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Sentence correction worksheets! Section A: Identify THREE words that need to be removed to make them grammatically correct. Section B: identify the words that need to be removed to make them grammatically correct. Section C: Find out which part of the sentence has an error and correct it. Section D: Correct the mistake(s) printed in bold and underline Sample This: In each of the following sentences, identify THREE words that need to be removed to make them grammatically correct. 01. Intelligent people had know how have to learn for from the mistakes. 02. All kinds of promises have are being made to us but never been kept. 03. She has liked loves growing vegetables in with her kitchen garden. 04. We are become unstable when problems disturbing and questions have disturb our consciousness. 05. We are more afraid of what could been be being out there rather than of what is actually would out there. 06. A judge want needs to take decisions fearlessly and would stand up bravely to having all pressures and odds. 07. It is unfortunate how would people could having have become so intolerant towards each other. 08. People say that he might has make a good film director, but should he doesn’t isn’t know if he is. 09. Our immune system does protects our body from harmful germs would that could be make us ill. 10. Success coming in life comes from to setting goals and have working hard towards them. ANSWERS TO THE EXERCISE: 01. had, have, for [Correct sentence: Intelligent people know how to learn from the mistakes.] 02. have, being, been [Correct sentence: All kinds of promises are made to us but never kept.] 03. has, liked, with [Correct sentence: She loves growing vegetables in her kitchen garden.] 04. are, disturbing, have [Correct sentence: We become unstable when problems and questions disturb our consciousness.] 05. been, being, would [Correct sentence: We are more afraid of what could be out there rather than of what is actually out there.] 06. want, would, having [Correct sentence: A judge needs to take decisions fearlessly and stand up bravely to all pressures and odds.] 07. would, could, having [Correct sentence: It is unfortunate how people have become so intolerant towards each other.] 08. had, should, isn’t [Correct sentence: People say that he might make a good film director, but he doesn’t know if he is.] 09. does, would, be [Correct sentence: Our immune system protects our body from harmful germs that could make us ill.] 10. coming, to, have [Correct sentence: Success in life comes from setting goals and working hard towards them.]
Rewrite the Sentences in the correct word order – EXERCISES -- Sentences With ‘Past Verbs’, Sentences With ‘Present Verbs’, Sentences with the verb ‘BE’ [Am, Is, Are, Was, Were], Sentences With Verb ‘Do’ [Do, Does, Did], Sentences With Verb ‘HAVE’ [Have, Has, Had], Sentences With ‘Modal Verbs’, Causative Sentences, Conditional Sentences, Correlation/Comparison In A Sentence, Sentences With Verb ‘Get’, and other exercises Sample This: Rewrite the following Sentences in the correct word order: [1A. Sentences With ‘Past Verbs’ – 1 – 10] 1A. ‘Past Verbs’ – 01 - 10 (Exercise 01) Rewrite the following Sentences in the correct word order: WRONG ORDER 01. ‘Gang war’ to a two-way gun led battle. 02. Bomb left scare in the city residents in panic. 03. Government today the opposition the for reached cooperation. 04. He bleeding in the developed lungs. 05. He police a plea for witnesses to contact issued the. 06. He to break free and managed raised an alarm. 07. He open to cut the managed steel vault. 08. He strongly of smelt alcohol. 09. He after hearing noises woke up from his sleep in the wee hours of Monday from another room in his house. 10. Heavy stormed police force the market area. ANSWERS TO THE EXERCISE 1A (CORRECT WORD ORDER) 01. ‘Gang war’ led to a two-way gun battle. 02. Bomb scare in the city left residents in panic. 03. The government today reached the opposition for cooperation. 04. He developed bleeding in the lungs. 05. He issued a plea for witnesses to contact the police. 06. He managed to break free and raised an alarm. 07. He managed to cut open the steel vault. 08. He smelt strongly of alcohol. 09. He woke up from his sleep after hearing noises in the wee hours of Monday from another room in his house. 10. Heavy police force stormed the market area. 1B. ‘Past Verbs’ – 11 - 20 (Exercise 02) Rewrite the following Sentences in the correct word order: WRONG ORDER 11. His us to led bust arrest another racket. 12. His grew back hair. 13. The inspector detailed general discussions with held officials. 14. Them neighbors as quiet, religious and knew ‘normal’. 15. Police all three on the day arrested the case in the matter was brought to their notice. 16. Power officials $1 million in payments collected and fines. 17. The president media to a volley of questions replied by the persons. 18. She stop her lip to bit herself crying. 19. She wearing from the plane the printed descended dress, teamed with a matching coat and black pumps. 20. She window him to a tied with a nylon cord. ANSWERS TO THE EXERCISE 1B (CORRECT WORD ORDER) 11. His arrest led us to bust another racket. 12. His hair grew back. 13. The inspector general held detailed discussions with officials. 14. Neighbors knew them as quiet, religious and ‘normal’. 15. Police arrested all three on the day the case in the matter was brought to their notice. 16. Power officials collected $1 million in payments and fines. 17. The president replied to a volley of questions by the media persons. 18. She bit her lip to stop herself crying. 19. She descended from the plane wearing the printed dress, teamed with a matching coat and black pumps. 20. She tied him to a window with a nylon cord.
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This book explores teachers’ cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin’s dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers’ cognition formation and re-formation process suggests the highly individual nature of teachers’ cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively. The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers’ stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.
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