SUFFIXES: ADJECTIVE ENDINGS

 

 

 

 

 I don't own this image.
Credit: as appeared in the image Thank you!! 

Read More

Some key words that you should defenitely know ( photo illustration )

Read More

Type of Conditional Sentences

Definition: The conditional tense says that an action is reliant on something else. The conditionals are used to talk about real or unreal situations, they are sometimes called if-clauses. Real Conditional describes real-life situations. Unreal Conditional describes unreal, imaginary situations.

For example:
If a certain condition is true, then a particular result happens.

If won the lottery, I would travel around the world.
Condition..................verb in the conditional. There are four basic conditionals that we use in English.

• Zero Conditional
• First Conditional
• Second Conditional
• Third Conditional

Read More

Photo of the Day- one photo more than 100 words

Read More

The most common slangs

My personal advice do not use these slangs at all
They are identified as incorrect in academic writing so to avoid errors just do not use.

Read More

Why the world need Malala?

Why the world need Malala?

 Again in my mind it comes to me those scene where pureness have its power, have its rule and its kingdom while I am watching in TV the story about Malala. And again I realize how important it is the role of the teacher. Looking at that girl who fight for the right to know, the right to be educated a right that everyone should have. They suffer and they suffer to learn, to be educated and to be feel equal like the other people all over the world.

But while there are people who fight to learn, to be educated and raise the voice to show the world that something is wrong. While there are people who give up their life to stop this we should not stay beyond this. Malala it is an encouragement not only for the women. Every morning or every day where I see or hear that something wrong, discriminated, unjust happen somewhere near to me or somewhere in the world I say: “I have a dream.” And I think the world need every day a Martin Luther king to show us that something is going wrong and we should change this, we should raise our voice to say that this is wrong.

Every day I say we need a Martin Luther king. But just in a normal class I heard about Malala and her story was so touching. And I realize that we need a Malala. And I will try to explain shortly why the world needs a Malala?

Having a good education means decreasing the number of crime and saving humans life. It’s been working hard that we increase the number of education but I guess it is not work so hard to increase the good education. We are facing two problems in education:

1.      One that of Malala, where people have to fight against the other, where the students put their life in dangerous because they love to learn.

2.      The problem of unqualified and bad education

The first one it is well know and many other people have talk so I am passing directly to the second one. The second one is as worst as the first.  Are we as a teacher doing our best? Are we doing correctly our job today? Did we do the best to change something? I thinking these are the question that every teacher should ask at the end of its lectures. And we need a tape and listen to Malala speech before we start our lesson. We should hear her speech to remember us that somebody fights against the death to learn something and we are there with a big responsibility before us.

I have noticed some bad situations in education that we as a teacher should raise our voice like Malala and I am going to explain shortly these problems that if we do not work today tomorrow we may face consequences

Education as a business

The education is not more an education as far as it is converted in business. It is quite all right that somebody open a school and invest in this school and do its own business but while he invested in education it should be invested in qualified teaching and should be some standards that should be achieved. We face teachers that prefer to be corrupted and to let themselves fall down in the waters of a bad river.  And the river gets these “teacher”  and God knows where they will stop. Is this the figure of a teacher? Is this the role that the teacher should perform. Wake up teachers! We should not let our self to go in these rivers. While to some it might sound strange this fact believe me that it is a problem that may be in the developed country we do not face but we face every day in the countries that are not so much developed and not so powerful. Malala where are you?

Unprofessional teachers

I know that when you hear this you may lough, and you may be not believe it. While in some country students like Malala are fighting to be educated imagine that this fight to be for a teacher that it is just someone from the streets and have nothing to do with education? Yes, I know it is unbelievable and maybe I am crazy. This is why you are thinking while you may hear or read this but unfortunately this is true story. Somewhere in this big or small world call it whatever you like there is a person standing in front of the future generation and doing nothing or may be teaching them not correctly. Malala where are you?

 

Politics in education

While I may have connected this problem to the first one I choose to give a space even for this problem. And you are asking what it is the relationship of politics in education? Yes, you have right because there is nothing that connects the politician with the teacher. But imagine for a second if you are away in may be a country where the power of the government, the power of that MP, or the teacher is “a great sympathy” for the government in the power? Oh, its look like the scenario of a movie but it is true. Somewhere it is happening right now and what are we doing? Malala where are you?

 

Bad condition of classes

I am sitting here with my grandfather and he is telling me about the schools when he was a teenager. Wait, is he speaking about the schools some years before, or too many years before, or is he speaking about the situations that the schools in some country are? I can’t make the difference so I am letting the difference in your hand.

Image some children have no sits to take the lesson and when it rains may be they enjoy taking the lessons in the rain. I guess should be beautiful. Malala where are you?

No possibilities

I am located somewhere, may be near to you may be far, depends where are you. And I see a family that the fate was not so nice with this family. I look around in their house and oh there are no furniture but some antique stuff. And I guess this should be a place reconstructed or maintained to remain us some years back of us. But I am again wrong. I wish I weren’t. I see a child tired. He have not been to school even it is a week day. He could not have the possibility to smile together with his friends in his classroom. He could not go to school but he remained in home helping his father. And I feel sorry about him. But ok I did my job and my duty I felt sorry and I have my own business and I move forward.

Oh wait here it is another home. Here it is a young girl and she is carrying something together with her mother. And I learned from them that the girl is helping her mother and she cannot afford to pay for her school. To continue like her friend did but she have to help her mother.

And I walk more and I see some children together. They are small children. It is cold and it is raining. I offer them help and they say that they have to pass a river to arrive at school.

But it is the rain’s fault it is not mine or our fault. And the more I walk the more these problems come alive and the more problem I realize that there are in this small or bit world. Malala where are you?

And I would have continued my journey together with you. Mentioning here all the problems that our schools have.   And I wish I have the power of Malala, I wish my voice could have been heard by the other, but humans are too busy with their daily and busy life. I wish I could change this world. And I have a dream that every day we have a Malala and change our day, our life, our generation.

I know I am not doing enough to change the world, I know that I am not doing as much as Malala did. But I know that we can have a better world, a better generation , and a better teacher. Malala where are you?

 

 

 

Besnik Bici                                                                                           10/11/13 bicibesnik@yahoo.com

Read More

When to us "TO" and "For"

Use TO in these cases:

1. Destination: “We’re going to Paris.”
2. What time it is: “It’s a quarter to 2.”
3. Distance: “It’s about ten miles from my house to the university.”
4. Comparing: “I prefer sleeping to working.”
5. Giving: “I gave the book to my sister.”
6. Motive/Reason – with verb:
7. “I came here to see you.”

Use FOR in these cases:

1. Benefits: “Yogurt is good for your digestion.”
2. Period of time: “We’ve lived here for 2 years.”
3. Schedule: “I made an appointment for May 3.”
4. Agree with: “Are you for or against the development of nuclear weapons?”
5. Doing something to help someone: “Could you carry these books for me?”
6. Motive/Reason – with noun: “Let’s go out for a drink.”
7. Function – with verb (-ing form): “A ladle is a big spoon used for serving soup.”

As you can see in #6, TO or FOR can be used for a motive/reason, but TO is always with a verb, and FOR is always with a noun. Here’s a good example:

• I came to New York to work.
• I came to New York for a new job.

Read More

Words with Multiple Meanings

Read More

CONTRACTIONS ( illustrated )

Gonna = going + to

Gotta = Got + to

Wanna = Want + to 

.......

Read More

Expression with look ( illustrated )

Look up 

look ahead ....

Read More

The weather ( illustrated )

Read More

Word Formation ( A deep look how words are formed in English Language )

VERBS	NOUN	ADJECTIVE	ADVERB
enable	ability	able unable	ably
	absence absentee	absent
	accident	accidental
accommodate	accomodation
acknowledge	acknowledgement
act	action activity activist actress actor	active inactive
activate	activation
add	addition additive	additional additive
	adequacy inadequacy	adequate inadequate
admire	admiration	admirable	admirably
	advantage disadvantage	advantageous disadvantageous
advertise	advertisement advertiser
admit	admission admittance
adopt	adoption
advise	advice advisability	advisable inadvisable	advisably inadvisably
	affection	affectionate unaffectionate
affect	effect	effective ineffective
agree disagree	agreement disagreement	agreeable disagreeable	agreeably disagreeably
	alcohol	alcoholic	alcoholically
allow	allowance
	ambition	ambitious
amuse	amusement
annoy	annoyance
excite	excitement
	anxiety	anxious
apologise	apology	apologetic	apologetically
appear disappear	appearance disapperance	apparent	apparently
applaud	applause applauder
apply	application applicant	applicable	applicably
appoint	appointment
appreciate	appreciation	appreciative
approve disapprove	approval disapproval
argue	argument argumentation	arguable argumentative	arguably
arrange	arrangement
arrive	arrival
assist	assistance
associate	association
assume	assumption
astonish	astonishment
attend	attendance
	attention	attentive
attract	attraction attractiveness unattractiveness	attractive unattractive
avoid	avoidance	avoidable unavoidable	avoidably unavoidably

-B-

VERBS	NOUN	ADJECTIVE	ADVERB
base	base basic	basically	basis
beautify	beauty beautician	beautiful	beautifully
believe	belief disbelief	believable unbelievable	believably unbelievably
bleed	blood
	bravery	brave
breathe	breath	breathless
broaden	breadth	broad
brighten	brightness	bright
	brilliance	brilliant
burry	burial

-C-

VERBS	NOUN	ADJECTIVE	ADVERB
calculate	calculation calculator
	caution	cautious
change	change changeability	changeable	unchangeable
	child childhood	childish childlike
choose	choice
circle	circle	circular
civilise	civiilsation civics	civil civic civilised uncivilised
classify	class classification
enclose	enclosure
collect	collection collector	collective
comfort	comfort discomfort	comfortable uncomfortable	comfortably uncomfortably
compare	comparison	comparative comparable	comparably
compel	compulsion	compulsory	compulsorily
compete	competition competitor	competitive
complete	completion	complete imcomplete
compose	composition composer
conclude	conclusion
confirm	confirmation
confide	confidence	confident unconfident confidential
confess	confession
confirm	confirmation	confirmed unconfirmed
confuse	confusion
congratulate	congratulation
	consciousness unconsciousness	conscious unconscious
conserve	conservation
consider	consideration	considerable inconsiderable	considerably inconsiderably
construct	construction	constructive
consume	consumption
continue discontinue	continuation discontinuation	continuous discontinuous continual
	convenience inconvenience	convenient inconvenient
converse	conversation	conversational
cook	cook cooker	cookery
correct	correction	correct incorrect corrective
encourage discourage	courage encouragement discouragement	courageous
	cowardice	coward
create	creation creature creator	creative
	crime criminal	criminal
criticize	critic criticism	critical
	curiosity	curious
	cruelty	cruel
	custom	customary

The following list does not include the adjectives derived from participle forms of verbs e.g.(verb)interest (adjective)interesting /interested nor does the list include the adverbs derived by adding suffix "-ly" at the end of adjectives. eg.(adjective) deep (adverb)deeply.

-D-

VERBS	NOUN	ADJECTIVE	ADVERB
damage	damage
endanger	danger	dangerous
darken	darkness	dark
	day	daily
deafen	deafness	deaf
	deceit	deceitful
decide	decision	decisive indecisive
decorate	decoration decorator
deepen	depth	deep
defend	defence defendant	defensive indefensible	indefensibly
deliver	delivery	deliverable undeliverable
depend	dependence independence	dependent independent
describe	description	descriptive describable indescribable
destroy	destruction	destructive non-destructive
determine	determination	determined undetermined
develop	development
dictate	dictation	dictatorial
die	death	dead deadly
differ	difference	different
differentiate	differentiation
direct	direction director directory	direct indirect
discover	discovery
discuss	discussion
	distance	distant
distribute	distribution
disturb	disturbance
divide	division	divisive
doubt	doubt	doubtful
	dust duster	dusty

-E-

VERBS	NOUN	ADJECTIVE	ADVERB
	ease	easy	easily
economise	economy economics	economic economical uneconomical
educate	education	educational
	efficiency	efficient inefficient
elect	election
electrify	electricity electrician	electric electrical
embarrass	embarrassment
employ	employment unemployment employee employer
enjoy	enjoyment	enjoyable	enjoyably
enter	entrance
enthuse	enthusiasm enthusiast	enthusiastic unethusiastic	enthusiastically unenthusiastically
equalise	equalisation equality inequality	equal unequal	equally
except	exception
exhibit	exhibition
	expense	expensive inexpensive
explain	explanation	explanatory explicable inexplicable
explode	explosion	explosive
express	expression
extend	extension	extensive	extensively
	extinction	extinct

-F-

VERBS	NOUN	ADJECTIVE	ADVERB
fail	failure
falsify	falsity falsehood	false
	fame	famous infamous	famously
	fashion	fashionable unfashionable	fashionably unfashionably
fatten	fat fatness	fat fattening
	fault	faulty faultless	faultily
favor	favor favorite	favorable unfavourable favoured favorite	favorably unfavorably
fear	fear fearlessness	afraid fearful fearless
ferfilise	fertility fertiliser	fertile
fit	fitness	unfit misfit
fly	flight
	foot footprint footstep
forget	forgetfulness	forgetful	forgetfully
forgive	forgivingness
form	formation deformity	formative	formatively
	fortune misfortune	fortunate unfortunate	fortunately unfortunately
formalise	formality	formal	formally
free	freedom	free	freely
refresh	refreshment	fresh
	frequency infrequency	frequent infrequent	frequently
befriend	friend friendship	friendly unfriendly
furnish	furniture furnisher	furnished unfurnished

-G-

VERBS	NOUN	ADJECTIVE	ADVERB
	generosity	generous	generously
	gentleness	gentle	gently
	gold	golden
govern	government governor
	greed	greedy
	greed	greedy
grow	growth
	guilt	guilty

And so on we can goes with the list with other words to see how they are form 

Read More

Gym Exercise Vocabulary

I can make 60 push ups and around 

65 sit ups 

what about you ???

Read More

Preposition illustrated by photo

Whether you have difficulties to understand preposition this might 

help you 

Stay connected for other free lesson 

Make sentence using these prepositions 

Read More

Preposition of place

Copyright © 

Read More

Learn Nationality

Read More

Verb " Have"

Read More

Present of BE- Affirmative Statement ( Koha e Tashme e foljes BE - me qene ) Fjali pohore

Read More

Smile :)

The average 4 year old laughs or smile 400 times each day 

Did you know this ???

Like and share 

Read More

Learn today math language ( Mesoni sot gjuhen e matematikes )

Math Language 

( Gjuha e Matematikes ) 

Read More

Making apologies and accepting apologies ( Te kerkosh falje edhe te pranosh falje )

Te kerkosh falje dhe te pranosh falje 

I do apologize for ... me vjen keq per 

that's all right => ska gje / eshte ne rregull 

Read More

Just for fun

Lol 

Read More

Learn the color, the face, the hair , learn today

For more stuff become a fan of our page in facebook  or  subscribe at blogger page and get the latest tip and learn online for free 

as question 

learn about the face, the color etc 

Read More

The difference between "by and with"

        vs    

Both prepositions can be used to show how something is done.

‘By’ can be followed by a gerund (-ing form):

He improved his English by reading novels.
You can change the look of that room by redecorating it.

‘By’ is followed by a noun in combinations refering to the means of transportation or communication:

by plane/car/bus/subway
by fax/mail/phone/sea

‘With’ is used when tools or parts of the body mentioned:

I opened the Pepsi with a bottle opener.
He pushed the door with his foot.

Note: ‘by hand’ means ‘handmade’, ‘made by a person, not by a machine’:

She made the pie dough by hand.

Read More

To butter someone up - Idiom of the day

To butter someone up

This is when you are extra nice to someone (especially for selfish reasons).

E.g. We need to butter Dad up before asking him for money.

Read More

Present Perfect Continuous Structure

To make the present perfect continuous, we use the present perfect of the verb "to be" and then we use the main verb in the 'ing' form.

She has been working here for almost a year now.
We have been waiting here since over an hour ago!

Here is the verb read in all forms of the present perfect continuous.

Present Perfect Continuous
Positive	Negative	Question
I have been reading You have been reading He has been reading She has been reading It has been reading We have been reading You have been reading They have been reading	I haven't been reading You haven't been reading He hasn't been reading She hasn't been reading It hasn't been reading We haven't been reading You haven't been reading They haven't been reading	Have I been reading? Have you been reading? Has he been reading? Has she been reading? Has it been reading? Have we been reading? Have you been reading? Have they been reading?

Read More

Apostrophes ( -s )

What it's Apostrophes and its use 

check this post 

Read More

Pronoun chart

Read More

British English Vs American English

Do you know any other words ???

Do you like more British English than American English ???

Read More

The Four F's

Remember to keep a balance in your classroom by abiding by the rules of the Four F's:

1. Be Fair. 

2.Be Fun.

3. Be Firm. 

4. And, most of all, teach with Feeling.


 Follow these simple rules and you will not Fail.

Read More

back off - Phrasal Verb of the day

back off (no object): not follow a threat.

"Tom was ready to call the police when I told him I'd wrecked his car, but he backed offwhen I said I'd pay for the damages."

Read More

Some grammar rules

Read More

put the fear of God in(to) someone - Slang of the day / Idiom of the day

put the fear of God in(to) someone

Fig. to frighten someone severely; [for something] to shock someone into contrite behavior. A near miss like that really puts the fear of God into you. Yes, it puts the fear of God in you.

Read More

How to Teach English Idioms and Their Meaning

To make sure that the time you spend teaching idioms is not time wasted, follow these steps and instructions:

How To Proceed

1. 1
   Choose 5 to 8 idioms that may be easily grouped
   Most idioms fall into simple categories, like idioms with animals or parts of the body. Choose 5 to 8 from any category, for example idioms with time. If you choose more than 10, you’ll only succeed in overwhelming your students, and they won’t remember any of the idioms they saw in class. So, to teach idioms with time, you may teach the 8 idioms found in this worksheet called Time Flies When You’re Having Fun. Before presenting the idioms, make sure students understand that they are usually used in spoken English, and rarely in written form, with some exceptions (they are widely used on the Internet, in blogs, ezine articles, etc...but students must understand that their use is informal).
2. 2
   Introduce idioms in context, never in isolation
   Some ESL teachers simply go over a list of English idioms and their definitions or explanations. However, to ensure that students not only understand them, but also learn to use them, present idiom examples in context, for example, in simple conversations where the meaning of the idiom is clear. To introduce the idiom to give someone a hard time, present a conversation like this one:
   
   - Juan: Hey Sarah, you look sad. What’s up?
   - Sarah: Well, I didn’t play very well today during volleyball practice, and my teammates were not very understanding. They said I was clumsy and had to focus more on the game. They said a 5-year old girl played better than me.
   - Juan: Oh! I’m so sorry they gave you such a hard time.
   
   Ask students to guess or figure out the meaning of the idiom. Correct as necessary. Ask them to provide other examples of what it means to give someone a hard time. Then, move on to another conversation for another idiom.
3. 3
   Students create conversations using idioms
   Remember that the goal is to get students to not only understand idioms, but also learn how to use them effectively. Divide the class into pairs. Each pair of students gets one or two idioms to work with. They must write a conversation and use this idiom in it. Walk around the classroom to assist students and check for accuracy.
4. 4
   Students act out their conversations
   Each pair stands before their classmates and acts out the conversation they wrote. This way they not only practice using the idiom phrases, they hear other examples from classmates, other ways in which these idioms may be included in conversation.
5. 5
   Practice with games and activities
   The worksheet for Time Flies When You’re Having Fun provides a matching game and a gap-filling exercise. 
6. 6
   Use real life, authentic material
   Show students how some of these idioms are used in the media, in newspaper and magazine articles, and in songs, cartoons, videos, advertisements, etc…Thanks to the Internet, all you have to do is Google an idiom, and you’ll find plenty of sources! If you Google, “gave him a hard time”, you'll run across a Daily Mail article that states voters gave a British politician a hard time. You don't have to read the entire article, just the headline and the basics will do for students to see how this idiom is used in a newspaper headline.

Just remember to keep it real. Your students need to know that there are real people out there who actually speak like this, and say these things. Soon enough, they may feel ready to start using some of these themselves.

Read More

5 Things You Should Say to Your Class Every Day

1

Good morning/ Goodbye

These are probably standard and probably automatic phrases that you greet and leave your class with but it is important that you use salutations and bid them farewell. Not only does it establish routine for them which is crucial for their development of time keeping and organisation, but it reinforces the positive mood in which the day should start and end. ‘Good morning’ infers that it is a ‘good’ morning and that the day is going to be successful, happy and productive. The positive adjective will enter the sponge like infant brain and nestle in their subconscious throughout the day, creating waves of optimism. Similarly, dismissing your class with ‘goodbye’ or ‘have a lovely evening’ has the same effect, so their sunny attitude can continue outside of the classroom. Equally, it is beneficial to add a summarising sentence of the day when it comes to home time. This doesn’t always have to be a praising, positive sentence as not every day will be a good one and it is important that you are truthful with your class. If they have been particularly rowdy don’t continue to scold them as they walk out the door. After the initial telling-off use the summary sentence to be constructively critical; ‘You’ve been a bit on the loud side today which means tomorrow we can all try to be a little quieter.’ Then, the next morning remind them again that today’s ‘fun’ challenge is being quieter than yesterday to reinforce the message of the importance of the learning environment.

2

Do you understand?

It’s a given that not all children in your class will understand the task as quickly as others. As the teacher it is important to monitor and notice if someone is falling behind and do something about it. Before you let the students tackle the class ask them ‘Do you understand?’ The chances are they will all nod and hurry off to their desks even if they don’t understand. Therefore, once they have begun individual study it is important to go round the tables and check that all of the students know how to do the task and that no one is sitting there pretending to work, too embarrassed to ask for help. Students will raise their hands and ask questions but you never know who might be silently struggling. As you make your rounds ask individuals, ‘What do you think of question 1?’ ‘How are you going to tackle it?’ ‘Is there anything you want me to go over again?’ Asking open questions like these offers students the chance to ask for help without directly admitting confusion. If the way they plan to tackle the problem is completely wrong then you know you need to go over it with them. Say ‘an easier approach might be…’ rather than ‘that’s wrong’ to make them feel less embarrassed. Emphasise that it is ok to not understand. At the end of the lesson make a list of things you need to revisit next time to make sure that no student gets ‘left behind’.

3

What do you think about this?

Getting student feedback on your lessons is a useful tool to deliver beneficial sessions to your class. Children learn best when they are enjoying themselves. Boredom and tedious repetition are detrimental to absorbing information. Routine and structure are important, but the tasks can be varied to add excitement. Children need to be enthusiastic about school and learning which is achieved by getting their first hand opinions on their experiences so far. It will come as no surprise that a few will always instantly label their maths lesson as ‘boring’ or history as ‘no fun’. As a teacher you need to be able to sift through the not so thoughtful responses to find the positive and constructive criticism. These are the comments to take on board and apply to your next lesson plans. Students might have really enjoyed the group work but disliked another aspect of the lesson, such as peer marking. Look at what sections of the lesson got the most productive output from the students as well as their comments to fully assess the success of the lesson.

4

Why is this important?

Students won’t make the effort to learn things that they think are irrelevant or unbeneficial to them. When you are young it is hard to see why you need to know about certain aspects of the curriculum; fractions for example- surely a calculator can do that for me? Explain to them how to do the task and also why it is important that you learn how to do it. This additional information about their education will help develop a healthy attitude to learning, make them realise it is important and therefore keen to participate in class. To ensure they understand ask them why they think this lesson is important. Allowing them to explain to themselves and their peers why they need to learn something will offer a different perspective on the issue and reinforce the concepts in their minds. As well as emphasising the importance of the lesson you need to make the point that it is alright if they do not understand it at first. You don’t want to put pressure on them to learn something straight away as they may get stressed if they don’t pick it up quickly but think they have to in order to be successful.

5

You’ve done so well; I’m proud of you

Positive feedback is crucial in the classroom. For children, getting praise from a teacher is almost as exciting as hearing the ice cream van driving down your street. Make sure you always encourage your students to perform to the best of their ability and when they reach a target or try extra hard on a task show your appreciation to them. Phrases like ‘well done’, ‘you’ve done brilliantly’ and ‘I’m proud of you’ boost your students’ self-esteem, giving them the confidence to answer questions, tackle harder tasks and think outside the box. Praise also acts as an incentive for them to try hard and finish their work. If everyone else in the class is getting compliments on the lesson and you aren’t then it makes you want to be part of the glorification too, meaning you’ll behave better in the next session. Showing your students they have done well and expressing emotions such as pride and happiness makes for a positive and productive learning environment that all students will want to be a part of.

Read More