It is hard to make corrections if you don’t know what your mistake is.

Often my students will make a mistake.  I will indicate that they made a mistake.  Then, they try to correct the mistake with a series of corrections.

Here is an example:

Student:  I will go to America in Monday.

Teacher:  In Monday?

Student:  At Monday?

Teacher: …

Student:  On Monday?

Teacher:  Yes, that is right.

 

Do you think the student will remember this correction?  Probably not.

Usually, I find the student doesn’t remember the correct phrase because they just guessed until saying the correct one. 

So, what should we do as students?  And, what should we do as teachers?

 

First, as students we should acknowledge that we do not know the answer.   We should realize that this is an opportunity to learn and improve.

Second, we should ask why the wrong answer is wrong and why the right answer is right. 

Third, we should practice using the correction in different contexts.

Finally, we should review it regularly. 

 

Here is an example of good practice:

Student:  I will go to America in Monday.

Teacher:  In Monday?

Student:   Hmmm.  What should I say?

Teacher:  Monday is a day.  For days we use “on”.

Student:  I see.  “On” is used for days.  So, I will go to America ON Monday.

Teacher:  Yes, that is right.  What will you do on Tuesday?

Student:  On Tuesday, I will see the Grand Canyon.

Teacher:  What else will you do?

Student: On Wednesday, I will watch a concert in Las Vegas. 

 

What should teachers do in these situations?

First, stop the student from randomly guessing the answer.

Second, ask the student why they chose that word or phrase.   Maybe they learned a rule incorrectly or maybe they don’t know the rule at all. 

Third, give the student context for using the word / phrase.  Show how the word / phrase can be applied in different situations.

Fourth, have the student use the word / phrase in their own examples.  If possible ask the student to explain what they now understand.

Finally, review the correction regularly with the student to make it stick.

 

So, try not to skip over these learning moments.  These situations clearly show that improvement can be made.  It just takes a little effort.

 

Natural English used in this post:

make it stick = remember it

skip over = not do something on a list or procedure

 

 

THIS weekend.

Do you know which weekend I’m talking about?

Am I talking about LAST weekend or NEXT weekend?

 

The answer for this is easy.  Just look at the tense of the question. 

What DID you do this weekend?  ← past tense.  The person is asking about past events.

What WILL you do this weekend?  ← future tense.  The person is asking about future plans.

So far, so good. 

 

THIS, NEXT and LAST.

Here is where it gets a little tricky. 

To understand how to use these words, we have to think about how far away in time the weekend is.

 

Using THIS and NEXT:

Imagine that today is the 15th (Thursday) or 16th (Friday).

If I ask you:  What will you do THIS weekend?  I’m talking about the 17th-18th.

If I ask you:  What will you do NEXT weekend?  I’m probably talking about the 24th-25th.

The 15th (Thursday) and 16th (Friday) are close to the weekend (17th-18th).  So, instead of using NEXT, we may change it to THIS.

 

Now Imagine that today is the 12th (Monday) or 13 (Tuesday).

If I ask you:  What will you do THIS weekend?  I’m talking about the 17th-18th.

If I ask you:  What will you do NEXT weekend?  I’m also talking about the 17th-18th.

The 12th (Monday) and 13th (Tuesday) seem far from the weekend (17th-18th).  So, using THIS and NEXT are both OK.

 

Using THIS and LAST:

Imagine that today is the 12th (Monday) or 13th (Tuesday).

If I ask you:  What did you do THIS weekend?  I’m talking about the 10th-11th.

If I ask you:  What did you do LAST weekend?  I’m probably talking about the 3rd-4th.

 

Now Imagine, that today is the 15th (Thursday) or 16th (Friday).

If I ask you:  What did you do LAST weekend?  I’m talking about the 10th-11th.

I won’t ask you:  What did you do THIS weekend?  It may sound unnatural because Thursday and Friday seem far from the previous weekend.

 

 

What about the days in the middle of the week (Wednesday, sometimes Tuesday)?

That’s a good question.  It is not so clear.  So if you have any doubt, you should clarify.

Common clarifying phrases for these situations are:

  • Do you mean THIS weekend or NEXT weekend?
  • Do you mean THIS weekend or LAST weekend?

 

Here is an example conversation:

Situation:  Today is the 14th (Wednesday).

A:  What will you do next weekend?

B:  Do you mean this weekend or next weekend?

A:  This weekend.

B:  I see.  I’m going to a baseball game this weekend.

 

Situation:  Today is the 13th (Tuesday).

A:  Hey, what did you do last weekend.

B:  Do you mean this weekend or last weekend?

A:  This weekend.

B:  Oh.  I went skiing in Nagano.

 

As you can see, speaking naturally in this situation is complicated.  With practice you will get the feel for it.  In the mean time, make sure you are listening to the tense of the question and don’t forget to use the clarifying phrases. 

So, what will you do next weekend?

 

Natural English used in this post:

so far, so good = the situation is good from the beginning to now

tricky = difficult

get the feel for = learn / get used to

in the mean time = the time before an event

 

First impressions are important.  So, what is the first thing you say when you meet a person?  Do you say, “Nice to meet you”?  I’m not surprised if you do.  Most of my students use this phrase right off the bat.  Many textbooks suggest it.  However, it’s not natural and it might be a little awkward

 

Japanese introductions have two common phrases: 

はじめまして (Hajimemashite)

よろしくお願いします (Yoroshikuonegaishimasu)

 

The common structure for introductions in Japanese is:

A: Hajimemashite, Kenji desu.

B: Hajimemashite, Jeff desu.

A: Yoroshikuonegaishimasu.

B: Yoroshikuonegaishimasu.

 

For English introductions, there is only one phrase: “Nice to meet you”.  So, if we use it in the beginning on the introduction, what will we use at the end?  The phrase “hajimemashite” is basically equal to “nice to meet you”. There is no English phrase for “yoroshikuonegaishimasu”.  So, Japanese introductions and English introductions must have a different structure.  Speaking English requires thinking differently.  

 

This is a common, but unnatural student introduction:

Student:  Nice to meet you!  I’m Kenji. 

Teacher:  Hi, I’m Jeff.  Nice to meet you.

Student:  Nice to meet you too.  

 

Have you done this before?  You probably have.  Many textbooks make this mistake too.  So, its not your fault.  

Here is a more natural conversation:

Student:  Hi!  I’m Kenji.

Teacher:  Hi!  I’m Jeff.  Nice to meet you.

Student:  Nice to meet you too.

 

If you like, you can say: “Nice to meet you” at the same time.

A: Hello.  My name is Masa.

B: Hey.  My name is Kara.

A + B:  Nice to meet you!

 

There are some alternatives to:  “Nice to meet you”.

Good to meet you.  <– This sounds a little more casual.

It’s a pleasure to meet you.  <– This sounds more formal. 

 

We all want to make a good first impression.  By using this natural introduction, you will be off to a good start. 

 

Natural English used in this post:

Right of the bat = immediately

Off to a good start = to start well

Awkward = uncomfortable in a social situation

 

Last time, we talked about how we can use IN to talk about FUTURE events. 

If you want to review the article, please click here.

 

Today, we are going to practice talking about PAST events. 

A common mistake is using “BEFORE” to describe one event in the past. 

Here are some examples:

 

I went to Canada two weeks before.

I arrived at the station 20 minutes before.  

 

With these phrases, the listener will be confused.  The listener thinks you are talking about the time between two events.  They will be waiting for you to explain the second event. 

So, In these phrases, we should use “AGO” instead of “BEFORE”. 

For example:

 

I went to Canada two weeks AGO. 

I arrived at the station 20 minutes AGO. 

 

The easiest way to talk about when an event happened in the past is to use “AGO”.

Here are some more examples:

 

The store closed 10 minutes ago.

I started learning English 5 years ago.

The rain stopped an hour ago.

 

So, how can we use “BEFORE”?

Just like using “AFTER”, we can use “BEFORE” when talking about two events.

Here are some examples:

 

I made dinner 20 minutes BEFORE you came home.

BEFORE going to Canada, I studied English conversation.

Let’s grab a coffee BEFORE watching the movie.

The store closed 10 minutes BEFORE I arrived.

 

So the structure can be:

(Event # 1)  BEFORE  (Event # 2).

 

For example:

Event # 1 –> Buy a ticket

Event # 2 –> get on the train

Buy a ticket BEFORE getting on the train. 

 

We can add time with this structure:

(Event # 1)  (time) BEFORE  (Event # 2).

 

For Example:

Event # 1 –> Arrived at the restaurant

Time –> 10 minutes

Event # 2 –> Last call.

I arrived at the restaurant 10 minutes BEFORE last call. 

 

 

So, when was your last day off?

When did you arrive at work?

When did you eat dinner?

Try answering this questions about PAST EVENTS using “AGO” or “BEFORE”.

 

Natural English in this article:

Grab a coffee = Buy / get a cup of coffee.  From a cafe, vending machine, etc. Can be used with other drinks and food too.

Last call  = Similar to “last order”.   Your last chance to order food / drinks because the bar / restaurant will close soon. 

 

 

 

Often my students have difficulty talking about FUTURE EVENTS.  

In lessons, I hear students use phrases like these:

 

My friend will come to Japan AFTER two days. .

I will go to Hawaii two weeks AFTER. 

 

Both of these may get the point across, but both are UNNATURAL when talking about future events. 

 

There is a much easier way to talk about future events –> using “IN”

Here are some examples:

 

I will go to Hawaii IN two weeks.

My flight is IN 20 minutes.

We will arrive in Honolulu IN two and a half hours. 

 

So,  when you are asked about future events, try answering with “IN”.

 

A: When are you going to New York?  

B: I’m going IN three weeks.

 

A: When will you finish the report?

B: I will be finished IN 30 minutes. 

 

 

Now, you may be asking:  How can we use “AFTER”?  

We can use “AFTER” when talking about TWO events. 

Here are some examples:

 

I will make dinner AFTER I finish watching this movie.

AFTER visiting Italy, I started studying Italian history.

Let’s go for a drink AFTER work.

AFTER you finish the report, hand it to the manager.  

 

So the structure can be:

(Event # 2)  AFTER  (Event # 1).

 

For example:

Event # 1 –> Eat dinner.

Event # 2 –> Pay the bill.

I will pay the bill AFTER eating dinner. 

 

Event # 1 –> Charge my phone.

Event # 2 –> Call you.

I will call you AFTER I charge my phone. 

 

For the opposite structure, use –> THEN

The structure can be:

(Event # 1)  THEN  (Event # 2).

 

For example:

Event # 1 –> Eat dinner.

Event # 2 –> Pay the bill.

I will eat dinner THEN pay the bill. 

 

Event # 1 –> Charge my phone.

Event # 2 –> Call you.

I will charge my phone THEN call you. 

 

 

So, when is your next vacation? 

When is your next break? 

When will dinner be ready?

Try answering this questions about FUTURE EVENTS using “IN”.

 

Next time, we will learn phrases for PAST EVENTS.

See you then!

 

Natural English in this article:

Get the point across  = To communicate, to be understood.

Go for a drink = This phrase is used when inviting a person for an alcoholic drink.  The phrase indicates having only one drink, but in reality more than one drink may be consumed. In Western culture, the drinking alcohol is often downplayed.

Hand (verb) = To give something to another person.

 

 

Hello. Thanks for joining us again.  In today’s English News blog post, you can listen to Keiko and Nicholas speak about the Skype translator.   This tool can translate voice calls between different languages in realtime.  It’s a really exciting opportunity for language learning and global communication.  Please read the article below with the Skype promotional video in order to learn more about it before listening to our conversation. We’d be happy to hear your opinion about this Skype translator as well so leave us a message.

Nicholas is a teacher at Gengo Lingo and Keiko is a friend, an English teacher, and coordinator of a language program.

For the article that we will be discussing, click here.

After that, please watch our video below. 

 

 

 

Do you have difficulty remembering vocabulary?  I know I do.   Here is a little trick that I have been using recently.  I take the new word and pretend it is a word from my native language.  I think of it as a synonym to the word from my native language.  Then, for practice, I make phrases with my native language using the new word.

So, throughout my day, as I am thinking and talking in my native language I insert the new word.  This helps me build a strong association between the new word and a word that I know very well from my native language.

 

Here is an example:

I am studying Japanese.  My friend used a word that I want to learn.  The word is: 練習 (renshu – practice).

So, now throughout my day I use this word while speaking to myself.  I say phrases like:

  • I will renshu Japanese for 30 minutes after work.
  • My band will renshu our new song for our concert next week.
  • Renshu makes perfect!

Now, I have a connection to the word in my native language.  And, I have many chances to review the word throughout my day. 

 

Here is an example for Japanese students studying English:

Let’s learn the word “overcast”.  “Overcast” describes a grey, cloudy sky.   So, here are some phrases that you might say throughout your day:

  • 今日はovercast です。
  • 今日は overcast だから海に行くのにはいい天気じゃない。
  • 今日は overcast だけど雨は降っていない。

 

Hopefully, this technique will help you build associations with words and create a crossover in your language lexicon. 

Let us know how it works for you!

 

Hello. Thanks for joining us.  In today’s English News blog post, you can listen to Keiko and Nicholas have a conversation about an article published in The Guardian.  The article is about a “strict school.”  We hope this lesson will be good practice for our intermediate and advanced students.  Before listening to our conversation, it’s a good idea to read the article below so you can get some background information and new vocabulary about the topic.  We’d be happy to hear your opinion about this “strict school” as well so feel free to leave your comments below!  Enjoy! 

Nicholas is a teacher at Gengo Lingo and Keiko is a friend, an English teacher, and coordinator of a language program. 

For the article that we will be discussing, click here.

 

 

QUESTIONS:

  1. Can you summarize the article?  
  2. Was there anything in this article that surprised you?  
  3. When you heard the words “strict school,” what came to mind?   
  4. Do you have any experience with strict schooling?
  5. What are the positive and negative aspects of attending a strict school?
  6. Would you send your children to a school like this?  
  7. Would you want to attend a school like this?   
  8. Can a school promote discipline AND creativity? How? What is the balance?

 

RELATED ARTICLES:

The Guardian – Why It’s Right for a Head to Demand Lunch Money – and High Standards

The Guardian – Headteacher Defends Policy of Putting Pupils in ‘Lunch Isolation’

 

RELATED VIDEOS:

YouTube – Paul Atherton – What is a Free School?

YouTube – Michaela Community School – A New Education

 

Often I hear students say these phrases:

I am too hungry.

The concert was too good.

The movie was too bad.

Tokyo has too many trains. 

 

What do you think?  Do you say these phrases?  

These phrases are actually incorrect.

 

Here are some phrases that you can use instead:

I am very hungry.    /    I am so hungry.

The concert was very good.    /    The concert was so good. 

The movie was very bad.    /   The movie was so bad.

Tokyo has a lot of trains.    /    Tokyo has so many trains.

 

So, often students will use TOO, but they should use VERY or SO.

It was too hot today.  → It was very hot today.   /   It was so hot today.

This food is too delicious. → This food is very delicious.   /  This food is so delicious.

Tip: Try this correction in your next lesson.  When you instructor asks:  How are you?  Say: “I am very good.” 

 

Also, students will use TOO MANY, but they should use A LOT OF or SO MANY.

I have too many friends.  → I have a lot of friends.

There are too many flowers in my garden.  → There are so many flowers in my garden.

 

So, when should we use TOO?  

Use TOO when you want to show that something is impossible.

Oh no, the store is closed.  We are too late.  =  Going into the store is impossible because it is closed.

The beach is too far.  =  Going to the beach is impossible because we can’t get there.

This necklace is too expensive =  Buying this necklace is impossible because I don’t have enough money.

 

Use TOO when you want to show there is a problem.  

The shoe is too small.  =  I can’t wear the shoe.

There is too much wasabi on my sushi.  =  I can’t eat the sushi.

These pants are too tight.  =  I can’t wear the pants.

There are too many candles on my birthday cake.  = I’m 24, but there are 25 candles on the cake.

 

What about? → Too bad.

This is a special phrase that we use to show sympathy or regret.  Similar to “I’m sorry.” or “I wish it did / didn’t happen.”

A: I lost my wallet.   B: That is too bad.

It is too bad that you failed your test.

Too bad we can’t go to the concert.  

 

What about? → Too Good.

Nothing is too good 🙂   Change it to:  Very good.

This pizza is too good!  →  This pizza is very good!

However, we do have an idiom in English:  too good to be true

This idiom is used to express doubt about something.   Some Examples:

A free trip to Hawaii!  That is too good to be true.

1975 yen for a Gengo Lingo on-line lesson!  That is too good to be true.   

Actually, the second one IS true!  With our current campaign, you can take lessons for just 1975 yen. 

Come join us for a lesson!

My student told me a story about a minor accident she had.  She was running in the park and twisted her ankle.  She wanted to tell me how it felt, but she couldn’t find the right words.

Describing pain in Japanese can be very simple.  One word – 痛い (itai) – can go really far.  However, in English we have a variety of ways to express pain.  To sound natural, we should use the best word for each situation.

As a bonus, using these words is a good way to practice basic English grammar.

Here are the most common words  for talking about pain:

  • Pain
  • Sore
  • Hurt
  • Ache

 

“Pain” is a noun (名詞 – meishi).  So we can make phrases using this structure:

I have pain in my ____.

Some common phrases using “pain”:

I have pain in my back.

I have pain in my knee.

 

“Sore” is an adjective (形容詞 – keiyoushi).  So, we can make phrases like this:

My _____ is sore.

I have a sore ______.

Some common phrases using “sore”:

My back is sore.

I have a sore throat.

My ankle is sore.

I have a sore finger.

 

“Hurt” is a verb (動詞 – doushi).  So, we can make phrases like this:

I hurt my ___.

My ___ hurts.

Some common phrases using “hurt”:

I hurt my back.

My arm hurts.

 

“Ache / Aches” is a noun and a verb.  As a noun, we make phrases like this:

I have a headache.

As a verb, we make phrases like this:

My ___ aches.

Here are more nouns using “ache”:

  • Stomachache
  • Toothache   *Not teethache
  • Backache
  • Earache

 

Natural English for talking about pain:

There are some phrases used to express pain in a more natural way.  Here are some examples:

Ouch! – We can use this word when we feel the pain.  If you hit your knee on your desk, you say: “Ouch!”

Ow! – We can use this in the same way as “Ouch!”

Kill(s) – We can use this word to talked about extreme pain in casual situations.  “Kill” is a verb.  We can use it the same way as “ache”.  But, we can’t use it with combinations: headkill, stomachkill, etc. 

My neck kills.

We can also say this:

My ankle is killing me.

 

Other verbs to express pain:

Sting(s) – feels similar to lemon juice on a cut.

→ I got shampoo in my eyes – it stings!

Burn(s) – it is the feeling of fire on your skin.

→ I put tiger balm on my neck – it burns!

Throb(s) – it is pain that increases and decreases when your heart beats. 

→ My tooth is throbbing.  I should go to the dentist soon.

 

So, how are you feeling today?  I hope you don’t have to talk about pain often.  But, if you do, now you know how.

Everybody be careful out there!

 

This video is all about clothes!  Did you know that “ワンピイス” (wanpiisu) and “ワイシャツ” (waishatsu) will not be understood by English speakers?  In this video, we will learn which words to use to talk about our favorite clothes.  What are you wearing today?

今回のテーマは「」!ご存知ですか。。。ワンピイスやワイシャツは英語じゃないので、海外では伝わりません。このビデオでは良く間違って使ってしまう和製英語を見て、正しい英単語を紹介します。皆さんは今日何を着ていますか?

Please feel free to comment and add your own examples. 皆さまも伝わらなかった和製英語の経験がありましたら、コメントでシェアしてください。

Click on the picture to start the video!  画像をクリックしてビデオを見よう!

I learned a new word from my student today.  一幕見席 [hitomakumiseki].  My student was having difficulty explaining this word, so we checked the dictionary.  I quickly found out why she was having difficulty.  一幕見席 roughly translates to: “Special seats and standing-only space in the galley for people who only intend to see one act of a kabuki play” according to www.jisho.com.  Wow.  That is a very specific word!

Sorry, there is no English word for 一幕見席.

Some Japanese words just can’t be translated into English smoothly.  We need a sentence or more to get the point across.  So, what should we do?  Well, it’s time to practice your describing skills.

My student is quite good at describing.  For 一幕見席, she said:  There is an area at the back of the theater.  We can stand there.  The seats are cheaper than usual.  We can only watch one part of the play.

Great!  It was enough information for me to understand and she could continue telling her story.  So, when you want to use a Japanese word, but you don’t know how to say it in English – describe it.  You can use size, shape, color, texture, when you do it, where you use it, how it works, etc.  And don’t forget to use body language.  Use your hands to help paint the picture.

Can you describe these Japanese words?: 

[hakama], お花見 [ohanami], お摘み [otsumami], お盆 [O-bon], 忘年会 [bonenkai], 初詣で [hatsumode]

Try it out and write your descriptions in the comments.

Natural English used in this entry:

  • find out (found out) = understand (understood)
  • get the point across = explain
  • paint a picture = describe
  • try it out = try to do something

Have you ever used an online translator or Japanese-English dictionary to quickly translate words or phrases?  Did you try the translation in a conversation?  Did you get a good result?

My student is keen on learning words related to his business.  He made a list of words he wanted to practice during our lesson.  He typed the words into an online translator and wrote down the translation.   In the lesson he used one of these words.  There was some confusion and the conversation broke down.

What happened?  What was the problem?

The problem was, the Japanese word the student wanted to use has a variety of translations.  The English word is a correct translation, but it didn’t fit the context of the conversation.  I asked the student for the Japanese word and typed it into my favorite online dictionary (www.jisho.org).   There were four entries.  The first three entries didn’t match the context of the conversation.  The fourth entry was appropriate for the conversation.  He didn’t know the difference between the four words, so he just took the first one and went with it.

Here is an example:  The Japanese word 遠慮 (えんりょ / enryo) has the following translations according to the online dictionary www.jisho.org: 

reserve; constraint; restraint; modesty; diffidence; hesitation; holding back; discretion; tact; thoughtfulness; declining; refraining; forethought; foresight

As you can see, there are 13 different translations!

So, how can you choose the appropriate word for the situation?  To be honest, it’s quite difficult.  I recommend asking your teacher.  You can say:  “I don’t know this word in English.  I think it means ◯◯.  Is that right?”  Also, try making a sentence using the word.  This will give context for the teacher to help you.

Context is important when translating words and phrases.  Online translators and dictionaries often lack context which results in inappropriate translations.    Work with your teacher to find the best word for the situation.

 

Natural English used in this entry:

Keen = interested

go with it (went with it) = to use something

lack = don’t have enough

This video is all about food!  Did you know the word パン or “pan” is actually from Portuguese?  So, English speakers will not understand.  In this video, we will learn which words to use to get the food we want. 

このビデオのテーマは。。。食べ物!「パン」の語源はポルトガル語なので、英語で伝わらないわけですよね!このビデオを見て正確な単語を覚えましょう!

Bon Apetit! ボナペティ!

 

In this series, we will identify common borrowed words (和製英語) that don’t match the word used in English.  We will learn about the origin of the borrowed words and we will show why English speakers will not understand the borrowed words.  Finally, we will practice using the words that English speakers will understand.   

このシリーズではよく生徒さんが使う英語では通じない「和製英語」をみていきます。様々な和製英語の語源を紹介して、なぜ英語では伝わらないか説明して、最後はもちろん伝わる英語を練習します。

Please feel free to comment and add your own examples. 皆さまも伝わらなかった和製英語の経験がありましたら、コメントでシェアしてください。

Click on the pictures to start the videos!  画像をクリックしてビデオを見よう!