Category Archives: Speak English Better

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20 Common Grammar Mistakes That (Almost) Everyone Makes

20 Common Grammar Mistakes That (Almost) Everyone Makes

Column by Jon Gingerich January 31, 2012

I’ve edited a monthly magazine for more than six years, and it’s a job that’s come with more frustration than reward. If there’s one thing I am grateful for — and it sure isn’t the pay — it’s that my work has allowed endless time to hone my craft to Louis Skolnick levels of grammar geekery.
As someone who slings red ink for a living, let me tell you: grammar is an ultra-micro component in the larger picture; it lies somewhere in the final steps of the editing trail; and as such it’s an overrated quasi-irrelevancy in the creative process, perpetuated into importance primarily by bitter nerds who accumulate tweed jackets and crippling inferiority complexes. But experience has also taught me that readers, for better or worse, will approach your work with a jaundiced eye and an itch to judge. While your grammar shouldn’t be a reflection of your creative powers or writing abilities, let’s face it — it usually is.
Below are 20 common grammar mistakes I see routinely, not only in editorial queries and submissions, but in print: in HR manuals, blogs, magazines, newspapers, trade journals, and even best selling novels. If it makes you feel any better, I’ve made each of these mistakes a hundred times, and I know some of the best authors in history have lived to see these very toadstools appear in print. Let’s hope you can learn from some of their more famous mistakes.

Who and Whom

This one opens a big can of worms. “Who” is a subjective — or nominative — pronoun, along with “he,” “she,” “it,” “we,” and “they.” It’s used when the pronoun acts as the subject of a clause. “Whom” is an objective pronoun, along with “him,” “her,” “it”, “us,” and “them.” It’s used when the pronoun acts as the object of a clause. Using “who” or “whom” depends on whether you’re referring to the subject or object of a sentence. When in doubt, substitute “who” with the subjective pronouns “he” or “she,” e.g., Who loves you? cf., He loves me. Similarly, you can also substitute “whom” with the objective pronouns “him” or “her.” e.g., I consulted an attorney whom I met in New York. cf., I consulted him.

Which and That

This is one of the most common mistakes out there, and understandably so. “That” is a restrictive pronoun. It’s vital to the noun to which it’s referring.  e.g., I don’t trust fruits and vegetables that aren’t organic. Here, I’m referring to all non-organic fruits or vegetables. In other words, I only trust fruits and vegetables that are organic. “Which” introduces a relative clause. It allows qualifiers that may not be essential. e.g., I recommend you eat only organic fruits and vegetables, which are available in area grocery stores. In this case, you don’t have to go to a specific grocery store to obtain organic fruits and vegetables. “Which” qualifies, “that” restricts. “Which” is more ambiguous however, and by virtue of its meaning is flexible enough to be used in many restrictive clauses. e.g., The house, which is burning, is mine. e.g., The house that is burning is mine.

Lay and Lie

This is the crown jewel of all grammatical errors. “Lay” is a transitive verb. It requires a direct subject and one or more objects. Its present tense is “lay” (e.g., I lay the pencil on the table) and its past tense is “laid” (e.g., Yesterday I laid the pencil on the table). “Lie” is an intransitive verb. It needs no object. Its present tense is “lie” (e.g., The Andes mountains lie between Chile and Argentina) and its past tense is “lay” (e.g., The man lay waiting for an ambulance). The most common mistake occurs when the writer uses the past tense of the transitive “lay” (e.g., I laid on the bed) when he/she actually means the intransitive past tense of “lie” (e.g., I lay on the bed).

Moot

Contrary to common misuse, “moot” doesn’t imply something is superfluous. It means a subject is disputable or open to discussion. e.g., The idea that commercial zoning should be allowed in the residential neighborhood was a moot point for the council.

Continual and Continuous

They’re similar, but there’s a difference. “Continual” means something that’s always occurring, with obvious lapses in time. “Continuous” means something continues without any stops or gaps in between. e.g., The continual music next door made it the worst night of studying ever. e.g., Her continuous talking prevented him from concentrating.

Envy and Jealousy

The word “envy” implies a longing for someone else’s good fortunes. “Jealousy” is far more nefarious. It’s a fear of rivalry, often present in sexual situations. “Envy” is when you covet your friend’s good looks. “Jealousy” is what happens when your significant other swoons over your good-looking friend.

Nor

“Nor” expresses a negative condition. It literally means “and not.” You’re obligated to use the “nor” form if your sentence expresses a negative and follows it with another negative condition. “Neither the men nor the women were drunk” is a correct sentence because “nor” expresses that the women held the same negative condition as the men. The old rule is that “nor” typically follows “neither,” and “or” follows “either.” However, if neither “either” nor “neither” is used in a sentence, you should use “nor” to express a second negative, as long as the second negative is a verb. If the second negative is a noun, adjective, or adverb, you would use “or,” because the initial negative transfers to all conditions. e.g., He won’t eat broccoli or asparagus. The negative condition expressing the first noun (broccoli) is also used for the second (asparagus).

May and Might

“May” implies a possibility. “Might” implies far more uncertainty. “You may get drunk if you have two shots in ten minutes” implies a real possibility of drunkenness. “You might get a ticket if you operate a tug boat while drunk” implies a possibility that is far more remote. Someone who says “I may have more wine” could mean he/she doesn’t want more wine right now, or that he/she “might” not want any at all. Given the speaker’s indecision on the matter, “might” would be correct.

Whether and If

Many writers seem to assume that “whether” is interchangeable with “if.” It isn’t. “Whether” expresses a condition where there are two or more alternatives. “If” expresses a condition where there are no alternatives. e.g., I don’t know whether I’ll get drunk tonight. e.g., I can get drunk tonight if I have money for booze.

Fewer and Less

“Less” is reserved for hypothetical quantities. “Few” and “fewer” are for things you can quantify. e.g., The firm has fewer than ten employees. e.g., The firm is less successful now that we have only ten employees.

Farther and Further

The word “farther” implies a measurable distance. “Further” should be reserved for abstract lengths you can’t always measure. e.g., I threw the ball ten feet farther than Bill. e.g., The financial crisis caused further implications.

Since and Because

“Since” refers to time. “Because” refers to causation. e.g., Since I quit drinking I’ve married and had two children. e.g., Because I quit drinking I no longer wake up in my own vomit.

Disinterested and Uninterested

Contrary to popular usage, these words aren’t synonymous. A “disinterested” person is someone who’s impartial. For example, a hedge fund manager might take interest in a headline regarding the performance of a popular stock, even if he’s never invested in it. He’s “disinterested,” i.e., he doesn’t seek to gain financially from the transaction he’s witnessed. Judges and referees are supposed to be “disinterested.” If the sentence you’re using implies someone who couldn’t care less, chances are you’ll want to use “uninterested.”

Anxious

Unless you’re frightened of them, you shouldn’t say you’re “anxious to see your friends.” You’re actually “eager,” or “excited.” To be “anxious” implies a looming fear, dread or anxiety. It doesn’t mean you’re looking forward to something.

Different Than and Different From

This is a tough one. Words like “rather” and “faster” are comparative adjectives, and are used to show comparison with the preposition “than,” (e.g., greater than, less than, faster than, rather than). The adjective “different” is used to draw distinction. So, when “different” is followed by a  preposition, it should be “from,” similar to “separate from,” “distinct from,” or “away from.” e.g., My living situation in New York was different from home. There are rare cases where “different than” is appropriate, if “than” operates as a conjunction. e.g., Development is different in New York than in Los Angeles. When in doubt, use “different from.”

Bring and Take

In order to employ proper usage of “bring” or “take,” the writer must know whether the object is being moved toward or away from the subject. If it is toward, use “bring.” If it is away, use “take.” Your spouse may tell you to “take your clothes to the cleaners.” The owner of the dry cleaners would say “bring your clothes to the cleaners.”

Impactful

It isn’t a word. “Impact” can be used as a noun (e.g., The impact of the crash was severe) or a transitive verb (e.g., The crash impacted my ability to walk or hold a job). “Impactful” is a made-up buzzword, colligated by the modern marketing industry in their endless attempts to decode the innumerable nuances of human behavior into a string of mindless metrics. Seriously, stop saying this.

Affect and Effect

Here’s a trick to help you remember: “Affect” is almost always a verb (e.g., Facebook affects people’s attention spans), and “effect” is almost always a noun (e.g., Facebook’s effects can also be positive). “Affect” means to influence or produce an impression — to cause hence, an effect. “Effect” is the thing produced by the affecting agent; it describes the result or outcome. There are some exceptions. “Effect” may be used as a transitive verb, which means to bring about or make happen. e.g., My new computer effected a much-needed transition from magazines to Web porn. There are similarly rare examples where “affect” can be a noun. e.g., His lack of affect made him seem like a shallow person.

Irony and Coincidence

Too many people claim something is the former when they actually mean the latter. For example, it’s not “ironic” that “Barbara moved from California to New York, where she ended up meeting and falling in love with a fellow Californian.” The fact that they’re both from California is a “coincidence.” “Irony” is the incongruity in a series of events between the expected results and the actual results. “Coincidence” is a series of events that appear planned when they’re actually accidental. So, it would be “ironic” if “Barbara moved from California to New York to escape California men, but the first man she ended up meeting and falling in love with was a fellow Californian.”

Nauseous

Undoubtedly the most common mistake I encounter. Contrary to almost ubiquitous misuse, to be “nauseous” doesn’t mean you’ve been sickened: it actually means you possess the ability to produce nausea in others. e.g., That week-old hot dog is nauseous. When you find yourself disgusted or made ill by a nauseating agent, you are actually “nauseated.” e.g., I was nauseated after falling into that dumpster behind the Planned Parenthood. Stop embarrassing yourself.


If you’re looking for a practical, quick guide to proper grammar, I suggest the tried-and-true classic The Elements of Style, by William Strunk, Jr. and E. B. White. A few of these examples are listed in the book, and there are plenty more. Good luck!
Original link:  http://litreactor.com/columns/20-common-grammar-mistakes-that-almost-everyone-gets-wrong

Organizing Our Thoughts for Quick Delivery and Impact

Hello fellow communication enthusiasts,
Today’s tip is on organizing one’s thoughts better so that we can speak faster and easier to others, especially when we are put on the spot or in a fast-paced work environment.
Think of your intended message as an iceberg, floating in the ocean.  We can see the tip from the land and sea, but we cannot see the rest of the iceberg, typically 90%, until we go under water.  We know it’s there but our first impression is based on the tip of the iceberg that we see. 
When you deliver a thought or message you essentially have 2 choices – to start with the 10% ‘point’ or the 90% ‘body’. 
Our goal should be to summarize our information into just the main point, and deliver it as precisely as possible and in as few sentences as possible.  After delivery, wait for a response to see if you need to continue into further details. 
For example, if someone asks you what you did on the weekend, you have two ways to answer:
1.  “I took the kids to the water park for some fun times.  It was great!”
2. “I took my 3 kids, Jack, Jill and Mary to Wave-O-Rama Water Park, you know the one just outside the city?  Anyway we spent the day walking around, looking at some interesting sites, of course playing in the water too!  They had slides, wading pools, water gun fighting and a bunch of other stuff.  It was great and I really recommend you take your family there soon!”
Now there is nothing wrong with #2 if the other person wanted all the extra info.  The challenge is in knowing if he or she really wanted all the details, right?  So it could be that you are giving valuable extra information, or it could be that you are giving what they consider non-important and boring extra information!  That’s tricky.
In answer #1 you have answered the question directly and precisely, and are now waiting and watching/listening to understand if your conversation partner wants any extra details.  They will ask if they want or need more info.  They will continue on if they do not.  Simple.
Our above example is a personal dialogue, but the iceberg theory of giving information or answering questions works very well in business discussions too.  So from now on, practice giving a shorter, more direct answer (with appropriate tone though) especially when you are in a busy or fast-paced environment.  It will save you and your conversation partner time and allow you to be better organized in the presentation of answers and information. 
That’s all for today folks. 
Thank you,
Coach Ric

A Great Post on Defining A Business English Program

Author Paul Emmerson reflects on in-work and pre-experience Business English.

What is Business English? A naïve question to be sure, but a good one to step back and ask from time to time.
Below, in blue, is a nine-point answer to that question that I wrote along with my colleague Nick Hamilton back in 2000. It was going to be the Introduction to Five Minute Activities for Business English (CUP) but never made it into the book.

  1. You start with a Needs Analysis.
  2. The Needs Analysis leads on to a negotiated syllabus. There is no ‘main’ coursebook, although a selection of coursebook and other material may be used. The classroom tasks and texts are personalized, based around the interests and needs of those particular students.
  3. The syllabus is designed around communication skills (telephoning, meetings, presentations etc.) and business topics (management, marketing, finance etc.), not the English verb tense system.
  4. Language work is more lexical, including collocation and functional language, and less grammatical than General English. Pronunciation is another important area, especially the ability to break up speech into appropriate phrases (phonological chunking) and to use stress to highlight key information.
  5. Teaching methodology includes much use of tasks, role-plays, discussions, presentations, case studies and simulated real-life business situations. Approaches and materials are mixed and matched, but there is unlikely to be a high proportion of conventional Present-Practice lessons where one grammar point provides the main thread of a lesson.
  6. Much language work is done diagnostically following speaking activities. Feedback slots are used for checking, correcting and developing language (Output->Reformulate rather than Input->Practice).
  7. There is use of a range of authentic and business material (magazine articles, off-air video, company documents).
  8. Delivery of the course is different: the students are ‘clients’ with high expectations, the teachers are professional ‘trainers’ (or perhaps even Language Consultants). Teachers and students sit together round a table like in a meeting rather than in the classic GE ‘U’ shape with the teacher at the front. Conversation across the table may develop its own dynamic far removed from the teacher’s lesson plan.
  9. While teachers are expected to be competent as Language Consultants, classroom managers etc. they are usually not expected to be business experts. This is a language course after all, not an MBA. However teachers are expected to have an interest in business, ask intelligent questions, and slowly develop their knowledge of the business world.                                       
  10.  – To continue reading this awesome article and discussion, please visit the original link here:  http://bebcblog.wordpress.com/2012/01/03/what-is-business-english-2/

The 20 Most Controversial Rules in the Grammar World | Online College Tips – Online Colleges

The 20 Most Controversial Rules in the Grammar World | Online College Tips – Online Colleges

Like anything else involving stringent rules and regulations, grammar harbors a hefty share of obsessive fanboys and fangirls who enjoy debating its ins, outs, and other various quirks. So of course controversies break out in academia, the media, and even intimate conversations between friends. Here are a few of the ones that churn stomachs and angry up the blood, in no particular order.

The Oxford Comma
Debates regarding whether the Oxford comma should keep on being used are comparable to those about the death penalty and/or abortion. Seriously. Most grammarians have an opinion on the subject, and their opinion is always right and never wrong ever and also they will use and insistent voice when relaying it.


The pronunciation of “controversial”

Go figure. Americans stand divided over whether to pronounce it “con-truh-VUR-see-yul” or “con-truh-VUR-shal.” You don’t even have to hop a plane across the pond to take part in the battle. Funny enough, Merriam-Webster‘s and The American Heritage Dictionary acknowledge both pronunciations. So now that a definitive answer exists, it’s time to get back to arguing about whether to call it soda, pop, or coke.


Double negatives

Although grammatically correct, debates regarding the permissibility of double negatives keep flaring up from time to time. Talks apparently originated when linguists pondered acceptance of the often controversial African-American Vernacular English, within which the grammar tweak is quite common. Unsurprisingly, these debates inherently come saddled with some rather unfortunate overtones.

(Hit the link above to see the original blog post and examples for each. I am just re-posting this as per their request. Enjoy!)

English Language Pronunciation Class Description

Here is a good description of what is involved in a typical English pronunciation (or accent reduction) class or coaching program.  Things are usually tailored to the particular English level, industry or work etc. but the main idea is explained clearly here:

English language pronunciation includes all the mechanical functions and skills of language sound production and the specific word pronunciation patterns of the English language in context.
The mechanical functions and skills include placement of the lips, tongue, use of teeth, glottis, expanding or contracting the mouth cavity, use of nasal passages and soft palate, vocal folds, controlling the intake and outflow of air, devoicing, breathing and timing.

English language pronunciation class skills and exercises include initial consonant and vowel pronunciation, syllable pronunciation, individual syllable stress patterns, diphthongs and consonant clusters, initial word pronunciation, syllable stress patterns in words, intonation and timing for words, phrases, clauses, complete sentences, expressions and interjections.

English language pronunciation class can take the form of individual drills or group drills by listening and repeating the correct English language pronunciation exercises.

English language pronunciation class can take the form of reading and speaking. Students are expected to read and speak aloud correctly pronouncing each of the words or passages.

Advanced English language pronunciation classes can include accent reduction. Accent reduction can be ‘un-learning’ incorrect pronunciation and re-learning correct English pronunciation. Accent reduction can also be the initial establishment or correction of pronunciation patterns, speed, timing, stress and intonation.

From the original site  http://www.eslincanada.com

Happy Halloween!

Halloween Jack-O-Lantern

Halloween is almost upon us!

I would like to take this opportunity to remind all the ESL readers of this blog that even though we focus on speaking English better the blogs’ focus is also on learning and understanding culture.  Why?  Because as I have said many times as an ESL teacher, business English trainer and Communication Coach – English language cannot be used solely as a tool of grammar and spelling.  To truly ‘speak English better’ you must understand the history and culture of English-speaking lands, especially if you are living in one now, permanently or temporarily.

I love Halloween.  As kids we got to make our own costumes (with the help of Mom and Dad of course) and go out ‘trick or treating’ to get a bag full of candy!  What more could a North American kid want?  (All that sugar is soooo bad for you though….but we didn’t care!)

Now as adults we might dress up in costume and go to bars or house parties to drink instead, or we might stay at home and give out candy to little trick-or-treaters who visit our homes.  It’s still fun!  And we MUST watch scary horror movies as well!

In the olden days, the costumes were ‘evil’ creatures, like devils, goblins, vampires, ghosts, and any of the other Silver Screen Matinee classic monsters.  In the olden-olden days, when Halloween was first being ‘developed’ as a practice, the idea was to dress yourself up as an evil spirit in order to fool the real evil spirits around, so that they would leave you alone.  In fact, did you know that one of the reasons why we have the custom of covering our mouths while we yawn is not just out of politeness, but to avoid ‘spirits’ entering our bodies?  Yes, we humans were very superstitious many years ago!

Anyway, if you would like to learn more about the history of Halloween, including the name, the colours, the costumes, the religious influences and the jack-O-lantern (carved pumpkin) please do a little more reading at http://en.wikipedia.org/wiki/Halloween or start asking folks around you about their experience with Halloween.

Enjoy this rather odd but fun celebration, and do not get sick on too much candy! (or ‘sweets’ as my British friends would say!)

Happy Halloween!!!

15 Most Butchered Phrases in the English Language

Compared to other languages, English isn’t particularly complex. But do other languages have nearly as many similar sounding words and phrases? We’ve all made the mistake of consistently butchering a phrase or two, not realizing it until someone had the nerve to correct us. Unless you couldn’t care less about sounding silly, it’s wise to double check the ones about which you’re unsure. Listed below are a few of the most commonly misheard and misunderstood phrases — those pesky egg-corns and malapropisms that have multiplied through the years. Avoid these at all costs.

1.     “I couldn’t care less” — not “I could care less:”

It should be noted that phrases do evolve, and the new way of saying them can become the accepted colloquialism. There is some debate as to whether or not that should be the case with “could care less,” which is recognized by the Oxford Dictionary. Even still, the phrase doesn’t make sense, as it means that you care at least a little bit. If you couldn’t care less, then you couldn’t care at all. There’s a clear difference.

2.     “A moot point” — not “A mute point:”

According to Merriam-Webster moot means obsolete, essentially meaning when someone makes “a moot point,” it’s completely worthless to debate. The words sound alike and the incorrect phrase somewhat makes sense — if you can’t hear a point, then what’s it worth? — But it would be wise to mute the “mute” completely if you tend to use the phrase.

3.     “For all intents and purposes” — not “For all intensive purposes:”

This phrase originated in 16th century England when King Henry issued the Statute of Proclamations, which was “to all intents and purposes,” allowing him to modify it at his discretion. Eventually it morphed into “for all intents and purposes,” meaning “in effect.” The use of “for all intensive purposes” has increased in the Internet era, though documented use of it occurred during the 19th century.

4.     “Nip it in the bud”– not “Nip it in the butt:”

There’s quite a difference between stopping something before it flowers and biting someone’s bum. One refers to ending a problem before it grows into something bigger; the other is an action that would cause problems.

5.     “Without further ado” — not “Without further adieu:”

Ado means “fuss.” Adieu means “farewell.” From those definitions, you can probably deduct which makes more sense. Think Shakespeare’s Much Ado About Nothing. It was much ado about nothing when you stayed up all night worrying about the results of the exam you eventually found out you aced.

6.     “Pique one’s interest” — not “Peak one’s interest:”

Some may assume “peaking one’s interest” is correct because you’ve reached the highest point of their interest. However, “pique” is the correct verb in the phrase, as it means to excite or arouse. In this case, your curiosity has been stimulated.

7.     “Deep-seated belief” — not “Deep-seeded belief:”

Something that’s “deep-seated” is situated far below the surface, according to Merriam-Webster. Of course, a deep seed would also be situated far below the surface. Grammarist.com states the correct phrase comes from horseback riding; not gardening or farming.

8.     “Champing at the bit” — not “Chomping at the bit:”

When you’re “champing at the bit,” you’re showing impatience. But it seems that the authorities of the English language — such as Merriam-Webster’s Collegiate Dictionary — have shown patience with the use of “chomping at the bit,” which is now more common than the correct phrase, despite the fact that the substitution is inexplicable.
(NOTE from Ric – the authors seemed to have missed the idiomatic understanding that this phrase ‘chomping at the bit’ refers to a horse that is biting the piece of rubber in its mouth (the bit) which is attached to the reins.  That is why we say ‘chomping’.)

9.     “Never ceases to amaze me” — not “Never seizes to amaze me:”

“Seize” means “to take possession of,” “to attack or overwhelm physically,” or “to bind or fasten together with a lashing of small stuff,” according to Merriam-Webster, so it obviously doesn’t belong in this phrase. Nor should it replace “cease” in “cease and desist” or “cease fire.”

10.  “Reap what you sow” — not “Reap what you sew:”

To “sow” is “to plant a seed for growth especially by scattering, ” according to Merriam-Webster. To “reap what you sow” is to get what you deserve — whatever grows is the outcome of sowing. A shirt or sweater would be the outcome of sewing.

11.  “Once in a while” — not “Once and a while:”

“Once and a while” yields 6,320,000 results on Google and a handful of results on Google News. It’s a common error, but most people seem to recognize the correct phrase from the incorrect phrase, as “once in a while” yields a hefty 58,000,000 results.

12.  “In layman’s terms” — not “In lame man’s terms:”

A layman is someone who lacks specialized knowledge on a topic. If you’re discussing football, and a layman enters the conversation with useless opinions, then it would be totally lame, man. But it wouldn’t be correct, or nice, to label him a “lame man.”

13.  “In the midst of” — not “In the mist of:”

The distorted version of “in the midst of” is a mondegreen, a term for when someone mishears or misinterprets a word. “Midst” and “mist” sound very much alike, but obviously shouldn’t be substituted for one another. “In the midst of” means “in the middle of” or “in the process of,” and has nothing to do with getting wet unless water or mist is inserted after the phrase.

14.  “Off the beaten path” — not “Off the beat and path:”

Venturing away from the path most taken can be an offbeat move, but you’re not venturing “off the beat and path.” That little bed and breakfast 20 miles south of the interstate is “off the beaten path.”

15.  “Out-of-body experience” — not “Outer body experience:”

You can go into “outer space” or have an “out-of-body experience,” a sensation in which you float outside of your body, but you can’t have an “outer body experience.” Keep that in mind if you ever choose to retell the tale of your traveling soul.

Free Business English Classes for New Immigrants

Although I have no affiliation, I like to support and pass on great initiatives like this one.  Free occupation-specific language training courses offered by 13 Ontario colleges will teach you the language and workplace culture skills required to communicate effectively in your job, for some industries. Gain the communications skills you need to build a successful career in your field.  Must have at least intermediate level English.  For more information click here:

http://co-oslt.org/en/

Demographics of Toronto (Wikipedia)

This is some interesting info on the demographics of Toronto.  Not sure if it’s been updated since 2006, but nevertheless – interesting.

The demographics of Toronto make Toronto one of the most multicultural cities in the world. Data released by Statistics Canada as part of the 2006 census indicates that Toronto is more ethnically diverse than Miami, Los Angeles, and New York City. 49.9% of Toronto’s population is foreign-born.[1]

A majority of Torontonians claim their origins from as either in whole or part from England, Scotland and Ireland.

There is a significant population of Afghans, Arabs, Barbadians, Bengalis, Chinese, Colombians, Ecuadorians, Filipinos, French, Germans, Greeks, Grenadians, Guyanese, Hungarians, Indians, Iranians, Italians, Jamaicans, Jews, Koreans, Mexicans, Pakistanis, Poles, Portuguese, Romanians, Russians, Salvadorans, Somalis, Sri Lankans, Tamils, Tibetans, Trinidadians, Ukrainians, Vietnamese, and Vincentians throughout the city.

Neighbourhoods such as Chinatown, Corso Italia, Little India, Greektown, Koreatown, Little Jamaica, Little Portugal and Roncesvalles are examples of these large ethno-cultural populations.[2].

Christianity is the largest faith group in Toronto’s census metropolitan area, with Roman Catholics comprising 33.4% of the population. The Anglican Church and United Church of Canada account for 6.9% each. Other religious groups include Islam (5.5%), Hinduism (4.1%), Judaism (3.5%), Buddhism (2.1%), and Sikhism (1.9%). 16.6% of the population claim they have no religious affiliation.[3]
 
While English is the predominant language spoken by Torontonians, Statistics Canada reports that other language groups are significant, including Chinese, Portuguese, Tamil, Arabic, Persian, Pashto, Urdu, Spanish, Punjabi, Somali, and Italian. Canada’s other official language, French, is spoken by 1.4% of the population.

For more info please see the original Wikipedia listing here:
http://en.wikipedia.org/wiki/Demographics_of_Toronto