Affect / Effect

1. Affect (verb):

   • "The news of the unexpected loss deeply affected her emotions."
   • "Lack of sleep can negatively affect your concentration."
   • "His speech was intended to affect the opinions of the audience."

   In these examples, "affect" is used as a verb to indicate the influence, impact, or change that one thing has on another.

2. Effect (noun):

   • "The new policy had a positive effect on employee morale."
   • "The medicine's side effects were minimal."
   • "The butterfly effect suggests that small actions can lead to significant consequences."

   Here, "effect" is used as a noun to describe a result, outcome, or impact of a particular action or situation.

Rise / Raise

Examples of "rise" in sentences:

1. The sun will rise in the east tomorrow morning.
2. The tide begins to rise as the moon's gravitational pull increases.
3. The hot air balloons slowly rise into the sky as the burners are ignited.

On the other hand, "Raise" is usually used as a transitive verb, which means it requires a direct object. It refers to the action of lifting something or causing it to move upward.

Examples of "raise" in sentences:

1. She raised her hand to ask a question in class.
2. The construction workers raised the flagpole to its full height.
3. The farmer raises chickens and sells their eggs.

Here are some sentences that demonstrate the correct use of both words:

1. The price of oil has risen significantly in the past month.
2. The teacher raised her voice to get the students' attention.
3. The sun's rays are causing the temperature to rise quickly.
4. The company plans to raise its prices due to increased production costs.
5. The children worked together to raise a banner for the school event.
6. The elevator slowly rose to the top floor of the building.

Remember, "rise" is often used without a direct object and indicates independent movement, while "raise" requires a direct object and implies an action of lifting or causing something to move upward.

All / Whole

1. All:

   • All the students in the class passed the exam.
   • She ate all the cookies in the jar.
   • The team gave their all in the final match.
   • We want to visit all the famous landmarks in the city.

2. Whole:

   • The whole town gathered for the annual parade.
   • I read the whole book in one sitting; it was that engaging.
   • He spent the whole day working on his project.
   • The storm caused damage to the whole neighborhood.

Remember that "all" often refers to every individual or item in a group, while "whole" refers to the complete entity or entirety of something.

Have / Have got

Using "have":

1. Possession:

   • I have a car.
   • She has three dogs.
   • They have a beautiful house.

2. Relationships:

   • We have a strong bond.
   • He has a great relationship with his parents.
   • They have a deep connection.

3. Experiences and Actions:

   • I have seen that movie before.
   • She has visited Paris twice.
   • They have completed the project.

4. Obligations:

   • I have to finish my homework.
   • She has a meeting at 3 PM.
   • They have an appointment with the doctor.

Using "have got":

1. Possession:

   • I've got a new phone.
   • She's got a big collection of stamps.
   • They've got a lovely garden.

2. Relationships:

   • We've got a close-knit family.
   • He's got many friends.
   • They've got a supportive community.

3. Characteristics:

   • I've got a sweet tooth.
   • She's got a great sense of humor.
   • They've got a positive attitude.

4. Emphasizing Possession:

   • I've got to finish this work.
   • She's got to be at the airport by 9 AM.
   • They've got to complete the assignment.

Important Notes:

• In American English, "have" is often used instead of "have got." For example, "I have a dog" is more common in American English, while in British English, you might hear "I've got a dog."

• "Have got" is often used in informal situations and can be more common in British English, while "have" is more widely accepted in both formal and informal contexts in American English.

• In questions and negatives, "have" is used in both American and British English. For instance: "Do you have a pen?" and "I don't have any money."

Remember that the choice between "have" and "have got" can depend on the context, the level of formality, and the regional variation of English being used.

So....that / such....that

So...that:

1. She was so tired that she fell asleep as soon as she hit the bed.
2. The movie was so captivating that the audience was on the edge of their seats throughout.
3. He was working late every night, so dedicated was he to finishing the project on time.
4. The storm was so intense that many trees were uprooted and power lines were knocked down.
5. The museum exhibit was so well-curated that visitors couldn't help but be impressed by the attention to detail.

Such...that:

1. It was such a hot day that even the ice cream was melting quickly.
2. The cake was such a masterpiece that people couldn't believe it was actually edible.
3. The concert had such an energetic atmosphere that everyone was dancing and singing along.
4. He had such a vast knowledge of history that he could discuss any historical event in depth.
5. The restaurant had such a cozy ambiance that customers felt like they were dining in their own living rooms.

Remember, both of these constructions emphasize the extent or degree of something causing a certain effect. The first structure, "So...that," uses an adjective or adverb before "so," while the second structure, "Such...that," uses the adjective followed by a noun.