PREPARING AN ORAL PRESENTATION

A good presentation contains three main parts--an introduction, body, and

conclusion (1). The introduction is the beginning section of a speech that gains
attention, motivates the audience to listen, and explains what the speech is
about. (2) The body is the main part of the presentation where important ideas
are developed. (3) The conclusion is the final section of the presentation which
summarizes, remotivates, and indicates that the presentation is finished.

The following are the steps involved in preparing an oral presentation:

1. Selecting and narrowing the topic

Some subjects are so broad and complex that you cannot possibly speak
about the whole topic in a single presentation. In a 5-minute oral
presentation. for example, you could not hope to effectively tell much about
the history of a country. This topic is much too broad. Perhaps you could
talk about one specific event in a country’s history such as a particular
election or the passage of a particular law. In the same way, it is not likely
that you could adequately communicate "How to Study" in a short
presentation of three minutes. A topic such as "'The Best Study Method I
Have Found," however, is one which might be more manageable within a
limited time.

When you narrow a subject to fit the time allowed for your presentation,
divide the subject into parts and use one of those parts as the area to be
covered in your presentation. For example, the general topic "Traffic," could
be narrowed to "Traffic Problems in a Large City”. Since you will be
considering what ideas you will use to support the main idea of your
narrowed topic, it is best to look at your own experience first.

2. Determining a purpose

Most presentations have one of three general Purposes: to entertain, to

inform, or to persuade. In order to avoid trying to do too much or too little in
your presentation, you need to consider carefully the general purpose of
your presentation. If the general purpose for the narrowed topic, "Traffic
Problems in a Large City," is to inform, your specific purpose might be "To
get the audience to understand clearly traffic problems in a large city." What
is important is that you should not lose sight of this purpose, for it is the
driving force behind your speaking.

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3. Deciding on the main idea or your presentation

In order to give your presentation and ideas a clear direction and in order to
achieve your purpose, you will need a statement of your main idea. This is
done somewhere in the introduction. Look at the following statement; it is
an example of a main idea: "Traffic is a problem in a large city because
there are too many automobiles, the streets are often too narrow, and many
drivers don’t obey traffic laws”. The audience knows exactly that the
presentation will cover the traffic problems in a large city; they also know
that the presentation will explain the reasons for these problems: too many
automobiles, streets are often too narrow, and many drivers don’t obey
traffic laws.

4. Gathering information

Research information for the presentation to make sure that you have
several areas of support, which you can talk about as you give your
presentation. Research supplemented by personal experience will give you
the information for an effective presentation.

5. Organizing the ideas in your presentation

Several patterns of development are possible. However, you will usually

use either the chronological or topical pattern.

The chronological, or time pattern, is one of the most common methods of

arranging the details in a presentation. Using this pattern, you organize your
ideas according to the order of time in which they happened or will happen.
You can organize from past to present, present to future, or past to future.

EXAMPLE:General John Smith

1 His birth and early life

2 His early military career
3 His contribution to the military
4 His later life and death

The topical pattern is another method of organizing a presentation. Using

this pattern, you divide the main topic into several sub points or areas which
support the main topic.
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 EXAMPLE: The Branches of the U.S. Government

1. The Legislative Branch

2. The Judicial Branch

3. The Executive Branch

Depending upon the subject matter, the sub points can also be put into an
order based upon importance: the least important sub point first,
progressing to the most important sub point last.

6. Outlining your presentation

An outline is usually written in one of two forms--a topic outline or a

sentence outline. An outline usually starts with the largest or most important
idea and then progresses to smaller or less important ideas. Arabic
numerals (1, 2, 3, etc.) are used to show supporting ideas.

Lower case letter (a, b, c, etc.) are used to indicate sub points, and Arabic
numerals in parentheses ( (1), (2), (3), etc.) are used to show even lesser
sub points. Sometimes these lesser sub points are not needed. In such
cases, the sub points can stand alone. Other formats are also possible such
as using Roman numerals (I, II, etc.), capital letters (A, B, etc.), and Arabic
numerals to show the progression of ideas.

Look at the following topic outline as an example. Notice that all the points are
written in the form of topics or phrases:

3
 Methods of Transportation

1. Aircraft

a. Propeller driven
b. Jet propelled
c. Rockets

2. Automobiles

a. Four-cylinder
b. Six-cylinder
c. Eight-cylinder

3. Trains

a. Diesel
b. Steam
c. Electric

The form of a sentence outline is the same as that of a topic outline, but the
points are written in complete sentences. It, of course, takes more time to
accomplish, but it is more detailed than the topic outline. Look at the following
sentence outline as an example:

Crime in Cities

1. Crime in cities is a constantly growing problem.

a. Serious crimes are becoming more common.

(1). The number of killings is increasing.

(2). The number of robberies is also increasing.

b. Crimes by young people have increased 20 percent.

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 2. Present methods of fighting crime are not effective.

a. Police departments do not have enough men.

b. many police officers are poorly trained.

Look at following model of the organization of oral presentation:

INTRODUCTION

Main idea:_________________________________________________

BODY

1. Supporting idea:
_____________________________________________________

a. subpoint:__________________________________________

b. subpoint:__________________________________________

2. Supporting idea:______________________________________

a. subpoint:__________________________________________

b. subpoint:__________________________________________

3. Supporting idea:______________________________________

a. subpoint:__________________________________________

b. subpoint: __________________________________________

(1) subpoint: _______________________________________

(2) subpoint:_______________________________________

CONCLUSION
______________________________________________________

5
 GIVING AN ORAL PRESENTATION

The information for Appendix A, Part II, is taken from Communicative Skills
Handbook, Us Army Field Artillery School.

HOW TO MAKE A POSITIVE IMPRESSION

As you start your presentation, do the following things to earn the audience's
confidence and trust:

1. LOOK SHARP BUT RELAXED ON THE PLATFORM

Be neat in appearance.
Stand comfortably in full view of the audience and don’t block your visual
aids.
Show confidence. Be positive, forthright, enthusiastic, and businesslike.
Don’t make excuses about yourself or your subject.
Don’t draw undue attention to yourself and away from your message.

2. START PROMPTLY, SLOWLY, DELIBERATELY, AND IN A FRIENDLY

WAY

Begin slowly and on time.

Let tile audience adjust gradually to your speaking speed.
Use appropriate military courtesy.
Smile at your audience.

3. ESTABLISH AND MAINTAIN STRONG EYE CONTACT

Look at your audience. Evaluate their reactions to what you are saying.
Avoid patterns in looking at the audience. For small groups, look at each
person periodically. For larger groups, look at areas.

4. SOUND LIKE AN EXPERT IN YOUR SUBJECT AREA

Memorize your opening.

Avoid using note cards during your opening.

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5. CONTROL YOUR MOVEMENTS AND BODY LANGUAGE

Stand still at first. Then start moving naturally but don’t pace back and forth.
Move to signal transitions.
Use your hands naturally but don’t distract the audience.

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 THE KEYS TO A WINNING INTRODUCTION

At the beginning of your presentation, you should do the following five things:

1. INTRODUCE YOURSELF

State your name and organization if your audience doesn´t know you.
State your credentials to speak if you feel it´s necessary.

2. GET THE AUDIENCE'S ATTENTION-USE AN EFFECTIVE ATTENTION-

GETTER

State an unusual statistic.

Tell an interesting story.
Ask a provocative question.
Use a surprising gimmick.
Present an interesting quotation.
Present a relevant historical fact.
Make a statement to show you care about the audience.

3. MOTIVATE YOUR LISTENERS

Tell them your purpose in speaking and how it benefits them.

Give them a reason to want to hear you speak.
Get them involved in your topic right away.

4. PREVIEW YOUR TOPIC

Briefly announce the title of your presentation.

In general terms, tell the audience what information you will cover.

5. PREVIEW YOUR PROCEDURES

Make the audience comfortable about what's going to happen to them.

Announce what you plan to do during the presentation.
State the main idea of your presentation in clear, concise language.
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 THE KEYS TO A WINNING CONCLUSION

At the conclusion of your presentation, do the following to end in a positive and

crisp fashion:

1. REVIEW THE MAIN POINTS

Recap the 4 or 5 important ideas you want the audience to remember.

Use a training aid or handout that wraps up the key points.

2. PRESENT A MEMORABLE CLOSING STATEMENT

Make a summarizing judgment about your topic.

Issue a call for action.
Look to the future; make a prediction.
Ask a thought-provoking question.
Use an interesting quotation.
Echo your opening remarks.

3. CONDUCT A PRODUCTIVE QUESTION-AND-ANSWER SESSION

Listen carefully so you'll answer the specific question asked.

Don't fidget or nod enthusiastically during the question so you don’t signal
wrongly how you intend to answer.

Treat all questions equally. Don't say "Great question!" for it infers the
others weren't so good.

Repeat positive questions and make sure everyone can hear them.
Paraphrase negative questions so you stay in control of the tone.
Never repeat inaccurate questions. Correct the errors and move on.
Respond directly and honestly. If you don't know the answer, say so and
promise to find out. Then get back to the person with the answer.

Illustrate your answer with your own personal and professional experience,
quotations from experts, facts, comparisons, or examples.

Connect your responses to the overall objective of the session.

Keep eye contact with your questioner and audience.

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 THE MOST COMMON MISTAKES DURING A PRESENTATION

1. MISTAKES IN CONTENT

Not adequately introducing your subject to your audience.

Not having a clear purpose for your briefing.
Talking over the heads of your audience.
Talking down to your audience.
Not defining key terms, acronyms, or technical language.
Covering too much information in the allotted time. Repeating yourself.
Stretching out the presentation to meet the time.
Going into too much detail.
Not using transitions between the key points.
Using too many or too few training aids.
Not allowing for questions or discussion.

2. MISTAKES IN DELIVERY

- Not speaking enthusiastically about your topic.

- Speaking too fast or too slow, too loud or too soft.
- Playing with your note-cards or the pointer.
- Reading from your note-cards word for word.
- Not making eye contact with the whole audience.
- Trying to be "cute" with the audience.
- Using language the audience doesn't understand.
- Making apologies for mistakes.
- Trying to cover up mistakes.
- Saying "umm" or “ahh” too much.
- Moving around too much or being too stiff.
- Hiding behind the podium or projector.

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 NOTETAKING

Good listening skills are essential when taking notes from lectures,
presentations and discussions. It is imperative that you concentrate on what the
speaker is saying in order to comprehend and determine what needs to be
written down.

The method of notetaking you choose should be one that works best for you, but
remember that you shouldn't try to write down every word, as this might interfere
with your understanding of what the speaker is trying to relate. Instead of writing
complete sentences, use key words, cue words, abbreviations, and any other
additional words that will help you understand the speaker’s main and
supporting ideas. Don't include every adjective, adverb, or article you hear.

Listen for transitions that indicate the speakers is moving from one idea to
another. Examples: First..., Second..., Next..., Let me explain..., An
additional reason..., Therefore..., Consequently..., In summary..., In
conclusion... A speaker may also emphasize important points by writing
information on the chalkboard, or the speaker might change his or her tone of
voice when moving from one important point to another. Some speakers will
even begin to move as they proceed to another important point.

Review your notes after a lecture, presentation, or discussion and add any
words that might make them more understandable. This review process will
help you recall what was said, thereby strengthening your memory of the
important ideas. Rearrange your notes if necessary and make sure they are
legible. Remember, you might have to refer to them tomorrow, next week, or
next month.

Don't forget that the main benefit of good notetaking is that it will help your
overall performance in the classroom.
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 Steps of good notetaking reemphasized:

1. Be a good listener.

2. Concentrate, and "filter" the information to extract the important points.

3. Choose a method that's good for you.

4. Write brief, understandable notes (use cue words, key words, and
abbreviations).

5. Listen for words, phrases, and changes in the tone of voice that indicate the
speaker is moving from one important idea to another.

6. Review your notes after class and add other words, if necessary, to make
them more understandable.

The information for Appendix C was adapted from A Guide to Effective Army
Writing, US Army Field Artillery School.

SEVEN RULES OF THE ARMY WRITING STYLE

STRUCTURE RULES: TO ORGANIZE YOUR INFORMATION FOR A

SINGLE RAPID READING

1. Package your ideas with the main idea (“the bottom line”) up front.

Create a clear, descriptive title.

Announce your purpose for writing.
State your main idea.
Arrange your supporting information in short, organized paragraphs under
clear, logical headings.

2. Write short paragraphs (no more than 1" deep or 90 words long).

Start each paragraph with the key point.

Give each paragraph a good header, if appropriate.
12
Use subparagraphs and lists when possible, so key information stands out.
Maintain some kind of parallelism in your lists.

13
3. Write short staff papers (1 to 2 pages long).

For long papers, write a short cover document and add enclosures. Choose
the right document for the right writing task:

* Informal memorandums for informal or internal actions.

* Memorandums for formal papers to military readers.
* Letters for official or personal correspondence to civilians.

STYLE RULES: FOR CLEAR, CONCISE, AND ACTIVE WRITING

4. Use the active voice.

To use the active voice, stress the doer of an action:

Private Lee cleaned his rifle.

To use the passive voice, stress the receiver:

The rifle was cleaned by Private Lee.

5. Use short conventional words.

Keep long words (three or more syllables) to 15 percent of your totaI.

Avoid jargon, clichés, doubletalk, or HUT 2-3-4 phrases.
Use personal pronouns (I, you, he, she, we, they, us, them).
Try some contractions (I´m, you´re, can't, won't).
Use precise, concrete words rather than abstract ones.

6. Write short sentences (about 15 words on average).

Keep most sentences between 12 and 20 words.

Cut out wordy phrases and repetition.
Avoid sentence stretchers (It is, There is, There are).
Ask questions occasionally for emphasis.

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CORRECTNESS RULE: TO MAKE YOUR WRITING GENERALLY FREE OF
ERRORS

7. Be correct, credible, and complete.

Follow the format specified in the appropriate regulation.

Use correct spelling, punctuation, grammar, and word usage.
Be neat and legible.

The information for Appendix D was adapted from A Guide to Effective Army
Writing, US Army Field Artillery School.

THE SIX-STEP WRITING PROCESS

STEP 1: Understand Your Writing Task and Writing Conditions

STEP 2: Gather and Organize Your Ideas
STEP 3: Write a Complete Draft
STEP 4: Edit Your Draft Ruthlessly
STEP 5: Look for Feedback
STEP 6: Proofread Carefully

THE SIX STEPS IN DETAIL:

STEP 1: UNDERSTAND YOUR WRITING TASK AND WRITING CONDITIONS

Pinpoint Your Purpose for Writing.

Clarify your reason for writing immediately. Are you writing to transmit
information, to issue orders, or to make recommendations? Whatever your
purpose, let your readers know it immediately. Don't make them wait for the
“big surprise” and don't assume they already know your purpose.

Assess Your Writing Situation.

Determine the conditions under which you'll write. Do you have a deadline?
How much research is necessary? What format should be used? How long
should the paper be? Should it be written with a formal or informal tone?

15
 Picture Your Reader.

Focus on your audience. Who are your intended readers? How much time
will they have to read your paper? What do they already know about the
topic? Why do I want them to know accept, or do?

STEP 2: GATHER AND ORGANIZE YOUR IDEAS

Use Prewriting Techniques.

Brainstorming: A very quick and easy way to generate ideas is to discuss

your topic within a group. Assemble a small group of people.
Make sure everyone has a clear understanding of the topic,
purpose, and audience for the writing project. On a chalkboard or
chart paper, recod every idea. Once you're done, develop an
outline of key points.

Freewriting: Use this technique when you don't know where to begin and you
don't have the benefit of working with a group. For five minutes, or
until you fill one page, record all your thoughts. Capture all your
thoughts, even if you're not sure about them. Write quickly and
keep your pen moving. The purpose of this technique is simply to
get you started and get some words down on paper.

EXAMPLE OF FREEWRITING:

Every high school student should consider joining the military.

why? They can do a lot. there. They can get good training and
meet people. Go to other countries learn languages, learn
discipline be a better person, withstand challenges. The benefits
are good-better person, withstand challenges. The benefits are
good-better than private sector. Medical benefits, housing,
insurance, travel, knowing a lot of things – go to commissary,
discounts for military throughout country military members,
have status in society, lots of prestige. Soldiers can set good
examples for rest of society. Back to training-soldiers can find
good jobs once they leave.

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Mindmapping*: This is an advanced form of freewriting. Instead of
writing your thoughts in a stream-of-consciousness
sequence, you scatter your thoughts all over the page and then
cluster them in logical groupings.

To mindimap: For at least three minutes, brainstorm your ideas all over
the page. Write brief notes quickly as possible on whatever
comes to mind. Then, group your ideas into three (sometimes
more? sometimes less) manageable units.
Assign a title to each unit (subtopic). Cross out any unrelated
ideas. what you have left will be the basis of your outline.

EXAMPLE OF MINDMAPPING:

Experience Benefits

Why every
high school
student
should join
the military

Self-
Enrichment Travel

*Mindmapping can also be used as a format for notetaking. It’s an excellent

alternative to the outline form.

Research:When you've done what you can by yourself, and you still need
additional information, it’s time to turn to research. Read through
applicable articles, manuals, and/or reports. Contact experts on the
17
 subject for their ideas and guidance. Record pertinent information-and
sources-on note cards. Then, create an outline.

Outlining: After you've accomplished other prewriting exercises, you're ready to

create a working plan. It states what you plan to say and the order in
which you plan to say it. While an outline is difficult to do, it's your
best insurance that your ideas will be complete, logical, and well-
organized. So it's well worth your time and effort.

To outline: Complete brainstorming, freewriting, mindmapping, etc. Then,

identify your major idea. Under each major idea, list all the
supporting ideas. For each supporting idea, list facts, examples,
illustrations

ILLUSTRATION OF OUTLINING:

1. MAJOR IDEA # 1

a. SUPPORTING IDEA #1 FOR MAJOR IDEA #1.

(1) FACT, EXAMPLE, OR ILLUSTRATION #1 FOR SUPPORTING

IDEA #1

(2) FACT, EXAMPLE, OR ILLUSTRATION #2 FOR SUPPORTING

IDEA #1.

b. SUPPORTING IDEA #2 FOR MAJOR IDEA #1.

(I) FACT, EXAMPLE, OR ILLUSTRATION #1 FOR SUPPORTING

IDEA #2.

(2) FACT, EXAMPLE, OR ILLUSTRATION #2 FOR SUPPORTING

IDEA #2.

(Add other supporting ideas, facts, examples, and illustrations if available.)

2. MAJOR IDEA #2

Follow this pattern as long as needed to cover all your ideas.

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NOTE FOR OUTLINE FORMAT: If you have an “a," you need a “b." If you have
a (1), you need a (2).

STEP 3: WRITE A COMPLETE DRAFT

Write in a Clear, Direct Style.

Use Plain English-don’t try to be fancy. Use personal pronouns and

contractions when possible.
Use short, precise vocabulary. Write in the active voice in order to achieve a
direct, forceful tone.

Follow Your Outline.

Once you've created a good outline, stick to it. That way you'll maintain a
clear, logical structure.

For Military Writing, Use the Technique of Packaging.

“Packing” is a method of arranging ideas the page for a quick reading. It

makes your paper eye-catching and easy to read. The goal is to help your
busy reader understand, within 30 seconds, what he must know and do and
why it’s important

To package your paper.

State your purpose and your main point clearly. Write short, well-organized
paragraphs throughout your paper. Keep letters to two typed pages.

STEP 4: EDIT YOUR DRAFT RUTHLESSLY

Use a marking pen to highlight mistakes.

Edit in four different areas.

Edit for content.

During your first reading, focus only on content.

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 Edit for structure.

On the second reading, look only at the packaging of information. Look for
the "bottom line” (the main idea)--make sure it's up front and Clear. Check
for sort paragraphs.

Edit for style.

On your third reading, check for style, the manner of expression. Rewrite
weak passive verbs to the active. Mark the long words and substitute
shorter words where appropriate. Shorten any lengthy sentences.

Edit for correctness.

On the fourth reading, check for mistakes in spelIing, punctuation. grammar,

and mechanics.

STEP 5: LOOK FOR FEEDBACK

Ask someone else to check your work and give you honest feedback. Tell
that person to read from the perspective of the intended reader. Consider
his feedback and revise your work accordingly.

STEP 6: PROOFREAD CAREFULLY

DoubIe-check your work carefuIIy, and then prepare a neat, legible copy.
Proofread one more time before you send your masterpiece out.

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 APPENDIX E
Part I

The information for Appendix E, Parts I an II, was adapted from communicative
skills Handbook. Us Army Field Artillery School.

GIVING AN INFORMATION BRIEFING

The Purpose or The Information Briefing.

The Information Briefing is designed to inform the listener. It deals mainly with
facts. It doesn't present recommendations and doesn't require a decision. The
purpose of the Information Briefing is to:

Present high-priority information requiring immediate attention.

Discuss complex information (complicated plans, systems, statistics,
charts).
Present controversial information needing elaboration or explanation.

FORMAT FOR AN INFORMATION BRIEFING

I. INTRODUCTION

A. Greeting and Introduction of Self

Address the person(s) being briefed.
Identify yourself and your organization.

B. Type and Classification of Briefing

C. Purpose and Scope.

Give the big picture.
ExpIain the purpose and scope of your briefing.

D. Summary and Procedures

Briefly summarize the key points and your general approach.
Explain any special procedures (demonstrations, displays, tours).

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II. BODY

A. Arrange the main ideas in a logical sequence.

B. Use visual aids to emphasize your main ideas.

C. Plan effective transitions from one main point to the next.

D. Be prepared to answer questions at any time.

III. CONCLUSION

A. Review of the Key Points.

B. Memorable Concluding Statement.

C. Question and Answers.

D. Introduction of the Next Speaker.

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 Part II

GIVING A DECISION BRIEFING

The Purpose of The Decision Briefing

The Decision Briefing is designed to obtain an answer or a decision. It provides

information about a problem, discusses possible solutions, and presents an
argument in defense of one recommended solution.

Steps in Preparing The Decision Briefing

Step 1: Isolate and define the problem at hand.

Step 2: Collect all relevant facts bearing upon the problem.

Step 3: Make sound assumptions to cover the gaps in the available facts.

Step 4: Develop suitable, feasible, acceptable courses of action that solve the
problem.

Step 5: Analyze the advantages and disadvantages of each course of action.

Step 6: Compare and contrast the courses of action.

Step 7: Arrive at a sound conclusion that flows from the facts.

Step 8: Staff the recommendation among all parties affected by the proposed
decision. Get their concurrence or nonconcurrence.

Step 9: Resolve any conflicts and reassess the recommendation.

Step 10: Prepare the decision briefing and implementing documents.

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Advice for Giving Decision Briefings

* Be ready to support, by explanation, any part of your briefing.

* Anticipate questions or objections.

* Be thorough and objective.

* Discuss all possible courses of action.

* Analyze carefully the risks and benefits of each course of action.

* Consider all sides of the problem.

Format for A Decision Briefing

I. INTRODUCTION.

A. Greeting and Introduction of Self

B. Type and Classification of Briefing

C. Statement of the Problem

D. Recommendation

II. BODY.

A. Detailed Statement of the Problem (if needed)

B. Facts Bearing upon the Problem

Present pertinent facts that might influence the decision.
Strive for objectivity. List both positive and negative facts.
Cite authorities, supporting opinions, or experiences.

C. Assumptions.
Identify assumptions that bridge any gaps in factual data.

D. Courses of Action (The Options).

24
 State the various options that can solve the problem.

E. Analysis.
Discuss the advantages and disadvantages of each option.
Identify disagreements among other commanders and staffs.

III. CONCLUSION.

A. Restate Recommendation
B. Questions and Answers

C. Request for the Decision

25
 APPENDIX F

TWO-WORD VERBS

Two-word verbs, sometimes called phrasal verbs, are those verb-adverb

combinations that have a meaning different from that of the two words
separately. Some two-word verbs are transitive; others are intransitive. Among
those that are transitive, there are some that permit the direct object to occur
between the parts of the two-word verb and some that do not.

For almost every two-word verb there exists one or more single verb with the
same meaning: call up means telephone, and it can also mean summon; call
down means reprimand; call in means report, and it can also mean summon;
call off means cancel; call over means summon; call on means visit; call for
means get or pick up.

The basic difference between a two-word verb and verb plus preposition may be
illustrated by an example. When the sentence "I looked over the fence." means
"I inspected the fence.”, looked over is a two-word verb. Both the verb looked
and the adverb over are said as a unit with a pause before the fence. When the
sentence "I looked over the fence.” means “I raised my gaze to look beyond the
fence.", looked over is not a two-word verb; looked is a simple verb with its
usual meaning, and over is a preposition with the fence as its object. The
prepositional phrase over the fence is said as a unit with a pause between it
and the verb looked before it.

Another example: If the sentence "I called down the corporal." means. “I
reprimanded the corporal”, then called down is a two-word verb. If the sentence
“ I called down the stairs.“ means “l shouted from the top of the stairs so as to be
heard below.", called down is not a two-word verb; rather, called is a simple
verb with its usual meaning, and down is a preposition with the stairs as its
object.

The following are lists of the most common two-word verbs, together with brief
definitions and examples of their use. The lists are subdivided into several
groups according to the way they pattern in sentences.

26
 GROUP I

In this group belong transitive two-word verbs whose objects may either follow
the combination or separate it into two parts, in which case the verb comes
before the object and the adverb after it. We call these separable transitive two-
word verbs. When a pronoun is used as the object, the phrasal verb will usually
be separated.

bring back a. (recall)

That song brings back pleasant memories

b. (return)
You can borrow the books if you promise to bring them
back.

bring up a. (mention or introduce a subject)

Why do you always bring up that subject?
Why bring that up?

b. (rear or raise)
His parents both died when he was very young, and he
was brought up by his aunt.

call back (return or repeat a telephone call)

If he calls while I’m gone, tell him to call back.

call down (scold or reprimand)

We were called down for walking on the grass.
His father called him down for staying out so late.

call in (summon for a particular purpose)

They called in a medical specialist.
We called Jim in to help settle the argument.

call up (telephone)
I'll call you up when I return.

27
carry out (complete an action)
I was unable to carry out my plan because of illness.
They received the orders, but they never carried them
out.

check in (return item for which one is responsible)

Check the books in at the library before you leave.

check off (mark items on a list)

Check off the names on the list as I read them to you.

check out a. (receive items for which one is responsible)

May I check this book out for two weeks?

b. (make someone familiar with operation of; usually with

on)
I’II check you out on the new computer tomorrow.

c. (inspect and determine suitability for use)

Will you check this airplane out and tell me if it is safe to
use?

cheer up (put someone in a better mood)

I tried to cheer him up by buying him a gift.

cross off (remove an item from a list)

I asked them to cross my name off their list.
I asked them to cross it off.

do over a. (do again)

There are several spelling mistakes in this letter, but I’m
too tired to do it over.

b. (redecorate)
We plan to do over our guest bedroom in time for Aunt
Mary's visit.

drop off (leave a person or thing in a particular place)

If you go by the cleaner's, would you mind dropping off
this pair of pants?
I’ll drop you off on the corner of Houston and Texas
Street.
28
figure out (solve a problem by reasoning)
I can't figure out why he didn't call me.
We can't figure it out.

get across (make one’s ideas or arguments clear and acceptable to

another or other's)
If I could only get across to you how important it is to
get plenty of sleep and daily exercise.

get back (regain)

I loaned him five dollars, but I don't expect to get it back.

give up (surrender; quit trying)

The man persuaded the criminal to give himself up to the
police.

hand in (submit, turn in)

Time's up! Please hand in your test papers.
I’ve finished my report, but I haven't handed it in yet.

hang up (put on a hanger)

You can hang up your coat in that closet.
You can hang it up to dry in the bathroom.

keep on (continue to wear a garment)

It’s so cold in here I'm going to keep my coat on.

look over (examine)

Here are the plans for our new house. I wish you’d look
them over, and tell me what you think of them.

look up a. (locate and visit)

When you get to Paris, I want you to look up a friend of
mine.
If you visit Houston, be sure to look me up.

b. (search for-in a dictionary, directory, or reference book)

If I’m not sure of the meaning of a word, I always look it
up in the dictionary.

29
pay back (return a loan of money)
You never paid back the $5 I loaned you last month.
I’ll pay it back next week.

pick-out a. (select)
The children were told to pick out any prize they wanted.

b. (see clearly among others)

He tried to pick out his brother in the crowd.
Can you pick him out?

pick up a. (learn at random)

Where did you pick up that expression; it’s not very good
English.

b. (get, buy, collect)

Do you mind stopping at the drugstore? I want to pick up
some cigarettes.
I’ll pick you up at a quarter past seven.
He’ll pick up your contribution tomorrow.

point out (call attention to)

As we drove around the city, the guide pointed out many
places of historical interest.
I would like to point out that I've decided to resign as
president of the company.

put across (make one’s ideas or arguments clear and acceptable

to another or others)
The instructor tried to put across his ideas to his class.
You may have a good idea, but you won't be able to put it
across unless you understand your audience.

put aside a. (save money for a purpose)

I put aside part of my salary every month.
I’m putting it aside so I can buy a house.

b. (to interrupt and postpone an activity)

Can't you put aside what you're doing for a minute?

30
put away (withdraw from immediate use; store in drawers, closets, etc.)
I’ll join you as soon as I can put away all this stuff on my desk.
I put it away in a drawer, and now I can't find it!

put off a. (postpone)

I’ve put off writing to him for a while.
I know. The longer you put something off, the harder it is
to do.

b. (postpone fulfilling one's obligation to another person or

persons)
I’ve asked him for a direct answer, but he keeps putting
me off.

put on a. (wear clothing, a hat, gloves, etc.)

You'd better put on something warm; it's cold outside.

b. (put in operation, turn on)

Put on the lights; it's getting dark.
I don't like that station; put on something with faster
music.

put out (extinguish a light or fire)

You'll have to put out your cigarette. They don't allow
smoking in here.
Put out the lights when you leave.

take back (return something)

My new radio doesn't work properly. I'm going to take it
back and make them give me another one.

take off a. (remove)

In some countries people take off their shoes when they
enter a house. They take them off to avoid getting the rug
dirty.

b. (depart)
The plane takes off at noon.

take on (accept responsibility for)

I’m up to my ears in work now; I can't take on any more.

31
take out a. (remove from pocket, wallet, purse, etc.)
He took out a large, gold watch and looked at it
attentively.

b. (remove in a general sense)

He took it out of the box and laid it on the table.

take out on c. (transfer anger or impatience to someone not

responsible for the unfavorable situation; used with the
preposition on)
Whenever he is unhappy, he takes it out on his friends.
I know you lost some money, but why take it out on me?

take over (assume control of)

When his father retired, John took over the family
business.
You've been driving long enough; how about letting me
take over for a while?

take up a. (begin to practice a new sport, art, etc.)

I need to get some exercise; I think I’ll take up jogging.

b. (discuss a problem, business matter, etc.)

We took that up at our last meeting.

c. (begin to consider)
Today we’re going to take up the subject of two-word
verbs in English.

talk over (discuss)

Let’s talk it over a little more before we make up our
minds.

think over (consider carefully)

Don't be in a hurry to decide. Think it over and
give me your answer tomorrow.

think through (think about until a reasonable conclusion is reached)

If you’ll think it through, you’ll see that I am right

32
throw away (discard)
Don’t throw those old magazines away; I haven't read
them yet.

try on (test the appearance or fit of clothing by putting it on)

Try this hat on for size!
I tried it on, and it fits OK, but I don't like the color.

try out (test by using)

I’m really interested in buying your car, but I want to try it
out on the road.

turn down (refuse, reject)

He turned down an excellent job in New York because he
prefers to live here.
He applied for the job, but was turned down.

turn in (hand in, submit)

Don't forget to turn in your homework before you leave .

turn off (shut off, stop the operation of)

Please turn off the light.
Be sure to turn off the heater before you Ieave the house.

turn over a. (move so that top and bottom surfaces exchange places)
After the meat becomes brown, turn it over and cook it for
ten more minutes.
b. (transfer goods, power, or responsibility)
Upon reaching the age of retirement, he turned over the
business to his son.

wake up (arouse from sleep)

You'd better wake Jim up. It’s getting late.
Wake him up. We're about to land.

33
 GROUP II

In this group are transitive two-word verbs whose parts are never separated by
an object. We call these inseparable transitive two-word verbs. Also included in
this group are two-word prepositional verbs. These are transitive two-word verbs
with three parts that are never separated.

call for (go to get, pick up)

The movie starts at seven o'clock. I’ll call for you at about
six.

call on a. (pay a visit)

I call on him whenever I'm in New York.
b. (request someone to speak or recite)
The teacher should call on each student at least once
during each class period.
And now I’d like to call on our guest speaker to say a few
words to us.

catch up with (overtake)

This student got so far behind in his work that he was
never able to catch up with the rest of the class.

check out of (end stay in hotel, college, military base, etc.)

I checked out of the hotel at eleven, but my plane didn't
leave until four.

check up on (investigate the background, record, etc., of)

The police are checking up on the recent activities of all
four men.

chip in (contribute something, usuaIIy money)

If we all chip in a dollar a piece, we'll be able to buy a
nice gift.

come across (find)

When I was cleaning out a drawer, I came across some
interesting old photographs.

34
come along with (accompany)
Why don't you come along with us? There’s plenty of
room in the car.

come to (total)
The hotel biII came to $7I.40.

drop in on (visit informally)

Our neighbor from up the street drops in on us from time
to time.

drop out of (stop attending or participating in; quit)

A few students have dropped out of school. They'll
probably have trouble finding a good job.

get along with (maintain a good relationship with)

I understand he's getting along better with his mother-in-
law than he used to.

get behind in (delay in meeting some obligation)

They had so much sickness in the family that they got
behind in paying their bills.

Get in/get out (of) (enter or leave a car, taxi, boat, or other small
vehicle or conveyance)
Get in the front seat; the back's full of stuff!
He got out of the taxi at Times Square.

get on/get off (enter or leave a bus, train, ship, plane or other large
vehicle or conveyance)
Get on the bus at the next corner.
I got off the ship at Naples.

get on with (continue)

Let’s get on with our math lesson.

get over (recover from illness, surprise, etc.)

It took me two months to get over that cold I caught at
Christmas.
I can't get over how much weight he's gained.

35
get through with (finish, complete)
I’d like to read that book when you get through with it

go on with (continue)
Go on with your story; I’m enjoying it!

go over (review)
Let’s go over the last two pages of the lesson again. I
don't think you quite understand it yet.

go through a. (endure)
That was the worst experience I ever went through.

b. (look through, search in)

Would you mind going through this box of old clothing to
see if there's anything worth keeping?

keep on (continue)
I kept on walking, though I no Ionger knew where I was
going.

keep up with a. (remain equal with)

You'll have to keep up with us. If not, you'll get lost.
She works so fast that I can hardly keep up with her.

b. (remain informed about a developing series of facts)

I subscribe to several news magazines. I Iike to keep up
with what's happening in the world.
look after (watch over, guard, take care of)
We have a baby-sitter to look after our children when we
want to go out.

look down on (consider as inferior; feel superior to)

She looks down on everyone who has less education
than she does.

look forward to (anticipate or await an event usually with pleasure)

I look forward to meeting you again in the near future.
We're looking forward to your party.

look in on (pay a brief visit to)

I think I’ll look in on my sister on my way home.

36
look into (investigate)
While you’re in California, you might look into the
possibility of finding a job there.

look out for (be careful about)

When you drive in residential areas, you have to
look out for children.

look up to (respect, admire)

He is trusted by his employers and looked up to by all his
fellow workers.

put up with (tolerate, endure)

You have to put up with a lot of inconveniences there.

run across (find something by chance)

When I was cleaning out a drawer, I ran across
some old
picture.

run into (meet by chance)

We ran into some old friends at the theater last night.

run out of (exhaust the supply of)

Coming back from Austin, we ran out of gas.
While on vacation, we ran out of money and had to return
home.

see about (find out what has to be done and then do it)
Will you see about getting plane reservations for the
students who are leaving on Wednesday?
I have to see about shipping my excess baggage by
boat.

send for a. (summon a person by means of another person)

I have to go. The boss just sent for me and wants to
see me at once.

b. (order by mail)
37
 I had to send for those books.
stand by (continue to aid and support during periods of difficulty or
danger)
I know you’ll stand by me no matter how bad things get.

take after (resemble a parent, etc., either in appearance or

character)
John takes after his father, but Mary doesn't look or act
like either
of her parents.

take out after (pursue, chase)

The poIiceman took out after the speeding car.

taIk back to (answer discourteously or without respect)

The child talked back to his teacher and was sent to the
principal's office.

think up (create invent or plan by thinking)

He’s always thinking up new ways to get rich quickly, but
none of them ever seems to succeed.

wait on (serve)
In this store you can never find anyone to wait on you!

There are also a few cases in which a form of the verb BE joins with one or
more words. These are used very often in speech. The parts are never
separated.

be behind in (be overdue in meeting an obligation)

I’m two weeks behind in my rent.
He’s way behind in his work.

be in on (share or participate in)

If you’re going to form a volleyball team, I’d like to be in
on it.

be out (lack, miss, be deprived of)

I lost my bet; now I’m out $1O.

be out of (have exhausted one's supply of)

38
 I have to go to the store. We're out of sugar.

be over (be in command or control of)

In the military, a major is over a captain.

be under (be commanded or controlled by)

How many men are under his command?

be up for (be a candidate)

He’s up for election but he'll never make it.

be up on (be weIl informed about)

I’m not really up on modern art, but I enjoy looking at it.

be up to (be in good physical or mental condition for)

I’m not up to going out again tonight. I’m too tired.

39
 GROUP III

This is the smallest group of two-.word verbs. The verbs in this group are
intransitive. Some of them do occur with objects; these have been included in
Groups I and II.

check in (register at a base, school, hotel, etc.)

You should check in as soon as you reach a new base.

check out (officially terminate stay at hotel, college, military base,

etc.)
If you check out after two o’clock, you have to pay for
another day.

cheer up (become more cheerful)

Cheer up! Things could be worse!

chip in (contribute)
We all chipped in and bought a going-away present for
the boss’s wife.

come to (become conscious after being unconscious)

When I came to, I was in a strange room, and a nurse in
a white uniform was taking my pulse.

come over (come to visit informally)

or
come on over If you aren't busy, why don't you come over (come on
over) this evening, and we’ll play cards or listen to music.

drop in (pay a casual visit)

I happened to be driving by your house and just thought
I'd drop in for a minute.

drop off a. (fall asleep unexpectedly)

I dropped off to sleep right in the middle of a TV show
last Night. I guess I was tired.

40
 b. (decrease in number or volume)
Attendance at the movies dropped off sharply during the
recent cold spell. People just didn’t want to go out.

get along/ (progress)

get on How are you getting along (getting on) in your new job?

get back (return to point of departure)

I have to go out of town today. If I don't get back by
seven, don't hold dinner for me.

get in (arrive)
The train doesn't get in until after midnight.

get through (finish)

I have a lot of homework I don't expect to get through
before 10 O’clock.

get up (arise stand)

I get up at seven every morning.
When the program was over, they got up and left the
theater.

give up (stop trying; surrender)

Everyone could see that he was beaten, but he refused
to give up.
I give up! What’s the correct answer?

hang up (end phone connection by putting receiver back in cradle)

You dialed the wrong number. Hang up and dial again.

lie down (recline)

When we're tired, we frequently lie down to rest.
look out (be careful; often an imperative, alerting someone to
a sudden danger)
Look out! Your cigarette's burning your coat!

report in (give official and personal notice of arrival)

You should report in at headquarters as soon as you
get to the base.
41
sit down (be seated)
The visitors entered the room and sat down.

stand by (remain tuned in to a particular radio or TV broadcast

while waiting for additional transmission)
Stand by for a special weather report.
We are having broadcasting difficulties. Please stand by
while they are being corrected.

stand up (get on one's feet)

They stood up when the General entered the room.

take off (leave, depart)

Our plane took off at 10:30, and at 11:10 we were in
Dallas.
He took off for California without telling anyone he was
leaving.

take sides (be a partisan; act with, prefer, or aid one group against
another)
I don't mean to take sides in the quarrel, but it does seem
to me that Jack was the cause of the problem.
Settle it between the two of you! I refuse to take sides!

turn up a. (come to light, be found unexpectedly)

Don't worry about misplacing that letter, it’ll turn up the
next time you clean house.

b (appear in an unexpected place)

We thought he was in Europe, but he turned up here in
San Francisco two nights ago.

wait over (halt one’s journey because of some difficulty or delay in

transportation)
We missed plane connections in Dallas and had to wait
over several hours.

wake up (stop sleeping)

He wakes up every morning at six o'clock.

42
 APPENDIX 1

PREPOSITION COMBINATIONS.

A Be clear to
Compared (this) to/with (that)
Be absent from Complain to (someone) about
Be accustomed to (something)
Add (this) to (that) Be composed of
Be acquainted with Concentrate on
Admire (someone) for (something) Consist of
Be afraid of Be crazy about
Agree with (someone) for Be crowded with
(something)
Be angry at / with D
Apologize to (someone) for
(something) Depend on/upon (someone) for
Apply to (a place) for (something) (something)
Approve of Be dependent on/upon (someone)
Argue with (someone) about for (something)
(something) Be devoted to
Arrive at (a building, a room) Be different from
Arrive in (a city, a country) Disagree with (someone) about
Ask (someone) about (something) (something)
Ask (someone) for (something) Be disappointed in
Discussed (soomething) with
B (someone)
Divide (this) into (that)
Be bad for Be divorced from
Believe in Be done with
Belong to Dream about/of
Be bored with/by
Borrow (something) from (someone) E

C Be engaged to
Be equal to
43
Escape from Know about
Be exited about
Excused (someone) for (something) L
Be exhausted from
Laugh at
Listen to
F Look at
Look for
Be familiar with Look forward to
Forgive (someone) for (something)
Be friendly to/with M
Be frightened of/by
Be full of Be mad at
Be made of
Be married to
G Matter to
Be the matter with
Get rid of Multiply (this) by (that)
Be gone from
Be good for N
Graduate from
Be nice to
H
O
Happen to
Hear about/of Be opposed to
Hear from
Help (someone) with (something)
Hide (something) from (someone) P
Hope for
Be hungry for Pay for
Be patient with
I Be pleased with
Point at
Insist on Be polite to
Be interested in Be prepared for
Introduce (someone) to (someone) Protect (this) from (that)
Invite (someone) to (something) Be proud of
Be involved in
Q
K
Be qualified for
Be kind to
44
 R Subtract (this) from (that)
Be sure of
Be ready for
Be related to T
Rely on/upon
Be responsible for Take care of
Talk to / with (someone) about
(something)
S Tell (someone) about (something)
Be terrified of/by
Be satisfied with Thank (someone) for (something)
Be scared of/by Be thirsty for
Search for Be tired from
Separate (this) from (that) Travel to
Be similar to
Be sorry about (something) W
Be sorry for (someone)
Speak to/with (someone) about wait for
(something) Wait on
Stare at Be worried about

45
 APPENDIX 2
BASIC VOCABULARY LIST
ADJECTIVE OPPOSITES ADVERBS.

Accurate inaccurate actually too

Certain uncertain afterward(s) well
Clear unclear almost yet
Comfortable uncomfortable already
Common uncommon anymore
Complete incomplete anywhere
Convenient inconvenient apparently
Dependent independent carefully
Direct indirect certainly
Fair unfair completely
Familiar unfamiliar constantly
Happy unhappy downtown
Healthy unhealthy easily
Important unimportant enough
Interesting uninteresting entirely
Kind unkind especially
Lawful unlawful everywhere
Legal illegal extremely
Logical illogical fortunately
Necessary unnecessary just
Normal abnormal later
Pleasant unpleasant next
Polite impolite obviously
Possible impossible perhaps
Proper improper quietly
Relation irrational rarely
Real unreal regularly
Regular irregular seldom
Responsible irresponsible seriously
Sure unsure somewhere
True untrue still
Usual unusual surely
Visible invisible together
 APPENDIX 3
DIFFERENCES BETWEEN AMERICAN ENGLISH
AND BRITISH ENGLISH

DIFFERENCES IN VOCABULARY

American English British English

Attorney, lawyer barrister, solicitor

Bathrobe dressing gown
Can (of beans) tin (of beans)
Cookie biscuit
Corn maize
Diaper nappy
Driver’s license driving license
Drug store chemist’s
Elevator lift
Eraser rubber
Flashlight torch
Gas, gasoline petrol
Hood of car bonnet of car
Living room sitting room, drawing room
Raise in salary rise in salary
Rest room public toilet, WC (water closet)
Schedule timetable
Sidewalk pavement, footpath
Sink basin
Soccer football
Stove cooker
Truck lorry, van
Truck of a car boot of a car
Be on vacation be on holiday
 DIFFERENCES IN SPELLING

American English spelling British English spelling

Theater, center, liter theatre, centre, litre

Color, honor, labor, odor colour, honour, labour, odour
Jewelry, traveler, woolen jewellry, traveller, woollen
Skillful, fulfill skillful, fulfil
Check cheque (bank note)
Curb kerb
Forever for ever/forever
Jail goal
Program programme
Specialty speciality
Story storey (of a building)
Tire tyre (of a car)
Realize, analyze, apologize realise, analyse, apologise
Defense, offense, license defence, offence, licence (n.)
Burned burnt (or burned)
Dreamed dreamt (or dreammed)
Smelled smelt (or smelled)
Spelled spelt (spelled)
Spoiled spoit (or spoiled)
 APPENDIX 1

SUPPLEMENTARY GRAMMAR UNITS.

BASIC GRAMMAR TERMINOLOGY

A-1 SUBJECTS, VERBS, AND OBJECTS.

Almost all English sentences

S V contain a subject (S) and a verb (V).
(a) Birds fly. The verb may or may not be
(NOUN) (VERB) followed by an object (O).
VERBS: Verbs that are not followed
by an object, as in (a) and (b), are
called intransitive verbs. Common
S V intrasitive verbs: agree, arrive,
(b) The baby cried. come, cry, exist, go, happen, live,
(NOUN) (VERB) occur, rain, rise, sleep, stay, walk.
Verbs that are followed by an object,
as in (c) and (d), are called transitive
verbs. Common transitive verbs:
S V O build, cut, find, like, make, need,
(c) The student needs a pen. send, use, want.
(NOUN) (VERB) (NOUN)
Some verbs can be either
intransitive or transitive.
Intransitive: A student studies.
S V O Transitive: A student studies books.
(d) My friend enjoyed the party. SUBJECTS AND OBJECTS: The
(NOUN) (VERB) (NOUN) subjects and objects of verbs are
nouns (or pronouns). Examples of
nouns: person, place, John, Asia,
pen, information, appearance,
amusement.
A-2 PREPOSITIONS AND PREPOSITIONAL PHRASES.

COMMON PREPOSITIONS

About before despite of to

Above behind down off toward(s)
Across below during on under
After beyond for out until
Against beneath from over up
Along beside in since upon
Among besides into through with
Around between like throughout within
At by near till
without

S V PREP O of PREP An important element of English

(a) The student studies in the library. sentences is the prepositional
(NOUN) phrase. It consists of
preposition (PREP) and its
S V O PREP O of PREP object (O). The object of a
(b) We enjoyed the party at your house.
preposition is a noun or
(NOUN)
pronoun. In (a): in the library is
a prepositional phrase.

In (c):In most English

(c) We went to the zoo in the afternoon. sentences, “place” comes
(place) (time) before “time.”

(d) In the afternoon, we went to the zoo. In (d): Sometimes a

prepositional phrase comes at
the beginning of a sentence.
A-3 ADJECTIVES

(a) Mary is an intelligent student. Adjectives describe nouns. In

(ADJECTIVE) (NOUN)
grammar, we say that adjectives
modify nouns. The word modify
(b) The hungry children ate fruit.
(ADJECTIVE) (NOUN) means “change a little”. Adjectives
give a little different meaning to a
noun: intelligent student, lazy student,
good student. Examples of adjectives:
young, old, rich, poor, beautiful,
brown, french, modern.

(c) I saw some beautiful pictures. An adjective is neither singular nor

plural. A final ‘s’ is never added to an
INCORRECT: beautiful pictures. adjective.

A-4 ADVERBS.

(a)He walks quickly. Adverbs modify verbs. Often they

(ADVERB) answer the question “How?”
In (a): How does he walk? Answer:
(b)She opened the door quietly. Quickly.
(ADVERB) Adverbs are often formed by adding –
ly to and adjective.
Adjective: quick.
Adverb: quickly.

Adverbs are also used to modify

(c) I am extremly happy. adjectives, i.e., to give information
(ADVERB) (ADJECTIVE) about adjectives, as in (c).

Adverbs are also used to express time

(d) Ann will come tomorrow. or frequency. Examples: tomorrow,
(ADVERB) today, yesterday, soon, never, usually,
always, yet.
MIDSENTENCE ADVERBS
(e) Ann always comes on time.
(f) Ann is always on time.
(g) Ann has always come on time.
(h) Does she always come on
time?
Some adverbs may occur in the
middle of a sentence. Midsentences
adverbs have usually position; they
(1)come in front of simple present and
simple past verbs (except be), as in
(e);
(2)follow be (simple present and
simple past), as in (f);
(3)come between a helping verb and
main verb, as in (g).
In a question, a midsentences adverb
comes directly after the subject, as in
(h).

COMMON MIDSENTENCE ADVERBS

Ever, always, usually, often, frequently, generally, sometimes,
occasionally, seldom, rarely, hardly ever, never, not ever, already, finally,
just, probably.

A-5 THE VERB BE

A sentence with be as the main verb has

(a) John is a student. three basic patterns:
(BE) (NOUN)
(b) John is intelligent. In (a): be + a noun
(BE) (ADJECTIVE) In (b): be + an adjective
(c) John was at the library. In (c): be + a prepositional phrase
(BE) (PREP PHRASE)

Be is also used as an auxiliary verb in

(d)Mary is writing a letter. progressive verb tenses and in the
(e)They were listening to some passive.
music. In (d) is = auxiliary; writing = main verb.
(f) That letter was written by Alice
TENSE FORMS OF BE

SIMPLE PRESENT SIMPLE PAST PRESENT

PERFECT
I am I was I have been

SINGULAR

you are you were you have been

He, she, it is he, she, it was he, she, it has been

PLURAL

we, you, they are we, you, they were we, you, they have been

A-6 LIKING VERBS

Other verbs like be that may be

(a) The soup smells good.
(LINKING VERB) (ADJECTIVE)
(b) This food tastes delicious.
(c) The children feel happy.
(d) the weather become cold.
followed immediately by an
adjective are called linking verbs.
An adjective following a linking
verb describes the subject of a
sentence.*
Common verbs that may be
followed by an adjective:

Feel, look, smell, sound, taste

appear, seem, become (and get,
turn, grow when they mean
“become”).

*COMPARE:
(1)he man looks angry.- an adjective (angry) follows look. The
adjectives describes the subject (the man). Look has the
meaning of “appear”.
 (2)The man looked at me angrily .- an adverb (angrily) follows
look at. The adverb describes the action of the verb. Look at
has the meaning of “regard, watch”.

A-7 PERSONAL PRONOUNS

SINGULAR A pronoun is used in places of

PLURAL a noun. It refers to a noun.
The noun it refers to is called
SUBJECT I we the antecedent. Examples:
PRONOUNS You you
She, he, it they I read the book. It was good.
(The pronoun “it” refers to the
antecedent noun “book.”)
OBJECT Me us
PRONOUNS You you
Mary said, “I drink tea”.
Her, him, it them
(The pronoun “I” refers to the
Mine ours speaker, whose name is
POSSESSIVE
Your yours Mary).
PRONOUNS
Hers, his theirs
Possessive pronouns are not
followed immediately by a
POSSESSIVE My name noun; they stand alone.
ADJECTIVES Your name Example:
Her, his, its
Name That book is mine. Those
your name are yours over there.*
your names
their names Possessive adjectives are
followed immediately by a
noun; they do not stand alone.
Example:

My book is here. Your

books are over there.

*Possessive nouns require apostrophes; e.g., that book is Mary’s.

Possessive pronouns to NOT take apostrophes.
CORRECT: That book is hers, and those books are theirs.
INCORRECT: That book is her’s and those books are theirs’.
A-8 CONTRACTIONS

IN SPEAKING: In everyday spoken English, certain forms of be and

auxiliary verbs are usually contracted with pronouns, nouns, and
question words.
IN WRITING: (1) In written English, contractions with pronouns are
common in informal writing, but not generally acceptable in formal
writing.
(2) Contractions with nouns and question words are, for
the most part, rarely used in writing. A few of these contractions may
be found in quoted dialogue in stories or in very informal writing, such
as a chatty letter to a good friend, but most of them are rarely if ever
written.
In the following, quotation marks indicate that the contraction is
frequently spoken but rarely if ever written.
WITH WITH NOUNS WITH QUESTION
PRONOUNS WORDS
Am I’m reading a  “What am” I supposed
book to do?
Is She’s studying. My “book’s” on the Where’s Sally?
It’s going to table Who’s that man?
rain. Mary’s at home.
Are You’re working My “books’re” on the “What’re” you doing?
hard. table.” “Where’re” they going?
They’re waiting The “teachers’re” at a
for us. meeting.
Has She’s been My “book’s” been Where’s Sally been
here for a year. stolen!. living?
It’s been cold
leaty. Sally’s never met What’s been going on?
him.
Have I’ve finished my The “books’ve” been “Where’ve” they been?
work. sold.
They’ve never The “students’ve” “How’ve” you been?
met you. finished the test”.
Had He’d been The “books’d” been “Where’d” you been
 waiting for us. sold. before that?
We’d forgotten “Mary’d” never met “Who’d” been there
about it. him before. before you?
Did   “What’d” you do last
night?
“How’d” you do on the
test?
Will I’ll come later. The “weather’ll” be “Who’ll” be at the
She’ll help us. nice tomorrow. meeting?
“John’ll” be coming
soon. “Where’ll” you be at
ten?
Woul He’d like to go My “friends’d” come if “Where’d” you like to
d there. they could. go?
They’d come if “Mary’d” like to go
they could. there, too.

QUESTIONS.

B-1 FORMS OF YES/NO AND INFORMATION QUESTIONS.

A yes/no question = a question that may be answered by yes or no.

Yes/no question: Does he live in
Chicago?
Answer: yes, he does. Or no, he doesn’t.

An information question = a question that ask for information by using a

question
Word.
Information question: where does he live?
Answer: in Chicago.
 Q A M
U U V S A
E W X U I
S O I E B N
T R L J
I D I R E V
O A C E
N R B T R
Y B
If the verb is in the
(a)She lives there. Does she live there? simple present, used
does (with he, she, it)
(b)They live there. Where does she live? or do (with I, you, we,
they) in the question. If
(c) He lived there. Do they live there? the verb is simple past,
use did.
Where do they live? Notice: the main verb
in the question is in its
Did he live there? simple form; there is no
final –s or –ed.
Where did he live?
 If the verb has an
(d)He is living Is He auxiliary (a helping
there. Living there? verb), the same
Where is he auxiliary is used in the
(e) They have lived living? question. There is no
there. Have They Lived change in the form of
there? the main verb.
(f) Mary can live Where have they If the verb has more
there. lived? than one auxiliary, only
Can Mary the first auxiliary
(g) He will be living Live there? precedes the subject
there. Where can Mary
live?
Will He Be living
there?
Where will he be
living?

Q A M
U U S A
E W X V U I
S O I E B N
T R L R J
I D I B E V
O A C E
N R T R
Y B
If The question word
(g)John lives there. Who   lives is the subject, do
there? not change the verb.
(i) Mary can come. Do not use does,
Who can  come? do, or did.
 Be in the simple
(j) They are there. Are they present (am, is, are)
there? and simple past
(k) Jim was there. Where are they? (was, were)
Was Jim precedes the
there? subject when be is
Where was they? in the main verb.

B-2 QUESTION WORDS

QUESTION. ANSWER.
WHEN (a)When did they arrive?Yesterday When is used to ask
When will you come? Next Monday questions about
time.
WHERE (b)Where is she? At home. Where is used to
Where can I find a pen? In that drawer. ask questions about
place.
WHY (c) Why did he leave early? Because he’s Why is used to ask
Why aren’t you coming ill. questions about
with us? I’m tired. reason.
HOW (d)How did you come to By bus. How generally ask
school? about manner.
How does he drive? Carefully.

(e)How much money does Ten dollars. How is used with

it cost? much and many.
How many people Fifteen.
came?
HOW (f) How old are you? Twelve. How is also used
How cold is it? Ten below with adjectives and
How soon can you get zero. adverbs.
here? In ten minutes.
How fast were you
driving? 50 miles an How long ask about
(g)How long has he been hour. length of time.
here? Two years. How often ask about
frequency
How often do you write Every week. How far ask about
home? distance.
How far is it to miami 500 miles.
from
here?

WHO (h)Who can answer that I can. Who is used as the

Question? subject of a
Who came to visit you? Jane and Eric. question. It refers to
people.
(i) Who is coming to dinner Ann, Bob, and Who is usually
Tonight? Al followed by a
Who wants to come singular verb even if
with me? We do. the speaker is
asking about more
than one person.
WHOM (j) Who(m) did you see? I saw George. Whom is used ask
Who(m) are you My relatives. the object of a verb
visiting? The secretary. or preposition. In
(k) Who(m) should I talk to? spoken English,
To who(m) should I whom is rarely
talk?(formal) used; who is used
instead. Whom is
used only in formal
questions. Note:
whom, not who, is
used if preceded by
a preposition.
WHOSE (l) Whose book did you David’s. Whose ask
borrow? questions about
Whose key is this? It’s mine. possession.
(Whose is this?)

WHAT (m) What made you His rudeness. What is used as the
angry? Everything. subject of a
What went wrong? question. It refers to
“things”.
WHAT (n)What do you need? I need a What is also used
What did Alice buy? pencil. as an object.
(o)What did he talk about? A book.
About what did he talk? His vacation.
(formal)

(p)What kind of soup is It’s bean soup. What kind of asks

that? Sandals. about the particular
What kind of shoes did variety or type of
he buy? something.
(q)What did you do last I studied. What + a form of do
night? Reading a is used to ask
What is Mary doing? book. questions about
activities.
(r) What countries did you Italy and What may
visit? Spain. accompany a noun.
What time did she
come? Seven o’clock.
What color is his hair?Dark brown.
(s) What is Ed like? He’s kind and What + be like asks
friendly. for a general
(t) What is the weather Hot and description of
like? humid. qualities.
(u)What does Ed look like? He’s tall and What + look like
has dark hair. asks for a physical
(v) What does her hause It’s a two- description.
look like? story, red brick
house.
WHICH (w) I have two pens. Which is used
Which pen do you instead of what
want? The blue one. when a question
Which one do you concerns choosing
want? That one. from a definite,
Which do you want? known quantity or
(x) Which book should I group.
buy?
(y) Which countries did he Peru and In some cases,
visit? Chile. there is little
What countries did he difference in
visit? meaning between
(z) Which class are you in? This class. which and what
What class are you in? when they
accompany a noun,
as in (y) and (z).

B-3 NEGATIVE QUESTIONS.

(a) Doesn’t she live in the (very formal) the verb is negative,
dormitory? In a yes/no usually a contraction (e.g., does + not
question in which = doesn’t) is used, as in (a). Example
(b) Does she not live in the (b) is very formal and usually not
dormitory? used in every day speech. Negative
questions are used to indicate the
speaker’s idea (i.e., what s/he
believes is or is not true) or attitude
(e.g., surprise, shock, annoyance,
anger).
(c) Bob returns to his dorm room after his nine In (c): Bob believes that Dick
O’clock class. Dick, his roommate, is there. Is supposed to be in class
Bob is surprised. now.
Bob says: “what are you doing here? Expected answer: yes.
Aren’t you supposed to be in class now?”
(d) Alice and Mary are at home. Mary is about In (d): Alice believes that
To leave on a trip and Alice is going to take Mary’s plane leaves at three.
Her to the airport. She is asking the negative
Alice says: “it’s already two o’clock. We’d question to make sure that
Better leave for the airport. Doesn’t your her information is correct.
Plane leave at three?”. Expected answer: yes.
(e) The teacher is talking to Jim about a test he In (e): The teacher believes
Failed. The teacher is surprised that Jim that Jim did not study.
Failed the test because he usually does very Expected answer: no
Well.
The teacher says: “What happened?
Didn’t you study?”
(f) Barb and Don are riding in a car. Don is In (f): Barb believes that Don
Driving. He comes to a corner where is a did not the stop sign.
Stop sing, but he does not stop the car. Expected answer: No.
Barb is shocked.
Barb says: “What’s the matter with you?
Didn’t you see that stop sing?”

B-4 TAG QUESTIONS

(a) Jack can come, can’t he? A tag question is a question added
(b) Fred can’t come, can he? the end of a sentence. Speakers
used tag questions chiefly to make
sure the information is correct or to
seek agreement.*
AFFIRMATIVE SENTENCE+NEGATIVE TAG –AFFIRMATIVE ANSWER
EXPECTED
Mary is here, isn’t she? Yes, she is.
You like tea, don’t you? Yes, I do.
They have left, haven’t they? Yes, they have.
NEGATIVE SENTENCE + AFFIRMATIVE TAG – NEGATIVE ANSWER
EXPECTED
Mary isn’t here, is she? No, she isn’t.
You don’t like tea, do you? No, I don’t.
They haven’t left, have they? No, they haven’t.
(c) This/that is your book, isn’t it? The tag pronoun for this/that = it.
These/those are your, aren’t The tag pronoun for these/those =
they? they.
(d) There is a meeting tonight, isn’t In sentences with there + be, there is
there? used in the tag.
(e)Everything is okay, isn’t it? Personal pronouns are used to refer
to indefinite pronouns. They is
(f) Everyone took the test, didn’t usually used in a tag to refer to
they? everyone, everybody, someone,
somebody, no one, nobody.
(g) Nothing is wrong, is it? Sentences with negative words take
affirmative tags.
(h) Nobody called on the phone,
did they?

(i) You’ve never been there, have

you?
(j) I am supposed to be here, am I In (j): am I not? Is formal English.
not?
In (k): aren’t I? Is common in spoken
(k) I am supposed to be here, English.
aren’t I?

*A tag question may be spoken:

(1)with a rising intonation if the speaker is truly seeking to

ascertain that his/her information, idea, belief is correct (e.g.,
and lives in and aparment, doesn’t she?);or

(2) with a falling intonation if the speaker is expressing an idea

with which s/he is almost
certain the listener will agree (e.g., it’s a nice day today, isn’t
it?).
NEGATIVES.

C-1 USING NOT AND OTHER NEGATIVE WORDS.

(a)AFFIRMATIVE: The earth is Not expresses a negative idea.

round.

(b)NEGATIVE: The earth is not flat.

AUX + Not immediately follows an auxiliary
NOT + MAIN VERB
(c) I will not go there
verb or be. (Note: if there is more
I have not gone there.
than one auxiliary, not comes
I am not going there.
I was not immediately after the first auxiliary: I
there.
I do not go will not be going there).
there.
He does not go Do or does is used with not to make
there.
I did not go a simple person verb (except be)
there.
negative.
Did is used with not to make a
simple past verb (except be)
negative).
CONTRACTIONS OF AUXILIARY VERBS WITH NOT

must not = mustn’t

Are not = aren’t* do not = don’t should not = shouldn’t
Cannot = can’t has not = hasn’t was not = wasn’t
Could not = couldn’t have not = haven’t were not = weren’t
Did not = didn’t had not = hadn’t will not = won’t
Does not = doesn’t is not = isn’t would not = wouldn’t
(d) I never go there. In addition to not, the following are
I have hardly ever gone there. negative adverb:
Never, rarely, seldom
(e) There’s no chalk in the drawer. Hardly (ever), scarcely
(ever), barely (ever)
No also expresses a negative idea.
COMPARE: NOT vs. NO Not is used to make a verb
(f) I do not have any money. negative, as in (f).
No is used as an adjective in front of
(g) I have no money. a noun (e.g., money), as in (g).
Note: (f) and (g) have the same
meaning.
*Sometimes in spoken English you will hear “ain’t”. It means am not,
isn’t, or aren’t. “Ain’t” is not considered proper English, but many
people use “ain’t” regularly, and it is also frequently used for humor.

C-2 AVOIDING “DOUBLE NEGATIVE”.

(a) is an example of a “double

(a) INCORRECT: I don’t have no negative” i.e., a confusing and
money. grammatically incorrect sentence that
(b)CORRECT: I don’t have any contains two negatives in the same
money. clause.* One clause should contain
CORRECT: I have no money. only one negative.
*NOTE: Negatives in two different clauses in the same sentence
cause no problems; for example:
A person who doesn’t have love can’t be truly happy.
I don’t know why he isn’t here.

C-3 BEGINNING A SENTENCE WITH A NEGATIVE WORD.

(a)Never will I do that again. When a negative word begins a

(b)Rarely have I eaten better food. sentence, the subject and verb are
(c) Hardly ever does he come to inverted (i.e., question word order is
class on time. used)*.

* Beginning a sentence with a negative word relatively uncommon in

every day usege, but is used when the speaker/writer wishes to
emphasize the negative element of the sentence.
ARTICLES.
D-1 BASIC ARTICLES USAGE.

I. USING A or : GENERIC NOUNS

SINGULAR (a) A banana is yellow.* A speaker uses generic nouns to

COUNT make generalizations. A generic
NOUN
noun represent a whole class of
things; it is not a specific, real,
concrete thing but rather a symbol
of a whole group.
PLURAL (b)  Bananas are yellow. In (a) and (b): the speaker is talking
COUNT about any banana, all bananas,
NOUN bananas in general. In (c), the
speaker is talking about any and all
fruit, fruit in general.
NONCOUNT (c)  Fruit is good for you Notice that no article () is used to
NOUN make generalizations with plural
count nouns and noncount nouns,
as in (b) and (c).

II. USING A or SOME: INDEFINITE NOUNS

SINGULAR (d) I ate a banana. In definitive nouns are actual things (not
COUNT symbols), but they are not specifically
NOUN identified.
PLURAL (e) I ate some bananas In (d): the speaker is not referring to “this
COUNT banana“ or “that banana” or “the banana
NOUN
you gave me”. The speaker is simply
saying that s/he ate one banana. The
listener does not know nor need to know
which specific banana was eaten; it was
simply one banana out of that whole
NONCOUNT (f) I ate some fruit.
NOUN
group of things in this world called
bananas.
In (e) and (f): Some is often used with
indefinite plural count nouns and
indefinite noncount nouns. In addition to
some, a speaker might use two, a few,
several, a lot of, etc. With plural count
nouns, or a little, a lot of, etc. With
noncount nouns.

III. USING THE: DEFINITE NOUNS.

SINGULAR (g) Thank you for the A noun is definite when both the
COUNT banana. speaker and the listener are thinking
NOUN about the same specific thing. In (g):
PLURAL (h) Thank you for the the speaker uses the because the
COUNT bananas. listener knows which specific banana
NOUN the speaker is talking about, i.e., that
NONCOUNT (i) Thank you for the particular banana which the listener
NOUN for the fruit. gave to the speaker. Notice that the is
used with both singular and plural
count nouns and with noncount
nouns.

*Usually a/an is used with a singular generic count noun. Example:

A window is made of glass. A doctor helps sick people. Parents
must give a child love. A box has six sides. An apple can be red,
green, or yellow.

“The” is sometimes used with a singular generic count noun (not

a plural generic count noun, not a generic noncount noun). “generic
the” is commonly used with, in particular:

(1)species of animal: The whale is the largest mammal on earth.

The elephant is the largest land mammal.

(2)Inventions: who invented the telephone? The wheel? The

refrigerator? The airplane? The computer will play an
increasingly large role in all of our lives.
 (3)Musical instruments: I’d like to learn to play the piano. Do you
play the guitar?

D-2 GENERAL GUIDELINES FOR ARTICLES USAGE.

(a) The sun is bright today.
Please hand this book to the teacher
Please open the door.
Jack is in the kitchen.
(b) Yesterday I saw some dogs. The
dogs were chasing a cat. The cat
was chasing a mouse. The mouse
ran into a hole. The hole was very
small.
(c) INCORRECT: The apples are my
favorite fruit.
CORRECT: Apples are my favorite
fruit.
(d) INCORRECT: The gold is a metal.
CORRECT: gold is a metal.
(e) INCORRECT: I drove car.
CORRECT: I drove a car.
I drove the car.
I drove that car.
I drove his car.
GUIDELINE: Use the when you know or
assume that your listener is familiar with
and thinking about the same specific thing
or person you are talking about.
GUIDELINE: Use the for the second
mention of an indefinite noun*; in (b):
First mention = some dogs, a cat, a
mouse, a hole
Second mention = the dogs, the cat, the
mouse, the hole.
GUIDELINE: Do not use the with a plural
count noun (e.g., apples) or and noncount
noun (e.g., gold) when you are making a
generalization.
GUIDELINE: Do not use a singular count
noun (e.g., car) without:
(1) an article (a/an or the); OR
(2) this/that; OR
(3) a possessive pronoun.

*The is not used for the second mention a generic noun. COMPARE:

(1) What color is a banana (generic noun)? A banana (generic

noun) is yellow

(2) Tom offered me a banana (indefinite noun) or an apple. I

chose the banana (definite noun).
 APPENDIX 2
PREPOSITION COMBINATIONS

Appendix 2 contains two lists of preposition combinations. The first list

consist of preposition combinations with adjectives and verbs. The
second list contains phrasal verbs.

PREPOSITION COMBINATION WITH ADJECTIVES AND VERBS.

A be capable of be discriminated
care about , for against
be absent from be cluttered with distinguish for
accuse of be committed to be divorced from
be accustomed to compare to, with be done with
be acquainted with complain about dream of, about
be addicted to be composed of be dressed in
be afraid of be concerned
agree with about
be angry at, with be connected to E
be annoyed with consist of
apologize for be content with be engaged to
apply to, for contribute to be envious of
approve of be convinced of be equipped with
argue with, about be coordinated with escape form
arrive in, at count (up) on exel in
be associated with cover with be exited about
be aware of be crowded with excuse for
be exposed to
B F
D
believe in be faithful to
blame for decide (up) on be familiar with
be blessed with be dedicated to feel like
be bored with depend (up) on fight for
be devoted to be filled with
C be disappointed in, be finished with
with be fond of
forget about insist (up) on
forgive for H be interested in
be friendly to, with be involved in
be furnished with hide from
hope for
G J

be grateful to, for I be jealous of

be guilty of
be innocent of
be patient with stare at
K be polite to stop from
pray for suscribe to
be known for be prepared for substitute for
prevent from succeed in
L prohibit from
protect from T
be limited to be provided with
look forward to be proud of take advantage of
provide with take care of
be terrified of
M thank for
R be tired of, from
be made of, from
be married to recover from U
be related to
be relevant to be upset with
O rely (up) on be used to
be remembered for
object to rescue from V
be opposed to respond to
be responsible for vote for
S
P W
be satisfied with
participate in be scared of be worried about
 PHRASAL VERBS
(TWO-WORD AND TREE-WORD VERBS)

The term phrasal verb refers to a verb and preposition which together have a
special meaning. For example, put + off means “postpone.” Sometimes a
phrasal verb consists of three parts. For example, put + up + with means
“tolerate.” Phrasal verbs are also called two- word verbs or three-word verbs.

A phrasal verb may be either separable

SEPARABLE PHRASAL VERBS or nonseparable. With a separable
(a)I handed my paper in phrasal verb, a noun may come either
yesterday. between the verb and the preposition or
(b)I handed in my paper after the preposition, as in (a) and (b).
yesterday.
A pronoun comes between the verb and
(c) I handed it in yesterday. the preposition if the phrasal verb is
(INCORRECT: I handed in it separable, as in (c).
yesterday.)
With a nonseparable phrasal verb, a
NONSEPARABLE PHRASAL noun or pronoun must follow the
VERBS preposition, as in (d) and (e).
(d) I ran into an old friend
yesterday.
(e) I ran into her yesterday.
(INCORRECT: I ran an old
friend into.)
(INCORRECT: I ran her into
yesterday.)
 Phrasal verb are especially common in informal English. Following is a list of
common phrasal verbs and their usual meanings. The phrasal verbs marked
with an asterisk (*) are nonseparable.

A ask out......................……...ask someone to go on a date.

B bring about, bring on. .…...cause.

bring up................ .....…....(1) rear children; (2) mention or introduce a topic.

C call back.............. .......…....return a telefone call.

call in................. ........……..ask to come to an official place for a specific
purpose
call off............... ........….....cancel.
* call on.............. ...........…...(1) ask to speak in class; (2) visit.
call up............. ...........…....call on the telephone.
* catch up (with).............…....reach the same position or level.
* check in, check into…….....register at hotel.
* check into...................….....investigate.
check out...................……..(1) take a book from the library; (2) investigate.
* check out (of)..............…….leave a hotel.
cheer up....................….….make (someone ) feel happier.
clean up......................…....make clean and orderly.
* come across...............…....meet by chance.
cross out....................…....draw a line through.
cut out......................……..stop an annoying activity.
D do over.………………..…..do again
*drop by, drop in(on) ……...visit informally
drop off.……………………leave something/someone at a place
*drop out(of).……………….stop going to school, to a class, to a club, etc.

F figure out……………….…find the answer by reasoning

fill out……………………....write the completions of a questionnaire or official
form
find out……………………discover information

G *get along (whit)……….exist satisfactorily

get back (from)…………..(1) return from a place; (2) receive again
*get in, get into……………(1) enter a car; (2) arraive
*get off …………………….leave an airplane, a bus, a train, a subway, a
bicycle
 *get on.……………………..enter an airplane, a bus, a train, a subway, a
bicycle
*get out of..………………...(1) leave a car; (2) avoid work or an unpleasant
activity
*get over.…………………...recover from an illness
*get through..…………….. finish
*get up.……………………..araise from bed, a chair
give back.………………....return an item to someone
give up …………………....stop trying
*go over..…………………...review or check carefully
*grow up (in)……………....become an adult

H hand in.…………………....submit an assignment

hang up.………………….. (1) conclude a telephone conversation; (2) put
clothes on a hanger or a hook
have on..…………………...wear

K keep out (of).……………...not enter

*keep up (with).……………stay at the same position or level
kick out (of).……………....force (someone) to leave

L *look after.………………….take care of

*look into.…….…………….investigate
*look out (of)……………….be careful
look over….……………....review or check carefully
look up..…………………..look for information in a reference book

M make up…………………...(1) invent; (2) do past work

N name after, name for.……give a baby the name of someone else

P *pass away..……………….die
pass out..………………….(1) distribute; (2) lose consciousness
pick out.…………………...select
pick up.…………………....(1) go to get someone (e.g., in a car);(2) take in
one´s hand
point out.………………….call attention to
put away.………………….remove to a proper place
put back.…………………..return to original place
put off.……………………..postpone
put on …………………… put clothes on one´s body
put out ………………….. extinguish a cigarette or cigar
*put up with ……………… tolerate
R *run into, *run across ……meet by chance
*run out (of) ……………..finish a supply of something
S *show up ………………….appear, come
shut off ………………….stop a machine, light, faucet

T *take after ………………..resemble

take off ………………….(1) remove clothing; (2) leave on a trip
take out …………………(1) take someone on a date; (2) remove
take over .........………….take control
take up …………………..begin a new activity or topic
tear down ………………..demolish; reduce to nothing
tear up …………………..tear into many little pieces
think over ……………….concider carefully
throw away, throw out …discard; get rid of
throw up....……………….vomit; regurgitate food
try on ……………………put on clothing to see if it fits
turn down ………………decrease volume or intensity
turn in …………………...(1) submit an assigment; (2) go to bed
turn off ………………….stop a machine, light, faucet
turn on ………………….begin a machine,light, faucet
turn out …………………extinguish a light
turn up ………………….increase volume or intensity
 APPENDIX 3
Guide for Correcting Writing Errors

To the student: Each number represents an area of usage. Your teacher

will use these numbers when marking your writing to indicate that you have
made an error. Refer to this to find out what kind of error you have made and
then make the necessary correction.

1 1
1 SINGULAR-PLURAL He have been here for six month.
He has been here for six months.

2
2 WORD FORM I saw a beauty picture.
I saw a beautiful picture.

3
3 WORD CHOISE She got on the taxi.
She got into the taxi.

4
4 VERB TENSE He is here since June.
He has been here since June.

5+
5+ ADD A WORD I want to go to the zoo.
I want to go to the zoo

5-
5- OMIT A WORD She entered to the university.
She entered the university.

6
6 WORD ORDER I saw five times that movie.
I saw that movie five times.

7
7 INCOMPLETE SENTENCE I went to bed. Because I was tired.
I went to bed because I was tired.
 8
8 SPELLING An accident occurred.
An accident occurred.

9
9 PUNCTUATION What did he say.
What did he say?

10
10 CAPITALIZATION I am studying English.
I am studying English.

11
11 ARTICLE I had a accident.
I had an accident

12?
12? MEANING NOT CLEAR He borrowed some smoke.
(???)

13
13 RUN-ON SENTENCE* My roommate was sleeping, we didn’t
want to wake her up.
My roommate was sleeping. We didn’t
want to wake her up.

 A run-on sentence occurs when two sentences are incorrectly

connected: the end of one sentence and the beginning of the next sentence are
not properly marked by a period and a capital letter or by a semicolon .(See
Charts 8-3 and 8-9.)