الاثنين، 20 أبريل 2015

Grammar Placement Test


هذه اختبار في  قواعد اللغة الانجليزية ، يتكون من 30 سؤال ،
بعد الانتهاء من الاجابات اضغط على grade me  أي  اعطني درجتي



مرسلة بواسطة في هناك تعليق واحد:
التسميات:

اختبار التوفل

مرسلة بواسطة في هناك تعليق واحد:
التسميات: ,

مواقع رائعة لتعلم اللغة الانجليزية

هذه مواقع رائعة لتعلم اللغة الانجليزية

سيتم تجديدها بين الحين والاخر

ستجد فيها:

المحادثة   Speaking


http://larryferlazzo.edublogs.org/2008/03/17/the-best-sites-to-practice-speaking-english

http://www.speakenglish.co.uk/phrases/?lang=ar

http://www.speaking24.com/

القراءة   Reading   


الاستماع Listening

مستويات مع اسئلة

الكتابة Writing 


عينات على جميع أنواع المقالات


القواعد Grammar



المفردات Vocabulary



الاملاءSpelling


اكثر من رائع للإملاء

idioms مصطلحات


مرسلة بواسطة في ليست هناك تعليقات:
التسميات:

اختبار تحديد المستوى مع EF









ادناه رابط لتحديد مستوى اللغة الانجليزية لجميع الطلاب

http://www.ef.com/sa/olt/efcelt/?prog=ls-ils


مرسلة بواسطة في هناك تعليق واحد:
التسميات: ,

Improve you're English Language




This is a website for those who has a low-level in English language 

مرسلة بواسطة في ليست هناك تعليقات:
التسميات:

Top Twenty Specific Problems in Writing

Most Common Mistakes in Writing

Top Twenty Specific Problems

The following links deal
with the twenty most common problems that I have found in grading student
papers. Students will laugh if I mention these problems in class, but almost
every student paper will include at least one of these problems — and I’ve seen
more than a few papers and exams that make over half of these
mistakes.

It’s”
versus “Its .1. “”

(consistently the #1
problem in student papers)

2. “To,”
“Too,” and “Two“

(usually a close
second behind it’s-its)
  • To: Basic multi-purpose
    function word (as in “My goal is to die a
    millionaire”)
  • Too: Adjective, meaning
    “very” or “excessively” (as in “The Tigers were too
    inexperienced to challenge the Yankees for the pennant”)
  • Two: The number between one
    and three (as in “Two losses to open a football season is
    two too many”)
  • See also The UVic Writer’s Guide

3. “Who’s” versus “Whose“

  • Who’s: A contraction, meaning
    “who is” (as in “Who’s coming to dinner?”)
  • Whose: A possessive (as in
    “Whose dinner is this?”)
  • See also The UVic Writer’s Guide

4. “Affect” versus “Effect“

  • Affect (verb): “To influence”
    (as in “President Clinton hoped to affect the outcome of the
    Russian elections”)
  • Effect (verb): “To bring
    about” (as in “President Clinton hoped to effect a change in
    Russian policies”)
  • Effect (noun): “Consequence”,
    “result” (as in “Every cause should have at least one
    effect“)
  • Affect (noun): Feeling,
    affection; the conscious subjective aspect of an emotion considered apart from
    bodily changes (pronounced AF-fect; this is probably NOT the word that you mean
    to use in international relations)
  • See also The UVic Writer’s Guide
  • See also Jack Lynch’s Grammar and Style Guide

5. “There,” “Their,” and “They’re“

  • There: Refers to location (as
    in “that dog over there“)
  • Their: A possessive (as in
    “They’re going to bring their new car”)
  • They’re: A contraction,
    meaning “they are” (as in “They’re on their
    way”)
  • See also The UVic Writer’s Guide

6. “Accept” versus “Except“

  • Accept: A verb, indicating
    one’s consent or approval (as in “The president accepted his
    counterpart’s proposal to submit their dispute to
    arbitration”)
  • Except: A preposition,
    conjunction, or verb, indicating exclusion or objection (as in “Every country
    except the United States agreed to accept the conference’s
    recommendations”)
  • See also the UVic Writer’s Guide

7. “Have”
versus “Of“

  • The correct phrases are “could
    have,” “should have,” and “would
    have” — not “could of,” “should of,” or “would of.”

8.
“Principle” versus “Principal“

  • Principle: A noun, meaning “a
    fundamental law, doctrine, or assumption” or “a rule or code of conduct” (as in
    “My principles prevented me from cheating on that final
    exam”)
  • Principal: An adjective,
    meaning “most important, consequential, or influential” (as in “The
    principal problem facing Bolivia’s economy is the country’s
    lack of a seaport”)
  • See also The UVic Writer’s Guide

9. “Dominate” versus “Dominant“

  • Dominate: A verb (as in
    “Mexico’s soccer team is going to dominate the next World Cup
    competition”)
  • Dominant:An adjective (as in
    “The United States was the dominant economic actor after World
    War II”)

10. “Lead” versus “Led“

  • Lead (pronounced “led”): A
    metallic element (as in “Superman’s X-ray vision can not penetrate
    lead-lined walls”)
  • Lead (pronounced “leed”):
    Verb, meaning “to guide” or “to direct” (as in “In the business world you must
    lead, follow, or get out of the way”)
  • Led: The past form of the
    verb “to lead” (as in “He led the llama to
    pasture”)

11. “Populous” versus “Populace“

  • Populous: An adjective,
    meaning “densely populated” (as in “A country’s capital is not necessarily its
    most populous city”)
  • Populace: A noun, referring
    to a set of people living in a certain area (as in “The entire
    populace was affected by the radioactive
    fallout”)

12. “Where” versus “Were“

  • Where: Refers to a place or
    location (as in “Where do you think you are
    going?”)
  • Were: A past form of the verb
    “to be” (as in “they were going to the
    store”)

13. “Than” versus “Then“

  • Than: Used to compare (as in
    “I would rather receive an A than a B”)
  • Then: Refers to time /
    chronology (as in “He answered first one question, then
    another”) or consequences (as in “if both countries are democracies,
    then they will solve their problems short of
    war”)
  • See also The UVic Writer’s Guide

14. “Do”
versus “Due“

  • Do: A verb, meaning “to bring
    to pass,” “to carry out,” or “to accomplish” (as in “What are you trying to
    do?”)
  • Due: Similar to “attributable
    to” or “because of” (as in “John’s low grade on the test was
    due to his failure to study”) — also “something that is owed”
    (as in a debt or a right)

15. “Lose” versus “Loose“

  • Lose: A verb, meaning the
    opposite of win (as in “It is most painful to lose to a hated
    rival”)
  • Loose: An adjective, meaning
    “not securely attached” (as in “The hinge was coming
    loose“)
  • See also The UVic Writer’s Guide

16. “That,” “Which,” and “Who“

  • That: A defining, or
    restrictive, pronoun. “That” is used to indicate which object is being
    discussed, and should not follow a comma (as in “The car that
    is parked in the garage is red”)
  • Which: A nondefining, or
    nonrestrictive, pronoun. “Which” adds some new detail about a specific object
    that has already been mentioned, and should follow a comma (as in “My new car,
    which is red, is parked in the garage”)
  • Who: A personal pronoun.
    “Who” should be used in place of “that” or “which” in discussing a person (as in
    “The student who did the most work got an A for the course” or
    “Bob, who did more work than his classmates, got an A for the
    course”)
  • See also The UVic Writer’s Guide
  • See also Jack Lynch’s Grammar and Style Guide

17. “e.g.,” “i.e.,” “etc.,” and “et
al.”

  • e.g.: “For example,” from the
    Latin “exempli gratia” (as in “Research on the evolution of interstate
    rivalry (e.g., Hensel 1996)…”). See also     Jack Lynch’s Grammar and Style Guide
  • i.e.: “That is,” from the
    Latin “id est” (as in “The goal of this web page –
    i.e., improving your writing skills –
    is…”)
  • etc.: “And so forth” / “and
    others of the same kind,” from the Latin “et cetera.” See also the    UVIC Writer’s Guide
  • et al.: “And others,” from
    the Latin “et alii” [masc.], “et aliae” [fem.], or “et
    alia” [neutral] (as in “Singer, et al., found an important
    difference between the 19th and 20th centuries”).

18. “Now,” “Know,” and “No“

  • Now: Refers to the present
    time (as in “What we need now is a good
    rainstorm”)
  • Know: A verb, reflecting
    recognition or understanding (as in “I know everything there is
    to know about this subject”)
  • No: The opposite of yes (as
    in “No, you can’t eat that last
    cookie!”)

19. “Border” versus “Boarder“

  • Border: In international
    relations, the line on a map that separates two or more geographic
    units.
  • Boarder: “One who boards,”
    such as someone who is paying for meals and lodging or someone whose job
    involves going aboard seagoing vessels.
  • So the correct international relations term is
    “border,” as in the “Canadian border.” A
    “Canadian boarder” refers to someone from the Great White North who is renting a
    room, rather than a line on a map separating Canada from Minnesota or New
    York.

20. “Block” versus “Bloc“

  • Bloc: In international relations, a combination of
    individuals, groups, or countries united by treaty or sharing a common
    purpose.
  • So the correct
    international relations term is “bloc,” as in the “Western
    bloc” and “Soviet bloc” in the Cold War. A
    “Soviet block” would be a small cube of wood with a hammer and sickle or
    pictures of Lenin (making for a very unusual child’s toy
مرسلة بواسطة في ليست هناك تعليقات:
التسميات:

Effective Writing Rules

http://www.grammarbook.com/grammar/effWrite.asp

Effective Writing Rules

Rule 1

Use concrete rather than vague language.
Vague:غامض
The weather was of an extreme nature on the west coast.
Concrete:واضح
California had very cold weather last week.

Rule 2

Use active voice whenever possible. Active voice means the subject is performing the verb.
Examples:
Active: 
Barry hit the ball.
Passive:
The ball was hit.
Notice that the responsible party may not even appear when using passive voice.

Rule 3

Avoid overusing there is, there are, it is, it was, and so on.
Example:
There is a case of meningitis that was reported in the newspaper.
Correction:
A case of meningitis was reported in the newspaper.
Even better:
The newspaper reported a case of meningitis. (Active voice)
Example:
It is important to signal before making a left turn.
Correction:
Signaling before making a left turn is important.
OR
Signaling before a left turn is important.
OR
You should signal before making a left turn.(Active voice)
Example:
There are some revisions which must be made.
Correction:
Some revisions must be made.
Even better:
Please make some revisions. (Active voice)

Rule 4

To avoid confusion, don’t use two negatives to make a positive.
Incorrect:
He is not unwilling to help.
Correct:
He is willing to help.

Rule 5

Use similar grammatical form when offering several ideas. This is called parallel construction.
Correct:
You should check your spelling, grammar, and punctuation.
Incorrect:
You should check your spelling, grammar, and punctuating.

Rule 6

If you start a sentence with an action, place the actor immediately after or you will have created the infamous dangling modifier.
Incorrect:
While walking across the street, the bus hit her.
Correct:
While walking across the street, she was hit by a bus.
OR
She was hit by a bus while walking across the street.

Rule 7

Place modifiers near the words they modify.
Incorrect:
I have some pound cake Mollie baked in my lunch bag.
Correct:
In my lunch bag, I have some pound cake that Mollie baked.

Rule 8

A sentence fragment occurs when you have only a phrase or weak clause but are missing a strong clause.
Example of Sentence Fragment:
After the show ended.
Example of Sentence:
After the show ended, we had coffee

مرسلة بواسطة في ليست هناك تعليقات:
التسميات:
الاشتراك في: الرسائل (Atom)