This document appears to be a series of text samples containing grammatical and word choice errors. Each sample is shown with the errors underlined followed by a corrected version. The samples are assessing a student named Ian James and counting the number of errors in each example. It seems to be an exercise aimed at helping Ian James improve his English writing skills by identifying and correcting common mistakes.
The document appears to be a series of writing exercises completed by Ian James in 2009, with corrections provided for grammatical errors. Each exercise contains before and after versions, with the number of errors noted. The corrections address issues with verbs, articles, prepositions, word choice and sentence structure.
The document appears to be a series of text samples with errors that have been corrected by Ian James. Each sample contains 1-3 mistakes that Ian has identified and provided a corrected version. The samples address a variety of topics and cover different types of common errors in areas like spelling, grammar, punctuation, word choice and sentence structure.
Communication is the major pillar to build any student career. In Mydearstudent website Verbalability topic will be more helpful for any hardworking student to improve his/her english knowledge. Mydearstudent team working hard to include Verbalability topic in an easy question and answer format to make every student to understand english effectively. The Verbalability topics are segregated in useful and understandable manner in Mydearstudent website.
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.
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.
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.
Automatic Grammatical Error Correction for ESL-Learners by SMT - Getting it r...Marcin Junczys-Dowmunt
Video recording of full talk: http://lectures.ms.mff.cuni.cz/view.php?rec=255
There has been an increasing interest in using statistical machine translation (SMT) for the task of Grammatical Error Correction (GEC) for English-as-a-Second-Language (ESL) learners. Two of the three highest-scoring systems of the CoNLL-2014 Shared Task were SMT-based. The currently highest-scoring result published for the CoNLL-2014 test set has been achieved by a system combination of the five best CoNLL-2014 submissions built with MEMT (a tool for MT system combination). In this talk, we demonstrate how a single SMT-based system can match and outperform the result of the mentioned combined system. Furthermore, this system outperforms any other published results (including our own CoNLL-2014 submission) for a single system by a margin of several percent F-Score when the same training data is being used. These results are achieved by adapting current state-of-the art methods for phrase-based SMT specifically to the problem of GEC.
We report on the effects of:
- Parameter tuning for GEC
- Introducing GEC-specific dense and sparse features
- Using large-scale data
Error correction is used to highlight areas for students to improve their writing and speaking skills by correcting mistakes. There are several approaches to error correction, including emphasizing students' psychological development and interlanguage. Errors can be categorized based on their cause, such as random guesses, hypothesis testing, or slips. A model for written error correction evaluates comprehensibility, task requirements, and accurate syntax and lexis. Teachers can plan error correction by giving guidelines and having students self-edit or peer-edit using techniques like color-coding, writing corrections, or identifying error codes. The goal is to train students to independently improve their English skills over time.
The document appears to be a series of writing exercises completed by Ian James in 2009, with corrections provided for grammatical errors. Each exercise contains before and after versions, with the number of errors noted. The corrections address issues with verbs, articles, prepositions, word choice and sentence structure.
The document appears to be a series of text samples with errors that have been corrected by Ian James. Each sample contains 1-3 mistakes that Ian has identified and provided a corrected version. The samples address a variety of topics and cover different types of common errors in areas like spelling, grammar, punctuation, word choice and sentence structure.
Communication is the major pillar to build any student career. In Mydearstudent website Verbalability topic will be more helpful for any hardworking student to improve his/her english knowledge. Mydearstudent team working hard to include Verbalability topic in an easy question and answer format to make every student to understand english effectively. The Verbalability topics are segregated in useful and understandable manner in Mydearstudent website.
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.
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.
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.
Automatic Grammatical Error Correction for ESL-Learners by SMT - Getting it r...Marcin Junczys-Dowmunt
Video recording of full talk: http://lectures.ms.mff.cuni.cz/view.php?rec=255
There has been an increasing interest in using statistical machine translation (SMT) for the task of Grammatical Error Correction (GEC) for English-as-a-Second-Language (ESL) learners. Two of the three highest-scoring systems of the CoNLL-2014 Shared Task were SMT-based. The currently highest-scoring result published for the CoNLL-2014 test set has been achieved by a system combination of the five best CoNLL-2014 submissions built with MEMT (a tool for MT system combination). In this talk, we demonstrate how a single SMT-based system can match and outperform the result of the mentioned combined system. Furthermore, this system outperforms any other published results (including our own CoNLL-2014 submission) for a single system by a margin of several percent F-Score when the same training data is being used. These results are achieved by adapting current state-of-the art methods for phrase-based SMT specifically to the problem of GEC.
We report on the effects of:
- Parameter tuning for GEC
- Introducing GEC-specific dense and sparse features
- Using large-scale data
Error correction is used to highlight areas for students to improve their writing and speaking skills by correcting mistakes. There are several approaches to error correction, including emphasizing students' psychological development and interlanguage. Errors can be categorized based on their cause, such as random guesses, hypothesis testing, or slips. A model for written error correction evaluates comprehensibility, task requirements, and accurate syntax and lexis. Teachers can plan error correction by giving guidelines and having students self-edit or peer-edit using techniques like color-coding, writing corrections, or identifying error codes. The goal is to train students to independently improve their English skills over time.
The document provides an introduction to a study that aims to determine the factors affecting career preferences among senior high school students. It discusses the background and context of the problem, which includes various socioeconomic, political, and financial crises faced by the country. It then states the objectives and scope of the study, which are to identify the key factors influencing students' career choices, such as their socio-demographic characteristics, top three career interests, and preferences related to childhood aspirations, family, peers, values and anticipated challenges. The theoretical framework draws from Donald Super's theory of vocational development and David Tiedeman's self-development approach to career decision-making.
The document discusses different types of error correction for language learners. It defines the differences between mistakes and errors, and describes various methods of correction for speaking, reading, and writing. These include explicit correction, recasts, clarification requests, metalinguistic clues, elicitation, and repetition for speaking. For writing, the document suggests having students self-correct using a correction key. It concludes that errors should not be corrected during communication activities, but structures being practiced should be corrected to help develop grammatical skills.
This document discusses issues around error correction when teaching English as a second language. It raises questions about what should be corrected (grammar, pronunciation, etc.), how corrections should be done (explicitly, implicitly, etc.), and when during a lesson corrections should occur. The document also notes a discrepancy between what teachers and students prefer - teachers generally favor selective corrections while students would like all mistakes addressed. It argues the goal should be effective communication and corrections should target errors that cause breakdowns in understanding.
This document discusses error correction in language learning. It defines slips, errors, and attempts and discusses sources of errors like L1 interference and developmental errors. It provides questions for teachers to consider when deciding whether and how to correct errors, such as whether the correction will help learning. The document also discusses techniques for correcting errors gently without hindering fluency and gives examples of written feedback methods for different writing tasks. Throughout, it emphasizes the importance of gentle correction and avoiding overcorrection.
The document discusses error detection and correction techniques used in data communication. It describes different types of errors like single bit errors and burst errors. It then explains various error detection techniques like vertical redundancy check (VRC), longitudinal redundancy check (LRC), and cyclic redundancy check (CRC). VRC adds a parity bit, LRC calculates parity bits for each column, and CRC uses a generator polynomial to calculate redundant bits. The document also discusses Hamming code, an error correcting code that uses redundant bits to detect and correct single bit errors.
The document discusses syntax, which are the rules that govern sentence structure in languages. It defines syntax as the mental representation of a speaker's linguistic knowledge about sentence formation. The key components of syntax include parts of speech, phrase structure trees, grammaticality, ambiguity, and the infinite potential for sentence formation through recursive rules.
GROUP03_AMAK:ERROR DETECTION AND CORRECTION PPTKrishbathija
This document discusses error detection and correction techniques. It introduces concepts like redundancy, forward error correction, retransmission, linear block coding, Hamming codes, and cyclic redundancy checks (CRC). Specific error correction codes covered include Hamming codes, which use modulo-2 arithmetic to add redundant bits to detect and correct single bit errors. CRC codes are also discussed, which use cyclic codes and polynomial representations to detect errors by computing a syndrome value. The document provides information on generating and detecting errors for different codes.
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.
The document presents a series of opinion prompts on various topics without providing any additional context or arguments for each topic. The prompts cover issues around public holidays, marriage, social networks, stereotypes about certain groups, jobs, education, sports, entertainment, transportation, food, pets, vacations and laws.
This document discusses using audio tools for language teaching and provides examples of how to use various apps to create audio recordings for describing images, roleplaying, storytelling, interviews, describing places, discussing news, presentations, commenting on videos, class recordings, and pronouncing difficult words. Screenshots and links are provided to apps like Sketchcast, Educreations, Vocaroo, Draw.to, Voicethread, Fotobabble, Voxopop, Audioboo, BBC World News, Present.me, Speakpipe, and recording tools are suggested for sharing on blogs platforms like Tumblr.
This document provides a list of topics to consider when describing a city, including its location, climate, popular sights and architecture, nightlife options, safety level, cleanliness, noise level, transportation methods, cuisine, surrounding area, culture, economy, history, nearby attractions, and things to see and do.
The document discusses various ways to practice speaking online through different apps and platforms. It provides 10 examples of speaking activities including describing images, roleplaying, storytelling, interviews, describing places, talking about news, presentations, commenting on videos, class recordings, and thanks the audience for attending. Each example includes the name of the app or platform used and screenshots of examples.
The document prompts the reader to use their imagination to envision an unknown man's life by considering his possible job, workplace, home, daily routine, happiness levels, and what he carries in his briefcase and bag, without providing any actual details about him.
The document prompts the reader to use their imagination to envision an unknown man's life by considering his possible job, workplace, home, daily routine, happiness levels, and what he carries in his briefcase and bag, without providing any actual details about him.
The document presents 8 brief statements about education policies and asks the reader if they agree with each one. The statements address issues such as school uniforms, teacher experience, single-sex education, exam formats, technology in the classroom, private education, classroom discipline, and the school leaving age.
This document provides an overview of 13 applications that can be used for online speaking activities and asynchronous speaking practice. It discusses tools like Voicethread, Voxopop, Voki, Audioboo and Fotobabble that allow students to record audio and discuss the differences between spontaneous and scripted speech. Examples of potential speaking activities are also provided for each application, such as describing photos, giving opinions in debates, and presenting information. The document explains that online speaking tools can provide benefits like motivating students, enabling self-correction, and developing digital literacy skills.
The document contains 11 student opinions on various aspects of language learning. The students discuss preferences around class activities, responsibilities, feedback, and expectations. Overall, the opinions express a variety of perspectives on the best approaches to learning English.
The document contains 11 student opinions on language learning: 1) prefers speaking/listening in class and reading/writing at home, 2) is afraid of speaking mistakes, 3) thinks student talk is a waste of time, 4) believes grammar is fine but needs more vocabulary, 5) wants entertaining classes with games, 6) wants to use technology like email and blogs, 7) recognizes their own effort is most important, 8) finds reading easy and not very useful, 9) won't talk about uninteresting topics, 10) thinks progress is hard to see, 11) will try to attend all classes but not do work at home.
The document provides an introduction to a study that aims to determine the factors affecting career preferences among senior high school students. It discusses the background and context of the problem, which includes various socioeconomic, political, and financial crises faced by the country. It then states the objectives and scope of the study, which are to identify the key factors influencing students' career choices, such as their socio-demographic characteristics, top three career interests, and preferences related to childhood aspirations, family, peers, values and anticipated challenges. The theoretical framework draws from Donald Super's theory of vocational development and David Tiedeman's self-development approach to career decision-making.
The document discusses different types of error correction for language learners. It defines the differences between mistakes and errors, and describes various methods of correction for speaking, reading, and writing. These include explicit correction, recasts, clarification requests, metalinguistic clues, elicitation, and repetition for speaking. For writing, the document suggests having students self-correct using a correction key. It concludes that errors should not be corrected during communication activities, but structures being practiced should be corrected to help develop grammatical skills.
This document discusses issues around error correction when teaching English as a second language. It raises questions about what should be corrected (grammar, pronunciation, etc.), how corrections should be done (explicitly, implicitly, etc.), and when during a lesson corrections should occur. The document also notes a discrepancy between what teachers and students prefer - teachers generally favor selective corrections while students would like all mistakes addressed. It argues the goal should be effective communication and corrections should target errors that cause breakdowns in understanding.
This document discusses error correction in language learning. It defines slips, errors, and attempts and discusses sources of errors like L1 interference and developmental errors. It provides questions for teachers to consider when deciding whether and how to correct errors, such as whether the correction will help learning. The document also discusses techniques for correcting errors gently without hindering fluency and gives examples of written feedback methods for different writing tasks. Throughout, it emphasizes the importance of gentle correction and avoiding overcorrection.
The document discusses error detection and correction techniques used in data communication. It describes different types of errors like single bit errors and burst errors. It then explains various error detection techniques like vertical redundancy check (VRC), longitudinal redundancy check (LRC), and cyclic redundancy check (CRC). VRC adds a parity bit, LRC calculates parity bits for each column, and CRC uses a generator polynomial to calculate redundant bits. The document also discusses Hamming code, an error correcting code that uses redundant bits to detect and correct single bit errors.
The document discusses syntax, which are the rules that govern sentence structure in languages. It defines syntax as the mental representation of a speaker's linguistic knowledge about sentence formation. The key components of syntax include parts of speech, phrase structure trees, grammaticality, ambiguity, and the infinite potential for sentence formation through recursive rules.
GROUP03_AMAK:ERROR DETECTION AND CORRECTION PPTKrishbathija
This document discusses error detection and correction techniques. It introduces concepts like redundancy, forward error correction, retransmission, linear block coding, Hamming codes, and cyclic redundancy checks (CRC). Specific error correction codes covered include Hamming codes, which use modulo-2 arithmetic to add redundant bits to detect and correct single bit errors. CRC codes are also discussed, which use cyclic codes and polynomial representations to detect errors by computing a syndrome value. The document provides information on generating and detecting errors for different codes.
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.
The document presents a series of opinion prompts on various topics without providing any additional context or arguments for each topic. The prompts cover issues around public holidays, marriage, social networks, stereotypes about certain groups, jobs, education, sports, entertainment, transportation, food, pets, vacations and laws.
This document discusses using audio tools for language teaching and provides examples of how to use various apps to create audio recordings for describing images, roleplaying, storytelling, interviews, describing places, discussing news, presentations, commenting on videos, class recordings, and pronouncing difficult words. Screenshots and links are provided to apps like Sketchcast, Educreations, Vocaroo, Draw.to, Voicethread, Fotobabble, Voxopop, Audioboo, BBC World News, Present.me, Speakpipe, and recording tools are suggested for sharing on blogs platforms like Tumblr.
This document provides a list of topics to consider when describing a city, including its location, climate, popular sights and architecture, nightlife options, safety level, cleanliness, noise level, transportation methods, cuisine, surrounding area, culture, economy, history, nearby attractions, and things to see and do.
The document discusses various ways to practice speaking online through different apps and platforms. It provides 10 examples of speaking activities including describing images, roleplaying, storytelling, interviews, describing places, talking about news, presentations, commenting on videos, class recordings, and thanks the audience for attending. Each example includes the name of the app or platform used and screenshots of examples.
The document prompts the reader to use their imagination to envision an unknown man's life by considering his possible job, workplace, home, daily routine, happiness levels, and what he carries in his briefcase and bag, without providing any actual details about him.
The document prompts the reader to use their imagination to envision an unknown man's life by considering his possible job, workplace, home, daily routine, happiness levels, and what he carries in his briefcase and bag, without providing any actual details about him.
The document presents 8 brief statements about education policies and asks the reader if they agree with each one. The statements address issues such as school uniforms, teacher experience, single-sex education, exam formats, technology in the classroom, private education, classroom discipline, and the school leaving age.
This document provides an overview of 13 applications that can be used for online speaking activities and asynchronous speaking practice. It discusses tools like Voicethread, Voxopop, Voki, Audioboo and Fotobabble that allow students to record audio and discuss the differences between spontaneous and scripted speech. Examples of potential speaking activities are also provided for each application, such as describing photos, giving opinions in debates, and presenting information. The document explains that online speaking tools can provide benefits like motivating students, enabling self-correction, and developing digital literacy skills.
The document contains 11 student opinions on various aspects of language learning. The students discuss preferences around class activities, responsibilities, feedback, and expectations. Overall, the opinions express a variety of perspectives on the best approaches to learning English.
The document contains 11 student opinions on language learning: 1) prefers speaking/listening in class and reading/writing at home, 2) is afraid of speaking mistakes, 3) thinks student talk is a waste of time, 4) believes grammar is fine but needs more vocabulary, 5) wants entertaining classes with games, 6) wants to use technology like email and blogs, 7) recognizes their own effort is most important, 8) finds reading easy and not very useful, 9) won't talk about uninteresting topics, 10) thinks progress is hard to see, 11) will try to attend all classes but not do work at home.
The document discusses ideas for using social networks for language teaching activities. It lists 6 main activities: 1) personalizing a profile page by embedding or linking content, 2) holding forum discussions, 3) forming and participating in groups, 4) uploading photos, documents and embedding videos, 5) commenting on other members' content, and 6) keeping a blog. These activities can be done using the base functionality of social networks or third-party applications.
Understanding of Self - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Procrastination is a common challenge that many individuals face when it comes to completing tasks and achieving goals. It can hinder productivity and lead to feelings of stress and frustration.
However, with the right strategies and mindset, it is possible to overcome procrastination and increase productivity.
In this article, we will explore the causes of procrastination, how to recognize the signs of procrastination in oneself, and effective strategies for overcoming procrastination and boosting productivity.
Aggression - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
As we navigate through the ebbs and flows of life, it is natural to experience moments of low motivation and dwindling passion for our goals.
However, it is important to remember that this is a common hurdle that can be overcome with the right strategies in place.
In this guide, we will explore ways to rekindle the fire within you and stay motivated towards your aspirations.
You may be stressed about revealing your cancer diagnosis to your child or children.
Children love stories and these often provide parents with a means of broaching tricky subjects and so the ‘The Secret Warrior’ book was especially written for CANSA TLC, by creative writer and social worker, Sally Ann Carter.
Find out more:
https://cansa.org.za/resources-to-help-share-a-parent-or-loved-ones-cancer-diagnosis-with-a-child/
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
2. I’m writting to apply the post of
executive director in your
company.
I’m writting to apply the post of
executive director in your
company.
2 mistakes2 mistakes
Ian James 2009 / 01Ian James 2009 / 01
3. I’m writting to apply the post of
executive director in your company
I’m writting to apply the post of
executive director in your company
Ian James 2009 / 01
I’m writing to apply for the post of
executive director in your
company.
I’m writing to apply for the post of
executive director in your
company.
Ian James 2009 / 01
2 mistakes2 mistakes
4. In my opinion is very important to
have car these days.
In my opinion is very important to
have car these days.
Ian James 2009 / 01Ian James 2009 / 01
2 mistakes2 mistakes
5. In my opinion is very important to
have car these days.
In my opinion is very important to
have car these days.
Ian James 2009 / 01
In my opinion it is very important
to have car these days.
In my opinion it is very important
to have car these days.
Ian James 2009 / 01
2 mistakes2 mistakes
6. Most of doctors agree that eat fruit
is very important if you want to
stay healthy.
Most of doctors agree that eat fruit
is very important if you want to
stay healthy.
Ian James 2009 / 01Ian James 2009 / 01
2 mistakes2 mistakes
7. Most of doctors agree that eat fruit
is very important if you want to
stay healthy.
Most of doctors agree that eat fruit
is very important if you want to
stay healthy.
Ian James 2009 / 01
Most doctors agree that eating fruit
is very important if you want to
stay healthy.
Most doctors agree that eating fruit
is very important if you want to
stay healthy.
Ian James 2009 / 01
2 mistakes2 mistakes
8. My brother has a friends that they
own a house in Menorca.
My brother has a friends that they
own a house in Menorca.
Ian James 2009 / 01Ian James 2009 / 01
2 mistakes2 mistakes
9. My brother has a friends that they
own a house in Menorca.
My brother has a friends that they
own a house in Menorca.
Ian James 2009 / 01
My brother has (some) friends
that own a house in Menorca.
My brother has (some) friends
that own a house in Menorca.
Ian James 2009 / 01
2 mistakes2 mistakes
10. My parents are thinking to sell your
house because it’s too much big for
them.
My parents are thinking to sell your
house because it’s too much big for
them.
Ian James 2009 / 01Ian James 2009 / 01
3 mistakes3 mistakes
11. My parents are thinking to sell your
house because it’s too much big for
them.
My parents are thinking to sell your
house because it’s too much big for
them.
Ian James 2009 / 01
My parents are thinking about
selling their house because it’s too
big for them.
My parents are thinking about
selling their house because it’s too
big for them.
Ian James 2009 / 01
3 mistakes3 mistakes
12. In this moment, I’m working like a
secretary in a textile company.
In this moment, I’m working like a
secretary in a textile company.
Ian James 2009 / 01Ian James 2009 / 01
2 mistakes2 mistakes
13. In this moment, I’m working like a
secretary in a textile company.
In this moment, I’m working like a
secretary in a textile company.
Ian James 2009 / 01
At the/this moment, I’m working as
a secretary in a textile company.
At the/this moment, I’m working as
a secretary in a textile company.
Ian James 2009 / 01
2 mistakes2 mistakes
14. We decided stay at home despite it
was a beautiful sunny day.
We decided stay at home despite it
was a beautiful sunny day.
Ian James 2009 / 01Ian James 2009 / 01
2 mistakes2 mistakes
15. We decided stay at home despite it
was a beautiful sunny day.
We decided stay at home despite it
was a beautiful sunny day.
Ian James 2009 / 01
We decided to stay at home
although it was a beautiful sunny
day. (OR despite the fact that ...)
We decided to stay at home
although it was a beautiful sunny
day. (OR despite the fact that ...)
Ian James 2009 / 01
2 mistakes2 mistakes
16. I knew Bob in Madrid about ten
years ago. I like visit him as often
as I can.
I knew Bob in Madrid about ten
years ago. I like visit him as often
as I can.
Ian James 2009 / 01Ian James 2009 / 01
2 mistakes2 mistakes
17. I knew Bob in Madrid about ten
years ago. I like visit him as often
as I can.
I knew Bob in Madrid about ten
years ago. I like visit him as often
as I can.
Ian James 2009 / 01
I met Bob in Madrid about ten
years ago. I like visiting him as
often as I can.
I met Bob in Madrid about ten
years ago. I like visiting him as
often as I can.
Ian James 2009 / 01
2 mistakes2 mistakes
18. He visited our company for to try
and sell us his products.
He visited our company for to try
and sell us his products.
Ian James 2009 / 01Ian James 2009 / 01
1 mistake1 mistake
19. He visited our company for to try
and sell us his products.
He visited our company for to try
and sell us his products.
Ian James 2009 / 01
He visited our company (in order)
to try and sell us his products.
He visited our company (in order)
to try and sell us his products.
Ian James 2009 / 01
1 mistake1 mistake
20. My hobbies include read, play the
guitar and collect stamps.
My hobbies include read, play the
guitar and collect stamps.
Ian James 2009 / 01Ian James 2009 / 01
3 mistakes3 mistakes
21. My hobbies include read, play the
guitar and collect stamps.
My hobbies include read, play the
guitar and collect stamps.
Ian James 2009 / 01
My hobbies include reading,
playing the guitar and collecting
stamps.
My hobbies include reading,
playing the guitar and collecting
stamps.
Ian James 2009 / 01
3 mistakes3 mistakes
22. He ran this morning along the river
slowly.
He ran this morning along the river
slowly.
Ian James 2009 / 01Ian James 2009 / 01
1 mistake1 mistake
23. He ran this morning along the river
slowly.
He ran this morning along the river
slowly.
Ian James 2009 / 01
He ran slowly along the river this
morning.
He ran slowly along the river this
morning.
Ian James 2009 / 01
1 mistake1 mistake