Passive voice နဲ႔ ပတ္သက္တဲ့ အေျခခံအသံုးအႏွဳန္းေတြကိုသိၾကျပီးသားျဖစ္မွာပါ။ ပံုေသနည္းေလးကို
မွတ္မွိလြယ္ေအာင္ ရိုးရိုးရွင္းရွင္းစာေၾကာင္းေတြနဲ႕ ေလ့လာနိဳင္ပါတယ္။


Present simple: am/are/is + past participle
                      e.g.The office is closed.

Present continuous: am/are/is +being + past participle    
                             e.g.The office is being closed at the moment.

Past simple: was/were + past participle
                  e.g.The office was closed yesterday afternoon.

Past continuous: was/were + being + past participle                             
                        e.g.The office was being closed last week.

Present perfect simple: have/has + been + past participle                          
                                 e.g.The office has been closed just now.

 Past perfect simple: had + been + past participle                                    
                              e.g. The office had been closed for two weeks.

Future: will/would/shall/should/+ be + past participle
            e.g. The office will be closed tomorrow.


Compare the active and passive sentence:
Active: Someone has invited Sarah to the party.
Passive: Sarah has been invited to the party.



Uses of the passive:
Passive ကိုသံုးေသာ အေျခအေနမ်ား

=>When we want to highlight the object; ကံ(ျပဳျခင္းခံရသူ)ကို ေပၚလြင္ေစခ်င္ေသာအခါသံုးသည္။
Millions of trees are destroyed by pollution every year.(Highlighting millions of trees)
သန္းေပါင္းမ်ားစြာေသာ သစ္ပင္မ်ားပ်က္စီးရတာကို ေပၚလြင္ေစခ်င္တာျဖစ္ပါတယ္။

=>When we do not know who or what does something; ဘယ္သူ၊ဘယ္အရာကျပဳမွန္းမသိ ရတဲ့အခါမွာလည္း သံုးပါတယ္။
My car was stolen last night. (I do not know who stole the car.)
ကားကို ဘယ္သူခိုးမွန္း မသိရလို႔ပါ။

=>When we are not interested in who or what does something; ဘယ္သူ၊ဘယ္အရာျပဳလုပ္တယ္ ဆိုတာကို စိတ္၀င္မွဳမရွိတဲ့အခါမ်ိဳးမွာကံ(ျပဳျခင္းခံရသူ)ကို စာေၾကာင္းေရွ႕မွာထားျပီးသံုးတတ္ပါတယ္။
Sarah has been invited to the party. (We are not interested in who has invited Sarah)
ဘယ္သူကSarah ကို ဖိတ္တယ္ဆိုတာ စိတ္မ၀င္စားပါဘူး။

=>When we do not want to say who or what does something, and when the subject is not important to mention; ဘယ္သူ၊ဘယ္အရာက ျပဳလုပ္တယ္ဆိုတာကို မေဖာ္ျပလိုတဲ့အခါ(သို႔မဟုတ္) ေဖာ္ျပရေလာက္တဲ့ထိ အေရးမၾကီး တဲ့အခါမ်ိဳးမွာလည္း Passiveကိုသံုးပါတယ္။
The house is being painted at the moment. (not necessary and not important to say who are painting)
ဘယ္သူေဆးသုတ္တယ္ဆိုတာကို ေဖာ္ျပဖို႔အေရးမၾကီးပါဘူး။


Task: Kindly write 5-10 sentences using Passive.Thanks
စိတ္၀င္စားရင္ Passive စာေၾကာင္း ငါးေၾကာင္းကေန ဆယ္ေၾကာင္းေလာက္ ေရးၾကည့္ေစခ်င္ပါတယ္။

ေက်းဇူးတင္ပါတယ္။



Read more: The Passive: General - Myanmar Network http://www.myanmar-network.net/forum/topics/the-passive-general#ixzz1Y7eK7zI5

စဥ္းစားမိသမွ်

ဒီေန႕ေခတ္လူေတြ ဂုဏ္သိကၡာကိုဘာနဲ႔တိုင္းတာၾကပါသလဲ။ ပညာရွိသူေတာ္ေကာင္းေတြကေတာ့ ကိုယ္ က်င့္သီလ စင္ၾကယ္မွဳနဲ႔ တိုင္းတာၾကေပလိမ့္မယ္။ ကၽြန္မငယ္ငယ္က ပညာတတ္ပုဂၢိဳလ္မ်ားကိုေလးစားအား က်ခဲ့တာေၾကာင့္ ပညာတတ္ရင္ဂုဏ္ရွိတယ္လို႔ထင္မွတ္ခဲ့ပါတယ္။ ျမိဳ႕နယ္ဆရာ၀န္ၾကီးတို႔၊ တကၠသိုလ္ ပါေမာကၡတို႔ဆိုရင္ ကၽြန္မအင္မတန္အထင္ၾကီးအားက်ခဲ့ပါတယ္။ မ်ိဳးဆက္သစ္ေတြကို ပညာထူးခၽြန္ေစခ်င္ တဲ့ရြာကဆရာမ်ားဟာ ပညာတတ္တစ္ေယာက္ျဖစ္ရျခင္းရဲ့ ဂုဏ္ပုဒ္ေတြကိုအားက်ေအာင္ ေျပာျပျပီးသြန္ သင္ဆံုးမခဲ့တာေတြက ကၽြန္မအေပၚ အလြန္ပဲၾသဇာသက္ေရာက္ခဲ့ပါတယ္။

Teach philosophy in our schools

We share the view that introducing philosophy lessons in the classroom from a very early age would have immense benefits in terms of boosting British schoolchildren's reasoning and conceptual skills, better equipping them for the complexities of life in the 21st century, where ubiquitous technology and rapid social change are the order of the day. There is a growing body of evidence that philosophy can be of huge importance in opening up young minds. Reasoning skills and habits improve learning in other subjects on the curriculum and do not require purchasing expensive equipment and classroom resources.

The long-term imperative must be to recruit more specialist philosophy teachers and to increase the number of philosophy graduates. However, in the short to medium term we also call for the introduction of a new specialist teacher training diploma in philosophy. It is our opinion that this will make sure children from all backgrounds get the advantages philosophy at a young age can bring in terms of intellectual and social development.

guardian.co.uk, Tuesday 13 September 2011 20.59 BST

Article history

ECOLOGICAL APPROACH TO PHYSICAL ACTIVITY PROMOTION

Public health guidelines for (young) adults prescribe that regular bouts of exercise (i.e. three days per week for a minimum of 20 min per bout (Haskell et al., 2007) are needed in order to accrue well-documented health benefits, including the prevention of weight gain (Kromhout, Bloemberg, Seidell, Nissinen, & Menotti, 2001) and reduced risk for cardiovascular diseases (Aadahl et al., 2009). However, large segments of the population are currently insufficiently active to meet these guidelines and fail to achieve these health benefits.

Physical exercise also has an impact on cognitive functioning in children and a beneficial impact on different aspects of brain functioning during development. (Dave and Mathilde). Among older adults, a stronger physically-active identity is associated with higher self-regulatory efficacy and proximal intentions/goals, more frequent physical activity and greater well-being (satisfaction with life).

            Physical inactivity is currently acknowledged as a serious public health burden throughout the industrialized world (US; Villeneuve and World). Traditional physical activity promotion interventions that employ individual approaches have demonstrated limited success in promoting long-term maintenance ( Dishman and Marcus). Correlational research testing theories and models focusing on these same individual dispositions explain, at best, 20–40% of the variance in physical activity. As a result, recent calls have been made for consideration of broader, multilevel, ecological approaches to physical activity promotion.

Graham J. Mackay and James T. Neill (2009) conducted a quasi-experimental study on the effect of “green exercise” on state anxiety and the role of exercise duration, intensity, and greenness. Results indicated a significant reduction in participants' state anxiety following green exercise experiences. Previous studies have generally supported the notion that environments with more natural features tend to be preferred and that they tend to be associated with more positive physical and mental health outcomes. Numerous mechanisms have been posited for changes in psychological states during and following physical exercise. For example, physiological changes (such as increases in body temperature), beta endorphins, and parasympathetic activity, and reductions in muscle tension and excitability of the central nervous system may contribute to the anxiety-reducing effects of exercise.

Some studies have found that anxiety is reduced by both exercise and by quiet rest. Pretty et al. (2007)  found that green exercise led to significant improvements in self-esteem and decreases in mood disturbance. Given the economic and psychological cost of rising lifestyle-related illnesses, green exercise is emerging as a potentially important contributor to public and environmental health.

  References:

Dave E. & Mathilde St-L. D. (2010). The effect of acute physical exercise on cognitive function during development. Psychology of Sport and Exercise,
Volume 11(2), 122-126 .

Graham J.M. & James T. N. (2010 ). The effect of “green exercise” on state anxiety and the role of exercise duration, intensity, and greenness: A quasi-experimental study. Psychology of Sport and Exercise, 11(3), 238-245.

John C.S. & Rebecca E.L. (2003). Toward a comprehensive model of physical activity.

Psychology of Sport and Exercise, 4(1), 7-24

 Philip M. W., Wendy M. R., Paul J. C., Craig H., James H. &  Shawn N. F.(2004). The relationship between commitment and exercise behavior. Psychology of Sport and Exercise, 5 (4), 405-421.

Shaelyn M. S., Lawrence R. B., Kevin S. & Karen G., (2010). Older adults' physically-active identity: Relationships between social cognitions, physical activity and satisfaction with life. Psychology of Sport and Exercise, 11(2), 114-121  

Wish and if only

Wish and if only + past tense

We can use wish and if only with past tense to express regret about the present.

e.g. I wish I had a car.(I don't have a car)

If only I could play the guitar.( I cannot play the guitar)

Note: If only is more emphatic than wish



We often use were instead of was after wish and if only, especially in more formal style.

e.g. If only I were beautiful. ( I am not beautiful)



2. Wish and if only + would

We use would after wish and if only when we want something to stop happening, or we want something different to happen.

e.g. I wish you would stop making the noise.

I wish you wouldn't make my room messy.

If only you would stop complaining.



3. Wish and if only + past perfect

To express regret that happened or did not happen in the past, we use wish and if only with past perfect ( had+ V3)

e.g. If ony you had explained the situation to me.(You didn't explained the situation to me)

I am very tired. I wish I had gone to bed early last night.( I didn't go to bed early last night)


Read more: Wish and if only - Myanmar Network http://www.myanmar-network.net/forum/topics

Verbs not used in continuous form

1.      Some verbs (eg like,understand) are normally used only in the simple forms, not the continuous form.

အခ်ိဳ႕ ၾကိယာမ်ား (ဥပမာ- ႏွစ္သက္သည္၊နားလည္သည္)ကို ရိုးရိုး V1 ပံုစံျဖင့္သာသံုး နိဳင္ျပီး၊ V-ing သံုး၍ မရပါ။

ဥပမာ- ကၽြန္မနွစ္သက္သည္I like သို႕မဟုတ္ 

သူမနားမလည္ဘူး She doesn’t understand လို႕သာသံုးပါတယ္။

I’m liking. She is not understanding . လို႕သံုးလို႕မရပါဘူး။

Here are some of the important verbs which are not normally used in the continuous forms:

V-ing form ျဖင့္သံုး၍မရေသာၾကိယာ အခ်ိဳ႕ကိုေဖာ္ျပလိုပါတယ္။

a. Verbs of thinking(စဥ္းစာျခင္း၊ ေတြးေခၚဆင္ျခင္ျခင္းႏွင့္ဆိုင္ေသာၾကိယာမ်ား)

Think(=believe)           believe             understand                  know         see(=understand)

Recognize                    suppose           remember                    imagine           forget

Mean                           realize

I think (believe that) you are right. (not: I am thinking.....)

Do you know Pamela? (not: Are you knowing.....?)

She didn’t understand what you said. (not: She wasn’t understanding........)

b. Verbs of feeling(စိတ္ခံစားခ်က္ကိုေဖာ္ျပေသာၾကိယာမ်ား)

like       dislike  hate     love      prefer   want    wish

I like the music. (not: I am liking the music)

I want to know about him. (not: I am wanting .......)

c. Verbs of perception (အာရံုငါးပါး၊ အာရံုခံစားမွဳကို ျပေသာၾကိယာမ်ား)

see       hear    taste     smell    feel

I hear your voice. (not: I am hearing......)

This spaghetti taste delicious. (not: This spaghetti is tasting..........)

d. Other verbs (အျခားၾကိယာမ်ား)

have(=possess)            own     belong to         owe      need     include     cost            

weigh               sound               be               seem    desetve    contain

I weigh 70kg. (not: I’m weighing 70kg.)

We were at home last night. (not: We were being ...........)

2.      But note that some of the above verbs have more than one meaning: we can use these verbs in the continuous when they describe actions. Compare:

အထက္ေဖာ္ျပခဲ့ေသာၾကိယာမ်ားမွာ အဓိပၸါယ္တစ္မ်ိဳးထက္ပိုရွိတတ္ေသာေၾကာင့္ ျပဳ ျခင္း(action) ကိုေဖာ္ျပတဲ့အခါ

V-ing form ကိုသံုးနိဳင္ပါတယ္။

SIMPLE USES                                                 CONTINUOUS USES

I think you’re right. (think=believe)                 Imm! I’m thinking. (action using mind)         

ငါ့့မင္းမွန္တယ္လို႕ငါထင္တယ္။(ထင္ျမင္ခ်က္)               အင္း..ငါစဥ္းစားေနတုန္း။(စဥ္းစားသည္ျပဳ ျခင္းကိုျပသည္။)

I’ve had my car for six months. (had=possessed) I’m having lunch. (having/eating  is action)

၆လေလာက္ငါ့မွာ ကားရွိခဲ့ဘူးတယ္။(ပိုင္ဆိုင္ျခင္း)         ကၽြန္ေတာ္ ေန႕လည္စာစားေနတယ္။(စားျခင္းသည္ ျပဳ ျခင္းျပ)

Do you see what I mean? (see = understand)   Are you seeing the doctor tomorrow?

ငါေျပာတာမင္းနားလည္လား။                                   မင္းမနက္ျဖန္ ဆရာ၀န္သြားျပမွာလား။

Compare also these simple and continuous uses of  be:

V1  နဲ႕V-ing  မတူညီတဲ့ အသံုးအႏွဳန္းေတြကိုလည္း ေလ့လာၾကအံုးစို႕။

He’s stupid. (Generally)                               
သူ အသံုးမက်ဘူး(ေယဘုယ်အသံုးအႏွဳန္း)    

He’s being stupid. (Behaving in stupid way at that time)            
သူကအဲလိုမသံုးက်တာ (အခ်ိန္ကာလတခုတြင္အသံုးမက်ေသာ အျပဳအမူကို ဆိုလိုသည္။)
 

3.      We often use can and could with the verbs of perception see, hear, smell, taste, feel and some verbs of thinking eg understand, remember.

            အာရံုခံစားျခင္းကိုျပေသာၾကိယာမ်ားနဲ႕ understand, remember ကဲ့သို႕ေတြးေခၚစဥ္းစားျခင္းကိုျပေသာ ၾကိယာ    မ်ားကို can/could တို႕ျဖင့္ တြဲသံုးေလ့ရွိပါတယ္။

I can see you.

We could hear someone outside.

4.      Compare hear, see and listen, look, watch.

            - When we hear or see, it is not always a deliberate action, and we do not normally use the 
continuous. အာရံုခံစားျခင္းကိုျပေသာၾကိယာမ်ားျဖစ္တဲ့ ၾကားသည္၊ျမင္သည္ စတဲ့ၾကိယာေတြဟာ ရည္ရြယ္ခ်က္ေၾကာင့္မဟုတ္ပဲ အသံရွိသျဖင့္ၾကားရျခင္း၊ ရုပ္သ႑ာန္ရွိသျဖင့္ျမင္ရျခင္းျဖစ္သည္။
  ထို႕သို႔ရည္ရြယ္ခ်က္မပါေသာ အာရံုခံစားျခင္းျပၾကိယာကို V-ing ျဖင့္မသံုးပါ။
  When I was in the garden I heard the telephone ring. ( not: I was hearing)       ကၽြန္မဥယ်ာဥ္ထဲမွာရွိေနတုန္းက တယ္လီဖုန္းျမည္သံၾကားလိုက္တယ္။ (တယ္လီဖုန္းျမည္၍ၾကားျခင္းျဖစ္သည္။)

-  When we listen, look or watch, it is a deliberate action, and we can use the continuous. နားေထာင္ျခင္း၊ ၾကည့္ျခင္း စေသာၾကိယာမ်ားသည္ ရည္ရြယ္ခ်က္ျဖင့္ျပဳေသာေၾကာင့္ V-ing  ျဖင့္သံုး ပါတယ္။

           I’m listening to the radio.
          They were watching TV last night.

5.      Verbs of physical feeling, for example, feel, ache and hurt, can be used in either continuous or simple forms.

          ရုပ္ပိုင္းဆိုင္ရာ နာက်င္ခံစားမွဳမ်ားကိုျပလိုေသာအခါ V1, V-ing ႏွစ္မ်ိဳးလံုးကိုသံုးနိဳင္ပါတယ္။

I am feeling/ I feel ill.

         My head is aching/ My head aches.
 

Note: Some verbs which are not used in continuous, for example, know-ing or have-ing are used as a subjects and    after prepositions;

မွတ္ရန္။      ။ ကတၱား(ျပဴသူ)အျဖစ္လည္းေကာင္း၊ ၀ိဘတ္(preposition)ဧ။္ေနာက္တြင္လည္းေကာင္း သံုးလိုပါက   V-ing ျဖင့္တြဲသံုး၍မရေသာ အခ်ိဳ႕ၾကိယာမ်ားျဖစ္ေစကာမူ V-ing formျဖင့္သံုးၾကပါတယ္။

Knowing how to drive is very useful. (as a subject)

I’m looking forward to having my own car. (after preposition)

EXERCISES: Choose the correct forms. ေလ့က်င့္ခန္းေတြ လုပ္ၾကည့္ရေအာင္ပါ။

1.      You’re very quiet. What (do you think/ are you thinking) about?

2.      What (do you think/are you thinking) about my idea?

3.      How long (has Simon known/has Simon been knowing) Maria?

4.      What (does this word mean/is this word meaning?)

5.      (Did you hear/Were you hearing) the news?

6.      I (cannot remember/am not remembering) my password.

7.      (Do you like/Are you liking) this painting?

8.      I (want /am wanting) to buy a car.

9.      This man is a stranger for me. (I had never seen/I had never been seeing)  him before.

Reference: The Heinemann ELT, English Grammar, An Intermediate Reference and       Practice book.

မင္းထက္တန္(ေရႊဘို)ေရးတဲ့ Made in Myanmar

ျမန္မာျပည္တြင္းျဖစ္မို႔
အရည္အေသြးအာမခံတယ္။
ငါတို႔ဟာ
ထုတ္ကုန္ပစၥည္းတခုလိုလိုနဲ႔
ထုတ္ကုန္ပစၥည္းေတာ့မဟုတ္ဘူး။

သ႑ာန္ကြဲ အေရာင္လြဲခ်င္လြဲမယ္
အတြင္းအႏွစ္သာရကေတာ့
ဘယ္လိုမွတ္ေက်ာက္မွာပဲတင္ၾကည့္ၾကည့္
လံုး၀တင္းျပည့္ ၾကပ္ျပည့္ပဲ

ငါတို႔ဟာ
ေရာင္းကုန္ပစၥည္းတခုလိုလိုနဲ႕
ေရာင္းကုန္ပစၥည္းေတာ့မဟုတ္ဘူး။
ေလယဥ္စီးျပီးကမၻာတပတ္ရွာၾကည့္
ငါတို႔ေလာက္လွေနတာေတြေတာင္
ငါတို႔ျပည္တြင္းျဖစ္စိတ္ေစတနာထက္
သာလြန္ထူးကဲျပီး မလွနိဳင္ဘူး။

အမ်ိဳးမွန္အဖိုးတန္ေတြရဲ႕တန္ဖိုးဟာ
အရိုးခံ ေၾကာင္းက်ိဳးမွန္ကန္မွဳနဲ႕
အဖိုးတန္ အမ်ိဳးမွန္တာေတြ မက်ဆင္းရေအာင္
ကူညီကာကြယ္ ဆြဲတင္ထိန္းသိမ္းျခင္းပဲ။

ဒါေၾကာင့္...
Made in Myanmar စစ္စစ္ဆိုရင္
ထိတ္ပင္ျမန္စြာ မေရာက္ေသးေသာ္လည္း
ကမၻာရဲ႕ အႏွံ႔အျပားမွာ
ၾကက္သီးျဖန္းျဖန္းထသြားေအာင္
ငါတို႔ရဲ႕ ျဖဴစင္ရိုးသားမွဳေတြကို
အထိခိုက္ အပြန္းအပဲ့ခံလို႔မျဖစ္ဘူး
မညီမွ်ျခင္းေတြ ဘယ္ေလာက္ပဲဒီဂရီေစာင္းေနပါေစ
မိုးခါးေရေသာက္ဖို႔ဆိုတာ ေ၀းေသး
ဤ ကိုေတာင္ ကၽြဲ လို႕မဖတ္နိဳင္ဘူး။

             မင္းထက္တန္(ေရႊဘို)

အျပင္စီးမဂၢဇင္း၊အမွတ္ ၈၊ ၾသဂုတ္လ၊၂၀၁၁

နႏၵခင္(သကၠလေျမ)ေရးေသာ ဇာတိေျမအလြမ္း

ဇာတိေျမဆိုတာ
ေသသည္ထိ ေမ့မရဘူး
ငယ္ခ်စ္ဦးအစ- ပြင့္သည့္ပန္းအဆံုး
တျပံဳးျပံဳးသတိရ - ေျမးဦးရသည္ထိ
အားသည္ႏွင့္ ျပန္ေျပး...၊
အတိတ္ကေျခရာ
ေ၀ဒနာဟုမထင္မွတ္ပါဘူး
ရယ္စရာသည္ျဖစ္ရပ္ေတြက
ဇရာကိုျပန္ေျပာင္းနုပ်ိဳေစတာမို႔
တသသရင္မွာ လန္းရတယ္
အိုကြယ္...လြမ္းလို႔ မ၀ဘူး...။  ။

            နႏၵခင္(သကၠလေျမ)

အျပင္စီးမဂၢဇင္း၊အမွတ္(၅)၊ေမလ၊ ၂၀၁၁

ဆရာေဇာ္ဂ်ီဧ။္ သခင္ေအာင္ဆန္းတရား

ငါ့ညီေျပာင္၀င္း၊ေမာင္သစ္ဆင္း
မင္းဧ။္သားငယ္၊မင့္သက္လွယ္ကို
အဘယ္တရား ေဟာမည္နည္း။
ဆန္းဧ။္သတၱိ
ဆန္းဧ။္ သမာဓိ၊ဆန္းဧ။္ ပညာ
ေဟာစရာကား၊ အလြန္မ်ားဧ။္
မင့္သားအရြယ္၊သက္ႏွစ္ဆယ္တြင္
လူငယ္ေအာင္ဆန္း၊သူ႔အစြမ္းကို
ပန္းေကာင္းတပြင့္၊ ပန္ဆင္တင့္သို႔
မင့္သား သိေစခ်င္လွဧ။္...
သူ႔အစြမ္းကား၊ အျခားမဟုတ္
အအုပ္ခ်ဳပ္ခံ၊ မ်ိဳးျခားဒဏ္မွ
ျမန္မာလြတ္တမ္း၊ခရီးၾကမ္း၀ယ္
ဗန္းျပအလွ၊ပကာသနကို
ျပာက်ေလာင္ျမိဳက္၊ သူမီးတိုက္ဧ။္
ေခတ္လိုက္ခါညီ၊ေခတ္မွီပညာ
ၾကံဳရာဘ၀၊မွ်တ လံုေလာက္၊ ခံျမိဳ႕ေထာက္ဧ။္
ထို႕ေနာက္တဆင့္၊မိုးထိလြင့္ေအာင္
ရိုးက်င့္ ျမင့္ၾကံ၊ သူ႕အလံတည့္
ပ်ံတလူလူ၊သူထူခဲ့ေၾကာင္း
ေခါင္းေဆာင္သေဘာ
မင့္သားေခ်ာကို
ေျပာလိုက္ပါဘိ၊ေဟာပါဘိ။  ။

                      ေဇာ္ဂ်ီ

Common expression without an article

 

1. School/Church
(a) We often use the following nouns without an article when we think about the main purpose of the place.
School, University, College, Hospital, Prison, Church, Bed
e.g. Maria goes to school every morning. (main purpose of the school is to study)
The school was painted last night.

I think I 'll go to bed tonight. ( main purpose is to sleep)
There are shoes under the bed.

Mr. Wood has gone into hospital. (main purpose is to take medical treament)
Sarah met Simon outside the hospital.

(b) We normally use work and home without article
e.g. What time do you usually go to work ?
Are you staying at home this evening?

2. Means of transport
We use by car/bus/train/plane etc, without an article.
e.g. I usually go to school by car.
We went to Rome by train.
I came back home on foot.

3. Meals
We do not normally use an article with the names of meals.
e.g. What time do you ususally have breakfast ?
What would you like to have dinner ?
But we use the when we specify
e.g. I enjoy the dinner we had last night.
We can also say a/an when there is an adjective before breakfast/ lunch/dinner.
e.g. They had a large breakfast.


Reference; The Heinemann ELT, English Grammar, An Intermediate Reference and
Practice Book.

Read more: Common expression without an article - Myanmar Network http://www.myanmar-network.net/forum/topics/common-expression-without-an#ixzz1WxPj2XyBmyanmar-network.net

Many people judge success solely by material possession. However, success can be achieved and measured in other way.

Generally, people judge success by material possession. It may be true for the people who value on money and physical properties. However, in my view, success should be measured with the goal targeted by the individuals.

For the people who are materialist, the measurement on the success is definitely the amount of money and properties they possess. Power and authority is the indicator of success for some people while the highest educational achievement is concerned as success for the others. Popularity and being famous, on the other hand, is regarded as success for musicians, actors, dancers and other performers. Therefore, we should consider that someone is successful if he achieves his aim in life.

Logically, success and successful life can be achieved regardless of wealth, education, power and being famous. The ordinary man who can bring up well organised family and he himself satisfy with his family life can be acknowledged as a successful person. For another instance, the school teacher who is highly influential on his pupils and producing intelligent and smart students is really a successful teacher.

Determining success from the social and spiritual dimension, somebody who can enjoy peace, harmony, and happiness should be regarded as the successful person. The people who love to help others and devoted themselves in volunteer and charity services are really successful heroes. So to the people who highly value the morality, they will enjoy successful life by preserving good conducts and dignity.

To discuss liberally on measurement of success, it is variable among individual belief and perception towards success. An ordinary office staff who is dedicated and satisfied in his job may enjoy victorious life whereas his boss, the world richest person, is appraised as an incredible victor.