Eng 2

SFEN 12
UNDER GRADUATE COURSES

FOUNDATION COURSE
FIRST YEAR
SECOND SEMESTER
ENGLISH
INSTITUTE OF DISTANCE EDUCATION

UNIVERSITY OF MADRAS
UNDERGRADUATE COURSES PART - II
FIRST YEAR ENGLISH
SECOND SEMESTER
WELCOME
Warm Greetings.
It is with a great pleasure to welcome you as a student of Institute of Distance Education,

University of Madras. It is a proud moment for the Institute of Distance education as you are
entering into a cafeteria system of learning process as envisaged by the University Grants
Commission. Yes, we have framed and introduced Choice Based Credit System(CBCS) in
Semester pattern from the academic year 2018-19. You are free to choose courses, as per the
Regulations, to attain the target of total number of credits set for each course and also each
degree programme. What is a credit? To earn one credit in a semester you have to spend 30
hours of learning process. Each course has a weightage in terms of credits. Credits are assigned
by taking into account of its level of subject content. For instance, if one particular course or
paper has 4 credits then you have to spend 120 hours of self-learning in a semester. You are
advised to plan the strategy to devote hours of self-study in the learning process. You will be
assessed periodically by means of tests, assignments and quizzes either in class room or
laboratory or field work. In the case of PG (UG), Continuous Internal Assessment for 20(25)
percentage and End Semester University Examination for 80 (75) percentage of the maximum
score for a course / paper. The theory paper in the end semester examination will bring out your
various skills: namely basic knowledge about subject, memory recall, application, analysis,
comprehension and descriptive writing. We will always have in mind while training you in
conducting experiments, analyzing the performance during laboratory work, and observing the
outcomes to bring out the truth from the experiment, and we measure these skills in the end
semester examination. You will be guided by well experienced faculty.
I invite you to join the CBCS in Semester System to gain rich knowledge leisurely at
your will and wish. Choose the right courses at right times so as to erect your flag of success.
We always encourage and enlighten to excel and empower. We are the cross bearers to make
you a torch bearer to have a bright future.
With best wishes from mind and heart,
DIRECTOR
(i)
UNDERGRADUATE COURSES PART - II
FIRST YEAR ENGLISH
SECOND SEMESTER
COURSE WRITER & EDITING
Dr. V. Meena Kumari

Associate Professor
Department of English
Anna Adarsh College for Women
Chennai
© UNIVERSITY OF MADRAS, CHENNAI 600 005.
(ii)
UNDERGRADUATE COURSES
FIRST YEAR
SECOND SEMESTER
PART - II
ENGLISH
SYLLABUS
Text - Panorama
English for Communicationby Emerald Publishers Rs.89/-
Unit - I Prose
1. The Refugee - K.A. Abbas
2. The Lion and The Lamb - Leonard Clark
3. The Lady or the Tiger? - Frank R. Stockton
4. The Sky is the limit - Kalpana Chawla
Unit - II Poems
1. The Solitary Reaper - William Wordsworth
2. Gift - Alice Walker
3. O What is that Sound - W. H. Auden
4. Ode to the West Wind - P.B. Shelly
Unit - III Short Stories
1. The Fortune-Teller - Karel Capek
2. The Postmaster - Rabindranath Tagore
3. The Model Millionaire - Oscar Wilde
4. The Dying Detective - Arthur Canon Doyle
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Unit - IV One-Act Plays
1. The Death Trap - Saki (H.H. Munro)
2. The Dear Departed: A Comedy in ONE-ACT- Stanley Houghton
3. The Sherif’s Kitchen - Ronald Gow
4. The Anniversary - AntonChekkov
Unit - V Communicative Grammar
Refer to the Text Panorama and Part III from Spring Board by Orient Blackswan
Pvt. Ltd Rs.105/-
Watch Your English
Grammar, Framing Questions, Common Errors, More Grammar, Word Building: Prefixes
and Suffixes.
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UNDERGRADUATE COURSES
FIRST YEAR
SECOND SEMESTER
PART - II
ENGLISH
SCHEME OF LESSONS
Sl.No. Title Page
1. Prose 001
2. Poems 014
3. Short Stories 028
4. One - Act Plays 039
5. Grammar 052
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UNIT - I
PROSE
Prose comes from the Latin “prosa” which means “straightforward.” Prose can be written
or spoken and has no formal metrical structure. It is basically ordinary language that is used in
day to day life.
Plan of Study
 The Refugee - K.A. Abbas
 The Lion and The Lamb - Leonard Clark
 The Lady or the Tiger? - Frank R. Stockton
 The Sky is the limit - Kalpana Chawla
1.1 LEARNING OBJECTIVES

After reading this unit, you will able to
 Understand the passage and grasp its meaning.
 Read with correct pronunciation, stress, intonation, pause and articulation of voice.
 Develop their imagination.
 Improve taste for reading.
 Concentrate upon subject matter.
1.2 THEMATIC INTRODUCTION
This unit comprises of four prosesThe Refugee by K.A. Abbas, The Lion and The
Lamb by Leonard Clark, The Lady or the Tiger? By Frank R. Stockton and The Sky is the
limit by Kalpana Chawla. K.A. Abbas narrates about the problems and pain faced by Indians
during the sudden partition of India and Pakistan in the prose The Refugee.The sudden
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departure of the loved ones are well reflected in this prose. The second one is The Lion and
The Lamb by Leonard Clark. A wild life show is beautifully described by the author here and
how meaningless rumors would make a whole difference. The Lady or the Tiger? By Frank R.
Stockton is a thrilling story portraying the possessiveness of love and the nature of a cunning
semi-barbaric king. The fourth one in the list is The Sky is the limit by Kalpana Chawla.The
Sky is the limit is all about the dream of going into space and the perseverance of an innocent
village girl and how that made history.
1.3 SECTION
1.3.1 THE REFUGEE - K.A. ABBAS
INTRODUCTION TO THE AUTHOR
Khwaja Ahmad Abbas (1914 – 1987) was an Indian Film Director, Novelist, Screenwriter,
Journalist, Columnist, Autobiographer, Film Producer, Writer, Dialog Writer & Documentary
Filmmaker who best known for his work in Bollywood industry.
He started his journey as a journalist. He joined “National Call” which was a newspaper
from Delhi after he finished his B.A. When he was pursuing law, he started a student weekly
“Aligarh Opinion”. After his graduation, he joined Bombay Chronicle in 1935 and then joined
Bombay Talkies as a publicist in 1936. While working there, Abbas started writing a column
which is called “Last Page”. It is one the longest running column in Indian history. It was in 1945
when he directed his first film, DhartiKe Lal. Before direction, he wrote scripts for Neecha
Nagar and Dr. Kotnis Ki Amar Kahani. In 1951 he started NayaSansar, his own production
house which produced movies like Anhonee, Munna, Rahi, SheharAurSapna and Saat
Hindustani. In his whole career, he wrote around 73 books in English, Hindi, and Urdu. He is
known for his work for “Inquilab”. His books were translated into Russian, German, Italian,
Arabic and French.
SYNOPSIS
‘The Refugee’ by Abbas, is a moving and thought provoking story of people who were
uprooted from their home and family. It tells the story of Maanji, the author’s friend’s mother as
a refugee.
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It all happened in the year 1947 with the impending partition. There was a communal
hatred between the Hindus and the Muslims and the minorities were consequently persecuted.
They were sent from Delhi to Karachi and vice versa. The friends and neighbors were separated
ruthlessly. Maanji had come from Rawalpindi to Bombay along with her old husband in a refugee
caravan. She never dreamt a life of a refugee.
In Rawalpindi, the Hindus, the Muslims and the Sikhs lived a contented and peaceful life.
Maanji was a happy old woman living in her own house with six spacious rooms, wide verandahs
and a big courtyard. lt was a double-storeyed building, in which, she occupied the upper floor,
while the ground floor was let for shops maintained by the Muslim shopkeepers. She had a son
who works in a far off pl ace for his livelihood. She did not want her son to leave his hometown
where he had everything in plenty. She lived with three servants and was very happy with her
neighborhood. She even had a buffalo of her own giving her all the milk she needed. She used
to derive happiness, distributing buttermilk to her neighbors. She loved the fresh milk, the
pears, the grapes and the apples of her hometown.
Politics, they thought was no concern of peaceful folk like them. But, when the newspapers
published the news of the impending partition, it did not alarm or worry Maanji or the old
Sardarji. She even had the heart to donate food, blanket and clothes to the Muslim refugees
from the East. Even when the situation becomes worse, she boldly stayed in her place. The
Muslim neighbors came to Maanji and pleaded with her to go away to a place of safety. Some
of them assured her and promised her that they would protect her life, honor and property with
their own lives. One among them was an old tailor, a tenant of theirs who kept watching their
house night and day. At last, she was forced to leave her hometown by an incident that happened
in front of her. A tongawallah and his horse were brutally killed just for the sake of being a
Hindu. She realized the fact that the human beings had turned into an evil and horrible creatures
which made her to leave behind her home and her belongings.
In Bombay, she came to live in a single room tenement. Still everything was spotlessly
clean and well -arranged. Here she had to do everything by herself. Her health deteriorated.
Still she retained her generous nature. She never complained, cursed or abused those who
made her leave her home. She had neither anger nor hatred, neither bitterness nor self-pity.
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She always had a maternal smile for all who happens to visit her. She would never let anyone
go away without eating something. Her hospitality remained with her forever. But, when she
remembers her old home, tears came to her eyes bringing back the memories - the memories
of the past Thus Abbas arouse the conscience of non violence to be nurtured by the readers
under all situations through the story.
Check your progress

1. What happened to the minority communities in the wake of partition?
2. What was Maanji’s reaction to the “impending partition’?
3. How did Maanji face her lose?
4. Sketch the character of Maanji.
5. How does the author mirror the partition of India and Pakistan?
Model questions
1. How do refugee’s adapt to their new life in an unknown land?
2. Is Maanji angry with the people who made her leave her home?
3. Contrast the life of Maanji before and after partition.
4. Write a critical analysis of the prose “The Refugee”.
5. Narrate the importance of tongawallah incident in the prose “ The Refugee”.
1.3.2 THE LION AND THE LAMB - LEONARD CLARK
Leonard Clark (1905–1981) was an English poet and anthologist. He was born and brought
up in the Forest of Dean in Gloucestershire, and the early experience of growing up in an
essentially rural setting influenced both his prose and his poetry. He worked as a teacher and
school inspector.
His best-known anthology is "All Things New", a collection of poems for children; it includes
a short essay before each poem, explaining it. Other books of poetry include “The Hearing
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Heart”, "Singing in the Streets" poems for Christmas, "The Mirror and English Morning and
Other Poems". Prose works include "A Fool in the Forest" and "Green Wood". “Tales of a
Gloucestershire Childhood”, both of which comprise series of descriptions of characters and
events from Leonard Clark’s childhood.
SYNOPSIS
Conqueror’s Escape:
The Bostock and Wombwell’s with their men and animals were on the way to their
destination – the village of Little Dean. The journey was intercepted by bad weather and caused
undue delay and hardship to the showmen. The snow had turned the ground into a sheet of
glass. It was past six in the evening as the party reached the four miles approach road of Little
Dean. The road took a sharp right-angled turn before it made the final climb to the top of the
hill.
The showmen worked against the steep gradient and the bad weather, with burning
torches. The caged animals restless and angry from their jolting ride, the foam-flecked horses
straining at the painted wagons, they set on the last lap. At the sharp turn, quite unexpectedly
one of the horses slipped to its knees pulling the other horse down and the wagon slipped
crashing onto its sides and the inmate of the wagon – the Conqueror, the lion made its escape
into the forest nearby.
The Circus show without Conqueror:
The task of setting up the railway meadow for the show was accomplished before
dawn. The show was to be opened to the public at 3 O' clock in the afternoon. The show
showcased all the animals with the obvious absence of the Conqueror – ‘the fiercest lion in
captivity’.
The News spreads:
The Milkman of Little Dean was the first person to break the news of the Lion’s escape.
He declared proudly that he saw the Lion’s track on his way to work in the morning. The news
of the Lion’s escape spread far and wide and the news took several turns. The first one being
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that six lions had escaped from Bostock and Wombwell’s and had eaten a whole sheep on
Pope’s Hill was reported by Mrs. Whittle. Later it turned out that it was not a sheep but a baby
as declared by Williams the coalman who had seen the blood stained shawl. But happily the
news was contradicted.
Spread of rumours and response of Public:
A dozen rumours flew around the town that morning. According to well-authenticated
reports, the lion had been seen at places miles apart from each other. Ironically, the lion had
been spotted in all the places at once.
Sam Jenkins, the town crier, paraded the streets to announce that Bostock and
Wombwell’s have announced a reward of five pounds to anyone giving information leading to
the capture of the lion.
The menagerie had full houses at both showings. Miss Boud at the sweet shop suspected
that it was only an advertisement stunt of the circus company.
Hilarious Scenes Unveil:
Harry Smedley, the builder who could always be found in the public house at any hour of
the day or night, turned over a new leaf and became a reformed character. Harry took a break
at the backyard and he came in trembling all over like a jelly and said he was going to give up
drinking as he had seen a lion outside. Apparently, he had been working out of the district for a
few days and had not heard about Conqueror’s escape.
Discovery of the Conqueror:
After the two and a half day drama reached its climax with the spotting of the lion in the
Vicar’s parlour. Finally Conqueror was discovered. The Vicar, discovered the lion that was
least fierce. The lion was terribly exhausted even to growl. The Vicar offered his dinner of two
legs of pork ,to the lion.
The Vicar’s name was Reverend Lamb. The Vicar tickled the ear of the Lion as he was
led into his new cage. Then the joke suddenly struck them all; they had seen the lion lying
down with the lamb.
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Check your progress

1. What did the town-crier announce about the lion?
2. How did the lion escape?
3. What happened at the women’s Bible class?
4. Where was the lion found at last?
5. What did the Vicar say about the lion?
Model questions
1. What did William Godbeer, the milkman say about the lion?
2. Give an account of the circumstances in which the lion was believed to have escaped.
3. What were the rumors about the lion at large?
4. What were the circumstances in which the lion was at last discovered?
5. Narrate the story of “The Lion and The Lamb”.
1.3.3 THE LADY OR THE TIGER? - FRANK R. STOCKTON
Frank R. Stockton was an American popular novelist and short-story writer of mainly
humorous fiction, best known as the author of the title story of a collection called The Lady, or
the Tiger? (1884). Stockton contributed to and was on the staff of Hearth and Home and in
1873 became assistant editor of the St. Nicholas Magazine. His earliest fiction was written for
children. Among his most popular children’s stories were those collected in Ting-a-Ling Tales
(1870) and The Floating Prince, and Other Fairy Tales (1881). His adult novel Rudder Grange
(1879), originally serialized in Scribner’s Monthly, recounted the whimsically fantastic and
amusing adventures of a family living on a canal boat. Its success encouraged two sequels,
Rudder Grangers Abroad (1891) and Pomona’s Travels (1894). The Casting Away of Mrs.
Lecks and Mrs. Aleshine (1886) told of two middle-aged women on a sea voyage to Japan who
become castaways on a deserted island. A sequel appeared in 1888 as The Dusantes. Though
he continued to write some juvenile fiction, Stockton wrote mostly for adults after 1887. He also
wrote a book of history, Buccaneers and Pirates of Our Coast (1898).
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SYNOPSIS
The story revolves around a semi-barbaric king who tries to reform and refine his subjects
through a special kind of punishment. The King’s peculiar way of meting out justice is narrated
in an interesting manner.
Semi-barbaric king:
The king was a semi-barbaric ruler and a man of great fancy. He implemented his ideas
using his authority. He would think over an issue and once he was convinced, he would follow
his ideas. He had a barbaric method (cruel method) of administering justice which looked very
fair. The fate of the accused person would be decided in the King’s arena. The accused
person had the choice of opening one of two similar looking doors and could be killed by a tiger
or could marry a beautiful woman. The King thought that the cruel practice will refine his subjects
and culture the minds of the people who live in the kingdom. The practice is impartial and
incorruptible at any chance.
Door with the Tiger:
The accused subject were asked to step inside the amphitheatre and directly opposite
them were two doors. The subject would walk directly to the doors and open one of them. He
could open either door he pleased. If a hungry tiger came out of the door he opened, the
fiercest and cruelest tiger immediately sprang upon him and tore him to pieces as punishment.
The audience in the public arena would walk slowly toward homeward mourning greatly for the
dead souls.
Door with the Lady:
If the accused person opened the other door, there came forth a lady. The most suitable
to his years and to this lady the accused subject was immediately married as a reward of his
innocence. Once the lady comes out, another door opens beneath the king, and a priest
followed by a band of choirs and the wedding was promptly cheered. This was the King’s
semi-barbaric method of administering justice. The accused person was instantly punished if
he found himself guilty and if innocent he was rewarded on the spot whether he liked it or not.
There was no escape from the judgment.
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King’s Daughter and Her Love:
The king had a daughter and she was the apple of his eye and was loved by him above
all humanity. Among the subjects, a man of that fineness of blood and lowness of station loved
the king’s daughter. The love affair moved on happily for many months, until one day the king
happened to discover it. The youth was immediately cast into prison and a day was appointed
for his trail (punishment) in the public arena.
Everyone looked for the most fierce tiger and the most beautiful lady to stand behind the
two doors. The appointed day arrived. The signal was given. The youth advanced into the
arena. His eyes were fixed upon the princess (King’s daughter). When her lover turned and
looked at her, she looked pale and white. She knew behind which door crouched the tiger and
behind which door stood the lady. Quick glances were shared and the answer reached the
young maiden who loved the King’s daughter. The princes had a difficult decision to make,
whether to save the young man from death or to allow him to marry another woman. She
raised her hand and made a slight, quick movement towards the right. Without the slightest
hesitation he went to the door on the right and opened it. Now the point of the story is this:
WHICH CAME OUT OF THE OPENED DOOR - THE LADY OR THE TIGER?
The writer leaves it to the imagination of the readers as to what came out of the opened
door – the lady or the tiger. For, how could we be sure that the princess would let the young
man live and marry the lady when she loved him so much herself? Again however jealous she
is, would the princess lead the young man to a wrong choice and be eaten by the tiger? The
readers should settle if for themselves, feels the author.
Check your progress

1. What is unique about the king’s arena?
2. How did the princess indicate to her lover the door of her choice?
3. For what reasons does the king consider this method fair and impartial?
4. Where does the king sit in the arena?
5. How does the author show the king is semi-barbaric?

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Model questions
1. Describe the semi - barbaric king.
2. How do the citizens of the kingdom feel about the king’s method of justice?
3. What happened to the handsome young man?
4. What came out of the opened door – the lady or the tiger?
5. How does the Semi - barbaric king refine his people?
1.3.4 THE SKY IS THE LIMIT - KALPANA CHAWLA
The tragic loss of the space shuttle Columbia killed seven astronauts. One of those,
Kalpana Chawla, was the first Indian-born woman in space.
Born in Karnal, India, on July 1, 1961, Chawla was the youngest of four children. The
name Kalpana means “idea” or “imagination.” Her full name is pronounced CULL-puh-na CHAV-
la, though she often went by the nickname K.C.
Chawla obtained a degree in aeronautical engineering from Punjab Engineering College

before immigrating to the United States and becoming a naturalized citizen in the 1980s. She
earned a doctorate in aerospace engineering from the University of Colorado in 1988, having
previously obtained her masters degree from the University of Texas. She began working at
NASA’s Ames Research Center the same year, working on power-lift computational fluid
dynamics.
In 1994, Chawla was selected as an astronaut candidate. After a year of training, she
became a crew representative for the Astronaut Office EVA/Robotics and Computer Branches,
where she worked with Robotic Situational Awareness Displays and tested software for the
space shuttles.
Chawla’s first opportunity to fly in space came in November 1997, aboard the space
shuttle Columbia on flight STS-87. The shuttle made 252 orbits of the Earth in just over two
weeks. The shuttle carried a number of experiments and observing tools on its trip, including a
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Spartan satellite, which Chawla deployed from the shuttle. The satellite, which studied the
outer layer of the sun, malfunctioned due to software errors, and two other astronauts from the
shuttle had to perform a spacewalk to recapture it.
SYNOPSIS
Kalpana Chawla was an Indian-American astronaut who was a mission specialist on the
space shuttle, Columbia. She first flew on the Columbia in 1997 as a mission specialist and
primary robotic arm operator. She was one of seven crew members killed in the space shuttle
Columbia disaster. For her the whole world was her universe. She is the source of inspiration
for many young women to think beyond horizons and reach for the stars. She is an icon of
space exploration to every young girl.
Life and Education:
According to Neil Armstrong, it was a giant leap for mankind. But for Kalpana Chawla,
one could not cross a great chasm in two short steps; it needs one big leap -a big leap bridging
the gap between impossible and the possible.
Kalpana Chawla was born on 1st July, 1961 in the town of Haryana into a middle-class
family. Being the youngest of four children, she had a strong desire to travel beyond the blue
yonder, to fly into the heavens and touch the stars someday. This was the dream she dreamt all
through her life.
She maintained a brilliant academic record throughout school. She took part in almost
everything - athletic, dance, and science modeling. First she graduated from Tagore school;
she then went on to pursue her Bach el or of Science degree in Aeronautical engineering
through Punjab Engineering College. She did her Master of Science degree in Aerospace
engineering from Texas University. Then she followed her Doctorate of Philosophy in Aerospace
engineering from Colorado University.
Her interest in flying was seen from her early ages. She got her pilot’s license for airplanes
and gliders. She had a single minded determination to be an astronaut. She married Jean
Pierre Harrinson, a flight instructor.
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First Mission:
Chawla’s started her work at NASA Ames Research Center. Then she joined Overset
Methods Inc., California as Vice President and Research Scientist. At last she was selected by
NASA out of 2962 as an astronaut candidate from where she travelled twice to space.
Chawla had to undergo a year’s rigorous training and evaluation. It was so arduous that
it could deter an average human being. It was a training which experienced the pull of gravity,
training where each movement could be a discovery of pain, the training that required immense
levels of fitness. She set out as a mission specialist of STS-87 Columbia, for a 16-day mission,
as part of a six astronaut crew. She became the first Indian - American to fly in the US Space
shuttle. Despite blamed for making mistakes, she was rated as “terrific astronaut”.
Second Mission:
Chawla’s second chance to space came in 2000. She was assigned to the crew of STS-
107 scheduled for launch in 2003. It was her good fortune and hard work which made her to
succeed. She said, “Doing it again is like living a dream - a good dream -once again.” The 16-
day flight began on January 16th 2003, was a dedicated science and research mission. The
crew conducted 80 experiments. It was on February 1st 2003, when about to reach the scheduled
landing, sixteen minutes prior, the space shuttle exploded into a ball of fire. Chawla and six
crew members died an unfortunate death leaving the whole world mourning. It was considered
as her eternal voyage.
Thus she became an inspiration for many young women and an icon of all young dreamers.
In her last interview, her message to Indian children was, “…the journey matters as much as
the goal. Listen to the sounds of nature… Take good care of our fragile nature.”
Check your progress

1. How did Kalpana Chawla feel when she stepped into the space?
2. What was Kalpana Chawla’s dream?
3. What is the link between her name and her character?

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4. What did she say in her last interview to the press?
5. Write about the training before her path to the “Milky Way”.
Model questions
1. Whose advice encourages her to get the pilot’s license and what was that?
2. Write a paragraph on Kalpana Chawla ‘s education and initial career.
3. What was Kalpana’s message to the new generation?
4. Describe Kalpana’s second space flight.
5. Kalpana Chawla’s grit, dreams, and its realization – discuss.
1.4 WEB SOURCES
 The Refugee - K.A. Abbas
 http://spokenenglishabcd.blogspot.com/2016/12/essay-on-refugee-by-ka-abbas.html
 The Lion and The Lamb - Leonard Clark
 http://spokenenglishabcd.blogspot.com/2017/01/essay-on-lion-and-lamb-by-leonard-
clark.html
 The Lady or the Tiger? - Frank R. Stockton
 http://www.supersummary.com/the-lady-or-the-tiger/summary/
 The Sky is the limit - Kalpana Chawla
 http://spokenenglishabcd.blogspot.com/2017/04/materials-kalpana-chawla-sky-is-
limit.html
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UNIT – II
POEMS
Poetry is the soul of literature that evokes a concentrated imaginative awareness of

experience or a specific emotional response through language chosen and arranged for its
meaning, sound, and rhythm.Poetry is the other way of using language. Perhaps in some
hypothetical beginning of things it was the only way of using language or simply was language
tout court, prose being the derivative and younger rival. Both poetry and language are fashionably
thought to have belonged to ritual in early agricultural societies; and poetry in particular, it has
been claimed, arose at first in the form of magical spells recited to ensure a good harvest.
PLAN OF STUDY
 The Solitary Reaper - William Wordsworth
 Gift - Alice Walker
 What is that Sound - W. H. Auden
· Ode to the West Wind - P.B. Shelly
 Understand and appreciate poetry as a literary form
 Analyze the various elements of poetry, such as diction, tone, form, genre, imagery,
figures of speech, symbolism, theme, etc.
 Develop a deeper appreciation of cultural diversity by introducing them to poetry from a

variety of cultures throughout the world
 Develop their own creativity Enhance their writing skills.
 Recognize poetry from a variety of cultures, languages and historic periods

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This unit introduces four poems with four different tones and themes.The Solitary Reaper
by William Wordsworth, Gift by Alice Walker, What is that Sound by W. H. AudenandOde
to the West Wind by P.B. Shelly. InThe Solitary Reaper,Wordsworth describes beautifully
about the melancholic strains by the solitary reaper.Though the language is unknown it’s not
possible for anyone to move after hearing the poem unnoticed. The second poemGift is by the
great African American poet Alice Walker. In this poem she mirrors the pain of a lady love and
the rude possessive, selfish nature of male dominant society. The third one on the list is What
is that Soundby W. H. Auden. This poem is a best example for a movement poetry. This poem
talks about the helpless situation of a girl and the life of every army persons. The last one is the
most famous poem by the great romantic poet P.B. Shelly. Ode to the West Windis a poem
which talks about the effect on wind on earth, sky and ocean and it is also a poem which talks
about the wishes of the poet. Though it starts with a pessimistic tone the poem has a very
resounding and an optimistic ending.
2.3 SECTION
2.3.1 THE SOLITARY REAPER - WILLIAM WORDSWORTH
INTRODUCTION TO THE POET
Born in England in 1770, poet William Wordsworth worked with Samuel Taylor Coleridge
on "Lyrical Ballads" (1798). The collection, which contained Wordsworth’s “Tintern Abbey,”
introduced Romanticism to English poetry. Wordsworth also showed his affinity for nature with
the famous poem “Daffodils”. He became England’s Poet Laureate in 1843, a role he held until
his death in 1850.
Wordsworth’s first poems, 'Descriptive Sketches and An Evening Walk', were printed in
1793. He wrote several pieces over the next several years. The year 1797 marked the beginning
of Wordsworth’s long friendship with Samuel Taylor Coleridge (1772–1834). Together they
published "Lyrical Ballads" in 1798. Wordsworth wanted to challenge “the gaudiness
[unnecessarily flashy] and inane [foolish] phraseology [wording] of many modern writers.” Most
of his poems in this collection centered on the simple yet deeply human feelings of ordinary
16
people, phrased in their own language. His views on this new kind of poetry were more fully
described in the important “Preface” that he wrote for the second edition (1800).
SUMMARY
Romantic poet William Wordsworth’s one of the most popular lyrical poems “The Solitary
Reaper” is a fine piece of ballad written in 1805 and published in 1807. The poem was inspired
by Wordsworth and his sister Dorothy’s stay at the village of Strathyre in the parish of Balquhidder
in Scotland in September 1803.
Though many readers feel that the poem is autobiographical and based on the poet’s
real experience while travelling in the Scottish Highlands area, there’s no confirmation on that.
The poem, made up of four octaves (eight-line stanza), follows a rhyme scheme of
ABABCCDD with a variation in the first and fourth stanzas. Iambic tetrameter lines run throughout
the poem. (An iamb is an unstressed syllable, followed by a stressed syllable. Tetrameter
means four feet in a line.)
The visual and auditory images, the comparisons drawn from nature, the rhythmic quality
and the fluent language of the verse make “The Solitary Reaper” a real beauty.
The poet, while travelling in the Highland valleys, comes across a lonely Highlander
reaper girl who is harvesting the crops and singing by herself. He tries to draw the attention of
the passers-by to the girl by calling them to ‘behold her’. The poet urges them to stop there and
listen to her song, or to pass by gently without disturbing her in her singing.He is so struck by
the sad beauty of her song that the whole valley seems to overflow with its sound.
The solitary reaper girl is cutting and binding the grain while singing a sad song. The poet
again urges the other travellers to listen to her music, as it is overflowing the deep valley.In the
second stanza, the speaker compares the girl’s singing to that of a nightingale. The melodious
note of a nightingale sounds sweet and welcoming to a tired group of travellers in some shady
shelter in the middle of the Arabian Desert. But the song of the Highland girl is sweeter than
that of the nightingale. Now the comparison shifts to the cuckoo, another well-known song bird.
The cuckoo bird in springtime breaks the silence of the seas in the far-off Hebrides islands.
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But, according to the poet, the song of the solitary reaper is more thrilling than that of the
cuckoo.
The poet doesn’t comprehend the meaning of the song or its subject matter, as the girl is
probably singing in her native Gaelic language. So, he asks the other travellers there if anyone
can throw some light on ‘what she sings’. From its tone, he guesses it to be a mournful song
(plaintive numbers) about some old unhappy things and past battles.
Wordsworth again guesses that the song might be about some more usual happenings
like some natural sorrow, loss or pain, a death or a domestic day-to-day incident which has
occurred or may happen again.
In this last stanza of “The Solitary Reaper”, Wordsworth talks about the impact the reaper’s
song left upon his mind. No matter what the theme was, the maiden girl was singing like there’s
no stopping. Our poet saw her singing at her work bending over her scythe. The flow of her
music was so impressive that it seemed to be never-ending.
Check your progress

1. What are the poet’s feelings as he listens to the song?
2. Why do you think the islanders find the voice of the cuckoo bird thrilling?
3. Why do you think Wordsworth compared the solitary reaper’s song to that of the
nightingale?
4. How do we know that the reaper’s song had a lasting effect on the poet ?
5. Does the title of Wordsworth’s “The Solitary Reaper” suit the poem?
Model questions
1. How does Wordsworth use imagery to bring out the main idea in the poem “The Solitary
Reaper”?
2. How does the poet describe nature in “The Solitary Reaper?”
3. How does the poem “The Solitary Reaper” reflect Wordsworth’s views on nature and
man?
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4. Who is the solitary reaper? How does Wordsworth describe her?
5. What conclusion does the poet William Wordsworth draw about the song in “The Solitary
Reaper”?
2. 3. 2 GIFT - ALICE WALKER
Alice Walker is a Pulitzer Prize-winning, African-American novelist and poet most famous
for authoring ‘The Color Purple.’
Born to sharecropper parents in Eatonton, Georgia, in 1944, Alice Walker grew up to

become a highly acclaimed novelist, essayist and poet. She is best known for her 1982 novel
The Color Purple, which won the 1983 Pulitzer Prize for Fiction and soon was adapted for the
big screen by Steven Spielberg. Walker is also known for her work as an activist.
Alice Walker’s career as a writer took flight with the publication of her third novel, The
Color Purple, in 1982. Set in the early 1900s, the novel explores the female African-American
experience through the life and struggles of its narrator, Celie. Celie suffers terrible abuse at
the hands of her father, and later, from her husband. The compelling work won Walker both the
Pulitzer Prize for Fiction and the National Book Award for Fiction in 1983.
SUMMARY
Alice Walker is one of the most acclaimed Afro-American writers of modern limes. She
used to address a number of problems in her poem. In the poem “Gift”, she portrays the
suffering of a black in the white society.
In the first stanza, the lady in the poem is surprised when her lover offers his soul as a
gift. She did not actually want his soul, but being a Southerner, she accepts the gift as it is not
polite to refuse a gift. She was not serious about it and did not chain it down. She even loved
and tended it carefully and was ready to hand it back as good as new when he comes for it.
In the second stanza, the lover in anger demands his soul to be returned. He accuses
her to be greedy for keeping his soul within her control. He even proclaims that the quality of
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the lady was revealed that was unidentified by him earlier. The lady is disappointed that he has
not understood her. She informs him the fact that the soul had never left him; he just passed
his heavy childhood thought instead of the soul. But he was not ready to accept her explanation.
In the final stanza, the lover takes back his soul and holds it so tight so that it shrunk to
the size of his hand. He called her possessive and nevermore believed her until the end. He
had killed off all the love and feelings from his soul and remained stubborn forever.
Thus the poet brings out the feelings of the man who gifted his soul and the woman who
nurtured it. The poem shows the narrow-mindedness and possessive nature of the patriarchal
society.
Check your progress

1. What is the significance of soul in the poem?
2. How does the poet portray the possessive nature of the patriarchal society?
3. What are the feelings of the woman who nurtured the gift?
4. Why does the lover demands his soul to be returned?
5. What is the reason for the lady’s disappointment?
Model questions
1. Justify the title “Gift”.
2. How does the poet bring out the pathos of lost-love being not so painful as the accusation
was charged against love?
3. Bring out the feelings the man who gifted his soul and the woman who received it.
4. Write a critical appreciation of the poem “Gift”.
5. Why was the lady, who got her Lover’s soul as a gift, disappointed?
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2.33 O WHAT IS THAT SOUND - W. H. AUDEN
W.H. Auden was a British poet, author and playwright best known as a leading literary
figure in the 20th century for his poetry.
W.H. Auden, also known as Wystan Hugh Auden, was a poet, author and playwright born
in York, England, on February 21, 1907. Auden was a leading literary influencer in the 20th
century. Known for his chameleon-like ability to write poems in almost every verse form, Auden’s
travels in countries torn by political strife influenced his early works. He won the Pulitzer Prize
in 1948.
W.H. Auden was born Wystan Hugh Auden in York, England, on February 21, 1907.
Raised by a physician father and a strict, Anglican mother, Auden pursued science and
engineering at Oxford University before finding his calling to write and switching his major to
English.
Auden pursued his love of poetry, influenced by Old English verse and the poems of
Thomas Hardy, Robert Frost, William Blake and Emily Dickinson. He graduated from Oxford in
1928, and that same year, his collection Poems was privately printed.
SUMMARY
“O What Is That Sound” by W.H Auden is a tragic poem reminiscing the trauma that
many individuals endure during times of war. O What Is That Sound captures the reader in
style and through the use of rhyme scheme and imagery creates a fearful environment, allowing
the reader to live in the shoes of those hiding out helplessly in fear when their Country is at war.
O What Is That Sound also exposes a deeper message, which is the weak nature of humankind
through the relationship of the two voices referred to in the poem. The poem is in the ballad
form and expresses the point of view of two voices which are more than likely a husband and
wife hiding out in their house at a time of war. W.H Auden discusses how two people can be so
great to each other but when imminent danger is near it is literally every man for themselves. A
third theme derived from O What Is That Sound is that things may not be what they seem. The
poem is in ballad form and consists of seven stanzas.
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The first quartet reveals that the poem consists of two individuals conversing with each
other. The first voice inquires about a sound that is ‘drumming, drumming’ and the second
voice replies very casually that it is just the soldiers. The fact that the reply is very casual tells
us that these individuals have been in a state of war for quite some time and it is now the norm
for them. However, hearing the soldiers ‘drumming, drumming’ is a rather new phenomenon.
Auden uses the repetition of the word drumming to craft an image of marching soldiers. The
soldiers are described as scarlet. This could be a direct reference to their faces, flushed with
the task of marching for long periods, or rather it could refer to the uniform that the soldiers
carry.
The second quartet is another question posed by the first voice, this time it becomes
clear that the second voice is trying to calm the first voice by taking the situation very easily.
The second voice says that what it sees are just the weapons of the soldiers reflecting sunlight
as they tread lightly. It is clear from the first stanza that the soldiers are not treading lightly, they
are marching loudly. This stanza brings to light the fearful state the two individuals are in. The
third stanza supports this as the first voice is growing desperate, inquiring what they are doing
this morning. The second voice remains persistently hopeful, stating that perhaps they are just
giving us a warning of attack as if to say surely they are not actually going to launch a real
attack
In the fourth stanza, the first voice realizes that the soldiers are indeed heading towards
their area. The first voice kneels down as if to protect themselves. However, the second voice
still remains in denial, inquiring why are you kneeling? As if there is no fear of harm at all. The
next two stanzas consist of the second individual going through a storm of panic and rapidly
questioning the partner. The questions are Auden’s creative way of keeping us informed of the
whereabouts of the soldier and they definitely create an air of anxiety and panic, as the soldiers
are coming closer; passing the doctor, the Parson and the Farmer.
The final two stanzas are truly tragic as they reveal that it was indeed a couple that was
hiding out in their house. The second voice inquires as to why the first voice is leaving her and
running out of the house. The second voice questions about the vows that the first voice had
made to love them forever. These vows are most likely referring to the vows made during
22
wedding ceremonies. The role of the voices is still unclear, which one is the husband and which
one is the wife, but looking at how the poem was written in the 1900’s, women were not very
bold and were known for being timid so we can assume the first voice is the wife and the
second voice, the voice that has now left is the voice of the husband. The last stanza reveals
that the soldiers have broken into their house and that she can now see in their eyes, how they
are burning.Throughout the entire poem, Auden uses the repetition of words to create a feeling
of fear and anxiety.
This beautiful repetition not only creates anxiety but also consistently reminds the reader
that the soldiers are marching throughout the poem as the repetition sounds rhythmic just as
marching does. Throughout the poem the husband is sincere to his wife but when the soldiers
start running towards their house he deserts her. The fact that he responds to her ‘I do love you
but I must leave now’, shows that he actually did love her but as human nature is, when it
comes down to saving your life, no one means anything anymore, it all boils down to one thing,
saving yourself. O What Is That Sound begins with the wife inquiring about the marching of the
soldiers which ‘so thrills the ear’ and concludes with her scared for her life as the army is so
close now she can see their boots and their eyes burning with rage. O What Is That Sound
gives the reader a first-hand experience of how something may seem like another thing from
far but when examined closely it is entirely different. This phenomenon of things may not be
what they seem occurs twice in What is that Sound, first with the ‘thrilling’ sound being the
dreaded sound of soldiers marching, and secondly with the marriage. The husband and wife
spoke to each other endearingly throughout the poem so it seemed like there was much love
between the two, however towards the end of the poem the husband leaves her once again
reaffirming that things are not necessarily what they appear to be. Auden selected the title as
‘O What Is That Sound’, A very casual title, but when taken in the context of the poem it is
understandable because most people during war time were casually living their daily lives
when they were attacked by soldiers and had their lives destroyed forever. As well as this, it is
deliberately archaic, which makes it hard for the reader to distinguish when Auden is referring
to with this poem about war. From doing this, it provides a universal message towards war that
it is not dependent on time but, in fact, produces the same devasting effects regardless of
when war takes place.
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Check your progress

1. Why was the lady shocked and disappointed at the marching of the soldiers?
2. What is the theme of the poem?
3. Analyse the poem “O what is that sond”.
4. Describe the trauma that many individuals endure during times of war as portrayed in the
poem.
5. Bring out the helpless nature of the woman in the poem “ O what is that Sound”.
Model questions
1. How does the poem ‘O what is that Sound’ contrast the male world of the warrior with the
human cry of a female lover?
2. Why is the female lover shocked and disappointed in O what is that sound?
3. Describe how Auden presents the movements of the soldiers in “O what is that sound”?
4. Write a critical appreciation of the poem “O what is that Sound”.
5. Justify the title “O what is that sound”.
2.3. 4. ODE TO THE WEST WIND - P.B. SHELLY
Known for his lyrical and long-form verse, Percy Bysshe Shelley is one of the most highly
regarded English Romantic poets of the 19th century. His works include The Masque of Anarchy
and Queen Mab.
Born in Broadbridge Heath, England, on August 4, 1792, Percy Bysshe Shelley is one of
the epic poets of the 19th century, and is best known for his classic anthology verse works
such as Ode to the West Wind and The Masque of Anarchy. He is also well known for his long-
form poetry, including Queen Mab and Alastor. He went on many adventures with his second
wife, Mary Shelley, the author of Frankenstein. He drowned in a sudden storm while sailing in
Italy in 1822.
24
SUMMARY
In the powerful and frequently quoted “Ode to the West Wind,” Percy Bysshe Shelley
employs a poetic structure of five cantos with four tercets each (a tercet is three lines of verse).
The third line of each tercet allows for change in the direction of the poet’s thought. The end of
each canto features a rhyming couplet that allows the passionate urgency of the poet’s words
to gain strength as his persona strives to merge his essence with that of the driving West Wind.
Shelley’s wild, proud, untamed wind forms his personal emblem, the perfect symbol for and the
impetuous agent of radical social change.
Shelley, a poet of the second generation of English Romantics, wrote his ode shortly
after the Peterloo Massacre, in which royal soldiers attacked and killed working people at a
protest rally in the St. Peter’s Field area of Manchester. The poem also followed shortly after
some of Shelley’s own most terrible personal losses. Together with other works written in 1819,
such as “Sonnet: England in 1819” and “Song to the Men of England,” “Ode to the West Wind”
did much to shore up Shelley’s reputation as radical thinker.
Shelley in his poem addresses the west wind in five stanzas. It is strong and fearsome.
In the first stanza, the poet addresses the west wind as “Wild” and the “Breath of Autumn’s
being.” It is a powerful force which drives the dead leaves which are yellow, black, pale and
hectic red, to distant places like ghosts from an enchanter. The west wind carries winged seeds
to their dark wintery beds underground which remain there till the west wind’s sister the spring
season blows and these seeds then blossom into sweet, scented flowers. The earth then will be
alive with these living lives or colors and scents or fragrances. In this way the west wind acts
both as a Destroyer and Preserver.
In the second stanza, Shelley describes the powerful effect of the west wind in the sky.
The west wind breaks away the “Clouds” like earth’s decaying leaves from the boughs of
Heaven. After being plucked, they assume the violent pose of black rain and frozen rain. These
rain clouds are compared to the outspread hair covering the sky from its horizon to its peak.
The wildness and confusion in the sky is compared to some fierce Maenad, the worshipper of
Bacchus, the Greek God of wine. Maenad worships god in a furious way, uplifting her h air like
tangled clouds. This indicates the approaching storm. The West Wind becomes a dirge (funeral
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song) which is being sung for the dying year. The night becomes a vast tomb where vapors
have been built like arches and will soon come down as rain and frozen rain.
In the third stanza, the west wind blows over the blue Mediterranean sea which has been
described as a vast sleepy snake, which dreams of old civilization (palaces and towers) rich in
flowers and vegetation. The sea sees “old palaces and towers” in sleep, which tremble when
the west wind blows. Both the Mediterranean and the Atlantic seas are affected by the West
Wind. The Atlantic’s surface gets cut into gaps to make way for the West Wind and the vegetation
below the surface trembles in fear at the force of the west wind.
In the fourth stanza, the West Wind now becomes a personal force. The poet says that
if he were a dead leaf, a swift cloud, a wave, he could experience the West Wind’s power and
its strength. In his childhood, the poet had the power and strength and could probably out
speed the west wind, but now he (the poet) no longer has the strength as he has been weakened
by the problem, and burdens of life and he is no longer “tame less,”, “swift “ and “proud” as he
used to be in his childhood. He is blushing as he has fallen on the thorns of life.
In the final stanza, Despair and trauma which the poet is experiencing now gives way to
a new hope. Shelly offers himself to the west wind in the same way as the sky, the ocean and
the forests do. He asks the west wind to be the musician who can take out a deep autumnal
tone from him and make harmonium music from him in the forest. The poet offers himself to
the west wind to be used as a “lyre”. The music thus produced may be sad but sweet. The poet
then goes on to compare himself to an extinguished fireplace with ashes and sparks -which
means he still has some unburnt power in him. He requests the West wind to spread this power
like it spreads ‘ashes’ and ‘sparks’ among mankind.
The poem ends with the hope that the west wind will carry the poet’s words over the
entire universe and be the trumpet of his prophecy. Winter is symbolic of despair, coldness and
death; but spring gives hope to new life, birth beauty and color. If there is sadness now, hope
is very close by so the poet says – “if winter comes, can spring be far behind.” If there is
despair and hopelessness now, there is hope and optimism close at hand.
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Thus the quotation referred to is the Last Line of the poem, which says if winter is sure to
be followed by spring, the same way, dark and unhappy days of life are bound to be followed by
a period of happiness and joy.
Check your progress

1. Why the west wind is called the destroyer and preserver?
2. Describe the power of the west wind affected on the sky.
3. How does the west wind awake a ‘new birth’?
4. What is the power of the west wind on the sea?
5. Justify the title “Ode to the West Wind”.
Model questions
1. What aspects of the wind does Shelley emphasize?
2. What qualities of the West Wind are glorified in Shelley’s “Ode to the West Wind”?
3. Why does Shelley invoke the power of the West Wind?
4. What kind of emotion does the poem “Ode to the West Wind” portrays?
5. In the poem “Ode to the West Wind,” how are the leaves and the clouds affected by the
wind?
2.4 WEB SOURCES
 The Solitary Reaper - William Wordsworth
 https://study.com/academy/lesson/william-wordsworths-the-solitary-reaper-summary-
analysis-quiz.html
 Gift - Alice Walker
 http://spokenenglishabcd.blogspot.com/2017/01/gift-poem-by-alice-walker.html
 What is that Sound - W. H. Auden

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 https://poemanalysis.com/o-what-is-that-sound-by-w-h-auden-poem-analysis/
 Ode to the West Wind - P.B. Shelly
 https://www.cummingsstudyguides.net/Guides2/Ode.html
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UNIT - III
SHORT STORIES
The short story is usually concerned with a single effect conveyed in only one or a few
significant episodes or scenes. The form encourages economy of setting, concise narrative,
and the omission of a complex plot; character is disclosed in action and dramatic encounter
but is seldom fully developed. Despite its relatively limited scope, though, a short story is often
judged by its ability to provide a “complete” or satisfying treatment of its characters and subject.
PLAN OF STUDY
 The Fortune-Teller - Karel Capek
 The Postmaster - Rabindranath Tagore
 The Model Millionaire - Oscar Wilde
 The Dying Detective - Arthur Canon Doyle
 Discuss the themes.
 Comprehend the plot.
 Analyse the characters
 Discuss story content and structure in depth.
 Understand the nuances of story making
This third unit has four interesting short stories in the list. The Fortune-Teller by Karel
Capek, The Postmaster by Rabindranath Tagore, The Model Millionaire by Oscar Wilde
29
and The Dying Detective by Arthur Canon Doyle.The Fortune Teller is a story which narrates
about the irony of life. The second story The Postmaster is about the values and beauty of a
relation that blooms between a postmaster and a servant maid. The Model Millionaire by
Oscar Wilde is all about a good heart and good deeds are always rewarded. And the last one
The Dying Detective by Arthur Canon Doyle tells narrates about the tricks performed by Sherlock
Holmes to trap the culprit.
3.3 SECTION
3.3.1 THE FORTUNE-TELLER - KAREL CAPEK
The Czech author Karel Capek (1890-1938) was a noted novelist, playwright, and essayist.
He was perhaps the best-known Czech literary figure of the 1920s and 1930s.
Born in northeastern Bohemia on Jan. 9, 1890, Karel Capek was the son of a physician.
He studied philosophy at the Czech University of Prague, where he was influenced in his
thinking by Henri Bergson and by modern American philosophy. In 1914 he earned a doctorate.
He remained, except for numerous travels abroad, in Prague until the end of his life. In 1935 he
married the well-known actress Olga Scheinpflugóva.
SYNOPSIS
“The Fortune Teller” is a short story penned by Karel Capek, a famous Czech writer. The
story is about a fake fortune teller (astrologer) in England called Mrs. Myers. How she is
trapped by the detective inspector Mr. MacLeary and punished by the magistrate Kelly is the
story. But how her prophecy turns out to be true is the irony of life. Everyone’s judgment goes
wrong but not the predictions of the fake astrologer.
The Predictions by Mrs. Myers
Inspector Mr.MacLeary spreads a net to catch Mrs.Myers by sending his wife

Mrs.MacLeary. His wife pretends as if she is a 20 years old unmarried girl. Mrs. Myers reads
the cards. She predicts that the girl is going to marry a young rich business man before the
30
end of the year. An elderly man will be an obstacle on her way but she will succeed and move
across the ocean after marriage. The fee -one pound and one shilling is paid for her predictions.
The Trial Scene in the Court
The inspector files a case against Mrs. Myers. She is summoned to court for trial. She
argues that Mrs.MacLeary appeared as an unmarried anxious girl that is why I predicted so.
However her fraudulence is proved and she is sentenced to deportation. She also has to pay
the penalty of 50 pounds.
The Irony of Life
A year later, the judge Mr. Kelley meets the inspector by chance. He is shocked to know
that Mrs.MacLeary eloped with a young rich businessman from Melbourne. She crossed the
ocean a week ago for Australia. Mrs. Myers is a fraud but her prediction becomes true. The
inspector and judge are able to judge Mrs. Myers but not the mysterious happenings in life.
Destiny overrules human intelligence.
Check your progress

1. How did Mr. Kelly show that he knew the secret of reading the cards?
2. What was Mrs. Myre’s prophecy about Miss Jones’s future?
3. Why did MacLeary begin to suspect Mrs. Myres?
4. Write on Mrs. Meyer’s prophesy about Miss. Jone’s future.
5. Justify the title.
Model questions
1. Write an essay on the irony in “The Fortune Teller”.
2. Sketch the character of Miss Jones.
3. Bring out the importance of the trial Scene in the Court.
4. What is the irony of life depicted in “The Fortune Teller”.
5. What were the predictions by Mrs. Myers?

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3.3.2 THE POSTMASTER - RABINDRANATH TAGORE
Rabindranath Tagore, (1861- 1941), Bengali poet, short-story writer, song composer,
playwright, essayist, and painter who introduced new prose and verse forms and the use of
colloquial language into Bengali literature, thereby freeing it from traditional models based on
classical Sanskrit. He was highly influential in introducing Indian culture to the West and vice
versa, and he is generally regarded as the outstanding creative artist of early 20th-century
India. In 1913 he became the first non-European to receive the Nobel Prize for Literature.
The son of the religious reformer Debendranath Tagore, he began to write verses early,
and, after incomplete studies in England in the late 1870s, he returned to India. There he
published several books of poetry in the 1880s and completed Manasi (1890), a collection that
marks the maturing of his genius. It contains some of his best-known poems, including many in
verse forms new to Bengali, as well as some social and political satire that was critical of his
fellow Bengalis.
SYNOPSIS
The Postmaster is a short story by Rabindranath Tagore. It is about an unnamed

postmaster who works in a remote post office in a small rural Indian village. The post office is
located in a “thatched shed” near a stagnant pond circled by thick foliage. The new postmaster
is from the huge city of Calcutta and feels out of place in such a distant rural village.
The workers in the nearby plantation work so much that they have no time to befriend
anyone. Besides, they are not good company for ‘genteel people’. The Postmaster also lacks
social skills. So he feels lonely and awkward in the new place.
Occasionally he tries to write poetry. He is not interested in the rural landscape and
would be happy if it were replaced by a paved road and tall buildings. His wages are not great.
He must do his own cooking, but he shares his supper with Ratan, an orphan girl of the village,
who helps him with cooking meals.
32
He calls Ratan during late evenings. As he smokes hookah, he asks about her family. As
she recollects her memory, he finds that she remembers only a little about her father and
mother. She is reminded of her little brother with whom she would playfully fish. As the postmaster
does not have any friend in the village, he also shares his memories about his family with the
young girl. He also teaches Ratan to read. As days pass by, Ratan calls him ‘Dadababu’ and
begins to imagine the postmaster’s family as her own family.
Due to homesickness, the postmaster falls ill. Ratan takes care of him like a mother.
Though he abandons the sickbed, he continues to miss his family in Calcutta. As he doesn’t
get transfer, he plans to quit his job and return home. Ratan requests him to take her also to
Calcutta. Helpless, the postmaster tells her that he will request the next postmaster to take
care of her as he had done. Unable to tolerate the kind words from her master, she behaves
indifferently. He tries to give her money which she declines immediately. As he travels in the
boat, he wonders whether he could take Ratan with him to Calcutta. As a result, he gets many
philosophical questions which have no answers. Back in the village, Ratan weeps unstoppably
and continues to carry the memories of her ‘Dadababu’ throughout her life.
Check your progress

1. How did Ratan nurse the Postmaster when he fell ill?
2. How the Postmaster didbecome acquainted with Ratan?
3. Narrate the story of ‘The Postmaster’.
4. What sort of place was Ulapur?
5. Sketch the character of Ratan.
Model questions
1. Why did the postmaster speak of his family to Ratan?
2. Why did the postmaster decide to leave Ulapur?
3. “Friendship and separation are an inevitable part of life.” Comment with reference to the
story “ The Postmaster”
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4. Sketch the character of Postmaster.
5. What were the usual stories discussed by the two?
3.3.3 THE MODEL MILLIONAIRE - OSCAR WILDE
Author Oscar Wilde was known for his acclaimed works including The Picture of Dorian
Gray and The Importance of Being Earnest, as well as his brilliant wit, flamboyant style and
infamous imprisonment for homosexuality.Born on October 16, 1854 in Dublin, author, playwright
and poet Oscar Wilde was a popular literary figure in late Victorian England. After graduating
from Oxford University, he lectured as a poet, art critic and a leading proponent of the principles
of aestheticism. In 1891, he published The Picture of Dorian Gray, his only novel which was
panned as immoral by Victorian critics, but is now considered one of his most notable works.
As a dramatist, many of Wilde’s plays were well received including his satirical comedies Lady
Windermere’s Fan (1892), A Woman of No Importance (1893), An Ideal Husband (1895) and
The Importance of Being Earnest (1895), his most famous play. Unconventional in his writing
and life, Wilde’s affair with a young man led to his arrest on charges of “gross indecency” in
1895. He was imprisoned for two years and died in poverty three years after his release at the
age of 46.
SYNOPSIS
The Protagonist of the short story “Model Millionaire” by Oscar Wilde is a young man
called Hughie Erskine. Hughie is handsome, charming and popular but he has been very
unlucky as far as financial matters are concerned. He was left nothing of any great value in his
father’s will. He has tried his hand at several different businesses, all of which have failed.
Having no job, Hughie has only source of income is two hundred pounds a year, which is given
to him by an elderly aunt. Hughie has fallen in love with a woman named Laura Merton and she
loves him in return. Laura’s father, Colonel Merton, is fond of Hughie but, due to his poor
financial prospects, he does not want the young man to marry his daughter. He has often told
Hughie that he will only allow him to be engaged to Laura after he has earned ten thousand
pounds.
34
One day Hughie goes to see his artist friend Alan Trevor in his studio. He finds that Alan
is painting a portrait of an old man who appears to be a beggar. The old man is wearing a
tattered brown cloak and boots, which have been mended several times. He has a rough
walking staff in one hand and in the other hand, he is holding out an old hat as if to beg alms.
His face is heavily wrinkled and he looks extremely sad. Both Alan Trevor and Hughie Erskine
agree that the old man is an excellent subject for a painting. Hughie, however, cannot help
feeling sorry for the measurable state of the man. He thinks it is unfair that, although paintings
regularly sell for two thousand guineas, He only pays his models one shilling for an hour to
pose for him and does not give them a percentage of the money, which he makes from sales
of their portraits.
When Alan leaves the studio to meet frame designer for his paintings, Hughie fumbles
his pockets, finds sovereign, and drops it into the withered hands of a beggar. Hughie gives the
coin to the old man, who appears very happy to receive it although it means great value to him
for the expense of the entire month. Soon Hughie leaves the studio.
Alan and Hughie meet again in a smoking room of a restaurant. The artist, Alan tells his
friend that, after he left, and old man asked several questions about him. Alan goes on to say
that he told the old man all about Hughie, Laura Merton and the condition, which Colonel
Merton set that prevents their marriage. Hughie fells very unhappy that his friend told that old
beggar all about his private life. Hughie amused that Alan tells Hughie that the old man he was
painting was Baron Hausberg, one of the wealthiest men in Europe and someone who often
buys Alan’s paintings. For reasons, which Alan does not really understand, the millionaire baron
had asked to be painted as a beggar. Alan supplied the tattered clothes he was wearing.
Hughie feels ashamed about having given a coin to a millionaire, although Alan tells him not to
worry.
The following day, a representative of Baron Hausberg comes to Hughie’s house with an
envelope. The writing on the envelope says that it contains a wedding present “from an old
beggar”. Inside the envelope, Hughie finds a bank cheque for ten thousand pounds. Hughie
and Laura get married. Baron Hausberg attends their wedding feast.
35
Check your progress

1. How did the marriage of Laura and Hughie take place?
2. Bring out the appropriateness of the title ‘The Model Millionaire’.
3. How does Alan Trevor reveal the identity of his “Model Millionaire”?
4. What was the condition laid down by the Colonel to allow Hughie’s engagement to Laura?
5. Why was Hughie upset?
Model questions
1. What makes you feel Alan was a good painter?
2. What made the old man look a typical beggar?
3. Why is the model’s face, his fortune?
4. What was the beggar’s true identity?
5. Why did Hughie fear an adverse reaction from the Baron?
3.3.4 THE DYING DETECTIVE - ARTHUR CANON DOYLE
Author Arthur Conan Doyle wrote 60 mystery stories featuring the widely popular detective
character Sherlock Holmes and his loyal assistant Watson.On May 22, 1859, Arthur Conan
Doyle was born in Edinburgh, Scotland. In 1890 his novel, A Study in Scarlet, introduced the
character of Detective Sherlock Holmes. Doyle would go on to write 60 stories about Sherlock
Holmes. He also strove to spread his Spiritualism faith through a series of books that were
written from 1918 to 1926. Doyle died of a heart attack in Crowborough, England on July 7,
1930.
SYNOPSIS
Doctor Watson is called to 221B Baker Street to tend Holmes, who is apparently dying of
a rare Asian disease contracted while he was on a case at Rotherhithe. Watson is shocked,
having heard nothing about his friend’s illness. Mrs Hudson says that Holmes has neither
eaten nor drunk anything in three days.
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Upon arriving, Watson finds Holmes in his bed looking very ill and gaunt indeed, and
Holmes proceeds to make several odd demands of Watson. He is not to come near Holmes,
for the illness is highly contagious. He will seek no help save from the man whom Holmes
names. He will wait until six o’clock before Holmes names him. When Watson objects and tries
to leave for help, Holmes musters enough strength to leap out of bed, and lock the door, taking
the key. So, Watson is forced to wait.
Watson examines several objects in Holmes’s room while he waits. Holmes has a fit
when Watson touches one item, a little black and white ivory box with a sliding lid. Holmes
orders him to put it down, explaining that he does not like his things touched.
At six o’clock, Holmes tells Watson to turn the gaslight on, but only half-full. He then tells
him to fetch Mr Culverton Smith of 13 Lower Burke Street. Oddly, he also tells Watson to be
sure that he and Smith return to Baker Street separately. Smith is not a doctor, but is supposedly
an expert on the illness that ails Holmes. Also, Holmes explains that Smith does not particularly
like him, for Holmes once cast the suspicion for Smith’s nephew’s murder on him.
Outside Holmes’s door, Watson meets Inspector Morton. Upon hearing of Holmes’s illness,
the inspector’s expression somewhat suggests exultation to Watson. Watson goes to the
address, and at first Smith refuses to see him. Watson forces his way in and once he makes it
clear to an angry Culverton Smith that Sherlock Holmes is dying and wants to see him, his
attitude changes drastically. He seems quite concerned, although for a moment, it seems to
Watson that he is pleased. Smith agrees to come, and so Watson excuses himself by saying
that he has another appointment. He arrives back at Baker Street before Smith gets there.
Holmes is pleased to hear that Smith is coming, and orders Watson to hide behind a decorative
screen next to the bed. He does so, and presently, Culverton Smith arrives. His bedside manner
seems more taunting than soothing.
Believing that they are alone, Smith is quite frank, and it soon emerges, to the hiding
Watson’s horror, that Holmes has been sickened by the same illness that killed Smith’s nephew
Victor. Believing that Holmes is at death’s door and will never get to repeat what he hears,
Smith is also frank enough to admit that he murdered his nephew with this disease, which he
37
had been studying. He sees the little ivory box, which Smith sent by post, and which contains
a sharp spring infected with the illness. He pockets it, removing the evidence of his crime. He
then resolves to stay there and watch Holmes die.
Holmes asks him to turn the gas up full, which he does. He also asks for some water and
a cigarette. No sooner have these requests been fulfilled than Inspector Morton comes in —
the gaslight was the signal to move in, it turns out. Holmes tells him to arrest Culverton Smith
for his nephew’s murder. Smith, still as arrogant as ever, points out that his word is as good as
Holmes’s in court, but then, of course, Watson emerges from behind the screen to present
himself as a witness to the conversation.
Holmes is not really dying, of course. This has all been a ruse to get Culverton Smith to
confess to his nephew’s murder. Holmes was not infected by the little box; he has enough
enemies to know that he must always examine his mail carefully before he opens it. Starving
himself for three days, and a little vaseline, belladonna, rouge, and beeswax made him a
convincing malingerer and the claim of the “disease’s” infectious nature was to keep Watson
from examining him and discovering the ruse.
Check your progress

1. Describe the appearance of Sherlock Holmes when Watson visited him.
2. How did Sherlock Holmes trap Culverton Smith into confessing the murder?
3. Narrate how Dr. Watson helped Sherlock Holmes to trap Culverton Smith.
4. Why was Holmes the worst tenant in London?
5. Describe the appearance of Holmes when Watson came to visit him.
Model questions
1. What disease is Holmes supposed to be suffering from and what are the symptoms?
2. How was Culverton Smith associated with Holmes?
3. How did Holmes give the appearance of a patient who was dying?
4. Sketch the character of Holmes.
5. Justify the title.

38
3.4 web source
 The Fortune-Teller - Karel Capek
 http://spokenenglishabcd.blogspot.com/2016/12/essay-on-fortune-teller-by-karel-
capek.html
 The Postmaster - Rabindranath Tagore
 https://www.gradesaver.com/rabindranath-tagore-short-stories/study-guide/summary
 The Model Millionaire - Oscar Wilde
 https://www.studienett.no/engelsk/analyse/the-model-millionaire/summary
 The Dying Detective - Arthur Canon Doyle
 https://study.com/academy/lesson/the-adventure-of-the-dying-detective-story-
summary.html
39
UNIT - IV
ONE - ACT PLAYS
A one-act play is a play that has only one act, as distinct from plays that occur over
several acts. One-act plays may consist of one or more scenes. In recent years, the 10-minute
play known as “flash drama” has emerged as a popular sub-genre of the one-act play, especially
in writing competitions. The origin of the one-act play may be traced to the very beginning of
drama: in ancient Greece, Cyclops, a satyr play by Euripides, is an early example.
PLAN OF STUDY
 The Death Trap - Saki (H.H. Munro)
 The Dear Departed: A Comedy in ONE-ACT - Stanley Houghton
 The Sherif’s Kitchen - Ronald Gow
 The Anniversary - Anton Chekkov
 Build intellectual and aesthetic understanding of the craft and technique of theatre arts.
 Develop an appreciation of and respect for the various roles/aspects inherent within the
theatrical process.
 Explore the diversity of theatre and its intersection with community, culture and society.
 Possess a broad appreciation for theatre arts – in theory, performance, and production,
traditional and global standpoints.
 Process and maintain a basic knowledge of the history, origin and tradition of theatre as
an art form.
40
The fourth unit introduces four one act plays. The Death Trap by Saki (H.H. Munro),
The Dear Departed: A Comedy in ONE-ACT by Stanley Houghton, The Sherif’s Kitchen
by Ronald Gow, and The Anniversary by Anton Chekkov.The one act play The Death Trap
narrates the story of a smart young prince and how he trapped his own murderers. The Dear
Departed is a one act play about two greedy daughters and how they are taught a valuable
lesson by their father. The third one act play is , The Sherif’s Kitchen by Ronald Gow. This is
about the adventures of the famous Robin Hood and his friends. The last one The Anniversary
by Anton Chekkov is a humorous portrayal of one day anniversary celebration of the bank and
the problems they face due to the hilarious nature of the manager.
4.3 SECTION
4.3.1 THE DEATH TRAP - SAKI (H.H. MUNRO)
Hector Hugh Munro (Dec 18, 1870 - Nov 14, 1916) was a witty British author who published
under the pen name SAKI or H.H. Munro. The inspiration for the pen name “Saki” is unknown,
it may be based upon a character in a poem or on a South American monkey. Given Munro’s
intellect, wit, and mischevious nature it’s possible it was based on both simultaneously. As a
writer, Munro (Saki) was a master of the short story form and is often compared to O. Henry
and Dorothy Parker. E.F. Benson shares his sardonic style.
Munro was born in Akyab, Burma (now known as Myanmar) in 1870. In 1872 while she
was on a trip to England, his mother Mary was charged by a cow. She suffered a miscarriage,
never recovered, and died in 1872 when Munro was only two years old. After her death, the
Munro children were sent from Burma back to England where they lived with their grandmother
and aunts in a strict puritanical household. In his early career, Munro became a police officer in
India and was posted to Burma where he contracted malaria before returning to England in
1895.
41
SYNOPSIS
This is a play of suspense which centers on the murder plot of the Prince Dimitri. The
events take a turn when the victim becomes a killer in the end.
The protagonist of the play is Prince Dimitri. He is guarded by two military regiments
namely (loyal) Andrieff Regiment and Kranitzki Guards. The Prince’s loyal physician is
Dr.Stronetz. The prince is threatened by Colonel Girnitza. Major Vontieff and Captain Shultz of
the Kranitzki regiment loyal to Prince Karl, who wants to become the king and is willing to kill
Dimitri.
The play opens with a conversation between the disloyal Girnitza, Vontieff and Shultz
who openly plot to murder the prince. They are aware that they are being suspected by the
Prince Dimitri but still plan to go ahead because they are being backed by the political support
of Prince Karl. They are clear about their plan since they know the Prince Dimitri is the last heir
of the dynasty and if he is killed then the route would be made clear for Prince Karl.
Following this is a conversation between the Prince Dimitri and his loyal physician
Dr.Stronetz. Through this dialogue, we get to know that Prince Dimitri came to power at a very
young age when he did not know anything about the rules of governance or responsibility. This
shows his helplessness which is now an advantage to his enemies.
Prince Dimitri is well aware that he is “trapped” and that his guards are plotting to kill
him. This is a painful realization for him He also knows the exact time that he would be killed.
Out of kindness and loyalty Dr. Stronetz devices a clever plan as a physician. Instantly, he asks
the Prince to remove his robes for a fake physical examination which will help him fool the
heads of the disloyal Kranitzki regiments. His efforts only temporarily delay the murder of the
king. But this delay helps the Prince to take his revenge on disloyalty.
However, the hard truth behind the physical examination of the Prince reveals that he is
really suffering from an incurable disease. This is a shock to the Prince who decides to end his
own life. The Prince wants to die only after punishing his enemies. So he mixes a phial of
poison in a jug of wine. He invites Vontieff, Girnitza and Shultz for a final drink and offers them
the poisoned wine after drinking it himself. It is a sight of pity for the Prince but at the same time
42
shows a clever act of revenge. The Prince thus overcomes his helplessness by his intelligence
even though he cannot avoid his own death.
In keeping with the title “The Death Trap” the play projects how for the Prince, his
helplessness becomes the death trap and for the Kranitzki Regiment their disloyalty becomes
their death trap.
Check your progress

1. How did Prince Dimitri trap his enemies?
2. How did Prince Dimitri die?
3. Who were the conspirators?
4. On whose side is the Andrief Regiment?
5. What does Dr. Stronetz tell the guards when they enter the Prince’s chamber?
Model questions
1. Write on the appropriateness of the title “The Death Trap”.
2. Describe how Prince Dimitri turned the tables on his disloyal guards.
3. Analyze the character of Dr Stronetz.
4. Bring out the major themes in the story “ the Death Trap”.
5. Sketch the character of Prince Dimitri.
4.3.2 THE DEAR DEPARTED: A COMEDY IN ONE-ACT- STANLEY

HOUGHTON
Stanley Houghton (1881–1913), British playwright, born in Cheshire, educated at

Manchester Grammar School. He went into his father’s cotton business, hoping eventually to
become a professional writer. Though he wrote a classic short play in The Dear Departed
(1908), and though there is dramatic merit in the longer The Younger Generation (1909) and
The Perfect Cure (1911), he did not achieve his ambition until the year before he died of
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meningitis. Hindle Wakes, which came with great success to London in 1912, remains one of
the most striking achievements of the so-called ‘Manchester School’ of playwrights associated
with that city’s Gaiety Theatre. It is a lively comedy on Houghton’s favourite theme, the right to
personal freedom of the young, here represented by the weaver who appals the older generation
by choosing independence rather than marriage to the mill owner’s son who has made her
pregnant. Houghton is clearly attacking ‘double standards’ of morality and showing the little
town of Hindle, in the words of the ambiguous title, ‘waking’ to the twentieth century; he achieves
this through humorous observation of character and of Lancashire.
SYNOPSIS
The play ‘The Dear Departed’ presents an interesting situation that has tragically become
common place in the world of today.
Miss. Slater, a plump and active lady is in mourning and she is getting ready to receive
some guests. She signals her daughter Victoria, who is ten year old, and instruct her to change
into something serious. It is revealed that Victoria’s grandfather has passed away and the
Slater family is getting ready to receive Aunt Elizabeth and Uncle Ben. Victoria expresses
surprise at this news because her aunt and uncle bad not paid them a visit for years. Mrs.
Slater reveals that they were coming over to talk about grandfather’s affairs, on hearing of his
death. In the meanwhile Mr. Slater enters. He is a heavy man who stoops he is also in mourning
dress.
Henry Slater is doubtful whether Elizabeth will come, for the last time when Mrs. Slater
and Elizabeth bad quarreled, she had vowed never to pay a visit again to their house. Mrs.
Slater gives Henry new slippers of her father. She also plans to take away the new bureau of
the grandfather and shift it to their room, before Elizabeth and Ben arrive. Both the husband
and wife lock the front door and shift the bureau down and put their old chest of drawers there.
Victoria wants to know why they were stealing grandfather’s things but her mother tells her to
remain quiet. Grandpa’s new clock is also taken away. Meanwhile there is loud knocking at the
door and the Slaters take plenty of time to look normal.
Mrs. Jordan and Ben pretend to be emotional at the death of Mr. Abel Merryweather.
Both the ladies compare their mou1ning dresses, criticizing the other’s outfit. Mrs. Jordan is
44
surprised to discover that no doctor had been called to check on her father. Mrs. Slater insists
in a stubborn manner that she had been keen on Mr. Pringle and if he was out of station, they
couldn’t be offensive and call someone else. Mrs. Slater reveals that her father had been
happy in the morning and he had apparently gone to pay the premium of his insurance policy.
He was generally going to “Ring-0-Bells’ frequently and the night before he had come drunk
and had gone to bed without having dinner.
Mrs. Jordan and Ben prefer to have tea before going and looking up father. All four of
them start discussing about the obituary and the kind of announcement in the newspapers to
be inserted. Mrs. Jordan wants a long poem but Mrs. Slater protests by saying that it will cost
a lot. Meanwhile Mrs. Jordan reveals that her father had willed his gold watch to her son
Jimmy. Mrs. Slater feels very offended and refuses to believe it. Victoria says that grandfather
had not gone in the morning to pay his premium but had instead gone over to ‘The Ring of
Bells,’ the public house, managed by John Shorrock's widow.
Everyone start blaming the old man for not paying his premium. Victoria is instructed to
go over to grandpa’s room to get the receipt of the premium. Mrs. Jordan is surprised to note
a new bureau and she wishes to know the details, because she doubts Mrs. Slater’s version.
Victoria enters, looking dazed. She gives the shocking news that a Grandpa was stirring and
moving. After some time Mr. Abel Merryweather enters and is surprised to see his other daughter
and son-in- law, Mr. and Mrs. Jordan. He reveals that he was well and just had a slight headache
he notices Henry wearing his new slippers and takes them.
Abel wishes to know, why all were in mourning dresses. Mrs. Jordan makes up some
story to pacify him. Abel enjoys tea and has a generous slice of the apple-pie. He grumbles and
scolds Mrs. Slater for taking away his bureau. Mrs. Jordan gets agitated and accuses her sister
of robbing her father. The husbands also join their wives in hurling accusations at each other
Abel discovers about his death. He addresses his daughters directly and declares that he was
going to change his will and all the money will go to the one, in whose house he dies. Both the
daughters fight with each other to keep their father. Abel is amused and watches all the fun. At
last he makes his announcement which shocks everyone.
45
On Monday, he would go to the lawyer and alter his will, and then he would go to the
insurance office and pay his pre1nium. After that he would go to the church and get married to
Mrs. Shorrock's. Everyone is shocked. Abel reveals that he had at last found someone who
was happy to keep him. He exits with an invitation of his marriage. He also thank Mrs. Slater for
shifting the Bureau down -stairs for now it will be easy to carry away to “Ring-0-Bells.”
Check your progress

1. How did the old man punish the daughters for their greed?
2. Analyse the element of humour in the play ‘The Dear Departed’.
3. How did Abel Merryweather expose the insincerity and greed of his daughters?
4. What was Henry’s attitude to pinching the old man’s bureau?
5. Sketch the character of Mrs. Slater.
Model questions
1. Why did the sister’s compete with each other to have the old man with them?
2. Sketch the character of Abel Merryweather.
3. How does Mrs. Slater plan to outshine Jordans?
4. What happened to Mr. Merryweather’s new slippers?
5. Who is Victoria?
4.3.3 THE SHERIFF’S KITCHEN - RONALD GOW
Ronald Gow an English Dramatist was Born on November 1, 1897 in Heaton Moor,
Stockport, Cheshire, the son of a bank manager, Gow attended Altrincham County High School.
After training as a chemist, he returned to his old school as a teacher. In the late 1920s he
made several educational silent films with his pupils: The People of the Axe (1926) and The
People of the Lake (1928) recreated life in ancient Britain, the latter produced ‘with the approval
of’ Sir William Boyd Dawkins; The Man Who Changed His Mind (1928). Writing occupied his
46
spare time during his years as a schoolmaster, and he wrote several plays for the BBC. At the
age of 35 he had his first professional production, in London, with Gallow’s Glorious (1933), a
play about the American slavery abolitionist John Brown. In 1934 he wrote” Love on the Dole”,
based on Walter Greenwood’s novel about unemployment in Salford during the Great Depression
– the play was a huge success. Wendy Hiller played the lead in the play, and also made her
first film appearance in the Gow-scripted” Lancashire Luck”. Later , Hiller and Gow got married.
SYNOPSIS
The play starts at Nottingham castle .The cook prepares the food for sheriff and waits
for him. He tastes all the food prepared by him and feels proud about his cooking, He then
arranges all the dishes on the table. The steward enters in to the hall and comes near the table
with a lantern. He feels so cold he swings his arm smells the food on the table. Cook asks
steward about masters arrival. Steward replies that sheriff would be late for his dinner. Cook
gets angry at sheriff and he informs steward that he cannot wait for sheriff for long hours. Its
past three hours the dinner time and all the pies are getting dried up. It is better he appoints
another cook. Steward says that it would be better when you say it to him. Steward asks cook
for a pie as he was hungry. Cook does not give any food to steward being held irresponsible for
Sheriffs punctuality. Steward says that he manages everything well in the castle and he is a
responsible person in the castle. They both keep arguing. Steward tells that his cooking is no
better than pigswill. A messenger enters the castle and tells that sheriff worships the guest of
the prior of Emmet and he is having his food and drinks with them tonight. Your master is
eating for twelve months. He does not require your food. The cook was angry and worried.
Steward comes to know that if sheriff will not turn to castle he won’t get his dinner .So he goes
up to the cook and says I spoke everything in jest and your dinner is the best. We need to have
the dinner we cannot waste food. The cook in an angry tone replied don’t touch the pies you
have insulted my cooking. Steward held up a key on his side and tells that this is the of the
cellar where there is plenty of ale. Bring two jugs we would share the ale and have our dinner.
Cook half mindedly agreed to it .They went on to the cellar. Meanwhile Little john and Friar
Truck smells food and enters the castle they found delicious food spread on the table. When
they began to eat they heard the cook entering. So, both hid under the table. Steward gives ale
to the cook and he in return asked steward to taste the roasted fowl, beef , eggs and pie.
47
A messenger comes in and informs that Sheriff has returned to the castle and a good
news for everyone is that Robin hood is captured. The cook leaves to the kitchen .Sheriff calls
steward and ask him to put Robin Hood in the prisoner’s cell. He would die at sunrise. Let the
flag fly from the castle top and the trumpets blow and greet the rising sun. The sentry guard
was at the door step. Sheriff discusses the proud moment of his life with steward and goes
away.
Little john, goes near the door and comes back wearing sentry’s steel cap,leather coat
and carries the halberd. He calls steward for accompanying him for ale and pies. They start
enjoying their dinner and little john asks steward to lose his belts and have good amount of ale
and pie. Friar who was still under the table took the jug of ale from steward and drank. Steward
shouted that there is devil and it drank my ale. Little John tells him that he is tired for the day
and need to take bed. The key was dropped on the table. Little john opened up the cell and
brings Robin Hood out. When steward comes out of his bed and starts shouting that he had
seen a devil ,sheriff enters .Sheriff is taken by little john he puts sheriff in the cell and locks
him. Sheriff knocks the room continuously. The cook comes near the table and shows steward
that, there is no devil here and your key are also on the table. Steward and cook could not find
anybody in the castle other than them. They both went near the prison cell and started staggering
over the door. Sheriff knocks the room continuously. Through the keyhole sheriff says Robin
Hood has escaped! Open the door and “tis me Sheriff”!.The steward’s jaw drops and his eyes
blink.
Check your progress

1. How was Robin Hood rescued from the sheriff’s castle?
2. How did the outlaws manage to put the Sheriff in the prison cell?
3. Why did the cook and steward quarrel and how were they reconciled?
4. How does little John become the sentry at the prison cell?
5. How does Little John manage to get the keys of the cell?
Model questions
1. Write an essay on how little John rescued Robin Hood from the Sheriff’s castle.
2. Justify the title “The Sheriff’s Kitchen”
3. Sketch the character of Robin Hood.

48
4. Who is Little John?
5. Discuss about the smart moves of Robin Hood.
4.3.4 THE ANNIVERSARY - ANTON CHEKKOV
The Anniversary - Characters
Andrey Andreyvitch Shipuchin : Chairman of the N--Joiint Stok Bank, a middle-aged

man, with a monocle
Tatiana Alexeyevna : his wife aged 25
Kusma Nicolaievitch Khirin : the bank's aged book-keeper
Nastasya Fyodorovna Merchutkina : an old woman wearing an old-fashiond cloack
Directors of the Bank
Employees of the Bank
Anton Pavlovich Chekhov was born in the small seaport of Taganrog, southern Russia,
born 29th January 1904, the son of a grocer. Chekhov a Physician, dramaturge and author is
considered to be among the greatest writers of short stories in history. His career as a dramatist
produced four classics and his best short stories are held in high esteem by writers and critics.
Chekhov’s first novel, Nenunzhaya pobeda (1882), was a success, and gradually he became
a full-time writer. ‘The Shooting Party’, ‘The seagull’, ‘The cherry orchard’ are some of his
works.
SYNOPSIS
The Anniversary by Anton Chekov is a hilarious play about a banker who is preparing to
meet some respected shareholders for the bank’s 15th anniversary celebrations The play
revolves around four principle character.
The Act begins with the accountant busy preparing the financial report using the Abacus.
He is already worn out due to days of continuous work. He tries to put long hours since the
banker has promised him a golden watch if the meeting with the shareholders go well. While
49
the accountant is busy with the calculations the banker walks in along with his customers who
wish him good luck for the meeting. The accountant who has been watching all these is not
convinced at all. The fact that the banker will corner all the glory of his accounts hard work
does not go down well with him. However he continues his work for the watch.
Mrs Tatiana comes to the bank as she has just arrived from her home town after meeting
her sister and mother. Instead of going home she has arrived at her husband’s bank. Her
husband is surprised by her visit and spends time with her on a casual talk so as to make her
feel good. But he is worried if he was preparing enough for the meeting later in the day. Tatiana
continuously kept chattering about her train journey and her sister’s date .However at the end
of the room the accountant was growing very impatient and Mrs Tatiana ‘s irrelevant narrations
were getting on to his nerves preventing him from focusing on the abacus.
In the midst of all this, suddenly an old woman barged into the bank. She seemed highly
agitated and rushed to Mr. Banker’s seat. The banker wondered if this was an aggrieved
customer. Only to realise later that she was Mrs. Merchutkina who had come in to ruin his day.
Merchutkina wanted the bank to pay her husband’s complete wage of twenty four roubles and
thirty six kopecks which she claimed had been wrongly deducted. However Mrs Merchutkina
husband never worked with the bank and the bank never had anything to do with the payment
of his wages. The banker tried in vain to explain her, but she simply does not comprehend his
logic. Instead she continues to demand her twenty four roubles and thirty six kopecks and that
she is a ‘weak and defenceless woman’.
The banker is also helped by his wife who demands Mrs.Merchutkina to leave the bank
immediately. But the woman refuses and is persistent on her demands.
Finally at the end of his wits the accountant who has been silent victim all this while
threatens to get her thrown out of the bank if she did not leave by herself. Even this threat did
not deter her from demanding her husband’s rightful share of wages.
Realizing that there was no way out now, the banker finally hands over twenty four roubles
and thirty six kopecks to her which she gleefully accepts and momentarily there is a pause in
the commotion. Meanwhile Tataina continues her woeful story to the banker who by now is
already drained of his energies. Just when things were beginning to return to peace again,
Mrs.Merchutkina reaches out to the banker and asks “Could my husband have his job back,
your Excellency?”
50
This banker upon reaching the end of his patience orders the accountant to throw her out
from the bank. But the accountant mistakes Tatiana to be the cause of the banker’s anger and
orders her out instead. In the ensuing confusion, the accountant ends up chasing the mad
woman and Tatiana around the bank when the group of Shareholders walk in.
Amidst all this commotion, the shareholders are unmoved and heap praise on Mr Banker
on how he had raised the bank to higher reputation. However they stopped their praise midway
and announce that they would come back some other day considering that there was hectic
activity at the bank at present.
Check your progress

1. “Tatiana gives more trouble to Shipuchin than Merchutkina” Comment.
2. Explore the themes in “The Anniversary”.
3. Who is Kirin?
4. Narrate the story of “The Anniversary”.
5. Justify the title “ The Anniversary”
Model questions
1. ‘Female company is uplifting’ – How is this disproved in the play ‘The Anniversary’?
2. Write an essay on ‘The Anniversary’ as a hilarious comedy.
3. Sketch the character of Shipuchin.
4. Comment on the relationship between Kirin and Shipuchin.
5. Narrate Tatiana’s experiences in her mother’s place.
4.4 WEB SOURCE
 The Death Trap - Saki (H.H. Munro)
 http://www.bookrags.com/studyguide-the-penguin-complete- saki/
chapanal008.html#gsc.tab=0
51
 The Dear Departed: A Comedy in ONE-ACT - Stanley Houghton
 https://www.topperlearning.com/doubts-solutions/I-want-summary-of-Drama-1-The-Dear-
Departed-by-Stanley-Houghton-n1ydympp/
 The Sherif’s Kitchen - Ronald Gow
 https://worldofenglishlanguage.blogspot.com/2015/02/essay-on-sheriffs-kitchen-by-
ronald-gow.html
 The Anniversary - Anton Chekkov
 https://worldofenglishlanguage.blogspot.com/2015/02/essay-anniversary-anton-
chekhov.html
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UNIT V
GRAMMAR
A set of rules that help us to read, write, and speak correctly and properly, is called English
Grammar.
The word grammar comes from Greek, meaning “craft of letters,” which is an apt
description. In any language, grammar is:
 The systematic study and description of a language. (Compare with usage.)
 A set of rules and examples dealing with the syntax and word structures (morphology) of
a language.
Without grammar, a language wouldn’t work, because people couldn’t communicate

effectively. The speakers and the listeners of any exchange need to both function in the same
system in order to understand each other.
The grammar of a language includes basic axioms such as the existence of tenses of
verbs, articles and adjectives and their proper order, how questions are phrased, and more.
PLAN OF STUDY
 Affirmative statement
 Framing questions
 Prepositions
 Error correction
 Analogy
 Phrasal verbs
 Expressions to ask permission
 Order of adjective
 Connectives
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 Verbs
 Negative sentence
 Word building
 Build an elementary understanding of form, meaning and use in varied discourse settings
 Use basic grammatical structures in short conversations and discussions.
 Practice the grammar skills involved in writing sentences and short paragraphs.
 Will begin to self-edit their oral and written production.
 Demonstrate more consistent and appropriate language use in extended conversations

and discussions
5.1.1 AFFIRMATIVE STATEMENT
The word “affirmative” simply means that you are stating something is so. By extension,
in English grammar, an affirmative statement is any sentence or declaration that is positive. An
affirmative statement can also be referred to as an assertive sentence or affirmative proposition:
“Birds fly,” “Rabbits run,” and “Fish swim” are all affirmative sentences where the subjects are
actively doing something, thereby making a positive statement about the noun in motion.
An affirmative word or sentence is usually contrasted with a negative sentence, which

commonly includes the negative particle “not.” Examples of negative statements include: “Rabbits
don’t fly” and “People don’t float.” An affirmative sentence, by contrast, is a statement that
affirms rather than negates a proposition.
Using Affirmative Sentences
Although not essential to conveying clear thought, it would be rather odd if you spoke in
only negative sentences, arriving at a point only by denying all other options—such as saying,
54
“The person isn’t a boy,” when you really mean, she’s a girl, or “The house pet is not a bird,
reptile, fish, or dog” when you really mean it’s a cat. Using the negative in these cases convolutes
the sentences; it’s better to simply make affirmative statements: “She’s a girl,” or “The house
pet is a cat.”
For that reason, most sentences are formed—like this one—as affirmative, unless the
speaker or writer is deliberately contradicting a differing point or opinion. Unless you are trying
to say “no,” your sentence is likely to be affirmative in form.
Interestingly, the rule of double negatives applies to affirmative sentences as well, meaning
that if you say, “I am not not going to the movies,” the sentence is affirmative because the
meaning of “not not” doing something is that you are doing something.
ACTIVITIES
Form affirmative statement using the given word or phrase by arranging them in
properword order :
1. the science apply only can for students the post.
2. delicious cakes my mother makes.
3. my own I destiny determine.
4. am practicing I basement the drums in the
5. the drink water cold is too for me to
5.1.2 FRAMING QUESTIONS
The interrogative pronouns who, what, whom, whose, which and the interrogative adverbs
where, when, why and how are used to frame information questions.
The structure ‘how + an adjective/adverb’ may also be used to frame information questions.
Example: Whose books are these?
What do you want?

55
ACTIVITIES
Fill the gap with appropriate word to ask question :

1. –––––———— did you write the exam?
2. ——————— didn’t you come home, yesterday.
3. ––––––––––––– didn’t you call me yesterday?
4. —————— did you cry last night?
5. –––––––––– did you complete the task so easy?
5.1.3 PREPOSITIONS
A preposition is a word used to link nouns, pronouns, or phrases to other words within a
sentence. Prepositions are usually short words, and they are normally placed directly in front of
nouns. In some cases, you’ll find prepositions in front of gerund verbs.
There are two very important rules to remember when using prepositions. Because they
are somewhat vague, learning about prepositions and using them correctly in sentences takes
practice. Because translation is often impossible when dealing with prepositions, even the
most advanced English students have some difficulty at first.
The first rule is that certain propositions must be used to make the relationships between
words in a sentence clear. Most prepositions are interchangeable but only to a certain extent.
The second rule for using prepositions is that these words must be followed by nouns.
There are more than 100 prepositions in the English language. In addition, there are
endless possibilities for creating prepositional phrases. In the following sections, you will find
examples of prepositions, types of prepositions, a comprehensive list of prepositions, and
some helpful preposition exercises.
As you read the examples and study the list, remember that prepositions usually convey
concepts such as comparison, direction, place, purpose, source possession, and time.
56
Examples of Prepositions
In the following sentences, examples of prepositions have been italicized. As you read,
consider how using different prepositions or even different types of prepositions in place of the
examples might change the relationship between the rest of the words in the sentence.
I prefer to read in the library.
He climbed up the ladder to get into the attic.
Please sign your name on the dotted line after you read the contract.
Go down the stairs and through the door.
He swam across the pool.
Take your brother with you.
Types of Prepositions
There are three types of prepositions, including time prepositions, place prepositions,
and direction prepositions.
Time prepositions are those such as before, after, during, and until; place prepositions
are those indicating position, such as around, between, and against; and direction prepositions
are those indicative of direction, such as across, up, and down. Each type of preposition is
important.
ACTIVITIES
Fill in the blank with correct prepositionchosen from those given in

brackets :
1. My birthday falls –––––———— August (in, on).
2. They live in the ——————— house. (further, farther)
3. Many foods ––––––––––––– milk, contain calcium (beside, besides)

57
4. I will arrive ————— six O’clock (in, at)
5. We waited –––––––––––– fifteen minutes (for, since).
Fill in the blank with the missing preposition :

1. I want –––––———— live in a hot country.
2. It is built ——————— the bank of the river cauvery.
3. She knows hundreds of poems ––––––––––– heart.
4. The movie seemed to go on forever, but —————— last it was over.
5. Most shops are closed –––––––––– Sundays.
5.1.4 ERROR CORRECTION
Methods of error correction

1. Certain nouns possess a singular form but still represent plurality and thus, take a plural
verb when used in a sentence.
E.g. Cattle, peasantry, people, clergy, police.
Thus,
The Police has come (Incorrect)
The Police have come (Correct)
2. Certain nouns always take the plural verb because their form is always plural.
E.g. Scissors, trousers, spectacles, thanks, premises.
Thus,
The scissors is kept on the table. (Incorrect)
The scissors are kept on the table. (Correct)
3. When a number is followed by a noun denoting measure, length, money, number or

weight, the form of the nouns does not change so long as they are followed by another
noun or pronoun.
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E.g. Million, pair, metre, year, dozen, foot, head.
Thus,
This is a nine-metres cloth. (Incorrect)
This is a nine-metre cloth. (Correct)
4. When a number is followed by a noun denoting measure, length, money, number or

weight, but these are not followed by another noun or pronoun, then they take the plural
form.
E.g. Million, pair, metre, year, dozen, foot, head.
Thus,
This sari is nine yard long. (Incorrect)
This sari is nine yards long. (Correct)
5. Certain nouns, especially of the collective category, are used as singular when they specify
a unit.
E.g. Public, team, committee, government, audience, orchestra, company, jury.
Thus,
The public were unanimous in their opinion. (Incorrect)
The public was unanimous in its opinion. (Correct)
6. Certain nouns, especially of the collective category, are used in plural when they specify
a difference of opinion or class.
E.g. Public, team, committee, government, audience, orchestra, company, jury.
Thus,
The jury was divided in its opinion. (Incorrect)
The jury were divided in their opinion. (Correct)

59
7. If the pronoun ‘one’ is used, it must be maintained throughout the sentence.
Thus,
One must respect his elders. (Incorrect)
One must respect one’s elders. (Correct)
8. The word ‘whose’is used for living people and ‘which’ is used for non-living things or
ideas.
Thus,
Which box is kept on the table? (Incorrect)
Whose box is kept on the table? (Correct)
9. ‘Less’ is used to denote quantity while ‘fewer’ is used to denote number.
Thus,
No less than twenty people were (Incorrect)
No fewer than twenty people were (Correct)
10. ‘One of’is always followed by noun in the plural form.
Thus,
She is one of the least important person in the office. (Incorrect)
She is one of the least important people in the office. (Correct)
11. Only ‘than’ should be used after ‘no other’
Thus,
I like no other movie but Titanic. (Incorrect)
I like no other movie than Titanic. (Correct)

60
12. After the word ‘Know’, ‘how, ‘what’ or ‘when’ should be used before using the infinitive.
Thus,
I know to speak English. (Incorrect)
I know how to speak English. (Correct)
13. If the verb indicates a purpose, an infinitive must be used and if the verb indicates a
cause, a gerund must be used.
Thus,
He went to the mall for watching a movie. (Incorrect)
He went to the mall to watch a movie. (Correct)
He was suspended to show indiscipline. (Incorrect)
He was suspended for showing indiscipline.(Correct)
14. ‘As’ is not used with verbs like ‘appointed’, ‘elected’ , ‘considered’, ‘called’ but it is used
with the word ‘regard’.
Thus,
He was elected as Secretary of the organisation. (Incorrect)
He was elected Secretary of the organisation. (Correct)
I regard Sahil my best friend. (Incorrect)
I regard Sahil as my best friend. (Correct)
15. Adverbs should not be confused with adjectives. An adjective describes the characteristic
of the subject while an adverb describes the action of the verb.
Thus,
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The horse looked beautifully. (Incorrect)
The horse looked beautiful. (Correct)
16. Question tags are always the opposite of the sentence which means that if the sentence
is positive, the question tag is negative and vice versa.
Thus,
You were dancing, were you? (Incorrect)
You were dancing, weren’t you? (Correct)
17. An infinitive verb should never be split.
Thus,
I request you to kindly tell me. (Incorrect)
I request you kindly to tell me. (Correct)
18. A pronoun after ‘like’, ‘unlike’ and ‘let’ takes an objective case.
Thus,
You will never find a woman like she. (Incorrect)
You will never find a woman like her. (Correct)
Let I do it. (Incorrect)
Let me do it. (Correct)
19. The relative pronoun ‘that’is used instead of ‘who’ or ‘which’ after adjectives in the
superlative degree.
Thus,
This is the best which she could do. (Incorrect)

62
This is the best that she could do. (Correct)
20. To show equality ‘as’ is used both before and after the adjective.
Thus,
I can run as fast, if not faster than you. (Incorrect)
I can run as fast as, if not faster than you. (Correct)
21. Even though more than one’indicates a plural sense, it agrees with a singular noun and
takes a singular verb.
Thus,
More than one students completed their project. (Incorrect)
More than one student completed his project. (Correct)
22. ‘Scarcely’and ‘hardly’ are followed by ‘when’ and not by ‘than’.
Thus,
Hardly had the teacher left the room than the pupils started enjoying. (Incorrect)
Hardly had the teacher left the room when the pupils started enjoying. (Correct)
23. ‘Though’ is followed by ‘yet’and not by ‘but’.
Thus,
Though he is poor but he is honest. (Incorrect)
Though he is poor, yet he is honest. (Correct)
24. ‘Lest’must be followed by ‘should’ or by nothing at all and ‘Such’ must be followed by ‘as’.
Thus,
Work hard lest you will fail. (Incorrect)

63
Work hard lest you should fail. (Correct)
Work hard lest you fail. (Correct)
He is such a writer that everybody should read his books. (Incorrect)
He is such a writer as everybody should read his books. (Correct)
25. ‘Unless’ expresses a condition and is always used in the negative sense. Thus ‘not’ is
never used with ‘unless’.
Thus,
Unless you do not work hard, you will not excel in the examination. (Incorrect)
Unless you work hard, you will not excel in the examination. (Correct)
26. ‘When’denotes a general sense and ‘while’ implies a time duration of doing something.
Thus,
When learning how to sing, technique is of utmost importance. (Incorrect)
While learning how to sing, technique is of utmost importance. (Correct)
ACTIVITIES
Correct the error in the following sentence :

1. When did they arrived?
2. My brother is a MLA
3. All applicants must possess an university degree
4. I am agree with you.
5. My brother is electrical engineer.

64
5.1.5 ANALOGY
An analogy is a comparison of two things to highlight their similarities. Often the things
being compared are very different, but an analogy highlights how they are alike.An analogy is
used to compare two ideas in order to explain one.
Examples:
Cold is to hot as light is to dark
Cake is to eat as water is to drink
ACTIVITIES
Complete the analogy by writing the correct word on the blank line.
1. Little is to small as large is to –––––––––––– (tiny, huge, medium).
2. Open is to close as near is to –––––––––– (for, close, shut)
3. Soft is to loud as ‘slow is to —————— (quiet, quick, sluggish)
4. Dishonest is to honest as always is to ––––––––––––– (usually, never, sometimes)
5. Soft is to loud as slow is to –––––———— (quiet, quick, sluggish)
5.1.6 PHRASAL VERBS
A phrasal verb is a combination of a verb and an adverb or preposition, for example ‘shut
up’ or ‘look after’, which together have a particular meaning.
Examples:
abide by To respect or obey a decision, If you want to keep your job here,
a law or a rule you mustabide by our rules.
account for To explain, give a reason I hope you can account for the time
you were out!
add up To make sense, seem reasonable The facts in the case just don’t
add up.
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advise against To recommend not doing something I advise against walking alone in this
neighborhood.
agree with To have the same opinion as I agree with you. I think you should
someone else. go as well.
allow for To take into consideration We need to allow for unexpected

charges along the way.
appeal to 1. To plead or make a request 1. He appealed to the court to

2. To be attractive or interesting change its decision.
2. A vacation of sunbathing
doesn’tappeal to me.
apply for To make a formal request for He applied for a scholarship for
something (job, permit, loan etc.) next semester.
back away To move backwards, in fear or When he saw the bear, he backed
dislike away in fright.
back down To withdraw, concede defeat Local authorities backed down on

their threats to build on that part of
the beach.
back up 1. To give support or 1. I’m going to be very strict with

encouragement him. I hope you’ll back me
2. To make a copy of (file, up on this?
program, etc.) 2. You should back up all your
computer files in a secure
location.
bank on To base your hopes on something I’m banking on you to help with the
/ someone charity event.
black out To faint, lose consciousness Jenna fell in the parking lot
and blacked out.
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block off To separate using a barrier. The police blocked off the street
after the explosion.
blow up 1. To explode 1. Tommy blew up the red

2. To get angry balloon.
2. Don’t blow up at me. It’s not my
fault.
boil down to To be summarized as It all boils down to who has more

power.
boot up To start a computer by loading You need to boot up your computer

an operating system or program before you begin to work.
break away To separate from a crowd One of the wolves broke away from
his pack.
break down 1. To go out of order, cease to 1. The washing machine broke

function downso we had to call in the
2. To lose control of one’s repair technician.
emotions 2. John broke down when he
heard the news.
break into To enter by force Burglars broke into my car last

night.
break out To start suddenly Rioting broke out after the

government raised the fuel prices
again.
break out of To escape from a place by force Several prisoners broke out of jail.
break up To come to an end (marriage, She broke up with Daniel after

relationship) dating him for five years.
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bring up To raise (a child) Sara is bringing up her children by

herself.
brush up on To improve, refresh one’s knowledge I must brush up on my French

of something before going to Paris next month.
bump into To meet by chance or unexpectedly I bumped into Adam at the bank.
He says “hello”.
burn out 1. stop (something) working 1. The light bulb burnt out. Please
2. become exhausted from change it.
over-working 2. She needs to work fewer hours.
Otherwise she will burn out.
call back To return a phone call Could please call back in ten
minutes?
call off To cancel The game was called off because

of bad weather.
calm down To become more relaxed, less It took Kylie several hours to calm
angry or upset downafter she saw the accident.
carry on To continue The soldiers carried on walking in

order to get to their post before
dark.
carry out 1. To do something as specified 1. His orders were carried out to

(a plan, an order, a threat) the letter.
2. To perform or conduct 2. That company does not carry
(test, experiment) outtests on animals.
check in To register at a hotel or airport They said I must check in at least

three hours before my flight.
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check out 1. To pay one’s bill and leave 1. Donna checked out of the hotel
(a hotel) this morning.
2. To investigate 2. I don’t know if this price is
correct. I’llcheck it out online.
clam up To refuse to speak When the police started asking

questions, the suspect clammed up.
clamp down on To act strictly to prevent something The local authorities have decided
to clamp down on illegal parking in
handicapped parking places.
come across 1. To find by chance 1. I was cleaning up and came

2. To appear, seem, make an acrosssome old photos of
impression you.
2. The politician came across as
a complete fool during the TV
interview.
come forward To present oneself Has the owner of the winning lotto
ticketcome forward?
count on To rely or depend on (for help) You can count on me to keep your
secret.
cut down on To reduce in number or size I’ve decided to cut down on the
amount of sweets I eat.
cut out 1. To remove using scissors 1. She cut out a coupon from the
2. To stop doing something newspaper.
2. You need to cut out all red
meat from your diet.
deal with To handle, take care of (problem, Catherine is not good at dealing
situation) with stress.
69
die down To calm down, become less strong After the storm died down, we went
outside to see the damage it had
caused.
do without To manage without She didn’t get a salary this month,

so she’ll have to do without extra
treats.
drag on To last longer than expected The suspect’s trial dragged

on longer than we had expected!
draw up To write (contract, agreement, They drew up a contract and had

document) me sign it.
dress up wear elegant clothes Their wedding gave us a chance

to dress upand get out of the
house.
drop in To visit, usually on the way Why don’t you drop in to see us on
somewhere your way home?
drop off 1. To deliver someone or something 1. I’ll drop off the papers later
2. To fall asleep today.
2. I often drop off in front of the
TV.
drop out To leave school without finishing Zack dropped out of college and
joined the army.
ease off To reduce, become less severe or Traffic usually eases off about 7pm
slow down (pain, traffic, work)
end in To finish in a certain way; result in Her marriage ended in divorce.
end up To finally reach a state, place or If you don’t improve your work
action habits, you’llend up being fired.
70
fall through To fail; doesn’t happen His plans to trek through South
America fell through when he got
sick.
figure out To understand, find the answer He’s trying to figure out how to earn
enough money to go on the trip to
Spain.
fill out To complete (a form/an Please fill out the enclosed form
application) and return it as soon as possible.
find out To discover or obtain information I’m going to to find out who’s
responsible for the power cut.
focus on To concentrate on something Tom had difficultty focusing

on work the day before his holiday
started.
get along (with) To be on good terms; work well It’s important to get along with your
with team supervisor.
get at To imply What are you getting at? Do you

think I’m to blame?
get away To escape I think we should get away for the

weekend.
get by To manage to cope or to survive Students without jobs have a hard

timegetting by.
get in To enter When did you get in last night?
get into (+noun) To enter How did you get into your car
without the keys?
71
get off 1. To leave (bus, train, plane) 1. You should get off the train in
2. To remove Kings Heath.
2. I can’t get the ink stain off my
shirt.
get on To board (bus, train, plane) I’m trying to get on the flight to
Brussels.
get on with To continue to do; make progress After they split up, she had a hard
(something) timegetting on with her life.
get on (well) with To have a good relationship with He doesnt get on very well with the
(somebody) other members of the committee.
get out To leave He had a hard time getting out of

Newark because of the snow?
get out of To avoid doing something Edna’s trying to get out of working
the night shift.
get over To recover from (illness, Has she gotten over the flu?
disappointment)
get over To recover from (illness, Mary had the chickenpox last week
disappointment) but shegot over it.
get rid of To eliminate Please get rid of that old t-shirt. It’s
so ragged.
get together To meet each other Let’s get together for your birthday
on Saturday.
get up To rise, leave bed Will you please get up? You’ve got
a class in 20 minutes.
72
give in 1. To cease opposition; yield 1. We will never give in to the

2. To To hand in; submit terrorists’ demands.
2. I’ll give in my paper tomorrow.
give up To stop doing something Morris gave up drinking 10 years

ago.
go through To experience Andy went through a lot of pain

after his mother died.
grow up To spend one’s childhood; He’s like Peter Pan. He never

develop; become an adult really grew upat all.
hand in To submit (report, homework) Please hand in your papers before

Friday.
hand out To distribute Susan volunteered at the shelter

where shehanded out warm
clothes.
hang out To spend time in a particular place Which pub does the team hang
or with a group of friends out at after the game?
hang up To end a phone conversation If you hang up now, I’ll never speak
to you again.
hold on 1. To wait 1. Please hold on and a

2. To grip tightly representative will answer your
call.
2. She was so scared on the
rollercoaster ride that she held
onfor dear life.
hurry up To be quick, act speedily Hurry up and finish your lunch or

we’ll miss the train.
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iron out To resolve by discussion, The two countries met at the

eliminate differences conference toiron out their
differences.
join in To participate Yes David, you can join in the

discussion any time you like.
join up 1. To engage in, become a 1. There was a war on, so some

member of kids were only sixteen when
2. To meet and unite with they joined up.
2. Let’s separate now and join
up later at the restaurant.
keep on To continue doing something If you keep on making that noise

will get annoyed.
keep up with To stay at the same level as I read the paper every day to keep
someone or something up withthe news.
kick off To begin, start The rugby match kicked off at 3

o’clock.
leave out To omit, not mention Please check your form again and
make sure nothing is left out.
let down To disappoint I feel so let down because they

promised me a puppy but all I got
was a doll.
look after To take care of Andy can you look after your sister
until I get back?
look down on To consider as inferior She’s such a snob. She

always looks down on anyone who
is poor.
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look on To be a spectator at an event If you don’t want to take part in the

game you can look on for now.
look for To try to find something Harry went to the shop to look for a
new computer.
look forward to To await or anticipate with pleasure I’m looking forward to my birthday.
It’s in two days time.
look up to To admire I always looked up to my father. He

was a great man.
make fun of To laugh at/ make jokes about It’s not nice to make fun of people
in wheelchairs.
make up To invent (excuse, story) That’s a good excuse. Did

you make up it up yourself?
mix up To mistake one thing or person She had so many cats that she
for another kept mixing up their names.
move in To arrive in a new home or office Did you hear? Our new neighbors
aremoving in this afternoon.
move out To leave your home/office for When are you moving out? We
another one. need your office for the new guy.
nod off To fall asleep You were so tired after the game
that younodded off on the couch.
own up To admit or confess something Come on. Own up. We know you
did it!
pass away To die Your grandfather passed

away peacefully in his sleep last
night.
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pass out To faint He didn’t drink enough water so

he passed out at the end of the
race.
pay back To reimburse I’ll pay you back as soon as I get

the loan.
put off To postpone, arrange a later date Don’t put off until tomorrow, wha
you can do today.
put on To turn on, switch on It’s very dark in here. Please put
on the light on.
put out To extinguish The fire fighters were able to put

out fire in ten minutes.
put up To accommodate, give somebody I can put you up until the weekend
a bed but then I’m going away.
pick up To collect somebody I’ll pick you up at around 7:00 to

take you to the airport.
point out To indicate/direct attention to As I already pointed out, there was

something a mistake in your calculation.
rely on To count on, depend on, trust You can rely on me. I always arrive
on time.
rule out To eliminate Since he had a sound alibi, the

police ruledhim out as a suspect.
run away To escape from a place or He ran away from home and joined
suddenly leave the circus.
run into To meet by accident or unexpectedly I’m so glad I ran into you. I need to
(also: bump into) ask you something.
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run out of To have no more of something. We’ve run out of milk. I’ll just pop
next door to borrow some.
set off To start a journey; Let’s set off early to miss the rush
hour traffic.
set up To start a business They set up their own company

when they were still in high school.
shop around To compare prices Don’t buy that. Let’s shop

around and see if we can find
something cheaper.
show off To brag or want to be admired He’s such a show off. He has to tell
everybody about his new computer.
show up To appear/arrive I don’t think she’ll show up tonight.

Her daughter is sick.
shut up To be silent, stop talking Shut up, you’re spoiling the movie!
(impolite)
sit down To take a seat I think you should sit down. It’s bad
news.
stand up To rise from a sitting position The whole stadium stood up for the
national anthem.
stick up for To defend My big brother always stuck up

for me when I got into a fight.
take after To resemble, in appearance or Angie really takes after her

character grandmother.
take care of To look after Please take care of my cat when

I’m away.
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take off To leave the ground The plane will take off as soon as
the fog lifts.
take on To hire or engage staff I hear they’re taking on extra staff

for this event.
take out To remove; extract Please take out your mobile phones
and turn them off.
tell off To reprimand/criticize severely The coach told her off for not trying
hard enough.
think over To consider Take your time

and think it over before you decide.
try on To wear something to see if it Go ahead, try it on and see if it fits?

suits or fits
turn down To refuse I asked her out but

she turned me down flat.
use up To finish a product (so that there’s Your parents used up all the coffee!
none left)
watch out To be careful Watch out! There’s a dog in the

road.
wear out 1. To become unusable 1. Julie wore out her shoes

2. To become very tired running the marathons.
2. Julie was worn out after all that
running.
work out 1. To do physical exercise 1. You should work out twice a

2. To find a solution or calculate week at the gym
something 2. Can you work this out? I’m no
good at math.
wipe off To clean (board, table).

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ACTIVITIES
Fill in the blank with correct phrasal verbs

1. The government set –––––———— the proposal of constructing a new dam.
2. The chief guest ——————— the prizes to the winners of the contest.
3. The teacher brushed ––––––––––––– our suggestion of going on a trip.
4. Father bumped —————— an old college friend at the mall.
5. Lots of people turned –––––––––– for the music concert.
Complete the following sentence, using the phrasal verbs given in

brackets :
1. She is –––––———— a better job (looking for, looking at)
2. The fire was ——————— by the fire brigade. (put out, put up)
3. A committee has been set up to ––––––––––– the problem. (look into, look at)
4. She –––––––––– a beautiful dress for a party (put up, put on)
5. This is my new address. Why don’t you .... (write down, write up)
5.1.7 EXPRESSIONS TO ASK PERMISSION
There are various ways of giving and asking permission
Type 1
May I (please)…?
This is usually very polite, and used when you are asking someone who has authority
over you for something. To make it even more polite, add the please after asking it.
Examples
May I please use the restroom?
May I go to the park with my friends today please?

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May I look over this contract and discuss it with my family members before signing it and
getting it back to you?
Can I… (please)?
Asking can you do something is more direct than using may or could. In the case of a
very formal situation, it may be better to stick with the other ways of asking the question, but it
is acceptable in many situations. If you want to be politer, it is best to add please into the
sentence, especially when you are talking to someone who has authority over you.
Examples
Can I use your pen please?
Can I spend my weekend in Portland before traveling to Seattle?
Can I please see the detailed plans for your kitchen remodeling?
Could I… (please)?
Asking something with could is a gentler way to ask than can I. It is used the same way
as can.
Examples
Could I borrow some money to pay for dance class and pay you back next week?
Could I please watch the next episode of this show before we start cleaning the house?
Could I get another glass of water please?
Type 2
For these phrases, you are suggesting something that you want to do, or something that
you could do, and trying to see whether the person you ask is approving of your suggestion or
not. Asking for permission in these ways shows that you value the other person’s opinion.
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Even though you already have an idea of what to do, you still want them to weigh in – to
provide their opinion – on which you will base your decision. These are great phrases to use if
speaking to a teacher at school or a boss at work. They show that you are not asking them to
come up with the ideas for you, just to help guide your ideas in a way that works for everyone.
Would I be able to…?
Asking if you are able to do something allows the person you ask to answer either yes or
no. This question respects their time and expertise, and you do not have to take up more time
than they are willing to give. This is a great way to ask for permission if you are short on time
or have caught the person at a busy time.
Asking this way is a great lead up question to adding in a reason why you think a certain
way, which can help the person you ask better understand why you suggest what you suggest.
It also allows them to give you an alternative and explain why they think another way, instead.
Examples
Would I be able to switch the color palates for the two projects? I think they fit together
better that way.
Would I be able to turn this essay in on Monday next week? I will be out of town on
Tuesday, when the paper is due.
Would I be able to ask you to give me a hand with lifting this cabinet? It is a little heavy.
Do you mind if I…?
While the previous question asks for the opinion of the person, this question asks whether
they will be bothered in you do something. The purpose of asking for permission this way is to
show that you do not want to become a burden for this person. You can ask if someone minds
that you do something at school or at work, and this question is also commonly used when
asking a stranger if you can play your music out loud, take an empty seat at their table, etc.
When you ask if someone minds that you do something, you show a little more
determination to do it. you are not asking for their permission the way Would I be able to does;
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instead, you generally have made up your mind and just want to make sure you will not bother
the other person.
Examples
Do you mind if I sit here with you?
Do you mind if I have a snack? I haven’t eaten all morning.
Do you mind if I rearrange your books for you? They seem a little bit messy.
Do you think I should…?
With this question, you show a little more reliance on the opinion of the person that you
are asking. When you ask if you should do something, it shows that you have a tentative idea
of it, but you are really not sure and will probably take their suggestion.
Whether or not you should ask for permission this way depends on the situation and your
relationship with the person that you are asking. If you are in a business setting with your boss,
it is often better to avoid this way of asking for permission because it shows that you are too
timid. However, it is a good way to ask for advice from a friend.
Examples
Do you think I should go to this party with him or not?
Do you think I should just let this go because we will have to work together again next
time?
Do you think I should buy the purple shirt or the blue hat?
What do you think if I…?
With this question, you are again being a little more assertive. However, this assertiveness
is mixed with a genuine desire to know what the other person thinks about it. If you come
across a problem when you are working, this is a great way to discuss it with your boss.
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Instead of trying to come up with a perfect idea and just having them sign off on the
solution, you are instead asking them to have a conversation with you so you can pick their
brain – or really ask them questions to help you understand their thinking – and see what could
work and what could not.
Even though this comes across as a yes or no question, it will usually lead to your boss
telling you a lot more about the way that they think. This question is a good mix between
showing that you have expertise and you have thought about a solution to the problem, but
also making sure you hear what they have to say about it.
Examples
What do you think if I ask the marketing department to redesign this ad and target a
different audience than before?
What do you think if I switch the agendas for the morning and the afternoon, so that
people will be more awake when they hear about the more important information?
What do you think if I spend more time working on the train project and give my
responsibilities on the bus project to someone else?
Type 3
This category of ways to ask for permission are more assertive than the ones before.
Instead of relying too much on what the other person might think of you, you are instead
pushing them a little to go along with what you say. Most people will agree with you if you ask
for permission using these sentences because they show that you are committed to the ideas
already.
Unless they have a specific and strong reason to say no, you will likely get your way.
However, this does not mean that people will be happy about agreeing, or that people will
respect your authority. These questions are best used when you are the boss, or you are the
one who should be making all the decisions.
I think I’m going to… Is that okay?

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Saying that you think you are going to do something is a little gentler, and asking whether
that would be okay is a great way to check what the other person will think of what you do.
However, if you want to be more aggressive, you do not have to ask whether it is okay that you
do something.
Examples
I think I’m going to take my car to the shop tomorrow morning and then ride the bus to
work. Is that okay?
I think I’m going to take two weeks for vacation starting next Monday. Is that okay?
I think I’m going to buy this piece of art for our living room. Is that okay?
I believe I will… Okay?
Believing that you will do something is a little bit more assertive and sure than thinking
that you will do something. Asking for permission this way shows that you pretty sure about
what you want to do, and in some circumstances, may not actually care what the other person
thinks.
Sometimes, because of how sure you may sound about your decision, this question may
come off as a little bit rude. To avoid this, make sure the okay that you ask at the end of the
question doesn’t sound like it was added on just so you don’t sound rude.
Examples
I believe I will try to finish the project before I go to sleep. Okay?
I believe I will have more time to pick up the dry cleaning and stop by the grocery store
tomorrow after work. Okay?
I believe I will be better off traveling to Japan and staying longer than trying to add in a
trip to China or South Korea as well. Okay?
I will… Is that alright? (Or, is it alright to…)

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Similar to the above, asking for permission in this way shows that you have already
made up your mind. If you add Is that alright? At the end, it shows that you are a little bit more
sensitive.
Examples
I will buy the cotton candy you want from the online store. Is that alright?
I will take out the trash tomorrow, so put the things that you don’t need in there before
then. Is that alright?
I will be in New York City the second week of July. Is it alright to stay at your house during
that time?
What would you say if I…?
Out of all the ways to ask permission in this blog post, this is the one that is the most
assertive. While this question does not outright say that you will do what you are thinking of
doing regardless of what the other person says, it does show that you have already strongly
made up your mind in favor of whatever it is that you want to do.
You likely will not change your mind, even if the other person has something important
and useful to say. Instead of asking permission, sometimes this question is used to warm
someone up to the idea of something that you have already done. If someone asks you this,
you can be suspicious about whatever idea they ask you about.
Examples
What would you say if I sell my car and commit to using only rideshare apps when I need
to get around?
What would you say if I dropped out of college to try out this idea that I have?
What would you say if I told you all that we would not be giving out Christmas bonuses
this year because our company needs the money to invest somewhere else?
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Type 4
Don’t mind if I do!
Usually, you will say this sentence after someone has already offered something to you,
or said that you could do it. They have already welcomed what it is that you want to do, so you
can respond Don’t mind if I do! To show them that you would like to take them up on that offer.
Examples
Taylor: I’m full already, so would you like to have the rest of my fries?
Bob: Don’t mind if I do!
Harry: I bought these baseball tickets because I thought that I would have to time to go
tomorrow night, but I just had an emergency meeting come up during that time. Would you like
them instead?
Liam: Don’t mind if I do!
Type 5
If you are beginning to collect different ideas, brainstorming, and just wanting to see if
the person you are talking to likes any of them, you can use some of these sentences. They
don’t put any pressure on either of you to like or dislike the ideas, and asking in such an open-
ended way means that you can get great feedback on the ideas.
Should I…?
Examples
Should I go to the store and look at more color plates for the wall paint tomorrow? I can’t
decide on a color.
Should I focus on getting to all the museums or just eating the best food in the city?
Should I pack for winter weather or summer weather?
How about I…?

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Examples
How about I drop you off first so you can stand in line?
How about I rearrange the designs and you can look at them again tomorrow?
How about I do this again another time?
What about…?
Examples
We have been focusing all our attention on the marketing of the product. What about
changing our focus to something else?
What about watching an episode of a TV show instead of watching a movie?
What about using digital magazines, books, and newspapers instead of print ones?
What do you say about…?
Examples
What do you say about hiring Kelsey as our babysitter?
What do you say about using the extra profits from this year to invest in more marketing?
What do you say about shifting our target audience from all children to just girls?
ACTIVITIES
Write the appropriate expression to ask for permission :

1. You : –––––———— borrow your camera for a day, Syam?
Syam : Yes, Sure.
2. Anand : ––––––––––––– you lend me your pen?
Uncle : Sure, Here you are!

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3. Employee to Employer: ____________take your umbrella?
4. Child : –––––––––– I please have an ice cream?
Mother : No you may not. It’s almost dinner time.
5. Wife to Husband: _________ borrow your car’.
5.1.8 ORDER OF ADJECTIVE
In many languages, adjectives denoting attributes usually occur in a specific order.

Generally, the adjective order in English is:
 Quantity or number
 Quality or opinion
 Size
 Age
 Shape
 Color
 Proper adjective (often nationality, other place of origin, or material)
 Purpose or qualifier
ACTIVITIES
Arrange the following into a sentenceaccording to the order of the adjectives
1. (i) a silk, green, sari
(ii) a grey old, tin box
2. (i) a black crooked crow
(ii) sat on the marble blue statue.
3. (i) a white, strange, parrot
(ii) the blue dark, sky

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4. (i) The mango little tree
(ii) Was cut by the iron big saw.
5. (i) a yellow tiny bird
(ii) sang a magical big song.
5.1.9 CONNECTIVES
A connective is a word or phrase that links clauses or sentences. Connectives can be

conjunctions (eg but, when, because) or connecting adverbs (eg however, then, therefore).
Connecting adverbs (and adverbial phrases and clauses) maintain the cohesion of a text
in several basic ways, including:
 addition: also, furthermore, moreover
 opposition: however, nevertheless, on the other hand
 reinforcing: besides, anyway, after all
 explaining: for example, in other words, that is to say
 listing: first(ly), first of all, finally
 indicating result: therefore, consequently, as a result
 indicating time: just then, meanwhile, later
ACTIVITIES
Fill in the blank with a connective :

1. –––––———— the bell rang the students entered the class.
2. The boys had left the class ——————— the teacher arrived.
3. The train had left ––––––––––––– I reached the station.
4. She could use the computer ————— she was three.
5. He laughed so much –––––––––– tears rolled down his cheeks.

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5.1.10 VERB
What is a verb?
A verb is one of the main parts of a sentence or question in English.
In fact, you can’t have a sentence or a question without a verb! That’s how important
these “action” parts of speech are.
The verb signals an action, an occurrence, or a state of being. Whether mental, physical,
or mechanical, verbs always express activity.
Physical Verbs – Definition and Examples
Physical verbs are action verbs. They describe specific physical actions. If you can create
a motion with your body or use a tool to complete an action, the word you use to describe it is
most likely a physical verb.
Physical Verb Examples
The physical verb examples in the following sentences are in bold for easy identification.
Let’s run to the corner and back.
I hear the train coming.
Call me when you’re finished with class.
Mental Verbs – Definition and Examples
Mental verbs have meanings that are related to concepts such as discovering,
understanding, thinking, or planning. In general, a mental verb refers to a cognitive state.
Mental Verb Examples
The mental verb examples in the following sentences are in bold for easy identification.
I know the answer.

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She recognized me from across the room.
Do you believe everything people tell you?
States of Being Verbs – Definition and Examples
Also known as linking verbs, state of being verbs describe conditions or situations that
exist. State of being verbs are inactive since no action is being performed. These verbs are
usually complemented by adjectives.
States of Being Verb Examples
The state of being verbs in the following sentences are in bold for easy identification.
I am a student.
We are circus performers.
Please is quiet.
Types of Verbs
How many types of verbs are there? In addition to the main categories of physical verbs,
mental verbs, and state of being verbs, there are several other types of verbs. In fact, there are
more than ten different types of verbs that are grouped by function.
List of all Verb Types
Action Verbs
Action verbs express specific actions, and are used any time you want to show action or
discuss someone doing something.
Transitive Verbs
Transitive verbs are action verbs that always express doable activities. These verbs
always have direct objects, meaning someone or something receives the action of the verb.
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Intransitive Verbs
Intransitive verbs are action verbs that always express doable activities. No direct object
follows an intransitive verb.
Auxiliary Verbs
Auxiliary verbs are also known as helping verbs, and are used together with a main verb
to show the verb’s tense or to form a question or negative.
Stative Verbs
Stative verbs can be recognized because they express a state rather than an action.
They typically relate to thoughts, emotions, relationships, senses, states of being, and
measurements.
Modal Verbs
Modal verbs are auxiliary verbs that are used to express abilities, possibilities, permissions,
and obligations.
Phrasal Verbs
Phrasal verbs aren’t single words; instead, they are combinations of words that are used
together to take on a different meaning to that of the original verb.
Irregular Verbs
Irregular verbs are those that don’t take on the regular spelling patterns of past simple
and past participle verbs.
ACTIVITIES
Fill in the blank with proper form of a verb :

1. He should not have –––––———— (do) this.
2. He might have ––––––––––––– (reach) home by this time.

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3. My friends and I are –––––––––– (think) of going for a cricket match.
4. I am ________ (come) tomorrow.
5. She ____________ (go) temple every day.
Pick out the correct alternative :
1. What do you want –––––————.
(i) to study
(ii) study
(iii) studying.
2. It began –––––––––––––
(i) to raining
(ii) raining
(iii) to rain.
3. I …….. a teacher
(i) want being
(ii) ‘d like to be
(iii) like
4. She finished –––––––––– the book.
(i) read
(ii) reading
(iii) to read.
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5. I continued –––––––––––– in the library.
(i) worked
(ii) work
(iii) to work
5.1.11 NEGATIVE SENTENCES
Negative sentences state that something is false or basically the opposite of the truth.
We are able to create negative sentences with the help of negative words and adding the word
not after auxiliary verbs. The following are some of the negative words that we can use to
create a negative sentence: Negative words:
 No
 Not
 None
 No one
 Nobody
 Nothing
 Neither
 Nowhere
 Never
An auxiliary verb is a verb that is used when in forming the tenses, moods, and voices of
other verbs. The most common way to write a negative statement is the use of a negated
auxiliary verb. Be verbs are an example of an auxiliary verb. The be verbs include:
 To be (am, is, are ,was, were)
 To have (have, has, had)
 To do (do, does, did)

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ACTIVITIES
Change the following into the negative:

1. My neighbour is a honest man.
2. Rose smells sweet.
3. I have a dream.
4. She wants to be an engineer
5. I went for a movie last Sunday
5.1.12 SINGULAR AND PLURAL
REGULAR NOUNS
Most singular nouns form the plural by adding -s.
EXAMPLES
Singular Plural
boat boats
house houses
cat cats
river rivers
A singular noun ending in s, x, z, ch, sh makes the plural by adding-es.
EXAMPLES
Singular Plural
bus buses
wish wishes
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pitch pitches
box boxes
A singular noun ending in a consonant and then y makes the plural by dropping the y and
adding-ies.
EXAMPLES
Singular Plural
penny pennies
spy spies
baby babies
city cities
daisy daisies
IRREGULAR NOUNS
There are some irregular noun plurals. The most common ones are listed below.
EXAMPLES
Singular Plural
woman women
man men
child children
tooth teeth
foot feet
person people
leaf leaves
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mouse mice
goose geese
half halves
knife knives
wife wives
life lives
elf elves
loaf loaves
potato potatoes
tomato tomatoes
cactus cacti
focus foci
fungus fungi
nucleus nuclei
syllabus syllabi/syllabuses
analysis analyses
diagnosis diagnoses
oasis oases
thesis theses
crisis crises
phenomenon phenomena
criterion criteria
datum data
Some nouns have the same form in the singular and the plural.
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EXAMPLES
Singular Plural
sheep sheep
fish fish
deer deer
species species
aircraft aircraft
IRREGULAR VERB/NOUN AGREEMENT
Some nouns have a plural form but take a singular verb.
Plural nouns used with a singular verb Sentence
news The news is at 6.30 p.m.
athletics Athletics is good for young people.
linguistics Linguistics is the study of language.
darts Darts is a popular game in England.
billiards Billiards is played all over the world.
Some nouns have a fixed plural form and take a plural verb. They are not used in the
singular, or they have a different meaning in the singular. Nouns like this include: trousers,
jeans, glasses, savings, thanks, steps, stairs, customs, congratulations, tropics, wages,
spectacles, outskirts, goods, wits
Plural noun with plural verb Sentence
trousers My trousers are too tight.
jeans Her jeans are black.
glasses Those glasses are his.

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ACTIVITIES
Complete the following statement by selecting the best alternative from

the bracket :
1. It is full of –––––———— (water / waters)
2. There were seven ——————— of beans planted. (rows, row)
3. We have two ––––––––––––– of shoes in this rack. (pair/pairs)
4. There were eight –––––––––––– (container / containers) of honey.
5. I brought many ________________ yesterday . ( furniture / furnitures)
5.2 WEB SOURCES
 Affirmative statement
https://www.thoughtco.com/affirmative-sentence-grammar-1688975
 Framing questions
https://www.englishgrammar.org/frame-questions/
 Prepositions
https://www.gingersoftware.com/content/grammar-rules/preposition/
 Error correction
https://testbook.com/blog/26-tips-for-spotting-errors-in-english-for-sbi-po/
 Analogy
https://www.grammar-monster.com/glossary/analogy.htm
 Phrasal verbs
https://www.gingersoftware.com/content/grammar-rules/verbs/list-of-phrasal-verbs/
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 Expressions to ask permission
https://www.myenglishteacher.eu/blog/ways-to-ask-for-permission-synonyms-for-ask/
 Order of adjective
https://www.gingersoftware.com/content/grammar-rules/adjectives/order-of-adjectives/
 Connectives
http://www.primarycurriculum.me.uk/protocol/connectives-conjunctions
 Verbs
https://www.gingersoftware.com/content/grammar-rules/verbs/
 Negative sentence
https://www.examples.com/education/negative-sentences.html
 Singular and plural
https://www.ef.com/english-resources/english-grammar/singular-and-plural-nouns/
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MODEL QUESTION PAPER

FIRST YEAR - SECOND SEMESTER
FOUNDATION ENGLISH
TIME: 3 HOURS MAXIMUM MARKS: 75 MARKS
SECTION: A (10 X 2 = 20 Marks)

Answer any TEN of the following questions.
1. Form an affirmative statement using the given word or phrase by arranging them in
proper word order :
am practicing I basement the drums in the
2. Fill the gap with appropriate word to ask question :
–––––———— did you write the exam?
3. Fill in the blank with correct preposition chosen from those given in brackets :
My birthday falls –––––———— August (in, on).
4. Correct the error in the following sentence :
When did they arrived?
5. Complete the analogy by writing the correct word on the blank line :
Little is to small as large is to –––––————

(tiny, huge, medium).
6. Complete the following sentence, using the phrasal verbs given in brackets :
She is –––––———— a better job (looking for,looking at)

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7. Write the appropriate expression to ask for permission :
You : –––––———— borrow your camerafor a day, Syam?
Syam : Yes, Sure.
8. Arrange the following into a sentence according to the order of adjectives :
(i) The mango little tree
(ii) Was cut by the iron big saw.
9. Fill in the blank with a connective :
–––––———— the bell rang the studentsentered the class.
10. Fill in the blank with proper form of a verb :
He should not have –––––———— (do) this.
11. Change the following into the negative :
My neighbour is an honest man.
12. Complete the following statement by selecting the best alternative from the bracket :
It is full of –––––———— (water / waters)
SECTION – B (5X5 = 25Marks)

Answer any FIVE of the following questions in about 250 words each.
13. What were the circumstances making the people believe that the lion had escaped?
14. What happened to the handsome young man when he opened the door?
15. Why was the lady, who got her Lover’s soul as a gift, disappointed?
16. Describe the power of the west wind effected on the sky.
102
17. How did the Postmaster became acquainted with Ratan?
18. Narrate how Dr. Watson helped Sherlock Holmes to trap Culverton Smith.
19. How did Prince Dimitri trap his enemies?
SECTION – C (3X10 = 30 Marks)

Answer any THREE of the following questions in about 500 words each.
20. Narrate the story of ‘The Refugee’.
21. How is the brutal male world of the warrior contrasted with the human cry of the female
lover in ‘O what is that sound’?
22. Write an essay on the irony in ‘The Fortune Teller’.
23. How did Abel Merryweather expose the insincerity and greed of his daughters?
24. ‘Female company is uplifting’ – How is this disproved in the play ‘The Anniversary’?

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SFEN 12

UNDER GRADUATE COURSES

INSTITUTE OF DISTANCE EDUCATION

It is with a great pleasure to welcome you as a student of Institute of Distance Education,

With best wishes from mind and heart,

COURSE WRITER & EDITING

Dr. V. Meena Kumari

© UNIVERSITY OF MADRAS, CHENNAI 600 005.

English for Communicationby Emerald Publishers Rs.89/-

1. The Refugee - K.A. Abbas

2. The Lion and The Lamb - Leonard Clark

3. The Lady or the Tiger? - Frank R. Stockton

4. The Sky is the limit - Kalpana Chawla

1. The Solitary Reaper - William Wordsworth

2. Gift - Alice Walker

3. O What is that Sound - W. H. Auden

4. Ode to the West Wind - P.B. Shelly

Unit - III Short Stories

1. The Fortune-Teller - Karel Capek

2. The Postmaster - Rabindranath Tagore

3. The Model Millionaire - Oscar Wilde

4. The Dying Detective - Arthur Canon Doyle

1. The Death Trap - Saki (H.H. Munro)

2. The Dear Departed: A Comedy in ONE-ACT- Stanley Houghton

3. The Sherif’s Kitchen - Ronald Gow

4. The Anniversary - AntonChekkov

Unit - V Communicative Grammar

Watch Your English

Sl.No. Title Page

3. Short Stories 028

4. One - Act Plays 039

 The Refugee - K.A. Abbas

 The Lion and The Lamb - Leonard Clark

 The Lady or the Tiger? - Frank R. Stockton

 The Sky is the limit - Kalpana Chawla

1.1 LEARNING OBJECTIVES

 Understand the passage and grasp its meaning.

 Develop their imagination.

 Improve taste for reading.

 Concentrate upon subject matter.

1.2 THEMATIC INTRODUCTION

1.3.1 THE REFUGEE - K.A. ABBAS

INTRODUCTION TO THE AUTHOR

Check your progress

2. What was Maanji’s reaction to the “impending partition’?

3. How did Maanji face her lose?

4. Sketch the character of Maanji.

3. Contrast the life of Maanji before and after partition.

4. Write a critical analysis of the prose “The Refugee”.

5. Narrate the importance of tongawallah incident in the prose “ The Refugee”.

1.3.2 THE LION AND THE LAMB - LEONARD CLARK

INTRODUCTION TO THE AUTHOR

The Circus show without Conqueror:

The News spreads:

Spread of rumours and response of Public:

Hilarious Scenes Unveil:

Discovery of the Conqueror:

Check your progress

2. How did the lion escape?

3. What happened at the women’s Bible class?

4. Where was the lion found at last?

5. What did the Vicar say about the lion?

3. What were the rumors about the lion at large?