🧠 IIT Madras Notes

English1_Ultimate_Pattern_Guide

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English 1: Ultimate Pattern Recognition Guide 🎯

IMPORTANT

Purpose: Complete hierarchical map of every English 1 question pattern. Master phonetics, grammar, and vocabulary with quick recognition strategies.

📊 Pattern Hierarchy Overview

WeekPattern FamiliesTotal Patterns
1: Phonetics BasicsConsonants, Vowels, Minimal Pairs8
2: Parts of SpeechNouns, Pronouns, Adjectives, Articles9
3: Vocabulary & ModalsPrefixes, Suffixes, Modal Verbs7
4: Sentence StructurePausing, Telephone Etiquette5
5: TensesSimple, Continuous, Perfect12
6: Advanced VocabularyContext Clues, Synonyms6
7: Phrasal VerbsCommon Phrasal Verbs, Comprehension8
8: Phonetics AdvancedStress, Plural Markers, Aspiration7

Week 1: Phonetics Basics

Pattern Family 1.1: Consonant Sounds

🟢 Level 1: /s/ vs /z/

Spot it Fast: Word ends in ‘s’

Rule: Voiced or voiceless?

  • After voiceless consonants (p, t, k, f): /s/ sound
    • Examples: “cats” /s/, “cups” /s/
  • After voiced consonants/vowels (b, d, g, vowels): /z/ sound
    • Examples: “dogs” /z/, “has” /z/

Memory Trick: “If it buzzes (voiced), use /z/”

🟡 Level 2: ‘sh’ Sound Variations

Spot it Fast: /ʃ/ sound in different spellings

Spellings:

  • sh: “ship”
  • ci: “special”
  • ti: “nation”
  • ch: “charade” (French origin)
  • ce: “ocean”

🔴 Level 3: Silent Letters

Spot it Fast: Letters not pronounced

Common Patterns:

  • Silent k: “knee”, “know”
  • Silent w: “write”, “wrong”
  • Silent b: “climb”, “doubt”
  • Silent h: “hour”, “honest”

Pattern Family 1.2: Vowel Sounds

🟢 Level 1: Short vs Long Vowels

Spot it Fast: Sound duration

Short Vowels:

  • /ɪ/: “bit”
  • /ʊ/: “book”, “should”
  • /e/: “bed”

Long Vowels:

  • /i:/: “beat”
  • /u:/: “boot”, “truth”
  • /ɑ:/: “father”

Memory Trick: Short vowels are “quick and clipped”

🟡 Level 2: Monophthongs vs Diphthongs

Spot it Fast: Does vowel sound glide?

Monophthongs: Single pure vowel sound

  • /i:/, /u:/, /ɑ:/

Diphthongs: Two vowel sounds blended

  • /aɪ/: “my”, “buy”
  • /eɪ/: “day”, “make”
  • /ɔɪ/: “boy”, “coin”

🔴 Level 3: Semi-Vowels

Spot it Fast: /w/ and /y/ sounds

Key Insight: These are NOT vowels!

  • /w/: “wet”, “wagon”
  • /y/ (j): “yes”, “yellow”

Property: Not syllabic (cannot form syllable nucleus)

Week 2: Parts of Speech

Pattern Family 2.1: Nouns

🟢 Level 1: Concrete vs Abstract

Spot it Fast: Can you touch it?

Concrete: Physical objects

  • “chair”, “book”, “dog”

Abstract: Ideas, qualities

  • “courage”, “freedom”, “love”

🟡 Level 2: Countable vs Uncountable

Spot it Fast: Can you say “two ___s”?

Countable: Can be plural

  • “apple” → “apples”
  • Use: “a few apples”

Uncountable: No plural

  • “water”, “information”
  • Use: “a little water”

Pattern Family 2.2: Pronouns

🟢 Level 1: Personal Pronouns

Spot it Fast: Subject vs Object

Subject: I, you, he, she, it, we, they Object: me, you, him, her, it, us, them

Common Traps:

  • ❌ “Me and John went” → ✅ “John and I went”

🟡 Level 2: Reflexive Pronouns

Spot it Fast: “-self” or “-selves”

Forms: myself, yourself, himself, herself, itself, ourselves, themselves

Gender Agreement:

  • “The bus came to a halt by itself” (neuter)
  • NOT “himself” or “herself”

Pattern Family 2.3: Articles

🟢 Level 1: A vs An

Spot it Fast: Sound that follows (not letter!)

Use ‘a’: Before consonant SOUND

  • “a university” (/ju:/)
  • “a one-time event” (/w/)

Use ‘an’: Before vowel SOUND

  • “an hour” (silent h)
  • “an honest person”

Common Traps:

  • ❌ “an university” (starts with /ju/ sound)

🟡 Level 2: The (Definite Article)

Spot it Fast: Specific, known item

Use ‘the’:

  • Unique things: “the sun”, “the moon”
  • Previously mentioned: “I saw a dog. The dog was barking.”
  • Superlatives: “the best”, “the tallest”

Pattern Family 2.4: Adjectives

🟢 Level 1: Comparative & Superlative

Spot it Fast: Comparing items

Comparative (two items):

  • Short words: add “-er” (“taller”)
  • Long words: “more” (“more beautiful”)

Superlative (three+ items):

  • Short words: add “-est” (“tallest”)
  • Long words: “most” (“most beautiful”)

Example: “Golconda Fort is the most amazing site” (comparing all sites)

🟡 Level 2: Order of Adjectives

Spot it Fast: Multiple adjectives before noun

Order: Opinion → Size → Age → Shape → Color → Origin → Material → Purpose

  • “Beautiful large old round red Italian silk wedding dress”

Pattern Family 2.5: Adverbs

🟢 Level 1: Manner Adverbs

Spot it Fast: How something is done (usually -ly)

Examples: softly, quickly, carefully

Position: Usually after verb

  • “She was softly singing”

🟡 Level 2: Frequency Adverbs

Spot it Fast: How often

Examples: always, usually, often, sometimes, never

Position: Before main verb, after ‘be’

  • “I always eat breakfast”
  • “She is never late”

Week 3: Vocabulary & Modals

Pattern Family 3.1: Prefixes & Suffixes

🟢 Level 1: Common Prefixes for Antonyms

Spot it Fast: Opposite meaning

Prefixes:

  • un-: “unapologetic”, “unclear”
  • in-/im-/il-/ir-: “incomplete”, “impossible”, “illegal”, “irregular”
  • dis-: “disagree”, “dislike”
  • mis-: “misunderstand”
  • non-: “non-fiction”

Pattern: Most adjectives use un-

🟡 Level 2: Suffixes for Word Forms

Spot it Fast: Change part of speech

Noun → Adjective: -ful, -less, -ous

  • “care” → “careful”, “careless”

Verb → Noun: -tion, -ment, -ance

  • “educate” → “education”

Pattern Family 3.2: Synonyms & Antonyms

🟢 Level 1: Common Pairs

Spot it Fast: Same or opposite meaning

Synonyms:

  • Perseverance = Dedication
  • Sacrosanct = Holy

Antonyms:

  • Perseverance ≠ Sloth
  • Apologetic ≠ Unapologetic

Pattern Family 3.3: Phrasal Verbs

🟢 Level 1: Common Phrasal Verbs

Spot it Fast: Verb + preposition/adverb

Examples:

  • Stand out: Be noticeable (“Those boots really stand out”)
  • Throw away: Discard (“Throw away the old toy”)
  • Stand up: Rise (literal or support someone)
  • Stand down: Withdraw

🟡 Level 2: Context-Dependent Meaning

Spot it Fast: Same phrasal verb, different meanings

“Stand” family:

  • Stand out = be noticeable
  • Stand up = rise to feet
  • Stand down = resign/withdraw
  • Stand by = support/wait

Pattern Family 3.4: Modal Verbs

🟢 Level 1: Certainty Levels

Spot it Fast: How sure?

High certainty: must, will, shall Medium certainty: should, ought to Low certainty: might, may, could

Example: “I might have failed” (uncertain)

🟡 Level 2: Obligation vs Advice

Spot it Fast: Required or suggested?

Obligation (must do):

  • “have to”, “must”
  • “You have to help me!”

Advice (should do):

  • “should”, “ought to”
  • “You should study more”

Common Traps:

  • ❌ “should to” is grammatically incorrect
  • ✅ “have to” OR “should” (no “to” after “should”)

Week 4: Sentence Structure

Pattern Family 4.1: Pausing & Phrasing

🟢 Level 1: Sense Groups

Spot it Fast: Where to pause while reading

Rule: Pause at natural breaks in meaning

  • Slash (/): Brief pause (between phrases)
  • Double slash (//): Full stop (end of sentence)

Example: “So far/ as the ultimate goal is concerned/ I think none of us/ need have any apprehensions//”

Don’t break:

  • Subject + Verb
  • Verb + Object
  • Adjective + Noun

🟡 Level 2: Complex Sentences

Spot it Fast: Multiple clauses

Strategy: Identify main clause first, then subordinate clauses

  • Pause before/after subordinate clauses

Pattern Family 4.2: Telephone Etiquette

🟢 Level 1: Common Phrases

Spot it Fast: Phone conversation context

Phrases:

  • “Could you please hold on?” = Wait
  • “I’ll ring her later” = Call back
  • “Pick up the phone” = Answer
  • “Hang up” = End call

🟡 Level 2: Problem Description

Spot it Fast: Technical issues

Vocabulary:

  • “Your voice is echoing” = Sound repeating
  • “Your voice is jarring” = Harsh/vibrating noise
  • “You’re breaking up” = Connection poor
  • “Speak up” = Speak louder

Week 5: Tenses

Pattern Family 5.1: Simple Tenses

🟢 Level 1: Present Simple

Spot it Fast: Habits, facts, general truths

Form: Subject + base verb (+ s/es for 3rd person singular)

Uses:

  • Habits: “I eat breakfast daily”
  • Facts: “The sun rises in the east”
  • Timetables: “The train leaves at 5pm”

3rd Person: Add -s/-es

  • “Avilash rotates the strike really well”

🟡 Level 2: Past Simple

Spot it Fast: Completed action in past

Form: Subject + past tense verb

Regular: Add -ed Irregular: Must memorize

  • “go” → “went”
  • “shut” → “shut” (no change)

Common Traps:

  • ❌ “shutted” doesn’t exist
  • ✅ “shut” (past tense same as present)

🔴 Level 3: Future Simple

Spot it Fast: “will” or “shall”

Form: Subject + will + base verb

Pattern Family 5.2: Continuous Tenses

🟢 Level 1: Present Continuous

Spot it Fast: “am/is/are” + “-ing”

Uses:

  • Action happening NOW: “I am studying”
  • Future plans: “We are leaving tomorrow”

Common Traps:

  • ❌ Stative verbs don’t use continuous: NOT “I am knowing”

🟡 Level 2: Past Continuous

Spot it Fast: “was/were” + “-ing”

Use: Action in progress at specific past time

Example: “The girls were playing when it started to rain”

Subject-Verb Agreement:

  • Singular: “was playing”
  • Plural: “were playing”

Pattern Family 5.3: Perfect Tenses

🟢 Level 1: Present Perfect

Spot it Fast: “have/has” + past participle

Uses:

  • Action started in past, continues now: “He has lived here since 2010”
  • Just completed: “I have finished my homework”

Indicators: since, for, already, yet, just

🟡 Level 2: Past Perfect

Spot it Fast: “had” + past participle

Use: Action completed BEFORE another past action

Example: “She had left before I arrived”

🔴 Level 3: Future Perfect

Spot it Fast: “will have” + past participle

Use: Action that will be completed BY a future time

Example: “Suman will not have graduated by then”

Common Traps:

  • ❌ “will graduating” is wrong
  • ✅ “will have graduated”

Week 6: Advanced Vocabulary

Pattern Family 6.1: Context Clues

🟢 Level 1: Definition Clues

Spot it Fast: Word defined in sentence

Example: “The cacophony, or loud noise, made it hard to hear”

🟡 Level 2: Contrast Clues

Spot it Fast: “but”, “although”, “however”

Example: “Unlike his gregarious brother, John was shy”

  • gregarious = opposite of shy = sociable

🔴 Level 3: Inference

Spot it Fast: Use overall context

Example: “The cacophony of the market made it hard to hear”

  • Must be some kind of noise (loud/unpleasant)

Pattern Family 6.2: Word Relationships

🟢 Level 1: Synonyms

Spot it Fast: Same meaning

Examples:

  • Ameliorate = Improve
  • Expedite = Hasten

🟡 Level 2: Antonyms

Spot it Fast: Opposite meaning

Examples:

  • Vague ≠ Clear
  • Amateur ≠ Expert
  • Benevolent ≠ Malevolent

Week 7: Phrasal Verbs & Comprehension

Pattern Family 7.1: Medical/Formal Vocabulary

🟢 Level 1: Medical Terms

Spot it Fast: Health-related

Examples:

  • Analgesic: Painkiller
  • Autopsy: Post-mortem examination
  • Catastrophe: Disaster

🟡 Level 2: Formal Vocabulary

Spot it Fast: Academic/professional

Examples:

  • Accommodate: Provide space/adjust (NOTE: Double c, double m!)
  • Benevolent: Kind, generous
  • Malevolent: Evil, harmful

Week 8: Advanced Phonetics

Pattern Family 8.1: Stress Patterns

🟢 Level 1: Noun vs Verb Stress

Spot it Fast: Same spelling, different meaning

Pattern: Nouns stress FIRST syllable, Verbs stress SECOND

Examples:

  • REcord (noun) vs reCORD (verb)
  • PRESent (noun) vs preSENT (verb)
  • PROduce (noun) vs proDUCE (verb)

🟡 Level 2: Compound Words

Spot it Fast: Two words joined

Rule: Stress first part

  • BLACKboard (not blackBOARD)
  • TOOTHbrush

Pattern Family 8.2: Plural Markers

🟢 Level 1: /s/, /z/, or /ɪz/?

Spot it Fast: Sound after plural ‘s’

Rules:

  1. /ɪz/: After sibilants (s, z, sh, ch, j)
    • “judges” /ɪz/, “boxes” /ɪz/
  2. /s/: After voiceless consonants (p, t, k, f)
    • “cats” /s/, “cups” /s/
  3. /z/: After voiced consonants/vowels
    • “dogs” /z/, “shoes” /z/

🟡 Level 2: Irregular Plurals

Spot it Fast: Not just add ‘s’

Examples:

  • man → men
  • child → children
  • mouse → mice
  • sheep → sheep (no change)

Pattern Family 8.3: Aspiration

🟢 Level 1: Aspirated Consonants

Spot it Fast: /p/, /t/, /k/ at START of stressed syllable

Rule: Add puff of air (h-like sound)

  • “pot” [pʰ]
  • “top” [tʰ]
  • “kite” [kʰ]

🟡 Level 2: Non-Aspirated

Spot it Fast: After /s/

Rule: /p/, /t/, /k/ NOT aspirated after /s/

  • “spot” [p] (not [pʰ])
  • “stop” [t]
  • “skate” [k]

Quick Reference: English Pattern Spotting

Phonetics

  • Short vowel /ʊ/:book”, “should”
  • /z/ sound: After voiced consonants/vowels
  • Stress shift: Noun (1st syllable) vs Verb (2nd syllable)

Grammar

  • Articles: “a” before consonant SOUND, “an” before vowel SOUND
  • Reflexive pronoun: Gender-neutral for objects = “itself”
  • Modal obligation: “have to” (NOT “should to”)

Tenses

  • 3rd person singular: Add -s (“rotates”)
  • Irregular past: “shut” (not “shutted”)
  • Future perfect: “will have” + past participle

Vocabulary

  • Antonym prefix: Usually “un-” for adjectives
  • Phrasal verbs: “stand out” = be noticeable
  • Spelling traps: “accommodate” (double c, double m)

End of English 1 Ultimate Pattern Guide ✅

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