Wednesday, 17 September 2025

Articles | English Grammar

# Introduction 


The words a, an, and the are called Articles, and they are always placed before nouns. In English, there are two types of articles – a (or an) and the.

The words a or an are known as the Indefinite Article because they refer to a person or thing in a general way, not something particular. For example, when we say a doctor, it means any doctor, not a specific one. The indefinite article is always used before singular countable nouns. Some examples are: a book, an orange, a girl.

On the other hand, the word the is called the Definite Article because it points out a particular person or thing. For example, He saw the doctor means a specific doctor that we already know about. Unlike a or an, the definite article can be used not only with singular countable nouns, but also with plural countable nouns and even with uncountable nouns. Some examples are: the book, the books, the milk.


#Use of A and An Articles  (Indefinite Articles) 


The choice between a and an depends on sound, not just on the first letter of the word.

We use an before a word that begins with a vowel sound. Examples: an ass, an enemy, an ink-pad, an orange, an umbrella, an hour, an honest man, an heir. Notice that in words like hour, honest, and heir, the letter h is not pronounced. That is why they begin with a vowel sound and take an

Ex. Ramesh is an immature boy.

     - That was an impactful movie. 

We use a before a word that begins with a consonant sound. Examples: a boy, a woman, a yard, a horse, a hole. Sometimes a word begins with a vowel letter but actually has a consonant sound. In such cases, we also use a. Examples: a university, a union, a European, a ewe, a unicorn, a useful article. These words start with the sound “yu,” which is a consonant sound.

Ex. He is a boy.

     - It is a beautiful day.

     - He is a cricketer. 


Similarly, we say: a one-rupee note, such a one, a one-eyed man, because the word one begins with the sound “w.”

In older English, and still among some native speakers, an is used before words beginning with “h” if the first syllable is not stressed. Examples: an hotel, an historical novel. However, in modern English, it is more common to say a hotel, a historical novel.


The Indefinite Article (a or an) is used in the following ways:

  1. In the sense of “one.”

    • Twelve inches make a foot.

    • Not a word was said.

    • A word to the wise is sufficient.

    • A bird in the hand is worth two in the bush.

  2. In the vague sense of “a certain.”

    • A Kishore Kumar is suspected by the police. (= a certain person named Kishore Kumar)

    • One evening a beggar came to my door.

  3. In the sense of “any,” to represent a whole class.

    • A pupil should obey his teacher. (= any pupil)

    • A cow is a useful animal. (= cows in general)

  4. To make a proper noun into a common noun.

    • A Daniel comes to judgement! (= a very wise man, comparing someone to Daniel of the Bible)


# Use of the Definite Article – “The”


The word the is called the Definite Article because it points to a particular person or thing. 

  1. When we talk about a particular person or thing, or one already mentioned.

    • The book you want is out of print. (the book = the one you want)

    • Let’s go to the park. (the park in this town)

    • The girl cried. (the girl already talked about)

  2. When a singular noun is used to represent a whole class.

    • The cow is a useful animal. (= cows in general)

    • The horse is a noble animal.

    • The cat loves comfort.

    • The rose is the sweetest of all flowers.

    • The banyan is a kind of fig tree.
      (Wrong: a kind of a fig tree)

    Man and woman can also be used in a general sense without articles:

    • Man is the only animal that uses fire.

    • Woman is man’s mate.

    • But in modern English, it is more common to say:

    • A man and a woman OR men and women.

    • Example: A woman is more sensitive than a man.

  3. Before certain proper names, especially place-names:

    • Oceans and seasthe Pacific, the Black Sea

    • Riversthe Ganga, the Nile

    • Canalsthe Suez Canal

    • Desertsthe Sahara

    • Groups of islandsthe West Indies

    • Mountain rangesthe Himalayas, the Alps

    • Some countries (with Republic, Kingdom, or plural names) → the Irish Republic, the United Kingdom, the Netherlands, the Ukraine

    • Cities with “the”the Hague

  4. Before names of certain books. (Religious/classical texts)

    • The Vedas, the Puranas, the Iliad, the Ramayana.
      But we say: Homer’s Iliad, Valmiki’s Ramayana.

  5. Before names of unique things.

    • The sun, the sky, the ocean, the sea, the earth.

    • Sometimes the is placed before a common noun to give it an abstract meaning:

      • The warrior (the warlike spirit) in him was aroused.

  6. Before a proper noun when it is qualified by an adjective or a defining clause.

    • The great Caesar, the immortal Shakespeare.

    • The Mr. Roy whom you met last night is my uncle.

  7. With superlatives.

    • The darkest cloud has a silver lining.

    • This is the best book of elementary chemistry.

  8. With ordinals.

    • He was the first man to arrive.


#When to Omit Articles 


Sometimes in English, we do not use any article (a, an, or the) before a noun. This usually happens in the following cases:

  1. Articles are omitted before names of substances and abstract nouns (uncountable nouns) when used in a general sense. For example: Sugar is bad for your teeth, Gold is a precious metal, Wisdom is the gift of heaven, and Honesty is the best policy. However, if these nouns refer to something specific, then the is used. For instance: Would you pass me the sugar? (meaning the sugar on the table) or The wisdom of Solomon is great.
  2. No article is used before plural countable nouns in a general sense. For example: Children like chocolates or Computers are used in many offices. But when these nouns refer to specific people or things, we use the, as in Where are the children? (meaning our children).
  3. Most proper nouns—names of people, continents, countries, cities, individual mountains, lakes, or islands—do not take an article. We say Gopal, Europe, Pakistan, Nagpur, Mount Everest.
  4. The article is usually dropped before names of meals when used in a general sense: What time do you have lunch? or Dinner is ready. But when meals are described with an adjective or specified, we use a or the. For example: I had a late lunch today or The dinner we had at the Tourist Hotel was very nice.
  5. We do not use an article before the names of languages, as in We are studying English or They speak Punjabi at home.
  6. Nouns like school, college, university, church, bed, hospital, prison omit the article when the place is used for its primary purpose: I learnt French at school, We go to church on Sundays, He is still in hospital. But if we talk about the place as a building or object, then the is used: The school is very near my home, The bed is broken, I went to the hospital to see my uncle.
  7. We leave out the article before names of relations such as father, mother, aunt, uncle, and also words like cook or nurse when they mean “our cook” or “our nurse.” For example: Father has returned, Aunt wants you to see her, Cook has given notice.
  8. No article is used before predicative nouns that denote a unique position, i.e., a position normally held by one person at a time. For example: He was elected chairman of the Board or Mr. Banerji became Principal of the College in 1995.
  9. The article is dropped in certain verb + object phrases, such as: to catch fire, to take breath, to give battle, to cast anchor, to lose heart, to set sail, to leave home, to strike root, to take offence.
  10. Articles are omitted in certain preposition + object phrases, for example: at home, in debt, by day, by night, at noon, at sunset, on foot, by train, on horseback, in jest, at ease, above ground, under ground.



Monday, 25 August 2025

Reading Comprehension | English Grammar

#Comprehension 



A comprehension exercise consists of a passage, upon which questions are set to test the student's ability to understand the content of the given text and to infer information and meanings from it. 


5 Smart Habits That Make Every Passage Easier


1) First Pass: Read Quickly for the General Idea (the “Gist”)

What: Skim to answer: What is this mainly about and why did the author write it?

How:

  • Look at the title (if any), first/last sentences of each paragraph, and signpost words (however, therefore, for example).

  • Track only big nouns/verbs and repeated ideas; ignore examples and numbers for now.

  • After this pass, say the main idea in one short sentence in your own words.

Avoid: Getting stuck on tough words in the first pass. Don’t take notes yet—just get the map.


2) Second Pass: Read Slower for Details and Structure


What: Now dig for who/what/when/where/why/how, evidence, tone, and paragraph roles.

How:

  • Underline key names, dates, terms, and definitions.

  • Circle contrast words (but, although) and cause–effect links (because, therefore).

  • In the margin, give each paragraph a 2–4 word label (e.g., Problem, Evidence, Counterpoint, Solution).

  • Note the author’s tone (critical, cautious, optimistic, neutral).

Avoid: Highlighting everything. If everything is important, nothing is.


3) Study the Questions, Find the Lines, Then Paraphrase

What: Questions tell you exactly what to hunt for.

How:

  • Read all questions first. Underline keywords (names, terms, time markers).

  • Go back to the relevant lines in the passage (use those keywords to locate).

  • Answer using the passage’s evidence, but rewrite in your own words—short, clear, precise.

  • For inference questions (“What can be concluded…?”), ask: If the author believes X, what else must be true? Only choose what is supported.

Avoid: Copy–pasting long sentences (“lifting”). Marks are for understanding, not copying.


4) Write in Complete Sentences

What: Every answer should stand alone and make sense without the question.

How:

  • Begin with a subject and verb: “The author argues that…”, “According to the passage, …

  • If the question is yes/no, give yes/no + reason in a full sentence.

  • Keep pronouns clear: replace “it/they/he/she” with the specific noun at first mention.

Avoid: Fragments (“Because pollution.”) or single-word replies (“Yes.”).


5) Explain Meanings Clearly (Words & Phrases)

What: Show you understand the idea and the part of speech.

How:

  • Use context clues:

    • Definition clue: “X, a type of…”

    • Contrast clue: “Unlike…, X is…”

    • Example clue: “such as…, like…”

  • Match the part of speech in your explanation:

    • Resilient (adjective): “able to recover quickly”

    • Resilience (noun): “the ability to recover quickly”

    • To mitigate (verb): “to make something less severe”

  • For phrases/idioms, explain the whole idea (“break the ice” = start a friendly conversation).

Avoid: Circular definitions (“Resilience means having resilience”) or ignoring the part of speech.


#Checkpoints 

  • Gist: Can I state the main idea in one sentence?

  • Details: Do I know each paragraph’s role?

  • Evidence: Did I find the exact lines before answering?

  • Paraphrase: Is my wording my own and concise?

  • Complete sentences: Does my answer stand alone?

  • Meanings: Did I use context and the right part of speech?


#Common Mistakes to Warn Against

  • Reading slowly from the start and losing time.

  • Highlighting everything.

  • Answering from memory or opinion instead of the text.

  • Lifting sentences instead of paraphrasing.

  • Defining words without checking context or part of speech.


#Practice 

Lord Nelson wished that the British navy would be remembered not only for victory but also for kindness towards the enemy. To show this himself, he twice gave orders to stop firing at the French ship Redoubtable. He thought that the ship had surrendered because its big guns were silent. Since no flag was flying, he could not be sure. But sadly, from this very ship that he spared, Nelson was shot.

A bullet fired from the mizzen-top (the platform high on the mast at the back of the ship) hit his left shoulder around one o’clock, in the middle of the battle. He fell face down on the deck, which was already covered with the blood of his secretary. Captain Hardy, who was nearby, turned and saw men lifting Nelson up.

“They have finished me at last, Hardy!” Nelson said. Hardy answered, “I hope not!” Nelson replied, “Yes—my backbone is broken.” Even in great pain, Nelson kept calm. While being carried below, he noticed that the ropes controlling the ship’s steering had been cut, and he ordered them to be replaced at once. He also covered his face and medals with a handkerchief so that the crew would not be disheartened by seeing him wounded.

He was then taken to the room below deck, which was already full of wounded and dying sailors. The doctors soon realised that Nelson’s wound was fatal. Nelson himself knew this from the pain in his back and the blood filling his chest. Still, he insisted that the surgeon should not waste time on him, but instead help those who might still be saved.


 Questions

  1. Why did Nelson order his men to stop firing at the Redoubtable?

  2. How did Nelson get wounded?

  3. What is meant by the word mizzen-top?

  4. Why did Nelson cover his face and medals with a handkerchief?

  5. Why did Nelson tell the surgeon to leave him and attend to others?

  6. What good qualities of Nelson do you learn from this passage?


#2

Yes, there were great cricketers before Jam Sahib (Kumar Shree Ranjitsinhji, known as Ranji). But as a batsman, he is remembered as the finest player of the Englishman’s game. His greatness is not only about records, though his records are amazing. In one season, his average was 87, and he scored more than 3,000 runs — the highest in English cricket. He has scored over 3,000 runs in three seasons, a record no one else has matched. He even scored two double centuries in one match on the same day — and not against weak bowlers, but against Yorkshire, one of the strongest teams.

But a cricketer is not judged only by how many runs he makes, but by how he makes them. Just as in literature there can be many words but no real meaning, in cricket there can be many runs but no joy. Some batsmen make runs like machines — dull, lifeless, and without any charm. For them, cricket is just business, not adventure. For example, Shrewsbury was technically perfect, but his batting lacked excitement and spirit.

Real cricket needs colour, daring, and joy. Without these, it becomes lifeless. Ranji had all these qualities. His batting was full of sunshine, like his cheerful face. He did not play like a miser saving runs but like a rich man generously sharing them. Watching him bat was like receiving a shower of gifts. Just as he was loved in his small kingdom of Nawanagar, he was loved on the cricket field because his joy was in giving joy to others.


Questions 


  • Check if the following facts are correct. Correct them if needed:
(a) Ranji’s season average was 87 with more than 3,000 runs.
(b) He scored over 3,000 runs in three seasons, and no one else has done this.
(c) He scored two double centuries in one match on the same day.
  • What does the sentence “many runs and much dullness may be associated” mean in cricket?
  • Why is cricket losing its charm according to the writer?
  • What gives cricket its true spirit and “character”?
  • How should real cricket be played?
  • What was the secret of Jam Sahib’s (Ranji’s) greatness as a batsman?
  • Write a short list of “Do’s” and “Don’ts” for a young cricketer.

#3

Many people think it would be a good idea if everyone had the same amount of money, whether they worked hard or did nothing. But they forget that most people work only because they earn money, and without work there would be no money.

Some also believe that if all the money in a country were shared equally, then everyone would be rich. This is a big mistake. In 1935, if money had been divided equally, each person would have got only about Rs. 65 a year. Today it might be about Rs. 150 a year. That is not enough to make anyone rich.

It is true that there are a few very rich people, but they are very few compared to the whole population. Even if all their wealth was divided, it would make very little difference. The author gives an example: if you flattened Mont Blanc, the highest mountain in Europe, and spread it across the whole of France, the land would rise only about six inches. This shows that dividing a small part among a very large number makes little difference.

Another mistake people make is to think that governments can pay out money easily. In fact, the government can only give money that it collects from people as taxes. That money comes from the hard work of taxpayers.

Finally, the author says there is nothing wrong in working hard for a living. If you get a job that you like, that is wonderful. But even if your work is not your first choice, you should remember that you are helping to produce things that people need. You are doing your part, like a small wheel in the great machine of trade and industry that serves millions of people. So you must put effort into your work and do it as well as you can.

Questions

  1. Why is it necessary for people to work?

  2. If all the money in a country were shared equally, would everyone become rich? Why or why not?

  3. What lesson does the example of flattening Mont Blanc teach us?

  4. What kind of job is considered the best, according to the author?

  5. What do the phrases “put your back into it” and “doing your bit” mean?

  6. In your own words, explain the line: “You are like a wheel … millions of people.”

Monday, 11 August 2025

Dialogue Writing | English Grammar

#What is dialogue writing?



Dialogue writing is the art of composing a conversation between two people in a natural and spontaneous way. It helps learners, especially those acquiring spoken English, to express their thoughts in easy, everyday language rather than in stilted or bookish style. A good dialogue requires understanding both sides of a topic, adopting the characters’ points of view, and making their conversation sound realistic and engaging. While it should feel impromptu to the reader, it is usually supported by careful planning and an outline to avoid a rambling or dull exchange.


#How to write a dialogue: Step by step guide 

1) Think about the topic – First, understand the subject you’re given. Write down a few points or opinions that your characters might share during the conversation.

2) Arrange your ideas – Organize these points so that one naturally follows the other, just like in a real conversation. Making a short outline can help.

3) Know your characters – Imagine the personalities of the people in your dialogue. Each should speak in their own style. For example, a bookish person will speak differently from someone who is sporty or casual.

4) Make it sound real – Your final dialogue should read like a natural conversation between real people. Keep the language simple and friendly. Avoid overly formal or “bookish” words. Think of how people talk in real life—and try to capture that tone.

#Tips for Writing a Natural Dialogue


Let everyone speak – Don’t let one character do all the talking like they’re giving a speech. Share the conversation equally and keep it lively.

Add interruptions sometimes – In real life, people cut in or finish each other’s sentences. Use this occasionally to make it sound natural.

Example:
A: "I’m sure he didn’t do it. Just the other day, he told me—"
B: "I don’t care what he told you, I know he did!"


Answer questions creatively – Sometimes people answer a question with another question, or even answer before it’s asked.

Example:
A: "What will you do if he doesn’t reply?"
B: "Well, what would you do?"

Use expressions (Interjections)– Add short reactions like “Wow!”, “Really?”, “Oh no!” to show surprise, joy, or irritation. But don’t overuse them, and avoid slang or rude words.

Start strong and end clearly – Begin your dialogue in an interesting way to catch attention, and make sure it has a proper ending instead of stopping suddenly.

Use correct grammar – Even though dialogue should sound casual, it must still be in proper English.

Keep it short and focused – Avoid long speeches. Keep questions and answers brief so the conversation moves quickly.

Example 

#Conversation between two friends discussing their hobbies.

Ramesh: I’m in luck, Riya. My uncle just sent me a letter from Japan, along with some Japanese stamps. He knows I collect them and often sends me stamps from the places he visits.

Riya: They look lovely! Are you going to paste them in your album?

Ramesh: Yes. Here it is—I’ve got quite a nice collection now.

Riya: Wow! You have Indian, French, Italian, American… so many!

Ramesh: There are still many I don’t have. Some rare ones are really expensive.

Riya: But what’s the use of collecting stamps?

Ramesh: It’s a hobby. It teaches geography, and sometimes you can even sell a good collection for a lot of money. Why don’t you start collecting?

Riya: I prefer something more active. My hobby is collecting ferns and wild flowers. I get to go on long walks in the countryside and explore hills.

Ramesh: And what do you do with them?

Riya: I press them between sheets of blotting paper with weights, then mount and label them. It’s fun and teaches me botany, plus I get lots of fresh air and exercise.

Practice 


# Between a father and his son on saving money

{Hints: The son has been spending his pocket money carelessly on things like expensive clothes, parties, mobile recharges, and snacks from outside every day. He has also borrowed money from friends. The father scolds him for wasting money and warns him about the trouble of taking loans. He explains how saving money can help in times of need, how small savings grow over time, and how one should keep some money aside for emergencies or old age.}


# Between an army soldier and a small shop owner about their jobs


{Hints: The soldier says his job is to protect the country, which is a matter of great pride. He feels soldiers have courage, discipline, and respect, while shop work is ordinary and without excitement. The shop owner says soldiers don’t create anything new, but shopkeepers help people get the goods they need in daily life. He adds that business can grow and earn good money, while soldiers get limited salary. He says all honest work has dignity.}


Work Cited

English grammar and composition by Wren & Martin.

Tense Practice Worksheet | English Grammar

This worksheet covers  Simple Present, Simple Past, and Simple Future with moderate-level exercises like sentence transformations, fill-in-the-blanks, and creative writing. Perfect for revising grammar rules and building confidence before moving on to Continuous Tenses.


#Fill in the blanks 

Use the correct form of the verb in brackets.

  • She usually ________ (read) a book before bed.
  • We ________ (go) to the park yesterday.
  • They ________ (visit) the museum tomorrow.
  • I ________ (play) football every Sunday.
  • He ________ (not eat) breakfast yesterday.
  • ________ you ________ (watch) the movie last night?
  • The train ________ (leave) at 6 p.m. every day.
  • I ________ (call) you later.
  • My father ________ (work) in a bank.
  • She ________ (not go) to school tomorrow.
  • Every morning, she ___ (wake) up at 5 a.m. to go jogging.
  • I ___ (find) a wallet near the bus stop yesterday.
  • They will ___ (fly) to Singapore next month for the conference.
  • He never ___ (forget) his childhood friend’s birthday.
  • The kids ___ (swim) in the river when we visited them last summer.
  • I think she will ___ (choose) the blue dress for the party.
  • We ___ (build) this treehouse ourselves when we were teenagers.
  • My grandfather often ___ (tell) us stories about his adventures.
  • She ___ (break) her phone last week while running for the bus.

#Change each into the other two simple tenses.

Example: I eat rice every day. → Past: I ate rice yesterday. → Future: I will eat rice tomorrow. Also make Negatives and Interrogatives. 
  • Vijay plays the guitar loudly.
  • They visited the zoo previous day.
  • Students will watch a movie in theatre.

#Choose the correct verb form.

  • She (drinks / drank / will drink) tea every morning.
  • I (go / went / will go) to London last summer.
  • We (study / studied / will study) hard for the exam tomorrow.
  • My mother (cooks / cooked / will cook) dinner yesterday.
  • They (play / played / will play) basketball every weekend.
  • He (visits / visited / will visit) his uncle next Sunday.

#Write
  1. A paragraph about what you usually do every day (Present)
  2. A paragraph about what you did yesterday (Past)
  3. A paragraph about what you will do tomorrow (Future)

#Instructions
  • Write the Present, Past, and Future tense forms for each irregular verb.
  • Create one original sentence in each tense.
  • If possible avoid repeating the same context, try different situations.
  1. swear
  2. arise 
  3. tear 
  4. seek 
  5. shake
  6. sink 
  7. weave 
  8. bind
  9. forsake 
  10. strive 
#Find and correct the mistakes.

  • She don’t likes chocolate.
  • Did you went to school yesterday?
  • They plays football every evening.
  • I will goes to the market tomorrow.
  • He not worked last week.

#Fill in the blanks 

Yesterday, Rohan ________ (wake) up early. He ________ (eat) his breakfast and ________ (go) to school. Every Monday, he ________ (play) cricket with his friends. Next week, he ________ (visit) his grandparents.



Wednesday, 6 August 2025

Regular and Irregular Verbs | English Grammar

Verbs can be of two types: regular and irregular verb. 

#Regular verbs form their past tense and past participle by adding ed.

Base FormPast TensePast Participle
walkwalkedwalked
laughlaughedlaughed
paintpaintedpainted


# Irregular verbs form their past tense and past participle in a different way from adding ed.

We distinguish three types of irregular verbs:

(1) Verbs in which all three forms are the same (e.g. cut - cut - cut) 

(2) Verbs in which two of the three forms are the same (e.g. sit - sat - sat) 

(3) Verbs in which all three forms are different (e.g. ring - rang - rung) 

1) All three forms are the same.

Base Form Past Tense Past Participle
bet bet bet
burst burst burst
cost cost cost
cut cut cut
hit hit hit
hurt hurt hurt
let let let
put put put
read (pronounced “red”) read (“red”) read (“red”)
set set set
shut shut shut
split split split
spread spread spread


2)  Two of the forms are the same.


Base Form Past Tense Past Participle
beat beat beaten
become became become
bend bent bent
bleed bled bled
breed bred bred
bring brought brought
build built built
burn burnt/burned burnt/burned
buy bought bought
catch caught caught
come came come
creep crept crept
deal dealt dealt
dig dug dug
dream dreamt/dreamed dreamt/dreamed
feed fed fed
feel felt felt
fight fought fought
find found found
get got got
hang hung hung
have had had
hear heard heard
hold held held
lay laid laid
lead led led
lean leant/leaned leant/leaned
learn learnt/learned learnt/learned
leap leapt/leaped leapt/leaped
leave left left
lend lent lent
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
run ran run
say said said
sell sold sold
send sent sent
shine shone shone
shoot shot shot
sit sat sat
sleep slept slept
smell smelt/smelled smelt/smelled
speed sped sped
spell spelt/spelled spelt/spelled
spend spent spent
spill spilt/spilled spilt/spilled
spit spat spat
spoil spoilt/spoiled spoilt/spoiled
stand stood stood
stick stuck stuck
sting stung stung
strike struck struck
sweep swept swept
swing swung swung
teach taught taught
tell told told
think thought thought
understand understood understood
win won won
wind wound wound


3)  All three forms are different.


Base Form Past Tense Past Participle
be was/were been
begin began begun
bite bit bitten
blow blew blown
break broke broken
choose chose chosen
do did done
draw drew drawn
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
fly flew flown
forbid forbade forbidden
forget forgot forgotten
forgive forgave forgiven
freeze froze frozen
give gave given
go went gone
grow grew grown
hide hid hidden
know knew known
lie (recline) lay lain
mistake mistook mistaken
ride rode ridden
ring rang rung
rise rose risen
see saw seen
sew sewed sewn/sewed
shake shook shaken
show showed shown
shrink shrank shrunk
sing sang sung
sink sank sunk
speak spoke spoken
spring sprang sprung
steal stole stolen
stink stank stunk
swear swore sworn
swim swam swum
take took taken
tear tore torn
throw threw thrown
wake woke woken
wear wore worn
write wrote written



Work Cited

English Grammar and Composition by Wren & Martin 

Articles | English Grammar

# Introduction  The words a, an, and the are called Articles , and they are always placed before nouns. In English, there are two types of ...