The document discusses countable and uncountable nouns and how they are used with quantifiers. [1] Countable nouns can be singular or plural and take quantifiers like "a/an", numbers, and expressions like "many", while uncountable nouns do not pluralize and take quantifiers like "much" and "a little". [2] Common quantifiers for countable nouns include "many, a few, some, a lot", and for uncountable nouns include "much, a little, some, a lot". [3] The quantifier "any" is used in yes/no questions and negative statements to indicate a quantity of zero.
This document discusses melody and how to write one. It defines melody as a series of single tones that form a recognizable whole. It notes that melodies are easy to recognize on their own or when combined with other elements. It then explains that modes were used as templates for writing chants and discusses the different church modes (Ionian, Dorian, etc.), providing examples of songs that use each mode. The document encourages practicing composing melodies using the modes as templates.
This document discusses muscular strength and muscular endurance. It defines muscular strength as the ability to lift or push heavy objects and muscular endurance as the ability to lift or push lighter objects repeatedly or for longer periods of time. Examples of exercises that build muscular strength and endurance are provided, like jumping jacks, tug-of-war, curl ups, and pushing heavy objects. The importance of developing strength and endurance in the muscles is discussed to prepare the body for tasks requiring power.
The document discusses the differences between using "live in", "live on", and "live at" when answering questions about where someone lives. "Live in" is used to indicate a city, province, village or country. "Live on" is used to specify a street, road or avenue. "Live at" provides a full address. Several examples are given for each case. A short exercise at the end tests using the correct term - "in", "on" or "at" - to complete sentences about where different people live.
Singular and Plural Form of Regular and Irregular NounsJohdener14
Singular nouns refer to one person, thing, animal, place or event, while plural nouns refer to more than one. There are five rules for making nouns plural in English: 1) add -s for regular nouns, 2) add -es for nouns ending in s, sh, ch, or x, 3) change -y to -i and add -es for nouns ending in -y, 4) change -f to -v and add -es for nouns ending in -f or -fe, and 5) some irregular nouns like child, mouse and goose undergo spelling changes to become plural.
The document discusses the pulse and beat in music. The pulse can be felt through body movements like clapping and tapping, and is shown in musical notation. Silence, or rest, is the absence of sound but still has a beat that is indicated by hand signals and musical symbols. Rests are a silent beat in the music.
This document discusses melody and how to write one. It defines melody as a series of single tones that form a recognizable whole. It notes that melodies are easy to recognize on their own or when combined with other elements. It then explains that modes were used as templates for writing chants and discusses the different church modes (Ionian, Dorian, etc.), providing examples of songs that use each mode. The document encourages practicing composing melodies using the modes as templates.
This document discusses muscular strength and muscular endurance. It defines muscular strength as the ability to lift or push heavy objects and muscular endurance as the ability to lift or push lighter objects repeatedly or for longer periods of time. Examples of exercises that build muscular strength and endurance are provided, like jumping jacks, tug-of-war, curl ups, and pushing heavy objects. The importance of developing strength and endurance in the muscles is discussed to prepare the body for tasks requiring power.
The document discusses the differences between using "live in", "live on", and "live at" when answering questions about where someone lives. "Live in" is used to indicate a city, province, village or country. "Live on" is used to specify a street, road or avenue. "Live at" provides a full address. Several examples are given for each case. A short exercise at the end tests using the correct term - "in", "on" or "at" - to complete sentences about where different people live.
Singular and Plural Form of Regular and Irregular NounsJohdener14
Singular nouns refer to one person, thing, animal, place or event, while plural nouns refer to more than one. There are five rules for making nouns plural in English: 1) add -s for regular nouns, 2) add -es for nouns ending in s, sh, ch, or x, 3) change -y to -i and add -es for nouns ending in -y, 4) change -f to -v and add -es for nouns ending in -f or -fe, and 5) some irregular nouns like child, mouse and goose undergo spelling changes to become plural.
The document discusses the pulse and beat in music. The pulse can be felt through body movements like clapping and tapping, and is shown in musical notation. Silence, or rest, is the absence of sound but still has a beat that is indicated by hand signals and musical symbols. Rests are a silent beat in the music.
This document provides a lesson on forming plural nouns in English. It explains that plural nouns name more than one person, place or thing, and that most singular nouns become plural by adding an 's'. For nouns ending in 'sh', 'ch', 'x', 'z', and 's', an 'es' is added instead to form the plural. It then lists 16 singular nouns and asks the student to write the plural form of each.
Here are the items I plan to buy with adjectives in series:
- Three colorful patterned shirts
- One large comfortable sofa
- Two small electric table fans
- Four delicious chocolate cakes
- Five interesting story books
This document provides matching word pairs in Tagalog. The first words listed are "love", "level", "glass", and "ball" and their matching second words are "chain", "chain", "step", and "red" respectively, forming pairs that rhyme or are similar sounding in Tagalog.
This document contains a learner's material on health and injury prevention from the Department of Education of the Philippines. It includes 8 lessons on topics like road safety, crossing the street safely, safety in vehicles, and natural hazards. The material was collaboratively developed by educators and is meant to teach young children how to avoid accidents and ensure their safety.
This document contains information about the content standards, performance standards, most essential learning competencies, and duration for the science subject in grades 5 and 6.
For grade 5 science, the four quarters cover topics like properties of materials, human and animal reproduction, motion and forces, and weather and the earth's surface. The duration is usually 1-2 weeks per competency.
For grade 6 science, the first quarter focuses on mixtures and separation techniques. The second quarter examines the major human organ systems and how they work together. Most competencies are taught over 1-3 weeks.
The document is a worksheet that provides directions asking the student to identify whether given nouns are mass nouns or count nouns. It lists 10 nouns - books, flowers, coffee, grass, slippers, months, flour, houses, air, and towels - and asks the student to write "MN" for mass noun or "CN" for count noun next to each one.
This document discusses countable and uncountable nouns in English. It explains that countable nouns can be singular or plural, while uncountable nouns cannot be counted or made plural. Some nouns can be used as either countable or uncountable depending on their meaning. Quantifiers like "a/an", "some", "any" are used differently with countable and uncountable nouns. Questions using "how much" and "how many" also depend on this distinction. Examples are provided to illustrate countable vs uncountable usage. Containers and quantities are listed for common uncountable nouns.
This document discusses countable and uncountable nouns in English. It explains that countable nouns can be singular or plural, while uncountable nouns cannot be counted or made plural. Some nouns can be used as either countable or uncountable depending on their meaning. Quantifiers like "a/an", "some", "any" are used differently with countable and uncountable nouns. Examples are provided to illustrate countable vs. uncountable usage. Common containers for uncountable nouns like foods are also listed.
This document provides a lesson on forming plural nouns in English. It explains that plural nouns name more than one person, place or thing, and that most singular nouns become plural by adding an 's'. For nouns ending in 'sh', 'ch', 'x', 'z', and 's', an 'es' is added instead to form the plural. It then lists 16 singular nouns and asks the student to write the plural form of each.
Here are the items I plan to buy with adjectives in series:
- Three colorful patterned shirts
- One large comfortable sofa
- Two small electric table fans
- Four delicious chocolate cakes
- Five interesting story books
This document provides matching word pairs in Tagalog. The first words listed are "love", "level", "glass", and "ball" and their matching second words are "chain", "chain", "step", and "red" respectively, forming pairs that rhyme or are similar sounding in Tagalog.
This document contains a learner's material on health and injury prevention from the Department of Education of the Philippines. It includes 8 lessons on topics like road safety, crossing the street safely, safety in vehicles, and natural hazards. The material was collaboratively developed by educators and is meant to teach young children how to avoid accidents and ensure their safety.
This document contains information about the content standards, performance standards, most essential learning competencies, and duration for the science subject in grades 5 and 6.
For grade 5 science, the four quarters cover topics like properties of materials, human and animal reproduction, motion and forces, and weather and the earth's surface. The duration is usually 1-2 weeks per competency.
For grade 6 science, the first quarter focuses on mixtures and separation techniques. The second quarter examines the major human organ systems and how they work together. Most competencies are taught over 1-3 weeks.
The document is a worksheet that provides directions asking the student to identify whether given nouns are mass nouns or count nouns. It lists 10 nouns - books, flowers, coffee, grass, slippers, months, flour, houses, air, and towels - and asks the student to write "MN" for mass noun or "CN" for count noun next to each one.
This document discusses countable and uncountable nouns in English. It explains that countable nouns can be singular or plural, while uncountable nouns cannot be counted or made plural. Some nouns can be used as either countable or uncountable depending on their meaning. Quantifiers like "a/an", "some", "any" are used differently with countable and uncountable nouns. Questions using "how much" and "how many" also depend on this distinction. Examples are provided to illustrate countable vs uncountable usage. Containers and quantities are listed for common uncountable nouns.
This document discusses countable and uncountable nouns in English. It explains that countable nouns can be singular or plural, while uncountable nouns cannot be counted or made plural. Some nouns can be used as either countable or uncountable depending on their meaning. Quantifiers like "a/an", "some", "any" are used differently with countable and uncountable nouns. Examples are provided to illustrate countable vs. uncountable usage. Common containers for uncountable nouns like foods are also listed.
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
This document discusses countable and uncountable nouns. It explains that countable nouns can be counted and have both a singular and plural form, while uncountable nouns only have one form since they cannot be counted. It provides examples of countable nouns referring to people, animals, fruits/vegetables, and places. Uncountable nouns refer to substances, feelings, actions, and abstract ideas. The document also discusses the different quantifiers used with countable and uncountable nouns such as "a few", "a little", "some", "any", "much", and "many". It provides exercises for learners to practice using these quantifiers correctly.
The document discusses the proper usage of indefinite pronouns such as "a/an", "some", "any", "much", "many", and "a lot/lots of" with countable and uncountable nouns. It provides examples of their use in positive and negative sentences as well as questions. The document also addresses how "some" can be used to make offers or requests when referring to uncountable nouns or plural countable nouns.
This document summarizes the differences between countable and uncountable nouns in English. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of common countable and uncountable nouns. The document also discusses how to use "is/are some" and "isn't/aren't any" correctly depending on whether the noun is countable or uncountable. Finally, it presents different expressions of quantity and whether they are used with countable or uncountable nouns.
The document discusses countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns are always singular. Examples are given of countable nouns like "apple" and uncountable nouns like "sugar". The document also covers quantifiers like "some", "any", "much", "many", "a lot", "a little", and "a few" and how they are used with countable and uncountable nouns.
Courhevel is one of France’s most famous ski destinations. Many famous people spend their holidays there every year. There aren’t many ski resorts as nice as Courchevel. It has a lot of great restaurants, beautiful hotels and expensive shops. But don’t worry if you don’t have much money. There are a lot of cheap places to stay and eat for people who are on a budget. Everyone loves Courchevel. Why not come and see why!
The document discusses the use of quantifiers such as "a lot of", "much", "many", "a few", and "a little" in the English language. It provides examples of how these quantifiers can be used with countable and uncountable nouns. For countable nouns, "a few" and "many" are used, while for uncountable nouns, "much" and "a little" are used. It also discusses the differences between "a few" and "a little", explaining that "a few" means a small number of countable things, while "a little" means a small amount of something uncountable.
The document discusses the proper usage of quantifiers like "a/an", "some", "any", "much", "many", "a lot/lots of" with countable and uncountable nouns. It explains that "a/an" is used with singular countable nouns, "some" is used with plural countable and uncountable nouns in positive sentences and questions, and "any" is used in questions and negatives. It also discusses the differences between "much" which is used with uncountable nouns and "many" which is used with plural countable nouns. Examples are provided to illustrate the correct usage of these quantifiers.
This document discusses countable and uncountable nouns in English. It provides examples of countable nouns that can take singular and plural forms, as well as lists of uncountable nouns which only have one form. It also discusses quantifiers like 'some', 'any', 'much', and 'many' that are used with countable and uncountable nouns. Finally, it presents exercises for learners to practice using countable and uncountable nouns correctly.
1. The document discusses countable and uncountable nouns. Countable nouns can be singular or plural and refer to things that can be counted. Uncountable nouns only have one form and refer to materials or abstract concepts that cannot be counted.
2. Examples are provided of countable nouns like "apple" and uncountable nouns like "milk". Rules are explained for making countable nouns plural. Quantifiers like "some", "any", "much", and "many" are also discussed in relation to countable and uncountable nouns.
3. Exercises are provided to practice using countable and uncountable nouns correctly and with appropriate quantifiers.
The document discusses countable and uncountable nouns. It provides examples of countable nouns that can be singular or plural, as well as irregular plural forms. Uncountable nouns are defined as things that cannot be counted and only have one form. The document also explains when to use some, any, no, and a lot of in sentences.
The document discusses different types of quantifiers in English including: much/many, some/any, a little/a few/a lot of. It provides examples of how each quantifier is used with countable and uncountable nouns. There are also exercises for learners to practice using quantifiers like some or any, much or many, and a little, a few, or a lot of. Finally, the document covers articles like a, an, the and situations that take or don't take articles.
The document discusses different quantifiers in English including: much/many, some/any, a little/a few/a lot of. It provides examples of how to use each quantifier with countable or uncountable nouns. It also discusses the use of articles a, an, the and zero article in English. Exercises are included for practice using the different quantifiers.
Countable and Uncountable Nouns in English Grammar
For video lesson please click the link below
https://youtu.be/HVUzmIWCI2Q
Prajnaparamita Bhowmik
Email - prajnabhowmik@gmail.com
In this video, I have discussed the definition and difference between countable and uncountable nouns, rules and exceptions with lots of examples. There are some exercises at the end of the video.
For types of noun or classification of noun in English grammar please click the link below,
https://youtu.be/4F8nUNcGooc
For parts of speech in English grammar please click the link below,
https://youtu.be/10Smya65uQI
For pronoun in English grammar please click the link below,
https://youtu.be/F83hNk9-zY8
For all the sentences related video, please click the link below,
https://www.youtube.com/playlist?list=PL8-qDf33uOjBbanTtTCN_bfQR6xAIQw2y
For articles lesson, please click the link below
https://youtu.be/rmTTH-2ONEw
For tenses please click the link below,
https://www.youtube.com/playlist?list=PL8-qDf33uOjDUk6FvsvhuAoGPik9qgOOs
For article please click the link below,
https://youtu.be/rmTTH-2ONEw
For voice change video, please clicl the link below,
https://youtu.be/-tPZUxvtmks
For narration change that is direct and indirect speech please click the link below,
https://youtu.be/dzIyk4GsEMs
Countable and uncountable nouns personal care products- basic iii (1)Paola Forero Salamanca
Here are the matches between the phrases in the two columns:
Too low Not high enough
Too warm Not cool enough
Too far Not close enough
Too short Not long enough
Too stupid Not intelligent enough
Too narrow Not wide enough
Too small Not big enough
Too cowardly Not brave enough
Too sad Not happy enough
Too boring Not interesting enough
Too slow Not fast enough
Too young Not old enough
Too expensive Not cheap enough
Too dark Not light enough
This document discusses the use of quantifiers in English to express indefinite quantities. It explains that some is used in affirmative sentences and questions that encourage a positive response, while any is used in negative and interrogative sentences. Much and many are mostly used in questions and negatives, with much used for uncountable nouns and many for plural countable nouns. In affirmative sentences, a lot, lots, and plenty are used rather than much and many. The document provides examples of different quantifiers used in various grammatical structures and contexts.
This document discusses nouns and determiners. It explains that nouns can be countable or uncountable. Countable nouns can be singular or plural, while uncountable nouns only have one form. It also discusses the different types of determiners including articles, demonstratives, possessives, quantifiers and how they are used with nouns. Determiners modify nouns and indicate reference. The document provides examples of countable and uncountable nouns as well as the different types of determiners and their usage.
This document discusses the use of prepositions of time in English. It explains that "in" is used for parts of the day, months of the year, and years. "On" is used for days of the week and days of the week combined with parts of the day. "At" is used for specific dates, times using hours, and specific cases like weekends, Christmas, or nighttime. Examples are provided to illustrate the proper use of each preposition of time.
Una breve presentación sobre las generalidades del sistema verbal del español. En esencia, los modos verbales y los principales tiempos; su forma y su función.
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Aspectos Gramaticales Esenciales en un programa básico de ELE - Parte 2 -Mauricio Buitrago
Este documento presenta diferentes aspectos morfosintácticos esenciales en un programa de enseñanza del español como lengua extranjera. Explica la diferencia entre el uso de "ser" y "estar", las categorías gramaticales básicas como sustantivos, adjetivos y verbos, y diferentes tipos de comparaciones como igualdad, desigualdad, comparativos irregulares y el superlativo.
Aspectos Gramaticales Esenciales en un programa de ELE - Parte 1Mauricio Buitrago
Este documento presenta cinco aspectos morfosintácticos esenciales en un programa de enseñanza de español como lengua extranjera: 1) los pronombres personales de sujeto, incluyendo variaciones de género y el uso de "vos"; 2) la diferencia entre los verbos "ser" y "estar"; 3) la diferencia entre los verbos "haber" y "tener"; 4) el uso impersonal de "haber" como "hay"; 5) la formación del plural en español.
Este documento resume los conceptos clave de fonética y fonología en inglés. Explica que la fonética estudia los sonidos del habla, mientras que la fonología estudia los fonemas y el sistema fonológico de una lengua. Luego lista y describe los fonemas vocálicos y consonánticos del inglés, así como las clasificaciones de los sonidos consonánticos según su sonoridad, punto de articulación, resonador supralaringeo y modo de articulación.
This document discusses the key differences between approaches, methods, techniques, and procedures in language teaching. An approach refers to broad theories about language and learning, while a method is the practical implementation of an approach through a system of teaching. Techniques are specific classroom strategies, and procedures are ordered sequences of techniques. Some techniques can be used across methods, but they should align with the overall approach. Categorizing language teaching approaches can sometimes be challenging when elements are borrowed from multiple sources.
Regular verbs are formed by adding "-ed" in the simple past tense. Irregular verbs do not follow a set pattern and must be memorized. For both regular and irregular verbs, the affirmative form is the same across subjects. The negative is formed with "did not/didn't" and the base verb form, while questions use "did" and the subject before the base verb form. Short answers to questions are "yes/no" followed by the appropriate form of "did".
This document discusses the present continuous tense in English grammar. It covers the basic rules for forming verbs in the "-ing" form to express actions happening now or around now. It also looks at interrogative forms, such as questions, and short answers for the present continuous tense.
The document discusses the imperative form for giving commands and instructions. It notes that the imperative uses the base form of the verb and can be made negative with "don't." The imperative with "let's" is used to give commands or suggestions that include the speaker. It provides examples like "Don't eat in the classroom!" and "Let's go to the cinema."
The document discusses the imperative form for giving commands in English. The imperative uses the base form of the verb. Affirmative commands do not use a subject, while negative commands use "don't". The imperative with "let's" is used to give commands or suggestions that include the speaker. It follows the same structure as the regular imperative, using the base form for affirmatives and "let's not" for negatives.
Overview on Psycholinguistics: Universidad Santo TomásMauricio Buitrago
This document summarizes key topics related to first (L1) and second (L2) language acquisition. It discusses:
1) The brain areas involved in language processing like Broca's and Wernicke's areas.
2) Children acquire their L1 through innate language abilities and interaction, while adults learn L2 through conscious study relying more on explicit memory.
3) Being bilingual has many definitions but involves proficiency in two languages to varying degrees, and has cognitive advantages over monolingualism.
Overview on Psycholinguistics: Universidad Santo Tomás
Nouns and quantifiers
1. NOUNS AND QUANTIFIERS
Before starting to work on quantifiers we must have clear the difference between countable and
uncountable nouns.
A. COUNTABLE NOUNS:
As their name indicates, these are nouns that YOU CAN COUNT (1,2,3…).
1. They can be used in singular form:
I have a sister who lives in Canada.
There’s a car in the middle of the park.
Mark needs an umbrella urgently, it’s raining very hard and he must go now.
I ate an apple for breakfast.
IMPORTANT NOTE 1: As you can see, we use the undetermined article a / an to refer to
countable nouns in singular form: a sister, a car, an umbrella, an apple…
2. Countable nouns can be used in plural form too:
John has three sisters, the youngest one is still at primary school.
Japan exported more than 2.000.000 cars last year.
There are many umbrellas in the “lost and found” section of my company.
I found a few apples in the refrigerator.
Some students didn’t go to class yesterday.
IMPORTANT NOTE 2: As you noticed, when we refer to countable nouns in plural form we MUST
use the __S as an indicator of plurality. In addition, before the noun we can specify the number of
elements we are referring to (three, 2.000.000, fourteen, 7…), or we can use some specific
expressions of quantity such as many and a few, which we will explain more in detail later on.
2. B. UNCOUNTABLE NOUNS
Opposite to countable nouns, YOU CANNOT COUNT uncountable nouns. Take into account
the following tips:
* To have clear if a noun is uncountable (or countable), take into account the element, the
material, the mass, the product; not the recipient, the packing or the weight. For example:
Water: It is an uncountable noun. You CAN’T COUNT WATER, or any liquid, you count “bottles
of water”, “glasses of water” or “liters of water”, but you SHOULDN’T SAY one water, two
waters, three waters etc… So, you can count the recipient, but not the content.
* Some categories of uncountable nouns:
Liquids: water, oil, wine, soda, beer, sweat, blood, coffee, tea...
Some food: bread, cheese, garlic, shrimp, ice cream, butter, lettuce, spinach…
Small particles: rice, sugar, salt, sand, flour…
Meat: chicken, fish, lamb, beef… (meat, not the animals, the animals are countable).
Gases: oxygen, air, carbon dioxide, helium…
Feelings: love, hate, happiness, sadness, boredom, anger, excitement, respect…
Some common concepts: music, silence, time, food, money, evidence, fruit, food…
* Uncountable nouns are not plural or singular, simply because you can’t count them.
However, using plural forms, numbers and expressions of plurality with uncountable nouns is
totally incorrect. The common expressions that go with uncountable nouns are:
There is much cheese in the refrigerator.
We went to a bar and listened to some music there.
I couldn’t go to the concert because I had just a little money.
I don’t feel good; I think I ate too much shrimp yesterday.
IMPORTANT NOTE 3: As you can see, we never use plural forms with uncountable nouns; we only
use some specific quantifiers such as much or a little.
IMPORTANT NOTE 4: Some uncountable nouns as “beer”, “soda”, “coffee” are now used in plural
when we refer to consumption. Example: “We drank some beers in the bar last night”.
3. C. QUANTIFIERS IN AFFIRMATIVE SENTENCES
To understand quantifiers in an easy way, let’s analyze the following comparison chart.
COUNTABLE NOUNS UNCOUNTABLE NOUNS
-There are many grapes on the table. -We need much sugar to prepare
the cake.
Big quantities
- I found many old books in my dad’s - There is much bread for breakfast.
room.
-I only have a few problems to solve -I just had a little time to finish my
now. homework.
Small
-There are a few strawberries in that - George is so thirsty, but there is
quantities
bowl. Take them! only a little water to drink.
Not big, not - I have some tomatoes to prepare the salad.
small quantities - Johanna bought some food for tonight’s party.
(undetermined) - There is some wine to drink after with the meal.
- There are some extra chairs in the next classroom.
- My father brought a lot of mangoes from his last trip.
- I don’t need a lot of salt for this recipe.
Big quantities
- There are a lot of cars in the street on Friday afternoon.
- There is a lot of evidence to blame the robbery on Paul.
IMPORTANT NOTE 5: As you noticed, “some” and “a lot of” can be used for both countable
and uncountable nouns.
IMPORTANT NOTE 6: All quantifiers we have studied so far can be used in both affirmative
and negative form.
GO ON TO THE NEXT PAGE.
4. D. QUANTIFIERS IN QUESTION FORM:
To analyze “quantifiers” in interrogative (or question) form, we can analyze the following
comparison chart.
COUNTABLE NOUNS UNCOUNTABLE NOUNS
-How many carrots are there in the fridge? -How much coffee do you drink a day?
-How many books do we have to read for the -How much bread is there for breakfast?
exam?
-How many sisters does Paul have? - How much love do you feel for her?
E. “ANY”:
A- The use of “ANY” is restricted to the question form of YES/NO questions that need or
imply answers with quantifiers. See the examples below:
Mark: Is there any tea to offer to the guests?
Tina: Yes, there’s much tea in the kitchen shelf.
John: Do we have any additional tables for the party?
Erika: Yes, our neighbor can lend us many tables.
B- “ANY” is also used to emphasize negative sentences that mean that the number or
quantity is “ZERO”. See the examples below.
Monica: Are there any bananas to add to the fruit salad?
. Joseph: No, there aren’t any bananas in the kitchen.
Richard: Do you need any money to go to the trip?
. Linda: No, I don’t need any money; I just need a big suitcase.
IMPORTANT NOTE 7: AS YOU CAN SEE “ANY” CAN BE USED WITH BOTH COUNTABLE AND
UNCOUNTABLE NOUNS
I hope this little lesson helped you to clarify some doubts.