British Food Video

My latest Youtube video introduces traditional British food.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

British food sometimes has a bad reputation abroad, but food in the UK is far from being bland. London is a great place for fine dining and many celebrity chefs, such as Jamie Oliver and Gordon Ramsay are British. While in any city in the UK you can find international restaurants with great food from all over the world, traditional British food is still popular at home and abroad. But what is traditional British food?

Let's start with breakfast. A full English breakfast might not be the healthiest way to start the day, but it certainly is the tastiest. A full English usually includes sausages, bacon, fried tomatoes, baked beans, eggs and buttered toast.

For lunch there is nothing more convenient than a sandwich. My favourite is a BLT, made with bacon, lettuce and tomato. Of course sandwiches are popular throughout the world, but this simple meal was invited by the Earl of... yes, you guessed it... the Earl of Sandwich. Sandwich is a town in the South East of England.

For an afternoon snack there's Westcountry cream tea. Scones with butter, jam and cream with a cup of tea. The British love to drink tea, but always with a little milk.

For dinner I'll introduce the top 5 traditional British meals.
#1. Roast beef. So popular that the French call the English Rosbif. It is served with roasted vegetables, potatoes and Yorkshire pudding, and covered in gravy.
#2. Fish and chips. The fish is usually cod or haddock which is deep fried in batter. Served with chips and mushy peas.
#3. Pie and chips. Popular pies are steak and kidney or steak and ale. Served with chips.
#4. Shephard's pie. My favourite. Made from minced lamb covered with mashed potato with cheese on top. Served with steamed vegetables. A similar dish is cottage pie which is made with beef instead of lamb.
#5. Toad in the hole. Sausages baked in Yorkshire pudding batter, served with gravy and roast vegetables. Umm... delicious.

That's the end of this quick introduction to British food. Tell me about the food from your country in the comments section.

Shopping and Prices Video

My latest Youtube video shows how to talk about prices when shopping.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to talk about prices and some of the language we need when shopping.

To ask the price of singular items we can say:
How much is the t-shirt? It's 60 dollars.

To ask the price of plural items we can say:
How much are the jeans? They're 150 dollars.

To comment on the price, we can say:
It's expensive.
It's reasonable.
It's good value.
It's cheap.

Let's look at some examples.

How much is the dress? It's 500 dollars.
It's expensive.

How much are the gloves? They're 4 dollars and 50 cents.
They're cheap.

Now let's review big numbers.
ten million
one million
one hundred thousand
ten thousand
one thousand
one hundred
ten

Now let's combine these big numbers.
ten million five hundred thousand
one million five hundred and fifty thousand
one hundred and fifty-five thousand
fifteen thousand five hundred
one thousand five hundred and fifty
one hundred and fifty-five
fifteen

Let's practice big numbers in a pet store.

Customer: Do you have goldfish?
Salesclerk: Yes, we do.
Customer: How much are they?
Salesclerk: They're 5,000 Won each.
Customer: I'll take two, please.

Customer: Do you have monkeys?
Salesclerk: No, I'm sorry, we don't.

Customer: Do you have cats?
Salesclerk: Yes, we do.
Customer: How much are they?
Salesclerk: They're 300,000 Won each.
Customer: That's too expensive.

To talk about near items we can use this for singular things and these for plural things.
For far items we can use that for singular things and those for plural things.

How much is this watch? It's 25,000 Yen.
How much is that umbrella? It's 850 Yen.
How much are these earring? They're 4,900 Yen.
How much are those shoes? They're 35,000 Yen.
How much is this belt? It's 10,000 Yen.
How much is that handbag? It's 49,000 Yen.
How much are these high heels? They're 29,000 Yen.
How much are those socks? They're 250 Yen.

Here's a homework assignment. Answer these questions by putting your answers in the comments and I'll check your answers.
1. What was the last piece of clothing you bought?
2. What colour was it?
3. How much did it cost?
4. Where did you buy it?
5. When did you buy it?
Answer in full sentences.

Describing People Video

My latest Youtube video shows how to describe people.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to describe people's appearance and personality.

Here are some adjectives we can use describe someone's personality.
honest
talkative
shy
funny
outgoing
nice
patient
confident

What's she like? She honest and patient.
What's he like? He's funny and kind.

There are many things we can talk about to describe someone's appearance. Let's look at each one in turn. To talk about someone's attractiveness, height and weight, we can ask one simple question.

What does she look like?
She's cute.
She's pretty.
She's beautiful.

He's handsome.

He's short.
He's average height.
He's tall.

He's thin.
He's slim.
He's average weight.
He's muscular.
He's a little heavy.

She has short hair.
She has medium length hair.
She has long hair.

She has straight hair.
She has wavy hair.
She has curly hair.

She has blond hair.
She has black hair.
She has brown hair.
She has red hair.
She has grey hair.

He is bald.
He has a moustache.
He has a beard.

To talk about someone's age, we can ask: How old is he? There are a number of different ways we can describe someone's age if we don't know their exact age.

He's in his early twenties.
He's in his mid-twenties.
He's in his late twenties.

She's kind of young.
She's kind of old.

She's around 20 years old.
She's around 30 years old.

We use the present continuous to talk about the clothes someone is wearing. What is he wearing? He's wearing a blue t-shirt and blue jeans. Let's review clothing vocabulary.

a blouse
a skirt
a jacket
a sweater
jeans
boots
gloves
a scarf
high heels
a dress

a suit
shoes
a jacket
a shirt
a neck tie
a belt
pants
a t-shirt
flip-flops
shorts
sunglasses
a uniform

There are a few items of clothing that weren't in any of those pictures.
sneakers
socks
a hat
glasses
a raincoat

Now we have all the vocabulary we need, let's look at some examples of questions and answers.
What is she like? She's outgoing.
What does she look like?
She's pretty.
She's average height and slim.
She has long, straight, brown hair.
How old is she? She's in her mid-twenties.
What is she wearing? She's wearing a white blouse and grey skirt.

What is he like? He's honest and kind.
What does he look like?
He's handsome.
He's tall and muscular.
He's bald.
How old is he? He's around 30 years old.
What is he wearing? He's wearing a purple sweater, blue jeans and tan shoes.

What's she like? She's shy.
What does she look like?
She's cute.
She's short and slim.
She has long, curly, brown hair.
How old is she? She's kind of young.
What is she wearing? She's wearing a blue school uniform.

What is he like? He's funny.
What does he look like? He's cute.
He's short and slim.
He has short brown hair.
How old is he? He's kind of young.
What is he wearing? He's wearing a red t-shirt, blue jeans and sneakers.

Here's a homework assignment. Pause the video and describe these two people in the comments in as much detail as you can and I'll check your answers.

Health Problems Video

My latest Youtube video shows how to talk about health problems and solutions.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to talk about health problem and solutions. There are lots of adjectives we can use to describe feeling unwell.
I feel terrible.
I feel horrible.
I feel awful.
I feel unwell.
I feel sick.
I feel sad.
I feel really bad.

Now let's look at some health problems and solutions.
I have a cold. You should eat some chicken soup.
I have a stomach ache. You should lie down.
I have a backache. You should take a hot bath.
I have the flu. You should go to bed.
I have a sore throat. You should drink some hot tea.
I have a headache. You should get some rest.
I have a fever. You should take some medicine.
I have a cough. You should see a doctor.
I have a toothache. You should see a dentist.

Let's review and learn some more language by listening to a conversation.
A: I feel terrible.
B: What's the matter?
A: I have a cough.
B: That's too bad. You should see a doctor.
A: I think you're right.
B: I hope you get better soon.

The Environment Video

My latest Youtube video shows how to talk about the environment.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to talk about the environment. We currently face many environmental challenges. To learn how to talk about these challenges, we will discuss threats to the environment, their causes, and possible solutions. Probably the biggest threat to the environment is global warming. Let's look at the causes and what we can do about it.

Burning fossil fuels, such as coal, oil and gas, releases carbon dioxide in to the atmosphere. These gases then get trapped in the atmosphere. This layer of gases trap in heat radiating up from the Earth. This causes the planet to get hotter. We call this The Greenhouse Effect, because it is similar to how a greenhouse works by trapping the heat from the sun.

So the Earth is getting hotter. What can we do to solve this problem? We can reduce the amount of greenhouse gases that we put into the atmosphere. There are many things we can do to help. Here are a couple. We should use energy saving light bulbs. And we can drive more efficient cars.

So burning fossil fuels leads to global warming, but what are the negative effects of higher temperatures and what should we do to help the environment? The ice caps are melting. As a result, sea levels are rising. We should use renewable energy. Deserts are growing. We should plant more trees.

This chart shows the cause and effect of global warming. Burning fossil fuels releases gases into the atmosphere. These gases then get trapped in the atmosphere. This layer then traps heat. As a result, the Earth gets hotter. This causes the ice caps to melt. So sea levels begin to rise.

What other environmental problems are there?
Ocean are polluted. We should save water in the home.
Air pollution causes health problems. We should use public transport.
Wildlife is losing its habitat. We should protect the rainforests.
Landfills emit greenhouse gases. We should reduce, reuse, and recycle. The three Rs. These are probably the greatest things we can do to help protect the environment.
Reduce. It would be better for the environment if we reduced the amount of things we buy and use. It would also save us money.
Reuse. We should reuse things when we can. Don't use disposable shopping bags. Instead take a reusable bag.
Recycle. Help the environment by recycling your waste. We can recycle paper, plastic, metal and glass.

Here's a homework assignment. Answer these questions by putting your answers in the comment and I'll check your answers.
1. What do you do to help prevent pollution?
2. What can large cities do to improve their air quality?
3. Are you worried about global warming?
4. What are some things which you recycle?
5. What is the most important issue facing the environment today.
Answer in full sentences.

Past Continuous Video

My latest Youtube video is a story using the past continuous.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

The Haunted House - A past continuous story

I was waking my dog, Max. It was starting to get dark. We were walking past an old, abandoned house when Max ran off and into the house. I called out to him, but he didn't come back. I walked towards the house and went through the open door. I was scared. I was looking for Max when I thought I saw a ghost. But when I walked closer, I saw that it was just a white curtain that was blowing in the wind. I was calling Max's name when I heard a crash from one of the rooms. I was terrified. I was walking into the room when a black cat ran past me. Then I heard Max barking in the backyard. He was digging up bones in the garden! He was digging in a pet cemetery. I grabbed Max's leash and ran home as fast as I could.

Now let's review the grammar used in this story.

The story used the past continuous to describe unfinished actions as they were happening within the story.

The past continuous has three main functions:
1. to describe background in a story
2. to describe actions in progress in the past
3. and to describe longer actions interrupted by shorter actions

This chart shows the grammar we need to make past continuous sentences. Let's look at some examples from the story.

It was starting to get dark. This sentence set the scene for the story.

I was walking my dog. This event was happening for a period of time in the story.

I was calling Max's name when I heard a crash. Here the action of calling his dog's name was interrupted by the scary sound that he heard.

Free-time Activities Video

My latest Youtube video shows how to talk about free-time activities.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to talk about free-time activities. We can use 'like' to talk about the things we do in our free time. 'Like' can be followed by a gerund or to-infinitive. The difference in meaning is often small. The gerund or -ing form places a slight emphasis on the action. So let's start by using gerunds to talk about free-time activities. Let's review some questions and answers.
What do you like doing in your free time? I like listening to music.
Do you like playing video games? Yes, I do.

For sentences in the third person singular in the present tense we add s to the auxiliary verb.
What does Mark like doing in his free time? He likes playing golf.
Does Rachel like riding a bicycle? No, she doesn't.

The degree to which we like or dislike something can be described from love to hate.
Julie loves reading books.
Sarah really likes shopping.
Ben likes playing chess.
Michelle doesn't like ironing shirts.
Claire really doesn't like cooking.
Brian hates snowboarding.

To keep the conversation going we can ask follow up questions.
What do you like doing in your free time? I like doing taekwondo.
What belt are you? I'm a black belt.
What do you like doing in your free time? I like jogging.
How far do you usually run? I usually run for 5 kilometers.

We can also use to-infinitive to talk about likes. Let's review some questions and answers using to-infinitive.
What do you like to do in your free time? I like to play cellphone games.
Do you like to lift weights? Yes, I do.
What do you do to stay in shape? I like to do yoga.
What does Janet like to do in her free time? She likes to watch tv.
Does Emma like to play cards? Yes, she does.
What does Jason do to stay in shape? He likes to play tennis.

Here's a homework assignment. Answer these questions by putting your answers in the comments and I'll check your answers.
1. What do you like doing in your free time?
2. What do you like doing on Saturday night?
3. What do you like doing on Sunday morning?
4. What do you do to stay in shape?
5. Do you like swimming?
Answer in full sentences.

Daily Routines Video

My latest Youtube video shows how to talk about daily routines.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to talk about daily routines. First, let's review some vocabulary for things we do every day.
get up
take a shower
get dressed
have breakfast
go to work
start work
have lunch
finish work
arrive home
have dinner
watch tv
go to bed

Now let's look at some questions we can ask about daily routines and the answers we might hear. What time do you usually wake up? I usually wake up at 7 o'clock.
Note the difference between wake up and get up. For example, I usually wake up at 7 o'clock and then I get up or get out of bed ten minutes later.
What's the first thing you do after you get up? I shave.
Do you ever skip breakfast? No, I don't. I never skip breakfast.
How do you get to work? I usually walk.
What do you usually have for lunch? I usually have a salad.
What do you usually do after you get home? I usually take a nap.
What do you like to do in your free time? I like to read books.

Now we will hear what Emily does on a normal day. This story is in the third person present singular so we add an S to the verb. To help describe her daily routine we can use sequence adverbs.
Emily usually wakes up at 7:30.
First, she has breakfast.
Then she brushes her teeth.
Next, she takes a shower.
After that she gets dressed.
Then she puts on make-up.
She goes to work at 8:30. The subway ride takes 20 minutes.
She starts work at 9 o'clock.
Later, she has lunch.
At 5 o'clock she finishes work and goes home.
When she gets home she cooks dinner.
She sometimes goes to the gym in the evening.
Finally, she goes to bed at 11 o'clock.

Here's a homework assignment. Answer these questions by putting your answers in the comments and I'll check your answers.
1. What time do you usually get up?
2. Do you ever skip breakfast?
3. What do you usually have for lunch?
4. What do you usually do after you get home?
5. What do you like to do in your free time?
Answer in full sentences.

Future Plans and Predictions Video

Here is my latest video about the future plans and predictions using be going to.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to use be going to to talk about the future. Be going to has two functions:

1. to describe future intentions and

2. to make predictions

We use be going to when we describe something we intend to do. Be going to is used when the decision was made in the past. If the decision is being made now, we generally use will instead of be going to. Compare these two sentences:

A: We're going to give James a surprise birthday party.

B: Great. I'll buy him a present.

We also use be going to when making predictions about the near future that are based on present evidence rather than our opinion. When talking about outcomes that we are less certain about, we would generally use will rather than be going to.

Compare these two sentences:

I missed my bus. I'm going to be late for work.

I think everyone will have their own robot in the future.

To make sentences we use subject + be + going to + verb. This chart shows the grammar we need to make be going to sentences. Let's look at some examples. What are you going to do tomorrow? I'm going to go jogging. What is she going to do on the weekend? She's going to relax. What are they going to do next summer? They're going to go on vacation.

For negative sentences we add not. I'm not going to lose. I'm going to win. He isn't going to be on time. or He's not going to be on time. He's going to be late. You aren't going to fail the exam. or You're not going to fail the exam. You're going to pass.

Here are some examples of yes / no questions. Am I going to be busy today? No, you're not. Is it going to rain? Yes, it is. Are they going to give her the job? Yes, they are.

In informal spoken English we often say gonna instead of going to. However, we would never use gonna in written English and it shouldn't be used in formal speech. Here's an example: I'm gonna watch a movie tonight.

Family Video

Here is my latest video about the family.

If you like this video, please click 'like' and subscribe to my Youtube channel.


Here's the script of the video:

In this video we will learn how to talk about family. First let's review the vocabulary by looking at a family tree.

Hi. My name's Rick. Let me tell you about my family. I'm married. This is my wife. I am her husband. We have two children. One son and one daughter. I have an older brother. His wife is my sister-in-law. They also have one son and one daughter. Their son is my nephew and their daughter is my niece. Then there's my mother and father. At the top of my family tree, there's my grandmother and grandfather.

Now let's review some of the questions we can ask about family and the answers you might hear.

How many brothers and sisters do you have? I have two sisters.

How many brothers and sisters does Jason have? He's an only child.

Do you have any siblings? Yes, I do. I have two brothers.

Does she have any siblings? No, she doesn't. She's an only child.

Tell me about your family. I come from a big family. I have a baby sister and an older brother.

Tell me about her family. She comes from a small family. She has one younger brother.

Are you married? Yes, I am. Do you have any children? Yes, I do. I have a son and a daughter.

Is he married? No, he isn't. He's single.

Present Continuous Video

Here is my latest video about the present continuous.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to use the present continuous. We use the present continuous to describe actions that have started, but haven't finished yet. To make present continuous sentences we use be + verb+ing. This chart shows the grammar we need to make present continuous sentences. Let's look at some examples.

What are you doing? I'm reading a book.

What is he doing? He's taking a nap.

What are they doing? They're playing video games.

For negative sentences we add 'not'.

I'm not playing the flute. I'm playing the guitar.

She isn't playing video games. or She's not playing video games. She's listening to music.

You aren't taking a test. or You're not taking a test. You're doing homework.

Here are some examples of yes/no questions.

Am I getting better? Yes, you are.

Is he playing golf? No, he isn't. What is he doing? He's playing tennis.

Are they watching a movie? Yes, they are.

The action we are talking about is not necessarily happening at that time. We can use the present continuous for any action that has started, but which hasn't finished yet. Listen to this conversation as an example:

A: Are you still learning French?
B: Yeah. I'm taking evening classes. What are you doing over the vacation?
A: I'm learning to surf.

Neither of these people are doing those actions now, but they are actions they have started and haven't finished yet.

We also use the present continuous when talking about the near future. We use future time expressions and context to show we are talking about the future. Consider these examples:

What are you doing after class? I'm taking a piano lesson.

What is she doing on the weekend? She's going shopping.

What are they doing next week? They're taking a vacation.

Jobs Video

Here is my latest video about jobs.

If you like this video, please click 'like' and subscribe to my Youtube channel.


Here's the script of the video:

First let's review the vocabulary for some common jobs.

What does Lucy do? She's a housewife. What does a housewife do? A housewife manages her home.

What's Derek's job? He's a dentist. What does a dentist do? A dentist cares for teeth.

What's Sarah's occupation? She's a pharmacist. Where does a pharmacist work? A pharmacist works in a pharmacy.

What does Colin do? He's a mechanic. Where does a mechanic work? A mechanic works in a garage.

What does Mark do? He's retired. What did he do before he retired? He was an accountant.

What does Claire do for a living? She unemployed, but she has an interview for a job today.

Now we will review some follow-up questions related to jobs.

What's your job? I'm a salesperson. How do you get to work? I usually drive? I sometimes take the subway.

What's your occupation? I'm an office worker. What days do you work? I work Monday to Friday.

What do you do for a living? I'm an engineer. Do you like your job? Yes, I do. It's interesting.

What's your job? I'm a travel agent. Where do you work? I work for ABC Travel Company.

What do you do? I'm a student. What do you study? I study economics.

Now let's play a fun game. I'm thinking of one these jobs. Can you guess who I'm thinking about by asking yes/no questions?

Do they wear a uniform? Yes, they do.

Do they wear a hat? No, they don't.

Do they help people? Yes, they do.

Can you guess who it is?

Is she a nurse? Yes, she is.

Let's play again. Can you guess who I'm thinking of?

Do you they use tools? No, they don't.

Do they wear a hat? Yes, they do.

Do they work on a plane? Yes, they do.

Is the person a flight attendant? No.

Then it must be the pilot. Yes, you're right.

Present Perfect Video

Here is my latest video about the present perfect.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:


In this video we will learn how to use the present perfect. We use the present perfect to talk about events that affect the present. It is the present result that is the focus, rather than the moment of completion. To make present perfect sentences we use have/has plus the past participle. The present perfect has three functions:
1. to describe events in the past at an unspecified time.
2. to describe recent past events.
3. and to describe past events which are continuing through the present.

We talk about experience using the present perfect as events that took place at unspecified times. We use 'ever' to indicate in the lifetime of the subject, and 'never' for negative statements. For example: Have you ever been to New York? No, I haven't. I've never been to New York. Note we use 'been' to describe a completed action, and 'gone' to describe an action that is still happening. Lucy has been to London. This means 'She went to London in the past.' Lucy has gone to London. This means 'She is in London now.'

We also use the present perfect to describe recent events, such as: I have eaten lunch, so I'm not hungry. We often use the present perfect to find out if someone has experienced something, and then talk about that event in the past tense. Have you watched any good movies recently? Yes, I have. I watched The Avengers last weekend.

And finally we use the present perfect to describe past events which are continuing through the present, such as: How long have you been studying English? I have been studying English for five years. Or I have been studying English since I was 15 years old. We use 'yet' to indicate if an expected event has happened. Have you done your homework yet? Yes, I have.

A Fun Game for Kids. Alphabet Quiz

This game challenges students' listening skills and general knowledge of English. Divide the class into two or three groups. Start by writing the alphabet on the board.

The groups take turns in choosing a letter. The group is then asked a question with an answer that begins with the letter they chose. For example, if the students chose the letter A, they will be asked a question like this: What A is a vehicle used to take people to hospital? The answer being ambulance. Teams get points for every correct answer. If they get an answer wrong, the question can be given to another team.

Below is a list of questions from A to Z. If you play this game regularly, the students will quickly learn the answers, so be ready to make some more questions to keep it fresh and challenging.

A. What A is a vehicle used to take people to hospital? Ambulance
B. What B do we blow up with air? Balloon
C. What C do we drive on the road? Car
D. What D cares for our teeth? Dentist
E. What E is an animal with a long nose? Elephant
F. What F is the opposite of slow? Fast
G. What G is an animal with a long neck? Giraffe

H. What H do we wear on our head? Hat

I. What I is a cold dessert? Ice cream

J. What J is the month after May? June

K. What K do we use to open doors? Key

L. What L is a sour fruit? Lemon

M. What M is the day before Tuesday? Monday

N. What N is the time between evening and morning? Night

O. What O is the opposite of new? Old

P. What P is a baby dog? Puppy

Q. What Q is married to a king? Queen

R. What R helps us draw straight lines? Ruler

S. What is a long, thin reptile? Snake

T. What T is the opposite of short? Tall

U. What U do we use to stay dry on a rainy day? Umbrella

V. What V is a person who helps sick animals? Vet

W. What W is the coldest season of the year? Winter

X. What X is a percussion musical instrument? Xylophone

Y. What Y is a colour in the rainbow? Yellow

Z. What Z is a black and white striped animal? Zebra

Comparatives and Superlatives Video

Here is my latest video about comparing things and people.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to use comparatives and superlatives. We use comparatives to compare two things or people and we use superlatives to show the highest or lowest quality of something. Before we review the grammar, let's look at some examples of how we use comparatives and superlatives by comparing these people. Claire is taller than Michelle. William is the tallest. Michelle has longer hair than William. Claire has the longest hair.Michelle is older than Claire. Fred is the oldest. This chart shows the rules for making comparatives and superlatives from base form of adjectives. For one syllable adjectives we add er to make the comparative and est to make the superlative: fast / faster / the fastest. For adjectives ending in y we delete the y and add ier for the comparative and iest for the superlative: heavy / heavier / the heaviest. For adjectives that have two or more syllables we use more or less for the comparative and the most or the least for the superlative: expensive / more expensive / the most expensive. Then there are irregular adjectives which do not follow these rules, such as good / better / the best.

Now let's look at some examples of sentences using comparatives to compare two things. I want to compare these modes of transport. I will compare speed, length and weight. Which is faster, the scooter or the car? The car is faster than the scooter. Which is longer, the bicycle or the car? The car is longer than the bicycle. Which is heavier, the bicycle or the helicopter? The helicopter is heavier than the bicycle. To describe two things that are the same we use as adjective as. The camel is as fast as the zebra. The zebra is as tall as the kangaroo. The wolf is as heavy as the kangaroo.

Now let's look at some examples of sentences using superlatives to show the highest or lowest quality of something. Which animal is the most dangerous? The snake is the most dangerous. Which animal is the slowest? The scorpion is the slowest. Which animal is the least colorful? The rabbit is the least colorful.

Future Predictions Video

Here is my latest video on talking about predicting the future

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If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to talk about future predictions. Before we introduce the grammar, let's look at an example. What will she be when she finishes university? She will probably be a nurse. She probably won't be a chef. She definitely won't be a housewife. Now let's review the grammar. We use will/won't to show how certain we are about something happening in the future.
Mark will probably go to France next summer.
It definitely won't rain tomorrow.
The adverb of probability comes after will, but before won't. We use may/might to show that something is possible in the future.
I might go swimming tomorrow.
She may not get here before the movie starts.
The probabilities can be shown on a scale from certain to happen to not going to happen.
will definitely
will probably
might/may
probably won't
definitely won't
Now let's look at some other examples where we can predict the future. Here's a weather map of the United Kingdom and the Republic of Ireland. What will the weather be like in London tomorrow. It will definitely be cloudy. What will the weather be like in Cardiff tomorrow? It might be sunny. What will the weather be like in Dublin tomorrow? It probably won't rain. We can also predict things that we might do at a future time. What will she do next summer? She will probably learn to drive. What will he do on the weekend? He probably won't study for a test. What will they do next year? They may take a trip somewhere.

Prepositions of Place (Locations) Video

Here is my latest video on asking and answering questions about location.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to say where things are. First let's review the vocabulary:
The ball is next to the box.
The ball is on the box.
The ball is under the box.
The ball is behind the box.
The ball is in front of the box.
The ball is in the box.
The box is between the balls.
The ball is above the box.
The ball is below the box.
Now let's look at some examples. To find out where a singular item is we can say: Where is the laptop? It's on the desk. For plural items we need to change the be verb to are: Where are the pictures? They're between the windows.

Now we will talk about street locations. Let's review the vocabulary.
The coffee shop is on Oak Street.
The bakery is on the corner of Third Avenue and Oak Street.
The coffee shop is across from the gas station.
The coffee shop is next to the bank.
The hardware store is between the bank and the police station.

The bakery is near the gas station.

Let's look at some examples on this map. Where's the bank? It's on Third Avenue, between the restaurant and the supermarket. Where's the pharmacy? It's on the corner of Willow Street and Second Avenue, next to the hardware store.

A Fun Game for Kids. Quiz

This is a competitive game that challenges students' listening skills and their general knowledge of English. Divide the class into two groups. Write these numbers on the board:

100     200     300     400     500     600
100     200     300     400     500     600
100     200     300     400     500     600

These numbers are the scores for answering a question correctly. 100 point questions are the easiest, while 600 point questions are the most difficult. The students get to choose the difficulty of their question. If they get a difficult question correct then they score more points. If they get a question wrong, then the question is given to the other team to answer, so students need to be very careful when choosing the difficulty of their question. Then that other team gets to choose their next question. As teams choose the scores for their questions, cross off the scores on the board. There are a total of 18 questions in this example of the game.

The game might be difficult the first time it is played, but the students will quickly learn the answers and it will be easier the second time. New questions can be added to keep the game fresh and challenging. A small prize for the winning team will make the game more fun and exciting.

Here are some examples of questions. You might think some of these questions are easier or more difficult than the score I have given them.

100 points
Which African animal has a very long neck? Giraffe

Which orange root vegetable begins with the letter C? Carrot
Which country does pizza and pasta come from? Italy

200 points

Which part of the body do we put into a glove? Hand
How many sides does a triangle have? Three
What is the opposite of tall? Short

300 points

In which sport do you use a racket and a shuttlecock? Badminton
Which yellow citrus fruit has a sour taste? Lemon
What is the fastest land animal? Cheetah

400 points
How many legs does an octopus have? Eight

Which joint connects our arms to the rest of our bodies? Shoulders
In which country is the Eiffle Tower? France

500 points

In which continuent is Spain? Europe
What are the five vowels of the English alphabet? A, E, I, O, U
What is the capital of the U.S.A.? Washington D.C.

600 points
In which sport do you use a rod and bait? Fishing
What is H20? Water
What is the nearest star to Earth? The Sun

English Chit Chat. Directions Video

Here is my latest video on asking for and giving directions.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video I will explain how to ask for and give directions. When we need to ask for directions, we often approach someone on the street and ask for their help. So we first need to get their attention. We can do this by saying 'Excuse me'. Then we can ask for directions. We can ask: How do I get to the library? Or: Could you tell me how to get to the library? Let's review the language we need to give directions.
Go up Oak Street.
Go straight for two blocks.
Turn right.
Turn left.
It's on your right.
It's on your left.

Let's get some practice. This person looks lost. Excuse me. Could you tell me how to get to the library? Sure. Go straight for two blocks. Turn right onto Fifth Avenue. It's on your left. Now listen to my directions and see if you can follow the directions and say the destination. What is the place I'm giving directions to? Start from here. Go straight. Turn right onto Fourth Avenue. Go down Fourth Avenue for two blocks. It's on your left. Where did my directions take you? Let's follow the directions again. Go straight. Turn right onto Fourth Avenue. Go down Fourth Avenue for two blocks. It's on your left. I gave you directions to the museum. Did you get it right?

Let's practice again. Go down Third Avenue for two blocks. Turn left onto Queen Street. Go up Queen Street for three blocks. It's on your left. Where did my directions take you? I gave you directions to the high school.

A Fun Game for Kids. Bingo

Bingo is a great game to play with children. It builds vocabulary, improves listening skills and it's fun. Students need a piece of paper and a pencil. First choose the vocabulary list that you want to teach to the students, such as buildings, jobs, fruit or animals (see below for a list of jobs). Ask the students to tell you the vocabulary that they know. Write the words on the board. Once the students have given you all the words that they know, you can add more words to the list. Choose words that are most relevant for your students, such as common animals in that country or the jobs of your students' parents. Be ready to help the students understand what each of the words are in their language - flashcards are a great way to do this.

Then ask the students to randomly choose six words from the board (or any number you want) and write them on their pieces of paper. Once every student has done this, slowly call out words from the list. Say each word twice, so that all the students can hear. As you call out the words, write down or check off all the words on a piece of paper. Don't check them off on the board as this is a listening activity. Tell the students that the first person to cross off all of their words should shout BINGO! Then ask the student to read out their words, so you can check that you did indeed say those words. That child is then the winning. A small gift to the winner motivates the children and makes the game even more fun.

One way to make the game more difficult and to keep it fresh and challenging is to ask questions instead of calling out the vocabulary words, for example: Who flies a plane? or Who works in a library?

Here is a list of jobs which you can use. Add other jobs that you think are relevant to your students.

teacher
police officer
fire fighter
doctor
chef
pilot
nurse
waiter
dentist
librarian
bus driver
baker
farmer
mail carrier
mechanic
professor
accountant
civil servant
veterinarian
salesclerk
photographer
fisherman
flight attendant
hair dresser
butcher
soldier

English Chit Chat. Commands and Instructions Video

Here is my latest video on commands and instruction, also known as imperatives.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

Let’s start with commands. We use commands when we want to tell someone to do something.

For example: open the window.

If we add ‘please’ at the end then this becomes a polite request. Open the window, please.

However, when you want someone to do something, it is better to form the request as a question, and not to use an imperative.

Such as: Can you turn the volume down, please?

We also use imperatives when giving instructions on how to do something. We do not need to use polite language when giving instructions, because we are helping the other person rather than asking for something.

For example, here are instructions on how to bake a cake: first measure the ingredients, then mix the ingredients…

You would also use imperatives when giving directions on how to get somewhere. For example: go straight for two blocks, turn right onto Fifth Avenue.

English Chit Chat. Student Book 2

I am currently working on the second book of the English Chit Chat series. Here is a sneak peek inside of the new book. This new book will cover new topics and grammar points, building on what was learnt in the first book. I hope to publish it around the beginning of 2018. There are Youtube videos to accompany the book that are posted in this blog.

English Chit Chat. Countable and Uncountable Nouns Video

The grammar of countable and uncountable nouns.

This video describes how to quantify nouns with lots of examples. A shopping list is made for the ingredients to cook lasagna.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

Let's start my looking at these nouns. Which ones are countable and which ones are uncountable? These nouns are countable.Notice that each of these nouns take the plural s. We often talk about countable nouns in the plural, for example: I like doughnuts and Do you have any eggs? Countable nouns take the article in the singular, for example, an egg and a banana. These nouns are uncountable. It would be difficult or impossible to count these things. These nouns do not take the plural s, nor an article. We often add another noun to count these nouns, such as a bar or piece of chocolate. A spoonful of sugar. A loaf or slice of bread. A cup of coffee. A grain or bowl of rice. We can also measure these nouns, for example, one grams of sugar. 200 millilitres of coffee. With money we usually talk about countable units of currency, such as ten dollars and 50 cents.

Let's look at how we quantify nouns. For apples we might ask 'How many apples are there?' 

There are a lot of apples.

There are a few apples.

There are some apples.

There aren't many apples.

There aren't any apples.

We can say the number amount of countable nouns. There is an orange. The are two oranges. For milk we might ask 'How much milk is there?'

There is a lot of milk. Note: we would never say there is much milk.

There is a little milk.

There is some milk.

There isn't much milk.

There isn't any milk.

As an example I'm going to make some lasagna. It's my favourite food from Italy, but I'm not sure if I have all the ingredients.To make lasagna I need a lot of beef, a few onions, some garlic, a lot of tomatoes, one carrot, a lot of milk, a little flour, some cheese, a lot of butter and a lot of pasta sheets. Let's check the fridge. I think I'll need to make a shopping list. I have a lot chicken, but I don't have any beef. I should buy a lot of beef. I only have one onion, so I should buy one more onion. I have some garlic, but I don't have many tomatoes, so I should buy a lot of tomatoes. I have a lot of carrots, but I only have a little milk, so I should buy a lot of milk. I have flour and pasta sheets in the cupboard, so I don't need to buy any more. I have some cheese, but I don't have any butter, so I should buy some butter. That will give me all the ingredients I need to make lasagna. Now tell your partner what food is in your fridge at home. Be sure to use the correct grammar we have learnt in this video. 

English Chit Chat. Telling the Time Video

A description of how to tell the time in English.

This video teaches how to tell the time using analogue and digital clocks. It also describes time expressions. At the end of the video there is a listening activity, so have a pencil and a piece of paper ready.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here's the script of the video:

In this video we will learn how to tell the time. At the end you will need a piece of paper and a pencil to do a listening activity. To ask the time we can say 'What time is it?' When the minute hand is on the hour, we use o'clock. It's twelve o'clock. It's one o'clock. When the minute hand is in the first half of the clock we say the minutes past the hour. For example: It's quarter past twelve. When the minute hand is in the second half of the clock we say the minutes to the next hour. For example: It's quarter to one. Let's look at some more examples. What time is it?

It's twelve o'clock.

It's five past twelve.

It's ten past twelve.

It's quarter past twelve.

It's twenty past twelve.

It's twenty-five past twelve.

It's half past twelve.

It's twenty-five to one.

It's twenty to one.

It's quarter to one.

It's ten to one.

It's five to one.

It's one o'clock.

We can also tell the time by saying the hour first and then the minutes.

It's ten oh five.

It's ten ten.

It's ten fifteen.

It's ten twenty.

It's ten twenty-five.

It's ten thirty.

It's ten thirty-five.

It's ten forty.

It's ten forty-five.

It's ten fifty.

It's ten fifty-five.

It's eleven o'clock.

To describe what part of the day it is, we use time expressions.

From about 4 a.m. to 11:59 a.m. we in the morning.

From 12 p.m. to about 5 p.m. we say in the afternoon.

From about 5 p.m. to about 10 p.m. we say in the evening.

From about 10 p.m. to about 4 a.m. we say at night.

To get some practice, let's look at different times around the world.

What time is it in Los Angeles? It's three o'clock in the morning.

What time is it in Paris? It's one o'clock in the afternoon.

What time is it in Seoul? It's nine o'clock in the evening.

What time is it in Sydney? It's ten o'clock at night.

English Chit Chat. Past Continuous Video

A story using the past continuous for English learners. The video begins with an explanation of how we use the past continuous.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here are some warm-up questions to answer before watching the video:
1. Do you believe in aliens? If so, what do you think they look like?
2. Have you ever seen something strange in the sky? If so, what did you see?
3. Would you like to travel in space? Why, why not?

Here are some questions to answer after watching the video:
1. What was Brian doing when he heard a strange noise from outside?
2. How were the aliens communicating with Brian?
3. What did the aliens want?
4. What was Brian doing when his alarm clock began to ring?

Brian's Alien Adventure

It happened one night last summer. My parents were visiting a friend’s home, and I was at home alone. I was taking a nap, when I heard a strange noise from outside. I went into the garden and couldn’t believe what I saw. Three spaceships were hovering over my house.

I was looking up at the UFOs when a beam of light came down and surrounded me. I was lifted off the ground and floated up into the spaceship.

I was trapped inside the spaceship! I was very scared. In the darkness, I could see the reflection of big eyes that were looking at me. They came forward into the light: they were aliens! But I wasn’t afraid anymore. They didn’t talk to me, but I heard their thoughts. They were communicating with me by telepathy. I understood that they were friendly. They wanted to learn about our planet and the creatures that lived there.

We were travelling through space, past the moon, and the Earth was soon just a tiny dot of light in the distance. I was talking to the aliens by thought, and they soon learnt everything I had ever known. Suddenly I felt very tired and I lay down and fell asleep. I was dreaming of distant worlds when I heard my alarm clock begin to ring. I was back in my own bed at home! Was it all just a dream?

English Chit Chat. Murder Mystery. Past Continuous

This is a class activity to practice past tense be verb and past continuous. At least eight students are needed. Seven students are suspects, the rest of the class are detectives. The suspects can also act as detectives.

The detectives need to ask questions to each of the suspects to discover who is lying. By comparing the suspects' answers, the detectives can see that Mrs White is lying and is the murderer.

Each suspect is given a card with information on how to answers the detectives' questions. The class should be taught how to ask and answer the questions. For example:
Detective: What's your name?
Miss Scarlett: My name is Miss Scarlett.
Detective: Where were you at 4 o'clock this afternoon?
Miss Scarlett: I was in the living room.
Detective: What were you doing?
Miss Scarlett: I was watching tv.
Detective: Who were you with?
Miss Scarlett: I was with Mr. Mustard.

Common English Idioms Video and Pictures

A video which describes ten common English idioms.

If you like this video, please click 'like' and subscribe to my Youtube channel.

Here are the idioms from the video:

A Couch Potato

Meaning: A person who watches a lot of television and has an inactive lifestyle.

Example: He watches tv and eats junk food all day. He’s such a couch potato.

A Race Against Time

Meaning: A situation where something must be done quickly before it is too late.

Example: It’s a race against time, because we will give the presentation in just two days’ time.

All Your Eggs in One Basket

Meaning: Don’t put all your resources or hopes in one place as you could lose everything.

Example: Buying only one stock is risky. You shouldn’t put all your eggs in one basket. You should buy other companies.

The Best Thing Since Sliced Bread

Meaning: A person or thing that is considered to be very good.

Example: I love this new phone app. It’s the best thing since sliced bread.

Burn the Candle at Both Ends

Meaning: Go to bed late and get up early.

Example: I’m so tired. I’ve been burning the candle at both ends. I’ve been working long hours and then coming home and writing my school assignment until late.

Drink Like A Fish

Meaning: Drink a large amount of alcohol.

Example: I’ve never seen anyone drink as much as Tony. He drinks like fish.

Over The Moon

Meaning: Extremely pleased or happy.

Example: I’m so happy that I got my dream job. I’m over the moon.

The Early Bird Catches the Worm

Meaning: The first person to act first will have the advantage.

Example: You should buy your tickets early, before the best seats sell out. The early bird catches the worm.

Time Flies

Meaning: Time passes surprisingly quickly.

Example: Oh, my gosh! Is that the time already? I’m going to be late for class. Time flies when you’re having fun.

Sleep on It

Meaning: Delay making a decision until the next day.

Example: I’m unsure, so I’ll sleep on it and tell you my decision tomorrow.