lesson plan the grammarian the journey begins · 2020. 4. 7. · body of the lesson: the teacher...

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Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................

Book : The Grammarian ...The Journey Begins, Part-8

Chapter : The Sentence

Chapter Chapter-based AssessmentNo.

1. Identify the kinds of the given sentences. Divide the given sentences into subject and predicate. Rewrite the paragraph writing different kinds of sentences. Look at the pictures and write a suitable sentence (Assertive, Interrogative, Imperative,

Exclamatory) to describe each one of them.

1. Objectives and Outcomes:The students will know the definition of the sentence. They will also know the classification of sentences onthe basis of ‘Function’—Assertive, Interrogative, Imperative, Exclamatory Sentences.

2. Materials Needed:Blackboard, chalk, duster, student notebooks, computer with the Internet.

3. Procedure to Open the Lesson:

••••• Begin by writing a sentence on the board. Ask students if they know what kind of sentence it is. Ask forvolunteers to come to the board and classify different kinds of sentences on the bases of ‘function’. Havea discussion with students about the essential features of a sentence such as subject and predicate,beginning a sentence with a capital letter, ending a sentence with a punctuation mark, an appropriate wordorder of a meaningful sentence, etc. Explain meaning of new and difficult words.

••••• Ask students different kinds of sentences and the basis of their classification. Can they rememberthem all?

••••• The teacher can also use a flow chart to explain the classification of sentences.

••••• The teacher will show the complete lesson to the students by using ‘Friends Smart Class Software’.

Lesson Plan THE GRAMMARIAN ...The Journey Begins...The Journey Begins...The Journey Begins...The Journey Begins...The Journey Begins

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4. Body of the Lesson:

The teacher explains–

The definition of the sentence

The appropriate word order of a meaningful sentence

Classification of sentences

5. Closing:

Give more information to the students about ‘the sentence’ using audio-visual aids.

6. Assessment and Evaluation:

The students will write the answers to the exercises at the end of the chapter in their notebooks. The evaluationof these notebooks will help the teacher understand the level of comprehension of each student in regard tothe chapter.

7. Modification and Differentiation:

For homework, students can collect example sentences for each type of sentences.

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ASSESSMENT

Time - 30 min. Max. Marks : 12

Name : Class :

Roll No. : Date :

1. Match the following columns: 4(i) Exclamatory Sentences (a) Questions(ii) Assertive Sentences (b) Sudden feelings(iii) Interrogative Sentences (c) Commands(iv) Imperative Sentences (d) Statements

2. Fill in the blanks: 4

(i) An assertive sentence makes a ........................... .

(ii) Exclamatory sentence expresses sudden and strong ........................ .

(iii) A simple sentence contains only one main .................................... .

(iv) Main clause is also known as ................................. clause .

3. Mark ‘T’ for true and ‘F’ for false statements: 4

(i) A complex sentence contains two or more main clauses.

(ii) An interrogative sentence asks a direct question.

(iii) Sentences can be classified into different types mainly on the bases of ‘function’ and ‘structure’.

(iv) Compound sentences are joined together by a subordinating conjunction.

Ch.1-The Sentence

Teacher’s Signature: .......................................... Parent’s Signature: ........................................

THE GRAMMARIAN ...The Journey Begins...The Journey Begins...The Journey Begins...The Journey Begins...The Journey Begins

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WORKSHEETCh.1-The Sentence

GRAMMAR

1. Identify the kind of sentence (Assertive / Interrogative / Imperative / Exclamatory) in the following:

(i) How cold it is! ______________________

(ii) Are you ready to go? ______________________

(iii) Please join us for dinner. ______________________

(iv) What are you expecting from me? ______________________

(v) Never give up hope. ______________________

(vi) What a lovely sight it is! ______________________

(vii) He will never forget the experience. ______________________

(viii) We do not play every day. ______________________

(ix) Do not stay out at night. ______________________

(x) It is foolish to waste time like this. ______________________

2. Identify the following sentences as Simple, Compound or Complex:

(i) I like tea and she likes coffee.

(ii) You will get the prize if you deserve it.

(iii) A rolling stone gathers no moss.

(iv) Answer the first question before you proceed further.

(v) He did not want to go to the dentist, yet he went anyway.

(vi) I did not see Amit today because he was playing football.

(vii) It was careless of him to make a mistake.

(viii) My new watch does not keep good time.

(ix) They are slow but they are sure.

(x) Harish reads magazines and newspapers.


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VOCABULARY

1. Change the following Adjectives into Abstract Nouns:

(i) Intelligent ________________________________

(ii) Sudden ________________________________

(iii) Dirty ________________________________

(iv) Different ________________________________

(v) Strong ________________________________

(vi) Finite ________________________________

(vii) Independent ________________________________

(viii) Beautiful ________________________________

(ix) Factual ________________________________

(x) Simple ________________________________

2. Write Antonyms for the following words:

(i) Sudden ________________________________

(ii) Simple ________________________________

(iii) Fact ________________________________

(iv) Make ________________________________

(v) Function ________________________________

(vi) Often ________________________________

(vii) Direct ________________________________

(viii) Subordinate ________________________________

(ix) Dirty ________________________________

(x) Open ________________________________

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TEST PAPER THE GRAMMARIAN ...The Journey Begins...The Journey Begins...The Journey Begins...The Journey Begins...The Journey Begins

Ch.1-The Sentence

MULTIPLE CHOICE QUESTIONS

Tick () the correct option.

1. A compound sentence contains:

(a) one main clause

(b) two main clauses

(c) two or more main clauses (d) none of these

2. ‘I was annoyed, still I kept quiet’ is a:

(a) simple sentence (b) compound sentence

(c) complex sentence (d) imperative sentence

3. A sentence is a group of words which makes complete:

(a) formation (b) substance

(c) sense (d) definition

4. ‘You will pass if you work hard’ is a:

(a) simple sentence (b) compound sentence

(c) complex sentence (d) exclamatory sentence

5. Which of the following is a coordinating conjunction?

(a) and (b) but

(c) or (d) all of these

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6. Which of the following sentences is not classified on the basis of ‘structure’?

(a) simple (b) imperative

(c) compound (d) complex

7. A simple sentence has:

(a) one finite verb (b) two finite verbs

(c) one non-finite verb (d) none of these

8. Which of the following is not a subordinating conjunction?

(a) if (b) before

(c) beacuse (d) yet

9. An interrogative sentence asks a:

(a) direct question (b) indirect question

(c) tag-question (d) none of these

10. A complex sentence is made up of one main clause, and one or more:

(a) coordinate clauses (b) relative clauses

(c) subordinate clauses (d) none of these

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PROJECT WORKTHE GRAMMARIAN ...The Journey Begins...The Journey Begins...The Journey Begins...The Journey Begins...The Journey Begins

Write assertive sentences using each of the following ‘verb patterns’:

Pattern-1

subject verb noun/pronoun to-infinitive, etc.

(i) We asked them to go.

(ii)

(iii)

(iv)

(v)

(vi)

(vii)

(viii)

(ix)

(x)

Pattern-2

subject verb direct object preposition prepositional object

(i) He told the news to everybody in the town.

(ii)

(iii)

(iv)

(v)

(vi)

(vii)

(viii)

(ix)

(x)

Ch.1-The Sentence

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ANSWERS

Assessment

1. (i) (b) (ii) (d) (iii) (a) (iv) (c)

2. (i) statement (ii) feelings (iii) clause (iv) independent

3. (i) F (ii) T (iii) T (iv) F

WorksheetGrammar:1. (i) Exclamatory (ii) Interrogative

(iii) Imperative (iv) Interrogative(v) Imperative (vi) Exclamatory(vii) Assertive (viii) Assertive(ix) Imperative (x) Assertive

2. (i) Compound (ii) Complex(iii) Simple (iv) Complex(v) Compound (vi) Complex(vii) Simple (viii) Simple(ix) Compound (x) Simple

Vocabulary:1. (i) Intelligence (ii) Suddenness

(iii) Dirt (iv) Difference(v) Strength (vi) Finity(vii) Independence (viii) Beauty(ix) Fact (x) Simplicity

2. (i) Gradual (ii) Difficult, Complex(iii) Fiction (iv) Unmake(v) Dysfunction (vi) Seldom(vii) Indirect (viii) Central, Major, Chief(ix) Clean (x) Shut

Test Paper1. (c) 2. (b) 3. (c) 4. (c) 5. (d)6. (b) 7. (a) 8. (d) 9. (a) 10. (c)

Project WorkDo it yourself.

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Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Phrases


2. Tick () the correct option. Pick out the adjective phrases in each of the given sentences. Point out the noun phrases in the given sentences. Pick out the adverb phrases in the given sentences. Write S for sentence and P for phrase.Learner’s Drill Study the list of phrases with meanings. Use them in sentences of your own and in

conversational English.

1. Objectives and Outcomes:The students will know the definition of the phrase, and the classification of phrases—adjective phrases,adverb phrases and noun phrases.



••••• Begin by writing a few phrases on the board. Ask students if they know what kinds of phrases they are.Ask for volunteers to come to the board and classify different kinds of phrases. Have a discussion withstudents about the essential features of phrases. Explain the meanings of new and difficult words.

••••• Ask students different kinds of phrases. Can they remember them all?

••••• The teacher can also use the flow chart to explain the classification of phrases.



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The definition of the phrase

Kinds of phrases

A phrase has neither a subject nor a predicate.

A phrase does not contain a finite verb, but it may have a non-finite verb - participle, infinitive andgerund.

Phrases can be changed into sentences by adding a finite verb and other words to them.

5. Closing:

Give more information to the students about ‘phrases’ using audio-visual aids.




For homework, students can also learn some other kinds of phrases such as:

Verb phrases: They had been living in Lucknow.They will be playing football in the playground.

Prepositional phrases: The cat was hiding under the table.I longed to live near the river.

Students can also collect example sentences for each type of phrases.

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ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match the following columns: 4(i) Adverb phrase (a) A vase of roses stood on the table.(ii) Verb phrase (b) The man on the boat is my uncle.(iii) Noun phrase (c) The economy recovered very slowly.(iv) Adjective phrase (d) They will be going to college next year.


(i) A phrase has neither a subject nor a ............................. .

(ii) Phrases make sense, but not complete ............................... .

(iii) In the sentence, ‘She has a ring of gold’, the phrase part is ........................... .

(iv) A phrase does not contain a.............................. verb.


(i) A phrase may have a non-finite verb.

(ii) In the sentence, ‘Animals eating only grass and plants are called herbivores’, the underlined partis a noun phrase.

(iii) We can change phrases into sentences by adding other words to them.

(iv) We can replace an adjective by an adjective phrase of the same meaning in a sentence.

Ch.2-Phrases



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WORKSHEETCh.2-Phrases

GRAMMAR

1. Underline the phrases and say whether they are Adjective Phrases, Adverb Phrases or Noun Phrases:

(i) They are coming at this very moment. ________________________

(ii) They arrived two hours late. ________________________

(iii) She hopes to win the first prize. ________________________

(iv) We enjoy playing football. ________________________

(v) They lived in a house built of stone. ________________________

(vi) The boy wearing a red shirt won the race. ________________________

(vii) They almost never invite people to their house. ________________________

(viii) He is an author of great fame. ________________________

(ix) They wanted to leave the country as soon as possible. ________________________

(x) He is a man without a friend. ________________________

2. Replace each of the adverbs by an Adverb Phrase of the same meaning:(i) He built his house there. ______________________________________

(ii) The players ran quickly. ______________________________________

(iii) He answered the question satisfactorily. ______________________________________

(iv) This product is available everywhere. ______________________________________

(v) They are coming now. ______________________________________

(vi) They learned a few things recently. ______________________________________

(vii) Computers were expensive then. ______________________________________

(viii) He behaved rudely. ______________________________________

(ix) They do their work carelessly. ______________________________________

(x) She sang beautifully. ______________________________________

THE GRAMMARIAN ...The Journey Begins...The Journey Begins...The Journey Begins...The Journey Begins...The Journey Begins.....

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VOCABULARY

1. Change the following Adjectives into Abstract Nouns:

(i) high ________________________________

(ii) rare ________________________________

(iii) wide ________________________________

(iv) rigid ________________________________

(v) cautious ________________________________

(vi) distant ________________________________

(vii) white ________________________________

(viii) wise ________________________________

(ix) enthusiastic ________________________________

(x) inflexible ________________________________

2. Collocate any two suitable adjectives with each of the following nouns:

(i) ____________ ____________ moment

(ii) ____________ ____________ care

(iii) ____________ ____________ patience

(iv) ____________ ____________ family

(v) ____________ ____________ sincerity

(vi) ____________ ____________ manner

(vii) ____________ ____________ profession

(viii) ____________ ____________ distance

(ix) ____________ ____________ nature

(x) ____________ ____________ mineral

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Ch.2-Phrases



1. In the sentence, ‘The arrow fell on this spot’, the underlined part is a:

(a) noun phrase (b) adjective phrase

(c) adverb phrase (d) verb phrase

2. A phrase does not contain a/an:

(a) adjective (b) noun

(c) preposition (d) finite verb

3. A group of words which makes sense, but not complete sense is called a:

(a) phrase (b) clause

(c) sentence (d) complement

4. In the sentence, ‘He was a man of great wealth’, the underlined part is a/an:


(c) adverb phrase (d) preposition phrase in the palace.

5. A phrase may have a/an:

(a) participle (b) infinitive

(c) gerund (d) all of these

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6. Which of the underlined parts in the following sentences is not an adjective phrase:

(a) The books in the library are well organised. (b) I like to see a face with a smile on it.

(c) Indian soldiers fought in a brave manner. (d) A painting of great beauty hung.

7. Which of the following is a kind of phrases:

(a) noun phrases (b) adjective phrases

(c) adverb phrases (d) all of these

8. In the sentence, ‘I spoke to the driver of the car’, the underlined part is a/an:


(c) adverb phrase (d) preposition phrase

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Replace each of the following adjectives in italics by an adjective phrase of the same meaning:

(i) a blank page ______________________________________________________

(ii) a bloodstained knife ______________________________________________________

(iii) a famous leader ______________________________________________________

(iv) a fearless soldier ______________________________________________________

(v) a friendless man ______________________________________________________

(vi) a good-tempered child ______________________________________________________

(vii) a grey cloud ______________________________________________________

(viii) a mountainous village ______________________________________________________

(ix) a muddy path ______________________________________________________

(x) a professional cricketer ______________________________________________________

(xi) a silken fabric ______________________________________________________

(xii) a versatile author ______________________________________________________

Ch.2-Phrases

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ANSWERSAssessment

1. (i) (c) (ii) (d) (iii) (a) (iv) (b)2. (i) predicate (ii) sense (iii) gold (iv) finite3. (i) T (ii) F (iii) T (iv) T

WorksheetGrammar:1. (i) They are coming at this very moment.; Adverb Phrase

(ii) They arrived two hours late.; Adverb Phrase(iii) She hopes to win the first prize.; Noun Phrase(iv) We enjoy playing football.; Noun Phrase(v) They lived in a house built of stone.; Adjective Phrase(vi) The boy wearing a red shirt won the race.; Adjective Phrase(vii) They almost never invite people to their house.; Adverb Phrase(viii) He is an author of great fame.; Adjective Phrase(ix) They wanted to leave the country as soon as possible.; Adverb Phrase(x) He is a man without a friend.; Adjective Phrase

2. (i) He built his house at that place. (ii) The players ran with great speed.(iii) He answered the question to my satisfaction. (iv) This product is available in all places.(v) They are coming at this very moment. (vi) They learned a few things at a recent time.(vii) Computers were expensive in those days. (viii) He behaved in a rude manner.(ix) They do their work without any care. (x) She sang in a beautiful style.

Vocabulary:1. (i) height (ii) rarity (iii) width (iv) rigidity

(v) caution (vi) distance (vii) whiteness (viii) wisdom(ix) enthusiasm (x) inflexibility

2. (i) fleeting, critical moment (ii) tender, constant care(iii) great, endless patience (iv) close-knit, well-to-do family(v) deep, genuine sincerity (vi) correct, efficient manner(vii) chosen, medical profession (viii) considerable, vast distance(ix) basic, exact nature (x) industrial, vital mineral

Test Paper1. (c) 2. (d) 3. (a) 4. (b)5. (d) 6. (c) 7. (d) 8. (a)


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Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Clauses


3. Pick out the adverb clauses in the given sentences. Supply suitable adverb clauses. Pick out the adjective clauses in the given sentences. Supply suitable adjective clauses. Pick out the noun clauses in the given sentences. Complete the given sentences by adding suitable noun clauses.

1. Objectives and Outcomes:The students will know the definition of the clause, and the classification of clauses—adverb clauses, adjectiveclauses and noun clauses.



••••• Begin by writing a few clauses on the board. Ask students if they know what kinds of clauses they are.Ask for volunteers to come to the board and write the kinds of clauses. Have a discussion with studentsabout the essential features of clauses. Explain the meanings of new and difficult words.

••••• Ask students name of different kinds of clauses. Can they remember them all?

••••• The teacher can also use the flow chart to explain the classification of clauses.



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The definition of the clause

Kinds of clauses

A clause may form part of a sentence or a complete sentence in itself.

Adjective clauses are also called relative clauses.

All indirect speech beginning with ‘that’ is a noun clause.

5. Closing:

Give more information to the students about ‘clauses’ using audio-visual aids.




For homework, students can collect example sentences for each type of clauses.

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ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match the following columns: 4(i) Adverb clause (a) The house that I live in belongs to my father.(ii) Adverb clause of condition (b) I fear that I shall fail.(iii) Adjective clause (c) They rested when evening came.(iv) Noun clause (d) If I make a promise I keep it.


(i) All indirect speech beginning with ‘that’ is a ................................. clause.

(ii) In the sentence, ‘He was scared lest he should fail his exams’, the subordinating conjunction ofpurpose is .................................. .

(iii) A .............................. is a group of words having a subject and a finite form of a verb.

(iv) Adjective clauses are also called ................................... clauses.


(i) Subordinating conjunctions of condition are ‘though’, ‘although’ and ‘even if’.

(ii) Conditional sentences consist of a main clause and a conditional clause.

(iii) A clause may form part of a sentence or it may be a complete sentence in itself.

(iv) Adjective clauses usually begin with - that, which, who, whom, whose, with, etc.

Ch.3-Clauses



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WORKSHEETCh.3-Clauses

GRAMMAR

1. Underline the clauses and write their kinds (Adjective Clause / Noun Clause / Adverb Clause) in thefollowing sentences:

(i) I remember the house where I was born. ....................................................

(ii) I do not know what they want. ....................................................

(iii) Why they left is a mystery. ....................................................

(iv) She tells a tale that sounds untrue. ....................................................

(v) If you eat too much, you will be ill. ....................................................

(vi) The girl who sits near me is my cousin. ....................................................

(vii) You can put the package wherever you like. ....................................................

(viii) It is a long street that has no turning. ....................................................

(ix) We eat so that we may live. ....................................................

(x) I do not understand how it all happened. ....................................................

2. Complete the following sentences by using Adverb Clauses as indicated:

(i) I shall help them because . (Adverb clause of reason)

(ii) We shall stay at home if . (Adverb clause of condition)

(iii) He is older than . (Adverb clause of comparison)

(iv) I shall remain where . (Adverb clause of place)

(v) Do not talk while . (Adverb clause of time)

(vi) He wants to earn a lot of money so that . (Adverb clause of purpose)

(vii) She is such a good woman that . (Adverb clause of result)

(viii) They came after . (Adverb clause of time)

(ix) I shall come even if . (Adverb clause of supposition)

(x) You will fail unless . (Adverb clause of condition)


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VOCABULARY

1. Collocate any two suitable adjectives with each of the following nouns:

(i) .............................. .............................. race

(ii) .............................. .............................. situation

(iii) .............................. .............................. future

(iv) .............................. .............................. home

(v) .............................. .............................. clause

(vi) .............................. .............................. action

(vii) .............................. .............................. accident

(viii) .............................. .............................. speaker

(ix) .............................. .............................. movie

(x) .............................. .............................. car

2. Write the part of speech to which the following words belong:

(i) if ..............................

(ii) lest ..............................

(iii) they ..............................

(iv) clause ..............................

(v) in ..............................

(vi) new ..............................

(vii) not ..............................

(viii) likes ..............................

(ix) usually ..............................

(x) basic ..............................

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Ch.3-Clauses



1. Adjective clauses usually begin with:

(a) that

(b) which

(c) who (d) all of these

2. Which of the following is not a subordinating conjunction of time:

(a) when (b) while

(c) where (d) before

3. Adjective clauses are also called:

(a) main clauses (b) subordinate clauses

(c) conditional clauses (d) relative clauses

4. An adverb clause of supposition is introduced by the subordinating conjunction:

(a) if (b) even if

(c) as (d) lest

5. Which of the following sentences does not have an adjective clause:

(a) The umbrella which has a broken handle is yours.

(b) Mary had a little lamb whose fleece was white as snow.

(c) I thanked the man who gave me the direction.

(d) You will pass if you work hard.

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6. An adverb clause of condition is introduced by the subordinating conjunction:

(a) if (b) whether

(c) unless (d) all of these

7. A clause is a group of words having a subject and a finite form of a ………………………:

(a) noun (b) pronoun

(c) verb (d) adverb

8. All indirect speech beginning with ‘that’ is a:

(a) noun clause (b) adjective clause

(c) adverb clause (d) none of these

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An adverb clause is a subordinate clause which does the work of an adverb. It may, therefore, modifysome verb, adjective, or adverb in the main clause. An example of each of the kinds of adverb clauses isgiven below. You are required to give another example for each kind.1. Adverb clauses of time:

(i) They came after night had fallen.(ii) ___________________________________________________________________________

2. Adverb clauses of place:(i) They can stay where they are.(ii) ___________________________________________________________________________

3. Adverb clauses of purpose:(i) She ate vegetables in order that she could stay healthy.(ii) ___________________________________________________________________________

4. Adverb clauses of cause or reason:(i) I like Vivek because he is honest.(ii) ___________________________________________________________________________

5. Adverb clauses of condition:(i) If you save some money, you can buy a new bicycle.(ii) ___________________________________________________________________________

6. Adverb clauses of result or consequence.(i) She is such a good woman that all respect her.(ii) ___________________________________________________________________________

7. Adverb clauses of comparison:(i) He is taller than his friend.(ii) ___________________________________________________________________________

8. Adverb clauses of supposition or concession:(i) Although you gave it your best effort, you did not win the match.(ii) ___________________________________________________________________________

Ch.3-Clauses

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ANSWERSAssessment

1. (i) (c) (ii) (d) (iii) (a) (iv) (b)2. (i) noun (ii) lest (iii) clause (iv) relative3. (i) F (ii) T (iii) T (iv) T

WorksheetGrammar:1. (i) I remember the house where I was born.; Adjective Clause

(ii) I do not know what they want.; Noun Clause(iii) Why they left is a mystery.; Noun Clause(iv) She tells a tale that sounds untrue.; Adjective Clause(v) If you eat too much, you will be ill.; Adverb Clause(vi) The girl who sits near me is my cousin.; Adjective Clause(vii) You can put the package wherever you like.; Adverb Clause(viii) It is a long street that has no turning.; Adjective Clause(ix) We eat so that we may live.; Adverb Clause(x) I do not understand how it all happened.; Noun Clause

2. (i) because I like them (ii) if it rains(iii) than he looks (iv) where I am(v) while she is studying (vi) so that she can provide for her family(vii) that all respect her (viii) after night had fallen(ix) even if it rains (x) unless you work harder

Vocabulary:1. (i) hard tough race (ii) current difficult situation

(iii) near foreseeable future (iv) parental native home(v) main subordinate clause (vi) firm disciplinary action(vii) serious tragic accident (viii) brilliant public speaker(ix) hit blockbuster movie (x) private electric car

2. (i) conjunction (ii) conjunction (iii) pronoun (iv) noun(v) preposition (vi) adjective (vii) adverb (viii) verb(ix) adverb (x) adjective

Test Paper1. (d) 2. (c) 3. (d) 4. (b)5. (d) 6. (d) 7. (c) 8. (a)


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Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Question Tags


4. Tick () the correct option. Construct question tags for the given statements.Learner’s Drill: Fill the correct question tags.

1. Objectives and Outcomes:The students will know the meaning of ‘question tag.’ They will also learn about some important rules ofquestion tags, and how to choose pronouns for question tags.



••••• Begin by writing two positive, and two negative statements respectively. Ask students to add questiontags with them. Tell students– that if the main part of the sentence is positive, the question tag is negative,and if the main part of the sentence is negative the question tag is positive. Ask for volunteers to come tothe board, and write some more examples of question tags.




The meaning of ‘question tag’

How to choose pronouns for question tags


2

Some important rules of question tags

That the subject of the question tag is always a pronoun, never a noun

If there is a modal verb in the main part of the sentence, the question tag uses the same modal verb

5. Closing:

Give more information to the students about ‘question tags’ using audio-visual aids.




For homework, students can use question tags with statements containing modal verbs.

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ASSESSMENT


Name : Class :

Roll No. : Date :

1. Fill in the blanks: 4(i) In normal practice, we often make a statement and then ask for a ........................... .(ii) When the statement contains a word with a negative meaning, such as seldom, hardly, etc the question

tag needs to be .................. .(iii) With commands and requests, we usually use ................... as question tag.(iv) ‘Let us’ always takes ......................... as its question tag.


(i) A tag question is a queston we can add to the end of a statement.

(ii) If the statement is positive, the tag is usually negative and vice versa.

(iii) When ‘this / that’ is the subject in the statement, we use ‘it’ in the tag.

(iv) When ‘no one’ is the subject in the statement, we use ‘it’ in the tag.

3. Add question tags to the following: 4

(i) They will come, ................................... ?

(ii) It is very hot today, ............................... ?

(iii) You are not going out, ........................... ?

(iv) He sold his motorbike, ........................... ?

Ch.4-Question Tags



4

WORKSHEETCh.4-Question Tags

GRAMMAR

Add question tags to the following:

(i) He is a doctor, .......................................................... ?

(ii) This is not working, .................................................. ?

(iii) No one phoned, ........................................................ ?

(iv) You have posted my letters, ...................................... ?

(v) You work in a bank, .................................................. ?

(vi) She drinks coffee, .................................................... ?

(vii) You do not recognise me, .......................................... ?

(viii) He played football yesterday, .................................... ?

(ix) He had met them before, .......................................... ?

(x) You are a creative writer, .......................................... ?

(xi) They cannot speak English, ....................................... ?

(xii) Your mother was American, ...................................... ?

(xiii) The shops do not open till 9.30, ...................................?

(xiv) You could sell it on the Internet, ................................. ?

(xv) They were not there, .................................................?

(xvi) Sudhesh used to live in Lucknow, ...............................?

(xvii) The boys wanted to go home, .................................... ?

(xviii) They have waited a long time, ................................... ?

(xix) She was reading a magazine, ......................................?

(xx) They have gone away for a few days, ........................?


5

VOCABULARY

We use contractions in everyday speech and informal writing. Write the contractions for the followingwords:

(i) am not ...............................................................................

(ii) is not ...............................................................................

(iii) are not ...............................................................................

(iv) was not ...............................................................................

(v) were not ...............................................................................

(vi) do not ...............................................................................

(vii) does not ...............................................................................

(viii) did not ...............................................................................

(ix) has not ...............................................................................

(x) have not ...............................................................................

(xi) had not ...............................................................................

(xii) cannot ...............................................................................

(xiii) could not ...............................................................................

(xiv) may not ...............................................................................

(xv) might not ...............................................................................

(xvi) must not ...............................................................................

(xvii) ought not ...............................................................................

(xviii) will not ...............................................................................

(xix) would not ...............................................................................

(xx) shall not ...............................................................................

(xxi) should not ...............................................................................

6


Ch.4-Question Tags



1. In normal practice we often make a statement and then ask for a / an ...................... .

(a) acceptance

(b) consent

(c) assent (d) confirmation

2. Question tags are the short questions that we put at the end of sentences–particularly in .................... .

(a) functional English (b) general English

(c) spoken English (d) written English

3. If the main part of the sentence is positive, the question tag is ....................... .

(a) affirmative (b) negative

(c) comparative (d) superlative

4. If the main part of the sentence is negative, the question tag is .................. .

(a) positive (b) imperative


5. When the statement contains a word with a negative meaning, such as seldom, hardly, etc. the questiontag needs to be .................. .

(a) positive (b) imperative


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6. After imperatives (commands / requests), we add :

(a) is you (b) do you

(c) will you (d) can you

7. After let’s, we add:

(a) are you (b) shall you

(c) do you (d) have you

8. If there is a modal verb in the main part of the sentence, the question tag uses the ................ verb.

(a) same modal (b) different modal

(c) semi-modal (d) none of these

9. For sentences that start with ‘I am’, the question tag is:

(a) amn’t I (b) isn’t I

(c) aren’t I (d) doesn’t I

10. When ‘no one / someone’ is the subject in the statement, we use ............... in the tag.

(a) it (b) they

(c) you (d) we

8

PROJECT WORK


PECULIARITIES IN THE USAGE OF QUESTION TAGSThere are certain peculiarities in the usage of question tags such as:

(i) I am late, aren’t I ?

(ii) Let’s go home, shall we?

(iii) Somebody has called, haven’t they?

(iv) There is nothing wrong, is there?

(v) Don’t stay there long, will you?

Now write statements for the following question tags:

(i) .................................................................. , aren’t I?

(ii) .................................................................. , aren’t I?

(iii) .................................................................. , shall we?

(iv) .................................................................. , shall we?

(v) .................................................................. , haven’t they?

(vi) .................................................................. , haven’t they?

(vii) .................................................................. , is there?

(viii) .................................................................. , is there?

(ix) .................................................................. ,will you?

(x) .................................................................. ,will you?

Ch.4-Question Tags

9

ANSWERSAssessment

1. (i) confirmation (ii) positive (iii) will you (iv) shall we2. (i) T (ii) T (iii) T (iv) F3. (i) won’t they (ii) isn’t it (iii) are you (iv) didn’t he

WorksheetGrammar:

(i) isn’t he (ii) is it (iii) did they (iv) haven’t you(v) don’t you (vi) doesn’t she (vii) do you (viii) didn’t he(ix) hadn’t he (x) aren’t you (xi) can they (xii) wasn’t she(xiii) do they (xiv) couldn’t you (xv) were they (xvi) didn’t he(xvii) didn’t they (xviii) haven’t they (xix) wasn’t she (xx) haven’t they

Vocabulary:(i) amn’t (ii) isn’t (iii) aren’t (iv) wasn’t(v) weren’t (vi) don’t (vii) doesn’t (viii) didn’t(ix) hasn’t (x) haven’t (xi) hadn’t (xii) can’t(xiii) couldn’t (xiv) mayn’t (xv) mightn’t (xvi) mustn’t(xvii) oughtn’t (xviii) won’t (xix) wouldn’t (xx) shan’t(xxi) shouldn’t

Test Paper1. (d) 2. (c) 3. (b) 4. (a) 5. (a)

6. (c) 7. (b) 8. (a) 9. (c) 10. (b)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : The Noun : Kinds of Nouns


5. Tick () the correct option. Pick out the nouns in the given sentences and say whether they are common, proper, material,

collective or abstract. Fill in the blanks with the abstract nouns formed from the words given in brackets. Choose one word (noun) from the box for each of the following groups of words. Categorise the given words as countables and uncountables, and write them under the

correct heads. Choose the correct nouns in the given sentences. Fill in the blanks with suitable collective nouns from the box given below.Learner’s Drill: Look at the picture. Find out the nouns and write them under suitable headings.

1. Objectives and Outcomes:The students will know the definition of ‘noun’, and kinds of nouns with examples.

2. Materials Needed:Blackboard, chalk, duster, student notebooks, computer with the Internet


••••• Begin by writing the definition of ‘noun’. Also classify different kinds of nouns with examples. Ask forvolunteers to come to the board, and give at least five examples of collective nouns or abstract nouns.Explain meaning of new and difficult words.



2



The definition of ‘noun’

Kinds of nouns—proper, common, collective, material, abstract

Some commonly used collective nouns

Formation of abstract nouns from adjectives, verbs and common nouns

Formation of abstract nouns by adding suffixes -ment, -al, -ness, or -tion

Countable and uncountable nouns

5. Closing:

Give more information to the students about ‘kinds of nouns’ using audio-visual aids.




For homework, students can compile comprehensive lists of countable and uncountable nouns with the help ofa good dictionary or the Internet.

3

ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match the following columns: 4(i) proper nouns (a) town, country(ii) common nouns (b) Mumbai, John Keats(iii) collective nouns (c) bravery, elegance(iv) abstract nouns (d) fleet, herd


(i) A ...................... is a word that refers to a person, place, thing, event, substance, or quality.

(ii) A .................. noun is the name of some particular person or place.

(iii) A/An ................ noun is the name of quality, action or state.

(iv) ................... nouns do not have plural forms, and cannot be used with a/an.


(i) The words ‘audience’ and ‘flock’ are abstract nouns.

(ii) A material noun is the name of the matter or substance of which a thing is made.

(iii) Abstract nouns can be formed by adding suffixes.

(iv) All kinds of nouns can be put under two heads—countable or uncountable nouns.



Ch.5-The Noun : Kinds of Nouns

4

WORKSHEETCh.5-The Noun : Kinds of Nouns

GRAMMAR1. Read the following sentences and say whether the underlined words are common, proper, material,

collective or abstract:

(i) We have formed a football team. ...............................................................(ii) Humility is the beginning of wisdom. ...............................................................(iii) Oil and water do not blend. ...............................................................(iv) He was left alone in the house. ...............................................................(v) I bought a small bunch of bananas. ...............................................................(vi) I received the hospitality of the family. ...............................................................(vii) They went on a long train journey across India. ...............................................................(viii) The pen fell out of his fingers. ...............................................................(ix) His suggestion was greeted with hoots of laughter. ...............................................................(x) Stephen Hawking was an English theoretical physicist. ...............................................................

2. Fill in the blanks using suitable collective noun from the box:army audience board committee clumpcrowd litter pride shoal team

(i) The ............. was clearly enchanted by her performance.

(ii) The victorious .............. returned in triumph.

(iii) Cricket, football and hockey are all ....................... sports.

(iv) A young lion had strayed some distance from the ................... .

(v) Every decision has to be approved by the ................ of directors.

(vi) The ............... ultimately adopted his suggestions.

(vii) After a few miles they paused under a ................. of trees.

(viii) A .............. of fish swam past heading for the open sea.

(ix) The ................ overflowed into the street.

(x) A ................ of kittens is passing.


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VOCABULARY

Form the abstract nouns by adding suffixes:

(i) By adding ‘-ment’

agree ................................. announce ..................................

ascertain ................................. commit ..................................

detach ................................. fulfil ..................................

improve ................................. manage ..................................

require ................................. retire ..................................

(ii) By adding ‘-al’

appraise ................................. betray ..................................

continue ................................. disperse ..................................

dismiss ................................. dispose ..................................

portray ................................. rehearse ..................................

retrieve ................................. survive ..................................

(iii) By adding ‘-ness’

bright ................................. good ..................................

hard ................................. kind ..................................

quiet ................................. sharp ..................................

strict ................................. swift ..................................

thick ................................. weak ..................................

(iv) By adding ‘-tion’

absorp ................................. adapt ..................................

create ................................. estimate ..................................

extract ................................. hesitate ..................................

insert ................................. invite ..................................

react ................................. suggest ..................................

6





1. A ..................... is a word that refers to a person, place, thing, event, substance, or quality.

(a) noun

(b) pronoun

(c) preposition (d) conjunction

2. Which of the following is a kind of nouns?

(a) proper noun (b) common noun

(c) collective noun (d) all of these

3. A .................... noun is the name of some particular person or place.

(a) abstract (b) common

(c) material (d) proper

4. The collective noun for ‘a group of sailors’ is:

(a) army (b) crew

(c) fleet (d) flock

5. A .................... noun is the name of the matter or substance of which a thing is made.


(c) collective (d) material

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6. The names of the ‘arts’ and ‘sciences’, such as grammar, music, physics, etc. are also ................. nouns.

(a) proper (b) common

(c) abstract (d) collective

7. Abstract nouns can be formed from:

(a) adjectives (b) common nouns

(c) verbs (d) all of these

8. Which of the following is an example of collective noun?

(a) bunch (b) city

(c) laughter (d) wood

9. A/An .................... noun is the name of a quality, action or state which we can only think of or feelabout, but can neither see nor touch.


(c) proper (d) collective

10. ....................... nouns do not have plural forms and cannot be used with a/an.

(a) common (b) countable

(c) uncountable (d) proper

8


Nouns can be either countable or uncountable. Countable nouns have both singular and plural forms(e.g. boy / boys; cat / cats). In the singular, they can be preceded by a or an.Uncountable nouns do not regularly have a plural form (e.g. happiness; rain). They cannot be precededby a or an.Write countable and uncountable nouns for any fifteen letters of the alphabet.

Letter of the alphabet Countable nouns Uncountable nouns

(i) A album advice

(ii)

(iii)

(iv)

(v)

(vi)

(vii)

(viii)

(ix)

(x)

(xi)

(xii)

(xiii)

(xiv)

(xv)


9

ANSWERS

Assessment1. (i) (b) (ii) (a) (iii) (d) (iv) (c)

2. (i) noun (ii) proper (iii) abstract (iv) uncountable

3. (i) F (ii) T (iii) T (iv) T

WorksheetGrammar:1. (i) collective (ii) abstract (iii) material (iv) common

(v) collective (vi) abstract (vii) proper (viii) common(ix) abstract (x) proper

2. (i) audience (ii) army (iii) team (iv) pride(v) board (vi) committee (vii) clump (viii) shoal(ix) crowd (x) litter

Vocabulary:(i) agreement, announcement (ii) appraisal, betrayal

ascertainment, commitment continual, dispersaldetachment, fulfilment dismissal, disposalimprovement, management portrayal, rehearsalrequirement, retirement retrieval, survival

(iii) brightness, goodness (iv) absorption, adaptionhardness, kindness creation, estimationquietness, sharpness extraction, hesitationstrictness, swiftness insertion, invitationthickness, weakness reaction, suggestion

Test Paper1. (a) 2. (d) 3. (d) 4. (b) 5. (d)6. (c) 7. (d) 8. (a) 9. (a) 10. (c)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : The Adjective


6. Tick () the correct option. Choose the suitable adjectives from the brackets in the following. Fill in the blanks with the proper form (comparative or superlative) of the adjective. Rewrite the sentences using an adjective from the box in place of the coloured word. Give three adjectives belonging to each of the given categories. Read this lovely quote on friendship by Oliver Wendell Holmes.Learner’s Drill Adjectives are words used to describe a noun. Write an adjective on each arrow to

describe the car. Complete the sentences with the comparative of the adjectives given.

1. Objectives and Outcomes:

The students will know the definition of the ‘adjective’. They will learn about kinds of adjectives andcomparison of adjectives.



••••• Begin by writing a few adjectives of different kinds on the board. Ask students if they know what kindsof adjectives these are. Ask volunteers to come to the board and classify different kinds of adjectives.Have a discussion with students about the correct use of some adjectives. Explain meaning of new anddifficult words.

••••• Ask students different kinds of adjectives. Can they remember them all?


2

••••• The teacher can also use a flow chart to explain the classification of adjectives.




The definition of the ‘adjective’

Use of adjectives in two different ways—attributively and predicatively

Kinds of adjectives with examples

Three degrees of comparison of adjectives : positive degree, comparative degree, and superlative degree

5. Closing:

Give more information to the students about different kinds of adjectives using audio-visual aids.




For homework, students can learn different ways of formation of adjectives, such as:

(i) Formation of adjectives from nouns:

Nouns Adjectiveshope hopefulstorm stormy

(ii) Formation of adjectives from verbs:

Verbs Adjectivestalk talkativemove moveable

(iii) Formation of some adjectives from other adjectives!

Adjectives Adjectivestragic tragicalwhole whole some

3

ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match the following columns: 4

(i) Adjective of Quantity (a) each

(ii) Adjective of Quality (b) that

(iii) Distributive Adjective (c) some

(iv) Demonstrative Adjective (d) honest


(i) The word ‘every’ is used only in speaking of more than......................................... .

(ii) Adjectives change in form to show..................................... .

(iii) An adjective is a word used to .................................... something to the meaning of a noun.

(iv) The word ‘some’ is used normally in .................................. sentences.


(i) The positive degree of an adjective is the simplest form of the adjective.

(ii) ‘A few’ has a positive meaning and is opposed to ‘none’.

(iii) When adjectives are used before the noun they describe, they are called predicative.

(iv) Distributive adjectives show that the persons or things from a group are taken one at a time.

Ch.6-The Adjective



4

WORKSHEET

Ch.6-The Adjective

GRAMMAR

1. Pick out the adjectives and state their kinds:

(i) She did not eat any rice. ...................................................

(ii) Every student in the class was encouraged to take part ...................................................in the competition.

(iii) There were many students in class. ...................................................

(iv) Monday is the first day of the week. ...................................................

(v) These pens are for sale. ...................................................

(vi) He has little intelligence. ...................................................

(vii) This is an extremely expensive car. ...................................................

(viii) Kolkata is a big city. ...................................................

(ix) Which book on gardening do you recommend? ...................................................

(x) She is washing her hair. ...................................................

2. Fill in the blanks with proper form of the adjective (comparative or superlative degree):(i) Iron is ............................ than any other metal. (useful)(ii) Which of these two books is the ...........................................? (good)(iii) John is the .................................... person that I know. (nice)(iv) I have not heard the ............................ news. (late)(v) Who is the ........................... person in your country? (powerful)(vi) That was the .................................... meal I have ever eaten. (bad)(vii) The novel was ................................... than the film. (interesting)(viii) This man is ............................. than that. (tall)(ix) This puzzle is the ............................... in the whole book. (easy)(x) This question is ....................................... than the last one. (tough)


5

VOCABULARY

1. Use any two suitable adjectives with each of the following nouns:

(i) ..................................... ..................................... day

(ii) ..................................... ..................................... knowledge

(iii) ..................................... ..................................... cloth

(iv) ..................................... ..................................... city

(v) ..................................... ..................................... hair

(vi) ..................................... ..................................... house

(vii) ..................................... ..................................... help

(viii) ..................................... ..................................... road

(ix) ..................................... ..................................... dog

(x) ..................................... ..................................... milk

2. Change the following nouns into adjectives:

(i) information ................................................................

(ii) person ................................................................

(iii) book ................................................................

(iv) nation ................................................................

(v) boy ................................................................

(vi) friend ................................................................

(vii) health ................................................................

(viii) rose ................................................................

(ix) week ................................................................

(x) knowledge ................................................................

6


Ch.6-The Adjective



1. Which of the following cannot be used as an interrogative adjective?

(a) what

(b) which

(c) whose (d) why

2. Which of the following is an adjective of quality?

(a) little (b) many

(c) honest (d) that

3. Which of the following is a distributive adjective?

(a) each (b) every

(c) either (d) all of these

4. ‘Each’ is used in speaking of:

(a) one thing (b) two things

(c) two or more things (d) none of these

5. Which of the following has the same form when used as possessive adjective and possessive pronoun?

(a) my (b) our

(c) his (d) your

7

6. Which of the following is not the positive degree of an adjective?

(a) well (b) most

(c) bad (d) little

7. An adjective is a word used to add something to the meaning of a:

(a) noun (b) verb

(c) adverb (d) conjunction

8. When adjectives are used before the noun they describe, they are called:

(a) predicative (b) attributive

(c) indicative (d) imperative

9. When more than two things are compared, we use the:

(a) positive degree (b) comparative degree

(c) superlative degree (d) none of these

10. Which of the following cannot be used as an ‘adjective’:

(a) kindly (b) likely

(c) manly (d) clearly

8


Academics often use proper adjectives formed from the proper names of important thinkers. It is ahelpful way to indicate certain ways of thinking and certain theories. We can create a proper adjective byadding -ain, -an, or -ic. A list of some proper adjectives is given below. You are required to add more suchadjectives to the list with the help of the Internet.

(i) Aristotelian principle (ii) Chaucerian realism

(iii) Churchillian age (iv) Darwinian revolution

(v) Einsteinian physics (vi) Freudian psychology

(vii) Kantian ethics (viii) Keynesian economics

(ix) Marxian socialism (x) Miltonic sonnet

(xi) Newtonian telescope (xii) Pasteurian resolution

(xiii) Ptolemaic system (xiv) Shakespearean drama

(xv) Spenserian stanza (xvi) Wordsworthian sublime

(xvii) ___________________________________ (xviii) ___________________________________

(xix) ___________________________________ (xx) ___________________________________

(xxi) ___________________________________ (xxii) ___________________________________

(xxiii) ___________________________________ (xxiv) ___________________________________

(xxv) ___________________________________ (xxvi) ___________________________________

(xxvii) ___________________________________ (xxviii) ___________________________________

(xxix) ___________________________________ (xxx) ___________________________________

Ch.6-The Adjective

9

ANSWERS

Assessment

1. (i) (c) (ii) (d) (iii) (a) (iv) (b)

2. (i) two (ii) comparison (iii) add (iv) affirmative

3. (i) T (ii) T (iii) F (iv) T

WorksheetGrammar:1. (i) any — Adjective of Quantity

(ii) every — Distributive Adjective(iii) many — Adjective of Number(iv) first — Adjective of Number(v) these — Demonstrative Adjective(vi) little — Adjective of Quantity(vii) expensive — Adjective of Quality(viii) big — Adjective of Quality(ix) which — Interrogative Adjective(x) her — Possessive Adjective

2. (i) more useful (ii) better (iii) nicest (iv) latest(v) most powerful (vi) worst (vii) more interesting (viii) taller(ix) easiest (x) tougher

Vocabulary:1. (i) auspicious, memorable (ii) general, practical

(iii) coarse, woollen (iv) historic, industrial(v) blond, curly (vi) spacious, ancestral(vii) generous, financial (viii) broad, muddy(ix) pet, stray (x) pasteurized, skimmed

2. (i) informative (ii) personal (iii) bookish (iv) national(v) boyish (vi) friendly (vii) healthy (viii) rosy(ix) weekly (x) knowledgeable

Test Paper1. (d) 2. (c) 3. (d) 4. (c) 5. (c)6. (b) 7. (a) 8. (b) 9. (c) 10. (d)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Determiners


7. Fill in the blanks with appropriate determiners in the paragraph. Fill in the blanks with appropriate determinersLearner’s Drill Fill in the proper determiners in the sentences. Take clues from the pictures given.

1. Objectives and Outcomes:The students will know the definition of the ‘determiner’. They will also learn about different kinds ofdeterminers.



••••• Begin by writing a few sentences on the board, and ask students to point out derterminers used in them.Ask for volunteers to come to the board, and classify different kinds of determiners.




The definition of the ‘determiner’

Kinds of determiners :—articles, possessive adjectives, demonstrative adjectives, interrogative adjectives,quantifiers,cardinal numbers, ordinal numbers.

Difference between determiners and pronouns


2

5. Closing:

Give more information to the students about different kinds of determiners with example sentences usingaudio-visual aids.




For homework, students can learn more about determiners such as ‘General and specific Determiners’, andtheir correct use in sentences.

3

ASSESSMENT


Name : Class :

Roll No. : Date :


(i) Demonstratives (a) few, little, all, both

(ii) Articles (b) my, our, your, their

(iii) Possessives (c) this, that, these, those

(iv) Quantifiers (d) a, an, the


(i) The determiner ‘the’ is known as the......................................article.

(ii) Determiners are words which are used before..................................... .

(iii) The determiner ‘a or an’ is known as the .....................................article.

(iv) Words like each, either, and neither are known as..................................... determiners whenthey come before nouns.


(i) Determiners are different from pronouns.

(ii) Numbers ‘one, two, three, etc.’ are called ordinal numbers.

(iii) Interrogative adjectives ‘what, which, whose’ are classed among determiners.

(iv) Personal pronouns of subjective and objective case cannot be determiners.

Teacher’s Signature:.......................................... Parent’s Signature:........................................


Ch.7-Determiners

4

WORKSHEETCh.7-Determiners

GRAMMAR

1. Select the correct determiners from the brackets:

(i) ..................................manner of man is he? (What, Whose)

(ii) They made..........................progress. (few, little)

(iii) The girl wrote a letter to............................uncle. (his, her)

(iv) Look at .................................lovely flowers. (that, those)

(v) We ate..............................bread and butter. (some, many)

(vi) They have taught us..............................things. (either, many)

(vii) ..................................child was given a prize. (Any, Each)

(viii) ............................answer is worth 10 points. (Each, Many)

(ix) I am the.......................person in line. (four, fourth)

(x) Can you pass me...................salt please? (a, the)

2. Fill in the blanks with suitable determiners to complete the given proverbs:(i) ................... cloud has ....................... silver lining.(ii) ................. rolling stone gathers .............................. moss.(iii) Do not put all ........................ eggs in ....................... basket.(iv) ..................... early bird catches .......................... worm.(v) .................... chain is only as strong as .................... weakest link.(vi) You cannot judge .................. book by.................... cover.(vii) ........................ man’s trash is ...................... man’s treasure.(viii) ................... wrongs do not make .................... right.(ix) ..................... impressions are ........................... most lasting.(x) ...................... bad workman always blames ..................... tools.


5

VOCABULARY

Twenty determiners are given below in alphabetical order. Write their kind as - article, possessive,demonstrative, interrogative, distributive and quantifier:

(i) little .....................................

(ii) neither .....................................

(iii) each .....................................

(iv) those .....................................

(v) my .....................................

(vi) either .....................................

(vii) their .....................................

(viii) a .....................................

(ix) some .....................................

(x) the .....................................

(xi) no .....................................

(xii) what .....................................

(xiii) this .....................................

(xiv) both .....................................

(xv) our .....................................

(xvi) all .....................................

(xvii) many .....................................

(xviii) its .....................................

(xix) few .....................................

(xx) every .....................................

6


Ch.7-Determiners



1. The words ‘this, that, these, and those’, when used with nouns, are called:

(a) possessive adjectives (b) demonstrative adjectives

(c) interrogative adjectives (d) distributive adjectives

2. Which of the following is not an interrogative adjective?

(a) what (b) which

(c) whose (d) why

3. Which of the following is not a possessive adjective?

(a) my (b) your

(c) it (d) their

4. Which of the following is not a quantifier?

(a) all (b) few

(c) many (d) each

5. Which of the following cannot be used as a determiner?

(a) personal pronouns of subjective case (b) personal pronouns of objective case

(c) possessive pronouns (d) all of these

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6. Determiner is a word used before a:

(a) noun (b) verb

(c) conjunction (d) adverb

7. Which of the following is an example of a distributive adjective?

(a) each (b) every

(c) either (d) all of these

8. Which of the following are classed among determiners?

(a) only cardinal numbers (b) only ordinal numbers

(c) both cardinal and ordinal numbers (d) none of these

9. The words ‘first, second, third, etc.’ are called:

(a) cardinal numbers (b) ordinal numbers

(c) prime numbers (d) natural numbers

10. Which of the following adjectives are classed as determiners?

(a) demonstrative adjectives (b) distributive adjectives

(c) interrogative adjectives (d) all of these

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Fill in the blanks with appropriate determiners:

(i) They gave a prize to ................... of the contestants.

(a) each (b) every

(ii) There were .................... tourists in Goa this year than ever before.

(a) fewest (b) fewer

(iii) He had read ................ of the books on the shelf.

(a) every (b) all

(iv) We have never seen ............... of the Seven Wonders of the World.

(a) any (b) some

(v) He had lived in Kolkata his ............... life.

(a) all (b) whole

(vi) Would you like .................. milk with your tea?

(a) few (b) some

(vii) Do you have .................. flour to make the bread.

(a) enough (b) few

(viii) There is ................... time left.

(a) few (b) little

(ix) He came to see us ................... three days.

(a) each (b) every

(x) .................... book are you looking for?

(a) which (b) what

Ch.7-Determiners

9

ANSWERS

Assessment

1. (i) (c) (ii) (d) (iii) (b) (iv) (a)

2. (i) definite (ii) nouns (iii) indefinite (iv) distributive

3. (i) T (ii) F (iii) T (iv) T

WorksheetGrammar:1. (i) What (ii) little (iii) her (iv) those

(v) some (vi) many (vii) Each (viii) Each(ix) fourth (x) the

2. (i) Every, A (ii) A, No (iii) your, one (iv) The, The(v) A, Its (vi) a, its (vii) One, Another (viii) Two, A(ix) First, The (x) A, His

Vocabulary:(i) quantifier (ii) distributive (iii) distributive (iv) demonstrative(v) possessive (vi) distributive (vii) possessive (viii) article(ix) quantifier (x) article (xi) quantifier (xii) interrogative(xiii) demonstrative (xiv) quantifier (xv) possessive (xvi) quantifier(xvii) quantifier (xviii) possessive (xix) quantifier (xx) distributive

Test Paper

1. (b) 2. (d) 3. (c) 4. (d) 5. (d)

6. (a) 7. (d) 8. (c) 9. (b) 10. (d)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : The Pronoun


8. Tick () the correct option. Fill in the blanks with suitable pronouns and also specify their kind. Point out the relative pronouns in the sentences and state their antecedents. Fill in the correct form of pronouns in the sentences. Put the correct form of the interrogative pronouns in the sentences. Tell which pronouns in the given sentences are reflexive and which are emphatic. Join together each of the given pairs of sentences by means of a suitable relative

pronoun.

1. Objectives and Outcomes:The students will know the definition of the pronoun, and different kinds of pronouns.



••••• Begin by writing a few sentences on the board. Ask students to point out different pronouns used in them.Ask for volunteers to come to the board and write the examples of different kinds of pronouns. Also askthem to make a chart of personal pronouns.



The teacher explains:

The definition of the ‘pronoun’

Kinds of pronouns


2

Forms of personal pronouns

Some rules for using personal pronouns

Difference between possessive pronouns and possessive adjectives

5. Closing:

Give more information to the students about different kinds of pronouns with example sentences usingaudio-visual aids.




For homework, students can collect example sentences for each kind of pronouns.

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ASSESSMENT


Name : Class :

Roll No. : Date :


(i) Indefinite pronouns (a) who, whose, whom, that, which

(ii) Relative pronouns (b) I, we, you, they

(iii) Personal pronouns (c) each other, one another

(iv) Reciprocal pronouns (d) all, some, few, none


(i) The noun used before a relative pronoun is called its .................................... .

(ii) A word that is used instead of a noun is called a .......................................... .

(iii) A pronoun must be of the same number and gender as its ............................ .

(iv) After ‘let’, we use ............................... case of a pronoun.


(i) Relative pronoun ‘which’ is used for persons only.

(ii) Pronouns are used to avoid the repetition of nouns.

(iii) ‘What’ as a relative pronoun comes without an antecedent.

(iv) When all three singular pronouns are used in a sentence, we follow the order: firstperson—second person—third person.

Teacher’s Signature: ............................................... Parent’s Signature: .....................................


Ch.8-The Pronoun

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WORKSHEETCh.8-The Pronoun

GRAMMAR

1. Fill in the blanks with suitable personal pronouns:

(i) She has one son and she adores ........................... .

(ii) Why are ............................. not doing your homework?

(iii) My uncle asked my brother and ....................... to dinner.

(iv) Our children are definitely better behaved than ............................. .

(v) My family and ........................... live in a big city.

(vi) The two men could receive punishment if .............................. are convicted.

(vii) ............................. is a sunny day.

(viii) Our mother gave ............................... some sweets.

(ix) Pick up your toys and put ....................................... away.

(x) He rang Mary and invited ........................ to dinner.

2. Fill in the blanks with suitable determiners to complete the given proverbs:

(i) The book ........................is now out of print has all the information you need.

(ii) The moment ...........................is lost is lost forever.

(iii) He was the most eloquent speaker.......................... I ever heard.

(iv) All ............... glitters is not gold.

(v) I have found the pen ..............................I lost.

(vi) The man.......................we met yesterday is coming to dinner.

(vii) We always like people............................. speak the truth.

(viii) This is the man.......................all praise.

(ix) .............................. is done cannot be undone.

(x) This is the best..........................we can do.


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VOCABULARY

1. Fifteen different types of pronouns are given below in alphabetical order. Identify and write theirkinds in the space provided below:

(i) others .................................................................

(ii) neither .................................................................

(iii) each other .................................................................

(iv) none .................................................................

(v) each .................................................................

(vi) some .................................................................

(vii) either .................................................................

(viii) many .................................................................

(ix) one another .................................................................

(x) one .................................................................

(xi) itself .................................................................

(xii) few .................................................................

(xiii) those .................................................................

(xiv) all .................................................................

(xv) myself .................................................................

2. Write the plural forms of the following pronouns:

(i) that .................................................................

(ii) I .................................................................

(iii) you .................................................................

(iv) he, she, it .................................................................

(v) this .................................................................

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Ch.8-The Pronoun



1. After ‘let’, we use:

(a) subjective case of pronouns

(b) objective case of pronouns

(c) possessive case of pronouns (d) none of these

2. Which of the following is a compound personal pronoun?

(a) they (b) none

(c) others (d) myself

3. A word that is used instead of a noun is called a:

(a) pronoun (b) verb

(c) adjective (d) adverb

4. Which of the following is a reciprocal pronoun?

(a) each other (b) one another

(c) both (a) and (b) (d) none of these

5. Which of the following is a demonstrative pronoun?

(a) self (b) some

(c) such (d) none of these

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6. Which of the following is not an indefinite pronoun?

(a) few (b) many

(c) none (d) such

7. Like nouns, pronouns have:

(a) number (b) gender

(c) case (d) all of these

8. Which of the following relative pronouns can be used without an antecedent?

(a) what (b) which

(c) who (d) whom

9. The noun coming before a relative pronoun is called its:

(a) antecedent (b) precedent

(c) succedent (d) none of these

10. Which of the following relative pronouns is used for persons only?

(a) which (b) that

(c) who (d) what

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PROJECT WORK


The pronouns we learned of in this chapter are not the only ones that have ever been used inEnglish. There are some pronouns which were used in old English but have now been replaced.However, they are still studied in the context of Shakespearean and Biblical terminology. Suchpronouns are given below with their meanings and examples. Write one reference of each of thesepronouns in the space given below:

1. Thyself (Yourself): Submit thyself therefore to God. Resist the devil, and he will flee from you.

............................................................................................................................................................

............................................................................................................................................................2. Thine (Yours): Then thou mightest eat grapes thy fill, at thine own pleasure.

............................................................................................................................................................

............................................................................................................................................................

3. Thy (Your): During thy passion she alone did not forsake thee.

............................................................................................................................................................

............................................................................................................................................................

4. Ye (You): Happy are all ye that endure the great tribulation which is to come.

............................................................................................................................................................

............................................................................................................................................................

5. Thou (You): What hast thou attained relying on reason only?

............................................................................................................................................................

............................................................................................................................................................

6. Yonder (This, That, These, Those): What light through yonder window breaks?

............................................................................................................................................................

............................................................................................................................................................

7. Aught (Anything, Whatever): Know you aught of this fellow young sir?

............................................................................................................................................................

............................................................................................................................................................

8. Thou (You): Art thou the eldest of thy father’s sons?

............................................................................................................................................................

............................................................................................................................................................

Ch.8-The Pronoun

9

ANSWERS

Assessment

1. (i) (d) (ii) (a) (iii) (b) (iv) (c)

2. (i) antecedent (ii) pronoun (iii) noun (iv) objective

3. (i) F (ii) T (iii) T (iv) F

WorksheetGrammar:1. (i) him (ii) you (iii) me (iv) theirs

(v) I (vi) they (vii) It (viii) us(ix) them (x) her

2. (i) which (ii) which (iii) that (iv) that(v) which (vi) whom (vii) who (viii) whom(ix) What (x) that

Vocabulary:1. (i) indefinite pronoun (ii) distributive pronoun (iii) reciprocal pronoun

(iv) indefinite pronoun (v) distributive pronoun (vi) indefinite pronoun(vii) distributive pronoun (viii) indefinite pronoun (ix) reciprocal pronoun(x) indefinite pronoun (xi) compound personal pronoun (xii) indefinite pronoun(xiii) demonstrative pronoun (xiv) indefinite pronoun (xv) compound personal pronoun

2. (i) those (ii) we (iii) you(iv) they (v) these

Test Paper

1. (b) 2. (d) 3. (a) 4. (c) 5. (c)

6. (d) 7. (d) 8. (a) 9. (a) 10. (c)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : The Verb


9. Underline the verbs in the sentences. Complete the sentences with either objects or complements wherever necessary. Underline the verbs in the given sentences and write whether they are transitive or

intransitive verbs. Fill in the past tense or past participle of the given verbs.

1. Objectives and Outcomes:The students will know the definition of the verb. They will learn about verbs of incomplete predication.



Begin by writing a few sentences on the board. Ask students to point out different verbs used in them.Ask for volunteers to come to the board and classify different kinds of verbs.

The teacher will show the complete lesson to the students by using ‘Friends Smart Class Software’.



The definition of the ‘verb’

Transitive and intransitive verbs

Verbs of incomplete predication


2

5. Closing:

Give more information to the students about different kinds of verbs with example sentences usingaudio-visual aids.




For homework, students can make a list of modal verbs with their correct use in sentences.

3

ASSESSMENT


Name : Class :

Roll No. : Date :


(i) Modal verbs (a) am, is, are, was, were

(ii) The verb ‘be’ (b) need, dare, ought to, used to

(iii) Verbs of incomplete predication (c) can, could, may, might

(iv) Semi-modal verbs (d) appear, look, seem, smell


(i) Certain transitive verbs require, besides an object, a complement to complete their ............... .

(ii) The verbs ‘be’, ‘have’ and ‘do’ are used with.....................verbs to make tenses and passiveforms in a sentence.

(iii) The verb forms the main part of the......................of a sentence.

(iv) ............................. verbs can be used as both, a main verb, or a modal in a sentence.


(i) Transitive verb denotes an action which passes over from the doer or agent to an object.

(ii) Most verbs can be used both as transitive and intransitive verbs.

(iii) The indirect object is always placed after the direct object.

(iv) Some verbs may be used without any helping verb before them.

Ch.9-The Verb

Teacher’s Signature:............................................... Parent’s Signature:......................................


4

WORKSHEETCh.9-The Verb

GRAMMAR

1. Underline the verbs in the following sentences:(i) He wrote profusely in practically every genre.(ii) He was an absolutely adorable child.(iii) Degradation of the environment is destroying hundreds of species each year.(iv) He has a desperate desire to succeed.(v) A lovely blue swallow alighted on a branch.(vi) These animals track their prey using their excellent sense of smell, eyesight, and hearing.(vii) Comets appear at predictable times.(viii) Each module offers a succinct summary to highlight the message given.(ix) They were standing in the middle of a storm.(x) You must show your ID card.

2. Name the verbs in the following sentences, and tell in each case whether the verb is transitive or

intransitive. Where the verb is transitive, name the object:

(i) Stop them from going. ______________________________

(ii) The area has changed greatly in the last decade. ______________________________

(iii) He broke the chair. ______________________________

(iv) We talked for hours. ______________________________

(v) He wanted a new bicycle. ______________________________

(vi) The baby was crying. ______________________________

(vii) Some of the children are learning English. ______________________________

(viii) Most shops here close at 9:00 p.m. ______________________________

(ix) Have you washed your hands? ______________________________

(x) The choir sang carols. ______________________________


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VOCABULARY

1. Form ‘verbs’ from the given nouns :

(i) breath ............................................................

(ii) food ............................................................

(iii) blood ............................................................

(iv) grass ............................................................

(v) belief ............................................................

(vi) drop ............................................................

(vii) advice ............................................................

(viii) glass ............................................................

(ix) choice ............................................................

(x) sale ............................................................

2. Form ‘verbs’ from the given adjectives:

(i) envious ............................................................

(ii) lively ............................................................

(iii) white ............................................................

(iv) modern ............................................................

(v) crazy ............................................................

(vi) glorious ............................................................

(vii) inclusive ............................................................

(viii) national ............................................................

(ix) popular ............................................................

(x) leading ............................................................

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Ch.9-The Verb



1. Which of the following is a semi-modal verb?

(a) may

(b) need

(c) must (d) will

2. The verbs ‘be’, ‘have’, and ‘do’ are used with main verbs to make:

(a) tenses (b) passive forms

(c) questions (d) all of these

3. Certain transitive verbs require, besides an object, a complement to complete their:

(a) subjectiveness (b) predication

(c) adjunct (d) none of these

4. Which of the following is a verb of incomplete predication?

(a) appear (b) look

(c) smell (d) all of these

5. A verb that requires one or more objects is called:

(a) transitive verb (b) intransitive verb

(c) auxiliary verb (d) ordinary verb

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6. Verbs tell us:

(a) what a person or thing does (b) what is done to a person or thing

(c) the state of existence of a person or thing (d) all of these

7. Modal verbs express meanings such as:

(a) permission (b) possibility

(c) certainty (d) all of these

8. Most verbs can be used:

(a) only as transitive verbs (b) only as intransitive verbs

(c) both as transitive and intransitive verbs (d) none of these

9. If the ‘indirect object’ is placed after the ‘direct object’, it must be preceded by the preposition:

(a) to (b) for

(c) either ‘to’ or ‘for’ (d) none of these

10. Which of the following is a form of verb ‘be’?

(a) is (b) are

(c) was (d) all of these

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PROJECT WORK


Linking verbs (verbs of incomplete predication) are those verbs which require a word to accompanythem in order to make complete sense. Some linking verbs have been given below. Study the providedexample and make sentences for the remaining linking verbs:

The baby seems happy. (seems is a linking verb as it does not make complete sense without ‘happy’)

(i) appear : ....................................................................................................................................

(ii) be : ....................................................................................................................................

(iii) become : ....................................................................................................................................

(iv) feel : ....................................................................................................................................

(v) get : ....................................................................................................................................

(vi) go : ....................................................................................................................................

(vii) grow : ....................................................................................................................................

(viii) look : ....................................................................................................................................

(ix) remain : ....................................................................................................................................

(x) resemble : ....................................................................................................................................

(xi) smell : ....................................................................................................................................

(xii) sound : ....................................................................................................................................

(xiii) stay : ....................................................................................................................................

(xiv) taste : ....................................................................................................................................

(xv) turn : ....................................................................................................................................

Ch.9-The Verb

9

ANSWERS

Assessment

1. (i) (c) (ii) (a) (iii) (d) (iv) (b)

2. (i) prediction (ii) main (iii) predicate (iv) Semi-modal


WorksheetGrammar:1. (i) wrote (ii) was (iii) is destroying (iv) has

(v) alighted (vi) track (vii) appear (viii) offers(ix) were standing (x) must show

2. (i) transitive - stop (object : them) (ii) intransitive - changed(iii) transitive - broke (object : the chair) (iv) intransitive - talked(v) transitive- wanted (object : a new bicycle) (vi) intransitive - crying(vii) transitive- learning (object : English) (viii) intransitive - close(ix) transitive - washed (object : your hands) (x) transitive - sang (object : carols)

Vocabulary:1. (i) breathe (ii) feed (iii) bleed

(iv) graze (v) believe (vi) drip(vii) advise (viii) glaze (ix) choose(x) sell

2. (i) envy (ii) live (iii) whiten(iv) modernise (v) craze (vi) glorify(vii) include (viii) nationalise (ix) popularise(x) lead

Test Paper1. (b) 2. (d) 3. (b) 4. (d) 5. (a)

6. (d) 7. (d) 8. (c) 9. (c) 10. (d)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Irregular Verbs


10. Complete the table with the appropriate irregular verb forms.

1. Objectives and Outcomes:The students will know the meaning of ‘regular and irregular verbs’, and types of irregular verbs.



Begin by writing the meaning of regular and irregular verbs. Also describe types of irregular verbs. Askfor volunteers to come to the board, and write at least two examples of each of the types of irregularverbs. Explain meaning of new and difficult words.




The meaning of regular and irregular verbs

Types of iregular verbs

A list of irregular verbs


2

5. Closing:

Give more information to the students about ‘regular and irregular verbs’ using audio-visual aids.




For homework, students can compile comprehensive lists of regular and irregular verbs with the help of a gooddictionary or the Internet.

3

ASSESSMENT


Name : Class :

Roll No. : Date :


(i) .................... can be differentiated as regular and irregular verbs.

(ii) .................. verbs form their past tense and past participle by adding -ed.

(iii) ................ verbs form their past tense and past participle in a different way.

(iv) The verb ‘hit’ is an irregular verb whose all three forms are the .................. .

2. Fill in the ‘past tense’ and ‘past participle’ forms of the following irregular verbs: 4

(i) be ............................ ............................

(ii) break ............................ ............................

(iii) grow ............................ ............................

(iv) swim ............................ ............................

3. Write whether the following verbs are regular or irregular: 4

(i) drink .......................................

(ii) hope .......................................

(iii) laugh .......................................

(iv) read .......................................

Ch.10-Irregular Verbs

Teacher’s Signature:............................................... Parent’s Signature:......................................


4

WORKSHEETCh.10-Irregular Verbs

GRAMMAR

1. Change the verbs to the past tense in the following sentences:(i) Fierce winds blow upon high hills. .................................................................................(ii) I forget her name. .................................................................................(iii) The boy stands on the burning deck. .................................................................................(iv) I do it of my own free will. .................................................................................(v) She gives him a bunch of grapes. .................................................................................(vi) They spend their time in idleness. .................................................................................(vii) Her voice shakes with emotion. .................................................................................(viii) He drinks strong tea. .................................................................................(ix) We watch the news on television. .................................................................................(x) The books lie in a heap on the floor. .................................................................................

2. Fill in the past participle of verbs given in the brackets:

(i) He has just .............. learning to drive. (begin)

(ii) He has ................. two cups of coffee. (drink)

(iii) We have never ................ that film. (see)

(iv) I have ............... my keys. (lose)

(v) We have just ................ a new motorbike. (buy)

(vi) John had already ............... the house. (leave)

(vii) He had ................... her leg once before. (break)

(viii) Prices have ................. sharply over the last few months. (rise)

(ix) The bird has ................. away. (fly)

(x) The final episode will be ..................... tonight. (show)


5

VOCABULARY

Basic forms (infinitives) of some irregular verbs are given below. Write their past tense and pastparticiple forms:

Infinitive Past Tense Past Participle

(i) beat .......................................... ..........................................

(ii) bite .......................................... ..........................................

(iii) breed .......................................... ..........................................

(iv) cost .......................................... ..........................................

(v) deal .......................................... ..........................................

(vi) dig .......................................... ..........................................

(vii) feed .......................................... ..........................................

(viii) freeze .......................................... ..........................................

(ix) get .......................................... ..........................................

(x) hide .......................................... ..........................................

(xi) keep .......................................... ..........................................

(xii) lay .......................................... ..........................................

(xiii) meet .......................................... ..........................................

(xiv) run .......................................... ..........................................

(xv) sew .......................................... ..........................................

(xvi) show .......................................... ..........................................

(xvii) spell .......................................... ..........................................

(xviii) spread .......................................... ..........................................

(xix) tear .......................................... ..........................................

(xx) wind .......................................... ..........................................

6





1. ...................... can be differentiated as ‘regular’ and ‘irregular’.

(a) nouns

(b) pronouns

(c) verbs (d) adverbs

2. ................... verbs form their past tense and past participle by adding -ed.

(a) regular (b) irregular

(c) transitive (d) modal

3. Which of the following is a type of irregular verbs?

(a) verbs in which all three forms are different (b) verbs in which two forms are the same

(c) verbs in which all three forms are the same (d) all of these

4. Which of the following is a regular verb?

(a) arise (b) bear

(c) choose (d) dry

5. Which of the following is not a regular verb?

(a) accept (b) behave

(c) awake (d) enjoy

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6. Which of the following is an irregular verb?

(a) cut (b) freeze

(c) turn (d) end

7. Which of the following is not an irregular verb?

(a) come (b) protect

(c) strike (d) hurt

8. Verb in which all three forms are the same is:

(a) cost (b) let

(c) put (d) all of these

9. Verb in which two of the three forms are the same is:

(a) drive (b) shut

(c) bend (d) wake

10. Which of the following is an infinitive ( base form)?

(a) be (b) was/ were

(c) been (d) being

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PROJECT WORK


VERBS WITH TWO DIFFERENT ‘PAST TENSE’ AND ‘PAST PARTICIPLE’ FORMS:There is a very small group of verbs whose past tenses and past participles can be either regular orirregular. A list of such verbs is given below. You are required to add more such verbs to the list withthe help of a good dictionary or the Internet.

Verb Past Tense Past Participle

(i) burn burnt / burned burnt / burned

(ii) dream dreamt / dreamed dreamt / dreamed

(iii) dwell dwelt / dwelled dwelt / dwelled

(iv) lean leant / leaned leant / leaned

(v) learn learnt / learned learnt / learned

(vi) leap leapt / leaped leapt / leaped

(vii) smell smelt / smelled smelt / smelled

(viii) spell spelt / spelled spelt / spelled

(ix) spill spilt / spilled spilt / spilled

(x) spoil spoilt / spoiled spoilt / spoiled

(xi) ........................ ...................................................... .......................................................

(xii) ........................ ...................................................... .......................................................

(xiii) ........................ ...................................................... .......................................................

(xiv) ........................ ...................................................... .......................................................

(xv) ........................ ...................................................... .......................................................

(xvi) ........................ ...................................................... .......................................................

(xvii) ........................ ...................................................... .......................................................

(xviii) ........................ ...................................................... .......................................................

(xix) ........................ ...................................................... .......................................................

(xx) ........................ ...................................................... .......................................................


9

ANSWERS

Assessment

1. (i) verbs (ii) regular (iii) irregular (iv) same

2. (i) bore, borne (ii) broke, broken (iii) grew, grown (iv) swam, swum

3. (i) irregular (ii) regular (iii) regular (iv) irregular

WorksheetGrammar:1. (i) Fierce winds blew upon high hills. (ii) I forgot her name.

(iii) The boy stood on the burning deck. (iv) I did it of my own free will.(v) She gave him a bunch of grapes. (vi) They spent their time in idleness.(vii) Her voice shook with emotion. (viii) He drank strong tea.(ix) We watched the news on television. (x) The books lay in a heap on the floor.

2. (i) He has just begun learning to drive. (ii) He has drunk two cups of coffee.(iii) We have never seen that film. (iv) I have lost my keys.(v) We have just bought a new motorbike. (vi) John had already left the house.(vii) He had broken her leg once before. (viii) The price of oil has risen sharply.(ix) The bird has flown away. (x) The final episode will be shown tonight.

Vocabulary:(i) beat beaten (ii) bit bitten(iii) bred bred (iv) cost cost(v) dealt dealt (vi) dug dug(vii) fed fed (viii) froze frozen(ix) got got (x) hid hidden(xi) kept kept (xii) laid laid(xiii) met met (xiv) ran run(xv) sewed sewn / sewed (xvi) showed shown(xvii) spelt spelt (xviii) spread spread(xix) tore torn (xx) wound wound

Test Paper1. (c) 2. (a) 3. (d) 4. (d) 5. (c)6. (a) 7. (b) 8. (d) 9. (c) 10. (a)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Auxiliaries and Modals


11. Fill in the blanks in the given sentences by using appropriate modals. Fill in the blanks with the correct modals given in the brackets. Choose the most suitable modal verbs to complete sentences.Learner’s Drill Practise modal verbs.

1. Objectives and Outcomes:The students will know the meaning of ‘auxiliaries’and ‘modals’. They will also learn about differentauxiliaries (be, have, do), and modal verbs.



Begin by writing auxiliaries ‘be, have and do’ with example sentences. Also list all modal verbs. Ask forvolunteers to come to the board, and form sentences using modal verbs.




The meaning of ‘auxiliaries’ and ‘modals’

Kinds of auxiliaries—be, have, do

List of modal verbs with usage and examples


2

5. Closing:

Give more information to the students about ‘auxiliaries and modals’ using audio-visual aids.




For homework, students can collect example sentences for each of the modal verbs with the help of a gooddictionary or the Internet.

3

ASSESSMENT


Name : Class :

Roll No. : Date :


(i) can (a) expresses ‘discontinued habit of the past’

(ii) should (b) expresses ‘strong obligation’

(iii) used to (c) expresses ‘ability’

(iv) have to (d) expresses ‘advice’


(i) Auxiliary verbs are also known as .................. verbs.

(ii) A verb that combines with another verb to indicate mood or tense is called a .................. verb.

(iii) Modal verbs ‘could, may and might’ express ....................... .

(iv) Modal verb ................... expresses ‘imagined situations’.

3. Choose the most suitable auxiliary verb to complete the following sentences: 4

(i) The house ........................ built in 2016. (is / was)

(ii) The children ..................... good. (was / were)

(iii) Where ..................... you live? (do / does)

(iv) I must .................. left my wallet at home. (have / had)

Ch.11-Auxiliaries and Modals

Teacher’s Signature:............................................... Parent’s Signature:.............................................


4

WORKSHEETCh.11-Auxiliaries and Modals

GRAMMAR

Fill in the blanks with an appropriate modal verb:

(i) He .......................... speak four languages. (can / must)

(ii) You ......................... show your ID card. (may / must)

(iii) You ........................ stop worrying about it. (should / would)

(iv) They ......................... respect the law. (have to / ought to)

(v) Would you shut the window, please? (should / would)

(vi) They .................... be late. (may / must)

(vii) We ..............live in Kolkata. ( used to / would)

(viii) .................... I come in? (may / will)

(ix) I thought they ................. be at home. (might / would)

(x) They ................. swim across the river. (can / should)

(xi) It ...................... rain tomorrow. (can / may)

(xii) They .................. clean the house. (shall, have to)

(xiii) We ................... love our neighbours. (have to / ought to)

(xiv) You .................. not talk in the office. (must / shall)

(xv) The doctor ................ call next week to check on your progress. (should / will)

(xvi) You ...................... find this guidebook helpful. (must / should)


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VOCABULARY

Match the verb in the first column with its meaning in the second:

(i) abate (a) to put a decision, plan, agreement, etc. into effect

(ii) burgeon (b) to make something happen more quickly

(iii) castigate (c) to make someone calm, quiet, and satisfied

(iv) deteriorate (d) to intervene in a dispute to bring about an agreement

(v) expedite (e) to prove to be false

(vi) flout (f) to make something less intense

(vii) implement (g) to become progressively worse

(viii) juxtapose (h) to criticize someone severely

(ix) litigate (i) to go beyond or above

(x) mediate (j) to flourish

(xi) pacify (k) to resort to legal action to settle a matter

(xii) pervade (l) to place side by side

(xiii) refute (m) to intentionally not obey a rule, law, or custom

(xiv) scrutinize (n) to spread throughout

(xv) transcend (o) to examine very carefully

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1. Auxiliary verbs are also known as .................. verbs.

(a) helping (b) regular


2. Auxiliary verbs are used to help the .................. verbs.

(a) regular (b) main


3. Which of the following is a kind of auxiliary verbs?

(a) be (b) have

(c) do (d) all of these

4. ................. verbs are used with other verbs to express ideas such as possibility, permission or intention.

(a) transitive (b) regular

(c) modal (d) main

5. Modal verbs do not:

(a) have -ing form (b) have -ed form

(c) add -s to the 3rd person singular form (d) all of these

7

6. Which of the following modal verbs can express ‘possibility’?

(a) may (b) could

(c) might (d) all of these

7. Modal verb .................. is used to express polite requests, offers and invitations.

(a) should (b) must

(c) would (d) ought to

8. Modal verb ..................... is used to express ‘discontinued habit of the past.’

(a) have to (b) ought to

(c) used to (d) must

9. Modal verb ‘can’ is used to express:

(a) advice (b) ability

(c) obligation (d) promise

10. Modal verb ‘have to’ is used to express:

(a) advice (b) strong obligation

(c) permission (d) promise

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PROJECT WORK


The modal verbs of English are a small class of auxiliary verb used mostly to express modality(properties such as ability, permission, request, possibility, suggestion, obligation, dvice, etc.). Theyalways take base fore of verb with them.You are required to give two example sentences for each of the following modal verbs. You can takehelp of a good dictionary or the Internet.

can (i) _______________________________________________________________________(ii) _______________________________________________________________________

could (i) _______________________________________________________________________(ii) _______________________________________________________________________

may (i) _______________________________________________________________________(ii) _______________________________________________________________________

might (i) _______________________________________________________________________(ii) _______________________________________________________________________

must (i) _______________________________________________________________________(ii) _______________________________________________________________________

will (i) _______________________________________________________________________(ii) _______________________________________________________________________

would (i) _______________________________________________________________________(ii) _______________________________________________________________________

shall (i) _______________________________________________________________________(ii) _______________________________________________________________________

should (i) _______________________________________________________________________(ii) _______________________________________________________________________

have to (i) _______________________________________________________________________(ii) _______________________________________________________________________

ought to (i) _______________________________________________________________________(ii) _______________________________________________________________________

used to (i) _______________________________________________________________________(ii) _______________________________________________________________________


9

ANSWERS

Assessment

1. (i) (c) (ii) (d) (iii) (a) (iv) (b)

2. (i) helping (ii) modal (iii) possibility (iv) would

3. (i) was (ii) were (iii) do (iv) have

WorksheetGrammar:

(i) can (ii) must (iii) should (iv) ought to(v) would (vi) may (vii) used to (viii) may(ix) might (x) can (xi) may (xii) have to(xiii) ought to (xiv) must (xv) will (xvi) should

Vocabulary:(i) (f) (ii) (j) (iii) (h) (iv) (g)(v) (b) (vi) (m) (vii) (a) (viii) (l)(ix) (k) (x) (d) (xi) (c) (xii) (n)(xiii) (e) (xiv) (o) (xv) (i)

Test Paper

1. (a) 2. (b) 3. (d) 4. (c) 5. (d)

6. (d) 7. (c) 8. (c) 9. (b) 10. (b)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Tenses


12. Correct the sentences. Underline the verbs in the sentences, and name the tense of each. Fill in the blanks with correct form of verb in the brackets. Rewrite the story using the proper tense of the verbs given in the brackets.Learner’s Drill Sentence Maze

1. Objectives and Outcomes:The students will know the definition of the ‘tense’. They will also know kinds of tenses, and rules to use themcorrectly in different situations.


3. Procedure to Open the Lesson: Begin by writing a few sentences on the board. Ask the students if they know the kinds of tenses used in

them. Ask for volunteers to come to the board, and write kinds of tenses with different forms of each ofthem. Explain meaning of new and difficult words.


4. Body of the Lesson:The teacher explains–

The definition of the ‘tense’

Kinds of tenses—Present, Past, Future


2

Forms of each of the tenses—Simple, Continuous, Perfect, Perfect Continuous

Rules to use tenses in different situations

5. Closing:

Give more information to the students about ‘tenses’ using audio-visual aids.



7. Modification and Differentiation:For homework, students can practise the conjugation of a particular verb to show the various forms it assumesin different tenses.For example:He writes.He is writing.He has written.He has been writing.He wrote.He was writing.He had written.He had been writing.He will write.He will be writing.He will have written.He will have been writing.

3

ASSESSMENT


Name : Class :

Roll No. : Date :


(i) Present Perfect Continuous (a) She has sung.

(ii) Present Perfect (b) She sings.

(iii) Present Continuous (c) She has been singing.

(iv) Present Simple (d) She is singing.


(i) Present Simple is used to express ....................... truth.

(ii) The tense of a verb shows the time of an ........................... .

(iii) The Present Perfect Continuous shows that the action that began in the ...................... is stillcontinuing up to the present time.

(iv) Each of the three tenses has ...................... forms.


(i) The verb+ing is used in all continuous verb forms for Present, Past or Future Tense.

(ii) The continuous form indicates that the action is in progress.

(iii) There are four kinds of tenses in English.

(iv) Present Simple is used to express custom or habit.

Ch.12-Tenses



4

WORKSHEETCh.12-Tenses

GRAMMAR

1. Fill in the blanks with correct form of the verb given in the brackets:(i) I ........................... you are wrong. (think)(ii) We ....................... here all our life. (live)(iii) He ........................ coffee every morning. (drink)(iv) The river ........................... under the bridge. (flow)(v) I ....................... another letter tomorrow. (write)(vi) He ............................ from this book for four hours. (study)(vii) The ship ......................... yesterday. (sail)(viii) The patient ........................... before the doctor came. (die)(ix) These grapes .............................. sour. (taste)(x) She will have finished her work before they ..................................... . (come)

2. Change the underlined present tense verb to past tense verb:

(i) He eats some rice. ______________________________

(ii) His voice shakes with emotion. ______________________________

(iii) They prove him guilty. ______________________________

(iv) He flies a kite with his friend. ______________________________

(v) They make no further remarks. ______________________________

(vi) Two books lie on the desk. ______________________________

(vii) I recognize her voice at once. ______________________________

(viii) She sings a sweet song. ______________________________

(ix) They play football in the playground. ______________________________

(x) The river overflows its banks. ______________________________


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VOCABULARY

Base forms of twenty verbs are given below. Write their ‘past tense’ and ‘past participle’ forms:

(i) bring ..................................... .....................................

(ii) drink ..................................... .....................................

(iii) strike ..................................... .....................................

(iv) deal ..................................... .....................................

(v) beat ..................................... .....................................

(vi) do ..................................... .....................................

(vii) show ..................................... .....................................

(viii) dream ..................................... .....................................

(ix) wear ..................................... .....................................

(x) swim ..................................... .....................................

(xi) forget ..................................... .....................................

(xii) be ..................................... .....................................

(xiii) bend ..................................... .....................................

(xiv) become ..................................... .....................................

(xv) have ..................................... .....................................

(xvi) let ..................................... .....................................

(xvii) throw ..................................... .....................................

(xviii) meet ..................................... .....................................

(xix) see ..................................... .....................................

(xx) shoot ..................................... .....................................

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Ch.12-Tenses



1. Perfect tenses are formed by the appropriate forms of the verb:

(a) to have + present participle (b) to have + past tense

(c) to have + past participle (d) none of these

2. In Future Perfect, the verb expressing the previous future action is put into the Future Perfect, and the verbexpressing the subsequent action is put into:

(a) Present Simple (b) Past Simple

(c) Future Simple (d) Past Perfect

3. Each of the three tenses has:

(a) one form (b) two forms

(c) three forms (d) four forms

4. Present Continuous indicates that the action is in:

(a) digress (b) ingress

(c) progress (d) regress

5. The tense of a verb shows the time of a/an:

(a) section (b) action

(c) fraction (d) none of these

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6. In the sentence, ‘They had been reading magazines for two hours’, the underlined verb phrase is in:

(a) Present Perfect Continuous (b) Past Perfect

(c) Past Perfect Continuous (d) Future Perfect Continuous

7. In Past Perfect, the verb expressing the previous action is put into the Past Perfect, and the verb expressingthe subsequent action is put into:

(a) Present Simple (b) Past Simple

(c) Present Perfect (d) Future Simple

8. In the sentence, ‘He has started a new business’, the underlined verb phrase is in:

(a) Present Perfect (b) Past Perfect

(c) Future Perfect (d) Past Perfect Continuous

9. Present Simple can be used to express:

(a) custom or habit (b) general truth

(c) scientific facts (d) all of these

10. A kind of tense in English is:

(a) present tense (b) past tense

(c) future tense (d) all of these

8


THE USES OF THE FUTURE SIMPLE

The ‘future simple’ is mainly used in the following ways–

(i) to give or ask for information about the future:You will be in Lucknow tomorrow.How long will the journey take?

(ii) to talk about things that we think are likely or possible to happen in the future, but which are not completely certain:I think he will retire soon.You will never lose weight because you like food too much.

(iii) to refer to conditional situations, namely things that will or may happen if something else occurs:If it is hot we will go swimming later.They will get stressed out if they work all the time

(iv) to make promises or threats, or to state decisions at the time of speaking.Fine, I will call you soon.I will never speak to you again.

Now form at least two sentences for each of the above-mentioned uses of future simple:

(i) __________________________________________________________________________

(ii) __________________________________________________________________________

(iii) __________________________________________________________________________

(iv) __________________________________________________________________________

(v) __________________________________________________________________________

(vi) __________________________________________________________________________

(vii) __________________________________________________________________________

(viii) __________________________________________________________________________

Ch.12-Tenses

9

ANSWERS

Assessment

1. (i) (c) (ii) (a) (iii) (d) (iv) (b)

2. (i) general (ii) action (iii) past (iv) four


WorksheetGrammar:1. (i) think (ii) have lived (iii) drinks (iv) flows

(v) shall write (vi) has been studying (vii) sailed (viii) had died(ix) taste (x) come

2. (i) ate (ii) shook (iii) proved (iv) flew(v) made (vi) lay (vii) recognized (viii) sang(ix) played (x) overflowed

Vocabulary:(i) bring brought brought (ii) drink drank drunk

(iii) strike struck struck (iv) deal dealt dealt(v) beat beat beaten (vi) do did done(vii) show showed shown (viii) dream dreamt / dreamed dreamt /dreamed(ix) wear wore worn (x) swim swam swum(xi) forget forgot forgotten (xii) be was/were been(xiii) bend bent bent (xiv) become became become(xv) have had had (xvi) let let let(xvii) throw threw thrown (xviii) meet met met(xix) see saw seen (xx) shoot shot shot

Test Paper1. (c) 2. (a) 3. (d) 4. (c) 5. (b)

6. (c) 7. (b) 8. (a) 9. (d) 10. (d)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Active and Passive Voice


13. Underline the verbs in the sentences, and state whether the sentence is in the active orpassive voice.

Rewrite the sentences in the passive voice. Convert the questions into the passive voice. Rewrite the imperative sentences in the passive voice.LEARNER’S DRILL Form active and passive voice sentences to describe each of the pictures shown below.

1. Objectives and Outcomes:The students will know the definitions of ‘active voice’ and ‘passive voice’. They will also learn rules toconvert sentences from active voice to passive voice.


3. Procedure to Open the Lesson: Begin by writing two sentences on the board, first in the Active Voice and second in the Passive Voice.

Ask the students if they know the types of voices used in them. Ask for volunteers to come to the board,and describe active and passive voice with examples. Explain the meanings of new and difficult words.


4. Body of the Lesson:The teacher explains–

The definitions of ‘active voice’ and ‘passive voice’


2

Rules for conversion from active to passive voice

Formation of passive voice when a transitive verb has two objects

5. Closing:

Give more information to the students about ‘active and passive voice’ using audio-visual aids.



7. Modification and Differentiation:For homework, students can learn to change a sentence with two objects into passive voice.

3

ASSESSMENT


Name : Class :

Roll No. : Date :


(i) ........................ is preferred when the doer of the action is unknown.

(ii) Sentences having verb phrases of ‘perfect continuous forms’ cannot be ................................into passive voice.

(iii) A verb is said to be in ...................................... when the subject performs the action.

(iv) A sentence can be written in either active or passive voice without changing the .....................of it.


(i) If the verb in the active voice sentence has a modal verb in it, the verb is changed to—modal verb + be + past participle. If the verb in the active voice sentence has a modalverb in it, the verb is changed to—modal verb + be + past participle.

(ii) Sentences having intransitive verbs cannot be converted into passive form.

(iii) When the verb in a sentence shows that the subject is not the doer of the action, the verbis in the passive voice.

(iv) Active voice is preferred when the doer of the action is irrelevant.

3. Change the following sentences from the active voice to the passive voice: 4(i) Little strokes fell great oaks. _______________________(ii) We submitted the assignments yesterday. _______________________(iii) He scored twenty-five runs. _______________________(iv) The farmer gathers the harvest. _______________________

Ch.13-Active and Passive Voice

Teacher’s Signature: ................................................ Parent’s Signature: .....................................


4

WORKSHEETCh.13-Active and Passive Voice

GRAMMAR

1. Underline the ‘verbs’ in the following sentences, and write whether they are in the Active or in thePassive Voice:(i) The displaced people need more relief materials. __________________________(ii) English is spoken all over the world. __________________________(iii) Christopher Columbus discovered America. __________________________(iv) The conference was inaugurated by the Prime Minister. __________________________(v) The city was destroyed by a massive earthquake. __________________________(vi) He made a cameo appearance in the film. __________________________(vii) The road is being repaired. __________________________(viii) The Titanic sank in April 1912 on its maiden voyage. __________________________(ix) His command was promptly obeyed. __________________________(x) We spent two weeks at sea. __________________________

2. Change the following sentences from the Active Voice to the Passive Voice:

(i) Someone has cleaned the windows. ___________________________________

(ii) My friend has drawn these wonderful pictures. ___________________________________

(iii) One should keep one’s promises. ___________________________________

(iv) My elder brother will write a letter. ___________________________________

(v) The prizewinner gave a touching acceptance speech. ___________________________________

(vi) The sudden noise frightened us. ___________________________________

(vii) The demonstrators were demanding rights ofassembly and free speech. ___________________________________

(viii) His grandmother looked after him. ___________________________________

(ix) The teacher appointed him monitor. ___________________________________

(x) The hunter killed the tiger. ___________________________________


5

VOCABULARY

Match the verb in the first column with its meaning in the second:

(i) abdicate (a) to fill again

(ii) admonish (b) to raise high

(iii) beget (c) to display ostentatiously

(iv) capitulate (d) to step down from a position of power or responsibility

(v) coalesce (e) to become weak, listless, or depressed

(vi) debilitate (f) to spoil

(vii) degenerate (g) to come together as one; to fuse

(viii) exalt (h) to scold gently

(ix) exhort (i) to conclude; to deduce

(x) flaunt (j) to spread through something and be present in every part of it

(xi) infer (k) to give birth to; to create

(xii) languish (l) to break down

(xiii) permeate (m) to surrender

(xiv) replenish (n) to urge strongly

(xv) vitiate (o) to weaken

6





1. If the verb in the active voice sentence has a modal in it, the verb is changed to .................:

(a) modal + been + past participle (b) modal + being + past participle

(c) modal + be + past participle (d) none of these

2. The real ................. of a sentence does not change if the sentence is expressed by active voice or passivevoice:

(a) formation (b) meaning

(c) structure (d) none of these

3. The correct passive voice structure for the sentence, ‘He will have closed the shop’ is:

(a) The shop could have been closed by him. (b) The shop will have be closed by him.

(c) The shop will have being closed by him. (d) The shop will have been closed by him.

4. A verb is said to be in Active Voice when the subject performs the .................:

(a) action (b) reaction

(c) duty (d) none of these

5. We can form passive structures with .................:

(a) transitive verbs (b) linking verbs

(c) intransitive verbs (d) none of these

7

6. The unknown or unimportant subject of active voice is......................in passive voice:

(a) used (b) omitted

(c) changed (d) none of these

7. Passive voice is preferred when .................:

(a) the doer of the action is unknown (b) the doer of the action is irrelevant

(c) talking about a general truth (d) all of these

8. The correct passive voice structure for the sentence, ‘They will ask you a lot of questions at the interview’ is:

(a) You are asked a lot of questions at the interview.

(b) You were being asked a lot of questions at the interview.

(c) You will be asked a lot of questions at the interview.

(d) You are being asked a lot of questions at the interview.

9. A transitive verb is used with a/an .................:

(a) subject (b) object

(c) complement (d) adjunct

10. Sentences of which of the following tense cannot be converted in passive form?

(a) future continuous (b) past continuous

(c) future perfect (d) none of these

8


The conjugation of a verb shows the various forms it assumes. The complete conjugation of the verb‘sing’ in all verb tenses in active voice is given below. You are required to change these active voice verbtenses into passive voice verb tenses.

Active Voice Passive Voice

Present Simple : She sings a sweet song. _____________________________________

Present Continuous : She is singing a sweet song. _____________________________________

Present Perfect : She has sung a sweet song. _____________________________________

Present Perfect Continuous : She has been singing a sweet _____________________________________song.

Past Simple : She sang a sweet song. _____________________________________

Past Continuous : She was singing a sweet song. _____________________________________

Past Perfect : She had sung a sweet song. _____________________________________

Past Perfect Continuous : She had been singing a sweet _____________________________________song.

Future Simple : She will sing a sweet song. _____________________________________

Future Continuous : She will be singing a sweet _____________________________________song.

Future Perfect : She will have sung a sweet _____________________________________song.

Future Perfect Continuous : She will have been singing a _____________________________________sweet song.


9

ANSWERSAssessment

1. (i) passive voice (ii) converted (iii) active voice (iv) meaning

2. (i) T (ii) T (iii) T (iv) F

3. (i) Great oaks are felled by little strokes. (ii) The assignments were submitted by us yesterday.(iii) Twenty-five runs were scored by him. (iv) The harvest is gathered by the farmer.

WorksheetGrammar:1. (i) The displaced people need more relief materials. Active Voice

(ii) English is spoken all over the world. Passive Voice(iii) Christopher Columbus discovered America. Active Voice(iv) The conference was inaugurated by the Prime Minister. Passive Voice(v) The city was destroyed by a massive earthquake. Passive Voice(vi) He made a cameo appearance in the film. Active Voice(vii) The road is being repaired. Passive Voice(viii) The Titanic sank in April 1912 on its maiden voyage. Active Voice(ix) His command was promptly obeyed. Passive Voice(x) We spent two weeks at sea. Active Voice

2. (i) The windows have been cleaned.(ii) These wonderful pictures have been drawn by my friend.(iii) Promises should be kept.(iv) A letter will be written by my elder brother.(v) A touching acceptance speech was given by the prizewinner.(vi) We were frightened by the sudden noise.(vii) Rights of assembly and free speech were being demanded by the demonstrators.(viii) He was looked after by his grandmother.(ix) He was appointed monitor by the teacher.(x) The tiger was killed by the hunter.

Vocabulary:(i) (d) (ii) (h) (iii) (k) (iv) (m) (v) (g)(vi) (o) (vii) (l) (viii) (b) (ix) (n) (x) (c)(xi) (i) (xii) (e) (xiii) (j) (xiv) (a) (xv) (f)

Test Paper1. (a) 2. (b) 3. (d) 4. (a) 5. (a)6. (b) 7. (d) 8. (c) 9. (b) 10. (d)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : The Adverb


14. Tick () the correct option. In the sentences, pick out the adverbs and tell what each modifies; tell whether the modified

word is a verb, an adjective, or an adverb; classify each adverb, as of time, place, manner,degree, etc.

Fill in the blanks with suitable adverbs from the brackets. Rewrite the sentences using the words given in the box in place of the coloured words. Find the adverbs in the sentences, and state their kind. Choose the correct adverbs from the bracketsLearner’s Drill Read the sentences, and fill in the spaces with the most appropriate word from the box.

1. Objectives and Outcomes:The students will know the definition of ‘adverb’. They will also learn about different kinds of adverbs,formation of adverbs, position of adverbs in the sentences, and comparison of adverbs.


3. Procedure to Open the Lesson:••••• Begin by writing some sentences containing adverbs on the board. Ask the students if they know the

kinds of adverbs used in them. Ask for volunteers to come to the board, and describe different kinds ofadverbs with examples. Explain the meanings of new and difficult words.




The definition of ‘adverb’


2

Formation of adverbs

Kinds of adverbs

Position of adverbs

Comparison of adverbs

5. Closing:

Give more information to the students about ‘adverbs’ using audio-visual aids.



7. Modification and Differentiation:For homework, students can learn about ‘sentence adverbs’. A sentence adverb is used to modify the wholesentence, rather than any particular word. Sentence adverbs often stand at the beginning of the sentence.

Here are some examples:

Certainly, you are wrong.

Clearly, there have been unacceptable delays.

Curiously, they never visited Mumbai.

Evidently, the answers are incorrect.

Interestingly, there are clear differences between the two medicines.

Luckily, they escaped unhurt.

Possibly, it is as you describe.

Probably, she is mistaken.

Sadly, the forests are now under threat.

Unfortunately, nobody was present there.

3

ASSESSMENT


Name : Class :

Roll No. : Date :


(i) Simple adverb of manner (a) They will now begin to play.

(ii) Relative adverb (b) How did he solve this sum?

(iii) Simple adverb of time (c) These students work hard.

(iv) Interrogative adverb (d) Show me the office where he worked.


(i) A relative adverb like a relative pronoun relates or refers back to its ......................... .

(ii) Adverbs with one ........................... form their comparative by adding ‘er’ and superlative byadding ‘est’.

(iii) An ...................... is a word used to add something to the meaning of a verb, an adjective oranother adverb.

(iv) ........................... adverbs can be formed by joining two adverbs with a conjunction.


(i) The adverb ‘enough’ is always placed after the word which it modifies.

(ii) Adverbs of manner are generally placed after the verb, or after the object if there is one.

(iii) The words ‘frequently, often, once and twice’ are examples of adverbs of time.

(iv) ‘Adverbs of Manner’ are mostly formed from adjectives by adding ‘-ly’.

Ch.14-The Adverb



4

WORKSHEETCh.14-The Adverb

GRAMMAR

1. Pick out the adverbs in the following sentences and state their kinds:

(i) These mangoes are almost ripe. .................................... ....................................

(ii) How did you make this dish? .................................... ....................................

(iii) When does the train arrive? .................................... ....................................

(iv) I have told them twice. .................................... ....................................

(v) That is the park where I played yesterday. .................................... ....................................

(vi) He speaks English well. .................................... ....................................

(vii) I remember the day when we first met. .................................... ....................................

(viii) That day they arrived late. .................................... ....................................

(ix) This is the reason why I left. .................................... ....................................

(x) They will come here. .................................... ....................................

2. Fill in the blanks with proper form of the adjective (comparative or superlative degree):

(i) I have not been feeling so well ........................... . (late/lately)

(ii) The new varieties of wheat grow well ......................... in poor soil. (even/evenly)

(iii) He .................. never raises his voice. (almost /nearly)

(iv) It is ....................... hard to explain. (too/very)

(v) We ...................... know each other. (hard/hardly)

(vi) You may speak .................................. . (free/freely)

(vii) It is ......................... an interesting project. (no/not)

(viii) I have ...................... finished that book you lent me. (near/nearly)

(ix) The dinosaurs died out 65 million years ..................... . (ago/before)

(x) His colleagues think very ........................... of him. (high/highly)


5

VOCABULARY

Not all words ending in -ly are adverbs, e.g. elderly (adj.), melancholy (n.), and apply (v). Twentywords ending in -ly are given below. Tick () only those words which are used as adverbs in English:

(i) friendly

(ii) recently

(iii) homely

(iv) deeply

(v) timely

(vi) rightly

(vii) cowardly

(viii) curtly

(ix) lively

(x) brightly

(xi) lonely

(xii) surely

(xiii) lovely

(xiv) happily

(xv) unsightly

(xvi) tacitly

(xvii) partly

(xviii) rarely

(xix) prickly

(xx) tersely

6


Ch.14-The Adjective



1. Which of the following is a kind of adverbs?

(a) simple adverbs

(b) interrogative adverbs

(c) relative adverbs (d) all of these

2. Which of the following adverbs is always placed after the word which it modifies?

(a) almost (b) enough

(c) just (d) quite

3. The correct superlative degree of the adverb ‘early’ is:

(a) earliest (b) most early

(c) most earliest (d) none of these

4. A compound adverb can be formed by joining two adverbs with a/an:

(a) adjective (b) preposition

(c) conjunction (d) interjection

5. Which kind of adverbs is usually placed after the verb, or after the object if there is one?

(a) adverbs of time (b) adverbs of place

(c) adverbs of manner (d) all of these

7

6. Which of the following adverbs does not have degrees of comparison?

(a) far (b) late

(c) now (d) well

7. An adverb is a word used to add something to the meaning of:

(a) a verb (b) an adjective

(c) another adverb (d) all of these

8. Which of the following adverbs forms its comparative and superlative degrees irregularly?

(a) badly (b) little

(c) much (d) all of these

9. Which of the following are included in interrogative adverbs?

(a) where, when, why, how (b) what, which, who

(c) be, have, do (d) none of these

10. ‘Adverbs of manner’ are mostly formed from adjectives by adding:

(a) - en (b) – ly

(c) - er (d) – st

8

PROJECT WORK


Adverbs of Manner Adverbs of manner are usually formed from adjectives by adding -ly, such as quiet– quietly. A few adverbs of manner have the same form as the adjective, such as fast, hard, late, etc.

You are required to write at least two adverbs of manner for each of the following letters of the alphabet:

(i) A ______________________________________________________________________

(ii) B ______________________________________________________________________

(iii) C ______________________________________________________________________

(iv) D ______________________________________________________________________

(v) E ______________________________________________________________________

(vi) F ______________________________________________________________________

(vii) G ______________________________________________________________________

(viii) H ______________________________________________________________________

(ix) I ______________________________________________________________________

(x) J ______________________________________________________________________

(xi) K ______________________________________________________________________

(xii) L ______________________________________________________________________

(xiii) M ______________________________________________________________________

(xiv) N ______________________________________________________________________

(xv) O ______________________________________________________________________

(xvi) P ______________________________________________________________________

(xvii) Q ______________________________________________________________________

(xviii) R ______________________________________________________________________

(xix) S ______________________________________________________________________

(xx) T ______________________________________________________________________

(xxi) U ______________________________________________________________________

(xxii) V ______________________________________________________________________

(xxiii) W ______________________________________________________________________

Ch.14-The Adverb

9

ANSWERS

Assessment

1. (i) (c) (ii) (d) (iii) (a) (iv) (b)

2. (i) antecedent (ii) syllable (iii) adverb (iv) compound


WorksheetGrammar:

1. (i) almost — simple adverb of degree or quantity

(ii) how — interrogative adverb of manner

(iii) when — interrogative adverb of time

(iv) twice — simple adverb of frequency

(v) where — relative adverb

(vi) well — simple adverb of manner

(vii) when — relative adverb

(viii) late — simple adverb of time

(ix) why — relative adverb

(x) here — simple adverb of place

2. (i) lately (ii) even (iii) almost (iv) too

(v) hardly (vi) freely (vii) not (viii) nearly

(ix) ago (x) highly

Vocabulary:(ii) recently (iv) deeply (vi) rightly (viii) curtly(x) brightly (xii) surely (xiv) happily (xvi) tactically(xviii)rarely (xx) tersely

Test Paper1. (d) 2. (b) 3. (a) 4. (c) 5. (d)

6. (c) 7. (d) 8. (d) 9. (a) 10. (b)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : The Preposition


15. Tick () the correct option. Underline the prepositions in the sentences. Fill in the blanks with suitable prepositions. You may repeat some of the words in

certain cases. Correct the sentences by using right prepositions. Complete the passage by filling in the blanks with appropriate prepositions. Rewrite sentences by inserting the prepositions given in the brackets in the correct places.Learner’s Drill Read the sentences, complete them with a preposition from the box, and match them with

the right picture.


The students will know the definition of ‘preposition’ and kinds of prepositions along with relations expressedby them. They will also learn about position of the preposition.

2. Materials Needed:

Blackboard, chalk, duster, student notebooks, computer with the Internet


Begin by writing few sentences on the board using a different preposition in each of them. Ask thestudents if they know the kinds of preposition used in them. Ask for volunteers to come to the board, anddescribe different kinds of prepositions with examples. Explain the meanings of new and difficult words.



2



The definition of ‘preposition’

Kinds of prepositions—simple, participial compound and phrase prepositions

Relations expressed by prepositions

Position of the preposition

Correct usage of some prepositions

5. Closing:

Give more information to the students about ‘prepositions’ using audio-visual aids.



7. Modification and Differentiation:For homework, students can learn to use ‘participial prepositions’ in sentences. Participial prepositions areparticipial form that function as prepositions. These are ‘Present participles of verb’ which are used withoutany noun or pronoun being attached to them. Some frequently used participial prepositions are:(i) Barring a few minor mistakes, the play went pretty well. (barring = except, apart from)(ii) I have had a letter from the tax authorities concerning my tax payments.(concerning = about, regarding)(iii) Considering the qulaity, the price is not high. (considering = taking into account)(iv) Everyone, please keep quiet during the class. (during = through)(v) The judge has suspended the ban, pending a full inquiry. (pending = until something happens)(vi) We were exploring a variety of options regarding the issue. (regarding = about)(vii) They began to have serious worries respecting their new house.

(respecting = with regard to)(viii) He will give evidence touching on the current case. (touching = concerning, about)(ix) These people cannot buy their normal requirement of food, including rice. (including = containing)(x) Notwithstanding the evidence, the consensus is that the jury will not reach a verdict.

(notwithstanding = in spite of)

3

ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match the following columns: 4(i) Compound prepositions (a) at, by(ii) Simple prepositions (b) concerning, regarding(iii) Participial prepositions (c) according to, in spite of(iv) Phrase prepositions (d) about, among


(i) ‘In comparison to’ is an example of .................. preposition.

(ii) The verb ‘subsist’ is followed by the preposition ......................... .

(iii) The words ‘of’ and ‘to’ are examples of ........................... prepositions.

(iv) A ....................... is a word that shows relation between noun or pronoun and the other words in asentence.


(i) Prepositions used for time of different natures are in, on, at, etc.

(ii) A preposition is a word placed before a noun or a pronoun.

(iii) Preposition ‘into’ shows movement towards the interior of something.

(iv) ‘By means of’ is an example of a compound preposition.

Ch.15-The Preposition



4

WORKSHEETCh.15-The Preposition

GRAMMAR

1. Fill in the blanks with suitable prepositions:

(i) I refrained .................... hurting his feelings.

(ii) They died ........................ hunger.

(iii) He did not wait ....................... a reply.

(iv) They looked .................. the picture.

(v) They despaired ................ finding a good restaurant nearby.

(vi) The success of this project relies ................. everyone making an effort.

(vii) I listen ........................... the radio in the morning.

(viii) We agree ......................... you on this issue.

(ix) He insisted ................. carrying his own bag.

(x) They deal .............. cotton and silk.

2. Correct the following sentences:(i) The country is famous from its natural beauty.

(ii) She preferred cooking at home than eating in restaurants.

(iii) They have not been working for last week.

(iv) Your dinner is onto the table.

(v) They decided to go by foot.

(vi) The door opened and a nurse came in the room.

(vii) He sat besides me in the front seat.

(viii) She slept to nine o’clock.

(ix) He killed two birds by one shot.

(x) They snack among meals.


5

VOCABULARY

A list of 40 prepositions is given below. Write whether they are simple, compound or phraseprepositions:

1. underneath 2. owing to

3. through 4. from

5. above 6. amidst

7. according to 8. across

9. among 10. because of

11. before 12. till

13. behind 14. below

15. up 16. beneath

17. beside 18. for

19. instead of 20. between

21. on 22. out

23. beyond 24. by

25. inside 26. of

27. off 28. around

29. at 30. in

31. amongst 32. outside

33. to 34. about

35. in lieu of 36. along

37. with 38. for the sake of

39. within 40. without

6

TEST PAPER





1. He is not here ........................ the moment:

(a) at (b) in

(c) on (d) up

2. The noun or pronoun which is used with a preposition is called its .............................:



3. ............................. are included in kinds of prepositions:

(a) simple prepositions (b) compound prepositions

(c) phrase prepositions (d) all of these

4. The preposition ........................ is used to show movement towards the interior of something:

(a) due to (b) into

(c) onto (d) up to

5. Television prices have come down rapidly .................... keen competition in the industry:

(a) owing to (b) according to

(c) in reference to (d) with regard to

7

6. Which of the following prepositions can be used for talking about time?

(a) at (b) in

(c) on (d) all of these

7. Which of the following is not a simple preposition?

(a) about (b) from

(c) till (d) with

8. When we think of a place as a surface, we use .............................:

(a) at (b) in

(c) on (d) up

9. A word that is used before a noun, a noun phrase, or a pronoun, connecting it to another word is calleda .............................:

(a) adjective (b) adverb

(c) preposition (d) conjunction

10. Which of the following is not a compound preposition?

(a) amongst (b) beneath

(c) outside (d) through

8


Phrase prepositions are made up of more than one word, but are used with the force of a single preposition.You are required to use each of the following phrase prepositions in sentences:

(i) because of ____________________________________________________________

(ii) by dint of ____________________________________________________________

(iii) by means of ____________________________________________________________

(iv) by reason of ____________________________________________________________

(v) by virtue of ____________________________________________________________

(vi) by way of ____________________________________________________________

(vii) for the sake of ____________________________________________________________

(viii) in (on) behalf of ____________________________________________________________

(ix) in case of ____________________________________________________________

(x) in consequence of ____________________________________________________________

(xi) in course of ____________________________________________________________

(xii) in favour of ____________________________________________________________

(xiii) in front of ____________________________________________________________

(xiv) in lieu of ____________________________________________________________

(xv) in place of ____________________________________________________________

(xvi) in spite of ____________________________________________________________

(xvii) instead of ____________________________________________________________

(xviii) on account of ____________________________________________________________


9

ANSWERS

Assessment

1. (i) (d) (ii) (a) (iii) (b) (iv) (c)

2. (i) phrase (ii) on (iii) simple (iv) preposition


WorksheetGrammar:1. (i) from (ii) of (iii) for (iv) at (v) of

(vi) on (vii) to (viii) with (ix) on (x) in

2. (i) for (ii) to (iii) since (iv) on (v) on(vi) into (vii) beside (viii) till (ix) with (x) between

Vocabulary:1. 1. compound preposition 2. phrase preposition 3. simple preposition

4. simple preposition 5. compound preposition 6. compound preposition7. phrase preposition 8. compound preposition 9. compound preposition

10. phrase preposition 11. compound preposition 12. simple preposition13. compound preposition 14. compound preposition 15. simple preposition16. compound preposition 17. compound preposition 18. simple preposition19. phrase preposition 20. compound preposition 21. simple preposition22. simple preposition 23. compound preposition 24. simple preposition25. compound preposition 26. simple preposition 27. simple preposition28. compound preposition 29. simple preposition 30. simple preposition31. compound preposition 32. compound preposition 33. simple preposition34. compound preposition 35. phrase preposition 36. compound proposition37. simple preposition 38. phrase preposition 39. compound preposition40. compound preposition

Test Paper

1. (a) 2. (b) 3. (d) 4. (b) 5. (a)6. (d) 7. (a) 8. (c) 9. (c) 10. (d)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : The Conjunction


16. Tick () the correct option. Fill in the blanks with suitable conjunctions. Join the sentences using conjunctions given in the brackets. Correct the sentences. Underline the conjunction in each sentence. Tick mark if it is coordinating or subordinating

conjunction.Word Game Complete the puzzle. Write in the correct conjunctions from the given list.

1. Objectives and Outcomes:The students will know the definition of ‘conjunction’,and kinds of conjunctions.



Begin by writing at least four sentences on the board—first two sentences with the use of coordinatingconjunctions, and the remaining two sentences with the use of subordinating conjunctions. Ask the studentsif they can point out the conjunctions used in them. Ask for volunteers to come to the board, and describethe different kinds of conjunctions with examples. Explain the meanings of new and difficult words.




The definition of ‘conjunction’


2

Kinds of conjunctions—coordinating conjunctions and subordinating conjunctions

Correlative conjunctions such as either...or, neither...nor which work in pairs to join words and groups ofwords of equal weight in a sentence.

Compound conjunctions (groups of two or three words) such as so that, as well as, etc.

Classification of coordinating conjunctions— cumulative, adversative, alternative, illative

Classification of subordinating conjunctions according to their meaning such as time, cause, purpose,result, condition, concession and comparison.

5. Closing:

Give more information to the students about ‘conjunctions’ using audio-visual aids.



7. Modification and Differentiation:For homework, students can learn about some conjuctions and their correct usage such as:

because, except, for, if, lest, only, or, since, than, that, while, without, etc.

3

ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match the following columns: 4(i) Subordinating conjunctions (a) and, but(ii) Coordinating conjunctions (b) both...and, whether...or(iii) Compound conjunctions (c) as, if(iv) Correlative conjunctions (d) as well as, on condition that


(i) ....................... conjunctions are of four kinds: cumulative, adversative, disjunctive and illative.

(ii) ‘Provided that’ is an example of ............................. conjunction.

(iii) ...................... are words which are used to connect phrases, clauses, and sentences.

(iv) Conjunctions which are used in pairs are called ........................ conjunctions.


(i) A subordinating conjunction must be attached to an independent clause.

(ii) A subordinating conjunction connects subordinate clauses to the main clause of a sentence.

(iii) A coordinating conjunction can join together clauses of unequal rank.

(iv) The subordinating conjunction shows the relationship between two clauses, so it does not matterwhich clause comes first.

Ch.16-The Conjunction



4

WORKSHEETCh.16-The Conjunction

GRAMMAR

1. Join the following sentences with suitable conjunctions:

(i) The shower was over. The sun shone out again. (after/before)

(ii) They finished first. They began late. (but/though)

(iii) She ran away. She was afraid. (because/ that)

(iv) He found it increasingly difficult to read. His eyesight was beginning to fail. (but/for)

(v) He talked. He knew all about it. (if/as if)

(vi) He stumbled. He did not fall. (and/but)

(vii) We eat. We may live. (so/so that)

(viii) They will not spend their money. They will not invest it. (either...or/neither....nor)

(ix) We can buy it. We have enough money. (so that/ provided that)

(x) Sharad is an architect. His sister is an architect. (both....and / whether...or)

2. Rewrite the following sentences by correcting the underlined words:(i) He tried, and did not succeed. ________________________

(ii) No sooner had I started mowing the lawn then it started raining. ________________________

(iii) You will get the prize even if you deserve it. ________________________

(iv) She both cleaned her room as well as washed the dishes. ________________________

(v) Neither a borrower, or a lender be. ________________________

(vi) They will not pay till they are compelled. ________________________

(vii) Though the path is difficult to walk, but we choose to walk together. ________________________

(viii) Look as you leap. ________________________

(ix) He held my hand otherwise I should fall. ________________________

(x) You can borrow the book that you return it soon. ________________________


5

VOCABULARY

A list of 41 conjunctions is given below. Write whether they are coordinating or subordinatingconjunctions:

1. neither....nor 2. if

3. before 4. either...or

5. and 6. though

7. nor 8. once

9. or 10. but

11. lest 12. provided that

13. since 14. so

15. so that 16. still

17. although 18. that

19. ere 20. till

21. unless 22. only

23. than 24. until

25. when 26. as soon as

27. after 28. as

29. because 30. for

31. except 32. whence

33. else 34. how

35. where 36. whereas

37. while 38. whilst

39. whither 40. why

41. yet

6

TEST PAPER





1. Which of the following is an example of coordinating conjunctions?

(a) cumulative

(b) adversative

(c) alternative (d) all of these

2. A subordinating clause cannot stand alone; it must be attached to a/an ………………………………:

(a) independent clause (b) main clause

(c) adverbial clause (d) none of these

3. Which of the following is not a coordinating conjunction?

(a) and (b) but

(c) nor (d) as

4. A conjunction joins ……………………………… together:

(a) words (b) phrases

(c) clauses (d) all of these

5. Clauses of equal rank are joined together by ………………………………:

(a) coordinating conjunctions (b) compound conjunctions

(c) subordinating conjunctions (d) all of these

7

6. Which of the following is a correlative conjunction?

(a) both ....and (b) either .... or

(c) whether.... or (d) all of these

7. Subordinating conjunction, ………………………………, introduces a conditional clause:

(a) if (b) lest

(c) than (d) till

8. Which of the following is a compound conjunction?

(a) so that (b) provided that

(c) in order that (d) all of these

9. Conjunctions which are used in pairs are called ………………………………:

(a) compound conjunctions (b) coordinating conjunctions

(c) correlative conjunctions (d) subordinating conjunctions

10. Which of the following is not a subordinating conjunction?

(a) although (b) because

(c) yet (d) unless

8


COMPOUND CONJUNCTIONS

Some subordinating conjunctions consist of more than one word. They are called compound conjunctions.Use the following compound conjunctions in sentences:

(i) as if ____________________________________________________________

(ii) as long as ____________________________________________________________

(iii) as soon as ____________________________________________________________

(iv) as though ____________________________________________________________

(v) as well as ____________________________________________________________

(vi) even if ____________________________________________________________

(vii) inasmuch as ____________________________________________________________

(viii) in order that ____________________________________________________________

(ix) on account that ____________________________________________________________

(x) provided that ____________________________________________________________

(xi) so that ____________________________________________________________


9

ANSWERSAssessment

1. (i) (c) (ii) (a) (iii) (d) (iv) (b)2. (i) Simple (ii) on (iii) Conjunctions (iv) phrase3. (i) T (ii) T (iii) F (iv) T

WorksheetGrammar:1. (i) After the shower was over, the sun shone out again.

(ii) They finished first though they began late.(iii) She ran away because she was afraid.(iv) He found it increasingly difficult to read, for his eyesight was beginning to fail.(v) He talked as if he knew all about it.(vi) He stumbled but did not fall.(vii) We eat so that we may live.(viii) They will neither spend their money nor invest it.(ix) We can buy it, provided that we have enough money.(x) Both Sharad and his sister are architects.

2. (i) He tried, but did not succeed.(ii) No sooner had I started mowing the laws than it started raining.(iii) You will get the prize if you deserve it.(iv) She both cleaned her room and washed the dishes.(v) Neither a borrower, nor a lender be.(vi) They will not pay unless they are compelled.(vii) The path is difficult to walk, but we choose to walk together.(viii) Look before you leap.(ix) He held my hand lest I should fall.(x) You can borrow the book provided that you return it soon.

Vocabulary:1. coordinating conj. 2. subordinating conj. 3. subordinating conj. 4. coordinating conj.5. coordinating conj. 6. subordinating conj. 7. coordinating conj. 8. subordinating conj.9. coordinating conj. 10. coordinating conj. 11. subordinating conj. 12. subordinating conj.

13. subordinating conj. 14. coordinating conj. 15. subordinating conj. 16. coordinating conj.17. subordinating conj. 18. subordinating conj. 19. subordinating conj. 20. subordinating conj.21. subordinating conj. 22. coordinating conj. 23. subordinating conj. 24. subordinating conj.25. subordinating conj. 26. subordinating conj. 27. subordinating conj. 28. subordinating conj.29. subordinating conj. 30. coordinating conj. 31. subordinating conj. 32. subordinating conj.33. coordinating conj. 34. subordinating conj. 35. subordinating conj. 36. subordinating conj.37. subordinating conj. 38. subordinating conj. 39. subordinating conj. 40. subordinating conj.41. coordinating conj.

Test Paper1. (d) 2. (a) 3. (d) 4. (d) 5. (a)6. (d) 7. (a) 8. (d) 9. (c) 10. (c)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Transformation of Sentences


17. Transform the given sentences. Convert the assertive sentences into interrogative. Replace adverb ‘too’ with ‘so...that’ in the given sentences.

1. Objectives and Outcomes:The students will learn different ways of changing the form of a sentence from one kind to another withoutchanging the meaning.



••••• Begin by writing two sentences on the board - the first sentence in affirmative, and the second one innegative. Both the sentences should convey the same meaning. Tell the students that such type ofconversion of sentences is called ‘transformation of sentences’. Ask for volunteers to come to the board,and describe different ways and rules related to transformation of sentences. Explain the meanings ofnew and difficult words.




The meaning of transformation of sentences

Transformation of different types of sentences, such as:


2

Interchange of the Degrees of Comparison

Interchange of Affirmative and Negative Sentences

Interchange of Assertive and Interrogative Sentences

Interchange of Assertive and Exclamatory Sentences

Sentences containing the Adverb ‘too’

5. Closing:

Give more information to the students about transformation of sentences using audio-visual aids.



7. Modification and Differentiation:For homework, students can learn about interchange of the degrees of comparison. It is possible to changethe degree of comparison of an adjective or adverb in a sentence, without changing the meaning of thesentence, such as:No other democracy in the world is as large as India. (Positive)India is larger than any other democracy in the world. (Comparative)India is the largest democracy in the world. (Superlative)

3

ASSESSMENT


Name : Class :

Roll No. : Date :

1. Fill in the blanks: 4(i) If the interrogative is in the negative, its assertive will be in the ....................... and vice versa.(ii) In the transformation of a sentence containing the adverb ‘too’, the adverb ‘too’ is replaced with the

conjunctive expression ................................ .(iii) Transformation of sentences implies changing the form of a sentence from one kind to another

without changing the ............................................. .(iv) We can transform an affirmative sentence into a negative sentence by removing / adding a negative

word, and replacing an adjective / adverb with its ...................... .

2. Transform the following sentences as indicated in the brackets: 4(i) They are very excited about the journey. (Exclamatory)

...................................................................................................................................................

(ii) I can never forget you. (Interrogative)...................................................................................................................................................

(iii) Every student is present today. (Negative)...................................................................................................................................................

(iv) Everest in the highest mountain in the world. (Negative)...................................................................................................................................................

3. Transform the following sentences by removing the adverb ‘too’ 4(i) He speaks too fast to be understood.

...................................................................................................................................................

(ii) The thieves ran too fast for the police to catch....................................................................................................................................................

(iii) The suitcase was too heavy for me to lift....................................................................................................................................................

(iv) It is too cold for us to go out of the house....................................................................................................................................................

Ch.17-Transformation of Sentences



4

WORKSHEETCh.17-Transformation of Sentences

GRAMMAR

1. Transform the following sentences as indicated in the brackets:(i) Their glory can never fade. (Interrogative)(ii) She has a very sweet voice. (Exclamatory)(iii) I wish I had the wings of a bird. (Exclamatory)(iv) I was doubtful whether it was you. (Negative)(v) This medicine is cheap. (Negative)(vi) Iron is more useful than any other metal. (Negative)(vii) Alice made a cake yesterday. (Interrogative)(viii) This night is very beautiful. (Exclamatory)(ix) Chennai is hotter than Mumbai. (Negative)(x) Knowledge is power. (Interrogative)

2. Transform the following sentences by removing the adverb ‘too’:(i) His theories are too difficult for me to comprehend.

.........................................................................................................................................................(ii) These apples are too cheap to be good.

.........................................................................................................................................................(iii) Your story is too ridiculous for me to believe.

.........................................................................................................................................................(iv) He was too nervous to perform well on the stage.

.........................................................................................................................................................(v) The tree is too high for us to climb.

.........................................................................................................................................................(vi) The noise of music was too loud for us to enjoy the documentary.

.........................................................................................................................................................(vii) He is too weak to walk.

.........................................................................................................................................................(viii) He is too ignorant for the post of a secretary.

.........................................................................................................................................................(ix) She was too shocked to speak.

.........................................................................................................................................................(x) This book is too difficult to understand.

.........................................................................................................................................................


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VOCABULARY

Write antonyms for the following words:

1. permit 2. consent

3. loyalty 4. innocent

5. smooth 6. economical

7. sure 8. fame

9. shining 10. prodigal

11. abundant 12. presence

13. refine 14. transparent

15. reveal 16. sharp

17. consent 18. inclusive

19. praise 20. genuine

21. acquit 22. sweet

23. luxurious 24. mercy

25. ascend 26. attach

27. always 28. ancient

29. attractive 30. knowledge

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TEST PAPER





1. The correct transformation of the sentence, ‘No other metal is as expensive as gold’, is:

(a) No other metal except gold is expensive. (b) Gold is expensive of all the metals.

(c) Gold is the most expensive than any (d) Gold is the most expensive ofother metal. all metals.

2. The correct transformation of the sentence, ‘He was too tired to walk’ is:

(a) He was so tired that he cannot walk.

(b) He was so much tired that he could not walk.

(c) He was so tired that he could not walk.

(d) He was very tired that he could not walk.

3. Transformation from affirmative to negative can be done by adding negative words and replacing adjectives/adverbs with their:

(a) synonyms (b) homonyms

(c) antonyms (d) none of these

4. The correct transformation of the sentence, ‘Human is mortal’ is:

(a) Human is immortal. (b) Human is not immortal.

(c) Not all humans are mortal. (d) Not all humans are immortal.

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5. The correct transformation of the sentence, ‘He was an enemy to do such a dead’, is:

(a) Was he not an enemy to do such a deed?

(b) Was not he an enemy to do such a deed?

(c) Was not an enemy he to do such a deed?

(d) none of these

6. Transformation of sentences implies changing the form of a sentence from one kind to another withoutchanging the:

(a) definition (b) meaning

(c) structure (d) none of these

7. The correct transformation of the sentence, ‘It is a very lovely garden’, is

(a) What a lovely garden it is! (b) Which lovely is it garden!

(c) How is lovely garden it! (d) How lovely it garden is!

8. The word ‘too’ is a/an:

(a) adjective (b) adverb

(c) conjunction (d) interjection

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The transformation of sentences is an excellent exercise as it teaches a variety of expressions in writingEnglish. We can change the degree of comparison of an adjective or adverb in a sentence, without changingthe meaning of the sentence.

Change the degree of comparison without changing the meaning:

(i) No other metal is as useful as iron. (Positive)

_______________________________________________________________ (Comparative)

_______________________________________________________________ (Superlative)

(ii) Very few cities in India are as rich as Mumbai. (Positive)

_______________________________________________________________ (Comparative)

_______________________________________________________________ (Superlative)

(iii) Some playwrights are at least as great as William Shakespeare. (Positive)

_______________________________________________________________ (Comparative)

_______________________________________________________________ (Superlative)

(iv) Some boys are at least as industrious as Rohan. (Positive)

_______________________________________________________________ (Comparative)

_______________________________________________________________ (Superlative)


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ANSWERSAssessment

1. (i) affirmative (ii) so that (iii) meaning (iv) opposite2. (i) How excited they are about the journey! (ii) Can I ever forget you?

(iii) No student is absent today. (iv) No other mountain in the world is as high as the Everest.3. (i) He speaks so fast that he cannot be understood.

(ii) The thieves ran so fast that the police could not catch them.(iii) The suitcase was so heavy that I could not lift it.(iv) It is so cold that we cannot go out of the house.

WorksheetGrammar:1. (i) When can their glory fade? (ii) What a sweet voice she has!

(iii) If only I had the wings of a bird! (iv) I was not sure that it was you.(v) This medicine is not expensive. (vi) No other metal is as useful as iron.(vii) Did Alice make a cake yesterday? (viii) How beautiful this night is!(ix) Mumbai is not as hot as Chennai. (x) Is knowledge not power?

2. (i) His theories are so difficult that I cannot comprehend them.(ii) These apples are so cheap that they cannot be good.(iii) Your story is so ridiculous that I cannot believe it.(iv) He was so nervous that he could not perform well on the stage.(v) The tree is so high that we cannot climb it.(vi) The noise of music was so loud that we could not enjoy the documentary.(vii) He is so weak that he cannot walk.(viii) He is so ignorant that he is not suitable for the post of a secretary.(ix) She was so shocked that she could not speak.(x) This book is so difficult that it cannot be understood.

Vocabulary:1. forbid 2. dissent 3. disloyalty, treachery 4. guilty5. rough 6. expensive 7. unsure, doubtful 8. savage9. dark 10. thrifty, parsimonious 11. scarce, sparse 12. absence

13. adulterate 14. opaque 15. hide, conceal 16. blunt17. destructive 18. exclusive 19. admonish 20. fake21. convict 22. bitter, sour 23. spartan 24. ruthlessness, cruelty25. descend 26. detach 27. never 28. modern29. repulsive 30. ignorance

Test Paper1. (d) 2. (c) 3. (c) 4. (b)5. (a) 6. (b) 7. (a) 8. (b)

Project WorkDo it Yourself

1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Synthesis of Sentences


18. Combine each of the following pairs of simple sentences into a single simple sentence.

Combine each of the following pairs of simple sentences into a compound sentence.

Combine each of the following pairs of simple sentences into a complex sentence.

1. Objectives and Outcomes:The students will know the meaning of ‘synthesis of sentences.’ They will also learn about chief ways ofcombining two or more simple sentences into one simple, compound, or complex sentence.



Begin by writing the meaning of synthesis of sentences. Now write three pairs of simple sentences, andcombine them into one new ‘simple sentence’, ‘compound sentence’, and ‘complex sentence’ respectively.Ask for volunteers to come to the board, and write any two examples of synthesis of sentences. Explainmeaning of new and difficult words.




The meaning of synthesis of sentences

Combination of two or more simple sentences into one new simple sentence:-by using a participleby using an infinitive


2

by using a noun or phrase in appositionby using a preposition with a noun or gerundby using an adverb or an adverbial phrase

Combination of two or more simple sentences into one new compound sentence by using coordinatingconjunctions

Combination of two or more simple sentences into one new complex sentence by expanding a word orphrase into a subordinate clause

5. Closing:

Give more information to the students about ‘synthesis of sentences’ using audio-visual aids.




For homework, students can collect example sentences related to different ways of synthesis of sentences.

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ASSESSMENT


Name : Class :

Roll No. : Date :

1. Fill in the blanks: 4(i) ............... of sentences means the combination of two or more simple sentences into one new simple,

compound or complex sentence.(ii) Simple sentences may be combined to form one new simple sentence by using a participle only when

they have a ................ subject.(iii) Simple sentences may be combined to form one new ............... sentence by using coordinating

conjunctions.(iv) We can change a pair of simple sentences into a ................. sentence by expanding a word or phrase

into a subordinate clause.2. Combine each of the following pairs of simple sentences into one new simple sentence, 4

according to the instructions given in brackets.(i) They jumped up. They ran away. (by using a participle)

_________________________________________________________________________(ii) You must help your brother. It is your duty. (by using an infinitive)

_________________________________________________________________________(iii) Mr. Avinash is my tenant. He pays the rent regularly. (by using a noun or phrase in apposition)

_________________________________________________________________________(iv) Rossetti was a painter. He was also a poet. (by using a preposition with a noun or gerund)

_________________________________________________________________________

3. Combine each of the following pairs of simple sentences into one new compound sentence. 4(i) He is an artist. He is also a writer.

_________________________________________________________________________(ii) They were annoyed. They kept quiet.

_________________________________________________________________________(iii) Make haste. You will be late.

_________________________________________________________________________(iv) I cannot see them. It is very dark.

_________________________________________________________________________

Ch.18-Synthesis of Sentences



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WORKSHEETCh.18-Synthesis of Sentences

GRAMMAR

1. Combine each of the following pairs of simple sentences into one new simple sentence:(i) He tired of reading. He went to bed.

_________________________________________________________________________

(ii) He wanted to pass the examination. He studied hard._________________________________________________________________________

(iii) Edison invented the gramophone. He was an American scientist._________________________________________________________________________

(iv) The sun rose. Their journey was not ended._________________________________________________________________________

(v) He will win the first prize. That is certain._________________________________________________________________________

(vi) The police arrived. The protestors dispersed._________________________________________________________________________

2. Combine each of the following pairs of simple sentences into one new complex sentence:

(i) He will be late. That is certain._________________________________________________________________________

(ii) They may be innocent. I do not know._________________________________________________________________________

(iii) The dog has died. It bit the boy._________________________________________________________________________

(iv) A cottager had a hen. The hen laid an egg every day._________________________________________________________________________

(v) He went there. The door was locked._________________________________________________________________________

(vi) I waited for my uncle. I waited till his arrival._________________________________________________________________________


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VOCABULARY

Match each word in the first column with its definition in the second column:

(i) accord (a) an expert judge in matters of taste

(ii) anarchy (b) exchange of goods without involving money

(iii) atrocity (c) a situation from which large profits are made

(iv) barter (d) a person or thing that is strange and difficult to understand

(v) bonanza (e) agreement or harmony

(vi) citadel (f) an official ban on any activity

(vii) connoisseur (g) a state of disorder

(viii) disdain (h) a place of safety or refuge

(ix) embargo (i) an extremely wicked or cruel act

(x) enigma (j) a view of a wide area

(xi) fallacy (k) a dispute or argument

(xii) haven (l) a strong castle in or near a city

(xiii) panorama (m) a complete lack of respect

(xiv) trepidation (n) a mistaken belief

(xv) wrangle (o) fear or worry about what is going to happen

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1. ............................ of sentences means the combination of two or more simple sentences into one newsentence– simple, compound or complex.

(a) analysis (b) synthesis

(c) transformation (d) interchange

2. Two or more simple sentences can be combined into one new simple sentence by using:

(a) a participle (b) an infinitive

(c) a noun or phrase in apposition (d) all of these

3. We can combine a pair of simple sentences into one new simple sentence by using a participle, onlywhen the sentences have a .................. subject.

(a) common (b) core

(c) additional (d) subsidiary

4. Simple sentences may be combined to form one new compound sentence by using .................conjunctions.

(a) compound (b) coordinating

(c) correlative (d) subordinating

5. We can change a pair of simple sentences into a complex sentence by expanding a word or phrase intoa / an .................. clause.

(a) coordinate (b) main

(c) subordinate (d) adverb

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6. Which of the following is a coordinating conjunction?

(a) and (b) but

(c) still (d) all of these

7. The subordinate clause may be a / an:

(a) adjective clause (b) adverb clause

(c) noun clause (d) all of these

8. The correct synthesis of the simple sentences—‘He is very fat. He cannot run’, into one new simplesentence by using an infinitive will be:

(a) He is very fat to run (b) He is so fat to run

(c) He is too fat to run (d) He is over fat to run

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PROJECT WORK


We can change a pair of simple sentences into a complex sentence by expanding a word or phraseinto a subordinate clause. The subordinate clause may a noun clause, an adjective clause, or anadverb clause. You are required to collect five examples for each of the following:

1. Subordinate clause a noun clause:

(i) ___________________________________________________________________________

(ii) ___________________________________________________________________________

(iii) ___________________________________________________________________________

(iv) ___________________________________________________________________________

(v) ___________________________________________________________________________

2. Subordinate clause an adjective clause:

(i) ___________________________________________________________________________

(ii) ___________________________________________________________________________

(iii) ___________________________________________________________________________

(iv) ___________________________________________________________________________

(v) ___________________________________________________________________________

3. Subordinate clause an adverb clause:

(i) ___________________________________________________________________________

(ii) ___________________________________________________________________________

(iii) ___________________________________________________________________________

(iv) ___________________________________________________________________________

(v) ___________________________________________________________________________


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ANSWERS

Assessment

1. (i) synthesis (ii) common (iii) compound (iv) complex

2. (i) Jumping up, they ran away. (ii) It is your duty to help your brother.(iii) Mr. Avinash, my tenant, pays the rent regularly. (iv) Besides being a painter, Rossetti was also a poet.

3. (i) He is an artist and a writer. (ii) They were annoyed, still they kept quiet.

(iii) Make haste or you will be late. (iv) I cannot see them, for it is very dark.

WorksheetGrammar:1. (i) Being tired of reading, he went to bed.

(ii) He studied hard to pass the examination.(iii) Edison, an American scientist, invented the gramophone.(iv) The sun rose before the end of their journey.(v) He will certainly win the first prize.(vi) The police having arrived, the protestors dispersed.

2. (i) It is certain that he will be late. (ii) I do not know whether they are innocent.(iii) The dog that bit the boy has died. (iv) A cottager had a hen which laid an egg every day.(v) When he went there the door was locked. (vi) I waited for my uncle until his arrival.

Vocabulary:(i) (e) (ii) (g) (iii) (i) (iv) (b)(v) (c) (vi) (l) (vii) (a) (viii) (m)(ix) (f) (x) (d) (xi) (n) (xii) (h)(xiii) (j) (xiv) (o) (xv) (k)

Test Paper

1. (b) 2. (d) 3. (a) 4. (b)5. (c) 6. (d) 7. (d) 8. (c)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Direct and Indirect Speech


19. Change the assertive sentences into indirect speech. Change the interrogative sentences into indirect speech. Change the imperative sentences into indirect speech. Write the indirect speeches for the given reported speeches.

1. Objectives and Outcomes:The students will learn about reporting the spoken words of a person in two ways—direct speech and indirectspeech. They will also learn different rules for reporting assertive, interrogative, and imperative sentences.



Begin by writing two sentences on the board - the first one in direct speech, and the second one inindirect speech. Both the sentences should convey the same meaning. Ask for volunteers to come to theboard and describe different rules for reporting speech. Explain the meanings of new and difficult words.




The meaning of direct and indirect speech

Rules for changing:

(a) tenses


2

(b) the personal pronouns and possessive adjectives of the direct speech(c) expression of time and place in indirect speech

Reporting of different types of sentences such as:

Assertive sentences (statements)

Interrogative sentences (questions)

Imperative sentences (commands and requests)

5. Closing:

Give more information to the students about ‘direct and indirect speech’ using audio-visual aids.



7. Modification and Differentiation:For homework, students can collect example sentences for reporting different types of sentences.

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ASSESSMENT


Name : Class :

Roll No. : Date :

1. Fill in the blanks: 4(i) The first word of the ...................... speech begins with a capital letter.(ii) In direct speech, we quote ......................... words of the speaker.(iii) In indirect speech, words expressing nearness in time or place are generally changed into words

expressing ............................. .(iv) Direct speech is always enclosed within .......................... commas.


(i) If the reporting verb is in the present or future tense, the tense of the verb in the reportedspeech remains unchanged.

(ii) A comma or colon usually separates.

(iii) In indirect speech, pronouns and possessive adjectives of the second person are changedaccording to the subject of the reporting verb.

(iv) We may report the words of a speaker in two ways — direct speech, and indirect speech.

3. Change the following sentences into indirect speech: 4(i) She said to me, ‘Post this letter at once’.

...................................................................................................................................................

(ii) He said, ‘I have passed the exams’....................................................................................................................................................

(iii) Ravi said, ‘I am very busy now’....................................................................................................................................................

(iv) He said to me, ‘What are you doing’?...................................................................................................................................................

Ch.19-Direct and Indirect Speech



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WORKSHEETCh.19-Direct and Indirect Speech

GRAMMAR1. Change the following sentences into indirect speech:

(i) She said to him, ‘Why did you come late’? ________________________________________

(ii) He said to us, ‘When will they come’? ________________________________________

(iii) Aman said to me, ‘Do you like coffee’? ________________________________________

(iv) Shubhi said to Devanshi, ‘Do you know where ________________________________________Ronit is’?

(v) I said to her, ‘What were you eating’? ________________________________________

(vi) The stranger said to me, ‘Where do you live’? ________________________________________

(vii) Sahil said to Kartick, ‘Will you not help me to ________________________________________carry this box’?

(viii) I said to him, ‘Are you feeling well’? ________________________________________

(ix) He said to her, ‘What do you want’? ________________________________________

(x) He said to them, ‘Are you coming home ________________________________________ with me’?

2. Change the following sentences into indirect speech:(i) Alex said to Ivy, ‘Bring me a cup of tea’. ________________________________________

(ii) He said, ‘Be quiet and listen’. ________________________________________

(iii) The boy said to his friend, ‘Let us go out’. ________________________________________

(iv) The judge said, ‘Call the next witness’. ________________________________________

(v) Vivian said to Clement, ‘Go away’. ________________________________________

(vi) The teacher said to the students, ‘Do not talk ________________________________________in the classroom’.

(vii) The police officer said, ‘Let no one leave ________________________________________the room’.

(viii) She said to her friend, ‘Do not tell a lie’. ________________________________________

(ix) He said to her, ‘Please wait here till I return’. ________________________________________

(x) The doctor said to the patient, ‘Take completerest and follow my direction’. ________________________________________


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VOCABULARY

Some verbs are frequently used as ‘reporting verbs’ in the direct and indirect speech. A list of suchverbs is given below. You are required to write past tense forms of such verbs:

Basic form of the verb Past tense form of the verb

1. wonder ________________________________

2. command ________________________________

3. demand ________________________________

4. applaud ________________________________

5. ask ________________________________

6. congratulate ________________________________

7. suggest ________________________________

8. enquire ________________________________

9. exclaim ________________________________

10. bid ________________________________

11. propose ________________________________

12. forbid ________________________________

13. pray ________________________________

14. remark ________________________________

15. request ________________________________

16. order ________________________________

17. urge ________________________________

18. advise ________________________________

19. regret ________________________________

20. say ________________________________

21. shout ________________________________

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TEST PAPER





1. If the reporting verb ‘said’ is followed by an ‘object’, it is usually changed into ......................:

(a) asked

(b) suggested

(c) urged (d) told

2. When we report an imperative sentence, expressing order or request, we usually use a ..................... structure:

(a) present participle (b) past participle

(c) to + infinitive (d) none of these

3. The tenses in the direct speech are changed if the reporting verb is in the ......................:

(a) present tense (b) past tense

(c) future tense (d) none of these

4. Pronouns and possessive adjectives of the first person are changed according to the .................. of the reportingverb:


(c) complement (d) predicate

5. A .................... usually separates the direct speech from the reporting verb:

(a) comma (b) semi-colon

(c) full stop (d) dash

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6. Words expressing nearness in time or place are generally changed into words expressing ...................... inindirect speech:

(a) proximity (b) distance

(c) space (d) none of these

7. Which of the following verb tenses in the reported speech does not change, even if the reporting verb is in thepast tense?

(a) past perfect (b) past perfect continuous

(c) both past perfect and past perfect continuous (d) none of these

8. We quote actual words of the speaker in ......................:

(a) direct speech (b) indirect speech

(c) both direct and indirect speech (d) none of these

9. Pronouns and possessive adjectives of the second person are changed according to the ..................... of thereporting verb:



10. Direct speech is always enclosed within ......................:

(a) commas (b) invented commas

(c) colons (d) semi-colons

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REPORTED QUESTIONS

In reporting questions, the indirect speech is introduced by some such verbs as asked, inquired, etc.

When there is a questions word (what, where, why, who, when, how) we use that question word in thereported question, but there is no auxiliary verb, and the word order is like an affirmative sentence.He asked me what time the train left. ()He asked me what time did the train leave. ()

When we report yes / no questions, we use if or whether.He said to them, ‘Do you speak English?’He asked them if they spoke English.

Now change the following into indirect speech:

(i) The policeman said to the boy, ‘Where do you live?’

________________________________________________________________________________

(ii) ‘What time does the train arrive?’, she asked.

________________________________________________________________________________

(iii) He asked, ‘Do you want tea or coffee?’

________________________________________________________________________________

(iv) I said, ‘Can I help you?’

________________________________________________________________________________

(v) Smita asked me, ‘Do you know where Ravi is?’

________________________________________________________________________________


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ANSWERSAssessment

1. (i) reported (ii) actual (iii) distance (iv) inverted2. (i) T (ii) T (iii) F (iv) T3. (i) She ordered me to post that letter at once. (ii) He said that he had passed the exams.

(iii) Ravi said that he was very busy then. (iv) He asked me what I was doing.

WorksheetGrammar:1. (i) She asked him why he had come late.

(ii) He asked us when they would come.(iii) Aman asked me if I liked coffee.(iv) Shubhi asked Devanshi if she knew where Ronit was.(v) I asked her what she was eating.(vi) The stranger asked me where I lived.(vii) Sahil asked Kartick if he would help him to carry that box.(viii) I asked him if he was feeling well.(ix) He asked her what she wanted.(x) He asked them if they were coming home with him.

2. (i) Alex asked Ivy to bring him a cup of tea. (ii) He urged them to be quiet and listen.(iii) The boy suggested to his friend to go out. (iv) The judge ordered to call the next witness.(v) Vivian ordered Clement to go away. (vi) The teacher advised the students not to talk

in the classroom.(vii) The police officer ordered that no one should (viii) She advised her friend not to tell a lie.

leave the room.(ix) He requested her to wait there till he returned.(x) The doctor advised the patient to take complete

rest and follow his direction.Vocabulary:

1. wondered 2. commanded 3. demanded 4. applauded5. asked 6. congratulated 7. suggested 8. enquired9. exclaimed 10. bade 11. proposed 12. forbade

13. prayed 14. remarked 15. requested 16. ordered17. urged 18. advised 19. regretted 20. said21. shouted

Test Paper1. (d) 2. (c) 3. (b) 4. (b) 5. (a)6. (b) 7. (c) 8. (a) 9. (b) 10. (b)

Project WorkDo it Yourself

1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Agreement of the Verb with the Subject


20. Choose the appropriate verb from the ones given in brackets. Rewrite the sentences removing the errors if any. Write ‘C’ for correct sentence.

1. Objectives and Outcomes:The students will learn about various rules related to agreement of the verb with the subject.



Begin by writing some sentences containing singular, plural and compound subjects on the board. Askstudents to point out the subject and verb used in the sentences. Ask for volunteers to come to the board,and describe at least five rules concerning agreement of the verb with the subject. Explain the meaningsof new and difficult words.




The meaning of agreement of the verb with the subject

Various rules related to agreement of the verb with the subject

5. Closing:

Give more information to the students about ‘agreement of the verb with the subject’ using audio-visual aids.


2



7. Modification and Differentiation:Sometimes, when a compound subject, two or more singular nouns or pronouns joined by ‘and’, suggests asingle idea to the mind or refers to the same person or thing; the verb is used in its singular form, such as: Bread and butter is my favorite breakfast. The rise and fall of the tide is due to lunar influence.

Students can learn more about such compound subjects with their use in example sentences.

3

ASSESSMENT


Name : Class :

Roll No. : Date :


(i) When two subjects are connected by ‘with’, ‘as well as’ or ‘along with’, then the verb agrees withthe ..................... subject.

(ii) A verb must agree with its ..................... in number and person.

(iii) Some nouns which are plural in form, but singular in meaning, take a ..................... verb.

(iv) When one of the subjects joined by ‘or’ or ‘nor’ is plural, the verb must be plural, and the plural subjectshould be placed ..................... to the verb.


(i) A plural verb is used with words ‘either’ and ‘neither’.

(ii) The word ‘news’ always takes a singular verb.

(iii) If the subject of a sentence has two or more nouns or pronouns connected by ‘and’, weuse a plural verb.

(iv) The verb should be made to agree in number with its proper subject and not with the nouncloser to it

3. Fill in the blanks with correct form of verbs: 4

(i) Many a politician ..................... promised to make changes.

(ii) The quality of the apples ..................... not good.

(iii) The news ..................... being broadcast by all major TV stations.

(iv) Gold and silver ..................... precious metals.

Ch.20-Agreement of the Verb with the Subject



4

WORKSHEETCh.20-Agreement of the Verb with the Subject

GRAMMAR

1. Tick () the correct verb from those given in the brackets:

(i) Many a man (has / have) done so.

(ii) His new trousers (is / are) brown.

(iii) Physics (was / were) my favourite subject in college.

(iv) The cost of groceries (vary / varies) widely from one supermarket to another.

(v) Gulliver’s travels (describe / describes) the four voyages of Lemuel Gulliver, a ship’s surgeon.

(vi) Measles (is / are) especially common among children.

(vii) No nook or cranny (was / were) left unexplored.

(viii) Everyone of the boys (love / loves) to ride this motorbike.

(ix) Sixty kilometres (is / are) a long walk.

(x) There (is / are) several reasons why we must tackle the problem of global warming.

2. Fill in the blanks with correct form of verb:

(i) Neither of the accusations ..................... true.

(ii) The scissors ..................... on the table.

(iii) Many a man ..................... dreamed of fame and honour.

(iv) Time and tide ..................... for no man.

(v) Either you or he ..................... mistaken.

(vi) Bread and butter ..................... his favourite breakfast .

(vii) The ship, with its crew, ...................... lost.

(viii) The United States of America ..................... a country composed of 50 states.

(ix) Mumps ..................... a contagious disease.

(x) Each of these students ..................... also a good player.


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VOCABULARY

Match the word in the first column with its meaning in the second:

(i) aberration (a) management and conservation of resources

(ii) adherent (b) a list of items to be discussed at a formal meeting

(iii) adulation (c) inhabitant

(iv) agenda (d) rhythm

(v) blight (e) a deviation from the standard

(vi) cadence (f) faithfulness

(vii) denizen (g) follower or supporter

(viii) depravity (h) a general feeling of discomfort or illness

(ix) disdain (i) excessive admiration

(x) fidelity (j) a public declaration of beliefs or principles

(xi) gravity (k) contempt

(xii) husbandry (l) a thing that spoils or damages something

(xiii) malaise (m) the outside edge of something

(xiv) manifesto (n) seriousness

(xv) periphery (o) extreme wickedness or corruption

6

TEST PAPER





1. When two subjects are connected by ....................., the verb agrees with the first subject:

(a) along with

(b) as well as

(c) with (d) all of these

2. In sentences beginning with ‘here’ or ‘there’, the true ..................... follows that verb:


(c) complement (d) none of these

3. A singular verb is used with the noun .....................:

(a) scissors (b) news

(c) spectacles (d) tongs

4. If two or more singular nouns or pronouns are connected by ‘or’ or ‘nor’, we use a .....................:

(a) singular verb (b) plural verb

(c) transitive verb (d) modal verb

5. A plural verb is used with the noun .....................:

(a) politics (b) police

(c) electronics (d) billiards

7

6. Two nouns qualified by ‘each’ or ‘every’, even though connected by and, require a .....................:


(c) transitive verb (d) none of these

7. If the subject of a sentence has two or more nouns or pronouns connected by ‘and’, we use a .....................:


(c) non-finite verb (d) regular verb

8. Some nouns which are plural in form, but singular in meaning take a/an .....................:


(c) auxiliary verb (d) transitive verb

9. A singular verb is used with the word .....................:

(a) either (b) neither

(c) each (d) all of these

10. A verb must agree with its subject in .....................:

(a) number (b) person

(c) both number and person (d) none of these

8


MATCHING VERBS TO COLLECTIVE NOUNS

Collective nouns are those nouns which stand for a group of people or things. They include words such asaudience, committee, crew, family, government, group, police, and team.

In American English, most collective nouns are treated as singular, with a singular verb. In British English, mostcollective nouns can be treated as singular or plural:1. The whole family was at the table. (AmE) 2. The government is doing a good job. (AmE)

The whole family was/ were at the table (BrE) The government is/are doing a good job. (BrE) There are few collective nouns (in both British and American English) that are always used with a plural verb.

The most common of which are police and people.1. The police are investigating the case. 2. The American people are proud of their democracy.

The police is investigating the case. The American people is proud of their democracy. A list of some commonly used collective nouns is given below. Use these nouns in sentences.

1. army .................................................................................................................2. audience .................................................................................................................3. cattle .................................................................................................................4. committee .................................................................................................................5. crew .................................................................................................................6. crowd .................................................................................................................7. family .................................................................................................................8. fleet .................................................................................................................9. flock .................................................................................................................

10. gentry .................................................................................................................11. government .................................................................................................................12. group .................................................................................................................13. herd .................................................................................................................14. jury .................................................................................................................15. mob .................................................................................................................16. nation .................................................................................................................17. parliament .................................................................................................................18. team .................................................................................................................19. poultry .................................................................................................................20. vermin .................................................................................................................


9

ANSWERS

Assessment

1. (i) first (ii) subject (iii) singular (iv) nearest2. (i) F (ii) T (iii) T (iv) T3. (i) has (ii) was (iii) is (iv) are

WorksheetGrammar:1. (i) has (ii) are (iii) was (iv) varies

(v) describes (vi) is (vii) was (viii) loves(ix) is (x) are

2. (i) is (ii) are (iii) has (iv) wait(v) is (vi) is (vii) was (viii) is(ix) is (x) is

Vocabulary:(i) (e) (ii) (g) (iii) (i) (iv) (b)(v) (l) (vi) (d) (vii) (c) (viii) (o)(ix) (k) (x) (f) (xi) (n) (xii) (a)(xiii) (h) (xiv) (j) (xv) (m)

Test Paper

1. (d) 2. (a) 3. (b) 4. (a) 5. (b)6. (a) 7. (b) 8. (a) 9. (d) 10. (c)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Phrasal Verbs


21. Underline the phrasal verbs in the given sentences. Complete the given sentences with the correct particles. Fill in the blanks with the correct preposition or adverb given in the box to complete the phrasal

verbs. You may repeat some of the words. See the pictures, and write the most suitable phrasal verb to describe the action / state shown. Choose the appropriate particles from the box to complete the phrasal verbs.

1. Objectives and Outcomes:The students will know the definition of ‘phrasal verb’. They will also learn about preposition or adverbparticles which combine with verbs to form phrasal verbs.



Begin by writing the definition of ‘phrasal verb’ with some examples. Tell students about the formation ofa phrasal verb in the following three ways:

verb + preposition

verb + adverb

verb + adverb + preposition

Ask for volunteers to come to the board, and write any two phrasal verbs with example sentences.Explain meaning of new and difficult words.



2



The definition of ‘phrasal verb’

Formation of a phrasal verb in the following three ways:verb + prepositionverb + adverbverb + adverb + preposition

Principal preposition and adverb particles

Some phrasal verbs with meaning

5. Closing:

Give more information to the students about ‘phrasal verbs’ using audio-visual aids.


The students will write the answers to the exercises at the end of the chapter in their notebooks. The evaluationof these notebooks will help the teacher understand the level of comprehension of each student in regardto the chapter.


For homework, students can compile a comprehensive list of commonly used phrasal verbs with examplesentences.

3

ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match each phrasal verb in the first column with its definition in the second column: 4(i) bail out (a) to visit someone for a short time(ii) call on (b) to increase or improve(iii) pick up (c) to criticize someone or something in a way that is unfair(iv) run down (d) to do something to help someone out of trouble

2. Fill in the blanks : 4

(i) A .................... verb is made up of a main verb together with an adverb or a preposition, or both.

(ii) The meaning of a phrasal verb is ................... from the meanings of the individual words themselves.

(iii) A .................... is a preposition or an adverb which can combine with a verb to form a phrasal verb.

(iv) When used with verbs of ....................., there is generally no difficulty in understanding the meaningof the phrasal verb if the meaning of the adverb particles is known.

3. Underline the phrasal verbs in the following sentences: 4

(i) A team of nurses backed up two doctors._________________________________________________________________________

(ii) After they left I just tried to carry on as normal._________________________________________________________________________

(iii) He handed out medals and certificates to the winners._________________________________________________________________________

(iv) I never throw clothes away._________________________________________________________________________

Ch.21-Phrasal Verbs



4

WORKSHEETCh.21-Phrasal Verbs

GRAMMAR

Comptete the following sentences with the correct particles:

ask after back out blow up call offcall up calm down deal in drop outfade away fall off pick out rub uprun away see off take down throw up

(i) After you have signed the contract, it will be impossible to ............................... .

(ii) ......................... and tell me what happened.

(iii) He decided to ................... his regular press conference.

(iv) They always .................... you in their letters.

(v) They mainly .................. rare books.

(vi) She must .................... his English for the midterm examination.

(vii) Several members of the team had to ...................... at the last minute.

(viii) The smell was so bad it almost made me ..................... .

(ix) Rebels attempted to .................... the bridge.

(x) They just wanted to ................. and hide.

(xi) His enthusiasm will soon ................. .

(xii) They came to the station to ............... him ............ .

(xiii) Some girls in the office are trained to .................. dictation.

(xiv) Let us .................. the bad tomatoes from the basket.

(xv) ..................... and make a reservation for 8 o'clock.

(xvi) Orders slowed, causing sales to .................. dramatically.


5

VOCABULARY

Match each phrasal verb in the first column with its definition in the second column.

(i) accede to (a) to become completely involved in something

(ii) ace out (b) to come out of or be produced by something or someone

(iii) clamp down (c) to spend time doing small unimportant things

(iv) delve into (d) to agree to a demand, request, or treaty

(v) emanate from (e) to collect and save large amounts of food, money, etc.

(vi) fiddle around (f) to defeat someone in a competition

(vii) grab at (g) to repress or suppress something regarded as undesirable

(viii) immerse in (h) to make someone disappointed

(ix) knock off (i) to search in order to find a thing or information

(x) hoard up (j) to criticize someone angrily for doing something wrong

(xi) jumble up (k) to try to get hold of someone or something quickly

(xii) let down (l) to begin to sleep

(xiii) make up (m) to start to go somewhere

(xiv) nod off (n) to stop working

(xv) tell off (o) to combine together to form something

(xvi) set off (p) to mix things together in an untidy way, without any order

6


Ch.21-Phrasal Verbs



1. A ............... verb is made up of a main verb together with an adverb or a preposition, or both.

(a) modal (b) phrasal

(c) regular (d) transitive

2. The meaning of a phrasal verb is .................... from the meanings of the individual words themselves.

(a) different (b) same

(c) identical (d) matching

3. A ......................... is a preposition or an adverb which can combine with a verb to form a phrasal verb.

(a) article (b) particle

(c) syllable (d) suffix

4. Which of the following is an adverb particle?

(a) across (b) beyond

(c) outside (d) all of these

5. Phrasal verbs can be:

(a) transitive (b) intransitive

(c) both transitive and intransitive (d) none of these

7

6. The phrasal verb ‘call up’ means:

(a) to cancel something (b) to visit

(c) to call someone (d) to telephone

7. The phrasal verb ‘run into’ means:

(a) to consume all (b) to flee

(c) to meet by chance (d) to criticize

8. The phrasal verb ‘take down’ means:

(a) to become successful or popular (b) to write down spoken words

(c) to become very upset (d) to depart hastily

8

PROJECT WORK


Write any four phrasal verbs, apart from those given in the book, having the following particles. Alsowrite their meanings.

1. verb + in(i) ___________________________________________________________________________(ii) ___________________________________________________________________________(iii) ___________________________________________________________________________(iv) ___________________________________________________________________________

2. verb + off(i) ___________________________________________________________________________(ii) ___________________________________________________________________________(iii) ___________________________________________________________________________(iv) ___________________________________________________________________________

3. verb + on(i) ___________________________________________________________________________(ii) ___________________________________________________________________________(iii) ___________________________________________________________________________(iv) ___________________________________________________________________________

4. verb + out(i) ___________________________________________________________________________(ii) ___________________________________________________________________________(iii) ___________________________________________________________________________(iv) ___________________________________________________________________________

5. verb + up(i) ___________________________________________________________________________(ii) ___________________________________________________________________________(iii) ___________________________________________________________________________(iv) ___________________________________________________________________________

Ch.21-Phrasal Verbs

9

ANSWERS

Assessment

1. (i) (d) (ii) (a) (iii) (b) (iv) (c)

2. (i) phrasal (ii) different (iii) particle (iv) movement

3. (i) backed up (ii) carry on (iii) handed out (iv) throw away

WorksheetGrammar:

(i) back out (ii) calm down (iii) call off (iv) ask after(v) deal in (vi) rub up (vii) drop out (viii) throw up(ix) blow up (x) run away (xi) fade away (xii) see off(xiii) take down (xiv) pick out (xv) call up (xvi) fall off

Vocabulary:(i) (d) (ii) (f) (iii) (g) (iv) (i)(v) (b) (vi) (c) (vii) (k) (viii) (a)(ix) (n) (x) (e) (xi) (p) (xii) (h)(xiii) (o) (xiv) (l) (xv) (j) (xvi) (m)

Test Paper

1. (b) 2. (a) 3. (b) 4. (d)5. (c) 6. (d) 7. (c) 8. (b)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Punctuation


22. Tick () the correct option. Punctuate the sentences correctly.

Rewrite the sentences using punctuation marks and capital letters wherever required. Rewrite the passage with correct punctuations.

1. Objectives and Outcomes:The students will know the definition of ‘punctuation’. They will also learn about different types of punctuationand their use in sentences.


3. Procedure to Open the Lesson: Begin by writing a few sentences on the board. Each of the sentences should have different types of

punctuation marks. Ask the students if they know the names of the punctuation marks used in them. Askfor volunteers to come to the board, and explain at least five commonly used punctuation marks with theiruse in sentences. Explain the meanings of new and difficult words.




The definition of ‘punctuation’ Commonly used punctuation marks, such as full stop, comma, semicolon, colon, question mark, exclamation

mark, inverted commas, dash, apostrophe, hyphen, and parentheses.


2

5. Closing:

Give more information to the students about ‘punctuation’ using audio-visual aids.



7. Modification and Differentiation:For homework, student can study correct usage of punctuation marks in British and American English, andsome major differences between the two styles.

3

ASSESSMENT


Name : Class :

Roll No. : Date :


(i) Colon (a) (;)

(ii) Comma (b) (!)

(iii) Exclamation mark (c) (:)

(iv) Semicolon (d) (,)


(i) The question mark is used, instead of the full stop, after a ................... question.

(ii) The inverted commas are used to enclose the exact words of a ...................... .

(iii) ............................ means the right use of putting in points or stops in writing.

(iv) The comma represents the shortest ........................... .


(i) The colon is used after interjections.

(ii) The apostrophe is used to show possession and to indicate contractions.

(iii) The full stop represents the greatest pause and separation.

(iv) The dash is used in writing compound words.

Ch.22-Punctuation

Teacher’s Signature: ............................................... Parent’s Signature: ............................................


4

WORKSHEETCh.22-Punctuation

GRAMMAR

1. Insert appropriate punctuation marks in the following sentences:

(i) Mother Teresa was a kind large hearted woman and we all respected her

(ii) Dickens’s novels provide a wonderful insight into Victorian England

(iii) Its been a long day

(iv) It was a true amazing and incredible story

(v) What a terrible storm it is

(vi) Mount Everest in the Himalayas is the highest mountain in the world

(vii) He asked what time will they arrive

(viii) Bring your own pens pencils rulers etc

(ix) Have you seen the film yet

(x) Relatives friends colleagues all deserted her

2. Use capital letters in the following sentences wherever required:

(i) the population of ladakh is predominantly buddhist.

(ii) our own species, homo sapiens, probably evolved in africa, but nobody really knows the details of where,when, or from whom.

(iii) the kathmandu valley is the most developed and populated place in nepal.

(iv) pacific ocean is the largest of the world’s oceans, lying between america to the east and asia and australasiato the west.

(v) there are two ice giants in our solar system: uranus and neptune.

(vi) the first recorded efforts to reach everest's summit were made by british mountaineers.

(vii) the himalayas consist of a series of parallel ranges rising up from the ganges basin to the tibetan plateau.

(viii) the united provinces of agra and oudh was a province of india under the british raj.

(ix) mars has two small satellites, phobos and deimos.

(x) william shakespeare was an english poet, playwright and actor.


5

VOCABULARY

Punctuation marks show the reader where sentences start and finish, and if they are used properly,they make writing easy to understand. A list of some commonly used punctuation is given below.Write correct marks or signs for these punctuation.

1. dash

2. semicolon

3. hyphen

4. ellipsis

5. parenthesis

6. apostrophe

7. colon

8. exclamation mark

9. question mark

10. full stop (period)

11. inverted commas (quotation marks)

12. comma

6

TEST PAPER


Ch.22-Punctuation



1. The .............................. is used in writing compound words:

(a) dash

(b) colon

(c) hyphen (d) apostrophe

2. An assertive sentence can be ended by a/an:

(a) exclamation mark (b) full stop

(c) question mark (d) colon

3. The symbol for ‘parentheses’ is:

(a) ( ) (b) { }

(c) [ ] (d) none of these

4. We use ....................... after an indirect question:

(a) exclamation mark (b) full stop

(c) question mark (d) semicolon

5. The full stop is used:

(a) to close a statement or a command (b) after abbreviations

(c) to indicate a decimal fraction (d) all of these

7

6. The greatest pause and separation is represented by a ...................................:

(a) full stop (b) comma

(c) semicolon (d) colon

7. Capitals are used:

(a) to begin a sentence (b) to begin each new line of a poem

(c) to begin all proper nouns (d) all of these

8. Punctuation means the right use of putting in points or stops in:

(a) reading (b) speaking

(c) writing (d) listening

9. A full stop is also called a:

(a) colon (b) comma

(c) dash (d) period

10. The symbol for ‘semicolon’ is:

(a) , (b) :

(c) ; (d) !

8


A capital letter is always used in the following situations:

(i) In the names of people and places

(ii) In the titles of books, films, organizations, etc.

(iii) At the beginning of a sentence

(iv) In abbreviations

(v) To begin each fresh line of poetry

(vi) To write the pronoun ‘I’ and the interjection ‘O’

Rewrite the following sentences using capital letters wherever required:

(i) india is a country in south asia.

________________________________________________________________________________

(ii) john milton is best known for his epic poem paradise lost, written in blank verse.

________________________________________________________________________________

(iii) mother teresa founded the missionaries of charity in 1950.

________________________________________________________________________________

(iv) steven allan spielberg, an american filmmaker, was born on december 18, 1946 in cincinnati, ohio.

________________________________________________________________________________

(v) the milky way is the galaxy that contains our solar system.

________________________________________________________________________________

Ch.22-Punctuation

9

ANSWERSAssessment

1. (i) (c) (ii) (d) (iii) (b) (iv) (a)2. (i) direct (ii) speaker (iii) Punctuation (iv) pause3. (i) F (ii) T (iii) T (iv) F

WorksheetGrammar:1. (i) Mother Teresa was a kind, large-hearted woman; and we all respected her.

(ii) Dickens’s novels provide a wonderful insight into Victorian England.(iii) It’s been a long day.(iv) It was a true, amazing and incredible story.(v) What a terrible storm it is!(vi) Mount Everest (in the Himalayas) is the highest mountain in the world.(vii) He asked, ‘‘What time will they arrive?’’(viii) Bring your own pens, pencils, rulers, etc.(ix) Have you seen the film yet?(x) Relatives, friends, colleagues: all deserted her.

2. (i) The population of Ladakh is predominantly Buddhist.(ii) Our own species, Homo sapiens, probably evolved in Africa, but nobody really knows the details of

where, when, or from whom.(iii) The Kathmandu Valley is the most developed and populated place in Nepal.(iv) Pacific Ocean is the largest of the world’s oceans, lying between America to the east and Asia and

Australasia to the west.(v) There are two ice giants in our solar system: Uranus and Neptune.(vi) The first recorded efforts to reach Everest’s summit were made by British mountaineers.(vii) The Himalayas consist of a series of parallel ranges rising up from the Ganges basin to the Tibetan

plateau.(viii) The United Provinces of Agra and Oudh was a province of India under the British Raj.(ix) Mars has two small satellites, Phobos and Deimos.(x) William Shakespeare was an English poet, playwright and actor.

Vocabulary:1. ( – ) 2. ( ; ) 3. ( - ) 4. ( … )5. ( (c) ) 6. ( ‘ ) 7. ( : ) 8. ( ! )9. ( ? ) 10. ( . ) 11. ( “ ’’ ) 12. ( , )

Test Paper1. (c) 2. (b) 3. (a) 4. (b) 5. (d)6. (a) 7. (d) 8. (c) 9. (d) 10. (c)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Spelling Rules


23. Tick () the correct option. Tick () the wrongly spelt word in each group. Also supply the correct spellings. Encircle the incorrect words in the given list, then write their correct spellings. Try to find all of the words in the puzzle associated with school counsellor.

1. Objectives and Outcomes:The students will learn about a few rules for spelling words correctly. They will also learn about word formationby adding prefixes and suffixes.



Begin by writing any five spelling rules with example words. Ask for volunteers to come to the board, anddescribe some other spelling rules with examples. Explain meaning of new and difficult words.




Different spelling rules related towords ending in yword ending in iewords ending in single vowel + single consonantfinal consonant


2

words ending in silent ewords ending in el

words made by adding suffix - full

5. Closing:

Give more information to the students about ‘spelling rules’ using audio-visual aids.




For homework, students can compile a comprehensive list of 100 most commonly misspelled words in English.

3

ASSESSMENT


Name : Class :

Roll No. : Date :


(i) When ie or ei is pronounced like ee in ‘keep’, i comes before e except after ................... .

(ii) If there is a vowel before y , merely add the letter or suffix without ...................... .

(iii) Words of one - syllable ending in single vowel + single consonant such as ‘big’, ......................... theconsonant before a suffix beginning with a vowel.

(iv) The final consonant is not doubled when the suffix begins with a ..................... .

2. Mark ‘T’ for true and ‘F’ for false statement: 4

(i) In English, q is always followed by a.

(ii) If the word ends in ie , change these letters to y when adding -ing.

(iii) If there is another vowel before the final e such as ‘continue’, the e is usually doubled.

(iv) When you add -full to another word, drop one 1, but when you add - fully, retain 1.

3. Encircle the incorrect word in each of the following given lists, then write its correct spelling. 4

(i) accommodate hankerchief cemetery conscience _____________________

(ii) rhythm embarrass playwrite millennium _____________________

(iii) supercede liaison ecstasy maintenance _____________________

(iv) arctic deductible recommend pronounciation _____________________

Ch.23-Spelling Rules



4

WORKSHEETCh.23-Spelling Rules

GRAMMAR

Tick () the wrongly spelt word in each group. Also supply the correct spellings.

(i) insistent persistent resistent superintendent _____________________

(ii) accede concede exceed procede _____________________

(iii) achieve receive seize wierd _____________________

(iv) innoculate disappear surprise subscription _____________________

(v) accessible irresistable irritable permissible _____________________

(vi) analize assistant argument truly _____________________

(vii) grammar conscience paralel sacrilegious _____________________

(viii) anoint noticable desirable holiday _____________________

(ix) privilege occurence dissipate separate _____________________

(x) passtime pursue rhythmical courageous _____________________

(xi) calender category column consensus _____________________

(xii) embarrassment existance equipment experience _____________________

(xiii) gauge greatful guarantee grieve _____________________

(xiv) harass height humorus hierarchy _____________________

(xv) immediate intelligence ignorence indispensable _____________________

(xvi) leisure library medieval miniscule _____________________

(xvii) neighbour personnel possession relevent _____________________

(xviii) schedule twelth sergeant tyranny _____________________

(xix) threshold privilege vacume weather _____________________

(xx) leage halve kernel colonel _____________________


5

VOCABULARY

20 most commonly misspelled words are given below. Correct their spellings:

(i) acqueus ___________________________________

(ii) adolecent ___________________________________

(iii) aquiesce ___________________________________

(iv) brocoli ___________________________________

(v) concensus ___________________________________

(vi) consciencious ___________________________________

(vii) desicate ___________________________________

(viii) dialate ___________________________________

(ix) idiosyncracy ___________________________________

(x) incridible ___________________________________

(xi) indite ___________________________________

(xii) ingenius ___________________________________

(xiii) mischieveous ___________________________________

(xiv) occassion ___________________________________

(xv) onomatopia ___________________________________

(xvi) roomate ___________________________________

(xvii) sacrelegious ___________________________________

(xviii) seige ___________________________________

(xix) surveillence ___________________________________

(xx) truely ___________________________________

6





1. When ie or ei is pronounced like ee in ‘keep’, i comes before e except after:

(a) c (b) s

(c) k (d) o

2. In English, q in always followed by :

(a) e (b) i

(c) o (d) u

3. If a word ends in ie , change these letters to y when adding:

(a) -ment (b) -ness

(c) -ing (d) - ship

4. The final consonant is not doubled when:

(a) the suffix begins with a consonant

(b) there are two vowels before the final consonant

(c) there are two consonants in the end

(d) all of these

5. In case of words ending in ce and ge, such as notice, courage, etc., we ............... the final e whenadding able or ous.

(a) keep (b) double

(c) drop (d) none of these

7

6. Which of the following is a misspelled word?

(a) counterfeit (b) protien

(c) seize (d) surfeit


(a) completely (b) curiosity

(c) commitee (d) colleague


(a) humourous (b) pavilion

(c) knowledge (d) tendency

8


SPELLING RULES:

When ie or ei pronounced like ee in ‘keep’, i comes before e except after c. You are required tocompile lists of words containing ie and c + ei . Also compile a list of exceptions.

Words containing ie Words containing c + ei

achieve conceit

believe conceive

field deceit

grieve deceive

relieve receipt

yield receive

.................................. ..................................

.................................. ..................................

.................................. ..................................

.................................. ..................................

Exceptions

counterfeit plabeian

protein seize

surfeit weird

.................................. ..................................

.................................. ..................................

.................................. ..................................

.................................. ..................................

.................................. ..................................


9

ANSWERS

Assessment

1. (i) c (ii) change (iii) double (iv) consonant


3. (i) handkerchief (ii) playwright (iii) supersede (iv) pronunciation

WorksheetGrammar:

(i) resistant (ii) proceed (iii) weird (iv) inoculate(v) irresistible (vi) analyse (vii) parallel (viii) noticeable(ix) occurrence (x) pastime (xi) calendar (xii) existence(xiii) grateful (xiv) humorous (xv) ignorance (xvi) minuscule(xvii) relevant (xviii) twelfth (xix) vacuum (xx) league

Vocabulary:(i) aqueous (ii) adolescent (iii) acquiesce (iv) broccoli(v) consensus (vi) conscientious (vii) desiccate (viii) dilate(ix) idiosyncrasy (x) incredible (xi) indict (xii) ingenious(xiii) mischievous (xiv) occasion (xv) onomatopoeia (xvi) roommate(xvii) sacrilegious (xviii) siege (xix) surveillance (xx) truly

Test Paper

1. (a) 2. (d) 3. (c) 4. (d)5. (a) 6. (b) 7. (c) 8. (a)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : The Formation of Words


24. Make two words each using the given prefixes. Make two words each using the given suffixes. Write the meanings of the given prefixes and suffixes. Rewrite the given words by replacing incorrect suffixes with correct ones.

1. Objectives and Outcomes:The students will know the definitions of ‘prefix’ and ‘suffix’. They will also learn about some commonly usedprefixes and suffixes.



Begin by writing four words on the board— first two words with the use of prefixes, and last two with theuse of suffixes. Ask students if they know the meanings of prefixes and suffixes used in the formation ofwords. Ask for volunteers to come to the board and write any ten prefixes and suffixes with theirmeanings. Explain meaning of new and difficult words.



The teacher explains– Definitions of ‘prefix’ and ‘suffix’ A list of prefixes with meanings and example sentences A list of suffixes with meanings and example sentences


2

5. Closing:

Give more information to the students about ‘the formation of words’ with the help of prefixes and suffixesusing audio-visual aids.




For homework, students can compile lists of English, Latin and Greek prefixes and suffixes with the help ofgood grammar books and the Internet.

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ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match the following prefixes with their meanings: 4

(i) aqua- (a) before

(ii) cent- (b) water

(iii) fore- (c) same

(iv) homo- (d) a hundred (th)

2. Match the following suffixes with their meanings: 4

(i) - archy (a) process, state

(ii) - gon (b) doctrine, belief

(iii) - ism (c) angle

(iv) - osis (d) rule, control


(i) A ................. is added to the beginning of an existing word in order to create a new word with adifferent meaning.

(ii) A ................... is added to the end of an existing word.

(iii) The prefix ‘inter-’ means ............................ .

(iv) The suffix ‘-phobia’ means ......................... .

Ch.24-The Formation of Words



4

WORKSHEETCh.24-The Formation of Words

GRAMMAR

1. Make two words with each of the prefixes given below, and use them in sentences:

(i) anti- _______________ _______________________________________

_______________ _______________________________________

(ii) aqua- _______________ _______________________________________

_______________ _______________________________________

(iii) homo- _______________ _______________________________________

_______________ _______________________________________

(iv) hydro- _______________ _______________________________________

_______________ _______________________________________

(v) inter- _______________ _______________________________________

_______________ _______________________________________

2. Make two words with each of the suffixes given below, and use them in sentences:

(i) -archy _______________ _______________________________________

_______________ _______________________________________

(ii) -cracy _______________ _______________________________________

_______________ _______________________________________

(iii) -gon _______________ _______________________________________

_______________ _______________________________________

(iv) -let _______________ _______________________________________

_______________ _______________________________________

(v) -osis _______________ _______________________________________

_______________ _______________________________________


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VOCABULARY

1. Form two new words by using each of the following prefixes:

Prefix Meaning Word

(i) bi- twice; two __________________________________

(ii) dys- badly __________________________________

(iii) intra- on the inside, within __________________________________

(iv) mono- alone, single __________________________________

(v) multi- more than one; many __________________________________

(vi) over- above, beyond __________________________________

(vii) retro- backwards __________________________________

(viii) semi- half __________________________________

(ix) sub- under __________________________________

(x) ultra- to an extreme degree; beyond __________________________________

2. Form two new words by using each of the following suffixes:

Suffix Meaning Word

(i) -dom a state or condition __________________________________

(ii) -free free of or from __________________________________

(iii) -ful full of __________________________________

(iv) -ine belonging to; resembling in nature __________________________________

(v) -ish having the qualities of __________________________________

(vi) -hood a condition or quality __________________________________

(vii) -less free from; without __________________________________

(viii) -logy a subject of study or interest __________________________________

(ix) -ness a state or condition __________________________________

(x) -ship a quality or condition __________________________________

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1. A ................ is added to the beginning of an existing word in order to form a new word with a differentmeaning.

(a) affix (b) infix

(c) prefix (d) suffix

2. A ....................... is added to the end of an existing word in order to form a new word.

(a) affix (b) interfix

(c) prefix (d) suffix

3. The addition of a suffix often changes a word from one .................... to another.

(a) word class (b) word order

(c) word game (d) none of these

4. Prefixes ‘aqua-’ and ‘hydro-’ mean:

(a) air (b) earth

(c) heat (d) water

5. The prefixes ‘demi-, hemi-, semi-’ mean:

(a) full (b) half

(c) quarter (d) under


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6. Which of the following prefixes means ‘before’?

(a) ante- (b) fore-

(c) pre- (d) all of these

7. Which of the following prefixes means ‘relating to the earth’?

(a) bio- (b) geo-

(c) hydro- (d) phono-

8. Suffix ‘-osis’ means:

(a) rule (b) angle

(c) process or state (d) a quality

9. The suffix ‘-ble’ means:

(a) capable of (b) full of

(c) study of (d) fear of

10. Which of the following suffixes means: ‘feeding on a certain thing’?

(a) -cide (b) -way

(c) -wise (d) -vorous

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Make four words using each of the following suffixes:

(i) - age (action or result of something)

______________________________________________________________________________

(ii) - al (the action of)

______________________________________________________________________________

(iii) - ain (the agent or doer of a thing)

______________________________________________________________________________

(iv) - ee (the person to whom the action of the verb is being done)

______________________________________________________________________________

(v) - ence (a quality or an instance of it)

______________________________________________________________________________

(vi) - ette (relatively small size)

______________________________________________________________________________

(vii) - ity (referring to a state or quality)

______________________________________________________________________________

(viii) - let (denoting a smaller or lesser kind)

______________________________________________________________________________

(ix) - mony (denoting an action, state, or quality)

______________________________________________________________________________

(x) - phone (sound)

______________________________________________________________________________


9

ANSWERS

Assessment

1. (i) (b) (ii) (d) (iii) (a) (iv) (c)2. (i) (d) (ii) (c) (iii) (b) (iv) (a)3. (i) prefix (ii) suffix (iii) between (iv) fear of

WorksheetGrammar:1. (i) antibody : The body makes a specific antibody for each disease we encounter.

antiseptic : He dabbed the cut with antiseptic.(ii) aquaculture : The aquaculture industry now provides almost half the fish eaten worldwide.

aquarobics : I also swim and take aquarobics whenever I can.(iii) homogeneous : The population of the village has remained remarkably homogeneous.

homologous : The wing of a bat and the arm of a man are homologous structures.(iv) hydrosphere : The hydrosphere and the lithosphere together form the earth’s surface.

hydrotherapy : Modern medicinal bathing or hydrotherapy first became popular in the USA.(v) interoceanic : We are thinking of building an interoceanic railway.

interstellar : People have been speculating about interstellar flight for years.

2. (i) patriarchy : We are constantly trying to break free from the chains of male chauvinism and patriarchy.autarchy : The absolute obedience under the autarchy reduces the sense of responsibility.

(ii) aristocracy : He was popular with the aristocracy but failed to win the support of the masses.technocracy : Technocracy claims that experts of science and technology govern society today.

(iii) hexagon : When bees make hexagons in their hives, the six-sided shapes fit together perfectly.polygon : Triangles and squares are polygons.

(iv) booklet : This booklet provides useful information about local services.droplet : Fog and mist are both made of tiny water droplets suspended in air.

(v) diagnosis : The doctor has made an initial diagnosis.metamorphosis : All flies undergo complete metamorphosis with egg, larval, pupal, and adult stages in

their development.

Vocabulary:1. (i) bifocal, bipolar (ii) dysentery, dysfunction (iii) intracellular, intravenous

(iv) monolingual, monopoly (v) multicoloured, multicultural (vi) overflow, overwork(vii) retrograde, retrospect (viii) semi-annual, semiconscious (ix) subdivide, subtract(x) ultraliberal, ultrasonic

2. (i) freedom, wisdom (ii) carefree, germ- free (iii) beautiful, wonderful(iv) canine, feline (v) boorish, girlish (vi) childhood, neighbourhood(vii) fearless, hopeless (viii) psychology, sociology (ix) eagerness, greatness(x) friendship, companionship

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Test Paper

1. (c) 2. (d) 3. (a) 4. (d) 5. (b)

6. (d) 7. (b) 8. (c) 9. (a) 10. (d)

Project Work

(i) blockage, shrinkage, wastage, wreckage(ii) approval, arrival, burial, dismissal(iii) captain, chaplain, chieftain, villain(iv) employee, interviewee, payee, trainee(v) excellence, innocence, insistence, reverence(vi) cassette, kitchenette, novelette, statuette(vii) ability, equality, legality, possibily(viii) booklet, droplet, leaflet, starlet(ix) ceremony, harmony, matrimony, parsimony(x) homophone, megaphone, microphone, telephone

1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Figures of Speech


25. Name the various figures of speech in the given sentences. From the following, guess the figure of speech each is suggesting.


The students will know the definition of ‘figure of speech’. They will also learn about some important figuresof speech.



Begin by writing any five sentences containing different figures of speech. Ask students if they know thefigures of speech used in them. Ask for volunteers to come to the board, and explain any other figures ofspeech with example sentences. Explain meaning of new and difficult words.




The definition of ‘figure of speech’

Different figures of speech such as:-

simile, metaphor, personification, hyperbole, onomatopoeia, oxymoron, irony, alliteration


2

5. Closing:

Give more information to the students about ‘figures of speech’ using audio-visual aids.




For homework, students can learn about any other two figures of speech, not mentioned in the lesson such asapostrophe, climax, euphemism, interrogation, synecdoche, understatement, etc. with the help of the Internet.

3

ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match each figure of speech in the first column with its example sentence in the second 4column.

(i) Simile (a) Laughter is the best medicine.

(ii) Metaphor (b) Suddenly the room filled with a deafening silence.

(iii) Personification (c) The maths paper was as tricky as a labyrinth.

(iv) Oxymoron (d) The avalanche devoured everything in its path.


(i) A ..................... is a departure from the ordinary form of expression, or the ordinary course of ideasin order to produce a greater effect.

(ii) The .................. is usually introduced by words as like, as or so.

(iii) In oxymoron, .................. terms appear side by side.

(iv) Alliteration consists of the ................. of the same sound or syllable at the beginning of two or morewords.


(i) Metaphor is an implied simile.

(ii) Personification simply means making inanimate objects and abstract notions spoken of as havinglife and intelligence.

(iii) Hyperbole makes something sound much more exciting or great in magnitude than it really is.

(iv) In irony, words are used in such a way that their intended meaning is same as the actualmeaning of words.

Ch.25-Figures of Speech



4

WORKSHEETCh.25-Figures of Speech

GRAMMAR

Name the figures of speech used in the following sentences:

(i) Seven sisters slept soundly on the sand. _________________________

(ii) The dishes fell to the floor with a clatter. _________________________

(iii) Her words are pearls of wisdom. _________________________

(iv) The wildfire ran through the forest at an amazing speed. _________________________

(v) I wandered lonely as a cloud that floats on high o'er vales and hills. _________________________

(vi) The police station gets robbed. _________________________

(vii) Life without hope is a living death. _________________________

(viii) A big bully beats a baby boy. _________________________

(ix) The bridge collapsed creating a tremendous boom. _________________________

(x) The wind whispered through dry grass. _________________________

(xi) The blacksmith's hand was harder than the rock. _________________________

(xii) Her hope was a fragile seed. _________________________

(xiii) The weather was so hot that literally everything was on fire. _________________________

(xiv) Parting is such sweet sorrow. _________________________

(xv) a pilot has a fear of heights. _________________________

(xvi) The audience listened to his spellbinding speech as quietly as mice. _________________________

(xvii) The stairs groaned as we walked on them. _________________________

(xviii) The diplomat said the friendship of the two countries was asdeep as an ocean. _________________________

(xix) My trip to Goa was very much a working holiday. _________________________

(xx) Words are daggers when spoken in anger. _________________________


5

VOCABULARY

Oxymoron is a figure of speech in which two opposite ideas are joined to create an effect. The commonoxymoron phrase is a combination of an adjective followed by a noun with contrasting meaning, such asbig baby or original copy.

You are required to complete the following oxymoron phrases with the help of adjectives given in the box:

same genuine true unbiased cruel

sweet silent honest unpopular living

old constant exact foolish deafening

open small definite virtual working

(i) ________________ celebrity (ii) ________________ crowd

(iii) ________________ death (iv) ________________ difference

(v) ________________ estimate (vi) ________________ holiday

(vii) ________________ imitation (viii) ________________ kindness

(ix) ________________ myth (x) ________________ news

(xi) ________________ opinion (xii) ________________ possibility

(xiii) ________________ reality (xiv) ________________ scream

(xv) ________________ secret (xvi) ________________ silence

(xvii) ________________ sorrow (xviii) ________________ thief

(xix) ________________ variable (xx) ________________ wisdom

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1. A ....................... is a departure from the ordinary form of expression, or the ordinary course of ideasin order to produce a greater effect.

(a) paraphrasing (b) figure of speech

(c) precis (d) proverb

2. The simile is usually introduced by a word as:

(a) as (b) like

(c) so (d) all of these

3. ........................ is an implied simile.

(a) metaphor (b) alliteration

(c) irony (d) metaphor

4. Personification simply means making ................. objects and abstract notions spoken of as having lifeand intelligence.

(a) animate (b) inanimate

(c) common (d) important

5. In hyperbole, an idea is made emphatic by:

(a) misstatement (b) overstatement

(c) understatement (d) none of these


7

6. Onomatopoeia is defined as a word which .................. the natural sounds of a thing.

(a) imitates (b) reiterates

(c) repeats (d) restates

7. In oxymoron, ........................ terms appear side by side.

(a) complementary (b) synonymous

(c) reciprocal (d) contradictory

8. Alliteration consists of the repetition of the same sound or syllable at the ....................... of two or morewords.

(a) beginning (b) middle

(c) end (d) none of these

9. In irony, words are used in such a way that their .................... meaning is different from the actualmeaning of words.

(a) exact (b) intended

(c) original (d) symbolic

10. The figure of speech in the statement, ‘They were standing in the rain alone together’, is:

(a) simile (b) metaphor

(c) oxymoron (d) hyperbole

8


A figure of speech is a word or expression that is used in a different way from the normal meaning in orderto produce a greater effect. You are required to give two examples for each of the following figures ofspeech. Your examples should be different from those given in the chapter.

1. Simile : (i) _________________________________________________________

(ii) _________________________________________________________

2. Metaphor : (i) _________________________________________________________

(ii) _________________________________________________________

3. Personification : (i) _________________________________________________________

(ii) _________________________________________________________

4. Hyperbole : (i) _________________________________________________________

(ii) _________________________________________________________

5. Onomatopoeia : (i) _________________________________________________________

(ii) _________________________________________________________

6. Oxymoron : (i) _________________________________________________________

(ii) _________________________________________________________

7. Irony : (i) _________________________________________________________

(ii) _________________________________________________________

8. Alliteration : (i) _________________________________________________________

(ii) _________________________________________________________


9

ANSWERS

Assessment

1. (i) (c) (ii) (a) (iii) (d) (iv) (b)

2. (i) figure of speech (ii) simile(iii) contradictory (iv) repetition


WorksheetGrammar:

(i) alliteration (ii) onomatopoeia (iii) metaphor (iv) personification(v) simile (vi) irony (vii) oxymoron (viii) alliteration(ix) onomatopoeia (x) personification (xi) hyperbole (xii) metaphor(xiii) hyperbole (xiv) oxymoron (xv) irony (xvi) simile(xvii) personification (xviii) simile (xix) oxymoron (xx) metaphor

Vocabulary:(i) unpopular (ii) small (iii) living (iv) same(v) exact (vi) working (vii) genuine (viii) cruel(ix) true (x) old (xi) unbiased (xii) definite(xiii) virtual (xiv) silent (xv) open (xvi) defeaning(xvii) sweet (xviii) honest (xix) constant (xx) foolish

Test Paper

1. (b) 2. (d) 3. (a) 4. (b) 5. (b)

6. (a) 7. (d) 8. (a) 9. (b) 10. (c)

Project Work

Do it yourself.

1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Proverbs


26. Match the words in column A to the appropriate words in column B to complete the proverbs.


The students will know the definition of ‘proverb’. They will also learn about some popular proverbs with theirexplanation.



Begin by writing any five proverbs with their explanation. Ask for volunteers to come to the board, anddescribe any other proverbs with their explanation. Explain meaning of new and difficult words.




The definition of ‘proverb’

Some popular proverbs


2

5. Closing:

Give more information to the students about ‘proverbs’ using audio-visual aids.




For homework, students can compile a comprehensive list of popular proverbs with the help of the Internet.

3

ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match each subject in the first column with its predicate in the second column to complete 4the proverbs.

(i) The early bird (a) flock together.

(ii) Empty vessels (b) dreads the fire.

(iii) Birds of a feather (c) catches the worm.

(iv) A burnt child (d) make more noise.


(i) A ................. is a short, well-known statement that gives practical advice about life.

(ii) Complete the proverb, ‘All that glitters is not .................. .

(iii) Complete the proverb, ‘Every cloud has a silver ................. .

(iv) Complete the proverb, ‘Better late than .................... .


(i) The proverb ‘A leopard cannot change its spots’, means that things cannot change their innatenature.

(ii) The proverb, ‘It is never too late to mend’, means it is always good to correct mistakes, howeverbelatedly.

(iii) The proverb, ‘Barking dogs seldom bite’, means those who issue verbal threats, never carrythem out.

(iv) The proverb, ‘haste makes waste’, means things done in a hurry are prone to get wrong orspoilt.

Ch.26-Proverbs



4

WORKSHEETCh.26-Proverbs

GRAMMARMatch each subject in the first column with its predicate in the second column to complete the proverbs.You can take help of the Internet.

(i) Actions (a) starts with a single step.

(ii) Absence (b) costs nothing and gains everything.

(iii) A bad workman (c) is the mother of invention.

(iv) Journey of a thousand miles (d) is the spice of life.

(v) Necessity (e) is better than no bread.

(vi) Old habits (f) speak louder than words.

(vii) Politeness (g) is in the eye of the beholder.

(viii) A rolling stone (h) makes the heart grow fonder.

(ix) A stitch in time (i) is worth a thousand words.

(x) Variety (j) blames his tools.

(xi) Good things (k) wins the race.

(xii) Half a loaf (l) die hard.

(xiii) Beauty (m) gathers no moss.

(xiv) Fortune (n) is better than cure.

(xv) Slow and steady (o) saves nine.

(xvi) A chain (p) is in the eating.

(xvii) A picture (q) come to those who wait.

(xviii) Beggars (r) is only as strong as its weakest link.

(xix) The proof of the pudding (s) favours the bold.

(xx) Prevention (t) cannot be choosers.


5

VOCABULARY

Match each word in the first column with its meaning in the second column.

(i) adage (a) an inscription on a building, statue, or coin

(ii) autograph (b) a word, phrase, or saying that is very well known

(iii) byword (c) a formal pronouncement from an authoritative source

(iv) caption (d) a signature, especially that of a celebrity written as amemento for an admirer

(v) cliche (e) a short statement expressing a general truth

(vi) dictum (f) a talk on a religious or moral subject

(vii) epigram (g) a phrase that expresses the principles of an organization

(viii) epigraph (h) a short and striking or memorable phrase used in advertising

(ix) epitaph (i) a brief description accompanying an illustration, cartoon,or poster

(x) motto (j) a phrase or opinion that is overused and betrays a lack oforiginal thought

(xi) sermon (k) a short sentence that expresses an idea in a clever oramusing way

(xii) slogan (l) an inscription on a gravestone

6




1. A ....................... is a short, well-known pithy saying, stating a general truth or piece of advice.

(a) proverb (b) idiom

(c) phrase (d) clause

2. A good start is half the ..................... done.

(a) mission (b) play

(c) assignment (d) work

3. Take care of pennies and the ................... will take care of themselves.

(a) dollars (b) euros

(c) pounds (d) rupees

4. Do not judge a book by its:

(a) colours (b) contents

(c) cover (d) publicity

5. The grass is always greener on the other side of the:

(a) border (b) fence

(c) lake (d) river

Ch.26-Proverbs

7

6. Look before you:

(a) lead (b) lean

(c) leap (d) leave

7. Blood is thicker than:

(a) milk (b) water

(c) oil (d) sweat

8. Cowards die many times, but a ................. man dies only once.

(a) ambitious (b) brave

(c) diligent (d) honest

9. Too many ....................... spoil the broth.

(a) bakers (b) servants

(c) culinarians (d) cooks

10. A bird in hand is worth two in the ....................... .

(a) bush (b) field

(c) jungle (d) tree

8


There are many English proverbs involving animals, such as:

The early bird catches the worm.Birds a feather flock together.Barking dogs seldom bite.A leopard cannot change its spots.

You are required to collect fifteen such animal proverbs with the help of the Internet.

(i) ______________________________________________________________________________

(ii) ______________________________________________________________________________

(iii) ______________________________________________________________________________

(iv) ______________________________________________________________________________

(v) ______________________________________________________________________________

(vi) ______________________________________________________________________________

(vii) ______________________________________________________________________________

(viii) ______________________________________________________________________________

(ix) ______________________________________________________________________________

(x) ______________________________________________________________________________

(xi) ______________________________________________________________________________

(xii) ______________________________________________________________________________

(xiii) ______________________________________________________________________________

(xiv) ______________________________________________________________________________

(xv) ______________________________________________________________________________

Ch.26-Proverbs

9

ANSWERS

Assessment

1. (i) (c) (ii) (d) (iii) (a) (iv) (b)

2. (i) proverb (ii) gold (iii) lining (iv) never


WorksheetGrammar:

(i) (f) (ii) (h) (iii) (j) (iv) (a)(v) (c) (vi) (l) (vii) (b) (viii) (m)(ix) (o) (x) (d) (xi) (q) (xii) (e)(xiii) (g) (xiv) (s) (xv) (k) (xvi) (r)(xvii) (i) (xviii) (t) (xix) (p) (xx) (n)

Vocabulary:(i) (e) (ii) (d) (iii) (b) (iv) (i)(v) (j) (vi) (c) (vii) (k) (viii) (a)(ix) (l) (x) (g) (xi) (f) (xii) (h)

Test Paper

1. (a) 2. (d) 3. (c) 4. (c) 5. (b)

6. (c) 7. (b) 8. (b) 9. (d) 10. (a)

Project Work

Do it yourself.

1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapter : Words Liable to be Confused and Misused


27. Underline the right word given in the brackets. Choose the correct word from the alternatives given below in each of the sentences. The sound of the following words is alike but meanings are different. Use them in sentences. Make sentences using each of the homonyms to bring out the difference in their meanings.

1. Objectives and Outcomes:The students will learn about some words which are liable to be confused and misused due to their similarity insound or form. Knowledge of confused and misused words will certainly help students to properly differentiatebetween them.


3. Procedure to Open the Lesson:••••• Begin by writing any two words which should be similar in sound or form, but different in meaning such

as stationary, stationery or principal, principle. Ask students to use them in sentences to differentiatebetween their meanings. Ask for volunteers to come to the board, and write some other words which arecommonly confused and misused in writing or speaking.




The meaning of ‘words liable to be confused and misused’


2

Some of the words which are commonly confused and misused

5. Closing:

Give more information to the students about ‘words liable to be confused and misused’ using audio-visual aids.

6. Assessment and Evaluation:The students will write the answers to the exercises at the end of the chapter in their notebooks. Theevaluation of these notebooks will help the teacher understand the level of comprehension of each student inregard to the chapter.


For homework, student can compile a list of some more commonly confused and misused words, apart fromthose given in the chapter. They can also use such words in sentences.

3

ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match the following columns: 3(i) route (a) a disorderly retreat of defeated troops(ii) root (b) a way from one place to another(iii) rout (c) the basic cause, source, or origin of something

2. Match the following columns: 3(i) vane (a) useless(ii) vain (b) a blood vessel(iii) vein (c) a revolving pointer to show the direction of the wind

3. Match the following columns: 3(i) sight (a) to mention as an example(ii) site (b) a particular place(iii) cite (c) view


(i) fare : _________________________________________________________

fair : _________________________________________________________

(ii) raise : _________________________________________________________

raze : _________________________________________________________

(iii) access : _________________________________________________________

excess : _________________________________________________________

Ch.27-Words Liable to be Confused and Misused



4

WORKSHEETCh.27-Words Liable to be Confused and Misused

GRAMMAR

Choose the correct words from the alternatives given below to complete the following sentences:

(i) The president ended his visit by laying a ........................... at the war memorial. (wreath/wreathe)

(ii) Campaigners have said that they are prepared to ........................... the law in order (defy/deify) to achieve their aims.

(iii) Listen to the ........................... of your elders. (council/counsel)

(iv) His ........................... from his family’s religious beliefs caused a lot of ill-feeling. (descent/dissent)

(v) He seriously wounded a man in a ............................ . (dual/duel)

(vi) A large mirror in a room can create the ............................ of space. (allusion/illusion)

(vii) He held the post until his untimely ............................ in 2015. (decease/disease)

(viii) The humiliation was more than they could .......................... . (bare/bear)

(ix) Your doctor may ......................... a medicine for depression or anxiety. (prescribe/proscribe)

(x) He has been released on ............................... . (bail/bale)

(xi) The house has a .......................... kitchen. (spacious/specious)

(xii) They tried to ......................... the security guards by sneaking through a back door. (allude/elude)

(xiii) The UN Security Council met in an emergency ....................... to discuss the crisis. (cession/session)

(xiv) The train was ............................. for 90 minutes. (stationary/stationery)

(xv) Economists ................................ sufficient reasons why people get into debt. (cite/site)

(xvi) They found it difficult to expel illegal ........................... . (emigrants/immigrants)

(xvii) The authorities did not ................................ to the strikers demands. (accede/exceed)

(xviii) Herdsmen dwell in large tents made of................................. . (canvas/canvass)

(xix) He is very .................................... at dealing with the media. (adapt/adept)

(xx) The............................ of journalistic ethics compel me to make this (canons/cannons)information available to the reader.


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VOCABULARY

Ten pairs of English words, that we are liable to confuse and misuse, are given below. Write themeanings of these words:

1. break : __________________________________________________________

brake : __________________________________________________________

2. discreet : __________________________________________________________

discrete : __________________________________________________________

3. desert : __________________________________________________________

dessert : __________________________________________________________

4. isle : __________________________________________________________

aisle : __________________________________________________________

5. complaisant : __________________________________________________________

complacent : __________________________________________________________

6. wary : __________________________________________________________

weary : __________________________________________________________

7. palate : __________________________________________________________

palette : __________________________________________________________

8. appraise : __________________________________________________________

apprise : __________________________________________________________

9. censor : __________________________________________________________

censure : __________________________________________________________

10. flout : __________________________________________________________

flaunt : __________________________________________________________

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TEST PAPER





1. The voices of .................. were effectively smothered:

(a) decent (b) descent

(c) dissent (d) none of these

2. The sails are bound to the mast with ..................:

(a) chord (b) cord

(c) cored (d) none of these

3. He cannot .................. his arms above his shoulders due to severe injuries:

(a) raise (b) rays

(c) raze (d) res

4. You have to go through an initiation .................. before you become a full member:

(a) right (b) rite

(c) wright (d) write

5. The nurse was having trouble finding a .................. in his arm:

(a) vain (b) vane

(c) vein (d) none of these

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6. The battle turned into a ..................:

(a) root (b) rout

(c) route (d) ruit

7. We may .................. an example or two:

(a) cite (b) sight

(c) site (d) spite

8. I cannot .................. this stifling humidity:

(a) blare (b) bare

(c) beer (d) bear

9. Students are likely to confuse and misuse words that are similar in sound or form, but different in ..................:

(a) meaning (b) origin

(c) position (d) none of these

10. The best view of the .................. is from the hills surrounding it:

(a) vail (b) vale

(c) veil (d) none of these

8

PROJECT WORK


Fill in the blanks with the appropriate word from the alternatives given below in each of the followingsentences:

(i) Tolstoy’s experiences of war had a profound ..................... on his work.

(a) affect (b) effect

(ii) They .................. to respect the law.

(a) aught (b) ought

(iii) They are not ................ sure what to do.

(a) altogether (b) all together

(iv) The ................. that bears most hangs lowest.

(a) bough (b) bow

(v) We do not have enough ................ to buy new furniture and machinery.

(a) capital (b) capitol

(vi) A flash of ................. lit up the whole sky.

(a) lightening (b) lightning

(vii) The role of the police is to ................. that the law is obeyed.

(a) ensure (b) insure

(viii) The ................ sins are relatively minor and more easily forgiven.

(a) venal (b) venial

(ix) Drought has stunted the growth of this year’s ............... crop.

(a) cereal (b) serial

(x) Tie it with a nylon .............. .

(a) cord (b) chord


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ANSWERS

Assessment

1. (i) (b) (ii) (c) (iii) (a)2. (i) (c) (ii) (a) (iii) (b)3. (i) (c) (ii) (b) (iii) (a)4. (i) The party which won the previous elections fared badly in the current ones.

I have studied hard and I believe that I have a fair chance of passing the test.

(ii) My friend’s grandmother has raised him ever since his parents died in a car accident.

The court permitted the municipal corporation to raze the illegally constructed residential establishments.

(iii) The lawyer was denied access to the prisoner due to security reasons.

I have started buying excess supplies to stock up for emergencies.

WorksheetGrammar:

(i) stationary (ii) accede (iii) adept (iv) illusion(v) bail (vi) bear (vii) canons (viii) canvas(ix) session (x) cite (xi) counsel (xii) dissent(xiii) defy (xiv) decease (xv) elude (xvi) duel(xvii) immigrants (xviii) prescribe (xix)spacious (xx) wreath

Vocabulary:1. wreath 2. defy 3. counsel 4. dissent5. duel 6. illusion 7. decease 8. bear9. prescribe 10. bail 11. spacious 12. elude

13. session 14. stationary 15. cite 16. immigrants17. accede 18. canvas 20. adept 21. canons

Test Paper1. (c) 2. (b) 3. (a) 4. (b) 5. (c)6. (b) 7. (a) 8. (d) 9. (a) 10. (b)


1

Teacher : ................................. Date : .................................

Subject : ................................. Period : .................................


Chapters (28-39) : Composition


28. Answer the questions on the basis of your reading of the poem / passage.29. Write social / business letters.30. Write a paragraph on:

Bicycle – the eco-friendly transportsaving our tigersan unforgettable momenta holiday

31. Write essays on the given topics.32. Write speeches on the given topics.33. Write any report from the newspapers you get at home, and fill in the details.34. Write classified advertisements for each of the given products.35. Describe the person/ place shown in the picture.36. Make diary entries on the given topics.37. Make a poster on any two topics.38. Form pairs. Pick two celebrities / infamous persons. Representing a celebrity each, write a

one-page conversation between the two celebrities, writing their names on top of the paper.39. Write a short biography on any two of the persons.

1. Objectives and Outcomes:The students will learn to write different types of written composition, such as comprehension, writing ofletter, paragraph, essay, speech, report, advertisements, diary, poster, dialogue, biographical sketch, and picturecomposition.



2

3. Procedure to Open the Lesson:••••• Begin by writing the definition of composition on the board. Also write types of composition as given in the

textbook. Ask for volunteers to come to the board, and make a format for any type of composition such asletter-writing, paragraph-writing, etc. The teacher will show the complete lessons (28-39) to the studentsby using ‘Friends Smart Class Software.



The meanings of different types of compositions

Hints for attempting unseen passages

Types of letters; parts of a letter

Essential features of a good paragraph; steps for writing a paragraph

Kinds of essays; essay outline format

Tips on writing a speech

Structure of a report

Types of advertisements; features of an advertisement

Describing people / places shown in the pictures

Some common rules of diary entries

Features of an effective poster

Rules for writing dialogue

Tips for writing a biographical sketch

5. Closing:

Give more information to the students about different types of written composition using audio-visual aids.

6. Assessment and Evaluation:The students will write the answers to the exercises at the end of the chapter in their notebooks. Theevaluation of these notebooks will help the teacher understand the level of comprehension of each student inregard to the chapter.


For homework, collect any two uplifting and powerful famous speeches in history with the help of the Internet,such as:

Abraham Lincoln’s ‘Gettysburg Address’

Jawaharlal Nehru’s ‘Tryst with Destiny’

3

ASSESSMENT


Name : Class :

Roll No. : Date :

1. Match the type of composition in the first column with its parts / kinds in the second. 4

(i) letter (a) headline, dateline, byline

(ii) essay (b) classified, display

(iii) report (c) heading, salutation, body, subscription

(iv) advertisement (d) introduction, body paragraphs, conclusion


(i) A .................... exercise consists of a passage upon which questions are set to test the student’s abilityto understand the meaning of the given text.

(ii) .................... letters include friendly letters and notes of invitations.

(iii) A ............... is a group of sentences expressing connected series of thoughts upon a single topic.

(iv) A ............... is a piece of argumentative text, spoken out before the audience.


(i) Display advertisements are full of pictures, catchy slogans and attractive colours to catchthe attention of readers.

(ii) Report writing is entirely a personal, short, artistic piece of writing.

(iii) A poster is a ‘public’ piece of paper conveying information through text and / or graphicimage.

(iv) Dialogue is the conversation between characters in a story.

Ch.28-39-Composition



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WORKSHEETCh.28-39-Composition

GRAMMAR

1. Read the passage below, and then answer the questions which follow it.Penguins are a group of aquatic flightless birds. They live almost exclusively in the Southern Hemisphere, withonly one species, the Galapagos penguin, found north of the equator. Most penguins feed on krill, fish, squid andother forms of sea life which they catch while swimming underwater. They spend roughly half of their lives onland and the other half in the sea. The largest living species is the ‘emperor penguin’, which stands about 4 feet7 inch in heighst, and weigh 35 kg. The smallest penguin species is the ‘little blue penguin’, which stands about12 inch in height, and weighs 1 kg. Among extant penguins, larger penguins inhabit colder regions, while smallerpenguins are generally found in temperate or even tropical climates.Penguins appear to have no special fear of humans. They approach groups of people without hesitation. This isprobably because penguins have no land predators in Antarctica or the nearby offshore islands. Instead, adultpenguins are at risk at sea from predators such as sharks, killer whales, and leopard seals.Penguins have been the subject of many books and films such as Happy Feet, Surf’s Up and The Penguins ofMadagascar. March of the Penguins is a documentary based on the migration process of the emperor penguin.Penguins are superbly adapted to an aquatic life. Their wings, in the form of flippers, are useless for flight in theair, but allow penguins in water to be astonishingly agile.

Questions:

(i) Which aquatic flightless birds live almost exclusively in the Southern Hemisphere?___________________________________________________________________________

(ii) Name the only species of penguin which is found north of the equator.___________________________________________________________________________

(iii) On which food do most penguins feed?___________________________________________________________________________

(iv) Name the largest and the smallest penguin species.___________________________________________________________________________

(v) Which sea animals are predators of adult penguins in Antarctica?___________________________________________________________________________

(vi) How are wings of penguins useful for them?___________________________________________________________________________


5

2. Write a letter to the editor of a local newspaper complaining of the bad quality and inadequate supplyof municipal water in your town.

6

3. Write a short paragraph on the subject ‘My Aim in Life’.

7

4. Write a short essay on ‘homeless people’.

8

5. Junk food can be very appealing to children, but it causes more harm to them than they can imagine.Prepare a speech to be delivered in the school assembly on the harmful effects of junk food onschoolchildren. Use the hints given below.

Hints:

proves to be harmful addictive obesity, chronic illness, low self-esteem, depression decreases concentration level high calorie, fat, carbohydrates and added sugars creates deficiency of nutrients diabetes, blood pressure, stroke slow poison

9

6. Reeta is secretary of the Cultural Society of Vivekananda School. Van Mahotsava was celebrated inher school on August 24. She is asked to write a report on the programme. Write the report with allthe necessary details about the programme, participants, cleanliness, tree plantation, dances, etc.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

7. Mr. Vimal wants to sell off his motorbike because he wants to shift in another city in India. Writeclassified advertisement on this topic.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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8. Describe the scene of a hockey game shown below.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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9. You are Sumit, a student of class X. Your father has been transferred to another city resulting in achange of school for you. You have been attending your new school for a week now. Write a diaryentry in 50-60 words on your thoughts and feelings about your old school and new school.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

10. Design a ‘poster’ for a tree plantation campaign being organised by the Environment Club of yourschool. Provide all the relevant information.

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11. Write a short dialogue between two friends discussing their hobbies.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

12. Write a short biographical sketch of Nobel laureate Amartya Sen.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

13

VOCABULARY

Match the word in the first column with its meaning in the second:

(i) abortive (a) morally instructive

(ii) bereft (b) productive

(iii) chronic (c) just about to happen

(iv) didactic (d) unlucky

(v) egalitarian (e) very ordinary

(vi) fecund (f) insignificant

(vii) garrulous (g) easy to understand

(viii) hapless (h) unsuccessful

(ix) imminent (i) believing in the social and economic equality of all people

(x) lucid (j) feeling very sad and lonely

(xi) mundane (k) talkative

(xii) nebulous (l) long-lasting

(xiii) onerous (m) necessary for a particular purpose

(xiv) paltry (n) involving a great deal of effort, or difficulty

(xv) requisite (o) unclear and formless

14

TEST PAPER





1. A ............... exercise consists of a passage upon which questions are set to test the student’s ability tounderstand the meaning of the given text.

(a) comprehension (b) essay

(c) paragraph (d) report

2. Business letters include:

(a) letters of application (b) letters to government officers

(c) letters to newspapers (d) all of these

3. A ................... is a group of sentences expressing connected series of thoughts upon a single topic.

(a) paraphrasing (b) paragraph

(c) precis (d) dialogue

4. An .......................... essay consists of an exposition or explanation of some subject.

(a) descriptive (b) expository

(c) imaginative (d) narrative

5. A .................... is a piece of argumentative text, spoken out before the audience.

(a) conversation (b) dialogue

(c) report (d) speech

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6. structure of a report consists of:

(a) headline (b) dateline

(c) byline (d) all of these

7. ....................... writing is entirely a personal, short, artistic piece of writing in which the writer records some ofhis or her important and unforgettable experiences.

(a) diary (b) essay

(c) paragraph (d) report

8. A ................. is any piece of printed paper designed to be attached to a wall or vertical surface.

(a) advertisement (b) picture

(c) poster (d) board

9. Classified advertisements are small advertisements that are placed in the classified columns of a:

(a) book (b) manual

(c) newspaper (d) pamphlet

10. Biographical sketch means an account of the life and activities of a:

(a) person (b) place

(c) object (d) none of these

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Write a paragraph on ‘National Flag of India’.


17

ANSWERS

Assessment1. (i) (c) (ii) (d) (iii) (a) (iv) (b)2. (i) comprehension (ii) social (iii) paragraph (iv) speech3. (i) T (ii) F (iii) T (iv) T

WorksheetGrammar:1. (i) Penguins are acquatic flightless birds which live almost exclusively in the Southern Hemisphere.

(ii) Galapagos penguin is the only species of penguin which is found north of the equator.(iii) Most penguins feed on krill, fish, squid and other forms of sea life.(iv) Emperor penguin is the largest living species, and ‘little blue penguin’ is the smallest penguin species.(v) Sea animals such as sharks, killer whales, and leopard seals are predators of adult penguins in Antarctica.(vi) The wings of penguins, in the form of flippers, allow them in water to be astonishingly agile.

2. Do it yourself.3. My Aim in Life – Choosing a profession is not an easy task. A wrong choice can mar one’s career and make

one’s whole life miserable. So the choice of a profession must be made very judiciously and that after longreflection and consultation with elders and other experienced people. In this regard, one’s aptitude and bent ofmind and general attitude towards life should not be ignored. After considering all the pros and cons of thematter, I have decided to become a doctor. My main motivation came to me from the noble example set beforeme by my father. My father is a renowned doctor in the town. He pursues the medical profession with a spirit ofdedication. I want to follow in the footsteps of my father. I am a brilliant student, particularly strong in sciencesubjects. Biology is my favourite subject. I have a natural bent of mind for the medical courses. Therefore, Ihave finally decided to become a doctor. My parents are also able to pay my fees. My chief aim is to servehumanity. There is so much misery in the world. I want to mitigate it to whatever extent I can.

4. Do it yourself.5. Good morning, respected Principal, Headmistress, teachers and my dear friends.

Today, I am going to express my views on the topic – ‘junk food - poison for children’. As you all realise howappealing junk food can be because of the good taste and convenience. But if we come to know about itsharmful consequences, I am sure, none of us are going to touch junk food ever in life again. Junk food mayappear especially appetising. However, its regular consumption can be addictive for children, and lead tocomplications like obesity, chronic illness, low self-esteem and even depression. All this may affect a child’sperformance in school. According to a study conducted, diet has a significant effect on children’s study habits.Foods with high sugar content deplete energy levels and ability to concentrate for extended periods of time.By consuming junk food, children take in a high amount of calories, fat, carbohydrates and added sugars in onefast food meal, with the result that their bodies become deficient in fibre and other nutrients. Such eating habitsincrease the risk of obesity. They are thus at a risk for developing diabetes, high blood pressure and stroke. So,friends, it is in our hands to decide what kind of food to choose. If we want to lead a healthy life, we must put anend to the consumption of this poison called junk food.

6. Our school celebrated Van Mahotsava on August 24 along with a cultural programme. The students presentedtwo songs, which highlighted the importance of trees. The boys and the girls of class XI presented a dancedrama which got thunderous applause from the spectators. Van Mahotsava followed. About 100 saplings ofdifferent varieties of trees were planted by the students and the staff along the boundary of the school. Mrs

18

Kiran Bedi, the first woman police officer, graced the occasion as the chief guest. She asked the students to takeproper care of the planted saplings until they grow bigger. The Principal thanked Mrs Bedi and the gathering.The local press appreciated our efforts.

7.,8. Do it yourself.9. Sunday, 10 May, 2018

9.00 p.m.Dear Diary,Shifting to a new city and a new school, in the mid session, had left me very unhappy. I badly missed my oldschool, teachers and friends. But today, my new classmates went out of their way to help me when I fell downthe stairs in the school. They took me to the first-aid room, and even did my written work. It has been just oneweek, but I have started to feel comfortable already.Sumit.

10.,11. Do it yourself.12. A Short Biographical Sketch of Amartya Sen–Amartya Sen was born in Bengal, British India, in the district

of modern day Bangladesh., Manikganj. He is an Indian economist and philosopher who, since 1972, has taughtand worked in India, the United Kingdom, and the United States. Sen has made contributions to welfare economics,economic and social justice, and economic theories of famines.He is Thomas W. Lamont University Professor at Harvard University and member of faculty at Harvard Lawschool. He was awarded the Nobel Prize in Economics in 1998, and India’s Bharat Ratna in 1999 for his workin welfare economics. He received the honorary citizenship of Bangladesh in 1999. His works helped to developthe theory of social choice. In 1981, he published his famous work ‘Poverty and Famines’. An Essay on Entitlementand Deprivation, where he showed that famine occurs not only due to shortage of food, but from inequalities inthe mechanisms for distributing food. He had personally witnessed the Bengal famine of 1943. He has donevaluable work in the field of development economics, which has had a tremendous influence on the formulationof the United Nations Development Programme’s Human Development Report.In May 2007, he was appointed as chairman of Nalanda Mentor Group to examine the framework of internationalcooperation, and proposed structure of partnership, which would govern the establishment of Nalanda InternationalUniversity Project as an international centre of education. On 19 July, 2012, Sen was named the first chancellorof the proposed Nalanda University.Amantya Sen has authored many books in cluding : The Argumentative Indian : Writings on Indian History, Culture, and Indentity The idea of justice Rationality and freedom Peace and democratic society

Vocabulary:(i) (h) (ii) (j) (iii) (l) (iv) (a) (v) (i)(vi) (b) (vii) (k) (viii) (d) (ix) (c) (x) (g)(xi) (e) (xii) (o) (xiii) (n) (xiv) (f) (xv) (m)

Test Paper1. (a) 2. (d) 3. (b) 4. (b) 5. (d)6. (d) 7. (a) 8. (c) 9. (c) 10. (a)


lesson plan the grammarian the journey begins · 2020. 4. 7. · body of the lesson: the teacher...

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