李式风格 Kar's Style

李式风格 Kar's Style
KarL is'There' to be different!
Showing posts with label Language. Show all posts
Showing posts with label Language. Show all posts

Monday, May 4, 2009

Which is correct?

What is the difference between "Reoccur" and "Recur" ?

Recur and reoccur mean the same thing; to happen again. However, there is a fine distinction. Reoccur is used to mean, to happen one more time, while recur indicates a repetition more than once, usually according to a schedule or pattern.

Source: Mortal Syntax by June Casagrande


Do we say "she need not.."or "she needs not.."?

'Need + verb' is considered to belong to a group of verbs called 'modals'. This group includes 'can', 'may', etc. This group does not inflect (we cannot say 'She cans') and the negative is formed by placing 'not' after the modal (as in 'cannot', 'may not'). These days, we usually only use this form of 'need' in negative sentences. Alternatively, 'need to + verb' follows the standard verb forms. It inflects and the negative is formed using 'do/does'.

Correct examples:
She need not pay for the damage to the glass door.
She doesn't need to pay for the damage to the glass door.

Wednesday, February 18, 2009

Sounding Right

Luxury Cars
Branded and luxury cars are much sought after and well appreciated for their fine craftsmanship. They usually cost more and generally have more detailed interior finishing. Let's look at some luxury cars available in Singapore and how they are pronounced.

Word Correct pronunciation
Mercedes Benz muh say deez BENTS
Audi OW di
Peugeot PURR zhoh
Chrysler KRAIZ luh or KRAIS luh
Volkswagen FORLKS vaa guhn or VORLKS vaa guhn

Enjoy!

Saturday, February 14, 2009

"Colorless green ideas sleep furiously"

"Colourless green ideas sleep furiously" is a sentence composed by Noam Chomsky in 1957 as an example of a sentence whose grammar is correct but whose meaning is nonsensical.

Therefore in English grammar, there is no hard and fast rules that says it must be observed in a particular way. An example can be the use of "To". Most of us are taught in primary school that any verb that comes after "to" must be of no tense or rather be in its primary form. Example: to run, to eat , to sleep.
So what about "looking forward to seeing you"?
Spend some time to think about it. I will post the answer real soon.

Thursday, February 5, 2009

When do we use has and have?

When do we use has and have?

Jacqline and Emerald have or has ?

Daniel and the men has or have?

'Have' is used after all plural subjects and 'I' and 'you' and 'has' is used after singular subjects. A subject can consist of one word (such as Sean, food, people) or of a group of words (such as the dog, the people, Hamizah and I). Where the meaning appears to be one thing i.e. is singular (except for 'I' and 'you'), we use 'has'. Otherwise, we use 'have'.

Singular Examples

Mr Lee has a new car.

The pupil has a new pen.


Plural Examples

They have many problems to deal with.

The boys have no idea what the girls are planning.

Siti and Risa have some solutions they can offer.

The boys and their father have a system that they follow.

2. Which should we use? Welcome or welcomed?

You are welcome!

His advice would be welcomed.

'Welcome' is used an adjective to describe something you are happy to receive or someone that you are happy to meet.

Examples

The money was very welcome.

Children are most welcome.

'Welcome' can also be a verb and we can use it very like any other verb.

Examples

She is welcoming the guests.

He welcomed his in-laws' visit.

His advice was welcomed.

Regards

Friday, January 23, 2009

Are the following sentences correct?

Question: Are the following sentences correct?

My brother is taller than I (am) .

I study as hard as he (studies) but my grades aren't as good as his (grades are).

He is older than me and yet he is shorter. Why is it me and not I?

This has been an area of controversy fought between those who follow prescriptive grammars and those who follow descriptive grammars.

Prescriptive grammars represent what some people think ought to be the case. (This is sometimes based on the rules of old languages such as Latin.)

Descriptive grammars are based on the usage of educated people.

There are some who say that the third sentence should be:

He is older than I and yet he is shorter.

However, many find this awkward and prefer to use 'me'.

Where there is a clause (a subject and verb) following 'than', we generally use 'I', 'He', 'We', etc (known traditionally as the nominative case). 'Than' is then a conjunction (like when).

Where there is no verb, 'than' is then considered to be a preposition (like 'at', 'over', 'to', etc) and is followed by 'me', 'him', 'us', etc. (known traditionally as the accusative case).

Thus we say

My brother is taller than I am

but

My brother is taller than me.

and

I study as hard as he does.

but

I study as hard as him.

Friday, January 16, 2009

What is the difference between while and whilst; amid and amidst and when do you use them?

What is the difference between while and whilst; amid and amidst and when do you use them?

There is no difference in meaning between the two items in each pair. The second item in each case is more formal. Some might find them old-fashioned.

What is the difference in the use of the words some and any in these two sentences?

What is the difference in the use of the words some and any in these two sentences?

Do you want any tea?
Would you like to have some lemonade?
Would it be possible to change the sentence to "Do you want some tea?" and "Would you like to have any lemonade?"

Traditionally, teachers have taught that we use 'some' in positive statements and 'any' in negative statements and questions:

There is some tea in the kitchen. (Positive statement)
There isn't any tea in the kitchen. (Negative statement)
Is there any tea in the kitchen? (Question)

Modern research, however, has shown that this distinction is not actually followed and the two are used fairly interchangeably as the question suggests. However, there does appear to be a slight difference in meaning.

'Some' seems to refer to a more specific item; 'any' to something less specific. Thus, if the tea has already been made, the speaker would probably say: 'Do you want some tea?'

However, this is not a hard and fast rule.

'Th' and 'T'

Singaporeans have been told to Greet, Smile and say Thank you, or apply G.S.T. in our daily dealings.

To do it well, we need to pronounce "th" properly when saying thank you. To get the "th" sound right, stand in front of a mirror, stick the tip of your tongue out between your teeth and then say the word.

If you cannot see your tongue tip, you're probably pronouncing "th" wrongly and thank you becomes "tank you" and three becomes "tree".

So don't be shy, stick your tongue out and be right.

What's the meaning of...? What's the meaning for...?

What's the meaning of...?
What's the meaning for...?

How should the above sentences be used?

A quick poll gave variations of the following: It should be "What's the meaning of...?" because there's no such thing as "What's the meaning for...?".

If one were to key in "What's the meaning for this?" at www.reference.com, one would get 11,100,000 results [Accessed 27 June 2007]. Going through the first 24 "pages" totalling 240 entries, one would find only one entry for "What's the meaning for this?"; the remaining entries are for "What's the meaning of this?".

The same search string on Google turned up only four entries, none of which give an indication of a credible explanation.

Thus, "What's the meaning of...?" is more appropriate.

Tallest building or Highest building?

We normally describe the height of a building and mountain as follows:

The tallest building.
The highest mountain.

Can we say the tallest mountain and highest building?

Longman Dictionary of Contemporary English explains the use of high as "the distance above the ground" and tall as "the length from top to bottom". The word tall is commonly used to describe objects that are not only high but also narrow, such as people, trees, buildings and other objects of the same sort of shape.

What is the difference between spicy & hot?

What is the difference between spicy & hot? Can they be used interchangeably?

'Hot' has at least two meanings. One of those is the same as 'spicy'. Unfortunately, it also refers to temperature, so a meal can be 'hot' (temperature) without being 'hot' (spicy). Sometimes it is necessary to indicate which of the meanings is intended and then you might hear someone say:

'This chicken is spicy hot.'

Words that are commonly mispronounced.

There are many simple words that are commonly mispronounced.

Dove is pronounced DUV (u as in huff) not DOHV (which is the past tense of dive).

Their is pronounced exactly the same as THERE, and not thi-ar.

Flower has the same pronunciation as FLOUR. That's because "w" is not pronounced.

Correct Vowel sound

Singaporeans often confuse vowel sounds, replacing the short "eh" sound for "ay" in some simple words, such as:

Word - Incorrect - Correct
Bread - brayed - brehd
Bed - bade - behd
Red - raid - rehd
Head - hayd - hehd
Dead - dayd - dehd

Take care how you pronounce those 5 small words. The correct vowel sound makes all the difference between good and bad speech.

May this Christmas BRING or BRINGS? If it is BRING, why?

May this Christmas BRING or BRINGS? If it is BRING, why?

Can John eat or Can John eats?

The best way to explain this is for us to start with your sentence about John. Notice there is no need for ‘s‘ at the end of ‘eat‘ in the sentence ‘John can eat‘. The verb that agrees with the singular subject here is ‘can‘, which doesn‘t take ‘s‘. If we turn it into a question, we get: Can John eat?

Your sample sentence is not a question. It is a wish but it follows a similar rule. The verb that should agree with the singular subject is ‘may‘, which also does not take ‘s‘. Thus the correct form is: May this Christmas bring you great happiness.

"The reason is because ....."

Often when somebody tries to justify something, I hear them say, "The reason is because ....."

My question is: Is the word "because" needed in such cases?

You are correct. There is no need for the word 'because' in this sentence. In fact, this would be considered an error in schools. We can simply say:

The reason is there are already too many products on the market.

Stress on the penultimate syllable

Most mispronunciations are made because people often stress on the wrong syllable. Here's a rule to help you know which syllable to stress. Words ending in "tion" or "sion" have their stress on the penultimate syllable, like:

resoLUtion
occuPAtion
mediCAtion
teleVIsion
corRECtion
eduCAtion
conFUsion
qualifiCAtion
examiNAtion
proFUsion

See if you can add other words to the ones given. Remember, the main stress is on the second last syllable for words ending in "tion" or "sion".

"if he were to know" or "if he was to know"

Do we say:
"if he were to know" or "if he was to know",
"if I was an alien" or "if I were an alien"?

This is a more difficult question to answer briefly. Traditionally in 'if' sentences we have used the 'subjunctive' verb forms:

If I were you, I would sell the house and rent somewhere cheaper.

'I were' is a subjunctive form. However, the subjunctive is disappearing from English and more and more people are substituting the past tense form 'I was' which is now considered acceptable.

If I was you, I would sell the house and rent somewhere cheaper.

Thus both forms are now acceptable.

What is the difference between assume and presume?

What is the difference between assume and presume?

That is Jacqline, I assume?
The use of assume implies a guess awaiting confirmation.

That is Jacqline, I presume?
The use of presume implies a confident belief.

Pronunciation of "EN"

Pronunciation of "EN"

The past two years have seen many old buildings and flats torn down to make way for new development. We call this "en bloc". There are many such words of French origin beginning with "en".

As long as you don't pronounce it as "EN" but pronounce it as "ON" you'll be close to the original pronunciation. Look at these words:

En bloc - on BLOCK
All together as a single unit, rather than separately

En garde - on GAHD
On guard; starting position in fencing

En route - on ROOT
On the way

En suite - on SWEET
An en suite bedroom has a bathroom joined onto it

Entree - ON tray Appetizer; right or freedom to enter a place or join a social group

Entrepot - ON truh poh
A place where goods are sent for distribution

Pronunciation of "...age"

Pronunciation of "...age"

It's been said that English is an illogical language. When you consider that many words are not pronounced the way they are spelt you cannot agree more with that statement.

Take for example words ending with "...age". The words should not be pronounced with an "..age" sound but instead should be pronounced as "..idge" as in bridge. Apply this rule to these words:

Hostage Hors tidge
Manage Ma nidge
Damage Da midge
Package Pa kidge
Village Vil lidge
Image I midge
Mortgage Mor gidge
Luggage Lar gidge
Courage Kar ridge
Carriage Kare ridge
Message Meh sidge

Reading: How the parent can help

Reading: How the parent can help

Teaching reading is an important and difficult job in which both the school and the parent can cooperate. Here are many ways in which you as a parent can help your child:

  1. Talk to your child. Almost from birth, a child is ready to express himself. At first, he will respond by cooing and gurgling. Later he will pick up a few words and sense the rhythm of language. Help him to add words to his speaking vocabulary. The more words he uses naturally in his ordinary conversation, the more words will have meaning for him when he sees them on the printed page.
  2. Listen to your child. Children have many opportunities to express themselves. Encourage your child to talk about things he has seen or done. Do pay attention when he is talking with you. Listen to your child read. Suggest that before he reads aloud to you, he should read the story to himself to be sure that he knows most if not all the words. This makes his reading to you interesting and enjoyable both to him and you.
  3. Read to your child. Every time you read to him, you are building an appreciation of books and reading. A child who has been read to is usually more anxious to read to himself. Reading becomes important. Remember, his listening and interest levels are above his reading level.
  4. Help him with his reading. Tell him the words if he is in the beginning stages of reading. Help him to work out the word if he is in a latter stage by looking at the picture, skipping over the unknown word and reading the rest of the sentence to see whether this suggests a new word, and checking to see whether the word makes 'sense' in the sentence. (e.g. 'I was a pig' or 'I saw a pig')
  5. Build a reading atmosphere at home. Have books, magazines, newspapers, etc. around the house. Let your child see you reading frequently. Tune in to thoughtful and meaningful programmes on the radio and television. Children tend to imitate the adults around them.
  6. Teach your child how to take care of books. He will learn to regard books as friends.
  7. Take him on trips. Even a short trip on the bus will excite his curiosity and interest in the world around him. Point out interesting things and give him new words and meanings for words.
  8. Encourage him to join the public library. Take him to the library at first but don't tell him what books to select. If he is a poor reader, he may choose easy books at first. As he gains confidence, satisfaction and improves in reading, he will choose more difficult books. Don't insist that he reads books which are of great difficulty to him because of his physical age.
  9. Buy books for your child. For birthdays and holidays, buy books when you can afford them. A child who owns a few good books is usually interested in reading. Try to get books at his reading grade level so he can read these books with fun and pleasure. Buy children's magazines too.
  10. Buy games and puzzles for your child. These help your child learn shape and form and help him relate words to things. Anagrams, letter games, Scrabble will help him with his spelling and reading. Jigsaw puzzles help a child recognize shape.
  11. Make games. You can make simple word games by cutting words from a magazine and asking your child to match these words to a picture. Make word cards for troublesome words (e.g. was, there, what, went) and play a game with your child. How quickly can he learn the word and how many word cards can be removed from the pack because he really has learnt them? What words should be added?
  12. Guide your child to better movie-going. Select radio or TV programmes which will give him worthwhile information as well as entertainment.
  13. Praise your child. Remember, reading is a difficult task. Don't forget to praise him when he succeeds. Don't expect him to know the word when you tell it once or twice or over ten or twenty times. Some children need to see a word many more times than this.
  14. Give your child responsibilities which he is capable of taking. This allows him to earn recognition and to get real satisfaction from accomplishments. In turn, this will build his confidence.
  15. Keep your child well and rested. A child who has stayed up late to watch television shows the effect next day in his schoolwork.
  16. See that your child attends school every day. When he is absent from school, he misses his work and may not be able to keep up with the class.
  17. Set aside a regular time for homework. Give your child a definite place in which to work. Keep that environment quiet and conducive. Do not keep a blaring television or radio set or entertain guests in that area. Help your child to develop the habit of daily attention to homework routines.
  18. Check your child's report card. If he is having trouble with reading or any subject, consult his teacher to find out why and how you can help. Don't leave the task of helping your child to the teacher solely. It is your responsibility so support your child's learning at home.
  19. Show a real interest in school. The parents' attitudes are usually the child's. You and the teacher are partners in the important job of teaching your child to read. An interested and helpful parent is most valuable co-worker and you are the partners we need.
  20. Accept your child as he is. Don't compare him with his sibling or friend. Encourage him to improve as much as he can.

Remember:Children learn to read by reading.

The more they read, the better readers they become!

Adapted from: Guiding the reading program: a reading consultant's handbook. (Robinson, H.A. & Rauch, S.J.)

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