Unit: 4
1. Admiral:
Syn: appreciate, approve, praise, respect, venerate
Ant: desire, hate, dislike, detest, sentence: an officer of very high rank in the navy
Sentence: I really admire people who can work in such difficult conditions.
2. Extensive:
Syn: broad, expanded, sweeping, vast, wide
Ant: confined, narrow, restricted
Sentence: a school with extensive grounds
3. Marine:
Syn: acquatic, hydrographic, maritime, naval, ocean, natatorial, pelagic, seagoing
Ant: terrestrial, goedetic, earthly, ashore, alluvial
sentence: The oil slick seriously threatens marine life around the islands. 4. Priority:
Syn: main-concern, right of way
Sentence: My first/top priority is to find somewhere to live.
5. Stockpile:
Syn: supply, store, hoard
Sentence: They have a stockpile of weapons and ammunition that will last several months.
6. Disruption:
Syn: trouble, interruption, disturbance
Sentence: The accident on the main road through town is causing widespread disruption for motorists.
7. Flee:
Syn: escape, fly
Ant: stand your ground
Sentence: In order to escape capture, he fled to the mountains.
8. Measure:
syn:criterion,gauge,law,principle,proof,rule,scale,standard,test,touchstone,capacity,degree,share,proposal
Sentence: This machine measures your heart rate.
9. Refuge:
Syn: fortress, hideway, protection, sanctuary, shelter, retreat, haven
Ant: danger, hazard, risk, jeopardy, exposure, pitfall
Sentence: The climbers slept in a mountain refuge.
10. Superintend:
Syn: manage, control
Sentence: Her job is to superintend the production process.
11. Emphasing:
Syn: stress
Sentence: I think we should put as much emphasis on preventing disease as we do on curing it.
12. Froth:
Syn: head, foam, bubble
Sentence: Shake the drink before serving it to froth it up.
13. Monitoring:
Syn: guidance
Sentence: The new findings suggest that women ought to monitor their cholesterol levels.
14. Resource:
Syn: supply, store
Sentence: The country's greatest resource is the dedication of its workers.
15. Supervisory:
Syn: managerial, administrate
Sentence: We need to employ more supervisory staff.
16. Endemic:
Syn: wide spread, common, rife
Sentence: Malaria is endemic in many of the hotter regions of the world.
17. Hysterical:
Syn: out of control, frantic
Ant: composed
Sentence: Calm down, you're getting hysterical.
18. Operation:
syn:act,action,effort,agency,enterprise,execution,instrumentally,manipulation,performance,procedure,process,proceeding,working,transaction,maneuver
Ant: cessation, Inaction, inactivity
Sentence: There are several reactors of the type in operation at the moment.
19. Sever:
Syn: cut, separate, split, undo
Ant: attach, join
20. Essential:
Syn: important, key point, fundamental
Ant: unnecessary
Sentence: planning is essential for achieving goal
21. Infrastructure:
Syn: communication, fundamental facilities
Sentence: my college’s infrastructure is very nice
22. Evacuate:
Syn: to clear, remove from, vacate
Ant: join, together
Sentence: to victims of tsunami are evacuated
23. Vulnerable:
Syn: danger, at risk, helpless
Ant: safe, self-reliant
Sentence: I felt very vulnerable, standing there without any clothes on.
24. Inspection:
Syn: examination, check, scrutiny, assessment
Ant: uncheck, lenient
Sentences: Her passport seemed legitimate, but on closer inspection, it was found to have been altered.
25. Preventive:
Syn: stop, defensive, precautionary
Ant: start, aggressive
Sentence: In the past 10 years, preventive measures have radically reduced levels of tooth decay in children.
Unit: 5
1. Altruistic:
Syn: unselfish, self less
Ant: selfish
Sentence: I doubt whether her motives for donating the money are altruistic - she's probably looking for publicity.
2. Amenable:
Syn: better, change
Ant: spoil, blemish
Sentence: Do you think the new manager will prove more amenable to our proposals?
. Biomarker:
Syn: biomarker, or biological marker, is in general a substance used as an indicator of a biological state. It is a characteristic that is objectively measured.
Sentence:
4. Cardiovascular:
Syn: relating to both the heart and the blood vessels
Sentence: she is suffering from cardiovascular disease
5. Carrier:
Syn: transporter, shipper, mover
Sentence: There are an estimated 1.5 million HIV carriers in the country.
6. Chronic:
Syn: confirmed, constant
Ant: occasional, temporary
Sentence: There is a chronic shortage of teachers.
7. Correlate:
syn: correspondence, likeness, compare
Ant: difference, disparagement
Sentence: Stress levels and heart disease are strongly correlated
8. Demonastrate:
Syn: certainly, conclusion
Ant: confusion, concealment
Sentence: These problems demonstrate the importance of strategic planning.
9. Desirable:
Syn: acceptable, advisable
Ant: detrimental, baneful
Sentence: It’s regarded as a highly desirable job.
10. Elevated:
Syn: advance, exact
Ant: abase, condemn
Sentence: The doctor said I was to keep my leg elevated.
11. Elimination:
Syn: abolish, banish
Ant: accept, admit
Sentence: We eventually found the answer by a process of elimination.
12. Endemic:
Syn: widespread, common, ripe
Sentence: The disease is endemic among British sheep/to many British flocks.
13. Eradication:
syn: abolish, destroy
Ant: exact, confirm
Sentence: The government claims to be doing all it can to eradicate corruption.
14. Epidemiology:
Syn; the scientific and medical study of the causes and transmission of disease within a population
Sentence: Poverty in this country has reached epidemic proportions
15. Err:
Syn: blunder, wrong
Sentence: He erred in agreeing to her appointment
16. Fetish:
Syn: obsession, thing
Sentence: He has a fetish about/for high-heels.
17. Initiate:
Syn: arise, begin, open, start
Ant: close, complete
Sentence: Each culture had a special ritual to initiate boys into manhood.
18. Intensification:
Syn: rise, strength, growth
Ant: reduction, weakness
Sentence: Fighting around the capital has intensified in the last few hours.
19. Lentil:
Syn: an edible seed that is lens-shaped, brown, gray, green, or black on the outside and yellow or orange inside, and rich in protein
Sentence: I like lentil soup
20. Metabolic:
Syn: relating to or typical of metabolism
Sentence: The athletes had taken pills to stimulate their metabolic rate
21. Monopoly:
syn: absorb, control, domination
Ant: exude
Sentence: The government is determined to protect its tobacco monopoly.
22. Morsel:
Syn: scrap, piece, bit, fragment
Ant: chunk
Sentence: The prisoners ate every last morsel.
23. Palate:
Syn: taste, liking
Ant: dislike
Sentence: palate is the top part of mouth
24. Premature:
Syn: early, green
Ant: matured, overdue
Sentence: Their criticisms seem premature considering that the results aren't yet known.
25. Recommend:
Syn: imply,
Ant: demand, dictate
Sentence: She is a highly recommended architect.
26. Reservoir:
Syn: tank, pool, basin
Sentence: The universities constitute a reservoir of expert knowledge.
27. Responsive:
Syn: alert, open, approachable
Ant: stop doing
Sentence: She wasn't responsive to questioning.
28. Sparingly:
Syn: carefully, thinly
Ant: liberally
Sentence: There wasn't enough coal during the war, so we had to use it sparingly.
29. Staunch:
Syn: reliable, trusty, stop
Ant: undependable
Sentence: He gained a reputation as being a staunch defender/supporter of civil rights.
30. Stratergy:
Sentence: The president held an emergency meeting to discuss military strategy with his defence commanders yesterday.
3
1. Temptation:
Syn: bait, charm
Ant: discourage, nauseate
Sentence: As a young actress, she managed to resist the temptation to move to Hollywood.
32. Transmission:
syn: communicate, broadcast
Ant: hide, conceal
Sentence: We apologize for the interruption to our transmissions this afternoon.
Unit 6
1. Applied:
Syn: functional, useful, practical
Ant: theoretical
Sentence: in these days applied mathematics play an important role
2. Chivalry:
Syn: brave, courage, courteous, gallant, generous, heroic, knightly
Ant: cowardly, rude, timorous, and unmannerly
Sentence: "After you,” he said chivalrously, holding open the door.
3. Conviction:
Syn: criminal, culprit, felon, malefactor
Ant: absolve, acquit, exonerate, pardon
Sentence: The conviction of the three demonstrators has caused public outrage locally.
4. Egalitarian:
Syn: democratic, open, free
Ant: repressive
Sentence: The party's principles are basically egalitarian.
5. Factor:
Syn: actor, agent, attorney, delegate, manager, deputy
Ant: retain
Sentence: People's voting habits are influenced by political, social and economic factors
6. Intellectual:
Syn: thinker, academic, brain
Sentence: I like detective stories and romances - nothing too intellectual.
7. Loops:
Syn: curve, bend, arc, twist
Sentence: Turn left where the road loops (= curves) round the farm buildings.
8. Negate:
Syn: cancel out, reverse, wipe out
Sentence: The increase in our profits has been negated by the rising costs of running the business.
9. Nicking:
Syn: cut, a small V-shaped cut or indentation in an edge or surface
Sentence: there is a deep nicking on the seashore during Tsunami
10. Noble:
Syn: aristocratic, august, dignified, elevated, grand
Ant: object, base, ignoble, low, servile
Sentence: His followers believe they are fighting for a noble cause.
11. Pedagogue:
Sentence: The minister's reforms are pedagogically questionable (= not based on good teaching theory).
12. Pitch:
Syn: cast, chuck, fling, heave, hurl, launch, propel, sling, throw, toss
Ant: catch, grab, and receive
Sentence: She pitched the stone into the river.
13. Promising:
Syn: affirmation, agreement, assurance, contract, oath, pledge, undertaking, fulfillment
Sentence: They won the award for the most promising new band of the year.
14. Reform:
Syn: amend, better, correct, freshen, improve, minder repair, restore
Ant: aggravate, corrupt, damage, impair, rein
Sentence: The education system in Britain was crying out for reform.
15. Renounce:
Syn: abandon, abdicate, desert, drop, sacrifice
Ant: maintain, preserve, persist, and remain
Sentence: Gandhi renounced the use of violence.
16. Spreading:
Syn: circulate, diffuse, dispense, open, extend
Ant: collect, conceal, condense, suppress
Sentence: The fire spread very rapidly because of the strong wind.
17. Springboard:
Syn: launch pad, catalyst
Sentence: The firm's director is confident that the new project will act as a springboard for/to further contracts.
18. Stele:
Syn: epitaph, an inscription on a tombstone or monument commemorating the person buried there
Sentence: Buddhist steles are found throughout India
19. Summit:
Syn: height, top, peak, zenith
Ant: nadir, depth
Sentence: I certainly haven't reached the summit of my career
Wednesday, June 15, 2011
Story of Appreciation
Story of Appreciation
One young academically excellent person went to apply for a managerial position in a big company.
He passed the first interview, the director did the last interview, made
the last decision.
The director discovered from the CV that the youth's academic
achievements were excellent all the way, from the secondary school until the postgraduate research, never had a year when he did not score.
The director asked, "Did you obtain any scholarships in school?" the
youth answered "none".
The director asked, " Was it your father who paid for your school fees?" The youth answered, "My father passed away when I was one year old, it was my mother who paid for my school fees.
The director asked, " Where did your mother work?" The youth answered, "My mother worked as clothes cleaner. The director requested the youth to show his hands. The youth showed a pair of hands that were smooth and perfect.
The director asked, " Have you ever helped your mother wash the clothes
before?" The youth answered, "Never, my mother always wanted me to study and read more books. Furthermore, my mother can wash clothes faster than me.
The director said, "I have a request. When you go back today, go and
clean your mother's hands, and then see me tomorrow morning.*
The youth felt that his chance of landing the job was high. When he went back, he happily requested his mother to let him clean her hands. His
mother felt strange, happy but with mixed feelings, she showed her hands to the kid.
The youth cleaned his mother's hands slowly. His tear fell as he did
that. It was the first time he noticed that his mother's hands were so wrinkled, and there were so many bruises in her hands. Some bruises were so painful that his mother
shivered when they were cleaned with water.
This was the first time the youth realized that it was this pair of hands that washed the clothes everyday to enable him to pay the school fee. The bruises in the mother's hands were the price that the mother had to pay for his
graduation, academic excellence and his future.
After finishing the cleaning of his mother hands, the youth quietly washed all the remaining clothes for his mother.
That night, mother and son talked for a very long time.
Next morning, the youth went to the director's office.
The Director noticed the tears in the youth's eyes, asked: " Can you tell me
what have you done and learned yesterday in your house?"
The youth answered, " I cleaned my mother's hand, and also finished
cleaning all the remaining clothes'
The Director asked, " please tell me your feelings."
The youth said, Number 1, I know now what is appreciation. Without my mother, there would not the successful me today. Number 2, by working together and helping
my mother, only I now realize how difficult and tough it is to get something done. Number 3, I have come to appreciate the importance and value of family relationship.
The director said, " This is what I am looking for to be my manager.
I want to recruit a person who can appreciate the help of others, a person who knows the sufferings of
others to get things done, and a person who would not put money as his only goal in life. You are hired.
Later on, this young person worked very hard, and received the respect of his subordinates. Every employee worked diligently and as a team. The company's performance improved tremendously.
A child, who has been protected and habitually given whatever he wanted, would develop "entitlement mentality" and would always put himself first. He would be ignorant of his parent's efforts. When he starts work, he assumes that every person must listen to him, and when he becomes a manager, he would never know the sufferings of his employees and would always blame others. For this kind of people, who may be good academically, may be successful for a while, but eventually would not feel sense of achievement. He will grumble and be full of hatred and fight for more. If we are this kind of protective parents, are we really showing love or are we destroying the kid instead?*
You can let your kid live in a big house, eat a good meal, learn. But when you are cutting grass, please let them experience it. After a meal, let them wash their plates and bowls together with their brothers and sisters. It is not because you do not have money to hire a maid, but it is because you want to love them in a right way. You want them to understand, no matter how rich their parents are, one day their hair will grow gray, same as the mother of that young person. The most important thing is your kid learns how to appreciate the effort and experience the difficulty and learns the ability to work with others to get things done.
Share this story to as many as possible...this may change somebody's fate..
One young academically excellent person went to apply for a managerial position in a big company.
He passed the first interview, the director did the last interview, made
the last decision.
The director discovered from the CV that the youth's academic
achievements were excellent all the way, from the secondary school until the postgraduate research, never had a year when he did not score.
The director asked, "Did you obtain any scholarships in school?" the
youth answered "none".
The director asked, " Was it your father who paid for your school fees?" The youth answered, "My father passed away when I was one year old, it was my mother who paid for my school fees.
The director asked, " Where did your mother work?" The youth answered, "My mother worked as clothes cleaner. The director requested the youth to show his hands. The youth showed a pair of hands that were smooth and perfect.
The director asked, " Have you ever helped your mother wash the clothes
before?" The youth answered, "Never, my mother always wanted me to study and read more books. Furthermore, my mother can wash clothes faster than me.
The director said, "I have a request. When you go back today, go and
clean your mother's hands, and then see me tomorrow morning.*
The youth felt that his chance of landing the job was high. When he went back, he happily requested his mother to let him clean her hands. His
mother felt strange, happy but with mixed feelings, she showed her hands to the kid.
The youth cleaned his mother's hands slowly. His tear fell as he did
that. It was the first time he noticed that his mother's hands were so wrinkled, and there were so many bruises in her hands. Some bruises were so painful that his mother
shivered when they were cleaned with water.
This was the first time the youth realized that it was this pair of hands that washed the clothes everyday to enable him to pay the school fee. The bruises in the mother's hands were the price that the mother had to pay for his
graduation, academic excellence and his future.
After finishing the cleaning of his mother hands, the youth quietly washed all the remaining clothes for his mother.
That night, mother and son talked for a very long time.
Next morning, the youth went to the director's office.
The Director noticed the tears in the youth's eyes, asked: " Can you tell me
what have you done and learned yesterday in your house?"
The youth answered, " I cleaned my mother's hand, and also finished
cleaning all the remaining clothes'
The Director asked, " please tell me your feelings."
The youth said, Number 1, I know now what is appreciation. Without my mother, there would not the successful me today. Number 2, by working together and helping
my mother, only I now realize how difficult and tough it is to get something done. Number 3, I have come to appreciate the importance and value of family relationship.
The director said, " This is what I am looking for to be my manager.
I want to recruit a person who can appreciate the help of others, a person who knows the sufferings of
others to get things done, and a person who would not put money as his only goal in life. You are hired.
Later on, this young person worked very hard, and received the respect of his subordinates. Every employee worked diligently and as a team. The company's performance improved tremendously.
A child, who has been protected and habitually given whatever he wanted, would develop "entitlement mentality" and would always put himself first. He would be ignorant of his parent's efforts. When he starts work, he assumes that every person must listen to him, and when he becomes a manager, he would never know the sufferings of his employees and would always blame others. For this kind of people, who may be good academically, may be successful for a while, but eventually would not feel sense of achievement. He will grumble and be full of hatred and fight for more. If we are this kind of protective parents, are we really showing love or are we destroying the kid instead?*
You can let your kid live in a big house, eat a good meal, learn. But when you are cutting grass, please let them experience it. After a meal, let them wash their plates and bowls together with their brothers and sisters. It is not because you do not have money to hire a maid, but it is because you want to love them in a right way. You want them to understand, no matter how rich their parents are, one day their hair will grow gray, same as the mother of that young person. The most important thing is your kid learns how to appreciate the effort and experience the difficulty and learns the ability to work with others to get things done.
Share this story to as many as possible...this may change somebody's fate..
Saturday, June 4, 2011
Tips for Success
Important tips for students
1. Students normally consider anger, laziness, sensitiveness, fear, tension, inferiority complex, insecurity about future, failure to speak in public, lack of attention and memory as their problems. These are not at all problems but only weaknesses which can be fought upon.
2. Daydreaming is the barrier of learning. Lack of concentration is due to lack of interest in studies or more interest in other things. Conquer your unwanted desires that take your time. Don’t discuss your next day’s interesting programs like going to cinema or picnic, just before starting your studies. This leads to daydreaming distracting your concentration. Fight this barrier. Avoid gossip, arguments, phone conversations and long discussions during your study hours.
3. Planning your timetable is very essential. Decide how much time you are going to spend for your entertainment and how much for your studies. Time Management is very important. So plan to work according to your time table. Request your parents not to invite guests during your study hours. See that your friends should not ring up at your study hours.
4. Pay equal importance to all subjects. Don’t ignore any subject. If you do so at the time of examination you will find that particular subject difficult and tough. Don’t sit at the nick of the moment preparing for the examination. Don’t be over-confident. Plan to prepare for examinations from the beginning of the academic year. This helps you to avoid tension when the examination date advances. Doing this you can maintain good health avoiding late night outs.
5. Understand the subject matter. Discuss with friends or with your teachers to clarify your doubts if any. Develop the habit of condensing and expanding the subject. Note down important points using key words and learn to expand the words when required.
6. Try to follow your time table regularly without fail. You can give extra time for the subjects you feel tougher by giving extra time for that particular subject on holidays.
7. Fix particular place for study. Avoid study in your bedroom or in kitchen. Spend time in libraries and try to study alone. Combined study may promote unnecessary gossips.
8. If you feel bored of continuous study relax for a while. But don’t sit in front of the Television. Just go out, breath in fresh air and come back to your studies. Never watch late night movies.
9. Develop the habit of reading text books. Note down the important points. You will not have time to read bulky text at the time of the examination so prior reading and noting down of important points helps you a lot during examination.
10. Don’t read continuously without rest. Take ten minutes break in-between every one hour of your reading. Go to your balcony or in open space, close your eyes and feel the fresh air. During the ten minutes break, try to recollect what you have studied during the previous two hours, closing your eyes.
11. Avoid oily foods and snacks in breakfast as these things make you lazy. Avoiding such food you can be alert throughout the day. Avoid heavy meal. After dinner, walk for ten minutes silently and then continue your studies.
12. Drink as much water as you can while studying so that you feel fresh. For every of your study have a glass of buttermilk or fresh fruit juice. Smell mint before preparing for study. It increases your attentiveness.
13. After completing one subject give a gap of five minutes and then go for next subject. Discuss your subject with your friends and parents so that you remember the things very well. Cultivate the habit of reading daily without break. If you wish to watch television or if you feel like talking with your friends complete prior to your studies. Avoid doing such things in-between or after your studies as it disturbs your mind.
14. Avoid last minute preparation for any left out subject matter. It creates unnecessary tension.
15. Avoid oily foods, cool drinks, sweets a month before examination.
16. Usually students get nervous at the time of examination. But nervousness makes you forget things. Your memory weakens. So stay relaxed and confident before staring to write your examination.
17. Divide your time equally for all the questions. Before answering the question paper read it atleast twice. Don’t waste your time on one answer. Don’t write beyond the requirement. See that though the answers are brief they cover entire points.
18. Avoid falling in love at your age. It is quite common but with a little effort, you can avoid such things. There is lot of life further for a better choice. Self control is very essential to develop concentration and to build a bright future.
Perform your duty
Whole-heartedly
Thy not expect the result
Enjoy the work
Just by doing it
And the result is a bonus.
WISH YOU A BRIGHT FUTURE
1. Students normally consider anger, laziness, sensitiveness, fear, tension, inferiority complex, insecurity about future, failure to speak in public, lack of attention and memory as their problems. These are not at all problems but only weaknesses which can be fought upon.
2. Daydreaming is the barrier of learning. Lack of concentration is due to lack of interest in studies or more interest in other things. Conquer your unwanted desires that take your time. Don’t discuss your next day’s interesting programs like going to cinema or picnic, just before starting your studies. This leads to daydreaming distracting your concentration. Fight this barrier. Avoid gossip, arguments, phone conversations and long discussions during your study hours.
3. Planning your timetable is very essential. Decide how much time you are going to spend for your entertainment and how much for your studies. Time Management is very important. So plan to work according to your time table. Request your parents not to invite guests during your study hours. See that your friends should not ring up at your study hours.
4. Pay equal importance to all subjects. Don’t ignore any subject. If you do so at the time of examination you will find that particular subject difficult and tough. Don’t sit at the nick of the moment preparing for the examination. Don’t be over-confident. Plan to prepare for examinations from the beginning of the academic year. This helps you to avoid tension when the examination date advances. Doing this you can maintain good health avoiding late night outs.
5. Understand the subject matter. Discuss with friends or with your teachers to clarify your doubts if any. Develop the habit of condensing and expanding the subject. Note down important points using key words and learn to expand the words when required.
6. Try to follow your time table regularly without fail. You can give extra time for the subjects you feel tougher by giving extra time for that particular subject on holidays.
7. Fix particular place for study. Avoid study in your bedroom or in kitchen. Spend time in libraries and try to study alone. Combined study may promote unnecessary gossips.
8. If you feel bored of continuous study relax for a while. But don’t sit in front of the Television. Just go out, breath in fresh air and come back to your studies. Never watch late night movies.
9. Develop the habit of reading text books. Note down the important points. You will not have time to read bulky text at the time of the examination so prior reading and noting down of important points helps you a lot during examination.
10. Don’t read continuously without rest. Take ten minutes break in-between every one hour of your reading. Go to your balcony or in open space, close your eyes and feel the fresh air. During the ten minutes break, try to recollect what you have studied during the previous two hours, closing your eyes.
11. Avoid oily foods and snacks in breakfast as these things make you lazy. Avoiding such food you can be alert throughout the day. Avoid heavy meal. After dinner, walk for ten minutes silently and then continue your studies.
12. Drink as much water as you can while studying so that you feel fresh. For every of your study have a glass of buttermilk or fresh fruit juice. Smell mint before preparing for study. It increases your attentiveness.
13. After completing one subject give a gap of five minutes and then go for next subject. Discuss your subject with your friends and parents so that you remember the things very well. Cultivate the habit of reading daily without break. If you wish to watch television or if you feel like talking with your friends complete prior to your studies. Avoid doing such things in-between or after your studies as it disturbs your mind.
14. Avoid last minute preparation for any left out subject matter. It creates unnecessary tension.
15. Avoid oily foods, cool drinks, sweets a month before examination.
16. Usually students get nervous at the time of examination. But nervousness makes you forget things. Your memory weakens. So stay relaxed and confident before staring to write your examination.
17. Divide your time equally for all the questions. Before answering the question paper read it atleast twice. Don’t waste your time on one answer. Don’t write beyond the requirement. See that though the answers are brief they cover entire points.
18. Avoid falling in love at your age. It is quite common but with a little effort, you can avoid such things. There is lot of life further for a better choice. Self control is very essential to develop concentration and to build a bright future.
Perform your duty
Whole-heartedly
Thy not expect the result
Enjoy the work
Just by doing it
And the result is a bonus.
WISH YOU A BRIGHT FUTURE
Sunday, May 29, 2011
I B Tech II sem English Model Paper
ENGLISH - II MODEL QUESTION PAPER FOR SECOND SEMESTER END EXAMINATION JNTU KAKINADA
Answer any FIVE questions
All questions carry equal marks
1. a. Draft an email to your friend advising her on health tips to be taken on a tour she is going on in the near future. 10 marks
To: shaik_NWCE@gmail.com
Cc:
Bcc:
Subject: Health tips to be taken on a tour
Dear Shaik,
I am happy to know that you are going on a tour. First of all I wish you Happy and safe journey. I want you to be healthy during your tour. Here are few tips please take care to follow them carefully.
Please pack your own personal first-aid kit. Carry medicine in your carry-on bags without fail. Be sure to travel with enough medicine for the duration of your tour. Pack a basic first-aid kit that includes: bandages, antiseptic wipes, ace wraps, moleskin (to cover blisters), digital thermometer, non-aspirin pain relievers and anti-diarrhea medicine. Please practice to do regular exercise program before you go on tour.
Buy a large bottle of water before you board in case the beverage service is limited or slow. Avoid drinking soft drinks and stick to water and fruit juices. Skip the coffee and tea, too. Don’t skip breakfast at the hotels. Drink lots of bottled water. Wash your hands before eating. Carry hand sanitizer. Eat fruit whenever it is served to you. Buy fruit only if you can wash or peel it. Pack some dried fruit, especially dried plums .Get enough sleep at night. Always have some plastic bags available just in case anyone feels nauseous.
Once again I wish you happy journey. Hope you will return safe and happy if you follow these tips.
Regards,
Ahmed.
b. Fill in the blanks with appropriate conjunctions 5marks
i Things were different when I was young.
ii I do it because I like it.
iii Let us wait here till the rain stops.
iv You cannot be a lawyer unless you have a law degree.
v That was years and years ago.
2. a. Write a situational dialogue between a Red Cross Volunteer and an earthquake victim. 10 marks
(refer Step By Step text, page123 )
b. Fill in the blanks with appropriate quantifiers –many, more, fewest, much, most 5 marks
There are _many_ people in Poland, more in India, but the most people live in China. The country with the fewest people per square kilometer must be Australia. Much research is conducted on this.
3. a. Due to recent floods in Nellore, some of the families became refugees and were in the care of your voluntary service organization. Write a Report on the situation and the help extended to them. 10 marks
Report of the Voluntary Service Organization on the help extended to Flood Victims
Our Operations unit has immediately started to help the victims of the recent floods. We gave immediate priorities to bring medical care to people with injuries and made sure that food water and shelter are provided to the thousands of people who have no homes to return to.
Several areas in and around Nellore were affected by floods.Mypadu was severely affected due to the flood. The people in the affected area became homeless and some of the people lost their lives. Many of them were affected with water born diseases. Many people were starving for basic requirements like food, clothes and shelter. Media covered this entire scene and telecasted on the televisions. As a result many government organizations and Red Cross organizations came forward and extended a helping hand.
Thousands of local palm thatch homes were swept away by the storm and infrastructure was damaged to a great extent. Power lines were down, roads flooded and communication links were severed in many areas. Many people in the near by areas were evacuated and were provided shelter in safer places. The cyclone shelters built by the Red Cross Organization in Tamil Nadu, Andhra Pradesh and Orissa rescued these people. This saved many lives by preventing people from epidemic diseases.
Our Organization which is Students Volunteer Organization tried to help as many victims as possible. We joined our hands with government officials in helping the victims by shifting them to the safer places first. We tried to interview personally as many people as possible to help them get insurance for their houses. We promised to help them to reconstruct their houses at the earliest.
b. Fill in the blanks with appropriate articles. 5 marks
i He left _____ home without informing anyone.
ii There is __a___ box of sweets on __the___ table
iii Do you need __a___ degree in Economics or _a____ degree in finance to be a better manager?
iv When we arrived, she went straight to ___the__ kitchen and started to prepare ___a__ meal for us.
v He has _a____ cut on his leg and _a____ bruise on __the___ chin.
4. a. Write an essay in about 400- 500 words on “Advantages and disadvantages of Vegetarian and non-vegetarian food”
10 marks
Environmental:
The raising of animals for food is the number one contributor to global warming; it creates more greenhouse gases than all forms of transportation combined.
Health:
Animals in industrial situations are routinely given feed laced with pesticides, to decrease the numbers of insects on their feces- a major problem in factory farms. They are injected with huge amounts of hormones and antibiotics, and these substances can be found in all cuts of meat.
Meat eaters have higher rates of type 2 diabetes, heart disease and colon cancer.
Ethical:
Veal crates, battery cages, gestation crates, slaughterhouse practices...
Food has a major role to play in your fitness. Researchers have repeatedly proved that healthy food is the main key to good health. By healthy food, we mean the food that is nutritious and full of essential vitamins and minerals. Green leafy vegetables and fresh fruits are the best reserves of vital nutrients that safeguard our body against many diseases. Most importantly, water is the most essential requirement of our body. Be sure to drink at least eight to ten glasses of water daily to make yourself plump and soft.
Before moving further, let us get started with some important foods that will not only make you healthy, but will also make you look young and radiant. Beans, pumpkin, oranges, and yoghurt are few of the many vegetarian foods that are sure to give you an endless aura. After all, ravishing beauty is what that comes from within. You can surely enhance your outer looks by expensive make-ups, but what and how you eat reflect the real beauty.
You do not have to get specific foods for specific health ailments. These super foods give a wide coverage for a variety of ailments including diabetes, cancer, hypertension, and cardiovascular diseases. They also help you to keep a check on your weight and make you look beautiful and glowing.
Let us take a look at some other super foods. Animal food is rich in proteins and proteins you all know help in the wear and tear of our body. Fish, eggs, and animal meat keep you in a great shape.
Both diets are healthy if done correctly. And the pros and cons for each are probably similar. Meat is rich in protein, iron, vitamin B1 and niacin. Non-vegetarian food is a good source of excellent protein.
One of the advantages to the vegetarian diet is that it tends to be low in fat and cholesterol. As a result, a vegetarian diet can help you avoid heart problems and even cancer. However, you may also find that you are missing some important vitamins and minerals on a strictly vegetarian diet.
Advantages of vegetarian foods are:
• They are easily chewable, especially for the elderly who have lost their teeth.
• Many elderly feel that vegetarian food is more easily digestible.
• Vegetarian foods are cheaper than non-vegetarian foods.
• Some vegetables can be eaten raw preventing the loss of nutrients while cooking.
• Vegetarian foods do not contain as much fat as non-vegetarian foods.
Vegetarians should take care to include soyabeans, groundnuts, lentils, mushrooms and so on to get a sufficient supply of proteins.
Advantages of Non-Vegetarian foods are:
• Non-vegetarian foods are rich in protein of high biological value and in Vitamin B complex, especially B12 which is not available in plant foods.
• Fish, especially the small varieties are a rich source of calcium.
• Egg-white is good source of protein and easily digested.
The incidence of high BP, Heart disease, Obesity and high cholesterol levels is found to be greater among non-vegetarians. Elders who suffer from these problems should reduce the intake of fleshy foods in their diet. Egg-white and most varieties of fish contain less fat, but are rich in protein, vitamins and minerals.
Vegetarian or non-vegetarian, the decision depends on various factors such as cultural or dietary habits of the family, personal preference, taste and avoidance of certain foods for health reasons. Whatever the case, a well-balanced diet supplying proteins, fats, carbohydrates, vitamins and minerals should be taken.
b. Give the Synonyms of the following 5marks
reduce, essential, conviction, summit, truce
1. Reduce: cut down 2. Essential: absolutely necessary 3.conviction: strong belief 4. Summit: highest point 5. Truce: an agreement between enemies to stop fighting
5. A. What are the factors that are helpful in preparing Power Point Presentation? Prepare a PPT in 6 slides about your favorite sports person. 10 marks
(Refer Step by Step page 179 to 181)
b. Fill in the blanks with appropriate prepositions 5 marks
i His house looks like a temple.
ii How many of the members will join the trip?
iii Don’t lean that ladder against the wall.
iv I don't usually feel tired in the morning.
v Have you heard anything about him yet?
6. a. Discuss in a situational dialogue with your friend the strategies that are helpful in eliminating stress. 10 marks.
Aafreen: Hi , Anusha. I hear your paper has been selected in International Seminar
for presentation. Congratulations!
Anusha: Thanks Aafreen. It really is a great honour, and at the same time, a huge
challenge as well, especially with so many participants coming from all over the world. Frankly, I’m not sure I’ll be able to manage.
Aafreen: Don’t’t worry. If you prepare well you won’t feel nervous.
Anusha: Will you please help me giving some important tips to manage stress.
Aafreen: Why not, sure. First of all you jot the outline of your presentation on a
piece of paper.
Anusha: OK I will do that.
Aafreen: Don’t speak too fast or too slow. If you talk too fast, you risk the audience
not understanding what you are trying to say. If you talk too slow, your
audience might lose interest in what you are saying. Maintain a moderate
pace.
Anusha: Do you think I can manage well?
Aafreen: Be positive. Motivate yourself. Tell yourself things like- ‘I will make a
good presentation.’
Anusha: Ok dear. Thanks a lot. Is there anything else to help me manage my stress.
Aafreen: Last but not the least gather yourself together before presentation. Take a deep breath, and try to be relaxed and calm.
Anusha: Thanks a lot. I hope with these strategies I will definitely manage to do well without any stress.
Aafreen: All the Best. Take care. Bye.
Anusha: Thankx. Bye.
b.Punctuate the given set of sentences. 5 marks
i. did you go to school today
Did you go to School today?
ii. What a beautiful day
What a beautiful day!
iii. I like noodles pizza burger etc
I like noodles, pizza, burger, etc.
iv. This is sureshs pen
This is Suresh’s pen.
v. I dont know your name
I don’t know your name.
7 a. What is the role of team work, motivation and commitment in the life of a sportsman? What is the importance of the above in a job ambience? 10 marks. (Page no 182. Step by Step)
b. Fill in the blanks with appropriate exclamations 5 marks
1. Wow! what a great game.
2. Oh! you came just in time
3. You won the competition. What an achievement!
4. Alas! I lost your pen. Ah! is it true?
8 a. You are the Chairman of NHAI. Write a letter responding to the appeal made by the ministry of road transportation about preventing the disruption of traffic on account of damages to road and bridges during natural disasters. 10marks
(Refer page 112 in Step by Step)
b. Match the words with phrases 5 marks
i. Easily (a) on the middle stump
ii. Stand (b) on the wicket
iii. Applied (c) into my body
iv. Bowl (d) off the pads
v. Depending (e) them to my batting
(1- d ,2- a, 3- e, 4- c, 5- b)
Answer any FIVE questions
All questions carry equal marks
1. a. Draft an email to your friend advising her on health tips to be taken on a tour she is going on in the near future. 10 marks
To: shaik_NWCE@gmail.com
Cc:
Bcc:
Subject: Health tips to be taken on a tour
Dear Shaik,
I am happy to know that you are going on a tour. First of all I wish you Happy and safe journey. I want you to be healthy during your tour. Here are few tips please take care to follow them carefully.
Please pack your own personal first-aid kit. Carry medicine in your carry-on bags without fail. Be sure to travel with enough medicine for the duration of your tour. Pack a basic first-aid kit that includes: bandages, antiseptic wipes, ace wraps, moleskin (to cover blisters), digital thermometer, non-aspirin pain relievers and anti-diarrhea medicine. Please practice to do regular exercise program before you go on tour.
Buy a large bottle of water before you board in case the beverage service is limited or slow. Avoid drinking soft drinks and stick to water and fruit juices. Skip the coffee and tea, too. Don’t skip breakfast at the hotels. Drink lots of bottled water. Wash your hands before eating. Carry hand sanitizer. Eat fruit whenever it is served to you. Buy fruit only if you can wash or peel it. Pack some dried fruit, especially dried plums .Get enough sleep at night. Always have some plastic bags available just in case anyone feels nauseous.
Once again I wish you happy journey. Hope you will return safe and happy if you follow these tips.
Regards,
Ahmed.
b. Fill in the blanks with appropriate conjunctions 5marks
i Things were different when I was young.
ii I do it because I like it.
iii Let us wait here till the rain stops.
iv You cannot be a lawyer unless you have a law degree.
v That was years and years ago.
2. a. Write a situational dialogue between a Red Cross Volunteer and an earthquake victim. 10 marks
(refer Step By Step text, page123 )
b. Fill in the blanks with appropriate quantifiers –many, more, fewest, much, most 5 marks
There are _many_ people in Poland, more in India, but the most people live in China. The country with the fewest people per square kilometer must be Australia. Much research is conducted on this.
3. a. Due to recent floods in Nellore, some of the families became refugees and were in the care of your voluntary service organization. Write a Report on the situation and the help extended to them. 10 marks
Report of the Voluntary Service Organization on the help extended to Flood Victims
Our Operations unit has immediately started to help the victims of the recent floods. We gave immediate priorities to bring medical care to people with injuries and made sure that food water and shelter are provided to the thousands of people who have no homes to return to.
Several areas in and around Nellore were affected by floods.Mypadu was severely affected due to the flood. The people in the affected area became homeless and some of the people lost their lives. Many of them were affected with water born diseases. Many people were starving for basic requirements like food, clothes and shelter. Media covered this entire scene and telecasted on the televisions. As a result many government organizations and Red Cross organizations came forward and extended a helping hand.
Thousands of local palm thatch homes were swept away by the storm and infrastructure was damaged to a great extent. Power lines were down, roads flooded and communication links were severed in many areas. Many people in the near by areas were evacuated and were provided shelter in safer places. The cyclone shelters built by the Red Cross Organization in Tamil Nadu, Andhra Pradesh and Orissa rescued these people. This saved many lives by preventing people from epidemic diseases.
Our Organization which is Students Volunteer Organization tried to help as many victims as possible. We joined our hands with government officials in helping the victims by shifting them to the safer places first. We tried to interview personally as many people as possible to help them get insurance for their houses. We promised to help them to reconstruct their houses at the earliest.
b. Fill in the blanks with appropriate articles. 5 marks
i He left _____ home without informing anyone.
ii There is __a___ box of sweets on __the___ table
iii Do you need __a___ degree in Economics or _a____ degree in finance to be a better manager?
iv When we arrived, she went straight to ___the__ kitchen and started to prepare ___a__ meal for us.
v He has _a____ cut on his leg and _a____ bruise on __the___ chin.
4. a. Write an essay in about 400- 500 words on “Advantages and disadvantages of Vegetarian and non-vegetarian food”
10 marks
Environmental:
The raising of animals for food is the number one contributor to global warming; it creates more greenhouse gases than all forms of transportation combined.
Health:
Animals in industrial situations are routinely given feed laced with pesticides, to decrease the numbers of insects on their feces- a major problem in factory farms. They are injected with huge amounts of hormones and antibiotics, and these substances can be found in all cuts of meat.
Meat eaters have higher rates of type 2 diabetes, heart disease and colon cancer.
Ethical:
Veal crates, battery cages, gestation crates, slaughterhouse practices...
Food has a major role to play in your fitness. Researchers have repeatedly proved that healthy food is the main key to good health. By healthy food, we mean the food that is nutritious and full of essential vitamins and minerals. Green leafy vegetables and fresh fruits are the best reserves of vital nutrients that safeguard our body against many diseases. Most importantly, water is the most essential requirement of our body. Be sure to drink at least eight to ten glasses of water daily to make yourself plump and soft.
Before moving further, let us get started with some important foods that will not only make you healthy, but will also make you look young and radiant. Beans, pumpkin, oranges, and yoghurt are few of the many vegetarian foods that are sure to give you an endless aura. After all, ravishing beauty is what that comes from within. You can surely enhance your outer looks by expensive make-ups, but what and how you eat reflect the real beauty.
You do not have to get specific foods for specific health ailments. These super foods give a wide coverage for a variety of ailments including diabetes, cancer, hypertension, and cardiovascular diseases. They also help you to keep a check on your weight and make you look beautiful and glowing.
Let us take a look at some other super foods. Animal food is rich in proteins and proteins you all know help in the wear and tear of our body. Fish, eggs, and animal meat keep you in a great shape.
Both diets are healthy if done correctly. And the pros and cons for each are probably similar. Meat is rich in protein, iron, vitamin B1 and niacin. Non-vegetarian food is a good source of excellent protein.
One of the advantages to the vegetarian diet is that it tends to be low in fat and cholesterol. As a result, a vegetarian diet can help you avoid heart problems and even cancer. However, you may also find that you are missing some important vitamins and minerals on a strictly vegetarian diet.
Advantages of vegetarian foods are:
• They are easily chewable, especially for the elderly who have lost their teeth.
• Many elderly feel that vegetarian food is more easily digestible.
• Vegetarian foods are cheaper than non-vegetarian foods.
• Some vegetables can be eaten raw preventing the loss of nutrients while cooking.
• Vegetarian foods do not contain as much fat as non-vegetarian foods.
Vegetarians should take care to include soyabeans, groundnuts, lentils, mushrooms and so on to get a sufficient supply of proteins.
Advantages of Non-Vegetarian foods are:
• Non-vegetarian foods are rich in protein of high biological value and in Vitamin B complex, especially B12 which is not available in plant foods.
• Fish, especially the small varieties are a rich source of calcium.
• Egg-white is good source of protein and easily digested.
The incidence of high BP, Heart disease, Obesity and high cholesterol levels is found to be greater among non-vegetarians. Elders who suffer from these problems should reduce the intake of fleshy foods in their diet. Egg-white and most varieties of fish contain less fat, but are rich in protein, vitamins and minerals.
Vegetarian or non-vegetarian, the decision depends on various factors such as cultural or dietary habits of the family, personal preference, taste and avoidance of certain foods for health reasons. Whatever the case, a well-balanced diet supplying proteins, fats, carbohydrates, vitamins and minerals should be taken.
b. Give the Synonyms of the following 5marks
reduce, essential, conviction, summit, truce
1. Reduce: cut down 2. Essential: absolutely necessary 3.conviction: strong belief 4. Summit: highest point 5. Truce: an agreement between enemies to stop fighting
5. A. What are the factors that are helpful in preparing Power Point Presentation? Prepare a PPT in 6 slides about your favorite sports person. 10 marks
(Refer Step by Step page 179 to 181)
b. Fill in the blanks with appropriate prepositions 5 marks
i His house looks like a temple.
ii How many of the members will join the trip?
iii Don’t lean that ladder against the wall.
iv I don't usually feel tired in the morning.
v Have you heard anything about him yet?
6. a. Discuss in a situational dialogue with your friend the strategies that are helpful in eliminating stress. 10 marks.
Aafreen: Hi , Anusha. I hear your paper has been selected in International Seminar
for presentation. Congratulations!
Anusha: Thanks Aafreen. It really is a great honour, and at the same time, a huge
challenge as well, especially with so many participants coming from all over the world. Frankly, I’m not sure I’ll be able to manage.
Aafreen: Don’t’t worry. If you prepare well you won’t feel nervous.
Anusha: Will you please help me giving some important tips to manage stress.
Aafreen: Why not, sure. First of all you jot the outline of your presentation on a
piece of paper.
Anusha: OK I will do that.
Aafreen: Don’t speak too fast or too slow. If you talk too fast, you risk the audience
not understanding what you are trying to say. If you talk too slow, your
audience might lose interest in what you are saying. Maintain a moderate
pace.
Anusha: Do you think I can manage well?
Aafreen: Be positive. Motivate yourself. Tell yourself things like- ‘I will make a
good presentation.’
Anusha: Ok dear. Thanks a lot. Is there anything else to help me manage my stress.
Aafreen: Last but not the least gather yourself together before presentation. Take a deep breath, and try to be relaxed and calm.
Anusha: Thanks a lot. I hope with these strategies I will definitely manage to do well without any stress.
Aafreen: All the Best. Take care. Bye.
Anusha: Thankx. Bye.
b.Punctuate the given set of sentences. 5 marks
i. did you go to school today
Did you go to School today?
ii. What a beautiful day
What a beautiful day!
iii. I like noodles pizza burger etc
I like noodles, pizza, burger, etc.
iv. This is sureshs pen
This is Suresh’s pen.
v. I dont know your name
I don’t know your name.
7 a. What is the role of team work, motivation and commitment in the life of a sportsman? What is the importance of the above in a job ambience? 10 marks. (Page no 182. Step by Step)
b. Fill in the blanks with appropriate exclamations 5 marks
1. Wow! what a great game.
2. Oh! you came just in time
3. You won the competition. What an achievement!
4. Alas! I lost your pen. Ah! is it true?
8 a. You are the Chairman of NHAI. Write a letter responding to the appeal made by the ministry of road transportation about preventing the disruption of traffic on account of damages to road and bridges during natural disasters. 10marks
(Refer page 112 in Step by Step)
b. Match the words with phrases 5 marks
i. Easily (a) on the middle stump
ii. Stand (b) on the wicket
iii. Applied (c) into my body
iv. Bowl (d) off the pads
v. Depending (e) them to my batting
(1- d ,2- a, 3- e, 4- c, 5- b)
Monday, May 23, 2011
5th Chapter notes
STEP BY STEP(ENGLISH TEXT ) UNIT- 5 ANSWERS FOR 1ST. B.TECH SECOND SEMESTER JNTU KAKINADA
I. VOCABULARY
1. Altruistic = (syn) unselfish, humane, selfless, philanthropic,
noble, self-sacrificing (ant) selfish
2. Amenable = (syn) agreeable, open, acquiescent, willing,
docile, responsive, pliable,
cooperative, flexible(Ant) stubborn
3. Cardiovascular = circulatory, cardiac, vascular, heart, blood.
4. Carrier = (syn) transporter,hauler,delivery service,
carter,shipper,mover,exporter,importer agent,
transferor.
5. . Demonstrate = explain,display, operate, instruct,
show off, put something through its
paces prove, validate,make plain,
protest, March, rally, lobby, support,
6. chronic = long-lasting, lingering, continuing, enduring,
lasting, prolonged, protracted
habitual, persistent, ingrained,
compulsive, inveterate, established,
confirmed, long-standing (Ant) fleeting, occasional
7. Desirable = wanted, needed, necessary,
required, looked for, desired, anticipated,
appropriate, suitable, right, advantageous
pleasing, enviable, pleasant, popular, sought after
8. . Elevated = raised, raised up, high, higher
preeminent, eminent, prominent, high,
grand, lofty, superior (Ant)lowly
9. Elimination = removal, abolition, exclusion, rejection,
eradication, dismissal (Ant) preservation
10. Endemic = widespread, prevalent, rife, rampant,
pervasive, common (Ant) rare
11. . err = go wrong, blunder, slip up, go astray,
stumble, get something wrong.
12. Fetish = talisman, charm, idol, image,
totem, amulet
obsession, fixation, mania, craze,
engrossment, thing, preoccupation, passion (Ant) Aversion
13. Initiate = start, introduce, originate, begin,
kick off, open, commence, set off,
instigate, pledge, new member, recruit, freshman,
inductee,newcomer, pledge
(Ant) master, finish, expel.
14. intensification = strengthening, increase, escalation, spiraling,
amplification, strengthening,
magnification,growth, amplification, rise
augmentation, extension, increase,
enlargement (Ant) Reduction
15. Monopoly = control, domination, cartel, trust, corner.
16.. Morsel = scrap, crumb, bit, piece, fragment,
speck, ort, tidbit. (Ant) chunk
17.Palate = sense of taste, taste.
18.premature = early, untimely, hasty, rash, precipitate,
impulsive, previous (Ant) Over due
19. Recommend = suggest, advocate, propose, counsel,
advise, urge, endorse, commend,
vouch for, mention, put in a good word for,
acclaim, applaud, praise.
(Ant) oppose, criticize
20.reservoir = tank, pool, basin, lake, artificial lake.
21.responsive = receptive, open, approachable, reactive,
quick to respond, alert (Ant) sluggish
22.sparingly = frugally, parsimoniously, thriftily,
economically, carefully, cautiously, thinly, in
moderation, on a shoestring, meanly
scantily, meagerly, sparsely, insufficiently,
thinly, inadequately (Ant) generously plentifully
23.staunch = stop, stem, halt, check, hold back, curb,
curtail, hinder, restrict,
loyal, faithful, steadfast, reliable,
dependable, constant,
firm, devoted, unfaltering, unwavering,
resolute, committed, stalwart. (Ant) wavering.
24. Strategy = plan, scheme, policy, approach,
tactic, line of attack, stratagem
25. temptation = lure, enticement, attraction, offer, invitation,
pull, inducement, turn-on
desire, craving, urge, impulse,
compulsion, appetite, wish, longing
persuasion, coaxing, inducement, enticement,
invitation, attraction (Ant) repulsion
26.Transmission = broadcast, show, program spread,
communication, diffusion, conduction
CONJUNCTIONS
A conjunction is a word used to join
words or groups of words in a sentence.
And show how it relates to each other.
There are three types of conjunctions.
1. Coordinate Conjunctions:
Are used to join two similar grammatical units, for instance,
two words, two phrases or two clauses.
Ex: and, but, or, nor, yet and for. (for only can link clauses)
i. My friend and I will go to the park.
ii. We were tired but very happy.
iii. We will go or choose for something else
2. Correlative conjunctions are used in pairs, in order to show the
relationship between the ideas
expressed in different parts of a sentence.
Ex: both … and, either…or and neither …nor,
whether … or, rather … than ,
not only .. but also, etc.,
i. I would rather be poor than sick.
ii. I don’t mind whether Bhanu is rich or poor.
iii. Ankitha is both intelligent and blond.
3. Subordinating Conjunctions: Introduce subordinate clauses.
Subordinate conjunctions serve as a link between
a Main clause and a clause dependent on it.
Ex: that, because, if, what, whatever, which, who,
whom, though, although, while, when, where,
how, wherever, why, so, in order that, as if until etc.,
i. Balu came because I called him.
ii. I am surprised that he got married.
iii. Wherever you go I will follow you.
Conjunctions - function in a sentence:
TIME: after, after which, and , as , as long as, as soon as,
at which (point), before, by the time, hardly*,
no sooner*, now (that), once, since, the moment,
then, till, until, when, whenever, whereupon, while.
RESULT: and, and so, else, or else, otherwise, so, so that.
CONTRAST/ CONCESSION, ALTERNATIVES: although,
apart from, but, despite, even if, even though, except
that, in spite of, or , much as, nor, not that, though,
where as , while, whilst, yet.
REASON: as, as a result of , because,
because of, considering, due to, for, give that,
in case, in view of the fact, that, just in case,
on account of , seeing as/that, since.
PURPOSE: in case, in order that, in order to,
so, so as to, so that, to,
CONDITIONAL: as long as, even if, if,
one condition that, provided (that), providing (that),
so long as, unless, whether …or.
MANNER: as, as if, as though, in a way,
in the way, just as, like, much as, the way
ADDITION: and, as well as, besides,
besides which, in addition to, not only*
GIVING EXAMPLS: for instance,
for example, in particular.
*Inversion – verb and subject are inverted after these words.
LIST OF SUBORDINATE CONJUNCTIONS
AS:- because/ when
Ex: As he is my friend, I will help him.
We watched as the plane took off.
AFTER: later in time
Ex: After the train left, we went home.
ALTHOUGH / THOUGH: in spite of the fact that
Ex: Although it was late, we did not feel tired.
BEFORE: earlier than
Ex: I arrived before the stores were open.
BECAUSE: for the reason that
Ex: We had to wait, because we arrived early.
FOR: for, because
Ex: He is happy, for he enjoys his work.
IF: on condition that
Ex: If she is here, we will see her
PROVIDING, PROVIDED: on condition that
Ex: All will be well, providing you are careful.
SINCE: from a past time
As, because
Ex: I have been here since the sun rose.
Since you are here, you can help me.
SO or SO THAT: consequently, in order that
Ex: It was raining, so we did not go out.
I am saving money so I can buy a cycle.
SUPPOSING: if
Supposing that happens, what will you do?
THAN: used in comparisons
Ex: He is taller than you are.
UNLESS: except when, if not
Ex: Unless he helps us, we cannot succeed.
UNTIL or TILL: up to the time when
Ex: I will wait until I here from you.
WHEREAS : because, on the other hand
Ex: Whereas this is a public building, it is open to everyone.
He is short, whereas you are tall.
WHETHER : if
Ex: I do not know whether she was invited.
WHILE: at the time when, on the other hand, although
Ex: While it was snowing, we played cards.
He is rich, while his friend is poor.
While I am not an expert, I will do my best.
PAGE : 136
EXERCISE : 1
1. Gandhi discovered to overcome from diseases should be a vegetarian sparingly.
A man should keep this as a moral basis.
2. Those who are unable to keep themselves to
a vegetarian diet over a sustained period of time.
3. Because of Vegetarians' fetishism.They are unable to
control to avoid high protean food/ diet like lentil,
beens, haricot and cheese etc.,
EXERCISE II
1. Up to some extend it is good, but not always and for all
2. Yes, vegetarianism is good for staying healthy, when we take sparingly.
EXERCISE III
1. Yes, Health is not a monopoly of vegetarians, if they avoid to take sparingly.
2. Yes, when the things are delicious we don't mind taking a morsel. it leads to fall ill.
PAGE; 138
EXERCISE : I
1. CHICKEN 2. PALATE
EXERCISE : II
1. FAITHFUL 2. SELFLESS 3. EXCLUSIVE POSSESSION
4. A TENDENCY TO INDULGE IN EATING
5. THE SENSE OF TASTE
PAGE : 142
EXERCISE : II
1. (C) 2. (E) 3. (D) 4. (A) 5. (B)
Comprehension Check
Exercise I
1. A. Desirable body fat percentage in women 23%
and above 19% in men.
2. A. High-density lipoprotein
3. A. By keeping physical fitness.
Exercise II
According to me for physical fitness
we have to take 1. Swimming daily half an hour or 2.
twenty minutes briskly walk in the morning. and 3. at least
twenty minutes yoga is good for keep our boy fit for everyone.and also
take sufficient nutritious food with regular intervals. And follow "Early to rise and Early to bed."
Exercise III
I think every college student has to take right step at this stage
ie.,daily they have to take physical exercise at least twenty minutes, and take much water,and proper sleep (7hr - 8hr) is essential.
so they can avoid chronic disease risk.
PAGE : 144 : EXERCISE : I
1. Cardiovascular 2. premature 3. correlated
EXERCISE : II
1. Heart 2 Biological state 3. Biochemical processes
EXERCISE : II
bio-marker metabolic premature recommend
biodiversity metaphysics predestined reactivate
bio-data meta-fiction premeditation reelect
bio-diesel metamorphic preoccupation remarry
PAGE : 145
Word Search
1. Amenable 2. Correlate 3. Err 4. Bio-markers
5. carrier 6. chronic 7. elevate
8. endemic 9. eradication 10. focal
11. initiate 12. premature 13. staunch 14. strategy
15. transmission
PAGE : 146
Forming Word
1. Monopoly 2. Morsel 3. Desirable 4. Elimination
PREPOSITIONS
What is a preposition?
A preposition is a word used to show a relationship between a noun or pronoun and some other word in the sentence.
It can specify place, direction, and time.
Examples:
The cat is under the cot. (under shows the relationship between cat and cot)
What is aP prepositional phrase?
A prepositional phrase consists of a preposition, its object, and any modifiers of the object.
What is the object of the preposition?
The object of the preposition is the noun or pronoun following the preposition.
Examples:
People communicate in many ways. (The preposition is in, the object of the preposition is ways, and the prepositional phrase is in many ways.)
Prepositions vs. Adverbs
Sometimes the same word can be used as a preposition or as an adverb. If there is no object, the word is an adverb.
Adverb: Come along. (no object)
Preposition: The messages travel along the telephone wire. (wire is the object)
Prepositions convey the following relationships: agency (by); comparison (like, as . . . as); direction (to, toward, through); place (at, by, on); possession (of); purpose (for); source (from, out of); and time (at, before, on). See "Observations," below.
Kinds Of Prepositions
There are three general types of prepositions, each one indicating relationships with regard to either time, place or direction. Time prepositions include such words as “after”,”until” and “during”; place prepositions, on the other hand, consist of location related terms such as “around”, in the corner” and “between”; direction prepositions, meanwhile, show where a subject is headed, such as “under”, “left” and “towards”.
Prepositions of Time: at, on, and in
We use at to designate specific times.
The train is due at 12:15 p.m.
We use on to designate days and dates.
My brother is coming on Monday.
We're having a party on the Fourth of June.
We use in for nonspecific times during a day, a month, a season, or a year.
Bindu likes to jog in the morning.
It's too cold in winter to run outside.
Sundari started the job in 1971.
He's going to quit in August
NOTE: We do not use In, On and At before these words (Next, Last, Every, Today, Tomorrow, Still, Each, Some, Any and One).
Prepositions of Place: at, on, and in
We use at for specific addresses.
Balu English lives at Main Road in Guntur.
We use on to designate names of streets, avenues, etc.
Her house is on Clock Tower Road.
And we use in for the names of land-areas (towns, counties, states, countries, and continents).
She lives in Delhi.
Dohni is in Jarkhand state.
India is in Asia.
PAGE : 147
Exercise I
1. of 2.in, to 3.with 4.into 5.for 6. at 7.by 8. below 9. under 10. before
Exercise II
1. instead of 2. on behalf of 3. as of now
Exercise V
1. in, from, to , onto
PAGE : 150
Exercise I
1. Because, coordinating conjunction 2. Yet, sub-ordinate conjunction
3. Until, sub-ordinate conjunction 4. but, coordinating conjunction
5. and, coordinating conjunction 6. unless, sub-ordinating conjunction
7. While, sub-ordinate conjunction 8. Before, sub-ordinating conjunction
Exercise II
1.so 2.because 3. if 4. since 5. though
PAGE : 152
Exercise II
1. Ah! 2. Alas! 3. Yuk! 4.Wow! 5. Ooh! 6. Hi! 7.Ouch! 8.hey!
Exercise III
1. Hush! 2. Oh my god! 3. Help ! 4. what an achievement!
5. I really don't believe this!
I. VOCABULARY
1. Altruistic = (syn) unselfish, humane, selfless, philanthropic,
noble, self-sacrificing (ant) selfish
2. Amenable = (syn) agreeable, open, acquiescent, willing,
docile, responsive, pliable,
cooperative, flexible(Ant) stubborn
3. Cardiovascular = circulatory, cardiac, vascular, heart, blood.
4. Carrier = (syn) transporter,hauler,delivery service,
carter,shipper,mover,exporter,importer agent,
transferor.
5. . Demonstrate = explain,display, operate, instruct,
show off, put something through its
paces prove, validate,make plain,
protest, March, rally, lobby, support,
6. chronic = long-lasting, lingering, continuing, enduring,
lasting, prolonged, protracted
habitual, persistent, ingrained,
compulsive, inveterate, established,
confirmed, long-standing (Ant) fleeting, occasional
7. Desirable = wanted, needed, necessary,
required, looked for, desired, anticipated,
appropriate, suitable, right, advantageous
pleasing, enviable, pleasant, popular, sought after
8. . Elevated = raised, raised up, high, higher
preeminent, eminent, prominent, high,
grand, lofty, superior (Ant)lowly
9. Elimination = removal, abolition, exclusion, rejection,
eradication, dismissal (Ant) preservation
10. Endemic = widespread, prevalent, rife, rampant,
pervasive, common (Ant) rare
11. . err = go wrong, blunder, slip up, go astray,
stumble, get something wrong.
12. Fetish = talisman, charm, idol, image,
totem, amulet
obsession, fixation, mania, craze,
engrossment, thing, preoccupation, passion (Ant) Aversion
13. Initiate = start, introduce, originate, begin,
kick off, open, commence, set off,
instigate, pledge, new member, recruit, freshman,
inductee,newcomer, pledge
(Ant) master, finish, expel.
14. intensification = strengthening, increase, escalation, spiraling,
amplification, strengthening,
magnification,growth, amplification, rise
augmentation, extension, increase,
enlargement (Ant) Reduction
15. Monopoly = control, domination, cartel, trust, corner.
16.. Morsel = scrap, crumb, bit, piece, fragment,
speck, ort, tidbit. (Ant) chunk
17.Palate = sense of taste, taste.
18.premature = early, untimely, hasty, rash, precipitate,
impulsive, previous (Ant) Over due
19. Recommend = suggest, advocate, propose, counsel,
advise, urge, endorse, commend,
vouch for, mention, put in a good word for,
acclaim, applaud, praise.
(Ant) oppose, criticize
20.reservoir = tank, pool, basin, lake, artificial lake.
21.responsive = receptive, open, approachable, reactive,
quick to respond, alert (Ant) sluggish
22.sparingly = frugally, parsimoniously, thriftily,
economically, carefully, cautiously, thinly, in
moderation, on a shoestring, meanly
scantily, meagerly, sparsely, insufficiently,
thinly, inadequately (Ant) generously plentifully
23.staunch = stop, stem, halt, check, hold back, curb,
curtail, hinder, restrict,
loyal, faithful, steadfast, reliable,
dependable, constant,
firm, devoted, unfaltering, unwavering,
resolute, committed, stalwart. (Ant) wavering.
24. Strategy = plan, scheme, policy, approach,
tactic, line of attack, stratagem
25. temptation = lure, enticement, attraction, offer, invitation,
pull, inducement, turn-on
desire, craving, urge, impulse,
compulsion, appetite, wish, longing
persuasion, coaxing, inducement, enticement,
invitation, attraction (Ant) repulsion
26.Transmission = broadcast, show, program spread,
communication, diffusion, conduction
CONJUNCTIONS
A conjunction is a word used to join
words or groups of words in a sentence.
And show how it relates to each other.
There are three types of conjunctions.
1. Coordinate Conjunctions:
Are used to join two similar grammatical units, for instance,
two words, two phrases or two clauses.
Ex: and, but, or, nor, yet and for. (for only can link clauses)
i. My friend and I will go to the park.
ii. We were tired but very happy.
iii. We will go or choose for something else
2. Correlative conjunctions are used in pairs, in order to show the
relationship between the ideas
expressed in different parts of a sentence.
Ex: both … and, either…or and neither …nor,
whether … or, rather … than ,
not only .. but also, etc.,
i. I would rather be poor than sick.
ii. I don’t mind whether Bhanu is rich or poor.
iii. Ankitha is both intelligent and blond.
3. Subordinating Conjunctions: Introduce subordinate clauses.
Subordinate conjunctions serve as a link between
a Main clause and a clause dependent on it.
Ex: that, because, if, what, whatever, which, who,
whom, though, although, while, when, where,
how, wherever, why, so, in order that, as if until etc.,
i. Balu came because I called him.
ii. I am surprised that he got married.
iii. Wherever you go I will follow you.
Conjunctions - function in a sentence:
TIME: after, after which, and , as , as long as, as soon as,
at which (point), before, by the time, hardly*,
no sooner*, now (that), once, since, the moment,
then, till, until, when, whenever, whereupon, while.
RESULT: and, and so, else, or else, otherwise, so, so that.
CONTRAST/ CONCESSION, ALTERNATIVES: although,
apart from, but, despite, even if, even though, except
that, in spite of, or , much as, nor, not that, though,
where as , while, whilst, yet.
REASON: as, as a result of , because,
because of, considering, due to, for, give that,
in case, in view of the fact, that, just in case,
on account of , seeing as/that, since.
PURPOSE: in case, in order that, in order to,
so, so as to, so that, to,
CONDITIONAL: as long as, even if, if,
one condition that, provided (that), providing (that),
so long as, unless, whether …or.
MANNER: as, as if, as though, in a way,
in the way, just as, like, much as, the way
ADDITION: and, as well as, besides,
besides which, in addition to, not only*
GIVING EXAMPLS: for instance,
for example, in particular.
*Inversion – verb and subject are inverted after these words.
LIST OF SUBORDINATE CONJUNCTIONS
AS:- because/ when
Ex: As he is my friend, I will help him.
We watched as the plane took off.
AFTER: later in time
Ex: After the train left, we went home.
ALTHOUGH / THOUGH: in spite of the fact that
Ex: Although it was late, we did not feel tired.
BEFORE: earlier than
Ex: I arrived before the stores were open.
BECAUSE: for the reason that
Ex: We had to wait, because we arrived early.
FOR: for, because
Ex: He is happy, for he enjoys his work.
IF: on condition that
Ex: If she is here, we will see her
PROVIDING, PROVIDED: on condition that
Ex: All will be well, providing you are careful.
SINCE: from a past time
As, because
Ex: I have been here since the sun rose.
Since you are here, you can help me.
SO or SO THAT: consequently, in order that
Ex: It was raining, so we did not go out.
I am saving money so I can buy a cycle.
SUPPOSING: if
Supposing that happens, what will you do?
THAN: used in comparisons
Ex: He is taller than you are.
UNLESS: except when, if not
Ex: Unless he helps us, we cannot succeed.
UNTIL or TILL: up to the time when
Ex: I will wait until I here from you.
WHEREAS : because, on the other hand
Ex: Whereas this is a public building, it is open to everyone.
He is short, whereas you are tall.
WHETHER : if
Ex: I do not know whether she was invited.
WHILE: at the time when, on the other hand, although
Ex: While it was snowing, we played cards.
He is rich, while his friend is poor.
While I am not an expert, I will do my best.
PAGE : 136
EXERCISE : 1
1. Gandhi discovered to overcome from diseases should be a vegetarian sparingly.
A man should keep this as a moral basis.
2. Those who are unable to keep themselves to
a vegetarian diet over a sustained period of time.
3. Because of Vegetarians' fetishism.They are unable to
control to avoid high protean food/ diet like lentil,
beens, haricot and cheese etc.,
EXERCISE II
1. Up to some extend it is good, but not always and for all
2. Yes, vegetarianism is good for staying healthy, when we take sparingly.
EXERCISE III
1. Yes, Health is not a monopoly of vegetarians, if they avoid to take sparingly.
2. Yes, when the things are delicious we don't mind taking a morsel. it leads to fall ill.
PAGE; 138
EXERCISE : I
1. CHICKEN 2. PALATE
EXERCISE : II
1. FAITHFUL 2. SELFLESS 3. EXCLUSIVE POSSESSION
4. A TENDENCY TO INDULGE IN EATING
5. THE SENSE OF TASTE
PAGE : 142
EXERCISE : II
1. (C) 2. (E) 3. (D) 4. (A) 5. (B)
Comprehension Check
Exercise I
1. A. Desirable body fat percentage in women 23%
and above 19% in men.
2. A. High-density lipoprotein
3. A. By keeping physical fitness.
Exercise II
According to me for physical fitness
we have to take 1. Swimming daily half an hour or 2.
twenty minutes briskly walk in the morning. and 3. at least
twenty minutes yoga is good for keep our boy fit for everyone.and also
take sufficient nutritious food with regular intervals. And follow "Early to rise and Early to bed."
Exercise III
I think every college student has to take right step at this stage
ie.,daily they have to take physical exercise at least twenty minutes, and take much water,and proper sleep (7hr - 8hr) is essential.
so they can avoid chronic disease risk.
PAGE : 144 : EXERCISE : I
1. Cardiovascular 2. premature 3. correlated
EXERCISE : II
1. Heart 2 Biological state 3. Biochemical processes
EXERCISE : II
bio-marker metabolic premature recommend
biodiversity metaphysics predestined reactivate
bio-data meta-fiction premeditation reelect
bio-diesel metamorphic preoccupation remarry
PAGE : 145
Word Search
1. Amenable 2. Correlate 3. Err 4. Bio-markers
5. carrier 6. chronic 7. elevate
8. endemic 9. eradication 10. focal
11. initiate 12. premature 13. staunch 14. strategy
15. transmission
PAGE : 146
Forming Word
1. Monopoly 2. Morsel 3. Desirable 4. Elimination
PREPOSITIONS
What is a preposition?
A preposition is a word used to show a relationship between a noun or pronoun and some other word in the sentence.
It can specify place, direction, and time.
Examples:
The cat is under the cot. (under shows the relationship between cat and cot)
What is aP prepositional phrase?
A prepositional phrase consists of a preposition, its object, and any modifiers of the object.
What is the object of the preposition?
The object of the preposition is the noun or pronoun following the preposition.
Examples:
People communicate in many ways. (The preposition is in, the object of the preposition is ways, and the prepositional phrase is in many ways.)
Prepositions vs. Adverbs
Sometimes the same word can be used as a preposition or as an adverb. If there is no object, the word is an adverb.
Adverb: Come along. (no object)
Preposition: The messages travel along the telephone wire. (wire is the object)
Prepositions convey the following relationships: agency (by); comparison (like, as . . . as); direction (to, toward, through); place (at, by, on); possession (of); purpose (for); source (from, out of); and time (at, before, on). See "Observations," below.
Kinds Of Prepositions
There are three general types of prepositions, each one indicating relationships with regard to either time, place or direction. Time prepositions include such words as “after”,”until” and “during”; place prepositions, on the other hand, consist of location related terms such as “around”, in the corner” and “between”; direction prepositions, meanwhile, show where a subject is headed, such as “under”, “left” and “towards”.
Prepositions of Time: at, on, and in
We use at to designate specific times.
The train is due at 12:15 p.m.
We use on to designate days and dates.
My brother is coming on Monday.
We're having a party on the Fourth of June.
We use in for nonspecific times during a day, a month, a season, or a year.
Bindu likes to jog in the morning.
It's too cold in winter to run outside.
Sundari started the job in 1971.
He's going to quit in August
NOTE: We do not use In, On and At before these words (Next, Last, Every, Today, Tomorrow, Still, Each, Some, Any and One).
Prepositions of Place: at, on, and in
We use at for specific addresses.
Balu English lives at Main Road in Guntur.
We use on to designate names of streets, avenues, etc.
Her house is on Clock Tower Road.
And we use in for the names of land-areas (towns, counties, states, countries, and continents).
She lives in Delhi.
Dohni is in Jarkhand state.
India is in Asia.
PAGE : 147
Exercise I
1. of 2.in, to 3.with 4.into 5.for 6. at 7.by 8. below 9. under 10. before
Exercise II
1. instead of 2. on behalf of 3. as of now
Exercise V
1. in, from, to , onto
PAGE : 150
Exercise I
1. Because, coordinating conjunction 2. Yet, sub-ordinate conjunction
3. Until, sub-ordinate conjunction 4. but, coordinating conjunction
5. and, coordinating conjunction 6. unless, sub-ordinating conjunction
7. While, sub-ordinate conjunction 8. Before, sub-ordinating conjunction
Exercise II
1.so 2.because 3. if 4. since 5. though
PAGE : 152
Exercise II
1. Ah! 2. Alas! 3. Yuk! 4.Wow! 5. Ooh! 6. Hi! 7.Ouch! 8.hey!
Exercise III
1. Hush! 2. Oh my god! 3. Help ! 4. what an achievement!
5. I really don't believe this!
Friday, April 8, 2011
Ist B Tech II Sem material
STEP BY STEP(ENGLISH TEXT ) ANSWERS FOR 1ST. B.TECH SECOND SEMESTER JNTU KAKINADA
Articles a, an, the
HOW TO PRONOUNCE "THE"
There are two ways to pronounce "the". One "thuh" and the other "thee".
Strong pronunciation / / "thee". Sounds like "thee", rhymes with pea, fee, me.
Weak pronunciation Sounds like / / "thuh", rhymes with the "mo" and "ther" in "mother".
We use the weak pronunciation with words that start with a consonant or words that begin with a vowel, but are pronounced as if they begin with a consonant. One example is the word 'university'. It starts with a /j/ sound, which is a consonant. So we say, 'the university'. Another example is the word 'one' – 'the one that most learners will know'.
For example:-
'the sound' 'the word' 'the number' 'the university' 'the one'
We use the strong pronunciation with words that start with a vowel or sound as if they do.
For example:-
"the apple" "the end" "the hour" 'the ice'
We also use the strong 'the' when we want to stress the word, regardless of whether it begins with a vowel or a consonant.
For example:-
"I spoke to Kevin Costner the other day."
"Not the Kevin Costner! The one who starred in Robin Hood?"
"No, the one who works in the chip shop."
General Points:
1. A noun may be a person, a place, an object, an activity, an idea or emotion, or a quality. A noun may be concrete (physical or tangible) or abstract (nonphysical or intangible). Both concrete and abstract nouns can be classified into two types: count and non-count nouns.
2. Count nouns are nouns that may be counted (cars, benches, babies, etc.). They have both singular and plural forms. Most count nouns are concrete; however, some are abstract. Example: Experience is a good teacher. She had many good experiences while on her trip to Hyderabad. Non-count nouns are usually mass nouns (butter, oil, water, air) or abstract nouns (honesty, love) that we don’t usually count. Non-count nouns are always singular.
Indefinite Articles [A & An] (only one ) 1
A or an is used before a singular count noun. The indefinite article may mean one, or it may mean an unspecified person or thing. A singular count noun always takes an article or an adjective. A or an is not used with a non-count noun or with a plural count noun. A is used before a singular (1) count noun that begins with a consonant sound. An is used before a singular (1) count noun that begins with a vowel sound. Examples: a sailor, a house, a European, an island, an hour.
The Definite Article
The is used before a singular or plural count noun when that noun is specifically identified or its identity is already understood. Example: They bought a boat, but the boat sank. The is often used when a noun is identified by a prepositional phrase or an adjective clause. If the noun is used in a more general way, i.e., no specific noun is referred to, the is not used. Articles are not normally used with non-count nouns. However, non-count nouns, like count nouns, may be preceded by the when the noun is specifically identified. Example: Pepper was an important spice to Europeans. The pepper from India was treasured.
A. Fill in the gaps with a, an, the or Ø article.
1. “Where do you live?” “I live in _____ flat near LIC Office. Its _____ nice flat, but _____ rooms are too small. I like _____ big rooms, you know…” “I also live in _____ flat. It’s in _____ Grey Street.”
2. “When we got home, _____ show had already started. We missed _____ beginning.”
3. “Balu has got _____ new mobile phone. His Girl friend bought _____ mobile phone yesterday.”
4. “My mother is _____ journalist and my father is _____ engineer.”
5. “I’ve never been to ____ zoo in Hyderabad, so I have never seen _____ elephant.”
6. _____ Vasco da Gama Bridge across _____ River Tagus is ____ longest bridge in _____ Europe.
7. Hi! We’re making _____ survey for _____ class project. Many people think that _____ British eat
8. _____ huge cooked breakfast every morning. Is that true?
9. My father is _________ honest man.
10. He is very rich, still he drives _______ old car.
11. There is ________ lake in the park near my house.
12. Would you like ______ cold drink?
13. It was ________ hour-long ordeal.
14. I am reading _______ excellent book. It is about ______ scientist.
15. Who needs _________ umbrella when it rains? Its ______ delight to get wet.
16. _______ one-eyed man is not eligible to get _______ driving license.
17. Of all the shopping you have done, I see only this book as ______ useful thing.
18. Dan is ________ European settled in India.
B. Choose the correct article in each sentence:
1. Mr Prudhive is (a, an) businessman from Sydney.
2. Please buy (a, an) English book for me.
3. Balu drew (a, an) picture on the paper.
4. (A, An, The) students saw (a, an) monkey at the zoo.
5. Draw (a, an) line across (a, an, the) blackboard.
6. Look at (a, the) picture on (a, an, the) wall.
7. Do you like (the, an) dress I bought from Malladi.
8. What (a, the) beautiful ring!
9. Mrs Jones is (a, an, the) best English teacher in school.
10. (A, The) moon is shining very brightly tonight.
11. Helen looked in (a, an, the) cupboard in (a, the) kitchen.
12. She found (a, an, the) pretty cloth with blue stripes.
13. Betty spread (a, an, the) cloth over (a, an, the) table.
14. Sreedavi went to find (a, an, the) knives and forks to lay on (a, an, the) table ready for (a, an, the) meal.
15. Prasad put mats round (a, an, the) table.
16. Zilani gave everyone (a, an, the) glass.
17. (A, An, The) guests came in and sat down at (a, an, the) table.
18. (A, An, The) guests talked about (a, an, the) activities they’d done during (a, an, the) day.
19. Bose had been working on (a, an, the) project at work.
20. Suri had had (a, an, the) music lesson.
21. Mum had been to (a, an, the) doctor.
22. Dad had been at (a, an, the) office all day.
23. When (a, an, the) guests had finished (a, an, the) meal, they turned on (a, an, the) TV and watched (a, an, the) news.
24. There are seven days in (a, an, the) week.
25. Miss Rani can be here in (a, an, the) hour.
WHAT ARE QUANTIFIERS?
Quantifiers are words that are used to state quantity or amount of something without stating the actually number.
Quantifiers answer the questions "How many?" and "How much?"
Quantifiers can be used with plural countable nouns and uncountable nouns.
Quantifiers must agree with the noun. There are 3 main types of quantifiers.
Quantifiers that are used with countable nouns, quantifiers that are used with uncountable nouns. And the 3rd type is quantifiers that are used with either countable nouns or uncountable nouns.
Countable Nouns Uncountable Nouns -
much - x I don't have much money.
many x - I don't have many apples.
few* x - We know few people in the area. I would like to get to know more.
a few** x - We know a few people in the area. I know enough people to keep me happy.
little* - x I know little English. I am going to have a problem getting around England.
a little** - x I know a little English, at least enough to get England.
enough x x I have enough money.
plenty x x I have plenty of money.
** a few/a little - means that there are not a lot of something, but there is enough.
There are a few apples. There are enough apples.
There are a few people at the meeting. There are enough people to hold a meeting. There are not a lot people, at the meeting, but there are enough
I know a little English. He knows enough English to manage.
I have a little money.
*few/little - means that is not enough of something.
There are few apples. There are not enough apples.
There are few people. There are not enough people at the meeting. We can't hold a meeting, because there are not enough people.
There is little money. We can't buy a lot of expensive food.
If things for the holiday. I don't have enough money, then we will stay home and have a great time.
They know little English. They can't get around very well. They don't know enough English to manage.
Note: much and many are used in negative and question forms.
Much or many
Much: uncountable nouns (milk, marmalade, money, time etc.)
Many: countable nouns (bottles of milk, jars of marmalade, dollars, minutes etc.)
Examples:
How much money have you got?
How many dollars have you got?
a little or a few
a little: non countable nouns (milk, marmalade, money, time etc.)
a few: countable nouns (bottles of milk, jars of marmalade, dollars, minutes etc.)
Examples:
He has a little money left.
He has a few dollars left.
some: affirmative statements, offers, requests and in questions when you expect the answer "yes"
any: negative statements, questions
Have you got any bananas? No, we haven't got any. But we've got some oranges.
TABLE OF USAGE FOR COMMON ENGLISH QUANTIFIERS
Affirmative Negative Interrogative
Neutral some, several, a number of, enough any, enough any, enough
Large quantity numerous, plenty of, a lot of, lots of, too many much, many, too many much, many, too many
Small quantity few / a few, Little / a little
PAGE NO : 105
Exercise : I
1. An 2. the 3. the 4. a 5. a 6.a 7. the 8. the
Exercise : II
1. large amounts 2. many 3. the 4. a great deal 5. The 6. large amounts
PAGE NO: 108
Exercise : II
1. Red cross volunteers were placed at strategic points before the storm reached India.
2. AP and TN are frequently affected by cyclones from the Bay of Bengla.
3. Natural disasters cause a great deal by damage to telecommunication network, livestock and human life.
Exercise : I
1. c 2. a 3. c 4.b
Exercise : II
1. Epidemic 2. Thatch 3. severed 4. infrastructure 5. vulnerable 6. extensive 7.evacuated 8. priority 9.Disaster
PAGE NO: 111
Exercise : I 1.d 2.a 3.b 4.c
Exercise : II
1. Hey! Do you see the froth building far away on the ocean surface?
2. I think that we have spotted the first signs of a tsunami
3. No, I am sure that this is a key sign of unrest stemming from disturbance on the sea bed.
4. Let us at once speak to the admiral.
5.The first step would be to take refuge, probably far inside the mainland.
PAGE: 113
Exercise: 1
1. Natural disasters like earth quicks, floods, cyclones etc., are foreseen .They create a lot of disturbance in day today life 1. water contamination, 2. damages of
communication network, transport, railways, power lines, 3. homes are going to swept away 4. crops and cattle are also going to affect.
2. The following steps are going to take in order to ensure safety
i. Identification of weak roads and bridges ii. Providing regular patrolling to prevent damages iii. Providing manpower, material and machinery, and adequate funds.
iv. Giving caution orders to the drivers and placing sign boards wherever necessary. v. diverting the traffic wherever and whenever necessary. etc,
PAGE NO: 114
Exercise 1:
1. as the supervisor of the eastern region damage control team,
I would like to run a workshop on the training skills emphasizing
the importance of team work and coordination.
2. I have read the manual on the preventive measures
to be taken in case of Class A natural disasters.
3. The workshop will be in the form of group work
essential for the team members.
4. I plan to introduce systems for monitoring the levels
of coordination, management and productivity.
5. This will include training junior members to function
in a supervisory capacity during emergencies, such as
absence of the supervisor, sub-division of teams during
operations, permanent supervisor is injured on duty, etc.,
6. My primary objective is to reduce friction among
team members and ensure optimum performance by all.
7. I aim to achieve optimum performance even during
situations of disruption in the regular chain of command
due to circumstances stated above.
8. I would like to request you to approve and release the
following resources five halls for the workshop,
two dormitories fro the outstation members and
50,000 INR for arrangement of food, amenities and
materials required for the sessions.
9. The workshop is scheduled on 6 September 2010
and I would like to invite you for inspection of the
facilities on 5 September 2010. I look forward to
your response and suggestions.
PAGE 115:
EXERCISE I
1. Emphasizing 2. Essential 3. preventive
4. Disruption 5.Extensive
EXERCISE III
1. cut-off - sever 2. coffee: froth 3. whale : marine
4. war - vulnerable 5. danger : flee
PAGE : 117
Exercise: I
1. a, an 2. a, the 3. the, a 4. a, the
5. the, an, the 6. an, an 7. a, a
8. the, the, the 9. the, the, the 10. the, the, a
11. the, the 12. an, the 13. the, a, the
Exercise II
More devastating than an earthquake or a tornado,
or any other disaster you can think of is the tsunami. the word
tsunami is pronounced soo-nam-me. Tsunami is a Japanese word that
means harbor wave. A tsunami happens when huge waves are formed
as a result of shifts in the ocean floor. Volcanoes are also sometimes
responsible for tsunamis. the waves start in one area but the force
of the waves increase quickly in all different directions once a tsunami
begins.
Have you ever watched the water ripple after you threw
a stone into the water? A tsunami is similar to what
happens. the difference is that when it is a
tsunami the waves are much larger.
the ocean goes out of control.
Tsunamis usually begin as an earthquake under the sea.
the force of the ocean floor shifting causes the water
to form huge waves. although the water slows in
speed as it moves towards shallow water.
This is dangerous as it results in the waves
piling up on top of each other.
Waves from the tsunami can travel through the water as fast as
500 miles per hour. these huge waves race to the shallow
water along the coastline and crash into the shore.
as they approach the coast, they continue to grow
in size before smashing down on the cities and towns
on the coastline. the waves can often be as high as 100 feet.
PAGE: 119
Exercise I
1. any 2. much 3. many 4. any 5. some
6. a lot of 7. few 8. few 9. little 10. many
11. some 12. a little 13. Plenty of
PAGE: 120
Exercise II
1. a lot of 2. many 3. much 4. some 5. some
6. any 7. many 8. a lot of 9. much 10. some
11. a lot of 12. a few of 13. many 14. some
15. most 16. a few
PAGE: 127
Exercise I
Hope India
D.109, 54/5 Gulmohar Marg
New Delhi - 110069
15th January, 2010
Principal’s Office
Nimra Institute of Science and Technology
Nimra Nagar
Jupudi
Sir,
Subject : Permission for setting up a blood donation camp
in the Nimra Institute of Science and Technology
.
We, Hope India, are a group that, in collaboration with Apollo Hospital, conduct blood donation camps all over India. Kindly grant us permission to set up a day-long camp in Nimra Institute on 14 July 2010, which coincides with the International Blood Donation Day. We have attached further details regarding the camp with this letter.
Yours faithfully,
Shiv Teja
(Director, Hope India)
PAGE: 121
Exercise I
1. Is the flight was delayed due to the eruption?
2. They were cut off from help.
3. Someone screamed, 'Fire'!
4. Please fetch me a roll of bandages.
5. Get me a roll of bandages right now!
6. How many victims were rescued?
7. Please extinguish all compfires in heavily wooded areas.
8. The place we visited was just hit by an earthquacke.
9. Wow I managed to excape before the roof collapsed!
10. What did they do about the gas leak?
PAGE: 122
Exercise I
1. India, Bangladesh and China have offered support for the flood victims.
2. Among the effects of the disaster were contamination of water, spread of diseases, loss of food crops and livestock casualities.
3. When the fire broke out the poorly planned escape routes, inadequate number of extinguishers and lack of any sprinkler systems resulted in great loss of life.
4. As the cyclone entered the area, large parts of the city lost power, which further crippled the rescue efforts.
5. They jumped into the stormy, cold water.
6. The number of casualties climbed to 83,000.
7. 'We have now concluded', he added 'we had problems with the design of the structure'.
8. Naturally, since you're familiar with the terrain we are sending you, Arun, to the worst-hit area.
9. With the loss of 9,000 lives most of them German immigrants, the sinking of the Wilhelm Gustloff is the worst maritime disaster in the history.
10. A battalion was deployed in Hanoi, Vietnam to coordinate the distribution of food.
PAGE:128
Exercise II
From
____________
____________
____________
Date:
To
____________
____________
____________
Dear sir/madam
Subject: - Permission for setting up a three day seminar on Disaster management
at our college campus – Reg.
We (the students of CSE I Year) would like to bring to your kind notice that in collaboration with “The National Disaster Management of India” planning to conduct a seminar on Disaster Management Skills at our campus for the benefit of students. Kindly grant us permission to set up a three day seminar on March 19th, 2011 to March 21st, 2011 which coincides with the National Disaster Management Week. We have attached further details regarding the camp with this letter.
Thanking you sir,
Yours faithfully,
(CSE I Year Students)
PAGE:129
Exercise I
Dear Ma'am,
Subject: Details for Donating to the Red Cross
In the wake for the devastating earthquake in Bhuj, Gujarat, we the students of
NIST have decided to collect donations in the form of money and
old books for all the affected children. We would like to send these to your organization.
Therefore, we request you to send us specifications of your address and the method
for sending our donations to you.
Regards,
Ravi
PAGE:130
ExerciseII
Dear Sir,
We are a group of film makers from the Delhi Film Institue Delhi. We
would like to visit the flooded area of Gauripur Village to Scoot some
footage for our new documentry film titled The Indian Monsoon. We
request you to kinldy grant us permission for this project.
Regards,
Rajesh
Exercise III
To: Principal_jbnm@bmail.com
Cc: vp_jbnm@bmail.com
Subject: Requesting for another medical room for the students
Dear Sir,
We (the students of AE), would like to bring to your kind notice that present medical room is not adequate for us that is why, we are requesting you to provide a sufficient medical room for the benefit of students.
With best regards
Ebinesh
Articles a, an, the
HOW TO PRONOUNCE "THE"
There are two ways to pronounce "the". One "thuh" and the other "thee".
Strong pronunciation / / "thee". Sounds like "thee", rhymes with pea, fee, me.
Weak pronunciation Sounds like / / "thuh", rhymes with the "mo" and "ther" in "mother".
We use the weak pronunciation with words that start with a consonant or words that begin with a vowel, but are pronounced as if they begin with a consonant. One example is the word 'university'. It starts with a /j/ sound, which is a consonant. So we say, 'the university'. Another example is the word 'one' – 'the one that most learners will know'.
For example:-
'the sound' 'the word' 'the number' 'the university' 'the one'
We use the strong pronunciation with words that start with a vowel or sound as if they do.
For example:-
"the apple" "the end" "the hour" 'the ice'
We also use the strong 'the' when we want to stress the word, regardless of whether it begins with a vowel or a consonant.
For example:-
"I spoke to Kevin Costner the other day."
"Not the Kevin Costner! The one who starred in Robin Hood?"
"No, the one who works in the chip shop."
General Points:
1. A noun may be a person, a place, an object, an activity, an idea or emotion, or a quality. A noun may be concrete (physical or tangible) or abstract (nonphysical or intangible). Both concrete and abstract nouns can be classified into two types: count and non-count nouns.
2. Count nouns are nouns that may be counted (cars, benches, babies, etc.). They have both singular and plural forms. Most count nouns are concrete; however, some are abstract. Example: Experience is a good teacher. She had many good experiences while on her trip to Hyderabad. Non-count nouns are usually mass nouns (butter, oil, water, air) or abstract nouns (honesty, love) that we don’t usually count. Non-count nouns are always singular.
Indefinite Articles [A & An] (only one ) 1
A or an is used before a singular count noun. The indefinite article may mean one, or it may mean an unspecified person or thing. A singular count noun always takes an article or an adjective. A or an is not used with a non-count noun or with a plural count noun. A is used before a singular (1) count noun that begins with a consonant sound. An is used before a singular (1) count noun that begins with a vowel sound. Examples: a sailor, a house, a European, an island, an hour.
The Definite Article
The is used before a singular or plural count noun when that noun is specifically identified or its identity is already understood. Example: They bought a boat, but the boat sank. The is often used when a noun is identified by a prepositional phrase or an adjective clause. If the noun is used in a more general way, i.e., no specific noun is referred to, the is not used. Articles are not normally used with non-count nouns. However, non-count nouns, like count nouns, may be preceded by the when the noun is specifically identified. Example: Pepper was an important spice to Europeans. The pepper from India was treasured.
A. Fill in the gaps with a, an, the or Ø article.
1. “Where do you live?” “I live in _____ flat near LIC Office. Its _____ nice flat, but _____ rooms are too small. I like _____ big rooms, you know…” “I also live in _____ flat. It’s in _____ Grey Street.”
2. “When we got home, _____ show had already started. We missed _____ beginning.”
3. “Balu has got _____ new mobile phone. His Girl friend bought _____ mobile phone yesterday.”
4. “My mother is _____ journalist and my father is _____ engineer.”
5. “I’ve never been to ____ zoo in Hyderabad, so I have never seen _____ elephant.”
6. _____ Vasco da Gama Bridge across _____ River Tagus is ____ longest bridge in _____ Europe.
7. Hi! We’re making _____ survey for _____ class project. Many people think that _____ British eat
8. _____ huge cooked breakfast every morning. Is that true?
9. My father is _________ honest man.
10. He is very rich, still he drives _______ old car.
11. There is ________ lake in the park near my house.
12. Would you like ______ cold drink?
13. It was ________ hour-long ordeal.
14. I am reading _______ excellent book. It is about ______ scientist.
15. Who needs _________ umbrella when it rains? Its ______ delight to get wet.
16. _______ one-eyed man is not eligible to get _______ driving license.
17. Of all the shopping you have done, I see only this book as ______ useful thing.
18. Dan is ________ European settled in India.
B. Choose the correct article in each sentence:
1. Mr Prudhive is (a, an) businessman from Sydney.
2. Please buy (a, an) English book for me.
3. Balu drew (a, an) picture on the paper.
4. (A, An, The) students saw (a, an) monkey at the zoo.
5. Draw (a, an) line across (a, an, the) blackboard.
6. Look at (a, the) picture on (a, an, the) wall.
7. Do you like (the, an) dress I bought from Malladi.
8. What (a, the) beautiful ring!
9. Mrs Jones is (a, an, the) best English teacher in school.
10. (A, The) moon is shining very brightly tonight.
11. Helen looked in (a, an, the) cupboard in (a, the) kitchen.
12. She found (a, an, the) pretty cloth with blue stripes.
13. Betty spread (a, an, the) cloth over (a, an, the) table.
14. Sreedavi went to find (a, an, the) knives and forks to lay on (a, an, the) table ready for (a, an, the) meal.
15. Prasad put mats round (a, an, the) table.
16. Zilani gave everyone (a, an, the) glass.
17. (A, An, The) guests came in and sat down at (a, an, the) table.
18. (A, An, The) guests talked about (a, an, the) activities they’d done during (a, an, the) day.
19. Bose had been working on (a, an, the) project at work.
20. Suri had had (a, an, the) music lesson.
21. Mum had been to (a, an, the) doctor.
22. Dad had been at (a, an, the) office all day.
23. When (a, an, the) guests had finished (a, an, the) meal, they turned on (a, an, the) TV and watched (a, an, the) news.
24. There are seven days in (a, an, the) week.
25. Miss Rani can be here in (a, an, the) hour.
WHAT ARE QUANTIFIERS?
Quantifiers are words that are used to state quantity or amount of something without stating the actually number.
Quantifiers answer the questions "How many?" and "How much?"
Quantifiers can be used with plural countable nouns and uncountable nouns.
Quantifiers must agree with the noun. There are 3 main types of quantifiers.
Quantifiers that are used with countable nouns, quantifiers that are used with uncountable nouns. And the 3rd type is quantifiers that are used with either countable nouns or uncountable nouns.
Countable Nouns Uncountable Nouns -
much - x I don't have much money.
many x - I don't have many apples.
few* x - We know few people in the area. I would like to get to know more.
a few** x - We know a few people in the area. I know enough people to keep me happy.
little* - x I know little English. I am going to have a problem getting around England.
a little** - x I know a little English, at least enough to get England.
enough x x I have enough money.
plenty x x I have plenty of money.
** a few/a little - means that there are not a lot of something, but there is enough.
There are a few apples. There are enough apples.
There are a few people at the meeting. There are enough people to hold a meeting. There are not a lot people, at the meeting, but there are enough
I know a little English. He knows enough English to manage.
I have a little money.
*few/little - means that is not enough of something.
There are few apples. There are not enough apples.
There are few people. There are not enough people at the meeting. We can't hold a meeting, because there are not enough people.
There is little money. We can't buy a lot of expensive food.
If things for the holiday. I don't have enough money, then we will stay home and have a great time.
They know little English. They can't get around very well. They don't know enough English to manage.
Note: much and many are used in negative and question forms.
Much or many
Much: uncountable nouns (milk, marmalade, money, time etc.)
Many: countable nouns (bottles of milk, jars of marmalade, dollars, minutes etc.)
Examples:
How much money have you got?
How many dollars have you got?
a little or a few
a little: non countable nouns (milk, marmalade, money, time etc.)
a few: countable nouns (bottles of milk, jars of marmalade, dollars, minutes etc.)
Examples:
He has a little money left.
He has a few dollars left.
some: affirmative statements, offers, requests and in questions when you expect the answer "yes"
any: negative statements, questions
Have you got any bananas? No, we haven't got any. But we've got some oranges.
TABLE OF USAGE FOR COMMON ENGLISH QUANTIFIERS
Affirmative Negative Interrogative
Neutral some, several, a number of, enough any, enough any, enough
Large quantity numerous, plenty of, a lot of, lots of, too many much, many, too many much, many, too many
Small quantity few / a few, Little / a little
PAGE NO : 105
Exercise : I
1. An 2. the 3. the 4. a 5. a 6.a 7. the 8. the
Exercise : II
1. large amounts 2. many 3. the 4. a great deal 5. The 6. large amounts
PAGE NO: 108
Exercise : II
1. Red cross volunteers were placed at strategic points before the storm reached India.
2. AP and TN are frequently affected by cyclones from the Bay of Bengla.
3. Natural disasters cause a great deal by damage to telecommunication network, livestock and human life.
Exercise : I
1. c 2. a 3. c 4.b
Exercise : II
1. Epidemic 2. Thatch 3. severed 4. infrastructure 5. vulnerable 6. extensive 7.evacuated 8. priority 9.Disaster
PAGE NO: 111
Exercise : I 1.d 2.a 3.b 4.c
Exercise : II
1. Hey! Do you see the froth building far away on the ocean surface?
2. I think that we have spotted the first signs of a tsunami
3. No, I am sure that this is a key sign of unrest stemming from disturbance on the sea bed.
4. Let us at once speak to the admiral.
5.The first step would be to take refuge, probably far inside the mainland.
PAGE: 113
Exercise: 1
1. Natural disasters like earth quicks, floods, cyclones etc., are foreseen .They create a lot of disturbance in day today life 1. water contamination, 2. damages of
communication network, transport, railways, power lines, 3. homes are going to swept away 4. crops and cattle are also going to affect.
2. The following steps are going to take in order to ensure safety
i. Identification of weak roads and bridges ii. Providing regular patrolling to prevent damages iii. Providing manpower, material and machinery, and adequate funds.
iv. Giving caution orders to the drivers and placing sign boards wherever necessary. v. diverting the traffic wherever and whenever necessary. etc,
PAGE NO: 114
Exercise 1:
1. as the supervisor of the eastern region damage control team,
I would like to run a workshop on the training skills emphasizing
the importance of team work and coordination.
2. I have read the manual on the preventive measures
to be taken in case of Class A natural disasters.
3. The workshop will be in the form of group work
essential for the team members.
4. I plan to introduce systems for monitoring the levels
of coordination, management and productivity.
5. This will include training junior members to function
in a supervisory capacity during emergencies, such as
absence of the supervisor, sub-division of teams during
operations, permanent supervisor is injured on duty, etc.,
6. My primary objective is to reduce friction among
team members and ensure optimum performance by all.
7. I aim to achieve optimum performance even during
situations of disruption in the regular chain of command
due to circumstances stated above.
8. I would like to request you to approve and release the
following resources five halls for the workshop,
two dormitories fro the outstation members and
50,000 INR for arrangement of food, amenities and
materials required for the sessions.
9. The workshop is scheduled on 6 September 2010
and I would like to invite you for inspection of the
facilities on 5 September 2010. I look forward to
your response and suggestions.
PAGE 115:
EXERCISE I
1. Emphasizing 2. Essential 3. preventive
4. Disruption 5.Extensive
EXERCISE III
1. cut-off - sever 2. coffee: froth 3. whale : marine
4. war - vulnerable 5. danger : flee
PAGE : 117
Exercise: I
1. a, an 2. a, the 3. the, a 4. a, the
5. the, an, the 6. an, an 7. a, a
8. the, the, the 9. the, the, the 10. the, the, a
11. the, the 12. an, the 13. the, a, the
Exercise II
More devastating than an earthquake or a tornado,
or any other disaster you can think of is the tsunami. the word
tsunami is pronounced soo-nam-me. Tsunami is a Japanese word that
means harbor wave. A tsunami happens when huge waves are formed
as a result of shifts in the ocean floor. Volcanoes are also sometimes
responsible for tsunamis. the waves start in one area but the force
of the waves increase quickly in all different directions once a tsunami
begins.
Have you ever watched the water ripple after you threw
a stone into the water? A tsunami is similar to what
happens. the difference is that when it is a
tsunami the waves are much larger.
the ocean goes out of control.
Tsunamis usually begin as an earthquake under the sea.
the force of the ocean floor shifting causes the water
to form huge waves. although the water slows in
speed as it moves towards shallow water.
This is dangerous as it results in the waves
piling up on top of each other.
Waves from the tsunami can travel through the water as fast as
500 miles per hour. these huge waves race to the shallow
water along the coastline and crash into the shore.
as they approach the coast, they continue to grow
in size before smashing down on the cities and towns
on the coastline. the waves can often be as high as 100 feet.
PAGE: 119
Exercise I
1. any 2. much 3. many 4. any 5. some
6. a lot of 7. few 8. few 9. little 10. many
11. some 12. a little 13. Plenty of
PAGE: 120
Exercise II
1. a lot of 2. many 3. much 4. some 5. some
6. any 7. many 8. a lot of 9. much 10. some
11. a lot of 12. a few of 13. many 14. some
15. most 16. a few
PAGE: 127
Exercise I
Hope India
D.109, 54/5 Gulmohar Marg
New Delhi - 110069
15th January, 2010
Principal’s Office
Nimra Institute of Science and Technology
Nimra Nagar
Jupudi
Sir,
Subject : Permission for setting up a blood donation camp
in the Nimra Institute of Science and Technology
.
We, Hope India, are a group that, in collaboration with Apollo Hospital, conduct blood donation camps all over India. Kindly grant us permission to set up a day-long camp in Nimra Institute on 14 July 2010, which coincides with the International Blood Donation Day. We have attached further details regarding the camp with this letter.
Yours faithfully,
Shiv Teja
(Director, Hope India)
PAGE: 121
Exercise I
1. Is the flight was delayed due to the eruption?
2. They were cut off from help.
3. Someone screamed, 'Fire'!
4. Please fetch me a roll of bandages.
5. Get me a roll of bandages right now!
6. How many victims were rescued?
7. Please extinguish all compfires in heavily wooded areas.
8. The place we visited was just hit by an earthquacke.
9. Wow I managed to excape before the roof collapsed!
10. What did they do about the gas leak?
PAGE: 122
Exercise I
1. India, Bangladesh and China have offered support for the flood victims.
2. Among the effects of the disaster were contamination of water, spread of diseases, loss of food crops and livestock casualities.
3. When the fire broke out the poorly planned escape routes, inadequate number of extinguishers and lack of any sprinkler systems resulted in great loss of life.
4. As the cyclone entered the area, large parts of the city lost power, which further crippled the rescue efforts.
5. They jumped into the stormy, cold water.
6. The number of casualties climbed to 83,000.
7. 'We have now concluded', he added 'we had problems with the design of the structure'.
8. Naturally, since you're familiar with the terrain we are sending you, Arun, to the worst-hit area.
9. With the loss of 9,000 lives most of them German immigrants, the sinking of the Wilhelm Gustloff is the worst maritime disaster in the history.
10. A battalion was deployed in Hanoi, Vietnam to coordinate the distribution of food.
PAGE:128
Exercise II
From
____________
____________
____________
Date:
To
____________
____________
____________
Dear sir/madam
Subject: - Permission for setting up a three day seminar on Disaster management
at our college campus – Reg.
We (the students of CSE I Year) would like to bring to your kind notice that in collaboration with “The National Disaster Management of India” planning to conduct a seminar on Disaster Management Skills at our campus for the benefit of students. Kindly grant us permission to set up a three day seminar on March 19th, 2011 to March 21st, 2011 which coincides with the National Disaster Management Week. We have attached further details regarding the camp with this letter.
Thanking you sir,
Yours faithfully,
(CSE I Year Students)
PAGE:129
Exercise I
Dear Ma'am,
Subject: Details for Donating to the Red Cross
In the wake for the devastating earthquake in Bhuj, Gujarat, we the students of
NIST have decided to collect donations in the form of money and
old books for all the affected children. We would like to send these to your organization.
Therefore, we request you to send us specifications of your address and the method
for sending our donations to you.
Regards,
Ravi
PAGE:130
ExerciseII
Dear Sir,
We are a group of film makers from the Delhi Film Institue Delhi. We
would like to visit the flooded area of Gauripur Village to Scoot some
footage for our new documentry film titled The Indian Monsoon. We
request you to kinldy grant us permission for this project.
Regards,
Rajesh
Exercise III
To: Principal_jbnm@bmail.com
Cc: vp_jbnm@bmail.com
Subject: Requesting for another medical room for the students
Dear Sir,
We (the students of AE), would like to bring to your kind notice that present medical room is not adequate for us that is why, we are requesting you to provide a sufficient medical room for the benefit of students.
With best regards
Ebinesh
Saturday, February 12, 2011
Computer-Based General Test
Structure of the Computer-Based General Test
The computer-based General Test contains four sections, one of which is an unidentified pretest section that can appear in any position in the test after the analytical writing section. Questions in the pretest section are being tested for possible use in future tests and answers will not count toward your scores. An identified research section that is not scored may also be included and this section would always appear in the final section of the test. Questions in the research section are included for the purpose of ETS research and answers will not count toward your scores.
Total testing time is up to 3 1/4 hours, not including the research section. The directions at the beginning of each section specify the total number of questions in the section and the time allowed for the section. The analytical writing section will always be first. For the Issue task, two topics will be presented and you will choose one. The Argument task does not present a choice of topics; instead, one topic will be presented. The verbal and quantitative sections may appear in any order, including an unidentified verbal or quantitative pretest section. Treat each section presented during your test as if it counts.
Typical Computer-Based GRE General Test
Section Number of Questions Time
Analytical Writing 1 Issue task* 45 min.
1 Argument task* 30 min.
Verbal 30 30 min.
Quantitative 28 45 min.
Pretest** Varies Varies
Research*** Varies Varies
* For the Issue task, two essay topics will be presented and you will choose one. The Argument task does not present a choice of topics; instead one topic will be presented.
** An unidentified verbal or quantitative pretest section may be included and may appear in any order after the analytical writing section. It is not counted as part of your score.
*** An identified research section that is not scored may be included and it will always be at the end of the test.
Modified Versions of Verbal and Quantitative Questions
The test you take may include questions that are modified versions of published questions or of questions you have already seen on an earlier section of the test. Some modifications are substantial; others are less apparent. Thus, even if a question appears to be similar to a question you have already seen, it may in fact be a different question and may also have a different correct answer. You can be assured of doing your best on the test you take by paying careful attention to the wording of each question as it appears in your test.
The GRE Program is currently investigating the feasibility of reusing questions that have been published in GRE practice materials. As part of that investigation, you may see questions from these materials on a test you take.
How Does the Computer-Based General Test Work?
Analytical Writing Section
The 2 writing tasks are delivered on the computer, and you must word process your responses.
For the Issue task, you will be able to choose 1 of 2 essay topics selected by the computer from the pool of topics.
The Argument task does not offer a choice of topics; the computer will present you with a single topic selected from the topic pool.
The testing software uses an elementary word processor developed by ETS so that individuals familiar with a specific commercial word processing software do not have an advantage or disadvantage. The software contains the following functionalities: inserting text, deleting text, cut and paste, undoing the previous action, and scrolling. Tools such as a spelling checker and grammar checker are not available in the software, in large part to maintain fairness with those examinees who handwrite essays at paper-based administrations.
Verbal and Quantitative Sections
The verbal and quantitative sections of the General Test are adaptive tests; that is, they are tailored to your performance level and provide precise information about your abilities using fewer test questions than traditional paper-based tests. At the start of each section, you are presented with test questions of middle difficulty. As you answer each question, the computer scores that question and uses that information, as well as your responses to any preceding questions and information about the test design, to determine which question is presented next. As long as you respond correctly to each question, questions of increased difficulty typically will be presented. When you respond incorrectly, the computer typically will present you with questions of lesser difficulty. Your next question will be the one that best reflects both your previous performance and the requirements of the test design. This means that different test takers will be given different questions.
Because the computer scores each question before selecting the next one, you must answer each question when it is presented. For this reason, once you answer a question and move on to another, you cannot go back and change your answer. The computer has already incorporated both your answer and requirements of the test design into its selection of the next question for you.
Each computer-based test section meets preestablished specifications, including the types of questions asked and the subject matter presented. The statistical characteristics of the questions answered correctly and incorrectly, including the difficulty levels, are taken into account in the calculation of the score. Therefore, it is appropriate to compare scores of different test takers even though they received different questions.
ETS has conducted research studies indicating that verbal and quantitative scores on the computer-based General Test are comparable to verbal and quantitative scores earned on the paper-based General Test.
On the Test Day
Report to the test center at least 30 minutes before your scheduled appointment for check-in procedures. If you arrive late, you may not be admitted and your test fee will be forfeited. Plan to be at the test center up to 4 hours.
What to take to the test center:
* your authorization voucher if you registered by mail
* acceptable and valid identification with signature and photo
At the test center:
* Dress so that you can adapt to any room temperature.
* Test centers do not have large waiting areas. Friends or relatives who accompany you to the test center will not be permitted to wait in the test center or be in contact with you while you are taking the test. Except for ETS-authorized observers, visitors are not allowed in the testing room while testing is in progress.
* ID verification at the test center may include thumbprinting, photographing, videotaping, or other form of electronic ID confirmation. If you refuse to participate, you will not be permitted to test and you will forfeit your test fee. This is in addition to the requirement that you must present acceptable and valid identification.
* Other than ID, personal items are not allowed in the testing room. Before the test, you will be assigned a locker or receive instructions from test center staff regarding where you must deposit items such as cell phones, pagers, handbags, and study materials (cell phones are not permitted on the writing surface). You may also be asked to empty your pockets. Storage space is limited, so plan accordingly. You may not have access to your personal items during the test or break.
* Test centers assume no responsibility for candidates’ personal belongings.
* The test administrator/supervisor will assign you a seat.
* On occasion, weather conditions or other circumstances beyond the test administrator’s or ETS’s control may require a delayed start or the rescheduling of your test appointment. In the event that a technical problem at the test center makes it necessary to cancel your test session, or if it is later determined that your scores could not be reported, you will be offered the opportunity to schedule another test appointment free of charge or receive a full refund of the original test fee. In addition, you may seek reimbursement from ETS for reasonable and documented expenses associated with traveling to the test center, even though technical problems are generally not the fault of ETS. To request reimbursement, contact ETS with the following information within 30 days of your original appointment: your name, date of birth, mailing address, daytime telephone number, e-mail address, original test date and registration or CBT appointment number, and a brief description of what occurred at the test center. All reimbursements will be made in U.S. dollars.
Test Center Procedures and Regulations
The following procedures and regulations apply during the entire test session, which begins at sign-in, ends at sign-out, and includes breaks.
* If you requested and received an authorization voucher from ETS, you must take it with you to the test center.
* You will be required to write (not print) and sign a confidentiality statement at the test center. If you do not complete and sign the statement, you cannot test and your fees will NOT be refunded.
* You will be required to sign the test center log before and after the test session and any time you leave or enter the testing room.
* The administrator will provide you with scratch paper that may be replaced after you have used all pages of the scratch paper initially given to you. You may not take your own scratch paper to the test, nor may you remove scratch paper from the testing room at any time. Scratch paper is provided to assist test takers in working out problems and for appropriate note taking during timed sections of the test. Scratch paper should NOT be used during untimed sections or during breaks.
* If you need to leave your seat at any time other than the break, raise your hand; timing of the section will not stop.
* If at any time during the test you have a problem with your computer, or for any reason need the administrator, raise your hand.
* Testing premises are subject to videotaping.
* The GRE General Test includes an optional 10-minute break after the analytical writing section. This break time cannot be exceeded.
* The maximum time allotted for the tutorial and/or other untimed sections prior to the test is 30 minutes. The purpose of the tutorial and/or other untimed sections prior to the test is to become familiar with the computer functions and other important information that will make your computer-based test experience as convenient as possible. The time you spend on the tutorial and/or other untimed sections should not be used for any other purpose. You may not use scratch paper during this time. Infractions will be reported to ETS, and the test administrator is authorized to dismiss you from the test administration if you fail to follow the test administrator’s directions.
Although tests are administered under strict supervision and security measures, testing irregularities may sometimes occur. Please contact us as soon as possible to report any observed behavior that may lead to an invalid score — for example, someone copying from another test taker, taking a test for someone else, having access to test questions before the exam, or using notes or unauthorized aids. All information will be held in strictest confidence.
Phone: 1-800-353-8570 (United States only)
Fax: 1-609-406-9709
E-mail/Internet: TSReturns@ets.org
Dismissal From A Test Center
A test administrator/supervisor is authorized to dismiss you from a test session and/or your scores may be canceled by ETS for violations such as, but not limited to, the following:
* attempting to take the test for someone else or having someone else take the test for you
* failing to provide acceptable identification
* obtaining improper access to the test, a part of the test, or information about the test
* using a telephone or cellular phone during the test session or during breaks
* using any aids in connection with the test, such as: mechanical pencils, pens, pagers, beepers, calculators, watch calculators, books, pamphlets, notes, rulers, highlighter pens, stereos or radios with headphones, telephones, cell phones, watch alarms (including those with flashing lights or alarm sounds), stop watches, dictionaries, translators, and any hand-held electronic or photographic devices.
* creating a disturbance (disruptive behavior in any form will not be tolerated; the test administrator/supervisor has sole discretion in determining what constitutes disruptive behavior)
* attempting to give or receive assistance —or otherwise communicate in any manner with another person about the content of the test during the administration, during breaks, or after the test.
* removing or attempting to remove test content from the test center. Under no circumstances may test content or any part of the test content be removed, reproduced, and/or disclosed by any means (e.g., hard copy, verbally, electronically) to any person or entity.
* tampering with a computer
* attempting to remove scratch paper from the computer-based testing room or using scratch paper during untimed sections of the test or during breaks
* bringing a weapon or firearm into the test center
* bringing food, drink, or tobacco into the testing room
* leaving the test center vicinity during the test session or during breaks
* leaving the testing room without permission
* taking excessive or extended unscheduled breaks during the test session. Test center supervisors are required to strictly monitor unscheduled breaks and report test takers who take excessive or extended breaks.
* referring to, looking through, or working on any test, or test section, when not authorized to do so, or working after time has been called
* failing to follow any of the test administration regulations contained in the Bulletin, given by the test administrator/supervisor, or specified in any test materials
ETS reserves the right to take all action —including, but not limited to, barring you from future testing and/or canceling your scores—for failure to comply with test administration regulations or the test administrator/supervisor’s directions. If your scores are canceled, they will not be reported, and your fees will not be refunded.
Test-Taking Strategies
We strongly urge you to carefully review the following information as you prepare for your test and before you arrive at the test center. It could help improve your performance on the test.
Become familiar with the test before test day. It is always best to know as much as possible about what to expect before you arrive at the test center. Thoroughly read this section of our Web site to learn about the purpose of the test, the content of the questions, test day procedures, and test preparation strategies and materials.
Once you know what to expect on your test, it’s time to practice. Review the free POWERPREP software sent to you upon registration. For additional practice, try answering the free, interactive sample questions or download the Math Review (in PDF format) or the full-length paper-based GRE Practice General Test (in PDF format).
For the analytical writing section, the software will give you advice about how to write effective essays for the Issue and Argument tasks. It will also let you practice writing essay responses under simulated testing conditions. For the verbal and quantitative sections, you should try to answer some sample questions to become familiar with the question format.
Analytical Writing Section
Writing tasks will be delivered on the computer, and you must word process your responses.
Issue Task
The Issue task gives you considerable latitude in the way you respond to the claim made about a given issue. To prepare for this task, try asking yourself the following questions as you review the published list of Issue topics. Practice writing responses on several of the topics, keeping to the 45-minute limit.
* What does the statement mean? What does it imply? What, precisely, is the central issue?
* Do I agree with all or with any part of the statement? Why or why not?
* Is the statement valid only in certain circumstances.
* Do I need to explain how I interpret certain terms or concepts used in the statement?
* If I take a certain position on the issue, what reasons support my position?
* What examples — either hypothetical or drawn from my readings or direct experiences — could I use to illustrate those reasons and advance my point of view? Which examples are most compelling?
* What reasons might someone use to refute or undermine my position? How should I acknowledge or defend against those views?
Argument Task
Because the Argument task is constrained by the line of reasoning in the argument presented to you, be sure to read and analyze the argument carefully. Try asking yourself the following questions as you review the list of published Argument topics, and practice writing responses to several of the topics within the 30-minute time limit.
* What claims, conclusions, and underlying assumptions does the argument make?
* What alternative explanations and counterexamples can I think of?
* What additional evidence might weaken or strengthen the claims?
* What changes in the argument would make the reasoning more sound?
Verbal and Quantitative Sections
IMPORTANT NOTE: Test-taking strategies appropriate for the verbal and quantitative sections of the computer-based General Test are different from those that are appropriate for taking the verbal and quantitative sections of the paper-based General Test. Be sure to follow the appropriate strategies for the testing format in which you will be testing. Computer-based testing strategies should not be used if you take the paper-based test.
* Try to practice test questions under timed conditions so that you get used to the pace of the test. For example, if there are 30 questions in a section and you have a total of 30 minutes to complete the section, give yourself an average of 1 minute to complete each question. When you are practicing, keep your time in mind and remember that if you spend too much time on one question, you will have less time to spend on others.
* Use the computer tutorial to your advantage. The tutorial is included in the GRE POWERPREP software that will be sent to you when you register. The tutorial will let you try out the functions of the computer (e.g., the mouse, the scroll bar) that you will need to use during the test.
When you arrive at the test center on the test day, you will have the opportunity to complete an untimed computer tutorial before the actual test begins. You can spend up to 30 minutes on the tutorial and other untimed sections to become familiar and comfortable with the computer before you start the timed sections of the test.
Once the test is under way, you can always click on “Help” to review the directions or a summary of the tutorial again, but be aware that this will count against your allotted time for that section of the test.
Some questions, graphs, or passages are too large to appear completely on the computer screen. In these cases a “scroll bar” appears to the right of the material and the word “Beginning” appears on the information line at the top of the screen. These are your cues to scroll for more information.
Pace yourself throughout the test — You want to finish!
* Use the resources available for test practicing (test preparation books, software) to become familiar with the test and test instructions before you get to the test center.
* Read the directions carefully before you begin. The directions at the beginning of each test section give you the total number of questions in that section as well as total time allotted for that section.
* Try to budget enough time for each question so that you will be able to complete the test without having to rush at the end of each section. Keep in mind the average amount of time you may want to spend per question.
* Once you start the test, an on-screen clock display will continuously count down the remaining time. You can hide this display if you want, but it is a good idea to check the clock periodically to monitor your progress. The clock will automatically alert you when 5 minutes remain in the allotted time for that section.
* Use your time wisely. Read each question carefully to determine exactly what is being asked. Eliminate the wrong answers and select the best choice. Don’t let yourself get stuck on a tough question and lose time. Keep moving through the test and try to finish each section.
* You may want to use the one-minute break between test sections to replenish your supply of scratch paper. After the analytical writing section, an on-screen message will tell you a 10-minute break is available. Section timing will not stop if you take an unscheduled break.
Know the rules.
* Computer-adaptive tests require that you answer every question in the order it is presented. You can’t skip a question and go back. The computer selects the next question you see from a large pool of available questions based upon your previous responses.
* Click on the appropriate answer. Answer each question by clicking on the oval next to your answer choice or by clicking on any part of the text of that answer choice. Complete your answer by clicking on “Next” and then “Answer Confirm.” You can change your answer any time before confirming it by clicking on a different answer choice.
* Understand the implications of exiting a section or quitting the test. Once you exit a section, you cannot return to it. Click on the “Test Quit” box at the bottom of your screen only if you decide to end your testing session. If you quit the test, you will not receive a score for any section, even for sections you have already completed. If you click on “Section Exit” or “Test Quit” by mistake, you will be given the opportunity to reverse or confirm your decision.
You may take the computer-based General Test once per calendar month up to 5 times in a 12-month period. This applies even if you ended your testing session by clicking on “Test Quit ” or canceled your scores after completing the test.
Understand how the test is scored.
* Computer-adaptive tests are scored differently than most paper and pencil tests. Your score on the computer-adaptive test depends on a combination of such factors as
o the number of questions you answered within the allotted time
o your performance on questions answered throughout the test
o the statistical characteristics (including difficulty level) of questions answered throughout the test.
Don’t panic if you don’t know an answer.
* Don’t spend too much time on any one question. The last thing you want to do is waste a lot of valuable time on any one question. If, after you’ve given it a reasonable amount of thought, you don’t know the answer, eliminate as many answer choices as possible and then select and confirm the answer you think is best. Keep going and aim to complete the test.
* If you are running out of time at the end of a section, make every effort to complete the test. Data indicate that most test takers get higher scores if they finish the test. In fact, based on analyses of test takers, a majority of test takers will score higher if they finish the test than if they do not attempt to answer all of the questions. There is a chance that guessing at the end of the test can seriously lower your score. The best strategy is to pace yourself so that you have time to consider each test question, and won’t have to guess.
Test Development Process
The General Test is composed of questions formulated by specialists in various fields. Each question is reviewed by several independent critics and revised if necessary. New questions are pretested in actual tests under standard testing conditions.
Questions appearing in a test for the first time are analyzed for usefulness and potential weaknesses; they are not used in computing scores. Questions that perform satisfactorily become part of a pool from which new editions of the General Test are assembled at a future date.
After questions for a new edition of a General Test have been assembled, they are reviewed by other subject matter experts and test specialists from inside and outside ETS. Individual test questions and the test as a whole are reviewed to eliminate material considered to be potentially offensive, inappropriate for major subgroups of the test-taking population, or serving to perpetuate any negative attitude concerning these subgroups.
The extensive procedure described above has been developed to ensure that every question in the General Test is appropriate and useful and that the combination of questions is satisfactory. Even so, the appraisal continues until after the new edition has been administered and subjected to a rigorous statistical analysis, before scores are reported, to see whether each question yields the expected statistical results.
This analysis could provide information that suggests that a particular question is ambiguous, requires knowledge beyond the scope of the test, or is inappropriate for the total group or for a particular subgroup of test takers. Answers to questions found to have such flaws are not used in computing scores.
Scoring Process
Scores will be based on one section each of verbal and quantitative, and two analytical writing tasks.
Analytical Writing Section
A single score is reported for the analytical writing section. Each essay receives a score from 2 trained readers using 6-point holistic scale. In holistic scoring, readers are trained to assign scores on the basis of the overall quality of a response to the assigned task. If the 2 assigned scores differ by more than 1 point on the scale, the discrepancy is adjudicated by a third, very experienced, reader. Otherwise, the scores from the 2 readings of an essay are averaged. The final scores on the 2 essays are then averaged and rounded up to the nearest half-point interval (e.g., 3.0, 3.5). If no essay response is given for either of the 2 tasks in this section, an NS (No Score) is reported for the section. If any essay response is provided for only one of the 2 writing tasks, the task for which no essay response is provided will receive a score of zero.
The primary emphasis in scoring the analytical writing section is on your critical thinking and analytical writing skills rather than on grammar and mechanics. Additional scoring information is provided in the POWERPREP software and in the interpretive leaflet enclosed with your score report.
During the scoring process, your essay responses on the analytical writing section will be reviewed by ETS essay-similarity-detection software and by experienced essay readers. See Independent Intellectual Activity.
Verbal and Quantitative Sections
You will receive a test score on every section (except unidentified pretest sections and/or research sections), regardless of the number of questions answered, even if time expires before you answer all the questions. However, if you answer no questions at all in a section, that section will be reported as a No Score (NS).
Your score on each section of the test will depend on the number of questions answered in the time allotted, as well as on your performance on the questions given. Because both of these sections are computer adaptive, the questions given are selected to reflect both your performance on preceding questions and the requirements of the test design. Test design factors that influence which questions are presented include:
* the statistical characteristics (including the difficulty level) of those questions already answered
* the required variety of question types
* the appropriate coverage of content
Scores Reported on the General Test
Three scores are reported:
* a verbal score reported on a 200-800 score scale, in 10-point increments,
* a quantitative score reported on a 200-800 score scale, in 10-point increments, and
* an analytical writing score reported on 0-6 score scale, in half-point increments.
If you answer no questions at all in a section (analytical writing, verbal, or quantitative), that section will be reported as a No Score (NS).
Descriptions of the analytical writing abilities characteristic of particular score levels are available in the interpretive leaflet enclosed with your score report, and in the Guide to the Use of GRE Scores.
Canceling Your Scores
At the end of the test, before you view your scores, you will have the option to cancel your scores. This is the only time your scores can be canceled. Canceled scores cannot be reinstated, and no refund will be issued.
Institutions will not receive any information about your canceled scores or about any previous scores you may have on file.
Reporting Your Scores
You can view unofficial verbal and quantitative scores at the test center; however, because of the essay scoring process, you will not receive your analytical writing score at that time. Official verbal, quantitative, and analytical writing scores will be sent to you and score recipients within 10 to 15 days after you take the test. Printed score reports are not available at the test center.
At the end of the test, if you choose to report your scores, you may request that they be sent to as many as 4 graduate institutions or fellowship sponsors at no additional charge. If an institution is not listed, ask the test center administrator for the appropriate form to indicate unlisted institutions. Complete the form and turn it in before you leave the test center. The form will not be accepted after you leave the test center. If you do not select institutions on the test day, you will be required to pay US$15 per recipient to have the scores sent at a later date.
Test centers cannot provide printed copies of score reports.
Retaking the Test
You may take the General Test (computer-based and/or paper-based) only once per calendar month and no more than 5 times in any 12-month period. This applies even if you canceled your scores on a test taken previously.
Structure of the Computer-Based General Test
The computer-based General Test contains four sections, one of which is an unidentified pretest section that can appear in any position in the test after the analytical writing section. Questions in the pretest section are being tested for possible use in future tests and answers will not count toward your scores. An identified research section that is not scored may also be included and this section would always appear in the final section of the test. Questions in the research section are included for the purpose of ETS research and answers will not count toward your scores.
Total testing time is up to 3 1/4 hours, not including the research section. The directions at the beginning of each section specify the total number of questions in the section and the time allowed for the section. The analytical writing section will always be first. For the Issue task, two topics will be presented and you will choose one. The Argument task does not present a choice of topics; instead, one topic will be presented. The verbal and quantitative sections may appear in any order, including an unidentified verbal or quantitative pretest section. Treat each section presented during your test as if it counts.
Typical Computer-Based GRE General Test
Section Number of Questions Time
Analytical Writing 1 Issue task* 45 min.
1 Argument task* 30 min.
Verbal 30 30 min.
Quantitative 28 45 min.
Pretest** Varies Varies
Research*** Varies Varies
* For the Issue task, two essay topics will be presented and you will choose one. The Argument task does not present a choice of topics; instead one topic will be presented.
** An unidentified verbal or quantitative pretest section may be included and may appear in any order after the analytical writing section. It is not counted as part of your score.
*** An identified research section that is not scored may be included and it will always be at the end of the test.
Modified Versions of Verbal and Quantitative Questions
The test you take may include questions that are modified versions of published questions or of questions you have already seen on an earlier section of the test. Some modifications are substantial; others are less apparent. Thus, even if a question appears to be similar to a question you have already seen, it may in fact be a different question and may also have a different correct answer. You can be assured of doing your best on the test you take by paying careful attention to the wording of each question as it appears in your test.
The GRE Program is currently investigating the feasibility of reusing questions that have been published in GRE practice materials. As part of that investigation, you may see questions from these materials on a test you take.
How Does the Computer-Based General Test Work?
Analytical Writing Section
The 2 writing tasks are delivered on the computer, and you must word process your responses.
For the Issue task, you will be able to choose 1 of 2 essay topics selected by the computer from the pool of topics.
The Argument task does not offer a choice of topics; the computer will present you with a single topic selected from the topic pool.
The testing software uses an elementary word processor developed by ETS so that individuals familiar with a specific commercial word processing software do not have an advantage or disadvantage. The software contains the following functionalities: inserting text, deleting text, cut and paste, undoing the previous action, and scrolling. Tools such as a spelling checker and grammar checker are not available in the software, in large part to maintain fairness with those examinees who handwrite essays at paper-based administrations.
Verbal and Quantitative Sections
The verbal and quantitative sections of the General Test are adaptive tests; that is, they are tailored to your performance level and provide precise information about your abilities using fewer test questions than traditional paper-based tests. At the start of each section, you are presented with test questions of middle difficulty. As you answer each question, the computer scores that question and uses that information, as well as your responses to any preceding questions and information about the test design, to determine which question is presented next. As long as you respond correctly to each question, questions of increased difficulty typically will be presented. When you respond incorrectly, the computer typically will present you with questions of lesser difficulty. Your next question will be the one that best reflects both your previous performance and the requirements of the test design. This means that different test takers will be given different questions.
Because the computer scores each question before selecting the next one, you must answer each question when it is presented. For this reason, once you answer a question and move on to another, you cannot go back and change your answer. The computer has already incorporated both your answer and requirements of the test design into its selection of the next question for you.
Each computer-based test section meets preestablished specifications, including the types of questions asked and the subject matter presented. The statistical characteristics of the questions answered correctly and incorrectly, including the difficulty levels, are taken into account in the calculation of the score. Therefore, it is appropriate to compare scores of different test takers even though they received different questions.
ETS has conducted research studies indicating that verbal and quantitative scores on the computer-based General Test are comparable to verbal and quantitative scores earned on the paper-based General Test.
On the Test Day
Report to the test center at least 30 minutes before your scheduled appointment for check-in procedures. If you arrive late, you may not be admitted and your test fee will be forfeited. Plan to be at the test center up to 4 hours.
What to take to the test center:
* your authorization voucher if you registered by mail
* acceptable and valid identification with signature and photo
At the test center:
* Dress so that you can adapt to any room temperature.
* Test centers do not have large waiting areas. Friends or relatives who accompany you to the test center will not be permitted to wait in the test center or be in contact with you while you are taking the test. Except for ETS-authorized observers, visitors are not allowed in the testing room while testing is in progress.
* ID verification at the test center may include thumbprinting, photographing, videotaping, or other form of electronic ID confirmation. If you refuse to participate, you will not be permitted to test and you will forfeit your test fee. This is in addition to the requirement that you must present acceptable and valid identification.
* Other than ID, personal items are not allowed in the testing room. Before the test, you will be assigned a locker or receive instructions from test center staff regarding where you must deposit items such as cell phones, pagers, handbags, and study materials (cell phones are not permitted on the writing surface). You may also be asked to empty your pockets. Storage space is limited, so plan accordingly. You may not have access to your personal items during the test or break.
* Test centers assume no responsibility for candidates’ personal belongings.
* The test administrator/supervisor will assign you a seat.
* On occasion, weather conditions or other circumstances beyond the test administrator’s or ETS’s control may require a delayed start or the rescheduling of your test appointment. In the event that a technical problem at the test center makes it necessary to cancel your test session, or if it is later determined that your scores could not be reported, you will be offered the opportunity to schedule another test appointment free of charge or receive a full refund of the original test fee. In addition, you may seek reimbursement from ETS for reasonable and documented expenses associated with traveling to the test center, even though technical problems are generally not the fault of ETS. To request reimbursement, contact ETS with the following information within 30 days of your original appointment: your name, date of birth, mailing address, daytime telephone number, e-mail address, original test date and registration or CBT appointment number, and a brief description of what occurred at the test center. All reimbursements will be made in U.S. dollars.
Test Center Procedures and Regulations
The following procedures and regulations apply during the entire test session, which begins at sign-in, ends at sign-out, and includes breaks.
* If you requested and received an authorization voucher from ETS, you must take it with you to the test center.
* You will be required to write (not print) and sign a confidentiality statement at the test center. If you do not complete and sign the statement, you cannot test and your fees will NOT be refunded.
* You will be required to sign the test center log before and after the test session and any time you leave or enter the testing room.
* The administrator will provide you with scratch paper that may be replaced after you have used all pages of the scratch paper initially given to you. You may not take your own scratch paper to the test, nor may you remove scratch paper from the testing room at any time. Scratch paper is provided to assist test takers in working out problems and for appropriate note taking during timed sections of the test. Scratch paper should NOT be used during untimed sections or during breaks.
* If you need to leave your seat at any time other than the break, raise your hand; timing of the section will not stop.
* If at any time during the test you have a problem with your computer, or for any reason need the administrator, raise your hand.
* Testing premises are subject to videotaping.
* The GRE General Test includes an optional 10-minute break after the analytical writing section. This break time cannot be exceeded.
* The maximum time allotted for the tutorial and/or other untimed sections prior to the test is 30 minutes. The purpose of the tutorial and/or other untimed sections prior to the test is to become familiar with the computer functions and other important information that will make your computer-based test experience as convenient as possible. The time you spend on the tutorial and/or other untimed sections should not be used for any other purpose. You may not use scratch paper during this time. Infractions will be reported to ETS, and the test administrator is authorized to dismiss you from the test administration if you fail to follow the test administrator’s directions.
Although tests are administered under strict supervision and security measures, testing irregularities may sometimes occur. Please contact us as soon as possible to report any observed behavior that may lead to an invalid score — for example, someone copying from another test taker, taking a test for someone else, having access to test questions before the exam, or using notes or unauthorized aids. All information will be held in strictest confidence.
Phone: 1-800-353-8570 (United States only)
Fax: 1-609-406-9709
E-mail/Internet: TSReturns@ets.org
Dismissal From A Test Center
A test administrator/supervisor is authorized to dismiss you from a test session and/or your scores may be canceled by ETS for violations such as, but not limited to, the following:
* attempting to take the test for someone else or having someone else take the test for you
* failing to provide acceptable identification
* obtaining improper access to the test, a part of the test, or information about the test
* using a telephone or cellular phone during the test session or during breaks
* using any aids in connection with the test, such as: mechanical pencils, pens, pagers, beepers, calculators, watch calculators, books, pamphlets, notes, rulers, highlighter pens, stereos or radios with headphones, telephones, cell phones, watch alarms (including those with flashing lights or alarm sounds), stop watches, dictionaries, translators, and any hand-held electronic or photographic devices.
* creating a disturbance (disruptive behavior in any form will not be tolerated; the test administrator/supervisor has sole discretion in determining what constitutes disruptive behavior)
* attempting to give or receive assistance —or otherwise communicate in any manner with another person about the content of the test during the administration, during breaks, or after the test.
* removing or attempting to remove test content from the test center. Under no circumstances may test content or any part of the test content be removed, reproduced, and/or disclosed by any means (e.g., hard copy, verbally, electronically) to any person or entity.
* tampering with a computer
* attempting to remove scratch paper from the computer-based testing room or using scratch paper during untimed sections of the test or during breaks
* bringing a weapon or firearm into the test center
* bringing food, drink, or tobacco into the testing room
* leaving the test center vicinity during the test session or during breaks
* leaving the testing room without permission
* taking excessive or extended unscheduled breaks during the test session. Test center supervisors are required to strictly monitor unscheduled breaks and report test takers who take excessive or extended breaks.
* referring to, looking through, or working on any test, or test section, when not authorized to do so, or working after time has been called
* failing to follow any of the test administration regulations contained in the Bulletin, given by the test administrator/supervisor, or specified in any test materials
ETS reserves the right to take all action —including, but not limited to, barring you from future testing and/or canceling your scores—for failure to comply with test administration regulations or the test administrator/supervisor’s directions. If your scores are canceled, they will not be reported, and your fees will not be refunded.
Test-Taking Strategies
We strongly urge you to carefully review the following information as you prepare for your test and before you arrive at the test center. It could help improve your performance on the test.
Become familiar with the test before test day. It is always best to know as much as possible about what to expect before you arrive at the test center. Thoroughly read this section of our Web site to learn about the purpose of the test, the content of the questions, test day procedures, and test preparation strategies and materials.
Once you know what to expect on your test, it’s time to practice. Review the free POWERPREP software sent to you upon registration. For additional practice, try answering the free, interactive sample questions or download the Math Review (in PDF format) or the full-length paper-based GRE Practice General Test (in PDF format).
For the analytical writing section, the software will give you advice about how to write effective essays for the Issue and Argument tasks. It will also let you practice writing essay responses under simulated testing conditions. For the verbal and quantitative sections, you should try to answer some sample questions to become familiar with the question format.
Analytical Writing Section
Writing tasks will be delivered on the computer, and you must word process your responses.
Issue Task
The Issue task gives you considerable latitude in the way you respond to the claim made about a given issue. To prepare for this task, try asking yourself the following questions as you review the published list of Issue topics. Practice writing responses on several of the topics, keeping to the 45-minute limit.
* What does the statement mean? What does it imply? What, precisely, is the central issue?
* Do I agree with all or with any part of the statement? Why or why not?
* Is the statement valid only in certain circumstances.
* Do I need to explain how I interpret certain terms or concepts used in the statement?
* If I take a certain position on the issue, what reasons support my position?
* What examples — either hypothetical or drawn from my readings or direct experiences — could I use to illustrate those reasons and advance my point of view? Which examples are most compelling?
* What reasons might someone use to refute or undermine my position? How should I acknowledge or defend against those views?
Argument Task
Because the Argument task is constrained by the line of reasoning in the argument presented to you, be sure to read and analyze the argument carefully. Try asking yourself the following questions as you review the list of published Argument topics, and practice writing responses to several of the topics within the 30-minute time limit.
* What claims, conclusions, and underlying assumptions does the argument make?
* What alternative explanations and counterexamples can I think of?
* What additional evidence might weaken or strengthen the claims?
* What changes in the argument would make the reasoning more sound?
Verbal and Quantitative Sections
IMPORTANT NOTE: Test-taking strategies appropriate for the verbal and quantitative sections of the computer-based General Test are different from those that are appropriate for taking the verbal and quantitative sections of the paper-based General Test. Be sure to follow the appropriate strategies for the testing format in which you will be testing. Computer-based testing strategies should not be used if you take the paper-based test.
* Try to practice test questions under timed conditions so that you get used to the pace of the test. For example, if there are 30 questions in a section and you have a total of 30 minutes to complete the section, give yourself an average of 1 minute to complete each question. When you are practicing, keep your time in mind and remember that if you spend too much time on one question, you will have less time to spend on others.
* Use the computer tutorial to your advantage. The tutorial is included in the GRE POWERPREP software that will be sent to you when you register. The tutorial will let you try out the functions of the computer (e.g., the mouse, the scroll bar) that you will need to use during the test.
When you arrive at the test center on the test day, you will have the opportunity to complete an untimed computer tutorial before the actual test begins. You can spend up to 30 minutes on the tutorial and other untimed sections to become familiar and comfortable with the computer before you start the timed sections of the test.
Once the test is under way, you can always click on “Help” to review the directions or a summary of the tutorial again, but be aware that this will count against your allotted time for that section of the test.
Some questions, graphs, or passages are too large to appear completely on the computer screen. In these cases a “scroll bar” appears to the right of the material and the word “Beginning” appears on the information line at the top of the screen. These are your cues to scroll for more information.
Pace yourself throughout the test — You want to finish!
* Use the resources available for test practicing (test preparation books, software) to become familiar with the test and test instructions before you get to the test center.
* Read the directions carefully before you begin. The directions at the beginning of each test section give you the total number of questions in that section as well as total time allotted for that section.
* Try to budget enough time for each question so that you will be able to complete the test without having to rush at the end of each section. Keep in mind the average amount of time you may want to spend per question.
* Once you start the test, an on-screen clock display will continuously count down the remaining time. You can hide this display if you want, but it is a good idea to check the clock periodically to monitor your progress. The clock will automatically alert you when 5 minutes remain in the allotted time for that section.
* Use your time wisely. Read each question carefully to determine exactly what is being asked. Eliminate the wrong answers and select the best choice. Don’t let yourself get stuck on a tough question and lose time. Keep moving through the test and try to finish each section.
* You may want to use the one-minute break between test sections to replenish your supply of scratch paper. After the analytical writing section, an on-screen message will tell you a 10-minute break is available. Section timing will not stop if you take an unscheduled break.
Know the rules.
* Computer-adaptive tests require that you answer every question in the order it is presented. You can’t skip a question and go back. The computer selects the next question you see from a large pool of available questions based upon your previous responses.
* Click on the appropriate answer. Answer each question by clicking on the oval next to your answer choice or by clicking on any part of the text of that answer choice. Complete your answer by clicking on “Next” and then “Answer Confirm.” You can change your answer any time before confirming it by clicking on a different answer choice.
* Understand the implications of exiting a section or quitting the test. Once you exit a section, you cannot return to it. Click on the “Test Quit” box at the bottom of your screen only if you decide to end your testing session. If you quit the test, you will not receive a score for any section, even for sections you have already completed. If you click on “Section Exit” or “Test Quit” by mistake, you will be given the opportunity to reverse or confirm your decision.
You may take the computer-based General Test once per calendar month up to 5 times in a 12-month period. This applies even if you ended your testing session by clicking on “Test Quit ” or canceled your scores after completing the test.
Understand how the test is scored.
* Computer-adaptive tests are scored differently than most paper and pencil tests. Your score on the computer-adaptive test depends on a combination of such factors as
o the number of questions you answered within the allotted time
o your performance on questions answered throughout the test
o the statistical characteristics (including difficulty level) of questions answered throughout the test.
Don’t panic if you don’t know an answer.
* Don’t spend too much time on any one question. The last thing you want to do is waste a lot of valuable time on any one question. If, after you’ve given it a reasonable amount of thought, you don’t know the answer, eliminate as many answer choices as possible and then select and confirm the answer you think is best. Keep going and aim to complete the test.
* If you are running out of time at the end of a section, make every effort to complete the test. Data indicate that most test takers get higher scores if they finish the test. In fact, based on analyses of test takers, a majority of test takers will score higher if they finish the test than if they do not attempt to answer all of the questions. There is a chance that guessing at the end of the test can seriously lower your score. The best strategy is to pace yourself so that you have time to consider each test question, and won’t have to guess.
Test Development Process
The General Test is composed of questions formulated by specialists in various fields. Each question is reviewed by several independent critics and revised if necessary. New questions are pretested in actual tests under standard testing conditions.
Questions appearing in a test for the first time are analyzed for usefulness and potential weaknesses; they are not used in computing scores. Questions that perform satisfactorily become part of a pool from which new editions of the General Test are assembled at a future date.
After questions for a new edition of a General Test have been assembled, they are reviewed by other subject matter experts and test specialists from inside and outside ETS. Individual test questions and the test as a whole are reviewed to eliminate material considered to be potentially offensive, inappropriate for major subgroups of the test-taking population, or serving to perpetuate any negative attitude concerning these subgroups.
The extensive procedure described above has been developed to ensure that every question in the General Test is appropriate and useful and that the combination of questions is satisfactory. Even so, the appraisal continues until after the new edition has been administered and subjected to a rigorous statistical analysis, before scores are reported, to see whether each question yields the expected statistical results.
This analysis could provide information that suggests that a particular question is ambiguous, requires knowledge beyond the scope of the test, or is inappropriate for the total group or for a particular subgroup of test takers. Answers to questions found to have such flaws are not used in computing scores.
Scoring Process
Scores will be based on one section each of verbal and quantitative, and two analytical writing tasks.
Analytical Writing Section
A single score is reported for the analytical writing section. Each essay receives a score from 2 trained readers using 6-point holistic scale. In holistic scoring, readers are trained to assign scores on the basis of the overall quality of a response to the assigned task. If the 2 assigned scores differ by more than 1 point on the scale, the discrepancy is adjudicated by a third, very experienced, reader. Otherwise, the scores from the 2 readings of an essay are averaged. The final scores on the 2 essays are then averaged and rounded up to the nearest half-point interval (e.g., 3.0, 3.5). If no essay response is given for either of the 2 tasks in this section, an NS (No Score) is reported for the section. If any essay response is provided for only one of the 2 writing tasks, the task for which no essay response is provided will receive a score of zero.
The primary emphasis in scoring the analytical writing section is on your critical thinking and analytical writing skills rather than on grammar and mechanics. Additional scoring information is provided in the POWERPREP software and in the interpretive leaflet enclosed with your score report.
During the scoring process, your essay responses on the analytical writing section will be reviewed by ETS essay-similarity-detection software and by experienced essay readers. See Independent Intellectual Activity.
Verbal and Quantitative Sections
You will receive a test score on every section (except unidentified pretest sections and/or research sections), regardless of the number of questions answered, even if time expires before you answer all the questions. However, if you answer no questions at all in a section, that section will be reported as a No Score (NS).
Your score on each section of the test will depend on the number of questions answered in the time allotted, as well as on your performance on the questions given. Because both of these sections are computer adaptive, the questions given are selected to reflect both your performance on preceding questions and the requirements of the test design. Test design factors that influence which questions are presented include:
* the statistical characteristics (including the difficulty level) of those questions already answered
* the required variety of question types
* the appropriate coverage of content
Scores Reported on the General Test
Three scores are reported:
* a verbal score reported on a 200-800 score scale, in 10-point increments,
* a quantitative score reported on a 200-800 score scale, in 10-point increments, and
* an analytical writing score reported on 0-6 score scale, in half-point increments.
If you answer no questions at all in a section (analytical writing, verbal, or quantitative), that section will be reported as a No Score (NS).
Descriptions of the analytical writing abilities characteristic of particular score levels are available in the interpretive leaflet enclosed with your score report, and in the Guide to the Use of GRE Scores.
Canceling Your Scores
At the end of the test, before you view your scores, you will have the option to cancel your scores. This is the only time your scores can be canceled. Canceled scores cannot be reinstated, and no refund will be issued.
Institutions will not receive any information about your canceled scores or about any previous scores you may have on file.
Reporting Your Scores
You can view unofficial verbal and quantitative scores at the test center; however, because of the essay scoring process, you will not receive your analytical writing score at that time. Official verbal, quantitative, and analytical writing scores will be sent to you and score recipients within 10 to 15 days after you take the test. Printed score reports are not available at the test center.
At the end of the test, if you choose to report your scores, you may request that they be sent to as many as 4 graduate institutions or fellowship sponsors at no additional charge. If an institution is not listed, ask the test center administrator for the appropriate form to indicate unlisted institutions. Complete the form and turn it in before you leave the test center. The form will not be accepted after you leave the test center. If you do not select institutions on the test day, you will be required to pay US$15 per recipient to have the scores sent at a later date.
Test centers cannot provide printed copies of score reports.
Retaking the Test
You may take the General Test (computer-based and/or paper-based) only once per calendar month and no more than 5 times in any 12-month period. This applies even if you canceled your scores on a test taken previously.
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