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This document contains 10 sentences with possible errors. The corrections are provided after each sentence. The corrections fix issues such as incorrect use of pronouns, verbs, prepositions and other grammatical errors.
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The document discusses various opportunities for English study abroad programs at different universities around the world, including opportunities in the UK, USA, Canada, Australia, and Hawaii. It also promotes an English conversation space ("E-Space") on campus and a mobile-based English learning website. The document encourages using technology and mobile phones to practice English communication skills through pairwork and games on the website.
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This document discusses the uses of different adjective clauses in English. It explains that who is used as the subject pronoun for people, whom is used as the object of a verb for people, which is used for things as the subject and object, whose is used to show possession for people and things, where modifies a place, when modifies a noun of time, and that can replace all the words except whose. Examples are provided to illustrate the proper uses of each adjective clause.
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The document provides information about key reading comprehension skills including theme, main idea vs. supporting details, drawing conclusions/inferring, author purpose, and vocabulary. It discusses how themes are central ideas or lessons conveyed in stories, and how themes can be revealed through characters' actions or conflicts in the story. It also differentiates between central ideas and supporting details in passages, and provides examples of identifying central ideas and distinguishing them from details.
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This document provides information about the ENGL 123-2 Writing II course, including details about tense, voice, and gerund usage. It defines and provides examples of different tenses like present, past, future, and perfect tenses. It also contrasts active and passive voice and provides exercises transforming sentences between the two voices. Finally, it defines gerunds and lists common verbs that can be followed by gerunds, along with examples of gerund usage.
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The document defines the key components of a sentence: it must have order and make sense, begin with a capital letter, end with proper punctuation, express a complete thought with a subject and predicate. A subject is the who or what of the sentence, containing a noun. A predicate is what is said about the subject, containing a verb. Examples are provided to illustrate identifying subjects and predicates.
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The document discusses the key elements of a sentence: the subject and the predicate. It provides examples of sentences and identifies the subject and predicate in each. The subject is the person or thing the sentence is about, while the predicate is what is said about the subject. Students are then asked to identify the subject and predicate in sample sentences.
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The document discusses various opportunities for English study abroad programs at different universities around the world, including opportunities in the UK, USA, Canada, Australia, and Hawaii. It also promotes an English conversation space ("E-Space") on campus and a mobile-based English learning website. The document encourages using technology and mobile phones to practice English communication skills through pairwork and games on the website.
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This document discusses the uses of different adjective clauses in English. It explains that who is used as the subject pronoun for people, whom is used as the object of a verb for people, which is used for things as the subject and object, whose is used to show possession for people and things, where modifies a place, when modifies a noun of time, and that can replace all the words except whose. Examples are provided to illustrate the proper uses of each adjective clause.
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This document discusses the passive voice of infinitives and gerunds. It provides examples of using passive infinitives to speculate or discuss events indirectly by using "is said/believed/expected" followed by an infinitive. It also discusses using passive gerunds to shift the focus from an agent to the action itself by using a form of "being" followed by a gerund. Rules are provided for constructing sentences in the passive voice with infinitives and gerunds.
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The document defines the key components of a sentence: it must have order and make sense, begin with a capital letter, end with proper punctuation, express a complete thought with a subject and predicate. A subject is the who or what of the sentence, containing a noun. A predicate is what is said about the subject, containing a verb. Examples are provided to illustrate identifying subjects and predicates.
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The document discusses the usage of articles (a, an, the) in the English language. It explains that articles are used before singular countable nouns and that the determination of whether to use "a" or "an" depends on whether the next word begins with a vowel or consonant sound. It also discusses some exceptions where articles are used before uncountable nouns or proper nouns. The key information provided is about the rules for using indefinite and definite articles in the English language.
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1. A production schedule was created by Marie and Amar for a sculpture project spanning 4 weeks. It included researching different sculptures, creating presentations, and designing their own sculptures using recycled materials.
2. In week 4, the group came up with ideas for slogans about the environment to put on their sculpture, and chose "THINK BEFORE YOU WASTE, DON'T KILL CRANE FORD". They created a PowerPoint to present to the governors.
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This document provides a task card kit for practicing cursive writing about dogs. It contains 20 prompts about dogs that students can write in their neatest cursive handwriting. Some example prompts include "Dogs are excellent pets!", "My dog loves to chase cats", and "Some dogs help blind people." The document also includes recording sheets for students to write their responses.
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The document provides instructions for an activity where students will read paragraphs and identify the main idea in each one. They will be put into groups and take turns selecting the main idea. They will have 20 seconds to decide individually and then with help from their group. Correct answers score 1 point and incorrect answers score -1 point, with the highest scoring group winning. The document includes examples of paragraphs with response options to identify the main idea.
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3 q english lesson 3 main idea and supporting details
The main idea is that a father wants to teach his sons a lesson about unity. He ties a bundle of sticks together that none of the sons can break individually, but are easily broken when separated. He explains that if the sons unite, they will be strong like the bundle of sticks, but if divided they will be weak.
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This document provides information about different types of articles in English grammar - indefinite articles "a" and "an", and the definite article "the". It explains that "a" is used before words starting with consonants, "an" is used before words starting with vowels, and "the" refers to specific or particular nouns. Examples are given for the use of each article. The document concludes with self-check questions to help the reader understand when to use "a", "an", and "the" in sentences.
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This document provides information on nouns and quantifiers in English grammar. It discusses countable and uncountable nouns, rules for plural forms, irregular plurals, and uses of articles like a, an, the with different types of nouns. It also explains quantifiers that can be used with both countable and uncountable nouns like some, any, enough, most, plenty. Examples are given to illustrate the rules and common mistakes are highlighted. The purpose is to help learners understand and properly use nouns and quantifiers in English.
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3 q english lesson 3 main idea and supporting details
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1. A production schedule was created by Marie and Amar for a sculpture project spanning 4 weeks. It included researching different sculptures, creating presentations, and designing their own sculptures using recycled materials.
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This document provides a weekly production plan and overview for a sculpture project. It outlines the tasks completed each week which included planning, research, designing, making mini sculptures out of recycled materials, taking photos and videos of the sculptures, and documenting the process. Risk assessments and materials lists were also created. The plan shows the progression of the project from initial research through designing, building, and documenting the finished sculptures.
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The document discusses the use of "so" in conversational responses to indicate agreement with a yes/no question. Some examples provided are saying "I think so" to mean "I think that is the case", "I believe so" to agree, and "I hope so" to express hopeful agreement. Negative versions include "I don't think so" to disagree and "I hope not" to express hoping something is not the case. When just guessing, responses like "I guess so" or "I suppose so/not" can be used to indicate uncertainty.
Azar 14 5
This document discusses the use of that-clauses after certain expressions involving "be" verbs or past participles, such as "I'm sure" and "I'm glad", where the word "that" can be omitted without changing the meaning. It also lists common expressions followed by that-clauses, such as "be afraid that", "be disappointed that", and "It is true that". These expressions introducing that-clauses are used to report feelings, opinions, or facts.
Azar 14 4
That-clauses are commonly used as objects of verbs expressing mental activity like thinking, hoping, realizing. The word "that" introduces these clauses and can often be omitted, especially in speaking. Common verbs taking that-clauses include agree, dream, believe, decide, discover, doubt, know, learn, notice, predict, prove, read, and think.
Azar 14 3
This document discusses how noun clauses are used to replace yes/no questions. It states that if is usually used to introduce a noun clause when changing a yes/no question into a noun clause. It also notes that whether has the same meaning as if and can be used instead. Examples are provided showing the yes/no question, the corresponding noun clause using if, and sometimes with the addition of "or not" at the end of the clause.
Azar 14 2
This document discusses the use of question words like who, what, when, where, why and how to introduce noun clauses. It notes that question word order is not used in a noun clause and provides examples of questions and the corresponding noun clauses. It also explains that a noun or pronoun followed by the verb "be" in a question comes before "be" in the noun clause, and a prepositional phrase does not come before "be" in a noun clause. Finally, it states that question word order and noun clause word order are the same when the question word is used as the subject.
Azar 14 1
This document introduces noun clauses, which are clauses that function as the object of a verb. Noun clauses contain their own subject and verb and can begin with question words like where, what, when, why; if or whether; or that. Examples are given of sentences where the verb is followed by a noun clause as the object, such as "I know where he lives" and "I don't know if Ed is married."
Azar 12 7
The document discusses the use of the relative pronoun "whose" in adjective clauses. Whose is used to show possession and can replace a possessive adjective, such as "his", "her", or "their", when combining two sentences into one with an adjective clause. Examples are provided where the main sentence is combined with an embedded sentence using whose to express possession, such as "The man whose car was stolen called the police".
Azar 12 6
This document discusses the use of pronouns like that, whom, and which as objects of prepositions in adjective clauses. It provides examples showing that these pronouns can be used after prepositions like "to" and "in" to refer back to nouns in the main clause. However, that and who cannot be used when the preposition comes before the pronoun, and the pronoun cannot be omitted in this case either.
Azar 12 5
The verb in an adjective clause must agree in number with the noun it refers to. If the noun is singular, the verb in the adjective clause is also singular. If the noun is plural, the verb in the adjective clause is plural as well. For example, if the noun is "man" which is singular, the verb in the adjective clause is "is"; but if the noun is "men" which is plural, the verb becomes "are".
Azar 12 4
This document discusses using object pronouns in adjective clauses to describe things. It explains that which refers to things, that can refer to either people or things, and who and whom refer to people. The document provides examples of adjective clauses with pronouns replacing both the subject and object of embedded sentences, noting that the pronoun cannot be omitted if it replaces the subject.
Azar 12 3
1) An adjective clause embeds one sentence into another to describe people by using pronouns as the object of a verb.
2) One way to make an adjective clause is to change the object pronoun "him" to "that", which refers back to the subject "the man".
3) Object pronouns like "him" can also be changed to "who" or "whom" to form an adjective clause, with "whom" used more commonly in formal writing.
Azar 11 6 nouns that can be count or noncount
This document discusses nouns that can be used as both count and non-count nouns. It provides examples of nouns like glass, hair, iron, light, paper, time, work, coffee, chicken, fish, and experience that have multiple meanings depending on whether they are used in a counted or uncounted sense. These nouns take on different meanings based on whether they are referred to as singular units that can be counted or as unmeasured quantities.
Azar 11 4 more noncount nouns
This document lists and categorizes examples of noncount nouns into groups including liquids, solids and semi-solids, gases, things that occur in nature, and abstractions. It provides lists of noncount nouns for each category, such as coffee and milk for liquids, bread and meat for solids, air and smoke for gases, weather and rain for things that occur in nature, and beauty and courage for abstractions. All of the listed nouns in each category are identified as being noncount.
Azar 11 3 noncount nouns
The document discusses noncount nouns. It provides examples of count nouns and their corresponding noncount nouns, such as furniture for chairs, tables, sofas, and dressers. It also lists common noncount nouns in categories like mail, food, jewelry, and languages. Noncount nouns usually refer to a group of parts or a category of varieties rather than individual items.
Azar 11 2 count and noncount nouns
Count nouns can be used with numbers to indicate quantity and have both a singular and plural form. They can be used with indefinite articles like "a" and "an". Non-count nouns cannot be counted, are used without articles, and do not have a plural form. Examples of count nouns include chair, banana, and apple. Examples of non-count nouns include furniture, water, and air.
Azar 11 1 a vs. an
This document discusses the rules for using "a" versus "an" in the English language. It explains that "a" is used before singular nouns that start with consonant sounds, while "an" is used before singular nouns that start with vowel sounds. It provides examples of words that take "a" and "an", and notes that the determination is based on the starting sound of the word, not necessarily the starting letter. The document emphasizes that the choice of "a" or "an" depends on whether the first sound of the word is a vowel sound or a consonant sound.
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Page 329 8 error correction
- 1. Activity 8 Page 329 Error Correction
- 2. Correct any errors in these sentences. (Some sentences may not have any errors.)
- 3. 1.We read several authors talked about this issue.
- 4. 1.We read several authors who talked about this issue. Or We read several authors that talked about this issue.
- 5. 2.There were a lot of students missed class yesterday.
- 6. 2.There were a lot of students who missed class yesterday. Or There were a lot of students that missed class yesterday.
- 7. 3.The employee which works the night shift didn’t show up last night.
- 8. 3.The employee which who works the night shift didn’t show up last night. Do not use “which” for a person, only for a thing.
- 9. 4. Did you meet the professor who he visited class last week?
- 10. 4. Did you meet the professor who he visited class last week?
- 11. 5. I met a really interesting woman that design furniture.
- 12. 5. I met a really interesting woman that designs furniture.
- 13. 6.There’s a photograph shows what the looked like 20 years ago.
- 14. 6.There’s a photograph that shows what the looked like 20 years ago. Or There’s a photograph which shows what the looked like 20 years ago.
- 15. 7.The toy train was really expensive that looked so realistic.
- 16. 7.The toy train that looked really expensive was very expensive. An adjective clause follows the noun that it modifies.
- 17. 8. Everybody loves the soccer player who he made the winning goal.
- 18. 8. Everybody loves the soccer player who he made the winning goal.
- 19. 9. Please put this where people who is interested can see it.
- 20. 9. Please put this where people who is are interested can see it.
- 21. 10. I have a good friend that go to that school.
- 22. 10. I have a good friend that goes to that school.