Series route: This guide belongs to the complete PSLE Learner’s Guide volume directory. The original PSLE Learning Guide supplies the wider English, Mathematics and Science route, while PSLE English provide verified subject-specific continuation.
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This volume solves one precise learner problem: the learner knows that enough expresses sufficiency but places it by sound alone, producing forms such as “enough strong”, “carefully enough instructions” or “money enough” without identifying the word being modified. The aim is not to memorise a slogan. It is to understand the mechanism well enough to recognise the idea when the wording, numbers, diagram or context changes. A Primary 6 learner should be able to explain the decision, perform it under time pressure, and detect a tempting answer that only looks familiar.
- Understand the mechanism before memorising a form.
- Study the worked examples and compare near-misses.
- Repair common misconceptions with targeted tests.
- Complete graded independent practice before reading the answers.
- Use delayed transfer and examination control to make the skill durable.
- Use the parent and tutor notes only after the learner has attempted the work.
The problem beneath the mistake
Enough expresses a boundary of sufficiency. It tells the reader that an amount, number or degree meets a need, purpose, rule or consequence.
Before a noun, enough works like a determiner or quantity expression: enough water, enough chairs, enough evidence. The noun names what must be sufficient.
After an adjective, enough measures degree: warm enough, clear enough, patient enough. The adjective describes a quality that reaches the required level.
After an adverb, enough also measures degree: quickly enough, carefully enough, clearly enough. The adverb describes how an action is performed.
The order therefore depends on word class rather than on one memorised sound pattern. First locate the word enough modifies; then place enough on the correct side.
A purpose phrase often reveals the threshold: enough time to finish, tall enough to reach, slowly enough for everyone to follow. The to-infinitive explains what the sufficiency enables.
A for-phrase can identify the affected person or situation: quiet enough for the baby to sleep. The adjective remains before enough even when the sentence grows longer.
Not enough reverses the sufficiency judgment without reversing the order: not enough space, not wide enough, not accurately enough.
Countable and uncountable nouns both take enough before the noun: enough pencils and enough rice. The noun form still follows ordinary countability rules.
Pronouns require care. “That is enough” uses enough without a following noun because the required amount or action is understood from context.
The phrase “enough of” appears before a determiner, pronoun or specific group: enough of the cake, enough of them, enough of this delay. It does not cancel the main word-order principle.
The final check identifies the modified word, names its word class, tests the intended threshold and rereads the complete sentence for natural meaning.
Core decision: Put enough before a noun to express a sufficient amount or number, but put enough after an adjective or adverb to express a sufficient degree: enough time, strong enough, and carefully enough.
A useful rule has three parts: a trigger, an operation and a check. The trigger tells you when the rule applies. The operation tells you what to do. The check tells you whether the result still matches the meaning of the question. Learners who remember only the operation often apply it in the wrong place; learners who remember only an example often freeze when the surface details change.
Mechanism: why the rule works
1. Find the sufficiency question
Ask what must be sufficient: a thing, a quality or the manner of an action.
Diagnostic question: Is the sentence measuring amount, number or degree? Reliable response: Underline the word that carries the meaning.
2. Name the word class
Decide whether the target is a noun, adjective or adverb.
Diagnostic question: Can the word name a thing, describe a noun, or describe an action? Reliable response: Write N, Adj or Adv above it.
3. Place enough
Use enough plus noun, but adjective or adverb plus enough.
Diagnostic question: Is enough on the correct side of the modified word? Reliable response: Move only the necessary phrase.
4. Restore the threshold
Read the purpose, result or situation that defines sufficiency.
Diagnostic question: Enough for what or enough to do what? Reliable response: Keep the threshold explicit when clarity needs it.
5. Check negatives and of-phrases
Preserve the main order in not enough, and use enough of before a specific group.
Diagnostic question: Is the phrase general or specific? Reliable response: Compare enough books with enough of the books.
6. Reread the whole clause
Check grammar, countability and meaning after the repair.
Diagnostic question: Does the clause now express a complete and sensible threshold? Reliable response: Prefer the shortest clear version.
Worked examples: make the decision visible
Do not race through these examples. Before reading each explanation, name the evidence that matters and the information that does not. Then compare the correct route with the tempting route. That comparison is where the transferable learning sits.
Worked example 1: Noun amount
Task. Complete: We have ___ time to revise.
Reasoning. Time is a noun naming the available amount. The controlling idea is which word enough modifies and whether the sentence measures amount, number or degree. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. We have enough time to revise.
Independent check. Enough comes before the noun. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 2: Adjective degree
Task. Complete: The box is strong ___ to hold the books.
Reasoning. Strong is an adjective whose degree must meet the purpose. The controlling idea is which word enough modifies and whether the sentence measures amount, number or degree. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. The box is strong enough to hold the books.
Independent check. The purpose phrase defines the threshold. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 3: Adverb degree
Task. Complete: Mei read slowly ___ for the class to follow.
Reasoning. Slowly is an adverb describing how she read. The controlling idea is which word enough modifies and whether the sentence measures amount, number or degree. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. Mei read slowly enough for the class to follow.
Independent check. Enough follows the adverb. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 4: Countable noun
Task. Choose: enough chairs or chairs enough.
Reasoning. Chairs is a plural countable noun. The controlling idea is which word enough modifies and whether the sentence measures amount, number or degree. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. Use enough chairs.
Independent check. Check that a number of chairs is meant. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 5: Negative adjective
Task. Edit: The path is not enough wide.
Reasoning. Wide is an adjective, so enough follows it even after not. The controlling idea is which word enough modifies and whether the sentence measures amount, number or degree. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. The path is not wide enough.
Independent check. Add “for two people” only if the threshold matters. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 6: Specific group
Task. Complete: We used ___ the paper for the model.
Reasoning. The paper refers to a specific supply, so an of-phrase is needed. The controlling idea is which word enough modifies and whether the sentence measures amount, number or degree. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. We used enough of the paper for the model.
Independent check. Contrast with “We had enough paper.” A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 7: Understood amount
Task. A coach says, “That is enough.”
Reasoning. Enough stands alone because the required amount or behaviour is understood. The controlling idea is which word enough modifies and whether the sentence measures amount, number or degree. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. The sentence is complete in context.
Independent check. Do not invent a following noun. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 8: Result contrast
Task. The soup is warm enough to serve, but there is not enough soup for everyone.
Reasoning. Warm enough measures degree; enough soup measures amount. The controlling idea is which word enough modifies and whether the sentence measures amount, number or degree. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. Both orders are correct for different word classes.
Independent check. Name the adjective and noun. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Deepening lab: compare cases, conditions and limits
A method becomes independent when you can say where it applies, where it stops and which change would alter the conclusion. The cases below deliberately vary one structural feature at a time. For each case, pause before the analysis and predict whether the core rule remains available. Then name the exact condition that controls the decision. This is harder than repeating a worked solution, but it is also closer to what an unfamiliar examination item demands.
Deepening case 1: Enough water
Case. Water is an uncountable noun naming amount.
Analysis. Enough belongs before the noun. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Add a purpose. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 2: Enough bottles
Case. Bottles is a plural countable noun naming number.
Analysis. The same pre-noun position applies. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. State an exact need. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 3: Clear enough
Case. Clear is an adjective measuring quality.
Analysis. Enough follows the adjective. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Use it in an instruction. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 4: Clearly enough
Case. Clearly is an adverb measuring manner.
Analysis. Enough follows the adverb. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Contrast clear enough. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 5: Fast enough
Case. Fast may function adjectivally or adverbially in context.
Analysis. The surface word stays before enough in either use. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Name its job in two sentences. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 6: Enough of the class
Case. The phrase selects a sufficient part of a specific group.
Analysis. Of appears before the determiner the. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Contrast enough classes. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 7: Enough of them
Case. A pronoun replaces the named group.
Analysis. Enough of precedes the pronoun. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Supply a clear antecedent. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 8: That is enough
Case. The amount or behaviour is understood.
Analysis. Enough can function independently. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Explain the context. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 9: Oddly enough
Case. This fixed discourse expression comments on the whole statement.
Analysis. It is not the ordinary sufficiency pattern. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Use it without confusing the lesson. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 10: Sure enough
Case. This idiom means as expected or certainly in a narrative.
Analysis. Meaning, not quantity, controls its use. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Paraphrase it. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 11: Enough to share
Case. The infinitive names what the amount enables.
Analysis. The noun may be understood from context. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Restore a noun explicitly. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 12: Kind enough to help
Case. Kind is an adjective; the infinitive gives the resulting action.
Analysis. Enough follows kind. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Change kind to an adverb example. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 13: Carefully enough to notice
Case. Carefully is an adverb modifying the action.
Analysis. The threshold concerns manner. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Rewrite with sufficient care. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 14: Not enough evidence
Case. Not changes the sufficiency judgment, not the noun order.
Analysis. Evidence remains after enough. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Make the claim cautious. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 15: Not convincing enough
Case. The adjective stays before enough.
Analysis. The evidence falls below a degree threshold. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Name the missing quality. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 16: Too and enough
Case. Too difficult means beyond a desirable limit; easy enough means a required level is met.
Analysis. The words express different threshold relations. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Create a contrast pair. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 17: Very and enough
Case. Very strengthens a degree but does not state that a purpose threshold is met.
Analysis. Very warm and warm enough are not identical. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Give a counterexample. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 18: Countability
Case. Enough advice is standard; enough advices is not in ordinary use.
Analysis. Enough does not change the noun’s countability. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Use pieces of advice. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 19: Long interruption
Case. The instructions, although brief, are clear enough for independent use.
Analysis. The interruption does not alter placement. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Bracket the added clause. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 20: Final audit
Case. Modified word, word class, order, threshold, countability and context complete the check.
Analysis. Each step protects both grammar and meaning. Notice that the answer depends on which word enough modifies and whether the sentence measures amount, number or degree; changing a decorative detail would not be enough to change the reasoning.
Challenge. Audit six sentences. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Finish the lab with a blank-page recall. Write the rule, its conditions, one confirming example, one near-miss and one independent check from memory. Compare that page with the article only after finishing. If the rule is correct but the condition is missing, the learning is not yet safe: an overgeneralised rule can produce confident errors. If the condition is correct but no example can be generated, practise construction rather than rereading.
Common misconceptions and targeted repairs
Misconception 1: Enough always comes first
What the learner may think. Because enough begins enough time, it must precede every word.
Why it fails. Adjectives and adverbs take enough after them. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Identify the modified word before moving enough. Use this short test immediately: Noun, adjective or adverb?
Misconception 2: Enough always comes last
What the learner may think. Strong enough sounds familiar, so money enough must work too.
Why it fails. Nouns normally follow enough. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Use enough plus noun. Use this short test immediately: What amount is being named?
Misconception 3: Not reverses order
What the learner may think. The learner writes not enough wide.
Why it fails. Negation changes the judgment, not the adjective pattern. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Write not wide enough. Use this short test immediately: Can a purpose phrase follow?
Misconception 4: Very equals enough
What the learner may think. Very tall automatically means tall enough.
Why it fails. Enough refers to a particular threshold; very only intensifies. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. State the purpose or standard. Use this short test immediately: Tall enough for what?
Misconception 5: Of is always required
What the learner may think. The learner writes enough of water.
Why it fails. General noun phrases normally use enough water; of marks a specific group or pronoun. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Test for the, this, my or a pronoun. Use this short test immediately: General supply or selected part?
Misconception 6: Countability disappears
What the learner may think. Enough informations seems acceptable because quantity is expressed.
Why it fails. Enough does not turn an uncountable noun into a countable one. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Use enough information or enough pieces of information. Use this short test immediately: Is the noun form standard?
Graded independent practice
Attempt each item without looking ahead. Write one line that identifies the controlling evidence before writing the final answer. Items 1–3 check recognition, 4–7 require explanation, and the later items change the surface form so that memory alone is insufficient.
Practice 1: Recognition
Question. Choose: We packed enough food / food enough.
Explained answer. Use enough food.
Why this answer earns trust. Food is a noun naming an amount. Transfer variation: Add “for the journey.”
Practice 2: Adjective
Question. Choose: The rope is enough long / long enough.
Explained answer. Use long enough.
Why this answer earns trust. Long is an adjective whose degree meets a purpose. Transfer variation: State the purpose.
Practice 3: Adverb
Question. Complete: She spoke clearly ___ for everyone to hear.
Explained answer. Use clearly enough.
Why this answer earns trust. Clearly is an adverb describing how she spoke. Transfer variation: Replace clearly with slowly.
Practice 4: Negative
Question. Correct: The desk is not enough wide.
Explained answer. The desk is not wide enough.
Why this answer earns trust. Not does not change post-adjective placement. Transfer variation: Add a comparison object.
Practice 5: Specific part
Question. Choose: enough the paint / enough of the paint.
Explained answer. Use enough of the paint.
Why this answer earns trust. The refers to a specific supply. Transfer variation: Contrast enough paint.
Practice 6: Meaning
Question. Explain why very quiet and quiet enough are not identical.
Explained answer. Very quiet gives a high degree; quiet enough states that a required threshold is met.
Why this answer earns trust. A purpose can make the threshold visible. Transfer variation: Use “for the recording.”
Practice 7: Countability
Question. Correct: We received enough advices.
Explained answer. We received enough advice, or enough pieces of advice.
Why this answer earns trust. Advice is ordinarily uncountable. Transfer variation: Use information in a new sentence.
Practice 8: Mixed sentence
Question. Complete: There are ___ seats, and the hall is large ___.
Explained answer. There are enough seats, and the hall is large enough.
Why this answer earns trust. Noun and adjective require opposite placement. Transfer variation: Name both word classes.
Practice 9: Rule recall
Question. State the three core patterns.
Explained answer. Enough plus noun; adjective plus enough; adverb plus enough.
Why this answer earns trust. The patterns follow what enough modifies. Transfer variation: Recall after two days.
Practice 10: Transfer
Question. Edit a paragraph containing amount, quality, manner, not enough and enough of.
Explained answer. Every placement follows word class and the intended threshold.
Why this answer earns trust. Mixed editing prevents sound-only guessing. Transfer variation: Explain each repair.
Delayed transfer: prove that the learning lasts
Transfer test 1: Word-class sort
Sort thirty enough phrases by modified noun, adjective, adverb or understood amount before correcting them. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. Every correction names the modified word and threshold. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Transfer test 2: Delayed production
After one week, write five pairs contrasting enough plus noun with adjective or adverb plus enough. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. The order is accurate without copying a model. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Transfer test 3: Purpose test
Add suitable to- or for-phrases to ambiguous sentences. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. Each addition clarifies what standard the amount or degree must meet. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Examination control
1. Read the job before the story. Underline the command and the noun it governs. “Explain the change,” “state the word,” “find the fraction” and “identify the evidence” are different jobs even when the surrounding context is similar.
2. Separate given information from remembered information. Use only the facts supplied for the current task plus secure subject knowledge. Do not let a previous question, a familiar worksheet or an expected pattern silently become new evidence.
3. Write enough working to expose the decision. A marker or teacher should be able to see the relationship that justifies the answer. Extra sentences are not automatically stronger; the strongest working is concise, relevant and checkable.
4. Reserve a different-route check. For language, read the sentence for meaning and grammar. For mathematics, estimate or reverse the operation. For science, check the claim against the stated observation and a conservation or fair-test principle.
5. Stop when the requested job is complete. Unrequested speculation can contradict a correct answer. Add detail only when it explains the mechanism or satisfies another explicit part of the question.
Under time pressure, use a compact four-part margin routine: trigger → evidence → operation → check. Trigger names the feature that activates the method. Evidence identifies the exact words, values or observations allowed. Operation performs the language, mathematical or scientific step. Check asks whether the final statement answers the requested job, preserves units or referents, and avoids a stronger claim than the evidence supports.
A compact error log
After practice, do not record only “careless mistake.” Name the broken decision. Useful labels include trigger missed, evidence imported, relationship reversed, referent lost, unit dropped, operation correct but job wrong, and check repeated the same route. Add one prevention cue beside the label. A short accurate log is more useful than a long emotional account because it tells the learner what to do on the next item.
Review the log after two days and again after a week. Reattempt only one or two representative items first. If the method transfers, move to a mixed set. If it fails, repair the exact link between trigger and operation. This spacing matters because a solution can feel obvious while it is still visible and disappear when the page is closed.
Notes for parents and tutors
Ask “Enough what?” and then “What word class is that?” before correcting the order. This turns a sound rule into a reusable grammar decision.
Use paired examples such as enough space and spacious enough. The changing form makes amount and degree visible without requiring technical lectures.
Accept concise thresholds grounded in real situations: enough time to finish, careful enough to avoid mistakes, and slowly enough for a younger learner to follow.
The adult’s most useful question is not “Why were you careless?” but “Which decision did the evidence require?” Ask the learner to point to the controlling word, value, relationship or observation. If the learner can explain that link, reduce support. If the learner cannot, model one example and then change the surface details for the next attempt.
Frequently asked questions
Does enough come before or after the word?
It normally comes before a noun but after an adjective or adverb.
What happens with not enough?
Keep the same order: not enough time, not warm enough and not carefully enough.
When do I use enough of?
Use it before a specific group or pronoun, such as enough of the water or enough of them.
Can enough stand alone?
Yes, when the required amount or behaviour is understood, as in “That is enough.”
Is very strong the same as strong enough?
No. Very marks degree; enough says a particular threshold has been met.
What is the fastest check?
Identify the modified word and label it noun, adjective or adverb before placing enough.
Next routes
Return to the complete volume directory to locate the series, use the original PSLE Learning Guide for the foundation route, and continue through PSLE English for verified subject guidance. The next useful task is a mixed set in which this idea is sometimes relevant and sometimes irrelevant; that is the point at which a learner must choose, not merely copy.