Bridging Course | VOCABULARY

Department of English Semester 2, 2014

Introduction to Parts of Speech

NOUNS | PRONOUNS | ADJECTIVES | VERBS | ADVERBS | PREPOSITIONS | CONJUNCTIONS | INTERJECTIONS

Nouns
A noun is the name of a person, place, thing, or idea. Whatever exists, we assume, can be named, and that name
is a noun. Such words as girl, school, car, and popularity are examples of nouns.

Some Types of Nouns

Some common types of nouns include common nouns, proper nouns, abstract nouns, concrete nouns, collective
nouns, and compound nouns.
Common Nouns and Proper Nouns
A common noun names any one of a group of persons, places, things or ideas. A proper noun names a particular
person, place, thing, or idea. Generally, common nouns are not capitalized; proper nouns are.

Common Nouns Proper Nouns

mountain Oudong
novelist Nhok Thaem
museum Tuol Sleng
ship Titanic
movie The Amazing Spiderman

Compound Nouns
A compound noun consists of two or more words that together name a person, a place, a thing, or an idea. The
parts of a compound noun may be written as one word, as separate words, or as a hyphenated word. (Look it up in
an up-to-date dictionary if you are not sure how to write a compound noun.)

One Word Separated Words Hyphenated Word

basketball civil rights no-hitter
newspaper Arts and Crafts Club sister-in-law

Concrete Nouns and Abstract Nouns

A concrete noun names a person, a place, or a thing that can be perceived by one or more of the senses. An
abstract noun names an idea, a feeling, a quality, or a characteristic.

Concrete Nouns Abstract Nouns

dog liberty
sunset beauty
thunder kindness
silk success
Mekong River Marxism

Collective Nouns
A collective noun names a group of people, animals, or things.

Collective Nouns
audience crowd orchestra
batch flock pride
bouquet gaggle set
bunch jury staff
cluster litter swarm

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Some Functions of Nouns
Nouns can be used in many ways. Here are some of their functions.
Subjects of Verb
One of the grammatical functions that nouns perform is the subject. A subject is a word, phrase, or clause that
performs the action of or acts upon the verb. For example, the following italicized noun phrases function as
subjects:

 The baby cried.

 Dogs and cats make excellent pets.

Subject Complements
A subject complement is a word, phrase, or clause that follows a linking verb and describes the subject of a clause.
For example, the following italicized nouns/ noun phrases function as subject complements:

 My grandfather is a farmer.
 Our favorite pets are dogs with short hair.
Direct Objects
A direct object is a word, phrase, or clause that follows a transitive verb and answers the question “who?” or
“what?” receives the action of the verb. For example, the following italicized nouns/noun phrases function as
direct objects:

 The children ate all the cookies.

 My professor recommended an extremely fascinating book.

Object Complements
Object complements are defined as nouns, pronouns, noun phrases, adjectives, and adjective phrases that directly
follow and modify the direct object. For example, the following italicized nouns/noun phrases function as object
complements:

 We considered our puppy our baby.

 America recently re-elected Barack Obama president.

Indirect Objects
An indirect object is word, phrase, or clause that indicates to or for whom or what the action of an transitive verb
is performed. For example, the following italicized noun phrases function as indirect objects:

 The husband bought his wife flowers.

 The child drew his mother a picture.

Prepositional Complements
A prepositional complement is a word, phrase, or clause that directly follows a preposition and completes the
meaning of the prepositional phrase. For example, the following italicized noun phrases function as prepositional
complements:

 The students studied during their spring break.

 Because of the lengthy delay, we missed our flight.

PRACTICE 1
1. Underline all nouns in the following sentences. Treat all capitalized names containing more than one
word as single nouns.
EXAMPLE 1. Elizabeth Cady Stanton was born in the state of New York in 1815.
1. As a young woman, Elizabeth Cady Stanton studied mathematics and the classics both at home and at Troy
Female Seminary, from which she graduated in 1832.
2. Beginning at an early age, she recognized the injustices suffered by women, especially in education and
politics.
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 3. In 1840, she married Henry Stanton, a prominent abolitionist.
4. At an antislavery convention in London, England, Mrs. Stanton was outraged at the treatment of the female
delegates.
5. She later helped to organize the first meeting to address the rights of women.

2. Identify the functions of the italicized nouns in the following sentences.

EXAMPLE 1. The woman has always hated mice and rats.
1. Direct object

1. The woman whom you are looking for is a lawyer.

2. Jennifer will have extensively studied English vocabulary.
3. Marry lent her friend some money.
4. He promoted his son the CEO of the company.
5. The husband bought flowers for his wife.

Pronouns
A pronoun is a word/phrase that replaces a noun/noun phrase that was already mentioned previously or is already
understood.

Some Types of Pronouns

Some common types of pronouns include subject pronouns, object pronouns, possessive pronouns, demonstrative
pronouns, relative pronouns, interrogative pronouns, reflexive pronouns, reciprocal pronouns, and indefinite
pronouns.
Subject Pronouns, Object Pronouns, Possessive Pronouns and Reflexive Pronouns
Subject pronouns are used when the person or thing is the subject of the sentence or clause.
 I went to the movie with my friend.
 She has three dogs.
Object pronouns are used when the person or thing is the object of the sentence or clause.
 I just bought a new bike. I love it very much.
 I need a person to work with me.
Possessive pronouns are used to indicate possession or ownership.
 This seat is mine. Please move!
 His book is thick. Hers are all thin.
Reflexive pronouns are used when a person or thing acts on itself—meaning the one who performs an action and
one receives the action are the same person. They are also used to emphasize the nouns. Look at some of the
examples.
 He bought himself a gift for his birthday.
 The students themselves need to know what’s important for them.
Subject Object Possessive
Reflexive Pronouns
Pronouns Pronouns Pronouns
1st Person Singular I me mine myself
1st Person Plural we us ours ourselves
nd
2 Person Singular you you you yourself
2nd Person Plural you you you yourselves
rd
3 Person Singular he she it him her it his hers its himself herself itself
3rd Person Plural they them theirs themselves

Demonstrative Pronouns
Demonstrative pronouns, which include this, that, these and those, often distinguish their targets by pointing or
some other indication of position.
 I’ll take these.
 Those are my friends.
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Reciprocal Pronouns
Reciprocal pronouns, which include each other and one another, refer to a reciprocal relationship. In traditional
English, each other was used for a reciprocal relationship which involves two people, while one other for the one
involving more than two people. However, in modern English, the two have been used interchangeably.
 Jack and Jane love each other.
 Students are not allowed to communicate with one another during the test period.
Relative Pronouns
Relative pronouns including who, whom, whose, what, which and that refer back to people or things previously
mentioned. They are used in relative clauses.
 The students who are found cheating during the exam will receive a 20% mark deduction.
 This is my friend whose father is a successful businessman.
Interrogative Pronouns
Interrogative pronouns ask which person or thing is meant. In reference to a person, one may use who (subject),
whom (object) or whose (possessive). In colloquial speech, whom is generally replaced by who. Other interrogative
pronouns include what and which.
 Who sent this flowers?
 What did you do?
 Whose is this book?
Indefinite Pronouns
Indefinite pronouns refer to a person, place, thing, or idea that may or may not be specifically named.
 Everything will be alright.
 All you need is a break.

Indefinite Pronouns
all either much several
another everybody neither some
any everyone nobody somebody
anybody everything none someone
anyone few no one something
anything many nothing such
both more one
each most other

PRACTICE 2
Underline all pronouns in the following sentences. Tell the type of each pronoun you underline.
EXAMPLE 1. Let me tell you about one of the camping trips that I took last summer.
obj. obj. ind. rel. subj.

1. All of the other members of my family like to go camping, but few of them enjoy the outdoors more than I
do.
2. Last summer several of my cousins and I stayed at a rustic camp in the Rocky Mountains, which are not far
from our hometown.
3. At camp we learned how to build a campfire and how to keep it going ourselves.
4. A group of us even went beyond that—we learned to cook meals safely over the open fire.
5. One of our counselors showed those who were interested how to cook themselves simple meals.
6. Each of his recipes was delicious and easy to follow, and everyone ate everything in sight.
7. All of us enjoy anything cooked over a campfire.

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Adjectives
An adjective modifies a noun or a pronoun. To modify means “to describe” or “to make the meaning of a word
more specific.” An adjective is a modifier that tells what kind, which one, how many, or how much. Adjectives can
come before a noun it modifies. They are called attributive adjectives. Adjectives can also come after linking verbs
and be called predicative adjectives.
 She is clever.
 I bought a few books.

Some Types of Adjectives

The following chart summarizes some common types of adjectives in English.

Types of Adjectives Functions Examples

Demonstrative Including this, that, those, and these, This girl comes from Spain.
these adjectives are used to point out
nouns.
Distributive Including each, every, other, another, Every student is required to wear uniforms.
either, neither, etc., these adjectives
are used to cache a noun.
Quantitative They are such adjectives as some, any, Many people believe in ghosts.
no, little, few, one, third, etc.; they are
used to tell the quantity of a noun.
Interrogative Including which, what and whose, these Which author is your favorite?
adjectives are used to ask about a noun
in questions.
Possessive They are used to point out the noun that Her sister is elected president of the
belongs to someone and there are seven Students’ Association.
Possessive Adjectives. They are My,
Your, Our, Their, His, Her and Its.
Qualitative (of quality) They tell the quality of a noun. Such It’s such a nice weather.
quality include size, age, length, origin,
material, shape, color, purpose, etc.

PRACTICE 3
1. For the following sentences, identify each adjective and the word it modifies.
EXAMPLE 1. In the latter part of the nineteenth century, bicycling became a popular sport in the United
States.
1. latter—part; nineteenth—century; popular—sport

1. By the 1890s, an extraordinary craze for bicycling had

swept the nation.
2. Though bicycles had been available for years, the early
versions made for an awkward ride.
3. In 1885, however, a more sensible model was
introduced, one that resembled the modern cycle.
4. Energetic people everywhere took to this kind of bicycle.
5. Bicycling soon became a national sport.
6. Cyclists joined special clubs that took vigorous tours
through the countryside.
7. A typical ride might cover twenty miles, with a welcome
stop along the way for refreshment.
8. Races were so popular with enthusiastic spectators, who
often outnumbered those at ballgames.
9. The fans enjoyed watching these tests of endurance,
which sometimes lasted six days.

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 2. Identify each numbered, underlined word in the following paragraph as a NOUN, a PRONOUN, or an
ADJECTIVE.
EXAMPLE The Spanish built the first ranchos, or ranches, that were in the [1] United States.
1. noun

Verbs
A verb expresses an action or a state of being.
 I am reading Veronica Roth’s Divergent.
 Your perfume smells good.

Some Types of Verbs

Verbs are classified differently. Here are some classifications of verbs.
Main Verbs and Helping Verbs
A verb phrase consists of one main verb and one or more helping verbs (also called auxiliary verbs.) A modal is
an auxiliary verb that is used to express an attitude toward the action or state of being of the main verb.
 We should have been listening instead of talking. [Should, have, and been are helping verbs. Listening is
the main verb.]

Commonly Used Helping Verbs

Forms of Be am be being was
are been is were
Form of Have had has have having
Forms of Do did do does
Modals can might shall would
could must should
may ought will

Action Verbs (Dynamic Verbs) and Non-Action Verbs (Stative Verbs)

A stative verb or non-action verb is one that describes a state of being, in contrast to a dynamic verb or action
verb which describes an action.
 Keiko wanted an iPad. [wanted is a stative verb.]
 She finally bought one. [bought is a dynamic verb.]

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 Some Stative Verbs
like fit mean prefer matter appear hear impress
know hate consist believe mind look astonish satisfy
belong suppose need depend recognize sound deny promise
love contain understand agree see taste disagree surprise
realize want seem remember own smell please doubt
think feel wish imagine concern dislike be have

When used differently, some verbs can either be dynamic or stative. Look at some of the examples.
 She looks beautiful. [looks is stative verb.]
 Marry is looking at a girl. [is looking is dynamic verb.]
 This food smells great. [smells is stative verb.]
 John is smelling the food. [is smelling is a dynamic verb.]
Linking Verbs
A linking verb connects the subject to a word or word group that identifies or describes the subject. Such a word
or word group is called a subject complement.
 Kelp is the scientific name for seaweed. [The subject complement name identifies the subject Kelp.]
 Kelp tastes good in salads. [The subject complement good describes the subject Kelp.]
Transitive Verbs and Intransitive Verbs
A transitive verb has a direct object—a word that tells who or what receives the action of the verb.
 She trusts her friend. [The object friend receives the action of the verb trusts.]
 J.K. Rowling wrote Harry Potter. [The object Harry Potter receives the action of the verb wrote.]
An intransitive verb does not have an object.
 The audience applauded.
 The train stops here.
When used differently, some verbs can be either transitive or intransitive. Study these two examples.
 I’m studying. [intransitive verb]
 I’m studying English at IFL this semester. [transitive verb]

PRACTICE 4
Underline the verbs and verb phrases in the following sentences. Be sure to include all the helping verbs.
EXAMPLE 1. The marching band would be performing during half time.

1. Because of the cold weather, the members of the band worried about their half-time performance.
2. Marcia and the other saxophone players were clapping their hands vigorously so that their fingers wouldn’t
become even more numb in the raw, icy air.
3. They imagined what would happen if their fingers froze to the keys of their instruments.
4. Instead of music, harsh noise would blare out and probably startle the spectators.
5. The other band members would likely skip a beat, and chaos would soon spread across the field.
6. Out of step, the flute players might well stumble into the clarinet player, collide with the trombone
players, or even trip over the drummers.
7. When half time was called, Marcia and her friends rolled their eyes and laughed about the dreadful scene
they had just pictured.
8. Could such a disaster possibly happen?
9. As the band marched onto the field, lard, white snowflakes swirled in the air and settled on the brand-new
uniforms and shiny instruments.
10. Some people were leaving the stands when the principal announced over the loudspeaker: “Ladies and
gentlemen, the band will now play ‘Jungle Bells.’”

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Adverbs
An adverb modifies a verb, an adjective, another adverb and a sentence. An adverb tells how, when, where, or to
what extent (how much, how long, or how often).
 Sokun Nisa sings beautifully.
 The tickets to the 2014 FIFA World Cup are overly expensive.
 The car can go very fast.
 Luckily, I brought some instant noodle with me.

Some Types of Adverbs

The following chart summarizes some common types of adverbs in English.

Types of Adverbs Functions Examples

Manner These adverbs tell us in which manner an Visal ran slowly.
action occurs.
Place These adverbs tell where an action I went downstairs to eat dinner.
occurs.
Time These adverbs tell when an action occurs. The guest came yesterday.
Frequency These adverbs tell how many times an He goes to school daily.
action occurs.
Sentence These adverbs modify the whole sentence Certainly, you’re going to be great.
rather than particular word/words in the
sentence.
Degree These adverbs tell the degree of an The road is quite dangerous.
adjective or an adverb.
Interrogative Including when? where? why? and how?, Where do you live?
these adverbs are used in questions to ask
about an action.
Relative Including when, where and why, these Last year when they was a flood, tens of
adverbs are used in relative clauses and people’s lives were lost.
they modify an action of the clause.

PRACTICE 5
Identify the adverb or adverbs in each of the following sentences. After each adverb, give the word it
modifies and the part of speech of that word.
EXAMPLE 1. My sister Juanna and I had often talked about getting a houseplant for our room.
1. often—had talked (verb)

1. A couple of months ago, Juana and I finally decided to buy a

houseplant for the kitchen.
2. The large ones we saw were too expensive for us.
3. Suddenly, Juana had a brainstorm.
4. “Let’s buy some seeds and grow them indoors.”
5. At the seed store, the owner, Mrs. Miller, greeted us
cheerfully.
6. We explained that we wanted to grow a large plant but that
our room never gets bright sunlight and that in the winter it
can be especially chilly and dark.
7. “These are seeds of the bo tree, an unusually hardy member
of the fig family native to India,” said Mrs. Miller.
8. “There, this tree is sacred to Buddhists because it is said
that the Buddha received enlightenment under a bo tree.”
9. When we got back to our house, we planted the seeds.
10. In a short time, they sprouted, and we now have an unusual
house plant that is suited to our environment.

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Prepositions
A preposition is a word that shows the relationship of a noun or a pronoun, called the object of the preposition, to
another word. A preposition, its object, and any modifiers of the object form a prepositional phrase. A preposition
that consists of two or more words is called a compound preposition.
 I rode past the village.
 I rode near the village.
 I rode around the village.
 I rode in front of the village.

Commonly Used Prepositions

aboard along before between during into onto such as underneath
about amid behind beyond except like out through until
above among below but (meaning for near outside throughout up
across around beneath except) from of over to upon
after as beside by in off past toward with
against at besides concerning inside on since under within
down without

Commonly Used Compound Prepositions

according to in addition to instead of
because of in front of on account of
by means of in spite of prior to

PRACTICE 6
For each of the following words, write two sentences. In the first sentence, use the word as a preposition
and underline the prepositional phrase. In the second sentence, use the word as an adverb and circle the
word or words the adverb modifies.
EXAMPLE 1. in
1. We are going in the house now.
We are going in now.

1. around
……………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………
2. by
……………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………
3. up
……………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………
4. outside
……………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………
5. aboard
……………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………

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Conjunctions
A conjunction joins words, phrases, or clauses.
 I started college when I was 16.
 Sokha and I love to dance.
 Neither Panha nor Thida knows how to fix the tap.

Types of Conjunctions
There are four types of conjunctions, namely coordinating conjunctions, correlative conjunctions, subordinating
conjunctions, and adverbial conjunctions.
Coordinating Conjunctions
Coordinating Conjunctions, also known as FANBOYS, are for, and, nor, but, or, yet, and so. They are used to join
words, phrases, or clauses with equal emphasis.
Coordinating
Functions Examples
Conjunctions
and additional relationship Dara and Kunthea went shopping and watched the movie.
but, yet opposite, contracting, I went downstairs to eat dinner.
concessive relationship
for causal relationship I need to go now, for there is someone waiting for me at the car.
so result or effect There is someone waiting for me at the car, so I need to go now.
or, nor choice, option, You’d better study now, or you’ll fail the exam.
alternative You’ll never see me again, nor will you hear from me.

Subordinating Conjunctions
Subordinating Conjunctions come at the beginning of a dependent clause and establishes the subordinating
relationship of the dependent clause to the rest of the sentence. Without such relationship, the dependent clause
cannot make complete sense by its own.
 Elizabeth brushes her teeth before she goes to bed every night.
 Now that the country is peaceful, people are free to travel without fears.

Common Subordinating Conjunctions

after because in order that than when
although before now that that whenever
as even if once though where
as if even though rather than till whereas
as long as if since unless wherever
as though if only so that until while

Correlative Conjunctions
A correlative conjunction is a conjunction that pairs up with other words to connect elements in a sentence. They
help indicate the relationship between elements they connect in a sentence.
 Kids enjoy both wet and dry sports.
 Not only do students enjoy summer vacation, but they also enjoy Christmas break.

Correlative Conjunctions
not only...but also neither...nor
both...and whether...or
either...or

Adverbial Conjunctions
Adverbial conjunctions or conjunctive adverbs are adverbs that connect two independent clauses. Conjunctive
adverbs show cause and effect, sequence, contrast, comparison, or other relationships.
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  I want to go to Japan next summer. However, I still don’t have enough money.
 The snow storm hit the city this morning; consequently, all schools were shut down.

Some Adverbial Conjunctions

accordingly consequently furthermore indeed next that is
additionally contrarily hence instead nonetheless then
again conversely henceforth just as notably thereafter
almost elsewhere however likewise now therefore
anyway equally in addition meanwhile otherwise thus
as a result eventually in comparison moreover rather undoubtedly
besides finally in contrast namely similarly uniquely
certainly further in fact nevertheless still on the other hand
comparatively incidentally subsequently

PRACTICE 7
Complete the following sentences with appropriate conjunctions.
1. I need to work hard __________________ I can pass the exam.
2. __________________ he was the best candidate, he didn't win the elections.
3. __________________ you come back from your trip, we'll meet to discuss the problem.
4. They said that the movie was fantastic, __________________ I watched it.
5. __________________ he was very ill, he didn't take any medicine.
6. I don't know __________________ I can buy a pair of jeans.
7. She went to the shops __________________ couldn't find anything that could fit her needs.
8. Everybody likes him because he is nice __________________ helpful.
9. __________________ he was angry with her, he didn't utter a word.
10. Keep quiet __________________ go out.

Interjections
An interjection expresses emotion. An interjection has no grammatical relation to the rest of the sentence. Some
examples of interjections include ah, ouch, ugh, wow, oops, hey, oh, etc. An interjection is generally set off from
the rest of the sentence by an exclamation point or by a comma or commas. Exclamation points indicate strong
emotion. Commas indicate mild emotion.
 Whew! What a day I’ve had!
 Well, I’m just not sure.

PRACTICE 8
Using the interjections from the list provided, complete the following sentences. Be sure to use the words as
interjections and not as adjectives or adverbs.
excellent whoa wow whew cool
well ouch oops hey yow
1. ___________ I stubbed my toe!
2. ___________ I forgot to buy bananas.
3. ___________ our teacher didn’t give a pop quiz today.
4. ___________ tomorrow is a holiday!
5. ___________ I can’t decide; both puppies are adorable.
6. ___________ I didn’t know you ran cross-country.
7. ___________ she won the race!
8. ___________ what time are you going home?
9. ___________ my name was drawn in the raffle!
10. ___________ our runner was passed inches away from the finish line!

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Notes
Remember that the way a word is used in a sentence determines what part of speech the word is.
 Rich heard the light patter of raindrops. [adjective]
 The flash of light hurt her eyes. [noun]
 Use care when you light the fire. [verb]

PRACTICE 9
Determine the part of speech of the italicized word in each of the following sentences.
EXAMPLE 1. Marisa holds the school record for the 100-meter dash.
1. noun
1. They decided that the hedge needed a trim.
2. Their hedges always look trim and neat.
3. We usually trim the tree with homemade ornaments.
4. Mom always shears a couple of inches off the top of the tree.
5. Later, she uses shears to cut straggling branches.
6. I wasn’t thirsty, but I did down one glass of water before finishing my workout.
7. Dale ran down the stairs and hugged his sister.
8. “If heights bother you, don’t look down,” the guide warned.
9. I asked for Tuesday off, but my boss gave me Monday off instead.
10. All but two of the students voted in the class elections.

APPLICATION EXERCISES
1. Fill in the gaps: From the following list, use each word only once to complete the sentences below.
Remember that in the case of nouns and verbs you may need to change the form of the word:
arbitrary (adj) data (n) ignore (v) usage (n)
assign (v) denote (v) impact (n) vertical (adj)
context (n) devise (v) similar (adj)
criterion (n) formulate (v) summary (n)

1. Although not exactly identical, the two books are so _____________________ to each other that one author
must have copied much of his book from the other.
2. The Prime Minister set up a committee of financial experts to help him discuss and _____________________
new policies.
3. It is often possible to guess the meaning of a word from the other words around it—that is to say, the
_____________________.
4. In 1990, the British researcher Tim Berners-Lee _____________________ the first browser, and so paved the
way for the development of the World Wide Web.
5. In newspapers, the layout of the columns is _____________________, while the rows run across the page
horizontally.
6. The rise in the number of deaths of AIDS has had a very significant _____________________ on people’s
sexual behavior.
7. The _____________________ of drugs has increased significantly in spite of more severe penalties such as
longer prison sentences.
8. Students should not try to write down everything they hear in a lecture, but just make a
_____________________ of the most important points.
9. We use the term “class” to _____________________ groups of people who share the same social and
economic backgrounds.
10. In one case, a murderer may go to prison for life, while another may be set free: It all seems completely
_____________________.
11. The new journalist was _____________________ to researching the election promises of the main political
parties.
12. Before we can judge a government’s success, we have to decide the _____________________, such as
unemployment, defense or taxation.
13. One student failed because he completely _____________________ the instructions on the paper, although
they appeared at the top of every page.

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14. Market researchers use _____________________ such as people’s spending patterns as well as information
about age and occupation to decide on the most effective marketing strategies.

2. Finish the sentence: Choose the best ending for each of the sentence extracts below from the list
underneath:
1. I like your essay, but I want you to illustrate…
2. What will the result be if in the future we assume…
3. Students may be asked to compare many alternative…
4. The Channel Tunnel between France and England was contracted…
5. Everyone wants to be happy, but we probably all define…
6. Many universities now have language centers to facilitate…
7. Numbers and results are not particularly useful in themselves; we need to interpret…
8. In spite of warning about cancer, many Westerners equate…
9. Advertisers use a variety of techniques…
10. At first, the police viewed the crimes as random…
11. It may be the case that no solution is possible, given the magnitude…
12. Although computers are becoming increasingly complex…
13. The investigation was stopped because the witnesses could not identify…

a. …theories, from which they have to select the most convincing.

b. …happiness in many different ways.
c. …that nearly everyone has access to a motor car?
d. …the programs they use are becoming much easier to operate.
e. …a sun tan with health and youthfulness.
f. …the man they had seen commit the robbery.
g. …language learning for international students.
h. …at a cost of over $8 billion.
i. …of this problem.
j. …them to understand what they actually mean.
k. …events, but realized later that there was a pattern linking them.
l. …to persuade consumers to buy products and services.
m. …your points by providing some supporting examples.

3. Make a collocation: Complete the sentences with appropriate pairs of words from the two boxes.

new  analyze  leading  ultimate  valid status  responsibility  role  concept  the hypothesis
marital  establish  new  initial  reverse results  dimension  reason  temperature  a link
tense  constant  minimum  put forward atmosphere  results  the verdict  requirement

1. If you submit work late, you will lose marks and may even be given a fail grade, unless you have a
__________ __________ such as illness.

2. One travel company is now advertising a completely __________ __________ in tourism: flights into outer
space by rocket.

3. At the bottom of the ocean, the water remains at a __________ __________ irrespective of changing
weather conditions at the surface.

4. The growth of China will add a __________ __________ to the economic and political situation in the Far
East.

5. Students are expected not just to describe what they have done but also to __________ __________ when
they write a research report.

6. Investigators have been able to __________ __________ between childhood illnesses and industrial
pollution.

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 7. Following the demonstrations by thousands of students, there was a very __________ __________ in the
capital, with many choosing to leave the city and head for the countryside.

8. Unfortunately, although the __________ __________ were very promising, the project failed in the long
run because of a lack of interest.

9. Engineers have played a __________ __________ in improving our health by giving us clean water supplies,
perhaps more so than doctors.

10. The Managing Director may run the company, but __________ __________ rests with the Board of
Directors.

11. On the form, please give your name, nationality, address and indicate your __________ __________.

12. When some scientists originally __________ __________ known as global warming, the idea was not taken
seriously, and yet today it is accepted by nearly everyone.

13. In some instances, a Court of Appeal may __________ __________ reached at the first trial and released
somebody who has been wrongly held in prison.

14. Most universities require international students to have an IELTS score of at least 6 as a __________
__________ for English language competence.

References
A. J. Thomson, A. V. Martinet. (1990). A Practical English Grammar. Hong Kong: Oxford University Press.
FANBOYS. (1998, October 09). Retrieved from Sacremento State:
http://www.csus.edu/owl/index/sent/fanboys.htm
Grammar Exercise - Conjunctions. (2013). Retrieved from My English Pages:
http://www.myenglishpages.com/site_php_files/grammar-exercise-conjunctions.php
Potter, D. (2007). Check Vocabulary for Academic English. London: A&C Black Publishers Ltd.
Warriner, J. E. (2002). Holt Handbook Fourth Course . Houghton Mifflin Harcourt Publishing Company.

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