Countability
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This document discusses countable and uncountable nouns in English. It provides examples of countable nouns that can take plural forms and be used with numbers, versus uncountable nouns that only have one form. It also discusses plural-only nouns, and group nouns that can take either a singular or plural verb depending on whether referring to the group as a whole or its individual members. Special cases like nouns that can be either countable or uncountable based on meaning are also addressed.
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Countability
This document discusses countable and uncountable nouns in English. It provides examples of countable nouns that can be singular or plural, like "apple/apples", and uncountable nouns that generally do not change form and are followed by a singular verb, like "fruit". It also discusses how uncountable nouns can sometimes be used in a countable way when referring to types or categories. Finally, it notes some nouns that can be countable or uncountable depending on their meaning, and discusses plural-only and group nouns.
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This document discusses various sports and games through describing activities, metaphors, and headlines. It asks the reader to identify specific sports from clues about the activities involved. It also asks the reader to determine the sports or games that common metaphors stem from and their meanings. Finally, it asks the reader to identify which headlines refer to victory and which refer to cheating in sports.
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This document discusses various topics related to learning and education, including learning English, international English, common frustrations learners face, and improving one's command of the language. It presents several quotations to reflect on and statements about different types of learning. It also includes passages about school levels and subjects in British and American English and matching idioms and phrases to their definitions. Finally, it poses questions about international English and overcoming language barriers.
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Countability
This document discusses countable and uncountable nouns in English. It provides examples of countable nouns that can be singular or plural, like "apple/apples", and uncountable nouns that generally do not change form and are followed by a singular verb, like "fruit". It also discusses how uncountable nouns can sometimes be used in a countable way when referring to types or categories. Finally, it notes some nouns that can be countable or uncountable depending on their meaning, and discusses plural-only and group nouns.
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This document discusses various sports and games through describing activities, metaphors, and headlines. It asks the reader to identify specific sports from clues about the activities involved. It also asks the reader to determine the sports or games that common metaphors stem from and their meanings. Finally, it asks the reader to identify which headlines refer to victory and which refer to cheating in sports.
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English 2 countable
Countable nouns refer to individual objects or people that can be counted, and can be singular or plural. Uncountable nouns refer to non-discrete concepts or materials that cannot be counted, and are always singular. Adjectives are used differently with countable and uncountable nouns - "a/an" is used with singular countable nouns but not uncountable nouns. Some nouns can be either countable or uncountable depending on whether a quantity or container is specified.
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The document discusses count and non-count nouns. It defines count nouns as nouns that can be pluralized and refer to individual objects, while non-count nouns cannot be pluralized and refer to mass or abstract concepts. The document outlines basic rules for count and non-count nouns, including how they are used with adjectives and articles. It provides examples of count and non-count nouns and gives a quiz to practice identifying them.
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The document discusses the difference between count and noncount nouns in English grammar. It provides examples of common count nouns like "chair" and noncount nouns like "furniture". Noncount nouns generally refer to a whole or mass and cannot be counted, while count nouns can be counted and pluralized. Many nouns can be either count or noncount depending on the context. The document also lists common noncount nouns in different categories and expressions of quantity that can be used with count and noncount nouns.
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The document discusses countable and uncountable nouns. It explains that countable nouns have both a singular and plural form and can be used with numbers, taking the word "many". Uncountable nouns only have a singular form and cannot be used with numbers, instead taking the word "much". It provides examples of countable nouns like people, cups, and books, and uncountable nouns like money, traffic, and paper. The document concludes that "how much" is used with uncountable nouns, while "how many" is used with countable nouns.
Let's go shopping flamingtext
This document discusses countable and uncountable nouns. It explains that countable nouns have both singular and plural forms and can be used with numbers, taking the word "many". Uncountable nouns only have a singular form and cannot be used with numbers, instead taking the word "much". Examples are given of countable nouns like "friends" and uncountable nouns like "money". Common countable and uncountable nouns are also listed.
Uncountable and Plural Nouns.pptx
This document discusses different types of nouns in English:
1. Uncountable nouns like "weather", "furniture", and "information" do not have a plural form and take a singular verb. Some nouns can be either countable or uncountable depending on their meaning.
2. Plural nouns have no singular form and take a plural verb. They cannot be used with "a/an".
3. Collective nouns like "team" and "family" refer to groups and usually take a singular verb when referring to the group as a whole, but can take a plural verb when referring to individuals within the group.
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This document discusses various social issues related to justice. It provides a list of social issues and asks students to define them in pairs. It then has students match words related to social issues. The document discusses news headlines related to social issues and has students complete gaps in news stories using related terms. It also discusses topics around crime and justice, including expressions used in that context. Finally, it provides discussion questions about important social issues, efforts to address them, and opinions about legal systems.
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The document discusses question tags and echo questions. It provides examples of question tags used in statements to check understanding, as well as special cases. It notes that American English typically uses "right" instead of question tags. Echo questions are used to show interest or surprise and repeat part of what someone said. The document provides examples and prompts the reader to practice using question tags and echo questions in responses.
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This document discusses countable and uncountable nouns in English. It provides examples of countable nouns like "people", "cups", and "books" that can take the quantifier "many" and can be counted. Uncountable nouns like "money", "traffic", and "food" cannot be counted and take the quantifier "much". It explains that countable nouns have both singular and plural forms while uncountable nouns only have a singular form. The document also gives examples of using "how many" with countable nouns and "how much" with uncountable nouns.
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There are two main types of nouns: count nouns and non-count nouns. Count nouns refer to things that can be counted individually, like planets or sandwiches, while non-count nouns refer to things that cannot be counted individually, like rice or advice. Non-count nouns often have no plural form and are used with words like "some" rather than "a" or "an". However, some non-count nouns can become countable by adding a phrase that gives them a form or container, such as "a piece of furniture" or "a cup of water".
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This document discusses different types of inversion in English grammar. Inversion involves changing the normal subject-verb word order in a sentence. It explains that inversion is used in questions but can also be used for emphasis in statements. It provides examples of different types of inversion including subject-auxiliary inversion after negative and restrictive phrases, clauses beginning with "neither/nor/so", clauses beginning with "may" expressing strong wishes, and inversion in conditional sentences.
Housing
Martin and Sheila's first home was a cottage. A few years later after getting married, they decided to move out and looked at houses with a local estate agent. They liked a semi-detached house that was affordable and in a beautiful setting. Martin now wants to design a modern home for his family, but Sheila prefers moving to a smaller town. Around two-thirds of American families live in single-family homes, while a quarter live in buildings with 1-3 apartments. Cities have more apartments due to scarce, expensive land. Small towns have mostly single-family homes on cheaper land.
Transport and accommodation
The document discusses various types of transportation and accommodation options. It provides information on different modes of transport like cars, public transport, bikes, and new methods of transportation like hoverboards and jetpacks. It also lists different accommodation types such as hotels, hostels, bed and breakfasts, campsites, vacation rentals and more. It prompts the reader to consider advantages and disadvantages of each option and recommends options for different travelers' needs and budgets.
How to write a good essay c1
Some people believe that teaching children at home is best for a child's development while others think it is important for children to go to school. This essay discusses the advantages of both home schooling and school, and argues that while home schooling has benefits, attending school is ultimately better for children's social development and future opportunities.
There are benefits to both home schooling and sending children to traditional school. Home schooling allows for a flexible schedule and personalized attention to each child's needs and learning style. It also fosters strong family bonds. However, school provides important social experiences for children to develop social skills by interacting with peers. It exposes them to different
Travelling c1
The document discusses various types and aspects of travel, including synonyms for trip/journey, travel collocations, travelling expressions, and niche holidays. It provides examples of niche or specialized tourism experiences like singing holidays, tours of Chernobyl, and discusses whether tourism has impacted listeners' home countries. The document encourages discussion of travel preferences, most remote destinations visited, and perspectives on types of tourism and its impacts.
Future forms c1
The document discusses various ways to talk about the future in English, including using will, be going to, the present continuous, and the future perfect and continuous tenses. It provides examples of how to make predictions about the future using expressions like "by...", "in...", "within...", and "one day". Other constructions for referring to the future are discussed, such as be to, be about to, be due to, be bound/sure/certain to, be set to, and be likely to.
LANGUAGE LEARNING AND EDUCATION C1
The document discusses the benefits of learning a new language and provides listening exercises related to language learning. It also covers topics in education such as creativity in schools, influential educational theorists, and the future of higher education. Gap year students are discussed, including watching a report on British students spending a gap year abroad.
C1 mid course test mistakes def
The document provides guidance for two writing tasks: 1) A letter to complain to the local council, and 2) An article.
For the letter, it recommends starting with formal greetings like "Dear Sir or Madam" and ending with "Yours faithfully" or "Yours sincerely." The letter should be 150 words and include an introduction, 2-3 body paragraphs with arguments, and a conclusion with demands.
For the article, it recommends starting with a title and using a neutral register allowing contractions and informal language. The article should be 300 words and use paragraphs, linking words, and be easy to read. It also identifies common grammatical, vocabulary, spelling and punctuation mistakes to avoid.
Review ana c1
This document provides guidance on how to structure a review in three parts: introduction, main body, and conclusion. The introduction should provide basic information about what is being reviewed such as the type of product or event, relevant details, and characters or plot for books and films. The main body is where the writer expresses what they liked and disliked about the subject of the review, providing reasons and examples to support their opinions. The conclusion recommends whether or not the reader should experience the item being reviewed and why.
BOOKS AND FILMS C1
The document provides a list of adjectives to describe books and films, some of which imply a negative opinion like "oversimplified" and "dreary". It then asks questions about plot, setting, characters, and opinions for a book or film review. The last section provides discussion questions about reading and viewing preferences and habits.
Speculations c1
This document discusses various grammatical structures used to express speculation, deduction, and expectation in English. It provides examples of structures used to express:
1. Positive and negative certainty in the present and past through the use of modal verbs like "must", "can't", "must have", "couldn't have".
2. Probable certainty in the present and past through modal verbs like "may", "might", "could", "may/might not", "could have".
3. Expectation in the present through modal verbs like "should", "ought to".
4. Regret and expectation in the past through the use of "should/ought to have".
It also
Party time!
This document discusses different types of parties and party terminology. It provides examples of common party types like housewarming parties, going away parties, theme parties, costume parties, family gatherings, potluck dinners, hen parties, stag parties, wine and cheese parties, and dinner parties. It also contrasts terms like host/guest and party animal/party pooper/party pleaser. Questions are provided to discuss parties, including asking about the last party organized, describing best/worst parties, and experiences crashing or being dragged to unexpected good parties.
I WISH / IF ONLY & UNREAL PAST
The document discusses various phrases used to express wishes, desires, and hypothetical situations in English. It provides examples of using "I wish" and "if only" with different tenses to talk about past regrets, present desires, and impossible wishes. It also explains phrases like "it's time", "what if", "would rather", and "as if" and provides examples of their use.
War and peace
The document discusses several idioms and phrases related to conflict and peace. It begins by explaining that a "war of words" refers to public criticism between opposing sides due to disagreement, while a "war of nerves" implies trying to gain psychological advantage in situations like sports. It then defines being "in the wars" as having injuries from accidents or fights. Additionally, it contrasts being "at peace with the world" and not feeling angry, with being "on the warpath" and looking to punish others. The document concludes by providing phrases related to preventing arguments, such as coming in peace, disturbing the peace, and keeping the peace.
Unit 6 conflicts
The document discusses conflicts and arguments. It asks the reader to look at photos and infer what the relationship is between the people and what they may be arguing about. It then provides statements about arguing, some suggesting arguing can be healthy in moderation or as a way to solve issues, while others warn that arguing can become addictive and damaging to relationships, and that raising one's voice is a form of aggression.
Write an article equality
This document provides guidance on how to write an article. It recommends including an eye-catching title, introduction to define the topic, main body with 2-5 paragraphs developing the topic in detail, and a conclusion summarizing the topic. The style should be more informal than an essay, using examples, opinions, and rhetorical questions to engage readers. Writers are given a sample task to submit an article to a newspaper on equal opportunities for men and women, describing the current situation, changes made, and remaining work.
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Countability
- 1. COUNTABILITY AND PLURAL NOUNS
- 2. COUNTABLE OR UNCOUNTABLE? AN APPLE / APPLES FRUIT / SOME FRUIT
- 3. A BOTTLE / A FEW BOTTLES WINE / A LITTLE WINE
- 4. A TABLE / MANY TABLES FURNITURE / MUCH FURNITURE
- 5. A CASE / A GREAT NUMBER OF CASES LUGGAGE / A LARGE AMOUNT OF LUGGAGE
- 7. You can use numberswiththem.
- 8. You can use thearticle a / anwiththeir singular form.
- 10. They are followedby a singular verb.
- 11. Youcan’t use eithernumbersorthearticle a /anwiththem.COUNTABLE NOUNS UNCOUNTABLE NOUNS
- 12. Uncountablenouns Advice, information, accommodation, homework, knowledge, money, water, time, health, paper, iron, weather, traffic, equipment, work….. A fewuncountablenounsend in –s, buttheyfollow the normal rules foruncountablenouns and have a singular verb: News, billiards, politics, ….
- 13. We can countuncountablenounsindirectlybyusing a phraselikea piece of …, a bit of …. A bar of chocolate
- 14. A loaf of bread A pinch of salt
- 15. A slice of bread A carton of milk
- 16. A round of applause A bowl of rice
- 17. A bottle of, a grain of rice, anitem of furniture, a box of, a packet of, a bag of, a spoon of sugar, a can of coke, a jar of mermelade, ….
- 18. Someuncountablenouns can beused in a countablewaywhenthey describe a category FRENCH CHEESES SPANISH WINES
- 19. Somenouns can becountableoruncountablewith a change of meaning WOOD A WOOD
- 21. PAPER A PAPER
- 22. TOAST A TOAST
- 24. BUSINESS (in general) / A BUSINESS (a company)
- 25. GOSSIP (talking) / A GOSSIP (a person)
- 26. HAIR (alltogether) / A HAIR (a single strand)
- 27. HELP (in general) / A HELP (a helpfulpersonorthing)
- 28. WORK (in general) / A WORK (a work of art/ engineering, …)
- 30. GROUP NOUNS Groupnouns can befollowedbyeither a singular or plural verb: I thinkthegovernmentis/ are wrong, Itdependsonwhetherwethink of thegroup as a whole (singular verb), orits individual members(plural verb): Theaudiencewasverydisappointedaftertheplay. Theteamweregiven a medalafterwinningthe match. More groupnouns: army, class, company, crew, crowd, data, media, family, group, press, public, staff Remember! People, police and cattle are always PLURAL.