KADI SARVA VISHWAVIDYALAYA

B. P. COLLEGE OF BUSINESS
ADMINISTRATION

Gate No. 2, 2nd Floor, Sector- 23, GH- 6

Kadi Campus, Gandhinagar.

Website: www.bpcba.org

COURSE MATERIAL

BBA SEM. I
ENGLISH (101)

PREPARED BY: - MS. SANDHYA VYAS

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 CONTENT
SR.NO TOPIC PG. NO.

1. SYLLABUS 2-4

2 CHAPTER- 1 UNIT 1 [PROSE]

1. DIGITAL INDIA 8

2. LEMON YELLOW AND FIG- by Manohar Malgonkar 12

3. FATHER’S HELP- by R. K. Narayan 15

3 CHAPTER- 1 UNIT 2 [POETRY]

1. FATHER RETURNING HOME- by Dilip Chitre 19

2. STOPPING BY WOODS ON A SNOWY EVENING- by Robert 22

Frost

3. LEISURE- by W. H. Davies 24

4. CHAPTER- 2 LANGUAGE WORK

1. READING COMPREHENSION 27

2. PRECISE WRITING 43

3. DIALOGUE WRITING 48

5. CHAPTER- 3 GRAMMAR

1. PARTS OF SPEECH 53

1. NOUN 53

2. PRONOUN 55

3. ADJECTIVE 55

4. VERB 57

5. ADVERB 57

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 6. PREPOSITION 59

7. CONJUCTION 64

8. INTERJECTION 64

2. TENSES 65

1. PRESENT TENSE 67

2. PAST TENSE 72

3. FUTURE TENSE 78

3. TENSES IN CONDITIONALS 83

4. AUXILIARIES AND MODAL AUXILIARIES 86

5. SUBJECT- VERB AGREEMENT 93

6. ARTICLES [A, AN & THE] 98

7. PREPOSITION 59

8. ACTIVE AND PASSIVE VOICE 101

9. WORD POWER 110

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 CHAPTER 1
UNIT- I [PROSE]

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 Lesson no 1 Digital India
 Answer the following questions.
1. What is the aim of Digital India?
- ‘Digital India’ is the flagship program of the Government of India launched by Prime
Minister Shri Narendra Modi in the year 2015. It aims to create digital infrastructure
and improve digital literacy. It intends to convert India in to a developed nation with
apt foreground and in depth knowledge for becoming a digitally realized economy.
The program focuses on to improve internet connectivity and make the citizens
digitally literate, especially by empowering the rural areas.
2. What are the three main aspects of the vision of Digital India?
- The main focus of the Digital India program is on the development of digital
infrastructure and providing enhanced electronic initiatives across the world by
reducing manual work. The three main aspect of the vision is, 1. Empowering Citizens
Digitally 2. Creating and utilizing infrastructure and, 3. E- Governance and digital
delivery of services.
3. Why is the “IT” an important abbreviation for the program?
- The acronym IT is an important because it stands for three different verticals: 1
Information Technology, 2. Indian talent and 3. India tomorrow. Moreover, the
program is a mixture of different thoughts, ideas, and plans than span a range of
departments and ministries.
4. What is E- education?
- The term E – Education refers to the application of internet technology to the delivery
of learning experiences. The primary tools of e education are e-mail, e- meeting, e-
experiences and the methodologies of a pedagogy known as e- learning. In this essay,
it refers to provide internet in all schools with a free wi-fi technology in secondary
and high-secondary schools. Government of India has a big vision to develop and
promote a program called Massive Online Open Courses- MOOCs.
5. What roles does cyber security play in Digital India?
- Digital India is an initiative launched by Indian government which aims to transform
India into a digitally empowered society and knowledge economy. This initiative
would succeed only if the industries and enterprises would take care of Man,
Machine, and Method consequently cyber security is needed. With the growing need
to cure cyber-crimes and ensure safety in digital space, the government is setting up
National Cyber Security Center across the country. It has also come with CRET- for
India Computer Emergency Response Team, and it serves to spread awareness about
cyber security.
6. What is MyGov?
- Mygov is an initiative founded by Government of India to encourage citizens’
engagement and make them stakeholders in the country’s development. Besides,

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 the vision behind this platform is to promote collaborative governance and ensure
better partnership the government and its people, building goodwill and cultivating
a feeling of mutual trust and individual responsibility.
7. How will farmers benefit from Digital India program?
- Under this program farmers will be provided with the technical know- how and real-
time application of information regarding prices, mobile banking for easier financial
transactions and ordering inputs online easily and without any issue.
8. Describe E-healthcare system in brief.
- E-health care is relatively recent term for healthcare practice supported by electronic
process and communication. It is a single- most invention of medical science under
the Digital India mission and it would be provided to maintain medical records, to get
medical consultation online, record patient information and supply medicines
through online portals.
9. How does the government plan to improve the Justice system?
- Nowadays, in the age of digitalization the government has envisaged the concepts of
e-courts, e-police, e-jails, and e-prosecution. For the successful implementation of
technology for justice, slight modifications are required in existing legal frameworks
which can facilitate the seamless and effective implementation of technology for
justice. It will help to build a strong system as well as making justice related
infrastructure better and at par with global standards.

 Short- Notes:-
1. The role of Social Media in bringing about change.
The Government of India has launched the Digital India program in 2015 to spread
digital literacy and awareness in society. To make this program more successful,
Social Media played a vital role. In digital age, social media is a platform that has
brought the world on the same platform. It is an interface that brought people
closure to each other and removed the distances. Having a mass following to a great
extent, it is supposed to be the part and parcel of our lives. The role of the social
media that will be accountable to bring change in society.
Since the human being evolved, the communication has been an effective
medium to convey the feelings and the emotions. Social media is again serving the
same purpose but to a larger audience at the same time. However, an irresponsible
communication will lead to mutual conflict and thus into tensions. So the right
communication with all the perspectives stated in a fine manner is a major factor
that can have a huge societal impact.
If any medium has successfully brought united the world under the same roof, it
is the social media. If a diverse country like that of ours stays untied despite all the
differences, thanks to the broad-mindedness of our forefathers. This has to be done

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 via the medium of social media by the social people. This diverse environment bind
together spreads the fragrance of the national integrity. 21 st century is the time
where online ideas, surveys, and campaigns are transmitted faster and in an efficient
manner. Social media is an agent to provide the better digital analytics, better
records, and the results. As the internet spread across the world, social media knew
no bounds to bring a social reform.

2. The pillars of the Digital India movement:-

- Digital India is an essay which discusses about the Digital India program launched by
Government of India. The main aim of the campaign is to create digital infrastructure
and to improve digital literacy that reduces manual work. The vision of digital India
is an amalgamation of different thoughts, ideas and plans that spam a range of
departments and ministers functioning within various pockets across the country.
The program is supposed to work in tandem with the Department of Electronics and
Information Technology. In collaboration they have come up nine aspects that will
work as the pillars of the Digital India program.
1. Making mobile connectivity a universal feature.
2. Broadband highways
3. E-Governance
4. Public Internet Access Program
5. E-Kranti
6. Manufacturing electronics
7. Information for all
8. Information Technology for jobs
9. Early Harvest programs

3. E- Kranti and its salient features:-

- E- Kranti is another name for the updated version of e-governance platform launched
on a national level by Government of India called Nation e-Governance plan 2.0.
however, the original structure of the plan consisted many domains such as, health
care, education, police, justice, agriculture, lands, courts, municipalities, taxes etc.
the objectives of this plan are,
1. Transforming e-governance in order to transform governance.
2. Transformation instead of translation, and
3. Integrated services instead of individual services.
Apart from the above mentioned programs it covers many aspects like woman
empowerment, child development, urban governance, financial awareness and
social assistance.
4. Creating and utilizing digital infrastructure.

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 - The flagship program by the government of India, the Digital India aims to create
digital infrastructure and to improve digital literacy. It focuses on providing enhanced
electronic initiatives all over the world and reducing manual work.
Digital India program is trying to provide high speed internet all over the country and
especially remote areas. To achieve this targets, government aims to achieve:
1. Creating a unique identity that serves an individual life long across a rage of
platforms and services and completely authentic.
2. Making high speed internet connectivity available as a topmost priority for
relying information and delivering services.
3. Making provisions for a public cloud with a private space that can be shared
amongst specific individuals.
4. Encouraging digitalization in the financial sector by promoting services as mobile
banking and net banking.
5. Building cyber space that is safe and well encrypted.
6. Making a Common Service Center easily accessible to all.
Thus, the main objective of Digital India is to increase Digital literacy across the
country.

 M. C. Q. es:
1. What is another name for National e-governance Plan 2.0?
- E-Kranti
2. IT acronym stands for which three missions.
- Information Technology, Indian Talent and India Tomorrow.
3. What does MOOC stands for?
- Massive Open Online Course. (MOOC)
4. What does the “e” in e-governance?
- Electronic.
5. What is the full form of GIS?
- Geospatial Information System
6. What is the acronym for Department of Electronics and Information Technology?
- DeitY
7. How many pillars have been identified as a part of Digital India program?
- Nine
 True or False:
1. India is the largest market for smart phones. – False.
2. Facebook and Twitter are not the social media platforms.- False
3. Early harvest programs are not one of the pillars of digital India program. –FALSE.
4. MyGov has been initiated by a private enterprise. –False
5. Financial inclusion is a part of the e-karnti programe. – True
6. There is no provisions for farmers in the digital India program. – False

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 2. ‘Lemon-Yellow and Fig’ by Manohar Malgonkar
I. Answer the following questions in brief:
1) In what way had Mr. Ratnam been cheated by the previous salesman?

Ans: The previous salesman had cheated Mr. Ratnam by showing that he sold fewer saris
than he actually did. Thus he pocketed the difference money by telling such lies.

2) What were the qualities that the new salesman ought to have had, according to Mr.
Ratnam?

Ans: Honesty and a pleasant manner with the customers were the qualities that Mr. Ratnam
was looking for in the new salesman.

3) Why did Mr. Ratnam visit the shop?

Ans: Mr. Ratnam visited the shop just to make sure that the new salesman was not going to
let him down like the predecessor did. He wanted to ensure that he was not being cheated
by the new salesman, Mr. Agarwal.

4) Why did Mr. Ratnam select Mr. Agarwal as a new salesman?

Ans: Mr. Ratnam selected Mr. Agarwal as a new salesman because Mr. Agarwal had an
honest face and Mr. Ratnam was looking for honesty.

5) Why is the new salesman satisfied with his job?

Ans: The new salesman was satisfied because he had proved himself to be an honest and a
hard working person by making more sales, in his second week, than the previous salesman
had made during any week.

6) What made Mr. Agarwal suspicious about the second woman customer?

Ans: Mr. Agarwal became suspicious about the second woman customer because he was
reminded of an incident that happened with a fellow shop-keeper where two women had
cheated the shop-keeper.

7) Why did Mr. Agarwal send a hundred rupee note to his brother?

Ans: Mr. Agarwal wished to escape being cheated by the second customer whom he thought
to be a fraud. So he sent a hundred rupee note from his cash box to his brother.

8) How did Mr. Agarwal lose his job?

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 Ans: Mr. Agarwal had got his job due to his honesty. But, once when Mr. Ratnam came for a
surprise check to his shop and checked the cash in the cash-box, he found Rs 100 less.
Ironically Mr. Agarwal could not justify the missing cash. Thus, he lost his job.

II. Write short notes on the following

1. The irony in the story

2. Agarwal, the salesman

Ans: The story Lemon-Yellow and Fig revolves around a salesman Mr. Agarwal. Mr. Agarwal was
appointed by Mr. Ratnam at his saree shop in Bombay. The previous salesman had cheated Mr.
Ratnam by showing that he sold fewer saris than he actually did. Thus he pocketed the
difference amount by telling such lies. Honesty and a pleasant manner with the customers were
the qualities that Mr. Ratnam was looking for in the new salesman. Mr. Ratnam selected Mr.
Agarwal as a new salesman because Mr. Agarwal had an honest face and Mr. Ratnam was
looking for honesty. Mr. Agarwal was satisfied because he had proved himself to be an honest
and a hard working person by making more sales, in his second week, than the previous
salesman had made during any week.

One day Mr. Agarwal became suspicious about a woman customer because he was reminded of
an incident that happened with a fellow shop-keeper where two women had cheated the shop-
keeper. Mr. Agarwal wished to escape being cheated by the second customer whom he thought
to be a fraud. So he sent a hundred rupee note from his cash box to his brother. Mr. Agarwal
had got his job due to his honesty. But, when Mr. Ratnam came for a surprise check to his shop
and checked the cash in the cash-box, he found Rs 100 less. Ironically Mr. Agarwal could not
justify the missing cash. Thus he lost his job.

3. The importance of the hundred rupee note in the story

4. The appropriateness of the title of the story

Ans: The title of the story Lemon-Yellow and Fig is appropriate as in the story of Mr. Agarwal
Lemon-Yellow and Fig coloured saris and a hundred rupee note become the reason for losing
his job. This story depicts a real life situation in the life of a salesman in a sari shop in Bombay.
Mr. Ratnam has employed the salesman for his honest face and pleasant manner. One day a
charming, young lady, well dressed and well perfumed, came into the shop. She bought a lemon-
coloured silk sari and paid the price of Rs 40 for it with a Rs. 100 note. Soon after she left, another
prosperous lady entered wearing the same perfume. She asked for a fig- coloured sari. The
salesman got suspicious as he recollected a story of how two women used a trick with Rs 100
note to cheat a salesman. Agarwal took certain precautions to ensure that he did not get

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cheated in similar fashion. But, when his employer Mr. Ratnam conducted a surprise check of
funds in the cash box that day, he found Rs 100 short. The twist in the tale is that although
Agarwal was actually an honest salesman, he found it difficult to justify the missing cash to his
boss. As a consequence, Agarwal was accused of being dishonest and lost his job.

III. Answer the following questions choosing from the options given:
1. Mr. Ratnam’s sari mill was located in- Bombay
2. Mr. Ratnam employed Mr Agarwal as a salesman because the latter- had an honest face
3. Bohni means- the first sale of the day
4. Mr Ratnam agreed to try out the new salesman- for a few weeks
5. To start the day, the salesman was required to- keep Rs. 100 in small notes
6. IN the sari trade, fig color is a- mixture of red and green threads
7. The salesman knew the second customer was rich because she- wore large diamond clips
8. The salesman gave an envelope to the chokra to- take it to Kirpa Ram’s shop

IV. State whether the following statements are True or False:

1. Mr Agarwal was interviewed by Mr Ratnam who had come all the way from Mumbai- False
2. Mr Agarwal sent the 100 rupees note to his brother who worked in a nearby shop because he
wanted to pocket the 100 rupees himself.- False
3. The first customer that morning demanded a fig colored sari.- False
4. The second customer bought two saris.- True
5. Mr Ratnam had sent his daughter and wife to make a few odd purchases in the sari shop.-
False
6. The reason Mr Agarwal did not explain anything with regard to the missing 100 rupee note is
because he did not want to admit that he had mistaken Mr Ratnam’s daughter and sisters for
‘confidence tricksters’.- True

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 3. Father’s Help by R. K. Narayan
I. Answer the following questions in brief:

1) What, according to father, is the cause of Swami’s headache?

Ans: According to Swami’s father, Swami’s headache on Monday was because he loafed about
on Sundays.

2) ‘Swaminathan left his seat joyfully and hopped on the platform.’ For what did Swami go to
the platform?

Ans: Swami had put in all efforts to irritate his teacher and had tried everything to force Samuel
to beat him. So when the teacher finally called him to take the punishment, he left his seat
joyfully and hopped on the platform.

3) What are the facts that Swami found out to justify his plot against Samuel?

Ans: Swami found out that Samuel was reputed to have skinned the knuckles of a boy in first
standard and made him smear the blood on his face. Whether it was true or not, it was enough
to justify his plot against Samuel.

4) Why did Swami change his tactics while giving excuse to his father?

Ans: Swami knew that his father was very stubborn and would not accept false excuses so easily
and so he changed his tactics.

5) Why did Swami’s father tear the letter?

Ans: Swami’s father was upset because Swami did not handover the complaint letter against
Samuel to the headmaster and so he tore the letter in fury.

6) What did Swami say about Samuel to his father?

Ans: Swami told his father that Samuel was very violent, especially with boys. He made them
stand on their knees and caned them till they bleed.

7) Why did Swami realize that he was perjuring himself?

Ans: Swami realized that he was perjuring himself because he had deliberately portrayed Samuel
as an extremely violent man in front of his father. He had done all this to escape from school.

8) How did Swami provoke his teacher?

Ans: Swami wanted Samuel to beat him till he bleeds. He wished this because he wanted to
justify the complaint letter against Samuel written by his father. So, Swami provoked Samuel by
shouting in the class and by asking unnecessary questions.

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II. Write short notes on the following.

1. Swami’s father

2. Father’s Help:

Ans:- A reflection of the inner psyche of a school going child Father’s Help by R. K. Narayanan
unravels the inner psyche of school going child. Just like any other school-going child, one
Monday morning, Swami fabricates false stories. He complains of a headache. Swami’s father
is like a typical Indian father. He is stubborn and strict and has the final say in his family. Swami
manages to fool his mother by giving an excuse of a headache and thereby take an off from
school. But just then his father appears in the scene and it becomes difficult for Swami to
convince him. To substantiate his argument, he says that his teacher Samuel, would beat
children until he saw blood, and made them smear it on their forehead like a vermillion marking.
Hearing all this, his adamant father forces Swami to school with a letter addressed to the head
master.

On his way to school, Swami feels that he was the worst perjurer on earth. Apart from
the hearsays there was no knowledge of Samuel’s cruelties within his mind. To justify what has
been written in the letter he wants Samuel to do something. So he decides to deliver the letter
at the end of the day. Swami provokes the teacher for the entire day by shouting and screaming
unnecessarily. Samuel gets angry and canes him. Jubilant Swami rushes to the headmaster’s
room to hand over the complaint letter. He finds that the headmaster is on leave. The peon asks
him to handover the letter to the assistant headmaster; finding that he is Samuel himself, Swami
flees from the place. Knowing that Swami has failed to deliver the letter, he tears the letter off
and tells Swami that he deserves the thrashing and punishment from his teachers.

1. The children’s impression of Samuel vs Samuel the teacher in reality

Ans:- Samuel, the teacher of history and arithmetic in Swami’s school, was not such
a bad man. He was much more genial than the rest; often he cracked a joke or two
centering on Swami’s inactions and Swami took it as a mark of Samuel’s personal
regard for him. But it was a reality that he treated some children badly. His cane
skinned people’s hands. Years and years ago he was reputed to have skinned the
knuckles of a boy in First Standard and made him smear the blood on his face. No
one had actually seen it. Even when Swami makes all possible efforts to provoke
Samuel, he shows immense patience. Thus it can be said that Samuel is not as violent
a teacher as Swami had portrayed him.
III. Answer the following questions choosing from the options given:

1. Father’s Help has been taken from this anthology- An Astrologer’s Day and Other Stories

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 2. This story sheds light on the psychology of- a school-going child
3. Whom did Swami dread and fear at school- Samuel, his teacher
4. Swami did not do his homework because he- was lazy
5. What according to Swami induced ‘scenes of great violence’ in Samuel’s class? - Inspection
of home lessons
6. What did Samuel teach in the class on the day Swami reached late to class? - History and
Mathematics
7. What tactic did Swami apply to get Samuel’s attention in the history class? - He started
shouting out questions
8. Why did Swami ‘thrill’ at being called an idiot? - He was trying to provoke Samuel and he felt
it had worked

IV. State whether the following statements are True or False:

1. Samuel took geography classes.- False

2. Swami’s mother wrote a letter to the headmaster.- False
3. It was a Monday morning when Swami claimed to have a headache.- True
4. Swami was angry when his teacher Samuel called him an idiot.- False
5. Swami had completed his arithmetic homework.- False
6. Swami began to shout and talk in class in order to anger his teacher Samuel.- True

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 CHAPTER 1
UNIT- I [POETRY]

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 POEM 1. FATHER RETURNING HOME BY DILIP CHITRE

 ANSWER THE FOLLOWING QUESTIONS.

1. Give examples from the poem to prove that the old man does not come from an
affluent background?
- The old man is travelling by train. He is standing with other commuters which shows
that he belongs to middle class family. He was found all alone like most of the other
old aged people of the wealthy families. His cloths were also ordinary and he was
carrying a bag full of books. His late evening returning shows the struggle he has to
do however, he is old.
2. What can you conclude from the fact that the old man’s bag is filled with books?
- The poet has described the complete struggled life of an old man, his clothing or
dressing and stuffed bag. The old man’s bag crumbles with heavy load of the books.
Due to this heaviness, the poet says that his bag is full of books.
3. How does the poet describe his father’s train journey in the poem?
- In the train, the father is standing among the silent passenger. There is a yellow light
inside the train compartment, which indicates the evening time. The poet shows that
the old man belongs to middle class who is returning home after a long day hard
work, standing and doesn’t get a seat to relax. Nobody is friendly to talk with each
other. He becomes sad as the outside world and the atmosphere of his house that is
inside, both seems gloomy and unsympathetic.
4. How can you say that Dilip Chitre is presenting autobiographical elements in this
poem?
- The given poem seems autobiographical in nature because the poet shows the
loneliness and dejection from family members by presenting a picture of his own
father. He has seen the life of his father in a city thus, he expresses his feelings for
his father by the example of this unknown fatherly figure.
5. Why does the old man think of his ancestors?
- After returning home the old man finds that he is alone. The children have no time
for him. He is all alone in his room, while eating food. He goes to toilet himself. He
listens radio and thinks of his golden days with his forefathers who have time for
their grandparents. He finds some solace in thinking about his past and he compare
it with his present life scenario.
6. How was the atmosphere when the father was returning home? What difficulties
did the old man face?
- The poet indicates that it was a rainy day. The old man’s cloths were all wet with rain
water. His black raincoat is damaged with mud. The bag with stuffed books is falling
from his shoulder due to his weak arms. Further, it is getting dark in the evening so
he couldn’t be able to see clearly due to humid monsoon night. The atmosphere is
as gloomy and dull, unsympathetic just similar to his daily life.

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 Short Note:
1. The Old Man, despite facing hardship, has a proud spirit:

In the present poem, we find an old man returning home after hard work. He travels
by a common compartment in a train all alone among the silent commuters. It is a
late evening and he carries a bulky bag stuffed with books but he didn’t get a seat to
relax. He faces many difficulties due to the atmosphere and weather. We can make
out that he has worked very hard to fulfill his children’s dream and now at this age
he need to roam to survive even though his children are doing good. Nobody is there
to take care of him, he manages to go to the toilet by himself in a shaking state. His
family gives nothing to him except a stale chapatti and weak tea. His eyes are dimmed
with his old age who finds the true love of family. Finally, he finds his best friend in
radio and book. He thinks about his ancestors and tries to find some solace. We feel
sorry for him for his hardships but at the same time we must salute to this old spirit
who does not accept defeat against his life’s odds.

2. The theme of the poem:

The poem is autobiographical in nature. The poet writes about an old man who is
returning home after a day’s work. The poem opens with the image of an old man
traveling in a local train’s common compartment where he finds silent commuters in
the late evening. The old man belongs to middle class. He has a bag stuffed with
books and still nobody offers him a seat to get relax. The journey is nothing less than
an adventurous trip for him as it was a rainy evening and his cloths and call becomes
dirty with mud and spots. His eye sight is dimmed due to his old age. When he finally
returns home, nobody is there to take care of him. He manages his food and basic
necessities by his own. He finds his best company with radio and books. And while
listening those statics in radio he recall his past, the memories with his ancestors.
This is the theme of this poem, the modern man, feeling with isolation, loneliness,
frustration, generation gap, etc… Today in our rat race life style, we don’t have time
to spend with our grandparents or old aged parents. We work like a machine where
we might have left aside our feelings, emotions, family values, support and kindness.

3. The title of the poem:

(write a brief summary as in the above answers and justify the title)

 Answer the following questions choosing from the options given:

1. The old man is travelling by a _____ train.- Late evening

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 2. We know that the old man probably works outdoors by the fact that.- the shirt and
pants are soggy and muddy.
3. What is the imagery used to describe the old man no longer being relevant?- His eyes
dimmed by age fade homeward.
4. What does ‘His bag stuffed with books is falling apart’ mean?- It is an imagery
pointing to the fact that like the bag full of books, the old man, who was once full
of knowledge, is turning time-worn or senile.
5. What does the old man do as soon as he reaches home?- Drinks tea and eats a
chapatti.
6. What does the old man dream of?- ancestors and grandchildren.

 State whether the following sentences are true or false.

1. The father takes te early morning train.- FALSE
2. Once the father reaches home, he drinks coffee.- FALSE
3. The father’s bag is stuffed with books. –TRUE
4. The father goes to sleep reading a book.- FALSE
5. The poet makes use of a lot of imagery and metaphors.- TRUE
6. The father’s shoe is sticky with mud.- TRUE

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 POEM 2: STOPPING BY WOODS ON A SNOWY EVENING BY
ROBERT FROST

I. Answer the following questions in brief:

1) Describe the climate in the first stanza.

Ans: The first stanza of the poem suggests that it was a snowy evening when a
traveller stopped by the woods to admire its beauty.

2) Why is the traveller induced to stop at the woods?

Ans: Probably, the beauty of the woods covered with snow induces the traveller to
stop and admire it.

3) Why does the traveller’s horse feel it queer to stop at the woods?

Ans: The traveller’s horse feels it queer to stop at the woods as there is no farmhouse
nearby. The horse feels that it must be a mistake to stop between the woods and the
frozen lake in the darkest evening of the year.

(4) Why has the poet repeated the last lines?

Ans: The poet repeats the line ‘And miles to go before I sleep’, to show the traveller
pulling himself out of the captivating beauty of the snowy, dark and deep woods and
remind himself of his responsibilities he has to fulfil before he dies.

5) Why does the traveller decide to move on?

Ans: The traveller has several promises to keep and when he is reminded of his
responsibilities he has to fulfil before his last sleep, he decides to move on.

6) What is the message of the poem?

Ans: A message that this poem conveys is that we have many things around us to
enjoy and experience in our small life, but our responsibilities and commitment
remind us to move on and fulfil the promises before we sleep.

II. Write short notes on the following

1. The theme of the poem

2. The central idea of the poem

3. Resolution between an attraction towards the woods and the pull of

responsibility outside the woods

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Ans: Stopping by the Woods on a Snowy Evening is one of the most famous poems
by Robert Frost. The poem is a dramatic monologue. It is about a traveller who once
pauses quite late on a snowy evening to admire the beauty of the woods. Probably,
the beauty of the woods covered with snow induces the traveller to stop and admire
it. He seems to be known to the owner of the woods who stays in a village nearby.
The traveller’s horse feels it queer to stop at the woods as there is no farmhouse
nearby. The horse feels that it must be a mistake to stop between the woods and the
frozen lake in the darkest evening of the year. The horse suggests this by shaking the
harness bells.

The only sound that can be heard is of the wind blowing and the snow falling. The
traveller seems to be enjoying the beauty of Nature, but he decides to leave. The
poet repeats the line ‘And miles to go before I sleep’, to show the traveller pulling
himself out of the captivating beauty of the snowy, dark and deep woods and remind
himself of his responsibilities he has to fulfil before he dies.

III. Answer the following questions, choosing from the options given

1. Frost is highly regarded for his- realistic depictions of rural life

2. The poem is a - dramatic monologue
3. Where has the poet stopped?- Between the woods and the frozen lake
4. Where does the owner of the woods live?- In the village
5. What according to the poet does the ‘darkest evening of the year’ refer to?- Winter
Solstice
6. What does the horse do to ask if there has been a mistake?- shakes the harness
bells

IV. State whether the following statements are True or False

1. The speaker does not know who the woods belongs to.- False
2. The woods are lovely, bright and deep.- False
3. The speaker’s horse gives the harness bells a shake to ask if there has been a
mistake.- True
4. The speaker does not have to keep any promises.- False
5. The only other sound that the speaker can hear is of the wind blowing and the
snow falling.- True
6. There is a frozen lake.- True

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 POEM: 3. Leisure by W. H. Davies

I. Answer the following questions in brief:

1) What does the poet mean by the word ‘care’?

Ans: The word ‘Care’ used satirically by the poet and it means the rat race of human beings to
achieve materialistic goals.
2) Why does the poet use Beauty with a capital B? What does he mean by Beauty?
Ans: Beauty is written with a capital ‘B’ in the poem because the poet has personified the beauty
of Nature by comparing it to a beautiful girl with dancing feet and lovely smile.
3) Who is the ‘we’ in the poem?
Ans: ‘We’ in the poem refers to all of us; we the human beings.
4) What is wrong with a life full of care?
Ans: The problem with a full of care is that all of us are so preoccupied with the petty things in
life that we do not have time to enjoy the magnificence of life.
5) What message does the poet convey to everyone?
Ans: The poet points towards our busy lives, the rat race to achieve the materialistic goals. He
tries to make us realize the fact that the happiness of life is does lie in materialistic gains. He
wants us to pause and enjoy the magnificence of the life that lies in the beauty of nature around
us.
6) Why does the poet want us to have some free time?
Ans: The poet wants us to have some free time so that we can pause and experience the
magnificence of life that lies in the beauty of nature.
7) What according to the poet is a poor life?
Ans: According to the poet a poor life is the one that gets wasted in the futile rat race to achieve
the materialistic goals.

II. Write short notes on the following

1. Personification used in this poem
Ans: The poet has used imagery, simile, metaphors, personification, repetition and much
more to express his concern in the poem. The poet is seen waking us up to the fact that
each one of us has joined in a race to achieve the materialistic goals. In this race for petty
things we have failed to enjoy the magnificence of life, the nature’s beauty, the god’s gift
to all of us. In the third stanza of the poem, the poet is seen personifying beauty of the
Nature by comparing it to a beautiful girl. He deliberately writes the word beauty with a
capital ‘B’. He says that we have no time to have a glance at the Beauty, see her dance
or experience her smile that reflects in her eyes.
2. The theme of the poem
3. Leisure: A reminder to take time to appreciate the beauty of nature

24
Ans: The poem Leisure by W H Davies expresses the poet’s concern for the mankind. The
poet is seen waking us up to the fact that each one of us has joined in a race to achieve
the materialistic goals. In this race for petty things we have failed to enjoy the
magnificence of life, the nature’s beauty, the god’s gift to all of us. In the first stanza, the
poet says that we the human beings do not have time to stand and appreciate the
Nature’s beauty around us. In the second stanza, the poet laments that man today
cannot find any moment to see numerous beautiful scenes even in the broad daylight.
He says that the flowers shine in the day as stars in night but man passes them without
any interest. In the third stanza of the poem, the poet is seen personifying beauty of the
Nature by comparing it to a beautiful girl. He deliberately writes the word beauty with a
capital ‘B’. He says that we have no time to have a glance at the Beauty, see her dance
or experience her smile that reflects in her eyes. The poet says that no matter how rich
you are, you remain poor if you fail to experience the Nature’s richness.

III. Answer the following questions, choosing from the options given.

1. The poet wants the ‘we’ to stand _______. - under the trees
2. Who has more time to ‘stare’, according to the poet? - cows and sheep
3. The line ‘till her mouth can enrich that smile her eyes began’ means that - Beauty’s
smile is truly genuine; it begins in her eyes and spreads to her lips
4. What do the cows and sheep do in the field? - graze
5. The poet is asking us to do everything except - neglect to rest
6. The poet says that it is such a waste to pass woods without - looking at squirrels

IV. State whether the following statements are True or False.

1. The poet thinks we should be able to take some time out to observe the beauty of
nature. - True
2. The poet says it is a poor life because he does not have money. - False
3. The squirrels hide nuts on trees. - False
4. The poet says that in daylight, the streams with stars look like the skies at night. - True
5. The poet wants to stand underneath the bough and ‘stare’ at nature like cows and
sheep. - True
6. The poet laments the fact that people do not have time to watch Beauty’s dancing
feet. - True

25
 CHAPTER 2
LANGUAGE WORK

26
1. Reading Comprehension Paragraphs
related with general topics.

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 2. Precise Writing
Top 10 Rules for Good Precise Writing
1. Decide Theme of the Passage
The main theme of the passage should be find out through careful reading and then main points
and ordinary points are find out for giving importance. These things are essential for brief and
clear presentation of precise.

2. No Reproduction of Important Sentences

The sentences of original passage cannot be used for precise-writing. Precise-writing is an art of
remodeling of sentences without affecting main theme of the original passage.

3. Have Brevity and Clarity

Brevity is the soul of precise-writing. But, at the same time, clarity should not be given up. Mere
deletion or addition of few words of original passage cannot be a precise-writing. Moreover,
brevity should not create any ambiguous in the minds of the reader.

4. Reflects the Intelligence of the Precise-writer

The style of language and words used in the precise-writing indicate the intelligence of the
precise writer. In other words, the precise-writing preserved the spirit of the original passage
with different words and sentences.

5. Use Own Language

The precise-writer should use his/her own language for precise-writing. The writer should not
retain any significant phrases or technical terms of the original passage. It means that the writer
should use his/her own sentences for precise-writing.

6. Avoid Direct Speech and Use Indirect Speech

The precise-writing is presented in third person point of view. The text of the original passage is
presented in direct speech. Now, it is the duty of the precise-writer that he/she should present
in indirect speech.

7. Inclusion of Statistical Information

If statistical information are included in the original passage, they can be used in the precise-
writing for maintaining quality. If statistical information are excluded, it affects very purpose of
precise-writing and convey different meaning.

8. Observe Proportion
Original passage is divided into many parts. Each part is dealt with according to importance but
not according to length. In this way, objectives of precise-writing are achieved.

9. No Comments but Conclusion

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The precise-writer need not give any comments over the original passage but should give
conclusion. It means that the precise-writer need not evaluate the mind of the author but
interpret the original passage in a meaningful way.

10. One third of Original Passage

It is the general practice that the length of precise-writing should be one third of original
passage. If so, reader can get full information and do his/her job very effectively.

SAMPLE PASSAGE 1

There is an enemy beneath our feet - an enemy more deadly for his complete impartiality.
He recognizes no national boundaries, no political parties. Everyone in the world is threatened
by him. The enemy is the earth itself. When an earthquake strikes, the world trembles. The
power of a quake is greater than anything man himself can produce. But today scientists are
directing a great deal of their effort into finding some way of combating earthquakes, and it is
possible that at some time in the near future mankind will have discovered a means of
protecting itself from earthquakes. An earthquake strikes without warning. When it does, its
power is immense. If it strikes a modern city, the damage it causes is as great as if it has struck
a primitive village. Gas mains burst, explosions are caused and fires are started. Underground
railways are wrecked. Buildings collapse, bridges fall, dams burst, gaping crevices appear in busy
streets. If the quake strikes at sea, huge tidal waves sweep inland. If it strikes in mountain
regions, avalanches roar down into the valley. Consider the terrifying statistics from the past
1755: Lisbon, capital of Portugal - the city destroyed entirely and 450 killed. 1970: Peru: 50,000
killed. In 1968 an earthquake struck Alaska. As this is a relatively underpopulated part, only a
few people were killed. But it is likely that this was one of the most powerful quakes ever to
have hit the world. Geologists estimate that during the tremors, the whole of the state moved
over 80 feet farther west into the Pacific Ocean. Imagine the power of something that can move
an entire subcontinent! This is the problem that the scientists face. They are dealing with forces
so immense that man cannot hope to resist them. All that can be done is to try to pinpoint just
where the earthquake will strike and work from there. At least some precautionary measures
can then be taken to save lives and some of the property. (330 Words)'
Based on the above paragraph, we-arrive at the following theme sentences for the four
paragraphs:

 Earthquake - the deadly enemy of mankind.

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  Damage caused by an earthquake in general.
 Damage caused by an earthquake-in particular,
 What can the scientists do?
The above four theme sentences can be developed into the following outline:

 Earthquake - the deadly enemy of mankind.

 Earthquake strikes all without a distinction of national boundary or political
affiliation.
 The power of a quake is greater than that of a man-made weapon of destruction.
 Scientists are trying to find out means to combat earthquakes; they will find some
way to protect themselves from earthquakes.

 Damage caused by an earthquake in general:

 Strikes without warning.
 Modern city when struck reduced to a primitive village.

 Damage caused by an earthquake in particular.

 Quake strikes plains, seas and mountains causing all round destruction.
 In 1755, Lisbon destroyed, 450 killed.
 In 1970, Peru struck, 50,000 killed.

 What can the scientists do?

 In 1968, Alaska hit, subcontinent moved 80 feet into the Pacific Ocean.
 Scientists cannot resist the powerful earthquake.
 They can predict the place of origin of the quake so that precaution can be taken
to save man & property.
Based on the above outline, we can make the following rough draft:

 Earthquake- The Great Destroyer

Earthquake is the deadly enemy of mankind. Earthquake strikes all without a distinction of
nationality or political affiliation. The power of a quake is greater than that of any man-made
weapon of destruction. An earthquake strikes mankind without a warning. A modern city when

45
struck is reduced to a rubble. A quake strikes plains, seas and mountains causing all round
destruction. The quake struck Lisbon in 1755 killing 450; Peru in 1970 killing 50,000; Alaska in
1968 moving it 80 feet into the Pacific Ocean. Scientists are trying to find out means to combat
earthquakes and they are able to predict at least where the earthquake will hit so that
precaution can be taken to save man and property from destruction. As the number of words in
the rough draft is more than required we shall have to reduce it further without reducing the
ideas.
The final draft would look as follows:

 Earthquake - The Great Destroyer

Earthquake is the mankind's deadly enemy. Earthquake strikes all without a distinction of
nationality or political affiliation. The power of a quake is greater than that of any man-made
weapon of destruction. An earthquake strikes mankind without a warning. A modern city when
struck is reduced -to a nibble. A quake strikes plains, seas and mountains causing all round
destruction. The quake struck Lisbon in 1755 killing 450; Peru in 1970 killing 50,000; Alaska in
1968 moving it 80 feet into the Pacific Ocean. Scientists are trying to find out means to combat
earthquakes, to predict the origin of the quake so that precaution can be taken to save man and
property from destruction. (115 words)

PASSAGE- 2

The spirit of sportsmanship is what we are lacking in today. Sports tell us that we should
take a defeat or disappointment with a smile. We should not go about insisting on our success
in whatever we attempt. It is not possible for every man to succeed in every desire which he
has. There may be ambitions of groups, there may be ambitions of individuals which they set
before themselves and they must try, if they are disappointed in the carrying out of their
ambitions, to take that disappointment and that defeat with a smile and not take laws in

their own hands. What will happen if every individual in the street wishes to go his own
particular way without observing the rules of traffic, there will be clashes, there will be
accidents? What happens on the road side will also happen in the public activities, in the public

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life of the country.

Title: – Sportsmanship

Precise: – Today we lack the spirit of sportsmanship. This spirit teaches us to accept defeat and
disappointments smilingly. One cannot succeed in every desire. If our ambitions are not fulfilled
we should not be disappointed. If everyone wishes to go his own way without earring for others,
there would be chaos in our life and in the public life too.

PASSAGE- 3

Teaching is the noblest of professions. A teacher has a sacred duty to perform. It is he on

whom rests the responsibility of molding the character of young children. Apart from developing
their intellect, he can inculcate in them qualities of good citizenship, remaining neat and clean,
talking decently and sitting properly. These virtues are not easy to be imbibed. Only he who
himself leads a life of simplicity, purity and rigid discipline can successfully cultivate these habits
in his pupils. Besides a teacher always remain young. He may grow old in age, but not in spite.
Perpetual contact with budding youths keeps him happy and cheerful. There are moments when
domestic worries weigh heavily on his mind, but the delightful company of innocent children
makes him overcome his transient moods of despair.

Title: Teaching: A Noble Profession

Precise: Teaching is the noblest profession. A teacher himself leading a simple, pure and
disciplined life can mold the character of the young children and make them neat and good
mannered citizens. Besides he remains every young forgetting his own domestic worries in the
constant company of the young.

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 3. Dialogue Writing
Dialogue Writing- Dialogue writing is a conversation between two persons. Writing dialogue is
an important form of composition, especially for those who want to have common in spoken
English. In other words, it is a verbal conversation between two or more people. It could be any
languages, like English, Hindi, Spanish, etc.

Dialogue writing tips- Writing dialogue enables the student to learn the colloquial way of talking
in English and trains him to express his thoughts in easy and natural language. Dialogue
writing is just putting our spoken sentences and words in writing.

Dialogue Writing Tips

The dialogue is written should be composed in such a way that it appears to be spontaneous
and natural. The writer of the dialogue has to put himself in two imaginary persons so as to
make them express their opinions as two different persons in a natural way.

Dialogue Writing Tips for Students

 Be natural don't be formal, affected or bookish.

 Think out your characters and make them variant.
 Give your character consistency
 Avoid clumsy repetitions like; he said, I said, etc.
 Your dialogues should sound realistic
 Dialogue should be brief and effective
 Dialogue should be unique and effective
 Add appropriate word
 Be consistence with word
 Use a person's name repeatedly
 Avoid repetitive dialogue tag

Dialogue Writing Examples

Conversation 1: Going to the Beach

A: Hi Chen. How are you?

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B: Fine. How are you doing Lisa?

A: Fine. I have been working a lot lately and need a break.

B: Yes, I have been working hard lately too.

A: Well, I was wondering if you would like to come to the beach with me this weekend.
B: Yes, that sounds great! Is it okay if my brother and sister come also?

A: Yeah, that’s fine. I was going to ask them if they wanted to come anyway!
B: Oh, okay great. I think we should leave Friday after work. How does 5:00 sound to you?

A: Leaving at 5:00 sounds fine. We should be ready by then.

B: Okay, I will pick you up from your house at 5:00. I think we should take one car to save gas.

A: Yes, I think that is a good idea. I am excited to go to the beach this weekend!
B: So am I!

A: Okay, I will talk to you later.

B: Okay, bye.
A: Bye.

Conversation 2 : Meeting a new student in school

Rina : Hi, I’m Rina.
Ragini : I’m Ragini.
Rina : Haven’t seen you around. Are you a new student?
Ragini : Yes, it’s my first day today and I’m a little nervous.
Rina : What class are you in?
Ragini : Class XI. I’ve taken Physics, Chemistry and Mathematics.
Rina : Oh! That’s great. I’ve also opted for the same subjects, so we’ll be together.
Ragini : Good! After talking to you I’m feeling a lot better.
Rina : Come, I’ll introduce you to the rest of the class.
Ragini : Thank you very much.

In the classroom
Rina : Hello, everybody. This is Ragini. Today is her first day in school.
Students: Hello, Ragini. Welcome to the class.
Ragini : Thank you. I’m looking forward to being here.

Conversation 3 : Meeting at an office

Receptionist : Good morning Sir. How can I help you?

Mr Das : I’d like to meet Mr Sarkar, the General Manager of the Fans Division.

49
Receptionist : May I know your name and the purpose of your visit?
Mr Das : My name is Ravi Das. I was advised to see Mr. Sarkar regarding the formalities
for joining the company.
Receptionist : I will check if he is free. Please have a seat, Mr Das.
Mr Das : Thank you.
Receptionist : (On the intercom) Sir, Mr Ravi Das is here to see you.
Mr Sarkar : Send him in.
Receptionist : Mr Das, the General Manager will see you now. Please go down this corridor,
turn left and it’s the second room on the right.
Mr Das : Thank you, ma’am.

In Mr Sarkar’s office
Mr Das : May I come in, Sir?
Mr Sarkar: Yes, come in Mr Das. Welcome to the organization. Please sit down.
Mr Das : Thank you, Sir.
Mr Sarkar : Would you like some tea or coffee?
Mr Das : Tea will be fine, thank you.
Mr Sarkar : I’ll call Mr Gopal who handles administration. He’ll help you complete the
joining formalities and show you around the office .
Mr Das : Thank you sir.
Mr Sarkar : I’ll see you later. I’m sure you’ll enjoy working with us. All the best!

Conversation 4 : Two persons introducing themselves

Sita : Hello, I am Sita. I’m from Uttar Pradesh and I live in Agra.
Manjeet : Hello, I am Manjeet. I’m from Punjab. How old are you Sita?
Sita : I’m twelve years old. What about you?
Manjeet : I’m twelve years old too! I live and study in Bhatinda. Where do you study?
Sita : I study in Class VI in Tiny Tots Public School.
Manjeet : What are your hobbies?
Sita : I like to read books and play chess.
Manjeet : I too love to play chess .
Sita : We have a lot in common. We can be good friends.
Manjeet : That sounds great! I’d love to be friends with you.

Conversation 5: A dialogue between a teacher and a student about future

Teacher: What will you do after matric?

Student: It would depend on marks.
T: What would be your next plan if you secured good marks in matric?
S: I will attend pre-medical groups in F.S.C, otherwise I shall join I.C.S.

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T: Why did you think about medical groups?
S: I think that a lot of people die due to poor medical aid. They cannot afford heavy medical
expenses. I shall serve them without taking any charges.
T: Your remarks are false because every student shows sympathy first, but does not act upon
his promise and becomes materialistic.
S: I would not be in that wicked group. My grandmother was very sick and we could not get
here treated properly because we were very poor. My aim in life is to be a doctor and I shall
serve the people as a good Muslim and serve the poor free of cost.

51
CHAPTER 3
GRAMMAR

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 1. PARTS OF SPEECH

 8 parts of speech Function or what it does (job)

Verb action or state
Noun are a thing or person
Adjective describes a noun
Adverb describes a verb, adjective or adverb
Pronoun replaces a noun
Preposition links a noun to another word
Conjunction joins clauses or sentences or words
short exclamation, sometimes inserted into a
Interjection
sentence

1. NOUN
WHAT IS A NOUN?
The ‘noun’ is denoted as the name of the person, thing, place, idea, and quality of the person.
KINDS OF NOUN:
There are eight kinds of Noun:

1. Proper noun.
2. Common noun.
3. Material noun.
4. Abstract noun.
5. Collective noun.
6. Countable noun.
7. Uncountable noun.
8. Compound noun.

PROPER NOUN DEFINITION:

It is the name of a particular person, thing, or place. It always writes in a capital letter at the
beginning of the word.
For example:

 Delhi is a busy city.

 William Shakespeare was an English poet.
Sometimes it uses as a Common Noun.
Example- Suman thinks himself a Shakespeare (a poet). Here Shakespeare uses for Common N
oun.

COMMON NOUN DEFINITION:

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It is the name given to every common person or a thing of the same kind or class or type.
Common is means shared by all.
For example Dog, cat, table, chair, boy, girl, poet, phone, computer, shop, carrot, etc.

MATERIAL NOUN DEFINITION:

It denotes the material of the thing and the matter of substance, these are not counted.
For example:

 This jewelry is made of gold.

 The chair is built of wood.

ABSTRACT NOUN DEFINITION:

It is the name of quality, concept, idea, action or state, belonging to an object.

For example Quality, Brightness, laziness, wisdom, darkness, etc.

 Action- Laughter, movement, Theft, etc.

 State- Childhood, youth, boyhood, death, etc.
It is uncountable, if we add suffix with an adjective, verb or common noun then it becomes
abstract (‘ness’, ‘hood’, ‘ism’, ‘cy’, ‘ship’, ‘th’ etc.).
In addition, the name of the sciences and arts are also in this type. Example: – music, physic,
math, grammar, etc.

COLLECTIVE NOUN DEFINITION:

It is the name of a collection of persons or things taken together or a group.

For example Flock, audience, class, committee, crowd, fleet, herd, jury, family, etc.

 A fleet of ships.
 A crowd of people.
 A mob of angry people.
These generally take a singular verb.
For example – A heard of cattle is passing.
Some of these types like family, team, jury, etc. can take both verbs (Singular and Plural)
depends on their usage, like this-

 The jury has issued a notice. (Here ‘the jury’ behaves like a single unit).
 The jury are divided into their decisions. (Here ‘the jury’ refers to all the members
separately and behaves as the Noun of Multitude).

COUNTABLE NOUN DEFINITION:

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It is for something that can be counted.
For example house, apple, tree, girl, etc.

UNCOUNTABLE NOUN DEFINITION:

It stands for something that cannot be count, it only can be measured.

For example Sand, grass, water, etc.

COMPOUND NOUN DEFINITION:

When two or more words create a noun then this type of nouns are called a Compound noun.
For example credit card, daughter-in-law, etc.

2. PRONOUN
This part of a speech refers to a word that replaces a noun. They eliminate the need for
repetition. A pronoun is usually substituted for a specific noun, which is called its antecedent.
Example: I, you, he, she, we, ours, mine, yours, his, her, him, hers, they, them, theirs, it, etc.
Sample Sentences:
1. Jia is a very determined child. She always focuses on her goal.
2. The largest share is mine.
3. We are Indian.
4. The teacher gave all of them punishment.
5. Tina gave her bicycle to Rina.

3. ADJECTIVE
A word used with a noun to describe or point out the person, animal, place or thing which the
noun names, or to tell the number or quantity, is called an adjective. Adjective is a term t
hat qualifies a noun.

KINDS OF ADJECTIVES.
1. Adjective of Quality.
2. Adjective of Quantity.
3. Adjective of Number
4. Demonstrative Adjective.

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 5. Interrogative Adjective.

1. Adjectives of Quality: show the kind or quality of a person or a thing.

Ex.: Calcutta is a large city. He is an honest man. This is a grammar of English language.
Adjectives of quality answer the question: of what kind?
2. Adjectives of Quantity: show how much of a thing is meant.
Ex.- I ate some rice. He has little intelligence. You have no money.
Adjectives of quantity answer the question: how much?
3. Adjectives of Number: show how many persons or things are meant, or in what order a person
or thing stands.
Ex.: The hand has five fingers.
Sunday is the first day of the week.
Adjective of number answer the question: how many?
Adjectives of number are of three kinds.
i. Definite Numeral Adjectives.
-this denote an exact number. Ex: one, two, three, first, second etc.
ii. Indefinite Numeral Adjectives.
-This does not denote an exact number. Ex.: All, many, few, some, any, certain, several
iii. Distributive Numeral Adjectives.
-which refer to each one of a number. Ex.: Each, Every, Either
4. Demonstrative adjective: point out which person or thing is meant.
Ex.: This boy is taller than Hardik. That girl is hard working.
Don’t be in such hurry.
Demonstrative adjective answer the question: which?
5. Interrogative adjectives: what, which, who, why, how, whose they are used with nouns to ask
questions are called Interrogative adjectives.
Ex.: What manner of man is he?
Which way shall we go?
Whose book is this?

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 4. VERB
This part of a speech refers to a word that tells us what the subject does, or what happens
to it, or what state it is in, or what possesses.
Examples: am, is, was, are, were, have, has, had, do, does, did, be, am, is, are, was, were,
being, been, should, could, will, would, might, can, may, must, shall, ought (to), go, speak, run,
eat, play, live, walk, like etc.
Sample Sentences:
1. They are always ready for any disaster.
2. Ria is charming.
3. Tia runs every morning.
4. I like vanilla ice-cream.
5. We had a healthy breakfast.

5. ADVERB
An adverb is a word that tells us more about a verb, an adjective or another adverb.
Read the following examples.
a. Tom was very sleepy.
b. She laughed timidly.
c. Dia was walking rapidly.

Kinds of Adverbs
A. Adverb of Manner tells us how something is done or happens. These adverbs answer
the question ‘how’.
Example: Rita sings beautifully. (The Verb here is ‘sing’ and the Adverb is ‘beautifully’ and
the question being asked is: How does she sing?)
Most of the adverbs of manner are formed by adding –ly to the adjectives. Some
commonly used adverbs of manner include words like eagerly, anxiously, patiently,
quickly, correctly, simply, easily, fast, well, loudly, completely, etc.
Some more examples
The lady grumbled loudly while cleaning the floor.
The boys were seriously injured in the fight.
At the advanced age of 88, she still sang very well.

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The mechanic fixed the problem easily.
B. Adverb of Place tells us where something is done or happens. These adverbs answer
the question ‘where’.
Example: He kept his keys somewhere. (Here the Verb is ‘kept’ and the Adverb is
‘somewhere’.)
Some commonly used adverbs of place include words like somewhere, here, there,
upwards, downwards, in, out, abroad, underground, upstairs, home, anywhere, nowhere,
etc.
Some more examples
In spring, flowers bloom everywhere.
They serve hot chocolate fudge there.
I am waiting here for my mom.
She is standing outside.
C. Adverb of Time tells us when something done or happens. These adverbs answer the
question ‘when’.
Example: We will leave today. (Here the Verb is ‘leave’ and the Adverb is ‘today’.)
Some commonly used adverbs of time include words like after, already, finally, next, later,
last, yesterday, tomorrow, early, immediately, when, while, recently, now, just, during,
then, soon, never, before, etc. We use it at the beginning or at the end of a sentence. We
use it as a form of emphasis when we place it at the beginning.
Some more examples
She went to the market in the evening.
A five-storey collapsed yesterday.
Last week, we were stuck in the traffic jam for an hour.
D. Adverb of Frequency tells us how often something happens. They answer the question
‘how often’. These Adverbs are used to show the duration or timing of the action that is
happening/had happened/will happen.
Example: She likes to watch movie every day. (Here the Verb is ‘watch’ and the Adverb is
‘every day’.)
Some commonly used adverbs of frequency include words like always, rarely,
sometimes, often, usually, seldom, occasionally, frequently, yearly etc.
Some more examples
My grandparents live in Patna. I visit them often.
She watches Tamil films occasionally.
They rarely go for outing.

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 He always brush his teeth before he go to bed.
I have been to Mumbai just once.
I sometimes go for a walk in the nearby park.
E. Adverb of Degree tells us to show to what extent or how much has an action been
done or will be done. They answer the question ‘how much’.
Example: The accident victim nearly died from his injuries. (Here the Verb is ‘died’ and the
Adverb is ‘nearly’.)
Some commonly used adverbs of degree include words like almost, entirely, somewhat,
very, much, too, rather, nearly, least, yet, completely, partially, fully, etc.
Some more examples
Dia almost finished the work.
She was very impressed with her results.
It is extremely cold today.
F. Adverb of Reason or purpose tells us why something is done or something has
happened. They answer the question ‘why’.
Example: The bus was late, so I missed my meeting. (Here the Verb is ‘missed’ and the
Adverb is ‘so’.)
Some commonly used adverbs of reason include words like therefore, so, hence,
subsequently, conversely, nevertheless, despite, etc.
Some more examples
I was not well, hence didn’t go to school today.
Lady heard a loud noise; therefore, she called the police.
Because he was sick, he stayed home.

6. PREPOSITION
A preposition is a word which is placed before a noun or a pronoun. It shows
different kinds of relationships usually of place, movement, time, position, direction, means
of transport, etc.

1. Place: in, on, at.

IN
a. For a three dimensional place, we use IN for something/someone inside it.
Ex: I like to swim in the river.

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 I prefer to write in the study room.
b. When we talk about a place as an area, we use IN
Ex: Children are playing in the garden.
I live in Delhi.

ON

a. We use ON as a preposition when we emphasize an object/person placed over a

surface. In the case, there is a contact between the two objects/persons.
Ex: There is a ball on the box.
The cat is on the floor.
My car is on the road.

AT

a. For place as a point, we use AT.

Ex: I will wait for you at the railway station.
Yesterday evening, I was at the cinema hall.
Our train stops at Pune.
2. Place and Movement: in/out of, on/off, inside/outside.
IN/OUT OF
When something/someone goes out of something/somewhere, OUT OF is used as a
preposition.
Ex: The ball is out of the box.

ON/OFF

As a preposition, OFF is used to imply that the object is no longer on the surface.

Ex: The cat has jumped off the table.

Take your legs off the chair.

INSIDE/OUTSIDE

Inside is the opposite of outside.

Ex: The ball goes inside the box.

It’s very cool inside the room.

There is a postbox outside the office.

Place and Movement: above, below, over, under.

ABOVE/OVER

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 Above and over, are used for the things/persons in a higher position while below
and under are used for the things/persons in a lower positions.

OVER/UNDER

a. When we want to describe the position of something vertically, we use OVER and
UNDER.
Ex: The mother leaned over the child to kiss her.
The bag is under the table.
b. Over also means ‘covering’ and under means ‘covered by’.
Ex: Put a scarf over your jacket.
Wear a shirt under your coat.

ABOVE/BELOW

a. When we want to describe higher and lower positions (but not necessarily the
vertical position), we use ABOVE and BELOW.
Ex: Your result is above your expectations.
The path above the lake is really beautiful.
The valley below the hill is dangerous.
b. Above and below are used to talk about levels.
Ex: below average, above the standard.
c. Under is used to talk about power/control.
Ex: under control, under power.

Place and Movement: in front of, behind, opposite, between, among, near, next to,
beside, up, down, from, to, towards.

IN FRONT OF, BEHIND

Ex: The car is in front of the truck. The bike is behind the truck.

OPPOSITE/BETWEEN/AMONG

Between is used to show the place of a person/thing between two

things/persons/objects, while AMONG is used to show that a person/thing is surrounded by
more than two people/things.

Ex: The teacher is standing among the students.

The husband and wife are sitting opposite each other.

The ball is between the box and the table.

NEAR/NEXT TO

Ex: They live near the mountain

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The bank is next to the theatre.

BESIDE

Beside is used to show the position of a person/thing on either side (right or left) of another
person/thing.

Ex: Rachana is sitting beside Mansi.

UP/DOWN

Up shows the upward motion/movement and down shows the downward motion/movements.

Ex: he went up the stairs.

The child is coming down the stairs.

FROM/TO/TOWARDS

From and to are used to show the exact destination/place while towards is used to show the
direction.

Ex: The flight is from London to New York.

Why is he coming towards me?

TIME: IN, ON, AT

We use in, on, at as given in the following table.

In -Months - in January, in March,

-Year -in 1950, in the 20th century

-Season -in summer

-Time of the day -in the morning, in the evening

On - day of the week -on Sunday, on holiday

At - Specific time of the day -at 2 o’clock, at midnight, at weekend.

TIME: BY, TILL, BEFORE, UNTIL, AFTER, FROM, TO, FOR, SINCE.

BY

By refers to the latest time at which an action will possibly at over.

Ex: I will be back by 7 o’clock.

By the next month, you’ll have got your result.

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TILL, UNTIL.

We use till and until with the same meaning, to show how long something is expected to last.
Generally till is used in an affirmative sentence while until is used in a negative sentence.

Ex: he works in the office till 7:30 pm.

He doesn’t go until his boss allows him to go.

BEFORE. AFTER

Before and after indicate the relationship between two events. Before is used to indicate an
event preceding a certain point of time while after is used to indicate an event after a certain
point of time.

Ex: I will call you before 6 o’ clock.

We will go for a walk after dinner.

FROM, TO.

From is used to show the starting point of time and to is used to show the ending point of time.

Ex: I will be busy from Monday to Thursday next week.

The polytechnic timing is from 10:00 am to 6:00 pm.

FOR, SINCE

For is used to show a duration/period of time, while since is used to show the exact point of
time or the event of the past from which the said action started.

Ex: It’s 10 o’ clock. He has been playing cricket for three hours. (He started playing at 7 o’ clock.)

He has been playing cricket since 7 o’ clock. (Now it’s 10 o’clock).

MEANS OF TRANSPORTATION: IN, ON, BY

We use in, on, or by to indicate the means of transport as given below.

By- by car, by bus, by plane, by road, by sea.

On- on foot, on horseback, on his bike.

In- in my car. (shows exact position)

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 7. CONJUCTION
This part of a speech refers to a word that joins two or more words, phrases, or clauses.
There are three kinds of conjunctions:
1. Coordinating Conjunctions: These are the words that join words, phrases, and clauses
of equal grammatical importance in the sentence.
Example: and, but, or, so, nor, for, yet.

2. Correlative Conjunctions: These are the words that join equally important ideas, but
they work in pairs.
Example: either...or, both...and, not only...but also, neither…nor, whether…or, either…or

3. Subordinating Conjunctions: These are the words that join words, phrases, and clauses
that are not equal.
Example: because, although, while, since, after, as, as if, before, even if, even though, if, so
that, though, unless, until, when, whenever, where, wherever, whether.
Sample sentences:
1. He wants to go, but he can't.
2. She is honest and hardworking.
3. Would you like a cup of tea or a coffee?
4. He didn't clear the test because he was not prepared.
5. We were thirsty, so we ordered cold drinks.
6. I was exhausted but I still finished my assignment.

8. Interjection
This part of a speech refers to a word or phrase that states strong, sudden emotions. It
expresses strong feelings of joy, sadness, surprise, appreciation, condemnation, etc. Since
interjections are commonly used to convey strong emotions, they are usually followed by an
exclamation mark but in case of mild interjections we place comma after the interjection.
Example: Ouch!, Alas!, Oh!, Bravo!, Fantastic!, Gorgeous!, Wow!, Hurrah!, Pooh!, Pshaw!,
Fie!, Gosh!
Sample Sentences:
1. Ouch! I got hurt.
2. Hurray! Tomorrow is a holiday.

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3. Hey! You are wrong.
4. Oh, we’re late for the party.
5. Oh! I’m late for my office.
6. Wow! I cleared my IIT entrance exam.

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2. TENSES

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 SIMPLE PRESENT TENSE

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 PRESENT CONTINUOUS TENSE

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 PRESENT PERFECT TENSE

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 PRESENT PERFECT CONTINUOUS TENSE

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 SIMPLE PAST TENSE

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73
 PAST CONTINUOUS TENSE

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 PAST PERFECT TENSE

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 PAST PERFECT CONTINUOUS TENSE

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77
 SIMPLE FUTURE TENSE

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 FUTURE CONTINUOUS TENSE

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 FUTURE PERFECT TENSE

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81
 FUTURE PERFECT CONTINUOUS TENSE

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83
 3. TENSES IN CONDITIONAL
Types of Conditional Sentences in English

As a rule, conditional sentences in English consist of two parts – the main part and the if part
(or the conditional part).

These types of sentences are used to express possible or imaginary situations.

The order of these two parts of the sentence isn’t important.

When written, if the if part of the sentence comes first, a comma should be used to separate it
from the second part.

Type Zero Conditional Sentences (zero condition)

This type of conditional sentence is used to describe scientific facts, generally known truths,
events and other things that are always true.

I think it’s the simplest type of conditional sentence in English.

The structure of Type Zero conditional sentences:

Main part: Present Simple; if part: Present Simple
Examples:
 Water boils if you heat it to 100 degrees Celsius.
 A red light comes on if you press the main button.

In Type Zero sentences, if can be replaced by when.

Examples:
 When you heat ice, it melts.
 It gets dark when the sun goes down.

Type One Conditional Sentences (open condition)

This type of sentence expresses real and possible situations in the future; it is possible for the
condition to be met.

The structure of Type One conditional sentences:

Main part: will + infinitive; if part: Present Simple

Examples:
 We will stay at home if it snows.
 If we get the money for this job, we will buy a new car.

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Type Two Conditional Sentences (half-open condition)

This type of conditional sentence describes an unreal situation with regard to the present or
future; a hypothetical condition that can only be fulfilled in theory.

The structure of Type Two conditional sentences:

Main part: would + infinitive; if part: Past Simple

In conditional sentences, the past tense form of the verb to be is were for all persons; was is also
used, although only in spoken or conversational English.
Examples:
 We would stay at home if it snowed.
 I would buy a new board if I had more money.

Type two conditional sentences are also used when making polite requests.
Examples:
 I would be grateful if you helped me.
 He would be so pleased if you came to the birthday party.

The phrases If I were you or If I were in your place are usually used to give advice.
Examples:
 If I were you I would accept the offer.
 If he were in your place he would do it.

Type Three Conditional Sentences (closed condition)

Type three conditional sentences are used to express situations that cannot exist, such as actions
or events that happened in the past. They are often used to indicate a missed opportunity.

The structure of Type Three conditional sentences:

Main part: would + perfect infinite; if part: Past Perfect
Examples:
 If you hadn’t been late for work, the boss wouldn’t have gotten furious.
 They would have finished earlier if the meeting hadn’t been held so late.
 If I had won the lottery, I would have bought a house by the sea.

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 4. AUXILIARY AND MODAL AUXILIARIES
Auxiliaries
The verbs of,
• ‘To Be’ (am/is/are/was/were),
• ‘TO DO’ (do/ does, and did),
• ‘TO HAVE’ (have/ has/ and had);
When used with verbs to make a sentence, tenses, passive forms and negatives are called
auxiliaries. It is also known as ‘helping verbs’.
• Forms of ‘To Be’ (am/is/are/was/were)

- The auxiliary ‘Be’ is used as following,

1. In the formation of the continuous tense as,

Ex: He is working,
I was writing.
2. In the formation of the passive as,
Ex: The gate was opened.

- ‘Be’ followed by the infinitive (v1= original form of verb) is used as following

1. To indicate: a plan, arrangement, agreement etc,

Ex: We are to be married next year.
I am to see him tomorrow.
2. To indicate command as,
Ex: Mother says you are to go to market at once.

- ‘Be’ is used in the past tense with the perfect infinitive (v3= past participle) to indicate an
arrangement that was made but not arrived out.

Ex: They were to have been married last month but had to postpone the marriage until June.

• Forms of ‘TO HAVE’ (have/ has/ and had)

• The auxiliary ‘have’ is used in the formation of the present tense.

Ex: He has worked. He has been working.

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 ‘Have to’ is used with the infinitive to indicate obligation.
Ex: I have to be there by 5 o’clock. He has to move the furniture himself.
 The past form ‘had to’ is used to express obligation in the past.
Ex: I had to be there by 5 o’clock.
 In negative and questions, have to and had to are used with do, does, and did.
Ex: They have to go. (They don’t have to go. Do they have to go?)
He has to go. (He doesn’t have to go. Does he have to go?)
He had to go. (He didn’t have to go. Did he have to go?)

‘TO DO’ (do/ does, and did)

 The auxiliary ‘do’ is used to form the negative and interrogative of the simple present
and simple past tenses of ordinary verbs.

Ex: He doesn’t work. He didn’t work.

Does he work? Did he work?

 It is used to avoid repetition of a previous ordinary verb.

Ex: Do you know him? Yes, I do.

She sings well. Yes, she does.

You met him, didn’t you?

He eats salad and so do you.

 Do is used to emphasize the affirmative nature of a sentence.

Ex: You do look pale. I told him not to go, but he did go.

 Do makes a request or invitation.

Ex: Please, do come! It’s going to be such fun.

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 Modal Auxiliaries
• Modal auxiliaries are used with the ordinary verbs and express meanings such as
permission, certainty, possibilities or necessity.

• The List of Modal Auxiliaries:-

1. Can 2. Could

3. May 4. Might

5. Shall 6. Should

7. Will 8. Would

9. Must 10.Ought to

11.Dare 12.Need

Can, Could May, Might

• ‘Can’ usually expresses ability and capacity.
Ex: 1. She can read French very well.
2. Can you draw this image? (= Are you able to draw?)
• Sometimes ‘Can’ and ‘May’ are used to express permission. May is rather formal.
Ex: 1. Can/May I take your book?
2. You may/can go now.
• ‘May’ is used to express possibility in affirmative sentence.
Ex: 1. It may rain tomorrow.
2. She may come to attend the class.
• ‘Can’ is used in interrogative and negative sentence.
Ex: 1. Can this be true? (= It can’t be true.)
2. Can you do this? (= You can’t do this.)

• Difference between ‘Can’ and ‘May’

• ‘Can’ suggest certainty while ‘May’ suggests probability.

Ex: 1. It can’t be true. (= It is definitely a lie or wrong.)
2. It may not be true. (= It shows probability of truthfulness.)

• In very formal English ‘May’ is used to express or convey wishes.

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Ex: 1. May God bless you.
2. May you live happily and long.

• ‘COULD’ and ‘MIGHT’ suggest past forms of ‘can’ and ‘may’.

• ‘Could’ and Might suggest abilities and possibilities of the past.

Ex: 1. I could swim across the river when I was young.

2. He said I might/could go. (= permission)

3. I thought she might join us in picnic. (= possibility)

• In present time ‘could’ and ‘might’ are used as less positive versions of ‘can’ and
‘may’.

Ex: 1. I could attend the party. (=less positive and more hesitant than ‘I can attend the
party’.)

2. Could I borrow you car? (= A different way of saying ‘can I’.)

3. Could you pass the salt? (polite request)

• Use of ‘can’, ‘could’, ‘may’, and ‘might’ with perfect participle (V3).

Ex: You could have attended the offer. (= why didn’t you accepted?)

• Shall Should Will Would

• ‘Shall’ is used with the first person and ‘will’ is used with all persons to express
future. However, in present time, there is a growing tendency to use ‘will’ in all
persons.

Ex: 1. I shall be twenty-five next year.

2. Tomorrow will be Sunday.

• ‘Shall’ is sometimes used to express a command, promise or threat.

Ex: 1. He shall not enter my house again. (=command)

2. You shall have a holiday tomorrow. (=promise)
3. You will be punished for this. (= threat)

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 • ‘Shall’ and ‘Will’ both are used to express future that may be a result of our intention,
wish, promise, and determination or willingness.
Ex: 1. I will visit the farm next Friday. (future plan)
2. You shall do as you are told. (= obligation)
3. No one should carry any explosive in the train. (= prohibition)

• ‘Will’ is used to make a polite request in question while ‘shall’ is used to make
suggestion.
Ex:- 1. Will you clean this table, please?
2. Shall I bring your notebook?

• ‘Will’ is used to show characteristic habit, assumption and promise.

Ex: 1. He will talk about nothing but movies. (=habit)
2. He will be the clerk, I think. (=assumption)
3. I will surely help you at the right time. (=promise)

• ‘Will you ?’ indicates an invitation or a request as,

Ex:- 1. Will you have tea?

2. Will you lend me your pen?

• ‘Should’ and ‘ Would’ are used as the past forms of ‘shall’ and ‘will’.

Ex: 1. I expected that I should get a first class.

2. She said she would carry my book.
3. She would sit for hours listening to the wireless. (=past habit)

• ‘Should’ is used in all persons to express duty and obligation, as…

Ex: 1. We should obey the traffic rules.

2. Children should obey their parents.

• ‘Should’ is used to express a supposition that may not be true.

Ex: 1. If it should rain, they will not come.

(in the above sentence, there is the probability of rain thus we used ‘should rain’ and for that
we use ‘will’ in the next to show surety that they will not come definitely if it rains.)

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 • Here the basic difference between Should and Would is like this…
Should or shall = Probability
Would or Will= Assurance, certainty

• Must Ought to

• Must is used to express necessity or obligation.

Ex: 1. You must improve your writing.

2. We must get up early.

• Must refers to the present or the near future to talk about the past we use Had to
instead of must.

Ex: 1. Yesterday we had to get up early in order to catch the bus.

• ‘Must’ is often used when the obligation comes from the speaker. But when the
obligation comes from other than the speaker, we use ‘Have to’.

Ex: 1. I must be on diet. (=It is my own idea.)

2. I have to be on diet. (=The doctor has told me to be on a diet.)

• ‘Must’ can express logical certainty.

Ex: 1. Living in such crowded are must be difficult. (= it is difficult indeed

for everyone)
2. She must have left already. (= I am sure she has left)

• ‘ought to’ expresses moral obligation or desirability.

Ex: 1. We ought to love our country.

2. We ought to help poor people.

• Ought to can be also used to express probability.

Ex: Prices ought to come down soon.

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 • Need Dare

• Dare means to have the courage to do something or to express anger at something. It

is often used negatively.

• Dare does not change its form.. It means it will not change with third person singular
like dares.

Ex: No one dare go in there which is said to be haunted.

• Dare is used with negative and interrogative sentences. The infinitive ‘to’ does not
follow ‘dare’. But when the negative form of dare is used ‘to’ may or may not be
used.

Ex: 1. How dare you tell your brother. (positive)

2. We don’t dare to tell her mother about her result. (negative)

• ‘Need’ is used mostly in negative sentences with the word not following it.

Ex: You need not apologize because it was not your fault.

• ‘Need’ is placed before the subject in interrogative sentences.

Ex: Need I have to treat you all the time?

• ‘Need’ sometimes denotes necessity or obligation.

Ex: 1. He need to go. (= it is necessary for him)

2. I need hardly take his help.

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5. SUBJECT-VERB AGREEMENT

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6. ARTICLES

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 7. PREPOSITIONS
IT HAS ALREADY BEEN DISCUSSED IN THE SECTION PARTS OF SPEECH. Kindly refer the same.

8. ACTIVE AND PASSIVE VOICES

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 9. WORD POWER
NOTE:- FOR THIS SECTION KINDLY REFER THE TEXT BOOK Beautiful Minds.
Refer the glossary section for of each prose and poetry.

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