PEV113-UPPER INTERMEDIATE VERBAL ABILITY

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PEV113 UPPER INTERMEDIATE VERBAL ABILITY

INDEX

UNIT I Subject- Verb Agreement

UNIT II Voice and Accent

UNIT III Vocabulary and Reading Comprehension

UNIT IV E-mail Writing and Sentence Completion

UNIT V Analogy

UNIT VI Direct and Indirect Speech

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UNIT I
Subject-Verb Agreement
What is subject?
The subject is the doer of the action. Alternatively, it can be described as who or what the
sentence is about. It is important for you to be able to identify the subject in the sentence.
Once you have identified the subject, you need to check whether it agrees the verb or not.

What is Verb?
Verbs are words that express an action, state or occurrence. However, not all verbs are action
words. Some verbs as: [Link]., are was, were,etc. describe the state and not the action.

What is Subject-Verb Agreement?

Subject-verb agreement refers to the relationship between the subject and predicate of the
sentence. Subjects and verbs must always agree in two ways: tense and number. For this post,
we are focusing on number, or whether the subject and verb are singular or plural.

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For example:
The light in the lamppost flickers each night.
In this sentence, the subject light is singular; therefore, the verb that describes the action of
the subject must also be singular: flickers.
If the subject was plural, the verbs would have to change form to agree with the subject.
For example:
The lights in the lampposts flicker each night.
In this sentence, since the subject is now plural, the -s has to be removed from the verb in
order to have subject-verb agreement.

Let’s Learn the basics first:-

In the present tense, verbs agree with their subjects in number (singular/plural) and in
person (first, second, or third). The present tense ending –s (or –es) is used on a verb if the
subject is third person singular. Otherwise, the verb takes no ending.

Subject–Verb Agreement Rules

1. If the subject is singular, the verb must be singular too.
Example: She writes every day.
Exception: When using the singular "they," use plural verb forms.
If the subject is plural, the verb must also be plural.
Example: They write every day.

Sometimes, however, it seems a bit more complicated than this.

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2. When the subject of the sentence is composed of two or more nouns or pronouns
connected by and, use a plural verb.

Example: The doctoral student and the committee members write every day.

Example: The percentage of employees who called in sick and the number of employees
who left their jobs within 2 years are reflective of the level of job satisfaction.

3. When there is one subject and more than one verb, the verbs throughout the
sentence must agree with the subject.

Example: Interviews are one way to collect data and allow researchers to gain an in-
depth understanding of participants.
Example: An assumption is something that is generally accepted as true and is an
important consideration when conducting a doctoral study.

4. When a phrase comes between the subject and the verb, remember that the verb still
agrees with the subject, not the noun or pronoun in the phrase following the subject
of the sentence.

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Example: The student, as well as the committee members, is excited.

Example: The student with all the master’s degrees is very motivated.

Example: Strategies that the teacher uses to encourage classroom participation include
using small groups and clarifying expectations.

Example: The focus of the interviews was nine purposively selected participants.

5. If two subjects are joined with correlative conjunctions such as “Either- or” , “
neither-nor” , “not only- but also” etc...then the verb follows the subject that is
closer to it.

6. The words and phrases "each," "each one," "either," "neither," "everyone,"
"everybody," "anyone," "anybody," "nobody," "somebody," "someone," and "no
one" are singular and require a singular verb.

These should be easy to remember— SANE

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Example: Each of the participants was willing to be recorded.

Example: Neither alternative hypothesis was accepted.
Example: I will offer a $5 gift card to everybody who participates in the study.
However, the following indefinite pronouns always take plural verbs.

7. Noncountable nouns take a singular verb.

Example: Education is the key to success.

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Example: Diabetes affects many people around the world.

Example: The research I found on the topic was limited.
8. Some countable nouns in English such as earnings, goods, odds, surroundings,
proceeds, contents, and valuables only have a plural form and take a plural verb.
Example: The earnings for this quarter exceed expectations.
Example: Locally produced goods have the advantage of shorter supply chains.
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 the verb.
Example: There is little administrative support.
Example: There are many factors affecting teacher retention.
10. Collective nouns are words that imply more than one person but are considered
singular and take a singular verb. Some examples are "group," "team,"
"committee," "family," and "class."
Example: The group meets every week.
Example: The committee agrees on the quality of the writing.

PRONOUN AGREEMENT
A pronoun is a word used to stand for (or take the place of) a noun.

We do not talk or write this way. Automatically, we replace the noun Lincoln's with a
pronoun. More naturally, we say

The pronoun his refers back to President Lincoln. President Lincoln is the
ANTECEDENT for the pronoun his.
An antecedent is a word for which a pronoun stands. (ante = "before")
Pronouns must agree in number, gender, and person with their antecedents.
Pronoun-Antecedent Agreement
Rule: A singular pronoun must replace a singular noun; a plural pronoun must replace a
plural noun.
Thus, the mechanics of the sentence above look like this:

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Here are nine pronoun-antecedent agreement rules. These rules are related to the rules
found in subject-verb agreement.
1. A phrase or clause between the subject and verb does not change the number of the
antecedent.
Example:

2. Indefinite pronouns as antecedents

 Singular indefinite pronoun antecedents take singular pronoun referents.

Example:

 Plural indefinite pronoun antecedents require plural referents.

PLURAL: several, few, both, many
Example:

 Some indefinite pronouns that are modified by a prepositional phrase may be

either singular or plural.
EITHER SINGULAR OR PLURAL: some, any, none, all, most

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Sugar is uncountable; therefore, the sentence has a singular referent pronoun.

Jewelry is uncountable; therefore, the sentence has a singular referent pronoun.

Examples:

Marbles are countable; therefore, the sentence has a plural referent pronoun.

Jewels are countable; therefore, the sentence has a plural referent pronoun.
3. Compound subjects joined by and always take a plural referent.
Example:-

4. With compound subjects joined by or/nor, the referent pronoun agrees with the
antecedent closer to the pronoun.
Example #1 (plural antecedent closer to pronoun):

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Example #2 (singular antecedent closer to pronoun):

Note: Example #1, with the plural antecedent closer to the pronoun, creates a smoother
sentence than example #2, which forces the use of the singular "his or her."
5. Collective Nouns (group, jury, crowd, team, etc.) may be singular or plural, depending
on meaning.

In this example, the jury is acting as one unit; therefore, the referent pronoun is singular.

In this example, the jury members are acting as twelve individuals; therefore, the referent
pronoun is plural.

In this example, the jury members are acting as twelve individuals; therefore, the referent
pronoun is plural.
6. Titles of single entities. (books, organizations, countries, etc.) take a singular referent.

7. The number of vs A number of before a subject:

 The number of is singular.

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 A number of is plural.

Verb Tense
Verb tense refers to when the action in a sentence takes place—whether it happened in
the past, is happening in the present, or will happen in the future.

Most verbs take a past, present, or future tense. This means that the verb may change
forms to reflect something that already happened, something that is currently happening
or is an ongoing truth/reality, or something that will happen in the future.
Examples:
Past tense: The researcher explained the unusual results.
In this example, "explained" is the past tense verb.
Present tense: Poverty exists in the world even to this day.
In this example, "exists" is the present tense verb.
Future tense: This study will challenge entrepreneurs in their views of the current state of
the economy.
In this example, "will challenge" is the future tense verb.
Notice that the future tense requires the helping verb, "will.“
Also, remember that sometimes sentences might have multiple verb tenses.
Why is studying verb tense important?
Clear communication: It helps in expressing actions and events accurately in relation to
time, ensuring effective communication.
Proper understanding: Using the correct tense ensures that the listener or reader can
understand when an action occurred or will occur.
Avoiding confusion: Incorrect verb tenses can lead to misunderstandings and
confusion in conversations and written text.
Writing and speaking skills: Understanding verb tenses improves your overall language
skills in both writing and speaking.

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Expressing timeframes: It allows you to express actions in the past, present, or future,
providing context and clarity to your statements.
Conveying habits and routines: Tenses help in describing habits, routines, and repeated
actions.

Narrative structure: It is crucial for storytelling and recounting events in a logical

sequence.
Academic and professional purposes: Proper verb tense usage is essential for academic
writing, business communication, and formal contexts.
Building fluency: Understanding verb tenses enhances your language fluency and
proficiency.
Example:
The goal of this study is to determine how the Armed Forces reacted to threats of war in
the past and to implement strategies that will encourage proactive movements rather than
reactive movements in the future.
The first verb, "is," is in the present tense; the second verb, "reacted," is in the past tense;
and the third verb, "will encourage," is in the future tense.
12 types of verb tenses
The simple tenses (past, present, and future) are the most basic forms, but there are 12
major verb tenses in English in all.

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Verb Tense Error

• A verb tense error occurs when the verb used in a sentence does not match the
appropriate tense for the intended meaning.
• This mistake can lead to confusion or miscommunication because the timing of the
action or event may not align with the context of the sentence.
• It often occurs when people accidentally use different verb tenses in the same
sentence or paragraph, making the timing of actions or events inconsistent.
To avoid these errors, it's essential to use the correct verb tense that matches when things
happened or will happen. This way, our writing or speaking becomes more
understandable and makes sense to others.
TYPES OF VERB ERRORS
 Verb Tense Errors
 Verb Form Errors
 Verb Mood Errors
Types of Verb Tense Errors
1. Verb Tense Error: A verb tense error occurs when the verb used in a sentence
does not match the appropriate tense for the intended meaning.
Example:
Incorrect: I am going to the beach yesterday.
Correct: I went to the beach yesterday.
In the incorrect sentence, "am going" is the present tense, but it should be "went" to
match the past tense of "yesterday.“
2. Verb Form Error: A verb form error occurs when the wrong form of the verb is used,
such as using the base form instead of the past tense.
Example:
Incorrect: She have a good time at the party.
Correct: She had a good time at the party.
In the incorrect sentence, "have" is the base form, but it should be "had" in the past tense.
Verb Mood Error: A verb mood error happens when the wrong mood of the verb is used,
like using the indicative mood instead of the subjunctive mood.
Example:
Incorrect: If I was you, I will do it differently.
Correct: If I were you, I would do it differently.
In the incorrect sentence, "was" is indicative, but it should be "were" in the subjunctive
mood to express a hypothetical situation.
Use the appropriate verb mood to convey the intended meaning.

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Indicative mood is used for stating facts or opinions.

• Example: I believe he is right.
Subjunctive mood is used for hypothetical situations, wishes, or suggestions.
• Example: I wish I were there.
Imperative mood is used for giving commands or instructions.
• Example: Please pass the salt.
Verb Voice Error: A verb voice error occurs when the wrong voice of the verb is
used, such as using the passive voice instead of the active voice.
• Example:
Incorrect: The book was written by Mark Twain.
Correct: Mark Twain wrote the book.
In the incorrect sentence, the passive voice “was written" is used, but it should be in
the active voice "wrote" for clearer communication.
• These are some common types of verb errors to watch out for when writing or
speaking. Paying attention to verb usage helps improve the clarity and correctness of
your language.

EXERCISES
EXERCISE 1
Underline the subject (or compound subject) and then identify the verb that agrees
with it.
1. Your friendship over the years and your support (has/have) meant a great deal to us.
2. Hamilton Family Center, a shelter for teenage runaways in San Francisco, (offers/offer)
a wide variety of services.
3. The main source of income for Trinidad (is/are) oil and pitch.
4. The chances of your being promoted (is/are) excellent.
5. There (was/were) a Pokémon card stuck to the refrigerator.

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6. Neither the professor nor his assistants (was/were) able to solve the mystery of the
eerie glow in the laboratory.
7. Many hours at the driving range (has/have) led us to design golf balls with GPS
locators in them.
8. Discovered in the soil of our city garden (was/were) a button dating from the
Civil War dating from the turn of the century.
9. Every year, during the midsummer festival, the smoke of village bonfires (fills/fill) the
sky.
10. The story performers (was/were) surrounded by children and adults eager to see
magical tales.
EXERCISE 2
DIRECTIONS. In the following sentences, underline the subject(s) once and the
verb(s) twice. If an agreement error exists, correct the error. If there is no error(s),
mark the sentence as correct.
1. Phasing out the procedures used in the 1930's, many proponents of scientific data was
included in the development of new and better methods of pasteurizing milk.
2. The process by which the majority diagnoses the problems of developing a corporate
charter allow would-be executives to voice their opinions openly.
3. By taking emphasis off the play instincts of the human race, new vigor and
effectiveness is lost because recreation for the body and for the mind is almost
nonexistent.
4. Rhonda Holmes is one of the scientists’ aides who have been so helpful to the
committee staff.
5. The high standard of the judge, the jury, and four lawyers was effectively upheld.
6. Physics in my classes at Sul Ross University were very difficult for me to learn and
understand.
7. Neither foreign language nor an advanced English literature course are required for
business school graduates at the university.
8. The first movie my twin sisters remember was a take-off on The Brady Bunch.
9. The student who conducted the research for the last three months have determined that
the amount of sales generated will decrease by five percent.
10. The gorilla, along with two monkeys, a kangaroo, and a white bird, were seen on the
deck of an old, weathered boat yesterday during a cloud-break.
11. A box of cigarettes made from imported tobacco leaves were sitting on the desk near
the gold-plated lighter.
12. The city and the state have adopted restrictions involving water consumption between
the hours of 7 a.m. and 8 p.m.
13. Either the yellow bulletin board or the blue cork boards is suitable for your class
project.

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14. The academic committee were undivided in their decision to hire the new faculty
member.
15. This class of students are more intelligent.
16. The principles of science is difficult to understand.
17. There is four thousand students in the university.
18. A poll that was conducted by Lou Harris almost three weeks ago indicate that voters
are outraged by the decision.
19. Reactions to the annual play have been favorable.
20. Fearlessness in the face of overwhelming odds often results in unexpected success.
EXERCISE 3
Underline the subject (or compound subject) and then identify the verb that agrees
with it.
1. Everyone (has/have) done his or her homework.
2. Each of the students (is/are) responsible for doing his or her work.
3. Either my father or my brothers (is/are) going to sell the car.
4. Neither my sisters nor my mother (is/are) going to sell the house.
5. The samples on the tray in the lab (need/needs) testing.
6. Mary and John usually (plays/play) together.
7. Both of the dogs (has/have) collars.
8. Neither the dogs nor the cat (is/are) very hungry.
9. Either the girls or the boy (walk/walks) in the evening.
10. Either the boy or the girls (walk/walks) in the evening.
11. At the end of the fall (comes/come) the hard tests.
12. The slaughter of animals for their fur (has/have) caused controversy.
13. The student, as well as his teacher, (was/were) going on the field trip.
14. The hard tests (comes/come) at the end of the fall.
15. Both of my roommates (has/have) decided to live in the dorms

EXERCISE 4
For each of the following, choose the sentence in which the subjects and verbs have
been correctly identified and in which the subjects and verbs agree. The subjects are
in bold and the verbs are underlined.
1. A) At the end of the story, they was living happily ever after.
B) At the end of the story, they were living happily ever after.

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C) At the end of the story, they were living happily ever after.
D) At the end of the story, they was living happily ever after.

2.
A) When Al and Eli arrive, they find that their friends has waxed their boards.
B) When Al and Eli arrive, they find that their friends has waxed their boards.
C) When Al and Eli arrive, they find that their friends have waxed their boards.
D) When Al and Eli arrive, they find that their friends have waxed their boards.
3.
A) Unless our staff members really do cooperate, we will not meet our goals.
B) Unless our staff members really do cooperate, we will not meet our goals.
C) Unless our staff members really do cooperate, we will not meet our goals.
D) Unless our staff members really do cooperate, we will not meet our goals.
4.
A) Neither she nor they were willing to predict the election results.
B) Neither she nor they was willing to predict the election results.
C) Neither she nor they was willing to predict the election results.
D) Neither she nor they were willing to predict the election results.
5.
A) Nora, of all the candidates who are running, is the best.
B) Nora, of all the candidates who are running, is the best.
C) Nora, of all the candidates who is running, is the best.
D) Nora, of all the candidates who is running, is the best.
6.
A) His dogs, which is kept outside, bark all day long.
B) His dogs, which is kept outside, bark all day long.
C) His dogs, which are kept outside, bark all day long.
D) His dogs, which are kept outside, bark all day long.
7.
A) Either Gary or I am responsible for allocating the funds.
B) Either Gary or I are responsible for allocating the funds.

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C) Either Gary or I am responsible for allocating the funds.

D) Either Gary or I are responsible for allocating the funds.
8.
A) Nora is one of the candidates who are worthy of my vote.
B) Nora is one of the candidates who is worthy of my vote.
C) Nora is one of the candidates who are worthy of my vote.
D) Nora is one of the candidates who is worthy of my vote.
EXERCISE 5
Directions: Choose the correct pronoun in the following sentences.
1. Each of the daughters followed (her, their) mother's footsteps.
2. Neither of the actors could remember (his, their) lines correctly.
3. Everyone complained that (his/her, their) food was cold.
4. Neither of my sisters remembered to purchase (her, their) tickets.
5. Late in the evening, the jury finally reached (its, their) verdict.
6. The captains of both teams forgot the words of wisdom that (his, his or her, their) coaches
had given the night before the championship.
7. Every student should proof (his or her, their) essay for Type I errors.
8. All of my brothers earned (his, their) degrees from Florida State University.
9. Almost everyone was surprised when (he or she, they) heard the news.
10. Everybody on the voyage complained that (he or she, they) were suffering from food
poisoning.
11. Neither Clarissa nor Aleah wore (her, their) own dresses to the prom.
12. Someone in your ENGL 1101 class called and left (his, their) phone number.
13. McDonnell-Douglas recently published (its, their) report on the newly improved
Tomahawk missile.
14. One of the cashiers thinks that (her, their) boss has been transferred to a different
location.
15. Many of the students at Dalton State College find that school pressures affect
(his or her, their) relationships at home.
16. Each of the candidates gave (his or her, their) speech at the Civic Center.
17. Having an obsessive-compulsive personality, Laura likes to have everything
in (its, their) place before she goes to sleep at night.
18. Either of the women who parked illegally will soon find that (her, their) car has
been towed.

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19. Either my brothers or my uncle will fail to purchase (his, their) tickets in time
to receive a discount.
20. Either my brother or my uncles will fail to purchase (his, their) tickets in time
to receive a discount.
EXERCISE 6
Identify the errors in the following sentences. Put if no error is spotted.
1. My favorite history professor, as well as some of his administrative staff, were asked
to resign because fewer students were taking history courses than ever before.
_________________________________________________________________
2. Stephanie claims that she wants to attend college after graduation, but her poor
attitude about studying during senior year do not indicate that she enjoys being a
student.
__________________________________________________________________
3. James is a proactive police officer, so although the local rebellious teenagers are
annoyed by his strict nature, the overall safety of the town have improved drastically
since he was hired.
__________________________________________________________________
4. A pair of supportive shoes are important if you are experiencing lower back pain.
_____________________________________________________________________
5. The paralegal believed that there were an overload of cases in the office, which was
creating stress.
_____________________________________________________________________
6. Shana, Joe, and Marcel was incredible in each of their performances and the audience
rewarded them through cheers and applause.
_____________________________________________________________________
7. While the young analyst is bothered by the fact that his girlfriend is not very skilled
behind the wheel, each of her other redeeming qualities compensate for her driving
ability.
_____________________________________________________________________
8. Rebecca's preference for caviar and expensive chocolates are not a reflection of what
she actually enjoys, but simply a manifestation of her tendency to spend money
carelessly.
_____________________________________________________________________
9. The salami and chorizo in the refrigerator is very salty, so you may want to serve
some water with it so that your guests will be comfortable.
_____________________________________________________________________

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10. The best part of running with bulls are the expressions on other peoples' faces as they
try to stay one step ahead of the beasts behind them.
_____________________________________________________________________

UNIT-II
Voice and Accent

What are speech sounds?

Speech sounds are the vocal sounds we use to make up the words of the English language.
We use them every time we say a word out loud. Saying the right sounds in the right order is
what allows us to communicate with other people and understand what they are saying.
It can help to differentiate speech sounds from the alphabet. For example, in English, the
alphabet is made up of 26 letters. The 44 speech sounds in English are the pure sounds that
letters make when spoken, not related to the name of the letter.

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What are VOWELS?

Speech sounds are broadly categorized as Vowels & Consonants. Vowels are those sounds
during the utterance of which the air escapes freely, without any obstruction. In written
English there are 5 vowels i.e. a, e, i, o, u. But, in spoken English there are 20 vowel sounds
that are made either by vowels themselves or with the vowels in combination called
Diphthongs. A single written Vowel Can produce multiple vowel sounds. Let’s understand
how. Let’s take an example of “a” as a written vowel. But look at how a single written vowel
“a” can produce multiple spoken vowel sounds. Let’s pronounce these words:
Cat ae
Father ah
Account schwa
Ball aw
Day E
A single vowel in written English gives us multiple sounds in spoken English
20 VOWEL Sounds

Vowels are of three types:

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IPA
Phoneme Graphemes Examples
Symbol
25 æ a, ai, au cat, plaid, laugh

a, ai, eigh, aigh, ay, er, et, ei, au, bay, maid, weigh, straight, pay, foyer, filet, eight,
26 eɪ
a_e, ea, ey gauge, mate, break, they

end, bread, bury, friend, said, many, leopard,

27 ɛ e, ea, u, ie, ai, a, eo, ei, ae
heifer, aesthetic

e, ee, ea, y, ey, oe, ie, i, ei, eo, be, bee, meat, lady, key, phoenix, grief, ski,
28 i:
ay deceive, people, quay

29 ɪ i, e, o, u, ui, y, ie it, england, women, busy, guild, gym, sieve

spider, sky, night, pie, guy, stye, aisle, island,

30 aɪ i, y, igh, ie, uy, ye, ai, is, eigh, i_e
height, kite

31 ɒ a, ho, au, aw, ough swan, honest, maul, slaw, fought

o, oa, o_e, oe, ow, ough, eau, open, moat, bone, toe, sow, dough, beau, brooch,
32 oʊ
oo, ew sew

33 ʊ o, oo, u,ou wolf, look, bush, would

34 ʌ u, o, oo, ou lug, monkey, blood, double

o, oo, ew, ue, u_e, oe, ough, ui, who, loon, dew, blue, flute, shoe, through, fruit,
35 u:
oew, ou manoeuvre, group

36 ɔɪ oi, oy, uoy join, boy, buoy

37 aʊ ow, ou, ough now, shout, bough

38 ə a, er, i, ar, our, ur about, ladder, pencil, dollar, honour, augur

39 eəʳ air, are, ear, ere, eir, ayer chair, dare, pear, where, their, prayer

40 ɑ: a arm

41 ɜ:ʳ ir, er, ur, ear, or, our, yr bird, term, burn, pearl, word, journey, myrtle

aw, a, or, oor, ore, oar, our, paw, ball, fork, poor, fore, board, four, taught, war,
42 ɔ:
augh, ar, ough, au bought, sauce

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IPA
Phoneme Graphemes Examples
Symbol
43 ɪəʳ ear, eer, ere, ier ear, steer, here, tier

44 ʊəʳ ure, our cure, tourist

CONSONANTS
A consonant is a sound in spoken language that is characterized by a constriction or closure at
one or more points along the vocal tract. The word consonant comes from Latin meaning
"sounding with" or "sounding together“. While Vowels are pronounced from the vocal cords
with minimal shaping of expelled breath, consonant sounds are created through obstruction or
channelling of the breath by the lips, teeth, tongue, throat, or nasal passage, variously
combined. Some consonants, like B, involve the vocal cords; others don't. Some, like R or W,
flow the breath in a way that steers them relatively close to being vowels.
There are 21 consonant letters in the written alphabet (B, C, D, F, G, H, J, K, L, M, N, P, Q,
R, S, T, V, W, X, Y, Z), and there are 24 consonant sounds in most English accents. . . .
• A consonant sound is produced by shaping, stopping or blocking the air stream as it passes
through the nose or mouth.
• The position of the articulators will affect the consonant sound.
• A consonant sound can be voiced or voiceless.
Why Work on Consonants?
• Indian consonant sounds are harsher than English consonant sounds.
• Need to soften the consonant sounds.

• To get speech clarity.

• To build resonance.
• Some of the English consonant sounds are missing in certain regional languages. E.g. zh,
sh, f etc. Need to learn these sounds to speak correct English
We shall deal with consonant sounds in groups based on the first classification i.e. the way
the sounds are produced. This classification includes….
IPA
Phoneme Graphemes Examples Voiced?
Symbol
1 b b, bb bug, bubble Yes

2 d d, dd, ed dad, add, milled Yes

3 f f, ff, ph, gh, lf, ft fat, cliff, phone, enough, half, often No

4 g g, gg, gh,gu,gue gun, egg, ghost, guest, prologue Yes

5 h h, wh hop, who No

6 dʒ j, ge, g, dge, di, gg jam, wage, giraffe, edge, soldier, exaggerate Yes

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PEV113 UPPER INTERMEDIATE VERBAL ABILITY

IPA
Phoneme Graphemes Examples Voiced?
Symbol
k, c, ch, cc, lk, qu ,q(u), kit, cat, chris, accent, folk, bouquet, queen, rack,
7 k No
ck, x box

8 l l, ll live, well Yes

9 m m, mm, mb, mn, lm man, summer, comb, column, palm Yes

10 n n, nn,kn, gn, pn, mn net, funny, know, gnat, pneumonic, mnemonic Yes

11 p p, pp pin, dippy No

12 r r, rr, wr, rh run, carrot, wrench, rhyme Yes

s, ss, c, sc, ps, st, ce,

13 s sit, less, circle, scene, psycho, listen, pace, course No
se

14 t t, tt, th, ed tip, matter, thomas, ripped No

15 v v, f, ph, ve vine, of, stephen, five Yes

16 w w, wh, u, o wit, why, quick, choir Yes

17 z z, zz, s, ss, x, ze, se zed, buzz, his, scissors, xylophone, craze Yes

18 ʒ s, si, z treasure, division, azure Yes

19 tʃ ch, tch, tu, te chip, watch, future, righteous No

sh, ce, s, ci, si, ch, sci, sham, ocean, sure, special, pension, machine,
20 ʃ No
ti conscience, station

21 θ th thongs No

22 ð th leather Yes

23 ŋ ng, n, ngue ring, pink, tongue Yes

24 j y, i, j you, onion, hallelujah Yes

Word Stress
English is a stressed-timed language. Word stress refers to stressing upon A syllable in the
word. In other words, word stress means a prominent syllable. As a general rule only one
syllable is stressed in one word.

Content vs Function Words

The distinction between content words and function words is one of the key aspects of
English stress and connected speech.
Content words are those which carry clear meaning, such as:
MAIN VERBS: go, speak, think
NOUNS: house, word, idea

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ADJECTIVES: big, difficult, interesting

ADVERBS: slowly, clearly, quite
Function words are grammatical words that glue a sentence together, such as:
AUXILIARY VERBS: are, have, can
PREPOSITIONS: to, from, for
CONJUNCTIONS: and, but, if
PRONOUNS: her, I, their
ARTICLES: a/an, the

Why Word Stress Matters

In her head, this sentence was understandable to Saskia:
“Dessert is my favorite thing!”
But when she said this to a friend, a native English speaker, he looked confused and asked
her:
“Why? It’s just sand and has no life. It could also be dangerous!”
Then it was Saskia’s turn to be puzzled. Can you guess the source of the problem?
Well, the problem here is word stress. Saskia got the word ( “dessert” —the sweet heavenly
thing) right, but she said it with the emphasis in the wrong place and the word sounded like
“desert” —a dry perilous place.

Where to Place Stress

Unfortunately, there is no simple rule for determining where the stress falls in a word.
However, there are some common features which affect the stress in a word, such as words
with prefixes or suffixes, the origin of a word, or the grammatical function. Below is a short
list of more common stress patterns found in English.
Words with an affix–a prefix or a suffix–will typically alter the stress pattern of a word. With
prefixes, this is a bit easier to determine. If a word contains a prefix, such as pre-, dis-, ex-,
re-, over-, under-, etc., a good rule to follow is that the stress will fall on the first syllable of
the root word.
For example:
undo –> un-DO
overcome –> over-COME
extend –> ex-TEND
understand –> un-der-STAND

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One exception to this pattern, as we’ve mentioned before, are compound words. That is,
when a prefix is attached to a noun in such a way that the resulting word is a noun compound.
Notice the above examples–they are all verbs with prefixes attached. When the resulting
word is a noun, the stress will be placed on the prefix.
For example:
overcoat –> O-ver-coat
underwear –> UN-der-wear
output –> OUT-put
Suffixes are not quite as nice and neat as prefixes. Suffixes often results in one of three stress
patterns:
 They are stress-neutral — that is, they do not affect the placement of stress
 They cause stress to move to the penult — that is, the stress moves to the second-to-
last syllable
 They cause stress to move to the antepenult — that is, the stress moves to the third-to-
last syllable

 Words ending in “ic,” “sion” and “tion”

The rule: When a word ends in “ic,” “sion” or “tion,” the stress is usually on the second-
to-last syllable. You count syllables backwards and put a stress on the second one from
the end.
Examples:
creation /cre-A-tion/
commission /com-MI-ssion/
photographic /pho-to-GRA-phic/
 Words ending in “cy,” “ty,” “phy,” “gy” and “al”
The rule: When a word ends in “cy,” “ty,” “phy,” “gy” and “al,” the stress is often on the
third to last syllable. Similarly, you count syllables backwards and put a stress on the third
one from the end.

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PEV113 UPPER INTERMEDIATE VERBAL ABILITY

Examples:
democracy /de-MO-cra-cy/
photography /pho-TO-gra-phy/
logical /LO-gi-cal/
commodity /com-MO-di-ty/
psychology /psy-CHO-lo-gy/

Sentence Stress
What is sentence stress?
Sentence stress (also called prosodic stress) refers to the emphasis placed on certain
words within a sentence. This varying emphasis gives English a cadence, resulting in a
natural songlike quality when spoken fluently.
Sentence stress is generally determined by whether a word is considered a “content word”
or a “function word,” and the vocal space between stressed words creates the rhythm of a
sentence.

Content Words vs. Function Words

In the most basic pattern, content words will always be stressed, while function words
will often be unstressed. Let’s briefly discuss the difference between the two.

Content words
A content word (also known as a lexical word) is a word that communicates a distinct
lexical meaning within a particular context—that is, it expresses the specific content of
what we’re talking about at a given time. Nouns (e.g., dog, Betty, happiness, luggage),
most* verbs (e.g., run, talk, decide, entice), adjectives (e.g., sad, outrageous, good, easy),
and adverbs (e.g., slowly, beautifully, never) all have meaning that is considered lexically
important.
Content words will always have at least one syllable that is emphasized in a sentence, so
if a content word only has a single syllable, it will always be stressed.

Function words
A function word (also known as a structure word) is a word that primarily serves to
complete the syntax and grammatical nuance of a sentence. These include pronouns (e.g.,
he, she, it, they), prepositions (e.g., to, in, on, under), conjunctions (e.g., and, but, if, or),
articles (e.g., a, an, the), other determiners (e.g., this, each, those), and interjections (e.g.,
ah, grr, hello).
In addition to these parts of speech, function words also include a specific subset of verbs
known as auxiliary verbs, which add structural and grammatical meaning to other main
verbs. These include the three primary auxiliary verbs be, do, and have, as well as a

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PEV113 UPPER INTERMEDIATE VERBAL ABILITY

number of others known as modal auxiliary verbs, such as can, may, must, will, and
others.
Finally, function words, especially those with only one syllable, are commonly (but not
always) unstressed in a sentence—since they are not providing lexical meaning integral to
the sentence, we often “skip over” them vocally. For example, in the sentence, “Bobby
wants to walk to the playground,” the particle to, the preposition to, and the definite
article the are all said without (or without much) stress. The content words (Bobby, wants,
walk, and playground), on the other hand, each receive more emphasis to help them stand
out and underline their importance to the meaning of the sentence.

Sentence Stress vs. Word Stress

While function words are often unstressed in a sentence, those that have more than one
syllable still have internal word stress on one of their syllables. For example, the word
because has two syllables (be·cause), with stress placed on the second syllable (/bɪˈkɔz/).
However, in a sentence with a normal stress pattern, because will have less overall
emphasis than the content words around it, which helps maintain the cadence and flow of
the sentence in everyday speech.
Likewise, multi-syllable content words will have even more emphasis placed on the
syllable that receives the primary stress. It is this syllable that is most articulated within a
sentence, with the rest of the word being unstressed like the function words.
Examples of normal sentence stress
Let’s look at some examples, with function words in italics and the primary stress of
content words in bold:
“I have a favor to ask.”
“Jonathan will be* late because his car broke down.”
“I’m going to the store later.”
“We do not agree with the outcome.”
“Please don’t tell me how the movie ends.”
(*Note that be is technically a content word here—it is the main verb in the phrase will be
late—but it remains unstressed like a function word. Because they are often used as
auxiliary verbs to form verb tense, conjugations of be are almost always unstressed in
sentences irrespective of their technical grammatical function.)

Practice Exercises
Exercise 1
Highlight Words or letters where words have more than one to be emphasized
1. The children are at the park.
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PEV113 UPPER INTERMEDIATE VERBAL ABILITY

2. We have brothers and sisters?

3. Why aren’t you doing your homework?
4. He bought a blue bike for his son.
5. I am Australian.
6. We are not familiar with this new computer program.
7. The athlete ran quickly and won the competition.
8. She does not know the answer.
9. I don’t know the answer, either.
10. We aren’t sure.
11. I’ve never heard of that before, but it makes sense.
12. They’ll ask the teacher for help.
13. Some people prefer Macs, but many others prefer PCs.
14. She is going to study tonight.
15. I can read German.
Exercise 2
Put the stresses in the following sentences in the boxes given below:
1. Peter walks two kilometres to his office every day.
2. We’re waiting patiently for the bus at the bus stop opposite the church.
3. Jennifer bought a couple of cakes at the bakery, then ran to the post office.
4. The department store was open until 10 o’clock because they were having a massive
sale.
5. I’ve agreed to meet Dan in the old marketplace outside the library.
6. We could drive to the lake and go fishing.
7. The new opticians next to the bank will open next Friday.
8. If the tennis court is busy we can go to the gym instead.
9. The best kind of bread is white sliced bread.
10. Michelle is having salad and pasta because she doesn’t eat meat.
11. Daniel gave himself the largest portion of ice cream.
12. Ellen was talking about her sister who loves fish and chips.
13. Jenny has just put the cheese in the fridge.
14. Potatoes can be boiled, mashed, fried, chipped, roasted, or oven-baked.

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PEV113 UPPER INTERMEDIATE VERBAL ABILITY

15. We’re going to buy some fruit at the supermarket this afternoon.

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Exercise 3
Put the words into the correct columns:
Column 1: stress on first syllable

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PEV113 UPPER INTERMEDIATE VERBAL ABILITY

Column 2: stress on second syllable

Column 1 Column 2

Exercise 3
Practise saying these phrases and identify the word stresses

Exercise 4
Underline the vowel words in the following lines:

1. I like you.
2. This is my Book.
3. That is a big tree.
4. John like apple.
5. Rita’s dress is red in color.

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6. My sister love pizza.

7. Don’t make noise.
8. Put on your shoes.
9. Let me do this work.
10. I want an orange.

Exercise 5
Identify Stressed Content words and Stressed function words and put them in
separate columns:
1. He had finished breakfast before I arrived.
2. Phillip ordered a huge steak for dinner.
3. They will have to stay up late if they are going to finish their homework.
4. It must have been something in the air that caused Jack to shout.
5. Could you please be more quiet?
6. Unfortunately, Jack wasn't able to finish on time.
7. As soon as he has collected the results he will post them to his website.
8. Peter bought shoes today.
9. There should have been some replies by now.
10. Knowledge creates opportunities where none have existed before.

Content Words Function Words

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Exercise 6

1 .Choose the sentence stress that best answers he following question:

How often does he practice English?

A. He studies English EVERY DAY.
B. HE studies English every day.
C. He studies ENGLISH every day.
D. He STUDIES English every day
2. Choose the sentence stress that best answers the following question: Who's going to the
supermarket?
A. He's GOING to the supermarket.
B. HE'S going to the supermarket.
C. He's going to the SUPERMARKET

3. Choose the sentence stress that best answers the following question:
What is she going to buy?
A. She's going to BUY some bread.
B. SHE'S going to buy some bread.
C. She's going to buy some BREAD.
D. SHE'S GOING TO BUY SOME BREAD

4. Choose the sentence stress that best answers the following question:
What does Tom practice every day?
A. TOM studies English every day.
B. Tom STUDIES English every day.
C. Tom studies ENGLISH every day.
D. Tom studies English EVERY DAY.

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PEV113 UPPER INTERMEDIATE VERBAL ABILITY

5. You are walking along a shopping street with a friend. You stop in front of a shop window
and look at the display there. You see a multi-coloured sweater on sale and tell your friend
you want to go in and buy it. Your friend replies "You want that?"
If your friend stressed the word you, you might understand that:
A. He has certain opinions about you and you are surprising him now
B. He thinks that he actually wants it
C. He thinks the salesperson wants it
D. He thinks the sweater is ugly

6. You are walking along a shopping street with a friend. You stop in front of a shop window
and look at the display there. You see a multi-coloured sweater on sale and tell your friend
you want to go in and buy it. Your friend replies "You want that?"
If he stressed the word want, you might understand that:
A. He thinks the sweater won’t fit you
B. He thinks the sweater isn’t warm enough
C. He thinks you have strange taste
D. He thinks that even on sale, it’s not a good price

7. You go to a party where your friend Lisa is bringing her new boyfriend. You and your
friend Kathy see him, and Kathy says, "That’s Lisa’s boyfriend?"
If she stressed the word Lisa's, you might think that:
A. Kathy thought he was your boyfriend
B. Kathy doesn’t think he is Lisa's type
C. Kathy doesn’t remember who Lisa is
D. Kathy is jealous of Lisa

8. You go to a party where your friend Lisa is bringing her new boyfriend. You and your
friend Kathy see him, and Kathy says, "That’s Lisa’s boyfriend?"
If she stressed the word that's, you might understand that:
A. Kathy thought he was Lisa's brother
B. Kathy thought another guy was Lisa's boyfriend
C. Kathy had a different image of Lisa's boyfriend in her mind

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D. Kathy forgot her glasses at home

Exercise 7
Say these Aloud
1. A Box Of Biscuits, A Box Of Mixed Biscuits, and a Biscuit Mixer
2. “Peter Piper Picked A Peck Of Pickled Pepper,
Did Peter Piper Picked A Peck Pickled Pepper,
If Peter Piper Picked A Peck Of Pickled Pepper,
Where’s The Peck Of Pickled Pepper Peter Piper Picked? “
3. Swan Swam Over The Pond. Swim Swan Swim. Swan Swam back again. Well Swum
Swan
4. Three Grey Geese In Green Fields Grazing
5. We Surely Shall See The Sun Shine Soon
6. Around the Rugged Rocks the Ragged Rascals Ran
7. Long-Legged Ladies Last Longer
8. We Surely Shall See The Sun Shine Soon

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Unit – III
Vocabulary & Reading comprehension
VOCABULARY

Vocabulary is a broad concept in itself. One can enhance one’s language skills by acquiring a good command
over vocabulary.

Tips and Tricks to Learn Vocabulary

• Find Context of New Words

The best way to remember and memorize words is find the context they will be used in. For achieving this,
sentence formulation based on these new words should be practiced both orally and in written form. learn a few
new words every day and try to incorporate them into the conversations that you are going to have throughout
the day. This will help you get familiar with new words and use these words while conversing.
• Learn Synonyms and Antonyms
Learn the synonyms and antonyms for those words. Synonyms are words that have a similar meaning to a word
while antonyms have a meaning opposite to that word. Understanding the relationship between a word and its
synonyms and antonyms may make the task of remembering new words easier.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

• Learn Root-words Prefixes and Suffixes

Learning root words may help you understand the meaning of all the words that will be based on that rood
word. This is efficient and time-saving as instead of having to learn and cram all the words having a common
root word, you will be able to focus on their root which will automatically cover the words related to or
employing that root word. Knowledge of prefixes and suffixes may also help in a similar fashion in this regard.
For example, all words that have ‘mal’ will convey a negative sense, making their meaning easier to figure out.
Example: malfunction

• Learn Tricks and Memorization Techniques

There are multiple tricks and memorization techniques to help you memorize words and their meanings. One
such trick is associating different words by categorizing them. Picturing is another efficient technique to learn
difficult words. There are plenty of games and challenges, such as Scrabble and crossword puzzles to help you
memorize the new words in a fun way.

• Find Words that Might be Related to Job Spheres

Usually, a vocabulary test is designed and adapted to the job position or the course it is being conducted for. Test
that might be related to marketing may have different words than the tests being conducted for technicians. You
may prepare for vocabulary tests by targeting the words that belong to the domain or field related to the role that
the test is being conducted for. Such words may have a higher chance of being asked in the test and you may
save time and effort by focusing on the related domains.

• Learn Commonly Used Words in Vocabulary Tests

Lists of the most commonly referenced words in different vocabulary tests are available online and offline. You
may check out these lists to learn those words that have a higher chance of appearing in the tests. Such lists are
also available based on the domain or expertise related to the job position you may be looking for.

• Practice Regularly
To master any test, there is nothing better than practicing and preparing for it on a regular basis. There are many
sample tests available both online and in a written format provided by various organizations. You may take part
in these mock tests to be familiar with both the structure of the test and the medium on which the test will
probably be conducted. Regularly reading and writing the words and using them in conversation may help you
increase your vocabulary and perform well in the test.

 Synopsis of solving a Vocabulary question

Steps to enhance Vocabulary

STEP 1 Identify the word Whenever we come across a new word in a new sentence while reading a text
book, newspaper or a magazine, we should look up its meaning. This is the best way to enhance vocabulary.

STEP 2 Along with the meaning of a word, its antonyms (words with opposite meaning) should also be
taken into consideration. A good knowledge of words and their antonyms is very beneficial from the
examination point of view.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

STEP 3 The knowledge of words that are similar or closer in meaning to one another is very useful. It
makes a student efficient enough to have a strong sense of the language.
STEP 4 This is one of the most important parts in vocabulary building. It serves to simulate memory by
recalling the words and when needed, apart from making the proper sense and the use of words clear.

To understand these steps, we consider an example. Suppose we take word “Antique”

Using step 1 Antique means something that is old and has not been renewed for long e.g. Antique building (old
building)

Using step 2 opposite of Antique is modern . It also can be replaced by Modern, renovated and Recent, etc.

Using step 3 Synonyms are the similar words in meaning. For synonyms, Antique can be replaced by Traditional
and Ancient , etc.

Using step 4 To be more familiar with the word, we should use them in sentence form. For “Antiqie” a proper
sentence is “”People love to see the antique items”

ROOT WORDS

A root word is a word or word part that can form the basis of new words through the addition of prefixes and
suffixes. Understanding the meanings of common roots can help you work out the meanings of new words as

you encounter them.

Many of the words we use in our daily language come from a root word. Once you pull off any prefixes or
suffixes, the root is usually what remains. For example, “egotist” has a root word of “ego” plus the suffix "-ist."
“Acting” has the root word “act”; “-ing” is merely the suffix. In the examples of root words below, we’ll
examine the basic (root) word as well as its additions.

Root Words That Can Stand Alone

PEV113 UPPER INTERMEDIATE VERBAL ABILITY

There are some root words that can be used on their own or as part of other common words in the English
language. The following root words are provided with their meaning and, in parentheses, a few examples of the
root as part of other words:

• Act: to move or do (actor, acting, reenact)

• Arbor: tree (arboreal, arboretum, arborist)
• Crypt: to hide (apocryphal, cryptic, cryptography)
• Ego: "I" (egotist, egocentric, egomaniac)
• Form: shape (conform, formulate, reform)
• Legal: related to the law (illegal, legalities, paralegal)
• Norm: typical (abnormal, normality, paranormal)
• Phobia: fear (arachnophobia, claustrophobia, hygrophobia)

Root Words as Word Stems

Since much of the English language is derived from Latin and Greek, there may be times when the root of a
word isn’t immediately recognizable because of its origin. You’ll find that the roots listed below are from Greek
or Latin and can't stand alone in English; they need something joined to them to make a whole word in English.
Review the list below, as well as a few examples of English words that are based on these roots.

• Acri: bitter (acrid, acrimony, acridity)

• Astro: star (astronaut, astronomy, astrophysics)
• Aud: hear (audience, audible, audio)
• Auto: self (autonomy, autocrat, automatic)
• Bene: good (benefactor, benevolent, beneficial)
• Carn: flesh (carnal, carnivorous, reincarnate)
• Corp: body (corporal, corporate, corpse)
• Cred: believe (credible, credence, incredible)
• Deca: ten (decade, decathlon, decalogue)
• Dict: say (diction, dictate, edict)
• Gen: birth (genesis, genetics, generate)
• Lum: light (lumen, luminary, luminous)
• Meter: measure (kilometer, millimeter, pedometer)
• Micro: small (microbiology, microcosm, microscope)
• Multi: many (multilingual, multiple, multifaceted)
• Port: carry (portal, portable, transport)
• Sect: cut apart (dissect, sectional, transect)
• Sen: old (senator, senile, senior)
• Sent: to feel (consent, sensation, sensing)
• Tele: far (telephone, telegraph, television)
• Vor: to eat greedily (herbivore, omnivore, voracious)

You could argue that roots like “sent” and “sect” can also stand alone as English words, but they have different
meanings in that case. For more examples, explore these Greek and Latin Word Roots.
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Additional Root Word Examples

Whether talking with friends or reading a book, you're constantly bombarded with root words. Here are more
examples of roots, their meanings, and other words that are formed by adding prefixes and/or suffixes to these
language building blocks:

• Ambul: to move or walk (amble, ambulance, ambulate)

• Cardio: heart (cardiovascular, electrocardiogram, cardiology)
• Cede: to go or yield (intercede, recede, concede)
• Counter: against or opposite (counteract, counterpoint, counterargument)
• Dem: people (democracy, democrat, demographic)
• Derm: skin (dermatitis, dermatology, epidermis)
• Equi: equal (equity, equilateral, equidistant)
• Hypno: sleep (hypnosis, hypnotic, hypnotism)
• Intra: within or into (intrapersonal, intramural, intravenous)
• Ject: to throw (reject, eject, inject)
• Magni: big or great (magnificent, magnify, magnitude)
• Mal: bad (malignant, malfunction, malice)
• Omni: all (omnipotent, omnipresent, omnivore)
• Poly: many (polygamous, polygon, polytheist)
• Script: to write (manuscript, postscript, scripture)
• Vis, vid: to see (envision, evident, vision)

Contextual Vocabulary:
Contextual vocabulary can be discussed as the measured acquisition of meanings of the word from the
paragraph by analysis from contextual signs, previous information, language concerns, as well as theories
established from past chances with the test, however without outside sources of support like word
dictionaries or scholars.
The aim of the contextual vocabulary section in English Language is double; one is to progress and apply
techniques or tools to describe or outline an indefinite noun, verb, as well as adjective from a structured
formation of a sentence, and to create along with set the standard to improve the level of vocabulary.

Rules For Contextual Vocabulary –

 Having a strong vocabulary is a must, which helps in leading you to the right choice of words.

 Maintain the overall tone and idea of the sentence. It will assist you to mark the opening and

closing sentence that further makes aligning easier.

 Ensure that you have a thorough knowledge of demonstrative pronouns such as these, those,

that, etc. as they are necessary to align the jumbled sentences.

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 While solving contextual vocabulary questions, having a thorough knowledge of grammar is

required in order to align the sentence constructively or appropriately.

Tips and Tricks and Shortcuts For Contextual Vocabulary

1. Latin Keyword Method –

The Latin keyword method means to know the reference of any word in Latin terms. Once you know its
meaning it gets easier for you to guess the context of the passage or sentence and choose the words
accordingly to replace the one in the question as directed.

For example – words like –

 Quid pro quo – something for something.

 Ad hoc – to this.

 Verbatim – In exactly the same words

 Seismic

(a) Seismology is study of earthquake.

(b) Seismologists is the person who study Earthquake.

2. Associative Method –

Just as the name might ring a bell, Associative method means to associate a word with any event, picture,

thing or something relatable. This way you can remember more number of words without worrying to

memorize each of them.

For Example – PLETHORA

Now to associate Plethora with something you need to know its meaning which means ‘In abundance’ or
‘Many’.
So now you know two more words that you can associate with plethora and you can guess many more words
which can be a combination of simple and complex words, per say-

 Abundance

 Many

 Several

 Excess
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 Surfeit

 Profusion ………….. and so on.

3. Parent Tree Method –
This method is again a boon for those who struggle at remembering synonyms and antonyms of endless
words in the dictionary. As the name might mean, Parent tree method means to have one PARENT word
and then clip more words to it like leaves and branches that mean the same or have similar meaning.

For Example-
Take a word that you want to find more similar words for, maybe ‘FIGHT’. So make a point that whenever
you come across any other word that relates to the meaning of ‘FIGHT’, your parent word, note it down.
This way you can get a book full words only with very little study.
Some common related words to fight are –
 Brawl
 Struggle
 Competition
 Combat
 Dispute
 Challenge
 Wrestle
 Resist …………………………. and so on.

4. Suffix/ Prefix Method –

There are ample number of words in English dictionary that do not have keywords, so we use the Prefix and
Suffix method to give them a shorter meaning and still be able to relate to the main word. Prefix means the
initial letters of a word while Suffix means the last few alphabets that can be used to denote it in longer
sentences.
For Example – Let’s take a prefix as ‘PRO’ – means and expert. Now count the number of words which
can start with Pro:
 Proactive
 Profess
 Program
 Promote
 Prolong
 Provincial
 Pronoun ……………. and so now. The list is inexhaustible.
Example – Let’s try the same thing with a suffix now. Say, ‘NESS’ – A state or quality. So our list goes
like –
 Coolness
 Darkness
 Dryness
 Boldness
 Fitness
 Kindness ………………. and so one. Inexhaustible once again.
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Tips and Tricks and Shortcuts For Contextual Vocabulary :

TYPES

The types of Contextual Vocabulary questions that can be asked during an assessment are divided into
three categories. The questions for the same are given below:

 Passage-based questions.

 Sentence based questions.

 Antonym/Synonym based question

Type 1- Passage- Based Questions
In passage based question, there will be a given passage, and below the passage there will be the question.
Now, you to find the meaning of that word in passage.

Question 1

Sam and his friends were watching a fiction movie, but one of his friends was teasing them all by revealing
the suspense prior. Since he had already seen the movie. So, Sam asked him to leave the room and do
something else. Since it was a suspensive movie, Sam did not want his friend to disclose the ending as; even
a cursory glance will reveal the mystery.
What is the meaning of the word “cursory” in context to the above paragraph ?

Options:

A. Curious

B. Critical

C. Brief

D. Crude

Correct Option: C

Explanation: Since mystery is mentioned in the statement, hence a brief glance can also break it and

cursory means brief. And curious means anxious, which is not suitable to fill the blank.
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Crude is a sort of oil, which does not suit the sentence frame. Therefore option C is the correct one.
Type 2. Sentence based questions:

Here we will be given a sentence, and below that, we will be given the word, and our task is to find the

meaning of that word in context to its usage in that particular sentence.

Question 1.

Health is too important to be foresaken.

Find the meaning of the term Foresaken in reference to the sentence mentioned above.
Options:
A. Detested
B. Despised
C. Discarded
D. Neglected
Correct option: D
Explanation: Since we’re talking about health here, hence verbs like discarded (meaning to get rid of),
despised and detested (meaning to hate someone) cannot be used, as they do not sit the sentence frame.
Type 3. Antonym/Synonym based questions-
The third and the last type of contextual vocabulary questions is antonym and synonym based questions.
Here we will be given a word and shall be asked to find either its meaning (In case of Synonym) or its
opposite (In case of antonym).
This is better explained with the help of an example below:

Question 1.

Find the word which best expresses the meaning of the word:
Multifarious
Options:
A. Diverse
B. Homogeneous
C. Consistent
D. Alike
Correct option: A
Explanation: By splitting Multifarious, we get multi as a prefix which means many. But the possibilities
have words like homogeneous, which has homo as a prefix which means one or single, next is consistent
which means same or regular, and alike again means similar. All these three options cannot be relatable to
the given the word.
However, diverse which means different or multi, carry a similar meaning to the given the word. Hence
option A is the correct one.
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Synonyms:

Synonyms are words that are similar to another word or have a related meaning. They can be lifesavers when
you want to avoid repeating the same word over and over. Sometimes the word you have in mind might not be
the most appropriate word, which is why finding the right synonym can come in handy. Expand your vocabulary
with an extensive selection of synonyms examples.
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Examples of Synonyms with Sentences:

1. Magnify – expand: He magnified their happiness like their pain.
2. Baffle – confuse, deceive: The bad news he received consecutively confused him.
3. Beautiful – attractive, pretty, lovely, stunning: You are the most beautiful woman I have ever seen in
my life.
4. Bossy – controlling, tyrannical: You have a structure that likes to bossy.
5. Fair – just, objective, impartial, unbiased: We believe you are impartial.
5. Funny – humorous, comical, hilarious, hysterical: My uncle is the most funny person in the family, and
when we all get together, they always make us laugh.
6. Happy – content, joyful, mirthful, upbeat: I think the most important factor in this life is to be happy.
7. Hardworking- diligent, determined, industrious, enterprising: Maybe she was the quietest girl in our
class, but more hardworking than all of us.
8. Honest – honorable, fair, sincere, trustworthy: Being honest should be one of our most important
character traits.
9. Hypocrisy – duplicity, falseness: Everyone knows that they can never tolerate hypocrisy.
10. Important – required, vital, essential, primary, significant, critical: We need to talk to you about this
important issue immediately.
11. Intelligence – smart, bright, brillant, sharp: We all know that you have unique intelligence.
12. Introverted – shy, bashful, quiet, withdrawn: You already have an extroverted personality, we believe
you will overcome all this.
13. Kind – thoughtful, considerate, amiable, gracious: We have always known you as a kind person, I
could not make sense of all this.
14. Lazy – idle, lackadaisical, lethargic, indolent: When I met her teacher today, she told me that she was
too lazy this year.
15. Lucky – auspicious, fortunate: How lucky you are! You won this game.
16. Mean – unfriendly, unpleasant, bad- tempered, difficult: I can’t figure out what this means most,
please speak a little more.
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17. Old – antiquated, ancient, obsolete, extinct: Today we will visit old aunts.
18. Outgoing – friendly, sociable, warm, extroverted: I think it has an extroverted structure.
19. Pacify – appease, placate: I came here to appease you.
20. Positive – optimistic, cheerful, starry- eyed, sanguine: I always recommend you to be positive.
21. Recalcitrant – obstinate, stubborn: You are a very stubborn person.
22. Strong – stable, secure, solid, tough: We saw that he was a strong man this morning.
23. True – genuine, factual, accurate, correct, real: What is the correct word called?
24. Unhappy – sad, depressed, melancholy, miserable: You are not unhappy, you just feel that way.
25. Weak – frail, infirm, puny, fragile: I don’t think she is a weak woman.
26. About – approximately: I know very little about you.
27. Abstract – summary: Our topic today is abstract nouns.
28. To accomplish – to achieve: Please achieve this exam well.
29. Almost – nearly: We’re almost close, there is little left.
30. To answer – to reply: Please give me an urgent answer.
31. Anyway – besides: Anyway, this is the case.
32. Arise – occur: All these problems are occur by your indifference.
33. Aromatic – fragrant: All this has an aromatic smell.
34. Awful- terrible: What is this awful smell?
35. To behave – to act: Act just how you want to treat me.
36. Believable – plausible: I told you that you are a believable person.
37. Beneficial – favourable: All of these fruits are beneficial for your health.
38. Bizarre – weird: Who is this bizarre looking man?
39. Business – commerce, trade: You’re too good for this business.
40. Candy – sweet: You are a girl like a candy.
41. Class – lesson, course: I am the oldest child in our class.
41. Clever – intelligence: You have good intelligence.
42. To close – to shut: Please stay a little close to me.
43. Comfort – consolation: What does comfort mean to you?
44. Comic – comedian: We all know what a comic man he is.
45. Complete – total: Complete all these tests.
46. Completely – totally: I left all my heritage to you completely.
47. To connect – to associate, to put through: I cannot connect the computer to the internet.
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48. Considerate – thoughtful: Your father is a very thoughtful man.

49. Colossal – Immense: gigantic, gargantuan, monumental, giantlike
50. Friendly– Warm: intimate, cordial, genuine, candid

Antonyms :
Antonyms (opposite words) are an important word type to use in almost any form of writing. Many people
though, don’t actually understand what an antonym is. Most people would be surprised to hear that they
probably use antonyms all of the time without realizing it though. This guide will take you through what an
antonym is, how it is used in writing, and give you some of the reasons why learning antonyms is important in
any type of writing.

Examples of Antonyms with Sentences:

1. Abundant – Scarce
Abundant: Available in Large Quantities
Scarce: Present in insufficient quantity
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The town has an abundant supply of cheap labour.

Food supply was scarce during the world war.
2. Artificial – Natural
Artificial: Produced by human beings instead of occurring naturally
Natural: Not made by humankind, derived from nature
The zoo authorities are planning to construct an artificial lake in the premises.
With the increasing climate change, we will be facing scarcity in natural resources.
3. Bold – Timid
Bold: Willingness to take risk, courageous
Timid: Easily frightened
She was bold enough to raise her voice for her rights.
The boy always felt timid and shy with strangers.
4. Intrepid – Cowardly
Intrepid: Fearless
Cowardly: Lacking courage
Aman’s intrepid personality makes him the right fit for a good team leader.
He always knew that running away from home was a cowardly thing to do.
5. Grumpy – Amiable
Grumpy: Irritable and bad-tempered
Amiable: Friendly with pleasant manners
I feel grumpy when there are too many people around me.
The village locals are sprightly and amiable.
6. Castigate – Praise
Castigate: Expression of disapproval, Reprimand
Praise: Express great approval or admiration
His grandmother castigated his behaviour towards his parents.
The president praised the valour of the young soldier.
7. Affable – Unfriendly
Affable: Friendly, lovable, good to talk
Unfriendly: Not friendly
He is an affable fellow, always willing to stop and talk.
I find him aloof and unfriendly.
8. Tranquil – Excitable
Tranquil: Calm
Excitable: Easily excited
Meditation always helps me feel tranquil and happy.
She is usually the one to calm her excitable partner.
9. Acme – Nadir
Acme: Something at its best, at the top
Nadir: The lowest or the least point in the situation
The next century brought the empire to its acme of excellence and fame.
The fall of the tower forecasted the nadir of his reign.
10. Boundless – Limited
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Boundless: Unlimited or Immense

Limited: Confined or Restricted
Her boundless ambition ignited the fire of perseverance in her.
His magic is only limited to the immortal world.
11. Fiendish – Tenderhearted
Fiendish: Extremely cruel, unpleasant, evil
Tenderhearted: Compassionate, Kind, Sympathetic
12. Bashful – Bold
Bashful: Reluctant to draw attention to oneself, shy
Bold: Confident, Courageous, Take risks
13. Ephemeral- Longlived
Ephemeral: Lasting for a very short period of time
Longlived: Having an existence for longer duration
14. Compress – Enlarge
Compress: Squeeze, Flatten or press
Enlarge: More extensive, Larger

15. Debilitate – Strengthen

Debilitate: To weaken someone, infirm
Strengthen: Make or become stronger
16. Concise – Lengthy
Concise: Giving ample information in few words
Lengthy: Considerable or usual length
17. Detrimental – Beneficial
Detrimental: Tending to cause harm
Beneficial: Favourable, advantageous, good
18. Adulation – Criticism
Adulation: Excessive admiration or praise
Criticism: Expression of disapproval of someone or something
19. Inception – Conclusion
Inception: Beginning of something new
Conclusion: The finishing or end of an event or process
20. Eccentric – Ordinary
Eccentric: A person with or unusual behaviour
Ordinary: Normal with no special distinct features
21. Authentic – Fake
Authentic: Genuine, of undisputed origin
Fake: Not genuine or imitation
22. Emancipate – Enslave
Emancipate: Set free, liberate
Enslave: To make some slave, to capture them
23. Bewitch – Repel
Bewitch: Enchant or delight someone, being fond of someone
Repel: Force something back or away
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24. Precarious – Safe

Precarious: Not getting a secure hold of the position or likely to fall
Safe: Not exposed to danger
25. Aversion- Liking/Inclination
Aversion: Hatred or harsh feelings towards someone or something
Liking/Inclination: Being fond of something or someone
26. Fallacious – True
Fallacious: Untrue, false or based mistaken beliefs
True: Accurate of exact
27. Avarice – Generosity
Avarice: Extreme greed for wealth
Generosity: The quality of being kind and plentiful
28. Knavish -Virtuous
Knavish: Dishonest
Virtuos: Having or showing high moral standards
29. Dwindle – Flourish
Dwindle: Diminish gradually in size or amount
Flourish: Grow and develop in a healthy rigorous way
30. Colossal – Tiny
Colossal: Extremely large or huge
Tiny: Very small
31. Decimate – Construct
Decimate: Destroy, kill or remove
Construct: Build or make something typically building or road
32. Jabber- Quiet
Jabber: Talk rapidly, chatter
Quiet: Making little or no noise
33. Foster – Suppress
Foster: Something desirable
Suppress: Forcibly our something to end
34. Yearn – Loathe
Yearn: Have an intense feeling of longing for someone or something
Loathe: Feeling intense dislike or disgust
35. Frugal – Extravagant
Frugal: Sparing or economical
Frugal: Sparing or economical
Extravagant: Spending money or resources recklessly
36. Mitigate- Intensify
Mitigate: To turn something bad into less severe or painful
Intensify: Become or make more intense
37. Perennial – Occasional
Perennial: Lasting for an infinite period of time
Occasional: Occurring or done in irregular intervals of time
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38. Obstinate – Amenable

Obstinate: Stubborn in one’s opinion
Amenable: Lovable or Friendly

39. Agile – Clumsy/Stiff

Agile: Able to move quickly or easily
Clumsy/Stiff: Not easily bend or change in shape
40. Clemency- Ruthlessness
Clemency: Mercy or lenience
Ruthlessness: Lack of pity or compassion for others
41. Vendetta- Harmony
Vendetta: A prolonged bitter quarrel
Harmony: Pleasant
42. Adept – Amateur
Adept: Very skilled or proficient
Amateur: Someone who is incompetent or inept for a particular activity
43. Sanguine – Pessimistic
Sanguine: Optimistic or positive in difficult condition
Pessimistic: Believing that only worst will come out of the situation
44. Palatable – Tasteless
Palatable: Pleasant to taste or tasty
Tasteless: Lacking in flavour or taste
45. Arduous – Effortless
Arduous: Requiring strenuous efforts
Effortless: Requiring no mental or physical exertion
46. Circumscribed – Boundless
Circumscribed: Restrict something within limits
Boundless: Having no boundaries, unlimited
47. Sedentary – Active
Sedentary: An inactive person
Active: Ready to engage in physically energetic activities
48. Relish – Apathy
Relish: Great enjoyment
Apathy: Lack of interest or enthusiasm
49. Dearth – Abundance
Dearth: Scarcity or lack of something
Abundance: Present in an excessive amount
50. Jeopardy – Safety
Jeopardy: Danger of loss, failure or harm
Safety: The condition of being protected or unlikely to cause danger
Phrasal Verbs:
What is a phrasal verb?
Phrasal verbs are a combination of a verb and a preposition, adverb or both. These combinations often have
a completely different meaning from the original verb.
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verb particle example meaning

look up You can look up any new words in You can find the meaning of
your dictionary. any new words in your
dictionary.
get through I tried to phone her but I couldn’t I tried to phone her but I
get through. couldn’t get a connection.
make out I just can’t make Jim out at all. I just can’t understand Jim’s
behaviour.

Example:

How to use phrasal verbs in English

Phrasal verbs have to be learned like any other vocabulary

.
Example:
 go through – undergo/suffer/experience

Norman is going through hard times at the moment.

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 get by without someone – survive without/manage without someone

He has to get by without her.

Many phrasal verbs also have a regular verb with the same meaning. However, these regular verbs often
sound quite formal and are usually used in formal written communication.

Example:

His girlfriend broke up with him last week.

His girlfriend ended their relationship last week.
He always thought they got on well.
He always thought they were on good terms.
Well, somehow he has to put up with the situation.
Well, somehow he has to accept the situation.
Life goes on.
Life continues.
Word order with phrasal verbs
Some phrasal verbs can be separated by an object and some can’t. Inseparable phrasal verbs cannot be
separated which means the particle must come directly after the verb.

Example:
He fell for his girlfriend. (not: He fell his girlfriend for.)
He fell for her. (not: He fell her for.)
Many phrasal verbs are separable which means that the object can come between the verb and the particle or
after the particle. However, when the object is pronoun, it comes between the verb and the particle.
Example:
She threw his love letters away./She threw away his love letters.
She threw them away. (not: She threw away them.)

List of common phrasal verbs

 ask somebody out
invite on a date
Brian asked Judy out to dinner and a movie.
 ask around
ask many people the same question
I asked around but nobody has seen my wallet.
 add up to something
equal
Your purchases add up to $205.32.
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 back something up
reverse
You'll have to back up your car so that I can get out.
 back somebody up
support
My wife backed me up over my decision to quit my job.
 blow up
explode
The racing car blew up after it crashed into the fence.
 blow something up
add air
We have to blow 50 balloons up for the party.
 break down
stop functioning (vehicle, machine)
Our car broke down at the side of the highway in the snowstorm.
 break down
get upset
The woman broke down when the police told her that her son had died.
 break something down
divide into smaller parts
Our teacher broke the final project down into three separate parts.
 break in
force entry to a building
Somebody broke in last night and stole our stereo.
 break into something
enter forcibly
The firemen had to break into the room to rescue the children.
 break something in
wear something a few times so that it doesn't look/feel new
I need to break these shoes in before we run next week.
 break in
interrupt
The TV station broke in to report the news of the president's death.
 break up
end a relationship
My boyfriend and I broke up before I moved to America.
 break up
start laughing (informal)
The kids just broke up as soon as the clown started talking.
 break out
escape
The prisoners broke out of jail when the guards weren't looking.
 break out in something
develop a skin condition
I broke out in a rash after our camping trip.
 bring somebody down
make unhappy
This sad music is bringing me down.
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 bring somebody up
raise a child
My grandparents brought me up after my parents died.
 bring something up
start talking about a subject
My mother walks out of the room when my father brings up sports.
 bring something up
vomit
He drank so much that he brought his dinner up in the toilet.
 call around
phone many different places/people
We called around but we weren't able to find the car part we needed.
 call somebody back
return a phone call
I called the company back but the offices were closed for the weekend.
 call something off
cancel
Jason called the wedding off because he wasn't in love with his fiancé.
 call on somebody
ask for an answer or opinion
The professor called on me for question 1.
 call on somebody
visit somebody
We called on you last night but you weren't home.
 call somebody up
phone
Give me your phone number and I will call you up when we are in town.
 calm down
relax after being angry
You are still mad. You need to calm down before you drive the car.
 not care for somebody/ something
not like (formal)
I don't care for his behavior.
 catch up
get to the same point as somebody else
You'll have to run faster than that if you want to catch up with Marty.
 check in
arrive and register at a hotel or airport
We will get the hotel keys when we check in.
 check out
leave a hotel
You have to check out of the hotel before 11:00 AM.
 check somebody/ something out
look at carefully, investigate
The company checks out all new employees.
 check out somebody/ something
look at (informal)
Check out the crazy hair on that guy!
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 cheer up
become happier
She cheered up when she heard the good news.
 cheer somebody up
make happier
I brought you some flowers to cheer you up.
 chip in
help
If everyone chips in we can get the kitchen painted by noon.
 clean something up
tidy, clean
Please clean up your bedroom before you go outside.
 come across something
find unexpectedly
I came across these old photos when I was tidying the closet.
 come apart
separate
The top and bottom come apart if you pull hard enough.
 come down with something
become sick
My nephew came down with chicken pox this weekend.
 come forward
volunteer for a task or to give evidence
The woman came forward with her husband's finger prints.
 come from some place
originate in
The art of origami comes from Asia.
 count on somebody/ something
rely on
I am counting on you to make dinner while I am out.
 cross something out
draw a line through
Please cross out your old address and write your new one.
 cut back on something
consume less
My doctor wants me to cut back on sweets and fatty foods.
 cut something down
make something fall to the ground
We had to cut the old tree in our yard down after the storm.
 cut in
interrupt
Your father cut in while I was dancing with your uncle.
 cut in
pull in too closely in front of another vehicle
The bus driver got angry when that car cut in.
 cut in
start operating (of an engine or electrical device)
The air conditioner cuts in when the temperature gets to 22°C.
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 cut something off

remove with something sharp
The doctors cut off his leg because it was severely injured.
 cut something off
stop providing
The phone company cut off our phone because we didn't pay the bill.
 cut somebody off
take out of a will
My grandparents cut my father off when he remarried.
 cut something out
remove part of something (usually with scissors and paper)
I cut this ad out of the newspaper.
 do somebody/ something over
beat up, ransack (BrE, informal)
He's lucky to be alive. His shop was done over by a street gang.
do something over
do again (AmE)
My teacher wants me to do my essay over because she doesn't like my topic.
 do away with something
discard
It's time to do away with all of these old tax records.
 do something up
fasten, close
Do your coat up before you go outside. It's snowing!
 dress up
wear nice clothing
It's a fancy restaurant so we have to dress up.
 drop back
move back in a position/group
Andrea dropped back to third place when she fell off her bike.
 drop in/ by/ over
come without an appointment
I might drop in/by/over for tea sometime this week.
 drop somebody/ something off
take somebody/ something somewhere and leave them/it there
I have to drop my sister off at work before I come over.
 drop out
quit a class, school etc
I dropped out of Science because it was too difficult.
 eat out
eat at a restaurant
I don't feel like cooking tonight. Let's eat out.
 end up
eventually reach/do/decide
We ended up renting a movie instead of going to the theatre.
 fall apart
break into pieces
My new dress fell apart in the washing machine.
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 fall down
fall to the ground
The picture that you hung up last night fell down this morning.
 fall out
separate from an interior
The money must have fallen out of my pocket.
 fall out
(of hair, teeth) become loose and unattached
His hair started to fall out when he was only 35.
 figure something out
understand, find the answer
I need to figure out how to fit the piano and the bookshelf in this room.
 fill something in
to write information in blanks, as on a form (BrE)
Please fill in the form with your name, address, and phone number.
 fill something out
to write information in blanks, as on a form (AmE)
The form must be filled out in capital letters.
 fill something up
fill to the top
I always fill the water jug up when it is empty.
 find out
discover
We don't know where he lives. How can we find out?
 find something out
discover
We tried to keep the time of the party a secret, but Samantha found it out.
 get something across/ over
communicate, make understandable
I tried to get my point across/over to the judge but she wouldn't listen.
 get along/on
like each other
I was surprised how well my new girlfriend and my sister got along/on.
 get around
have mobility
My grandfather can get around fine in his new wheelchair.
 get away
go on a vacation
We worked so hard this year that we had to get away for a week.
 get away with something
do without being noticed or punished
Jason always gets away with cheating in his maths tests.
 get back
return
We got back from our vacation last week.
 get something back
receive something you had before
Liz finally got her Science notes back from my roommate.
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 get back at somebody

retaliate, take revenge
My sister got back at me for stealing her shoes. She stole my favourite hat.
 get back into something
become interested in something again
I finally got back into my novel and finished it.
 get on something
step onto a vehicle
We're going to freeze out here if you don't let us get on the bus.
 get over something
recover from an illness, loss, difficulty
I just got over the flu and now my sister has it.
 get over something
overcome a problem
The company will have to close if it can't get over the new regulations.
 get round to something
finally find time to do (AmE: get around to something)
I don't know when I am going to get round to writing the thank you cards.
 get together
meet (usually for social reasons)
Let's get together for a BBQ this weekend.
 get up
get out of bed
I got up early today to study for my exam.
 get up
stand
You should get up and give the elderly man your seat.
 give somebody away
reveal hidden information about somebody
His wife gave him away to the police.
 give somebody away
take the bride to the altar
My father gave me away at my wedding.
 give something away
ruin a secret
My little sister gave the surprise party away by accident.
 give something away
give something to somebody for free
The library was giving away old books on Friday.
 give something back
return a borrowed item
I have to give these skates back to Franz before his hockey game.
 give in
reluctantly stop fighting or arguing
My boyfriend didn't want to go to the ballet, but he finally gave in.
 give something out
give to many people (usually at no cost)
They were giving out free perfume samples at the department store.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

 give something up
quit a habit
I am giving up smoking as of January 1st.
 give up
stop trying
My maths homework was too difficult so I gave up.
 go after somebody
follow somebody
My brother tried to go after the thief in his car.
 go after something
try to achieve something
I went after my dream and now I am a published writer.
 go against somebody
compete, oppose
We are going against the best soccer team in the city tonight.
 go ahead
start, proceed
Please go ahead and eat before the food gets cold.
 go back
return to a place
I have to go back home and get my lunch.
 go out
leave home to go on a social event
We're going out for dinner tonight.
 go out with somebody
date
Jesse has been going out with Luke since they met last winter.
 go over something
review
Please go over your answers before you submit your test.
 go over
visit somebody nearby
I haven't seen Tina for a long time. I think I'll go over for an hour or two.
 go without something
suffer lack or deprivation
When I was young, we went without winter boots.
 grow apart
stop being friends over time
My best friend and I grew apart after she changed schools.
 grow back
regrow
My roses grew back this summer.
 grow into something
grow big enough to fit
This bike is too big for him now, but he should grow into it by next year.
 grow out of something
get too big for
Elizabeth needs a new pair of shoes because she has grown out of her old ones.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

 grow up
become an adult
When Jack grows up he wants to be a fireman.
 hand something down
give something used to somebody else
I handed my old comic books down to my little cousin.
 hand something in
submit
I have to hand in my essay by Friday.
 hand something out
to distribute to a group of people
We will hand out the invitations at the door.
 hand something over
give (usually unwillingly)
The police asked the man to hand over his wallet and his weapons.
 hang in
stay positive (informal)
Hang in there. I'm sure you'll find a job very soon.
 hang on
wait a short time (informal)
Hang on while I grab my coat and shoes!
 hang out
spend time relaxing (informal)
Instead of going to the party we are just going to hang out at my place.
 hang up
end a phone call
He didn't say goodbye before he hung up.
 hold somebody/ something back
prevent from doing/going
I had to hold my dog back because there was a cat in the park.
 hold something back
hide an emotion
Jamie held back his tears at his grandfather's funeral.
 hold on
wait a short time
Please hold on while I transfer you to the Sales Department.
 hold onto somebody/ something
hold firmly using your hands or arms
Hold onto your hat because it's very windy outside.
 hold somebody/ something up
rob
A man in a black mask held the bank up this morning.
 keep on doing something
continue doing
Keep on stirring until the liquid comes to a boil.
 keep something from somebody
not tell
We kept our relationship from our parents for two years.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

 keep somebody/ something out

stop from entering
Try to keep the wet dog out of the living room.
 keep something up
continue at the same rate
If you keep those results up you will get into a great college.
 let somebody down
fail to support or help, disappoint
I need you to be on time. Don't let me down this time.
 let somebody in
allow to enter
Can you let the cat in before you go to school?
 log in (or on)
sign in (to a website, database etc)
I can't log in to Facebook because I've forgotten my password.
 log out (or off)
sign out (of a website, database etc)
If you don't log off somebody could get into your account.
 look after somebody/ something
take care of
I have to look after my sick grandmother.
 look down on somebody
think less of, consider inferior
Ever since we stole that chocolate bar your dad has looked down on me.
 look for somebody/ something
try to find
I'm looking for a red dress for the wedding.
 look forward to something
be excited about the future
I'm looking forward to the Christmas break.
 look into something
investigate
We are going to look into the price of snowboards today.
 look out
be careful, vigilant, and take notice
Look out! That car's going to hit you!
 look out for somebody/ something
be especially vigilant for
Don't forget to look out for snakes on the hiking trail.
 look something over
check, examine
Can you look over my essay for spelling mistakes?
 look something up
search and find information in a reference book or database
We can look her phone number up on the Internet.
 look up to somebody
have a lot of respect for
My little sister has always looked up to me.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

 make something up
invent, lie about something
Josie made up a story about why we were late.
 make up
forgive each other
We were angry last night, but we made up at breakfast.
 make somebody up
apply cosmetics to
My sisters made me up for my graduation party.
 mix something up
confuse two or more things
I mixed up the twins' names again!
 pass away
die
His uncle passed away last night after a long illness.
 pass out
faint
It was so hot in the church that an elderly lady passed out.
 pass something out
give the same thing to many people
The professor passed the textbooks out before class.
 pass something up
decline (usually something good)
I passed up the job because I am afraid of change.
 pay somebody back
return owed money
Thanks for buying my ticket. I'll pay you back on Friday.
 pay for something
be punished for doing something bad
That bully will pay for being mean to my little brother.
 pick something out
choose
I picked out three sweaters for you to try on.
 point somebody/ something out
indicate with your finger
I'll point my boyfriend out when he runs by.
 put something down
put what you are holding on a surface or floor
You can put the groceries down on the kitchen counter.
 put somebody down
insult, make somebody feel stupid
The students put the substitute teacher down because his pants were too short.
 put something off
postpone
We are putting off our trip until January because of the hurricane.
 put something out
extinguish
The neighbours put the fire out before the firemen arrived.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

 put something together

assemble
I have to put the crib together before the baby arrives.
 put up with somebody/ something
tolerate
I don't think I can put up with three small children in the car.
 put something on
put clothing/ accessories on your body
Don't forget to put on your new earrings for the party.
 run into somebody/ something
meet unexpectedly
I ran into an old school-friend at the mall.
 run over somebody/ something
drive a vehicle over a person or thing
I accidentally ran over your bicycle in the driveway.
 run over/ through something
rehearse, review
Let's run over/through these lines one more time before the show.
 run away
leave unexpectedly, escape
The child ran away from home and has been missing for three days.
 run out
have none left
We ran out of shampoo so I had to wash my hair with soap.
 send something back
return (usually by mail)
My letter got sent back to me because I used the wrong stamp.
 set something up
arrange, organize
Our boss set a meeting up with the president of the company.
 set somebody up
trick, trap
The police set up the car thief by using a hidden camera.
 shop around
compare prices
I want to shop around a little before I decide on these boots.
 show off
act extra special for people watching (usually boastfully)
He always shows off on his skateboard
 sleep over
stay somewhere for the night (informal)
You should sleep over tonight if the weather is too bad to drive home.
 sort something out
organize, resolve a problem
We need to sort the bills out before the first of the month.
 stick to something
continue doing something, limit yourself to one particular thing
You will lose weight if you stick to the diet.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

 switch something off

stop the energy flow, turn off
The light's too bright. Could you switch it off.
 switch something on
start the energy flow, turn on
We heard the news as soon as we switched on the car radio.
 take after somebody
resemble a family member
I take after my mother. We are both impatient.
 take something apart
purposely break into pieces
He took the car brakes apart and found the problem.
 take something back
return an item
I have to take our new TV back because it doesn't work.
 take off
start to fly
My plane takes off in five minutes.
 take something off
remove something (usually clothing)
Take off your socks and shoes and come in the lake!
 take something out
remove from a place or thing
Can you take the garbage out to the street for me?
 take somebody out
pay for somebody to go somewhere with you
My grandparents took us out for dinner and a movie.
 tear something up
rip into pieces
I tore up my ex-boyfriend's letters and gave them back to him.
 think back
remember (often + to, sometimes + on)
When I think back on my youth, I wish I had studied harder.
 think something over
consider
I'll have to think this job offer over before I make my final decision.
 throw something away
dispose of
We threw our old furniture away when we won the lottery.
 turn something down
decrease the volume or strength (heat, light etc)
Please turn the TV down while the guests are here.
 turn something down
refuse
I turned the job down because I don't want to move.
 turn something off
stop the energy flow, switch off
Your mother wants you to turn the TV off and come for dinner.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

 turn something on
start the energy, switch on
It's too dark in here. Let's turn some lights on.
 turn something up
increase the volume or strength (heat, light etc)
Can you turn the music up? This is my favorite song.
 turn up
appear suddenly
Our cat turned up after we put posters up all over the neighborhood.
 try something on
sample clothing
I'm going to try these jeans on, but I don't think they will fit.
 try something out
test
I am going to try this new brand of detergent out.
 use something up
finish the supply
The kids used all of the toothpaste up so we need to buy some more.
 wake up
stop sleeping
We have to wake up early for work on Monday.
 warm somebody/ something up
increase the temperature
You can warm your feet up in front of the fireplace.
 warm up
prepare body for exercise
I always warm up by doing sit-ups before I go for a run.
 wear off
fade away
Most of my make-up wore off before I got to the party.
 work out
exercise
I work out at the gym three times a week.
 work out
be successful
Our plan worked out fine.
 work something out
make a calculation
We have to work out the total cost before we buy the house.
Practice Exercises
Exercise 1: Choose the correct Answer for the given contextual vocabulary based Questions:
1. I wanted to just set the table and be done with it, but my mother scrupulously arranged each napkin, dish,
and utensil until they were in perfect alignment. Scrupulously means…
a. With great attention to details
b. With a speed
c. Not in right order
d. Alphabetical order
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

2. When Jose found out that his little brother Emilio carelessly broke Jose’s Xbox disc tray, Jose
was vexed and sure let Emilio know it. Vexed means…
a. Fascinated
b. Irritated and Angry
c. Cranky and funny
d. Forced and motivated

3. Stanley tried to determine the meaning of the vocabulary word, but there were so few clues in the sentence
all he could do was hopelessly conjecture as to what the word might mean. Conjecture means?
a. Organize
b. Thrash out
c. A Guess
d. Analyze
4. Unlike his sister Cattie, who had a very calm and mellow disposition, John jumped on Sofas and ran
through the house like an animal kingdom. In the sentence the word disposition means:
a. Understanding
b. Reaction
c. Temperament
d. Strength
5. If you go to the party wearing your best smile, laugh good naturedly, and try your dance steps out (even if
you aren’t the best dancer), you will attract attention with your amiable disposition. Amiable means…
a. Appreciated
b. Defied
c. Improved
d. Friendly; kind
6. When John saw his report card, he was excited because he had all As and an A- in Biology; but when
his fastidious mother saw his report card, she shook her head in disappointment. Here the word
fastidious means:
a. Not happy
b. Showing consent
c. Disappointing reaction
d. Excessive demanding
7. Amy wanted to wear the simple white dress to the dance but her friend Emilia kept pushing her to buy
golden ballroom gown as ostentatious. Ostentatious means…
a. Overly showy
b. Very expensive
c. Simple but unique
d. Something of cheap quality
8. The children in the orphanage might have starved had it not been for the benevolence of the nuns,
who sacrificed their own small salaries to provide food for the children. Benevolence means…
a. Favor
b. Affection
c. Charity
d. Gifts
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

9. One might think that the child would be afraid of such a large animal, but the intrepid young girl ran
up to the beast and began scratching it behind the ears. Intrepid means
a. Thoughtless
b. Adventurous
c. Daring
d. Exciting
10. Janet disliked the servile students, the ones who were always volunteering to help the teacher grade
papers or clean the board. Servile means
a. Enthusiastic
b. Desire to please others
c. Proud behavior
d. Helping nature
11. Clyde could no longer tolerate the derision of his classmates. Derision means
a. Threatening
b. Disrespectful mocking
c. Bullying
d. Intimidation
12. I implore the school board members and administrators to take a closer look at cyber-bullying as it is
practiced in our community. Implore means
a. To make an impassioned plea
b. Beneficent for something
c. Charitable
d. Benevolent
13. John could not focus on the assignment with the incessant chatting. Here the word incessant means..
a. Uncontrollable
b. Persuadable
c. Nonstop
d. Irritable
14 . When Jacob received the job offer, he was so overcome with felicity. Felicity means..
a. Spiritual
b. Zeal
c. Ill nature
d. Strong happiness
[Link] librarian won't take away your candy, so long as you are considerate and consume it in
a discreet manner. Discreet means..
a. disrespectful
b. not to harm others
c. not to gain attention
d. do something in a quick way

Exercise2.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

For each of the passages below, select the letter of the one item that most accurately defines the word
in bold. When you're done, compare your responses with the answers.
1. "Dad's shop was a messy disaster area, a labyrinth of lathes. Its walls were hung with the mounted antlers
of deers he'd bagged, forming a makeshift museum of death. The available flat surfaces were buried under a
million scraps of paper on which he sketched his mechanical inventions in blue ball-point pen." -Sarah
Vowell, "Shooting Dad"
 (a) a place where goods are manufactured or repaired
 (b) a dirty or extremely untidy place
 (c) a maze, a place where it's hard to find your way around
 (d) a deserted or abandoned place
2. "For the most part we are an intemperate people: we eat too much when we can, drink too much, indulge
our senses too much. Even in our so-called virtues we are intemperate: a teetotaler is not content not to
drink — he must stop all the drinking in the world; a vegetarian among us would outlaw the eating of meat."
-John Steinbeck, "Paradox and Dream"
 (a) bossy, domineering
 (b) lazy, indolent
 (c) very annoying, making others impatient or angry
 (d) immoderate, showing a lack of self-control
3. "Like a feather caught in a vortex, Williams ran around the square of bases at the center of our
beseeching screaming. He ran as he always ran out home runs — hurriedly, unsmiling, head down, as if our
praise were a storm of rain to get out of." -John Updike, "Hub Fans Bid Kid Adieu"
 (a) a mass of whirling air, a whirlwind or cyclone
 (b) a leafy branch of a tree
 (c) a clogged drainage pipe, a stopped-up sewer
 (d) a nest
4. "My father, a fat, funny man with beautiful eyes and a subversive wit, is trying to decide which of his
eight children he will take with him to the county fair." -Alice Walker, "Beauty: When the Other Dancer Is
the Self"
 (a) extremely amusing, hilarious
 (b) tending to upset or overthrow the established order
 (c) highly predictable, happening in a way you would expect
 (d) impossible to understand, impenetrable
5. "Roger was thankful for the clothes he had chosen to wear today, because if there was ever a time he
needed sartorial armor, it was right now." -Tom Wolfe, "A Man in Full"
 (a) related to clothing or style of dress
 (b) extremely heavy
 (c) made of metal or leather
 (d) related to a battle or a competition
6. "In resenting progress and change, a man lays himself open to censure." -E.B. White, "Progress and
Change"
 (a) mockery, ridicule
 (b) an official count of a population
 (c) the suppression of objectionable material
 (d) criticism, expression of disapproval
7. "It was a house of many windows, low, wide, nearly floor to ceiling in the living room, which faced the
meadow, and it was from one of these that I first saw our closest neighbor, a large white horse, cropping
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

grass, flipping its mane, and ambling about — not over the entire meadow, which stretched well out of sight
of the house, but over the five or so fenced-in acres that were next to the 20-odd that we had rented." -Alice
Walker, "Am I Blue?"
 (a) moving quickly, racing
 (b) moving slowly, sauntering
 (c) moving unsteadily, stumbling
 (d) moving with a clearly defined purpose, charging
8. "To see a great film only on television isn't to have really seen that film. It's not only a question of the
dimensions of the image: the disparity between a larger-than-you image in the theater and the little image
on the box at home. The conditions of paying attention in a domestic space are radically disrespectful of
film." -Susan Sontag, "The Decay of Cinema"
 (a) remarkable similarity
 (b) clear superiority
 (c) great difference
 (d) unusual largeness
9. "At work he was known to punctuate his conversations with brief wild laughs and gusts
of inchoate enthusiasm and subsequent embarrassment, expressed by a sudden plunging of the hands into
his pockets, after which he would yank his hands out of his pockets, too ashamed of his own shame to stand
there merely grimacing for even an instant longer." -George Saunders, "The Falls"
 (a) unfinished, not fully formed
 (b) difficult or impossible to explain
 (c) undisciplined, out of control
 (d) perfected, complete
10. "He wears eyeglasses with thick lenses and thick black frames, and he has gray hair, a round, jowly face,
and the torso of a born Santa Claus." -Mark Singer, "Mr. Personality"
 (a) big fluffy beard
 (b) hearty laugh
 (c) large black belt
 (d) the central or upper part of the body

Exercise 3: Choose the correct antonym of the given words

1. Anomalous
(A) Usual
(B) Connected
(C) Vicious
(D) Capacious

2. Preposterous
(A) Apologetic
(B) Credible
(C) Conceited
(D) Complaisant

3. Revealed
(A) Naked
(B) Concealed
(C) Open
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

(D) Bare

4. Transmit
(A) Televise
(B) Withhold
(C) Reply
(D) Show

5. Jocose
(A) Diseased
(B) Playful
(C) Dull
(D) Humorous

6. Feral
(A) Tame
(B) Unyielding
(C) Natural
(D) Grim

7. Embellish
(A) Perish
(B) Disarm
(C) Adorn
(D) Disfigure

8. Stagnant
(A) Inertia
(B) Progress
(C) Mobile
(D) Effervescence

9. Heterogeneous
(A) Colourful
(B) Different
(C) Similar
(D) Homogeneous

10. Kith
(A) Strangers
(B) Outfit
(C) Son
(D) Relative

Exercise 4. Choose the correct Antonyms in the given questions

1. Florid
(a) Weak
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

(b) Pale
(c) Monotonous
(d) Ugly

2. Verity
(a) Sanctity
(b) Reverence
(c) Falsehood
(d) Rarity

3. Perspicuity
(a) Vagueness
(b) Dullness
(c) Unfairness
(d) Unwillingness

4. Fervent
(a) Unexcitable
(b) Enduring
(c) Dispassionate
(d) Subdued

5. Meandering
(a) Sliding
(b) Slopping
(c) Strained
(d) Straight

6. Jettison
(a) Accept
(b) Reward
(c) Preserve
(d) Consent
7. Ameliorate
(a) Improve
(b) Depend
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

(c) Soften
(d) Worsen

8. Grotesque
(a) Natural
(b) Odd
(c) Whimsical
(d) Sinful

9. Devious
(a) Straight
(b) Obvious
(c) Simple
(d) Superficial

10. Evanescent
(a) Imminent
(b) Permanent
(c) Pervasive
(d) Immanent

11. Accord
(a) Disagreement
(b) Welcome
(c) Disrespect
(d) Conformity

12. Infirmity
(a) Employment
(b) Indisposition
(c) Strength
(d) Weakness
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

13. Feasible
(a) Useful
(b) Impractical
(c) Uneven
(d) Important

14. Meticulous
(a) Forgetful
(b) Destructive
(c) Careless
(d) Flagrant

15. Synthetic
(a) Natural
(b) Plastic
(c) Cosmetic
(d) Apathetic

16. Liberty
(a) Serenity
(b) Slavery
(c) Serfdom
(d) Subordination

17. Disorderly
(a) Chaotic
(b) Organized
(c) Adjusted
(d) Arranged

18. Elevation
(a) Reduction
(b) Humiliation
(c) Depression
(d) Debasement
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

19. Glossy
(a) Dull
(b) Shining
(c) Weary
(d) Tired

20. Appropriate
(a) Dissimilar
(b) Incomparable
(c) Unsuitable
(d) Disparate

21. Impeccable
(a) Faulty
(b) Tedious
(c) Flashy
(d) Boring

22. Amalgamate
(a) Separate
(b) Combine
(c) Assimilate
(d) Integrate

23. Zenith
(a) Climax
(b) Crisis
(c) Acme
(d) Nadir

24. Influx
(a) Reflex
(b) Deflection
(c) Effluent
(d) Exodus
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

25. Orderly
(a) Semitic
(b) Colic
(c) Democratic
(d) Chaotic

26. Amenable
(a) Acquiescent
(b) Distrustful
(c) Inattentive
(d) Unwilling
27. Conspicuous
(a) Blatant
(b) Definite
(c) Obvious
(d) Obscure

28. Reproof
(a) Approbation
(b) Apposition
(c) Condemnation
(d) Appropriation

29. Niggard
(a) Avaricious
(b) Extravagant
(c) Generous
(d) Miserly

30. Exotic
(a) Conventional
(d) Poor
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

(c) Inexpensive
(d) Indigenous

Exercise 5 : Fill in the blanks with appropriate words

1. The government has-------- smoking in public places. (PREVENTED / BANNED / AVOIDED /
STOPPED).
2. The police-------- the man because he was behaving suspiciously. (ARRESTED / SENTENCED /
CHARGED / CONVICTED).
3. My mother---------- me for breaking the window. (ACCUSED / COMPLAINED / CHARGED /
BLAMED)
4. You have to find a good--------- for being late, otherwise they won’t believe you. (CAUSE / RESULT /
EXCUSE / AIM)
5. The----------- of the meeting is to improve relationships between the two companies. (PURPOSE / SENSE
/ REASON / CAUSE)
6. The child was----------- by a dangerous dog and taken to the hospital. (KNOCKED / ATTACKED/
BLOWN / BEAT).
7. Tourists from all over the world come to London to hear Big Ben--------- midnight. (BLOW / BEAT /
HIT / STRIKE)
8. The bank robbers were able to----------- through the back door. (ESCAPE / CHASE / LEAK / CATCH)
9. The teacher is constantly----------- me although I always put my hand up. (IGNORING / REGARDING /
ATTENDING / NOTICING)
10. My girlfriend wants to---------- a career in engineering (PRACTICE / PURSUE / TAKE / CHASE)
11. I have never ----------during a test, but other students have tried it. (CHEATED / BETRAYED /
TRICKED / FAKED)
12. When I get home from my holiday, I want----------- to about the bad hotel service. (OBJECT / PRAISE /
STRIKE / COMPLAIN)
13. She tried to--------- him from doing something really dangerous, but he didn’t listen. (AVOID / CHECK /
BLOCK / PREVENT)
14. The murderer was ------------to five years in prison. (CHARGED / JUDGED / SENTENCED /
PUNISHED)
15. The press conference was a------------ because the reporters didn’t learn anything new.
(DISSATISFACTION / REGRET / DISCONTENT / DISAPPOINTMENT)

Exercise 6. Solve the given questions

1. Choose the correct synonym of ADEPT:

a. Professional
b. Very Skilled
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

c. Intelligent
d. Having high IQ
2. Choose the correct synonym of LURID:
a. Sad
b. Sentimental
c. Sensational
d. Pardon
3. Choose the correct synonym of BUFF:
a. Slavery
b. Polish
c. Shocking
d. Happy
4. Choose the correct synonym of BLUSTER:
a. Raining
b. Envision
c. Picture
d. Thunder
5. Choose the correct synonym of PREEN:
a. Sad
b. Operation
c. Pride oneself
d. Slow
6. Choose the correct synonym of BRASH:
a. Down to earth
b. Emotional
c. Humble
d. Aggressive
7. Choose the correct synonym of ADMONITION:
a. Cultural
b. Warning
c. Preen
d. Information
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8. Choose the correct synonym of TAXING:

a. Easy going
b. Challenging Work
c. Dreadful
d. Gentle
9. Choose the correct synonym of APPLAUD:
a. Warning
b. Challenge
c. Criticize
d. Welcome
10. Choose the correct synonym of IDENTITY:
a. Affinity
b. Mismatch
c. Dissimilar
d. Twins
Exercise 5.

Choose the correct Answer:

1. Fostering
A. Safeguarding
B. Neglecting
C. Ignoring
D. Nurturing

2. Propel
A. Drive
B. Jettison
C. Burst
D. Acclimatize
E. Modify

3. Stumbling Block
A. Argument
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B. Frustration
C. Advantage
D. Hurdle
E. Fallout

4. Defer
A. Indifferent
B. Defy
C. Differ
D. Postpone

5. Abandon
A. Forsake
B. Keep
C. Cherish
D. Enlarge

6. Germinate
A. Decay
B. Breed
C. Produce
D. Sprout

7. Recuperate
A. Rehabilitate
B. Recover
C. Reimburse
D. Relocate

8. Delectable
A. Nobel
B. Enjoyable
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C. Delicious
D. Sumptuous

9. Disparage
A. Scatter
B. Discriminate
C. Belittle
D. Waste
E. Parable

10. Annihilate
A. Destroy
B. Entrain
C. Forward
D. testify

Exercise 7. Directions (1-20) Given below are the statements with highlighted words. You are
required to find the word from the given options that can be replaced with the highlighted word
without changing the meaning of the sentence.
Q.1. They say he is an uncouth person, but my perception is something different, and I enjoy being with
him.

1. Unfriendly
2. Ill-mannered
3. Extremely Polite
4. Extremely boring

Q.2. The decision regarding the closure of the company was made over the vociferous objections by the
employees.

1. Dedicated
2. Violent
3. Silent
4. Loud

Q.3. Although the treatment was abortive, the doctor learned a lot from the response by the medicine.
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1. Ineffective
2. Productive
3. Great
4. Harmless

Q.4. The children in the party were not attracted to the vapid entertainment.

1. Dull
2. Grand
3. Fun
4. Serious

Q.5. Catherine gave a masterly performance in the taming of the shrew.

1. Cruel
2. Brilliant
3. Influencing
4. Crafty

Q.6. Because Jackson could not make it to the finals of the tournament he has been doleful to the point of
not being able to do anything.

1. Vivacious
2. Hopeless
3. Gloomy
4. Gleeful

Q.7. The speech given by the minister at the republic day parade was terse, plain and forcible.

1. Long
2. Brief
3. Expanded
4. Catchy

Q.8. She will come with us for the trek because since her birth she has been living in a placid hilly region
and misses that in the hustle of the city.

1. Calm
2. Clean
3. High
4. Green
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Q.9. Walk by the sea during dusk to experience the beauty of nature; you will see scintillating water,
crimson sky and the setting sun.

1. Frosty
2. Refreshing
3. Sparkling
4. Blazing

Q.10. Due to the therapies, she has been undergoing; her body is too weak to combat the infection anymore.

1. Normalize
2. Accord
3. Retreat
4. Fight

Q.11. She committed suicide because of the constant criticism on her relationship from the society made
her precarious.

1. Angry
2. Disturbed
3. Insecure
4. Lonely

Q.12. To deal with frustrated and disappointed customers, you need an affable manager.

1. Smart
2. Witty
3. Sharp
4. Friendly

Q.13. A group of people from society cleared up the fritters to celebrate the world environment day.

1. Waste
2. Crowd
3. Wrappers
4. Garden

Q.14. He couldn’t secure good marks as he was not a ponderous student.

1. Sharp-minded
2. Laborious
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3. Studious
4. Intelligent

Q.15. The jury decided to sentence the indict for child abuse and murder of the victim.

1. Criminal
2. Murderer
3. Accused
4. Leader

Q.16. If you wish to outshine the dance competition, then you should be stringent with your practice.

1. Habitual
2. Routine
3. Steady
4. Rigorous

Q.17. Although the measures are being taken by the government, the labours class is in abject condition
amidst the virus spread across the country.

1. Miserable
2. Terrible
3. Earned
4. Worthy

Q.18. It is cynical that the thief’s car crashed into a police station.

1. By grace
2. Humorous
3. Ironic
4. Bitter

Q.19. In the hospital, for some inexplicable reason, he had an argument with the staff assisting the patients.

1. Stupid
2. Unexplainable
3. Ridiculous
4. Legitimate

Q.20. ‘Looks’ is too feeble a reason that she gave to not like him.

1. Rude
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2. Stupid
3. Weak
4. Valid
Exercise 8. In groups, choose verbs and particles from the following boxes to make phrasal verbs.
Go give point look push sit count build

Over on up after around under about out away in

1. The firefighters fought the blaze while the crowd ____________.

2. We all felt so tired after the first hour of walking but our guide told us we had to ____________ if we
wanted to make the inn by nightfall.

3. While the office computer system was being fixed, there was nothing to do so we just ____________.

4. If you don't know what that word means Jenkins, ____________ it ____________ in the dictionary!

5. I can't understand what you are talking about with this design. Can we ____________ it again?

6. I am ____________ Julie to arrive with the stereo. Otherwise, we won't have any music for the party!

7. Stop slouching in the chair like that. ____________!!

8. Many athletes use steroids to ____________ themselves ____________.

9. I would like to ____________ that there is a piece missing in this model. Hadn't you seen it?

10. I don't like these types of rough games. I think I'll ____________ this one ____________ if you don't
mind.

Exercise 9. Complete the following sentences by choosing the most appropriate phrasal verb from the
list given. Make sure you conjugate them as well.

(Call off, turn off, bring up, give away, dawn on, break down, take off, call in, hold on, turn down, sell out,
fill in, take up, go through, take off)

1. The truth of the matter finally ____ Tina.

2. Please ____ your socks before you enter the room.
3. The employees ____ the strike.
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4. The neighbour asked us to _____ the music.

5. Please ____ the lights when you leave.
6. The flight will ____ any moment now.
7. ____ the study materials the teacher gave you.
8. ____ the surgeon immediately, the patient needs her.
9. Please ___ this application and submit it there.
10. Tim and his family ____ the kid as their own.
11. All the tickets for the Avengers were _____.
12. My car ________ in the middle of the road.
13. The kid decided to ____ a new hobby.
14. The judges will ____ to their decision for a while.
15. Please don’t ____ all your money.

Exercise 10.

1. 1. Complete with one of these phrasal verbs: be through, go on, fill in, take off, stay out, speak up.

1. Could you ………. this application form, please?

2. I´ll never talk to you again. We ………. !

3. If you don´t ………., we can´t hear you.

4. I´m tired because I ………. too late last night.

5. The plane ………. late because of the bad weather.

1.2. Complete with one of these phrasal verbs: go off, put off, see off, take off, turn off.

1. Let´s go to the airport to ………. them ……….

2. The plane doesn´t ………. till 5 o´clock.

3. He was sleeping soundly when the alarm clock ……….

4. The meeting has been ………. till next month.

5. Don´t forget to ………. all the lights when you leave.

1.3. Complete with: carry on, get on, hold on, put on, try on.

1. Hi! Is Mr. Knight in? ………., I´ll call him.

2. Excuse me, could I ………. this dress, please?

3. How are you ………. at college?

4. Are you still ………. with your tennis lessons?

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5. It was a bit chilly, so she ………. her jacket.

1.4. Complete with: give up, hang up, look up, wake up, wash up.

1. The kind of housework I hate most is ……….

2. If he rings back, just ……….

3. I didn´t know that word, so I ………. it ………. in a dictionary.

4. Don´t ……….. You can do it if you try hard.

5. When I ………. in the middle of the night, I had some temperature.

1.5. Match the phrasal verbs with their corresponding synonyms.

1. put off a. cancel

2. call off b. switch off

3. look up c. postpone

4. go off d. continue

5. carry on e. explode

6. turn off f. check

Reading Comprehension
Reading comprehension is the act of understanding what you are reading. Reading comprehension is an
intentional, active, interactive process that occurs before, during and after a person reads a particular piece
of writing. Reading comprehension is one of the pillars of the act of reading. There are two elements that
make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to
understand a text, the reader must be able to comprehend the vocabulary used in the piece of writing. If the
individual words don‘t make the sense, then the overall story will not either.

Importance of Reading Comprehension

Reading comprehension is one of the most important skills a person can have. It is essential for success in
school and in the workplace.
Some reasons why reading comprehension is so important include:

1. The ability to read and understand texts is essential for success in school. Good reading comprehension
skills are necessary for understanding textbooks, lectures, and other class materials.
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2. The ability to read and understand texts is also important for success in the workplace. Employees who can
read and comprehend instructions, memos, and other work-related documents will be more successful than
those who cannot.
3. Good reading comprehension skills also allow people to better understand the world around them. They can
better follow the news, understand complex concepts, and make informed decisions.
Types of Reading Comprehension

Reading comprehension is the endgame of any reading activity.

Since there are different types of reading skills, there are different levels of reading comprehension
too:

 Literal—refers to the comprehension of basic information within texts that allows you to answer the five

Ws (who, what, where, when, and why) of the story or article you are reading

 Inferential—based on your literal comprehension of a text, you can predict the unfolding of events in a

story or infer meaning from context

 Applied—using background knowledge to form an opinion about a text and retell it to others. You can give

an answer to any question related to the text you have read

 Evaluative—you can judge the text you read based on the author’s tone, language, or writing style.

Evaluative comprehension gives you the power to read between the lines

 Lexical—implies you can infer the meaning of target vocabulary items within texts. While lexical

comprehension is often being taught to children, it can also be used to learn a new language. If you want to

practice lexical comprehension, you can look up the keywords and phrases before reading a text

Four Reading Skills—From Skimming and Scanning to Intensive and Extensive Reading

When considering different types of reading skills, a short list of four strategies—or reading styles—may
come to mind. These are:

1. Skimming

2. Scanning

3. Intensive

4. Extensive
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Intensive Reading

Intensive reading implies you are diving deep into a given text. You want to analyze not only every idea
expressed in it but also the words and phrases the author has used. For this reason, intensive reading is
usually regarded as an advanced reading activity.
To read intensively, you need several types of reading skills we have outlined, most notably:

 Advanced vocabulary range

 Excellent attention span

 Good memory

 Familiarity with the context (or extensive world knowledge)

You would, of course, study your school material intensively, but you don’t have to employ this reading
style only to study for a good grade. Intensive reading helps you gain new vocabulary, makes you a critical
reader, and broadens your attention span further.
If you want an effective intensive reading practice, you should:

1. Pick a reading material that deals with the topics you are interested in

2. Set a time when you will read

3. Preview the text by reading the heading, subheadings, and first sentences of paragraphs

4. Read the text deeply, noting down any questions that come to mind or highlighting the statements you want

to fact-check
5. Jot down the vocabulary items you are not familiar with You can read anything you want, from blog posts to
scholarly papers. What matters is that you set a specific time to practice intensive reading instead of trying
to concentrate on texts while you have other responsibilities on your mind. When it comes to learning new
vocabulary, always try to discern the meanings of unknown words and phrases from the context before you
look them up in a dictionary.
If possible, you should engage in discussion with someone about what you read. Sharing ideas will help you
retain what you read for a long time and truly acquire new knowledge.

Extensive Reading

You can think of extensive reading as reading for pleasure. You don’t have to analyze each part of the
reading material or scratch your head anytime you’re not sure what the author wanted to say. Reading
extensively implies you are reading to get the bigger picture, enjoy the story, and pass the time.
Extensive reading should not be confused with passive reading. While you are absorbing a certain material
for pleasure, you still want to take in new knowledge and engross yourself in the story. Regular extensive
reading helps you acquire new vocabulary too. It also builds a healthy habit of reading for pleasure.
Ideal materials for extensive reading are magazines, fiction novels, and comic books. Make sure to pick the
material you are interested in and create a relaxing environment for reading for at least an hour. You should
also keep any distractions away.

Skimming
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Skimming implies going over a text briefly before you decide whether you want to read it whole. In
fact, you use skimming a lot in your daily life—for example, when you leaf through a magazine to check if
any content in it is worth a complete read.
College students can benefit from skimming texts in particular. If you are a scholar, you need to collect and
research long papers often. To help you determine which ones you will use in your study, you should always
skim through them first.
Here’s how you can apply the skimming technique:

 Look at the title and table of contents of your material

 Go over the text quickly to get the gist of the material

 Pay attention to bolded or italicized sentences

This technique is useful because it saves you plenty of time. You don’t have to start reading some material
deeply only to conclude after a while that it has no use for you.

Scanning

Scanning is the technique you use to locate specific bits of information in texts. Usually, you already
know what the text is about, and you know it contains the information you need.
To give you an example, imagine you want to check when the Wars of the Roses ended. You will open a
page in your history textbook you know contains this information. Alternatively, you can type in Wars of the
Roses into a Google search. Your eyes will fly over the text searching for numbers, and you will have your
answer quickly.
Scanning is a useful technique to employ both in education and real life. Like skimming, it saves you time
and makes locating specific facts easy.

General Strategies for Reading Comprehension

1. Make Connections—Readers connect the topic or information to what they already know about
themselves, about other texts, and about the world.
2. Ask Questions—Readers ask themselves questions about the text, their reactions to it, and the author's
purpose for writing it.
3. Visualize—Readers make the printed word real and concrete by creating a ―movie‖ of the text in their
minds.
4. Determine Text Importance—Readers (a) distinguish between what's essential versus what's interesting,
(b) distinguish between fact and opinion, (c) determine cause-and-effect relationships, (d) compare and
contrast ideas or information, (e) discern themes, opinions, or perspectives, (f) pinpoint problems and
solutions, (g) name steps in a process, (h) locate information that answers specific questions, or (i)
summarize.
5. Make Inferences—Readers merge text clues with their prior knowledge and determine answers to
questions that lead to conclusions about underlying themes or ideas.
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6. Synthesize—Readers combine new information with existing knowledge to form original ideas, new lines
of thinking, or new creations.

8 Types of Reading Comprehension Questions

1. Universal or Main Idea Questions – This question-type asks about the big picture, the passage as a
whole.

● ―Which of the following best summarizes the passage?

● ―What is the author attempting to illustrate through this passage?
● ―What is the thematic highlight of this passage?
● Which of the following best states the central idea of the passage?
● The gist of the passage is: ● Which of the following is the principal topic of the passage?
● ―Which of the following best describes one of the main ideas ____?

2. Specific –This type asks about details from the passage. The correct answer is often a paraphrase of
something directly stated in the passage.
● ―Which _____ has not been cited as ______?
● ―According to the author, what is ______?
● ―By a _______, the author means…
● ―According to the passage, _______?
● ―Which factor has not been cited _______?

3. Vocab-in-Context – This is a type of Specific question which asks about the use of a particular word or
phrase.
● ―In the passage, the phrase _____ refers to
● ―In the sentence, _______, what is the meaning of ‗___‘?

4. Function – This type of question asks about the logical structure of a passage.
● ―The author cites ______, in order to
● ―The _____ in the passage has been used by the author to‖
● ―Which of the following best describes the reason the author ____?
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5. Inference – Inference questions require you to understand what is implied by but not necessarily stated in
the passage. The correct answer may rely on subtle phrases from the passage and be hard to find/less
obvious than Specific questions.
● ―The passage uses _____ to imply that ___
● ―Which of the following cannot be inferred from the passage?
● ―What does the author mean by _____?
● ―What can be inferred when the author states____?
● The sentence, ‗______‘, implies that‖

6. Application – This is a slightly more specific type of inference question, where you‘re asking to choose
an answer which mimics a process or exemplifies a situation described in the passage.
● Which of the following could be used to replace_______?
● ―A _____, as conceptualized in the passage, can best be described as____
● ―Which of the following best illustrates the situation ____

7. Tone – This question type is also a specific type of inference, requiring you to infer the author‘s point of
view and position on certain statements.
● ―The author of the passage is most likely to agree with ____?
● ―Which of the following views does the author most likely support__?

8. Context outside passage -Like inference questions, applying information questions deal with topics that
are not mentioned explicitly in the passage. This type of question asks you to take the information given in
the passage and apply it logically to a context outside of the passage. An applying information question
could look like:
● Which of the following situations is most similar to the situation described in the paragraph?
● Identify a hypothetical situation that is comparable to a situation presented in the passage?
● Select an example that is like an example provided in the passage?

Main idea 1
There are many reasons why the death penalty should have minimal place in any society, not least because it
violates the fundamental right to life. The argument that it may deter violent crime is countered by the
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observations that murder rates declined in ten out of eleven countries which had abolished capital
punishment in recent years. The most egregious aspect of the death penalty is the widespread evidence of
miscarriage of justice which occurs even in the most robust judicial systems, leading to the real threat of an
irreversible punishment being inflicted on an innocent person.

What is the main idea of the passage?

A. Death penalty should not be abolished.
B. Death penalty should be reduced to minimum.
C. It is debatable whether the death penalty should be abolished or not.
D. None of these

Main Idea 2
It is inevitable that the ban on polythene bags by the government will encounter teething troubles, such as
resistance from a section of the trader community as well as the industry. The end-users will also feel the
pinch if the substitutes (paper/cloth bags) are not easily available or lack affordability and durability. Several
states have imposed a complete or partial ban on single-use plastic over the years, including Karnataka,
Maharashtra, Tamil Nadu and Himachal Pradesh. The implementation has been patchy in general, with the
authorities often adopting a lax attitude and things eventually returning to business as usual.

What is the main idea of the passage?

A. The recent ban on polythene will prove to be an all-out success. B. The ban on polythene will face
resistance from a certain section of the society including traders and industrialists. C. The ban on polythene
is a good step towards clean and green India. D. Ban on polyethene in the past has not been that successful
in some states, so the recent ban in the entire country is also going to face some challenges.

Application – 1
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The piranha is a much-maligned fish. Most people think that this is a deadly creature that swarms through
rivers and creeks of the Amazon rainforest looking for victims to tear apart. And woe betide anyone unlucky
enough to be in the same water as a shoal of piranhas. It takes only a few minutes for the vicious piranhas to
reduce someone to a mere skeleton. The truth is that the piranha is really a much more nuanced animal than
the mindless killer depicted in the media. In fact, piranhas are a group made up of approximately twelve
different species. Each piranha species occupies its own ecological niche. One type of piranha takes chunks
out of the fins of other fish. Another type eats fruit falling from trees into the river. Each piranha species
plays a unique role in the ecology of the rainforest floodplains. So, what should you do next time you hear
someone talking about the ―deadly piranha‖? You can remind them that the piranha is not always the
notorious killer fish that the tough, muscular heroes of popular nature television shows would have us
believe.

In paragraph 1, the author uses hyperbole—characterized by the use of exaggeration for effect—to
describe the piranha. The author most likely uses hyperbole to
A. frame an argument that is supported in a later paragraph
B. create ambiguity so the reader cannot be sure which position the writer supports
C. juxtapose the myth of the piranha with the truth about the fish
D. evoke vivid images of nature television shows in the reader‘s mind

Some of the common tones used by author are listed below:

✔ Critical: denotes negative or fault-finding attitude of the author. Sometimes, the word critical is also used
to denote deep analysis of the issue with a neutral outlook.
✔ Laudatory/Eulogistic: To shower high praise on something or somebody.
✔ Cynical: A higher degree of pessimism coupled with a sense of skepticism and helplessness.
✔ Satirical: To use humour as a tool for healthy criticism.
✔ Sarcastic: To use the words opposite to what you mean to taunt or make fun of somebody.
✔ Didactic: When the author tries to teach or instruct through his writing.
✔ Nostalgic: Conveys a sense of longing for the past.

Answers: Main Idea 1- B, Main Idea – 2 D , Application 1- C

Tips according to the length of the paragraph

Tips for Very Long Passages
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 The reader should develop a habit of reading different types of articles which will help them to

understand the tone, attitude, and style of writing of several writers.

 Use the “bottom-up” approach which means, read the questions first, so that the reader has an idea

of what to look for, in the passage. It will save the reader’s time.

 While reading the long passage make sure not to read the complete passage, try reading only the

part that is related to the questions that are asked.

 While reading the passage don’t try to memorize every part of the passage instead understanding

the essence of the point being conveyed by the author.

 Increase the reading speed by solving different exam papers or online mock tests.

 Try to engage with the passage from the start. Take down important details and question each

passage on the basis of inference.

Tips for Short Passages
 The short reading comprehension passages are either one or two paragraphs long.

 They can be read easily and quickly.

 The readers are advised to read the passage slowly but simultaneously look for the important

details.

 Then, from the questions, retrace the lines that correspond to the questions.

Tips for Medium Length Passages

 The reader should first try to read two to three lines of each paragraph given. It will allow the

reader to find the conclusion and essence of the paragraph quickly.

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 Along with reading try to take note of some information given in the passage by recollecting the

important words.

 Further, eliminating the words, phrases, and sentences from the passage that is not useful will help

in answering questions which have almost similar options.

 Try to improve vocabulary, read and solve comprehensions from different fields of knowledge, like

Science, Arts, Literature, Politics, Economics, and Current Affairs, etc.

Practice Excercises
Passage1:
Read the passage and answer the questions on the basis of the same:
A fact that draws our attention is that, according to his position in life, an extravagant man is either admired
or loathed. A successful business man does nothing to increase his popularity by being prudent with his
money. A person who is wealthy is expected to lead a luxurious life and to be lavish with his hospitality. If
he is not so, he is considered mean, and his reputation in business may even suffer in consequence. The
paradox remains that he had not been careful with his money in the first place; he would never have
achieved his present [Link] the low income group, a different set of values exists. The young clerk,
who makes his wife a present of a new dress when he has not paid his house rent, is condemned as
extravagant. Carefulness with money to the point of meanness is applauded as a virtue. Nothing in his life is
considered more worthy than paying his bills. The ideal wife for such a man separates her housekeeping
money into joyless little piles – so much for rent, for food, for the children’s shoes, she is able to face the
milkman with equanimity every month satisfied with her economizing ways, and never knows the guilt of
buying something she can’t really [Link] for myself, I fall neither of these categories. If I have money to
spare I can be extravagant, but when, as is usually the case, I am hard up and then I am the meanest man
imaginable.

Question 1:

Choose an appropriate title for the above passage:

1. Profligacy plays its part in the lives of both rich and poor
2. Miserable lives of the poor
3. Profligacy – A cause for poverty
4. Profligacy is appreciated
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Question 2:

As per the text, “A wealthy and successful businessman…

1. Has been into profligacy

2. Is popular by wasting time
3. Shall not worry about popularity
4. Is likely to have a lavish standard of living
Passage 2:
In ancient times, people tried to explain the world around them based on what they saw. People in ancient
times saw that the sun came up from one side of the earth, moved across the sky, and went down on the
other side. Based on this observation, they believed that the sun travels around the earth. Going directly
from observation to conclusion is called non-scientific thinking.
Here is an example of non-scientific thinking. Maybe you had a sick stomach, and ate a candy bar. An hour
later, you observed that you felt much better. You might conclude that it was the candy bar that made you
feel better. But there are other possible explanations for the observation. Maybe you had taken some
medicine an hour earlier, and it took a while to work. Maybe enough time had passed, and you would have
felt better without eating the candy bar. Non-scientific thinking happens all the time.
The scientific method is a way of thinking that helps you to avoid drawing incorrect conclusions. It does this
in three ways. First, it helps you to avoid nonscientific thinking. It also reminds you to treat your first
conclusion as one of several possible conclusions. Finally, it reminds you to gather evidence to support your
conclusion.
The five steps in the scientific method begin by questioning an observation, and end with a conclusion that
is based on evidence. Step 1 in the scientific method is to ask a question about your observation, such as,
“What makes a sick stomach feel better?” Step 2 is to state a possible answer to the question, or a
hypothesis, such as, “A candy bar makes a sick stomach feel better.” Step 3 is to test the hypothesis. This can
be done in many different ways. You could wait until you have a sick stomach again, eat a candy bar, and
see what happens. You could ask a lot of people if eating a candy bar had ever made a sick stomach feel
better. Figuring out how to test a hypothesis is what makes science challenging. Step 4 is to think about the
findings—think about what happened when you tested the hypothesis. Step 5 is to draw a conclusion—and
share it with the rest of the world.
1. What is the main idea of the first paragraph?
A. People in ancient times saw that the sun came up from one side of the earth, moved across the sky, and
went down on the other side.
B. People in ancient times believed that the sun travels around the earth.
C. Going directly from observation to conclusion is called non-scientific thinking.
2. What is the main idea of the second paragraph?
A. An hour after eating a candy bar, your sick stomach felt better.
B. Non-scientific thinking happens all the time.
C. Maybe you would have felt better without eating the candy bar.
3. What is the main idea of the third paragraph?
A. The scientific method is a way of thinking that helps you avoid drawing incorrect conclusions.
B. The scientific method reminds you to treat your first conclusion as one of several possible conclusions.
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C. The scientific method reminds you to gather evidence to support your conclusion.
4. What is the main idea of the fourth paragraph?
A. The scientific method begins by questioning an observation, and ends with a conclusion that is based on
evidence.
B. The first step in the scientific method is to ask a question about an observation.
C. The last step in the scientific method is to draw a conclusion, and share it.

Passage 3.

When you want to hang the American flag over the middle of a street, suspend it vertically with the blue
field (called the union) to the north and east-west street. When the flag is displayed with another banner
from crossed staffs, the American flag is on the right. Place the staff of the American flag in front of the
other staff. Raise the flag quickly and lower it slowly and respectfully. When flying the flag at half-mast,
hoist it to the top of the pole for a moment before lowering it to mid-pole. When flying the American flag
with banners from states or cities, raise the nation’s banner first and lower it last. Never allow the flag to
touch the ground.

1. What is the main idea of this passage?

[Link] American flag is the symbol of American freedom.

b. The American flag has fifty stars.

c. Placing the American flag inappropriately will draw government intervention.

d. American flag should be flown differently in certain situations.

e. The flag should be lowered quickly and respectfully.

Passage 4.

Most people think that it’s fine to be “busy as a beaver.” Little do they know. Beavers may work hard, but
often they don’t get very much done.
Beavers are supposed to be great tree cutters. It is true that a beaver can gnaw through a tree very quickly: A
six-inch birch takes about 10 minutes. But then what? Often the beaver does not make use of the tree. One
expert says that beavers waste one out of every five trees they cut.
For one thing, they do not choose their trees wisely. One bunch of beavers cut down a cottonwood tree more
than 100 feet tall. Then they found that they could not move it.
In thick woods, a tree sometimes won’t fall down. It gets stuck in the other trees. Of course, the beaver
doesn’t think to cut down the trees that are in the way. So a good tree goes to waste.
Some people think that beavers can make a tree fall the way they want it to. Not true. (In fact, beavers
sometimes get pinned under a falling tree.) When beavers cut a tree near a stream, it usually falls into the
water, but they do not plan it that way. The fact is that most trees lean toward the water to start with.
Now what about dam building? Most beaver dams are wonders of engineering. The best ones are strongly
built of trees, stones, and mud. They are wide at the bottom and narrow at the top.
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Beavers think nothing of building a dam more than 200 feet long. One dam in Montana was more than 2,000
feet long. The largest one ever seen was in New Hampshire: it stretched 4,000 feet, and made a lake large
enough to hold 40 beaver homes.
So beavers do build good dams. But they don’t always build them in the right places. They just don’t plan.
They will build a dam across the widest part of the stream. They don’t try to find a place where the stream is
narrow. So a lot of their hard work is wasted.
Beavers should learn that it’s not enough to be busy. You have to know what you’re doing, too. For
example, there was one Oregon beaver that really was a worker. It decided to fix a leak in a man-made dam.
After five days of work it gave up. The leak it was trying to block was the lock that boats go through.

1. What is the main idea of this passage?

Beavers may be hard-working animals, but they don’t always choose the most efficient mechanisms.
Beavers are excellent dam builders.
New Hampshire was the site of the largest beaver dam.
Beavers are well-developed tree cutters.
Beavers are poor surveyors of aquatic environments in some cases.

Passage 5

I felt the wall of the tunnel shiver. The master alarm squealed through my earphones. Almost
simultaneously, Jack yelled down to me that there was a warning light on. Fleeting but spectacular sights
snapped into ans out of view, the snow, the shower of debris, the moon, looming close and big, the dazzling
sunshine for once unfiltered by layers of air. The last twelve hours before re-entry were particular bone-
chilling. During this period, I had to go up in to command module. Even after the fiery re-entry splashing
down in 81o water in south pacific, we could still see our frosty breath inside the command module.

1. Which one of the following reasons would one consider as more as possible for the warning lights to be
on?
a. There was a shower of debris.
b. Jack was yelling.
c. A catastrophe was imminent.
d. The moon was looming close and big.

2. The statement that the dazzling sunshine was "for once unfiltered by layers of air" means
a. that the sun was very hot
b. that there was no strong wind
c. that the air was unpolluted
d. none of above

Passage 6.

There is modicum of truth in the assertion that "a working knowledge of ancient history is necessary to the
intelligent interpretaion of current events". But the sage who uttered these words of wisdom might well have
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added something on the benefits of studying, particularly, the famous battles of history for the lessons they
contain for those of us who lead or aspire to leadership. Such a study will reveal certain qualities and
attributes which enabled the winners to win and certain deficiencies which caused the losers to lose. And the
student will see that the same patterns recurs consistently, again and again, throughout the centuries.

1. A person who aspires to lead could learn from the history of battles

a. what led the previous leaders win a battle

b. what made them lose a battle
c. the qualities and deficiencies of commanders of these battles
d. the strategies that they have evolved in course of these battles

2. According to the writer, a study of famous battles of history would

a..be beneficial to wise men
b. provide food to modern leaders for reflection
c. be more useful than a general knowledge of ancient history
d. help us understand the art of modern warfare

3. A knowledge of history is necessary to interpret current problems because

a. they have roots in the past
b. they can be contrasted with the past events
c. they may be repetitions of past events
d. only then they can be put in a proper context

Passage 7.

The casual horrors and real disasters are thrown at newspaper reader without discrimination. In the
contemporary arrangements for circulating the news, an important element, evaluation is always weak and
often wanting entirely. There is no point anywhere along the line somewhere someone put his foot down for
certain and says, "This is important and that does not amount to row of beans; deserves no ones attention,
and should travel the wires no farther". The junk is dressed up to look as meaningful as the real news.

1. Evaluation of news would imply

a. less dependence on modern systems of communication
b. more careful analysis of each news story and its value
c. separating beans from junk
d. discriminating horrors from disasters

2. The writer of the above passage

a. seems to be happy with the contemporary arrangements for circulating news

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b. is shocked by the casual stories about horrors and disasters reported in the newspapers
c. wants better evaluation of news before publication
d. wants to put his foot down on news stories

3. In the above passage, the phrase "amounts to a row of beans" means that the news

a. is weak and often wanting entirely

b. deserves no one's attention
c. should travel the wires
d. is junk dressed up as real news

4. Newspapers lack a sense of discrimination because

a. they do not separate the real news from mere sensationalism

b. they have to accept whatever is received on the wires
c .limited manpower makes serious evolution impossible
d. people don't see the difference between 'junk' and 'real' news

Passage 8

The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are
seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be
faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows.
Children whose curiosity survives parental discipline are invited to join our university. With the university,
they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a
university for. some of the questions which the scholars ask seem to the world to be scarcely worth asking,
let alone answering. they asked questions too minute and specialised for you and me to understand without
years of explanation. If the world inquires of one of them why he wants to know the answer to a particular
question he may say especially if he is a scientist, that the answer will in some obscure way make possible a
new machine or weapon or gadget. He talks that way because he knows that the world understands and
respects utility.
But to you who are now part of the university, he will say that he wants to know the answer simply because
he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there.
Similarly a historian asked by an outsider why he studies history may come out with the argument that he
has learnt to respect to report on such occasions, something about knowledge of the past making it possible
to understand the present and mould the future. But if you really want to know why a historian studies the
past, the answer is much simpler, something happened and he would like to know what. All this does not
mean that the answers which scholars to find to their enormous consequences but these seldom form the
reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering
questions for sake of the consequences as thousands are working now, for example, in search of a cure for
cancer. But this is not the primary scholars. For the consequences are usually subordinate to the satisfaction
of curiosity.

1. Children whose curiosity survives parental discipline means

a. children retaining their curiosity in spite of being discouraged by their parents
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b. children pursuing their mental curiosity

c. children's curiosity subdued due to parents intervention
d. children being disciplined by their parents

2. According to their passage, the children make life difficult for their parents

a. by their ceaseless curiosity

b. by unceasing bombardment of questions
c. by asking irrelevant questions
d. by posing profound questions

3. The common people consider some of the questions that the scholars ask unimportant

a. as they are too lazy and idle

b. as they are too modest
c. as it's beyond their comprehension
d. as it is considered a waste of time

4. A historian really studies the past

a . to comprehend the present and to reconstruct the future

b. to explain the present and plan the future
c. to understand the present and make fortune
d. to understand the present and mould the future

5. According to their passage, parents do their best to discourage curiosity in their children

a. because they have no time

b. because they have no patience to answer them
c. because they feel that their children ask stupid questions continuously
d. because they are unable to answer all the questions

Passage 9

Modern economies does not differentiate between renewable and non-renewable materials, as its method is
to measures everything by means of a money price. Thus, taking various alternatives fuels, like coal, oil,
wood or water power: the only difference between them recognised by modern economics is relative cost
per equivalent unit. The cheapest is automatically the one to be preferred, as to do otherwise would be
irrational and 'uneconomic'. From a Buddhist point of view of course this will not do, the essential
difference between non-renewable fuels like coal and oil on the one hand and renewable fuels like wood and
water power on the other cannot be simply overlooked. Non-renewable goods must be used only if they are
indespensible, and then only with the greatest care and the highest concern for conservation. To use them
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carelessly or extravagantly is an act of violence, and while complete non-violence may not be possible on
earth, it is nonetheless the duty of man to aim at deal of non-violence in all he does.

1. According to the passage, Buddhist economists are not in favour of

a. measuring everything in terms of money
b. using non-renewable sources
c. economic development
d. applying non-violence to every sphere of life

[Link] this passage the author is trying to

a. differentiate between renewable and non-renewable materials

b. show that the modern economist is only concerned with costs
c. underline the need for conserving natural resources
d. different between two economic philosophies

[Link] in the blanks with the appropriate pair of phrases:

The passage suggests that while a modern economist, considers it uneconomic to use ...... form of fuel, a
Buddhist economist considers it uneconomic to use ...... form a fuel

a. a cheap, a renewable
b. an irrational, an essential
c. an expensive, an non-renewable
d. a rational, an unessential

[Link] Buddhist economist's attitude implies that fuels like coal and oil must be used only if

a. there is a plentiful supply

b. wood and water can be dispensed with
c. the relative cost of each is than of wood and water
d. there is no alternative fuel available

Passage 10.

Many sociologists have argued that there is functional relationship between education and economic system.
They point to the fact that mass formal education began in industrial society. They note that the expansion of
the economies of industrial societies is accompanied by a corresponding expansion of their educational
systems. they explain this correspondance in terms of the needs of industry for skilled and trained
manpower, needs which are met by the educational system. Thus, the provision of mass elementary
education in Britain in 1870 can be seen as a response to the needs of industry for a literate and numerate
workforce at a time when industrial processes were becoming more complex and the demand for technical
skills was steadily growing.
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1. The industry needs a literate work-force because

a. its expansion needs sound learning

b. it relies heavily on expertise
c. it promotes a competitive spirit
d. its operations need intricate technical knowledge

2. The author argues that

a. formal education can be traced to industrial society

b. industrial society is responsible for expansion of education at mass level
c. industrial society gave rise to vocational education
d. industrial society changed the pattern of education

[Link] observation of the Sociologists are based on a study of

the statistical data available in a historical context

economic system of the 19th century
the correlation between industry and education in a historical context
growth of industry 19th century

4. The Sociologists referred to it in the passage say that the relationship between industry and elementary
education was one

a. based on mutual need

b. based entirely on the need of the industry
c. based entirely on economic need
d. based on some inexplicable historical forces

[Link] 'functional relationship' is meant

a. a short-term relationship
b. practical and utilitarian relationship
c. temporary arrangement
d. close and unbreakable relationship

Passage 11

Soft bodied animals like caterpillars often fall a prey to voracious hunters like birds or reptiles. Despite
having no means to 'actively' defend themselves, with weapons like claws or jaws, they have nevertheless,
evolved other equally effective deterrents. A particular species of the caterpillar lives at an altitude over
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2.500 metres in the Himalayas. It uses prominent colour to inform would be predators of its in edibility. In
the event that an inexperienced or adventurous bird did eat the caterpillar, it would probably vomit it soon
after, and subsequently desist from attacking similar species in future. Though this would do the unfortunate
victim no good, the species benefits. A rare example of the martyr among animals.

[Link] expression "others equally effective deterrents" mean

a. preventive weapons which have equal effect of others

b. mechanism which scares everyone equally well
c. preventive equipment which it is as effective as something that has been already mentioned in the passage
d. deterrents that are as powerful as those the caterpillars have

2. Experienced birds do not attack the Himalayan caterpillars because they are

a. repulsive
b. very aggressive
c. inedible
d. diseased

[Link] Himalayan caterpillar uses prominent colours to

a. warn the predator

b. attack the predator
c. reveal itself
d. defend itself

[Link] cannot defend themselves because

a. are passive animals

b. are lazy
c. cannot acquire weapons
d. have no claws or jaws

[Link] the context of this passage, a martyr is one who dies

a. without putting up resistance

b. without any gain to oneself
c. while defending ones homeland
d. to save others
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Passage 12.

Courage is not only the basis of virtue; it is its expression. faith, hope, charity and all the rest don't become
virtues until it takes courage to exercise them. There are roughly two types of courage. the first an emotional
state which urges a man to risk injury or death, is physical courage. The second, more reasoning attitude
which enables him to take coolly his career, happiness, his whole future or his judgement of what he thinks
either right or worthwhile, is moral courage.
I have known many men, who had marked physical courage, but lacked moral courage. Some of them were
in high places, but they failed to be great in themselves because they lacked moral courage. On the other
hand I have seen men who undoubtedly possessed moral courage but were very cautious about taking
physical risks. But I have never met a man with moral courage who couldn't, when it was really necessary,
face a situation boldly.

1.A man of courage is

a. cunning
b. intelligent
c. curious
d. careful

[Link] courage is an expression of

a. emotions
b. deliberation
c. uncertainty
d. defiance

3.A man with moral courage can

a. defy his enemies

b. overcome all difficulties
c. face a situation boldly
d. be very pragmatic

[Link] with physical courage of ten lack

a. mental balance
b. capacity for reasoning
c. emotional stability
d. will to fight

[Link] virtues become meaningful because of

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a. faith
b. charity
c. courage
d. hope

Passage 13.

The strength of the electronics industry in Japan is the Japanese ability to organise production and marketing
rather than their achievements in original research. The British are generally recognised as a far more
inventive collection of individuals, but never seem able to exploit what they invent. There are many
examples, from the TSR Z hovercraft, high speed train and Sinclair scooter to the Triumph, BSA and Norton
Motorcycle which all prove this sad rule. The Japanese were able to exploits their strengths in marketing and
development many years ago, and their success was at first either not understood in the West or was
dismissed as something which could have been produced only at their low price. They were sold because
they were cheap copies of other people's ideas churned out of a workhouse which was dedicated to hard
grind above all else.

[Link] is evident from the passage that the strength of a country's industry depends upon

a. original research
b. international cooperation
c. dedicated workforce
d. electronic development

2. The sad rule mentioned in this passage refers to

a. the inability of the Japanese to be inventive like the British

b. the inability of the British to be industrious like the Japanese
c. the lack of variety in Japanese inventions
d. the poorer marketing ability of British

[Link] TSR Z hovercraft, high speed train, Sinclair scooter etc. are the symbols of

a. Japanese success
b. British failure
c. British success
d. Japanese failure

[Link] to the passage, prosperity in industry depends upon

a. productivity
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b. inventiveness
c. marketing ability
d. official patronage

[Link] main theme of this passage is

a. electronic industry in Japan

b. industrial comparison between Japan and Britain
c. the role of marketing efficiency in industrial prosperity
d. the importance of original research in industry

Passage 14.

The object underlying the rules of natural justice "is to prevent miscarriage of justice" and secure "fair play
in action" As pointed out earlier the requirement about recording of reasons for its decision by an
administrative authority exercising quasi-judicial functions achieves his object by excluding changes of
arbitrariness and ensuring a degree of fairness in the process of decision making. Keeping in view the
expanding horizon of the principle of natural justice which govern exercise of power by administrative
authorities. The rules of natural justice are not embodied rules. The extent of their application depends upon
the particularly statutory framework where under jurisdication has been conferred on the administrative
authority. with regard to the exercise of particular power by an administrative authority including exercise of
judicial or quasi-judicial functions the legislature, while conferring the said power, may feel that it would
not be in the larger public interest that the reasons for the order passed by the administrative authority be
recorded in the order and be communicated to the aggrieved party and it may dispense with such a
requirement.

1."The rules of the natural justice are not embodies rules" means that these rules

a. are left deliberately vague

b. cannot be satisfactorily interpreted
c. are flexible
d. cannot be visualized

[Link] the passage it is clear that it is the legislature that

a. invests the administrative authority with enormous powers

b. embodies rules
c. has the larger interests of public welfare
d. leaves administrative authority enough discretion to interpret rules

[Link] to the passage, there is always a gap between

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a. rules of natural justice and their application

b. conception of a rule and its concretisation
c. demand for natural justice and its realisation
d. intention and execution

4."To dispense with a requirement" means

a. to do without the demand

b. to drop the charge
c. to cancel all formal procedure
d. to alter the provisions of the case

[Link] to the passage, natural justice can be brought about by

a. administrative authority remaining vigilant

b. administrative authority upholding rules of natural justice
c. administrative authority farming rules suitably
d. administrative authority observing the rules of fair play

Passage 15

Organisations are institutions in which members compete for status and power. They compete for resource
of the organisation, for example finance to expand their own departments, for career advancement and for
power to control the activities of others. In pursuit of these aims, grouped are formed and sectional interests
emerge. As a result, policy decisions may serve the ends of political and career systems rather than those of
the concern. In this way, the goals of the organisation may be displaced in favour of sectional interests and
individual ambition. These preoccupations sometimes prevent the emergence of organic systems. Many of
the electronic firms in the study had recently created research and development departments employing
highly qualified and well paid scientists and technicians. Their high pay and expert knowledge were
sometimes seen as a threat to the established order of rank, power and privilege. Many senior managers had
little knowledge of technicality and possibilities of new developments and electronics. Some felt that close
cooperation with the experts in an organic system would reveal their ignorance and show their experience
was now redundant.

[Link] theme of the passage is

a. groupism in organizations
b. individual ambitions in organizations
c. frustration of senior managers
d. emergence of sectional interests in organizations

2."Organic system" as related to the organization implies its

a. growth with the help of expert knowledge

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b. growth with input from science and technology

c. steady all around development
d. natural and unimpeded growth

[Link] decision in organization would involve

a. cooperation at all levels in the organization

b. modernization of the organization
c. attracting highly qualified personnel
d. keeping in view the larger objectives of the organizations

[Link] author makes out a case for

a. organic system
b. Research and Development in organisations
c. an understanding between senior and middle level executives
d. a refresher course for senior managers

[Link] author tends to the senior managers as

a. ignorant and incompetent

b. a little out of step with their work environment
c. jealous of their younger colleagues
d. robbed of their rank, power and privilege

Passage 16

Laws of nature are not commands but statements of acts. The use of the word "law" in this context is rather
unfortunate. It would be better to speak of uniformities in nature. This would do away with the elementary
fallacy that a law implies a law giver. If a piece of matter does not obey a law of nature it is punished. On
the contrary, we say that the law has been incorrectly started

[Link] a piece of matter violates nature's law, it is not punished because

a. it is not binding to obey it

b. there is no superior being to enforce the law of nature
c. it cannot be punished
d. it simply means that the facts have not been correctly stated by law

[Link] of nature differ from man-made laws because

a. the former state facts of Nature

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b. they must be obeyed

c. they are natural
d. unlike human laws, they are systematic

[Link] laws of nature based on observation are

a. conclusion about the nature of the universe.

b. true and unfalsifiable.
c. figments of the observer imagination.
d. subject to change in the light of new facts.

[Link] author is not happy with word 'law' because

a. it connotes rigidity and harshness

b. it implies an agency which has made them
c. it does not convey the sense of nature's uniformity
d. it gives rise to false beliefs

Passage 17

What needs to be set right is our approach to work. It is a common sight in our country of employees
reporting for duty on time and at the same time doing little work. If an assessment is made of time they
spent in gossiping, drinking tea, eating "pan" and smoking cigarettes, it will be shocking to know that the
time devoted to actual work is negligible. The problem is the standard which the leadership in administration
sets for the staff. Forgot the ministers because they mix politics and administration. What do top bureaucrats
do? What do the below down officials do? The administration set up remains week mainly because the
employees do not have the right example to follow and they are more concerned about being in the good
books of the bosses than doing work.

[Link] employees in our country

a. are quite punctual but not duty conscious

b. are not punctual, but somehow manage to complete their work
c. are somewhat lazy but good natured
d. are not very highly qualified

[Link] to the writer, the administration in India

a. is by and large effective

b. is very strict and firm
c. is affected by red tape
d. is more or less ineffective
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[Link] word 'assessment' means

a. enquiry
b. report
c. evaluation
d. summary

[Link] leadership in administration

a. sets a fine example to the employees

b. is of a reasonably high standard
c. is composed of idealists
d. is of a very poor standard

[Link] central idea of passage could be best expressed by the following

a. The employee outlook towards work is justified

b. The employee must change their outlook towards work
c. The employees would never change their work culture
d. The employer-employee relationship is far from healthy

Passage 18

I felt the wall of the tunnel shiver. The master alarm squealed through my earphones. Almost
simultaneously, Jack yelled down to me that there was a warning light on. Fleeting but spectacular sights
snapped into ans out of view, the snow, the shower of debris, the moon, looming close and big, the dazzling
sunshine for once unfiltered by layers of air. The last twelve hours before re-entry were particular bone-
chilling. During this period, I had to go up in to command module. Even after the fiery re-entry splashing
down in 81o water in south pacific, we could still see our frosty breath inside the command module.

[Link] word 'Command Module' used twice in the given passage indicates perhaps that it deals with

a. an alarming journey
b. a commanding situation
c. a journey into outer space
d. a frightful battle.

[Link] one of the following reasons would one consider as more as possible for the warning lights to be
on?

a. There was a shower of debris.

b. Jack was yelling.
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c. A catastrophe was imminent.

d. The moon was looming close and big.

[Link] statement that the dazzling sunshine was "for once unfiltered by layers of air" means

a. that the sun was very hot

b. that there was no strong wind
c. that the air was unpolluted
d. none of above

Passage 19

The enjoyment of physical possession of things would seem to be one of the prerogatives of wealth which
has been little impaired. Presumably nothing has happened to keep the man who can afford them from
enjoying his Rembrandt and his homegrown orchids. But enjoyment of things has always been associated
with the third prerogative of wealth which is the distinct it confers. In a world where nearly everyone was
poor, the distinction was very great. It was the natural consequence of rarity. In England it is widely agreed,
the ducal families are not uniformly superior. There is a roughly normal incidence of intelligence and
stupidity, good taste and bad taste, morality, immorality. But very few people are dukes and duchesses,
although the later have become rather more frequent with modern easing of divorce laws. As a result, even
though they may be intrinsically unexpectional they are regarded with some awe. So it has long have been
with the rich. Were dukes numerous their position would deteriorate. As the rich have become more
numerous, they have inevitably becomes a debased currency

[Link] distinction conferred by wealth

a. was unfair to the poor

b. was unlikely to spread throughout the world
c. was very great when there were many rich people
d. was very great when there were few rich people

[Link] enjoyment of the physical possession of things

a. is one of the privileges of wealth which has not been changed

b. is one of the privileges of wealth which should be curtailed
c. has little to do with the prerogatives of wealth
d. is a prerogative of wealth which cannot be disputed

[Link] families in England

a. are generally agreed to be fairly common

b. are generally agreed to be fairly superior
c. are superior because they are rich
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d. are generally agreed not to be always better than others

[Link] are more duchesses now because

a. it is easier for dukes to divorce and remarry

b. dukes are more immoral than they used to be
c. there position has deteriorated
d. they are debased

[Link] the ducal families

a. there is great deal of immortality

b. there is a fairly even spread of virtues and vices
c. there is a great deal of bad taste
d. there is either great intelligence or great stupidity

Passage 20

The assault on the purity of the environment is the price that we pay for many of the benefits of modern
technology. For the advantage of automotive transportation we pay a price in smog-induced diseases; for the
powerful effects of new insecticides, we pay a price in dwindling wildlife and disturbances in the relation of
living things and their surroundings; for nuclear power, we risk the biological hazards of radiation. By
increasing agricultural production with fertilizers, we worsen water population.
The highly developed nations of the world are not only the immediate beneficiaries of the good that
technology can do, that are also the first victims of environmental diseases that technology breeds. In the
past, the environmental effects which accompanied technological progress were restricted to a small ans
relatively short time. the new hazards neither local nor brief. Modern air pollutions covers vast areas of
continents: Radioactive fallout from the nuclear explosion is worldwide. Radioactive pollutants now on the
earth surface will be found there for generations, and in case of Carbon-14, for thousands of years.

[Link] widespread use of insecticides has

a. reduced the number of wild animals

b. caused imbalance in the relationship between living beings and their environment
c. eliminated diseases by killing mosquitoes and flies
d. caused biological hazards

[Link] passage emphasis that modern technology

a. is an unmixed blessing
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

b. has caused serious hazards to life

c. has produced powerful chemicals
d. has benefited highly developed nations

[Link] to the passage the increasing use of fertilisers is responsible for

a. abundance of food
b. disturbance in the ecological system
c. water pollution
d. increase in diseases

[Link] harmful effects of modern technology are

a. widespread but short-lived

b. widespread and long-lasting
c. limited and long-lasting
d. severe but short-lived

[Link] pollutants

a. are limited in their effect

b. will infect the atmosphere for thousands of years
c. will be on the surface of earth for a very long time
d. will dissipate in short span of time
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UNIT - IV
Email Writing and Sentence completion
E-mail Writing
Why there is need to learn email writing?
As your career progresses the importance of communication skills increases. Email is how we spend most of
our time communicating, so it's your greatest opportunity. The email is often the first impression the receiver
gains of the sender. A poorly written email results in a poor first impression.
Although email is a valuable tool, it creates some challenges for writers. Miscommunication can easily
occur when people have different expectations about the messages that they send and receive. Email is used
for
● You need to send someone an electronic file, such as a document for a course, a spread sheet full of data,
or a rough draft of your paper.
● You need to distribute information to many people quickly (for example, a memo that needs to be sent to
the entire office staff).
● You need a written record of the communication. Saving important emails can be helpful if you need to
refer to what someone said in an earlier message, provide proof (for example, proof that you have paid for a
service or product), or review the content of an important meeting or memo.
When is email NOT an appropriate form of communication to use?
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Email is not an effective means of communication when:

● Your message is long and complicated or requires additional discussion that would best be accomplished
face-to-face. For example, if you want feedback from your supervisor on your work or if you are asking
your professor a question that requires more than a yes/no answer or simple explanation, you should
schedule a meeting instead.
● The information is highly confidential. Email is NEVER private! Keep in mind that your message could
be forwarded on to other people without your knowledge. A backup copy of your email is always stored on a
server where it can be easily retrieved by interested parties, even when you have deleted the message and
think it is gone forever.
● Your message is emotionally charged, or the tone of the message could be easily misconstrued. If you
would hesitate to say something to someone‘s face, do not write it in an email.
Important components of an effective email:
Cc: and Bcc: (‗carbon copy‘ and ‗blind carbon copy‘)
Copying individuals on an email is a good way to send your message to the main recipient while also
sending someone else a copy at the same time. This can be useful if you want to convey the same exact
message to more than one person. In professional settings, copying someone else on an email can help get
things done, especially if the person receiving the copy is in a supervisory role. For example, copying your
boss on an email to a non-responsive co-worker might prompt the co-worker to respond. Be aware, however,
that when you send a message to more than one address using the Cc: field, both the original recipient and
all the recipients of the carbon copies can see all the addresses in the To: and Cc: fields. Each person who
receives the message will be able to see the addresses of everyone else who received it.
Blind copying emails to a group of people can be useful when you don‘t want everyone on the list to have
each other‘s addresses. The only recipient address that will be visible to all recipients is the one in the To:
field. If you don‘t want any of the recipients to see the email addresses in the list, you can put your own
address in the To: field and use Bcc: exclusively to address your message to others.
Subject Lines
Email subject lines are like newspaper headlines. They should convey the main point of your message or the
idea that you want the reader to take away. Therefore, be as specific as possible. One-word subjects such as
―Hi,‖ ―Question,‖ or ―FYI‖ are not informative and don‘t give the reader an idea of how important your
message is. If your message is time sensitive, you might want to include a date in your subject line, like
―Meeting on Thurs, Dec 2‖. Think about the subject lines on the email messages you receive. Which ones
do you think are most effective? Why?
Subject needs to be brief and concise. Remember to make it a practice. It must have the following needs:
1) Urgency
2) Curiosity
3) Offers
● Write the subject line after drafting your message
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● Use action verbs so the reader knows what you want done
● Appeal to the reader‘s needs: ask yourself what will make the reader care about your email
● Keep your subject line under 50 characters or 6 to 8 words, so the whole line will show in the inbox
preview
● Keep in mind that some smart phones show only 33 to 44 characters for the subject line
Salutation (Greetings and Signoffs)
Use greeting and sign-off. Don‘t just start with your text, and don‘t just stop at the end without a polite
signature. If you don‘t know the person well, you may be confused about how to address them (―What do I
call my TA/professor?‖) or how to sign off (Best? Sincerely?). Nonetheless, it is always better to make
efforts.
When in doubt, address someone more formally to avoid offending them. Some common ways to address
your reader are:
● Dear Professor Smith
● Hello, Ms. McMahon
● Hi, Mary Jane
If you don‘t know the name of the person you are addressing, or if the email addresses a diverse
group, try something generic, yet polite:
● To whom it may concern
● Dear members of the selection committee
● Hello, everyone
Your closing is extremely important because it lets the reader know who is contacting them. Always sign off
with your name at the end of your message. If you don‘t know the reader well, you might also consider
including your title and the organization you belong to; for example:
Mary Watkins
Senior Research Associate
Bain and Company
Joseph Smith
UNC-CH, Class of 2009
For your closing, something brief but friendly, or perhaps just your name, will
● Thank you
● Best wishes
● See you tomorrow
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● Regards
For a very formal message, such as a job application, use the kind of closing that you might see in a
business letter:
● Sincerely
● Respectfully yours
Opening Sentence
● Needs to be concise.
● Best to get straight to the point
● Include a maximum of four paragraphs and each paragraph should contain a single point.
● The first sentence can be a greeting if the situation allows it.
 I hope all is well with you.
 Thank you for your prompt response.
Starting Your Email

Replying to a previous email Giving brief updates

● ―Thanks for the information. ● ―Just a quick note to tell you
● ―Thanks for your phone call. ● ―Just a quick note to let you know
● ―Thanks for getting me the figures. ● ―Just to update you on

Referring to an attachment
● ― Take a look at the attached file.
● ―Have a quick look at the file I‘ve attached about…
● ―Thought you might find the attached interesting.

Email body
The body of your email is where you get into your main message. Whether you’re composing an email to
establish a new business connection or just following up on a meeting, the body of your email should be
detailed enough that the reader isn’t confused, but also brief and to the point. No one wants to sit and read a
long-winded email when they have dozens of other unattended messages in their inbox.

Email body writing guidelines:

 Be concise – detail only what’s needed to get your point across.

 Use words that convey (authentic) positive personal emotional – words like “glad”, “excited”,
“intrigued”, “confident”.
 Use the word “because” when asking for something – it’s been scientifically shown that people are
more easily convinced to do something if told why, and more so if the reason is important for them.
 Show don’t tell – if you can’t explain something in few words, see if you can add a screenshot, a
video or a link that explain it better.
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 Use headings to split long content into sub-topics – if you can’t avoid writing a long email, make
sure to break it up into subsections with headings. This will help your time-scarce readers to scan and
find their points of interest.
 Add your concrete request or question in bold text – to ensure your readers do not miss the most
important piece of content (your request or question) – set it in a separate line and put it in bold. You
can also use some color. If you do avoid light shades (you want high contrast between the text and
the white background. Once you pick a color – stick with it.

Closing (Expressions for thanking)

● Thank you for your help. / time / assistance / support
● I really appreciate the help. / time / assistance / support you‘ve given me.
● Thank you once more for your help in this matter
Expressions with a future focus Closing
● I look forward to hearing from you soon / meeting you next Tuesday.
● I look forward to seeing you soon.
● I‘m looking forward to your reply.
● We hope that we may continue to rely on your valued custom.
● We look forward to a successful working relationship in the future.
● Please advise as necessary.
● I would appreciate your immediate attention to this matter.

Expressions for showing them you want to help

● If I can be of assistance, please do not hesitate to contact me.
● If you require any further information, feel free to contact me.
● If you require any further information, let me know.
● Please feel free to contact me if you need any further information.
● Please let me know if you have any questions.
● I hope the above is useful to you.
● Should you need any further information, please do not hesitate to contact me.
● Please contact me if there are any problems.
● Let me know if you need anything else
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

● Drop me a line if I can do anything else for you.

Signature
● Limit your signature to three or four lines of text
● Don‘t over think it. All you really need is:
Your Name
Title (optional) Company (linked to website)
Phone number
Don‘ts
1. Never substitute email for necessary face-to-face meetings
2. Don‘t assume that everyone reads email immediately
3. Never send an email message written in capital letters, LIKE THIS
4. Never forward jokes, spam, chain letters, or advertisements
5. Do not reply all who received an email unless it‘s relevant to them
6. Do not use email for any illegal or unethical purpose – goes without saying!

Sample Email

Thank you email for a job interview

Dear [name of hiring manager],

I enjoyed speaking with you the other day at the interview for the [job name]. The job appears to be an ideal
match for my skills, ambitions, and interests.

The innovative approach to the corporate culture within the [job field] world confirmed my wish to work at
your firm.

I will bring my engineering skills, assertiveness, and ability to engage others to work in a cooperative way
within the [name of department] department.

Thank you for taking the time to interview me for the [position title] at [company]. I have a high level of
interest in working for your firm and look forward to hearing from you.

Best Regards,

[name]

2. Letter of complaint
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Dear [name],

On January 30th, 2020, I made a reservation at your restaurant located at 1234 Mulberry Lane for a birthday
dinner for four people. This letter is intended to bring certain issues to your attention.

Unfortunately, we did not enjoy our dinner due to the fact that the food was very slow to arrive and we
received the wrong dishes. It’s understandable that it was a busy time at your restaurant, but the quality of
the service was not as expected.

To resolve this problem, I would appreciate it if you could provide compensation in the form of a gift
voucher or discount on a future meal.

I’m looking forward to your reply.

With regards,

[Your name]

3. Email the boss about work progress

Hi [name of boss],

I am happy to let you know that the project [name of project] that was assigned to me on [date] is now
nearing completion. Due to the hard work of our team, the project is expected to be completed on time.
Based on the pace of our work, I expect to have the entire project completed by [date].

The remaining elements of this project to be completed are as follows:

 [List them 1]
 [List them 2]
 [List them n]
Thank you for your continued support and guidance and please do not hesitate to get in touch with any
questions.

Regards,

[Your name]

4. Introduction email to a client (sample email to approach a new client)

Dear [Sir/Madame/Name],

I would like to take a moment to introduce myself and my company. My name is [name] and I am a [job
title] at [company name]. Our company provides customers with cutting-edge technology for all their email
signature needs.

At [company name], there are a number of services we can offer, such as [short list of services]. Our
employees are also highly dedicated and are willing to help you with your every need.
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I’d love the opportunity to speak or meet with you to discuss your needs further and to tell you more about
how [company name] can help you succeed. You can contact me at [phone number] with any questions you
may have.

Thank you,

[Your name]

Sentence Completion

Sentence completions test the skill to use the information observed in complex and incomplete sentences in
order to correctly complete them. It tests a candidate’s vocabulary power and skill to follow the logic of
sentences. These sentences are often quite complex.

Types:

There are possibly four types of sentence completions:

Restatement: Containing words such as namely, in other words, in fact, that is, etc.

Example: The pickpocket was a trickster, in other words, a ______. Here answer will be knave or scoundrel,
which restates “trickster,”

Comparison: Containing the words such as likewise, similarly, and, just as, as like as, etc.

Example: Jack was cleared of all charges; similarly, Jill was ______.

Here we have to compare ‘cleared of all charges’ with the suitable word, and hence vindicated is the answer.

Contrast: Containing the words such as though, although, however, despite, but, yet, on the other hand, but,
however, despite, or, on the contrary, etc.

Example: Although the tiger is a solitary beast, its cousin the lion is a ______ wild animal.

Here answer should be in contrast with “solitary”. Therefore, gregarious or sociable are possible answers.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

Cause and effect: Containing words such as this, therefore, consequently, because of, etc. Also contains phrases
such as due to, as a result, leads to, etc.

Example: A truck stole her parking spot; consequently, Rocky’s ______ look showed her displeasure.

Here answer should be to find the cause for someone to steal. Therefore answer may be scowling or sullen.

Suitable Approaches for Sentence Completion:

A good vocabulary can be a great help for such sentence completion. Although we can use many approaches
for such type of questions, even without knowing all the choices. Some of them are as follows.

1. Read the Sentence:

Use the sentence clues by reading thoroughly. The question may be difficult due to difficult words and the
structure of the sentence. One has to dissect the sentence to figure out what fits best, otherwise one cannot crack
the question though knowing the word meanings.

2. Hints:
The hints given may indicate what should go into the blank for the meaningful sentence. Here’s a test to locate
the right hint. If we change the hint, then the choice in the blank must change. We can check the hint by putting
that word or phrase into the blank itself.

3. Pluses and Minuses:

Once we find the word clues, indicate the kind of word we are now looking for with positive meaning or
negative meaning. Also, to indicate synonyms or antonyms, we can use these symbols.

4. Structure Words:
See and try for words like but, rather, although, however, and, while, but, therefore, etc.

These may reveal the sentence organization and the relationship between hint and blank. They tell about kinds
of words to look for as they change the thought process in the sentence.

5. Visualize:
Before going for the choices, think of the possible words for the blanks. It will save us from wrong choices. If
we know roughly the type of words required, the process of elimination becomes much easier. The word we see
doesn’t have to be fancy and a general idea is fine.
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6. Elimination:
Ruling out the wrong choices is now easy. But remember that words have to fit in the given order for the
correct answer. If one word is a perfect choice without making sense, then the answer is incorrect. Don’t rule
out choices if don’t know their meanings. If doubts are there, leave it and return to other choices.

7. Working Backwards:
The two-blank questions can be easier as we have more opportunities to eliminate wrong choices. If we can
eliminate a choice based on one word, we don’t need to know the other word. Often, working I backtracking
way works better.

Solved Example on Sentence Completion

Q.1: Suresh’s skin was ______ to burn if he spent too much time in the sun.

(i) Prone

(ii) Eminent

(iii) Erect

(iv) Daunted

Answer: Prone is the correct answer which is an adjective. Its meaning is – a tendency or inclination to
something.

Q.2: The Security officer ______ the crowd to step back from the fire to avoid any mishappening.

(i) Undulated

(ii) Enjoined

(iii) Stagnated

(iv) Delineated

Answer: Enjoined is the correct answer which is a verb. Its meaning is to issue an order or command with
authority.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

Cloze Test:

What is a Cloze Test?

A Cloze test is an amalgamation of ‘comprehension’ and ‘fill in the blanks’ where your reading, analysing
and vocabulary skills are all tested at once. A comprehension or a passage is given in the question which
comprises blanks. Candidates need to choose the most appropriate word from the given options, which can
most suitably be placed in the blank.

There are two major patterns based on which a cloze test is asked in the examinations:

 Basic Fill in the Blanks Format: The simplest format for the cloze test is that a passage is given
with multiple blanks and candidates need to choose one correct answer from the given options,
which would be appropriate and logically fill the blank.
 Replacing words: With the increased competition in the various exams, a new pattern for cloze test
frequently appears in the examination. Instead of giving blanks, multiple words are given in bold in
the passage and candidates need to answer if the word given in bold is appropriate or if it can be
replaced with another word from the given options.

Tips and Tricks to Solve the Cloze Test: .

To ensure that a candidate does not lose marks in the cloze test passage, given below are a few tips to solve
the test-based questions:

 Overview of the Passage: Take a quick glance at the passage to know what the topic deals with as
this will help you apprehend which of the given options most suitably fits in the blank.
 Look for Contextually Correct Options: The options provided under cloze test may seem to be
similar in meaning, which makes selecting the appropriate option even tougher. Thus, look for an
option which aptly fits with the context of the passage.
 Eliminate Options in case confused: If you are unable to reach an answer, try eliminating the
options which seem to be incorrect. This will lessen your options and may help to arrive at the
correct answer easily.
 Link the Sentences while answering: The cloze test is a passage based on a particular topic. So, if
you are unable to find the answer, try linking the sentences with each other to simplify the context of
the passage.
 Understand the tone of the passage: Once a candidate understands the tone of the passage,
selecting the appropriate option becomes easier.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

Sample Questions for Cloze Test:

Question: Read the passage given below and fill in the blanks with the suitable option:

Earth, our home, is the third planet from the sun. It’s the only _________ (a) known to have an atmosphere
containing free oxygen, oceans of water on its surface and, of course, life.

The fifth-largest planet of the Solar system is the Earth. It is smaller ________ (b) the four gas giants —
Jupiter, Saturn, Uranus and Neptune — but larger than the three other rocky planets, Mercury, Mars and
Venus.

Earth has a diameter of roughly 8,000 miles and is ________ (c) because gravity pulls matter into a ball.
But, it is not perfectly round. Earth is really an “oblate spheroid,” because its spin causes it to be squashed at
its poles and swollen at the equator.

71 per cent of the Earth’s surface is covered with water, and most of that is in the oceans. About a fifth of
Earth’s atmosphere consists of oxygen, produced by ________ (d). While scientists have been studying our
planet for centuries, a lot has been learned in the past few decades by studying pictures of Earth from space.

Q 1. (a)

1. Planet
2. Moon
3. Satellite
4. Surface
5. Life

Answer: (1) Planet

Q 2. (b)

1. For
2. Then
3. Than
4. There
5. On
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Answer: (3) Than

Q 3. (c)

1. Oval
2. Round
3. Square
4. Uneven
5. Disrupted

Answer: (2) Round

Q 4. (d)

1. Animals
2. Humans
3. Living Beings
4. Plants
5. None of the Above

Answer: (4) Plants.

Excercises
1. You are Mr. Chopra and you recently bought a car from Smart Automotive Company. Write an email
to Mr. Ahmed, the manager of Smart Automotive Company, explaining the poor quality of vehicle
service offered to you in the city.

Outline:
very few - service centers - complaints - pending problems - maintenance - cost - time - delivery -
increase - customer satisfaction

2. You are a project manager and you took the help of Billy, an additional resource, to complete the task
in time. Write a "Thank You" email to Billy appreciating his timely help including the below phrases
in the email.

Outline:
Accepting join - project months time - location constraints - flexibility - hard work - technical
expertise invaluable - high complexity task - co-operating - deliver service - critical moment -
deadlines - savior - look forward - to working with you - all the best
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3. You are a project manager and you took the help of Billy, an additional resource, to complete a task
in time. Write a "Thank You" email to Billy appreciating his timely help in your critical time and
made the project success.
Outline:
Payment processing system - Schedule - 15th - month - Unexpected system crash - bug fix and
maintenance - 3 days - Overall delay - 10 days - includes recovery of lost work - will not recur
4. You are an intern in ABC Consulting Pvt. Ltd. Write an email to your manager Mr. Ramesh, updating
him about your work progress and challenges you are facing. Please limit the word count between 70
and 100. Sign the email as Ben.

Outline:
Thank - challenging - progress - tight - schedule - support - report - analytics - guidance - access -
doubt - requirements – design

5. You are former student of Mr. Matt, your professor. Write an email with a minimum of 70 words and
a maximum of 100 words using the following phrases to Mr. Matt thanking him for his guidance that
contributed to your overall development. Sign the email as peter.

Outline:
Successful - Placed - grateful - help - advice - grooming - values - shaping my future - sincere –
professional

6. You are a project manager for a team of 20 resources. Write an email to your team, enquiring about
the irregularity in submitting their weekly timesheets and stressing the importance of the same.
Please limit the word count between 70 and 100 and use the below mentioned phrases.

Outline:
can be accessed online - lead to loss of pay-every week - do not default - used to bill client - actual
working hours - by Friday - failure to adhere - time sheet filling application

7. You are a part of corporate communication team in your company. The working time period is
revised as 8:30 am to 5:00 pm. Using the following phrases, write an email with a minimum of 70
words and a maximum of 100 words to the employees in your company informing the same.

Outline:
by 30 minutes to avoid traffic - effect from next week - lunch duration - revised working time -
reduced by 10 minutes - free breakfast - office will start earlier - till the end of rainy season - will be
in effect

8. As your company is growing constantly and you need a bigger and better work place, your company
is relocating to a new address. Write an email to your customers informing about the change in
address. Please use the below given phrases and limit the word count to a minimum of 70 and
maximum of 100 words.

Outline:
near outer ring road - shifting to - bigger office space - November 10 - change in telephone number - new
address is provided below - fourth floor - Cessna Business Park
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

1. Question: Carefully go through the passage and fill in the blanks from the options given below:

Chernozem soil formation is most intensive in the forest-steppe zone, where better moisture conditions
promote more intensive development of grassy vegetation and active humification of its residue. In the
steppe zone, inadequate moisture causes shallower root penetration, a _________ (a) in the amount of dead
matter entering the soil, and fuller decomposition of the matter. The natural process of soil formation alters
significantly when chernozems are brought into agricultural use. The cultivation ________ (b) crops
changes significantly the character of the biological cycle of matter and conditions of formation of the water
and heat regimes. A large part of the biomass formed and consequently a significant quantity of nutrients are
removed each year, and the period of vigorous interaction between the plant root systems and the soil is
reduced. In addition, the soil remains for a long time without a plant cover, which reduces its absorption of
winter precipitation. When virgin chernozems are first ploughed, the structure of the soil is partially broken
down and the content of humus and nitrogen in the ploughed horizon drops, especially in the first years of
cultivation. This process slows down in _________ (c) years. At the same time, the activation of
microbiological processes when chernozems are cultivated promotes the mobilization of nitrogen and
phosphorus. Therefore, cultivated chernozems have a high content of nutrients that are available to plants.
To maintain the high fertility of chernozems that have been brought into intensive cultivation, it is
___________ (d) to introduce crop rotation, apply organic and mineral fertilizers, and use the proper soil
tillage system.

Q 1. (a) 1. Decrease 2. Low 3. Less 4. Lessen 5. Lower

Q 2. (b) 1. On 2. For 3. Of 4. Them 5. In

Q 3. (c) 1. After 2. Later 3. Late 4. Next 5. Further

Q 4. (d) 1. Unimportant 2. Ignorant 3. Unnecessary 4. Essential 5. Vague

[Link]: Read the passage given below carefully and fill in the blanks with the correct option given
below:
Plant-based products have always been a significant element in the food and nutrition sector. With
increasing awareness, working professionals are also ______ (a) for these products as it contains protein,
multivitamins and ayurvedic herbs. Ashwagandha, which is classified as a medicinal herb, can _________
(b) your body manage stress. Several studies have already shown that it can help in anxiety disorders by
blocking the stress pathway in the brain and regulating chemical signalling in the nervous system. Plastic
waste adds to the pollution level. But as the material is cheap and ________ (c), it gets used more often
than glass or steel. But one must keep in mind to not use single-use plastic. Re-cycled plastic or multi-usage
plastic products can make a significant ________ (d) in the world. Recycling and up-cycling is a great
concept that promotes slow fashion and focuses on _________ (e) the waste generated. Slow fashion works
on the idea of investing in classic pieces, which may not be the latest fad, but will always remain
fashionable, reducing the chance of discarding the item when trends change. However, just reducing
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consumption is not enough. It’s important to switch to raw materials which degrade naturally and are
gentler on the environment.

1. Discouraging 2. Ignoring 3. Opting 4. Achieving 5. Disgracing

2. 1. Help 2. Gain 3. Ensure 4. Reduce 5. Increase
3. 1. Expensive 2. Unaffordable 3. Unreasonable 4. Affordable 5. Exorbitant
4. 1. Similarity 2. Degradation 3. Irresistible 4. Difference 5. Same
5. 1. Enhancing 2. Reducing 3. Magnify 4. Intensify 5. Strengthen

3. Read the passage given below carefully and fill in the blanks with the correct option given below:
Houses are buildings that people can live, eat and sleep in. They ……(1)… you from dangers and bad
weather. Most houses show the lifestyles, traditions and cultures of the people who live in them. Homes and
houses have different ……(2)… and sizes . They are built of different materials that depending on the
climate of the area you live in. Long ago, people ……(3)… homes with whatever building materials that
they had. In Africa and some islands of the South Pacific they used grass or leaves that grew nearby. In the
south-western part of the United States the Pueblo Indians used sun-dried bricks to build ……(4)… houses.
In the northern part of North America and in northern Europe wood ……(5)… the main building material
for many centuries
1. Protect, analyze, work, stick
2. Windows, calls, shapes, perspectives
3. Are building, built, have built, build
4. Your, our, her, their
5. Is. Will be, was, has been

4. In the following questions, the sentence given with blank to be filled in with an appropriate word.
Select the correct alternative out of the four and indicate it by selecting the appropriate option.
Literature is a __96___ through which a person conveys his ideas towards or protest ___97__
different norms of society. The words that deal with a __98___ issue are of particular importance in
literature. They are ___99__ with a particular purpose in __100___.

(1) (a) base (b) medium (c) source (d) subject

(2) (a) against (b) for (c) in (d) off
(3) (a) broad (b) insensitive (c) moral (d) economical
(4) (a) brought (b) founded (c) represented (d) written
(5) (a) all (b) hand (c) mind (d) total

5. In the following passage there are blanks, each of which has been numbered. These numbers are
printed below the passage and against each, five words are suggested, one of which fits the blank
appropriately. Find out the appropriate word in each case.

Visual experiences can (1)children, teenagers and even adults learn and absorb more due to its highly
stimulating and (2)engaging impact. It is for this reason that we are seeing an increase in schools across the
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globe (3) content provider programmes into their class curriculum to (4) lessons through video. Visual
excursions and school collaborations are (5) by advances in high definition video, high fidelity audio and
content sharing allowing students to experience a richer and more stimulating learning experience. Schools
that have previously transported students to excursions in (6), now face increased transportation costs,
higher insurance premiums, attendance costs for the families and strict duty of care policies for students
while (7) school property/ Virtual excursions (8) students to improve their presentation, research, learning
and speaking skills while they engage in a live learning session. Students also now have the ability to meet
peers from many cultures, speak to subject-matter (9) like scientists or authors practise a foreign language
with students from another country, and learn about global issues from the (10) of their own classrooms.

1. (a) help (b) aiding (c) prescribe (d) feature (e) present
2. (a) plus (b) lonely (c) ably (d) many (e) deeply
3. (a) incorporating (b) pressing (c) following (d) parting(e)leaving
4. (a) make (b) demand (c) impart (d) vision (e) need
5. (a) dissolved (b) enhanced (c) measured (d) failed
(e) blasted

6. (a) deed (b) total (c) parent (d) person(e) lieu

7. (a) involving (b) saving (c) away (d) off (e) vacating
8. (a) let (b) enable (c) present (d) pressure (e) collect
9. (a) clause (b) dictionaries (c) books (d) experts(e) partners
10. (a) vacancy (b) availability (c) safety (d) comfortable(e) gap

6. Directions (11-20): In the given passage there are blanks, each of which has been numbered. Against
each five words are suggested, one of which fits the blank appropriately. Find out the appropriate
word in each case.

If China’s state owned commercial banks seem burdened by bad debts, the Country’s rural financial sector
is even worse. In the villages, the only formal banking institutions are what are known as rural credit co-
operatives. These (11)the distinction in China of having been officially declared insolvent. The rural credit
co-operatives are ill named. They are often reluctant to(12) and they are not run as co-operatives as they do
not (13) any profits and their customers have no say in their operations. Until 1996,they were offshoots of
the Agricultural Bank of China. Since then they have been (14) by the Central Bank, though they are in
reality run by country government. Even the word ‘rural’ is misleading. (15)of their deposits are sucked up
and put in the urban banking system. Farmers usually find it easier to (16) from friends or relatives or black
market moneylenders. Yet the co-operatives remain a big part of China’s financial system. Last year,
they (17) for 12 percent of deposits and 11 percent of loans. In recent years, commercial banks (including
the Agricultural bank) have closed down (18) in the countryside. Yet some 40,000 credit co-operatives
remain in place with one in almost every township as the larger villages or smaller rural towns are (19). If as
the government claims, the credit co-operatives are beginning to turn a profit after six years of losses, it is
not because they are any better run. In an effort to (20) a stagnant rural economy, the central bank has
pumped more than $9 billion into them hoping that they will lend more to farmers. But the root causes of
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their problems remain and the real solution may have to involve a mix of approaches from commercial
banking to real cooperatives.

11. (a) awarded (b) enjoy (c) worry (d) making(e) trouble
12. (a) sanctions (b) apply (c) part (d) provide (e) giving
13. (a) function (b) eligible (c) claims (d) declared (e) share
14. (a) own (b) govern (c) regulations (d) ran(e) supervised
15. (a) Such (b) Partly (c) Whole (d) Most (e) Entire
16. (a) visit (b) help (c) borrow (d) loan (e) advice
17. (a) include (b) accounted (c) fulfilled (d) achieved (e) taking
18. (a) branches(b) all (c) operating (d) staff (e) factory
19. (a) thinking (b)known (c) creating (d) cross (e) develop
20. (a) make (b)release (c) boosting (d)stall (e) revitalize

7. Directions (21-25): In the following passage there are blanks, each of which has been numbered.
Against each, five words are suggested, one of which fits the blank appropriately. Find out the
appropriate word in each case.

Primary school enrolment in India has been a success story,(21)due to various programmes and drives to
increase enrolment even in remote areas. With enrolment reaching at least 96 percent since 2009, and
girls (22) up 56 percent of new students between 2007 and 2013, it is clear that many (23) of access to
schooling have been (24). Improvement in infrastructure has been the (25) behind achieving this and now
in India 98 percent habitations have a primary school within one kilometre and 92 percent have an upper
primary school within a three kilometre walking distance

21. (a) most (b) properly(c) totally (d) optionally (e) largely
22. (a) coming(b) reaching (c) counting (d) making(e) touching
23. (a) issue (b)opportunities (c) problems (d) efforts (e)exertions
24. (a) accustomed (b) addressed (c) me (d) forwarded(e) dissolved
25. (a) main(b)forced (c)force (d)compulsion (e) awareness

8. Directions (25-30): In the following passage there are blanks, each of which has been
numbered. Against each, five words are suggested one of which fits the blank appropriately. Find out
the appropriate word in each case.

Education has been a problem in our country for (26). The lack of it has been blamed for all (27) of evil for
hundreds of years. Even scholars have written lengthy articles about how the Indian education system needs
to change. The funny thing is that fro colonial times, things have (28) changed. We have established reputed
business schools, law schools and other institutions of excellence. Students, now, so routinely score 90%
marks that even with this percentage they find it (29) to get into the colleges of their choice. The problem
thus lies with us doing more of the same old staff. This needs to change by bringing about (30) in education.
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26. (a) time (b) take(c) ever (d) long (e) decade
27. (a) possession (b) abundance (c)typical (d) much (e) sorts
28. (a) bare (b) hardly(c) little (d) much (e) highly
29. (a) simple (b) easy(c) irregular (d) noble (e) difficult
30. (a) innovation (b) dreams (c)creating (d) foreign (e) choice

9. In the following passage some words have been deleted. Fill in the blanks with the help of the
alternative given.
Every day for a whole year, all kind of holy men, hermits, scholars and nobles came, and related to the
priests their deeds of ___(1)___, and the priests in solemn council heard their calms. At last, they decided
that the one who seemed to be the greatest lover of ____(2)_____was a rich man who had that very year
given all his ___(3)___to the poor. So they gave him the plate of gold, but when he took it in his hand, it
turned into ___(4)___lead; thought, when he dropped it on the floor, to his __(5)___, it become gold again.

1. (A) Charity(B) kindness(C) happiness(D) sympathy

2. (A) Destitute(B) Moneyless (C) Mankind (D) Women
3. (A) Wealth(B) Energy(C) time (D) Life
4. (A) Gold (B) Worthy (C) Worthless (D) Valuable
5. (A) Confusion(B) Happiness(C) admiration(D) Amazement

10. Direction (A-E): In the following passage, there are blanks each of which has been numbered. These
correspond to the question numbers; against each question, five words have been suggested, one of
which fills the blank appropriately.

The Sam Kee Building, located at 8 West Pender Street in Vancouver, British Columbia, Canada,
is (A) the "shallowest commercial building in the world", according to the Guinness Book of
Records. The Sam Kee Company—one of the wealthiest firms in Chinatown— purchased a
standard-sized lot in 1903. In 1912, however, Vancouver widened Pender Street and expropriated 24
feet (7.3 m) of the above-ground (B) —effectively (or so it was first believed) making conventional
commercial use of the remaining frontage impractical, if not impossible. Refusing the neighbors
offer to (C), Sam Kee decided to build anyway. In 1913, the architects Brown and Gillam designed
this narrow, steel-framed building's ground-floor depth (from storefront to rear of building) to
measure 4'11" (1.50 m), with a second-floor depth (from overhanging bay window to rear) of 6'
(1.83 m). The basement (D) sidewalk and originally housed public baths, while the ground floor was
used for offices and shops and the (E) for living quarters.

1. (A) Is very (B) Quite possibly by (C) Famous at (D) Famously known at (E) Noteworthy for being
2. (A) Very tall part (B) Portion of the property(C) Is property feud(D) Wide boundaries of(E) The
tallest portion
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3. (A) Land was given(B) Farmers in the area (C) Buy the remaining land (D) Purchase the rest money (E)
To go through with it
4. (A) Is devoid of any (B) Seems to be not there (C) Seems clogged (D) Extends beneath the (E)
Submerged into
5. (A) Road besides(B) Building inside (C) Lake nearby (D) Top storey(E) Upper class in
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UNIT: V
ANALOGY
What is an analogy?
An analogy is a word used in terms of comparing two things or finding a relation between two things.

In other words, an analogy is a relationship between one pair of words that helps to form the same
relationship in the second pair of words. An analogy shows similarities, or things in common, between a pair
of words.
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When writing a word analogy as a rhetorical device, colons stand in for words. Analogies written in this way
use pairs of words to make a logical argument. Consider the following example:

 Stove is to kitchen as bed is to bedroom

 Stove : kitchen :: bed : bedroom
 Up: Down ::Over: Under
 Up is to Down as Over is to Under

How do you read an analogy?
Analogies are usually written in the following form:

For example:
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tree : leaf :: flower : petal

Though there is no limit to the possibilities when it comes to word analogies, here are some examples to
familiarize yourself with the concept:
 hammer : nail :: comb : hair
 white : black :: up : down
 mansion : shack :: yacht : dinghy
 short : light :: long : heavy
 bees : hive :: bears : den
 speak : sing :: walk : dance
 chef : food :: sculptor : stone
 like : love :: dislike : hate
 These questions ask test takers to identify relationships between pairs of words. In order to solve
analogy questions, you must first have a clear understanding of the words’ definitions and then use
that understanding to determine how the words are related.
 Before solving the questions, an aspirant must understand the concept of analogy.

 Tips & Tricks to Solve Analogy questions:-

Given below are a few tips which may help you prepare for the analogy questions and also help you
solve the questions faster:
• A pair of related terms/figures is provided and a similar relationship is to be established between the two
other terms/figures or another pair to identify the missing term/figure.
• Try to diagnose the relationship between the first pair of terms. (Dog: Pet)
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• The analogy problems can be read as sentences, even if it is actually written differently. (Dog ‘is to’ Pet
just like Lion ‘is to’ Wild.)
• Change the analogies into sentences.
• Follow a systematic method especially while solving a hard problem.
• First go through answer options, before choosing a solution and not just rely on the one match that looks
might be a strong match.
• Go through the context, keep in mind tough terms so when you are observing any analogy based questions
you can recollect it and apply the logic answers.
• If the relationship of a term is unfamiliar, then try to remember the text in which you have come across the
word.
• You may replace it with alternative explanations of terms.

• When solving analogies try to apply the same logic by taking another look at the relationship possibilities
as mentioned above.
• If this doesn't work, discard the unlikely answers and apply logical guesses.
For Example:
Bricks: Road :: Glass : Bottle
Funny : Humorous :: Hardworking : Diligent

TYPES OF RELATIONSHIPS
The relationships that are found in analogy questions fall into several general types.
For Example:-
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Let’s See in Details :

■ Synonyms and Antonyms. These questions use pair of words in which one word is either synonym or
antonym of other word For example,great : wonderful ( great is synonym of wonderful)

1. Synonym Analogies

Funny : Humorous :: Hardworking : Diligent

Lead : Guide :: Drawing : Illustration

2. Antonym Analogies

Night : Day :: Right : Left

Wet : Dry : Hot : Cold

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 Part to Whole. In this type of question, a pair of words consists of a part and a whole. For example,
spoke :wheel. (A spoke is part of a wheel.)

Florida : America : : living room : house

 Whole to part. In this type of question, a pair of words consists of a whole and a part. For example,
chair: leg ( Here a chair is a whole object and leg is a part of it )
foot : toe : : face : nose

 Cause and effect: As the name suggests, one word leads to the other word. Example:

sad : cry :: cloudy : Rain

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 Thing/Characteristic Analogies: The first word in each half of the analogy provides a characteristic, while
the second word provides the thing that has that characteristic.

Democracy : Equality :: Monarchy : One Ruler

Water : Wet :: Concrete : Hard

 Symbol or representation. These questions pair words in which one word is the symbol of the
other. Here one would witness a relationship where one word represents a concept, action or
thing For example, dove : peace. (A dove is a symbol of peace.)

Aside: Parentheses; Olive branch: Peace

 MISC RELATIONSHIPS
Analogy of performer and related action: This kind of analogy usually pertains to the relationship
where one is a performer and the other is the action that the performer renders. The order can be the
other way round as well.
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Example: Arbitrator: Judge; Artist: Sketch

Analogy of performer and tool: In this analogy, the relationship between the performer and his tool is
traced. The order is liable to change.

Example: Artist: Brush; Carpenter: Hammer

Analogy of tool and object: This analogy traces the relationship between the tool and the object which
it uses.
Example: Hammer: Nails; Car: Fuel
Manner. This type of analogy describes the manner, way, or style by which an action is accomplished.
For example,
shamble : walk. (Shamble means to walk in an awkward manner.)

Example: Winnow: Wheat; Refine: Oil

Analogy of action and significance: It is an analogy wherein one word describes an action whereas the other
word reflects the significance of the action.
Example: Fidget: Uneasiness, Curtsey: Reverence

Analogy of pair: This analogy reflects on objects that are incomplete without the existence of the other. This
helps us put things together in an easier fashion.
Example: Pen: Ink; Letter: Envelope

Quick Revision The key to solving an analogy question is to precisely describe the relationship between the
pair of words and then apply the same relationship to determine which word completes the analogy. Most
analogy questions rely on your ability to deduce the correct relationship between words and to draw logical
conclusions about the possible answer choices.

Practice:

Choose the pair of words that have a similar relationship to that between the given pair of words.

1. particular : fussy :: ______ : subservient

a. meek b. above c. cranky d. uptight

2. ______ : horse :: board : train

a. stable b. shoe c. ride d. mount

3. tureen : ______ :: goblet : wine

a. napkin b. soup c. spoon d. pilsner

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4. son : nuclear :: ______ : extended

a. father b. mother c. cousin d. daughters

5. coif : hair :: ______ : musical

a. shower b. close c. praise d. score

6. feta : Greek :: provolone : ______

a. salad b. Swiss c. blue d. Italian

7. moccasin : snake :: ______ : shoe

a. alligator b. waders c. asp d. loafer

8. ______ : zenith :: fear : composure

a. apex b. heaven c. heights d. nadir

9. pill : bore :: core : ______

a. center b. mug c. bar d. placebo

10. pilfer : steal :: ______ : equip

a. return b. damage c. exercise d. furnish

11. native : aboriginal :: naïve : ______

a. learned b. arid c. unsophisticated d. tribe

12. junket : ______ :: junk : trash

a. trounce b. trip c. refuse d. trinket

13. ______ : festive :: funeral : somber

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a. tension b. soiree c. eulogy d. sari

14. fetish : fixation :: slight : ______

a. flirt b. sloth c. insult d. confuse

15. hovel : dirty :: hub : ______

a. unseen b. prideful c. busy d. shovel

16. bog : ______ :: slumber : sleep

a. dream b. foray c. marsh d. night

17. ______ : segue :: throng : mass

a. subway b. church c. transition d. line

18. ragtime : United States :: raga : ______

a. cloth b. country c. piano d. India

19. miserly : cheap :: homogeneous : ______

a. extravagant b. unkind c. alike d. friendly

20. skew : gloomy :: slant : ______

a. glee b. foible c. desperate d. gloaming

21. eider : ______ :: cedar : tree

a. snow b. plant c. duck d. pine

22. gerrymander : divide :: filibuster : ______ a. bend b. punish c. delay d. rush

23. vapid : ______ :: rapid : swift

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a. inspired b. turgid c. wet d. insipid

24. denim : cotton :: ______ : flax

a. sheep b. uniform c. sweater d. linen

25. obscene : coarse :: obtuse : ______

a. subject b. obstinate c. obscure d. stupid

26. diamond : baseball :: court : ______

a. poker b. jury c. grass d. squash

27. quixotic : pragmatic :: murky : ______

a. rapid b. cloudy c. clear d. friendly

28. smear : libel :: heed : ______

a. represent b. doubt c. consider d. need

Answers:
1. a. Particular is a synonym for fussy, and meek is a synonym for subservient.
2. d. To mount means to get on a horse, and to board means to get on a train.
3. b. A tureen is used to hold soup, and a goblet is used to hold wine
4. c. A son is part of a nuclear family, and a cousin is part of an extended family.
5. d. To coif means to arrange hair, and to score means to arrange a musical.
6. d. Feta is a Greek cheese, and provolone is an Italian cheese.
7. d. A moccasin is a type of snake, and a loafer is a type of shoe.
8. d. Nadir is the opposite of zenith, and fear is the opposite of composure.
9. a. A pill is another word for a bore, and a core is another word for a center.
10. d. To pilfer means to steal, and to furnish means to equip.
11. c. Native is a synonym for aboriginal, and naïve is a synonym for unsophisticated.
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12. b. A junket is a synonym for a trip, and junk is a synonym for trash.
13. b. A soiree is described as festive, and a funeral is described as somber.
14. c. A fetish is a synonym for a fixation, and a slight is a synonym for an insult. 15. c. A hovel is described
as dirty, and a hub is described as busy.
16. c. A bog is a synonym for a marsh, and slumber is a synonym for sleep.
17. c. A transition is a synonym for a segue, and a throng is a synonym for a mass.
18. d. Ragtime is a type of music from the United States, and raga is a type of music from India.
19. c. Miserly is another word for cheap, and homogeneous is another word for alike.
20. c. To skew is a synonym of to slant, and to be gloomy is a synonym for desperate.
21. c. An eider is a type of duck, and a cedar is a type of tree.
22. c. To gerrymander is a political term meaning to divide land, and to filibuster is to delay legislature.
23. d. Vapid is another word for insipid, and rapid is another word for swift.
24. d. Denim is a fabric made from cotton, and linen is a fabric made from flax.
25. d. Obscene is a synonym for coarse, and obtuse is a synonym for stupid.
26. d. Baseball is played on a diamond, and squash is played on a court.
27. c. Quixotic is an antonym for pragmatic, and murky is an antonym for clear.
28. c. To smear is a synonym of to libel, and to heed is a synonym of to consider.

Excercises
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1. Choose the pair of words that have a similar relationship to that between the given pair of words.
1.. mend : sewing :: edit : ______
a. darn b. repair c. manuscript d. makeshift
2. abet : ______ :: alone :: lone
a. bet b. loan c. wager d. single
3. piercing : ______ :: hushed : whisper
a. diamond b. watch c. siren d. ears
4. segregate : unify :: repair : ______
a. approach b. push c. damage d. outwit
5. congeal : solidify :: ______ : char
a. conceal b. singe c. evaporate d. charge
6. ______ : marsupial :: monkey : primate
a. opossum b. ape c. honeybee d. moose
7. principle : doctrine :: living : ______
a. will b. dead c. likelihood d. livelihood
8. ______ : climb :: recession : withdrawal
a. ascent b. absence c. dollar d. absorption
9. myopic : farsighted :: ______ : obscure
a. benevolent b. famous c. turgid d. wasted
10. shallot : ______ :: scallop : mollusk
a. shark b. muscle c. dessert d. onion
11. conjugate : pair :: partition : ______
a. divide b. consecrate c. parade d. squelch
12. ______ : excerpt :: exercise : maneuver
a. exception b. passage c. routine d. cause
13. alphabetical : ______ :: sequential : files
a. sort b. part c. list d. order
14. tacit : implied :: ______ : inferior
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a. shoddy b. taciturn c. forthright d. superior

15. implement : rule :: ______ : verdict
a. propose b. render c. divide d. teach
16. vaunt : boast :: skewer : ______
a. flaunt b. criticize c. prepare d. avoid
17. gambol : ______ :: gamble : bet
a. skip b. win c. bat d. worship
18. rotation : earth :: ______ : top
a. planet b. spinning c. sun d. expanding
19. gall : vex :: hex : ______
a. fix b. jinx c. index d. vixen
20. monarch : ______ :: king : cobra
a. queen b. butterfly c. royal d. venom
21. iota : jot :: ______ : type
a. one b. ilk c. tab d. jet
22. ______ : subject :: veer : path
a. object b. prove c. math d. digress
23. pan : ______ :: ban : judge
a. band b. critic c. author d. lawyer
24. ______ : oyster :: paddy : rice
a. aphrodisiac b. mollusk c. bed d. sandwich
25. cicada : ______ :: collie : canine
a. fruit b. mineral c. cat d. insect
26. huckster : ______ :: gangster : crime
a. corn b. trucking c. policeman d. advertising
27. ______ : bedrock :: cement : foundation
a. mica b. water c. lava d. sand
28. dolorous : ______ :: sonorous : loud
a. woozy b. weepy c. dull d. sleepy
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29. lapidary : ______ :: dramaturge : plays

a. cows b. gems c. rabbits d. movies
30. penurious : ______ :: deep : significant
a. generous b. stingy c. decrepit d. cavernous
2. Complete the given analogy.
1. Wheel is to transmission as eye is to __________.
a) pupil
b) face
c) see
d) ear
e) iris

2. Wall is to floor as engine is to __________.

a) tailpipe
b) piston
c) car
d) gasoline
e) plane

3. Keyboard is to computer as __________.

a) traffic light is to intersection
b) moveable type is to printing press
c) tangent is to curve
d) cheese is to rind
e) paper is to pen

4. Ceiling is to room as __________.

a) plant is to harvest
b) cave is to stalactite
c) leaves are to trees
d) canopy is to forest
e) floor is to carpet

5. Candy is to wrapper as orange is to __________.

a) pulp
b) rind
c) citrus
d) fruit
e) seeds
6. Sector is to circle as segment is to __________.
a) extemporaneous
b) following
c) line
d) geometry
e) metrical
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7. Ingredient is to recipe as bristle is to __________.

a) shag
b) fear
c) offended
d) brush
e) anger
8. District is to city as hour is to __________.
a) day
b) time
c) measure
d) portion
e) moment
9. Yolk is to egg as __________.
a) tree is to soil
b) finger is to hand
c) page is to book
d) boil is to steam
e) ball is to sport
10. Jogger is to marathon as _________________ is to religion.
a) creed
b) immoral
c) cult
d) polytheistic
e) pious
11. Battalion is to army as __________ is to company.
a) general
b) committee
c) branch
d) private
e) employee
12. Epilogue is to book as _______________.
a) chapter is to division
b) coda is to song
c) soap is to dishwasher
d) typewriter is to novel
e) ritual is to dance
13. Fuselage is to _________________ as hull is to ship.
a) aircraft
b) car
c) flying
d) sailing
e) captain
14. Theft is to crime as __________.
a) disbelief is to obliviousness
b) sleep is to exhaustion
c) ship is to navigation
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

d) prisoner is to cell
e) procrastination is to laziness
15. Dog is to dalmatian as __________.
fork is to spoon
melt is to candle
cheese is to cheddar
sandwich is to bread
vegetarian is to meat
16. Calligraphy is to handwriting as cuisine is to __________.
a) restaurant
b) culture
c) food
d) lasagna
e) drink
17. Science is to astronomy as __________.
a) skyscraper is to building
b) wisdom is to sophistry
c) straight is to crooked
d) candy is to truffle
e) chair is to sitting
18. Manuscript is to text as apartment is to __________.
a) efficient
b) miniscule
c) housing
d) loft
e) rent
19. Orangutan is to primate as pediatrician is to __________.
a) children
b) medical
c) doctor
d) patients
e) treatment
20. Dessert is to course as calmness is to __________.
a) trait
b) perturbation
c) tranquility
d) relaxation
e) sloth
21. Telegram is to communication as carriage is to __________.
a) vehicle
b) train
c) outmoded
d) horse
e) aristocratic
22. Biologist is to scientist as senator is to __________.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

a) politician
b) representing
c) elected
d) political
e) duplicitous
23. Coin is to money as letter is to __________.
a) calligrapher
b) paper
c) document
d) e-mail
e) bill
24. Pain is to sensation as fear is to __________.
a) control
b) superstition
c) dismissal
d) expression
e) emotion
25. Parade is to celebration as __________.
a) chocolate is to pastries
b) glitter is to decorating
c) death is to funeral
d) family is to house
e) play is to performance
26. Typhoon is to __________ as typhoid is to disease.
a) storm
b) occupation
c) ethnicity
d) government
e) medicine
27. Proton is to molecule as __________ is to element.
a) vermilion
b) mercantilism
c) sodium
d) sophism
e) milliner
28. Prose is to __________ as sonata is to music.
a) literature
b) audible
c) peer
d) performance
e) acoustic
29. Apprenticeship is to education as fresco is to __________.
a) vocation
b) painting
c) poem
d) subject
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e) biography

30. Thyme is to herb as __________________.

a) saucepan is to recipe
b) palomino is to horse
c) ledger is to accountant
d) dessert is to dinner
e) squirrel is to acorn

3. Choose the correct Pair

1. Odometer is to mileage as compass is to

a) speed
b) hiking
c) needle
d) direction

2. Marathon is to race as hibernation is to

a) winter
b) bear
c) dream
d) sleep

3. Yard is to inch as quart is to

a) gallon
b) ounce
c) milk
d) liquid

4. Elated is to despondent as enlightened is to

a) aware
b) ignorant
c) miserable
d) tolerant

[Link] is to actor as concert is to

a) symphony
b) musician
c) piano
d) percussion

6. Sponge is to porous as rubber is to

a) massive
b) solid
c) elastic
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

d) inflexible

7. Careful is to cautious as boastful is to

a) arrogant
b) humble
c) joyful
d) suspicious

8. Secretly is to openly as silently is to

a) scarcely
b) impolitely
c) noisily
d) quietly

9. Pride is to lion as shoal is to

a) teacher
b) student
c) self-respect
d) fish

10. Candid is to indirect as honest is to

a) frank
b) wicked
c) truthful
d) untruthful

11. BINDING : BOOK

a) criminal : gang
b) display : museum
c) artist : carpenter
d) nail : hammer
e) frame : picture

12. COTTON : BALE

a) butter : churn
b) wine : ferment
c) grain : shock
d) curd : cheese
e) beef : steak

13. PEDAL : BICYCLE

b) inch : yardstick
c) walk : skip
d) tire : automobile
e) buckle : belt
f)oar : canoe
14. BRISTLE : BRUSH
b) arm : leg
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c) stage : curtain
d) recline : chair
e) key : piano
f) art : sculpture
15. PULSATE : THROB
a) walk : run
b) tired : sleep
c) examine : scrutinize
d) ballet : dancer
e) find : lose
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

UNIT VI
Direct and Indirect SpeechUPEV

What is Direct & Indirect Speech?

Direct Speech
When we want to describe what someone said, one option is to use direct speech. We use direct speech when we
simply repeat what someone says, putting the phrase between speech marks:
 Paul came in and said, “I’m really hungry.”
It is very common to see direct speech used in books or in a newspaper article. For example:

 The local MP said, “We plan to make this city a safer place for everyone.”
As you can see, with direct speech it is common to use the verb ‘to say’ (‘said’ in the past). But you can also find
other verbs used to indicate direct speech such as ‘ask’, ‘reply’, and ‘shout’. For example:

 When Mrs. Diaz opened the door, I asked, “Have you seen Lee?”
 She replied, “No, I haven’t seen him since lunchtime.”
 The boss was angry and shouted, “Why isn’t he here? He hasn’t finished that report yet!”

Indirect Speech

When we want to report what someone said without speech marks and without necessarily using exactly the same
words, we can use indirect speech (also called reported speech). For example:

 Direct speech: “We’re quite cold in here.”

 Indirect speech: They say (that) they’re cold.
When we report what someone says in the present simple, as in the above sentence, we normally don’t change the
tense, we simply change the subject. However, when we report things in the past, we usually change the tense by
moving it one step back. For example, in the following sentence the present simple becomes the past simple in indirect
speech:

 Direct speech: “I have a new car.”

 Indirect speech: He said he had a new car.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

Direct and Indirect Speech Rules

To change a sentence of direct speech into indirect speech there are various factors that are considered such as
reporting verbs, modals, time, place, pronoun, tense, etc. we will take up all the factors one by one.

Rule #1 - Direct to Indirect Speech Conversion - Reporting Verb

1. When the reporting verb of direct speech is in past tense then all the present tenses are changed to
corresponding past tense in indirect speech.
Direct to indirect speech example:
● Direct: she said, “I am happy.”
● Indirect: She said (that) she was happy.

2. In indirect speech tenses do not change if the words used within the quotes (“ ”) talk of a habitual action or
universal truth.
Direct to indirect speech example:
● Direct: He said, “we cannot live without air.”
● Indirect: He said that we cannot live without air.

3. The tenses of direct speech do not change if the reporting verb is in future tense or present tense.
Direct to indirect speech example:
● Direct: She says/will say, “she is going.”
● Indirect: She says/will say she is going.

Rule #2 - Direct Speech to Indirect Speech conversion - Present Tense

1. Simple Present Changes to Simple Past

Direct to indirect speech example:
● Direct: “I am unwell”, she said.
● Indirect: She said that she was unwell
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

2. Present Continuous Changes to Past Continuous

Direct to indirect speech example:
● Direct: “I am playing the guitar”, she explained.
● Indirect: She explained that she was playing the guitar.

3. Present Perfect Changes to Past Perfect

Direct to indirect speech example:
● Direct: He said, “she has finished her homework”.
● Indirect: He said that she had finished her homework.

4. Present Perfect Continuous changes to Past Perfect Continuous

Direct to Indirect speech example
● Direct: He said,” I have been working very hard.”
● Indirect: He said that he had been working very hard.

Rule #3 - Direct Speech to Indirect Speech conversion - Past Tense & Future Tense

1. Simple Past Changes to Past Perfect

Direct to indirect speech example:
● Direct: She said, “Irvin arrived on Sunday.”
● Indirect: She said that Irvin had arrived on Sunday.

2. Past Continuous Changes to Past Perfect Continuous

Direct to indirect speech example:
● Direct: “We were playing basketball”, they told me.
● Indirect: They told me that they had been playing basketball.

3. Future Changes to Present Conditional

Direct to indirect speech example:
● Direct: She said, “I will be in Scotland tomorrow.”
● Indirect: She said that she would be in Scotland the next day.

4. Future Continuous Changes to Conditional Continuous

Direct to indirect speech example:
● Direct: He said, “I'll be disposing the old computer next Tuesday.”
● Indirect: He said that he would be disposing the old computer next Tuesday.

Rule #4 - Direct Speech to Indirect Speech Conversion - Interrogative Sentences

1. No conjunction is used, if a sentence in direct speech begins with a question (what/where/when) as the
"question-word" itself acts as a joining clause.
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

Direct to indirect speech example:

● Direct: “Where do you live?” asked the boy.
● Indirect: The boy enquired where I lived.

2. If a direct speech sentence begins with auxiliary verb/helping verb, the joining clause should be if or
whether.
Direct to indirect speech example:
● Direct: She said, “will you come for the party?”
● Indirect: She asked whether we would come for the party.

3. Reporting verbs such as ‘said/ said to’ changes to enquired, asked, or demanded.
Direct to indirect speech example:
● Direct: He said to me, “what are you wearing?”
● Indirect: He asked me what I was wearing.

Rule #5 - Direct Speech to Indirect Speech Conversion - Changes in Modals

1. While changing direct speech to indirect speech the modals used in the sentences changes like:
● Can becomes Could
Direct speech: He said, “I can speak five languages.”
Indirect speech: He told me that he could speak five languages.

● May becomes Might

Direct speech: She said, “I may buy a new TV today.”
Indirect speech: She told me that she might buy a new TV that day.

● Must becomes had to /Would have to

Direct speech: My teacher said to me, “You must be on time to class.
Indirect speech: My teacher told me that I had to be on time to class.

Some more examples:-

● Direct: She said, “She can dance.”
● Indirect: She said that she could dance.
● Direct: She said, “I may buy a dress.”
● Indirect: She said that she might buy a dress.
● Direct: Rama said, “I must complete the assignment.”
● Indirect: Rama said that he had to complete the assignment.

2. There are Modals that do not change like - Could, Would, Should, Might, Ought to.
Direct speech to indirect speech examples:
● Direct: She said, “I should clean the house.”
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

● Indirect: She said that she should clean the house.

Rule #6 - Direct Speech to Indirect Speech Conversion - Pronoun

1. The first person in the direct speech changes as per the subject of the speech.
Direct speech to indirect speech examples:
● Direct: He said, “I am in class Twelfth.”
● Indirect: He says that he was in class Twelfth.
2. The second person of direct speech changes as per the object of reporting speech.

Direct speech to indirect speech examples:

● Direct: She says to them, “You have done your work.”
● Indirect: She tells them that they have done their work.

3. The third person of direct speech doesn't change.

Direct speech to indirect speech examples:
● Direct: He says, “She dances well.”
● Indirect: He says that she dances well.

Rule #7 - Direct Speech to Indirect Speech Conversion - Request, Command, Wish, Exclamation

1. Indirect Speech is supported by some verbs like requested, ordered, suggested and advised. Forbid-
forbade is used for the negative sentences. Therefore, the imperative mood in direct speech changes into
the Infinitive in indirect speech.
Direct speech to indirect speech examples:
● Direct: She said to her, “Please complete it.”
● Indirect: She requested her to complete it.
● Direct: Hamid said to John, “Sit down.”
● Indirect: Hamid ordered John to sit down.

2. In Exclamatory sentences that express (grief, sorrow, happiness, applaud) Interjections are removed
and the sentence is changed to an assertive sentence.
Direct speech to indirect speech examples
● Direct: She said, “Alas! I am undone.”
● Indirect: She exclaimed sadly that she was broke.

Rule #8 - Direct Speech to Indirect Speech Conversion - Punctuations

1. In direct speech the words actually spoken should be in (“ ”) quotes and always begin with a capital letter.
Example: She said, “I am the Best.”

2. Full stop, Comma, exclamation or question mark, are placed inside the closing inverted commas.
Example: They asked, “Can we sing with you?”
PEV113 UPPER INTERMEDIATE VERBAL ABILITY

3. If direct speech comes after the information about who is speaking, comma is used to introduce the
speech, placed before the first inverted comma.
Direct speech example: He shouted, “Shut up!”
Direct speech example: “Thinking back,” he said, “she didn't expect to win.” (Comma is used to separate
the two direct speeches and no capital letter to begin the second sentence.
Rule #9 - Direct Speech to Indirect Speech Conversion - Change of Time

1. In direct speeches, the words that express nearness in time or place are changed to
words that express distance in indirect speech. Such as:

Direct speech Indirect speech

Today That day

Tonight That night

Now Then

The day before/the

Yesterday
previous day

Last night The night before

Two days ago/the day before

Earlier /two days before
yesterday

The following day/the

Tomorrow
next day

The day after tomorrow In two days’ time

Next year/week The following year/week

Last year/week The previous year/week

A year ago The previous year

Direct speech to indirect speech examples:
● Direct: He said, “His girlfriend came yesterday.”
● Indirect: He said that his girlfriend had come the day before.

2. The time expression does not change if the reporting verb is in present tense or future tense.

Rules for converting Indirect Speech into Direct Speech

The following rules should be followed while converting an indirect speech to direct speech:
1. Use the reporting verb such as (say, said to) in its correct tense.
2. Put a comma before the statement and the first letter of the statement should be in capital letter.
3. Insert question mark, quotation marks, exclamation mark and full stop, based on the mood
of the sentence.
4. Remove the conjunctions like (that, to, if or whether) wherever necessary.
5. Where the reporting verb is in past tense in indirect, change it to present tense in the direct speech.
6. Change the past perfect tense either into present perfect tense or past tense as necessary.

Examples:
● Indirect: She asked whether she was coming to the prom night.
● Direct: She said to her, “Are you coming to the prom night?”
● Indirect: The girl said that she was happy with her result.
● Direct: The girl said. “I am happy with my result.”

Practice Questions:
Exercise 1
Directions: Given below are questions sentences in Direct/Indirect Speech along with four
options. You are required to read the Direct and Indirect Speech questions carefully and select
the option that expresses the same sentence in the reverse speech i.e., Indirect/Direct Speech:

1. The designer said to her, “will you have the dress ready by tomorrow evening?”

1. The designer asked her if she would have the dress ready by next evening.
2. The designer asked her that she would have the dress ready by next evening.
3. The designer asked her that if she will like to have the dress by next evening.
4. The designer asked her that she will have the suit ready by next evening.

2. They said, “Let us come in”.

1. They told that let them be allowed to come in.

2. They requested that they might be allowed to come in.
3. They said that if they are allowed to come in.
4. They requested me to let them come in.

3. Samantha said to John, “Why are you sketching on the wall?”

1. Samantha asked John why was she sketching on the wall.
2. Samantha asked John why had she been sketching on the wall
3. Samantha asked John that why is she sketching on the wall.
4. Samantha asked John why she was sketching on the wall.

4. ‘Jacob fell as he’d have wished’, the father said.

1. The father said that Jacob has fallen as he would have wished.
2. The father said that Jacob had fallen as he would have wished.
3. The father said that Jocob had fallen as he had wished.
4. The father said that Jacob had been fallen as he would have been wished.

5. Arya said to Tara, “David will leave for his mother’s place tomorrow.”

1. Arya told Tara that David will leave for his mother’s place tomorrow.
2. Arya told Tara that David will leave for his mother’s place the next day.
3. Arya told Tara that David would leave for his mother’s place the next day.
4. Arya informed Tara that David would be leaving for his mother’s place the next day.

6. The Professor said that nobody could solve the problem.

1. The Professor said, ‘Nobody can solve the problem’.

2. The Professor said, ’Nobody could solve the problem’
3. The Professor exclaimed, ‘Nobody could solve the problem’
4. The Professor exclaimed, ‘Nobody can solve the problem?’

7. She said, “Why didn’t you send a friend request to me?”

1. She asked me why had i not sent a friend request to her

2. She enquired why I had not sent a friend request to her.
3. She enquired why I did not send a friend request to her.
4. She questioned why I had not sent a friend request to her.

8. The judge commanded them to call the accused in the court.

1. The Judge said, ‘Call the accused in the court’.

2. The Judge ordered, ‘Call the accused in the court’
3. The Judge command, ‘Call the accused in the court’
4. The Judge said to them, ‘Call the accused in the court’.

9. The instructor asked Ronny if he was ready for the race.

1. ‘Ronny, are you ready for the race?’, the instructor asked.
2. ‘Are you ready for the race Ronny?’, the instructor asked.
3. ‘Ronny, ready for race?’ the instructor said.
4. ‘Ronny, are you ready for the race?’, said the instructor.

10. Manager said to John, “Why didn't you attend the meeting yesterday?”

1. The manager enquired John why did not he attend the meeting the day before.
2. The manager asked John why he did not attend the meeting the previous day.
3. The manager asked John why he had not attended the meeting the day before.
4. The manager enquired John that why didn’t he attended the meeting yesterday.

[Link] boy told his father that his examination was over.
1. The boy said to his father, "My examination is over."
2. The boy said to his father, "My examination was over."
3. The boy told his father, "My examination are over."
4. The boy told his father, "His examination are over."
12. I said to my classmate, "Please lend me your cycle."
1. I requested my classmate to lend me his cycle.
2. I advised my classmate to lend me his cycle.
3. I forbade my classmate to lend me his cycle.
4. I ordered my classmate to lend me his cycle.
13. He says, "Manohar is a good boy."
1. He told that Manohar is a good boy.
2. He tells that Manohar was a good boy.
3. He says that Manohar was a good boy.
4. He says that Manohar is a good boy
14. Hari said to Ram, "You gave me a book."
1. Hari told Ram that you had given him a book.
2. Hari told Ram that he had given me a book.
3. Hari told Ram that he had given him a book.
4. Hari told Ram that I have given him a book.
15. "Good morning, friends." He said
1. He asked his friends good morning.
2. He forbade his friends good morning.
3. He greeted his friends with good morning.
4. He told his friends good morning.
16. Sam ordered that I had to complete the presentation soon.

1. Sam said, “You must complete the presentation soon.”

2. Sam said, “You shall complete the presentation soon.”
3. Sam said, “You complete the presentation!”
4. Sam said, “Will you complete the presentation soon?”

17.. The doctor asked whether he had shown any recovery.

1. The doctor said, “Is he showing any recovery?”
2. The doctor said, “Has he shown any recovery?”
3.. The doctor said, “He has shown recovery.”
4. The doctor said, “Is he recovered?”

18.. He asked me not to worry.

1. He said, “He should not worry.”
2. He said, “Oh! Don’t worry.”
3. He said, “You do not worry.”
4. He said, “You should not worry.”

19. He asked where his belongings were.

1.. He said, “Where were my belongings?”
2. He said, “Where my belongings had been?”
3. He said, “Where are my belongings?”
4. He said, “Where would my belongings be?”

20. Paul said that he had been watching a movie.

1. Paul said, “I have watched this movie.”
2. Paul said. “I would be watching a movie.”
3. Paul said, “I should watch a movie.”
4. Paul said, “I have been watching a movie.”

21. Lisa said that she would be travelling the following day.

1. Lisa said. “I would travel tomorrow.”

2. Lisa said, “I will be travelling tomorrow.”
3. Lisa said, “I shall be travelling the next day.”
4. Lisa said, “I may travel tomorrow.”

22.. He advised me to book an appointment beforehand.

1. He said, “You should book an appointment beforehand.”
2. He said, “You can book an appointment before.”
3. He said, “You must book an appointment beforehand.”
4. He said, “You may book an appointment before.”
23. Samuel exclaimed with grief that his friend had died.
1. Samuel said, “Alas! He dies.”
2. Samuel said, “Alas! My friend died.”
3. Samuel said, “Oh! My friend died.”
4. Samuel said, “Oh! Ah! My friend died.”

24. He requested the audience to maintain silence.

1. He said to the audience, “Please maintain silence!”
2. He said, “The audience must maintain silence.”
3. He said, “Will the audience maintain silence?”
4. He said to the audience, “Please maintain silence.”

25. The coach asked us if we had any doubts.

1. The coach said, “Has anyone have doubts?”
2. The coach said to us, “Any doubts?”
3. The coach said to us, “Do you have any doubts?”
4. The coach said, “Would you have doubts?”

Exercise 2:
Read the below-mentioned statements and change them into indirect speech.

1. Sam said to me, "When are you returning? "

2. "What is the time?" the stranger asked Samantha.
3. The professor said to Sam, "Why are you quiet? "
4. Samuel said to Arjun, "Aim at the fish's eye. "
5. "Bring the witness," said the judge.
6. "Ring the Fire-brigade," said the woman.
7. Bobby said to me, "I must do the homework."
8. My brother told me, "You were right."
9. Sharma told me, "Please sit here till I come back."
10. The coach said, "Bravo! You have performed excellently."
11. Raju said, "Alas! My kitty got injured."
12. Bunny said, "I may come to the seminar"
13. Bunny said to Sunny, "Do you see me?"
14. The little kid said, "Let me sit here."
15. Grandpa said, "May God bless you."
Exercise 3:
Read the below-mentioned statements and change them into Direct speech.

1. She thanked me.

2. She asked if I could swim?
3. He said that he never ate Indian food.
4. She said that she had found a place to live.
5. Aditi asked where she was going.
6. Professor told everyone to sit down.
7. The student asked if we could begin.
8. The woman said she had to come.
9. Tom said he might visit his hometown.
10. He said that he was seeing his grandparents the following day.
11. Shina asked if they resided here.
12. Tim asked how they would reach here.
13. The stranger asked the woman if she came from Asia.
14. The beggar asked whether any one of them would help her.
15. He said that he did not like the Pizza.