Test work analysis
List of students 9 class
Class: 9 Teacher: Kostyuchenko A.V.
Item: English language
Test work p about section 2
the date of the : G.
p/p
"5", "4", "3", "2"
Personnel: __1__ people.
Wrote the work: __1__ people. Marks: "5" __- _ people "4" __1 _ people "3" ___-_ people "2" __-__ people
The test was aimed at students’ ability to use grammatical and lexical material adequately for the communicative task. To test and correct knowledge and skills.To complete tasks similar to the Unified State Exam.
conclusions
Continue work on developing reading skills with the main content of the text, learn to separate the main from the secondary and ignore redundant information.
You should organize regular work with texts of different formats and genres.
Analysis of test papers in English in 4th grade
The date of the:20.12.2016
Teacher: Kostyuchenko A.V.
Total students:9
Completed work:6
The test was carried out in 4th gradetwo sections
Test results
Number of students in classNumber of students per class
Ratings
"5"
"4"
"3"
"2"
Common mistakes : lack of knowledge of vocabulary on the topic and grammatical material, wrong translation English word. Inability to isolate the main idea from the text.
Corrective work plan: take into account the nature of the mistakes made; organize work to eliminate gaps in knowledge by assigning additional classes for low-achieving students, developing speaking and listening skills.
Control analysis Ouch works s in English in 5th grade
The date of the:12/22/16
Teacher: Kostyuchenko A.V.
Total students: 7
Completed work: 7
Results of the test for section 2
Number of students in classNumber of students per class
Ratings
"5"
"4"
"3"
"2"
Common mistakes : There are no necessary skills in the vocabulary and grammar section. There are no skills to work with text, highlight the main idea, or answer questions constructively.
Reasons: frequent failure to complete homework and teacher requirements (get a dictionary, learn words by heart); very low motivation among some students.
Corrective work plan: continue to develop listening, speaking and reading skills, take into account the nature of the mistakes made; organize work to bridge knowledge gaps by assigning additional classes; repeated control of vocabulary on the topic; application of methods to enhance the use of vocabulary in students’ speech; strengthen control over homework assessment; using various teaching methods to increase students' learning motivation.
Test work analysis
List of students 11 class
Class: 11 Teacher: Kostyuchenko A.V.
Item: English language
Module 3 Grammar Test Quiz
the date of the : 12/19/2016
p/p
Classification of errors made in work
Student code (his number in the class register)
"5", "4", "3", "2"
Personnel: __2 __ people
Wrote the work: __2 __ people Marks: "5"_- __ people "4" _1__ people "3" _1_ people "2" __-__ people
Corrective work plan: take into account the nature of the smallest errors made; organize work to bridge knowledge gaps by assigning additional classes; using various teaching methods to increase students' learning motivation.
Test work analysis
List of students 8 class
Class: 8 Teacher: Kostyuchenko A.V.
Item: English language
Test work on the 3rd cycle.
the date of the : 12/19/2016
p/p
Classification of errors made in work
Student code (his number in the class register)
"5", "4", "3", "2"
Personnel: __1 people
Wrote the work: 1 person. Marks: "5" __- __ people "4" _-_ people "3"__1 _ people "2" __-__ people
Common mistakes : insufficient knowledge of vocabularylogical and grammatical material.No skills in working with text. There is no ability to find information in the text or highlight the main idea in the text.
Reasons: very low motivation of the student, frequent failure to complete homework.
Corrective work plan: take into account the nature of the mistakes made; organize work to bridge knowledge gaps by assigning additional classes; using various teaching methods to increase students' learning motivation. Continue to develop reading skills with a full understanding of the content.
Analysis of tests in English in grade 3
the date of the 12/21/16
Teacher: Kostyuchenko A.V.
Total students:6
Completed the work:5
The test was carried out in 3rd grade on the material studied for section No. 2.
Test results
Number of students in classNumber of students per class
Ratings
"5"
"4"
"3"
"2"
Common mistakes : ignorance of lexical and grammatical material. No skills to work with text, translate, correlate verbs with the right tense.
Reasons: poor control of homework on the part of parents and, as a consequence, systematic failure to complete homework; failure to comply with the teacher’s requirements (get a dictionary, learn words by heart, etc.).
Corrective work plan: take into account the nature of the mistakes made; organize work to eliminate gaps in knowledge by assigning additional classes for low-performing students.it is necessary to pay attention to the formation and training of memorization skills of foreign language vocabulary. Continue work on developing skills in learning foreign language vocabulary.
Control analysis Ouch works s in English in 6th grade
The date of the:12/20/16
Teacher: Kostyuchenko A.V.
Total students: 14
Completed work: 13
Test for section No. 2
Number of students per classRatings
"5"
"4"
"3"
"2"
Common mistakes : insufficient knowledge of vocabulary and grammar. Reasons: frequent failure to complete homework and teacher requirements (get a dictionary, learn words by heart); very low motivation among some students. There are no skills to complete tasks like the Unified State Exam.
Corrective work plan: Conduct USE-type testing once every 2 weeks, continue to develop listening, speaking and reading skills, take into account the nature of the mistakes made; organize work to bridge knowledge gaps by assigning additional classes; repeated control of vocabulary on the topic; application of methods to enhance the use of vocabulary in students’ speech; strengthen control over homework assessment; using various teaching methods to increase students' learning motivation.
The general linguistic concept of "error" can be perceived in different ways, since the term can be applied to different levels language. First of all, it should be noted that the most important and important type of error is the one that makes it difficult to understand. For example, “She saw it with dignity” instead of “She looked at it with dignity”
Julian Edge identifies the following categories of errors from a teacher's perspective. Julian Edge, Mistakes and Corrections, Longman, - 1997. - 70. p. 9-10.
1. Errors - slips.
This type includes errors that the student can correct himself if pointed out.
Example: She left college two years ago and now work as a secretary.
I decided to do it and forgotten about it.
2. Mistakes made in the material covered (errors).
This type includes errors that the student cannot correct independently, even if pointed out, but the class is familiar with the correct form.
Example: That was the first English film which I have understood it.
He doesn't know about the war, doesn't he?
3. Errors made in unstudied material (attempts).
This type includes errors made in unfamiliar structures, or when it is not clear what the student wants to say and what form he is trying to use in the sentence to express his thoughts.
Example: This is no really for always my time...
With time it appeared more clearly.
According to Julian Edge, this classification can be effective for teachers who know the language level of their students, because For one, an error in this kind of sentence may be slip, for another - error, and for a third - attempt. It can also be a student’s progress in language learning from attempt to slip.
S.G. Merkulova considers the issue of classification of errors from a linguistic point of view. There are three main types of errors: semantic, grammatical and phonetic errors. Merkulova S.G. Modern approaches to correcting errors in oral speech when learning English. // English language. Supplement to the newspaper “First of September”, 2002. - 45. - P. 5.
Since distortion of meaning interferes with mutual understanding, semantic errors can be considered the most serious and require correction. Grammatical errors are the second group of errors often corrected by teachers.
The last type of error is phonetic. Frequent correction of phonetic errors eradicates children's confidence in their abilities already at the very initial stage of language learning, so this problem should be approached differently.
Depending on which ones language norms turn out to be violated, in the classification of S.N. Tseitlin actually divided speech errors into a number of categories. Tseytlin S.N. Speech errors and their prevention. - St. Petersburg: Publishing House "MiM", 1997. - 192, - pp. 21-22. Errors can be highlighted:
a) word-formation - consisting in the unjustified formation of new words or modifications of words of a standard language;
Alan was satisfied with his work.
b) morphological - associated with the non-normative formation of word forms and the use of parts of speech;
He got his first book and cried angry.
c) syntactic - consisting in incorrect construction of phrases, simple and complex sentences;
The cat was trapped at the corner of the street where the trash would be soon placed.
d) lexical - representing the use of words in non-normative meanings, violation of lexical compatibility, repetitions, tautology;
He didn't want to work on his work, because this work was ungrateful.
e) phraseological - associated with the use of phraseological units that does not comply with the norm;
It was pouring down like from the buckets.
f) stylistic - consisting in violating the unity of style.
The ministers were so noisy that the speaker asked them to shut up.
Stylistic errors occupy a special place in this system, since they do not correspond to a certain level of the language and can manifest themselves in the field of vocabulary, morphology, and syntax.
Also, errors can be divided into two categories in terms of the reason for their occurrence:
Errors associated with the influence of the native language (interference).
I would like to speak with you some minutes.
Errors associated with the very process of learning and comprehending a foreign language, up to an advanced level, manifesting themselves as a consequence of misunderstood or independently developed patterns at all levels of the language. For example, students very often add the ending “-ed” to irregular verbs when converting them to the past tense.
She took the situation seriously.
Thus, there are many classifications of errors, since this issue can be viewed from different perspectives. Each classification helps to reassess what students are learning and provides a way for teachers to evaluate how effective learning is and what needs to be done.
In this work, to analyze tasks for preventing speech errors, we use the classification of S.N. Tseytlin.
They talk about the most common mistakes made by Russian-speaking students.
So, you are learning English. This is great - it will be useful for work, for your own development, and it will make communication with foreigners easier. But our native language is still Russian, and we are so accustomed to its rules that we automatically apply them to other languages. And the grammar of the English language is very different from the grammar of Russian, and as a result we make mistakes - funny, or stupid, or even indecent. For example:
1. I feel myself (I feel myself)
Wrong: I feel myself fine today.
Right: I feel fine today.
IN English language after the verb “feel” (to feel) is not placed reflexive pronoun“myself” - native English speakers will understand that you are talking about your well-being. They say simply: I feel well; I feel sick; I feel happy.
If you say “I feel myself”, then for English speakers it will sound... strange. They will think that you are telling them about physical contact with yourself or touching yourself.
2. Enough (enough)
Wrong: She spoke English well enough to get the job.
Right: She spoke English well enough to get the job.
In English, correct word order is more important than in Russian. The place of the word “enough” in a sentence depends on which part of speech it belongs to: an adverb, adjective or noun.
If “enough” refers to an adverb or adjective, it comes after the semantic verb:
Do you think he’s old enough to watch that movie?
- We’ve done enough today.
Old (adult) is an adjective, today (today) is an adverb.
If "enough" refers to a noun, it comes before the verb:
We had enough money to buy a ticket.
3. Normal
Wrong: How are you? - I’m normal, thanks.
Right: How are you? - I’m fine, thanks.
In English, we don't usually use the word "normal" to talk about our mood or our day. English speakers say "fine" or "okay". And they perceive the word “normal” more likely to mean “average, ordinary” or precisely “normal”.
Imagine being asked: “How are you, how are you?” And you answer: “I’m normal.” Agree, it sounds ridiculous: it’s as if you are trying to convince your interlocutor that you are a normal person, and not strange or even crazy. It may be time to announce your normality to the world, but that's probably not what you were talking about.
4. Scientist, scholar (scientist)
Wrong: Scientists study history so that humanity can learn from the past.
Right: Scholars study history so that humanity can learn from the past.
Both words, “scientist” and “scholar”, are translated from English as “scientist”, but they have different meanings.
“Scientist” is an expert in the exact (chemistry, physics, mathematics, biology) or social (psychology, sociology, political science) sciences.
“Scholar” is an expert in a certain field of knowledge. He has a great understanding of the subject because he studies it. "Scholar" is an expert in areas such as history, art or languages. They also call a smart student who receives a scholarship - “scholarship”.
The difference is also that a “scientist” uses scientific methods to study a subject - builds hypotheses, conducts experiments, and draws conclusions. "a scholar" usually dispenses with this.
5. Prepositions
Wrong: I was waiting for David on the theater.
Right: I was waiting for David at the theater.
When learning English, Russian speakers often get confused with prepositions or omit them altogether. It seems to us that prepositions in English phrases should be the same as they would be in Russian. But that's not true. In order not to get confused, you just need to learn the most common expressions, where the preposition is closely related to the verb.
Depends on - depends on.
- Tired of - tired of.
- Divide into - divide by.
Often in English sentence a preposition is necessary, but in Russian it is not needed, or vice versa:
To wait for someone - wait for someone.
- To graduate from school - finish school.
- To listen to someone/music - listen to someone/music.
- To be afraid of someone/something - to be afraid of someone/something.
- To explain to someone - to explain to someone.
- To answer a question - answer the question (note: without a preposition, but with an article).
Prepositions can be divided into several categories. This way you will quickly understand when and what preposition to use:
a) Coverings (table, wall, floor, slabs, roof, shelves): on.
For example: on the roof, on the table.
b) Technology (computer, TV, radio, screen, DVD, hard drive, CD): on.
c) Public transport: (train, bus, tram, plane, ship, ferry): on.
On the bus, on the ship.
d) Inside a physical object/structure (book, pocket, box, number): in.
In his pocket, in a boxes.
e) Places: (office, stadium, store, supermarket, station, theater, park) at/in.
In the street, at the station.
6. How and What (how and what)
Wrong: How do you call this in English?
Right: What do you call this in English?
Russian speakers often confuse the question words “how” and “what” when asking in English: “What is this called?” They try to start a phrase with the usual “how” - “how”. But in English they use “what”. This needs to be remembered.
7. City
Wrong: I am from Moscow city.
Right: I am from Moscow / the city of Moscow.
Often they only say the name (Moscow, New York, London) and do not add the word “city”. If it is important to clarify that this is a city and nothing else, then use the construction “the city of”.
For example: the city of London, the city of Boston, the city of Moscow.
In rare cases, the word “city” is included in the name: New York City, Salt Lake City, Mexico City. Sometimes they make it clear that this is a specific city and not another geographical area with the same name:
I grew up in a small town in the state of New York, but now I live in New York City.
- Although I have lived in Moscow for several years, my parents still live in a small town outside of the city but still in Moscow Oblast.
- I visited Salt Lake City this summer.
8. Plural and Singular (singular and plural)
Wrong: The professor gave us several useful advices for our researches.
Right: The professor gave us several useful words of advice for our research projects.
Both Russian and English have countable nouns that can be easily counted (chair, apple, glass), and uncountable nouns that cannot be counted without additional units (water in liters, time in minutes, rice in grams). But often countable nouns in English become uncountable.
Example of uncountable nouns:
Advice, research, knowledge, accommodation, baggage, equipment, furniture, garbage, information, luggage, money, news, pasta, progress, travel, work.
If you want to use uncountable nouns in plural, use additional words: piece, glass, chunk.
For example:
We just bought several new pieces of equipment for our lab.
- I’ll have three glasses of lemonade, please.
- She cut off a large chuck of meat and fed it to her dog.
There are several set expressions that are always used in the singular in English:
- Right: Thank God, we have each other.
- Wrong: Thanks Gods
- Right: No problem!
- Wrong: No problems!
- Right: We have no comment about the case.
- Wrong: no comments.
9. Possibility and Opportunity
Wrong: I will have the possibility to go to the conference next year.
Right: I will have the opportunity to go to the conference next year.
Russian speakers often say “possibility” when talking about their ability to do something. But in English there is also a word “opportunity”, which also means “opportunity”. Which word to use depends on the context.
"Possibility" is something hypothetical that could happen or turn out to be true.
Opportunity is favorable circumstances that allow us to do something or give us a chance to act.
There is a possibility that it will rain tomorrow, so you will have an opportunity to use your new umbrella.
- There is a possibility that we will have enough funding for another research assistant position. If so, you will have an opportunity to apply for this position.
10. Say and Tell
Wrong: Can you tell me how to tell this in English?
Right: Can you tell me how to say this in English?
“Say” is said when you want to repeat the words of another person. “Tell” is used when they want to ask for something, ask about something, or inform someone about something. The verb “tell” is accompanied by a direct object: tell us/him/her/the audience.
At lunch John told his coworkers about his business trip to China.
- John said that the business trip to China went very well.
Remember these phrases:
Say yes or no, a few words, something.
- Tell a story, a lie, a secret, a joke, the truth.
11. Learn and Teach
Wrong: Can you learn me to speak English better?
Right: Can you teach me to speak English better?
"Learn" and "teach" are often confused because both words mean "to teach." But in English their meanings are completely different.
“Learn” is learning on your own. A student learns homework, a girl learns to play the guitar, and so on.
"Teach" is to train someone. The teacher teaches students the intricacies of the language.
- “I remind myself every morning: Nothing I say this day will teach me anything.” So if I’m going to learn, I must do it by listening.” - Larry King
12. Free
Wrong: I want to speak English freely.
Right: I want to speak English fluently.
If a person wants to say that he speaks a foreign language fluently, then he uses the word “fluent”, not “free”. Yes, “free” means “free,” but its other meaning is “free.” And if “free” comes after a noun (smoke-free, car-free, alcohol-free), this means that the action is prohibited.
This is the smoke-free bar. If you want to smoke, you must go outside.
13. Do and Make
Wrong: I think I did a mistake
Right: I think I made a mistake.
In Russian, both verbs - “do” and “make” - are translated as “to do”. But they have different meanings.
“Do” - for everyday activities or work, the result of which will be something intangible, something that cannot be touched:
Do homework, do the dishes, do the laundry, do a job, do the shopping.
“Do” is used when generalizing rather than specifying. Often there are words nearby: something, nothing, anything, everything:
He has done nothing all day.
- She would do anything for her Mom.
- Is there something I can do for you?
“Make” is used when talking about creating a material, tangible thing:
Make food, make a cup of tea, make clothes, make a mess.
But there are many exception phrases with the verbs “make” and “do” that you just need to remember:
Make money, do someone a favor, do business, make a decision, do good, make a plan.
14. Expensive and dear (dear)
Wrong: That computer is too dear for me to buy.
Right: That computer is too expensive for me to buy.
The Russian word "dear" is translated into English as "expensive" or "dear", again depending on the context. Both words mean something valuable to a person, but their meaning is different.
"Dear" is something of value in an emotional or personal sense:
This necklace isn’t very expensive, but, since it belonged to my grandmother, it is very dear to me.
"Expensive" is something valuable in a financial sense, such as an expensive purchase:
I wish I hadn’t dropped my new iPhone in the toilet. It was really expensive!
15. Gender (gender)
Wrong: It’s time I bought a new computer, since he is very old.
Right: It’s time I bought a new computer, since it is very old.
Russian speakers often habitually say “he” or “she” in cases where they should use “it”.
In English, the personal pronouns "he" or "she" are used to refer to people. It is appropriate to say “he” or “she” about dogs, cats or other animals whose gender is known. We often call the pets that we love or that we like this way; for us they are not a faceless “it”, but rather “he” or “she” - “he” or “she”.
I have fond memories of my dog, Spot. He was a great dog.
You can say this about inanimate objects to which we are attached - cars, ships and even countries:
Look at that sports car! Isn’t she a beauty?
- “God bless America,
Land that I love,
Stand beside her, and guide her
Through the night with a light from above."
Irving Berlin
There are words in English that already have a gender - they take into account the actual gender of a person or animal:
Feminine: women, girl, mother, daughter, aunt, niece, nun, goddess, empress, queen, princess, heroine, actress, waitress, lioness, cow.
Male: man, boy, father, son, uncle, nephew, monk, god, emperor, king, prince, hero, actor, waiter, lion, bull.
In modern English, words like waiter, actor, and hero are used for both masculine and feminine genders. If you need to accurately indicate gender, you can add the words “man” or “woman”:
In English, the word "hero" does not only mean the hero of a book. A hero is a person, real or fictional, who shows great courage or makes a sacrifice for the greater good.
What does the word “Like” mean?
How to Improve Your English Written Test Score No more excuses! 3 myths about language learning that are hindering your success 10 most popular abbreviations in English internet slang Funding for your ideas to improve the urban environment of Moscow! Reading during the holidays: books that will “charge” you for the entire 2015 year
It's no secret that we all make mistakes when using English. They can be completely different: incorrect use of tenses and grammar, confusion in words.
All these mistakes prevent the interlocutor from understanding what you want to tell him. Therefore, you need to get rid of them as early as possible.
In this article, I have collected common mistakes that English language learners make. Familiarize yourself with them to prevent them from happening.
7 most common mistakes made by English learners
What are the most common mistakes people make when using grammar and words.
1. Forgetting to add the ending -e/-es when using the Present Simple tense
In the present simple tense, when the actor is
- He (he)
- She (she)
- It (it/he/she)
We need to add the ending -s/-es to the action. Very often students forget to do this.
For example:
She work s at school.
She works at school.
If you make this mistake:
- Be sure to re-learn the rules for constructing sentences in this tense
- Compose oral sentences until you automatically achieve the correct construction
- Secure the result by leaving written sentences according to the rule
2. The groups confuse Simple and Continuous tenses
Very often, students do not understand when to use one tense and when to use another.
Simple is translated as “simple”.
We use this tense when we talk about facts that:
- happening in the present tense
- happened in the past
- will happen in the future
For example:
I drive a car.
I drive a car.
We say that a person knows how to drive a car and this is a fact.
Continuous is translated as “long, continuous.”
When we use this tense, we talk about action as a process that:
- happening at the moment
- happened in the past at a certain moment
- will happen in the future at a certain point
For example:
I am driving a car.
I'm driving.
Unlike the simple group, here we do not mean a fact, but are talking about a process.
Let's see the difference between fact and process.
Fact: I can drive a car, I have a license.
Process: I got behind the wheel some time ago and now I’m driving the car, that is, I’m in the process of driving.
3. They confuse the use of Past Simple (simple past) and Present Perfect (present complete)
To clear up any confusion between these times, let's compare present time Perfect with Past Simple.
Past Simple Tense
Past Simple is translated as “past simple” tense.
When to use: We use it when we talk about events that happened in the past.
What we show: The very fact of an action that once happened.
For example:
I lost my keys.
I was losing your keys.
You lost your keys sometime in the past and now talk about it as a fact that once happened to you. For example, over lunch you told a friend that you lost your keys last week.
Present Perfect Tense
Present Perfect is translated as “present perfect (completed)” tense.
When to use: We use the present perfect when we talk about an action that happened in the past, but it has meaning now.
What we show: The result of an action done in the past.
Let's look at an example:
I have lost my keys.
I lost your keys.
For example, you call your wife and ask her when she will come home from work so that she can open the apartment. She asks you why you don’t do it yourself. And then you answer that you have lost your keys (this has already happened) and therefore you cannot enter the apartment (the result of you losing your keys).
We see the result of this action right now: I am now without keys and cannot get into the apartment.
4. Forgetting the particle to before verbs
In order not to forget about the to particle, we just need to figure out when we use it.
In Russian we understand that we have a verb in indefinite form at the end of Т: say, draw, call. In English, the endings of words do not change.
And here the particle to comes to our aid, which serves precisely as an indicator, which in Russian is the ending Т. That is, if we see the particle to before a verb, we can safely say that this verb is in an indefinite form: to say, to paint, to call.
If you look at the particle to and pronounce it, you will see that it is VERY similar to the Russian Ть, but only at the beginning of a sentence.
We use to when we can ask questions “what should we do?” and “what to do?”
For example:
I want (what to do?) to sleep.
I want to sleep.
She likes (what to do?) to read.
She likes to read.
5. They confuse the prepositions in and at
Both prepositions are translated as “in” and present difficulties for students to use.
Preposition in we use when we are inside something.
They are in school.
They are at school.
The sentence says that they are in the school building. They are not somewhere on the site or on an excursion, they are inside this building.
Pretextat- When we are somewhere with a specific purpose.
They are at school.
They are at school.
In this sentence we mean that they are at school, they went there for the purpose of learning, they may now be in the school itself, in the playground next to the school, or even going on a school trip to a museum.
6. The words lie and lay are confused
The verbs lie and lay always cause a lot of difficulties in using, and even people who speak English well confuse them with each other.
Word lie performed independently. That is, we say that someone is lying on the sofa, bed, floor, etc. For example: She was so tired of working that when she arrived, she immediately lay down on the bed.
Note:
In the past tense lie has the forms lay And lain. Do not confuse it with the verb lie - “to lie”.
Although their spelling in the present tense is completely the same, in the past tense the word “to lie” has the forms lied, lied.
He is lying on the bed.
He is lying on the bed.
Word lay we use when the action done to someone or something. That is, we put something/someone on a table, bed, sofa, etc. For example: I put my bag on my lap.
In the past tense, lay has the form laid, laid.
She laid a book on the table.
She put the book on the table.
7. The words much, many and a lot are confused
In Russian we say: a lot of money, a lot of candy, a lot of effort, a lot of cars, etc. In all these phrases we use one word. In English there are words much, many and a lot, which are translated as “a lot”. But they are used differently.
We use many when we talk about something that we can count. For example: many houses, many birds, many telephones, many countries.
Bill doesn't have many friends.
Bill doesn't have many friends.
We use much when we talk about something we can't count. For example: a lot of freedom, a lot of time, a lot of money, a lot of garbage.
You drink too much coffee.
You drink too much coffee.
Many and much are formal words. In spoken English they are used most often in questions and negative sentences. They are also often used after the words too (too) and so (so). In written and formal speech, much and many can be used in all sentences (affirmative, negative, interrogative).
We use a lot and with the fact that we can count with what we cannot count. A lot is a less formal word and is much more commonly used in spoken English.
We had a lot of problems.
We had a lot of problems.
So, dear friends, it is best to learn from the mistakes of others, so take note of these mistakes and do not make them.
The educational and reference manual is intended for a wide range of people studying and teaching English: school teachers and university professors, secondary and higher education students educational institutions, as well as for everyone who strives to speak and write English without errors.
The benefit includes 160 English words and constructions, grouped into 74 dictionary entries, which analyze typical errors and the reasons for their occurrence, and also provide exercises with keys that help consolidate the correct uses of the words discussed in the manual.
BY ALL MEANS BY NO MEANS.
Unfortunately, many people who believe that the best way to learn a foreign language is to try to guess the meaning of words instead of using a dictionary misunderstand the expressions by all means and by no means. These are idiomatic expressions whose meaning cannot be derived directly from the word “means”. They do not mean “by all/by any means” and “by any means.”
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