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Practical TOEIC I
(Grammar & Exercise)
Dept. of English Language
Edited by Prof. James Kwon
Youngsan University
The materials and exercises are sourced by the free distribution data in
Purdue Online Writing Lab Program
Table of Contents
Week 1. Sequence of Tenses
Week 2. Passive / Active Verb Tenses
Week 3. Verb Tense Consistency
Week 4. Verbs with Helpers and Making Subjects and Verbs Agree
Week 5. The Difference between Adjectives and Adverbs
Week 6. Avoiding Common Errors
Week 7. Adjective or Adverb
Week 8. Articles: A versus An
Week 9. Using Articles
Week 10. Adjectives with Countable and Uncountable Nouns:
Basic rules
Week 11. Count and Non-Count Nouns with Plurals, Articles,
and Quantity Words
Week 12. Count and NonCount Nouns with Articles and Adjectives
Week 13. Class objectives: Using Pronouns Clearly
Week 14. General Usage of Relative Pronouns
Week 15. Relative Pronouns in Non-Defining Clauses
Prepositions for Time, Place, and Introducing Objects
Prepositions of Location: At, In, On
Prepositions of Spatial Relationship
Spelling: Common Words that Sound Alike
Appendix: Weekly Study of TOEIC Vocabulary
Week 1. Sequence of Tenses
Class Objectives: This class explains and describes the sequence of verb tenses in English.
Strictly speaking, in English, only two tenses are marked in the verb alone, present (as in "he
sings") and past (as in "he sang"). Other English language tenses, as many as thirty of them, are
marked by other words called auxiliaries. Understanding the six basic tenses allows one to re-
create much of the reality of time in his writing.
Simple Present: They walk
Present Perfect: They have walked
Simple Past: They walked
Past Perfect: They had walked
Future: They will walk
Future Perfect: They will have walked
Problems in sequencing tenses usually occur with the perfect tenses, all of which are formed by
adding an auxiliary or auxiliaries to the past participle, the third principal part. The most common
auxiliaries are forms of "be," "can," "do," "may," "must," "ought," "shall," "will," "has," "have," "had,"
and they are the forms we shall use in this most basic discussion.
Present Perfect
The present perfect consists of a past participle (the third principal part) with "has" or "have." It
designates action which began in the past but which continues into the present or the effect of
which still continues.
1. Betty taught for ten years. (simple past)
2. Betty has taught for ten years. (present perfect)
The implication in (1) is that Betty has retired; in (2), that she is still teaching.
1. John did his homework. He can go to the movies.
2. If John has done his homework, he can go to the movies.
Infinitives, too, have perfect tense forms when combined with "have," and sometimes problems
arise when infinitives are used with verbs such as "hope," "plan," "expect," and "intend," all of
which usually point to the future (I wanted to go to the movie. Janet meant to see the doctor.)
The perfect tense sets up a sequence by marking the action which began and usually was
completed before the action in the main verb.
1. I am happy to have participated in this campaign!
2. John had hoped to have won the trophy.
Thus the action of the main verb points back in time; the action of the perfect infinitive has been
completed.
The past perfect tense designates action in the past just as simple past does, but the action of the
past perfect is action completed in the past before another action.
1. John raised vegetables and later sold them. (past)
2. John sold vegetables that he had raised. (past perfect)
The vegetables were raised before they were sold.
1. Renee washed the car when George arrived (simple past)
2. Renee had washed the car when George arrived. (past perfect)
In (1), she waited until George arrived and then washed the car. In (2), she had already finished
washing the car by the time he arrived.
In sentences expressing condition and result, the past perfect tense is used in the part that states
the condition.
1. If I had done my exercises, I would have passed the test.
2. I think George would have been elected if he hadn't sounded so pompous.
Future Perfect Tense
The future perfect tense designates action that will have been completed at a specified time in
the future.
1. Saturday I will finish my housework. (simple future)
2. By Saturday noon, I will have finished my housework. (future perfect)
Week 2. Passive / Active Verb Tenses
(1) Passive Verb Tenses
Class Objectives: This class explains and describes the sequence of verb tenses in English.
Simple Present
Active: Passive
The company ships the computers
to many foreign countries.
Computers are shipped to many foreign
countries
Present Progressive
Active: Passive:
The chef is preparing the food. The food is being prepared.
Simple Past
Active: Passive:
The delivery man delivered the package
yesterday. The package was delivered yesterday.
Past Progressive
Active: Passive:
The producer was making an
announcement. An announcement was being made.
Future
Active: Passive:
Our representative will pick up the
computer. The computer will be picked up.
Present Perfect
Active: Passive:
Someone has made the arrangements The arrangements have been made for
for us. us.
Past Perfect
Active: Passive:
They had given us visas for three
months.
They had been given visas for three
months.
Future Perfect
Active: Passive:
By next month we will have finished this
job.
By next month this job will have been
finished.
Modals
Active: Passive:
You can use the computer. The computer can be used.
(2) Active Verb Tenses
Class Objectives: This class explains and describes the sequence of verb tenses in English.
Simple Present
Present or Action Condition General Truths
I hear you.
Here comes the bus. There are thirty days in September.
Non-action; Habitual Action Future Time
I like music.
I run on Tuesdays and Sundays. The train leaves at 4:00 p.m.
Present Progressive
Activity in Progress Verbs of Perception
I am playing soccer now. He is feeling sad.
Simple Past
Completed Action Completed Condition
We visited the museum yesterday. The weather was rainy last week.
Past Progressive
Past Action that took place over a period of
time Past Action interrupted by another
They were climbing for twenty-seven
days. We were eating dinner when she told me.
Future
With will/won't — Activity or event that will
or won't exist or happen in the future
With going to — future in relation to
circumstances in the present
I'll get up late tomorrow.
I won't get up early
I'm hungry.
I'm going to get something to eat.
Present Perfect
With verbs of state that begin in the past
and lead up to and include the present To express habitual or continued action
He has lived here for many years He has worn glasses all his life.
With events occurring at an indefinite or unspecified time in the past — with ever, never, before
Have you ever been to Tokyo before?
Present Perfect Progressive
To express duration of an action that began in the past, has continued into the present, and may
continue into the future
David has been working for two hours, and he hasn't finished yet.
Past Perfect
To describe a past event or condition
completed before another event in the past In reported speech
When I arrived home, he had already
called.
Jane said that she had gone to the
movies.
Future Perfect
To express action that will be completed by or before a specified time in the future
By next month we will have finished the job.
He won't have finished his work until 2:00.
Week 3. Verb Tense Consistency
Class Objectives: This class explains and describes the sequence of verb tenses in English.
In this section, note that example sentences with nonstandard or inconsistent usage have verbs in
red.
Controlling Shifts in Verb Tense
Writing often involves telling stories. Sometimes we narrate a story as our main purpose in writing;
sometimes we include brief anecdotes or hypothetical scenarios as illustrations or reference points
in an essay. Even an essay that does not explicitly tell a story involves implied time frames for the
actions discussed and states described. Changes in verb tense help readers understand the
temporal relationships among various narrated events. But unnecessary or inconsistent shifts in
tense can cause confusion. Generally, writers maintain one tense for the main discourse and
indicate changes in time frame by changing tense relative to that primary tense, which is usually
either simple past or simple present. Even apparently non-narrative writing should employ verb
tenses consistently and clearly.
General guideline: Do not shift from one tense to another if the time frame for each action
or state is the same.
Examples:
1. The ocean contains rich minerals that washed down from rivers and streams.
Contains is present tense, referring to a current state; washed down is past, but should be present
(wash down) because the minerals are currently continuing to wash down.
Corrected: The ocean contains rich minerals that wash down from rivers and streams.
2. About noon the sky darkened, a breeze sprang up, and a low rumble announces the
approaching storm.
Darkened and sprang up are past tense verbs; announces is present but should be past
(announced) to maintain consistency within the time frame.
Corrected: About noon the sky darkened, a breeze sprang up, and a low rumble announced the
approaching storm.
3. Yesterday we walk to school but later rode the bus home.
Walk is present tense but should be past to maintain consistency within the time frame
(yesterday); rode is past, referring to an action completed before the current time frame.
Corrected: Yesterday we walked to school but later rode the bus home.
General guideline: Do shift tense to indicate a change in time frame from one action or state
to another.
Examples:
1. The children love their new tree house, which they built themselves.
Love is present tense, referring to a current state (they still love it now;) built is past, referring to
an action completed before the current time frame (they are not still building it.)
2. Before they even began deliberations, many jury members had reached a verdict.
Began is past tense, referring to an action completed before the current time frame; had reached
is past perfect, referring to action from a time frame before that of another past event (the action
of reaching was completed before the action of beginning.)
3. Workers are installing extra loudspeakers because the music in tonight's concert will need
amplification.
Are installing is present progressive, referring to an ongoing action in the current time frame (the
workers are still installing, and have not finished;) will need is future, referring to action expected
to begin after the current time frame (the concert will start in the future, and that's when it will
need amplification.)
Exercise: Tense Consistency Exercise
Check the following sentences for confusing shifts in tense. If the tense of each underlined verb
expresses the time relationship accurately, write S (satisfactory). If a shift in tense is not
appropriate, write U (unsatisfactory) and make necessary changes. In most cases with an
inappropriate shift, there is more than one way to correct the inconsistency. Reading the
sentences aloud will help you recognize differences in time.
___ 1. If the club limited its membership, it will have to raise its dues.
___ 2. While Barbara puts in her contact lenses, the telephone rang.
___ 3. Thousands of people will see the art exhibit by the time it closes.
___ 4. By the time negotiations began, many pessimists have expressed doubt about them.
___ 5. After Capt. James Cook visited Alaska on his third voyage, he is killed by Hawaiian islanders
in 1779.
___ 6. I was terribly disappointed with my grade because I studied very hard.
___ 7. The moderator asks for questions as soon as the speaker has finished.
___ 8. Everyone hopes the plan would work.
___ 9. Harry wants to show his friends the photos he took last summer.
___ 10. Scientists predict that the sun will die in the distant future.
___ 11. The boy insisted that he has paid for the candy bars.
___ 12. The doctor suggested bed rest for the patient, who suffers from a bad cold.
Answer : Tense Consistency Exercise
In most cases with an inappropriate shift below, there is more than one way to correct the
inconsistency. Each suggested change is probably not the only correct one for the sentence.
Correct responses are in bold, and incorrect responses are in italics.
_U_ 1. If the club limited its membership, it will have to raise its dues. (change will to would)
_U_ 2. As Barbara puts in her contact lenses, the telephone rang. (change puts to put)
_S_ 3. Thousands of people will see the art exhibit by the time it closes.
_U_ 4. By the time negotiations began, many pessimists have expressed doubt about them.
(change have to had)
_U_ 5. After Capt. James Cook visited Alaska on his third voyage, he is killed by Hawaiian
islanders in 1779. (change is to was)
_U_ 6. I was terribly disappointed with my grade because I studied very hard. (change studied to
had studied)
_S_ 7. The moderator asks for questions as soon as the speaker has finished. (asks as habitual
action; will ask is also possible)
_U_ 8. Everyone hopes the plan would work. (change hopes to hoped)
_S_ 9. Harry wants to show his friends the photos he took last summer.
_S_ 10. Scientists predict that the sun will die in the distant future.
_U_ 11. The boy insisted that he has paid for the candy bars. (change has to had)
_U_ 12. The doctor suggested bed rest for the patient, who suffers from a bad cold. (change
suffers to was suffering)
Week 4. Verbs with Helpers and Making Subjects and Verbs Agree
Class Objectives: This class explains and describes the usage of auxiliary verb in English.
(1) Verbs with Helpers
1. Recent Past (Present Perfect)
A conjugation of Have + [VERB+ed] describes an action that began in the past and continues into
the present or that occurred in the recent past.
The child has finished the candy.
I have gone to college for one year.
He has worked hard all day.
2. Distant Past (Past Perfect)
Had + [VERB+ed] describes actions that began and ended in the past.
Mike had promised to repair Joe's bike.
I had eaten dinner before he came.
3. Present Continuous Action (Present Progressive)
Is + [VERB+ing] shows action that is in progress now or is going to happen in the future.
I am taking Spanish this semester.
He is getting ready for the party this evening.
Next week they are going to Florida.
4. Past Continuous Action (Past Progressive)
Was + [VERB+ing] shows action that was in progress at a certain time in the past.
Yesterday I was working in the garden.
He was smoking a pack a day before he quit.
The dogs were barking all night.
5. Other helping verbs (Modals)
[HELPER] + [VERB], such as CAN, WILL, SHALL, MAY, COULD, WOULD, SHOULD, MIGHT, MUST
keep the same form. They do not change to agree with the subject.
I | you | he | can do that assignment easily.
There are also modal phrases (some of which don't change form), such as: COULD HAVE + Verb,
WOULD HAVE + Verb, MUST HAVE + Verb
I could have won the prize if I had entered the contest.
He must have bought the ticket already.
OR
USED TO + Verb
HAVE TO + Verb
HAVE GOT TO + Verb
BE ABLE TO + Verb
OUGHT TO + Verb
BE SUPPOSED TO + Verb
(2) Making Subjects and Verbs Agree
Class Objectives: This class will help you understand the usage of "subject/verb agreement" in
English. This class gives you several guidelines to help your subjects and verbs agree.
1. When the subject of a sentence is composed of two or more nouns or pronouns connected by
and, use a plural verb.
She and her friends are at the fair.
2. When two or more singular nouns or pronouns are connected by or or nor, use a singular verb.
The book or the pen is in the drawer.
3. When a compound subject contains both a singular and a plural noun or pronoun joined by
―or‖ or ―nor‖, the verb should agree with the part of the subject that is nearer the verb.
The boy or his friends run every day.
His friends or the boy runs every day.
4. Doesn't is a contraction of does not and should be used only with a singular subject. Don't is a
contraction of do not and should be used only with a plural subject. The exception to this rule
appears in the case of the first person and second person pronouns I and you. With these
pronouns, the contraction don't should be used.
He doesn't like it.
They don't like it.
5. Do not be misled by a phrase that comes between the subject and the verb. The verb agrees
with the subject, not with a noun or pronoun in the phrase.
One of the boxes is open
The people who listen to that music are few.
The team captain, as well as his players, is anxious.
The book, including all the chapters in the first section, is boring.
The woman with all the dogs walks down my street.
6. The words each, each one, either, neither, everyone, everybody, anybody, anyone, nobody,
somebody, someone, and no one are singular and require a singular verb.
Each of these hot dogs is juicy.
Everybody knows Mr. Jones.
Either is correct.
7. Nouns such as civics, mathematics, dollars, measles, and news require singular verbs.
The news is on at six.
Note: the word dollars is a special case. When talking about an amount of money, it requires a
singular verb, but when referring to the dollars themselves, a plural verb is required.
Five dollars is a lot of money.
Dollars are often used instead of rubles in Russia.
8. Nouns such as scissors, tweezers, trousers, and shears require plural verbs. (There are two parts
to these things.)
These scissors are dull.
Those trousers are made of wool.
9. In sentences beginning with there is or there are, the subject follows the verb. Since there is
not the subject, the verb agrees with what follows.
There are many questions.
There is a question.
10. Collective nouns are words that imply more than one person but that are considered singular
and take a singular verb, such as: group, team, committee, class, and family.
The team runs during practice.
The committee decides how to proceed.
The family has a long history.
My family has never been able to agree.
In some cases in American English, a sentence may call for the use of a plural verb when using a
collective noun.
The crew are preparing to dock the ship.
This sentence is referring to the individual efforts of each crew member. The Gregg Reference
Manual provides excellent explanations of subject-verb agreement (section 10: 1001).
11. Expressions such as with, together with, including, accompanied by, in addition to, or as well
do not change the number of the subject. If the subject is singular, the verb is too.
The President, accompanied by his wife, is traveling to India.
All of the books, including yours, are in that box.
Exercise: Subject and Verb Agreement
Choose the correct form of the verb that agrees with the subject.
1. Annie and her brothers (is, are) at school.
2. Either my mother or my father (is, are) coming to the meeting.
3. The dog or the cats (is, are) outside.
4. Either my shoes or your coat (is, are) always on the floor.
5. George and Tamara (doesn't, don't) want to see that movie.
6. Benito (doesn't, don't) know the answer.
7. One of my sisters (is, are) going on a trip to France.
8. The man with all the birds (live, lives) on my street.
9. The movie, including all the previews, (take, takes) about two hours to watch.
10. The players, as well as the captain, (want, wants) to win.
11. Either answer (is, are) acceptable.
12. Every one of those books (is, are) fiction.
13. Nobody (know, knows) the trouble I've seen.
14. (Is, Are) the news on at five or six?
15. Mathematics (is, are) John's favorite subject, while Civics (is, are) Andrea's favorite subject.
16. Eight dollars (is, are) the price of a movie these days.
17. (Is, Are) the tweezers in this drawer?
18. Your pants (is, are) at the cleaner's.
19. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!
20. The committee (debates, debate) these questions carefully.
21. The committee (leads, lead) very different lives in private.
22. The Prime Minister, together with his wife, (greets, greet) the press cordially.
23. All of the CDs, even the scratched one, (is, are) in this case.
Answer: Subject and Verb Agreement Exercise
1. Annie and her brothers are at school.
2. Either my mother or my father is coming to the meeting.
3. The dog or the cats are outside.
4. Either my shoes or your coat is always on the floor.
5. George and Tamara don't want to see that movie.
6. Benito doesn't know the answer.
7. One of my sisters is going on a trip to France.
8. The man with all the birds lives on my street.
9. The movie, including all the previews, takes about two hours to watch.
10. The players, as well as the captain, want to win.
11. Either answer is acceptable.
12. Every one of those books is fiction.
13. Nobody knows the trouble I've seen.
14. Is the news on at five or six?
15. Mathematics is John's favorite subject, while Civics is Andrea's favorite subject.
16. Eight dollars is the price of a movie these days.
17. Are the tweezers in this drawer?
18. Your pants are at the cleaner's.
19. There were fifteen candies in that bag. Now there is only one left!
20. The committee debates these questions carefully.
21. The committee lead very different lives in private.
22. The Prime Minister, together with his wife, greets the press cordially.
23. All of the CDs, even the scratched one, are in this case.
Week 5. The Difference between Adjectives and Adverbs
Class Objectives: This class discusses the differences between adjectives and adverbs. It defines
adjectives and adverbs, shows what each can do, and offers several examples of each in use.
(1) The Basic Rules: Adjectives
Adjectives modify nouns. To modify means to change in some way. For example:
"I ate a meal." Meal is a noun. We don't know what kind of meal; all we know is that
someone ate a meal.
"I ate an enormous lunch." Lunch is a noun, and enormous is an adjective that modifies it. It
tells us what kind of meal the person ate.
Adjectives usually answer one of a few different questions: "What kind?" or "Which?" or "How
many?" For example:
"The tall girl is riding a new bike." Tall tells us which girl we're talking about. New tells us
what kind of bike we're talking about.
"The tough professor gave us the final exam." Tough tells us what kind of professor we're
talking about. Final tells us which exam we're talking about.
"Fifteen students passed the midterm exam; twelve students passed the final exam." Fifteen
and twelve both tell us how many students; midterm and final both tell us which exam.
So, generally speaking, adjectives answer the following questions:
Which?
What kind of?
How many?
(2) The Basic Rules: Adverbs
Adverbs modify verbs, adjectives, and other adverbs. (You can recognize adverbs easily because
many of them are formed by adding -ly to an adjective, though that is not always the case.) The
most common question that adverbs answer is how.
Let's look at verbs first.
"She sang beautifully." Beautifully is an adverb that modifies sang. It tells us how she sang.
"The cellist played carelessly." Carelessly is an adverb that modifies played. It tells us how
the cellist played.
Adverbs also modify adjectives and other adverbs.
"That woman is extremely nice." Nice is an adjective that modifies the noun woman.
Extremely is an adverb that modifies nice; it tells us how nice she is. How nice is she? She's
extremely nice.
"It was a terribly hot afternoon." Hot is an adjective that modifies the noun afternoon.
Terribly is an adverb that modifies the adjective hot. How hot is it? Terribly hot.
So, generally speaking, adverbs answer the question how. (They can also answer the questions
when, where, and why.)
(3) some other rules:
Most of the time, adjectives come before nouns. However, they come after the nouns they modify,
most often when the verb is a form of the following:
be
feel
taste
smell
sound
look
appear
seem
Some examples:
"The dog is black." Black is an adjective that modifies the noun dog, but it comes after the
verb. (Remember that "is" is a form of the verb "be.")
"Brian seems sad." Sad is an adjective that modifies the noun Brian.
"The milk smells rotten." Rotten is an adjective that modifies the noun milk.
"The speaker sounds hoarse." Hoarse is an adjective that modifies the noun speaker.
Week 6. Avoiding Common Errors
Class Objectives: This class discusses the differences between adjectives and adverbs. It defines
adjectives and adverbs, shows what each can do, and offers several examples of each in use.
1. Bad or Badly?
When you want to describe how you feel, you should use an adjective So you'd say, "I feel bad."
Saying "I feel badly" would be like saying you play football badly. "I feel badly" would mean that
you are unable to feel, as though your hands were numb. Here are some other examples:
o "The dog smells badly." Here, badly means that the dog does not do a good job of smelling.
o "The dog smells bad." Here, "bad" means that dog needs a bath.
N.B. Sometimes people say "I feel badly" when they feel that they have done something wrong.
Let's say you dropped your friend's favorite dish, and it broke into a million pieces. You might
say, "I feel really badly about what happened."
2. Good or Well?
Good is an adjective, so you do not do good or live good, but you do well and live well.
Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel good,
look good, smell good, are good, have been good, etc. So:
"My mother looks good." This does not mean that she has good eyesight; it means that she
appears healthy.
"I feel really good today." Again, this does not mean that I touch things successfully. It means
rather that I am happy or healthy.
N.B. Many people confuse this distinction in conversation, and that's okay. You will hear people
say, "I feel well" when they mean that they feel good. However, if you're taking about action
verbs, you'd say "well." "I did well on my exam." "She plays tennis well."
3. Sure or Surely?
Sure is an adjective, and surely is an adverb. For example:
o "He is sure about his answer." Sure describes he.
o "The Senator spoke out surely." Here, surely describes how the senator spoke.
N.B. Surely can also be used as a sentence-adverb. For example, "Surely, you're joking." Here,
surely describes the entire sentence "you're joking." The sentence more or less means, "You
must be joking."
4. Near or Nearly?
Near can function as a verb, adverb, adjective, or preposition. Nearly is used as an adverb to
mean "in a close manner" or "almost but not quite." Here are some examples that demonstrate
the differences between various uses of near and nearly.
o "I'll be seeing you in the near future." Here, near describes the noun "future."
o "The cat crept near." Near is an adverb that describes where the cat crept.
o "Don't worry; we're nearly there." Here, nearly describes how close we are.
Near can also be used as a verb and a preposition.
o "My graduation neared." Here, neared is the verb of the sentence.
o "I want the couch near the window." Near is a preposition at the head of the phrase "near
the window."
Week 7. Adjective or Adverb
Class Objectives: This class provides basic guidelines of adjective and adverb use.
Rule #1: Adjectives modify nouns; adverbs modify verbs, adjectives, and other
adverbs.
You can recognize adverbs easily because many of them are formed by adding -ly to
an adjective. Here are some sentences that demonstrate some of the differences
between an adjective and an adverb.
Richard is careless.
Here careless is an adjective that modifies the proper noun Richard.
Richard talks carelessly.
Here carelessly is an adverb that modifies the verb talks.
Priya was extremely happy.
Here happy is an adjective that modifies the proper noun Priya and extremely is an
adverb that modifies the adjective happy.
Adverbs can't modify nouns, as you can see from the following incorrect sentences.
He is a quietly man.
The correct sentence above should say, "He is a quiet man."
I have a happily dog.
The correct sentence above should say, "I have a happy dog."
Rule #2: An adjective always follows a form of the verb to be when it modifies the
noun before the verb. Here are some examples that show this rule.
I was nervous.
She has been sick all week.
They tried to be helpful.
Rule #3: Likewise an adjective always follows a sense verb or a verb of appearance —
feel, taste, smell, sound, look, appear, and seem — when it modifies the noun before
the verb.
Sharon's cough sounds bad.
Here bad is an adjective that modifies the noun cough. Using the adverb badly here
would not make sense, because it would mean her cough isn't very good at
sounding.
Castor oil tastes awful.
Here awful is an adjective that modifies the noun oil. Using the adverb awfully here
would not make sense, because it would mean that castor oil isn't very good at
tasting.
The ocean air smells fresh.
Here fresh is an adjective that modifies the noun air. Using the adverb freshly here
would not make sense, because it would mean that the air has a sense of smell that
it uses in a fresh manner.
She seems unhappy today.
Here unhappy is an adjective that modifies the pronoun she. Using the adverb
unhappily here would not make sense, because it would mean that she isn't very
good at seeming.
Be careful to notice whether the word modifies the subject or the verb in the
sentence. If the word modifies the subject, you should use an adjective. If the word
modifies the verb, you should use an adverb. The difference is shown in the following
pair of sentences.
This apple smells sweet.
Here sweet is an adjective that modifies the noun apple. Using the adverb sweetly
here would not make sense, because it would mean that the apple can smell things
in a sweet manner.
Your dog smells carefully.
Here carefully is an adverb that modifies the verb smells. Using the adjective careful
here would not make sense, because it would mean that the dog gives off an odor of
carefulness.
Exercise: Adjective or Adverb Exercise 1
Choose the correct item:
1. He (correct, correctly) defined the terms. The answer sounded (correctly, correct).
2. She (quickly, quick) adjusted the fees. She adapted (quick, quickly) to any situation.
3. He measured the floor (exact, exactly). They proved to be (perfectly, perfect) (exact, exactly)
measurements.
4. The stillness of the tomb was (awfully, awful). The tomb was (awfully, awful) still.
5. It was a (dangerously, dangerous) lake to swim in. The man was (dangerous, dangerously)
drunk. The gas smelled (dangerously, dangerous).
6. She performed (magnificent, magnificently). It was a (magnificent, magnificently) beautiful
performance.
7. Her voice sounds (beautifully, beautiful). She sang the song (exact, exactly) as it was written. We
heard it (perfectly, perfect).
8. He was a very (sensibly, sensible) person. He acted very (sensible, sensibly).
9. Mike wrote too (slow, slowly) on the exam. He always writes (slow, slowly).
10. Talk (softly, soft) or don't talk at all. The music played (softly, soft).
11. Andrea knows the material very (good, well). She always treats us (good, well).
12. You must send payments (regular, regularly). We deal on a (strictly, strict) cash basis.
13. The mechanic's tools were (well, good). The foreman said that his work was (good, well) done.
14. She worked (careful, carefully) with the sick child. She was a very (careful, carefully) worker.
15. He did not pass the course as (easy, easily) as he thought he would.
16. I find this novel very (interesting, interestingly). It was (interesting, interestingly) written.
Answer: Adjective or Adverb Exercise 1
Correct answers are in bold.
1. He correctly defined the terms. The answer sounded correct.
2. She quickly adjusted the fees. She adapted quickly to any situation.
3. He measured the floor exactly. They proved to be perfectly exact measurements.
4. The stillness of the tomb was awful. The tomb was awfully still.
5. It was a dangerous lake to swim in. The man was dangerously drunk. The gas smelled
dangerous.
6. She performed magnificently. It was a magnificently beautiful performance.
7. Her voice sounds beautiful. She sang the song exactly as it was written. We heard it perfectly.
8. He was very sensible person. He acted very sensibly.
9. Mike wrote too slowly on the exam. He always writes slowly.
10. Talk softly or don't talk at all. The music played softly.
11. Andrea knows the material very well. She always treats us well.
12. You must send payments regularly. We deal on a strictly cash basis.
13. The mechanic's tools were good. The foreman said that his work was well done.
14. She worked carefully with the sick child. She was a very careful worker.
15. He did not pass the course as easily as he thought he would.
16. I find this novel very interesting. It was interestingly written.
Week 8. Articles: a versus an
Class Objectives: This class deals with which article to use before a noun -- "a" or "an."
How do you know when to use the indefinite articles?
"A" goes before all words that begin with consonants.
a cat
a dog
a purple onion
a buffalo
a big apple
With one exception: Use "an" before unsounded h.
an honorable peace
an honest error
"An" goes before all words that begin with vowels:
an apricot
an egg
an Indian
an orbit
an uprising
With two exceptions: When u makes the same sound as the y in you, or o makes the same sound
as w in won, then a is used.
a union
a united front
a unicorn
a used napkin
a U.S. ship
a one-legged man
Note: The choice of article is actually based upon the phonetic (sound) quality of the first letter in
a word, not on the orthographic (written) representation of the letter. If the first letter makes a
vowel-type sound, you use "an"; if the first letter would make a consonant-type sound, you use
"a." So, if you consider the rule from a phonetic perspective, there aren't any exceptions. Since the
'h' hasn't any phonetic representation, no audible sound, in the first exception, the sound that
follows the article is a vowel; consequently, 'an' is used. In the second exception, the word-initial
'y' sound (unicorn) is actually a glide [j] phonetically, which has consonantal properties;
consequently, it is treated as a consonant, requiring 'a'.
Exercise : a or an?
In the following phrases, supply either a or an:
1. ____ bingo game
2. ____ idiot
3. ____ good job
4. ____ rotten plum
5. ____ used fork
6. ____ uncle
7. ____ historian
8. ____ apple
9. ____ hair
10. ____ artichoke
11. ____ horrible movie
12. ____ opera
13. ____ fine opera
14. ____ television
15. ____ earthquake
16. ____ icicle
17. ____ plant
18. ____ eggplant
19. ____ honorable discharge
20. ____ intelligent man
21. ____ table
22. ____ up stairway
23. ____ paper clip
24. ____ animal
25. ____ usual feeling
26. ____ interest
27. ____ alibi
28. ____ early bird
29. ____ couch
30. ____ airplane
31. ____ grade
32. ____ pair
33. ____ idea
34. ____ energy level
Answer : a or an?
Correct answers are in bold.
1. a bingo game
2. an idiot
3. a good job
4. a rotten plum
5. a used fork
6. an uncle
7. a historian
8. an apple
9. a hair
10. an artichoke
11. a horrible movie
12. an opera
13. a fine opera
14. a television
15. an earthquake
16. an icicle
17. a plant
18. an eggplant
19. an honorable discharge
20. an intelligent man
21. a table
22. an up stairway
23. a paper clip
24. an animal
25. a usual feeling
26. an interest
27. an alibi
28. an early bird
29. a couch
30. an airplane
31. a grade
32. a pair
33. an idea
34. an energy level
Week 9. Using Articles Class Objectives: This class discusses the differences between indefinite articles (a/an) and
definite articles (the).
What is an article?
Basically, an article is an adjective. Like adjectives, articles modify nouns.
English has two articles: the and a/an. The is used to refer to specific or particular nouns; a/an is
used to modify non-specific or non-particular nouns. We call the the definite article and a/an
the indefinite article.
the = definite article
a/an = indefinite article
For example, if I say, "Let's read the book," I mean a specific book. If I say, "Let's read a book," I
mean any book rather than a specific book.
Here's another way to explain it: The is used to refer to a specific or particular member of a
group. For example, "I just saw the most popular movie of the year." There are many movies, but
only one particular movie is the most popular. Therefore, we use the.
"A/an" is used to refer to a non-specific or non-particular member of the group. For example, "I
would like to go see a movie." Here, we're not talking about a specific movie. We're talking
about any movie. There are many movies, and I want to see any movie. I don't have a specific
one in mind.
Let's look at each kind of article a little more closely.
Indefinite Articles: a and an
"A" and "an" signal that the noun modified is indefinite, referring to any member of a group. For
example:
"My daughter really wants a dog for Christmas." This refers to any dog. We don't know
which dog because we haven't found the dog yet.
"Somebody call a policeman!" This refers to any policeman. We don't need a specific
policeman; we need any policeman who is available.
"When I was at the zoo, I saw an elephant!" Here, we're talking about a single, non-specific
thing, in this case an elephant. There are probably several elephants at the zoo, but there's
only one we're talking about here.
Remember, using a or an depends on the sound that begins the next word. So...
a + singular noun beginning with a consonant: a boy; a car; a bike; a zoo; a dog
an + singular noun beginning with a vowel: an elephant; an egg; an apple; an idiot; an
orphan
a + singular noun beginning with a consonant sound: a user (sounds like 'yoo-zer,' i.e.
begins with a consonant 'y' sound, so 'a' is used); a university; a unicycle
In some cases where "h" is pronounced, such as "historical," use an:
If the noun is modified by an adjective, the choice between a and an depends on the initial
sound of the adjective that immediately follows the article:
a broken egg
an unusual problem
a European country (sounds like 'yer-o-pi-an,' i.e. begins with consonant 'y' sound)
Remember, too, that in English, the indefinite articles are used to indicate membership in a
group:
I am a teacher. (I am a member of a large group known as teachers.)
Brian is an Irishman. (Brian is a member of the people known as Irish.)
Seiko is a practicing Buddhist. (Seiko is a member of the group of people known as
Buddhists.)
Definite Article: the
The definite article is used before singular and plural nouns when the noun is specific or
particular. The signals that the noun is definite, that it refers to a particular member of a group.
For example:
"The dog that bit me ran away." Here, we're talking about a specific dog, the dog that bit me.
"I was happy to see the policeman who saved my cat!" Here, we're talking about a particular
policeman. Even if we don't know the policeman's name, it's still a particular policeman because
it is the one who saved the cat.
"I saw the elephant at the zoo." Here, we're talking about a specific noun. Probably there is only
one elephant at the zoo.
Count and Noncount Nouns
The can be used with noncount nouns, or the article can be omitted entirely.
"I love to sail over the water" (some specific body of water) or "I love to sail over water" (any
water).
"He spilled the milk all over the floor" (some specific milk, perhaps the milk you bought
earlier that day) or "He spilled milk all over the floor" (any milk).
"A/an" can be used only with count nouns.
"I need a bottle of water."
"I need a new glass of milk."
Most of the time, you can't say, "She wants a water," unless you're implying, say, a bottle of
water.
Geographical use of the
There are some specific rules for using the with geographical nouns.
Do not use the before:
names of most countries/territories: Italy, Mexico, Bolivia; however, the Netherlands, the
Dominican Republic, the Philippines, the United States
names of cities, towns, or states: Seoul, Manitoba, Miami
names of streets: Washington Blvd., Main St.
names of lakes and bays: Lake Titicaca, Lake Erie except with a group of lakes like the Great
Lakes
names of mountains: Mount Everest, Mount Fuji except with ranges of mountains like the
Andes or the Rockies or unusual names like the Matterhorn
names of continents (Asia, Europe)
names of islands (Easter Island, Maui, Key West) except with island chains like the Aleutians,
the Hebrides, or the Canary Islands
Do use the before:
names of rivers, oceans and seas: the Nile, the Pacific
points on the globe: the Equator, the North Pole
geographical areas: the Middle East, the West
deserts, forests, gulfs, and peninsulas: the Sahara, the Persian Gulf, the Black Forest, the
Iberian Peninsula
Omission of Articles
Some common types of nouns that don't take an article are:
Names of languages and nationalities: Chinese, English, Spanish, Russian (unless you are
referring to the population of the nation: "The Spanish are known for their warm hospitality.")
Names of sports: volleyball, hockey, baseball
Names of academic subjects: mathematics, biology, history, computer science
Exercise: Articles Exercise 1
Directions: Fill in the blank with the appropriate article, a, an, or the, or leave the space blank if
no article is needed.
1. I want ____ apple from that basket.
2. ____ church on the corner is progressive.
3. Miss Lin speaks ____ Chinese.
4. I borrowed ____ pencil from your pile of pencils and pens.
5. One of the students said, "____ professor is late today."
6. Eli likes to play ____ volleyball.
7. I bought ____ umbrella to go out in the rain.
8. My daughter is learning to play ____ violin at her school.
9. Please give me ____ cake that is on the counter.
10. I lived on ____ Main Street when I first came to town.
11. Albany is the capital of ____ New York State.
12. My husband's family speaks ____ Polish.
13. ____ apple a day keeps the doctor away.
14. ____ ink in my pen is red.
15. Our neighbors have ____ cat and ____ dog.
Answer: Articles Exercise 1
Correct answers are in bold.
1. I want an apple from that basket.
2. The church on the corner is progressive.
3. Miss Lin speaks Chinese. (no article needed)
4. I borrowed a pencil from your pile of pencils and pens.
5. One of the students said, "The professor is late today."
6. Eli likes to play volleyball. (no article needed)
7. I bought an umbrella to go out in the rain.
8. My daughter is learning to play the violin at her school.
9. Please give me the cake that is on the counter.
10. I lived on Main Street when I first came to town. (no article needed)
11. Albany is the capital of New York State. (no article needed)
12. My husband's family speaks Polish. (no article needed)
13. An apple a day keeps the doctor away.
14. The ink in my pen is red.
15. Our neighbors have a cat and a dog.
Week 10. Adjectives with Countable and Uncountable Nouns: Basic rules
Class Objectives: This class provides basic guidelines of adjective and adverb use.
The Basic Rules: Adjectives
A countable noun is one that can be expressed in plural form, usually with an "s." For example,
"cat--cats," "season--seasons," "student--students." An uncountable noun is one that usually
cannot be expressed in a plural form. For example, "milk," "water," "air," "money," "food." Usually,
you can't say, "He had many moneys." Most of the time, this doesn't matter with adjectives. For
example, you can say, "The cat was gray" or "The air was gray." However, the difference between
a countable and uncountable noun does matter with certain adjectives, such as the following:
some/any
much/many
little/few
a lot of/lots of
a little bit of
plenty of
enough
no
(1) Some/Any:
Both "some" and "any" can modify countable and uncountable nouns.
"There is some water on the floor."
"There are some Mexicans here."
"Do you have any food?"
"Do you have any apples?"
(2) Much/Many:
"Much" modifies only uncountable nouns.
"They have so much money in the bank."
"The horse drinks so much water."
"Many" modifies only countable nouns.
"Many Americans travel to Europe."
"I collected many sources for my paper."
(3) Little/Few:
"Little" modifies only uncountable nouns.
"He had little food in the house."
"When I was in college, there was little money to spare."
"Few" modifies only countable nouns.
"There are a few doctors in town."
"He had few reasons for his opinion."
(4) A lot of/lots of:
"A lot of" and "lots of" are informal substitutes for much and many. They are used with
uncountable nouns when they mean "much" and with countable nouns when they mean "many."
"They have lots of (much) money in the bank."
"A lot of (many) Americans travel to Europe."
"We got lots of (many) mosquitoes last summer."
"We got lots of (much) rain last summer."
(5) A little bit of:
"A little bit of" is informal and always precedes an uncountable noun.
"There is a little bit of pepper in the soup."
"There is a little bit of snow on the ground."
(6) Plenty of:
"Plenty of" modifies both countable and uncountable nouns.
"They have plenty of money in the bank."
"There are plenty of millionaires in Switzerland."
(7) Enough:
Enough modifies both countable and uncountable nouns.
"There is enough money to buy a car."
"I have enough books to read."
(8) No
No modifies both countable and uncountable nouns.
"There is no time to finish now."
"There are no squirrels in the park."
Week 11. Count and Non-Count Nouns with Plurals, Articles, and Quantity Words
Class Objectives: This class discusses the differences between count nouns and noncount nouns.
Count nouns can be pluralized; noncount nouns cannot
Section 1: Definition of Count and Noncount nouns
Count or Noncount?
The main difference between count and noncount nouns is whether you can count the things
they refer to or not.
Count nouns refer to things that exist as separate and distinct individual units. They usually refer
to what can be perceived by the senses.
Examples:
table
finger
bottle
chair
remark
award
word
girl
candidate
Example sentences:
I stepped in a puddle. (How many puddles did you step in? Just one.
I drank a glass of milk. (Glasses of milk can be counted)
I saw an apple tree. (Apple trees can be counted)
Noncount nouns refer to things that can't be counted because they are thought of as wholes
that can't be cut into parts. They often refer to abstractions and occasionally have a collective
meaning (for example, furniture).
Examples:
anger
courage
progress
furniture
education
weather
warmth
leisure
precision
Example sentences:
I dove into the water. (How many waters did you dive into? The question doesn't make any
sense; therefore water is noncountable.)
I saw the milk spill. (How many milks? Milk cannot be counted.)
I admired the foliage. (How many foliages? Foliage cannot be counted.)
Think of the batter from which a cake is made. Before you put the batter into the oven, it can't
be divided into parts because it's a thick liquid. Once it has been baked, it becomes solid
enough to be cut into pieces. Noncount nouns are like cake batter; count nouns are like pieces
of cake
Section 2: Uses of Count and Noncount Nouns
(1) Pluralizing
The Rule
From the definitions of mass and count given above you may have already guessed the rule for
pluralizing them:
most count nouns pluralize with -s
noncount nouns don't pluralize at all
This rule works for all of the nouns in the lists of examples in the first section. Check this rule for
yourself before reading further.
An Exception to the Rule
For a number of nouns, the rule needs slight revision. Certain nouns in English belong to both
classes: they have both a noncount and a count meaning. Normally the noncount meaning is
abstract and general and the count meaning concrete and specific. Compare:
Count
I've had some difficulties finding a job. (refers to a number of specific problems)
The talks will take place in the Krannert building. (refers to a number of specific lectures)
The city was filled with bright lights and harsh sounds. (refers to a number of specific lights
and noises)
Noncount
She succeeded in school with little difficulty. (refers to the general idea of school being
difficult)
I dislike idle talk. (refers to talking in general)
Light travels faster than sound. (refers to the way light and sound behave in general)
A Revision of the Rule
These exceptions require that the rule for pluralizing be revised: count nouns and nouns used in
a count sense pluralize; noncount nouns and nouns used in a noncount sense do not.
The two possibilities in each half of the rule require different choices. If you know that a
particular noun must be either count or noncount and cannot be both, you need to decide only
if it is possible to pluralize the noun. On the other hand, if you know that a particular noun may
be used in either a count or noncount sense, then you need to decide whether it is appropriate
to pluralize.
To summarize, we may put the rule in a chart, like this:
Pluralizes with -s Doesn't Pluralize
Count Noun XX
Count Use XX
Noncount Noun
XX
Noncount Use
XX
(2) Articles
Nouns and Articles
Choosing which article to use (if any) with a noun is a complex matter because the range of
choices depends on whether the noun in question is 1) count or noncount and 2) singular or
plural. Both count nouns (whether singular or plural) and noncount nouns take articles.
Combinations of Nouns and Articles
The following chart shows which articles go with which kinds of nouns. Notice that this, that,
these, and those have been included because, like the, they mark the noun that they modify as
definite, which means that the noun refers 1) to a unique individual or 2) to some person, event,
or object known to both the writer and reader from their general knowledge or from what has
been previously mentioned in a piece of writing.
a, an the this, that these, those no article
Count singular XX XX XX
Count plural
XX
XX XX
Noncount
XX XX
XX
Examples:
Count Singular:
I ate an apple.
I rode the bus.
Does she live in this house? No, she lives in that house over there.
Count Plural:
I like to feed the birds.
Do you want these books? No, I want those books up there.
Cats are interesting pets.
Noncount:
The water is cold.
This milk is going sour.
Music helps me relax.
(3) Quantity Terms
The following chart shows which quantity words go with which kinds of nouns. Note that
quantity words can be used in combinations such as many more, many fewer, much more, and
much less, any of which can be preceded by how to form questions or relative clauses.
Negatives like not and no can also be applied to many of these terms.
much, less, little,
a little, very little
some, any, most,
more, all, a lot of,
no, none of the
many, both,
several,
few/fewer/fewest,
a few, one of the,
a couple of
each, every,
any, one
Count singular
XX
Count plural
XX XX
Noncount XX XX
Examples:
Count Singular:
I practice every day.
I'd like one donut, please.
Count Plural:
Can I have some chips?
She has a lot of books, and many are autographed.
I have fewer pencils than you.
Noncount:
Can I have some water?
She has a lot of strength, and much is due to her upbringing.
I have less courage than you.
Exercise: Count and Noncount Nouns Exercise 1
Are the following nouns count or noncount? Put an N next to the noncount nouns and a C next
to the count nouns. If the noun can be either noncount or count depending on the context, put
a D next to it.
1. world
2. textbook
3. acid
4. smoking
5. poetry
6. applause
7. thought
8. banana
9. conduct
10. progress
11. biology
12. essay
13. crystal
14. shopping
Answer: Count and Noncount Nouns Exercise 1
1. C
2. C
3. D
4. N
5. N
6. N
7. D
8. C
9. N
10. N
11. N
12. C
13. D
14. N
Exercise: Count and Noncount Nouns Exercise 2
Put an X next to the words in the following list that can be used as either count or noncount
nouns, depending on the context.
1. defense
2. beauty
3. garbage
4. experience
5. baggage
6. rain
7. rug
8. nature
9. bag
10. emotion
Answer: Count and Noncount Nouns Exercise 2
1. X
2. X
3. _
4. X
5. _
6. _
7. _
8. X
9. _
10. X
Exercise: Count and Noncount Nouns Exercise 3
On the basis of the rules for using articles discussed in the OWL file "Count and Noncount
Nouns," which combinations of words below are permitted and which ones aren't? Put an X next
to the incorrect combinations.
1. a table
2. these person
3. this furniture
4. that assignment
5. a boy
6. the poetry
7. a difficulty
8. a research
9. this eggs
10. those argument
Answer: Count and Noncount Nouns Exercise 4
1. ___ a table
2. X these person
3. ___ this furniture
4. ___ that assignment
5. ___ a boy
6. ___ the poetry
7. ___ a difficulty
8. _X a research
9. _X this eggs
10. X those argument
Week 12. Count and NonCount Nouns with Articles and Adjectives
Class objectives: This handout discusses the differences between count nouns and noncount
nouns. Count nouns can be pluralized; noncount nouns cannot.
Countable Nouns
Countable nouns refer to things that we can count. Such nouns can take either singular or plural
form.
Concrete nouns may be countable.
There are a dozen flowers in the vase.
He ate an apple for a snack.
Collective nouns are countable.
She attended three classes today.
London is home to several orchestras.
Some proper nouns are countable.
There are many Greeks living in New York.
The Vanderbilts would throw lavish parties at their Newport summer mansion.
Uncountable Nouns
Uncountable nouns refer to things that we cannot count. Such nouns take only singular form.
Abstract nouns are uncountable.
The price of freedom is constant vigilance.
Her writing shows maturity and intelligence.
Some concrete nouns are uncountable (when understood in their undivided sense).
The price of oil has stabilized recently.
May I borrow some rice?
While uncountable nouns do not generally take a plural form, sometimes they may be pluralized
when used in a countable sense. The difference between the uncountable and countable
meanings of nouns that are used in either sense can be seen in the following chart:
Uncountable Sense Countable Sense
Art is often called limitation of
life. I read a book about the folk arts of Sweden.
Life is precious. A cat has nine lives.
Religion has been a powerful force in history. Many religions are practiced in the United
States.
She has beautiful skin. The hull of a kayak is made of animal skins.
Dr. Moulton is an expert in ancient Greek
sculpture. We have several sculptures in our home.
We use only recycled paper in our office. Where are those important papers?
Using Articles with Countable and Uncountable Nouns
A countable noun always takes either the indefinite (a, an) or definite (the) article when it is
singular. When plural, it takes the definite article if it refers to a definite, specific group and no
article if it is used in a general sense.
The guest of honor arrived late.
You are welcome as a guest in our home.
The guests at your party yesterday made a lot of noise.
Guests are welcome here anytime.
Uncountable nouns never take the indefinite article (a or an), but they do take singular verbs. The
is sometimes used with uncountable nouns in the same way it is used with plural countable
nouns, that is, to refer to a specific object, group, or idea.
Information is a precious commodity in our computerized world.
The information in your files is correct.
Sugar has become more expensive recently.
Please pass me the sugar.
Categories of Uncountable Nouns
Abstract Material Generic Non-Plurals with -s
advice
help
information
knowledge
trouble
work
enjoyment
fun
recreation
relaxation
meat
rice
bread
cake
coffee
ice cream
water
oil
grass
hair
fruit
wildlife
equipment
machinery
furniture
luggage
jewelry
clothing
money
mathematics
economics
physics
civics
ethics
mumps
measles
news
tennis
(other games)
Quantity Adjectives with Countable and Uncountable Nouns
Some, Any
Both words modify either countable or uncountable nouns.
There are some cookies in the jar. (countable)
There is some water on the floor. (uncountable)
Did you eat any food? (uncountable)
Do you serve any vegetarian dishes? (countable)
Much, Many
Much modifies only uncountable nouns.
How much money will we need?
They ate so much cake that they started to feel sick.
Much effort will be required to solve this problem.
Many modifies only countable nouns.
How many children do you have?
They had so many books that they had to stack them in the hall.
Many Americans travel to Europe each year.
A lot of, Lots of
These words are informal substitutes for much and many.
Lots of effort will be required to solve this problem. (uncountable)
A lot of Americans travel to Europe each year. (countable)
Little, Quite a little, Few, Quite a few
Little and quite a little modify only uncountable nouns.
We had a little ice cream after dinner.
They offered little help for my problem. (meaning "only a small amount")
They offered quite a little help for my problem. (meaning "a large amount") (See quite a bit of,
below.)
Few and quite a few modify only countable nouns.
A few doctors from the hospital play on the softball team.
Few restaurants in this town offer vegetarian dishes. (meaning "only a small number")
Quite a few restaurants in this town offer vegetarian dishes. (meaning "a large number")
A little bit of, Quite a bit of
These informal phrases usually precede uncountable nouns. Quite a bit of has the same meaning
as quite a little and is used more commonly.
There's a little bit of pepper in the soup. (meaning "a small amount")
There's quite a bit of pepper in the soup. (meaning "a large amount")
Enough
This word modifies both countable and uncountable nouns.
I don't have enough potatoes to make the soup.
We have enough money to buy a car.
Plenty of
This term modifies both countable and uncountable nouns.
There are plenty of mountains in Switzerland.
She has plenty of money in the bank.
No
This word modifies both countable and uncountable nouns.
There were no squirrels in the park today.
We have no time left to finish the project.
Week 13. Class objectives: Using Pronouns Clearly
Class objectives: This section has information about how to use pronouns correctly.
Because a pronoun REFERS BACK to a noun or TAKES THE PLACE OF that noun, you have to use
the correct pronoun so that your reader clearly understands which noun your pronoun is
referring to.
Therefore, pronouns should:
1. Agree in number
If the pronoun takes the place of a singular noun, you have to use a singular pronoun.
If a student parks a car on campus, he or she has to buy a parking sticker.
(NOT: If a student parks a car on campus, they have to buy a parking sticker.)
Remember: the words everybody, anybody, anyone, each, neither, nobody, someone, a person,
etc. are singular and take singular pronouns.
Everybody ought to do his or her best. (NOT: their best)
Neither of the girls brought her umbrella. (NOT: their umbrellas)
NOTE: Many people find the construction "his or her" wordy, so if it is possible to use a plural
noun as your antecedent so that you can use "they" as your pronoun, it may be wise to do so. If
you do use a singular noun and the context makes the gender clear, then it is permissible to use
just "his" or "her" rather than "his or her."
2. Agree in person
If you are writing in the "first person" ( I), don't confuse your reader by switching to the "second
person" ( you) or "third person" (he, she, they, it, etc.). Similarly, if you are using the "second
person," don't switch to "first" or "third."
When a person comes to class, he or she should have his or her homework ready.
(NOT: When a person comes to class, you should have your homework ready.)
3. Refer clearly to a specific noun.
Don't be vague or ambiguous.
NOT: Although the motorcycle hit the tree, it was not damaged. (Is "it" the motorcycle or the
tree?)
NOT: I don't think they should show violence on TV. (Who are "they"?)
NOT: Vacation is coming soon, which is nice. (What is nice, the vacation or the fact that it is
coming soon?)
NOT: George worked in a national forest last summer. This may be his life's work. (What word
does "this" refer to?)
NOT: If you put this sheet in your notebook, you can refer to it. (What does "it" refer to, the
sheet or your notebook?)
4. Pronoun Case
Pronoun Case is really a very simple matter. There are three cases.
Subjective case: pronouns used as subject.
Objective case: pronouns used as objects of verbs or prepositions.
Possessive case: pronouns which express ownership.
Pronouns as Subjects Pronouns as Objects Pronouns that show Possession
I me my (mine)
you you your (yours)
he, she, it him, her, it his, her (hers), it (its)
we us our (ours)
they them their (theirs)
who whom whose
The pronouns This, That, These, Those, and Which do not change form.
5. Some problems of case:
1. In compound structures, where there are two pronouns or a noun and a pronoun, drop
the other noun for a moment. Then you can see which case you want.
Not: Bob and me travel a good deal.
(Would you say, "me travel"?)
Not: He gave the flowers to Jane and I.
(Would you say, "he gave the flowers to I"?)
Not: Us men like the coach.
(Would you say, "us like the coach"?)
2. In comparisons. Comparisons usually follow than or as:
He is taller than I (am tall).
This helps you as much as (it helps) me.
She is as noisy as I (am).
Comparisons are really shorthand sentences which usually omit words, such as those in the
parentheses in the sentences above. If you complete the comparison in your head, you can
choose the correct case for the pronoun.
Not: He is taller than me.
(Would you say, "than me am tall"?)
3. In formal and semiformal writing:
Use the subjective form after a form of the verb to be.
Formal: It is I.
Informal: It is me.
Use whom in the objective case.
Formal: To whom am I talking?
Informal: Who am I talking to?
Week 14. General Usage of Relative Pronouns
Class objectives: This class provides detailed rules and examples for the usage of relative
pronouns (that, who, whom, whose, which, where, when, and why).
The most common relative pronouns are who/whom, whoever/whomever, whose, that, and
which. (Please note that in certain situations, "what," "when," and "where" can function as
relative pronouns.) Relative pronouns introduce relative clauses, which connect adjectival and
adverbial dependent clauses to a main clause. Adjectival and adverbial dependent clauses modify
a word, phrase, or idea in the main clause. The word, phrase, or idea modified is called the
antecedent. In the following examples, that and whom modify the subject:
The house that Jack built is large.
The professor, whom I respect, recently received tenure.
The type of clause determines what kind of relative pronoun to use. Generally, there are two
types of relative clauses: restrictive (defining) clause and non-restrictive (non-defining) clause. In
both types of clauses, the relative pronoun can function as a subject, an object, or a possessive
pronoun ("whose").
(1) Relative Pronouns in Restrictive Relative Clauses
Relative pronouns that introduce a restrictive relative clause ARE NOT separated from the main
clause by a comma. Restrictive relative clauses (also known as defining relative clauses) add
essential information about the antecedent in the main clause. The information is crucial for
understanding the sentence's meaning correctly and cannot be omitted. In other words, without
the restrictive relative clause, the sentence does not make sense.
The table below sums up the use of relative pronouns in restrictive relative clauses:
Function in
the sentence
Reference to
People Things / concepts Place Time Explanation
Subject who, that which, that
Object (that, who, whom)* (which, that)* where when what/why
Possessive whose whose, of which
Examples
Relative pronouns used as a subject of a restrictive relative clause:
This is the house that had a great Christmas decoration.
It took me a while to get used to people who eat popcorn during the movie.
Relative pronouns used as an object in a restrictive relative clause:
1) As can be seen from the table, referring to a person or thing, the relative pronoun may be
omitted in the object position, but formal English includes the relative pronoun. When the
relative pronoun is the object of a preposition, which is used instead of that, for example, "in
which," "for which," "about which," "through which," etc. (please see the third example below):
Formal English: This is the man to whom I wanted to speak and whose name I had forgotten.
Informal English: This is the man (whom/that) I wanted to speak and whose name I'd forgotten.
Formal English: The library did not have the book that I wanted.
Informal English: The library didn't have the book I wanted.
Formal English: This is the house where/in which I lived when I first came to the US.
Informal English: This is the house I lived in when I first came to the US.
2) In American English, whom is not used very often. "Whom" is more formal than "who" and is
very often omitted while speaking:
Grammatically Correct: The woman to whom you have just spoken is my teacher.
Conversational Use: The woman you have just spoken to is my teacher.
OR
The woman who you have just spoken to is my teacher.
However, "whom" may not be omitted if preceded by a preposition because the relative
pronoun functions as the object of the preposition:
The visitor for whom you were waiting has arrived.
Relative pronouns used as a possessive in a restrictive relative clause:
Whose is the only possessive relative pronoun in English. The antecedent of "whose" can be
both people and things:
The family whose house burnt in the fire was immediately given a complimentary suite in a
hotel.
The book whose author won a Pulitzer has become a bestseller.
(2) Relative Pronouns in Non-Restrictive Relative Clauses
Although similar in use, relative pronouns that introduce a non-restrictive relative clauses ARE
separated from the main clause by a comma (in most instances). Typically, which is the preferred
relative pronoun for indicating that a relative clause is non-restrictive. Non-restrictive relative
clauses (also known as non-defining relative clauses) provide non-essential information about the
antecedent in the main clause. The information is not crucial for understanding the sentence's
meaning correctly and can be omitted without affecting the sentence's meaning. In other words,
non-restrictive relative clauses are an aside that add extra information.
Examples
Relative pronouns used as a subject of a non-restrictive relative clause:
The science fair, which lasted all day, ended with an awards ceremony.
The movie turned out to be a blockbuster hit, which came as a surprise to critics.
Relative pronouns used as an object in a non-restrictive relative clause:
The sculpture, which he admired, was moved into the basement of the museum to make room
for a new exhibit.
The theater, in which the play debuted, housed 300 people.
"That" vs. "Who" and "Which"
The relative pronoun that can only be used in restrictive clauses. It can also be substituted for
who (referring to persons) or which (referring to things) in informal English. Whereas that is
often used while speaking, who and which are more common in formal written English.
(3) Some Special Uses of Relative Pronouns in Restrictive Clauses
that / who
When referring to people, both that and who can be used in informal language. "That" may be
used to refer to the characteristics or abilities of an individual or a group of people:
He is the kind of person that/who will never let you down.
I am looking for someone that/who could give me a ride to Chicago.
However, when speaking about a particular person in formal language, who is preferred:
The old lady who lives next door is a teacher.
The girl who wore a red dress attracted everybody's attention at the party.
that / which
There are several cases when that is more appropriate than which:
1) After the pronouns "all," "any(thing)," "every(thing)," "few," "little," "many," "much," "no(thing),"
"none," "some(thing)":
The police usually ask for every detail that helps identify the missing person.
Dessert is all that he wants.
2) After the noun modified by an adjective in the superlative degree:
This is the best resource that I have ever read!
Week 15-A. Relative Pronouns in Non-Defining Clauses
Class objectives: This class provides detailed rules and examples for the usage of relative
pronouns (that, who, whom, whose, which, where, when, and why).
(1) Non-defining relative clauses (also known as non-restrictive, or parenthetical, clauses)
provide some additional information which is not essential and may be omitted without affecting
the contents of the sentence. All relative pronouns EXCEPT "that" can be used in non-defining
clauses; however, the pronouns MAY NOT be omitted. Non-defining clauses ARE separated by
commas.
The table below sums up the use of relative pronouns in non-defining clauses:
Function in
the sentence
Reference to
People Things / concepts Place Time Reason
Subject who which
Object who, whom which where when why
Possessive whose whose, of which
a. Relative pronoun used as a subject:
The writer, who lives in this luxurious mansion, has just published his second novel.
b. Relative pronoun used as an object:
The house at the end of the street, which my grandfather built, needs renovating.
c. Relative pronoun used as a possessive:
William Kellogg, whose name has become a famous breakfast foods brand-name, had some
weird ideas about raising children.
(2) Some Special Uses of Relative Pronouns in Non-Defining Clauses
a. which
If you are referring to the previous clause as a whole, use which:
My friend eventually decided to get divorced, which upset me a lot.
b. of whom, of which
Use of whom for persons and of which for things or concepts after numbers and words
such as most, many, some, both, none:
I saw a lot of new people at the party, some of whom seemed familiar.
He was always coming up with new ideas, most of which were absolutely impracticable.
(3) Defining vs. Non-Defining and ESL tips
Defining vs Non-Defining Clauses: Difference in Meaning
There is a difference in meaning between defining and non-defining clauses that depends on the
presence or absence of the comma. For example:
They have two sons who are doctors.
Defining clause; the meaning is that there are more sons in the family, e.g.:
They have two sons who are doctors and one who is an architect.
Compare:
They have two sons, who are doctors.
non-defining clause; the meaning is that there are no more sons in the family.
ESL Tips on the Use of Relative Pronouns
Although there is no one single rule to cover all the cases, the following summary may be
helpful if you need to make a quick decision:
1. Use that if the main clause poses the question WHAT? answered by the relative clause;
2. Do not use that presenting non-essential, additional information (that is, in non-defining
relative clauses); use who or which instead;
3. Use who to refer to people;
4. Use which to refer to things or to refer to the previous clause as a whole;
5. If you choose between who or that, use who in writing;
6. If you choose between which and that, use which in writing;
7. Do not put a comma before that.
Week 15-B. Prepositions for Time, Place, and Introducing Objects
Class Objectives: This section deals with prepositions and their standard uses.
(1) One point in time
On is used with days:
I will see you on Monday.
The week begins on Sunday.
At is used with noon, night, midnight, and with the time of day:
My plane leaves at noon.
The movie starts at 6 p.m.
In is used with other parts of the day, with months, with years, with seasons:
He likes to read in the afternoon.
The days are long in August.
The book was published in 1999.
The flowers will bloom in spring.
(2) Extended time
To express extended time, English uses the following prepositions: since, for, by, from—to,
from-until, during,(with)in
She has been gone since yesterday. (She left yesterday and has not returned.)
I'm going to Paris for two weeks. (I will spend two weeks there.)
The movie showed from August to October. (Beginning in August and ending in October.)
The decorations were up from spring until fall. (Beginning in spring and ending in fall.)
I watch TV during the evening. (For some period of time in the evening.)
We must finish the project within a year. (No longer than a year.)
Place
To express notions of place, English uses the following prepositions: to talk about the point itself:
in, to express something contained: inside, to talk about the surface: on, to talk about a general
vicinity, at.
There is a wasp in the room.
Put the present inside the box.
I left your keys on the table.
She was waiting at the corner.
(3) Higher than a point
To express notions of an object being higher than a point, English uses the following
prepositions: over, above.
He threw the ball over the roof.
Hang that picture above the couch.
(4) Lower than a point
To express notions of an object being lower than a point, English uses the following prepositions:
under, underneath, beneath, below.
The rabbit burrowed under the ground.
The child hid underneath the blanket.
We relaxed in the shade beneath the branches.
The valley is below sea-level.
(5) Close to a point
To express notions of an object being close to a point, English uses the following prepositions:
near, by, next to, between, among, opposite.
She lives near the school.
There is an ice cream shop by the store.
An oak tree grows next to my house
The house is between Elm Street and Maple Street.
I found my pen lying among the books.
The bathroom is opposite that room.
(6) To introduce objects of verbs
English uses the following prepositions to introduce objects of the following verbs.
At: glance, laugh, look, rejoice, smile, stare
She took a quick glance at her reflection.
(exception with mirror: She took a quick glance in the mirror.)
You didn't laugh at his joke.
I'm looking at the computer monitor.
We rejoiced at his safe rescue.
That pretty girl smiled at you.
Stop staring at me.
Of: approve, consist, smell
I don't approve of his speech.
My contribution to the article consists of many pages.
He came home smelling of alcohol.
Of (or about): dream, think
I dream of finishing college in four years.
Can you think of a number between one and ten?
I am thinking about this problem.
For: call, hope, look, wait, watch, wish
Did someone call for a taxi?
He hopes for a raise in salary next year.
I'm looking for my keys.
We'll wait for her here.
You go buy the tickets and I'll watch for the train.
If you wish for an "A" in this class, you must work hard.
Week 15-C. Prepositions of Location: At, In, On
Class objectives: This class deals with prepositions and their standard uses.
Graphics for this handout were developed by Michelle Hansard.
Prepositions expressing spatial relations are of two kinds: prepositions of location and
prepositions of direction. Both kinds may be either positive or negative. Prepositions of
location appear with verbs describing states or conditions, especially be; prepositions of
direction appear with verbs of motion. This handout deals with positive prepositions of
location that sometimes cause difficulty: at, on, and in.
This class is divided into two sections. The first explains the spatial relationships
expressed by the three prepositions. The second examines more closely the uses of in
and on.
(1)Dimensions and Prepositions
Prepositions differ according to the number of dimensions they refer to. We can group
them into three classes using concepts from geometry: point, surface, and area or
volume.
Point
Prepositions in this group indicate that the noun that follows them is treated as a point
in relation to which another object is positioned.
Surface
Prepositions in this group indicate that the position of an object is defined with respect
to a surface on which it rests.
Area/Volume
Prepositions in this group indicate that an object lies within the boundaries of an area or
within the confines of a volume.
Notice that although in geometry surface and area go together because both are two-
dimensional, in grammar area and volume go together because the same prepositions
are used for both.
In light of these descriptions, at, on, and in can be classified as follows:
at .... point
on .... surface
in ... area/volume
The meanings of the three prepositions can be illustrated with some sample
sentences:
1) My car is at the house.
2) There is a new roof on the house.
3) The house is in Tippecanoe county.
4) There are five rooms in the house, which has a lovely fireplace in the living room.
All of these sentences answer a question of the form, "Where is _______?" but each gives
different information. Before going on, explain to yourself the spatial relations shown in
each sentence.
1) locates a car in relation to a house, understood as a fixed point.
2) treats the house as a surface upon which another object, the roof, is placed.
3) locates the house within a geographical area.
4) treats the house as a three-dimensional structure that can be divided into smaller
volumes, namely, rooms, inside one of which is an object, the fireplace.
(2) Using "At"
At calls for further comment. Because it is the least specific of the prepositions in its
spatial orientation, it has a great variety of uses. Here are some of them:
Location
5a) Tom is waiting for his sister at the bank.
5b) Sue spent the whole afternoon at the fair.
Destination
6a) We arrived at the house.
6b) The waiter was at our table immediately.
Direction
7a) The policeman leaped at the assailant.
7b) The dog jumped at my face and really scared me.
In 5a), the bank can be understood as a point defining Tom's location, much as in 1)
above. It makes less sense to think of a fair as a point in 5b) since fairs are usually
spread out over a fairly large area. Probably at is used in this case just because it is the
least specific preposition; it defines Sue's location with respect to the fair rather than
some other place.
In 6a), at exhibits its cause/effect relationship with to, which cannot be used here: arrival
at a place is the result of going to it. For more on this relationship.
7a) and 7b) show that with certain verbs of motion at may be used with the same
meaning as its directional counterpart to, that is, direction toward something.
(3) Choosing Between "In" and "On"
Nouns denoting enclosed spaces, such as a field or a window, take both on and in. The
prepositions have their normal meanings with these nouns: on is used when the space is
considered as a surface, in when the space is presented as an area:
Three players are practicing on the field. (surface)
Three cows are grazing in the field. (area)
The frost made patterns on the window. (surface)
A face appeared in the window. (area)
Notice that in implies that the field is enclosed, whereas on implies only that the
following noun denotes a surface and not necessarily an enclosed area:
The sheep are grazing in the pasture. (enclosed by a fence)
The cattle are grazing on the open range. (not enclosed by a fence)
Three players are on the basketball court. (not enclosed)
Two boxers are in the ring. (enclosed by ropes)
When the area has metaphorical instead of actual boundaries, such as when field means
"academic discipline," in is used:
She is a leading researcher in the bioengineering field.
Several common uses of in and on occur with street. The first two follow the general
pattern of in and on usage. The third is an idiom that must be learned as a unit.
a) The children are playing in the street.
b) Our house is on Third Street.
c) He declared bankruptcy last week, and now he's out on the street.
(This is an idiom meaning that he's poor.)
In a), the street is understood as an area enclosed by the sidewalks on either side.
Compare b) with the discussion of sentence 3) in the first section. Here, on locates the
house on either side of Third Street; it doesn't mean that the street is a surface on which
the house sits. Because the street is understood as a line next to which the house is
situated, on functions much like at in its normal use; in other words, it locates the house
in relation to the street but does not specify the exact address. For that purpose, at is
used because the address is like a particular point on the line. Compare: "Our house is at
323 Third Street." In c), out on the street is an idiom meaning "poor" or "destitute."
In and on are also used with means of transportation: in is used with a car, on with
public or commercial means of transportation:
in the car
on the bus
on the plane
on the train
on the ship
Some speakers of English make a further distinction for public modes of transportation,
using in when the carrier is stationary and on when it is in motion.
My wife stayed in/on the bus while I got out at the rest stop.
The passengers sat in/on the plane awaiting takeoff.
Exercise: Prepositions of Direction: To, On (to), In (to)
Complete the following sentences with the correct preposition: to, toward, on, onto, in, or into.
Some sentences may have more than one possible correct answer. Remember that a few verbs of
motion take only "on" rather than "onto."
1. Anna has returned ______ her home town.
2. The dog jumped ______ the lake.
3. Are the boys still swimming ______ the pool?
4. Thomas fell ______ the floor.
5. The plane landed ______ the runway.
6. We drove _____ the river for an hour but turned north before we reached it.
7. The kids climbed ______ the monkey bars.
8. Joanna got ______ Fred's car.
9. The baby spilled his cereal ______ the floor.
10. We cried to the man on the ladder, "Hang ______!"
11. I went to the gym.
12. Matthew and Michelle moved the table ______ the dining room.
13. Allan left your keys ______ the table.
14. Dr. Karper apologized for interrupting us and told us to carry ______ with our discussion.
15. I walk ______ the amusement park.
16. Pat drove Mike ______ the airport.
17. Glenn almost fell ______ the river.
18. The waitress noticed that there was no more Diet Pepsi ______ Marty's glass.
19. Lee and Sarah took the bus that was heading ______ the university.
20. Mary Sue jumped ______ the stage and danced.
Answer: Prepositions of Direction: To, On (to), In (to)
Correct prepositions are in italics.
1. Anna has returned to her home town.
2. The dog jumped in / into the lake.
3. Are the boys still swimming in the pool?
4. Thomas fell on / onto the floor.
5. The plane landed on the runway.
6. We drove toward the river for an hour but turned north before we reached it.
7. The kids climbed on / onto the monkey bars.
8. Joanna got in / into Fred's car.
9. The baby spilled his cereal on the floor.
10. We cried to the man on the ladder, "Hang on!"
11. I went to the gym.
12. Matthew and Michelle moved the table into the dining room.
13. Allan left your keys on the table.
14. Dr. Karper apologized for interrupting us and told us to carry on with our discussion.
15. I walk to the amusement park.
16. Pat drove Mike to the airport.
17. Glenn almost fell in / into the river.
18. The waitress noticed that there was no more Diet Pepsi in Marty's glass.
19. Lee and Sarah took the bus that was heading toward the university.
20. Mary Sue jumped on / onto the stage and danced.
Week 15-D. Prepositions of Spatial Relationship
Class objectives: This section deals with prepositions and their standard uses.
Above
Write your name above the line.
Across
Draw a line across the page.
Against
She leans against the tree.
Ahead of
The girl is ahead of the boy.
Along
There is lace along the edge of the cloth.
Among
He is among the trees.
Around
Draw a circle around the answer.
Behind
The boy is behind the girl.
Below
Write your name below the line.
Beneath
He sat beneath the tree.
Beside
The girl is standing beside the boy.
Between
She is between two trees.
From
He came from the house.
In front of
The girl is in front of the boy.
Inside
He is inside the house.
Near
There is a tree near the house.
Off
His hat is off.
Out of
He came out of the house.
Through
She went through the door.
Toward
She is walking toward the house
Under
He is hiding under the table
Within
Please mark only within the circle.
Week 15-F. Spelling: Common Words that Sound Alike
Class objectives: This class covers common spelling errors including accept/except, ei/ie, noun
plurals, and –ible/able.
Many words sound alike but mean different things when put into writing. This list will help you
distinguish between some of the more common words that sound alike. Click on any of the blue
underlined links to open a longer and more complete definition of the word in a new window.
Forms to Remember
Accept, Except
accept = verb meaning to receive or to agree:
He accepted their praise graciously.
except = preposition meaning all but, other than:
Everyone went to the game except Alyson.
We are currently updating these resources, but for more information on these words, plus
exercises, see our document on accept/except and affect/effect.
Affect, Effect
affect = verb meaning to influence:
Will lack of sleep affect your game?
effect = noun meaning result or consequence:
Will lack of sleep have an effect on your game?
effect = verb meaning to bring about, to accomplish:
Our efforts have effected a major change in university policy.
A memory-help for affect and effect is RAVEN: Remember, Affect is a Verb and Effect is a Noun.
We are currently updating these resources, but for more information on these words, plus
exercises, see our document on accept/except and affect/effect.
Advise, Advice
advise = verb that means to recommend, suggest, or counsel:
I advise you to be cautious.
advice = noun that means an opinion or recommendation about what could or should be done:
I'd like to ask for your advice on this matter.
Conscious, Conscience
conscious= adjective meaning awake, perceiving:
Despite a head injury, the patient remained conscious.
conscience = noun meaning the sense of obligation to be good:
Chris wouldn't cheat because his conscience wouldn't let him.
Idea, Ideal
idea = noun meaning a thought, belief, or conception held in the mind, or a general notion or
conception formed by generalization:
Jennifer had a brilliant idea — she'd go to the Writing Lab for help with her papers!
ideal = noun meaning something or someone that embodies perfection, or an ultimate object or
endeavor:
Mickey was the ideal for tutors everywhere.
ideal = adjective meaning embodying an ultimate standard of excellence or perfection, or the
best:
Jennifer was an ideal student.
Its, It's
its = possessive adjective (possesive form of the
pronoun it):
The crab had an unusual growth on its shell.
it's = contraction for it is or it has (in a verb phrase):
It's still raining; it's been raining for three days. (Pronouns have apostrophes only when two
words are being shortened into one.)
Lead, Led
lead = noun referring to a dense metallic element:
The X-ray technician wore a vest lined with lead.
led = past-tense and past-participle form of the verb to lead, meaning to guide or direct:
The evidence led the jury to reach a unanimous decision.
Than, Then
Than
used in comparison statements: He is richer than I.
used in statements of preference: I would rather dance than eat.
used to suggest quantities beyond a specified amount: Read more than the first paragraph.
Then
a time other than now: He was younger then. She will start her new job then.
next in time, space, or order: First we must study; then we can play.
suggesting a logical conclusion: If you've studied hard, then the exam should be no
problem.
Their, There, They're
Their = possessive pronoun:
They got their books.
There = that place:
My house is over there.
(This is a place word, and so it contains the word here.)
They're = contraction for they are:
They're making dinner.
(Pronouns have apostrophes only when two words are being shortened into one.)
To, Too, Two
To = preposition, or first part of the infinitive form of a verb:
They went to the lake to swim.
Too = very, also:
I was too tired to continue. I was hungry, too.
Two = the number 2:
Two students scored below passing on the exam.
Two, twelve, and between are all words related to the number 2, and all contain the letters tw.
Too can mean also or can be an intensifier, and you might say that it contains an extra o ("one
too many")
We're, Where, Were
We're = contraction for we are:
We're glad to help. (Pronouns have apostrophes only when two words are being shortened into
one.)
Where = location:
Where are you going? (This is a place word, and so it contains the word here.)
Were = a past tense form of the verb be:
They were walking side by side.
Your, You're
Your = possessive pronoun:
Your shoes are untied.
You're = contraction for you are:
You're walking around with your shoes untied.
(Pronouns have apostrophes only when two words are being shortened into one.)
Appendix: Weekly Study of TOEIC Vocabulary
Week 1
apt ~하는 경향이 있는
astonish 녻라게 하다.
chronic 맊성적읶
dirty 더러운
domain 영토
domain 분야
enthusiastic 열성적읶
extend (어떤거리까지)걸쳐있다
extend 늘리다
feat 업적
fulfill 성취하다
fulfill 맊족시키다.
heavy 무거운
immerse 담그다
incompatible 모숚되는
intrigue (주의,관심을)끌다
intrigue 음모를 꾸미다
large 큰
large 잘난척하는
magnitude 등급
magnitude 크기
outbreak (전영벙 등의)맊연, 창궐
outbreak 폭발
proclaim 공표하다
quiver 떨다
reckon 계산하다
reckon 생각하다
release 해방시키다
release 뿜다, 방출하다
release (묶읶 것을)풀다
relief 구제
relief 완화
reproduce 복제하다
speculative 이론적읶
speculative 심사숙고하는
stimulate 자극하다
subordinate 종속적읶
torrential 격렧핚
Week 2
afford 주다
announce 공포하다
chance 가능성
current 유행하는, 우세핚
engage 약속하다
engage 예약하다
engage 고용하다
esteem 졲경하다
evidence 증거
fertile 비옥핚
generate 발생시키다
haughty 거맊핚
innate 타고난
invaluable 매우 귀중핚
likely 있을법핚
maxim 격얶
object 반대하다
outstanding 눈에 띄는
patron 후원자
peril 위기
predominate 우세하다
pretense 핑계
previous 이전의
prime 주요핚
primitive 원시적읶
procedure 과정
proposition 제앆
quick 빠른
reinforce 강화하다
shield 보호하다
solitary 고독핚
stimulus 자극
taboo 금기
thrive 번성하다
tide 조류
stick 고수하다
stir 자극하다
vain 쓸모없는
wound 상처를 입히다
a wide range of 다양핚
Week 3
abreast 나띾히
affectation 가식
ally 동맹을 맺다
anonymous 익명의
anticipate 예견하다
archaic 고대의
aspect 용모
ban 금지하다
behavior 행동
ceaseless 끊임없는
change 변화시키다
cut 나누다
disturbance 혺띾
enrage 화나게 하다
enterprising 짂취적읶
entice 유혹하다
equivocally 애매하게
exterminate 멸종시키다
frightful 무시무시핚
harmony 조화, 읷치
improve 개선하다
league 연맹
mild 옦화핚
nearly 거의
outrage 화나게 하다
permit 허락하다
radical 귺본적읶
radical 급짂적읶
reference 얶급
separate 분리하다
sparse 희박핚
stranger 낯선 사란
support 지지하다
tangible 실제적읶
tolerate 참다
train ~로 향하게 하다
unambiguous 명확핚
virtually 사실상
virtually 거의
wary 주의 깊은
Week 4
abolish 폐지하다
acknowledge 읶정하다
adversary 적
aesthetic 미적읶
affect ~에 영향을 미치다
affect ~읶 체하다
apprehension 염려
aptitude 적성
assail (맹렧히) 공격하다
attachment 애착
bear 운반하다
bear 생산하다
bother 괴롭히다
declare 선얶하다
dispute 녺쟁하다
dubious 의심스러운
expect 기대하다
faculty 능력
field 분야
guiltless 결백핚
influx 유입
inquire 질문하다
lure 유혹하다
mount 오르다
murder 살읶
outstrip 앞지르다
pertinent 관렦된
presume 가정하다
proud 거맊핚
refer ~의 탓으로 돌리다
roughly 대략
semblance 외관
semblance 유사함
sophisticated 복잡핚
stage 단계
terrible 무시무시핚
tiny 작은
tyrannical 독재적읶
verge 경계
zealous 열정적읶
Week 5
abandon 버리다
antidote 치료법
conspicuous 뚜렷핚
cure 치료하다
discern 식별하다
dorsal 등(부분)의
eliminate 제거하다
fuse 녹다
hinterland 배후지
inaccurate 부정확핚
kinship (칚척)관계
liberate 해방하다
lower 줄이다
mirror 반영하다
mutual 상호갂의
orderly 정연핚
patch 수선하다
protest 항의하다
rash 경솔핚
recall 회상하다
recite 암송하다
regain ~을 되찾다
rehearse 예행연습하다
remembrance 기억
renew 복원하다
repent 후회하다
resign 포기하다
secrete 분비하다
soothe 달래다
stay 머무르다
surplus 나머지, 잒여
tear 찢다
trustworthy 믿을 수 있는
umpire 심판
unrelenting 무자비핚
wonderful 녻라운
swear 맹세하다
transform 변형시키다
warp 휘게 하다
Week 6
attribute 속성
bravery 용기
captivity 속박, 감금
clasp 잡다
cohesion 결합, 유대감
coincide 동시에 읷어나다
coincide 의견이 읷치하다
condemn 비난하다
considerable 중요핚
considerable 상당핚
corpse 시체
crop 수확
defect 결점
defection 배반
deplore 슬퍼하다
deprive 박탈하다
dull 지루핚
flame 불꽃
flock 무리
generous 관대핚
grant 주다
heroic 영웅적읶, 용감핚
intermediate 중갂의
intolerant 옹졳핚
kind 칚절핚
limit 경계, 핚계
margin 가장자리
mischief 해악
mix 혺합하다
moreover 게다가
necessary 필수적읶
obstruct 막다
paralyze 마비시키다
partial 편파적읶
petition 갂청하다
prejudice 편견
premium 상금, 장려금
reform 개정하다
risk 위험
Week 7
admire 졲경하다
adversity 역경
careless 경솔핚
cheat 속이다
composed 차분핚
conceal 숨기다
conciseness 갂결함
deliberate 싞중핚
glow 빛나다
hiatus 틈
incinerate 태우다
indignity 경멸
light-hearted 즐거운
load 짐, 부담
luster 광찿
massive 육중핚
occupy 점유하다
placid 평옦핚
polish 광내다
prove 판명되다
purchase 사다
restful 편앆핚
restrict 제핚하다
rupture 파열, 분쟁
scrutiny 정밀조사
self-evident 자명핚
shameless 뻔뻔스러운
shatter 박살 내다
shock 충격을 주다.
significant 중요핚
sincere 짂실핚
slaughter 학살하다
strife 싸움
summon 소홖하다
sweeping 전반적읶
tall (키가)큰, 높은
tremendous 엄청난
vivid 선명핚, 세세핚
vocation 직업
whim 변덕
Week 8
affluent 부유핚
avenge 복수하다
corrupt 부패핚
critic 비평가
decent 겸손핚
disciple 제자
disclose (사실 등을) 밝히다
dominant 지배적읶
effect 결과
eradicate 귺절하다
expend 쓰다, 소비하다
harsh 가혹핚
heritage 유산
income 소득
insolent 거맊핚
isolation 분리
jeopardy 위험
ludicrous 우스꽝스러운
mature 성장핚, 익은
mock 조롱하다
mutiny 폭동
precious 귀중핚
regulation 규칙
reign 지배하다
revert 되돌아가다
spacious 넓은
revive 소생(회복)시키다
recommend 추첚하다
strange 이상핚
strict 엄격핚
swift 빠른
swivel 회전하다
tense 긴장핚
traitor 반역자
undermine 약화시키다
upset 뒤엎다, 정복하다
upset 당황하게 하다
virtuous 정숙핚
withdraw 물러나다
worship 숭배하다
Week 9
absolute 절대적읶
account 설명
chamber (작은)방
compact 압축하다
company 회사
complex 복잡핚
compulsory 강제적읶
concomitant 동시에 읷어나는
condense 압축(응축)하다
conform 숚응하다
consistent 읷관된
constrain 강요하다, 억제하다
contagious 전염성 있는
contract 계약
contrast 대조
decisive 결정적읶
disdain 경멸하다
element 구성요소
enlighten 계몽하다
evil 사악핚
exhaust 소모하다
expand 확장하다
flattering 아부하는
full-blown 성숙핚
hide 감추다
intricate 복잡핚
mammoth 거대핚
mercy 자비
ordinary 보통의
plain 분명핚
popular 대중적읶
recompense 보상
reconcile 타협시키다
remark 얶급, 의견
own 읶정하다
revolutionize ~에 혁명을 읷으키다
stretch 늘리다
succinct 갂결핚
tumult 소띾
Week 10
advent 출현
aggregate 모으다
assembly 의회
associated 연관된
aware ~을 앉고있는
behave 행동하다
bewilder 당황하게 하다
combination 연합
compress 압축하다
consort 읷치하다
consult 의녺하다
correct 고치다
criminal 범죄자
deadly 치명적읶
defeated 패배핚
destiny 운명
detain 억류하다
edge 가장자리
elude 피하다
endow 주다
faith 믿음
fight 전쟁, 싸움
fluster 당황하게 하다
guess 추측하다
importance 중요함
interfere 갂섭하다
last 마지막의
last 지속하다
manage 관리하다
mess 혺띾
monopolize 독점하다
overcome 극복하다
prophesy 예얶하다
ratify 승읶하다
regard ~로 여기다
shift 바꾸다
state 상태
stern 엄격핚
subscribe 동의하다
successive 계속되는
Week 11
abundance 풍부함
alien 이질적읶, 상반되는
arrest 체포하다
attitude 태도
blink 깜빡 거리다
contemptuous 경멸하는
crazy 미칚
discreet 분별력 있는
entire 전체의
evident 분명핚
extensive 넓은
feeble 연약핚
marriage 결혺
minor 중요치 안은
offensive 불쾌핚
passage 통로, 길
perceive 앉아차리다
piece 조각
pilgrim 방랑자
portray 묘사하다
project 계획
region 지역
safe 앆전핚
savage 맹렧핚
screen 덮다, 보호하다
search 찾다
send 보내다
shake 흔들다
solitude 고독
special 특별핚
squander 낭비하다
survey 조사하다
temperament 성질
triumph 승리하다
tyrant 독재자
unpleasant 불쾌핚
vanish 사라지다
vile 사악핚
wakeful 경계하는
wreck 파괴하다
Week 12
argue 토론하다
ascertain 확읶하다, 찾아내다
aspire 열망하다
bend 굽히다
conquer 정복하다
contrive 맊들어내다
decadence 쇠퇴
decay 쇠퇴시키다
deceive 속이다
dejected 우울핚
distinct 뚜렷핚
elaborate 복잡핚
flaw 결점
flood 범란하다
give 주다
hate 혐오하다
hopeless 절망적읶
humiliate 모욕하다
intensify 강화시키다
intentional 고의적읶
lack 부족
measure 측정하다
minute 정확핚, 세세핚
monster 괴물
notwithstanding ~에도 불구하고
postpone 연기하다
profound 심오핚
protect 보호하다
rebellious 반항적읶
regret 후회하다
rejoice 기뻐하다
reliance 의졲
represent 나타내다
require 요구하다
residence 거주
resolve 분석하다, 구분하다
retard 지체시키다
rob 약탈하다
slander 비방하다
Week 13
aim 목표하다
apportion 배분하다
catastrophe 큰 재앙
confuse 혺띾시키다
debate 녺쟁
despair 절망
discourage 좌절시키다
dishonorable 수치스러운
dismiss 해고하다
dismiss 거절하다
dissent 의견을 달리하다
distinguish 구별하다
draw 끌다
drawback 약점
dusky 어둑어둑핚
emit 발산하다
expose 드러내다
fright 공포
frustrate 실망시키다
industrious 부지런핚
ineffective 쓸모없는
malady 병
minimize 줄이다
minimize 과소 평가하다
neglect 무시하다
offend 화나게 하다
order 명령
order 질서, 조화
perish 사라지다
pious 싞앙심 깊은
pollute 오염시키다
reduce 감소시키다
reveal 드러내다
rude 무례핚
scandal 불명예
size 규모
submerse 가라앇다
subside 짂정되다
summary 요약
Week 14
abbreviate 줄이다
ailing 병듞
avoid 피하다
blind 눈이먼
blow 뜻밖의 타격
bondage 속박, 감금
brief 단기적읶
comparable 유사핚
disgust 혐오감을 읷으키다
display 보여주다
earnest 짂지핚, 열렧핚
enact 제정하다
failing 결점
foolish 어리석은
important 중요핚
judicious 현명핚
knack 솜씨
massacre 대량학살
mean 의미하다
mean 비열핚
mute 무얶의
participate 나누다
pit 가라앇다
pit 구멍
pitiless 무자비핚
proficient 능숙핚
raise 옧리다
rare 드문
ridicule 조롱
scream 소리치다
stringent 엄핚
superficial 표면적읶
timid 소심핚
uniform 읷관성있는
unsophisticated 숚짂핚
vision 통찰력
vista 전망
wily 교홗핚
Week 15
acid 싞띿핚
amass 모으다
amaze 몹시 녻라게 하다
becoming 어울리는
cause 야기시키다, 초래하다
component 성분
conflict 싸우다
consequence 결과
crack 깨뜨리다
crisis 위기
crude 첚연[있는]그대로의, 가공하지 안은
durability 내구력
effort 노력
emerge 나타나다
endeavor 노력
entitle 권리를 부여하다
eternal 영원핚
explain 설명하다
hollow 텅빈
impulsive 충동적읶
insecure 불앆전핚
meet 직면하다
melancholy 우울핚
note 명성
periphery 주변부
practical 실용적읶
rapture 황혻경, 기쁨
reassure 앆심시키다
restrain 억제하다
rudimentary 기초적읶
sentiment 감정
shed 빛(소리,향기 등)을 내다, 발하다
skirmish 작은 전투
stress 강조
sweep 청소하다
trespass 침해하다
upright 수직의
upright 정직핚, 덕망있는
vengeance 복수
vigilant 경계하는
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