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10ATE02 Technical English II Syllabus 10ATE02 TECHNICAL ENGLISH II LTPC 3104 AIM: To encourage students to actively involve in participative learning of English and to help them acquire Communication Skills. OBJECTIVES: 1. To help students develop listening skills for academic and professional purposes. 2. To help students acquire the ability to speak effectively in English in real-life situations. 3. To inculcate reading habit and to develop effective reading skills. 4. To help students improve their active and passive vocabulary. 5. To familiarize students with different rhetorical functions of scientific English. 6. To enable students write letters and reports effectively in formal and business situations. UNIT I LANGUAGE FOCUS Technical vocabulary Synonyms and Antonyms- Numerical Adjectives Conjunction-Preposition- clauses noun & Adjective clauses SI Units Abbreviation & acronyms homonyms-Phrasal verbs & idioms 13 UNIT II LANGUAGE FOCUS Relative clauses Imperative Infinitive structures Question Pattern Wh- Aux-Verbs (Yes/No Questions) Contrasted time structures Adverbial clauses of time, place and manner intensifiers Basic pattern of sentences. 13 UNIT III READING Intensive Reading Predicting content Interpretation inference from the text (Implication) Inferential information implication critical interpretation reading brief notices, advertisement and the implication13 UNIT IV WRITING Paragraph /Essay writing preparation of proposal - Taking down minutes of the meeting creative and critical thinking expressed Descriptive and persuasive writing preparation of a report Technical reports. 13 Unit V (Not for Examination) Listening to Lectures/ Seminar/Workshop 1. Write a brief summary of the listened matter 2. British council recording Speaking 1. Oral presentation on any topic (5 Minutes) 2. Group discussion

3. Accepting others views /ideas 4. Arguing against the others views 5. Interrupting others when they speak (techniques/) 6. Pronunciation /stress/intonation7. Addressing the higher officials, colleagues, subordinates on any issue 8 TEXT BOOKS : 1. English For Engineers and Technologists, (Dept. of Humanities and Social Sciences Anna University, Chennai: Vol I & II combined edition) Orient Longmans Reprint 2008. 2. Perform In English, Dr. M. Balasubramanian & Dr. G. Anbalagan: Anuradha Pub, Kumbakonam Rev Ed: 2008, Reprint 2010. REFERENCES: 1. A Course in Communication Skills, P. Kiranmai Dutt and others: 2007 Edition Foundation books: Cambridge House, 4381/4 Ansari Road, Daryanganj, New Delhi 2. 2. Effective Technical Communication, M. Ashraf Rizvi: Tata Mcgraw Hill, Reprint 2007.

UNIT I LANGUAGE FOCUS Technical vocabulary Synonyms and Antonyms- Numerical Adjectives Conjunction Preposition- clauses noun & Adjective clauses SI Units Abbreviation & acronyms homonyms-Phrasal verbs & idioms

Synonyms
Synonyms are different words with almost identical or similar meanings. Words that are synonyms are said to be synonymous, and the state of being a synonym is called synonymy. The words car and automobile are synonyms. Similarly, if we talk about a long time or an extended time, long and extended become synonyms. In the figurative sense, two words are often said to be synonymous if they have the same connotation: Synonyms can be any part of speech (e.g. nouns, verbs, adjectives, adverbs or prepositions), as long as both members of the pair are the same part of speech. More examples of English synonyms are: noun
o o

"student" and "pupil" "petty crime" and "misdemeanor"

verb "buy" and "purchase" adjective o "sick" and "ill" adverb o "quickly" and "speedily" preposition o "on" and "upon" Note that synonyms are defined with respect to certain senses of words; for instance, pupil as the "aperture in the iris of the eye" is not synonymous with student. Similarly, he expired means the same as he died, yet my passport has expired cannot be replaced by my passport has died. In English, many synonyms evolved from the parallel use, in the early medieval period, of Norman French (from Latin) and Old English (Anglo-Saxon) words, often with some words being used principally by the Saxon peasantry ("folk", "freedom", "bowman") and their synonyms by the Norman nobility ("people", "liberty", "archer"). Exercise: polite temper chorus
??? ??? ???

rude selection foolish toxic meeting childish domesticate

??? ??? ??? ??? ??? ??? ???

http://en.wikipedia.org/wiki/Synonym http://www.synonyms.net/synonyms/A/1 http://www.synonym.com/synonyms/browse/LI/ http://www.english-for-students.com/Synonyms.html

A word having a meaning opposite to that of another word is known as antonym. Antonym is the antonym of synonym. Antonym is the sense relation that exists between words which are opposite in meaning. The term antonym has also been commonly used as a term that is synonymous with opposite; however, the term also has other more restricted meanings. One usage has antonym referring to both gradable opposites, such as long : short, and (non-gradable) complementary opposites, such as male : female, while opposites of the types up : down and precede : follow are excluded from the definition. A third usage defines the term antonym as referring to only gradable opposites (the long : short type) while the other types are referred to with different terms. Graded Antonyms Pairs of graded antonyms belong on a scale. For example, good and bad are antonyms. However, if an essay, say, is not good, that does not mean it is bad. There is a whole scale including appalling, terrible, bad, poor, satisfactory, fair, good, excellent, incredible, etc.

1. dark

light

12. young 13. happy 14. hard 15. last 16. foolish 17. quick 18. warm 19. wide

old sad soft first wise slow cool narrow

23. lazy 24. stiff

industrious limp

2. intelligent stupid 3. dangerous safe 4. evil good

25. miserable happy 26. violent 27. chaos 28. soften 29. nervous 30. reckless 31. luxury 32. sweet gentle order harden calm cautious squalor bitter

5. beautiful ugly 6. best 7. clever 8. early 9. easy 10. empty 11. fat worst foolish late difficult full skinny

20. abundant scarce 21. joy grief

22. knowledge ignorance

Complementary Antonyms Pairs of complementary antonyms represent the two opposite possibilities. (There is no continuum, or middle-ground, as in the examples above.) For example, one is either married, or single.
1. man 2. push 3. dead 4. off 5. raise 6. forget woman pull alive on lower remember 7. day 8. sadism 9. right 10. absent 11. against 12. exit night masochism wrong present for entrance 13. sink 14. employ 15. married 16. question 17. true 18. send float dismiss single answer false receive

19. attack

defend

24. extinguish ignite 25. solid 26. thaw 27. vacant 28. inward fluid freeze occupied outward

29. input 30. exhale 31. pass 32. read

output inhale fail write

20. accidental intentional 21. former 22. depart 23. exterior latter arrive interior

Relational Antonyms Pairs of relational antonyms are often considered as a third type. However, they are really a subcategory of complementary antonyms. In this type of antonymy, there is a relationship in which the two opposites must both exist. For example, if someone is selling, there must be someone buying.

Relational antonyms describe the same situation from opposite sides. Here are 16 examples:
1. servant master 7. predator prey 8. instructor pupil 9. above below 13. toward away

2. husband wife 3. doctor patient

14. employer employee 15. customer supplier

4. buy 5. parent 6. borrow

sell child lend

10. give 11. teach 12. come

receive learn go

16. divisor

dividend

Exercise: 1. Mar enhance wither limpid impede skimp To Mar is to damage in a way that makes it less attractive. The correct answer choice will be synonym for beautify. Enhance means to increase the value or beauty of something. Hence the answer is A. 2. Vituperate 6. Incognito acclaim assail censure ordinary stout Vituperate meaning to rebuke or criticize harshly. Look for a word that means to acknowledge or declare with enthusiastic approval. Acclaim is the antonym. 3. Mutability 7. Dissuade tenacity volatility luxuriant harmony insolvency Mutability refers to change. Tenacity meaning firmness is the antonym. 4. Invigorate 8. Gravity augment enervate strive callous levity patience security demoralize weaken reserve foment nefarious Dissuade means to discourage. Foment means to encourage. Hence answer is D. plethora palpable commend soothe acquiesce censure Invigorate means to impart strength, vigor. Enervate means weaken and is the antonym 5. Stupefy saturate enliven purge depress convince Stupefy means astonish, to make or become less responsive. Enliven is the antonym.

Incognito means unknown or disguised. The antonym is palpable.

fasten chagrined

12. Linger bolt intense smooth banish restore The opposite is bolt to move quickly.

Gravity is not only the force that holds us to Earth, but it also means seriousness. Levity means lightness and humor. 9. Purblind

13. Foster cede perceptive reunite external dull Purblind means unable to see. Look for a word that means able to have sight. Those who are perceptive are able to perceive, that is, able to discern things. This is the correct answer. 10. Incense quell disavow manumit augment garrote Incense means inflame. The opposite is quell that means to subdue, to allay. Garrot is hard word that means to strangle. 11. Dessicated sodden repine approbate fragile maladroit Dessicated means dry and sodden means wet. impede pitiless extricate delight discord The word foster means to encourage. Its opposite is impede- to hinder. 14. Transitory extinct audacity temerity bristly Indefinite Transitory means fleeting. Indefinite meaning endless is the antonym. 15. Splenetic cordial peevish sullen spasmodic fretful Splenetic means gloomy, angry. Hence antonym is cordial

http://grammar.about.com/od/ab/g/antonymsterms.htm http://en.wikipedia.org/wiki/Opposite_(semantics) http://wps.ablongman.com/long_licklider_vocabulary_2/0,6658,417045-,00.html http://synonym-antonym.com/default.asp http://www.fun-with-words.com/nym_antonyms.html http://wps.ablongman.com/long_licklider_vocabulary_2/0,6658,417045-,00.html http://learnhub.com/lesson/5940-gre-antonyms-practice-exercise-ii

Numerical adjective
A number used as an adjective; either a cardinal adjective or an ordinal adjective. The ordinal numbers: first, second, third, etc., are usually adjectives: The first one. The second train. The third man. Also, the adjectives of quality: few, many, several are adjectives.

Conjunctions
A conjunction may be used to indicate the relationship between the ideas expressed in a clause and the ideas expressed in the rest of a sentence. The conjunctions in the following examples are printed in bold type. e.g. We could go to the library, or we could go to the park. He neither finished his homework nor studied for the test. I went out because the sun was shining. 1. Coordinate conjunctions Coordinate conjunctions are used to join two similar grammatical constructions; for instance, two words, two phrases or two clauses. e.g. My friend and I will attend the meeting. Austria is famous for the beauty of its landscape and the hospitality of its people. The sun rose and the birds began to sing.

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In these examples, the coordinate conjunction and is used to join the two words friend and I, the two phrases the beauty of its landscape and the hospitality of its people, and the two clauses the sun rose and the birds began to sing. The most commonly used coordinate conjunctions are and, but and or. In addition, the words nor and yet may be used as coordinate conjunctions. In the following table, each coordinate conjunction is followed by its meaning and an example of its use. Note the use of inverted word order in the clause beginning with nor. Coordinate Conjunctions and: in addition but: however or: alternatively nor: and neither yet: however She tried and succeeded. They tried but did not succeed. Did you go out or stay at home? I did not see it, nor did they. The sun is warm, yet the air is cool.

As illustrated above, when a coordinate conjunction joins two verbs which have the same subject, the subject need not be repeated. For instance, in the example she tried and succeeded, the pronoun she acts as the subject for both the verb tried and the verb succeeded. It should also be noted that when a coordinate conjunction joins two verbs which do not have the same subject, the two coordinate clauses may be separated by a comma or semicolon, in order to make the meaning clear.

2. Correlative conjunctions Correlative conjunctions are used in pairs, in order to show the relationship between the ideas expressed in different parts of a sentence. For instance, in the following example, the expression either ... or is used to indicate that the ideas expressed in the two clauses represent two alternative choices of action. e.g. Either you should study harder, or you should take a different course. The most commonly used correlative conjunctions are both ... and, either ... or and neither ... nor. In the table below, each pair of correlative conjunctions is accompanied by an example of its use. Note that in the construction if ... then, the word then can usually be omitted. Correlative Conjunctions both ... and either ... or neither ... nor hardly ... when if ... then no sooner ... than not only ... but also He is both intelligent and good-natured. I will either go for a walk or read a book. He is neither rich nor famous. He had hardly begun to work, when he was interrupted. If that is true, then what happened is not surprising. No sooner had I reached the corner, than the bus came. She is not only clever, but also hard-working.

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rather ... than scarcely ... when what with ... and whether ... or

I would rather go swimming than go to the library. Scarcely had we left home, when it started to rain. What with all her aunts, uncles and cousins, she has many relatives. Have you decided whether you will come or not?

3. Subordinate conjunctions As has been seen in previous chapters, subordinate clauses may begin with relative pronouns such as that, what, whatever, which, who and whom, as well as with words such as how, when, where, wherever and why. In the following examples, the subordinate clauses are underlined. e.g. The house, which stood on a hill, could be seen for miles. I wonder how he did that. In addition, subordinate clauses may also begin with words which are commonly referred to as subordinate conjunctions. In the following examples, the subordinate conjunctions are printed in bold type. e.g. Because it was cold, I wore my winter coat. Let us wait until the rain stops. The subordinate conjunctions below are accompanied by their meanings and examples of use. Subordinate Conjunctions As 1. because: As he is my friend, I will help him. 2. when: We watched as the plane took off. After 1. later in time: After the train left, we went home. Although or though 1. in spite of the fact that: Although it was after midnight, we did not feel tired. Before 1. earlier than: I arrived before the stores were open. Because 1. for the reason that: We had to wait, because we arrived early. For 1. for, because: He is happy, for he enjoys his work. If 1. on condition that: If she is here, we will see her. Lest 1. for fear that: I watched closely, lest he make a mistake.

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Note the use of the Subjunctive Mood in the clause with lest. Providing or provided 1. on condition that: All will be well, providing you are careful. Since 1. from a past time: I have been here since the sun rose. 2. as, because: Since you are here, you can help me. So or so that 1. consequently: It was raining, so we did not go out. 2. in order that: I am saving money so I can buy a bicycle. Note: When used with the meaning in order that, so is usually followed by that in formal English. e.g. I am saving money so that I can buy a bicycle. Supposing 1. if: Supposing that happens, what will you do? Than 1. used in comparisons: He is taller than you are. Unless 1. except when, if not: Unless he helps us, we cannot succeed. Until or till 1. up to the time when: I will wait until I hear from you. Whereas 1. because: Whereas this is a public building, it is open to everyone. 2. on the other hand: He is short, whereas you are tall. Whether 1. if: I do not know whether she was invited. While 1. at the time when: While it was snowing, we played cards. 2. on the other hand: He is rich, while his friend is poor. 3. although: While I am not an expert, I will do my best. In addition, the following phrases are often used at the beginning of subordinate clauses. As if 1. in a similar way: She talks as if she knows everything. As long as 1. if: As long as we cooperate, we can finish the work easily. 2. while: He has lived there as long as I have known him. As soon as 1. immediately when: Write to me as soon as you can. As though 1. in a similar way: It looks as though there will be a storm.

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Even if 1. in spite of a possibility: I am going out even if it rains. In case 1. because of a possibility: Take a sweater in case it gets cold. Or else 1. otherwise: Please be careful, or else you may have an accident. So as to 1. in order to: I hurried so as to be on time. Exercise:
1. I opened the door _________ looked out. (and, yet) 2. She was not in the back yard, _________ was she upstairs. (or, nor) 3. The sun had set, _________ it was still light outside. (or, yet) 4. Do you know his address _________ telephone number? (but, or) 5. He has not arrived yet, _________ have they. (and, nor) 6. I read the book, _________ did not understand it. (but, or) 7. We searched diligently, ________ found nothing. (or, yet) 8. I invited him _________ his friends. (and, but) 9. We recognized her at once, ____________ we had not seen her for years. (although, in case) 10. He kept reading ___________ he fell asleep. (for, until) 11. The moon will rise ____________ the sun sets. (as soon as, than) 12. It looks ____________ the train will be late. (while, as though) 13. ____________ she got her degree, she became a teacher. (After, Than) 14. We will not go skiing ____________ the weather is good. (as if, unless) 15. ____________ he left, he made sure he had his keys with him. (Before, For) 16. ____________ I told the truth, you would not believe me. (Even if, So that) 17. They have known her ___________ she was a child. (until, since) 18. I must leave now, ____________ I have a great deal of work to do. (as, than) 19. What shall we do ____________ it rains? (or else, supposing) 20. ____________ you read this book, you would be sure to enjoy it. (If, Until) 21. The door was open, ____________ we could hear everything. (in case, so) 22. I studied more ____________ he did. (than, whereas) 23. We packed a lunch, ____________ we knew we would soon be hungry. (lest, for) 24. I will join you, ____________ the weather is fine. (providing, than) 25. ____________ he is very busy, he is seldom at home. (Or else, Because) http://www.englishclub.com/grammar/conjunctions.htm http://en.wikipedia.org/wiki/Grammatical_conjunction http://www.englishclub.com/grammar/conjunctions.htm

14 http://eslus.com/LESSONS/GRAMMAR/POS/pos8.htm http://www.better-english.com/grammar/conjunctions.htm

http://www.fortunecity.com/bally/durrus/153/gramch28.html

English Prepositions List

There are about 150 prepositions in English. Yet this is a very small number when you think of the thousands of other words (nouns, verbs etc). Prepositions are important words. We use individual prepositions more frequently than other individual words. In fact, the prepositions of, to and in are among the ten most frequent words in English. Here is a short list of 70 of the more common one-word prepositions. Many of these prepositions have more than one meaning. Please refer to a dictionary for precise meaning and usage. Aboard, about ,above ,across , after, against, along, amid, among, anti, around, concerning, considering, despite, down, as, at, before, behind, below, beneath, beside, besides, between, beyond, but, by, during, except, excepting, excluding, following, for, from, in, inside, into, like minus, near, of, off, on, onto, opposite, outside, over, past, per, plus, regarding, round, save, since, that, through, to, toward, towards, under, underneath, unlike, until, up, upon, versus, via, with, within, without. English Preposition Rule There is one very simple rule about prepositions. And, unlike most rules, this rule has no exceptions. Rule A preposition is followed by a "noun". It is never followed by a verb. By "noun" we include: noun (dog, money, love) proper noun (name) (Bangkok, Mary) pronoun (you, him, us) noun group (my first job) gerund (swimming) A preposition cannot be followed by a verb. If we want to follow a preposition by a verb, we must use the "-ing" form which is really a gerund or verb in noun form. Quick Quiz: In the following sentences, why is "to" followed by a verb? That should be impossible, according to the above rule: I would like to go now.

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She used to smoke.

Here are some examples: Subject + verb The food is She lives Tara is looking The letter is Pascal is used She isn't used I ate preposition on in for under to to before "noun" the table. Japan. you. your blue book. English people. working. coming.

I dont like to drink coffee. Do you wish to go for a picnic? Sheela is going to buy a car. In these sentences, "to" is not a preposition. It is part of the infinitive ("to go", "to smoke"). Prepositions of Place: at, in, on In general, we use: at for a POINT in for an ENCLOSED SPACE on for a SURFACE At POINT at the corner at the bus stop In ENCLOSED SPACE in the garden in London On SURFACE on the wall on the ceiling

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at the door at the top of the page at the end of the road at the entrance at the crossroads at the front desk

in France in a box in my pocket in my wallet in a building in a car

on the door on the cover on the floor on the carpet on the menu on a page

Look at these examples: Jane is waiting for you at the bus stop. The shop is at the end of the street. My plane stopped at Dubai and Hanoi and arrived in Bangkok two hours late. When will you arrive at the office? Do you work in an office? I have a meeting in New York. Do you live in Japan? Jupiter is in the Solar System. The author's name is on the cover of the book. There are no prices on this menu. You are standing on my foot. There was a "no smoking" sign on the wall. I live on the 7th floor at 21 Oxford Street in London. Notice the use of the prepositions of place at, in and on in these standard expressions: at at home at work at school at university at college at the top at the bottom In in a car in a taxi in a helicopter in a boat in a lift (elevator) in the newspaper in the sky On on a bus on a train on a plane on a ship on a bicycle, on a motorbike on a horse, on an elephant on the radio, on television

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at the side at reception

in a row in Oxford Street

on the left, on the right on the way

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 at PRECISE TIME at 3 o'clock at 10.30am at noon at dinnertime at bedtime at sunrise at sunset at the moment 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? In MONTHS, YEARS, CENTURIES and LONG PERIODS in May in summer in the summer in 1990 in the 1990s in the next century in the Ice Age in the past/future on DAYS and DATES on Sunday on Tuesdays on 6 March on 25 Dec. 2010 on Christmas Day on Independence Day on my birthday on New Year's Eve

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

Notice the use of the prepositions of time in and on in these common expressions: in in the morning in the mornings in the afternoon(s) in the evening(s) on on Tuesday morning on Saturday mornings on Sunday afternoons on Monday evening

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) Prepositions are used before nouns to give additional information in a sentence. Usually, prepositions are used to show where something is located or when something happened. Location above below over under Time at on by before Action and Movement at by from into

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among between beside in front of behind next to with in the middle of on in at

from since for during to until after

on onto off out of

Noun Clauses
A sentence which contains just one clause is called a simple sentence. A sentence which contains one independent clause and one or more dependent clauses is called a complex sentence. (Dependent clauses are also called subordinate clauses.) There are three basic types of dependent clauses: adjective clauses, adverb clauses, and noun clauses. (Adjective clauses are also called relative clauses.) This page contains information about noun clauses. Also see Adjective Clauses and Adverb Clauses.

A. Noun clauses perform the same functions in sentences that nouns do: A noun clause can be a subject of a verb: What Billy did shocked his friends. A noun clause can be an object of a verb:

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Billys friends didnt know that he couldnt swim. A noun clause can be a subject complement: Billys mistake was that he refused to take lessons. A noun clause can be an object of a preposition: Mary is not responsible for what Billy did. A noun clause (but not a noun) can be an adjective complement: Everybody is sad that Billy drowned.

B. You can combine two independent clauses by changing one to a noun clause and using it in one of the ways listed above. The choice of the noun clause marker (see below) depends on the type of clause you are changing to a noun clause: To change a statement to a noun clause use that: I know + Billy made a mistake = I know that Billy made a mistake. To change a yes/no question to a noun clause, use if or whether: George wonders + Does Fred know how to cook? = George wonders if Fred knows how to cook. To change a wh-question to a noun clause, use the wh-word: I dont know + Where is George? = I dont know where George is.

C. The subordinators in noun clauses are called noun clause markers. Here is a list of the noun clause markers: that if, whether Wh-words: how, what, when, where, which, who, whom, whose, why Wh-ever words: however, whatever, whenever, wherever, whichever, whoever, whomever

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D. Except for that, noun clause markers cannot be omitted. Only that can be omitted, but it can be omitted only if it is not the first word in a sentence: correct: Billys friends didnt know that he couldnt swim. correct: Billys friends didnt know he couldnt swim. correct: Billys mistake was that he refused to take lessons. correct: Billys mistake was he refused to take lessons. correct: That Billy jumped off the pier surprised everyone. not correct: * Billy jumped off the pier surprised everyone.

E. Statement word order is always used in a noun clause, even if the main clause is a question: not correct: * Do you know what time is it? (Question word order: is it) correct: Do you know what time it is? (Statement word order: it is) not correct: * Everybody wondered where did Billy go. (Question word order: did Billy go) correct:

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Everybody wondered where Billy went. (Statement word order: Billy went)

F. Sequence of tenses in sentences containing noun clauses: When the main verb (the verb in the independent clause) is present, the verb in the noun clause is: future if its action/state is later He thinks that the exam next week will be hard. He thinks that the exam next week is going to be hard. present if its action/state is at the same time He thinks that Mary is taking the exam right now. past if its action/state is earlier He thinks that George took the exam yesterday. When the main verb (the verb in the independent clause) is past, the verb in the noun clause is: was/were going to or would + BASE if its action/state is later He thought that the exam the following week was going to be hard. He thought that the exam the following week would be hard. past if its action/state is at the same time He thought that Mary was taking the exam then. past perfect if its action/state is earlier He thought that George had taken the exam the day before. If the action/state of the noun clause is still in the future (that is, after the writer has written the sentence), then a future verb can be used even if the main verb is past. The astronaut said that people will live on other planets someday. If the action/state of the noun clause continues in the present (that is, at the time the writer is writing the sentence) or if the noun clause expresses a general truth or fact, the simple present tense can be used even if the main verb is past. We learned that English is not easy. The boys knew that the sun rises in the east.

G. Here are some examples of sentences which contain one noun clause (underlined) and one independent clause:

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Noun clauses as subjects of verbs: That George learned how to swim is a miracle. Whether Fred can get a better job is not certain. What Mary said confused her parents. However you learn to spell is OK with me. Noun clauses as objects of verbs: We didnt know that Billy would jump. We didnt know Billy would jump. Can you tell me if Fred is here? I dont know where he is. George eats whatever is on his plate. Noun clauses as subject complements: The truth is that Billy was not very smart. The truth is Billy was not very smart. The question is whether other boys will try the same thing. The winner will be whoever runs fastest. Noun clauses as objects of prepositions: Billy didnt listen to what Mary said. He wants to learn about whatever is interesting. Noun clauses as adjective complements: He is happy that he is learning English. We are all afraid that the final exam will be difficult. Find out the noun clauses in the following sentences and state what purpose they serve. 1. The king ordered that the traitor should be put to death. 2. He said that he would not go. 3. That he is not interested in the offer is known to us. 4. He said that he was not feeling well. 5. I cannot rely on what he says. 6. I don't know where he has gone. 7. He asked whether the servant had polished his shoes. 8. The news that he is alive has been confirmed.

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9. The belief that the soul is immortal is almost universal. 10. It is certain that we will have to admit defeat. 11. It was fortunate that he was present. 12. The report that only ten persons were killed in the riots is not true. http://faculty.deanza.edu/flemingjohn/stories/storyReader$23 http://www.grammar-quizzes.com/nounclausequiz.html http://www.learnenglishfeelgood.com/lefg1_nounclauses1.html

Adjective Clauses
A sentence which contains just one clause is called a simple sentence. A sentence which contains one independent clause and one or more dependent clauses is called a complex sentence. (Dependent clauses are also called subordinate clauses.) There are three basic types of dependent clauses: adjective clauses, adverb clauses, and noun clauses. (Adjective clauses are also called relative clauses.) This page contains information about adjective clauses. Also see Adverb Clauses and Noun Clauses.

A. Adjective clauses perform the same function in sentences that adjectives do: they modify nouns. The teacher has a car. (Car is a noun.) Its a new car. (New is an adjective which modifies car.) The car that she is driving is not hers. (That she is driving is an adjective clause which modifies car. Its a clause because it has a subject (she) and a predicate (is driving); its an adjective clause because it modifies a noun.) Note that adjectives usually precede the nouns they modify; adjective clauses always follow the nouns they modify.

B. A sentence which contains one adjective clause and one independent clause is the result of combining two clauses which contain a repeated noun. You can combine two independent clauses to make one sentence containing an adjective clause by following these steps:

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1. You must have two clauses which contain a repeated noun (or pronoun, or noun and pronoun which refer to the same thing). Here are two examples: The book is on the table. + I like the book. The man is here. + The man wants the book. 2. Delete the repeated noun and replace it with a relative pronoun in the clause you want to make dependent. See C. below for information on relative pronouns. The book is on the table. + I like which The man is here. + who wants the book 3. Move the relative pronoun to the beginning of its clause (if it is not already there). The clause is now an adjective clause. The book is on the table. + which I like The man is here. + who wants the book 4. Put the adjective clause immediately after the noun phrase it modifies (the repeated noun): The book which I like is on the table. The man who wants the book is here.

C. The subordinators in adjective clauses are called relative pronouns. 1. These are the most important relative pronouns: who, whom, that, which. These relative pronouns can be omitted when they are objects of verbs. When they are objects of prepositions, they can be omitted when they do not follow the preposition. WHO replaces nouns and pronouns that refer to people. It cannot replace nouns and pronouns that refer to animals or things. It can be the subject of a verb. In informal writing (but not in academic writing), it can be used as the object of a verb. WHOM replaces nouns and pronouns that refer to people. It cannot replace nouns and pronouns that refer to animals or things. It can be the object of a verb or preposition. It cannot be the subject of a verb. WHICH replaces nouns and pronouns that refer to animals or things. It cannot replace nouns and pronouns that refer to people. It can be the subject of a verb. It can also be the object of a verb or preposition.

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THAT replaces nouns and pronouns that refer to people, animals or things. It can be the subject of a verb. It can also be the object of a verb or preposition (but that cannot follow a preposition; whom, which, and whose are the only relative pronouns that can follow a preposition). 2. The following words can also be used as relative pronouns: whose, when, where. WHOSE replaces possessive forms of nouns and pronouns (see WF11 and pro in Correction Symbols Two). It can refer to people, animals or things. It can be part of a subject or part of an object of a verb or preposition, but it cannot be a complete subject or object. Whose cannot be omitted. Here are examples with whose: The man is happy. + I found the mans wallet. = The man whose wallet I found is happy. The girl is excited. + Her mother won the lottery. = The girl whose mother won the lottery is excited. WHEN replaces a time (in + year, in + month, on + day,...). It cannot be a subject. It can be omitted. Here is an example with when: I will never forget the day. + I graduated on that day.= I will never forget the day when I graduated. The same meaning can be expressed in other ways: I will never forget the day on which I graduated. I will never forget the day that I graduated. I will never forget the day I graduated. WHERE replaces a place (in + country, in + city, at + school,...). It cannot be a subject. It can be omitted but a preposition (at, in, to) usually must be added. Here is an example with where: The building is new. + He works in the building. = The building where he works is new. The same meaning can be expressed in other ways: The building in which he works is new. The building which he works in is new. The building that he works in is new. The building he works in is new.

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D. Adjective clauses can be restrictive or nonrestrictive. 1. A restrictive adjective clause contains information that is necessary to identify the noun it modifies. If a restrictive adjective clause is removed from a sentence, the meaning of the main clause changes. A restrictive adjective clause is not separated from the main clause by a comma or commas. Most adjective clauses are restrictive; all of the examples of adjective clauses above are restrictive. Here is another example: People who cant swim should not jump into the ocean. 2. A nonrestrictive adjective clause gives additional information about the noun it modifies but is not necessary to identify that noun. If a nonrestrictive adjective clause is removed from a sentence, the meaning of the main clause does not change. A nonrestrictive adjective clause is separated from the main clause by a comma or commas. The relative pronoun that cannot be used in nonrestrictive adjective clauses. The relative pronoun cannot be omitted from a nonrestrictive clause. Here is an example: Billy, who couldnt swim, should not have jumped into the ocean.

E. Adjective clauses can often be reduced to phrases. The relative pronoun (RP) must be the subject of the verb in the adjective clause. Adjective clauses can be reduced to phrases in two different ways depending on the verb in the adjective clause. 1. RP + BE = 0 People who are living in glass houses should not throw stones. (clause) People living in glass houses should not throw stones. (phrase) Mary applied for a job that was advertised in the paper. (clause) Mary applied for a job advertised in the paper. (phrase) 2. RP + OTHER VERB (not BE) = OTHER VERB + ing People who live in glass houses should not throw stones.(clause) People living in glass houses should not throw stones. (phrase) Students who sit in the front row usually participate more. (clause) Students sitting in the front row usually participate more. (phrase)

Identifying Adjective Clauses Only some of the sentences below contain adjective clauses. See if you can pick out the adjective clauses, and then compare your responses with the answers at the end of the exercise.

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1. 2. 3. 4.

I bought a car from Merdine, and it turned out to be a lemon. The car that I bought from Merdine turned out to be a lemon. Pandora, who had recently celebrated a birthday, opened the box of gifts. Lila, who has been the fire warden for 30 years, lives in a trailer with some scrappy dogs and cats. 5. Lila, who lives in a trailer with some scrappy dogs and cats, has been the fire warden for 30 years. 6. People who smoke cigarettes should be considerate of nonsmokers. 7. Jacob, who smokes cigarettes, is considerate of nonsmokers. 8. Mr. Mann has small, dark eyes, which peer inquisitively from behind metal-rimmed glasses. 9. My wedding ring is worth at least ten dollars, and now I have lost it. 10. I have lost my wedding ring, which is worth at least ten dollars. Punctuating Adjective Clauses In the following sentences, add commas to set off adjective clauses that provide additional, but not essential, information. Don't add commas if the adjective clause affects the basic meaning of the sentence. 1. 2. 3. 4. Caramel de Lites which are cookies sold by the Girl Scouts contain 70 calories each. These are the times that try men's souls. I refuse to live in any house that Jack built. I left my son at the campus day-care center which is available to all full-time students with young children. 5. Students who have young children are invited to use the free day-care center. 6. A physician who smokes and overeats has no right to criticize the personal habits of her patients. 7. Gus who gave Merdine a bouquet of ragweed has been exiled to the storm cellar for a week. 8. Professor Legree lost his only umbrella which he has owned for 20 years. 9. Healthy people who refuse to work should not be given government assistance. 10. Felix who was once a hunter in the Yukon stunned the roach with one blow from a newspaper. http://faculty.deanza.edu/flemingjohn/stories/storyReader$20 http://www.english-zone.com/grammar/adj-clz-30.html http://www.englishpractice.com/improve/adjective-clauses-exercise-1/ http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adj1.htm http://netgrammar.altec.org/Units/Unit_10/menu.html http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adj1.htm http://www.learn4good.com/languages/toefl/structure_cmplx_sntc1.htm

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http://grammar.about.com/od/basicsentencegrammar/a/adjclause.htm

Abbreviations and Acronyms

Short Name 3G AAA AAFI AC ADB AFI AFMC AI AICTE AIFF AIIMS AITUC ALGOL AM APEC ARPANET ASCII ASEAN ASLV AT&T ATC ATM AVSM B2B B2C BARC Third Generation Asian Athletics Association The Amateur Athletics Federation of India Ante Christum (Before Christ), Ashok Chakra, Air Conditioner Asian Development Bank Athletics Federation of India Armed Forces Medical College Artifical Intelligence, Air India All India Council for Technical Education All India Football Federation All India Institute of Medical Science All India Trade Union Congress Algebric Oriented Language Ante Meridiem (before Noon), Amplitude Modulation Asia Pacific Economic Cooperation Advanced Research Project Agency Network American Standard Code for Information Interchange Association of South East Asian Nations Augmented Satellite Launch Vehicle American Telegraphic and Telephone Co. Ltd. Air Traffic Control Automated Teller Machine Ati Vishisht Seva Medal Busines to Business Business to Consumer Bhabha Atomic Research Centre Full Form or Abbreviations

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BBC BBS BC BHEL BIOS BIT BPL BPO BPR Bps BSE BSF BSNL C2C CA CAD CAT CBI CBSE CDAC CDMA CEO CFSL CGI CIA CID CISC CITU CNN COMSAT COPRA CORBA

British Broadcasting Corporation Bulletin Board Service Before Christ Bharat Heavy Electri-cals Ltd Basic Input Output System Binary Digit Below Poverty Line Business Process Outsourcing Business Process Re-engineering bytes per second Bombay Stock Exchange Border Security Force Bharat Sanchar Nigam Limited Consumer to Consumer Chartered Accountant Computer Aided Design Common Admission Test Central Bureau of Investigation Central Board of Secondary Education Centre for the Development of Advanced Computing Code Division Multiple Access Chief Executive Officer Central Forensic Science Laboratory Common Gateway Interface Central Intelligence Agency Criminal Investigation Department Complex instruction-set computing Centre of Indian Trade Unions Cable News Network Communications Satellite Corporation Consumer Protection Act Common Object Request Broker Architecture

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CPI(M) CPWD CRIS CSIR CTBT CYMK D.Litt. D.Phil. D.Sc DC DIG DMA DMK DNA DTP DVC DVD

Communist Party of India / Marxist Central Public Works Department Centre for Railway Information System Council of Scientific and Industrial Research Comprehensive Test Ban Treaty Cyan, Yellow, Magenta, Kinda Doctor of Literature Doctor of Philosophy Doctor of Science Direct Current Deputy Inspector General Direct Memory Access Dravida Munetra Kazhagam Deoxyribo-nucleic Acid Desktop Publishing Damodar Valley Corporation Digital Versatile/Video Disc

http://www.onlinegk.com/general-knowledge/acronym.aspx http://acronyms.thefreedictionary.com/

English Homonyms
The following is a list of English homonyms. A homonym is a pair, sometimes a triplet, of words that have different spellings and the same pronunciation. Homonyms marked with an asterisk (*) are in dispute (see the bottom of the page). Air, Heir, 'Ere Aisle, Isle, I'll Allowed, Aloud Altar, Alter Ant, Aunt Ate, Eight Away, Aweigh Bait, Bate Bans, Banns Bard, Barred Base, Bass Be, Bee Beach, Beech Bear, Bare Bean, Been

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Beat, Beet Beer, Bier Birth, Berth Bite, Byte Blue, Blew Boll, Bowl Bore, Boar Bored, Board Born, Borne Bow, Bough Bow, Beau Boy, Buoy Brews, Bruise But, Butt By, Bye, Buy Cannon, Canon Capital, Capitol Carrot, Carat, Karat Cause, Caws Cell, Sell Cellar, Seller Censor, Censer, Sensor Cent, Scent, Sent Chews, Choose Chilly, Chili, Chile Choir, Quire

Clause, Claws Click, Clique Cocks, Cox Conquer, Conker Coral, Choral Corral, Chorale Council, Counsel Councilor, Counselor Crews, Cruise Cygnet, Signet Dam, Damn Dessert, Desert Die, Dye Doe, Dough Draft, Draught Eerie, Ayrie Eye, I, Aye Faint, Feint Fare, Fair Feat, Feet File, Phial Filter, Philter Finish, Finnish Flour, Flower Flow, Floe Foaled, Fold

For, Fore, Four Forth, Fourth Foul, Fowl Freeze, Frieze Gait, Gate Gale, Gael Gambol, Gamble Grease, Greece Great, Grate Hangar, Hanger Hair, Hare Herd, Heard Here, Hear Him, Hymn Hoarse, Horse Hole, Whole Holed, Hold Holy, Wholly Hue, Hew Idle, Idyll, Idol In, Inn Incite, Insight * Key, Quay, Cay Leased, Least Light, Lite Links, Lynx

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Lo, Low Locks, Lox Made, Maid Male, Mail Main, Mane Mantle, Mantel Maze, Maize, Mays Meet, Meat Medal, Meddle Metal, Mettle Might, Mite Miner, Minor Missed, Mist Mistle, Missile, Missal, Missel Mode, Mowed Mussel, Muscle Naught, Nought Naval, Navel Need, Knead, Kneed New, Knew, Gnu Nice, Gneiss Night, Knight No, Know Nose, Knows, Nos Not, Knot

One, Won Or, Ore, Oar Pact, Packed Pain, Pane Palate, Palette, Pallet Patience, Patients Pea, Pee Peak, Peek, Pique Pear, Pare, Pair Pedal, Peddle Peer, Pier Pie, Pi Piece, Peace Pistol, Pistil Place, Plaice Plain, Plane Pole, Poll Pore, Pour, Poor Practice, Practise Pray, Prey Principal, Principle Prophet, Profit Pyx, Picks Rain, Reign, Rein Raise, Rays, Raze Read, Reed

Real, Reel Red, Read Rest, Wrest Rex, Wrecks Rhyme, Rime Right, Rite, Wright, Write Ring, Wring Rode, Road, Rowed Roe, Row Rude, Rued Rye, Wry Sacks, Sax Sale, Sail See, Sea Sees, Seas, Sieze Seem, Seam Seen, Scene Sense, Scents Sent, Scent Shoes, Shoos Sign, Sine Sink, Synch Site, Sight, Cite Slay, Sleigh Slight, Sleight Sloe, Slow

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So, Sow, Sew Soared, Sword Son, Sun Sore, Soar Soul, Sole Sowed, Sewed Sown, Sewn Staid, Stayed Straight, Strait Stair, Stare Stationary, Stationery Steak, Stake Steal, Steel Sticks, Styx Succour, Sucker Surplus, Surplice Swayed, Suede Sweet, Suite Symbol, Cymbal Tacks, Tax Tact, Tacked Taut, Taught Tea, Tee Team, Teem Tecnology, Technology Tents, Tense

There, Their, They're Throw, Throe Tier, Tear Tire, Tyre To, Too, Two Tolled, Told Ton, Tonne, Tun Tow, Toe Vail, Vale, Veil Vain, Vein, Vane Vial, Vile Wade, Weighed Wait, Weight Want, Wont Ware, Wear, Where * Waste, Waist Way, Weigh, Whey We, Wee Weak, Week Weave, Weve Weather, Whether Were, Whir Wet, Whet Whale, Wail Whales, Wales, Wails What, Watt

Wheel, Weal, We'll While, Wile Whine, Wine Wit, Whit * Witch, Which * Wood, Would Word, Whirred * Yoke, Yolk You, Ewe You'll, Yule

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Disputed Homonyms Incite, Insight Wear, Where Which, Witch Whit, Wit Word, Whirred

http://users.accesscomm.c/nsalway/homonyms.html

Phrasal Verbs
Phrasal Verb A abide by Meaning respect or obey. (the law, a decision, a rule) Example If you want to stay at this school, you must abide by the rules. I hope you can account for the money you spent!

account for explain, give a reason add up advise against agree with aim at allow for

make sense, seem reasonable Her story just doesn't add up. recommend not doing something have the same opinion as somebody else. point something in the direction of a target take into consideration, include in a calculation The doctor advised him against carrying heavy loads. I agree with you. I think she deserves the award too. The policeman aimed his gun at the hijacker. You'd better leave early to allow for traffic jams. Don't answer back your mother! 1) The organizers appealed to the crowd to stay calm. 2) A trekking holiday doesn't appeal to me. He applied for the job he saw advertised in the newspaper. When the company is privatized, you should avail yourself of

answer back reply rudely 1) plead or make an earnest request appeal to 2) be attractive or interesting make a formal request for something apply for (job, permit, loan etc.) take advantage of something avail (oneself) of (an opportunity)

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the opportunity and buy some shares.

back away back down

move backwards, in fear or dislike withdraw, concede defeat 1) give support or encouragement 2) make a copy of (file, program, etc.) 1) pay money to secure someone's release 2) rescue from financial difficulties base your hopes on someone/something improve, make more substantial faint, lose consciousness Separate using a barrier. 1) explode; 2) be destroyed by an explosion

When he saw the dog, he backed away. Local authorities backed down on their plans to demolish the building. 1) If I tell the boss we've got too much work, will you back me up? 2) It is recommended to back up all files in a secure location. 1) When he was arrested, his family refused to bail him out. 2) The government bailed out the bank. Don't forget the date. I'm banking on your help. He beefed up his presentation with diagrams and statistics. When he fell off the horse he blacked out. The area was blocked off during the demonstration. 1) The terrorists said the bomb would blow up at 9 o'clock. 2) The car blew up but luckily there was nobody in it. The problem boils down to a lack of money.

back up

bail out

bank on beef up black out block off

blow up

boil down to be summarized as boot up

start a computer by loading Just give my a few minutes to boot up the an computer. operating system or program. A few horses broke away from the paddock. 1) John's car broke down so he had to take the bus. 2) The parents broke down when they heard the bad news. Burglars broke into the house around midnight. Rioting broke out as a result of the strike.

break away escape from captivity 1) go out of order, cease to function break down 2) lose control of one's emotions break into break out enter by force start suddenly

break out of escape from a place by force Three prisoners broke out of jail.

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After her marriage broke up, Emma went to live in London. She stopped working in order to bring up her raise (a child) bring up children. improve, refresh one's Mary had to brush up on her Spanish before going brush up on knowledge of something to South America. meet by accident or Pedro bumped into his English teacher at the bump into unexpectedly supermarket. 1) stop (something) working 1) The fuse has burnt out. 2) become exhausted from 2) Tom will burn himself out if he doesn't slow burn out over-working down. butt in (on interrupt impolitely It's rude to butt in on a conversation like that! sthg) break up

come to an end (marriage, relationship)

call back call off

return a phone call cancel

I'll call you back as soon as possible. The meeting was called off because of the strike. I now call upon the President to address the assembly. He was angry at first but he eventually calmed down. He carried on gardening in spite of the rain.

call on/upon formally invite or request sby become more relaxed, less calm down angry or upset carry on continue

carry out

carry over check in

check out

1) do something as specified 1) The plan was carried out to perfection. (a plan, an order, a threat) 2) Tests are carried out to determine the efficiency 2) perform or conduct (test, of a new drug. experiment) As regards holidays, can you carry over any days postpone until later from one year to the next? For security reasons you have to check in two hours register at a hotel or airport before your flight. 1) Is Mr. Blair still at the hotel? No, he checked 1) pay one's bill and leave (a out this morning. hotel) 2) I don't know if the address is still valid. I'll check 2) investigate it out. refuse to speak When the teacher arrived she clammed up. The government has decided to clamp down on smoking in public places. When the factory closed down, the employees lost their jobs. 1) Julie came across some photographs of her grandparents in the attic.

clam up

clamp down act strictly to prevent something on stop operating (company, close down restaurant, cinema). 1) find by chance come across 2) appear, seem, make an

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impression come forward come up against conk out count on cross out present oneself be faced with or opposed by 1) stop working 2) stop or fall asleep (from exhaustion) rely or depend on (for help) remove by drawing a line through

2) The candidate came across as a dynamic person during the interview. The police have asked any witnesses to come forward. The project came up against a lot of criticism. 1) The car conked out on the motorway. 2) He was so exhausted, he conked out in front of the TV. I'm counting on the taxi driver to find the theatre. In some exercises, you are asked to cross out the incorrect word. The doctor told him to cut down on cigarettes. 1) She cut out a picture in a magazine. 2) I'm going to cut out eating between meals.

cut down on reduce in number or size cut out 1) remove using scissors 2) stop doing something

deal with die down do without drag on draw up dress up drop in drop off drop out

handle, take care of (problem, situation) calm down, become less strong manage without last longer than expected write (contract, agreement, document) 1) wear elegant clothes 2) disguise oneself visit, usually on the way somewhere 1) deliver someone or something 2) fall asleep leave school without finishing

The manager is good at dealing with difficult customers. When the applause died down, she started to sing. The shops are closed so we'll have to do without sugar. We expected a short speech but it dragged on and on! An agreement was drawn up and signed by the two parties. 1) Do people dress up to go to the opera in your country? 2) Children love to dress up at Halloween. I sometimes drop in to see my grandparents on my way home from school. 1) I'll drop you off at the bus stop if you like. 2) Granddad often drops off in front of the TV. She decided to go to art school then dropped out after the first term.

ease off

reduce, become less severe or slow down After Christmas the workload generally eases off. (pain, traffic, work)

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end in end up even out

finish in a certain way; result in finally reach a state, place or action 1) eliminate differences of opinion. 2) become level or regular

Their marriage ended in divorce. If he continues his misconduct he'll end up in prison. 1) After a long discussion they managed to even out their differences. 2) The road was evened out to make it safer.

fall through fail; doesn't happen figure out fill out find out focus on figure out understand, find the answer complete (a form/an application) discover or obtain information concentrate on something understand; find a solution

Our planned boat trip fell through because of the storm. I'm trying to figure out how to assemble the bookshelves. Please fill out the enclosed form and return it as soon as possible. I'm going to call the cinema to find out what time the film starts. The advertising campaign will focus on the quality of the product. We'll have to figure out a way to deliver the goods faster.

get along (with) get at get away get by get in get into (+noun) get off get on

be on good terms; work well I get along (well) with my mother-in-law. with imply escape What exactly are you trying to get at? The robbers got away in a black car.

manage to cope or to survive It's difficult to get by on a low salary. enter enter 1) leave (bus, train, plane) 2) remove board (bus, train, plane) How did the burglar get in? How did the burglar get into the house? 1) You should get off the bus at Trafalgar Square. 2) She can't get the stain off her sweater. You can pay when you get on the bus.

get on with continue to do; make progress Be quiet and get on with your homework. (something) get on (well) have a good relationship with I get on very well with my colleagues. with (somebody) get out leave How did he get out?

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get out of (+noun) get out of get over get rid of

leave avoid doing something recover from (illness, disappointment) eliminate

How did he get out of the house? Some husbands manage to get out of doing any housework. My grandmother had pneumonia but she got over it. It's difficult to get rid of old habits. Let's get together for lunch on day. I usually get up at 7 o'clock. Sarah gave up smoking 5 years ago. Pete went through a lot of pain after the accident. He grew up in a small village in the mountains.

get together meet each other get up give up go through grow up rise, leave bed stop doing something experience spend one's childhood; develop; become an adult

hand in hand out hang out hang up hit at hit back hit on/upon hold on hurry up

submit (report, homework) distribute spend time in a particular place, or with a group of friends end a phone conversation aim a blow at retaliate; reply to an attack find unexpectedly or by inspiration -wait -grip tightly be quick, act speedily

All application forms must be handed in before the end of the month. Samples will be handed out at the end of the demonstration. Where does he hang out these days? Who does he hang out with? "Don't hang up. I haven't finished yet." He hit at the wasp with the newspaper. When he was attacked by the others, the boy hit back. She hit upon an idea for her new collection. - 'Hold on please. I'll put you through to Mr. Brown." - She held on to the railing as she crossed the bridge. Hurry up! We'll miss the bus.

iron out

resolve by discussion, eliminate differences

The meeting tomorrow will be an opportunity to iron out difficulties.

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join in join up jot down

participate

She was too shy to join in the game.

-engage in, become a member - John was in the Army and Tom joined up as soon of as he left school. - meet and unite with - The two groups of tourists joined up at the hotel. I jotted down the address while watching the take quick notes programme on TV.

keep on

continue doing something

It told him to be quiet but he kept on making noise. Bill walks so fast it's difficult to keep up with him. The football match kicked off at 3 o'clock.

stay at the same level as keep up with someone or something kick off begin, start

leave out let down look after look ahead look down on look on look for look forward to look up to

omit, not mention disappoint take care of think of the future consider as inferior be a spectator at an event try to find something await or anticipate with pleasure admire

The child's name was left out of the report. You promised to come to the party, so don't let me down! A babysitter looks after the children when they go out. It's time to forget the past and look ahead. He tends to look down on anyone who is not successful. Billy didn't take part in the fight. He just looked on. Jane went to the shops to look for a pair of shoes. I look forward to seeing you soon. He was a wonderful teacher and many students looked up to him.

make fun of laugh at/ make jokes about make up mix up move in invent (excuse, story) mistake one thing or person for another arrive in a new home or office

The old lady dresses so strangely that the kids make fun of her. Some employees make up excuses when they arrive late for work. I don't know my neighbours' names yet. I keep mixing them up. You've bought a new house? When are you moving in?.

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move out

leave your home/office for another one.

My neighbour is leaving. He's moving out next Saturday.

nod off note down

fall asleep write something

My grandfather often nods off in front of the television. I'll call the station and note down the departure times.

opt out own up

leave a system or decide not I enjoy tennis but I'm so busy I had to opt out of the to participate tournament. The boy owned up. He said he kicked the ball admit or confess something through the window.

pass away pass out pay back put off put on put out put up pick up point out

die faint reimburse

The old lady passed away peacefully. She passed out when she heard the bad news. I'll lend you 20 provided you pay me back before the end of the week.

postpone, arrange a later date The meeting was put off because of the strike. turn on, switch on extinguish accommodate, give somebody a bed collect somebody indicate/direct attention to something Could you put on the light please? It took a long time to put out the fire. We can put you up if you'd like to come for a week-end. I'll pick you up at the station when you arrive. She pointed out the mistake.

rely on rule out run away run into

count on, depend on, trust eliminate escape from a place or suddenly leave meet by accident or unexpectedly (also: bump into)

Don't worry. You can rely on me. I can keep a secret. The police ruled out political motives. He ran away from home at the age of fourteen. Sophie ran into Maria at the shopping centre.

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run out of

have no more of something.

What a nuisance! We've run out of coffee.

set off set up

start a journey; start a business

Early Saturday morning we set off for the ski slopes . She set up her own company 10 years ago. It's always wise to shop around before buying anything. There's David showing off in his new sports car! We expected David to come but he didn't show up. Oh shut up, you idiot! Please come in and sit down. The pupils stood up when the headmaster arrived. It's important to stick up for one's principles.

shop around compare prices show off show up shut up (impolite) sit down stand up brag or want to be admired appear/arrive be silent, stop talking take a seat rise from a sitting position

stick up for defend

take after

resemble, in appearance or character

Jamie really takes after his dad. I'll take care of your plants while you're away. The plane took off at 6 a.m. Business is good so the company is taking on extra staff. She took out a pen to note the address. The teacher told her off for not doing her homework. I'll have to think over the proposal before I decide. I'm not sure about the size. Can I try it on? I couldn't turn down an offer like that!

take care of look after take off take on take out tell off think over try on turn down leave the ground hire or engage staff remove; extract reprimand/criticize severely consider wear something to see if it suits or fits refuse

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use up

finish a product (so that there's none left)

The kids have used up all the toothpaste.

vouch for

express confidence in, or guarantee something

You can give the keys to Andy. I can vouch for him.

watch out wear out work out wipe off

be careful 1) become unusable 2) become very tired 1) do physical exercise 2) find a solution or calculate something clean (board, table).

Watch out! There's a car coming. 1) Julie wore out her shoes visiting the city. 2) At the end of the day Julie was worn out. 1) I work out twice a week at the gym club. 2) It's expensive but I haven't worked out the exact cost yet. The teacher asked Lee to wipe off the board.

http://www.learn-english-today.com/phrasal-verbs/phrasal-verb-list.htm

Idioms
A: ace (verb) all right (3) and then some antsy as easy as pie at the eleventh hour B: bad-mouth (verb) be a piece of cake be all ears be broke be fed up with be in and out be on the go be on the road

be over be up and running be used to beat (adj.) beat around the bush beat one's brains out Beats me. bent out of shape before long bite off more than one can chew blabbermouth blow one's top boom box the bottom line blow one's top Break a leg! break someone's heart broke bug (verb) bull-headed

buck(s) a bundle burn the midnight oil bushed by one's self by the skin of one's teeth C: call it a day catch one's eye catch some Zs can't make heads or tails of something change one's mind chicken chow chow down a cinch cool (adj.) cost (someone) an arm and a leg

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couch potato cram crash course Cut it out! Cool it! D: dicey ditch class Don't count your chickens until (before) they hatch (they're hatched). do a bang-up job down in the dumps drag one's feet drop someone a line E: an eager beaver Easy does it! an egghead elbow grease every other _____ F: far-fetched feel blue feel puny fender-bender fire someone for ages G: get going get it get a kick out of something get on one's nerves get one's wires crossed get out of hand get up and go give someone a hand (2) go with the flow grab a bite H: had ('d) better

have (has) got hard feelings hassle have one's hands full have something down pat head honcho hit the books hit the hay hit the sack How come? I: if I had my druthers in over one's head inside out in stock in the black in the red in time J: jump all over someone jump the gun jump to conclusion junk mail K: keep an eye on keep an eye out for keep one's chin up keep one's fingers crossed keep one's nose to the grindstone keep (stay) in touch kid (2) kind of a klutz a know-it-all know something backwards and forward know something inside out L: let-down lend someone a hand leave well enough alone

Let sleeping dogs lie. live from hand to mouth Live and let live. lose track of a low blow lousy M: macho make a mountain out of a mole hill can't make heads or tails of make up one's mind N: No way! nosh Not on your life! now and then nuke nuts O: OK (4) on the cutting edge on the dot on time once in a while over one's head P: pay the piper plastic pop quiz pooped (adj.) pretty (adv.) pull an all-nighter pull someone's leg Q: quite a few a quick study R: R and R rain or shine

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rain cats and dogs read someone's mind rub someone the wrong way run-down (2) S: savvy schmooze sleep on it sooner or later shoot the breeze a snap so-so Someone's made his/her bed; now let her/him lie in it. sort of state of the art stay (keep) in touch Step on it! T: take it easy tell a white lie There, there. tight-fisted a tightwad tough toss something tricky two-faced U: under the weather until hell freezes over until you're blue in the face update upside down up-to-date used to W: Was my face red! wear out one's welcome wet behind the ears

What for? What's up? wishy-washy with bells on would just as soon Y: a yes-man You don't say! You've got to be kidding! yucky yummy Z: zilch Zip your lip!

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Idioms with Meaning

ace: make an "A" on a test, homework assignment, project, etc. "Somebody said you aced the test, Dave. That's great!"

all right (1): expression of reluctant agreement. A: "Come to the party with me. Please!" B: "Oh, all right. I don't want to, but I will."

all right (2): fair; not particularly good. A: "How's your chemistry class?" B: "It's all right, I guess, but it's not the best class I've ever had."

all right (3): unharmed; in satisfactory condition. A: "You don't look normal. Are you all right?" B: "Yes, but I have a headache."

and then some: and much more besides. A: "I'd guess your new computer cost about $2,000. " B: "It cost that much and then some because I also bought extra RAM and VRAM."

antsy: restless; impatient and tired of waiting. "I hope Katy calls soon. Just sitting around and waiting is making me antsy."

as easy as pie: very easy. "I thought you said this was a difficult problem. It isn't. In fact, it's as easy as pie."

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at the eleventh hour: at the last minute; almost too late. "Yes, I got the work done in time. I finished it at the eleventh hour, but I wasn't late http://www.eslcafe.com/idoms/ http://www.eslcafe.com/idioms/id-list.html http://www.learn-english-today.com/idioms/idioms_proverbs.html http://www.idiomconnection.com/ http://a4esl.org/q/h/idioms.html

UNIT II LANGUAGE FOCUS Relative clauses Imperative Infinitive structures Question Pattern Wh- Aux-Verbs (Yes/No Questions) Contrasted time structures Adverbial clauses of time, place and manner intensifiers Basic pattern of sentences.

Relative clauses
A relative clause is a subordinate clause that begins with a question word (e.g. who, which, where) or the word that. You can use it to modify a noun or pronoun (i.e. to identify or give more information about it). Students who can develop independent learning skills often achieve good academic results. There is a new book that investigates the controversy over political reforms in Hong Kong. A university is a place where people pursue advanced knowledge in specific academic disciplines. The lecture theatre in which the inauguration ceremony will be held is now being cleaned. 1. Relative pronouns Words like who, that and when are often referred to as relative pronouns when they are used to introduce relative clauses. You use: who for people, which for things, and that for both people and things. whom as the object of a relative clause (in more formal English), though it is increasingly common to replace it with who. whose to indicate possession, as a determiner before nouns.

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For example: Whats the name of the person who/that first landed on the moon? This is Dr. Perkins, whom we met at a conference in Canada last year. All students whose registration numbers begin with 374 should immediately go to the library for a tour.

2. Types of relative clause There are two types of relative clause: defining and non-defining. You use a defining (or restrictive) relative clause to identify or restrict the reference of a noun. You do not separate it from the rest of the sentence by commas (in text) or pauses (in speech). The student who achieves the highest GPA score in this department will be awarded a prize of $20,000. Computer games that involve fighting and shooting apparently have a negative effect on young people. You use a non-defining (or non-restrictive) relative clause to supply additional information about the noun, whose identity or reference is already established. You can also use it to comment on the whole situation described in a main clause. Albert Einstein, who put forward the theory of relativity, is considered by many as the most intelligent person in human history. The ELC, which provides language support to PolyU students, is located in the AG wing. You should not use the relative pronoun that in non-defining relative clauses. 3. Leaving relative pronouns out of relative clauses You can sometimes omit the relative pronoun in a defining relative clause to create a more concise style. You cannot do this in a non-defining clause. Half of the training sessions (that are) arranged for the athletes have been cancelled due to bad weather. The designer (who/whom) you saw at the party last night is Giorgio Armani! * 'The ELC, provides language support to PolyU students, is located in A core.' is not correct.

http://www2.elc.polyu.edu.hk/CILL/eap/2004/u6/relativeclauses.htm

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Imperative sentences
Definition: Imperatives are verbs used to give orders, commands, warning or instructions, and (if you use "please") to make a request. It is one of the three moods of an English verb (indicative, imperative and subjunctive). For example:
Give me that tape, please.

To make the imperative, use the infinitive of the verb without "to" For example:
Come here! Sit down!

To make a negative imperative, put "do not" or "don't" before the verb: For example:
Don't go! Do not walk on the grass.

You can also use "let's" before the verb if you are including yourself in the imperative. The negative of "let's" is "let's not". For example:
Let's stop now. Let's have some lunch. Let's not argue Let's not tell her about it.

Orders Adults do not usually give each other orders, unless they are in a position of authority. However, adults can give orders to children and to animals. The intonation of an order is important: each word is stressed, and the tone falls at the end of the sentence:
For example: Sit down now! * "Sit", "down" and "now" are all stressed, and the tone falls on "now".

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Warnings You can use the imperative to warn someone of danger. All the words in the warning are stressed, but the last word has a higher tone than the first word:
For example: Sit down now! * "Sit", "down" and "now" are all stressed, and the tone falls on "now". Watch out! Look out! Don't cross!

Advice When you give advice using the imperative, the words are stressed normally.
For example: Don't tell him you're resigning now! Wait until Monday when he's in a better mood. Don't drink alcohol Don't eat heavy meals

Requests You can also use the imperative to make a request, but you should use a polite word before the verb:
For example: Please take a seat. Please wait here. Please hold the line. Please don't smoke here. http://www.associatedcontent.com/article/340685/four_kinds_of_sentences_declarative.html http://www.englishlanguageguide.com/english/grammar/imperative.asp

The Infinitive
Recognize an infinitive when you see one. To sneeze, to smash, to cry, to shriek, to jump, to dunk, to read, to eat, to slurpall of these are infinitives. An infinitive will almost always begin with to followed by the simple form of the verb, like this:

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to + verb = infinitive

Important Note: Because an infinitive is not a verb, you cannot add s, es, ed, or ing to the end. Ever! Infinitives can be used as nouns, adjectives, or adverbs. Look at these examples: To sleep is the only thing Eli wants after his double shift waiting tables at the neighborhood caf. To sleep functions as a noun because it is the subject of the sentence. No matter how fascinating the biology dissection is, Emanuel turns his head and refuses to look. To look functions as a noun because it is the direct object for the verb refuses. Wherever Melissa goes, she always brings a book to read in case conversation lags or she has a long wait. To read functions as an adjective because it modifies book. Richard braved the icy rain to throw the smelly squid eyeball stew into the apartment dumpster. To throw functions as an adverb because it explains why Richard braved the inclement weather. http://www.chompchomp.com/terms/infinitive.htm

WH Question Words
We use question words to ask certain types of questions (question word questions). We often refer to them as WH words because they include the letters WH (for example WHy, HoW). Question Word what Function asking for information about something asking for repetition or confirmation Example What is your name? What? I can't hear you. You did what? What did you do that for? When did he leave?

what...for when

asking for a reason, asking why asking about time

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where which who

asking in or at what place or position asking about choice asking what or which person or people (subject) asking what or which person or people (object) asking about ownership

Where do they live? Which colour do you want? Who opened the door?

whom

Whom did you see?

whose

Whose are these keys? Whose turn is it? Why do you say that? Why don't I help you? How does this work? How was your exam? see examples below How far is Pattaya from Bangkok? How long will it take? How many cars are there? How much money do you have? How old are you? How come I can't see her?

why why don't how

asking for reason, asking what...for making a suggestion asking about manner asking about condition or quality

how + adj/adv how far

asking about extent or degree distance

how long how many how much

length (time or space) quantity (countable) quantity (uncountable)

how old how come (informal)

Age asking for reason, asking why

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Yes/No Questions
In English, there are two basic types of questions: yes/no questions and wh- questions. Yes/no questions are asked using be, have, do, or a modal verb. Yes/no questions always begin with one of these verbs and can be answered with a simple yes or no, or with the question repeated as a statement. Note: It's impossible to ask a yes/no question without one of these auxiliary verbs. He want a car? Does he want a car?

You going to eat with us? Are you going to eat with us?

BE Use the verb be to ask about identity, description, location, and present or past activities and situations. Identity / Description You can use be plus a noun or adjective to ask about the identity or description of a person, place, or thing. Am I your best friend? Is this interesting? Yes (you are). No (it is not).

Are these islands part of Greece? Yes (they are). Was his idea good? Were they happy? No (it wasn't). Yes (they were).

Location Be plus a prepositional phrase asks about present or past location. Am I near your house? Is he in Panam? Are we at the border yet? Was his apartment above a bakery? No (you aren't). Yes (he is). No (we're not). Yes (it was).

Were the demonstrations downtown? No (they weren't).

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Current activity / situation To ask about a current activity or situation, use the present progressive: present tense of be + present participle (verb+ing). Am I going with you and Tom? Yes (you are). Is England adopting the euro? Are we seeing a play tonight? Is she working today? No (it isn't). Yes (we are). No (she isn't).

Past activity / situation To ask about a past activity or situation, use the past progressive: past tense of be + present participle. Was it raining? Was Anna cooking? Yes (it was). No (she wasn't).

Were the prisoners rebelling? Yes (they were). Were they singing? No (they weren't).

Past event To ask about something that happened to someone or something, use the passive voice: past tense of be + past participle (verb + ed or en): Was he given a reward? Was I chosen? Were you driven home in a taxi? Yes (he was). No (you weren't). Yes (we were).

Were dinosaurs killed by meteors? No (they weren't).

HAVE Use the verb have to ask if some action has taken place or whether somebody has done something.

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Notice that the auxiliary verb have is in the present tense* and the main verb is always a past participle. Has your brother left? No (he hasn't).

Have you flown before? Yes (I have). Has the party started? Have the guests eaten? Yes (it has). No (they haven't).

*It is possible to ask a yes/no question with had, but this is done in very specific situations and will be explained in a future lesson.

DO Use the verb do to obtain facts about people, places, or things. Do is always followed by the subject and then a verb in the infinitive without to. Do they smoke? Does Bogot get cold? Did it work? Do flying fish really fly? No (they don't). Yes (it does). No (it didn't). No (they don't).

Does running hurt your knees? Yes (it does). Did teaching challenge you? Yes (it did).

MODALS Use modal verbs to obtain more information about possibilities or uncertainties. Modals are always followed by verbs in the infinitive without to. Can we stay? Could this be true? Should they stop? May I help you? Will it rain? Yes (we can stay). Yes (it could be true). No (they shouldn't). Yes (you may). No (it won't rain).

Would you go with me? Yes (I would).

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Remember: When asking a question with do or a modal verb, the main verb remains in the infinitive without to. Incorrect Correct

Do you to drink coffee? Do you drink coffee? Does she to work here? Does she work here? Can I to go with you? Can I go with you?

Should we to email her? Should we email her?

However, if there are two verbs in the infinitive after do, the second infinitive must use to. Incorrect Correct

Do you want drink coffee? Do you want to drink coffee? Does she like work here? Did you need go home? Does she like to work here? Did you need to go home?

Remember: It's impossible to ask a yes/no question without an auxiliary verb. He know your phone number? Does he know your phone number? They returning today? Are they returning today?

Note that there are several ways to answer yes/no questions, especially with contractions. Is he busy? No. No, he isn't. No, he's not. No, he is not. No, he isn't busy. No, he's not busy. No, he is not busy.
http://www.elearnenglishlanguage.com/esl/grammar/questionsyesno.html

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Adverbs
Adverbs can tell you where, when, how, why and to what extent something happens. There are several different classes of adverb (see above). They are often formed from adjectives or nouns be adding the suffix -ly. For example: Quick becomes quickly, sudden becomes suddenly, intelligent becomes intelligently To form an adverb from adjectives ending in -y change the y to i before adding the -ly. For example: angry becomes angrily, busy becomes busily . . . To form an adverb from adjectives ending in -e drop the -e before adding the -ly. For example: feeble becomes feebly, true becomes truly . . . Some adjectives ending in -ly need no changes. For example: heavenly . . . However there are exceptions. For example: sly becomes slyly, shy becomes shyly . . . Some adverbs do not end in -ly. For example: fast, hard, straight . . . Adjective Example Adverb Example Pretty Serious Fast Quiet They were quiet children. Quietly The woman spoke quietly.

She was a pretty He was a serious It was a fast car. girl. boy. Prettily The bird prettily. Seriously sang The spoke seriously. Fast drives fast.

policeman Schumacher

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Adverbs of Time These adverbs answer the question when. Examples are: tomorrow, today, yesterday, now, then, never, soon, already, ago, formerly, lately etc. We are late. She died two years ago. I wrote to him yesterday. Have you seen him before? May I leave now? I will soon return. He will come tomorrow. I have warned him already. I havent read anything lately. Adverbs of Place These adverbs answer the question where. Examples are: here, there, upstairs, downstairs, everywhere, nowhere, in, out, inside, away. We have been living here for several years. I searched for him everywhere. They went upstairs. May I come in? She came forward. I decided to go there. Adverbs of Manner These adverbs answer the question in what manner. Examples are: slowly, carefully, terribly, seriously, well, pleasantly, really, thus etc. The soldiers fought bravely. Walk carefully. I was terribly upset. He is seriously ill. She was pleasantly surprised. She can speak English well.

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Intensifiers
An adverb which is used to modify adjectives and adverbs, but which is not usually used to modify verbs, can be referred to as an intensifier. In the following examples, the intensifiers are printed in bold type. e.g. I am very happy. The film was quite good. You did that rather well. Must you leave so soon? In these examples, very modifies the adjective happy, quite modifies the adjective good, rather modifies the adverb well, and so modifies the adverb soon. Examples: It's quite hot today. Ms. Stress is really busy right now. He's my very best friend. I'm a little tired today. That was a pretty good shot. Sam just got a brand new car. I know her fairly well. It's extremely hot outside. You're absolutely right! The following words are commonly used as intensifiers: fairly quite rather so too very In addition, the word really is often used as an intensifier in informal English. e.g. The film was really good. You did that really well.
http://www.fortunecity.com/bally/durrus/153/gramch24.html http://www.eslgold.com/grammar/intensifiers.html

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Basic Sentence Patterns

In this lesson, you will learn the elements of a sentence. There are 5 basic sentence patterns in English. Before we start this lesson (or after class in the lab) go to these 5 websites. Click the buttons on the screen at each site to see sentences with these patterns. The 5 Basic Patterns Subject + Verb (http://www.manythings.org/rs/sv.html) I swim. Joe swims. They swam. Subject + Verb + Object (http://www.manythings.org/rs/svo.html) I drive a car. Joe plays the guitar. They ate dinner. Subject + Verb + Complement (http://www.manythings.org/rs/svc.html) I am busy. Joe became a doctor. They look sick. Subject + Verb + Indirect Object + Direct Object (http://www.manythings.org/rs/sviodo.html) I gave her a gift. She teaches us English. The last pattern is for level 5 and grammar, and you will not see it in your level 4 classes, but you can look at it now if you want. Subject + Verb + Object + Complement (http://www.manythings.org/rs/svoc.html) I left the door open. We elected him president. They named her Jane.

Basic Sentence Structure There are five basic patterns around which most English sentences are built.* They are as follows: S-V Subject-Verb John sleeps. Jill is eating. Jack will arrive next week. S-V-O Subject-Verb-Object I like rice. She loves her job. He's eating an orange.

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S-V-Adj

Subject-Verb-Adjective

He is funny. The workers are lazy. Karen seems angry.

S-V-Adv

Subject-Verb-Adverb

Jim is here. Flowers are everywhere. No one was there.

S-V-N

Subject-Verb-Noun

She is my mom. The men are doctors. Mr. Jones is the teacher.

At the heart of every English sentence is the Subject-Verb relationship. Other elements can be added to make a sentence more interesting, but they are not essential to its formation.

The following sentences are examples of the S-V pattern. She sleeps. She sleeps soundly. She sleeps on the sofa. She sleeps every afternoon. She is sleeping right now. Mary will sleep later. Core sentence An adverb is added to describe how she sleeps. A prepositional phrase is added to tell where she sleeps. A time expression is added to tell when she sleeps. Verb tense is changed, but S-V relationship remains the same. Subject is named and another tense is used.

The dogs are sleeping in the garage. New subject may require a different form of the verb. Note: Any action verb can be used with this sentence pattern.

The following sentences are examples of the S-V-O pattern. They like rice. The people like rice. The friendly people like rice. Core sentence Specific subject Subject modified with an adjective

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The people in the restaurant like rice. The people like boiled rice. The people like hot, white rice.

Subject modified with an adjective Object modified with an adjective Object modified with more than one adjective

Note: Only transitive action verbs can be used with this sentence pattern.

The following sentences are examples of the S-V-Adj pattern. He is fine. He seems happy. Basic sentence with "be" verb Basic sentence with another linking verb

Jordan is tall, dark and handsome. Series of adjectives He appears very comfortable. George became sick last night. Adverb or intensifier added Different tense and linking verb

Note: Only linking verbs can be used with this sentence pattern.

The following sentences are examples of the S-V-Adv pattern. The teacher is here. The teacher is over there. Teachers are everywhere. The teachers are in the lobby. Basic sentence Using an adverb phrase Plural noun and verb used Prepositional phrase functioning as adverb

Note: Only linking verbs can be used with this sentence pattern.

The following sentences are examples of the S-V-N pattern. The man is a doctor. The women are doctors. My father is a nice guy. Basic sentence Using plural noun and verb Modified subject and complement

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My grandparents are senior citizens. Modified plural subject and complement

UNIT III READING Intensive Reading Predicting content Interpretation inference from the text (Implication) Inferential information implication critical interpretation reading brief notices, advertisement and the implication-

Intensive Reading
Intensive reading refers to reading for accuracy. It involves approaching the text (passage) under the guidance of a teacher or with a specified task which forces the learners to pay close attention to the materials to be read. Intensive reading aims at giving the reader a deep and detailed understanding (comprehension) of the text and how its meaning is transmitted or carried. Intensive reading is used to develop specific reading skills. In intensive reading the reader pays attention to the contents of the text and also to how it is written. We expect readers in middle and upper primary classes to learn to analyse written material in three ways. 1. Read and learn literal or stated information that is written, e.g. who, what, where, and when .. facts and the sequence of events. When the words are taken at their face value, we say that they are interpreted literally. The kind of comprehension is often referred to as reading the lines. 2. Read and recognise the authors silence and interpret the writer's thoughts for the purpose of drawing inferences or getting implied meaning. This kind of comprehension often referred to as reading between the line. 3. Read and analyse what is written to try to gain new insights by applying what is read to other situations: o Drawing generalisations that are not stated explicitly (directly) by the writer. o Deriving implications or making speculations (guesses) about facts that are not stated by the writer. This kind of comprehension is referred to as reading beyond the lines. This kind of reading can help children develop the ability to generalise from the given text and apply ideas to personal and social situations outside the text. Intensive reading therefore is intended to train students in higher level thinking skills as they develop reading strategies. Here is how you can present an intensive reading lesson. STEP I: Introduce the text to the pupils using any of the strategies you have learned before. You can: Relate the topic to pupils experience. Show a related object or picture to stimulate discussion on the topic.

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Present new vocabulary from the text. Ask and answer general questions about the topic. Refer to previously taught lessons in other subjects that may relate to the topic. Conduct a related field trip or invite a guest speaker, and so on. STEP II STEP III: STEP IV: Give guide questions to learners for purposeful reading, then have them turn to the reading passage. Learners read as they note down answers to the questions.

Have learners meet in pairs or small groups to discuss their answers. Then have whole class reports on answers from the groups. STEP V: Clarify general points not understood by learners. STEP Give more detailed work and practice e.g. in writing, role playing VI: activities, etc

http://itac.glp.net/uganda_ptc/Language%20Education/Unit%206/Topics/top4intensive.htm

UNIT IV WRITING Paragraph /Essay writing preparation of proposal - Taking down minutes of the meeting creative and critical thinking expressed Descriptive and persuasive writing preparation of a report Technical reports.

Essay Writing
Writing different types of essays narrative, descriptive, persuasive Presentation Transcript 1. Writing Different Types of Essays- Narrative, Descriptive, Persuasive 2. Essay writing is one of the crucial skills that a student needs to master throughout his/her education. Essay writing will develop the students writing skill, reading skill, improves concentration and will help them possess knowledge about various things that are happening around the world.

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3. The types of essay writing which students are asked to write generally are narrative, descriptive and persuasive. 4. The first two types of essay writing involve narrating and describing particular incidents in daily life or incidents which historically, politically, scientifically are important. These include describing those incidents. The third type of essay writing is persuasive essay writing. This type of essay writing involves persuading the readers to persuade them and convince and make them accept the arguments put forth by the writer. 5. Narrative type of essay-writing: A narrative essay is very similar to writing a story. The writer concentrates on his/her memories and writes an incident which took place with him/her or with his/her friend. Or writing about a movie watched, a book recently read, and or a place visited recently. Most of the time, narrative essays come from personal experiences. The essays are usually filled with details that are carefully selected to explain, support and embellish the story. 6. Descriptive type of essay-writing: Descriptive type of essay writing is also very similar to narrative type of essay-writing. A descriptive essay is more advanced in nature than a narrative essay. Descriptive essays are written not only to describe the physical appearance of someone or something but one should also describe the inner qualities of that particular person or thing. 7. Persuasive type of essay-writing: Persuasive type of essay writing is also known as argument essay writing. This type of writing involves persuading the readers to believe in what the writer is conveying. Putting forward the arguments requires a good sense of logical thinking, analyzing facts, etc. 8. The task involves certain things like Choosing the position Analyzing the audience Researching the topic and Structuring the essay Persuasive type

Descriptive writing
Goal: Descriptive writing vividly portrays a person, place, or thing in such a way that the reader can visualize the topic and enter into the writers experience.

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Characteristics:

The general characteristics of descriptive writing include: elaborate use of sensory language rich, vivid, and lively detail figurative language such as simile, hyperbole, metaphor, symbolism and personification showing, rather than telling through the use of active verbs and precise modifiers

Uses: Exercises:

Descriptive writing appears almost everywhere and is often included in other genre, such as in a descriptive introduction of a character in a narrative. Observe, and then describe an event. Think of a person or object that stands out in your memory. Write a description of that subject. Find an example of descriptive writing; explain the elements that make this a good example.

Persuasive writing
Goal: Characteristics: Persuasive writing intends to convince the reader of a stated opinion or belief. The general characteristics of persuasive writing include: stated position or belief factual supports persuasive techniques logical argument call to action Uses:

Persuasive writing appears in and is not limited to speeches, letters to the editor, editorials, advertisements, award nominations, pamphlets, petitions, scholarly writing, and opinion pieces.

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Exercises:

Write a letter to your congressman telling him why you think daylight savings time should or should not be changed. Write a speech to be delivered to the school board to convince them to require or not require school uniforms. Find an example of persuasive writing; explain the elements that make this a good example.

http://www.slideshare.net/helpwithassignment/writing-different-types-of-essaysnarrative-descriptive-persuasive http://www.thewritingsite.org/resources/genre/descriptive.asp http://www.thewritingsite.org/resources/genre/persuasive.asp http://www.kimskorner4teachertalk.com/writing/modes/definitions.html http://free-books-online.org/mix-books/elementary-english/the-writing-styles-descriptiveand-persuasive-writings-2/

Writing Proposals
The following checklists can be used in writing proposals

1. TECHNICAL PROPOSAL

Prepare draft outline/revise as needed. Identify & select writers for each section. Determine page numbers for each section. Determine document format (font, major/minor headings, etc.). Provide writers with written formatting guidelines/instructions. Prepare/distribute list of nomenclature, abbreviations, acronyms. Identify and provide writers with relevant sections from past proposals. Prepare schedule/identify due dates for draft sections. Determine review, feedback and editing process for written sections. Ensure compatibility of software packages and versions. Ensure compatibility of document transmission via e-mail. Ensure sufficient quantities of appendix materials are available.

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2. PERSONNEL

Prepare packet of materials for long-term candidates. Prepare personnel checklists/tracking list for candidate documents. Prepare commitment letter(s) for signature by candidates. Recruit long-term staff and consultants. Collect CVs. Sort CVs by category/areas of expertise. Review CVs. Identify best candidates and alternates. Confirm candidates' interest/availability. Obtain additional info from candidates for CVs, if necessary. Provide candidates with BioData Forms and instructions USAID only). Obtain completed/signed BioData Forms from candidates (USAID only). Review BioData Forms for completeness and signature (USAID only). Corporate Official Sign BioData Forms (USAID only). Obtain signed letters of commitment from candidates. Review personnel checklists for missing items. Determine format for re-written CVs. Re-write CVs. Write blurbs. Prepare skills matrices.

3. PAST PERFORMANCE REFERENCES

Use RFP format if required. Update and/or prepare past performance information as needed. Review for accuracy and completeness.

4. FINISHING TOUCHES

Spell check all sections.

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Gather appendix materials. Prepare Table of Contents. Prepare Transmittal Letter. Prepare Inside Cover Sheet for Technical Proposal. Prepare Section Tabs/Dividers for Technical Proposal.

http://www.proposalwriter.com/checklist.html

Report Writing

A technical report (also: scientific report) is a document that describes the process, progress, or results of technical or scientific research or the state of a technical or scientific research problem. It might also include recommendations and conclusions of the research. Unlike other scientific literature, such as scientific journals and the proceedings of some academic conferences, technical reports rarely undergo comprehensive independent peer review before publication. Where there is a review process, it is often limited to within the originating organization. Similarly, there are no formal publishing procedures for such reports, except where established locally. It is also your responsibility as an engineer or scientist to show promptly that your results are worthwhile and that you have reason to believe the field will be advanced by your efforts. The only way to convey these thoughts is by writing a good report. The five major stages of report preparation are 1. 2. 3. 4. 5. Gathering the data (or developing the theory) Analyzing and sorting the results Outlining the report Writing the rough draft Revising the rough draft

Gathering the Data Report preparation begins with planning the research program. An orderly investigation is a requisite for an orderly report. Report planning and program planning should be considered one and the same. To become a successful technical writer, you should develop the ability to foresee the general content of the report before the program begins. In most cases you should be able to prepare a preliminary report outline at the beginning of the program. Outlining should benefit

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both the report and the program, for obviously a well-prepared outline requires a carefully planned program. During the course of the program keep the future report in mind. Maintain orderly records as the data are gathered. The little extra time required to record the results carefully can be of great value later. Report writing is difficult enough without having to recollect misplaced or unrecorded data. Write out your opinions as soon as the data are obtained. Comparing these opinions with those based on hindsight will often help you to interpret the data properly. During the data-gathering stage consider how the data should be presented in the report and record the results in this manner. Any need for additional data will thus be revealed before the program is completed. Analyzing and Sorting the Results The second stage of report preparation, data analysis and sorting, is probably the most difficult because it requires considerable mental effort to decide what you want to tell your readers. The beginning of this stage overlaps the data-gathering stage, for data analysis should begin as the data are collected. But the bulk of data analysis must be done near completion of the program. At this time reexamine the pertinent data and review your earlier opinions with respect to subsequent results. During this data review the program conclusions should be drawn. This is the most important step in report preparation because the conclusions are the reason for the report and the basis for report preparation: They dictate what to include in a report and how to organize it. Trying to organize and write a report without knowing the conclusions is like starting an automobile trip without knowing the destination. You will not know where you are going, and you will never know when you get far enough to stop. Therefore choose your report destination early by drawing and clearly defining the program conclusions before you begin to organize and write the report. This is best done by first writing down all significant results in no particular order and then sorting them so that the results pertaining to a common factor are grouped together. Once the conclusions are drawn, list them in descending order of importance. Selection of the data to be used in the report is another important part of this step. Choose only the data necessary to help your readers reach the conclusions you are drawing. Excessive data or data only loosely related to the conclusions will obscure them and confuse your readers. Of course, do not hide contradictory results. When definite contradictions exist, clearly alert your readers to this fact. The next step in data analysis involves organizing the selected data into illustrations for the report. Sometimes the figures and tables prepared during the program can be used with only minor modifications. But usually these data-book illustrations contain extraneous information. And they seldom are arranged to emphasize the significance of the data and the corresponding results. For example, although data tabulated during a program are commonly arranged chronologically, that is not necessarily the best way to present the data to the reader.

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New figures and tables usually must be prepared. Their organization should be carefully considered because illustrations are one of the best means of emphasizing and supporting conclusions. After the illustrations have been prepared, write the significant points about each on an attached sheet of paper. What is the figure (table) supposed to show? How were the data obtained? Are there any qualifications to the figure (table)? This information will be useful when you begin writing the report. Before beginning to outline your report you may find one additional step usefulwriting a limiting sentence. This is a single sentence that states the subject, scope, and purpose of the report. It is an additional tool to help define the report's direction and limit its scope. As an example, the following limiting sentence could be written for this guide: SUBJECT The Glenn Research Center guide Technical Report Writing SCOPE covering the fundamentals of organizing, writing, and reviewing NASA technical reports, PURPOSE was written to improve the writing skills of Glenn technical authors and the overall quality of their reports. Preparing a limiting sentence is not simple. It takes additional time and effort. But it is a worthwhile exercise because it forces you to focus your attention on exactly what you expect the report to do. Outlining the Report Outlining is a necessary preliminary step to report writing. It involves the planning needed to prepare a clear report that is logically organized, concise, and easy to read. Without an outline most inexperienced authors write reports that are confusing and difficult to follow. The outlining stage is a natural progression from the analysis and sorting stage. In the sorting stage concentration is on what results should be presented in a report. In the outlining stage attention is directed to how these results should be presented. Often the preliminary outline prepared at the beginning of the program can be used as a starting point for the report outline. But it should be revised and expanded to emphasize the conclusions drawn in the analysis and sorting stage. The revised outline should contain descriptive headings of each significant part of the report. This expanded outline should show the complete scope of the report, the relation of the various parts of the work discussed, the amount of space to be given each part, the order of treatment, the places for inclusion of illustrations, and the conclusions. Remember, the more detailed the outline is, the more useful it will be to you. Each heading, subheading, subheading, etc., should have as much detail as you will need to trigger your thoughts when you later write the corresponding sentences and paragraphs. NASA reports typically contain a number of commonly used headings: Summary Introduction Symbols

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Theory Analysis Apparatus Test Specimens Test Procedure Sample Calculation Results and Discussion Summary of Results Conclusions Concluding Remarks Appendix References

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All these headings need not be used in any single report. And headings may be combined. For example, Apparatus, Test Specimens, and Test Procedure can be combined into Experimental Methods. These commonly used headings may be replaced with more descriptive headings, particularly in program summary reports, where details may be subordinated to broad objectives and generalizations. In these reports the more descriptive headings provide a means of ready reference and aid clarity. Descriptive headings usually make a report more interesting to read. But you must exercise originality to make them brief but clear. The final outline should show the exact form, wording, and value of the headings to be used in the report. The headings, although brief, must serve as a reliable guide to the included material. They should be consistent in grammatical structure and should not contain verbs. Headings are not an integral part of the text but are provided to assist the reader in finding information. Therefore the paragraph below a heading should begin with a topic sentence that does not depend on the heading for clarity. The whole text of the report should be accounted for under the headings shown in your outline, except for short introductory or transition paragraphs included to make the presentation flow smoothly. Because a subject cannot be subdivided into less than two parts, an outline should have at least two subheadings under a main headingor none. Exceptions to this rule include an occasional short remark or a single example put in to illustrate a method. In addition to headings the outline may also contain descriptive words and key phrases to serve as reminders. Several methods can be used to arrange the subject matter that will be represented in an outline. One of the best ways to start is to write down all the points that you want to include without regard to their order. You can then more easily arrange them in a logical order. Some authors use an index card system in which each separate item of the proposed report is tabulated together with a paragraph describing the material that must be treated under that item. Other authors follow a similar method but use full sheets of paper for each subject and give a much fuller description of the material under the subject headings. The latter method puts you in a good position to complete the report in a short time: Each subject has been so fully expanded that the problem remaining is one of combining and rewriting the information contained on the separate sheets of paper. Others choose to do their outlining on a computer. Any of these methods permit you to note thoughts that occur during the course of writing one report section but that should be treated in other sections. Cultivate the habit of going to the original outline to record thoughts for later consideration. Another useful purpose of the outline is to indicate the relative importance of headings. This relation can be shown by using a numbering system. (The numbers appear in the final report only when there is extensive cross-referencing.) Headings of equal weight, or importance, must be written in the same form. The order and form of the various headings used in NASA reports are Main Heading

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Subheading Run-in heading.This heading is indented on the same line as the first line of the paragraph. Below run-in heading: This heading is indented on the same line as the first line of the paragraph. Three levels of headings should be sufficient; more may disrupt your readers' concentration. The typeface and placement of headings will vary with the type of publication. Thorough outlining will make both writing and reading the report easier. Study your outline carefully to be certain that each item blends into a logical plan and ordered presentation. Writing the Rough Draft With a logically organized outline and the necessary illustrations already prepared, writing the rough draft should be much easier than you thought. But do not expect to write the final version in the first attempt. The rough draft should be the last of several versions, each an improvement of the preceding one. This final version is considered a "rough" draft because it still must go through a series of technical and editorial reviews. But it should be as polished as you can make it. From your point of view it should be ready for printing and distribution to a critical audience. Try to start writing the first version of the draft immediately after completing the outline while the ideas developed there are still fresh in your mind. Write this first version as rapidly as possible. Concentrate on what you want to say rather than how to say it. Keep writing down the thoughts as they flow into your mind, following your outline. Avoid going back over what you have written until you are through writing. Then review this versionbut only for its technical content. Are all of the ideas you wanted to express included? Have you included irrelevant ideas? Does the report organization still seem logical? Sometimes writing the first version will reveal some unexpected problems that require a change in the outline. In the second version of the rough draft, writing style becomes important. With the technical content in a well-organized form from the first version, this is the time to concentrate on how you say it. Keep your readers in mind. Remember, your purpose in writing the report is to transmit the information needed to support your conclusions. To make sure your readers understand your conclusions, you must transmit your information clearly, logically, concisely, honestly, and tactfully. Revising the Rough Draft The last stage of report preparation, rough-draft revision, is just as important as the previous stages, but it is the one most scorned by inexperienced writers. Revising a draft is comparable to painting a house: the appearance is improved without influencing the structure. But a report's "appearance" (readability) may determine whether or not it is read.

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Before you can revise your rough draft, you must recognize that it is not perfect. Approach it with a critical attitude. This can best be done by setting the draft aside for a few days, or at least overnight. This time lag should give you a fresh viewpoint and allow you to change to the role of a reader. This change in roles is most important because you must try to see what is actually written rather than what you think you wrote. Successful technical writers use a wide variety of methods to review and revise. One of the best involves three separate reviews of the report: 1. The first review is of the material in the report. In this check ask yourself these questions: Are the conclusions valid? Is sufficient information given to support the conclusions? Is enough background information given to explain the results? Have all irrelevant ideas been deleted? Are the illustrations pertinent and necessary? 2. The second review is of the mechanics and organization. Are the subject and purpose clearly stated? Does the report flow smoothly from topic to topic? Are the relations between topics clear? Is each illustration clear and properly labeled? Are all required parts of the report included? 3. The third review is of spelling and grammar, particularly punctuation and sentence structure. Is each sentence written effectively? Are the sentences varied in length and complexity to avoid monotony? Are the words specific rather than vague? Have all unnecessary words been deleted? Make sure you can truly answer yes to all of these questions before you consider your draft finished. Do not try to make one review do the work of three. Trying to cover too many categories in one review usually results in oversights and errors. Some common faults observed in rough drafts are (1) faulty grammar; (2) clusters of nouns and adjectives modifying a noun and conversely strings of prepositional phrases after a noun; (3) use of abstract nouns instead of action verbs; (4) nonparallel construction of words, phrases, and sentences in enumerations; and (5) more complicated phrasings than required. Carefully review your draft to make sure you have avoided these common faults.
http://grcpublishing.grc.nasa.gov/editing/CHP1.CFM http://en.wikipedia.org/wiki/Technical_report