Used to do
We use 'used to' for something that happened regularly in the past but no longer happens.
•I used to smoke a packet a day but I stopped two years ago.
•Ben used to travel a lot in his job but now, since his promotion, he doesn't.
•I used to drive to work but now I take the bus.
We also use it for something that was true but no longer is.
•There used to be a cinema in the town but now there isn't.
•She used to have really long hair but she's had it all cut off.
•I didn't use to like him but now I do.
'Used to do' is different from 'to be used to doing' and 'to get used to doing'
to be used to doing
We use 'to be used to doing' to say that something is normal, not unusual.
•I'm used to living on my own. I've done it for quite a long time.
•Hans has lived in England for over a year so he is used to driving on the left now.
•They've always lived in hot countries so they aren't used to the cold weather here.
to get used to doing
We use 'to get used to doing' to talk about the process of something becoming normal for us.
•I didn't understand the accent when I first moved here but I quickly got used to it.
•She has started working nights and is still getting used to sleeping during the day.
•I have always lived in the country but now I'm beginning to get used to living in the city.
Wednesday, July 28, 2010
Tuesday, July 27, 2010
Five Speaking Rules you need to know!
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Knowledge,
Speaking
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1. Don't study grammar
This rule might sound strange to many ESL students, but it is one of the most important rules. If you want to pass examinations, then study grammar. However, if you want to become fluent in English, then you should try to learn English without studying the grammar.
Studying grammar will only slow you down and confuse you. You will think about the rules when creating sentences instead of naturally saying a sentence like a native. Remember that only a small fraction of English speakers know more than 20% of all the grammar rules. Many ESL students know more grammar than native speakers. I can confidently say this with experience. I am a native English speaker, majored in English Literature, and have been teaching English for more than 10 years. However, many of my students know more details about English grammar than I do. I can easily look up the definition and apply it, but I don't know it off the top of my head.
I often ask my native English friends some grammar questions, and only a few of them know the correct answer. However, they are fluent in English and can read, speak, listen, and communicate effectively.
2. Learn and study phrases
Many students learn vocabulary and try to put many words together to create a proper sentence. It amazes me how many words some of my students know, but they cannot create a proper sentence. The reason is because they didn't study phrases. When children learn a language, they learn both words and phrases together. Likewise, you need to study and learn phrases.
If you know 1000 words, you might not be able to say one correct sentence. But if you know 1 phrase, you can make hundreds of correct sentences. If you know 100 phrases, you will be surprised at how many correct sentences you will be able to say. Finally, when you know only a 1000 phrases, you will be almost a fluent English speaker.
So don't spend hours and hours learning many different words. Use that time to study phrases instead and you will be closer to English fluency.
Don't translate
When you want to create an English sentence, do not translate the words from your Mother tongue. The order of words is probably completely different and you will be both slow and incorrect by doing this. Instead, learn phrases and sentences so you don't have to think about the words you are saying. It should be automatic.
Another problem with translating is that you will be trying to incorporate grammar rules that you have learned. Translating and thinking about the grammar to create English sentences is incorrect and should be avoided.
3. Reading and Listening is NOT enough. Practice Speaking what you hear!
Reading, listening, and speaking are the most important aspects of any language. The same is true for English. However, speaking is the only requirement to be fluent. It is normal for babies and children to learn speaking first, become fluent, then start reading, then writing. So the natural order is listening, speaking, reading, then writing.
First Problem
Isn't it strange that schools across the world teach reading first, then writing, then listening, and finally speaking? Although it is different, the main reason is because when you learn a second language, you need to read material to understand and learn it. So even though the natural order is listening, speaking, reading, then writing, the order for ESL students is reading, listening, speaking, then writing.
Second Problem
The reason many people can read and listen is because that's all they practice. But in order to speak English fluently, you need to practice speaking. Don't stop at the listening portion, and when you study, don't just listen. Speak out loud the material you are listening to and practice what you hear. Practice speaking out loud until your mouth and brain can do it without any effort. By doing so, you will be able to speak English fluently.
4. Submerge yourself
Being able to speak a language is not related to how smart you are. Anyone can learn how to speak any language. This is a proven fact by everyone in the world. Everyone can speak at least one language. Whether you are intelligent, or lacking some brain power, you are able to speak one language.
This was achieved by being around that language at all times. In your country, you hear and speak your language constantly. You will notice that many people who are good English speakers are the ones who studied in an English speaking school. They can speak English not because they went to an English speaking school, but because they had an environment where they can be around English speaking people constantly.
There are also some people who study abroad and learn very little. That is because they went to an English speaking school, but found friends from their own country and didn't practice English.
You don't have to go anywhere to become a fluent English speaker. You only need to surround yourself with English. You can do this by making rules with your existing friends that you will only speak English. You can also carry around an iPod and constantly listen to English sentences. As you can see, you can achieve results by changing what your surroundings are. Submerge yourself in English and you will learn several times faster.
5. Study correct material
A common phrase that is incorrect is, "Practice makes perfect." This is far from the truth. Practice only makes what you are practicing permanent. If you practice the incorrect sentence, you will have perfected saying the sentence incorrectly. Therefore, it is important that you study material that is commonly used by most people.
Another problem I see is that many students study the news. However, the language they speak is more formal and the content they use is more political and not used in regular life. It is important to understand what they are saying, but this is more of an advanced lesson that should be studied after learning the fundamental basics of English.
Studying English with a friend who is not a native English speaker is both good and bad. You should be aware of the pro's and con's of speaking with a non native speaking friend. Practicing with a non native person will give you practice. You can also motivate each other and point out basic mistakes. But you might pick up bad habits from one another if you are not sure about what are correct and incorrect sentences. So use these practice times as a time period to practice the correct material you studied. Not to learn how to say a sentence.
In short, study English material that you can trust, that is commonly used, and that is correct.
This rule might sound strange to many ESL students, but it is one of the most important rules. If you want to pass examinations, then study grammar. However, if you want to become fluent in English, then you should try to learn English without studying the grammar.
Studying grammar will only slow you down and confuse you. You will think about the rules when creating sentences instead of naturally saying a sentence like a native. Remember that only a small fraction of English speakers know more than 20% of all the grammar rules. Many ESL students know more grammar than native speakers. I can confidently say this with experience. I am a native English speaker, majored in English Literature, and have been teaching English for more than 10 years. However, many of my students know more details about English grammar than I do. I can easily look up the definition and apply it, but I don't know it off the top of my head.
I often ask my native English friends some grammar questions, and only a few of them know the correct answer. However, they are fluent in English and can read, speak, listen, and communicate effectively.
2. Learn and study phrases
Many students learn vocabulary and try to put many words together to create a proper sentence. It amazes me how many words some of my students know, but they cannot create a proper sentence. The reason is because they didn't study phrases. When children learn a language, they learn both words and phrases together. Likewise, you need to study and learn phrases.
If you know 1000 words, you might not be able to say one correct sentence. But if you know 1 phrase, you can make hundreds of correct sentences. If you know 100 phrases, you will be surprised at how many correct sentences you will be able to say. Finally, when you know only a 1000 phrases, you will be almost a fluent English speaker.
So don't spend hours and hours learning many different words. Use that time to study phrases instead and you will be closer to English fluency.
Don't translate
When you want to create an English sentence, do not translate the words from your Mother tongue. The order of words is probably completely different and you will be both slow and incorrect by doing this. Instead, learn phrases and sentences so you don't have to think about the words you are saying. It should be automatic.
Another problem with translating is that you will be trying to incorporate grammar rules that you have learned. Translating and thinking about the grammar to create English sentences is incorrect and should be avoided.
3. Reading and Listening is NOT enough. Practice Speaking what you hear!
Reading, listening, and speaking are the most important aspects of any language. The same is true for English. However, speaking is the only requirement to be fluent. It is normal for babies and children to learn speaking first, become fluent, then start reading, then writing. So the natural order is listening, speaking, reading, then writing.
First Problem
Isn't it strange that schools across the world teach reading first, then writing, then listening, and finally speaking? Although it is different, the main reason is because when you learn a second language, you need to read material to understand and learn it. So even though the natural order is listening, speaking, reading, then writing, the order for ESL students is reading, listening, speaking, then writing.
Second Problem
The reason many people can read and listen is because that's all they practice. But in order to speak English fluently, you need to practice speaking. Don't stop at the listening portion, and when you study, don't just listen. Speak out loud the material you are listening to and practice what you hear. Practice speaking out loud until your mouth and brain can do it without any effort. By doing so, you will be able to speak English fluently.
4. Submerge yourself
Being able to speak a language is not related to how smart you are. Anyone can learn how to speak any language. This is a proven fact by everyone in the world. Everyone can speak at least one language. Whether you are intelligent, or lacking some brain power, you are able to speak one language.
This was achieved by being around that language at all times. In your country, you hear and speak your language constantly. You will notice that many people who are good English speakers are the ones who studied in an English speaking school. They can speak English not because they went to an English speaking school, but because they had an environment where they can be around English speaking people constantly.
There are also some people who study abroad and learn very little. That is because they went to an English speaking school, but found friends from their own country and didn't practice English.
You don't have to go anywhere to become a fluent English speaker. You only need to surround yourself with English. You can do this by making rules with your existing friends that you will only speak English. You can also carry around an iPod and constantly listen to English sentences. As you can see, you can achieve results by changing what your surroundings are. Submerge yourself in English and you will learn several times faster.
5. Study correct material
A common phrase that is incorrect is, "Practice makes perfect." This is far from the truth. Practice only makes what you are practicing permanent. If you practice the incorrect sentence, you will have perfected saying the sentence incorrectly. Therefore, it is important that you study material that is commonly used by most people.
Another problem I see is that many students study the news. However, the language they speak is more formal and the content they use is more political and not used in regular life. It is important to understand what they are saying, but this is more of an advanced lesson that should be studied after learning the fundamental basics of English.
Studying English with a friend who is not a native English speaker is both good and bad. You should be aware of the pro's and con's of speaking with a non native speaking friend. Practicing with a non native person will give you practice. You can also motivate each other and point out basic mistakes. But you might pick up bad habits from one another if you are not sure about what are correct and incorrect sentences. So use these practice times as a time period to practice the correct material you studied. Not to learn how to say a sentence.
In short, study English material that you can trust, that is commonly used, and that is correct.
Thursday, July 22, 2010
Say or Tell?
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Language Study
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Say and tell have similar meanings. They both mean to communicate verbally with someone. But we often use them differently.
The simple way to think of say and tell is:
* You say something
* You tell someone something
More Examples:
You say something
You tell someone something
Ram said that he was tired.
Ram told Jane that he was tired.
Anthony says you have a new job.
Anthony tells me you have a new job.
Tara said: "I love you."
Tara told John that she loved him.
But, of course, it is not always so easy. Here are a few rules to help you.
Personal object
We usually follow tell with a personal object (the person that we are speaking to). We usually use say without a personal object:
* She told me that she loved John.
* She said that she loved John.
* He told everybody that he had to leave.
* He said that he had to leave.
Say "to someone"
With say, we sometimes use "to someone":
* He said to me that he was tired.
* Tara said to Ram that he had done very well.
* Anthony said to her, "I hope you come soon."
* "I'd like to sleep," she said to him quietly.
Direct speech
We can use say with direct speech. We use tell only with direct speech that is an instruction or information:
* Amanda said, "Hello John. How are you?"
* "That's great'" she said.
* He told her: "Open the door quietly."
* She told me, "I have never been to England."
We can use say with direct questions, but we cannot use tell:
* She said: "Do you love me?"
* The policeman said to the prisoner, "Where were you at 8pm?"
Reported speech
We can use say and tell to talk about reported information:
* She said that it was raining.
* She told me that she would call at 2pm.
We cannot use say or tell to talk about reported questions. We must use ask (or a similar verb):
* She asked if I had ever been there.
* They asked what I wanted to eat.
* She asked where he lived.
* He asked if she wanted to go home.
Orders, advice
We use tell + object + infinitive for orders or advice:
* She told him to sit down.
* They told me not to wait.
* Tell Neil to have a holiday and forget her.
Phrases
Here are a few fixed phrases with tell. We cannot use say with these phrases:
* tell (someone) a story
* tell (someone) a lie
* tell (someone) the truth
* tell the future (= to know what the future will bring)
* tell the time (= know how to read a clock)
Right and wrong
Read these examples of correct and incorrect usage:
The simple way to think of say and tell is:
* You say something
* You tell someone something
More Examples:
You say something
You tell someone something
Ram said that he was tired.
Ram told Jane that he was tired.
Anthony says you have a new job.
Anthony tells me you have a new job.
Tara said: "I love you."
Tara told John that she loved him.
But, of course, it is not always so easy. Here are a few rules to help you.
Personal object
We usually follow tell with a personal object (the person that we are speaking to). We usually use say without a personal object:
* She told me that she loved John.
* She said that she loved John.
* He told everybody that he had to leave.
* He said that he had to leave.
Say "to someone"
With say, we sometimes use "to someone":
* He said to me that he was tired.
* Tara said to Ram that he had done very well.
* Anthony said to her, "I hope you come soon."
* "I'd like to sleep," she said to him quietly.
Direct speech
We can use say with direct speech. We use tell only with direct speech that is an instruction or information:
* Amanda said, "Hello John. How are you?"
* "That's great'" she said.
* He told her: "Open the door quietly."
* She told me, "I have never been to England."
We can use say with direct questions, but we cannot use tell:
* She said: "Do you love me?"
* The policeman said to the prisoner, "Where were you at 8pm?"
Reported speech
We can use say and tell to talk about reported information:
* She said that it was raining.
* She told me that she would call at 2pm.
We cannot use say or tell to talk about reported questions. We must use ask (or a similar verb):
* She asked if I had ever been there.
* They asked what I wanted to eat.
* She asked where he lived.
* He asked if she wanted to go home.
Orders, advice
We use tell + object + infinitive for orders or advice:
* She told him to sit down.
* They told me not to wait.
* Tell Neil to have a holiday and forget her.
Phrases
Here are a few fixed phrases with tell. We cannot use say with these phrases:
* tell (someone) a story
* tell (someone) a lie
* tell (someone) the truth
* tell the future (= to know what the future will bring)
* tell the time (= know how to read a clock)
Right and wrong
Read these examples of correct and incorrect usage:
Causative Verbs
Labels:
Language Study
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When a subject does not do a work himself/herself, and takes the help of some other person or force that person to do that work, then we need to form a sentence with the help of a causative verb.
1. GET
Use get according to tense, B. Place object after the causative verb, C. Main verb always in 3rd form::
CV + Object + V 3rd (main verb).
1. I have got the sums solved.
2. She will get the letter written by Ravi.
3. Are you getting your house pained?
2. MAKE
Use make according to tense, 2. Object is the person who is compelled, 3. Main verb always in first form::
CV + Object + V 1st form (main verb)
1. He made me laugh.
2. She made the children clean the room.
3. Who is making her cry?
4. Please don't make him tell a lie.
3. HELP
Use help according to tense, 2. Object is the person who is helped, 3. Main verb always in first form::
CV + Object + V 1st form (main verb).
(In these sentences a person is helped to do a certain things).
1. Help the guests wash their hands.
2. She helped the children do the work.
4. HAVE
(Same as get in use and meaning)
1. I have had the sums solved.
2. He will have the letter written by Merry.
3. They had the tiger killed by the hunter.
5. KEEP
CV + Object (person) + V 1st form + ing.
There is generally a period of time in these sentences.
1. They kept her washing the clothes for 2 hours. (They compelled her to wash the clothes for 2 hours)
2. Did you kept him waiting for one hour?
6. CAUSE
CV + Object (person) + V 1st form.
Instead of a person there are circumstances, things etc. which compel a person to do a certain thing.
1. Fatigue caused him to sleep. (Due to fatigue he slept)
2. Does poverty cause people to commit crime?
1. GET
Use get according to tense, B. Place object after the causative verb, C. Main verb always in 3rd form::
CV + Object + V 3rd (main verb).
1. I have got the sums solved.
2. She will get the letter written by Ravi.
3. Are you getting your house pained?
2. MAKE
Use make according to tense, 2. Object is the person who is compelled, 3. Main verb always in first form::
CV + Object + V 1st form (main verb)
1. He made me laugh.
2. She made the children clean the room.
3. Who is making her cry?
4. Please don't make him tell a lie.
3. HELP
Use help according to tense, 2. Object is the person who is helped, 3. Main verb always in first form::
CV + Object + V 1st form (main verb).
(In these sentences a person is helped to do a certain things).
1. Help the guests wash their hands.
2. She helped the children do the work.
4. HAVE
(Same as get in use and meaning)
1. I have had the sums solved.
2. He will have the letter written by Merry.
3. They had the tiger killed by the hunter.
5. KEEP
CV + Object (person) + V 1st form + ing.
There is generally a period of time in these sentences.
1. They kept her washing the clothes for 2 hours. (They compelled her to wash the clothes for 2 hours)
2. Did you kept him waiting for one hour?
6. CAUSE
CV + Object (person) + V 1st form.
Instead of a person there are circumstances, things etc. which compel a person to do a certain thing.
1. Fatigue caused him to sleep. (Due to fatigue he slept)
2. Does poverty cause people to commit crime?
Wednesday, July 21, 2010
Children (by Kahlil Gibran)
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Good To Read
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"Your children are not your children.
They are the sons and daughters of Life's longing for itself.
They come through you but not from you, And though they are with you, yet they belong not to you.
You may give them your love but not your thoughts. For they have their own thoughts.
You may house their bodies but not their souls, For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams.
You may strive to be like them, but seek not to make them like you. For life goes not backward nor tarries with yesterday.
You are the bows from which your children as living arrows are sent forth.
The archer sees the mark upon the path of the infinite, and He bends you with His might that His arrows may go swift and far. Let your bending in the archer's hand be for gladness; For even as he loves the arrow that flies, so He loves also the bow that is stable."
They are the sons and daughters of Life's longing for itself.
They come through you but not from you, And though they are with you, yet they belong not to you.
You may give them your love but not your thoughts. For they have their own thoughts.
You may house their bodies but not their souls, For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams.
You may strive to be like them, but seek not to make them like you. For life goes not backward nor tarries with yesterday.
You are the bows from which your children as living arrows are sent forth.
The archer sees the mark upon the path of the infinite, and He bends you with His might that His arrows may go swift and far. Let your bending in the archer's hand be for gladness; For even as he loves the arrow that flies, so He loves also the bow that is stable."
What's a parable?
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Knowledge
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A parable is a short story that illustrates a religious, spiritual or ethical situation.
These types of stories are excellent to learn from, often simplifying a complex situation and allowing you to learn the concept via a simple story.
These types of stories are excellent to learn from, often simplifying a complex situation and allowing you to learn the concept via a simple story.
Monday, July 19, 2010
Some important rules every writer should know
Labels:
Knowledge,
Writing
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1. Agreement – Agreement in a sentence refers to all of the parts of the sentence corroborating with each other. For example, you wouldn’t say “John have two pieces of toast and I has three.” You would instead say, “John has two pieces of toast and I have three.” The subjects and verbs need to be in agreement. Without sentence agreement you have all-out civil war in your sentence and no one knows what is going on. If your sentence parts don’t agree with each other you will have to jump in and mediate, causing hard feelings all around.
2. Tense – Tense refers to time. What time is it in your sentence? Whatever time it is it should remain consistent throughout your whole piece of writing. If it was last week you are talking about, stay there. There are three tenses in writing, past tense, present tense and future tense. Here is an example of writing with mixed tenses: “Carrie wondered how she is going to finish in time, but Joe will help her.” This sentence contains all three tenses, past in “wondered”, present in “is” and future in “will”. Pick a tense and stick to it! The sentence could read “Carry wonders how she will finish in time, but Joe will help.”
3. Spelling – One of the most important things, and without it, you can kiss your credibility goodbye. Spell checkers are poor substitutes for knowing how to spell and can leave behind more errors than you realize. There are many different forms of words and your spell checker does not know which form you wanted to use. For example, “When Mark washed they’re care, he forgot too putt on the wax.”
4. Run-On Sentences – A run-on sentence is one that is just too darned long! Not only is it too long, it is incorrect. Usually, a run-on sentence can be made into two or more sentences with a little punctuation and style. An example of a run-on sentence might be: “We walked over to the commissary to get something to eat but it was closed so we didn’t know what to do so we kept walking until we saw a restaurant and decided to go in and get something to eat but Andrew didn’t want to eat there so we kept going for another mile.” This sentence could have gone on for another mile too! Break up the sentence into smaller, more coherent parts.
5. Punctuation – It is very important to know your punctuation, even if you never plan on using a semicolon for the rest of your life. The most important thing to learn is where to put your commas, a common mistake among writers. Commas are used to separate parts of sentences that stand alone, such as those that are parenthetical. For example “There were too many flowers, not that I minded, but they took up most of the room.” Avoid using commas after conjunctions like “but” and “and.” Semi-colons and colons take up an entire chapter, read about them in your style book!
6. Usage – If you are going to use a word, you really ought to know how to use it. Some writers think big words look impressive but actually the reverse is true if the word is used incorrectly. Words don’t have to be big to be misused, consider its vs. it’s.
7. Capitalization – Words at the beginning of sentences aren’t the only ones worthy of capital letters. Always capitalize proper names such as people and places. Titles of all kinds deserve capital letters and so do acronyms.
8. Point of View – The point of view refers to whoever is telling the story or “speaking.” When you write a letter you are writing in “first person” which includes I, me, my, we and our. Second person writing occurs when we talk about you and yours and third person includes he, she, they and theirs. In third person writing, the author does not interject himself into the story.
9. Sentence Fragments – A sentence fragment is an incomplete sentence that does not include both noun and verb. An example of a sentence fragment might be, “Really dumb.” Make sure your sentences reflect a complete thought unless you are writing dialog.
10. Wasted Words – A big no-no. Sometimes we throw in words just to round out our sentences, or we over-describe something, like, “The really ugly puke-green dress was hanging on the wall.” Do we really need to point out that a puke-green dress was really ugly? Economize your words and you will have fewer chances for grammatical errors.
2. Tense – Tense refers to time. What time is it in your sentence? Whatever time it is it should remain consistent throughout your whole piece of writing. If it was last week you are talking about, stay there. There are three tenses in writing, past tense, present tense and future tense. Here is an example of writing with mixed tenses: “Carrie wondered how she is going to finish in time, but Joe will help her.” This sentence contains all three tenses, past in “wondered”, present in “is” and future in “will”. Pick a tense and stick to it! The sentence could read “Carry wonders how she will finish in time, but Joe will help.”
3. Spelling – One of the most important things, and without it, you can kiss your credibility goodbye. Spell checkers are poor substitutes for knowing how to spell and can leave behind more errors than you realize. There are many different forms of words and your spell checker does not know which form you wanted to use. For example, “When Mark washed they’re care, he forgot too putt on the wax.”
4. Run-On Sentences – A run-on sentence is one that is just too darned long! Not only is it too long, it is incorrect. Usually, a run-on sentence can be made into two or more sentences with a little punctuation and style. An example of a run-on sentence might be: “We walked over to the commissary to get something to eat but it was closed so we didn’t know what to do so we kept walking until we saw a restaurant and decided to go in and get something to eat but Andrew didn’t want to eat there so we kept going for another mile.” This sentence could have gone on for another mile too! Break up the sentence into smaller, more coherent parts.
5. Punctuation – It is very important to know your punctuation, even if you never plan on using a semicolon for the rest of your life. The most important thing to learn is where to put your commas, a common mistake among writers. Commas are used to separate parts of sentences that stand alone, such as those that are parenthetical. For example “There were too many flowers, not that I minded, but they took up most of the room.” Avoid using commas after conjunctions like “but” and “and.” Semi-colons and colons take up an entire chapter, read about them in your style book!
6. Usage – If you are going to use a word, you really ought to know how to use it. Some writers think big words look impressive but actually the reverse is true if the word is used incorrectly. Words don’t have to be big to be misused, consider its vs. it’s.
7. Capitalization – Words at the beginning of sentences aren’t the only ones worthy of capital letters. Always capitalize proper names such as people and places. Titles of all kinds deserve capital letters and so do acronyms.
8. Point of View – The point of view refers to whoever is telling the story or “speaking.” When you write a letter you are writing in “first person” which includes I, me, my, we and our. Second person writing occurs when we talk about you and yours and third person includes he, she, they and theirs. In third person writing, the author does not interject himself into the story.
9. Sentence Fragments – A sentence fragment is an incomplete sentence that does not include both noun and verb. An example of a sentence fragment might be, “Really dumb.” Make sure your sentences reflect a complete thought unless you are writing dialog.
10. Wasted Words – A big no-no. Sometimes we throw in words just to round out our sentences, or we over-describe something, like, “The really ugly puke-green dress was hanging on the wall.” Do we really need to point out that a puke-green dress was really ugly? Economize your words and you will have fewer chances for grammatical errors.
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