Englishcompulsorysem I

Director : Professor Harsh Gandhar
Subject Coordinator : Professor Praveen Sharda

Course Leader : Professor Praveen Sharda
B.A. I (Semester – I)
English Compulsory
 Introductory Letter (i)
 Syllabus (ii)
L.No. Name of the Chapter Name of the Writer Page No.

SECTION A
POETRY
1. Song 36 from Gitanjali Prof. Praveen Sharda 1
2. From Homecoming Mr. Swaran Singh 9
3. Myriad – Winged Bird  17
4. I know why the Caged Bird sings  27
PROSE
5. Spoken English and Broken English  35
6. Principles of Good Writing  43
7. The Conjurer’s Revenge  50
8. I have a Dream Ms Kiran Garg
58
9. Reference to the Context Passage Prof. Praveen Sharda 70
&
Dr. Rajesh K. Jaiswal
SECTION B
10. Paragraph Writing Prof. Praveen Sharda 76
&
Dr. Rajesh K. Jaiswal
11. Voice 
12. Antonyms ,,
13. Modals
14. Determiners  146
15. Translation from Modern Indian.
Language to English
Vetter : Prof. Praveen Sharda
E-Mail of Department coordeng@pu.ac.in

Contact No. of Department 0172-2534325
Introductory Letter
Dear Student,
Welcome to the first semester of B.A.I. The Semester system has been introduced
since 2014. In order to prepare you well for the examination, we are sending you the
material as per the syllabus. Since there will be a question on reference to the context,
the examples from the text are given at the end of the chapters (poems and prose).The
material being sent to you is in the self-learning mode.
Sufficient material is being sent to you on Section B of your syllabus. We are

sending you examples on paragraph writing, the grammar portion and translation from
Hindi and Panjabi into English. Examples of comprehension are given at the end of
almost every chapter. Please go through the entire material very carefully and in case of
any doubts, please do not hesitate to visit us or write to us.
Yours sincerely
Course Leader
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Lesson - 1
SONG 36 FROM GITANJALI

Rabindranath Tagore
Structure
1.0 Objectives
1.1 Introduction
1.2 About the poet
1.3 Short Answer Questions or Comprehension
1.4 Long Answer Questions or Post-Reading Activities
1.5 Language Development Activities
1.6 Unseen Passage for Comprehension
1.7 Summary
1.8 References
1.9 Further Reading
1.10 Model Questions
1.0 Objectives
Reading this chapter will enable you to:
 Understand the central idea of the poem
 Evaluate the poet’s skills
 Critically analyse the poem
1.1 Introduction: I am sure that you have all heard the name of Rabindranath Tagore.
He was a versatile writer who wrote poetry, plays, and novels. His collection of
prayer-songs Gitanjali won the Nobel Prize for literature. In 1913 Tagore was
awarded the Nobel Prize for literature. In this song from Gitanjali the poet prays to
the Almighty to help him overpower his weaknesses. He wants to be spiritually
strong so that he can accept joys and sorrows in the same manner. He desires to be
strong enough to accept life as it comes to him. He wants to rise above the trivial
activities of life and serve the poor as well as theweak. The poet prays for strength
in order to surrender himself before the strength of the Almighty.
1.2 About the Poet
Rabindranath Tagore is a well-known Indian writer who wrote both in his mother
tongue Bangla and in English. He was a versatile writer who wrote poetry, plays, and
novels. He was also a painter, musician, and an educationist. Tagore travelled widely and
between 1878 and 1932 he set foot in more than 30 countries. These trips impressed
foreigners and among Tagore's admirers were W.B. Yeats, Ezra Pound, Robert Bridges,
Ernest Rhys and T.S. Moore. It was Yeats who wrote the preface to the English
translation of Tagore's famous work Gitanjali (originally written in Bangla) whereas C.
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F. Andrews joined Tagore at Santiniketan. Santiniketan is a small town near Bolpur in

West Bengal. It is best known for its nearness to Visva Bharti, the university set up by
Tagore. It attracts thousands of visitors each year. Santiniketan is also a tourist attraction
because Rabindranath wrote many of his literary classics here, and his house is a place of
historical importance. In 1913 Tagore was awarded the Nobel Prize for literature for
translating and publishing a collection of his poems, Gitanjaliwhich means an offering of
prayer songs. A distinct mark of his poetry is that it can be set to music by composers. It
was Tagore who composed our National Anthem and that of Bangladesh.
1.2.1 Pre-Reading Activities.
Q.1. What is a believer in God called? And what is a non-believer called?
Ans. A believer in God is called a theist. A non-believer in God is called an atheist.
Q.2. In what situation do we resort to prayers?
Ans. We resort to prayers in situations where we feel weak or where our problems and
sorrows overpower us completely.
Q. 3. What do we generally pray for?
Ans. We generally pray for our good health and prosperity in. life. We usually do not
pray for spiritual strength.
Q. 4. Do we generally pray for the fulfillment of our wishes or those of others?
Ans. We generally pray for the fulfillment of our own wishes and our own
happiness. We do not normally pray for others.
Answer the following questions in two to five sentences each.
i Look at the line "strike, strike at the root of penury". What image does this line
suggest?
Ans. The line "strike, strike at the root of penury" suggests that God should help the
poet to overcome his weaknesses. These are a result of the poet's lack of spiritual
strength or the poverty of his spirit. Once he overcomes his weakness for worldly
pleasures, he would be able to do the things by which God is pleased.
ii What kind of poverty does the poet refer to?
Ans. The poet does not refer to lack of money or material goods. He refers to the
poverty of the heart which suggests that the poet is giving expression to his not so
firm faith and confidence in the Almighty.
iii Explain how love could become "fruitful in service?"
Ans. Man's love or in this poem, the poet's love could become fruitful in service if he
helps people in need or those who are poor.
iv What are the only two things that the poet does not wish to do?
Ans. The poet wishes that God should make him strong enough so that he never
ignores the poor or submits before the rude behavior of powerful people. These
are the two things which he wishes would never happen.
v The poet wishes to raise his mind above daily trifles. What according to you
could be daily trifles?
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Ans. The poet, while making use of the phrase "daily trifles" refers to the routine and
unimportant events which mark our everyday lives. He says that one should not
get disturbed by them.
vi What kind of strength do you think the poet is praying for?
Ans. The poet prays to God to give him spiritual strength so that his mind is free from
the worries about unimportant things. Secondly, he prays to God to give him the
humility to submit before his will.
Q. 2. Answer the following questions in ten to fifteen lines each
a) Why does the poet pray for strength? How does he wish to use it?
Ans. The poet prays to God for strength because he is aware of his weaknesses as a
human being. Like all human beings he too is overpowered by his weakness for
power, for money and glory. These human weaknesses make a human being a
slave of materialistic goods and pleasures. In order to overcome these worldly
desires, the poet prays for spiritual strength. Thisstrength can be gained from
prayer and exercising self-control. It leads to the positive effect of making no
discrimination between joys and sorrows. Having gained this spiritual strength,
the poet wishes to use it in the service of the weak and the needy. He desires to
have the strength to be able to assist in the cause of truth and never submit before
the arrogant behavior of the powerful people. Thus, spiritual strength would
greatly enhance or increase the strength of his mind which would rise high above
the unimportant events of life.
b) Describe how the poet wishes to use his strength for self-improvement or the
improvement of others?
Ans. The poet wishes to use his strength for making his mind so strong so that he can
rise above the web of joys and sorrows. Being entangled in this web, one is either
happy or unhappy. However, having gained spiritual strength, one resigns oneself
to the will of the Almighty. Thus, the dividing line between joys and sorrows
becomes unimportant. The poet having gained this strength would take life as it
would come to him without complaining or getting anxious. Having improved
the spirit, the poet would like to channelize his love for God in the. service of the
needy people. He would never overlook the sufferings of others or submit before
the arrogant and rude behavior of others.
Thus, the poet's spiritual strength would be used in the improvement of his mind
and extending material and spiritual help to others.
c) Trace the evolution of the poet through the prayer.
Ans. In song 36 from Gitanjali, the poet reveals his growth from weakness to strength.
The poem shows the evolution of the poet from a man having the weaknesses of
the ordinary man to a man of spiritual strength. This spiritual strength enables the
poet to gain the courage to help the poor and never to bow before the powerful.
The powerful people can never subdue or control him. His spiritual strength
enables him to forget the worries of day-to-day- life. However, as the poet grows
in spiritual strength, he also grows in humility. He desires to surrender himself
before the will of God.
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The English translation of these Bangla songs done by Tagore himself is given
the title "A Collection of Prose Translations". Look at the present text given in your
textbook and decide whether it is a "song" or a "prose piece". Support your views with
evidence from the text.
Ans. Song -36 from Gitanjali was originally written in Bangla which is a soothing
language with a musical quality about it. This song must have been put to music
considering the qualities of the language. In the English translation carried out by
Tagore himself, the poem retains much of its musical quality. The repetition of
words like 'strike' and the phrase "Give me the strength" adds to the rhythmical
quality of the poem. The repetition of this phrase emphasizes the theme of the
song which is the prayer for gaining spiritual strength. The complements to the
subject phrase are all in the form of parallels. They are
- To make my love fruitful in service
- To (never) disown the poor and bend my knees
- To raise my mind high above daily trifles
- To surrender my strength to thy will with love.
All these parallels imply that these tasks are equal and they have the singular
motive of adding to the poet's spiritual strength. The parallels also imply that this
spiritual strength can be used in one of these tasks or in all of them as all are noble deeds
which can be performed in the service of the Almighty. The abundance of parallels is
enough to prove the song like quality of the poem.
Q.2. Song 36 from Gitanjali is sometimes known by titles such as "This is my Prayer
to thee", "Prayer for Strength" or "Give me Strength". Can you suggest any other
title for the song? Give reasons.
Ans. Another title can be "The Strength to surrender Before God's Strength." This is a
suitable title as it revolves around the idea of gaining spiritual strength through
prayer. This strength of the spirit would help thepoet to overcome his
weaknesses. It would make him accept both joys and sorrows with the same
frame of mind. Joys would not excite him, and sorrows would not disappoint
him. With such a frame of mind, he would have the strength to always submit
before the strength of the Almighty.
Q.3. What are the similarities in the poems "Song 36 from Gitanjali" and "Where the
mind is without Fear"? The second poem is also given in your textbook. Give
reasons for the similarities.
Ans. In both the poems from Gitanjalithe theme is that of the strengthening of the
mind. In song 36, this spiritual strength is gained in helping the needy and never
ignoring the poor. This strength is revealed when the mind is no longer troubled
by routine matters of everyday life. It is only in such a state of mind that one
submits completely to the will of God. In the second poem, the emphasis is on
the joys of freedom which can be attained only through free thinking and actions.
Again, this is possible only through the directions or the inspiration of the
Almighty. Both the poems use the technique of parallelism to achieve their
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meaning. In the first poem, the poet gives equal importance to tasks such as
serving the poor, never submitting before the powerful, raising the mind above
unimportant matters of everyday life and surrendering before God's will. By
doing either or all these tasks, one gains in spiritual strength. In the second
poem, the heaven of freedom can be attained in places which are like each
other. Thus, the various parallels reveal these places to be those where the
mind is fearless, and one is full of self-esteem. It can also be a place where
knowledge is free and attained without any discrimination and only truth
prevails. It can also be a place where hard work aims towards perfection or
where clear reasoning is supreme. The poet wants all these places to be in his
country or his country to be a place with all these characteristics. Both the
poems have thesame style of emphasizing through various parallels. In both
the strength is drawn from the Almighty.

1.5.1 a) In the sentence "Give me the strength lightly to fear my joys and sorrows,"
what part of speech is "lightly"? How many verbs does the sentence have?
Which word is being modified by "Lightly"? Can you rearrange the words to
make the meaning cleaner?
"Lightly" is an adverb. In the sentence given above, the only verb is 'bear' and
it is modified by "lightly". If we rearrange the words in this sentence, then the
sentence would be "Give me the strength to bear lightly my joys and
sorrows." With a slight rearrangement of words we find that the sentence
attains the quality of prose. The implication thus is that poetry is to be
distinguished from prose because of the new or the,distinct arrangement of
words.
b) What are adverbs? How many kinds of adverbs are there? What are the
methods of forming them?
An adverb is a part of speech which modifies a verb, an adjective or an
adverb itself.
See the following examples.
1. Mr. Gupta drove carefully along the narrow road. (Carefully tells us the
manner in which Mr. Gupta drove. Here the adverb modifies the verb
drove.)"
2. We could not go for a picnic because it was raining heavily. (Heavily is
the adverb which modifies the verb raining)
3. This book is reasonably cheap. (The underlined adverb modifies the
adjective cheap;
4. He is extremely happy. (The underlined adverb modifies the adjective
happy and tells us the degree of happiness)
5. She sings verysweetly. (Both the underlined words are adverbs. Thus,
anadverb like very modifies the adverb sweetly.)
6. The examination was surprisingly easy. (Here again, one adverb modifies
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another.)
Many adverbs are formed from an adjective by adding -Iy at the end of the word.
Here are some examples
Adjectives: quick, serious, careful, quiet, heavy
Adverbs: quickly, seriously, carefully, quietly, heavily
However not all words ending in -ly are adverbs. There are some adjectives
which end in -ly - too. For example, friendly, lively, lonely, lovely are all
adjectives.
1.5.2 Identify the adverbs and their kind in each of the following sentences as well as the
words they modify.
(i) Let us go there. ('there' is an adverb modifying the verb 'go'. It is an adverb
of place)
(ii) The soldiers fought bravely. ('bravely' is an adverb modifying the verb
'fought'. It is an adverb of manner)
(iii) I met him twice. ('twice' is an adverb of time. It modifies the verb met)
(iv) The house is almost ready(the adverb 'almost' is an adverb of degree
modifying the adjective ready)
(v) I will explain if you want me to. (the subordinating conjunction if
introduces the adverb clause of condition "if you want me to." The clause
performs the function of an adverb but there is no single adverb in the
sentence).
(vi) Though he came late, I allowed him. (the adverb 'late' modifies the verb
came and is an adverb of time)
(vii) She can certainly do it. (‘certainly' modifies the verb can and is an adverb
of degree)
(ix) The plan was almost perfect (the adverb 'almost' modifies the adjective
perfect and is again one of degree)
(x) The dog appeared quite suddenly. (The two adverbs are 'quite' and
'suddenly'. Quite modifies suddenly and suddenly modifies the verb
appeared)
Please read the passage carefully and answer the questions given below. Some hints
have been provided at the end of some questions.
The evolution of human society has followed the path from an agricultural
society to industrial, information and to the present-day knowledge society. In
agricultural and industrial societies, humans and machines dominated warfare. In the
information and knowledge society, intellectual capacity would dominate. Intellectual
domination is represented by ideologies, principles and faiths. Whenever they cross paths
between individuals, societies and nations, the hurnan rights are violated. The
suffocation and loss of human rights by the present generation of people due to the
backwardness-induced economic status or pushed down by caste differentiation or
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frustrated by denial of timely justice at an affordable cost is the right cauldron from
which revolution will start giving birth to a standard human being.
When the child is empowered by the parents, at various phases of growth, the
child is transformed into a responsible citizen. When the teacher is empowered with
knowledge and experience, good young human beings with value systems take shape.
When an individual or a team is empowered with technology, transformation to higher
potential for achievement is assured. When the leader of any institution empowers his
or her people, leaders are born who can change the nation in multiple areas. When
women are empowered, society with stability is assured. When the political leaders of
the nation empower the people through visionary policies, the prosperity of the nation is
certain. When religion transforms into a spiritual force, people become enlightened
citizens with a value system.
Q.1. What is the path of evolution that human society has followed?
Q.2. What is the role of intellectual capacity and what shape can it take in the era
of knowledge society? (Hint: can take the shape of intellectual domination)
Q.3. What happens in case of a conflict between ideologies? (Hint: Ideology
refers to the manner of thinking or the ideas of the class in power)
Q.4. Who can play a major role in bringing about positive changes in the society?
(Hint: Teachers and Leaders)
Q.5. In the present age what factors can help in achieving greater goals?
Q.6. Give the substitutes of the following words? Evolution, Faiths, revolution,
empowered, visionary (Use your own words to explain these)
Self-Assessment Questions
1. How is this poem a song to strengthen and inspire?

2. What is the central idea of the poem?
3. How can one become spiritually strong?
1.7 Summary: By now you must have understood that in song 36 from Gitanjali, the
poet reveals his growth from weakness to strength. The poem shows the
evolution of the poet from a man having the weaknesses of the ordinary man to a
man of spiritual strength. This spiritual strength enables the poet to gain the
courage to help the poor and never to bow before the powerful. The Second poem
"Where the mind is without Fear"? has similarities with this poem. In both the
poems from "Gitanjali" the theme is that of the strengthening of the mind. In
song 36, this spiritual strength is gained in helping the needy and never ignoring
the poor. This strength is revealed when the mind is no longer troubled by routine
matters of everyday life. In the second poem, the emphasis is on the joys of
freedom which can be attained only through free thinking and actions.
1.8 Reference: https://www.poetryfoundation.org/poets/rabindranath-tagore
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1.9 Further Readings:

1. Gitanjali by Tagore
2. Quayum, Mohammad A. Rabindranath Tagore: Selected Short Stories. New
Delhi: Macmillan,2011
1.10 Model Questions:
How would you rate Tagore as a poet after reading Song 36 from Gitanjali?
What are the main ideas of the poem?
******
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Lesson - 2
FROM HOMECOMING
R. Parthasarathy
Structure
2.0 Objectives
2.1Introduction
2.2About the Poet
2.3 About the poem
2.8 Summary
2.9 Further Reading
2.8 Model Questions
2.0 Objectives
Reading this lesson will enable you to:
 understand the central idea of the poem
 evaluate the poet’s skills
 critically analyse the poem
2.1 Introduction:The present poem is an extract from R. Parthasarathy’s long poem

Rough Passage which is divided into three parts "Exile", "Trial" and "Homecoming".
The theme of the poem is displacement, guilt, loss of language and identity and the
anxiety caused by that. The poem is written in three-line stanza. “Homecoming” is the
third and last part of Rough Passage.
2.2 About the Poet:
This poem has been written by a well-known Indian poet, R. Parthasarathy. After getting
an MA degree from Bombay University, he went to England for higher studies. Living
away from his motherland and mother-tongue gave him a sense of displacement which is
an important theme in his poetry.
2.3About the Poem:
The present extract, which is section 14 of "Homecoming" is a description of the
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feelings of a person who has had an existence away from his native language and culture
- and language - but has now come home. This homecoming, however, is anything but
happy and triumphant. There is a sense of muted disappointment. The speaker fumbles
to find his bearings. He cannot relate to the great traditions of his culture, and prefers
ordinary newspapers to classical poetry. His uncertainty and confusion is mirrored in his
inability to use the key to his house. The Tamil language that he returns to is no longer
the language of classical texts but that of the media and popular films. Commercial
interests dominate it thoroughly.
Let us now undertake some pre-reading activities. These activities will help you
understand the poem when you read it. Now attempt an exercise where you have to
answer simple questions based on your experience. Some suggestions are given for an
answer, but you have to give your own response.
1. What do you look forward to when you return home after a day's work?
Suggestions:
a) Warm welcome from relatives?
(b) Restful atmosphere?
(c) Nice snacks and tea?
(d) Spreading on a chair and reading a newspaper?
2. How do you react when your expectation is not fulfilled?
(a) You remain calm?
(b) You feel irritated over small things?
(c) You quarrel with everybody?
(d) You try to forget everything by going to sleep?
3. How do you feel when you return to your city or town after being away for a few
days? Given below are some possible answers with some blanks you need to fill
according to your own choice:
(a) I feel very happy because....(I find everything in familiar order/ I find familiar
faces everywhere/ I know where to get what I want/I am taken care of by my
family)
(b) I feel sad because...(everything is boring as usual/ there are no new faces to look
at/ I have to visit the same places/ I cannot do anything freely against the wishes
of the family?
4. How would you describe the language used in a newspaper?
a) Classical
b) Popular
c) Original
d) Not original
e) Hackneyed
5. What is the word used to describe the language used by journalists. It begins with
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'J' and ends with 'e' :

a) Japanese
b) Javanese
c) Journalese
d) Jargonese
6. How do you respond to uncertainties? Choose one:
a) I get tensed because....(I fear having to think everything again/ I am afraid I will
have worse times/ I think I am unlucky/ I don't know if I will remain the same
person)
b) I get excited because....(I like to think everything anew/ I think things always
change for the better/ I like adventure)
c) I remain unaffected because...( I know life is always uncertain/ I believe God will
take care of everything)
2.4 Short Answer Questions or Comprehension Exercises
These exercises should be done after reading the poem with the help of the glossary in
the textbook and, if need be, a dictionary.
Answer the following in two to five sentences each:
1) What time of the day is being described in the poem?
Ans: It is evening. The first stanza of the poem tells us about that. It refers to the
evening traffic. Vehicles with big and ugly headlights face the poet as he returns
home.
2) What is the setting of the poem - city, town or village?
Ans: It is obviously a city. The traffic of vehicles is heavy. It makes things hazy for
the speaker. Also, the poet is going to his upstairs flat and trips over the mat
outside the door. This kind of flat is usually found in cities, not in villages or
small towns in India.
3) What happens to the speaker at the doorstep?
Ans: He stumbles over the mat outside the door. This symbolizes an uncertain
welcome home. The key to the flat does not work properly, as if it has "gone to
sleep". The speaker is confused and somewhat sad. He is afraid as he is not in
control of things including the language in which he thinks. He is not certain if
he uses it in a proper, refined manner.
4) What has happened to poetry and why?
Ans: Poetry now seems to the speaker to be overblown. It is like a balloon filled with
too much air and thus about to burst. It has gone red in the face like a person who
is filled with shame at having committed an inappropriate act. This is because the
speaker has no longer any living relationship with the poetic heritage of his own
language.
5) Why does the speaker recommend newspapers?
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Ans: Having lost his links with his cultural traditions, he seeks to find solace in
contemporary reality represented by newspapers. Therein he finds some sense of
belonging. His desire to be in tune with life is sometimes partly fulfilled by
reading newspapers. He can thus live a routine life.
6) What does the speaker come to accept at the end of the poem?
Ans: He accepts the fact that life is full of uncertainties. This is his fate. He has to be
content with this. His homecoming is, thus, not very fulfilling. It is rather
disappointing. But he has learnt to live with displacement.
Now answer these questions for yourself:
1. What does the poet mean by saying, "My heart I have turned inside out"?
2. What "prayers" of the speaker are answered in the newspaper?
2.5 Long Answer Questions or Comprehension
Answer the following in ten to fifteen lines each
1. Describe the speaker's experience of homecoming.
It is an evening scene in a city. The speaker is returning home through the maze
of traffic lights. He is tired and expects a soothing time in his home. But it is an
impersonal flat he is coming back to. As he reaches his flat, he stumbles against the
doormat. He cannot properly use the key to the flat which he holds in his palm.
Once inside, he feels out of place. He cannot relate to his cultural traditions. He
feels the poetry of his language is too flowery and out his reach, because he has
forgotten its nuances. He now wishes to live in a more contemporary idiom. So he
prefers newspapers to scriptures and heavy cultural heritage. In newspapers, he finds
some sense of belonging.
This is disappointing because newspapers symbolize routine life. The poet is not
certain that he finds it fulfilling. But he now accepts uncertainty as a fact of life. That is
how life is going to be and that is how he has to live.
2. Attempt a character sketch of the speaker
The speaker of the poem is returning to his home after a long time. He has had
very varied experience. He is obviously a well-read person concerned with his
relationship with his own language and culture. His home symbolizes to him his native
culture and tradition. Since he is coming back after a long time, he does not feel quite at
home. His stumbling over the doormat and inept use of the key show his awkwardness.
He cannot respond to his native culture properly. He finds poetry in his language
too flowery. Perhaps contemporary language represented by newspapers is what he can
relate to. But he is not sure. He is wise enough to know that life is full of uncertainties.
He is, in short, a person looking for his cultural roots who finds that his culture itself is
getting displaced.
2.6Language Development Activities
2.6.1 Use of Idioms
Based on a line in the poem "The balloon of poetry has grown red in the face", your
textbook exercise No.1 asks you to use certain English idioms that use the word red.
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First of all, what does going red in the face mean? You go red in the face when you are
ashamed or have done an inappropriate or embarrassing thing. You also go red in the
face when you strive too hard. Now decide in which sense the poet uses this idiom.
Now look at these sentences with blanks:
a) My passport application has been held up by red…….
b) The actor was given the red………. treatment in Russia where he was extremely
popular.
c) I caught him red........... trying to break into my car.
d) The day I joined the college, it was a red ..... day for me.
e) For some men his suggestion was like a red ..... to the bull.
Given below are the words you have to supply in the blanks. But they are jumbled up in
the wrong order:
I Rag II Handed III Letter IV Tap W V Carpet
Find out which of the words in the second list fit where? Take the help of a dictionary if
needed. We will tell you one answer. The word ‘tape’ is needed in the first sentence.
Red tape means needlessly time-consuming procedure. Now do the rest of the exercise.
There are some other idioms which use names of colours. You can be
a) Green with envy which means you are very jealous.
b) In the pink of health which means in perfect health
Other idioms like this are:
a) In black and white means in writing
b) Purple passages which means passage full of ornate and flowery language. Use
these four idioms in sentences of you own. We will use one of these idioms for you:
He makes a lot of money; his colleagues are all green with envy.
Now do the rest of the exercise.
2.6.2 Homonyms
Homonyms are words which sound similar but have different meaning. For example,
‘peak’ means the highest point while the similar – sounding word ‘peek’ means a secret
look.
Now look at these pairs of words:
Hair/air
Steal/steel
Blew blue
Obviously, they sound similar but have different meanings. While an heir is someone
who inherits, air is air. Steal means to take something without the owner’s consent or
knowledge, steel is an alloy of iron.
Look at the following sentences and supply of correct word from the words given in the
brackets. The use the other word in a sentence of your own:
16
1. My father ……… to my request. (accede/exceed)

2. The solider was hit by a ……… ball. (canon/cannon)
3. He bade her good………(bye/buy)
4. He writes his ……. Everyday. (diary/dairy)
5. He is not ……….. for this post. (eligible/illegible)
6. The conjurer performed many ………… of skill. (Feats/feet)
7. He knocked at the ……….. (Gait/gate)
8. The wound took a long time to ………… (heal/heel)
9. He was …………. of his rival’s success. (jealous/zealous)
10. Gird up your ………… (lions/loins)
The answers are given in the Key to answers.
2.7Comprehension of an Unknown Passage:
Look at this passage related to the theme of the poem. Read it carefully and then try to
give answers to the questions given at the end:
Homecoming is an annual tradition of the United States. People, towns, high schools and
colleges come together, usually in late September or early October, to welcome back
alumni and former residents. It is built around a central event, such as a banquet and,
most often, a game of American football, or, on occasion, basketball, ice hockey or
soccer. When celebrated by schools, the activities vary widely. However, they usually
consist of a football game played on a school's home football field, activities for students
and alumni, a parade featuring the school's marching band and sports teams, and the
coronation of a Homecoming Queen (and at many schools, a Homecoming King). A
dance commonly follows the game. The tradition of Homecoming has its origins in
alumni football games held at colleges and universities since the mid-19th century.
Many schools lay claim to having the' first Homecoming, but several seem to have the
strongest claims.
Q.1. Who observes the American tradition of Homecoming?
Q2. When is this usually celebrated?
Q3. What does this consist of?
Q4. Give the meaning of these words: alumni/banquet/several/annual.
Hints for answers
1. Read the first line of the passage.
2. Read the second line of the passage.
3. What happens in the colleges? What happens in the schools?
4. Alumni refers to students who have passed out. Banquet is a ceremonial dinner.
Annual means yearly.
2.7.1 Guided Composition
1. Write a paragraph describing your experience of returning home. We give below
17
some questions by answering which you can develop this paragraph:

a) Where were you returning from?
b) How long had you been away?
c) Was someone waiting for you?
d) What did you expect to find at home?
e) How was the journey home?
f) What happened when you reached home?
g) Did your homecoming make you happy? If yes,why? If no, why?
1. Imagine a person setting out from home in the morning. Describe his experience
in a paragraph.
It was rather sunny in the morning, but there was a hint of rain in the offing.
Distant clouds rumbled. Our household is quite a mess in the morning. Everyone - my
father, my brother, my sister - is in a tearing hurry. One has to fight one's way to the
bathroom and to get one's breakfast ahead of others. But I usually win this game. I had
to reach my office at 9 AM. Since my office is some distance away, I started early at 8.30
AM. Even at that early hour, there was heavy traffic on the roads. School buses carrying
children with shining morning faces zoomed past me past drove my scooter. It wasn't
long before I reached office. But soon thereafter, the sky was overcast and sudden rain
came, as if from nowhere. Thank God I was not caught up in the rain.
Read the above paragraph and write a paragraph of your own on this topic.
Key to Answersof Questions on Pre-reading activities:
In Questions 1, 2, 3 and 6; all answers are correct. You can choose what suits you.
In question 4, the right answer in the context of the poem is 'hackneyed' which means
over familiar through overuse.
In Question 5, the right answer is 'journalese’.
In the first exercise, the right order of the jumbled up words is:
A =iv
b=v
c=ii
d=iii
e=i
In the exercise on homonyms, the wordsto be filled in the blanks are:
1. Accede, 2. cannon, 3. bye, 4. diary,
5. eligible, 6. feats, 7. gate, 8. heal,
9. jealous, and 10. loins.
SAQS
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What prayers of the speaker are answered in the newspaper?

How do you understand that the poet is not feeling at home?
2.9 Summary: By now you understand that home symbolizes to the poet his native
culture and tradition. Coming back after a long time, he does not feel quite at home. His
stumbling over the doormat and inept use of the key show his awkwardness.
He fails to respond to his native culture properly. He finds poetry in his language
too flowery. Perhaps contemporary language represented by newspapers is what he can
relate to. But he is not surprised. He is, in short, a person looking for his cultural roots
who finds that his culture itself is getting displaced. He realizes that one can never be “at
home” anywhere because there is no wholeness to which one can return.
2.10 Further Reading: Parthasarathy,R.The Rough Passage
New Delhi; OUP, India, 1977
2.11Model Questions
1)Illustrate the physical and mental state of the speaker as he returns home?
2) Why is the poet’s homecoming an unpleasant event?
3)What would be your feelings on returning home after a long time?
19
Lesson -3
MYRIAD-WINGED BIRD
byAduriSatyavathi Devi
Structure
3.0 Objectives
3.1 Introduction
3.2About the Poet
3.3 About the poem
3.8 Summary
3.9 Further Reading
3.0 Objectives
Reading this chapter will enable you to
 critically analyse the poet
3.1 Introduction: The poem is about the poet's love for words and her creative
process. She has a great familiarity with words which flow naturally to her mind. She
plays with words. Words come to her naturally and spontaneously. They are like a
free-flying bird with feathers of various colours. This poem establishes the creative
process as its central point and leaves a charming effect using imagery.
3.2 About the Poet
AduriSatyavathi Devi was a well-known Telugu poet. Winner of many awards for her
poetry, she gave us three volumes of verse and some are yet to be published. Her
husband is also a well-known story writer.
This poem is one of her best and is often anthologized in text-books. Translated from
the original Telugu into English, it talks about the poet's love and admiration for words.
Words come naturally to her. These are not only tools of her trade but also give free
play to her imagination. Like birds, words too are many-hued things. They perform
various functions. They come flying to her whenever she needs them. Through the use
of evocative imagery, she expresses the wonderment and romance that words arouse in
her mind. This English version of the poem was first published in Pratibha India and
the translator was K. Damodara Rao.
20
3.3About the poem: Note on the Poem and Its Imagery

What is imagery? Imagery is vivid descriptive language that appeals to us through our
senses. It involves one or more of our five senses (hearing, taste, touch, smell, sight).
An author uses a word or phrase to stimulate our memory of those senses. These
memories can be positive or negative which will contribute to the mood of a poem. For
example, a myriad-winged bird is a visual image, 'the alphabet that gently revolves
round my head' is an auditor (hearing-related) image, 'silken youth' is a tactile (touch-
related) image, and so on. Try to find other images in the poem.
Sometimes imagery is also used to refer to figurative language, in particular metaphors
and similes. A simile is a direct comparison between two things e.g. "She is as beautiful
as a rose". A metaphor is an implied comparison e.g. "She is a rose".
3.3.1Let us now undertake some pre-reading activities. These activities will help you
understand. the poem when you read it. Now attempt an exercise where you must answer
simple questions based on your experience. Some suggestions are given for an answer,
but you must give your own response.
1. Have you read poetry in your language? Do you think translation into another
language can ever do justice to a poem?
Hints for an answer. While the question must be answered on the basis of your
own experience, consider this:
a) Are some words difficult to translate into another language, especially when the
cultures of the two languages differ widely? For example, the English ‘do not use
ghee’, uses the Hindi word as there is no proper word for it.
b) Can the natural rhymes and rhythms of one language be re-created in another
language?
c) Still, can the central essence of a poem be re-written in another language?
2. Have you seen a bird with many colored wings? If you were to compare this kind
of bird with a quality or an object what would you choose?
Hints for an answer. We all have seen such birds and butterflies. Some of the
possible things such birds are associated with are-- beautiful people, especially
women, beauty, imagination, melodious singers.
3.4Short Answer Comprehension Exercises
These exercises should be done after reading the poem with the help of the glossary
in the textbook and, if need be, a dictionary.
1. What is the poem about?
Answer: The poem is about the poet's love for words and her creative process. She
has a great familiarity with words which flow naturally to her mind. She plays
with words. Words come to her naturally and spontaneously. They are like a
free-flying bird with feathers of various colours.
2. What time of day is suggested in the second stanza?
Hint for an answer: In this stanza there is mention of fairy tales, cradle, stars,
lullaby.
21
This imagery is related to sleep. When do we sleep?

3. What phrase suggests that 'word' offers comfort to the poet? Why?
Hint for an answer.
Choose one:
a) cradle of fairy tales
b) cloud-treasures
c) flowery fragrance
d) mother's breast milk
4. Which word suggests that 'word' can be educative?
Answer: school
5. Why does the poet compare "word" to a dove?
Answer: The dove is a symbol of peace. It is also a symbol of flight. Words also perform
these two functions. Words - or poetry - bring peace to the writer and the reader.
They also release his/her imagination which then can range freely. Words help
the poet to go beyond her worldly existence.
6. What is metaphor? What metaphors are used in stanza 2?
Answer: "A metaphor is a literary figure of speech that uses an image, story or tangible
thing to represent a less tangible thing or some intangible quality or idea". This
means that certain things that are capable of being handled, touched, or felt are
used to describe certain abstract qualities. The comparison is implied rather than
explicitly stated. An example is: "Her eyes were glistening jewels". Here the
beauty of the lady's eyes is being compared to shining jewels.
In stanza 2 of this poem, the poet uses these metaphors:
a) The cradle of fairy tales
b) Rabbit-like moon ears
There are two more metaphors here. Find them for yourselves.
7. What is simile? Find similes in stanza 5.
Answer: A simile is a figure of speech that directly compares two different things,
usually by employing the words "like", "as", or "than". It is therefore different
from metaphor where the comparison is implied. For instance, a simile that
compares a person with a bullet would say: "He runs as fast as a speeding
bullet." A metaphor might read something like, "When he ran, he was a speeding
bullet."
In stanza 5, there are there are two similes:
a) Circling like a spider
b) Facing humiliation like a caterpillar
8. How does the poet evoke the world of the child in the first two stanzas?
Answer: The very first line of the poem refers to words as child's play. This suggests
freedom and spontaneity that a child enjoys. Other references that evoke the
22
child's world are to the alphabet that a child is often reciting, the cradle in which
a child sleeps and the fairy tales he/she hears. There is also the mention of
lullabies which are sung to help a child go to sleep.
Now try to answer these questions for yourselves:
1. Do words come easily to the poet?
Hint: Read the first stanza of the poem.
2. Find images in stanza 3. Which senses do they appeal to?
3.5Comprehension - Answer the following in ten to fifteen lines each.
1. What are the things the poet compares words to?
Answer: The poet is comfortable with words. Words help her to give free play to her
imagination. Therefore, she compares words to many things through various
images, similes, and metaphors. She compares words to a child's play, suggesting
spontaneity. Then she compares words to a dove because like a dove, words can
bring peace by soaring high. Words are also like the alphabet that a child
constantly recites. Words are comforting like a lullaby or a fairy tale to a child as
he/she rests in a cradle watching the moon and the clouds. In youth, words
express one's passion. So, words become a song as the poet goes through 'silken
youth'. In this age the poet is 'wild', dreamy, and enthusiastic and words bring to
him flowery fragrance. Words are also compared to a mother's breast-milk
because they soothe the poet later in life as she undertakes lonely journeys (literal
as well as soul's journeys) and has to face 'relentless fires' or difficult moments.
Words are also educative and therefore compared to school. They teach the poet
valuable lessons as she loses her way in life. Words are further compared to a
waterfall that cleanses her soul and helps her face the fret of life. Words are
music of the soul that" takes her to new horizons.
2. Trace the various moods of the poet in the poem.
Answer: The basic mood of the poem is one of celebration - celebration of the power of
words. As she recalls what words have done for her, her moods go through
subtle changes. The poem begins with a mood of confidence. Words have also
come to her freely. They are child's play. Like a dove, the poet can soar and
bring peace to herself with the help of words. This mood of innocent joy and
creativity is further strengthened as the child's world - the alphabet, the cradle,
the fairy tales and lullabies is evoked in stanza. Then the poet shifts to the
passionate and optimistic mood of 'silken youth' when words heighten her
passionate youthful longings. As she recalls her post-youth life with its
uncertainties and stresses, the mood has a touch of fear which is soon dissolved
because words soothe like mother's breast milk. The next stanza is more somber
as it talks of words being an educative influence, even as she timidly 'circles
round' like a caterpillar. But the mood once again becomes positive inthelast two
stanzas as she thinks of the cleansing power words acting like a waterfall. She is
now ready to explore new horizons.
Now look at the following two questions. We give you some hints on how to answer
these.
1. What do you think the poet feels about words? What do they do for her?
23
Hints for an answer:

Look at the following suggestive questions. By answering these questions, you
should be able to answer this question.
i. Does the poet like words?
ii. Do words come naturally to her?
iii. What did she feel about words as a child?
iv. What happened when she grew up?
v. Could words express her youthful passions?
vi. Did words teach her anything?
vii. Did words clean her mind of negative thoughts?
viii. Did words encourage her to find new goals in life?
2. What poetic devices does the poet use? What effect do they have on the reader?
Hints for an answer:
The poet uses devices like images, metaphors and similes. (For an explanation of
these words, read the relevant sections above)
Try this exercise to get ideas for an answer:
a) Given below are some metaphors. Say which ones are metaphors and which ones
are similes:
i. The cradle of fairy tales
ii. Circling round like a spider
iii. Rabbit-like moon-ears
iv. Starry tents
v. Cloud treasures
vi. Like a caterpillar
b) Look at these images. Which of the five senses (sight, touch, smell, hearing or
taste do they appeal to:
1. Alphabet/that gently revolves round my head
2. Dream-lids
3. Flowery fragrance
4. Wild blooms
5. Mother's breast milk
6. Smelling poetry
7. Magnetic field of midnight
8. Distant melodies
24

Use of Adjectives
An adjective is a describing word. Its function is to qualify a noun or a noun-phrase.
Adjectives give information about the object. These are different from determiners like
articles (a, an, the) or other modifiers like 'my', 'some' 'many' 'which' or 'both' etc. In the
sentence 'That's an interesting idea", 'interesting' is an adjective because it describes or
qualifies the noun 'idea'.
Poets often use several adjectives in interesting ways. There -are single adjectives like
interesting, beautiful, good, bad, ugly, charming etc. Some adjectives are compounds
likegood-looking, free-flowing, mouth-watering etc. Still others are compounds formed
by adding adjective + noun +ed: broad-shouldered, fair-skinned etc.
If there are several adjectives before a noun, they are usually put in this order: personal
opinion/judgment, size etc., age, colour, origin, material, purpose. For example, "I have
lost a red, canvas sports bag."
3.6.1 Exercise 1: List the adjectives used in this poem.
Answer: We give below a partial list. After reading this list, add to it by going to the
poem and finding other adjectives:
i) Fairy (as in fairy tales)
ii) Rabbit-like
iii) Starry
iv) Flowery
v) Silken
vi) Wild
vii) Lovely
Now go ahead and find at least five more adjectives in the poem.
Exercise3.6.2Divide the following adjectives into four groups –
appearance/hair/voice/character:
Rugged, wispy, ambitious, husky, bushy, wavy, elegant, generous, placid, melodious,
deep, burly.
You will find the answer in the Key to Answers.
Exercise 3.6.3: How would the adjectives given in the brackets be sequenced in these
sentences:
i) The new teacher is a…….. woman. (friendly, Punjabi, middle-aged)
ii) I want to buy a ……… jacket. (warm, tweed, winter)
iii) Thieves stole a --- teapot. (Chinese, priceless, silver)
iv) I like ……… food. (Italian, tasty vegetarian)
You will find the answers in Key to Answers.
25
Exercise 3.6.4: These sentences have errors in the use of adjectives. Correct the errors:
i) He is our mutual friend
ii) My oldest son died at the age of twelve.
iii) I sent him an oral message
iv) London is one of the bigger cities of the world.
v) My house is further from my college than his house is.
You will find the answers in the Key to Answers.
3.7 Unseen Passage for Comprehension:
Look at this passage related to the theme of the poem. Read it carefully and then try to
It may not seem like a big deal, but words can have a significant impact on the way
people are perceived and the level of respect they are given-especially when it comes to
female athletes. The power to persuade begins with language. Advertisers who want us
to buy their product know it, politicians who want our vote know it, and government
leaders who want to advance their agendas and minimize their weaknesses know it.
Spinning, parsing, and propagandizing are language skills. They are inspiring,
encouraging, and comforting. Linguists have said that language creates and conveys the
culture. Youngsters learn about the world by not only what they see but also what they
hear. People who talk about sports-particularly sports reporters and commentators in the
media—have an important opportunity to expand upon the considerable progress that
has already been made in women's sports participation. By use of language that is
inclusive of women, they can subtly but powerfully shift the perception that women's
sports are add-ons, auxiliaries, or less important than men's sports toward the notion that
they are important in their own right.
i) How does the choice and use of words influence our attitude to a group of
people?
ii) How do advertisers and politicians etc. persuade people to act in a particular
manner?
iii) How do youngsters learn about the world?
iv) Find antonyms of these words in the passage: unimportant, distressing, boycott,
simply
Answers:
i) If we use negative words about these groups of people like women athletes,
gradually they are seen in negative light and lose people's respect.
ii) They do this by skillful use of language. They stress their strengths and hide
their weaknesses. They are inspiring and encouraging.
iii) They learn about the world not only through what they see but also through
what they hear. The kind of language they hear influences the waythey think
about things.
iv) The words are: significant, comforting, participation and subtly.
26
3.8 Further Reading and Post-reading Activities

2. Write a paragraph on The Power of Words
Answer: Words are the tools of language through which we lead our day-to-day life.
Right from childhood, we are dependent on language to convey our needs,
desires and feelings through words to our near and dear ones. We begin with a
utilitarian use of words but as we grow we learn more sophisticated uses of
language. This is a uniquely human quality. Animals don't have a language or
have a very rudimentary kind of language. Human languages have, however,
become a powerful tool not only of conveying information but also of
influencing other people. Through language, we can comfort, enrage, charm,
distress, insult or encourage others. We have many instances in history where
some words of wisdom changed the entire life of certain famous people. On the
other hand taunting words spoken by Draupadi in the Mahabharata started a war
between the Kaurvas and Pandavas. Those who are skillful in the use of
language can also use it to hide their real feelings or intentions from others.
Words are thus powerful social tools.
Write a paragraph on Sportsmanship
Hints: Develop a paragraph with the help of these ideas:
a) What is sportsmanship?
b) The essence of sportsmanship is fair play.
c) The importance of doing one’s best. The hunger for winning.
d) But being a good loser is also important
e) The importance of sportsmanship outside the sports arena. Life as a game.
Key to Answers
Comprehension Exercises:
In short answers exercises
a) In Q 3, the right choice is d) mother's breast milk. Nothing can be more comforting
than mother's breast milk which sustains and nourishes the young infant.
b) In Q 6, the other two metaphors are 'cloud-treasures' and 'starry tents'
In longer answers, in Q2, the answers are:
i. The cradle of fairy tales - metaphor
ii. Circling round like a spider - simile
iii. Rabbit-like moon-ears - simile
iv. Starry tents - metaphor
v. Cloud treasures - metaphor
vi. Like a caterpillar - simile.
In Part (b) of the question, the right answers are:
i) Alphabet/that gently revolves round my head - hearing
27
ii) Dream-lids - sight

iii) Flowery fragrance - smell
iv) Wild blooms - sight
v) Mother's breast milk - taste
vi) Smelling poetry - smell
vii) Magnetic field of midnight - touch/sight
viii) Distant melodies – hearing
Answers to Language Development Activities
In Exercise 1, some other adjectives used in the poem are:
Relentless, breast (as in 'breast milk'), human, loving, distant.
In exercise 2. Rugged, elegant and burly belong to the Appearance group. Husky,
melodious and deep belong to the Voice group. Bushy, wavy and wispy belong to the
Hair group. Generous, placid and ambitious belong to the Character group.
In exercise 3, the correct answers are:
i) The new teacher is a friendly, middle-aged Punjabi woman.
ii) I want to buy a warm, tweed, winter jacket.
iii) Thieves stole a priceless, Chinese, silver teapot.
iv) I like tasty, Italian, vegetarian food.
In exercise 4, the correct sentences are:
i) He is our common friend
ii) My eldest son died at the age of twelve.
iii) I sent him a verbal message
iv) London is one of the biggest cities of the world.
v) My house is farther from my college than his house is.
Why does the poet compare “word” to a dove?

Which words in the seventh stanza of the poem evoke the idea
that poetry is like music?
3.9 Summary: The poem begins with a mood of confidence and the importance of
words in the creative process has been spelt out. Like a dove, the poet can soar and bring
peace to herself with the help of words. This mood of innocent joy and creativity is
further strengthened as the child's world - the alphabet, the cradle, the fairy tales and
lullabies is evoked. Then the poet shifts to the passionate and optimistic mood of 'silken
youth' when words heighten her passionate youthful longings. As she recalls her post-
youth life with its uncertainties and stresses, the mood has a touch of fear which is soon
dissolved because words soothe like mother's breast milk.
28
3.10 Further Reading:Troward,T. The Creative Process in the Individual

1) Words help us to trace the various moods of a writer. Discuss.
2) Discuss the importance of language in the creative process.
29
Lesson-4
I KNOW WHY THE CAGED BIRD SINGS
By Maya Angelou
Structure
4.0 Objectives
4.1 Introduction
4.2About the Poet
4.3 About the poem
4.8 Summary
4.9 Further Reading
4.0 Objectives
Reading this chapter will enable you to:
 critically analyse the poem
4.1 Introduction:Maya Angelou is well-known as someone who was able to

publicly discuss her personal life. Her autobiographies (or autobiographical fiction) have
made her famous, but she is also an established poet. She is respected as a spokesperson
of Black people and women, and a defender of Black culture. Her books center on
themes such as racism, identity, family, and travel. The central metaphor of the caged
bird represents the African American who unlike the white American is not absolutely
free to fly.
4.2 About the Poet
Maya Angelou (Marguerite Ann Johnson) born on April 4, 1928 is an American
author and poet. She is also a historian, songwriter, playwright, performer, singer and a
fighter for civil rights, including women's rights. Recipient of dozens of awards and over
thirty honorary doctoral degrees, Angelou is best known for her series of
autobiographies. In these autobiographies, she describes with great sensitivity and
poignancy her childhood and early adult experiences. The first, "I Know Why the Caged
Bird Sings" was published in 1969. It deals with her life up to the age of seventeen.
Angelou has had a very chequered and eventful life. The list of her occupations
includes pimp, prostitute, night-club dancer and performer, coordinator for Martin
30
Luther King, Jr.'s Southern Christian Leadership Conference, author, journalist in Egypt
and Ghana during the days of decolonization, and actor, writer, director, and producer of
plays, movies, and public television programs. Since 1991, she has taught at Wake
Forest University in Winston-Salem, North Carolina.
4.3 About the Poem: The poem "I Know Why the Caged Bird Sings" appears to
be simple but has great complexity of theme. Many ideas of race, gender, slavery, and
freedom are metaphorically woven into this poem. The central metaphor of the caged
bird represents the African American who unlike the white American is not absolutely
free to fly. But lack of physical freedom cannot break one's spirit totally. Despite
limitations, the caged bird - or the disadvantaged citizen - is still free to dream and sing
of a possibly better future. There is a difference between the song of the free bird and the
caged bird, but a song is still a song. Hope springs eternal in the human mind and songs
and dreams of freedom are an essential part of our inalienable humanity.
1. Why and when do birds chirp and sing?
Answer: They sing when they are happy. They also sing when they are excited
and awaiting something.
2. Is there a difference between the tune and tone of caged and free birds?
Answer: Not to an appreciable degree. It is difficult for us to judge. But perhaps
there is a sense of longing in a caged bird's song and a note of gay abandon in the
song of a free bird. Or perhaps this is only something we imagine.
3. What is a metaphor? What is a simile? Give examples.
Answer: When two things are compared directly, we are using a simile. For
example, in the sentence, "She is as beautiful as arose", we are using a simile.
When the comparison is implied rather than directly stated, (and we omit words
like 'as' or 'like'), we are using a metaphor. When, for instance, we change the
above sentence as, "She is a rose", we are using a metaphor. Some examples of
'simile' are: 1. She walks as gracefully as a cat. 2. He was as hungry as a lion.
Some examples of metaphor are: I. Sea of grief.2. Broken heart.
4.4.1 Comprehension Exercises:
These exercises should be done after reading the poem with the help of the glossary
given in the book.
A. Very Short-Answer Questions:
1. Where is the title of the poem from?
Answer: It comes from the third stanza of the. poem "Sympathy" written by Paul
Lawrence Dunbar.
2. On whose back is the freebird?
Answer: It is on the back of the winds. In other words it is flying high.
3. What does the free bird like to claim?
Answer: It likes to claim the sky. In other words it admits no restrictions.
4. Which bird is the poet referring to in the second stanza?
31
Answer: The reference here is to the caged bird.

5. Find the different meanings of the word 'current',
Answer: It can mean the flow of air, water or electricity. In other contexts, it can
also mean occurring in or belonging to the present time.
6. What does the caged bird sing about?
Answer: It sings vaguely about unknown and longed-for things.
4.4.2 Answer the following questions in two to five lines each:
1. What is a metaphor? Give examples from the poem.
Answer: A metaphor is a figure of speech in which an expression is used to refer
to something that it does not literally denote in order to suggest a similarity. A
metaphor makes the description powerful and sometimes multi- layered. In this
poem, the caged bird has been used as a metaphor for African Americans. But it
could well be a metaphor for all disadvantaged persons who are 'caged' by-
restrictive ideas of race, gender, poverty, slavery. Another metaphor used in the
poem is 'grave of dreams'.
2. How is the action of the bird described in the first stanza of the poem?
Answer: It is the free bird that is being described here. He rides high on the wind.
He seems to be soaring and floating easily on the current of the wind. The sun-
rays are like an orange-coloured water body in which he dips his wings. He is
half-drunk with happiness. Since he is a 'free bird', his ambition is high. He dares
to claim the sky. He recognizes no limits to his freedom or dreams.
3. Why does an encaged bird wish to sing?
Answer: Unlike the free bird, the caged bird lives in cramped surroundings.
His world is small; the narrow cage confines his movement. His feet are tied. The
bars of the cage enrage him. His wings are clipped. There is pain in his heart. The
only way he can transcend his pain and the confined surroundings is to sing.
4. Explain the term 'bars of rage'.
Answer: The cage imposes unacceptable restrictions on the caged bird. He cannot
satisfy a bird's natural urge to fly. The bars of the cage are the most prominent
obstacles to his freedom. When he looks at the bars, he is filled with rage or
anger. That is why the poet calls them bars of rage.
5. What words/phrases are used to convey the intensity of feeling?
Answer: Some of the words and phrases used to convey the intensity of feeling
are: 'stalks down the narrow cage', 'bars of rage', 'clipped wings', 'fearful trill',
'sighing trees', 'grave of dreams', 'nightmare scream', 'distant hill'.
4.5 Long Answer Questions—Comprehension
Answer the following questions in fifteen to twenty lines:
Q.1 How does the poet create a sense of enslavement in the poem?
Answer: It is through use of metaphors and intense vocabulary that the poet
creates the sense of enslavement. The cage is a very potent symbol of slavery.
32
When you are caged, your movements are confined. A bird is supposed to fly.
That is his natural function. There is something so tragic and even pathetic in
confining a bird to a cage. The caged bird in the poem is restless. He sings out of
desperation and a desire to escape. There is pain in his heart and his song. The
cage is stifling for his sense of self. His wings have been clipped. He looks at the
bars of the cage and feels intensely angry. Through the bird, the poet brings out
the anguish of disadvantaged people. The world puts cage-like restrictions on
people on the basis of race, gender, religion, nationality, economic disability and
similar other things. The coloured man - and especially the coloured woman - of
America are caged birds. Their formal slavery may have been abolished by the
society but it subtly restricts their ability to realize their full potential. His wind is
increased when he compares himself to the 'free bird' or the white American.
Though he is not ashamed of being Black, he, like the bird, stalks the cage and
sings of freedom that he longs for.
Q.2 Compare and contrast the birds in the poem - one free and the other caged.
Answer: The free bird is free not only in its physical movements but also in its
imagination and ambition. The caged bird is confined to the cage. Unlike the free
bird's happiness and gay abandon, it has to contend with pain, narrowness of
his/her world, and the resulting anger. While the free bird flies in the orange rays
of the sun, the caged bird lives in grey, sunless surroundings. The free bird
"floats" in the wind's current even as the caged bird "stalks" the narrow cage and
frets at the "bars of rage". Its wings are clipped, its feet tied. Its song is a cry of
desperation. It is a "fearful trill". The free bird claims the sky and thinks of fresh
breezes, fat worms and soft winds rustling through sighing trees. The caged bird
can only dream of the distant hill while standing on the grave of dreams. It has,
however, not stopped dreaming. It dreams and sings of freedom. It is an
"unknown" but longed-for thing. Even during its pain, it has some desperate hope
left.
The two birds represent the white and the black Americans. This central,
metaphor of the poem has a historical and contemporary-social meaning.
While white Americans, like the free bird, enjoy all good things of life, life for
black Americans is much more difficult. Though racial discrimination is legally
banned, the ground reality is more iniquitous or unfair. More generally, the caged
bird represents all disadvantaged people everywhere, like the Dalits in India,
other oppressed people and women.
Other questions in this section are variants of these questions. Try answering them on
your own after reading the above-given answers. Here are some hints to help you:
3. Write a note on the metaphor of. the caged bird used to depict
predicament of African- American women.
Hints for an answer: Read the two answers above. Cage a symbol of
slavery. Slavery is not just physical. Denial of opportunity is also a
disguised form of slavery. Black people discriminated against. Black
women mistreated even by black men. Economic, social, sexual
exploitation is like 'bars of rage'.
4. What is the symbolic significance of the sun, sky, winds, and the hills?
33
Hints for an answer: These are the unknown but longed-for things the
caged bird sings of. They symbolize hope, freedom, movement,
achievement.
5. Does freedom have limitations? And why?
Hints for an answer: Our freedom should not infringe the freedom of
others. If it does, it becomes exploitation. Freedom should go with
responsibility.
4.6 Language Development Activities:
4.6.1 Use the following idioms in sentences: (a) A bird in hand is worth two in the
bush, (b) Actions speak louder than words, (c) Scot-free, (d) Hold your
horses, (e) Every cloud has a silver lining. Answer:
a) Instead of trying to earn big profits in the stock market, you should
invest your money in safe instruments; remember that a bird in hand is
worth two in the bush.
b) Loud-mouthed people are seldom appreciated. Actions speak louder than
words.
c) He committed a crime but went scot-free because he and his father could
pull strings for him.
d) Do not act impulsively; hold your horses and everything will fall in
place.
e) Do not lose heart; every cloud has a silver lining.
4.6.2 Fill in the blanks with suitable articles:
I am from Winchester. Winchester is ... city ... United Kingdom. I live in ...
town called Tauton which is on ... River Tone. I live in ... house in ... Quiet
Street in ... countryside. The street is called Hudson Street and the house is
old, more than 100 years old! I am ... English lecturer at ... college near ...
centre of town. I like books. music and taking photographs, I usually have
lunchat college. I usually go home by car. We have all kinds of food in
England. I go to ... Polish restaurant in Bath.
Answer:
I am from Winchester. Winchester is a city in the United Kingdom. I live in a
town called Tauton which is on the River Tone. I live in a house in a quiet
street in the countryside. The street is called Hudson Street and the house is
old, more than 100 years old! I am an English lecturer at acollege near
thecentre of town. I like books, music and taking photographs. I usually have
lunch at college. I usually go home by car. We have all kinds of food in
England. I go to a Polish restaurant in Bath.
4.6.3 Fill in the blanks with suitable prepositions:
......... the eve of the American civil war, approximately four million enslaved
Afro-Americans lived ... the southern region of the USA. The vast majority
worked as plantation slaves ... the plantation of cotton, sugar etc. Very few ...
these enslaved people were African born. The importation of enslaved
34
Africans ... the US officially ended in 1808, although thousands were

smuggled ... the nation illegally ... the 50 years following the ban ...
international trade.
Answer: On the eve of the American civil war, approximately four million
enslaved Afro-Americans lived in the southern region of the USA. The vast
majority worked as plantation slaves in the plantation of cotton sugar etc.
Very few of these enslaved people were African born. The importation of
enslaved Africans to the US officially ended in 1808, although thousands
were smuggled into the nation illegally during the 50 years following the ban
on international trade.
4.7 Comprehension of an unseen Passage:
Look at this passage related to the theme of this poem carefully. Then try to
answer the questions given at the end:
Slavery is a system under which people are treated as property to be bought and sold,
and are forced to work. Slaves can be held against their will from the time of their
capture, purchase or birth, and deprived of the right to leave, to refuse to work, or to
demand compensation. Historically, slavery was institutionally recognized by many
societies; in more recent times slavery has been outlawed in most societies but
continues through the practices of debt bondage, indentured servitude, serfdom,
domestic servants kept in captivity, certain adoptions in which children are forced to
work as slaves, child soldiers, and forced marriage. There are more slaves in the
early 21st century than at any previous time but opponents hope slavery can be
eradicated within 3.0 years. Slavery predates written records and has existed in many
cultures. The number of slaves today remains as high as 12 million to 27 million. Most
are debt slaves, largely in South Asia, who are under debt bondage incurred by lenders,
sometimes even for generations. Human trafficking is primarily used for forcing women
and children into sex industries. In pre-industrial societies, slaves and their labour were
economically extremely important. Slaves and serfs made up around three-quarters of the
world's population at the beginning of the 19th century. In modern mechanized societies,
there is less need for sheer massive manpower; Norbert Wiener wrote that "mechanical
labor has most of the economic properties of slave labor, though ….., it does not involve
the direct demoralizing effects of human cruelty,"
1. What is slavery?
2. What are the forms of slavery in today's world?
3. What is the number of slaves today and where are they found?
4. "Can mechanical labor be called slaves?
5. Use these words in sentences of your own: capture, serfdom, manpower,
demoralizing.
Answers:
1. Slavery is a system in which people can be bought and sold as property against
their will and then forced to work in whoever way the buyer wants. Often such
slaves are bought in childhood.
2. Though slavery has been outlawed in most countries, the practice continues in
35
various forms like debt bondage, indentured servitude, and serfdom. Some
domestic servants are kept in captivity and are virtual slaves. Another form of
slavery is forced marriage. Sometimes children are adopted and used as slaves.
3. Estimates vary from 12 million to 27 million. Most are debt slaves, largely in
South Asia. Money lenders hold people in debt sometimes for generations.
Women and children are often sold into sex industries.
4. It has many features of Slavery. But the more extreme forms of cruelty is usually
not involved. There is no life-long buying of labour at least in the old sense.
5. (a) The police captured the thief.
(b) Many types of employment of the poor people by the rich is no better than
serfdom.
(c) Huge manpower is needed for the construction of transport infrastructure.
(d) His insulting behavior was very demoralizing for me.
4.7.1 Write a paragraph on 'Man is Born Free, but Everywhere He is in Chains’.
Man is born free. When a man takes birth, he is an innocent being with no duties
and responsibilities. But as he grows these duties and responsibilities bow him
down. His innocence is soon lost as he learns the ropes of social life as a son or a
daughter of someone with host of relatives and social peers. These chains of
responsibility are necessary and gradually man learns to enjoy them. More
difficult to bear are the chains - or restrictions on human freedom - that are
imposed by bigotry, narrow-mindedness, ignorance, fanaticism etc. The greatest
enemy of man is man himself. Illiberal ideas are handed down to us and "we
accept them unquestioningly. Very few of us have the spirit of questioning the
received ideas, however repressive thesemay be. We get entangled in questions
of racial, gender, economic and political differentiation. One of the greatest
source of mental and intellectual 'chains' is religion when it is narrowly conceived
as a reason-defying and unquestionable dogma. Human freedom, in any case, is
not absolute. The truth of man's bondage is reflected at various levels. First there
is the biological bondage of his various phases in life like birth, teenage, youth,
maturity, old age and finally death. Then there are social and political forms of
bondage. Most of the world lives under non-democratic regimes. Even in many
countries which nominally claim to be democratic, real political freedom is a
myth as far as the poor and the disadvantaged are concerned. 'Then there is the
bondage of fear - most importantly the fear of wars and other forms of violence.
The worst bondage is the bondage of negative ideas which stop our moral growth
and unleash the beast within us. Life then becomes nasty brutish and short.
Without a moral dimension to our life, we can never be free in the true sense of
the word.
1) How hasthe caged bird been used as a metaphor for

African Americans?
2) What is the symbolic significance of the sun, sky,
winds and the hills?
36
4.8 Summary: The two birds in the poem represent the white and the black
Americans. This centralmetaphor of the poem has a historical and contemporary-
social meaning. While white Americans, like the free bird, enjoy all good things
of life, life for black Americans is much more difficult. Though racial
discrimination is legally banned, the ground reality is more iniquitous(wicked) or
unfair. More generally, the caged bird represents all disadvantaged people
everywhere; like the Dalits in India and other oppressed people and women.
4.9 Further Reading:

Gather Together in my Name (1974) a memoir by Maya Angelou and
the second in the series of seven autobiographies.
2.

1.Write a note on the metaphor of. the caged bird used to depict
predicament of African- American women.
37
PROSE
Lesson-5
SPOKEN ENGLISH AND BROKEN ENGLISH
BERNARD SHAW
Structure
5.0 Objectives
5.1 Introduction
5.2 About the Author
5.3 About the chapter
5.8 Summary
5.9 Further Reading
5.10Model Questions
5.0 Objectives
After reading this lesson, you will be well-acquainted with:
 the writer of this chapter
 the contents of this essay
 language activities related to this chapter
5.1 Introduction: It is important to note that even native speakers differ considerably in
their use of English. It is a verifiable fact that different native speakers of English speak
it differently. As a member of the SSC committee on Standard English pronunciation,
Bernard Shaw discovered that there was no consensus on the correct use of even simple
English words like 'Yes' or 'No'. The learned members of the committee could not all be
speakers of incorrect English. The only conclusion to be drawn therefore was that there
is no such thing as absolutely correct English. The only thing we can aim for is English
which would be intelligible in every English speaking country.
This chapter contains the transcript of a radio talk that Bernard Shaw gave in 1927.
Bernard Shaw was an Irish playwright and a co-founder of the London School
ofEconomics. Although he wrote a lot of music and literary criticism, in which capacity
he wrote many highly articulate pieces of journalism, his main talent was for drama, and
he wrote more than sixty plays. He was also an accomplished orator and wit. He had an
aggressive and energetic style of speaking which earned him great popularity. He often
38
startled his readers/listeners into newer modes of thinking with his powerful logic and
compelling humour. He could be scathingly satirical and fiercely witty. Many of his
witty sayings have become famous epigrams.
5.3About the radio Talk
In this radio talk, Shaw says that even educated English people cannot speak perfectly
correct English. Giving humorous examples, he shows how even the simplest and most
commonplace words are spoken in their own idiosyncratic way by the native English-
speaking community but they are still intelligible. However when foreigners travel to
English-speaking countries, their broken English serves them better than perfectly
correct English that they may sometimes attempt to speak. Absolutely correct
pronunciation is thus an unnecessary affectation,
Shaw's argument relates to spoken English, where context determines intelligibility, and
should not be extended to written English, In any case, things have changed a lot since
1927, when this talk was given, and English has become a much more globalized
language. There are now many non-native varieties of spoken English.
5.4Short Answer Questions
understand the passage when you read it. Now attempt an exercise where you have to
answer simple questions based on your experience. Some suggestions are given for an
answer, but you have to give your own response.
1. What do you think are the differences between spoken English and written
English?
Suggestions:
(a) Spoken English is informal while written English is formal?
(b) Spoken English has many more varieties than written English?
(c) Spoken English is more difficult to learn for non-native speakers?
2. Does one need to be perfect .when one speaks in a foreign language?
Why/why not?
a) Yes, because you will not be understood otherwise?
b) Yes, because otherwise you will be ridiculed?
c) No, because you can hardly ever speak like a native?
d) No, because this will make you sound affected and artificial?
3. Can one be good at English without being able to speak like native speaker?
Given below are some possible answers with some blanks you need to fill
according to your own choice:
c) Yes, because ….. (non-native speakers often use English as a library language
only/ imitating native speakers can make you look funny/ Spoken rhythms of a
language can only be learnt by constant interaction with native speakers)
d) No, because ... ( if you can't speak like native speakers, you will always stick out
as a foreigner/ not being able to speak like a native makes you insensitive to
39
many fine nuances, as in poetry/ it makes you uncomfortable in social situations.)

4. What do you think the phrase 'broken English' means?
a. Incorrect English
b. English comprising of incomplete sentences
c. English imperfectly pronounced
d. English without any grammar
5.4.1 Comprehension Exercises
1) What are some of the arguments Shaw gives to convince the audience that there
is no such thing as correct English?
Ans. First of all, even native speakers differ considerably in their use of English. As a
member of the SSC committee on Standard English pronunciation, Shaw
discovered that there was no consensus on the correct use of even simple English
words like 'Yes' or 'No'. The learned members of the committee could not all be
speakers of incorrect English. The only conclusion to be drawn therefore was that
there is no such thing as absolutely correct English. The only thing we can aim
for is English which would be intelligible in every English speaking country.
2) Name the humorous incidents that Shaw refers to in order to support his claim
that informal speech is generally careless?
Ans. Shaw makes fun of himself to make his point. While he was a very careful
speaker in public, taking care to enunciate every word and syllable distinctly, his
speech at home consisted of a mumble. His wife would complain of this but was
no better herself. He would sometimes wonder if his wife thought he was going
deaf since he repeatedly asked her to repeat herself. Thus, even careful speakers
use a different kind of language in informal settings.
3) How are company manners different from home manners? Why do these
differences occur?
Ans. We speak and behave much differently in formal and informal contexts, or
'company' and 'home' situations. Apart from other things, the language spoken by
us undergoes significant changes. We take care to be properly heard and
understood when we have visitors. At home, however, we take many things for
granted. Our language becomes colloquial (conversational) and patchy. This
occurs because of the different situations and our different degree of
understanding with different people.
4) Why does Shaw think we should not try to speak a foreign language too well?
Ans. He accepts that language is a community tool. Speaking the language 'too well'
would be considered a pedantic affectation in a foreigner. Even natives don't use
perfectly correct language among themselves. If a foreigner speaks the language
more correctly than the native, the native would probably feel insulted and
consider the foreigner too clever by half. They may take him to be a beggar or a
confidence-trickster or a pedant.
40
5.4.2 Now answer these questions for yourself:

1. Why does Shaw think that natives in an English-speaking country would be more
helpful if a foreigner speaks less-than-perfect English?
2. "So I am speaking to you more carefully than I speak to her (Shaw's wife); but
please don't tell her". Why does Shaw add here, “..don't tell her"?
5.5Long Answer Questions: Answer the following in ten to fifteen lines each
2. Explain the speaker's arguments in support of the claim that no native speaker
speaks correct English. What does he mean by correct English? What does
correct English mean to you personally?
It is a verifiable fact that different native speakers of English speak it differently.
The speakers, however, don't speak it 'incorrectly', only 'differently'. There is no
such thing as 'correct English'. There are numerous local variations of the
language. There are Irish, Scottish and Welsh variations. There is no consensus
on the pronunciation of even simple words like 'Yes' and 'No'. Still the native
speakers understand each other because there is a basic affinity in their different
ways of pronunciation. They speak what may be called good or presentable
English. Shaw who often listened to actors preparing for stage presentations is
keenly aware of this.
Shaw's idea of correct English is therefore strictly functional. That which can be
intelligible without too much difficulty is 'correct'. Even this intelligibility
criterion, however, works differently in. different situations. The kind of
language we use at home may be different from that which we use on formal
occasions.
I myself tend to agree with Shaw. Language is a means of communication. If it
performs that function well, other things become secondary. If I can convey my
ideas and feelings to the listener effectively, 'correct' and 'incorrect' become mere
meaningless labels. Language can be successful or unsuccessful, in its aim of
communication, but not correct or incorrect.
3. What is Shaw's advice to foreign learners of English? Do you agree with his
views?
Since Shaw thinks that there is no such thing as 'correct English', he cannot offer
any model to foreign learners of the language. Even native speakers have
varieties of spoken idioms. Taking a practical view, Shaw advises foreign
learners not to bother too much about correct pronunciation or accent. Even local
speakers, for instance, the Scottish or Irish or Welsh, may have difficulty
understanding each other. And foreigners are, in any case, expected to sound like
foreigners. In fact, someone with an imperfect understanding of language and its
spoken forms may be received with courtesy by the local speakers and one who
tries to speak too much like them may receive a hostile reception. Giving an
example, Shaw says that if a foreigner were to ask the way to Charing Cross
station and framed his query in pedantic English perfectly pronounced, he be
looked at with suspicion of being a trickster. But if were to say in broken English,
"Please! Charing Cross! Which way!" he would immediately get help.
While I broadly agree with Shaw's views, times have changed. Perhaps foreign
speakers can never speak like native speakers. But English has now become a
41
global language and Shaw's advice, though witty, is not suitable in modern
contexts. Moreover, his advice has relevance to only spoken language. Many
learners learn English not to travel to English-speaking countries, but as a library
language. For them the advice to stick to 'broken' English would clearly be
inappropriate.
4. Do you agree with Shaw's assertion that broken English is quite sufficient for
intelligible speech? Support your answer with examples from the passage as well
as your own experience.
[Attempt an answer to this yourself, taking clues from the chapter and the two answers
given above]
5.6.1 Use of Words in Different Ways
Some words in English can be used as different grammatical parts of speech. For
instance, wind can be used as verb and noun. Sometimes, as in this case, while being
used as different parts of speech, they are also pronounced differently. Now look at these
sentences.
a) India exports diamonds
b) Software exports from India are an important source of foreign exchange earning
Here the word export has been used as verb in the first sentence and noun in the second.
We give below further examples:
a) 'produce' as verb: He has produced two plays
b) 'produce' as noun: The entire produce of his fields was quickly sold out.
c) 'object' as verb: She objected to his lewd behavior.
d) 'object' as noun: I saw a strange object in the sky.
e) 'conduct' as verb: The election was conducted peacefully.
f) 'conduct' as noun: His conduct was not appreciated by anyone.
g) 'insult' as verb: She was rudely insulted by her mother-in-law.
g) 'Insult' as noun: It is very hard to pocket an insult.
Now try to use the following as verbs and nouns in sentences of your own:
a) Water
b) Rebel
c) Try
d) Field
e) Yield
5.6.2 Homonyms
Homonyms are words which sound similar but have different meanings. For example,
'accede' means to accept, but the similar-sounding word 'exceed' means to be more in
quantity or quality.
42
Now look at these pairs of words:

Accept/except
Angel/angle
Blew/blue
Obviously, they sound similar but have different meanings.
5.6.3Look at the following sentences and supply the correct word from the words given
in the brackets. Then use the other word in a sentence of your own:
1. My father writes in his ---everyday. (diary/dairy)
2. The soldier was given wise --- . (counsel/council)
3. He was arrested for ---- sale of drugs.(illicit/elicit)
4. He writes his --- in a diary. (story/storey)
5. He is not --- for this post. (eligible/illegible)
6. The conjurer performed many --- of skill. (Feats/feet)
7. He made a thorough - of the almirah. (check/cheque)
8. The wound took a long time to ---. (heal/heel)
9. He was a --- fellow. (decent/descent)
10. You should not -- your friends. (desert/dessert)
5.7Unseen Passage forComprehension:
Look at this passage related to the theme of the chapter. Read it carefully and then try to
Spoken languageis a form of human communication in which words derived from a large
vocabulary (usually at least 10,000) together with a diverse variety of names are uttered
through or with the mouth. All words are made up from a limited set of vowels and
consonants. The spoken words they make are stringed into syntactically organized
sentences and phrases. The vocabulary and syntax together with the speech sounds it
uses define its identity as a particular natural language. Some human languages exist
with their own vocabularies and syntax that are not spoken but use sign gestures. Sign
languages have the same natural origin as spoken languages, and the same grammatical
complexities, but use the hands, arms, and face rather than parts of the mouth as their
place of articulation. Many spoken languages are written. However, even today, there are
many world languages that can be spoken but have no standard written form. Such
languages can be expressed in writing using the International Phonetic Alphabet.
Q. 1. What is spoken language?
Q. 2. What identifies it as a particular natural language?
Q.3. How does sign language differ from spoken language?
Q.4. Give the meaning of these words: vocabulary/ international/ stringed/ syntax.
Hints for answers
1. Read the first line of the passage.
2. Read the fourth line of the passage.
43
3 Spoken language uses sounds. What does sign language use? Read sentence no.
seven.
4. Vocabulary refers to the list of words. International means dealing with many
nations. Stringed means arranged as a string. Syntax means sentence structure.
3. Write a paragraph describing your experience of conversing in English with a
native speaker of English.
We give below some questions by answering which you can develop this
paragraph:
h) Where did you meet?
i) What difficulties did you face in following his accent?
j) Was someone there to help as interpreter?
k) Suppose he asked you where he could get the best food. How did you describe
Indian foods to him?
l) What were the questions he asked about what you told him?
m) Did he speak grammatically correct English? Did he strike you as educated?
n) Did he use any words of your language he may have picked up?
o) What were his parting words?
5.7.2 Write a paragraph on the spoken and written English in the Indian context.
Language is a means of communication. The first human languages were
probably sign languages. Gradually the signs and gestures were replaced by
sounds. It was much later that the art of writing evolved. Spoken and written
languages differ from each other in the degree of formality they have. Spoken
language is usually used in less formal situations and written language in more
formal contexts, though this is not strictly true in all cases. English is a language
which, in India at least, is often used in formal contexts, even when it is used in
the spoken form. Therefore, it tends to be used formally. Most speakers of
English in India are usually educated people who often use a bookish kind of
language. But many less educated Indians have also now taken to speaking
English. Often, they mix words from their own languages into the conversation.
Sometimes it creates funny situations. But Indians have created a widely used
Indian English which has become a powerful medium of communication among
people from different states.
KEY TO ANSWERS
Pre-reading activities
In Questions 1, 2, 3 all answers are correct. You can choose what suits you.
p) In question 4, the right answer in the context of the chapter is 'English without
any grammar'
44
Answers to Language Development Activities

In the exercise on homonyms, the words to be filled in the blanks are:
1. diary, 2. counsel, 3. illicit, 4. story,
5. eligible, 6. feats,
7. check, 8. heal,
9. decent, and 10. desert.
Self-Assessment Questions:
1) What does the phrase “a foreign student of English mean?”

2) Why does Shaw have to make extra efforts during public
talks?
5.8 Summary: Shaw's idea of correct English is strictly functional. That which can be
intelligible without too much difficulty is 'correct'. Even this intelligibility criterion,
however, works differently in. different situations. The kind of language we use at home
may be different from that which we use on formal occasions. Many people tend to agree
with Shaw. Language is a means of communication. If it performs that function well,
other things become secondary.

Biography of Bernard Shaw
5.10Model Questions:
1) What is Shaw's advice to foreign learners of English? Do you agree with his views?
2) What is the purpose of Language?
3) how are “company manners” different from “home manners”?
45
Lesson-6
PRINCIPLES OF GOOD WRITING
L. A. Hill
6.0Objectives
6.1Introduction
6.5Long Answer Questions or Post-Reading Activities
6.8 Summary
6.9 Further Reading
6.0 Objectives
After reading this lesson, you will be well-acquainted with
 the writer of this chapter
 the contents of this essay
 language activities related to this chapter
6.1 Introduction: This chapter introduces us to the qualities of good writing. The
writer gives some very practical advice to those who wish to write good English. His
own language in the essay is a model of the kind of English he advocates. Discipline
and practice in logical thinking is required to write well. Wide reading increases our
knowledge in general and also our knowledge of English vocabulary. Hard work
rather than 'inspiration' is the most important requirement for writers. The writer
must be interested (in people and the world) to be interesting. He should not be
egoistic but should have a warm and sympathetic understanding of the people around
him.
This essay is about how to write good English and has been taken from Leslie A.
Hill's book A Prelude to English. Leslie Hill was British Council's Chief Education
Officer for India. His contribution to English Language Teaching in India was immense.
Apart from A Prelude to English, he also authored some other books in the field of
English language teaching including Prepositions and Adverbial Particles, Workbook,
46
Refresher Courses and Guide to Correct English - all published by Oxford University
Press.
As a down-to-earth educator and educational administrator, he gives some very
practical advice to those who wish to write good English. His own language in the essay
is a model of the kind of English he advocates. Discipline and practice in logical
thinking is required to write well. Wide reading increases our knowledge in general and
also our knowledge of English vocabulary. Hard work rather than 'inspiration' is the most
important requirement for writers. The writer must be interested (in people and the
world) to be interesting. He should not be egoistic but should have a warm and
sympathetic understanding of the people around him. Sincerity and honesty are other
qualities of good writing. We must speak in our own voice rather than copy the style of
others, however impressed we are by that style. We must also be clear about our target
audience and respect their interests and needs. Hill gives many simple do's and don'ts -
like the use of plain and simple language, avoiding jargon, superfluity, and self-
consciousness.
6.3About the text:Hill believes that clear and effective writing comes from clear
and logical thinking. Vague thinking cannot lead to good writing. The first thing for the
aspiring writer to do is to train himself or herself for clear thinking. This comes from
constant practice. Since the basic tool of the writer is words, the importance of knowing
as many words as possible is evident. One can build one's vocabulary by wide and
careful reading, writing, listening, and speaking. One should read newspapers and
magazines regularly and attentively and develop a warm interest in people around
himself or herself. The more interested we are, the more interesting we become as
writers. Moreover, one learns writing by writing. Constant hard work is more important
for a writer than 'inspiration'.
6.4 Short Answer Questions or Exercises for Understanding

Question: Writing is one of -the four language skills. What are the other three?
Answer: The other three skills are reading, speaking, and listening.
Question: What do you think distinguishes correct English from good English?
Answer: Correct English follows all the accepted rules of grammar and may be
adequate to convey simple information. But good English not only conveys
the information; it also pleases us and persuades us about whatever the writer
is saying.
Question: Do you think language skills are linked to each other, or are they independent
of each other?
Answer: The writing skills - reading, writing, speaking, and listening - reinforce each
other. They are thus related. However, it is possible that in an individual user,
one may be more proficient in one skill than in other skills.
Question: Which skill is given greater importance in our education system, writing, or
speaking?
Answer: In most of the Indian educational institutions, the stress is on writing. Most of
47
them use written examinations to test their students' achievement. In some

modern institutions, however, stress has begun to be laid on speaking skills
too.
6.4.1 Comprehension Exercises: Answer the following in two to three sentences
each:
These exercises should be done after reading the essay with the help of the glossary
given in the textbook and, if necessary, a dictionary.
A. Answer the following in two to five lines each:
1. What, according to Hill, is the link between 'writing' and 'thinking'?
Answer: Clear thinking is a pre-requisite of clear writing. If your ideas are not
clear in your mind, your writing will also not be clear. One must train oneself to
think logically and in a meaningful sequence. This habit can then result in clear
and logically coherent writing.
2. What is Hill's prescription for improving vocabulary?
Answer: The most important thing is practice. We learn writing by writing, just as
we learn swimming by swimming. Careful and wide reading also helps. It is a
good idea to keep a notebook and note down new and attractive words that you
come across. The use of a good dictionary is a must. But a word becomes your
own only after you use it repeatedly.
3. What according to the author is 'essential' to learning to write well?
Answer: Writing is ninety-nine percent perspiration or hard work. Inspiration
counts for only one percent. We learn writing by writing. Regular and frequent
practice is the secret of successful writers. Even the most successful of them
never wait for inspiration to come but start working hard and inspire themselves.
4. In Hill's opinion, how can one become a successful writer?
Answer. One must keep one's eyes and ears open to what is happening all around
us. Noting interesting things in a diary or notebook is useful. Clear thinking, a
large vocabulary, honesty, and sincerity of expression are the basic tools of an
interesting writer. To be interesting, one must be interested in people and respect
their interests. Effective presentation of one’s ideas is of the utmost importance.
5. What is Hill's suggestion for choosing a topic for writing?
Answer: One must know one's target audience. Who is going to read what you
write? That should determine your choice of topic. Most people are interested in
the present or what affects their actual lives. Topicality is thus important. Also,
one must prefer to write about things one has personally known or experienced.
One can write on such topics convincingly and persuasively.
6. What is needed to write interestingly?
Answer: The first thing is that the writer himself should be interested in what he is
writing and committed to its successful communication. This is called sincerity.
This however does not mean that the writer should always be striving for 'effects'.
If he writes naturally, unselfconsciously and with a human touch, he will arouse
the reader's interest. The choice of a relevant topic also makes the writing
interesting to target readers,
48
7. While writing, what should one do, if one cannot think of the right word at once?
Answer: If one cannot immediately think of the most suitable word for what we
are trying to express, we should put an approximately equivalent word there or
leave a blank. This is important, so that the flow of our thoughts is not broken just
for one or two words. We can later revise what we have written and change those
words or blanks.
8. After writing, what should one do to make it better?
Answer: Revision is an especially important thing for successful writers. We
should carefully weed out vague, inexact, or needlessly difficult words. A vague
piece of writing annoys the reader. We must say exactly what we mean. In
revising one’s draft,one should read it critically from the potential reader's point of
view.
6.5 Long Answer Questions
Answer the following questions in fifteen to twenty lines:
1. Summarize Hill's views on the principles of good writing.
Hill believes that clear and effective writing comes from clear and logical
thinking. Vague thinking cannot lead to 'good’ writing. The first thing for the
aspiring writer to do is to train himself or herself for clear thinking. This comes
from constant practice. Since the basic tool of the writer is words, the importance
of knowing as many words as possible is evident. One can build one's vocabulary
by wide and careful reading, writing, listening, and speaking. One should read
newspapers and magazines regularly and attentively and develop a warm interest
in people around us. The more interested we are, the more interesting we become
as writers. Moreover, one learns writing by writing. Constant hard work is more
important for a writer than 'inspiration'.
One important consideration for a writer is the target audience. Why is going to
read what he writes? One must always respect the reader and keep his interests in
view. Topicality and tailoring your style and presentation to the needs and
limitations of your audience is critical to success as a writer. As far as possible,
we should stick to what we personally know or have personally experienced.
Hill then goes on to give many practical tips for the budding writer. Keeping a
notebook to jot down ideas which may strike us at odd hours and occasions is a
useful habit. Human memory is short and a notebook helps. This notebook can
also be used to note new and interesting words we come across.
Collecting words and ideas is, however, only half the battle. When we write, the
right presentation of our material is of prime importance. Hill advocates a simple,
no-frills style. Proper introduction to the topic in the first paragraph,
amplification of the ideas introduced in the following paragraphs and a logically
satisfying conclusion is the best presentation plan. One must avoid private
concerns and think of the reader only. Hill recommends a conversational tone and
avoiding of needless complexities and striving for effect. One must not-copy
anyone else's style but be one's own self.
One must prefer the concrete to the abstract, as far as possible. There should be
uniformity and coherence in our style; it should not be a confusing mixture of
49
different styles in different sections of our writing. In general, we should have

respect for the reader, and we should help him/her share our thoughts rather than
try to egoistically impress him or her.
2. How important is presentation in writing? How can one present his/her writing in
an interesting manner?
Answer: While ideas and vocabulary are important, presentation of those ideas in
a comprehensible and effective manner is the real challenge for a writer. This is
not to negate or under-estimate the power of ideas. In fact, Hill begins by saying
that clear thinking is essential for effective writing.
For effective presentation, two things are needed. One of them is the right
attitude; the other is technical tact. In other words, one must have a friendly,
human approach to the reader; and one must know enough of language and clear
expression to be effective.
Hill says that an interesting presentation comes from choosing an interesting
topic or one must be aware of one's target audience and their needs. Most readers
like topical writing and dealing with their day-to-day existence: The writer's aim
should be to convey his/her ideas rather than impress the reader. If the author has
the right attitude, she will choose a logical, helpful plan of presentation. She will
state the topic straightaway in the first paragraph and then logically proceed from
there to amplify her ideas. She will not beat about the bush or use big words
merely for effect. A good writer never mechanically borrows someone else's
stylebut speaks in her own voice. As soon as she has finished what she has to say,
she sums upwith a concluding paragraphtying up all her arguments.
Since effective writers respect their readers, they prefer the simple words to
difficult ones, the concrete to the abstract, the conversational to the ponderous.
They avoid jargon and speak in a warm, human tone.
Now look at the other comprehension questions and try to answer them for
yourself after reading the above answers and the essay.
6.6 Language Development Exercises:
1. Re-write the following paragraph after replacing the underlined words with their
synonyms. Try not to repeat any word:
We were greatly surprised to see so great a crowd. Obviously, it was some great
occasion. Then we learnt that a great man was to address the people on a subject
of great interest.
Answer: We were deeply surprised to see so big a crowd. Obviously, it was some
momentous occasion. Then we learnt that a renowned man was to address the
people on a subject of immense interest.
2. Re-write the following paragraph after replacing the underlined words with their
antonyms. Try not to repeat any word:
Hyderabad is a small city with many small buildings. It has several small software
companies which employ a small number of young people. They are paid small
salaries and travel small distances to reach their places of work.
Answer: Hyderabad is a large city with many tall buildings. It has several big
50
software companies which employ a huge number of young people. They are paid
substantial salaries and travel great distances to reach their places of work.
3. Re-arrange the words in each row to form a sentence. Add punctuation marks, if
necessary:
(a) friends I She are and must not anything into rush we
(b) problems you should talking try your about
(c) borrow I may that you from book
(d) bring will the cake birthday tomorrow
Answer:
(a) She and I are friends.
(b) We must not rush into anything.
(c) You should try talking about your problems.
(d) May I borrow that book from you?
(e) I will bring the birthday cake tomorrow.
4. Rearrange the following sentences to form a paragraph:
(a) But fast food is both good and bad, it is cheap and tasty and can be prepared
very quickly.
(b) Many people are concerned about the incredible growth of the fast-food
industry.
(c) However fast food is usually high in trans-fat which leads to obesity and heart
diseases. It's up to us to decide whether we should eat it or not.
(d) For instance, new coffee shops and pizza places are opening up on every
street, and you can't walk anywhere, without sighting the famous McDonald's
arch.
Answer:
Many people are concerned about the incredible growth of the fast-food industry.
For instance, new coffee shops and pizza places are opening on every street, and
you cannot walk anywhere without sighting the famous McDonald's arch. But fast
food is both good and bad, it is cheap and tasty and can be prepared very quickly.
However fast food is generally high in trans-fat which leads to obesity and heart
diseases. It is up to us to decide whether we should eat it or not.
6. 7Comprehension of a Passage:
Look at this passage related to the theme of the poem. Read it carefully and then
try to answer the questions given at the end:
You know it when you see it. It is not that hard to tell whether a piece of writing is
good or bad. You just have to read it. But things get more challenging if you have to
explain why it's good. Even harder than that is analyzing the good things a writer is
doing so you can learn to use his or her techniques in your own work. And teaching
others how to use them is the hardest of all but that, of course, is exactly. what we need
to be able to do. Having simple phrases to describe the good things writers do makes
51
learning about those things easier. Good writing has: (a) ideas that are interesting and
important. Ideas are the heart of the piece - what the writer is writing about and the
information he or she chooses to write about it. (b) organization that is logical and
effective. Organization refers to the order of ideas and the way the writer moves from
one idea to the next, (c) voice that is individual and appropriate. Voice is how the writing
feels to someone when they read it. Is it formal or casual? Is it friendly and inviting or
reserved and standoffish? Voice is the expression of the writer's personality through
words, (d) Word Choice that is specific and memorable. Good writing uses just the right
words to say just the right things, (e) sentence fluency that is smooth and expressive.
Fluent sentences are easy to understand and fun to read with expression, (f)
conventions that are correct and communicative. Conventions are the ways we all
agree to use punctuation, spelling, grammar, and other things that make writing
consistent and easy to read.
Questions:
1. What is challenging about good writing?
2. What is the importance of ideas?
3. What does organization of ideas mean?
4. What are writing conventions?
5. Use these words in sentences of your own:
(a) Fluency; (b) appropriate; (c) techniques.
Answers:
1. Good writing is easy to recognize but to analyze its goodness and learn
anything from this is a challenging task.
2. Only interesting and important ideas can lead to interesting writing.
3. Organization refers to how a writer arranges his sentences and ideas. In order
to be effective, they need to be logical and in the right sequence.
4. By general agreement, some writing conventions have been evolved. These
relate to punctuation, spelling, grammar, and other similar things. If we do
not follow these conventions, we become vague and difficult to understand.
5. (a) He has great fluency of expression.
(b) His abusive behavior was not appropriate at his birthday party.
(c) Modern techniques of communication have made the world a global
village.
6.7.1 Paragraph Writing:
Write a short paragraph on The Power of Words'
Answer: Man is a social being. The currency through which man interacts with other
human beings is language. In the beginning of times, man did not have language. He
communicated through gestures. The interaction among people was basic and
confined to the expression of basic needs like eating, sleeping, etc. The story of the
development of society is the story of the development of language. Language may
be an arbitrary invention of man, but it is through highly developed languages that
52
man's complex and refined ideas and feelings get expressed. It is words that distinguish
us from lower animals. This gives great power to words. Words are not simply sounds
caused by air passing through our larynx. According to the Bible, God spoke the world
into being. We are in His image in part because of the power we have with words. Words
do more than convey information. Of all the creatures on this planet, only man has the
ability to communicate through the spoken word. The power to use words is a very
unique and powerful gift from God. It is important therefore to use words with care. We
can use words to reveal ourselves; we can also use them to conceal ourselves. Words can
inspire, soothe and assist our living. Words can also destroy one's spirit; even stir up
hatred and violence. As a Punjabi proverb says, the wounds inflicted by words are more
destructive than the wounds inflicted by swords.
1) What is Hill’s prescription for improving one’s vocabulary?

2) What suggestions does Hill give for choosing a topic?
30 how can one make one’s writing better?

6.8 Summary: The first thing for the aspiring writer to do is to train himself or herself
for clear thinking. This comes from constant practice. Since the basic tool of the writer is
words, the importance of knowing as many words as possible is evident. One must
always respect the reader and keep his interests in view. Topicality and tailoring your
style and presentation to the needs and limitations of your audience is critical to success
as a writer. As far as possible, we should stick to what we personally know or have
personally experienced.
Essentials of English Grammar (Paperback)
L. Baugh Published by McGraw-Hill Education - Europe, United States (2005)
1) How can one present one’s writing in an effective manner?
2) Writing is 99 percent hard work and 1 percent inspiration? Discuss.
53
Lesson -7
THE CONJURER'S REVENGE
STEPHEN LEACOCK
Structure
7.0 Objectives
7.1 Introduction
7.8 Summary
7.9 Further Reading
7.0 Objectives
After reading this lesson, you will be well-acquainted with:
• the writer of this chapter
• the contents of this essay
• language Activities related to this chapter
7.1 Introduction: This story brings about Leacock's humour which is often
situational humour. He observes the follies and foibles of people to make us
laugh. He is not a' bitter satirist but a genial humourist. He has a keen eye for
incongruous behavior which he describes in very witty language. In this story
humour arises from the meddlesome behavior of a snooty man whom
Leacock humorously names the Quick Man. He is quick to find fault and
infirmities in everything. He dismisses all of the conjurer's tricks with the
stock phrase: "He had it up his sleeve. This is an inappropriate response
because the conjurer could not possibly have things like a rocking chair or a
doll's cradle up his sleeve.

This is a humorous story by Stephen Leacock. Hewas an English-born Canadian
teacher, political scientist, writer, and humorist. In the early part of the 20th century
he was the best-known humorist in the English-speaking world. Leacock was a
social conservative. He opposed giving women the right to vote, and disliked non-
54
Anglo-Saxon immigration and supported the introduction of social welfare

legislation. He was a staunch champion of the British Empire and went on lecture
tours to further the cause.
Leacock wrote much non-fiction, but he is best known for his humorous fiction. His
first collection of humorous stories appeared in 1910, Literary Lapses. They were
musings, parodies, satires, funny anecdotes, and conversations. Collected from
various sources, the stories shared little in common other than Leacock's sharp sense
of humour.
7.3About the story
The present story was also a part of the collection titled as“Literary Lapses”. It tells
of a conjurer who was harassed by a snooty man in the audience (humorously called
the Quick Man) who downplays all his tricks. He then decides to take revenge and
does so in a very cool and calculated manner - to the enjoyment and mirth of the
audience he is performing for. He is also a source of enjoyment for the readers.
7.4 Comprehension-Short Answer Questions
understand the story when you read it. Now attempt an exercise where you must
answer simple questions based on your experience. Some suggestions are given for
an answer, but you must give your own response.
1. How is a conjurer different from a magician? List some synonyms of
'conjurer', Suggestions:
(a) A conjurer plays tricks, while a magician practices magic or sorcery. Look up
these words in a dictionary for clearer understanding.
(b) Some of the following words are synonyms of conjurer, others are not. Say
which of these are the synonyms: illusionist, prestidigitator, witch doctor,
trickster, player, actor, performer.
2. What kind of a dress do conjurers or magicians wear?
a) Three-piece suits
b) Long flowing robes usually of a white colour?
c) Kurta-pyjama?
d) Black dresses?
3.What is the magic word, beginning and ending with 'a', which is often spoken by
magicians?
a)Alia alia?
b)Agartala?
c)Abracadabra?
7.4.1 Comprehension Exercises- Write your answers in two to five sentences
These exercises should be done after reading the chapter with the help of the glossary in
the textbook and, if need be, a dictionary.
55

1. Were the people impressed by the tricks the conjurer performed?
Ans. They would have been, but the show was spoiled by the QuickMan who would
get up after every trick and downplay the trick. He would say, "He had it up his
sleeve" or something similar. This stopped the audience from being properly
impressed.
2.What effect did the Quick Man's remarks have on the conjurer?
Ans. Obviously, he did not like it. His brow was clouded with a gathering frown. After
all, his act was being spoiled. But he bears everything silently and decides to
teach the Quick Man a lesson without losing his cool.
3. What did the conjurer do with the Quick Man's gold watch?
Ans. He threw the watch into the mortar. Then he took a heavy hammer from the table
and smashed it to pieces.
4.Why was the Quick Man puzzled?
Ans. He saw his gold watch being smashed. He thought this was a trick and the
conjurer had slipped the watch up his sleeve. Then the conjurer took his
handkerchief and punched holes into it. Then, turn by turn, he took his hat, collar
and spectacles and smashed and destroyed them. The Quick Man saw this for
himself and for once was puzzled how these things would be restored. After all,
so many things could not be hidden up one's sleeve.
Now answer these questions for yourself:
1.Why did the conjurer decide to take revenge?
2.Do you think the conjurer's revenge was successful? Why?
3.Why was there a great silence upon the audience?
7.5Long Answer Questions. Answer the following in ten to fifteen lines each
1. What were the tricks performed by the conjurer? Was he successful at it?
The conjurer performed many tricks. He began with producing a goldfish from an
empty piece of cloth. Then he performed the trick of what he called the
Hindostanee Rings. This consisted of separate and distinct rings being joined, as
if by magic. He just clanged them together and they became one. The third
trick was the egg trick. Taking a hat from the audience, he promised to pull
any number of eggs from it. And he made good his promise, extracting as
many as seventeen eggs out of the hat. This was followed many other
unspecified tricks of similar nature - producing out of nowhere a piece of
bread, a doll, a live guinea-pig and a rocking chair.
All this would have been truly stupendous for the audience, but the Quick
Man ruined the performance by whispering after every trick, "He had it up his
sleeve!" Everyone in the audience would nod his head at this and the surprise
would dissipate. The magician's show was thus spoiled by the Quick Man
who foolishly kept saying that the conjurer had hidden up his sleeve even
things like a doll's cradle and a rocking chair, in addition to rings, hens and
fish.
56
2.Bring out the humour in the story.

Leacock's humour is often situational humour. He observes the follies and
foibles of people to make us laugh. He is not a' bitter satirist but a genial
humourist. He has keen eye for incongruous behavior which he describes in
very witty language. In this story humour arises from the meddlesome
behavior of a snooty man whom Leacock humourously names the Quick
Man. He is quick to find fault and infirmities in everything. He dismisses all
of the conjurer's tricks with the stock phrase: "He had it up his sleeve. This is
an inappropriate response because the conjurer could not possibly have things
like a rocking chair ora doll's cradle up his sleeve.
The conjurer is exasperated by his meddlesome remarks but keeps his cool.
But he decides to teach him a lesson. He asks the Quick Man to give him his
gold watch and with his permission smashes it to pieces. Turn by turn then,
taking care to seek his permission each time, he punches holes in his fancy
handkerchief, crushes his hat under his feet, burns his collar and smashes his
spectacles. Thereafter, he quietly proceeds to declare his show closed. The
Quick Man realizes too late that the restoration of his things that he was
hoping for would not take place and that the conjurer had nothing up his
sleeve. We laugh at the Quick Man's plight, but he has lost our sympathy by
his unhelpful attitude. In retrospect even the title of the story seems to be
humourous.
3.Explain the appropriateness of the title, 'The Conjurer’s Revenge"
[Attempt an answer to this yourself, taking clues from the story and the two
answers given above. Your answer may show how the conjurer took his
revenge. You may also like to say whether the word 'revenge' has been used
here humourously.]
4.Imagine and describe the stage setting for the conjurer's show.
[Hints for an answer: Hall? What kind of hall? Row of chairs. Conjurer's dress.
Curtains - their raising and lowering. The conjurer's table. What is on the table?]
7.6LANGUAGE DEVELOPMENT ACTIVITIES
7.6.1 Correct Usage of Words
Many of us commit mistakes in the correct usage of language. Some of the most
common mistakes are in the use of appropriate tense of the verbs. Another common
mistake is in spelling words. Mistakes in the use of articles and prepositions are also
common. Let us do some exercises in the correct usage of language.
Exercise 1: Fill in the blanks with the correct tense form of the verb given in the
brackets:
Last evening a large number of people -.,- (come) to watch the magic show. They
--- (be) eager to watch the magician perform. As soon as the curtains --- (rise),
there --- (be) silence in the room. The magician --- (dress) in vibrant colours.
First he --- (bow) to the audience and --- (bring) forth a huge flag. The orchestra -
-- (play) a well-known tune. Then he --- (start) showing many tricks. The
audience --- (be) awestruck.
57
Answer: Last evening a large number of people came to watch the magic show. They
were eager to watch the magician perform. As soon as the curtains rose, there was
silence in the room. The magician was dressed in vibrant colours. First he bowed
to the audience and brought forth a huge flag. The orchestra played a well-known
tune. Then he started showing many tricks. The audience was awestruck.
7.6.2 Exercise 2: Correct the following sentences:
a) He tells me that he had at last persuaded her to marry him.
b) They made up their minds that they have to visit her the next day.
c) They went cycling every morning from Parade Grounds for RRC grounds.
d) The official that visited the construction site objected to the layout plans.
e) River Ganges flows across the Northern Plains to reach the Bay of Bengal.
Answers:
(a) He tells me that he HAS at last persuaded her to marry him.
(b) They made up their minds that they HAOto visit her the next day.
(c) They went cycling every morning from Parade Grounds TO RRC grounds.
(d) The official WHO visited the construction site objected "to the layout plans.
(e) Theriver Ganges flows across the Northern Plains to reach the Bay of Bengal.
7.6.3 Use of Idioms and Phrases
Every language has certain peculiar forms of usage. These usages go beyond the literal
use of words and impart colour to language. There are some typical phrases or groups of
words which have a particular meaning when used together. Similarlyidioms also go
beyond literal meaning. These are expressions whose meanings cannot be inferred from
the meanings of the words that make it up. It is important for us to be familiar with as
many typical phrases and idioms of English as possible. Look at these sentences:
1. He is a sleeping partner of and has no hand in the management of the firm.
2. The wife shed crocodile tears on her husband's death.
3. The poor fellow had to contend with a lot of red tape in the office.
4. Spring is round the corner.
5. The long and short of it is that I failed to meet her.
Now the italicized words in these sentences are idiomatic and do not have a literal
meaning. A sleeping partner is an inactive partner, crocodile tears are false tears, red
tape is bureaucratic behavior, round the corner means imminent and The long and short
of it means the central point.
Let us now do an exercise:
Use the following in sentences of your own:
a) Hour after hour
b) stuff and nonsense
c) In store for
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d) In cold blood
e) Tit for tat
7.7Comprehension of an unseen Passage
Look at this passage. Read it carefully and then try to give answers to the questions given
at the end:
Superstitions have come down to us from ancient times. Primitive people were ignorant
about the wonders of science. They were at the mercy of natural elements. They did not
understand the causes of physical changes taking place around them. They respected and
worshipped the force of nature like the sun, the moon, fire, wind, water, storms, etc.
They believed that diseases were caused by the wrath of gods as well as evil spirits. They
tried to satisfy the gods with offerings, prayers, sacrifices, etc. They tried to ward off evil
spirits by offering sacrifices. Sacrifice of birds and animals to please the gods and
goddesses and to atone for one's sins in a common practice. Thus, it is fear which gave
rise to superstition. There are certain common superstitions which are shared by all the
people in the world. Belief in spirits, ghosts and witches, the cries of certain birds like
owl and ravens and mewing of cats are superstitions followed all over the globe. It is also
a common belief that when comets are seen, they portend the death of great man.
Q.1. Why were primitive people different from us?
Q.2. What did they worship?
Q.3. What did they do to please the gods?
Q.4. Give the meaning of these words: ancienUwrath/ward off/comets
Hints for answers
1. Read the first and second sentences of the passage. 2. Read the fifth sentence of the
passage. 3. Read the seventh and eighth sentences. 4. Ancient means very old, wrath
means anger, 'ward off' means to make something go away and comets are small
extraterrestrial bodies like tiny stars.
7.7.1 Guided Composition-Paragraph Writing
4. Write a paragraph describing your short-term goals.
We give below some questions by answering which you can develop this paragraph:
a) Getting a degree by passing an examination could be a short-term goal.
b) What difficulties do you face in achieving this goal?
c) Why is this goal important to you?
d) Are there any other short-term goals which are in conflict with this?
e) What is your plan of action to achieve this goal?
f) Is there anyone whose help you can count on?
g) Is this a declared goal or a secret wish?
2. Write a paragraph on the Desire for Revenge.
We are human beings. Life often brings to us situations when we feel that we have
been unfairly treated. Sometimes this unfair treatment comes from natural forces
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against which we cannot do anything. At other times, however, the culprits are our
fellow human beings whom we wish to teach a lesson for their unfair behavior. All
civilized societies are governed by law and we should leave the job of doing
justice to the law. It is dangerous to take law in one's own hands. But an even
better response to wrongdoing is one of forgiveness. As Bacon says, in taking
revenge, we surely get even with the enemy, but by pardoning him or her we
become superior. We should realize that most people are not inherently evil but do
wrong deeds for some temporary gain or pleasure or honour. Often, they
themselves realize their mistake later on. We should, as far as possible, let
bygones be bygones. Apart from being an ethically superior response, it is also
good for our peace of mind. The desire for revenge does the most damage to our
own selves because it feeds our anger constantly and makes us unable to focus on
more important things of life. It is a negative feeling which can only result in
negative deeds.
You may want to take a different view of this. You may argue that wrong-doers must
be punished or they will continue with their wrong-doing.
KEY TO ANSWERS
Pre-reading activities
In Questions 1 and 2 all answers are correct. You can choose what suits you. In question
3, the right answer is Abracadabra
7.7.2 Language Development Activities
In the exercise on idioms and phrases, you must make your own sentences, but let us
help you by explaining the meaning of the phrases.
(a) 'Hour after hour' means continuously for a long time
(b) "stuff and nonsense" means senseless talk
(c) "In store for" refers to what is fated
(d) "In cold blood" means un-emotional and calculated
(e) "Tit for tat" means an equivalent given in return.
SAQS
1) How does the writer create humor in the story?

2) Why was the Quick man puzzled?
3) Discuss the suitability of the title “The Conjurer’s Revenge”?
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7.8 Summary: Leacock, the humorist observes the follies and foibles of
people to make us laugh. He is not however a' bitter satirist but a genial
humorist. He has a keen eye for incongruous behavior which he describes in
very witty language. In this story humor arises from the meddlesome
behavior of a snooty man whom Leacock humorously names the Quick Man.
He is quick to find fault and infirmities in everything. He dismisses all of the
conjurer's tricks with the stock phrase: "He had it up his sleeve. This is an
inappropriate response because the conjurer could not possibly have things
like a rocking chair ora doll's cradle up his sleeve.
7.9 Further Readings:

Sunshine Sketches of a Little Town (1912)
Nonsense Novels (1911)
1) Justifythe title of the story.
2) Write a detailed note on the humor in the story.
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Lesson-8
I HAVE A DREAM
Martin Luther King Jr.
Structure
8.0 Objectives
8.1 Introduction
8.4Short Answer Questions or Comprehension
8.8 Summary
8.9 Further Reading
8.0 Objectives
After reading this lesson, you will be well-acquainted with
• the writer of this chapter
• the contents of this essay
• language Activities related to this chapter
8.1 Introduction A dream is a wish which has not been fulfilled but which the
dreamer wishes to realize at some point of time in the future, and for which he is ready to
make great sacrifices. A person can have a dream either for himself or for his country.
The title of this lesson suggests that the writer has some dream. But we cannot
make out from the title whether his dream is for himself or for his country. So, the reader
is curious to know what his dream is and how he wishes to realize it.
Martin Luther King Jr. (1929-1968) was an American Civil Right Activist and he
worked for the rights of the Black people. He was a great orator, and he believed in
reform through non-violent means. He was arrested and imprisoned several times during
his lifetime. In 1964, he was awarded the Nobel Prize for peace. He was assassinated
when he was about to organize a march to Washington on 4th of April 1968.
This lesson is an extract from his speech which was delivered on the centenary
celebrations of Abraham Lincoln's Emancipation Proclamation (Proclamation which
ended slavery in America) on 28th of August 1963. This speech is regarded as one of the
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most memorable speeches of the twentieth century.

Dreams can be of two types, practical and impractical. Impractical dreams are
more in the form of a fantasy which the person who harbours them, indulges in now and
then without making any effort to realize them. In fact, he knows that they cannot be
realized. But some dreams can be realized, though not easily because it requires great
sacrifices and continuous efforts. Sometimes you cannot achieve your dream during your
lifetime. But this does not prevent a dreamer from dreaming, and the more difficult it is
to realize the dream, the greater is the challenge. But a brave man is never deterred by
such challenges.
Some people think that since dreams are associated with imagination only,
people such as artists, writers and philosophers can only be dreamers and people of
science cannot be dreamers since they are thought to be rationalists (person who believes
that our opinions should be based on reason rather than on emotions). But it is wrong to
assume that scientists cannot be dreamers. If it had been so, they would not have tried to
reach out to the stars and had not helped man to land on the moon.
8.4Comprehension-Short answers questions.
Answer the following questions in two to five sentences each.
(a) What is the setting of the speech? Why is the location important as the backdrop?
Ans: 'I have a dream' is a historic speech which Martin Luther King, a civil rights
activist delivered in 1963 on the centenary (on completion of 100 years)
celebrations of Abraham Lincoln's Emancipation Proclamation (Proclamation
which ended slavery in America). The setting is important because Martin Luther
King,himself a Black leader, is fighting for the rights of the black people.
(b) Who is the "Great America" that the king refers to at the beginning of his
speech? What was his achievement?
Ans: The "Great American" he refers to is Abraham Lincoln, the famous President of
America, who abolished slavery in America. This practice was a blot on the face
of humanity when white people could treat their black brethren or brothers like
animals. They were chained and were made to work like animals from morning
till night and that too without adequate food.
(c) The "Great American" is said to have lived "Five score years ago" How much is
a score?
Ans: A score means twenty.
(d) Whose "appalling condition" does the speaker dramatize?
Ans: The speaker dramatizes the appalling condition of the black people in America
who continue to suffer segregation (they are not allowed to mix freely with white
people) and discrimination (they are not treated as equals) even one hundred
years after the end of slavery.
(e) In paragraph 3 ("in a sense ……….") and 4 ("It is obvious ………”) the speaker
uses many words usually associated with money and banking. List these words.
What effect does the use of these words have?
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Ans: In paragraph 3, the speaker uses the term "cash a check", a “promissory note". In
paragraph 4, the speaker once again makes use of the term "promissory note", “a
bad check". "Insufficient funds" "vaults" cash this check "and the "riches of
freedom". The speaker uses these words associated with money and banking to
draw attention of the people to the fact that they had been cheated of what
rightfully belonged to them (promissory note is a signed document containing a
promise to pay a stated amount of money before a particular date)
(f) What according to the King is the "urgency of the moment" that needs to be
addressed?
Ans: The King says that it would be dangerous not to give a thought to the urgency of
the situation and underestimate the resolve of the Negroes. There is a great
degree of dissatisfaction with the existing state of things and the Negroes are
ready to fight for freedom and equality.
(g) In paragraph 8 ("We must forever .... ") King urges the civil rights activists to
avoidcertain forms of protest. Which are these? And how does he justify his
advice?
Ans: The King advises his followers that while fighting for their legitimate rights, they
should not indulge in wrong activities. He wants them to avoid bitterness and
hatred. They should remain dignified and disciplined. They should never distrust
all white people. He feels that the destiny of Black and White people is
inseparably bound together.
(h) What do you understand by the expression "ends justify means"? Do you think
the King subscribes to this view?
Ans: The expression, "ends justify the means" is used when you want to say that if the
goal which you want to achieve is worthy and right; it does not matter what
method you adopt to achieve it. Even a wrong method is justified if the end is
noble. But the King does not support this view,because he believes that not only
ends but means too should be equally fair.
(i) In paragraph 9 ("And as we walk .... ") the speaker describes how the blacks are
discriminated against. List the instances.
Ans: Blacks are victims of police brutality, they are not allowed to enter motels (a
motel is a hotel for people who are traveling by car, with space for parking cars
near the rooms) on the highwayand not like hotels in big cities. The Negroes can
live in ghettoes (slums) and not in proper residential areas. The Negroes in South
America do not have the right to vote whereas Negroes in North America have
the right to vote. Yet they lack the motivation to vote for they feel that it is not
going to make any difference and they will continue to suffer the same
indignities.
(j) Find out the meanings of optimism, pessimism, skepticisms, nihilism. Which
one of these would best describe the overall mood of the speech?
Ans: These words mean;
Optimism: a feeling that something good will happen and something will be
successful.
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Pessimism: a feeling that bad things will happen and that something will not be
successful
Cynicism: a feeling that people only do things to help themselves rather than for
good or sincere reasons.
Skepticism: an attitude of doubting that claims or statements are true or that
something will happen
Nihilism: the belief that nothing has any value, especially that religious and
moral principles have no value.
We have given you the meaning of all the words. Now, dear student, you must
decide for yourself what is the overall mood of the speech.
8.5 Comprehension-Answer the following questions in fifteen or twenty lines
each.
a) Comment on the language and style of the King's speech.
Ans: Martin Luther King delivered his speech “I have a Dream” to an audience of over
two hundred thousand people. The speech is one of the greatest and most
inspiring public speeches in history and is ranked as the top American speech of
the twentieth century. A careful analysis of the speech is necessary to see the
special features of the speech and the factors which contribute to its having such
a great emotional appeal.
The speech is professionally researched and very well organized. It falls into two
parts- the first half tells us about the deep-rooted social injustice prevalent in
American society and the second half paints the dream of a better, just future of
racial harmony where both white and black Americans are given equal rights and
where no person is discriminated against based on his colour or creed.
The speech, as you know, is a masterpiece of oration. It employs several
rhetorical devices to communicate its message. (A rhetorical device is a technique
that an author or speaker uses to get the audience's attention and to get them
emotionally involved with what he is saying). He has used many
rhetorical/stylistic devices which we have listed below:
a) Allusion: Martin Luther King's speech contains allusions to the Bible, to
Abraham Lincoln's Gettysburg address, and to the US Declaration of
Independence.
b) Anaphora: It is a rhetorical device. It means the repetition of a phrase at the
beginning of a sentence "Now is the time," is repeated four times.“We can never
be satisfied," is also repeated four times, and "I have dream" is repeated eight
times.
c) Alliteration: It is the repetition of the same sound at the beginning of words.
The King has used this device in his speech quite liberally, for instance,
"symbolic shadows", "dark and desolate". "sweltering summer", "state
sweltering" "mighty mountains" etc.
d) Metaphor: it is attributing a quality to an object which is not natural to that
object. The King has made ample use of this device in his speech, for instance,
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"flames of withering injustice, "long right of captivity," "manacles of

segregation”, "chains of discrimination", "insufficient fund in the great vaults of
opportunity" "whirlwind of revolt" "storms of persecution" "we will be able to
hew out of the mountain of despair a stone of hope" " the jangling discords of our
nation" etc.
Simile is a word or phrase that compares something to something else, using the
words ‘like’ or ‘as’. King has used a simile in his speech when he says, "we will
not be satisfied until justice rolls down like waters and righteousness like a
mighty stream".
These rhetorical devices used by the King reinforce the message the King wants
to convey and helps him in establishing a rapport (a friendly relationship) with
his audience. Also, these devices contribute to the overall impact of the speech.
(b) Describe the condition of the "Negroes" as outlined by King in his speech “I
Have a Dream”.
Ans. Martin Luther King says in his speech that even a hundred years after Abraham
Lincoln's emancipation proclamation, Negroes are still not free. They still face
police brutality. Negroes are not allowed to enter highway motels nor are they
welcome in the big hotels of the cities. They do not live in proper residential
areas but are forced to live in the ghettoes. Blacks in South America do not have
the right to vote. Even when they can vote (as in North America) their attitude
remains apathetic (showing no interest) for years of denial of justice has made
them cynical. They are imprisoned, persecuted, and treated with great brutality.
They are denied equal opportunities. Although slavery was abolished one
hundred years ago, still Negroes are living a marginalized existence. They live in
an exile in their own land. When the American constitution was written and the
Declaration of Independence was signed, the architects of the American republic
promised that every citizen of the country would have the inalienable (that could
not be taken away from them) right of life, liberty and the pursuit of happiness. It
was like signing a promissory note. But this promissory note has turned into a
bad cheque which the state has refused to honour because of "insufficient funds."
But Martin Luther King refuses to believe that there is any dearth (scarcity) of
opportunities in the vaults (safe for keeping valuables) of this great nation. What
the King wants to say is that the promises made by the founding fathers have not
been honored by their successors and the condition of Negroes remains as bad as
ever.
c) What kind of America does King envisage in his speech I Have a Dream?
Ans. The King dreams of an America in which there is no segregation, no
discrimination, but which ensures racial justice. He dreams of an America where
all God's children have equal opportunities, where instead of racial justice, there
is a sense of brotherhood. Though the King knows that the path to get their rights
is strewn with difficulties, but he has not lost hope. He is optimistic that the day
is not far away when their dream of ‘AN’ America which is based on the
principles of equality and brotherhood will come into being. He is firmly of the
belief that the day will come when the children of former slaves and the children
of former slave owners will sit down together at the table of brotherhood.
Injustice and oppression which the Negroes face will be transformed into
66
freedom and justice. He dreams of an America where every individual will be

judged not by the colour of his skin but by his character. He dreams of an
America where black boys and black girls will be able to walk with little white
boys and girls as sisters and brothers. He dreams of an America where all
inequalities will be removed.
Martin Luther King is full of hope, and hope as you know gives you great
strength. He has great faith that one day he will be able to change the mountain of
despair into a stone of hope. He hopes to change the jarring notes of discord into
a beautiful symphony (a piece of music) and he ends his speech with the hope
that the day will surely come when all Americans can work together, pray
together, struggle together, fight for freedom, with a firm conviction that they
will be free one day.
Dear student, now you have read short-answer questions and also long answers.
We have discussed these questions with you because we want you to understand
whatthis speech is all about. We now presume that you yourself can answer any
question that we may ask you. Therefore we give you a few questions which you
have to answer in two to five sentences each.
8.5.1 Exercise for Practice:
a) Martin Luther King delivered this speech on which occasion and what was the
significance of that day?
b) What is a promissory note? What is a bad cheque? Why does the King say that
we have come to cash a cheque?
c) The King repeats the words "Now is the time" What is the significance of these
words?
d) What does the King warn his followers against? Can they adopt any meansto
achieve their ends?
e) The King cautions his followers against being satisfied. Why shouldn't they be
satisfied?
8.5.2 Answer the following question in fifteen to twenty lines
What is the "American Dream" and how does King relate his dream to the American
dream?
(Hints Freedom and Equally .... The American dream will remain unfulfilled if
freedom and equality is not ensured to all citizens Black and White)
8.5.3 Post - Reading Activities
Freedom and equality is the dream of all people in the world. Indians too were deprived
of freedom when India was a part of the British empire. They too were victims of
discrimination during the British rule, The Indians under the leadership of Mahatma
Gandhi fought against the British rule and after making many sacrifices, India finally
attained Independence on 15thAugust 1947.
Imagine that your grandparent was a freedom fighter, and he/she was addressing a
gathering of college youth to inspire them to participate in the freedom movement.
Write the speech of your grandparent or a report on it as a member of the
67
audience.
A big rally was organized by the students to protest the police brutality against our
national leaders who were taking out a procession in connection with the "Quit India"
movement.
We were in extremely high spirits. Some of us were participating in a rally for the first
time. We felt thrilled because we felt that we too were a part of a great national
movement. The rally was to be addressed by some not so well- known leaders since all
the great leaders were behind bars. As the speakers started making speeches full of
national fervor, we got carried away by the spirit of patriotism and the place reverberated
with full-throated slogans "Bharat Mata Ki Jai" " Mahatma Gandhi Ki Jai" Angrezo
Bharat Chhodo" etc.
Police was present there in full strength. But by now emotions were running so
high that unmindful of the danger, we hoisted our tricolor. To our surprise, the police did
not try to prevent it but remained mute spectators. It further emboldened us, and our
sloganeering became frenzied.
A lady now started speaking. She was a frail lady, but she spoke so passionately
that she was immediately able to establish a rapport with the audience. She called upon
the students to carry forward the struggle for which so many people have sacrificed their
lives. She asked the students to continue the struggle because all the national leaders
were now behind bars. She was almost in tears as she recounted all the sacrifices made
by innumerable sons and daughters of India and she pleaded that we should not let their
sacrifices go in vain. It was only when each Indian would rise as one man that the
Britishers would be forced to leave the country.
As she ended her speech, the atmosphere had become surcharged. It was not what
she said but how she said it that made all the difference. Many amongst us were on the
verge of tears. I do not know about others, but I took a vow not to rest till I had broken
the shackles which bound my Mother India.
Now that you have read this composition, you can try writing on a few topics
yourself, because you must keep in mind that the best way to master anything is practice,
the more you practice more proficient you become. We give, below a few topics. Try
writing a few paragraphs on each of these topics.
(i) Dress code in colleges
(ii) Road safety
(iii) Influence of Movies on youngsters
(iv) Teacher or Technology in the classroom
8.6.1 Understand the use of the following expressions and use them in a sentence of your
own
(a) Beacon light of hope
(b) Blow off steam
Ans: (a) Beacon: a light that is placed somewhere to guide vehicles and warn them of
danger. The expression "beacon light of hope" means something which not only
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guides but inspires you as well.

(b) Sentence: Mahatma Gandhi was a beacon light of hope for millions of
Indians who till his arrival were groping in darkness.
(c) Blow off steam: To get rid of your energy, anger, or strong emotions by
doing something active or noisy.
Sentence: He went on a trekking expedition to blow off steam as he had not been
allowed by his parents to participate in a singing competition.
2. Discrimination can be used both in a negative and positive sense. It means the
practice of treating somebody or a particular group in society less fairly than
others. It is its negative meaning. But it has another meaning which is positive. It
is the ability to judge what is good, true etc.
Indiscriminate:On the others hand, this has only one meaning and it is always used in a
negative sense. Indiscriminate action is done without thought, about what the result may
be, especially when it causes people to. be harmed. For instance, the police fired
indiscriminately on the crowd, so it means acting without careful judgment. So, we can
say that indiscrimination actually has a negative meaning, whereas discrimination can be
used positively as well as negatively.
3. Unalienable right means a right which cannot be taken away from you. For
example, the right of life and liberty is an alienable right. For example, in a free
country everyone has freedom of expression. But this right does not mean that
you can use this right to hurt someone's religious sentiments or disturb peace and
tranquility in the country.
4. A "promissory note" is a signed document containing a promise to pay a stated
amount of money before a particular date.
A bank cheque is a printed form that you can write on and sign as a way of
paying for something instead of using money.
8.6.2 Look at the following sentence
"It would be fatal for the nation to overlook the urgency of the moment or
underestimate the determination of the Negro.
Notice the use of "overlook" and "underestimate” in the same sentence. Think of
other words beginning with "over" and "under". Use them together in sentences
or separately in sentences of your own.
(i) The parents overburdened the child so much with their expectations that he
underperformed in the annual examination.
(ii) The underground rooms need a thorough overhauling.
(iii) In recent years, we have seen an overall improvement in the living standard of
the underprivileged sections of society.
(iv) Do not go overboard on fitness, fest you undermine your health.
(v) His overbearing nature resulted in his underestimating other people's
capabilities.
After reading these examples, you can attempt to make a few sentences yourself.
69
Once you start, you will find that it is not at all difficult and it will give a big boost to
your confidence and you will start enjoying this learning experience.
8.6.3 Observe the following sentence:
“…many of our white brothers, as evidence by their presence here today, have come to
realize that their destiny is tied with our destiny."
Evidence is a noun. In the sentence above, however, it is used as a verb. There are a
several nouns in English which are also used as verbs. Identify some nouns which can be
used as verbs and use them in sentences of your own.
(i) Needle (noun)
(verb) Do not let her needle you.
(ii) Chair (Noun)
(verb) Mrs. Gandhi chaired the meeting of the National Advisory Council.
(iii) Water (Noun)
(verb) The gardener was watering the plants
(iv) Power (Noun)
(verb) The aircraft is powered by a jet engine.
(v) Head (Noun)
(verb) She headed for the door
Can you think of some more such examples? If you can, make sentences using
nouns which can be used as verbs.
8.6.4 Look at the following sentences :
We are not satisfied, and we will not be satisfied.
It is a compound sentence comprising two independent clauses joined by a coordinating
conjunction. The first clause is in present tense and the second in future tense. Try out
similar constructions of compound sentences.
(i) We are not going and we will never go.
(ii) I am not happy and I will never be happy.
(iii) He is trying and he will keep on trying hard.
(iv) The child is crying and he will keep on crying
(v) He is idle and he will always remain idle.
Can you think of some more compound sentences? Do write them. In all the above given
sentences, there will be a comma before and.
8.6.5 Observe the use of the underlined words in the following sentences
"There will be neither rest nor tranquility in America until the Negro is granted his
citizenship rights.
When we are talking of two things at a time we use both:“either .... or" ,
"neither ……. nor"
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(see your textbook for some examples of how these conjunctions are used)
We are giving a few more examples by using both the conjunctions "either …….. or",
"neither ……..nor".
(i) I was both happy and excited.
(ii) My Mother was neither happy nor sad at the prospect of her going abroad.
(iii) Either you or your son must attend the party.
(iv) I was both elated and confused when I met my friend after so many years.
(v) You must choose either arts or commerce as no other option is available in this
college.
4. Join the following pair of sentences with both" either .... or "/" "neither .......
nor"l"not only ……. but also"
a) You must make a speech. You must write an article.
Ans: You must either make a speech or write an article.
b) He is not a cricketer. He is not an athlete.
Ans: He is neither a cricketer nor an athlete.
c) He is not very efficient in his work. He is not honest.
Ans: He is not only inefficient in his work but also dishonest.
d) You should avoid junk food. You should do physical exercise.
Ans: You should not only avoid junk food but also do physical exercise.
e) She is very friendly. She is willing to help.
Ans: She is not only very friendly but is willing to help.
f) You should apologies to your boss. You should quit the job.
Ans: You should either apologize to your boss or quit the job.
8.6.5 We generally use "must" "have to" to express obligation , "should" and
"ought 'to" are also used to express obligation but it mayor may not be
fulfilled.
Write five sentences each, using "should", "must" and "ought to" must.
a) You must write immediately to your father
b) You must work for the development of your village
c) I must finish all my work before going out with my friends.
d) She must take a break from her job in order to look after her infant
daughter.
e) You must obey your parents.
Should
(i) A doctor should give top priority to his patients.
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(ii) He should have been more careful : .

(iii) I should have finished the book by Friday
(iv) The bus should have arrived ten minutes before.
(v) If you should change your mind, do let me know.
Ought to
(i) Ought I to say thank you?
(ii) They ought to have apologized.
(iii) Child ought to be able to read by the age of seven.
(iv) You oughtto have come to the meeting. It was interesting.
(v) That oughtto be enough food for the four of us.
There is a saying; "Practice makes you perfect" Nothing can be truer. Therefore, to
learn the language, you must read and write as much as you can. Take hold of any
good grammar book and solve as many exercises as you can. You will be surprised
to notice the change. Instead of fearing the language, you will start enjoying it. I
hope after reading the textbook and the lessons we have provided, you have got a
good beginning and all that is required is you must remain focused on your studies.
What according to the king is the urgency of the moment that needs to be
addressed?
2) Describe the setting of the speech and also its importance.
8.8 Summary: Martin Luther king dreams of an America where all God's children have
equal opportunities, where instead of racial injustice, there is a sense of brotherhood.
Though the King knows that the path to get their rights is strewn with difficulties, but he
has not lost hope. He is optimistic that the day is not far away when their dream of ‘AN’
America which is based on the principles of equality and brotherhood will come into
being.
Martin Luther King Jr.-Biography
1) What is the "American Dream" and how does King relate his dream to the
American dream? Critically discuss.
2) Comment on the language and style of the king’s speech I have a Dream?
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Lesson -9
EXAMPLES OF PASSAGES FROM THE TEXT FOR REFERENCE TO THE

CONTEXT
Structure
9.0Objectives
9.1 Introduction
9.2Guidelines for Reference to the Context
9.3Sample Passages from Poetry
9.4Sample Passages from Prose
9.5 Summary
9.6 Further Reading
9.0 Objectives
After reading this lesson, you will be able to
 attempt reference to the context
 explain the passage
 evaluate the importance of the passage
9.1 Introduction: This is an important skill you have to master. Passages can be
understood better if they have been explained with reference to the context. In
this lesson, the guidelines will be given and also examples from both poetry and
prose. Remember to follow the various steps.
9.2 Guidelines for Reference to the Context
While attempting reference to the context, please keep in mind the following points:-
1. The title of the poem or the chapter
2. Name of the author
3. Give in two sentences, a brief introduction to the author
4. The main idea of the poem or the chapter. It should be stated in two to three
sentences. All this is covered in the first paragraph entitled Context.
5. The second paragraph should contain a complete explanation of the extract.
6. Explanation does not mean a paraphrase of the lines.
7. Ideas should be properly linked together.
8. The significance or the importance of lines should be given at the end.
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9.3Sample Passages from Poetry

9.3.1 Passages from Poetry explained with reference to the Context
Give me the strength to make my love
Fruitful in service
Give me the strength never to disown
The poor or bend my knees before insolent might.
Give me the strength to raise my mind
High above daily trifles.
Context: The above lines have been taken from the poem "Song 36 from Gitanjali,
a collection of prayers songs, translated by Rabindranath Tagore himself. It was
Tagore who wrote both in his mother tongue, Bangla and in English. Tagore is best
remembered today for being the author of the Indian national anthem as well as the
national anthem of Bangladesh. In this song Tagore prays to the Almighty to help
him overpower his weaknesses and to gain in spiritual strength.
Explanation:In these lines the poet is praying to God for strengthening his spirit.
Like all human beings he too is overpowered by his weakness for power, money and
glory. In order to overcome these worldly desires, the poet prays for spiritual
strength. This strength can be gained from prayer and exercising self- control. The
poet wants his spiritual strength to be used in the service of other people. He does
not want to ignore the poor people and neither does he want to submit before the
powerful and the arrogant. His spiritual strength would enable him to forget the
worries of day-to-day life. As the poet would gain in spiritual strength, he would also
grow in humility. He desires to surrender himself before the will of God. The poet's
spiritual strength would enable him never to overlook the sufferings of others or
submit before the arrogant and rude behavior of others.
9.3.2Passage Two
When I join nightingale-clubs, smelling poetry,
and enter the pages of human history
from the fret of life
word cleanses me like a water-fall
in a magnetic field of moonlit night.
Context: This stanza has been extracted from the poem, "Myriad-Winged Bird" written
by a Telegu poetess, AduriSatyavati Devi. Through these lines, the writer using very
sensuous imagery, has described how the words in the process of poetic composition
come rushing to her mind and have a soothing effect upon her.
Explanation: The poetess says that at times she joins the gathering of poets and singers.
These artists charge the atmosphere by singing of songs and recitation of poetic
compositions in the same way as nightingales do with their melodious renderings. The
writer recounts that the entire history of human beings has been a record of plight and
sufferings. As sensitive and sensible beings, poets and other artists have reflected upon
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the subject matter of human pain and agony and come up with insights and remedies to
make the journey of human life easy and enjoyable. The poetess becomes completely
unmindful of the travails and traumas of her life by virtue of being in the company of
such artists. Attending such events and occasions leads to the washing away or the
cleansing of the miseries of her life. This can be compared with the scene of a moonlit
night. In a moonlit night a water-fall has a cleansing effect upon the things it traverses.
The poetess too feels refreshed and charged.
9.3.3 Passage Three
But a caged bird stands on the grave of dreams
his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied
so he opens his throat to sing.
Context: This excerpt is a stanza from a very touching poem. "I know why the caged
Bird sings" written by an African-Americancoloured poetess Maya Angelou. The phrase
"Caged Bird" is a very strong and befitting metaphor highlighting the plight and
miserable conditions of the coloured people placed under the oppressive and tyrannical
conditions created by the white ones (the free-birds).The text also underscores the fact
that even the worst circumstances and unfavourable physical conditions can not deter a
person from expressing and speaking one's mind.
Explanation: The use of the word 'But' at the very beginning of the stanza exhibits a
stark contrast between the friendly and favourable conditions of the white people
enjoying all the freedom and the languishing coloured people suffering from multiple
deprivations, oppressions and exploitations.
According to the poetess, the black people on account of various sorts of
discriminations and subjections meted out by the white ones, have lost all hopes and
their dreams are shattered. The inhuman treatment and cruelties committed on the
black people make them scream and cry. In this frightening situation, the poor blacks
cannot but help feeling like a bird whose wings have been clipped and feet tied.
However, the physical and mental conditions of slavery in which the black person
finds himself trapped, do not stop him from expressing the desire for autonomy and
emancipation. He cannot but open his throat to sing the song of freedom.
9.4Passages from Prose explained with reference to the context
9.4.1 Always remember that regular and frequent practice is essential if you are
to learn to write well. You learn to write by writing. It is no good waiting until
you have an inspiration before you write. Even with the most famous writers,
inspiration is rare. Writing is 99 percent hard work and 1 percent inspiration,
so the sooner you get into the habit of disciplining yourself to write, the better.
Context: This paragraph is taken from the lesson "Principles of good Writing"
written by Leslie A. Hill, a British Council's Chief Education officer for India. In
this chapter, the writer has mainly focused on enumerating principles of effective
writing, which include discipline, practice, clear and logical thinking, wide range of
reading for vocabulary building, avoiding jargon, superfluity and on the top,
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identification of the taste and interest of the readers etc.

Explanation: The writer continues with giving suggestions regarding how one can
improve one's style and quality of writing. He says that in order to be a good and
innovative writer, regular and frequent practice of writing is inevitable. A good of
piece of writing is the result more of hard work than that of inspiration. Inspiration is
something that does not occur at someone's sweet will. It occurs when it has to.
Contrary to this, one can do regular hard work; one can inculcate this tendency and
grow with it. That is why the writer notes that writing is ninety-nine percent hard
work and one percent inspiration. The writer presses upon the fact to his readers
saying that to improve their writing skills, they need to get into the habit of
disciplining themselves to write at the earliest. They can easily overcome their
hesitation and shyness of writing by initiating the same without any delay.
9.4.2
From Homecoming
The ballon
Of poetry has grown red in the face
With repeated blowing. For Scriptures
I, therefore recommend
The humble newspaper: I find
My prayers occasionally answered there.
Context: The following lines have been taken from R. Parthasarathy's long poem
"Rough Passage" which is divided into three parts, "Exile", "Trial' and "Homecoming".
The present extract is from the third and the last part of the poem. After spending time
away from his motherland and mother tongue and returning home, the poet is quite
disappointed. He actually expected that his mother tongue, Tamil would be the language
of classical texts and also the language of the holy scriptures. His desire was to return to
the rise and development of a language. However he finds that the Tamil language is
now the language of the media and is being used for advertising and also in the making
of popular films.
Explanation: In the present lines, the poet is talking of the language of poetry. He is
here comparing poetry to a balloon which is now about to burst. The meaning to be
drawn from thismetaphor is that poetry is now being written by too many people, even
those who do not have an aptitude for it. Thus the balloon of poetry has become
overblown because of over-use and also inappropriate use. This balloon appears to be
red in the face because it is ashamed at the use to which it is being put. The inference
here is that poetry is no longer being written about noble or elevated ideas but is now the
subject matter of trivial commonplace thoughts. It has lost its classical heritage and thus
is ashamed of losing its status. The poet on returning to his homeland is no longer
interested in scriptures for the reason that they have lost their traditional hold on the
values of society. The poet is forced to accept the contemporary reality which is best
represented in newspapers.
The above mentioned lines are significant as they represent the decline in the
Tamil language.This lowering of standards saddens the poet on his home-coming. The
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poet has no alternative but to accept the social reality as represented in the newspapers.
9.4.3
Even among English people, to speak too well is a pedantic affectation. In a
foreigner, it is something worse than an affectation; it is an insult to the native who
cannot understand his own language when it is too well spoken. That is all I can tell
you: the record will hold no more. Good bye!
The above lines have been taken from the chapter "Spoken English and Broken
English", which was originally a radio talk by G. B. Shaw recorded in 1927 and
broadcast over Manhattan's radio station as a part of a series of talks called "A Treasury
of the Spoken World." In this talk, Shaw argues for the Simplification of the English
Language as educated native speakers who are experts on the English language cannot
speak perfectly correct English. Native speakers while speaking the language have their
distinct way of pronunciation. Shaw in fact wants to make the point and assure the
foreigners travelling to English speaking countries that they are better off speaking
broken English than perfectly correct English.
In the lines given for reference, Shaw wishes to emphasise that speaking
perfectly correct English sounds artificial and too formal. If foreigners indulge in too
much of correctness, it seems that they are pretending to be very familiar and good at the
use of an alien language. In such a case even the natives fail to understand the foreigner
because he is too rule bound and formal. The native feels insulted if he is unable to
understand his own language being used by others.
The lines are significant as they reflect Shaw's witty style. Shaw in fact wants
to make the point that it is presentable and intelligible English that is "Good
English".
9.4.4
I am not unmindful that some of you have come here out of great trial and
tribulations; Some of you have come fresh from narrow jail cells. Some of you
have come from areas where your quest for freedom left you battered by the
storms of persecution and staggered by the winds of police brutality. You have
been the veterans of creative sufferings. Continue to work with the faith that
unearned suffering is redemptive.
Context: this paragraph has been taken from the chapter, "I have a Dream" written
by Martin Luther King Jr., a powerful orator and Civil Rights Campaigner and a
Negro Leader of America. This chapter is an extract from Martin Luther King's
speech, delivered on the occasion of the centenary celebration of Abraham Lincolns
Emancipation Proclamation on 28th August 1963. In this speech he portrays the
plight of the Negro. The writer says that the Negro is still not free and lives a life of
poverty and faces discrimination. He still languishes in the corners of American
Society bereft of all civil amenities and rights. In this paragraph he assures the black
people assembled their sufferings will not go waste. They will definitely be
rewarded.
Explanation: Addressing the gathering of the Negroes, the writer says that he is
very much mindful of the suffering and pain borne by them. There are a lot people
who have gathered and they have been released from jails just now. There are a lot
many others who have suffered and subjected to police persecution and brutality in
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their struggle to realize the quest for freedom. Martin Luther, however, consoles
them by saying that their harrowing suffering will definitely bear the result. They
will be able to reach their destination. They simply need to retain their faith in work
and continue doing that. Comforting the coloured people, the writer tells that they
will be able to overcome the pains of the undeserving and uncalled for suffering
caused by the while ones.
9.5Summary: In this lesson various examples have been given to make it easy for
you to understand the method of doing exercises from both poetry and prose. A
passage well explained with reference to the context shows your understanding of
the text as well as the writer.
9.6 Further Reading: English @Work Selections from Poetry and Prose
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LESSON NO 10
PARAGRAPH WRITING
STRUCTURE
10.0 Objectives
10.1 Introduction
10.2 What is a paragraph?
10.3 Main Features of a good Paragraph
10.4 The Length of a Paragraph
10. 5 How to find a Suitable Heading or Title
10. 6 How to write a Paragraph
10.7 Sample Paragraphs
10.8 Summary
10.9 Further Reading
10.0 Objectives
After reading this lesson, you will be able to learn about:
 what is a paragraph
 the main features of a good paragraph
 the Length of a Paragraph
 finding a Suitable Heading or Title
 writing a Paragraph
10.1 Introduction
This lesson aims to provide you the skill to write effective paragraphs. For this purpose,
the term paragraph is explained, and its main features are discussed. Besides, some tips
are provided on how to find a suitable title for a paragraph and about determining the
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length of a paragraph. Some practice exercises are given after the lesson for you to check
your understanding of the text. In the end, some sample questions are provided to
prepare you for the final examination.
10.2 What is aParagraph ?

If you look into any prose book; you will find that it is divided into chapters and that
each chapter is divided into sections (or, parts), the first of each being written a little
farther to the right than the other lines. These sections are called paragraphs. A
paragraph is a group of related sentences dealing with one topic. A paragraph is "an
essay in miniature". To be able to write short paragraphs first is to be sure of writing
really good essays later.
10.3 Main Features of a good Paragraph

The chief features of a good paragraph are :
(1) Unity. The most important feature of a good paragraph is unity. It means that
the paragraph should deal with one topic or idea. The topic of a paragraph is generally
expressed in the first sentence. This sentence is called the topical sentence because it
states the topic or the key sentence. The rest of the paragraph explains the theme. The
last sentence sums up the whole paragraph. It is called the concluding sentence or the
summary sentence.
(2) Order. All the sentences in a paragraph should be arranged in a logical and
natural order. Each sentence should lead up naturally to the one following it. Events
must be related in the order in which they actually took place. There is no coherence in
the following paragraph from Macaulay:-
"At the age of eight Charles received knighthood and was invested with the Order
of the Garter. Soon after his birth he had been proclaimed Prince of Wales or Earl of
Chester."
Here the order of time is reversed. The second sentence should precede the first.
(3) Variety. The sentences forming a paragraph should differ in length, form and
construction. It should be a combination of simple, compound and complex sentences.
(4) Clarity. In order to achieve clarity one must write with ease, grace and
precisian.
Important Note: Do not forget that beginnings are always important-beginning
of sentences, beginning of paragraphs, beginning of themes, beginning of essays. Notice
the following direct opening (a plunge into the subject) by Francis Bacon in his essay Of
Travel :
"Travel in the younger sort is a part of education; in the elder, a part of
experience."
A direct beginning must always arrest the attention of the reader.
10.4 The Length of a Paragraph

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No hard and fast rule can be laid down regarding the length of a paragraph. It is generally
determined by the nature of its topic and what the writer wishes to say about it. It may
consist of one sentence or a number of sentences. Short paragraphs are usually preferred
because they are easily managed and do not offer much scope for irrelevance of
digression and are naturally clear and satisfying.
Study carefully the following paragraphs which illustrate the principles of paragraph
construction:
Perseverance
Perseverance is the very hinge of all virtues. On looking over the world, the
cause of nine-tenths of the lamentable failures which occur in men's undertakings and
darken and degrade so much their history, lies not in the want of talents, or the will to
use them, but in the vacillating and desultory mode of using them, in flying from object
to object, in starting away at each little disgust, and thus applying the force which might
conquer any one difficulty to a series of difficulties, so large that no human farce can
conquer them. The smallest brook on earth, by continuing to run; has hollowed out for
itself a considerable valley to flow in. Commend me, therefore, to the virtue of
perseverance. Without it all the rest are little better than fairy gold; which glitters in
your purse, but when taken to market proves to be slate or cinders. - Carlyle.
Note.-The above passage begins with a key sentence. The rest of the paragraph
illustrates the key sentence and the last sentence sums up the whole.
10. 5 How to find a Suitable Heading or Title

1. Students are usually required to find a suitable heading for a given paragraph.
The heading or title must be short, pithy, striking and fully expressive of the central idea
or theme of the paragraph. The various sentences in the paragraph have a bearing on the
central idea or theme of the paragraph. Effort should be made to get at the central idea.
2. You will find the following hints helpful in finding a title for a given
paragraph:
1. Read the paragraph through carefully till you grasp the central idea.
2. Effort should be made to express the theme or central idea in the form of
some striking word, phrase or short sentence. This will be the heading or
title of the paragraph.
3. Sometimes the title is supplied by the topical or key sentence. The key
sentence may be found at the beginning or at the end of the paragraph.
But it must be borne in mind that every paragraph does not contain a key
sentence.
4. If the given paragraph is a story, you may choose the main character,
object or incident of the story; or, a proverb or well-known quotation that
suits the story as the heading, e.g.Mercury and the Wood-cutter or The
Broken Plates or An Accident or Union is Strength.
5. Sometimes a proverb or well-known quotation may be selected as the
heading of a reflective paragraph.
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6. Some important word picked out from the paragraph often serves as
heading to the paragraph.
Note.-Begin all the important words in a heading or title with capital letters.
10. 6 How to write a Paragraph

You will find the following points helpful in writing a paragraph on a given
topic:-
1. Think out the points on which you wish to write. To get such points
about the topic frame questions about it and think out answers to them.
These points will provide you with points to develop.
2. Arrange the points in proper order. Important points should be
mentioned first and minor points afterwards.
3. Begin with a striking sentence. Describe each point in simple English.
See that the sentences are short and varied in construction. End with an
attractive or a summary sentence.
4. Revise what you have written. This will enable you to correct all errors
in grammar, idiom, punctuation and spelling.
5. Make a fair copy, if need be.
10.7 Sample Paragraphs

1. My Best Friend
True friends are rare in the world. A true friend is a blessing, while a false one is
a curse. I have a number of friends, but Hans Raj is my best friend. We are hand and
glove with each other. He is about seventeen years old. He enjoys good health. He looks
very smart and is always neatly dressed. He hates show and is simple in his dress and
tastes. Although he comes of a very rich family, he does not put on airs. He is obedient
and well-behaved. He is frank and truthful. He avoids bad company. He is not only a
good talker but also a good listener. That is why his company never bores anybody. He is
at the top of his class. He is both intelligent and studious. He is good not only at his
studies but at games also. He is a fine sportsman. He is a fluent speaker and a good
debater. He takes part in all the literary and social activities of the college. He is very
popular with his class-mates. Besides, he is in the good books of the Principal and his
professors. I like him because he is a sincere friend. He shares my joys and sorrows. He
helps me in my hour of need and consoles me when I am in distress. He is good,
unselfish, generous and reliable. He is really a jewel among young men. I am very proud
of him. May he live long and bring credit to his college and family !
2. The Indian Dhobi
Of all the domestic servants the Indian dhobi is perhaps the only one who earns
his living by honest, hard labour. The masters he has to serve are many and his
responsibility is great. Rain or shine, he has to wash dirty clothes. His life is hard and
busy. He goes to the houses of his masters, collects their dirty clothes and ties them into
huge bundle. With one mighty effort be leaves and swings at on his back and, holding in
his hands the two ends of the sheet in which the clothes are wrapped, goes away limping
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to his home. He then boils the clothes in big kettles. The next morning he takes them to
the nearest pond, tank or stream. Then he beats them violently against a big slab of stone
on a hard wooden plank, and thus removes the dirt from them. He then wrings them and
spreads them in the sun to dry. When they have dried, he ties them into a bundle and
takes it home. The next day he irons the clothes and sorts them. He then goes to his
masters' houses to deliver them. Thus he is busy all day. He gets a mere pittance for his
work. It is a pity that he is seldom praised for his industry and honesty.
3. My favourite Leader
(Subhash Chander Bose)
Subhash Chander Bose is my favourite leader. He was born at Cuttack in Orissa.
His father was an eminent lawyer. Subhash was a brilliant student, and after a brilliant
academic record he went to England, where he sat for the I.C.S. Examination. He stood
first in the examination and was posted as the Presidency Magistrate in Calcutta. But he
was against the British rule. So he soon resigned his job and threw himself heart and soul
into India's struggle for freedom. In 1938 he was elected President of the Indian National
Congress in spite of the opposition of Mahatma Gandhi. He did not believe in non-
violence. In May, 1939 he resigned from the Congress. During the Second World War he
left India secretly. He went to Afghanistan. From Kabul he went to Moscow and from
there he went to Berlin, From Berlin he travelled in a submarine to Tokyo, and from
there he proceeded to Singapore. There he organized the "Azad Hind Fauj". He aimed at
making India free at all costs. He is said to have been killed in an air crash over Formosa
on August 18, 1945. His life was full of adventures. He was bold, fearless and patriotic.
His name will always rank with such freedom fighters as Mazzini, Garibaldi and De
Valera.
4. An Indian Juggler
We are all familiar with the Indian juggler. He goes from village to village and
from town to town, amusing the people with his tricks, He carries a big bag containing
the various articles of his trade. He is famous all over the world for his wonderful tricks.
He performs them by sleight or quickness of hand. He selects an open space for his
performance. He puts his bag on the ground. He then begins to play on his flute and beats
his damru. A big crowd soon gathers round him. He then begins to show his tricks.
His tricks are numerous. At first he performs a few tricks with playing cards. Then he
shows his tricks with brass-balls. Next he shows his tricks with coins. All these tricks
elicit the applause of the spectators. Next he shows the 'mango trick'. He plants a mango-
stone in a flowerpot and sprinkles water over it. He then covers it with a big piece of
cloth. After some time he removes the cloth and lo ! a tiny mango tree grows in it. His
cleverst trick is the 'ring trick'. The juggler borrows a silver ring from one of the
spectators. He then gives it to another spectator and asks him to throw it into a well. He
does so. The juggler then picks up an apple lying on the ground and cuts it open. All are
astonished to find the ring inside the apple. When the performance is over, he spreads a
piece of cloth on the ground. He then makes an appeal for money. Most of the spectators
throw coins on it. He collects them and puts them into his pocket. He then packs his
things and goes to another place to show his tricks. In this way he earns his living.
5. An Ideal Student
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There are all types of students-good, bad and indifferent. An ideal student can
never afford to be bad and indifferent. He is an ideal student because of his good
qualities and his fellow students look up to him as one whose qualities they would like to
imitate. He is loved by his teachers and liked by his associates. All this keeps him happy
and contented. What is it that make a student ideal? It is the successful performance of
his duties. What are his duties then? The foremost duty of an ideal student is to study and
to study hard with his attention almost undivided. This will enable him to win top
position in examinations. In case he stops here he becomes a good student or a good
examinee, but this quality alone will not make him an ideal student. He must not forget
that in order to have a sound mind he must have a sound body too. He, therefore, aims at
his physical wellbeing too. He participates in games and physical-healthprogrammes.
Again, not to go beyond this is to fall short of an ideal student. He is to develop a
positive attitude towards his equals and superiors. He is to develop a helpful disposition
towards others. He is to be respectful to his teachers and elders. So excellent examination
results, good health, lively and helpful nature and respect for seniors are some of the
qualities of an ideal student.
6. An Ideal Teacher
Conscientious performance of one's duty makes a person ideal and an ideal
teacher is one who discharges his duties conscientiously. What are the duties of a
teacher? A good teacher has chosen to belong to the teaching profession, which is noble
indeed. There are some who have taken to teaching since they could not be employed
elsewhere. Such persons do not take any pride in their profession and they can never be
successful teachers. They do not have any job satisfaction and are misfits. An ideal
teacher is proud of the fact that he is a teacher and he likes teaching. He regards a teacher
as a nation builder, as an architect of the future citizens of his country. He takes genuine
pride in his profession. He knows that the future of his country is being shaped in
educational institutions under the parental care of good teachers. He goes on improving
his academic qualifications and, is ever anxious to give his very best to his students. His
students respect, admire and even adore him. Again, an ideal teacher knows that he is
engaged in the noble task of turning out good students and reliable citizens. He imparts
to his students useful knowledge and instils in them patriotic zeal. In their lives they
behave like good nationalists and decent internationalists since their ideal teachers have
taught them to be broad-minded enough to be citizens of the world. An ideal teacher,
therefore, is held in high esteem because of the excellent direction that he gives
thousands of his students.
8. An Indian Festival
(The Diwali)
The Diwali is the most important of all Hindu festivals. It is a festival of lights. It
is celebrated with great enthusiasm all over India. It is celebrated in honour of the return
of Lord Rama, the great Hindu hero, to Ayodhya after fourteen years exile. It falls on the
twentieth day after Dussehra. It brings with it the message of cleanliness. About a
fortnight before festival, all the houses and shops are swept clean and white washed.
Every house and every shop puts on a new and bright appearance. The streets and the
bazaars are thoroughly cleaned. The Diwali day is a gala day for the Hindus and Sikhs.
They put on their best clothes and give themselves uptomerry-making. The shops of
confectioners and toy-sellers are tastefully decorated to attract customers. At night all the
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members of a Hindu or Sikh family assemble and worship Laxshmi, the goddess of
wealth and pray for health, wealth and happiness. Sweets and greetings are then
exchanged. At night the houses, temples, bazaars streets are illuminated. Children let off
fireworks and explode crackers. The happy people move about admiring the
illuminations in the bazaars and streets. The importance of this festival is great. It keeps
the memory of Lord Rama alive. Besides, it marks the beginning of the business year
among the Hindus. It is the Christmas of the Hindus.
8. My Hobby
A hobby is an interesting pursuit, not our main business, which we take up for
amusement in our leisure time. There are many benefits of having a hobby. It adds
greatly to the pleasure of life. It provides diversion from the daily dull routine. It is often
an education in itself and it fills our vacant hours with interest. Every body has one
hobby or the other. My hobby is stamp collecting. I am fond of collecting foreign
stamps. I have a large collection of stamps from Russia, China, Japan, Egypt, England,
the U.S.A. and Canada. It is very pleasant to study the portraits of kings, queens, heroes
and patriots painted on them. The Egyptian stamps are very pretty to look at. Stamp-
collecting is not an idle pursuit. Sometimes it brings one money. Once I was offered
about five hundred rupees for the best part of my collection, but I did not dispose it of.
Very rare stamps fetch high prices. Besides this, there is a great deal to be learnt from
them. They teach us a good deal of geography and something of history too.
9. The Happiest Day of My Life
There are happy as well as sad days in one's life. One always remembers the
happy events of one's life. Happiness means different things to different persons. To
some money is a source of happiness. Others derive happiness from the fulfilment of
their ambitions. Still others are happy when they do wicked deeds. June 10, 1968 was the
happiest day in my life because on this day two happy events took place. The result of
the Pre- Engineering Examination was declared on this day. I was overjoyed to hear the
happy news that I had topped the list of successful candidates. I had fared very well in
the examination. But I did not expect that I would stand first in the examination. I went
to the college, where the Principal and the members of the staff congratulated me on my
brilliant success. They felt proud of me because I had brought credit to the college. In the
afternoon I received a telegram informing me that I had won a prize of Rs. 20,000 in a
lottery. I was beside myself with joy at this unexpected windfall. My friends, relatives
and acquaintances came to felicitate me. I was profusely garlanded and taken in
procession through the main streets of the town. A grand feast was held in the evening. A
large number of persons were invited to it. There was a lot of fun and merry-making. The
police band was in attendance. At night fireworks were let off. The memory of this day is
still fresh in my mind. I shall always have a happy memory of it.
10. My Aim in Life
Every one of us has some ambition or other in life. One wants to be a
businessman and make a fortune. Another wants to enter politics and make his mark as a
politician. There is still another who wants to become a great scientist or an engineer.
Life without ambition is dull. My ambition is a humble one, I want to live and die as a
social reformer. In order to realize my ambition I shall join the Sikh Missionary College,
Amritsar after having passed the B.A. Examination. After having studied there for two
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years, I shall qualify as a missionary. My country is steeped in ignorance and

superstition. Most of my countrymen are very poor. They have no pleasure in their lives.
I shall start a regular campaign to rid the minds of my countrymen of superstitions which
retard their progress. As knowledge increases, superstition decreases. So I shall try to
spread literacy among the masses by starting schools in villages and towns. I shall go
from village to village advising the villagers to refrain from drinking, gambling and
smoking. I shall teach them the laws of health, sanitation and hygiene and the value of
social life. Thus I shall uplift them socially and intellectually and make their lives happy.
I am imbued with love of service to humanity and missionary zeal which will enable me
to realize my ambition in life.
11. A Hot Day in summer
A hot summer day is unwelcome on account of the scorching heat of the sun. The
best time of a hot day in summer is the early morning before sunrise. It is cool and
pleasant at this time. Wise people leave their beds, have a cold bath and put on their
clothes. They then go out for a walk. Everything looks fresh and beautiful. There appears
a faint light in the east. In a few minutes the sun rises. At once the heat begins. Those
who are out for a walk return home. Reaching home, they refresh themselves with cold
drinks. As the day advances, it grows hotter. By 11 o'clock the heat is so intense that
most people shut themselves in their houses. They perspire from head to foot. Rich
people sit under electric fans. The poor use hand fans to get some relief from the sun.
The afternoon is the hottest part of a hot day in summer. At this time the heat is
intolerable. Everybody perspires profusely and feels very thirsty. People cannot do
serious work in the afternoon. Few persons' stir out of their homes. Streets, bazaars and
roads look deserted. Farmers working in the fields and animals grazing in the pastures
take shelter in the shade of trees. Birds gasp for breath. They hide in holes or in the thick
leaves of trees. At about six it is not very hot. People come out of their houses and begin
to roam about. The streets and bazaars are again alive with people. When it grows dark,
it gets a little cooler. If a cool breeze blows, it is comforting; otherwise it is very close till
the night is far advanced.
12. A Pleasant Dream
Dreaming is a universal experience. Very few of us have a dreamless sleep.
Dreams are pleasant as well as unpleasant. I vividly remember a dream which I had last
night. It was extremely hot last night. I kept turning and tossing in my bed till 4 a.m.
After 4 a.m. a cool breeze began to blow. I soon fell fast asleep. During my sleep I
dreamt that I had won a prize of Rs. 50000 in a lottery. I was beside myself with joy at
this unexpected windfall. My friends, relatives and acquaintances came to congratulate
me. I was profusely garlanded and taken in procession through the main streets of the
town. A grand feast was held in the evening. A large number of persons were invited to
it. There was a lot of fun and merry making. The police band was in attendance.
Meanwhile my mother woke me up as the sun had already risen. I rubbed my eyes and
got up. I related the pleasant dream to my parents. They said that it was a good omen.
13. A Journey by Air
Or
A Flight in an Airplane
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During the last summer vacation I accompanied my father to Srinagar. We

travelled by air from Chandigarh to Srinagar. On the morning of the 25th of May my
father and I drove to theaero plane. On our arrival there, father bought two tickets for
Srinagar. We then went to the aero plane. The pilot asked us to get into the plane. I felt
very nervous, for I had never travelled by air before. My heart beat loud and fast. I feared
that all sorts of accidents might occur in the air. Father told me that I need not be afraid. I
then climbed up the staircase and took my seat in the plane. The plane glided along the
ground and then took off. Soon we found that we were high up in the air. It was a novel
experience for me. The plane sped on its journey to Sri nagar. Now I felt quite
comfortable. Everything on the ground looked very small from the plane. The villages,
towns, cities, green fields, hills, mountains and rivers over which we flew looked like
dots and lines on a map. I felt we were flying like birds. After about two hours flying we
were in sight of Srinagar. The plane suddenly dived and the noise ceased. It slowly
glided down and made a safe landing. I stepped out of it and heaved a sigh of relief.
10.8 Summary
In this lesson you have learned to write effective paragraphs. For this purpose, the term
paragraph was explained, and its main features were discussed. Besides, some tips were
provided on how to find a suitable title for a paragraph and about determining the length
of a paragraph. Some practice exercises are given after the lesson for you to check your
understanding of the text. In the end, some sample questions are provided to prepare you
for the final examination.
10.9 Further Reading:Morley David and Neilsen, Philip eds. The Cambridge
Companion to Creative Writing.
Bhatia, H.S. Paragraph Writing. 2010

Exercises for Practice
I. Write a paragraph of about two hundred words on anyone of the following topics
1. The cinema. 2. Your college motto. 3. Evils of War. 4. Public libraries. 5. The
nuisance of a bad neighbour. 6. Your idea of a happy life. 7. Cheerfulness. 8.
Hobbies. 9. Examinations. 10. A terrible aircraft crash. 11. A strike in your
college. 12. The most thrilling experience of your life. 13. How can a student
serve his country best? 14. Some popular Indian superstitions. 15. Science in the
service of man.
II. Expand into a paragraph the idea contained in each of the following :-
1. Necessity is the mother of invention.
2. Try, try again.
3. Life is a struggle.
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4. Knowledge is power.
5. The pen is mightier than the sword.
6. Failures are the pillars of success.
7. Man is the architect of his own fate.
8. Time and tide wait for no man.
9. Well begun is half done.
10. The fruits of labour are sweeter than the gifts of fortune.
11. There is nothing good or bad but thinking makes it so.
12. What is this life if full of care?
13. We have no time to stand and stare ?
LESSON NO 11
VOICE
STRUCTURE
11.0 Objectives
11.1 Introduction
11.2 What is Change of Voice and its Types
11.3 The Procedure of changing Active voice into Passive voice:

11.4 The Procedure of changing a sentence in Passive voice into Active voice
11.5 Summary
11.0 Objectives
After reading this lesson, you will be able to:
 learn about the rules for Active and Passive Voice

 attempt questions on change of Voice
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11.1 Introduction
This lesson aims to introduce you to Active and Passive Voice. You are going to learn
how to transform active into passive voice and vice versa. The rules have been
elaborately explained.Some practice exercises are given after the lesson for you to check
your understanding of the text. In the end, some sample questions are provided to
prepare you for the final examination.
11.2 What is Voice and its Types

There are two forms of voice relating to the verb.
1. Active Voice
2. Passive voice
Active Voice
A verb is said to be in active voice when its subject is shown as the agent of the
action, e.g. I(Subiect) write a letter.
The table below illustrates the structure of a sentence in Active Voice:
Place 1 Place 2 Place 3
I Write a letter
Subject Verb Object
Noun/Pronoun Verb Noun/Pronoun
Doer Action Target of action
Hence, the structure of a sentence in Active Voice is  S+V+O

Passive voice
A verb is said to be in passive voice when its subject is shown as the target of the
action, e.g.
The letter is written by me.
The table below illustrates the structure of a sentence in Passive Voice:
Place 1 Place 2 Place 3
A letter is written by me
Object Verb Subject
Noun/Pronoun Verb Noun/ Pronoun
Target of action Action Doer
Hence, the structure of a sentence in Passive Voice is  O+V+S

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11.3 The Procedure of changingActive voice into Passive voice:

1. Interchange the places allotted to Subject and Object in a passive sentence.
Thus,
Place 1 (Subject) goes to Place 3(Object)
Place 3 (Object) takes Place 1 (Subject)
2. Place 2 (Verb) takes the third form
3. The third form of the verb is preceded by a Helping Verb- e.g.is written
This Helping Verb derives its Tense from the original sentence (Active)
Hence,
Helping Verbs of Present Tenses are- is, am, are, has, have
Helping Verbs of Past Tenses are- was, were, had been
Helping Verbs of Future Tenses are- will be, shall be, will have been etc.
Other Helping verbs are- may be, would be, can be, could be, must be etc.
4. Use 'by' before Place 3(Object)
11.4 The Procedure of changing a sentence in Passive voice into Active voice:
Apart from exchanging the positions of Place 3 and Place 1, thus bringing the
Subject to its place of command (Place 1), a close attention has to be paid to the Verb
(Tense) in a sentence.
Notice the method of change in the following sentence:
The letter (0) is written (V) Present Tense by me (S) = Passive Voice
I(S) write (V) Present Tense a letter (0) = Active

Voice
To understand the mechanism of changing Voice, study the solved exercise given
below.
1. ACTIVE - Intezaar(S) brought(V) him(O) to Mujtaba's shop one day.
PASSIVE - He(O) Was brought(V) by Intezaar(S) to Mujtaba's shop one day.
2. ACTIVE - They(S) decided(V) that Inzamam would make omelettes.
PASSIVE - It was decided by them that omelettes would be made by
Inzamam.
3. ACTIVE - Our hotel in Multan prepares(V) for the arrival of the team.
PASSIVE - Our hotel in Multan is prepared for the arrival of the team.
4. ACTIVE - Mujtaba(S) is not telling(V) the truth(O).
PASSIVE - The truth is not being told by Mujtaba.
5. PASSIVE - Inzamam(S) was picked up(V) for the 1992 World cup.
ACTIVE - They picked up Inzamam for the 1992 World cup.
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SELF-ASSESSMENT QUESTIONS:
Change the voice in the following sentences
1. He is running the barber's shop in the hotel.
2. Fame has not changed Inzamam.
3. The young star brought his friend to be with him.
4. He introduces Inzamam's beautiful wife to the team.
5. Mujtaba refers to his son with pride.
6. People will give more responsibility to the captain.
7. Their friendship was talked about in the town.
8. First Namaaz of the day had not been missed by them.
9. Inspite of food poisoning, the match is played by Inzamam.
10. The big framed photograph may be hung on the wall by Mujtaba.
11.5 Summary:
After reading this lesson, you have learned about Active and Passive Voice. You have
also learned how to transform active voice into passive voice and vice versa. The
practice exercises and the some sample questions will help prepare you for the final
examination.
Vijaya, M. Dr. Basic Grammar practice Handbook on Active Voice and Passive
Voice

Change the Voice (Active to passive and vice versa) in the following sentences
appropriately:
1. I was home-schooled.
2. My mother would set up the new establishment after the transfer.
3. The foundation of the value system of life bad been laid by my parents.
4. My father was given a jeep at every new place.
5. You treat small people with more respect.
6. An earthen fireplace will be built by my mother.
7. You should leave your newspaper the way you expect to find it.
8. Children were enamoured of advertisements for transistor radios.
9. We were constantly planting flowering bushes around the house.
10. Lal Bahadur Shastri coined the term 'Jai Jawan Jai Kisan.
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LESSON NO 12
ANTONYMS
STRUCTURE
12.0 Objectives
12.1 Introduction
12.2 List of Antonyms
12.3 Summary
12.0 Objectives
 learn about Antonyms
 understand why Antonyms are necessary for any language
 attempt answers to questions on this topic in the examination
12.1 Introduction
Antonyms are words which are opposite in meaning or having the contrary meaning.
Antonyms are very useful for expressing our ideas both in writing and speech. Antonyms
enable us to express briefly the opposite of a particular thought. We can use these words
forthe sake of contrast. Knowledge of these words helps us in increasing our vocabulary
and expressing our ideas clearly. Antonyms are also very useful in defining something.
One can readily say what a thing is not and thus evolve a definition by contrast or by
negation.
12.2 List of Antonyms

In this Chapter, we are giving a list of 300 important words and their Antonyms.
Knowledge of these Antonyms will be very helpful for the students. At the end of the
Chapter a set of Model Test Papers is also given to test your knowledge about them.
S.NO. Words Antonyms
1. Absurd Rational, Sensible, Judicious, Sane
2. Addicted Averse, Disinclined, Indisposed
3. Adequate Inadequate, Deficient, Incompetent
4. Admire Loathe, Despise
5. Adorn Disfigure, Deform, Mar
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6. Adversity Prosperity, Felicity, Bliss

7. Afraid Bold, Cool, Confident
8. Alarm Composure, Calmness
9. Alleviate Aggravate, Embitter, Heighten, Augment, Enhance
10. Amiable Surly, Displeasing, Hateful, ill-natured
11. Apocryphal Undisputed, Authentic
12. Antipathy Harmony, Attraction, Liking
13. Agony Anesthesia, Peace, Numbness
14. Agile Inert, Awkward, Slow
15. Adjourn Complete, Conclude, Hasten, Urge
16. Ardent Unimpassioned, Indifferent, Cold, Cool
17. Arid Fertile, Dewy, Moist
18. Anomaly Normality, Regularity, Conformity
19. Averse Desirous, Prove, Eager, Ready
20. Arrogance Shyness, Modesty, Deference, Servility
21. Analogy Disharmony, Dissimilarity, Disproportion
22. Animosity Concord, Harmony, Sympathy
23. Arbitrate Appeal, Claim, Dispute
24. Antipathy Harmony, Liking, Attraction
25. Anger Forbearance, Patience
26. Ancestor Descendant
27. Arrest Liberate, Release, Set free
28. Assemble Disperse, Adjourn
29. Associate Separate, Divide, Avoid
30. Attraction Repulsion
31. Awkward Skilful, Graceful
32. Baffle Advance, Assist, Promote, Enlighten
33. Barren Fruitful, Rich, Fertile, Prolific
34. Bawl Mumble, Mutter, Whisper
35. Belligerent Appeased, Peaceful, Pacific
36. Bequeath Alienate, Withhold
37. Blasphemy Godliness, Veneration, Reverence
38. Bliss Misery, Suffering, Damnation
39. Burlesque Tragedy, Drama, Gravity
40. Cajole Warn, Scold, Rate, Chide
41. Care Neglect, Carelessness, Indifference
42. Calm Stormy, Boisterous
43. Comfortable Uncomfortable, Miserable, Cheerless
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44. Confess Deny, Renounce

45. Concord Discord
46. Conscious Unconscious, Unaware, Oblivious
47. Cooperate Counteract, Nullify
48. Contrast Comparison
49. Courtesy Rudeness
50. Criminal Innocent, Moral
51. Cynical Complaisant, Lenient; Genial: Gullible
52. Cupidity Liberality, Extravagance, Prodigality
53. Culmination Defeat, Failure, Decline, Nadir
54. Culpable Laudable, Excusable, Innocent
55. Corrode Consolidate, Furbish, Renew, Repair
56. Cessation Continuation, Persistence, Resumption
57. Complacent Irritated, Worried, Disgruntled, Jaundiced
58. Dabble Fathom, Gauge, Dig, Delve; Study, Investigate
59. Dazzle Enlighten, Illuminate
60. Demure Noisy, Wild, Unrestrained
61. Debar Entitle, Allow, Permit, Admit
62. Dubious Distinct, Clear, Clear-cut, Reliable
63. Desolate Gay, Lively, Cheerful
64. Delirious Sane, Calm, Unresponsive
65. Delicious Bitter, Nauseous
66. Delightful Distressing, Horrid
67. Demolish Construct, Restore
68. Difference Resemblance, Likeness, Identity
69. Difficult Easy, Obliging
70. Discourage Encourage, Hearten, Cheer
71. Doubt Confidence, Trust
72. Drunk Sober, Temperate
73. Eager Listless, Apathetic, Phlegmatic
74. Economy Extravagance
75. Egoism Altruism
76. Endure Perish, Reject
77. Enemy Friend, Ally, Companion
78. Excess Deficiency, Dearth
79. Ebb Rise, Swell, Abound, Increase, Flow
80. Ecstasy Depression, Boredom, Despondency
81. Embarrass Assist, Facilitate, Expedite, Soothe
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82. Exhilarate Depress, Damp

83. Exuberant Meagre, Little, Depress, Restrained
84. Fable Fact, History
85. Facile Self-reliant, Self-willed, Resolute, Profound
86. Faithful Faithless, Untrue, Treacherous, Inaccurate
87. Fame Infamy, Shame, Dishonour
88. Formidable Weak, Helpless
89. Fortunate Unfortunate, Disastrous
90. Frigid Ardent, Warm
91. Frivolous Grave, Serious
92. Fatigue Freshness, Wakefulness, Vitality
93. Futile Solid, Useful, Powerful,
94. Gag Animate, Evoke
95. Garrulity Reticence, Silence
96. Greatness Smallness
97. Happiness Sadness, Unhappiness, Adversity
98. Harmony Discord, Conflict
99. Help Hinder, Hamper, Weaken
100. High Low, Mean, Degraded
101. Hurry Delay
102. Hue Monochrome, Neutrality
103. Humid Parched, Dry
104. Humane Cruel, Unkind
105. Hoot Honour, Cheer
106. Harass Soothe, Comfort
107. Ignominy Distinction
108. Immaculate Sinful, Impure, Dirty
109. Imperceptible Obvious, Sudden, Admit, Noticeable.
110. Implicate Extricate, Clear
111. Impudence Abasement, Respect
112. Impotent Vigorous, Strong
113. Itinerant Freed, Stationary, Harmonious
114. Irreconcilable Compatible
115. Irk Distract, Amuse, Placate
116. Important Unimportant, Obscure
117. Join Separate, Sever, Disconnect
118. Justice Injustice, Inequity
119. Jargon Language, Literature
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120. Jovial Gloomy, Sullen

121. Jurisdiction Independence, Impunity
122. Juvenile Adult, Mature
123. Judicious Blind, Rash, Silly, Unwise, Foolish
124. Kernel Surroundings, Padding, Flesh
125. Kindred Uncongenial, Unrelated
126. Knave Gull, Dupe
127. Knowledge Misapprehension, Ignorance
128. Lacerate Mend, Heal, Soothe
129. Languish Thrive, Prosper
130. Lascivious Chaste, Pure
131. Lethargy Vigilance, Alertness, Activity
132. Large Small, Little, Petty
133. Light Darkness, Shade
134. Likely Unlikely, Dubious
135. Modest Immodest, Ambitious, Indecent, Conceited, Blatant
136. Macabre Lovely, Attractive
137. Magnanimous Petty, Mean, Grudging
138. Malady Well-being, Health
139. Mandate Suggestion, Curtailment, Deprivation
140. Meagre Generous, Ample, Fat
141. Mediocre Excellent, Outstanding
142. Melancholy Joy, Cheerfulness
143. Munificent Niggardly, Stingy
144. Mysterious Plain, Clear, Open
145. Myth History, Fact
146. Mock Applaud, Admire, Respect, Salute
147. Minute General, Huge
148. Native Alien, Foreign, Imported
149. Noble Humble, Mean, Common
150. Natural Assumed, Artful, Forced, Affected
151. Nomad Settled, Agricultural
152. Nominate Withdraw, Recall, Cancel
153. Notorious Unknown, Obscure, Illustrious
154. Nurture Neglect, Abandon
155. Nervous Nerveless, Calm, Reassured
156. Obdurate Yielding, Docile, Tender
157. Obesity Leanness, Thinness
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158. Obstreperous Quiet, Subdued

159. Ostentatious Quiet, Modest, Retiring
160. Optimist Pessimist, Despondent
161. Permanent Temporary, Transient, Transitory
162. Permission Prohibition, Refusal
163. Plentiful Scanty, Scarce, Meagre
164. Polite Impolite, Crude, Boorish
165. Pageant Drabness
166. Palpable Imaginary, Impalpable
167. Paradox Maxim, Axiom
168. Partisan Opponent, Adversary
169. Pedigree Obscurity, Illegitimacy
170. Placid Stormy, Emotional, Disturbed
171. Pertinent Irrelevant, Impertinent
172. Perseverance Levity, Caprice, Inconstancy
173. Perpetual Periodic, Intermittent, Temporary
174. Poignant Mild, Blissful
175. Preface Postscript, Epilogue, Appendix
176. Prodigal Frugal, Thrifty
177. Pragmatic Idealistic, Unworldly
178. Pusillanimity Magnanimity, Fortitude
179. Power Weakness, Impotence
180. Praise Blame, Denounce, Censure, Decry
181. Presence Absence
182. Pride Humility, Modesty
183. Progress Retrogress, Halt, Stop
184. Prohibit Permit, Allow, Sanction
185. Punishment Reward
186. Real Unreal, Apparent, Imaginary
187. Rear Front
188. Rebellious Submissive, Acquiescent, Conforming, Docile,
Manageable
189. Reluctant Eager, Avid, Desirous
190. Rest Bustle, Motion, Commotion, Disturbance
191. Rabid Sober, Sane
192. Rapacious Liberal, Open-handed
193. Rescind Maintain, Renew, Enact
194. Repose Uneasiness, Turmoil, Agitation
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195. Renegade Adherent, Believer

196. Reticence Openness, Frankness
197. Resolute Weak, Vacillating, Irresolute
198. Ruthless Lenient, Tender, Merciful
199. Sacred Profane, Unholy
200. Sanguine Despondent, Pale, Pessimistic
201. Sensibility Insensibility, Deadness, Numbness
202. Savage Tame, Civilized
203. Skilful Unskillful, Clumsy, Inept
204. Solid Liquid, Hollow, Light, Plane, Flimsy
205. Symptom Effect, Product, Aftermath
206. Swell Contract, Shrink, Dwindle
207. Stupidity Intelligence, Acuteness, Keenness
208. Summit Base, Foot, Bottom
209. System Chaos, Disorder, Confusion
210. Transient Perpetual, Permanent, Lasting
211. Truth Untruth, Lie, Falsehood
212. Tantalize Satisfy, Gratify
213. Taciturn Chatty, Open
214. Temerity Wariness, Timidity
215. Tempt Dissuade, Repel, Yield
216. Tenacious Yielding, Compliant, Faint -hearted
217. Thwart Fulfil, Satisfy, Gratify
218. Transcribe Codify, Misinterpret, Misread
219. Timid Bold, Assured, Confident
220. Tyranny Benevolence, Justice
221. Tyro Professional, Expert
222. Ubiquity Consignment, Absence
223. Umbrage Complacency, Pride
224. Unanimous Discordant, Varying, Different
225. Unblemished Soiled, Tainted, Impure
226. Urbane Discourteous
227. Utter Moderate, Incomplete, Partial
228. Usher Succeed, Follow
229. Vacillate Decide, Resolve
230. Vagary Determination, Purpose
231. Vague Definite, Clear, Strict
232. Verbose Concise, Terse, Curt
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233. Ventilate Close, Seal

234. Vengeance Grace, Pardon, Forgiveness
235. Vulnerable Impervious, Impregnable
236. Vile Good, Worthy, Virtuous
237. Voluptuous Spiritual, Self-denying, Unattractive
238. Waive Press, Demand, Insist
239. Wane Wax, Expand
240. Wanton Austere, Discreet, Sedate, Demure
241. Whimsical Matter of fact, Mundane, Ordinary

242. Wretched Noble, Admirable, Happy
243. Worship Despise, Loathe, Condemn
244. Yield Claim, Refuse, Retain
245. Yoke Release, Separate
246. Zeal Torpor, Apathy, Indifference
247. Zenith Minimum, Depth, Nadir
248. Zest Distaste, Reluctance
249. Zealot Deserter, Self-seeker, Moderate
250. Zealous Careless, Indifferent, Unconcerned
Antonyms-II
1. Active Passive, Idle, Indolent, Quiescent
2. Adieu Welcome, Greeting, Recognition, Salutation
3. Amplify Abridge, Condense
4. Assurance Diffidence, Bashfulness, Dubiousness
5. Barbarous Civilized, Humane, Lenient
6. Bleak Cheerful, Bright
7. Blunt Polite, Suave, Smooth, Sharp
8. Candid Evasive, Foxy, Tricky
9. Cavity Bulge, Protuberance
10. Charm Repel, Disgust
11. Contempt Counteract, Nullify
12. Cunning Ingenuous, Artless, Naive
13. Docile Ungovernable, Headstrong, Opinionated
14. Enthusiasm Apathy, Unconcern, Aloofness
15. Fickle Constant, Steady, Reliable
16. Grief Comfort, Solace, Joy, Exaltation
17. Hypocrisy Sincerity, Frankness, Candour
18. Heavenly Hellish, Diabolical Devilish
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19. Hoodwink Enlighten, Disabuse, Slight, Disregard

20. Illusion Reality, Fact, Form
21. Immortal Transient, Mortal, Changing
22. Implicit Explicit, Stated, Express
23. Jubilant Penitent, Despondent
24. Knack Ineptitude, Clumsiness
25. Liberty Restraint, Slavery, Imprisonment
26. Loathe Love, Admire
27. Lunatic Genius, Sage
28. Meek Arrogant, Domineering, Proud
29. Model Imitation, Copy, Execution, Production, Work
30. Manoeuvre Shambles, Chaos
31. Nearly Entirely, Quite, Remotely
32. Neat Filthy, Disorderly, Slovenly
33. Narrate Forget, Conceal, Omit
34. Object Acquiesce, Assent, Applaud, Approve
35. Obstinate Pliant, Pliable, Amendable, Submissive
36. Orthodox Heretical, Heterodox, Unorthodox
37. Perfect Imperfect, Unfinished, Defective
38. Persuade Dissuade, Discourage, Impede
39. Prosper Fail, Lose
40. Prudence Imprudence, Fully, Prodigality, Indiscretion
41. Queer Common, Usual, Regular
42. Ridicule Venerate, Respect, Salute, Honour
43. Restrain Incite, Impel, Loose, Liberate
44. Severe Tolerant, Lenient, Lax, Considerate
45. Supernatural Natural, Usual, Commonplace
46. Terse Difficult, Wordy, Prolix
47. Venerate Despise, Condemn, Scoff at
48. Verbosity Conciseness, Terseness, succinctness
49. Wisdom Folly, Injudiciousness, Stupidity
50. Wit Dullness, Stolidity, Stupidity.
SELF-ASSESSMENT QUESTIONS
In the following questions each word is followed by four responses a, b, c, and d.
You should choose the correct antonym of the given word out of the four choices.
1. Adamant
(a) Flexible (b) Abominate
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(c) Adhere (d) Awkward

2. Axiom
(a) Maxim (b) Angle
(c) Absurdity (d) Height
3. Benevolent
(a) Malevolent (b) Hard
(c) ,Feeble (d) Philanthropist
4. Mitigate
(a) Appease (b) Aggravate
(c) Exclusion (d) Occasion
5. Munificent
(a)Liberal (b) Manipulate
(c) Stingy (d) Obsess
6. Mundane
(a) Spiritual (b) Earthly
(c) Deaden (d) Vertical
7. Omission
(a) Insertion (b) Unwrap
(c)Soulful (d) Lush
8. Omniscient
(a) Ignorant (b) Infallible
(c) Exalted (d) Ancient
9. Opulence
(a) Comforts (b) Luxury
(c) Indigence (d) Rich
10. Barbarous
(a) Bloated (b) Civilized
(c) Dreadful (d) Conscious
11. Benediction
(a) Approval (b) Thanks
(c) Malediction (d) Grant
12. Blooming
(a) Fading (b) Flowering
(c) Quiet (d) Mild
13. Adroit
(a)Skilful (b) Clever
(c) Love (d)Unskillful
14. Adore
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(a) Love (b) Hate

(c) Despise (d) Gentle
15. Adage
(a) Motto (b) Harangue
(c) Proverb (d) Zenith
16. Umbrage
(a) Commander (b) Pride
(c) Remote (d) Capsize
17. Usurp
(a) Inherit (b) Assume
(c) Origin (d) Custom
18. Urbane
(a) Polite (b) Disturbed
(c) Discourteous (d) Raise
19. Misdemeanour
(a) Misdeed (b) Merit
(c) Corrupt (d) Reciprocal
20. Menial
(a) Humble (b) Servile
(c) Notion (d) Noble
21. Marauder
(a) Guard (b) Looter
(c) Refractory (d) Talkative
22. Obsess
(a) Haunt (b) Harass
(c) Divert (d) Notice
23. Onerous
(a)Irresistable (b) Easy
(c) Visitor (d) Feed
24. Officious
(a) Intrusive (b) Meddlesome
(c) Aloof (d) Alight
25. Notorious
(a) Illustrious (b) Ill-famed
(c) Nurse (d) Grand
26. Notion
(a) Belief (b) Stingy
(c) Misapprehension (d) Fate
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27. Nurture
(a) Nourish (b) Foster
(c) Neglect (d) Ruin
28. Resuscitate
(a) Revive (b) Exhaust
(c) Defend (d) Examine
29. Reverie
(a) Day dreaming (b) Abstraction
(c) Cancel (d) Alertness
30. Salacious
(a) Frigid (b) Lustful
(c) Lecherous (d) Succeed
31. Amiably
(a) Soft (b) Addicted
(c) Hateful (d) Lovable
32. Agile
(a) Slow (b) Feeble
(c) Swift (d) Hard
33. Vengeance
(a) Retaliation (b) Graze
(c) Forgiveness (d) Reveal
34. Vivacious
(a) Dull (b) Lively
(c) Quickness (d) Nice
35. Virulence
(a) Malignancy (b) Robust
(c) Benevolence (d) Twist
36. Turbulent
(a) Disturbed (b) Topple
(c) Calm (d) Spotless
37. Transient
(a) Permanent (b) Passing
(c) Truthful (d) Forceful
38. Ubiquity
(a) Absence (b) Omnipresence
(c) Amazing (d) Rest
39. Tautology
(a) Repetition (b) Brevity
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(c) Vacuity (d) Slavery

40. Testimony
(a) Refutation (b) Proof
(c) Evidence (d) Silence
41. Tyro
(a) Professional (b) Beginner
(c) Non-entity (d) Boast
42. Palpitate
(a) Censure (b) Cease
(c) Enlighten (d) Crooked
43. Putrefy
(a) Decay (b) Drift
(c) Preserve (d) Mystify
44. Pusillanimity
(a) Magnanimity (b) Timidity
(c) Blunt (d) Restore
45. Procrastination
(a) Deferment (b) Promptness
(c) Invite (d) Cancel
46. Grotesque
(a) Archaic (b) Whimsical
(c) Graceful (d) Mild
47. Greedy
(a) Ravenous (b) Voracious
(c) Dull (d) Lavish
48. Gossip
(a) Taciturnity (b)Rumour
(c) Odious (d) Shrink
49. Pedigree
(a) Illegitimacy (b) Lineage
(c) Refine (d) Conspire
50. Paltry
(a) Worthy (c) Permeate
(b) Mean (d) Boon
ANSWERS
1. (a) 2. (c) 3. (a) 4. (b) 5. (c)
6. (a) 7. (a) 8. (a) 9. (c) 10. (b)
11. (c) 12. (a) 13. (d) 14. (c) 15. (b)
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16. (b) 17. (a) 18. (c) 19. (b) 20. (d)
21. (a) 22. (c) 23. (b) 24. (c) 25. (a)
26. (c) 27. (c) 28. (b) 29. (d) 30. (a)
31. (c) 32. (a) 33. (c) 34. (a) 35. (c)
36. (c) 37. (a) 38. (a) 39. (b) 40. (a)
41. (a) 42. (b) 43. (c) 44. (a) 45. (b)
46. (c) 47. (d) 48. (a) 49. (a) 50. (a)
12.3 Summary:
In this lesson, you have learnt that using antonym brings variety in your expression. It
enriches your writing and improves your style. You have also got the list of some
important words that we hope you will memorize as there is no other way to learn these
words. The question for self-assessment will prepare you for examination as you can
check what you have learnt from your reading of this lesson.
12.4 Further Reading: 1) Oxford Dictionary of Synonyms and Antonyms
2) The Merriam-Webster Dictionary of synonyms and
Antonyms
3)Fernald, James Champlin. English Synonyms and Antonyms
MODEL TEST PAPER - II

In the following questions each word is followed by four responses a, b, c, and d.
You should choose the correct antonym of the given word out of the four choices.
1. Ordeal
(a) Trial (b) Test
(c) Delight (d) Provoke
2. Pacify
(a) Quieten (b) Unruffled
(c) Joyous (d) Provoke
3. Pageant
(a) Display (b) Flexible
(c) Drabness (d) Heavy
4. Bliss
(a) Merge (b) Disseminate
(c) Dull (d) Suffering
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5. Bewitch
(a) Disenchant (b) Rapture
(c) Profit (d) Avail
6. Bauble
(a) Plaything (b) Valuable
(c) Modest (d) Besiege
7. Oblivion
(a) Forgetfulness (b) Deceit
(c) Cheat (d) Remembrance
8. Obnoxious
(a) Offensive (b) Pleasant
(c) Retain (d) Contain
9. Obscene
(a) Decent (b) Indecent
(c) Lewd (d) Affair
10. Gluttony
(a) Voracity (b) Frugality
(c) Garb (d) Devoid
11. Guile
(a) Candour (b) Deceit
(c) Bubble (d) Growl
12. Gruesome
(a) Disgusting (b) Attractive
(c) Grisly (d) Stern
13. Unctuous
(a) Rough (b) Smooth
(c) Refined (d) Overturn
14. Vacillate
(a) Waver (b) Unoccupied
(c) Resolve (d) Decry
15. Veracious
(a) Honest (b) Timid
(c) Antidote (d) Reveal
16. Preclude
(a) Admit (b) Hinder
(c) Debar (d) Casual
17. Portentous
(a) Encouraging (b) Preserve
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(c) Flourish (d) Blunt

18. Presage
(a) Indication (b) Benefit
(c) Fulfilment (d) Rash
19. Obdurate
(a) Recalcitrant (b) Obtuse
(c) Yielding (d) Neglect
20. Opposite
(a) Agreeing (b) Contrary
(c) Plain (d) Rarely
21. Preposterous
(a) Ludicrous (b) Monstrous
(c) Timid (d) Reasonable
22. Promiscuous
(a) Indiscriminate (b) Selective
(c) Sharp (d) Perplex
23. Smear
(a) Plaster (b) Daub
(c) Mediate (d) Polish
24. Subsistence
(a) Nourishment (b) Deprivation
(c) Care (d) Purpose
25. Sycophant
(a) Critic (b) Proof
(c) Witness (d) Dais
26. Supercilious
(a) Haughty (b) Arrogant
(c) Courteous (d) Lavish
27. Reckless
(a) Heedless (b) Careless
(c) Cautious (d) Deprave
28. Regenerate
(a) Revive (b) Renovate
(c) Dissipate (d) Stuffed
29. Repress
(a) Quell (b) Crush
(c) Censure (d) Raise
30. Sanguine
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(a) Optimistic (b) Hopeful

(c) Pessimistic (d) Secluded
31. Scoff
(a) Sneer (b) Soothe
(c) Respect (d) Assist
32. Scurrility
(a) Sneer (b) Politeness
(c) Bright (d) Assist
33. Reticence
(a) Discretion (b) Frankness
(c) Report (d) Order
34. Reverberate
(a) Resound (b) Echo
(c) Earnest (d) Silence
35. Relegate
(a) Promote (b) Demote
(c) Retrogress (d) Toil
36. Rabid
(a) Mad (b) Allied
(c) Sane (d) Pardon
37. Ratification
(a) Negation (b) Constraint
(c) Lack (d) Distrust
38. Rustic
(a) Rural (b) Pastoral
(c) Urban (d) Flattery
39. Gist
(a) Circumlocution (b) Pith
(c) Force (d) Expedite
40. Glib
(a) Ready (b) Fluent
(c) Hesitating (d) Misty
41. Grandiloquence
(a) Civil (b) Pomposity
(c) Jarring (d) Simplicity
42. Meek
(a) Arrogant (b) Diffuse
(c) Boorish (d) Docile
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43. Native
(a) Alien (b) Forge
(c) Excavate (d) Silent
44. Garrulity
(a) Reticence (b) Gaudy
(c) Superb (d) Abeuor
45. Generous
(a) Magnanimous (b) Visual
(c) Vivid (d) Stingy
46. Palatable
(a) Delicious (b) Distasteful
(c) 'Plan (d) Device
47. Palliate
(a) Extenuate (b) Delicious
(c) Aggravate (d) Buy
48. Succinct
(a) Concise (b) Brief
(c) Wordy (d) Entire
49. Taciturn
(a) Reserved (b) Chatty
(c) Grown-up (d) Scheme
50. Tantalize
(a) Provoke (b) Unravel
(c) Excite (d) Gratify
ANSWERS
1.(c) 2.(d) 3.(c) 4.(d) 5.(a)

6.(b) 7.(d) 8.(b) 9.(a) 10.(b)
11.(a) 12.(b) 13.(a) 14.(c) 15.(b)
16.(a) 17.(a) 18.(e) 19.(c) 20.(a)
21.( d) 22.(b) 23.(d) 24.(b) 25.(a)
26.(c) 27.(c) 28.(c) 29.(d) 30.(c)
31.(c) 32.(b) 33.(b) 34.(d) 35.(a)
36.(c) 37.(a) 38.(c) 39.(a) 40.(c)
41(d) 42.(a) 43.(a) 44.(a) 45.(d)
46.(b) 47.(c) 48.(c) 49.(b) 50.(d)
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LESSON NO 13
MODALS
STRUCTURE
13.0 Objectives
13.1 Introduction
13.2 Features of the Modal Auxiliaries
13.3 Uses of the Modal Auxiliaries

13.4 Summary
13.0 Objectives
 learn about Modals
 understand why Modals are necessary for any language
13.1 Introduction
Modal Auxiliaries are the helping verbs, which together with the main verb express the
'mode' or manner of the actions denoted by the verbs. They express such ideas as ability,
permission, probability, duty, etc.
13.2 Features of the Modal Auxiliaries

(i) The Modal auxiliaries do not change their form according to the number or
person of the subject: e.g. I/we/you/they/he/she/boys/can go there.
(ii) The modal auxiliary cannot stand alone. It must be use with the main verb.
The main modal auxiliaries are: will, would, shall, should, can, could, may,
might, must, need, dare, ought to, and used to.
We shall now discuss these auxiliaries one by one:
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13.3 Uses of the Modal Auxiliaries

Will
(a) With 2nd and 3rd persons, it expresses pure future.
My brother will come tomorrow.
She will sing a song at the function.
(b) With 1st person, it expresses willingness, intention, promises, and the
determination.
I will come back, my dear. (Promise)
I will never yield to your threats (determination)
I will come if you wish (Willingness)
I will build a house. (intention)
(c) For polite requests and invitations
Will you open the door, please?
Will you have a cup of coffee?
(d) to express habits
A dog's tail will always remain crooked.
He will never tell the truth.
(e) To express assumption.
He will have reached Delhi by now.
She will be there by now.
Shall
(a) It expresses future with 1st person (I/we).
We shall go for a picnic tomorrow.
(b) When used in the interrogative with the 1st person, 'shall' expresses offers and
suggestion.
Shall I carry your books ? (offer)
Shall we go to see a movie? (suggestion)
(c) To express command, prohibition, promise, threat, etc.
No boy shall leave the class room. (command)
You shall not enter the kitchen with dirty feet. (prohibition)
You shall suffer for this. (threat)
You shall get a reward if your behaviour is good. (promise)
Would
(a) as a past form of ‘will' or 'shall' in indirect speech
He told me that he would help me.
They said that they would move into a new house.
(b) To express a habitual or repeated activity of the past.
He would sit there for hours and watch the passing trains.
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The grandmother would spend the evening, feeding the sparrows.

(c) for polite requests:
Would you mind helping me?
Would you have a Cup of coffee?
(d) to express wish or preference.
I wish he would work hard.
I would rather stay at home.
(e) to express imaginary condition
If I saw a ghost. I would be terrified.
Should
(a) as a past form of 'shall' in indirect speech.
I said to him, "I shall help you."
I told him that I should help him.
(b) To express duty or desirability.
You should obey your parents.
You should work hard.
(c) to express possibility.
He should be here by now.
She should be about thirty.
(d) With 'lest'. it expresses fear:
Walk slowly lest you shall fall.
Work hard lest you should fail.
Can
(a) to express ability or capacity.
He can speak four languages.
I can swim across this river.
(b) to express permission.
You can go now if you wish.
Can I sit here?
(c) to exprees possibility.
Accidents can happen to anyone.
He can come here any time.
Could
(a) as the past form of 'can' in indirect speech.
Mohan said that he could do that work.
(b) to express a polite request.
Could you please open the door?
(c) to express the past ability
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I could swim when I was young.

(d) to express permission in the past.
I could go into her room any time without knocking (I had her permission for
this)
May
(a) to express permission,
May I read your book for some time?
You may use my cycle if you want.
(b) to express possibility.
It may rain today.
I may get good marks in the examination.
(c) express wish or hope
May he live long.
May God grant you happiness!
Might
(a) as a past tense of mayin indirect speech.
He said that Mohan might get 1st division.
The old man wished that I might live long.
(b) to express remote possibility.
The Prime Minister might visit our city.
My aunt might visit us today; but I am not sure.
(c) to ask for permission very politely.
Might I make a suggestion?
Might I talk to you for a moment?
Must
(a) to express obligation
You must look after your sister.
You must work hard.
(b) to express compulsion.
You must go there.
I must leave now.
(c) to express emphatic advice.
You must study regularly if you wish to succeed.
you must consult the doctor now.
(d) to express necessity.
You must take an umbrella as it is raining.
You must get a taxi as you are getting late.
(e) There are two negatives for must:
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(i)Needn't: when the necessity is absent.

(ii) mustn't: when it means 'not permitted to'.
You mustn't walk on the grass.
you mustn't use my books.
Need
‘Need’ as an auxiliary is normally use in negative an interrogative sentences,
‘need not’ can be written as 'needn't'.
(a) In negative, it expresses 'absence of necessity.'
It has stopped raining; you needn't take an umbrella.
He will not come. You needn't wait for him.
(b) In interrogative sentences 'needn't is put before the subject:
Need you see the manager?
Need I wait for him?
(c) As a modal auxiliary 'need' has no past tense form. Then it can be use used as a
full verb.
I needed something to eat as I was very hungry.
Dare
Like 'need' 'dare' is also generally used in negative and interrogative sentences
when it is an auxiliary.
(a) In negative. It means 'absence of courage'
I daren't say anything against him.
He daren't go into a dark room at night.
(b) In interrogative sentences, 'dare' is placed before the subject.
Dare you enter the Principal's office.?
How dare you talk like this?
Ought
'Ought' is always followed by to +infinitive. It is used to express duty or moral
obligation. In this sense it has nearly the same meaning as 'should'
You ought to obey your teachers.
You ought to serve your county.
Used to
(a) to express a habit in the past.
He used to go for a walk every morning (now he doesn't go).
(b) To contrast the past with the present
A big-house used to stand here. But now it has been pulled down.
I used to smoke a lot, but I have given up this habit.
SELF-ASSESSMENT QUESTIONS:
EXERCISE 1
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Fill ill the blanks with modal auxiliaries appropriate to the meaning indicated in brackets.
1. ….youcross the river by swimming? (ability)
2. ……..you help me in this matter, please. (polite request)
3. You……..come to the party, won't you? (future)
4. You……..not enter my room with muddy feet. (prohibition)
5. You ……..get a prize; this is my promise. (promise)
6. He……..sit there for hours, watching the trains. (past habit)
7. You……..help the poor. (duty)
8. …….. I come in sir'? (permission)
9. It ……..rain today. (possibility)
10. He …….. come today, but I am not certain. (remote possibility)
11. He …….. swim when he was young. (past ability)
12. you……..take an umbrella as it has stopped raining. (absence of necessity)
13. He ……..enter a deserted house at night. (absence of courage)
14. …….. we go to see a film? (suggestion)
15. He……..to drink a lot before marriage, but now he has given up this habit.
(pasthabbit)
ANSWERS: 1. can 2. will you……..? 3. will 4. shall 5. shall 6. would 7. should 8. may
9. may 10. might 11. could 12. need't 13. daren't 14. shall 15. used to.
EXERCISE 2
Fill in the blanks with will or shall.
1. I…….. know the result tomorrow.
2. He …….. go to Mumbai next week.
3. I …….. help you in this matter.
4. …….. you have a cup of tea?
5. You …….. not enter this room without my permission.
6. you …….. get all help from me ; this is my promise.
7. If you insist, I …….. accompany you.
8. ……..you do me a favour?
9. …….. you ring him up ?
10. It is my determination that I …….. get 1st division.
ANSWERS: I. shall 2. will 3. shalI 4. will 5. shall 6. shall 7. will 8. will 9. will 10. wilI.
EXERCISE 3
Fill in the blanks with would or should.
1. We …….. respect the elders.
2. …….. you like to have a cup of tea?
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3. Mohan …….. keep sitting near the railway line for hours.
4. He told me that Mohan …….. meet me after two days.
5. …….. you mind helping me ?
6. I …….. like to get a good post.
7. I told him that I……..do that work.
8. Work hard lest you …….. fail.
9. They …….. arrive here any time.
10. The examinations are drawing near. You …….. work hard.
ANSWERS1. should 2. would 3. would 4. would 5. would 6. would 7. would 8. should
9. should 10. should.
13.4 Summary:
In this lesson, you have learnt that using modals brings variety in your expression. It
enriches your writing and improves your style. You have also got the list of some
examples and exercises on modals. The question for self-assessment will prepare you for
the examination as you can check what you have learnt from your reading of this lesson.
13.5 Further Reading:https://edupdf.inModals in English Grammar with Examples
Fill in the blanks in the following sentences with can or could.
1. I …….. climb the trees when I was a boy.
2. He …….. come any moment.
3. She …….. cook well.
4. Although the water was cold, I …….. cross the river.
5. Although he is only ten years old he……..sale this sum.
6. …….. you please help me ?
7. You …….. come here any time without ringing the bell.
8. Everybody …….. make a mistake.
9. We …….. always visit his house any time (we had permission).
10. I wish I……..drive a car.
ANSWERS: 1. could 2. can 3. can 4. could 5. can 6. can 7. can 8. can 9. could 10. could.
LESSON NO 14
DETERMINERS
STRUCTURE
14.0 Objectives
14.1 Introduction
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14.2 Kinds of Determiners

14.3 Articles
14.4 Omissions of Articles
14.5 Possessives
14.6 Use of Numerals
14.7 Quantitatives
14.8 Demonstratives
14.9 Summary
14.0 Objectives
 learn about determiners
 understand why determiners are necessary for any language
14.1 Introduction
'To determine' means 'to mark', 'to fix' or 'to limit". Therefore, a determiner is a
word which limits or fixes the meaning of a noun. It is also called a Noun-marker. For
example :
(i) He helped his friend.
(ii)The man gave me a pen.
In sentence (i) 'his' is a demonstrative. It tells us that he helped only 'his friend'
and none else.
In sentence (ii)the words 'the' and 'a' are determiners. 'The' shows that it was a
specific man. The word 'a' shows that it was one pen and not two or more.
Important: A determiner limits or fixes only the noun and not any other part of
speech. There may be an adjective or adverb before a noun, that is, between the
determiner and the noun, but still the determiner is concerned with the noun, e.g.
Bhupinder Kaur is a beautiful girl.
In this sentence 'a' refers to the noun 'girl' and the adjective 'beautiful' makes no
difference to the function of 'a'.
14.2 Kinds of Determiners

There are following five types of Determiners:
1. Articles (a, an, the): These are the determiners which make a general or
particular reference to a noun.
2. Possessives (my, our, your, his, her, their, its, etc.) : These determiners show
the relationship of possession.
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3. Numerals (one, two, first, second, etc.) : These determiners mention the
number of a noun.
4. Quantitatives (all. any, little, a little, much, some, etc.) : These are used to
denote quantity or degree.
5. Demonstratives (this, that, these, those) : These determiners draw our
attention to a noun.
CLASSES OF DETERMINERS
QUANTITA- DEMONSTRA-
ARTICLES POSSESSIVES NUMERALS
TIVES TIVES
A my one, two, etc. all This

An our first, second, etc. enough That
The your several little These
his many a little Those
her a few much
their each any
its either some
whose both no
everybody's some
anybody's all
14.3 ARTICLES
Articles are basically demonstratives. But because of their frequent use, they are
treated as a sub-group. There are types of articles in English. These are:
(a) Indefinite Articles 'a' and 'an'. They are called indefinite/because they leave
the person or the thing we talk of as indefinite.
(b) Definite Article (The). 'The' is called the definite article because it refers to a
specific noun. Examples:
A boy came to meet you.
(one boy whom we probably don't know.)
It is raining. You should take an umbrella.
(You can take any umbrella.)
The boy who won the first prize is Gurpreet.
(the specific boy)
We can represent this diagrammatically as follows:
ARTICLES
Indefinite' Articles Definite article

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‘a’ ‘an’ ‘the’

The Indefinite Article
Form
The form of the indefinite article is a or an. The form 'a' is used before a word
beginning with a consonant. It is also used with a word beginning with a vowel which
sounds like a consonant:
a pen, a table, a boy.
also: a university, a European, a useful thing.
The form 'an' is used before words beginning with a vowel (a, e, i, 0, u) or words
beginning with a mute 'h'.
all owl, an elephant, an apple, an hour, an honourable man.
Uses of the Indefinite Article:
(a) It is used before a singular noun which is countable, when it is mentioned for
the first time:
I see a bird on that tree.
A house has a roof.
(b) Before a singular countable noun which is used as an example of the class of
things or species:
A horse is an animal.
A cow has horns.
A pine tree grows very tall.
(c) In the numerical sense of the word 'one' :
He gave me a gift.
Not a word was spoken.
(d) In expressions of price, speed, etc. a/an are used in the sense of 'per' :
Milk sells eight rupees a kilo.
He drives at forty miles an hour.
(e) The names of professions and occupations take the indefinite article:
My father is a doctor.
He grew up to be a politician.
(f) Sometimes 'a’ can be used before Mr./Mrs./Miss + surname. Then it means a
man/woman/girl of that name :
A Mr. Mehta came to see you when you were away.
(This sentence means: 'A man called Mr. Mehta came _____ ')
(g) Use of 'a' before few and little:
(i) a few and a little mean a small number or a small amount ('few' stands for
number and 'little' for amount).
(ii) 'few' and 'little' without article have an almost negative meaning.
I am thirsty but I am afraid there is little water in the pitcher.
119
But there is a little water in the fridge.

The college re-opened today but there were few students in the classes. A few
senior students came to the college but remained away from the classes.
(h) To attribute the qualities of a man (usually someone famous) to another
person.
He is a Shakespeare (He is a genius like Shakespeare).
The Definite Article
Uses of the Definite Article:
(a) 'The' is used before a noun which has become definite as it has been
mentioned a second time.
When it is introduced the first time, it takes 'a/an'.
A man is going on a road. The man has a bag.
The bag contains clothes. The road goes to Karnal.
(b) It is used before nouns of which there is only one, or which are considered as
one:
The earth, the sky, the weather, the North Pole.
(c) It is also used with a noun of which there is only one example in some given
situation.
The Principal is on leave.
Has the postman come yet?
(d) The definite article is placed before the superlative degree of adjectives.
He is the best teacher I have known.
She is the most intelligent girl in the class.
(e) When the nouns like English, Russian, French and Greek mean 'Language', no
article is placed before them. But when they stand for People (Nations), they are
preceded by the definite article.
The English ruled India for a long time. They introduced English as a medium of
education in India.
(f) The nouns like hospital: school, college, church, temple, prison, cinema, bed,
table, market, office, etc. denote their primary function, if no article is placed before
them. The use of 'the' before them makes them definite and particular.
He met with an accident and was taken to hospital.
When I came to know of it, I went to the hospital to meet him
(g) It is used before singular nouns to represent a class of things.
The donkey is lazy (All donkeys are lazy).
(h) Before an adjective. it is used to represent a class of things.
The rich should not exploit the poor.
Today a gap exists between the old and the young.
(i) 'The' is used when we refer to a particular thing or a person.
In that group the boy in red shirt is my son.
120
(j) The definite article is used before 'first/second,' etc. and 'only'.
He was the first man to reach the party. Sunita was the second guest. In fact, she
was the only lady present there.
(k) Before the plural names of countries:
The United States of America, The West Indies.
(I) Before special meals ; as
I take dinner at 9.00 p.m, (usual dinner)
but Are you attending the dinner being given by Mohan?
(m) Article 'the' is used before the names of the following nouns:
Mountain ranges: The Himalayas, The Alps, The Pyrenees etc.
Rivers : The Ganga, The Brahamputra, The Thames, etc:
Oceans :The Indian Ocean, The Pacific, The Antarctic, etc.
Islands : The Andamans, The West Indies, etc.
Holy Books :The Gita, The Quran, The Bible, etc.
Newspapers :The Indian Express, The Times of India, etc.
Magazines :The Readers' Digest, The Competition Master, etc.
Historical Buildings: The Parliament, The White House, etc.
Historical Events :The First Battle of Panipat, The First/Second World War, etc.
Trains, Ships, Planes: The Shatabadi Express, The Vikrant, The Ashoka, etc.
14.4 Omission of Articles
Articles are not used in the following cases:
(a) No article is placed before abstract nouns when they are used in a general sense.
Honesty is the best policy.
Happiness is what everyone longs for.
But abstract nouns take 'the' before them when they are used in the particular
sense.
We must work for the happiness of all sections of society.
(b) The articles is omitted before 'man' and 'woman' when they are used in a general
sense.
Man is mortal.
Woman is considered weaker than man.
(c) The article 'the' is omitted before the names of meals when used in a general
sense. But we use 'the' when a specific meal is mentioned.
He invited me to dinner. We take breakfast at 8 a.m.
The lunch given by him was fine.
(d) Collective nouns such as humanity, labour, mankind, posterity, society, don't
usually take an article.
Society must take care of its old persons.
Mother Teresa has devoted her life to the welfare of humanity.
121
(e) Articles are not used before proper nouns:

Shakespeare was a genius.
Mumbai is a metropolitan city.
(f) No article is placed before the names of metals/materials and games when used in
a general sense.
But when they are used specifically, 'the' is placed before them.
Gold is a costly metal.
Many people in India play cricket.
the gold found in Kolar mines is of superior quality.
(g) Articles are not used in certain phrases consisting of a preposition followed by its
object: at home, in hand, in debt, by day/night, on demand, at sunset/night, on
earth, by land/water/air, on foot, etc.
You must finish the work in hand.
He started the journey at day break.
14.5 Use of Possessives:
The possessives are personal pronouns in their possessive use. They are used
before nouns to show the idea of possession;e.g.
This is my book.
Our team has won the match.
Your father is a kind man.
His brother is an engineer.
I met her teacher at the school.
This is Rohan's bag.
Use of Possessives:
(a) A possessive must agree with its antecedent in person, gender and number,
e.g.
Every girl must comb her hair.
People love their children.
(b) When two singular nouns are joined by either……. or, or neither….... nor,the
singular possessive is used, e.g.
Neither Mohan nor Sohan has done his work.
Either Sita or Gita has lost her book.
(c) Sometimes a possessive may be used without a noun, e.g.
He has a car of his own.
His has a fine house.
(d) When a singular noun and a plural noun are joined by 'or' or 'nor', the
possessive is in agreement with the nearest noun before it, e.g.
Either Mr. Khanna or his friends will bring their car.
Neither the boys nor their teacher has brought his book.
122
14.6 Use of Numerals

Numerals are words relating to number. There are three types of numerals, e.g.
(a) Definite Numerals: They refer to a definite or exact number. The definite
numerals are further divided into two kinds:
(i) Cardinals: One, two, three, five, etc. are called cardinals. These words can be
used before nouns which are countables :
Please bring one pen for me.
He gave him ten coins.
(ii) Ordinals: First, second, third, etc. are called ordinals. These words are used to
indicate order:
The first book was very boring.
He was the last man to come.
(b) Indefinite Numerals: They refer to vague or indefinite number such as man, a
few, several, any, all, etc.
Is there any letter for me ?
Several people witnessed the accident.
(c) Distributive Numerals: These words refer to each of a group, such as each,
every, either, neither, etc.
Each of us must do.
Each of the boys must do his duty.
Either Gurpreet or Harpreet has won the prize.
14.7 QUANTITATIVES OR DETERMINERS OF QUANTITY
Words like some, any, little, much, noetc. are the determiners of quantity.
(a) Some and Any: 'Some' has positive implications and 'any' has negative.
Questions with negative implications also have 'any'. But questions with positive
implications take 'some'. For example:
I want to have some milk. Is there any milk in the kitchen ?
I spent some holidays with my uncle.
There is hardly any milk.
Did you hear any noise?
Do you want books? We have some very good books.
I don't have any money with me.
I have hardly any money.
There was hardly any boy in the college.
I can lend you some money.
(b) Much 'Much' is used to denote quantity.
He has much money.
123
(c) Little, a little: 'Little' has a negative implication. It means 'hardly any' . 'A little'
means 'some'. I want to have some water. But there is little water in the pitcher.
However, there is a little in the fridge.
14.8 DEMONSTRATIVES
The words this, that, these, those are known as demonstratives. 'This' is used for a
singular thing lying near. 'These' is a plural of this. ,'That' is used for a singular thing
lying away. 'Those' is the plural of 'that'. For example:
This is a good book.
These books are very useful. That fan does not work.
Those boys are very intelligent.
SELF-ASSESSMENT QUESTIONS
EXERCISE 1
Fill in the blanks with a, an, or the where necessary.
1. To prevent …….. possible repetition of the accident. I lent him……..torch.
2. He switched on…….. torch, read……..meter and wrote……..reading down.
3. ……..fog was so thick that we couldn't see……..side of……..road.
4. There was……..knock on……..door. I opened it and found……..small dark man.
5. He said he was……..employee of ……..of gas company and had come to read
…….. meter.
6. But I had……..suspicion that the wasn't speaking…….. truth because……..meter
readers usually wear……..peaked caps.
7. However, I took him to …….. meter, which is in ..... dark corner under ……..
stairs.
8. I asked if he had .... torch; he said he disliked torches and always read ……..
meters by...... light of …….. match.
9. I remarked that if there was……..leak in ...... gas pipe there might be ……..
explosion while he was reading……..meter.
10. Mr. Kapoor was holding ……... lighted match at……..time of ……..explosion'.
ANSWERS: 1. a, a 2. the, the, the 3. the, the, the 4. a, the, a 5. an, the, the 6. a, the, the,
 7. the, a, the 8. a, x, the, a 9. a, the, an, the 10. a, the, x.
EXERCISE 2
Fill in the blanks with possessives.
1. This doesn't look like……..book; it must be……...
2. Tell him not to forget……..ticket; she mustn't forget…….., either.
3. 'Tell me, isn't that……..old car over there?' ,
Oh no. It was……..last week, but I sold it to …….. friend Ramesh.'
4. It was a very good chocolate, but I've eaten all……..; can you give me a little
piece of …….. ?
124
5. They have two of …….. houses in this street, and the house on the corner is also
……...
6. I see that he has lost ……..pencil; perhaps you can lend him ……...
7. …….. is a very bad one, what's ……..like?
8. You can take…….. and give me ……..'
9. John has come to see me; …….. father and …….. were school friends.
10. We've taken …….. share; has she taken ……..?
ANSWERS: 1. my; yours 2. his; hers 3. your; mine; my 4. mine; yours 5. their; theirs 6.
his; yours 7. mine; yours 8. mine; yours 9. his; mine 10. our; hers.
EXERCISE 3
Fill in the blanks with some or any.
1. Will you have …….. more tea?
2. Won't you have …….. more cake?
3. Did you go …….. where last night?
4. You're expecting …….. one to call, aren't you?
5. Haven't I given you …….. money this week? I must have forgotten you!
6. Didn't I give you …….. money yesterday? I feel certain I did!
7. Can you give me …….. more information?
8. If you haven't …….. money, you can get …….. from the bank.
9. Why don't you ask the bank for …….. money'?
10. Can you get……..more money from the bank?
11. You look as if you were expecting ……... Is …….. friend of yours coming?
12. Are you expecting …….. one else? If not, we'll go …….. where for a drink.
13. I haven't time to do …….. more now; you can do …….. yourself.
14. Have you …….. cigarettes? Would you give me …….. for my case, if you have?
15. What is the use of practising …….. more verbs?
16. Did 'you have …….. trouble with your car today? I heard you had ……..
yesterday.
17. These aren't my books. Did I take …….. of yours by mistake?
18. Wouldn't you like …….. thing to drink? Have …….. cherry brandy?
19. Have you read …….. good books lately?
20. Are there ……..lemons in the cupboard. We could make ……..lemonade.
ANSWERS: 1. some 2. some 3. anywhere 4. someone 5. any, 6. some 7. any 8. any,
some 9. some 10. any II. someone, some 12. anyone, some 13. any, some 14. any, some
15. any 16. any, some 17. some 18. some, some 19. any 20. any, some.
EXERCISE 4
Fill in the blanks with little, a little, few and a few.
125
1. Since there were……..boys in the class, the teacher went back.

2. I have……..money in the bank which is not going to suffice.
3. Shirish is a boy of……..words (a rare quality).
4. I regret to say that there is……..I can do in this matter.
5. The art movies are appreciated only by.........
6. ……..boys were caught using unfair means in the examination.
7. You can master English by……..effort
8. ……..is known about the unidentified flying objects to us.
9. ……..words of appreciation yield a rich reward.
10. You can learn swimming If you have……..patience.
ANSWERS: 1. few 2. a little 3. few 4. little 5. a few 6. a few 7. a little 8. little 9. a few
10. a little.
14.9 Summary
In this lesson, you have learnt that using determiners brings variety in your expression. It
enriches your writing and improves your style. You have learned about the types of
determiners that we hope you will memorize as there is no other way to learn these
words. The question for self-assessment will prepare you for the examination as you can
check what you have learnt from your reading of this lesson.

www.eslgrammar.org
14.11
Model Questions
EXERCISE 1
Fill in the blanks with suitable determiners.
1. You have kept …….. rule and broken…….. spirit.
2. He went away and took …….. stand…….. yards down…….. the street.
3. You must take …….. dog out.
4. The conductor pulled the bell and …….. bus started.
5. …….. bus doesn't go until…….. dog is brought out.
6. When I got off…….. bus, he said, "Good night".
7. He declared that he would see …….. thing through.
8. …….. umbrella is not a costly article.
9. I have …….. rules.
10. The conductor went to …….. help of ……..driver.
EXERCISE 2
126
1. We should look in …….. brain and spinal cord.

2. It was …….. daring idea.
3. He took the saliva from the jaws of …….. mad bull dog.
4. There is…….. home for him.
5. ……..people had been bitten by the mad wolf.
6. He held one finger over …….. top of the tube.
7. Besides them stood Pasteur, holding a narrow tube in ……..hand.
8. They took samples from …….. brain of a dog that had died.
9. It would be……..before he could be sure of the boy's safety.
10. Your old place in …….. laboratory is waiting for you.
EXERCISE 3
1. He turned to look at …….. parents.
2. …….. old banyan here out stretched its powerful arms over other trees.
3. I want……..’burfi’.
4. His parents would refuse to buy him …….. flowers.
5. He was carried away by …….. rainbow glory of their colours.
6. At …….. distance, he could see men and women talking.
7. …….. suggestions that he gave are useful.
8. I want …….. garland.
9. The blushing blossoms offered their adoration to …….. sun.
10. The child followed them in…….. air with …….. gaze.
EXERCISE 4
1. I went to…….. window which commanded a large green garden.
2. I have heard so …….. about your school.
3. Look out of the window …….. minute.
4. It is really something of …….. joke.
5. There you have …….. essential part of our system.
6. I asked her by way of …….. opening.
7. But I had …….. idea it was so aweful to be blind.
8. Come down into …….. garden.
9. Having ……..arm tied up is troublesome.
10. It educates both …….. blind and the helpers.
127
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Director : Professor Harsh Gandhar

Subject Coordinator : Professor Praveen Sharda

L.No. Name of the Chapter Name of the Writer Page No.

Vetter : Prof. Praveen Sharda

E-Mail of Department coordeng@pu.ac.in

Sufficient material is being sent to you on Section B of your syllabus. We are

SONG 36 FROM GITANJALI

F. Andrews joined Tagore at Santiniketan. Santiniketan is a small town near Bolpur in

1.4 Long Answer Questions or Post-Reading Activities

1.5 Language Development Activities

1. How is this poem a song to strengthen and inspire?

1.9 Further Readings:

2.1 Introduction:The present poem is an extract from R. Parthasarathy’s long poem

'J' and ends with 'e' :

1. My father ……… to my request. (accede/exceed)

some questions by answering which you can develop this paragraph:

What prayers of the speaker are answered in the newspaper?

3.3About the poem: Note on the Poem and Its Imagery

This imagery is related to sleep. When do we sleep?

Hints for an answer:

3.6Language Development Activities

3.8 Further Reading and Post-reading Activities

ii) Dream-lids - sight

Why does the poet compare “word” to a dove?

3.10 Further Reading:Troward,T. The Creative Process in the Individual

4.1 Introduction:Maya Angelou is well-known as someone who was able to

Answer: The reference here is to the caged bird.

Africans ... the US officially ended in 1808, although thousands were

1) How hasthe caged bird been used as a metaphor for

4.9 Further Reading:

4.8 Model Questions:

many fine nuances, as in poetry/ it makes you uncomfortable in social situations.)

5.4.2 Now answer these questions for yourself:

Now look at these pairs of words:

Answers to Language Development Activities

1) What does the phrase “a foreign student of English mean?”

5.9 Further Reading:

6.4 Short Answer Questions or Exercises for Understanding

them use written examinations to test their students' achievement. In some

different styles in different sections of our writing. In general, we should have

1) What is Hill’s prescription for improving one’s vocabulary?

30 how can one make one’s writing better?

7.2 About the Author

Anglo-Saxon immigration and supported the introduction of social welfare

Answer the following in two to five sentences each:

2.Bring out the humour in the story.

1) How does the writer create humor in the story?

7.9 Further Readings:

most memorable speeches of the twentieth century.

"flames of withering injustice, "long right of captivity," "manacles of

freedom and justice. He dreams of an America where every individual will be

guides but inspires you as well.

(ii) He should have been more careful : .

EXAMPLES OF PASSAGES FROM THE TEXT FOR REFERENCE TO THE

9.3Sample Passages from Poetry

identification of the taste and interest of the readers etc.

10.2 What is a paragraph?

10.3 Main Features of a good Paragraph

10.4 The Length of a Paragraph

10. 5 How to find a Suitable Heading or Title

10. 6 How to write a Paragraph

10.7 Sample Paragraphs

10.9 Further Reading