PART II — ENGLISH Effective English Communication – I First Year • Semester I • Subject Code 2612E Unit IV & Unit V

 

 

PART II — ENGLISH

Grammar & Written Communication

Units IV & V — Study & Exam Guide

 

Effective English Communication – I

First Year  •  Semester I  •  Subject Code 2612E

Unit IV: Articles · Parts of Speech · Sentence Patterns

Unit V: Paragraph Writing · Letter Writing · Dialogue Writing

 

Unit IV – Grammar

 

This unit covers the three grammar topics prescribed for Semester I: the correct use of Articles, the eight Parts of Speech, and the basic Sentence Patterns of English. Each topic gives clear rules with examples, followed by practice questions with answers.

1. Articles (a, an, the)

An article is a word used before a noun to show whether the noun is used in a general or a particular sense. English has two articles. ‘A’ and ‘an’ are the indefinite articles, used for something non-specific or mentioned for the first time. ‘The’ is the definite article, used for something particular or already known. When no article is used, grammarians call it the ‘zero article’. The rules below cover the main uses of each.

A. The Indefinite Article — ‘A’ and ‘AN’

‘A’ and ‘an’ have the same meaning; they are used only before singular countable nouns. The choice between them depends on the SOUND that follows, not on the spelling.

The Sound Rule (a vs an)

‘a’ before a consonant sound:  a boy, a girl, a table, a chair, a dog.

‘an’ before a vowel sound:  an apple, an egg, an inkpot, an orange, an umbrella.

Vowel letter but consonant sound → ‘a’:  a university, a union, a European, a useful book, a one-rupee note, a one-eyed man (‘yoo’ and ‘wun’ are consonant sounds).

Silent ‘h’ → ‘an’:  an hour, an honest man, an honourable person, an heir, an heiress.

Sounded ‘h’ → ‘a’:  a house, a horse, a hotel, a hospital, a historic day.

Abbreviations, by their sound:  ‘an’ → an M.P., an M.L.A., an S.D.O., an X-ray, an F.I.R.;  ‘a’ → a B.A., a B.Sc., a C.I.D. officer, a U.N.O. mission.

Main Uses of ‘A / AN’

Before a singular countable noun mentioned for the first time:  I saw a bird on the tree.

In the sense of ‘one’:  He did not speak a word. Wait for a minute.

To represent a whole class (= any one, every):  A cow is a useful animal. A child loves sweets.

Before the name of a profession (noun complement):  He is a doctor. She is an engineer.

In the sense of ‘per / each / every’:  twice a day, sixty kilometres an hour, ten rupees a dozen, once a week.

Before certain numbers and quantities:  a hundred, a thousand, a dozen, a couple of, a lot of, a great deal of, a few, a little.

In exclamations, after ‘what’ and ‘such’ (+ singular countable noun):  What a beautiful flower! Such a clever boy!

B. The Definite Article — ‘THE’

‘The’ points to a particular person or thing, or to something already known or unique. It is used before both singular and plural, and both countable and uncountable nouns, in the following cases.

Something already mentioned or clearly particular:  I bought a pen. The pen writes well.

Unique objects in nature:  the sun, the moon, the earth, the sky, the sea, the world.

Before superlatives:  the best boy, the tallest tower, the most useful invention.

Before ordinal numbers:  the first prize, the second chapter, the last day.

A singular noun standing for a whole class or species:  The cow is a useful animal. The rose is the sweetest of flowers.

Rivers, seas, oceans, gulfs and bays:  the Ganges, the Nile, the Arabian Sea, the Pacific Ocean, the Bay of Bengal.

Mountain ranges, deserts and groups of islands:  the Himalayas, the Alps, the Sahara, the Andamans (but single peaks: Mount Everest).

Directions, regions and certain countries:  the East, the West, the Punjab, the U.S.A., the U.K., the Netherlands.

Holy books and newspapers:  the Ramayana, the Gita, the Bible, the Quran, the Hindu, the Times of India.

Famous buildings, monuments, ships and trains:  the Taj Mahal, the Red Fort, the Titanic, the Shatabdi Express.

An adjective used as a plural noun (a whole class):  the rich, the poor, the blind, the young, the brave.

Nationalities / communities as a whole:  the English, the Indians, the Hindus.

Musical instruments:  play the flute, the violin, the guitar.

A proper noun qualified by an adjective:  the great Akbar, the immortal Tagore, the brave Rajputs.

Comparatives showing parallel increase:  The higher you climb, the colder it becomes. The more, the merrier.

Before ‘only, same, whole, entire’ and titles:  the only son, the same day, the whole class, the Prime Minister, the President.

C. Omission of the Article (Zero Article)

In many situations no article is used at all. The chief cases are these.

Proper nouns — persons, cities, most countries, continents:  Ravi, Chennai, India, Asia.

Uncountable, material and abstract nouns (general sense):  Gold is precious. Honesty is the best policy. Wisdom is a virtue.

Plural countable nouns (general sense):  Children love games. Books are our friends. Cows are useful.

Names of languages and school subjects:  She speaks English. I study Commerce.

Names of meals, games, days, months and festivals:  We have lunch at one. We play cricket. Diwali falls in October.

Most diseases:  He suffers from cholera / cancer. (But: the flu, the measles, the mumps.)

school, college, church, hospital, bed, prison, market — for their main purpose:  He goes to school. She is in hospital. (Use ‘the’ for another purpose: I went to the school to meet the Principal.)

One’s own near relations:  Father is at home. Uncle has arrived.

Nouns in pairs and fixed phrases:  day and night, hand in hand, at home, by bus, on foot, at night.

A title followed by a proper name:  President Lincoln, Doctor Rao, Queen Victoria (but: the President, the Queen).

Note:  Quick decision guide: Is the noun particular / already known / unique? → the. Is it a singular countable noun mentioned generally for the first time? → a / an (chosen by sound). Is it an uncountable noun, a plural in a general sense, or a proper noun? → usually no article.

D. Position of the Article

After ‘such, what, quite, rather’ → article before adjective + noun:  such a nice girl, what a pity, quite a good player, rather a difficult sum.

After ‘so, as, too, how’ → article comes after the adjective:  so kind a man, as good a boy, too high a price, how sweet a song.

‘all, both, half, double, twice’ → come before ‘the’:  all the boys, both the girls, half the day, double the amount, twice the sum.

Practice — Fill in with a, an, the, or ✗ (no article)

Q1. She is ___ honest woman.

Ans. an — ‘honest’ begins with a silent ‘h’ (a vowel sound).

Q2. ___ sun rises in ___ east.

Ans. The … the — the sun is unique; ‘the east’ is a direction.

Q3. He is ___ university student.

Ans. a — ‘university’ begins with a ‘yoo’ (consonant) sound.

Q4. ___ honesty is ___ best policy.

Ans. ✗ … the — abstract noun in general sense; ‘best’ is a superlative.

Q5. I read ___ Hindu every morning.

Ans. the — names of newspapers take ‘the’.

Q6. We climbed ___ Himalayas last summer.

Ans. the — mountain ranges take ‘the’.

Q7. There is ___ egg in ___ basket.

Ans. an … the — vowel sound; ‘basket’ is a particular one.

Q8. ___ cows give us milk.

Ans. ✗ — plural noun in a general sense.

Q9. He wants to become ___ M.L.A.

Ans. an — ‘M’ is pronounced ‘em’, a vowel sound.

Q10. This is ___ best film I have ever seen.

Ans. the — used before a superlative.

Q11. My father goes to ___ office by ___ bus.

Ans. the … ✗ — a particular office; ‘by bus’ is a fixed phrase.

Q12. What ___ beautiful scene it is!

Ans. a — ‘what’ + singular countable noun in an exclamation.

Multiple-Choice Questions

1. Choose the correct article: He is ___ European.

a) a

b) an

c) the

d) no article

2. ___ Ganges is a holy river.

a) A

b) An

c) The

d) No article

3. I waited for ___ hour at the station.

a) a

b) an

c) the

d) no article

4. ___ gold is a precious metal.

a) A

b) An

c) The

d) No article (✗)

5. She has done ___ M.A. in English.

a) a

b) an

c) the

d) no article

6. The cow is ___ useful animal.

a) a

b) an

c) the

d) no article

7. He is ___ honourable judge.

a) a

b) an

c) the

d) no article

8. ____ rich should help ____ poor.

a) A … a

b) The … the

c) An … an

d) No article … no article

9. We go to ___ school every day.

a) a

b) an

c) the

d) no article (✗)

10. It is ___ one-rupee coin.

a) a

b) an

c) the

d) no article

Answer Key:  1-a   2-c   3-b   4-d   5-b   6-a   7-b   8-b   9-d   10-a

2. Parts of Speech

Every word in English belongs to one of eight classes called the Parts of Speech, according to the work it does in a sentence. The same word may act as different parts of speech in different sentences.

1. Noun:  the name of a person, place, thing or idea — Ravi, Delhi, table, honesty.

2. Pronoun:  a word used in place of a noun — he, she, it, they, this, who.

3. Verb:  a word of action or of being — run, eat, is, seems, has.

4. Adjective:  a word that describes or qualifies a noun — tall, blue, three, this book.

5. Adverb:  a word that modifies a verb, an adjective or another adverb — quickly, very, here, now.

6. Preposition:  a word that shows the relation of a noun/pronoun to another word — in, on, at, under, between.

7. Conjunction:  a word that joins words, phrases or clauses — and, but, or, because, although.

8. Interjection:  a word that expresses sudden feeling — Oh! Alas! Hurrah! Wow!

The Same Word, Different Parts of Speech

▸  The rain stopped. (rain = noun)  /  It may rain today. (rain = verb)

▸  He runs fast. (fast = adverb)  /  He is a fast runner. (fast = adjective)

▸  She sat near me. (near = preposition)  /  The exam is near. (near = adjective)

Note:  To identify a part of speech, always look at the work the word does in that particular sentence — not the word in isolation.

Practice — Name the part of speech of the word in quotes

Q1. The children played in the ‘garden’.

Ans. Noun — it names a place.

Q2. ‘They’ are my friends.

Ans. Pronoun — it stands for the names of people.

Q3. She ‘sings’ beautifully.

Ans. Verb — it shows an action.

Q4. It was a ‘wonderful’ day.

Ans. Adjective — it describes the noun ‘day’.

Q5. He ran ‘quickly’.

Ans. Adverb — it modifies the verb ‘ran’.

Q6. The book is ‘on’ the table.

Ans. Preposition — it shows the relation between ‘book’ and ‘table’.

Q7. Ravi ‘and’ Sita are friends.

Ans. Conjunction — it joins two nouns.

Q8. ‘Alas!’ He has failed.

Ans. Interjection — it expresses sudden feeling (sorrow).

Multiple-Choice Questions

1. In ‘She is very intelligent’, the word ‘very’ is a(n) —

a) adjective

b) adverb

c) noun

d) verb

2. In ‘The dog barked loudly’, ‘dog’ is a(n) —

a) verb

b) adjective

c) noun

d) adverb

3. Identify the preposition: ‘The cat is under the chair.’

a) cat

b) is

c) under

d) chair

4. ‘Hurrah! We won the match.’ — ‘Hurrah’ is a(n) —

a) conjunction

b) interjection

c) pronoun

d) adverb

5. In ‘He is honest but poor’, ‘but’ is a(n) —

a) preposition

b) conjunction

c) adjective

d) adverb

Answer Key:  1-b   2-c   3-c   4-b   5-b

3. Sentence Patterns

An English sentence is built from a few basic elements: the Subject (S), the Verb (V), the Object (O), the Complement (C) and the Adverbial (A). By arranging these, we get the common sentence patterns below. Recognising the pattern helps us write correct, well-formed sentences.

S + V:  Subject + Verb.  Birds fly.  The baby is sleeping.

S + V + O:  Subject + Verb + Object.  She reads books.  He kicked the ball.

S + V + C:  Subject + linking Verb + Complement.  He is a doctor.  The sky became dark.

S + V + IO + DO:  Subject + Verb + Indirect Object + Direct Object.  He gave me a pen.  She told us a story.

S + V + O + C:  Subject + Verb + Object + Object Complement.  They made him captain.  We painted the wall white.

S + V + A:  Subject + Verb + Adverbial.  She lives in Chennai.  He arrived yesterday.

S + V + O + A:  Subject + Verb + Object + Adverbial.  She put the book on the table.  He kept the money safely.

Note:  The Complement completes the meaning of the subject or object (after linking verbs like be, become, seem). The Adverbial tells how, when or where the action happens.

Practice — Identify the sentence pattern

Q1. The sun rises in the east.

Ans. S + V + A (Subject ‘The sun’, Verb ‘rises’, Adverbial ‘in the east’).

Q2. My father bought me a bicycle.

Ans. S + V + IO + DO (‘me’ = indirect object, ‘a bicycle’ = direct object).

Q3. The students elected him leader.

Ans. S + V + O + C (‘him’ = object, ‘leader’ = object complement).

Q4. She is a nurse.

Ans. S + V + C (‘is’ = linking verb, ‘a nurse’ = complement).

Q5. Children love sweets.

Ans. S + V + O (‘Children’ = subject, ‘love’ = verb, ‘sweets’ = object).

Q6. The dog barked.

Ans. S + V (Subject + Verb).

Multiple-Choice Questions

1. ‘He gave her a rose.’ follows the pattern —

a) S + V + O

b) S + V + IO + DO

c) S + V + C

d) S + V + A

2. ‘The flowers are beautiful.’ follows the pattern —

a) S + V + O

b) S + V + C

c) S + V

d) S + V + A

3. ‘Birds fly.’ follows the pattern —

a) S + V

b) S + V + O

c) S + V + C

d) S + V + A

4. ‘They named the ship Victory.’ follows the pattern —

a) S + V + IO + DO

b) S + V + O + C

c) S + V + A

d) S + V + O

5. ‘She keeps her room clean.’ — ‘clean’ here is the —

a) adverbial

b) object complement

c) indirect object

d) subject

Answer Key:  1-b   2-b   3-a   4-b   5-b

 

Unit V – Written Communication

 

This unit develops writing skills through three prescribed forms: Paragraph Writing, Letter Writing (both informal and formal) and Dialogue Writing. Each topic explains the form and its rules, and gives a model you can imitate in the examination.

1. Paragraph Writing

A paragraph is a group of connected sentences that develop a single main idea. A good paragraph deals with one topic only and presents it in a clear, orderly way.

Structure of a Paragraph

Topic sentence:  the opening sentence that states the main idea of the paragraph.

Supporting sentences:  the middle sentences that explain, illustrate or prove the main idea with details, reasons and examples.

Concluding sentence:  the final sentence that rounds off the paragraph or restates the main idea.

Qualities of a Good Paragraph

•  Unity — every sentence relates to the one main idea.

•  Coherence — the sentences flow logically, joined by linking words (and, but, therefore, however, moreover).

•  Order — ideas are arranged in a sensible sequence.

•  Adequate development — enough detail is given to make the idea clear.

•  Correctness — grammar, spelling and punctuation are accurate.

Note:  Tip: Begin with a strong topic sentence, keep to one idea, use linking words, and close neatly. Usually 6–10 sentences are enough for an examination paragraph.

Model Paragraph — ‘The Importance of Reading’

        Reading is one of the most valuable habits a person can develop. It opens the doors of knowledge and takes us to worlds we could never visit otherwise. Through books we meet great thinkers, learn about distant lands and share the experiences of people across the ages. Reading also improves our vocabulary, sharpens our thinking and strengthens our power of imagination. A good book can be a faithful friend that gives us comfort in loneliness and guidance in confusion. Above all, the habit of reading enriches the mind and makes life fuller and more meaningful. For all these reasons, everyone should cultivate a love of reading from an early age.

 

Short Questions & Answers

Q1. What is a paragraph?

Ans. A paragraph is a group of connected sentences that develop a single main idea.

Q2. Name the three parts of a paragraph.

Ans. The topic sentence, the supporting sentences and the concluding sentence.

Q3. What is meant by ‘unity’ in a paragraph?

Ans. Unity means that every sentence in the paragraph relates to the one central idea.

Q4. What is a topic sentence?

Ans. It is the sentence, usually at the beginning, that states the main idea of the paragraph.

2. Letter Writing (Informal & Formal)

A letter is a written message sent from one person to another. Letters are of two main kinds: informal (personal) letters, written to family and friends, and formal (official/business) letters, written to officials, editors, principals and companies. Each has its own format and tone.

A. Informal (Personal) Letter

An informal letter is written to relatives and friends in a warm, friendly and personal tone. Its parts are:

•  Sender’s address — written at the top right.

•  Date — below the address.

•  Salutation — Dear + name (Dear Ravi, / Dear Mother,).

•  Body — the message, in a friendly tone, in two or three short paragraphs.

•  Subscription (closing) — Yours affectionately, / Yours lovingly, / Your loving friend,

•  Signature — your first name only.

Model Informal Letter — inviting a friend for the holidays

                                              12, Gandhi Street

                                              Madurai – 625001

                                              5 July 2026

 

Dear Arjun,

 

        I hope this letter finds you and your family in good health. The

summer holidays have just begun, and I am writing to invite you to spend

a week with us in Madurai. It has been almost a year since we last met.

 

        We can visit the famous Meenakshi Temple, cycle around the town

and enjoy my mother’s delicious cooking. Do bring your camera along, for

there is much here worth photographing. Please ask your parents and let

me know the date of your arrival so that I can receive you at the station.

 

        Convey my regards to your parents. I am eagerly waiting to see you.

 

                                              Yours affectionately,

                                              Karthik

 

B. Formal Letter

A formal letter is written for official purposes — an application, a request, a complaint, or a letter to an editor. It is brief, polite and to the point. Its parts are:

•  Sender’s address — written at the top left.

•  Date — below the sender’s address.

•  Receiver’s address / designation — e.g. The Principal, followed by the institution and place.

•  Subject — a short line stating the purpose.

•  Salutation — Dear Sir / Dear Madam / Respected Sir.

•  Body — the message in clear paragraphs (purpose, details, request).

•  Complimentary close — Yours faithfully (when the name is unknown) or Yours sincerely.

•  Signature — your name, and designation if any.

Model Formal Letter — application to the Principal for leave

R. Priya

I B.Com ‘A’

St. Xavier’s College, Palayamkottai

 

3 July 2026

 

The Principal

St. Xavier’s College

Palayamkottai

 

Sub: Requesting three days’ leave of absence.

 

Respected Sir,

 

        I respectfully request you to grant me leave for three days, from

7 July to 9 July 2026, as I have to attend my elder sister’s wedding at

our native place. I shall complete the lessons missed during my absence.

 

        Kindly grant me leave for the said period. I shall be grateful to you.

 

                                              Yours faithfully,

                                              R. Priya

 

Note:  Remember: use ‘Yours faithfully’ with ‘Dear Sir/Madam’, and ‘Yours sincerely’ when you address the person by name. Keep formal letters short, polite and clear.

Short Questions & Answers

Q1. What are the two main kinds of letters?

Ans. Informal (personal) letters and formal (official) letters.

Q2. Where is the sender’s address written in a formal letter?

Ans. At the top left of the letter.

Q3. Which closing is used with ‘Dear Sir’?

Ans. ‘Yours faithfully’ is used with ‘Dear Sir’ or ‘Dear Madam’.

Q4. What tone should an informal letter have?

Ans. A warm, friendly and personal tone.

Q5. What is the ‘subject’ line in a formal letter?

Ans. A short line that states the purpose of the letter.

3. Dialogue Writing

A dialogue is a written conversation between two or more persons. In dialogue writing we set down what each speaker says, one after another, in a natural and lively way. It is often set as a task such as ‘Write a dialogue between two friends about …’.

How to Write a Good Dialogue

•  Write the speaker’s name on the left, followed by a colon, then the words spoken.

•  Use short, natural, everyday language — the way people really talk.

•  Keep the conversation to the point and suited to the situation.

•  Let the speakers take turns; avoid long speeches.

•  Use correct punctuation and begin a new line for each new speaker.

•  Open with a greeting and close the conversation naturally.

Model Dialogue — between two friends on the importance of games

Ravi   : Hello, Suresh! Why do you look so tired today?

Suresh : Hi, Ravi. I have been studying all day for the exams. I have no

         time even to breathe!

Ravi   : That is not good for your health. You should also play some games.

Suresh : But games are a waste of time. I would rather use those hours

         to study.

Ravi   : No, my friend. Games keep the body fit and the mind fresh. After

         an hour of play, you can study much better.

Suresh : Do you really think so?

Ravi   : Of course. ‘All work and no play makes Jack a dull boy.’ A healthy

         body keeps the mind alert.

Suresh : You are right. From tomorrow I shall join you on the playground.

Ravi   : That’s the spirit! See you at four o’clock, then.

Suresh : Sure. Thank you for the good advice. Goodbye!

Ravi   : Goodbye!

 

Short Questions & Answers

Q1. What is dialogue writing?

Ans. It is the writing of a conversation between two or more persons.

Q2. How is each speaker shown in a dialogue?

Ans. By writing the speaker’s name, followed by a colon and the words spoken, on a new line.

Q3. What kind of language should a dialogue use?

Ans. Short, natural, everyday language as people actually speak.

Q4. How should a dialogue usually begin and end?

Ans. It should begin with a greeting and end with a natural closing such as ‘Goodbye’.