Hi! It's me - Professor Panda with a new and really important new English lesson. Today we are going to revisit, SIGHT WORDS! What is a SIGHT WORD?
So, here are the first group of sight words for you. Memorize them and if you are not clear on their meaning or use, look them up in a nice dictionary.
A very good way to learn sight words is to make a flash card for each one. Write the word down on one side, and on the other, write down a sentence using that word. Look at these cards at least once a day, or more! The more you practice, the more automatic they will become, and the better your English will be.
Here are the first 15 sight words you should know:
the Did you see the dog?
of I saw two of them.
and I saw Kimiko and Ichiro.
a I saw a cat.
to Takumi went to the store.
in Shou is in the house.
is Mr. Saito is here.
are Are you going home?
that Did you see that bird?
it I put it on the table.
he He took my bike!
was Kouhei was late for school.
for Mai made this for you.
on The cat is on the chair.
are Aoi and Aya are cute.
Remember: Each sentence begins with a capital (big) letter and ends with either a period, question mark, or exclamation mark. As you practice these sight words and become more comfortable with them, try to make up your own sentences.
“Oh, help! Help! There is a goblin!” shrieked the priest. In rushed the three boys to see what was the matter. They saw no kettle at all, but in its place, was a very angry badger prancing and sputtering around the room.
They all took sticks and began to beat the badger, but suddenly, it was only a brass kettle again that answered, “Clang, Clang!” with every blow.
When the priest saw that he could gain nothing by beating the kettle, he began to plan how he might get rid of it. Just then, the tinker came by.
“This is my chance,” thought the priest. And so he called, “Tinker, Tinker, come and see what I have for you. Here is an old kettle I found. It is no use to me, but you could mend it up and sell it.”
The tinker saw that it was a good kettle, so he bought it and took it home. He pressed it carefully into shape again and mended all the broken places and once more, it was a fine looking kettle.
That night, the tinker awoke and found a badger looking at him with his small, bright eyes.
“Now see here, Mr. Tinker,” said the badger. “I think that you are a kind man, so I have something to tell you. I am really a wonderful teakettle, and I can turn into a badger whenever I wish, as you can see. I can do other things too, more wonderful than that!”
The kindhearted tinker said, “Well, if you are a badger, you must want something to eat. What can I get for you?”
“Oh! I like a little sugar now and then,” replied the badger, “and I don’t like to be set on fire or beaten with sticks. However, I am sure that you will never treat me that way. If you wish to take me around to different villages, I can sing and dance on the tightrope for you.”
The tinker did exactly that; and crowds came to see the wonderful kettle. Those who had seen it once came to see it again; and those who had not seen it, came to see why the people liked it so well.
Hi! It's me, Professor Panda, PhD. Today I wanted to answer a question about the word "could" from a reader. Because this word and its uses can cause a lot of confusion, I thought I would share this question with everyone! So here it is!
Could is what is known as an AUXILIARY VERB; that is, a verb used to help form the tenses, aspects, or moods of other verbs such as, have, do , be, should must, can. The word could is used in verb phrases that have a past, present, or future time reference and is generally equal to can in meaning and use, with the following functions:
Now as to your question:
I often see or listen to the following phrase: " a could have been. " For example, “He is a could have been;” or, “It is a could have been story;” or “a could have been beauty Queen.” What is the meaning " a could have been? "
First let us look at the present tense of the world can, as it applies to your phrases:
In these phrases, the subjects (he, it, and she (which is implied here) have the ability to do or to be something: he has the ability to be, the story can be, she can be a beauty queen. Could refers us back to the past. While your phrases are idiomatic, that is, they are used as idioms (the usual way in which words of a particular language are joined together to express a thought, with particular reference to a dialect of a population or community, region, social class, etc.) they are still acceptable forms of English for conversation as well as informal forms of writing (news articles, essays, short stories, etc. – almost everything except formal research papers or a high school and university thesis). What these phrases say are as follows:
although, each of these idioms tend to be a bit negative or critical in their use.
Next time, we will discuss the phrase “wanna be” or more clearly “want to be,” which is similar in its use.
P. Panda, PhD.
Try to write a simple sentence using each of the "naming words" or nouns that are listed above.
NAMING WORDS FOR PEOPLE
Some nouns name people. Here are some examples for you:
Try to write some simple sentences using the nouns that name people that are listed above.
Try to complete the following sentences using nouns from the list above. Then, make up your own sentences using the list of nouns.
NAMING WORDS FOR PLACES
Some nouns name places. Here are some examples:
Try to write some simple sentences using all the nouns listed above.
NAMING WORDS FOR THINGS
Some nouns name things. Here are some examples:
Try to complete each sentence below using one of the nouns in the list above. Then write your own sentences using all the nouns in the list.
1. I drank juice from a _____________________________.
2. I use _______________________________________ for coloring.
3. I eat an ____________________________ for lunch.
4. I sleep in a ___________________________.
5. I wear a ___________________ on my head.
6. I keep my toys in a ___________________________.
Well, that is our lesson for today. Please read the sentences and nouns carefully. After you have done all the exercises, come back in a day or two and do it again. Then later on, try it again, and keep repeating the exercises until you feel comfortable with these kinds of nouns. When you are reading, look for new "naming words" or nouns, write them down, put them in sentences of your own, and make them part of your vocabulary.
Have fun! See you next time when we will talk more about nouns!
~Professor Panda, PhD.~
ENGLISH SOUINDS: PART I
Hi! This is Professor Panda again! How are you? I hope everyone is well.
Today I want to cover just a few extremely basic points that might be of help to you in understanding both how to speak and how to write in English. I must apologize for the fact that some of what I will talk about is a bit “slanted” toward those who speak Japanese (Nihongo), but along with English, they are the languages I know best. I used to know some Vietnamese but over many years and lack of practice, I have forgotten 99% of what I learned. I hope sometime in the next couple of years, to return to Viet Nam and then I can get a bit of much needed practice!
Anyway, let’s get started and remember to have a good dictionary with you for this lesson.
Before I do however, I want to mention something that will be very helpful to you. When you are studying all the words and phrases and sentences in these lessons, make sure that you articulate (speak) aloud. In fact, it is really helpful if you read the entire lesson aloud. Try never to read these lessons silently. Perception of a sound is not the same as the production of a sound – thinking the sound is not the same as speaking the sound. Clear speaking (articulation) is the best way to make your brain recognize sounds as English sounds. Silent reading does not activate your brain, speaking aloud does. I assure you that you will make much faster progress this way.
Consonants
Ok, the first things I want to talk about are consonants, which are simply speech sounds that are characterized by constriction or obstruction of the airflow at various points in the mouth or throat when talking. For example: “t” is a consonant because in order to pronounce it, you use the tongue to block airflow at the edge of the mouth between the upper teeth and the gum.
What letters in English are consonants? As you will see in a minute, anything that is not a vowel (I know, I know, I’m a big help!)
Vowels
Vowels are speech sounds that are produced without any obstruction of airflow in the mouth. For example: “i” is a vowel because to pronounce it, you push air forward and out smoothly, without using your tongue.
Syllables
A syllable is a unit or part of spoken language that consists of:
It is how words are divided when speaking. For example: the word consonant is divided into three syllables – con-so-nant. By looking up a word in your dictionary, you see that the word is broken down for you into syllables. Practice the word by slowly pronouncing each syllable slowly, and then you can increase speed until you are comfortable with how you are saying the word.
Sounds
Japanese is quite simple in comparison to English when it comes to sounds. Japanese has only 14 consonants and 5 vowels. English however has 24 consonants (which include the “semi-vowels “Y” and “w”) and even though English has only 5 vowels as well, it has at least 12 vowel sounds! It is much easier for and English speaker to speak Japanese sounds because they already exist in English; however, it is often a real struggle for Japanese speakers to master English pronunciation because they have to deal with many sounds that do not exist in Japanese!
Also, in Japanese, each syllable ends with a vowel and each syllable is considered to have the same “weight” or emphasis – Japanese syllables sound as though they have the same length. This is not quite the same in English, for example:
Karaoke – in Japanese the word has four syllables: Ka-ra-o-ke. In English the same word also has four syllables: car-rie-oh-key. You can already start to see a difference in pronunciation!
In Japanese, each syllable sounds as though it has exactly the same length as all the others. Each syllable is short and open. In English, syllables are not characterized by the same length – car-rie-oh-key. Pronounce both the Japanese word and the English word. With care, you can begin to hear the slight difference in length between “oh” and “key”. The same thing applies in other words like Eng-lish or Jap-a-nese. Can you hear the long “nese”?
Well, that’s enough for today! Next time we will discuss specific vowel sounds to help you along the way to pronouncing Western English. I’m a bit hungry now and need a snack! I think I’ll have a bit of panda soup! Would you like some?
Bye bye until next time!
“Grammar,” Henry Fowler wrote in his soon-to-be famous, 1926, Dictionary of Modern English Usage, is “a poor despised branch of learning.” Well maybe he was a bit grumpy that day.
To the rest of us, grammar is a branch of linguistics (the study of language) that deals with the form and the structure of words. It is an attempt to make clear what the skilled writer and speaker of English does by instinct. When people are said to have “good” or “bad” grammar, the understanding is that they choose to obey or ignore the rules of accepted usage associated with their language whether it is English or Japanese.
Grammar is one of the oldest fields of study, as well as one of the most durable. Even Plato can be labeled as an early grammarian (a person who studies grammar), because he was responsible for dividing the sentence into subject and verb, a division still exists today!
Usage is the normal way we use language in speaking and writing. Because we use language for different purposes, there are various levels of usage. The following table lists the “big three”.
LEVEL OF USAGE | EXAMPLES |
| 1. Standard English: formal usage | They have done nothing. |
| 2. Standard English: informal (conversational) usage | They’ve done nothing. |
| 3. Nonstandard (“Friendly-speak”) usage | Dey ain’t done nothin’. |
The main difference between Standard English and non-Standard English (“Friendly-speak”) appears in the use of pronouns and certain verb forms. For example, where a speaker in Standard English would use brought, a speaker of nonstandard English would use brung. There are also several words and expressions that are considered nonstandard, such as slang words.
The main difference between Standard English and non-Standard English (“Friendly-speak”) appears in the use of pronouns and certain verb forms. For example, where a speaker in Standard English would use "brought", a speaker of nonstandard English would use "brung". There are also several words and expressions that are considered nonstandard, such as slang words.
Which grammar? Does that mean that there is more than one? Yes, indeed there are several different types of grammar, including historical (how language has changed through the centuries) and comparative (comparing languages). But don’t worry too much. Here we I will only be interested in two types of grammar: the two you have to know in order to improve your speech and writing.
Descriptive English grammar gives names to things: the parts of speech and the parts of a sentence. When you learn descriptive grammar, you understand what every word is (its part of speech) and what every word does (its function in the sentence). If a person is not careful, however, descriptive grammar can go overboard fast and you can end up saying things like “balloon is the object of the gerund, in a gerund phrase that is acting as the predicate nominative of the linking verb ‘appear’.” Don’t worry because we will not go into that level of terminology; besides, I’m not quite sure what that all means anyway. There is, however, one important reason to learn some English grammar terms and that is to understand why a particular word or phrase is correct or incorrect.
Functional grammar makes up most of what we will learn. Functional English grammar tells you how words behave when they are doing their jobs properly. Functional grammar guides you to the right expression; that is, the one that fits what you are trying to say, by insuring that the sentence is put together correctly. When you are agonizing over whether to say I or me, you are actually solving a problem of functional grammar. So in order to be successful in our study of English grammar, we will use this formula: a little descriptive grammar + a lot of functional grammar = better grammar overall.
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