Grammar Notes

What is Grammar?

  • Lesson Objectives:
    • Define grammar.
    • Explain the function of grammar in communication.
    • Identify and describe basic grammar rules.

Linguistic Components of a Language

  • Language consists of five key components:
    • Phonology: The study of sounds. Example: 'hat' has three sounds: /th/,/a˘/,/t//th/, /ă/, /t/.
    • Morphology: How words are constructed. Example: 'hat' is a word; 'un-' or '-ed' are parts changing meaning.
    • Syntax: Correct word order. Example: 'The boy hits the ball' (correct) vs. 'To store went I' (incorrect).
    • Semantics: The meaning behind words. Example: 'green with envy' means jealous, not literally green.
    • Pragmatics: Language use based on context. Example: 'I heart you' is an informal way to say 'I love you.'

Definition of Grammar

  • Grammar is the system of a language.
    • Organizes words to create clear meaning.
    • Connects sounds, words, and meanings.
    • Forms the structure for effective communication.
  • Grammar is both rules and patterns.
    • Guides sentence construction and logical flow of ideas.
  • Grammar evolves over time.
    • Language changes with society, remaining dynamic and relevant.
  • Quotes:
    • Richard Chenevix Trench: "Grammar is the logic of speech, even as logic is the grammar of reason."
    • David Wilkins: "Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed."
  • Grammar is the study of language structure.
    • Analyzes systematic organization of words and sentences.
  • Grammar explains language conventions.
    • Provides principles for effective and professional communication.
  • Grammar describes the 'how' of language use.
    • Outlines how language elements function together.
  • Grammar varies across languages.
    • Each language has unique rules reflecting cultural and historical diversity.

Grammar and its Function

  • Grammar creates coherence and clarity.
    • Presents ideas logically and understandably.
  • Grammar supports meaning-making.
    • Enables clear expression of complex thoughts.
  • Grammar defines word roles.
    • Identifies how nouns, verbs, adjectives interact.
  • Grammar enhances comprehension.
    • Well-structured grammar makes communication smoother and impactful.
  • In English, grammatical function is primarily determined by word order, not inflection.

Grammar Rules

  • Grammar rules describe standard usage.
    • Establish norms for clear and professional language use.
  • Rules support mutual understanding.
    • Consistent grammar facilitates communication across contexts.
  • Grammar rules can be prescriptive or descriptive.
    • Prescriptive rules define standards; descriptive rules observe actual usage.
  • Rules are tools, not obstacles.
    • Mastering grammar offers flexibility and empowers effective communication.
  • Quotes:
    • Kyle Wiens: "Good grammar is credibility, especially on the internet."
    • Pablo Picasso: "Learn the rules like a pro, so you can break them like an artist."

Grammatical Functions of Adverbs

  • Example Sentences:
    • "Really, Sarah is sweet…"
    • "Sarah is really sweet to have helped me with the work…"

Teaching Grammar from Rules: Deductive Approach

  • Deductive Grammar Teaching:
    • Rules are presented first, then applied through examples and practice.
    • Teacher-centered, especially at the beginning.
    • Involves teaching learners rules and providing practice opportunities.
    • Teacher presents rules and organizes practice.
  • Key Features:
    • Rule → Example → Practice
    • Logical and structured
    • Time-saving for certain topics
    • Best for older or more proficient learners, but adaptable for younger learners.
  • Why Use It in Primary Classrooms?
    • Builds understanding of language structures
    • Helps learners apply grammar accurately
    • Supports exam preparation
    • Encourages cognitive development
  • When is Deductive Teaching Suitable?
    • When the grammar concept is clear and easy to explain
    • When students are ready for explicit rules
    • When time is limited and efficiency is needed
  • Advantages:
    • Control of input language level.
    • Easier for less experienced teachers due to greater control of outcomes.
    • Ensures learners' understanding of rules is correct.
  • Limitations:
    • May be less engaging for young learners
    • Can be abstract without enough context
    • Requires careful explanation and checking of understanding
  • Example:
    • Rule – Simple Present Tense: Use base verb for I/You/We/They; Use verb + s/es for He/She/It
    • Examples: I eat breakfast at 7. She eats breakfast at 7.
  • Interactive Activity – Grammar Relay Game:
    • Divide class into teams
    • One student writes the correct form on the board
    • Use flashcards with verbs, pronouns, etc. (parts of speech)
  • Teaching Steps:
    • Explain the Rule
      • Use clear visuals or charts (Subject–Verb Agreement Table)
      • Use color-coding for verb endings
      • Use examples from textbooks (e.g., "Get Smart 3")
    • Provide Examples
      • Give 3–5 examples using characters or stories students like
      • Example: Anna likes apples. Tom plays football. They go to school every day.
    • Practice Activity
      • Fill in the Blanks: Students complete sentences using the rule. Example: He ___ (like) bananas. We ___ (go) to school.
      • Sentence Correction: Students identify and correct errors. Example: ❌ She eat rice every morning. ✅ She eats rice every morning.
  • Tips for Teaching Grammar Rules:
    • Use simple language
    • Don’t overload with terminology
    • Use real-life examples
    • Reinforce with visuals and actions
    • Give feedback regularly
    • Combine with other methods (Inductive approach for discovery learning)
    • Use songs, stories, and games to make it fun
    • Combine with visuals and Total Physical Response (TPR)
  • Conclusion:
    • Deductive grammar teaching is effective when well-planned
    • Helps students understand structure clearly
    • Needs to be supported with fun and engaging practice

Teaching Grammar from Examples: Inductive Approach

  • Inductive Grammar Teaching:
    • Grammar is taught through examples first.
    • Students notice patterns and make generalizations.
    • Teacher guides discovery, not presents rules directly.
  • Key Features:
    • Example → Pattern → Rule
    • Student-centered approach
    • Encourages critical thinking and active learning
    • Rules are not given initially
  • Benefits (Pros):
    • Promotes learner autonomy
    • Encourages deeper understanding
    • More engaging and fun
    • Develops thinking skills
    • Encourages pattern recognition
  • Challenges (Cons):
    • Time-consuming
    • May confuse weak learners
    • Difficult with complex grammar
    • Requires well-designed materials
    • Harder to manage with large classes
  • Inductive vs. Deductive:
    AspectInductiveDeductive
    Rule presented first?❌ No✅ Yes
    Student involvementHighModerate
    Thinking skillAnalyticLogical
    Time-consuming✅ Sometimes❌ Less
  • Advantages:
    • Inductive:
      • Learners discover rules themselves (student-centered).
      • Rules are more meaningful, memorable, and acquired.
      • Students participate actively, therefore more attentive and motivated.
      • Prepares students for greater self-reliance and autonomy.
    • Deductive:
      • Gets straight to the point, saving time.
      • Suitable for adult students, acknowledges cognitive processes.
      • Allows dealing with language points as they come up.
  • Disadvantages:
    • Inductive:
      • Time and energy spent on rules with students.
      • Demands more teacher planning.
      • May frustrate students preferring direct rules.
      • Might lead to incorrect rules.
    • Deductive:
      • May not be understandable for young students.
      • Encourages teacher-centered classroom.
      • Leads to lack of student involvement and interaction.
      • Encourages belief that language learning is simply knowing rules.
  • Inductive Lesson Sample – Year 4 (Based on SOW):
    • Year: 4
    • Unit: 5 – "Out and About"
    • Learning Standard: 5.1.1 Use simple present tense for everyday activities
    • Grammar Focus – Prepositions of Place: in, on, under, next to, behind
    • Target Grammar: When to Use Inductive Learning?
      • With familiar context or vocabulary
      • With observable grammar patterns
      • With intermediate learners or higher
      • When developing thinking & reasoning skills
    • Step 1 – Present Examples
      • Visuals/Dialogue: 🖼 Picture of a classroom 󰠅 Teacher says:
        • "The pencil is on the desk."
        • "The bag is under the chair."
        • "The board is behind the teacher."
        • Students look and listen.
      • Step 4 – Guided Practice
      • Activity: Match the sentence with the picture
        1. The cat is on the sofa
        2. The shoes are under the table
        3. The ball is next to the box
      • ✔️ Whole class feedback
    • Step 5 – Independent Practice
      • Worksheet Task: Look at the picture. Write 3 sentences using: in, on, under, behind, next to
        • 📸 Picture of a messy kitchen/living room scene provided
        • Suggested answers: - The knife is on the counter.
  • Tips for Successful Inductive Teaching:
    • Choose clear examples
    • Guide students with questions
    • Use visuals or real objects
    • Allow collaboration
    • Always end with rule confirmation
  • Conclusion:
    • Inductive approach encourages discovery and thinking
    • Suitable for simple grammar with clear patterns
    • Effective when examples are engaging and familiar

Teaching Grammar Through Text

  • Aims at developing learners who can engage meaningfully with different texts in different contexts.

  • The Text-based Integrated Approach was formed based on language as Social Semiotic theory (language with which people make meaning).

  • Develops communicative competence in learners through mastering different types of texts.

  • Teaching should integrate all four language skills (speaking, reading, writing, and listening).

  • Grammatical ability proposes using texts from newspapers, fiction books, advertising material, etc., to study grammar in context.

  • Text-Based Integrated Teaching Approach:

    • Developed from Halliday’s Functional Linguistics (Cahyono & Widiati, 2011; Halliday, 1978).

  • Characteristics of Text-Based Integrated Grammar Teaching Approach:

    1. Characterized by natural language use (Mickan, 2011). Avoid unnatural use like rote learning.

    2. Teachers choose texts relevant to learners and their environment (Vester, 2005). The text must also be of interest to learners. Learners learn best when taught what is applicable in their daily lives.

    3. Tailored to class communities. Teaching objectives must correspond to the function and purpose of the speech community (Thornbury, 2005).

    4. Approach to teaching grammar is through the analysis of texts (Mickan, 2011). Learners learn effectively when grammar and vocabulary are taught simultaneously.

    5. Exposes learners to different literature through extensive reading. Extensive reading is a practical strategy for text-based instruction (Marina and Marmiene, 2006).

    6. Employs integrated teaching. Integrates spoken and written language as in natural language use. The four language skills i.e., speaking, reading, listening and writing should not be taught in isolation (Hailong, 1991).

    7. The Text:

      • A “text” can be a short article, email, poem, song, speech, or dialogue.
      • Choose text according to the grammar to be taught. Modify if necessary. Text should contain examples of the target grammar items.

    8. Expose the students to comprehension work:

      • Allow students to read or listen to the text.
      • Give students an opportunity to digest the main idea before analyzing the language.

    9. Analysis of Examples from the Text:

      • Point out the target grammar item for the day. Shift the students’ focus onto the grammar.
      • Ask students to underline all the verbs in the text (to point out that they’re all in the present perfect, for example).

    10. Clarification and Practice:

      • Transition smoothly into the clarification, or “teach” stage of your lesson by using the same sentences you planted and pointed out in the text.

  • Advantages:

    • Provide co-textual information, allowing learners to deduce meaning of unfamiliar grammatical items.
    • Authentic texts show how items are used in real communication.
    • Provide vocabulary input, skills practice, and exposure to features of text organization.
    • Good preparation for independent study.
    • Texts from students may be more engaging and memorable.

  • Disadvantages:

    • Difficulty of authentic texts may negate advantages.
    • Simplified texts may give misleading impression of natural usage.
    • Not all texts will be of equal interest to students.
    • Students wanting quick answers may not prefer this ‘scenic route’.

Error Correction

  • What is English Grammar Errors?

    • Grammatical error is a term used in prescriptive grammar to describe an instance of faulty, unconventional, or controversial usage, such as a misplaced modifier or an inappropriate verb tense.

  • The importance of Error Correction

    • Providing feedback and correcting errors to learners on their performance is an important aspect of teaching. In the traditional educational environment the errors made by the students are frequently corrected and given feedback because the focus of classroom instruction is on accuracy.
    • Error correction is one of the major areas in language pedagogy and also in the area of teacher's role in language learning.

  • Things to Consider

    • It is also important to look at how the students react to the corrections and feedback. It is because the student may be reluctant in class to respond out of fear of making errors as teachers may correct them or the student may feel embarrassed in front of others.
    • Considering both the teacher and the student, error correction and feedback play an important role in language learning pedagogy.
    • Over time, as teaching and learning of second language has changed, the role of error correction and giving feedback has also changed.

  • Principles of Error Correction in Grammar:

    • Translation Method:
      • Main focus is to teach the students the correct form.
      • Errors are prevented as far as possible through intensive modeling and through intensive drilling.
      • It is very important to have the linguistic correctness. The teachers provide the correct answers to the students and that is why there is little chance to make any mistake.
      • The procedures or technique of Grammar Translation emphasize on memorizing rather than creativity.
    • Communicative Language Teaching: (CLT)
      • CLT leads an effective transfer in error correction in the methods of language teaching.
      • It is believed that all mistakes NEED NOT to be corrected because these are seen as natural outcomes of the development of communication skill. Second language learning is similar to first language acquisition.
      • "Learning to swim, to play tennis, to type, or to read all involve a process in which success comes by profiting from mistakes, by using mistakes to obtain feedback from the environment and with that feedback to make new attempts that successively approximate desired goal"(Brown: 2000).
      • According to Brown, people learn language through trial and error. All other types of learning like swimming, playing tennis and reading are similar to the learning of second language.
      • It is natural that the learners do mistakes while they learn the second language as they do in their first language learning

  • Types of Corrective Feedback

    • In 1997, Lyster and Ranta identified six different types of corrective feedback. Thus, teacher can respond to student’s erroneous utterance ‘She has car’ by:
      • reformulating it (recast): ‘A car’;
      • warning the learner to the error and providing the correct form (explicit correction): ‘No, you should say “a car”’;
      • asking for clarification (clarification request): ‘Sorry?’;
      • making a metalinguistic comment (metalinguistic feedback): ‘You need an indefinite article’;
      • eliciting the correct form (elicitation): ‘She has …?’; or
      • repeating the wrong sentence (repetition): ‘She has car?

  • Types of errors and their sources

    • Researchers dealing with second language acquisition (Corder, 1974, Scovel, 2001) agree that one of the major causes of errors is language transfer. Yet, we can mention other related errors’ sources as follow:

    1. Interlingual interference (language transfer).

      • In this type, errors are caused by mother tongue interference.
      • Example: I followed him yesterday slowly in the street. (Arabic thinking: negative transfer from Arabic to English)

    2. Intralingual interference:

      • This kind of errors occurs during the learning process of the second language at a stage when the learners have not really acquired the knowledge.
      • According to Richards (1971), intralingual errors are also subdivided to the following categories:
        • Over-generalisation:
          • Eg: He can swims (X) He can swim or He swims (/)
        • Simplification:
          • (Redundancy/ reduction). Example: I studied English for two year (X) I studies English for two years (X)
        • Communication base:
          • E.g: Using “airball” instead of balloon (coinage)
        • Induced errors:
          • Due to the teacher’s presentation of the material: Example: as if= like. She cries as if the baby (X) She cries like a baby (/)
        • Analogical errors:
          • (started, goed). He goed to school on foot (X) He went to school on foot (/)
        • Ignorance of rule restrictions:
          • The learner applies rules to context where they are not applicable. Example: He made me to go rest (X) He asked/wanted me to go (/)e
        • Incomplete application of rules:
          • The learner fails to use a fully developed structure. Example: You like to sing? (X) Do you like to sing? (/)e
        • False hypothesis:
          • The learners do not fully understand a distinction in the target language. Example: One day I was travelled (X) One day I travelled (/)e

  • Error Treatment

    • Error treatment is a very complicated and weighty problem. Language teachers need to be armed with some theoretical foundations and be aware of what they are doing in the classroom.

    • Henrickson (1978) lists the "five fundamental questions" and reviews the literature that addresses them:

      1. Should errors be corrected?
      2. If so, when should errors be corrected?
      3. Which learner errors should be corrected?
      4. How should learner errors be corrected?
      5. Who should correct learner errors?

    • Should errors be corrected?

      • According to the second language acquisition theory presented here, when error correction "works", it does so by helping the learner change his or her conscious mental representation of a rule. In other words, it affects learned competence by informing the learner that his or her current version of a conscious rule is wrong.
      • Thus, second language acquisition theory implies that when the goal is learning, errors should indeed be corrected (but not at all times).
      • The theory maintains however, that error correction is not of use for acquisition. Acquisition occurs, according to the input hypothesis, when acquirers understand input for its meaning, not when they produce output and focus on form

    • When should errors be corrected?

      • Concerning this problem, the most controversial issue is to treat them immediately or to delay. First, we are confronted with a dilemma—fluency versus accuracy.
      • For communicative purpose, delayed correction is usually preferred. Some advanced students believe that when to correct errors is determined by the type of errors committed. For instance, if they are pronunciation or immediate correction is preferable, for post-correction cannot make learners remember anything.
      • The overall situation in the classroom is also important. When the whole class is familiar with a word, but only one of them is singled out for being corrected, he or she would feel awkward.
      • So, we can see that when to correct is very complicated. Both the teachers’ intuition and the feedback from the students are equally important

    • Learners’ errors are usually classified in different categories; “global” and “local” errors.

      • Global errors hinder communication and they prevent the learner from comprehending some aspects of the message.
      • Local errors only affect a single element of a sentence, but do not prevent a message from being heard.
      • According to Hendrickson (1980), global errors need not be corrected and they are generally held true.
      • Compare the two situations: Which errors should be corrected?
      • As to what kind of errors should be corrected, it needs teachers’ intuition and understanding of errors. At the same time, the teacher should consider the purpose of the analysis and analyze them in a systematic way.

    • How should errors be corrected?

      • According to James (1998), it is sensible to follow the two principles in error correction.
      • Firstly, the techniques involved in error correction would be able to enhance the students’ accuracy in expression.
      • Secondly, the students’ affective factors should be taken into consideration and the correction should not be face-threatening to the students.
      • Student: “What means this word?”
      • Teacher: “No, listen, what does this word mean?”
      • Student: “What means this word?”
      • Teacher: “What does it mean? Well, it is difficult to explain, but it means…
      • Ways of Error Correction:
        • Self-correction:
          • After the student recognizes what is incorrect in his/her response, s/he should be able to correct him/herself. Self-correction is the best technique, because the student will remember it better.
        • Peer correction:
          • If the student cannot correct him/herself the teacher can encourage other students to supply correction. This technique helps the student who originally made the mistake will not feel humiliated.

  • Ways of Correction:

    • Among the advantages of peer correction:
      • It encourages cooperation, students get used to the idea that they can learn from each other
      • Both learners (who made the error and who corrects) are involved in listening to and thinking about the language
      • The teacher gets a lot of important information about the learners’ ability
      • If students learn to practice peer correction without hurting each other’s feelings, they will do the same in pair-work activities.
    • Teacher correction:
      • If no one can correct, the teacher must realize that the point has not yet been learnt properly. In that case the teacher can re-explain the problematic item of language, especially if the teacher sees that the majority of the class has the same problem.
      • There might be more repetition and practice necessary. We must not forget that the main aim of correction is to facilitate the students to learn the new language item correctly.
      • That is why it is important that after correction the teacher has to ask the student who originally made the error or mistake to give the correct response.

Grammar Exam Quiz Template

  • PART A: Multiple Choice (Circle the correct answer)

    1. Which component of language studies sentence structure?

      a) Phonology b) Semantics c) Syntax d) Morphology

    2. In the deductive approach, the sequence of learning is:

      a) Practice → Rule → Example b) Rule → Practice → Example c) Rule → Example → Practice d) Example → Rule → Practice

    3. Which of the following is NOT an advantage of inductive teaching?

      a) Encourages deeper thinking b) Time-saving c) More engaging d) Promotes learner autonomy

    4. “She goed to school” is an example of:

      a) Interlingual interference b) Overgeneralization c) Simplification d) Coinage

    5. A “clarification request” is a type of:

      a) Inductive teaching method b) Error source c) Corrective feedback d) Teaching grammar through text

  • PART B: True or False (Write T or F)

    1. ___ Grammar rules never change over time. ( F )
    2. ___ In English, grammatical function is mostly determined by word endings. ( F )
    3. ___ The inductive approach is teacher-centred. ( F )
    4. ___ Peer correction can encourage cooperation and critical thinking. ( T )
    5. ___ Error correction is always beneficial for language acquisition. ( F )

  • PART C: Short Answer

    1. Define grammar in your own words.
    2. What is the key difference between deductive and inductive grammar teaching?
    3. List two types of intralingual errors with an example for each.
    4. Mention two advantages of using texts to teach grammar.
    5. Give an example of a grammar relay game activity.

  • PART D: Application

    1. Read the sentence: “She eat breakfast every morning.”

      • a) Identify the grammatical error.
      • b) Correct the sentence.
      • c) What type of corrective feedback would you use and why?

    2. Look at this teaching step: “The bag is under the chair. The board is behind the teacher.” What grammar approach is being used? Describe the sequence of the lesson.

    3. Create your own sentence that contains an analogical error. Then correct it.

    4. Match the feedback types to their description:

      Feedback TypeDescription
      A. Recastb) Rephrasing the sentence with the correct form
      B. Explicit Correctiona) Giving the rule or grammar point directly
      C. Elicitationc) Asking the student to correct themselves by prompting
      D. Metalinguisticd) Giving comments on grammar use, e.g. “You need a verb in past tense”

Error Correction Worksheet

  • Do you see any errors?

    1. Error: the India Correct: I went to India in 1967.
    2. Error: since a year Correct: I have been in the United States for a year.
    3. Error: used to having Correct: I used to have a horse.
    4. Error: used to get up Correct: I'm used to getting up early.
    5. Error: love a lot the animals Correct: I love the animals that live in Australia a lot.
    6. Error: must has been Correct: She must have been on holiday.
    7. Error: wish I am not Correct: I wish I weren't fat.
    8. Error: wish I went Correct: When I was in Russia last year, I wish I had gone to Moscow.
    9. Error: wish I didn't leave Correct: I wish I hadn't left my sun cream in the hotel.
    10. Error: used to do Correct: I am not used to doing the housework.

  • Do you see any errors?

    1. Error: doing mistakes Correct: I hate making mistakes.
    2. Error: live here since Correct: I have lived here since 1997.
    3. Error: knows her for Correct: He has known her for ten years.
    4. Error: been cutting Correct: I've cut my finger today.
    5. Error: is built Correct: My house was built in 1567.
    6. Error: to being Correct: Spinach is said to be very good for your health.
    7. Error: with the bus Correct: I went to work by bus.
    8. Error: I'll be fly Correct: At this time tomorrow, I'll be flying to Tokyo.
    9. Error: I'm not agree Correct: I don't agree: this exercise is very easy.
    10. Error: am knowing Correct: I know all the grammar, but it's difficult to remember.
    11. Error: It's time I have Correct: It's time I had a holiday: I am so tired!

  • Can you find and correct the common mistakes speakers make?

    1. Error: Spanish people is very friendly.
      • Correct: Spanish people are very friendly.
    2. Error: I will ask to my mother tonight.
      • Correct: I will ask my mother tonight.
    3. Error: I knew Paul at a party last year.
      • Correct: I met Paul at a party last year.
    4. Error: All the days I go to the office.
      • Correct: I go to the office every day.
    5. Error: At the end, I was able to finish my homework.
      • Correct: In the end, I was able to finish my homework.
    6. Error: My friend who works for Sony he is an engineer.
      • Correct: My friend who works for Sony is an engineer.
    7. Error: I’m lawyer, but I also teach English sometimes.
      • Correct: I’m a lawyer, but I also teach English sometimes.
    8. Error: We are twelve in my English class.
      • Correct: There are twelve people in my English class.
    9. Error: It was a good party, no?
      • Correct: It was a good party, wasn’t it?
    10. Error: Do you know Africa?
      • Correct: Have you been to Africa?
    11. Error: I haven’t money since I lost my job.
      • Correct: I haven’t had any money since I lost my job.
    12. Error: I’ve been learning English since two years.
      • Correct: I’ve been learning English for two years.
    13. Error: I’m boring when I have nothing to do.
      • Correct: I’m bored when I have nothing to do.
    14. Error: I lived in Japan during three years.
      • Correct: I lived in Japan for three years.
    15. Error: I’m agree with you.
      • Correct: I agree with you.
    16. Error: I’m going to the shops for to buy some food.
      • Correct: I’m going to the shops to buy some food.
    17. Error: He said me that he was tired.
      • Correct: He told me that he was tired.
    18. Error: I don’t used to go to the gym any more.
      • Correct: I don’t go to the gym any more.
    19. Error: I was in New York the last week.
      • Correct: I was in New York last week.
    20. Error: The French food is delicious.
      • Correct: French food is delicious.
    21. Error: My birthday is on January.
      • Correct: My birthday is in January.
    22. Error: He likes read books and play the guitar.
      • Correct: He likes to read books and play the guitar.
    23. Error: I have two brothers, Maria and Juan.
      • Correct: I have one sister and one brother, Maria and Juan.
    24. Error: Can you borrow me a book please?
      • Correct: Can you lend me a book please?
    25. Error: He won two millions of Euros in the lottery.
      • Correct: He won two million Euros in the lottery.
    26. Error: She drinks much coffee every day.
      • Correct: She drinks a lot of coffee every day.
    27. Error: I practice football every Saturday.
      • Correct: I play football every Saturday.
    28. Error: He doesn’t have nothing to do.
      • Correct: He doesn’t have anything to do.
    29. Error: I like dancing a lot of on the weekend.
      • Correct: I like to dance a lot at the weekend.
    30. Error: Last year I went on a travel with my friends.
      • Correct: Last year I went traveling with my friends.
    31. Error: I born in Buenos Aires twenty years ago.
      • Correct: I was born in Buenos Aires twenty years ago.
    32. Error: Yes, I like very much.
      • Correct: Yes, I like it a lot.
    33. Error: More persons came than we expected.
      • Correct: More people came than we expected.
    34. Error: Susan works very hardly. She is a workaholic.
      • Correct: Susan works very hard. She is a workaholic.
    35. Error: He is in Canada since April.
      • Correct: He has been in Canada since April.
    36. Error: I’