Doo-doo-doo-doo-doo-doo-doo-doo.
Paying attention every time I read a book.
I had a question from a great student of mine; I'm just going to put his name up here.
Hey, I'll say A/C. He's my A/V guy.
He always helps me with the audio/visual.
He's from Mexico, and I appreciate the work you've done with me.
One day he asked me: "What's the difference between 'each' and 'every'?"
It seems quite simple, but there are little differences that even a native speaker may
not be able to express to you because it's so natural for us that we know, but we don't
So, let's go to the board and take a look.
So, as you can see with Mr. E, he said: "Each", and he's talking about his hands, here; and
Now, he didn't say: "all body", but "whole body" or "entire", and let's go to the board
Now, one of the first things we're going to look at is...
If you look, we've got Pac-Man over here, so it's like a pizza with a slice taken out
So, this is a piece, and this is the whole thing.
When we talk about the word "whole", we talk about the complete unit, so we're talking
We talk about it as a unit; we're not breaking it into pieces; we see it as one thing.
So, we talk about 100%, and we use it for countable nouns: "The whole apple", "the whole
We use another word, to be a little bit more formal you might say in English, and we go
with the word "entire": "The entire room", "the entire apple".
We can use it for an exclamation or to formalize it.
It is the same meaning as "whole", but a formal one.
So, you can imagine me wearing a jacket and a tie, being formal; or like this, this would
And if I was wearing my tie and jacket-I wish I had one now-that would be "entire".
So, we talked about the 100% is for countable nouns, and we talk about the whole unit.
So, I said countable nouns, and you might be thinking: "Hey, great.
But what happens if I have things, like water or salt?
Things that cannot be counted?
That's when we talk about or we use "all".
"All" does almost the same thing as "whole" or "entire"; it talks about things as a unit,
but we get to use this extra power of the uncountable: "All of the water in the room",
"all of the salt", "all of the money".
Then we can say: "All of the people".
"People" are countable, so it's a very flexible use.
But when you want to make your language a little bit more interesting, we use "whole";
but "whole" would be for the countable, while "all" could be used for almost anything.
So, if you notice, I've gone from the circle of going one, two, and we've talked about
this whole thing or the entire thing.
What happens when you want to talk about pieces of a thing?
My whole body is all of these things together, but I have different parts to this or of my
body.
We're going to look at two other words: "every" and "each", and talk about: "Why would we
say 'every' sometimes and 'each'?
Just as in "all" and "whole", there is a difference, there's a difference in usage for these things.
Every time I think of you, I always catch my breath.
Now, when I was saying that: "Every time I think of you", I am talking about a group
of things, but in this case I'm not just talking about it as one unit; I'm talking about parts
Okay?
So, I'm talking about things in a group that are similar; there's a similarity to them.
They're not different thoughts; they're almost exactly the same.
"Every time I think of you", each thought is done; and if you notice, the squares are
So it's the same type of thought.
So, I focus on the group, but I focus on the similarity of the things.
That's why we usually say: "Everyone in the room".
I'm not looking at them as people; individuals.
I see a group of people and I say: "They're all people".
"Everything I have".
I don't see them as individual things; I see them as things.
Yeah?
"Everywhere you go", "everywhere", they're all places you go.
I don't care if they're countries, or cities, or houses; they're still places you go to.
And that's what we're looking at: The similarity between these things.
The similarity between these countable things; these things must be countable.
You notice I said: "Everyone", "everything".
I didn't say: "Every money", I didn't say: "Every water".
I can talk about it if I change "water" in a different fashion, but these are for countable
Okay?
The next one we want to talk about is "each".
Once again, it's for countable things; but unlike "every" which talks about everything
being similar, look carefully: I've taken these same blocks and they're in a row, so
they are a group, but there's a fat one, a skinny one...
See, a skinny one, a tall one, a short one in the grouping.
It's still countable things: "each", because I have to count the parts in the whole, but
right now it's the individual parts that make it up.
If I were to make a speech to you and I said: "Everyone in the room today believes money
is important", I don't care about each individual; what I care about is the group; the collective:
"every".
When I say: "Each one of you cares about money", I am recognizing that each individual is not
A person with five cars is different than a person who has no shoes, and in saying:
"each of you", I'm trying to get it across to my audience that I know that you're all
When I say: "Each time I sing a song", I'm saying: Each time is different to me; it's
I don't want to say "manifestation".
"Manifest" is to bring forth or bring alive.
Okay?
So, we want to look at the uniqueness of a thing.
And it's in a circular fashion, so we'll do it again.
We talk about "whole", we talk about the complete unit, and we're talking about just countable
We talk about "entire", well, it's the same thing as the whole; it's 100%, but we want
to use it for formal or we want to use it for exclamation.
"You ate the entire pizza?" is stronger than: "You ate the whole pizza"?
Funny, in English, "ire" means angry, so it's like putting more passion in the word.
Okay?
Then we move over to there, "all", which seems, like, less formal.
It's like, you know, your McDonald's in the neighbourhood.
Doo-doo-doo-doo-doo; it's good for everything.
So, it's countable as well, but...
And it also takes on the uncountable nouns.
So it's a little bit more general, like a hammer; it can be used for everything.
"Every" is in the same kind of idea, the same kind of pattern.
All of the things in this group, we're talking about the small parts of it, but we're saying
But they are parts in a group and we understand that there are parts in this group; it's not,
like, my body isn't just: Blah; it's got arms, legs that make it up.
But in this case we're saying they're all similar; have the same value.
And then, finally, we go to "each", where we go: "Hey, hold on a second.
An arm doesn't have the same value as a leg.
Yes, there are parts, but each part is individual", and we have to kind of understand that.
Cool?
Well, you know what time it is.
It's time for us to go to the board, because I know you say you understand it or at least
I think you do, I hope you do, but let's test it.
[Snaps]
Today I won't do that because I think the lesson is pretty direct.
But I will ask you to help me do something, which is: Correct my mistakes.
Okay?
So, on the board we've got a tale of two stories or a tale of two cities.
The first thing I'd like to do is: Before you can help me correct it, because I didn't
learn the lesson as well as you did-I mean, I think you're a good student-I want you to
help me identify what the mistakes are so we can actually correct it and make it a better
So: "I go to McDonald's every of the time"... "...every of the time"?
Hmm, that just sounds suspicious, don't you think?
So, let's look here; I think that's a problem.
Okay?
"My favourite thing is the kids' meal."
"My favourite thing is the kids' meal.
I can eat the each thing in two minutes."
I mean, I don't know why it's wrong; you guys can probably help me with that later on, but
"Whole meal comes with a toy to play with".
Hmm.
Sure glad you guys are here to help out.
Okay.
Okay.
"All one of them has its own number."
Yeah, huh. "...its own special number".
I've identified four of these things.
Perhaps we can go through what we talked about to see if we...
What reasons it might be wrong, and then we can put these corrections down here.
"I go to McDonald's of the time".
I probably didn't mention it before, but when we talk about "all", we talk about...
I didn't mention "of", but usually when we talk about "all", we usually have "of": "all
of the money", "all of the time", "all of the people".
"Of" means a part or a part of something.
So, when I say: "One of you guys", it's one part of a larger group.
Okay?
"Each student in Canada", well, there's a student and there's Canada, and there's lots
of students in Canada, so it's one part of it, right?
When we say "all of something", we're talking about "all" represents the whole group.
Remember we talked about that, and we used it for countable and non-countable?
Now, time, can you count time?
We can talk about segments of time, like: One hour, one time; but time, there's too
Infinity cannot be counted, so then we have to talk about time as in "all", right?
Because we didn't say: "each".
We weren't talking about each...
Each...
So we're going to say: "Okay, it has to be a big thing."
We know that we can't use "entire" and "whole" because they're for countables, but we can
use "all" for this, so I think this will help us here.
So I think this is correct, but that's wrong.
Hmm.
"I can eat the each thing in two minutes.
Well, it seems like we're talking about one thing because "the" is an article for one
But "each" is talking about, you know, each of a whole, and then it says "thing"; not
"things", so I think we're talking about one thing again.
So, this might be the entire thing, right?
So, let's go: "I can eat the..."
Could say "entire" because it's talking about thing and two minutes.
Okay.
"Whole meal comes with a toy to play with.
Whole meal comes with a toy to play with."
Hmm.
Now, we could talk about...
This seems to be, like, similarity, so let me change a little...
We're going to do this in here.
So, in this one, it seems to me, we're talking about complete.
Okay?
And this one seems to be talking about complete.
When we talk about this one, it seems that we're talking about parts, but what kind of
Are they unique parts or are they same?
And I might say "whole meal", because I think this is wrong.
I think we're talking about similarity; something similar.
So, we're talking about similar parts I think, because it comes with a toy to play with.
And "whole", they seem to be talking about something bigger.
"All one of them has its own special number."
Well, this to me speaks, and it's really clear, because: "one of them".
So, "all" is here, but it says: "one of them", so it's talking about one, so I'm wondering
if it's something unique or special, and it's a part.
So, if I'm looking at this, I'm thinking: "Okay, these are talking about big things.
And we know complete; we know it's 'whole', 'entire', and 'all'."
And when we're talking about parts of a thing, we know some things are similar, so we want
to use "every"; and some things are special and we want to use "each".
So I think we've identified where the problems are, so now let's see how we would fill it
in and how we would change it with the knowledge we have.
Are you ready, madam and monsieur?
What happens if we say: "I go to McDonald's"...?
And we talked about it has to be for uncountable, and we can say: "all of the time".
It makes a lot more sense now, doesn't it?
"I go to McDonald's all of the time to get dinner."
Next: "My favourite thing is the kids' meal."
Okay.
"I can eat each thing in two minutes."
And we said: "I can eat each thing"...
Because we said it's complete, and we can say: "the whole thing".
Now, what happens if we wanted to be, like, really strong?
Remember we talked about "ire" and being full of power, and we went like this, put an exclamation?
We can maybe say: "the entire thing".
There's my "i", with an exclamation.
So we can say: "I can eat the whole thing", because I want to say it with power.
"I can eat the whole thing in two minutes!"
Now, let's look at this one, we said "whole".
Okay.
"Whole meal comes with a toy to play with".
"Whole meal comes with a toy to play with"?
Now, I know there's more than one meal, and "whole meal" makes no sense whatsoever.
But what happens if we said this: "Every"?
Now, I know some of you are going to say: "Well, why did you put...?
Choose 'every' and not 'each'?"
Well, in this case, when I'm talking about the meals, I think the meals are all the same;
there's a hamburger, French fries, and Coke.
Okay?
So, every meal that has a hamburger, and French fries, and Coke - and this means I'm talking
Maybe you can get the chicken burger, but in my case what I'm really concerned about
with is it's the meal that comes with this stuff, so we talk about similarly.
So: "Every meal comes with a toy to play with."
Now, this is a sentence that helps me down here.
"All one of them has its own special number."
So, we said: "all different" and "special", and if we're going to talk about each one
of them, I probably would like to say this...
Remember we said this is the funny one?
So we say: "Each one of them has its own special number."
Okay?
So, let's look: "I go to McDonald's all of the time to get dinner.
My favourite thing is the kids' meal.
I can eat the entire thing in two minutes!" or: "I can eat the whole thing in two minutes.
Every meal comes with a toy to play with.
Each one of them has its own special number."
If you try to read the other sentence, you're going to go: "Oh my gosh, this is terrible.
"I go to...
I go to McDonald's every, all of..."
Let's just stay with this one.
And in doing so, because we worked together and I think you can see why we would use the
words we do, and how they give a greater meaning, and this story becomes much more interesting
to the person listening to it - you can start using these things in all the sentences that
Now, one of the best ways to give that a try is we're going to give you some homework.
Homework's important, because by doing the homework, you can improve.
It's not just about me telling you.
It gives you the opportunity to try out your skill.
And one of the best ways of doing it is: Do the homework, bring it to either YouTube,
which is where I am now and engage other people.
You know, put your sentence and go, and say: "I got this."
You know: "I ate the entire pizza in five minutes."
Cool?
And maybe someone will go: "No, no, you ate the whole pizza.
Because you didn't put an exclamation mark, you should say 'whole'."
And you can say: "What about 'all of it'?
Don't forget to do the quiz on engVid, and also you can do the same thing: By engaging
in the community, you can learn and have fun, and meet some other people you could work
with English... work on your English with.
So, here's your homework: Write out a story about pizza.
Because pizza comes in parts and wholes, so we can play with it.
And try using your new vocabulary.
I gave you three examples of: "All of the pizzas"; I talked about more than one pizza.
"Each pizza had a different topping", now I'm showing the uniqueness of each pizza.
"Every pizza I order, I save $5."
I'm saying about how pizza is similarity, but the $5 is what I care about.
I've used each one of these in a sentence just now; you can do the same.
Anyway, I gots to go, so what I'd like you to do is I'd like you to subscribe.
Ring the bell, subscribe; you'll get the latest video that I do as soon as it comes out.
It'll be sent straight to, like, fresh out the oven, like a pizza.
Or you can go to engVid, which is www.eng as in English, vid as in video.com (www.engvid.com)
and take a look at myself and other teachers that are there.
Anyway, every time I get the opportunity to work with you, I feel like I'm getting something
back.
So I thank you for watching these videos and I look forward to seeing you soon.