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प्रश्न
Now read this extract from a story and draw arrows (as in the example above) to show how the personal pronouns refer to the different people and things.
Leena was on her annual visit to her uncle's house. She always enjoyed it because she was allowed to spend most of the day down at the mango grove. Leena's uncle was a friend of the man who owned the grove and he always gave a special rate. This year Leena's aunt joined her, and together they set off across the fields to the grove. The branches of the trees were covered with fruits, and so bowed down with the weight that they almost touched the ground. They spent hours picking fruit, eating most of it and sleeping in the shade.
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उत्तर
APPEARS IN
संबंधित प्रश्न
Answer the following question briefly:
Did Private Quelch’s day to day practices take him closer towards his goal? How can you make out?
At first, Private Quelch was a hero in the eyes of his fellow soldiers. Support this observation with suitable examples from the story in about 100 words.
Answer the following question:
Who was Jerry Fisher? What did he say to try and convince Bill to change his mind?
Answer the following question briefly.
How did John’s first meeting with Jessie’s father go? What did the author tell him?
Answer the following questions:
What does the poet want to convey by using the words ‘steal’ and ‘slide’?
The poem is full of images that come alive through skilful use of words. Describe
any two images that appeal to you the most, quoting the lines from the poem.
What according to you are the stages of a person's life? What characteristics
would you associate with each stage? (e.g., childhood: innocence, joy
During summer vacation, you and your friends decide to enroll in 'The School for Flying'. While training, you had an interesting and unforgettable experience. Here's an account of it. Complete it by using words from A.1.
It was the most amazing summer camp that we had ever been to. My friend Jonathan and I decided to join the flying-school. We underwent rigorous training and gained a lot of expertise, Jonathan in charting the course of flight and I, in flying the plane. 25 May 2010 was the Red Letter Day as we were to fly a plane for nearly half an hour without an instructor. At 6: 15 GMT we took the flight, Jonathan as a (1)............ and I, as the (2) ............ . We remembered all the instructions given to us at the academy and we were (3) ............ signals at frequent intervals. The day was clear but windy. We were (4) ................. hills and were flying along the coast. Suddenly, the weather turned turbulent. We (5)............ our position asking for advice. But unfortunately there was no communication from the other end. All of a sudden, we heard an explosion. The fuel tank of our plane had caught fire due to the lightning. We immediately decided to (6) ............... the plane and donned the (7) .......... that were available. We were blown off 55-60 kms away from the coast and we landed on the outskirts of a dense forest. We were not injured but were hungry and thirsty. We ate some wild fruit hoping it was safe. But unluckily it was disastrous for Jonathan as he had (8) ............ after that. We remembered our instructor's clear and (9)................ instructions in case of an emergency. We discussed various strategies and decided to (10).............. to the core about the life saving strategies. We started exploring the forest. We must have wandered for about an hour or so along the coast, when my eyes suddenly fell on something red in the crevice of a big rock. I went closer to it and to my great happiness and relief I saw a (11) ............. . It was (12).......... away in a cosy nook. Oh! What a relief it was! We were successful in rowing our way back from where we had started. Meanwhile, the coast guards were hunting for us. We had instantly become celebrities!
Now write three situations similar to (a) in the box. Exchange the information with your partner and guess the answer to each other's situations as in (b).
Question 1.
My dog is barking angrily and is trying to get loose.
Question 2.
The car is making a curious noise.
Question 3.
Satish enters breathing heavily.
Satish enters breathing heavily.
(4)
Used to and Would
(A) Read the passage given below. Substitute ‘used to’ with ‘would’ wherever appropriate so that the passage reads better.
When I was a student, I used to visit the library frequently. The librarian was a kind man and he used to help me select my books. There used to be a small tea shop near the library. After spending a few hours in the reading room of the library, 1 used to go to this tea shop to meet my friends. There used to be an old waiter who kept a corner table reserved for us.
No. This is because they are used differently.
Read the passage again and complete the sentences below.
1. ‘used to’ is used to describe _______ in the present as well as situations that existed in the past.
2. ‘would’ is used to describe only _______ in the past.
(B) Think of the days when you were eight years old. Write down four or five things you would do or used to do or be. Make sentences like those in the box. Share your experiences with your partner.
Choose one suitable word from the given options to complete the paragraph.
It’s in (a)_____middle of (b)_____night on (c)_____edge of the world. On the fringes of civilization, where man and beast have barely left (d) _____mark, 12 people are sleeping in small nylon tents pitched in the scant shelter of (e)_____mountains. The camp is at (f)_____mercy of the elements, (g)_____are volunteers who have set up camp to help gather (h)_____ information on (i)_____the snow leopard population. These conservationists have had very (j)_____or no scientific training. They, along with (k)_____guides intend to assess (l)_____ snow leopards habitat in (m)_______ Altai region, Siberia.
| (A) (i) x (ii) a (iii) an (iv) the |
| (B) (i) the (ii) some (iii) a (iv) one |
| (C) (i) a (ii) an (iii) the (iv) x |
| (D) (i) their's (ii) their (iii) his (iv) our |
| (E) (i) a (ii) x (iii) the (iv) some |
| (F) (i) x (ii) a (iii) an (iv) the |
| (G) (i) This (ii) There (iii) That (iv) These |
| (H) (i) some (ii) few (iii) x (iv) a few |
| (I) (i) x (ii) a (iii) an (iv) the |
| (J) (i) a little (ii) few (iii) some (iv) little |
| (K) (i) there (ii) their (iii) they're (iv) these |
| (L) (i) the (ii) a (iii) an (iv) x |
| (M) (i) an (ii) a (iii) x (iv) the |
During your discussions in groups, and in your individual written report, you will find the following language useful :
GROUP DISCUSSION
When recommending
| I | Propose suggest recommend |
that..... |
| what about ? why don't we....... |
| we could think |
consider...... about......... |
WRITTEN REPORT
When recommending
| I |
propose |
that..... |
| I strongly recommend that ........ |
| I urge the commision to ....... |
| It is | recommended proposed |
that.... |
| My | recommendation proposal |
is that...... |
When giving reasons
| ................. as .............. ................because ......... ..............since ............... |
| My reason is that .................... |
When giving reasons
| ................. as .............. ................because ......... ..............since ............... |
| My reason is that....................... In view of the fact that.............. |
What is your opinion about 'Animals behind bars'? Share your views with the class.
: Duties and Privileges
. In some schools the student - council members are assigned duties at the
beginning of every academic year.
Write a job description to be given to the newly elected Environment
Monitor of your school.
You may do this individually. Later your class as a whole can come out with one
duty list to be displayed on the soft-board. You may use the words given in the
box below.
can, may, can’t, mustn’t, must, should, have to.
Match the sentences in A with their meanings in B.
| A | B |
|
You should have taken your keys. You could/might have lost your keys at the cinema. You must have left your keys at home. |
It is possible that you left your keys. You are to blame for leaving your keys. I think that you probably left your keys. |
Look at the following pair of sentences. Underline the modals and discuss why each one is used in that sentence.
e.g.
I must not take those pills. (I’m not allowed.)
I need not take those pills. (It is not compulsory but I may if I wish.)
(b) I needn’t go to the meeting if I don’t wish to.
2. (a) I can swim a length of the pool.
(b) I can swim in the pool on Saturdays.
3. (a) You ought to get a nice present for her.
(b) You have to get a nice present for her.
4. (a) Can I go to the toilet?
(b) May I be excused?
5. (a) I may come tomorrow if I have the time.
(b) I might come tomorrow but it’s going to be difficult.
Did you know?
Modals are a small group of verbs that are used to express possibility,
probability, capability, capacity, ability, obligation and predictions.
Some of the modals you learnt in this unit are
can
may
shall
could
might
should
Need, dare, had better are also modals.
Understanding Modals:
Modal Auxiliaries
A modal verb or auxiliary verb is a verb, which modifies another verb, so that
the modified verb has more intention in its expression. In essence the modal
verb expresses modality, the way in which something is being said.
The main modals are
Can: could; may: might; shall: should; will: would: must; ought to; need to;
have to.
The negative modals are
Couldn't; wouldn't; shouldn't; mustn't; needn't; oughtn't/ ought not to
| Modal | Examples | Uses |
| Can/ can't |
She can read and write It can rain today Can I borrow your pen? Can you lend me your notes? Can I carry your books? |
ability possibility /probability seeking permission request offer |
| Could/ couldn't |
Could I borrow your book? Could you please help me with this sum? We could go for a picnic on Sunday I think you could come first this time There was a time when I could work round the clock. |
seeking permission request suggestion possibility/ probability past ability |
| May |
May I have some water? May I help you? May I shut the door? India may become a super power by 2020. May God bless you |
request offer permission possibility/ probability wish/ desire |
| Might | They might sell their house as they need the money. | future possibility/ probability |
| Will /Won't |
It is very cold so I will stay at home. I will help you if you wish. Will you look after my dog for a day? It will rain tonight. I will get you a shawl from Srinagar. |
intention offer request prediction promise |
| Would/Wouldn't |
Would you mind if I come over tonight? Would five o'clock suit you? Yes it would. Would you pass the salt? Would you come to my party? Would you prefer tea or coffee? |
permission making arrangements request invitation preference
|
| Shall |
Shall I help you? Shall we meet at 3.00 pm outside Bakshi Stadium? |
offer making arrangements |
| Should |
We should check the timings of the train. You should listen to the advice of your elders. |
recommended action advice |
| Ought to |
You ought to do your duty. The bus ought to be here any minute |
advice probability |
| Must/mustn't |
We must make a move now. You mustn't tell lies. |
obligation necessity |
| Need |
He need not go to the market. You need to lose weight. I need to get the groceries. |
necessity compulsion insistence |
Reporting 'Questions' and 'Requests'
The words in these sentences have been mixed up. Put them in the correct order. Direct questions (?) are followed by reported questions ( • ). Study the examples first.
Your seat comfortable is (?)
Is your seat comfortable?
Seat he if asked your comfortable was (•)
He asked if your seat was comfortable.
feeling are you better (?)
___________________________
she if feeling better were asked you (•)
___________________________
did kalias live where the (?)
___________________________
asked he the kalias where lived (•)
___________________________
they will be leaving when (?)
___________________________
asked be he when they leaving would (•)
___________________________
can open the please you window (?)
___________________________
you open asked window could she whether the (•)
___________________________
model how have finished that quickly so you (?)
___________________________
that model quickly so how had finished they asked you (•)
___________________________
Reported speech in Extended practice.
Read the dialogue between Mr Coomer (Mr C), the British Scholarship Officer, and an applicant, Miss Reena Banerjee (R).
Mr C : Come in, Miss Banerjee.
R : Thank you.
Mr C : Please sit down. Can I get you a cup of coffee or a cold drink?
R : Yes thank you. A cold drink, please.
Mr C : I’m just going to ask you a few questions. How long have you been studying English?
R : I’ve had private as well as school lessons for 14 years.
Mr C : Just as background information, what do you do in your spare time?
R : I’ve always enjoyed drama, and also debating.
Mr C : Why do you wish to obtain a scholarship to study in Britain?
R : Well, I’m interested in studying Immigration Law, and there are several good colleges in Britain dealing with his.
Mr C : Very interesting. Finally, do you know that the grant only covers teaching fees?
What about your living expenses?
R : My sister will pay for my personal expenses.
Mr C : Well, Miss Banerjee, we’ll be writing to you next week. Thank you for coming.
Reena meets her friend, Latha, after the interview. She is very excited and tells Latha exactly what happened. Fill in the spaces using reported speech.
Fill in the [boxes] with reporting verbs.
Class discussion
• Is a biography written in a particular order of events?
• Which is the most common tense?
