There is often quite a bit of confusion with As and Like, in one of their uses they both seem to mean ’similar’ or ‘the same’. I’ve written this with the intention of trying to make this a little clearer so that less mistakes will be made.

Both As and Like can be used as conjunctions and prepositions, whilst As is also sometimes an adverb and Like also a verb. Here’s an example of each:

As as an adverb  Alice is as intelligent as her brother.

As as a conjunction  As prices rise, so people find it more difficult to maintain their standard of living.

As as a preposition  As your manager, you are expected to do what I tell you.

Like as a verb  He didn’t like her very much.

Like as a conjunction  It looks like it’s going to be hot today. (informal – see below*)

Like as a preposition  John is like his father.

The confusion between these two words is when they are used as prepositions.

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Each class I have with a client I document their mistakes as they speak. The following session I print out the mistakes and ask the client to correct them. I thought it would be useful to put together a collection of these on a weekly basis and publish them, so others can try and correct them. I have collected them by first language, because each language group makes it’s own mistakes.

So, the following are all WRONG, if you want to download this as a document, with answers, you can do that here – Can you see the mistakes 03/07/09pdficon_large.

Spanish Speakers

… and coming to a so complicated system …

… just to get adapted to the crisis …

German Speakers

… why you haven’t mentioned it yesterday …

… he worked for Lehman Brothers. So I don’t have to comment this …

… last month I wrote him because …

… I’ll leave it on, I’ll see if he’s reacting …

… if I do such a work …

… it depends on what message you want to transfer …

… after his social year he hasn’t found any job …

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All these verbs are related to sight and vision

  1. See is the most common of the three verbs and is usually followed by an OBJECT:
    They’ve seen MANY PEOPLE wearing hats.
    John
    saw ANDREA at the party.
    But it doesn’t always have an OBJECT:
    I can’t see well, so I need to wear glasses.
    See (meaning vision – there are other meanings of see) doesn’t usually take the progressive form, but look (at) can:
    We’ve been looking at churches all day!
    We’ve been seeing churches all day!
  2. Watch is used when animals or people look at something (or something happening) over a period of time:
    I’ve been watching the cricket, what have you been doing?
    Last night we watched a film.
  3. Look (at) means ‘using eyes for a particular reason.’
    “I want you to
    look straight into my eyes.”
    He
    wasn’t looking where he was going.
    Look also refers to appearance when what you are looking at is the SUBJECT:
    SHE looks great in that red dress.
    THE HOUSE
    has been looking awful for the last few months.

So in summary I’d say that see is the most common option while look (at) and watch are both similar to each other, except that watch is used when describing actions that take place over a longer period of time.

look-see-watchpdficon_large.

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Just thought it might be worth posting this. An old client of mine emailed me this question and here’s what I thought.

QUESTION
If someone says “Couldn’t have gone much better” what does that mean?
Is it , “it was great”?
I understand “Couldn’t be better” but the sentence above is using the third conditional.

MY ANSWER
“Couldn’t have gone much better” means that of all the expectations you had of a particular event, it was the almost the best expectation that happened.

For eg. if you were taking an exam and you had a range of expectations, perhaps scores of 45% 55% 65% 75% 85% and after taking the exam and getting your score back you got 83%, you could say “Couldn’t have gone much better”

We also say this after interviews etc., if the interview went well and in response to the question “How did it go?”

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Each class I have with a client I document their mistakes as they speak. The following session I print out the mistakes and ask the client to correct them. I thought it would be useful to put together a collection of these on a weekly basis and publish them, so others can try and correct them. I have collected them by first language, because each language group makes it’s own mistakes.

So, the following are all WRONG, if you want to download this as a document, with answers, you can do that here – Can you see the mistakes 11/06/09pdficon_large.

Spanish Speakers

… even though I’m understanding almost everything …

… I am always using the word …

… well, let me explain you one problem …

… or to take every single requirement from customers …

… they want to see how good the service is running …

… first of all you need 24 by 7 people …

… you never know people in the end …

… when I hear people on the call centre …

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Each class I have with a client I document their mistakes as they speak. The following session I print out the mistakes and ask the client to correct them. I thought it would be useful to put together a collection of these on a weekly basis and publish them, so others can try and correct them. I have collected them by first language, because each language group makes it’s own mistakes.

So, the following are all WRONG, if you want to download this as a document, with answers, you can do that here – Can you see the mistakes 06/05/09pdficon_large.

Telegu Speakers

… something I tried to do it …
… she was not letting him to say anything …

French Speakers

… and I walk on the bridge between the museum …
… and they invite for three or four days …
… it was the tenth economy in the world …
… they had no good food, no good education …
… I make always this mistake …

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Few / A few

wait-await One of my clients recently said something like “I’ve been to the park few times before.”

I told him he was incorrect, and then asked him the difference between

a. There are a few examples of this behaviour.

and

b. There are few examples of this behaviour.

In a. a few is simply describing the amount, the quantity, in this case it means not many or some. In b. few suggests that there are not enough, that the speaker was or is expecting more.

The MDO says that few is

used for emphasizing that a number of people or things is very small, especially when the number is smaller than you would like or expect

while a few is defined as

some, but not many

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Wait / Await

wait-awaitQuestion last week, “What’s the difference between waiting and awaiting?”

The examples given were something like

What are you waiting for?
He’s awaiting promotion.

The verb wait has several meanings, but in the context here the MDO defines it as

to stay in one place because you expect or hope that something will happen

while await is defined as

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Each class I have with a client I document their mistakes as they speak. The following session I print out the mistakes and ask the client to correct them. I thought it would be useful to put together a collection of these on a weekly basis and publish them, so others can try and correct them. I have collected them by first language, because each language group makes it’s own mistakes.

So, the following are all WRONG, if you want to download this as a document, with answers, you can do that here – Can you see the mistakes? 27/03/09pdficon_large.

French Speakers

… yes and it don’t sound correct to me …

… they thought the crisis was going to be bad, but not so much …

… but I think it’s not helpful …

… there is a lot of value destruction which is not taking into account in the market price …

… I’ll just take my glasses …

… obviously the market has not a strong view on …

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real_english_grammarI’ve been teaching for more than ten years, and if ever there was a book that I could guarantee a student had used, if not actually owned, it was this. There are a couple of others in the series, the ‘Essential’ (elementary) and the Advanced, but this is the one that most people know.

I don’t like it, and never really have. I think that when it was first published (in 1985?), it must have been quite ground breaking, but I think over the years it has been overtaken by much better grammar books, and the revisions of the 1985 edition in 1994 and 2004 have been largely cosmetic. I think it looks a bit tired.

It’s not to say it’s not useful, or that students can’t learn from it, but that there are much better out there. I think it would be better to think of this as a reference book with some exercises, and not a book which students can use to practice, learn and develop.

And that’s the basic problem. The explanations are good, and the appendices useful, but there are not enough exercises and what there are are frequently unclear. What learners need is practice, and lots of it, a single page of practice at this level (at the very low end of intermediate to First Certificate level) is not enough.

The biggest crime, which fewer and fewer grammar books now commit, is to have numbered exercises in which each question is independent of the last, which means that there is no, or not enough, context for the student to work with. In the real world everything is in context, in many cases little could be understood without it. The most effective grammar practice is achieved with exercises in which each set of questions is based around a single situation, accompanied by an explanatory picture; this sets the scene and will help a student ‘feel’ they are there (Real English Grammar, for example, does this).

It has been five years since the last edition, perhaps a new, and improved, version is on the cards.

ISBN-10: 0521532892

ISBN-13: 978-0521532891

Buy this book

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