威廉王子....
芭莉絲 希爾頓在監獄裡
小布也要自己加油，國外總統不容易啊
布希吃餅乾噎到，小心點啊...
布萊爾給布希當腳踏板
英國女皇上廁所
比爾 蓋茲 也用ipod來跳舞???
汗...都兩個鐘頭了，還解不開...？
布希你在幹嘛......
安潔麗娜.裘莉剔腿毛
傑克遜真有這事兒
貝瑞幹嘛把小金人塗黑啊
瑪丹娜也要自己熨衣服，好主婦...
艾爾頓強這是在幹什麼
PS：以上大部份圖片為長相近似演員的模仿拍攝惡搞。
Thursday, 20 March 2008
(轉貼) 來看看國外真正的狗仔隊
布蘭妮...這是抽脂吧
威廉王子....
芭莉絲 希爾頓在監獄裡
小布也要自己加油，國外總統不容易啊
布希吃餅乾噎到，小心點啊...
布萊爾給布希當腳踏板
英國女皇上廁所
比爾 蓋茲 也用ipod來跳舞???
汗...都兩個鐘頭了，還解不開...？
布希你在幹嘛......
安潔麗娜.裘莉剔腿毛
傑克遜真有這事兒
貝瑞幹嘛把小金人塗黑啊
瑪丹娜也要自己熨衣服，好主婦...
艾爾頓強這是在幹什麼
PS：以上大部份圖片為長相近似演員的模仿拍攝惡搞。
威廉王子....
芭莉絲 希爾頓在監獄裡
小布也要自己加油，國外總統不容易啊
布希吃餅乾噎到，小心點啊...
布萊爾給布希當腳踏板
英國女皇上廁所
比爾 蓋茲 也用ipod來跳舞???
汗...都兩個鐘頭了，還解不開...？
布希你在幹嘛......
安潔麗娜.裘莉剔腿毛
傑克遜真有這事兒
貝瑞幹嘛把小金人塗黑啊
瑪丹娜也要自己熨衣服，好主婦...
艾爾頓強這是在幹什麼
PS：以上大部份圖片為長相近似演員的模仿拍攝惡搞。
Wednesday, 12 March 2008
Tuesday, 11 March 2008
Thursday, 6 March 2008
四組密碼，成就百萬年薪經理人
每位經理人一定有特殊的工作方法與習慣，協助他們攀上成功的天梯，這是他們累積經驗與知識的成果展現，如果能夠提前學會這些智慧，在職場上，就能少走冤枉路，即使面對不景氣，也能逆境勝出。
《30 雜誌》這一期特別針對五十六位，來自各行各業的青壯年經理人，針對他們的獨特工作方法與日常作息進行「30世代成功經理人」調查，試圖為讀者解碼他們的成 功基因。這些經理人年齡介於25歲到40歲之間，從事行業以科技業與金融業比例最高，各為37％與23％，這些受訪者，來自世界頂尖的金融集團、全球第一 流的製造業、世界知名的管理顧問業，以及台灣最優秀的餐飲服務業等。
透過深度訪查，我們發現經理人的四組成功密碼：
成功密碼1. 勤閱讀 知識使你更有力量
95％的受訪者有固定閱讀的習慣，同時，在極度繁忙的工作之中，仍有超過八成受訪者每個月至少讀兩本書，每天讀書超過一小時的人，高達六成。
資深出版人，同時也被譽為台灣本土趨勢大師的詹宏志，每日晚上12點入睡，清晨4點起床看書，這個習慣維持二十年，對他來說，晚上閱讀是「漸入困境」，早上閱讀卻有「漸入佳境」的感受。
詹宏志喜歡晨讀，華人首富李嘉誠六十年來不斷的習慣，卻是睡前閱讀。李嘉誠相信，知識能改變命運，因為他自己就是靠著從早年就培養的閱讀習慣，從閱讀中獲得知識的力量，進而超越競爭對手。
在美商賀寶芙從事直銷十年，共同收入逾千萬的夫妻檔曾竹君與徐顗竣，也都異口同聲說，閱讀是最好的工作導師。「你不一定能學到成功人士的能力，但你會學到他們工作與處世的態度。」徐顗竣說。
雖然詹宏志認為晨讀可以「漸入佳境」，但調查發現，這些30世代經理人主要閱讀時間，仍是下班後與例假日。而且其中逾60％的人，對於閱讀具有明確而具體的目的，以「領導管理」、「行銷趨勢」與「經濟理財」為他們最常閱讀的三大類別。
值得注意的是，文學類與史哲類書籍也得到25％以上經理人青睞。向古人學習，在21世紀逐漸成為新顯學。除了近年在中國掀起的古書熱，《于丹〈論語〉心得》、易中天的《品三國》等，日本首富──軟體銀行總裁孫正義，也是中國史哲書籍的愛好者，他建議經商者必讀的《論語》、《孫子兵法》，甚至《菜根譚》、《韓非子》等書籍，也在日本商界走紅。
此外，根據日本《President》去年8月針對年薪450萬元新台幣以上的經理人閱讀調查發現，經理人認為可以提升自我價值的前三類書籍（複選三類，共十六類），排名依序是「溝通」、「思想哲學」、「歷史」等，均獲得三成以上的票選，行銷、金融、領導等專業技能書籍，反而排名在後。
成功經理人對於閱讀重要性的壓倒性支持，與本次調查的另一項結果恰可呼應，調查發現，高達55％的受訪者認為，對學習最有幫助的是「自修」，這項比率，幾乎是「短期海外進修」、「再讀一個學位」這兩個選項的兩倍半。
反觀在收看電視的調查上，成功經理人平均每日花在看電視的時間較少，並且有七成的受訪者，看電視的主要目的是「放鬆」。
成功密碼2.深思考 思辨幫助你精準判斷
30 世代經理人，大多以中階主管為主，每天必須面對的例行事務相當多，但是根據調查發現，他們認為「動腦想」跟「動手做」一樣重要，動腦想才能「做對的事」， 而不只是「把事情做對」。近七成的經理人，每日會特別安排時間思考，而且思考所花費的時間至少在十五分鐘以上。為什麼他們要特別安排時間思考？深度思考為 什麼很重要？
政治大學科技管理研究所副教授蕭瑞麟認為，深度思考有助於企業人士培養敏銳的判斷力，對於任何問題或現象，如果都視之為理所當然、照單全收，結果就只能得到常識，而無法萃取與形成有價值的知識。
蕭 瑞麟建議，釐清思維可以透過正反合的辯證方式，例如「蘇格拉底」式的辨證法，透過辯證，思路會愈辯愈明愈深入。他指導碩士班學生，正反合至少要做三到四 次，但博士班學生至少要十次，才能做到真正的深思考。蕭瑞麟更進一步強調，深思考要與閱讀相結合，才能發揮更大的效用，才不會淪入空想、亂想，「如果你沒 有理論，你的思考只是漫無目的，沒有一個著力點。」
成功密碼3 秀活力 積極態度是突圍關鍵
升官、加薪靠什麼？優秀的專業技能、良好的人際關係，這兩項都重要，但在成功經理人心中，卻不是最重要。根據這次調查，高達91％受訪者勾選「積極的工作態度」這個選項，認為對升遷、加薪最有幫助，這不僅用在他們自己的經驗，也是他們判斷下屬發展潛力的重要依據。
程 淑芬從小研究員做到今天全球知名券商的台灣區高級主管，她沒有含著金湯匙出生，沒有豐沛的人脈，從擔任最基層的研究員開始，一天工作至少十五個小時。努力 call公司、讀資料，她謙虛說，今天的成就沒有特別祕訣，就是永遠做得比別人要求的更多，「努力，努力，再努力，我要求自己比別人再多點努力，這就是我 的態度。」程淑芬說。
想要激發積極的工作態度，必須先找到對工作的熱情，國內著名影音後製公司視元素副總經理萬曉娟形容，她看待工作，就像談戀 愛，因此不會喊苦。這次調查也發現，成功經理人每天工作超過九小時以上的比例，高達96％，長時間埋首在成堆的工作之中，如果沒有足夠的熱情與積極的態 度，必定無法持久。
萬曉娟說，當她在考慮拔擢人才時，最重視的就是員工對自己的工作是不是抱持積極主動的態度、對工作內容有沒有興趣，如果只是抱持交差了事，對所謂有興趣的工作只有三分鐘熱度，她也不會考慮拔擢。
成功密碼4.練外語 學生時期的優先要務
調 查顯示，大多數成功經理人，剛進職場與擔任主管後，最認真進修，這段期間的進修，以工作相關的專業技能最為重要，但在全球化的遊牧工作時代，第一外國語， 甚至第二外國語，極其重要，等進入職場才加強，可能為時已晚，因此有62％的經理人建議，學生時代，最應該補強的就是語言能力。
開平餐飲學校的傑出校友劉一帆，今天之所以能夠站上國際舞台，成為國際知名飯店連鎖集團爭相邀請的西式料理大廚，憑藉的不僅是料理功夫，更重要的是，他在學生時代就靠自修的方式培養英文能力。當他在西華飯店工作時，正因為他能用熟練的英文與來自英國著名飯店的工作人員攀談，進而獲得對方賞識，進入百年飯店服務。
在調查中也可以發現，30世代經理人與過去認知的經理人有部分不同之處，其中最大的差異有兩項，第一項為大量使用科技工具，第二項是以「友情激勵」取代「嚴格管教」。
在科技工具的運用上，網路已是普遍化的工作與管理工具，調查發現，沒有經理人不使用網路，使用網路除了處理工作外，「使用電子郵件」、「看新聞」與「增加專業知識」是最重要的三種用途。
在管理風格上，過去師徒制講究的「嚴格管教」已改以「友情激勵」與「殷切指導」的風格居多。
時代在變，但成功者的特質，有所「變」卻也有所「不變」。工具、溝通方法或許變了，但閱讀、思考、積極態度，在這個變動的時代，卻依然歷久彌新。
《30 雜誌》這一期特別針對五十六位，來自各行各業的青壯年經理人，針對他們的獨特工作方法與日常作息進行「30世代成功經理人」調查，試圖為讀者解碼他們的成 功基因。這些經理人年齡介於25歲到40歲之間，從事行業以科技業與金融業比例最高，各為37％與23％，這些受訪者，來自世界頂尖的金融集團、全球第一 流的製造業、世界知名的管理顧問業，以及台灣最優秀的餐飲服務業等。
透過深度訪查，我們發現經理人的四組成功密碼：
成功密碼1. 勤閱讀 知識使你更有力量
95％的受訪者有固定閱讀的習慣，同時，在極度繁忙的工作之中，仍有超過八成受訪者每個月至少讀兩本書，每天讀書超過一小時的人，高達六成。
資深出版人，同時也被譽為台灣本土趨勢大師的詹宏志，每日晚上12點入睡，清晨4點起床看書，這個習慣維持二十年，對他來說，晚上閱讀是「漸入困境」，早上閱讀卻有「漸入佳境」的感受。
詹宏志喜歡晨讀，華人首富李嘉誠六十年來不斷的習慣，卻是睡前閱讀。李嘉誠相信，知識能改變命運，因為他自己就是靠著從早年就培養的閱讀習慣，從閱讀中獲得知識的力量，進而超越競爭對手。
在美商賀寶芙從事直銷十年，共同收入逾千萬的夫妻檔曾竹君與徐顗竣，也都異口同聲說，閱讀是最好的工作導師。「你不一定能學到成功人士的能力，但你會學到他們工作與處世的態度。」徐顗竣說。
雖然詹宏志認為晨讀可以「漸入佳境」，但調查發現，這些30世代經理人主要閱讀時間，仍是下班後與例假日。而且其中逾60％的人，對於閱讀具有明確而具體的目的，以「領導管理」、「行銷趨勢」與「經濟理財」為他們最常閱讀的三大類別。
值得注意的是，文學類與史哲類書籍也得到25％以上經理人青睞。向古人學習，在21世紀逐漸成為新顯學。除了近年在中國掀起的古書熱，《于丹〈論語〉心得》、易中天的《品三國》等，日本首富──軟體銀行總裁孫正義，也是中國史哲書籍的愛好者，他建議經商者必讀的《論語》、《孫子兵法》，甚至《菜根譚》、《韓非子》等書籍，也在日本商界走紅。
此外，根據日本《President》去年8月針對年薪450萬元新台幣以上的經理人閱讀調查發現，經理人認為可以提升自我價值的前三類書籍（複選三類，共十六類），排名依序是「溝通」、「思想哲學」、「歷史」等，均獲得三成以上的票選，行銷、金融、領導等專業技能書籍，反而排名在後。
成功經理人對於閱讀重要性的壓倒性支持，與本次調查的另一項結果恰可呼應，調查發現，高達55％的受訪者認為，對學習最有幫助的是「自修」，這項比率，幾乎是「短期海外進修」、「再讀一個學位」這兩個選項的兩倍半。
反觀在收看電視的調查上，成功經理人平均每日花在看電視的時間較少，並且有七成的受訪者，看電視的主要目的是「放鬆」。
成功密碼2.深思考 思辨幫助你精準判斷
30 世代經理人，大多以中階主管為主，每天必須面對的例行事務相當多，但是根據調查發現，他們認為「動腦想」跟「動手做」一樣重要，動腦想才能「做對的事」， 而不只是「把事情做對」。近七成的經理人，每日會特別安排時間思考，而且思考所花費的時間至少在十五分鐘以上。為什麼他們要特別安排時間思考？深度思考為 什麼很重要？
政治大學科技管理研究所副教授蕭瑞麟認為，深度思考有助於企業人士培養敏銳的判斷力，對於任何問題或現象，如果都視之為理所當然、照單全收，結果就只能得到常識，而無法萃取與形成有價值的知識。
蕭 瑞麟建議，釐清思維可以透過正反合的辯證方式，例如「蘇格拉底」式的辨證法，透過辯證，思路會愈辯愈明愈深入。他指導碩士班學生，正反合至少要做三到四 次，但博士班學生至少要十次，才能做到真正的深思考。蕭瑞麟更進一步強調，深思考要與閱讀相結合，才能發揮更大的效用，才不會淪入空想、亂想，「如果你沒 有理論，你的思考只是漫無目的，沒有一個著力點。」
成功密碼3 秀活力 積極態度是突圍關鍵
升官、加薪靠什麼？優秀的專業技能、良好的人際關係，這兩項都重要，但在成功經理人心中，卻不是最重要。根據這次調查，高達91％受訪者勾選「積極的工作態度」這個選項，認為對升遷、加薪最有幫助，這不僅用在他們自己的經驗，也是他們判斷下屬發展潛力的重要依據。
程 淑芬從小研究員做到今天全球知名券商的台灣區高級主管，她沒有含著金湯匙出生，沒有豐沛的人脈，從擔任最基層的研究員開始，一天工作至少十五個小時。努力 call公司、讀資料，她謙虛說，今天的成就沒有特別祕訣，就是永遠做得比別人要求的更多，「努力，努力，再努力，我要求自己比別人再多點努力，這就是我 的態度。」程淑芬說。
想要激發積極的工作態度，必須先找到對工作的熱情，國內著名影音後製公司視元素副總經理萬曉娟形容，她看待工作，就像談戀 愛，因此不會喊苦。這次調查也發現，成功經理人每天工作超過九小時以上的比例，高達96％，長時間埋首在成堆的工作之中，如果沒有足夠的熱情與積極的態 度，必定無法持久。
萬曉娟說，當她在考慮拔擢人才時，最重視的就是員工對自己的工作是不是抱持積極主動的態度、對工作內容有沒有興趣，如果只是抱持交差了事，對所謂有興趣的工作只有三分鐘熱度，她也不會考慮拔擢。
成功密碼4.練外語 學生時期的優先要務
調 查顯示，大多數成功經理人，剛進職場與擔任主管後，最認真進修，這段期間的進修，以工作相關的專業技能最為重要，但在全球化的遊牧工作時代，第一外國語， 甚至第二外國語，極其重要，等進入職場才加強，可能為時已晚，因此有62％的經理人建議，學生時代，最應該補強的就是語言能力。
開平餐飲學校的傑出校友劉一帆，今天之所以能夠站上國際舞台，成為國際知名飯店連鎖集團爭相邀請的西式料理大廚，憑藉的不僅是料理功夫，更重要的是，他在學生時代就靠自修的方式培養英文能力。當他在西華飯店工作時，正因為他能用熟練的英文與來自英國著名飯店的工作人員攀談，進而獲得對方賞識，進入百年飯店服務。
在調查中也可以發現，30世代經理人與過去認知的經理人有部分不同之處，其中最大的差異有兩項，第一項為大量使用科技工具，第二項是以「友情激勵」取代「嚴格管教」。
在科技工具的運用上，網路已是普遍化的工作與管理工具，調查發現，沒有經理人不使用網路，使用網路除了處理工作外，「使用電子郵件」、「看新聞」與「增加專業知識」是最重要的三種用途。
在管理風格上，過去師徒制講究的「嚴格管教」已改以「友情激勵」與「殷切指導」的風格居多。
時代在變，但成功者的特質，有所「變」卻也有所「不變」。工具、溝通方法或許變了，但閱讀、思考、積極態度，在這個變動的時代，卻依然歷久彌新。
Monday, 3 March 2008
Ask About English Archives by Speak Good English Movement 1
Is there any difference between these words - "learnt" and "learned"? When do we use each of them?
"Learnt" is the past tense of "learn" and is used as a verb.
For example, "She only learnt about the news yesterday."
As for "learned", it is used as an adjective to refer to someone who has much knowledge.
For example, "We consulted the learned professors."
I have seen people writing "Specially for you" but lately I have also read "Especially for you". Is the latter grammatically correct?
If something is bought only for someone for a specific purpose – you can label it “specially for you”.
“Especially” means “much more than usually or normally”.
For example, “He tried to appear especially cheerful for her sake.” The smiles were especially for her.
"You are to bring along your student pass to the camp."
"You are to take your student pass to the camp."
Do these two sentences have the same meaning? Can the words "bring" and "take" be used interchangeably?
The words "bring" and "take" do not have the same meaning.
"To bring" refers to a two-way process where the subject would be back at the original position/location.
"To take" refers to a one-way process where the subject would be left at the destination.
For example: If we were to "bring along the student pass", it means that we would have the pass back with us when we return to our original location.
However, if we were to "take our pass to the camp", the pass would actually be left at the camp (destination).
Considering words starting with the vowels (a, e, i, o, u) have “an” as a prefix, is it “a eunuch” or “an eunuch”? Any other exceptions?
It’s “a eunuch” because the word “eunuch” sounds like it begins with “y”.
Other examples: a eulogy, a unicorn.
We say “an honest man” because the “h” in “honest” is silent and the word sounds like it begins with an “o”.
Other examples: an honourable person, an honorarium
“Alternative route to
An “alternative” is something you can choose or have instead of something else. Therefore, “alternative route” is correct.
"Alternate" in American English is used to denote something that is different from the usual. So you may find "alternate" route being used in some writing.
I stay in a/an HDB apartment?
Generally, when we say it, it would be "an" because of the silent H.
However, when it is written, the abbreviation actually stands for Housing and Development Board apartment, hence, we can use "a" as well.
I would not want to be prescriptive for the written form and say it must only be "an" and not "a" because of the silent "H".
Also, note that it should be "I live in an HDB apartment." ‘Stay’ is temporary as in “I’m staying at the hotel at
Should I say “If I were a billionaire” or “If I was a billionaire” in instances like these when talking about unreal/hypothetical situations?
There are also instances when we say "If I am a billionaire..."
Which is preferred: was, were or am?
All are possible. But note how they are used as follows:
“If I were” is more formal than “If I was”. However, you can use them interchangeably.
We would use "was/were" with "if" when we are talking about unreal situations – to distance our language from reality.
The use of the “am/is/are" with "if" is possible only with reference to circumstances which are probable and likely to happen.
"Everyone wants to change the world but no one wants to change themselves."
Should it be "themselves" or "himself"?
It should be “himself” because “no one” is singular.
Should I say “in” a meeting or “at” a meeting? Should it be “report to” or “report at”?
I am in/at a meeting. Both are possible.
Please report to Mr Ang (person) at ten tonight (time).
Please report to Mr Ang at the club (place).
Dad and Mum went to pay for the bed so that we can get it early or earlier. Which is right – early or earlier?
When you use “earlier” you are referring to two periods of time:
I came early but John came earlier.
He graduated from university earlier than expected.
In the above example, it should be:
Dad and Mum went to pay for the bed so that we can get it early.
However, “earlier” is possible in this context:
Dad and Mum went to pay for the bed so that we can get it earlier than we had planned / than we expected.
Why do people say “I fell for you”? Isn’t it better to say, “I fell in love with you”?
To “fall for something or somebody” can give the idea of being deceived or tricked.
For example, I fell for her tricks.
Certainly, the good old traditional line “I fell in love with you” says it beautifully, leaving no room for misunderstanding.
Is it right to say, “I feel so pressurized?” Should it be pressured or pressurized?
“I feel so pressured” is correct. “Pressurized” refers to certain atmospheric pressure as in “The cabin must be pressurized to enable passengers and crew to breathe normally.”
But note how “pressurized” can also be used according to Times Common Errors in English:
American English: I have never pressured my children to study.
British English: I have never pressurised my children to study.
The use of “pressure” as a verb occurs mainly in American English. British English uses “ pressurize” as in to “exert pressure on”.
It is true that when you pressurize or pressurise someone to do something, you persuade or force them to do it, even though they do not want to.
I saw an advertisement which read: "A child’s growth is boundless. At XYZ Learning Centre, we are only too happy to help it expand forever." Is this right?
It is better to say, "At XYZ Learning Centre, we are only too happy to help your child grow."
Or we are very happy to help your child grow.
Expand is not a word I will use on a child.
Nor will I call my child "it".
Be careful with the words you use. Referring to a child as an "it" may be an oversight but it can also sound offensive to others.
Is it "Enquiry" or "Inquiry"? Are both words interchangeable?
In British English, used here in
An inquiry is an investigation conducted by an organisation, the police for example.
However, in American English, it is common that the word 'inquiry' is used for both instances.
I was travelling by bus one day when someone called me on the phone and asked where I was. Should I say, "I’m in a bus" or "I’m on a bus"?
I was travelling by bus one day when someone called me on the phone and asked where I was. Should I say, "I’m in a bus" or "I’m on a bus"?
You should say, "I’m on a bus."
Use the preposition "On" for transport that you have to step up to in order to board. This applies to trains, planes, bicycles and the MRT.
Use "In" for transport like cars and taxis. This is because you need to step down to get inside the vehicle.
I’ve received many emails from Singaporeans at work that say, "Please revert soonest possible." Is this right?
"Please revert soonest possible" is not Standard English. Try to avoid using it.
You can try a simple and effective statement like "I look forward to hearing from you soon" to end your emails.
The tone sounds friendly while clearly stating the need for the other party to reply to you.
Can the words "although" and "but" be used interchangeably?
"Although" and "but" can be used interchangeably as they both aim to connect two ideas inside the same sentence.
“But” can only be used in the middle of a sentence whereas "although" can be used either at the beginning or in the middle of a sentence.
Here are some examples:
"She likes him but doesn't want to get married."
"Although they were hungry, they did not eat."
"They did not eat although they were hungry."
Is there any difference between "dateline" and "deadline"? Are these words interchangeable?
"Dateline" refers to a line in a newspaper article that gives the date and the place of origin.
"Deadline", however, refers to the date or time a task needs to be completed.
Given the different meanings, we should not use these words interchangeably.
Is there a difference between "further" and "farther"? How is each of these words used?
"Farther" is an adjective used to refer to a greater distance or a more distant place.
It is only used when we are speaking of real places and distances.
For example, "What is the farthest place that you have been to?
The adjective "further" is used to mean 'more', 'extra' or 'additional'.
For example, "Please write in to us for further information."
People use the alternative word "incentivise" when they mean "motivate". However, the word "incentivise" cannot be found in the dictionary. Is it correct to use this word?
There is no such word as "incentivise". It can only be used in its noun form "incentive".
For example, instead of "This will incentivise him to do better", we should rephrase it to "This will be an incentive for him to do better."
Is there any difference between these words - "learnt" and "learned"? When do we use each of them?
"Learnt" is the past tense of "learn" and is used as a verb.
For example, "She only learnt about the news yesterday."
As for "learned", it is used as an adjective to refer to someone who has much knowledge.
For example, "We consulted the learned professors."
Phrases for Work by Speak Good English Movement 2
Avoid: Everything outside already. Don’t have, means don’t have.
Say: Sorry Sir, all our items are already on display. I’m afraid we do not have the item available if you can’t find it on the racks.
“Everything outside already. Don’t have, means don’t have”. These non-standard English phrases will make no sense to shoppers unfamiliar with the way some Singaporeans tend to speak.
For many sales staff, saying, “Everything outside already” essentially means that all the items that are available for sale are already on display. And, “Don’t have, means don’t have” means there is no other stock available.
But both these phrases sound very rude and may offend the customer.
Focus On Customer Service
Try this friendlier response the next time a customer asks you for something you don’t have: “Sorry Sir, all our items are already on display. I’m afraid we do not have the item available if you can’t find it on the racks.”
Start off by apologizing to the customer as he/she is probably disappointed that the item is not available. After all, your job as a sales or customer service assistant is to please the customer and fulfil his/her wants, is it not?
Avoid: What size you want? See here. Please don’t take out.
Say: We have all the sizes displayed on this rack. Feel free to browse around and let me know if you need any help.
“What size you want? See here. Please don’t take out.” Essentially, this series of non-standard English phrases is targeted at customers rummaging through the neatly packed shelves to look for clothes that fit them.
It is understandable that the sales assistant is exasperated. After all, it is the sales assistant that will later need to fold up the clothes and stack them neatly on the shelves again.
However, the string of non-standard English phrases is vague. Not every customer will understand what he/she is expected to do.
Watch Out For Common Mistakes
What does “see here” mean? Why should the customer look only at the place you’re asking him/her to look?
“Please don’t take out?” is also grammatically incorrect and it sounds very rude. “Please do not take them out from the shelves. There are samples on display on the rack” is a better option.
To help the customer along, try saying, “We have all the sizes displayed on this rack. Feel free to browse around and let me know if you need any help.”
Avoid: Very cheap already. Don’t believe, you go and see other shops.
Say: I’m afraid we cannot reduce the price any further. I do believe our prices are competitive and you can count on our reliable sales support.
“Very cheap already. Don’t believe, you go and see other shops” is a commonly used response by shopkeepers or sales assistants exasperated by bargain hunters trying to negotiate for a cheaper buy.
But the phrases are grammatically incorrect and may appear rude to some customers. Challenging a customer to go to another shop to check the price out may seem logical but it isn’t a friendly customer-oriented response.
Be Tactful
Instead it is better to just tell your customer tactfully that your prices are low and you cannot reduce them further. Then give them another reason to buy from you – perhaps you give good after sales service.
Try saying: “I’m afraid we cannot reduce the price any further. I do believe our prices are competitive and you can count on our reliable after sales support."
Phrases for Work by Speak Good English Movement
Avoid: No more blue colour.
Avoid: Dirty is it? I ask my supervisor can give cheaper or not.
Say: Is it dirty? Let me ask my supervisor if we can sell it to you at a discount.
Avoid: If after you buy home, you cannot wear, you can return back to us.
Say: If you find the size of the dress/shirt unsuitable, you can bring it back for an exchange.
Avoid: Pay money first. I wrap for you.
Say: I will wrap it for you after you have paid for it.
Avoid: I on for you, then you can hear the sound.
Say: Let me turn it on for you so that you can hear what it sounds like.
Avoid: Miss, you wear that skirt very nice. Come let me introduce a blouse for you.
Say: Miss, you look nice in the skirt. May I recommend a blouse to go with it?
Say: I'm sorry, we have run out of blue.
Avoid: Dirty is it? I ask my supervisor can give cheaper or not.
Say: Is it dirty? Let me ask my supervisor if we can sell it to you at a discount.
Avoid: If after you buy home, you cannot wear, you can return back to us.
Say: If you find the size of the dress/shirt unsuitable, you can bring it back for an exchange.
Avoid: Pay money first. I wrap for you.
Say: I will wrap it for you after you have paid for it.
Avoid: I on for you, then you can hear the sound.
Say: Let me turn it on for you so that you can hear what it sounds like.
Avoid: Miss, you wear that skirt very nice. Come let me introduce a blouse for you.
Say: Miss, you look nice in the skirt. May I recommend a blouse to go with it?
Avoid: Pay cash or credit card?
Say: Would you be paying by cash, NETS or credit card?
Avoid: Just see what you want.
Say: Please feel free to look around.
Avoid: Yes, what you want?
Say: Are you being served? OR How can I help you?
Avoid: How, Miss? Can wear or not?
Say: Do you like the dress, Miss? Does it fit you?
Avoid: This shoe very comfortable. I also got wear.
Say: These shoes are very comfortable. I have a similar pair.
Avoid: Today got discount. You come tomorrow, no more discount.
Say: The discount is valid for today only.
Avoid: What model you want?
Say: Which model do you prefer?
Avoid: You want to try?
Say: Would you like to try that?
Avoid: Wait, I help you find.
Say: Please wait for a while. I’ll find it for you.
Avoid: Anything more? / Any more?
Say: Would you like to get anything else?
Avoid: Very cheap already. Don’t believe, you go and see other shops.
Say: I’m afraid we cannot reduce the price any further. I do believe our prices are competitive and you can count on our reliable sales support.
Avoid: Cannot try. Dirty how?
Say: I’m sorry but we do not allow customers to try these on for hygiene reasons.
Avoid: It is like this one. Other customers also use.
Say: I’m afraid that’s how it works / that’s how it’s made. If you don’t think it’s suitable, perhaps you would like to try something else.
Grammar Challenge 5
Wish + Past Perfect
To express regrets about past events, we use the subject, followed by wish/wishes, followed by the past perfect (subject + had/hadn't + past participle).
Positive
Negative
Question
Regret
To express regrets about past events, you can use the verb regret with an -ing verb, or with not and an -ing verb, or with a noun.
'-ed' and '-ing' adjectives
-ing adjectives are used to describe things: 'The lecture was boring.'
-ed adjectives are used to describe our feelings: 'I felt very bored.'
Question Tags
A question tag is a short question at the end of a sentence, which we use to find out information or check information that we already have. This is how you form question tags:
To express regrets about past events, we use the subject, followed by wish/wishes, followed by the past perfect (subject + had/hadn't + past participle).
Positive
| subject | wish(es) | past perfect | |
| I | wish | I had bought | a new coat |
Negative
| subject | wish(es) | past perfect | |
| she | wishes | she hadn't bought | a new coat |
Question
| Do/does | subject | wish | past perfect | |
| Does | she | wish | she hadn't bought | a new coat? |
Regret
To express regrets about past events, you can use the verb regret with an -ing verb, or with not and an -ing verb, or with a noun.
| subject | regret(s) | verb-ing OR noun |
| I | regret | taking my umbrella not taking my umbrella it |
'-ed' and '-ing' adjectives
-ing adjectives are used to describe things: 'The lecture was boring.'
-ed adjectives are used to describe our feelings: 'I felt very bored.'
| -ed form | -ing form |
| annoyed | annoying |
| bored | boring |
| confused | confusing |
| embarrassed | embarrassing |
| surprised | surprising |
| worried | worrying |
| interested | interesting |
Question Tags
A question tag is a short question at the end of a sentence, which we use to find out information or check information that we already have. This is how you form question tags:
| Positive sentence - negative tag | You will do it quickly, won't you? |
| Negative sentence - positive tag | She isn't happy, is she? |
| Main verb - use 'do' | We went to the party, didn't we? |
| Pronouns | Yuki and Tomo are Japanese, aren't they? |
Grammar Challenge 4
Time prepositions
Prepositions are small grammatical words that usually go before nouns and pronouns. There are many different prepositions that are used to describe where things are, how things happen and when things happen, for example. In this Grammar Challenge we focus on the prepositions we use with certain time expressions.
Used to / didn't use to
When talking about things that we did in the past but don't do now we can use the expression used to. The negative form, to talk about things which we didn't do in the past but do now, is didn't use to.
Used to and didn't use to are only used to talk about past habits. There is no present form. To talk about present habits we can use the present simple. When using these structures there are often two parts to the sentence, something about the past and something about the present, for example:
I used to drive to work but now I go by car.
I didn't use to like coffee but I love it now.
Continuous Passives
This week, we're continuing our discussion of passives with a look at continuous passives.
here are four main elements to a continuous passive sentence: the 'passive subject', the verb 'to be', the word 'being', and the past participle of the verb.
Simple Passives
There are three main elements to a simple passive sentence: the 'passive subject', the verb 'to be' and the past participle of the verb.
Because / because of
Do you ever get confused over when to use because and when to use because of? Well, help is at hand in today's episode of grammar challenge! Taka from Japan is up for the challenge... but are you?
Because and because of are both used to introduce reasons. Because is a conjunction, and is followed by a subject and verb. Because of is a preposition, and is followed by a noun phrase or verb-ing
'Need + verb-ing'
Sometimes it's useful to talk about fixing or improving things, but without saying who is going to do it. To do this, we can use need + verb-ing.
To talk about fixing or improving things, you can use need with an -ing verb. There are three parts to this structure. First, you name the thing – my hair, or the car, or my shoes. Then you say 'need' - or 'needs' - and finally, a verb with –ing.
Positive
Negative
Question
Uncountable nouns
English learners of all levels sometimes struggle with countable and uncountable nouns. Although most people understand that 'water' and 'bread' are uncountable, how about 'advice', 'equipment', 'luggage'...?
Prepositions are small grammatical words that usually go before nouns and pronouns. There are many different prepositions that are used to describe where things are, how things happen and when things happen, for example. In this Grammar Challenge we focus on the prepositions we use with certain time expressions.
| At – for times of the day | at half past 7 |
On - for days and dates | on the 5th of June |
In - for longer periods of time | in April |
| No preposition – for some time words | next |
Used to / didn't use to
When talking about things that we did in the past but don't do now we can use the expression used to. The negative form, to talk about things which we didn't do in the past but do now, is didn't use to.
| Positive sentences | I used to smoke 20 cigarettes a day. | ||
| Negative sentences | I didn't use to do any exercise. I didn't use to swim very well. | ||
All pronouns take | I | used to / didn't use to | eat a lot of sweets. eat meat. live in the city. have long hair. |
Used to and didn't use to are only used to talk about past habits. There is no present form. To talk about present habits we can use the present simple. When using these structures there are often two parts to the sentence, something about the past and something about the present, for example:
I used to drive to work but now I go by car.
I didn't use to like coffee but I love it now.
Continuous Passives
This week, we're continuing our discussion of passives with a look at continuous passives.
here are four main elements to a continuous passive sentence: the 'passive subject', the verb 'to be', the word 'being', and the past participle of the verb.
Present continuous passive
| passive subject | 'to be' | being | past participle | |
| The bridge | is | being | painted | this year |
| The interviews | are | being | held | in the office |
Past continuous passive
| passive subject | 'to be' | being | past participle | |
| The bridge | was | being | painted | last year |
| The interviews | were | being | held | in the office |
Simple Passives
There are three main elements to a simple passive sentence: the 'passive subject', the verb 'to be' and the past participle of the verb.
Present simple
| passive subject | 'to be' | past participle | |
| Paper | is | made | from wood |
| Tigers | are | found | in India |
Past simple
| passive subject | 'to be' | past participle | |
| The bridge | was | opened | in 1977 |
| The pyramids | were | built | by the Egyptians |
Because / because of
Do you ever get confused over when to use because and when to use because of? Well, help is at hand in today's episode of grammar challenge! Taka from Japan is up for the challenge... but are you?
Because and because of are both used to introduce reasons. Because is a conjunction, and is followed by a subject and verb. Because of is a preposition, and is followed by a noun phrase or verb-ing
Because
| because | subject | verb | |
| because | he | felt | ill, he didn't go to the party |
Because of
| because of | noun phrase or verb-ing | |
| because of | his illness | he didn't go to the party |
| because of | feeling ill |
'Need + verb-ing'
Sometimes it's useful to talk about fixing or improving things, but without saying who is going to do it. To do this, we can use need + verb-ing.
To talk about fixing or improving things, you can use need with an -ing verb. There are three parts to this structure. First, you name the thing – my hair, or the car, or my shoes. Then you say 'need' - or 'needs' - and finally, a verb with –ing.
Positive
| subject | need(s) | verb-ing |
| My hair | needs | cutting |
| The curtains | need | washing |
Negative
| subject | doesn't / don't | need | verb-ing |
| My hair | doesn't | need | cutting |
| The curtains | don't | need | washing |
Question
| do/does | subject | need | verb-ing |
| Does | my hair | need | cutting? |
| Do | the curtains | need | washing? |
Uncountable nouns
English learners of all levels sometimes struggle with countable and uncountable nouns. Although most people understand that 'water' and 'bread' are uncountable, how about 'advice', 'equipment', 'luggage'...?
Nouns are usually countable or uncountable. Numbers, plurals and the articles 'a' and 'an' are NOT normally used with uncountable nouns.
| accommodation | equipment | information | patience | rubbish |
| advice | furniture | luggage | pollution | weather |
Grammar Challenge 3
Still, yet and already
Today we present some basic information for understanding the meaning of these adverbs and where to put them in sentences.
We use 'still' to talk about something, a situation or an action, that's continuing, often for a longer time than expected. It hasn't changed or stopped. 'Still' usually goes in the middle of the sentence, before the verb.
We use 'yet' mostly in questions and negative sentences. Using 'yet' shows that we're expecting something to happen or have happened. In spoken English 'yet' almost always comes at the end of the sentence or question and is commonly used with the present perfect.
We use 'already' to talk about things that have happened, often earlier than expected. It usually goes in the middle or the end of sentence, just before or after the verb and is also commonly used with the present perfect.
Present perfect continuous
You look tired! What have you been doing? This question uses the present perfect continuous, the verb form we use to talk about an activity that's recently stopped or just stopped and that has a connection with now.
Positive form
Negative form
Question form
For and since
For and since are two words which are often used in present perfect sentences when saying how long something has been happening. In this programme we learn how to use the different words.
FOR
We use for when we mention the length of time:
Some extra information about for
It is possible to leave out the word for in positive sentences. For example: "I've lived here for seven years." / "I've lived here seven years." Both are perfectly correct.
But in negative sentences we almost always use for.
"She hasn't seen him six months" is wrong. "She hasn't seen him for six months" is correct.
With expressions like all morning, all my life or all day, we never use for:
"He's lived there all his life," not "He's lived there for all his life."
SINCE
We use 'since' when we mention a point in time in the past when something started:
Present continuous
The present continuous is a verb form which we use to talk about things that are happening at the moment of speaking and for things that are happening around now.
For example:
At the moment I'm typing this text on the computer.
(This is happening at this exact moment)
At the moment I'm reading a very interesting book about the history of diving.
(I'm not reading it at this exact moment but it is something that I am doing around this period of time)
Positive
Negative
Must / mustn't
Must is a word that is used to talk about an obligation, something you have to do, like following a law or a rule. In this programme we look at how to use this word and its negative form, mustn't.
Have to / don't have to
Sometimes in life there are obligations or rules. There are things which you do not have a choice in, like wearing a uniform at school, for example. One structure we use to talk about these rules is have to. This programme is all about have to and its negative form, don't have to. Don't have to is used when there is no obligation to do something.
Positive
We use 'have to' to talk about things we must do, things we are obliged to do.
Negative
We use 'don't have to' to talk about things we have a choice about, things we aren't obliged to do.
Present perfect
The present perfect is a verb form which links the past and present. We use it when we talk about an action or state which started in the past and which continues up to the present time.
For example:
I've lived in London since 1994.
I started living in London in 1994 and I still live in London now.
Positive
Negative
Question
Today we present some basic information for understanding the meaning of these adverbs and where to put them in sentences.
We use 'still' to talk about something, a situation or an action, that's continuing, often for a longer time than expected. It hasn't changed or stopped. 'Still' usually goes in the middle of the sentence, before the verb.
| Still | ||
| Are you | still | married to him? |
| Is she | unemployed? | |
| I'm | living with my parents. | |
| They | haven't replied. | |
We use 'yet' mostly in questions and negative sentences. Using 'yet' shows that we're expecting something to happen or have happened. In spoken English 'yet' almost always comes at the end of the sentence or question and is commonly used with the present perfect.
| Questions with 'yet' | |
| Have you tidied your room Has he come home Has she finished Have they seen the film | yet? |
| Negative statements with 'yet' | |
| You haven't met her He hasn't done it She hasn't spoken to him They haven't paid | yet? |
We use 'already' to talk about things that have happened, often earlier than expected. It usually goes in the middle or the end of sentence, just before or after the verb and is also commonly used with the present perfect.
| Present perfect with 'already' | ||
| Have you two | already | met? |
| He's done it She's fixed it They've sold their car | ||
Present perfect continuous
You look tired! What have you been doing? This question uses the present perfect continuous, the verb form we use to talk about an activity that's recently stopped or just stopped and that has a connection with now.
Positive form
| Subject | to have | been | present participle |
| I You We They | have 've | been | painting the kitchen. playing tennis. watching TV. |
| He She It | has 's |
Negative form
| Subject | to have | been | present participle |
| I You We They | have not haven't | been | smoking. playing tennis. working hard. |
| He She It | has not hasn't |
Question form
| Question word | to have | subject | been | present participle |
| What | have | I you we they | been | doing? eating? waiting for? |
| has | he she it |
For and since
For and since are two words which are often used in present perfect sentences when saying how long something has been happening. In this programme we learn how to use the different words.
FOR
We use for when we mention the length of time:
| for |
| 24 hours. two days. three hundred years. a few years. |
Some extra information about for
It is possible to leave out the word for in positive sentences. For example: "I've lived here for seven years." / "I've lived here seven years." Both are perfectly correct.
But in negative sentences we almost always use for.
"She hasn't seen him six months" is wrong. "She hasn't seen him for six months" is correct.
With expressions like all morning, all my life or all day, we never use for:
"He's lived there all his life," not "He's lived there for all his life."
SINCE
We use 'since' when we mention a point in time in the past when something started:
| since |
| yesterday morning . 1707. I was at university. they moved to London. he left home. |
Present continuous
The present continuous is a verb form which we use to talk about things that are happening at the moment of speaking and for things that are happening around now.
For example:
At the moment I'm typing this text on the computer.
(This is happening at this exact moment)
At the moment I'm reading a very interesting book about the history of diving.
(I'm not reading it at this exact moment but it is something that I am doing around this period of time)
Positive
| Subject | to be | present participle |
| I | am 'm | living in Birmingham studying at university waiting for a train |
| You We They | are 're | |
| He She It | is 's |
Negative
| Subject | to be | present participle |
| I | am not 'm not | smoking these days working very hard at the moment answering the phone today |
| You We They | are not aren't | |
| He She It | is not isn't |
Must / mustn't
Must is a word that is used to talk about an obligation, something you have to do, like following a law or a rule. In this programme we look at how to use this word and its negative form, mustn't.
STRUCTURE | must / mustn't + base form | ||
Positive sentences | I must do my homework. | ||
Negative sentences | We mustn't talk in here! | ||
All pronouns take | I | must / mustn't | have a visa. |
Have to / don't have to
Sometimes in life there are obligations or rules. There are things which you do not have a choice in, like wearing a uniform at school, for example. One structure we use to talk about these rules is have to. This programme is all about have to and its negative form, don't have to. Don't have to is used when there is no obligation to do something.
Positive
We use 'have to' to talk about things we must do, things we are obliged to do.
| Subject | have to / has to | base form of verb |
| I You We They | have to | wear a uniform. get up early on Sundays. study hard. |
| He She | has to |
Negative
We use 'don't have to' to talk about things we have a choice about, things we aren't obliged to do.
| Subject | don't / doesn't have to | base form of verb |
| I You We They | don't have to | wear a uniform. get up early on Sundays. study hard! |
| He She | doesn't have to |
Present perfect
The present perfect is a verb form which links the past and present. We use it when we talk about an action or state which started in the past and which continues up to the present time.
For example:
I've lived in London since 1994.
I started living in London in 1994 and I still live in London now.
Positive
| Subject | have / has | past participle |
| I You We They | have 've | studied a lot this term. been teaching here for years. lived here for six years. |
| He She It | has 's |
Negative
| Subject | have not / has not | past participle |
| I You We They | have not haven't 've not | bought anything yet. been teaching for long. studied a lot this term. |
| He She | has not hasn't 's not |
Question
| Has / Have | subject | ever | past participle |
| Have | I you we they | (ever) | ridden a horse? read Harry Potter? met anyone famous? |
| Has | he she |
Grammar Challenge 2
Should have
In this programme we examine should have - a way of talking about regretable past actions.
When we want to talk about mistakes we made in the past, we can use 'should have' with a past participle.
Positive and Negative:
Question form:
Second conditional
In this programme we look at the second conditional - a way of talking about impossible or unlikely events or situations.
To talk about an impossible or improbable situation, we can use if and the past simple together with would and the infinitive:
Positive and Negative:
Question:
To, for, so that
In this programme we look at three ways to talk about the reason for doing something.
o talk about purpose, or the reason why we do things, we can use for + verb-ing, we can use the infinitive with to, and we can use so that + subject + verb.
Reported speech
If someone tells you something and you want to tell another person, can use 'direct speech' or 'reported speech'. Find out the differences in this programme.
Will & going to
These are two of the many ways we have of talking about the future in English. In this programme we contrast these forms and find out when to use each one.
As we've seen in a previous Grammar Challenge 'going to' is used to describe a plan or decision that you have made about the future. We use 'will' for decisions which we make at the moment of speaking, something which hasn't been planned before.
For example, in a restaurant:
Waiter: What would you like?
Customer: (looking at the menu) Mmm, I think I'll have the steak.
Will is a modal form. It always stays the same whatever the subject and is followed by a base infinitive (the infinitive without 'to'.) Although the form of 'will' doesn't change we usually contract it to 'll.
Future plans
Using 'going to' and the present continuous are two ways we can talk about our future plans and arrangements in English. In this programme we learn more about them and the differences between them.
Both the present continuous and 'going to' can be used to talk about future plans and arrangements even though they are present forms. This is because the future plan has already been made and exists in the present, it is not something which is decided at the moment of speaking.
Often there is very little difference between the two forms and you can use either, however we tend to use the present continuous for a fixed arrangements, such as appointments.
Present perfect and past simple
There are many situations in English when we mix the verb forms which we use. In this programme we look at breaking news with the present perfect and describing the details with the past simple.
When giving news we quite often use the present perfect to announce what has happened. We then switch to the simple past to give the details. For example:
"The President has just quit! He left his office a few minutes ago for the last time. It was a complete surprise to all of his staff."
In this programme we examine should have - a way of talking about regretable past actions.
When we want to talk about mistakes we made in the past, we can use 'should have' with a past participle.
Positive and Negative:
subject | should have / shouldn't have | past participle |
|
Matt | should have | worn | a clean shirt. |
He | shouldn't have | been | late. |
Question form:
should / shouldn't | subject | have | past participle |
|
Should | Matt | have | worn | a clean shirt? |
Shouldn't | he | have | arrived | early? |
Second conditional
In this programme we look at the second conditional - a way of talking about impossible or unlikely events or situations.
To talk about an impossible or improbable situation, we can use if and the past simple together with would and the infinitive:
Positive and Negative:
If | Past simple | Would / wouldn't | Infinitive (without to) |
If | you lost your passport | it would | take ages to get another one. |
If | it cost me a fortune | I wouldn't | be able to take you on holiday again. |
Question:
If | Past simple | Would / wouldn't | Infinitive (without to) |
If | it cost me a fortune | would I | be able to take you on holiday again? |
If | I couldn't take you on holiday | wouldn't we | save a lot of money? |
To, for, so that
In this programme we look at three ways to talk about the reason for doing something.
o talk about purpose, or the reason why we do things, we can use for + verb-ing, we can use the infinitive with to, and we can use so that + subject + verb.
Noun or pronoun | 'for' + verb-ing |
I'm bringing some pots and pans... | for cooking |
Action or event | Infinitive with 'to' |
We've got some water... | to make tea |
Action or event | 'so that' + subject + verb |
I'm taking some extra blankets... | so that we don't get cold |
Reported speech
If someone tells you something and you want to tell another person, can use 'direct speech' or 'reported speech'. Find out the differences in this programme.
In reported speech, we usually put the verb in the reported clause back one tense:
Direct speech |
| Reported speech |
Present Present Perfect Past | Past Past Perfect Past Perfect |
In direct speech we use inverted commas to show the exact words the person said.
For example:
"I'm from Spain."
In reported speech, we don't use inverted commas.
Will & going to
These are two of the many ways we have of talking about the future in English. In this programme we contrast these forms and find out when to use each one.
As we've seen in a previous Grammar Challenge 'going to' is used to describe a plan or decision that you have made about the future. We use 'will' for decisions which we make at the moment of speaking, something which hasn't been planned before.
For example, in a restaurant:
Waiter: What would you like?
Customer: (looking at the menu) Mmm, I think I'll have the steak.
Will is a modal form. It always stays the same whatever the subject and is followed by a base infinitive (the infinitive without 'to'.) Although the form of 'will' doesn't change we usually contract it to 'll.
| Subject | will | base infinitive |
| I s / he you we they | will 'll | go to bed now. have an early night. go to the shops, if you like. answer the door. bring a cake. look after it for you. |
Future plans
Using 'going to' and the present continuous are two ways we can talk about our future plans and arrangements in English. In this programme we learn more about them and the differences between them.
Both the present continuous and 'going to' can be used to talk about future plans and arrangements even though they are present forms. This is because the future plan has already been made and exists in the present, it is not something which is decided at the moment of speaking.
Often there is very little difference between the two forms and you can use either, however we tend to use the present continuous for a fixed arrangements, such as appointments.
| Present continuous | ||
| Subject | to be | verb + ing |
| I | am 'm | babysitting tonight. studying this weekend. not doing anything next week. seeing the dentist on Tuesday. seeing friends at the weekend. meeting at 12.00 with the bank manager. |
| S / he | is 's | |
| You We They | are 're | |
For intentions and decisions we'd normally use 'going to'.
| Going to | |||
| Subject | to be | going to | base infinitive |
| I | am 'm | going to | watch a film tomorrow. do the shopping later. take the train. start music lessons soon. study really hard at the weekend. |
| S / he | is 's | ||
| You We They | are 're | ||
Present perfect and past simple
There are many situations in English when we mix the verb forms which we use. In this programme we look at breaking news with the present perfect and describing the details with the past simple.
When giving news we quite often use the present perfect to announce what has happened. We then switch to the simple past to give the details. For example:
"The President has just quit! He left his office a few minutes ago for the last time. It was a complete surprise to all of his staff."
| Present perfect | ||
| subject | has/have | past participle |
| I You We They | have 've | shocked the boss. heard the news. quit. |
| He She | has 's | |
| Present perfect (negative) | ||
| subject | have / has not | past participle |
I | have not | said anything. |
He | has not | |
| Present perfect question form | ||
| have / has | subject | past participle |
Have | I | heard the news? |
Has | he | |
Saturday, 1 March 2008
Grammar Challenge 1
So... that and such... that
are used to describe reasons and results.
Between and among
Between distinguishes two or more separate things – and is followed by countable or uncountable, single or plural nouns. Among means 'one of many', and usually goes with plural nouns.
between
among
Verb, object, to + infinitive
We use this structure to report requests, advice, encouragement and warning.
Reported questions
Say who was talking and use a reporting verb. Repeat the question word, or use if or whether for yes / no questions. Statement word order, change the pronouns and move the tense back if necessary.
Reported speech
In reported speech, we usually put the verb in the reported clause back one tense:
Unless
We can use unless in place of except if and only if to talk about the conditions under which something can happen.
Let and Allow
We often use let and allow to discuss permission.
are used to describe reasons and results.
So + adjective + that
| Subject & verb | so | adjective | that | (result) |
| The ice-cream was | so | good | that | I ordered a second bowl |
Such + adjective + noun + that
| Subject & verb | such | adjective + noun | that | (result) |
| It was | such | good coffee | that | I drank three cups |
| It's | such | a great restaurant | that | I'll definitely go again |
Between and among
Between distinguishes two or more separate things – and is followed by countable or uncountable, single or plural nouns. Among means 'one of many', and usually goes with plural nouns.
between
| clause | between | noun(s) – referring to individual things |
| He shared the money equally | between | Jake and Mary |
among
| clause | among | plural nouns |
| Her exam results put her | among | the top 10% of students in her group |
Verb, object, to + infinitive
We use this structure to report requests, advice, encouragement and warning.
Certain verbs may be followed by an object and then by an infinitive with to – I told you to do it. The negative infinitive is formed with not – I told you not to do it.
| subject | verb | object | (not) to + infinitive | |
| Marco's mother | ordered | him | to get into | the car. |
| Elena | told | the children | not to touch | the glasses. |
| The following verbs take this pattern: | ||
| advise allow ask beg command encourage | forbid force instruct invite oblige order | permit persuade remind tell want warn |
Reported questions
Say who was talking and use a reporting verb. Repeat the question word, or use if or whether for yes / no questions. Statement word order, change the pronouns and move the tense back if necessary.
| Use a reporting verb... |
| She asked if we were going over for tea. |
| For yes / no questions, use if or whether... |
| She asked if we were going over for tea. |
| Repeat question words... |
| She also asked how we were going to get there. |
| Use statement word order, change pronouns and move the tense back if necessary... |
| She asked if we were going over for tea. |
Reported speech
In reported speech, we usually put the verb in the reported clause back one tense:
Direct speech |
| Reported speech |
Present Present Perfect Past | Past Past Perfect Past Perfect |
In direct speech we use inverted commas to show the exact words the person said.
For example:
"I'm from Spain."
In reported speech, we don't use inverted commas.
Unless
We can use unless in place of except if and only if to talk about the conditions under which something can happen.
Unless with a subject and verb means only if or except if in positive and negative sentences. The other part of the sentence gives the possible result.
| possible result | unless | subject and verb |
| I'm not going to dance | unless | you ask me. |
| I won't go by car | unless | it's a long way. |
| We can go to the park | unless | someone has a better idea. |
| unless | subject and verb | possible result |
| Unless | we're there by 8 o'clock | we won't get anything to eat. |
| Unless | Elena wants to take a taxi | we can go by bus. |
| Unless | you tell me who broke the cup | I will make you pay for it. |
Let and Allow
We often use let and allow to discuss permission.
Both let and allow can be used to talk about giving and refusing permission.
Let
| subject | let | object | infinitive or prepositional phrase |
| They | let | me | go out and get a drink. |
| They | wouldn't let | me | back in. |
Allow
| subject | let | object | infinitive with to |
| They | allowed | me | to go out and get a drink. |
| She | won't allow | anyone | to smoke in the office. |
Allow (passive)
| passive subject | verb 'to be' | allowed | infinitive with to |
He | wasn't | allowed | to go out and get a drink. |
| Nobody | is | allowed | to smoke in the office. |
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