Grammar

IDIOMS

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Idioms
IDIOMS BASED ON ANIMALS, BIRDS & INSECTS
• To have a bee in one's bonnet- to be continually occupied with: Ashok has a
bee in his bonnet about yoga being the only healthy exercise.
• To make a bee line for something- to take the quickest and most direct way
towards it: The thirsty children made a bee line for the pitcher of water.
• To kill two birds with one stone- to achieve two aims with only one effort:
Nisha killed two birds with one stone when she got a coat which was warm as
well as waterproof.
• Bird’s eye view- a general view of something: I can not judge the merits of the
plan as I have just had a bird’s eye view of it.
• Bird of passage- person who roams from one place to the other: There is no use
asking John for his address as he is a bird of passage.
• To take the bull by the horns- to decide to face a problem: At last the school
boys decided to take the bull by the horns and thrash the cheat.
• To let the cat out of the bag- to reveal a secret: The teacher was almost deceived
by the trick but Meera spoilt the whole plan by letting the cat out of the bag.
• Cock- and- bull story- an absurd tale: Arun told a cock-and-bull story to
explain his late arrival at the office.
• Dark horse- an unexpected winner: Asha never seemed good at studies but she
has proved a dark horse by standing first in the final examination.
• A dog in the manger- someone who prevents others from using something:
Ashoka does not like movies, and he is a dog in the manger when his friends
want to go to the cinema.
• To have other fish to fry- to have other, more important task to attend to: Anil
did not come to the party as he had other fish to fry.
• A fly in the ointment- something that causes slight difficulty: The teachers
presence at the end of term party was like a fly in the ointment for the children.
• Straight from the horse's mouth- of news, information etc. directly from the
person who knows most about it: I had to believe Arun’s information when he
said that he had got it straight from the horse's mouth.
• To smell a rat- to sense that something is wrong: Though Seema cleared up the
mess and assumed innocently before her mother came, her mother smelt a rat.
• A wild goose chase- search with no hope of success: He went on a wild goose
chase all over the town looking for buried treasure but, of course, he did not find
it.
• A feather in one's cap- to be proud of one's own actions: The successful staging
of Asiad ‘82 was a feather in the cap for India.
• To feather one's nest- to provide oneself with money etc. for the future by
securing advantages, even if dishonestly: Official position is often misused by
people to feather their own nest.
• To hold the reins- to be in control: Though India has a president, it is the prime
minister who holds the reins of government.
• To keep a tight rein on someone- to control him/ it firmly, allow only a little
freedom: She keeps such a tight rein on her children that they dare not stay out
later than 5 in the evening.
• To take someone under one's wing- to give him protection: Asha kindly took
the new student under her wing and prevented the other from teasing him.
IDIOMS BASED ON COLOUR
• Black and white- in writing: He gave his declaration in black and white.
• Black and blue- bruises of these colors: The thief was beaten black and blue by
the people who caught him.
• The black sheep- a person of whom the family is not proud, a betrayer or traitor:
Since Arun ran away with the money of the firm, he has been considered a black
sheep.
• Not so black as one is painted- to be not so bad as people say one is: I am well
acquainted with Rajesh and I can confidently say that he is not so black as he is
painted.
• Out of the blue- unexpectedly: It was wonderful when my uncle turned up out of
the blue.
• A bolt from the blue- something unexpected: The attack from across the borders
was a bolt from the blue.
• Once in a blue moon- rarely or never: Few people have rain coats in this region
as it rains once in a blue moon.
• A blue–collar worker- factory worker, not an office worker: Though a bluecollar
worker earns a good income these days, the young prefer to take up low
paid white collar jobs.
• To be in a brown study- to be thinking deeply about something: Martin was in a
hurry to get his business done but his boss was in a brown study from which he
was aroused only with difficulty.
• To have green fingers- to be good at gardening: Arun seems to have green
fingers for he has won many prizes at flower shows.
• To give someone the green light- to give him permission: it was relief when the
Director gave the green light so that the plan could be put into action.
• To be green- to be too trusting: The young man was too green not to be cheated
by his shrewd employer.
• To be in the pink- to be and to feel very healthy: Harish suffered an attack of
influenza last month but now he is in the pink of health.
• To see red- to become suddenly angry: I saw red when I heard of the little boy's
experience at the hands of the school bully.
• A red letter day- an important or joyful occasion in one's life: July 15 was a red
letter day in John's life for he reached the peak of the Mt. Everest on that day.

GRAMMAR MADE EASY

Phrasal Verbs
Many verbs, when followed by various prepositions, or adverbs, acquire
idiomatic sense. e.g., put out, get on, turn round, break down, run away, look
forward to, etc.
Phrasal verbs can be separable or inseparable and they can take an object or not.
Phrasal verbs which take objects can be separable or inseparable. e.g.,
I picked Tina up or I picked up Tina.
Separable phrasal verbs must be separated when a pronoun is used. e.g.,
We picked him up at the station NOT We picked up him at the
station.
NOTE: The topic of Phrasal Verbs has been discussed at length in Lesson
3 & 4. The students may refer to those for detailed study.
2.7 Summary
In this lesson, we have discussed about verb and its various forms. This
understanding will help the students to construct correct sentences.
2.8 Key words
Verb, tense, present tense, past tense, future tense, mood, indicative mood,
imperative mood, subjunctive mood, phrasal verb, auxiliaries, modal verbs, etc.
2.9 Self Assessment Questions
Choose the correct verb form from those in brackets:
1. The earth ________ round the sun. (move, moves, moved)
2. My friends _______ the Prime Minister yesterday. (see, have seen, saw)
3. I ________ him one letter up to now. (sent, have sent, shall send)
4. I shall telephone you when he ________ back. (comes, will come, came)
5. It started to rain while we _________ tennis. (are playing, were playing, had
played)
6. Can I have some milk before I _____ to bed. (go, am going, shall go)
7. He _______ asleep while he was driving. (falls, fell, has fallen)
8. I'm sure I _______ him at the party last night. (saw, have seen, had seen)
9. He ______ a mill in this town. (have, has, is having)
10. He ______here for the last five years. (worked, is working, has been
working)

MOODS

Moods
Verbs are used to express commands, make suppositions and to make statements
of fact. These modes in which verbs are used are called Moods. There are three
moods – Indicative, Imperative and Subjunctive.
The Indicative makes Statements of fact:
I go to office daily.
The Imperative mood expresses commands/entreaties: The subject is usually
omitted.
Stand there; Go home, etc.
The Subjunctive Mood occurs in traditional phrases:
God bless you.
2.5 Modal verbs and Auxiliary
Modal verbs are special verbs which behave very irregularly. The modal verbs
are can, could, may might, will, would, shall, should, ought to, must, need.
2.0 A modal verb always has the same form. There is no -s ending, no -ing form and
no -ed form, e.g., he will, they will, etc.
3.0 Modal verbs and auxiliary verbs come before the subject to form questions. e.g.,
Will you come for the party?
4.0 They are used to form negatives by adding 'not' after them. e.g., I cannot/can't do
this.
5.0 Modal verbs are used to talk about someone's ability to do an action, an action
that is necessary and a situation that is possible.e.g.,
1.1 To express Ability: can, could, be able to etc.
She can swim
He could play the harmonium when he was very young.
2. In case of necessity: must, have to, needn't, etc.
We must tell him the truth.
I will have to go.
3. For permission: can, may, etc.
Can I use your pen, please?
May I come in?
4. In case of obligation: ought to, should, etc.
We should respect our elders.
He ought to do as his parents want him to do.
5. In case of possibility: may, might, could, etc.
The students may ask for an off tomorrow.
The books could be in one of the racks.
6. Certainty: will, must, can't, etc.
The story can't be true.
He must have reached home by now.

RULES FOR WRITING AN ERROR FREE SENTENCES

Rules for Subject-Verb Agreement
• The verb must agree with the subject in Number and Person.
• If the subject is singular, the verb should also be singular.
• If the subject is plural, the verb should also be plural, e.g.,
He is a good boy. (singular subject, singular verb)
They are good players (plural subject, plural verb)
• When two or more singular subjects are joined together by ‘and’, plural verb is
used. e.g.,
Ram and Sham are playing a game. He and his friends have
arrived.
• If two singular nouns refer to the same person or thing, the verb must be singular,
e.g.,
My friend and benefactor has come.
By the death of Gokhale a great statesman and patriot was lost to
India.
It should be noted that the article is used only once if the two nouns refer to the
same person. If different persons were referred to, the article would be used
before each noun and the verb would be plural. e.g.,
The orator and the statesman are dead.
• If two subjects together express one idea, the verb will be in the singular, e.g.,
Early to bed and early to rise makes a man healthy, wealthy and wise.
Slow and steady wins the race.
• If singular subjects have ‘each’ or ‘every’ before them, the verb is usually
singular.
e.g.,
Every man, woman and child was lost.
Each day and each hour brings its duty.
• Two or more singular subjects connected by ‘or’, ‘nor’, ‘either’, ’neither’ or ‘nor’
take a verb in the singular, e.g.,
Neither Hari nor Ravi has come.
No nook or corner was left unexplored.
• When the subjects joined by ‘or’, ‘nor’ are of different numbers, the verb must be
plural, and the plural subject must be placed next to the verb. e.g.,
Hari or his brothers have done this.
Either the boy or his parents have gone there.
• When the subjects joined by ‘or’, ‘nor’ are of different persons, the verb agrees in
person with the one nearest to it, e.g.,
Either he or I am mistaken.
Neither you nor he is to blame.
• A collective noun takes a singular verb when the collection is thought of as a
whole. e.g.,
The counsel has chosen its president.
The fleet has set sail.
• It should however be kept in mind that if the individuals of which the collective
noun is composed of are thought of, it can take a plural verb. e.g.,
The military work called out.
The crew were taken prisoners.
• Some nouns which are plural in form, but singular in meaning, take a singular
verb,
e.g.,
The news is true.
Physics is a branch of natural science.
• When a plural noun counts between a singular subject and its verb, the verb used
is singular in form. e.g.,
Each of the sisters is clever.
A variety of objects charms the eye.
The quality of the mangoes was not good.
• Words joined to a singular subject by with, together with, in addition to or as well
as are parenthetical and therefore do not affect the number of verb. e.g.,
The chief, with all his men, was killed
Justice as well as mercy, allows.
• When the subject of the verb is a relative pronoun, care should be taken to see that
the verb agrees in number and person with the antecedent of the relative. e.g.,
I, who am your friend, will guard you interest.
You, who are my friend, should not worry me.
• The title of a book, play, story, musical composition and the name of a country,
even though plural in form take a singular verb, e.g.,
Sons and Lovers is an interesting Novel.
The United States of America is a developed country.
1.3 Summary
The basic rules for writing grammatically correct sentences have been discussed.
In a sentence, the verb must agree with its subject with respect to its number and
person.
1.4 Key words
Subject, verb, predicate, noun, pronoun, singular, plural.
1.5 Self Assessment Questions
1.5.1 Set – 1
Fill in the blanks with correct form of the verb:
1. Two and two ……………… four.
2. Bread and butter ……………. take wholesome food.
3. Gulliver’s travels ……………. written by swift.
4. A good man and useful citizen ……………passed away.
5. Each of the boys…………………….rewarded.
6. The jury…………………divided in their opinion.
7. He is one of the authors who…………………destined to be immortal.
8. Neither of the boys…………….quite at his ease.
9. The cost of these articles……………risen.
10. Every leaf and every flower……………..stripped off the tree.
11. The horse and trap………………………been waiting for a long time.
12. The Arabian Nights……………delighted many generations.
13. Kindness as well as justice……………..to be our guide.
14. No news …………………good news.
15. Forty yards ………………a good distance.
16. The meeting …………………..chosen a president.
17. The public……………….requested not to walk on the grass.
18. Iron as well as gold……………………..found in India.
19. Which one of these umbrellas………………..yours?
20. To take pay and then not to do work……………dishonest.

CONSTRUCT ERROR FREE SENTENCES

GRAMMAR MADE EASY

Introduction
A verb is a word or a group of words that denotes action, or the state in which a
thing or a person is, or joins the subject with the rest of the sentence. There has to
be at least one verb in the sentence to make it a sentence. A verb often consists of
more than one word. For example:
• The baby laughs.
• The man is a doctor.
• The weather seems bad.
In the first sentence, the verb ‘laughs’ tells us about action. In the second, the verb
‘is’ tells us about what the man is. In the last, the verb is again stating about the
condition of the weather. Thus, a verb states something about the subject of the
sentence and expresses action, events or states of being. It forms a part of the
predicate of a sentence.
2.2 Forms of Verbs
Read the following sentences carefully:
1. Ram kills the snake.
2. The boy laughs loudly.
In sentence 1, the action denoted by the verb ‘kills’ passes over from the doer or
the subject ‘Ram’ to the object ‘snake’. The verb ‘kills’ is, therefore, called a
Transitive verb.
In sentence 2, the action denoted by the verb ‘laughs’ stops with the doer i.e., the
boy, it does not pass over to any object. It does not affect any noun other than the
doer. The verb ‘laughs’ is, therefore, called an Intransitive verb.
Most Transitive verbs take a single object, however, verbs such as give, ask,
offer, promise, tell, ... take on two objects after them – an object that denotes the
person to whom something is given or for whom something is done, and a direct
object which is usually the name of things.
2.3 Using Verb Tenses
A verb indicates the time of the action by changing its form. The tenses are
determined according to the time frame viz. present tenses, past tenses and future
tenses.
2.3.1 Present tense:
1. The simple present – (We go).
Form: First form of the verb
The verb describes things, situations or actions that are present now
and are habitually true.
The sun rises in the east. (always true)
He goes for a walk every morning. (habitually true)
2. The present continuous – (We are going).
Form: is/am/are + -ing form of the verb.
The verb describes a particular action that is taking place at the time of
speaking and is in progress.
The baby is sleeping.
He is writing a letter.
3. The present perfect – (We have gone).
Form: has/have + third form (past participle) of the verb.
The verb describes an action that started sometimes in the past and
continues up to the present.
They have gone to Bombay.
He has eaten his food.
4. The present perfect continuous – (We have been going).
Form: have/has + been + -ing form of the verb + since/for.
The verb describes an action that began in the past, continues in the
present and may continue into the future also.
It has been raining since morning.
He has been working for three hours.
2.3.2 Past tense:
1) The simple past – (We went).
Form: second form of the verb.
The verb describes actions or conditions of the past.
We went to a picnic yesterday.
I received this letter last week.
2) The past continuous – (We were going).
Form: was/were + -ing form of the verb.
The verb describes an action that took place in the past over a
period of time.
She was crying.
The children were playing.
3) The past perfect – (We had gone).
Form: had + third form (past participle) of the verb.
The verb describes an action or event, also completed in the past.
She had cried.
The children had played.
4) The past perfect continuous – (We had been going).
Form: had + been + -ing form of the verb + since/for.
The verb describes a continuing action in the past.
At that time, he had been writing a book for two months.
He had been living in Bombay since 1990.
2.3.3 Future tense:
1) The simple future – (We will go).
Form: will/shall + first form of the verb.
The verb describes actions or events of the future. It helps in making
predictions about the future, spontaneous reactions to events, making
promises and thinking about future possibilities.
It will rain tomorrow.
I think he will not attend the party.
2) The future continuous – (We will be going).
Form: will/shall + be + -ing form of the verb.
The verb is used to describe an activity that will be happening at a
precise point in time in the future.
I'll be playing golf at six in the evening.
When you arrive in Hisar, he'll be sleeping.
3) The future perfect – (We will have gone).
Form: will/shall + have + third form (past participle) of the verb.
The verb is used to show that something that will have been done up to
a precise point in time in the future.
She'll have read the book by the time you leave.
The last train will have left within an hour.
4) The future perfect continuous – (We will have been going).
Form: will/shall + have + been + -ing form of the verb + since/for.
The verb shows that something will continue up until a
particular event or time in future.
They will have been talking for over an hour by the time you
arrive.
Note: Sometimes, the simple present tense can express future time if there
is some other word in the sentence that clearly marks a future tense.

RULES FOR WRITING AN ERROR FREE SENTENCES

Formation of Nouns

Formation of Nouns
9. Adjectives formed by adding ‘-all’:
10. Adjectives formed by adding ‘-ar/ary’:
11. Adjectives formed by adding ‘-en’:
12. Adjectives formed by adding ‘-ic’:
1. Nouns formed by adding ‘-hood’:
Brother Brotherhood Parent Parenthood
Father Fatherhood Child Childhood
Sister Sisterhood Girl Girlhood
Champion Championship Relation Relationship
Scholar Scholarship Partner Partnership
Leader Leadership Friend friendship
Free Freedom Wise Wisdom
King Kingdom Martyr Martyrdom
Good Goodness Holy Holiness
Busy Business Sad Sadness
Happy Happiness Fool Foolishness
Wide width Broad Breadth
Die Death Deep Depth
Warm Warmth Grow Growth
Young Youth Hot Eat
Weigh Weight See sight
2. Nouns formed by adding ‘-ship’:
3. Nouns formed by adding ‘-dom’:
4. Nouns formed by adding ‘-ness’:
5. Nouns formed by adding ‘-t/th’:
6. Nouns by adding ‘-er/ar/or’:
Govern Governor Donate Donor
School Scholar War Warrior
Visit Visitor Sing Singer
Lead Leader Office officer
Magic Magician Politics Politician
Electric Electrician Mathematics Mathematician
History Historian Physics Physician
Motor Motorist Cycle Cyclist
Arty Artist Science Scientist
Tour Tourist Cartoon Cartoonist
Employ Employee Refuge Refugee
Absent Absentee Mountain Mountaineer
Engine Engineer Racket racketeer
Enjoy Enjoyment Amuse Amusement
Pay Payment Confine Confinement
Fulfill Fulfillment Resent Resentment
Commit Commitment Improve Improvement
Arrange Arrangement Acknowledge Acknowledgement
Amaze Amazement Require Requirement
Admit Admission Solve Solution
7. Nouns by adding ‘-ist/ian’:
8. Nouns formed by adding ‘-ee/eer’:
9. Nouns formed by adding ‘-ment’:
10. Nouns formed by adding ‘-tion/sion’:
Decide Decision Extend Extension
Revise Revision Permit Permission
Separate Separation Inform Information
Combine Combination Select Selection
Cancel Cancellation Reveal Revelation
Terminate Termination
Enter Entrance Excel Excellence
Assure Assurance Defy Defiance
Obey Obedience Pretend Pretence
Exit Existence Repent Repentance
Rely Reliance Reside Residence
Confide Confidence Assist Assistance
Resist Resistance Appear Appearance
Endure Endurance Occur Occurrence
Deny Denial Bury Burial
Refuse Refusal Try Trial
Approve Approval Dismiss Dismissal
Propose Proposal Arrive Arrival
Renew Renewal Betray Betrayal
Reverse reversal
Carry Carried Store Storage
Post Postage Use Usage
Waste Wastage Break Breakage
Leak Leakage Marry Marriage
Pass Passage
11. Nouns formed by adding ‘-ance/ence’:
12. Nouns formed by adding ‘ial/al’:
13. Nouns formed by adding’-age’:
Poor Poverty Pure Purity
Scare scarcity Curious Curiosity
Vain Vanity Local Locality
Necessary Necessity Able Ability
Generous generosity Moral Morality
Honest honesty
Private Privacy Accurate Accuracy
Secret Secrecy Vacant Vacancy
Advise Advice Bear Birth
Behave Behavior Believe Belief
Bind Bond Choose Choice
Food Feed Exceed Excess
Float Fleet Hate Hatred
Knit Knot Know Knowledge
Learn Learning Laugh Laughter
Receive Receipt Respond Response

LEARN ENGLISH AS FAST AS YOU COULD

ENGLISH LEARNING MADE EASY

Objective
The objective of this lesson is to help the students expand their vocabulary by
learning about formation of nouns, adjectives and verbs, and also using one word
for a group of words.
8.1 Introduction
Language is a medium of self expression and one expresses oneself with the help
of words. A person having good vocabulary is more confident than others and is able
to express himself better than others.
Vocabulary can be enhanced by understanding how different words are formed
and how they are used in particular context.
8.2 Formation of Adjectives
Air Airy Hair Hairy
Ice Icy Fog Foggy
Fire Fiery Heart Hearty
Fuss Fussy Salt Salty
Anger Angry Cloud Cloudy
Grass Grassy Sun Sunny
Bulk Bulky Star Starry
Mist Misty Fun Funny
Mud Muddy Storm stormy
Week Weekly Neighbour Neighbourly
Month Monthly Father Fatherly
Hour Hourly Friend Friendly
Scholar Scholarly Elder Elderly
Girl Girlish Sheep Sheepish
Devil Devilish Fool Foolish
Self Selfish Slave Slavish
Snob Snobbish Child Childish
God Godlike War Warlike
1. Adjectives formed by adding ‘y’:
2. Adjectives formed by adding ‘ly’:
3. Adjectives formed by adding ‘ish’:
4. Adjectives formed by adding ‘-like’:
Lady Ladylike Child Childlike
Hand Handsome Tire Tiresome
Trouble Troublesome Quarrel Quarrelsome
Whole Wholesome Weary Wearisome
Praise Praiseworthy Trust Trustworthy
Note Noteworthy Air Airworthy
Avoid Avoidable Advise Advisable
Memory Memorable Admire Admire able
Consider Considerable Bear Bearable
Reverse Reversible Sense sensible
Religion Religious Space Spacious
Advantage Advantageous Vigor Vigorous
Vice Vicious Office Officious
Price Precious Mystery Mysterious
Pity Piteous Adventure Adventurous
Miracle Miraculous Merit Meritious
Ridicule Ridiculous Humour Humourous
Industry Industrious Harmony Harmonious
Volume Voluminous Fame famous
5. Adjectives formed by adding ‘-some’:
6. Adjectives formed by adding ‘-worthy’:
7. Adjectives formed by adding ‘-able/ible’:
8. Adjectives formed by adding ‘-ous’:
Ancestor Ancestral Colony Colonial
Autumn Autumnal Finance Financial
Tribe Tribal Navy Naval
Verb Verbal Minister Ministerial
Dictator Dictatorial Classic Classical
Music Musical Politics political
Type Typical Iron Ironical
Zone Zonal Node nodal
Angle Angular Table Tabular
Circle Circular Muscle Muscular
Moment Momentary Station stationary
Broad Broaden Length Lengthen
Wool Woolen Earth Earthen
Gold Golden Short shorten
Artist Artistic Base Basic
Class Classic Drama Dramatic
Hero Heroic

WHAT YOU NEED TO KNOW

PREFACE

Over the years, the performances of students at West African Senior Secondary Certificate Examination English Language 1 have been recorded as being very poor. Consequently, the habitual low performances of students in this paper 1, result in students overall poor performances in S.S.C.E English Language.

This, however, is not surprising as “paper1” carries the Lion’s share of the examinations’ total score.

Moreover, majority of candidates lack the ability to express themselves, let alone writing essays. In addition, candidates fail because they do not possess or master such secrets as revealed in this textbook.

“PASSWELL IN ENGLISH” therefore gives visa to candidates in English Language in W.A.S.S.C.E, N.EC.O, N.A.B.T.E.B, U.T.M.E, Post U.T.M.E and other related examinations through the useful guides contained in it.

The work covers all areas being tested in “paper1” S.S.C.E English Language examination: Essays, and Letter writing, Comprehension, Summary, Concord and Common errors, for the update of students’ use of the Language English.

Furthermore, the work includes review exercises of S.S.C.E past questions on essay and letter writing, which students are expected to practise with in preparation for examinations as well as questions and answers on both comprehension and summary.

It is hoped, that with the simplicity in the use of language and more importantly, the secrets revealed in this textbook, candidates will benefit greatly and shall in fact, surmount their earlier difficulties.

Lastly, this textbook will go a long way in helping candidates preparing for examinations on O’ level English Language. It is as well good for ambitious students in Senior Secondary Schools 1 and 2.

I hereby wish you success in your examinations.

Ogunduboye O. Segun

BSc[Ed] Hon English

UNICAL.

PASS COMPREHENSION WITH EASE

GENERAL APPROACH TO COMPREHENSION

The steps in this approach are designed to help candidates achieve better understanding of the passage. Furthermore, since comprehension at S.S.C.E. is aimed at answering questions on the passage, the steps are means of revealing answers within the passage to the question on it.

(1) Read through questions on the comprehension and make sure you memorise them.

(2) Take a first look at the passage itself and read through quickly.

(3) Attempt to answer the questions on the passage, but if you realise you can’t, then, have another look at the passage.

(4) Having understood the context of the passage, attempt to provide answers to the questions on it, which must be evidentially related to the passage.

secret to success

READING SKILLS

Reading skills involve psychological steps that assist the brain towards perfect assimilation. Below are these psychological steps, which if employed in helping the reader to achieve good understanding and real interpretational knowledge of the passage.

(a) Fast speed reading: Reading at fast speed is very important so as to enable quicker assimilation of the facts presented through reading to the brain.

(b) Avoid muttering of words: While going through the passage, do not read out. Instead, read to your mind for perfect understanding.

(c) Avoid head movement: This means, you do not allow your head to move left or right as you are reading. Place your eyes at the centre of the passage and allow your eyeballs to do the job in their rotational manner.

(d) Avoid line-by-line tracing: While reading, do not trace with your finger or pen as this may cause distraction.

(e) Read the passage for implied understanding: It means understanding the passage and giving it interpretation indented on the writer/author. In other words, the passage must be understood beyond its ordinary context, as intended by the writer.

Image result for hd images of group discussion

SOME RULES:

(1) Pronouns have the same number, gender and person as that of their antecedent:

Shola is a good girl. She respects her elders.

(2) “It” is used for lifeless things, for animals, and for a baby:

He likes his cat and takes good care of it.

(3) When two singular pronouns are joined by ‘and’ and refer to the same thing, the pronoun will be singular:

The peon and attendant is absent from his duty.

(4) Sometimes a pronoun refers to more than one noun or pronoun of different persons, in this case, the order will be as follows:

You, he and I or He and I

The first person will come in the end. But in admitting a fault, we use the first person first, then, the third, and the second person last of all.

I, he and you are at fault.

(5) The complement of the verb ‘to be’ should be in the Nominative case:

It is I.

If I were he, I would not do it.

(6) In the sentence beginning with ‘let’, a pronoun in the objective case is used:

Let us go there.

Let me help you.

(7) The pronouns following ‘than’ or ‘as’ can be in the Objective as well as the Nominative case, depending upon the meaning of the sentence:

I love you more than he.

(This means more than he-a third person- loves you.)

I love you more than him.

(This means more than I love the other person.)

(8) ‘Who’ is used for persons while ‘which’ is used for animals and lifeless objects; that can be used for both:

I am looking for the boy who has taken my book.

This is the dress which I like the most.

(9) The pronoun ‘one’ must be followed by ‘one’s’:

Wrong: One must keep his word.

Right: One must keep one’s word.

(1O) A relative pronoun should be placed near its antecedent:

Wrong: I have read Shakespeare’s plays who was a great dramatist.

Right: I have read the plays of Shakespeare who was a great dramatist.

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2 DEFINITE ARTICLE: THE:

(1) ‘The’ is used when we speak of a particular person or a thing already referred to:

This is the book I was looking for.

(2) It is also used when a singular noun represents the whole class:

The horse is a very useful animal.

Note: This rule does not apply to the noun ‘man’ when it refers to human race as a whole.

(3) It is used before the adjective in the superlative degree:

She is the most beautiful girl in the class.

(4) It is used before adjective of quality which stands for a class:

The rich should help the poor.

(5) It is used before the names of the mountain ranges:

The Himalayas, the Alps.

COMMON ERRORS IN THE USE OF ARTICLES:

6.6.1 INDEFINITE ARTICLES: A, AN:

(1) A” is used before words beginning with consonant sound:

A boy, a table, etc.

(2) It is used with vowel letters having the sound of a consonant:

A university, A European.

(3) An” is used before words beginning with vowel sounds:

An apple, an umbrella, etc.

(4) It is also used before words beginning with consonant letter having the sound of a vowel:

An M.L.A (‘M’ has the sound of ‘em’), an X-ray.

(5) An” is also used before words beginning with silent ‘h’:

An honest man, an hour.

COMMON ERRORS IN THE USE OF ADVERBS:

An Adverb is a word that modifies a verb, an adjective and another adverb.

1. Adverbs of manner, place and time are usually placed after the verb or the object:

He was talking slowly.

He helped me sincerely.

2. Adverbs of frequency such as always, ever, never, often, seldom, usually, rarely, etc. and some other adverbs like already, almost, just, quite, nearly, hardly, etc. are placed between the subject and the verb:

I rarely go there.

He hardly knows her.

3. The auxiliaries ‘have to’ and ‘used to’ come after the adverb:

He often used to go there.

4. The adverb ‘enough’ is used after the word it qualifies:

He was kind enough to help me.

5. ‘Only’ is used immediately before the word it modifies:

I have only two books.

6. Very; much: Very is used with an adverb or an adjective; much is used with a verb:

He knows you very well.

He does not like tea much.

􀁺 ‘Too’ implies more than enough and therefore, should never be used in place of ‘very’:

Wrong: I am too lucky.

Right: I am very lucky.

‘Too --- to’ has a negative sense:

She is too young to marry.

‘Too” can also be used in the sense of ‘also’:

Rosa, too, will go with us.

6.5.1 Practice Set

Incorrect	Correct
He speaks very fluent.	He speaks very fluently.
He goes to Lagos often.	He often goes to Lagos.
It is very hot to go out.	It is too hot to go out.
He reads this book hardly	He hardly reads this book.
He used to go to cinema regularly.	He regularly goes to cinema.

CONTINUATION OF COMMON ERRORS IN THE USE OF ADJECTIVES

(11) Little, a little and the little: Little denotes quantity and means ‘not much’ (hardly any). It has a negative meaning.

A little means ‘at least some’.

The little means the whole amount that is there.

There is little hope of his recovery.

(This means there is no hope)

There is a little hope of his recovery.

(This means there is some hope)

He has spent the little money he had.

(This means all that he had)

(12) Similarly, few, a few and the few: Few denotes number:

I have few books on this subject.

(This means hardly any-no)

I have a few books on this subject.

(This means at least some)

I gave him the few books I had on this subject.

(13) Much, many: Much refers to quantity and many refers to number.

(14) Last, latest: Last refers to the final one; latest is last up to the present.

What is the latest score?

The last train to Nguru leaves at 6.00 PM.

(15) Older, elder: Older is used for both persons and things. It refers to age;

Elder is used for persons only. It conveys the idea of seniority or of the first born in a family.

(16) Later, latter: Later refers to time; latter means the second of the two things.

(17) Each, every:

6.4.1 PRACTICE SET

INCORRECT	CORRECT
Tea is more preferable than coffee.	Tea is preferable to coffee.
Give me little milk to drink.	Give me a little milk to drink.
This is the last edition of the book.	This is the latest edition of the book.
I have read my each book.	I have read my every book.
The Cocoa-house is a worth-seeing building.	The Cocoa-house is a building worth seeing.
This is the most unique plan.	This is a unique plan.
He is more cleverer than his brother.	He is cleverer than his brother.
He is wiser than old.	He is more wise than old.
I prefer rice than wheat.	I prefer rice to wheat.
He refused to give me any rice.	He refused to give me some rice.

An Adjective adds something to the meaning of or qualifies a Noun or a Pronoun.

(1) When there is no comparison, we use the positive degree:

Remi is a good girl.

(2) When we compare two or more persons or things, we use the comparative degree:

Remilekun is better than Kafayat.

(3) When the ultimate comparison stating the highest degree is made between many persons or things, we use the superlative degree. It is always preceded by ‘the’:

Remilekun is the best of all girls.

(4) The comparative degree can be formed either by adding ‘er’ to the adjective or writing ‘more’ before it, as the case may be. However, we will use only one form of the comparative degree:

Wrong: Remilekun is more better than Kafayat.

Right: Remilekun is better than Kafayat.

(5) When comparative degree is used in superlative sense, it is followed by ‘any other’:

She is taller than any other girl in the class.

(6) Some adjectives like excellent, ideal, perfect, unique, supreme, extreme, chief, complete, universal, entire, eternal, unanimous, infinite, perpetual, round, impossible, etc. are not to be compared:

Wrong: Your work is the most excellent.

Right: Your work is excellent.

Wrong: This is the most perfect solution to the problem.

Right: This is a perfect solution to the problem.

(7) Certain comparative adjectives ending in ‘ior’ (Junior, senior, prior, superior, inferior, posterior) have no comparative or superlative degree.

These are always followed by ‘to’:

He is junior to me.

Katie is inferior to Rose in intelligence.

(8) Adjectives like preferable, likely, sure, certain, etc. are followed by ‘to’:

It is likely to rain.

Death is preferable to dishonour.

(9) Less, fewer: Less refers to quantity; fewer denotes number.

(10) Some, any: Some is used in Affirmative sentences; any in negative or

Interrogative sentences:

I will buy some books.

I will not buy any book.

Grammar

IDIOMS

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RULES FOR WRITING AN ERROR FREE SENTENCES

CONSTRUCT ERROR FREE SENTENCES

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RULES FOR WRITING AN ERROR FREE SENTENCES

Formation of Nouns

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SECRETS BEHIND STUDENTS FAILURE IN ENGLISH LANGUAGE EXAMINATIONS REVEALED!!!

PASS ENGLISH LANGUAGE EXAMINATIONS WITHOUT SWEAT.

SECRETS BEHIND STUDENTS FAILURE IN ENGLISH LANGUAGE EXAMINATIONS REVEALED!!!

CONTINUATION OF COMMON ERRORS IN THE USE OF ADJECTIVES

COMMON ERRORS IN THE USE OF ADJECTIVES:

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