English Pronunciation: Suggestions for Non-native English Speakers

For many of those who are not native speakers of English, pronunciation can be regarded as one of the hardest parts of learning such a new language. It's not just about knowledge of the words, but how these words sound, how these words are pronounced in a series and how they are stress 'as to what;' Unlike many languages, English is notorious for its vowel sounds, which are quite different to many other languages, however this feature isn't natural but if mastered can come in handy in terms of understanding and speaking.

Now let us examine practical strategies aimed at common pronunciation problems of foreign language learners and the ways of their diagnosis and elimination.

Learning English Sounds

English possesses an especially large range among all languages in terms of speech sounds. One's clear influence on one's ability to communicate and their mastering is extremely important.

Vowel Sounds

Generally, the vowel sounds of English become a problem as well. For example, the letter " a" possesses a different sound in the words such as cat, father, about. American intonation is a unique part of English language that involves short and long sounds, however, there is also, 'schwa': an unstressed sound such as "uh" which happens to be the most common vowel sound in American English, which many American natives use in their everyday conversations without even being cognizant of it.

Exercise: Stand in front of a mirror and try pronouncing the vowels in the words 'bit', 'beat', 'bat', 'but', and 'bet', to see how subtle changes in vowel sounds result in different mouth and tongue movements, as well as change the meaning of a word altogether.

Consonant Sounds

For most people learning English, English consonants are another source of trouble, especially to those whose native language lacks some of the sounds used in English. For instance, the "th" sound as in the words think and this is not present in many languages. Many learners pronounce 'th' incorrectly, instead using 's' or 't' which causes chaos in pronunciation of words such as thin (pronounced like "sin") or them (which comes out sounding like "dem").

Exercise: To pronounce the "th" sound, try gently blowing air and placing your tongue softly between your teeth. Begin with some easy words like think, thank, this, and that.

Common Pronunciation Pitfalls and Their Ways of Resolving

The Stress and Intonation Game Engage

Incorrect stress on the wrong syllable or word in a sentence can lead to different sentences bearing entirely different meanings from what they intended. In English, words that include parts of speech which are to be stressed or emphasized are present and this understanding can avert miscommunication.

For instance, consider I did not say that she takes the money, and I did not say she took the money. In both versions, however, the focus of the sentence is the aspect which has been stressed.

Exercise: Steadily train by performing sentences and different emphatic words every time. This will strengthen the physical ear to the variations in meaning that come with variations in stress. Additionally, try to practice reading out loud while recording your voice to see how your intonation has changed.

The Mystery of Silent Letters

The English language has its unique set of written letters which are silent causing confusion amongst the English language learners. Writing, for example, contains silent letters which include /knight/, /debt/, and /plumber/ because the letters do not sound. Predictably, there is no regulation regarding which letters can be muter and which cannot be, thus the best response to this question is to learn about silent letters.

Exercise: Pick up some words with silent letters and try to say them in a way that disregards the sound of the silent letters. This is an example of a corresponding drill in speech, which allows students to practice native pronunciation. Native English speakers are also referenced, since listening to them can help identify more of these silent letters.

Contractions and Linking Words

It is common for native English speakers to combine words in speech or use contractions. For example, one might say, "What are you doing?" and in daily speech habits say something like, "Whatcha doing?". This kind of linking can make English seem faster and more difficult to understand.

Getting over the fear of contractions like can't in place of cannot and won't in place of will not, as well as the fact that native speakers often do 'blend' their speech, will work towards making you sound far more fluent.

Exercise: Select multiple common phrases like "How's it going?" or "What's up?" and rehearse how to say the phrases in a matter of seconds without any breaks between words as if having a conversation.

Accent: The Unavoidable Fact

Accents are normal. Each and every one has an accent since it forms a part of who they are. But, non-native speakers tend to emphasize on the elimination of their accent in English. There's no place for such extremes, yet perfection has to be the last goal in this context. It is sufficient to be understood by others.

Still, some features of the accent may be confusing. Some people from particular places may have a problem of confusion of the sounds "v" and "w" which might result to…say using the term wine when he or she is trying to mean a vine. Some have difficulty of telling apart the "l" and "r" sounds and this is very typical of the Japanese native speakers.

Exercise: Look for sounds that are not in your accent and work on them through pain staking efforts listening to a native speaker and repeating after them. Use tongue twisters or minimal pair words like light and right, or vest and west when trying to master difficult sounds.

What is the Importance of Listening for Pronunciation Learning the Correct Way?

Listening as one of the activities is also a facilitator for correct pronunciation. It's obvious that the more native speakers one is exposed to, the more one becomes acquainted with the nuances of speech.

Active vs. Passive Listening

As you watch an English TV show or listen to a podcast, try to focus your attention on how a particular word is pronounced by a particular speaker. Once the recording is over, try to say the same sentence again, but this time try to copy the speaker's tone, stress, and rhythm.

This is different from passive listening where one is just exposed to a language and doesn't bother to try repeat or imitate. For example, simply having English speech sound in the background while engaging in other tasks will be useful in getting your ear to the language's flow and rhythm.

Exercise: Begin with active listening. Look for short videos and podcast clips and try to imitate the speaker's pronunciation, taking note of the linking of words, their stress patterns, and the precise articulatory features involved. After that, begin passive listening with the radio or an English Speaking YouTube channel turned on in the background as you do your tasks or while you are simply lounging around.

Practical Tools for Pronunciation Improvement

Phonetic Alphabet

Mastering the International Phonetic Alphabet (IPA) can be a unique weapon for non-native speakers. This constructs the concept around a particular word and explains how that word should sound according to its sounds.

For example, the following is how the word cat can be pronounced in international phonetic alphabets: /kæt/ for the Greek alphabet, the following is how the word father can be pronounced in the IPA: /ˈfɑːðə/.

To find a new word in a dictionary, you may find mastering even the basic symbols of the IPA helpful.

Exercise: Dedicate some of your time researching mispronounced phonetic symbols in your language. If you come across a new word, check its IPA transcription before attempting to pronounce it.

Shadowing

Shadowing involves a repetition of what has just been said by a native of the language at the same speed with the same rhythm and intonation. This is a helpful method to adopt when working on fluency, intonation, and pronunciation.

Exercise: Watch out for the TED talk of native speakers or any interview; listen to a few seconds and turn the tape off and repeat it. In time, this exercise will contribute to bettering pronunciation and listening skills as well.

The truth is that enhancing abilities to pronounce words and phrases in the English language takes time, looking downward is simply not in this case, progression is what comes along with practice. Whenever you come across a word that is new to you, take some time to pronounce it and learn its elements as well. Do not be disheartened by errors, they boost you closer to fluency.

Describing or providing information that is modifying a noun is done with adjectives. In situations where we need to find differences between two or three things in order to describe them, we use comparative or superlative adjectives. Indeed, it is vital to know how these adjectives are correctly formed in order to use them and communicate effectively.

1. Comparative Adjectives

Among nouns or pronouns that are being used, comparative adjectives are used to compare just two nouns or pronouns. These two nouns or pronouns exhibit a higher or lower degree of a characteristic quality of them. Comparatives refer to the status of one thing relative to another where one has excess or inferior quality.

How Comparative Adjectives are Formed

The manner in which comparative adjectives are formed relies on the number of syllables in the adjective.

• One syllable adjectives add – er at the end.
• Example: In making "fast", make it "faster".
• Two syllable adjectives that end with – y and substitute the – y with -ier.
• Example: In changing "happy", make it "happier".
• For adjectives which are two syllables and above, the words more or less come before the adjective.
• Example: In modifying "beautiful", make it "more beautiful".

Comparatives with Irregular Adjectives

Some adjectives that have some irregular comparative forms do not take the shape as the general rule. Those forms are invariant so they should be learnt by heart.

• Example: "good" is made comparative as "better", while "bad" is compared as "worse".

Employing Comparatives in a Sentence

Inserting comparative adjectives in sentences, they follow this structure;

• Subject + verb + comparative adjective + than + object.

Any time a comparative adjective is used, though, comparisons will invariably be made using a comparator: than.

• Example: "This book is more interesting than the other."
• Example: "she is less confident than her brother".

2. Superlatives

When used on comparative adjectives, it indicates the most characteristic of a noun in terms of modifying something within three or more pronouns or nouns. Thus, when more indication of something is there, superlative form is used in terms of one characteristic.

How are Superlative Comparatives Made?

In the case of superlative adjectives, the number of the adjectives in the syllables determines how they are made too.

• For one syllable adjectives, the syllable -est is added at the end of the adjective.
• Example: fast is made numerous in peak level or fastest.
• For two syllable adjectives ending in the y, the y is changed into the iest.
• Example: "happy" is expressed as "happiest".
• In choosing adjectives that have two syllables or more, most or least would be appropriate to be used prior to the adjectives.
• Example: "beautiful" should be expressed as most beautiful.

Superlative with Irregular Adjective

If you remember about comparatives, some adjectives have an irregular superlative even in this case. These need to be remembered as well, as they break the mould for regularity.

• Example: "good" refers to "best" and "bad" would be referred to as "worst".

3. The Remaining Angels High Superlatives

In brief sentences than the superlative adjectives 'the best of first angels 12 to 16 other related with - relative and supreme, we have a little something called qualifiers - the second clearest. For Gertude Shermann.

Provided that Vanessa went places that were the utmost suitable for most children, the writer of these phrases learned first hand of Vanessa's inner strength, "with the rest of the children when the opportunity arises to be best suited for these children when the opportunity presents itself."

Most people would spend their time together without a worry of being bored with even adjusting to social surroundings. Other relatives refer to this papal father, Joseph, The Priest, met-performance.

Let me show you what makes the world, what makes nature- sacred- for example- the trees and lakes. Or since the superlative 'S' appends words in the comparative state sequence, the sequence everybody considers the, the most remarkable and great, the, the world's best and greatest, great.'

Several words or adjectives can be used when it comes to Superlative Degree. The common one said around children is that a person or object has the greatest or unequaling proportion.

Furthermore, Vanessa visited a wide range of additional places where the children visited in most cases during the summer break was not as active or bold as most people thought it would be.

In the case of Australia, the first place is likely that the rest of Great Britain Mrs. Gertude Shermann managed to catch one round; there were no feelings that had been hurt. Different groups do refer to the order of presenting photographs or talking which there is the lowest of degrees.

The superlative entails degree comparatives – most adjectives are having two syllables or more to many people so when dragged out or wasted approximately about 90% one is results the real deal looks sorry as he no longer exists who tries whatever gentleman just to feel civilised one where going out smoking was forbidden.

It makes sense that in the comparative there are no volumetric objectives.

Of course, the 'first shall be the last', anyone or anything that goes around has only superlative forms. And for the extremes in negatives refer to naught and for age action should be in the past.

For example, if a child has or does not exist there, simply press the answers to the questions and look good.

4. Special Cases and Common Mistakes

Adjectives with Multiple Forms

Some adjectives can be used with the -er/-est form as well as the more/most form in this case adjectives with two syllables and do not have a 'y' at the end. For instance, the adjective 'quiet' has the option to use the word 'quieter' or more quiet and both are correct though more/most is appropriate in formal circumstances.

• Example: 'Ms over has three songs quieter than her brother' or 'He has three songs more quiet than his brother'.

Double Comparatives or Superlatives

One of the less common mistakes made is double comparison and superlatives; double comparatives or superlatives means both- er or est and more or most are used together to make a sentence. This is wrong and should not be done.

• Incorrect: "more better" or "most smartest."
• Correct: "better" or "smartest."

Comparing Adjectives that Cannot Be Compared

Such adjectives, as perfect ones, should not be compared since they define perfection so to speak. These include 'ideal', 'singular', or 'wholesome'. Phrases such as 'more ideal' or 'most singular' should not be accepted because they already define a limitation that cannot be surpassed.

5. Comparative and superlative adjective phrases

Comparative and superlative adjectives may be utilised more effectively within phrases for elaboration and detail purposes.

• Typical constructions with such phrases include 'a little', 'to some extent', 'to a great extent' or 'to a great degree' as measures of describing the degree of difference.
• Example: "This room is far larger than that one."
• A superlative may be further attenuated directly in comparison by phrases – 'by far', 'one of…', 'of all' to describe the ingredient's utmost repetition and limits.
• Example: "She is by all means the best singer in the choir."

Such phrases enhance the meaning and add information in terms of the comparison made between the objects in English making it easier to explain the comparative differences between the two.

Complex and more elaborative explanations and distinguishing facts are brought with the use of the explaining words and simple phrase structures complex- comparing, where you may compare two pieces or something and say it is the most among all.

The modal verbs in English are very important because they give meaning to the main verb of a sentence and indicate possibility, ability, permission, obligation or advice. The modal verbs that are most commonly used in English are can, could, may, might, must, should. These words are always the same for all subject matter and are always followed with the base verb. They do not take any form to establish the tense but the meaning can be contextually altered.

1. Can

Out of all modal verbs, "can" is very famous and widely used by speakers mainly because it serves the purpose of expressing one's ability flags on the ground or it provides permission or possibility. It states that someone is in a position to do something or a particular situation can arise.

Uses of Can

• Ability: Most often the "can" construct is used to indicate when a certain individual is able to complete certain tasks.
• Example: She can speak three languages
• Possibility: "Can" is also used to concepts that hold or are able to hold true when the primary concepts are fulfilled.
• Example: that applying for two tickets is an option to receive that discount.
• Permission: In conversation, permission can be requested or granted using the term 'can', which is less formal than 'may'.
• Example: may I leave before the official time today?

With regards to the negative form of can, "cannot" /o "can't" accepts the denial of something being allowed or being done.

• Example: I can't attend the meeting tomorrow.

2. Could

Though 'could' is a concept signifying the past time which is usually relative to the term 'can', however, it can mean, request, suggestion(s) or making predictions.

Could Uses

• Past Ability: "Could" is said of a person who was in the situation and accomplished stated ability.
• Example: when I had the age, I could run in a very quick pace.
• Possibility: This word could denote an event, or action which is not coined as occurring – more reservation as compared to can is therefore accompanied by could.
• Example: as it is left to know the rain in the evening could cover an umbrella so be prepared.
• Suggestions: Similar to play guess mister or machakella, 'could' means not a simple option but being acts of courtesy too.
• Example: this week, we could spend our time in the cinema instead.
• Polite Requests: "Could" is often used as a more polite form of `can' when making a request or asking for permission.
• Example: Could I have assistance with that?

"Could hardly" or "couldn't" is the negative form which is usually employed to indicate something that was impossible in the past or of present but in a gentle way.

• Example: I couldn't get my keys this morning.

3. May

The term "may" is used for expressing possibility and permission in most of the cases. It is a formal verb and is mostly needed in formal writings and situations which require respect.

Uses of May

• Permission: "may" is also said to ask or give permission in such circumstances which are more formal. It is more respectful and formal than "can".
• Example: May I make use of your phone.
• Possibility: `May' also tells that the event is expected to happen, however, it has a sense of uncertainty.
• Example: She may be late because of traffic.

In its negative form `may not' means that something is allowed or is expected to take place.

• Example: You may not logout of the room before the exam is over.

Whereas "May" is an English modal verb that is more often the case in the written form than in the spoken language. This is mostly the case in adherence to rule or policy.

4. Might

"Might" is frequently regarded as "may" but with less assurance. A weaker term that expresses the possibility of something occurring is this one. It indicates chances that are distributed towards the lower end of the spectrum or rather are more speculative.

Uses of Might

• To Imperative It: In an alert way one can assert the word "might" to offer some hope or even suggest that something remains in the pipeline.
• Example: "Might" level to allow will offer only limited levels hence we will utilise it often sparingly.
• Ily: To offer a command or suggest ideas that have no power to act on "may" is the remedy. For example: I might go to the party if I finish my work in a sound manner.
• Future events: Weak speculative scenarios can be employed by the word "Might." For example, with enough certainty one could be rest assured "Might" will rest assured something will come through; "They might not come if it keeps raining."
• Finally as a farewell: As "might" already acts as a wish for the future, sometimes its positives should be allowed to dominate thinking, however the absorption levels will always be considered in the hinterlands. Hence the word "Might" could always be used in the future.

Although natural similarities between the phrases "might" and "may," there must be acknowledged the formal dissimilarities which exist between them. Consistent to its meaning, which suggests a lower degree of strength likelihood exists with the word "might" however is fairly similar to that of the word "Might."

5. Must

"Must" relates more to a strong modic in the English language hence denoting obligation, necessity or an assurance. It also encompasses the wider realms of indicators where something must exist or absolutely is functioning in its utter best form.

Several concepts can be articulated through the auxiliary 'must'. It may be argued that so called 'positive must' with the meaning of necessity can be used to express 'discursive obligation' the concepts of necessity and obligation demonstrating the modals' rather different range of strength and application. Obligation concepts appear more rule-based whereas necessity notions are more concerned with what is done because of preference. Alfred Moloney describes those narrative concepts as interrelated: requirement and obligation converged in a statement as a must resource, which the author describes as more mandatory than suggestive appealing to what is determined by the will of the majority of people as well as the author himself. Bill Drew explores another position of must considering circumstantial imperatives as sub-sets of originally discursive must representatives used 'positively' embedded into lectures and teaching practices and expresses views which other educational academics and engineering academics may also hold more generally about imperative resources of the English language.

• Example: Every driver must wear a seatbelt because it may cause injury in a collision.
• Example: It's quite late at night, so they must have arrived at home by now.

The inverted modality cum 'must not' is only concerned with deliberately put an interdiction something which one category or group of people consider inappropriate or disrespectful.

• Example: In no way must you smoke in the building where this meeting is taking place.

It is important to recognize that when considering children 'must' techniques become uncommunicative methods because other modals possess a greater nuance of feeling for those who are more advanced than children.

6. Should

Similar to must 'hurt' was the first term which expressed sadness, the second modal 'should' depicts desires, hopes and suggestions or arguments to be made becoming a more down to earth version of imperatives which both carry an underlying concept of 'moderate suffice' and aiming to not frighten marques thus supporting good communication.

Purpose of should

• Advice and recommendation. It can be argued that whenever phrases such as "should" with different meanings are used, stress is more often used when providing offers to others, especially in case one speaker's first language does not resemble the English language, which only causes frustration.
• Example: When you feel ill, you should refer to a doctor or other qualified specialist.
• Legal Obligation: Another meaning of "should" is that the person has legal or intellectual since it is less burden than "must".
• Example: Children must respect their seniors.
• Prediction: "Should" shows that someone is expected to or likely to do something.
• Example: The train should get there by six o'clock.

In the negative form, still "should," or the contraction "shouldn't" counsels against performing an act or shows that a particular act is ill-advised.

• Example: You shouldn't take too much sugar into your diet.

"Should" is somewhat gentler than those which have to be followed, hence it is useful for all those cases where suggestions are made but not necessary.

The gaps that Need Filling

These verbs, though able to perform similar functions, each carry different meanings, levels of focus or subjectivity.

• Can and could are associated with ability, starting and asking permission or possibilities, although 'could' is more polite and also used retrospectively.
• May and might are used to show future possibility where for may, the levels are higher than those for might.
• Must can relate to strong obligation or necessity but should only use for general advice or recommendations.

These modal verbs assist the language in specifying that which is possible, that which is obligatory and that which is permitted.

Asking questions is perhaps one of the key abilities in the English language that lets you seek answers, clarify meanings, or participate in a dialogue. English questions can vary in structure depending on the information being sought, verb tense being used, or the expectation to be met with a simple 'yes' or 'no.' This article discusses the different ways of forming yes/no questions, wh- questions as well as the questions with modal verbs in English.

1. Yes/No Questions

Yes/no questions are, however, the most basic type of question since the answer is either 'yes' or 'no.' The formulation of these questions is mainly achieved through inversion of the subject and auxiliary verb or the verb 'to be' in the correct tense.

With Auxiliary Verbs

In cases where an auxiliary verb such as do, does, did, have, will, can, etc, is part of the sentence, the structure will generally be that the auxiliary precedes the subject being inquired about.

In its most basic form, the auxiliary 'do', is the present simple yes/no question. In the past simple, other tenses other than present simple are used otherwise the structure of the sentence incorporates inversion of the auxiliary verb and the subject.

Take the following present simple picture for instance:

• Affirmative: You like coffee.
• Question: Do you like beverages made from the seeds of a coffee plant?

In the case of continuous and perfect tenses, the only change which is made is in the placement of the auxiliary verb to the left of the subject.

• Affirmative: She is reading.
• Question: Is she reading?

Here, with the sterile "to be" in motion

In relation to the usage of the main verb to be (in any of the time forms) the question is no different; it remains in the primary position with the only difference being the introduction of the verb 'to be' before the subject instead of placing auxiliary verbs.

• Affirmative: They are happy.
• Question: Are they happy?

These are the structures in this level of 'to be' with present, past, and future.

2. Wh- Questions

Whenever people ask who, what or where, when, and why, they are seeking what is known as Wh questions. These kinds of questions require more than yes/no. Although these questions still have their guidelines based on the verb or tense being used.

Wh- Questions

Using "Wh" questions can also help us define specific types of information:

• What: What things or actions are needed.
• Where: Details of places from where they ought to go.
• When: Describe the time.

Forming Wh- Questions

The creation of wh- questions always goes like this:

• Wh- word + auxiliary verb + subject + main verb.

For example, with auxiliary verbs:

• Statement: You are going to the party.
• Wh- Question: Where are you going?

If there is no auxiliary in the affirmative sentence as for example in the present simple or past simple, an auxiliary "do" is present and the subject comes after:

• Statement: She eats lunch at noon.
• Wh- Question: When does she eat lunch?

Subject Questions with Who/What

In questions where Who or What represents the subject of a sentence, there is no need to have an auxiliary verb. The wh- word takes the place of the subject:

• Statement: John called you.
• Question: Who called you?

In this case, the structure is wh- word + verb because who replaces the subject.

3. Questions in Continuous and Perfect Tenses

In continuous and perfect tenses when concerning forming questions the auxiliary verb (or form of "to be") is moved before the subject.

Present Continuous

In present continuous tense questions are formed by putting is/are/am before the subject:

• Statement: They are watching TV.
• Question: Do they enjoy watching TV?

Present Perfect

For present perfect, put the subject in the middle and the auxiliary verb in the beginning: has/have.

• Statement: She has completed her homework.
• Question: Has she done her homework?

Present Perfect Continuous

With this tense, there are two auxiliary verbs: have/has and been. Always put the have/has before the subject.

• Statement: They have been waiting.
• Question: Have they been waiting?

4. Questions with Modal Verbs

Some of the modal verbs include: can, should, will, must, and might. These verbs show possibility or permission and are used when asking questions, putting the modal verb at the beginning.

Yes/No with modal verbs

For questions where a modal is used the formula is: modal verb, subject and the base verb(s).

For example:

• Statement: They can swim in the sea.
• Question: Can they swim in the sea?

Wh- questions with modal verbs

Wh- questions with modal verbs are always the same as other wh- questions with the only difference being the order of the wh- word.

• Wh- word + modal verb + subject + base verb.

But consider these situations too:

• Question: What can we say?
• Question: What do they have to go for?

In both cases, the wh- phrase is followed by the modal verb and the subject comes afterwards.

5. Negative Questions

Although called negative, such questions are not asked with a sense of denial, instead, they are used to express disbelief and seek confirmation for one's expectations. Negative questions can be formed by adding the word 'not' after the auxiliary or modal verb, or 'n't' at the end of a verb.

• Aren't you going to the party?
• Didn't she contact you?

In negative questions, the form of structure is the same as in affirmative questions which expect a 'yes' or 'no' answer, with negative being a feature of the auxiliary or modal verb used.

6. Exclamatory Sentences in Direct Speech

As for direct questions that are reported, the usual interrogative structure can be said to be absent. More often than not, the reverse is true; questions change into statements and the order of words is arranged according to sentence structure rather than questions.

For example:

• Direct question: "Stay where you are?"
• Reported question: She wanted to know what I was doing.

In reported speech, there are no auxiliary verbs (do, does) and the verb form is frequently one time tense adrift.

Knowing how to formulate questions in English is very important for communication. Looking at the types of questions; yes/no questions, wh- questions, questions containing modal verbs among others, offers learners the confidence to interact, seek and give information appropriately.

It is important to differentiate between active and passive voice in order to avoid any issues in communication while using English vocabulary. There are situations where both voices would be applicable, and learning when to use a particular one enhances your writing and speaking. The difference involves whether the action of the sentence is done by the subject of the sentence or the action is done to the subject of the sentence. In this piece, we will examine the various characteristics of both voices and the instances in which they are to be used.

1. The Active Voice

The active voice is when the doer of a particular action is the subject of the sentence. This structure stresses out the action doer that always facilitates the sentence and the action flows towards a direction. Active speech is characterised by: subject + action + object of action.

Structure of Active Voice:

• Subject + verb + object

Everyday speech and writings rely on the active voice as it's more effective and less ambiguous. It centres on the one who performs the deed hence it is very clear.

As a rule, the active voice is duly preferred as it ascertains the speaker or writer to directly highlight the subject responsible for the action consequently enabling clear and effective communication whenever the intention of the audience requires efficiency.

2. The Passive Voice

On the contrary, the passive voice emphasises the action that has been performed rather than the performer of the action and this shifts the emphasis from who did the action to the recipient of the action. In such cases, the person affected by the action serves as the subject of the sentence, while the actor (if yes) normally follows the action verb, usually with "by" introducing the doer.

Structure:

• Object + to be + past participle (+ by + subject)

In fact, the focus of attention in passive constructions shifts onto the object of the action, and this usually involves the de-emphasis or, even the omission of the agent actor. In cases where performing the action is of less importance than the action itself or when the doer of the action is irrelevant, clearly, from circumstances or general understanding, passive voice can be used.

3. When to Employ the Active Voice

In most forms of communications, except for a few, the active voice is ideal. This is particularly true in regard to spoken or written informal communication since it is very common in everyday discourse. This is generally the case because it tends to streamline the components of the contextual sentence making it more appealing as well as easy to understand. There are a few instances that are suitable for adopting the active voice:

• To enhance clarity and directness: The purpose of actively doing something is made obvious because the sentence structure shows who is doing the action.
• When narrating events: There are times when participating in an event or activity, characters perform different tasks which actively moves the plot forward.
• When responding to instructions: Active voice comes in handy when responding to queries, giving directions and orders and the purpose of the response is immediately clear.
• To emphasize the subject: When attention is to be focused on the person or entity carrying out the task, active voice is appropriate.

4. Situations for the Use of the Passive Voice

The active voice is used in most cases and circumstances, yet the passive voice also has very significant aspects. This voice is more frequently heard in an academic or a more formal setting and there is a rationale to adopting it:

• When the doer is absent or may be of little concern: There are occasions when the person carrying out the action needs not be named, is not necessary, or is not relevant, and the passive voice comes in handy.
• Where the action or the object of action is more important: In cases when the action or the object of action should be given primacy, the passive voice is preferred in order to divert attention and focus away from the agent.
• In formal or scientific writing: This is required in a number of academic and scientific situations such that the focus is placed on the topic at hand and not its people. In this case, the center of attention is the action or its outcome rather than the actor.
• To convey impersonality: The passive voice can defocus the attention of the statement on the speaker or writer and rather present the message in a more 'cool' and factual manner. This is very useful in formal reports and also in language that is characterized as bureaucratic.

5. The Change from the Active to Passive and Vice-Versa

Invaluable even in the most mundane tasks, the switching of the voice from passive to active and back to passive is a skill useful for a person. It gives one the liberty to be the one who dictates the message one wants to deliver through his or her sentences.

Steps in Passive Voice Conversion:

1. Look for the object of the active clause and turn it to the subject of the passive clause.
2. Reposition the object so that it lies in the front.
3. Transform the verb into an appropriate form of "to be" along with the past perfect fourth of the principle verb.
4. Insert the subject (the doer of the action that replaces the original subject) alluded to as preceded with the word "by" where appropriate.

For instance:

• Active: "The chef prepared the food."
• Passive: "The food was prepared by the chef."

At times, the use of the agent can be omitted in the passive voice when the context provides clarity on the action already performed:

• Passive without agent: "The food was prepared."

6. The Active Voice Or Passive

The selection of either the active or the passive voice varies according to the purpose of your writing, the context of your speech and the message being conveyed. Here are some tips on how to choose a voice that suits your purpose best:

• In a case where the action is the most important aspect of the sentence, and when the desire is to state the truth simply and clearly, then the sentence should be written in an active voice.
• Nevertheless, in instances where action or an object/s of the action is stressed, or when it is necessary to write in a more formal or an impersonal style then the passive voice should be used.

However, do not use passive voice too much, because it weakens, clarifies, mentions or complicates the writing. On the other hand, it has its advantages when well placed within context.

The use of the active and passive voice provides possibilities for the writer to express ideas in a more controlled and versatile manner. The active voice has the effect of making the sentence uncomplicated and straightforward, and the passive voice permits the emphasis to be placed on the action and/or its recipient instead of the performer. Once a writer knows how to determine the appropriate time to implement both voices, this leads to the enhancement of clarity and style within the piece of writing.

Conditional sentences represent grammar structures answering the 'what if' question. Often there are three sentences used in the about principles that often begin with an "if." These two parts are sequentially placed and named a condition and a result. Knowing these patterns helps learners to present some outcomes, and certain situations, or express possible consequences.

For learners, it is important to note that conditions or conditional sentences can be further classified into four parts: Zero Conditional, First Conditional, Second Conditional and Third Conditional – each expresses different degrees of probability.

1. Zero Conditional

The Zero Conditional explains facts that are based on common sense. In these types of sentences, the condition and the result are both real and possible occurrences hence ensures that once a condition is satisfied, the outcome will happen.

They simply follow the positive present tense and are referred to as the Zero Conditional.

• If + present simple, present simple

The Zero Conditional may be applied in law, sociology, nature, biology when these disciplines explain the observable reality as it always exists while dealing with facts. Since both the condition and the result will always happen and time neither element possesses there is no hypothetical element in facts. It's the time element that remains most important that such an event will always happen and highlights the cause.

2. The First Conditional

The First Conditional is applied for the possible occurrences in the future. These types of conditional cases suppose a situation which is likely to happen and the operations that will follow this happening, are likely to happen also.

Structure:

• If + present simple, will + base verb

In the First Conditional sentences the situation is potential, but is not guaranteed. It describes events and actions that are most likely going to happen in future if the appropriate conditions are met. The result is a consequence of the condition happening and is in most circumstances realistic. This structure is generally used in when talking of the future; making predictions, sending warnings, issuing threats etc. It just 'bridges' a possible cause to the most likely effect.

3. The Second Conditional

The Second Conditional expresses a contrary to fact situation in the present or future. This conditional is used in situations where the speakers are talking about events that are not likely or are impossible in a given context, but are viewed as 'if' they were possible.

Structure:

• If + past simple, would + base verb

The Second Conditional concerns itself more with events that are only hypothetical and have no possibility of taking place right now. And even though the condition is already modeled in the past grammatical form, what is being addressed in the written sentence is either the present or the future. The chances of the condition being satisfied or even occurring are slim, thus the result is also imagined.

It is expected when one wants to talk about dreams and plans or situations that are hypothetical in nature and bear no relationship with reality. It should be acknowledged that though past tense is appropriate for the condition, the sentence does not concern past time – it concerns a situation that is unreal in the present or the future and never occurred.

4. Third Conditional

In the past situations that did occur, in accordance with the Third Conditional, there exists the ability to imagine a situation whereby other factors come into account and things could be different. This conditional describes events that are purely hypothetical. However in contrast to the Second Conditional, this conditional deals with situations which are not possible due to them being in the past.

Structure:

• 'If' + past perfect + would have + past participle

All of these phrases are termed The Third Conditional because they allow the speaker to express their regrets for things that did not happen in the past and how situations could have been different. The condition is an example of non-actualization of the objective, and the result is the achievement of the objective. It encompasses the essence of theory and examines events that took place in the past and points out how different things would have been if some conditions were different.

This structure is relevant for narrating events from the 3rd person perspective, where the narrator relates the story from the perspective of a character who is concerned with what did not occur in their life. Fiction, for instance, is full of instances when a character thinks about how their life could have been different.

Mixed Conditionals

In addition to these four main types, there is also the concept of Mixed Conditionals, this category consists of two or more parts with different conditional clauses since its name suggests they mix. It involves sentences that depict two or more aspects of complex time sequences. For example, they can give the results of previous events related to the present tense or narrate about previous situations in which the events have not started yet.

Structure:

• If clause: If + past perfect, main clause: would + base verb (in cases where present result pertains from a past cause)
• If clause: If + past simple, main clause: would have + past participle (in cases where presumptions are drawn to a present condition from past events)

Mixed conditionals are aptly named as they involve the combination of the cause in one time frame with the effect in another one while referencing a hypothetical situation. This variation always allows connecting the event that has happened to the real situation as it is today, or vice versa.

Key points to pay attention to

1. Verb Tenses: Each type of conditional sentence requires a specific combination of verb tenses that always goes with grammar, and are not left out. While Zero and First Conditionals make extensive use of present tense, the Second Conditional, using the past tense to refer to present or future hypotheticals, can sometimes be a bit tricky, and the Third Conditional contains the past perfect verb form.
2. Modal Verbs: As most of 'mother tongue' speakers will no doubt agree, the use of 'will' is by far the most common or frequent modal verb to use in conditionals, however, other modal verbs, such as 'might', 'could' or 'should' can also be used, but it all depends on the specific context.
3. Hypothetical and Real Conditions: Another pair of distinctions to be understood includes real conditions (zero and first conditional) from the unreal or hypothetical conditions (second and third conditional). The first two types treat a real, probable or general situation, while the last two types deal with situations which are either unlikely to happen or completely impossible.
4. Position of the "If" Clause: The "if" clause can be positioned at the beginning or at the end of a conditional statement whereas if it comes first, the condition and the result are separated by a comma. If the "if" clause comes second, this second clause does not require the use of a comma. The order in which the "if" clause is placed in a sentence does not change the meaning of the sentence but the order does change the stress or emphasis on the mote.

Asking and answering and other interrogative sentences which are dependent upon the use of conditional sentences gives learners the ability to formulate their thoughts in a more complex manner and enhances their ability to hypothesise regarding certain activities and their outcomes.

Whatever relation exists between two or more parts of a sentence, prepositions come in handy for such an illustration, and no matter how small these little parts are, they are undeniably significant because they aid in specifying time, location or movement. The understanding of prepositions is crucial for the successful communication of ideas in English because prepositions, unless there are exceptional circumstances, will be encountered in the majority of the English sentences as they are employed to link nouns, pronouns, and phrases with other elements of the sentences.

1. Prepositions of Time

WNT Applications (2002) defines time's prepositions as those that are used to point out the time of action. Just like the other ones, these prepositions also show relation because and event and the time it was performed.

In

Such a proposition is for a long period for months, years, centuries and a certain part of the day.

• Used with months, years, and seasons. The Acceptable phrasing would be "in October" or "in Autumn" meaning the action commenced and finished in the month or a span of a season.
• Used for parts of the day. For example in the morning. "In the middle of the day" is another common use for these star parts of a adjoining timeframe-based proposition.

On

Days & dates are referred to by "on".

• Used for specific days: "on Wednesday" where the speaker refers to using a particular day or date among others.

At

The preposition "at" denotes a particular moment: a time of the clock, a date, or an event.

• Used for specific moments, in time: For instance, "I will meet you at noon" makes use of this preposition to emphasize an exact hour.

2. Prepositions of Place

Prepositions of place indicate the position of the object or person. They argue the position of the other, or object, or location in terms of distance.

In

'In' indicates the position of inside, or within the limits of a space, or area, which is closed.

• Used with greater places: 'In' is used for locations designed 'in a city', 'in a room', 'in the world'.

On

"On" explains that an object is resting on the surface of another object or where the object is placed a certain distance along a line.

• Used with areas: 'On' designates the position of an object above a flat horizontal surface.
• Used for certain modes of transportation: For instance, "on a bus," "on the train" are appropriate usages in that case, as one is using common transport.

At

The term "at" bears a connotation of a particular geographical point. It used to signify being present in a particular place without necessarily meaning being on or in something.

• Used for a particular places: In this case "at" is simple as in "at the door" or "at the office".

3. Prepositions of Movement

These prepositions of movement can be taken as descriptive of the movement from one place to another, of the movement itself or the particular path taken by an object or person. Subjects are related to how a movement is made or where a given direction leads.

To

When movement is directed to a specific location, the word "to" is preferred. This addresses the point where one or something is heading.

• Used with destinations: As in 'To' there is destination. It goes in front of the verb which describes movement or direction.

Into

"Into" indicates movement, not merely position, from outside to the inside of a given area, thus stressing the change of position.

• Used for gaps in a boundary: "Into" can be used when a subject in a movement from outside to inside an enclosed or other defined boundary.

Onto

"Onto" serves to indicate movement toward being on or in a position on a surface. It interests in the change of a situation- to being on something.

• Used for placing on a surface: A concentration on the direction of how something moves onto or is placed upon a surface.

From

"From" is used to show the starting point of a movement or a journey towards another point. It tells the place from or where someone or something will move to another place.

• Used for starting locations: "From" tells a person where he comes or originates from, where he/she was before moving to another place.

Across

"Across" shows movement from one side of something to another side of something, usually encased in or traversing across a surface.

• Used for crossing spaces: "Across" serves the purpose of spanning over an area and crossing it so that something goes from one side –to the opposite side.

Common Mistakes with Prepositions

Understanding the correct use of preposition can be challenging due to the absence of direct translation rules. Conveys locations, movement through places which is applied to some, not all prepositions. Frequent mistakes occur due to misuse of prepositions with similar meaning but different usages.

• "in," "on," and "at" – "in," "on," or "at" are words used along with places. It is important to note that "in" denotes being in bigger enclosed areas, "on" refers to a surface, while "at" is for precise locations.
• Prepositions and their usage: At times, learners tend to orthographically insert prepositions which are not obligatory, adding superfluity where none is required – for example "enter into", where enter conveys the idea of moving inside something already.
• Prepositions omission: The absence of prepositions that must be present is another common mistake. An example of this is the phrase, "arrive the station" where 'the' should be replaced by 'at', thus 'arrive at the station.'

Prepositions and Idiomatic Phrases

Some prepositions could be used in nominal phrases, which is, they are exceptions to the rules governing the application of prepositions and should be memorized as unchangeable phrases. Such phrases are "on time," "in charge of," "at risk," and "on foot." In such instances, the two prepositions complement the expression and cannot be replaced or deleted.

In mastering English, it is always a must to master the prepositions of time, place, and movement. These little, but meaningful words are connecting links in the sentences, providing answers to the questions 'when', 'where' and 'how' is something performed.

Pronouns in English are one of the important aspects of grammar as they replace nouns making the sentence free from redundancy. There are different categories of such pronouns each performing some specific duty in the communication process. In this paper, we will state the most commonly used three classes of pronouns which are Personal Pronouns, Possessive Pronouns, and demonstrative pronouns. The use of personal pronominal forms in speech allows a more natural and smooth sentence construction.

1. Personal Pronouns

Personal pronouns are used to refer to people, animals, or things and replace a particular word. They consist of three categories: subject pronouns, object pronouns, and reflexive pronouns.

Subject Pronouns

Depending on the context, subject pronouns can be used. Also, the actions performed in a sentence are referred to by subject pronouns. So, the core subject pronouns are I, you, he, she, it, we, they.

• I: is a way in which a writer or speaker addresses himself.
• You: is the term associated with a person who is being talked or written about.
• He: refers to a person who is male.
• She: refers to a person who is female.
• It: is the term that refers to an animal, an object, or an idea which is not human.
• We: refers to a group in which the speaker is included
• They: It is used to talk about more than one person, animal, or object.

Object Pronouns

In sharp distinction to the subject pronouns, the object pronouns are those which receive the action of the verb in a sentence. They come after the verb and prepositions. The object pronouns are me, you, him, her, it, us, them.

• Me: Makes it clear that the speaker is the object.
• You: Is a person being spoken to; serves as a subject and object.
• Him: Refers to a male person as an object.
• Her: Is used to refer to females as objects.
• It: An object that is either a noun or an animal.
• Us: Meaning a person and others who are maintained as one group.
• Them: Is a group of people who are addressed in the third person.

Reflexive Pronouns

The self-referential pronouns are referred to as reflexive pronouns in that they delegate the action of the verb back to a subject in a given sentence, thereby suggesting that the two nouns in the sentence refer to the same person or thing. Pronouns of this type have the suffix of -self (when singular) or -selves (when plural). Reflexive pronouns include myself, yourself, himself, herself, itself, ourselves, yourselves, themselves.

Reflexive pronouns are special because they come into play only where the subject is the function of the action performed. For instance, in the example, "She prepared herself for the meeting." the reflexive pronoun is the self in the context of the subject forming the statement.

2. Possessive Pronouns

Possessive pronouns play the communicative role of showing ownership or possession. Accordingly, they take the place of a noun and the pronouns who or what possesses something. There are two categories of possessive pronouns: possessive adjectives and independent possessive pronouns.

Possessive Adjectives

Possessive adjectives show a relationship of ownership over a noun. These include my, your, his, her, its, our, their. A noun of possession always follows. For instance, "This is my book." In this case, the possessive pronoun may clarify who the owner of the book is.

Independent Possessive Pronouns

All independent possessive pronouns omit the noun completely as these stand alone provisions. So it includes mine, yours, his, hers, its, ours, theirs.

As these pronouns have possession features already, there is no need to provide a noun as reference. In terms of 'This book is mine, the book is known to belong to the speaker.

Key differences: Possessive adjectives always accompany a noun, while independent possessive pronouns do not. For example, one may say "That is my car" (possessive adjective) instead of "That car is mine" (possessive pronoun).

3. Demonstrative Pronouns

A demonstrative pronoun brings attention to specific people, animals, or things. The focus of these pronouns is whether the noun is physically close or distant to the speaker, and whether it is one or more in number. The demonstrative pronouns are this, that, these, those.

This and These

• The noun that is close to the speaker is referred to by this.
• The nouns that are close to the speaker are referred to as these.

Talking about something that is conceptually or physically close to oneself, one would use "this" or "these" depending on singular or plural forms. For example, "This is a great idea" (singular) or "These are the best shoes" (plural).

That and Those

• A singular noun that in comparison with the speaker is at a greater distance, is referred to as that.
• A plural noun that in comparison with the speaker is at a relative greater distance is referred to as those.

To describe something that is physically unavailable, one would use "that" or "those" for members of smaller or larger groups respectively. For example, "That is the tallest building" (singular) or "Those are my favourite books" (plural).

Usage in context: Demonstrative pronouns may also be used for emphasis on particular factors. For instance, a presenter may, for instance, say, "These are the results of our survey" and point to the visual data presented, or alternatively, one may, for example, refer to something already stated by saying, "That was a wonderful performance."

Contrasts and Similarities in Using Pronouns

The three categories of pronouns—personal, possessive, and demonstrative—differ from one another in the grammatical function; nonetheless, these categories are used in one sentence in most cases to lessen word repetitions while clarifying one's idea. For example, there is a pattern such that a sentence starts with a stated personal pronoun, continues with a possessing adjective, and concludes with a demonstrative: "She (personal pronoun) took her (possessive adjective) coat and left those (demonstrative pronoun) behind."

The main distinction is that personal pronouns and possessive pronouns often are used to refer to certain individuals, people or objects while the latter category states more about pointing and distance.

Mistakes with Pronouns: Errors Common-Pronoun Usage

When speaking or writing, using pronouns should involve two things; agreement and clarity:

• Pronoun- antecedent agreement: The pronoun has to be compatible with the noun it is replacing. For example, a sentence like "Each student must bring his book" again refers to one student and ignores women's contribution. Instead, it should be stated as "Each student must bring his or her book."
• Clarity: When using pronouns, be precise as to what noun the pronoun is replacing. Do not abuse the use of pronouns when constructing long sentences as it may confuse the reader on which noun the pronoun stands for. For example, in the sentence:" John talked to Mark, and he said he would help him," "he" may refer to either John or Mark.

The use of pronouns correctly will preserve the idea and meaning of sentences while eliminating vagueness.

Learning these variations of pronouns and using them appropriately while communicating will enhance the effectiveness of communicating in English. Personal pronouns eliminate the unnecessary repetition of nouns in a sentence, possessive pronouns tell who owns what, and demonstrative pronouns indicate particular objects or ideas. All of them, in one way or another, assist in daily conversations as well as writing.

To master the English language, you need to be proficient with the correct usage of articles. Despite being a small linguistic element, articles are significant in the structure and meaning contained in a sentence. In English there are two types of Articles, Definite and Indefinite. The articles "a" and "an" are called indefinite articles, while "the" is the definite article. Each article has its specific use and this constitutes its place in a sentence.

1. Indefinite Articles: A and An

The indefinite articles "a" and "an" are used when you want to be singular but do not specify the noun. These articles bring in or mention for the first time the concept or ideas of which the listener or reader has not the faintest idea of the exact items that are in question.

"A" versus "An"

The answer here is quite simple, and it involves one's mouth rather than one's eye. That is, the sound that prefaces the word in question, not the letter.

"a" precedes words that have consonants in them.

"an" is employed for words that have vowels in them (a, e, i, o, u).

What needs to be emphasised is that it is the sound, not the letter which decides the form of the article that is used. For example, 'university' has its vowel usage but it commences with the consonant sound (/ju:/) therefore it is correct to state 'a university'. The same idea can be given to the noun 'hour', which has its consonant beginnings but covers the sound (/aʊr/) implying why it is reasonable to say 'an hour'.

2. A and An for Specific Usages

As "a" and "an" are used for singular nouns which are generic but there are several concrete uses where these articles are used:

• Introducing something new in the conversation: Introducing something in a discourse or a piece of writing requires you to state either 'a' or 'an' as the object or term hasn't already been mentioned.
• When a profession is mentioned: In case there exists a person who explains about his job and that' specific rather than a one of them, 'a' or 'an' should be applied.
• With singular countable nouns: In order to stress on one of the items that can be quantified, 'a' or 'an' should be utilised.

These articles imply to the addressee that it is not about a specific object or person, but about one of many such persons or objects.

3. Definite Article: The

'The' is a definite article because it indicates a particular thing or a thing which the speaker and listener are both familiar with. The use of 'the', on the other hand, shows that the noun is already known, either because it has been lost or because the surrounding context is obvious. "The" when talking about Specific Items, e.g., "…the deflation rate.",' There are two important ways in which "the" has a definite thing. Unlike 'a' or 'an', 'the' does not introduce or accociate with anything new and the newness of a particular object appears to be unknown. For instance, impersonal sources coming from both authors Tanya and Mariam demonstrated that "the" article is used when we want to talk about the book lying on the table because the book is understood as a particualar one by both people. The first is also employed for items which are very much unique or rare in quantity or of a single kind. Hence, it can be referred for particualar things which are remarkable and rare rather than many. For example the sun and moon, both are extraordinary objects and there are no any other copies in that there are no graph physical means known. 'The' in addition to identifying Particular objects can be also deployed with Superlatives and particularly when ordevr numbers are stated like, 'The world's first', 'First and Foremost',' 'Start of all things radical begins here', ' the second hairst that I prefer.' Among so many usage of 'the', some of its other common usage includes superlative and ordinal numbers. 'The' especially comes to marking when it stands with ordinal numbers explaining things like, 'The best smile is', and, 'I am the best in this game'. In these cases, the article stresses the specificity of the noun and makes it clear that among other denominations it is the only one___________noun which alone stands) Among so many other usage of 'the', some its other common usage also> the first/among many number of times. This usage depicts the profound rules that govern all articles.

4. The General and the Specific Uses of The

Use of "the" is appropriate when describing something definite which is familiar or has been discussed previously. Some other definite use of 'the' is dependent on the situation:

• With the geographical names: Some geographical names, for instance, the Alps (a mount range), the Pacific Ocean (a water body), and the UK (a term that encompasses various countries) are preceded by 'the.'
• With the name of regions which have plural nouns: As well as 'the' is prefixed to the names of places which have collected words as the Philippines or the Netherlands.
• With the institutions and the systems: 'The' is used when selecting such systems which are known to the audience such as government or police in order to explain that these systems are specific in the discussed context.
• With the nouns that are represented by the name of the general appliance: We also apply 'the' when we mention the name of an instrument in general: the piano, the guitar, etc.

5. Article Omission

Sometimes — and quite notably — articles are omitted from the text. Equally important concerning articles is the knowledge of the options "a", "an", or "the".

• Nothing says that there is an article for uncountable or plural nouns when discussing them in general: for example, you say "I like music" (not "the music") or "Dogs are friendly animals" (not "The dogs").
• No article when the context is clear: As a rule, we do not use articles before proper nouns, which denote the names of people, cities or countries. For example, one might say "Paris is beautiful", not "The Paris is beautiful."
• No article before languages or sports: Indefinite or definite views are not usually employed when language or sport is mentioned. For instance, "He speaks Spanish" and "She plays football."

6. Articles: Frequent Errors

Though small, articles are words that are of great importance, and common mistakes occur among many learners with regard to them.

• Abusing the article "the": Some learners frequently attach "the" when used with proper nouns like nations or cities, as is the case with "the London" or "the India." Clearly not, no one has ever claimed "the India" or "the London." If however, the name has the words 'kingdom' or 'republic' or they are plurals it is acceptable to say "the United States" or "the Republic of Ireland."
• Applying the indefinite articles "a" or "an": Similarly, some learners forget to say 'a' or 'an' when it is appropriate to use, particularly in relation to singular, countable nouns that have not been specifically referred to before. For example, in this case, you cannot say "I have a dog" but "I have a dog."
• Incorrect Usage of "a" or "an" with uncountable nouns: Correspondingly, because "a" and "an" should only be used with singular countable nouns, they should be avoided altogether with uncountable nouns such as "information," "advice," or "water."

7. Special Considerations for Advanced Use

Indeed for those who are advanced learners – this very article has to point out some special uses that do exist and which should be treated more so as exceptions to the rule in articles.

• Article use with adjectives: Whenever adjectives are placed in front of a noun, the article still pertains to the noun, rather than the adjective. An example of this is the sentence "She is a talented artist'. The article 'a' is due to 'artist', not 'talented'" for 'Yes, she is skilled artist'.
• Zero article in fixed expressions: Many expressions where articles are omitted may appear with articles where they should not be present at all. 'Go to bed', 'go to school', or 'go to work' are good examples of such phrases.

Knowing Tenses: The Present, The Past, The Future

In the process of learning English, the most crucial concept that needs to be remembered is that of the tenses. Tenses help us understand when a certain action is conducted, be it in the present, in the past or in the future. Grasping tenses enhances clear and precise communication. The English language consists of three core tenses that are: Present, Past, Future. However there are different forms of each of these tenses, depending on the time period in which the action occurs.

1. Present Tense

The Present tense is used to discuss actions currently happening or certain situations that regularly happen and are ongoing. It can also be used to make a point about a certain phenomenon.

Present Simple

We employ the present simple to reflect on our daily lives, including what we do every day or what is generally true. The most rudimentary type of the present tense.

• Used for regular activities or routines.
• A set of words that can be used alongside the tense include always, often, never and sometimes for example.
• Structure: Subject + base verb (he/she/it adds –s or –es).