Henry Ford failed and went broke five times before he finally succeeded.
Beethoven handled the violin awkwardly and preferred playing his own compositions instead of improving his technique. His teacher called him hopeless as a composer.
Colonel Sanders had the construction of a new road put him out of business in 1967. He went to over 1,000 places trying to sell his chicken recipe before he found a buyer interested in his 11 herbs and spices. Seven years later, at the age of 75, Colonel Sanders sold his fried chicken company for a finger-lickin' $15 million!
Walt Disney was fired by a newspaper editor for lack of ideas. Disney also went bankrupt several times before he built Disneyland.
Charles Darwin, father of the theory of evolution, gave up a medical career and was told by his father, “You care for nothing but shooting, dogs, and rat catching.” In his autobiography, Darwin wrote, “I was considered by my father, a very ordinary boy, rather below the common standard in intellect.
Albert Einstein did not speak until he was four years old and didn’t read until he was seven. His teacher described him as “mentally slow, unsociable and adrift forever in his foolish dreams.” He was expelled and refused admittance to Zurich Polytechnic School. The University of Bern turned down his Ph.D. dissertation as being irrelevant and fanciful.
The movie Star Wars was rejected by every movie studio in Hollywood before 20th-Century Fox finally produced it. It went on to be one of the largest grossing movies in film history.
Louis Pasteur was only a mediocre pupil in undergraduate studies and ranked 15 out of 22 in chemistry.
When NFL running back Herschel Walker was in junior high school, he wanted to play football, but the coach told him he was too small. He advised young Herschel to go out for track instead. Never one to give up, he ignored the coach's advice and began an intensive training program to build himself up. Only a few years later, Herschel Walker won the Heisman trophy.
When General Douglas MacArthur applied for admission to West Point, he was turned down, not once but twice. But he tried a third time, was accepted and marched into the history books.
After Fred Astaire’s first screen test, the memo from the testing director of MGM, dated 1933, said, “Can’t act! Slightly bald! Can dance a little!” Astaire kept that memo over the fireplace in his Beverly Hills home.
The father of the sculptor Rodin [The Thinker Statue] said, “I have an idiot for a son.” Described as the worst pupil in the school, Rodin failed three times to secure admittance to the school of art. His uncle called him uneducable.
Babe Ruth, considered by sports historians to be the greatest athlete of all time and famous for setting the home run record, also holds the record for strikeouts.
Eighteen publishers turned down Richard Bach’s Jonathan Livingston Seagull, before Macmillan finally published it in 1970. By 1975 it had sold more than seven million copies in the U.S. alone.
Margaret Mitchell's classic Gone with the Wind was turned down by more than twenty-five publishers.
Richard Hooker worked for seven years on his humorous war novel, M*A*S*H, only to have it rejected by 21 publishers before Morrow decided to publish it. It became a runaway bestseller, spawning a blockbusting movie and highly successful television series.
When the first Chicken Soup for the Soul book was completed, it was turned down by thirty-three publishers in New York and another ninety at the American Booksellers Association convention in Anaheim, California, before Health Communications, Inc., finally agreed to publish it. The major New York publishers said, "It is too nicey-nice" and "Nobody wants to read a book of short little stories." Since that time more than 8 million copies of the original Chicken Soup for the Soul book have been sold. The series, which has grown to thirty-two titles, in thirty-one languages, has sold more than 53 million copies.
In 1954, Jimmy Denny, manager of the Grand Ole Opry, fired Elvis Presley after one performance. He told Presley, “You ain’t goin’ nowhere… son. You ought to go back to drivin’ a truck.” Elvis Presley went on to become the most popular singer in America.
Dr. Seuss' first children's book, And to Think That I Saw it on Mulberry Street, was rejected by twenty-seven publishers. The twenty-eighth publisher, Vanguard press, sold six million copies of the book.
Never give up believing in yourself!!!
Friday, January 20, 2012
the sign of success, Thumbs up!
1st Strategy to Turn Failure Into Success: Learn from it. Failure Is A Great Way To Learn.
In fact, if you're wise, you will learn from your failures, and figure out the things you *missed* the last time... the next time you won't make those mistakes, you will learn from the best, you will model your sculpture of your success...carving away what needs to be removed... shaping...honing it until what remains is the sculpture you most want to convey.
In fact, if you're wise, you will learn from your failures, and figure out the things you *missed* the last time... the next time you won't make those mistakes, you will learn from the best, you will model your sculpture of your success...carving away what needs to be removed... shaping...honing it until what remains is the sculpture you most want to convey.
7 Steps To Turn ‘Failure’ Into Success
7 Steps To Turn ‘Failure’ Into Success
Written by Adam Appleson - 18 Comments
Categories: self improvement, success
"Glitch" courtesy of Luiza O.S @Flickr
Chances are you've got success on the brain if you're reading this article. You've set your goals, you're on your way to achieving your dreams. But they're not coming as fast as you would like. You're ready for it to all come true right now. You set a deadline to reach your goal, but it just didn't happen in that timeframe. And now you feel a little deflated. Maybe you've even allowed a little doubt to creep in, as you're not sure when (or if) it will ever happen.
You know what a missed deadline tells you?
It's just a feedback mechanism to tell you that your plans and execution of them weren't correct for the timeline you set. You're not a failure. You've just produced a result. It may not be the result you wanted, but don't fret, because sometimes our greatest lessons come from when we get what we didn't want. Maybe the deadline was too tight. Maybe your plans weren't sound.
You're not the only one to not reach a goal or hit a bump in the road.
Michael Jordan didn't make his high school basketball team. Famous author J.K. Rowling was living on welfare when she wrote the first Harry Potter book, the start of a series that went on to make her spectacularly rich.
So what do the champions do during the process of making their dreams come true?
Grin and bear it. You probably didn't want to hear this. You want to hear me say "you can have it all right now." Sorry, good self help isn't like a fast food restaurant slogan. Sometimes there will be times when your energy levels are off or something else happens in your life forcing you to put your dreams on hold for a just a bit. It's for those challenging times that you have to do your best and tackle all the challenges in front of you. Yes, you'll have failures along the way but when Michael Jordan he bore the rejection by practicing even more.
Take a time-out. You're saying, "what do you mean relax? How can I relax when I've done everything I can and my dreams still aren't coming true." Remember, throughout history, the great men and women who changed our world have found their greatest ideas when they were away from their usual routines. For instance, when he was a teenager, Albert Einstein spent some time in Italy with his parents enjoying the beauty of Italy's Apennine mountains. It was during this time he contemplated what would happen if a ray of light became imprisoned. This idea was to be the foundation of his life's work. So relax. You never when the idea you need to bridge the gap between your current reality and your dreams will be found. But sometimes you need to give yourself the space to find it.
Assess whether your current plans are realistic. If you've got 4 kids, a full-time job, and a mortgage, it may be hard to start your own business on the side and have it succeed within a month. Maybe your dreams aren't coming true by the deadlines you set because your deadlines were unrealistic to begin with. So make new plans and get underway!
Get support. If you're starting your own business, is there someone you know who's been down this road who can give you some advice? Or, if you're trying to fix your life in some way – overcoming an addiction, healing from a painful past, or getting over an ex-lover – maybe you should consider getting a therapist. Often times, having a sounding board and a supportive ear can make us feel better and even more motivated to recommit to achieving our goals.
Play a game called "15 Ways…" This is a little game I like to play whenever I get stuck on how to break through barriers in achieving goals. Grab a sheet of paper and brainstorm 15 ways you can overcome whatever obstacle is standing in between you and your goals. For instance, if you feel it's a lack of time, then brainstorm 15 ways you can create more time in your life. I like using the number fifteen because I find the first five are usually pretty obvious, but the next 10 are usually a bit harder to come up with. These are where the novel solutions you didn't think about usually reveal themselves.
Pick a hero. Who in your mind is a noteworthy person you would like to emulate in life? Are they extremely motivated? Did they overcome tremendous odds to get where they are today? Tack a picture of them on your wall. Everytime you feel like it's too hard or you just can't do it, learn to ask yourself what your hero would do. Now go do it.
Go out and execute every day. If you're done with your time out, then commit to doing one thing for your dreams everyday, no matter how small it is. Taking action keeps you motivated and gives you momentum in achieving your goals. Well-worn clichés like "genius is 1% inspiration and 99% perspiration" still hold water today.
A missed deadline is just a chance for growth. And it makes for a great story about how you overcame obstacles along the way. Every success story has them. So why shouldn't you?
Written by Adam Appleson - 18 Comments
Categories: self improvement, success
"Glitch" courtesy of Luiza O.S @Flickr
Chances are you've got success on the brain if you're reading this article. You've set your goals, you're on your way to achieving your dreams. But they're not coming as fast as you would like. You're ready for it to all come true right now. You set a deadline to reach your goal, but it just didn't happen in that timeframe. And now you feel a little deflated. Maybe you've even allowed a little doubt to creep in, as you're not sure when (or if) it will ever happen.
You know what a missed deadline tells you?
It's just a feedback mechanism to tell you that your plans and execution of them weren't correct for the timeline you set. You're not a failure. You've just produced a result. It may not be the result you wanted, but don't fret, because sometimes our greatest lessons come from when we get what we didn't want. Maybe the deadline was too tight. Maybe your plans weren't sound.
You're not the only one to not reach a goal or hit a bump in the road.
Michael Jordan didn't make his high school basketball team. Famous author J.K. Rowling was living on welfare when she wrote the first Harry Potter book, the start of a series that went on to make her spectacularly rich.
So what do the champions do during the process of making their dreams come true?
Grin and bear it. You probably didn't want to hear this. You want to hear me say "you can have it all right now." Sorry, good self help isn't like a fast food restaurant slogan. Sometimes there will be times when your energy levels are off or something else happens in your life forcing you to put your dreams on hold for a just a bit. It's for those challenging times that you have to do your best and tackle all the challenges in front of you. Yes, you'll have failures along the way but when Michael Jordan he bore the rejection by practicing even more.
Take a time-out. You're saying, "what do you mean relax? How can I relax when I've done everything I can and my dreams still aren't coming true." Remember, throughout history, the great men and women who changed our world have found their greatest ideas when they were away from their usual routines. For instance, when he was a teenager, Albert Einstein spent some time in Italy with his parents enjoying the beauty of Italy's Apennine mountains. It was during this time he contemplated what would happen if a ray of light became imprisoned. This idea was to be the foundation of his life's work. So relax. You never when the idea you need to bridge the gap between your current reality and your dreams will be found. But sometimes you need to give yourself the space to find it.
Assess whether your current plans are realistic. If you've got 4 kids, a full-time job, and a mortgage, it may be hard to start your own business on the side and have it succeed within a month. Maybe your dreams aren't coming true by the deadlines you set because your deadlines were unrealistic to begin with. So make new plans and get underway!
Get support. If you're starting your own business, is there someone you know who's been down this road who can give you some advice? Or, if you're trying to fix your life in some way – overcoming an addiction, healing from a painful past, or getting over an ex-lover – maybe you should consider getting a therapist. Often times, having a sounding board and a supportive ear can make us feel better and even more motivated to recommit to achieving our goals.
Play a game called "15 Ways…" This is a little game I like to play whenever I get stuck on how to break through barriers in achieving goals. Grab a sheet of paper and brainstorm 15 ways you can overcome whatever obstacle is standing in between you and your goals. For instance, if you feel it's a lack of time, then brainstorm 15 ways you can create more time in your life. I like using the number fifteen because I find the first five are usually pretty obvious, but the next 10 are usually a bit harder to come up with. These are where the novel solutions you didn't think about usually reveal themselves.
Pick a hero. Who in your mind is a noteworthy person you would like to emulate in life? Are they extremely motivated? Did they overcome tremendous odds to get where they are today? Tack a picture of them on your wall. Everytime you feel like it's too hard or you just can't do it, learn to ask yourself what your hero would do. Now go do it.
Go out and execute every day. If you're done with your time out, then commit to doing one thing for your dreams everyday, no matter how small it is. Taking action keeps you motivated and gives you momentum in achieving your goals. Well-worn clichés like "genius is 1% inspiration and 99% perspiration" still hold water today.
A missed deadline is just a chance for growth. And it makes for a great story about how you overcame obstacles along the way. Every success story has them. So why shouldn't you?
Sunday, January 8, 2012
Beautiful Thoughts
Friends,
Read this Story, n save your Family, If not urs.. then Others..Please Please Read It...I had tears in my Eyes ...
But Please SHARE...
"When I got home that night as my wife served dinner, I held her hand and said, I've got something to tell you. She sat down and ate quietly. Again I observed the hurt in her eyes.
...
Suddenly I didn't know how to open my mouth. But I had to let her know what I was thinking. I want a divorce. I raised the topic calmly.
She didn't seem to be annoyed by my words, instead she asked me softly, why?
I avoided her question. This made her angry. She threw away the chopsticks and shouted at me, you are not a man! That night, we didn't talk to each other. She was weeping. I knew she wanted to find out what had happened to our marriage. But I could hardly give her a satisfactory answer; she had lost my heart to Jane. I didn't love her anymore. I just pitied her!
With a deep sense of guilt, I drafted a divorce agreement which stated that she could own our house, our car, and 30% stake of my company.
She glanced at it and then tore it into pieces. The woman who had spent ten years of her life with me had become a stranger. I felt sorry for her wasted time, resources and energy but I could not take back what I had said for I loved Jane so dearly. Finally she cried loudly in front of me, which was what I had expected to see. To me her cry was actually a kind of release. The idea of divorce which had obsessed me for several weeks seemed to be firmer and clearer now.
The next day, I came back home very late and found her writing something at the table. I didn't have supper but went straight to sleep and fell asleep very fast because I was tired after an eventful day with Jane.
When I woke up, she was still there at the table writing. I just did not care so I turned over and was asleep again.
In the morning she presented her divorce conditions: she didn't want anything from me, but needed a month's notice before the divorce. She requested that in that one month we both struggle to live as normal a life as possible. Her reasons were simple: our son had his exams in a month's time and she didn't want to disrupt him with our broken marriage.
This was agreeable to me. But she had something more, she asked me to recall how I had carried her into out bridal room on our wedding day.
She requested that every day for the month's duration I carry her out of our bedroom to the front door ever morning. I thought she was going crazy. Just to make our last days together bearable I accepted her odd request.
I told Jane about my wife's divorce conditions. . She laughed loudly and thought it was absurd. No matter what tricks she applies, she has to face the divorce, she said scornfully.
My wife and I hadn't had any body contact since my divorce intention was explicitly expressed. So when I carried her out on the first day, we both appeared clumsy. Our son clapped behind us, daddy is holding mommy in his arms. His words brought me a sense of pain. From the bedroom to the sitting room, then to the door, I walked over ten meters with her in my arms. She closed her eyes and said softly; don't tell our son about the divorce. I nodded, feeling somewhat upset. I put her down outsidethe door. She went to wait for the bus to work. I drove alone to the office.
On the second day, both of us acted much more easily. She leaned on my chest. I could smell the fragrance of her blouse. I realized that I hadn't looked at this woman carefully for a long time. I realized she was not young any more. There were fine wrinkles on her face, her hair was graying! Our marriage had taken its toll on her. For a minute I wondered what I had done to her.
On the fourth day, when I lifted her up, I felt a sense of intimacy returning. This was the woman who had given ten years of her life to me.
On the fifth and sixth day, I realized that our sense of intimacy was growing again. I didn't tell Jane about this. It became easier to carry her as the month slipped by. Perhaps the everyday workout made me stronger.
She was choosing what to wear one morning. She tried on quite a few dresses but could not find a suitable one. Then she sighed, all my dresses have grown bigger. I suddenly realized that she had grown so thin, that was the reason why I could carry her more easily.
Suddenly it hit me... she had buried so much pain and bitterness in her heart. Subconsciously I reached out and touched her head.
Our son came in at the moment and said, Dad, it's time to carry mom out. To him, seeing his father carrying his mother out had become an essential part of his life. My wife gestured to our son to come closer and hugged him tightly. I turned my face away because I was afraid I might change my mind at this last minute. I then held her in my arms, walking from the bedroom, through the sitting room, to the hallway. Her hand surrounded my neck softly and naturally. I held her body tightly; it was just like our wedding day.
But her much lighter weight made me sad. On the last day, when I held her in my arms I could hardly move a step. Our son had gone to school. I held her tightly and said, I hadn't noticed that our life lacked intimacy.
I drove to office.... jumped out of the car swiftly without locking the door. I was afraid any delay would make me change my mind...I walked upstairs. Jane opened the door and I said to her, Sorry, Jane, I do not want the divorce anymore.
She looked at me, astonished, and then touched my forehead. Do you have a fever? She said. I moved her hand off my head. Sorry, Jane, I said, I won't divorce. My marriage life was boring probably because she and I didn't value the details of our lives, not because we didn't love each other anymore. Now I realize that since I carried her into my home on our wedding day I am supposed to hold her until death do us apart.
Jane seemed to suddenly wake up. She gave me a loud slap and then slammed the door and burst into tears. I walked downstairs and drove away.
At the floral shop on the way, I ordered a bouquet of flowers for my wife. The salesgirl asked me what to write on the card. I smiled and wrote, I'll carry you out every morning until death do us apart.
That evening I arrived home, flowers in my hands, a smile on my face, I run up stairs, only to find my wife in the bed - dead.
My wife had been fighting CANCER for months and I was so busy with Jane to even notice. She knew that she would die soon and she wanted to save me from the whatever negative reaction from our son, in case we push thru with the divorce.-- At least, in the eyes of our son--- I'm a loving husband....
Moral-The small details of your lives are what really matter in a relationship. It is not the mansion, the car, property, the money in the bank. These create an environment conducive for happiness but cannot give happiness in themselves. So find time to be your spouse's friend and do those little things for each other that build intimacy. Do have a real happy marriage!
If you don't share this, nothing will happen to you.
If you do, you just might save a marriage.
Many of life's failures are people who did not realize how close they were to success when they gave up.
Friends,
Read this Story, n save your Family, If not urs.. then Others..Please Please Read It...I had tears in my Eyes ...
But Please SHARE...
"When I got home that night as my wife served dinner, I held her hand and said, I've got something to tell you. She sat down and ate quietly. Again I observed the hurt in her eyes.
...
Suddenly I didn't know how to open my mouth. But I had to let her know what I was thinking. I want a divorce. I raised the topic calmly.
She didn't seem to be annoyed by my words, instead she asked me softly, why?
I avoided her question. This made her angry. She threw away the chopsticks and shouted at me, you are not a man! That night, we didn't talk to each other. She was weeping. I knew she wanted to find out what had happened to our marriage. But I could hardly give her a satisfactory answer; she had lost my heart to Jane. I didn't love her anymore. I just pitied her!
With a deep sense of guilt, I drafted a divorce agreement which stated that she could own our house, our car, and 30% stake of my company.
She glanced at it and then tore it into pieces. The woman who had spent ten years of her life with me had become a stranger. I felt sorry for her wasted time, resources and energy but I could not take back what I had said for I loved Jane so dearly. Finally she cried loudly in front of me, which was what I had expected to see. To me her cry was actually a kind of release. The idea of divorce which had obsessed me for several weeks seemed to be firmer and clearer now.
The next day, I came back home very late and found her writing something at the table. I didn't have supper but went straight to sleep and fell asleep very fast because I was tired after an eventful day with Jane.
When I woke up, she was still there at the table writing. I just did not care so I turned over and was asleep again.
In the morning she presented her divorce conditions: she didn't want anything from me, but needed a month's notice before the divorce. She requested that in that one month we both struggle to live as normal a life as possible. Her reasons were simple: our son had his exams in a month's time and she didn't want to disrupt him with our broken marriage.
This was agreeable to me. But she had something more, she asked me to recall how I had carried her into out bridal room on our wedding day.
She requested that every day for the month's duration I carry her out of our bedroom to the front door ever morning. I thought she was going crazy. Just to make our last days together bearable I accepted her odd request.
I told Jane about my wife's divorce conditions. . She laughed loudly and thought it was absurd. No matter what tricks she applies, she has to face the divorce, she said scornfully.
My wife and I hadn't had any body contact since my divorce intention was explicitly expressed. So when I carried her out on the first day, we both appeared clumsy. Our son clapped behind us, daddy is holding mommy in his arms. His words brought me a sense of pain. From the bedroom to the sitting room, then to the door, I walked over ten meters with her in my arms. She closed her eyes and said softly; don't tell our son about the divorce. I nodded, feeling somewhat upset. I put her down outsidethe door. She went to wait for the bus to work. I drove alone to the office.
On the second day, both of us acted much more easily. She leaned on my chest. I could smell the fragrance of her blouse. I realized that I hadn't looked at this woman carefully for a long time. I realized she was not young any more. There were fine wrinkles on her face, her hair was graying! Our marriage had taken its toll on her. For a minute I wondered what I had done to her.
On the fourth day, when I lifted her up, I felt a sense of intimacy returning. This was the woman who had given ten years of her life to me.
On the fifth and sixth day, I realized that our sense of intimacy was growing again. I didn't tell Jane about this. It became easier to carry her as the month slipped by. Perhaps the everyday workout made me stronger.
She was choosing what to wear one morning. She tried on quite a few dresses but could not find a suitable one. Then she sighed, all my dresses have grown bigger. I suddenly realized that she had grown so thin, that was the reason why I could carry her more easily.
Suddenly it hit me... she had buried so much pain and bitterness in her heart. Subconsciously I reached out and touched her head.
Our son came in at the moment and said, Dad, it's time to carry mom out. To him, seeing his father carrying his mother out had become an essential part of his life. My wife gestured to our son to come closer and hugged him tightly. I turned my face away because I was afraid I might change my mind at this last minute. I then held her in my arms, walking from the bedroom, through the sitting room, to the hallway. Her hand surrounded my neck softly and naturally. I held her body tightly; it was just like our wedding day.
But her much lighter weight made me sad. On the last day, when I held her in my arms I could hardly move a step. Our son had gone to school. I held her tightly and said, I hadn't noticed that our life lacked intimacy.
I drove to office.... jumped out of the car swiftly without locking the door. I was afraid any delay would make me change my mind...I walked upstairs. Jane opened the door and I said to her, Sorry, Jane, I do not want the divorce anymore.
She looked at me, astonished, and then touched my forehead. Do you have a fever? She said. I moved her hand off my head. Sorry, Jane, I said, I won't divorce. My marriage life was boring probably because she and I didn't value the details of our lives, not because we didn't love each other anymore. Now I realize that since I carried her into my home on our wedding day I am supposed to hold her until death do us apart.
Jane seemed to suddenly wake up. She gave me a loud slap and then slammed the door and burst into tears. I walked downstairs and drove away.
At the floral shop on the way, I ordered a bouquet of flowers for my wife. The salesgirl asked me what to write on the card. I smiled and wrote, I'll carry you out every morning until death do us apart.
That evening I arrived home, flowers in my hands, a smile on my face, I run up stairs, only to find my wife in the bed - dead.
My wife had been fighting CANCER for months and I was so busy with Jane to even notice. She knew that she would die soon and she wanted to save me from the whatever negative reaction from our son, in case we push thru with the divorce.-- At least, in the eyes of our son--- I'm a loving husband....
Moral-The small details of your lives are what really matter in a relationship. It is not the mansion, the car, property, the money in the bank. These create an environment conducive for happiness but cannot give happiness in themselves. So find time to be your spouse's friend and do those little things for each other that build intimacy. Do have a real happy marriage!
If you don't share this, nothing will happen to you.
If you do, you just might save a marriage.
Many of life's failures are people who did not realize how close they were to success when they gave up.
Saturday, January 7, 2012
Model Paper
PART-B
ALL QUESTIONS CARRY EQUAL MARKS(3X10:30)
ANSWER ALL THE QUESTIONS.
1. Write the synonyms of the following words:
6 words to be given.
1. Mournful: filled with sadness
2. Notion: an odd or fanciful idea
3. Pledge: a binding commitment
4. Redeem: fulfill
5. Rivals: competitors
6. Ruinous: cause destruction
2. Write the antonyms of the following words:
6 words to be given.
1. competence- incompetency
2. cheerful- melancholy, somber, gloomy
3.annulment - enactment, restoration, retention, validation
4. battered - aid, assist, guard, help, protect
5. blurred - clear, uncloud, unsmudge. dedication- disloyalty, unfaithfulness
3. Rearrange the following sentences and make a meaningful paragraph:
Paragraph of 6 sentences to be given from the text.
1. In 1988, Kalpana joined the National Aeronautics and Space Administration”s Ames Research Centre, and after that there was no looking back.
2. The first challenge was to prove that being a woman did not rule out the option of a career in aeronautics.
3. Accounts provided by her family members and friends show that for Kalpana the journey from Karnal to Houston was a difficult one.
4. The first and only Indian-American to reach space, Kalpana Chawla dreamt big, beyond the impossible.
5. When she joined PEC she faced disapproval not only from home but also from the college’s department of aeronautical engineering.
6. In Hindi and Sanskrit, kalpana is a dream, a fantasy- something that belongs to the realm of imagination.
Ans:
1. In Hindi and Sanskrit, kalpana is a dream, a fantasy- something that belongs to the realm of imagination.
2. The first and only Indian-American to reach space, Kalpana Chawla dreamt big, beyond the impossible.
3. Accounts provided by her family members and friends show that for Kalpana the journey from Karnal to Houston was a difficult one.
4. The first challenge was to prove that being a woman did not rule out the option of a career in aeronautics.
5. When she joined PEC she faced disapproval not only from home but also from the college’s department of aeronautical engineering.
6. In 1988, Kalpana joined the National Aeronautics and Space Administration”s Ames Research Centre, and after that there was no looking back.
Identify the types of the following sentences and write a similar sentence for each type.
1. Would you please lend me your book? Interrogative sentence
2. Would you please lend me some change?
3. Answer the question at once. Declarative sentence
4. Let us go.
5. Congratulations! Exclamatory sentence
6. Leave right now, or you will miss the bus!
7. I am on my way. Declarative sentence
8. My friend is visiting this summer- I shall take him to the beach.
9. I’m sorry, I didn’t get that: would you please repeat? Interrogative
10. Can I pick up after work?
11. Mind you head! Exclamatory
12. you are always late!
6 sentence to be given
Fill in the blanks using the appropriate forms of verbs given in the brackets.
In Hindi and Sanskrit, kalpana is a dream, a fantasy- something that belongs to the realm of imagination. The first and only Indian-American to reach space, Kalpana Chawla dreamt big, beyond the impossible. Accounts provided by her family members and friends show that for Kalpana the journey from Karnal to Houston was a difficult one. The first challenge was to prove that being a woman did not rule out the option of a career in aeronautics. When she joined PEC she faced disapproval not only from home but also from the college’s department of aeronautical engineering. In 1988, Kalpana joined the National Aeronautics and Space Administration”s Ames Research Centre, and after that there was no looking back.
Answer
1. to reach : infinitive
2. accounts provided : past tense
3. Kalpana is : Present tense
4. to prove: infinitive
5. she joined: past tense
6. looking : gerund
Choose a passage where as many verb forms occur. Verb forms to be limited to 6.
1. Match the following.
Column A: Adjectives
Column B: Nouns Answer
1. beautiful temples valleys
2. little hilltops temples
3. vicious hours flies
4. best flies train journey
5. lonely train journey hilltops
6. early valleys hours
7. Correct the following words:
1. comunicate communicate
2. conducte conduct
3. sende send
4. probeing probing
5. persueing pursuing
6. serching searching
6 mis-spelt words to be given
1. Correct the following sentences:
2. They discussed about the matter seriously.
They discussed the matter seriously.
3. Five times five are twenty five.
Five times five is twenty five
4. Although he was ill, but he attended his office.
Although he was ill, he attended his office
He was ill, but he attended his office
5. He not only cheated me but also my friend
He cheated not only me but also my friend.
6. The child returned back all the photographs.
The child returned back all the photographs.
7. One should love his country,
One should love one’s country.
8. The teacher made the boy to do the sum again
The teacher made the boy do the sum again
6 sentences to be given
PART-B
ALL QUESTIONS CARRY EQUAL MARKS(3X10:30)
ANSWER ALL THE QUESTIONS.
1. Write the synonyms of the following words:
6 words to be given.
1. Mournful: filled with sadness
2. Notion: an odd or fanciful idea
3. Pledge: a binding commitment
4. Redeem: fulfill
5. Rivals: competitors
6. Ruinous: cause destruction
2. Write the antonyms of the following words:
6 words to be given.
1. competence- incompetency
2. cheerful- melancholy, somber, gloomy
3.annulment - enactment, restoration, retention, validation
4. battered - aid, assist, guard, help, protect
5. blurred - clear, uncloud, unsmudge. dedication- disloyalty, unfaithfulness
3. Rearrange the following sentences and make a meaningful paragraph:
Paragraph of 6 sentences to be given from the text.
1. In 1988, Kalpana joined the National Aeronautics and Space Administration”s Ames Research Centre, and after that there was no looking back.
2. The first challenge was to prove that being a woman did not rule out the option of a career in aeronautics.
3. Accounts provided by her family members and friends show that for Kalpana the journey from Karnal to Houston was a difficult one.
4. The first and only Indian-American to reach space, Kalpana Chawla dreamt big, beyond the impossible.
5. When she joined PEC she faced disapproval not only from home but also from the college’s department of aeronautical engineering.
6. In Hindi and Sanskrit, kalpana is a dream, a fantasy- something that belongs to the realm of imagination.
Ans:
1. In Hindi and Sanskrit, kalpana is a dream, a fantasy- something that belongs to the realm of imagination.
2. The first and only Indian-American to reach space, Kalpana Chawla dreamt big, beyond the impossible.
3. Accounts provided by her family members and friends show that for Kalpana the journey from Karnal to Houston was a difficult one.
4. The first challenge was to prove that being a woman did not rule out the option of a career in aeronautics.
5. When she joined PEC she faced disapproval not only from home but also from the college’s department of aeronautical engineering.
6. In 1988, Kalpana joined the National Aeronautics and Space Administration”s Ames Research Centre, and after that there was no looking back.
Identify the types of the following sentences and write a similar sentence for each type.
1. Would you please lend me your book? Interrogative sentence
2. Would you please lend me some change?
3. Answer the question at once. Declarative sentence
4. Let us go.
5. Congratulations! Exclamatory sentence
6. Leave right now, or you will miss the bus!
7. I am on my way. Declarative sentence
8. My friend is visiting this summer- I shall take him to the beach.
9. I’m sorry, I didn’t get that: would you please repeat? Interrogative
10. Can I pick up after work?
11. Mind you head! Exclamatory
12. you are always late!
6 sentence to be given
Fill in the blanks using the appropriate forms of verbs given in the brackets.
In Hindi and Sanskrit, kalpana is a dream, a fantasy- something that belongs to the realm of imagination. The first and only Indian-American to reach space, Kalpana Chawla dreamt big, beyond the impossible. Accounts provided by her family members and friends show that for Kalpana the journey from Karnal to Houston was a difficult one. The first challenge was to prove that being a woman did not rule out the option of a career in aeronautics. When she joined PEC she faced disapproval not only from home but also from the college’s department of aeronautical engineering. In 1988, Kalpana joined the National Aeronautics and Space Administration”s Ames Research Centre, and after that there was no looking back.
Answer
1. to reach : infinitive
2. accounts provided : past tense
3. Kalpana is : Present tense
4. to prove: infinitive
5. she joined: past tense
6. looking : gerund
Choose a passage where as many verb forms occur. Verb forms to be limited to 6.
1. Match the following.
Column A: Adjectives
Column B: Nouns Answer
1. beautiful temples valleys
2. little hilltops temples
3. vicious hours flies
4. best flies train journey
5. lonely train journey hilltops
6. early valleys hours
7. Correct the following words:
1. comunicate communicate
2. conducte conduct
3. sende send
4. probeing probing
5. persueing pursuing
6. serching searching
6 mis-spelt words to be given
1. Correct the following sentences:
2. They discussed about the matter seriously.
They discussed the matter seriously.
3. Five times five are twenty five.
Five times five is twenty five
4. Although he was ill, but he attended his office.
Although he was ill, he attended his office
He was ill, but he attended his office
5. He not only cheated me but also my friend
He cheated not only me but also my friend.
6. The child returned back all the photographs.
The child returned back all the photographs.
7. One should love his country,
One should love one’s country.
8. The teacher made the boy to do the sum again
The teacher made the boy do the sum again
6 sentences to be given
MODEL QUESTION PAPER FOR FIRST YEAR BE/B.TECH and B.PHARM ENGLISH OF JNTU-K
MAX.MARKS:75
TIME: 3hrs.
PART-A
ALL QUESTIONS CARRY EQUAL MARKS(4X10:40)
ALL QUESTIONS TO BE ANSWERED IN FULL. PART-ANSWERS WILL NOT BE AWARDED ANY MARK.
ANSWER ANY FOUR OF THE FOLLOWING:
I. a) Write a dialogue that might occur in the following situation:
You are seeking admission into a college for your graduation. You wish to know the infrastructure facilities available at the institution. Write a dialogue in maximum10 turns based on the situation. Use polite forms of expression and appropriate tone.
b) What are the ways by which you can improve your team work? Give 3 illustrations from your personal experience of being part of a team.
c) Plan a short family trip to a nearby tourist spot keeping in mind the logistics involved.
d) Present an argument in about 250 words on ‘Women are not suitable to work in the industry.’ Substantiate your argument with reasons.
e) Give the meanings of the highlighted words and write sentences of your own using each word. Passage from the text with 8 words highlighted
PART-B
ALL QUESTIONS CARRY EQUAL MARKS(3X10:30)
ANSWER ALL THE QUESTIONS.
1. Write the synonyms of the following words:
6 words to be given.
2. Write the antonyms of the following words:
6 words to be given.
3. Rearrange the following sentences and make a meaningful paragraph:
Paragraph of 6 sentences to be given from the text.
1. Identify the types of the following sentences and write a similar sentence for each type.
6 sentence to be given
1. Fill in the blanks using the appropriate forms of verbs given in the brackets.
Choose a passage where as many verb forms occur. Verb forms to be limited to 6.
1. Match the following.
Column A: Adjectives
Column B: Nouns
1. Correct the following words:
6 mis-spelt words to be given
1. Correct the following sentences:
6 sentences to be given
1. Read the following passage and list the adjectives and the adverbs:
Give a passage of 10 sentences.
1. Write 3 sentences of your own using to + infinitive.
PART:C
ALL QUESTIONS CARRY EQUAL MARKS(1X2.5:05)
ANSWER ALL THE QUESTIONS
1. Read the following paragraph and answer the questions given at the end:
The reading comprehension to be followed by 5 questions.
2. Identify the tone of the given passage by identifying the words which determine the tone.
A paragraph of 6 to 8 sentences.
MAX.MARKS:75
TIME: 3hrs.
PART-A
ALL QUESTIONS CARRY EQUAL MARKS(4X10:40)
ALL QUESTIONS TO BE ANSWERED IN FULL. PART-ANSWERS WILL NOT BE AWARDED ANY MARK.
ANSWER ANY FOUR OF THE FOLLOWING:
I. a) Write a dialogue that might occur in the following situation:
You are seeking admission into a college for your graduation. You wish to know the infrastructure facilities available at the institution. Write a dialogue in maximum10 turns based on the situation. Use polite forms of expression and appropriate tone.
b) What are the ways by which you can improve your team work? Give 3 illustrations from your personal experience of being part of a team.
c) Plan a short family trip to a nearby tourist spot keeping in mind the logistics involved.
d) Present an argument in about 250 words on ‘Women are not suitable to work in the industry.’ Substantiate your argument with reasons.
e) Give the meanings of the highlighted words and write sentences of your own using each word. Passage from the text with 8 words highlighted
PART-B
ALL QUESTIONS CARRY EQUAL MARKS(3X10:30)
ANSWER ALL THE QUESTIONS.
1. Write the synonyms of the following words:
6 words to be given.
2. Write the antonyms of the following words:
6 words to be given.
3. Rearrange the following sentences and make a meaningful paragraph:
Paragraph of 6 sentences to be given from the text.
1. Identify the types of the following sentences and write a similar sentence for each type.
6 sentence to be given
1. Fill in the blanks using the appropriate forms of verbs given in the brackets.
Choose a passage where as many verb forms occur. Verb forms to be limited to 6.
1. Match the following.
Column A: Adjectives
Column B: Nouns
1. Correct the following words:
6 mis-spelt words to be given
1. Correct the following sentences:
6 sentences to be given
1. Read the following passage and list the adjectives and the adverbs:
Give a passage of 10 sentences.
1. Write 3 sentences of your own using to + infinitive.
PART:C
ALL QUESTIONS CARRY EQUAL MARKS(1X2.5:05)
ANSWER ALL THE QUESTIONS
1. Read the following paragraph and answer the questions given at the end:
The reading comprehension to be followed by 5 questions.
2. Identify the tone of the given passage by identifying the words which determine the tone.
A paragraph of 6 to 8 sentences.
REWARD EXPECTED
MY DEAR STUDENTS PLEASE CONCENTRATE ON YOUR STUDIES, WORK HARD, AND COME OUT WITH GOOD PERCENTAGE. I WISH YOU ALL THE BEST IN YOUR FORTH COMING EXAMINATIONS.
TAJ
NIST
TAJ
NIST
ENGINEERING PHYSICS II
IMPORTANT QUESTIONS
1. State and explain de Broglie hypothesis of matter waves.
2. Derive the 3 dimensional Schrodinger’s time independent wave equation
3. Derive the 3 dimensional Schrodinger’s time dependent wave equation
4. Show that the energy of a particle in a one dimensional potential box is quantized
5. What is the physical significance of the wave function
6. What are the salient features of classical free electron theory. Derive an expression for electrical conductivity in terms of relaxation time.
7. Explain the following terms:
(a) Relaxation time
(b) Drift velocity
(c) Mean free path
(d) Mobility
8. Mention the assumptions made in quantum theory to overcome the drawbacks of free electron theory of metals
9. Explain the Fermi-Dirac distribution function of electrons. Illustrate graphically the effect of temperature on the electron distribution
10. Explain the origin of electrical resistance in metals
11. State and explain the Bloch theorem
12. Discuss the motion of an electron moving in a periodic potential, using Kroenig Penny model
13. Explain the origin of energy bands in solids
14. Explain the classification of solids based on the energy band theory
15. Explain the concept of effective mass of an electron
16. Explain the following terms:
(a) Magnetic induction
(b) Relative permeability
(c) Magnetization
(d) Magnetic susceptibility
(e) Bring out the relationships between them
17. Explain the origin of magnetic moment in magnetic materials
18. Explain in detail the classification of magnetic materials
19. Discuss with help of a neat diagram, the hysteresis loop observed in ferromagnetic materials
20. What are soft and hard magnetic materials, and compare the properties between them
21. Define superconductivity. Define the terms:
(a) Critical temperature
(b) Critical field
(c) Critical current
22. State and explain Meissner effect.
23. Explain the following properties of Superconducting materials: (a) Field penetration and (b) Perfect diamagnetism
24. Explain the BCS theory of Superconductivity
25. Discuss DC and AC Josephson effects
26. What are type I and type II superconductors, and distinguish between them
27. What are the applications of superconductors
28. Explain the following terms:
(a) Dipole moment
(b) Electric polarization
(c) Dielectric constant
(d) Polarization vector
29. Explain the following terms:
(a) Electric flux density
(b) Electric susceptibility
(c) Polarizability
(d) Electric permittivity
30. Explain the electronic polarization in atoms and derive an expression for electronic polarizability in terms of radius of an atom
31. Obtain an expression for the internal field seen by an atom in an infinite array of atoms subjected to an external field
32. Explain Claussius-Mosetti relation in dielectrics subjected to static fields
33. Write short notes on ferro and piezo electricity
34. Explain ionic and orientational polarizations
35. Write short notes on intrinsic semi-conductors, and derive an expression for carrier concentration
36. State and explain Hall effect, and derive an expression fo the Hall coefficient of a semi conductor
37. Explain direct and indirect band gap semiconductors
38. Write short notes on extrinsic semi-conductors, and derive an expression for carrier concentration for p type semiconductors
39. Write short notes on extrinsic semi-conductors, and derive an expression for carrier concentration for n type semiconductors
40. Discuss the frequency dependence of various polarization processes in dielectric materials
IMPORTANT QUESTIONS
1. State and explain de Broglie hypothesis of matter waves.
2. Derive the 3 dimensional Schrodinger’s time independent wave equation
3. Derive the 3 dimensional Schrodinger’s time dependent wave equation
4. Show that the energy of a particle in a one dimensional potential box is quantized
5. What is the physical significance of the wave function
6. What are the salient features of classical free electron theory. Derive an expression for electrical conductivity in terms of relaxation time.
7. Explain the following terms:
(a) Relaxation time
(b) Drift velocity
(c) Mean free path
(d) Mobility
8. Mention the assumptions made in quantum theory to overcome the drawbacks of free electron theory of metals
9. Explain the Fermi-Dirac distribution function of electrons. Illustrate graphically the effect of temperature on the electron distribution
10. Explain the origin of electrical resistance in metals
11. State and explain the Bloch theorem
12. Discuss the motion of an electron moving in a periodic potential, using Kroenig Penny model
13. Explain the origin of energy bands in solids
14. Explain the classification of solids based on the energy band theory
15. Explain the concept of effective mass of an electron
16. Explain the following terms:
(a) Magnetic induction
(b) Relative permeability
(c) Magnetization
(d) Magnetic susceptibility
(e) Bring out the relationships between them
17. Explain the origin of magnetic moment in magnetic materials
18. Explain in detail the classification of magnetic materials
19. Discuss with help of a neat diagram, the hysteresis loop observed in ferromagnetic materials
20. What are soft and hard magnetic materials, and compare the properties between them
21. Define superconductivity. Define the terms:
(a) Critical temperature
(b) Critical field
(c) Critical current
22. State and explain Meissner effect.
23. Explain the following properties of Superconducting materials: (a) Field penetration and (b) Perfect diamagnetism
24. Explain the BCS theory of Superconductivity
25. Discuss DC and AC Josephson effects
26. What are type I and type II superconductors, and distinguish between them
27. What are the applications of superconductors
28. Explain the following terms:
(a) Dipole moment
(b) Electric polarization
(c) Dielectric constant
(d) Polarization vector
29. Explain the following terms:
(a) Electric flux density
(b) Electric susceptibility
(c) Polarizability
(d) Electric permittivity
30. Explain the electronic polarization in atoms and derive an expression for electronic polarizability in terms of radius of an atom
31. Obtain an expression for the internal field seen by an atom in an infinite array of atoms subjected to an external field
32. Explain Claussius-Mosetti relation in dielectrics subjected to static fields
33. Write short notes on ferro and piezo electricity
34. Explain ionic and orientational polarizations
35. Write short notes on intrinsic semi-conductors, and derive an expression for carrier concentration
36. State and explain Hall effect, and derive an expression fo the Hall coefficient of a semi conductor
37. Explain direct and indirect band gap semiconductors
38. Write short notes on extrinsic semi-conductors, and derive an expression for carrier concentration for p type semiconductors
39. Write short notes on extrinsic semi-conductors, and derive an expression for carrier concentration for n type semiconductors
40. Discuss the frequency dependence of various polarization processes in dielectric materials
VERBS
Verbs
In English, a regular verb (EG: talk) has only two forms in the present tense; talk and talks
Singular Plural
1st person I talk we / you and I talk
2nd person you (singular) talk you (plural) talk
3rd person he, she, John, Lisa, the boy talks they / John and Mary / the girls talk
Only the verb to be has more than two forms in the present tense (am, is, are).
In the past tense, it is the only verb with more than one form (was, were). All other English verbs, regular and irregular, use just one form (talked, read, saw, etc.) for all persons.
In the future tense, English verbs show no subject-verb agreement whatsoever: I, you, he, we, they will do, speak, go, etc.
Auxiliary verbs
Auxiliary verbs are small verbs used to build verb chains.
Kate is speaking.
We had been asking.
She did like him once.
The auxiliary verbs are:
have when followed by a past participle:
e.g. have seen
be when followed by a present participle or by a past participle:
are working
are admired
do when followed by an infinitive:
do you think, do not think.
the modal verbs, which are generally followed by an infinitive:
will think, must be
Modal verbs
Modal verbs are auxiliary verbs that come in front of an infinitive (usually without to). They express such ideas as possibility, willingness, prediction, speculation, deduction, necessity and habit.
He must be angry
I can’t understand.
You ought to tell us.
Here are the main modal verbs:
will/would
may/might
dare
shall/should
must
need
can/could
ought
used to
Why be is always an auxiliary verb and possessive have sometimes is.
One of the main differences between auxiliary and main verbs is that auxiliaries are used in questions like Are you listening? and in negative sentences like You aren't listening. If we apply this as a test for auxiliary verbs, then other uses of be should also count as auxiliaries:
They are happy. Are they happy? They aren't happy.
He is your friend. Is he your friend? He isn't your friend.
It was here. Was it here? It wasn't here.
The same applies, for some people, to the verb have which means 'possess':
She has enough money. Has she enough money? She hasn't enough money.
Verb forms
The main verb forms (with examples from a regular verb) are these:
present tense
we walk
she walks
FINITE
past tense
I walked
imperative
Walk this way
NON-FINITE
present participle
I was walking
past participle
they have walked
infinitive
they can walk
they like to walk
Sometimes the word itself is the same – for example, walk can be present, infinive or imperative. But it’s important to be able to identify the different forms in use.
These six forms belong to two major groups, which play an important part in English grammar:
The present, past and imperative forms are finite.
The participles and the infinitive are non-finite.
Finite and non-finite verbs
If an ordinary sentence contains just one verb, this verb will be finite. (Why 'finite'?)
This is [finite] a finite verb.
In a verb chain, the first verb in the chain is almost always finite, and the other verbs are always non-finite.
They have [finite] looked [non-finite] at it
The finite verb in a clause defines the way the clause works. It gives key information about:
who is doing the thing - i.e. the subject:
e.g. They have ... but: She has ...
and when it is being done - i.e. the tense:
e.g. They have ... but: They had ...
Non-finite verbs are not restricted in these ways, though they are restricted in other ways. For example, the infinitive have can be used for any time and any subject:
He seems to have a cold. (present time, singular subject)
They seemed to have colds. (past time, plural subject)
In English, a regular verb (EG: talk) has only two forms in the present tense; talk and talks
Singular Plural
1st person I talk we / you and I talk
2nd person you (singular) talk you (plural) talk
3rd person he, she, John, Lisa, the boy talks they / John and Mary / the girls talk
Only the verb to be has more than two forms in the present tense (am, is, are).
In the past tense, it is the only verb with more than one form (was, were). All other English verbs, regular and irregular, use just one form (talked, read, saw, etc.) for all persons.
In the future tense, English verbs show no subject-verb agreement whatsoever: I, you, he, we, they will do, speak, go, etc.
Auxiliary verbs
Auxiliary verbs are small verbs used to build verb chains.
Kate is speaking.
We had been asking.
She did like him once.
The auxiliary verbs are:
have when followed by a past participle:
e.g. have seen
be when followed by a present participle or by a past participle:
are working
are admired
do when followed by an infinitive:
do you think, do not think.
the modal verbs, which are generally followed by an infinitive:
will think, must be
Modal verbs
Modal verbs are auxiliary verbs that come in front of an infinitive (usually without to). They express such ideas as possibility, willingness, prediction, speculation, deduction, necessity and habit.
He must be angry
I can’t understand.
You ought to tell us.
Here are the main modal verbs:
will/would
may/might
dare
shall/should
must
need
can/could
ought
used to
Why be is always an auxiliary verb and possessive have sometimes is.
One of the main differences between auxiliary and main verbs is that auxiliaries are used in questions like Are you listening? and in negative sentences like You aren't listening. If we apply this as a test for auxiliary verbs, then other uses of be should also count as auxiliaries:
They are happy. Are they happy? They aren't happy.
He is your friend. Is he your friend? He isn't your friend.
It was here. Was it here? It wasn't here.
The same applies, for some people, to the verb have which means 'possess':
She has enough money. Has she enough money? She hasn't enough money.
Verb forms
The main verb forms (with examples from a regular verb) are these:
present tense
we walk
she walks
FINITE
past tense
I walked
imperative
Walk this way
NON-FINITE
present participle
I was walking
past participle
they have walked
infinitive
they can walk
they like to walk
Sometimes the word itself is the same – for example, walk can be present, infinive or imperative. But it’s important to be able to identify the different forms in use.
These six forms belong to two major groups, which play an important part in English grammar:
The present, past and imperative forms are finite.
The participles and the infinitive are non-finite.
Finite and non-finite verbs
If an ordinary sentence contains just one verb, this verb will be finite. (Why 'finite'?)
This is [finite] a finite verb.
In a verb chain, the first verb in the chain is almost always finite, and the other verbs are always non-finite.
They have [finite] looked [non-finite] at it
The finite verb in a clause defines the way the clause works. It gives key information about:
who is doing the thing - i.e. the subject:
e.g. They have ... but: She has ...
and when it is being done - i.e. the tense:
e.g. They have ... but: They had ...
Non-finite verbs are not restricted in these ways, though they are restricted in other ways. For example, the infinitive have can be used for any time and any subject:
He seems to have a cold. (present time, singular subject)
They seemed to have colds. (past time, plural subject)
Omission of Prepositions
Cases where Prepositions are omitted
We do not normally use prepositions of time (on, in, at etc) before words like last, next or this.
I met him last Sunday. (NOT I met him on last Sunday.)
I met him on Sunday.
We may discuss it next time. (NOT We may discuss it at next time.)
The use of preposition is optional in the following sentences.
I was here (in) the December before last.
The visited us (on) the day before yesterday.
She came here (in) the previous summer.
We waited there (for) two hours.
Different prepositions
Some words which have slightly different form and meaning take different prepositions after them.
Examples are: desire for but desirous of; confidence in but confident of
I have no desire for name or fame.
She is desirous of finding a job.
I have no confidence in his ability to perform the task.
I am confident of success in the examination.
More examples are given below:
According to but in accordance with;
Sensible of but insensible to;
Affection for but affectionate to;
Ambition for but ambitious of;
Fond of but fondness for;
Neglectful of; not negligent in;
Dislike to not liking for;
The prepositions at / on / in are not normally used in expressions of time beginning with next, last, this, that, one, any, each, every, some and all.
See you next week. (NOT See you in the next week.)
I am free this evening. (NOT I am free in this evening.)
You can come any time. (NOT You can come at any time.)
I worked all day. (NOT I worked on all day.)
Let’s meet one day. (NOT Let’s meet on one day.)
These prepositions are not used before yesterday, the day before yesterday, tomorrow or the day after tomorrow.
She is coming tomorrow. (NOT She is coming on tomorrow.)
I met him yesterday. (NOT I met him on yesterday.)
Also note that prepositions are dropped in questions beginning with what / which + expression of time.
What time is she arriving? (NOT At what time is she arriving?)
What day is the conference? (NOT On what day is the conference?)
She grew up —————– Canada. (in/on)
2. It is very hot ——————- the center of the earth. (in/at)
3. Turn right ——————– the next corner. (in/at)
4. Let’s meet ——————— the club. (at/on)
5. She works —————– Life Insurance Corporation of India. (in/at)
6. He is a student —————— Oxford. (in/at)
7. London is ———————- the river Thames. (in/on)
8. There is a misprint ——————– line 9 on page 36. (on/in)
9. There is a big spider ———————– the ceiling. (in/on)
10. She is arriving —————— the 4.15th train. (in/on)
11. Are you still ——————– the same address? (at/on)
12. They live in a flat ——————– the fifth floor. (in/on)
Answers
1. In, 2. At, 3. At, 4. At, 5. At, 6. At, 7. On, 8. In, 9. On, 10. On, 11. At, 12. On
We do not normally use prepositions of time (on, in, at etc) before words like last, next or this.
I met him last Sunday. (NOT I met him on last Sunday.)
I met him on Sunday.
We may discuss it next time. (NOT We may discuss it at next time.)
The use of preposition is optional in the following sentences.
I was here (in) the December before last.
The visited us (on) the day before yesterday.
She came here (in) the previous summer.
We waited there (for) two hours.
Different prepositions
Some words which have slightly different form and meaning take different prepositions after them.
Examples are: desire for but desirous of; confidence in but confident of
I have no desire for name or fame.
She is desirous of finding a job.
I have no confidence in his ability to perform the task.
I am confident of success in the examination.
More examples are given below:
According to but in accordance with;
Sensible of but insensible to;
Affection for but affectionate to;
Ambition for but ambitious of;
Fond of but fondness for;
Neglectful of; not negligent in;
Dislike to not liking for;
The prepositions at / on / in are not normally used in expressions of time beginning with next, last, this, that, one, any, each, every, some and all.
See you next week. (NOT See you in the next week.)
I am free this evening. (NOT I am free in this evening.)
You can come any time. (NOT You can come at any time.)
I worked all day. (NOT I worked on all day.)
Let’s meet one day. (NOT Let’s meet on one day.)
These prepositions are not used before yesterday, the day before yesterday, tomorrow or the day after tomorrow.
She is coming tomorrow. (NOT She is coming on tomorrow.)
I met him yesterday. (NOT I met him on yesterday.)
Also note that prepositions are dropped in questions beginning with what / which + expression of time.
What time is she arriving? (NOT At what time is she arriving?)
What day is the conference? (NOT On what day is the conference?)
She grew up —————– Canada. (in/on)
2. It is very hot ——————- the center of the earth. (in/at)
3. Turn right ——————– the next corner. (in/at)
4. Let’s meet ——————— the club. (at/on)
5. She works —————– Life Insurance Corporation of India. (in/at)
6. He is a student —————— Oxford. (in/at)
7. London is ———————- the river Thames. (in/on)
8. There is a misprint ——————– line 9 on page 36. (on/in)
9. There is a big spider ———————– the ceiling. (in/on)
10. She is arriving —————— the 4.15th train. (in/on)
11. Are you still ——————– the same address? (at/on)
12. They live in a flat ——————– the fifth floor. (in/on)
Answers
1. In, 2. At, 3. At, 4. At, 5. At, 6. At, 7. On, 8. In, 9. On, 10. On, 11. At, 12. On
Prepositions
Prepositions – Time
English Usage Example
on ------------days of the week ex.on Monday
in ----------- months / seasons time of day year after a certain period of time (when?) in August / in winter
in the morning
in 2006
in an hour
at----------- for night, for weekend a certain point of time (when?) at night
at the weekend at half past nine
since ----------- from a certain point of time (past till now)
since 1980
for ----------- over a certain period of time (past till now)
for 2 years
ago----------- a certain time in the past
2 years ago
before----------- earlier than a certain point of time
before 2004
to ----------- telling the time
ten to six (5:50)
past----------- telling the time
ten past six (6:10)
to / till / until ----------- marking the beginning and end of a period of time
from Monday to/till Friday
till / until
in the sense of how long something is going to last
He is on holiday until Friday.
by----------- in the sense of at the latest , up to a certain time
I will be back by 6 o’clock.
By 11 o'clock, I had read five pages.
Prepositions – Place (Position and Direction)
English Usage Example
in ----------- room, building, street, town, country,book, paper etc. car, taxi
picture, world
in the kitchen, in London
in the book
in the car, in a taxi
in the picture, in the world
at----------- meaning next to, by an object, for table,for events, place where you are to do something typical (watch a film, study, work)
at the door, at the station
at the table
at a concert, at the party
at the cinema, at school, at work
on----------- attached for a place with a river being on a surface, for a certain side (left, right), for a floor in a house,for public transport,for television, radio,the picture on the wall,London lies on the Thames.
on the table
on the left
on the first floor
on the bus, on a plane
on TV, on the radio
by, next to, beside----------- left or right of somebody or something
Jane is standing by / next to / beside the car.
under----------- on the ground, lower than (or covered by) something else
the bag is under the table
below----------- lower than something else but above ground
the fish are below the surface
over-----------covered by something else, meaning more than,getting to the other side (also across)overcoming an obstacle
put a jacket over your shirt
over 16 years of age
walk over the bridge
climb over the wall
above-----------higher than something else, but not directly over it
a path above the lake
across-----------getting to the other side (also over) getting to the other side
walk across the bridge
swim across the lake
through----------- something with limits on top, bottom and the sides
drive through the tunnel
to-----------movement to person or building,movement to a place or country,for bed
go to the cinema
go to London / Ireland
go to bed
into-----------enter a room / a building
go into the kitchen / the house
towards-----------movement in the direction of something (but not directly to it)
go 5 steps towards the house
onto-----------movement to the top of something
jump onto the table
from-----------in the sense of where from
a flower from the garden
Other important Prepositions
English Usage Example
from-----------who gave it
a present from Jane
of-----------who/what does it belong to, what does it show
a page of the book
the picture of a palace
by-----------who made it
a book by Mark Twain
on-----------walking or riding on horseback,entering a public transport vehicle
on foot, on horseback
get on the bus
in-----------entering a car / Taxi
get in the car
off-----------leaving a public transport vehicle
get off the train
out of-----------leaving a car / Taxi
get out of the taxi
by-----------rise or fall of something,travelling (other than walking or horseriding)
prices have risen by 10 percent
by car, by bus
at-----------for age
she learned Russian at 45
about-----------for topics, meaning what about
we were talking about you
English Usage Example
on ------------days of the week ex.on Monday
in ----------- months / seasons time of day year after a certain period of time (when?) in August / in winter
in the morning
in 2006
in an hour
at----------- for night, for weekend a certain point of time (when?) at night
at the weekend at half past nine
since ----------- from a certain point of time (past till now)
since 1980
for ----------- over a certain period of time (past till now)
for 2 years
ago----------- a certain time in the past
2 years ago
before----------- earlier than a certain point of time
before 2004
to ----------- telling the time
ten to six (5:50)
past----------- telling the time
ten past six (6:10)
to / till / until ----------- marking the beginning and end of a period of time
from Monday to/till Friday
till / until
in the sense of how long something is going to last
He is on holiday until Friday.
by----------- in the sense of at the latest , up to a certain time
I will be back by 6 o’clock.
By 11 o'clock, I had read five pages.
Prepositions – Place (Position and Direction)
English Usage Example
in ----------- room, building, street, town, country,book, paper etc. car, taxi
picture, world
in the kitchen, in London
in the book
in the car, in a taxi
in the picture, in the world
at----------- meaning next to, by an object, for table,for events, place where you are to do something typical (watch a film, study, work)
at the door, at the station
at the table
at a concert, at the party
at the cinema, at school, at work
on----------- attached for a place with a river being on a surface, for a certain side (left, right), for a floor in a house,for public transport,for television, radio,the picture on the wall,London lies on the Thames.
on the table
on the left
on the first floor
on the bus, on a plane
on TV, on the radio
by, next to, beside----------- left or right of somebody or something
Jane is standing by / next to / beside the car.
under----------- on the ground, lower than (or covered by) something else
the bag is under the table
below----------- lower than something else but above ground
the fish are below the surface
over-----------covered by something else, meaning more than,getting to the other side (also across)overcoming an obstacle
put a jacket over your shirt
over 16 years of age
walk over the bridge
climb over the wall
above-----------higher than something else, but not directly over it
a path above the lake
across-----------getting to the other side (also over) getting to the other side
walk across the bridge
swim across the lake
through----------- something with limits on top, bottom and the sides
drive through the tunnel
to-----------movement to person or building,movement to a place or country,for bed
go to the cinema
go to London / Ireland
go to bed
into-----------enter a room / a building
go into the kitchen / the house
towards-----------movement in the direction of something (but not directly to it)
go 5 steps towards the house
onto-----------movement to the top of something
jump onto the table
from-----------in the sense of where from
a flower from the garden
Other important Prepositions
English Usage Example
from-----------who gave it
a present from Jane
of-----------who/what does it belong to, what does it show
a page of the book
the picture of a palace
by-----------who made it
a book by Mark Twain
on-----------walking or riding on horseback,entering a public transport vehicle
on foot, on horseback
get on the bus
in-----------entering a car / Taxi
get in the car
off-----------leaving a public transport vehicle
get off the train
out of-----------leaving a car / Taxi
get out of the taxi
by-----------rise or fall of something,travelling (other than walking or horseriding)
prices have risen by 10 percent
by car, by bus
at-----------for age
she learned Russian at 45
about-----------for topics, meaning what about
we were talking about you
Omission of articles.
Cases where articles should not be used
With uncountable nouns
Articles are not used with uncountable nouns when we make general statements.
I love coffee. (NOT... a coffee OR the coffee)
Milk is rich in nutrients. (NOT The milk OR a milk)
We can't do without water. (NOT The water OR a water)
She likes reading books. (NOT...the reading books OR a reading books)
With the names of countries
We do not use articles with the names of countries.
Japan is a developed nation. (NOT The Japan)
I have been to England. (NOT...to the England)
India is a secular republic. (NOT The India)
He has just returned from South Africa. (NOT …the South Africa)
But we use 'the' if the name of the country or organization specifically states that it is a collection of states. (For example, The United States, The United Arab Emirates, The United Nations etc.)
He is leaving for the United States tomorrow.
The United Nations is an international organization of countries created to promote world peace and cooperation.
With the names of languages
We do not use articles with the names of languages.
Hindi is the national language of India.
It is not easy to learn French.
English is spoken in many parts of the world.
With the names of meals
We do not use articles with the names of meals.
We have lunch at midday. (NOT...the lunch)
We have dinner in the evening. (NOT...the dinner)
Breakfast is the first meal of the day. (NOT...the breakfast)
With proper nouns
We do not use articles with proper nouns (the names of people, places etc.)
Alice is an architect. (NOT The Alice or a Alice)
Mary is my friend. (NOT The Mary)
Delhi is the capital of India.
But we use 'the' with plural names.
We are having dinner with the Smiths.
The Sharmas are very kind.
With titles and names
We do not use articles with titles and names.
Princess Diana was killed in a car accident.
President Kennedy was assassinated.
But we say, the queen of England, the President of USA
With years
We do not use articles before years.
India won freedom in 1947. (NOT...in the 1947)
I was born in 1979.
With possessives and demonstratives
We do not use articles before possessives (my, your, their etc.) and demonstratives (this, that, these, those).
This is my book. (NOT This is a my book.)
I like this car. (NOT I like the this car.)
With days
Articles are not used to talk about the coming or last day/month.
See you on Friday. (=Coming Friday)
We are leaving for the US next week. (NOT …the next week.)
But we use articles with the names of days of the week and months if we are talking about particular days or months.
We met on a rainy Friday.
It was a wet Monday in May.
She died on the Thursday after the accident.
The articles are not used:
1. Before proper, material and abstract nouns used in a general sense:
London, France, Tom, gold, rice, honesty, virtue
Paris is the capital of France. (NOT The Paris is …)
Gold is a precious metal. (NOT The gold is a …)
Honesty is the best policy.
But we say, the United States, the United Arab Emirates etc.
2. Before a common noun used in its commonest sense:
Man is mortal.
Iron is a useful metal.
3. In certain phrases made up of a preposition + noun:
Examples are: on foot, at school, from top to bottom, at home, in bed, by train, by car, in debt, in hand, on earth, at noon, on board, in jest, at best, at worst etc.
He is in debt. (NOT He is in the debt.)
He is at school. (NOT He is at the school.)
He spent the whole day in bed.
4. In certain phrases consisting of a transitive verb and its object:
Give ear, set sail, take heart, send word, catch fire, take offence, leave office, leave home, leave office etc.
He took offence at my words. (BUT NOT He took the offence at my words.)
She left home in the morning. (BUT NOT She left the home in the morning.)
5. Before the names of continents, countries, capes, cities, towns, days, months, arts, languages, sciences, some diseases etc.
January, March, physics, English, Tokyo, Beijing, Delhi, Tuesday, Friday, Asia, America etc.
December is a cold month.
English is spoken all over the world.
6. Before common nouns when they go in pairs:
Both husband and wife received serious injuries.
7. Before plural nouns used to denote a class:
Apples are red.
Camels are useful animals.
Warm clothes are necessary in cold climates.
8. Before the nouns following kind of:
What kind of flower is it? (NOT What kind of a flower is it?)
9. Before meal-time
He was at dinner.
Breakfast was served at night. (BUT NOT The breakfast was served at night.)
Some special points
Compare the pairs of sentences given below:
I have a black and white cow. (Only one cow)
I have a black and a white cow. (Two cows)
The secretary and accountant is present. (Here the nouns secretary and accountant refer to the same person.)
The secretary and the accountant were present. (Here the repetition of the articles implies that the secretary and the accountant are different persons.)
Articles are not used:
1. before the name of a person:
Example: I am a fan of Michael Jackson. (NOT: I am a fan of the Michael Jackson)
2. before the name of a place, town, country, street, or road.
Example: Barcelona is a beautiful city. (NOT: The Barcelona is a beautiful city.)
3. before names of materials.
Example: Gold is found in Australia. (NOT: The gold is found in Australia.)
4. before abstract nouns used in a general sense.
Example: You cannot buy happiness.
4. Difference in Meaning with Use of Articles
It helps to observe the following rules:
When we use two or more adjectives to describe the same person or thing, we use the article only before the first adjective.
EXAMPLE: He talked to a tall and blonde woman. (He talked to a (one) woman who was tall and blonde.)
When we use two or more adjectives to refer to more than one person or thing, we use the article before each adjective
With uncountable nouns
Articles are not used with uncountable nouns when we make general statements.
I love coffee. (NOT... a coffee OR the coffee)
Milk is rich in nutrients. (NOT The milk OR a milk)
We can't do without water. (NOT The water OR a water)
She likes reading books. (NOT...the reading books OR a reading books)
With the names of countries
We do not use articles with the names of countries.
Japan is a developed nation. (NOT The Japan)
I have been to England. (NOT...to the England)
India is a secular republic. (NOT The India)
He has just returned from South Africa. (NOT …the South Africa)
But we use 'the' if the name of the country or organization specifically states that it is a collection of states. (For example, The United States, The United Arab Emirates, The United Nations etc.)
He is leaving for the United States tomorrow.
The United Nations is an international organization of countries created to promote world peace and cooperation.
With the names of languages
We do not use articles with the names of languages.
Hindi is the national language of India.
It is not easy to learn French.
English is spoken in many parts of the world.
With the names of meals
We do not use articles with the names of meals.
We have lunch at midday. (NOT...the lunch)
We have dinner in the evening. (NOT...the dinner)
Breakfast is the first meal of the day. (NOT...the breakfast)
With proper nouns
We do not use articles with proper nouns (the names of people, places etc.)
Alice is an architect. (NOT The Alice or a Alice)
Mary is my friend. (NOT The Mary)
Delhi is the capital of India.
But we use 'the' with plural names.
We are having dinner with the Smiths.
The Sharmas are very kind.
With titles and names
We do not use articles with titles and names.
Princess Diana was killed in a car accident.
President Kennedy was assassinated.
But we say, the queen of England, the President of USA
With years
We do not use articles before years.
India won freedom in 1947. (NOT...in the 1947)
I was born in 1979.
With possessives and demonstratives
We do not use articles before possessives (my, your, their etc.) and demonstratives (this, that, these, those).
This is my book. (NOT This is a my book.)
I like this car. (NOT I like the this car.)
With days
Articles are not used to talk about the coming or last day/month.
See you on Friday. (=Coming Friday)
We are leaving for the US next week. (NOT …the next week.)
But we use articles with the names of days of the week and months if we are talking about particular days or months.
We met on a rainy Friday.
It was a wet Monday in May.
She died on the Thursday after the accident.
The articles are not used:
1. Before proper, material and abstract nouns used in a general sense:
London, France, Tom, gold, rice, honesty, virtue
Paris is the capital of France. (NOT The Paris is …)
Gold is a precious metal. (NOT The gold is a …)
Honesty is the best policy.
But we say, the United States, the United Arab Emirates etc.
2. Before a common noun used in its commonest sense:
Man is mortal.
Iron is a useful metal.
3. In certain phrases made up of a preposition + noun:
Examples are: on foot, at school, from top to bottom, at home, in bed, by train, by car, in debt, in hand, on earth, at noon, on board, in jest, at best, at worst etc.
He is in debt. (NOT He is in the debt.)
He is at school. (NOT He is at the school.)
He spent the whole day in bed.
4. In certain phrases consisting of a transitive verb and its object:
Give ear, set sail, take heart, send word, catch fire, take offence, leave office, leave home, leave office etc.
He took offence at my words. (BUT NOT He took the offence at my words.)
She left home in the morning. (BUT NOT She left the home in the morning.)
5. Before the names of continents, countries, capes, cities, towns, days, months, arts, languages, sciences, some diseases etc.
January, March, physics, English, Tokyo, Beijing, Delhi, Tuesday, Friday, Asia, America etc.
December is a cold month.
English is spoken all over the world.
6. Before common nouns when they go in pairs:
Both husband and wife received serious injuries.
7. Before plural nouns used to denote a class:
Apples are red.
Camels are useful animals.
Warm clothes are necessary in cold climates.
8. Before the nouns following kind of:
What kind of flower is it? (NOT What kind of a flower is it?)
9. Before meal-time
He was at dinner.
Breakfast was served at night. (BUT NOT The breakfast was served at night.)
Some special points
Compare the pairs of sentences given below:
I have a black and white cow. (Only one cow)
I have a black and a white cow. (Two cows)
The secretary and accountant is present. (Here the nouns secretary and accountant refer to the same person.)
The secretary and the accountant were present. (Here the repetition of the articles implies that the secretary and the accountant are different persons.)
Articles are not used:
1. before the name of a person:
Example: I am a fan of Michael Jackson. (NOT: I am a fan of the Michael Jackson)
2. before the name of a place, town, country, street, or road.
Example: Barcelona is a beautiful city. (NOT: The Barcelona is a beautiful city.)
3. before names of materials.
Example: Gold is found in Australia. (NOT: The gold is found in Australia.)
4. before abstract nouns used in a general sense.
Example: You cannot buy happiness.
4. Difference in Meaning with Use of Articles
It helps to observe the following rules:
When we use two or more adjectives to describe the same person or thing, we use the article only before the first adjective.
EXAMPLE: He talked to a tall and blonde woman. (He talked to a (one) woman who was tall and blonde.)
When we use two or more adjectives to refer to more than one person or thing, we use the article before each adjective
Articles
Here are the rules for when to use "A, An or The":
a = indefinite article (not a specific object, one of a number of the same objects) with consonants
She has a dog.
I work in a factory.
an = indefinite article (not a specific object, one of a number of the same objects) with vowels (a,e,i,o,u)
Can I have an apple?
She is an English teacher.
the = definite article (a specific object that both the person speaking and the listener know)
The car over there is fast.
The teacher is very good, isn't he?
The first time you speak of something use "a or an", the next time you repeat that object use "the".
I live in a house. The house is quite old and has four bedrooms.
I ate in a Chinese restaurant. The restaurant was very good.
DO NOT use an article with countries, states, counties or provinces, lakes and mountains except when the country is a collection of states such as "The United States".
He lives in Washington near Mount Rainier.
They live in northern British Columbia.
Use an article with bodies of water, oceans and seas -
My country borders on the Pacific Ocean
DO NOT use an article when you are speaking about things in general
I like Russian tea.
She likes reading books.
DO NOT use an article when you are speaking about meals, places, and transport
He has breakfast at home.
I go to university.
He comes to work by taxi.
Here are the rules for when to use "A, An or The":
a = indefinite article (not a specific object, one of a number of the same objects) with consonants
She has a dog.
I work in a factory.
an = indefinite article (not a specific object, one of a number of the same objects) with vowels (a,e,i,o,u)
Can I have an apple?
She is an English teacher.
the = definite article (a specific object that both the person speaking and the listener know)
The car over there is fast.
The teacher is very good, isn't he?
The first time you speak of something use "a or an", the next time you repeat that object use "the".
I live in a house. The house is quite old and has four bedrooms.
I ate in a Chinese restaurant. The restaurant was very good.
DO NOT use an article with countries, states, counties or provinces, lakes and mountains except when the country is a collection of states such as "The United States".
He lives in Washington near Mount Rainier.
They live in northern British Columbia.
Use an article with bodies of water, oceans and seas -
My country borders on the Pacific Ocean
DO NOT use an article when you are speaking about things in general
I like Russian tea.
She likes reading books.
DO NOT use an article when you are speaking about meals, places, and transport
He has breakfast at home.
I go to university.
He comes to work by taxi.
ARTICLES
uses of articles
In English, knowing when to use 'a' or 'the' can be difficult. Fortunately, there are rules to help you, but you need to know what type of noun you are using.
Grammar rule 1
When you have a single, countable English noun, you must always have an article before it. We cannot say "please pass me pen", we must say "please pass me the pen" or "please pass me a pen" or "please pass me your pen".
Nouns in English can also be uncountable. Uncountable nouns can be concepts, such as 'life', 'happiness' and so on, or materials and substances, such as 'coffee', or 'wood'.
Grammar rule 2
Uncountable nouns don't use 'a' or 'an'. This is because you can't count them. For example, advice is an uncountable noun. You can't say "he gave me an advice", but you can say "he gave me some advice", or "he gave me a piece of advice".
Some nouns can be both countable and uncountable. For example, we say "coffee" meaning the product, but we say "a coffee" when asking for one cup of coffee.
Grammar rule 3
You can use 'the' to make general things specific. You can use 'the' with any type of noun – plural or singular, countable or uncountable.
"Please pass me a pen" – any pen.
"Please pass me the pen" – the one that we can both see.
"Children grow up quickly" – children in general.
"The children I know grow up quickly" – not all children, just the ones I know.
"Poetry can be beautiful"- poetry in general.
"The poetry of Hopkins is beautiful" – I'm only talking about the poetry Hopkins wrote.
More uses of articles in English
Rivers, mountain ranges, seas, oceans and geographic areas all use 'the'.
For example, "The Thames", "The Alps", "The Atlantic Ocean", "The Middle East".
Unique things have 'the'.
For example, "the sun", "the moon".
Some institutional buildings don't have an article if you visit them for the reason these buildings exist. But if you go to the building for another reason, you must use 'the'.
"Her husband is in prison." (He's a prisoner.)
"She goes to the prison to see him once a month."
"My son is in school." (He's a student.)
"I'm going to the school to see the head master."
"She's in hospital at the moment." (She's ill.)
"Her husband goes to the hospital to see her every afternoon."
Musical instruments use 'the'.
"She plays the piano."
Sports don't have an article.
"He plays football."
Illnesses don't have an article.
"He's got appendicitis."
But we say "a cold" and "a headache".
Jobs use 'a'.
"I'm a teacher."
Countries
We don't use 'a' if the country is singular. "He lives in England." But if the country's name has a "plural" meaning, we use 'the'. "The People's Republic of China", "The Netherlands", "The United States of America".
Continents, towns and streets don't have an article.
"Africa", "New York", "Church Street".
Theatres, cinemas and hotels have 'the'.
"The Odeon", "The Almeira", "The Hilton".
Abbreviations use 'the'.
"the UN", "the USA", "the IMF".
We use 'the' before classes of people.
"the rich", "the poor", "the British".
In English, knowing when to use 'a' or 'the' can be difficult. Fortunately, there are rules to help you, but you need to know what type of noun you are using.
Grammar rule 1
When you have a single, countable English noun, you must always have an article before it. We cannot say "please pass me pen", we must say "please pass me the pen" or "please pass me a pen" or "please pass me your pen".
Nouns in English can also be uncountable. Uncountable nouns can be concepts, such as 'life', 'happiness' and so on, or materials and substances, such as 'coffee', or 'wood'.
Grammar rule 2
Uncountable nouns don't use 'a' or 'an'. This is because you can't count them. For example, advice is an uncountable noun. You can't say "he gave me an advice", but you can say "he gave me some advice", or "he gave me a piece of advice".
Some nouns can be both countable and uncountable. For example, we say "coffee" meaning the product, but we say "a coffee" when asking for one cup of coffee.
Grammar rule 3
You can use 'the' to make general things specific. You can use 'the' with any type of noun – plural or singular, countable or uncountable.
"Please pass me a pen" – any pen.
"Please pass me the pen" – the one that we can both see.
"Children grow up quickly" – children in general.
"The children I know grow up quickly" – not all children, just the ones I know.
"Poetry can be beautiful"- poetry in general.
"The poetry of Hopkins is beautiful" – I'm only talking about the poetry Hopkins wrote.
More uses of articles in English
Rivers, mountain ranges, seas, oceans and geographic areas all use 'the'.
For example, "The Thames", "The Alps", "The Atlantic Ocean", "The Middle East".
Unique things have 'the'.
For example, "the sun", "the moon".
Some institutional buildings don't have an article if you visit them for the reason these buildings exist. But if you go to the building for another reason, you must use 'the'.
"Her husband is in prison." (He's a prisoner.)
"She goes to the prison to see him once a month."
"My son is in school." (He's a student.)
"I'm going to the school to see the head master."
"She's in hospital at the moment." (She's ill.)
"Her husband goes to the hospital to see her every afternoon."
Musical instruments use 'the'.
"She plays the piano."
Sports don't have an article.
"He plays football."
Illnesses don't have an article.
"He's got appendicitis."
But we say "a cold" and "a headache".
Jobs use 'a'.
"I'm a teacher."
Countries
We don't use 'a' if the country is singular. "He lives in England." But if the country's name has a "plural" meaning, we use 'the'. "The People's Republic of China", "The Netherlands", "The United States of America".
Continents, towns and streets don't have an article.
"Africa", "New York", "Church Street".
Theatres, cinemas and hotels have 'the'.
"The Odeon", "The Almeira", "The Hilton".
Abbreviations use 'the'.
"the UN", "the USA", "the IMF".
We use 'the' before classes of people.
"the rich", "the poor", "the British".
Life skills
Life skills
According to WHO, life skills may be defined as “abilities for adaptive and positive behaviour, that
enable individuals to deal effectively with the demands and challenges of everyday life” (World Health
Organization, 1997a, p. 1). “Every school should enable children and adolescents at all levels to learn
critical health and life skills…. Such education includes….comprehensive, integrated life-skills education
that can enable young people to make healthy choices and adopt healthy behaviour throughout their lives”
Core skills that are developed include
Decision-making: evaluating information and advice to make informed decisions; assessing the
advantages and disadvantages of different options; changing decisions to adapt to new situations;
setting goals; planning for the future.
• Problem solving.
• Creative thinking.
• Critical thinking: analyzing social and cultural influences on attitudes, values, and behavior;
questioning inequality, injustice, prejudice, and stigma; exploring and evaluating social roles,
rights, and responsibilities; evaluating risks.
• Effective communication.
• Interpersonal relationship skills.
• Self-awareness: identifying personal strengths, weaknesses, and vulnerabilities; clarifying
personal values and beliefs; recognizing personal worth and personal happiness.
• Empathy.
• Coping with emotions.
• Coping with stress.
The additional areas in which a culturally sensitive approach is needed include:
• Goal setting.
• Assertiveness.
• Negotiation skills.
According to WHO, life skills may be defined as “abilities for adaptive and positive behaviour, that
enable individuals to deal effectively with the demands and challenges of everyday life” (World Health
Organization, 1997a, p. 1). “Every school should enable children and adolescents at all levels to learn
critical health and life skills…. Such education includes….comprehensive, integrated life-skills education
that can enable young people to make healthy choices and adopt healthy behaviour throughout their lives”
Core skills that are developed include
Decision-making: evaluating information and advice to make informed decisions; assessing the
advantages and disadvantages of different options; changing decisions to adapt to new situations;
setting goals; planning for the future.
• Problem solving.
• Creative thinking.
• Critical thinking: analyzing social and cultural influences on attitudes, values, and behavior;
questioning inequality, injustice, prejudice, and stigma; exploring and evaluating social roles,
rights, and responsibilities; evaluating risks.
• Effective communication.
• Interpersonal relationship skills.
• Self-awareness: identifying personal strengths, weaknesses, and vulnerabilities; clarifying
personal values and beliefs; recognizing personal worth and personal happiness.
• Empathy.
• Coping with emotions.
• Coping with stress.
The additional areas in which a culturally sensitive approach is needed include:
• Goal setting.
• Assertiveness.
• Negotiation skills.
TO-INFINITIVE
TO-INFINITIVE
To-infinitive is ‘to + verb’ and not ‘to + noun/ pronoun’.
For example: I went there to talk to him/ to Ravi. Here, ‘to talk’ is to-infinitive, whereas to him/ to
Ravi is not.
Some examples are given here.
l I always try to help him. (to help)
l They like to talk to me. (to talk)
l We want to go there. (to go)
l We tried to solve the issue. (to solve)
l They went there to seek his help. (to seek)
To-infinitive is ‘to + verb’ and not ‘to + noun/ pronoun’.
For example: I went there to talk to him/ to Ravi. Here, ‘to talk’ is to-infinitive, whereas to him/ to
Ravi is not.
Some examples are given here.
l I always try to help him. (to help)
l They like to talk to me. (to talk)
l We want to go there. (to go)
l We tried to solve the issue. (to solve)
l They went there to seek his help. (to seek)
Coordination
Importance of coordination
Coordination is the act of coordinating, making different people or things work together for a goal or effect.
Coordination is the process in which different people or things work together to attain specific goals or aims. In businesses, coordination is very necessary because all businesses have some goals and to attain those goals a strong interaction and mutual understanding is very necessary. Coordination is the way through which people can be made to work together and to cooperate with each other to attain the final aims of the organization. Coordination also reduces the conflicts among the people because of the of understanding. Coordination also makes the people to move equally for attaining objectives and it increases the capability of the people to solve the problems. Therefore, coordination among the employees and the upper and lower management is considered very important within an organization.
Teamwork is work performed by a team towards a common goal.
In a business setting accounting techniques may be used to provide financial measures of the benefits of teamwork which are useful for justifying the concept.
In health care teamwork has been defined as:
a dynamic process involving two or more healthcare professionals with complementary backgrounds and skills, sharing common health goals and exercising concerted physical and mental effort in assessing, planning, or evaluating patient care.
Teamwork is increasingly advocated by health care policy makers as a means of assuring quality and safety in the delivery of services.
Teamwork activities
A challenge for leaders of groups of people, such as in a work department, is to get everyone to pull together and function as a team instead of going in separate directions. One way to foster teamwork is to engage the members in activities that require them to work together. Activities can be physical in nature or require the use of team brain power to solve a problem. Fun activities such as sports or games can allow the team members to relax and enjoy working with one another.
Social Activities: Part of the challenge of developing teamwork is to get team members to become comfortable with each other. Informal social activities allow the team members to relax and have fun while developing the rapport necessary to function as a unit. Examples of social activities include team sports such as volleyball or bowling or a group picnic, where everyone is responsible for a task such as bringing food or planning a game.
Charitable Endeavours: Working together for a charitable cause builds teamwork and gives the participants a good feeling from working together. An example of a team charitable activity is planning and organizing an event like a walk or run to raise money or a bake sale that promotes a cause.
Workplace Activities: Because teamwork is important to a productive and healthy work environment, teamwork activities should be a part of the workplace. Possible activities include job swapping, where workers swap jobs with each other to develop empathy. It also requires workers to help each other to learn the jobs. Another idea is to start a team newsletter that provides the latest information on activities and accomplishments of the team members.
Projects: Projects require that team members work together to achieve a common goal. Projects can involve activities like putting puzzles together or cleaning up or rebuilding a property. Projects typically involve assigning each team member a specific task that he is responsible for completing, which helps to develop trust within the team.
Outdoor Activities: If members of the team are relatively fit, outdoor activities are a way for the team to get away from the "normal" environment. Activities such as camping, hiking, mountain biking or whitewater rafting allow the team members to relax while enjoying the fresh air, and the sense of being "away from it all" can lead to bonding within the team.
Coordination is the act of coordinating, making different people or things work together for a goal or effect.
Coordination is the process in which different people or things work together to attain specific goals or aims. In businesses, coordination is very necessary because all businesses have some goals and to attain those goals a strong interaction and mutual understanding is very necessary. Coordination is the way through which people can be made to work together and to cooperate with each other to attain the final aims of the organization. Coordination also reduces the conflicts among the people because of the of understanding. Coordination also makes the people to move equally for attaining objectives and it increases the capability of the people to solve the problems. Therefore, coordination among the employees and the upper and lower management is considered very important within an organization.
Teamwork is work performed by a team towards a common goal.
In a business setting accounting techniques may be used to provide financial measures of the benefits of teamwork which are useful for justifying the concept.
In health care teamwork has been defined as:
a dynamic process involving two or more healthcare professionals with complementary backgrounds and skills, sharing common health goals and exercising concerted physical and mental effort in assessing, planning, or evaluating patient care.
Teamwork is increasingly advocated by health care policy makers as a means of assuring quality and safety in the delivery of services.
Teamwork activities
A challenge for leaders of groups of people, such as in a work department, is to get everyone to pull together and function as a team instead of going in separate directions. One way to foster teamwork is to engage the members in activities that require them to work together. Activities can be physical in nature or require the use of team brain power to solve a problem. Fun activities such as sports or games can allow the team members to relax and enjoy working with one another.
Social Activities: Part of the challenge of developing teamwork is to get team members to become comfortable with each other. Informal social activities allow the team members to relax and have fun while developing the rapport necessary to function as a unit. Examples of social activities include team sports such as volleyball or bowling or a group picnic, where everyone is responsible for a task such as bringing food or planning a game.
Charitable Endeavours: Working together for a charitable cause builds teamwork and gives the participants a good feeling from working together. An example of a team charitable activity is planning and organizing an event like a walk or run to raise money or a bake sale that promotes a cause.
Workplace Activities: Because teamwork is important to a productive and healthy work environment, teamwork activities should be a part of the workplace. Possible activities include job swapping, where workers swap jobs with each other to develop empathy. It also requires workers to help each other to learn the jobs. Another idea is to start a team newsletter that provides the latest information on activities and accomplishments of the team members.
Projects: Projects require that team members work together to achieve a common goal. Projects can involve activities like putting puzzles together or cleaning up or rebuilding a property. Projects typically involve assigning each team member a specific task that he is responsible for completing, which helps to develop trust within the team.
Outdoor Activities: If members of the team are relatively fit, outdoor activities are a way for the team to get away from the "normal" environment. Activities such as camping, hiking, mountain biking or whitewater rafting allow the team members to relax while enjoying the fresh air, and the sense of being "away from it all" can lead to bonding within the team.
Problem-solving Skill
Problem solving
Problem-solving skill is beginning to be considered as a strategic tool nowadays.
Industries are spending a lot of time and money to promote the managerial skills,
technical skills and interpersonal skills of their employees. Problem-solving is one of the Problem-solving requires a range of critical thinking skills from identification,description and analysis to synthesis and evaluation. It also requires understanding of the theoretical principles and governing frameworks behind classification of the problem and application of the solution method. The students need to understand and be able to explain what it is that you are doing as you proceed to solve the problems. The common stages of problem solving are:
• Identification
• Classification
• Transformation
• Substitution and
• Comparison
Problem-solving exam questions are favoured in a range of disciplines from physics,
engineering and mathematics to architecture, law and linguistics (Exam. Wing,
University of Melbourne). In problem-solving questions the students may be asked to
propose and justify a course of action to address a specified situation, or to develop a reasoned explanation based on data analysis.
Problem-solving skill is beginning to be considered as a strategic tool nowadays.
Industries are spending a lot of time and money to promote the managerial skills,
technical skills and interpersonal skills of their employees. Problem-solving is one of the Problem-solving requires a range of critical thinking skills from identification,description and analysis to synthesis and evaluation. It also requires understanding of the theoretical principles and governing frameworks behind classification of the problem and application of the solution method. The students need to understand and be able to explain what it is that you are doing as you proceed to solve the problems. The common stages of problem solving are:
• Identification
• Classification
• Transformation
• Substitution and
• Comparison
Problem-solving exam questions are favoured in a range of disciplines from physics,
engineering and mathematics to architecture, law and linguistics (Exam. Wing,
University of Melbourne). In problem-solving questions the students may be asked to
propose and justify a course of action to address a specified situation, or to develop a reasoned explanation based on data analysis.
Style and Tone
Style and Tone
Style and Tone are important to identify in a passage. Their identification helps in better understanding of the passage and also helps in solving related questions. Students often get confused between style and tone of a passage. Let us try and understand the difference.
Style
Of a passage is the way an author presents his thoughts or what mode/kind of writing does he use to convey his ideas. It can be descriptive, narrative, data driven etc. The style remains same throughout the passage. In simple words, style tells us ‘how’ a passage has been written. Following are two passages with different styles.
Passage-1
Last year I won $18,200 in cash and $800 in prize as a contestant on a now-defunct CBS-TV game show called “Now You See It.” I was a “good” contestant: tearful, swooning and avarice-driven. But now, 15 months later, I have flunked out as a bookkeeper. I can’t figure what happened to the winnings I eked out during eight shows, the bulk of which came when I answered this esoteric question: “ Who was Popeye’s hamburger-eating friend?” All know for sure is that it’s gone, and I’m back to living pay check to pay check. That’s why; it seems to me, the show would have been more aptly named. “Now You See It… Now You Don’t “- since the mullah that came my way has vanished much like magicians’ rabbits.
Style:
The author has used first person narration. Hence the style is Narrative.
Passage 2
There is always the danger of a specific type of pneumonia that may result from the inhalation of oily substances into the
lungs. For all of these reasons, nose and throat specialists warn against the introduction of medicinal preparations into the nose. It should be done only when definitely indicated and recommended by a physician for the treatment of some specific condition.
Equally useless are the mouthwashes, gargles and antiseptics urged by advertisers upon the public. These preparations may destroy germs in test tubes if given sufficient time. But none of them acts instantaneously, nor are they effective in the weak solutions that can be tolerated by the membranes of the nose and throat. Furthermore, only a very small proportion of the membranes of the nose and throat can possibly be reached by sprays and gargles.
Several other more or less universal home remedies proved valueless in our studies. Cathartics of various kinds, for example, have long figured in home treatment of colds, and are included in many of the advertised remedies. Fear of increasing that popularity prevented us from using it in our series of studies. Scientifically, there may be some basis, or perhaps excuse, for the use of alcohol in colds. It causes an increase in the blood flow to the skin, with a resultant feeling of warmth if one is wet and chilled. On the other hand, alcohol itself causes nasal congestion in some people; and many reliable studies have shown that its continuous or excessive use lowers resistance to pneumonia, the most serious complication of colds.
Style: The author has given a detailed description about the use of old and new remedies for curing common ailments. He quotes studies and investigations. Hence, the style is Descriptive.
Style and Tone are important to identify in a passage. Their identification helps in better understanding of the passage and also helps in solving related questions. Students often get confused between style and tone of a passage. Let us try and understand the difference.
Style
Of a passage is the way an author presents his thoughts or what mode/kind of writing does he use to convey his ideas. It can be descriptive, narrative, data driven etc. The style remains same throughout the passage. In simple words, style tells us ‘how’ a passage has been written. Following are two passages with different styles.
Passage-1
Last year I won $18,200 in cash and $800 in prize as a contestant on a now-defunct CBS-TV game show called “Now You See It.” I was a “good” contestant: tearful, swooning and avarice-driven. But now, 15 months later, I have flunked out as a bookkeeper. I can’t figure what happened to the winnings I eked out during eight shows, the bulk of which came when I answered this esoteric question: “ Who was Popeye’s hamburger-eating friend?” All know for sure is that it’s gone, and I’m back to living pay check to pay check. That’s why; it seems to me, the show would have been more aptly named. “Now You See It… Now You Don’t “- since the mullah that came my way has vanished much like magicians’ rabbits.
Style:
The author has used first person narration. Hence the style is Narrative.
Passage 2
There is always the danger of a specific type of pneumonia that may result from the inhalation of oily substances into the
lungs. For all of these reasons, nose and throat specialists warn against the introduction of medicinal preparations into the nose. It should be done only when definitely indicated and recommended by a physician for the treatment of some specific condition.
Equally useless are the mouthwashes, gargles and antiseptics urged by advertisers upon the public. These preparations may destroy germs in test tubes if given sufficient time. But none of them acts instantaneously, nor are they effective in the weak solutions that can be tolerated by the membranes of the nose and throat. Furthermore, only a very small proportion of the membranes of the nose and throat can possibly be reached by sprays and gargles.
Several other more or less universal home remedies proved valueless in our studies. Cathartics of various kinds, for example, have long figured in home treatment of colds, and are included in many of the advertised remedies. Fear of increasing that popularity prevented us from using it in our series of studies. Scientifically, there may be some basis, or perhaps excuse, for the use of alcohol in colds. It causes an increase in the blood flow to the skin, with a resultant feeling of warmth if one is wet and chilled. On the other hand, alcohol itself causes nasal congestion in some people; and many reliable studies have shown that its continuous or excessive use lowers resistance to pneumonia, the most serious complication of colds.
Style: The author has given a detailed description about the use of old and new remedies for curing common ailments. He quotes studies and investigations. Hence, the style is Descriptive.
Life skills
Importance of life skills
Life skills are essentially those abilities that help promote mental well-being and
competence in young people as they face the realities of life. Most development
professionals agree that life skills are generally applied in the context of health and
social events. They can be utilized in many content areas: prevention of drug use,
sexual violence, teenage pregnancy, HIV/AIDS prevention and suicide prevention.
The definition extends into consumer education, environmental education, peace
education or education for development, livelihood and income generation, among
others. In short, life skills empower young people to take positive action to protect
themselves and promote health and positive social relationships.
Self-awareness, self-esteem and self-confidence are essential tools for understanding
one’s strengths and weaknesses. Consequently, the individual is able to discern
available opportunities and prepare to face possible threats. This leads to the
development of a social awareness of the concerns of one’s family and society.
Subsequently, it is possible to identify problems that arise within both the family and
society.
With life skills, one is able to explore alternatives, weigh pros and cons and make
rational decisions in solving each problem or issue as it arises. It also entails being
able to establish productive interpersonal relationships with others.
Life skills enable effective communication, for example, being able to differentiate
between hearing and listening and ensuring that messages are transmitted accurately
to avoid miscommunication and misinterpretations.
a) Critical thinking skills/Decision-making skills – include decisionmaking/problem solving skills and information gathering skills. The individual
must also be skilled at evaluating the future consequences of their present actions
and the actions of others. They need to be able to determine alternative solutions and
to analyze the influence of their own values and the values of those around them.
b) Interpersonal/Communication skills – include verbal and non-verbal
communication, active listening, and the ability to express feelings and give feed
back. Also in this category, are negotiation/refusal skills and assertiveness skills that
directly affect ones’ ability to manage conflict. Empathy, which is the ability to listen
and understand others’ needs, is also a key interpersonal skill. Teamwork and the
ability to cooperate include expressing respect for those around us. Development of
this skill set enables the adolescent to be accepted in society. These skills result in the
acceptance of social norms that provide the foundation for adult social behaviour.
c) Coping and self-management skills refers to skills to increase the internal locus of
control, so that the individual believes that they can make a difference in the world
and affect change. Self esteem, self-awareness, self-evaluation skills and the ability to
set goals are also part of the more general category of self-management skills. Anger,
grief and anxiety must all be dealt with, and the individual learns to cope loss or
trauma. Stress and time management are key, as are positive thinking and relaxation
techniques.
Criteria for using Life Skills
It should not only address knowledge and attitude change, but, more
importantly, behaviour change.
ß Traditional "information-based" approaches are generally not sufficient to
yield changes in attitudes and behaviours. For example, a lecture on “safe
behaviour” will not necessarily lead to the practice of safe behaviour.
Therefore, the lecture should be substantiated with exercises and situations
where participants can practice safe behaviour and experience its effects. The
adult learning theory emphasizes that adults learn best that which they can
associate with their experience and practice.
ß It will work best when augmented or reinforced. If a message is given once,
the brain remembers only 10 percent of it one day later, and when the same
message is given six times a day, the brain remembers 90 percent of it. Hence
the need to repeat, recap, reinforce and review.
ß It will work best if combined with policy development, access to appropriate
health services, community development and media.
Life skills are essentially those abilities that help promote mental well-being and
competence in young people as they face the realities of life. Most development
professionals agree that life skills are generally applied in the context of health and
social events. They can be utilized in many content areas: prevention of drug use,
sexual violence, teenage pregnancy, HIV/AIDS prevention and suicide prevention.
The definition extends into consumer education, environmental education, peace
education or education for development, livelihood and income generation, among
others. In short, life skills empower young people to take positive action to protect
themselves and promote health and positive social relationships.
Self-awareness, self-esteem and self-confidence are essential tools for understanding
one’s strengths and weaknesses. Consequently, the individual is able to discern
available opportunities and prepare to face possible threats. This leads to the
development of a social awareness of the concerns of one’s family and society.
Subsequently, it is possible to identify problems that arise within both the family and
society.
With life skills, one is able to explore alternatives, weigh pros and cons and make
rational decisions in solving each problem or issue as it arises. It also entails being
able to establish productive interpersonal relationships with others.
Life skills enable effective communication, for example, being able to differentiate
between hearing and listening and ensuring that messages are transmitted accurately
to avoid miscommunication and misinterpretations.
a) Critical thinking skills/Decision-making skills – include decisionmaking/problem solving skills and information gathering skills. The individual
must also be skilled at evaluating the future consequences of their present actions
and the actions of others. They need to be able to determine alternative solutions and
to analyze the influence of their own values and the values of those around them.
b) Interpersonal/Communication skills – include verbal and non-verbal
communication, active listening, and the ability to express feelings and give feed
back. Also in this category, are negotiation/refusal skills and assertiveness skills that
directly affect ones’ ability to manage conflict. Empathy, which is the ability to listen
and understand others’ needs, is also a key interpersonal skill. Teamwork and the
ability to cooperate include expressing respect for those around us. Development of
this skill set enables the adolescent to be accepted in society. These skills result in the
acceptance of social norms that provide the foundation for adult social behaviour.
c) Coping and self-management skills refers to skills to increase the internal locus of
control, so that the individual believes that they can make a difference in the world
and affect change. Self esteem, self-awareness, self-evaluation skills and the ability to
set goals are also part of the more general category of self-management skills. Anger,
grief and anxiety must all be dealt with, and the individual learns to cope loss or
trauma. Stress and time management are key, as are positive thinking and relaxation
techniques.
Criteria for using Life Skills
It should not only address knowledge and attitude change, but, more
importantly, behaviour change.
ß Traditional "information-based" approaches are generally not sufficient to
yield changes in attitudes and behaviours. For example, a lecture on “safe
behaviour” will not necessarily lead to the practice of safe behaviour.
Therefore, the lecture should be substantiated with exercises and situations
where participants can practice safe behaviour and experience its effects. The
adult learning theory emphasizes that adults learn best that which they can
associate with their experience and practice.
ß It will work best when augmented or reinforced. If a message is given once,
the brain remembers only 10 percent of it one day later, and when the same
message is given six times a day, the brain remembers 90 percent of it. Hence
the need to repeat, recap, reinforce and review.
ß It will work best if combined with policy development, access to appropriate
health services, community development and media.
Tone
Tone of the passages
Of a passage is the mood of the author in which he is writing. Tone is more content specific than style. Within a passage, we can have various tones, but the style remains the same throughout. Some common tones are, Satirical, Cynical, Didactic, Objective, Appreciating, Informative, Optimistic and Pessimistic.
Let us read some passages with different tones.
Passage
Delivering mail to small villages in India was once a difficult, perilous, and exciting job. The postman travelled on foot, often wading through swamps or crawling through jungles in order to reach the many villages on his route.
The Indian mailman might sometimes encounter a fierce tiger or panther along the way, yet the only weapon he carried was a sharp spear. He never went to work without his bells, which he would shake in order (so he said) to ward off evil spirits. Wild animals or evil spirits, nothing ever interrupted his work.
The Indian letter carrier was an honoured and respected person; he was treated with great courtesy. So wise was he thought to be that he was frequently called upon to settle village disputes. It is certainly evident that only a very brave man would take a job that compelled him to fight off wild animals in order to get his work done. You can understand why everyone in India looked upon the man who delivered mail as a true national hero.
Tone: The author is all praises for the postman. Hence the tone is Laudatory or appreciating.
Passage
The core of modern doctoring is diagnosis, treatment and prognosis. Most medical schools emphasis little else. Western doctors have been analysing the wheezes and pains of their patients since the seventeenth century to identify the underlying disease or the cause of complaints. They did it well, and good diagnosis became the hallmark of a good physician. They were less strong on treatment. But when sulphonamides were discovered in 1935 to treat certain bacterial infections, doctors found themselves with powerful new tools. The era of modern medicine was born. Today there is an ever-burgeoning array of complex diagnostic tests, and of pharmaceutical and surgical methods of treatment. Yet what impact has all this on health?
Most observers ascribe recent improvements in health in rich countries to better living standards and changes in lifestyle. The World
Health Organization cites the wide differences in health between Western and Eastern Europe. The two areas have similar patterns of disease: heart disease, senile dementia, arthritis and cancer are the most common causes of sickness and death. Between, 1947 and 1964, both parts of Europe saw general health improve, with the arrival of cleaner water, better sanitation and domestic refrigerators. Since the mid-1960s however, East European countries, notably Poland and Hungary, have seen mortality rates rise and life expectancy fall- why? The WHO ascribes the divergence to differences in lifestyle – diet, smoking habits, alcohol, a sedentary way of life 9factors associated with chronic and degenerative diseases) – rather than differences in access to modern medical care.
In contrast, the huge sums now spent in the same of medical progress produces only marginal improvements in health. America devotes nearly 12% of its CNP to its high-technology medicine, more than any other developed country – Yet, overall, Americans die younger, lose more babies, and are at least as likely to suffer from chronic diseases.
Some medical procedures demonstrably do work: mending broken bones, The removal of cataracts, drugs for ulcers, vaccination, aspiring for headaches, antibiotics for bacterial infections, techniques that save new born babies, some organ transplants. Yet the evidence is scant for many other common treatments.
The coronary by-pass, a common surgical technique, is usually performed to overcome the obstruction caused by a blood clot in arteries leading to the heart. Deprived of oxygen, tissues in the heart might otherwise die. Yet, according to a 1988 study conducted in Europe, coronary by-pass surgery is beneficial only in the short term. A by-pass patient who dies within five years has probably lasted longer than if he had simply taken drugs. But among those who get to live past five years, the drug-takers live longer than those who have had surgery.
An American study completed in 1988 concluded that removing tissue from the prostate gland after the appearance of 9non-cancerous) growths, but before the growths can do much damaged, does not prolong life expectancy. Yet the operation was performed regularly and cost Medicare, the federally subsidized system for the elderly, over $1 million a year.
Though they have to go through extensive clinical trials, it is not always clear that drugs provide health benefits. According to Dr. Louise Russell, a professor of economics at Rutges University, in New Jersey, although anti-cholesterol drugs have been shown in clinical trials to reduce the incidence of deaths due to coronary heat disease, in ordinary life there is no evidence that they extend the individual drug-taker’s life expectancy.
Medical practice varies widely from one country to another. Each year in America about 60 of every 10,000 people have a coronary by-pass; in Britain about six. Anti-diabetic drugs are far more commonly used in some European countries than others. One woman in five in Britain has a hysterectomy (removal of the womb) at some time during her life. In America and Denmark, seven out of ten do so.
Why? If coronary heart problems were far commoner in America than Britain, or diabetes in one part of Europe than another, such differences would be justified. But that is not so. Nor do American and Danish women become evidently healthier than British ones. It is the medical practice, not the pattern of illness or the outcome, that differs. Perhaps American patients expect their doctors to “do something” more urgently than British ones? Perhaps American doctors are readier to comply? Certainly the American medical industry grows richer as a result.
To add injury to insult, modern medical procedures may not be just of questionable worth but sometimes dangerous. Virtually all drugs have some adverse side effects on some people. No surgical procedure is without risk. Treatments that prolong life can also promote sickness: the heart attack victim may be saved, but survive disabled.
Attempts have been made to sort out this tangle. The ‘outcomes movement”, born in America during the past decade, aims to lessen the use of inappropriate drugs and pointless surgery by reaching some medical consensus – which drug to give? Whether to operate or medicate? – Though better assessment of the outcome of treatments.
Ordinary clinical trials measure the safety and immediate efficacy of products or procedures. The outcomes enthusiasts try to measure and evaluate far wider consequences. Do patients actually feel better? What is the impact on life expectancy and other health statistics? And instead of relying on results from just a few thousand patients, the effects of treating tens of thousands are studied retrospectively. As an example of what this can turn up, the adverse side effects associated with Opern, an antiarthritis drug, were not spotted until it was widely used.
Yet Dr. Arnold Epstein, of the Harvard Medical School, argues that, worthy as it maybe, the outcomes movement is likely to measure: patients can very widely in their responses. In some, a given drug may relieve pain, in others not; pain is highly subjective. Many medical controversies will hard. And what of the promised heat – disease or cancer cures? Scientists accept that they are unlikely to find an answer to cancer, heat disease or degenerative brain illnesses for a long while yet. These diseases appear to be highly complex, triggered when a number of bodily functions go away. No one pill or surgical procedure is likely to be the panacea. The doctors probably would do better looking at the patient’s diet and lifestyle before he becomes ill than giving him six pills for the six different bodily failures that are causing his illness once he has got it.
Nonetheless modern medicine remains entrenched. It is easier to pop pills than change a lifetime’s habits. And there is always the hope of some new miracle cure - or some individual miracle.
Computer technology has helped produce cameras so sensitive that they can detect the egg in the womb, to be extracted for test-tube fertilization. Biomaterials have created an artificial heart that is expected to increase life expectancy among those fitted with one by an average of 54 months. Biotechnology has produced expensive new drugs for the treatment of cancer. Some have proved lifesavers against some rare cancers; none has yet had a substantial impact on overall death rates due to cancer.
These innovations have vastly increased the demand and expectations of health care and pushed medical bills even higher – not lower, as was once hoped. Inevitably, governments, employers and insurers who finance health care have rebelled over the past decade against its astronomic costs, and have introduced budgets and rationing to curb them. Just as inevitably, this limits access to health care: rich people get it more easily than poor ones.
Some proposed solution would mean no essential change, just better management of the current system. But others, mostly from American academics, go further, aiming to reduce the emphasis on modern medicine and its advance. Their thrust is two – headed: (i) prevention is better – and might be cheaper – than cure; (ii) if you want high-tech, high-cost medicine, you (or your insurers, but not the public) must pay for it, especially when its value is uncertain.
Thus the finance of health-care systems, private or public, could be skewed to favour prevention rather than cure. Doctors would be reimbursed for all preventive practices, whilst curative measures would be severely rationed. Today the skew is all the other way: governments or insurers pay doctors to diagnose disease and prescribe treatment, but not to give advice on smoking or diet.
Most of the main chronic diseases are man-made. By reducing environmental pollution, screening for and treating biological risk indicators such as much blood pressure, providing vaccination and other such measures – above all, by changing people’s own behaviour – within decades the incidence of these diseases could bed much reduced. Governments could help by imposing ferocious “sin taxes” on unhealthy products such as cigarettes, alcohol, may be even fatty foods, to discourage consumption.
The trouble is that nobody knows precisely which changes – apart from stopping smoking – are really worth putting into effect, let alone how. It is clear that people whose blood pressure is brought down have a brighter future than if it stayed high; it is not clear that cholesterol screening and treatment are similarly valuable. Today’s view of what constitutes a good diet may be judged wrong tomorrow.
Much must change before any of these “caring” rather than “cure” schemes will get beyond the academic drawing-board. Nobody has yet been able to assemble a coherent preventive programmed. those countries that treat medicine as a social cost have been wary of moves to restrict public use of advanced and/or costly medical procedures, while leaving the rich to buy what they like. They fear that this would simply leave ordinary people with third-class medicine.
In any case, before fundamental change can come, society will have to recognize that modern medicine is an imprecise science that does not always work; and that questions of how much to spend on it, and how, should not be determined, almost incidentally, by doctors’ medical preferences.
Tone: The author is critical of modern science and its techniques. Hence, the tone is Critical, Disapproving or even Vitrifying.
Of a passage is the mood of the author in which he is writing. Tone is more content specific than style. Within a passage, we can have various tones, but the style remains the same throughout. Some common tones are, Satirical, Cynical, Didactic, Objective, Appreciating, Informative, Optimistic and Pessimistic.
Let us read some passages with different tones.
Passage
Delivering mail to small villages in India was once a difficult, perilous, and exciting job. The postman travelled on foot, often wading through swamps or crawling through jungles in order to reach the many villages on his route.
The Indian mailman might sometimes encounter a fierce tiger or panther along the way, yet the only weapon he carried was a sharp spear. He never went to work without his bells, which he would shake in order (so he said) to ward off evil spirits. Wild animals or evil spirits, nothing ever interrupted his work.
The Indian letter carrier was an honoured and respected person; he was treated with great courtesy. So wise was he thought to be that he was frequently called upon to settle village disputes. It is certainly evident that only a very brave man would take a job that compelled him to fight off wild animals in order to get his work done. You can understand why everyone in India looked upon the man who delivered mail as a true national hero.
Tone: The author is all praises for the postman. Hence the tone is Laudatory or appreciating.
Passage
The core of modern doctoring is diagnosis, treatment and prognosis. Most medical schools emphasis little else. Western doctors have been analysing the wheezes and pains of their patients since the seventeenth century to identify the underlying disease or the cause of complaints. They did it well, and good diagnosis became the hallmark of a good physician. They were less strong on treatment. But when sulphonamides were discovered in 1935 to treat certain bacterial infections, doctors found themselves with powerful new tools. The era of modern medicine was born. Today there is an ever-burgeoning array of complex diagnostic tests, and of pharmaceutical and surgical methods of treatment. Yet what impact has all this on health?
Most observers ascribe recent improvements in health in rich countries to better living standards and changes in lifestyle. The World
Health Organization cites the wide differences in health between Western and Eastern Europe. The two areas have similar patterns of disease: heart disease, senile dementia, arthritis and cancer are the most common causes of sickness and death. Between, 1947 and 1964, both parts of Europe saw general health improve, with the arrival of cleaner water, better sanitation and domestic refrigerators. Since the mid-1960s however, East European countries, notably Poland and Hungary, have seen mortality rates rise and life expectancy fall- why? The WHO ascribes the divergence to differences in lifestyle – diet, smoking habits, alcohol, a sedentary way of life 9factors associated with chronic and degenerative diseases) – rather than differences in access to modern medical care.
In contrast, the huge sums now spent in the same of medical progress produces only marginal improvements in health. America devotes nearly 12% of its CNP to its high-technology medicine, more than any other developed country – Yet, overall, Americans die younger, lose more babies, and are at least as likely to suffer from chronic diseases.
Some medical procedures demonstrably do work: mending broken bones, The removal of cataracts, drugs for ulcers, vaccination, aspiring for headaches, antibiotics for bacterial infections, techniques that save new born babies, some organ transplants. Yet the evidence is scant for many other common treatments.
The coronary by-pass, a common surgical technique, is usually performed to overcome the obstruction caused by a blood clot in arteries leading to the heart. Deprived of oxygen, tissues in the heart might otherwise die. Yet, according to a 1988 study conducted in Europe, coronary by-pass surgery is beneficial only in the short term. A by-pass patient who dies within five years has probably lasted longer than if he had simply taken drugs. But among those who get to live past five years, the drug-takers live longer than those who have had surgery.
An American study completed in 1988 concluded that removing tissue from the prostate gland after the appearance of 9non-cancerous) growths, but before the growths can do much damaged, does not prolong life expectancy. Yet the operation was performed regularly and cost Medicare, the federally subsidized system for the elderly, over $1 million a year.
Though they have to go through extensive clinical trials, it is not always clear that drugs provide health benefits. According to Dr. Louise Russell, a professor of economics at Rutges University, in New Jersey, although anti-cholesterol drugs have been shown in clinical trials to reduce the incidence of deaths due to coronary heat disease, in ordinary life there is no evidence that they extend the individual drug-taker’s life expectancy.
Medical practice varies widely from one country to another. Each year in America about 60 of every 10,000 people have a coronary by-pass; in Britain about six. Anti-diabetic drugs are far more commonly used in some European countries than others. One woman in five in Britain has a hysterectomy (removal of the womb) at some time during her life. In America and Denmark, seven out of ten do so.
Why? If coronary heart problems were far commoner in America than Britain, or diabetes in one part of Europe than another, such differences would be justified. But that is not so. Nor do American and Danish women become evidently healthier than British ones. It is the medical practice, not the pattern of illness or the outcome, that differs. Perhaps American patients expect their doctors to “do something” more urgently than British ones? Perhaps American doctors are readier to comply? Certainly the American medical industry grows richer as a result.
To add injury to insult, modern medical procedures may not be just of questionable worth but sometimes dangerous. Virtually all drugs have some adverse side effects on some people. No surgical procedure is without risk. Treatments that prolong life can also promote sickness: the heart attack victim may be saved, but survive disabled.
Attempts have been made to sort out this tangle. The ‘outcomes movement”, born in America during the past decade, aims to lessen the use of inappropriate drugs and pointless surgery by reaching some medical consensus – which drug to give? Whether to operate or medicate? – Though better assessment of the outcome of treatments.
Ordinary clinical trials measure the safety and immediate efficacy of products or procedures. The outcomes enthusiasts try to measure and evaluate far wider consequences. Do patients actually feel better? What is the impact on life expectancy and other health statistics? And instead of relying on results from just a few thousand patients, the effects of treating tens of thousands are studied retrospectively. As an example of what this can turn up, the adverse side effects associated with Opern, an antiarthritis drug, were not spotted until it was widely used.
Yet Dr. Arnold Epstein, of the Harvard Medical School, argues that, worthy as it maybe, the outcomes movement is likely to measure: patients can very widely in their responses. In some, a given drug may relieve pain, in others not; pain is highly subjective. Many medical controversies will hard. And what of the promised heat – disease or cancer cures? Scientists accept that they are unlikely to find an answer to cancer, heat disease or degenerative brain illnesses for a long while yet. These diseases appear to be highly complex, triggered when a number of bodily functions go away. No one pill or surgical procedure is likely to be the panacea. The doctors probably would do better looking at the patient’s diet and lifestyle before he becomes ill than giving him six pills for the six different bodily failures that are causing his illness once he has got it.
Nonetheless modern medicine remains entrenched. It is easier to pop pills than change a lifetime’s habits. And there is always the hope of some new miracle cure - or some individual miracle.
Computer technology has helped produce cameras so sensitive that they can detect the egg in the womb, to be extracted for test-tube fertilization. Biomaterials have created an artificial heart that is expected to increase life expectancy among those fitted with one by an average of 54 months. Biotechnology has produced expensive new drugs for the treatment of cancer. Some have proved lifesavers against some rare cancers; none has yet had a substantial impact on overall death rates due to cancer.
These innovations have vastly increased the demand and expectations of health care and pushed medical bills even higher – not lower, as was once hoped. Inevitably, governments, employers and insurers who finance health care have rebelled over the past decade against its astronomic costs, and have introduced budgets and rationing to curb them. Just as inevitably, this limits access to health care: rich people get it more easily than poor ones.
Some proposed solution would mean no essential change, just better management of the current system. But others, mostly from American academics, go further, aiming to reduce the emphasis on modern medicine and its advance. Their thrust is two – headed: (i) prevention is better – and might be cheaper – than cure; (ii) if you want high-tech, high-cost medicine, you (or your insurers, but not the public) must pay for it, especially when its value is uncertain.
Thus the finance of health-care systems, private or public, could be skewed to favour prevention rather than cure. Doctors would be reimbursed for all preventive practices, whilst curative measures would be severely rationed. Today the skew is all the other way: governments or insurers pay doctors to diagnose disease and prescribe treatment, but not to give advice on smoking or diet.
Most of the main chronic diseases are man-made. By reducing environmental pollution, screening for and treating biological risk indicators such as much blood pressure, providing vaccination and other such measures – above all, by changing people’s own behaviour – within decades the incidence of these diseases could bed much reduced. Governments could help by imposing ferocious “sin taxes” on unhealthy products such as cigarettes, alcohol, may be even fatty foods, to discourage consumption.
The trouble is that nobody knows precisely which changes – apart from stopping smoking – are really worth putting into effect, let alone how. It is clear that people whose blood pressure is brought down have a brighter future than if it stayed high; it is not clear that cholesterol screening and treatment are similarly valuable. Today’s view of what constitutes a good diet may be judged wrong tomorrow.
Much must change before any of these “caring” rather than “cure” schemes will get beyond the academic drawing-board. Nobody has yet been able to assemble a coherent preventive programmed. those countries that treat medicine as a social cost have been wary of moves to restrict public use of advanced and/or costly medical procedures, while leaving the rich to buy what they like. They fear that this would simply leave ordinary people with third-class medicine.
In any case, before fundamental change can come, society will have to recognize that modern medicine is an imprecise science that does not always work; and that questions of how much to spend on it, and how, should not be determined, almost incidentally, by doctors’ medical preferences.
Tone: The author is critical of modern science and its techniques. Hence, the tone is Critical, Disapproving or even Vitrifying.
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