extracted_text:
99 Fast Ways to Improve your English

                        An essential tool for every

student ofAll
Rights Reserved © Engli EFLeBooks sh

All Rights Reserved ©

By Ted Tucker M.Ed. PGCE (TEFL)

with credit
to:

S.B. Park,
Ph.D.    SR Ryu, Ph.D.
Veronica Park, B.Ed.

99
Fast Ways to Improve Your English
is intended to provide students
of English with a useful and easy to
use resource.

This book focuses on common mistakes
and errors made by students and
provides simple model statements to
correct those errors.

99 Fast Ways to Improve your EnglisINSIDE

THIS
E-BOOK

Test your
  knowledge of the most common mistakes in English

Page Number

5

Greetings and Farewells

19

The most commonly confused words in
  English

23

Wrestling with Grammar

35

Misused and Abused Words

49

Preposition Power

65

Articles Made Easy
All
  Rights Reserved © EFLeBooks

71

The diagnostic test is designed to help you identify specific problems
you may have with how you use English.

After you answer the 99 questions, check your answers in the
key.

How you do in each section will tell you where to look in the
book to improve your specific problems.  You may find some questions easy, but
it is good to review the basic reasons behind them as well.

Even if you know the correct answer, it is important to be sure that you
know WHY it is correct!

Good luck!  You are on your way to correcting the most common errors made
in English.

Greetings and Farewells

1.
Select the best greeting and response.
a.
Hello, how are you?  Fine, thank you.  And you?
b.
Hello, how are you?  Just fine, and you?

2.
You just found out that you won a lottery for $10,000,000!
     You might say
a.  I’m
so exciting!
b.  I’m so excited!
All Rights Reserved © EFLeBooks

3.
Your boss (or teacher) is talking about something is not   interesting
to you.  You might say       a. I’m so boring.
b.
I’m so bored.

4.
You might ask a friend
a.  Will
you loan me $5 until tomorrow?
b.  Will
you borrow me $5 until tomorrow?

5.
a. I loaned Y5000 from Mr. Tanaka.
b.
I borrowed Y5000 from Mr. Tanaka.

6.
a. Most of Koreans like spicy food.
b.
Most Koreans like spicy food.

7.
a. I’m really tired.  I think I’ll lay down for a while.
b.
I’m really tired.  I think I’ll lie down for a while.

8.
a. Your book is lying on the floor.
b.
Your book is laying on the floor.

9.
a. I learn English every day.
b.
I study English every day

10.
a.  I raise every morning at sunrise.
b.
I rise every morning at sunrise.

11.
a. They raise the flag every morning at the president’s office.
b.
They rise the flag every morning at the president’s office.

12.
a. There was a big fight outside a disco last night.  The police
               said the incident should not have happened.
b.
There was a big fight outside a disco last night.  The police                  said
the accident should not have happened.

13.
a. I enjoy looking at movies.
b.
I enjoy watching movies.

14.
a. I see the newspaper every morning.
b.
I look at the newspaper every morning.

15.
a. Did you see the accident in front of the gym yesterday?
b.
Did you look at the accident in front of the gym yesterday?

16.
a. I agree with you.  It’s time to go home!
                    b.
I agree to you.  It’s time to go home!

17.
a. The big boss said he agreed to our demands.
             We’ll all get a big raise.
                    b.
The big boss said he agreed with our demands.
              We’ll all get a big raise.

18.
a. The movie was very impression.
                    b.
That was a very impressive movie.

19.
a.  I was very impressive with the movie.
        b. I was very impressed by the movie.

Wrestling with Grammar

20.
a. He doesn’t English.
                    b.
He doesn’t speak English.

21.
a. He can’t speak English.
                    b.
He can’t English.

22.
You don’t have a pen I can borrow, do you?
a.  Yes,
I don’t.
b.  No,
I don’t.

23.
a. You English study?
                    b. Do you
study English?
All

24.
a. I slept very well last night because I was tired
from              studying all day.
  b. I very slept last night because I was tired from
studying                        all day.

25.
a. She studied very hard last night.
                    b.
She studied very hardly last night.

26.
a. I often get up lately if I don’t use my alarm clock.
                    b.
I often get up late if I don’t use my alarm clock.

27.
a. He is not enough tall to play basketball.
                    b.
He is not tall enough to play basketball.

28.
a. Dr. Kim doesn’t have money enough to buy a Mercedes.
                     b.
Dr. Kim doesn’t have enough money  to buy a Mercedes.

29.
a. I really love Japanese sumo.
                    b.
I really love Japan sumo.

30.
a. The Italian language is easy to learn.
                    b.
The Italy language is easy to learn.

31.
Mr. Johnson lives on Phuket Island.
a.  There
has beautiful beaches.
b.  It
has beautiful beaches.

32.
a. I was married two years ago.
                    b.
I was married two years before

33.
a. I was married two years before.
                       b.
I was married two years before I bought an apartment.

34.
a. Since it is not raining, I do not need an umbrella.
                    b.
Since it is not raining, I need not an umbrella.

35.
a. I wasn't hungry this morning so I have not breakfast.
                    b.
I wasn't hungry this morning so I did not have breakfast.

36.
a. Until now women in many parts of the world do not have            the
same rights as men.
  b. Women in many parts of the world do not yet have the                   same
rights as men.

37.
a. My boss told me that I had to finish the report until noon.
        b. My boss
told me that I had to finish the report by noon.

38.
a. Miss Ramirez and Miss Choi have the same hair style.
        b. Miss
Ramirez and Miss Choi have same hair style.

39.
a. Bill's car is the same to Fred's car.
        b. Bill's
car is the same as Fred's car.

40.
a. Alice prepared for the English test all night.
        b. Alice
prepared the English test all night.

41.
a. Even if it rains tomorrow I will travel to Prague.
        b. Even
though it rains tomorrow I will travel to Prague.

42.
a. Almost Koreans have black eyes and hair.
        b. Most
Koreans have black eyes and hair.

43.
a. Almost all Chinese have black eyes and hair.
        b. Almost
Chinese have black eyes and hair.

Misused and Abused Words

44.
a. I received a phone call from my sister-in-law in America.
        b. I
received a phone from my sister-in-law from America.
45.
a. I made a promise to my boyfriend to have dinner with him       tonight.

       b. I have a promise with my
boyfriend tonight to have dinner.

46.
a. I respect my parents so I always listen to their saying.
         b. I
respect m parents so I always listen to what they say.

47.
a. He has been dead for three years.
        b. He's dead about three
years ago.

48.
a. My vacation is next month.
         b. My holiday is next
month.

49.
a. My days off are Saturday and Sunday.
        b. My holiday is Saturday
and Sunday.

50.
If the speaker is at school
a.
I will come home right after class.
b.
I will go home right after class.

51.
a. After work today, I will play with my friends.
       b. After work today, I will
go singing and drinking with my                  friends.

52.
a.  I will go bowling tomorrow.
         b. I will
play bowling tomorrow.

53.
a. I live at Hyundae Apartments, number 309.
         b. I live
at Hyundae Apart, number 309.

54.
a. I have many fond remembrances from my childhood.
        b. I have many fond
memories of my childhood.

55.
a.  I have to meet my professor at three hour.
        b. I have to meet my
professor at three o'clock.

56.
a.  I learn 20 new vocabularies a day.
        b. I learn 20 new words a
day.

57.
a. My girlfriend and I often go window shopping on the                 weekend.

        b. My girlfriend and I
often go eye shopping on the           weekend.
58.
a.  My brother is a salaryman.
          b.  My brother is a
lawyer.

59.
a. The clothes she has on are very beautiful.
          b.  The wear she has on
is very beautiful.

60.
a. Wilcox is famous for its delicious apples.
           b. Wilcox
is well-known for its delicious apples.

61.
a. I took a travel to Beijing last summer.
           b. I took
a trip to Beijing last year.

62.
a. I want to trip to Europe after I graduate.
           b. I want
to travel to Europe after I graduate.

63.
a. Traffic accidents are very common in India.
          b. Traffic accidents are
very popular in India.

64.a.  I would like to introduce my English
professor,                Mr. Jim.
           b. I
would like to introduce my English professor,
              Mr. Heard.

65.
a. She was offered an opportunity to take a great job in
                               Paris,
but she denied to take it.
       b. She was offered an
opportunity to take a great job in                     Paris, but she refused
to take it.

66.
a. Some people say he gambles away all of his earnings                      but
he refuses it.
         b. Some people say he
gambles away all of his earnings                                  but he denies
it.

67.
a. Maybe I think I will become a reporter after I graduate                    from
the university.
       b. I think I will become a
reporter after I graduate from                                    the
university.

68.
a.  I no longer sleep in the same room as my male room                     mate
because he snores too loudly.
         b.  I stopped sleeping
with my male room mate because                           he snores too
loudly.
69.
a. Olga majored political science.
           b. Olga
majored in political science.

70.
a. This morning I started making breakfast at 6:30.
          b. Today morning I
started making breakfast at 6:30.

Preposition Power

71.
We all sleep late _____ a holiday.
a.
on
b.
at

72.
We should meet _____ your house.
a.
in
b.
at

73.
Hurry up and get _____ the bus before it leaves!
a.
on
b.
in

74.
Hurry up and get _____ the car so we can get to school
on                    time.
a.
on
b.
in

75.
The last time I saw the rabbit out here, he was
hopping                     _____ your house!
a.
in
b.
into

76.
Let’s go to Walmart _____ the weekend.
a.
at
b.
on

77.
Dr. Omar was born _____ 1976.
a.
in
b.
on

78.
My birthday is _____ July.
a.
on
b.
in

79.
My birthday is _____ July 7th.
a.
on
b.
in

80.
My birthday is _____  Monday, July 7th.
a.
on
b.
in

81.
My house is _____ Columbus Road.
a.
on
b.
at

82.
I live _____ 4255 East 23rd Street.
a.
on
b.
at

83.
Let’s keep this a secret _____ you and me, okay?
a.    between

Articles Made Easy

84.
I had __________ this morning.
a.  a
breakfast
b.  breakfast
All Rights Reserved © EFLeBooks

85.
I am from __________.
a.
the Columbo
b.
Columbo

86.
That is ______car.
a.
a my
b.
my

87.
_______ is my favorite sport.
a.
basketball
b.
the basketball

88.
When she broke her arm, they had to take _____ x-ray.
a.
an
b.
a

89.
The professor gave her _______ to miss class.
a.
permission
b.
a permission

90.
I bought _______ desk today.
a.
a one
b.
one

91.
I saw _______ at your house yesterday
a.
a policeman
b.
policeman

92.
What _______ horse race!
a.
exciting
b.
an exciting

93.
I have _______.
a.
cold
b.
a cold

94.
_______ are smarter than dogs
a.
The cats
b.
cats

95.
We can’t live without _______  to breathe.
a.
the air
b.
air

96.
_______ are always a bad day at work.
a.
The Mondays
b.
Mondays

97.
_______ language is tonal.
a.
Chinese
b.
The Chinese

98.
_______ I live in is very small.
a.
House
b.
The house

99.
I took a vacation in __________.
a.
Rocky Mountains
b.    the Rocky
Mountains

2.
  b
3.
  b
4.
  a
5.
  b 6.  b
7.
  b
8.
  a
9.
  b
10.
  b
11.
  a
12.
  a
13.
  b
14.
  b
15.
  a or b
16.
  a
17.
  a
18.
  b 19. b
20.
  b
21.
  a
22.
  b
23.
  b
24.
  a
25.
  a
26.
  b 27. b
28.
  b
29.
  a
30.
  a
31.
  b
32.
  a
33.
  b

35. b 36. b
37.
  b
38.
  a
39.
  b
40.
  a
41.
  a
42.
  b
43.
  a 44. a
45.
  a
46.
  b
47.
  a 48. a
49.
  a
50.
  b
51.
  b
52.
  a
53.
  a
54.
  b 55. b
56.
  b
57.
  a
58.
  b
59.
  a
60.
  a
61.
  b
62.
  b
63.
  a
64.
  b 65. b
66.
  b

68.
  a
69.
  b
70.
  a
71.
  a
72.
  b
73.
  a
74.
  b 75. b
76.
  b
77.
  a
78.
  b
79.       a
  80. a
81.
  a
82.
  b
83.
  a
84.
  b 85. b
86.
  b
87.
  a
88.
  a 89 .a
90.
  b
91.
  a
92.
  b 93. b 94. b 95. b 96. b 97. b
98.     b

99.     b

 How did you do?

Record your scores for each
section below.

Concentrate your studies in the
areas where you have the lowest percentage of questions correct.

Greetings: ______

Common Confusion: _____

Grammar: _____

Misused and Abused: _____

Propositions: _____

Articles: _____

Notes:

Part One:

Greetings and
Farewells

FOR NATURAL
SOUNDING CONVERSATION:

The fastest way to improve
your English usage is to not use mechanical or
memorized phrases for your greetings and farewells.

Most students have memorized one or two basic
greetings and use them too often.  Some of the greetings that are taught to
young students are stiff and unnatural.  In particular the tried and true, and
very tired, “Fine, thank you, and you?”

Most native speakers will immediately adjust their
language to what they guess is your English skill level based only on your
initial greetings and responses.

If you greet them with a mechanical and unnatural
greeting, they may give you a very simple response and most likely won’t be
very responsive - as they will assume that your skill level is low and that it
will be difficult to communicate with you.

Don’t let them under-rate you
based on a poor first impression.

A: Good morning, how are you?
B: I’m fine thank you, and you?

Try a more flexible set of initial
greetings such as:

A: Good morning, how are you today?

A: Good afternoon, how are you doing
today?
A: Good evening, how are you doing?
A: How do you do?

Your responses can be even more
flexible and demonstrate warmth and friendliness.

B: I’m doing very well, how about you?

B: Great!  How are you doing today?

B: Just fine, and you?
B: I’m okay, how about you?

Though often popularized on
television and movies, avoid overly      familiar and casual greetings unless
you are talking to close friends.

Examples:

A: Yo!
A: Howdy!
A: What’s up?
A: How’s it going?
A: What’s happening?

Appropriate
Farewells:
These farewells are appropriate in a business setting
or when leaving people other than close friends.

A: Good bye.
A: It was nice to see you again.
A: Good evening/night.
A: Have a good evening/day/night.

Casual
Farewells:
Use these farewells only when leaving close friends.

A: See you later.
A: Take it easy A: Bye-bye.

“See you again” though common throughout Asia,
is not commonly used among native speakers.

Notes for Part One:

Common Confusion

Some of the most common errors in usage are between
certain sets of words. Master these ten sets and you will have made a great
improvement!

Bored/Boring, Interested/Interesting,      and Excited/Exciting

These participial adjectives create problems for
most      students of English.  The easiest way to remember them is that the –ed
form represents the feeling one has, and   the –ing form
represents what has caused the feeling.

Don’t say: I am so boring.

Do say: The movie was boring.
I am bored.

Don’t say:  I am so interesting.

Do say:  The history of Asia is
very interesting.

               I am
very interested in it.

Yes, you may be very interesting,
but you should leave that up to people that know you and who are interested
in you.

Many teachers are boring and their
students are bored.  Sometimes a teacher is bored
by his or her students.

You may be an exciting
person, but as with “interesting”, we might best leave that to
other people to decide!

Lend/Loan/Borrow

This trio of words are regularly
confused by students and, as a result, frequently used incorrectly.

Loan can be a noun as the
name of a transaction where someone borrows something from
someone who lends it to them.

It can also be a verb with
a meaning similar to that of lend.

Lend and borrow
are both verbs.

If I lend something
to you (money?), I give it to you temporarily—expecting that you will return
it.

If I borrow
something from you, I take it from you temporarily, knowing that you expect me
to return it to you.  I get or receive something from you.

Don’t say:  Ramona, will you borrow
me 20 pesos?

Do say:  Ramona, will you lend (or loan)
me 20 pesos so I can                buy lunch today?
She might say:  Of course, I will
be glad to lend (or loan) you
                         20 pesos!      or

Don’t say:  Su-Hyun, may I lend
5000 won from you?

Do say:  Su-Hyun, may I borrow
5000 won from you so I can buy              lunch today?

She might say:  Of course, I will be glad to lend
(or loan) you                         5000 won!

Just as common:

Do say:  Can I borrow your cell phone for
a moment?  I need to               call home.

Do say:  Would you lend (or
loan) your cell phone to me for a                         moment?  I
need to call home.

Note that I borrow something from
you, but you lend something to me.  Or, I may lend something to
you, but you borrow something from me.  Remember: lend to,
borrow from

Using loan as a
noun:

Do say:  Jacque’s loan (not
lend) was for 50 francs.

Most/Most of

Students often confuse the use of most and
most of. Most should be used if the word following
it is a noun or adjective.  Most of should be used if the word
following it is a pronoun, a proper noun used as a possessive, or an article.

Don’t say:  Most Mr.
Kim’s students hate to study English.
Do say:  Most of Mr.
Kim's students hate to study English.

Even some native speakers have
trouble with these two words—learn them well and you will be a super star!

Lie is an intransitive verb and never has
an object.  It means to  stay at rest in a horizontal position.

Don’t say:  I am going to lay
down for a nap.
Do say:      I am going to lie
down for a nap.

Lay is a transitive verb and always
requires an object.  It means to set or put something down.

Don’t say:  Please lie
this book on the desk.
Do say:      Please lay
this book on the desk.

Learn/Study

Students of English often reverse
the meanings of these two words.

Learn means to gain knowledge or understanding
of something by studying or by experience.  Study can be a noun,
when it means to use your mental power to learn about (to
understand) something, or a verb when it means the act of studying.

Examples:

Don’t say:  I learn
English every day.

Do say:  I study English
every day.

This means I sit down and read my
books, listen to tapes and practice hoping to understand it.

Don’t say:  I hope to study
English well.

Do say:  I hope to learn
English well.

This means I hope that I will
understand and use the language well because my understanding of it is good.

Raise/Rise

These two words, like lie
and lay, are often misused, even by native speakers—you can get
the upper hand by understanding them.

Raise means to lift
up something.

Don’t say:  We rise
the flag everyday at the student assembly.

Do say:      We raise the
flag everyday at the student assembly.

Rise means to go up,
stand up, or get out of bed.

Don’t say:  A man murdered his parents last night in
order to gain             access to their money. This kind of accident
is deplor                able and has shocked the entire nation.  (If a man
plans a              murder it is not an accident, it is an incident.)

Do say:  This kind of incident
is deplorable and has shocked the           entire nation.

See/Look at/Watch

These terms are often used
incorrectly by students of English.

Use see when you
mean to perceive something with the eyes.

Use look at when you
mean to use
your eyes to see something.  Often the thing or things you are viewing does not
move or is stationary (such as a painting or photographs)

Use watch when the
thing you are viewing is moving or changes (such as television or a movie).

Don’t say: Whenever I smoke, my
wife sees     me with disgust.
Do say:  Whenever I smoke, my wife
looks at          me with disgust.

Don’t say: Did you look at
what just happened?
Do say: Did you see
what just happened?

Don’t say: I looked at
TV until 11:00 PM last night.
Do say: I watched TV
until 11:00 PM last night.

Agree with/Agree to

These terms are often a problem
for students of English.

Use agree with if
you have the same opinion, idea, judgment, etc. as another person.

One agrees with
people.

Don’t say: Miss Lee agreed
to Mr. Ma's comment about the              educational problems in
Taiwan.

Do say: Miss Lee agreed with
Mr. Ma's comment about the              educational problems in Taiwan.

Use agree to if you
concur with the actions, plans, suggestions of  another person. One agrees to
things.

Don’t say: Bill agreed with
his brother's suggestion to lend him               money to start his own
business.

Do say: Bill agreed to his brother’s
suggestion to lend him money    to start his own business.

Impressive/Impressively/Impression/Impressed

Many students use the
wrong form of the word impress.

Impressive is an
adjective and modifies a noun or pronoun.

Impressively is an
adverb and modifies a verb.

Don’t say: The movie was very impression.

Do say: That was a very impressive
movie.
           (adjective)

Do say: He acted very impressively
in the movie. (adverb) Impression
is a noun and is used to describe a positive influence that something or
someone has made on another.

Don’t say: That movie made me impressed.

Do say: That movie made an impression
on me.

Impressed is a verb
and is used to indicate that something or someone has had a positive influence
on someone.

Don’t say: I was very impressive
with the movie.

Do say: I was very impressed
by the movie.

Go to the exercises on the next
page ► ► ►

Try these exercises to see if you learned everything from Part Two!
(The
answers are upside down on the bottom of the page)

_______1. ________ students don’t like too much homework!
               a. Most of       b.  Most

_______2. Will you _______ me W5000 until tomorrow?
               a.  loan           b. borrow

_______3. My English professor is so _______.
               a. boring         b. bored

_______4. Did you see the car _______ in front of the school?
               a. incident       b. accident

_______5. Did you _______that movie last night?  Wow!
               a. look at        b. watch         c. see

_______6. I don’t _______ Dr. Park about my test scores.
                a. agree with b. agree to

_______7. Please _______ down and rest.  You look exhausted!
               a.  lie             b. lay

_______8. What time did you _______ this morning?
               a. rise                   b. raise

_______9. Dr. Piquet’s lecture was very _______.
                a. impression   b. impressively      c. impressive

Notes for Confusing Words:

Part Three:

Wrestling with
Grammar

Though students often have a good
grasp of grammar, when they speak they frequently make errors that are
inconsistent with their knowledge.

Following are some corrections
you  can make to improve your speech.

NEGATIVE STATEMENTS

Students of English
often forget to include a main verb when making negative  statements.

Don’t say:  He doesn’t English.

Do say:  He doesn’t speak
English.

Don’t say:  He can’t
English.
Do say:  He can’t speak
English.

NEGATIVE QUESTIONS

Many students answer questions
which have negatives in them incorrectly if the answer is no.

If the question is answered yes
- and the person means no, it will confuse native speakers of
English.

Students of English often respond by saying yes,
meaning that they agree with the statement or question. Native speakers respond
with no as if the negative were not in the question.

Question: You didn't buy another
new shirt?

Don’t say: Yes, I decided not to because I couldn't
find one I liked. Do say: No, I didn't because I couldn't find one I liked.

WORD ORDER

The word order in English is
subject, verb, object.  Many students confuse English word order with the
different word order of their own first language.  Be careful to use the SVO
form.

Don’t say:  You English study?
(SOV)
Do say:  Do you study English?
(SVO)

Don’t say: You door close. (SOV)
Do say:  (You) Close the door.  (SVO)  You, the subject,
is                understood and does not need to be stated here.
HE/SHE

Many students forget to keep the
gender consistent (and correct) when they are speaking and using
gender-specific pronouns.

Speaking of a male student:

Don’t say:  She
studied all night.
Do say:  He studied
all night.

Be sure to keep the gender consistently
male or female when continuing to speak of a specific person.

VERY

The word very, when used to give force or
emphasis to the degree that something happens, should modify another adverb,
not the verb.

Don’t say: I very
slept last night because I was tired from studying                        all
day.

Do say: I slept very well last night
because I was tired from              studying all day.

HARDLY/LATELY

The words hardly and
lately are sometimes used as adverbs incorrectly. Students of
English often follow the general rule of adding an –ly suffix to
the adjective to form the adverb. This rule does not apply to the words hard
and late.  They are irregular adverbs.

Don’t say: Her supervisor makes
her work very hardly.
Do say: Her supervisor makes her
work very hard.
Don’t say: I often get up lately if I
don't set my alarm clock. Do say: I often get up late if I don't
set my alarm clock.

ENOUGH

Students of English often place the word enough
in the wrong place in a sentence.  Enough should be placed before
nouns, pronouns, or gerunds.

Don’t say: He doesn’t have money enough
for a new car.
Do say: He doesn’t have enough
money for a new car.

Enough should be
placed after adjectives and adverbs.

Don’t say: He is not enough
tall to play basketball.
Do say: He is not tall enough
to play basketball.

There are, however, three common
exceptions to the rule:

There isn’t time enough (to
do something.

That isn’t reason enough
(to do or justify something).

and

(Someone) isn’t fool enough
(to do something).

ADJECTIVE FORMS OF NOUNS

When describing a country's
language or products, nouns are often used when the speaker should use the
adjective form of the word.

Don’t say: Yesterday, I bought a Japan
TV.

Do say: Yesterday, I bought a Japanese
TV.
Don’t say: The Germany language is very
difficult to learn. Do say: The German language is very difficult
to learn.

THERE/IT

When referring to a place, such as
a city, many people use the word there as a pronoun and the
correct pronoun should be it.

IN/AGO

Students of English often make errors in the use of in
and ago when they are talking about the past or future -  when
the reference point in time is now (at this moment).

When the reference point in time
is now and you are talking about something in the past use ago.
He quit smoking five years ago.

When the reference in time is now
and you are talking about something in the future use in.   I
will quit smoking in two days.

Don’t say: I graduated from
university two years before.
Do say: I graduated from
university two years ago.
Do say: I will graduate from
university in two years.

WHILE/DURING

While and during are both
used to talk about two events that occur at the same time.   While
should be used before adverbial phrases and during should be used
before nouns or noun phrases.

Don’t say: While our
vacation we traveled to twelve European                 countries.
Do say: During our
vacation we traveled to twelve European              countries.

AUXILIARY VERB DO

Frequently students of English
forget to use the auxiliary verb do in negative sentences.

Don’t say: Since it is not raining
I need not an umbrella.
Do say: Since it is not raining I
do not need an umbrella.
Don’t say: I wasn't hungry this
morning so I have not breakfast.

Do say: I wasn't hungry this
morning so I did not have breakfast.

Do say:  I don’t own
a car.

STILL/YET

Students often mistakenly use until now when
they should use still or yet.

Still indicates that a situation in the
past continues to the present. He still tells funny jokes all the
time!

However, yet
indicates that something has not happened.  He hasn’t gotten married yet.

Don’t say:
In America, men having long hair
is very common among college students until now, just like it was
in the 1960's.

Do say:
In America, men having long hair
is still very common among college students, just like it was in
the 1960's.

UNTIL/BY

Learners of English are often
confused about the difference between the words until and by
when using these words for time reference.

Until means that something occurred up
until a specific time and then stopped.

Example:  You have until Friday
to prepare for the test.
Or something did not happen until
a specific time—and could only happen after that time.

Example: You cannot take the test until
Friday.

By means at or
before a specific time.

Example:  You must use that
airplane ticket by August 15th.
(indicating only that it must be
used)

Also correct:  You
have until August, 2006 to use that airplane ticket.  (indicating
that something will change—but what will change
is not specified.)

Don’t say:
My boss told me that I had to turn
in the report until noon.

Do say:
My boss told me that I had to turn
in the report by noon.
(It must be finished by then.)

Do say:
My boss told me that I had until
noon to turn in the report.
(He won’t want it after noon, or I
am in trouble if I turn it in after that time!)

THE SAME/THE SAME AS

Students often forget to include the in
the phrases the same and the same as.

Similarly, errors are made when
English students use the phrases the same with and the same
to.   These two are not English terms.

The same or the
same as should always be used when talking about two things being very
similar or identical.

Don’t say: Mr. Chen and Miss Lee
have same kind of car.
Do say: Mr. Chen and Miss Lee have
the same kind of car.

Don’t say: Bill's car is the same to
Fred's car. Do say: Bill's car is the same as Fred's car.

PREPARE/PREPARE(D) FOR

Prepare means to
make ready for use.
We’d better prepare your
parachute for your first jump.

Prepare(d) for means
to get ready to do something.
I’m prepared for the
first parachute jump.  Everything is ready.

Don’t say: Alice prepared
the English test all night.
This sentence means that Alice
made or wrote the test for the other students to take.

Do say: Alice prepared for the English
test all night. This sentence means that Alice studied for the test.

EVEN IF and EVEN THOUGH

Students frequently have problems
with the use of even if and even though.

Even if should be used when the situation
being talked about does not exist.

Even though should
be used when the condition being referred to already exists.

Don’t say: Even if
Taiwan is a small country, it has many beautiful                sights.
Do say: Even though Taiwan is a small
country, it has many             beautiful sights.

ALMOST/MOST

Sometimes there is confusion
between the words most and almost. Most if
you mean to say nearly all or a majority of a group.  Almost
means very nearly but not quite all.

MAKE vs. DO

These two verbs create problems
for most students as much of the usage is idiomatic and requires you to
memorize it—rather than to understand and reason out the use.

Make functions as a
main verb.  Make in its more literal sense is generally used to
refer to building, constructing, producing or creating something.  That
something can be abstract as well as concrete, for example: make a
decision, make an agreement.

Do can function as a main verb or as an
auxiliary verb.  Do is used to describe an action without saying
exactly what the action is, or to talk about work and jobs.  Examples include: do
something crazy, do me a favor.

Following is a list of some common
(and idiomatic) uses:

    MAKE                                         Do

make a decision                       do a lesson make
dinner                    do a math problem make the bed                      do
one’s best make a mistake                       do a favor make a promise                   do
homework make noise                          do business  make fun of                   do
away with
make progress                  do exercises make an
excuse                     do the shopping make a speech                    do
it myself make arrangements           do the accounts make a profit                    do
it in good time make a call                      do things around the house
make enquiries                  do your job make a dress                   do
over 200 kilometers an hour
make an effort                              do
it now
make something of
myself              do well
make a complaint                     do harm make a
demand                        do badly make love                           do
your part
make money                                 do
it in good time
make an offer

make an exception make a suggestion make an objection
make a phone call make an agreement

Don’t say: I’m going
to make my homework tonight.

Do say:  I’m going to do
my homework tonight.

Don’t say: I did a
big mistake on the test yesterday.

Do say:  I made a
big mistake on the test yesterday.

VERB ENDINGS

Many students of English speak using primarily simple
present verbs or base-form verbs.  They have particular problems with inflected
verbs with the added –s and –ed endings.  These
endings are often either pronounced so softly as to be indistinguishable or
dropped altogether.

Make a special effort
to use the proper verb
(with the proper ending!) and pronounce it
Don’t say:  He walk to school every day.
Do say: He walks to school every
day.                (note the –s)

Don’t say: He want
to buy a car yesterday.

Do say:  He wanted to buy a car yesterday.
(note the –ed)

Try these
exercises to see if you learned everything  from Part Three!
(The
answers are upside down on the bottom of the page)

_______1. You don’t have a pen I can borrow, do you?
              a. Yes, I don’t.        b.  No, I don’t.

_______2. I _____________ last night.
              a.  studied very hard      b. very studied

_______3. He’s not ________ to buy that expensive Mercedes.
              a. enough rich        b. rich enough

_______4. I just got a new ________ watch.  Seiko!  Very nice.
              a. Japanese            b. Japan

_______5. Kwak and Kim got married two years _______.
              a. ago                   b. before

_______6. _______ I was watching the movie, I got scared.
              a. During               b. While

_______7. He _______ English.
              a.  doesn’t             b. doesn’t speak

_______8. His university grades are the _______ as his sister’s.
              a. the same as               b. same as

_______9. _______ I was rich, I wouldn’t buy a BMW.          a.
Even though   b. Even if

______10. I need to go home now and _______ my homework.
              a. do              b. make

Part Four:

Misused and Abused Words

Students of English often learn to
use certain words incorrectly.  The words and terms that follow are specific to
EFL students and are often used inappropriately or sometimes are attributable
to a mixture of English and another language (and not really correct in either
language!).

PHONE

When talking about receiving telephone messages, the
word call in the phrase phone call is often left
out, which completely changes the meaning of the sentence.

Don’t say: I received a phone
from my sister-in-law from America. This sentence means that you were given a
telephone as a gift.

Do say: I received a phone
call from my sister-in-law in America.

PROMISE

The use of the word promise
is frequently used incorrectly as a noun, when it should be used as a verb, or
vice versa.

The use of promise
as a noun is an agreement to do something for  someone, usually specifying what
the agreement is.

The use of promise
as a verb indicates that an agreement was made.

Don’t say: I have a promise
with my  boyfriend tonight to  have dinner.

Do say: I made a  promise
to my boyfriend to have dinner with him
tonight.  (used as a noun)

Do say: I promised
my boyfriend that I would have dinner with him
tonight. (used as a verb)

SAYING

The word saying is frequently misused by
students of English to mean something that someone has said. English speakers
use saying to refer to famous quote or a well-known statement.

Don’t say: I respect my
grandmother because she is wise, therefore I always listen to her saying.

Do say: I respect my grandmother
because she is wise, therefore I always listen to what she says.
(what she tells me, or what she has to say)

Do say: There is an old saying:
"If you can't beat them, join them".

DEAD

The word dead is used to describe the
condition of an individual who is no longer alive. The word die is
a verb meaning to stop living. These words are often confused by English
students.

Don’t say: He's dead
about three years ago.
Do say: He died
about three years ago.

Do say: He has been dead
for three years.

HOLIDAY and VACATION

The words holiday
and vacation are frequently used incorrectly.

Holiday refers to a day designated by the
government to celebrate or commemorate a special event, such as Christmas or
Chinese New Year.

Vacation refers to time off from work that
employees earn and are  usually from one week to one month in duration. Days
off refer to the days that employees do not work during the week. Days
off are usually on Saturday and Sunday.

Don’t say:  My holiday is                    next
month.

Do say:  My vacation
is next               month.

Don’t say:  My holiday
is          Saturday and Sunday.

Do say:  My days off
are
          Saturday and Sunday.

BOYFRIEND and GIRLFRIEND

In English, the terms boyfriend
and girlfriend usually means or implies lover. If a man says that
he is going to the movies with his boy friend, a native speaker may think that
the person is gay or homosexual.  You may not want to give the listener the
wrong impression. You can simply say friend.  The same is true
when a woman uses the term girlfriend when speaking of a friend.

Don’t say (female):  I’m going out
to dinner with my girlfriend.

Do say: I’m going out to dinner
with a friend.

COME and GO

Use come if you are at a place and are talking
about that place as your destination.

Use go if you are at
one place and are talking about another place as your destination.

A person in the classroom might
say:

Don’t say: I will come home right after
class.  Do say: I will go home right after class.

PLAY

The word play is used when talking about games
or sports that require at least two people (or a team) to participate in. It is
not used when talking about a game or sport if only one individual can
participate (or where a person is competing against themselves). Other examples
of such sports are swimming, running, camping, etc.

Don’t say: I will play bowling tomorrow.
Do say: I will go bowling tomorrow.

Another problem with play
is that it is often used by students to describe activities in which they
engage with friends. For most English speakers play is what young
children do with their friends when they play with dolls or cars
and trucks, or go riding their bicycles, etc.

Adults should name the activities
in which they will engage.

Don’t say:  Tonight I am going to play
with my friends.
Do say:  Tonight I am going to go
drinking and singing with my friends.

APART

In some countries the word apart
when used to describe apartment housing is incorrect. The correct
English word is apartment(s).

Don’t say: I live at Hyundae Apart,
number 309.

Do say: I live at Hyundae
Apartments, number 309.

Do say: My apartment is on the other side of
town.

REMEMBRANCE/MEMORY

The word remembrance is often used
incorrectly. Usually the correct word should be memory.

The word remembrance is used to refer to
an object that reminds us about memories from the past.

In this context, the word memory
is used when referring to recalling times and situations, or things from the
past.
Don’t say: I have many fond remembrances
from my childhood.

Do say: I have many fond memories
of my childhood.

Do say: I keep a doll on my bed that my grandmother
gave me as       a remembrance of my childhood.

OF COURSE

Of course should be
used when referring to something that could be considered obvious to almost
every one. It is often used inappropriately to mean an affirmation of
something, even when that something may not be obvious.

Don’t say:
            Paul: Do
you live in Berlin?
            Marcus:
Of course, I'm German.
Do say:
       Paul: Do all Germans living
in Berlin speak the German                                  language?
            Marcus:
Of course! What else would they speak?

HOUR/O’CLOCK

The word hour is
frequently used incorrectly, when the speaker actually means o'clock.

Hour is used to
indicate the duration of something.

O'clock is used to
indicate a specific time of day.

Don’t say: I have to meet my
professor at three hour.
Do say: I have to meet my
professor at three o'clock.

Do say: I have to meet my professor
for an hour at three o'clock.

VOCABULARY

Vocabulary is often
used incorrectly when the speaker should say words. A word is a
member (or part ) of a larger vocabulary. A vocabulary
is the total words known by a speaker or total words in a language.

While a wonderful term in itself,
English speakers have no idea what eye shopping means.  Window
shopping is the term that native speakers would use.

Don’t say: My girlfriend and I           often go eye
shopping on             the weekend.

Do say: My girlfriend and I often              go window
shopping             on the weekend.

SALARYMAN

The use of the term salaryman or
its equivalent by many Asians to describe an occupation is very vague and means
nothing to a native speaker. There are countless jobs that receive salaries:
doctors, lawyers, accountants, directors, janitors, school teachers, etc.

One should specifically state the
job or field if one is employed by a large company.  For instance: accountant,
salesman, marketing director, computer specialist, etc.

Don’t say: My brother is a salaryman.

Do say: My brother is a lawyer.

The word wear is
often incorrectly used to mean clothing or clothes.

Don’t say: The wear she
has on is                   very beautiful.

Do say: The clothes she has
on                 are very beautiful.

FAMOUS/WELL-KNOWN

Many students use famous when
they should use the term wellknown.

While these two terms
can be usually be considered synonyms, famous has in its
definition that something is famous because of an achievement of
some sort.

Something that is famous
could also be said to be better-known and more widely-known than something that
is just well-known.

Don’t say: Washington state is famous
for its delicious apples.

Do say:  Washington state is well-
known for its delicious apples.

Don’t say: Mexico is famous
for its spicy foods.

Do say:    Mexico is well-known
for its spicy foods.

TRIP/TRAVEL

Trip and
travel are frequently used interchangeably and they should not be. Trip
is usually used as a noun and travel is usually used as a
verb.

Don’t say: I took a travel
to Africa last summer.
Do say: I took a trip
to Africa last year.

Don’t say: I want to trip
to Europe after I graduate.
Do say: I want to travel
to Europe after I graduate.

COMMON/POPULAR

The words common and popular are
often incorrectly interchanged by English students.

Popular means to be
liked, appreciated, and accepted by many people.

Common means to be prevalent and occurring
often. Many common things are not well liked and occur often, but
this does not make it popular.

MR./MRS./MS./MISS

When using the titles of Mr., Mrs., and Miss when
addressing people, English speakers use the person’s last name (family name).
Asians frequently use a persons first name (given name) and not the family
name.

Don’t say: I would like to introduce my
English                  professor, Mr. Jim.

Do say: I would like to introduce my
English              professor, Mr. Heard.

DENY/REFUSE

Students often confuse the meaning
of these two words and use them interchangeably.

Refuse is a verb
that typically means someone is unwilling to allow, accept, consider, or
receive someone or something.

Refuse may imply
that someone is determined and may even be mildly rude in their refusal.

Example: When he came to her
office, she refused to see him.

Deny is also a verb and usually has the
meaning to refuse to admit the existence, truth, or value of something.  She denied
that her car was worth only £500.

Don’t say: She was offered an
opportunity to take a great job in                   China, but she denied
to take it.

Do say: She was offered an
opportunity to take a great job in China,               but she refused to
take it.

Don’t say:  Some people say he gambles away all of his
earnings.                    But he refuses it.

Do say:  Some people say he
gambles away all of his earnings.
             But he denies
it.
MAYBE
I THINK

A common expression used by many
students is maybe I think when they are expressing their thoughts
about something.

The problem is that maybe expresses
uncertainty, so using it with I think suggests that the speaker
is not sure whether he thinks (or believes) what he is saying.

Don’t say: Maybe I think
I will become a reporter after I graduate from university.

Do say: I think I
will become a reporter after I graduate from  university.
 or,

Do say: Maybe I will
become a reporter after I graduate from university.

SLEEPING WITH

For English speakers the
expression sleeping with usually means two people are having sex
together. Using this expression incorrectly could give the listener the wrong
impression and embarrass the speaker.

Don’t say: I stopped sleeping with my
male room mate because he snores too loudly.  This sentence implies that the
two people were in a sexual relationship, which may not be the intent of the
speaker.

Do say: I no longer sleep in
the same room as my male room mate because he snores too loudly.

MAJOR/MAJOR IN

The word major, when
used to mean the subject that one studies in college, is frequently used
incorrectly.

When used as a verb, the word major
requires the preposition in.

When used as a noun, the word major
often requires a possessive noun or pronoun. Also major
is only used in referring to students, not graduates.

If referring to graduates the past
tense must be used.

Don’t say: Miss Suda majored
political science.

Do say: Miss Suda majored in
             political science.

Do say: Mr. Grey's major
is               chemistry.

TODAY with MORNING, AFTERNOON, or NIGHT

A common error is to use the word today
with morning, afternoon, or night
when talking about things that happen on the same day that the speaker is
speaking.

When using morning, afternoon,
and night it is implied that the speaker is talking about the
same day. Using the word today in this situation is redundant.
Instead, use this (this morning, this
afternoon, this evening).

If you are referring to other days, use yesterday,
tomorrow, the day after tomorrow, etc.

Try these exercises to see if you learned everything in this section!
(The
answers are upside down on the bottom of the page)

_______1. My regular _______ are Saturday and Sunday.
              a. holiday               b. days off

_______2. Last night I _______ with my friends.
              a.  played              b. went singing

_______3. My class starts at nine _______.
              a. o’clock        b. hour

_______4. Mr. Jang is a _______.
              a. salaryman          b. businessman

_______5. I _______ English Literature at university.
              a. majored             b. majored in

_______6. _______ afternoon I’m going to go to the cinema.
              a. Today                b. This

_______7.  Dr. Em is a wise man, I always listen to _______.
              a.  his saying          b. what he says

_______8. I _______ my mother that I would get an A in English.       a.
have a promise to      b. promised

_______9. I have many great _______ of my grandmother.         a.
remembrances   b. memories

______10. Let’s go downtown and go _______.
                     a. eye shopping      b. window shopping

Part Five: Preposition Power

Most students of English
understand the basics of prepositions but have difficulty with the broader
range of prepositions once their vocabulary grows.  Sharpen your use of
prepositions in this section and your skill level will move up a couple
notches.

Try this basic set of questions
then look at the review on the following pages.  Put a preposition in each
blank or an “X” if the blank doesn’t need a preposition!  The answers are at
the end of the exercise.

1.
I go shopping _____ the weekends.

2.
My Business Law class is _____ 8 pm every Monday.

3.
My company moved _____ Seoul _____ Pusan _____ 2001.

4.
Skiing is my favorite activity _____ every winter.

5.
Mr. Lee’s dog ran away _____ last night.

6.
He likes to get up early _____ the morning.

7.
_____ June 3rd we will all take a day off.

8.
We all sleep late _____ a holiday.

9.
_____ the weekends I like to take a nap _____ midday.

10.
Mr. Savalas got married _____ a week ago.

11.
Let’s meet _____ Wednesday evening and have dinner together.

12.
Most of us don’t like to go outside _____ the summer.

13.
Ms. Bila’s car broke down and she had to walk home _____         last
night.

14.
She is usually home and sleeping _____ midnight.

15.
None of the students study _____ Saturday evenings.

16.
I never go to work _____ Christmas Day.

17.
I didn’t do anything _____ last weekend.

18.
My family lives _____ the Samsung Apartments _____        Youngsan
Dong _____ Seoul.

19.
We used to live _____ Chungcheonbuk-do province, but now  we live
_____ Cheju Island.

20.
I live ______ 2233 East 23rd Street.

21.
Please get _____ the car so we can go!

22.
Did he get _____ the bus yet?

23.
Let’s finish this work _____ noon so we can go to lunch.

24.
I used to live _____ the ground floor of my building but I    moved
up to the fifth floor.

25.
I hate standing _____ line _____ a supermarket.

26.
_____ vacation I like to lie _____ the beach and swim _____      the
sea.

27.
I want to take my next vacation _____ China.

28.
Let’s go _____ the hospital _____ next week to visit Mr. Park.

29.
I was born _____ 8 pm _____ November 9th _____ 1976.

30.
You can find the answers to this quiz _____ the bottom of           this
page.

Answers to the Exercise
1. on 2. at
3. to/from, from/to, in 4. X  5. X  6. in 7. on 8. on 9. on,at
10. X 11. on
12. in 13. X 14. by/at 15. on 16. on 17. X 18. in, in, in 19. in, on 20. at 21.
in 22. on 23. at/by 24. on 25. in, at 26. on, on, in 27.
in 28. to, X
29. at, on, in 30 at/on

                      Prepositions of Time Prepositions of Time

At
used with exact time

a specific time (at midnight) a time (at lunch time, at
  noon) night
sunrise, sunset, dawn, dusk

In
used with a period of time

the morning the evening
the afternoon
a month (in February)
a season (in the winter) a year (in 2005)
an amount of time (in
  two weeks, in two years, in two minutes)

On
used with day and
  dates

a day (on Monday) a specific day (on Christmas Day) a
  date (June 3rd, 2004)

No
Preposition

every day, week, year
(every Wednesday) every time
  (every ten minutes) last year
a week, a year ago

ten minutes ago

For

an amount of time
(for
  ten minutes, for ten years)

Since
All Rig

a specific time
hts
  Reserved (since ©Novemb EFLeBookser,
  since noon)

Prepositions of Place

To/From
used to movement from one place to
  another (or direction)

I drive to the gym every day.
I walk to class in the morning.
Dr. Lee moved from Seoul to Mokpo.

At
used to denote
  position or rest
(at a specific place)

He is waiting at the door.
He lives at home.
We’ll meet at the restaurant.

In
used to denote
  position or rest inside
something

The book is in my desk.
We took walk in the countryside.

Into
denotes movement
towards the inside of something

Let’s go into the library and study.
He drove his car into the garage.

More Prepositions of Place

BETWEEN vs. AMONG

Between means
something is placed in a position that is mid-point, or inline of two other
objects.  Among means that something placed within a group of
more than two other objects.

                Between

The heart is between
the stars.       The heart is among the stars.

Between can be used
in a more abstract sense:

Let’s keep this secret
between us. The secret is the heart, we are the stars in the example
above left.

Only the two of us will know the
secret.  We won’t tell anyone else.

Among can also be
used in an abstract sense:

Let’s keep this secret among
us.
More than two of us know the
secret.  We won’t tell anyone else.

OPPOSITE and ACROSS FROM

Students of English often confuse
native speakers of English by using opposite and across
from to mean that something is across the street from,
but not necessarily exactly opposite the reference point.
English speakers will expect that something that is opposite or across
from something else will be exactly across the street.

Don’t say:  The star is across from
(or opposite) the arrow.
Do say:  The star is across from
(or opposite) the heart.
Do say: The star is across
from, but down the street from  the arrow.

Try these exercises to see if you
learned everything  from Part Five!  Put the letter of the correct answer in
the blank in front of the question number.
The answers are upside down on the
bottom of the page.

_______1. Let’s meet _______ the
afternoon.
                  a.
on                 b. in                  c. at

_______2. Dr. Kwang studied English
_______ twenty years.
                  a.
since            b. for                c. at

_______3. He wants to meet _____ the
library at noon.
                  a.
on                 b. at                  c. into

_______4. Hyesuk has been studying
_______ 3 a.m.
                  a.
for        b. since             c. at

_______5. We meet _______ every
Monday.
                  a.
at                  b. no preposition       c. on

_______6. On Sundays they take a walk
______ the countryside.
                  a.
in                  b. at                  c. on

_______7.  Ramona usually sleeps
_______ noon.
                  a.
until             b. by                 c. since

_______8. It is too cold _______ the
winter.
                  a.
in                  b. no preposition       c. since

_______9. Let’s take an airplane trip
_______ Hong Kong.
                  a.
to                  b. into               c. over

______10. Our apartment is _______
the fifth floor.
                  a. on                 b. in                  c.
into

Part Six: Articles Made Easy

One of the fastest ways to make
your English speech sound more normal is to use articles consistently and
correctly.  The absence of articles in a student’s speech is a definite sign of
the beginner.

Grammar authority Michael Swan, in
his book Practical English Usage (Second Edition, Oxford
University Press, 1995) tells us that: "The correct use of the articles
(a/an and the) is one of the most difficult points in English grammar."  So,
in this section we will try to make it as simple and as clear as possible.

Collins Cobuild Publishers report
that 8.5% of all English communication is the, a,
or an. So, if you can improve in this area—a big plus for you!

SECTION ONE:  ARTICLE USAGE

1.
WHEN ARTICLES ARE NOT USED:

Before a common noun in the
singular if it is preceded by:
       demonstrative terms such as
this, that, these or those;
     possessive adjectives such as his, her, my,
their, our or         your; or
When referring to:    the name of a specific mountain
or island;          the name of a city, country, continent, or season; and        one’s
own parents (father or mother);       meals (breakfast, lunch, supper, dinner)
and sports;   the names of diseases, and after phrases such as kind of
or sort of, or after whose.

Don’t say: I had
a breakfast this morning.
Do say:  I had breakfast
this morning.

Don’t say: I am from the
Taipei.
Do say:   I am from Taipei.

Don’t say:  That is a my
car.
Do say:       That
is my car.
Don’t say:  I want the
that pencil. Do say:       I want that pencil.

Don’t say:  The basketball
is my favorite sport.
Do say:  Basketball
is my favorite sport.

Don’t say:  I love the
Phuket Island.
Do say:      I love Phuket
Island.

2. A/AN - THE INDEFINITE ARTICLE

Note that when a is
used, it is used before nouns that begin with a consonant sound.
An is used before nouns that begin with a vowel sound.
Many students incorrectly say an university or a hour.

Don’t say: They had to take a
x-ray of his broken arm.
Do say:  They had to take an
x-ray of his broken arm.

X-ray begins with a
vowel sound and should take the article an.

2.1
The indefinite article (a/an) is not used before:

uncountable nouns such as advice,
furniture, machinery, money and work; nouns such as work, health and
permission; plural countable nouns such as dogs and cats; and cardinal numbers
(one, two, etc.) that precede nouns.

Don’t say:  The professor gave her a permission
to miss class. Do say: The professor gave her permission to miss
class.

Don’t say:  I bought
a furniture for the office today.
Do say: I bought furniture for
the office today.

Don’t say: I bought a one
desk today.
Do say:  I bought one desk
today.
2.2. The indefinite article (a/an)
must be used:

2.2.1. When referring to one
specific  type of person, place or
                 thing

Don’t say:  I saw policeman
at your house yesterday. Do say:  I saw a policeman at your house
yesterday.

Don’t say: I saw strange car
in front of your house late last               night.
Do say: I saw a strange
car in front of your house late last               night.

2.2.1. Before the
words trillion, billion, million, thousand, hundred and dozen—if no cardinal
number precedes them

Don’t say:  I’d like dozen
pencils please.
Do say:  I’d like a dozen
pencils please.

2.2.2. Before professional titles
- if not preceded by a cardinal number.

Don’t say:  I’m really sick.  I
need doctor fast!
Do say:  I’m really sick.  I need
a doctor fast!

Don’t say:  I’m in big trouble.  I
need a ten lawyers fast!
Do say: I’m in big trouble.  I
need ten lawyers fast!

2.2.3. When referring to a member
of a class

Don’t say:  Man
should serve his country in the army.
Do say:  A man
should serve his country in the army.

2.2.4. Before exclamations
beginning with what

Don’t say: What exciting
horse race!
Do say: What an exciting horse
race!

2.2.5. Before certain clauses and
phrases such as:
         It’s a big
problem.
         It’s a
pity.
       to keep a secret        to have an opportunity      to
have a plan        to make an effort      to have an illness (common illnesses,
not diseases)

Don’t say:  I have cold. Do say:  I have a
cold.

Don’t say: He made effort
to pass the class.
Do say: He made an effort
to pass the class.

3. THE - THE DEFINITE ARTICLE

3.1
The definite article (the) in a general and specific sense:

In general, nouns do not need an
article when they are used in a general sense, but if they are used in a
specific sense the definite article is needed.  Note the inclusion or omission
in the following examples:

3.1.1. Plural Nouns

Life is too short to spend
worrying about things. A life not lived to the fullest, is not worth living

Cats are smarter than dogs.
A dog can be a man’s best friend.

3.1.2. Abstract Nouns

Love is the essence of life.
A love such as ours, makes life
worth living.

3.1.3. Material Nouns

We can’t live without air to
breathe.
The air in Mexico City is really
polluted.
3.1.4. Days, Months, Seasons

Mondays are always a bad day at
work.
The Monday I was hired was a great
day!

3.1.5.  Names of Languages

Chinese is really difficult to
learn.
The Chinese language is tonal.

3.1.6. Meals

Breakfast is my biggest meal of
the day.
The breakfast I had yesterday gave
me an upset stomach.

3.1.7.  Colors

Green is the color that symbolizes jealousy.  The blue
in the sea today is beautiful!

3.2.  The definite article (the)
must always be used before:

3.2.1. Singular countable nouns
when there is only one
       the house next to mine      the sun
         the Earth

Don’t say:  House I
live in is very small.
Do say:  The house I
live in is very small.

3.2.2. Occupational titles, positions, or family names
       the prime minister         the Smiths
         the
accountant

Don’t say:  Lawyer
said that I should plead, “Not Guilty”.
Do say:  The lawyer
said that I should plead, “Not Guilty”.
3.2.3.  The names of canals,
rivers, seas, oceans, deserts, mountain ranges, groups of islands, gulfs,
hotels, theaters, and ships

Don’t say:  I took a
vacation in Rocky Mountains.
Do say:  I took a vacation in
the Rocky Mountains.

3.2.4. Names of countries formed
as a union of states, tribe or provinces.  Examples include The United Arab
Emirates, The United States, The European Union, The
Philippines

3.2.5.  Names of Newspapers,
certain books, and instruments

Don’t say:  I read China
Post every day.
Do say:  I read the China
Post every day.

Do say:  My mother reads the
Bible everyday.

Do say:  Jenny played the trumpet while
she was in high              school.

3.2.6.  Nouns that are made
specific by some modifying phrase or
                 clause

Don’t say:  Ring
that Mary lost.
Do say:  The ring
that Mary lost.

Do say:  The CD that
I decided to buy.

3.2.7. Nouns which represent
people, places or things that we meet, employ, or use regularly - even if the
specific persons, places or things are unknown to our listener or reader

Don’t say: My husband went to bank
this morning.
Do say:  My husband went to
the bank this morning.

Do say: I had to put my dog in
the pet hospital.  He is really sick.
Do say:  My sister is at the
market right now.

3.2.8.  Singular nouns that
represent a whole class (see 3.1.)

Don’t say:  Cat is a
beautiful animal.
Do say:  The cat is
a beautiful animal.

3.2.9. Adjectives being used as a
noun to form a class

Don’t say:  Poor
need our help.
Do say:  The poor
need our help.

Do say:  The rich
pay a lot of money in taxes.

Do say:  The homeless
are the responsibility of the government.

3.1.10.  Common nouns to convert
them into abstract nouns

Don’t say:  Sports bring out animal
in me!
Do say:  Sports bring out the
animal in me!

3.1.11.  Proper nouns
only when they are qualified by an adjective, or defined by an adjective clause

Do say:  The incomparable
William Shakespeare wrote over a thousand works.

SECTION TWO:  QUANTIFIERS

Students of English usually have
as much trouble with quantifiers as they do with articles.  Therefore,
quantifiers are introduced here as they often act as article-equivalents when
plural countable nouns or uncountable nouns are referred to in a way that doesn’t
specify exactly how many or how much, but still implies a specific group or
quantity.

4. SOME and ANY

Some and any are
the most common quantifiers.  Some is used with affirmative
statements and any is used with questions and negative statements.

English speakers do not normally
say:

I bought apples.
Do you have bananas?
The baby needs milk.
Are there people waiting?

Instead, they generally say:

I bought some apples.

Do you have any
bananas?
The baby needs some milk.

Are there any people
waiting?

5.  MUCH and MANY, (A) LITTLE, (A) FEW, A LOT OF

A few, few, many are
used with countable nouns.
A little, little, much are
used with uncountable nouns.
A lot of is used
with both countable and uncountable nouns.

Much
and many are used with the negative and interrogative forms.

Don’t say:  I have few
money.
Do say:  I have a little
money.
Do say:  I have some
money.

Don’t say:  Do you have few
money?
Do say:  Do you have much
money?

Don’t say:  I have much
friends.
Do say:  I have many
friends.

Try these
exercises to see if you learned everything  from Part Six!
The answers
are upside down on the bottom of the page.

_______1. We ate _______ lunch at noon.
              a. the             b. a                c. no article

_______2. The big BMW is his _______ car.
              a. the             b. a                c. no article

_______3. My favorite magazine is _______ Economist.
              a. the             b. a                c. no article

_______4. Youngpil used to play _______ saxophone.
              a. the             b. a                c. no article

_______5. My mom is really sick.  She’s in _______ hospital.
              a. the             b. a                c. no article

_______6. _______ car I drive is really old and beat up.
              a. the             b. a                c. no article

_______7. They took _______ x-ray of her broken finger.
              a. a                b. an              c. no article

_______8. This is _______ big opportunity for you.
              a. an              b. a                c. no article

_______9. To pass this class, you’ll have to make _______ effort.
              a. an              b. a                c. no article

______10. I need to buy _______ ten pencils for school.
              a. an              b. a                c. no article

Finished !

By now you should have a much better grasp of English and
know a LOT more about the little details that really make a difference.

Don’t just set this book aside - be sure to review it from
time to time and keep a few notes on this and the next page.

Good luck with your studies, if you got this far you are
doing SUPER well!  Good for you!

Notes

file_name: 99 fast ways to improve english.pdf

alt: Fast Ways to Improve your English

alt: An essential tool for every student of

alt: All Rights Reserved © By

alt: Fast Ways to Improve your Englis

alt: Preposition Power 65

alt: We’ll all get a big raise. 1

alt: All 20. a.

alt: I will come home right after class

alt: Let’s go to Walmart _____ the weekend

alt: Articles Made Easy 65

alt: I saw _______ at your house yesterday a

alt: The house 66.

alt: Part One: Greetings and

alt: Examples: A: Yo! A:

alt: Do say: The movie was boring

alt: Don’t say: I looked at TV until 11:00

alt: Don’t say: That movie made me impressed

alt: Part Three: Wrestling with

alt: VERY The word very , when used to give force or emphasis to the degree that something happens, should modify another adverb, not the verb

alt: IN/AGO Students of English often make errors in the use of in and ago when they are talking about the past or future - when…

alt: Do say: I don’t own a car

intro:
The diagnostic test is designed to help you identify specific problems you may have with how you use English.
After you answer the 99 questions, check your answers
in the key.
How you do in each section will tell you where to look in
the book to improve your specific problems. You may
find some questions easy, but it is good to review the basic reasons behind them as well.
Even if you know the correct answer, it is important to be
sure that you know WHY it is correct!
Good luck! You are on your way to correcting the most
common errors made in English.99 Fast Ways to Improve Your English

доп. образование взрослых

group: Другое

title: 99 Fast Ways to Improve Your English


extracted_text:
Задания
для 1 группы:

1.

2.  2.

Задания
для 2 группы:

1.

2.

Задания
для 3 группы:

1.

2.  2.

Задания
для 4 группы:

1.

2.

Задания
для 5 группы:

1.

2.  2.

Задания
для 6 группы:

1.

2.

3.

file_name: Математика_5 класс_умножение смешанных чисел_карточка 1.docx

alt: Задания для 1 группы: 1

alt: Задания для 2 группы: 1

alt: Задания для 3 группы: 1

alt: Задания для 4 группы: 1

alt: Задания для 5 группы: 1

alt: Задания для 6 группы: 1

математика

group: Дисциплины


extracted_text:
Страны мира в первой половине 20 века.
Страны Европы и Америки в 1914-1939гг.

Модуль №2 « Страны Латинской Америки».

                         Структура
модуля.

          1. Вводная часть-
лекция
          2.Самостоятельная
работа учащихся
          3.Итоговая часть-
тестирование

№ урока по плану

Содержание этапов модуля

Кол-во часов

Тип урока

9

Введение в модуль: этапы
  экономического и политического развития стран Латинской Америки после Первой
  мировой войны.
 Соперничество между США и
  Великобританией.

1

Урок усвоения новых знаний

Цели:
1.Дать
характеристику политического и экономического развития стран Латинской Америки
после Первой мировой войны.
2.Раскрыть
причину зависимости  стран Латинской Америки от иностранного капитала.
3.Объяснить
причину изменения политики США по отношению к этим странам.
4.Развивать
образное  воображение, представление, уметь совершать заочное путешествие в
прошлое.
 5.
Формировать умение рационального умственного труда.
                Модульный процесс урока.
1.
Модуль диагностики знаний и умений учащихся  по домашнему заданию
( 5 мин.)
      Фронтальная беседа.
Ответы на вопросы к параграфу 9.
2.
Мотивационный модуль.

А) Показать на карте государства Латинской Америки.
 Б)
Комментарий учителя:

 В начале 20 века

 - 20 независимых государств с населением около 60 млн. человек

 - языки: 18 стран-испанский, Бразилия-португальский,

 Гаити-французский.

 - В трёх самых крупных странах - Бразилии, Мексике, Аргентине       проживало
60% населения.

- Цикл революций 20 века в Латинской Америке начала Мексиканская революция
1910-1917гг.

3. Модуль усвоения
новых знаний.
(18 мин.)
Рассказ учителя.
После первой мировой
войны
-Военные
действия первой мировой войны не затронули страны Латинской Америки, но рост
потребности воюющих стран в продовольствии и сырье привёл к повышению цен на
них и увеличению доходов латинской Америки от традиционного экспорта.
-
Ускорилось развитие промышленности, ослабли позиции помещиков – латифундистов.
-В
ряде стран утвердился конституционный режим.
-Резко
выросло влияние американского капитала.
-Мировой
экономический кризис усилил антиамериканские настроения.
-
Президент США Ф. Рузвельт заявляет о переходе в отношениях со странами
латинской Америки к политике «доброго соседа».
-
За первую половину XX в. страны латинской Америки не смогли перейти к
устойчивому политическому развитию.

Выборочное чтение текста и заполнение исторического календаря. (стр.79-84)
1910-1917-
Мексиканская революция
1922-
восстание тенентистов в Бразилии
1926-
начало повстанческого движения в Никарагуа под лозунгом «Лучше умереть
патриотом, чем гнить рабом! Свобода или смерть!»
1925
–установление террористического, диктаторского  режима на Кубе
1933-
свержение диктатуры Мачадо
1933-провозглашение
США политики «доброго соседа»
1933-
7 Панамериканская конференция в Монтевидео

4.
Модуль диагностики усвоения нового материала.
(20
мин.)

-Как повлиял на страны Латинской Америки  мировой экономический кризис?

Докажите на примерах.

-Выполните тест.
1.
Блок « Народного единства» в Чили возглавил:
А)
А. Пиночет.
В)
С. Альенде.
С)
Л. Корвалан.
D) В. Хаара.
Е)
В. Мендес.
2.
Латифундисты – это:
А)
Название военных в Латинской Америке.
В)
Члены священного союза.
С)
Члены террористических организаций.
D)Предприниматели.
Е)
Владельцы крупных поместий.
3.Зависимость
стран Латинской Америки от иностранного капитала усилилась:
А)
В результате революций.
В)
После Первой мировой войны.
С)
В период мирового экономического кризиса.
D) После
«поправки Плата».
Е)
Усиление волны иммиграции населения.
4.
Движение  «тенентистов» в Бразилии – это движение:
А)
Фермеров.
В)
Крестьян.
С)
Буржуазии.
D)Молодых
офицеров.
Е)
Эмигрантов.
5.
Революция в Мексике была:
А)
1910-1917гг.
В)
1924-1928гг.
С)
1905- 1907гг.
D) 1914-1918гг.
Е)
1918-1921гг.
Ключ:
1- В; 2 – Е; 3 – В; 4 – D; 5 –А.

Работа в группах.
Группа
№ 1.  Задание 1 уровня.
1.
Перечислите страны Латинской Америки.
2.
Дайте характеристику экономического и политического развития стран в начале 20
века.
3.
Охарактеризуйте причины первой революции в Мексике.

Группа
№ 2. Задание 2 уровня.

А)
Выделите главное, основное и отразите в таблице по революциям в Латинской
Америке.

Общие черты

Особенное

Мексика

Бразилия
  и Никарагуа

Чили

Б)
Как складывалась политическая обстановка в латиноамериканских республиках в
межвоенный период?
(
В зависимости от конкретной ситуации и расстановки классовых и политических
сил.)
 В)
Составьте резюме политического деятеля  МАЧАДО.

Группа
№ 3.   Задание 3 уровня.

1.
Как политика « Большой дубинки» была заменена  политикой «Доброго соседа».
Обоснуйте свой ответ.
2.Напишите
эссе на тему: «Лучше умереть патриотом, чем гнить рабом!»

5.Модуль
информации учащихся об уровневом домашнем задании и инструктаж о его выполнении
( 2 Мин. )

1
уровень- Прочитать и пересказать текст.
2
уровень - Рассказать о причинах революций в Латинской Америке.
3
уровень- дать сравнительный анализ политического развития  стран Латинской
Америки.

file_name: План урока Латинская Америка.doc

alt: Страны мира в первой половине 20 века

alt: А) Показать на карте государства

alt: Общие черты Особенное

intro: 9 класс история План урока Латинская Америка


extracted_text:
Глава 8. Дроби
Контрольная
работа № 7.                                 Вариант 1
1.
Начертите прямоугольник со сторонами
6 клеток и 4 клетки. Закрасьте  прямоугольника.
2.
Сколько минут а) в   ч; б)
в часа?
3.
 Сократите дробь .
4.
 Выпишите дроби, равные .
5.
Сравните числа
6.
Приведите дроби к общему знаменателю
7.
Сократите дробь
8.
*Запишите какое-нибудь число, больше , но меньше .
9.
*Укажите наибольшее из чисел .
10.

Глава 8. Дроби
Контрольная
работа № 7.                                Вариант 2
1.
Начертите квадрат со стороной 6
клеток. Закрасьте  квадрата.
2.
Сколько часов а)
3.
Сократите дробь .
4.
Выпишите дроби, равные .
5.
Сравните числа
6.
Приведите дроби к общему знаменателю
7.
Сократите дробь
8.
*Запишите какое-нибудь число,
больше 1, но меньше
9.
*Укажите наибольшее из чисел .
10.

file_name: дроби 5 класс.doc

alt: Глава 8. Дроби Контрольная работа № 7

title: Контрольная работа: Дроби, 5 класс


extracted_text:
Интеллектуальная викторина «Эрудит»
Интеллектуальная викторина с ответами
предназначена для учащихся 4 класса. За каждый правильный ответ в викторине
команда получает 1 балл.
Вопросы:
1. Средство передвижения, имеющее два колеса, но
без мотора и без педалей.
2. Колючий садовый ягодный кустарник.
3. Устройство в здании для быстрого подъема людей
и грузов.
4. Небесное тело, расположенное ближе всего к
Земле.
5. Спектакль, в котором действующие лица не
разговаривают, а только поют.
6. Круглая цирковая площадка для выступлений.
7. Человек, стоящий спиной к зрителям, а лицом к
музыкантам.
8. Самый маленький из существующих на Земле
материков.
9. Музыкальный ансамбль, состоящий из 3-х
исполнителей?
10. Автор сказок о Незнайке и его друзьях.
11. Что меньше 60 центнеров или 6 тонн?
12. Самый большой на Земном шаре океан.
13. От какого дикого зверя берут происхождение
собаки?
14. Профессия человека, создающего новые машины,
самолеты?
15. Что делает человек всю жизнь, не
останавливаясь?
16. Древесина, какого дерева больше всего подходит
для производства спичек?
17. Без этого предмета не сыграешь на скрипке.
18. Из нежной сердцевины этого травянистого
растения Древние египтяне делали свитки, а потом на них писали.
19. Какое полезное ископаемое используют для
производства пластилина?
20. Летучая мышь – это птица или млекопитающее.

Ответы:
1.Самокат. 2. Крыжовник. 3. Лифт. 4. Луна. 5.
Опера. 6. Арена. 7. Дирижер. 8. Австралия. 9. Трио. 10. Н. Носов. 11.
Одинаково. 12. Тихий. 13. От волка. 14. Конструктор. 15. Дышит. 16. Осины. 17.
Без смычка. 18. Из папируса. 19. Глину. 20. Млекопитающее....
Взято с http://klub-drug.ru/viktorina/erudit.html

Скачано с www.znanio.ru

alt: Интеллектуальная викторина «Эрудит»

title: урок


file_name: Отличник образования  РБ.doc

intro: За успехи в работе

title: Отличник образования Республики Башкортостан


extracted_text:
ТЕХНОЛОГИЧЕСКИЕ КАРТЫ УРОКОВ - БИОЛОГИЯ 8 класс к учебнику Н. И.
Сонина - 2016
МЕСТО ЧЕЛОВЕКА В СИСТЕМЕ ОРГАНИЧЕСКОГО МИРА

Педагогическая
  цель

Создать условия
  для формирования у обучающихся интереса к изучению нового курса, научного
  мировоззрения, для понимания места человека в системе органического мира

Тип,
  вид урока

Формирование
  новых знаний

Планируемые
  предметные результаты

Обучающийся
  будет знать особенности строения человека, обусловленные прямохождением и
  трудовой деятельностью; научится сравнивать человека с представителями класса
  млекопитающих и отряда приматов и делать вывод на основе сравнения;
  характеризовать особенности строения человека, обусловленные прямохождением и
  трудовой деятельностью; осуществлять поиск существенной информации (из
  материалов учебника, творческой тетради, по воспроизведению в памяти примеров
  из личного практического опыта), дополняющей и расширяющей имеющиеся
  представления о биологических объектах

Личностные

Будут
  сформированы: интерес к изучению природы; познавательные интересы и мотивы,
  направленные на изучение программы;

результаты

навыки обучения;
  коммуникативные компетентности в общении и сотрудничестве со сверстниками,
  учителями, посторонними людьми в процессе учебной, общественной и другой
  деятельности; понимание уникальности человека и ценности жизни каждого
  человека

Метапредметные
  универсальные учебные действия (УУД)

Регулятивные - научится
  составлять план работы с учебником, выполнять задания в соответствии с
  поставленной целью, отвечать на вопросы; формировать приемы работы с
  информацией: поиск и отбор источников необходимой информации;
  систематизировать информацию, формулировать проблему; получит возможность
  научиться ставить учебную задачу на основе соотнесения того, что уже
  известно, и того, что еще не известно, адекватно воспринимать оценку своей
  работы учителем, товарищами.
Познавательные - научится
  устанавливать причинно-следственные связи в изучаемом круге явлений; искать и
  отбирать источники необходимой информации, систематизировать информацию;
  получит возможность научиться ориентироваться на возможное разнообразие
  способов решения учебной задачи, применять приемы работы с информацией.
Коммуникативные - научится
  принимать участие в работе группами, использовать в общении правила вежливости;
  получит возможность научиться планировать учебное сотрудничество с учителем и
  сверстниками; принимать другое мнение и позицию, строить понятные для
  партнера высказывания, адекватно использовать средства устного общения для
  решения коммуникативных задач; применять умения и опыт межличностной
  коммуникации, корректное ведение диалога и участие в дискуссии

Формы
  и методы обучения

Формы: фронтальная,
  индивидуальная, групповая.
Методы: словесные
  (беседа, диалог); наглядные (работа с рисунками, схемами); практические
  (составление схем, поиск информации, работа с интерактивной системой
  голосования); дедуктивные (анализ, применение знаний, обобщение)

Понятия
  и термины

Систематика,
  отряд Приматы

Оборудование

Мультимедийная
  доска или проектор, карточки с заданиями

Образовательные
  ресурсы

Единая коллекция
  цифровых образовательных ресурсов. Место человека в системе органического
  мира. - Режим доступа:
  http://school-collection.edu54.ru/catalog/rubr/000001a4-a000-4ddd-b736-200046b1db58/81787/
Урок биологии по
  теме “Место человека в системе органического мира. Человек как вид, его
  сходство с животными и отличие от них”. - Режим доступа:
  http://nsportal.ru/shkola/biologiya/library/urok-biologii-mesto-cheloveka-v-sisteme-organicheskogo-mira-chelovek-kak

Организационная структура урока

Этап
  урока, цель

Методический
  прием

Деятельность
  учителя

Деятельность
  обучающихся

Текущий
контроль

осуществляемые
действия

формируемые
умения

I.
  Организационный момент*.
Проверка
  готовности обучающихся к уроку; эмоциональный настрой на урок

Фронтальная
  беседа

Приветствует
  обучающихся, проверяет их готовность к уроку

Приветствуют
  учителя, осуществляют самопроверку готовности к уроку

Осуществляют
  самопроверку, самоконтроль

Наблюдение,
  устные ответы

II. Актуализация
  опорных знаний.
Проверка опорных
  знаний обучающихся, необходимых для изучения нового материала

Фронтальная
  беседа

Актуализирует
  знания обучающихся, необходимые для изучения нового материала. Осуществляет
  фронтальный контроль.
- Что является
  предметом изучения науки систематики? (Многообразие живых организмов.)
- Дайте полное
  определение понятия “систематика”. (Это наука, изучающая все многообразие
  живых организмов и разрабатывающая принципы их классификации.)
- Из
  предложенных систематических категорий составьте правильную
  последовательность, начиная с наибольшей: вид, класс, отряд, царство, род,
  тип, семейство. (Правильная последовательность (слайд): царство, тип, класс,
  отряд, семейство, род, вид.)
- Что изучает
  такой раздел биологии, как эволюционное учение? (Это раздел биологии,
  изучающий историческое развитие (эволюцию) живой природы.)
- Как вы
  понимаете термин “эволюция”? (Процессы необратимых изменений, протекающие в
  природе.)
- Назовите
  ученого, имя которого неразрывно связано с эволюционным учением и теорией
  эволюции. (Чарльз Дарвин.)
- Давайте
  попробуем заполнить таблицу. Но это таблица не обычная. Для вас приведены
  несколько утверждений. В первом столбце (“До”) вам надо поставить знак “+”,
  если вы согласны с утверждением и знак “-”, если не согласны. Время на
  выполнение - 3 минуты.
(См. Ресурсный
  материал к уроку.)
Организует
  выполнение упражнения: заполнение учащимися таблицы

Слушают вопросы
  учителя, отвечают на вопросы учителя.
Составляют
  правильную последовательность систематических категорий. Слушают мнения
  одноклассников.
Работают с
  таблицей

Осуществляют
  анализ ответов одноклассников, сравнивают, строят высказывания, понятные для
  одноклассников и учителя, слушают в соответствии с целевой установкой

Устные ответы на
  вопросы учителя

III. Мотивация к
  изучению нового материала.
Формулирование
  темы и целей урока.
Обеспечение
  мотивации и принятия обучающимися цели учебно-познавательной деятельности.
Подведение
  учеников к формулированию темы и постановке задач урока. Составление плана
  работы

Вводная беседа,
  постановка проблемы.
Работа в рабочей
  тетради.
Работа по
  учебнику

Учитель
  мотивирует обучающихся к определению темы и постановке познавательной цели
  урока.
- Я думаю, что
  некоторые утверждения заставили вас задуматься или вызвали у вас затруднения.
  В чем причина?
- Сегодня мы
  узнаем, какие из представленных утверждений верны, а какие - нет. Раскроем
  тайну положения человека в системе органического мира, определим виду Человек
  разумный систематическое место.
Что нам для
  этого необходимо? (Ответы учащихся.)
- Все правильно:
  необходимо привести в систему знания о человеке как части живого мира,
  вспомнить систематические категории, определить место человека в системе
  органического мира.
Учитель
  озвучивает тему и цель урока. Уточняет понимание учащимися поставленных целей
  урока.
Выдвигает
  проблему:
— Какие факты
  могут служить доказательством того, что человек является неотъемлемой частью
  природы? (Человеку присущи все свойства живых организмов, он зависит от
  климатических факторов, от других живых организмов, которые являются пищей
  для него; он сам влияет на живую природу.)

Отвечают на
  вопросы учителя, предполагают, что у них недостаточно знаний о человеке как
  представителе класса Млекопитающие.
Выдвигают
  предположения. Ставят цели, формулируют (уточняют) тему урока.
Слушают мнения
  одноклассников

Наблюдают,
  осуществляют анализ объекта, понимают объяснения учителя.
Осуществляют
  взаимоконтроль, сравнивают результаты, строят высказывания, понятные для
  одноклассников и учителя, устанавливают причинно-следственные связи

Устные ответы на
  вопросы учителя

IV. Усвоение
  новых знаний и способов действий.
Обеспечение
  восприятия, осмысления и первичного запоминания знаний, выявление
  обучающимися новых знаний, развитие умения находить ответы на проблемные
  вопросы, подведение учеников к самостоятельному выводу способа действия в
  работе с информацией

Беседа по теме
  урока.
Работа в рабочей
  тетради.
Работа по
  учебнику

Объясняет новый
  материал, используя ЭОР и учебник. Формулирует задание.
- Используя
  текст учебника на с. 5-6 и далее слайды презентации, заполните в таблице
  столбик “После”. Для этого вновь прочитайте утверждения. Напротив
  утверждений, с которыми вы согласны, ставьте знак “+”, если не согласны -
  знак “-”. Ваши суждения могли измениться.
Время на
  выполнение - 4 минуты.
Контролирует
  выполнение работы. Организует работу обучающихся по исследованию проблемной
  ситуации. Осуществляет индивидуальный контроль. Организует коллективную
  проверку по уточнению и конкретизации оценочных высказываний обучающихся.
- В каких
  утверждениях ваше мнение изменилось и почему?
- Какие из
  данных утверждений вызвали у вас наибольшие трудности?
- Какие
  утверждения остались непонятными для вас?
Организует
  фронтальную работу обучающихся. Подводит их к раскрытию темы урока.
- Человек
  относится к типу Хордовые, как и рыбы, земноводные, пресмыкающиеся, птицы,
  млекопитающие. Одним из основных признаков хордовых является наличие осевого
  скелета (хорды) на ранних стадиях развития. У позвоночных животных хорда дает
  развитие позвоночнику. На ранних стадиях эмбрионального развития у всех
  хордовых образуются зачаточные жабры. У водных организмов и у личинок
  земноводных они сохраняются, а вот у пресмыкающихся, птиц и млекопитающих,
  включая человека, они редуцируются, исчезают.
Для уточнения
  происхождения и родства человека с животными нужно обратиться к эволюционному
  учению. В своих книгах “Происхождение человека и половой отбор”, “О выражении
  эмоций у человека и животных” Ч. Дарвин приходит к выводу о том, что человек
  является неотъемлемой частью живой природы. Ч. Дарвин распространил на
  человека основные положения эволюционной теории, тем самым введя в русло
  естественнонаучных исследований проблему происхождения человека. В книге
  “Происхождение человека” (1871 г.) Ч. Дарвин привел убедительные
  доказательства в пользу того, что человек представляет собой последнее,
  высокоорганизованное звено в цепи развития живых существ и имеет общих
  далеких предков с человекообразными обезьянами. К семейству крупных
  человекообразных обезьян относят азиатских орангутангов, африканских гориллу
  и шимпанзе. На сегодняшний день они являются нашими ближайшими
  родственниками, что доказывается данными сравнительной анатомии, цитогенетики
  (наука, изучающая строение хромосом) и, конечно же, данными молекулярной
  биологии. Молекулярная биология рассматривает последовательности аминокислот
  в молекулах белков. Последовательности аминокислот многих белков человека и
  шимпанзе сходны более чем на 99 %. Следствием этого являютсяблизость групп,
  крови, взаимозаменяемость многих белков (например, гормонов), сходные
  заболевания

Воспринимают
  информацию, сообщаемую учителем; работают с материалами ЭОР, учебником,
  фиксируют в тетрадях новые термины и понятия.
Строят схему
  “Место человека в системе органического мира”.
Выступают с
  сообщением по теме “Человек и природа”.
Определяют
  принадлежность биологического объекта Человек разумный к классу
  Млекопитающие, отряду Приматы; участвуют в коллективной беседе

Устанавливают
  причинно-следственные связи в изучаемом круге явлений; ищут и отбирают
  источники необходимой информации, систематизируют информацию

Фронтальный
  опрос.
Устные ответы

Физкультминутка**

Учитель
  организует выполнение обучающимися релаксационных упражнений

Выполняют
  упражнения

Осуществляют
  профилактику утомляемости

Наблюдение

V. Первичное
  закрепление изученного материала.
Освоение способа
  действия с полученными знаниями в практической деятельности

Фронтальная
  работа

Устанавливает
  осознанность восприятия материала обучающимися, организует первичное обобщение,
  побуждает учеников к высказыванию своего мнения.
- Предлагаю вам
  самостоятельно определить систематическое положение человека. Из предложенных
  вариантов выпишите верный ответ:
Царство:
  Растения, Грибы, Животные
Подцарство:
  Многоклеточные, Одноклеточные
Тип:
  Членистоногие, Хордовые
Подтип:
  Позвоночные, Бесчерепные
Класс: Птицы,
  Пресмыкающиеся, Млекопитающие
Отряд: Приматы,
  Первозвери, Сумчатые
Семейство:
  Гоминиды
Род: Человек
Вид: Человек
  разумный
Ответы (см.
  Ресурсный материал к уроку).
Подводит обучающихся
  к выводу о связи человека с живой природой

Решают типовые
  задания с проговариванием алгоритма выполнения вслух

Решают типовые
  задания с проговариванием алгоритма выполнения вслух

Наблюдение.
  Устные ответы

VI. Рефлексия
  учебной деятельности

Закрепляющая
  беседа

Акцентирует
  внимание обучающихся на конечных результатах учебной деятельности на уроке.
- Что нового вы
  узнали на уроке?
- Узнали ли вы
  сегодня на уроке то, что вызывало у вас затруднение при работе с таблицей?
- Какие
  затруднения у вас возникли при работе на уроке?
- Что осталось
  непонятным?

Отвечают на
  вопросы

Воспринимают
  оценку своей работы учителем, товарищами

Устные ответы

VII. Подведение
  итогов.
Выявление
  качества и уровня овладения знаниями, обеспечение их коррекции

Фронтальная работа

Оценивает работу
  обучающихся во время урока, комментирует оценки. Отмечает степень
  вовлеченности обучающихся в работу на уроке

Осуществляют
  самоанализ деятельности

Формулируют
  выводы на основе наблюдений, высказывают свое мнение и позицию

Устные ответы

Домашнее задание

Учебник, с. 5-6;
  знать систематическое положение человека. Дополнительно: подготовить
  сообщение “Что изучает молекулярная биология”

Записывают
  задание

Читают задание.
  Задают уточняющие вопросы

Наблюдение

*
Этот этап необходимо проводить на каждом уроке для формирования регулятивных
универсальных учебных действий (эмоциональная, мотивационная готовность к
уроку).
**
Данный этап необходимо проводить на каждом уроке для того, чтобы снять у
школьников утомление, обеспечить им активный отдых и повысить их умственную
работоспособность.
РЕСУРСНЫЙ МАТЕРИАЛ К УРОКУ

До

Утверждения
  по теме “Место человека в системе органического мира”

После

Люди всех рас
  относятся к одному виду - Человек разумный

Ближайшие
  родственники человека - сумчатые животные

У всех людей на
  одной из стадий жизненного цикла имеются жабры

Человека, как и
  рыб, относят к типу Хордовые

Человек
  относится к классу Люди

Осевым скелетом
  на ранних стадиях развития всех хордовых и человека является хорда

Кровеносная
  система человека, как и млекопитающих, замкнутая, имеет два круга
  кровообращения

Ответы:

До

Утверждения
  по теме “Место человека в системе органического мира”

После

Люди всех рас
  относятся к одному виду - Человек разумный

+

Ближайшие родственники
  человека - сумчатые животные

-

У всех людей на
  одной из стадий жизненного цикла имеются жабры

+

Человека, как и
  рыб, относят к типу Хордовые

+

Человек
  относится к классу Люди

-

Осевым скелетом
  на ранних стадиях развития всех хордовых и человека является хорда

+

Кровеносная
  система человека, как и млекопитающих, замкнутая, имеет два круга
  кровообращения

+

Систематическое
положение человека: царство Животные, подцарство Многоклеточные, тип Хордовые,
подтип Позвоночные, класс Млекопитающие, отряд Приматы, семейство Гоминиды, род
Человек, вид Человек разумный.

file_name: Урок 1. МЕСТО ЧЕЛОВЕКА В СИСТЕМЕ ОРГАНИЧЕСКОГО МИРА.docx

alt: ТЕХНОЛОГИЧЕСКИЕ КАРТЫ УРОКОВ -

alt: Формы и методы обучения Формы : фронтальная, индивидуальная, групповая

alt: Животные Подцарство: Многоклеточные,

title: биология


extracted_text:
Формы
работы с родителями по ПДД.
Закрепить у детей знание
правил дорожного движения поможет совместная работа школы и семьи. Единые
требования учителей и родителей обеспечивают у детей образование прочных
навыков поведения на улице.
Одной из форм работы с
родителями являются родительские собрания, на которых учителя знакомят
родителей с программными требованиями по обучению детей ПДД, говорят о важности
примера взрослых, о необходимости соблюдения правил поведения на улице..
Любое незначительное нарушение,
допущенное взрослыми, является плохим примером для ребёнка. Собрания хорошо
сочетать с показом родителям занятий и игр детей по изучению правил дорожного
движения.
Вопросы, поднятые на
собраниях, могут быть предметом обсуждения на консультациях, в индивидуальных
беседах, которые позволяют учителю установить тесный контакт с семьёй,
дифференцированно подойти к каждому ребёнку, учитывая его типологические
особенности, интересы, физическое состояние.
Ещё одной формой в работе
с родителями является анкетирование, которое проводится в классе.
В анкете необходимо
ответить на ряд вопросов, которые помогут узнать, насколько дети знают и умеют
пользоваться правилами дорожного движения.
Для лучшего усвоения
правил поведения во дворе родителям можно предложить вместе с ребёнком
составить план-схему своего двора. Вместе с детьми следует определить на
план-схеме особо опасные участки во дворе, а также места, благоприятные для
разнообразных игр детей. По этим план-схемам можно предложить детям рассказать,
как они будут играть в своём дворе: где безопасно кататься на велосипеде,
санках, играть в мяч.
Можно составить
фотостенд, на котором будут помещаться фотографии детей, которые принимали
участие вместе с родителями в той или иной ситуации на дороге.
Только единство
требований семьи и школы обеспечит успешную подготовку детей к практическим
применениям и соблюдениям правил дорожного движения.

file_name: 18. Формы работы с родителями.docx

alt: Формы работы с родителями по ПДД

title: Формы работы с родителями по ПДД