The Mayor was dumb, and the Council stoodĀ As if they were changed into blocks of wood,Ā Unable to move a step, or cryĀ To the children merrily skipping by āĀ Could only follow with the eyeĀ That joyous crowd at the Piper’s back.Ā Ā – Robert Browning, ‘The Pied Piper of Hamelin’ (1842) … Once […]
Lesson #175: Browning’s ‘The Pied Piper of Hamelin’ and the Magic of Prefixes Read More Ā»
š If you are an intermediate or advanced level English language student, you have almost certainly been told that you should read more in English if you want to improve your command of the language. One of the reasons this rings true is that reading (especially literature) exposes us to new or choice words that
š Early as it was, every one had breakfasted, and my basin of bread and milk was put on the oven-top to await my coming down. Every one was gone about their work. The first to come into the house-place was Phillis with a basket of eggs. Faithful to my resolution, I asked – ‘What are those?’ She looked at me
Lesson #173: The Passive Voice in Gaskell’s ‘Cousin Phillis’ Read More Ā»
š ‘Ah, you’re fine and strong, arn’t you?’ said Silas, while Eppie shool her aching arms and laughed. ‘Come, come, let us go and sit down on the bank against the stile there, and have no more lifting. You might hurt yourself, child. You’d need have somebody to work for you – and my arm
šļø Robinson CrusoeĀ (1719) has been widely acknowledged as the first novel ever written in English. Many of us, whether or not we grew up in an English-speaking culture, are long familiar with the storyline of Robinson Crusoe – an Englishman who gets shipwrecked (the ship is sunk by a storm at sea) and ends up
In this second part of our lesson on modal verb forms ‘should/should have’, ‘could/could have’, and ‘would/would have’ to express past regrets or desires for the future, we will be focusing mainly on the differences between ‘could/could have’ and ‘would/would have’. š If you would like to review our analysis of ‘should/should have’, you can find
š Here I come to one of the memoir writerās difficultiesā one of the reasons why, though I read so many, so many are failures. They leave out the person to whom things happened. The reason is that it is so difficult to describe any human being. So they say: āThis is what happenedā; but
Another poet for another Saturday post! As we are drawing close to Robert Burns’ Day, a celebration of Scotland’s poet around January 25th, the time is right to take a look at some of his most famous lines. š“ó §ó ¢ó ³ó £ó “ó æ And our family thimbles (small caps to protect the thumb from being pricked by a needle while
Lesson #169: ‘For Auld Lang Syne’: An Appreciation of Robert Burns’ Famous Song Read More Ā»
Many English language students struggle with memorising the many different verb forms we have in our language. It can be difficult, especially when they are studied out of context. So in today’s lesson, I hope to share 3 essential verb forms that are not only commonly used on a daily basis by native English speakers, but
Lesson #168: 3 Important Irregular Verb Forms in Dickens’ ‘The Old Curiosity Shop’ Read More Ā»
š ‘O!’ says I, willing to give him a little lesson, ‘I have no fear of the justice of my country.’ ‘As if this was your country!’ said he. ‘Or as if ye would be tried here, in a country of Stewarts!’ ‘It’s all Scotland,’ said I. – Robert Louis Stevenson, Kidnapped (1886) … We are approaching
If you have been watching the ceremonies to commemorate the inauguration of the U.S. president today, you will have overheard several references in their speeches and poems to one very influential book in the English language: the Bible. This is because for centuries, the English Bible – specifically the King James Version, first published in
š The fire being lit, the hearth swept, and a small kettle of a very antique pattern, such as I thought I remembered to have seen in old farmhouses in England, placed over the now ruddy flame, Francesā hands were washed, and her apron removed in an instant; then she opened a cupboard, and took
Lesson #165: Affirming Something Emphatically With ‘The’, ‘Do’, or ‘Did’ Read More Ā»
You cannot copy content of this page