Error Correction 3
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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.
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Error Correction 2
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.
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.
Commas
The document provides rules of thumb for using commas in sentences. It lists different scenarios where commas should and should not be used, such as using commas to separate items in a list, clauses, or phrases. It also provides examples of applying the comma rules and asks readers to practice identifying proper comma usage.
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.
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.
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.
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Error Correction 2
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.
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.
Commas
The document provides rules of thumb for using commas in sentences. It lists different scenarios where commas should and should not be used, such as using commas to separate items in a list, clauses, or phrases. It also provides examples of applying the comma rules and asks readers to practice identifying proper comma usage.
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.
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.
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.
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."
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.
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.
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.
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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.
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.
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 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.
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.
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.
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.
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.
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.
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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
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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.
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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.
Checklist for cause-effect essay
This checklist provides guidance for writing a cause and effect essay by outlining key elements to include such as introducing the topic and stating whether causes or effects will be discussed, using a three paragraph structure with one cause or effect addressed in each paragraph, employing transition words, checking for grammatical errors, restating the thesis in the conclusion, and summarizing causes or effects.
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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."
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.
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.
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.
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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.
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.
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.
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 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Checklist for cause-effect essay
This checklist provides guidance for writing a cause and effect essay by outlining key elements to include such as introducing the topic and stating whether causes or effects will be discussed, using a three paragraph structure with one cause or effect addressed in each paragraph, employing transition words, checking for grammatical errors, restating the thesis in the conclusion, and summarizing causes or effects.
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Uk Visa Complete Guide and application process
BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. Get information in this PDF and simplyfy your visa process.
在线办理(BU毕业证书)波士顿大学毕业证录取通知书一模一样
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本公司拥有海外各大学样板无数，能完美还原。
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3:国家专业人才认证中心颁发入库证书
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6:个人职称评审加20分
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8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
How Do I Plan a Kilimanjaro Climb? 7 Essential Tips Revealed.pdf
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Wayanad-The-Touristry-Heaven to the tour.pptx
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Excursions in Tahiti Island Adventure
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How To Talk To a Live Person at American Airlines
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The Power of a Glamping Go-To-Market Accelerator Plan.pptx
Unlock the secrets to success with our comprehensive 8-Step Glamping Accelerator Go-To-Market Plan! Watch our FREE webinar, where you'll receive expert guidance and invaluable insights on every aspect of launching and growing your glamping business.
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- 3. Most parents want that their childrens go to the university. 3 mistakes Ian James 2009 / 01 Most parents want their children to go to university . Ian James 2009 / 01
- 4. The travel was really funny. We enjoyed a lot. 3 mistakes Ian James 2009 / 01 Ian James 2009 / 02
- 5. The travel was really funny. We enjoyed a lot. 3 mistakes Ian James 2009 / 01 The trip / holiday was really (good) fun . We enjoyed ourselves a lot. Ian James 2009 / 02
- 6. My friend likes listen the same music than me. 3 mistakes Ian James 2009 / 01 Ian James 2009 / 03
- 7. My friend likes listen the same music than me. 3 mistakes Ian James 2009 / 01 My friend likes listening to the same music as me. Ian James 2009 / 03
- 8. The new house of my sister is very nice, but she has a lot of problems to park. 2 mistakes Ian James 2009 / 01 Ian James 2009 / 04
- 9. The new house of my sister is very nice, but she has a lot of problems to park. 2 mistakes Ian James 2009 / 01 My sister ’s new house is very nice, but she has a lot of problems parking . Ian James 2009 / 04
- 10. We stayed in a hotel near of the beach during two weeks. 2 mistakes Ian James 2009 / 01 Ian James 2009 / 05
- 11. We stayed in a hotel near of the beach during two weeks. 2 mistakes Ian James 2009 / 01 We stayed in a hotel near the beach for two weeks. Ian James 2009 / 05
- 12. Bill passed four days sightseeing in Barcelona before going to visit another cities. 2 mistakes Ian James 2009 / 01 Ian James 2009 / 06
- 13. Bill passed four days sightseeing in Barcelona before going to visit another cities. 2 mistakes Ian James 2009 / 01 Bill spent four days sightseeing in Barcelona before going to visit other cities. Ian James 2009 / 06
- 14. I’m interested to know what is the problem’s cause. 3 mistakes Ian James 2009 / 01 Ian James 2009 / 07
- 15. I’m interested to know what is the problem’s cause. 3 mistakes Ian James 2009 / 01 I’m interested in knowing what the cause of the problem is . Ian James 2009 / 07
- 16. Tomorrow night, I’ll see a film named Llareggub with one friend of me. 4 mistakes Ian James 2009 / 01 Ian James 2009 / 08
- 17. Tomorrow night, I’ll see a film named Llareggub with one friend of me. 4 mistakes Ian James 2009 / 01 Tomorrow night, I’ m going to see a film called Llareggub with a friend of mine . Ian James 2009 / 08
- 18. I don’t have nothing special to do this weekend. It’s probable I’ll stay at home. 2 mistakes Ian James 2009 / 01 Ian James 2009 / 09
- 19. I don’t have nothing special to do this weekend. It’s probable I’ll stay at home. 2 mistakes Ian James 2009 / 01 I don’t have anything special to do this weekend. I’ ll probably stay at home. Ian James 2009 / 09
- 20. The young man said me that he was searching a part-time work in a shop of books. 4 mistakes Ian James 2009 / 01 Ian James 2009 / 10
- 21. The young man said me that he was searching a part-time work in a shop of books. 4 mistake Ian James 2009 / 01 The young man told me that he was looking for a part-time job in a book shop . Ian James 2009 / 10