This document provides 50 grammar rules for proper English usage, with explanations and examples for each rule. The rules cover topics such as using pronouns correctly, verb tenses, prepositions, articles, plural vs. singular nouns, comparative structures, and more. For each rule, the document indicates the relevant section in the reference book "Practical English Usage" where more details can be found.
After going through this presentation, you will be able to understand the structure of a paragraph, the purpose of writing a paragraph,the elements of good paragraph, process of paragraph writing.
Teaching argumentative writing can help develop students' critical thinking skills through inferences, arguments, facts and critical analysis. This powerpoint presentation provides: a definition for argumentative writing; examples of everyday arguments; elements of argumentative writing; ideas about how to organise an argumentative essay; practice prompts and much more!
After going through this presentation, you will be able to understand the structure of a paragraph, the purpose of writing a paragraph,the elements of good paragraph, process of paragraph writing.
Teaching argumentative writing can help develop students' critical thinking skills through inferences, arguments, facts and critical analysis. This powerpoint presentation provides: a definition for argumentative writing; examples of everyday arguments; elements of argumentative writing; ideas about how to organise an argumentative essay; practice prompts and much more!
I teach a weekly online class to virtual students in my school, focusing on 5th grade Writing Strategies. This PowerPoint is one of the lessons that I designed for the class. It is aligned to CA standards for fifth grade, and also aligned to the K12 curriculum so that students can get guided instruction on one of their lessons and be able to mark it off at the end.
English is the medium for 80% of the data put away on the planet's PCs. Not just in Internet but also in workplace. Business English Course has become tool of confidence for all business people. https://www.aksent.org.in/courses/business-english/
I teach a weekly online class to virtual students in my school, focusing on 5th grade Writing Strategies. This PowerPoint is one of the lessons that I designed for the class. It is aligned to CA standards for fifth grade, and also aligned to the K12 curriculum so that students can get guided instruction on one of their lessons and be able to mark it off at the end.
English is the medium for 80% of the data put away on the planet's PCs. Not just in Internet but also in workplace. Business English Course has become tool of confidence for all business people. https://www.aksent.org.in/courses/business-english/
Engaging Students Through Game-Based LearningDerrick Picard
Presented at the College Personnel Association of Kentucky annual conference; this presentation was designed to introduce game-based learning to Student Affairs professionals. This was done by defining game-based learning, explaining its core concepts, and providing relevant examples. Session attendees were also given the opportunity to play a game designed by Brittini and I to educate students about financial literacy concepts.
Teacher version: A, An, The, or Nothing, Lesson 8 of Misused and Misunderstoo...Michele Snider
Teacher version of A, An, The or Nothing. This lesson is designed to teach intermediate to advanced English Language Learners when and how to use the articles a, an, and the. and when NOT to use them.This is the eighth and final lesson of the SkimaTalk course Misused and Misunderstood Words. It includes a course review. Written by Michele W. Snider, SkimaTalk teacher and author of My Virtual English dot com.
Teacher version: Look, Watch, See, Lesson 1 of Misused and Misunderstood Words Michele Snider
Teacher version of Look, Watch See. This lesson is designed to teach intermediate to advanced English Language Learners to differentiate the uses of look, watch, and see.This is the first lesson of the SkimaTalk course Misused and Misunderstood Words. Written by Michele W. Snider, SkimaTalk teacher and author of My Virtual English dot com.
Especially Strange (use the word especially without sounding strange), Lesson...Michele Snider
An explanation for intermediate to advanced English language learners explaining the word especially, specifically, and specially. This is the fifth lesson of the SkimaTalk course Misused and Misunderstood Words written by Michele W. Snider, SkimaTalk teacher and author of My Virtual English blog.
It is good grammar and it is important who learning and we want to know English and good writing, good speaking and listening and this grammar is really advantage for learner
please let see grammar.
Kenalan sama digital scrapbook by @HaloScrappyAlissa Fatma
Materi Sharing "Kenalan Sama Digital Scrapbook" di twitter @HaloScrappy
Minggu, 17 November 2013
Silahkan didownload untuk kenalan langsung sama Digital Scrapbook. Semoga bermanfaat!
Thank you!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Sue needs her own room.
(NOT Sue needs an own room.)
I’d like a phone line of my own.
(NOT … an own phone line.)
Don’t use an with own.
{For more details, see Practical English Usage 3rd Edition section 405}
1
3. She’s German – or rather, Austrian.
(NOT She’s German – or better, Austrian.)
I’ll see you on Friday – or rather, Saturday.
Use or rather to correct yourself
{For more details, see Practical English Usage 3rd Edition section 157}
2
4. I play tennis every Saturday.
(NOT I am playing tennis every Saturday.)
It usually rains a lot in November.
Use the simple present – play(s), rain(s) etc
– to talk about habits and repeated actions
{For more details, see Practical English Usage 3rd Edition sections 461–4}
3
5. I’ll cook you supper this evening.
(NOT I cook you supper this evening.)
I promise I’ll phone you tomorrow.
(NOT I promise I phone you tomorrow.)
Use will …, not the present, for
offers and promises
{For more details, see Practical English Usage 3rd Edition section 217}
4
6. I don’t like to be shouted at.
(NOT I don’t like to be shouted.)
This needs to be thought about some more.
(NOT This needs to be thought some more.)
Don’t drop prepositions with
passive verbs
{For more details, see Practical English Usage 3rd Edition page section 416}
5
7. It’s time you went home.
(NOT It’s time you go home.)
It’s time we invited Bill and Sonia.
(NOT It’s time we invite Bill and Sonia.)
Don’t use a present tense
after It’s time
{For more details, see Practical English Usage 3rd Edition section 306}
6
8. I was born in 1975.
(NOT I am born in 1975.)
Shakespeare was born in 1564.
Use was/were born to give
dates of birth
{For more details, see Practical English Usage 3rd Edition section 108}
7
9. The police are looking for him.
(NOT The police is looking for him.)
I called the police, but they were
too busy to come.
Police is a plural noun
{For more details, see Practical English Usage 3rd Edition section 524}
8
10. Books are expensive.
(NOT The books are expensive.)
I love music.
(NOT I love the music.)
Don't use the to talk about
things in general
{For more details, see Practical English Usage 3rd Edition section 68}
9
11. 10
I think you’d better see the doctor.
(NOT I think you have better see the doctor.)
We’d better ask John to help us.
Use had better, not have better
{For more details, see Practical English Usage 3rd Edition section 230}
12. {For more details, see Practical English Usage 3rd Edition sections 461–4}
Use the present
progressive to talk
about things that
are continuing at
the time of
speaking.
I’m playing very badly
today.
(NOT I play very badly
today.)
Look! It's raining!
(NOT Look! It rains!)
11
13. {For more details, see Practical English Usage 3rd Edition section 208}
Use for with a
period of time.
Use since with the
beginning of the
period
12
for the last two hours = since 9 o'clock
for three days = since Monday
for five years = since I left school
I’ve been learning English for five years.
(NOT I’ve been learning English
since three years.)
We’ve been waiting for Agnes,
since eight o’clock.
14. Don't separate
the verb from
the object.
13
She speaks English very well.
(NOT She speaks very well
English.)
Andy likes skiing very much.
(NOT Andy likes very much
skiing.)
{For more details, see Practical English Usage 3rd Edition section 611}
15. Don't use the
present perfect
- have/has seen, have/has gone, etc
with words that
name a finished
time.
14
{For more details, see Practical English Usage 3rd Edition section 456}
I saw him yesterday.
(NOT I have seen him
yesterday.)
They went to Greece
last summer.
(NOT They have gone …
last summer.)
16. English
(the language)
normally has no
article.
15
{For more details, see Practical English Usage 3rd Edition section 149}
You speak very good English.
(NOT You speak
a very good English.)
17. After
look forward to,
we use -ing,
not an infinitive.
16
{For more details, see Practical English Usage 3rd Edition section 298}
I look forward to seeing you.
(NOT I look forward
to see you.)
We’re looking forward to
going on holiday.
(NOT … to go on holiday.)
18. Can you give me some information?
(NOT Can you give me an
information?)
I got a lot of information from the
Internet.
(NOT I got a lot of informations from
the Internet.)
Information
is an uncountable
noun.
17
{For more details, see Practical English Usage 3rd Edition section 148}
19. I drove there without stopping.
(NOT I drove there without to
stop.)
Wash your hands before eating.
(NOT Wash your hands before
to eat.)
Use -ing forms
after prepositions.
18
{For more details, see Practical English Usage 3rd Edition section 298}
20. Come here and look at this
paper.
(NOT Come here and look at
that paper.)
Use this, not that,
for things that are
close.
19
{For more details, see Practical English Usage 3rd Edition section 148}
21. We waited one and a half hours.
(NOT We waited one and a half
hour.)
A mile is about one and a half
kilometres.
(NOT A mile is about one and a
half kilometre.)
Use a plural noun
after one and a
half.
20
{For more details, see Practical English Usage 3rd Edition section 231}
22. Use the present perfect, not the present, to say how long
things have been going on.
{For more details, see Practical English Usage 3rd Edition section 460}
I've been waiting since 10 o'clock.
(NOT I'm waiting since 10 o'clock.)
We've lived here for nine years.
(NOT We live here for nine years.)
21
23. The majority is normally plural.
Some people are interested, but the majority don’t care.
(NOT ... but the majority doesn't care.)
The majority of these people are very poor.
(NOT The majority of these people is very poor.)
22
{For more details, see Practical English Usage 3rd Edition section 526}
24. Use too much/many before (adjective +) noun; use
too before an adjective with no noun.
There's too much noise.
I bought too much red paint.
Those shoes are too expensive.
(NOT Those shoes are too much expensive.)
23
{For more details, see Practical English Usage 3rd Edition section 595}
25. Use that, not what, after all.
I've told you all that I know.
(NOT I've told you all what I know.)
He gave her all that he had.
24
{For more details, see Practical English Usage 3rd Edition section 494}
26. Don't say according to me to give your opinion.
I think it's a good film.
(NOT According to me, it's a good film.)
In my opinion, you're making a serious mistake.
(NOT According to me, you're making a serious
mistake.)
25
{For more details, see Practical English Usage 3rd Edition section 8}
27. Don't ask about possibilities with May you ..? etc.
Do you think you'll go camping this summer?
(NOT May you go camping this summer?)
Is Joan likely to be here tomorrow?
(NOT May Joan be here tomorrow?)
26
{For more details, see Practical English Usage 3rd Edition section 339}
28. Use who, not which, for people in relative structures.
The woman who lives upstairs is from Thailand.
(NOT The woman which lives upstairs is from
Thailand.)
I don't like people who shout all the time.
(NOT I don't like people which shout all the time.)
27
{For more details, see Practical English Usage 3rd Edition section 494}
29. Use for, not during, to say `how long'.
We waited for six hours.
(NOT We waited during six hours.)
He was ill for three weeks.
(NOT He was ill during three weeks.)
28
{For more details, see Practical English Usage 3rd Edition section 167}
30. Use to ..., not for ..., to say why you do something.
I came here to study English.
(NOT I came here for study English.)
She telephoned me to explain the problem.
(NOT She telephoned me for explain the problem.)
29
{For more details, see Practical English Usage 3rd Edition section 289}
31. Use reflexives (myself etc) when the object is the
same as the subject.
I looked at myself in the mirror.
(NOT I looked at me in the mirror.)
Why are you talking to yourself?
(NOT Why are you talking to you?)
30
{For more details, see Practical English Usage 3rd Edition section 493}
32. Use a present tense to talk about the future
after when, until, as soon as, after, before, etc.
I’ll phone you when I arrive.
(NOT I’ll phone you when I will arrive.)
Let’s wait until it gets dark.
(NOT Let’s wait until it will get dark.)
We’ll start as soon as Mary arrives.
(NOT We’ll start as soon as Mary will arrive.)
{For more details, see Practical English Usage 3rd Edition section 202}
31
33. Before most abstract nouns, we use great,
not big.
I have great respect for her ideas.
(NOT I have big respect for her ideas.)
We had great difficulty in understanding him.
(NOT We had big difficulty in understanding him.)
32
{For more details, see Practical English Usage 3rd Edition section 106}
34. Don’t use the with a superlative when you
are not comparing one person or thing with
another.
Compare:
She’s the nicest of the three teachers.
She’s nicest when she’s working with small children.
This is the best wine I’ve got.
This wine is best when it’s three or four years old.
33
{For more details, see Practical English Usage 3rd Edition section 141}
35. Put enough after, not before,
adjectives.
This soup isn’t hot enough.
(NOT This soup isn’t enough hot.)
She’s old enough to walk to school by herself.
34
{For more details, see Practical English Usage 3rd Edition section 187}
36. Don’t use a structure with that …
after want or would like.
My parents want me to go to university.
(NOT My parents want that I go to university.)
I’d like everybody to leave.
(NOT I’d like that everybody leaves.)
35
{For more details, see Practical English Usage 3rd Edition section 283}
37. After link verbs like be, seem, feel, look,
smell, sound, taste,
we use adjectives, not adverbs.
I feel happy today.
(NOT I feel happily today.)
This soup tastes strange.
(NOT This soup tastes strangely.)
36
{For more details, see Practical English Usage 3rd Edition section 328}
38. Use than after comparatives.
My mother is three years older than my father.
(NOT My mother is three years older that/as my father.)
Petrol is more expensive than diesel.
37
{For more details, see Practical English Usage 3rd Edition section 139}
39. In questions, put the subject immediately
after the auxiliary verb.
Where are the President and his family staying
(NOT Where are staying the President and his family?)
Have all the guests arrived?
(NOT Have arrived all the guests?)
38
{For more details, see Practical English Usage 3rd Edition section 480}
40. Used to has no present.
I play tennis at weekends.
(NOT I use to play tennis at weekends.)
Where do you usually have lunch?
(NOT Where do you use to have lunch?)
39
{For more details, see Practical English Usage 3rd Edition section 604}
41. Use through, not along, for
periods of time.
All through the centuries, there have been wars.
(NOT All along the centuries, there have been wars.)
40
{For more details, see Practical English Usage 3rd Edition section 45}
42. 41
Use can’t, not mustn’t,
to say that something is logically impossible.
It can’t be the postman at the door. It’s only 7 o’clock.
(NOT It mustn’t be the postman at the door. It’s only 7 o’clock.)
If A is bigger than B, and B is bigger than C, then C can’t be
bigger than A.
(NOT … then C mustn’t be bigger than A.)
{For more details, see Practical English Usage 3rd Edition section 359}
43. This is the first time I’ve been here.
(NOT This is the first time I’m here.)
This is the fifth cup of coffee I’ve drunk today.
(NOT This is the fifth cup of coffee I drink today.)
42
Use the present perfect with This is the first time … etc.
{For more details, see Practical English Usage 3rd Edition section 591}
44. 43
Use be, not have, to give people’s ages.
My sister is 15 (years old).
(NOT My sister has 15 years.)
{For more details, see Practical English Usage 3rd Edition section 32}
45. Switzerland is between France, Austria, Germany and Italy.
(NOT Switzerland is among France, Austria, Germany and
Italy.)
The bottle rolled between the wheels of the car.
44
Use between, not among, to talk about position in
relation to several clearly separate people or things.
{For more details, see Practical English Usage 3rd Edition section 105}
46. My cousin works for NATO.
(NOT My cousin works for the NATO.)
The money was given by UNESCO.
(NOT … by the UNESCO.)
45
We don’t normally use the before abbreviations that are
pronounced like words (‘acronyms’).
{For more details, see Practical English Usage 3rd Edition section 2}
47. 46
Everybody is a singular word.
Everybody was late.
(NOT Everybody were late.)
Is everybody ready?
(NOT Are everybody ready?)
{For more details, see Practical English Usage 3rd Edition section 548}
48. 47
Use any, not some, in negative sentences.
She hasn’t got any money.
(NOT She hasn’t got some money.)
I didn’t see anybody.
(NOT I didn’t see somebody.)
{For more details, see Practical English Usage 3rd Edition section 547}
49. I’m interested in history.
(NOT I’m interesting in history.)
History is interesting.
I’m bored in the maths lessons.
(NOT I’m boring in the maths lessons.)
I think maths is boring.
48
Use interested for feelings; use interesting for the things that interest
people. The same goes for bored/boring, excited/exciting etc.
{For more details, see Practical English Usage 3rd Edition section 409}
50. 49
Use by, not until/till, to mean ‘not later than’.
Can you mend this by Tuesday?
(NOT Can you mend this until Tuesday?)
I’ll finish the book by tonight.
(NOT I’ll finish the book till tonight.)
{For more details, see Practical English Usage 3rd Edition section 602}
51. 50
Use like, not as, to give examples.
I prefer warm countries, like Spain.
(NOT I prefer warm countries, as Spain.)
I eat a lot of meat, like beef or lamb.
{For more details, see Practical English Usage 3rd Edition section 326}