Error Correction 2
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The document appears to be a collection of English language exercises documenting corrections made to incorrect sentences. Each section includes the original incorrect sentence, the number of mistakes, and the corrected sentence. There are 10 sections total with examples covering topics like travel, work experience, living locations, purchases, animals, schedules and being late. The corrections focus on grammar, word choice, and sentence structure.
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Error Correction 3
The document appears to be a collection of student writing samples with errors that were corrected by Ian James in 2009. Each sample is presented along with the number of errors and the corrected version. The writing covers various topics such as parents' desires for their children's education, travel experiences, music preferences of friends, housing and parking issues, and weekend plans.
History of punctuation
Here are the corrections to the sentences with punctuation marks:
1. The computer belongs to the receptionist's.
2. The car belongs to my uncle's.
3. The soldiers' tank roared across the landscape.
4. The doctors' surgery was very busy on a Monday morning.
5. One of Dickens' characters in 'Oliver Twist' is the rightful Dodger.
6) My friend Tim is travelling to Australia for his summer break.
7) My dad drives a blue BMW.
8) Mr and Mrs Smith live on Westfield Drive in Cornwall.
9). The Simpsons is a famous American television show.
10) Dan's room was tidy
Playlist
The document discusses selecting songs to represent each of eight sections of To Kill a Mockingbird. Songs chosen include "Good Day" by Nappy Roots for the beginning, "Start of Something New" for when Dill arrives and Scout starts school, "Look After You" to represent Boo caring for Scout, and "Ring of Fire" to symbolize Miss Maudie's house fire. Other songs mentioned are "Stronger" by Kelly Clarkson for when people criticize Atticus, "White Liar" by Miranda Lambert for Bob and Mayella lying, and "Never Again" by Kelly Clarkson for Bob Ewell's revenge. The document ends discussing picking "I Can See Clearly Now" to depict Scout realizing
Commas Uwf.Edu
The document provides rules of thumb for comma usage, including using commas to separate elements in a series, before coordinating conjunctions, to set off nonrestrictive or parenthetical elements, and to separate elements like names and titles from the rest of the sentence. It also gives examples asking the reader to identify whether commas should be used and provides practice identifying proper comma usage in sentences.
Error correction in English
The document discusses mistakes and errors, providing examples of grammatical and other errors. It notes that an error only becomes a mistake if not corrected, and provides sentences with errors and the corrected versions. Key topics covered include the differences between errors and mistakes, and examples of common errors in grammar, spelling, and punctuation.
Error correction
This document discusses mistakes and errors in language learning and techniques for correcting them. It defines a mistake as a temporary error caused by factors like tiredness, while an error occurs due to incomplete knowledge. It notes that students want correction to improve. Various types of errors in writing and speaking are listed, along with common causes. Techniques for correcting written errors include peer review and collective practice of common mistakes. For spoken errors, techniques involve prompting self-correction through intonation and clues or expansion on partial answers before direct teacher correction. An effective correction system should be clear and shared with students.
Parallel comparatives
This document discusses parallel comparatives, which show proportionate increase or decrease between two things. Parallel comparatives follow the structure "the + comparative expression + subject + verb". They describe a cause-and-effect relationship where one action or quantity changes proportionally with another. Several examples are provided to illustrate this grammatical structure.
Adjective and adverbs
Adjectives describe nouns and usually precede the nouns they modify. Adverbs modify verbs, adjectives, or other adverbs. When an adverb modifies a verb with an object, it should not be placed between the verb and object. Most adjectives precede the nouns they describe. The document provides examples of correct and incorrect placements of adverbs and adjectives in sentences.
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Error Correction 3
The document appears to be a collection of student writing samples with errors that were corrected by Ian James in 2009. Each sample is presented along with the number of errors and the corrected version. The writing covers various topics such as parents' desires for their children's education, travel experiences, music preferences of friends, housing and parking issues, and weekend plans.
History of punctuation
Here are the corrections to the sentences with punctuation marks:
1. The computer belongs to the receptionist's.
2. The car belongs to my uncle's.
3. The soldiers' tank roared across the landscape.
4. The doctors' surgery was very busy on a Monday morning.
5. One of Dickens' characters in 'Oliver Twist' is the rightful Dodger.
6) My friend Tim is travelling to Australia for his summer break.
7) My dad drives a blue BMW.
8) Mr and Mrs Smith live on Westfield Drive in Cornwall.
9). The Simpsons is a famous American television show.
10) Dan's room was tidy
Playlist
The document discusses selecting songs to represent each of eight sections of To Kill a Mockingbird. Songs chosen include "Good Day" by Nappy Roots for the beginning, "Start of Something New" for when Dill arrives and Scout starts school, "Look After You" to represent Boo caring for Scout, and "Ring of Fire" to symbolize Miss Maudie's house fire. Other songs mentioned are "Stronger" by Kelly Clarkson for when people criticize Atticus, "White Liar" by Miranda Lambert for Bob and Mayella lying, and "Never Again" by Kelly Clarkson for Bob Ewell's revenge. The document ends discussing picking "I Can See Clearly Now" to depict Scout realizing
Commas Uwf.Edu
The document provides rules of thumb for comma usage, including using commas to separate elements in a series, before coordinating conjunctions, to set off nonrestrictive or parenthetical elements, and to separate elements like names and titles from the rest of the sentence. It also gives examples asking the reader to identify whether commas should be used and provides practice identifying proper comma usage in sentences.
Error correction in English
The document discusses mistakes and errors, providing examples of grammatical and other errors. It notes that an error only becomes a mistake if not corrected, and provides sentences with errors and the corrected versions. Key topics covered include the differences between errors and mistakes, and examples of common errors in grammar, spelling, and punctuation.
Error correction
This document discusses mistakes and errors in language learning and techniques for correcting them. It defines a mistake as a temporary error caused by factors like tiredness, while an error occurs due to incomplete knowledge. It notes that students want correction to improve. Various types of errors in writing and speaking are listed, along with common causes. Techniques for correcting written errors include peer review and collective practice of common mistakes. For spoken errors, techniques involve prompting self-correction through intonation and clues or expansion on partial answers before direct teacher correction. An effective correction system should be clear and shared with students.
Parallel comparatives
This document discusses parallel comparatives, which show proportionate increase or decrease between two things. Parallel comparatives follow the structure "the + comparative expression + subject + verb". They describe a cause-and-effect relationship where one action or quantity changes proportionally with another. Several examples are provided to illustrate this grammatical structure.
Adjective and adverbs
Adjectives describe nouns and usually precede the nouns they modify. Adverbs modify verbs, adjectives, or other adverbs. When an adverb modifies a verb with an object, it should not be placed between the verb and object. Most adjectives precede the nouns they describe. The document provides examples of correct and incorrect placements of adverbs and adjectives in sentences.
Parallel structure with coordinate conjunctions
This document discusses parallel structures when using coordinate conjunctions like "and", "but", and "or". It explains that expressions joined by these conjunctions must be of the same type, such as two nouns, two adjectives, two verbs in the same tense, two phrases, or two clauses. Examples are provided to illustrate parallel structures joining different parts of speech and phrases. The importance of ensuring parallelism is emphasized to avoid errors when using coordinate conjunctions.
Verb agreement inverted subject-verb
This document discusses verb agreement in sentences with inverted subject-verb order. It provides 5 situations where the subject and verb are inverted: 1) sentences beginning with a negative word, 2) sentences beginning with a place word, 3) direct questions, 4) conditional sentences beginning with "had", "were", or "should", and 5) comparative sentences using "than". It emphasizes that the verb and subject must agree in number and stresses common errors in questions with inverted subjects seen in the TOEFL exam.
Other types of words make and do
This document provides examples to distinguish the uses of the words "make" and "do". It notes that "make" refers to creating, constructing, inventing or originating something. Examples given are making clothes, cakes, mistakes or responses. It states that "do" refers to completing, performing or engaging in some kind of act or activity, like doing dishes, assignments, work or laundry. The document advises TOEFL exam takers to carefully check uses of "make" and "do" in find the error questions.
English 100 error detection & correction for all exams by das sir(09038870684)
This document provides 65 tips for correcting sentences in English related to subject-verb agreement, uses of participles and infinitives, uses of verbs, uses of adjectives, and uses of adverbs. Some key points include: subject-verb agreement depends on whether the subjects are singular or plural; participles must have a subject of reference; certain verbs like advise are followed by an object and infinitive; adjectives show quantity, number, or degree; and adverbs modify verbs, adjectives, or other adverbs. The document aims to help with grammar corrections needed for exams.
Verb tense time expressions
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Verb tense use have and had correctly
The document discusses the proper use of the present perfect and past perfect verb tenses. The present perfect tense uses "have" or "has" with a past participle to refer to an action that began in the past and continues to the present without a specific time. The past perfect tense uses "had" with a past participle to refer to an action that occurred before another past action. It provides examples of each tense and notes they must be used correctly with other verb tenses, with the past perfect combining with a simple past tense and the present perfect with a simple present tense.
First structures practice 1
This document contains 10 sentences that require analysis of their grammatical structures and identification of any errors. Participants are asked to discuss the basic structures in each sentence such as subjects, verbs, prepositional phrases, and appositives. For questions 7-10, participants must choose the correct answer to complete each sentence.
Verb agreement prepositional phrases
When answering "Find the error" questions on the TOEFL, follow these steps:
1) Identify the subject and verb in the sentence.
2) Remove any prepositional phrases, as they provide extra information not relevant to subject-verb agreement.
3) Check that the subject and verb agree in number - a singular subject requires a singular verb and vice versa. Prepositional phrases can sometimes separate the subject and verb, so ignore these and focus on agreement between the stripped-down subject and verb.
Parallel comparatives
This document discusses parallel comparatives and provides examples. It explains that when using comparative adjectives in the same sentence, each phrase must begin with "the + comparative" and be separated by a comma. This structure is used to show proportionate increase or decrease between the two things being compared. Four examples are given that follow this pattern of "the + comparative" separated by a comma, such as "The older we grow, the wiser we become."
Nouns countable -uncountable
This document provides a review of countable and uncountable nouns, which is an important concept tested in the Find the Error section of the TOEFL test. It explains that countable nouns can be counted using words like "a, an, many, few" while uncountable nouns use words like "much, little, less, amount." Examples are given demonstrating errors using the wrong quantity words with countable and uncountable nouns. The document stresses the importance of familiarizing yourself with these words to distinguish between countable and uncountable nouns.
Verb agreement expressions of quantity
1) When doing "Find the error" questions on verb agreement, identify the subject and verb, remove extra information like prepositional phrases, and check that the subject and verb agree in number.
2) Expressions of quantity like "all", "some", and "most" are usually followed by "of something", where "something" refers to the item being described. The object after "of" determines if the verb should be singular or plural.
3) Uncountable nouns always take a singular verb, while other nouns can be either singular or plural and take the corresponding verb. Pay attention to quantity words and what follows "of" to determine if the verb should be singular or plural.
Other types of words prepositions
This document discusses how TOEFL questions test the use of prepositions. It notes that prepositions can have literal or idiomatic meanings, and the TOEFL often tests the idiomatic use. It provides examples of incorrect prepositions, such as "called on" instead of "called off" and "count in" instead of "count on". It also gives examples of sentences missing prepositions, like "wait me" instead of "wait on me" and "plan attending" instead of "plan on attending". The document emphasizes being able to identify both incorrect prepositions and missing prepositions in sentences.
Verb tense past participles after have
This document provides information about verb tense when using the auxiliary verb "have" in English. It explains that "have" must always be followed by the past participle form of the main verb. It gives examples of regular and irregular past participles. It emphasizes that even if an adverb separates "have" from the main verb, the main verb still needs to be in the past participle form. The document aims to clarify the rule that after "have", the accompanying verb must be in the past participle tense.
Parallel structure with comparisons
This document discusses parallel structures used when comparing two things. It notes that comparisons must use parallel structures like "-er than", "more than", "less than", "as...as", "the same...as", or "similar to". Examples are provided of sentences correctly using parallel structures to compare two things, such as comparing a school to another school or comparing the size of a car to a house. The document emphasizes that when finding things being compared in a sentence, their structures must be parallel.
The passive introduction -
The document discusses the difference between active and passive voice in English sentences. In the active voice, the subject of the sentence performs the action stated by the verb. In the passive voice, the subject receives the action instead of performing it. The passive voice uses a form of the verb "to be" along with the past participle of the main verb. It also typically includes the phrase "by somebody/something" to indicate who or what is performing the action on the subject. Examples are provided to illustrate these characteristics of active and passive voice constructions.
Adjective after linking verbs
This document discusses the difference between adverbs and adjectives when they follow linking verbs. It provides examples showing that linking verbs like "look", "seem", and "feel" are followed by adjectives, not adverbs, because they link the subject to a description. Common linking verbs are listed along with examples of their use with adjectives. An exception is noted that an adverb can precede an adjective following a linking verb.
Eng9 determining word origins
This document discusses different ways that new words can be formed, including clipping, blending, compounding, acronyms, and folk or popular etymology. It provides examples for each method of word formation, such as "phone" being formed from clipping "telephone" and "smog" being formed by blending "smoke" and "fog." The document also discusses the study of word origins and histories called etymology.
Nouns don't confuse persons with things
This document provides examples of errors that can occur on TOEFL exams related to confusing nouns that refer to persons versus things. Specifically, it notes that in some examples the noun used should refer to a thing or career instead of a person. The examples shown are meant to illustrate this type of error, where the noun "authoritarian" should be "authority" referring to Ralph Nader as a person, "accountant" should be "accounting" referring to a career or field, and "nurse" should be "nursing" again referring to a career rather than an individual person. The document emphasizes to always check that the correct noun form, whether referring to a person or thing, is used.
Parallel structure with paired conjunctions
This document discusses parallel structures that must be used with paired conjunctions such as "both...and", "either...or", "neither...nor", and "not only...but also". When using these paired conjunctions, the structures immediately following each part of the pair must be equal grammatically. The document provides examples of sentences that do and do not maintain parallel structures after the paired conjunctions. It emphasizes that to determine whether parallel structure is used correctly, the structures after each word in the pair must be examined.
Learn Fraction
Fractions represent a quantity divided into equal parts, with the numerator indicating the number of parts and the denominator indicating the total number of equal parts that make one whole. Common fractions include halves, quarters, and three-quarters, where the numerator is written above the denominator to specify how many parts out of the total are being referred to.
The Image Conference
This document lists various photo and video tools that can be used for making recorded descriptions, including Fotobabble, Narrable, Voicethread, Clipping Magic, Educreations, Audioboo, PP template, Tackk, Thinglink, Tripline, Woices, DearPhoto, and PicMonkey. It also mentions Wallwisher and provides contact information for the author.
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Parallel structure with coordinate conjunctions
This document discusses parallel structures when using coordinate conjunctions like "and", "but", and "or". It explains that expressions joined by these conjunctions must be of the same type, such as two nouns, two adjectives, two verbs in the same tense, two phrases, or two clauses. Examples are provided to illustrate parallel structures joining different parts of speech and phrases. The importance of ensuring parallelism is emphasized to avoid errors when using coordinate conjunctions.
Verb agreement inverted subject-verb
This document discusses verb agreement in sentences with inverted subject-verb order. It provides 5 situations where the subject and verb are inverted: 1) sentences beginning with a negative word, 2) sentences beginning with a place word, 3) direct questions, 4) conditional sentences beginning with "had", "were", or "should", and 5) comparative sentences using "than". It emphasizes that the verb and subject must agree in number and stresses common errors in questions with inverted subjects seen in the TOEFL exam.
Other types of words make and do
This document provides examples to distinguish the uses of the words "make" and "do". It notes that "make" refers to creating, constructing, inventing or originating something. Examples given are making clothes, cakes, mistakes or responses. It states that "do" refers to completing, performing or engaging in some kind of act or activity, like doing dishes, assignments, work or laundry. The document advises TOEFL exam takers to carefully check uses of "make" and "do" in find the error questions.
English 100 error detection & correction for all exams by das sir(09038870684)
This document provides 65 tips for correcting sentences in English related to subject-verb agreement, uses of participles and infinitives, uses of verbs, uses of adjectives, and uses of adverbs. Some key points include: subject-verb agreement depends on whether the subjects are singular or plural; participles must have a subject of reference; certain verbs like advise are followed by an object and infinitive; adjectives show quantity, number, or degree; and adverbs modify verbs, adjectives, or other adverbs. The document aims to help with grammar corrections needed for exams.
Verb tense time expressions
This document provides guidance on using time expressions to determine the correct verb tense in a sentence. It explains that certain words or phrases that indicate when an action occurred, like "last week" or "by the time", are linked to specific verb tenses. The document then lists common time expressions and the verb tenses they correspond to, such as using the present tense with expressions like "every day" and the past tense with expressions like "yesterday". It concludes with examples that demonstrate how to match different verb tenses with time expressions.
Verb tense use have and had correctly
The document discusses the proper use of the present perfect and past perfect verb tenses. The present perfect tense uses "have" or "has" with a past participle to refer to an action that began in the past and continues to the present without a specific time. The past perfect tense uses "had" with a past participle to refer to an action that occurred before another past action. It provides examples of each tense and notes they must be used correctly with other verb tenses, with the past perfect combining with a simple past tense and the present perfect with a simple present tense.
First structures practice 1
This document contains 10 sentences that require analysis of their grammatical structures and identification of any errors. Participants are asked to discuss the basic structures in each sentence such as subjects, verbs, prepositional phrases, and appositives. For questions 7-10, participants must choose the correct answer to complete each sentence.
Verb agreement prepositional phrases
When answering "Find the error" questions on the TOEFL, follow these steps:
1) Identify the subject and verb in the sentence.
2) Remove any prepositional phrases, as they provide extra information not relevant to subject-verb agreement.
3) Check that the subject and verb agree in number - a singular subject requires a singular verb and vice versa. Prepositional phrases can sometimes separate the subject and verb, so ignore these and focus on agreement between the stripped-down subject and verb.
Parallel comparatives
This document discusses parallel comparatives and provides examples. It explains that when using comparative adjectives in the same sentence, each phrase must begin with "the + comparative" and be separated by a comma. This structure is used to show proportionate increase or decrease between the two things being compared. Four examples are given that follow this pattern of "the + comparative" separated by a comma, such as "The older we grow, the wiser we become."
Nouns countable -uncountable
This document provides a review of countable and uncountable nouns, which is an important concept tested in the Find the Error section of the TOEFL test. It explains that countable nouns can be counted using words like "a, an, many, few" while uncountable nouns use words like "much, little, less, amount." Examples are given demonstrating errors using the wrong quantity words with countable and uncountable nouns. The document stresses the importance of familiarizing yourself with these words to distinguish between countable and uncountable nouns.
Verb agreement expressions of quantity
1) When doing "Find the error" questions on verb agreement, identify the subject and verb, remove extra information like prepositional phrases, and check that the subject and verb agree in number.
2) Expressions of quantity like "all", "some", and "most" are usually followed by "of something", where "something" refers to the item being described. The object after "of" determines if the verb should be singular or plural.
3) Uncountable nouns always take a singular verb, while other nouns can be either singular or plural and take the corresponding verb. Pay attention to quantity words and what follows "of" to determine if the verb should be singular or plural.
Other types of words prepositions
This document discusses how TOEFL questions test the use of prepositions. It notes that prepositions can have literal or idiomatic meanings, and the TOEFL often tests the idiomatic use. It provides examples of incorrect prepositions, such as "called on" instead of "called off" and "count in" instead of "count on". It also gives examples of sentences missing prepositions, like "wait me" instead of "wait on me" and "plan attending" instead of "plan on attending". The document emphasizes being able to identify both incorrect prepositions and missing prepositions in sentences.
Verb tense past participles after have
This document provides information about verb tense when using the auxiliary verb "have" in English. It explains that "have" must always be followed by the past participle form of the main verb. It gives examples of regular and irregular past participles. It emphasizes that even if an adverb separates "have" from the main verb, the main verb still needs to be in the past participle form. The document aims to clarify the rule that after "have", the accompanying verb must be in the past participle tense.
Parallel structure with comparisons
This document discusses parallel structures used when comparing two things. It notes that comparisons must use parallel structures like "-er than", "more than", "less than", "as...as", "the same...as", or "similar to". Examples are provided of sentences correctly using parallel structures to compare two things, such as comparing a school to another school or comparing the size of a car to a house. The document emphasizes that when finding things being compared in a sentence, their structures must be parallel.
The passive introduction -
The document discusses the difference between active and passive voice in English sentences. In the active voice, the subject of the sentence performs the action stated by the verb. In the passive voice, the subject receives the action instead of performing it. The passive voice uses a form of the verb "to be" along with the past participle of the main verb. It also typically includes the phrase "by somebody/something" to indicate who or what is performing the action on the subject. Examples are provided to illustrate these characteristics of active and passive voice constructions.
Adjective after linking verbs
This document discusses the difference between adverbs and adjectives when they follow linking verbs. It provides examples showing that linking verbs like "look", "seem", and "feel" are followed by adjectives, not adverbs, because they link the subject to a description. Common linking verbs are listed along with examples of their use with adjectives. An exception is noted that an adverb can precede an adjective following a linking verb.
Eng9 determining word origins
This document discusses different ways that new words can be formed, including clipping, blending, compounding, acronyms, and folk or popular etymology. It provides examples for each method of word formation, such as "phone" being formed from clipping "telephone" and "smog" being formed by blending "smoke" and "fog." The document also discusses the study of word origins and histories called etymology.
Nouns don't confuse persons with things
This document provides examples of errors that can occur on TOEFL exams related to confusing nouns that refer to persons versus things. Specifically, it notes that in some examples the noun used should refer to a thing or career instead of a person. The examples shown are meant to illustrate this type of error, where the noun "authoritarian" should be "authority" referring to Ralph Nader as a person, "accountant" should be "accounting" referring to a career or field, and "nurse" should be "nursing" again referring to a career rather than an individual person. The document emphasizes to always check that the correct noun form, whether referring to a person or thing, is used.
Parallel structure with paired conjunctions
This document discusses parallel structures that must be used with paired conjunctions such as "both...and", "either...or", "neither...nor", and "not only...but also". When using these paired conjunctions, the structures immediately following each part of the pair must be equal grammatically. The document provides examples of sentences that do and do not maintain parallel structures after the paired conjunctions. It emphasizes that to determine whether parallel structure is used correctly, the structures after each word in the pair must be examined.
Learn Fraction
Fractions represent a quantity divided into equal parts, with the numerator indicating the number of parts and the denominator indicating the total number of equal parts that make one whole. Common fractions include halves, quarters, and three-quarters, where the numerator is written above the denominator to specify how many parts out of the total are being referred to.
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English 100 error detection & correction for all exams by das sir(09038870684)
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Key findings include the nuanced perceptions of transportation infrastructure adequacy, safety and security concerns, financial influences on travel decisions, and the cultural and ecological impacts of transportation choices. These findings culminate in a comprehensive set of recommendations for policymakers and practitioners in the Nigerian tourism industry. The findings contribute to the existing literature by providing actionable insights for policymakers, stakeholders, and researchers in the Nigerian tourism sector.
The recommendations encompass gender-sensitive planning, infrastructure enhancements, safety measures, and strategic interventions to address financial constraints, ensuring a holistic and sustainable development of the tourism industry in Nigeria.
Author: Imafidon Osademwingie Martins
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New Brunswick, a picturesque province in eastern Canada, offers a plethora of unique and charming places to stay for every kind of traveler. From the historic allure of Fredericton and the vibrant culture of Saint John to the natural beauty of Fundy National Park and the serene coastal towns like St. Andrews by-the-Sea, there's something for everyone. Whether you prefer luxury resorts, cozy inns, rustic lodges, or budget-friendly options, the best places to stay in New Brunswick ensure a memorable stay, allowing you to fully immerse yourself in the province's rich history, stunning landscapes, and warm hospitality.
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Error Correction 2
- 1. Ian James 2009 / 00 Error Correction 2 Ian James
- 2. I have been to London the last year. All was much more expensive than in Barcelona. 3 mistakes Ian James 2009 / 01
- 3. I have been to London the last year. All was much more expensive than in Barcelona. 3 mistakes Ian James 2009 / 01 I went to / was in London last year . Everything was much more expensive than in Barcelona. Ian James 2009 / 01
- 4. I look forward to hear from you. 1 mistake Ian James 2009 / 01 Ian James 2009 / 02
- 5. I look forward to hear from you. 1 mistake Ian James 2009 / 01 I look forward to hearing from you. Ian James 2009 / 02
- 6. I am working in the bank since seven years ago. 2 mistakes Ian James 2009 / 01 Ian James 2009 / 03
- 7. I am working in the bank since seven years ago. 2 mistakes Ian James 2009 / 01 I have been working in the bank for seven years / since 2002 . Ian James 2009 / 03
- 8. Learn english is more easy for people who is living in the UK. 4 mistakes Ian James 2009 / 01 Ian James 2009 / 04
- 9. Learn english is more easy for people who is living in the UK. 4 mistakes Ian James 2009 / 01 Learning E nglish is easier for people who are living in the UK. Ian James 2009 / 04
- 10. When we arrived to Cardiff we went to the tourist information office for ask a map. 3 mistakes Ian James 2009 / 01 Ian James 2009 / 05
- 11. When we arrived to Cardiff we went to the tourist information office for ask a map. 3 mistakes Ian James 2009 / 01 When we arrived in Cardiff we went to the tourist information office to / in order to ask for a map. Ian James 2009 / 05
- 12. I live in the city. If I would live in the country, I’m sure that I am more happy. 3 mistakes Ian James 2009 / 01 Ian James 2009 / 06
- 13. I live in the city. If I would live in the country, I’m sure that I am more happy. 3 mistakes Ian James 2009 / 01 I live in the city. If I lived in the country, I’m sure I would be happier . Ian James 2009 / 06
- 14. My fathers have an old and beautiful piano and they bought it in a music shop last year. 3 mistakes Ian James 2009 / 01 Ian James 2009 / 07
- 15. My fathers have an old and beautiful piano and they bought it in a music shop last year. 3 mistakes Ian James 2009 / 01 My parents have a beautiful old piano , which they bought in a music shop last year. Ian James 2009 / 07
- 16. The dogs are very affectionates animals. On the other hand, they are also good company. 3 mistakes Ian James 2009 / 01 Ian James 2009 / 08
- 17. The dogs are very affectionates animals. On the other hand, they are also good company. 3 mistakes Ian James 2009 / 01 Dogs are very affectionate animals. Furthermore, they are also good company. Ian James 2009 / 08
- 18. On mondays I use to have dinner after to go to the gym. 3 mistakes Ian James 2009 / 01 Ian James 2009 / 09
- 19. On mondays I use to have dinner after to go to the gym. 3 mistakes Ian James 2009 / 01 On M ondays I usually have dinner after going to the gym. Ian James 2009 / 09
- 20. When arrived Bob, his boss asked him why was he late? 2 mistakes Ian James 2009 / 01 Ian James 2009 / 10
- 21. When arrived Bob, his boss asked him why was he late? 2 mistakes Ian James 2009 / 01 When Bob arrived , his boss asked him why he was late. Ian James 2009 / 10