English Always-line

Have you seen someone you just can’t take your eyes off of? Not sure how to tell them what you think of them? Have you already said you think they’re beautiful? If so, then here are some other ways of expressing yourself! Just remember that some of them can only be used if you are quite close to the other person, if you don’t know them well, then choose your words carefully. To a girl: You’re very beautiful You’re very pretty You look as pretty as always You’re so adorable You look drop dead gorgeous You have the most beautiful eyes (or another feature that you like e.g. smile, nose, lips etc.) I think you’re very attractive Wow, you’re gorgeous I think you’re stunning! I think you’re super cute You look hot I love the way you look today/tonight You have looks to die for You look so radiant You look absolutely fantastic You look great You’re beyond gorgeous Watching you is like listening to angels sing You look out of this world You make my heart melt...

The word DO appears a lot in English. This is because it can be a verb TO DO (Do / Does / Did / Done) and can also be an AUXILIARY verb (Do / Does / Did). The Verb - To Do The verb TO DO has four forms. Present Tense: Do / Does Past Tense: Did Past Participle: Done TO DO - Present Tense - (Do / Does) The present tense of TO DO is: I / you / we / they - DO he / she / it - DOES I do my laundry on Saturdays. They do their chores when they arrive home. He does nothing all day. She does charity work when she has time. TO DO - Past Tense - (Did) The past tense of DO is DID for all subjects: I / you / we / they / he / she / it - DID I did my homework in record time. We did everything we could to help. He did a somersault on the trampoline TO DO - Past Participle - (Done) The past participle of DO is DONE . Remember that past participles are accompanied by TO HAVE or TO BE (in the correct tense): I have done my homework. He ha...

The two personal pronouns I and me are often used wrongly, usually in sentences in which I is being used with another noun. Here are some tips to help you get it right: Use the pronoun I , along with other subjective pronouns such as we, he, she, you, and they, when the pronoun is the subject of a verb: He went to bed. We  waited for the bus. Clare and I are going for a coffee. In the last example, the pronoun I , together with the proper noun Clare , forms the subject of the sentence, so you need to use I rather than me . Use the pronoun me , along with other objective pronouns such as us, him, her, you, and them, when the pronoun is the object of a verb: Danny thanked them . The dog followed John and  me  to the door. In the last example, the pronoun me , together with the proper noun John , forms the object of the verb follow , so you need to use me rather than I . Use the pronoun me , along with other objective pronouns such as ...

The Oxford Word of the Year is a word or expression that has attracted a great deal of interest over the last 12 months. Every year, we debate several candidates for word of the year and choose a winner that is judged to reflect the ethos, mood, or preoccupations of that particular year and to have lasting potential as a word of cultural significance. Taken from :  https://en.oxforddictionaries.com/word-of-the-year

No ideas? Then use this worksheet, turn on your imagination and don't forget to read your story to your friends. Taken from: http://www.jasonyost.me/worksheets/

Planning What is the purpose of the worksheet? It is important to have a clear view of the reasons why you are designing the worksheet.  For example, there may be a particular message you wish to convey, or you may wish pupils to record information which can be interpreted later on. Do not confuse an information sheet with an activity sheet. It is useful to list what you think the pupils will have achieved when they have completed the worksheet. It also helps pupils to have the purpose clearly explained to them before they start. Who is the audience? The design of the worksheet will be greatly influenced by age, ability, and motivation of the pupils. For example, a young child may not be able to read or write more than a few words. Take advice from teachers who will have a better idea of their pupils' abilities. Remember that paper based recording is only one possible outcome. It can also be oral which may involve the use of recorders, or visual such as...