study Abroad Canada Language Institute Published on Verb noun collocations including the following verbs: have, organize, plan, make, get, take, catch, ask, lose, pay, run, do There is a fill in the blanks and a word match activity included in this slide show.

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Information about Verbs + Infinitives

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Video about skimming.

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Information about Skimming

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Do you ever feel like you spend way too much time reading? Do you have trouble determining which parts of a text are the most important? Do you wish you could collect information from books in a quicker and more efficient way? If so, consider skimming the next time you sit down to read a text.
text

What is skimming?

Skimming is a strategic, selective reading method in which you focus on the main ideas of a text. When skimming, deliberately skip text that provides details, stories, data, or other elaboration. Instead of closely reading every word, focus on the introduction, chapter summaries, first and last sentences of paragraphs, bold words, and text features. Skimming is extracting the essence of the author's main messages rather than the finer points.

Why skim?

You need the "big picture" or main points when you're reading. Even if you're going to do a more detailed reading of the text, skimming as a form of previewing can help you better comprehend what you read. Knowing when and how to skim will help you become a more efficient, strategic reader. You'll become better at determining what parts of the text are most important. There may also be times when your professor wants you to understand the big picture, not all of the little details. In these cases, skimming helps you understand the overall points of the text and its relevance to your course without bogging you down.

Make the most of your time. Sometimes you don't have time to do everything. With skimming, you'll be able to cover vast amounts of material more quickly and save time for everything else that you have on your plate. Maybe you don't have time to finish your reading before class, but skimming will help you get the main points and attend class much more prepared to maximize in-class learning.

You need to review a text you have read before. Skimming is also an efficient way to refresh your memory of large amounts of material before an exam. Skimming a text that you have already read helps you recall content and structure.

Skimming is not...

Skimming can present problems if not done intentionally. Skimming is not simply flipping through a text quickly or paying half attention to it. When skimming, be deliberate and intentional with what you choose to read, and make sure that you are focused. Skimming is not a lazy way out or a half-hearted attempt at reading. Make sure that you use it carefully and strategically and are able to walk away with the main ideas of the text.

Skimming methods

Beginnings & endings: Read first and last sentences of paragraphs, first and last paragraphs of major sections, and introductions and summaries of chapters.

Wheat vs. chaff: Read only the amount of text necessary to determine if a section presents a main idea or support for a main idea.

Visual & verbal cues: Watch for signal words and phrases that indicate an author's direction (e.g., however, although, moreover, in addition to). Things to focus on while skimming:

Introduction and conclusion

Chapter/section summaries

First and last sentences

Titles, subtitles, and headings

Bold words

Charts, graphs, or pictures

End of chapter review questions

When to skim

There are certain texts that lend themselves to skimming better than others. It is typically less beneficial to skim novels, poetry, and short stories or texts that do not have text features such as such as tables of content, chapter or section summaries, headings, bold words, pictures, and diagrams. Non-fiction texts, like textbooks, journal articles, and essays are typically full of these kinds of text features and are more suited for skimming.

Skimming can also be a good tool for conducting research and writing papers. Typically, when researching or writing, you will not need to read every word of every text closely, but will benefit more from skimming while evaluating your sources or identifying information important to your work.

Finally, know your context. There may be some texts that you are better off reading closely and thoroughly. Some professors specifically tell you that they include small details from the textbook on exams. You may have some classes that are just difficult to understand, and you may find that reading closely helps you comprehend concepts better. Before skimming, spend some time thinking about your classes, professors, and needs to determine if you have any texts you may need to read more closely.

Active reading strategies

When skimming, it's important to continue to use active reading strategies. This keeps your brain active, engaged, and focused, and helps you understand and retain information better and longer. Here are a few effective active reading strategies to pair with skimming:

Set a purpose for reading. Instead of approaching the text as something you just have to get through, identify a purpose for this reading. What do you want to get out of it? Why are you reading it? Keep this purpose in mind as you read.

Preview. Look through the text before started to read and focus on headings, illustrations, captions, highlighted items, end of chapter summaries, etc. These features give you an idea of the main concepts of the text and what you should focus on while skimming.

Make a prediction. Right after previewing, make a prediction about what you think the chapter or section is going to be about.

Activate prior knowledge. Make a list of what you already know about the topic and what you want to know about it. Identify and write down any questions you have.

Annotate. Instead of copying down copious notes from the book, jot down brief notes and thoughts (in your own words) in the margins of the text or in a notebook. PDF viewers, such as Adobe Acrobat and Preview, also let you add notes directly on the page of a digital text. Other possibilities include note-taking apps such as Evernote, OneNote, or Google Keep.

Summarize the main ideas. After a section or page, stop and write a 1-3 sentence summary in your own words. This keeps your brain engaged and ensures you are comprehending what you read.

Generate questions. Ask and write down questions that you have as you read the text and/or questions that you would ask a class if you were the instructor. Try using different levels of questions.

Use resources

Make an appointment with an academic coach at the Learning Center. Our coaches meet one-on-one with students to work through reading, study skills, and any other academic issue.

Meet with your professor in office hours about how to approach your course's specific text and content.

Attend a peer tutoring session to get specific help with one of your courses or texts.

Works consulted

Holschuh, J. and Nist, S. (2000). Active learning: Strategies for college success. Massachusetts: Allyn & Bacon.

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Do you ever feel like you spend way too much time reading? Do you have trouble determining which parts of a text are the most important? Do you wish you could collect information from books in a quicker and more ... Continued