LET Review on Vocabulary 

(Credit to the true owner)

 

1. Structural Analysis.  Words are made up of the smallest meaningful units called morphemes.  The visual scrutiny of unfamiliar words to identify morphemes is called structural analysis.  Knowing the roots, prefixes, and suffixes of words helps reveal the meaning of the total word form.

a) Root words are words from which other words are formed by adding a beginning part (prefix) or an ending part (suffix)

active (move) porter (carry) contradiction (to speak)

b) Prefixes are word parts added to the beginning of a word

benevolent (good) decline (from) nonsense (not)

c) Suffixes are syllables added at the end of a word to form a new word with a different meaning

Biology (study of) homeless (without) scientist (one who does)

 

 

1. Word Formation.  Words undergo changes.  The following are five processes of word formation:

a) Clipping means to cut off the beginning or the end of the word.  It may mean cutting from both ends, leaving a part to stand for the whole.

phone photo psycho trigo chem.

b) Blending is formed by fusing or putting two words together.  Usually the first part of one word is blended or fused with the last part of another.  The blended word then gets its meaning from the two words put together.

Eurasian Philhealth cosmonaut smog telecast

c) Compounding uses two or three words put together to make a full form.  Most often the meaning of the word is different from its parts.  Sometimes it is the meaning of the two words put together.

tightwad blackout first aid runner-up trigger-happy

d) Acronymy is the use of initial letter or syllables of several words in succession.

PPSTA UNESCO AWOL scuba radar

e) Folk or Popular Etymology results from changing a word in part or in whole to make it more like a familiar word.

belfry isle bachelor barbeque caesarian

 

 

 

 

2. Context Clues.  The meaning of a word may be determined by its environment – the words that surround it, either coming before or after it in the sentence of in the paragraph.

a) Definition is considered the simplest and most obvious way by which the meaning of a word is revealed.  The be verb is used to equate the term to be defined to the familiar word in the sentence.

Psychiatry is the branch of medicine that deals with the diagnosis, treatment, and prevention of mental disorders.

b) Restatement  may be in the form of synonyms, examples, elaboration by the use of modifiers, and pairing closely related words.  It is usually introduced by signal words: that is, for example, such as, like, in the way, that, in other words, what this means, etc.  It may also be signaled by the dash and the parentheses.

He was a true peripatetic, like the walking philosophers who followed Aristotle and the wandering Jews of Israel.

c) Synonym is a word that means essentially the same thing as another word.  It is usually preceded by the function word or.  Sometimes the synonym may be found in another sentence within the paragraph.

God is omniscient, or all-knowing.

d) Antonym is the opposite or contrasting word that may serve as a clue to the unfamiliar word.

Julia’s remarks are generally not nebulous, but clear.

e) Inference requires reading between lines to see connections and relationships not explicitly stated in a particular passage.

The practicing physician as a rule is completely unskilled in obstetrics.  His preliminary training contains little or nothing concerning the details of pregnancy and childbirth.

f) Homophones & Words with Multiple Meanings indicate several meanings that a word has in English.

Susan bought a bar of soap.

The soldiers tried to bar the enemies.

The brilliant student passed the bar examination.

g) Words of Various Disciplines are the basic meaning of specialized vocabulary in a particular subject area.

The capital of the Philippines is Metro Manila. (Social Science)

His capital for the new business is one million pesos. (Math)

h) Multiple Context make the meaning of unfamiliar words clearer and easily understood.

Butterflies fly from flower to flower.

How high did the boy fly his kite?

Airplanes fly regularly from Manila to Hongkong.

 

3. Idioms.  An idiom is an expression peculiar to a language.  It usually has several associated meanings which are not readily understandable from its grammatical construction and cannot be derived from the meaning of its separate elements.

· cross to bear  – endure a kind of burden

· close-fisted – a miser

· cold-reception – unfriendly

· broad daylight – open, full daylight

· blackmail – money extorted by threat of intimidation

· Argus-eyed – jealously watchful

· what not  -etcetera

· blue-blood – noble blood

· chicken-hearted – a timid, cowardly fellow

· absent-minded – to be inattentive of what is going on

· fair weather friend – a friend who deserts you in time of difficulties

· henpecked husband – a submissive husband

· laughing stock – object of ridicule

· greenhorn – an inexperienced person

· by heart  – from memory

· burn the midnight oil – study or work far into the night

· bundle from heaven – new-born baby

· belle of the ball – most popular girl

· blanket authority – complete right or privilege

· behind the times – unprogressive

· came to terms – deal with misunderstanding

4. Figures of Speech.  These forms of expressions are used to convey meaning or heighten effect, often by comparing or identifying one thing with another that has meaning or connotation familiar to the reader or listener.

a) Simile – a comparison between two unlike objects by using like or as

His mind is like a sponge.

b) Metaphor – an indirect comparison of unlike objects

She is a phantom of delight

c) Personification – the giving of human characteristics & capabilities to nonhuman things such as inanimate objects, abstract ideas, or animals

The clouds cried a torrent of tears.

d) Apostrophe – an address to the absent as if present or to the inanimate as if human

“O wind, if winter comes, can spring be far behind?”

e) Hyperbole – the use of excessive exaggeration for effect

Waves mountain high broke over the reef.

f) Oxymoron – the combining of contraries to portray a particular image or to produce a striking effect

Parting is such sweet sorrow.

g) Paradox – uses a phrase or statement that on surface seems contradictory, but makes some kind of emotional sense

Let us go to war for peace.

h) Metonymy – substitutes a word that closely relates to a person or thing

Have you no respect for gray hairs?

i) Synecdoche – uses a part to represent the whole

No busy hand provoke a tear/No roving foot shall crush thee here

j) Litotes – makes a deliberate understatement used to affirm by negating its opposite

Regine Velasquez is not a bad singer.

k) Irony – the opposite of what is expected is what happens

To cry like a baby, that’s a fine way for a man to act.

l) Allusion – refers to a literary, biblical, historical, mythological, scientific event, character, or place

Beware of the kiss of Judas!

m) Antithesis – a contrast of words or ideas

She looks like an innocent flower but watch out for the serpent under it

 

5. Rhetorical Devices.  These are sound devices used to convey meaning through rhyme and rhythm.

a) Onomatopoeia – uses a word having a sound that imitates what it denotes

hiss, bang, buzz, hush , swoosh

b) Alliteration – involves the repetition of initial consonant sounds

wicked and wan, threatening throngs

c) Assonance – uses repetition of vowels without repetition of consonants, also called a vowel rhyme

alone, alone, all, all, alone

d) Consonance – repeats the final consonant sounds, also called a slant rhyme

dreary and weary; odds and ends

e) Rhyme – employs identical sounds from the vowel of the accented syllables to the end

hold, told, mold, gold; die, sky, my, fly, pie

f) Anaphora – repeats a word or words at the beginning of two or more successive clauses or verses

Cannons to the right of them/Cannons to the left of them 

 

Let Review on Reading Comprehension 2021

(Credit to the true owner)

Reading comprehension questions usually fall into several general categories.  

 

1. Main Idea.  This usually refers to the passage as a whole, not to some segment or part of the passage.  Questions are usually about the main idea or theme of the passage, about a possible title, or about the author’s primary objective.  The main idea is typically (but not always) found in the first paragraph.  It is the statement that gives the overall theme of the passage.  In many cases, it is in the form of an argument, including a premise and conclusion.

 

World War II brought new demands and needs to the nation in the 1940s.  Financing the war meant additional taxes and changes to payroll processing.  An armed force with millions of people produced new challenges in administration and record keeping.  New weapons required countless calculations and tests.  Defense research demanded the development of large-scale computing devices.

 

2. Supporting Ideas.  This is about the idea expressed in one part of the passage rather than about the passage as a whole.  This type of question is to distinguish between the main idea and those themes that support it, some of which may be implicit or implied rather than explicitly stated.

 

Males and females are each associated with different kinds of behavior, and what is considered masculine and feminine differs from society to society.  These concepts of masculinity and femininity extend to how people walk, sit, talk, and dress.  In our society, as in all others, men walk and talk in certain ways and until very recently dressed very differently from women.  In some societies, different spatial areas are associated with males and females – women in many Middle Eastern societies are restricted to certain parts of the house and may only come into contact with the males who are members of their family.  In such societies, the coffee house and the market are defined as male domains.  In contrast, in some African societies, women predominate in the marketplace.

 

3. Drawing Inferences.  This asks about ideas that are not explicitly stated in a passage.  The question refers meanings implied by the author based on information given in the passage.

 

The procedure is actually quite simple.  First, you arrange the items into different groups.  Of course one pile may be sufficient depending on how much there is to do.  If you have to go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set.  It is important not to overdo things.  That is, it is better to do too few things at once than too many.  In the short run this may not seem important but complications can easily arise.  A mistake can be expensive as well.  At first, the whole procedure will seem complicated.  Soon, however, it will become just another facet of life.  It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell.  After the procedure is completed one arranges the materials into different groups again.  Then they can be put into their appropriate places.  Eventually they will be used once more and the whole cycle will then have to be repeated.  However, that is part of life.

 

4. Specific Details.  This type of questions asks about specific facts or details the author has stated explicitly in the passage.

 

Today, farmers grow about 449 million tons of corn worldwide.  In terms of area under cultivation, it’s the world’s second or third largest crop.  Providing 19 percent of the world’s food calories and 15 percent of its food-crop protein, global corn production yields about 200 pounds of the cereal for every individual alive.  It should come as no surprise, then, that corn – also known as maize – is a staple for some 200 million people, including nearly half the world’s chronically malnourished.  However, conventional corn is deficient in the vitamin niacin, and roughly half its protein in lacks lysine and tryptophan – two essential amino acids.  As a result, this staple is not a sufficient protein source, for children, the sick, and pregnant or lactating women.

 

5. Tone or Attitude of the Passage.  This concentrates on the author’s style, attitude, or mood.  The use of key words such as adjectives that reveal if the author is “pessimistic,” “critical,” “supportive,” or “objective” about an event, idea, or situation in the passage help determine the tone or attitude.

 

Them dirty lousy politicians is getting altogether too high and might, the way they is always arranging to take advantage of the little businessmen by raising up the tax payments and collecting more money from the little fellows.  They ain’t nothing much can be done about this here business, because them politicians has certainly got the inside connections and they always work through undercover arrangements.  It’s might funny that the generals and the admirals and the presidents of the big corporations aren’t paying out no oversized tax installments but just the little businessmen who aren’t getting much money nohow.

6. The Logical Structure of the Passage.  This tests the overall meaning, logic, or organization of a passage.  The question asks how several ideas in a passage are interrelated or how a passage is constructed, classifies, compares, describes events, or situations.

 

Let’s begin then to investigate the characteristics of your memory system as it now operates.  You may be surprised to discover that there is already more to your memory system than you realize even existed.  Scientific investigations of memory and how it works have turned up the fact that each of us actually has three completely different types of memory.  These memory systems are called immediate memory, short-term memory, and long-term memory.  Each of these retains, and loses, information differently.  In addition, the life span of information within each system varies.  Consequently, each is use for different purposes and we must learn how to use each most effectively.  Whenever something is to be remembered for only a short period, it can go into short-term memory; it if is to be used immediately, immediate memory is where it belongs.

 

7. Determining the Meaning of Words from the Context.  When a question asks for the meaning of a word, it can usually e deduced from the context of the passage.

 

Nature loves edges.  Take a place where mountain meets plain, field joins forest, or river fuses with ocean.  Abundant wildness usually occurs where one kind of habitat hits another.  At a good edge the number and variety of living things – the quotient of ecological diversity – generally exceed what can be found in a more uniform habitat.  And because humans appreciate visual contrasts, edges often mean aesthetic distinctness too.  So it is with an estuary, the biological hot spot and scenic climax where freshwater and saltwater first meet head on.

 

LET Review on Grammar 2021

(Credit to the true owner)

It is important to recognize common errors in grammar and usage based on the basic rules of grammar.  

 

A. Verb Errors

1. Verb Tense.  Check if the correct verb tense has been used in the sentence.

û  When I came home, the children still didn’t finish dinner.

ü  When I came home, the children still hadn’t finished dinner.

In reported speech, check that the rule of sequence of tenses has been observed.

û She promised she will come.

ü She promised she would come.

 

2. Tense Formation.  Know the past participle of irregular verbs.

û He throwed it out the window.

ü He threw it out the window.

 

3. Subject-Verb Agreement.  Check if the verb agrees with the subject in number.

û There is many reasons why I can’t help you.

ü There are many reasons why I can’t help you.

 

4. Conditional Sentences.  The word if will NEVER be followed by the words will or would.

û If I would have known, I wouldn’t have gone.

ü If I had known, I wouldn’t have gone.

 

5. Expressions of Desire.  Unfulfilled desires are expressed by the form “________ had hoped that ________ would (or could, or might) do ________.”

û I wish I heard that story about him before I met him.

ü I wish I had heard (or could have heard or would have heard) that story about him before I met him.

 

6. Verbs Followed by Verb Words.  A verb word is the infinitive without the to.

û   She ignored the doctor’s recommendation that she stops smoking.

      ü She ignored the doctor’s recommendation that she stop smoking.

 

7. Tag Endings.  Check for three things in tag endings: a) Does the ending use the same person as the sentence verb?  b) Does the ending use the same tense as the sentence verb?  c) If the sentence verb is positive, is the ending negative; if the sentence verb is negative, is the ending positive?

û She’s been there before, isn’t she?

ü She’s been there before, hasn’t she?

 

8. Negative Imperatives.  There are two forms for negative imperatives. 

û Would you please don’t smoke here.

ü Please don’t smoke here.  or Would you please not smoke here.

 

9. Affirmative and Negative Agreement of Verbs.  There are two correct forms for both the affirmative and negative agreements.

û  I haven’t seen the film and hasn’t either.

ü I haven’t seen the film and she hasn’t either.

or I haven’t seen the film and neither has she.

 

10. Infinitives of Gerunds in the Complement of Verbs.  Some verbs may be followed by either an infinitive or a gerund.  Others may require either one or the other for idiomatic reasons.

û I intend learning French next semester.

ü I intend to learn French next semester.

 

11. Verbs Requiring How in the Complement.  The verbs KNOW, TEACH, LEARN, and SHOW require the word how before an infinitive in the complement.

û She knows to drive. ü   She knows how to drive.

12. Idiomatic Verbs Expressions.  There are a few commonly used idiomatic verb expressions.

a. must have (done) – it is a logical conclusion

They’re late.  They must have missed the bus.

b. had better (do) – it is advisable

It’s getting cold.  You had better take your coat.

c. used to (do) – was in the habit of doing in the past

I used to smoke a pack of cigarettes a day, but I stopped.

d. to be used to – to be accustomed to

The noise doesn’t bother me; I’m used to studying with the radio on.

e. make someone do – force someone to do

My mother made me take my little sister with me to the movies.

f. would rather – would prefer

I would rather you didn’t speak to her.

 

 

B. Pronoun Errors

1. Pronoun Subject-Object.  Check if a pronoun is the SUBJECT or the OBJECT of a verb or preposition.

û All of us – Fred, Jane, Alice, and me – were late.

ü All of us – Fred, Jane, Alice, and I – were late.

 

2. Who and Whom.  When in doubt about the correctness of WHO/WHOM, try substituting the subject/object of a simpler pronoun to clarify the meaning.

û I don’t know who Sarah meant.

ü I don’t know whom Sarah meant.

 

3. Pronoun Subject- Verb Agreement.  Check if the pronoun and its verb agree in number.

û Jessa is absent, but a few of the class is here.

ü Jessa is absent, but a few of the class are here.

 

4. Possessive Pronoun Agreement.  Check if possessive pronouns agree in person and number.

û If anyone calls, take their name.

ü If anyone calls, take his name.

 

5. Pronouns After the Verb To Be. TO BE is an intransitive verb and will always be followed by a subject pronoun.

û It must have been her at the door.

ü It must have been she at the door.

 

6. Position of Relative Pronouns.  A relative pronoun refers to the word preceding it.  If the meaning is unclear, the pronoun is in the wrong position. 

û He could park right in front of the door, which was very convenient.

ü His being allowed to park right in front of the door was very convenient.

 

7. Parallelism of Impersonal Pronouns.  In forms using impersonal pronouns, use either “one… one’s/his or her” or “you… your.”

û One should take your duties seriously.

ü One should take one’s/his or her duties seriously.

ü or You should take your duties seriously.

 

 

C. Adjective and Adverb Errors

1. Use of Adjectives and Adverbs.  Check if a word modifier is an adjective or an adverb and make sure the correct form is used.

û I sure wish I were rich! ü   I surely wish I were rich!

 

2. Adjectives with Verbs of Sense.  Intransitive verbs are described by adjectives while transitive verbs are modified with adverbs.  

û She looked very well. ü   She looked very good!

 

3. Comparatives.  In using adjectives of one or two syllables ending in –y, add –er.  Other words of more than one syllable use more.  Adverbs of one syllable add –er; longer adverbs use more.

û This exercise is harder then the last one

ü This exercise is harder than the last one.

 

4. Parallel Comparisons.  Check if the correct form is used in parallel comparisons.

û The more you practice, you will get better.

ü The more you practice, the better you will get.

 

5. Illogical Comparatives. Check comparisons to make sure they make sense.

û Texas is bigger than any state in the United States.

ü Texas is bigger than any other state in the United States.

 

6. Identical Comparisons.  Something can be the same as or like something else.  Do not mix up the two forms.

û Your dress is the same like mine.

ü Your dress is like mine. or ü   Your dress is the same as mine.

 

7. Idioms Using Comparative Structures.  Some idiomatic terms are formed like comparatives although they are not true comparisons.

û You may have to spend so much as two hours waiting.

ü You may have to spend as much as two hours waiting.

 

8. Noun – Adjectives.  When a noun is used as an adjective, treat it as an adjective.  Do not pluralize or add ‘s.

û You’re talking like a two-years-old child!

ü You’re talking like a two-year-old child!

 

9. Ordinal and Cardinal Numbers.  Ordinal numbers (first, second, third, etc.) are preceded by the.  Cardinal numbers (one, two, three, etc.) are not.

û We missed first act. ü   We missed the first act.

 

10. Modifying Countable and Non-countable Nouns.  If a noun can be preceded by a number, it is a countable noun; if not it is uncountable.

û I was surprised by the large amount of people who came.

      ü I was surprised by the large number of people who came.

 

 

D. Errors in Usage

1. Connectors.  Do not mix different forms in connecting ideas.

û She speaks not only Spanish but French as well.

ü She speaks Spanish and French.

ü She speaks Spanish.  She also speaks French.

ü She speaks Spanish and French too.

ü She speaks not only Spanish but also French.

ü She speaks both Spanish and French.

ü She speaks Spanish as well as French.

 

2. Question Word Connectors.  When a question word such as when or what is used as a connector, the clause that follows is not a question.  Do not use the interrogative form.

û Do you know when does the movie start? ü  Do you know when the movie starts?

 

3. Because.  It is incorrect to say:  The reason is because…  Use: The reason is that…

û The reason he was rejected was because he was too young.

ü The reason he was rejected was that he was too young.

ü He was rejected because of his young age.

ü   He was rejected because he was too young.

 

4. Purpose Connectors.  The word so by itself means therefore.  So that means in order to or in order that.

û We took a cab so we would be on time. ü   We took a cab so that we would be on time

5. Dangling Modifiers.  An introductory verbal modifier should be directly followed by the noun or pronoun that it modifies.  Such a modifier will star with a gerund of participial phrase and be followed by a comma.  Look for the modified noun or pronoun immediately after the comma.

û Seeing that the hour was late, it was decided to postpone the committee vote.

ü Seeing that the hour was late, the committee decided to postpone the vote.

 

6. Parallel Construction.  In sentences containing a series of two or more items, check to see if the same form has been used for all the items in the series.  Do not mix infinitives with gerunds, adjectives with participial phrases or verbs with nouns.

û The film was interesting, exciting, and it was made well.

ü The film was interesting, exciting, and well-made.

 

7. Unnecessary Modifiers.  In general, the more simply an idea is stated, the better it is.

û That depends on the state of the general condition of the situation.

ü That depends on the situation.

 

8. Commonly Confused Words.  Be aware of the commonly misused words in English.

û He was laying in bed all day yesterday.

ü He was lying in bed all day yesterday.

 

9. Misused Words and Prepositional Idioms.  Take note of the prepositions in common idioms.

û They came despite of the rain.

ü They came in spite of the rain or ü   They came despite the rain.