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  35. <dc:creator><![CDATA[Stephen Taylor]]></dc:creator>
  36. <pubDate>Fri, 03 Nov 2023 16:02:14 +0000</pubDate>
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  84. <title>Listen and count the words</title>
  85. <link>https://www.englishonly.co.uk/listen-and-count-the-words/</link>
  87. <dc:creator><![CDATA[Stephen Taylor]]></dc:creator>
  88. <pubDate>Mon, 04 Sep 2023 11:37:11 +0000</pubDate>
  89. <category><![CDATA[listen]]></category>
  90. <category><![CDATA[rapid speech]]></category>
  91. <category><![CDATA[weak forms]]></category>
  92. <category><![CDATA[decoding rapid speech]]></category>
  93. <guid isPermaLink="false">https://www.englishonly.co.uk/?p=1310</guid>
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  114. <div class="et_pb_text_inner"><p>Many English language learners complain that sometimes it sounds as though all of the words spoken in a sentence are joined together and it is tricky to work out what exactly is being said. Many students complain that it is hard to identify what is important and what is not important because of this. <em>It can be a challenge to decode what is being said.</em></p>
  115. <p>It is very true that we can become so worried about what we don’t understand that <em>we miss what we do understand</em>.</p>
  116. <p>A good exercise to help you really focus on what you are hearing is “<strong><em>word counting</em></strong>.” Listen to a sentence and try to count the number of words in it. This can be quite challenging at first, particularly if you haven’t ever tried to identify which words are weak or contracted in sentences. Are you aware of the weak forms used? Are you always able to hear the contractions used? This exercise can also help your speaking in English. Our speaking can improve by copying what we hear.</p>
  117. <p>Look at this sentence:</p>
  118. <p><em><span style="color: #0000ff;">He’d never seen her before.</span></em></p>
  119. <p>Clearly, it contains six words. The contracted auxiliary <strong><span style="font-weight: normal;">had</span></strong> (making the past perfect simple) is often missed by people “counting” the spoken word. A native listener knows it is there because the past participle (seen) tells us that there is an auxiliary before it. Do you think you would have spotted this if you were listening to the sentence?</p>
  120. <p>Look at this sentence:</p>
  121. <p><span style="color: #0000ff;">He&#8217;s a dog lover but he&#8217;s scared of cats.</span></p>
  122. <p>Notice the two contracted forms.</p>
  123. <p>He <span style="color: #0000ff;">is</span> a dog lover but he <span style="color: #0000ff;">is</span> scared of cats.</p>
  124. <p>The indefinite article <span style="color: #0000ff;">a</span> is pronounced <strong><span style="color: #0000ff;">/ə/</span></strong> so <span style="color: #0000ff;">he&#8217;s</span> and <span style="color: #0000ff;">a</span> run together like this:</p>
  125. <p><strong><span style="color: #0000ff;">/hi:zə/</span></strong></p>
  126. <p>The preposition <span style="color: #0000ff;">of</span> is pronounced <strong><span style="color: #0000ff;">/əv/</span></strong> and is connected to <span style="color: #0000ff;">scared</span>:</p>
  127. <p><strong><span style="color: #0000ff;">/skeədəv/</span></strong></p>
  128. <p>This is why it is challenging to understand English sometimes.</p>
  129. <p>Listen to the recording below. Try to count the words in the recorded sentences. Don’t write down what you hear. Listen and count.</p>
  130. <p>Can you count the number of words without using your fingers? Try to break down what you are hearing, thinking about the structure of the sentence.</p>
  131. <p>Once you have counted the words, think about the sentence itself. Can it make grammatical sense with the number of words in it that you think it contains?</p>
  132. <p>&nbsp;</p></div>
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  140. <h2 class="et_pb_module_header">Listen and count the words</h2>
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  143. <audio class="wp-audio-shortcode" id="audio-1310-1" preload="none" style="width: 100%;" controls="controls"><source type="audio/mpeg" src="https://www.englishonly.co.uk/wp-content/uploads/2023/09/blog.mp3?_=1" /><a href="https://www.englishonly.co.uk/wp-content/uploads/2023/09/blog.mp3">https://www.englishonly.co.uk/wp-content/uploads/2023/09/blog.mp3</a></audio>
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  150. <div class="et_pb_promo_description"><h2 class="et_pb_module_header">Read the sentences here</h2><div><p>Once you have listened to the sentences and counted the words, you can see the complete sentences here</p></div></div>
  151. <div class="et_pb_button_wrapper"><a class="et_pb_button et_pb_promo_button" href="https://www.englishonly.co.uk/count_1" target="_blank">Read the sentences</a></div>
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  213.  
  214. </item>
  215. <item>
  216. <title>More percentages for IELTS</title>
  217. <link>https://www.englishonly.co.uk/more-percentages-for-ielts-writing/</link>
  219. <dc:creator><![CDATA[englishonly_pegdpn]]></dc:creator>
  220. <pubDate>Thu, 08 Sep 2022 11:13:45 +0000</pubDate>
  221. <category><![CDATA[Uncategorized]]></category>
  222. <guid isPermaLink="false">https://www.englishonly.co.uk/?p=1161</guid>
  223.  
  224. <description><![CDATA[]]></description>
  225. <content:encoded><![CDATA[<div class="et_pb_section et_pb_section_2 et_section_regular" >
  232. <div class="et_pb_row et_pb_row_2">
  233. <div class="et_pb_column et_pb_column_4_4 et_pb_column_2  et_pb_css_mix_blend_mode_passthrough et-last-child">
  238. <div class="et_pb_module et_pb_text et_pb_text_1  et_pb_text_align_left et_pb_bg_layout_light">
  243. <div class="et_pb_text_inner"><p><span style="color: #ff0000;"><strong>25%</strong></span> of the students failed the exam.</p>
  244. <p>This percentage can be expressed in other ways.</p>
  245. <p><span style="color: #ff0000;"><strong>A quarter</strong></span> of the students failed the exam.</p>
  246. <p><strong><span style="color: #ff0000;">Exactly a quarter</span></strong> of the students failed the exam.</p>
  247. <p>Can you think of different ways of expressing the following percentages?</p>
  248. <table style="width: 60%; border-collapse: collapse; float: left;" border="0">
  249. <tbody>
  250. <tr>
  251. <td style="width: 20%;">
  252. <h2 style="text-align: left;"><span style="color: #0000ff;"><strong>49%</strong></span></h2>
  253. </td>
  254. <td style="width: 20%;">
  255. <h2 style="text-align: left;"><span style="color: #0000ff;"><strong>50%</strong></span></h2>
  256. </td>
  257. <td style="width: 20%;">
  258. <h2 style="text-align: left;"><span style="color: #0000ff;"><strong>99%</strong></span></h2>
  259. </td>
  260. </tr>
  261. <tr>
  262. <td style="width: 20%;">
  263. <h2 style="text-align: left;"><span style="color: #0000ff;"><strong>3%</strong></span></h2>
  264. </td>
  265. <td style="width: 20%;">
  266. <h2 style="text-align: left;"><span style="color: #0000ff;"><strong>80%</strong></span></h2>
  267. </td>
  268. <td style="width: 20%;">
  269. <h2><span style="color: #0000ff;"><strong>100%</strong></span></h2>
  270. </td>
  271. </tr>
  272. </tbody>
  273. </table>
  274. <p>&nbsp;</p>
  275. <p>&nbsp;</p>
  276. <p>&nbsp;</p>
  277. <p>&nbsp;</p>
  278. <p>Listen to the audio to hear some example sentences.</p>
  279. <div class="shortcode" selectable=""></div></div>
  280. </div><div class="et_pb_module et_pb_audio_1 et_pb_audio_module clearfix et_pb_bg_layout_dark et_pb_audio_no_image">
  286. <div class="et_pb_audio_module_content et_audio_container">
  287. <h2 class="et_pb_module_header">Listen to these examples</h2>
  289. <audio class="wp-audio-shortcode" id="audio-1161-2" preload="none" style="width: 100%;" controls="controls"><source type="audio/mpeg" src="https://www.englishonly.co.uk/wp-content/uploads/2022/09/25percent.mp3?_=2" /><a href="https://www.englishonly.co.uk/wp-content/uploads/2022/09/25percent.mp3">https://www.englishonly.co.uk/wp-content/uploads/2022/09/25percent.mp3</a></audio>
  290. </div>
  291. </div>
  292. </div>
  297. </div>
  300. </div>
  301. ]]></content:encoded>
  304. <enclosure url="https://www.englishonly.co.uk/wp-content/uploads/2022/09/25percent.mp3" length="1112151" type="audio/mpeg" />
  305.  
  306. </item>
  307. <item>
  308. <title>Quite</title>
  309. <link>https://www.englishonly.co.uk/1141/</link>
  311. <dc:creator><![CDATA[englishonly_pegdpn]]></dc:creator>
  312. <pubDate>Wed, 07 Sep 2022 14:33:18 +0000</pubDate>
  313. <category><![CDATA[Uncategorized]]></category>
  314. <guid isPermaLink="false">https://www.englishonly.co.uk/?p=1141</guid>
  315.  
  316. <description><![CDATA[]]></description>
  317. <content:encoded><![CDATA[<div class="et_pb_section et_pb_section_3 et_section_regular" >
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  325. <div class="et_pb_column et_pb_column_4_4 et_pb_column_3  et_pb_css_mix_blend_mode_passthrough et-last-child">
  330. <div class="et_pb_module et_pb_text et_pb_text_2  et_pb_text_align_left et_pb_bg_layout_light">
  335. <div class="et_pb_text_inner"><p>&nbsp;</p>
  336. <p>Be careful when you are using the adverb <strong><span style="color: #ff0000;">quite</span></strong>. You can change the meaning of a sentence by putting the main stress on this adverb.</p>
  337. <p>Imagine someone has just cooked dinner for you and they ask you what you think of the food. This is your reply:</p>
  338. <h3><em><span style="color: #0000ff;">It’s quite nice.</span></em></h3>
  339. <p>If you stress the word <strong><span style="color: #ff0000;">quite</span></strong> in your answer, you are saying that the food is just okay. It is not fantastic. It could, perhaps, be better. <strong><span style="color: #ff0000;">Quite</span></strong> here means okay or so-so.</p>
  340. <h3><em>It’s <span style="color: #ff0000;"><strong>quite</strong></span> nice.</em></h3>
  341. <p>If you stress the adjective instead of the adverb, you are saying that the food is fantastic. If you use <strong><span style="color: #ff0000;">quite</span></strong> and place the stress on the adjective, <strong><span style="color: #ff0000;">quite</span></strong> means very.</p>
  342. <h3><em>It’s <span style="color: #333333;">quite</span> <strong><span style="color: #ff0000;">nice</span></strong>.</em></h3>
  343. <p>Think about the difference the word stress makes in the following sentences:</p>
  344. <p>&nbsp;</p>
  345. <h3>John is quite intelligent.</h3>
  346. <h3>She is quite tall.</h3>
  347. <h3>Yesterday was quite hot, wasn&#8217;t it?</h3>
  348. <h3>We are quite tired.</h3>
  349. <h3>The exam was quite difficult.</h3></div>
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  356. <div class="et_pb_audio_module_content et_audio_container">
  357. <h2 class="et_pb_module_header">Can you hear the stressed word?</h2>
  359. <audio class="wp-audio-shortcode" id="audio-1141-3" preload="none" style="width: 100%;" controls="controls"><source type="audio/mpeg" src="https://www.englishonly.co.uk/wp-content/uploads/2022/09/quite.mp3?_=3" /><a href="https://www.englishonly.co.uk/wp-content/uploads/2022/09/quite.mp3">https://www.englishonly.co.uk/wp-content/uploads/2022/09/quite.mp3</a></audio>
  360. </div>
  361. </div>
  362. </div>
  367. </div>
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  375.  
  376. </item>
  377. <item>
  378. <title>analysis vs analyse</title>
  379. <link>https://www.englishonly.co.uk/analysis-vs-analyse/</link>
  381. <dc:creator><![CDATA[Stephen Taylor]]></dc:creator>
  382. <pubDate>Wed, 07 Sep 2022 14:16:09 +0000</pubDate>
  383. <category><![CDATA[Uncategorized]]></category>
  384. <guid isPermaLink="false">https://www.englishonly.co.uk/?p=1135</guid>
  385.  
  386. <description><![CDATA[]]></description>
  387. <content:encoded><![CDATA[
  388. <div class="et_pb_section et_pb_section_4 et_section_regular" >
  395. <div class="et_pb_row et_pb_row_4">
  396. <div class="et_pb_column et_pb_column_4_4 et_pb_column_4  et_pb_css_mix_blend_mode_passthrough et-last-child">
  401. <div class="et_pb_module et_pb_text et_pb_text_3  et_pb_text_align_left et_pb_bg_layout_light">
  406. <div class="et_pb_text_inner"><p>Make sure that you know the difference between <span style="color: #ff0000;"><strong>analyse</strong></span> and <strong><span style="color: #ff0000;">analysis</span></strong>.</p>
  407. <p><strong><span style="color: #ff0000;">Analyse</span></strong> is a regular verb. It means to study something in great detail.</p>
  408. <p><em><span style="color: #0000ff;">We analysed his results and found that they contained errors.</span></em></p>
  409. <p><strong><span style="color: #ff0000;">Analysis</span></strong> is a noun. It is the results of the verb to analyse.</p>
  410. <p><em><span style="color: #0000ff;">Our analyis of the results showed that they contained errors.</span></em></p>
  411. <p>Please remember that in American English, <span style="color: #ff0000;">analyse</span> is spelled with a z – <span style="color: #ff0000;">analyze</span>.</p></div>
  412. </div>
  413. </div>
  418. </div>
  421. </div>
  422. ]]></content:encoded>
  426. </item>
  427. <item>
  428. <title>affect vs effect</title>
  429. <link>https://www.englishonly.co.uk/affect-vs-effect/</link>
  431. <dc:creator><![CDATA[Stephen Taylor]]></dc:creator>
  432. <pubDate>Wed, 07 Sep 2022 13:50:54 +0000</pubDate>
  433. <category><![CDATA[Uncategorized]]></category>
  434. <guid isPermaLink="false">https://www.englishonly.co.uk/?p=1129</guid>
  435.  
  436. <description><![CDATA[]]></description>
  437. <content:encoded><![CDATA[
  438. <div class="et_pb_section et_pb_section_5 et_section_regular" >
  445. <div class="et_pb_row et_pb_row_5">
  446. <div class="et_pb_column et_pb_column_4_4 et_pb_column_5  et_pb_css_mix_blend_mode_passthrough et-last-child">
  451. <div class="et_pb_module et_pb_text et_pb_text_4  et_pb_text_align_left et_pb_bg_layout_light">
  456. <div class="et_pb_text_inner"><p><!-- divi:paragraph --><strong>affect vs effect</strong></p>
  457. <p><!-- /divi:paragraph --></p>
  458. <p><!-- /divi:paragraph --></p>
  459. <p><!-- divi:paragraph -->Many students confuse <span style="color: #ff0000;">affect</span> and <span style="color: #ff0000;">effect</span>. Do you know the difference? Which one is a verb and which one is a noun?</p>
  460. <p><span style="color: #ff0000;">Affect</span> is a regular verb. It usually means to influence or change something.</p>
  461. <p><!-- /divi:paragraph --></p>
  462. <p><!-- divi:paragraph --><em><span style="color: #0000ff;">The cold weather really affects my concentration.</span></em></p>
  463. <p><em><span style="color: #0000ff;"><!-- /divi:paragraph --></span></em></p>
  464. <p><em><span style="color: #0000ff;"><!-- divi:paragraph -->His injury affected the result of the football match.</span></em></p>
  465. <p><!-- /divi:paragraph --></p>
  466. <p><!-- divi:paragraph --><span style="color: #ff0000;">Effect</span> is a noun. It is a result of something.</p>
  467. <p><!-- /divi:paragraph --></p>
  468. <p><!-- divi:paragraph --><em><span style="color: #0000ff;">One effect of the cold is that I lose concentration.</span></em></p>
  469. <p><em><span style="color: #0000ff;"><!-- /divi:paragraph --></span></em></p>
  470. <p><em><span style="color: #0000ff;"><!-- divi:paragraph -->His injury had no effect on the result of the football match.</span></em></p>
  471. <p><!-- /divi:paragraph --></p>
  472. <p><!-- divi:paragraph -->Be careful because <span style="color: #ff0000;">effect</span> can also be used as a verb! It is not commonly used in this way but it can be. It means to accomplish something or to make something happen.</p>
  473. <p><!-- /divi:paragraph --></p>
  474. <p><!-- divi:paragraph --><em><span style="color: #0000ff;">The dramatic tax cuts were designed to effect spending change in the economy.</span></em></p>
  475. <p><!-- /divi:paragraph --></p>
  476. <p><!-- divi:paragraph --><span style="color: #ff0000;">Effective</span> is an adjective which tells us that something is good for its purpose.</p>
  477. <p><!-- /divi:paragraph --></p>
  478. <p><!-- divi:paragraph --><em><span style="color: #0000ff;">Her teaching methods were very effective and we all got a grade 7 in the IELTS exam.</span></em></p>
  479. <p><!-- /divi:paragraph --></p></div>
  480. </div>
  481. </div>
  486. </div>
  489. </div>
  490. ]]></content:encoded>
  494. </item>
  495. <item>
  496. <title>Use a word or phrase challenge for IELTS</title>
  497. <link>https://www.englishonly.co.uk/use-a-word-or-phrase-challenge-for-ielts/</link>
  499. <dc:creator><![CDATA[Stephen Taylor]]></dc:creator>
  500. <pubDate>Wed, 07 Sep 2022 13:11:40 +0000</pubDate>
  501. <category><![CDATA[Uncategorized]]></category>
  502. <guid isPermaLink="false">https://www.englishonly.co.uk/?p=1121</guid>
  503.  
  504. <description><![CDATA[Use new words and phrases BEFORE the IELTS exam How many times do you learn a new word or phrase and then think your work is done? How often do you look for the meaning of a word in the dictionary but never try to use the word yourself? Most of my students agree that [&#8230;]]]></description>
  505. <content:encoded><![CDATA[
  506. <h3 class="wp-block-heading"><strong>Use new words and phrases BEFORE the IELTS exam</strong></h3>
  507.  
  508.  
  509.  
  510. <p>How many times do you learn a new word or phrase and then think your work is done? How often do you look for the meaning of a word in the dictionary but never try to use the word yourself?</p>
  511.  
  512.  
  513.  
  514. <p>Most of my students agree that new vocabulary should be recorded in a notebook but none of them have a good strategy for what to do with the new vocabulary and phrases later.</p>
  515.  
  516.  
  517.  
  518. <p>Many of my students are under the impression that they will remember the different items of vocabulary or specific phrases when necessary – because they had made a note of them in their notebooks!!</p>
  519.  
  520.  
  521.  
  522. <p>Unfortunately, for most of us, learning a language is not as simple as this. We have to make a real effort to improve.</p>
  523.  
  524.  
  525.  
  526. <h4 class="wp-block-heading"><strong>A strategy for learning vocabulary and phrases for the IELTS exam</strong></h4>
  527.  
  528.  
  529.  
  530. <p>This strategy is so obvious and simple that most students fail to do it. If an IELTS student starts to follow this strategy weeks or months before their IELTS exam, lots of “new” vocabulary will be ready for use on the day of the IELTS exam.</p>
  531.  
  532.  
  533.  
  534. <p>IELTS exam day is not the time to be trying to remember the useful vocabulary and phrases you learned six months earlier. You need this language “<strong>at your fingertips</strong>.”</p>
  535.  
  536.  
  537.  
  538. <ul><li>record all useful vocabulary and phrases in a notebook or on your computer</li><li>select a word or phrase and make sure you know how to use it appropriately. Do you really know what it means?</li><li>try to use the word or phrase 10 times in different conversations or try to use it once a day for a week.</li><li>select a new word or phrase and do the same thing again</li></ul>
  539.  
  540.  
  541.  
  542. <p>You can, of course, have three or four “active” words or phrases at any time. The secret is that you must really try to use them appropriately and regularly. This is the only way to learn them properly and make them instantly accessible to you in your IELTS exam.</p>
  543.  
  544.  
  545.  
  546. <p>Here’s a start:<br><strong>At your fingertips</strong></p>
  547.  
  548.  
  549.  
  550. <p>Did you notice that this is used above? It means to have something –<em> in this case an item of the English language</em> – available and accessible. This item is always ready to use.</p>
  551.  
  552.  
  553.  
  554. <p>It’s a good idea to have needed information <strong>at your fingertips</strong> if you are in a meeting.</p>
  555.  
  556.  
  557.  
  558. <p>Why don’t you try to use this phrase in conversation tomorrow? If you can use it a few times before your IELTS exam, it might come in useful in the interview. Imagine having lots of words and phrases<strong> at your fingertips</strong>.</p>
  559. ]]></content:encoded>
  563. </item>
  564. <item>
  565. <title>Writing about percentages in IELTS</title>
  566. <link>https://www.englishonly.co.uk/percentages/</link>
  568. <dc:creator><![CDATA[Stephen Taylor]]></dc:creator>
  569. <pubDate>Wed, 07 Sep 2022 10:44:54 +0000</pubDate>
  570. <category><![CDATA[Uncategorized]]></category>
  571. <guid isPermaLink="false">https://www.englishonly.co.uk/?p=1085</guid>
  572.  
  573. <description><![CDATA[]]></description>
  574. <content:encoded><![CDATA[<div class="et_pb_section et_pb_section_6 et_section_regular" >
  581. <div class="et_pb_row et_pb_row_6">
  582. <div class="et_pb_column et_pb_column_4_4 et_pb_column_6  et_pb_css_mix_blend_mode_passthrough et-last-child">
  587. <div class="et_pb_module et_pb_text et_pb_text_5  et_pb_text_align_left et_pb_bg_layout_light">
  592. <div class="et_pb_text_inner"><p class="has-medium-font-size"></p>
  593.  
  594.  
  595.  
  596. <p>When describing a graph in Writing Task 1 in the IELTS exam, use percentages creatively to show your range of language.</p>
  597.  
  598.  
  599.  
  600. <p><strong>4% of students failed the exam.</strong></p>
  601.  
  602.  
  603.  
  604. <p>The above sentence is accurate. There are other ways to refer to 4% though.</p>
  605.  
  606.  
  607.  
  608. <p>Consider the following:</p>
  609.  
  610.  
  611.  
  612. <h3 class="has-medium-font-size wp-block-heading"><strong>A tiny fraction of students failed the exam.</strong></h3>
  613.  
  614.  
  615.  
  616. <h3 class="wp-block-heading"><strong>A very small number of students failed the exam.</strong></h3>
  617.  
  618.  
  619.  
  620. <h3 class="wp-block-heading"><strong>Very few students failed the exam.</strong></h3>
  621.  
  622.  
  623.  
  624. <h3 class="wp-block-heading"><strong>An almost insignificant proportion of the students failed the exam.</strong></h3>
  625.  
  626.  
  627.  
  628. <h3 class="wp-block-heading"><strong>A minority of students failed the exam.</strong></h3>
  629.  
  630.  
  631.  
  632. <p>What could you write instead of 25% ? Or 24% ? Or 32% ?</p></div>
  633. </div>
  634. </div>
  639. </div>
  642. </div>]]></content:encoded>
  646. </item>
  647. </channel>
  648. </rss>
  649.  

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