Active Listening Listening is one of the most important skills you can have.

How well you listen has a major impact on your job effectiveness, and on the quality of your relationships with others. We listen to obtain information. We listen to understand. We listen for enjoyment. We listen to learn. Given all this listening we do, you would think we'd be good at it! In fact most of us are not, and research suggests that we remember between 25 percent and 50 percent of what we hear. That means that when you talk to your boss, colleagues, customers or spouse for 10 minutes, they pay attention to less than half of the conversation. This is dismal! Turn it around and it reveals that when you are receiving directions or being presented with information, you aren't hearing the whole message either. You hope the important parts are captured in your 25-50 percent, but what if they're not? Clearly, listening is a skill that we can all benefit from improving. By becoming a better listener, you will improve your productivity, as well as your ability to influence, persuade and negotiate. What's more, you'll avoid conflict and misunderstandings. All of these are necessary for workplace success!

Tip: Good communication skills require a high level of self-awareness. By understanding your personal style of communicating, you will go a long way towards creating good and lasting impressions with others.

About Active Listening The way to become a better listener is to practice "active listening." This is where you make a conscious effort to hear not only the words that another person is saying but, more importantly, try to understand the complete message being sent. In order to do this you must pay attention to the other person very carefully. You cannot allow yourself to become distracted by whatever else may be going on around you, or by forming counter arguments that you'll make when the other person stops speaking. Nor can you allow yourself to get bored, and lose focus on what the other person is saying. All of these contribute to a lack of listening and understanding.

Tip: If you're finding it particularly difficult to concentrate on what someone is saying, try repeating their words mentally as they say them this will reinforce their message and help you stay focused.

To enhance your listening skills, you need to let the other person know that you are listening to what he or she is saying. To understand the importance of this, ask yourself if you've ever been engaged in a conversation when you wondered if the other person was listening to what you were saying. You wonder if your message is getting across, or if it's even worthwhile continuing to speak. It feels like talking to a brick wall and it's something you want to avoid. Acknowledgement can be something as simple as a nod of the head or a simple "uh huh." You aren't necessarily agreeing with the person, you are simply indicating that you are listening. Using body language and other signs to acknowledge you are listening also reminds you to pay attention and not let your mind wander.

You should also try to respond to the speaker in a way that will both encourage him or her to continue speaking, so that you can get the information if you need. While nodding and "uh huhing" says you're interested, an occasional question or comment to recap what has been said communicates that you understand the message as well. Becoming an Active Listener There are five key elements of active listening. They all help you ensure that you hear the other person, and that the other person knows you are hearing what they say. 1. Pay Attention Give the speaker your undivided attention, and acknowledge the message. Recognize that non-verbal communication also "speaks" loudly. Look at the speaker directly. Put aside distracting thoughts. Don't mentally prepare a rebuttal! Avoid being distracted by environmental factors. For example, side conversations. "Listen" to the speaker's body language. 2. Show That You're Listening Use your own body language and gestures to convey your attention. Nod occasionally. Smile and use other facial expressions. Note your posture and make sure it is open and inviting. Encourage the speaker to continue with small verbal comments like yes, and uh huh. 3. Provide Feedback

Our personal filters, assumptions, judgments, and beliefs can distort what we hear. As a listener, your role is to understand what is being said. This may require you to reflect what is being said and ask questions. Reflect what has been said by paraphrasing. "What I'm hearing is," and "Sounds like you are saying," are great ways to reflect back. Ask questions to clarify certain points. "What do you mean when you say." "Is this what you mean?" Summarize the speaker's comments periodically.

Tip: If you find yourself responding emotionally to what someone said, say so, and ask for more information: "I may not be understanding you correctly, and I find myself taking what you said personally. What I thought you just said is XXX; is that what you meant?"

4. Defer Judgment Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. Allow the speaker to finish each point before asking questions. Don't interrupt with counter arguments. 5. Respond Appropriately Active listening is a model for respect and understanding. You are gaining information and perspective. You add nothing by attacking the speaker or otherwise putting him or her down. Be candid, open, and honest in your response.

Assert your opinions respectfully. Treat the other person in a way that you think he or she would want to be treated.

Key Points It takes a lot of concentration and determination to be an active listener. Old habits are hard to break, and if your listening habits are as bad as many people's are, then there's a lot of habit-breaking to do! Be deliberate with your listening and remind yourself frequently that your goal is to truly hear what the other person is saying. Set aside all other thoughts and behaviors and concentrate on the message. Ask questions, reflect, and paraphrase to ensure you understand the message. If you don't, then you'll find that what someone says to you and what you hear can be amazingly different! Start using active listening today to become a better communicator, improve your workplace productivity, and develop better relationships.

Reading techniques The ability to read is as important today as it ever was. Some people believe that the need for good basic skills has lessened as technology has improved, that television, with all its power and indeed its role in providing information, has reduced the need for reading. Certainly there are many people who don't buy books for pleasure and enjoyment, and some who rarely read a newspaper or visit a library.

In some ways this may not really matter. Being able to read fluently is very different from wanting to read at all. In so many aspects of our life we still need to read, a need technology cannot replace. Indeed, in some ways it makes it more essential. As more everyday activities become automated, so reading becomes more important. How to Read Your Textbook More Efficiently

PREVIEW - READ - RECALL at first glance seems to be an intricate and time consuming process. However, it gets easier and faster with practice, ensures thorough learning and facilitates later "re-learning" when you revise for exams. Give it a try! PREVIEW

WHY? If you give your mind a general framework of main ideas and structure, you will be better able to comprehend and retain the details you will read later.

HOW? 1. Look quickly (10 minutes) over the following key parts of your textbook to see what it's all about and how it is organized:

Title Front and back cover info. Author's biographical data

Publication date Table of Contents Introduction or Preface Index Glossary 2. Before you read each chapter, look over:

Title Introduction Sub-headings First sentences of each paragraph (should give main idea). Any diagrams, charts, etc. Conclusions or summaries 3. Then answer the following questions:

What is this mainly about? How is it organized? How difficult is it? About how long will it take to read? READ ACTIVELY

WHY? Being an active reader will involve you in understanding the material, combat boredom, and will increase retention.

HOW? 1. Set realistic time goals and number of pages to be read. 2. Divide your chapter into small (1/2 page? 1 column?) sections, rather than try to read the whole chapter non-stop.

3. Ask yourself a question before each paragraph or section, then look for its answer. This will give you a definite purpose for your reading. Try turning the sub-heading or first sentence into question form, using "who," "what," "when," or "how" if necessary. 4. Take breaks when you feel unable to stay with the material due to day-dreaming, drowsiness, boredom, hunger, etc. After a short break, you can return to your reading with more energy and alertness. RECALL WHY? Research shows that 40 - 50% of the material we read is forgotten very shortly (about 15 minutes) after we read it. Immediate recall is an essential first step toward continued retention of the material.

HOW? After reading each small section of material, choose one (or more) of the following methods: 1. Recall mentally or recite orally the highlights of what you have read.

2. Ask yourself questions (maybe the same ones you used before you read the section) and answer them in your own words. 3. Underline and make notes in the margin of the key words or phrases in the section. Underlining after you read is the best way to decide what's the most important information to remember. 4. Make separate notes or outlines of what you have read. This technique often works for more technical material which you need to put into your own words. 5. Recall with a friend. What you don't recall, he/she might. (adapted from The UT Learning Center, University of Texas at Austin, How to read your textbook more efficiently, available from

www.utexas.edu/student/utlc/handouts/1422.html)

Other techniques

As you become more confident in your reading, you can learn to apply a range of techniques in order to extract from texts the information you need.

You need to understand that it is not necessary to read every word to obtain meaning from a text or to locate information. You need to practise the following techniques:

1. Skimming - reading quickly in order to find out what the text is about. Skimming can also take in features such as headings, subheadings and illustrations to obtain an overview of the subject matter.

2. Scanning - to locate specific information, making use of key words.

3. Detailed reading - reading carefully to aid understanding. When reading for information, detailed reading usually follows scanning. Some texts, such as instructions, need to be read in detail throughout. Think about the following questions as you read: What is it for? Where is it coming from? Who is it aimed at? What can I infer that isn't explicitly stated? Do I believe it?

An understanding of the concept of person and the writer's voice can be developed alongside decoding and in relation to different text types:

 Do I know who the writer is? Does it matter? Is the writer the same person as the narrator? Is the writer a named individual or a representative of an organisation/body/authority? Is the writer assuming a 'voice' for the occasion?

In continuous texts, you can try to distinguish: main points from supporting detail facts from opinions conflicting viewpoints evidence of simplification, generalisation, manipulation, bias.

10 Tips for Public Speaking Feeling some nervousness before giving a speech is natural and even beneficial, but too much nervousness can be detrimental. Here are some proven tips on how to control your butterflies and give better presentations: 1. Know your material. Pick a topic you are interested in. Know more about it than you include in your speech. Use humor, personal stories and conversational language that way you wont easily forget what to say. 2. Practice. Practice. Practice! Rehearse out loud with all equipment you plan on using. Revise as necessary. Work to control filler words; Practice, pause and breathe. Practice with a timer and allow time for the unexpected. 3. Know the audience. Greet some of the audience members as they arrive. Its easier to speak to a group of friends than to strangers. 4. Know the room. Arrive early, walk around the speaking area and practice using the microphone and any visual aids. 5. Relax. Begin by addressing the audience. It buys you time and calms your nerves. Pause, smile and count to three before saying anything. ("One one-thousand, two one-thousand, three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm. 6. Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear and confident. Visualize the audience clapping it will boost your confidence. 7. Realize that people want you to succeed. Audiences want you to be interesting, stimulating, informative and entertaining. Theyre rooting for you. 8. Dont apologize for any nervousness or problem the audience probably never noticed it. 9. Concentrate on the message not the medium. Focus your attention away from your own anxieties and concentrate on your message and your audience. 10. Gain experience. Mainly, your speech should represent you as an authority and as a person. Experience builds confidence, which is the key to effective speaking. A Toastmasters

club can provide the experience you need in a safe and friendly environment. Visit a Toastmasters meeting! Toastmasters groups meet in the morning, at noon, or in the evening in communities and corporations all over the world. No matter where you live, work or travel, youll likely find a group nearby.

EFFECTIVE WRITING The following rhetorical tools enrich writing by eliciting a primal emotional response in readers: 1. Alliteration Alliteration, the pattern of two or more words within a phrase or sentence that begin with the same sound, is an effective form of emphasis that adds lyricism to even straightforward prose and influences the mood. Alliteration can be delivered in consecutive words: They have served tour after tour of duty in distant, different, and difficult places. Or it can recur with gaps of one or more nonalliterative words: Squaring our performances with our promises, we will proceed to the fulfillment of the partys mission. 2. Assonance Assonance, akin to alliteration, is the repetition of vowel sounds in a phrase or a longer passage: The clamor of the band addled them. 3. Consonance As the name implies, consonance refers to repetition of consonants specifically, those at the ends of words: Their maid has spread the word of their deed. 4. Onomatopoeia This term refers to words that are sound effects, indicative of their meaning or otherwise imitative of sounds: A splash disturbed the hush of the droning afternoon. 5. Repetition Repetition is the repeating of a word or phrase to produce a pattern or structure that strengthens the cumulative effect of a passage: When I find you, I will catch you. When I catch you, I will cook you. When I cook you, I will eat you. 6. Rhyme Rhyme, the matching of identical or similar word endings in sentences of prose or lines of poetry, neednt be limited to lyrical contexts: If it doesnt fit, you must acquit. 7. Rhythm Rhythm, the deliberate manipulation of syllabic patterns in a passage, like rhyme, should not be consigned solely to poetry: The eager coursing of the strident hounds and the sudden pursuit of the mounted men drove the bounding prey ever on.

When employing one or more of these techniques in your writing, keep these points in mind:

Be sure they have intrinsic value to the content and do not simply showcase your cleverness. Employ them in moderation, and be true to your voice and the tone of your writing.

In serious expository prose, no more than one or two instances will help readers retain important information or strengthen a memorable conclusion. A more casual, lighthearted essay can afford a few more tricks, especially as mnemonic devices. A humorous piece allows you to be more indulgent, but an excess of use can quickly become wearisome and counterproductive.

Study the masters, take note of their restraint and originality, and use those lessons as points of inspiration for your own applications of these techniques.

BIG WORDS MAKE YOU SOUND SMART, DONT THEY?

Many people think that they sound smarter when they use big words. The truth of the matter is that smart communicators use words that (a) they understand and (b) their readers are likely to understand. The purpose of writing is to communicate. Communication is the process by which meaning is created and exchanged. If the person who reads your writing doesnt understand what you are trying to say, no communication occurs when he or she reads your writing. In order to communicate effectively, you have to use language properly, and you have to use language that people are likely to understand. Lately I have noticed many people misusing the word detrimental when what they really mean is instrumental or important. For example, I read a memo that someone wrote requesting permission to attend a meeting. The memo said, It is detrimental that I go to the meeting next week. Ironically, the misuse of the word implies the exact opposite of what the person meant. Detrimental implies that some negative outcome would be associated with the persons attendance at the meeting. What the writer meant was important. A misused big word has the opposite effect of making you sound smart! A big word used correctly, but unnecessarily, has the effect of making you sound pedantic. If you have to go get a dictionary to see what pedantic means, I have made my point!

Looking for Quality in Student Writing Learning to See the Things Kids Can Do So We Can Teach Them to Do the Things They Can't

by Steve Peha ________________________________________________ What is Good Writing? You know it when you see it. It isnt that hard to tell whether a piece of writing is good or bad. You just have to read it. But things get more challenging if you have to explain why it's good. Even harder than that is analyzing the good things a writer is doing so you can learn to use his or her techniques in your own work. And teaching others how to use them is the hardest of all but that, of course, is exactly what we need to be able to do. Having simple phrases to describe the good things writers do makes learning about those things easier. Good writing has: Ideas that are interesting and important. Ideas are the heart of the piece what the writer is writing about and the information he or she chooses to write about it. Organization that is logical and effective. Organization refers to the order of ideas and the way the writer moves from one idea to the next. Voice that is individual and appropriate. Voice is how the writing feels to someone when they read it. Is it formal or casual? Is it friendly and inviting or reserved and standoffish? Voice is the expression of the writer's personality through words. Word Choice that is specific and memorable. Good writing uses just the right words to say just the right things.

Sentence Fluency that is smooth and expressive. Fluent sentences are easy to understand and fun to read with expression. Conventions that are correct and communicative. Conventions are the ways we all agree to use punctuation, spelling, grammar, and other things that make writing consistent and easy to read. The framework I'm using here to talk about good writing is based on the Six Traits model which I received my training in from Northwest Regional Educational Laboratory. Over the years I have modified, simplified, and in many cases changed much of the language outright because it seemed to work better for me that way in the classroom. NWREL has made many changes to Six Traits, too. In fact, they now call it Six Plus One Traits. But it's based on the same basic idea of using trait-based criteria to define good work. For information on the "official" Six Traits in its most current incarnation, you should visit NWREL at www.nwrel.org. One Pretty Good Piece of Writing What does a good piece of writing look like? Its hard to get kids to make something if they dont know what it looks like. Thats why its so valuable to look at models of good writing produced by writers just like them. When Im trying to learn about good writing, I like to work with good, short pieces, instead of big, long novels, because its easier to see how all the different parts work together. Chores! Chores! Chores! Chores! Chores are boring! Scrubbing toilets, cleaning sinks, and washing bathtubs take up a lot of my time and are not fun at all. Toilets! When youre scrubbing toilets make sure they are not stinky. Ive scrubbed one before and I was lucky it didnt stink. I think toilets are one of the hardest things to scrub in the bathroom because it is hard to get up around the rim.

Sinks are one of the easiest things to clean in the bathroom because they have no rims and they are small. I have cleaned one before and it was pretty easy. Bathtubs, ever washed one? They are big, they are deep, and it is hard to get up around the sides. The bathtub is the hardest, I think, to wash in the bathroom. All chores are boring, especially making my bed. Cleaning my room is OK because I have to organize, and I like organizing. Dusting is the worst: dust, set down, pick up, dust, set down. There are so many things to dust, and its no fun. Chores arent the worst but theyre definitely not the best! Well, what do you think? Not too bad, eh? Ill admit that this isnt the best piece of writing Ive ever seen. But I think its pretty good. It was written by a third grader and I think she did a solid job of getting her point across about her struggles with the challenges of household chores. It made sense to me and I could relate to it. Some parts were even kind of funny.

LISTENING

READING

SPEAKING

WRITING

ENGLISH READING : ACTIVITIES The Offering Two beggars were sitting on a busy street corner in the downtown section of the city. It was quite clear for a night in December, but the cold wind made them huddle together for heat and comfort. They watched helplessly as scores of people walked by, some purposely ignoring them and others too caught up in their own cares to even notice their existence. Every so often, a kind-hearted woman or a small child would drop a few coins in the hats which lay in front of them on the icy sidewalk. Some people, feeling particularly generous, would even pull out a bill or two from their wallets and stuff them into the beggars' hats, trying to be as inconspicuous as possible. Today was not a bad day for begging. The men were able to collect enough for a decent meal at the coffee shop down the street and a few candles to light up their lean-to shacks in the alley behind the train station. As the crowd began to die down, they started to pack up their bundles and head for their evening shelter.

Just as they were getting ready to leave the street corner, they noticed a man walking toward them. He was obviously a wealthy man--they could tell that from the finely tailored business suit he was wearing and the gold watch chain that adorned his left pocket. The first beggar nudged the second and whispered with excitement, "He's coming our way!" The two tried not to look directly at the man as he stepped closer to them, but they couldn't help gazing up with anticipation as he reached into his pocket and took something out.

"Thunk" was the only sound they heard as what looked like a piece of hard candy, wrapped doubly in tissue paper and cellophane hit each of their waiting hats. The rich man turned and continued on his way, not making a backward glance. "How insulting!" said the first beggar, as soon as the rich man was out of sound range. "He could have easily left us a few coins or a spare bill, but he mocks us with a piece of rock candy." He looked at the wrapped offering with disgust. "Who does he think we are--children? There's no way we can even eat this--we have no teeth." The beggar picked up the object with the very tips of his fingers and flicked it into the gutter. He watched as it floated a few yards in the stream of muddy water and disappeared into the drain at the end of the street. Then, he gathered up his things and walked away. The second beggar looked down at the morsel in his hat, then at his departing friend. His first impulse was to toss the donation in the trash can under the street light. But his second thought made him change his mind. "I haven't had anything like this for ages," he thought. "I can't chew it, but I can suck on it for awhile, and the sugary juices will stay in my mouth for a long time. How nice of that man to offer me something so sweet." He opened the cellophane eagerly, then paused as his hands touched the white tissue paper inside. "Maybe I should save it for another time," he thought. "It won't spoil, and I could eat it later when I'm really hungry." The beggar debated for a moment, then exclaimed aloud, "What the heck. He wanted me to have it anyway. I might as well enjoy it now." With that, he unfolded the white tissue paper, but to his surprise, there was no hard rock candy inside. Instead, into his fingers fell a shiny white pearl worth thousands of dollars.

Top 10 Tongue Twisters: True Teacher's Treasure?

Although most don't make any sense at all, they can certainly help your students improve their pronunciation skills.

Besides, theyre a lot of fun! So, to spice things up a bit and inject a dose of silliness in the classroom, try using some of these classic tongue twisters combined with our useful suggestions for teaching them below : Classic Tongue Twisters

Peter Piper Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?

2 Woodchuck How much wood would a woodchuck chuck if a woodchuck could chuck wood? He would chuck, he would, as much as he could, and chuck as much wood as a woodchuck would if a woodchuck could chuck wood. Easy Tongue Twisters

3 Ice Cream I scream, you scream, we all scream for ice cream!

4 I Saw Susie I saw Susie sitting in a shoe shine shop.

Medium Tongue Twisters

5 Fuzzy Wuzzy Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn't very fuzzy, was he?

6 Can you can a can Can you can a can as a canner can can a can?

7 I have got a date I have got a date at a quarter to eight; Ill see you at the gate, so dont be late.

8 Two witches, two watches If two witches would watch two watches, which witch would watch which watch? Difficult Tongue Twisters

9 Betty Botter Betty Botter had some butter, But, she said, this butter's bitter. If I bake this bitter butter, it would make my batter bitter. But a bit of better butter that would make my batter better. So she bought a bit of butter, better than her bitter butter, and she baked it in her batter, and the batter was not bitter. So 'twas better Betty Botter bought a bit of better butter.

1 0 Doctor doctoring When a doctor doctors a doctor, does the doctor doing the doctoring doctor as the doctor being doctored wants to be doctored or does the doctor doing the doctoring doctor as he wants to doctor?

Tongue Twisters Teaching Tips

The first thing youll need to consider is your students' ages and level. Tongue twisters are typically not very easy, but even very young ESL learners can learn to say, I scream for ice cream! Some of the tongue twisters that are longer can be cut down to a smaller bite size; most often only the first question in Woodchuck is used. You know your students better than anyone else, so choose the right tongue twisters for your class.

Choose a tongue twister with teaching potential. For example, Peter Piper is a great tongue twister if you want your students to practice the pronunciation of -ed endings (past form of regular verbs). Betty Botter has lots of great consonant

sounds like the b sound. I have got a date" is filled with words with the same vowel sound.

How To Proceed

1 Hand out copies of the tongue twister to your students and have them read it to themselves.

2 Discuss any words they may not be familiar with, like batter in Betty Botter. Make sure they understand what the tongue twister is trying to say; theres usually a logic to what initially seems to be a random jumble of words.

3 Ask a student to read it out loud, but dont make any corrections. Make a note of the problem areas. Do the same with the rest of the students in the class. Have them take turns reading the tongue twister, and youll see which have greater difficulties.

4 Read each line or section, one at a time, and ask students to repeat after you. You may wish to do this with one student only, small groups, or the entire class, but this is a great opportunity to work especially with students who have pronunciation difficulties.

5 Focus on specific consonant or vowel sounds. This is a great time to practice sounds like the t sound in better, batter, and bitter.

6 For extended practice, ask students to come up with more examples of homophones, like which and witch; or more words that sound like date, other than the ones

included in the tongue twister; you may also choose to focus on the different pronunciations of the past form of regular verbs.

And dont forget to have fun with them! Try to read the tongue twister as fast as you can. Your students will be pleased to know that even YOU may get tongue tied! Or they may be very impressed as you roll one off your tongue perfectly. But remember that tongue twisters are not only fun. There are plenty of pronunciation lessons held within each and every one.

IDIOMS.IDIOMS..IDIOMS.
A Bird In The Hand Is Worth Two In The Bush: Having something that is certain is much better than taking a risk for more, because chances are you might lose everything.

A Blessing In Disguise: Something good that isn't recognized at first.

A Chip On Your Shoulder: Being upset for something that happened in the past.

A Dime A Dozen: Anything that is common and easy to get.

A Doubting Thomas: A skeptic who needs physical or personal evidence in order to believe something.

A Drop in the Bucket: A very small part of something big or whole.

A Fool And His Money Are Easily Parted: It's easy for a foolish person to lose his/her money.

A House Divided Against Itself Cannot Stand: Everyone involved must unify and function together or it will not work out.

A Leopard Can't Change His Spots: You cannot change who you are.

A Penny Saved Is A Penny Earned:

By not spending money, you are saving money (little by little).

A Picture Paints a Thousand Words: A visual presentation is far more descriptive than words.

A Piece of Cake: A task that can be accomplished very easily.

A Slap on the Wrist: A very mild punishment.

A Taste Of Your Own Medicine: When you are mistreated the same way you mistreat others.

A Toss-Up: A result that is still unclear and can go either way.

Actions Speak Louder Than Words: It's better to actually do something than just talk about it.

Add Fuel To The Fire: Whenever something is done to make a bad situation even worse than it is.

Against The Clock: Rushed and short on time.

All Bark And No Bite: When someone is threatening and/or aggressive but not willing to engage in a fight.

All Greek to me: Meaningless and incomprehensible like someone who cannot read, speak, or

understand any of the Greek language would be.

All In The Same Boat: When everyone is facing the same challenges.

An Arm And A Leg: Very expensive. A large amount of money.

An Axe To Grind: To have a dispute with someone.

Apple of My Eye: Someone who is cherished above all others.

As High As A Kite: Anything that is high up in the sky.

At The Drop Of A Hat: Willing to do something immediately.

Back Seat Driver: People who criticize from the sidelines, much like someone giving unwanted advice from the back seat of a vehicle to the driver.

Back To Square One: Having to start all over again.

Back To The Drawing Board: When an attempt fails and it's time to start all over.

Baker's Dozen: Thirteen.

Barking Up The Wrong Tree: A mistake made in something you are trying to achieve.

Beat A Dead Horse: To force an issue that has already ended.

Beating Around The Bush: Avoiding the main topic. Not speaking directly about the issue.

Bend Over Backwards: Do whatever it takes to help. Willing to do anything.

Between A Rock And A Hard Place: Stuck between two very bad options.

Bite Off More Than You Can Chew: To take on a task that is way to big.

Bite Your Tongue: To avoid talking.

Blood Is Thicker Than Water: The family bond is closer than anything else.

Blue Moon: A rare event or occurance.

Break A Leg: A superstitious way to say 'good luck' without saying 'good luck', but rather the opposite.

Buy A Lemon: To purchase a vehicle that constantly gives problems or stops running after you drive it away.

Can't Cut The Mustard : Someone who isn't adequate enough to compete or participate.

Cast Iron Stomach: Someone who has no problems, complications or ill effects with eating anything or drinking anything.

Charley Horse: Stiffness in the leg / A leg cramp.

Chew someone out: Verbally scold someone.

Chip on his Shoulder: Angry today about something that occured in the past.

Chow Down: To eat.

Close but no Cigar: To be very near and almost accomplish a goal, but fall short.

Cock and Bull Story: An unbelievable tale.

Come Hell Or High Water: Any difficult situation or obstacle.

Crack Someone Up: To make someone laugh.

Cross Your Fingers: To hope that something happens the way you want it to.

Cry Over Spilt Milk: When you complain about a loss from the past.

Cry Wolf: Intentionally raise a false alarm.

Cup Of Joe: A cup of coffee.

Curiosity Killed The Cat: Being Inquisitive can lead you into a dangerous situation.

Cut to the Chase: Leave out all the unnecessary details and just get to the point

Dark Horse: One who was previously unknown and is now prominent.

Dead Ringer: 100% identical. A duplicate.

Devil's Advocate: Someone who takes a position for the sake of argument without believing in that particular side of the arguement. It can also mean one who presents a counter argument for a position they do believe in, to another debater.

Dog Days of Summer: The hottest days of the summer season.

Don't count your chickens before they hatch: Don't rely on it until your sure of it.

Don't Look A Gift Horse In The Mouth: When someone gives you a gift, don't be ungrateful.

Don't Put All Your Eggs In One Basket: Do not put all your resources in one possibility.

Doozy: Something outstanding.

Down To The Wire: Something that ends at the last minute or last few seconds.

Drastic Times Call For Drastic Measures: When you are extremely desperate you need to take extremely desperate actions.

Drink like a fish: To drink very heavily.

Drive someone up the wall: To irritate and/or annoy very much.

Dropping Like Flies: A large number of people either falling ill or dying.

Dry Run: Rehearsal.

Eighty Six: A certain item is no longer available. Or this idiom can also mean, to throw away.

Elvis has left the building: The show has come to an end. It's all over.

Ethnic Cleansing: Killing of a certain ethnic or religious group on a massive scale.

Every Cloud Has A Silver Lining: Be optomistic, even difficult times will lead to better days.

Everything But The Kitchen Sink: Almost everything and anything has been included.

Excuse my French: Please forgive me for cussing.

Cock and Bull Story: An unbelievable tale.

Cock and Bull Story: An unbelievable tale.

WHAT IS MEANT BY WH QUESTIONS??

WH questions ask for information. They are different than Yes/No questions.

There are 6 different WH question words:

STRUCTURE
WH questions in simple present use do or be:

WH Questions with "do"

WH + DO/DOES + SUBJECT Examples:

+ VERB

Where do you work? Where does she live? When do you wake up?

WH Questions with "be"

WH + BE Examples:

SUBJECT

Where are you from? Who is that man?

WH Questions are similar to YES/NO questions except they have WH words at the start. Examples:

Are you from Canada? Where are you from?

Here are some example questions and answers:

Where are you from? I am from Japan.

What is your name? My name is Jacob.

When do you wake up? I wake up at 7:30 am.

Why are you angry? I am angry because I did not pass my exam.

QUESTIONS

1. _________ do you live? I live in Toronto. a) Who b) What c) Where 2. _________ do you wake up? I wake up at 7:30 am. a) When b) Why c) How 3. _________ is your brother? He is great, thanks for asking. a) Where b) Why c) How 4. _________ is this? That's my electronic dictionary. a) Who b) What c) Where 5. _________ do you take English class? Because I want to improve my speaking. a) Where b) When c) Why

6. _________ does your father work? He works at the post office. a) When b) Who c) Where 7. _________ do I cook rice? You need to use a pot with water. a) How b) Who c) Where 8. _________ is the party? It is on Saturday night. a) Where b) When c) Why 9. _________ are you sad? Because my dog is sick. a) Who b) What c) Why 10. _________ is the bank? It is on 4th Avenue. a) When b) Where c) How