The English Articles System, Part 2: Indefinite or Definite?

Hello, students!

This week we began to talk about when to use the indefinite articles (a/an, some/0/any). It got a little confusing on Tuesday. We found out that we can use 'a' to make a generalization about a singular count noun.

A child should not be left alone all day.

We can also make a generalization with a non-count noun and with the plural form of a count noun by using no article at all!

Children should not be left alone all day.
Water is necessary for life.

I think that this lack of an article should not be confused with zero article that is interchangeable with "some" when we are talking about indefinite plural count nouns and non-count nouns. Perhaps we should give them different names.

Let's see if Jennifer can simplify things for us. She has a knack for explaining English. Enjoy your long Easter weekend!

The English Articles System - Part 1: Count or Non-count?

Hello, class!

You have requested a series of modules covering the English articles system. I would love to teach you this. It is a very deep and complex subject and will take a few weeks to explore. Even then, we won't have mastered every aspect of this topic. That's okay. We will have some very helpful rules of thumb that will help us out 90% of the time to determine which article to use. Another 5% will come from memorization of exceptions or specialized rules (a cold, the flu, geographic locations). The last 5% even native speakers do not always agree on. I hope you can be happy with less than 100% perfection since familiarization with article use is a lifelong journey.

We will start with the very basics: count nouns, non-count nouns, and nouns that can be both count and non-count, depending upon the intended meaning. Jennifer (English with Jennifer, JenniferESL on YouTube) has some wonderful videos on this topic to which I would like to direct your attention.

7 Things You Should Know about Uncountable Nouns

More Practice with Uncountable Nouns

The worksheets we'll be using during our first week or two can be downloaded from my website, www.kellymorrissey.com, under FREE - GRAMMAR.

Cheers!

Linking C to Same C

Hello!

While we were waiting for everyone to get to class, some of us talked about how the weather is starting to get a bit cooler. Those of us without air conditioning are finding it easier to sleep these past few days. I asked each of you if this will be your first fall in Ontario. Most of you said yes, this will be your first fall here. Those who were here last fall told the newcomers what they can expect to see this fall: lots of colour!

Before starting the lesson, we had a miniature side lesson about "a" and "an." An exception to the rule came up in her class, and I wanted to explain it. Two of the students from that class are in pronunciation with us.

I asked you for the rule and you told me that we use "an" before a count noun when it starts with a vowel. But that's not really true. We use "an" when the next word starts with a vowel SOUND. As usual, there I go stressing the fact that it's the SOUND that matters more than the spelling.

Consider: an umbrella, a unit, a uniform

We talked about why this is so. It has to do with the sound that the letter "u" makes in unit and uniform. It starts with a /y/ sound, doesn't it?

We also talked about how some native speakers say "herb garden" with silent "h" while others pronounce the "h." Those who pronounce the "h" would say "a herb garden." Those who don't pronounce the "h" say "an herb garden."

It's good to have that out of the way!

Today we looked at another type of linking. When you have the same consonant sound at the end of one word and the beginning of the next word within the same thought group, you say the sound only once, but hold it slightly longer. Examples: call Laura, phone number, big girl, bad dog. This also occurs between the two parts of a compound noun, such as bookcase. However, when a consonant is doubled inside a normal word, we say the consonant sound only once: carrot, bullet, simmer.

We practiced this chorally and individually in words. Then we found the links in sentences, wrote them in, then practiced those sentences aloud.

Next we read a passage about what makes leaves turn orange, yellow, red, purple and brown in autumn. We practiced pausing, keeping thought groups together, and all three types of linking that we've learned so far.

After a brief interruption so we could learn about an upcoming session for the Men's Group, we asked each other some questions while paying attention to linking. We asked our partners things such as:

• Will this be your first fall in Ontario?
• Do the leaves change colour in your first country?
• Are you looking forward to seeing the changing colours?
• Have you ever been to the Muskoka area of Ontario?
• Have you ever been to Quebec?

Have a nice weekend! I'll see you on Monday. Oh, and click here if you want to see some beautiful photos of northern Ontario in the fall.