English Lecture (1-6) Solutions

STUDENT COPY
NAME:
ENGLISH LECTURE –1
Contents Page
Part 1: STRUCTURE & WRITTEN EXPRESSION
PARTS OF SPEECH
SUBJECT-VERB AGREEMENT
SUBJECT SEPARATED FROM THE VERB
APPROPRIATE USE OF ARTICLES
Part 2: READING
INTRODUCTION TO COMPREHENSION
Part 3: WRITING
INTRODUCTION
SOME COMMON TYPES OF WRITING
Part 4: TAKE-HOME IDIOMS

VOCABULARY
LIST OF IDIOMATIC EXPRESSIONS
Copyright MENTRS’ 2013-14 Eng-1 Page 2 Dial: 9131828, 9348059, 8959796

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PART – I: STRUCTURE AND WRITTEN EXPRESSION
Parts Of Speech
The words that we use in a sentence are called parts of speech. There are eight types of parts of speech;
that means English words can be classified into eight types.
Noun Pronoun Verb Adjective Adverb Preposition Conjunction Interjection
Nouns are the names of persons, objects, places, or anything else. A noun can be either Count or Non-
count. Count nouns are measured in numbers. They can take singular or plural form. Non-count nouns are
measured in quantities. They always take a singular form.
Pronouns are used to substitute the nouns. Pronouns can be subject, object, relative, reflexive (or
emphatic) and possessive. There is a basic difference between possessive pronoun and possessive
adjective. When you say “This is my pen”, you are using a possessive adjective. You are using a possessive
pronoun when you say, “This pen is mine”.
Verbs are action words. They are driving forces of any sentence. Verbs can take present, past, or participle
forms. You have to change the form of the verb according to the subject and tense of your sentence.
Adjectives are words that describe or qualify other words. Suppose you are praising your girlfriend saying
that she is pretty, or your teacher scolds you by saying that you are lazy. Please remember that adjectives
qualify only nouns and pronouns.
Adverbs qualify the other parts of speech. It describes adjectives, verbs, and even adverbs. In most cases,
we get an adverb by just adding “-ly” or “-ally” at the end of an adjective. For example: He is an efficient
worker. He works efficiently.
Prepositions are short words that express the relationship between two parts of speech. Suppose, you
see a book lying on the table; the preposition on helps you to connect the words “book” and “the table”.
Conjunctions are words used to connect two independent clauses or items in a series. Hasan is a brilliant
student and he is regular at his studies.
Interjections are simple translations of Bengali words like hay-hay, o-ma, yahoo etc. They express sudden
expression or outburst of emotional feeling. Hurray! Ashraful has been selected for the Asian Eleven!

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SUBJECT-VERB AGREEMENT
The subject performs the action in an active sentence. Every sentence and every clause must have a
subject. The subject is usually a noun, noun phrase.
The verb may consist of a single word, or a main verb and one or more auxiliary words (Aux-words). A verb
can indicate a state of being or an action.
Remember that the subject and verb in a sentence must agree in person and number.
The elevator works very well. The elevators work very well.
singular singular plural plural
 Number
Number shows whether the subject of the verb is singular or plural
Maggie drives well. (Singular)

Adam and Peter drive dangerously. (Plural)
John’s grandmother is in Atlanta. (Singular)
Arthur’s parents are from Texas. (Plural)
A verb must always agree in number with its subject
Emily lives alone. (Subject and verb both singular)

Dennis and Ananta live together. (Subject and verb both plural)
 Person
Person tells whether the subject of the verb is speaking, being spoken to or being spokenabout
I am the person in charge. (First person)

You are my best friend. (Second person)
Rituraj speaks French and Tamil. (Third person)
All three persons may be singular or plural in number.
Singular Plural
First person I run We run
Second person You run You run
Third person He runs
She runs They run
It runs The girls run
Barsha runs
Some Basic Rules
 Subjects joined by “and”take a plural verb.
Both Jill and Linda are leaving town.

You, he and Iare to be blamed for the Padma Bridge fiasco.
 When singular subjects are joined by “or”the subject is considered to be singular.
One or the other of us has to buy the tickets.

He or his brother is going to be the President.

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 When the subjects joined by “or” or “nor” are different persons, the subject nearer the verb
determines the person
She or you are responsible.
Neither my friend nor I am married.
Either you or I am to marry her.
 When two subjects are joined by “either . . . or,” “neither . . . nor,” “not only . . . but also ” the
verb agrees with the subject which is closest to the verb :
Neither Harry nor his friends are going to his class.

Not only the principal but also the teachers have had their pay increased.
Neither Kylie nor Jason measure up to Carrie . No error
.
A B C D E
Even though the sentence mentions two people (Jason and Kylie) who don’t measure up to Carrie, both
of those people are singular nouns. Therefore, the verb must be singular. Measure is a plural verb, when
it should be a singular one, so C is the answer
 Neither Kylie nor Jason measure up to Carrie . No error .

A B C D E
Even though the sentence mentions two people (Jason and Kylie) who don’t measure up to
Carrie, both of those people are singular nouns. Therefore, the verb must be singular. Measure is
a plural verb, when it should be a singular one, so C is the answer
 Either and neither are singular if they are not used with or and not.
Everybody who has not purchased a ticket should be in this line.
If either of you takes a vacation now, we will not be able to finish the work.
 If two subjects are joined using the following expressions, the verb agrees with the first subject:
accompanied by as well as
along with in addition to
Among together with
Zahid, together with Saif, is going fishing.

Muktadir, along with his naughty friends, was severely punished for their misdeeds
The three brothers together with their uncle were going to the market
 When “several”, “many”,“both” and “few” are used as subjects, they take a plural verb.
Several have already left the party.

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 The expression “a number of (meaning “several”) is plural. The expression “the number of” is
singular.
A number of items have been deleted.
The number of deleted items is small.
 When a word indicating nationality refers to a language, it is singular. When it refers to the
people, it is plural.
Japanese was a difficult language for me to learn.
The Japanese are very inventive people.
 Even if the verb comes before the subject, the verb agrees with the true subject, not the words
preceding it
Arethe cat and dog fighting?
Coming at us from the left wasan ambulance.
There are two things you can do.
There is only one book left.
 Words such as ‘where’, ‘here’, ‘there’, ‘who’, ‘what’, ‘when’ do not affect the verb when they
introduce a sentence
What are the addresses of some good restaurants?
Who are the guys who want to beat us up?
Here come my parents.
 When a predicate noun(following a linking verb) differs in number from the subject, the verb must
agree with the subject
Our biggest problem is angry customers.
More corrupt politicians aren’t what the country needs.
 One of the most beautiful zila is the Rangamati zila, located in Chittagong Division.
A B C D
C is wrong
The correct pattern is one of the + superlative adjective + plural noun. The plural noun (zilas)
must therefore be used.
Exercise 1:Choose the correct verb
1. Annie and her brothers (is, are) at school.

2. The dog or the cats (is, are) outside.
3. Either my shoes or your coat (is, are) always on the floor.
4. Shafquat’s greatest asset (is, are) his motivational techniques.
5. The man with all the birds (live, lives) on my street.
6. The number of cyclists in Dhaka (is, are) increasing very rapidly.
7. (Is, Are) the news on at five or six?
8. The players, as well as the captain, (want, wants) to win.
9. All of the CDs, even the scratched one, (is, are) in this case.
10. Burdon, along with his brothers, (is, are) going to the zoo.

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Subject separated from the verb
Sometimes it is difficult to decide exactly what the subject is if the subject and verb are separated. This is
true especially in case of long sentences, where the actual subject has to be identified, ignoring
prepositional or parenthetical phrases. For example,
According to the World Health Organization’s annual survey in 2012, no school-going child living in the rural
areas of African countries suffer/suffers from Polio.
The correct answer will be ‘suffers’ as the subject is singular (school-going child)and the verb should also
be singular.
 Very often, if the subject and verb are separated, they will be separated by a prepositional phrase.
The prepositional phrase has no effect on the verb.
Subject + [prepositional phrase] + verb
The study of languages is very interesting.
Several theories on this subject have been proposed.
The danger of forest fires is not to be taken lightly.
The effects of that crime are likely to be devastating.
 Parenthetic phrases or other modifiers that come between the subject and verb do not change
the number or person of the true subject - which the verb agrees with.
The amount shown, plus interest, is due on Friday.

Mr.Ananta Jalil, one of the greatest actors in the history of world cinema, has finally completed his
BBA from The University of South Asia.
Exercise 2: Choose the correct form of the verb in the following sentences.
1. The effect of frequent hartals on both large and small businesses (is, are) often understated.
2. In response to the talk-show host’s snarky comments about his guests, one of the hot-headed
audience members present in the studio (is, are) now heading to the stage to protest.
3. The analysis of vast amounts of financial data (is , are) truly exciting to him.
4. Many of my colleagues, in addition to my boss, (is, are) going to be present at the event.
5. The risk of severe head trauma due to negligence in wearing helmets (is, are) very high.
6. Franz Beckenbauer, one of the finest football players in history, (is, are) often credited for having
invented the role of the modern sweeper.
7. The chances of a batsman with poor shot timing getting a test century (is, are) very low.
8. Neither the legends of the crop circles nor the story of the Bermuda triangle (seem, seems) credible
to me.

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9. A bonus of just a few marks (is, are) what I need to pass.
10. Either his attachment to his country or his prejudices against western culture (is, are) going to prevent
him from leaving Bangladesh.
11. Neither of the two rangers (is/are) going beyond The Wall
12. Each of your friends (have/has) to contribute a minimum amount for the party.
13. That Nazif is one of the most talented speakers (is/are) an understatement to those who are really
familiar with the field of literature.
14. Even though Shreya created a petition to protest the crowning of a Prom Queen, there (was , were)
many people who refused to sign, saying they supported the 1950’s tradition.
15. Neither Niloy nor Ishmam (dances, dance) well.
APPROPRIATE USE OF ARTICLES
Use of A
 The following words begin with a consonant sound & thus must always be preceded by a:
European, eulogy, euphemism, eucalyptus, house, home, heavy, half, uniform, university, universal,
union.
 Before singular count nouns when the noun is mentioned for the first time.For example: I see a
house.
 When the singular form is used to make a general statement or about all people or things of that type.
For example: A knight can never surrender.
Use of An
 The following words begin with a vowel sound & thus must always be preceded by an:
Hour, heir, herbal, honor, honest, uncle, umbrella, unnatural, understanding.
 Before singular count nouns when the noun is mentioned for the first time. For example: I see an
hourglass.
 When the singular form is used to make a general statement or about all people or things of that type.
For example: An unnatural incident can be awful for many of us
USETHE DON’TUSE THE
 Oceans, river, seas, gulf & plural lakes.  Singular lakes
The Red Sea, The Atlantic Ocean , The Persian Lake Geneva, Lake Ene
Gulf, The great Lakes.  Mounts
 Mountains Mount Vesuvius, Mount Mc Kinley
The Rocky Mountains, The Andes, The Everest  Planets, constellations
 Earth, Moon Venus, Mars, Orion.
The earth, The moon  School, college, Universities when the phrase
 School, college, universities when the phrase begins with a proper noun:
begins with these words. Santa Fe Community College, Stetson University
The university of Florida, The college of Arts and  Ordinal numbers after nouns
Sciences. World War I, chapter three
 Ordinal numbers before nouns.  Countries precedent by New or an adjective
The First World War, The third chapter such as a direction
 War(except world was) New Zealand, South Africa, North Korea.
The Crimean War, The Korean War.  Countries with only one word.
 Certain countries or groups of countries with France, Sweden, Venezuela
more than one word (except Great Britain).  Continents
The united States, The United Kingdom, The Europe, Africa, South America.
Central African Republic.  States
 Historical documents. Florida, Ohio, California
The Constitution, The Magna Carta  Sports
 Ethnic groups Baseball, Basketball
The Indians, The Aztecs  Abstract nouns

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 Family or group referred through Freedom, happiness
surnames  General areas of subject matter
The Simpsons, The Kumars Mathematics, sociology
 Holidays
Christmas, Thanksgiving
Exercise-3: Write the correct article ("a," "an" or "the"). If no article is needed, write' n'.
1) x….. Alaska is the largest state in .the . . United States.
2) Abraham Lincoln was President of the United states during .the . . Civil War.
3) . . .x corn is the most important of all American crops.
4) Rahul and I had . . x. lunch at . the. . school cafeteria.
5) . . .The Rocky Mountains stretch all the way from . . . Mexico to the. . . Arctic.
6) Through his telescope we could see what looked like canals on …x…… Mars.
7) Robin Hood supposedly stole from the………rich.
8) ……An….. untold number of people perished while attempting to cross Death Valley.
9) Ilma wants to study..….x …... Computer Engineering at … …x ... Ohio State University.
10) …x…….. University education was one of the requirements for the position

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PART – II: READING
Reading Comprehension is a very important part of the Private University admission Test. The
questions you will have in the Admission Test are quite different from what you used to have in
your HSC, SSC level. Questions are mainly multiple choices or objectives types. Essay type
questions in reading comprehension are very unlikely.
In the Reading Comprehension section of the test you are tested on your understanding of the meaning in
reading passages. The questions on the passages are primarily about the main ideas, details, and
inferences that can be drawn from the passages. There are also a number of vocabulary questions based
on the passages. You do not require prior knowledge of the subject matter. The questions can be answered
only by reading the passages carefully.
In the Reading Comprehension section of our lecture sheets you will learn about:
Reading Strategies Determining the Main Idea Inferring Meaning

Restatement Reference Questions Multiple Choice Strategies
PART – III: WRITING
Some common types of writing questions include:

 Paragraph
 Essay
 Logical Writing
 Argumentative Writing
 STEPS IN WRITING BEGINNING PARAGRAPHS:

1. Study the topic; write a sentence that introduces the topic generally. For example:
Topic: Water Pollution.

General Topic: Water pollution is a widespread problem all over the world.
2. Narrow the general topic down. Try to concentrate into a specific region or area rather than having
a generalized subject. For example:
Topic: Water Pollution.
Narrowed down: It has become a severe threat toward the environment of Bangladesh.
Here, we have narrowed down the vast topic into the context of Bangladesh. We have written a sentence
that best introduces the topic and the area we have chosen.
3. Question yourself and construct perspectives- think over what could be the angles from which
you can discuss your topic. Say for example, you have water pollution as your topic. Moreover,
you have developed the first sentence. Now think- what is water pollution, what are the causes
of water pollution, how water pollution makes the environment suffer, and what the remedy could

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be. These simple but specific questions will help you develop body paragraphs- since each of
them isan individual idea. One idea will constitute one body paragraph. For now, just remember
the ideas you have developed.
4. Write down the questions developed in step 3 in statement form. If you had developed three
questions, you will have three sentences. Remember, you are not writing the answers to these
questions, write down the question itself in statement form.
Sample beginning paragraph: Topic: Violence
1. General Topic- first sentence of the introduction

 Violence is a behavioral problem that includes aggression, hostility, or fighting.
2. Narrowed down Topic- second sentence of the introduction

 Violence is one of the terrible things we have to experience in our everyday life.
3. Questions: what is violence, where we face it, what are the reasons, and what are the remedies? So,
the statement sentences would be:
 Every day we face different types of violence.
 We suffer from violence at every sphere of life- businesses, offices, highways, educational
institutions, play grounds and where not.
 This terrible situation is the result of various social, economic, and other factors.
 In spite of the severe nature of the problem, there must be a way out of this filthy situation.

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PART – IV: TAKE-HOME EXERCISE
LIST OF VOCABULARIES-1
Word Synonyms Antonyms

Abridge shorten, abbreviate, reduce lengthen, extend, prolong
Acclaim praise, applause, compliments criticism, condemnation, denunciation
Adept skillful, expert, proficient inept, unskilled, ineffectual
Adversary opposition, enemy, rival ally, colleague, friend
Antiquated outdated, old-fashioned, obsolete modern, contemporary, present
Arbitrary random, capricious, chance reasoned, rational, well-thought-out
Authentic real, valid, true counterfeit, fraudulent, forged
Affluence wealth, material comfort, riches poverty, destitution, indigence
Amass collect, assemble, accumulate dissipate, scatter, disassemble
Ascribed recognized, certified, approved unwarranted, unattributed, disapproved
Abate decrease, decline, fade away intensify, strengthen, augment
Abhor detest, hate, dislike love, admire, adore
Adulterated impure, polluted, dirty pure, unadulterated, uncontaminated
Amass collect, assemble, accumulate dissipate, scatter, disassemble
Abortive unsuccessful, unproductive, futile successful, fruitful, worthwhile
Anemic pale, colorless, feeble colorful, vivid, radiant
Aesthetic artistic, visual inelegant, unimaginative
Alleviate improve, lighten, ease aggravate, exacerbate, exasperate
Aloof detached, distant, remote familiar, friendly, amiable
Anarchist revolutionary, rebel, radical conformist, conservative, reactionary
Contamination Infectivity, pollution, corruption purification, cleansing, sterilization
Conceal cover, hide, mask reveal, expose, unveil
Conviction certainty, belief, assurance uncertainty, apprehension, scruple
Conciliate appease, pacify, reconcile provoke, induce, instigate
Compliant accommodating, amenable recalcitrant, intractable, obstreperous
Didactic educational, instructive, informative casual, entertaining, recreational
Dogmatic inflexible, rigid, strict unbiased, equitable, ambivalent
Delineate define, outline, mark out -
Denounce deplore, condemn, deprecate acclaim, praise, applause
Deride ridicule, disparage, disdain admire, commend, eulogize
Emphatic forceful, definite, ardent hesitant, tentative, dubious
Erratic changeable, irregular, unpredictable stable, consistent, predictable
Erudite learned, scholarly, well-educated ignorant, uneducated, illiterate
Eccentric unusual, unconventional, weird conventional, traditional, orthodox
Ecstasy joy, rapture, bliss misery, distress, anguish
Futile fruitless, pointless, useless useful, functional, worthwhile
Feral untamed, natural, uncultivated tame, docile, gentle
Façade frontage, fascia, veneer interior, intimate, inner
Feasible possible, practicable, reasonable impractical, unrealistic, absurd

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Fallacious untrue, misleading, mythical correct, true, veracious
LIST of IDIOMATIC EXPRESSIONS-1
Above all Most importantly

About to Almost ready to
Add up Make sense; be logical
All at once Suddenly; without warning
All of a sudden All at once; suddenly
As a matter of fact In reality; actually
As a rule Generally; customarily
At the drop of a hat Quickly; without any preparation time
As case Not nervous; calm
Back out (of) Withdraw an offer
Bank on Depend on; count on
Be my guest Do what you want; feel free; help yourself
Be rusty Need practice or review
Beats me I don’t know; I have no idea (often used in response to
a question)
Better of In an improved condition
Bite off more than one Take on more responsibility than one can
Chew Handle
Bound to Certain to; sure to
Break down Stop functioning (a machine, for example)
Break in (on) Interrupt
Break the ice Break through social barriers (as at a party)
Break the news (to) Inform; give bad news
Break up End (a meeting, for example)
Break up (with) Stop being a couple a couple (a boyfriend and
girlfriend, for example)
A breeze Something very simple and easy to do (1) raise (a
child); (2) introduce (a topic, for example)
Brush up on Review; study; practice
Bump into Meet unexpectedly ; run into
By and large Mostly; generally; on the whole
By heart By memory; learned word for word
By no means In no way; not at all
Call off Cancel
Call on Visit
Calm down Relax
Care for (1) take care of; (2) like; feel affection for
Catch on Become popular
Catch on (to) Understand. Learn
Catch up (with) Go as fast as; catch
Check in (or into) Register (at a hotel)
Check out (of) (1) clarify; make understandable; (2) become nice and
sunny (used to talk about the weather)

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Come across Find; meet; encounter

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STUDENT COPY
NAME :
ENGLISH LECTURE - 02
Part Contents Page
Part 1: REVIEW TEST
STRUCTURE & WRITTEN EXPRESSION
NOUNS: CLASSIFICATION
DETERMINERS AND QUANTIFIERS
SOME COMMON DETERMINERS
COMMON ERRORS INVOLVING NOUNS
NOUN-VERB AGREEMENT (SUBJECT-VERB AGREEMENT)
COLLECTIVE NOUNS
NOUNS THAT ARE ALWAYS PLURAL
Part 2: READING
SCANNING FOR DETAILS
Part 3: WRITING
WRITING THE INTRODUCTION
Part 4: TAKE-HOME VOCABULARY & IDIOMS

VOCABULARY LIST
REVIEW TEST
Time: 10 min
Score ……….
Choose the best alternative between the words given in the parentheses ( )
1. Either Wasi or his wife (make/makes) breakfast each morning.

2. After she had perused the material, the secretary decided that everything (was/were) in order.
3. The crowd at the basketball game (was/were) wild with excitement.
4. A pack of wild dogs (has/have) frightened all the ducks away.
5. The jury (is/are) trying to reach a decision.
6. The committee (debates, debate) these questions carefully.
7. Your pants (is, are) at the cleaner's.
8. Eight dollars (is, are) the price of a movie these days.
9. The committee (leads, lead) very different lives in private.
10. One of the most intelligent students who (score/scores) full marks (is/are) Ayasha.
Write the correct article ("a," "an" or "the"). If no article is needed, write' n'.
11. Last year we visited __the_ St. Paul's Cathedral and _the __ Tower.
12. x___ Mount Everest is __the_ highest mountain on earth.
13. _x__ Loch Ness is _the__ most famous lake in Scotland.
14. __x_ most children like _x__ sweets.
15. _The__ summer of 1969 was hot and dry.
16. _The__ Plaza Hotel is on the corner of __the_ 59th Street and _the__ 5th Avenue.
17. My sister often stays at __the_Uncle Tim's in Detroit.
18. Our friends__the_ Millers moved to Florida last August.
19. __x_smog is a problem in _x__ big cities.
20. Our children go to _x__ school by _x__ bus.
Choose the correct synonyms for the words in bold letters
21. Abdicate: A) agree B) sharpen C) renounce D) motivate E) distract
22.Adversary:A) weak B) tangible C) wondering D) Enemy E) emphasizing
23. Ascribed: A) practical B) impossible C) unusual D) recognized E) encroaching
24. Alleviate: A) agent B) teaching C) improve D) unearth E) effusive
25.Adroit: A) unified B) skilled C) overpowering D) compelling E) deceiving

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PART – 1: STRUCTURE AND WRITTEN EXPRESSION
NOUNS: Classification
Nouns can be classified in two aspects: Qualitative & Quantitative. In our course of study, we will deal
more with the quantitative aspects of Nouns.
QUALITATIVE CLASSIFICATION
1. Proper Noun: Example: Tom Cruise, Laden, Bangladesh, Iraq.

2. Common Noun: Example: Cars. Tables, Rivers. Students
3. Collective Noun Example: Class, Army, Club, Procession, Flock, Herd
4. Material Noun Example: Sugar, Grain, Milk, Wheat
5. Abstract Noun Example: Honesty, Friendship, Intelligence.
QUANTITATIVE CLASSIFICATION:Count & Non-count Nouns
A count noun refers to people or things that can be counted. Count nouns can either be singular or
plural. The former takes a singular verb while the latter takes a plural verb.
One desk One book Three desks Fifty books
A non-count noun refers to general things such as qualities, substances, or topics. They cannot be
counted and have only a singular form. Consequently, they take singular verbs in most cases.
Food Air Money Intelligence
NOUNS
(Quantitative Classification)
COUNT NOUNS NON-COUNT NOUNS

Take ‘a/an’ or ‘one’ in the singular Do not take ‘a/an’ or ‘one’ in the singular
Have a plural form and take ‘s/es’ in the plural Do not have any plural form and therefore, do not
Generally take plural verbs in case of plural numbers take ‘s/es’ in the plural
(when the noun is the subject) Always take singular verbs (when the noun is the
subject)
Need Units/Containers to indicate amount

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THE FOLLOWING TABLE DEMONSTRATES SOME EXAMPLES:
COUNT NOUNS NON-COUNT NOUNS
Singular A Pen Money
An ostrich Water
One pen
One ostrich
Plural Pens Two pens 2 Dollars

Ostriches 10 ostriches 5 glasses/liters of
water
The following list contains some non-count nouns that you should know.
Sand Soap Physics Mathematics

News Mumps Air Politics
Measles Information Meat Homework
Food Economics Advertising Money
Advice Fruit Luck Rice
Fun Luggage Sadness Bread
Furniture Machinery Salt Butter
Happiness Scenery Cheese Milk
Significance Clothing Honesty Silver
Coffee Housework Music Sugar
Courage Pepper Tea Equipment
Intelligence Postage Traffic Evidence
Jealousy Pottery Transportation Enjoyment
Jewelry Poverty Violence Knowledge
However, non-count nouns can become count nouns when they are used to indicate special types
or delicacies.
The wines of California

The fruits of Rajshahi
Exercise – 1: Identify& correctthe errors.
1. We wanted to use rayons with cotton to strengthen the fabric.(rayon)

2. The wood we have used in our doors were cracked.(was)
3. We believe in proper dissemination of informations. (information)
4. All the news concerning the election were very positive. (was)
5. A great deal of money have been spent by the candidates. (has)
6. The cheeses of France are well known for their taste and color. (No error)
7. A large quantity of jewelry were stolen by the thieves. (was)
8. Two gallon of water have been wasted because of the leak in the tank.
9. Please buy a Lux soap from the grocery store. ( a bar of)
10. Buy all the equipments necessary for repairing the computer. (equipment)

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DETERMINERS AND QUANTIFIERS
Determiners and quantifiers are words that indicatethe amount or quantity of nouns.(e.g. A, some, any,
one, two, three, several, a lot of etc.) Some of them can only be used with count nouns, others with
non-count nouns, and there are some which can be used with both count and non-count nouns. We
can use determiners to verify whether the nouns we are using are count or non-count and vice-versa.
Quantifiers should be used in appropriate context as they, too, indicate the number or quantity of a
specific noun used in a sentence.
Keep note of the following determiners and quantifiers and learn to use them in the following exercise:
Used with Count Nouns only Used with Non-Count Nouns
Singular Plural only
A, an, one, a single Two, three...one million……
another, each, every Other, the other Other, the other(rarely)
Few, a few Little, a little
Fewer Less
A large/great number of, a A great/large amount of, a great
number of deal of, an amount of
The number of The amount of
Many Much
Both
Several
These/Those
Examples:
There’s a little milk left.
I took/ate both apples.
Reshad wanted another piece of pie.
Every child in the contest received a ribbon.
DETERMINE
RS USED
The, This, That, Any, Enough, All, A lot of, Plenty of, More, Most, Some WITH BOTH
COUNT AND
Examples: NON-
I have enough money to buy the watch. (Non-count) COUNT
I have enough sandwiches for everyone. (Count) NOUNS
Most of the money owned by Tareque is now in Switzerland. (Non-count)
Most people love to watch AnantaJalil’s films. (Count)
Exercise 2: Circle the correct Determiner/Quantifier
1. There are less/fewer chairs in this room than in the other room.
2. The assistant did not give much / many information.
3. After the negotiations, they made little / few changes in their proposal.
4. A large amount of / a great number of mosquitoes appeared after the rain.
5. Diet Coke has less / fewer calories than regular beer.
6. Both / all of the two boys love Mrs. Rowling.
7. There are many / much pretty girls in North South University.
8. Much/ many debate has been going on over the Padma Bridge issue.
9. Another / the other person cannot live here due to low / few space.
10. A little / Little learning is a dangerous thing.
Sample Items
Several of Washington Living’s story have become classics in American literature.
A B C D

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B is wrong.
In this item, both the determiner before the noun (several of) and the plural verb (have) indicate that a
plural noun (stories) should be used.
Mauna Loa, an active volcano on the island of Hawaii, has one eruptions every three years.
A B C D
D is wrong.
A singular noun (eruption) must be used after the determiner (one).
COMMON ERRORS INVOLVING NOUNS
 Errors involving plural nouns
Most plural nouns in English end in –s, but a few are irregular.
Common Irregular Plural Nouns
Singular Noun Plural Noun

Child children
Man men
Foot feet
Tooth teeth
Mouse mice
Fish fish
Sample item
As childs grow older, their bones become thicker and longer.
A B C D
A is wrong
The correct plural form of child is children.
 Errors with plural compound nouns
Compound nouns consist of two nouns used together to express a single idea. Here, the first one of
the two nouns works as an adjective because it describes or qualifies the second noun.For example:
football club (Here the first noun‘football’ describes the nature of the second noun ‘club’and thus
functions as an adjective), grocery store, travel agent, dinner party, house cat.
In case of plural compound nouns, only the second noun of compounds is made plural. For example:
grocery stores, travel agents, dinner parties, and house cats.
(There are rare exceptions to this rule – sports cars and women doctors, for example – but these won’t
be tested.)
Sample item
Satyajit Roy’s detectives stories are admired both by critics and general readers.
A B C D
A is wrong.
The correct plural form of this compound noun is detective stories.
 Errors involving plural forms of numbers and measurements
Some errors involve numbers + measurements:

 They went for a 6-mile walk.
 They walked 6 miles.

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In the first sentence, the number + measurement is used as an adjective, and thus, the measurement
is singular. In the second, the measurement is a noun, and is therefore plural.
Numbers like hundred, thousand, and million may be made plural when they are used indefinitely – in
other words, when they do not follow other numbers:
Seven thousand People Thousands of people

Five million dollars Millions of dollars
Sample items
 The U.S. president serves a maximum of two four-years terms.
A B C D
D is wrong.
When used before a noun, a number + measurement is an adjective and thus, singular.
 Thousand of antibiotics have been developed, but only about thirty are in common use today.
A B C D
A is wrong.
The plural form thousands should be used.
NOUN VERB AGREEMENT (Subject Verb Agreement):
COLLECTIVE NOUNS
family committee class organization

crowd assembly team government
crew faculty jury public
Collective nouns are words indicating a number of people, animals, or things. These can be either
singular or plural depending on whether a singular or plural meaning is desired, i.e., if the individual
members are acting as a group or separately.
The committee is having its annual dinner. (as a group)

The committee are going back to their homes. (separately)
The following nouns indicating groups of animals are considered as singular:
flocks of birds/sheep herd of cattle clan of ninjas

school of fish swarm of bees gang of pirates
pack of wolves colony of ants
The flock of birds is flying to its destination.
 Collective nouns refer to an entire group. When a collective noun indicates

1. That the entire group is performing a single task as a single unit.
2. A period of time.
3. A sum of money.
4. A measurement,
They must take a singular verb.(When the discussed collective noun is the subject)
Example: The committee has taken a decision.

Two weeksis enough time to finish the contract.

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Ten dollarsis all I have.
Fifty milesis a long distance.
 If the members of the collective group work separately / as individuals and perform
separate tasks then the collective noun takes a plural verb.
Other Issues
 Nouns that end in –‘s’ but are actually singular and take singular verbs:
Academic subjects: mathematics, politics, physics, economics, civics, statistics.

Physics is Professor Sheehan’s specialty.
Diseases : measles, mumps, and herpes.

Measles is usually contracted during childhood.
 Nouns that are always plural:
The following nouns are always considered plural. They cannot be singular. In order to speak
of them as singular, one must say “a pair of _____.”
Scissors shorts pants jeans tongs

Trousers eyeglasses pliers tweezers
The pantsare in the drawer.

A pair of pantsis in the drawer.
Exercise – 3: Identify and correct errors involving singular and plural nouns.
1. The male mandrill baboon is one of the most colorful of all mammal. (mammals)
A B C D
2. Many championship automobiles and motorcycle races take place in Daytona Beach,
(automobile)
A B C D
3. The major source of air pollution vary from city to city. (Sources)
A B C D
4. Around 75 percents of the earth’s surface is covered by water. (percent)
A B C D
5. Garo Pahar in Rangamati was the home of many ancient tribes thousand of years ago.
(thousands)
A B C D
6. The survey led to a surprising conclusion; single dads have a totally different approach to
A
B
parenting than single mom. (single moms)
C D
7. There is a large amount of sugars in the brownies, so they should not be eaten frequently.
(sugar)
A B C D
8. Many different types of grasses can be cultivated to grow in residential neighborhoods. (grass)
A B C D
9. The jury came in and took their seats. (its)
A B C D
10. A dozen of my friends are coming over this afternoon. (is)

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A B C D
PART – II: Reading
Scanning: When you are scanning, move your eyes quickly over the passage until you find the specific
pieces of information, a date, a figure or a name whichever you need. It is not necessary to read the
whole passage carefully.
Passage 1
One of the most widespread uses of survey research today is for rating radio and television programs.
Commercial ratings of network radio programs were first undertaken by the C.E. Hooper Company in
1935. Then, the A.C. Nielsen Company, founded in the early 1940s, invented its mechanical recording
device, the audiometer, that was attached to radio receivers to monitor the station and the amount of
time a set was tuned in to it. Nielsen bought the Hooper Company in 1950. By the mid – 1970s Nielsen
was offering an “instantaneous Nielsen” service by connecting some 1200 sets to a central computer
for overnight tabulation of audiences.
A. According the passage, what device did A.C. Nielsen Company invent?
A. Instantaneous Nelsen B. Audiometer C. Radio receivers D. Television
B. When was the first commercial rating of radio programs?

A. In the 1950s B. In the 1940s C. In the 1970s D. In the 1930s
Passage 2
One phase of the business cycle is the expansion phase. This phase is a two-fold one, including
recovery and prosperity. During the recovery period there is an ever-growing expansion of existing
facilities, and new facilities for production are created. More businesses are created, older ones
expanded. Improvements of various kinds are made. There is an ever-increasing optimism about the
future of economic growth. Much capital is invested in machinery or heavy industry. More labor is
employed and more raw materials are required. As one part of the economy develops, other parts are
affected. For example, a great expansion in automobiles results in an expansion of the steel glass and
rubber industries. Roads are required; thus the cement and machinery industries are stimulated.
Demand for labor materials results in greater prosperity for workers suppliers of raw materials including
farmers. This increases purchasing power and the volume of goods bought and sold. Thus prosperity
is diffused among the various segments of the population. Thus prosperity period may continue to rise
and rise without an apparent end. However, a time comes when this phase reaches a peak and tops
spiraling upwards. This is the end of the expansion phase.
01. Prosperity in one industry:

A. reflects itself in many other industries B. will spiral upwards
C. will affect the steel industry D. will end abruptly
E. will help all segments of society except the farmers
02. Which of the following industries will probably be a good indicator of a period of
expansion?
A. Toys B. Machine Tools C. Foodstuffs

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D. Cosmetics E. Farming
03. During the period of prosperity, people regard the future

A. cautiously B. in a confident manner C. opportunely
D. indifferently E. plaintively
PART – III: WRITING
 Steps in writing Body Paragraphs:
1. You have developed some questions about your topic. Now, each of the questions is called an
idea; and each idea will constitute one paragraph. Remember, this is important- one idea for
one paragraph and one paragraph for one idea.
2. Every paragraph will start with a topic sentence. The topic sentence should introduce the idea
of the paragraph with mentioning of the topic. If topic is Democracy and idea is definition- here
the topic sentence should mention the topic and introduce the idea.
3. Anything beyond the scope of the idea must not be included. Sample topic sentence in this
case would be: Democracy can be defined in many ways from numerous points of view.
Nevertheless, this would be a bad topic sentence here- Democracy has a definition and it is
very beneficial for us. There is something beyond the idea limit here.
4. Having written the topic sentence, you need to add information or evidence regarding the idea.
Thus, some more sentences called supporting sentences will be written. You can add
information or details from personal experience, other printed work, newspapers, own
surroundings, or quotations etc. Any sentence unrelated to the idea should be avoided.
5. The supporting sentences will help you recognize how they relate to the topic sentence. Then
you have to write down in one sentence what sums up this correlation. You can also add your
personal recommendation regarding this idea particularly. This last sentence of the body
paragraph is called thesis statement and it identifies the writers summed up point of view on
the idea.
Sample body paragraph:

Democracy can be defined in many ways. From country to country, the forms and norms
of democracy have differed. Roman city-states meant democracy to be direct participation
of all citizens in decision-making, whereas, modern states practice the rule of
representatives elected by popular vote. The credibility and accountability of the
representatives have been the deciding factors in our country in strengthening the
democratic process. Whatever may be the defined form, the real identity of democracy
lies upon the welfare of greater mass.
The italicized sentence falls beyond the boundary of the idea-limit. It should be
omitted.
Additional example of body paragraph:
The topic is "peanutbutter." The controlling idea is "waystoeat." All the supporting ideas
in the paragraph should be "ways to eat peanut butter"
There are many ways to eat peanut butter. You can spread it on a slice of bread like butter,
or you can make it into a sandwich with jam. Peanut butter can be a major ingredient of
very tasty cookies as well as cakes and candies. It is delicious in ice cream. Peanut butter
was invented by George Washington Carver. My favorite way to eat peanut butter is to
lick it off a spoon.
Our topic sentence tells the reader that we are discussing peanut butter. The controlling
idea is “ways of eating it.” All of the sentences should be about ways of eating peanut butter.

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Are they? No. The sentence “Peanut butter was invented by George Washington Carver”
does not refer to ways of eating peanut butter. It should be omitted.
Exercise: write body paragraphs on the following topics with the specified ideas-
 Open Market Economy: definition, benefits, demerits, where practiced, future.
 Cricket in Bangladesh: history, popularity, Bangladesh’s status, test play, future.

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PART – IV: TAKE-HOME VOCABULARY& IDIOMS
Amalgamate join, combine, integrate separate, divide, detach

Acumen sharpness, intelligence, wisdom stupidity, foolishness, ignorance
Augment increase, enlarge, expand decrease, reduce, contract
Adroit able, competent, practiced inept, clumsy, incompetent
Banal hackneyed, predictable, ordinary original, inventive, creative
Convoluted complicated, elaborate, intricate plain, simple, uncomplicated
Carping complaining, fault-finding, nit-picking praise, commend, compliment
Chide reprimand, rebuke, reprove admire, applaud, congratulate
Coalesce unite, combine, join together separate, split up, disband
Compliance agreement, obedience, conformity defiance, insubordination, dissent
Concede compromise, grant, forfeit retain, hang on to, persevere
Confound stun, puzzle, bewilder bore, calm, expect
Contentious controversial, debatable, arguable certain, unquestionable, definite
Converge join, touch, congregate diverge, separate, split
Cordial genial, amiable, convivial hostile, impolite, discourteous
Cryptic mysterious, obscure, enigmatic clear, straightforward, obvious
Cynical pessimistic, contemptuous, disparaging idealistic, utopian, dreamy
Cramped overcrowded, confined, restricted spacious, roomy, immense
Clandestine stealthy, concealed,furtive, secret overt, undisguised, conspicuous
Defame insult, offend, disparage compliment, praise, applaud
Deplore censure, deprecate, condemn admire, respect, commend
Diffuse disperse, disseminate, circulate concentrate, strengthen, gather
Disdain scorn, disparagement, disregard, despise respect, accolade, honor
Dissent disagree, oppose, dispute agree, accept, concur
Duplicity deceit, deception, treachery honesty, integrity, incorruptibility
Dubious doubtful, uncertain, unsure certain, definite, indubitable
Deleterious harmful, injurious, toxic beneficial, advantageous, helpful
Depravity evil, corruption, degeneracy morality, purity, rectitude
Despotic tyrannical, dictatorial, autocratic democratic, liberal, tolerant
Divulge reveal, tell, disclose conceal, hide, veil
Effusive demonstrative, talkative, extroverted restrained, discreet, introverted
Elated ecstatic, excited, jubilant miserable, dejected, despondent
Embellish decorate, adorn, beautify disfigure, spoil, deface
Enhance improve, develop, boost diminish, decline, subside
Eclectic assorted, free, miscellaneous narrow, particular, specific
Elicit extract, educe, obtain cover, repress, hide

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 Come around (to) Begin to change one’s opinion; begin to agree with
 Come down with Become sick with (an illness)
 Come up with Think of (an idea)
 Cost an arm and a leg Be very expensive
 Count on Depend on; rely on; bank on
 Count out Eliminate; no longer consider as a factor
 Cut off Stop; discontinue (a service, for example)
 Cut out for Have an aptitude for; be qualified for
 Day in and day out Constantly; for a long time
 Die down Become less severe; quiet down
 Do over Do again; repeat
 Do without Not have
 Down the drain Wasted; done for no reason (work, for example)
 Dream up Invent; think of; come up with
 Drop in (on) Visit informally
 Drop (someone) a line Send someone a letter
 Drop off (1) leave something (a package, for example),
(2) take (someone) home; let someone out of a eat
 Drop out (of) Stop attending (classes, for example)
 Easy as pie Very simple; a piece of cake
 Easy bigger than one’s stomach Said of someone who takes more food than he or she
can eat
 Fall behind Not move as quickly as; lag behind
 Fall through Fail to happen
 A far cry from Not similar to. Not as good as
 Feel free Do something if one wants
 Feel like Be inclined to; want to
 Feel like a million dollars Feel very good
 Feel free Do something if one wants
 Feel like Be inclined to; want to
 Feel like a million dollars Feel very good
 Feel up to Feel able to do something; ready to
 Feed up (with) Not able to tolerate; disgusted with; annoyed by
 Few and far between Uncommon and infrequent
 Figure out Understand. Solve
 Fill in Write in a blank (on an application form, for example)
 Fill in (for) Substitute for
 Fill one in Provide missing information
 Fill out Complete (an application form, for example)
 Find out Learn; discover
 A fish out of water Someone not in his or her normal surroundings
 Fix up Repair. Renovate
 Follow in one’s footsteps Do what someone else did (especially an older
relative)
 For good Permanently; forever
 For the time being Temporarily; for now
 From out of the blue Unexpectedly; without warning
 Get along with Have good relations with
 Get carried away Go too far; do too much; buy too much
 Get in one's blood Become a habit; become customary
 Get in over one's head Take on too much responsibility
 Get in the way Block; obstruct
 Get in touch with Contact
 Get the hang of something Learn how to do something
 Get a kick out of (doing something) Enjoy; have fun doing something
 Get off Leave (a vehicle)

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STUDENT COPY
NAME :
ENGLISH LECTURE - 3
Part Contents Page
Part 1: REVIEW TEST
STRUCTURE & WRITTEN EXPRESSION
PRONOUNS
SUBJECT PRONOUNS
OBJECT PRONOUNS
POSSESSIVE ADJECTIVES
POSSESSIVE PRONOUNS
REFLEXIVE PRONOUNS
RELATIVE PRONOUNS
INDEFINITE PRONOUNS
COMMON PROBLEMS ON PRONOUN-VERB AGREEMENT
NONE/NO
ANTECEDENTS OF PRONOUNS
THE PRONOUNS ONE AND YOU
Part 2: READING
SKIMMING
DETERMINING THE MAIN IDEA
Part 3: WRITING
WRITING THE BODY PARAGRAPH
Part 4: TAKE-HOME VOCABULARY & IDIOMS
VOCABULARY LIST

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REVIEW TEST ON LECTURE 2
Time: 10 minutes
Marks: 20
Score: ………
Choose the correct determiners in the following sentences ( )
1. He doesn’t have (many/much) money.

2. I would like (a few/a little) salt on my vegetables.
3. She bought (that/those) cards last night.
4. There are (less/fewer) students in this room than in the next room.
5. There is (too much/too many) bad news on television tonight.
Identify the one underlined word or phrase A, B, C, or D that should be corrected or rewritten. Write
down E if you think there is no error in the sentence.
6. The coal is the world’s most abundant fossil fuel. (coal)

A B C D
7. Energy in a tornado is enormous by any set of standards. E
A B C D
8. The amount of women earning Master’s Degrees has risen sharply in recent years. (The number)
A B C D
9. There is fewer rainfall on the West Coast of the United States than on the East Coast. (less)
A B C D
10. In 1999 the Hawaii was included in the Union as the 50th state. (Hawaii)
A B C D
11. Most of the magnesium used in the United States comes from the sea water. (sea water)
A B C D
12. Water, ice, and snow play a role in affecting an earth’s rotation. (earth’s)
A B C D
13. The Rhode Island is the smallest state in the United States. (Rhode Island)
A B C D
th
14. On the 19 -century frontier, school, along with the church and the jail, was as a key public building
A B C D
in the community. (the school)
15. Most American university degrees are awarded on completion of a specified amount of courses
A B
that earn students credits or points. (number)
C D
16. Belligerent: a. alleviate b. secret c. decrease d. denounce e. quarrelsome

17. Capricious: a. punish b. revitalize c. candor d. apex e. unpredictable
18. Coercion: a. candle b. oppression c. obnoxious d. stealthy e. plethora
19. Deplore: a. autocratic b. charming c. condemn d. epidemic e. scorn
20. Candor: a. illusive b. frankness c. introvert d. soothing e. irritable

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PRONOUNS
There are five forms of pronouns in English: subject pronouns, object pronouns, possessive pronouns,
reflexive pronouns, and relative pronouns. The possessive adjectives, although they are not pronouns,
follow similar patterns to the possessive pronouns and will therefore be included in this category. Here is a
list where you can observe the different forms each of these pronouns takes according to how we use it.
Subject Object Possessive Possessive Reflexive Pronouns Relative

Pronouns Pronouns Adjectives Pronouns Pronouns
I Me My Mine Myself
You You Your Yours Yourself/Yourselves Who
He Him His His Himself Whom
She Her Her Hers Herself Whose
It It Its Its Itself Which
We Us Our Ours Ourselves That
They Them Their Theirs Themselves
SUBJECT PRONOUNS
The subject pronoun is used:

(i) When it is the subject of a verb I We
She went to Los Angeles. You You
We, the contestants, were searched. He/She/It They
(ii) After the verb “to be”

It is he in the picture. (formal)
It’s him in the picture. (informal)
It could not have been they under the circumstances. (formal)
It could not have been them under the circumstances. (informal)
(iii) When the subjects of two clauses are compared

We are better than they (are) at baseball.
You speak louder than I (do).
(iv) After “as” and “that” whenever they initiate clauses or comparisons between subjects
They say that she controls him.
He is not as resourceful as she (is).
OBJECT PRONOUNS
Me Us
You You
The object pronoun is used: Him/Her/It Them
(i) when it is the direct object of a verb

She gave him her card.
We saw her in class.
(ii) when the objects of two clauses are compared

She worries about you more than him.
The office staff helped you more than (they helped) me.

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(iii) after prepositions
Tanvir studies English with us.
It did not sound like a good idea to me.
N.B. If the preposition introduces a new clause, a subject pronoun must be used because it is the subject
of the new clause:
We left after she called.
Exercise 1: Choose the correct subject/object pronoun.

1. Mina is heavier than me/I.
2. It must be her/she.
3. Bobby and I/me went to the movies.
4. She is not as fast as he/him.
5. It was they/them who told us.
6. Could you please explain this exercise to her/she?
7. Mushfiq sat between Sajid and I/me.
8. He understands her better than him/he. (both)
9. He told Mary and me/I about his trip.
10. She gets along with him better than me/I. (both)
POSSESSIVE ADJECTIVES
My Our
Your Your
The possessive adjective is used: His/Her/Its Their
(i) to indicate ownership by modifying a noun

My picture is on the card.
He left his books on the table.
(ii) to modify a gerund

The teacher was irritated at my whispering in class.
We were surprised at her going on a trip alone.
POSSESSIVE PRONOUNS
Mine Ours
Yours Yours
His/Hers/Its Theirs
The possessive pronoun is used
(i) To replace a possessive adjective + a noun.

Instead of saying “This book is my book,” we say,” That book is mine.”
Our car is big, and theirs (their car) is small.
His score was good but hers (her score) was better.
(ii) After the preposition “of,” when it indicates “one of several”

Jamie is a colleague of mine. (one of several colleagues)
(iii) After the verb “to be”

That essay is mine. Is this watch yours ?
(iv) To replace the second adjective + noun when comparing two objects
His grades are better than hers (her grades).

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Exercise 2: Fill in the blanks with the correct possessive adjective/ possessive pronoun:
1. The dog wags ___its_____ tail when it’s happy.

2. Her mother is very warm and I loved ___her____ cooking.
3. I know Bob. He was __my______ classmate at college.
4. Bob wants you to return that book of ____his__ which you borrowed last month.
5. We had a test too, but yours was harder than __ours___.
6. I was on time for my class but Jane was late for __hers____.
7. We have several trees in _our______ garden.
8. We’ve already had lunch. Have you had ___yours___?
9. We have got our tickets. Do they have _____theirs___?
10. He was very nice and I appreciated ___her_____ calling me.
REFLEXIVE PRONOUNS (sometimes called Emphatic Pronoun)
The reflexive pronoun is used:
(i) As the object of a verb when the subject and the object are the same person
She served herself in the cafeteria.
He cut himself while shaving.
(ii) For emphasis. It follows the subject verb before a preposition and means the subject did the action
alone.
I looked myself for the missing documents. Myself Ourselves
Otherwise it goes at the end of the sentence Yourself Yourselves
I made this sweater myself. Himself/herself/Itself Themselves
You told me yourself.
(iii) After the preposition “by.” It means that the subject did the action alone.
She likes to shop by herself.
Little Bobby has learned to eat by himself.
Exercise 3: Fill in the blanks with the correct reflexive pronoun
1. Be careful not to cut ___yourself_____ with that knife.

2. She lives by ____herself____.
3. The children decorated the auditorium ___themselves____ .
4. We promised ______ourselves____ that we would win the match for our supporters.
5. The cat defended _itself_____ against the big dog.
6. They are going to paint the house by ____themselves___.
7. The director ______himself___ issued the warning.
8. My brother always ignored me and let me play by _myself_________.
9. Being there when it counts is in ____itself______ your greatest gift to me.
10. He always rides the rickshaw by _____himself____.

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RELATIVE PRONOUNS
The relative pronouns in English are “who” “whom,” “whose,” “which,” and “that,”
Pronoun Use
Who People + household animals
Whom People + household animals
Which Things
That All nouns
Whose All nouns
Who: Refers to persons and household animals
Whom: Refers to persons and household animals. It is used in the complement position (object)
In formal written English; otherwise “who: _____ +preposition is used.
To whom were you talking? (formal written)
Who were you talking to ? (spoken)
Whose: Refers to animals, people, and things and indicates possession.
Which: Refers to things, collective nouns, and animals.
That: Refers to people, things, and animals that have already been mentioned.
Note: The use of which and that is often interchangeable, but sometimes there’s a difference:
Sami’s car, which he recently bought, is now in the garage.
Sami’s car that he recently bought is now in the garage.
The first suggests that Sami has only one car and it is now in the garage. The second sentence suggests
that Sami may have multiple cars. The phrase “that he recently bought” is known as a restrictive clause
because another part of the sentence (Sami’s car) depends on it. You will learn more about clauses in the
coming lectures.
Reference books will agree that the word "that" should be used to introduce restrictive clauses. In
the sentence you give us, "which was twenty years old" is not a restrictive clause. We can
remove it without changing the essential meaning of the sentence: The car was in amazingly
good condition." The added information, the nonrestrictive clause, is properly introduced by
"which," but we need commas to set it off: "The car, which was twenty years old, was in
amazingly good condition." When which introduces a nonrestrictive clause, you will use a
comma before it.
Exercise 4: Correct the relative pronouns where necessary:
1. The gold that you saw was mined from the sea. (which)
2. It was your school counselor whom called you. (who)
3. The devastation which the tornado had brought about was unbelievable. (that)
4. Some scientists believe that the Americas were populated by groups of Siberian hunters
which crossed the Bering Strait. (who)
5. Our office, which has two boardrooms, is located in Dhaka. I work in the Khulna branch. (no
error)
6. The student whose paper you have read is sitting there.( No error)
7. I would return this book to its rightful owner but I forgot which book it is. (whose)
8. The doctor whom was treating my brother, who I’ve not spoken to for years, recently died.
(Who, whom).
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9. Did you find the book which you were looking for? (that)
10. We are going to see Silence of the Lambs, that is my favorite film, next Thursday. (which)
INDEFINITE PRONOUNS
Up to now we have discussed about pronounswhich refer to specific nouns and these nouns are easily
identifiable. Now we shall study a list of Indefinite Pronouns, which do not have any particular noun to
refer to.
Any no
anybody nobody somebody
anyone no one someone INDEFINITE
anything nothing something PRONOUNS
every each everybody
everyone everything
either neither
For example: Somebody has stolen my pen. Here, the pronoun somebody refers to no particular noun-
it just gives us the idea that the subject is an unknown person.
PRONOUN VERB AGREEMENT
 A singular verb and a singular possessive adjective must be used withindefinite pronouns:
Everyone has his won viewpoint.

Somebody has left his coat on the chair.
Anyone is welcome to enjoy our hospitality.
Neither of the girls loves me.
Indefinite pronouns are singular; however, in informal spoken English, a plural possessive
adjective is often used with an indefinite pronoun:
Everyone has their own viewpoint.

Somebody has left their coat on the chair.
HOWEVER, THIS RULE IS NOT APPLICABLE FOR YOUR ADMISSION TESTS.
 “Each/every” refers to a number of persons or number of things considered individually, and is

followed by a singular verb and possessive adjective:
Every applicant must send his photograph in.

Each car must have its registration number listed
NONE/NO

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None + of the + non-count noun + singular verb
None of the counterfeit moneyhas been found.
None + of the + plural count noun + plural verb
None of the studentshave finished the exam yet.
 No can take either a singular or plural verb depending on the noun which follows it.
sin gular noun 

no     sin gular verb
non  countnoun
No exampleis relevant to this case.
No + plural noun + plural verb
No examplesare relevant to this case.
ANTECEDENTS OF PRONOUNS
 If a pronoun is used in a sentence, there must be a noun of the same person and number before it.
 There must be one, and only one, antecedent to which the pronoun refers.
Incorrect: Henry was denied admission to graduate school because they did not believe that he could
handle the workload.
(The pronoun they does not have an antecedent in the sentence. The graduate school is a
singular unit, and the members of its faculty are not mentioned.)
Correct: The members of the admissions committee denied Henry admission to graduate school because
they did not believe that he could handle the workload. (In this sentence, they refer to members.)
OR
Henry was denied admission to graduate school because the members of the admissions
committee did not believe that he could handle the workload. (Here the noun is given instead of
the pronoun.)
Incorrect: George dislikes politics because he believes that they are corrupt.
(The pronoun they does not have an antecedent in this sentence. The word politics is singular,
so they cannot refer to it.)
Correct: George dislikes politics because he believes that politicians are corrupt.
OR
George dislikes politicians because he believes that they are corrupt.
Incorrect: Mr. Brown told Mr. Adams that he would have to work al night in order to finish the report. (It is
not clear whether the pronoun he refers to Mr. Brown or Mr. Adams.)
Correct: According to Mr. Brown, Mr. Adams will have to work all night in order to finish the report.
OR

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Mr. Brown said that, in order to finish the report, Mr. Adams would have to work all night.
Incorrect: Janet visited her friend every day while she was on vacation.
(The pronoun she could refer to either Janet or her friend.)
Correct: While Janet was on vacation, she visited her friend every day.
Exercise 5: Rewrite the following sentences so that each pronoun has a clear antecedent. If you
have to supply a noun, use any noun that will make the sentence correct.
1. The dispute between the faculty and the administration was not resolved until they got better working
conditions.
2. Ellen spotted her friend as she walked toward the Student Union.
3. Foreigners are easily impressed by the bullfighters as they march into arena.
4. Both Wais and Ershad wanted to watch Kung Fu Panda 3, though he had already watched it.
5. In their spare time, many great books have been written about the famous Greek and Roman heroes.
6. Dr. Byrd's book was accepted for publication because they thought it would be beneficial to students.
7. Messi missing the loose cross made by Ronaldo made him really angry.
8. Robert bought a plant for Jimmy before he left for Kashmir.
9. Even though the production team and the cast was confident, they did not provide positive reviews for
the film.
10. Both Antony and Caesar loved Cleopatra, but she only loved him.
THE PRONOUNS ONE AND YOU
If one (meaning a person in general) is used in a sentence, a subsequent pronoun referring to the same
person must also be one or he. If you is used, the subsequent pronoun must also be you.Heor you can
be in the possessive, complement, or reflexive case.
One
one's + noun
one + verb . . . he + (verb) . . .
his + noun
NOTE: Many times it is considered more appropriate to use he or she and similar expression so that the
masculine pronoun is not used exclusively.
If one takes this exam without studying one is likely to fail.

If one takes this exam without studying he is likely to fail.
One should always do one's homework.
One should always do his homework
you
you + verb . . . + + (verb) . . .
your

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If you take this exam without studying you are likely to fail.
You should always do your homework.
NOTE: It is NEVER CORRECT to say:

If one takes this exam without studying you are likely to fail.
If one takes this exam without studying they are likely to fail.

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PART – II: READING
Skimming: When you are skimming, move your eyes quickly over the text or passage and ask yourself,
“What is this passage about?” Look at the important parts of the passage: the beginning, the end, the titles
and the first sentence in each paragraph (if there is more than one), which usually contains the main idea.
DETERMINING THE M AIN IDEA
Looking for the main idea: While reading a passage, look at the organization of the passage. Each
paragraph is organized in such a way that it has a main idea. This ‘idea’ is often contained in the first
sentence of a paragraph. The rest of the paragraph supports and develops this main idea.
Topic Sentence: Sentences, which actually contain the main idea, are called topic sentences. It is a help
to be able to recognize the indicators that show the function of the other sentences that develop the topic
sentence, some indicators are:
For example . . . . An example/illustration/instance of this is . . .

Thus/so/consequently/as a result . . . One result of this is . . .
In addition/furthermore/moreover/also . . . The reason for this is that . . .
This is because . . . Because of . . .
Due to/owing to . . .
Example:
When the Roman Empire was founded in 735 B.C., the bristlecone pine tree had been in existence for well
over 1,000 years. Scientists have discovered how the trees, which do not grow more than 30 feet high, can
live so long. In poor years they are almost stationary in an unusual twist of nature. Their long lifespan is
actually helped by their slow growth.
What is the main idea of the paragraph?
a) How long the bristlecone pine tree has been in existence.

(No. Only mentioned in the first sentence, not supported later.)
b) The height of the bristlecone pine.

(No. Mentioned in the second sentence.)
c) The slow growth of the bristlecone.

(No. Only clearly referred to in the last sentence and indirectly referred to in the sentence before that.)
d) How the long-lived bristlecone adjusts to the environment.
(Yes. “Their ability to adjust to the environment,” mentioned in the 2 nd sentence, is looked at in the
following sentences. The key point is how this adjustment is made. The bristlecone lives to be very
old by adjusting its growth rate).

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1. Before man had flown in space, it was thought that his physical and mental capabilities might be
affected by prolonged weightlessness, and that he might be subjected to dangerous levels of cosmic
radiation. Yuri Gagarin’s first space-flight in April, 1961, showed that man could live in space and,
although this journey only lasted for 108 minutes, it gave encouragement to those interested in the
future of manned spaceflight. In fact, most of the early fears about man’s health in space have proved
groundless, and although several odd medical effects have been observed, none have seriously
affected man’s ability for useful work.
What is the main idea of the passage?
(a) The effect of weightlessness on astronauts.
(b) The effect of space on man’s health.
(c) The positive effects of Gagarin’s spaceflight.
(d) The ability of man to do useful work in space.
2. In the nineteenth century, the demands made of musical instruments both from a technical point of
view and from that of sound were constantly increasing. And so violins made by Antonio Stradivarius
and Guarneri del Gesu, with their clearer tones, were preferred to those made by Josef Stainer with
highly arched sound-box and a weak flute-like timbre. The mechanism of the hammer piano, which
still sounded dull and rather weak, was always being improved. In 1823, Erard exhibited his double
escapement in Paris. At the same time Streicher constructed a hammer mechanism which struck the
strings above; this gave rise to the mechanism of the pianina constructed by the Englishman Robert
Wornum in 1826.
What is the main idea of the passage?
(a) The improvement in the design of musical instruments in the nineteenth century.
(b) The inventions of the double escapement and the pianina.
(c) The new violins and pianos of the nineteenth century.
(d) The search for instruments with clearer tones in the nineteenth century.
3. Rumor is the most primitive way of spreading stories-by passing them on form mouth to mouth. But
civilized countries in normal times have better sources of news than rumor. They have radio,
television, and newspapers. In times of stress and confusion, however, rumor emerges and becomes
rife. At such times the different kinds of news are in competition: the press, television, and radio
versus the grapevine.
Especially do rumors spread when war requires censorship on many important matters. The
customary news sources no longer give out enough information. Since the people cannot learn
through legitimate channels all that they are anxious to learn, they pick up “news” wherever they can
and when this happens, rumor thrives.
Rumors are often repeated even by those who do not believe the tales. There is a fascination about
them. The reason is that the cleverly designed rumor gives expression to something deep in the
hearts of the victims- the fears, suspicions, forbidden hopes, or daydreams which they hesitate to
voice directly. Pessimistic rumors about defeat and disasters show that the people who repeat them
are worried and anxious. Optimistic rumors about record production or peace soon coming point to
complacency or confidence-and often to overconfidence.
1. The author is primarily concerned with
A. the nature of rumor
B. the fascination of rumors
C. rumor as primitive man’s newspaper
D. the breeding places of rumors
E. creating a case against rumor

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2. The author suggests that rumors usually
A. alarm their hearers
B. are hardy in their growth
C. are disheartening
D. can be suppressed by censorship
E. reflect a lack of confidence in government
3. According to the passage, people who repeat a rumor as truth want to do so because they
A. are impressed with the antiquity of this method of spreading news
B. are naturally gullible and willing to be duped
C. have a deeply ingrained pessimistic strain
D. find that the rumor reflects their own unexpressed beliefs
E. fear the truth and seek to cushion themselves against it.
4. The author states that during wartime the regular sources of news present only
A. optimistic reports
B. pessimistic reports
C. limited information
D. government propaganda
E. distorted and biased viewpoints.
5. Which of the following best describes the author’s personal attitude toward rumor?
A. excited enthusiasm B. morbid curiosity C. acute indignation
D. philosophical interest E. ready credulity.
PART – IV: TAKE-HOME VOCABULARY & IDIOMS

Dupe trick, deceive, cheat be honest
Decompose rot, decay, crumble assemble, combine, synthesize
Despotic tyrannical, dictatorial, autocratic liberal, democratic, tolerant
Debacle disaster, fiasco, tragedy boon, miracle, wonder
Despicable appalling, dreadful, wicked desirous, honorable, virtuous
Elated ecstatic, overjoyed, delighted depressed, dejected, sorrowful
Expedite speed up, accelerate, rush block, delay, hinder
Formidable alarming, dreadful, difficult feeble, harmless, powerless
Fortitude strength, resilience, stamina cowardice, helplessness, weakness
Falter weaken, abate, hesitate continue, endure, persist
Forbearance restraint, patience, leniency continuation, indulgence, involvement
Frivolous lighthearted, perky, playful grave, mature, solemn
Favoritism preference, nepotism, bias fairness, impartiality, justice

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Facetious teasing, tongue in cheek formal, serious, grave
Forlorn dejected, unhappy, despondent cheerful, consolable, joyful
Flexible elastic, stretchy, bendy resistant, rigid, unpliable
Flimsy fragile, delicate, weak sturdy, strong, firm
Formidable alarming, dreadful, difficult feeble, powerless, harmless
Flamboyant showy, flashy, lurid modest, moderate, restraint
Garbled distorted, mangled, corrupted decipher, unscramble, translate
Garner gather, collect, harvest disperse, separate, dissipate
Glutton gourmet, food lover, epicure -
Gregarious outgoing, sociable, expressive cold, introverted, unsociable
Garrulous talkative, chatty, voluble quiet, reserved, silent
Hypothetical theoretical, imaginary, supposed calculated, factual, proved
Hardy resilient, tough, robust feeble, unhealthy, tender
Humane caring, kindly, benevolent cruel, fierce, uncompassionate
Impede obstruct, hinder, hamper aid, assist, facilitate
Indigenous native, original, local alien, foreign
Innate inborn, intrinsic, instinctive acquired, extrinsic, learned
Illusory deceptive, illusive, misleading genuine, real
Immutable absolute, indisputable, absolute alterable, variable, flexible
Impair weaken, damage, make worse aid, assist, help
Impeccable flawless, faultless, perfect defective, imperfect, corrupt
Incite motivate, stimulate, inflame deter, prohibit, delay
Indolent lethargic, apathetic, slothful busy, energetic, enthusiastic
 Get off the ground Start to be successful

 Get on Board (a vehicle)
 Get over Recover from (a disease)
 Get rid of Discard; no longer have
 Get under way Begin; start
 Give away Distribute (for free)
 Give (someone) a cold shoulder Act unfriendly toward someone; ignore
 Give a hand Applaud; clap
 Give a hand (with) Assist
 Go easy on Not punish severely
 Go on (with) Continue
 Go with (1) accompany;
(2) look good together; complement (for example, two
articles of clothing)
 Go without saying Be clear; be obvious
 Grow up To mature; to become an adult
 Hand in Give back to; return
 Hand out Distribute
 Hang on Wait
 Hard to come by Difficult go find
 Have on Wear
 Have one's hands full Be very busy; have a challenging job

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 Have a heart Be compassionate; show mercy
 Have a hunch Have an intuitive feeling
 Have a word with (someone) Talk to someone briefly
 Have the time of one's life Have fun; have a great time
 Hear firsthand (from) Get information directly from someone
 Hear from Be contacted by; be in touch with
 Hear of Know about; be familiar with
 Hit it off Become friendly (especially at a first meeting)
 Hit the road Leave, go away
 Hold on (to) Grasp
 Hold still Not move
 Hold up Delay
 In hot water In trouble
 In the dark Not knowing; confused
 In the long run Over a long period of time
 In no time Very soon; very quickly
 In a nutshell In summary; in brief
 In the same boat In the same situation; having the same problem
 In person Face to face (not by telephone, letter, etc.)
 In store In the future; coming up
 Iron out Solve (a problem)
 Join the club Have the same problem
 Jump to conclusions Form opinions without sufficient evidence
 Keep an eye on Watch; take care of; look after
 Keep an eye out (for) Look for
 Keep on (with) Continue
 Keep track of Know where something or someone is
 Keep up (with) Maintain the same speed as
 Kill time Spend time doing unimportant things (before an
appointment)
 Know like the back of one's hand Be very familiar with

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STUDENT COPY
NAME :
ENGLISH LECTURE –4
Part Contents
Part 1: Review Test
STRUCTURE AND WRITTEN EXPRESSION
PRACTICE WITH VERBS
ACTIVE AND PASSIVE VOICE
DIRECT AND INDIRECT OBJECTS
TRANSITIVE AND INTRANSITIVE VERBS
GERUNDS AND INFINITIVES
VERB-TENSE
Part 2: READING
CLASS PRACTICE
Part 3: WRITING
LINKERS/CONNECTORS
Part 4: TAKE-HOME ASSIGNMENT
VOCABULARY
MENTRS’
E D U C A T I O N
Copyright MENTRS’ 2013-14 Eng-4 Page 2 Dial: 9131828, 9348059, 8959796 www.mentors.com.bd
REVIEW TEST
Time: 15 min
Score ……….
Identify one underlined word or phrase that must be changed in order for the sentence to be correct.
Then circle the letter that corresponds to the answer you have chosen.
1. Water insects have multitudes of little branching tubes within them bodies which are always full of air.
A B C D
2. It was Vitus Bering, the Danish sea captain, who discovered Alaska on its voyage to Russia in 1741.
A B C D
3. Coconut oil produces a soap whom will lather in salt water as well as fresh.
A B C D
4. Today we know that the earth is one of nine planets who orbit the sun.
A B C D
5. Every student makes up their own study list of the classes he is going to take at the beginning of the
A B C
quarter
D
Choose the best answer:
6. Shoummo prefers to watch movies ______ make him cry.

a) who b) which c) what d) that
7. I'm very tall, but guess what! Rafid is taller than _____ .
a) her b) I c) me d) myself
8. The defendant claimed he heard voices that told him ________ he should kill next.
a) who b) which c) whom d) that
9. You may give this money to ____________ you please.
a) who b) whoever c) whom d) whomever
10. I talked to the girl ______car had broken down in front of the shop.
a) that b) whom c) whose d) her
11. Each person in the room turned ____________ head to the front when the teacher entered.
a) his b) their c) those d) theirs
12. Rafi and Utal often write e-mails to _________ because they're good friends.
a) one another b) each other c) nobody d) each
13. One should not avoid _______ responsibilities.
a) His b) one’s c) her d) their
14. None of Muhtad’s students _______ failed in the test.
a) Is b) are c) has d) have
15. No student of Rokeya Hall______ allowed to stay outside the hall after 12 AM.
a) is b) are c) had d) has
16. Erratic: a. stupid b. sensuous c. irregular d. weird e. forceful

17. Dubious: a. deceptive b. fiasco c. inflexible d. uncertain e. biased
18. Feasible: a. possible b. hungry c. impressive d. veneer e. misleading
19. Emphatic: a. definite b. caring c. desperate d. joyful e. evil
20. Futile: a. arable b. uncultivated c. reasonable d. instructive e. fruitless
VERBS
SENTENCE CONTAINS A VERB

The verb may consist of a single word, or it can be a compound verb consisting of a main verb and one or
more auxiliary words (Aux-words).
(A) A verb can indicated a state of being (what the subject is) or location.
Betty is intelligent. Robin and Donald are doctors. Mickey is at work.
(B) A verb can indicate what the subject is like or becomes.
That child seems frightened. The book had become obsolete.
(C) A verb can indicate an action (what the subject is doing).
The students will finish in time. My neighbor has bought a new car.
Down with the king!
ITEMS INVOLVING VERB PROBLEMS

The answer choices for this type of problem are all or almost all different forms of the same verb. From the
context of the sentence stem, you‘ll have to decide which form works best in the sentence. Distracters are
generally incorrect for one of these reasons: subject-verb agreement, unnecessary element before verb,
active/passive voice, transitive/intransitive verbs, infinitive / gerund / participle treated as main verb, tense
errors and others.
In subject-verb agreement errors, the verb does not agree with its subject. Singular subjects require
singular verbs; plural subjects require plural verbs.
There can also be errors due to an unnecessary element coming before the verb. Personal pronouns
(he, she, it), relative pronouns (who, which, that, and so on), or conjunctions (and, but, and so on) may be
used unnecessarily before verbs in some sentences.
ACTIVE AND PASSIVE VOICE
In active voice, the doer of the action is the subject. In passive voice, the receiver of the action is the
subject.
The cat ate the mouse. (Active voice)
The mouse was eaten by the cat. (Passive voice)
The architect designed the building. (Active voice)
The building was designed by the architect. (Passive voice)
Exercise 1: Choose the one option A, B, C, or D that correctly completes the sentence.
1. R. M. Bartlett of Philadelphia ____ the first private business college in the United States in 1843.
A. founding B. founded C. was founded D. founds
2. All the food ______ before the guests came.

A. eating B. eaten C. was eaten D. eats
3. Members of the tribe ______ by the invaders.

A. captured B. captures C. capturing D. were captured
4. The sprinter ____ four Olympic records in a single night.

A. broke B. broken C. was broken D. breaking
5. The window _____ by the children.

A. broke B. broken C. was broken D. breaking
TRANSITIVE AND INTRANSITIVE VERBS
A transitive verb is one that can take a direct object, while an intransitive verb cannot take any direct object.
The verbs lie/lay, rise/ raise, and sit/set cause problems even for native English speakers.
The solution to the problem is to remember which verbs are transitive and which are intransitive.
INTRANSITIVE
RISE ROSE RISEN RISING
LIE LAY LAIN LYING (error
in lecture
sheet)
SIT SAT SAT SITTING
TRANSITIVE
RAISE RAISED RAISED RAISING
LAY LAID LAID LAYING
SET SET SET SITTING
INTRANSITIVE (no complement) TRANSITIVE (must take a complement)

RISE: to get up; to move up under one's own RAISE: to lift or elevate an object; to increase
power (without the help of someone else); to something.
increase.  The students raise their hands in class.
 The sun rises early in the summer Complement
 The weightlifter raised the barbells.

 When the bell rings, the students rise Complement
from their seats.
 The crane raised the car out of the lake.
 When oil and water mix, oil rises to the Complement
top.
LIE: to rest, repose, or to be situated in a place LAY: to put somebody or something on a surface.
 The university lies in the western section  Don't lay your clothes on the bed.
of town.
Complement
 The boy lays his books on the table every day.
 If the children are tired, they should lie Complement
down for a nap.
 The enemy soldiers laid down their weapons
 Maria Elena lay on the beach for three t Complement
hours yesterday sunbathing. and surrendered.
SET: to put somebody or something down on a

surface. It is often interchangeable with lay
SIT: to take a seat  The carpenters set their tools in the box at
 Bullfight fans sit in the shade because it noon and go to lunch.
is cool.
 The botanist set her plants in the sun so that
they would grow.
Idiomatic Expressions with SET, LAY and RAISE

The company had to lay off twenty -five employees because of a production slowdown..
John set his alarm for six o' clock.
The chef is hoping that the Jell -O will set quickly.
While playing with matches, the children set fire to the sofa.
That farmer raises chickens for a living.
Exercise 2: Problem Verbs

1. You will see on the map that the public Auditorium (lies/lays).
2. My dog loves to (sit/set) in the sun.
3. The delivery boy (lays/lies) the groceries on the table.
4. After the heavy rain, the water in the lake (raised/rose) another two feet.
5. The paper hangers decided to (raise/rise) the picture a few more inches.
6. Mr. Sehwag used to (raise/rise) his bat every time he scored a duck.
7. Sami and Ritu ( had lain/had laid) in the bed before Avirup came.
8. He (set/sat) the chair where he could watch the game undisturbed.
9. I have a hen which (lays/lies) golden eggs and (sits/sets) itself on them.
10. We tried to (rise/raise) as much funds as possible for the cause.
Finite and Non-Finite Verb
I drove to the concert.
He broke the vase.
She will take it off your hands soon.
The verbs in the above sentences are ‘drove’, ‘broke’ and ‘take’. These are finite verbs; verbs whose form
is governed by the subject of the sentence. What this means is that these verbs change their form
depending on person (first person, second person, third person, singular/plural) and tense. For example,
‘drove’ is the past tense of ‘drive’. Thus, if sentence were to be in the present tense, it would be I drive....
Similarly, if ‘I’ were to be replaced by ‘he’, it would be he drives. Finite verbs can form independent clauses,
i.e. Clauses that can work as complete sentences.
Non-finite verbs, on the other hand, are those that do not change form based upon the subject. These are
of three types:
Participles, Gerunds and Infinitives
PARTICIPLE – this includes the past and present participles of verbs, which function as adjectives (the dying
man, the sleeping giant, etc).
GERUND – this refers to verbs (in their –ing form) that function as nouns (the writing on the wall, exercising
is a necessary activity for continued good health).
INFINITIVE – the verb in its basic form, often but not necessarily preceded by ‘to’, functioning as noun (to
finish the task without any more hitches was his goal), adjective (I’m sorry, I have much work to do at the
moment), or adverb (he called to discuss the matter).
GERUNDS AND INFINITIVES
Gerunds and infinitives are verb forms that do not function as verbs. A gerund is the -ing form of a verb that
functions as a noun (going, wearing, making, etc.). An infinitive is a verb introduced by to which may be
used as a noun, an adjective, or an adverb (to go, to wear, to make, etc.)
List 1A: Some common verbs followed by a gerund

Admit Consider Mind risk
Allow Delay Miss stop (=cease)
Appreciate Deny Practice Avoid
Can’t help Enjoy Remember (recall) Dislike
Can’t stand Finish Resent Put off (=postpone)
List 1B: Some common verb/preposition combinations followed by a gerund

Approve of Look forward to Argue about Insist on
Complain about Keep on Concentrate on Object to
Plan on Decide on Rely on Feel like
Succeed in Forget about Give up Worry about
List 1C: Some common adjective/preposition combinations followed by a gerund

Accustomed to Interested in Afraid of Opposed to
Ashamed of Proud of Bored with Responsible for
Capable of Sorry about Disappointed in (with) Successful in
Essential to Surprised at Excited about Tired from (= physically
tired)
Famous for Fond of Used to Tired of (= mentally
tired)
Hopeful of Worried about Intent to
Wrong: I will never consider to leave this job.
Right: I will never consider leaving this job.
Wrong: I haven't succeeded in find a job yet.
Right: I haven't succeeded in finding a job yet.
Wrong: Are you capable of complete the work within an hour?
Right: Are you capable of completing the work within an hour?
List 2A: Some common verbs followed by either a gerund or an infinitive with no change in meaning
Begin Love Continue Prefer
Hate Start Like
Wrong: Almost everyone loves have free time.

Right: Almost everyone loves having free time. Or
Almost everyone loves to have free time.
Wrong: The homesick child started think about his family.
Right: The homesick child started thinking about his family. Or
The homesick child started to think about his family.
List 2B: Some verbs can be followed by either an infinitive or gerund, but there is a difference in
meaning.
Forget Remember Stop
Examples: I stopped to buy tomatoes. (I stopped at the store and bought tomatoes.)
I stopped buying tomatoes. (I no longer buy tomatoes.)
List 3A: Some common verbs followed by an infinitive

Agree Need Attempt Offer
Decide Plan Demand Prepare
Expect Pretend Happen Promise
Hesitate Refuse Intend Seem
Hope Learn Want Manage
Wish Mean Remember (not to forget)
List 3B: Some common adjectives followed by an infinitive

Afraid Eager Lucky Qualified
Ashamed Foolish Pleased Ready
Considerate Fortunate Prepared Sorry
Disappointed Happy Proud Surprised
Wrong: Do you hope getting your degree by next year?

Right: Do you hope to get your degree by next year?
Wrong: I hesitate saying what I mean.
Right: I hesitate to say what I mean.
Wrong: I'm afraid driving alone at night.
Right: I'm afraid to drive alone at night.
Wrong: The actress seems eager going to stage.
Right: The actress seems eager to go on stage.
Exercise:3 Choose the best alternative
1. The teacher decided (accepting/to accept) the paper.

2. They appreciate (having/ to have) this information.
3. I remember (to win/winning) against our local rivals.
4. His father doesn’t approve of his (to go/ going) to Europe.
5. The manager was tired (of/from) losing his best players.
6. We found it very difficult (reaching/ to reach) a decision.
7. Mastura is interested in (to open/ opening) a bar.
8. I am afraid (of/to) playing under the harsh sunlight.
9. The player was tired (of/from) the intense match.
10. I must remember (to return/returning) the books to the library when they are due.
Exercise:4 Choose the best alternative using gerunds and infinitives

1. Nate deserved (to win/winning) the prize for (to write/writing) that amazing short story about (to
travel/travelling) through Peru. I don't understand (him not receiving/his not receiving) the award.
2. Vince is determined (to save/saving) enough money (to travel/travelling) to South Africa next year.
If he avoids (wasting/to waste) his money and manages (to save/saving) what he needs for the
trip, he can plan on (leaving/ to leave) in June.
3. I can't believe you wanted (going/to go) (to fish/fishing), and you forgot (to bring/bringing) a fishing
pole. How did you expect (to catch/catching) any fish? Were you just going to sit in the river
(trying/to try) ( to catch/catching) fish with your bare hands? You would have had a hard time
(doing/to do) that!
4. The Oscar-winning actor avoids (talking/to talk) to his fans and refuses (to give/giving) his
autograph. Moreover, he has difficulty (giving/to give) interviews and appears (to have/ having)
problems in (interacting/to interact) with other people. Doesn't he seem way too shy (to be/being)
an actor?
5. Samantha kept (having/to have) problems with her computer at work. Her co-worker Denise
suggested (to shut/shutting) down the computer and (to restart/restarting) it (to see/seeing) if that
would solve the problem.
VERB-TENSE
Simple Tenses:
Simple tenses are used whenever we are talking about a point in time.
NOW
PAST FUTURE
Present Simple Future Simple

Past Simple
Use when making a general Use for an action that will
Use for an action that happened
statement of truth at the happen at a point in time in the
at a point in time in the past.
present point in time. future.
e.g. - I ate breakfast this morning.
e.g. - I eat breakfast every e.g. - I willeat breakfast later.
day.
Continuous Tenses:
Continuous tenses are used whenever we are talking about a length of time. PAST NOT FAST
Past Continuous Present Continuous Future Continuous

Use for an action that was Use for an action that is Use for an action that will be
happening for a length of time in happening now. happening for a length of
the past when another action time in the future.
happened in the middle of it.
e.g. - I waseating breakfast when e.g. - Right now, I ameating e.g. - I will beeating
my brother arrived. breakfast. breakfast from 9:00 to 9:30.
Perfect Tenses
Perfect tenses are used whenever we are talking about a point in time before another point in time. .
PAST NOT FAST

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Past Perfect Present Perfect Future Perfect
Use for an action that happened Use for an action that Use for an action that will happen
in the past before another happened in the past before in the future before another
action. the present moment. action.
e.g. - I will have already eaten

e.g. - I had already eaten e.g. - I have already eaten breakfast by the time my brothers
breakfast when my brother breakfast. arrives.
arrived.
Perfect Continuous Tenses:
Perfect continuous tenses are used whenever we are talking about a length of time up to a point in time.
Future Perfect Continuous

Past Perfect Continuous Present Perfect Continuous
Use for an action that will be
Use for an action that was Use for an action that was
happening in the future for a
happening for a length of time in happening for a length of time
length of time up to the
the past up to the moment when up to the present moment.
moment when another action
another action happened.
will happen.
e.g. - I had been eating breakfast
e.g. - I will have been eating
for 30 minutes when my brother e.g. - I have been eating my
my breakfast for 30 minutes
arrived. breakfast for 30 minutes.
by the time you arrive.
FEW NOTES
Simple (A) a general fact (A) The sun rises in the east
Present (B) habitual actions (B) I listen to the radio in the mornings.
(C) future timetables (C) My flight leaves at 10:00
Future (A) Expressing a future intent based on a (A) Jim is going to bring his sister
(going to) decision made in the past. tonight.
(B) Predicting an event that is likely to (B) You’re going to pass the test. Don’t
happen in the future. worry.
(C) Predicting an event that is likely to (C) I don't feel well.
happen based on the present conditions. I'm going to faint.
Present (A) an action that happened repeatedly (A) We have flown across the pacific
Perfect before now twice.
I've failed my driver's test twice.

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SAMPLE ITEMS FOR ERRORS INVOLVING TENSE
 The most important period of physical growth in humans occurred during their first two years.
A B C D
Choice (C) is best. The simple present tense, not the past tense, should be used because the situation
described in this sentence always occurs.
 Personal taxes for Americans rose sharply since 1945.

A B C D
Option (C) is again best. The time phrase “since 1945” means, from 1945 till today. Therefore, the
present perfect (have risen) is required in place of the past tense.
 The first bicycle race on record in the United States taken place in 1883.
A B C D
The correct verb is the past tense form (took), not a past participle.
 The Michigan Dunes, Located on Lake Michigan’s Eastern Shore, may to reach a height of 200 feet.
A B C
After a modal auxiliary, the simple form to the verb (reach) should be used in place of the full infinitive (to
reach)
Exercise 4: Choose the best alternative

1. The white pine (is/had been) the most important tree in North America until the beginning of the
20thcentury.
2. He (has finished/finished) his lunch an hour ago.
3. In 1846, the Swiss naturalist Louis Agassiz (had come/came) to the United States to give a series of
lectures.
4. The liberation war of Bangladesh (had occurred/occurred) in 1971.
5. After he (finished/had finished) his performance, he (went/had went) to the party.
6. I (did not receive/have not received) my driver’s license yet.
7. I was told that the earth (revolved/revolves) around the sun.
8. I (have finished/finished) my dinner. [both]
9. Construction at this site (will have completed/will complete) by 2018.
10. Ayman (has been/went) to Madagascar twice.
Exercise 5: Detect the erroneous part

1. In colonial times, flax and wool required months of preparation before they could be dyed and spin
into
A B C D
cloth.
2. Although some people find bats terrifying, they are actually beneficial because they ate harmful insects.
A B C D
3. Each of the four types of human tooth are suited for a specific purpose.
A B C D
4. Mathematicians taken centuries to develop the methods that now are used in arithmetic.
A B C D
5. Electric milking machines have made dairy farming a much easier job than it once did.
A B C D
6. When Columbus seen the New World, he thought that he had reached the East Indies by a Western route.
A B C D
7. Before the Angels and the Saxons had come to England, the Iberians had lived there.

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A B C D
8. My nephew begun working for me about ten years ago.
A B C D
9. During Jackson’s Administration, those who did not approve of permitting common people in the White
A B
House had been shocked by the President’s insistence that they be invited into the mansion.
C D
10. Before she had run the computer program, she had checked it out with her supervisor.
A B C D
PART II: READING
Class Practice
Marcia says that all of her friends have a cell phone, but Marcia’s mom doesn't want to buy her
one. Marcia's mom doesn't want Marcia to play video games either. What is more, the Internet scares her.
Marcia's mom says, “If Marcia has a cell phone, how do we know whom she is talking to? Video games are
bad for you. The Internet is dangerous and uncontrolled. It’s like having a gun in the house. We should just
ban her from using the computer, and I'm not buying her a cell phone until she is eighteen. This is the only
way we can be sure that Marcia is safe."
Marcia’s dad disagrees with Marcia's mom. Although he agrees that there are some dangers to it, he likes
the Internet, and finds it to be very useful. “The trouble is,” he says, “We just can’t stop Marcia from using
the Internet, as this would put her at a disadvantage. What is more, I like video games. I think that, when
played in moderation, they are fun. Obviously, it is not good to play them without restraint or self-control.
Finally, I think Marcia needs a cell phone. We can’t take these things away.”
1) Which of the following best describes the difference between Marcia's mom and Marcia's dad?
A. Mom wants to ban Marcia from using the computer, while dad likes to play video games.
B. Mom thinks technology is dangerous, while dad thinks it can be useful.
C. Mom cares little about Marcia's future, while dad is very supportive.
D. Mom is very strict while Dad is open minded.
2) Which of the following best describes the similarity between Marcia's mom and Marcia's dad?
A. Mom and dad both like technology.
B. Mom and dad both think video games are bad.
C. Mom and dad both think the internet is dangerous.
D. Mom and dad both care about Marcia's wellbeing.
3) In paragraph 1, Marcia's mom says, "It's like having a gun in the house." She says this in order to
A. support the idea that the Internet is dangerous
B. reject the claim that guns can be safe if used responsibly
C. encourage Marcia's dad to purchase a gun
D. explain why the Internet is uncontrolled
4) In paragraph 2, Marcia's dad says, "We just can’t stop Marcia from using the Internet, as this would put
her at a disadvantage." What does Marcia's dad mean by this?
A. Marcia needs to learn how to use the internet if she wants to have friends in the future.
B. Marcia should not stop using the internet because this will seriously slow her learning.
C. If a person's ability to use the internet becomes important in the future, Marcia will be at a loss.

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D. If Marcia doesn’t learn to use the internet on her own, then she will never learn to recognize its
dangers.
5) In paragraph 2, Marcia's dad says, "Finally, I think Marcia needs a cell phone." Given what you know
about Marcia’s mom’s concerns, what is the best reason Marcia's dad can provide to convince Marcia's
mom that Marcia needs a cell phone?
A. Marcia can use her cell phone to talk to her friends, instead of needing to borrow one of ours.
B. Having a cell phone will teach Marcia how to use new technology.
C. Because all of her friends have one, it would be unfair to disallow Marcia to have a cell phone.
D. If Marcia's is in trouble she can use her cell phone to call for help.
PART III: WRITING
LINKERS / CONNECTORS
1. Contrast
In spite of / Despite: Link two contrasting ideas. Followed by a noun phrase.
Although / (Even) though: Link two contrasting ideas. Followed by a clause.
However / Nevertheless / Still / Yet / Even so / On the contrary / In contrast: Introduce a new idea that
marks a contrast with previously stated ideas. Introduced by a comma.
On the one hand / On the other hand: Links two contrasting ideas/paragraphs.
In contrast to / Contrary to: Link two contrasting ideas. Followed by a noun phrase.
Whereas: Link two contrasting ideas. Not separated by commas.
2. Reason and cause

Because / As / Since / Seeing that: Introduce a clause. Subordinate clauses introduced by because
always appear in final position.
Because of / On account of / Owing to / Due to: Introduce a noun phrase.
3. Purpose
In order to / So as to: Introduce an infinitive of purpose.
In order that / So that: Introduce a clause.
4. Consequence / Result
Consequently / As a consequence / As a result / Therefore: Introduces a clause
As a consequence of / As a result of: Followed by a noun phrase.
So: Introduces a sentence. No commas.
5. Addition
Moreover / Furthermore / In addition / Besides / What's more: Used after a strong pause and
separated from the clauses. They are introduced by a comma.
As well as / In addition to / Besides: Used to add one more piece of information. Followed by a noun
phrase.
6. Exemplification
For example / For instance: Introduces an example referring to previously stated ideas.

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Such as: Introduces an example referring to the last idea.
Some commonly used linkers and connectors
Adding apart from, in addition, in addition to, what’s more, moreover, on top of that,
information besides, on the one hand, on the other hand, and eventually
Contrast all the same, however, instead of, in spite of / despite, nevertheless, on the
contrary, whereas / while, though / although
Reason because of + noun, due to + noun, due to the fact that + sentence, for this / that
reason, owing to + noun, owing to the fact that + sentence
Purpose In order to + infinitive, so as to + infinitve, in order that + clause, so that + clause

Result / as a result, because of, consequently, so, that's why, therefore
Consequence
Expressing facts actually, as a matter of fact, in fact, really
Expressing a as far as i am concerned, from my point of view, i agree, i disagree, in my opinion,

personal opinion in my view, i think that, it is true that, personally, to be honest,, to tell the truth,
Explain that is (to say), in other words, in short, above all, all in all, at least, basically,
especially, essentially, in general, in particular, more or less, on the whole, to a
certain extent
Exemplifying and so on, for example, for instance, such
Summarizing all in all, in brief, in conclusion, in short, on the whole, to sum up
Sequencing / at first sight, first, first of all, in the first place, to start with, in the second place,
Succession second, secondly, third, thirdly
in the meantime, while, meanwhile
after that, next, then
all of a sudden, suddenly
in the end, finally, in conclusion, lastly, and eventually

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PART IV: TAKE-HOME VOCABULARY & IDIOMS

Gullible naive, credulous, innocent suspicious, doubtful, distrustful
Gratify please, satisfy, indulge irritate, vex, pique
Gracious cordial, congenial, polite discourteous, impudent, disparaging
Gallant brave, courageous, fearless spineless, craven, timorous
Grandiose flamboyant, turgid, pompous unostentatious, unpresuming, subdued
Heinous terrible, dreadful, shocking commendable, honorable, respectable
Hackneyed trite, clichéd, stale inventive, pioneering, imaginative
Haughtiness arrogance, pride, hauteur modesty, humility, self-effacement
Infer conclude, deduce, assume -
Insolvent bankrupt, broke, ruined solvent, secure, creditworthy
Inundate flood, deluge, swamp -
Inert still, motionless, static active, vigorous, dynamic
Innocuous inoffensive, harmless, innocent harmful, offensive, hurtful
Indifferent uncaring, unresponsive, apathetic caring, concerned, considerate
Innovative Inventive, Original, New banal, trite, hackneyed
Impassive unemotional, inexpressive, pokerfaced passionate, poignant, evocative
Intangible insubstantial, subtle, indefinable palpable, touchable, concrete
Integrate incorporate, combine, assimilate separate, disengage, detach
Instigate initiate, prompt, start impede, terminate, curb
Jargon slang, lingo, argot general language
Jeopardize endanger, expose, risk safeguard, shield, protect
Judicious sensible, careful, cautious misguided, imprudent, foolhardy
Jocular playful, witty, humorous solemn, grave, somber
Laconic brief, short, concise loquacious, talkative, garrulous
Lament mourn, grieve, bewail rejoice, (be) jubilant, (be) in raptures
Lavish plentiful, bountiful, prolific scant, meager, inadequate
Lethargic sluggish, lazy, weary vigorous, brisk, spirited
Linger stay behind, loiter, remain leave, decamp from, exit from
Loath opposed, reluctant, unwilling willing, disposed, inclined
Magnanimous big, generous, fair, noble selfish, egocentric, self-absorbed
Meticulous careful, fussy, thorough careless, lax, shoddy
Mitigate alleviate, lessen, ease aggravate, exacerbate, worsen
Marred blemished, flawed, stained enhance, beautify, polish
Meager scanty, too little, inadequate abundant, ample, copious

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 Lay off Put out of work

 Learn the ropes Become familiar with; get used to; get the hang of
 Leave out Not include; omit
 Leave someone/something alone Not disturb
 Let someone down Disappoint
 Let up Decline in intensity (rain, for example)
 Look after Take care of; mind
 Look for Try to locate
 Look forward to Anticipate (with pleasure)
 Look into Investigate
 Look like Resemble
 Look out (for) Examine; read
 Look over Examine; read
 Look up (1) find information (especially in a reference book);
(2) try to locate someone
 Look up to Respect; admire
 Make ends meet Balance a budget
 Make a fool of oneself Act embarrassingly
 Make a point of Make a special effort
 Make sense (of) Be logical and clear; understand
 Make up Invent, create
 Make up one’s mind Decide
 Make way for Allow space for; provide a path for
 Mean to Intend to
 Mixed up Confused
 Music to one’s cars Something that sounds pleasant
 Next to nothing Very little (money, for example); cheap
 No doubt about it Certainly; definitely
 No harm done There was no damage done
 Not at all Not in any way; not to any degree
 Not believe one’s cars (or eyes) Be unable to believe what one hears (or sees)
 Not think much of Not like; not have a good opinion of

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STUDENT COPY
NAME :
ENGLISH LECTURE – 5
Part Contents
Part 1: Review Test
ADJECTIVE/ADVERB ERRORS
ADJECTIVES WITH LINKING (COPULATIVE) VERBS
ADVERBIALS AT THE BEGINNING OF THE SENTENCE
ENOUGH WITH ADJECTIVES, ADVERBS, AND NOUNS
Part 2: Reading
CLASS PRACTICE
Part 3: Writing
WRITING A COHESIVE ESSAY

VOCABULARY
LIST OF IDIOMATIC EXPRESSION
MENTRS’
E D U C A T I O N
REVIEW TEST
Time: 10 min
Score ……..
PUT THE VERBS INDICATED IN THE BRACKETS IN THE CORRECT TENSES:
1. Look! Sara ___is going _____(go) to the movies.
2. When he ___wakes up____(wake up) , his mother ___would already have preparedhas awill Formatted: Highlight
have already _prepared____(already /prepare) breakfast Formatted: Highlight
3. The patient ____is prescribed_____(prescribe) three doses of medicine daily.
4. By the time the doctor ___arrives___(arrive) at the house the patient ___will have died___ ( die) .
5. But I ___have already travelled____(already / travel) to London a couple of times.
6. The boys ___watche____ (watch) television every night unless they have homework.
7. I _____will have finished______(finish)it by the end of this month.
8. I __had locked___ (lock) the door before I realized that the keys were inside the house.
9. I can't take any pictures because I ___ have not bought ____(not /buy) a new film yet.
10. The pyramids ___were built____(build) nearly four thousand years ago.
CORRECT THE FOLLOWING SENTENCES:
11. A brutal beating was given _ the prisoner before his release. to
12. People should practice to behave themselves before elders. behaving
13. Do not even think of lying your hands on my money. laying
14. I hope getting into a top university by the end of this year. To get
15. I hate to get into a fight with friends. getting
Find out the synonyms for the words in bold letters
16. Ecstasy: a. vague b. substantial c. bliss d. premature e. insane

17. Flamboyant: a. lessen b. endanger c. pretend d. recognize e. showy
18. Gullible: a. strong b. legislative c. sluggish d. naive e. emphatic
19. Heinous: a. increase b. terrible c. show off d. alleviate e. strengthen
20. Germane: a. garment b. impertinent c. stray d. eligible e. relevant
PART I: STRUCTURE AND WRITTEN EXPRESSION
ADJECTIVE/ADVERB ERRORS
The most common type of word form problem involves the use of an adverb in place of an adjective or an
adjective in place of an adverb. A few points to keep in mind:
 ADJECTIVES MODIFY NOUNS, NOUN PHRASES, AND PRONOUNS.
 Adjectives often come before nouns.

An important test A quiet evening
 They often answer the question what kind or which?

She is a brilliant doctor. (What kind of a doctor is she? A brilliant one.)
 Adjectives also follow the verb to be and other linking verbs.
ADJECTIVES WITH LINKING (COPULATIVE) VERBS
A special category of verbs connects or links the subject with the subject complement (predicate adjective).
Unlike most verbs, these do not show action. They must be modified by adjectives, not adverbs.
Be Appear Feel Become Seem Look

Remain Sound Smell Stay Taste
Mira feels bad about her test grade.

Children become tired quite easily.
Lucy will look radiant in her new dress.
They were to see us leave.
The flowers smell sweet.
The soup tastes good.
Be, become, and remain can be followed by noun phrases as well as adjectives.
 They remained sad even though I tried to cheer them up.

Adjective Adjective
 Children often become bored at meetings.

Adjective
Feel, look, smell, and taste may also be transitive verbs and take a direct object.. When they function in
this way, they become active and are modified by adverbs. Notice the following pairs of sentences. Those
which take objects are active, and those which do not are linking.
 The lady is smelling the flowers gingerly.

object adverb
 After being closed up for so long, the house smells musty.
adjective
 The chef tasted the meat cautiously before presenting it to the king.
object adverb
Your chocolate cake tastes delicious.

adjective
Exercise 1: Choose the correct options.
1. Your cold sounds (terrible/sick).

2. The pianist plays very (good/well).
3. The food in the restaurant always tastes (good/well).
4. The campers remained (calm/calmly) despite the thunderstorm.
5. They became (terrible/sick) after eating the contaminated food.
6. He felt (happy/happily) about his promotion.
7. The song sounded (melodious/melodiously) to me.
8. She Preemu managed to look (pretty/prettily) despite having no access to her makeup.
9. He managed to look (quick/quickly) at the files before getting caught.
10. I wish you would always remain so (cheerful/cheerfully).
 ADVERBS MODIFY VERBS, PARTICIPLE ADJECTIVES, PREPOSITIONS, ADVERB CLAUSE MARKERS, OTHER
ADVERBS.
Ann eagerly accepted the challenge. (adverb modifying the main verb accepted)
It was a rapidly changing situation. (adverb modifying the present participle changing)
 Adverbs modifying a whole sentence:

Sometimes adverbs are used at the beginning of sentences, usually followed by a comma. These
adverbs sometimes modify the entire sentence rather than one word in the sentence.
Generally, I like my classes.

Usually, Professor Rajiv’s lectures are more interesting.
 General Forms of Adverbs:

Most adverbs tested in this section are adverbs of manner. They are formed by adding the suffix –
ly or -ally to an adjective.
Quick Quickly Comfortable Comfortably
Comic Comically Historic Historically
Note (A): A few adverbs (fast, hard, high, for example) have the same form as adjectives.
He bought a fast car. (Adjective)
He was driving so fast that he got a speeding ticket. (Adverb)
Note (B): Some adjectives also end in – ly, friendly, yearly, costly, and lively, for example.
That was a costly mistake.
I found Houston a very friendly city.
Note (C): Well is the irregular adverb form of the adjective good.
Juan is an exceptionally good student.
He did very well on the last test.
SAMPLE ITEMS
1. First specializing in industrial photography, Margaret Bourke-White later became a famous news
A B
photographer and editorial.
C D
The adjective editorial is used to describe the field of editing. However, a noun referring to a person editor
is needed in this sentence.
Sample 2: Corn played an important role in the cultural of the cliff-dwelling Indians of the Southwest.
A B C D
The noun culture, not the adjective cultural is needed.
Sample 3.That galaxy is the most distance object visible to observers in the Northern Hemisphere.
A B C D
The adjective distant is needed in place of the noun distance.
EXERCISE 2: IDENTIFYING ERRORS AND RECOGNIZING CORRECT USE OF ADJECTIVES AND ADVERBS.
1. Goats are extremely destruction to natural vegetation and are often responsible for soil erosion.
A B C D
2. Wild plants were of considerable important to early settlers, and many are still used medicinally
A B C D
3. In most Western states, the first major industry was mining, which was gradually supplemented by
A B C
ranches.
D
4. Peach trees grow good in a variety of soil types, but do best in sandy loam.
A B C D
5. The unit of measuring called the foot was originally based on the length of the human foot.
A B C D
ADVERBIALS AT THE BEGINNING OF A SENTENCE
Placing “Adverbials” at the beginning of a sentence indicates a stronger emphasis on the action than
when the adverbial is in its normal position. If the adverbial appears at the beginning of a sentence, the
grammar of the sentence is somewhat different.
Juan hardly remembers the accident that took his sister’s life.
Hardly does Juan remember the accident that took his sister’s life.
Hardly
Rarely
Seldom + Auxiliary + Subject + Verb . . . . .
Never
Only
Never have so many people been unemployed as today.
Adverbial Auxiliary subject verb
(So many people have never been unemployed as today)
Hardly had he fallen asleep when he began to dream of far-away lands.

Adverbial Auxiliary Subject verb
(He had hardly fallen asleep when he began to dream of far-away lands)
Rarely have we seen such an effective actor as he has proven himself to be.
Adverbial Auxiliary Subject verb
(We have rarely seen such an effective actor such an effective actor as he has proven himself to be)
Exercise-3: Bring the Adverbials at the beginning of the sentence.

1. SamiGeorge rarely forgets to do heris homework.
2. I rarely find a song that fits my mood so appropriately.
3. I seldom get good grades without studying.
4. Jane can finish this work only by staying up all night.
5. I had hardly walked half-way to the bus station when it began to rain.
6. We have never heard so moving a rendition as this one.
7. We rarely watch television during the week.
8. I had barely completed my work before my boss gave me another assignment.
9. This professor seldom lets his students leave class early.
10. I act like a fool only in front of my friends.
ENOUGH WITH ADJECTIVES, ADVERBS, AND NOUNS
Enough changes positions depending on whether it is modifying a noun, an adjective, or an adverb.
When modifying an adjective or an adverb, enough follows.

adjective
adverb   enough
 
Are those French fries crisp enough for you?
Adjective
She speaks Spanish well enough to be an interpreter.
Adverb
It is not cold enough to wear a heavy jacket.
Adjective
 When modifying a noun, enough precedes the noun.

Enough + noun
Do you have enough sugar for the cake?
noun
Jake bought enough red paint to finish the barn.
noun phrase
He does not have enough money to attend the concert.
noun
NOTE: The noun that is modified by enough may sometimes be deleted with no change in meaning.
I forgot my money. Do you have enough? (We understand that the speaker means “enough money.”)
EXERCISE 4: Choose the correct form of ‘Enough’ in the following sentences,
1. There were not (enough people/people enough) to have the meeting.

2. SabahAllen has learned (enough French/French enough) to study in France next year.
3. Do you have (enough time/time enough) to talk now ?
4. Are you (enough man/man enough) to fulfill your responsibilities?
5. She drove (enough fast/fast enough) to win the race.
6. Mike will graduate from law school (enough soon/soon enough) to join his father’s firm.
7. The team lost due to not having (enough discipline/discipline enough) in them.
8. It should be an (enough easy/easy enough) task for you.
9. We do not have (enough men/men enough) for a game of tug of war.
10. The coach was mad at his players for not being (enough disciplined/disciplined enough).
PART II: READING

Class Practice
Mona doesn’t like to ask people for help. But it is hard for her to perform daily activities on her own. She is
almost 13, yet she is no larger than a 5-year-old. Mona has trouble keeping her balance and can’t walk very
far. When she uses a wheelchair, she can’t push it herself.
Fortunately, Mona has a wonderful service dog named Sam. A service dog is a dog that has been trained
to assist someone who has a physical problem. Sam lets Mona lean on him when she walks. He also pulls
her wheelchair and turns lights on and off. When Mona drops something, Sam picks it up. He even pulls
her socks off at night. Sam also helps Mona with everyday tasks at school. He carries her books from class
to class in a special backpack. He puts Mona’s completed assignments in her teachers’ homework trays.
In the lunchroom he throws away her trash.
Besides making Mona less dependent on other people, Sam helps her lead a fuller life. Mona’s classmates
flock around Sam like geese. This has helped her make friends. Sam also helps Mona be more active. With
his aid, she raised over $500 in a walk-a-thon for her local humane society.
Because of Sam, Mona doesn’t have to ask people for help. Sam brings her closer to other kids. And he
even helps her contribute to her community.
Questions
1) Which of the following would be the best title for this passage?
A. Why Mona Loses Her Balance
B. How Mona’s Service Dog Helps Her
C. Sam Helps Mona at School
D. Raising Money for the Humane Society
2) Using the passage as a guide, which of the following dogs is most likely a service dog?
A. Frank's dog, who turns on the lights when Frank enters the room.
B. Raul's dog, who fetches the newspaper for Raul while he is busy getting dressed.
C. Mei's dog, who licks Mei’s face when she cries.
D. Teddy's dog, who loves to play catch, go on walks, and watch movies with the family.
3) According to the passage, Sam helps Mona by
I. helping her to walk
II. performing everyday tasks for her
III. bringing her closer to her classmates
A. I only
B. I and II only
C. II and III only
D. I, II, and III
4) In paragraph 3, the author writes, “Mona’s classmates flock around Sam like geese.” Which of the
following literary techniques is used in this sentence?
A. allusion, characterized by a reference to, or representation of, people, places, events, literary
work, myths, or works of art, either directly or by implication
B. personification, characterized by giving human traits to nonhuman things, such as animals or
objects
C. irony, characterized by the use of words to express the opposite of their usual meaning
D. simile, characterized by the making of a comparison using the words “like” or “as”
PART III: WRITING
WRITING A COHESIVE ESSAY
A cohesive essay is an interesting, inspired, well-researched and, very importantly, well-written essay on
any topic. All the parts of the essay must makes sense to the reader. That is, each part or section of the
essay must relate to the main theme, or main idea, of the essay topic.
Planning is a crucial part of writing a well-organized, cohesive essay. As soon as you learn the topic, you
should begin brainstorming for points. During this phase, bounce around ideas in your head and weigh
the pros and cons of selecting a subject or thesis. Ask yourself questions (refer to Lecture-2). In the end,
you should select the thesis for which you have the most points or supporting details.
You should then proceed to outlining your essay. Start with the main topic and develop it in a linear
manner. Place the main points to be addressed under the topic, leaving space between them. Place the
subtopics under those topics. Continue expanding the outline until everything to be mentioned is accounted
for on the page.
By the end of the planning phase, you should know what to write (your content) and how to organize the
ideas in an orderly fashion within the paragraphs.
Introduction
A cohesive essay should state a thesis in the introduction. The very first lines of the essay can be used for
an eye-catcher, or a general statement about the topic. These help build a premise for the thesis and clarify
the purpose behind writing the essay. In the thesis statement, you should state the main insight or idea
about the topic.
Body Paragraphs
The body section should support the claim made by the thesis in the introduction. Each body paragraph
should deal with only one idea or point. It is recommended that the body paragraphs each have a topic
sentence. The topic sentence should inform the readers about the contents of the respective body
paragraph. The last sentences of the body paragraphs can be used as concluding statements of the
paragraph, or as transitions that help link one body paragraph with the next. Use linkers and connec tors to
help build logical bridges that join the scattered ideas in the essay and unify them under the common main
idea.
Conclusion
The concluding paragraph should sum up what has been said throughout the essay. You can draw your
conclusion based on the evidence presented in the body paragraphs, or even restate the thesis statement,
but this time, with enough evidence to claim its accuracy. However, you should not introduce any new points
or ideas in the conclusion as there may not be enough scope to support the point with details.
Here are some pointers to help you obtain cohesion in your writing:
 The main idea/thesis of the statement must be a central theme throughout the essay. Every
sentence of the essay must contribute to supporting the thesis.
 Do not contradict yourself or weaken your own claims. Ensure that your writing thoroughly
supports what you have said in the thesis. The use of anti-logics is risky and will harm your essay
if not used correctly.
 Do not switch between ideas too suddenly. Try to make smooth transitions between your ideas or
points. Use linkers and connectors to help you in this.
 Be precise. It is best to state your thoughts more simply and more directly.
 Have a balanced mix of sentence structures. Do not rely solely on either simple or complex
sentences. Varying your sentence structures and emphasizing/de-emphasizing when needed is
recommended.
 Use appropriate vocabulary. Ensure that you have a clear idea about the usage of the words you
have in mind. Do not unnecessarily use long or difficult words that you are not comfortable with.

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PART IV: TAKE-HOME VOCABULARY & IDIOMS
Word Synonyms Note

Ingredient component, feature, constituent -
Indigenous native, original, local immigrant, foreigner, outsider
Incongruous odd, absurd, strange appropriate, pertinent, seemly
Inkling hunch, hint, clue -
Indifferent uncaring, apathetic, unmoved caring, compassionate, solicitous
Lamentable sad, deplorable, woeful wonderful, marvelous, delightful
Lucid logical, coherent, cogent muddled, confusing, perplexing
Luminous glowing, shining, radiant dark, dingy, gloomy
Morose pessimistic, gloomy, miserable cheerful, jolly, ebullient
Melancholy downhearted, miserable, sad cheerfulness, merriment, joviality
Meticulous careful, fussy, thorough incautious, cavalier, careless
Monopoly control, cartel, domination oligopoly, free market
Mentor adviser, counselor, guide detractor
Nefarious despicable, disreputable, wicked righteous, meritorious, irreproachable
Novelty freshness, newness, originality banality, conventionality, predictability
Nullify invalidate, abolish, cancel out ratify, approve, sanction
Nurture care for, cultivate, foster neglect, abandon, forsake
Nocturnal night-time, of the night, night diurnal, of the day, day-time
Nostalgia melancholy, reminiscence, longing -
Oblivion forgetfulness, void, unconsciousness awareness, responsiveness, sentience
Obscure unclear, vague, ambiguous intelligible, lucid, explicit
Ominous warning, menacing, threatening auspicious, propitious, promising
Obdurate obstinate, stubborn, inflexible malleable, susceptible, impressionable
Obnoxious hateful, detestable, abhorrent delightful, bewitching, delectable
Obstinate stubborn, persistent, adamant malleable, susceptible, impressionable
Optimist romantic, idealist pessimist, defeatist, cynical
Opulence wealth, luxury, richness poverty, destitution, indigence
Orator spokesperson, narrator, presenter -
Ornate elaborate, complex, complicated unembellished, austere, chaste
Parsimony frugality, prudence, thriftiness extravagance, prodigality, improvidence
Partisan follower, supporter, devotee unbiased, impartial, nonpartisan
Paucity scarcity, rareness, scarceness abundance, profusion, cornucopia
Penury poverty, destitution, neediness affluence, fortune, prosperity
Pessimism cynicism, distrust, negativity optimism, romanticism, idealism
Ponderous heavy, weighty, unwieldy graceful, nimble, elegant
Pristine perfect, untouched, perfect marred, blemished, impaired

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LIST OF IDIOMATIC EXPRESSIONS-5
 Odds and ends Small, miscellaneous items

 On edge Nervous
 On end Consecutively, without a break
 On hand Easily available
 On needles and pins Nervous; anxious
 On one’s own Independent
 On second thought After reconsidering
 On the go Always busy; always moving
 On the tip of one’s tongue Almost able to remember
 On the whole In general
 Out of (something) Not having something
 Out of one’s mind Insane; illogical; irrational
 Play it safe Choose a cautious plan
 Point out Indicate
 A pretty penny A lot of money
 Pull one's leg Joke with someone; make up a story
 Push one's luck To continue doing something; to keep taking chances
 Put aside Save for later; set aside
 Put away Return something to its proper place
 Put off Delay; postpone
 Put on Begin to wear
 Put together Assemble
 Put up with Tolerate
 Right away Immediately
 Ring a bell (with) Sound familiar to
 Rough it Experience somewhat difficult or primitive conditions
 Rule out Say something is impossible; eliminate
 Run a temperature Have a fever
 Run for office Try to get elected
 Run into (1) meet unexpectedly; bump into; (2) collide with
 Run late Be late; be in a hurry
 Run out of Exhaust the supply of
 Save one's breath Don't bother asking someone
 Search me I don't know; I have no idea; beats me
 See (someone) off Accompany (to an airport or train station, for example)
 See to Take care of; check on; fix
 Serve one right Receive the proper punishment; get the penalty one deserves
 Short for A nickname for
 Show around Orient; give a tour
 Show off Try to attract attention by unusual behavior
 Show up Arrive
 Shut down Close
 Sign up (for) Enroll (for a class, for example)
 Sing another tune Change one's opinion; feel differently
 Size up Measure; estimate
 Sleep on it Postpone a decision until the next day
 Slowly but surely Gradually; steadily but not quickly
 Snowed under Very busy
 So far, so good Up until now, there are no problems
 Snowed under Very busy
 So far, so good Up until now, there are no problems
 Sooner or later At some indefinite future time

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STUDENT COPY
NAME :
ENGLISH LECTURE – 6
Part Contents
Part 1: Review Test
CLAUSES
CLAUSE MARKERS AND PHRASE MARKERS
CORRECT USE OF WORDS
SO, SUCH, TOO
Part 2: Reading
INFERENCE QUESTIONS PRACTICE
Part 3: Writing
PRACTICE PARAGRAPH / ESSAY

VOCABULARY
LIST OF IDIOMATIC EXPRESSION
MENTRS’
E D U C A T I O N
REVIEW TEST
Time: 10 min
Score ……..
Identify the errors.
1. The artist is often praised for his highly imagination portraits.

A B C D
2. According the prominent food critic, the chef’s calamari stew tasted very well.
A B C D
3. Hardly George forgets to switch off the lights before he leaves a room.
A B C D
4. Due to having many factories, the Tejagon area is considered an industrial important location.
A B C D
5. He managed a quick look at the files before he was caught. ( had managed)
A B C D
Choose the correct options.
6. (Enough firemen / Firemen enough) did not arrive (enough soon / soon enough) to rescue
everyone.
7. Tahsan plays the piano (brilliant / brilliantly). His rendition of “I Giorni” sounds (brilliant / brilliantly).
8. He has a very (chaos / chaotic) tendency to (violent/ violently) surprise everyone at work.
9. I drove as (fast / fastly) as I could to reach the station in time.
10. He appears very (faint / faintly) and (tired / tiredly).
Find out the synonyms for the words in bold letters
11. Pristine: a. untouched b. ancient c. cynical d. scarce e. careful
12. Orator: a. complex b. narrator c. romantic d. follower e. perfect
13. Morose: a. dominating b. stubborn c. lethal d. gloomy e. sacred
14. Lucid: a. shining b. night-time c. coherent d. elaborate e. rich
15. Nullify: a. ratify b. strengthen c. follow d. invalidate e. decorate
PART I: STRUCTURE AND WRITTEN EXPRESSION

CLAUSES
M AIN CLAUSES & SUBORDINATE CLAUSES

A main clause has a subject and a verb and can stand independently as a sentence:
Main clause
Subject + Verb (+ …)
The admissions office telephoned.

Subject Verb
A subordinate clause has a subject and a verb, but it is dependent (and hence, also known as dependent
clause) on the main clause for its meaning. A subordinate clause cannot stand independently:
Main clauses Subordinate clause

Subject + Verb Subject + Verb
The admissions office telephoned after you left.

Main clause Subordinate clause
A complex sentence has a main clause and one or more subordinate clauses. The subordinate clause(s)
can function as an adjective, an adverb, or a noun.
Main clause Subordinate clause Subordinate clause

Subject  Verb Subject + Verb
An adjective clause begins with a pronoun such as “who”, “which”, “where”, “when”, “whose”, “whom” and
“that”. These clauses immediately follow the noun or pronoun they describe:
Main clause Adjective clause

Who/whose/whom
Which/that
Where
Earthworms are insects which are active at night.

An adverb clause begins with a subordinate conjunction such as “before”, “because”, “although”, “if”,
“while” etc.
Main Clause Adverb clause

Before, because, if
While, after, Although,
Columbus discovered America while he was looking for India.

 If the adverb clause begins the sentence, it is separated from the main clause by a comma. For
example:
While he was looking for India. Columbus discovered America.
A noun clause begins with the word “that” or a question word such as “what” “why,” “where,” “how”
Main Clause Noun clause
That … What … Why …
How … Where …
I was not surprised by what she wrote.

Main clause Noun clause
Adjective Clauses
Main Clause Adjective clause

Which That Who
Whom* Where When
* The word “whom” is used whenever the noun being modified by the adjective clause holds an object
position (direct/indirect object) in the sentence. For example:
 The assassin killed Abraham Lincoln, one of the most famous presidents of the United States.
object
 It was Abraham Lincoln whom the assassin killed.
object
As mentioned in the previous lesson, there are three types of dependent clauses, all of which are tested in
structure. Adjective clauses – also called relative clauses – are the most commonly tested of the three.
You will see one or two items involving adjective clauses on most tests.
Adjective clauses are a way of joining two sentences. In the joined sentence, the adjective clause modifies
(describes) a noun (called the head noun) in another clause of the sentence. It begins with an adjective
clause marker.
Adjective
Clause Marker Use Example
Who Subject (people) A neurologist is a doctor who specializes in the nervous system
Whom Object (people) This is the patient whom the doctor treated.
Whose Possessive (people/things) Mr. Collins is the man whose house I rented.
Which Subject/Object (things) That is a topic which interests me. (which as subject)
That is the topic on which I will write.(which as object of
preposition)
That Subject/Object (people/things) Art that is in public places can be enjoyed by everyone.
(That as sub)
The painting that Ms. Wallace bought was very expensive.
(As object)
Where Adverb (place) Here is the site where the bank plans to build its new
headquarters.
When Adverb (time) This is the hour when the children usually go to bed.
Exercise – 1: Choose the correct answer from the options.
1. There are six types of flamingos, all ________ have long legs, long necks, and beaks that curve
sharply downward.
A. of them B. that C. of which D. they
2. Most folk songs are ballads _______ have simple words and tell simple stories.
A. what B. although C. when D. that
3. After its introduction in 1969 the float process ___________ the world’s principal method of
manufacturing flat sheets of glass.
A. by which it became B. it became C. became D. which became
4. In 1850, Yale University established Sheffield Scientific School, _________

A. engineers were educated there B. where engineers were educated
C. in which were engineers educated D. where were engineers educated
5. Many of Louise Nevelson’s sculptures consisted of a number of large wooden structures __________
in complex patterns.
A. which she arranged B. she arranged them C. which arranged D. arranged them
ADVERB CLAUSES
A subordinate adverb clause can be introduced by these subordinating conjunctions:

When we went to Rome, we saw the Colosseum.
(Time)
Even if it rains, the competition will be held outside.
(Condition)
They went on a field trip although it was raining.
(Opposition)
REDUCED ADVERB CLAUSES
When the subject of the main clause and the subject of the adverb clause are the same person or thing,
the adverb clause can be reduced (shortened). Reduced adverb clauses do not contain a main verb or a
subject. They consist of a marker and a participle (either a present or a past participle) or a marker and an
adjective.
 When astronauts are orbiting the Earth, they don’t feel the force of gravity. (Full adverb clause)
 When orbiting the Earth, astronauts don’t feel the force of gravity. (Reduced clause with present
participle)
 Although it had been damaged, the machine was still operational. (Full adverb clause)
 Although damaged, the machine was still operational. (Reduced clause with a past participle)
 Although he was nervous, he gave a wonderful speech. (Full adverb clause)

 Although nervous, he gave a wonderful speech. (Reduced clause with an adjective)
You will most often see reduced adverb clauses with the markers although, while, if, when, before, after,
and until. Reduced adverb clauses are NEVER used after because.
Exercise 2: Expand the following reduced adverb clauses.
1. When confronted, he confessed his crime.
When he was confronted, he confessed his crime.
2. While going to school, he was bitten by a mad dog.
While he was going to school, he was bitten by a mad dog.
3. Although a great playwright, William Shakespeare was not that great a poet.
Although William Shakespeare was a great playwright, he was not that great a poet.
4. Talking to my father about my carrier choices, I decided to quit working for MNCs.
After I had talked to my father about my carrier choices, I decided to quit working for MNCs.
5. Going to the Sundarbans, I was dumbfounded by its beauty.
When I went to the Sunderbans, I was dumbfounded by its beauty.
PREPOSITIONAL PHRASES WITH THE SAME MEANING AS ADVERB CLAUSES
There are also certain prepositions that have essentially the same meaning as adverb – clause markers
but are used before noun phrases or pronouns, not with clauses.
Preposition Related marker Example

(Phrase marker) (Clause Marker)
Because of because/since I have chosen that university because of its

fine reputation.
Due to because/since The accident was due to mechanical failure.
On account of because/since Visibility is poor today on account of air
pollution.
In spite of although/even though He enjoys motorcycle riding in spite of the
danger.
Despite although/even though Despite its loss, the team is still in first
place.
During when/while Her father lived in England during the war.
In structure items where the correct answer is an adverb-clause marker, one of these words often appears
as a distracter.
Sample Items
1. No one knows what color dinosaurs were _______ no sample of their skin has survived.
A. because of B. because that C. it is because D. because
Choice (A) is incorrect; “because of” can only be used before nouns or pronouns. In choice (B), “that” is
unnecessary. In (C), the phrase “it is” has been used unnecessarily.
2. _________ rises to the surface of the Earth, a volcano is formed.

A. Liquid magma B. Whenever liquid magma C. Liquid magma, which (D) That liquid magma
Choice (A) creates two clauses, but there is no connecting word to join them. Choice (C) creates a sentence
with a main clause and an adjective clause, but the main clause has two subjects (“liquid magma” and “a
volcano”). Choice (D) creates a noun clause. In a correct sentence, when a noun clause begins a sentence,
the clause itself is the subject of the verb in the main clause. However, this sentence already has a subject
(“a volcano”).
Exercise – 3: Choose the correct answer from the options.
1. It looked dark and heavy _________ it was going to rain.

A. although B. unless C. as if D. whereas
2. _________ I get your call, I will leave.

A. As soon as B. As though C. By the time D. Now that
3. _________ he had read the instructions several times, he knew what to do.
A. Whereas B. After C. Until D. While
4. _________ he cannot afford a car, he rides a bicycle.

A. Unless B. Whereas C. Though D. Because
5. _________ the cities do not provide better and cheaper mass transportation, the traffic problem will get
worse.
A. So that B. Even though C. If D. Because
NOUN CLAUSES
Main clause Noun clause

Which . . . What . . .
When . . . Where . . .
Who . . . How . .
Whose . . . Why . . .
A Noun clause can begin with a question word such as “what,” “where,” “how,” “why” :
Subject Object
What she wears is exciting. I don’t know why he said that.
Why she failed was clear. We were told where to mail it.
Main clauses Noun clause

Say that
Feel
Think
Believe
A noun clause can function as an object after the verbs of “saying,” “thinking,” “believing,” and “feeling,”
and begins with the word “that”:
I feel that he was telling the truth.

You said that it would be difficult.
A noun clause which junctions as an object may sometimes have the word “that” omitted:
The students felt that the test was too difficult.
(Omitted) The students felt the test was too difficult.
Exercise-4: Identify the noun clauses (if any) in the following sentences
1. The professor stated quite clearly that all the papers would have to be given in next week.
2. The students felt that their assignments were too time-consuming.
3. In the last five minutes, the professor always reviewed his lecture.
4. John was worried about his grade point average.
5. We were always told what to study for the final.
Exercise-5: Choose the correct answer from the options.

1. ________ begin their existence as ice crystals over most of the earth seems likely.
A. Raindrops B. If raindrops C. What if raindrops D. That raindrops
2. Scientists cannot agree on _______ related to other orders of insects.

A. that fleas are B. how fleas are C. how are fleas D. fleas that are
3. It was in 1875 _______ joined the staff of the astronomical observatory at Harvard University.
A. that Anna Winlock B. Anna Winlock, who C. as Anna Winlock D. Anna Winlock then
4. _______ , is a narrow strip of woods along a stream in an open grassland.

A. Ecologists use the term “gallery forest” B. What do ecologists call a “gallery forest”
C. “Gallery forest” is the term ecologists use D. What ecologists call a “gallery forest”
5. ________ developed so rapidly in Alabama primarily because of its rich natural resources.
A. That heavy industry B. Heavy industry
C. Heavy industry that was D. When heavy industry
APPROPRIATE USE OF WORDS
It is important to use words correctly in sentences. You can follow the following advices to use words
appropriately in a sentence:
 Know the definition of the word you intend to use.

 Know how to use the word in a sentence. Synonyms are not always substitutable.
 Ensure the word you intend to use is of the correct part of speech.
 Ensure the word you intend to use is in the correct position in the sentence.
 Try to use simple, everyday words.
 Try to cut out unnecessary words.
 Avoid using overly technical terms or jargon of any sort.
 Do not change verbs into nouns.
 Avoid chains of nouns.
Complete the following exercise that relates to correct usage of the words (base): antique, manifest, fate,
averse and delude.
Exercise-6: Identify the sentence(s) that is/are showing the correct use of the word.
1. (i) The auctioneer was describing the antique in his hand to induce the audience to bid for it.
(ii) Some of the things he inherited can actually be called antiques.
(iii) It was absurd how they antiquated the chosen items to increase their value.
(A) both i and ii (B) both i and iii (C) both ii and iii (D) i only (E) all three sentences
2. (i) There is a manifest difference between the students of this institution and other students.
(ii) She manifested truthfully that she lacked any interest in her studies.
(iii) After the accident, the police asked for the passenger manifest of the ship.
(A) i only (B) ii only (C) both i and ii (D) both i and iii (E) all three sentences
3. (i) It is not right to leave the well-being of the destitute to fate.

(ii) We are all awaiting the fated decision.
(iii) Many choices in life must be left upon fate.
(A) all three sentences (B) both i and ii (C) both i and iii (D) ii only (E) both i and ii
4. (i) The strong and the noble are always averse to deception of any form.
(ii) The principal expressed that he averted people who cheated in exams.
(iii) She has a strong aversion to sea-food.
(A) i only (B) ii only (C) both i and ii (D) both i and iii (E) both ii and iii
5. (i) In your conversation with my superior, I felt you were deluded to what I mentioned.
(ii) It was our delusive belief that everyone shows self-control in moments of crisis.
(iii) Had she dried, she could have easily deluded her captor.
(A) i only (B) both i and ii (C) both i and iii (D) both ii and iii (E) all three sentences
SO, SUCH, TOO
The words so, such, and too are used in the following patterns:
 So + adjective/adverb + that clause

These boxes are so heavy that we can’t lift them.
The soprano sang so well that she received a standing ovation.
Judy worked so diligently that she received an increase in salary.
 Such + adjective + noun + that clause.

It was such a pretty view that he took a photograph.
 Too + adjective + infinitive

It’s too cold to go swimming today.
 Notice that so and such are both followed by that clauses, but too is followed by an infinitive.
The words as and so are also sometimes confused:
Jane did so well as I did on the economics exam. (INCORRECT)

Jane did as well as I did on the economics exam. (CORRECT)
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The coffee was as hot that I couldn’t drink it. (INCORRECT)
The coffee was so hot that I couldn’t drink it. (CORRECT)
Sample Items
- The sun is so bright to look at directly.

A B C D
The correct pattern is too + adjective + infinitive.
- In much of Alaska, the growing season is as short that crops can’t be raised.
A B C D
The correct pattern is so + adjective + that clause.
- The giant squid is so an elusive animal that at one time it was believed to be purely mythical.
A B C D
Before an adjective + noun + that clause, the word such should be used.
 SO, SUCH: CAUSE AND EFFECT
1. Subject + verb + such + adjective + plural count noun + that + subject + verb Focus on the
adjective
She has such exceptional abilities that everyone is jealous of her.
Plural count noun
2. Subject + verb + so + (many/ few )+ plural count noun + that + subject + verb
She has so many exceptional abilities that everyone is jealous of her. Focus is
Plural count noun on
Quantity/
3. Subject + verb + so + (much/ little) + non-count noun + that + subject + verb Amount
I have so little knowledge that I can’t speak in civilized society.

Non-Count Noun
4. Subject + verb + so + adjective + a + singular count noun + that….

It was so hot a day that we decided to stay indoors.
Or
5. Subject + verb + such + a + adjective + singular count noun + that . . .
It was such a hot day that we decided to stay indoors.
NOTE: such + a + adjective is the more commonly used of the two.
 SO ------ THAT: PURPOSE AND RESULT
 Subject + verb + so that + subject + verb

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NOTE: IT IS NOT CORRECT IN FORMAL WRITTEN ENGLISH TO ELIMINATE "THAT" IN THESE
SENTENCES, ALTHOUGH IT IS POSSIBLE IN SPOKEN FORM OF ENGLISH
- He studied very hard so that he could pass the test

- She is sending the package early so that it will arrive in time for her sister’s birthday.
Exercise 7: Use So / Such
1. The sun shone _________ brightly that Maria had to put on her sunglasses. so
2. Iasir was _____________ a powerful swimmer that he always won the races. such
3. There were ____________ few students registered that the class was canceled. so
4. We had ______________ wonderful memories of that place that we decided to return. such
5. We had ______________ good a time at the party that we hated to leave. so
Exercise 8: Choose the correct form

1. The mineral tale is (so/such) soft that it can be scratched with a fingernail.
2. (So/As) much paper money was printed during the Revolutionary War that it became almost worthless.
3. Rahul is (as/ so) good a student that his CGPA never falls down.
4. Rajiv has had (such/so) bad luck that he has decided not to gamble.
5. Oceanographers use robots and unmanned submarines to explore parts of the ocean that are (so/too)
deep for people to explore safely.
PART II: READING
Practice with inference questions:

It was about ten-thirty at night in Gaufurt, Bavaria, several weeks after V-E Day. Staff Sergeant X was in
his room on the second floor of the civilian home in which he and nine other American soldiers had been
quartered, even before the armistice. He was seated on a folding wooden chair at a small, messy-looking
writing table, with a paperback overseas novel open before him, which he was having great trouble reading.
The trouble lay with him, not the novel. Although the men who lived on the first floor usually had first grab
at the books sent each month by Special Services, X usually seemed to be left with the book he might have
selected himself. But he was a young man, who had not come through the war with all his faculties intact,
and for more than an hour he had been triple-reading paragraphs, and now he was doing it to the sentences.
He suddenly closed the book, without marking his place. With his hand, he shielded his eyes for a moment
against the harsh, watty glare from the naked bulb over the table.
He took a cigarette from a pack on the table and lit it with fingers that bumped gently and incessantly against
one another. He sat back a trifle in his chair and smoked without any sense of taste. He had been chain-
smoking for weeks. His gums bled at the slightest pressure of the tip of his tongue, and he seldom stopped
experimenting; it was a little game he played, sometimes by the hour. He sat for a moment smoking and
experimenting. Then, abruptly, familiarly, and, as usual, with no warning, he thought he felt his mind
dislodge itself and teeter, like insecure luggage on an overhead rack. He quickly did what he had been
doing for weeks to set things right: he pressed his hands hard against his temples. He held on tight for a
moment. His hair needed cutting, and it was dirty. He had washed it three or four times during his two weeks
stay at the hospital in Frankfort on the Main, but it had got dirty again on the long, dusty jeep ride back to

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Gaufurt. Corporal Z, who had called for him at the hospital, still drove a jeep combat-style, with the
windshield down on the hood, armistice or no armistice. There were thousands of new troops in Germany.
By driving with his windshield down, combat-style, Corporal Z hoped to show that he was not one of them,
that not by a long shot was he some new rascal in the E.T.O.
When he let go of his head, X began to stare at the surface of the writing table, which was a catchall for at
least two dozen unopened letters and at least five or six unopened packages, all addressed to him. He
reached behind the debris and picked out a book that stood against the wall. It was a book by Goebbels,
entitled "Die Zeit Ohne Beispiel." It belonged to the thirty-eight-year-old, unmarried daughter of the family
that, up to a few weeks earlier, had been living in the house. She had been a low official in the Nazi Party,
but high enough, by Army Regulations standards, to fall into an automatic-arrest category. X himself had
arrested her. Now, for the third time since he had returned from the hospital that day, he opened the
woman's book and read the brief inscription on the flyleaf. Written in ink, in German, in a small, hopelessly
sincere handwriting, were the words "Dear God, life is hell." Nothing led up to or away from it. Alone on the
page, and in the sickly stillness of the room, the words appeared to have the stature of an uncontestable,
even classic indictment. X stared at the page for several minutes, trying, against heavy odds, not to be
taken in. Then, with far more zeal than he had done anything in weeks, he picked up a pencil stub and
wrote down under the inscription, in English, "Fathers and teachers, I ponder 'What is hell?' I maintain that
it is the suffering of being unable to love." He started to write Dostoevsky’s name under the inscription, but
saw--with fright that ran through his whole body--that what he had written was almost entirely illegible. He
shut the book.
Question 1: "According to the first two paragraphs, we can reasonably infer that Staff Sergeant X had
trouble reading the book primarily because…"
A. the harsh glare from the naked bulb made reading difficult.
B. the other men had selected better novels, so he wasn't interested in it.
C. he was tired from his time on duty.
D. the war had disturbed him in some way.
Question 2: Which of the following statements is best supported by the last paragraph?
A. Staff Sergeant X feels guilty about arresting the woman who wrote in the book by Goebbels.
B. Staff Sergeant X believes that Dostoevski was able to correct the war's most awful mistakes.
C. Staff Sergeant X wants to discharge himself from the war.
D. Staff Sergeant X has gone completely insane.
Question 3: The author uses the phrase "…like insecure luggage on an overhead rack" in order to further
imply
A. that Staff Sergeant X was battle scarred in the mind as well as in the body
B. that Staff Sergeant X was teetering on the edge of a nervous breakdown
C. that Staff Sergeant X had grown completely careless in his environment
D. that Staff Sergeant X's hallucinations had caused him to break from reality
Question 4: Based on the last paragraph, it could be inferred that Staff Sergeant X…
A. longed for love
B. longed for a swift resolution to the war
C. longed for silence
D. longed to leave his station
Question 5: The passage suggests that Corporal Z, who had driven Staff Sergeant X back from the hospital

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A. was too proud to give up his old ways
B. had no compassion for Sergeant X
C. was a fool who valued previous notions over new ideas
D. had earned the respect of Sergeant X
PART III: WRITING
Write an essay of at least 250 words on any of the following topics:

 A Rainy Day
 A Memorable Journey
 Freedom
 My Goal in Life

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Part IV: Take Home Vocabulary & Idioms

Pacifist anti-violence, peacekeeper, antiwar belligerent, violent, unfriendly
Paltry trivial, measly, insignificant important, significant, substantial
Periphery margin, edge, fringe Center
Pragmatic practical, realistic, hardheaded idealistic, unreasonable
Precarious shaky, insecure, unsafe definite, stable, strong
Preclude prevent, rule out, disqualify allow, permit, support
Prophetic visionary, farsighted, predictive -
Proximate immediate, adjoining, near away, far, detached
Ramble stroll, wander, saunter -
Ratify approve, sanction, confirm deny, renounce, revoke
Realism practicality, pragmatism fantasy, imagination
Realistic sensible, practical, pragmatic impractical, irrational, unrealistic
Rebuttal refutation, confutation, negation confirmation, corroboration, testimony
Recant take back, renounce, retract confirm, emphasize, recapitulate
Receptive accessible, interested, friendly unfriendly, unreceptive, uncongenial
Recluse hermit, loner, ascetic extrovert, free, open
Recollect recall, think of, remember Forget
Recount narrate, relate, describe conceal, repress, keep secret
Rectify correct, set right, repair damage, ruin, worsen
Redeem trade in, exchange, convert -
Redundant superfluous, surplus, unnecessary essential, crucial, indispensable
Refrain desist, abstain, cease indulge, use, continue
Refute disprove, contest, rebut endorse, ratify, sanction
Relegate refer, consign, demote promote, upgrade, improve
Remedial corrective, counteractive, curative damaging, hurtful, injurious
Renounce give up, abandon, forsake allow, condone, approve
Replete stuffed, full, sated empty, needy, wanting
Rescind repeal, overturn, withdraw allow, permit, approve
Resolution decree, declaration, motion -
Retaliate to protest, oppose, refute, resist forgive, pardon, sympathize
Reticence reserve, discretion, silence boldness, arrogance, braveness
Revoke cancel, retract, withdraw approve, authorize, enforce
Rigor severity, harshness, rigidity ease, leniency, flexibility
Rummage grope, search, poke around order, organize
Ruthless merciless, unfeeling, cruel compassionate, considerate, gentle
Sage clever, erudite, knowledgeable fool, simpleton
Saturate soak, drench, inundate dehydrate, dry
Scrutinize inspect, analyze, dissect -
Skeptic cynic, disbeliever, pessimist devotee, believer, disciple
Sluggish lethargic, slow, slothful energetic, spirited, fast

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LIST OF IDIOMATIC EXPRESSIONS-6
 Tell apart Distinguish

 Things are looking up The situation is improving
 Think over Consider
 Throw away Discard; get rid of
 Throw cold water on Discourage; force to cancel (a plan, for example)
 Throw the book at someone Give someone the maximum punishment
 Try on Test clothing before buying (for size, style)
 Try out Test a product before buying
 Try out (for) Audition for (a role in a play, for example)
Attempt to join (a team, for example)
 Turn around Face in a different direction
 Turn down (1)reject an offer
(2) decrease in intensity
 Turn in (1) return; give back; hand in
(2) go to bed
 Turn into Change to; transform into
 Turn off Stop the operation (of an appliance)
 Turn on Start the operation (of an appliance)
 Turn out (1) result; end up; be the final product;
(2) produce;
(3) arrive; gather (for a meeting for example)
 Turn up (1) increase in intensity;
(2) arrive
 Under the weather Slightly ill
 Use up Use completely
 Wait on Serve
 Walk on air Be very happy
 Warm up (1) heat;
(2) practice; prepare for
 Warm up (to) Become friendly with; start to enjoy
 Watch out (for) Be alert; look out for
 Wear out Become no longer useful because of wear
 What the doctor ordered Exactly what was needed; the perfect thing
 Wipe out Eliminate; stamp out
 Without a hitch Without a problem
 Work out (1) exercise;
(2) bring to a successful conclusion; solve
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STUDENT COPY

Part 4: TAKE-HOME IDIOMS

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Noun Pronoun Verb Adjective Adverb Preposition Conjunction Interjection

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Maggie drives well. (Singular)

A verb must always agree in number with its subject

Emily lives alone. (Subject and verb both singular)

I am the person in charge. (First person)

All three persons may be singular or plural in number.

Some Basic Rules

 Subjects joined by “and”take a plural verb.

Both Jill and Linda are leaving town.

 When singular subjects are joined by “or”the subject is considered to be singular.

One or the other of us has to buy the tickets.

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Neither Harry nor his friends are going to his class.

 Neither Kylie nor Jason measure up to Carrie . No error .

Zahid, together with Saif, is going fishing.

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Exercise 1:Choose the correct verb

1. Annie and her brothers (is, are) at school.

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Subject + [prepositional phrase] + verb

The study of languages is very interesting.

Several theories on this subject have been proposed.

The danger of forest fires is not to be taken lightly.

The effects of that crime are likely to be devastating.

The amount shown, plus interest, is due on Friday.

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APPROPRIATE USE OF ARTICLES

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Reading Strategies Determining the Main Idea Inferring Meaning

PART – III: WRITING

Some common types of writing questions include:

 STEPS IN WRITING BEGINNING PARAGRAPHS:

Topic: Water Pollution.

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Sample beginning paragraph: Topic: Violence

1. General Topic- first sentence of the introduction

2. Narrowed down Topic- second sentence of the introduction

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Word Synonyms Antonyms

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LIST of IDIOMATIC EXPRESSIONS-1

Above all Most importantly

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Part 4: TAKE-HOME VOCABULARY & IDIOMS

1. Either Wasi or his wife (make/makes) breakfast each morning.

Choose the correct synonyms for the words in bold letters

21. Abdicate: A) agree B) sharpen C) renounce D) motivate E) distract

22.Adversary:A) weak B) tangible C) wondering D) Enemy E) emphasizing

23. Ascribed: A) practical B) impossible C) unusual D) recognized E) encroaching

24. Alleviate: A) agent B) teaching C) improve D) unearth E) effusive

25.Adroit: A) unified B) skilled C) overpowering D) compelling E) deceiving

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1. Proper Noun: Example: Tom Cruise, Laden, Bangladesh, Iraq.

QUANTITATIVE CLASSIFICATION:Count & Non-count Nouns