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This is a good resource for understanding the concept of guessing meaning from context.

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Reading Lesson 7:
Guessing meaning from context

Guessing meaning from context in the IELTS exam is an important technique that will improve your reading skills and the speed with which you can read.

Obviously you do not have a dictionary in the exam so there are likely to be a lot of words from the reading text that you do not understand and you cannot check.

If you come across a word you do not understand, then you cannot spend a lot of time working out its meaning because you only have 20 minutes for each reading.

Therefore, guessing meaning from context is necessary.

This means work out what it means (or have a good guess at least) from the words that are around it and from the topic of the paragraph.

Take a look at this example:

It had been raining hard through the night so the ground was saturated.

What does 'saturated' mean?

You may already know, but if you do not, you should be able to have a good guess from the rest of the sentence.

It had been raining which means the ground must be wet. It was raining 'hard' so this means the ground is probably very wet.

saturated = completely wet

By doing this you are guessing meaning from context and you should try and use this technique for words you do not know.

It may not always be clear from the actual sentence and you may have to look at other sentences around the word.

However, only do this for words that seem important for an understanding of the text. If it looks like they are not, then leave it and move on with the reading. You probably won't have time to do it with every word, especially if you are at a lower reading level.

Guessing meaning from context - Practice

Look at the reading below. Some of the words are in italics and bold. They are quite difficult words so you may not know them.

Try to guess their meaning from the sentence it is in, or sentences around it, and from the topic of the paragraph.

When you think you have guessed, choose from the words below the reading.

Thai Museum Catalogues Opium Dreams and Nightmares
CHIANG SAEN, Thailand, Wednesday December 04 (Reuters).
1) First reactions to Thailand's giant new opium museum in the Golden Triangle are confused: pleasant surprise at cool air after the intense tropical heat, but then disorientation, shock, even fear. Visitors enter the 100-acre complex through a long, dark, mist-filled tunnel, which winds into the base of a hill past bas-reliefs of distorted human figures before emerging suddenly into bright sunlight in front of a field of poppies. "This is the mystery, the contradiction of opium," says Charles Mehl, head of research for the Mae Fah Luang Foundation, which has just completed the $10 million museum. "Opium is one of the very best drugs we have for treating chronic pain and bringing relief from suffering. But it can also be one of the worst, destroying lives if it is used for recreation or exploited for commercial gain."

2) Built into a hillside by the Mekong River on the northern tip of Thailand, the museum lies at the heart of the Golden Triangle. Chiang Saen town is about 470 miles north of Bangkok, overlooking the junction of the borders of Thailand, Laos and Myanmar, formerly known as Burma. The Golden Triangle is a largely lawless region that last year produced more opium and heroin than Afghanistan and more synthetic stimulant pills than all the rest of the laboratories in Southeast Asia put together, drugs agencies say.

3) Western backpackers and busloads of other day-trippers pour daily into the picturesque Chiang Saen district, in Chiang Rai province, to buy souvenirs on the Mekong's banks. Some try illicit puffs on opium pipes in nearby villages. The museum, which will open officially early next year, aims to exploit this tourist business, luring the curious with the promise of entertainment and impressive audio-visual displays in English and Thai. But as visitors progress down the labyrinthine corridors that stretch across three floors, the warnings against narcotic abuse gradually become more powerful. "People think at first they know what they will see -- a quaint presentation about hill tribes growing opium. But that's only a small part of the story," said Mehl.

4) Mae Fah Luang has fought a 15-year battle against drug-taking and addiction in Chiang Rai province, establishing what the United Nations Office on Drugs and Crime (UNODC) says is probably the best anti-drugs crop-substitution program in Asia. Lessons from that program, which has succeeded in the nearby Thai mountains of Doi Tung in part by offering farmers of opium poppies a better income from alternative crops such as coffee and macadamia nuts, are built into the museum. But it also offers a thorough lesson in the history of opium, its derivatives such as heroin and laudanum, and explains how the drugs trade has helped change the world for hundreds of years.

5) Thought to have been used first along the coast of the Mediterranean, archaeologists say the earliest evidence of opium was found in Switzerland dating from the Neolithic period. It was a popular sedative in ancient Egypt and Greece before spreading to northern Europe and Asia and becoming a key commodity that was exchanged for Chinese tea and other spices by the British and Dutch. With 360-degree special effects, the museum traces the 19th century opium wars between Britain and China before looking at prohibition in the 20th century and official efforts, often spectacularly unsuccessful, to stop the use of illegal drugs.

6) The museum asks visitors to themselves decide what could be the best approach to narcotics -- prohibition, drug eradication schemes, decriminalisation or legalisation -- but it pulls no punches on the tragedy and trauma inflicted by drugs on abusers. A final, heart-wrenching gallery recounts the powerful true stories of victims of drug abuse around the world through intimate video testimonies by their families.

7) "The feelings which develop through a visit to the museum change toward the very end when there is evidence of the death and suffering that drug abuse produces," said Antonio Maria Costa, executive director of the Vienna-based UNODC. "The end message is very strong, namely that use of drugs should be fought. Society has to use all its instruments, which means law enforcement for sure, but not only law enforcement. Prevention and treatment are equally important."

By guessing meaning from context, choose the answer that has the closest meaning to the word:

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Guessing meaning from context - IELTS Reading

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Guessing meaning from context in the IELTS exam is an important technique that will improve your reading skills and the speed with which you can read. Obviously you do not have a dictionary in the exam so there are likely to be a lot of words from the reading text that you do not understand and you cannot check.

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This is what I found on how to use correctly simple present tense (negative). Includes a practice!

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Fri, 03/11/2011 - 09:15 - Chris McCarthy

The Present Simple is learned when we first begin to study English and is used all the time.

It is important to know how to make negative sentences in the Present Simple.

For example:

Positive: Jack eats ice-cream every day.
Negative: Jack doesn't eat ice-cream every day.

Try to make these sentences negative:

1. She has a bath every day. i.e "She doesn't have a bath every day."
2. Lara plays the piano very well.
3. We work very hard.
4. He does the same thing every day.
5. They know my phone number.
6. I read the newspaper every day.
7. My brother likes the cinema.
8. Brian wears a wedding ring.
9. John lives near us.
10. I drive to university.
Lesson by Amanda Pooley, EC Cape Town English School

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Fri, 03/11/2011 - 09:15 - Chris McCarthy The Present Simple is learned when we first begin to study English and is used all the time. It is important to know how to make negative sentences in the Present Simple. For example: Positive: Jack eats ice-cream every day.

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This is what I found about using adverbs of frequency.

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What are adverbs of frequency?

Adverbs that change or qualify the meaning of a sentence by telling us how often or how frequently something happens are defined as adverbs of frequency.

An adverb of frequency is exactly what it sounds like - an adverb of time. Adverbs of frequency always describe how often something occurs, either in definite or indefinite terms. An adverb that describes definite frequency is one such as weekly, daily, or yearly. An adverb describing indefinite frequency doesn't specify an exact time frame; examples are sometimes, often, and rarely.

Adverbs of Frequency Rules

These simple rules for adverbs of frequency will help you to use them correctly:

Always use adverbs of frequency to discuss how often something happens.

Adverbs of frequency are often used to indicate routine or repeated activities, so they are often used with the present simple tense.

If a sentence has only one verb, place the adverb of frequency in the middle of the sentence so that it is positioned after the subject but before the verb. For example: Tom never flies. He always takes the bus.

When a sentence contains more than one verb, place the adverb of frequency before the main verb. For example: They have often visited Europe.

When using an adverb of frequency in the negative or in forming a question, place it before the main verb. For example: Do you usually get up so late?

Examples of Adverbs of Frequency

Each sentence contains an example of an adverb of frequency; the examples are italicized for easy identification.

1. The incubator turns each egg hourly.

2. We take a vacation at least once annually.

3. I usually shop for groceries on Saturday mornings.

4. He is often late for work.

5. We seldom see John.

6. My dentist told me I should floss twice daily.

Adverbs of Frequency Exercises

The following exercises will help you to gain better understanding about how adverbs of frequency work. Choose the best answer to complete each sentence.

1. I ________________ late on Saturdays.

a. Get up usually

b. Get usually up

c. Usually get up

Answer: C. I usually get up late on Saturdays.

2. Jared ______________ late for work.

a. Never is

Answer: A. Jared is never late for work.

3. _______________ on weekends?

a. Often do you travel

b. Do you often travel

c. Often you do travel

Answer: B. Do you often travel on weekends?

4. Susan ________________ early for class.

a. Often is

b. Are often

c. Often are

d. Is often

Answer: D. Susan is often early for class.

5. When do you ____________ go on vacation each year?

a. Always

b. Never

c. Usually

d. Ever

Answer: When do you usually go on vacation each year?

Adverbs of Frequency List

This list of adverbs of frequency contains many of the most common; keep in mind though that there are many other words which can serve in this capacity.

Always

Annually

Constantly

Daily

Eventually

Ever

Frequently

Generally

Hourly

Infrequently

Later

Monthly

Never

Next

Nightly

Normally

Now

Occasionally

Often

Quarterly

Rarely

Regularly

Sometimes

Soon

Then

Today

Tonight

Weekly

Yearly

Yesterday

Yet

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Adverbs of Frequency- List of Examples & Exercises

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Adverbs that change or qualify the meaning of a sentence by telling us how often or how frequently something happens are defined as adverbs of frequency. An adverb of frequency is exactly what it sounds like - an adverb of time .

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This is a good resource that demonstrates easier ways to identify reasons, and also to be able to differentiate what would be results.

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Connectives that introduce the reason for or the result of something are both common and relatively numerous. Of course, it is important to note the difference between the two, and therefore the following lists are divided into connectives that introduce a reason (or cause) and those that introduce a result (or effect).
Conjunctions and the Reason-Result Relationship
Conjunctions that introduce a reason include the following:

The two sentences below illustrate the use of so that and since.

Please dim the lights so that people can read the screen better.

Since my daughter needs 28 more credits, I don't think she will be able to graduate this semester.

Conjunction that introduce a result:

The following two sentences illustrate the use of so:

People want to read the screen better, so please dim the lights.

My daughter needs 28 more credits, so I don't think she will be able to graduate this semester.

Conjunctive Adverbs and the Reason-Result Relationship
There are no conjunctive adverbs that introduce a reason. However, there are several conjunctive adverbs that introduce a result:

Two of these are illustrated in the sentences below.

Large companies have an interest in influencing government policy; accordingly, they donate large sums of money to political parties.

I didn't study. As a result, I flunked the final exam.

Prepositions and the Reason-Result Relationship
Prepositions that introduce a reason are the following:

as a result of
because of
due to
in consequence of
on account of

Two are illustrated in the sentences below.

I flunked because of not studying.

Many people are saying they can't retire on account of the slumping stock market.

There are no prepositions that introduce a result.

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Connectives that introduce the reason for or the result of something are both common and relatively numerous. Of course, it is important to note the difference between the two, and therefore the following lists are divided into connectives that introduce a reason (or cause) and those that introduce a result (or effect).

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This is what I found on how to use the present continuous tense.

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This is what I found about different ways to express or write a reason.

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Ways of Giving Reasons in English

What are the words and phrases we use for giving reasons in English? They are: because, because of, the reason (for this) is, in order to, why, as a result of, for, through, due to, owing to.

Both 'because' and 'because of' are used to tell a reason. 'Because' is a conjunction and we normally use it in a subject + verb construction; 'because of' is a preposition and it goes with a gerund or a noun.

For example:

I got up early because I couldn't sleep.

I got up early because of my inability to sleep.

I got up early because of not being able to sleep.

You shouldn't use 'because' or 'because of' at the beginning of the sentence. Instead, use the phrase 'the reason (for this) is'.
Ways of giving reasons in English

The police arrested two men last night. The reason for this is a bank robbery.

The reason I'm writing is to apply for a position in your company.

'In order to' is a conjunction we use to introduce a purpose.

For example:
Ways of giving reasons in English
'Why' is a conjunction we use to introduce the reason that causes something to happen.

For example:

'As a result of' explains the reason something happens.

For example:
Ways of giving reasons in English
'For' is a preposition that explains a particular reason.

'Through' is a preposition we normally use to explain why someone or something succeeded or failed.

For example:
Ways of giving reasons in English
Due to/owing to are prepositions that introduce the reason why something has happened. They are formal expressions, and they are used more in writing than in spoken English.

For example:

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In case you have any questions regarding English or Skype private lessons, don't hesitate to drop us a line on WhatsApp because we'd be happy to hear from you. 🙂

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Ways of Giving Reasons in English - My Lingua Academy

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What are the words and phrases we use for giving reasons in English? They are: because, because of, the reason (for this) is, in order to, why, as a result of, for, through, due to, owing to. Both 'because' and 'because of' are used to tell a reason.

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This is a good resource for learning good note-taking tips.

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Notetaking from reading - The University of Nottingham

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It is important when writing notes that you are clear about the purpose of the notes you are producing. Think about what you will do with the information and ideas you are recording from reading written materials e.g. are the notes to help you prepare:

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This is what I found on how to introduce your opinion

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Question

Shila from Uzbekistan asked for a list of different ways to introduce your opinion into a conversation or an essay. Below are 12 common ways to begin.

Answer

12 Common Ways to Introduce Your Opinion:

1. I think that....

2. I believe that....

3. As for me, I think/believe that....

4. In my opinion,

5. If you ask me,

6. From my perspective,

7. In my view,

8. It is my understanding that....

9. As I understand it,

10. As I see it,

11. It seems to me that....

12. My personal view is that....

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12 Ways to Introduce Your Opinion | Britannica Dictionary

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Question Shila from Uzbekistan asked for a list of different ways to introduce your opinion into a conversation or an essay. Below are 12 common ways

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This is a good resource to understand the use of modal verbs to make predictions.

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This is a good resource to understand pronoun reference

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A pronoun is a word used to stand for (or take the place of) anoun .

A pronoun should refer clearly to one, clear, unmistakable noun coming before the pronoun. This noun is called the pronoun's antecedent.

Unfortunately, it is very easy to create a sentence that uses a pronoun WITHOUT a clear, unmistakable noun antecedent.

Example:

The pronoun it does not have a clear noun antecedent.

As a result, the reader cannot know for sure whether Mabel sold the disk or the cabinet. The pronoun reference is faulty here because the pronounit has two antecedents.

Such errors, called FAULTY or VAGUE PRONOUN REFERENCE, can confuse readers and obscure the intended meaning.

There are three major pronoun reference errors.
Error #1: TOO MANY ANTECEDENTS
A pronoun should have only one antecedent. That antecedent should be clear and unmistakable.

Look at this sentence:

Anyone who reads this sentence would not know which item was to be fixed.

Does it refer to the radio or the car? The answer is unclear.

In the above example, faulty pronoun reference occurs because the pronoun it has two possible noun antecedents.

To fix the sentence, substitute a noun for the pronoun.

Here is another example of faulty pronoun reference caused by more than one noun antecedent:

The pronoun reference is unclear: Who will get the bonus - the supervisors or the workers?They could refer to either group.

In this example, the best way to fix the pronoun reference problem is to rephrase the sentence.

Error #2: HIDDEN ANTECEDENTS

Faulty pronoun reference errors also occur when the pronoun's antecedent functions as an adjective rather than a noun.

In such cases, the true antecedent is "hidden" or obscured from the reader because it has been subordinated to another noun.

The reader of this sentence might think that the dish was being eaten becausedish appears to be the antecedent for the pronounit.

Obviously, people do not eat dishes. What this writer means to say is, " We were tired of eating candy."

However, candy cannot be the antecedent forit because candy, situated in front of the noundish, is acting like an adjective. Only nouns can be antecedents.

Here is another example of faulty pronoun reference caused by a hidden antecedent:

Obviously, she refers to Mary since a house would NOT be able to answer a phone.

However, Mary's modifies house - Mary's is a hidden antecedent and, thus, is not clear.

Still another way to repair this error is to rephrase the sentence.

Error #3: NO ANTECEDENT AT ALL
Another kind of faulty / vague pronoun reference problem occurs when writers use a pronoun without giving the pronoun any antecedent at all.

Example:

In this example, the pronoun they has NO noun antecedent to which it can refer.

Here is another example of a pronoun without any antecedent at all.

In this example, the pronoun it has no antecedent to which it can refer.

The reader knows that Mrs. Smith is "wealthy," but it cannot refer towealthy because wealthy is not a noun.

There are at least two ways to repair this error.

With a noun ( wealth) in the place of the pronoun ( it), no antecedent is needed.

Now the pronoun it has a clear noun antecedent: money.

Here is another example of a pronoun without any antecedent.

It, which appears at the very beginning of the sentence, has no noun antecedent at all. In addition, the constructionIt says in the paper is unnecessarily wordy.

We can repair this error by writing a more DIRECT version of "It says in the paper."

Example:

Another way to repair the "It says in the paper" error is to rephrase this part of the sentence.
Example:
Both methods of repairing this faulty/vague pronoun error eliminate the pronoun and, thus, eliminate the need for an antecedent.

Below, another example shows how this error in pronoun reference occurs when a pronoun is used to stand for (refer to) a wholegroup of words INSTEAD OF one clear noun antecedent.

The word which has no single, clear antecedent.

Instead, it refers to the entire clause - "I did not attend the rally."

However, a pronoun must always refer to a single, clear, unmistakable NOUN ANTECEDENT.

We can repair this error in at least two ways.

Here is another example of faulty pronoun reference where a pronoun is asked to refer to a whole group of words instead of a clear, single noun antecedent.

The problem here is This. Its antecedent is the entire preceding sentence.

The reader cannot be sure whether Howard is very angry because:

1. Meg telephoned,

2. Meg telephoned yesterday, or

3. Meg had not attended the meeting the day before.

There are at least two ways to repair this error and create a clear antecedent for this:

** Watch out for "this" and "which" pronouns. Often they are used incorrectly and create faulty or vague pronoun reference problems. **

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A pronoun is a word used to stand for (or take the place of) anoun . A pronoun should refer clearly to one, clear, unmistakable noun coming before the pronoun. This noun is called the pronoun's antecedent. Unfortunately, it is very easy to create a sentence that uses a pronoun WITHOUT a clear, unmistakable noun antecedent.

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This is a good resource that explains how to use the simple past tense of "be" and includes exercises.

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If you learn English online, you know grammar is tough. But, using the past simple in English - for example, "I was home" or "Where were you last night?" - is quite simple.

To say these sentences, you need to use the simple past tense of the irregular verb "to be."

Would you like to know how to use the past tense form of "to be" in English? Keep reading to learn more or discover online English grammar classes on Preply.

How to Form the Past Tense of the English Verb "to be"

The main difference between the past tense and the present tense is whether the action you are describing occurred now or in the past. Here are some examples of using the verb "to be" in both the past and present tense:

Now, to understand how to formulate the verb "to be"in past simple yourself, look at the table below:

The rules are as follows:
I, he, she, it - was You, we, they - were
For first person singular and third person singular, use the word was. In all other cases, use were.

For example:

Asking question with the verb "to be" in past

Using the negative form of "to be" in past simple

In negative sentences, add the adverb not and put it before the word was/were.

Exercise: identify the verb "to be" in past from this song

Also, think about what the words mean.

Check it out:
"I Was Here"
I wanna leave my footprints on the sands of time

When I leave this world, I'll leave no regrets

Leave something to remember, so they won't forget

I lived, I loved

I did, I've done everything that I wanted

I will leave my mark so everyone will know

I want to say I lived each day, until I died

And know that I meant something in, somebody's life

The hearts I have touched, will be the proof that I leave

That I made a difference, and this world will see

I lived, I loved

I did, I've done everything that I wanted

I will leave my mark so everyone will know

I lived, I loved

I did, I've done everything that I wanted

I will leave my mark so everyone will know

I just want them to know

That I gave my all, did my best

Brought someone some happiness

Left this world a little better just because

I lived, I loved

I did, I've done everything that I wanted

I wanna leave my mark so everyone will know

I lived (I lived), I loved

I did (I did), I've done

I lived (I lived), I loved (I loved)

I did, I've done

Enjoy learning English!

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The Verb "To Be" In Past Simple: How to Use It (+ Exercise)

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If you learn English online, you know grammar is tough. But, using the past simple in English - for example, "I was home" or "Where were you last night?" - is quite simple. To say these sentences, you need to use the simple past tense of the irregular verb "to be."

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This is a good resource that explains the concept of the argument and offers steps to analyze the argument.

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When you "Analyse an Argument" you evaluate someone else's argument. The writer makes a case for a particular contention by presenting key arguments, claims and supporting evidence. The writer will use language and may use assumptions to persuade you to believe their arguments. When analysing the argument, you will examine the text and critically assess the logic of the writer's position and the quality of their arguments.

This page will take you through the key steps of analysing an argument. What do we need to look for when we start reading the literature for an assignment?

What is the argument?

An argument is the position or claim that the writer is putting forward. An argument can be recognised via language, evidence, and text comparisons. An argument will assume an audience's awareness of the topic and also consider their assumptions, prior knowledge and interest.

Identifying the bias in writing

Bias is evident when an argument is presented in a way that intentionally favours one side or other. The author wants to persuade or influence the audience (reader or listener). Bias can be recognised via language, sentence structure, evidence used (including quality of evidence) for supporting claims, lack of evidence for refuting claims, repetition of themes and language, being subjective.

How does the author influence the audience?

Selected vocabulary (which could include colloquial or jargon words), language techniques and sentence construction are used to appeal to a particular audience. Arguments are carefully considered to ensure they are convincing to the target audience.

Critically analyse: Identify claims, evidence, assumptions

Critical analysis starts with these questions:

What is/are the overall claim/s of the author?

Is the claim backed up by credible evidence?

Is the claim based on assumptions?

What is the evidence?

Evidence includes information or data from elsewhere to support the claims the writer makes, or refute the claims made by others. Evidence can be judged for quality by the credibility of their origins. Evidence needs to come from a source that has authority and is up-to-date and objective.

Is the evidence credible?

Credible evidence comes from sources that readers can believe are factual and valid, based on the sources: To understand if evidence is credible, the key things to look for are:

1. Author (who does the author work for/write for?

2. What other publications have they been involved in?

3. What is their area and level of expertise in the topic?)

4. date (is the information current, given the topic?)

5. source (is the publication source well known or respected in the industry?

6. Peer reviewed?

7. Relevant to the topic?)

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When you "Analyse an Argument" you evaluate someone else's argument. The writer makes a case for a particular contention by presenting key arguments, claims and supporting evidence. The writer will use language and may use assumptions to persuade you to believe their arguments.