Follow US:

Practice English Speaking&Listening with: Learn English: When to use EACH, EVERY, WHOLE, ENTIRE, ALL

(0)
Difficulty: 0

Doo-doo-doo-doo-doo-doo-doo-doo.

Paying attention every time I read a book.

Hi. James from engVid.

I had a question from a great student of mine; I'm just going to put his name up here.

So, Mauricio, my A/V guy.

When I teach...

Hey, I'll say A/C. He's my A/V guy.

He always helps me with the audio/visual.

Thanks, Mauricio.

He's from Mexico, and I appreciate the work you've done with me.

So, anyway, this is...

This video is for Mauricio.

One day he asked me: "What's the difference between 'each' and 'every'?"

They seem...

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

know how to actually say.

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

"whole", within his body.

Now, he didn't say: "all body", but "whole body" or "entire", and let's go to the board

and find out why.

Now, one of the first things we're going to look at is...

Well, where are we?

Let's talk about the big Pac.

If you look, we've got Pac-Man over here, so it's like a pizza with a slice taken out

of it.

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

about all of this.

I used the word "all".

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

pizza", "the whole room".

We see it as one thing.

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

be "whole".

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?

Or money?"

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".

Right?

Then we can say: "All of the people".

"People" are countable, so it's a very flexible use.

Right?

So this is more common.

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.

All right?

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 happened to...?

What happens when you want to talk about pieces of a thing?

I'm a human being.

I have arms, I have...

Well, legs.

I have ears and eyes.

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'?

What's the difference?"

Just as in "all" and "whole", there is a difference, there's a difference in usage for these things.

So, let's start with "every".

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

of it.

Okay?

So, I'm talking about things in a group that are similar; there's a similarity to them.

"My thoughts are similar."

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

all about the same.

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?

Got it somewhere?

"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

things when we say: "every".

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.

I care about the differences.

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

the same.

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

different.

When I say: "Each time I sing a song", I'm saying: Each time is different to me; it's

special to me.

Each one is a different...

I don't want to say "manifestation".

Oh, I said it; too late.

"Manifest" is to bring forth or bring alive.

Each thing I do is different.

Okay?

So, we want to look at the uniqueness of a thing.

Pretty cool, huh?

So, I think...

Let's just go through this.

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

objects.

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"?

"You ate the entire pizza?"

Right?

Even with: "ire".

Funny, in English, "ire" means angry, so it's like putting more passion in the word.

Right?

"The entire room rose."

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...

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.

Then we move over to "every".

"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

they're all kind of similar.

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?

All right, good.

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.

Are you ready?

[Snaps]

All right, so we're back.

So, usually I have a bonus.

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

story down there.

Are you ready?

Let's go to the board.

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.

"...to get dinner".

Okay?

"My favourite thing is the kids' meal."

Okay, that sounds okay.

"My favourite thing is the kids' meal.

I can eat the each thing in two minutes."

Huh, that seems weird to me.

I mean, I don't know why it's wrong; you guys can probably help me with that later on, but

that just doesn't seem right.

"Whole meal comes with a toy to play with".

"Whole meal comes"?

Hmm.

Geez, this is horrible.

Sure glad you guys are here to help out.

What's the next thing?

"The toys are all different."

Okay.

"The toys are all different."

Okay.

"All one of them has its own number."

Yeah, huh. "...its own special number".

Now, let's see.

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.

So, let's go to the board.

"I go to McDonald's of the time".

Well, I know...

I probably didn't mention it before, but when we talk about "all", we talk about...

Okay, "of the time", we...

Let's put it this way.

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?

So, "all"...

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

much to count.

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...

Each thing we're doing.

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.

Now, what about this one?

"I can eat the each thing".

Hmm.

"I can eat the each thing in two minutes.

I can eat the each thing".

Well, it seems like we're talking about one thing because "the" is an article for one

thing, yes?

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..."

We could say...

Which one could we say?

Could we say: "whole"?

Maybe.

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."

So, mm.

Hmm.

Now, we could talk about...

This seems to be, like, similarity, so let me change a little...

Couple things, here.

We're going to do this in here.

So, in this one, it seems to me, we're talking about complete.

Okay?

So let's just say that.

And this one seems to be talking about complete.

Right?

Not parts, but complete.

When we talk about this one, it seems that we're talking about parts, but what kind of

parts?

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.

Similar, so "i", "a", "r".

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.

"The toys are all different."

Okay, that's cool.

"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.

Sound good?

Well, let's go take a look.

First thing.

I feel like a waiter.

Are you ready, madam and monsieur?

Let's go to ze board.

Now, we had "every".

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."

Brilliant.

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"...

Hmm, how about this?

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".

Right? "...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!"

That's pretty cool.

All right?

Now, let's look at this one, we said "whole".

"Whole" are all different.

So, "whole".

Okay.

Sorry.

"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

about the similarity.

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."

"The toys are all different."

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?

Because it's unique.

So we say: "Each one of them has its own special number."

What do you think?

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.

The toys are all different.

Each one of them has its own special number."

Like that?

I do, too.

If you try to read the other sentence, you're going to go: "Oh my gosh, this is terrible.

It's horrible."

Right?

"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

you do.

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'?

I ate all five pizzas."

I'd be like: "Great."

Play with it; have fun.

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.

Right?

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 my bell.

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.

All right?

Have a good one.

The Description of Learn English: When to use EACH, EVERY, WHOLE, ENTIRE, ALL