Don Bosco Catholic High and Preparatory school

English Teaching material for Grade 11

By
Language Department

Mekanissa. Addis Ababa

April 8, 2020

Lesson Objectives
The objectives of these lessons are:
 To create awareness about past continuous tense, relative clause and subject verb agreement.
 To develop your reading skill.
 To develop your word power by using Phrasal verbs.
 To make you well qualified in persuasive, narrative, expository and descriptive speaker.
 To give a hint how you use past continuous tense,
 To give clarification about punctuation marks.

Dear valued students, please take care from this lethal

virus!!!

1. Grammar
Past continuous tense
1. When should I use past progressive?
Both the simple past and the past progressive can be used to show actions that happened
over time in the past. Because of this, there are many times when both tenses are okay.
Examples:
While John studied for his history test, Ludwig watched TV.
While John was studying for his history test, Ludwig was watching TV.
(These two sentences mean the same thing.)
Miguel played soccer all yesterday afternoon.
Miguel was playing soccer all yesterday afternoon.
(These two sentences mean the same thing.)
However, there are some times when only one tense is okay.
Examples:
Ward drove was driving to work when his car ran out of gas.
When Lucy called, Fred and Ethyl ate were eating dinner, so they didn’t answer the phone.
When I backed my car out of the driveway, a red Toyota suddenly was hitting hit the rear of my
car.
Okay, so when should I use past progressive and when should I use simple past? The rules for
this are kind of complicated, so in this section I’m going to give you a simple rule. If you follow
this rule, you’ll write correct sentences even though there may be other correct ways to say the
same thing. If you’re interested you can find a more complete (but more complicated)
explanation in Use past progressive for actions that were happening over time when
something else happened.

If we draw a picture of this type of action, it looks like this:

The past progressive action started first and was happening over a period of time. In the middle
of the past progressive action, another action (one that happened pretty quickly) occurred.
(Sometimes, instead of another action, a time, like “at 10:00” or “at the end of the movie,” will
happen in the middle of the past progressive action.)
Examples:
I was thinking about you when you called. (I started to think about you first, and this action was
happening over time when you called.)
At 10:00 last night, Bill was studying his math homework. (Bill started to study first, and
this action was happening over time when 10:00 came.)
While Lucy was shopping, she met her friend Ethyl in the produce section.
(Lucy started shopping first, and this action was happening over time when she met Ethyl.)
Everyone in the theater was crying at the end of the movie. (Everyone started crying first, and
this action was happening over time at the end of the movie.)
Was Ralph walking down the street when the elephant bit him? (I want to know if this action
was happening over time when the elephant bit Ralph.)
When and while
When we use past progressive with simple past, we can use either when or while to join the two
clauses. When comes at the beginning of a clause that uses simple past, and while comes at
the beginning of a clause that uses past progressive. Either clause can come first.
Examples:
While Barney was eating dinner, the cat jumped into the soup!
Barney was eating dinner when the cat jumped into the soup!
The cat jumped into the soup while Barney was eating dinner!
When the cat jumped into the soup, Barney was eating dinner.
All these sentences basically mean the same thing: Barney started eating dinner first, and this
action was happening over time when the cat jumped in the soup.
What’s the difference between past progressive and simple past?
Let’s start by reviewing what we already know about these two tenses.
First, simple past can be used for several different types of actions:
• actions that happened quickly,
• actions that happened repeatedly, or
• actions that happened over time.
Past progressive, on the other hand, can be used for only one type of action:
• actions that happened over time.
Now that we’ve established that, let’s look at the different ways we use these two tenses.
A. A single action
If we’re only talking about one action that happened over time, then often both simple past
and past progressive are okay, but we can use past progressive when we want to emphasize
that the action happened over time.
Examples:
Lisa rode her bike all morning.
Lisa was riding her bike all morning.
(These sentences have basically the same meaning, but the second sentence emphasizes that Lisa
rode her bike over a period of time.)
Eddie: So Wally, what did you do last night?
Wally: I worked on that report for history class. What about you?
or
Eddie: So Wally, what did you do last night?
Wally: I was working on that report for history class. What about you?
(These sentences have basically the same meaning, but the second sentence emphasizes that
Wally worked over a period of time.)

B. An action that happened over time and was “interrupted” by another action that
happened quickly
For this situation, use past progressive for the action that was happening over time and
simple past for the action that happened quickly.
• Examples:
While Norton was working in the sewers, he found a bag full of money.
When Norton got home, Trixie was talking to Alice in the kitchen.
Two Jehovah’s Witnesses rang the doorbell while Pam was eating dinner.
I was sleeping when the Martians came in through the bedroom window.
C. Two actions that happened over time together.
There are three ways we can express this idea. They all mean the same thing.
i. Past progressive and past progressive
Use while to join the two clauses. Either clause can come first.
Examples:
While Ward was grilling the hamburgers, June was making her famous potato salad.
Erika was reading her history textbook at the kitchen table while her husband was talking on
the phone.
Milton got a ticket because he was trying to dance the Macarena while he was driving his car
down the freeway.
ii. Simple past and simple past
Use while to join the two clauses. Either clause can come first.
Examples:
While Ward grilled the hamburgers, June made her famous potato salad.
Erika read her history textbook at the kitchen table while her husband talked on the phone.
Milton got a ticket because he tried to dance the Macarena while he drove his car down the
freeway.
iii. Simple past and past progressive
Use while to join the two clauses. Either clause can come first.
Examples:
While Ward was grilling the hamburgers, June made her famous potato salad.
While Ward grilled the hamburgers, June was making her famous potato salad.
Erika was reading her history textbook at the kitchen table while her husband talked on the
phone.
Past progressive can be used to show a temporary habit in the past.
When a habit in the past is temporary, we can use past progressive. Simple past is also okay
and means the same thing.
Example:
Before the kung fu tournament, Tony was practicing five hours every day.
Before the kung fu tournament, Tony practiced five hours every day.

Relative clauses and ways of giving advices

Grammar awareness about relative clauses
 What are relative clauses?
 How could relative clauses be formed?
 What are defining relative clauses?
 What are non-defining relative clauses?
Relative Clauses are clauses formed from relative pronouns such as who, whom, which, that,
and whose.
Relative pronouns used in defining relative clauses
The forms are as follows:
For persons who /whom/who /whose /that
For things which/ which/ whose/of which /that/
There are two types of relative clauses. These are :
 Defining/restricted/identifying relative clauses
 Non-defining /non-restricted/relative clauses
1. Defining relative clauses
These describe the preceding noun in such a way as to distinguish it from other nouns of
the same class. A clause of this kind is essential to make the clear understanding of the
noun in the sentence: For instance look at this sentence:
The man who told me this refused to give me his name.
'who told me this' is the relative clause. If we omit this, it is not clear what man we are
talking about. Notice that there is no comma between a noun and a defining relative
clause.
1.1.1. Defining relative clauses: persons
A. Subject: who or that
Who is normally used:
The man who robbed you has been arrested.
The girls who serve in the shop are the owner's daughters.
Only those who had booked in advance were allowed in.
Would anyone who saw the accident please get in touch with the police?
The noise that he made woke everybody up.
She was annoyed by something that I had said.
B. Object of a verb: whom or who or that
The object form is whom, but this is considered very formal. In spoken English we
normally use who or that that being more usual than who), and it is still more common to
omit the object pronoun altogether:
The man whom I saw told me to come back today or
The man who I saw ... or The man that I saw …, or
The man I saw … (relative pronoun omitted)
The girls whom he employs are always complaining about their pay or
The girls who he employs ... or The girls that he employs ... or
The girls he employs. . .
C. With a preposition: whom or that
In formal English the preposition is placed before the relative pronoun, which must then
be put into the form whom:
the man to whom I spoke
In informal speech, however, it is more usual to move the preposition to the end of the
clause, whom then is often replaced by that, but it is still more common to omit the
relative altogether:
the man who/whom I spoke to or
the man that I spoke to or the man I spoke to
D. Possessive
Whose is the only possible form:
People whose rents have been raised can appeal.
The film is about a spy whose wife betrays him
 1.1.2. Defining relative clauses: things
A. Subject
Either which or that. which is the more formal:
This is the picture which/that caused such a sensation.
The stairs which/that lead to the cellar are rather slippery
B. Object of a verb which or that. or no relative at all:
The car which/that I hired broke down or The car I hired …
which is hardly ever used after all, everything, little, much, none, no and compounds of
no, or after superlatives? Instead we use that, or omit the relative altogether, if it is the
object of a verb:
All the apples that fall are eaten by the pigs.
C. Possessive
whose + a clause is possible but with + a phrase is more usual:
a house whose walls were made of glass a house with glass walls
2. Non-defining relative clauses
Non-defining relative clauses are placed after nouns, which are definite already. They do
not therefore define the noun, but merely add something to it by giving some more
information about it. Unlike defining relative clauses, they are not essential in the
sentence and can be omitted without causing confusion. Also unlike defining relatives,
they are separated from their noun by commas. The pronoun can never 'be omitted in a
non-defining relative clause.
Relative pronouns used in non-defining relative clauses:
Subject Object Possessive
For persons who whom/who whose
For things which/ whose/of which

Non-defining relative clauses: persons

A. Subject: who
No other pronoun is possible. Note the commas:
 My neighbor, who is very pessimistic, says there will be no apples this year.
Peter, who had been driving all day, suggested stopping at the next town.
Clauses such as these, which come immediately after the subject of the main verb, are found
mainly in written English. In spoken English we would be more likely to say:
My neighbor is very pessimistic and says . . .
Peter had been driving all day, so/and he suggested . . .
But clauses placed later in the sentence, i.e. clauses coming after the object of the main
verb, are quite common in conversation:
B. Object: whom, who
The pronoun cannot be omitted, whom is the correct form, though who is sometimes used
in conversation:
Peter, whom everyone suspected, turned out to be innocent.
As noted above, a non-defining clause in this position is unusual in spoken English. We
would be more likely to say:
Everyone suspected Peter, but he turned out to be innocent.
But non-defining clauses coming later in the sentence, i.e. after the object of the main
verb or after a preposition + noun, are common in conversation:
She wanted Tom, whom she liked, as a partner; but she got Jack.
whom she didn't like. She introduced me to her husband, whom I hadn 't met before.
C. Object of a preposition: whom
The pronoun cannot be omitted. The preposition is normally placed before whom:
Mr. Jones, for whom I was working, was very generous about overtime payments.
It is however possible to move the preposition to the end of the clause. This is commonly
done in conversation, and who then usually takes the place of whom:
Mr. Jones, who I was working/or . . .
If the clause contains an expression of time or place, this will remain at the end:
Peter, with whom I played tennis on Sundays, was fitter than me.
Could become
Peter, who/whom I played tennis with on Sundays, was fitter than me.
D. Possessive: whose
Ann, whose children are at school all day, is trying to get a job.
 This is George, whose class you will be taking.
Non-defining relative clauses: things
A. Subject: which
That is not used here:
That block, which cost £5 million to build, has been empty for years. The 8.15 train,
which is usually very punctual, was late today.
In speech we would be more likely to say:
That block cost £5 million to build and has been empty for years. The 8.15 train is
usually punctual; but it was late today.
B. Object: which
that is not used here, and the which can never be omitted:
She gave me this jumper, which she had knitted herself or
She gave me this jumper; she had knitted if herself.
These books, which you can get at any bookshop, will give you alt the information
you need or
These books will give you all the information you need. You can get them at any
bookshop.
C. Object of a preposition
The preposition comes before which, or (more informally) at the end of the clause:
Ashdown Forest, through which we 'II be driving, isn 't a forest any longer or
Ashdown Forest, which we 'II be driving through, isn 'I a forest any longer.
His house, for which he paid £10,000, is now worth £50,000 or
His house, which he paid £10.000 for, is now . . .
D. which with phrasal verbs
Combinations such as look after, took forward to, put up with should be treated as a unit,
i.e. the preposition/adverb should not be separated from the verb:
This machine, which I have locked after for twenty years, is still working perfectly.
Your inefficiency, which we have Rut up with far too long, is beginning to annoy
our customers.
E. Possessive: whose or of which
 whose is generally used both for animals and things of which is possible for things, but
is unusual except in very formal English.
His house, whose windows were all broken, was a depressing sight.
The car, whose handbrake wasn't very reliable, began to slide backwards.

The 20 Rules of Subject Verb Agreement in Standard English

1. Subjects and verbs must agree in number. This is the cornerstone rule that forms the
background of the concept.
The dog growls when he is angry. The dogs growl when they are angry.
2. Don’t get confused by the words that come between the subject and verb; they do not
affect agreement.
The dog, which is chewing on my jeans, is usually very good.
3. Prepositional phrases between the subject and verb usually do not affect agreement.
The colors of the rainbow are beautiful.
4. When sentences start with “there” or “here,” the subject will always be placed after the
verb, so care needs to be taken to identify it correctly.
There is a problem with the balance sheet. Here are the papers you requested.
5. Subjects don't always come before verbs in questions. Make sure you accurately identify
the subject before deciding on the proper verb form to use.
Does Lefty usually eat grass? Where are the pieces of this puzzle?
6. If two subjects are joined by and, they typically require a plural verb form.
The cow and the pig are jumping over the moon.
7. The verb is singular if the two subjects separated by and refer to the same person or
thing.
Red beans and rice is my mom's favorite dish.
8. If the words each, every, or no come before the subject, the verb is singular.
No smoking and drinking is allowed. Every man and woman is required to check in.
9. If the subjects are both singular and are connected by the words or, nor, neither/nor,
either/or, and not only/but also the verb is singular.
Jessica or Christian is to blame for the accident.
10. The only time when the object of the preposition factors into the decision of plural or
singular verb forms is when noun and pronoun subjects like some, half, none, more, all, etc.
are followed by a prepositional phrase. In these sentences, the object of the preposition
determines the form of the verb.
All of the chicken is gone. All of the chicken are gone.
11. The singular verb form is usually used for units of measurement.
Four quarts of oil was required to get the car running.
12. If the subjects are both plural and are connected by the words or, nor, neither/nor,
either/or, and not only/but also, the verb is plural.
Dogs and cats are both available at the pound.
13. If one subject is singular and one plural and the words are connected by the words or,
nor, neither/nor, either/or, and not only/but also, you use the verb form of the subject that is
nearest the verb.
Do your sisters or your girlfriend want any pizza?
14. Indefinite pronouns typically take singular verbs.
Everybody wants to be loved.
15. * Except for the pronouns (few, many, several, both) that always take the plural form.
Few were left alive after the flood.
16. If two infinitives are separated by and they take the plural form of the verb.
To walk and to chew gum require great skill.
17. When gerunds are used as the subject of a sentence they take the singular verb form of
the verb, but when they are linked by and they take the plural form.
Standing in the water was a bad idea. Swimming in the ocean and playing drums are my hobbies.
18. Collective nouns like herd, senate, class, crowd, etc. usually take a singular verb form.
The herd is stampeding.
19. Titles of books, movies, novels, etc. are treated as singular and take a singular verb.
The Burbs is a movie starring Tom Hanks.
20. Final Rule – Remember, only the subject affects the verb!

Reading Skill
What is READING?
Reading means to CONSTRUCT MEANING FROM TEXT. READING IS A PROCESS
THAT MUST INCLUDE THINKING BEFORE, DURING, AND AFTER READING. We
read in order to MEANING and UNDERSTANDING. The correct READING SPEED is the one
that gets you that meaning and understanding. Reading is an art form and good readers do
certain things that get them the meaning that the process is designed to extract.

How to improve your comprehension during reading:

1. Begin from what you already know (activating prior knowledge).

2. Always try to make sense of what you are reading (context).
3. Ask yourself questions; before, during and after reading.
4. Predict and think about what will happen next in the text, or how your questions will be
answered.
5. Read with a purpose. Know why you are reading and what you are reading to find out.
6. Know that as a good reader you often REREAD parts of, or even, the whole text two or more
times in order to make sense of what you are reading.

The SQ4R Method of reading effectively

SQ4R is a flexible reading strategy because it engages the reader during each phase of the
reading process. Readers preview/SURVEY (S) the text material to develop predictions and set
the purpose for the reading by generating QUESTIONS (Q) about the topic. They READ (1R)
actively, searching for answers to those questions. They monitor their comprehension as they
summarize WRITE (2R) & RECITE (3R). They evaluate their comprehension through REVIEW
(4R) activities. Two general learning components must be addressed as you begin the reading
process and the SQ4R method will activate them:

First, place the reading in CONTEXT. What is the reading about and do you have any prior
knowledge about this subject to help you extract the meaning that you are looking for? The
SURVEY and SYSTEMATIC reading puts this process into motion. You get an overview that
will "jog your memory" as you search for prior knowledge on the subject. Ask questions about
what you don't know. Make the questions simple and general if you don't have much prior
knowledge and more specific if this is an area of study that is familiar to you. Using these
questions will GUIDE YOUR SPEED AND COMPREHENSION as you attempt to answer
them.
REMEMBER, THE STUDENT THAT IS ENGAGED IN READING IS MOTIVATED,
STRATEGIC, KNOWLEDGEABLE, AND SOCIALLY INTERACTIVE
How to Use SQ4R
1. Survey what you are about to read
• Systematic Reading
• Think about the title: What do you know about this subject?
• What do I want to know?
• Glance over headings and/skim the first sentences of paragraphs.
• Look at illustrations and graphic aids.
• Read the first paragraph.
• Read the last paragraph or summary.

2. Question
Turn the title and sub-titles into wh-element question. This becomes the major purpose for your
reading.
• Write down any questions that come to mind during the survey.
• Turn headings into questions.
• Turn subheadings, illustrations, and graphic aids into questions.
• Write down unfamiliar vocabulary and determine the meaning.
3. Read Actively
• Read to search for answers to the questions set.
• Respond to objectives and use context clues for unfamiliar words.
• React to unclear passages, confusing terms, and questionable statements by generating
additional questions.
4. Recite
• Look away from the answers and the book to recall what was read.
• Recite answers to the questions aloud or in writing.
• Reread text for unanswered questions.
5. wRite
• Make "maps" for you.
• Reduce the information
• Reread or skim to locate and prove your points.
• Write down the key terms and ideas in outline form.
• Always read/question/recite before marking or taking down notes.
• Check yourself against the text. Correct and add to your answer.

6. Review
• Answer the major purpose questions.
• Look over answers and all parts of the chapter to organize the information.
• Summarize the information learned by creating a graphic organizer (concept map) that depicts
the main ideas, by drawing a flow chart, by writing a summary,
• You can also summarize by participating in a group discussion, or by writing an explanation of
how this material has changed your perceptions or applies to your life.

Dear students the following are letters were written by a famous poet John Keats.

11 October, 1819
College Street -
My sweet Girl,
I am living today in yesterday: I was in a complete fascination all day. I feel myself at your
mercy. Write me ever so few lines and tell you [for me] you will never forever be less kind to me
than yesterday - You dazzled me - There is nothing in the world so bright and delicate - When
Brown came out with that seemingly true story again[ s]t me last night, I felt it would be death to
me if you had ever believed it - though against anyone else I could muster up my obstinacy -
Before I knew Brown could disprove it I was for the moment miserable. When shall we pass a
day alone? I have had a thousand kisses, for which with my whole soul I thank love - but if you
should deny me the thousand and first - 't would put me to the proof how great a misery I could
live through. If you should ever carry your threat yesterday into execution - believe me 't is not
my pride, my vanity or any petty passion would torment me - really 't would hurt my - heart – I
could not bear it - I have seen Mrs Dilke this morning - she says she will come with me any fine
day-
Ever yours
John Keats
Ah hertè mine! (Heart)

13 October 1819
25 College Street
My dearest Girl,

This moment I have set myself to copy some verses out fair. I cannot proceed with any degree of
content. I must write you a line or two and see if that will assist in dismissing you from my Mind
for ever so short a time. Upon my Soul I can think of nothing else - The time is passed when I
had power to advise and warn you again[s]t the unpromising morning of my Life - My love has
made me selfish. I cannot exist without you - I am forgetful of everything but seeing you again -
my Life seems to stop there - I see no further. You have absorbed me. I have a sensation at the
present moment as though I was dissolving - I should be exquisitely miserable without the hope
of soon seeing you. I should be afraid to separate myself far from you. My sweet Fanny, will
your heart never change? My love, will it? I have no limit now to my love - You note came in
just here - I cannot be happier away from you - 'T is richer than an Argosy of Pearles. Do not
threat me even in jest. I have been astonished that Men could die Martyrs for religion - I have
shuddered at it - I shudder no more - I could be martyr'd for my Religion - Love is my religion –
I could die for that - I could die for you. My Creed is Love and you are its only tenet - You have
ravished me away by a Power I cannot resist: and yet I could resist till I saw you; and even since
I have seen you I have endeavored often "to reason against the reasons of my Love." I can do
that no more - the pain would be too great - My Love is selfish - I cannot breathe without you.

Yours for ever.

John Keats
19 October 1819
Great Smith Street
My sweet Fanny,
On awakening from my three days dream ("I cry to dream again") I find one and another
astonished at my idleness and thoughtlessness - I was miserable last night - the morning is
always restorative - I must be busy, or try to be so. I have several things to speak to you of
tomorrow morning. Mrs Dilke I should think will tell you that I purpose living at Hampstead - I
must impose chains upon myself - I shall be able to do nothing - I should like to cast the die for
Love or death - I have no Patience with an thing else - if you ever intend to be cruel to me as
You say in jest now but perhaps may sometimes be in earnest be so now and I will - my mind is
in a tremble, I cannot tell what I am writing.
Ever my love yours
John Keats

10 February 1820
My dearest Girl -
If illness makes such an agreeable variety in the manner of your eyes I should wish you
sometimes to be ill. I wish I had read your note before you went last night that I might have
assured you how far I was from suspecting any coldness: You had a just right to be a little silent
to one who speaks so plainly to you. You must believe you shall, you will that I can do nothing
say nothing think nothing of you but what has its spring in the Love which has so long been my
pleasure and torment. On the night I was taken ill when so violent a rush of blood came to my
Lungs that I felt nearly suffocated - I assure you I felt it possible I might not survive and at that
moment thought of nothing but you - When I said to Brown 'this is unfortunate' I thought of you
- 'T is true that since the first two or three days other subjects have entered my head - I shall be
looking forward to Health and the Spring and a regular routine of our old Walks

Yours affectionate
Exercise
Read the above epistolary Fictions and summarize them.
Speaking skill

Develop your own speaking skill by using the following situations.

Descriptive discourse

1. We often put people we admire so high on a pedestal that we forget they’re human.
Describe a time when you realized that someone you admired was imperfect.
2. Though some say, “Rules are meant to be broken,” breaking the rules often has serious
consequences. Tell about a time when you broke the rules and what happened as a result.
3. In many situations, as the saying goes, “two heads are better than one.” Describe a time
when you accomplished something through teamwork that you could not have achieved
on your own.
4. Sometimes the course of our lives can change in an instant. Describe an experience that
changed the direction of your life.
5. Once words are uttered, it’s impossible to take them back. Describe a time when you said
something you wish you had not.
6. First impressions are often very important. Describe a time you got (or gave) the wrong
first impression.

Argumentative Speech

1. Some people enjoy change, and they look forward to new experience. Others like their
lives to stay the same and they do not change their usual habits. Compare these two
approaches to life. Which approach do you prefer and why?
 2. Some people believe that children should begin their formal education at a very early age
and should spend most of their time on school studies. Others believe that young children
should spend most of their time playing. Compare these two views.
3. Some people believe that watching TV is bad for children. Use specific details and
examples to support your answer.
4. Children should begin learning a foreign language as soon as they start school. Use
specific reasons and explain your view.
5. High schools should allow students to study the courses that students want to study. Use
specific reasons and examples to support your opinion.
6. Some movies are serious, designed to make the audience think. Other movies are designed
primarily to amuse and entertain. Which type of movie do you prefer? Why?

Narrative speech

1. Think of your best day in school. What happened that makes this day stand out in your
memory? Write a story for a friend that tells about what happened on this day in school.
2. Write a composition in which you explain how to make something. You might write about
a food item, a handcrafted item, or anything else that you know how to make. Be sure to
clearly explain each step in the process so that a reader could make the item the way you
do.
3. Think about one favorite activity that you enjoy. For example, it could be playing a
favorite sport or participating in a hobby. Write a composition in which you tell a friend
how to do your favorite activity. Be sure to include all the details your friend will need to
do the activity.
4. "Under the Rice Moon" tell a story about a caged bird and a sickly young girl who
understand one another. Read the story. Then write an essay discussing the story's theme,
or message, and how the author uses the bird and the story's characters to express the
message. Be sure to include examples and details from the story to support your ideas. Do
not merely summarize the story. Remember that your response will be evaluated in two
ways on your understanding of the story and on the quality of our writing.
Expository speech
1. We all have a place where we can imagine or go where we relax, let our troubles
disappear, and have a good time. For some it is a place far away, and for others it is a
place close to home. Think of your favorite place where you can feel an escape from the
hassles of your world, a place you love to be, your favorite place. Now, write an essay
explaining why this place is your favorite.
2. When we are young, we play games board games, imaginary games, sports games. Think
of one game you played when you were younger that you really liked. Think of some
reasons why you really liked this game. Now, write an essay explaining why this game
was your favorite as a younger child.
3. Everyone has something they do to relax and have fun. Some like to read; others prefer
sports; still others like to chat with friends. What is your favorite thing to do to relax and
have fun? Think of why you enjoy this activity so much. Now, write an essay explaining
why your favorite activity is your preferred way to relax and have fun.
4. Many students drop out of school before they graduate from high school. Think of some
reasons why you think these students do not finish high school. Now, write an essay
explaining why you think students drop out of school.
5. Many students do not do their work in school and then later often quit school before they
graduate. Think of some reasons why you think these students do not do their work and
get bad grades. Now, write an essay explaining why you think these students do not work
in school and often quit school before graduating.

Vocabulary

Phrasal Verbs

Choose the best answer for the following Phrasal verbs.

Expressions with Break

1. The firefighters had to break the door ______ to rescue the little girl.
A) into B) out C) down
2. The burglar broke ______ the house and stole all their money and jewelry.
A) away B) into C) forth
3. I don’t know why their marriage is breaking ______.
A) through B) in C) up
4. After two hours of hard work, we decided to break ______ for a little cup of coffee.
A) off B) up C) into
5. We have to break ______ all our emotional barriers to feel free.
A) away B) down C) into
6. When he spread the news, panic broke ______ in the city.
A) in B) away C) out
7. Scientists will break ______ in their search for new sources of energy.
A) up B) through C) out
8. Mary feels miserable, for she’s just broken ______ her boyfriend.
A) with B) up C) down
Expressions with Bring
9. Does this bring ______ memories? A) in B) on C) back
10. She had to bring ______ the children by herself. A) on B) up C) out
11. Did he ever bring ______ that book? A) back B) up C) on
12. Can I bring ______ my friend? A) up B) along C) out
13. Being a teacher doesn’t bring ______ much money A) up B) back C) in
Expressions with Come
14. The idea came ______ her while she was reading “Hamlet”. A) to B) about C) before
15. The farmer himself came ______ the intruders. A) before B) along C) after
16. I came ______ Schumacher at that big hotel. A) about B) apart C) across
17. The terrible scene of the crime continues to come ______ to me now and then.
A) back B) between C) down
18. The properties will come ______ him on his father’s death. A) after B) to C) on
19. Nobody wants to come ______ as a witness of the crime.
A) over B) forward C) at
20. The Canadian swimmer came ______ first. A) in B) round C) off
21. I wonder why his experiment never came ______. A) from B) upon C) off
22. Look how beautiful it is! All the flowers are coming ______. It’s springtime.
A) out B) off C) down
23. He came ______ with a good solution to the problem. A) apart B) out C) up
24. He was lucky to come ______ without any scratches. A) through B) under C) by
25. Be careful! It’s really fragile. I don’t want it to come ______ in your hands.
A) away B) out C) apart
26. Will the stain come ______ if I wash it? A) out B) in C) up
27. His aunt just died so he will come ______ a lot of money.
A) out B) up C) into
28. The question didn’t come ______ so I was happy. A) up B) in C) down
29. That book will come ______ very useful. A) up B) in C) down
30. She said she would come ______ and visit today. A) for B) over C) through
Expressions with Down
31. To be hit by a car or bus is the same as to be ______ down.
A) cooled B) marked C) knocked
32. To reduce the amount you do something is the same as to ______ down.
A) cut B) tear C) fall
33. To fail to do something when someone is relying on you is the same as to ______ down
someone. A) let B) quieten C) sit
34. To let something become less hot is the same as to let it ______ down.
A) lie B) cool C) tone
35. If it is raining very heavily, it is the same as to ______ down rain.
A) pour B) cut C) tear
36. To have a lot of stress is similar to being ______ down by a lot of problems.
A) poured B) cut C) weighted
37. To pass things from father to son is the same as to ______ down from generation to
generation. A) calm B) hand C) climb
38. To relax from stress is the same as to ______ down. A) wind B) lie C) let
39. To write a note is the same as to ______ down something.
A) jot B) scale C) tie
40. To make something appear less serious than it is the same as to
______ down something. A) slam B) set C) play
Expressions with Get
41. The manager failed to get his ideas ______ to the employees. A) across B) down C) in
42. I don’t think they can easily get ______ from prison. A) away B) into C) down
43. She is very well-paid, so she can get ______ without any help from him.
A) about B) over C) by
44. Ok. It’s time to get ______ to business. A) in B) down C) away
45. I hope you don’t get ______ trouble again. A) into B) on C) in
46. The teacher was lucky to get the truth ______ of him. A) up B) out C) away
47. Stop getting ______ my nerves! A) on B) at C) down
48. I doubt she’ll ever get ______ her trauma. A) out B) over C) in
49. I can’t get ______ all this work. I need some help. A) about B) away C) through
50. What time do you usually get ______? A) on B) up C) about
51. The rumors of his dismissal will soon get ______.A) along B) away C) about
52. If you’re in trouble, get ______ to a lawyer. A) by B) on C) in
Expressions with Give
53. The little boy was forced to give ______ to his brother’s wishes.
A) in B) for C) down
54. I give ______. This problem is too difficult to solve. A) down B) away C) up
55. He gave ______ all his fortune to charities. A) down B) away C) up
56. Don’t forget to give my books ______. I need to study for my exams.
A) out B) back C) up
57. After a week camping, all our food supplies gave ______. A) down B) out C) in
58. Remember to give all your papers ______ by Monday morning so that I can grade them.
A) in B) up C) out
59. This must be a special type of writing paper, for it gives ______ a very pleasant smell.
A) on B) off C) up
60. His time after school was given ______ to sports.
A) in B) over C) down
Expressions with Go
61. Why did he go ______ on his word?
A) after B) back C) away
62. I don’t think you should go ______ a job in that company.
A) after B) in C) to
63. Time goes ______ quickly, my dear.
A) by B) for C) in
64. The price of gas did not go ______ as we expected.
A) off B) about C) down
65. My complaint goes ______ you, too.
A) on B) for C) in
66. John is not happy because his son went ______ the Army.
A) for B) forward C) into
67. I believe she’ll never go ______ for sewing.
A) in B) down C) out
68. What’s going ______ here!
A) round B) in C) on
69. Don’t you think we should go ______ our plans again?
A) down B) through C) on
70. Love and hate normally go ______.
A) together B) about C) forth
71. What he said goes ______ his principles.
A) against B) off C) ahead
72. What color did he go ______?
A) over B) with C) for
73. Let’s go ______ for dinner tonight?
A) in B) around C) out
74. Why did the alarm go ______ like that?
A) out B) off C) through
75. Put the milk in the fridge or it will go ______.
A) out B) off C) down
76. Let’s go ______ to the river to swim.
A) out B) down C) through
Expressions with Into
77. To inherit money is the same as to ______ into money.
A) come B) move C) keep
78. To join the army is the same as to ______ into the army.
A) go B) let C) look
79. To make a quick decision about something is the same as to ______ into something.
A) look B) rush C) break
80. To meet someone unexpectedly is the same as to ______ into someone.
A) bump B) get C) check
81. To fit into something later is the same as to ______ into it.
A) let B) make C) grow
82. To suddenly cry is the same as to ______ into tears.
A) fly B) burst C) run

83. To drive off the road into a gasoline station is the same as to ______ into the gas station.
A) pull B) get C) let
84. To go and register at a hotel is the same as to ______ into a hotel.
A) look B) tune C) check
85. To have to borrow money is the same as to ______ into debt.
A) get B) make C) crowd
86. To check and find out what happened is the same as to ______ into something.
A) look B) make C) pull
Expressions with Keep
87. She couldn’t keep ______ the payments so she lost the house.
A) on B) off C) up
88. She likes to keep ______ with the latest fashions.
A) away B) off C) up
89. The doctor said that I have to keep ______ alcohol.
A) on B) off C) up
90. This spray will keep ______ the bugs.
A) away B) off C) on
91. She keeps ______ about him even though he has left.
A) away B) back C) on
92. Shut the door and keep the dogs ______ of the house.
A) away B) off C) out
93. Try to keep the children ______ from the fire. They may get burn.
A) away B) out C) off
94. She always reads the paper and watches TV to keep ______ with the latest news.
A) up B) in C) at
95. If he doesn’t keep ______ the expenses, he’ll go bankrupt.
A) off B) in C) down
96. You will succeed if you keep ______ doing it well.
A) in B) with C) on
97. He never let us down, for he always kept ______ his promises.
A) at B) to C) back
98. Bob is trying hard to keep ______ with the rest of his class.
A) up B) on C) in
99. We should advise children to keep ______ drugs.
A) out B) off C) away
100. She couldn’t keep the secret ______ from her parents.
A) out B) away C) back
101. Look! The sign says: “Keep ______ the grass”.
A) out B) off C) away
102. If you keep ______ your work, you’ll like it.
A) in B) with C) at
Expressions with Look
103. Who is going to look ______ the child while her mother is away?
A) after B) for C) at
104. When she got the promotion, she started to look _____ on the people she used to work with.
A) up B) for C) down
105. At this moment, it’s nonsense to look ______ results.
A) about B) for C) in
106. We must look ______ all the applications before we decide to hire someone.
A) for B) up C) over
107. People looked ______ him as a great leader.
A) on B) forward C) in
108. I’m looking ______ to visiting my relatives in California.
A) for B) forward C) up
109. He is really lucky! He got a room that looks ______ on the sea.
A) up B) over C) out
110. I’m sure you have written that down. Look ______ your notes and you will find it.
A) round B) in C) up
111. Students usually look ______ the counselor to help them choose a career.
A) at B) to C) into
112. If you don’t know the word, look it ______ in the dictionary.
A) up B) for C) at
Expressions with Make
113. If there is an earthquake, you should make ______ the park.
A) out B) up C) for
114. It was so foggy that she couldn’t make ______ the road ahead.
A) out B) over C) up
115. It took 20 years for them to make ______ after their fight.
A) up B) over C) out
116. The man made ______ with all her money.
A) for B) off C) up
117. I wish she wouldn’t make ______ stories like that.
A) for B) up C) over
118. The room was big, so they made it ______ a conference room.
A) into B) of C) on
119. The police don’t know who made ______ with the money of that big company.
A) for B) out C) off
120. I have already made ______ my mind about it.
A) over B) into C) up
121. Nothing will make ______ for their inefficiency.
A) in B) out C) up
122. Before going to the supermarket, make ______ a list of items you want to buy.
A) into B) out C) for
123. How is he making ______ with his new girlfriend?
A) out B) off C) away
124. Don’t trust him. He always makes ______ stories.
A) up B) out C) after
125. The thief ran but the police made ______ him and caught him.
A) up B) off C) after
126. Only good employer-employee relationships can make ______ good production.
A) at B) for C) after
127. I can hardly make ______ the letters on that sign. They are too small.
A) in B) off C) out
Expressions with Pass
128. When he sees blood, he passes ______.
A) over B) out C) on
129. I’m so sorry to hear that your father has passed ______.
A) by B) away C) off
130. He tried to pass himself ______ as the leader of the community.
A) up B) out C) off
131. He’s passed ______ bad moments in his life.
A) through B) out C) away
132. If you’re clever, you should never pass ______ an opportunity.
A) up B) out C) on
133. He is too young to pass ______ a member of this committee.
A) into B) off C) for
134. The children remained quiet as the parade passed ______.
A) in B) by C) off
135. Read the book and then pass it ______ to a friend.
A) in B) on C) off
Expressions with Pull
136. Can you help me pull ______ these boots?
A) off B) our C) in
137. The doctors think she can’t pull ______ another heart attack.
A) back B) through C) out
138. I think I just saw dad’s car pull ______ the driveway.
A) into B) over C) by
139. The sun is so bright. Do you mind if I pull ______ the blinds.
A) in B) over C) down
Expressions with Put
140. She doesn’t exercise anymore so she has put ______ weight.
A) on B) in C) by
141. He put ______ for a transfer, but it was refused.
A) on B) in C) by
142. My father put ______ the money to buy the house.
A) up B) in C) on
143. Taxes are going to be put ______ next year.
A) in B) up C) over
144. My back is really painful, since I put it ______.
A) out B) on C) down
145. I told her she couldn’t come down until all her clothes were put ______.
A) off B) in C) away
146. People often put ______ her opinions.
A) down B) in C) out
147. The game was put ______ until next month.
A) over B) off C) away
148. Will you help me put ______ this poster?
A) over B) through C) up
149. Will the last one to leave please put ______the candles?
A) out B) in C) by
Expressions with Run
150. Why did he try to run ______ from home?
A) off B) out C) away
151. I always run ______ old students of mine when I go to that cafeteria.
A) after B) across C) over
152. He runs ______ every pretty girl he sees at school.
A) on B) after C) in
153. Yesterday I ran ______ an old friend of mine at the supermarket.
A) for B) down C) into
154. He ran ______ with his best friend’s girlfriend.
A) off B) into C) on
155. The police ran ______ all the people who were near the scene of the horrible crime.
A) in B) over C) on
156. The thief ran ______ with all the money and jewelry he found in the house.
A) away B) after C) at
157. That man runs ______ his monthly salary in less than a week.
A) at B) through C) in
158. I don’t know how many candidates are running ______ President.
A) up B) for C) off
159. They ran ______ against several problems when they tried to build the bridge in that area.
A) off B) on C) up
160. We ran ______ of beer when the party was half over.
A) away B) out C) of

Writing Skills
Punctuation Marks
We call them spices of a language.
1. Comma(,)
A. Use a comma and a coordinating conjunction (and, but, for, or, nor, so, yet) to join two
independent clauses. (Optional rule)
a. The game was over, but the crowd refused to leave.
b. Yesterday was her birthday, so they went out to dinner.
B. Use commas after introductory clauses, phrases, or words that come before the main
clause.
a. While I was eating, the cat scratched at the door.
b. To get a seat, you'd better come early.
c. Well, perhaps he meant no harm.
C. Use commas to separate three or more words, phrases, or clauses written in a series.

The Constitution establishes the legislative, executive, and judicial branches of government.

D. Use commas to set apart a parenthetical phrase in a sentence.

My friend Jessica, who lives in Connecticut, is a yoga teacher.
Semicolons
3. Semi colon (;)
A. Use a semicolon between two related independent clauses that are not joined by a
conjunction.
• The participants in the first study were paid; those in the second were unpaid.
B. Use a semicolon to separate elements in a series that already contains commas.
• The students in the class were from Lynchburg, Virginia; Washington, D.C.; and
Raleigh, North Carolina.
C. Use a semicolon to join two independent clauses when the second clause begins with a
conjunctive adverb (however, therefore, moreover, furthermore, thus, meanwhile,
nonetheless, otherwise) or a transition (in fact, for example, that is, for instance, in
addition, in other words, on the other hand).
• I really have no interest in politics; however, I do like to stay informed by
watching the debates.
4. Colons (:)
A. Use a colon to introduce a list preceded by an independent clause.
 • The application includes the following pieces: personal information, job history,
and references.
B. Use a colon to separate an independent clause and a final phrase or clause that illustrates,
extends, or amplifies the preceding thought.
• They have agreed on the outcome: informed participants perform better than do
uninformed participants.
• Road construction in Dallas has hindered travel around town: parts of Main, Fifth,
and West Street are closed during the construction.
5. Apostrophes(‘)
A. Use an apostrophe to create a contraction (but don’t use contractions in your academic
writing!).
• I don’t like him very much.
B. Use an apostrophe to form a possessive noun.
• My mother’s job is better than all my brothers’ jobs put together.
• Dickens’s later works are much darker than his early novels.
C. Do NOT use an apostrophe to form a plural.
D. Remember that “it’s” = “it is,” but “its” is possessive.
6. Quotation marks
A. If the sentence ends with the quotation (and if there is no parenthetical citation), put your
final mark of punctuation INSIDE the quotation marks:
• “That dog is as big as a horse.”
B. If the sentence continues after the quotation, you’ll usually need a comma AFTER your
quotation but BEFORE your final quotation mark:
• “I wish this workshop were over,” John said.
C. If the quotation ends in an exclamation point or question mark, omit the comma:
• “I hate going to the dentist!” John bellowed.
D. If your sentence ends with a footnote, put the superscript number AFTER your final mark
of punctuation:
• According to Car and Driver, the Denali is “among the most agile of full-sized
sport utility vehicles.”15
E. If the sentence ends with a parenthetical citation, omit the punctuation at the end of the
quotation (unless it is a ? or a !):
• According to Driver, the Denali is “among the most agile of full-sized sport utility
vehicles” (Csere 20).

Thank you!!

There is no next time; it is now or never!