Introduction[edit]

This section is about the grammar of tag questions in common English usage. Tag questions can be found in everyday speech and written verbatim records of conversations. The tag question is a way of checking the correctness of an assumption or statement, by asking the interlocutor for agreement, or clarification. Tag questions are often used simply as a kind of oil to keep the conversation running smoothly.

Tag questions are mainly used in spoken communication, and therefore the intended meaning of a tag question is strongly influenced by voice inflection. This appendix will also attempt to address this problem in a simplified way.

Forms[edit]

Affirmative - Negative[edit]

The basic form consists of an affirmative statement followed by the negative interrogative form of the auxiliary verb.

• You can play the piano, can't you?

Here the speaker believes the other person can play the piano, and is expecting the affirmative reply, and would find the negative reply surprising.

Negative - Affirmative[edit]

Alternatively, the statement can be negative, followed by the affirmative interrogative form of the auxiliary verb.

• But you can't play the violin, can you?

Here the speaker believes the other person can't play the violin, and is expecting the negative reply, and would find the affirmative reply surprising.

This structure is often employed when making a very polite request.

• I couldn't have the afternoon off, could I?

Affirmative - Affirmative[edit]

There also exists the affirmative statement followed by the affirmative interrogative form of the auxiliary verb.

• He can work next Sunday, can he?

Here the speaker is either

1. Asking a real question.
2. Confirming the veracity of a new piece of information.

Intonation[edit]

The voice tone is normally You can play the piano as a statement - in a flat, even voice.

The tag part can take two forms.

1. Falling tone. Means the speaker is almost completely sure he is correct.
2. Rising tone. Means the speaker is making an assumption and is not totally sure. S/he is actually asking a question, although s/he still expects an affirmative reply.

• Rising tone. Normally at all times in the case of Affirmative - Affirmative.

Examples[edit]

Modals[edit]

Be/Do/Have auxiliaries[edit]

Special cases[edit]

Pronouns[edit]

Common exceptions[edit]

If you are a really ambitious learner of English, the sentence that you probably most dread to hear from a stranger is "Your English is very good!" This may sound like a compliment, but in fact it means that the person you are talking to has realized that English is not your first language. It is possible that your grammar, pronunciation and intonation are perfect, but you still don't sound like a native speaker. This may be because you don't use the many of the idioms and phrasal verbs that are so prevalent in spoken English, or because you don't use question tags.

Question tags are an important part of everyday communication and perform many different functions. For example, they can be used to get a conversation started or keep it moving; they can soften an order to do something or they can be a more polite way to request information.

Apart from the difficulty of knowing when to use question tags appropriately, the non-native speaker has to learn how to form them and how to say them. The general rule is that you finish a positive statement with a negative tag, and vice versa, using the main verb (if there is no auxiliary) or the first auxiliary verb (if there is an auxiliary).

For example:

It's a lovely day, isn't it?

You've been told about the meeting, haven't you?

You didn't do your homework, did you?

You wouldn't have been able to do it, would you?

How you say the tag depends on the function of the tag. The following sentence, when seen written down, is ambiguous.

You haven't seen Sascha, have you?

This could be a genuine question; i.e. I don't know if you have seen him or not and I want you to tell me. (In this case the tag would be stressed and said with rising intonation). Or it could confirming what I know to be true and expecting an response like: "No, he hasn't been here all day." (In which case, the tag would not be stressed, and it would be said with falling intonation.)

Quiz

See if you can finish the following sentences with the correct question tag. The first ones are relatively easy, but then they get more difficult!

• You don't like me, ... ...?
• It isn't raining, ... ...?
• You've done your homework, ... ...?
• I'm not late, ... ...?
• I'm invited to your party, ... ...?
• You like German food, ... ...?
• You'll come to my party, ... ...?
• You remembered to feed the cat, ... ...?
• Let's play tennis, ... ...?
• There's a problem here, ... ...?
• He never says a word, ... ...?
• Nobody came to your party, ... ...?
• Don't forget, ... ...?
• You think you're clever, ... ...?
• So you think you're clever, ... ...?

• It's a lovely day today, isn't it?
• You live in Frankfurt, don't you?
• Miho can't speak German, can she?
• You haven't seen Miho, have you?
• His parents are very old, aren't they?
• You will remember to call me, won't you?

• You're coming, aren't you?
• Do listen, will you?
• Let's have a beer, shall we?

• He doesn't know what he's doing, does he?
• This is really boring, isn't it?

Answers

• You don't like me, do you?
• It isn't raining, is it?
• You've done your homework, haven't you?
• I'm not late, am I?
• I'm invited to your party, aren't I?
• You like German food, don't you?
• You'll come to my party, won't you?
• You remembered to feed the cat, didn't you?
• Let's play tennis, shall we?
• There's a problem here, isn't there?
• He never says a word, does he?
• Nobody came to your party, did they?
• Don't forget, will you?
• You think you're clever, don't you?
• So you think you're clever, do you?

• He's read this book, hasn't he?
• He read this book, didn't he?
• He's reading this book, isn't he?
• He reads a lot of books, doesn't he?'
• He'll read this book, won't he?
• He should read this book, shouldn't he?
• He can read this book, can't he?
• Today's lesson is hard, isn't it?
•  The kids can't sing that song, can they?
• Toshi likes fishing, doesn't he?
•  Susan is sick today, isn't she?
•  Mike can play the piano, can't he?
•  You will go there, won't you?
• Andrew doesn't study much, does he?
•  The dogs aren't hungry, are they?
•  She can't cook, can she?
•  You won't see her, will you?
• I’m the fastest, aren’t I?”
• I’m not fat , am I?
• George was not there, was he?
• I will never stay in that hotel again. Will you?
• You wear size 2, don't you?
• Peter was born on March 2, wasn't he?
• We live on Cherry St, don't we?
• We're meeting later this afternoon, aren't we?
• The sun won't shine today, will it?
• Peter enjoys going to movies, doesn't he?
• They don't work at this company, do they?
• Jennifer is studying at the moment, isn't she?
• We aren't walking, are we?
• Jack bought a new house, didn't he?
• I didn't leave my wallet at home, did I?
• Andy was working when you arrived, wasn't he?
• They weren't waiting for you, were they?
• Harry has lived in New York for a long time, hasn't he?
• We haven't visited our friends in Chicago this year, have we?
• They had finished before he arrived, hadn't they?
• But you don't really love her, do you?
• This'll work, won't it?
• Oh you think so, do you?
• Well, I couldn't help it, could I?
• But you'll tell me if she calls, won't you?
• We'd never have known, would we?
• Oh you do, do you?
• The weather's bad, isn't it?
• You won't be late, will you?
• Nobody knows, do they?
• You never come on time, do you?
• You couldn't help me, could you?
• You think you're clever, do you?
• So you don't think I can do it, don't you? (British English)
• Shut up, will you!
• She can hardly love him after all that, can she?
• Nothing will happen, will it?
• Now, let's check your understanding of tag questions, shall we?
•  

Tom will think about it, won't he?

They won't be able to come to the party, will they?

He never came again, did he?

She can rarely come these days, can she?

You hardly ever came late, did you?

I barely know you, do I?

You would scarcely expect her to know that, would you?

Imperatives

Sometimes we use question tags with imperatives (invitations, orders), but the sentence remains an imperative and does not require a direct answer. We use won't for invitations. We use can, can't, will, would for orders.

Some More Special Cases

If we want to ask for information we usually use the standard question form. However, sometimes we just want to keep a conversation going, or confirm information. In this case, question tags are often used to solicit input or confirmation to what we are saying. Using question tags well also promotes a understanding of the use of various auxiliary verbs.

Tags are very common in spoken English, and have many functions. One of the common functions is to start a conversation or help keep it going.

Common tags include won't you? wasn't it? don't you? haven't you? okay? and right?

You don't like me, do you?
- You won't tell him my secret, will you?
- He doesn't speak German, does he?
- You're coming to my party, aren't you?
- She's really good at chess, isn't she?
- You haven't done your homework, have you?

-She comes from Korea, doesn't she?
- You like heavy metal music, don't you?
- He got top grade in the math test, didn't he?
- I really messed up, didn't I?

• He's from Italy, isn't he? (flat or falling intonation - short pause before the tag - more a statement than a question, not really expecting an answer)
• He's from Italy, isn't he? (sharply rising intonation - longer pause before the tag - a question expecting an answer)

A question tag or tag question is a grammatical structure in which a declarative statement or an imperative is turned into a question by adding an interrogative fragment (the "tag"). For example, in the sentence "You're John, aren't you?", the statement "You're John" is turned into a question by the tag "aren't you". The term "question tag" is generally preferred by British grammarians, while their American counterparts prefer "tag question".

Uses[edit]

In most languages, tag questions are more common in colloquial spoken usage than in formal written usage. They can be an indicator of politeness, emphasis or irony. They may suggest confidence or lack of confidence; they may be confrontational, defensive or tentative. Although they have the grammatical form of a question, they may be rhetorical (not expecting an answer). In other cases, when they do expect a response, they may differ from straightforward questions in that they cue the listener as to what response is desired. In legal settings, tag questions can often be found in a leading question. According to a specialist children's lawyer at the NSPCC, children find it difficult to answer tag questions other than in accordance with the expectation of questioner.^[1]using or taging a question

special case occurs when the main verb is to be in a simple tense. Here the tag question repeats the main verb, not an auxiliary:

• This is a book, isn't it?

If the main verb is to have, either solution is possible:

• He has a book, hasn't he?
• He has a book, doesn't he?

Sometimes the rising tag goes with the positive to positive pattern to create a confrontational effect:

• He was the best in the class, was he? (rising: the speaker is challenging this thesis, or perhaps expressing surprised interest)
• He was the best in the class, wasn't he? (falling: the speaker holds this opinion)
• Be careful, will you? (rising: expresses irritation)
• Take care, won't you? (falling: expresses concern)

• You don't remember my name, do you? (rising: expresses surprise)
• You don't remember my name, do you? (falling: expresses amusement or resignation)
• Your name's Mary, isn't it? (rising: expresses uncertainty)
• Your name's Mary, isn't it? (falling: expresses confidence)

• a declarative clause: It was quiet in there, wasn't it?
• an exclamative clause: How quiet it was in there, wasn't it?
• an imperative clause: Be quiet for a moment, will you?

Commas with a tag question

"Place a comma between a statement and the brief question that follows it when the subject of the statement and the subject of the question is the same entity (example 1). When they have different subjects, the statement and the question must be punctuated as separate grammatical elements

………………………………………………………………………………………………………….

Answers :
1. Hurry up, will you?
2. You haven’t see this movie, have you?
3. He knows that, doesn’t he?
4. You never told my secrets, did you/ have you?
5. Promise me not to tell anyone, will you?
6. I can count on you, can’t I?
7. She is rarely here on time, is she?
8. Let’s hit the road, shall we?

………………………………………………………………………………………………………………

Put the following question tags in to the correct gaps. Each question tag is used only once.

isn't it?, has he?, were you?, aren't you?, doesn't he?, do you?, is she?, didn't you?, did she?

1. She didn't watch the film last night, ________
2. It's great to see each other again, __________
3. He comes every Friday, _________
4. You're married, __________
5. You went to Tom's last weekend, _________
6. You don't like tripe, ___________
7. She isn't much of a cook, ________
8. He hasn't lived here long, ________
9. You weren't invited to the party, __________

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Match The Sentence Halves

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Exercise 1.

Add suitable tags:

1. Everybody's gone home, _______________ ?

2. Nobody here speaks French, _______________ ?

3. Nobody phoned, ______________ ?

4. We never drink coffee, _______________ ?

5. That's no excuse, _______________ ?

6. Let's go for a walk, _______________ ?

7. Nothing ever changes, _______________ ?

8. I hardly smoke anymore, _______________ ?

Exercise 1.

1. haven't they?
2. do they?
3. did they?
4. do we?
5. is it?
6. shall we?
7. does it?
8. do I?

…………………………………………………………………………………………………………………….

Exercise 2.

Add suitable tags:

1. Nobody saw us, _______________ ?

2. Sean never goes to bed until really late, _______________ ?

3. Let's go to Mexico this summer, ______________ ?

4. The sun hardly shone all summer, _______________ ?

5. Somebody called me , _______________ ?

6. It's never too late , _______________ ?

7. There's no homework, _______________ ?

8. Everybody enjoyed the party, _______________ ?

Exercise 2.

1. did they?
2. does he?
3. shall we?
4. did it?
5. didn't they?
6. is it?
7. is there?
8. didn't they?

………………………………………………………………………………………………………………..

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Exercise 1.

Add suitable tags:

1. That's the best solution, _______________ ?

2. Nobody failed the exam, _______________ ?

3. Everybody's coming to the wedding, ______________ ?

4. Let's meet at the Irish pub, _______________ ?

5. We never see that actor any more, _______________ ?

6. He hardly said a word, _______________ ?

7. Somebody set the building on fire deliberately, _______________ ?

8. Don't forget to do your homework, _______________ ?

Exercise 1.

1. isn't it

2. did they

3. aren't they

4. shall we

5. do we

6. did he

7. didn't they

8. will you

Exercise 2.

Add suitable tags:

1. It's hardly surprising, _______________ ?

2. There's nothing anyone can do, _______________ ?

3. Somebody must have Tom's phone number, ______________ ?

4. There's no pizza left, _______________ ?

5. Don't let him boss you about, _______________ ? (definition: boss sb about)

6. Let's be serious for a moment, _____________ ?

7. Everyone has heard of 'phrasal verbs', ___________?

8. Nobody was flirting with my boyfriend, _____________?

Exercise 2.

1. is it

2. is there

3. mustn't they

4. is there

5. will you

6. shall we

7. haven't they

8. were they

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Question tags – advanced points

Aren’t I?

The question tag for I am is aren’t I, not amn’t I.

I am late, aren’t I? (NOT I am late, amn’t I?)

Imperative sentences

The question tag for imperative sentences are will you/ won’t you/ can you
/ can’t you/ would you / could you.

Come here, will you?
Open the windows, would you?
Keep quiet, can’t you?
Shut up, won’t you?

The question tag for a negative imperative is will you?

Don’t forget, will you?

Let’s

After let’s… we use shall we?

Let’s go for a walk, shall we?

Sentences containing negative words like hardly, never, no, nobody and little are followed by non-negative tags.

You never call me, do you? (NOT …don’t you?)
He is no good, is he? (NOT …isn’t he?)
I have hardly ever met her, have I?

In question tags referring to nothing and everything we use it.

Everything is ok, isn’t it? (NOT …isn’t everything?)
Nothing can happen, can it? (NOT …can nothing?)

In question tags referring to nobody, somebody, everybody etc., we use they.

Nobody came, did they? (NOT …did nobody?)
Somebody wanted a drink, didn’t they?

After principal verb have, question tags with have and do are often both possible. Note that do is more common in American English.

They have a farm house, haven’t / don’t they?
He had a bad headache, hadn’t/didn’t he?

Notes

In sentences with question tags, pronoun subjects and auxiliary verbs are often left out.

Nice day, isn’t it. (More natural than ‘It’s a nice day, isn’t it?)

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UNIT 3
QUESTION TAGS¹

   Question tags² are normally used in informal speech or writing.

   Therefore, we usually contract them. If we say a question tag

   with a falling intonation, it is not a real question, that is

   to say we just want our listener(s) to agree with us. However,

   if it is uttered with a rising intonation, it is a real question,

   as we are not sure whether something is true or not. They mean

   “isn’t it true/right?” or “is it true/right?”.

   Add question tags to the statements given below.

1  Examples:

   John can come next weekend, can’t he?

   John can’t come next weekend, can he?

a  I can ride a bicycle.

b  She can’t help talking nonsense.

c  They can’t take your car.

d  We can arrange a big party.

e  It can’t be done.

2  Examples:

   I am your best schoolmate, aren’t I? (am I not? is also possible

   in a more formal context.)

   I am not your best schoolmate, am I?

a  I’m very intelligent.

b  I’m not very clever.

c  I am not to blame for the accident.

d  I’m very naughty.

e  I am very spoilt.

3  Examples: (he, she, it is; you, we, they are; see unit 6,

   part 1, section 1.)

   This is rubbish, isn’t it?

   This is not rubbish, is it?

a  Paul isn’t the black sheep of the family.

b  It’s a deal.

c  Margaret and Mrs Green are speaking ill about Mr Green.

d  There³ aren’t any strawberries left.

e  There are two beds.

4  Examples: (he, she, it has; other persons, have; see

   unit 6, part 4, sections 1 and 2.)

   She’s got a beautiful smile, hasn’t she?

   She hasn’t got a beautiful smile, has she?

a  You’ve got ten quid.

b  It’s got six sides.

c  She hasn’t got a son and two daughters.

d  They’ve got some unripe bananas.

e  I haven’t got a lot of apricots.

5  Examples: (simple present; all the persons, but the third

   person singular; see also unit 7, part 1.)

   My sisters love chatting to friends, don’t they?

   My sisters don’t love chatting to friends, do they?

a  You start work at 8 am.

b  You don’t finish work at 5 pm.

c  They enjoy long conversations.

d  You don’t share anything.

e  I talk too much.

6  Examples: (simple present; third person singular:

   he, she, it; see also unit 7, part 1.)

   This irritates him, doesn’t it?

   This doesn’t irritate him, does it?

a  He doesn’t worry about car accidents.

b  His dog leads his blind sister home.

c  She wants to have a child.

d  It smells fishy to you.

e  She doesn’t approve of parties.

7  Revision exercise.

a  She revises your work.

b  She doesn’t like this corridor.

c  I’m the best singer in the world.

d  I am not an amateur.

e  They haven’t got the keys.

f  He always rings the bell.

g  They don’t go out very often.

h  He doesn’t sell vegetables.

i  There aren’t great expectations.

j  We are quits now.

k  He is going to phone Ann first thing in the morning.

l  You hate hunting.

m  You can’t land a plane.

n  He is going to wind the clock.

o  Life is hard.

p  Charles and William aren’t taking driving lessons.

q  Natasha does not know what to do.

r  My dogs don’t bark at night.

s  They can’t leave this door open.

t  Ingrid takes things easy.

u  Maggie is easygoing.

v  You remember the first time we met.

w  It doesn’t work properly.

x  Oliver and Jeremy think this crossword is as easy as

   falling of a log.

y  You don’t agree with them.

z  A lady doesn’t smoke cigars.

8  Examples: (simple past; irregular verbs; see the list provided

   in unit 8; see also unit 7, part 3.)

   Mary and John went to Cuba, didn’t they?

   Mary and John didn’t go to Cuba, did they?

a  Judith didn’t feed her Alsatian dog last night.

b  The vessel sank.

c  It froze yesterday night.

d  They didn’t take cover from the blizzard.

e  They didn’t find their way out.

9  Examples: (simple past; regular verbs; see unit 7, part 3.)

   Jason camplained about the food, didn’t he?

   Jason didn’t complain about the food, did he?

a  Kevin dropped the soup.

b  Your grandfather always carried a stick.

c  Barry robbed them last month.

d  Christopher joined the army last year.

e  His wound didn’t heal.

10 Examples: (I, he, she, it was; you, we, they were; see unit 6,

   part 1, section 2.)

   You were frightened to death, weren’t you?

   You weren’t frightened to death, were you?

a  There wasn’t anything to eat or drink.

b  We were in danger.

c  He wasn’t inside the café.

d  She was outside the bookshop.

e  They were very sensitive.

11 Examples:

   He never goes to church, does he?

   They hardly ever go to Laura’s surgery, do they?

   Barely, hardly, neither, never, nobody, scarcely, seldom, and

   so on, are negative words. Consequently, we shall use an

   affirmative interrogative tag. See units  5 (section 3) and

   14 (section 9).

a  There is no butter left.

b  Nothing matters now.

c  I never drink beer.

d  He seldom stays at home.

e  He can barely read.

12 Examples:

   Nobody puts up with her behaviour, do they?

   Everything was said, wasn’t it?

   We normally use they in the tag after anybody, anyone, everybody,

   everyone, nobody, no-one, somebody, someone, and any other

   singular words referring to people. However, he can be employed

   in more formal speech or writing. The change of he to they is

   due to the fact that many people consider he sexually bias. If

   we refer to things (anything, everything, nothing, something),

   we use it. See unit 10, section 9.

a  Nobody knows where the treasure is hidden.

b  Nothing was done about it.

c  Everything is very expensive nowadays.

d  Everybody gave him a warm reception.

e  Every child has⁴ to help to lay the table.

13 Revision exercise.

a  Edgar’s talk was a failure.

b  The van crashed into a wall.

c  We didn’t buy any pears.

d  My dog buried the bone.

e  I can’t look her up when I go to Glasgow.

f  Your boss had to do without his secretary yesterday morning⁵.

g  She wants to open a stationer’s shop.

h  No-one betrayed you.

i  She yelled at you about your getting there late.

j  She hugged him.

k  I can’t catch up with you.

l  Mildred never shows off.

m  They were always boasting.

n  Nothing grows up there.

o  He wasn’t up when you looked in on him at eight o’clock in

   the morning.

p  I told you not to hit your sister.

q  He doesn’t cook very well.

r  Philip didn’t climb that oak-tree.

s  Monica and you don’t often make your beds.

t  None of them entered the hut.

u  Her new boss was impressed by her good manners.

v  I am a good politician.

w  I’m not in the mood for going out tonight.

x  They haven’t got your purse.

y  He is in a good temper today.

z  She concluded by saying that one’s family always comes last.

____________________

¹  They are also called ‘tag questions’.

²  If the tag is positive, we expect a negative reply; if it is

   negative, a positive one:

     ‘She isn’t cold-hearted, is she?’

     ‘No, she isn’t.’

     ‘They should at least acquaint themselves with the machinery,

     shouldn’t they?’

     ‘Yes, I think they should.’

Main difference between alone and lonely

Key Difference: Being alone is a positive state of mind where a person is content with being only with themselves. Being lonely is a negative state of mind where a person feels sad and upset at being left alone. Being alone is the state in which a person can be to calm themselves, recover and overall just be able to figure themselves out. Being lonely is a state that arises from a certain situation in a person’s life that leaves them discontent or heartbroken.

Being alone and being lonely are two different states of mind for everyone. They are never the same for any two people. Many people often confuse both of them as the same; however they are not. The problem with trying to differentiate between such terms is that it is often open to individual interpretation depending on how a person feels at the moment. Many experts claim that being alone is more of a positive feeling, while being lonely is a negative one.

Any feeling is usually backed by a variety of different scenarios that make a person feel a certain way. It could be something the person saw, heard, felt, etc. The feelings are a byproduct of the hormones that are produced by the brain in response to a certain situation. Similarly, being alone and being lonely are two different situations and two different feelings.

Being alone is often associated with a positive state of mind where a person is content, blissful and happy being with just himself. It is the state in which a person can be to calm themselves, recover and overall just be able to figure themselves out. Being alone is when you can be truly alone and not consider it as a threat, instead see it as an opportunity to catch up with how you have been feeling lately and evaluate your feelings. When a person is usually alone they are often calm, collected and sure of themselves. The alone time is often used to evaluate one’s feelings, reaffirm emotions, deal with any issues and to have an inner conversation. The alone time is said to be the time when a person truly gets to know themselves and what they want. Being alone should leave the person in a calm state of mind. This is why it is often said that when a person is angry, they should usually be alone to gather their thoughts and sort out their feelings.

However, some people associate with being alone as being lonely. Being lonely is a state that arises from a certain situation in a person’s life that leaves them discontent or heartbroken. Situations such as divorce, break up, fight with a friend, betrayal, etc. could leave a person feeling helpless which could give rise to feelings of loneliness. Loneliness is believed to be a negative state of mind, where a person is not sure of themselves, is insecure, afraid of their true feelings, is not able to cope with the emotions around them, does not wish to talk to themselves and require a distraction. Many experts claim that the feelings of loneliness stem from the childhood of a person and their interactions with their family. Children that were not close to their parents are said to have feelings of being lonely more often, compared to children that are close to their parents. A person must face loneliness one time or the other in their lives; however the trick is that not to let it overwhelm you. It is a feeling that must pass and not dwell making the person feel more miserable.

How a person interprets their feelings and deals with them is entirely on them. A person can use the loneliness and convert it into feelings of being alone or a person can dwell on being lonely when they are truly alone. Being alone and being lonely are depended on the interpretation of the person dealing with the feelings. A person can be alone but not lonely, however, at times a person may not even be physically alone but still feel lonely.

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Loneliness is a state of mind - if you are feeling alone it means that, even if you are with other people, you are feeling lonely because you miss someone, Somehow, you feel empty inside.

On the other hand, the feeling of being alone is a state of being - if you are alone it means that you are without company.

You can feel lonely even when you are not alone and consequentially you feel alone because it is as if no one were with you, but indeed there are lots of people around you so you are lonely but not alone, definitely.

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Alone: If you say that "the cat was alone" you know that there was nothing with it

Lonely: If you say that "the cat was lonely" you know how the cat feels

You can be alone without being lonely, and vice versa

Alone is a description of how the cat is physically, and loneliness is an emotion

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friend·ly

ˈfrendlē/

adjective

adjective: friendly; comparative adjective: friendlier; superlative adjective: friendliest

1.

kind and pleasant.

"they were friendly to me"

(of a person) on good or affectionate terms.

"I was friendly with one of the local farmers"

(of a contest) not seriously or unpleasantly competitive or divisive.

"friendly rivalry between the two schools"

Soccer

(of a match) not affecting a team's league standings.

denoting something that is adapted for or is not harmful to a specified thing.

suffix: -friendly

"an environment-friendly agronomic practice"

favorable or serviceable.

"trees providing a friendly stage on which seedlings begin to grow"

Military

(of troops or equipment) of, belonging to, or in alliance with one's own forces.

adverb

adverb: friendly

1.

in a friendly manner.

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Hardly

1  almost no; almost not; almost none

There's hardly any tea left.

Hardly anyone has bothered to reply.

She hardly ever calls me (= almost never).

We hardly know each other.

Hardly a day goes by without my thinking of her (= I think of her almost every day).

At the time, I hardly spoke any French.

There was hardly a cloud in the sky.

 2 used especially after ‘can’ or ‘could’ and before the main verb, to emphasize that it is difficult to do something

I can hardly keep my eyes open (= I'm almost falling asleep).

I could hardly believe it when I read the letter.

 3 used to say that something has just begun, happened, etc.

We can't stop for coffee now, we've hardly started.

We had hardly sat down to supper when the phone rang.

(formal) Hardly had she spoken than she regretted it bitterly.

 4 used to suggest that something is unlikely or unreasonable or that somebody is silly for saying or doing something

He is hardly likely to admit he was wrong.

It's hardly surprising she was fired; she never did any work.

It's hardly the time to discuss it now.

You can hardly expect her to do it for free.

‘Couldn't you have just said no?’ ‘Well, hardly (= of course not), she's my wife's sister.

’He's 24—hardly a baby.

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1. ev·er

ˈevər/

adverb

adverb: ever

1.

at any time.

"nothing ever seemed to ruffle her"

• used in comparisons for emphasis.

"they felt better than ever before"

2.

at all times; always.

"ever the man of action, he was impatient with intellectuals"

3.

increasingly; constantly.

"having to borrow ever larger sums"

4.

used for emphasis in questions and other remarks, expressing astonishment or

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Thirty-seven Adjectives Ending in -ly

You all know (or you will at least pretend you do if you know what’s good for you) that an adjective describes a noun or pronoun, while an adverb describes a verb, an adjective, or another adverb. The quick and dirty way to tell between the two parts of speech is to look for the -ly ending: most adverbs end in -ly, and most words ending in -ly are adverbs.

As always, there are exceptions. The list below is concerned only with the false positives (“Type II errors” to all you statisticians out there) which crop up when an adjective, waggling its -ly tail, tries to masquerade as an adverb. The two examples I’ve commonly heard are “lovely” and “friendly.”

When I spot one of these little buggers, I chuckle inwardly (because I’m a dork) and add it to my mental list. Thing is, I can never find that flingin-flangin list when I need it, so about a week ago I started writing them down. I thought of seven or eight right away, then kept adding to it a couple at a time until I got to 37 earlier today. I didn’t think it would go this fast, but I guess there are a bunch of them out there.

I excluded certain categories of words I felt weren’t “fair”, like slang (bully, fugly), hyphenated words (touchy-feely), and words whose legitimacy I couldn’t confirm without a dictionary (warbly, marbly).

I’ve hidden the list itself in case you’d like to play along. If I could think of 37 in just a week, there are sure to be a least a couple hundred more floating around out there. Feel free to leave new words in the comments if you come up with ones that aren’t in my 37.

1. lovely
2. orderlyمرتب -  منظم =
3. lonely
4. homely ساده -  = خانگی
5. curmudgeonly
6. prickly
7. stately
8. bubbly
9. comely = خوبرو
10. portly
11. shapely
12. ugly
13. sicklyناتوان- علیل =
14. crinkly
15. spindly
16. friendly
17. manly
18. womanly
19. deadly
20. sly
21. courtly مؤدب - باوقار =
22. spritely
23. wriggly
24. squiggly
25. dastardly
26. jolly
27. wrinkly
28. wily
29. woolly
30. mealy
31. crumbly
32. hillyسراشیب  - کوهستانی =
33. silly
34. frilly
35. chillyسرد – بی عاطفه  =
36. sparkly

curlyمجعد - فردار = 

Use of adverbs

1. to modify verbs:
The soccer team played badly last Saturday.

2. to modify adjectives:
It was an extemely bad match.

3. to modify adverbs:
The soccer team played extremely badly last Wednesday.

4. to modify quantities:
There are quite a lot of people here.

5. to modify sentences:
Unfortunately, the flight to Dallas had been cancelled.

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Types of adverbs

1) Adverbs of manner
quickly
kindly

2) Adverbs of degree
very
rather

3) Adverbs of frequency
often
sometimes

4) Adverbs of time
now
today

5) Adverbs of place
here
nowhere

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Adjective or Adverb after special verbs

Both adjectives and adverbs may be used after look, smell and taste. Mind the change in meaning.

Here are two examples:

Do not get confused with good/well.

Linda looks good.
(What type of person is she?)

Linda looks well.
(How is Linda? -> She may have been ill, but now she is fit again.)

How are you? - I'm well, thank you.

One can assume that in the second/third sentence the adverb well is used, but this is wrong.
well can be an adjective (meaning fit/healthy), or an adverb of the adjective good.

Conclusion:
Use the adjective when you say something about the person itself.
Use the adverb, when you want to say about the action.

Definition

Adverbs are words that modify

·         a verb (He drove slowly. — How did he drive?)

·         an adjective (He drove a very fast car. — How fast was his car?)

·         another adverb (She moved quite slowly down the aisle. — How slowly did she move?)

As we will see, adverbs often tell when, where, why, or under what conditions something happens or happened. Adverbs frequently end in -ly; however, many words and phrases not ending in -ly serve an adverbial function and an -ly ending is not a guarantee that a word is an adverb. The words lovely, lonely, motherly, friendly, neighborly,lively,silly, ugly,for instance, are adjectives:

·         That lovely woman lives in a friendly neighborhood.

If a group of words containing a subject and verb acts as an adverb (modifying the verb of a sentence), it is called an Adverb Clause:

·         When this class is over, we're going to the movies.

When a group of words not containing a subject and verb acts as an adverb, it is called an adverbial phrase. Prepositional phrases frequently have adverbial functions (telling place and time, modifying the verb):

·         He went to the movies.

·         She works on holidays.

·         They lived in Canada during the war.

And Infinitive phrases can act as adverbs (usually telling why):

·         She hurried to the mainland to see her brother.

·         The senator ran to catch the bus.

But there are other kinds of adverbial phrases:

·         He calls his mother as often as possible

Adverbs can modify adjectives, but an adjective cannot modify an adverb. Thus we would say that "the students showed a really wonderful attitude" and that "the students showed a wonderfully casual attitude" and that "my professor is really tall, but not "He ran real fast."

Like adjectives, adverbs can have comparative and superlative forms to show degree.

·         Walk faster if you want to keep up with me.

·         The student who reads fastest will finish first.

We often use more and most, less and least to show degree with adverbs:

·         With sneakers on, she could move more quickly among the patients.

·         The flowers were the most beautifully arranged creations I've ever seen.

·         She worked less confidently after her accident.

·         That was the least skillfully done performance I've seen in years.

The as — as construction can be used to create adverbs that express sameness or equality: "He can't run as fast as his sister."

A handful of adverbs have two forms, one that ends in -ly and one that doesn't. In certain cases, the two forms have different meanings:

·         He arrived late.

·         Lately, he couldn't seem to be on time for anything.

In most cases, however, the form without the -ly ending should be reserved for casual situations:

·         She certainly drives slow in that old Buick of hers.

·         He did wrong by her.

·         He spoke sharp, quick, and to the point.

Adverbs often function as intensifiers, conveying a greater or lesser emphasis to something. Intensifiers are said to have three different functions: they can emphasize, amplify, or downtone. Here are some examples:

·         Emphasizers:

o    I really don't believe him.

o    He literally wrecked his mother's car.

o    She simply ignored me.

o    They're going to be late, for sure.

·         Amplifiers:

o    The teacher completely rejected her proposal.

o    I absolutely refuse to attend any more faculty meetings.

o    They heartily endorsed the new restaurant.

o    I so wanted to go with them.

o    We know this city well.

·         Downtoners:

o    I kind of like this college.

o    Joe sort of felt betrayed by his sister.

o    His mother mildly disapproved his actions.

o    We can improve on this to some extent.

o    The boss almost quit after that.

o    The school was all but ruined by the storm.

Adverbs (as well as adjectives) in their various degrees can be accompanied by premodifiers:

·         She runs very fast.

·         We're going to run out of material all the faster

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If the adjective ends in -y, change -y to -i. Then add -ly.
happy - happily
but: shy - shyly

If the adjective ends in -le, the adverb ends in -ly.
Example: terrible - terribly

If the adjective ends in -e, then add -ly.
Example: safe - safely

Tip: Not all words ending in -ly are adverbs.

adjectives ending in -ly: friendly, silly, lonely, ugly
nouns, ending in -ly: ally, bully, Italy, melancholy
verbs, ending in -ly: apply, rely, supply

There is no adverb for an adjective ending in -ly.

Adverbs of frequency

always, usually, regularly, normally, often, sometimes, occasionally, rarely, seldom, never are adverbs of frequency.

The position of these adverbs is:

before the main verb

after a form of to be am, are, is (was, were)

The adverbs often, usually, sometimes and occasionally can go at the beginning of a sentence.
Sometimes I go swimming.
Often we surf the internet.

Somtimes these adverbs are put at the end of the sentence.
We read books occasionally.

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These adverbs have two forms:

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The following adverbs are not derived from adjectives:

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The following adjectives and adverbs have the same form:

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The position of adverbs in sentences

We can put adverbs in different positions in sentences. There are three main positions but also a lot of exceptions.

In English we never put an adverb between the verb and the object.

The three main positions of adverbs in English sentences

1) Adverb at the beginning of a sentence

Unfortunately, we could not see Mount Snowdon.

2) Adverb in the middle of a sentence

The children often ride their bikes.

3) Adverb at the end of a sentence

Andy reads a comic every afternoon.

More than one adverb at the end of a sentence

If there are more adverbs at the end of a sentence, the word order is normally:

Manner - Place - Time

Peter sang the song happily in the bathroom yesterday evening.

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ADVERBS

Adverbs are traditionally defined as words that describe verbs.

Flat adverbs

Adjectives that do not change form (add -ly) to become adverbs are called "flat adverbs."

Typical flat adverbs are early, late, hard, fast, long, high, low, deep, near.

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در مدارس شما 4 موضوع را یاد می گیرید دانش های حقیقتی، مفاهیم، روش‌ها. برخی اصلا مفاهیم را درک نمی کنند مثلا مساله فیزیکی را حل می کنند ولی خود پدیده واقعی آن مساله را درک نمی کنند. این موارد را والدین شما هم یاد می گرفتند و لی موضوع چهارم دانش فراشناختی است که غالبا در مدرسه یاد نمی گیرید.

سطح دشواری

هر سال برای سوالات کنکور یک سطح دشواری مشخصی وجود دارد. سال گذشته شیمی سخت تر بود ولی فیزیک و زبان ساده تر شده بود. ما در کانون سطح دشواری آزمون های کانون را به سطح دشواری آزمون های کنکور سنجاق می کنیم. ما میانگین سطح دشواری سه سال اخیر هر درس را در نظر می گیریم و آزمون ها را براساس آن می چینیم هم چنین 4 بازه ی ترازی را در نظر می گیریم. مثال مشخص می کنیم که در یک درس دانش آموز تراز 7000 چند سوال از ده تا جواب داده است و دانش آموزان تراز 6250 و 5500 و 4750 چند سوال جواب داده است. بعد از اجرای هر آزمون این اعداد را از آزمون ها استخراج می کنیم و با ده دهی مصوب کانون چک می کنیم مثلا وقتی برای بازه ترازی 4750 در نظر گرفته شده است 2 از ده تا طی سه سال اخیر جواب داده اند در آزمون های کانون اگر بعد از اجرا این عدد 1 باشد یعنی آزمون برای این بازه ی ترازی سخت شده بوده و یک واحد از ده تا دانش آموزان این بازه ترازی کمتر جواب داده اند. وضعیت سطح دشواری آزمون های کانون برای چهارم تجربی و ریاضی در جلسه ارائه شد که روی سایت نیز قرار خواهد گرفت.

در ابتدای بخش دوم جلسه، کاظم قلم چی از دانش آموزان خواست رشته ی اول مورد علاقه ی خود را بیان کنند. از جمله این رشته ها عبارت بودند از برق، مکانیک، شیمی، پزشکی، داروسازی، پلیمر، دندانپزشکی، نرم افزار، مدیریت آموزشی، عمران، هوافضا، نفت، بیوتکنولوژی.

کاظم قلم چی به این نکته اشاره کردند که برتری دانش آموزان هنرستان نسبت به دیگر رشته ها این است که از اول دبیرستان هدف آینده خود در مورد رشته مورد علاقه و شغل خود را مشخص می کنند. ایشان تاکید کردند که به جای تفکر در مورد رتبه و تراز حتی به دانشگاه نیز فکر نکنید بلکه به رشته فکر کنید و رشته مورد علاقه خود را مشخص کنید. البته دانش آموزان برتر با تراز بالای 7500 حتی قادر به پیش‌بینی بازه رتبه خودشان در کنکور هم می‌شوند.

رتبه 1 سال 87 غزاله شجاع طلب بیان می کرد که اول به فکر رشته پزشکی بودم و بعد به این فکر می کردم به دانشگاه تهران بیایم و بعد به مرور زمان اواخر به حدود رتبه خودم هم فکر می کردم.

از سایت کانون سمت چپ، بخشی به نام "تا کنکور" و سپس راهنمای انتخاب رشته وجود دارد که دانش آموزان برای انتخاب رشته می توانند به این قسمت مراجعه کنند. تخمین رتبه براساس میانگین تراز و رتبه وجود دارد. کارنامه های کنکور هم وجود دارد. علاوه بر تخمین رتبه بعد از پاسخ دادن به سوالات می توانید متوجه شوید که در کنکورهای مختلف چه نتیجه ای حاصل می شود، هم چنین، آمار چند تا از ده تای هر رشته و هر دانشگاه را می توانید ببینید و استفاده کنید

ابتدا به این نکته که امسال تاکنون وضعیت دشواری درس های مختلف چگونه بوده و چه ارتباطی با کنکور دارد می‌پردازیم. لازم است که پشتیبان های ویژه و مشاوران این اطلاعات را داشته باشند و هنگام مشاوره به ویژه در گفتگو با کسانی که تمایل به آشنایی با آن دارند و اولیا فرهیخته تر از این اطلاعات استفاده کنند.

موضوع دیگر این جلسه پیرو مطالب جلسه قبل خواهد بود. در جلسه قبل در مورد هدف گذاری صحبت کردم، این جلسه نیز تاکید می‌کنم که اگر می خواهید هدف گذاری بلند مدت داشته باشید و به رتبه هم فکر نکنید، به رشته دلخواه خود فکر کنید. این کار چند حسن دارد. اول این که اوقات فراغت خود را به انتخاب رشته فکر می کنید و در طول زمان به انتخاب رشته فکر می کنید و هنگام انتخاب رشته با عجله تصمیم نمی گیرید و دوم این که هدف گذاری خود را با رشته دلخواه خود هماهنگ می کنید.

فکر کردن به رتبه دو اثر منفی دارد یکی این که سبب می شود کمتر درس بخوانید و دوم این که سبب می شود استرس بگیرید.

کاظم قلم چی به حیطه های شناختی بنجامین بلوم اشاره کردند. حیطه ی اول دانش است یعنی طوطی وار بیان کردن، یعنی حفظ کردن یعنی از بر کردن.حیطه دانش پایین ترین حیطه ی شناختی است. اما آیا لازم است؟ بله مثلا فرمول ها و لغات زبان و جدول ضرب را باید حفظ کنید ولی نباید در این حیطه بمانید بلکه باید بالاتر بروید.

حیطه‌ی بعدی درک و فهم است که یعنی ترجمه مثلا بتوانید به زبان خودتان مطلبی را بیان کنید و آن را فهمیده باشید. تبدیل اطلاعات شفاهی به زبان علمی نیز خود یک ترجمه است یا برعکس (تبدیل زبان علمی به زبان مادری). دیگر این که بتوانید نمودار بکشید. سازمان دادن به مطالب مطالعه شده نیز نشانه درک و فهم است نشانه‌ی دیگر درس دادن است. دکتر جبه دار مارالانی تعریف می کرد که هنگام تحصیل در دانشگاه، چنان درس می خوانده که بتواند بعدا به دیگران تدریس کند.

سومین حیطه، کاربرد است یعنی این که بتوانید یک دانش را در جایگاه درست آن به کار ببرید.

چهارمین حیطه تجزیه و تحلیل است. این که بتوانید بعد از فهم یک مطلب، آن را تجزیه کنید و ارتباطات درونی آن را درک و ارائه کنید.

ترکیب پنجمین حیطه شناختی بنجامین بلوم است. همان طور که شما هم می بینید در آزمون های کانون هم سوالات ترکیبی سخت تر هستند. در تحقیقی که انجام داده‌ایم متوجه شدیم دانش آموزان می‌توانند سوالات را به صورت مجزا به راحتی پاسخ دهند ولی وقتی همین سوال‌ها به صورت ترکیبی مطرح می‌شوند دانش‌آموزان به راحتی نمی‌توانند آن‌ها را پاسخ دهند.

حیطه ی بعدی داوری و ارزیابی است. ساده ترین راه تظاهر به خردمندی مخالفت است. برخی به اشتباه سریع وارد ارزیابی و داوری می شوند که باید بعد از مراحل بالا به این مرحله برسند. داوری لازم است ولی باید ابتدا مراحل قبلی را طی کرد بعد به داوری رسید. در سوالات درک مطلب زبان یکی از سوالات از این حیطه مطرح می شود.

این ها مدل های تفکر هستند مثل دفتر برنامه ریزی یا کتاب خودآموزی. برخی معتقدند الگوهای تفکر سبب کلیشه ای شدن ذهن می شود ولی حتی اگر هم این‌گونه باشد حسن این روش این است که ذهن شما واضح و شفاف تر می شود. یکی از کاهایی که شاگردان بنجامین بلوم بعدها انجام دادند این بود که به ترکیب تاکید کردند و گفتند ترکیب عنصری از خلاقیت است و خلاقیت را بالا قرار دادند. در دانشگاه ها هم سه نسل داریم نسل اول دانش محور بوده و نسل دوم پژوهش محور و نسل سوم دانشگاه‌ها کارآفرین هستند که در سطح بالاتری فرار دارند.

کاظم قلم چی با اشاره به حیطه های شناختی، از حاضرین خصوصا پشتیبان های ویژه خواستند بعد از جلسه نوشته های خود را فراتر از سطح دانش بازیابی کنند.

مهم آن چه بیان می شود نیست مهم این است که شما چه دریافت کنید. پیام چیزی است که توسط شما دریافت شود

حسن تعليل

هنگام سپيده دم خروس سحري / داني ز چه رو همي كند نوحه گري
يعني كه نمودند در آيينه ي صبح / از عمر شبي گذشت و تو بي خبري
به نخستين مثال دقت كنيد،آيا هرگز فكر كرده ايد كه چرا خروس به هنگام سحر مي خواند؟ كسي پاسخ واقعي اين سؤال را نمي داند. تنها مي توان گفت كه اين از خصلت ها و غرايز طبيعي اين حيوان است. اما شاعر در مثال اول براي خواندن خروس سحري علتي خيالي مي آورد. او مي گويد كه خروس بدان سبب ناله سر مي دهد كه در آيينه ي صبح حقيقتي را مي بيند و آن اين است كه از عمد ما روي ديگر گذشته و ما هم چنان در بي خبري مانده ايم. ناله سردادن خروس در غم اين بي خبري است. اين علت ادعايي كه سخت پذيرفتني مي نمايد و توان اقناع مخاطب را دارد، عامل اصلي موسيقي معنوي موجود دراين بيت است.
در مثال دوم‌، دوست شاعر از وي گله مند است كه چرا با بودن او ، شاعر از ديگران سخن گفته است، علتي كه شاعر براي كار خويش مي آورد، علتي ادعايي و خيالي اما واقعاً دل پذير است او خطاب به دوست خويش مي گويد: اگر از تو سخن نمي گويم و درباره ديگران حرف مي زنم خلاف عهد نكرده ام؛ زيرا تو را چنان دوست مي دارم كه در ميان جان من هستي و دوستي ديگران به حدي است كه فقط بر زبان من جاري اند و طبيعي است كه از كسي كه بر سر زبان است، بيش تر سخن مي رود تا آن كه در ميان جان جاي دارد زيبايي بيت از اين علت سازي خيالي برخاسته است.
حسن تعليل : آوردن علتي ادبي و ادعايي است براي امري، به گونه اي كه بتواند مخاطب را اقناع كند. اين علت سازي مبتني بر تشبيه است و هنر آن زيبا يا زشت نمودن چيزي است با وجود اين كه حسن تعليل ، واقعي ، علمي و عقلي نيست. مخاطب آن را از علت، اصلي دلپذيرتر مي يابد و از زيبايي آن نيز در همين نكته است. اين آرايه در شعر و نثر بكار مي رود.