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  • First question this week comes from result.

  • Coups.

  • Wandy Hagen results, Results says Hi, Alicia, What's the difference between Fink and thought?

  • And when do we use them?

  • Thanks.

  • Okay, so I'm going to focus on the verb uses of these words.

  • So the simple answer is that think is present tense and thought is past tense.

  • We use think when we're talking about our opinions or ideas for things that are always true.

  • So, for example, I think summer is the best season, or I think tea is delicious.

  • We use fought to talk about our past ideas and opinions, Yes, but we use thought to talk about actions or activities that have been completed, and we want to refer to our opinions of those things.

  • So, for example, I thought the movie was great.

  • I thought dinner was expensive, so sometimes we want to talk about, like a past situation.

  • So something that happened before and we want to share our opinion of it.

  • But we don't use present tense Think we use thought to refer to that.

  • So I thought dinner was expensive last night.

  • Or I thought the movie was great, so the activity has ended, but we want to share our opinion of that.

  • So when we're talking about our regular like opinions and ideas like things we think are delicious always or things we enjoy or things we hate always we use present tense.

  • Think to do that.

  • We would not use think for a completed action.

  • Like, I think the movie was great last night.

  • We would not use that.

  • We use past tense to do that.

  • So I hope that this helps you understand the difference between think and thought.

  • Thanks very much for the question.

  • Okay, let's move on to your next question.

  • Next question comes from Maria.

  • Hi, Maria.

  • Maria says hi.

  • Could you tell me which one is correct?

  • Have a shower or take a shower.

  • Thank you.

  • Yeah, both are correct.

  • The difference here is really just that Have a shower is perhaps more commonly used in British English.

  • We tend to use take a shower in American English.

  • Some other expressions you might hear related to bathing in English are hop in the shower, which implies a very short shower, were hopping the bath, hop in the tub as well, where tub refers to bathtub or have a rinse.

  • Maybe you might also here, take a rinse, which sounds like you're just rinsing your body off.

  • Maybe, like after a jog, for example, rinsing sweat off of the body, maybe rinsing some dirt off the body after doing some gardening or something.

  • So we have a few different shower and bathing related expressions.

  • But the most common one in American English is take a shower, have a shower is okay to use to.

  • It's just more commonly used in British English, so I hope that this helps you.

  • Thanks very much for the question.

  • Okay, let's move on to your next question.

  • Next question comes from Far Region Hom Newer Hello for E.

  • J.

  • Home Free Home says highly show What is the difference between had, have can and could.

  • This is a really big question.

  • Let's start by looking at have and had their uses and the meanings.

  • It really depends on the situation.

  • So first we can use have in present tense to refer toe owning something had is the past tense form of that for me.

  • We can also use have and had to make perfect, tense sentences.

  • Perfect, tense statements and questions so have is used for present perfect tense had is used for past perfect tense.

  • We also use this in responsibility expressions like half, too, and had to in present, tense and in past tense, respectively.

  • So let's look at a list of example sentences that show us how each one of these is used.

  • I have a cookie.

  • I had a cookie at lunch.

  • I have had a cookie today.

  • I had had four cookies by the time I left the office yesterday.

  • I have to eat all these cookies.

  • I had to eat so many cookies yesterday.

  • So these example sentences show us the variety of ways that we can use have and had some times together to make a lot of different statements moving on to the second part of your question about can and could These two words also have quite a lot of different uses we can use can in present tense, to talk about our abilities and to make, like requests and offers we can use could to talk about our past abilities and to make polite, present, tense requests and offers.

  • We also use could to talk about unrealistic situations.

  • And this includes impossible situations.

  • In the past, I can speak Spanish.

  • I could speak Spanish when I was a kid.

  • Can you help me with my homework?

  • Could you please help me with my homework?

  • If I had a lot of money, I could buy a house.

  • Was that Davy?

  • Now that couldn't have been Davey Davies at the office.

  • So can and could is also a very big topics.

  • I hope that this very quick introduction at least shows you some examples of how we use thes different words.

  • Thanks very much for your question.

  • Okay, let's move on to your next question.

  • Next question comes from why he hello, White Heat y Hean says.

  • What is the difference between do you and are you?

  • Do you begins questions that are asking for help that are asking for information or maybe making requests and offers.

  • We follow do you with the present tense form of the verb is the simple infinitive form of the verb.

  • Some examples.

  • Do you know where my keys are?

  • Do you have a pen?

  • Do you want to get a coffee?

  • Do you go to the gym every week?

  • Are you?

  • Begins a question asking about someone's condition we follow.

  • Are you with a verb in the progressive tense with a noun phrase or with an adjective?

  • Some examples.

  • Are you a doctor?

  • Are you okay?

  • Are you coming to the office today?

  • Are you at home?

  • So this is kind of a good guideline that you can use when you're trying to decide between do you?

  • And are you questions?

  • What kind of information do you want to know?

  • If it's a condition question you can probably use, are you?

  • If you're looking for information or trying to make a request, you might use, do you instead?

  • I hope that this helps you.

  • Thanks very much for the question.

  • Okay, let's move on to your next question.

  • Next question comes from ST Har.

  • Ready?

  • Huggins radar.

  • Radar says Hi, Alicia.

  • What's the difference between its Okay, and that's okay.

  • Um, not much, Really.

  • In most cases, we use them interchangeably.

  • But there are a couple cases where we do use just one.

  • So, for example, when you're making a sentence that uses and if pattern, you always want to use its okay, not that's okay, For example, It's okay if you can't finish this today or it's okay if you're running late, so we would not use That's okay in that situation.

  • That's okay.

  • If you're running late or that's okay.

  • If you can't finish it today, we would use its okay if you're making an if sentence and if Klaus sentence So in many cases, especially in my case, I tend to use That's okay when someone apologizes to me for some kind of small mistake.

  • So if someone like bumps my shoulder or if somebody forget something I don't know, I could say that's okay too mean, no problem.

  • You could use its okay in this case, do.

  • But I feel like that's okay.

  • Might be a little bit more common also when you are in close proximity.

  • So that means when you have a very close relationship, either physically or emotionally to another person, and you're talking about an issue and you want to present a situation and you want to make the other person feel at ease like everything's fine, you can use its Okay.

  • So, for example, a person a might say, Oh, no, I deleted an important file from my computer.

  • B says, It's okay.

  • I made a backup yesterday, So in that situation, it's okay proceeds or comes before the solution to the situation in those cases, using its okay might sound a little bit more natural than that's OK.

  • But as I said, in most cases we use them interchangeably, and it doesn't really cause a communication problem.

  • But I hope that those air a few situations that you can use in daily life.

  • On that you can use thes two expressions a little bit more naturally.

  • So thanks very much for the question.

  • I hope that that helps.

  • First question this week comes from Dwan due to a Tom, I hope I said that right?

  • Dong Ju says, Hi, Alicia.

  • How do I practice listening to English better, I would say.

  • Make sure you're doing active listening, not passive listening.

  • So passive listening is like just turning your phone on or turning your computer onto something English, like an English movie or an English video on YouTube or English audio, and you leave it and you go do something else, like cleaning or cooking or doing your homework or whatever.

  • So you're not paying attention to the audio.

  • You're not paying attention to the video at all.

  • So you're just listening to the background noise.

  • They're active.

  • Listening, on the other hand, is really focusing in on the things that you're hearing, so to practice.

  • Good, active listening.

  • Of course, you congest listen to audio, but I would recommend trying to read along with the things the speakers are saying.

  • So I think really fun.

  • Ways to do this are to use movies and videos so movies turn on the subtitles in English to do this on and turn on like YouTube captions as well.

  • You can do that with some of the videos on our channel, and I think that there are some auto generated captions that you can use on our YouTube channel as well, so I would recommend reading along as you listen, So this helps you because it can help you identify the pronunciations of unfamiliar words.

  • The words that you don't know.

  • You can learn how to pronounce them.

  • You can also hear the different ways that native speakers connect words in everyday speech.

  • You can learn how words are stressed in everyday speech, and you can just pick up new vocabulary words and work on some grammar patterns, too.

  • So I would recommend you practice active listening, not just passive listening.

  • Passive listening is fun and easy, but try to do active listening as well so that you're really focusing on gaining new things.

  • I hope that this helps you and good luck with your continued listening studies.

  • Okay, let's move on to your next question.

  • Next question comes from Bear Hot Vin.

  • Hello, bay.

  • Huck Finn, they had been says, What is the difference between England, British and United Kingdom?

  • Okay, Um, England is a country one country.

  • It is unknown.

  • For example, I went to England last year.

  • Have you ever been to England?

  • British is an adjective.

  • Something that is British is something or someone that comes from Great Britain.

  • So Great Britain is the largest of the islands in the British Isles.

  • Examples.

  • My roommate is British.

  • Do you speak British or American English.

  • I speak American English, the United Kingdom or the U.

  • K.

  • Is an area that's made up of most of the islands in the British Isles, including Great Britain, and it's made up of a small part of the northeastern part of Ireland as well as a few other small islands in the area.

  • This is referred to as the United Kingdom or the U.

  • K examples.

  • Have you ever been to the UK?

  • I hear it's rainy in the United Kingdom, Okay, so I hope that this helps you understand the differences between these words.

  • Thanks very much for the question, All right, moving along to your next question this week.

  • Next question comes from Alex.

  • Hi, Alex, Alex says, Hi.

  • What's the difference between Bush and Forest?

  • Thanks.

  • Okay.

  • In American English, Bush and forests are quite different, however, In Australian English, the word Bush could be used to mean something kind of similar to forest.

  • So first, let's look at how Bush is used in American English.

  • In American English, bushes used to refer to like a shrub.

  • It's one single plant that is low to the ground.

  • People usually have them in front of their houses or in a forest.

  • Among the trees, you might see bushes like below trees, so they're usually not very big.

  • Maybe this size of show.

  • It depends.

  • It depends on the type of plant.

  • Um, but a Bush is a single unit.

  • It's a single plant.

  • Examples.

  • My grandparent's have lots of bushes in their yard.

  • There's a row of bushes leading up to the castle, so some of you may know that this word does have another slang meaning, but it is totally unrelated to plant life.

  • So you can Google that if you like.

  • So Bush can also refer to, like an area of wild lands like untamed creatures and just free growing plants.

  • But that's something that we only use in Australian, English, American English speakers.

  • And to my knowledge, British English speakers do not use this word.

  • Forest, on the other hand, refers to a huge, huge, huge area off trees and creatures and all kinds of wildlife.

  • So, for example, the Amazon rain forest is a huge forest, so it's not just one unit, not just one tree or one group of animals, but it's the whole area.

  • All the plants, all the wildlife.

  • Everything in that area that's a forest area.

  • So I hope that this helps you understand the differences between these words.

  • Thanks for an interesting question.

  • Okay, let's move on to your next question.

  • Next question comes from Svetoslav.

  • High Spot is love.

  • I hope I said that correctly.

  • Status Law says Hi, Alicia, could you explain the difference between other and another?

  • Okay, I talked about this in a previous episode of Ask Alicia.

  • So if you want some more example sentences in a little bit of a different explanation, you can check out that video so we use other when we're referring to the known alternative in a situation.

  • So if, for example, our camera person offers me these two markers and he offers me the red one, but I can see the blue one, I can say no, I want the other one.

  • I want this one.

  • I want the other marker.

  • So I use the other because I see that there are two choices in the situation.

  • I am offered one, but I say no, I want to the other one in the situation.

  • We use another when we want to refer to something outside the known situation.

  • So here, if I'm offered a red marker and a blue marker and I don't want either, I can say, Do you have another color?

  • And maybe I'll get the black marker So it's outside of my existing options.

  • It's outside of the known situation, another one.

  • So, for another example of how we use another and the other, you can check out the previous episode of Ask Alicia that I talked about.

  • I hope that that gives you another example.

  • Um, and another explanation that can help you understand the differences between these words.

  • So I hope that that helps you.

  • Thanks very much for this question.

  • Okay, let's move on to your next question.

  • Next question comes from Emma.

  • Hi, Emma.

  • Emma says highly Chef, I'm wondering what I should say when people ask me what my job is, and I'm just a housewife and raising kids.

  • Is it okay to say I have no job?

  • I'm just a housewife.

  • Well, yes, but I definitely wouldn't say just or I have no job, because I think many people now today recognized that being a housewife is a like a kind of job, so you could say yes, I'm just a housewife.

  • But because there's a lot of work related to taking care of a house and taking care of Children, I would say Don't use just just say I'm a housewife and explain I take care of my home and my Children So I hope that this helps you.

  • Yes, using housewife is a great way to describe what you do.

  • Thanks very much for your question.

  • First question this week comes from Sergei.

  • Hi, Sergei, Sergei says.

  • What message would you recommend to remember English words as fast as possible and for a long time, Thanks.

  • Ha!

  • Common question.

  • Ah, I would suggest that you begin using the words right away.

  • So I imagine many learners have a vocabulary list.

  • Ah, maybe it's a digital list or a list you write by hand.

  • Whatever.

  • When you learn a new word, begin using the word right away.

  • So I don't mean like reading the word or learning the spelling of the word.

  • That's great, but start making sentences with the words, So write a sentence and then say the sentence out loud.

  • So use the word right away.

  • And then maybe at the end of the same day.

  • Read the sentence again.

  • Right?

  • The sentence again.

  • Say the sentence again.

  • So use the word again the next day.

  • Do it again.

  • Maybe make a new sentence using the same word.

  • So try to say that sentence again.

  • Try to say the previous day sentence again.

  • So use the word.

  • Don't just put the word into your head.

  • Actually create something with the word.

  • This is huge.

  • Very important is to actually like to create something with the new words that you're learning.

  • So you do this, you know every day, and then a few days later, you refresh the word.

  • A week later, you refresh the word.

  • So in the beginning, it takes time.

  • You maybe need to refresh your mind.

  • Refresh your memory a lot as you learn new vocabulary words.

  • But then you also need to get used to using those words in your everyday life.

  • So try to maybe make a list, or like a group of words you want to focus on for, like, one week or two weeks at a time.

  • And so you practise that group of words like every day, or you make up study plant focus on this group of words for this month or something like that.

  • So do that with those words that you really, really want to use.

  • Maybe they're words that are extremely important to your everyday life, like your studies or your work or maybe a hobby, for example.

  • So I would suggest doing that, um, and spacing out your repetition to do that.

  • So if you want a tool that can help you to do this kind of thing Ah, there are spaced repetition systems like spaced repetition, flashcard tools, very popular.

  • One is a tool called monkey.

  • Ah, so you can download like vocabulary word Dex, groups of vocabulary words and study those and the software or the system will automatically tell you when is the next time to study.

  • So you finished your study session, and then later, a few hours later, or a day later or something, you can study the same words again, and it will remember how well you did the previous time.

  • So it's spaces out.

  • Uh, how often you see your vocabulary words and helps you refresh things at a good pace for your studies and for your like your memory.

  • So that might be a good tool to use.

  • But as I said, Don't just read.

  • Don't just see the words on a screen.

  • Make sure you use the words as well.

  • So I hope that this helps you to understand new vocabulary words and to be able to remember them for a long time.

  • Good luck with your studies.

  • Okay, let's move on to your next question.

  • Next question this week comes from Mellie.

  • Hello, Millie.

  • Millie says you say, And I answered them.

  • Maybe at the opening of the video.

  • This maybe means if I can or you ask plenty of questions.

  • And I picked randomly.

  • So maybe I can or I can't pick yours.

  • Thanks.

  • Yeah, Actually, both both are true.

  • The reason that I chose that beginning the US questions and I answer them Maybe I chose that introduction for both of those reasons.

  • So one is actually I don't know for sure if I answered your question.

  • So sometimes viewers send a question and maybe I don't completely understand what they want to know.

  • Or maybe my answer doesn't give them 100% of the information.

  • So I hope I try my best to answer the questions completely, but I don't know for sure that I've answered the viewer's question.

  • I don't know for sure that I've answered your questions, so that's one.

  • That's one reason why I say Navy at the beginning of the video.

  • The second reason, as you said, is because there are lots of questions that gets sense to us for the Siri's.

  • So sometimes the questions are like very common questions.

  • So we get, for example, lots of questions about how to use present perfect tense, or we get lots of questions about how to use, have and had or would couldn't should those words.

  • So because there are so many questions like that, I might not choose your question about that topic.

  • I try to choose questions that I hope can be like new and interesting and helpful for lots of people who are watching the channel, not just for that one person.

  • So that's one reason also, there are some questions that are very, very specific.

  • Some people send questions that air, maybe about one specific sentence, And so for other people, maybe it's not so helpful.

  • So I'm trying to choose questions that are good for everybody.

  • So that's the second reason why I say maybe I might not choose the question that you send, even if you do send it.

  • Thank you so much for sending.

  • But yes, there are those two reasons why I say maybe at the beginning to every video in this series.

  • So I hope that that helps you.

  • Thanks for this question.

  • Okay, let's move on to your next question this week.

  • Next question for this week comes from Komei.

  • Hello, Comey, Komei says.

  • What is the difference between ongoing and in progress?

  • Great question.

  • Ongoing is an adjective we can place ongoing before the noun that it modifies.

  • We can also place on going after the now that it modifies, but we connect the two with is some examples.

  • This is an ongoing project.

  • This project is ongoing in progress, on the other hand, is not an adjective.

  • It's in a proposition and progress a noun.

  • So progress means like movement forward or some kind of improvement.

  • That's what progress means so we can imagine in progress to mean, like in the condition of making progress.

  • So that's kind of like a a long way to say this small phrase in progress in the conditioner in the state of making forward progress.

  • So we tend to use this after the noun that it modifies.

  • So some examples of this construction is in progress on our office building.

  • This project is a work in progress, so I hope that helps you understand the differences between ongoing and in progress.

  • Thanks very much for this question.

  • Okay, let's move on to your next question.

  • Next question comes from Marcello Veloso.

  • Hello, Marcello, Marcello says.

  • Hi, Alicia.

  • How's it going here in Brazil, when actors and actresses play rules in soap operas, movies and TV shows, they don't talk like ordinary people.

  • They talk a little.

  • Formally, I would like to know if the same thing happens in the U.

  • S.

  • A nice question, but generally no.

  • Actors and actresses don't speak more formally.

  • They do, however, change their speaking for the setting in which they are acting.

  • So, for example, if you've seen a movie where the story features royalty so like kings and queens, you might hear the actors using very formal language because that's the language that's appropriate for a very formal setting.

  • So they use that language not because it's like a movie, but because it's like a king or a queen they're speaking to, so they should speak formally.

  • On the other hand, if you've seen the movie like a cowboy movie like an old Western movie, you'll hear the characters speaking in a very rough manner.

  • So they choose the way that they speak or the way that they speak is kind of determined by the setting of the media.

  • So it's not that the media itself causes actors and actresses to speak a certain way.

  • It's like the story itself.

  • They speak to match the story.

  • Um, I will say that probably in most cases, actors and actresses tend to speak a little bit more clearly.

  • Yes, they speak very quickly, but they tend to speak a little more clearly in media because it's important for the audience to be able to catch all the words that are being said.

  • So you might hear them speaking a little bit more clearly.

  • But no, not necessarily more formally.

  • So level of formality is determined by the story, the characters in the story and the relationships in this story.

  • So I hope that that helps you.

  • Thanks very much for the question.

  • Okay, let's move on to your next question.

  • Next question this week comes from Michael.

  • Hello, Michael.

  • Michael says hi, Alicia.

  • The verbs would and hod have the same form of contraction.

  • Apostrophe D.

  • How do I know what verb this form of the contraction means?

  • Great question.

  • Okay.

  • To know which form.

  • Look at the word that comes after the apostrophe.

  • D, for example, I'd like a glass of water.

  • I'd eaten by the time my roommate got home.

  • Okay, so in the first example sentence, I'd like a glass of water.

  • The word that comes after I'd is like like is a simple present, tense verb.

  • In the second example sentence I'd eaten by the time my roommate got home.

  • We see eaten, which is the verb eat in the past participle formed.

  • So we break these down and we see I'd like becomes I would like or I had like, so we know I had like is incorrect.

  • That's not proper grammar.

  • We know.

  • Therefore, it should be I would like we can do the same thing with the second example sentence I'd eaten.

  • Could be Either I would eaten or I had eaten.

  • We know that I would.

  • Eaton is grammatically incorrect.

  • So we can understand therefore, that when we see that apostrophe dee followed by a simple present tense verb, we can understand that that's actually an eye.

  • Would construction apostrophe dee, followed by a verb in the past.

  • Participle form, however, indicates the past perfect tense.

  • I had eaten, I'd eaten.

  • So you don't actually need to focus on that apostrophe dee.

  • Focus on the grammar of this sentence as a whole.

  • So we're looking at the verb that comes after this, not to the apostrophe d itself.

  • The clue is actually in the next word.

  • So I hope that this helps you identify the differences in the future.

  • Thanks very much for this question.

  • Hi, everybody.

  • My name is Alicia.

  • In this lesson, I'm going to talk about tag questions.

  • I'm going to explain what tag questions are, how to make them and a few different ways to use them.

  • So let's get started.

  • Okay.

  • First, what is a tag question?

  • Attack?

  • Question is a short question.

  • Ah, that comes after a statement.

  • So I'll explain a lot of examples today.

  • So these air very short questions, usually just like two words, we use tag questions for confirmation or four agreement.

  • So when we want to check that something is correct, for example, we use a tag question when we want to use a tag question to confirm information.

  • We typically use downward intonation to do this, so you'll hear a few examples of this in this lesson.

  • However, we also used Tad questions to ask for information.

  • So we want to get some new information.

  • We can use a tad quest to do that, but typically, when we want to ask for something, will use upward intonation the same way that we would ask a regular information question.

  • So let's keep this in mind as we look at some of the rules for using tag questions and making tag questions.

  • But first, um, to make tag questions.

  • There are two basic rules I want to explain.

  • So the first rule is if the verb in the main sentence or in the main part of the statement is a positive verb, then the verb in the tag question must be negative.

  • So let's look at a few examples of this here.

  • You cooked this, didn't you?

  • So here cooked is the verb in the main part of the statement.

  • And it's positive.

  • That means I need to use a negative verb here in this case, Didn't in the ending part of the statement.

  • So I'll explain this rule in just a moment to another example.

  • Uh, he could hear me, couldn't he?

  • So here Could is positive in the main part of the statement.

  • Therefore, I need to use the opposite form.

  • Couldn't the negative form at the end of the statement in the tag question last example.

  • Here.

  • You've had breakfast, haven't you?

  • So here I'm using You have had breakfast.

  • So here you have is my positive verb, my positive auxiliary verb in this case.

  • So I need to use the negative.

  • Haven't in my tag question at the end of the center, it's so this is the first part.

  • Then the opposite is also true, as we see here in point number two.

  • So if the verb in the main sentence or the main part of the statement is negative, then the verb and the time question is positive.

  • So this is the opposite of 20.1 that we just talked about here.

  • So I've just made the opposite of each of these sentences.

  • So here will see, you didn't cook this, Did you hear?

  • I have the negative.

  • You did not cook this.

  • Therefore the positive did is used in the tank question again.

  • He couldn't hear me.

  • Could he hear?

  • I've used Couldn't.

  • This time is negative in the main part of the statement.

  • So the tag question is positive.

  • Could he finally You haven't had breakfast, have you?

  • Here I have the negative haven't have not.

  • Therefore, I need to use the positive have in the tag question.

  • So this is the basic rule for making tag questions.

  • If we see a positive verb in the main part of the statement, the tag questions should be negative.

  • Should use a negative verb.

  • And the opposite is also true.

  • If a negative verb is used in the main statement, we should use a positive verb in the tag question.

  • So this is one key thing you'll see in our example sentences for today.

  • So let's look at a few more details about how to make these, um, point number three here is about auxiliary ver.

  • So remember auxiliary verbs like have and has be, for example, So if there's no auxiliary verb in the main statement thin the tag question will use the appropriate form of the word do.

  • And by that I mean the positive or the negative form like do or does.

  • For example.

  • So let's look at some examples of this.

  • So no auxiliary for is used here.

  • So he made this didn t Here I have the verb made past tense.

  • He made this, didn't he?

  • No auxiliary verb is here, so we need to use the verb do.

  • However made is a positive meaning.

  • The tag question needs to be negative.

  • So, uh, here didn't his past tense did not?

  • In other words, the contracted form did not is used here.

  • Let's look at one more Here I have the negative.

  • She didn't go, did she?

  • So I need to use the positive did in the tag question here again they canceled, didn't they?

  • So canceled is the verb.

  • It's the positive form of the verb used here.

  • I therefore need to use the negative in the past.

  • Didn't in the tag question So again, If no auxiliary verb is in the main statement, then we should use wth ikaria form the appropriate form of do to make the tag question at the end.

  • However, as in point number four, if there is an auxiliary verb.

  • So if we do see some case of have or be used, then we need to use the same auxiliary verb in the tag question.

  • But we still need to follow this rule, the positive and negative rule.

  • So, for example, he hasn't finished his homework.

  • Has he hear the auxiliary verb has is used.

  • But I have the negative form.

  • He hasn't finished his homework, so I need to match this with the positive.

  • Has he?

  • He hasn't finished his homework, has he?

  • Next one, she's left the office.

  • Hasn't she hear?

  • The verb might be hard to find Its this apostrophe s.

  • She is left.

  • Meaning she has left the office, hasn't she?

  • Here I've used the negative because the positive she has is used in the main statement.

  • Finally, they were listening to our conversation, weren't they?

  • Here I'm using Were the positive were in the main statement.

  • So I need to use the negative Werth in the tag question.

  • So please be careful when you're using an auxiliary verb in your main statement, Make sure to use the opposite form of theon Zillah reverb in the tag question.

  • All right, let's go on to part five.

  • So part five is a little bit special.

  • So if I am or our If one of these words is used in the main part of your statement, then we'll use our or art to make the tag question here.

  • This one's a little bit special.

  • So, for example, I'm I'm is the contracted form of I am So I'm a bleeding.

  • I am bleeding, aren't I?

  • So again, the same positive and negative rule I am bleeding, aren't I?

  • Aren't I?

  • So we'll use the negative art here to match with the positive.

  • I am another example.

  • You're not leaving, are you?

  • So here.

  • You are not leaving.

  • You are not leaving, are you?

  • So here we have a negative form.

  • You're not leaving, are you?

  • So here.

  • We need to use the positive form in the tag question.

  • Finally.

  • They're going home, aren't they?

  • So here we have.

  • They are going So there's a positive form.

  • They are, They are.

  • So we need to match this with negative form.

  • They're going home, aren't they all right?

  • So please be careful.

  • If you see this AM or are in your main statement, please be careful of that.

  • Finally, point number six if you use a motile verb.

  • So this is like Will won't could.

  • Should would.

  • For example, if a motile verb is used in the main part of the statement, we need to follow the same rules.

  • Use the motive, Herb in the tag question as well.

  • Just used the opposite form of that.

  • For example, I shouldn't eat this, should I?

  • So here shouldn't.

  • Is my mode over?

  • I've used the negative.

  • Shouldn't.

  • So we'll use the positive should in the tag question.

  • I shouldn't eat this, should I?

  • Another one he won't call, Will he so won't.

  • In this case, the negative won't is used.

  • So I need to use will the positive form in the tag question.

  • Finally, uh, they wouldn't hurt us, would they?

  • Again, there's the negative form in the main statement and the positive form in the tab question.

  • So you can see that these two points about the positive and negative matching these really are the basis for making other tag questions and then just pay attention to whether or not you're using an auxiliary verb as well in your main statement.

  • So always think about matching the opposite form of the verb in the main statement to the tag question there.

  • And also think about your intonation when you're using these kinds of sentences when you're using these kinds of questions.

  • So as we talked about here, when you want to just get agreement or get confirmation from someone, you can use downward intonation.

  • So, for example, he made this, didn't he?

  • Or she didn't go.

  • Did she or they canceled, didn't they?

  • So there's a very kind of downward sound to it.

  • It sounds a little bit, um, like you're not really asking for information.

  • Maybe, like you're talking to yourself almost a little bit, however, if you want to actually ask someone for information mixture to use upward intonation.

  • So to use the same examples.

  • Uh, he made this, didn't he?

  • Or she didn't go?

  • Did she or they canceled, didn't they?

  • So it's again.

  • It still sounds like you want to get confirmation about something, but when you use the upward intonation, it sounds like you don't actually know.

  • Maybe you have a guest, but you're not quite sure, and you are looking for some information, so please keep your intonation the sound of your voice in mind when you're using tag questions.

  • Okay, that's everything that I want to explain.

  • For this point, I hope that it was useful for you.

  • If you have any questions, or if you want to try to make a tag question, please feel free to do so in the comments section below this video.

  • If you liked the video, please make sure to give it a thumb's up, subscribe to our channel and check us out in English.

  • Class 101 dot com for some other good resource is thanks very much for watching this lesson, and I will see you again soon and words for desserts.

  • So let's no sweet.

  • The first word is sweet, sweet.

  • So sweet is that sugary flavor that you have in your mouth when you eat something that has, I don't know, natural sweet flavors.

  • I guess so.

  • For example, like fruits, many fruits have a natural sweetness, like apples or oranges have a sweet flavor on dhe.

  • Then there is artificial sweetness, like when you put sugar actual sugar into like cakes or cookies.

  • For example, there's that sugary flavor.

  • Um, we call that sweet.

  • That is a sweet flavor and a sentence.

  • I want to eat something sweet, decadent.

  • The next word is decadent.

  • Decadent is a word that we use to describe something that is like super selfish.

  • It's like it's like, ridiculous.

  • It's kind of like crazy.

  • How indulgent how, like selfishly delicious something is.

  • We use it a lot for desserts, so we use it for things that are maybe very, very rich.

  • Ah, which we'll talk about some of these words later, so we'll use it for things that have like a really, really strong, rich, deep flavor.

  • Maybe they have a high fat content or a high sugar content.

  • Maybe they have lots of cream, whatever.

  • Something that seems like it's just the super selfish Just oh, it's just too much that we can use the word decadent for that.

  • So in ascendance, this pie is absolutely decadent rich, so the next word is rich, rich.

  • We can use the word rich for foods beyond desserts is not on Lee for desserts, but it is a very common word.

  • We use for desserts, so rich means like a very deep flavor.

  • It's often applied with, like chocolates or creams, so it has kind of like an image of maybe a bit some fat, for example.

  • Eso it's it kind of has more of like an adult desert image.

  • Some so examples of things that are not rich are like popsicles, which is just like sugar and flavor and water, like typical, like citrusy Candies aren't really rich.

  • They're very sweet, but not rich.

  • So we use this for, like chocolate cakes, maybe, or pies or puddings, custards, maybe so, something that has, like, kind of a fatty, been deep flavor about it in a sentence.

  • I prefer rich desserts.

  • That's true savory.

  • The next word is savory.

  • Savory is another word that we can use to talk about food that is, well, not sweet.

  • We can use Avery for other things, like meets, but four desserts.

  • Savory means something that has a rich flavor, but that tends more to be salty.

  • So something that has a strong flavour, not necessarily fatty like rich but savory, refers to something that has that has a flavor the like a strong flavor that is not from sweetness, but something that is savoury is I don't know, like I heard one time of like a bacon doughnut, for example, like maybe that's like a savory thing.

  • I didn't eat the bacon doing it, but that could be an example.

  • So something that is savoury is flavorful without being overly sweet in ascendance.

  • Uh, I feel like eating something savory crispy.

  • The next word is crispy, crispy refers to a texture.

  • So the feeling of of food in your mouth when you eat it is like the texture.

  • That's what I mean by texture.

  • Here, crispy is something that when you bite into it, it makes like that kind of crunchy sounder.

  • It makes um, like, for example, if you imagine eating like a cracker, for example, the weight kind of crumbles into your mouth.

  • Or if you eat something that's, like, really like is really, really light, like maybe a potato chip as well could be depending on the chip could be kind of crispy.

  • So something that has often these air kind of like fried things.

  • Or maybe they're for desserts like a wafer could be very crispy.

  • So something that that kind of crumbles in your mouth a little bit.

  • It has sort of a pleasant texture about it.

  • That's something crispy crispy, so in a sentence, this wafer is nice and crispy smooth.

  • The next word is smooth, smooth, so smooth means it's free of any clumps or lumps, others by free.

  • I mean, there are no lumps.

  • They're in no clumps.

  • So we use this, for example, to talk about like puddings or like a pie filling, maybe, or perhaps a cake as well.

  • So something that is really smooth means like there's everything is the same consistency.

  • There are no like spots of, I don't know.

  • There are no like hard pieces and you're putting.

  • I don't know.

  • There's nothing kind of strange or different in the mixture.

  • In the desert mixture, everything is very smooth and consistent.

  • It is all the same.

  • So smooth is a good thing.

  • Typically, for desserts in a sentence, this movie is so smooth you have cakey.

  • The next word is cakey, cakey.

  • Cakey can mean a good thing or a bad thing.

  • Like if something.

  • If, for example, you are eating pudding and you describe it as cakey, that's a bad thing.

  • Uh, cakey should be used positively to talk about a food that should be take E.

  • So, in other words, a cake or a muffin or something that is cake like maybe even bread to some extent, like a sweet bread could be cakey.

  • So cakey means cake like it's similar to cake, so maybe it's kind of fluffy.

  • It's a little bit moist.

  • Cakey refers to things that are similar to cake.

  • So if you use it like to talk about internal something that is not cake, it sounds like it's a negative thing.

  • So, like, for example, I've heard the word cakey is used some time to refer to makeup that is applied incorrectly.

  • So if you apply makeup incorrectly, it can look cakey.

  • By that it means it looks like cake on a person's face you can see like maybe like frosting.

  • You can think of that.

  • It looks like cake.

  • It's a bad thing.

  • In that case, Ah, person's makeup should not look like cake.

  • Probably bad thing there, however, to talk about a muffin.

  • Oh, it's so cakey and delicious.

  • Good thing.

  • So think about the situation where the word cakey is applied in ascendance.

  • These muffins are pleasantly cakey, moist.

  • Next word is moist.

  • Moist means it has moister.

  • It has water.

  • There is like a sense of liquid.

  • The opposite of moist is dry, so dry is typically a bad thing.

  • In deserts, we typically don't want dry deserts.

  • Moist means it has liquid.

  • It has moisture.

  • There's and it's a good thing, typically to have like a slightly slightly moist cake.

  • If you have, like a super moist cake turns into, I don't know, pour into something that's bad.

  • But usually I'm some kind of moistness in your dessert, like a pie or a cake is seen as positive.

  • So moist, moist is typically positive in a sentence.

  • This cake is so moist, creamy, the next word is creamy, creamy.

  • The route There is cream, so something that uses a lot of cream in a nice way, usually so we can also use creamy for like sauces, too.

  • So, like a pasta sauce can be very creamy or other foods can be creamy.

  • Um, but basically it means that a lot of cream or the sensation the taste of cream is in your mouth, and it is pleasant, so it's typically used positively I suppose it could be used negatively.

  • Like spaghetti sauce is creamy and weird.

  • I don't know.

  • I don't know.

  • Maybe you can think of a creative way to use creamy in a negative way.

  • But creamy typically is a good thing for dessert.

  • So in a sentence, gelato is very creamy, fruity.

  • Okay, the last word is fruity, fruity, eso fruity.

  • The route here is fruit,

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