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

mail

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