E.J. Yancy.Multilateral. High.

SCHOOL
Boakai Ta, Totota, Salala District, Bong County-Liberia
Republic of Liberia
1ST PERIOD ENGLISH NOTE
TOPIC: THE THREE CASES OF NOUN AND PRONOUN
The case of a noun or pronoun depends on how the noun or pronoun is used in the
sentence. A word used as a subject is in the nominative case, a word used as an object is
in the objective case, and a word used to show ownership or relationship is in the
possessive case. In English, there are five cases and they are: nominative case, objective
case, possessive case, dative case, and vocative case.
NOMINATIVE CASE
A noun or pronoun is said to be in the nominative case if it is the subject of a verb. (The
subject is the person or the thing who or which carries out the action of the verb in the
sentence).
EXAMPLE
Mr. Ram is an intelligent man. (Mr. Ram is a proper noun in the nominative case).
The painter paints the cities. (The painter is a common noun in the nominative case).
OBJECTIVE CASE
Nouns or pronouns are said to be in the objective case if they are direct objects of verbs or if
they are the objects of preposition. (Direct objects are persons or the things upon whom or
upon which the action of the verb is carried out).
EXAMPLE
I met your sister. (“Your sister” is in objective case).
The vendors sell mangoes. (“Mangoes” is in objective case).
The book is on the table. (“Table” is in objective case. It is object of the preposition).
POSSESSIVE CASE
A noun or pronoun is said to be in possessive case if it denotes possession or ownership. A noun
or pronoun in the possessive case is governed by the noun that follows it.
EXAMPLE
This is our idea. (“Our” is in possessive case).
This is your pencil. (“Your” is in possessive case).
John`s sister has been hospitalized. (“John`s” is in possessive case).
NOMINATIVE CASE OBJE
I
We
You
He
She
It
 They
Nouns do not change their forms in the nominative and objective cases. But few pronouns
change their forms between nominative and objective cases.
EXAMPLE
VERB USEAGE PART 4 – PERFECT TENSES
Tenses have often been mistaken to mean time. However, tenses do not mean time; it is only
the verb form that shows time of an action.
THE PRESENT PERFECT TENSE
The present perfect tense shows that an action which started and was completed in the past
and still has a link with the present. In this case, the modal auxiliary verbs – has and – have are
used with the past participle form of the main verb.
EXAMPLE
The boy has passed the test.
They have warned the teacher to mind his business.
The present perfect tense also indicates that an action which started in the past has been
concluded.
EXAMPLE
My husband has gone to church. (He left sometime in the past and has not returned at the time
of speaking).
The plane has arrived. (It is still at the airport).
THE PRESENT PERFECT CONTINUOUS TENSE
The present perfect continuous or progressive tense expresses an action that began in the past
and is still continuing. This should not be confused with the present continuous tense which is
on at the time of speaking. In the present perfect continuous tense, the action may not be
going on at the moment of writing or speaking, it only shows that an action has not been
concluded.
EXAMPLE
I have been teaching for nine years. (I may not be in class teaching at the moment).
He has been building his house since last year. (The construction may be going on at the
moment).
THE PAST PERFECT TENSE
The past perfect tense is used to indicate that two or more actions took place in the past but
one happened or was completed before the other (s). The action that happened first is
expressed in the past perfect tense while the other is expressed in the simple past tense.
EXAMPLE
The boy had died before help reached him.
By the time I got to his office, Frank had left for the meeting.
THE PAST PERFECT CONTINUOUS TENSE
The past perfect continuous tense is used to show that an action had been completed at a
particular time in the past that is under discussion or analysis now.
EXAMPLE
We had been praying since 1993 before God intervened in 1998.
The girl had been writing WAEC for five years before she passed it last year.
 THE FUTURE PERFECT TENSE
The future perfect tense is form by using the auxiliary verb-will have or – shall have, with the
past participles: you will have eaten, I shall have eaten. Use the future perfect tense to show an
action in the future that will occur before another future action or time.
EXAMPLE
By the time we meet, I will have bought her birthday gift (a new hat). (Action occurring before
future action or time).
THE FUTURE CONTINUOUS TENSE
The future perfect continuous tense is used to talk about an on-going action before some point
in the future.
EXAMPLE
I will have been watching television for four hours when you came home.
You will have been dancing for an hour before the arrival of the president.
He, she, or it will have been eating fufu for two minutes when I came home.
SPEECH WRITING
Speech writing is, in most cases, in a form of end-of-a-year speech, prize –giving day speech, or
other forms of speech. Speech writing demands the skill of writing almost as one speaks.
HOW TO WRITE A SPEECH
You may find that you are expected to speak at a public gathering or social event and being
prepared to speak at these occasions, requires planning and preparing the text. These are some
ways you can plan and write a great speech:
Choose your topic well – A good speech focuses on a message which needs to match the
occasion. It should resonate well with the audience`s interests and it should be important to
the listeners. Good speeches depend on delivery and the heart put into it by the speaker.
Find purpose or thesis – why are you giving a speech on this topic? (“My teacher told me to
leave the class”). Thesis is the main point to emphasize. If you are writing a speech about an
event in your life, what is your message? Your topic may cover your near-death experience, but
your thesis or purpose could be advocating the use of seat belts. A good speech is made for a
good reason: to instruct, to inspire, to rally support, to lead to action, etc. These are noble
purposes and not merely to sound off; feed the speaker`s ego or to flatter intimidate or shame
anyone.
Get organized – All good speeches require shape: the introduction, the body, and the
conclusion. A speech is not a tangled strings of thought. The body of a speech states at least
three points to support your argument. If they build on each other, good.
Get persuasive – if your points are illogical, don`t attempt to pay them with other reasons.
Make sure your reason is sound and then you can try to add persuasive techniques.
SUMMARY WRITING
Summary involves writing down a brief and concise account of a long passage. In other words,
summary can be described as a shortened form of a long passage after removing all irrelevant
points from the main points and giving a short account of the passage using your own words. In
any summary exercise, there is always a piece of written prose which you are expected to read
and understand. The ability of anyone to comprehend and report accurately the main point in a
passage is always tested through the summary questions set on the passage. There are four
things you have to note in order to write a good summary:
Brevity – This demands that they must be brief ans concise in their answers. There is no room
for the use of flowery language or any other additional information aside from the main points.
Relevance – This calls for answers to be relevant to the points mentioned in the passage. You
are not expected in summary writing to give any fact or point outside the passage.
Proper coverage of the passage – This demands that you must read and understand every
aspect of the passage. This calls for proper understanding of the passage.
Clarity – This means that students are expected to put down their answers clearly.
HOW TO WRITE A GOOD SUMMARY
Your success in summary depends on how well you follow the procedure given to writing a
good summary. Anyone who fails to take the step-by-step approach to summary writing may
end up flopping the whole exercise.
HOW TO PUT DOWN SUMMARY ANSWERS
Write in sentences – Summary answers should be written in sentences. When the student
writes a preamble ( a kind of introduction to his/her sentences) to his/her answers, the
preamble must flow into the sentences.
Short and concise answers – Summary answers should be short and concise. Avoid the inclusion
of irrelevant materials in every scoring answer. Limit your answer only to information available
in the passage.
Use your own words – In writing down your answers, make sure of your own words and
expressions as much as possible. You are not expected to engage in mindless lifting of words
and expressions from the passage.
Use good grammar – Summary answers should be written down in good grammar and
expression. Make sure that your answers are avoid of grammatical and expression errors.
SUMMARY EXERCISE ONE (1)
Every child, whether he/she comes to his/her family by birth or adoption, discovers what a
family is through the experiences of family life. The new-born infant has no way of knowing
which of the many faces that hover above him or her belongs to a parent. He/she has no way of
knowing what a parent is. He or she only knows that he or she is comfortable or uncomfortable,
hungry or satisfied.
Gradually, as the months go by, he or she begins to know who brings comfort when he or she
is uncomfortable and food when he or she is hungry. He or she comes to know the feel of the
arm that holds him or her close when he or she eats and holds him or her safe in his or her
bath. He or she knows the voice that soothes him or her and sings to him or her. He or she
grows to know who responds to his or her needs when he or she cries out. This is the special
person in the whole strange new world who belongs specially to him or her. This is his or her
first recognition of a parent. The mother and father who care for a child, who listen to his or her
voice and try to interpret what he or she means, who comfort him or her, feed him or her and
play with him or her discover for the first time what it is to be parents.
They do not become parents by virtue of conception and birth alone. They grow to be
parents just as the infant grows to recognize them as such. They come to know the developing
personality of their child in a way that no other person really can. They recognize whether he or
she is a lusty eater or a nibbler, veracious or reserved, adventurous or cautious.
 By observing his or her intellectual and physical abilities, they also get to know what he or
she may become in future. They are concerned with meeting his or her needs and wants; and
fostering his or her growth to maturity.
Sometime, because of their responsibility to their child, parents have to do unpleasant
things. They have for instance, to take him or her for injections. He or she can have no choice
about taking medicine when he or she is ill. He or she must learn quickly and not necessarily at
his or her own pace, that fire is not a play – thing. In the intimacies of daily living, the child and
parents learn the bitter and sweet of family relations. It is through the experience of family life
that a child and parents grow to be a family. For every parent, biological or adoptive, it is the
daily loving care of the child, it is being loved and cared for, that produce family closeness.
SUMMARY QUESTIONS
In two sentences, state how the new-born infant perceives his or her environment.
In one sentence, say what an infant first learns about his or her parents.
In two sentences, say what parents learn about their child as he or she grows up.
In one sentence, summarize what a responsible parent often has to be done in the interest of
the child.
SUMMARY EXERCISE ONE ANSWER
(QA.1) An infant feels, recognizes only comfort or discomfort.
(2) An infant perceives his environment as a strange world.
(QB) He or she first learns that his or her parents are people who respond to his or her need or
he or she first learns that his parents are people who belong to him or her specially.
(QC) 1. They learn about his personality or character or habits.
2. They learn about what he or she may become or they learn about his potential.
(QD) A responsible parent sometimes has to take unpleasant action or responsible parent
sometimes has to subject the child to unpleasant experiences.
SUMMARY EXERCISE TWO
“The more I consider the behavior of man, the more I respect my dog”. So says a sage. The sage
admired the faithfulness of the dog, who stands in sharp contrast to man`s unfaithfulness. Once
a friend, the dog never betrays that bond of loyalty. Through thick and thin, the dog remains
ever trusting, consistently loving. When you put this against man`s readiness to call it quits
when it suits him, you cannot but share the sentiments held by the sage.
A dog`s friendliness with man manifests even more when we consider the ferocity with which
he attacks other quadrupeds. Like most carnivores, he hunts other animals but unlike others he
hunts not for himself but for man. To please his friends, he sets himself against his brothers. In
this respect, his services to man excel those of other domestic animals. The cow donates milk,
other animals do things for themselves. The cat hunts but solely for itself. Only the dog pleases
man by displeasing his brothers.
He even wages man`s war against man`s enemies, the criminals. Skilled as a hunter, with a
sharp sense of smell, he develops as a natural detective, able to sniff out who and where
members of the underworld are in the hands of the police, he undergoes a rigorous training
that makes him as asset in fighting a crime. Again, during wars, highly trained dogs are used to
go ahead of an advancing battalion, spying to find out whether or not the enemy soldiers are
near. Somehow, they report back to the commanding officer.
 At home, his hunting instincts are exploited to advantage. Kept outside at night, he guards the
door, warding off thieves and other suspicious elements. In the process, he might end up
paying with his life, though more often he brings down the culprit with his fangs.
While not primarily a beast of burden, he could be used for transportation. In the very cold
regions of the world, where there is perpetually a carpet of snow, the dow proves a successful
means of transport where other beasts fail. Polar explorers have used dog`s train to pull sledges
which glide smoothly once. One explorer, Captain Scott, who tried to use horses rather than
dogs failed disastrously. Most of his animals died; so his men rendered immobile followed suit.
He thus failed to be the first man to reach the South Pole.
SUMMARY EXERCISE TWO QUESTIONS
In six sentences, one for each, summarizes the uses of the dog to man.
ANSWER
(Preamble) The uses of the dog to man are:
The dog is a very faithful friend to man or the dog is faithful, loyal and friendly to man.
The dog helps man to hunt other animals.
The dog helps man in fighting criminals or the dog helps man in detecting crimes.
During wars, the dog is used in spying on the enemy.
The dog serves as a guard for the home.
The dog serves as a means of transportation.
WELCOME TO 2ND PERIOD NOTE
TOPIC: ESSAY WRITING
Essay is a short piece of writing that tells a person`s thoughts or opinions about a subject. In
essay writing, the student is expected to write 450 words work. The student should not waste
his or her time counting words of the essay.
APPROACH TO ESSAY WRITING
Writing a good essay needs some planning. There are basically four stages you quickly pass
through in writing a good essay. These are:
Gathering ideas
Organizing the ideas
Developing the ideas
Revising the ideas
GATHERING THE IDEAS
This involves reading thoroughly the question you have chosen to answer so that the subject of
the question may be grasped. You have to find out what you are required to write. Always
make sure that you choose the question which you can write best on, in terms of number if
valuable and relevant points and ideas. Then interpret your question very well and make sure
that you have enough points and ideas to answer all the parts of the question. After taking care
of this, put down on a rough paper all relevant facts and points that come into your mind.
ORGANIZING THE IDEAS
After putting down all the relevant points as they occur to you indiscriminately on a rough
paper, the next thing is to re-arrange them in an outline. Make sure that you have an outline
before writing your essay. The points are to be arranged in logical order and in form of
paragraphs. Every paragraph should contain one central idea and all paragraphs must be linked
to form a coherent whole. Your points should also be arranged as to lead to an effective
conclusion.
DEVELOPING THE IDEAS
You are expected to develop your essay from the outline you have written. Your paragraphs
must be well-developed. Make use of simple and straight-forward sentences; avoid writing long
sentence so as not to make your sentences to clumsy and unclear. A good essay requires clarity
of expression and thought. Also pay adequate attention to punctuation and grammar.
REVISING THE IDEAS
Don`t be in a hurry to submit your paper without reading over what you have written. This will
enable you to detect some errors which could be corrected. You should not be too sure of
yourself not to make mistakes.
CREATIVE WRITING
Creative writing is any writing that goes outside the brunds of normal professional, journalist,
academic, or technical forms of literature, typically identified by an emphasis on narrative craft,
character development, and the use of literary tropes or with various traditions of poetry and
poetics. Due to the looseness of the definition, it is possible for writing such as feature stories
to be considered creative writing. The content of features is specifically focused on narrative
and character development. Both fictional and non-fictional works fall into this category,
including such forms as novels, biographies, short stories and poems. In the academic setting,
creative writing typically separated into fiction and poetry classes, with a focus on writing in an
original style as opposed to initiating pre-existing genres such as crime or horror. Writing for
the screen and stage-screen writing and play writing are often taught separately, but fit under
the creative writing category as well.
Creative writing can technically be considered as any writing of original composition. In this
sense, creative writing is more contemporary and process-oriented name for what has been
traditionally called literature.
THE FORMS OF CREATIVE WRITING
The forms of creative writing are: expository, descriptive, persuasive and narrative.
EXAMPLE OF CREATIVE WRITING (EXPOSITORY)
Life is harder when you have choices. My culture believes that parents choose your path in life.
Back home my friends and I talked around what our parents wanted for us and worked
carefully to get those goals. Then we moved here and I find myself in a culture where the
children have to say about what they want to do. Ever since I have begun to think I might have
to say about what I want in the world I have been so unhappy.
My father is engineer. He has provided a great deal of daily things for us and given us many
opportunities. My mother is engineer too. Genetically I should be top in math but there is no
proof of that. I spend hours struggling with numbers and both of my parents work explaining
them to me over and over. At first I thought it was because my English was poor but I have
been here six years now and that is not it. I just don`t get the numbers. Despite this difficulty,
my parents` wishes for me are set. I have to be engineer.
In my high school, they provided lots of career information and recommend choosing a
career base on interests and talents. At first, I was at a lost for what might even interest me but
over the months I have begun to recognize that I enjoy helping people. I counsel all of my
friends and read many books on philosophy, new age perspectives, and psychology. I brought
these interests to my parents.
How do I join my new need for having some say about what I want to pursue in life with the
traditional expectations to obediently follow the wishes of my parents? I have watched my
friends as they chose on path over the other. Some of them choose the path that their parents
want. Others choose the path they want and their parents reluctantly agree to allow their
children to explore “other possibilities”. Somebody is going to be unhappy. I struggle with this
dilemma and often dream about my dreams. I day dream about this dangerous journey of life
as I go to counsellor`s office to get a registration form for summer school so that I can improve
my mathematics mark and successfully apply to the engineering college at the university.
THE SIMPLE TENSES OF THE VERB
The simple present tense – is used to express habitual actions, general truths, or statements.
EXAMPLE
I go to school five times a week ----statement
She comes to visit us every weekend-----statement
The pastor preaches the truth -----habitual action
James and Jimmy do not accept responsibilities ----habitual
Snakes are reptiles ------general truth
It is usually that during seasons -----general truth
The world is spherical - - -general truth
The students are taught by qualified teacher - - - statement
THE SIMPLE PAST
The simple past shows that an action started and was completed in the past. It also indicates a
past habit which the person being referred to is no more involved.
EXAMPLE
Johnny passed the last stage of the examination last year.
I was employed in 1991.
He was to travel home when he was young (he has stopped traveling home).
She always stole before she became a Christian (she is no more stealing).
THE SIMPLE FUTURE
The simple future is a verb tense that is used to talk about things that have not happened yet.
EXAMPLE
This year, Jane will read on war and peace.
It will be hard, but she is determined to do it.
Use the simple future to talk about an action or condition that will begin and end in the future.
WELCOME TO 3RD PERIOD NOTE
TOPIC: REVIEW OF PHRASAL VERBS
Phrasal verbs are expressions formed with the combination of verbs and one or more
prepositions. These include: go on, go up, interfere with, come in through, improve on, carry
along, bring down, cut in, cut off, get over, get away, die down, fall in, fall out of, give up, etc.
Knowing the meaning of individual words making up a phrasal verb does not guarantee that
one will know the meaning of the entire phrasal verb. The meaning of a phrasal verb is
therefore determined through the context in which it is used. Also, a particular phrasal verb can
imply more than one interpretation.
 EXAMPLES
Bring up – The girl will bring up her mother`s style of cooking.
Brought up – The manager brought up the issue at the meeting yesterday.
NOTE: In the first sentence, bring up means showing certain character or behavior exactly of
someone. However, in the second sentence, it means the issue was raised at the meeting.
OTHER EXAMPLES OF PHRASAL VERBS
Iron out [The two warring parties met five days ago to iron out (settle) their differences].
Bring down [The measures taken were intended to bring down (reduce) the prices of consumer
goods].
Cut in [I was still explaining my action when Jack rudely cut in (interrupted)].
Take after [I think she will take after (resemble) her mother].
Kick off [The nation league match will kick off (short/commence/begin) next month].
Cut off [The intervention forces have successfully cut off (stopped) the rebel`s supplies].
Give in [She gave in (yielded or succumbed) to his overtures after much pressure].
Interfere with [I do not want anything to interfere with (disturb/hinder) my studies].
Make do with [Students now a day have to learn to make do with (use) with is available].
Round off [We will round off (close) the meeting when the boss comes].
Round up The patrol team was ordered to round up (arrest) erring drivers].
Round up [I round up (gathered) a few friends for the party].
Go down [Jonny tripped and when down (fell), breaking his leg].
Go down [The sun will go down (set) in the west].
Go down [When the refineries are fixed, prices of petroleum products will go down (fall)].
Hold out [What is baffling is why Africans cannot see abandoning their countries as a step that
holds out (brings) no solution at all].
Let off [I reported the boy to the principal but he merely cautioned him and let him off
(released)].
EXERCISE
CHOOSE THE BEST OPTION TO FILL THE GAP IN EACH OF THE FOLLOWING SENTENCES:
There is an obvious need to ________enemy attacks. A. ward away B. ward against C. Ward off
D. Ward of
The principal will be going away on leave. In his absence the vice-principal will_______ the
school. A. carry on B. care for C. look after D. take over
The boycott of classes last year by undergraduates _______the temporary closure of the
University of Liberia. A. resulted to B. resulted in C. resulted from D. resulted into
I am travelling by the 6:30 train tomorrow morning. Will you ______ me ______? A. See/off B.
look/up C. see/to D. take/down
You have been absent from classes for four months. How can you ______ for the lost time? A.
make in B. make up C. make off D. make out
As a result of the injury sustained on the football field, James was _____with a broken leg for
months. A. laid down B. laid up C. laid off D. laid out
He looked ______everyone in authority as an enemy. A. on B. at C. in D. against
Maimuna wrote to ask if I could _____her_______for the night? A. put/on B. put/in C. put/up
D. put/off
________your watch, it is half an hour fast. A. put away B. put up C. put forward D. put back
She used to be very tidy but she has________it now. A. grown out of B. grown from C. grown
away with D. grown by
REVIEW OF PAST WASSCE PAPERS (2020 TEST PAPER)
Each question is followed by four options lettered A to D. Find the correct option for each
question and shade in pencil on your answer sheet, the answer space which bears the same
letter as the option you have chosen. Give only one answer to each question.
Be sure you understand the instructions at the beginning of each section before you try to
answer any of the questions that follow them. Do not spend too much time on a question. If
you find a question difficult, leave it and go on and try it again later.
SECTION A
In each of the following sentences, there is a word underlined and one gap. From the list of
words lettered A. to D. Choose the word that is most nearly opposite in meaning to the
underlined word and that will, at the same time, correctly fill the gap in the sentence.
A guest should not make derogatory remarks about what he is offered by his host but
_________ statements. A. complimentary B. Polite C. Appealing D. Candid
The audience applauded the last speaker, but the first was _______ A. Scorned B. abused C.
rejected D. booed
The commander said that raw recruits could not dislodge the enemies; he needed ______men.
A. seasoned B. learned C. Practical D. skilled
John gave a fictitious account of the incident but his son`s account was _________A. necessary
B. Factual C. compelling D. probable
While the refuse dump smelled fetid the orchard exuded a ______ smell. A. dry B. clean C. Spicy
D. fragrant
SECTION B
From the words lettered A to D, choose the one that best completes each of the following
sentences.
The runner was _____at fifteen seconds at the end of the race. A. flagged B. belled C. timed D.
taped
The appellate court has______the decision of the lower court. A. balanced B. neutralized C.
nullified D. obstructed
The defeated boxer left the ring looking extremely _________. A. dejected B. deserted C.
distorted D. dislocated
There is an election________pending against the senator. A. complaint B. petition C. appeal D.
application
The manager was not in when To-do called, so he left his ________card. A. identification B.
complementary C. complimentary D. supplementary
SECTION C
After each of the following sentences, a list of possible interpretation is given. Choose the
interpretation that is most appropriate for each sentence.
My grandmother once told me that old habits die hard. This means that old habits are A.
forever changing B. short – lived C. difficult to change D. easily corrected
If you ask him to sing, he will do it at the drop of a hat. This means that he will sing A. sluggishly
B. immediately C. melodiously D. joyfully
The man has lost a lot and he only keeps up appearances by driving a big car. This means that
the man A. wants to please his people B. wants everyone to see him C. pretends that all is well
D. intends to work harder
The game was tough but our team lost by a whisker. This means that our team lost by A. a
narrow margin B. not preparing well C. a wide margin D. default
When the result was announced, it was discovered that Jim and Jane were neck and neck. This
means that Jim and Jane A. passed well B. had equal result C. failed badly D. had almost the
same result
SECTION D
From the words lettered A to D below each of the following sentences, choose the word or
group of words that is nearest in meaning to the underlined word as it is used in the sentence.
The boy was reluctant to carry out the order of his senior. A. unwilling B. sluggish C. slow D.
adamant
Dr. Solon declined the offer to chair the meeting. A. avoided B. refused C. shunned D. rescinded
The match came to an abrupt end when the rain started. A. sudden B. quick C. brisk D. sharp
The boy came through the window as stealthily as he could A. slowly B. quickly C. carefully D.
quietly
Bimbo was satisfied with the result she got. A. appeased B. contented C. surprised D. positive
SECTION E
From the words or group of words lettered A to D, choose the word or group of words that best
completes each of the following sentences.
The solders lay ________the town to arrest the terrorists. A. siege by B. siege with C. siege to D.
siege on
Power has not been restored ______many parts of the town. A. with B. for C. in D. to
We got to the hall after the play ______ started. A. was B. had C. have D. is
The woman said the maid should _______all the plates before going to bed. A. wash away B.
was off C. wash up D. wash out
John, would you mind lifting the box? A. No, I don`t B. Yes, I wouldn`t C. No I wouldn`t D. Yes, I
do
COMMON MISTAKES AND TROUBLESOME WORDS
The words grouped together in the following list are frequently confused with each other. Some
of the words are homonyms – that is, their pronunciation is the same but their meanings and
spellings are different. Others have the same or similar spellings. Study them carefully and learn
to distinguish both their meanings and their spellings.
ACCEPT AND EXCEPT
The words, accept and except are homophones which are often confused by English speakers.
Accept is a verb which means to receive or agree. Most of the time except is used as a
preposition which means excluding.