Verbal Ability

General guidelines and illustrations:

The verbal section helps to evaluate your practicing the English Language and
to work with specialized technical vocabulary. It assesses your ability to understand.
A variety of uestions are designed to assess the e!tent of your vocabulary" to
#easure your ability to use words as tools in reasoning" to test your ability to discern
the relationships that e!ist both within written passages and a#ong individual groups
of words. $ou are tested not only for your use of words but also for reasoning and
arguing.
This is a #ultiple % choice e!a#ination. $ou #ust answer a nu#ber of
uestions in a given period of ti#e. That is to say" you #ust not only have analytical
skill to co#prehend the correct #eaning of words but you #ust also be capable of
instant" precise and powerful &udg#ent.
The following types of uestions co#e under this section:
'. (entence )o#pletion
*. Analogy
+. ,econstruction of paragraphs
-. (ynony#s . Antony#s
/. (entence I#prove#ent 0i.e. style of e!pression1
2. Error )orrection
3. 4dd word out
5. 6oreign words
These uestions test your ability in for#al written English. 7any things
that are acceptable in spoken English are not acceptable in written English. This
section tests your ability to understand the #eaning of a word individually and also
in relationship with other words.
All the types of uestions listed above are not likely to be set in any
particular e!a#ination and all possible types are also not listed here.
'. (entence )o#pletion:
The sentence co#pletion section consists of sentences" a part or parts of
which have been o#itted" followed by five choices that are possible substitutions for
the o#itted parts. $ou have to select the choice that best co#pletes each sentence.
The sentences cover a wide variety of topics over a nu#ber of acade#ic fields. They
do not" however" test specific acade#ic knowledge in any field.
E!a#ple:
The uarterback8s in&ury was very painful but not 999999999 and he #anaged to
9999999999999 the ga#e in spite of it.
a. serious ::.. interrupt
b. incapacitating ::. 6inish
c. har#ful ::. Abandon
d. conducive ::. Enter
e. e!cruciating :. )oncede
(olution:
The best answer is 0b1. The first blank #ust co#plete the contrast set up by
;but not8. 4nly a" b and e are possible choices on this basis. Then the ;inspite of8
sets up a contrast between what co#es before the co##a and what follows. 4nly
0b1 provides the needed thought reversal.
*. Analogy
Analogy uestions test your understanding of the relationships a#ong words
and ideas. $ou are given one pair of words" followed by five answer choices 0also
word pairs1. The idea is to select fro# a#ong the five choices a pair that e!presses
a relationship si#ilar to that e!pressed by the original pair. 7any relationships are
possible. The two ter#s in the pair can be synony#s. 4ne can be a cause" the other
effect. 4ne can be a tool" the other the worker who used the tool.
E!a#ple:
7I<I(TE, : =>L=IT
a. doctor : patient
b. student : teacher
c. #echanic : engine
d. progra##e : engine
e. &udge : bench
The best choice is 0e1. The pulpit is the place where the #inister does her or his &ob"
and the bench is the place where the &udge does his or her &ob.
+. ,econstructing paragraphs:
?ere you will find &u#bled up sentences of a readable and well@connected
paragraph. 6our different seuences of these sentences are indicated in a
corresponding seuence of code nu#bers. $ou are to pick the correct arrange#ent.
E!a#ple:
'. Ahat one saw this year was a fine balance between 7ulti#edia and conventional
publishing.
A. 7ulti#edia co#panies had a strong presence
B. 6ine in the happy sense of the world
). This consists of de#onstrations and talks on new education software
C. In fact" for the first ti#e there was a special focus on 7ulti#edia learning.
The conventional publishers looked and sounded #ore confident of the#selves.
'. AC)B *. BAC) +. C)BA -. C)AB
$ou are to identify one a#ong the choices indicating the #ost appropriate
seuential arrange#ent to fit between state#ent ' and state#ent 2.
The best answer choice to continue the trend of thought in sentence ' would
be 0*1. BAC).
-. (ynony#s.Antony#s
>nder this section" a single word is followed by five different words as
possible answer choices. The idea is to pick the answer that has the #eaning which
is #ost nearly the sa#e as 0synony#s1 or #ost nearly the opposite 0antony#s1 of
the given word.
E!a#ple: Antony#s
AAIDE
A. repeat
B. conclude
). Insist upon
C. I#prove upon
E. peruse
The best answer 0c1. to waive #eans to forego or relinuish. A fairly precise
opposite is ;insist upon8.
/. (entence I#prove#ent:
This tests your #astery of written English. $ou #ust de#onstrate your ability
to recognize incorrect 0gra##atical and logical1 or ineffective 0clear" concise"
idio#atic1 e!pressions and choose the best 0correct" concise" stylish" idio#atic1 of
several suggested revisions. Each uestion begins with a sentence" all or parts of
which have been underlined. The answer choices represent the different ways of
rendering the underlined part.
Beautifully sanded and re@varnished" Bill proudly displayed the antiue desk in his
den.
A. Beautifully sanded and re@varnished" Bill proudly displayed the antiue desk in his
den.
B. Beautiful" sanded and re@varnished" in his den Bill proudly displayed his desk.
). An antiue" and beautifully sanded and re@varnished" in his den Bill proudly
displayed his desk.
C. Bill proudly displayed the antiue desk beautifully sanded and re@varnished" in his
den.
E. Bill" beautifully sanded and revarnished in the den" proudly displayed the antiue
desk.
The correct answer is C. The sentence originally written suggests that it was
Bill who was sanded and revarnished. 4nly C. #akes it clear that it was the desk"
not Bill that was refurbished.
2. Error corrections:
In this section" you have to pick the error in a given sentence. Each sentence
has - words or phrases underlined and labeled A" B" ) and C. 4ne of those - ite#s
is incorrect. $ou #ust decide which one is incorrect. The error is always one of the
underlined words or phrases. $ou do not have to correct the error.
E!a#ple:
Ahen #oist air rises into lowest te#peratures and beco#es saturated"
condensation takes place.
The sentence should read. Ewhen #oist air rises into lower te#peratures and
beco#es saturated" condensation takes placeF.
Therefore" you should choose B as error.
(entences without error are" generally" not given" but still in so#e papers you
#ight find the#.
This section will not give you a co#plete gra##atical review of the English
language. 7any e!cellent books have been written which analyze the structure of
English and its #any e!ceptions. Atte#pt has been #ade in this section to organize"
in a #ethodical way" the strategic error areas that you can use as a checklist when
atte#pting to eli#inate incorrect choices. English gra##ar can be intricate and
confusing. This section will alert you to spot errors and will focus on the gra##atical
points freuently tested.
(trategies to be used
'. ,ead the uestion carefully for both #eaning and structure" noting any
errors you recognize i##ediately.
*. If an error does not beco#e i##ediately evident" consider each choice
independently" and see if it fits the correct pattern.
+. ,e#e#ber that the error is always underlined.
-. Even if you think 0A1 or 0B1 is the correct answer" thoughtfully read and
consider the re#aining choices so that you are absolutely certain that 0A1
or 0B1 is truly the right choice.
/. Always select your answer after eli#inating incorrect choices.
Gra##ar review
The best #ethod of i#proving your use of English with this guide is to study
the for#ulae and sa#ple sentences. Then do the practice e!ercises at the end of
each section. =ractice carefully.
'.<4><(:
A noun refers to a person" place or thing.
A countable noun refers to people or things that can be counted. $ou can put
a nu#ber before this kind of noun. If the noun refers to one person or thing" it
needs to be in the singular for#. If it refers to #ore than one person or thing" it
needs to be in the plural for#.
4ne desk one book three desks fifty books
A non@countable noun refers to general things such as ualities" substances"
or topics. They cannot be counted and have only a singular for#.
6ood #oney intelligence air
<on@countable nouns can beco#e countable nouns when they are used to
indicate types.
The wines of )alifornia
The fruits of <orthwest
0A1 (o#e uantifiers are used with both plural countable nouns as well as with non %
countable nouns.
All any enough a lot of
=lenty of #ore #ost so#e lots of
E!a#ple:
I have enough #oney to buy the watch. 0<on@countable1
I have enough sandwiches for everyone. 0)ountable1
0B1 (o#e uantifiers are used only with non@countable nouns.
A little #uch
E!a#ple:
There is not #uch sugar.
0)1 (o#e uantifiers are used only with plural countable nouns.
Both #any a few several
E!a#ples:
I took both the apples
Ae saw several #ovies.
0C1 (o#e uantifiers are used only with singular countable nouns.
Another each every
E!a#ples:
Goe wanted another piece of pie.
Every child in the contest received a ribbon.
<on % countable nouns only have a singular for#. 7ost countable nouns have
a singular for# and a plural for#. The plural for# for #ost nouns has an @s or %es
ending. ?owever" there are other singular and plural patterns.
0A1 (o#e nouns for# their plurals with a vowel change or an ending change.
(I<G>LA, =L>,AL
6oot feet
Goose geese
Tooth teeth
7ouse #ice
Louse lice
7an #en
Ao#an wo#en
0B1 (o#e nouns for# their plurals by changing a consonant before adding %s or %
es.
(I<G>LA, =L>,AL
Aolf wolves
Leaf leaves
Aife wives
Hnife knives
0)1 (o#e nouns for# their plurals by adding an ending
(I<G>LA, =L>,AL
)hild children
4! o!en
0C1 (o#e nouns have the sa#e plural and singular for#. These nouns freuently
refer to ani#als or fish. ?owever" there are e!ceptions.
Bison fish series offspring
Ceer sal#on species spacecraft
(heep trout corps
E!a#ple:
4ne fish is on the plate.
Two fish are on the plate.
0E1 when a noun is used as an ad&ective" it takes a singular for#.
Ae are leaving for two weeks. 0noun1
Ae are going on a two week vacation 0ad&ective1
061 )ollective nouns refer to an entire group. Ahen a collective noun indicates a
period of ti#e" a su# of #oney" or a #easure#ent" it takes a singular for#.
Two weeks is enough ti#e to finish the contract.
Ten dollars is all I have
(even pounds is the average weight for a new born.
0G1 (o#e nouns end in %s but are actually singular and take singular for#s.
Acade#ic sub&ects: #athe#atics" politics" physics" statistics" econo#ics.
=hysics is professor Brown8s specialty.
Ciseases: #easles" #u#ps.
7easles is usually contracted during childhood.
E!ercise DI
Arite the correct for# of the underlined noun. (o#e underlined nouns are correct.
E!a#ples:
The e!ploration was a big" good % natured #an.
$ou should write Ee!plorerF in the space because this is the noun for# that is used
for people.
'. The furnishings of the house provide an insight into the social and do#estic
life on the estate.
999999999999999999999999999999999999999
*. A new colonization was established in ?awaii.
999999999999999999999999999
+. The disturb caused the seal to #ove her pups.
999999999999999999999999999
-. The e!istence of #ethane in the at#osphere is what gives >ranus its blue@
green color
999999999999999999999999999
/. The freeze killed all the new leaves on the trees.
99999999999999999999999999
2. The landing of the troops took place under cover of night.
99999999999999999999999999
3. The i#port of children8s play is reflected in their behavior.
99999999999999999999999999
5. Inside the forest" the active is constant.
99999999999999999999999999
I. The earliest arrive had to endure the disco#fort of wading across the river.
999999999999999999999999999
'J. Ahen the ,ed )ross brought food" the situate was #ercifully i#proved.
9999999999999999999999999999
+. Articles and Ce#onstratives:
Indefinite Article: ;A8. ;an8 is called indefinite articles.
0A1 ;A8 is used before a consonant sound and ;an8 is used before a vowel sound.
0B1 The letter ;u8 can have a consonant or vowel sound:
a university but an u#brella
0)1 The letter ;h8 is so#eti#es not pronounced
a horse but an hour
>ses of ;a8 or ;an8:
0A1 Before singular countable nouns when the noun is #entioned for the first
ti#e
I see a horse
0B1 Ahen the singular for# is used to #ake a general state#ent about all people
or things of that type.
A concert pianist spends #any hours practicing. 0All concert pianists spend
#any hours practicing1
0)1 In e!pressions of price" speed" and ratio.
2J #iles an hour" four ti#es a day.
;A8 or ;an8 is not used:
0C1 before plural nouns.
0E1 6lowers were growing along the river bank.
061 before non@countable nouns
I wanted advice.
Cefinite Article ;The8:
;The8 is used:
0A1 before a noun that has already been #entioned.
I saw a #an. The #an was wearing a hat.
It is also used when it is clear in the situation in which a thing or person is
referred to:
The books on the shelf are first editions.
I went to the bank. 0a particular bank1
0B1 before singular noun that refers to a species or group.
The tiger lives in Asia. 0Tigers" as a species" live in Asia1
0)1 before ad&ectives used as nouns.
The children collected #oney to donate to the institution for the deaf. 08the
deaf8 K deaf people1
0C1 when there is only one of so#ething.
The sun shone down on the earth
This is the best horse in the race
0E1 before a body part in a prepositional phrase that belongs to the ob&ect in the
sentence:
so#eone hit #e on the head. 0E7eF is the ob&ect" and it is #y head that was
hit.1
or a body part in a prepositional phrase that belongs to the sub&ect of a
passive sentence.
I was hit on the head. 0EIF is the sub&ect of the passive sentence" and it is #y
head that was hit.1
<ote:
A possessive pronoun" rather than the article EtheF is usually used with the body
parts.
I hit my head. 0EIF is neither the ob&ect of this sentence nor the sub&ect of a passive
sentence. Therefore a passive pronoun is used.1
(o#e proper na#es take EtheF and so#e don8t.
061 ETheF is usually used with canals" deserts" forests" oceans" rivers" seas and
plural islands" lakes and #ountains.
the (uez )anal the Black 6orest
the ?awaiian Islands the Atlantic 4cean
0G1 ETheF is used when the na#e of a country or state includes the word EofF" the
type of govern#ent" or a plural for#.
the ,epublic of Ireland
the >nited Hingdo#
the =hilippines
0?1 4therwise" ETheF is not used with:
the na#es of countries and states:
Gapan Brazil Ger#any
the na#es of continents:
Africa Asia Europe
the na#es of cities:
)hicago 7e!ico )ity ?ong Hong
0A1 the e!pression Ea nu#ber ofF #eans EseveralF or E#anyF and takes a plural
verb. The e!pression Ethe nu#ber ofF refers to the group and takes a
singular verb.
A large number of tourists get lost because of that sign.
The number of lost tourists has increased recently.
0B1 the following nouns do not always take an article:
prison school college
church bed ho#e
court &ail sea
Look at how the #eaning changes:
E!a#ple: bed
<o article: Gack went to bed. 0KGack walked to sleep. EBedF refers to the
general idea of sleep1
Aith EtheF" Gack went to the bed. 0Gack walked over to a particular bed. The
bed is referred to as a specific ob&ect.1
Aith EaF: Gack bought a bed. 0Gack purchased an ob&ect called a bed.1
0)1 Articles are not used with possessives
=ronouns 0E#yF" EyourF" etc.1 or de#onstratives 0EthisF" EthatF" EtheseF and
EthoseF1.
Ahere is my coatL
that watch was broken.
0C1 <on@countable nouns are used without an article to refer to so#ething in
general. (o#eti#es an article is used to show a specific #eaning.
=eople all over the world want peace. 0peace in general1
The peace was broken by a group of passing children. 0EThe peaceF refers to
peace at a specific ti#e and place.1
The i#parting of knowledge was the &ob of the elders in the co##unity.
0knowledge in general1
I have a knowledge of co#puters. 0a specific type of knowledge.1
Ce#onstratives" that" these and those:
0A1 the de#onstrative ad&ectives and pronouns are for ob&ects nearby the
speaker:
this0singular1 those0plural1
and for ob&ects far away fro# the speaker.
That0singular1 those0plural1
0B1 Ce#onstratives are the only ad&ectives that agree in nu#ber with their
nouns.
That hat is nice.
Those hats are nice.
0)1 Ahen there is the idea of selection" the pronoun EoneF0or EonesF1 often
follows the de#onstrative.
I want a book. I ;ll get this0one1
If the de#onstrative is followed by an ad&ective" EoneF0or EonesF1 #ust be
used.
I want a book. I ;ll get this big one.
E!ercise D *:
Arite the correct article 0EaF" EanF" or EtheF1. If no article is needed" write J.
E!a#ple:
There was a docu#entary about the >nited Arab E#irates on TD last night.
$ou should write EtheF in the blank because the na#e of the country includes its type
of Govern#ent.
'. The old wo#an #ade a special tea with 999999 herb that s#elled of oranges.
*. Through his telescope we could see what looked like canals on 7ars.
+. The children were released fro# 9999999 school early last 6riday because of
a teachers8 conference.
-. ,obin ?ood supposedly stole fro# 999999 rich.
/. 9999999 untold nu#ber of people perished while atte#pting to cross Ceath
Dalley.
2. Albert is 9999999 only actor that I know personally.
3. An antelope can reach the speed of 2J #iles.
+. =ronouns:
=ronouns are those which can be substituted for nouns. There are different kinds of
pronouns like:
(>BGE)T 4BGE)T =4((E(IDE ,E6LEMIDE
=,4<4>< =,4<4>< ACGE)TIDE =,4<4>< =,4<4><
I 7e 7y 7ine 7yself
$ou $ou $our $ours yourself
?e ?i# ?is ?is hi#self
(he ?er ?er ?ers herself
It It Its Its Itself
Ae >s 4ur 4urs 4urselves
$ou $ou $our yours $ourselves
They The# Their Theirs the#selves
E!a#ple:
Ahen you see the African lions in the park" you see the# in their true
environ#ent.
Both pronouns EyouF are in the sub&ect position. The pronoun Ethe#F is the ob&ect
pronoun and refers to the lions. The pronoun EtheirF is in the possessive for#
because the environ#ent discussed in the sentence is that of the lions.
=ossessive pronouns are usually used with reference to parts of the body.
(he put the shawl over her shoulder
(he lifted the boy and put the shawl over his shoulder.
The pronoun would agree with the word it refers to
Ahen onion vapours reach your nose" they irritate the #e#branes in your
nostrils" and they in turn irritate the tear ducts in your eyes.
It is unclear whether EtheyF refers to vapours" #e#branes or nostrils.
The little girl put on her hat.
If the hat belongs to the girl" the possessive pronoun #ust agree with the word
EgirlF.
E!ercise D -:
If the underlined pronoun is incorrect" write the correct for#.
E!a#ple:
Ae prepared the supper by ourself.
4urselves999999999999
EourF refers to #ore than one person. Therefore" EselfF should be in the
plural for#.
'. The forest rangers tranuilized the grizzly bears and attached radios to the#
necks.
9999999999999999
*. Ahile tide pools can survive natural assaults" their are defenseless against
hu#ans.
99999999999999999
+. you and your brother need to take ti#e to prepare yourself for the long
&ourney
99999999999999999
-. The larvae #eta#orphose into #iniature versions of their adult for#.
9999999999999
/. These #inute insects % twenty of they could fit on a pinhead % drift on wind
currents.
999999999999999
2. 7ost of the failures #ade theirselves a ho#e of a packing crates and sheet
#etal.
9999999999999999
3. ?is is a future dictated by poverty and hardship.
99999999999999999
5. It took their days to reach the lower regions in the winter.
9999999999
-. (ub&ect:
All co#plete sentences contain a sub&ect. E!ception: the co##and for#" in which
the sub&ect is understood. 06or e!a#ple: ECo your ho#eworkF.1
0A1 The sub&ect #ay consist of one or #ore nouns:
Birds fly.
Birds and bats fly.
0B1 The sub&ect #ay consist of a phrase 0a group of words that includes the sub&ect
and words that #odify it1
99999999999 (ub&ect =hrase 999999999999
the first =ersian carpet I bought was very e!pensive.
The sub&ect noun is EcarpetF. In general" the entire sub&ect phrase can be replaced
by a pronoun. In this case:
It was very e!pensive.
0)1 Darious structures #ay be used for sub&ects.
<ouns The clover s#ells sweet.
=ronoun it is a new bookcase.
)lause 0contains noun N verb1 what they found surprised #e.
Gerund 0@ing for#s1 Swimming is a good e!ercise
Gerund phrase Working ten years in the mine
Aas enough
Infinitive 0to N verb1 To sleep is a lu!ury
Infinitive phrase To be able to read is i#portant
0C1 (everal different clause structures can be used for sub&ects. Ah % sturu: where
we go depends on the &ob opportunities.
$es. <o % structures: whether it rains or not doesn8t #atter.
EThe fact thatF % structures 0EThe factF is freuently o#itted in these structures1:
The fact that he survived the accident is a #iracle.
That he survived the accident is a miracle.
The sub&ect noun or phrase and the pronoun that could replace it cannot be used
in the sa#e sentence.
)orrect:
A ball is a toy. A tall and a bat are in the yard.
It is a toy. They are in the yard.
Incorrect:
A ball it is a toy. A ball and a bat they are in the yard.
Subect Verb Agreement!
The sub&ect 0(1 and the verb 0D1 #ust agree in person and nu#ber. <ote the
following sub&ect % verb agree#ent rules:
0A1 A prepositional phrase does not affect the verb.
( D
The houses on the street are for sale.
( D
The house with the broken steps is for sale.
0B1 The following e!pressions do not affect the verb
Acco#panied by as well as
Along with in addition to
A#ong together with
( D
Gi#" together with Tom" is going fishing.
999999(9999 D
Gi# and Linda" along with To# and (ally" are going fishing
0)1 (ub&ect &oined by EandF or EbothF:: and:.F Take a plural verb.
Both (ekar and >sha are leaving town.
0C1 Ahen EseveralF" E#anyF" EbothF and EfewF are used as pronouns" they take a
plural verb.
Several have already left the party.
0E1 Ahen the following phrases are used" the verb agrees with the sub&ect that is
closer to the verb in the sentence.
Either :. 4r
<either :. <or
<ot only :.. but also
"either #y sister nor #y brothers want to work in an office.
"either #y brothers nor #y sister wants to work in an office.
061 Ahen a word indicating nationality refers to a language" it is singular.
Ahen it refers to the people" it is plural
#apanese was a difficult language for #e to learn
The #apanese are very inventive people
0G1 The e!pression Ea nu#ber of E0#eaning EseveralF1 is plural. The e!pression Ethe
nu#ber ofF is singular.
A number of ite#s have been deleted.
The number of deleted ite#s is s#all
0?1 Ahen clauses" infinitives" or gerunds are used as sub&ects" they usually take a
singular verb.
What it takes is lots of courage
To fly in space is her drea#
$earning a new skill is very satisfying
(o#e gerunds can take a plural for#. These gerunds use a plural verb.
Their findings suggest that the fire was caused by an arsonist.
>sage of ;IT8 and ;T?E,E8
0A1 (o#eti#es a speaker wants to focus on the type of infor#ation that is
e!pressed by an ad&ective. (ince an ad&ective0ACG1 cannot be used in a
sub&ect position" the word EitF is used as the sub&ect.
( D ACG
It Aas Aindy and the rain beat down.
(o#eti#es a speaker wants to e#phasize a noun and its relative clause.
The speaker uses EitF in the sub&ect position followed by the verb EbeF:
( D ACG
It was who broke the window.
(o#eti#es a speaker wants to say that so#ething e!ists" or wants to
#ention the presence of so#ething. The word EthereF is used as the sub&ect"
and the verb agrees with the noun or noun phrase0< =?,1:
( D O<?=,P
There were si! #en in the boat.
0B1 EItF can be used to refer to a previously stated topic. EItF can also be used to
fill the sub&ect position 0(ee 0A11.
It was war# in the house and I was afraid the #ilk #ight spoil" so
I put it into the refrigerator.
The first EitF is used as the sub&ect. The second EitF refers to the #ilk.
0)1 EThereF can be an adverb which tells where so#ething is. FThereF can
also be used to fill the sub&ect position. O(ee 0A11P.
There are three bottles of orange &uice over there by the sink.
The first EthereF is used to fill the sub&ect position and indicates that three
bottles e!ist. The second EthereF is an adverb which indicates where the
bottles are.
EME,)I(E D +:
All the following state#ents need a sub&ect. )ircle the letter of the correct sub&ect
fro# the four possible choices.
E!a#ple:
are beco#ing endangered because their natural habitat
is being lost.
0A1 That ani#als.
0B1 Ani#als
0)1 To be ani#als
0C1 Being ani#als
$ou should circle 0B1 because the sentence needs a si#ple sub&ect that agrees with
the plural verb.
'. takes eight year after sowing.
0A1 That nut#eg yields fruits.
0B1 That the nut#eg yields fruits.
0)1 6or the nut#eg to yield fruit.
0C1 To the nut#eg8s yielding fruit.
*. 9999999 has been used as a perfu#e for centuries.
0A1 To use lavender.
0B1 That the lavender.
0)1 Lavender
0C1 6or the lavender
+. 9999999 shortens and thickens the #uscles on either side of the &aw.
0A1 The teeth clenching.
0B1 )lenching the teeth
0)1 That clenching the teeth.
0C1 The teeth clenched.
-. Even though *2 percent of CEL?I residents do not speak English in their ho#es"
only 999999 speak English at all.
0A1 That 2 percent of the#
0B1 Those of the 2 percent
0)1 To the 2 percent of the#
0C1 2 percent of the#
/. started as a #odern sport in India" at the sa#e ti#e that it did in
Europe.
0A1 To ski
0B1 That skiing
0)1 (ki
0C1 (kiing
2. was caused by a cow8s kicking over a lantern has been told to
A#erican schoolchildren for several generations.
0A1 That the Great )hicago 6ire
0B1 The Great )hicago 6ire
0)1 To burn in the Great )hicago 6ire
0C1 Burning in the Great )hicago 6ire.
3. are effective #eans of co##unication.
0A1 Theatre" #usic" dance" folk tales" and puppetry.
0B1 That theatre" #usic" dance" folk tales and puppetry.
0)1 To use theatre #usic" dance" folk tales" and puppetry.
0C1 >sing theatre" #usic" dance" folk tales and puppetry.
5. Ahen )hina8s dra#atic econo#ic refor#s began to encourage private
enterprise" began to set up a variety of business i##ediately.
0A1 that entrepreneurs
0B1 to be an entrepreneur.
0)1 Entrepreneur.
0C1 Entrepreneurs
I. are worthy of protection #oved English ?eritage historians into
action against developers.
0A1 (o#e buildings in and around 6leet (treet.
0B1 That so#e buildings in and around 6leet (treet
0)1 (o#e buildings that are in and around 6leet (treet.
0C1 To build in and around 6leet (treet.
'J. #akes the #ountain patrol tea#8s &ob interesting and fulfilling.
0A1 )li#bing and trekkers in distress are assisted.
0B1 Assisting cli#bers and trekkers in distress
0)1 Assistance is given to cli#bers and trekkers that are in distress.
0C1 )li#bers and trekkers in distress.
-. DE,B(:
'. The verb #ay consist of a single word" or a #ain verb and one or #ore au!iliary
words 0au!@words1.
0A1 The verb can indicate a state of being 0Ahat the sub&ect is1 or location.
Bhaskar is intelligent.
,aghu and ,ahul are doctors.
7ahesh is at work.
0B1 A verb can indicate what the sub&ect is like or beco#es.
That child seems frightened.
The book had become obsolete
0c1 A verb can indicate an action. 0Ahat the sub&ect id doing1.
The students will finish in ti#e.
7y neighbour has bought a new car.
*. Derb indicates a point in ti#e or period of ti#e in the past" present" or future.
(I7=LE =,E(E<T:
0A1 A present state of affairs. 0A1 7y sister lives in <agpur.
0B1 a general fact. 0B1 The sun rises in the east.
0c1 ?abitual actions 0)1 I listen to the radio in the
#ornings.
0C1 6uture ti#etables 0C1 7y flight leaves at 'J:JJ
=,E(E<T )4<TI<>4>(:
0A1 A specific action that is occurring 0A1 Aravind is watching TD 0right
now1.
0B1 A general activity that takes 0B1 7y sister is living in
place over a period of ti#e 7u#bai. These days" I8#
taking it easy.
0)1 6uture arrange#ents 0)1 I8# inviting ?ari to the party
on 6riday.
SI%&$' &AST!
0A1 An action that began and ended 0A1 The #ail ca#e early this
at a particular ti#e in the past. 7orning.
0b1 An action that occurred over a 0B1 Cad worked in advertising
period of ti#e but was co#pleted for ten years.
in the past.
0c1 an activity that took place 0 )1 Ae &ogged every #orning
regularly in the past. before class.
&AST ()"TI")*S!
0A1 interrupted actions 0A1 I was sewing when the
telephone rang.
Ahile I was sewing" the
Telephone rang.
0B1 a continuous state over a 0B1 (he was looking very ill.
period of ti#e but was I was #eeting lots of
co#pleted in the past. =eople at that ti#e.
0)1 events planned in the past 0) 1 <eetu was leaving for calcutta
but had to #ake a last
#inute connection.
&AST ()"TI"*)*S!
0A1 E!pressing a future intent 0A1 Gyothi is going to bring her
based on a decision #ade in sister tonight.
the past.
0B1 =redicting an event that is 0B1 $ou are going to pass the
likely to happen in the future test. Con8t worry.
0)1 =redicting an event that is 0)1 I don8t feel well. I a# going
likely to happen based on the to faint.
present conditions.
+*T*,'! -Will.!
0A1 7aking a decision at the ti#e 0A1 I will call you after lunch.
of speaking
0B1 =redicting an event that is 0B1 you will pass the test. Con8t
likely happen in the future. worry
0)1 Indicating willingness to do 0)1 If I don8t feel better soon" I
so#ething will go to to the doctor.
+*T*,' ()"TI"*)*S!
0A1 An action that will be going at a 0A1 At noon to#orrow" I will be
particular ti#e in the future taking the children to their piano
lessons.
0B1 future actions which have already 0B1 I will be wearing #y black
been decided dress to the dinner.
&,'S'"T &',+'(T!
0A1 An action that happened at an 0A1 (he has never cli#bed a
unspecified ti#e. #ountain.
I8# sorry. I have forgotten your
<a#e.
0B1 An action that has recently 0B1 ?e8s &ust gone to sleep.
occurred.
0)1 An action that began in the past 0)1 Gack has lived in 7adras all
and continues up to the present his life. I have been here
0often used with FforF or EsinceF1 since 7onday. ?e8s known
her for two weeks.
0C1 an action that happened 0C1 Ae have flown across the
repeatedly before now. =acific four ti#es. I8ve failed #y
driver8s test twice.
&,'S'"T &',+'(T ()"TI"*)*S!
0A1 an action that began in the past 0A1 ?ave you been ringing the
and has &ust recently ended. BellL I was in the bath.
0B1 An action that began in the 0B1 Lokesh has been studying for
past and continues in the present. two hours.
0 )1 An action repeated over a 0 )1 (uresh has been s#oking
period of ti#e in the past and continuing since he was fifteen.
in present.
0C1 A general action recently in progress 0C1 I8ve been thinking about
0no particular ti#e is #entioned1 going to college ne!t year.
&AST &',+'(T!
0A1 An action that occurred before 0A1 Tarun had left hours before
before another past action. we got there.
0B1 An action that was e!pected to 0B1 I had hoped to know about
occur in the past. the &ob before now.
&AST &',+'(T ()"TI"*)*S!
0A1 An action that occurred before 0A1 They had been playing tennis
another past action before the stor# broke.
?is eyes hurt because he had been
,eading for eight hours.
0B1 An action that was e!pected 0B1 I had been e!pecting a
to occur in the past change in his attitude.
+*T*,' &',+'(T!
0A1 An action that will be co#pleted 0A1 By ne!t Guly" #y parents will
before a particular ti#e in the future have been #arried for fifty years.
+*T*,' &',+'(T ()"TI"*)*S!
0A1 E#phasizing the length of ti#e that 0A1 By 7ay" #y father will have
?as occurred before a specific ti#e been working at the sa#e &ob for
in the future. Thirty years.
+. 7odals are always followed by the base for# of a verb. They indicate #ood or attitude.
can had better #ay #ust shall will
could have to #ight ought to should would
Ae can leave after *:+J0KAe are able to leave1.
Ae could leave after *:+J0This is possibility1.
%ay
%ight
Ae had better leave after *:+J 0It is advisable::1.
)ught to
Should
Ae must leave in the #orning. 0This is a necessity1
/ave to
Ae shall leave in the #orning. 0future action.1
Will
Ae would leave every #orning at 5:+J. 0This is past habit1
7odals have #any #eanings. ?ere are so#e special #eanings you should
Hnow.
%ust
I8# co#pletely lost. I must have taken a wrong turn at the traffic light.
That #an must be the new president.
In these sentences E#ustF is used to show that an assu#ption is being #ade.
Ahen the assu#ption concerns a past action" it is always followed be EhaveF.
(annot0could not
$ou can8t be hungry. Ae &ust ateQ
?e could8nt have taken the book. I had it with #e.
In these sentences EcannotF and Ecouldn8t haveF indicate i#possibility.
A(TIV'0&ASSIV'!
An active sentence focuses on the person or thing doing the action. A passive
(entence focuses on the person or thing affected by the action.
'1ample! The tower was built at the turn of the century. 0(o#eone built
the tower.1
,ebecca had been given the assign#ent. 0(o#eone gave the
assign#ent to ,ebecca.1
The passive voice is for#ed by the verb EbeF in the appropriate tense followed
By the past participle of the verb.
'1ample!
Tense Active &assive
=resent 7y brother washes our car every 4ur car is washed
weekend. every weekend.
I"+I"ITIV'S!
An infinitive is a verbal for#ed with EtoF and the base for# of the verb. It can be
used as a noun" an adverb" or an ad&ective.
To eat is a necessity. 0<oun1
I ca#e ho#e to change. 0adverb1
?e always has #oney to spend. 0ad&ective1
'. The following verbs can be followed by an infinitive:
afford consent hope prepare swear
agree decide intend pretend threaten
appear de#and learn pro#ise tend
arrange deserve #anage refuse try
ask desire #ean regret volunteer
atte#pt e!pect need see# wait
beg fail offer struggle want
care forget plan strive wish
clai# hesitate
'1amples Ae agreed to go to the #ovies
Edward couldn8t afford to buy the ring
Tarun volunteered to work on the co##ittee.
*. The following ad&ectives can be followed by an infinitive:
an!ious difficult hard ready
boring eager pleased strange
co##on easy prepared usual
dangerous good
'1amples! I a# an!ious to hear fro# hi#.
Ae were ready to leave in a hurry
It is dangerous to smoke near gasoline
+. The following verbs can be followed by a noun or pronoun and an infinitive.
advise convince force order teach
allow dare hire per#it tell
ask encourage instruct persuade urge
beg e!pect invite re#ind want
cause forbid need reuire warn
challenge.
'1amples! ?e advised me to buy a new car.
I persuaded my father to lend #e the #oney
They hired Salim to trim the lawn.
A gerund is for#ed by adding %ing to the base for# of the verb. It is used as a noun.
'1amples! Swimming is healthy for you. 0sub&ect1
$ou should try studying more 0ob&ect1
?e was suspected of cheating. 0ob&ect of the preposition1
a. The following verbs can be followed by a gerund:
ad#it deny postpone resist
advise discuss practise resu#e
anticipate en&oy uit risk
appreciate finish recall suggest
avoid keep tolerate reco##end
can8t help #ention regret try
consider #ind report understand
delay #iss resent
'1amples! Ae appreciated his giving us the car.
$ou finished writing the report
Lavanya en&oys playing tennis on weekends.
b. (o#e two@word verbs can be followed by gerunds:
aid in depend on put off
approve of give up rely on
insist on succeed in be better off
call for keep on think about
confess to think of look forward to
count on ob&ect to worry about
'1amples! you can count on his being there
I keep on forgetting her na#e.
(a# confessed to eating all the cakes.
c. (o#e ad&ective N prepositions can be followed by gerunds.
accusto#ed to intent on
afraid of interested in
capable of successful in
found of tired of
E!a#ple: (unil accusto#ed to working long hours.
Ester is interested in becoming an artist.
I a# afraid of catching another cold.
d. (o#e nouns N prepositions can be followed by gerunds.
choice of #ethod of .for
e!cuse for possibility of
intention of reason for
E!a#ples: I have no intention of driving to 7ahabalipura#
(hiva had good e!cuse for arriving late.
There is a possibility of flying to Bhopal.
Interchange of infinitives and Gerunds:
a. (o#e verbs can be followed by either an infinitive or gerund without
difference in #eaning:
E!a#ples: I hate to go shopping.
I hate going shopping
b. (o#e verbs can be followed by either an infinitive or a gerund" but there is
difference in #eaning:
forget re#e#ber stop
E!a#ple: I stopped to buy to#atoes
0I stopped at the store and bought to#atoes1
I stopped buying to#atoes.
0I no longer buy to#atoes1
EME,)I(E D -:
)ircle the letter of the verb that correctly co#pletes the sentence.
'1ample!
The girl s#iling broadly 999999999 the podiu#.
A. approaching
b. approached
). approach
C. had been approached
'. In 'I3J" the )anadian scientist George Hell 99999999 that war# water freezes
#ore uickly than cold water.
A. proved
B. proving
). proves
C. prove
*. The rebuilding of the Inca capital )uzco was 9999999 in the '-2J8s
A. begun
B. beginning
). began
C. begin
+. 4nly through diplo#atic #eans can a for#al agree#ent be 999999.
A. reach
B. to reach
). reaching
C. reached
-. =eople have been 99999999 e!orcists with increasing freuency over the last
three years.
A. su##oned
B. su##oning
). su##ons
C. su##on
/. The fil# processing co#pany has 9999999 a #eans of developing the 2*@year@old
fil# that #ight solve the #ystery.
A. devising
B. devised
). been devised
C. devise
2. =latinu# 999999 a rare and valuable #etal" white in colour" and ne!t to silver and
gold" the easiest to shape.
A. is
B. was
). has been
C. be
3. A great deal of thought has 999999 into the designing of a concert hall
A. went
B. going
). to go
C. been gone
5. The healthful properties of fibre have 99999999 for years.
A. known
B. be knowing
). knew
C. been known
I. The vessel that sank #ay 9999999 the gold and &ewels fro# the dowry of Aragon.
A. carry
B. be carried
). have to carry
C. have been carrying
'J. Galileo 999999 his first telescope in '2JI
A. builds
B. built
). building
C. were build
The usage of some connectives2 adectives2 adverbs and prepositions
The following words are freuently seen on the various co#petitive tests.
and" or" but
either:.or" neither:..nor" both:and
so:.as" such:.as
too" enough" so
#any" #uch" few" little
like" alike" unlike
another" the others" other" others.
>sage of EandF" EorF" EandF EbutF:
0'1 0A1 EandF &oins two or #ore words" phrases" or clauses of si#ilar value or
i#portance.
Ae went swi##ing and boating
Ae looked in the house and around the yard for the lost necklace.
Ae booked the flight" and we picked up the tickets the sa#e day.
Ahen EandF &oins two sub&ects" the verb #ust be plural.
(wi##ing and boating are fun
0B1 E4rF &oins two or #ore words" phrases" or clauses that contain the idea of
choice.
Ae could go swi##ing or boating
Ae could look in the house or around the yard for the lost necklace
Ae could book the flight now" or we could wait until to#orrow.
0)1 EButF shows a contrast between two or #ore words" phrases" or clauses.
Ae went swi##ing but not boating
Ae didn8t look in the house but we looked around the yard for the lost necklace.
Ae booked the flight" but we haven8t picked up the tickets.
0*1. 0A1 EEitherF is used with EorF to e!press alternatives.
Ae can either go to the party or stay at ho#e and watch TD.
0B1 E<eitherF is used with EnorF to e!press negative alternatives.
?e neither called nor ca#e to visit #e. 0?e didn8t call" and he didn8t visit
#e1
0)1 EBothF is used with EandF to co#bine two words" phrases" or clauses.
?e has both the ti#e and the patience to be a good parent.
0+1 0A1 E(oF can connect two independent clauses. It #eans EthereforeF or Eas a
resultF
(he was hungry" so she ate early.
0B1 EAsF can be used to introduce an adverb clause. It can #ean EwhileF" ElikeF"
EbecauseF" Ethe wayF" or EsinceF.
As I understood it" 7anu was the winner. 0EThe way I understood it:.F1
It began to snow as I was walking. 0EIt began to snow white I was walkingF1
0)1 E(uch asF is used to introduce e!a#ples.
?e likes to wear casual clothes" such as a T@shirt" blue &eans:..
0-1. 0A1 ETooF #eans #ore than necessary. It precedes an ad&ective or adverb.
The food was too cold to eat.
?e ran too slowly to win the race.
0B1 EEnoughF #eans a sufficient a#ount or nu#ber. It follows an ad&ective or adverb.
The day was war# enough for a picnic.
The girl swa# fast enough to save her friend.
0)1 E(oF can be used in adverb clauses of cause.result" before adverbs and
ad&ectives. 0The use of EthatF in the e!a#ples below is optional1
The rain fell so hard 0that1 the river overflowed.
The boy ate are so #any biscuits 0that1 he got a sto#achache.
/. 0A1 E7anyF and EfewF are used with countable nouns.
6ew cities are as crowded as )alcutta.
0B1 E7uchF and ElittleF are used with uncountable nouns.
They have #ade little progress on the contract.
2. 0A1 Ahen ElikeF is a preposition followed by an ob&ect" it #eans Esi#ilarF
$ike #y father" I a# an architect. 0E7y Efather is an architect" and I a# one
tooF1
0B1 E>nlikeF is a preposition followed by an ob&ect and it #eans Enot si#ilarF.
*nlike #y #other" her #other has a full@ti#e &ob. 0E?er #other has a full ti#e
&ob" but #y #other does not.1
0)1 EAlikeF can be an adverb #eaning EeuallyF or an ad&ective #eaning Esi#ilarF.
As an adverb. The fees increase was opposed by students and teachers alike.
As an ad&ective. 7y brother and sister are alike in #any ways.
3. 0A1 EAnotherF N a singular noun #eans Eone #oreF
I want another pear.
I want another one.
0B1 EThe otherF Na plural noun #eans Ethe rest of the groupF
This pear is rotten" but the other pears in the bo! are good.
0)1 EThe otherF Na singular noun #eans Ethe last of the group being discussedF.
Ae bought three pears. 7y brother and I ate one each. Ae left the other pear
on the table.
0C1 EThe otherF Nan uncountable noun #eans Eall the restF
Ae put the oranges in a bowl and stored the other fruit in the refrigerator.
0E1 E4therF Na plural noun #eans E#ore of the group being discussedF
There are other pears in the bo!.
061 E4therF Nan uncountable noun #eans E#ore of the groupF.
There is other fruit besides pears in the bo!.
'3',(IS' V45!
If the underlined word is used incorrectly" write the correction in the space provided.
'1ample!
Ale!ander likes both apples or bananas. and
'. All but one of the fourteen colossal heads were toppled by earthuakes.
99999999
*. The eggs are boiled or then peeled. 999999999
+. The land provides people not only with food and clothing" and houses and
buildings as well. 9999999999
-. Antiochus I clai#ed descent fro# both Ale!ander the Great and the =ersian
#onarch Hing Carius. 9999999999
/. (heep provide both #ilk for cheese or wool for clothing. 9999999999
2. In 'I*3" critics gave bad reviews to Buster Heaton8s fil# The 6eneral" which is
now regarded as both a classic or the best work of a cine#atic genius. 99999999
3. There are re#ains of ,a&put art and architecture as the cusped arches and traces
of painting on the ceiling. 9999999999
5. 4rganis#s respond to sti#uli so pressure" light and te#perature. 9999999
I. The revival of the ancient art of tapestry@#aking has provided too &obs in the
village for everyone. 9999999999999
'J. The students were too eager to use the co#puters that they skipped their lunch
break. 9999999999
''. Little scientists doubt the e!istence of an ozone hole over the =olar ,egions.
999999999
'*. The rhinoceros has few natural ene#ies. 9999999999
'+. The E!press 6il# 6estival e!ists" like #ost fil# festivals" for the purpose of
awarding prizes. 9999999999999
'-. The harpsichord is a keyboard instru#ent alike the piano. 99999999
'/. 4ne of 7ar8s two #oons is called =hobos and other is called Cei#os. 9999999
'2. Aool" as well as certain other fabrics" can cause skin irritation. 9999999999
)47=A,I(4< 46 ACGE)TIDE(
Ad&ectives and adverbs have three for#s that show a greater or lesser degree
of the characteristic of the basic word: the positive" the co#parative" and the
superlatives. The basic word is called the positive. The co#parative is used to refer
to two persons" things or groups. The superlative is used to refer to #ore than two
persons" things or groupsR it indicates the greatest or least degree of the uality
na#ed. 7ost ad&ectives of one syllable beco#e co#parative by adding E@erF to the
ending and beco#e superlative by adding E@estF to the ending. In ad&ectives ending
with E$F" the E$F changes to EiF before adding the endings.
E!a#ples of co#parison of ad&ectives:

=4(ITIDE )47=A,ATIDE (>=E,LATIDE
Little less least
?appy happier happiest
Late later latest
Lovely lovelier loveliest
Brave braver bravest
Long longer longest
6riendly friendlier friendliest
6ast faster fastest
(hrewd shrewder shrewdest
Tall taller tallest
Ad&ectives of two or #ore syllables usually for# their co#parative degree by adding
E#oreF 0or ElessF1 and for# their superlative degree by adding E#ostF0or EleastF1.
E!a#ples of co#parison of ad&ectives of two or #ore syllables:
=4(ITIDE )47=A,ATIDE (>=E,LATIDE
?andso#e #ore handso#e #ost handso#e
Less handso#e least handso#e
Ti#id #ore ti#id #ost ti#id
Less ti#id least ti#id
Tentative #ore tentative #ost tentative
Less tentative least tentative
Daluable #ore valuable #ost valuable
Less valuable least valuable
Endearing #ore endearing #ost endearing
Less endearing least endearing
(o#e ad&ectives are irregular" their co#paratives and superlatives are for#ed by
changes in the words the#selves.
E!a#ples of co#parison of irregular ad&ectives.
=4(ITIDE )47=A,ATIDE (>=E,LATIDE
Good better best
7any
7uch #ore #ost
(o#e
Bad worse worst
Little less least
6ar farther farthest
6urther furthest
CE6I<ITI4<: farther@referring to a physical distance
6urther@referring to a differing degree" ti#e or uality.
Adverbs are co#pared in the sa#e way as ad&ectives of #ore than one syllable: by
adding E#oreF 0or ElessF1 for the co#parative degree and E#ostF0or EleastF1 for the
superlative.
E!a#ples of co#parison of adverbs:
=4(ITIDE )47=A,ATIDE (>=E,LATIDE
Easily #ore easily #ost easily
Less easily least easily
Suickly #ore uickly #ost uickly
Less uickly least uickly
Truthfully #ore truthfully #ost truthfully
Less truthfully least truthfully
(o#e adverbs are irregular" so#e add E@erF or E@estF
E!a#ples of co#parison of irregular adverbs:
=4(ITIDE )47=A,ATIDE (>=E,LATIDE
Little less least
Aell better best
6ar farther farthest
Badly worse worst
(oon sooner soonest
7uch #ore #ost
?ard harder hardest
)lose closer closest
The co#parative and the superlative indicate not only the difference in the degree of
the uality na#ed" but also in the nu#ber of things discussed.
>se the co#parative to co#pare two things:
'. 7ary is the #ore lazy of the two.
*. I8ve tasted crea#ier cheese than this.
+. Ga#es is the shorter of the two boys.
-. 4f the two" I like Gail better.
/. 7y teacher is kinder than yours.
2. This book is #ore interesting than that one.
>se the superlative to co#pare #ore than two things:
'. 7ary is the laziest girl I know.
*. This is the crea#iest cheese I8ve ever tasted.
+. Ga#es is the shortest boy in the class.
-. 4f those five people" I liked Gail best.
/. 7y teacher is the kindest in the school.
2. This book is the #ost interesting of the three.
There are so#e words to which co#parison does not apply" since they already
indicate the highest degree of a uality.
?ere are so#e e!a#ples:
I##ediately (uperlative 6irst
Last very uniue
>niuely universally perfect
=erfectly e!act co#plete
)orrect dead deadly
=referable round perpendicularly
(uare third supre#e
Totally infinitely i##ortal
',,),S T) AV)I7 I" ()%&A,IS)"
Co not co#bine two superlatives:
Incorrect: That was the #ost bravest thing he ever did.
)orrect: That was the bravest thing he ever did.
Incorrect: ?e grew up to be the #ost handso#est boy in the town.
)orrect: ?e grew up to be the #ost handso#e boy in the town.
Co not co#bine two co#paratives:
Incorrect: 7ary was #ore friendlier than (usan.
)orrect: 7ary was friendlier than (usan.
Incorrect: The puppy was #ore ti#ider last week.
)orrect: The puppy was #ore ti#id last week.
&,'&)SITI)"S
=repositions are s#all words that show the relationship between one word
and another. =repositions in the following sentences show the position of the paper in
relation to the desk" the book" his hand and the door.
The paper is EonF the desk.
The paper is EunderF the book.
The paper is E inF his hand.
The paper is EbyF the door.
)4774< =,E=4(ITI4<(:
About at by in onto toward
Above before concerning inside out under
Across behind despite into over until
After below down like since up
Against beneath during near through upon
Along beside e!cept of throughout with
A#id between for off till within
A#ong beyond fro# on to without
&,'&)SITI)"A$ &/,AS'S
The prepositional phrases consist of a preposition and an ob&ect. The ob&ect is a noun
or pronoun.
=,E= 4BG
Into the house
=rep ob&
Above it
The noun can have #odifiers.
=rep ob&
Into the old broken@down house
)orrect position:
0A1 =repositional phrases that are used as adverbs can take various positions.
The city park is &ust around the corner.
Gust around the corner is the city park.
EAround the cornerF answers the uestion E where is the city parkLF and therefore is
used like an adverb.
0B1 =reposition phrases that are used as ad&ectives follow the noun they describe.
<oun99999prep phrases999
I walked into the house with the sagging porch.
Ewith the sagging porchF describes the house and therefore is used like an ad&ective.
Darious #eanings of one preposition.
(o#e prepositions have several #eanings.
I hung the picture on the wall. 0upon1
I bought a book on philosophy. 0about1
I called her on the phone. 0using1
I worked on the research co##ittee. 0with1
,'7*"7A"(I'S
0A1 Ahen two words have essentially the sa#e #eaning" use one or the other" but
not both.
)orrect: It was i#portant.
It was e!tre#ely i#portant.
Incorrect: It was very" e!tre#ely i#portant.
Because EveryF and Ee!tre#elyF have essentially the sa#e #eaning" they should not
be used together.
)orrect: 7oney is reuired for research to advance.
7oney is reuired for research to #ove forward.
Incorrect: 7oney is reuired for research to advance forward.
The word EadvanceF indicates" Egoing forwardF. Therefore" the word EforwardF is
unnecessary.
0B1 In general" avoid these co#binations:
advance forward repeat again
&oin together reread again
new innovations return back
only uniue revert back
proceed forward sa#e identical
progress forward sufficient enough