Tatva Practice Book English Volume 2 Class iq Learn LIVE OnlinePublished by Vedantu Innovations Private Limited D. No. 1081, 3rd Floor, Vistar Arcade, 14th Main Rd, Sector 3, HSR Layout Bangalore, Karnataka, India 560 102 www.vedantu.com Vedantu Innovations Private Ltd. Alllrights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical including photocopying, recording or by any information storage and retrieval system, without permission in writing from the publishers. Notice : Vedantu is committed to serving students with the best of the resources and knowledge. Bearing that in mind, we have obtained all the information in this book from sources regarded as reliable, and taken utmost care in editing and printing this book. However, we as authors and publishers are not to be held responsible for unintentional mistakes that might have crept in. Having stated that, errors (if any) brought to our notice shall be gratefully acknowledged and rectified in upcoming editions. Printed by Nova Publications Ph. : 0181-5002020Founder’s Message Dear Student, ‘At Vedantu, students are the core of everything that we create and design. We believe in providing you witha strong foundation and great resources to bring out the best shade of you. And when we have this strong will to make our students excel we strive hard to make that happen. lam delighted to present to you a Ready Reckoner and Practice Booklet by Vedantu - 'TATVA’. Tatva in Sanskrit, means a collection of “Core” content/truth. Isn't that what Vedantu brings to your table - the Core? ‘Tatva’ ensures that you have easy accessibility to a collection of all essential concepts, theory, definitions and important practice questions. The best partis that all the questions come with detailed solutions. Tatva is the result of the relentless effort and research done by our highly experienced team of subject experts and teachers to compile relevant and impactful content and practice questions for you. | will guide you through a few steps to ensure that you use the book optimally and effectively. We suggest starting with the practice of “Tatva questions’ at the end of a chapter after revision and practice of basic questions. First solve basic level questions and gradually progress to the advanced level (HOTS, Analysis, Evaluation). Tatva equips you with elaborate theory covering all concepts to help you revise efficiently. Following these steps will help you to move ahead step by step towards your success. AS knowledge and practice are the perfect partners to help anyone reach the goal, so are you and Tatva Iwish youallthe bestin your endeavours. ‘Anand Prakash Founder, Academic Head Vedantu ‘Anand Prakash Sir has been a pioneer in producing Top Ranks in JEE/NEET and Olympiads. He has personally taught and mentored AIR 1, 6,7 (JEE ADVANCED) and AIR-1, 7, 9 (AIMS), and thousands of more students who have successfully cleared these competitive exams in the last few years.Credits & Individual commitment to a group effort--that is what makes a team work, a company work, a society work, a civilization work." ‘What happens when you have a team that is committed, determined, focused, wth aclear sense of direction? The answer ‘s obvious, Success stories ae created, Among the many success stories woven by the super talented Vedans- a very important one’s the TATVA. Touchinglives and giving havealwaysbeen the essence of Vedantu and the vision of Tatva by our leadership was also based on this very essence, The idea was to ensure that \Vedantu can handhold you whenever you stumble and celebrate your success with you. The Vedans-spited as they are made it their goal to make this dream a reality and strived tirelessly towardsit. We would lke to acknowledge 2 few Vedans for their hard workand ownership, (our heartfelt gratitude to our leaders who are our pillars. Vast Sir, Pukit Sir and Anand Sir who supported and encouraged us and ensured a culture which helped Vedans get engaged and excited aboutwork. (Our gratitude to the insightful leadership and guidance of our leaders who envisaged “Tatva’ and effectively shared the vision {and ideas with the team and relentlessly drove it to fruition and + Soh Bhatia + Shubam Gupta + Arshad Shahi + Bidisha Das The managers who understood the vision and executed it, successfully and immaculately + Charubak Chakrabart) + GowthamY + Parthiban ‘Our heartfelt thanks and gratitude goes out to our passionate, creative and talented team of Content developers, alone with four super talented DTPs and Graphic Designers who with their phenomenal skills ensured that they curate the best possible content for youso thatthelps you excelin our assessments and bringa postive learning experienceto you -Vince Lombardi ENGUSH TEAM ‘Arunima Kar (Team Lead) English Niladi Chak English Priyanka Chakraborty English ‘Monalisa Chhattoi Enalish Devika Arora English Arpita Das English ov Subject Nagarjuna doda English Graphic Designer Subject Deepak Kumar Das English Kichudas VL English \When you see a bunch of ereative minds with indelible sprit and contagious energy, you know that it's our media team. A loud shout outforthem, Shreyosi Biswas Devika Ramachandran Ipsa ain CCharubak Chakrabarti Special thanks to the enthusiastic guidance provided by Sweta Ral and Dipshi Shety. Last but not least, we thank Arunima Kar for helping us with language The journey from envisioning “Tatva to its successful completion would not have been possible without our enthusiastic Operations Team, our amazing Academic Team, our dedicated teamof Teachersand our talented Tech Team,TABLE OF CONTENTS READING WRITING GRAMMAR 1. Tenses 2. Active and Passive Voice 3. Conjunctions 4. Prepositions 5. Determiners LITERATURE TEXTBOOKS 1. Footprints without Feet 2. Glimpses of India 3. The Making of a Scientist 4. Mijbil the Otter 5. Fog/The Trees 6. The Necklace 7. Madam Rides the Bus 8. The Tale of Custard the Dragon 9. The Hack Driver 10. The Sermon at Benares 11. For Anne Gregory 12. The Proposal 13. Bholi 14. The Book that Saved the Earth PRACTICE PAPERS 1-4 Assignments 19 - 48 7 27 34 33 39 47 53 58 101 103 108 119 125 134 144 150 156 162 168 174 180 187 193 199 221-271NotesREADING ‘The question on Reading Comprehension is meant to test the student's ability to understand the passage. When we use the word ‘understand’ it implies: () recalling the main points or key ideas in the passage (i interpreting an idea (iti) evaluating an opinion, etc. Thus comprehension skills involve analytical understanding, The questions on the passage are, thus, set to test whether you are able to comprehend, infer, evaluate and analyse a passage or not, IMPORTANT READING TECHNIQUES: ‘The title of the passage isthe first thing that provides you a rough idea as to what a reader can expect from his reading of the passage. A casual look at graph (8), table (s) or diagram (s) can serve the same purpose. This is known as Pre-Reading. + After making some idea about the passage, we come to what is known as skimming, that is a rapid reading, ‘Skimming provides a fairly good idea of what the message of the text is. While skimming, you should not be bothered about difficult words or phrases. + ‘The slow and critical reading is the next step. This is known as scanning. You need to be quite alert, find out key ideas and be able to identify links. At this stage you can mark the lines which contain the answers to the questions asked. In the examination hall, due to paucity of time, you may have to do only one reading, and that should be Active Reading (Scanning). 5R’s for Good Reading, ‘The method known as 5R’s should be followed for effective reading: ( Reading Selectively: Read the passage looking for information, ideas and evidence that suits your purpose. (i) Recite: You can recite some key words. Hearing the written word helps us comprehend the reading, material better. if) Reduce-Record: The contraction of the reading material, underlining the relevant facts or making notes is another way for better comprehension of what we read. (io) Reflect: Itis quite desirable to reflect on what you have read, It helps in recalling important facts and details It also enables us to critically analyse the reading material, (®) Review: It involves repeating the previous steps. Re-read important lines or items or simply look back at the material read. This is essential to remove any inaccuracy in your understanding of the text.10 fe ‘TyPES OF PASSAGES: ‘The reading section has two types of passages: 1. Factual 2. Discursive 1, Factual Passages: Factual passages give an account of factual information. They generally give a description about the life and achievements of a celebrity or provide information about some historical place or some scientific data. 2. Discursive Passages: This type of passage involves a particular opinion studied from various angles. The passage may be argumentative, persuasive or interpretative. ‘The arguments in the passage are logical. It may discuss the pros and cons of the given topic: ‘TyPEs oF Questions: Objective Type/Multiple Choice Questions: The purpose of both types of questions is to test your comprehension of factual information. (a) Objective Type Questions (Very Short Answer Questions): The answer to such question can be given in a short sentence. (6) Multiple Choice Questions: A Multiple Choice Question has two parts-(i) a statement, and (i three/four answers, out of which one correet/ appropriate answer is to be selected (0 Short Answer Type Questions: These questions require interpretation of ideas, drawing conclusions and inferences. The answers to such a question can. be written in two/ three lines (30-40 words). READING SOME USEFUL TIPS Reading step-by-step 1. Read the passage quickly a first to understand the overall idea or the central theme of the passage. 2, Make @ rough idea about the contents of the passage, 3. Read the passage as a whole slowly and critically, to comprehend all the points. 4. Youmay come across dificut words in the passage. If you do not know the meanings of the words, try to comprehend the meanings of such words from their neighbouring words and phrases. 5. Try to find out the facts, data, and statistics from the passage and use them in your answers. 6, Study the questions thoroughly. Turn to the relevant portions of the passage, reread them. 7. Locate the sentences that contain the answers to the questions. 8. Read the words ‘consequently, ‘therefore, ‘thus’ carefully because they may give clues to some answers 9. Don’t jumpaa line or lines in 2 hurry to answer the questions, 10. Read each paragraph carefully and pause to think of the answer to the given question. Writing the answers The student should keep the following points in mind before answering the questions: 1. Answer the question in the same tense in which the question is put. e brief, intelligible and to the point. Write in simple, clear and lucid styl. Write grammatically correct sentences. Use indirect form of speech, Select and extract relevant information. AAvoidlifting the same lines from the given passage. ‘Answer the question in your awn words. 8, The ‘Why’ question should be answered by using. cone of the following words: ‘because’, ‘as, for’ etc 9. The ‘purpose question’ requires pinpointing the ‘purpose or motive behind an action, 10. The ‘inference question’ requires making a deduction or drawing a conclusionREADING OLA. Cena 1) 1. Read the passage carefully 1 One of the greatest advances in modern technology has been the invention of computers. They are widely used in industries and in universities. Now there is hardly any sphere! of human life where computers have not been pressed into service of man. We are heading fast towards the day when a computer will be as much part of man’s daily life as a telephone or calculator. Computers are capable of doing extremely complicated work in all branches of learning. They can solve the most complex mathematical problems or put thousands of unrelated facts in order. These machines can be put to varied uses, For instance, they can provide information on the best way to prevent traffic jams, This whole process by which machines can be used to work for us has been called ‘automation’ In the future, ‘automation’ may enable human beings to enjoy more leisure? than they do today. The coming of automation is bound to have important social consequences. Some years ago an expert on automation, Sir Leon Bagrit, pointed out that it was a mistake to believe that these machines could ‘think’. There is no possibility that human beings will be “controlled by machines”. Though computers are capable of earning from their mistakes and improving on their performance, they need detailed instructions from human beings to operate They can never, as it were, lead independent lives or “rule the world” by making decisions of their own, Sir Leon said that in future, computers would be developed which would be small enough to carry in the pocket, Ordinary people would then be able to use them to obfair valuable information Computers could be plugged into a national network and be used like radios. For instance, people going on holiday could be informed about weather conditions. Car drivers can be given alternative routes when there are traffic jams. It will also be possible to make tiny! translating machines. This will enable people who do not share a common language to talk to each other without any difficulty or to read foreign publications. (CBSE 2016, All India) de Nl ‘Reading: Factual Passage (8 marks) VALUE POINTS ‘About the passage The passage is about the role of computers in human life Computers can be complicated things, but cannot replace human bbeings ie they cannot ‘think’ lke humans. Para 1 + invention of computers. ‘+ used in industries, universities ‘+ will soon become a part of life Para 2 + can do most complicated works + automation - machines doing work for us Para 3 + no scope of human beings controlled by machines ‘= computers dependent on humans for feeding instructions to work. Para 4 ‘+ computers would be pocket: sized + would provide valuable Information to travellers, car drivers + tiny transtating machines GLOSSARY 1 sphere field 2. leisure: spare time 3. obtain: get 4. tiny = very small12 he READING On the basis of your reading of the passage given above, answer the following questions: _(1*8= 8) (2) Modern technology has advanced the greatest in the field of ()aircratt (ii) atomic energy (i computers (2) communications (®) Computer is as important to a modern man as (9 telephone (i calculators (i mobile (ea bee (6) What enjoyment will automation provide to man in future? (9 fast travel (i leisure (i) peace () entertainment (Computers can never take decisions ... (9 of their own (i) in their own interest (ii) beneficial for the operators (je) and convey them to others (¢) In future computers may be used as... () lamps (ii) mobiles (ii) radios (io) guides () The coming of automation is sure to have important () changes in life style (fi) social consequences (ii) beneficial effects (j) changes in society (g) Sir Leon Bagrit was automation (i) Car drivers can be given straight routes during traffic jam. (True/False) Space for AnswersREADING 13 - OLA. Cena 2) 2. Read the passage carefully: (8 marks) ‘Reading: Factual Passage 1. Kausani is situated at a height of 6,075 feet in the Central VALUE POINTS Himalayas. It is an unusually attractive little town. It covers just About the passage about 5.2 sq, kms. It lies to the north of Almora in Uttarakhand’s The passage is about Kausanl, a picturesque! Kumaon region. beautiful place in Uttarakhand, 2. Kausani provides the 300-km wide breathtaking view of the known for its scenic beauty. It was Himalayas. It is the most striking aspect of this place. Snow- visited by Gandhij in 1929, It is the capped peaks are spread in a stately row. They stare at you in birth place of Sumitranandan Pant, silvery white majesty. The most famous peak on view is Nanda India’s poet laureate. Devi, the second highest mountain in India. It is situated at a Para2 height of 25,645 feet and 36 miles away as the crow flies. The * Kausani situated at the height of other famous peaks on view are Choukhamba (23, 420 feet) and 6075 feet in Uttarakhand, very Trishul (23,360 feet). Then there are also Nilkanth, Nandaghunti, __ beatiful town Nandaghat and Nandakot. On a clear day, the blue of the sky Para2 makes a splendid background to these peaks. At sunrise and at * Provides 300 km wide views of sunset, when the colour changes to a golden orange, the scene _ the Himalayas gets etched in your memory. gstentecerCaaibanisy 3. When Gandhiji visited this place in 1929, its scenic beauty held * Provide Beautiful scene him spellbound. He named it the ‘Switzerland of India’. He P#™> prolonged his two-day stay to fourteen days, making time to 1 Canshil vated iin 4929 write a book, ‘Anashakit Yoga’. The place where he was staying * Prolonged his vs 7 was originally a guesthouse of the tea estate. It was renamed >, led i Swiverland of india , " Para 4 “Anashakti Ashram’ after the book, , + birthplace of Sumitranandan 4 Kawa the bitpace of Sumitranandan Pant, nds poet ” pant, ndla’s poet laureate. laureate. Its natural surroundings inspired many of his poems. , many of his poems inspire tu gede ming th de pin fro a nth, (ae The area is also host to many fairs and religious ceremonies. If ‘= Kausani host to many fairs and Uttarakhand is the abode of gods, Kausani is God's own backyard. religious ceremonies There is no traffic, no one is in a hurry. If serenity could be put GLOSSARY on a canvas, the picture would resemble Kausani, 1. picturesque : pretty (CBSE 2015) 2, as the crow : in a straight line flies 3. prolonged: lengthened 4.resemble _ : be similar to On the ba of your reading of the passage given above, answer the following questions: (1*8= 8) (a) In which state of India is Kausani located? (9 Uttar Pradesh, (ii) Uttarakhand, (ii) Andhra Pradesh (j) Himachal Pradesh4 he READING (®) How much area does Kausani town cover? (9 4 5q. kms (i) 5 5q, kms, (iii) 5.4 sq, km (ie) 5.2 sq. kms. (0) Nanda Devi is situated at the height of (9 23420 feet (id) 25645 feet (ii) 23360 feet (io) 25420 feet (@ If Uttarakhand is the abode of gods, Kausani is (9 God's own drawing room (i) God's own temple (i) God's own backyard (i) God's own frontlane (¢) When did Gandhifi visit Kausani? 19 (i) 1927 (i) 1929 (i) 1931 () What is the picture of Kausani compared to? () goddess of wealth (fi) goddess of bounties (ii) serenity (io) heaven (g) During his prolonged stay in Kausani, Gandhiji wrote his book (i) Kausani is the birthplace of the Hindi poet, Maithali Sharan Gupta. (True/False) Space for AnswersREADING ee 15 OLA. Cena 3) 3. Read the passage carefully: (8 marks) ‘Reading: Factual Passage 1. In these trying! times, when buying ordinary food stuff can SRUCONTS bum a hole in your pockets comes the news that can actually about the passage help us save some hard cash when we go out to shop the next The passage cautions us against time. According to a Stanford University study, the first of its spending alt of money on organic kind in the world, there is no evidence to suggest that there are food since, according to one report, ‘more nutritional benefits from expensive organic food than those jt is no better than the ordinary grown by conventional methods. The researchers add that there food. is no difference in protein and fat content between organic and Para 1 conventional milk and the vitamin count is similar in both types. + no evidence that organic food The only benefit is that organic foods are not contaminated with _is more nutritious pesticides but then before you chew on that plate of organic okra * not even pesticide-free with roti made from organic wheat, they are not 100% pesticide * not a good news for those free either, In India, organic food has been growing at 20-22% dealing in expensive organic and the export market is valued at 1,000 crore. Obviously, the food study is not good news for that sector and for people who are Para 2 * In India people buy expensive organic vegetables even ‘eggs’ * organic eggs from ‘happy’ free hens + milk from ‘happy’ cattle-cattle pampered by music Para 3 + better to enjoy what is available on your plate big on organic food 2. In India, eating organic food is more of a style statement than due to health worries because the stuff is expensive. But people who can, do indulge in not only organic vegetables but even organic eggs laid by ‘happy hens’, who are allowed to roam around freely whereas ‘unhappy hens’ are kept in coops. Then there are companies that have installed music channels in their cowsheds and the milk from those sheds is sold at a marked up price since it has more nutritional value because the animals ‘+ no need to be choosy are happy thanks to lilting 24*7 music. We don’t know yet any GLOSSARY farmer using music to improve his crop quality, but then You 4 ving hard/difcut never know plants are known to reapond to mui 2 cortarineted: edultered 3. Why such pickiness about food? These days; the huge number 3 gig peoeeredens of TV shows and articles that we see and read on food provide statement to attract Dread and butter for the specialist. But instead of decoding food, attention its sources and what has gone into growing it, isn't it much better 4, nutritional: food value to enjoy what's on the plate? value (Adapted from the Hindustan Times) (CBSE 2014 Delhi) On the basis of your reading of the passage given above, answer the following questions: (1*8= 8) (@) In India, eating organic food is more of a style statement than () due to doctor's advice (i) due to health worries (iil) their cost effectiveness (jo) due to nutritional valueREADING < (®) ‘Happy hens’ are allowed to roam around freely whereas ‘unhappy hens’ are kept in (9 cages (@ coops (i) farm houses (2) big rooms (©) The organic foods have one great benefit in that they are (9 easily digestible (i suitable for all age groups (ii) pesticide free (iv) non-toxic (The export market of the organic products is valued at ru (9% 1100 crore (ii) & 1000 crore (ii) % 900 crores (fv) & 1200 crore (©) Milk yield of the cattle in the cowsheds is increased with the help of .. (9 hygienic conditions (ji) better feeds (i) 247 music (fo) cross-breeding, () ‘Burn a hole in your pocket’ conveys the idea that .. (9 you donot need to spend much (i you save more (ii) you are made to shed extra money (io) you have to spend lavishly (g) In India, eating organic food is a (i) Plants are never known to respond to music. (True/False) Space for AnswersREADING OLA. Cena 4) 4, Read the passage carefully: 1 Chandrayaan-2 is India’s second lunar exploration! mission. Developed by the Indian Space Research Organisation (ISRO), the mission, and planned to be launched to the moon by a Geosynchronous Satellite Launch Vehicle (GSLV), includes a lunar orbiter, a lander and a lunar rover all developed by India, India is gearing up to launch Chandrayaan-2 by the end of 2016 or the beginning of 2017. According to ISRO, this mission will use and test various new technologies and conduct new experiments. The wheeled rover will move on the Tunar surface and will pick up soil or rock samples for on-site chemical analysis. The data will be relayed to Earth through the Chandrayaan-2 orbiter. On November 12, 2007, representatives of the Russian Federal Space Agency (Roskosmos) and ISRO signed an agreement for the two agencies to work together on the Chandrayaan-2 project. ISRO would have the prime responsibility for the orbiter and rover, while Roskosmos was to provide the lander. The Indian Government approved the mission in a meeting of the Union Cabinet held on 18 September 2008 chaired by Prime Minister. The design of the space craft was completed in August 2009, with scientists of both countries conducting a joint review. Although ISRO finalized the payload for Chandrayaan-2 per schedule, the mission was postponed®, and rescheduled to 2016 because Russia was unable to develop the lander on time. When Russia cited? its inability to provide the lander even by 2015, India decided to develop the lunar mission independently. ISRO will design the orbiter, which will orbit the Moon at an altitude of 200 km. The mission would carry five instruments on the orbiter. Three of them are new, while two others are improved versions of those flown on Chandrayaan-1 orbiter. The approximate launch mass will be 1,400 kg, Unlike Chandrayaan-I’ lunar probe, which impacted the Moon's surface, the lander will make a soft landing. The approximate mass of the lander and rover is 1,250 kg. The design of the indigenous lander and the preliminary configuration study has been completed by the Space Applications Centre (SAC) in Ahmedabad. de 7 ‘Reading: Factual Passage (marks) VALUE POINTS ‘About the passage The passage is about Chand-rayaan-2, India’s second lunar exploration mission. It was developed by ISRO. Its mission is: to pick up soil and rocks for experimentation. On this project ISRO and Russian agency Roskosmos will work together. Paral Chandrayaan-2 developed by ISRO, likely to be launched by end of 2016. Para2 Objective, to test new technologies, take samples of soll, rocks. Para 3 ISRO and Russian Space ‘Agency working together. Para Goverment approved mission in 2008, design completed, Para Mission rescheduled to 2016, Russia unable to provide lander. Para 6 ISRO to design the orbiter, five instruments on the orbiter. Para7 Soft landing, mass of lander and rover 1250 kg. GLOSSARY 1 exploration : search 2. postponed :to arrange for an event to take place later 3. cited quoted 4. improved :modified for betterment18 he READING On the basis of your reading of the passage given above, answer the following questions: (1x8= 8) (@) The lander has been designed in (9 Russia (i India (ii) America () Russia and India () Itis the that will land safely on the Moon. (9 lunar orbiter (i lander (Gi) satellite (2) robot () When was the mission given approval by the Indian Government? (9 on 16 September 2009 (i on 18 September 2008 (ii) on 15 October 2011 (jv) on 16 December 2008 (At what altitude will the orbeter of Chandarayan-2 Orbit? (9 190 km (ii) 220 km (ii) 240 km (e) 200 km (¢) What is the approximate mass of the lander and rover? (9 1150 kg. (fi) 1250 kg (ii 1200 kg, (io) 1100 kg, () Where was the design of the indigeneous lander completed? () Hyderabad (i) Thumba (iii) Armedabad (io) Mumbai (g) The design of the space craft was completed in (i) Russia successfully developed the lander on time. (True/False) Space for AnswersREADING OLA. Cena 5) 5. Read the passage carefully: 1 Scientists are struggling to explain a slowdown in climate change that has exposed gaps in their understanding and defies a rise in global greenhouse gas emissions! Often focused on century-long trends, most climate models failed to predict that the temperature rise would slow, starting around 2000. Scientists are now intent on figuring out the causes and determining whether the respite will be brief or a more lasting phenomenon. Getting this right is essential for the short and Iong-term planning of governments and businesses ranging from energy to construction, from agriculture to insurance. Many scientists say they expect a revival of warming in coming years. Theories for the pause include that deep oceans have taken up more heat with the result that the surface is cooler than expected, that industrial pollution in Asia or clouds are blocking the sun, or that greenhouse gases trap less heat than previously believed. The change may be a result of an observed decline in heat-trapping, water vapour in the high atmosphere, for unknown reasons. It could be a combination of factors or some as yet unknown natural variations, scientists say. Weak economic growth and the pause in warming is undermining governments’ willingness to make a rapid billion-dollar shift from fossil? fuels. Almost 200 governments’ have agreed to workout a plan by the end of 2015 to combat global warming, “The climate system is not quite so simple as people thought,” said Bjorn Lomborg, a Danish statistician and author of “The Skeptical Environmentalist” who estimates that moderate warming will be beneficial for crop growth and human health. Some experts say their trust in climate science has dectined because of the many uncertainties. The UN’s Intergovernmental Panel on Climate Change had to correct a 2007 report that exaggerated the pace of melt of the Himalayan glaciers and wrongly said they could all vanish* by 2035. “My own confidence in the data has gone down in the past five years,” said Richard Tol, an expert in climate change and professor of economics at the University of Sussex in England. Swedish chemist Svante Arrhenus first showed in 1890 that the man-made carbon dioxide, from coal for instance, traps heat in the atmosphere. —Renters de 19 ‘Reading: Factual Passage (marks) VALUE POINTS About the passage The passage is about the slow- down in climate change. Many scientists ‘sy they expect a revival of warming in coming years. Many theories say that deep oceans have taken up ‘more heat with the result that the surface is cooler than expected. The ‘change may be due to the dectne in heat-trapping water vapour in high ‘atmosphere, for unknown reasons, Para a slowdown in climate change ~ most climate- ‘models failed to predict that the temperature rise would slow — scientists are trying to find the causes. Para2 revival of warming in coming years expected = Many theories say that the deep oceans have taken up more heat with the result that the surface is cooler than expected — the change may be due to the decline in heat- trapping water vapour in high atmosphere, Para 3 Weak economic growth and the pause in warming is undermining Governments’ willing ness to make a rapid billion dollar shift from fossil fuels. Para 4 The climate system not so simple as people thought. Para Richard Tol says, “My ‘own confidence in the data has gone down in the past five years.20 he READING On the basis of your reading of the passage given above, answer Para Swedish scientist says the following questions: (x8=8) that the man-made carbon dioxide traps heat in the atmosphere. GLOSSARY (2) What is essential to know for long and short term planning in different sections? () the mountains (i) the glaciers L.emissions : sending out gas, (ii) the raise in temperature (jo) greenhouse gases ee se ie (®) What is expected by most of the scientists now? Eos cia eran en () depletion of watertables (ji) sudden eruption of volcanoes animal or a plant (ii) revival of warming __(e) fall in temperature Shania (©) The result of the deep oceans taking up more heat is (the surface is hot (ii) the surface is cold (ii) the surface is less cooler than expected (iv) the surface is cooler than expected (@ The climate system is quite (simple (ii) very simple (ii) complex (io) less complex than we think (¢) Trust in climate science has () risen (i) declined (ii) been robust (jv) remained uncertain () Richard Tol is a professor at (Boston University (i) Oxford University (ii) University of Sussex. () Harward University (g) The surface is than expected. (i) Man-made carbon dioxide traps heat in the atmosphere. (True/False) Space for AnswersREADING OLA. Cena G 6, Read the passage carefully: 1 Osteoporosis is a disease in which the bones become weak due to loss of calcium leaving them less dense and more likely to break. People with osteoporosis most often fracture! bones in the spine, hip and wrist. Osteoporosis can strike at any age, but is most common in older women. An estimated 80 per cent of people with osteoporosis in India are women, But statistics? show that it is not solely a woman's disease. For most people, bone mass peaks during the third decade of life. By this age, men typically have accumulated more bone mass than women, From then on, the amount of bone mass begins to decline slowly as removal of old bone exceeds formation of new bone. One out of two women and one in four men over 50 years will break a bone due to osteoporosis, Men in their 0s do not experience rapid® loss of bone-mass that women do in the years following menopause. Between the age of 65 and 70, however, both men and women lose bone at the same rate and there is decreased calcium absorption in both sexes: If undetected, osteoporosis can progress for years without symptoms until a fracture occurs. It can result in loss of height, severe back pain and a change in one’s posture. Osteoporosis can impair a person’s ability to walk and cause prolonged or permanent disability. The best way to check your bone health is by “Bone Mineral Density” (BMD) test which measures bone density in various parts of body mainly hip, spine and wrist joints. This test can detect osteoporosis before a bone fracture occurs and predict ‘one’s chances of fracturing in the future, Osteoporosis can often be prevented® by appropriate nutrition, exercise, adapting a healthy lifestyle and when necessary, by taking drugs prescribed to prevent rapid decline of bone mass. A diet rich in calcium and Vitamin D is important for healthy ones. Good sources of calcium include low fat dairy products, green leafy vegetables and calcium fortfied® food and vegetables. ‘Also supplements can help meet the daily requirements of calcium and other - important nutrients, Vitamin D plays an important role in calcium absorption” and bone health. The average daily requirements are 1000-1200 mg of calcium and 200-600 IU of Vitamin D. de 21 ‘Reading: Factual Passage (marks) VALUE POINTS ‘About the passage: The passage is about Osteoporosis, a common disease of bones, and how we can prevent it. Para 1 osteoporosis, a bone disease due to shortage of calcium in the body Para 2 can strike at any age, common in older women Para 3&4 the bone mass declines in old age Para S & 6 the disease slow to detect, can result in back pain, defect in one’s posture; BMD test can detect this disease Para 7&8 can be prevented by suitable nutrition, exercise, etc. GLOSSARY fracture: break 2, statistics + facts and figures 3. rapid quick 4. symptoms. : signs 5. prevented : stopped 6. fortified: strengthened by adding an overdose 7. absorption : the process of being taken in22 he READING On the basis of your reading of the passage given above, answer the following questions: (1%8= 8) (2) What happens to a person afflicted with osteoporosis? () sulfers from diabetes-2 (ii) suffers from hypertension (ii) fracture bones (io) none of the above () The percentage of women suffering from Osteoporosis in India iS sun. ( 70% (i) 80% (ii) 72% (io) 85% (6) Calcium absorption is decreased between the age Of ssmnnn (55 to 60 (ii) 604 (ii) 65-70 (io) 70-75 (What are the visible effects of Osteoporosis? () loss of height (i) severe back pain (iii) change in one's posture (io) none of the above (©) The author wants U8 t0 ses (0 ignore osteoporosis, {i treat osteoporosis, (ii) avoid osteoporosis (io) prevent osteoporosis () In order to deal with osteoporosis we must take care OF sumo (@ moral health {i bone health (ii) physical health (jo) mental health (2) BMD test ca snsnessnn Osteoporosis, (i) A dict rich in calcium is good for healthy bones. (True/False) Space for AnswersREADING 23 2 Prien Time: Half an hour Task: Individual To) Read the passage carefully: Trying to swat a fly is like trying to shoot Keanu Reeves in The Matrix because time appears to move more slowly in the minds of smaller animals, a new study has claimed. ‘The ultra-nimble fly is capable of processing nearly seven times as much information in a second as a human. This means a rolled-up piece of newspaper that is moving so fast that it appears as a blur to our eyes is, to the fly, more like the slow-motion bullets that are easily dodged by Neo, Reeves’ character in ‘The Mateix. A paper published in Animal Behaviour journal found the perception of time was linked to the size of an animal's body and metabolic rate. But it can also change depending on the circumstances: time appears to slow down during. stressful situations like a car crash because in an attempt to avoid disaster, the brain increases the amount of information it is taking in, Dogs are able to process information at twice the rate of humans and so tend not to be interested in television, All they see is a flickering image, as if a projector had broken and the film slowed. ‘The scientists used the point at which a flickering light appears as a solid beam as a way to examine how different animals perceive time. Houseflies can see a light flickering at a rate nearly seven times faster than we can. “That's because they are getting much more information per second through their visual system... so that second feels longer.” ‘One of the researchers, Dr Luke McNally, of Edinburgh University, said, “These animals are perceiving the world in a very, very different way.” This explains why flies seem so hard to hit. “[For the fly] it feels like you are moving so slowly towards them. It’s the same as the famous bullet-time scene where the bullets are moving at this incredibly slow rate as far as Keanu is concerned,” Dr McNally said. At the other end of the scale, time rushes by for the slow-moving leatherback turtle because it gets only about a third of the amount of information that humans do in a second. “This perception of time co- evolved with how fast you can move, how fast your metabolism is and how small you are,” Dr MeNally said, “There's very little point in gaining all this information if you cannot react to it.” However, there is at least one animal whose perception of time is at odds with its physical characteristics. “Tiger beetles can run faster than their ey prey, then they have to stop, and then sprint again and hope they'll hit into it.” es can keep up,” Dr McNally said. “They run towards their24 se READING Attempt the following questions on the basis of the passage you have read: (1x8=8 marks) (@) Anew study reveals that time seems to move more slowly (9 during light moments (i) during stressful moments (ii) during night (io) during, eating ® @ © @) ® Ultra-nimble fly is capable of seeing, a light flickering (i) at a rate seven times faster than other animals (ii) at a rate nearly five times faster than human beings (iii) at a rate nearly seven times faster than human beings (@) at a rate almost the same as the human beings Dogs fail to see what is shown on TV screen because the images on the screen for them are (0 too slow (ii) too fast (ii) steady (io) unsteady In time perception the opposite of a fly is (a lion (i) a dog (ii) a tiger beetle (jo) a leatherback turtle ‘The journal on Animal Behaviour reveals that time perception is (i linked to senses (i linked to the size of the animals (ii) linked to the speed of the animals (jv) linked to the circumstances. What is Neo shown in the film the Matrix? () swaying sword (fi) shooting arrows (ii) dodging slow-motion bullets (iv) waltzing ‘Tiger beetles run towards their Flies seem so soft to hit. (True/False) \snnsemn etna nities teninentnannatatiteREADING de 25 ASSESSMENT SCALE FOR READING COMPREHENSION SKills to be assessed: ‘The student will be assessed for their ability for understanding the given text. He will also be judged whether he has rightly deduced the meaning of difficult words or phrases, and whether he has inferred the meaning or interpreted the lines correctly. It is equally important to see if he has understood the author's point of view, and if he is capable of relating it to his own. arning outcomes: The students shall earn to = ® read extensively and intensively % infer and interpret ~ answer the questions properly Procedure to be followed: The teacher will give the task for reading comprehension. Then he will give necessary instructions to the students. The students will be given some minutes for proper reading before attempting the questions that follow the text. The teacher will collect the assignments after the students have completed the task. (Time for the test may vary) Assessment criteria: Assessment of the student's performance is to be judged on the following criteria % ability to understand 4 ability to infer and interpret the number of correct answers © expression in case of complete sentence-answers, Assessment Scale (@) Excellent (b) Good (Average (@ Below Average ‘Able to understand| Able to understand| Able to understand [fails to understand the passage, draw| the passage, draw! the passage alittle, | the passage, unable to conclusions, choose| conclusions, choose | choice of some interpret or infer, choice the correct answers /| the correct answers /| answers wrong / | of many answers wrong write grammatically| write grammatically| makes many errors | / make glaring errors correct answers, correct answers, in writing correct _| Needs extra guidance answers, Total Score obtained: Note: ‘O’ should be awarded only in case the student does not attempt the task at all2OTT29 WRITING Better than all other communication skills, the writing skills reflect a person's reasoning faculty, his ability to present his viewpoint, and his command over the language. No wonder that young boys/ girls who are proficient in writing skills have an edge over others. WRITING Effective writing has all the salient features of good communication: () brevity (ii) clarity (ii) coherence and (jo) correctness Brevity: Brevity means the ability to say something in brief without digressions and irrelevant details, 2. Clarity: Clarity means lucidity. The writer must be clear about what he is going to say. Whatever he writes should be easily understandable. 3. Coherence: Coherence means logical unity. It means that in good writing all the sentences should be connected with each other in a convincing manner. There should be a touch of unity in them, 4, Correctness: Correctness refers to the correct usage of grammar and clarity of expression. ESSENTIALS OF EFFECTIVE WRITING 1. Target audience: It is important for a writer to consider before writing anything as to who he is writing for. He has to mould his style accordingly. Writing for school students has to be different in style from the one meant for the specialists, 2. Subject: The writer has to choose a subject which will interest his readers. If he writes on a subject that is of no relevance or interest to his readers, no one is going to make use of it. Subjects on current affairs 4. Style: There was a time when people used florid style, bombastic words, and involved and long sentences to impress the readers, That kind of style is not in vogue these days, The plain and simple style is preferred in English these days, Simple but exact words in short, crisp sentences should be used. 4, Language: The writer must use current language and follow rules of grammar. He must pay attention to correct spellings and punctuation. ‘The following items are to be set in examination: 1. Formal Letter: Formal letters are written to high officials to make a complaint, to principals or directors of institutions to make inquiries. They are also written to business firms to order goods or to ask for catalogues. Moreover, formal letters are also written to editors of leading newspapers to express your views on a current topic or problem. 2. Analytical Paragraph: An analytical paragraph is a form of descriptive writing which is written based ona given chart, graph, data, outline, clues, table etc. It requires the writer to analyse and compare the given facts, and to draw conclusions based on the given data. ANALYTICAL PARAGRAPHS ‘An analytical paragraph is a form of descriptive writing written on the basis of a given chart, graph, data, outline, clues, table, etc. When writing an analytical paragraph, one must describe the facts in the best possible manner and cover the information provided. FEATURES OF AN ANALYTICAL PARAGRAPH 1, Brief and comprehensive but must contain complete information 2, Should state facts in simple and accurate language30 WRITING ‘+ 3. Should mention figures and quantities correctly, 4, Should use the same tense throughout 5. No personal observation or response. 6. Should preferably use the passive form of the verb FORMAT OF AN ANALYTICAL PARAGRAPH ‘The content (100-120 words) of the paragraph must include the following: + Introduction: explain in one or two lines the context or what is clearly evident from the chart or graph. + Body: explain in detail the figure and trends, making comparisons and contrasts + Conclusion: give the overall view or summary of the chart or graph HOW TO ATTEMPT WRITING AN ANALYTICAL PARAGRAPH Select the part from the available choices that you can comprehend easily. Then, read the question to understand what is stated in the text and the adjoining visual representation. Go through the data and try to interpret and analyse it. Figure out the comparisons and similarities that can be drawn out of it. 4. On the basis of your understanding, write your analysis under the following sequence: (2) What is the data given about? In which form is the data represented? (®) Are there any comparisons to be drawn? (0, Draw the conclusion (if possible, give solutions also) that can be inferred from the data. For introduction, use phrases such as The chart given above describes.../ The given table suggests. _graph shows... The data given provides information about.../ The pie chart illustrates... ete 6. Complete accuracy must be maintained when mentioning numbers and figures. / The line SAMPLE ANALYTICAL PARAGRAPH ‘The pie chart below illustrates how internet users aged 18+ prefer to access the internet at home and at other places, Summarise the information in the pie chart by selecting and presenting the main features in 100-120 words. [The graph shows the result of a survey in the form of a pie chart and the information is, given in percentage in which people aged 18 and above were asked about their preferred devices for accessing the internet, Participants mentioned four main devices in their Internet access Other 4,036 “Tablet 14.0% Desktop 93.0% answers—a smartphone, a laptop, a tablet, and a desktop computer.] Introduction: What does the data tell us? [From this pie chart, it is clear that the majority of participants prefer to use desktops, and smartphones with just a difference of three percent between the two. Nearly a third of the participants prefer to go online with a desktop computer. Thirty percent like to use a smartphone. Laptops account for 19 percent of the participants. Only a minority of the population prefer to account for four percent of devices other than ‘the main four. We can also see that tablets also enjoy some popularity among a number of people, and this popularity could increase due to their accessibilty.] Body: Interpretation of data using numbers [in conclusion, we can say that most people are still inclined towards using desktop computers.] Conclusion: Findings of the data in brief Laptop 19.0%33 Ce TNS —— CHAPTER 01 TENSES ‘ The word ‘tense’ is associated with verb, It shows the time of an action, It also shows the state in which the subject is Birds fly. (action) Lam happy. (state of mind) KINDS OF TENSES ‘There are three kinds of tenses: Present, Past and Future. (@) The Present Tense indicates an action related to the Present time; as, He works hard. The sun sets in the west. (#) The Past Tense indicates an action done in the Past time; as, We met last month. Iedid not rain yesterday. He read a book yesterday. (0 The Future Tense indicates an action which will take place in the Future time; as, The train will be late. He will help you. Each of the three main tenses has four forms: 1. Simple (Indefinite): It simply states an action. 2. Continuous: It indicates that the action is incomplete and is continuous, 3. Perfect: It indicates that the action is complete. 4, Perfect Continuous: It shows the continuity of an action over a certain period of time. TENSE CHART (ACTIVE VOICE) I PRESENT TENSE Form First Person Second Person Third Person | Singular/ Plural Singular/ Plural Singular/ Plural Simple Twork You work. He (She/It) works. Continuous Tam working. You are working. He (She/It is working, Perfect Thave worked You have worked. He (She/It) has worked34 se GRAMMAR Perfect Thave been working for two] Youhave been working JHe (She/It) has been Continuous days since noon, working since morning We have been working for |Youhave been working | They have been working two days. since noon. since morning. I, PAST TENSE Form First Person Second Person Third Person Singular /Plural Singular/ Plural Singular/ Plural Simple Iworked You worked. He (She/It) worked. (indefinite) We worked. You worked. They worked. Continuous |I was working You were working. He (She/It) was working. We were working. You were working They were working. Perfect Thad worked. You had worked. He (She/It) had worked We had worked. You had worked. They had worked. Perfect Thad been working for | You had been working Hie (Ghe/It) had been Continuous _| two days. for two days. working since noon. We had been working You had been working, They had been working, for two days. for two days. since noon. II, FUTURE TENSE Form First Person Singular/ Second Person Third Person Plural Singular/ Plural Singular / Plural Simple 1 shall work. You will work. He Ghe/1t) will work (Indefinite) | We shall work. You will work. ‘They will work. Continuous | Ishall be working, You will be working, He Ghe/It) will be working. We shall be working. | You will be working ‘They will be working. Perfect shall have worked. | You will have worked. “He (he/1t) will have worked. ‘We shall have worked, | You will have worked ‘They will have worked. Perfect T shall have been | You will have been working [He (She/It) will have been Continuous | working for two days. for two days ‘working since noon. We shall have been working for two days. | fortwo days, You will have been working ‘They will have been working sinceGRAMMAR ee 35 Uses of the Tenses I. PRESENT TENSE 1 Simple Present/ Present Indefinite (S+V,/V, +5 ores) is used: (to express what is actually taking place at the present moment jas, See, how I fly! (ii) to express universal truth ; as, Two and two make four. The sun rises in the east and sefs in the west. (ii) to express a habitual fact ; as, He goes out for a walk every morning. We play cricket in the evening, (io) to express a future action; as, The college closes on the 18th. (will clase) We leave for Kashmir on Monday. (shall leave) (©) to express the Past tense ; as, Napoleon now marches on Moscow. (Historic Present) (©?) to present a quotation ; as, Shakespeare says: Uneasy lies the head that wears the crown, Present Continuous Tense (S + is/am/are + V, + ing) indicates an action going on at the time of speaking; as, We are doing our work. u She is listening to me. We are progressing by leaps and bounds. Note: _ Its also used for conveying an action relating to the near future; as, The Prime Minister is addressing the nation tomorrow. Weare visiting Japan next month. We are planning to visit Dalhousie (®) Present Perfect Tense(S+has /have+ V;) denotes an action completed at the time of speaking; as, Sarvesh has turned up. Sumeet has worked out the sum. (©) It is also used to represent a past action that continues up to the present moment ; as, [have learnt French for a year. (= Lam still learning French.) (0) Mark the distinction between 1. He has lived here for five years. 2. He lived here for five years. Sentence 1 shows that he is still living here. Sentence 2 shows that he is living here no longer. 7 Present Perfect Continuous Tense (S + has/have + been + V, + ing): It is used to indicate an action ‘which began in the past and is still going on jas, L._ She has been waiting for you since Monday. 2. Ihave been working as a teacher for ten years.36 GRAMMAR ‘+ Note: ‘For’ is used to denote a period of time while ‘since’ is used to express a point of time. For Since for ten years since 1980 for two months ssince March last, for a week since last week for along time since Monday Usage: Affirmative Negative | Interrogative T(We, You, They) |I(We, You, They) | Havel (We, You, have been, havenot been —_| They) been singing, singing, singing? He (She, It)has__|He (She, It) has | Has he (she, it) been singing. | not been singing, | been singing? Il. PAST TENSE 11 Simple Past Tense (S + V,) is used: (1) to denote an action in the past; as, Iuwrote a letter to Salima She died of cholera yesterday. 2) to denote a habitual action in the past; as, Wellived and played for years together. He took a morning walk daily. () to indicate an action going on at the time stated; as, While Salima danced, her sister sang. (11 Past Continuous Tense (S + was/were + V, + ing) is used to denote an action that was going on at some time in the Past; as, While I woas eating, he was talking. He was having his breakfast when I called on him. J Past Perfect Tense (S + had + V,) is used to denote an action which had been completed before another action was begun; as, Sher Singh came when I had finished my work, ‘The patient had died before the doctor came. Thad done my homework before he arrived. Note: (1) Put the verb expressing the completed action into the Past Perfect Tense and the verb expressing the subsequent action into the Past Indefinite Tense. 2) Never use the Past Perfect Tense in a simple sentence unless some such word as already, before, since, tll, etc. is mentioned or understood ; as, 1. Thad already finished my work. 2. He had never seen that play before. 3. She had not met me since her marriage. Note the correct sentences: Incorrect Uhiad met the minister last week.GRAMMAR ee 37 Correct met the minister last week. Incorrect: God had listened and had granted her request. Correct + God listened and granted her request a Past Perfect Continuous Tense (S + had been + V; + ing) is used to denote an action that had been going on at or before some point of time in the past; as, Thad been studying for three hours before I went to bed. ‘She had been playing the violin for an hour before she went for a drive. Ill, FUTURE TENSE Simple Future (Indefinite) Tense (S + will/shalll + V,) is used to express an action in future ; as, I shall write to her next week. ‘They will play a cricket match on Monday. Future Continuous Tense ($ + will/shall + be + V, + ing) denotes an action going on at some point in future time; as, He will be looking after the cows then, I shall be washing my clothes, Future Perfect Tense (5 + will/shall + have + V,) indicates that an action will be completed at some point of time in future ; as, They will have heard the news by the time you reach there. I shall have completed my work by that time. Future Perfect Continuous Tense (S + will/shall + have been + V, + ing) is used to denote an action that will have been going on at, or before some point of time in the future ; as, ‘They will have been studying English since morning, He will have been studying commerce for three years by next year, Note: The modern grammarians recognise the following two other tenses of the Future: TENSES IN CONDITIONAL SENTENCES Types of Conditions: The conditional sentences fall into two groups: (@ Open condition /Factual condition. (#) Theoretical condition (Improbability or Unreality) (a) Open Condition (Factual condition) Study the following sentences carefully: (Ordinary Future Condition: 1. Ifit rains heavily, it will damage the crops. 2. Unless you put in hard work, you will no! win a scholarship. 3. We shall come provided the weather is fine (i Ordinary Condition not referring to the Future: 1. Ifheis dishonest, he is not reliable 2. Ifheis right, Lam wrong, 3. Ifyou have done it, you have acted foolishly. (W) Theoretical Condition 1. If were a bird, I would fly high in the sky. 2. If he had worked hard, he would have passed. 3. Had she been careful, she would have saved herself38 se GRAMMAR Do rr Yoursetr 1. Complete the following passage by choosing the appropriate form of the verb out of the given ones: ‘At last, the holidays (@) was in the train to go home. The train (b) my village in four hours. The coolie (c) ‘my luggage on the path. I moved towards the house. What would mummy (d) 2 (@ — @comes (i) came (i come (®) coming, (8) (reached (ii) reaches (ii reach (jo) will reach (©) (carries (ii) has carried (ii had cartied (io) carried (thought (i) says (ii thinks (iv) say 2. Complete the following passage by choosing the appropriate form of the verb out of the given ones. Fertility falls as incomes (a) _ education spreads and health (b) Thus development © the best contraceptive. But development itself (d) not be possible if the present increase in numbers continues. (@ (rising (ii) rose (ii rise (io) risen ©) @improve (i) improved (i improves, (®) improving 0 was (iis (ii will be (jv) would be ( (must (ii) should (i) may (jv) might oe O Lesser etnameette ntti tenteninneranatnate— CHAPTER 02 ACTIVE AND PASSIVE VOICE —Ceeue"— sili Read these sentences carefully: 1. The teacher punished us. 2. We were punished by the teacher. 39 In sentence 1, the subject (teacher) is the doer of an action. The sentence is in the Active Voice. In sentence 2, the subject (ive) is the receiver of an action, The sentence isin the Passive Voice How to tum an active voice sentence into a passive voice sentence. 1. Use the object in the active voice as the subject and the subject as the object. 2, Use the appropriate form of the verb ‘be’ and the past participle form of the verb (V,) according to the tense and the subject in the active voice. 3, Use the preposition ‘by’ or any other suitable preposition before the object in the passive voice sentence, Subject Verb Object Priya Truth _— passive; as, — loves truth, is loved ~by Priya TABLE SHOWING PASSIVE VOICE Note: The active voice is more direct and more forceful than the passive. But there are legitimate uses for the Tense Verb in the Passive Voice Sentence in Passive Voice 1. | Simple Present Simple Past Simple Future 4, | Present Continuous 5. | Past Continuous 6. | Present Perfect 7. | Past Perfect, 8, | Future Perfect is/am/are + Past Participle (v3) was/were + Past Participle (v3) shall be/will be + Past Participle (v3) is/am/are + being + Past Participle (v3) was/were + being + Past Participle (v3) have/has + been + Past Participle (v,) had + been + Past Participle (v,) shall have/ will have + been + Past Participle (va) Iam helped /He is helped. Iwas helped /We were helped I shall be helped. He will be helped. Lam being helped. He is being helped. was being helped We were being helped. Thave been helped He has been helped. Thad been helped. I shall have been helped. He will have been helped.40 fe (@) to eliminate mention of the agent ; as, He was found stealing, Food was distributed among the famine-stricken. (®) toemphasize the recipient of an action ; as, Raju’s house was burgled last night. ‘The Prime Minister was given a warm welcome. FORMING PASSIVE SENTENCES. 1. SIMPLE PRESENT TENSE (S+is/am/are + V,+0) Active: He helps me, Passive: Lamhelped by him. ‘Active: We see an aeroplane. Passive: An aeroplane is seen by us. Active: She sings a song, Passive: A song is sung by her. Active: She does not feed sparrows. Passive: Sparrows are not fed by her. Active: They do not like sweets, Passive: Sweets are not liked by them. 2. SIMPLE PAST TENSE (S + was/were +V5 +0) Active: Wekilled a cobra. Passive: A cobra was killed by us. ‘Active: The fisherman caught a fish. Passive: A fish was caught by the fisherman. ‘Active: You made many mistakes. Passive : Many mistakes were made by you. Active: Ididn’twrite a letter. Passive _ : A letter was not written by me. 3. SIMPLE FUTURE TENSE (G+ will/shall + be + V, +0) Active: Ishall read a book. Passi A book will be read by me. Active: She will like oranges. Passive: Oranges will be liked by her. GRAMMARGRAMMAR Active Passive Active Passive She will not pardon him. He will not be pardoned by her. Will you deliver the letters? Will the letters be delivered by you? 4. CONTINUOUS TENSE (Present and Past) (Present Continuous Tense: S + is/am/are + being + V, +0) (Past Continuous Tense: S + was/were + being + V, +0) Active Passive Active Active Passive Active Passive Active Lam seeing a tiger. A tiger is being seen by me. ‘They are singing songs. Songs are being sung by them. Gurmit was driving a car. A car was being driven by Gurmit. ‘The doctor was examining the patients. ‘The patients were being examined by the doctor. Was Gita doing the sum? Was the sum being done by Gita? 5. PERFECT TENSE (Present, Past and Future) (Present Perfect:$-+has/have+been+V3+0) (Past Perfect: + had + been + V, +0) (Future Perfect: S + will/shall + have been + V+ 0) Active Passive Active Passive Active Passive Active Passive Active Passive Active Passive Active Passive He has sold a horse. A horse has been sold by him. ‘You have made many mistakes. Many mistakes have been made by you. We had played a cricket match. A cricket match had been played by us. She will have read the book. ‘The book will have been read by her. Hias the grocer sold the tea? Has the tea been sold by the grocer? Had the children eaten all the cakes? Had all the cakes been eaten by the children? Will they have helped her? Will she have been helped by them? 4142 se GRAMMAR INTERROGATIVE SENTENCES, Active; Does he see a bird? Passive: Isa bird seen by him? Active: Did she sing a song? Passive: Wasa song sung by her? Active: Will they help you? Passive: Will you be helped by them? Active: Ishe reciting a poem? Passive: Isa poem being recited by him? Active: Was he reading a newspaper? Passive Was a newspaper being read by him? Active: Has the teacher told a story? Passive: Hasa story been told by the teacher? Active: Whatare you looking for? Passive: What is being looked for by you? ‘Active: Who presided over the function? Passive: By whom was the function presided over? Active: Whom does she like the most? Passive: Whois liked the most by her? ‘Active: How has the Bhakra Dam helped Haryana? Passive: How has Haryana been helped by the Bhakra Dam? Active: Why did he abuse you? Passive: Why were you abused by him? Active: What were you reading? Passive: What was being read by you? TRANSITIVE VERBS HAVING TWO OBJECTS, Some Transitive Verbs govern two objects. Make either the direct or the indirect object the Subject; as, Active I gave him a toy. Passive: A toy was given to him by me. or He was given a toy by me. Active: Your father taught us English. Passive: English was taught to us by your father. or ‘We were taught English by your father.GRAMMAR Active Passive Active Passive Active Passive ee 43 He will tell us an interesting story. An interesting story will be told to us by him. or We shall be told an interesting story by him. ‘We refused him admission, ‘Admission was refused to him by us. or He was refused admission by us. The Principal has given me a prize. Thave been given a prize by the Principal. or A prize has been given to me by the Principal. PREPOSITIONAL VERBS While changing a Prepositional Verb from Active to Passive Voice, the preposition should not be dropped, as it is a part of the verb. Active Passive Active Passive Active Passive 9. MODALS Mothers bring up children, Children are brought up by mothers. They laughed at the old man. The old man was laughed at by them, 1 objected to his proposal. His proposal was objected to by me. (G+ modal + be +V, +0) While changing modals into the passive, add be and the Past Participle (V;) with them. Active Passive Active Passive Active Passive Active Passive Active Passive Our team may win the match. The match may be won by our team. We should always speak the truth. TThe truth should always be spoken by us. You must not do it. It must not be done by you. Tcan do the sum. ‘The sum can be done by me. We ought to serve our country. (Our country ought to be served by us.44 fe 10, IMPERATIVE SENTENCES GRAMMAR In Imperative sentences, ‘Tet be’ is used to change the voice, if the sentence is to remain imperative, otherwise, should be can also be used; as, Active: Read this story. Passive: Let this story be read or This story should be read Active + Open the window. Passive: Let the window be opened. Or The window should be opened. Active: Don't pick flowers. Passive : Let flowers not be picked. or Flowers should not be picked. Active: Let us complete our work. Passive: Let our work be completed by us, Note: In case of intransitive verbs, the imperative sentences are changed into Passive Voice like this: Active: Please sit down, Passive: You are requested to sit down, ‘Active + Stand up. Passive : You are ordered to stand up. Active: Work hard, Passive: You are advised to work hard, 11. TYPICAL SENTENCES Active: Itis time to say our prayers, Passive: Itis time for our prayers to be said, Active: Ttis time to take exercise. Passive: It is time for exercise to be taken. Active: The jug contains milk. Passive; Milk is contained in the jug, Active: [know her. Passive: She is known to me. Active: It surprised all Passive: All were surprised atit Active: The news alarmed us. Passive: We were alarmed at the news. ‘Active: Your habits worry meGRAMMAR Passive Active Passive Active Passive Active Passive Active Passive Active Passive Active Passive Active Passive Active Passive Active Passive Active Passive Active Passive Active Passive ee 45 Lam worried at your habits Grass grows over the fields. ‘The fields are overgrown with grass. You have to do it. Tehas to be done by you. Thope to secure first division. It is hoped that I shall secure first division. Seven days make a week. A week is made of seven days. Tell him to leave the job. Let him be told to leave the job. May you live long! It is prayed that you may live long The room needs sweeping. ‘The room needs to be swept. Rose smells sweet. Rose is sweet when smelt, Honey tastes sweet Honey is sweet when tasted Alas! we shall see him no more. It is sad that he will be seen no more. God helps those who help themselves Those who help themselves are helped by God. ‘One must endure what one cannot cure. What cannot be cured must be endured. VERBS ACTIVE IN FORM, BUT PASSIVE IN SENSE Transitive verbs are sometimes used in a passive sense without being put in the passive; as, Iron feels hard (i, is hard when it is fel. Quinine tastes bitter (ce, is bitter when it is tasted). ‘The palace is building (ie, is being buill) ‘The book is printing (i.e. is being printed) ‘When the agent is not expressed in the Passive Voice, it must be supplied in the Active Voice; as, Passive Active Passive Active Milk is used for making butter. People use milk for making butter. ‘One's promise should be kept. ‘One should keep one’s promise,46 2 $A Passive: Raju was not punished yesterday. ‘Active: The teacher did not punish Raju yesterday. Passive: Nota word was spoken to him. Active None spoke a word to him, Passive: The drama is being played. Active: The girls are playing the drama. Passive: He was obliged to leave Active Circumstances obliged him to leave. Passive: My pocket has been picked. Active: A pickpocket has picked my pocket. Passive: He was appointed monitor. ‘Active: The teacher appointed him monitor. Passive: ‘The papers are being marked. Active: The teacher is marking the papers. Passive: The fort has been conquered. Active: The army has conquered the fort. Passive: The speaker was heard patiently. Active: The audience heard the speaker patiently. Do rr Yoursetr Given below is a set of instructions on the preparation of tea. Using the instructions fill in the blanks in the paragraph. Choose the answers out of the given options and write them in your answer sheet against the correct blank numbers. Do not copy the whole sentence. ( Patwater ina kettle. (i) Boil water (ii) Add sugar to taste. (io) Put some tea leaves. () Add milk and stir (©) Tea is ready to serve. Water (a) (puts/is put/to be put) in a kettle, and then (b) it (is boiled/boiled/ boils) on a gas stove. Then sugar (¢) (is/to be added/is added) to taste. Some tea leaves are then (d) (put/are put/ puts). Milk is (¢) (adding/added/adds) and the mixture “ (will be/is/ should) stirred. Tea is ready to serve. Complete the following passage, taking correct opitons from those given. To produce electricity, first water (2) (stored / was stored / is stored) in a dam. Then this water (b) (thrown / throwing / is thrown) from a height to run dynamos. Thus electricity © (ovas produced / producing / is produced). The electricity (d) (was called / is called / calling) power. It () (was used / is used / used) in various ways. VE nline47 — CHAPTER 03 CONJUNCTIONS & INTRODUCTION A conjunction is a word that is used to join words or sentences, It is only a connector and has no other ‘grammatical function, Read the following sentences: need your vote and support. Sudha was hard-working hu! not intelligent. ‘Sing slowly or they will wake up. He was singing while she was dancing, Randhir was absent hecause he was ill. 6. He works hard so that he may pass. 7. Unless you help him he cannot succeed, The words in talies in the above sentences are conjuctions. Conjunctions. Conjunctions are of two types ~() Coordinative, and (i) Subordinative (@) Coordinative Conjunctions join sentences of equal rank; as, Aad, but, or, therefore, both. ard, as well as, not oly w.. but als, #00, M0 Les ue Hh, ether an OF, Neither ax MOM, else, otherwise, still, yet, while, however, so, consequently, for, et. And New York and London are expensive cities But He is slow, but he is steady. Else Behave better else (or) you will suffer. Or She must weep or she will di ‘Therefore He did a good turn to me, therefore, I thanked him. Both ....and Both Hakim and Karim are known for their generosity. As well as ‘You as well as he are guilty. Not only.but also : He was not only fined but also dismissed. Too He is an idler and a gambler too. He is no less guilty than you. Either he or I must leave this place You should cither accept or reject it. Neither . Neither the master nor servants are here. Else (othe: Leave my house else (otherwise/or) you will be handed over to the police. Yet (still) He is very rich, yet (sill) he is not contented. While ‘Wise men love truth while (whereas) fools shun it. However ‘You were all opposed to him; he, however, didn’t budge an inch. So She didn’t work; so (consequently) she failed Nevertheless All men were against him; nevertheless, he persevered. Only He was here yesterday, only I didn’t go to see him,48 (b) Pe GRAMMAR ‘Then, s0 Itis time to go, let us start then Itis time to go, so let us start. For He will die some day; forall men are mortal. Subordinating Conjunctions join subordinate or dependent clauses to principal clauses; as, that, while, A sentence that depends upon another is said to be subordinate to it. It enters into the construction of the first with the force of a noun or an adverb; as, He told me that the train was late. (the force of a Noun) He played while she sang. (the force of an Adverb) Principal Clause | Conjunction Dependent Clause 1. He told me that the train was late. 2. He played while she sang. ‘Subordinating Conjunctions may be classified according to their meaning as explained below: Time (before, afler, as soon as, while, tll, until, as Tong as, since, as, et.) We had reached the railway station before the train started. She returned home after the sunset Ali left the place as saon as David came in, ‘The stars will shine while the world lasts. Wait tll (or until) I return. ‘The boys entered the classroom as the bell rang. ‘Cause or Reason (0s, because, sinc): Ashe was not there, I spoke to his father. He will fail because he does not put in hard work. will go there since you desire it Condition (if provided, whether, unless, in case) You will get a prize if you stand first. ‘You must do it whether you wish or not. I shall do this provided you help me. Unless you work hard, you cannot pass. might help you, incase you turn up in time, Purpose (s0 that, that, lest, inorder tha): Iwent early s0 that might not miss the train, We eat that we may live. Take care lest you should fall down, Boys work hard in order that they may pass. Result or Effect (so... hal, such... tat) He is so weak that he cannot move about. He is such a mischievous fellow that all hate him.