SAY and TELL have similar meanings. They both mean to communicate verbally with someone. But we often use them differently.
The best way to remember say and tell is:
You say something to someone
You tell someone something
SAY is immediately followed by a noun clause (He said (that) he was right) or, if it is followed by a personal object, we include the preposition to (He said to his father that he was right).
TELL is followed by an object noun or pronoun (Can you tell me who is right?)
SAY
We sometimes use “to someone” after we use say, for example:
He said to me that he was tired.
Janet said to John that he had done very well.
We use say with direct speech, for example:
Paul said, “Hi Julia! How are you?” Julia said, “Well, I’m having a birthday party tomorrow, would you like to come?” Paul said, “I’m working tomorrow” Julia said, “Oh, well you can come later if you want to”
More examples with say:
Susan said (that) she was tired.
Anthony says you found a new job. Congratulations!
James said he loved her.
TELL
We follow tell with a personal object, for example:
I told everyone it was time to go home.
We use tell for orders and advice using the structure: tell + object + infinitive, for example:
She told him to sit down.
There are some fixed phrases we always use tell with, not say.
tell (someone) a story
tell (someone) a lie
tell (someone) the truth
tell the future
tell the time
tell a joke
More examples with tell:
Tania told Charlie, “Turn off the TV now, I have to study”
David told me that he found a new flat.
Could you please tell me what time it is?
Permanent link to this article: https://englishyourway.com.br/confusing-words-say-vs-tell/
Conjunctions are essential parts of speech in English, connecting words, phrases, or clauses within a sentence. For ESL learners, understanding conjunctions is crucial for constructing clear and cohesive sentences. Conjunctions can be categorized into different types, each serving a specific purpose in expressing relationships between ideas.
1. Coordinating Conjunctions: These conjunctions connect words, phrases, or clauses that are grammatically equal. The common coordinating conjunctions are “and,” “but,” “or,” “nor,” “for,” “yet,” and “so.” For example, “I like tea, but she prefers coffee.” Here, “but” connects two contrasting ideas.
2. Subordinating Conjunctions: These conjunctions introduce subordinate clauses, which cannot stand alone as complete sentences. Subordinating conjunctions indicate relationships such as time, cause and effect, contrast, and condition. Examples include “although,” “because,” “when,” “while,” “if,” and “since.” For instance, “I’ll go for a walk if the weather improves.”
3. Correlative Conjunctions: These conjunctions work in pairs to join similar sentence elements. Common correlative conjunction pairs include “either…or,” “neither…nor,” “both…and,” “not only…but also,” and “whether…or.” For example, “He can either come now or call later.”
Tips for ESL Learners:
Learn the common conjunctions and their functions.
Pay attention to the context in which conjunctions are used to understand their meaning better.
Practice using conjunctions in sentences to express relationships between ideas effectively.
Be aware of the difference between coordinating, subordinating, and correlative conjunctions and their appropriate usage in sentences.
Prepositions of location tell us where one thing is in relation to another thing. REMEMBER: The book is ON the table. In this sentence, the preposition ON tells us the relationship between the book and the table. If we change the preposition, we change the relationship.
Let’s review some common prepositions of location:
On: Indicates that something is positioned directly above and in contact with a surface.
In: Suggests that something is contained within the boundaries of an area or space.
Under: Describes something positioned beneath or below another object.
Beside: Indicates that something is positioned next to or alongside another object.
At: Refers to a specific point or place.
Between: Describes the position of something in the middle of two objects or places.
Above: Indicates that something is positioned higher than another object.
Below: Describes the position of something lower than another object.
Next to: Indicates that something is positioned immediately adjacent to another object.
“Remember” is about your own memory, recalling information independently, while “remind” involves assisting or being prompted to recall something. If you remember something, it’s a natural act of memory. If something reminds you, it’s usually a trigger that brings a memory to your mind.
REMEMBER:
“Remember” is a verb that describes the ability to recall or retain information, experiences, or facts in one’s memory. When you “remember” something, it means you can bring to mind something that happened in the past, or you can retain information that you have learned.
Examples:
“I remember my childhood.”
“She remembered to bring her umbrella.”
“Do you remember his name?”
REMIND:
“Remind” is a verb used when you help someone else remember something, or when something cues you to recall a memory. So, if you “remind” someone, you are prompting them to remember something.
Examples:
“Please remind me to call my mother later.” (This means, “Please tell me later so that I don’t forget.”)
“The smell of coffee reminds me of mornings at my grandmother’s house.” (This means, “The smell of coffee makes me think of mornings at my grandmother’s house.”)
Key Differences:
Subject:
Use “remember” when you are talking about your own memory.
Use “remind” when you are helping someone else remember something.
Action:
“Remember” is about recalling or retaining information.
“Remind” is about prompting or triggering someone’s memory.
Mastering the simple past tense is an essential skill in English grammar. Regular verbs, which form the backbone of everyday communication, follow specific spelling rules when conjugated into the simple past tense. Understanding these rules empowers learners to express past actions accurately and confidently. In this blog post, we’ll explore the key spelling rules governing regular verbs in the simple past tense.
Adding ‘-ed’ to Regular Verbs: The most common way to form the simple past tense of regular verbs is by adding ‘-ed’ to the base form of the verb. For example:
Walk (base form) becomes walked (simple past)
Talk (base form) becomes talked (simple past)
Play (base form) becomes played (simple past)
Spelling Rules for Adding ‘-ed’:
Verbs ending in ‘-e’: If a regular verb ends in ‘e,’ simply add ‘-d’ to form the simple past tense.
Verbs ending in a consonant + ‘y’: Change the ‘y’ to ‘i’ and add ‘-ed.’
Example: Study (base form) becomes studied (simple past)
Verbs ending in a single vowel + consonant: Double the final consonant before adding ‘-ed’ if the verb is one syllable and ends in a single vowel + consonant.
Irregularities: While regular verbs generally follow these rules, it’s important to note that some verbs are irregular and do not conform to the standard ‘-ed’ ending. Examples of irregular verbs in the simple past tense include:
Go (base form) becomes went (simple past)
Eat (base form) becomes ate (simple past)
See (base form) becomes saw (simple past)
Practice Makes Perfect: Mastery of the simple past tense and its spelling rules comes with practice. Engage in activities such as reading, writing, and speaking to reinforce your understanding. Additionally, online resources and grammar exercises can provide targeted practice opportunities.
Conclusion: Understanding the spelling rules for regular verbs in the simple past tense is fundamental for effective communication in English. By following these guidelines and practicing regularly, learners can confidently express past actions with accuracy and fluency. Remember, consistency and persistence are key to mastering this essential aspect of English grammar.
Have you ever wondered how a single word can convey vastly different meanings, just by adding a few letters at the beginning? Enter the fascinating world of prefixes – those tiny yet mighty linguistic tools that shape our language in profound ways.
What are Prefixes?
At their core, prefixes are linguistic building blocks, morphemes attached to the beginning of words to alter their meanings. They serve as the gateway to a universe of nuanced expressions, drawing from a rich tapestry of languages, including Latin, Greek, and Old English.
Understanding prefixes is not just about memorizing a list; it’s about wielding them effectively. Here are some tips to master their usage:
Pay attention to spelling changes: Sometimes, adding a prefix alters the spelling of the word itself (e.g., “in-” becomes “il-” before certain letters).
Consult dictionaries: When in doubt, consult reputable dictionaries to ensure accurate prefix usage.
Benefits of Understanding Prefixes
Embracing prefixes isn’t merely an exercise in linguistic curiosity; it’s a gateway to linguistic empowerment. Here’s why:
Enhanced vocabulary comprehension: Knowing prefixes expands your vocabulary arsenal, enabling you to decipher complex words with ease.
Decoding unfamiliar words: When encountering unfamiliar terms, recognizing their prefixes can provide valuable clues to their meanings.
Building word families: Understanding prefixes allows you to trace the etymology of words and establish connections within word families, fostering a deeper appreciation for language dynamics.
Conclusion
In the vast tapestry of language, prefixes are the humble architects of meaning, imbuing words with depth and versatility. By unraveling their mysteries, we unlock a treasure trove of linguistic possibilities. So, let’s embark on this journey of linguistic discovery, one prefix at a time.
Rob and steal both mean ‘take something from someone without permission’. Rob focuses on the place or person from which the thing is taken. Steal focuses on the thing that is taken.
Look at the examples below:
ROB – you rob a person or place (of something) rob – robbed – robbed To rob means to take something from someone using force, threat, or violence. It typically involves a confrontation or intimidation of the victim. Robbery often happens in a public setting or a place where the victim is present.
EXAMPLES: The thieves robbed the bank at gunpoint. The thief robbed the bank (of money). She was robbed at gunpoint. Their house was robbed while they were out to dinner. The thieves robbed the armored vehicle yesterday.
STEAL – you steal something (from a person or place) steal – stole – stolen To steal means to take something that belongs to someone else without permission and with the intention of keeping it for oneself. This act can occur without the knowledge of the owner. It can involve taking something discreetly or without violence.
EXAMPLES: She stole money from her friend’s purse. They stole all her jewelry. Someone stole my phone. His car was stolen last year. One of my workmates stole my lunch from the fridge.
In summary, while both involve taking something unlawfully, “steal” is more general and can involve taking something without the owner’s knowledge, whereas “rob” specifically implies using force or threat to take something from someone directly.
“Used to” refers to past habits or situations that are no longer true in the present. “Be used to” refers to the state of being familiar or accustomed to something in the present.
Used to:
“Used to” is a phrase used to describe past habits or situations that were true in the past but are no longer true in the present. It is used to talk about repeated actions or states in the past that are not happening now. It is followed by the base form of the verb.
Examples:
I used to play the guitar when I was younger. (I played the guitar regularly in the past, but I don’t anymore.)
She used to live in New York. (She lived in New York in the past, but she doesn’t live there anymore.)
Be Used to:
“Be used to” is a phrase used to indicate familiarity or being accustomed to something.
It describes a state or condition of being accustomed to a particular situation, action, or environment. It is followed by a noun or gerund (-ing form of the verb).
Examples:
He is used to the cold weather. (He is familiar with or accustomed to cold weather.)
She is used to driving on the left side of the road. (She is accustomed to driving on the left side because that’s the norm in her country.)
Additional Notes:
Both “used to” and “be used to” are followed by the base form of the verb, but “be used to” can also be followed by a noun or gerund.
“Get used to” is similar in meaning to “be used to” and refers to the process of becoming accustomed to something.
It’s important to note that “used to” can also be used in questions and negative sentences, whereas “be used to” follows the standard rules for forming questions and negatives in English.
Understanding the nuances between “used to” and “be used to” is essential for expressing past habits and describing familiarity or adaptation to situations in English.
Beside: “Beside” is a preposition that indicates proximity or location next to something else. It often implies being at the side of or in close proximity to something.
Examples: She sat beside her friend during the movie. The cat slept beside the fireplace.
Besides: “Besides” is an adverb or a preposition that has several meanings: In addition to or apart from. Moreover or furthermore. It is used to add extra information or to introduce additional points.
Examples: Besides English, she speaks French fluently. I don’t have time to go out tonight; besides, I have work to finish. Besides being a talented musician, he’s also a skilled painter.
Remember, “besides” can also function as a preposition, similar to “beside,” but its primary use is as an adverb introducing additional information or points.
To differentiate between the two: Use “beside” when referring to physical proximity or location. Use “besides” when adding information or expressing an additional point.
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