Introduction: Sharing Your World with Facts

Imagine you are telling a friend about a new movie you saw, explaining the rules of a game, or presenting a report about your favorite animal in class. In all these situations, you are giving facts and information. This is one of the most important skills in English because it helps people understand the world around you exactly as it is.

In this chapter, we will learn the best ways to share information clearly and accurately. Don't worry if it feels like a lot to learn—we'll break it down into simple steps!

1. Describing People, Places, and Things

When we give information, we often start by describing what something is or how it looks. We use specific sentence patterns to make our descriptions clear.

Using "Be" Verbs and Beyond

While we often use is, am, or are, we can also use other verbs to give more detailed sensory information (this is called the SVC pattern):

  • The sky looks blue today. (Sight)
  • This flower smells sweet. (Smell)
  • The music sounds loud. (Hearing)

Using "There is / There are"

To tell someone that something exists in a certain place, use There is... (for one thing) or There are... (for many things).

Example: "There is a large park near my house." or "There are thirty students in my class."

Quick Review: Use these patterns to give a "snapshot" of a scene or object to your listener.

2. Reporting Events: What Happened?

Giving information often involves telling people about events. To do this accurately, we need to use the correct tenses (time markers).

Past, Present, and Future

  • Past Tense: For finished facts.
    Example: "The school festival started yesterday."
  • Present Perfect: To give "up-to-date" information about something that has just happened or has a connection to now.
    Example: "I have already finished my homework."
  • Future (will / be going to): To give information about upcoming plans.
    Example: "The meeting will start at 3:00 PM."

Using the Passive Voice

Sometimes, the object is more important than the person doing the action. We use the Passive Voice to give facts about history or things.

Example: "This temple was built 400 years ago."
(The fact that the temple was built is more important than who built it.)

3. Explaining "What" and "How"

When we want to give more complex information, like what someone said or how to do something, we use special "connector" structures.

The "That" Clause

We use that to introduce a piece of information or a fact. This often follows verbs like think, know, say, or learn.

Example: "I know that English is spoken in many countries."

The "How to" Structure

To give information on how to perform a task, use how to + verb.

Example: "She showed me how to use the computer."

Key Takeaway: These structures act like bridges, connecting a main idea to a specific fact or instruction.

4. Organizing Your Information

Giving facts is not just about single sentences; it's about putting them in an order that makes sense. Use these tips to help your listener follow along:

Step-by-Step Explanations

When giving information about a process (like a recipe or directions), use order words:

  1. First, ...
  2. Next / Then, ...
  3. Finally, ...

Giving Reasons

Facts are often more useful when you explain why. Use because or so.

Example: "The library is closed because today is a holiday."

5. Helpful Tips for Clear Communication

Common Mistake: Being Too General

Try to be as specific as possible. Instead of saying "The bus comes later," say "The bus arrives at 8:15." Specific facts are more helpful!

Check for Understanding

When you give a lot of information, it’s good to check if the other person is following. You can learn more about this in the chapter "Keeping communication going."

Quick Fact:

Did you know? In English, we often use It is... to give facts about the weather, time, or distance.
Example: "It is five kilometers to the station."

Summary Checklist

  • Did I use SVC or There is/are to describe the situation?
  • Is my verb tense (past, present, or future) correct for the timing of the fact?
  • Did I use that-clauses to explain what I know or heard?
  • Is my information organized in a way that is easy to follow?

Note: For more information on specific words to use, see the chapter "Building the 1,600-1,800 word range."