Answer: C) 3 and 5

Core Concept: Understanding Parts of Speech

An adverb modifies (describes) a verb, adjective, or another adverb. It answers questions like: How? When? Where? Why? To what extent?

Detailed Analysis:

✓ Sentence 3: “Nothing goes right”

• ‘Right’ modifies the verb ‘goes’
• Question test: “How does nothing go?” Answer: “Right” (meaning properly/well)
• This is an adverb of manner

✓ Sentence 5: “Turn right”

• ‘Right’ modifies the verb ‘Turn’
• Question test: “Which direction to turn?” Answer: “Right”
• This is an adverb of direction/place

Why other options are wrong:

✗ Sentence 1: “You were quite right”

• ‘Right’ is an adjective describing ‘You’ (What kind of person? A right/correct one)
• Adjectives describe nouns/pronouns

✗ Sentence 2: “How can we right these wrongs?”

• ‘Right’ is a verb meaning ‘to correct’ or ‘to fix’
• Verbs show action or state of being

✗ Sentence 4: “Take the first street on the right”

• ‘Right’ is a noun (the right side, a thing/place)
• Nouns name people, places, things, or ideas

Memory Strategy for Future:

1. Adverb test: Ask “How? When? Where? Why?” about the verb
2. Adjective test: Ask “What kind? Which one? How many?” about the noun
3. Verb test: Can you put “to” in front of it? (to right = to correct)
4. Noun test: Can you put “the” in front of it? (the right = the right side)

Related Grammar Rules:

• Many adverbs end in -ly (quickly, slowly) but not all (right, fast, well)
• The same word can be different parts of speech in different contexts
• Always identify what the word is doing in that specific sentence, not its general meaning

Answer: C) an, a, a, the

Core Concept: Definite vs Indefinite Articles

Fundamental Rules:

• Indefinite Articles (a/an): Used for first mention of non-specific, countable singular nouns
• Definite Article (the): Used for specific nouns or second mention of previously introduced nouns

Detailed Analysis:

1st Blank: “He met with _____ accident” → AN

• First mention of an accident (we don’t know which specific accident yet)
• “Accident” starts with a vowel sound /æ/, so use “an” (not “a”)
• Rule: Use “an” before vowel sounds (a, e, i, o, u sounds)

2nd Blank: “He lost _____ purse” → A

• First mention of a purse (non-specific)
• “Purse” starts with consonant sound /p/, so use “a”

3rd Blank: “and _____ watch” → A

• First mention of a watch (non-specific)
• “Watch” starts with consonant sound /w/, so use “a”

4th Blank: “in _____ accident” → THE

• Second mention - we now refer back to the same specific accident from the first sentence
• The accident is now definite/specific in our minds
• Rule: Use “the” for second mention or when something becomes specific

Advanced Article Rules to Remember:

When to use A/AN:

• First mention: “I saw a dog” (which dog? any dog)
• One of many: “She’s a teacher” (one of many teachers)
• Before vowel sounds: an elephant, an hour, an MBA, an FBI agent

When to use THE:

• Second mention: “The dog was black” (the same dog mentioned before)
• Unique items: the sun, the moon, the President
• Specific items both speaker and listener know: “Close the door” (the door we both can see)
• Superlatives: the best, the tallest
• Ordinal numbers: the first, the second

Vowel Sound vs Vowel Letter:

• “An hour” (h is silent, starts with vowel sound)
• “A university” (u sounds like “you”, starts with consonant sound)
• “An honest person” (h is silent)
• “A one-way street” (o sounds like “won”, starts with consonant sound)

Common Mistakes to Avoid:

1. Don’t use “the” for first mention of non-specific items
2. Don’t forget that article choice depends on sound, not spelling
3. Don’t use articles with uncountable nouns in general statements (Water is essential - not “The water is essential”)

Practice Strategy:

• Always ask: “Is this the first or second time I’m mentioning this?”
• Listen to the first sound (not letter) to choose a/an
• Remember: specific = the, non-specific first mention = a/an

Answer: A) don’t practice, won’t improve

Core Concept: Types of Conditional Sentences

This is a First Conditional (Type 1) - used for real, possible situations in the future.

Complete Conditional System:

Type 0 (General Truth/Scientific Facts):

• Structure: If + Simple Present, Simple Present
• Example: “If you heat water to 100°C, it boils”
• Use: Universal truths, scientific facts

Type 1 (Real Future Possibility) ← THIS QUESTION:

• Structure: If + Simple Present, will/won’t + base verb
• Example: “If you don’t practice, you won’t improve”
• Use: Likely future situations, predictions, warnings

Type 2 (Unreal Present/Hypothetical):

• Structure: If + Simple Past, would + base verb
• Example: “If I were rich, I would travel the world”
• Use: Imaginary present situations, advice

Type 3 (Unreal Past/Regret):

• Structure: If + Past Perfect, would have + past participle
• Example: “If I had studied harder, I would have passed”
• Use: Regret about past, imaginary past situations

Detailed Analysis of This Question:

✓ Correct Answer: “If you don’t practice, you won’t improve”

• If clause: “don’t practice” (Simple Present - negative form)
• Main clause: “won’t improve” (will not + base verb)
• Meaning: This is a real warning about a likely future consequence

Why Other Options Are Wrong:

✗ Option B: “did not practice, will not improve”

• Mixes Type 1 and Type 2 incorrectly
• “Did not practice” is Simple Past (belongs in Type 2)
• “Will not improve” is Type 1 main clause
• Never mix tenses from different conditional types

✗ Option C: “had not practiced, would not improve”

• This attempts Type 3 but is incomplete
• Should be: “If you had not practiced, you would not have improved”
• Type 3 requires “would have + past participle” in main clause

✗ Option D: “did not practice, would not improved”

• Multiple errors: wrong tense combination + grammatical error
• “Would not improved” is impossible - should be “would not improve”
• Never use past participle after modal + not

Advanced Conditional Rules:

1. Time Reference:

• Type 1: Present action → Future result
• Type 2: Present imaginary → Present imaginary result
• Type 3: Past imaginary → Past imaginary result

2. Probability:

• Type 1: 50-90% chance (realistic)
• Type 2: 0-10% chance (unlikely/impossible now)
• Type 3: 0% chance (past cannot be changed)

3. Common Variations:

• Type 1: “If it rains tomorrow, we’ll stay home”
• Type 1: “If you study hard, you might pass” (might/could/may instead of will)
• Type 2: “If I were you, I would apologize” (advice)
• Type 2: “I wish I were taller” (present regret)

4. Mixed Conditionals (Advanced):

• Past condition → Present result: “If I had studied medicine, I would be a doctor now”
• Present condition → Past result: “If I were more careful, I wouldn’t have made that mistake”

Identification Strategy:

1. Look at the main clause first to identify the type
2. Match the if-clause to the same type
3. Check probability: Is this realistic (Type 1) or hypothetical (Type 2/3)?
4. Check time: Present/future (Type 1), present hypothetical (Type 2), or past (Type 3)?

Memory Tricks:

• Type 1: “If it’s possible, will happens” (realistic)
• Type 2: “If I were…, I would…” (dreaming)
• Type 3: “If I had…, I would have…” (regret)

Answer: D) have been helping

Core Concept: Perfect Tenses and Time Expressions

Key Time Marker: “for the last five weeks”

This phrase is a strong indicator of Present Perfect Continuous tense because it shows:

1. Duration: Action continued for a specific period
2. Connection to present: Still relevant/continuing now
3. Emphasis on ongoing process: The helping is still happening

Complete Perfect Tense System:

Present Perfect Simple:

• Structure: have/has + past participle
• Use: Completed actions with present relevance
• Example: “They have helped many people” (focus on result)

Present Perfect Continuous: ← THIS QUESTION

• Structure: have/has + been + verb-ing
• Use: Actions started in past, continuing to present, emphasis on duration
• Example: “They have been helping for five weeks” (focus on ongoing process)

Past Perfect Simple:

• Structure: had + past participle
• Use: Completed action before another past action
• Example: “They had helped before the crisis ended”

Past Perfect Continuous:

• Structure: had + been + verb-ing
• Use: Ongoing action in past before another past event
• Example: “They had been helping for weeks before I joined”

Why Present Perfect Continuous is Correct:

✓ “have been helping” - Correct

• Duration marker: “for the last five weeks” demands continuous aspect
• Present connection: The helping likely continues now
• Ongoing emphasis: Focus on the sustained effort over time

Why Other Options Are Wrong:

✗ A) “helped” (Simple Past)

• Only shows completed action in past
• No connection to present moment
• Ignores the duration aspect of “for five weeks”
• Wrong time frame: Simple past = finished, but sentence implies ongoing

✗ B) “are helping” (Present Continuous)

• Only shows current action
• Ignores the duration: “for five weeks” shows this isn’t just happening now
• No indication of how long it has been continuing

✗ C) “had been helping” (Past Perfect Continuous)

• Used when there’s another past reference point
• Missing second past action: This sentence has no other past event to relate to
• Would need something like: “They had been helping for weeks when the emergency ended”

Critical Time Expression Patterns:

For Present Perfect (Simple/Continuous):

• For: “for 3 hours, for a week, for years” (duration)
• Since: “since Monday, since 2020, since I was young” (starting point)
• Already: “I have already finished”
• Just: “She has just arrived”
• Recently: “We have recently moved”
• So far: “So far, we have completed 5 projects”

For Past Perfect:

• Before: “I had finished before he arrived”
• After: “After I had eaten, I felt better”
• By the time: “By the time I arrived, they had left”
• When: “When I got there, they had already started”

Present Perfect Simple vs Continuous:

Use Simple when:

• Focus on result/completion: “I have written 3 letters”
• Recent completion: “She has just arrived”
• Life experience: “I have been to Paris” (been = visited)

Use Continuous when:

• Focus on duration: “I have been writing for 2 hours”
• Temporary situations: “I have been staying at a hotel”
• Recent activity with present evidence: “You look tired. Have you been running?”

Advanced Usage Notes:

1. Stative Verbs: Usually don’t use continuous

• “I have known him for years” (not “I have been knowing”)
• “She has owned this car since 2020” (not “She has been owning”)

2. Repeated Actions:

• Simple: “He has called me three times” (counting)
• Continuous: “He has been calling me all day” (emphasizing persistence)

3. Present Evidence:

• “Your hands are dirty. Have you been gardening?” (continuous - recent activity)
• “Have you finished your homework?” (simple - completion focus)

Memory Strategy:

• “For/Since + time period” = Strong signal for Present Perfect
• Still continuing? = Present Perfect Continuous
• Another past action mentioned? = Past Perfect
• Focus on result? = Present Perfect Simple
• Focus on duration/process? = Present Perfect Continuous

Answer: A) allusions, illusions

Core Concept: Homophones and Commonly Confused Words

These words sound similar but have completely different meanings - a classic example of homophones that cause frequent confusion in academic writing.

Complete Word Analysis:

ALLUSION /əˈluːʒən/

• Definition: An indirect reference to another work of literature, person, place, event, or artwork
• Etymology: From Latin “alludere” = “to play with” or “to refer to”
• Usage: Academic, literary contexts
• Memory trick: Allusion = Another work (reference to another thing)

ILLUSION /ɪˈluːʒən/

• Definition: A false idea, belief, or impression; something that deceives the senses
• Etymology: From Latin “illudere” = “to mock” or “to deceive”
• Usage: Psychology, general contexts about deception
• Memory trick: Illusion = Imaginary/false (not real)

Detailed Sentence Analysis:

First Blank: “Her novels are packed with literary _____”

✓ ALLUSIONS - Correct

• Literary works commonly contain references to other books, mythology, history, or culture
• Examples of literary allusions:
  • “He was a real Romeo” (allusion to Shakespeare’s character)
  • “It was her Achilles’ heel” (allusion to Greek mythology)
  • “She opened a Pandora’s box” (allusion to Greek myth)
• Context clue: “literary” suggests references to other literary works

✗ ILLUSIONS - Wrong

• “Literary illusions” doesn’t make logical sense
• Novels don’t contain false beliefs - they contain references
• Would mean the novels are full of deceptions, which isn’t the intended meaning

Second Blank: “We have no _____ about how difficult the job will be”

✓ ILLUSIONS - Correct

• Common idiom: “have no illusions about” = be realistic about, not deceive oneself
• Means: We’re not deceiving ourselves; we know it will be difficult
• Shows clear, realistic understanding without false hopes

✗ ALLUSIONS - Wrong

• “Have no allusions about” is not a standard English expression
• Doesn’t make sense contextually - you don’t “have allusions about” something

Extended Vocabulary: Related Confusing Pairs

1. ALLUDE vs ELUDE

• Allude: to refer indirectly (“She alluded to the problem”)
• Elude: to escape or avoid (“The solution eluded him”)

2. ELUSIVE vs ILLUSIVE

• Elusive: hard to catch/find (“The elusive criminal”)
• Illusive: based on illusion, deceptive (“An illusive hope”)

3. DELUSION vs ILLUSION

• Delusion: a persistent false belief (mental health context)
• Illusion: a temporary false perception (optical illusion)

Academic Writing Applications:

Using ALLUSION correctly:

• “The author’s allusion to Hamlet enriches the text”
• “Biblical allusions appear throughout the novel”
• “Her speech contained several allusions to classical literature”

Using ILLUSION correctly:

• “The illusion of progress masked deeper problems”
• “He had no illusions about his chances”
• “The magician created a convincing illusion”

Common Mistakes to Avoid:

❌ Wrong Usage:

• “The book makes allusions to being happy” (should be: creates illusions)
• “I have many allusions about success” (should be: illusions)
• “The text is full of biblical illusions” (should be: allusions)

✅ Correct Usage:

• “The poem contains allusions to Greek mythology”
• “She has no illusions about the difficulty ahead”
• “His allusion to Shakespeare was subtle but clear”

Context Clues for Future:

Look for ALLUSION when you see:

• “Reference to…”
• “Literary/biblical/classical…”
• “Reminiscent of…”
• Academic or literary analysis contexts

Look for ILLUSION when you see:

• “False belief/idea…”
• “Deception/trick…”
• “No illusions about…” (common phrase)
• Psychology or perception contexts

Memory Devices:

1. ALLusion = ALL about referring to something else
2. ILLusion = ILLogical, not real
3. Allusion = Another work (starts with same letter)
4. Illusion = Imaginary (starts with same letter)

Practice Sentences for Self-Testing:

1. “The painting contained several _____ to Renaissance art” (allusions)
2. “The desert heat created an _____ of water” (illusion)
3. “Her _____ to the recent scandal was subtle” (allusion)
4. “He had no _____ about winning the lottery” (illusions)

Answer: C) An area of vulnerability

This idiom is a metaphor for a flaw, weakness, or vulnerable spot in a person’s character, plan, or argument.

Important: Don’t interpret idioms literally - they have figurative meanings different from their literal components.

Answer: A) Privilege

The correct spelling is Privilege. Notice the ‘i-i-e’ vowel pattern.

Common mistake: Adding a ‘d’ (like in ‘knowledge’), but it’s not present in privilege.

Memory tip: PRIVilege = PRIV-I-lege

Answer: C) 1, 2, 3 and 4

A Mock Epic uses heroic style to treat trivial subjects satirically.

Mock Epics (Augustan period):

• ✓ The Rape of the Lock - Pope’s satirical masterpiece
• ✓ Mac Flecknoe - Dryden’s literary satire
• ✓ Trivia - Gay’s mock-heroic poem
• ✓ The Dunciad - Pope’s satire on dullness

Not a Mock Epic:

• ✗ Tintern Abbey - Wordsworth’s serious Romantic lyrical poem about nature and memory

Answer: B) “In my beginning is my end” - East Coker

The epigraph to Baumgartner’s Bombay is “In my beginning is my end” from T.S. Eliot’s “East Coker” (part of Four Quartets).

Study tip: This type of factual literary knowledge requires memorization and systematic note-taking of:

• Major works and their epigraphs
• Famous opening/closing lines
• Author connections and influences

Answer: A) Language is not for communication

While ALM is criticized for not teaching spontaneous communication, its proponents never claimed “language is not for communication.”

ALM Core Principles:

• Ultimate goal WAS communication (through memorized patterns)
• Uses contextual dialogues (“At the station,” “At a restaurant”)
• Follows behaviorist principles of habit formation
• Natural order: listening → speaking → reading → writing

Key distinction: ALM’s stated philosophy vs criticisms leveled against it.

Answer: C) Develops the ability to translate

Free composition involves creative expression in the target language. Translation is converting text between two languages - completely different skills.

Free Composition:

• Encourages creativity and personal expression
• Students write original thoughts
• Single language focus
• Develops fluency and ideas

Translation:

• Constrained conversion between languages
• Requires precise linguistic equivalence
• Dual language focus
• Tests accuracy and linguistic knowledge

Conclusion: These are fundamentally different, often opposing, pedagogical activities.

Answer: B) /‘kòndækt/

In “code of conduct,” the word is a NOUN meaning ‘behavior.’

Noun/Verb Stress Pattern:

• Noun form: stress on first syllable → CON-duct /‘kòndʌkt/
• Verb form: stress on second syllable → con-DUCT /kən’dʌkt/

Other examples:

• REcord (noun) / reCORD (verb)
• PROject (noun) / proJECT (verb)
• CONtrast (noun) / conTRAST (verb)

Answer: C) /bəu’keɪ:/

‘Bouquet’ is pronounced ‘boh-KAY’ with stress on the second syllable.

Breakdown:

• First syllable: /əʊ/ diphthong (as in ‘go’)
• Second syllable: /eɪ/ diphthong (as in ‘say’)
• Stress: on second syllable (/bəʊˈ/)
• Length marker: Some transcription systems mark diphthong length (:)

Note: Phonetic transcription can vary by system, but stress placement and vowel sounds are consistent.

Answer: D) He may be being interviewed by the committee now

Modal continuous passive structure: modal + be + being + past participle

Transformation:

• Active: “may be interviewing”
• Passive: “may be being interviewed”

The double ‘be’ construction is correct for continuous passive voice with modals.

Pattern: Modal + be + being + past participle

Answer: C) NP + VP + Noun/Pronoun + Adjective

Pattern breakdown:

• Subject (NP): The little boy
• Verb (VP): has made
• Object (NP): his clothes
• Object Complement (Adjective): dirty

‘Dirty’ is an adjective describing the state of ‘clothes’ (the object), not an adverb describing how he made them.

Test: What became dirty? His clothes. (Object complement = adjective)