GATE General Aptitude

Basic English grammar: tenses, articles, adjectives, prepositions, conjunctions, verb-noun agreement, and other parts of speech

This chapter covers the fundamental rules of English grammar essential for the GATE General Aptitude section. You will learn to identify and correct errors in tenses, articles, adjectives, prepositions, conjunctions, and agreement, with a focus on applying these rules to choose the correct sentence or word form.

KarmSakha preparation topics covered

• Identify and correct errors in tense usage, including consistency and appropriate tense forms.
• Apply correct usage of articles, adjectives, prepositions, and conjunctions in sentences.
• Ensure subject-verb and noun-pronoun agreement in various sentence structures.
• Recognize the grammatical role of words and choose grammatically complete and meaning-consistent options.

Tenses and Their Usage

Tenses indicate the time of an action or state. The three main tenses (past, present, future) each have four aspects: simple, continuous, perfect, and perfect continuous. For example, 'I write' (present simple), 'I am writing' (present continuous), 'I have written' (present perfect), and 'I have been writing' (present perfect continuous).

A key rule is tense consistency: within a sentence or paragraph, do not shift tenses without a reason. For instance, 'He said he will come' is incorrect because the reporting verb 'said' is past, so the subordinate clause should be 'would come' (past future).

Common errors include using the present perfect with a specific past time (e.g., 'I have seen him yesterday' is wrong; use 'I saw him yesterday') and using the past tense with 'since' or 'for' when the action continues (e.g., 'I am working here since 2010' should be 'I have been working here since 2010').

In conditional sentences, the tense pattern matters: zero conditional (present + present), first conditional (present + will), second conditional (past + would), and third conditional (past perfect + would have). For example, 'If I were you, I would study' (second conditional).

Articles and Adjectives

Articles are of two types: definite ('the') and indefinite ('a'/'an'). Use 'a' before consonant sounds and 'an' before vowel sounds (e.g., 'a university' because 'university' starts with a 'y' sound, 'an hour' because 'h' is silent). Use 'the' for specific nouns or when the noun is unique (e.g., 'the sun').

Adjectives modify nouns and usually come before the noun (e.g., 'a beautiful garden'). They have comparative and superlative forms: for short adjectives add '-er' and '-est' (e.g., 'taller', 'tallest'), for longer adjectives use 'more' and 'most' (e.g., 'more beautiful', 'most beautiful'). Do not use both forms together (e.g., 'more taller' is wrong).

Some adjectives are absolute and cannot be compared, such as 'unique', 'perfect', 'dead', 'complete'. For example, 'more unique' is incorrect; use 'more nearly unique' if needed.

Order of adjectives: opinion, size, age, shape, color, origin, material, purpose. For example, 'a beautiful small old round red French wooden writing desk'.

Prepositions and Conjunctions

Prepositions show relationships in time, place, direction, etc. Common prepositions include 'in', 'on', 'at', 'by', 'with', 'from', 'to', 'for', 'of'. Use 'in' for months, years, and periods; 'on' for days and dates; 'at' for specific times. For example, 'in 2020', 'on Monday', 'at 5 o'clock'.

Prepositions often follow certain words: 'interested in', 'good at', 'responsible for', 'depend on'. Errors occur when the wrong preposition is used, e.g., 'discuss about' is wrong; use 'discuss' (no preposition) or 'discuss about' is redundant.

Conjunctions connect words, phrases, or clauses. Coordinating conjunctions (for, and, nor, but, or, yet, so) join equal elements. Subordinating conjunctions (because, although, while, if, unless) introduce dependent clauses. Correlative conjunctions (either...or, neither...nor, not only...but also) must be used in pairs.

Ensure parallel structure with conjunctions: 'She likes reading, swimming, and to jog' is incorrect; use 'reading, swimming, and jogging'.

Verb-Noun Agreement and Other Parts of Speech

Subject-verb agreement: a singular subject takes a singular verb, and a plural subject takes a plural verb. For example, 'The list of items is on the table' (subject is 'list', not 'items'). Indefinite pronouns like 'each', 'everyone', 'nobody' are singular: 'Each of the students has a book'.

Collective nouns (team, committee, family) can be singular or plural depending on whether the group acts as a unit or as individuals. In American English, they are usually singular: 'The team is winning'.

Other parts of speech include pronouns, adverbs, interjections. Pronoun-antecedent agreement: 'Everyone must bring their book' is now accepted in informal usage, but in formal grammar, use 'his or her' or revise: 'All students must bring their books'.

Adverbs modify verbs, adjectives, or other adverbs. Common errors: using adjectives instead of adverbs (e.g., 'She sings beautiful' should be 'beautifully'). Also, avoid double negatives: 'I don't have no money' is incorrect; use 'I don't have any money'.

Formula sheet

Solved examples

1. Identify the subject of the sentence: 'Each' is the subject, not 'reports'.
2. The indefinite pronoun 'each' is singular.
3. Therefore, the verb must be singular: 'is'.
4. Option B is correct.

1. The present perfect continuous tense indicates an action that started in the past and continues to the present.
2. Use 'since' with a specific point in time (2015).
3. Use 'for' with a duration (e.g., 'for five years').
4. Answer: 'since'.

1. The comparative form of 'tall' is 'taller', not 'more taller'.
2. Do not use 'more' with short adjectives that take '-er'.
3. The correct sentence is: 'He is taller than his brother.'
4. Error: 'more taller'.

1. The subject is 'Neither', which is singular.
2. In formal English, 'neither' takes a singular verb.
3. Therefore, 'is' is correct.
4. Option B is correct.

Practice set

Q1. Choose the grammatically correct sentence:

• The number of students are increasing.
• A number of students is absent.
• The number of students is increasing.
• A number of students are absent.

Q2. Fill in the blank: I have ______ friends in the city.

• much
• many
• a lot
• any

Q3. Choose the correct sentence:

• She is married with a doctor.
• She is married to a doctor.
• She is married with doctor.
• She is married to doctor.

Q4. Identify the error: He is one of the best students who has passed the exam.

• is
• best
• has
• passed

Q5. Choose the correct form: If I ______ you, I would accept the offer.

• am
• was
• were
• be

Q6. Fill in the blank: The committee ______ divided in their opinions.

• is
• are
• was
• were

Q7. Choose the correct sentence:

• He is senior than me.
• He is senior to me.
• He is senior from me.
• He is senior of me.

Q8. Identify the error: She is looking forward to meet you.

• looking
• forward
• to meet
• you

Practice answers and explanations

Q1. The number of students are increasing. — 'The number' is singular, so 'is' is correct. 'A number' is plural, so 'are' is correct, but option D is not offered; option C is correct.

Q2. many — 'Friends' is a countable plural noun, so use 'many'.

Q3. She is married to a doctor. — The correct preposition is 'to' when referring to the person one marries.

Q4. has — The antecedent of 'who' is 'students' (plural), so the verb should be 'have'.

Q5. were — In the second conditional, use 'were' for all persons in formal English.

Q6. are — When the collective noun acts as individuals, use a plural verb. 'Divided in their opinions' indicates individuals, so 'are' is correct.

Q7. He is senior to me. — The adjective 'senior' is followed by 'to', not 'than'.

Q8. to meet — After 'look forward to', use the gerund: 'meeting'.

Revision checklist

• I can identify and correct errors in tense usage and maintain tense consistency.
• I can correctly use articles, adjectives, prepositions, and conjunctions in sentences.
• I can ensure subject-verb and pronoun-antecedent agreement.
• I can recognize the grammatical role of words and choose the grammatically correct option.

Basic vocabulary: words, idioms, and phrases in context

This chapter focuses on understanding vocabulary through context rather than rote memorization. You will learn to infer meanings from surrounding words, identify tone, and choose the most appropriate option for a given sentence.

KarmSakha preparation topics covered

• Determine the meaning of words, idioms, and phrases by analyzing contextual clues.
• Distinguish between literal and figurative usage based on surrounding text.
• Evaluate options by testing them in the complete sentence to ensure tone and logical consistency.

Context Clues: The Key to Meaning

In any sentence, the meaning of a word or phrase is often hinted at by the words around it. These hints are called context clues. They can be definitions, examples, synonyms, antonyms, or even the overall logic of the sentence. For instance, in 'The arid desert stretched for miles, with no water in sight,' the word 'arid' is clarified by the phrase 'no water in sight,' indicating dryness.

To use context clues effectively, first read the entire sentence or passage. Identify the unknown word and look for clues before and after it. Ask yourself: Is there a definition? An example? A contrasting word? A cause-and-effect relationship? These clues help you infer the meaning without needing a dictionary.

For idioms and phrases, context is even more crucial because their literal meanings often differ from their figurative meanings. For example, 'break the ice' does not mean to literally break ice; it means to initiate conversation in a social setting. The surrounding situation—such as a tense meeting—provides the clue to its figurative interpretation.

Practice by reading sentences and paraphrasing the meaning of the target word or phrase in your own words. This reinforces your ability to use context as a tool for comprehension.

Tone and Logical Consistency

When choosing the correct meaning of a word or phrase, consider the tone of the sentence. Is it positive, negative, neutral, formal, or informal? The correct meaning should match this tone. For example, in 'The manager's *terse* reply left no room for discussion,' the word 'terse' suggests a negative or abrupt tone, not a friendly one.

Logical consistency is another important factor. The meaning you choose must make sense in the context of the entire sentence. If a sentence describes a cause and effect, the word must fit that relationship. For instance, in 'Because the evidence was *compelling*, the jury reached a verdict quickly,' 'compelling' must mean something that persuades or convinces, as it leads to a quick verdict.

Avoid options that might be synonyms in isolation but do not fit the sentence's logic. For example, 'compelling' can mean 'forceful' or 'urgent,' but in the context of evidence, 'persuasive' is the best fit because it directly relates to convincing the jury.

Always test each option by substituting it into the sentence. The correct option will produce a sentence that is both grammatically correct and logically coherent.

Literal vs. Figurative Language

Words and phrases can be used literally or figuratively. Literal language means exactly what it says, while figurative language uses metaphors, similes, or idioms to convey a different meaning. For example, 'He is a rock' is figurative, meaning he is strong or dependable, not that he is an actual rock.

Context helps you determine whether the usage is literal or figurative. If a sentence describes a physical object, the word is likely literal. If it describes a person or abstract concept, it may be figurative. For instance, 'The river *rushed* past' is literal, but 'Time *rushed* by' is figurative.

Idioms are always figurative. Their meanings are not deducible from the individual words. For example, 'hit the sack' means to go to bed, not to hit a sack. The context of the sentence—such as being tired—provides the clue.

When you encounter an idiom, try to understand the situation being described. The context will often reveal the intended meaning, even if you have never seen the idiom before.

Common Pitfalls and Strategies

One common pitfall is choosing a word that is a synonym in isolation but does not fit the context. For example, 'big' and 'large' are synonyms, but in 'She had a *large* heart,' 'large' means generous, not physically big. Always consider the context.

Another pitfall is ignoring the tone. A word like 'stubborn' can be negative, but in a sentence like 'His *stubborn* determination helped him succeed,' it is positive. The context changes the connotation.

To avoid these pitfalls, read the sentence carefully and identify the relationship between the target word and the rest of the sentence. Look for signal words like 'but,' 'however,' 'because,' and 'although' that indicate contrast or cause.

Finally, practice with a variety of sentences. The more you practice, the better you become at quickly inferring meanings from context. This skill is essential for the GATE exam, where time is limited.

Formula sheet

Solved examples

1. Identify the context: The evidence caused the committee to accept the proposal.
2. Determine the relationship: The evidence led to acceptance, so it must be convincing.
3. Evaluate options: 'Persuasive' means convincing, which fits the cause-effect relationship.
4. Reject others: 'Weak' would not lead to acceptance; 'ordinary' and 'optional' do not fit the logic.