In a sentence like she has been a member of the library for many years means that she began her membership and is still a member but she has been working as a librarian for 10 years means that for a period of ten years, she has been devoted to that task. The tense can be combined with another past tense to show a sequence of events such as: " He has been working since he was a young man." The use of since, yet and already is associated with this tense as with the simple form. In the aforementioned sentence there is a sense that from the time person was younger, he has worked.

Yet is used with the negative form as already is used with the affirmative form of the tense.

The use of yet can be equated with something up until now, so in a sentence like she hasn't come home yet it means that the person has not arrived home up until the time the person is speaking. Still is used as the affirmative form of yet so the same sentence is: "She still hasn"t arrived.'

Already is used to conform that an activity has been completed as in: "He has already handed in his report". This would be stated if there was any question about whether or not his report was received.

So today I think if the student can put himself in a given street location in reference to stores then he has another chance to cover those same prepositions he learned by expressing the position of a pen in reference to a table. The pen is either under, on or over the table as the teacher will demonstrate for beginners but when the student has to see himself on a road in front of an address he has to understand that he becomes "the pen on the table."

Prepositional phrases of time will begin with a preposition and will explain when the activity of the sentence occurs. Sometimes there may be more than one such phrase in sequence. In the example, “ He got a raise at the beginning of the day”, there are two prepositional phrases, initiated with at and for, the first of informs the reader what part of the day the person got a raise.

Prepositional phrases of location can be like, “ He stood on the corner” tells the reader where the person stood. If the person wants to elaborate on the location, he can say, “He stood on the corner in front of the cinema”. Similarly phrases using time and location can be used together to be specific in a different way as in: “ He stood on the corner at half past eight”. This way the learner will learn when to be specific about his use of on, in and at.

1. I have to consider what is trendy. Popular topics will bring in more revenue than unpopular ones. Topics that deal with family and relationships are more popular than ones on childhood and taxation.
2. Consider that good organization and good information. will lead to eventual popularity and a good readership. If the information provided is too sketchy and the writer is not clear on his facts than the reader will unlikely want to refer to his blog again. There should be a good opening statement, followed by a body or explanation of that statement and then a concluding line.
3. It helps if the writer is direct in his approach. An article that is too wordy will not be as popular as one that is not.
4. The article has to be farmed out to sites where a certain readership would be expected and those include forums or blog sites where comments can be left. If one were going to write something on relationship a good forum to post this would be on social networks or dating forums. Likewise language articles will likely be looked at more often on ESL forums than others.
5. Articles should be well researched before they are written up. Ones that have little information to back up a premise or are too vague scientifically speaking will have little credence.
6. There should be references to other articles or research reports especially if the review in question is going to be scientifically based. This will also add credibility to your argument.

In another comedy skit, a young punk rocker visits his shrink and there is a contrast between the austere calmness of the doctor against the patient who is very much in his face and challenges the doctor's reactions. It helps to be physically present in both comic skits as this creates the necessary tension for there to be each actor feeding off the one's insane remarks.

I do not think that one needs a lot of props to get skits like these underway. The visit to a bank requires a desk, a computer and maybe a bookshelf behind the seat or a file cabinet. and a painting on the far wall. If one wants to shoot the exit from the bank all one has to do is to find large glass doors on the road that resemble those of a bank so one does not have to ask for any permission.

A psychiatric session also requires a minimal set with a couch or upright cushioned armchair for the patient and a straight back for the doctor. His office background could be a modification of what is found on a bank office. If finding a room is impossible or difficult one can cordon off a space and install a mobile wall that rests on wooden supports much the same as one would use to create a fake wall for a theater set. Rods can be hoisted on the top of the wall so that a variety of curtains and backdrops can be hung to vary the scene.

Firstly the teacher should know about the history of the student and if he has had difficulty with another teacher. It helps knowing what methods were used to drive the student forward and how he reacted to them. For teachers who do not have the means or time to do this kind of investigative work a few questions to the student will give the teacher an idea on how the student feels towards writing and what kind of writing he might want to do first.

Let's face it, getting the student to write a autobiography when he is not comfortable about who he is would put a damper on getting the student to want to continue because the student might attach a feeling of low self-esteem every time he writes. It would be better then to pick a neutral topic or to find out what interests the student has that can be used as subject material and then move forward from that.

Participating with the student in his efforts to improve his writing often works best with the positive student who does not mind corrections to be made. An experienced teacher should be able to pick when the student is sensitive to being corrected in public and a softer approach can be used. One suggestion is to move from an uncomfortable spelling exercise to a story telling time where the student can use other words related to the one in question. I encourage students to write out words on post-its just as I would encourage adults in continuing education because the too can take advantage of seeing the written word as often as possible. That would help to break their fear of using those words in descriptive sentences or in dialogs.

In summary writing exercises should generally be integrated with other exercises so that the teacher does not risk dwelling on student weaknesses. One outlet that I find appropriate is the use of audiovisuals and film shorts that the person can describe orally and in written. Remember that students are young adults with access to all sorts of media, so there is no reason why the approach to writing should not be softened through the use of subtitled videos that gets the student to recognize the idiomatic expressions they will want to use in public. The actor in the film could even be one of their idols and that will also work as a catalyst in the learning process. Kids want to know the language that is found in musical lyrics too, not just the structured material the teacher read thirty years ago, not that the classics would do the student any harm.

Care should be taken to know what type of literature the student had been exposed to before he is coached in writing especially if this is an international student who is expected to analyze the plot of a western classic and put those thoughts down in black and white. If the student is complemented for his accepting a new culture and interest is shown in the culture he is putting aside mentally to accommodate the new, then he will be more likely to assimilate the new literature. This however depends on the cognitive ability of the child just as it does with the local child but in addition it depends on his learning a new approach at discovering what messages underline the story he has to describe in written form. It might help to get an oral overview first before the teacher goes into depth with the student.

I can think of several comical situations that have occurred in the telemarketing milieu and some that would be comical had there not been serious implications for the employee. One can also think of serious circumstances that makes the agent at the look absolutely ridiculous and the scenarios are unending. But there are comical situations also occurring at legitimate job places where there is no cold calling and people are not being sold useless products.

Take the private school system where the teacher is given a contract that falls through unexpectedly after he has just been told that the students need to be contacted for a replacement lesson. On the surface it does not seem comical, if on the other hand one adds elements that the students are confused about a make up lesson or the teacher is never able to find a time slot to accommodate them that could contribute to a sit-com scenario. There are equally humorous scenarios that can be taken regarding contacts between employers and employees, like when the employer is on the make and the employee wants to keep his distance because management will only blow the whistle or the boss will sober up and accuse the employee of messing around. There are teachers out there that have actually slept with their bosses and the results were not so funny but it is the tension between the two that can be capitalized on.

When somebody wants to combine work with pleasure as on a boat cruise that too can be comical especially when personalities clash on the boat or the employee is too straight laced in a situation where other ones are all on the bottle. Equally funny could be when a musician has to keep his distance from rowdy passengers or when he never gets a moment of privacy because of an inquisitive tourist who finds him attractive and will do anything to get his attention.

Lastly the interviewing or firing process can be used as fodder. Interviewing processes are now more complicated than before so the writer can approach the field of preliminary interviews and well as final ones. He can tackle the subject of being over-qualified with a job searcher trying to cover up what he knows to save face. He can exaggerate on the procedures.

One has a myriad of writing material available from work situations across the board. All one has to do is verify the material on the Internet if one likes to or again, contact people in the business that might be helpful putting a comical slant to their line of work. There is no guarantee that the ideas put forth here are original but the way that old ideas are revisited is in itself a challenge to the comic director and stand up comic.

Some is used with affirmations on an amount the person has while any is used for the negative question and stating a negative fact on an amount. So when asking anything about powders, liquids and substances that are too small to be counted separately, the learner can refer to them with the quantifier some as in "some rice." Once one wants to refer to these amounts in units then simply consider what kind of packaging is being used and count those. Rice is sold in bags or packages, so an uncountable amount of rice can then be referred to as two bags of rags for example.

Much is used to ask about the amount of an uncountable amount, as in “How much milk do you have?” When the quantity can be counted, then many can be use as in “How many packages of cheese are there?”

Little can be used to talk a singular amount of a liquid, solid or gas. So you would ask for a little milk in your coffee and not "few." Few would be used to refer to a plural amount of countable things such as cutting a few slices of cake. Ingesting a moderate amount of cake can be referred to as eating some cake or eating a little and not eating a "few" because few in itself is not associated with substances like cake that cannot be counted.

Get can be used to mean "arrive" especially when followed by an adverb of location or the preposition to. Somebody that has to get to the station is then in the process of motion. If I say "got there at ten p.m.", then I am also talking about motion and the process of moving between two points.

Get can be used in place of buying or obtaining when preceding an object that has come into your possession. So when you "get a coffee" in the morning, you buy it and when you "get a diploma", it means you receive it after a period of study.

Get followed by a preposition will relate the idea of going or coming. So to get in would mean that you could be about to enter a vehicle, for example. Similarly, to "get out" would refer to your ability to leave a place or move outside from an enclosed space.

When get is followed by an adjective, that adjective will describe the state you could become. So if you "get rich", this would mean that you have been able to acquire wealth and if you "get poor", this would mean that you have lost your means to live adequately or have lost your better standard of living. If get is followed by a past participle adjective like tired then to "get tired" would be a way of describing that state of mind and the person using it is relating the notion of fatigue.

If get is followed by a preposition and a noun phrase, or there is an object between the verb and the preposition, then we can obtain some very useful idiomatic expressions. The meaning of the idiomatic expression is then much broader than just the meaning of the phrasal verb alone. So if "get out" once meant moving into an external space, or being told to leave a place immediately, to "get something out of this" would mean that the person has been able to learn something out of given situation. When learning phrasal verbs and the expressions they make up, the learner has to become familiar then with a real and figurative sense of the words that are put together.

Quantities are introduced in beginner language courses because it is easy to relate to and because much of what we do on a daily basis is quantify what we have available on us, at work or at home. Countable objects are fun to learn when referring to foods for example or when relating them to a food pyramid. Foods such as fruits and vegetables are usually countable except when they are found in bunches as grapes or other small fruit and are inconvenient to count. So one has some grapes in the fridge and not 25 ones. Using "some" or "any" can also refer to food quantities normally contained in boxes and other containers. This is especially true if those foods are not found in the open or it would be inconvenient to sell them in handfuls. So we have some cereal in a box and some biscuits left over in a package. When we don't have those foods in our house then we use "any" and not "some." Similarly the word any is used to ask about the quantity of the food we may have. I used to see that "some" was used with the affirmative question form, but now it appears that "any" is used when one is asking a negative or positive question regarding quantity as in: “Do you have any cheese?”

To convert uncountable amounts into countable, simply refer to the container that the food can be found in. So if you want to talk about some meat as a countable thing, just say you have two packages of it. One would have to know how you call a particular container in English and then put that before the article or food found in it like: “I have a bag of salad or a two bottles of wine.” One does not always have to have a container though to convert an uncountable thing into something countable. An example of that would be the word bunch. So if you have two bunches of carrots, it may be likely that the carrots are found bound together with an elastic band, unless of course they are sold loosely in a package.

Similarly to is used before an infinitive or a verb that has not been conjugated in a sentence, especially when following a gerund or another verb that has been conjugated. It is associated with words like go, come, arrive, walk and run which all require displacement.

The preposition "in" is used to refer to something that is within the confines of a space. That space may be closed as in a drawer, or partially closed, as in a hand. Confusion occurs between "in" and "into, when the speaker wants to refer to something in a room. Into is clearly demonstrated by having the teacher go into the closed space from outside and so can be associated with the transition from one location to another. "In' would then be associated once the person has moved into the room and is now "in" an enclosed space.