Identify and correct errors involving verbs and verbals

Moisture regularly (have entered/is entering/entered/enters) the atmosphere through the evaporation of water. The warm air rises (to quickly condense/ quickly condensing/ quickly condensed) into rain. Rain falls when the microscopic water droplets in clouds(are colliding/have collided/collide/will collide). If the temperature outside drops to the dew point, relative humidity (has become/ becomes/will become/became) 100 per cent and fog is likely to form. At air temperature above about 4 °C (39 °F), ice crystals in clouds (will melt/have melted/melt/are melting).

By uneven (heating/heat/heats) of land and water surfaces along coastlines local winds are created. In thunderstorms, the motion of the air also causes electric charges (built/building/to build) up inside the cloud, producing lightning. Flashes of lightning heat the surrounding air, (causing/to cause) the air to expand violently.

Weak fronts, where the two air masses are close in temperature, often pass (unnotice/to unnotice/unnoticed /unnoticing). Generally moving from west to east fronts follow (to curve/curved/curving) paths. A front may be warm or cold, (depending/to depend/depends) upon which air mass is pushing the air ahead of it.

In the United States, weather forecasts(are giving/have given/gave/give) barometric pressure in inches. The temperature-humidity index (THI) sometimes (mentioning/mentioned/to mention/is mentioned) in forecasts was once called the discomfort index. Some parts of the weather forecast seem easy enough (understood/to understand/understading/understand).

Problems with verbals

Any of these verbals – gerund, or infinitive – may be incorrectly used when another one of them is required, depending on the meaning. Take, for example, two sentences:

· I stopped to talk with my friend. The infinitive expresses purpose – I stopped because I wanted to talk with my friend.

· I stopped talking with my friend. The gerund is an object – I stopped this action because I was pressed for time and had to go.

Unit 1-5. LANGUAGE AND DIVERSITY

Section 1. Guidelines for intensive reading of ESP texts

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<== попередня сторінка	\|	наступна сторінка ==>
Reviewing and reciting the text.	\|	The author’s tone and attitude

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