Adjectives are words that describe or modify nouns, but not all adjectives are created equal. Some adjectives are used for emphasis or to give extra weight to the noun they are describing. These are known as emphatic adjectives. In this article, we will explore what emphatic adjectives are, how to identify them, and how to use them effectively in your writing.
What are Emphatic Adjectives?
Emphatic adjectives are a type of adjective that is used to add extra emphasis to a noun. They are usually placed before the noun and are often used in spoken English to express strong emotions or to make a point more strongly. Examples include “utter,” “absolute,” “complete,” “total,” and “unconditional.”
They can be used in a variety of ways. They can be used to emphasize a quality or attribute of a noun, to express the speaker’s opinion or attitude, or to add drama or excitement to a sentence.
Examples:
The book was an utter disappointment.
The meal was an absolute delight.
The party was a complete disaster.
The concert was a total success.
The love between them was unconditional.
How to Identify Emphatic Adjectives
Emphatic adjectives are usually easy to spot because they are used to express a strong emotion or to add emphasis to a noun. They are often placed before the noun they are modifying and are frequently used in conjunction with other adjectives. Look for words that add an extra layer of meaning or significance to a sentence.
Examples:
He is an amazing writer. (normal adjective)
He is an absolutely amazing writer. (emphatic adjective)
The team played well. (normal adjective)
The team played exceptionally well. (emphatic adjective)
How to Use Emphatic Adjectives
Using them correctly can add extra impact to your writing. Here are some tips for using them effectively:
Use them sparingly: They are powerful words that can quickly become overused. Use them sparingly and only when necessary to add extra emphasis to a sentence.
Be precise: They should be used to describe the specific quality or attribute you want to emphasize. Choose your words carefully and make sure they accurately reflect the meaning you want to convey.
Consider your audience: Theycan be very effective in spoken English, but they may not be appropriate for all types of writing. Consider your audience and the tone you want to convey before using emphatic adjectives.
Use them with other adjectives: Emphatic adjectives are often used in conjunction with other adjectives to add extra impact to a sentence. Use them together with descriptive adjectives to create a vivid and engaging picture for your reader.
Conclusion
In conclusion, emphatic adjectives are a powerful tool for writers looking to add extra emphasis to their writing. By using them carefully and thoughtfully, you can create vivid, engaging sentences that capture your reader’s attention and leave a lasting impression.
When we speak, we often use parenthetical expressions to add information to what we are saying. These expressions, also known as parentheticals or parenthetical phrases, are words, phrases, or clauses that are inserted into a sentence to provide extra details or clarification.
What are they?
Parenthetical expressions are set apart from the rest of the sentence by punctuation marks such as commas, dashes, or parentheses. They are not essential to the sentence’s meaning but provide additional context or explanation. Here are some examples:
My boss, who is usually very strict, was surprisingly lenient today.
We’re going to the beach this weekend – if the weather holds up.
John, by the way, is an excellent cook.
I’m planning to take a vacation next month (assuming I can get the time off).
In each of these examples, the parenthetical expression is set off from the rest of the sentence by commas or dashes. The information provided in these expressions is not crucial to the sentence’s meaning but helps to clarify or add context.
Their Different Forms
Parenthetical expressions can take various forms, such as:
Appositives: These are nouns or noun phrases that rename or explain another noun in the sentence. For example: “My friend, the doctor, recommended this medication.”
Relative clauses: These are clauses that begin with a relative pronoun (who, whom, whose, that, which) and provide additional information about a noun. For example: “The teacher, who is new to the school, has been doing a great job.”
Interjections: These are words or phrases that express emotion or surprise and are set off from the rest of the sentence with a comma or an exclamation point. For example: “I’m sorry, but I can’t go with you tonight.”
Adverbs: These are words that modify a verb, adjective, or another adverb and are set off with commas. For example: “He finished the race, surprisingly, in first place.”
Parenthetical expressions are a valuable tool in writing and speaking, as they allow us to add information in a natural way without disrupting the flow of the sentence. However, it is important to use them sparingly and appropriately, as too many parentheticals can make a sentence hard to follow. Here are some tips for using parenthetical expressions effectively:
Use appropriate punctuation: The placement of commas, dashes, or parentheses can affect the meaning of the sentence, so it is important to use them correctly.
Keep it brief: Parenthetical expressions should be concise and to the point. Long, rambling parentheticals can be confusing and disrupt the flow of the sentence.
Use them sparingly: While parenthetical expressions can be useful, too many of them can make a sentence hard to follow. Use them only when necessary to provide additional context or clarification.
Conclusion
In conclusion, parenthetical expressions are a useful tool for adding information and context to a sentence. By using them appropriately and sparingly, we can make our writing and speech more effective and clear.
Adverb clauses are a type of dependent clause that modify or describe a verb, adjective, or adverb in the main clause of a sentence. They provide additional information about the circumstances under which an action took place, or the manner in which it occurred. Two types of adverb clauses are those of condition and those of concession. In this article, we will take a closer look at these two types of adverb clauses and how they function in a sentence.
Adverb Clauses of Condition
They indicate the conditions that must be met for an action to occur. They usually begin with words such as “if”, “unless”, “provided that”, “as long as”, or “in case”. For example:
If it rains, we will cancel the picnic.
Unless you finish your homework, you cannot watch TV.
You can go out with your friends as long as you come home before midnight.
They can be placed at the beginning or end of a sentence, or in the middle. When they are placed at the beginning of a sentence, a comma is used to separate them from the main clause.
Adverb Clauses of Concession
They indicate a contrast between what is expected to happen and what actually happens. They usually begin with words such as “although”, “even though”, “while”, “though”, or “despite the fact that”. For example:
Although he is rich, he is not happy.
Despite the fact that it was raining, she went for a run.
While she was nervous, she gave a great speech.
They are usually placed at the beginning of a sentence, and a comma is used to separate them from the main clause.
Conclusion
These clauses of condition and concession are important tools in creating complex sentences that convey a wide range of meanings. By using these clauses, writers can add depth and complexity to their writing, as well as convey a greater sense of nuance and subtlety in their message. Understanding the basic rules of adverb clauses of condition and concession is an important step in mastering the English language and becoming a more effective communicator.
Adjective clauses, also known as relative clauses, are groups of words that modify or describe a noun or pronoun in a sentence. They typically begin with a relative pronoun such as “who,” “whom,” “whose,” “which,” or “that.” However, there is another type of relative pronoun that is less commonly used in adjective clauses – the subject relative pronoun.
Who, Whom, and That
Subject relative pronouns, which include “who,” “whom,” and “that,” function as the subject of an adjective clause. This means that they refer to the person or thing that performs the action in the relative clause. Let’s take a look at an example:
Example: The woman who won the prize is my neighbor.
In this sentence, “who” is a subject relative pronoun that begins the adjective clause “who won the prize.” The clause describes the woman who won the prize, and “who” refers to the person who performed the action of winning.
Here are a few more examples:
The team that scored the most points won the game.
The boy whom I saw at the store was my classmate.
The car that runs on electricity is very popular.
Notice that in each of these examples, the subject relative pronoun is the subject of the adjective clause and refers to the person or thing that performs the action.
Defining & Non-Defining Adjective Clauses
Subject relative pronouns can be used in both defining and non-defining adjective clauses. Defining clauses provide essential information about the noun or pronoun they modify and are not set off by commas. Non-defining clauses provide extra information about the noun or pronoun and are set off by commas. Let’s look at examples of both:
Defining: The teacher who assigned the homework is strict.
Non-defining: My sister, who is a doctor, is coming to visit.
In the first example, the adjective clause is defining because it provides essential information about the teacher. In the second example, the clause is non-defining because it adds extra information about the speaker’s sister.
Questions
Subject relative pronouns can also be used in questions. For example:
Who is the person that broke the vase?
Whom did you invite to the party?
Which team scored the most points?
In these questions, the subject relative pronoun is used to ask about the person or thing that performs the action.
Conclusion
In conclusion, subject relative pronouns are a type of relative pronoun that function as the subject of an adjective clause. They are used to refer to the person or thing that performs the action in the clause. Understanding how to use subject relative pronouns in adjective clauses can help you write clear and concise sentences.
Adjective clauses are a type of dependent clause that act as adjectives in a sentence, modifying nouns or pronouns. These clauses contain a subject and a verb and are introduced by a relative pronoun. Object relative pronouns are a type of relative pronoun that are used to introduce adjective clauses that modify the object of a sentence. In this article, we will explore what object relative pronouns are, how they are used, and provide some examples to help you understand their function.
What are Object Relative Pronouns?
Object relative pronouns are a type of relative pronoun that are used to introduce adjective clauses that modify the object of a sentence. The most common object relative pronouns are whom, which, and that.
Whom: is used to refer to people in formal English, often as the object of a preposition. For example, “The woman whom I spoke to was very helpful.”
Which: is used to refer to things, animals, or groups of people. For example, “The book which I read last night was very interesting.”
That: is used to refer to people, things, and animals. For example, “The dog that barked at me scared me.”
How are Adjective Clauses with Object Relative Pronouns Used?
Adjective clauses with object relative pronouns are used to provide additional information about the object of a sentence. They follow the noun or pronoun they modify and contain a subject and a verb. The relative pronoun that introduces the clause is used to refer to the noun or pronoun being modified.
Here are some examples of sentences with adjective clauses containing object relative pronouns:
The car that I bought last year is very reliable.
The man whom she married is a doctor.
The book which is on the shelf is very old.
In each of these sentences, the object relative pronoun (that, whom, or which) introduces the adjective clause, which provides more information about the object of the sentence (car, man, or book).
In some cases, the relative pronoun can be omitted from the adjective clause when it is the object of the verb. For example:
The dog she adopted from the shelter is very friendly.
In this sentence, “she adopted from the shelter” is an adjective clause that modifies the object “dog”, but the relative pronoun “which” is omitted.
Object Relative Pronouns vs. Subject Relative Pronouns
They are often confused with subject relative pronouns, which are used to introduce adjective clauses that modify the subject of a sentence. The most common subject relative pronouns are who, which, and that.
Here are some examples of sentences with adjective clauses containing subject relative pronouns:
The woman who is standing over there is my sister.
The book that I read last night was very interesting.
The car which is parked in the driveway belongs to my brother.
In each of these sentences, the subject relative pronoun (who, that, or which) introduces the adjective clause, which provides more information about the subject of the sentence (woman, book, or car).
Key Takeaways
Adjective clauses are dependent clauses that modify nouns or pronouns in a sentence.
Object relative pronouns are used to introduce adjective clauses that modify the object of a sentence.
The most common object relative pronouns are whom, which, and that.
Adjective clauses with object relative pronouns provide additional information about the object of a sentence.
Object relative pronouns can be omitted from an adjective clause when they are the object of the verb.
Object relative pronouns should not be confused with subject relative pronouns, which introduce adjective clauses that modify the subject of a sentence.
Conclusion
In conclusion, object relative pronouns are a useful tool in English grammar for providing more information about the object of a sentence. By understanding how to use them properly, you can enhance your writing and make your sentences more precise and informative. When using object relative pronouns, be sure to identify the noun or pronoun being modified and choose the appropriate relative pronoun accordingly. With practice, you’ll be able to use object relative pronouns with ease and clarity.
In English, we often use the words “so” and “such” to express the purpose and result of an action. These words can be used to indicate the reason for an action, as well as the outcome that follows from it. In this blog post, we will explore how to use “so” and “such” to express purpose and result.
Using “So” for Purpose
We use “so” to express the purpose of an action. When we use “so” to express purpose, we often follow it with an infinitive verb or a clause that begins with “that.” For example:
I woke up early so that I could go for a run.
She studied hard so that she could pass her exams.
He saved money so that he could buy a new car.
In each of these examples, “so” is used to indicate the purpose of the action that follows. It is important to note that when “so” is used to express purpose, it is often followed by “that” and a verb.
Using “Such” for Result
We use “such” to express the result of an action. When we use “such” to express result, we often follow it with a noun or an adjective. For example:
She is such a good cook that everyone loves her food.
The weather was such a mess that we had to cancel our plans.
He is such a hard worker that he always gets the job done.
In each of these examples, “such” is used to indicate the result of the action that precedes it. It is important to note that when “such” is used to express result, it is often followed by a noun or an adjective.
Using “So” and “Such” Together
We can also use “so” and “such” together to express both purpose and result. For example:
She is such a talented musician that she practices for hours every day so that she can become even better.
He was so hungry that he ate such a large meal that he couldn’t move afterwards.
In each of these examples, “so” is used to express purpose, while “such” is used to express result. By using these words together, we can convey a complete picture of the action and its outcome.
Conclusion
In conclusion, “so” and “such” are two words that can help us express purpose and result in English. By understanding how to use these words correctly, we can communicate our intentions and outcomes more effectively. Whether we are expressing the reason for an action or the outcome that follows, “so” and “such” are valuable tools for any English speaker to have in their vocabulary.
In English, we use a variety of words and phrases to connect ideas and express relationships between them. Two commonly used words to express consequence are “so” and “such.” These words are used to show the effect or result of a given situation or action.
So
“So” is a conjunction that is used to connect clauses, phrases, or words, and is commonly used to express a consequence that follows a particular action or event. It is often used in combination with “that” to form a “so…that” construction. This construction is used to describe a consequence that is the result of an action or event. For example:
It was raining so heavily that we couldn’t leave the house.
I was so tired that I fell asleep in the middle of the movie.
She was so happy that she started to cry.
Such
“Such” is used to introduce a clause that describes or provides more information about a noun. It is commonly used to describe a consequence that is the result of a specific situation or event. “Such” is often used in combination with “that” to form a “such…that” construction. This construction is used to describe the degree or extent of a situation or event. For example:
He is such a good cook that everyone loves his food.
They received such bad news that they were unable to leave the house for days.
It was such a beautiful day that we decided to go for a walk in the park.
It is important to note that “such” is always followed by a noun, while “so” is not. “Such” is also used to modify adjectives and adverbs, and is often used to express a degree of intensity or extremity. For example:
It was such a long day at work.
She is such a talented musician.
He speaks English with such fluency.
Conclusion
“So” and “such” are both important words in English that are used to express consequence. “So” is used to express a result that follows an action or event, while “such” is used to describe a degree or extent of a situation or event. Understanding how to use these words correctly can help you to express yourself more clearly and effectively in English.
In English, we have a variety of ways to express our preferences and opinions. One common way is to use the phrase “would rather.” This phrase is used to indicate a preference or choice between two or more options.
Basic Structure
The basic structure of “would rather” is “subject + would rather + base form of verb + object.” For example, “I would rather stay home than go out tonight.” In this sentence, the subject is “I,” the base form of the verb is “stay,” and the object is “home.” The phrase “than go out tonight” is used to contrast the two options and show the preference.
With “Not”
“Would rather” can also be used with “not” to indicate a negative preference. For example, “I would rather not eat sushi.” In this sentence, the negative preference is indicated by the use of “not” before the verb.
Question
Another way to use “would rather” is in the form of a question. For example, “Would you rather go to the beach or the mountains?” In this question, the speaker is asking for the listener’s preference between two options.
Polite Suggestion or Request
“Would rather” can also be used to express a polite suggestion or request. For example, “I would rather you didn’t smoke in the house.” In this sentence, the speaker is making a polite request for the listener not to smoke in the house.
Would Rather + Verb
It is important to note that “would rather” is always followed by the base form of the verb, and not the infinitive form. For example, we say “I would rather go” instead of “I would rather to go.”
Past Tense
“Would rather” can also be used in the past tense, using “would rather” with “have” and the past participle of the verb. For example, “I would rather have stayed home last night.” In this sentence, the speaker is expressing regret about going out and wishing they had stayed home instead.
Conclusion
In summary, “would rather” is a useful phrase in English for expressing preferences and opinions. It can be used in a variety of ways, including as a statement, a question, or a suggestion. Remember to use the base form of the verb after “would rather,” and use “not” to indicate a negative preference. With practice, you can become confident in using “would rather” to express your preferences and opinions in English.
Hello there! My name is Michael and welcome to Episode number two of The English Corner.
For those of your who are new, I have created this series to help intermediate level English learners improve their English by talking about a wide range of interesting topics.
Language Learning Plateau
In today’s episode, we are going to talk about how to improve your English, especially when you have hit the language learning plateau.
The learning plateau is a common topic in educational psychology. It is the time when a learner doesn’t seem to make any progress no matter how much effort they put in.
Learning a language is no different.
However, to better understand the language learning plateau, we need to first understand The Common European Framework of Reference for Languages: Learning, Teaching, Assessment abbreviated as CEFR.
This guideline breaks down language learning achievements into 3 main levels and 6 total subcategories to better understand your ability in a language.
The categories are:
A Basic user
B Independent user
And C Proficient user
These can be further broken down into
A1 Breakthrough or beginner
A2 Waystage or elementary
B1 Threshold or intermediate
B2 Vantage or upper intermediate
C1 Effective operational proficiency or advanced
C2 Mastery or proficiency
To give you a better understanding, you would need at least a B2 level in English in order to go to an American University.
This doesn’t mean that you should worry as you can still improve!
I have helped many students get past the language learning plateau. Today, I would like to give you my tips to help you make progress in English.
Just remember. Learning a language is not a sprint. It is a marathon. While you might not appear that you are progressing today, when you look back in a few months’ time, you will see major improvements.
Speak
I have to admit that I have also experienced the language learning plateau with French. Therefore, I personally know that if you really want to pass it, you need to move to the country where they speak that language! For example, I moved to France.
Just kidding! While this will definitely help. I know that this might not be possible for everyone and really isn’t a requirement to get good at English.
In fact, I know plenty of people who have great levels in English and have never been to an English speaking country before.
Rather, the most important thing you need to do in order to improve your English is speak.
As such, I recommend that you go ahead and find a language exchange partner. If you don’t have anyone close to you, don’t worry! With the magic of the internet, it is very easy to find language exchange partners from all over the world.
I am not sponsored by any of these, but some popular ones include
I am also not sponsored by any of these, but some popular ones include:
Italki
and
Lingoda
Also, shameless plug, but if you would like, my website englishacademy101.com also provides one-on-one lessons with a teacher. You can check the link in the description below!
Listen and Read at the Same Time
Another great way to improve your English is by listening to the audio while reading at the same time.
When you speak in your native language, you don’t spend time thinking about the correct grammar. You just speak! This is because your brain is putting together sentences and phrases that you have already heard hundreds and thousands of times before. In other words, your whole life is one massive source of language input that helps you develop a natural language intuition.
In fact, in Brainscape, Andrew Cohen proposes that when learning a foreign language it is best to start by reading. The process of seeing words helps reinforce our ability to remember and use it. He further states that reading at the same time as listening to the audiobook is even better![3]Transcription – Reading vs. Listening – Which is More Effective for Learning and Remembering
In other words, you will start to “feel” what sounds are good and what sounds are “ugly”. Just like a native speaker!
In fact, according to Daniel Willingham, a professor of psychology at the University of Virginia and author of Raising Kids Who Read, humans have shared information orally for tens of thousands of years. On the other hand, the written word is a relatively recent invention. As such, “When we’re reading, we’re using parts of the brain that evolved for other purposes, and we’re MacGyvering them so they can be applied to the cognitive task of reading,” Additionally, we can get much more information from listening that is very often lost in the written word, namely the intonation and emotions behind the words. For example, when listening to Shakespeare out loud, listeners tend to understand much better.[5]Time – Are Audiobooks As Good For You As Reading? Here’s What Experts Say
Let’s give it a try. Read this famous passage from Shakespeare’s play Hamlet
"To be, or not to be: that is the question: Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them. To die: to sleep...” -Hamlet, Act III, Scene I
Now, read along but listen to the speaker’s voice.
You can clearly hear the speakers questioning emotions as he reflects upon this existential problem. This can be easily missed if you are just reading.
Again, this is not sponsored, but I have personally done this learning French by using LingQ. This platform provides thousands of hours of “real world” audio and written content from things such as podcasts, books, magazines, etc..
What’s great about LingQ is that it provides material in all levels from A1 to C2. So you can start where you feel most comfortable and progress from there!
Grammar is Important
You probably didn’t want to hear this, but if you really want to improve your English, grammar is important.
Just like building a house, you first need to build a strong foundation. Otherwise, you will always find yourself making the same mistakes over and over again and unable to get past the language learning plateau.
However, don’t worry! When I say learning grammar is important, I don’t mean just repeating grammar drills like in school. Or learning grammar but not being able to put it into practical use.
Rather, you should learn the relevant grammar material for the material that you are learning at the moment.
For example, say that I want to talk about what I did yesterday. This is a great time to brush up on the past simple tense.
In other words, you should learn grammar bit-by-bit and only when you need it.
This will make grammar much more enjoyable and useful for you.
If you would like some help with your English grammar, you can check out our English Grammar playlist or our website englishacademy101.com where we go into more detail with examples and exercises.
Slowly Tip the Scales in Favor of Native Sources
The next tip that I have for you to help improve your English and pass that language learning plateau is to slowly move from English as a second or foreign language (ESL) material to those made for native speakers.
This is because most language learning programs teach you a formal version of the English language. While this is good, as it helps build a strong foundation in the language, it is not exactly the same as that used every day by native speakers.
This is the reason why you often hear people saying that they have been studying English for years; however, when they watch a movie or listen to native speakers talk, they can’t understand anything!
One way that I often recommend to my students is by using subtitles when they watch something in English. However, rather than just watching one time, depending on your level and the difficulty of the material, I recommend that you watch the English material up to three times.
The first time, the audio should be in English, but the subtitles are in your native language.
This is great because it allows you to hear the English audio, but focus on comprehension.
The second time, the audio should be in English, but the subtitles are in English.
The second time you listen, as you already know the story, you can focus more on the English that is being spoken and use the English subtitles to help you in the parts you still don’t understand.
The third time, the audio should be in English, but you don’t have any subtitles.
The third time, is when you can solely focus on the English being spoken. You already know the story well and can focus on overall comprehension.
When using this three step method, I recommend that you wait a little bit between each viewing. For example, you can wait one week.
Additionally, if you find the thing that you are watching a bit easier, you can also skip step one and only focus on the next two steps.
As a personal note, this is actually the method that I use when improving my French. Personally, I am very interested in travel, food, and Asian cultures. As such, I have found many French Youtubers that combine these interests. These channels are not made for French learners. Rather, they are made for native French speakers. However, since I am already interested in the subject, it doesn’t feel like I am studying when watching. As such, this helps me get a lot of input in the language in a very enjoyable way.
Transcripts with Anki Cards
Building on the previous method, a great way to get past that language learning plateau is through vocabulary study through a spaced repetition system such as Anki.
However, rather than just studying random lists of vocabulary that are not connected to anything you might already talk about in daily life, get the transcripts of the videos that you were watching and actively search for the definitions of vocabulary that you don’t understand.
This will allow you to better understand the vocabulary words in context as well as in a subject that interests you.
If you don’t know how to find the transcript in a Youtube video, don’t worry! It is very easy!
Under the video, at the bottom right hand corner, you will see the three little dots. Click it and you will see Open Transcript. Click that.
The transcript is going to appear on the right hand side of the video. It includes timestamps so that you can easily find where you are in the video.
Make it a part of your Daily Life
Lastly, you need to make English a part of your daily habits. As we stated earlier, only through massive input and living in the language, will you truly be able to improve and pass that language learning plateau.
There are several ways that you can do this including:
Scheduling a part of your day to focus on studying English. For example, set aside 30 minutes to work on English. This can include anything from studying some grammar to watching a video in English.
Another great way to incorporate English into your daily life is by switching your devices to English. For example, you can switch your phone’s setting to show everything in English.
Finally, make use of your dead time to work on your English. But what is dead time?
Simply put, it is the time when you are inactive or unable to act productively.
For example, dead time can include when you are washing the dishes, driving to work, or waiting for your appointment at the doctor’s office.
These are great times to put in a bit of English practice.
Personally, when I take my dog on a walk, I like to listen to French podcasts to help work on my French listening skills.
In other words, they spend 52 minutes per day on the road. Saying that they work 5 days per week. That is 260 minutes or 4 hours and 20 minutes per week. The average American also works 48 weeks per year.[10]How I Go The Job – How Many Workweeks in a Year This means that over the period of one year, they spend 12,480 minutes or 208 hours or 8 days and 16 hours driving per year. Needless to say, that is a lot of time to practice your language!
How to Improve Your English – Conclusion
Learning English or any foreign language is difficult. I understand, I am learning French and still have a lot of difficulties.
However, it doesn’t have to be impossible.
Following these simple tips, over time, you can easily improve your English.
That’s it for now! Don’t forget to subscribe and like. We hope that you found this subject interesting. If there are any subjects that you would like me to talk about, please feel free to write a question in the comments below. See you later!
English is one of the most widely spoken languages in the world. The two main dialects are British and American English. While very similar and mutually intelligible, there are some small differences between them, namely vocabulary.[1]Oxford International
We have included some of the biggest differences between British and American English vocabulary.
Auberginevs. Eggplant
Autumn vs. Fall
Biscuits vs. Cookies
In American English, You can say biscuits. However, it is a type of bread.
American Biscuits
Chips vs. French fries
Courgette vs. Zucchini
Crisps vs. Chips
Crossroad vs. Intersection
Curtainsvs. Drapes
Dummy vs. Pacifier
Film vs. Movie
Flat vs. Apartment
Football vs. Soccer
Garden vs. Yard
Handbagvs. Purse
Holiday vs. Vacation
Ice Lolly vs. Popsicle
Lift vs. Elevator
Loo vs. Bathroom
Lorry vs. Truck
Maize vs. Corn
Mobile Phone vs. Cell Phone
Pavement vs. Sidewalk
Peckish vs. Hungry
Petrol vs. Gas
The place that you go to get Petrol in the UK is called a petrol station. In the United States, it is called a gas station.
Post vs. Mail
Pub vs. Bar
Queue vs. Line
In British English, you can say queue up while in American English you can say line up.
Rubber vs.
Rubbish vs. Trash
In British English, you can say a rubbish bin for the container of rubbish. In American English, you can say trash can or garbage can.
Shop vs. Store
In British English, you can say I am going to the shop. While in American English, you can say I am going to the store.
Sweets vs. Candy
Tap vs. Faucet
Taxi vs. Cab
Tin vs. Can
Torch vs. Flashlight
In the US, the word torch exists. However, when you say torch in American English it means
Trainers vs. Sneakers
Trousers vs. Pants
Underground vs. Subway
Wardrobe vs. Closet
Zip vs. Zipper
In the USA, the word zip exists. However, it is the verb. In other words, you can say, I am zipping the zipper.
