This document contains 75 grammar rules presented in short statements. Some key points covered include:
- Using proper verb tenses and forms like present simple for habits versus present continuous for ongoing actions.
- Using pronouns like who versus which correctly.
- Choosing the right prepositions and avoiding double negatives.
- Applying rules for countable versus uncountable nouns and things like singular/plural agreement.
- Selecting the appropriate determiners, conjunctions, and other grammar structures depending on context.
The rules provide examples to illustrate correct versus incorrect usage for a variety of common English grammar structures and patterns.
The document provides 15 examples of sentences using future tense verbs like "will", "going to", and present continuous. It then provides a short paragraph with 6 additional sentences using future tense for the reader to practice filling in the correct future tense verb.
The document is a lesson about using past tense verbs to describe childhood activities and experiences. It provides examples of common things kids used to do expressed in simple past and past progressive tense, such as "play," "read," and "watch TV." It then prompts the reader to practice conjugating regular and irregular verbs in past tense and answering questions about their own childhood using phrases like "used to."
Common Errors in Tenses and Articles that Students Make in English grammar. Students make a lot of mistakes when it comes to tenses and articles. This presentation, through it's slides aims to talk about the errors that students commonly make and suggests some ways to avoid making them.
The document provides information about two individuals, Timothy Miller and Kety Smith, through short biographies. Timothy is an English teacher who gets up at 6am, teaches until noon, helps his kids with homework, exercises, eats dinner with his family and reads in bed by 10pm. Kety gets up at 5:30am to go jogging, takes the bus to her bank job, buys bread after work, and goes to bed by 9:30pm with her husband who is a chef. The document also includes a reading comprehension quiz about the biographies and The Simpsons television show.
This document discusses the proper usage of the quantifiers "all", "most", "no", and "none" in English sentences. It explains that "all" refers to every person or thing, "most" refers to nearly all but not all, "no" refers to not existing or being present, and "none" is used when another word already makes the clause negative. The document provides examples of how to use these quantifiers correctly with different parts of speech like nouns, pronouns, and verbs. It also notes some exceptions and additional uses of these words.
This document provides examples of using modal verbs like must, may, might, and can't to make deductions about people or situations in pictures. For each modal, there are pictures shown with captions describing possible deductions using that modal, such as "She must be thinking about her neighbor's dog trapped inside that house" or "He might be dying". The purpose is to demonstrate how to make logical inferences and deductions about pictures using different modal verbs.
This document provides examples of using "both...and", "either...or", and "neither...nor" to combine subjects and verbs in sentences. It explains that with "both...and", the verb is always plural. With "either...or" and "neither...nor", the verb agrees with the subject closer to the verb. Several examples are given to illustrate the correct use of verbs with each structure.
The document provides examples and exercises on forming imperative sentences in English. It gives directions for forming imperatives using the base verb, base verb with an object, and negative auxiliary verb plus base verb and object. Examples are provided for different uses of imperatives including giving directions, orders, advice, warnings, requests, and informal invitations. Notes specify that the subject of an imperative is usually "you" but is not stated, and the form is the same for singular and plural.
The document provides 15 examples of sentences using future tense verbs like "will", "going to", and present continuous. It then provides a short paragraph with 6 additional sentences using future tense for the reader to practice filling in the correct future tense verb.
The document is a lesson about using past tense verbs to describe childhood activities and experiences. It provides examples of common things kids used to do expressed in simple past and past progressive tense, such as "play," "read," and "watch TV." It then prompts the reader to practice conjugating regular and irregular verbs in past tense and answering questions about their own childhood using phrases like "used to."
Common Errors in Tenses and Articles that Students Make in English grammar. Students make a lot of mistakes when it comes to tenses and articles. This presentation, through it's slides aims to talk about the errors that students commonly make and suggests some ways to avoid making them.
The document provides information about two individuals, Timothy Miller and Kety Smith, through short biographies. Timothy is an English teacher who gets up at 6am, teaches until noon, helps his kids with homework, exercises, eats dinner with his family and reads in bed by 10pm. Kety gets up at 5:30am to go jogging, takes the bus to her bank job, buys bread after work, and goes to bed by 9:30pm with her husband who is a chef. The document also includes a reading comprehension quiz about the biographies and The Simpsons television show.
This document discusses the proper usage of the quantifiers "all", "most", "no", and "none" in English sentences. It explains that "all" refers to every person or thing, "most" refers to nearly all but not all, "no" refers to not existing or being present, and "none" is used when another word already makes the clause negative. The document provides examples of how to use these quantifiers correctly with different parts of speech like nouns, pronouns, and verbs. It also notes some exceptions and additional uses of these words.
This document provides examples of using modal verbs like must, may, might, and can't to make deductions about people or situations in pictures. For each modal, there are pictures shown with captions describing possible deductions using that modal, such as "She must be thinking about her neighbor's dog trapped inside that house" or "He might be dying". The purpose is to demonstrate how to make logical inferences and deductions about pictures using different modal verbs.
This document provides examples of using "both...and", "either...or", and "neither...nor" to combine subjects and verbs in sentences. It explains that with "both...and", the verb is always plural. With "either...or" and "neither...nor", the verb agrees with the subject closer to the verb. Several examples are given to illustrate the correct use of verbs with each structure.
The document provides examples and exercises on forming imperative sentences in English. It gives directions for forming imperatives using the base verb, base verb with an object, and negative auxiliary verb plus base verb and object. Examples are provided for different uses of imperatives including giving directions, orders, advice, warnings, requests, and informal invitations. Notes specify that the subject of an imperative is usually "you" but is not stated, and the form is the same for singular and plural.
The document discusses the use of the verbs "have" and "has" to express possession in English. It provides examples of how "have" and "has" are used in affirmative and negative sentences with "I", "you", "we", "they", "he", and "she". It then lists practice questions for the reader to identify whether the subject uses "have" or "has" in sentences describing possession.
This document provides a lesson on the six WH questions - who, what, where, when, why and how. It lists the objectives of understanding and using these question types and gives examples of each. The six WH questions are the key to gathering information. Examples are provided for each question type to illustrate how to use them appropriately. Students will practice asking and answering WH questions to learn how to obtain information.
This document provides examples to illustrate the difference between using the present simple and present continuous tenses in English. It includes exercises where learners must fill in verbs in the appropriate present tense. The exercises cover common situations involving habits, repeated actions, temporary states, and ongoing actions happening now. The document aims to help learners properly select and use the present simple versus present continuous tenses.
This document provides words related to different categories of clothing and accessories and discusses the order of adjectives used to describe clothing items. It lists words like poncho, wedges, and leggings and sorts them into categories like outerwear, footwear, and accessories. It then gives examples of descriptive adjectives placed before nouns like coat, jeans, and handbag in decreasing order of importance from left to right. Finally, it prompts the reader to describe the outfits of people based on given clues.
This document discusses and refutes common stereotypes about teenagers, including that they always wear hoodies, can't drive well, are all given anti-social behavior orders (ASBOs), have easy lives, take easier exams, loiter aimlessly, are responsible for most crime, are uninterested in politics, are all obese couch potatoes, and have no respect for authority. It argues that these stereotypes are unfairly applied to teenagers as a whole based on the actions of only a minority.
The document discusses five English causative verbs - let, make, have, get, and help. These verbs cause something else to happen. Examples are provided for the structure and usage of each verb, such as "let + person/thing + verb" to permit something, "make + person/thing + verb" to force or require something, and "help + person + (to) + verb" to assist someone.
The document provides instruction on the use of "have got" in English, including its positive and negative forms. It demonstrates "have got" in sentences with different subjects like "I", "you", "he", "she", "we", "they". Questions are formed using "have got" and answered positively or negatively. Exercises are provided to practice forming sentences and questions using "have got" in the affirmative and negative.
This document contains a teacher resource on making comparisons in English using comparative and superlative forms of adjectives and adverbs. It includes:
- Explanations and examples of forming comparatives using -er and more and superlatives using -est and most with different types of adjectives
- Examples comparing two or more nouns or people using comparative and superlative structures
- Explanations and examples of forming comparatives and superlatives of adverbs, including irregular forms
- Practice examples for students to complete comparative and superlative structures
This presentation gives your students the most important ESL airport vocabulary. It features words and phrases to describe parts of an airport, the people who work there, as well as covering the airplane itself. This should give ESL learners everything they need to successfully navigate an airport in English.
The document discusses different ways of expressing permission, warning, advice, and requests for permission or advice through signs, notices, and language. It provides examples of phrases and sentences used to inform, warn, advise, ask for permission or advice, and give or deny permission. The document is intended to outline common expressions used in these communicative contexts.
This document discusses the conjunctions "neither...nor" and "not only...but also". It explains that "neither...nor" is used to indicate that neither of two or more options are true or possible. "Not only...but also" is similar to "both" and is used to indicate that not only one thing is true but also something else. The document provides examples of how to use these conjunctions with nouns, verbs, adjectives and adverbs. It also discusses the different positions "not only...but also" can take in a sentence, including with subject-verb inversion.
The document presents a series of statements with responses to agree or disagree with the statements. It introduces common phrases like "So do I" to agree and "Neither do I" or "I don't" to disagree. It then provides examples of agreeing and disagreeing with positive and negative statements through this framework. The overall content explores different ways to linguistically agree or disagree with statements in English through examples.
The document discusses countable and uncountable nouns and provides examples of when to use "too many", "too much", and "enough". It then provides a rewrite exercise using those terms to correct sentences about crowded beaches, hunger levels, ice cream flavors, exercise soreness, suitcase size, tea sweetness, and noise levels during exams.
This document discusses how to form comparatives in English. It explains that one-syllable adjectives and two-syllable adjectives ending in -y add -er to form comparatives. For longer adjectives, more is used instead of -er. Irregular comparatives like good and bad are also noted. Patterns with as...as and than are provided to compare things as equal or unequal. Several practice exercises with comparative forms are included.
This document discusses different ways to talk about the future in English, including using will, be going to, and the present continuous tense. It explains that will is used to make predictions based on opinion or to talk about future facts. Be going to is used to talk about planned actions in the future or predictions based on evidence in the present. The present continuous is used to talk about definite future arrangements that have already been planned, when used with future time words like tomorrow or this weekend.
The document lists various hobbies and activities such as playing sports, music, video games, and spending time with family. It also contains questions about preferences regarding foods, chores, entertainment, and use of technology. The questions can be answered by selecting between positive or negative responses.
This document discusses the differences between countable and uncountable nouns and how they are used with quantifiers like some, any, a few, a little, many, and much. It explains that countable nouns take how many and plural quantifiers while uncountable nouns take how much and singular quantifiers. Examples are provided to illustrate the usage of quantifiers with both countable and uncountable nouns in positive and negative statements and questions.
The document lists different types of clothes including jackets, trousers, jeans, dresses, coats, trainers, cardigans, hoodies, jumpers, tights, skirts, belts, gloves, pockets, scarves, zippers, and caps. It also describes styles such as casual, baggy, and smart, as well as patterns like patterned, checked, flowery, spotted, striped, and plain. An example is given of combining style, pattern, color, and clothes as "Casual spotted black and white top". Descriptions are also provided for a casual plain black cardigan, sleeveless plain grey hoody, and casual striped blue and white trousers or shorts.
This document provides adjectives to fill in the blanks for describing various hobbies. Some hobbies described include knitting, which is a relaxing solo activity; spinning class, which is helpful for health and fitness; flower arranging, which can be rewarding; golf, which can be time-consuming; browsing the library, which some find enjoyable; photography, which can be creative; reading, which some find dull; rock climbing, which has a supportive community; tango dancing, which was satisfying to learn; surfing, looks dangerous; kite surfing, which is thrilling but takes time to master; and playing the cello, which is soothing and provides a mental challenge different than work.
The document discusses describing people's physical appearances and personalities. It provides examples of terms used to describe people's height, build, hair, eyes and other physical features. Key terms discussed include tall, short, slim, overweight, bald, curly hair, blue eyes, round face, and personality descriptors like friendly, talkative and likes playing sports.
The document provides guidance on writing compositions. It discusses the three main parts of a composition: the introduction, body, and conclusion. The introduction engages the reader and sets up the story. The body contains the details and storyline. The conclusion wraps up the story. Effective compositions use logical organization, good vocabulary, and flow from one paragraph to the next in a coherent manner. Planning tools like outlining or webbing can help generate and structure ideas before writing.
My mini idiom book sk (felda) redong, segamatKathleen Ong
This document provides a collection of idioms organized into different categories such as animal idioms, body idioms, color idioms, clothing idioms, food idioms, geography idioms, and sports idioms. Each idiom entry includes the meaning of the idiom and an example sentence to demonstrate its usage. The document was compiled by Mia Antasha and published as an e-book for the Redong Reads Project in Malaysia. It is dedicated to Syaf Elias.
The document discusses the use of the verbs "have" and "has" to express possession in English. It provides examples of how "have" and "has" are used in affirmative and negative sentences with "I", "you", "we", "they", "he", and "she". It then lists practice questions for the reader to identify whether the subject uses "have" or "has" in sentences describing possession.
This document provides a lesson on the six WH questions - who, what, where, when, why and how. It lists the objectives of understanding and using these question types and gives examples of each. The six WH questions are the key to gathering information. Examples are provided for each question type to illustrate how to use them appropriately. Students will practice asking and answering WH questions to learn how to obtain information.
This document provides examples to illustrate the difference between using the present simple and present continuous tenses in English. It includes exercises where learners must fill in verbs in the appropriate present tense. The exercises cover common situations involving habits, repeated actions, temporary states, and ongoing actions happening now. The document aims to help learners properly select and use the present simple versus present continuous tenses.
This document provides words related to different categories of clothing and accessories and discusses the order of adjectives used to describe clothing items. It lists words like poncho, wedges, and leggings and sorts them into categories like outerwear, footwear, and accessories. It then gives examples of descriptive adjectives placed before nouns like coat, jeans, and handbag in decreasing order of importance from left to right. Finally, it prompts the reader to describe the outfits of people based on given clues.
This document discusses and refutes common stereotypes about teenagers, including that they always wear hoodies, can't drive well, are all given anti-social behavior orders (ASBOs), have easy lives, take easier exams, loiter aimlessly, are responsible for most crime, are uninterested in politics, are all obese couch potatoes, and have no respect for authority. It argues that these stereotypes are unfairly applied to teenagers as a whole based on the actions of only a minority.
The document discusses five English causative verbs - let, make, have, get, and help. These verbs cause something else to happen. Examples are provided for the structure and usage of each verb, such as "let + person/thing + verb" to permit something, "make + person/thing + verb" to force or require something, and "help + person + (to) + verb" to assist someone.
The document provides instruction on the use of "have got" in English, including its positive and negative forms. It demonstrates "have got" in sentences with different subjects like "I", "you", "he", "she", "we", "they". Questions are formed using "have got" and answered positively or negatively. Exercises are provided to practice forming sentences and questions using "have got" in the affirmative and negative.
This document contains a teacher resource on making comparisons in English using comparative and superlative forms of adjectives and adverbs. It includes:
- Explanations and examples of forming comparatives using -er and more and superlatives using -est and most with different types of adjectives
- Examples comparing two or more nouns or people using comparative and superlative structures
- Explanations and examples of forming comparatives and superlatives of adverbs, including irregular forms
- Practice examples for students to complete comparative and superlative structures
This presentation gives your students the most important ESL airport vocabulary. It features words and phrases to describe parts of an airport, the people who work there, as well as covering the airplane itself. This should give ESL learners everything they need to successfully navigate an airport in English.
The document discusses different ways of expressing permission, warning, advice, and requests for permission or advice through signs, notices, and language. It provides examples of phrases and sentences used to inform, warn, advise, ask for permission or advice, and give or deny permission. The document is intended to outline common expressions used in these communicative contexts.
This document discusses the conjunctions "neither...nor" and "not only...but also". It explains that "neither...nor" is used to indicate that neither of two or more options are true or possible. "Not only...but also" is similar to "both" and is used to indicate that not only one thing is true but also something else. The document provides examples of how to use these conjunctions with nouns, verbs, adjectives and adverbs. It also discusses the different positions "not only...but also" can take in a sentence, including with subject-verb inversion.
The document presents a series of statements with responses to agree or disagree with the statements. It introduces common phrases like "So do I" to agree and "Neither do I" or "I don't" to disagree. It then provides examples of agreeing and disagreeing with positive and negative statements through this framework. The overall content explores different ways to linguistically agree or disagree with statements in English through examples.
The document discusses countable and uncountable nouns and provides examples of when to use "too many", "too much", and "enough". It then provides a rewrite exercise using those terms to correct sentences about crowded beaches, hunger levels, ice cream flavors, exercise soreness, suitcase size, tea sweetness, and noise levels during exams.
This document discusses how to form comparatives in English. It explains that one-syllable adjectives and two-syllable adjectives ending in -y add -er to form comparatives. For longer adjectives, more is used instead of -er. Irregular comparatives like good and bad are also noted. Patterns with as...as and than are provided to compare things as equal or unequal. Several practice exercises with comparative forms are included.
This document discusses different ways to talk about the future in English, including using will, be going to, and the present continuous tense. It explains that will is used to make predictions based on opinion or to talk about future facts. Be going to is used to talk about planned actions in the future or predictions based on evidence in the present. The present continuous is used to talk about definite future arrangements that have already been planned, when used with future time words like tomorrow or this weekend.
The document lists various hobbies and activities such as playing sports, music, video games, and spending time with family. It also contains questions about preferences regarding foods, chores, entertainment, and use of technology. The questions can be answered by selecting between positive or negative responses.
This document discusses the differences between countable and uncountable nouns and how they are used with quantifiers like some, any, a few, a little, many, and much. It explains that countable nouns take how many and plural quantifiers while uncountable nouns take how much and singular quantifiers. Examples are provided to illustrate the usage of quantifiers with both countable and uncountable nouns in positive and negative statements and questions.
The document lists different types of clothes including jackets, trousers, jeans, dresses, coats, trainers, cardigans, hoodies, jumpers, tights, skirts, belts, gloves, pockets, scarves, zippers, and caps. It also describes styles such as casual, baggy, and smart, as well as patterns like patterned, checked, flowery, spotted, striped, and plain. An example is given of combining style, pattern, color, and clothes as "Casual spotted black and white top". Descriptions are also provided for a casual plain black cardigan, sleeveless plain grey hoody, and casual striped blue and white trousers or shorts.
This document provides adjectives to fill in the blanks for describing various hobbies. Some hobbies described include knitting, which is a relaxing solo activity; spinning class, which is helpful for health and fitness; flower arranging, which can be rewarding; golf, which can be time-consuming; browsing the library, which some find enjoyable; photography, which can be creative; reading, which some find dull; rock climbing, which has a supportive community; tango dancing, which was satisfying to learn; surfing, looks dangerous; kite surfing, which is thrilling but takes time to master; and playing the cello, which is soothing and provides a mental challenge different than work.
The document discusses describing people's physical appearances and personalities. It provides examples of terms used to describe people's height, build, hair, eyes and other physical features. Key terms discussed include tall, short, slim, overweight, bald, curly hair, blue eyes, round face, and personality descriptors like friendly, talkative and likes playing sports.
The document provides guidance on writing compositions. It discusses the three main parts of a composition: the introduction, body, and conclusion. The introduction engages the reader and sets up the story. The body contains the details and storyline. The conclusion wraps up the story. Effective compositions use logical organization, good vocabulary, and flow from one paragraph to the next in a coherent manner. Planning tools like outlining or webbing can help generate and structure ideas before writing.
My mini idiom book sk (felda) redong, segamatKathleen Ong
This document provides a collection of idioms organized into different categories such as animal idioms, body idioms, color idioms, clothing idioms, food idioms, geography idioms, and sports idioms. Each idiom entry includes the meaning of the idiom and an example sentence to demonstrate its usage. The document was compiled by Mia Antasha and published as an e-book for the Redong Reads Project in Malaysia. It is dedicated to Syaf Elias.
The document describes siblings Priscilla and Gilbert dragging their feet to the landfill to collect aluminum cans and plastic bottles. Upon entering the landfill, they tied handkerchiefs around their mouths due to the smoke, dust, and overwhelming stench. They sifted through piles of rubbish like old cardboard boxes, rusty metal containers, and furniture for over an hour. By the end, they had collected a large pile and were dirty and sweaty, but delighted that they would earn some money by selling the recyclables.
The narrator once had an obnoxious sister who would bully her by taking her things without asking, eating food she had saved, and using the bath the narrator had prepared without permission. The narrator complained to her parents but they could not stop the sister. One day the sister came home crying from school, and the narrator felt sorry for her and brought her soup and tea, realizing her sister had also changed and was now kinder.
Mrs. Benson and her 3-year-old son Michael were riding an escalator. Mrs. Benson heard a piercing scream for help and looked back to see that Michael's shoe lace had gotten caught in the escalator. His foot was being pulled into the mechanism as the escalator continued moving. Mrs. Benson grabbed Michael and tried to free his foot but was unable to. Bystanders rushed to help and were able to turn off the escalator, freeing Michael's foot which was badly injured. Michael was rushed to the hospital.
Two boys, Andy and Brandon, were exploring a shoreline when Brandon discovered a black bag hidden under some rocks. Inside were small transparent stones that sparkled in the sun. Andy immediately told Brandon to call the police, remembering stories about smuggled goods being hidden along the shore. Their discovery could help the authorities intercept illegal activities.
Modul ini membincangkan tentang kata-kata yang mempunyai lebih daripada satu makna atau kata banyak makna. Kata banyak makna dibezakan mengikut konteks ayat dan dibahagikan kepada tiga bentuk iaitu kata dasar, kata berimbuhan dan kata ganda. Contoh-contoh kata banyak makna beserta penggunaannya dalam ayat juga diberikan.
The document provides instruction on English grammar concepts including parts of speech, verb conjugation, and sentence structure. It discusses subjects, verbs, and objects in sentences and how to form questions and negatives. Examples are given for affirmative, negative, and interrogative sentences using pronouns like I, you, he/she/it, we, and they.
This document provides information about using past tenses in English, including the simple past tense, present perfect tense, and past continuous tense. It gives examples of how to form affirmative, interrogative, and negative sentences in each tense. It also explains when to use each tense, such as using the simple past to talk about completed actions in the past, the present perfect for unfinished actions or lifetime experiences, and the past continuous to describe interrupted actions.
This document provides 50 grammar rules for proper English usage, with explanations and examples for each rule. The rules cover topics such as using pronouns correctly, verb tenses, prepositions, articles, plural vs. singular nouns, comparative structures, and more. For each rule, the document indicates the relevant section in the reference book "Practical English Usage" where more details can be found.
The document provides examples and explanations of different pronouns in English including I, we, you, he, she, it, they, myself, ourselves, yourself, himself, herself, themselves, this, these, that, those, somebody, anybody, nobody, everybody, someone, anyone, no one, everyone, something, anything, nothing, everything, somewhere, nowhere, and anywhere. It also gives examples of verbs like is, are, does, and examples of sentences using pronouns and verbs. The document aims to teach the proper uses of different pronouns in the English language through examples.
The document discusses various quantifiers used with countable and uncountable nouns in English. It provides examples of quantifiers like "a few", "many", "much", "little", "some", "any", "all", "none", "too", and "enough" used in sentences with countable nouns like "people", "books", and uncountable nouns like "money", "work". It also explains how to use quantifiers like "too" and "enough" to join two sentences while maintaining the same meaning. In under 3 sentences.
This document discusses different ways to use adjectives with infinitives in English. It provides examples of adjectives that can be used before an infinitive, such as "difficult to understand". It also discusses using adjectives after "to be" followed by an infinitive, such as "She is difficult to understand". Additionally, it covers using infinitives after ordinal numbers and adjectives expressing feelings. Exercises are provided to practice these structures.
The document provides information about the present perfect tense and present perfect continuous tense in English. It defines their uses, including unspecified time before now, experience, change over time, accomplishments, uncompleted actions, and duration from the past until now. It also compares their uses to the simple past tense and present continuous tense. Examples are provided to illustrate the different uses.
This document provides examples and explanations of how to use the simple present tense in English. It discusses four main uses: (1) for repeated or habitual actions, (2) to indicate general facts or truths, (3) for scheduled events in the near future, and (4) with stative verbs to describe present situations. It then provides exercises for learners to practice forming sentences in the simple present tense based on prompts using given words.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Paúl Fernando González Torres
Ciclo: Tercero
Bimestre: Primero
The document discusses double negatives and provides examples. It notes that double negatives are grammatically incorrect as they cancel each other out and create a positive. Some key points:
- Double negatives occur when two negative words are used in the same sentence.
- Examples of common negative words include no, not, none, nothing, nowhere, neither, nobody, no one, hardly, and scarcely.
- The document provides examples of sentences containing double negatives and their corrected versions without double negatives.
- Students are asked to identify and correct additional examples of sentences containing double negatives.
The document provides information on the present simple and present continuous tenses in English. It outlines their different uses, structures, and forms. Examples are given of sentences using each tense correctly. The key differences are that the present simple is used for routines, general truths and facts, while the present continuous is used for temporary actions happening around now or parallel actions.
The document contains a summary of 10 units that teach English grammar concepts like the present simple tense, be going to, reflexive pronouns, modals, past simple, present perfect, comparison, and the passive voice. Key points covered include using the present simple to talk about general truths or habits, be going to for plans and predictions, reflexive pronouns that emphasize the subject's actions, different modal meanings like must vs should, and how to form the passive voice in different tenses.
This document provides a summary of English language lessons covering topics such as:
1. Present tenses including present simple and present continuous. Verb forms and common expressions.
2. Future tense using "going to" and predictions. Indirect objects and object pronouns.
3. Past simple tense and time expressions for talking about the past. Location prepositions and questions about places.
4. Offers and requests using "can" and "could". Questions about availability and existence of things.
This document provides an overview of relative clauses and how to use pronouns like who, which, that, where, whose, when and why in relative clauses. It discusses when these pronouns are used as the subject or object of a relative clause and how prepositions are used before whom and which. It also covers extra information clauses, -ing and -ed clauses, and the use of which versus what.
Pronouns are used instead of nouns to avoid repetition. There are different types of pronouns including personal pronouns like I, you, he, she; reflexive pronouns like myself, yourself; demonstrative pronouns like this, that; indefinite pronouns like some, many; distributive pronouns like each; interrogative pronouns like who, what; and pronouns can also function as adjectives. Personal pronouns can be subjective or objective depending on if they are the doer or receiver of an action.
The document provides information and examples about reported speech. It discusses:
- Using reported speech to tell someone about a past conversation.
- Changes that are made when moving from direct to reported speech, such as verb tense, pronouns, time/place expressions.
- Different reporting verbs used to report statements, questions, suggestions, requests, orders, and advice.
- Examples of how direct speech is changed to reported speech.
This document discusses various grammar concepts including articles, quantifiers, conditionals, pronouns, questions, tenses, and phrasal verbs. It provides rules and examples for using articles like a, an, the with countable and uncountable nouns. Quantifiers like some, many, much, a few, a little are explained. The three conditional structures - first, second, and third - are outlined. Questions forms with and without auxiliaries are covered. Usage of tenses like present perfect, past habits (used to), and future time clauses are also explained. Finally, phrasal verbs and their separability are discussed.
1) The document discusses the future tense using "will" to make promises, offers, decisions, beliefs, and predictions.
2) Examples are provided to illustrate using "will" for promises, offers, and decisions.
3) Conditional sentences type 0 and 1 are also covered, including examples and rewriting sentences in those structures.
This document discusses different uses of future tenses in English, including the simple future and future continuous tenses. It provides examples of how to use "will" to express voluntary actions, promises, and predictions. It also discusses using "be going to" to express plans and predictions. It explains that future tenses cannot be used in time clauses, which instead take the present tense. Finally, it outlines the uses of the future continuous tense to express interrupted actions, parallel actions happening at the same time, and a specific time interrupting an action.
Many numbers systems use bases other than ten, such as binary which uses two symbols (0 and 1) and hexadecimal which uses sixteen symbols (0-9 and A-F). Non-decimal number systems are useful for computing and for representing numeric data more concisely than decimal. Converting between bases involves expressing the value in one base using the place value symbols of another base.
Weekly Dose 22 - Maths Olympiad Practice - AreaKathleen Ong
The document contains solutions to several geometry problems involving areas of triangles, circles, rectangles, and composite shapes. The problems utilize properties of similar triangles, partitioning of areas, and relationships between parts and wholes. Diagrams are provided and calculations are shown step-by-step to arrive at the requested values.
Teks tersebut memberikan contoh-contoh penggunaan kata ganti dan kata majemuk dalam bahasa Melayu. Teks tersebut menjelaskan penggunaan kata-kata seperti "kumpul-kumpul", "jemaah", "bandar-bandar" yang menunjukkan lebih dari satu unsur, orang, benda, atau hal. Teks tersebut juga menjelaskan penggunaan kata "adalah" sebagai kata kerja.
Weekly Dose 21 - Maths Olympiad PracticeKathleen Ong
- 5 kids A, B, C, D, E are sitting around a table with candies amounts of 10, 30, 20, 20, 40
- In each round, each kid gives half their candies to the kid on their right
- If a kid ends with an odd amount, they take 1 more from the table
- The question is if after several rounds all kids can have the same amount, and if so how much
Weekly Dose 20 - Maths Olympiad PracticeKathleen Ong
1) The first student calls 1.
2) According to the pattern, the next student calls 2, as it is twice the one-digit number called.
3) The pattern continues down the row, with each subsequent student calling the next number according to the rules.
4) Working through the pattern, the last student to call out would call the number 12.
Weekly Dose 19 - Maths Olympiad PracticeKathleen Ong
Joaquin and Leo walk to school from their homes every morning at the same time. They walk towards each other. One morning, Leo leaves home earlier than usual and meets Joaquin 8 minutes earlier than usual. The question asks how many minutes earlier did Leo leave home.
Weekly Dose 18 - Maths Olympiad PracticeKathleen Ong
The document describes a mathematical word problem involving a triangle enclosure with dimensions of 12m base and 16m height, within which a giraffe can graze up to 2m outside the fence. It asks the reader to calculate the maximum area in square meters where the giraffe can eat grass. The solution breaks down the geometry of the problem to calculate an area of 108.56 square meters.
The document provides rules for adding or removing brackets when performing mathematical operations involving addition, subtraction, multiplication, and division. It explains that for addition and subtraction, the signs inside brackets do not change when brackets are added or removed. However, for multiplication and division, the signs inside brackets change when brackets are added or removed - multiplication signs change to division signs and vice versa. Several examples are given to illustrate each of these rules.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
1. 100 Golden Grammar Rules
1. Don’t use an with own.
Sue needs her own room. (NOT Sue needs an own room.)
I’d like a phone line of my own. (NOT … an own phone line.)
2. Use or rather to correct yourself.
She’s German – or rather, Austrian. (NOT She’s German – or better,
Austrian.)
I’ll see you on Friday – or rather, Saturday.
3. Use the simple present – play(s), rain(s) etc – to talk about habits and
repeated actions.
I play tennis every Saturday. (NOT I am playing tennis every Saturday.)
It usually rains a lot in November.
4. Use will …, not the present, for offers and promises.
I’ll cook you supper this evening. (NOT I cook you supper this evening.)
I promise I’ll phone you tomorrow. (NOT I promise I phone you tomorrow.)
5. Don’t drop prepositions with passive verbs.
I don’t like to be shouted at. (NOT I don’t like to be shouted.)
This needs to be thought about some more. (NOT This needs to be thought
some more.)
6. Don’t use a present tense after It’s time.
It’s time you went home. (NOT It’s time you go home.)
It’s time we invited Bill and Sonia. (NOT It’s time we invite Bill and Sonia.)
7. Use was/were born to give dates of birth.
I was born in 1975. (NOT I am born in 1975.)
Shakespeare was born in 1564.
8. Police is a plural noun.
The police are looking for him. (NOT The police is looking for him.)
I called the police, but they were too busy to come.
2. 9. Don't use the to talk about things in general.
Books are expensive. (NOT The books are expensive.)
I love music. (NOT I love the music.)
10. Use had better, not have better.
I think you’d better see the doctor. (NOT I think you have better see the
doctor.)
We’d better ask John to help us.
11. Use the present progressive - am playing, is raining etc - to talk about
things that are continuing at the time of speaking.
I’m playing very badly today. (NOT I play very badly today.)
Look! It's raining! (NOT Look! It rains!)
12. Use for with a period of time. Use since with the beginning of the period.
for the last two hours = since 9 o'clock
for three days = since Monday
for five years = since I left school
I’ve been learning English for five years. (NOT I’ve been learning English
since three years.)
We’ve been waiting for ages, since eight o’clock.
13. Don't separate the verb from the object.
VERB OBJECT
She speaks English very well . (NOT She speaks very well English.)
Andy likes skiing very much. (NOT Andy likes very much skiing.)
14. Don't use the present perfect - have/has seen, have/has gone etc - with
words that name a finished time.
I saw him yesterday. (NOT I have seen him yesterday.)
They went to Greece last summer. (NOT They have gone … last summer.)
15. English (the language) normally has no article.
You speak very good English. (NOT You speak a very good English.)
3. 16. After look forward to, we use -ing, not an infinitive.
I look forward to seeing you. (NOT I look forward to see you.)
We’re looking forward to going on holiday. (NOT … to go on holiday.)
17. Information is an uncountable noun.
Can you give me some information? (NOT Can you give me an information?)
I got a lot of information from the Internet. (NOT I got a lot of
informations from the Internet.)
18. Use -ing forms after prepositions.
I drove there without stopping. (NOT I drove there without to stop.)
Wash your hands before eating. (NOT Wash your hands before to eat.)
19. Use this, not that, for things that are close.
Come here and look at this paper. (NOT Come here and look at that paper.)
How long have you been in this country? (NOT How long have you been in
that country?)
20. Use a plural noun after one and a half.
We waited one and a half hours. (NOT We waited one and a half hour.)
A mile is about one and a half kilometres. (NOT A mile is about one and a
half kilometre.)
21. Use the present perfect, not the present, to say how long things have
been going on.
I've been waiting since 10 o'clock. (NOT I'm waiting since 10 o'clock.)
We've lived here for nine years. (NOT We live here for nine years.)
22. The majority is normally plural.
Some people are interested, but the majority don't care. (NOT ... but the
majority doesn't care.)
The majority of these people are very poor. (NOT The majority of these
people is very poor.)
4. 23. Use too much/many before (adjective +) noun; use too before an
adjective with no noun.
There's too much noise.
I bought too much red paint.
Those shoes are too expensive. (NOT Those shoes are too much expensive.)
24. Use that, not what, after all.
I've told you all that I know. (NOT I've told you all what I know.)
He gave her all that he had.
25. Don't say according to me to give your opinion.
I think it's a good film. (NOT According to me, it's a good film.)
In my opinion, you're making a serious mistake. (NOT According to me,
you're making a serious mistake.)
26. Don't ask about possibilities with May you ...? etc.
Do you think you'll go camping this summer? (NOT May you go camping this
summer?)
Is Joan likely to be here tomorrow? (NOT May Joan be here tomorrow?)
27. Use who, not which, for people in relative structures.
The woman who lives upstairs is from Thailand. (NOT The woman which lives
upstairs is from Thailand.)
I don't like people who shout all the time. (NOT I don't like people which
shout all the time.)
28. Use for, not during, to say `how long'.
We waited for six hours. (NOT We waited during six hours.)
He was ill for three weeks. (NOT He was ill during three weeks.)
29. Use to ..., not for ..., to say why you do something.
I came here to study English. (NOT I came here for study English.)
She telephoned me to explain the problem. (NOT She telephoned me for
explain the problem.)
30. Use reflexives (myself etc) when the object is the same as the subject.
5. I looked at myself in the mirror. (NOT I looked at me in the mirror.)
Why are you talking to yourself? (NOT Why are you talking to you?)
31. Use a present tense to talk about the future after when, until, as soon as,
after, before etc.
I’ll phone you when I arrive. (NOT I’ll phone you when I will arrive.)
Let’s wait until it gets dark. (NOT Let’s wait until it will get dark.)
We’ll start as soon as Mary arrives. (NOT We’ll start as soon as Mary will
arrive.)
32. Before most abstract nouns, we use great, not big.
I have great respect for her ideas. (NOT I have big respect for her ideas.)
We had great difficulty in understanding him. (NOT We had big difficulty in
understanding him.)
33. Don’t use the with a superlative when you are not comparing one person
or thing with another.
Compare:
She’s the nicest of the three teachers.
She’s nicest when she’s working with small children.
This is the best wine I’ve got.
This wine is best when it’s three or four years old.
34. Put enough after, not before, adjectives.
This soup isn’t hot enough. (NOT This soup isn’t enough hot.)
She’s old enough to walk to school by herself.
35. Don’t use a structure with that … after want or would like.
My parents want me to go to university. (NOT My parents want that I go to
university.)
I’d like everybody to leave. (NOT I’d like that everybody leaves.)
36. After link verbs like be, seem, feel, look, smell, sound, taste, we use
adjectives, not adverbs.
I feel happy today. (NOT I feel happily today.)
This soup tastes strange. (NOT This soup tastes strangely.)
37. Use than after comparatives.
6. My mother is three years older than my father. (NOT My mother is three
years older that/as my father.)
Petrol is more expensive than diesel.
38. In questions, put the subject immediately after the auxiliary verb.
Where are the President and his family staying? (NOT Where are staying
the President and his family?)
Have all the guests arrived? (NOT Have arrived all the guests?)
39. Used to has no present.
I play tennis at weekends. (NOT I use to play tennis at weekends.)
Where do you usually have lunch? (NOT Where do you use to have lunch?)
40. Use through, not along, for periods of time.
All through the centuries, there have been wars. (NOT All along the
centuries, there have been wars.)
41. Use can’t, not mustn’t, to say that something is logically impossible.
It can’t be the postman at the door. It’s only 7 o’clock. (NOT It mustn’t be
the postman at the door. It’s only 7 o’clock.)
If A is bigger than B, and B is bigger than C, then C can’t be bigger than A.
(NOT … then C mustn’t be bigger than A.)
42. Use the present perfect with This is the first time … etc.
This is the first time I’ve been here. (NOT This is the first time I’m here.)
This is the fifth cup of coffee I’ve drunk today. (NOT This is the fifth cup
of coffee I drink today.)
43. Use be, not have, to give people’s ages.
My sister is 15 (years old). (NOT My sister has 15 years.)
44. Use between, not among, to talk about position in relation to several
clearly separate people or things.
Switzerland is between France, Austria, Germany and Italy.
(NOT Switzerland is among France, Austria, Germany and Italy.)
The bottle rolled between the wheels of the car.
7. 45. We don’t normally use the before abbreviations that are pronounced like
words (‘acronyms’).
My cousin works for NATO. (NOT My cousin works for the NATO.)
The money was given by UNESCO. (NOT … by the UNESCO.)
46. Everybody is a singular word.
Everybody was late. (NOT Everybody were late.)
Is everybody ready? (NOT Are everybody ready?)
47. Use any, not some, in negative sentences.
She hasn’t got any money. (NOT She hasn’t got some money.)
I didn’t see anybody. (NOT I didn’t see somebody.)
48. Use interested for feelings; use interesting for the things that interest
people. The same goes for bored/boring, excited/exciting etc.
I’m interested in history. (NOT I’m interesting in history.)
History is interesting.
I’m bored in the maths lessons. (NOT I’m boring in the maths lessons.)
I think maths is boring.
49. Use by, not until/till, to mean ‘not later than’.
Can you mend this by Tuesday? (NOT Can you mend this until Tuesday?)
I’ll finish the book by tonight. (NOT I’ll finish the book till tonight.)
50. Use like, not as, to give examples.
I prefer warm countries, like Spain. (NOT I prefer warm countries, as Spain.)
I eat a lot of meat, like beef or lamb.
51. Use whether, not if, after prepositions.
We talked about whether it was ready. (NOT We talked about if it was
ready.)
It’s a question of whether we have enough time. (NOT It’s a question of if
we have enough time.)
52. Use the present progressive passive, not the simple present passive, to
talk about things that are going on just around now.
8. Our flat is being decorated this week. (NOT Our flat is decorated this week.)
Your bill is just being prepared, sir. (NOT Your bill is just prepared, sir.)
53. We don’t normally use must to talk about the past.
I had to see the dentist yesterday. (NOT I must see the dentist yesterday.)
When I left school, young men had to do military service. (NOT When I left
school, young men must do military service.)
54. When you put two nouns together, be careful to get the right order.
I like eating milk chocolate. (NOT I like eating chocolate milk.)
What’s your phone number? (NOT What’s your number phone?)
55. Use the whole of, not whole, before the name of a place.
The whole of Paris was celebrating. (NOT Whole Paris was celebrating.)
He knows the whole of South America very well. (NOT He knows whole
South America very well.)
56. We don’t normally use progressive forms of believe.
I don’t believe him. (NOT I’m not believing him.)
Do you believe what she says? (NOT Are you believing what she says?)
57. Don’t use in front of to mean ‘facing’ or ‘opposite’.
She sat down facing me and looked into my eyes. (NOT She sat down in front
of me and looked into my eyes.)
There’s a hotel opposite our house. (NOT There’s a hotel in front of our
house.)
58. Use it, not I, he, she etc to identify people.
(on the phone): Hello. It’s Alan Williams speaking. ((NOT Hello. I’m Alan
Williams.)
‘Who’s that?’ ‘It’s John.’ (NOT Who’s that?’ ‘He’s John.’)
59. People (meaning ‘persons’) is a plural word.
The people in this town are very friendly. (NOT The people in this town is
very friendly.)
Who are those people? (NOT Who is that people?)
60. Use although or but, but not both together.
9. Although it was late, she went out.
It was late, but she went out.
(BUT NOT Although it was late, but she went out.)
61. With if, we normally use the present to talk about the future.
If I have time, I’ll phone you. (NOT If I’ll have time, I’ll phone you.)
I’ll be surprised if she answers my letter. (NOT I’ll be surprised if she’ll
answer my letter.)
62. Use almost, not nearly, to say that one thing is very like another.
She is almost a sister to me. (NOT She is nearly a sister to me.)
I almost wish I had stayed at home. (NOT I nearly wish I had stayed at
home.)
63. If you don’t do something any more, you stop doing it.
The doctor told me to stop smoking. (NOT The doctor told me to stop to
smoke.)
I’m going to stop working so hard. (NOT I’m going to stop to work so hard.)
64. A singular countable noun must normally have a determiner
(e.g. a/an, the, my, that).
She broke a/the/that/my window. (NOT She broke window.)
Where is the station? (NOT Where is station?)
65. We don’t often use would in subordinate clauses; instead, we use past
tenses.
Would you follow me wherever I went? (NOT Would you follow me wherever
I would go?)
I would tell you if I knew. (NOT I would tell you if I would know.)
66. With when, use the past perfect to make it clear that one thing finished
before another started.
10. When I had written my letters, I did some gardening. (NOT When I wrote
my letters, I did some gardening.)
When he had cleaned the windows, he stopped for a cup of tea. (NOT When
he cleaned the windows, he stopped for a cup of tea.)
67. Don’t use can to talk about the chance that something will happen.
It may/might/could rain this evening. (NOT It can rain this evening.)
I think Jane may/might/could come tomorrow. (NOT I think Jane can come
tomorrow.)
68. Don’t use an infinitive after think.
I’m thinking of changing my job. (NOT I’m thinking to change my job.)
Are you thinking of going home this weekend? (NOT Are you thinking to go
home this weekend?)
69. Use a singular noun after every.
I play tennis every Wednesday. (NOT I play tennis every Wednesdays.)
He wrote to every child in the village. (NOT He wrote to every children …)
70. When you say what somebody’s job is, use a/an.
My sister is a photographer. (NOT My sister is photographer.)
I’m studying to be an engineer. (NOT I’m studying to be engineer.)
71. Use at last, not finally, as an exclamation.
At last! Where have you been? (NOT Finally! Where have you been?)
She’s written to me. At last!
.
72. Get can mean ‘become’, but not before nouns.
11. It’s getting cold.
It’s getting to be winter.
(BUT NOT It’s getting winter.)
73. Don’t use negative questions in polite requests or enquiries.
Could you help me, please? (NOT Couldn’t you help me, please?)
You haven’t seen John, have you? (NOT Haven’t you seen John?)
74. One negative word is usually enough.
She looked, but she didn’t see anything. (NOT She looked, but she didn’t see
nothing.)
I have never heard of him. (NOT I haven’t never heard of him.)
75. Much and many are unusual in affirmative sentences (except in a very
formal style).
He has a lot / plenty of money. (NOT He has much money.)
My father has travelled to lots of countries. (More natural than My father
has travelled to many countries.)
76. Don’t use since to talk about the future.
I’ll be home from three o’clock. (NOT I’ll be home since three o’clock.)
The shop will be closed for two weeks from Monday. (NOT The shop will be
closed for two weeks since Monday.)
77. Singular fraction + plural noun: use a plural verb.
A third of the students are from abroad. (NOT A third of the students is
from abroad.)
A quarter of the trees have been cut down.
78. You listen to something.
She never listens to me. (NOT She never listens me.)
Listen to this! (NOT Listen this!)
79. Don’t use the past progressive for past habits.
12. When I was 20 I smoked / I used to smoke. (NOT When I was 20 I was
smoking.)
I played / I used to play a lot of football at school. (NOT I was playing a lot
of football at school.)
80. Don’t use most of directly before a noun.
Most of these people agree with me.
Most people agree with me.
(BUT NOT Most of people agree with me.)
81. In ‘unreal’ conditions with if, use would, not will.
If I knew the price, I would tell you. (NOT If I knew the price, I will tell
you.)
It would be better if he told the truth. (NOT It will be better if he told the
truth.)
82. Don’t use later with an expression of time to talk about the future.
I’ll see you later.
I’ll see you in a few days.
(BUT NOT I’ll see you a few days later.)
83. Don’t use in case to mean ‘if’.
Compare:
I’ll take an umbrella in case it rains. (= ‘… because it might rain.’)
I’ll open the umbrella if it rains. (NOT I’ll open the umbrella in case it rains.)
84. Use so before an adjective, but not before adjective + noun.
I love this country – it’s so beautiful. (NOT I love this so beautiful country.)
Thanks for your help. That was so kind of you. (NOT Thanks for your so kind
help.)
85. Only use unless to mean ‘except if’.
Compare:
I’ll see you tomorrow unless I have to work.
I’ll be really upset if I don’t pass the exam. (NOT I’ll be really upset unless I
13. pass the exam.)
86. Use be with adjectives, not have with nouns, to talk about physical
sensations like cold, hunger, thirst etc.
I am thirsty. (NOT I have thirst.)
We are cold in this house. (NOT We have cold in this house.)
87. Don’t use to-infinitives after can, could, will, would, may, might, shall,
should ormust.
I can swim. (NOT I can to swim.)
Must you make so much noise? (NOT Must you to make so much noise?)
88. Use not, not no, to make sentences negative.
I’m not asleep. (NOT I’m no asleep.)
We are open on Saturdays, but not on Sundays. (NOT … but no on Sundays.)
89. We don’t usually use present tenses after past reporting verbs.
She told me she had a headache. (NOT She told me she has a headache.)
I asked him what he wanted. (NOT | asked him what he wants.)
90. Use to after married, engaged.
He’s married to a doctor. (NOT He’s married with a doctor.)
My sister is engaged to a computer engineer. (NOT My sister is engaged
with a computer engineer.)
91. Use which, not what, to refer back to a whole sentence.
She passed her exam, which surprised everybody. (NOT She passed her
exam, what surprised everybody.)
My father has just climbed Mont Blanc, which is pretty good for a man of 75.
(NOT … what is pretty good for a man of 75.)
92. Don’t use the with society when it has a general meaning.
14. We all have to live in society. (NOT We all have to live in the society.)
Rousseau said that society makes people evil. (NOT Rousseau said that the
society makes people evil.)
93. Use a to-infinitive after want.
I want to go home. (NOT I want go home.)
The children want to stay up late. (NOT The children want stay up late.)
94. Use make, not do, with mistake.
I have made a mistake. (NOT I have done a mistake.)
You can’t speak a language without making mistakes. (NOT … without doing
mistakes.)
95. Don’t repeat a relative pronoun with another pronoun.
There’s the man that I work for. (NOT There’s the man that I work for him.)
She saw a doctor who sent her to hospital. (NOT She saw a doctor who he
sent her to hospital.)
96. After a superlative, use in with a place expression.
Which is the biggest city in the world? (NOT Which is the biggest city of
the world?)
This is the best restaurant in the city. (NOT This is the best restaurant of
the city.)
97. You explain and suggest something to somebody.
Please explain to me what you want. (NOT Please explain me what you want.)
Can you suggest a good restaurant to us? (NOT Can you suggest us a good
restaurant?)
98. Work is an uncountable noun.
I’m looking for work. (NOT I’m looking for a work.)
My brother has found a new job. (NOT My brother has found a new work.)
99. Be careful of the word order in negative infinitives.
15. It’s important not to work too hard. (NOT It’s important to not work too
hard.)
I asked her not to make so much noise.
100. Possessives replace articles.
We stayed in John’s house at the weekend. (NOT We stayed in the John’s
house at the weekend.)
She’s been studying Britain’s foreign policy since 1980. (NOT She’s been
studying the Britain’s foreign policy since 1980.)