HAPPY EASTER!

prepositions

PREPOSITIONS

Adjective + of

An adjective paired with the preposition of can identify causes of mental and physical states (e.g., fear, exhaustion, anxiety, etc.) or offer descriptions for actions and people.

afraid of, frightened of, scared of, terrified of

“Sam is afraid of dogs.” “Many kids are frightened of clowns.” “Are you scared of airplanes?”

“The poor baby was terrified of her crib.”

kind of, nice of, sweet of, thoughtful of

“How kind of you to come early.” “That was nice of your sister to treat us to dessert.”

“It’s very sweet of John to send a gift.” “It is thoughtful of passengers to thank their drivers.”

odd of, strange of

“How odd of that man to wear sunglasses inside.” “It’s strange of you to change your mind like that.”

proud of “Mom told me she is proud of my accomplishments.”

rude of “I thought it rude of her to interrupt me.”

smart of “That’s very smart of you.”

sick of, tired of

“I am so sick of doing laundry every week.” “Olivia confessed that she is tired of dating Mike.”

silly of , stupid of        “It was silly of me to assume I was right.”  “How stupid of that boy to drop out of high school.”

Adjective + to

When paired with an adjective, the preposition to can describe behaviors, states, or connections between things and people.

accustomed to “He quickly became accustomed to city life.”

addicted to “I think I'm addicted to action movies.”

committed to, dedicated to, devoted to

“She is committed to the art of dance.” “How dedicated to your studies are you?”

“Lucy is devoted to her family.”

friendly to, good to, kind to, nice to

“Henry is friendly to everyone.” “Was she good to you?” “You should always be kind to others.”

“Mrs. Roberts was nice to the cashier.”

Married/engaged  to “Cassie is married to Nick.”

mean to, rude to, unfriendly to

“Don’t be mean to your classmates.” “The couple was rude to the waitress.”

“A lot of cats are unfriendly to humans.”

opposed to “I am opposed to these changes.”

similar to “His idea is similar to mine.”

Adjective + about

The preposition about typically accompanies emotive adjectives in regards to specific situations or events.

angry about, furious about, mad about

“My neighbor is angry about the loud music we played last night.”

“That woman is furious about having to wait in line.”

“You’re always mad about something.”

anxious about, nervous about, stressed about, worried about

“Joe is anxious about studying abroad next semester.”

“She seemed nervous about the test.”

“Rachel is stressed about finding a job.”

excited about “I am excited about a new book that’s coming out soon.”

happy about “Aren’t you happy about the way things turned out?”

sad about, depressed about

“She might be sad about her grades.” “Bobby was depressed about his parents’ divorce.”

sorry about “I’m sorry about yesterday.”

upset about “He’s probably upset about losing the soccer match.”

Adjective + for

For can be used with adjectives to demonstrate purpose or reason.

“Texas is famous for rodeos.”

“Australia is known for its large kangaroo population.”

“Coach Brown is responsible for the football team.”

For may also be used to emphasize someone’s feelings toward a specific event, thing, or person. This combination follows the basic form feel/be + adjective + for + someone/something. For example:

“Marianne feels bad for her coworker.” “Kyle is happy for his brother.”

“The company felt hopeful for the future.”

Adjective + withprepositions

When used with an adjective, the preposition with can indicate the cause of an emotional state or a connection between things or people.

angry with, furious with

“Nicole is angry with her mother.” “I heard he’s furious with you!”

annoyed with, fed up with, bored with

“I’m annoyed with this traffic.” “She’s fed up with having to clean toilets all day.”

 “It’s hard not to be bored with long lectures.”

content with, fine with, OK with ,pleased with

“Taylor was content with moving to Chicago.” “I’m fine with having to rewrite the introduction.”

“Are you sure you’re OK with this?” “We are very pleased with the number of donations we received.”

disappointed with, displeased with

“Molly seems disappointed with her performance.” “The boy’s parents are displeased with his behavior.”

 With may also be employed in passive sentences to describe the states of people or things:

“Paris is especially crowded with tourists in the summertime.”

“The cake is filled with fresh blueberries.”

“The piñata is stuffed with hundreds of pieces of candy.”

Adjective + at/by

Most adjectives that take the preposition at can also take the preposition by. When combined with adjectives, these prepositions illustrate causes for specific reactions or emotional responses. By can be used in place of at only because these sentences require passive voice.

“The man was amazed at/by the number of people offering to help him.”

“She was astonished at/by the movie’s poor ratings.”

“I’m shocked at/by his behavior.”

“Flight attendants were surprised at/by the plane’s abrupt landing.”

At can also describe skills and abilities when paired with positive and negative adjectives, such as good/bad and wonderful/terrible. In this case, by cannot be used in place of at, as the sentences are not passive. For example:

✔ “James is good at playing the guitar.” (correct)

✖ “James is good by playing the guitar.” (incorrect)

✔ “I’m terrible at golf.” (correct)

✖ “I’m terrible by golf.” (incorrect)

Adjective + in

Some adjectives can be paired with the preposition in to show connections or relationships between people and things. “Bernard is interested in joining the school band.”

“Is she involved in politics?”

Adjective + from

Adjectives taking the preposition from can emphasize a point of opposition or the result of an action. For example:

“Turquoise is different from blue.” (point of opposition)

“We were protected from the storm.” (point of opposition)

“I became tired from studying all night.” (result of an action)

Adjectives with multiple prepositions

Many adjectives can be paired with multiple prepositions. While some prepositions may change the meaning of a sentence, others can behave interchangeably

(such as at and by). Here are some sentence pairs that use different prepositions but have identical meanings:

“She’s very sorry about the mistake.”

“She’s very sorry for the mistake.”

“Mark is disappointed with the decision.”

“Mark is disappointed in the decision.”

In some cases, however, the prepositions are not interchangeable and can only be used to describe specific nouns or gerunds. For example, when paired with  adjectives, with and for generally refer to people, whereas about usually refers to things, events, or gerunds:

“I’m so happy for them.” (people)

“I’m so happy about the wedding.” (thing/event)

“Dad is angry with Elizabeth.” (person)

“Dad is angry about Elizabeth’s sneaking out.” (gerund)

WRITING FOR ECCE

The Michigan ECCE exam requires candidates to write either a letter or an essay. This must be completed in 30 minutes and needs to be approximately one page long. The candidates can write in ink or in pencil.

The topic is given in the form of a prompt (announcement, extract from a newspaper or magazine). The letter or essay is to be discursive in one of three types: opinion, for and against (or advantages / disadvantages) or solution to a problem. The style is usually formal or semi-formal but it may also be informal.

opinion

Plan for Essay

Paragraph 1 Clear, general statement related to the subject. The writer’s own personal opinion.

Paragraph 2 The writer supports his / her opinion with reasons  and / or  examples.

 Paragraph 3 The opposite viewpoint together with its weaknesses
 Paragraph 4 Summary of the writer’s opinion.

Phrases to use

A)      Formal

 Paragraph 1

 It is often suggested / said / argued / claimed that… Some / Many / A great number of people agree with this / believe this is true. Others / Other people disagree / have the opposite viewpoint. I (definitely) feel / believe that… In my opinion / view… I strongly disagree that…

Paragraph 2

First of all, / Firstly, / In the first place, First and foremost,… This is because / due to the fact that… Secondly,… A good reason for this is… A further reason is that…

Furthermore,…  For example… In addition,…    This can be shown… Finally, / Lastly,…

Paragraph 3

 On the other hand, / However, / many others / other people claim / believe / argue that… Moreover, it is said that…  Nevertheless,… Although this may be true / I agree with this to a certain extent,… Last but not least, although / while / whereas some people consider…, it cannot be denied that…

Paragraph 4

In conclusion, / To sum up, / All in all, / On the whole, it can be seen that… I myself believe / am convinced that…

B)      Informal

Paragraph 1

 Lots of people / Many people say / believe / think that Others don’t agree / have a different opinion / see it in a different light. If you ask me, I think that It’s all a question of what we should do about

Paragraph 2

One reason why I believe that is What’s more, Not only that, There’s another reason too.

A last point is Last but not least,

Paragraph 3

 As for those who think that … Others, though, think that… I agree up to a point, but…

Paragraph 4

 To round off what I said, … Let’s put it this way. There’s … What it all boils down to is that …

Example

Rubric

 Read the magazine article below, which appeared in “Parents and Teens” magazine.

Statistics show that the number of teenagers at Senior High School who are working in part-time jobs is on the increase. This is viewed in a negative light by schools because the teachers claim that the students should be spending as much time as possible on schoolwork with a view to going to university. Other people, however, think that it is useful for teenagers to get a taste of working life because it helps them to grow up faster.

What is your opinion? Should teenagers be allowed to have a part-time job while they are still at school or is it spoiling their chances of acquiring a university degree and a bright future?

Model Essay

Nowadays, more and more teenage school-goers are doing part-time jobs. Opinions on this are divided but I strongly believe that the positive effects outweigh the disadvantages. Firstly, by working, adolescents learn new skills that are not taught in school. Secondly, they gain experience and self-assurance, both of which will help them when they go out into the world to earn their own living. They also learn to appreciate the value of money and become more independent, due to the fact that they do not need to ask their parents for pocket money. Finally, they become responsible, which causes them to mature more quickly and have a better understanding of the adult world. On the other hand, many people regard teenage jobs as unnecessary and even detrimental. They believe that the students should focus on their school work and that they will be too tired to fulfill their potential if they spend part of their day at work. However, parents and teachers can help by encouraging and supporting the teen-workers to give them a sense of achievement and the satisfaction that their efforts are being acknowledged. All in all, I’m convinced that part-time work for teenagers can only be viewed as positive, provided they can combine their working life and their school work satisfactorily.

for and against

Plan for Essay

Paragraph 1

 Clear, general statement related to the subject with both  viewpoints mentioned

 Paragraph 2

 Points agreeing with the subject (for) with justifications,  reasons and / or examples.

 Paragraph 3

Points disagreeing with the subject (against) with  justifications, reasons and / or examples

Paragraph 4

Summary of both viewpoints, for and against. Comment on the issue Writer’s opinion (optional)

Phrases to use

A)      Formal

 Paragraph 1

Nowadays, / It is a generally accepted fact that… / It is often said that… / There is… However, while there are reasons why this is a good idea, there are also some disadvantages to be considered.

 Paragraph 2

As regards the advantages of…, first of all, / first and foremost, … This is because / owing to the fact that… Secondly,… For example,… A third reason is that… because… Lastly, … This can be seen from…

Paragraph 3

 On the other hand, / In contrast, / However,… Firstly,… This is shown by… Furthermore,… such as / like… In addition, we mustn’t forget that… Finally,…

Paragraph 4

 In conclusion, / To sum up, / All in all, / Generally speaking,… / As far as I am concerned,…

B)      Informal

 Paragraph 1

Lots of people / Many people say / believe / think that… Even so, there are some disadvantages, too.

Paragraph 2

 On the upside, If we look at the good side,

Paragraph 3

As for the downside / disadvantages, That’s because…

Also, … Lastly, we mustn’t forget that …

Paragraph 4

 On the whole, / Basically, we can say that… It’s generally true then that… We can safely say then that… but… As for me, I think…

Example

Rubric

 Read the newspaper article and then do the task below.

The Express

Technology – Good or Bad? A recent survey has shown that in spite of the tremendous benefits that technology has brought to our lives, many people are alarmed about the equally enormous drawbacks. There is no doubt that technology has made our lives easier but on the other hand, we’re also feeling the harmful effects of its rapid development.

The newspaper is asking the readers to write an article on “The Advantages and Disadvantages of Technology”. Write the article giving your opinion with examples.

Model Essay

It is generally accepted that technology has improved our lives in many ways. However, it has also created problems. As regards the advantages of technology, first of all, it has provided us with instant communication. Secondly, computers can store thousands of files, which are available at the click of a button. Another advantage is our easy access to all kinds of information and services, including online shopping. Finally, robots are used for dangerous missions, from bomb disposal to the exploration of planets. Thus, they not only help to save human lives, but also to unravel the mysteries of the universe. Other mechanisms perform intricate operations skillfully without the intervention of the surgeon. In contrast, technology is not without drawbacks. Firstly, the processing of products and air travel damage the environment. In addition, nuclear weapons can cause irreparable damage. Furthermore, everyday use of technology has caused us to become isolated, as we often communicate by means of the Internet or text messages. Last but not least, robots have taken over many jobs, leaving people unemployed and dissatisfied with their lives. To sum up, technology benefits mankind, but also presents problems. However, its progress is unlikely to be halted and in my opinion, we should enjoy its advantages and try as far as possible to limit its damaging effects on the Earth and its inhabitants.

solution to a Problem

Plan for Essay

Paragraph 1

Clear, general statement regarding the problem(s)

 Paragraph 2

The causes of the problem(s)

 Paragraphs 3 and 4

Suggestions Possible consequences Paragraph 5 Brief summary with or without the writer’s opinion.

Phrases to use

 A) Formal

 Paragraph 1

It has recently been suggested / announced that… / Following a report by…, / We have recently been informed that… I am / Many people are concerned about…

Paragraph 2

 This has come about / been caused by… Although this is clearly a serious / an extremely serious situation, there are ways to overcome the problem.

Paragraph 3

 First and foremost, the authorities / the government / parents / the citizens of our town / we / we ourselves should take steps to… In this way… It would / might also be a good idea to… in order to… A further suggestion is to…

Paragraph 4

Another way to solve the problem of… is by…  As a result, the… would… An alternative solution might be to… The effect of this would be… Finally, you / we might also consider… (letter)

Paragraph 5

As can be seen, / As we can see, there are ways to improve the situation…  If these measures / steps are taken, the problem(s) will probably / is / are likely to be resolved. I hope you will consider my suggestions. (letter)

Informal

Paragraph 1

Did you know that…? I’ve just heard that…

Paragraph 2

This has happened because… It’s serious but there are ways to solve it.

Paragraphs 3 and 4

It might be a good idea to… Another thing might be to…

I don’t know why they don’t… Why has nobody thought of…?

Paragraph 5

 So, there are ways, after all, to… So, there’s no excuse for… All told, …

Letter to a newspaper

Example rubric

Read the newspaper article below. Then write a letter to the editor of the newspaper giving your opinion and suggesting ways in which to solve the problem.

The Globe The number of car accidents recorded over the summer period (June through August) of this year have mainly been shown to involve young drivers aged 18 to 20. The accidents have been attributed to speeding, careless driving and lack of experience. Therefore, the government has called upon the local authorities to find ways to inform youngsters of the hazards of driving irresponsibly.

Model Essay

Dear Editor,  I read the report in your newspaper, “The Globe”, concerning the high accident rate among young drivers aged 18-20. I am writing to give my opinion about why this happens and offer some suggestions to combat the problem.  Apparently, the causes of the accidents are excessive speed and carelessness, which can be put down to inexperience and ignorance of the terrible consequences. Another cause is the fact that young people love excitement and like to impress their peers, which can lead to reckless driving.  One solution would be to inform the students at school through talks and videos showing interviews with accident victims. This would make the youngsters more aware of the dangers of driving irresponsibly.  Furthermore, a 30-minute lesson each week on general road safety and what to avoid when driving would be both interesting and useful for the students, possibly saving lives or injuries in the future.  Another suggestion might be to make the punishments for dangerous driving more severe. For example, a much heavier fine and the confiscation of the driver’s license for at least a year would be effective deterrents.   If these measures were taken, I believe that the accident rate among young drivers would be greatly reduced.

Yours sincerely, Pat Harwood

letters

For letters, paragraph one must contain a reason for writing and the last paragraph must address the recipient with reference to effects, consequences or action to be take in the future. e.g. Let me know what happens (informal) I hope these suggestions will be considered. (formal)

The following greetings and endings must be used:

Informal

Dear Mary, Yours, John

Semi-formal

 Dear Mr / Mrs / Miss / Ms Smith, Yours sincerely, / Yours truly, John Brown

Formal

Dear Sir / Madam / Sir or Madam, Yours faithfully, John Brown

Phrases to use Informal Letters – suggestions

 Paragraph 1: I was sorry to hear that ... / Perhaps I can be of some help Paragraph 2:  You say that ... / It seems that / as if ...

Paragraphs 3 & 4: Why don’t you ...? / How about ...? / Have you thought about ...? / You could also ... That’d mean that ... / If I were you, I’d ... because ...

 Paragraph 5: I hope I’ve helped. Let me know what you decide.

 Ending

Order of adjectives

       Order of adjectives

Put the adjectives in the correct order.

Exercise a.

1.    a Chinese / pretty/ little/girl

2.    a (n) wedding expensive/satin/white/dress

3.    a / detective/new/brilliant/French/film

4.    a(n) / Greek/ ancient/ fascinating/ monument

5.    a(n) /pair of/ leather/ black/ walking/ old/ shoes

6.    a(n) German / brown/ enormous/ beef/ sausage

7.    a/ red and white/ lovely/ marble/ Turkish/ chess set

8.    a/ round/ gold/ big/ medallion

9.    a / grey/ smart/ cotton /new/suit

10. a(n)/ motorcycling/ old/ black/dirty/jacket

Exercise b.

1.    He gave her a (silk/fantastic/ Italian / red) scarf.

2.    I bought (American/ three/ oak/ old) chairs in the antique shop.

3.    She is a(n) (dramatic/ intelligent/ young/ English) actress.

4.    The (metal/ white/ small) table lamp was broken by the children.

5.    He crashed his (sports/ brand new/ yellow) car yesterday.

6.    She is a (young/ computer/ successful) salesperson.

7.    They found a(n)(wooden/ rectangular/ antique/ interesting) trunk.

8.    We watched a(n) (short / English / interesting / educational / programme)

9.    They live in a(n) (big/ lovely/ country/ old-fashioned /brick) house.

10. He was carrying a (leather / nice/ black/ new) briefcase.

1. 
   

games on tenses

Learn English Online: Speaking Practice - Level: Advanced (C1-C2)

Word Formation and Parts of Speech (part1)

 Word Formation and Parts of Speech (part1)

A.      Common endings

Nouns for things = ment; -ity; -ness; -ion

Nouns for people = -er; -or; -ist

Verbs = rarely have special endings because they get manipulated for tense; usually the shortest word form

Adjectives = -ous; -able/-ible; -al; -ed/-ing; -ful/-less; -ic; -ive

Adverbs = -ly

1.       To form an adverb, add –ly to the adjective form (not the noun/verb form)

2.       If two word forms are the same, it will usually be the noun and verb (e.g.: parent, answer, guess).

3.       Nouns ending in –tion will usually take the –al suffix for adjectives.

BE CAREFUL: these are patterns, not “rules,” and there will be some exceptions to most of these patterns.

Knowing the correct part of speech for a word form is important, but it’s less than half the battle. The real challenge comes with being able to know how to use it appropriately in a sentence. Below are some (but definitely not all) of the most common usage patterns.

                                               

                                                           B.     The Prediction Was Predictably Predicted

Nouns

Nouns are people, places, or things.

Nouns always come before verbs and after verbs.

Every sentence will have at least one noun.

Nouns are usually in these positions:

a/an/the ……               The prediction came true.

adjective ……               Wrong predictions are dangerous.

Possessive (my, your, his, her, John’s) …..  Their prediction was wrong.

have …..                      I have a prediction.

…………. Verb            Predictions make people’s lives easier.

Verbs

Verbs show the action or state of being in a sentence.

Verbs usually aren’t the first word in a sentence.

Exception—Commands: (Go to class.)

EVERY sentence MUST have a verb!

Verbs are usually in these positions:

Subject  ……………….        Jessica predicted that she would win the game yesterday.

Adverb ……………….           He always predicts the weather.

can/should/might/must …………………        She can’t predict what he will do.

didn’t/don’t …………………        Don’t predict something unless you know it is true.

to ………………….                         I’m going to predict your future.

Adjectives

Adjectives describe nouns (people, places, and things).

They answer the question: “What kind of person/place/thing?”

Adjectives are usually in these positions:

am/is/are/was/were …………………   The game was predictable.

………………………….. noun            Predictable people are easy to understand.

very …………………………..          Tony is a very predictable person.

adverb ………………………..       Tony is always predictable.

a/an/the ………………………………. noun        The predictable answer was “yes.”

Adverbs

Adverbs describe verbs or adjectives.

They answer the question “How did he do it?”

Usually, you add -ly to the adjective to make an adverb (but not always!)

Adverbs are usually in these positions:

_____________________ ,    …………               Predictably, Tommy was late again.

__________________ Verb                                He predictably walked in late.

Verb __________________                                He walked quickly.

very _________________                                    He walked very quickly.

________________________ Adjective           Tom is predictably late.

B.      Prefixes

a- – without, not

co- – together

de- – opposite, negative, removal, separation

dis- –opposite, negative

en- – cause to be

ex- – former, previous, from

in- – negative, not

non- – absence, not                 

re- – again, repeatedly

un- – negative, not, opposite, reversal

D. Suffixes

-able – sense of being

-er – agent

-ful – characterized by

-fy – make, become, cause to be

-ism – action or practice, state or condition

-less – lack of

-ly – -like

-ology – study, science

-ship – condition, character, skill

-y – characterized by, inclination, condition

E. Grammatical Form Retaining Derivation

verb to verb: appear → disappear

noun to noun: friend → friendship

adjective to adjective: practical → impractical

F. Grammatical Form Changing Derivation

verb to noun: preserve → preservation

verb to adjective: bore → boring

noun to verb: code → codify

noun to adjective: nature → natural

adjective to noun: ugly → ugliness

adjective to verb: sweet → sweeten

adjective to adverb: quick → quickly

EXERCISES

A.      Forming nouns form verbs

This exercise focuses on people and their jobs using the most common suffixes.

Use the word in bold to form the noun which refers to the person who does that job.

1. A person who acts for a living is called an .......... .

2. A ………………..... is someone who earns money from writing music.

3. She didn't become famous as a ………………...... until her 17th novel was published.

4. In Part 5 of the FCE Exam your speaking ability will be assessed by the ………………….... .

5. At the end of the interview the .................... asked if he could be shown around the company.

6. An ......................... is someone who will be able to go through your accounts and work out how much money you have.

7. ……………..... to the castle are expected to come during visiting times only.

B.      This exercise focuses on the common prefixes and suffixes used to form opposite words.

in-          im-         il-            un-         -less      dis-        ir-

1 When he became a teenager he wanted to be more …………………….(DEPENDENT) from his parents.

2 It was really (HONEST)………………… of you to take that money without asking.

3 If you hadn't been so…………………………….. (CARE) with that book you'd still have it now.

4 My broken leg means I'll be…………………………….. (ABLE) to go on holiday with you.

5 In many countries it is………………………… (LEGAL) to smoke cigarettes under the age of 16.

6 He waited …………………….(PATIENTLY) for the train to arrive at the station.

7 The teacher told me it was……………………. (RESPONSIBLE) of me to set off the fire alarm.

C.      Forming verbs

This exercise looks at some common suffixes used in creating verbs.      -en             -ify                 -ize

1. He told her that he (SYMPATHY) .......................... with her problem but couldn't do anything to help.

2. My belt feels a bit tight after that huge lunch. I think I'll have to (LOOSE) .......................... it a little.

3. She was severely (WEAK) ........................... by the long illness she had.

4. There are many different ways to (CLASS) ............................... areas of English Grammar.

5. If you're really sorry for what you said you won't mind (APOLOGY)................................  

6. There's no need to (CRITIC) ........................... my work. I'm trying as hard as I can.

7. The pain in his back (LESS) ........................ as soon as he took the medication.

8. Everybody was (HORROR) ........................ by the news of the earthquake.

Forming adjectives and adverbs

D.      This exercise looks at the most common adjective and adverb endings. For questions 5-8 you will need to make TWO changes to the stem word.

1. Be sure to contact him if you need advice. He's a very (HELP) .......................... person.

2. It was a really (ENJOY) ......................... party. Thanks for inviting me.

3. He has just taken out a (MONTH) ................... subscription to the magazine.

4. She smiled (HAPPY) ........................ when they offered her the new job.

5. (HOPE) .......................... we'll have enough money saved to get married next year.

6. In order for the medicine to work (EFFECT) ........................... you must take the correct amount

7. Although our teacher is very strict in class, she is (FRIEND) ........................ than you would expect.

8. What a beautiful vase! That's the (LOVE) ............................ present I've ever had.

E.       Forming other nouns

This exercise looks at forming nouns from verbs, nouns and adjectives by using suffixes.

1. My teacher says there has been a big (IMPROVE) ...................... in my English lately.

2. The recipe says you only need to add two (SPOON) .......................... of salt.

3. Why did you do that? I thought you had more (INTELLIGENT) ......................... than that.

4. The singer gave a brilliant (PERFORM) ............................ on stage yesterday.

5. Have you seen her magazine (COLLECT) .....................? She must have over 200 editions.

6. On hearing the news, everyone was overcome with a feeling of (SAD) ......................... .

7. When you take the FCE Speaking paper you will be given marks for your (ACCURATE) ......................... and also on how fluent you are.

8. She has the (ABLE) ........................ to pass the exam first time round providing she works hard.

F.       Difficult spellings

1 He tried to fix his machine but it was (POSSIBLE) .......... impossible  /   inpossible

2 You don't need to wear a suit to the party. You can look (FORMAL) .......... if you wish.

Informal    /          imformal

3 She won the bicycle race (EASY) .......... .

Easyly  /    easily

4 The weather forecast says it's going to be (RAIN) .......... today. Rainy   /      rainny

5 The body was discovered (LIE) .......... on the floor. Lieing  /    lying

6 He told her that he was (TRUE) .......... in love with her.             Truely   /     truly

7 She was filled with (HAPPY) .......... when she heard the good news.      Happiness   / happyness

8 He was the (BIG) .......... in the class.

   Biggest  /  bigest