REVIEW TIPS

VERBAL ABILITY — ENGLISH

(From the reviewer entitled “CORECT”)

TESTS ON COMMUNICATION SKILLS are of two types—IDENTIFYING ERRORS and CORRECT

USAGE. Both types test the examinee’s knowledge of grammar, diction, style, spelling, and punctuation.
Some items that have appeared in various aptitude tests are as follows:

1. Case of Pronouns
For you and I, finishing the project is easy.
Pronouns are in the nominative case (I, he, she, we, they, who) when used as subject or predicate
nominatives. They are in the objective case (me, him, her us, them, whom) when used as direct objects,
indirect objects, and objects of a preposition. In the sentence above, I should be me since it is used as an
object of the preposition for.

2. Subject-Verb Agreement
Either the President or the cabinet members is to be accountable for the fiasco.
A verb agrees with its subject in person and in number. If the subject of the sentence is singular, the verb
must also be singular. If the subject is plural, the verb must also be plural. If the subject is in the first
person, the verb must also be in the first person. If the subject is in the second or third person, the verb
must agree. When the words or, nor, either—or, neither—nor, not only—but also join the parts of a
compound subject, the verb should be singular if the parts are singular; but it should be plural if both
parts of the subject are plural. Otherwise, if the parts connected differ in number, the verb agrees with
the nearer subject part. In the example above, it should be are since it should agree with cabinet
ministers, the nearer subject part.
Fifty million pesos were lost.
Nouns plural in form but singular in meaning require a singular verb. A plural noun which shows weight
(kilos), extent (kilometers), or quantity (pesos) is singular and takes a singular verb. In the sentence
above, were should be was since fifty million pesos expresses quantity and, therefore, is singular in
meaning.

Vic, together with his brothers, were here yesterday.

Words joined to the subject of a sentence by such expression as with, together with, as well as,
accompanied by, not, or including are considered parenthetical; therefore, they do not affect the number
of the verb. In the sentence above, were should be was since the subject, Vic is singular.

There is three old men living in that house.

Sentences that begin with there and here have the subject after the verb. In the sentence above, is
should be are since the subject, three old men, is plural.

3. Pronoun-Antecedent Agreement
Everyone of the boys on the committee must do their job well.
A pronoun usually refers to a noun or another pronoun which precedes it in the sentence. The word to
which the pronoun refers is called its antecedent. The antecedent of a pronoun is the word which goes
before the pronoun. It is the word to which the pronoun refers. A pronoun must agree with its antecedent
in number (singular or plural). In the Preceding example, their should be his since the antecedent is one
which is singular.

4. Tense or Form of a Verb

The teachers had left the room when the principal arrive.
In this sentence the correct form of the verb is arrived, not arrive. This is because the action occurred at
a definite time in the past—after the teachers had left the room.
He did not brought his books to the class yesterday.
Did is always followed by the present tense (basic or infinitive form) of verb. In the example above.
brought should be bring.

5. Subjunctive Mood
If l was you, I would not participate in the-contest.

The subjunctive mood is used to express something that is contrary to fact. So, was should be were in
the sentence above.

6. Comparison
I want to find out which between Catherine and Elvin is best.
When comparing two things, use the comparative form of the adjective, not the superlative. So in the
above sentence, best should better.

7. Redundant Modifier
This test is more easier than the one I took last year.
The comparative form of easy is easier. Adding more to easier is redundant. The correct sentence is:
This test is easier than the one I took last year.
 I can’t hardly wait for the result of the test.
Hardly is an adverb which means not quite, scarcely or barely. By itself, its connotation is negative.
Adding not to it is redundant. The correct sentence is: I can hardly wait for the result of the test.

8. Dangling Modifier
Going for a dunk, the ball slipped out of his hands.
A participial phrase at the beginning of a sentence should describe the subject of the sentence. In the
example above, it does not make sense that the ball should go for a dunk. The phrase is left dangling
with nothing to modify. The sentence should be rewritten in this matter: When he went for a dunk,
the ball slipped out of his hands.

9. Diction
For 50 years now, medical researchers have been trying to fund a cure for cancer.
Questions on diction test your ear for words. Some questions ask you to spot a word that is misused.
Others ask you to identify a word that is wrongly used in a sentence and to replace it with the correct
word. In the sentence above, find instead of fund should be used in the sentence.

10. Parallel Structure

The coach discussed dribbling, passing and how to shoot the ball.
Words or phrases connected by and or or should be similar in form. In the example above, shooting
instead of how to shoot the ball should be used to make it parallel with dribbling and passing.

11. Spelling
Maria is deleriously fond of writing letters to pen pals abroad.
Some questions test your ability to spot misspelled words. In the sentence above, the correct spelling is
deliriously, not deleriously.

12. Capitalization
The song “tomorrow ” was taken from the Broadway musical “Annie.”
Remember, all proper nouns, including titles of songs, movies and books, should be capitalized. In the
example above, “Tomorrow” should be capitalized since it is the title of a song.

13. Punctuation
The children exclaimed, “Wow, how wonderful are the fireworks.”
An exclamatory sentence should be punctuated with an exclamation point. A period is used only for a
declarative sentence. The sentence above should be punctuated, thus: The children exclaimed, “Wow,
how wonderful are the fireworks! ”

SENTENCE TRANSFORMATIONS

The Simple Question Pattern

To change a statement into a question answerable by yes or no, you can do one of three things:
a.) change the structure of the sentence by using the following:
 Using Simple Reversal
 Using Helping Verbs
 Using Did.
 Using Do or Does.

b.) add a tag question to the sentence, or,

A. In changing the structure of the sentence, remember the following:

1. Simple Reversal Question.
Reverse the position of the subject and the predicate if the verb is a form of to be (is, are, am,
was or were). Begin your question with the be verbs. If the be verbs are used as helping verbs, simple
reversal is also used.

Statement: Legends are interesting stories. Question: Are legends interesting stories?

2. Using Helping Verbs.

When the sentence contains a helping verb plus a main verb, the question is signalled by placing
the helping verb before the subject.

be verbs and other helping verbs can also be used in simple reversal. In using the simple reversal,
the helping verb and the main verb is in between the subject of the sentence.
Statement: Poetry reading is performed by my students.
Question: Is poetry reading performed by my students?

Statement: News casting and choral reading were done by all grade levels.
Question: Were news casting and choral reading done by all grade levels?
3. Using Do or Does.
If the verb is other than to be, begin your question with do or does (present tense) and continue
with the subject and the simple form of the verb.

Statement: In fables, the animals act like humans. Question: Do the animals act like
humans?
Statement: Our literature contains fables. Question: Does our literature
contain fables?
4. Using Did.
If the verb other than to be is in the past tense, begin your question with did and follow it with the
subject and simple form of the verb.

Statement: Our elders taught lessons through fables. Question: Did our elders teach lessons through
fables?
Statement: The fable contained moral lesson. Question: Did the fable contain moral lesson?
 Every time you use do, does, and did in a sentence with an action verb, you must use the
simple form of the action verb ( no s, ed, or ing added)

B. Using Tag Questions

Tag Questions are short questions at the end of statements. They are mainly used in speech when we
want to:

 Confirm that something is true or not, or

 To encourage a reply from the person we are speaking to.
 Tag Questions are formed with the auxiliary or modal verb from the statement and the
appropriate subject.

The tag question is formed in one of the three ways:

1) by repeating the main verb if the main verb is some form of verb to be (is, are, am, was,
were);
2) by using the helping verb do, does or did if the verb is other than the verb to be and is not a
verb phrase;
3) by repeating the auxiliary verb if the verb is a verb phrase.

A positive statement is followed by a negative question tag.

 Johara is from Marawi, isn't she? Mohammad Azzam can speak English, can't
he?

A negative statement is followed by a positive question tag.

 They aren't funny, are they? He shouldn't say things like that, should he?

When the verb in the main sentence is in the present simple form, we form the tag question with do /
does.
 You play the guitar, don't you? Caironisa likes tennis, doesn't she?

If the verb is in the past simple, we use did.

 They went to the cinema, didn't they? She studied in Xavier University, didn't she?

When the statement contains a word with a negative meaning, the question tag needs to be positive
 He hardly ever speaks, does he? They rarely eat in restaurants, do they?

TAG QUESTIONS SUMMARY CHARTS

 Short Positive and Negative Responses
Short Positive Response Short Negative Response

Statement: She works hard in school. Statement: She works hard in school.
Tag Question: doesn’t she? Tag Question: doesn’t she?
Yes-No Question: Does she work hard in Yes-No Question: Does she work hard in
school? school?
Short Positive Response: Yes, she does. Short Negative Response: No, she
doesn’t.
Statement: Sittie Zaynab is
pretty. Statement: Sittie Zaynab is
Tag Question: isn’t she? pretty.
Yes-No Question: Is Sittie Zaynab Tag Question: isn’t she?
pretty? Yes-No Question: Is Sittie Zaynab
Short Positive Response: Yes, she is. pretty?
Short Negative Response: No, she
isn’t.

Direct Speech and Indirect Speech

Direct Speech
The exact words that someone says are called direct speech. Quotation marks “ ” are used
to set off direct speech.
Jehan said, “Where are my keys?” “This ice cream is delicious,” said Sally.
“Have you boys washed your hands?” asked Gary. “What a beautiful dress!” said Anisa.
“Please get out of the car,” the police officer ordered.

Indirect Speech
You can report what someone says without using their exact words. To do this, use a verb like
say, ask or tell, followed by that. This is called indirect speech.

There are several differences between a sentence with direct speech and a sentence with indirect
speech.

 You don’t use quotation marks with indirect speech.

 You change the tense of the verb.
 You change the pronouns and determiners.

Here are some examples. The verb tenses that change are printed in bold and the pronouns and
determiners that change is underlined and in bold letters.
 Remember that the past tense of can is could and the past tense of will is would.

direct speech indirect speech

Aina said, “I feel ill.” Aina said that she felt ill.
Nashiba said, “It’s time to leave.” Nashiba said that it was time to leave.
“I can’t find my book,” said Janisa. Janisa said that she couldn’t find her book.
 “Farima is hitting me,” said Hidaya. Hidaya said that Farima was hitting her.
Maya said, “I haven’t had my breakfast yet.” Maya said that she hadn’t had his breakfast yet.
“My car won’t start,” said Camal. Camal said that his car wouldn’t start.

In indirect speech people often leave out the conjunction that.

Aina said that she felt ill. Hidaya said that Farima was hitting her.
Nashiba said that it was time to leave. Janisa said that she couldn’t find her
book.
Faisa said that he hadn’t had his breakfast yet.

 When you are using indirect speech to report a statement that is still true now, you don’t
change the tense of the verb.
direct speech indirect speech
Allaysa said, “My
mom doesn’t like fish.” Allaysa said that her mom doesn’t like fish.
“I live in a house by the sea,” said Anna. Anna said that she lives in a house by the sea.
Rahana said, “Baguio is a beautiful city.” Rahana said Baguio is a beautiful city.

Indirect Commands
 Use verbs like order, tell and warn to report orders and instructions.
 The construction to + verb or not to + verb may also be used.

direct speech indirect speech

The teacher said, “Stop running in the The teacher ordered us to stop running in
corridor!” the corridor.
“Put your books away, children,” said Mr. Mr. Lopez told the children to put their
Lopez. books away.
Noraisa said to Norhaya, “Please help me by Noraisa asked Norhaya to help him by
cleaning the house.” cleaning the house.
Jalal said to Salima, “Please don’t tell Jalal begged Salima not to tell anyone his
anyone my secret!” secret.
Miss Jariah said to Johara , “Don’t be late Miss Jariah warned Johara not to be late
again tomorrow.” again the next day.

Indirect Questions

 The verb ask is usually used to report questions.

direct speech indirect speech

Ammara said, “Where is my backpack?” Ammara asked where her backpack

was.
Ammar said, “Have you finished your homework?” Ammar asked if I had finished my
homework.

 To report a question, put the subject before the verb or helping verb. Remember that the subject
comes after the helping verb when you ask a question. Here are some examples. The subjects
are printed in bold and the verbs are printed in color.

asking a question reporting a question

“Where are they going?” I asked where they were going.

“Can Ayub ride his bike?” I asked if Ayub could ride his bike.
“Did Miss Lee sing a song?” I asked whether Miss Lee sang a song.
“Has she finished her homework?” I asked if she had finished her homework.

 To report a question-word question, use the same question word in direct speech.

direct speech indirect speech

Farhana said, “Where are your shoes?” Farhana asked where my shoes were.
Asnihaya said, “Who has taken my pen?” Asnihaya asked who had taken her pen.
“What time does the show start?” asked Najeha. Najeha asked what time the show
started.

 When you are reporting yes or no questions, use if or whether after the verb.
direct speech indirect speech

“Is it raining?” asked Mark. Mark asked if it was raining.

Alicia said, “Can you help us?” Alicia asked whether I could help them.
 Hanifa said, “Is the bus on time?” Hanifa asked if the bus was on time.

CONTEXT CLUES
Context clues are hints found within a sentence, paragraph, or passage that a reader can use to
understand the meanings of new or unfamiliar words. Learning the meaning of a word through its use in
a sentence or paragraph is the most practical way to build vocabulary, since a dictionary is not always
available when a reader encounters an unknown word.

TYPES OF CONTEXT CLUES

1. EXAMPLE CLUE - The author provides an example to help the reader determine the meaning of the
word. Sometimes when a reader finds a new word, an example might be found nearby that helps to
explain its meaning. Words like including, such as, and for example, point out example clues.

Examples:

 Piscatorial creatures, such as flounder, salmon, and trout, live in the coldest parts of the ocean.
 Celestial bodies, including the sun, moon, and stars, have fascinated man through the centuries.
 The sun, stars, and the moon are celestial bodies.
 “She excelled in the arts, painting, drawing, and sculpting with great skill.”
Painting, drawing, and sculpting are given as examples of “the arts”, helping you understand what
the term encompasses.
 “Many forms of precipitation, such as rain, snow, and hail, contribute to the water cycle.”
Rain, snow, and hail are examples of “precipitation”, giving a clue to what the term means.

2. SYNONYM or RESTATEMENT CLUE - This context clue provides the reader with words that have the
same meaning of the unknown word.
Examples:

 The mountain pass was a tortuous road, winding and twisting like a snake around the trees of
the mountainside.
 “My doctor said smoking could terminate my life. But I told him, ‘Everybody’s life has to end
sometime.’”
 The new girl was aloof. She seemed uninterested and unsociable.
 “The student’s answer was erroneous, or incorrect.”
The word “incorrect” is a synonym for “erroneous”, providing a clue to its meaning.
 “Her decision was prudent, or wise, considering the circumstances.” “Wise” is a synonym for
“prudent”.

3. ANTONYMS or CONTRAST - Authors sometimes provide the reader with words that have the
opposite meaning of the unknown word. Antonyms are often signalled by words and phrases such as
however, but, yet, on the other hand, and in contrast.
Examples:

 The gentleman was portly, but his wife was thin.

 The industrious server made a lot of money off of tips from his customers while the lazy servers
went home with just a few dollars.
 “Unlike her garrulous brother, Jane was always quiet.”
“Quiet” is an antonym for “garrulous”, so you can infer that “garrulous” means talkative or wordy.
 “Unlike the complex puzzle, the solution was simple.”
“Simple” is an antonym for “complex”, helping you understand that “complex” means something
not simple, or complicated.

4. Definition/Explanation Clues - As the name suggests, these clues provide a direct definition or
explanation of the unfamiliar word in the same sentence.

Examples:
1. “Her entrepreneurial spirit, a tendency to start and run businesses, was evident from
her lemonade stand.”
In this sentence, the phrase “a tendency to start and run businesses” is defining the term
“entrepreneurial spirit”.
2. “A philanthropist, someone who seeks to promote the welfare of others, donated a
large sum of money to the hospital.”
The phrase “someone who seeks to promote the welfare of others” is defining the term “philanthropist”.

3. “The letter was terse, brief and to the point, and left no room for argument.”
The phrase “brief and to the point” is providing a definition for “terse”.

5. Inference Clues - These clues require readers to infer the meaning of the word based on the broader
context. For example, “With her panache for singing, everyone gave her a standing ovation.”
Examples:
1. “Given the number of webs, it was clear the barn was infested with arachnids.”
The presence of many webs lets you infer that “arachnids” refers to spiders or similar creatures.

2. “The debutante graced the ballroom with her elegance, leaving the crowd in awe.”
From the crowd’s awe and the context of a ballroom, you can infer that a “debutante” is a young woman
making a formal debut in society.

3. “He mused about the problem, leading his friends to realize he was deep in thought.”
The fact that he’s deep in thought lets you infer that “mused” means to contemplate or ponder.

6. CAUSE AND EFFECT CLUE - The author explains the reason for or the result of the word. Words like
“because,” “since,” “therefore,” “thus,” “so,” etc. may signal context clues.

Examples:
She wanted to impress all her dinner guests with the food she served, so she carefully studied the
necessary culinary arts. “Culinary” means “food preparation.”

7. ANALYSIS OR STRUCTURE CLUE - The parts used to construct a word can be direct clues to
meaning. Knowledge of prefixes, roots, and suffixes can aid a reader in using this type of context clue.
The power of word parts lies in the ability to combine the roots and affixes with the context in which a
word is used to discover the author’s meaning.

Examples:

 The story is incredible.

The root cred means “to believe,’ and the prefix in means “not.” Therefore, if a story is incredible, it is
unbelievable.

 The somnambulist had to be locked in his bedroom at night for his own safety.
If a reader knows the meaning of ambular (walk) and somn (sleep) and sees the sentence, the reader
may realize that a “somnambulist” is a sleepwalker.

VERBAL ANALOGY

An Analogy shows a relationship between words. It is a comparison of two things to highlight their
similarities. Analogies can help you learn new words if you first determine the relationship between the
words.

Look at the following pairs of words:

1. High : low :: near : far 4. hour : minute :: pound :ounce
2. fork : eat:: shovel: dig 5. herd : cows :: orchestra : musicians
3. flamingo : bird :: grizzly : bear

To complete an analogy, you must figure out the relationship between the first two words to determine
the word that fits in the blank. One possible way to read these analogies:
High is the opposite of low just as near is the opposite of far. (relationship: antonym)
You use a fork to eat just like you use a shovel to dig. (relationship: object to function )
Flamingo is s type of bird just as grizzly is a kind of bear. (relationship : Types of animals )
An hour is comprised of minutes just as a pound is comprised of ounces. (part to whole/whole
to part)
A herd is made up of many cows just as orchestra is made up of many musicians. (group to
individual)

Here are some of the types of /relationships in analogies

1. Part / whole relationship shows two things connected. One is a part of the other.
Hand : arm :: foot : leg Algebra : piece :: game : board

2. Antonym shows two things that are opposite

Tiny : small :: gigantic : big Happy : sad :: tall: short

3. Synonym –shows two things that are similar.

Yell: shout :: baffled: perplexed lean : slender :: bright : aglow

4. Cause/ effect relationship Cause explains why something happened. An effect explains the Result.
Rain : flood :: sun : sunburn (cause / effect relationship)
Improve: practice :: heal: treat (effect /cause relationship)

5. Noun/ adjective relationship features a noun and an adjective that describes the noun.
Mouse : small :: elephant : big (Noun/ adjective relationship)
 Loud: mouse: silent: rooster. (adjective / noun relationship)

6. Tool/ User ( object / user ) relationship includes an object or tool and the person or creature who
uses it.
Hammer : carpenter :: torch : welder (tool/ user relationship)
Chalk : teacher :: microphone : DJ (object/ user relationship)

7. A tool/ action relationship shows a tool and the action it is used to complete.
Crayon : draw :: pencil : write (tool/ action relationship)
Sing : microphone :: film : camera ( action / tool relationship )

8. Tool/ object relationship shows a tool and an object it’s used with.
Hammer : nail :: wrench : nut (tool object relationship)
Can : can opener:: hair : brush

9. Action / thing acted upon relationship (When you perform an action, you perform it upon someone
or something.
Read : book :: draw: paper (action/ thing acted upon relationship)
Operate: patient: makeover: client.

LOGICAL ORGANIZATION

IN THIS TEST, YOU ARE TO ORGANIZE four or five sentences into a coherent paragraph, Here are
some tips on how to tackle this test:

1. Identify the topic sentence.

The topic sentence defines the topic, theme or thesis of a paragraph. It is usually broad enough to
serve as focus of the other sentences in the paragraph. All the other sentences in the paragraph explain,
amplify or develop it. In a deductively arranged paragraph, it is the first sentence.

Consider this group of sentences:

1. But there are other smiles — as many as eighteen kinds in all, mostly used as social signals.
2. So, on a bad day, try to improve your mood by making the effort to smile.
3. It’s instantly recognizable as a sign of genuine pleasure.
4. The true smile lifts the cheeks and the corners of the mouth; it wrinkles the skin around the
eyes.
5. Some smiles can be menacing, but only the true smile reflects pleasure.

The first two sentences can be eliminated outright due to their use of transitional words (but and
so). Sentences with transitional words are usually used to amplify or explain the topic sentence. Sentence
3 should be eliminated because its subject (it) is a pronoun. A pronoun usually has an antecedent which
could be the subject of a topic sentence. The choice is limited between sentences 4 and 5. The topic
sentence is No. 5 because it is explained by No. 4.

2. Pinpoint the repeated key words and phrases

Writers repeat words and phrases to connect sentences and establish that one subject is being
discussed. In the five sentences above, the repeated word is smile and the repeated phrase is true smile.
In the topic sentence (No. 5), the writer makes an assertion about the true smile—that only the true smile
reflects pleasure. The sentence that follows the topic sentence (No. 4) explains the meaning of true
smile. So, in this sentence, the phrase true smile is repeated.

3. Connect pronouns with their antecedents.

Writers use conjunctions (and, but, for, 0, or, nor, yet, after, since, until, when, if, because, etc.) to
provide smooth transition from one sentence to another or to establish specific logical relationships
among sentences. Transitions within a paragraph refer a reader back to what he has just read or forward
to what is still to come. So, a sentence with a conjunction used as a transition is related to a sentence
before or after it.

In the above example, two sentences (No. 1 and No. 2) use transitions. Sentence 1 uses the conjunction
but to emphasize that there are smiles other than the true smile. This sentence, therefore, must come
after the sentences discussing the true smile. Sentence 2 uses the conjunction so to connect the
concluding sentence to the rest of the paragraph. Being the concluding sentence, No. 2 is the last
sentence in the paragraph.

4. Look for some possible ways to arrange the sentences.

Sentences of a paragraph should be arranged according to an easily recognizable pattern. Among
the most common are spatial, chronological, and topical patterns. A spatial arrangement draws the
reader’s attention to objects or people in terms of their physical proximity to one another. The order of
presentation is usually simple: from left to right, top to bottom, to west, north to south, outer to inner,
near to far, and so on. In a chronological arrangement, the writer organizes information by time,
proceeding from an early period to a later one or vice versa. Transitions commonly used in chronological
arrangement include once, first, s then, next, earlier, and later.
 If a paragraph is not arranged spatially or chronologically, it may be arranged topically. a
topical arrangement, sentences may be arranged in ascending or descending order of importance; the
attractive or unattractive features of proposal may be expounded; the functions of an object may be
discussed; the component parts of a mechanism may be explained; a cone. may be defined; or the
causes and effects of a problem may be dissected.

5. Determine the concluding sentence

Some paragraphs have concluding sentences. These are the sentences that summarize the points
taken up in the other sentences. Concluding sentences are usually found at the end the paragraph.

READING COMPREHENSION

READING COMPREHENSION TIPS measure five specific skills. These are (1) noting details, (2)
extent of vocabulary, (3) getting the main idea or theme of the selection, (4) inferring details
and (5) predicting results.

1. Noting details.
This skill Involves remembering information mentioned 1n the seleetion. Ihe pieces of information
provide the answers to the questions (2) What? (b) Who?) (c) Where? (d) When (e) Why? and (f) How?

2. Vocabulary work.
This skill involves the ability to attack new words that is to understand the meaning of unfamiliar
words. The student should be able to understand the meaning of a new word through the way it is used
in a sentence. At times, the word may be understood in relation to what is mentioned in the selection
itself A good reader should be alert to infer the meaning of a new word by the way 11 1s used m the
paragraph selection.

3. Getting the main idea.

In reading, it is usually not necessary to remember every information, data, or detail, It is,
however. always essential that one understands what the selection is saying. After reading the entire
selection, a good reader should be able to tell what its central theme, general idea, is or provide a title
for it. This involves relating the sentences in the selection in order to come up with the general idea,
topic or title.

4. Inferring details or ideas.

In reading comprehension selections, questions are usually asked to test the reader's ability to
infer some details or information out of certain specific information in the selection. To answer such
questions, the reader should be able to exercise his own judgment and come up with an acceptable
evaluation on the details he has read. Some examples of this type of question are:

a. What kind of story is the selection? c. Was it necessary for the girl to shout?
b Did the hero act with discretion in what he did? d. How do you describe the author’s style?

5. Predicting results
This strategy involves the ability of readers to get meaning from a text. Good readers use
predicting as a way to connect their existing knowledge to new information from a text to get meaning
from what they read.

READING TIPS
1. First read the paragraph; then read the questions
Do not try to read the questions first before you read the paragraph. This will just distract you as
you will read not to comprehend but to locate the answer to the questions. Trying to spot the answers to
the questions May just increase you anxiety; thus, preventing you from understanding the paragraph
fully.

Relax when you read and try the following techniques.

a. Read as rapidly as you can but do not take short outs. Read with understanding ™
b. While reading the opening sentences, anticipate what the passage is about. Who is the author
talking about?
c. As you read, try to remember the author's major point and where they are located in the
passage. Thus way, you can always go back to them when verifying your answer.
d. Always verify your answer by going back to the passage. Your first reading will give you an idea
about the theme of the passage but it may not enable you to answer all the questions correctly.
Underline if you must, but only sparingly. Underlining may be confusing and time consuming,

2. Know what the question is asking for

Familiarize yourself with the major reading question types, as follows:

a. Main Idea. Falling under this category are questions that test your ability to find the central
thought of a paragraph or to judge its significance.
These questions often begin with:
The article is about the The theme of the paragraph can be best described as
 The main point of the paragraph is The paragraph is primarily concerned with
Which of the following titles best describes the content of the paragraph?
Which of the following statements beat expresses the main idea of the paragraph?

b. Specific Details. These questions test your ability to understand what the author — states
explicitly. Aside from who, what, when, why, where, and how, they also begin with.

According to the author, The author states all the following except
Which of the following statements is best supported by the paragraph?

c. Drawing Inferences. These questions test your ability to go beyond the author’s explicit
statements and see what these statements imply. They often begin with:
The author implies that It is implied in the paragraph that
It can be inferred in the article that The author inferred in the article that
According to the article, it is likely that

d. Tone or Attitude. These questions test your ability to sense the author’s or character’s
emotional state.
Which of the following best describes the tone of the author?
The author's attitude to the problem can best be described as
The author's tone in the passage is that of a person attempting to
What emotion is expressed in the article?

e. Vocabulary. These questions test your ability to work out the meaning of unfamiliar words from
their context. They often take these forms:
The word...as used in the sentence means The underlined word in the article means
The phrase...is used in the passage to mean

(3) To find the main idea, check the opening and closing sentences.
Authors usually provide readers with a sentence which expresses a paragraph's main idea. Although such
topic sentences may appear anywhere in the paragraph, they are usually found in the opening or closing
sentences.
Example:
The content of a message in print is as important as the way it looks. History is
replete with examples of the important role appearance has played in written
communications. Johann Gutenberg’s introduction of the printing press to Europe more
than 500 years ago, and the subsequent design of decorative typefaces, made possible
the mass production of good-looking print communications. The advent of the computer
was another; and because of it, people are bombarded with print communications. Today,
effective graphic design is more important than ever. Magazines and newspapers are
crowded with ads. Mailboxes are stuffed with catalogs, newsletters and other direct-mail
solicitations. Consequently, one’s message has a lot of competition, increasing the need
for attractive and compelling graphic presentation. Furthermore, buying decisions are
often based on information gleaned from brochures, proposals and other print
communications rather than on direct hands-on, prepurchase experience or person-to-
person contact. All this requires that the print communication be effective, and this
depends on both appearance and content.

Now look at a question on this passage:

The main idea of the selection is the _____________ in print communications:

1. influence of printing press 2. importance of the computer 3. role of content
and appearance
4. amazing developments 5. use of the printing and the computers
Just by looking at the opening and closing sentences, you can easily spot the answer choice No. 3.

4. In choosing a title, watch for choices that are too specific or toe broad.
A paragraph is a group of sentences revolving around a central theme. An appropriate title for a
paragraph, therefore, must include this central theme. It should be neither too broad nor too narrow in its
scope. It should be specific yet comprehensive enough to include this essential ideas presented by the
sentences.
Example:
Which of the following is the most appropriate title for the paragraph in No. 3?
1. The Role of Computers in Print Communications
2. Effective Print Communications
3. The Role of Content and Appearance in Print Communications
4. Competition in Print Communications 5. Modern Print Communications
Choices 2 and 3 are too broad, while choices | and 5 are too specific. Choice No. 3, which contains the
central theme of the paragraph. is the correct answer.

(5) In answering questions requiring specific details, choose the options that are directly stated in the
paragraph.
 In the paragraph, the author provides specific details to explain or develop the central theme.
When asked questions on these details, choose the option that is directly stated or supported by the text
in the paragraph. Do not choose an option—even if it makes good sense if it is not stated nor supported
by the details in the paragraph. Certain key words found both in the question and in the paragraph will
help you pick the correct answer.

Take this question on the paragraph in No. 3:

The invention of the printing press resulted in the __________________.
1. spread of knowledge. 2. expansion of press freedom. 3. invention of
computers.
4. mass production of attractive printed materials. 5. rise of
advertising agencies.

Choices 1 and 2 are results of the invention of printing press, but they are not the answer to the question
since neither is stated in the paragraph. Choices 3 and 5 are simply not supported by the details in the
paragraph. Choice, 4 the correct answer, is directly mentioned in the third sentence of the paragraph,
Note, too, the key phrase mass production which is found both in the question and in the paragraph.

6. When asked to make inferences, choose an option that logically develops from the
information in the paragraph, not the one that is directly stated in the text.
In inference questions, the correct answer is based on your own judgment. Unlike the answer for
questions requiring specific details, it is not directly stated in the paragraph.

Example:
From the paragraph in No, 3, it can be inferred that _________________.
1. Computers have made the use of printed communications more widespread.
2. A print communication will stand out if it is well designed and if its content clear and
interesting.
3. Customers make decisions on the basis of information in brochures and other print
communications,
4. Decorative typefaces followed the invention of printing.
5. People today are bombarded with all sorts of print communications.

Options 1.3.4 and 5 are all directly stated in the paragraph and, therefore, see set inferences. Choice No
2, an inference because it follows from the information that the effectiveness of a print communication
depends on its appearance and content.

7. If the question is about mood, tone, or attitude, look for words that convey emotion,
express values, or paint pictures.
In determining the attitude, mood, or tone of the paragraph, note down the words used to
describe the subject. Some words like fragrant, genteel, and great have positive connotations, some
like greedy, brutal and arrogant have negative connotations. These words can tell you whether the
tone, mood, or attitude is happy, sad, angry, fearful, happy or excited.
Read this passage which appeared in a recent NSAT:
Twilight is a young
bird
in gorgeous plume
Seeking refuge
Under the soft wings
Of its mother night

One question asked is:

What emotion is expressed in the above stanza:"
1. fear 2. sadness 3, happiness 4. anger 5. Excitement
On the first reading, it is difficult to associate any emotion with the stanza. However. if you paint a
picture of a young bird seeking refuge, you can associate the stanza with fear Furthermore, if you
consider the meaning of the word refuge (shelter, or protection from di tress or difficulty), you can
conclude that the emotion depicted is fear.

8. Look for nearby context clues when answering a vocabulary question.

When answering a vocabulary question, do not just rely on you familiarity with the word. This is
because the word could have more than one meaning, depending on its usage. To pinpoint the correct
meaning of a word used in the paragraph, study the context in which it is used by the author.
On our sample paragraph, for instance, a question may be asked:
Bombarded, as used in the paragraph means
1. strafed 2.bombed 3. besieged 4. rewarded 5. catapulted

Bombarded could mean bombed, strafed, besieged, assailed, atiack or hounded. The correct meanings
given are strafed, bombed and besieged. But, as used in the sentence the correct answer is besieged.

GRAMMAR RULES
 Six Preposition Rules

Prepositions form a small but very important word class. We use prepositions very frequently. In
fact, the prepositions to, of, in, for, on, with, at, by, from are all in the top 25 words in English. If you
can understand and correctly use prepositions, it will greatly improve your fluency. And remember, there
are not very many prepositions.

1. A preposition must have an object

All prepositions have objects. If a "preposition" does not have an object it is not a preposition—it's
probably an adverb. A preposition always has an object. An adverb never has an object. Look at these
example sentences:

 They are in the kitchen. (preposition in has object the kitchen)

Please come in. (adverb in has no object; it qualifies come)
 There was a doorway before me. (preposition before has object me)
I had never seen it before. (adverb before has no object; it qualifies seen)
 I will call after work. (preposition after has object work)
He called soon after. (adverb after has no object; it qualifies called)

2. pre-position means place before

The name “preposition” indicates that a preposition (usually) comes before something (its object):
 I put it in the box.
But even when a preposition does not come before its object, it is still closely related to its object:
 Who did you talk to? / I talked to Jane.

3. A pronoun following a preposition should be in object form

The noun or pronoun that follows a preposition forms a ‘prepositional object’. If it is a pronoun, it should
therefore be in the objective form (me, her, them), not subjective form (I, she, they):
 This is from my wife and me. That’s between him and her. Mary gave
it to them.

4. Preposition forms
Prepositions have no particular form. The majority of prepositions are one-word prepositions, but some
are two- or three-word phrases known as complex-prepositions:
 one-word prepositions (before, into, on) complex prepositions (according to, but for, in spite
of, on account of)

5. to preposition and to infinitive are not the same

Do not confuse the infinitive particle “to” (to sing, to live) with the preposition “to” (to London, to
me).
to as preposition

 They are committed to  I am used to cars.

 I look forward to lunch the project. I am used to driving.
I look forward to seeing They are committed to I am used to drive.
you keeping the price
I look forward to see you down.
They are committed to
keep the price down.

to as infinitive particle
 They used to live in Moscow.
 They love to sing.

6. The golden preposition rule

A preposition is followed by a "noun". It is NEVER followed by a verb.
Prepositions of Time - at, in, on
We use:
 at for a PRECISE TIME
 in for MONTHS, YEARS, CENTURIES and LONG PERIODS
 on for DAYS and DATES
in on
at
MONTHS, YEARS, CENTURIES DAYS and
PRECISE TIME
and LONG PERIODS DATES
at 3 o'clock in May on Sunday
at 10.30am in summer on Tuesdays
at noon in the summer on 6 March
 at dinnertime in 1990 on 25 Dec. 2010
at bedtime in the 1990s on Christmas Day
on Independence
at sunrise in the next century
Day
at sunset in the Ice Age on my birthday
at the moment in the past/future on New Year's Eve

Look at these examples:

 I have a meeting at 9am. The shop closes at midnight.
 Jane went home at lunchtime. In England, it often snows in December.
 Do you think we will go to Jupiter in the future? There should be a lot of progress in the
next century.
 Do you work on Mondays? Her birthday is on 20 November.
 Where will you be on New Year's Day?

Notice the use of the preposition of time at in the following standard expressions:
Expression Example
at night The stars shine at night.
I don't usually work at the
at the weekend*
weekend.
at
I stay with my family at Christmas.
Christmas*/Easter
We finished the test at the same
at the same time
time.
He's not home at present. Try
at present
later.

*Note that in some varieties of English people say "on the weekend" and "on Christmas".
Notice the use of the prepositions of time in and on in these common expressions:

in On
in the morning on Tuesday morning
in the mornings on Saturday mornings
in the afternoon(s) on Sunday afternoon(s)
in the evening(s) on Monday evening(s)

When we say last, next, every, this we do not also use at, in, on.
 I went to London last June. (not in last June) He's coming back next Tuesday. (not on
next Tuesday)
 I go home every Easter. (not at every Easter) We'll call you this evening. (not in this
evening)

VERBALS
Verbal Forms

A verbal is a form of a verb used as an adjective, adverb, or noun. There are three types of verbals:
participles, gerunds, and infinitives. Each of them can be used by itself or as part of a verbal phrase.

Infinitives
An infinitive is the basic form of a verb, preceded by the word to. It can serve as a noun, adjective, or
adverb.

EXAMPLES: To fly would be fun. To fly is a noun that serves as the subject of the sentence.
Erika is the woman to visit.
To visit is an adjective modifying the noun woman.
To win, I will have to work very hard. To win is an adverb that modifies the verb work. It answers the
question, “Why?”

Participles
A participle is the present progressive tense (-ing) or the past tense (-ed) of a verb used as an adjective.
EXAMPLES:

The crying baby reached for his mother. Here, crying (a form of the verb to cry) is an adjective
describing the noun baby.

Frightened, the panicking boy jumped away from the spider. Frightened, the past participle of the verb
to frighten, describes the noun boy. Panicking is the present participle form of the verb, to panic. It
modifies the noun boy.
Gerunds
A gerund is the present progressive (-ing) form of a verb used as a noun.

EXAMPLES: Dancing is not allowed in the library. Dancing is the subject of the sentence; the verb to
dance is made into a noun.
Mark dislikes singing. Singing is the direct object of the verb dislikes. Mark dislikes what?
Singing.

Verbal Phrases

Although a verbal may consist of a single word, objects, complements, and modifiers may be added
to the original participle, gerund, or infinitive to make it into a verbal phrase.

Objects
There are two types of objects: direct objects and indirect objects. A direct object receives the
action of the verb.

EXAMPLES: Eating the pizza was no small task. The pizza is the direct object of the gerund, eating. It
answers the question, Eating what?

To win the prize would make my day! The prize is the direct object of the infinitive, to win. It
answers the question, To win what?

An indirect object names the noun to whom or for whom the action was done. EXAMPLE: Giving
her those roses was the hardest thing I’ve ever done. The noun, roses, is the direct object of the verb,
giving. It answers the question, “Giving what?” The pronoun, her, is the indirect object. It answers the
question, “To whom?”

Complements
Complements rename or define nouns (subjects or objects) in the sentence.

EXAMPLES: Being the oldest child, she did a lot of free babysitting. The noun, child, is the
complement of the subject of the sentence, she.
To make him happy is nearly impossible. The pronoun, him, is the direct object of the verb, to
make. It answers the question, “To make what/whom?” The adjective, happy, is a complement, which
defines him.

Modifiers
Although verbals are modifiers, they may also take modifiers themselves. These modifiers describe or
clarify the verbals. EXAMPLES: Eating quickly, I had no time to talk. Quickly describes how I was eating.
Walking to the park, they saw a deer. To the park modifies the word walking by describing where they
were walking.

Common Errors
Verbal phrases are the source of many common errors, including sentence fragments and misplaced
modifiers.

Sentence Fragments
Verbal phrases can never stand alone as a sentence. Many sentence fragments are actually verbal
phrases that should be attached to a neighboring sentence.

FRAGMENT: Making our party complete. Erin brought the cake.

CORRECT: Making our party complete, Erin brought the cake.

Misplaced Modifiers
Sometimes, a verbal may be located too far from the word it modifies, confusing the meaning of the
sentence. Such misplaced modifiers should be moved closer to the words they modify.
UNCLEAR: Joe ate the chicken sitting in the chair. (Who is sitting in the chair, Joe or the
chicken?)
CLEAR: Sitting in the chair, Joe ate the chicken. (It is now clear that Joe is in the chair.)

Dangling Modifiers
If the word that a verbal describes is not actually in the sentence, the verbal is a dangling modifier. To
correct such a problem, the modified word should be added to the sentence.

DANGLING: Having sent the letter overnight, it will probably arrive on time. Who has sent the letter?
The subject of the sentence is it (the letter), but having sent the letter overnight cannot modify the letter.
The sender is not in the sentence.

CLEAR: Having sent the letter overnight, we think it will arrive on time. The subject of the verbal, we,
is included in the sentence.
 SUBJECT VERB AGREEMENT

Agreement is the correct relationship between the subject and its verb. Subject verb agreement simply
means the subject and verb must agree in number.
 The number of a noun, pronoun, or a verb indicates whether the word is singular or plural.
 A word singular is number if it refers to one person or thing.
 A word is plural if it refers to more than one person or thing.
 In English only nouns, pronouns and verbs can change number

1. A verb agrees with its subject in person and number.

A. Singular subject requires a singular verb. If the subject is singular, the verb must be with –s or –es.
 My dog always growls at the postal carrier. Muqit doesn’t like vegetables.
 My daughter sleeps early. A young man lives in the future.

B. A plural subject requires a plural verb. If the subject is plural, the verb must be in the base form or
without -s, or –es.
 Basketballs roll across the floor. I don’t understand the assignment.
 These clothes are too small for me. A young men live in the future.

2. Compound Subjects
A compound subject connected by “and” requires a plural verb.
 Sugar and flour are needed for the recipe. Pepperoni and cheese are great on a
pizza.
 The walls and the ceiling are beautifully decorated. Hafsa and Hafiz look like twins.

Exception: When the subject refers to the same thing, person, idea, single unit or closely associated the
verb is singular.
My daughter and secretary of this class is absent. (Same person)
Age and experience brings wisdom. (single unit)
Rice and fish is my breakfast. (closely associated)
That house and lot was for sale. (Closely associated)
The creator and producer is arriving soon. (both refer to same person)

3. Using “or” or “nor” “either … or”, neither …nor” in a compound subject

Compound subject joined by “or” or “nor”, “either … or”, neither …nor” agrees to the subject nearest to
the verb.
 My mom or dad is coming to the play. (singular) Either Grandpa or my sisters are going
to the park.
 My brother or my sister is likely to be at home. (singular) Neither she nor I am going to
college.
 Either my sisters or Grandpa is going to the park. (closest subject is singular)
 Neither my dad nor my brothers know how to cook. (closest subject is plural)

4. Singular Indefinite Pronouns

Singular indefinite pronouns such as: each, neither, one, no one, everyone, someone, anybody,
another, anything, someone, somebody, much and every, requires singular verbs.
 Each gets a trophy for playing. Somebody will pay for this. Anybody is more fun than
you.
 Something is very wrong here. Everybody enjoys a good book. Nothing has fixed
yet.

5. Plural Indefinite Pronouns

Several, few, both and many are always plural and take plural verbs. They are used with plural nouns.
 Both are qualified for the job. Few know what it really takes to get ahead.
 Few members attend the meeting.Many went to the beach and got sunburned.

6. Singular or Plural Indefinite Pronouns

Indefinite Pronouns such as some, all, most, any, and none take singular or plural verbs depending
on the number of the object of the “of-phrase” that follows.
 Some sugar is required for taste. (sugar is uncountable so singular verb used)
 Most of the cookies were eaten. (cookies are countable so plural verb used)
 All of the cake was eaten by Jamil. None of the vegetable is fresh. None of the fruits are ripe.

7. Collective Nouns
A Collective noun such as jury, committee, class, team, group, staff, chorus, crowd, flock,
crew ,choir and etc. takes a singular verb when the speaker is thinking of the group as a unit; it takes
plural verb when the speaker is thinking of the individual members of the group.
 The committee meets here every Thursday. (singular) The crowd is getting angry. (singular)
 The jury has finally reached a decision. (singular) The staff have gone their separate
ways.
 The team were talking over some new play. (individual members, plural)
8. Inverted Subjects
Inverted sentences are either singular or plural depending on the subject after the verb in the predicate.
The same goes with an interrogative sentence.
 There is a hair in my macaroni. There are seven clean plates in the dining
room.
 Over the rainbow flies a bird. How are the employees enjoying the new
building?

9. Intervening Phrases
A phrase or clause between subject and verb does not change the number of the subject. Determine the
real subject of the sentence. If it is singular then the verb is singular. If it is plural then the verb is plural.
 A theory of physics ascertains that a body in motion stays in motion.
 The causes of this prevalent disease are bad diet and lack of exercise.
 The members of the choir are very happy with the performance.
 My cousin along with my uncles is coming this month. My uncles together with my cousin are
coming this month.
10. Plural Looking Nouns
Some nouns such as mathematics, news, mumps, measles, politics, athletics, civics,
physics and economics, etc. are plural in form but singular in meaning. Thus the verb must be
singular.
 Mathematics is my most hated subject. Measles kills many children.
 The news on salary increase excites me. Economics is a difficult subject.
 Politics is hard to understand. Mumps has side effect in our health..

11. Plural Nouns in Form and Meaning

Plural verbs are used for nouns plural in form and meaning such as scissors, pliers, pants, trousers,
spectacles, oats, goods, etc.
 His trousers are imported. These scissors were expensive. My pants are damaged severly.

12. The expression “A number” and “The Number”

The expression “A number” takes a plural verb and the expression “The number” takes a singular
verb.
 A number of girls run after boys. The number of boys is decreasing
 A number of guests arrive from the city every week. The number of attendees is fewer now
than last year.

13. Using Titles, Organizations, Musical Compositions

Use singular verbs for designations of entities, such as nations or organizations, or compositions, such as
books or films:
 “The United Nations” is headquartered in New York. “Romeo and Juliet” is a tragedy.

GLOSSARY USAGE
GLOSSARY

a, an Use the article a when the following word begins with a consonant sound.
Use an when the following word begins with a vowel sound.
a house an understudy an hour a united front

a lot, alot Always write this expression, meaning “a large amount,” as two words.
With his help, we will learn a lot about photography.

a while, awhile In or for often precedes a while, forming a prepositional phrase. Awhile is used only as
an adverb.
Let us listen to the forest for a while. The students listened awhile.

accept, except Accept, a verb, means “to receive” or “to agree to.” Except may be a preposition or a
verb. As a preposition it means “but.” As a verb it means “to leave out.”
I will accept all of your terms except the last one.

adapt, adopt Adapt means “to adjust.” Adopt means “to take something for one’s own.”
Species survive because they adapt to new situations. My foundation will adopt a needy
family.

advice, advise Advice, a noun, means “helpful opinion.”

Advise, a verb, means “to give advice.”
I must advise you to never take Jakel’s advice.

affect, effect Affect, a verb, means “to cause a change in, to influence.” Effect may be a noun or a verb.
As a noun it means “result.” As a verb it means “to bring about.”
Is it true that the observer can affect the results? (verb)
I have no idea what effect that may have. (noun)
 How can the president effect a good approval rating? (verb)

ain’t Ain’t is unacceptable in speaking and writing. Use only in exact quotations.
all ready, already All ready means “completely ready.” Already means “before or by this time.”
We had already purchased our plane tickets, and we were all ready to board.

all right, alright Always write this expression as two words.

Alright is unacceptable.
Because she is your friend, she is all right with me.

all together, altogether The two words all together mean “in a group.” The single word altogether is
an adverb meaning “completely” or “on the whole.”
The hikers gathered all together for lunch, and they were altogether exhausted.

allusion, illusion Allusion means “an indirect reference.” Illusion refers to something false.
Mr. Lee made an allusion to The Grapes of Wrath. The magician performed illusions.

anyways, anywheres, everywheres, somewheres Write these words and others like them without a
final -s: anyway, anywhere, everywhere, somewhere.

bad, badly Use bad as an adjective and badly as an adverb.

We watched a bad movie. He sang the national anthem quite badly.

being as, being that Use these only informally. In formal writing and speech, use because or since.

beside, besides Beside means “next to.” Besides means “moreover” or “in addition to.”
Who, besides Antonio, will offer to sit beside the window?

between, among Use between to refer to or to compare two separate nouns. Use among to show a
relationship in a group. I could not choose between Harvard and Princeton. Who
among the class knows me?

borrow, lend, loan Borrow is a verb meaning “to take something that must be returned.” Lend is a verb
meaning “to give something that must be returned.” Loan is a noun.
People borrow money from banks. Banks will lend money to approved customers.
People always must apply for a loan.

bring, take Use bring to show movement from a distant place to a closer one. Use take to show
movement from a nearby place to a more distant one.
Bring in the paper, and take out the trash.

can, may Can indicates the ability to do something. May indicates permission to do something.
Anyone can use a credit card, but only the cardholder may authorize it.

can’t hardly, can’t scarcely These terms are considered double negatives. Do not use them. Use can
hardly and can scarcely.

continual, continuous Continual describes repetitive action with pauses between occurrences.
Continuous describes an action that continues with no interruption in space or time.
We make continual trips to the grocery.
Continuous energy from our sun lights the sky.

different from, different than The expression different from is preferred to different than.
Baseball is different from the English sport of cricket.

doesn’t, don’t Doesn’t is the contraction of does not and should be used with all singular nouns. Don’t
is the contraction of do not and should be used with I, you, and all plural nouns.

My dog doesn’t like the mail carrier. Horse riders don’t take their job lightly.

emigrate, immigrate Use emigrate to mean “to move from one country to another.” Use immigrate to
mean “to enter a country to settle there.” Use from with emigrate and to with immigrate.
Refugees emigrate from war-torn countries. My great-grandfather immigrated to
America.

farther, further Farther refers to physical distance. Further refers to time or degree.
Traveling farther from your home may further your understanding of different places.

fewer, less Use fewer to refer to nouns that can be counted. Use less to refer to nouns that cannot be
counted. Also use less to refer to figures used as a single amount or quantity.
If fewer crimes were committed, there would be less misery in the world.
The box measured less than 100 cm2.
good, well Good is an adjective, and well is an adverb.
That spot is a good place for a picnic. We dined well that day.

had of Do not use of between had and a past participle.

I wish I had eaten my sundae when I had the chance.

hanged, hung Use hanged to mean “put to death by hanging.” Use hung in all other cases.
In the Old West, many were convicted and hanged. I hung my coat on the hook.

in, into, in to Use in to mean “inside” or “within” and into to indicate movement or direction from
outside to a point within. In to is made up of an adverb (in) followed by a preposition (to).
The fish swim in the sea. We moved into a new house last year.
The student walked in to see the principal for a meeting.

irregardless, regardless Always use regardless. Irregardless is a double negative.

Soft drink tastes great regardless of the brand.

this kind, these kinds Because kind is singular, it is modified by the singular form this or that. Because
kinds is plural, it is modified by the plural form these or those.

I love these kinds of desserts! I do not feel comfortable with this kind of situation.

lay, lie Lay means “to put” or “to place,” and it takes a direct object. Lie means “to recline” or “to be
positioned,” and it never takes an object.
I taught my dog to lay the paper at my feet and then lie on the ground.

learn, teach Learn means “to receive knowledge.” Teach means “to impart knowledge.”
I want to learn a new language and later teach it to others.

leave, let Leave means “to go away.” Let means “to allow” or “to permit.”
My guest had to leave because his parents do not let him stay up too late.

like, as Like is a preposition and introduces a prepositional phrase. As and as if are subordinating
conjunctions and introduce subordinate clauses. Never use like before a clause.
I felt like a stuffed crab after the feast.
The pigeons flew away, as they always do when scared.

loose, lose Use loose to mean “not firmly attached” and lose to mean “to misplace” or “to fail to win.”
You don’t want to lose your nice pair of loose jeans.

passed, past Passed is the past tense and the past participle of the verb to pass. Past can be an
adjective, a preposition, an adverb, or a noun.
He passed the exit ramp because he could not see the sign past the bushes.

precede, proceed Precede means “to go or come before.” Proceed means “to continue.”
We can proceed with the plans. From a distance, lightning appears to precede thunder.

raise, rise Raise means “to cause to move upward,” and it always takes an object. Rise means “to get
up”; it is intransitive and never takes an object.

Raise the drawbridge! For some, it is difficult to rise in the morning.

reason is because Use either reason is that or because.

The reason he left is that he was bored. He left because he was bored.

respectfully, respectively Respectfully means “with respect.” Respectively means “in the order
named.”
We respectfully bowed to the audience.
Abel, Héctor, and Shelly, respectively, play first, second, and third base.

says, said Says is the third-person singular of say. Said is the past tense of say.
Listen carefully to what she says. I love what the keynote speaker said.

sit, set Sit means “to place oneself in a sitting position.” It rarely takes an object. Set means “to place”
or “to put” and usually takes an object. Set can also refer to the sun’s going down.
Sit anywhere you would like. Set the nozzle back in its slot before paying for
the gas.
Today the sun will set at seven o’clock.

than, then Than is a conjunction that is used to introduce the second element in a comparison; it also
shows exception. Then is an adverb.
Julio hit more home runs than Jacob this year. Call for help first, and then start CPR.

Dear Teachers,

I hope this material can be useful in our review classes. Break a leg mga