Reading strategies are techniques or approaches used before, during, and after reading to help readers make sense of the text, retain important information, and develop critical thinking.
They support:
| Stage | Strategy | Purpose |
|---|---|---|
| 🟡 Before Reading | Previewing, predicting, setting purpose | Activates background knowledge and prepares mind |
| 🔵 During Reading | Skimming, scanning, questioning, annotating | Helps process and analyze content while reading |
| 🟢 After Reading | Summarizing, reflecting, re-reading, discussing | Deepens understanding and supports memory |
Let’s explore the most important strategies in detail:
📝 Definition: Looking over the text quickly to understand its structure and purpose.
🔹 Involves:
🎯 Purpose: Builds a mental framework and sets reading goals.
📝 Definition: Using clues from the text to guess what might happen next or what the text is about.
🔹 Encourages active reading:
“I think this paragraph will explain why the character is upset.”
🎯 Purpose: Engages the reader and improves comprehension.
📝 Definition: Reading quickly to get the general idea or main theme.
🔹 Useful for:
🎯 Purpose: Identifies main ideas without reading every word.
📝 Definition: Reading quickly to find specific information (like dates, names, numbers, or keywords).
🔹 Examples:
🎯 Purpose: Saves time when searching for particular details.
📝 Definition: Asking questions about the text to enhance understanding.
🔹 Examples:
🎯 Purpose: Improves focus, critical thinking, and retention.
📝 Definition: Reading between the lines—using context and clues to figure out what is implied but not directly stated.
🔹 Example: The character slammed the door and didn’t talk to anyone. → She might be angry.
🎯 Purpose: Deepens understanding of tone, mood, and hidden meanings.
📝 Definition: Underlining, highlighting, or writing notes in the margins.
🔹 Readers may:
🎯 Purpose: Keeps readers actively engaged and helps in review.
📝 Definition: Retelling the main points of the text in your own words.
🔹 A good summary:
🎯 Purpose: Reinforces understanding and memory.
📝 Definition: Rewriting the content using different words and sentence structure without changing the meaning.
🎯 Purpose: Helps to deeply understand complex texts and avoid plagiarism.
📝 Definition: Creating mental images based on the description in the text.
🔹 Example: “I imagined the forest with tall, shadowy trees and the sound of rustling leaves.”
🎯 Purpose: Enhances engagement and understanding of descriptive or narrative texts.
📝 Definition: Judging the value or credibility of the content.
🔹 Ask:
🎯 Purpose: Builds critical thinking and analytical skills.
| Reading Goal | Best Strategy |
|---|---|
| Get a quick overview | Skimming |
| Find one detail | Scanning |
| Understand deeply | Questioning, summarizing, annotating |
| Prepare for discussion or writing | Paraphrasing, evaluating |
| Enjoy a story | Predicting, visualizing, making inferences |
| Factor | Influence |
|---|---|
| 🎯 Purpose of reading | Studying = deeper strategies; browsing = quicker ones |
| 📚 Type of text | Fiction = prediction and visualization; Nonfiction = scanning and evaluating |
| 🧠 Reader’s proficiency level | Beginners rely more on skimming; advanced readers infer and evaluate |
| 🏛️ Context (exam, leisure, research) | Changes strategy use |
| 🧍 Reader’s background knowledge | Familiar topics need less decoding; unfamiliar texts need more effort |
| 🧑🏫 Instructional guidance | Teachers/trainers help learners apply strategies effectively |
Effective readers use a combination of reading strategies, based on:
Developing and applying these strategies helps improve comprehension, fluency, and academic performance in English reading.
📌 Both are brief, direct, and often require immediate understanding or action.
| Setting | Example |
|---|---|
| 🏫 School/College | “Class cancelled. Rescheduled for Monday at 10:00 AM.” |
| 🏥 Hospital/Nursing | “Patient shifted to ICU. Vitals stable. Continue antibiotics as prescribed.” |
| 🧑💼 Office | “Meeting postponed to 3 PM. Bring quarterly report.” |
| 🏠 Home | “Gone to the market. Be back by 6 PM.” |
| 📱 Phone/Chat | “Can’t talk now. Call you later.” |
| Feature | Description |
|---|---|
| 🧾 Concise | Short sentences or phrases (no long paragraphs) |
| 🕰️ Time-sensitive | Often about things happening soon or recently |
| 🧠 Context-dependent | Depends on who, where, and why |
| 🔤 Simple language | Uses clear, straightforward words |
| 🚫 Often lacks full grammar | May omit subject/verb to be brief (e.g., “Back in 10 mins”) |
| Type | Function | Example |
|---|---|---|
| 📌 Reminder note | To remember something | “Don’t forget to submit the assignment.” |
| 🏥 Clinical/nursing note | Patient update or instruction | “Check BP every 2 hrs. Monitor urine output.” |
| 🧾 Informational message | To convey info | “Exam results will be posted online.” |
| 🚪 Absence/leave note | To explain absence | “I’m feeling unwell. Will join tomorrow.” |
| 🧑🤝🧑 Personal message | Friendly or emotional note | “Good luck with your interview!” |
| Situation | Phrases |
|---|---|
| Absence | “Out for lunch”, “Back in 10 minutes”, “On leave today” |
| Reminders | “Bring ID card”, “Submit by 3 PM”, “Don’t forget to…” |
| Instructions | “Call before entering”, “Keep file ready”, “Start IV at 6 AM” |
| Apologies/Excuses | “Sorry, I missed your call”, “Running late”, “Couldn’t attend” |
| Confirmations | “Got your message”, “Meeting confirmed”, “All done” |
| Factor | Influence |
|---|---|
| 🧠 Familiarity with context | Helps fill in gaps when message is brief or indirect |
| ⏰ Urgency or tone | Urgent messages demand fast reading and action |
| 🎯 Purpose of the message | Instructional, emotional, or informative tones shape interpretation |
| 👥 Relationship with sender | Formal notes use full sentences; friends may use emojis or shorthand |
| 📍 Medium | Handwritten notes may be less detailed than emails or texts |
Read the following message and answer the question:
📝 “Doctor will arrive by 11 AM. Keep patient’s report ready. Inform radiology.”
Q: What are the two actions required before 11 AM?
✅ Answer: (1) Keep the report ready, (2) Inform the radiology department.
Reading notes and messages requires:
Whether you’re a student, nurse, teacher, or professional, this skill helps in quick decision-making, smooth communication, and daily coordination.
🔍 These texts are typically:
| Goal | Purpose |
|---|---|
| 🧠 To stay informed | Keep updated with local, national, or global events |
| 📚 To support academic work | Gather content for essays, reports, presentations |
| 🧑⚕️ To apply professionally | Stay current with trends in health, technology, education |
| 💬 To build discussion skills | Talk about current issues in English confidently |
| 📈 To improve language and vocabulary | Learn new words, phrases, and formal writing style |
| Strategy | Purpose |
|---|---|
| 📌 Skimming | Get the main idea quickly by reading headlines, leads, and summaries |
| 🔍 Scanning | Locate specific details like names, statistics, dates, or quotes |
| ❓ Questioning | Ask: Who? What? When? Where? Why? How? |
| 📊 Summarizing | Condense key points in your own words |
| 🤔 Inferring | Understand hidden meanings or tone beyond literal text |
| 💬 Evaluating | Judge the credibility of the source and logic of the argument |
| Section | Function | Example |
|---|---|---|
| 🗞️ Headline | Captures the essence | “Child Malnutrition Rates Surge in Rural Areas” |
| 🔹 Lead (1st paragraph) | Summarizes key info (what, who, when, where) | |
| 🧾 Body | Gives supporting facts, quotes, explanations, and data | |
| 🗣️ Quotations | Voices of people involved (officials, public, experts) | |
| 🔚 Conclusion | Often includes future action, predictions, or consequences |
| Type | Focus |
|---|---|
| 📰 News report | Focus on facts, clarity, and sequence of events |
| ✍️ Editorial | Focus on opinion, bias, arguments, persuasive tone |
| 📊 Feature article | Focus on background, narrative, or human interest |
| 🧠 Science/Health article | Focus on data, processes, research findings |
| 🎓 Educational piece | Focus on issues, reforms, policies, often in clear academic tone |
✅ Read headlines and subheadings first
✅ Pay special attention to the first paragraph – it often contains a summary
✅ Underline or highlight key terms, data, names
✅ Use a dictionary or translator app for new words
✅ Summarize the article in 2–3 sentences
✅ Discuss it with someone or write your opinion to reinforce understanding
✅ Always check the source—prefer reputable newspapers, journals, or verified sites
Read this excerpt:
“According to UNICEF’s latest report, nearly 35% of children in low-income communities suffer from moderate to severe malnutrition. Experts recommend immediate interventions including supplementary nutrition and awareness campaigns.”
✅ What is the article about?
👉 Rising child malnutrition in poor communities.
✅ What is the suggested solution?
👉 Nutrition programs and awareness efforts.
✅ Who said it?
👉 UNICEF and experts.
| Factor | Influence |
|---|---|
| 🎯 Purpose of reading | To study → read deeply; to browse → skim headlines |
| 🧠 Reader’s background knowledge | Easier to follow if you know the topic |
| 📚 Text difficulty | Advanced vocabulary or passive voice may slow reading |
| 📰 Type of article | News = factual and fast-paced; Features = descriptive and slower |
| ⏱️ Time available | Time-limited reading needs skimming and scanning |
| 📍 Reader’s interest | More interest = better comprehension and memory |
Reading relevant articles and news items in English builds:
By applying the right strategies, you become an informed, fluent, and engaged English reader.
Everyday activity vocabulary includes common verbs, phrases, and objects related to:
Knowing these words helps learners:
| Activity | Verbs/Phrases | Objects |
|---|---|---|
| 🛌 Waking up | wake up, stretch, get out of bed | alarm clock, bed |
| 🚿 Bathing | take a shower, brush teeth, comb hair | towel, soap, shampoo, toothbrush |
| 👗 Getting dressed | get dressed, wear, put on clothes | uniform, socks, belt, shoes |
| 🍳 Breakfast | eat breakfast, make toast, drink tea | plate, spoon, cup, kettle |
| 🏃 Leaving home | go to school/work, catch a bus | backpack, keys, ID card |
| Task | Verbs | Tools/Items |
|---|---|---|
| 🧹 Cleaning | sweep, mop, dust, vacuum, wash | broom, mop, bucket, detergent |
| 🍽️ Cooking | boil, fry, chop, stir, bake | pan, knife, stove, oven |
| 🧺 Laundry | wash, dry, fold, iron | washing machine, detergent, clothesline |
| 🛠️ Repair | fix, hammer, screw, tighten | screwdriver, wrench, nails |
| Action | Verbs | Items |
|---|---|---|
| 📚 Studying | read, write, revise, learn, explain | textbook, notebook, pen, desk |
| 🧑🏫 In class | ask, answer, listen, participate | board, chalk, worksheet |
| 💼 At work | attend meeting, send email, make report | laptop, file, schedule, stapler |
| Action | Verbs | Items |
|---|---|---|
| 🛒 Buying | buy, pay, ask for, check, bargain | bill, money, receipt, bag |
| 🏪 Grocery store | weigh, pack, choose, select | vegetables, fruits, soap, rice |
| 🧥 Clothes shopping | try on, fit, return, exchange | shirt, jeans, price tag, trial room |
| Action | Verbs | Related Words |
|---|---|---|
| 🚶 Movement | walk, run, ride, drive, wait | bus stop, station, ticket, driver |
| ✈️ Long-distance | book, pack, check-in, board, fly | passport, luggage, flight, train |
| 🚕 Commuting | get in, get off, reach, be late | traffic, route, time, ca |
| Activity | Verbs | Items |
|---|---|---|
| 🧼 Hygiene | wash hands, brush, rinse, apply | toothpaste, lotion, sanitizer |
| 💊 Health | take medicine, rest, check temperature | pills, bandage, thermometer |
| 🏥 Visiting doctor | describe, explain, examine, prescribe | nurse, prescription, appointment |
| Hobby | Verbs | Items |
|---|---|---|
| 📖 Reading | read, browse, mark, highlight | book, magazine, e-reader |
| 🖌️ Drawing | sketch, color, paint, shade | pencil, brush, canvas |
| 📺 Watching TV | watch, change channel, enjoy | remote, show, episode |
| 🎵 Music | listen, sing, play (instrument) | song, earphones, guitar |
Example:
📝 “Priya picked up a broom and started to sweep the floor. After that, she used a mop with some detergent.”
🧠 Vocabulary Identified:
Mastering everyday vocabulary improves your ability to:
By using, reading, and practicing these words in real context, learners become more confident and functionally fluent in English.
These are commonly used in:
| Purpose | Benefit |
|---|---|
| 📚 Academic reading | Understand textbooks, research, and case studies |
| 🧾 Clinical documentation | Read and interpret patient notes and doctor orders |
| 🧠 Quick communication | Decode instructions or updates quickly |
| 🧑⚕️ Professional competence | Reduces misunderstandings in patient care |
Here’s a categorized list of frequently used abbreviations in healthcare reading:
| Abbreviation | Meaning |
|---|---|
| BP | Blood Pressure |
| HR | Heart Rate |
| RR | Respiratory Rate |
| TPR | Temperature, Pulse, Respiration |
| WNL | Within Normal Limits |
| NPO | Nothing by Mouth (Latin: Nil Per Os) |
| PRN | As Needed (Latin: Pro Re Nata) |
| OD/OS/OU | Right eye/Left eye/Both eyes |
| H/O | History Of |
| Dx | Diagnosis |
| Tx | Treatment |
| Rx | Prescription |
| Sx | Symptoms |
| Pt | Patient |
| Abbreviation | Meaning |
|---|---|
| QD | Once daily |
| BID | Twice a day |
| TID | Three times a day |
| QID | Four times a day |
| HS | At bedtime |
| Q4H | Every 4 hours |
| Stat | Immediately |
| AC / PC | Before meals / After meals |
| Abbreviation | Meaning |
|---|---|
| PO | By mouth (orally) |
| IM | Intramuscular |
| IV | Intravenous |
| SC or SQ | Subcutaneous |
| SL | Sublingual |
| PR | Per rectum |
| Top | Topical (applied to skin) |
| Abbreviation | Meaning |
|---|---|
| CBC | Complete Blood Count |
| ECG or EKG | Electrocardiogram |
| MRI | Magnetic Resonance Imaging |
| CXR | Chest X-ray |
| BUN | Blood Urea Nitrogen |
| Na+ / K+ | Sodium / Potassium |
| FBS | Fasting Blood Sugar |
| Term | Meaning |
|---|---|
| Hypertension | High blood pressure |
| Dyspnea | Difficulty in breathing |
| Edema | Swelling due to fluid |
| Febrile | Having a fever |
| Anemia | Low hemoglobin or red blood cells |
| Fracture | Broken bone |
| Sutures | Stitches used to close wounds |
| Infection | Invasion of body by pathogens |
| Inflammation | Redness, swelling, pain in tissue |
| Malignant | Cancerous (harmful tumor) |
| Benign | Non-cancerous |
| Ischemia | Lack of blood supply |
| Sepsis | Body-wide infection |
✅ Step 1: Identify context → What is the text about? Is it a prescription, note, or report?
✅ Step 2: Look for known abbreviations → Recognize key patterns like “IV”, “BID”, “HR”
✅ Step 3: Break longer terms into parts (prefix-root-suffix)
Example: Hypertension → Hyper- (high) + tension (pressure)
✅ Step 4: Refer to standard abbreviation charts or glossaries
✅ Step 5: Use context clues to understand terms not fully spelled out
Example Clinical Note:
📝 “Pt admitted with C/O chest pain. ECG done. Vitals: BP 160/100, HR 102 bpm. Advised T. Aspirin 325 mg PO stat and repeat ECG in 6 hrs. Keep NPO till further orders.”
✅ Translation:
✅ Keep a medical glossary notebook
✅ Use flashcards for daily revision
✅ Practice reading real or simulated case reports
✅ Learn prefixes, roots, and suffixes (e.g., cardio = heart, itis = inflammation)
✅ Read clinical articles or nursing textbooks regularly
✅ Use bilingual resources if needed (e.g., English–Gujarati/Hindi medical terms)
Understanding medical vocabulary and abbreviations is essential for:
These terms make English reading faster, more efficient, and context-specific—a vital tool for healthcare professionals and students alike.
Visual information (such as charts, tables, graphs, diagrams, and instructions) often appears in:
Learning how to interpret these elements helps you:
| Type | Description |
|---|---|
| 📊 Graphs | Visual representations of numerical data (e.g., bar, line, pie charts) |
| 📈 Charts/Tables | Grids used to compare categories, figures, or timelines |
| 📐 Diagrams/Figures | Images showing anatomy, processes, or systems |
| 🧾 Instructional Notes | Step-by-step guidelines, often with numbered or bullet points |
| 🔍 Flowcharts | Logical or stepwise sequence of a process or action |
🧠 Example:
“Which region had the highest infection rate?” → Look for the bar that reaches the highest point.
🧠 Example:
“What year showed the sharpest rise in dengue cases?”
🧠 Example:
“What percentage of patients chose oral medications?”
🧠 Example:
“Compare the side effects of Drug A and Drug B.”
🧠 Example:
“What is the third step in CPR according to the chart?”
🧠 Example:
“Apply ointment twice a day after cleaning the wound.”
| Word/Phrase | Meaning |
|---|---|
| Increase / Rise | To go up |
| Decrease / Drop | To go down |
| Stable / Remain same | No change |
| Compare / Contrast | Show similarities/differences |
| Apply / Insert / Attach | Action verbs for procedures |
| Warning / Caution | Indicates care or danger |
| Dosage / Frequency | Refers to how much and how often |
📝 Instructional Note Sample:
Title: Administering Eye Drops
✅ Q: What are the key steps to prevent infection?
👉 Wash hands before and after, avoid touching the dropper tip.
| Factor | Influence |
|---|---|
| 🎯 Purpose of reading | Studying for a test = deeper analysis; skimming = quick info |
| 🧠 Familiarity with visuals | More familiar = faster understanding |
| 🧑⚕️ Reader’s field (e.g., nursing, science) | Affects vocabulary and interpretation style |
| 🕰️ Time available | Limited time = use skimming + keyword scanning |
| 👁️ Visual clarity | Clear titles, labels, and color keys make reading easier |
Reading and understanding visuals, graphs, figures, and instructional notes helps you:
This skill is essential for healthcare professionals, science students, and test takers to build both literacy and logical interpretation.
A report is a formal written document that provides factual information, analysis, or recommendations about a specific topic, situation, or problem.
Reports are used in:
They often follow a structured format and are fact-based, objective, and organized.
| Purpose | Reader’s Goal |
|---|---|
| 📊 Understand data | Analyze statistics, outcomes, or performance |
| 🧠 Make informed decisions | Based on findings or recommendations |
| 📝 Summarize or extract points | For academic work or workplace discussions |
| 🔎 Evaluate actions taken | As in clinical or nursing care reports |
| Section | What It Contains |
|---|---|
| 🧑🏫 Title | Brief heading showing what the report is about |
| 🧾 Introduction | Background, objective/purpose of the report |
| 🔍 Methods or Procedure | What was done or how data was collected |
| 📈 Findings/Results | Observations, statistics, measurements, or outcomes |
| 💬 Discussion | Analysis of findings, causes, implications |
| ✅ Conclusion | Summary of key points |
| 💡 Recommendations | What actions are suggested based on findings |
| Word | Meaning |
|---|---|
| Significant | Statistically or practically important |
| Increase / Decrease | A change upward/downward |
| Trend | Pattern over time |
| Recommend | Suggest a course of action |
| Findings | Results observed or measured |
| Indicates | Shows or suggests |
| Compliance | Following procedures or rules |
| Adverse | Negative or harmful |
| Consistent / Inconsistent | Matches or doesn’t match previous data |
| Outcome | The final result of actions taken |
📋 Excerpt from a Health Report:
“The patient presented with elevated blood pressure (160/100 mmHg) and mild edema. Lab tests revealed increased serum creatinine (2.3 mg/dL). It is recommended to monitor renal function closely and initiate antihypertensive therapy.”
✅ Interpretation:
| Type | What to Focus On |
|---|---|
| 🧑⚕️ Patient case report | Symptoms, diagnosis, treatment plan, outcome |
| 🧪 Lab report | Test performed, values, normal range comparison |
| 📚 Academic report | Introduction, thesis, results, citation of sources |
| 🧑💼 Business report | Objectives, analysis, risks, recommendation |
| 👩⚕️ Nursing report | Shift updates, vital signs, medication status, patient complaints |
Report Line:
“Over the past 48 hours, the patient recorded three episodes of vomiting and showed signs of mild dehydration. Oral rehydration was initiated, and progress will be reviewed after 12 hours.”
✅ Key Takeaways:
Reading and interpreting reports in English involves:
This skill is especially vital in healthcare, academics, research, and administration.
| Function | Impact |
|---|---|
| 🎯 Convey complex ideas easily | Idioms make language colorful and expressive |
| 📚 Enhance comprehension | Understanding them helps interpret meaning correctly |
| 🗣️ Improve fluency | Common in both formal and informal speech and writing |
| Idiom | Meaning |
|---|---|
| A blessing in disguise | A good thing that seemed bad at first |
| Bite the bullet | Accept something difficult or unpleasant |
| Hit the nail on the head | Say something exactly right |
| Under the weather | Feeling sick |
| Let the cat out of the bag | Reveal a secret |
| Once in a blue moon | Very rarely |
| On the same page | Agree or think alike |
| Phrase | Usage |
|---|---|
| In conclusion | Used to summarize |
| For instance / For example | Used to give an example |
| In contrast / On the other hand | Used to show comparison |
| As a result | Shows consequence |
| In other words | Used to clarify or explain |
This involves identifying grammatical, punctuation, or usage errors in a sentence or paragraph. Common in:
| Error Type | Examples |
|---|---|
| 📝 Subject-Verb Agreement | ❌ She go to school daily. → ✅ She goes to school daily. |
| 📝 Tense consistency | ❌ He is playing yesterday. → ✅ He played yesterday. |
| 📝 Preposition misuse | ❌ He is good in English. → ✅ He is good at English. |
| 📝 Articles (a/an/the) | ❌ He is an honest man. → Correct, but ❌ He is a honest man. → Wrong |
| 📝 Pronoun errors | ❌ Me went to the store. → ✅ I went to the store. |
| 📝 Redundancy | ❌ Return back → Return is enough |
In presentations, vocabulary must be:
This includes:
| Section | Useful Phrases |
|---|---|
| 🟢 Opening | “Good morning. Today, I’ll be presenting on…”, “Let’s begin with an overview of…” |
| 📊 Introducing a slide | “This slide shows…”, “Let me draw your attention to…” |
| 🔄 Transitions | “Moving on to…”, “Now let’s look at…”, “In contrast…” |
| 💬 Giving Examples | “For instance…”, “Take the case of…”, “Let me illustrate this with…” |
| 📈 Highlighting key points | “It’s important to note that…”, “This clearly demonstrates…” |
| ✅ Conclusion | “In summary…”, “To wrap up…”, “Thank you for your attention.” |
| ❓ Inviting questions | “Any questions or suggestions?”, “I’d be happy to discuss further.” |
| Verb | Purpose |
|---|---|
| Illustrate | Show with an example |
| Demonstrate | Explain clearly with evidence |
| Highlight | Emphasize |
| Emphasize | Stress importance |
| Recommend | Suggest |
| Analyze | Examine closely |
| Conclude | End with a summary |
📝 Read and identify errors or idioms:
“Once in a blue moon, she take the bus to work. It is a blessing on disguise because she saves money.”
✅ Spot the errors:
Revised:
✅ “Once in a blue moon, she takes the bus to work. It is a blessing in disguise because she saves money.”
Mastering idioms and phrases, error spotting, and presentation vocabulary strengthens your ability to:
These skills are especially valuable for students, healthcare professionals, and public speakers who need clarity, correctness, and confidence in English.
Remedial grammar refers to corrective teaching and practice aimed at improving basic grammar skills in learners who:
It focuses on identifying, understanding, and correcting errors in:
| Reason | Benefit |
|---|---|
| 🧠 Improves comprehension | Grammar helps make sense of sentence meaning |
| ✍️ Supports accurate writing | Builds the base for error-free sentences |
| 🗣️ Boosts speaking fluency | Improves sentence flow and structure |
| 🧾 Aids in error spotting | Helps in competitive exams and editing tasks |
| 📚 Prepares for academic success | Essential for reading textbooks, articles, and reports |
Let’s look at the most common grammar topics with examples for each:
The verb must agree with the subject in number and person.
| Error | Correction |
|---|---|
| ❌ She go to school daily. | ✅ She goes to school daily. |
| ❌ They is playing. | ✅ They are playing |
Use the correct verb tense based on time of action.
| Error | Correction |
|---|---|
| ❌ He is playing yesterday. | ✅ He played yesterday. |
| ❌ She will goes to market. | ✅ She will go to market. |
Use articles correctly before nouns.
| Error | Correction |
|---|---|
| ❌ I saw a elephant. | ✅ I saw an elephant. |
| ❌ The water is essential. | ✅ Water is essential. (No article for uncountable noun in general) |
Prepositions show relationship between words.
| Error | Correction |
|---|---|
| ❌ He is good in English. | ✅ He is good at English. |
| ❌ I depend on you. | ✅ Correct (but learners confuse with depend of, depend with, etc.) |
Pronouns should match number and gender and be used in correct case.
| Error | Correction |
|---|---|
| ❌ Me went to school. | ✅ I went to school. |
| ❌ She told to I. | ✅ She told me. |
Punctuation helps clarify meaning.
| Error | Correction |
|---|---|
| ❌ Let’s eat Grandma! | ✅ Let’s eat, Grandma! |
| ❌ he said i am ready | ✅ He said, “I am ready.” |
Ensure complete and meaningful sentences.
| Error | Correction |
|---|---|
| ❌ When I was a child. | ✅ When I was a child, I loved cartoons. |
| ❌ Because it is raining. | ✅ I stayed indoors because it is raining. |
| Exercise Type | Example |
|---|---|
| ✔️ Fill in the blanks | She ___ (go/goes) to the gym every day. |
| ✔️ Error correction | He do not like sweets. → He does not like sweets. |
| ✔️ Sentence rewriting | Rewrite in passive voice: She cleaned the room. → The room was cleaned by her. |
| ✔️ Multiple choice grammar questions | Choose correct option: He ___ a book. (read/reads/readed) → reads |
✅ Practice daily with simple sentences
✅ Read aloud to notice sentence structure
✅ Maintain a grammar correction notebook
✅ Use flashcards for confusing areas (prepositions, irregular verbs)
✅ Practice with short texts, identify and correct errors
✅ Work with peer feedback or self-correction tools
📝 “Ravi go to the market yesterday. He buyed vegetables and fruits. He was return back home by 5 PM.”
✅ Corrected Version:
“Ravi went to the market yesterday. He bought vegetables and fruits. He returned home by 5 PM.”
| Situation | Grammar Skills Used |
|---|---|
| 📄 Reading job instructions | Understand correct sequence and commands |
| 📧 Understanding emails | Identify tenses, polite phrases, purpose |
| 🏥 Reading patient reports | Identify action verbs, modifiers, instructions |
| 📘 Reading textbooks or passages | Recognize complex sentences and interpret meanings correctly |
Remedial grammar empowers English readers to:
It is an essential tool for learners needing extra support or aiming for academic, clinical, or professional clarity in English.