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2 INVITATION TO ENGLISH PART-IV Flipbook PDF
2 INVITATION TO ENGLISH PART-IV
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INVITATION TO ENGLISH - 4 (Grammar in Context and Translation) Approved by The Council of Higher Secondary Education, Odisha, Bhubaneswar for +2 Examination.
Series Editor Dr B.K. Das
Writer Dr Rath Nayak Sridhar Mahapatra
Reviewers Dr B.K. Das Dr Bijoy Kumar Bal
Published by
ODISHA STATE BUREAU OF TEXTBOOK PREPARATION AND PRODUCTION, PUSTAK BHAVAN, BHUBANESWAR
Members, Editorial Board in English Dr B.K.Das, Chairman Sri Sridhar Mohapatra Dr Bijoy Kumar Bal Dr Kalyani Samantray Dr R. Nayak Dr U. P. Patnaik Dr S. Pani Dr K. C. Mishra Dr P. C. Mohanty Dr M. N. Kundu Sri S. K. Das Sri R. K. Mishra Dr D. K. Banerjee Dr A. K. Purohit
Published by The Odisha State Bureau of Textbook Preparation and Production, Bhubaneswar, Odisha, India. Revised and enlarged edition -2009/1,00,000 Copies Reprint -2010/50,000 Reprint -2011/60,000 Reprint -2012/50,000 Reprint -2013/1,00,000 Reprint -2014/40,000 Reprint -2015/50,000 Reprint -2016/1,00,000
Publication No : 19 ISBN : 81-8005-220-6 © Reserved by the Odisha State Bureau of Textbook Preparation and Production, Bhubaneswar No part of this publication may be reproduced in any form without the prior written permission of the publisher. Type setting : SAI DTP CENTRE, Bhubaneswar Printed at : Aline Imprint, Cuttack. Price : Rs. 59/-
(Rupees fifty nine only)
FOREWORD
Learning of English language has acquired significance because of its use and relevance in higher persuits of knowledge. Students must improve their skill in learning English language in order to complete in various sphere of professional activities and career. Writing good English is of immense importance not only in everyday communications but also in professional needs This book has been prepared by learned and experienced teachers. I hope the book will be appreciated by students and teachers. Any suggestion for the improvement of this book will be acknowledged.
(Dr. Geetika Patnaik) Director Odisha State Bureau of Text Book Preparation and Production, Pustak Bhavan, Bhubaneswar.
ACKNOWLEDGEMENT
A book such as this could not have been written without the help of the corpus of published grammar and reference books. In this respect, we would like to acknowledge in particular the following sources for the ideas and examples that have gone into the making of the book.
1.
Murphy, R (1994) Intermediate English Grammar, Cambridge University Press, Reprinted by Foundation Books, 2/19 Ansari Road, Daryaganja, New Delhi - 110002.
2.
Hill, J and R. Hurst (1989) Grammar and Practice, Language Teaching Publications, 35 Church Road, Hove BN 3,2 BE, England.
3.
Alexander, L.G. (1991) Longman English Grammar Practice, Longman Group Limited, Longman House, Burnt Mill, Harlow, Essex.
4.
Dean, M (1995) English Grammar Lessons, Oxford University Press, Walton street. Oxford OX2 6DP.
5.
Eastwood, J (1996) Oxford English Grammar, Oxford University Press, Walton street, Oxford OX2 6DP.
PREFACE Invitation to English - 4 is a workbook designed to improve the ability of students to use some of the basic grammatical structures of English correctly, appropriately and fluently in their day-to-day communication, particularly through the medium of writing. The teaching of English at the secondary level continues to be strongly influenced by the socalled "structural approach", which emphasises mechanical, manipulative drill with selected grammatical structures through isolated sentences which are devoid of any context. As a consequence, our better students become proficient in performing grammatical exercises and perform reasonably well in examinations which test their grammatical skills. But as we are aware, performance in examinations is, at the current time, no guarantee that a student has learnt to use the English language competently. The challenge for teachers of English is to relate the teaching and learning of grammar in the classroom to the actual situations in which grammar is employed to convey meanings of different kinds. This workbook, which cannot be comprehensive (for obvious reasons) is an attempt to illustrate to both teachers and students, how English grammar functions in common situations involving communication. No new teaching of grammar is attempted here; the grammatical principles being invoked are bound to be familiar to most students. Two things are new, however : 1
In many of the exercises, the student is invited to draw his/her own generalisation from the examples provided. This inductive approach, it is hoped, will turn the exercise into a problem-solving activity.
2
The exercises give the learner some idea of the most typical situations, in which some common grammatical structures are used .
The workbook is so designed that it can be used for self-learning, outside the classroom. However, the learning and teaching of grammar, like practically all other forms of language learning, become more effective when they encourage group interaction, discussion, etc. For this reason, we strongly advise that at least one period a week be devoted to practice sessions in the classroom, during which students are able to work through the exercises and then discuss their responses, and get feedback from the teacher and from each other. In this revised edition, a new chapter on translation has been included, keeping in view the Oriya- speaking students' need to consolidate their knowledge of grammar through the practice of translation. Teachers who intend to make use of this workbook are advised to make themselves familiar with some basic textbooks of grammar, such as A University Grammar of English, by Quirk and Greenbaum (Longman).They will find this investment of time and effort rewarding . Dr. B.K.Das Series Editor
CONTENTS
I
Countable and Uncountable Nouns
1
II
Tense Patterns
19
III
Modal Verbs
47
IV
Prepositions and Phrasal Verbs
72
V
The Imperative
88
VI
Interrogatives
91
VII
Verb Patterns
96
VIII
The Passive
107
IX
Conditionals
115
X
Direct and Reported Speech
122
XI
Translation
133
XII
Syllabus for Higher Secondary Education in English
152
CHAPTER I Countable and Uncountable Nouns
SECTION 1 Study the following dialogue : Mother : We have run out of rice, flour, butter and a few other things. Father : All right, I'II make a shopping list. Let me get a piece of paper and a pen. Now, we need some sugar, tea and milk, right ? We also need ten kilos of rice and half a litre of cooking oil. Anything else ? Can you pick out the nouns in the dialogue above ? These nouns can be divided into two groups. Nouns such as list, piece, pen, kilo, etc. are called countable nouns. while nouns such as rice, flour, butter, paper, sugar, milk, etc. are called uncountable nouns. Countable nouns refer to 'things' that can be counted and they have singular as well as plural forms: for example, a pen/two pens, a piece/ten pieces, etc. Uncountable nouns, such as rice, sugar, milk, etc refer to things that cannot be counted, although some of them can be measured (in kilograms, litres, etc.). Usually, uncountable nouns do not take plural forms such as rices, sugars, etc., although in some special cases, which we will explain later, they can take plural forms (e.g., sugars, teas, etc.). We can use numbers (one, two, three, etc.) with countable nouns and say things like one pen, two pens, etc. But we cannot use numbers with uncountable nouns - that is, we cannot say things like one milk, two milks, etc. Also, we can use the indefinite article (a/an) with countable nouns (e.g., a pen, an egg, etc.) but not with uncountable nouns. Usually we cannot say things like a rice, a sugar, etc., although this is possible in some special cases, which we will deal with later. Generally, quantifiers (words and expressions which express quantity) such as some, a little, a lot of, etc. are used with uncountable nouns. For example :
2
Invitation to English - 4
1.
My friend gave me some rice.
2.
Can you borrow a little sugar from our neighbour ?
In sentences such as these, it is necessary to use a quantifier before the uncountable noun because the meaning expressed is "a certain quantity of something". But in some other contexts we can use uncountable nouns without quantity. For example : 3.
I prefer tea to coffee.
4.
People suffering from diabetes should avoid sugar :
Here, we are referring to tea, coffee and sugar in general, and not in any particular quantity. We do not, therefore, use a quantifier. We will have more to say on the quantifier later. Any good dictionary of English, such as the Oxford Advanced Learner's Dictionary, will tell you whether a noun is countable or uncountable.It is important to know this because unless we know whether a noun is countable or uncountable, we may not be able to use it correctly in a sentence. Activity 1 : Say whether the nouns in the list below are countable or uncountable. (If you are not sure of an answer, you can consult a dictionary.) car
bottle
video
girl
traffic
music
chair
pot
water
leather
cloud
advice
fruit
weather
furniture
loaf
hair
taxi
apple
information`
Activity 2 : Choose the correct alternatives, in the sentences below : 1.
There is usually a lot of traffic/traffics in the city during working hours.
2.
The young man is looking for a work/job at the moment.
3.
I want to make a list of candidates attending the meeting. Have you got a paper/some
4. 5. 6. 7. 8.
paper? I don't want to have a bread/bread for my breakfast. The girl with blonde hair/hairs lives next door. Good accommodation/accommodations is not available in this city. We need some meat/meats for the dinner tonight. The old man could not carry the luggage/luggages.
Countable and Uncountable Nouns
3
Activity 3 : Use a, an, the, some, where required, in the blank spaces below. If no word is required, leave the space blank. 1. --------- health is more precious than --------- wealth. To keep healthy, we need -------good food, --------- sleep, and ---------- exercise. 2. -------- travel gives us --------- opportunity of seeing how ---------- other people live. When we go on ---------- journey, we should take --------- notebook with us to make --------- note of --------- names of ----------- people we meet. Activity 4 : There are three countable nouns in the list below. Can you find them ? gold snow fun help cheese equipment homework jam sand wood rubbish food happiness knowledge match wind money love bottle cupboard progress SECTION 2 Read the dialogue below : Wife : What did you buy in the market ? Husband : I bought a bottle of milk, a packet of washing power and a tube of toothpaste. Wife : What about the bar of chocolate I asked you to buy ? Husband: Oh dear, I completely forgot. Look at the expressions a bottle of milk, a packet of washing powder and a tube of toothpaste. Each contains an uncountable noun (milk; washing powder; and toothpaste) We told you earlier that the idefinite article (a/an), or numbers (one, two, three, etc.) cannot be used with uncountable nouns. (We cannot say a milk or two milks.) Sometimes, however, we may need to talk about an uncountable "thing" (e.g., milk, water, bread) as if it could be counted. In English there are certain fixed expressions which are used to refer to 'units' of such uncountable things: for example, a bottle of milk, a bar of chocolate, a stick of chalk, etc. It is necessary to know which of these units can be used appropriately with an uncountable noun. Activity 5 : Match the items in Column A with suitable items in Column B. A B 1. a slice of sugar 2. a loaf of paper 3. a sheet of bread 4. a pinch of soap 5. a jar of cake 6. a cup of milk 7. a bottle of tea 8. a cake of salt
4
Invitation to English - 4
Activity 6 : Imagine that you went with a friend on a week-long camping trip. You took some supplies (food, matches, candles, etc.) with you, but you find that most of the things have been used up by the third day. Ask your friend to tell you what supplies are left with him/her, and then tell your friend what things are left with you. The following is the list of supplies which you took on the trip. You will have to decide which of these supplies have been completely used up and which are still left, and the quantities that still remain. Follow this pattern : A : Is there any sugar left ? B : Yes, we still have about a kilogram of sugar. A : What about soap ? B : I'm afraid there's no soap left. or Yes, we have four cakes of soap left. List of supplies taken on the camping trip rice
salt
match box
chewing-gum
bread
sugar
milk
condensed milk
soap
torch
chocolate
toothpaste
tea
bandages
batteries
antiseptic ointment
SECTION 3 Nouns which can be countable as well as uncountable Look at the sentence below : 1.
a. Our science teacher wrote a paper on the effects of the cyclone. b. Books are printed on paper.
2.
a. Yesterday I bought an iron. (for ironing clothes) b. Iron is stronger than wood. (metal)
Look at the use of paper and iron in the above examples. They are used both as countable and uncountable nouns, with different meanings. When paper and iron are used as countable nouns (as in 1a and 2a), they refer to particular objects. But when they are used as uncountable nouns (as in 1b and 2b), they refer to some material or substance.
Countable and Uncountable Nouns
5
Several other nouns can be used in this way. Here are some more examples. 3.
a. Could I have a glass of water ? b. Glass is brittle.
4.
a. Our journey to Badrinath was a wonderful experience. b. He has enough experience for the job.
5.
a. The boy ate a whole chicken! b. Would you like some more chicken ?
6.
a. The old man had a boiled egg for breakfast. b. There's egg on your face.
7.
a. The boy picked up a stone and threw it at the leopard. b. They used stone to build their houses.
Some uncountable nouns can be used, in special cases, as countable nouns without any change in meaning. Look at the following examples : 8.
a. Tea is grown in Darjeeling. b. This shop sells teas from different parts of India. c. I have just bought a new tea from the Nilgiris.
In Sentence (a), tea is used as an uncountable noun, and it refers to a substance. In Sentences (b) and (c), tea is used with the same meaning, but now it is used as a countable noun. Here, teas means "different kinds of tea", and a tea means "a certain kind of tea". Here are some more examples of uncountable nouns becoming countable, with the meaning "different kinds of a certain substance". a. The best woods are produced in Assam. b. I have ordered three new cements from the factories in Gujarat. Food and drink as countables Words which refer to food and drinks (e.g.rice, milk, tea, etc.) are ordinarily treated as uncountable nouns. For example :
6
Invitation to English - 4
1.
Could I have some more bread ?
2.
I would like to borrow a handful of rice.
3.
I drink milk in the morning and tea in the afternoon.
4.
Would you like me to make a cup of tea for you ?
However, when ordering food or drink in a restaurant, we often use these nouns as countables. For example : 5.
Get us two teas, one coffee and two ice creams.
Two teas is used here as a kind of 'shorthand' for two cups of tea. SECTION 4 More on Quantifiers 1.
Much, many, a lot of, (a) little, (a) few
Look at the sentences below a.
i.
I don't find much time to work in the garden.
ii.
Is there much water in the river ?
iii.
Does he have many books in his personal library ?
iv.
He doesn't have many shirts.
v.
They've got a lot of money.
vi.
There's lots of rice left.
vii.
The mechanic repairs a lot of cars everyday.
viii.
He has borrowed lots of books from the college library.
The quantifier much is normally used with uncountable nouns, while many is used with plural countable nouns. The quantifiers a lot of and lots of can be used with countable as well as uncountable nouns.
Countable and Uncountable Nouns
7
Much and many are mostly used in questions and in negative sentences, while a lot of and lots of are used in affirmative sentences. Activity 7 : Use much, many, a lot of, lots of in the blank spaces, where required, in the sentences below. (In some blank spaces, more than one alternative is possible.) a. I can't come with you. I've got _______ work to do. b. He's not got ________ money, so he can't buy that house. c. He is a very quiet person. He doesn't speak _________. d. I'm hoping to get a ticket for the match. But there aren't ________ seats left, I hear. e. That car is very old. It uses _______ petrol. f. I haven't got ______ time for watching sport at the moment. g. _________ people come to the public meeting addressed by the Chief Minister. h. We didn't visit ________ places when we were on holiday. i. We heard the cheapest washing machine costs 10,000 rupees. That's ______, in my opinion. j. My father drinks _______ water - ten litres a day. k. The players haven't won _________ medals. l. I take photographs but not as _______ as I used to.
Activity 8 : Complete these mini-dialogues with much, many, a lot of, and lots of. a.
A: B:
b. c. d. e.
Too _______ students fail in English every year. Yes, and the schools aren't doing _______ about it.
A:
We didn't have ___________ time to spare at the railway station.
B:
We didn't have _________ either.
A:
There were ___________ people at the annual function, weren't there?
B:
Yes, we weren't expecting so _____________ .
A:
We haven't had _________ rain this year, have we?
B:
There haven't been ________ rainy days.
A:
I don't think my daughter knows _______ about people!
B:
I don't think _________ children know ______ about people!
8
2.
Invitation to English - 4
Few, a few, little, a little
Look at the sentences below. a. He isn't very fond of books. He has only a few books at home. b. This is a difficult book to read. I've had to look up quite a few words in the dictionary. c. If what you say is true, there is little we can do about it. d. I can't give you an opinion now. I need a little time to think. Few and a few are used with plural count nouns while little and a little are used with uncountable nouns. Few and little carry negative meanings: few means 'almost none' and little means 'almost nothing'. A few and a little, on the other hand, carry positive meanings: a few means 'a small number' and a little means 'a small amount'. Activity 9 : Choose the correct alternative in the sentences below: a.
They could speak few/a few words of Assamese, but they weren't very fluent.
b.
This is a boring little town; there's little/a little to do here.
c.
A: Would you like some pepper in your soup? B: Yes, please, little/a little.
d.
The mud was quite deep. They had little/ a little hope of getting out.
e.
Would you like a little/little more tea? There's still a little/little left in the pot.
f.
I don't think Ranjan can become a scientist. He's got little/a little intelligence.
g.
A: Have you ever been to Koraput? B: Yes, we've been there few/a few times.
h.
Father will be away for few/a few days next week.
i.
My brother has got a few/few friends in Delhi and he is very happy there.
j.
They won't take much time to reach the station. There's a little/little traffic on the road at this time of the day.
Countable and Uncountable Nouns
9
Activity 10 : Use a little, a lot of, few, a few, fewer, many, much where required, in the sentences below : I moved to this neighbourhood two years ago. There seemed to be _____________ people in this area who were without telephones, so I expected to get a new phone quickly. I applied for one as soon as I moved into the new house. "We aren't supplying _____________ new phones in your area, ''an engineer told me," ______________ people want new phones at present and the company is employing __________ engineers than last year so as to save money. A new phone won't cost _________ money, but it will take ___________ time. We can't do anything for you before December. You need _________ patience if you are waiting for a new phone and you should have __________ friends whose phones you can use when necessary ’’. Fortunately, I had both. December came and went, but there was no sign of a phone. I went to the office of the telephone company to protest. "They told me I would have a phone by December," I protested. "Which year?" the clerk asked. SECTION 5 The articles: a/an and the Study the following examples. a. I met a beggar and an orphan. I didn't like the beggar much, but the orphan was very nice. b. My brother wrote a novel and a play. I found the novel very interesting, but the play was boring. We use a/an with a countable noun when the listener or reader does not know exactly which person or thing we are referring to. Such a situation arises when a person or thing is mentioned for the first time in writing or in speech. The use of a/an in the above examples illustrates this. We use the when the listener or reader knows exactly who or what we are referring to. Such a situation arises when a person or thing which has already been referred to is mentioned again, for a second or third time. The above examples show this. Activity 11 : Use a / an or the, where required, in the blank spaces below : a.
My uncle lives in _________ small house in ___________ remote village. There is _________ beautiful garden behind _________ house. _________ garden has many rare plants.
10
b.
c.
d.
Invitation to English - 4
There are two bags on the table; __________ white one and ________ yellow one. _________ white one belongs to my friend but I don't know who ______________ owner of ________ yellow one is. My friend witnessed ____________ accident this morning. ______________ truck crashed into _____________ lamp post. ___________ driver of __________ truck wasn't hurt but __________ truck was badly damaged . _______ taxi drove up to our house. ______ taxi stopped outside our house and _______ woman got out of the taxi. ________ man who was carrying _____________ case in his hand also got out. With _________ case in his hand, ________ man looked like __________ salesman.
Activity 12 : Complete the story below by using a, an or the where required : __________ man walked into _________ bank in America and handed ________ note to one of the cashiers, _________ young woman. _________ woman read ________ note, which told her to give ____________ man some money. Afraid that he might have __________ gun, she followed ___________ instruction. ________________ man then walked out of ___________ building , leaving _________ note behind. However, it was not ___________ successful crime. _________ man had no time to spend ___________ money because he was arrested _________ same day. He had made ___________ stupid mistake. He had written__________ note on __________ back of __________ envelope. On ___________ other side of __________ envelope was ___________ man's name and address. This information was enough for the police to arrest the man. SECTION 6 More on the indefinite article (a/an) Look at the following sentences: My friend is a doctor. He was born in America but now he lives in a small village in a tribal district of Orissa. He works in a hospital attached to a Catholic Church. A/an is used before count nouns such as doctor, village, hospital, etc., as we are referring to people and things that are indefinite. We are not talking about any particular doctor, village or hospital.
Countable and Uncountable Nouns
11
Activity 13 : Complete the sentences below. (You will have to use a/an in the first blank space in each sentence.) a.
A place where bread is made is called _______ _______.
b.
A shelter for a horse is called ______ _______.
c.
The home of a lion is called _______ _______.
d.
A place where birds are kept is called _______ _______.
e.
A person who mends water-pipes is called _______ _______.
f.
A person who tells the future by the stars is called ______ _______.
g.
A person who treats diseases by performing operations is called _______ _______.
h.
A book in which the events of the day are recorded is called _______ _________ .
i.
A play with a happy ending is called _______ _______ .
j.
A list of the items to be served at a meal is called _______ ________ .
Activity 14 : Can you expand the newspaper headlines below into sentences? You will have to use a/an as well as the other words which are missing. (The first one has been done for you.) a.
Blast in Bihar town ï There was a blast in a town in Bihar.
b.
Bomb scare delays train
c.
Snake found in fruit basket at hotel
d.
Indian ship sinks off Abu Dhabi
e.
Ten injured in clash
f.
Bag snatched
Activity 15 : Who were these people? 1.
Kalidas Kalidas was a great poet.
2.
Newton _____________________________________________
12
3.
Invitation to English - 4
Charlie Chaplin _____________________________________________
4.
Nargis _____________________________________________
5.
Tansen _____________________________________________
SECTION 7 The definite article: the Study the following sentences. a.
My uncle bought the house next to the post office.
b.
We are not keen on meeting the people next door.
c.
He works in the garage opposite our house.
d.
The boy I met at the railway station last night is going to America on a scholarship.
In each of the sentences above, the words in italics tell us something about the noun that comes just before them. They help us to identify the persons, things or places which are being referred to. For example, in sentence (a), the words ‘next to the post office’ tell us exactly which house the speaker is talking about. The definite article the has, therefore, been used before each of these nouns. Activity 16 : Rewrite the sentences below, inserting the definite article the at the right places. a.
Cottage by the river has been deserted for many years. _____________________________________________________.
b.
I bought book you referred to yesterday. _____________________________________________________.
c.
They wanted to meet old man living in yellow house. _____________________________________________________.
d.
I like tea grown in gardens of Assam.
e.
_____________________________________________________. This is house that my father built. _____________________________________________________.
Countable and Uncountable Nouns
13
SECTION 8 The definite article used for ' unique reference' Mark the use of the in the following sentences : a.
The moon goes round the earth and the earth goes round the sun.
b.
Which is the longest bridge in the world?
c.
No one can predict the end of the universe.
We use the when referring to something which is unique (the only one of its kind) : for example, the sun, the earth, the longest bridge, the universe, etc. Activity 17: Use the in the blanks, wherever necessary. a.
__________ Prime Minister met _________ President yesterday.
b.
__________ sky is blue.
c.
I am studying History at _________ university.
d.
It's difficult to live near __________ North Pole.
e.
_________ manufacturing industry is using _________ computers more and more.
f.
Sailors used to spend weeks crossing _________ Atlantic Sea.
g.
__________ equator runs through Africa.
h.
________ grass is green but _________ grass in my neighbour's garden is greener.
i.
There are hundreds of small islands in ________ Pacific Ocean.
SECTION 9 Look at the use of the in the passage below: When we got home, everyone seemed to be busy. Brother was working in the garden. Father was reading the newspaper in the living room. Mother was making tea in the kitchen. Sister was playing with her friend on the terrace. The definite article ( the ) is used here because the context makes it clear that reference is being made to a particular object or place. Usually, a "home " has only one garden, one living room,
14
Invitation to English - 4
one kitchen and one terrace; moreover, the head of a family usually subscribes to a single newspaper which is read everyday. Hence, there can be no doubt about the garden, living room, kitchen, etc. being referred to. That is why the definite article the is used. Activity 18: Use the where necessary : a. ___________ teacher entered __________ classroom, went to ________ table, held __________ duster in his left hand and _______ book in his right hand. Then he cleaned __________ blackboard and started writing a passage from ______ book. b. Ravi went to the post-office and talked to ________ man at ________ counter. He asked Ravi to meet _________ postmaster. __________ postmaster asked him to sign ___________ register. Then he handed ________ parcel over to Ravi. Activity 19 : Supply the where necessary . a.
A: Who's at ______ door? B: It is _______ postman.
b.
Will you please go to ______ market and get some butter for _______ cake I am baking?
c.
They prefer to spend their holidays in ______ country, among ______ mountains or by ______ sea.
d.
This is _____ front room. ______ ceiling and ______ walls need repair but ____ floor is
e.
in good condition.
A: Where is your sister? B: She is in ______ kitchen at ______ moment.
15
Countable and Uncountable Nouns
SECTION 10 Place names with and without the We normally use the with the following : a.
Seas and oceans
: the Pacific, the Mediterranean
b.
Rivers
: the Mahanadi, the Brahmani
c.
Canals
: the Suez Canal, the Panama Canal
d.
Deserts
: the Sahara, the Thar
e.
Island groups
: the West Indies, the Canaries
f.
Hotels, Cinemas
: the Grand Hotel, the Metro Cinema
g.
Museums, Clubs
: the Salarjung Museum, the Saturday Club
h.
Restaurants, pubs : the Sultan Cafe, the Swan ( pub )
We do not normally use the with the following: a.
Continents
:
Europe, Asia, Africa
b.
Countries, States
:
India, China, Orissa
c.
Cities, towns and villages :
d.
Individual Islands
:
Long Island
e.
Lakes
:
Lake Chilika, Lake Ansupa
f.
Individual mountains
:
Mount Everest
g.
Streets, Roads
:
College Street, Lewis Road
Delhi, Bhubaneswar, Astarang
We use the with place - names when they include a count noun e.g.Union, Republic, State, Kingdom, Isle : The Soviet Union, the United States, the United Kingdom. We also use the with plural place - names, e.g., the Netherlands, the West Indies. We use the before place - names containing of : The University of Delhi, the Bank of India, the Statue of Liberty. Activity 20: Fill in the blanks with the where necessary : a.
_________ Mount Everest is the highest peak in _______ Himalayas.
b.
__________ India celebrated the fiftieth anniversary of its independence in __________ year 1997.
16
Invitation to English - 4
c.
_______ United Nations is an international organisation.
d.
_______ United States of America is a republic.
e.
We visited _______ Nehru Park when we were in Hyderabad.
f.
Is _______ Pacific Ocean larger than ______ Indian ocean ?
g.
We read ________ Statesman everyday and _______ India Today every week.
h.
________ University of Utkal is older than Berhampur University.
i.
________ Grand Trunk Road is the oldest road in India.
j.
________ Oberoi is ________ only 5-star hotel in _______ Bhubaneswar.
k.
________ Thar is in ________ Rajasthan.
l.
_________ President visits ________ Puri tomorrow.
SECTION 11 Compare the sentences in each of the following pairs : 1
a. My sister goes to school every morning. b. Mira's father went to the school to meet the headmaster.
2
a. He has passed the school final examination and will go to college in July. b. The new cinema hall is very near the college.
3
a. The injured persons have been sent to hospital. b. The hospital was badly damaged by the cyclone.
In sentences 1a. 2a and 3a the countable nouns school, college and hospital have been used without the definite article the, whereas in sentences 1b, 2b and 3b the definite article has been used. In sentences 1a, 2a and 3a, school, college and hospital have the meaning of "a special institution, where one goes for a particular purpose". "Going to school" or "going to college" means "going to an educational institution for the purpose of studying" ; similarly, "going to hospital" means "going to a medical institution for the purpose of treatment."
Countable and Uncountable Nouns
17
But in sentences 1b, 2b and 3b, the school, the college and the hospital refer only to the building, or the place where an institution is located. ( Any visitor can go to a school building, not necessarily for the purpose of studying.) Only a few nouns can be used in this way, without the. The most common ones are : school, college, university, hospital, church, market. ( Please note that office cannot be used in the same way, without the . ) Notice the following examples as well : 5 He goes to work at 10. 6 He will be at home this evening. Work and home, in these examples, have special meanings, somewhat similar to the meanings of school, hospital, etc. in sentences 1a and 3a above. They are therefore used without the. When we use the nouns car, bus, train as "modes (means) of travel", they are used without the. For example : 7
You can go to Calcutta by car, bus or train.
We do not normally use articles with the names of meals. For example : 8
I usually have breakfast at 8.00.
9
They like to have dinner early.
However, the indefinite article a/an is used when there is an adjective before breakfast/ lunch/dinner, etc. For example : 10
We had a hearty breakfast yesterday.
The definite article the is used when referring to a particular meal. For example : 11
I missed the dinner at the guest house last night.
Activity 21 : Put the into the blank, where necessary. 1
They always go to _______ church on Sunday.
2
When do you plan to go to ______ college ?
3
My friend has been taken to _______ hospital.
4
The prisoner was sent to _______ jail.
5
My daughter will go to ______ school next year.
6
When do you usually have ______ lunch ?
7
My father goes to _____ work at 9 a.m.
8.
I'm taking these books back to ______ library.
9
The weather is too bad to go out. I'm staying at _______ home today.
10 Malati has just had a baby. We are going to _______ hospital to visit her. 11 The prisoner's wife drove to _______ prison to meet her husband. 12 They like lying on the beach. They always spend their holidays at _____ seaside. 13 ________ bed is very expensive. 14 He went to Delhi by _______ train. Activity 22 : Put in the where necessary. Today Alan Broome is a world-famous actor. Forty years ago he was an unhappy child. He didn't do well at ________ school and he never went to ______ university. His greatest enjoyment was going to _______ movies. The family lived in an unattractive industrial town in England. Their home was next to _____ railway station. Alan's father was a sailor, and he spent months at ________ sea. He was seldom at ________ home. When he did come home, he didn't do much. Sometimes he would lie all day in _________ bed. His wife had to get up at 5 o'clock to go to _____ work. Mr. Broome lost his job in _______ navy and then went to ______ prison for stealing. Activity 23 : Insert a/an or the, where necessary, in the passage below : Push metal rod through cork and then put two pins into cork. Take two more corks and push nails into them. Put pins on two glasses and move cork to right place so that it balances properly. Then you need candle and some matches. Make candle stand on saucer under one side of rod and light it. Heat that comes from candle will make metal expand. Extra length will make rod fall. Experiment shows that heat makes metals expand.
CHAPTER II Tense Patterns UNIT I The Present Simple and the Present Progressive SECTION 1 Look at the following sentences : a
Satish: What are you doing? Manish: I am writing a letter to my friend. I write to him every Sunday.
b
I don't understand why my dog is barking at you this morning. He usually keeps quiet.
c
You always behave very gently. Why are you acting in such a violent manner now ?
What do these sentences tell us about the use of the Present Simple and Present Progressive forms of verbs? The Present Simple is used here to describe persons and things in their normal or usual state, or to talk about some activity that takes place habitually or regularly. The Present Progressive, on the other hand, is used to talk about some activity that is going on now, at the moment of speaking. Activity 1 : Study the sentences below and fill in the gaps, using the Present Simple/ Progressive form of the verb in brackets, as required. a.
The boy next door _________ (water) the plants now, but he normally _______ (do) it in the evening.
b.
My sister ___________ (play) badminton now, but she _________ (not play) here everyday.
c.
My brother __________ (search) for his pen. He often ___________ (misplace) it.
d.
We ________ (get) ready to go to school; we _________ (go) to school every morning.
e.
I usually __________ (enjoy) reading books, but I _________ (not enjoy) this one very much.
f.
My grandfather rarely _________ (carry) an umbrella, but he __________ (carry) one now because there are dark clouds in the sky.
g.
I am sorry, but you can't see the Minister. He ___________ (sleep) still, although he usually __________ (wake up) very early.
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h.
Invitation to English - 4
Hari __________ (do) his homework still. His brother, who always __________ (work) very fast,__________ (play) in the garden.
Activity 2 : The time is 8 p.m. Everyone in your family is busy, but each person is doing something which is different from what he/she usually does at this time. The members of your family, including yourself, are listed below. Write what each one of them is doing, and also mention what they usually do at this time. (One example has been given.) 1.
Father
Ans: Father is having a shave, but he usually goes for a walk at this time. 2.
Mother
Ans: __________________________________________________________ . 3.
My uncle
Ans: ___________________________________________________________ . 4.
My aunt
Ans: ____________________________________________________________ . 5.
My sister
Ans: ___________________________________________________________ . 6.
My brother
Ans: ____________________________________________________________ . 7.
I
Ans: _____________________________________________________________ .
SECTION 2 Examine the following sentences : a.
We usually have a football match in our village every Sunday, but this Sunday we aren't having any matches.
b.
He usually avoids going to the library but he is going there regularly this month as he is preparing for an exam.
Tense Patterns
21
The use of the Present Progressive in these examples indicates that some activity is going on (is in progress), and that it extends over a period of time, including "now" (the moment of speaking). Expressions such as "now-a-days’’, ‘‘this month’’, ‘‘these days" etc. are used to refer to the period of time during which the activity takes place. It is understood, however, that the acivity which is taking place is only temporary - it is not normal or permanent. In this sense the Present Progressive differs from the Present Simple, which refers to a relatively permanent activity or state. Activity 3 : Fill in the blank spaces below, using the appropriate forms of the verbs in brackets. a.
Our neighbours ________________ (go) to Puri every winter but this winter they _________________ (go) to Sambalpur.
b.
My father generally ____________ (take) the bus but today he _____________ (walk) to work.
c.
They usually ____________ (play) football on Sundays but this Sunday they ______ (play) cricket instead.
d.
My brother always ___________ (work) on the day shift but this summer he ___________ (work) on the night shift.
e.
My teacher __________ (go) abroad every year but she _______________ ( visit ) Kanya Kumari this year.
Activity 4 : Imagine that you have an examination next month. You are working very hard for your examination and have been forced to change your daily routine. Describe seven things that you usually do, and the things you are being required to do now. You can use expressions such as these days, now-a-days, this month, this summer, etc. An example is given in (i). i.
I normally get up at 7o'clock but I am getting up at 5 a.m. these days.
ii.
_______________________________________________________ .
iii.
_______________________________________________________ .
iv.
_______________________________________________________ .
v.
_______________________________________________________ .
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Invitation to English - 4
Activity 5 : Imagine that panchayat elections are going to be held in your village and as a result, a lot of development work is taking place. Write five sentences, mentioning in each what the present condition in the village is and what work is going on right now. Look at the example in (i) and use the hints provided in the other bits to write your sentences. i.
Drinking water. Our village has no water supply but now the government is providing piped water to every home.
ii.
Electricity _________________________________________________________ _________________________________________________________
iii.
Roads _________________________________________________________ _________________________________________________________
iv.
Medical facilities _________________________________________________________ _________________________________________________________
v.
Education _________________________________________________________ _________________________________________________________
SECTION 3 Verbs that do not normally take the Progressive form Examine the pairs of sentences below: a. i. I like fish. ii. I am liking fish. b. i. He feels very happy. ii. He is feeling the heat now. c. i. Sugar tastes sweet. ii. The sugar in the market is tasting less sweet these days.
Tense Patterns
23
One sentence in each pair is very unusual. Can you identify it? Why is it unusual? There are a number of verbs in English which do not ordinarily take the Progressive form. The following is a list of some such verbs : like, love, hate, want, need, prefer, know, realise, suppose, mean, understand, believe, remember, belong, contain, consist, depend, seem ... These are known as stative verbs. They refer to some state (condition, quality, etc. of a person or thing) which usually remains " steady" and does not change. Such verbs are mostly used in the Present Simple. However, we can make some of these verbs dynamic or action- oriented. In their 'dynamic' use, the verbs refer to some action rather than to a steady state, and now they can take the Progressive form. Activity 6 : Choose the correct alternative to fill in the blanks : a. costs/is costing i. Gold ________ more and more these days. ii. Gold ________ a great deal of money. b. thinks/is thinking i. He ________. Don't disturb him. ii. He ________ very highly of you. c. enjoy/am enjoying i. I ________ games. ii. I ________ this game very much. Activity 7 : Re-write the sentences below without changing the meaning. Use the word given in capital letters, which must not be altered in any way. Example:
These shoes are the wrong size for me. FIT These shoes do not fit me.
a. b.
There are four gallons of petrol in the tank. CONTAINS ____________________________________________________________ I intend to go to Koraput next summer. THINKING OF ____________________________________________________________
24
c. d. e. f. g.
Invitation to English - 4
The life of the Rajput family forms the subject of the story. DESCRIBES ____________________________________________________________ The doctor is looking at the X-Ray. HAVING A LOOK ____________________________________________________________ When I see this village I remember my childhood. REMINDS ME OF ____________________________________________________________ I am fond of sweets. LIKE ____________________________________________________________ In my opinion you should meet him again. THINK ____________________________________________________________
Activity 8 : Use the verbs in brackets in the Simple Present or Present Progressive forms, whichever is appropriate. This year I _________ (study) English at Delhi University. I ___________ __________ (work) part time in a public library. I'm lucky to have this job. I ____________ (not have to) get up early. The library ___________ (open) at 10 and ___________ (close) at 7. The work is interesting because people__________ (always come in) and ____________ (ask) me to help them, so I ____________ (learn) a lot about different subjects. I _______________ (enjoy) the job and ___________ (find) it very amusing too. People __________ (use) the strangest things as bookmarks. I have found a lock of black hair inside books. Matchsticks ___________ (be) common and so ____________ (be) bus tickets. My colleagues ________________ (always find) things - even a ten rupee note, but I haven't been so lucky! I often ___________ (think) of a photograph I once found inside a book. It was the photograph of a beautiful girl, and on the back were the words 'I _________ (love) you, and I _________ (miss) you very much.’
UNIT 2 The Present Perfect SECTION 1 Examine the use of the Present Perfect in the following sentences. a.
A.
Where's your TV set ? I don't see it.
B.
I have sold it.
Tense Patterns
b.
25
A.
Why are you looking so happy ?
B.
I have just got a job.
In these examples, the second speaker (B) talks about some event which happened earlier, before the moment of speaking. But B sees the time at which this event took place as a part of the present connected to it, and not as a part of the past. Activity 9 : Complete the sentences marked B. Use the verbs in brackets, together with ''just/ already/yet''.. a. A: What does your wife think of your plan? B: I________________________________ (not tell) her yet. b. A: Would you like something to eat? B: No, thanks. I ________________________ (just/eat) my lunch. c. A: Is your brother here yet? B: Yes, he _________________________ (just/arrive). d. A: What's on TV today? B: I don't know, I ______________ (not see) the programme yet. e. A: Do you know where Bidhu lives? B: Yes, he ___________ (just/move) to Satyanagar. f. A: Are your friends coming to the circus with us? B: No, they ____________________ (already/see) it. g. A: When is Prakash leaving? B: He ________________ (already/leave). Activity 10 : Study the situations suggested below and make up sentences with yet, already or just. a.
You are going to Koraput next Sunday. You phone your travel agent to buy a ticket for you. Later your father says, 'Shall I get the ticket for you ?’ You: No, (buy) _________________________________________________
b.
Alok goes to the Post Office but returns after a while. His friend asks you if he is still at the Post Office.
26
Invitation to English - 4
You: No, (come back) ____________________________________________ c.
You know that one of your classmates is looking for a house. When you meet him, you want to know if he has been successful. You: __________________________________________________________
d.
You visit a friend's house after lunch. He asks if you would like to eat something. You: __________________________________________________________
e.
You are doing your homework. Your brother thinks that you have finished and turns the light off. What would you tell him? You: __________________________________________________________
f.
Amar goes out. Ten minutes later his friend comes and asks you if he can meet Amar. You: __________________________________________________________
Activty 11 : Below is a list of things that your parents have asked you to do today. You have checked the things you’ve done so far. Talk about the things you’ve already done and the things you haven’t done yet. (Two have been done for you as examples). 1.
do the washing up
7.
buy some fruit
2.
do your home work
8.
watch the news on TV
3.
wash the scooter
9.
clean the windows
4.
write to brother
10.
water the plants
5.
read today’s newspaper
11.
empty the dustbin
6.
de-frost the fridge
12.
phone uncle
1.
I haven’t done the washing up yet.
2.
I have already done my homework.
3.
_______________________________________
4.
_______________________________________
5.
_______________________________________
6.
_______________________________________
Tense Patterns
27
7.
_______________________________________
8.
_______________________________________
9.
_______________________________________
10. _______________________________________ 11. _______________________________________ 12. _______________________________________ Activity 12 : Anil, Anima, Mohan and Anand are talking about the places which they have visited. Fill in the blank spaces using the information in the chart below.
Kolkata
Koraput
Puri
Sambalpur
Shillong
Anil
Yes
No
No
Yes
No
Anima
Yes
No
Yes
Yes
No
Mohan
No
No
Yes
No
No
Anand
Yes
No
Yes
Yes
No
1.
Anil _________ been to Kolkata, but Mohan _____________.
2.
Three people __________________ been to Puri.
3.
Only one person __________ been to Sambalpur.
4.
Mohan is the only one who _________ visited only one place.
5.
No body ______________ been to Shillong.
6.
Two people ____________ been to three places.
7.
Anima and Mohan ____________ both been to Puri, but neither ________ been to Koraput.
Note: The present perfect form of 'go' (has/have gone) is not used when the subject of the sentence is "I, We, or You." In these cases, we use 'has/have been'(instead of 'has/have gone'). Look at the following examples.
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Invitation to English - 4
a
He has gone to Puri.
b
They have gone to Puri.
c
*You/We/I have gone to Puri.
The star mark(*) shows that Sentence (c) is unacceptable. SECTION 2 Look at the sentences below: 1.
Hari didn't have a beard six months ago. He has a beard now. He has grown a beard.
2.
Malati was very shy. She is smart now. She has become smart.
3.
She was a little baby when I last saw her. She is a young girl now. She has grown up.
Here, the present perfect tells us about some change that has taken place between now and some time before now. Activity 13 : Study the situations below and make up appropriate sentences using the verbs suggested. 1.
Yesterday my sister bought a pen. She can't find it now. (lose) _____________________________________________________________.
2.
The children were playing here sometime ago. Now they are not seen. (leave) _____________________________________________________________.
3.
My friend weighed 50 kilograms. Now he weighs 70. ( gain weight) _____________________________________________________________.
4.
The man met with an accident. Now he is not able to speak. (lose voice) ______________________________________________________________.
5.
It was raining in the morning. Now the sky is clear. (stop) ______________________________________________________________.
6.
The tiger attacked the man. He is dead now. (kill) ______________________________________________________________.
7.
He had some paper with him. Now he does not have any to write on. (run out of) ______________________________________________________________.
8.
My teacher got a job in a bank. He is not coming to school any more.(resign) ______________________________________________________________.
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Tense Patterns
SECTION 3 The present perfect is often used with the following time expressions. lately
until now
ever
for five years
not yet
never
always
over the last eight years
recently
just
so far
in the past two years
in recent years
already
since 1990
What do you think could be the basis of their use with the present perfect ? (Hint : Time expressions referring to time which is past, such as "last year, two years ago, yesterday" etc. cannot be used with the present perfect.) Activity 14 : Rewrite the following sentences putting the words in brackets in the right place. The 1.
first one has been done for you. My teacher has wanted to be a writer. (never) My teacher has never wanted to be a writer.
2.
I've found him helpful. (always) __________________________________________________________.
3.
People have misunderstood him. (often) __________________________________________________________.
4.
I've had lunch .(just) __________________________________________________________.
5.
Has he been to Puri? (ever) __________________________________________________________.
6.
Don't panic. The police have arrested the culprit. (already) __________________________________________________________.
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Invitation to English - 4
Activity 15 : Imagine that you suddenly run into an old friend whom you have not met for the last five years. But he has changed so much that you can hardly recognise him. Describe the changes that have taken place in your friend. One example has been provided. 5 years ago
now
1.
a small boy
young man
2.
sickly and weak
strong and healthy
3.
dark and short
fair and tall
4.
shy and nervous
smart and confident
5.
no beard
has thick beard
a)
____________________________________________________.
b)
_____________________________________________________.
c)
_____________________________________________________.
d)
_____________________________________________________.
e)
He has grown a thick beard. UNIT 3 Past Simple
SECTION 1 Read the passage below carefully. Ramesh was born in Baleswar in 1960. He was brought up in Cuttack by his uncle because his parents were in Bangalore. Then he went to Hyderabad to complete his studies. He got a first class M.Sc. degree in Physics and became a lecturer in a college in Orissa. In 1985, he joined a university but soon went to the USA on a scholarship. He came back in 1990 and got married. He bought a house in Bhubaneswar in 1993. Mark the verb forms used in the above passage and also look at the time expressions that go
Tense Patterns
31
with them. Activity 16 : Answer the following questions which relate to the things you do every day. Answer in complete sentences. 1.
When do you wake up? ____________________________________________________.
2.
What do you eat before you go to college? ____________________________________________________.
3.
When do you leave home ? ____________________________________________________.
4.
How do you get to college ? ____________________________________________________.
5.
What do you pass on the way ? ____________________________________________________.
6.
How long does it take you ? ____________________________________________________.
7.
When do your classes start ? ____________________________________________________.
Imagine that a friend of yours wants to know from you what you did last Wednesday, which was a very typical day in your life. What kind of questions would he ask you and what answers would you give him ? Here are a few questions and answers for you to write. 1.
When did you wake up last Wednesday ?
Ans. _____________________________________________________. 2.
_____________________________________________________?
Ans. _____________________________________________________. 3.
_____________________________________________________?
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Invitation to English - 4
Ans. _____________________________________________________. 4.
_____________________________________________________?
Ans. _____________________________________________________. 5.
_____________________________________________________?
Ans. _____________________________________________________. 6.
_____________________________________________________?
Ans. _____________________________________________________. 7.
_____________________________________________________?
Ans. _____________________________________________________. Activity 17 : The following years were related to important events in Gandhiji's life. Can you write a sentence on each of these years ? One has been done for you. 1.
(1869) Gandhiji was born.
2.
(1888) _______________________________________________.
3.
(1891) _______________________________________________.
4.
(1893) _______________________________________________.
5.
(1906) _______________________________________________.
6.
(1915) _______________________________________________.
7.
(1917) _______________________________________________.
8.
(1931) _______________________________________________.
9.
(1942) _______________________________________________.
10. (1948) _______________________________________________. Activity 18 : Imagine that you went on a picnic last Sunday with some friends. Write a letter to
Tense Patterns
33
your friend telling him/her about the picnic. You may follow the hints given below. 1.
when and how it was planned
5.
what you did there
2.
the place selected
6.
what you enjoyed most
3.
how you went there
7.
when you returned
4.
what you saw on the way
Now begin the letter as follows : Dear ________, It was really nice to hear from you again. Thanks for letting me know about your plans for an excursion. I'm afraid I won't be able to make it. I have my exams next month. Yesterday we went on a picnic , and I feel I must share the excitement of it all with you. ___________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Yours truly,
UNIT 4 Present Perfect and Past Simple Study the dialogue given below: Susant: Have you ever ridden a horse ? Subir: Yes, I have. Susant: When was that? Subir: I rode one last summer. Susant: What was it like ? Subir: Oh, it was awful. Susant: Why? What happened?
34
Invitation to English - 4
Subir: I fell off and hurt my back. Identify the Present Perfect and Past Simple verbs in the dialogue above and notice their use carefully. How are they different in meaning? (Hint : One of them answers the question When?, and the other does not.) Activity 18 : Complete the dialogue, using the hints given. i) A: ever/see/a lion ____________________________ ? B: Yes, ____________________________________ . A: Where __________________________________ ? B: In the zoo ____________________________________ . A: How/look ____________________________ ? B: terrible __________________________________ . A: You/afraid _______________________________ ? B: No,_____________________________________ . ii) A: ever/be to/Dhauligiri .............. ? B: Yes, ____________________________________ . A: What/see/there ____________________________ ? B: A temple/top/hill __________________________ . A: See/the inscriptions ________________________ ? B: Yes, ____________________________________ . A: Able to read/the inscriptions ? B: No, _____________________________________ . Activity 19 : Choose the right verb for each blank space and put it in to the correct tense. ( do, wear, carry, ask, say, think) A:
_______________________ your grandfather ___________ something really crazy?
B:
He _________________ something really silly last summer. On one of the hottest days he _________ a rain coat and ________ an umbrella. Everyone _____________ him why. He _____________ he _________ it was going to rain.
Tense Patterns
35
Activity 20 : Complete the sentences, using the verbs in brackets either in the past simple or present perfect form. a
She ___________ up her mind (make). She's going to look for another college.
b
Amulya ___________ me his pen but I'm afraid I ___________ it. (give, lose)
c.
â
It's a little noisy in here, isn't it?
â
Pardon? I can't hear. What _______ you ______________ ? (say)
d.
Where is my bike? It ___________ outside the classroom. It_______ ! (be, disappear)
e.
Did you know that Umesh ________ a new scooter? (buy)
f.
I did Sanskrit at school but I _____________ most of it. (forget)
g.
â
Sima, this is Rajesh.
â
Hello, Rajesh. Actually, we know each other. We _______ already (meet). UNIT 5 Past Simple and Past Progressive
SECTION 1 Study the sentences below: a.
It started to rain while we were walking home.
b.
My sister was tidying my room when I saw your letter.
c.
Anita was walking along the road when suddenly she heard footsteps behind her. Someone was following her. She was frightened and she started to run.
What do you think the use of the past simple and the past progressive indicate in these sentences ? (Hint : Think of a duration of time in the past and a point of time within that duration.) Activity 21: Put the verbs into the correct form, Past Progressive or Past Simple. a.
My friend ___ (meet) Anima and Amiya at the bus stop four days ago. They ___ (go) to Paradeep and my friend _______ (go) to Bolangir. They________ (have) a chat while they ________ (wait) for their buses.
b.
My brother ___________ (cycle) to school last Monday when suddenly an old woman _________ (step) out into the road in front of him. He ________ (go) quite fast but luckily he _________ (manage) to stop in time and ______ (not/hit) her.
36
Invitation to English - 4
Activity 22 : Here is a true story An old couple ... living in a flat in Bhubaneswar, ... locked up in one room ... . Some unknown people took away everything ... police arrived ... climbed ... rescued ... broke open a door ... one dacoit was killed ... detective was called ... interviewed a witness. Imagine that you are being questioned by the police as you were a witness to the crime. A police Inspector is recording your statements in a notebook. Think about the situation and write the appropriate answers. Inspector : Where were you standing at the time ? Ans
: _________________________________________________ .
Inspector : Why did you come here ? Ans
: _________________________________________________ .
Inspector : What was the old man doing at the time ? Ans
: _________________________________________________ .
Inspector : How did you see that ? Ans
: _________________________________________________ .
Inspector : How long were you standing there ? Ans
: _________________________________________________ .
UNIT 6 The Past Simple and the Past Perfect SECTION 1 Look at the sentences below. a.
I reached the hostel in the morning and found that somebody had broken into my room during the night.
b.
She said that her friend had published a book.
c.
He had left this town when I came to live here.
Tense Patterns
37
Can you find the past perfect tense in each sentence ? Note that the sentence in which it occurs refers to two actions - the action expressed by the past perfect and another action expressed by the past simple. Of the two actions, which takes place earlier and which takes place later ? List them below . a. (1) _____________________________________________________________ . (2) _____________________________________________________________ . b. (1) _____________________________________________________________ . (2) _____________________________________________________________ . c. (1) _____________________________________________________________ . (2) _____________________________________________________________ . Can you answer now : Which action does the past perfect refer to - the earlier one or the later one ? Which action does the past simple refer to ? Activity 23 : Combine each pair of sentences below into a single sentence, using the past perfect to show which action took place earlier.(You may have to use words like after, when, etc.) a. i. I finished my homework. ii. Then I went to buy a pen. ____________________________________________________________ b. i. The doctor gave some medicine to the patient. ii. Then the patient regained his senses. ____________________________________________________________ c. i. I read a few pages from the book. ii. After that I returned it to the librarian. ____________________________________________________________
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Invitation to English - 4
d. i. I worked in the garden for some time. ii. After that I had my breakfast. _____________________________________________________________ e. i. He left the place in a hurry. ii. After that his friend arrived. _____________________________________________________________ f. i The young girl finished shopping. ii. Then she met with an accident. _____________________________________________________________ g. i. The thief ran away with the gold. ii. After that the police arrived. _____________________________________________________________ Activity 24 : Jatin arrived late at different places yesterday. What did he find when he arrived at each place ? Example : When he arrived at the cricket stadium the game had ended. a)
the bank
it/already/close
______________________________________________________________ . b)
his uncle's house
his uncle/go to sleep
__________________________________________________________ . c)
the bus stop
the bus/already/leave
__________________________________________________________ . d)
book shop
the book he wanted/sold out already
__________________________________________________________ . e)
the club
his friends/ leave
__________________________________________________________ . f)
the hostel
everyone/ go to bed
__________________________________________________________ .
Tense Patterns
39
Activity 25 : Use the verb supplied in brackets in the appropriate tense form. a.
We went to Anil's house and _________ (knock) on the door but there ______(be) no answer. Either he _____________ (go) out or he __________ (not want) to see any one.
b.
Sadhan _________ (go) for a walk yesterday because the doctor __________ (tell) him last week that he _________ (need) exercise.
c.
A: ___________ (Seema/arrive) at the party in time last night ? B: No, she was late. By the time we got there, everyone _________ (leave).
UNIT 7 Future Time Reference
SECTION 1 The Present Progressive used for future reference Study the dialogue below. A : What are you doing tomorrow evening? B : I'm going to the town hall. My friends are coming. We are putting up a show for the handicapped. We are also meeting the Minister for some funds. Are you going somewhere tomorrow evening? A : Yes, I'm going to the library. I thought I could ask you to come along. Notice the frequent use of the present progressive form (with-ing) in the dialogue above. Here are a few questions for you to answer : 1.
Which period of time does the use of the present progressive tense refer to : time which is past, time which is present, or future time?
2.
Are A and B talking about actions which they have already planned and arranged to do ?
3.
Is the arrangement personal (made by either A or B) or is it official (made by someone else, who is in a position of authority) ?
40
Invitation to English - 4
Activity 26 : Surabhi, who is 16, wants to go on an excursion with her friends and teachers. Her mother is worried and has a lot of questions to ask about the arrangements. Look at the hints supplied and complete the dialogue between them, using the appropriate forms of the verbs. Mother Surabhi
Mother Surabhi
Who/you/go with ? _____________________________________________________ . friends and teachers _____________________________________________________ . Where/you/go ? _____________________________________________________ . Darjeeling ______________________________________________________ .
Mother
When/go/there ? ______________________________________________________ .
Surabhi
next Monday ______________________________________________________ .
Mother
How/you/get there ? ______________________________________________________ . by bus ______________________________________________________.
Surabhi
Mother
Where/you/stay ? ______________________________________________________ .
Surabhi
a hotel ______________________________________________________ .
Activity 27 : Bindu maintains a diary in which she writes down a list of the things that she plans to do during the week ahead.Here is an outline of the entries in her diary for the
Tense Patterns
41
next week. Write complete sentences for the entries using the hints given below. Use the present progressive. meet music teacher
Monday
______________________________________________________ . go to cinema with cousin
Tuesday
______________________________________________________ . play badminton
Wednesday
______________________________________________________ . see off Maya at station
Thursday
______________________________________________________ . throw party for friends
Friday
______________________________________________________ . visit dentist in evening
Saturday
______________________________________________________ . rest
Sunday
______________________________________________________ . Activity 28 : You plan to visit Kolkata after your examination. Mention five things that you have planned to do there. a
______________________________________________________________ .
b
______________________________________________________________ .
c
______________________________________________________________ .
d
______________________________________________________________ .
SECTION 2 The Present Simple for future time reference Minister :
Have you drawn up my tour programme for the next week ?
P.A.
Yes, sir. You leave for Sambalpur at 7.00 a.m. on Monday morning.
:
Minister:
When do I get there ?
42
P.A.
Invitation to English - 4
:
You reach Sambalpur at 1.00 p.m. You halt at Angul for a few minutes, on the way. Then, after lunch, you meet the Commissioner at 3.00 for a discussion.
Minister:
Where do I stay in Sambalpur ?
P.A.
The Guset House at the Hirakud Dam has been reserved for you, sir. Then,
:
next morning at 8.00, you proceed to Rourkela. The Commissioner accompanies you to Rourkela. Minister:
And when do I return to Bhubaneswar ?
P.A.
On Thursday, sir.
:
Look at the use of the present simple in the dialogue. What is the time reference here : past time. present time, or future time ? The Present Simple tense can be used, with future time reference, to talk about scheduled activity- i.e., activity which has already been planned and fixed. Activity 29 : The following is the list of official engagements of the Chief Minister for next Monday. Write one sentence to describe each item. Use the Present Simple form of the verb given in brackets : 8.30 a.m.
Inaugural address, Conference on Preservation of Human Rights (deliver)
9.30 a.m.
Speech on Syllabus Reform, Utkal University (give)
1.00 p.m.
Cabinet Committee meeting (preside over)
4.30 p.m.
National Book Fair (inaugurate)
5.50 p.m.
Parliamentary delegation from Turkey (welcome)
8.00 p.m.
Dinner party in honour of the Prime Minister of Bangladesh (host)
________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Tense Patterns
43
Activity 30 : A travel agency offers a number of travel packages for tourists. Here is an outline of one such travel package. Imagine that you are a salesman in the travel agency and that you are describing the programme to a group of tourists, who want to know the details. Use complete sentences, with the Present Simple, to describe the programme. Monday, March 2 : Leave Bhubaneswar for Hyderabad by Konark Express 2 days' sight-seeing in Hyderabad Thursday, March 5 : Board Kaveri Express for Chennai 2 nights in Chennai. Visit to Mahabalipuram Saturday, March 7 : Board Vrindavan Express for Bangalore 2 nights in Bangalore Monday, March 9 : By Deluxe bus to Mysore 1 night in Mysore Tuesday, March 10 : Mysore to Goa by taxi 2 nights in Goa Thursday, March 12 : Board Flight IC 765 for Bhubaneswar _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________ SECTION 3 Future time reference with be going to 1
I'm sweating already. I think it's going to be a very hot day.
2
Be careful of that dog ; it's going to bite.
3
Mohan is eating too much ; he's going to be sick.
44
Invitation to English - 4
In these sentences , be going to is used to make a prediction about something that is likely to happen in the near future. The prediction is made on the basis of some indication which is available at the time of speaking. Activity 31 : Complete the sentences using be going to and the verbs in brackets. a. b. c. d.
Look at those dark clouds. It's ______________ (rain). The lady is gasping for breath. I think she's _____________ (faint). My neighbour has packed up all his belongings. I think he _____________ (leave) the house. Rakesh ____________ (fail) the exam. I don't see him studying at all.
e.
Bijoy Babu _____________ (lose) in the election. The voters are very unhappy with him.
Activity 32 : Study the situation and guess what is going to happen. (One example has been given.) a.
The old man has been ill for a long time. He stopped taking food 5 days ago. He is going to die.
b. My friend has been reading the "matrimonial" column in the newspaper and collecting photographs of girls. c.
d. e. f.
__________________________________________________________________ A man is getting into the house opposite through the window. The people who live there are away on holiday. __________________________________________________________________ Do you see that man trying to walk on the ice? His feet are slipping. __________________________________________________________________ The policeman is running after the thief and pointing his gun at him. __________________________________________________________________ The boy has taken the book out of the shelf and put it down on the table. He is drawing up a chair now. __________________________________________________________________
g.
India meets Pakistan in the final match today. Sachin Tendulkar is injured and will not be able to play. __________________________________________________________________
h.
Water has got into the boat. __________________________________________________________________
Tense Patterns
45
SECTION 4 Here are some more sentences with be going to : a A : Why have you bought so many books ? What are you going to do ? B : I'm going to read all of them for my project. b
She has decided not to leave the house this year. She is going to stay on for another year.
c A : I'm going to buy a scooter. B : How're you going to pay for it ? You don't have enough money. A : I'm going to ask my brother to lend me some. Look at these sentences with be going to. How are they different in meaning from the sentences in Section 3 (above) ? In this case, be going to is used to express an intention to do something in the future. Activity 33 : There are a number of things that you haven't done yet but intend to do. Answer the questions below, using be going to as well as the words in brackets. Friend : Have you had lunch ? You
: No, but ____________________ (after my friend arrives)
Friend : Have you written the letter to your father ? You
: Not yet, ____________________ (tomorrow)
Friend : Have you read the new novel by Vikram Seth ? You
: No, _______________________ (next week)
Friend : Have you watered the plants ? You
: Not yet, ___________________ (this afternoon)
Activity 34 : The members of a Youth Club have taken a vow on Gandhi Jayanti. They have promised that each of them will do at least one good deed in memory of Mahatma Gandhi. Can you draw up a list of the good things that the boys intend to do? Here is an example : I'm going to plant 100 trees inside the school compound. a
______________________________________________
b
______________________________________________
c
______________________________________________
d
______________________________________________
e
______________________________________________
f
______________________________________________
g
______________________________________________
CHAPTER III Modal Verbs
In English language there are a number of auxiliary verbs that help the main verbs to express various language functions. One such group of auxiliary verbs is called modal auxiliaries or modals, in short. They are shall, should, will, would, may, might, can, could, need, dare, must, ought to, used to. Besides these, there are some modal-like expressions such as, have/ had to, be able to, be about to, etc.. Let's see how they are used. SECTION 1 Making requests (using can, could; may, will, would) Read these dialogues carefully. 1 2 3 4 5 6
Suresh :
Can you lend me your bicycle ?
Mahesh :
Of course. I'm not using it today.
Student :
Could I borrow your dictionary, sir ?
Teacher :
Certainly. But it's meant only for very advanced learners.
Shyam :
Will you open the door, please ?
Stranger :
Sure.
Jatin
Would you mind repeating the last sentence, sir ?
:
Speaker :
Not at all. I said that ...
Jina
May I ask a question, please ?
:
Speaker :
By all means.
Landlady:
Will you please clean the kitchen ?
Maid
Yes, ma'am. Right away.
:
Mark the use of can, could, may, will, and would in the sentences above. They are used here to make requests. But each of these words is used in a slightly different way from the others. 1.
Can is informal, while could is more formal and polite.
2.
May is rather formal.
3.
Will is used to make requests when we don't need to be particularly formal or polite.
48
4.
Invitation to English - 4
Would you or would you mind is used when we want to be more polite or formal.
Read the sentences again and check whether the modals have been used as described above. Activity 1 : Make a request to suit each of the situations mentioned below, using the word supplied in brackets. In case no word has been suggested, you are free to choose your own words to make the request. a.
You need some money. Ask a friend to lend you some.(can) ________________________________________________
b.
You want a speaker in a seminar to explain something. Ask him to do so.(could/would) ________________________________________________
c.
You want your room-key from the receptionist in a hotel. Ask the receptionist to give you the key.(can/may) ________________________________________________
d.
You want a visitor to wait a minute while you get ready.(would) ________________________________________________
e.
You are carrying a heavy bag. Ask someone to open the door for you.(could) ________________________________________________
f.
You are on the phone. You want to speak to the chairman.(may) ________________________________________________
g.
You want someone to tell you how to reach the railway station. ________________________________________________
h.
You are buying a pair of shoes and want a receipt. ________________________________________________
i.
You are working and want everybody to be quiet for sometime. ________________________________________________
j.
You need something to eat. Ask your mother. ________________________________________________
49
Modal Verbs
k.
You are in a train and you would like to borrow a newspaper from another passenger, who has just finished reading it. ________________________________________________
Activity 2 : Monisha is ill and has to request her friend to do things for her. Use can, will, could or would for the requests that she must make. (More than one answer is possible.) a.
Monisha wants some books to read. She would like her friend to get her some. _______________________________________________________
b.
Monisha doesn't want to be disturbed by visitors. _______________________________________________________
c.
Monisha wants her friend to write a letter for her. _______________________________________________________
d.
Monisha wants some vegetable soup for lunch. _______________________________________________________
e.
Monisha wants her friend to fetch the mobile phone, which is in the next room. _______________________________________________________
f.
Monisha wants her friend not to go out and leave her alone. _______________________________________________________
g.
Monisha wants her friend to wash her clothes. _______________________________________________________
Activity 3 : Seema is staying in Leena's home as a guest, and Leena has to request Seema to do a few things for her, which she is not able to do herself, for some reason or the other. Here is an example : Seema, could you please clean the dishes after dinner? I've got to go to the market to buy a few things.
50
Invitation to English - 4
Note that the second sentence provides the reason for the request. Can you make a few more requests to Seema on behalf of Leena, using the clues below ? You also have to provide a reason for each request. (You should be specially polite while making more unusual requests.) a)
switch off the lights ___________________________________________________
b)
make some tea ___________________________________________________
c)
water the plants in the garden ___________________________________________________
d)
feed the dog ___________________________________________________
e)
take the rubbish out of the dustbin ___________________________________________________
f)
take care of the neighbour's children ___________________________________________________
g)
cook dinner ___________________________________________________
SECTION 2 Asking for and granting permission( using can, could , may, would ) Look at the examples below : a.
Tarun
: Can I use your typewriter to type out an application ?
Friend
: Yes, of course you can.
51
Modal Verbs
b. c.
Tapas
: Could I use the telephone ?
Receptionist
: Yes, sir. But this one is only for local calls.
Journalist
: Mr Prime Minister, may I ask what you plan to do for unemployed engineers ?
Prime Minister : New jobs are being created for them. d.
Shefali
: Would you mind if I sit here?
Stranger
: No, not at all.
Can is used, in questions, to ask for permission, (e.g., Can I use the phone ?). It is also used in statement form to grant or give permission to someone(e.g.,Yes, you can.) Can is used in informal situations, in speaking to friends or people one knows well. Could is used in more formal situations or when the speaker is not sure whether permission will be granted. Could is never used to give permission to someone. May and would you mind are used in questions to ask for permission in formal situations, when the speaker is even less sure of getting permission or feels that permission is likely to be refused. The modal may is also used in statements to give permission. Activity 4 : Ask for permission using can, could or may. (More than one answer is possible.) a.
You are at a seminar where someone is speaking. You want to ask the speaker a question. Excuse me, ________________________________________
b.
You are late for your English class. You want the teacher's permission to get in. ___________________________________________________________
c.
You are interviewing an actor. You would like to ask him something about his personal life. _________________________________________________
d.
You want to stay in the hostel. Ask the hostel warden for permission . ___________________________________________________________
e.
You want to join the cricket team of your college. Ask the teacher in charge of games. _____________________________________________________
f.
You have been invited to dinner by someone you do not know very well. You would like to ask for another piece of chicken. ___________________________________________________________
52
g.
Invitation to English - 4
Your friend has a book which you want to read. Ask him/her. ___________________________________________________________
Activity 5 : Imagine that you are a guest at the places mentioned below. Use can(informal), could (semi-formal) or may (formal) to ask for permission to do a different thing at each place. (One has been done for you.) At your grand-parents' home Can I use the phone, grandfather? a.
At your teacher's home ____________________________________________________
b.
At your neighbour's home ____________________________________________________
c.
At the house of a favourite uncle ____________________________________________________
d.
At the house of a close friend ____________________________________________________
e.
At the house of someone you are visiting for the first time ____________________________________________________
f.
At the house of a friend of your elder brother ____________________________________________________
g.
At a distant relative's home ____________________________________________________
Activity 6 : Say whether the sentences below are used to ask for permission or to make a request and whether they are used in formal or informal situations. a.
Mr Mohanty, would you please tell all the teachers to come for a meeting in my office at 3'o clock?
Modal Verbs
53
b.
Can you put this parcel on the table, please?
c.
May I ask you a question about this job, sir?
d.
Would you mind sitting on that chair ?
e.
Could you pass the salt, please?
f.
Can my friend stay here too?
g.
May I wait in the corridor outside?
SECTION 3 Making an offer to help ( using will, would, shall, can, could ) Study the dialogues below. a.
b.
c.
d.
Rina
:
I want to take this bag with me.
Chhabi :
I will (can) carry it for you.
Rina
Oh, thanks.
:
Tarak :
I must leave now.
Purna :
Shall (Can) I get a taxi for you?
Tarak :
Yes, please.
Host
Would you like some more chicken?
:
Guest :
Yes, please. Thank you.
Pinaki :
(to his friend's friend) Could I buy the tickets for you?
Friend's friend :
Thank you very much.
Will, shall and can are used, in informal English, to offer help to someone. Will and shall are commonly abbreviated to 'll (I'll, We'll, etc.). Will is used only in statements (e.g. I'll carry your bag), but shall and can are used in questions as well as statements (e.g. Shall I carry your bag? Can I carry your bag? or I shall carry your bag/I can carry your bag.) Could and would are used, in questions as well as statements, to offer help, in more formal situations. (e.g., Could I carry your bag? I could carry your bag./ Would you like me to carry your bag? I would be happy to carry your bag, etc.) Activity 7 : Make offers to suit the following situations. a.
Your friend accidentally drops his pen on the floor. ______________________________________________________
54
b.
Invitation to English - 4
An old man wants you to make room for him to sit down. ______________________________________________________
c.
A patient is sweating profusely and the windows are closed. ______________________________________________________
d.
An old man is carrying a heavy suitcase and gasping for breath. ______________________________________________________
e.
Your principal wants to get some medicines from a pharmacy. ______________________________________________________
f.
A stranger wants to go to a particular place and you are on a motorbike. ______________________________________________________
g.
Your friend does not have enough money to buy a book he needs. ______________________________________________________
h.
Your mother is not able to cook as she is unwell. ______________________________________________________
i.
Your sister is not able to work out a sum. ____________________________________________________
j.
Your younger brother is trying to reach a book on the top shelf of a cupboard. ____________________________________________________
Activity 8 : Study the offers below and say which ones are made in a formal situation. a.
Shall I call the doctor for you? ____________________________________________________
b.
Would you like me to call the police? ____________________________________________________
Modal Verbs
c.
55
Shall I switch off the light? ____________________________________________________
d.
I can lend you two hundred rupees if you like. ____________________________________________________
e.
I'll help you make the bed. ____________________________________________________
f.
Could I wait for you at the gate? ____________________________________________________
SECTION 4 Making a suggestion (using shall, can, could) a.
Pramod : It's a lovely day. Shall we go for a walk.? Prashant : Yes, let's do that.
b.
Nilima
: Sisir is becoming more and more difficult to handle.
Manisha : We can talk to him if you like.
c.
Nilima
: No, I'll manage without him.
Girija
: We need Sima's room for the guest. But she has gone home.
Gauri
: We could go to her village tomorrow and collect the key.
In the sentences above, different ways of making suggestions have been shown. The commonly used words are : Shall we .../ Can we .../ Could we ... (in questions), or You can ..., We can .../ We could ... (in statements), used together with if you like/want. Activity 9 : Make suggestions to suit the following situations. (More than one answer is possible.) a.
You think, your friend and you should go for a walk. _________________________________________________________
b.
You would like to have dinner at a restaurant with your neighbour. _________________________________________________________
56
c.
Invitation to English - 4
You feel like going to the park with your mother. _________________________________________________________
d.
You would like your father to take you to an uncle's house. _________________________________________________________
e.
You have met somebody for the first time at a friend's house. He is watching a film on television, but you would like to watch a cricket match, on a different channel. _________________________________________________________
f.
You feel like going to the theatre with some friends. _________________________________________________________
g.
It is 11.00 p.m. Your room-mate in the hostel is reading a book, but you would like to sleep. _________________________________________________________
Activity 10 : Your friends and you are putting up a cultural show in your college. Make suggestions about the arrangements for the show, using the hints below. Study the example below and write your sentences. i.
the place where the show is to be put up
ii.
decorating the stage
iii.
fixing the lights
iv.
getting singers and musicians to perform
v.
setting up the sound system
vi.
the guests to be invited
vii. the refreshments to be served Example : We can invite the Chief Minister to be the Chief Guest. i.
_________________________________________
ii.
_________________________________________
57
Modal Verbs
iii.
_________________________________________
iv.
_________________________________________
v.
_________________________________________
vi.
_________________________________________
vii.
_________________________________________
viii.
_________________________________________
Activity 11 : Which of the following are offers and which are suggestions ? Say whether they are formal or informal. a.
I can pay for your ticket, if you like.
b.
What shall I do in case I don’t find Ram at home ?
c.
Would you like them to wait for you ?
d.
We could leave it until later.
e.
I can lend you the book.
f.
Could we paint this wall for you ?
SECTION 5 1. Expressing ability to do something ( using can, be able to) Study the following dialogues. a. Interviewer :
Can you type?
Candidate :
Yes sir, I can also take dictation in short hand.
Interviewer:
Will you be able to talk to our foreign clients ?
Candidate :
Yes sir, I can speak German and Italian.
b. Teacher : Student :
Who can solve this problem ? I can.
Can is used here to show that someone has the ability to do something. (Be) able to ........... can also be used for this purpose, but can is more usual. Be able to is formal. Activity 12 : Complete the sentences below using can or be able to. (In some of the sentences, it will not be possible to use can.)
58
Invitation to English - 4
a.
Ask Karim about your friend's condition. He might _______ tell you something.
b.
Ravi was born and educated in Hyderabad. He ________ speak Telugu.
c.
My friend can't understand my problem. She's never _________ understand it.
d.
I can't lend you money but I ________ get the book for you.
e.
Meera _________ read Tamil but she doesn't have any Tamil books.
f.
I haven't ___________ buy any books lately.
g.
We __________ travel a lot but we can't do it now.
h.
Meet your teacher tomorrow. He _________ explain the question to you.
Activity 13 : List five things which you can do. 1. ______________________________________________ 2. ______________________________________________ 3. ______________________________________________ 4. ________________________________________________ 5. ________________________________________________ List five things which you can't do. 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ 5. ________________________________________________ Activity 14 : A new student has joined your class. As the Secretary of the College Union, you would like to know which activities your new classmate would be able to take part in. Frame at least five questions that you might want to ask him and provide the answers that might be given. 1
Q.
Can you draw and paint?
A.
Yes, I can./No, I can't.
59
Modal Verbs
2 3. 4. 5.
2.
Q.
What can you do for ...?
A.
___________________________________________________
Q.
___________________________________________________
A.
___________________________________________________
Q.
___________________________________________________
A.
___________________________________________________
Q.
___________________________________________________
A.
___________________________________________________
General ability versus the ability to do something in a particular situation
Look at the following sentences. 1 Mohan could speak Assamese when he was a boy. 2 When I was in London, I could visit the museum every day. 3 I had only a brief meeting with the Principal, but I was able to explain my difficulties to him. In Sentence 1, could is used to refer to the general ability to do something that somebody possessed in the past, while in Sentence 2, could indicates that the opportunity to do something was available. In Sentence 3, was able to indicates the past ability (or opportunity) to perform an action in a particular situation. Could is not used in such a context. Activity 15: Use could or was/were able to in the sentences below. Use a negative if necessary. More than one answer is possible. a. The author of this book learnt to write very early in life. He __________ write short stories when he was at school. b. My scooter didn't start. Luckily I ________ to borrow a bicycle and got there in time for the interview. c.
It was dark. We ___________ see a thing.
d. The children were warned that a fire had started, and they __________ move their belongings in time.
60
Invitation to English - 4
e. I___________ meet my friend as the train had left. f.
The people in the neighbouring village were having a party last night and you _____________ have joined them.
g. My friend ran after the bus and _____________ get on. h. The freedom fighters had to live in the jungles for months. They _________ survive without food for several days. Activity 16 : Saurabh is 40. Sometimes he feels that he has wasted his life. Read about Saurabh and replace some of the words with could have......, as shown in the example below. When Saurav was 15 he had a chance to go abroad, but he decided not to go. Answer : When Saurav was 15 he could have gone abroad. a.
Saurav got a scholarship to study in a reputed public school. But he didn't go. ____________________________________________________
b.
He was a good speaker, but he decided not to participate in debates. ____________________________________________________
c.
He had the opportunity to learn music under a famous teacher, but he decided against it. ___________________________________________________
d.
He was intelligent enough to come out first in the examination, but he did not try. ___________________________________________________
e.
He had the opportunity to start a business, but he did not want to. ___________________________________________________
f.
Everyone thought he had the creativity to write novels, but he never tried. ___________________________________________________
Activity 17 : Use can, can't, could, couldn't, was/were able to in the blanks, where required. (Alternative answers are possible.) a.
She _____________ even speak properly when she was a girl, but now she's a famous singer.
b.
Did you see anybody in the park? No, I _____________ find anybody.
61
Modal Verbs
c.
An eagle ________ fly for hours.
d.
When my sister was just 7, she __________ speak Hindi much more fluently than she ___________ now.
e.
On the fifth day the rescuers saw the children and __________ reach them without much trouble.
f.
After weeks of training, I _____________ climb the coconut trees.
SECTION 6 Indicating possibility (using may, can) a. This house is too small. We may sell it and buy a bigger one. b. That box is too heavy for you ? You may drop it. c. Camels can survive without water for weeks in the desert. d. Smoking can cause cancer. May is used to express a specific possibility while can is used to express a general possibility. Activity 18 : Use can or may, as required, in the following sentences. a.
The government _________ hike the bus fares next month.
b.
The villagers __________ convert this building into a hospital if everyone agrees.
c.
This medicine ________ cure any disease.
d.
My friends ___________ put on a play here again next year.
e.
We're going to do something different this year. We ________ decide to hire a professional drama group.
f.
Your boss is impressed with your work. You __________ get a promotion soon.
g.
The presence of lead particles in the air ______ cause brain damage in children.
h.
The machine has broken down and ___________ take sometime to repair.
Activity 19 : A group of engineers has come up with a number of unusual products for use at home. These products are :
62
Invitation to English - 4
1
A battery-operated fan
2
A portable water-heater
3
Writing-paper that glows in the dark
4
Shirts made of edible material
5
Shoes with a built-in alarm clock
6
A bicycle that can float
Think of some situations in which these products could prove to be very useful and frame sentences suggesting (to prospective customers) some possible uses for the products. One example is given: 1. You can use the battery-operated fan to cool yourself when you are sitting in your garden. 2.
___________________________________________________________
3.
___________________________________________________________
4.
___________________________________________________________
5.
___________________________________________________________
6.
___________________________________________________________
SECTION 7 I ndicating pr esent or futur e possibility (using may, might, could)
Look at the following sentences : a.
Where's Madhuri? She may/might/ could be in the garden.
b.
There's someone at the gate. It may/might/could be the post man.
c.
They're not cooking dinner. They may/might/could be planning to go out tonight.
May, might and could are used here to talk about present or future possibility. Might is normally a little less sure than may, and could is less sure than may or might. Note that we can't use can in the above examples. Can you say why? (Hint : Refer to the difference between can and may).
Modal Verbs
63
Activity 20 : Rewrite the following sentences using may, might or could. a.
It is possible that she is cheating you. __________________________________________________________
b.
It is possible that they'll come in the evening. __________________________________________________________
c.
It is possible that he is planning to sell the car. __________________________________________________________
d.
It is possible that she is telling the truth. __________________________________________________________
e.
This statement possibly contradicts his earlier statement. __________________________________________________________
f.
It is possible that one of them is a spy. __________________________________________________________
Activity 21 : Use may, might or could, together with the appropriate forms of the verbs in brackets. 1
Who is the girl Madhu is talking to? I'm not sure. She ________ (be) her sister.
2. Why are the boys shouting? I don't know. They _________ (play). 3. Where is Manisha? I have no idea. She _________(study) in the library. 4. Who is that man with Vijay? I'm not sure. It ________ (be) his uncle. 5. Shall I tell the Minister about you? You'd better not. He ________ (think) I want to ask him for a favour. Activity 22 : You are going for a walk, and you suddenly see a mysterious flying object, high up in the sky. Make five guesses about what the object could be.
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1.
_________________________________________________
2.
_________________________________________________
3.
_________________________________________________
4.
_________________________________________________
5.
_________________________________________________
SECTION 8 Referring to possibility in the past (using may, might or could) Look at the examples below : a. b. c.
She was not in the hostel yesterday. She might/could have gone home. A: Do you think he saw you ? B: No, he was too far away. He couldn't have seen me. You were stupid to throw stones at the dog. It might have attacked you.
We use may/might/could, together with some verb in the present perfect form, to talk about possibility in the past. Activity 23 : Complete the sentences below, expressing possibility in the past. a.
The other teams weren't good, so our team _________ (win).
b. You know where the library is, don't you? You __________ (pass) it on your way here. c.
Why didn't your friend answer the phone? He __________ (not/hear) it ringing.
d. The light's on. They _____________ (forget) to switch it off. e.
I did not hear the child's voice, and I thought he __________(fall asleep).
f.
Our teacher is not at home.He _______________ (go) to meet a friend.
g.
How did you get that stain on your saree? I'm not sure. The baby _________ (drop) food on it.
h.
A: I can't find my umbrella. Have you seen it? B: No. You _____________ (leave) it in the restaurant.
Modal Verbs
65
SECTION 9 Making a deduction (using must have/can't have) Look at the following example : The old man has not had anything to eat for the last two days. He must be starving. Must is used here to make a deduction - that is, to come to a logical conclusion on the basis of the evidence which is available. The use of must shows that the speaker is quite sure that what he/she says is correct. Can't is the negative counterpart of must. The use of can't, in this case, shows that the speaker is very sure about some negative conclusion which he/she has reached. The use of must have and can't have shows that the speaker has made a deduction about something that happened in the past. For example : 1
Ramesh has done very well in the examination. He must have worked really hard.
2
The library was closed all day yesterday. You can't have been there yesterday.
Activity 24 : Answer the questions in Column A, using must or can't, and choosing a suitable reason from Column B. (One answer has been provided.) A
B
1.
Is she ill?
1.
He has just got a job.
2.
Are they awake?
2.
He charged more than the price.
3.
Is he happy?
3.
They play tricks on everyone.
4.
Is he a Bengali?
4.
She has gone swimming.
5.
Is the shop keeper honest?
5.
She is too young.
6
Are these boys naughty?
6.
Their bedroom lights are off.
7.
Is she married?
7.
He speaks Telugu.
Example : 1. (She can't be ill. She has gone swimming. 2.______________________________________________________ 3.______________________________________________________
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4.______________________________________________________ 5.______________________________________________________ 6.______________________________________________________ 7.______________________________________________________ Activity 25 : Consider the situations below and use the words in brackets to frame sentences with must have and can't have. a.
Satish got a first division in the exam. (He/work hard) _____________________________________________________
b.
Someone saw Sudha in the college library at 8.00 a.m. yesterday. (She/stay/in bed/all morning) _____________________________________________________
c.
The traffic lights were red and the car stopped. (the driver/see/the red light) _____________________________________________________
d.
He knows a lot about teaching. (He/a teacher when he was young) _____________________________________________________
e.
Girish knew exactly what to do. (He/learn/the skills/very carefully.) _____________________________________________________
f.
My friend knew everything about our plan. (He/listen/to our conversation) _____________________________________________________
g.
Janaki walked past me without speaking. (She/see/me) _____________________________________________________
h.
There are five stitches on her head. (She/have/an accident) _____________________________________________________
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Modal Verbs
SECTION 10 Offering advice (using should/ought to/had better/be supposed to) a.
If your tooth-ache is not getting better, you should see a dentist.
b.
They really looked after you well. You ought to write a letter of thanks.
c.
Your room-mates are complaining. You had better turn the music down.
Should and ought to are used to ask for advice or to give advice. Ought to is preferred when the advice is given by someone in authority. Had better indicates a strong recommendation made for a particular situation. Should have.... and ought to have.... are used to show that someone did not do something in the past, which was desirable. Look at the examples below : I should have bought that book yesterday, but I didn't have the money. Haven't you been to see your doctor? You ought to have seen him yesterday. Activity 26 : Complete the sentences in the "Advice" column, using should or ought to. Problem
Advice
1. I lost my pen
i. You/buy a new one?
2. I'm tired of reading this book.
ii. Perhaps you/look for other books.
3. I've got some money to spare.
iii. Perhaps you/give it to the poor.
4. They can't solve the problem.
iv. I think they/ask their teacher.
5. I left my glasses in the shop.
v. You/go and collect it from the shop.
6. I'm bored with my work.
vi. You/take some days off.
i. _______________________________________________________________. ii.________________________________________________________________. iii.________________________________________________________________. iv. ________________________________________________________________.
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v. ________________________________________________________________. vi. ________________________________________________________________. Activity 27 : Write sentences indicating what the speaker should (not)/ought to have done in the given situations. a.
I'm in trouble because I didn't wish my boss ‘Good morning !' ________________________________________________________________.
b.
The pen he used to write in the examination was not good enough. ________________________________________________________________.
c.
Nirmal did not meet Seeta until it was too late. ________________________________________________________________.
d.
I'm sorry that he didn't take your advice. _______________________________________________________________.
e.
Smita had to go to the bank opposite the college, but she hired a taxi. _______________________________________________________________.
f.
I sent a messenger three days ago, but he has not arrived yet. _______________________________________________________________.
g.
She left her books in the canteen. She didn't find them when she went back. _______________________________________________________________.
Activity 28 : What advice would you offer someone in a difficult or dangerous situation, such as a fire, flood, cyclone, a roof falling in or a wild animal running loose in the city? Think of at least 7 such situations and form sentences to offer advice,using either had better, or had better not.
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Modal Verbs
Example (a fire) You'd better phone the fire brigade. 1.
(a burglary) You'd better not ________________________________________.
2.
_______________________________________________________________.
3.
_______________________________________________________________.
4.
_______________________________________________________________.
5.
_______________________________________________________________.
6.
_______________________________________________________________.
7.
_______________________________________________________________.
SECTION 11 Expressing obligation or necessity (using must, have to/had to, got to) a.
I've got a terrible pain in my back. I must go and see the doctor.
b.
I have got an appointment. I have to go and see the doctor at 9.00 tomorrow morning.
c.
Our teacher had given us fifty problems to work out. So I had to work late yesterday.
d.
My friend must be waiting for me. I've got to hurry.
Must and have to are used to express obligation or necessity. We normally use must when the authority comes from the speaker. Have to is normally used when the authority comes from someone other than the speaker. We use had to when talking about a past obligation or necessity. Have got to is sometimes used instead of have to to talk about obligation or necessity, in informal situations. Activity 29 : Complete the sentences using must or some form of have to. (In some cases, more than one answer is possible.) a.
I really ____________ find something cheaper. This is too expensive.
b.
A : _________________ you _____________ get a visa to go to Nepal? B : No, you don't, but you _______ get one for Pakistan.
c.
You _______ fill in this form first. You can't do anything until it is completed.
d.
Sudhir :
I'll meet you at the airport at 9 o'clock then.
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Kamal : e.
What ! We _____________ check in by 7.30.
Jiban
: This medicine tastes horrible. I'm going to take it only once a day.
Jiten
: Now, don't be silly. The doctor says you ________ take it 3 times a day.
Jiban
: All right, I'll take the medicine after meals.
Jiten
: No, you __________ take the medicine before meals.
f.
You ________ remember to brush your teeth. If you don't, you'll have to go to a dentist.
g.
I ___________ stay in bed yesterday because I wasn't very well.
h.
I couldn't go to the party last night because I ________ look after my youngest sister, who was ill.
SECTION 12 Expressing prohibition (using mustn't, needn't, don't have to) a.
You mustn't jump over that wall. You'll break your legs.
b.
You mustn't drive that car. The brakes don't work.
c.
Tomorrow is a holiday. You needn't get up early.
d.
They needn't buy the book. They can get it in the library.
We use mustn't to prohibit somebody from doing something. We use needn't, when it is not necessary to do something. Study the situations above again to see how these meanings have been expressed. Activity 30 : Choose the correct modal : a.
They've been late for class three times this week. They mustn't/needn't be late again.
b.
He mustn't/needn't tell our teacher about the meeting. Sudha has already told him.
c.
You mustn't/don't have to make any noise going into the house. It's very late and everybody is asleep.
d.
I mustn't/don't have to hurry. I've got plenty of time.
e.
You mustn't/needn't open the door before the bus stops. You could fall out.
f.
You don't have to/mustn't wash that shirt. It isn't dirty.
g.
Sima needn't/mustn't finish her essay today. She's got to hand it in by next Friday.
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Modal Verbs
h.
You needn't/mustn't wear your college uniform. You can wear what you like.
Activity 31 : List five things which a visitor to a zoo must not do. 1.
A visitor to a zoo mustn't ...
2.
(S)he ...
3.
____________________________________________
4.
____________________________________________
5.
____________________________________________
6.
____________________________________________
7.
____________________________________________
8.
____________________________________________
Activity 32 : You went on a picnic to some far-away place with a group of friends. As you did not know what things would be available there, you made elaborate preparations. Now, after your return, you are narrating your experiences to another group of friends, who would also like to go on a picnic to the same spot. Tell your friends which of the arrangements made by you were necessary, and which of them were either unnecessary or proved to be unnecessary. Use had to, needed to, didn't need to, didn't have to, and need not have to talk about the arrangements which were either necessary or unnecessary. Here are some of the arrangements that were made: 1
hiring a bus
2
buying fire-wood for cooking
3
carrying water for drinking and cooking
4
carrying food-materials; rice, daal, vegetables, meat
5
finding a place to cook in
6
finding a place to serve the food
7
going to places of interest nearby
8
thinking of ways to keep yourself entertained
9
washing utensils after the meal
10
making arrangements for the return journey
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CHAPTER IV Prepositions and Phrasal Verbs A preposition is a small word that is used before a noun or noun phrase to express the relationship between things and events. Words such as after, at, below, by, for, from, in, of, over, under, to, with, etc. are called prepositions.
SECTION 1 Time Activity 1 : Use the prepositions on, in, at with the time-expressions given below. a.
February
h.
lunch time
b.
midnight
i.
1999
c.
eight o'clock
j.
Wednesday
d.
the afternoon
k.
the morning
e.
night
l.
March 15
f.
Christmas day
m.
Saturday night
g.
the eighteenth century n.
Easter
In each box below, write on, in, or at, whichever is appropriate. a
b
c
d
e
f
g
h
i
j
k
l
m
n
Activity 2 : Fill in the blank spaces with on, in or at : 1.
___________ the day time the streets are crowded but _________ night they are quite deserted.
2.
He's always in a bad temper __________ breakfast time.
3.
We couldn't offer him a room in our flat, because ________ that time my uncle was staying with us.
Prepositions and Phrasal Verbs
73
4.
Children get presents _____________ Christmas and ________ their birthdays.
5.
We want three seats for Bhootnaath ________ Friday night.
6.
I will reach Bhubaneswar ___________ 3 o' clock ______ the morning, but the offices start working only _______ 10a.m.
7.
Millions of Indian soldiers were killed _________ the Second World War.
8.
It was ___________ the spring of 1985 that my brother and sister-in-law met for the first time. However, they got married only ________ 1995.
9.
_______1950 the cost of living was only a fraction of what it was ________ 1990.
10. They got up _____________ dawn and reached the summit ________ noon. 11. We didn't want anything to go wrong _________ our sister's wedding day. 12. I'll meet you ________ 2.30 ________ Friday, August 2001. 13. I'll see you __________ six days' time. 14. Birds don't find much to eat ________ winter. 15. What will you be doing ________ the holidays? Activity 3 : Insert suitable prepositions in the blank spaces from the following list: (during, since, for, from __ to __.) 1. They've lived in this town _________ five years. 2. The farmers have been working in the field ______ 10 o'clock. 3. The employees stop working ________ the night. 4.
The players practised in the field _________ 4 p.m. ________ 6 p.m.
5. He looked as if he hadn't slept _________ weeks. 6. The carpenters worked _________ 9 a.m. _____ 5 p.m, with an hour for lunch. Can you explain, in your own words, what the rules are for the use of these prepositions ? Activity 4 : Fill in the blanks using appropriate prepositions. 1.
All the students are busy _______ the moment.
2.
Sunita and Mahima finished their homework ________ the same time.
3.
They are getting married ________ six months' time.
4.
Hemanta is in class 8. He'll be leaving school ________ two years' time.
5.
It was a very interesting book. I read it _________ a day.
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Invitation to English - 4
6.
Hurry up! We've got to go _______ ten minutes.
7.
My sister is a doctor but she is out of work ______ present.
8.
He's busy just now but he'll be with you _______ a moment.
9.
A: I'll meet you at 10.30. B: OK, but please be ________ time.
10. A child ran across the road in front of the car, but the driver managed to stop just ______ time. 11. At first I didn't like getting up early, but __________ the end I got used to it. 12. Workers normally get paid ________ the end of the month. Activity 5 : Match the expressions in A with their meanings in B. A
B
on time
finally
in time
at the time when something ends
at the end
soon enough
in the end
punctual, not late
SECTION 2 Place Activity 6 : Complete the sentences using the prepositions at, in or on. 1.
There's some sugar __________ the shelf ________ the cupboard.
2.
Is Seema ___________ the kitchen ?
3.
Sambalpur is __________ the west of Orissa _______ the River Mahanadi.
4.
There's a grocery shop _________ the corner _______ the end of the street.
5.
There are three books _________ the table.
6.
He is __________ the roof.
7.
The old man is standing ________ the gate.
8.
He put the money _________ his pocket.
9.
They'll meet the players ________ the dining table.
10. I waited ________ the bus stop for two hours.
Prepositions and Phrasal Verbs
75
Now complete the following activity by matching the prepositions with their respective meanings. Prepositions
Meanings
at
a surface (two dimensional)
in
a point in space
on
an area
Activity 7 : Complete the sentences using at, in or on. 1.
Our teacher's flat is _________ the second floor.
2.
The boy was holding a ball __________ his hand.
3.
The children spent an afternoon __________ the zoo.
4.
He travelled from Calcutta to Delhi. He is _______ Delhi now.
5.
They have gone to a wedding. They are probably _________ the wedding.
6.
He was taken to hospital. He is __________ hospital now.
7.
The baby was playing _________ the floor.
8.
There's ink ___________ your shirt.
9.
Hari met his friend __________ the crossroads.
10.
Gauhati is ____________ Assam.
Activity 8 : Complete the sentences using above, across, along, below, down, over, past, through, under, up. 1.
Jitu ran _______________ the road to meet his friend.
2.
They took a shorter route ___________ the forest to save time.
3.
He walked ___________ the road slowly, examining the shop windows.
4.
They saw the car going ________ the house and shouted to the driver to turn back.
5.
The woman climbed ________ the stairs to the first floor.
6.
We saw the new bridge which has been built ________ the river.
7.
Madhu lives on the third floor. He came ________ the stairs to greet his friends.
8.
The temperature is _________ zero at the poles.
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Invitation to English - 4
9.
The plane went up quickly. Soon it was __________ the clouds.
10.
We live on the earth, ___________ the sky.
Activity 9 : Complete the sentences using the prepositions at, in or on. (More than one answer is possible.) 1.
There's a chemist's _______ the corner _________ the end of the street.
2.
They had breakfast _______ Khan's Cafe ______ the main road ______ their way home.
3.
Calcutta is __________ the eastern part of India ________ the River Ganga.
4.
They were waiting _________ the station.
5.
He'd spend the whole day sitting ________ a desk.
6.
If you walk further, you'll see a small shop _______ the corner.
7.
Is Mother ________ the kitchen? No, she's _________ the back of the house.
SECTION 3 Study the use of in, on and at in the following sentences. 1.
(a) They are not in town. They are on holiday in Darjiling. (b) They heard the news on the radio. (c) He has put on weight. He'll have to go on a diet.
Some useful expressions with on are the following : on business, on a tour, on a cruise, on television, on the phone, on strike, on fire, on the whole, on purpose. 2.
(a) The old woman did not like sunlight. She preferred to sit in the shade. (b) My friend always writes in pencil.
Some more expressions with in are given below . in the rain, in the sun, in the dark, in bad weather, in ink, in words, in figures, in block letters, in cash. 3.
He left school at the age of 14.
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77
Some more expressions with at are given below. at a speed of, at a temperature of, at the rate of, at the height of, etc. Activity 10 : Complete the sentences using on, in or at. 1. When you write a cheque, you should write the amount ________ words as well as ________ figures. 2. Water boils __________ 100 degree Celsius. 3. He avoided meeting him __________ purpose. 4.
My brother is going __________ a tour tomorrow.
5. The old man likes to keep warm, so he doesn't go out ________ cold weather. 6. Look! the train is _________ fire! 7. The workers are _________ strike. 8. He left home _________ the age of 10. 9. We pay for things _________ cash. 10. I watch the morning news __________ television. Activity 11 : Fill in the blanks using the prepositions in, on or at. We live _______ a house ______ Janpath. We live ________ 85, Bapuji Nagar. Our house is _______ a convenient location, just _______ the main road. It is ______ the intersection of Cuttack Road and Lewis Road. SECTION 4 Study the following sentences. a)
He called the stranger by mistake.
b)
My father always makes payments by cheque.
c)
My sister goes to college by bus.
d)
My friend didn't use his car. He came in a taxi.
In (a) and (b), by is used with mistake and cheque. The following are some of the expressions that usually go with by. by chance, by design, by accident, by letter, by post, by hand, by cable, by telegram, by heart, by day, by night.
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Invitation to English - 4
In (c), by is used with bus. By is generally used to refer to some means of transport. Here are some more examples. by land, by air, by road, by sea, by coach, by train,etc. But by is replaced by in, on, etc. when a noun such as ship, car, bus, etc. is used along with a determiner such as my, a, the. For example: in my car, on my bicycle, etc. Activity 12 : Complete the sentences using by, on or in. 1. A bat sleeps _________ day and flies _______ night. 2. The tourists have decided to travel to Australia ______ sea rather than _____air. 3. Usha usually goes to college _____ her scooter, but sometimes she goes ______ bus. 4. It was only _______ chance that he passed the examination. He hadn't worked at all. 5. The officer did not come to work ______ his car on Monday. His car had broken down and he had to come _______ taxi. 6. We decided not to go ______ bus. We went _______ my bike instead. 7. The journey takes 20 minutes ______ bus and about 50 minutes ______ foot. 8. They went for a ride ______ a motorbike. 9. I travelled to Delhi _________ train. 10. How long does it take to get to Sri Lanka _____ boat? SECTION 5 (Adjective+Preposition) Combinations Certain adjectives are always used in combination with particular prepositions. Here are some common examples of these adjective + preposition combinations : of 1. Children are afraid of snakes. 2. We are proud of being Indians. 3. Cats are fond of milk.
Prepositions and Phrasal Verbs
79
Some more examples : frightened of
jealous of
conscious of
tolerant of
scared of
envious of
capable of
independent of
full of
suspicious of
short of
typical of
ashamed of
aware of
critical of
aware of
about/with 1.
We are excited about our sister's wedding tomorrow.
2.
My younger sister was delighted with the present I gave her.
Some more examples. Worried about/upset about/nervous about/happy about/annoyed about/furious about,etc. Pleased with/satisfied with/disappointed with/bored with/angry with, etc. at/by 1.
My friend is very good at Mathematics.
2.
Everybody was shocked at/by what they heard.
Some more examples : bad at
brilliant at
clever at
surprised at/by
hopeless at
astonished at/by
excellent at
amazed at/by
of/to 1.
It is so nice/kind of you to visit us.
2.
My mother is very nice/kind to the poor.
Some more examples : silly of/stupid of/generous of/good of somebody (to do something). cruel to/friendly to/polite to/ generous to/good to somebody.
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Activity 13 : Fill in the blanks with suitable prepositions. 1.
The boy's quite capable _______ solving the problem.
2.
Are you worried _______ your examination ?
3.
The children were very disappointed _______ the magic show.
4.
Minu is still upset _________ what you said to her on last Sunday.
5.
One should not be cruel ________ animals.
6.
We were amused _________ the way he spoke.
7.
My elder brother is not aware ________ his responsibility.
8.
The beggar is not ashamed ________ what other people think of him
Activity 14: Write sentences using the adjectives in brackets followed by suitable prepositions. The first two have been done for you. 1.
Can I help you with your luggage? (kind) It's very kind of you.
2.
I went out in the rain without an umbrella. (silly)It was silly of me to go out in the rain without an umbrella.
3.
My friend didn't thank me for the present. (not polite) ____________________________________________________.
4.
The couple had an argument and now they refuse to speak to one another. (childish) ______________________________________________________.
5.
Uma offered to carry the luggage to the station. (nice) _________________________________________________________.
6.
Mohan shouted at his friends in his birthday party. (not nice) ______________________________________________________.
7.
I needed money, and Shyam gave me some. (generous) _____________________________________________________.
Prepositions and Phrasal Verbs
Activity 15 :
81
Put each of these adjectives followed by an appropriate preposition in the right blank. (rude, brilliant, annoyed, typical, bored, furious)
1.
Why do you always get so __________ little things.
2.
He isn't happy at school. He says- he's __________ the courses he's doing.
3.
The teacher was __________ us for making so much noise in the class.
4.
Why are you always so __________ your friends? Can't you be __________ them?
5.
We're not surprised he changed his mind at the last moment. That's__________ him.
6.
He is _______________ telling jokes.
SECTION 6 (Verb + Preposition) Combinations Certain verbs are followed by particular prepositions. Here are some common examples of these verb + preposition combinations. at 1.
a.
Don't point that knife at the child. It's dangerous.
b.
He spoke in such a manner that everyone laughed at him.
Some more verbs used with at aim at
jump at
stare at
glance at
look at
wonder at
hint at
peck at
jeer at
smile at
for 2.
a.
The students are waiting for their teacher to come.
b.
One should always hope for the best.
Some more verbs used with for : apologize for
cry for
send for
beg for
feel for
strive for
care for
forgive for
sue for
charge for
long for
wish for
compensate for
mourn for
search for
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Invitation to English - 4
from 3.
a. The speaker digressed from the topic and spoke a lot of nonsense. b. Students will benefit from the new book. Some more verbs used with from: hide from derive from escape from save from abstain from desist from exclude from separate from borrow from differ from prevent from subtract from emerge from digress from recover from refrain from in 4.
a. Most people believe in astrology. b. My friend did well in English, but failed in Mathematics. Some more verbs with in abound in excel in involve in succeed in delight in increase in persist in indulge in of 5.
a. The students are tired of doing the same task everyday. b. Many smokers die of lung cancer. Some more verbs with of accuse of beware of complain of deprive of admit of boast of dispose of suspect of approve of smell of dream of think of on 6.
a. Success in life depends on hard work. b. My brother spends a lot on books. Some more verbs with on base on impose on reflect on insist on rely on congratulate on resolve on decide on operate on to 7.
a.
None listened to the Chief Guest's lecture.
comment on intrude on feast on
Prepositions and Phrasal Verbs
83
b. Students contributed a lot to the Indian Freedom Struggle. Some more verbs with to add to attend to conform to adhere to belong to consent to amount to commit to introduce to aspire to confine to object to
submit to surrender to yield to speak to
with 8.
a. Our neighbour always quarrels with children. b. Gandhi never compromised with falsehood. Some more verbs with with coincide with fill with part with comply with grapple with supply with cope with interfere with sympathize with disagree with meddle with threaten with
unite with deal with overwhelm with reconcile with
Activity 16 : Complete the sentences using appropriate prepositions. 1. The old man accused the boy __________ trying to steal his bag. 2. My friend invited me ____________ his sister's marriage. 3. The local people have warned the tourists __________ swimming in that part of the river. 4. Will you please remind us _________ the party next Monday? 5. He always borrows money ___________ his friends and never cares to return it. 6. Our teacher congratulated us _________ our good performance in the examination. 7. Pradip blames other people _________ his own mistakes. 8. Our Independence day coincides ________ the birthday of Sri Aurobindo. 9. The Principal approved ____________ the stand taken by the students on the dowry system. 10.
We are involved ___________ a project on the uplift of the poor.
Activity 17 : Complete the sentences, using one of the following verbs in the correct form with appropriate prepositions. write, speak, glance, listen, talk, explain, ask, shout 1. Please _____________ him. He may have something interesting to tell you.
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2.
He didn't have his watch. He _________ my watch to see what the time was.
3.
I had an argument with Sikha and now we're not __________ each other.
4.
Please don't __________ the children. Be nice to them.
5.
That old woman's bit lonely.
6.
Can you ________ me how this machine works?
7.
Don't forget to ___________ me while you're away.
8.
His son is always ___________ him _________ money.
She needs somebody to ___________.
Activity 18 : Insert the correct prepositions. 1.
The parents searched everywhere ________ their baby but couldn't find it.
2.
'Are you going to Calcutta tomorrow?' 'I hope so. It depends ____________ the weather.'
3.
I don't mind buying this book. But who is going to pay _______ it?
4.
These two brothers are suspected _________ stealing a car.
5.
You can rely ____________ your grandfather, who has never refused you anything.
6.
That handbag belongs ___________ the old man standing in the corner.
7.
Warm clothes protect us _____________ cold.
8.
Mother asked me to fill the bucket _______ water.
Activity 19 :
Look at this paragraph from a letter and put in these verbs with suitable prepositions. applied, agree, care, ask, caring, decided, concentrate, suffering, pay
I'm working in a private hospital now. I ________ a caterer's job last August and started in November. I don't earn much money, and I even had to _________ my uniform out of my own money. Perhaps I should __________ a pay rise. But I don't really _________ the money. The work is the important thing. Of course it's very hard work_________ the patients, and at the moment I'm ________ backache. But I knew it would be like this even when I _________ a career in a hospitsl. I just try to forget all the problems and _________ the job. I think it's a worthwhile thing to do; I hope you________me.
Prepositions and Phrasal Verbs
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SECTION 7 Phrasal Verbs The teacher came in. She is now in the classroom. In the second sentence, in is a preposition placed before the noun phrase the classroom. But in the first sentence, in is an adverbial particle. Many such words like in, on, out, up, down, over, etc. can function in a sentence either as prepositions or adverbial particles. In the following section we will consider verbs followed by either prepositions or adverbial particles. We call them phrasal verbs. Look at these sentences : 1.
Seema looked up the word in the dictionary. looked the word up looked it up
2.
Please look me up when you visit here next time.
3.
We have good rain this year, the situation is looking up. These two-word verbs are called phrasal verbs. Sometimes we can have three-word
phrasal verbs also: We look forward to your next visit. Look at the sun diagram below and make ten phrasal verbs by combining the verb "look" with the other items. upto
after
forward to
to
into look
through
over out down on
back
Now make meaningful sentences, using the ten phrasal verbs.
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Invitation to English - 4
Activity 20 : See how many phrasal verbs you can make in the following grid by joining the verbs in the left column with the prepositions or adverbial particles on the topmost row. If a phrasal verb is possible, mark the sequare with a number and write an example sentence beneath the grid. (One has been done for you as an example.) about at
by
for
break
from
in
of
out
to
with
1
bring cut get give keep let put set take 1.
The thieves broke in through the kitchen window.
2.
___________
3.
___________ etc.
Activity 21 :
Choose a verb from box A and a preposition or adverbial particle from box B. Use them in the blank spaces of the sentences given bleow: A brush catch gave let put
B brought called cut get gone
away down off on up
away down off on up
Prepositions and Phrasal Verbs
87
i)
Father ___ ___ our headmaster yesterday.
ii)
This milk has ____ ____,
iii) Some learners ____ ____ very quickly. iv) Our players have _____ us _____. v)
I have to _____ ____ my English.
vi) He was _____ _____ in a remote village. vii) The match has been _____ _____ till next week. viii) His cough ______ ______ his hiding place. ix) It has been a busy day; I need to _____ _____ for a while. x) I am running short of money; I must _____ _____ my expenses. Activity 22 : Match the phrasal verbs in column A with their meanings given in column B The first one has done for you.. B A 1) call off
6) hang up
a) become airborne
f) examine carefully
2) carry on
7) show off
b) boastfully display
g) have an argument
3) come across
8) take off
c) cancel
h) meet by chance
4) fall out
9) turn down
d) continue
i) reject
5) go through
10) turn off
e) end a telephone call
j) disconnect a switch
8
Phrasal Verbs
Answer : (7)
1
2
3
4
5
6
7
C
9
10
Put the meaning in this row
Use the above phrasal verbs in meaningful sentences.
*****
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CHAPTER V The Imperative Look at the sentences below. 1. 2. 3.
a.
Hurry up!
b.
Stop!
a.
Be careful.
b.
Mind your language!
Borrow the book from your teacher, read the chapter and pick out the main points.
The sentences above are all imperatives. Imperative sentences are used for different purposes or functions. In Sentences (1) and (2) above, they are used to give orders, offer advice or issue a warning, while in (3) they are used to give instructions. Sentences beginning with 'Let' are also imperatives, which are used to offer suggestions, as in (4) below. 4.
a.
Let's hire a taxi.
b.
Let us go out.
Activity 1 : Match the sentences in Column A with the imperatives in Column B. A 1.
We're not deaf.
B a.
Don't touch it!
We can hear you. 2.
That was a beautiful dance class.
b.
Put some cold water on it.
c.
Put away your books.
d.
Don't shout!
You must be tired. 3.
In Karate we learn to use our hands in new ways.
4.
OK, children. It's time to go home.
5.
I've burnt my arm!
e.
Break that brick!
6.
Can you see the snake?
f.
Sit down on the floor.
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The Imperative
Activity 2 : Here is a recipe for making an omelette. Put the following verbs in the correct spaces. (break, beat, heat, add, turn, make, put,pour) 1.
First, _______________ two eggs and __________ them in a bowl.
2.
__________ them up and ____________ salt and pepper to taste.
3.
___________ a little butter or oil in a frying pan.
4.
Then ___________ the mixture in, and __________ sure that the omelette doesn't burn.
5.
__________ it over when the omelette is fried..
6.
Serve it hot.
Activity 3 : Match each of the imperatives in column A with its function in column B. A
B
1.
Enjoy yourself !
i.
Giving an instruction
2.
Come in and make yourself at home
ii.
Warning
3.
Get a Number 7 bus, that's direct.
iii.
Giving direction
4.
Turn right at the traffic lights.
iv.
Making a friendly remark
5.
Open your book at page 20.
v.
Inviting
6.
Mind the floor - it's slippery.
vi.
Making a suggestion
Activity 4 : Write suggestions that will match the statements below. Use clues to form sentences beginning with Let. 1.
Tomorrow is my sister's birthday.
(buy/her/present)
____________________________________________. 2.
I can't wait for the train.
(take/taxi)
____________________________________________. 3.
I want to see a film.
(go/cinema)
____________________________________________. 4.
It's hard to believe.
(forget/it)
____________________________________________. 5.
It's very cold in here. ____________________________________________.
(light/fire)
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Activity 5 : Fill in each blank, choosing the right verb from the following list: (turn, ask. go, cross, walk, continue, take) Stranger :
Excuse me, could you tell me how to get to Lewis Road, please?
Young boy :
Yes, certainly.____________ along this road till you come to the traffic-lights. Then, _____________ over and ___________ going till you come to the roundabout. __________ right there, then ________ as far as the next roundabout. ______________ the first turning to the left and then the first turning to the right. Lewis Road is the second one on the left. ___________ someone if you get lost, but it's really quite easy to find.
Stranger :
Thank you very much.
***
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CHAPTER VI Interrogatives An interrogative sentence is a type of sentence which is usually used for asking a question. In such a sentence the auxiliary verb is normally placed before the subject. Some question words like what, when, where, etc. may also be used in the beginning of such a sentence. Activity 1 : Divide the following sentences into two broad categories and state why you have done so. 1.
Where’s my pen ?
2.
Isn’t that my pen ?
3.
Why haven’t you done your homework ?
4.
How are you ?
5.
Would you like something to eat ?
6.
What’s the time by your watch ?
7.
Are you listening ?
8.
You have been to Delhi before, haven’t you ?
If you have identified the two major types of interrogative sentences, you have done well. But did you have some doubt about the last one ? We can put the question tag in the broad category of yes/no questions. Let’s see how yes/no questions are formed: Statement
Question
1. It was raining. Was it raining ? 2. He has seen the film. Has he seen the film ? 3. You can read my writing. Can you read my writing ? 4. He has been waiting for a long time. Has he been waiting for a long time ? 5. The bus stops here. Does the bus stop here ? 6. They boarded the bus. Did they board the bus ? The basic rule for asking most questions is very simple. You are to change the order of the subject and the first auxiliary verb. If there is no auxiliary, a suitable do verb can take the place of the auxiliary. Look at the following examples : It was raining Was it raining? The bus stops here Does the bus stop here?
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Now let’s see how wh-questions are formed : Statement
Question
Ramesh told me the secret.
Who told you the secret ?
Ramesh told me the secret
What did Ramesh tell you ?
You can contact me over phone.
How can I contact you ?
I want to go home as mother is ill. Why do you want to go home ? We use a wh-word (including how, which book, whose cycle, etc.) to ask for specific information about who, what, how, why, when, where, how much, how many, etc. The basic order of words in wh - questions is : A wh - word +verb+object as in Who told you ? Sometimes we use another pattern like the following: Wh-word+Auxiliary+Subject+verb(+others) as in What did he tell you in the party yesterday ? Activity 2 : Write yes/no questions or wh-questions, using the following expressions: 1.
you / go / to Puri / last year ?
2.
where / be/ Seema / today ?
3.
you / write / class notes ?
4.
what / be / the STD code / for Bhubaneswar ?
5.
where / Samar / live / at the moment ?
Activity 3 : Change these statements into wh-questions, using the wh-expressions given in the brackets: 1.
Seema put that letter on my desk. (Who)
2.
Jatin left his bag on the bus. (Where)
3.
That is my friend’s bag. (Whose)
4.
He means this one. (Which)
5.
All the trains were late yesterday because of heavy rain. (Why)
6.
They walked two kilometres before they found the shop. (How far)
7.
54,763 eggs were used in the world’s biggest omelette. (How many)
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Interrogatives
Activity 4 : Ask questions to get the following answers. 1.
I’m fine, thank you .
2.
About 40 kilos.
3.
Yesterday evening.
4.
The giraffe.
5.
Yes, just before my eyes.
Activity 5 : Work in small groups. One member goes out, and in his/her absence other members choose an object in the classroom. When (s)he comes back, (s)he has to guess the article by asking yes/no questions to the other members, asking them serially, for example : O : Is it the blackboard ? S1 : No, it isn’t. O : Is it the teacher’s table ? S2 : No, it isn’t ....... The student who answers yes, it is has to go out and the game continues till three of the members of the group have become outliers. One who guesses the article with least number of questions is the winner. Activity 6 : One student stands in front of the class. He thinks of a person or a place. Other students ask him yes/no or wh-questions in order to guess the person or the place. The students ask in turn and twenty questions are allowed. If a student guesses correctly, he replaces the first student. Example
S1 = Have you thought of a person or a place ? X = Person. S2 = Is the person dead ? X = Yes. S3= Was the person a man ? X = Yes. S4= When did he die ? X = In twentieth Century. (Here X can refuse to answer, because (s)he may give away the secret.)
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Invitation to English - 4
S5 = Was he a filmstar ? X = No. S6 = Was he famous ? X = Yes. S7 = In which field was he famous ? X = Politics. S8 = Was he a freedom fighter ? X = Yes. S9 = Was he a minister ? X = No S10= Is it Mahatma Gandhi ? X= Yes. [ And now S10 becomes X ] Activity 7 : Look at the questions in the left column and the list of functions in the right column. Decide on a function for each question : 1.
What time is it ?
a.
asking to distinguish
2.
Is that poisonous or nonpoisonous ?
b.
expressing lack of belief
3.
You’re back rather early, aren’t you ?
c.
offering assistance
4.
What do you mean by early ?
d.
asking for assistance
5.
Must you sing at this time of the night ?
e.
asking for information
6.
Shall I do that for you ?
f.
expressing irritation
7.
Would you mind holding this for a moment ?
g.
asking for an opinion
8.
Why are you late ?
h.
expressing mild surprise
9.
What did he look like ?
i.
asking for an explanation
j.
asking for a description
10. What do you think of the new bowler ?
95
Interrogatives
Activity 8 : In the light of your findings from the previous activity, what is the distinction between the terms question and interrogative ? Activity 9 : How many questions can you frame to get the following sentence or a part of it as the answer ? When Amar Nath and his partners took over the place, it was in ruins and was inhabited by bats and mice.
96
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CHAPTER VII Verb Patterns SECTION 1 What is a Verb Pattern ? Look at the following sentences : 1. My brothers avoid meeting strangers. 2. My parents love entertaining friends. 3. The boys keep asking for sweets. In each of these sentences, there is a finite verb (avoid, love, keep), which is followed immediately by another verb in its-ing form(meeting, entertaining, asking). These three sentences have the same verb-pattern. The term verb pattern is used to describe the part of the sentence which follows the finite verb. Let us see what happens when we choose a different verb, hope. We can say: 4. My brother hopes to meet the Governor. But we cannot say : 5 *My brother hopes meeting the Governor. (The asterisk symbol* used in front of a sentence indicates that the sentence is not grammatically correct.) The verb hope cannot be followed by another verb in the -ing form, but it can be followed by a verb in the infinitive form, used with to (e.g., to meet) as in Sentence 4.We say, therefore, that the verb hope selects a different verb pattern from the verbs avoid, love and keep. As we shall see, different verbs select different patterns. We can use a kind of "short-hand" to show which verb-patterns are possible with a certain verb. For example, the verb-patterns in Sentences 1,2 and 3(above) can be shown as V ing (which means that the finite verb is followed by some other verb in the -ing form).
Verb Patterns
97
We can show this as : avoid love keep
}
Ving
(This means : the verbs avoid, love, and keep can be followed by another verb in the - ing form). The verb hope does not fit into this pattern, but it fits into a different pattern which we can represent as : hope
V
to+infinitive
(This means : the verb hope can be followed by another verb in its infinitive form, used with to) Here are a few more sentences, in which different verb-patterns have been used. 6
I find eating ice-cream a great temptation.
7
I find the boys eating ice-cream everyday.
8
I find that the boys are eating ice-cream everyday.
In each of these sentences, the finite verb is find. What are the verb-patterns into which this verb can fit? Sentence 6 has the pattern Ving. In Sentence 7, the verb find is followed by a noun phrase(the boys), which is then followed by a second verb in the-ing form. This pattern can be shown by: NP+Ving. Notice that both Sentences 6 and 7 contain Ving. The difference is that in Sentence 7, there is a noun-phrase between the two verbs. The presence of a noun-phrase, after the verb find, is not "compulsory" - it is optional ( in other words, a noun phrase may or may not be present in a sentence between the verb find and the following verb eating. We show the optional elements in a verb-pattern by putting them in brackets. The verbpattern which is common to Sentences 6 and 7, therefore, can be shown as :(NP) Ving. Now look at Sentence 8. Here the verb find is followed by a subordinate noun clause, beginning with the word that (that the boys are eating ice-cream everyday). Sentence 8 has a different verb-pattern, which we show simply as that clause.
98
Invitation to English - 4
The three different verb-patterns into which the verb find can fit may be shown as follows:
i. Ving
find
ii. NP Ving iii. that clause
(This means : the verb find can be followed by a verb in the -ing form, or a noun-phrase followed by a verb in the -ing form; or it can be followed by a that clause.) It is very important to know which verb patterns a particular verb can select, as many of the common grammatical errors made by learners of English are caused by the use of wrong verb patterns. A good "Learner's Dictionary" of English,, such as the Oxford Advanced Learner's Dictionary, will tell you which verb patterns are possible with each verb, and you should learn how to use the dictionary to get this information. Activity 1 : Look at the verbs listed below. They can all be used in the verb-pattern Ving. Make sentences with any five of them, using this pattern. A few of the verbs in this list can also select verb-patterns with a "that" clause. Can you identify them ? (Refer to a good dictionary if you are not sure of the answer.) admit
deny
finish
practise
avoid
dislike
imagine
risk
delay
fancy
miss
suggest
a.
____________________________________________________________
b.
____________________________________________________________
c.
____________________________________________________________
d.
____________________________________________________________
e.
____________________________________________________________
Verb Patterns
99
Activity 2 : Look at the sentences given below. a.
My parents have decided to spend their holidays in Puri.
b.
Last Sunday my friend invited me to meet his sister.
In Sentence(a) the verb is followed by the infinitive to spend, whereas in Sentence (b) the pronoun me comes between the verb and the infinitive. Use the verbs in the list below in sentences with the V to+infinitive pattern. Which of these verbs can be followed immediately by a noun phrase? agree
choose
expect
happen
offer
arrange
tend
ask
decide
fail
prove
manage
prepare
threaten
demand
seek
omit
hope
promise
refuse
wish
beg
claim
neglect
aim
swear
seem
want
attempt
pretend
legislate
learn
plan
appear
hesitate
SECTION 2 Notice the verb-patterns used in the following sentences : (a)
My brother prefers to write long letters.
(b)
My brother prefers writing long letters.
The verb prefer takes both the Ving and the V to+infinitive pattern, with no difference in meaning. A list of some such verbs is given below. begin
propose
love
continue
bother
start
intend
like
hate
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Invitation to English - 4
But with some verbs, the meaning changes when we shift from the Ving to the Vto+infinitive pattern. Look at the following examples. (a)
He forgot to buy the ticket.(=He didn't buy the ticket.)
(b)
He forgot buying the ticket.(=He bought the ticket and then forgot about it.)
Verbs such as remember, forget, regret, see, hear belong to this class. SECTION 3 Look at the following examples. a.
The old man was funny. He made everybody laugh.
b.
The boy is very naughty. He won't let his mother work in the kitchen.
The verbs in the second sentence in each pair(make, let) are followed by infinitives without to (laugh, work). Notice that with the verb let there is a noun phrase (his mother) used before the infinitive (work). The pattern here is :
}
make
( NP) V infinitive
let
Other verbs which belong to this class are: see, hear, feel, had better ('d better), would rather ('d rather). Activity 3: Use the correct form of the verb given in brackets. 1.
My father normally tries to avoid(borrow) money.
2.
My friend suggested (have) a party in the hostel.
3.
I don't feel like (go) out today.
4.
Would you mind (pass) the salt?
5.
The man admitted (rob) the bank.
6.
My sister has put off (write) the letter so many times.
7.
Has he finished(do) his home work?
8.
Fancy (see) you here! What a surprise!
Verb Patterns
Activity 4 : Use the appropriate form of the verb given in brackets. 1.
They decided(marry).
2.
You promised(not tell) anyone.
3.
My sister asked me(solve) the problem.
4.
There was a lot of traffic but we managed(get) to the railway station in time.
5.
She seemed (not notice) me at the bus stop.
6.
My father bought me a mouth organ last month. But I haven't learnt(use) it yet.
7.
The thieves arranged(meet) in the forest by the river.
8.
The stranger refused (tell) us his name.
9.
I can't afford(buy) this book. It's expensive.
10.
My uncle expects(get) a job soon.
Activity 5 : Use the verbs in brackets in their appropriate forms. 1.
Please remember(close) the windows before you go out.
2.
We'll never forget(meet) that singer in 1990.
3.
When you visit your teacher you must remember(invite) him to our party.
4.
I regret(say) that he was an idiot. I really didn't mean it.
5.
We regret(say) that we won't be able to work very long.
6.
You can borrow my calculator, but please try(be) careful with it.
7.
Can you remind my sister(buy) this book when she goes (shop)?
8.
I enjoy(walk) after dinner.
9.
I prefer (walk) to(run).
10.
They would love(visit) the U.S.A. some day.
101
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Invitation to English - 4
Activity 6 : Fill in the blank spaces in the sentences below, using appropriate forms of the verbs : carry, go, see, be, cry, work, look, move, do, go, happen. 1.
That T-shirt makes you _________ younger.
2.
Let me _________ this bag for you.
3.
Can you help me ________ this cot.
4.
I'd rather __________ for a walk in the rain than ________ nothing at all.
5.
It's late. I think we'd better _________.
6.
He had never had anything like that _________ to him before.
7.
I hope ___________ you soon.
8.
He appears ____________ an honest person.
9.
The sight of the accident made me _________.
10.
She needs __________ harder if she wants to make progress.
Activity 7 : Rewrite the sentences in italics, using the clues given : 1.
My friend is always punctual. I've never known my friend __________ late.
2.
He was singing the national anthem. I heard him. I heard _________________________ .
3.
We have to finish this work soon. Can you help us? Can you help us ______________________.
4.
The old man was crossing the road. I caught sight of him. I saw ___________________________________.
5.
Mr Mohanty is an honest businessman. Everyone knows this fact. Everyone knows _________________________________.
Verb Patterns
6.
103
The children were hiding behind the house. They were seen. The children were seen _______________________________.
7.
They found the key. The gate keeper helped them. The gate keeper _____________________________________.
8.
Something's burning. I can smell it. I can smell ____________________________________.
9.
The blind man crossed the road. I saw it. I saw _________________________________________.
10.
My neighbours know her to be a very generous woman. She __________________________________________.
Activity 8 : We are going to give you a 'personality test', to help you find out more about yourself .Complete the questions below and write 'Yes/No' at the end of each question. 1.
Do you like __________________ expensive clothes?
2.
Do you enjoy __________________ new friends?
3.
Do you like __________________ Oriya food ?
4.
Do you prefer ________ cricket to _______ TV at home?
5.
Do you dislike __________________ late for appointments?
6.
Do you enjoy ____________ unusual things ?
Activity 9 Fill in each blank, using an appropriate preposition from the list below. Some of the prepositions may be used more than once. (for/from/about/in/of/up/by/to/at) 1.
Are you used ___________ working hard?
2.
Are you fond __________ solving problems ?
3.
Are you good _____________ organizing meetings?
4.
Are you tired ____________ being one in a crowd?
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Invitation to English - 4
5.
Do you take pleasure ________ bringing people together?
6.
Can you prevent others ____________ cheating your friends?
7.
Are you excited ___________ going places?
8.
Do you feel confident ________ travelling alone?
Activity 10 : Are you ambitious? Make a list of five things that you want to do in life. 1.
____________________________________________________.
2.
____________________________________________________.
3.
____________________________________________________.
4.
____________________________________________________.
5.
____________________________________________________.
Activity 11 : What are your plans for the future? Make a list of five things that you hope to do after your Higher Secondary examinations. 1.
____________________________________________________.
2.
____________________________________________________.
3.
____________________________________________________.
4.
____________________________________________________.
5.
____________________________________________________.
Activity 12 : Are you stubborn? Make a list of five things that you always refuse to do. 1.
____________________________________________________.
2.
_____________________________________________________________.
3.
_____________________________________________________________.
4.
_____________________________________________________________.
5.
_____________________________________________________________.
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Verb Patterns
Activity 13 : Are you careless? Make a list of five things that you generally neglect to do. 1. 2. 3. 4. 5.
_____________________________________________________________. _____________________________________________________________. _____________________________________________________________. _____________________________________________________________. _____________________________________________________________.
Activity 14: The following are some of Anil's preferences. Anil prefers a meal in a good hotel to one at home . He likes to sit in the open air and prefers talking to people while eating. He hates being hurried when he is eating and likes sitting at the table for a long time. He also prefers having an ice-cream at the end of his meal. What are Anil's preferences concerning the following things? a. road side hotel/home b. fresh air/closed room c. talking to people/sitting quietly d. ice-cream/sweets Now look at the chart below. The symbol indicates a preference. First read out Anil's preferences without looking back to the text. Then describe the other people's eating preferences in a similar way. Anil
Susil
Naren
Hotel Home
With friends Fresh air Closed room
Selected place Fish
Crab
Sweets
Custard
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Invitation to English - 4
Susil _____________________________________________________________ ______________________________________________________________ _______________________________________________________________ ________________________________________________________________ Naren ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Activity 15 : Complete the report by putting the verbs in the correct form, using either the Ving or the V to + infinitive pattern. Cyclist abandons 24-hours ride Andrew Spicer, the local cycling star, has decided _________ (abandon) his second attempt at _______________ (ride) non-stop for twenty-four hours. His decision __________ (give up) came after poor weather conditions had caused him to delay the start of his ride by several hours. His first attempt had also ended in failure, when he appeared ____________ (lose) control of his bicycle after he swerved _________ (avoid) ___________ (hit) a small child. He narrowly missed a tree and ended up in a stream. He says that he has not yet decided whether ______________ (make) one more attempt, but denies_________ (lose) interest in the project. "My objective is ____________ (raise ) money for the local hospital," he explains. "They deserve help and I shall try again if I can manage _________(find) the time".
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CHAPTER VIII The Passive
SECTION 1 You must have learnt from your study of English grammar in high school that sentences can either be in the active voice or in the passive voice. You may also have learnt that a sentence in the active voice can be changed into the passive voice by following certain "rules". For example, a.
A fat boy ate the ice-cream.
(active)
can be changed to : b. The ice-cream was eaten by a fat boy. (passive) The rules that are followed in changing an active sentence into its pasive form are : 1 The object in the active sentence (a) is made the subject in the passive sentence (b). In active voice, the object, as you know, comes after the verb whereas the subject comes before the verb. In Sentence (a), which is active, ice cream is the object. So we move it to the front in Sentence (b) and it now becomes the subject. (If we want to change an active sentence into a passive one, we must first make sure that it has an object.) 2 The verb in the active sentence (ate) is changed into the passive form (was eaten). The passive form contains a helping verb, which is some form of the verb be.(The forms of be are: is, am, are, was, were, been, being.) The helping verb is followed by the participle form of the verb in the active sentence(eaten). It is the form of the verb which tells us most clearly whether the sentence is active or passive. Any sentence in which you find be (in one of its forms) followed by a participle is likely to be a passive sentence, although there can be some exceptions to the rule. 3
The subject of the active sentence (boy, in this case) is taken to the end of the passive sentence and the preposition by is introduced before this word.
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Activity 1 : Change the sentences below into their passive forms : 1
The Head Master punished the student.
2
Foolish men build large houses.
3
The umpire declared the batsman out.
4
Did Vibhishan betray Ravana ?
5
Van Gogh did not paint this picture.
Activity 2 : Change the voice of the sentences below: 1
The dates for polling have been announced by the Election Commission.
2
Oriyas living in America have sent fifty crores for relief work.
3
The party has chosen a new president.
4
The plane was hijacked by five terrorists.
5
Can this cheque be cashed by my brother?
SECTION 2 When do we use the passive? The rules for changing an active sentence into the passive voice are reliable upto a point. However, it is wrong to think that every active sentence can be changed into the passive form. The passive voice is used in special situations, in which it would not be appropriate to use the active voice. It is important to know what these situations are. What the "subject" of the sentence does : We said above that the first rule for changing an active sentence into its passive form is to make the object of the active sentence the subject of the passive sentence. But why do we do this ? Every sentence must have a subject, which comes at or near the beginning of the sentence before the verb. The subjects in the following sentences are printed in bold letters. Each sentence also contains an object, which is printed in italics. 1
The boys fed the lions in the zoo.
2
The kind old gentleman gave the blind beggar ten rupees.
The Passive
3
Bhima killed Dushashana in a fight.
4
The cyclone destroyed two thousand villages.
109
The subject, in each of these sentences, has two functions : a.
It introduces the topic that the speaker is going to talk about. (When we hear the opening words of Sentence 1 "The boys...", we know that the speaker is going to tell us something about the boys. The rest of the sentence tells us what the speaker has to say on this topic.)
b.
the subject also refers to the person or the thing that performs the action indicated by the verb. In other words, the subject is the "doer" of the action, or theagent that performs the action.
What about the object ? The object refers to the person or thing on which some action is performed by the agent(subject). Notice what happens when we change an active sentence into a passive one. For example : a.
The policeman arrested the thief.(active)
b
The thief was arrested by the policeman. (passive)
In the active sentence, the subject (policeman) represents the agent the action as well as the topic of the sentence. Here the speaker seems to be interested mainly in the policeman and what the policeman did. But in the passive sentence, the agent(policeman) is no longer the subject or the topic. Instead, thief becomes the topic. The speaker seems to be more interested now in the thief and what happened to him rather than in the policeman, who is pushed to the background. So, when we turn an active sentence into its passive form, the effect is to turn the spotlight away from the agent. The passive is used when we are more interested in the action that is performed than in the agent that performs the action. This can happen in the following situations : a.
when the speaker does not know the identity of the agent or is not sure of it: My bicycle has been stolen.
b.
when it is not necessary to mention the agent, because it is obvious who the agent is:
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Invitation to English - 4
The accused was tried in court and sentenced to prison. c.
when the speaker does not want to mention the agent, for some reason: I have been cheated.
d.
when the speaker does not wish to offer a personal opinion, but wants to sound formal and objective: It is believed that no life exists on the planet Mars.
The agent is not mentioned in the majority of passive sentences. However, the agent must be mentioned(together with the preposition by) in the following contexts : a. when the agent is an important person- an inventor, an artist, a writer, a famous personality: Chandrabhaga was written by Radhanath Ray. The new bridge will be opened by the Chief Minister. The radio was invented by Marconi. b
when the agent is someone or something that is unexpected: All work in this factory is done by robots. The man was killed by a tiger.
SECTION 3 The uses of the passive Passive sentences are more commonly used in writing than in speech. The use of the passive is particularly common in scientific and technical writing, e.g. reports on experiments, descriptions of scientific processes, etc. Passives are also frequently used in official documents, where rules and regulations are laid down. Here are some examples : 1
Payment can be made at any bank.
2.
The liquid is heated to boiling point.
3
All lights are switched off at 11 p.m.
4.
Sensitive data should not be fed into this computer.
5
Sugar is exported to Japan.
The Passive
111
Activity 3 : Use the verbs ( given in brackets) in the correct form : a.
Originally, this novel (write) ___________ in Hindi, but it (translate) _______ into
Oriya in 1985. b. Cheese (make) _________ from milk. c. There was an accident this afternoon. Somebody called an ambulance but as nobody (injure) _____________ the ambulance (not require) ________________. d. The office is in a mess. The telephone (never answer) ________________, non proper records (keep) ____________ and worst of all, no reports(write)_______ e. A three-year-old girl who hid in a sack while her mother was picking potatoes (run over) ______________ by a tractor at a farm in Karnataka. f. A tree is lying across the road. It (blow down) __________________ in the storm. g. The letter (post) _____________ a week ago and it arrived yesterday. h. Two people (report) __________________ injured in a bomb explosion at a factory in Calcutta early this morning. i. A new museum (build) __________ in the city. Work started last year and the museum (expect) ______________ to open next year. Activity 4 : Rewrite the following newspaper report using passive forms of the verbs : Thieves held the manager of the Taj Hotel at gun point last night during a daring raid in which they took nearly Rs.500,000 from the hotel safe. They also broke into several of the bedrooms and removed articles of value. The thieves made their escape through the kitchen, where they damaged several pieces of equipment. They injured the chef when he tried to stop them and left him lying unconscious on the floor. Police arrested the thieves early this morning. 1.
The manager of the Taj Hotel was held at gun point last night....
2.
______________________________________________________
3.
______________________________________________________
4.
______________________________________________________
5.
______________________________________________________
6.
______________________________________________________
7.
______________________________________________________
8.
______________________________________________________
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Activity 5 : The following is a part of a newspaper report. Use the verbs supplied in the blanks in their appropriate forms. a.
In Bhubaneswar yesterday a shopkeeper (force) __________ to hand over Rs. 10,000 after (threaten) ____________ by a man with a knife. The man escaped in a car which (steal)
___________ earlier in the day. Later, the car(find) ________________
in a garage where it (abandon) ________ by the thief. A man who(suspect) __________ of (involve)
_______________ in the robbery (arrested) ______________
and (question) ________ by the police. b.
The state library (damage) _____________ in a fire last Sunday. The fire, which (discover) ___________at about 11 p.m., spread very quickly. Nobody (injure) ____________ but two people had to (rescue) ___________ from a room upstairs. A number of valuable books (burn) ____________. It (not know) _____________ how the fire started.
Activity 6 :
Mrs. Mohanty went out for a while. When she came back, she soon realised that someone had been in the room while she was away. Given below is a list of the things that had been disturbed. Write sentences to describe the room, using the following hints: book case/move
door/open
wall clock/remove
food on the table/eat
candle/light
record player/smash
window/close
flower vase/break
television/switch on
1.
The book case had been moved.
2.
_____________________________________________________
3.
_____________________________________________________
4.
_____________________________________________________
5.
_____________________________________________________
6.
_____________________________________________________
7.
_____________________________________________________
8.
_____________________________________________________
9.
_____________________________________________________
10.
_____________________________________________________
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The Passive
Activity 7 : Do you know how to prepare a cup of tea using a tea bag ? If you don't, you can follow the "recipe"( pronounced re-si-pi ) below. A recipe is a set of instructions which you follow when you are preparing some food. Usually, recipes are given in the form of commands, using sentences in the active form. The following recipe for making tea is an example : 1
Use one tea bag to make each cup of tea.
2
Place the required number of tea bags in a kettle.
3
Add boiling water.
4
Stir the water, but make sure that the tea bags do not open up.
5
Allow the tea to stand for four minutes.
6
Pour the tea into cups.
7
Add sugar and milk to taste.
The instructions in the recipe can be re-written, using sentences in the passive form. What you get now is a description of a process. Write the recipe given above, using sentences in the passive form. The first sentence has been done for you. (Also notice that the title is in the passive.) How tea is made, using tea-bags 1.
One tea-bag is used for making a cup of tea.
2.
______________________________________________
3.
______________________________________________
4.
______________________________________________
5.
______________________________________________
6.
______________________________________________
7.
______________________________________________
Activity 8 : When you become a member of a library, you are supposed to obey certain library rules. Rules are generally stated in sentences using the passive form.Here is a list of "Dos" and Don'ts" for users of a public library. Can you turn them into library rules, using the passive ?
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Invitation to English - 4
Dos 1
You should maintain strict silence inside the library.
2
You must bring your membership card with you when you visit the library.
3
You must leave your bags, books, note-books, etc.at the checking counter. outside the library.
4
you should ask the librarian to help you in case you are unable to find a book.
Don'ts 1
You mustn't write anything inside a book which you borrow from the library.
2
You shouldn't damage the book in any way.
3
You mustn't keep the book longer than the due date.
4
You shouldn't lend the book to anyone who is not a member of the library.
Answers: 1
Strict silence should be maintained inside the library.
2
________________________________________________
3
________________________________________________
4
________________________________________________
5
________________________________________________
6
________________________________________________
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CHAPTER IX Conditionals SECTION 1
A "conditional sentence" is one that lays down a condition - that is, it tells you that a certain action will be performed only if a certain "condition" is fulfilled, for example : 1
I will pardon you if you admit your mistake.
This sentence contains two clauses: a main clause which tells us about the action to be performed and a subordinate clause, (joined to the main clause by the conjunction if),which tells us about the condition to be fulfilled. (This subordinate clause is also called the if-clause or the conditional clause.) The conjunction if is used in most conditional sentences, and it clearly 'signals' that a condition is being laid down. However, a condition can also be signalled without the use of if. For example: 2
Admit your mistake and I will pardon you.
Types of conditionals A.
Open Condition
1
If you send the money today, he will get it tomorrow.
The "if-clause" here refers to a possible future action. It leaves open the question of whether the action will be carried out or not. Therefore, it is called an "open condition". Notice that the verb in the "if-clause" is in the simple present form(send), while the verb in the main clause contains the modal verb will indicating future time. But notice the form of the following sentence: 2
If you will look after my luggage, I will go to the booking counter and buy the tickets.
Here, both clauses contain the modal verb will, which is unusual. However, this sentence is more a request than a condition.
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Invitation to English - 4
Variations Study the following sentences which are also examples of open conditionals, but with a difference: 3
If it's a holiday tomorrow, we may go for a swim. (will is replaced by may)
4
If I should see him, I will ask him to write.(the modal should, used in the if-clause, suggests that the condition may not be fulfilled.)
5
Stop borrowing money or you will be in trouble.(If you don't stop borrowing money, you will be in trouble.)
When the imperative is used in place of an "if-clause", the "condition" changes into a threat, request, etc. Sometimes, the if - clause and the main clause both take present tense to express a truth. For example, 6. Oil floats if you pour it on water. 7. Give my love to Mr. Das if you see him. B.
Hypothetical or Unreal Condition
If I became the Chief Minister, I would put things right at once. Notice that both the clauses contain verbs in the past tense form(became and would, the past tense forms of become and will). The use of the past tense has the effect of making the condition unlikely.That is why the condition is said to be hypothetical, or unreal. (It is understood that the speaker is not very likely to become the Chief Minister.) Compare this with: If I become the Chief Minister, I will put things right at once. Here, because of the use of the present tense(become), the possibility of the speaker becoming the Chief Minister appears more open or likely. The subjunctive Hypothetical conditions are sometimes expressed by the use of the subjunctive mood. Compare the two sentences below: 8.
If I were you, I would take my work more seriously.
9.
If I was you, I would take my work more seriously.
Conditionals
117
You might think that the first sentence is incorrect since the verb were, being in the plural form, does not agree with the singular subject I. However, this particular use of the plural form of the verb, in the past tense, which is known as the subjunctive, is "allowed" by the grammar of English, to express unreal or hypothetical conditions. In modern English, the use of the subjunctive is not used commonly. Most people would prefer now to use : 10.
If I was you ..... ( instead of If I were you ... )
C. Unfulfilled Condition Look at this sentence: If you had asked me for the money, I would have given it to you. Notice that the main clause contains would, together with have given ( the present perfect form of the verb give). The "if-clause" contains had asked ,which is the past perfect form of ask. The use of these verbs tells us that the action (giving of money) was not performed, because the condition was not fulfilled. The same meaning is expressed in the first clause below without the use of if: Had you asked me for money, I would have given it to you. The unfulfilled condition is often used to comment on, or to express regret for, something that did not happen. Activity 1 : Complete the sentences below, using appropriate words of your own. 1
If we finish early today .............................................................
2
If I lose all my money ...............................................................
3
If you go away on a holiday this summer .................................
4
If our friend gets into trouble ...................................................
5
Will you help me if .................................................................?
6
I would be rather disappointed if ..................................................
7
This school will have to be closed if ................................................
8
We will all be very happy if ......................................................
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9
Invitation to English - 4
They will not listen to anybody if ............................................
Activity 2 : The following are examples of some common superstitions : 1
If you hear an owl hooting at night, a friend will die.
2
If your left hand begins to itch, you will give money away.
Can you think of five other common supersitions?( Use the word if, as shown above.) 1
__________________________________________________
2
__________________________________________________
3
__________________________________________________
4
__________________________________________________
5
__________________________________________________
Activity 3 : Fill in the blank spaces to make meaningful conditions : If I work hard, I'll get good marks. If I ________ good marks, I _________ go to a good college and _________ a degree. If I _____________ go abroad, I _________ a highly-paid job. If I___________ name, fame and money, I _________ marry a pretty girl. If __________ only one or two children, I ________ educate them properly. If __________ come back to my country, I __________ some useful work. Activity 4 : How imaginative are you? Complete the following sentences : a.
If I became a cloud, I would ____________________
b.
If I could go back to the past, ____________________
c.
If I were a rat, ________________________________
d.
If I were a tiger, ______________________________
e.
If I _______________, I'd write a great novel.
f.
If people _________________ , they would die of boredom.
g.
If the earth ______________________ , no living creature would survive.
h.
I would stand on my head if ___________________.
i.
Would you be well prepared if ___________________ ?
Conditionals
119
Activity 5 : How would your life be different if you were : older
more intelligent
stronger
taller
less intelligent
richer
shorter
more patient
poorer
Activity 6 : Write 5 sentences on the things you would do if you won a lottery. (Use if + past simple in the "if -clause" and would in the main clause.) If I won a lottery, I would get a lot of money. If I got a lot of money, _____________ _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Activity 7 : Write a comment on each of the following situations, using the unfulfilled condition. (One example is given.) a.
I didn't study, so I didn't do very well in the examination. Comment : If you had studied, you would have done better.
b.
I didn't like the food because it was too hot. Comment : If___________________________________________________ ______________________________________________________________
c.
They waited at the station for four hours because they did not know that the train was delayed. Comment : If ___________________________________________________ __________________________________________________________
d.
The boy met with an accident because he was careless. Comment : If ____________________________________________________ __________________________________________________________
e.
She heard the news because she turned on the radio this morning. Comment : If ____________________________________________________ ___________________________________________________________
120
f.
Invitation to English - 4
They didn't see us, so they could not laugh at us. Comment : If ___________________________________________________ __________________________________________________________
g.
My father earned a lot of money, so life was easy for us. Comment : If ___________________________________________________ __________________________________________________________
Activity 8 : Read the text below and then complete the sentences that follow. Namita went to Cuttack yesterday. The sun was shining brightly, so she never thought of taking her umbrella. But what a terrible day she had ! Everything that could possibly go wrong went wrong. The weather changed as the weather report had predicted, and Namita got soaked. She slipped on the stairs of a shop and had a bad fall. Someone stole her purse when she was talking to a friend and had her back turned. The bus broke down on the way back and was delayed. Namita's mother was angry because she returned so late. a.
If Namita had taken her umbrella, ____________________________
b.
If she had listened to the weather forecast, ______________________
c.
If she had taken the lift in the store, ___________________________
d.
If she hadn't turned her back,________________________________
e.
If the bus hadn't broken down,________________________________
f.
If she'd returned home on time ________________________________
SECTION 2 Other ways of expressing a condition Look at the following sentences : 1
He can't work unless he eats something.
2
I won't go to the party unless they invite me.
These sentences with unless could be re-written as : 3
He can't work if he does not eat something.
4
I won't go to the party if I am not invited.
121
Conditionals
Unless has the meaning "if ... not". It is used to express a negative condition. A negative condition can also be expressed by using only if. So the same sentences could be re-written as : 5
He can work only if he eats something.
6
I will go to the party only if he invites me.
Activity 9 :
Re-write each of the following sentences using unless.(The first sentence has been worked out for you.)
1
We must leave now or we'll miss the start of the film. Unless we leave now, we'll miss the start of the film.
2
You should wear your coat or you'll be cold. ______________________________________________
3
You must give me your address or I can't write to you. ________________________________________________
4
You have to speak very loudly or we won't be able to hear you. __________________________________________________
5
You must stop smoking or your cough won't get better. __________________________________________________
6
You must say you're sorry or he won't forgive you. __________________________________________________
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CHAPTER X Direct and Reported Speech
SECTION 1 Revision When we want to report what someone says, we can use either direct speech, repeating the exact words that the speaker used, or reported( indirect ) speech. For example: Somesh : I get bored very easily. In direct speech we repeat the exact words that Somesh uses. We put them within quotation marks (inverted commas) when we write those words. Somesh said, "I get bored very easily." In reported speech we do not repeat the exact words of the speaker. We change some of the words, giving only the meaning of what was said. Quotation marks are not used now. Somesh said that he got bored very easily. Notice that here we have changed I to he. We have also changed the tense of the verb used by the speaker(from get to got). We also add that after said. SECTION 2 Changes in the form of reported speech. Reported statements A. Change in tense When the reporting verb (said, replied, answered, asked, etc.) is in the past tense, the tense of the verbs that follow( in the sentence being reported) is normally 'pushed back'. Present tense becomes past tense: "I meet my teacher everyday" becomes He said (that) he met his teacher everyday.
Direct and Reported Speech
123
Present progressive becomes past progressive: "He is going home" becomes He said (that) he was going home. Present perfect becomes past perfect: "Roma has finished her work" becomes She said(that) Roma had finished her work. Past tense becomes past perfect, but may remain in the past tense: "She stole my book" becomes He said (that) she had stolen his book. But the following is also possible: He said that she stole his book Past perfect remains unchanged: "The President had read the report already." is reported also as He said (that) the President had read the report already. Present relevance Usually, a speaker's words are reported some time after they have been spoken. The gap between the speaking and the reporting may be short(only a few minutes) or long (several months). If the words spoken by the speaker remain valid(true) at the time of reporting, it is possible to leave the tense of the verbs unchanged. For example: "Sheela is coming this evening" may be reported as He said(that) Sheela is coming this evening in case the reporting is done the same day, after a very short gap. However, it is also possible to change the tense, following the usual rules of reported speech, to He said that Sheela was coming this evening. But if the reporting is done a day later, the words will have to be changed to : He said that Sheela was coming that evening. The following sentence: "I like fish" may be reported either as Ramesh said that he likes fish (because the words are still true at the time of reporting), or as Ramesh said that he liked fish. B.
Change in adverbials of time and place
Time expressions, such as today, yesterday, tomorrow, this morning, etc. and place expressions such as here, there, etc. may require to be changed in reported speech, depending on the context.
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Invitation to English - 4
Look at the following example : "I have asked Ramesh to come here today" changes to He said that he had asked Ramesh to come there that day. (Here changes to there and today to that day.) But if the reporting takes place the same day, at the same place, the sentence can be reported as He said that he has asked Ramesh to come here today. Usually, however, the following changes would take place in reported speech : Speaker's words
Reported speech
here
there
this
that/the
now
then
today
that day
tonight
that night
tomorrow
the next day/the following day
yesterday
the day before/the previous day
next Monday
the following Monday
last Monday
the previous Monday
Examples: "He will see you tomorrow" becomes He said (that) he would see you the next day. "They are here on an official visit." becomes He said (that) they were there on an official visit.
Reported questions When reporting a question, we use verbs such as asked, inquired, wanted to know, etc. a.
Reporting Wh-questions
1
Teacher ( to Bimal ): "When did you meet Shobha?" becomes The teacher asked Bimal when he had met Shobha.
2
Prem (to Sudhir): "Where can I get the book?" becomes Prem asked Sudhir where he could get the book.
3
Smita : "How can I leave the place?" becomes Smita inquired how she could leave the place.
Direct and Reported Speech
b.
Reporting Yes/no questions
1
Bhupen : " May I go out, Teacher?" becomes Bhupen asked the teacher if/whether he could go out.
2
Mother : "Has Ramesh arrived yet?" becomes Mother wanted to know if/whether Ramesh had arrived.
c.
Reporting requests, offers, etc.
1
Sita (to Mina) : "Please move the table." Sita requested Mina to move the table.
2
Uma : " Could you please write the report for me, Sudha?" Uma requested Sudha to write the report for her.
3
The old man to the children : "Stay away from me !". The old man warned the children to stay away from him.
4
"We will pay for the book", we said. We offered to pay for the book.
5
Ramesh : "Would you like to have lunch with me?" Ramesh invited me to have lunch with him.
6
Mohan : "I will hit you." Mohan threatened to hit me.
Activity 1 : Change the statements below into reported speech. 1
"We are visiting Konark on Sunday," Harihar said.
2
"I will see you later," Suresh told Sobha.
3
"Mr Mohanty has written the report," the Chairman told me.
4
"I can't speak Assamese," I told her.
5
" We will have dinner at the Oberoi," Umesh said.
6
"I don't want to go shopping,"said Rabi.
7
" I lived in Cuttack when I was a boy," he said.
8
"I don't like black coffee," she said.
9
"We are going to be late," Varsha said.
125
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Invitation to English - 4
Activity 2 : Complete the sentences in reported speech, making the necessary changes in person, place and time. 1
Nisha (to Seema) :
" Nina never speaks to me !’’
Seema (to Nina) : Nisha said that ______________________________________ _________________________________________________________________ 2
Suresh :
" The match was played last week."
You ( a week later) : Suresh said that ____________________________________ ________________________________________________________________ 3
Ram : " I arrived in Delhi only yesterday." You (two days later): Ram said that _____________________________________ ________________________________________________________________
4
Renu (to Lipi) : " I don't have any money for the ticket." Lipi (to Pushpa) : Renu told me that ____________________________________ ________________________________________________________________
5
Amiya (yesterday) : Tina and I are going on a picnic tomorrow." You (today) : Amiya said that __________________________________________ ________________________________________________________________
6
Jina (in the library) : "I'll meet you and Mohan in the canteen." You (to Mohan, in the canteen) : Jina told me that__________________________ ________________________________________________________________
Activity 3 : Respond to the statements in quotation marks. The speakers are all saying something different from what they had told you before. The first one has been done for you. 1
"I prefer chicken to mutton." But you had told me you prefer mutton.
2
"I like sweets more than I like fish." But you had said ____________________________________
3
"I love classical music." But I remember you saying ___________________________
Direct and Reported Speech
4
127
" I haven't finished my homework." But I thought you said _______________________________
5
" I don't have a computer at home." But_______________________________________________
Activity 4: Kavita has been teaching in a school for five years. She can still remember the interview she had to face and the questions that she was asked. This is what she tells her friend Roma about the interview. 1
"Where are you from?" They asked me where I was from.
2
"Have you taught anywhere before ?" They asked me ______________________________________________
3
"Why are you interested in this job?" ___________________________________________________________
4
"Will you be able to come to the school at 7.00 every morning? ___________________________________________________________
5
"Can you teach English in the higher classes ?" ___________________________________________________________
6.
"How much do you expect to be paid ?" ___________________________________________________________
Activity 5 : A famous magician has arrived in your city and just presented his first performance. The show has proved to be very popular. This is what the different newspapers had to say about it: "The show is brilliant". ( the Samaj). "It made me laugh and cry". (the Sambad) "We can't remember a better show". (the Dharitri) "You'll love it". (the Prajatantra) "You shouldn't miss it". (the Dinalipi)
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Invitation to English - 4
Put their comments in reported speech : a.
____________________________________________
b.
____________________________________________
c.
____________________________________________
d.
____________________________________________
e.
____________________________________________
Activity 6 : Change the sentences below into the reported speech. Replace the word said, used in the sentences, by one of the verbs given below. Use each verb only once. protested
warned
suggested
admitted
shouted
insisted
boasted
exclaimed
muttered
claimed
agreed
objected
1
"You can't threaten me like that. I know my rights," the old man said. ________________________________________________________________
2
"This man doesn't know what he's talking about," said someone in the audience. ________________________________________________________________
3
"No, let's finish this work first," she said."We can go to movies some other day." ________________________________________________________________
4
"I can write a novel in a month," said the man. _______________________________________________________________
5
"Stand up now or I'll beat you," said the teacher. _______________________________________________________________
6
"The book you are reading is my property," the man said. _______________________________________________________________
7
"If they can't hand in the assignment today, they simply must hand it in tomorrow," said the Principal. _______________________________________________________________
Direct and Reported Speech
8.
129
"Well, the car has broken down and we can't repair it now," said the driver. _______________________________________________________________
9.
"Yes, I hit the boy with the school-bag," the girl said. _______________________________________________________________
10.
"We shall always be loyal to our country," said the children. _______________________________________________________________
11.
"What a surprise to find him here today!" they said. _______________________________________________________________
12.
"I don't have enough resources to build the house," said the man. _______________________________________________________________
Activity 7 : Choose suitable adverbs from the list below and use them while reporting the following statements. The first one has been done for you.
1
passionately
defiantly
agreeably
sharply
accusingly
patiently
sarcastically
angrily
"I shall always love you," the young boy said. The young boy passionately said that he would always love her.
2
"I thought you said you were ill yesterday," she said.
3
"You can go to the devil!" the boy said.
4
"I think we were having a wonderful party," he said.
5
"You think you're god, don't you ?" she said.
6
"Let's try again, shall we? It is rather difficult," the teacher said.
7
"Don't keep asking such silly questions," the husband said.
8.
"Mind your own business," the stranger said.
Activity 8 : Last Sunday you met your cousin Harish. Here are some of the things Harish said to you : 1
"I'd like to go to a good college but my parents can't afford the fees."
2
"I'm living with a friend now and working part-time."
3
"I'm enjoying my work."
130
Invitation to English - 4
4
"My bicycle was stolen a few days ago."
5
"My friend has got a scholarship to study abroad."
6
"I'll tell my Mother that I met you."
You want to tell your mother the same day what Harish said to you.(Use reported speech.) 1
Harish said ___________________________________________.
2
He said ______________________________________________.
3
He also said __________________________________________.
4
_____________________________________________________
5
_____________________________________________________
6
_____________________________________________________
Activity 9 : Imagine that you are a journalist and that you have to report a school debate. The topic for the debate was "Children should be encouraged to watch television." Some speakers supported the topic while others opposed it. The main arguments are summarised below : Topic : Children should be encouraged to watch television For
Against
Television stimulates thinking.
It kills the art of conversation.
It keeps the family together.
It ruins family interaction.
It keeps one well-informed.
It makes people uncritical.
It brings the outside world into your home. It shuts out the real world. It provides a lot of information.
It ruins the reading habit.
It is a good baby-sitter.
It makes children passive.
Begin as follows : Some speakers said that _____________________________ but some other speakers were of the opinion that (continue) _______________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
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Direct and Reported Speech
Activity 10 : Rewrite the following paragraph using the sentences below the paragraph to fill in the gaps in the paragraph. The sentences have to be changed into the reported speech. Sometime ago Manoj applied for the post of clerk in a bank. Last Friday he was called for an interview. When he went into the Manager's office, the Manager told him 1 ___________________________________ and asked him 2__________________ ____________________________. Manoj told him 3 _________________________ _________________. Then the Manager asked him 4 _________________________ _____________________ and Manoj told him 5 _____________________________ He added 6 __________________________________________. The Manager wanted to know 7 _________________________________________________ and Manoj replied 8 _________________________________. Then the Manager asked him 9 __________________________________ and Manoj replied 10 ___________ _____________________________. The Manager gave him a test and then said 11 ___________________________________________. Manoj thanked him and asked 12__________________________________________. The Manager replied 13 __________________________________________________ and Manoj promised 14 _____________________________________________________. 10.
"Yes sir, I can."
11.
"I can appoint you on probation
1.
"Please sit down."
2.
"What is your name?"
3.
"My name is Manoj Kumar."
4.
"Do you smoke?"
5.
"I don't usually smoke."
6.
"I never smoke in the office."
7.
"Where have you worked before?"
8.
"I worked for two years in a private company."
9.
"Can you take shorthand?"
for a month." 12.
"When can I start work?"
13.
"Tomorrow, if you wish."
14.
"I will be here on Monday."
Activity 11 : Look at the following "tips" given to candidates preparing for an interview : 1
Be sure to reach the place where the interview is to take place a few minutes before the time given to you.
2
Look relaxed when you are sitting, but sit erect. Don't lounge.
3
Anticipate questions and be ready with your facts.
4
Do not talk more than is necessary.
5
Look into the interviewer's eyes when you answer.
6
Be confident and do not become nervous.
Now tell a friend about these "tips" using the reported speech. Begin : I have been advised to _______________________________. I have also been asked to(continue .....) _________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Activity 12 : Rewrite the passage below using the reported speech : "Have you been here long?" the newcomer asked another person in the hotel lounge. "No, just over a week; that's all." "You don't know the place very well, then?" "I'm a stranger in these parts. But of course even a stranger learns a few things in a week." "Would you mind telling me if somebody called Sujit has been here?" "Sujit?" said the middle-aged man. "It's odd you should mention that name. I remember the man; well, a big tall fellow with a dark moustache. He left this morning." "Do you know where he went?" asked the new comer. "Well, he said he was going to Delhi."
_____________________
CHAPTER XI Translation Translation is a higher order language skill. A student can translate a passage from one language to another only after (s)he has gained some mastery over both the languages. Moreover, (s)he must avoid translating a passage word by word. Hence, multiple translations of a passage are possible. Translation can also be a tool to learn a new language. It helps the learner perceive and comprehend the intrinsic systems of the language to be learnt. In spite of the inherent defects in the method of learning a language through another language, translation can be used as a suitable technique for learning a language, at least for some students. Hence, in this chapter, some passages have been suggested for translation from Oriya to English. Students who are not proficient in Oriya can always go for the alternative question on story-completion in the Higher Secondary Exam. Practice materials for story completion have been provided in the last unit of book 3. Students are advised to take up individual passages for translation only after completing the activities given in the relevant chapters of this book. You can always take the help of your teacher in translating these passages. (S)he may also design parallel passages for your practice. In chapter 1 of this book, in the context of a camping trip, you talked about a kilo of rice, a loaf of bread, a cake of soap, etc. In another context , you talked about a car, a taxi, and also about music and advice without any article. Similarly, you learnt where the is used before names, and where it is not used, e.g., the Himalayas, Mount Everest, The Times of India, India Today, The United States of America, America. You have also read about a few books, a little time, some paper, many shirts and much water. Now, on the basis of your study of Chapter-I of this book, translate the following passages into English. Passage-1:
iúZû : Zêùc aRûeeê (in the market) K’Y iaê KòYòf? eûc : cêñ ùMûUòG ùaûZf lúe, GK _êW@òÿ û (packet) fêMûi`û (washing) _ûCWÿe I ùMûUòG \û«Nhû ù_Á (tooth paste) KòYòfòö
134
Invitation to English - 4
iúZû : @ûC cêñ ù~Cñ PùKûùfU (chocolate) KòYòaû _ûAñ Kjò[ôfò? eûc : cêñ \êüLôZö _êeû_êeò bêfMò fòö Passage-2:
ùcûe a§ê ùMûUòG \ìe (distant) Mñûe ùgh cêŠùe GK ùQûU Nùe aûi Ke«òö ùi Nee _Q_ùU ùMûUòG iê¦e aMòPû @Qòö ùi aMòPûùe @ù^K \êfbð Jh]ôd MQ (rare medicinal plants) @Qòö Zûu Ne iûc^ûùe RùY ùa÷\ý (doctor) ej«òö ùi Gjò Jh]ôd MQeê Jh] _âÉêZ Ke«ò ö Passage-3:
@ûRò iKûùk ùcûe a§ê GK \êNðUYû ù\Lôùf (witnessed)ö ùMûUòG @ûùfûK ɸ (lamp post)ùe ùMûUòG UâK aûùWÿA ùjûAMfû (crashed against)ö UâK PûkK @ûjZ (injured) ùjûA ^[ôùfö Kò«ê UâKUò ajêZ lZòMÉâ ùjûA[ôfû (badly damaged)ö ùi RûMûùe ajêZ ùfûK Rcû ùjûA[ôùf (gathered)ö ù_ûfòi @ûiòaû ù\Lô icùÉ _kûAMùfö Passage-4:
gòlK ùgâYúMéjùe _âùag Kùf I Zûu ùUaêf _ûLKê Mùfö Zûu aûc jûZùe ùMûUòG WÁe I WûjûY jûZùe ùMûUòG ajò [ôfûö Zû’_ùe ùi Kkû_UûKê i`û Kùf I ùi ajòeê ùMûUòG @^êùz\ (paragraph) ùfLôùfö @ûcKê ùi @^êùz\Kê AõeûRúùe bûhû«e (translate) KeòaûKê Kjòùfö ùi @^êùz\Uò bûhû«e Keòaû ijR ^[ôfûö Passage-5:
Pû Zò@ûeò Keòaû _ûAñ ùMûUòG iiþ_ýû^þ (saucepan)ùe KòQò _ûYò, KòQò lúe I @ÌKòQò (a little)Pû’ ù^aû @ûagýKö ùi iaêKê bfeìù_ `êUûAaû (boil)\eKûeö ùMûUòG Pû’ QYû \ßûeû (with a strainer)Pû’Kê QûYòaû \eKûeö ùi[ôùe ißû\ cêZûaK (to taste) Pò^ò cògûAaû @ûagýKö ùMûUòG K_ùe KòQò Pû I ùMûUòG _ò@ûfûùe KòQò (a few)aòÄUê ù^A @Zò[ô (guest)uê \ò@«êö ùi Lêiò ùjùaö Passage-6:
ùMûUGò ùiûfVò_ò (cork)bòZùe ùMûUGò fêjû QWÿ (rod)b òð Ke (push ... through)ö ùiA ùiûfVò_ùò e \êAUò _ò^þK û c¤ b òð Keö \êAUò MòfûiKê IfUûA (upside down)eLö Zû’ C_ùe @ûC ùMûUòG fêjûQWÿ eLö ùiûfVò_òKê \ßòZúd QWÿ C_ùe iZKðZûe ij (carefully) eLö _â[c fêjûQWÿUò Vò_òe Cbd _ûgßùð e icZêf (balanced) ejòaû \eKûeö ùMûUòG cjcaZú Rûkö Zû’ \ßûeû _â[c fêjûQWÿe ùMûUòG _ûgßðKê Mec (heat) Keö cjcaZúe C û_ ù~ûMêñ fêjûQWÿe iõ_âiûeY (expand) ùjaö ùiûfVò_òUò ùMûUòG _ûgßðKê Xÿkò_Wÿòa (lean)ö G[ôeê @ûùc RûYò_ûeêQê ù~ ]ûZa _\û[ð (metal) C û_ ù~ûMêñ iõ_âiûeòZ jêGö
Translation
135
Compare your translations with those of your friend’s. If you do not agree on a point, you can always ask your teacher to clear your doubts. However, activities in Chapter-I will help you in translating passages 1-6. In Chapter-II you studied different tense forms of verbs. You learnt that the present simple tense is used to describe persons or things in their usual state or to talk about some activity that takes place habitually or regularly. The present progressive tense, on the other hand, is used to talk about an activity that is going on at the moment. Passage-7:
@ûùc gêKâMâj (the planet Venus)Kê i§ýûZûeû (evening star) aû Kê@ûñ Zûeû (morning star) eìù_ RûYêö Kò«ê Gjû GK Zûeû ^êùjñö Gjû ùiøecŠk (solar system)e GK Mâjö _é[ôaú @ù_lû gêKâMâj iì~ðýe ^òKUZe (nearer)ö ùKùZK ùa÷mû^òK aògßûi Ke«ò ù~ gêKMâ jâ GK _âKûŠ ceêbcì ò (desert)ö Kò«ê @^ýcûù^ bûa«ò ù~ Gjû _ûYò I RkúdaûhÝ (water vapour)ùe _ì‰öð Passage-8:
cêñ iaê\ò^ iKûk 5Uûùe g~ýû ZýûM Kùe (get up)ö iKûùk Zò^Nò û _ùXÿö 10Uû ùaùk KùfRKê ~ûGö KùfReê ù`eò RkLô@û LûG I `êUþafþ ùLkòaûKê ~ûGö iõ¤ûùaùk PûeòN û _ùXÿö @ûRòKûfò (now-a-days) ùcûe iûwcûù^ `êUþafþ ùLkê ^ûjû«òö ùZYê cêñ KòâùKUþ ùLkêQöò @û_Ycûù^ RûYò[ùô a, KòâùKUþ bûeZe iaêVûeê ùfûK_âòd ùLk ö Passage-9:
G ahð cêñ \òfäú aògßaò\ýûkdùe AõeûRú _XÿêQòö ùMûUòG NùeûA Mâ^ûÚ Mûeùe cêñ iûcdòK bûaùe (part time)Kûc KeêQòö bûMýagZü cêñ Gjò PûKòeúUò _ûAQòö ùcûùZ iKûkê CVòaûKê _WÿêQö ò Mâ^ûÚ Mûe 10Uûùaùk ùLûùf I 7Uû ùaùk a¦ jêGö Kò«ê cêñ 3Uûeê 7Uû _~ðý« Kûc Kùeö KûcUò @ûùcû\\ûdK, KûeY ùfûKcûù^ ùcû _ûLKê @ûi«ò I ùcûe iûjû~ý cûM«òö ùZYê cêñ aòbò^Ü aòhdùe ajêZ K[û gòLQê òö ajòùe PòjÜ ù\aû _ûAñ (as book marks) ùfûKcûù^ @nêZ Rò^òhiaê aýajûe Ke«òö [ùe cêñ ùMûUòG `ùUû _ûA[ôfòö Zû _Qùe ùfLû[ôfû, ‘cêñ ZêcKê bf_ûGö” The present perfect is used for actions that are complete and have present relevance. If they have no relevance to the present we should use the past tense. Complete the activities in units 3-6 of Chapter II and then translate the following passages. Passage-10:
ajêZ Kûc KeòaûKê aû_û ùcûùZ Kjò[ôùfö cêñ ùcûe Ne_ûVý (home work)iûeòù\AQòö aRûeeê _eòaû KòYò @ûYòQòö @ûRòKûe Lae KûMR _XÿòiûeòQòö Kò«ê ÄêUeKê G _~ðý« ù]ûA^ûjóö @ûC aMòPûe MQMêWòKÿ ùe _ûYò ù\A^ûjóö
136
Invitation to English - 4
Passage-11:
c]ê ùcûe _êeûZ^ a§êö Kûfò ùekùÁi^ùe jVûZþ Zû ij ù\Lû ùjfû (ran into)ö MZ _û ahð ]eò cêñ ZûKê ù\Lô ^[ôfòö Zûe ajêZ _eòa ð^ ùjûA~ûAQòö ùi ajêZ ùWwû ùjûA~ûAQòö Zûe iße M¸úe (grave)ùjûA~ûAQòö ùi @ûRòKûfò _âû¬k bûaùe AõeûRú KjêQò (speaks English fluently) ö Zûe aýqòZß (personality)C^ÜZ ùjûA~ûAQòö Gùa ùi _ûL ijeùe _ûV _XÿêQòö Passage-12:
Zêùc c]ê Zêùc c]ê Zêùc c]ê Zêùc c]ê
: jAùe, Zê ùKùa ùNûWÿû PXÿòQê? : jñ PXÿòQòö : Zê ùKùa PXÿòfê? : MZ Leû QêUòùeö : ùKcòZò fûMòfû? : bdue (terrible) fûMòfû ö : KûjóKò? KY ùjfû Kò? : cñ ùNûWÿû C_eê Liò _Wÿòfò ö
Remember that the past perfect tense is used when we want to talk about a more remote action compared to another action which is also past, but comparatively recent. Now, translate the following two passages, using appropriate past tense forms. Passage-13:
@ûùc Kûfò @^úfe NeKê ~ûA[ôfêö Zû \ßûeùe VKþ VKþ (knock at)Kfê Kò«ê ùKøYiò C e _ûAfê ^ûjóö ùKjò \ßûe ùLûfòùf ^ûjó Kò Kûjûe iße gêbê ^[ôfûö ùaû]jêG ùi aûjûeKê ~ûA[ôfû Kò´û @ûcKê iûlûZ KeòaûKê (to meet)Pûjêñ ^[ôfûö @ûMeê ùi ajêZ ùckû_ú (sociable)[ôfûö Zû’e K’Y ùjûAQò Kò? Passage-14:
@ûc Mñûùe @ùaûfKeû ^ûcùe ùMûUòG bòKûeú @Qòö MZKûfò ùi @ûc \ê@ûe aûùWÿAfûö aKùZ (a meal) LûAaûKê cûMòfûö Zû a\kùe (in return for this)ùi ^ûPòfû I MúZUòG MûAfûö cêñ ZûKê aKùZ LûAaûKê ù\fòö LûAaû ùghùe ùi ùMûUòG eiùMûfû cûMòfûö ùi Kjòfû ù~ ùi \ò^ Zûe R^à\^ò ö ùi cûiKê [ùe _âùZýK NeKê aêfò @ûùi (call at every house)ö iaê\^ò Zû’e R^à\^ò [ûGö
Translation
137
English verbs do not have any particular tense form to refer to future time. Therefore the English people use modal auxiliaries such as will, shall, and other forms such as be going to, be+v-ing, to talk about the future. Translate the following passage into English, using these forms. Passage-15:
cû iêebò cû iêebò cû iêebò cû iêebò
: Zêùc @ûe cûiùe ÁWòUêe ~ûCQ Kò? : jñ cû, @ûùc \ûRòðfòõ ~ûCQêö : Zêc iû[ôùe @ûC KòG ~ûCQ«ò? : ùcû iû[ôùe iûwcûù^ I gòlKcûù^ ~ûCQ«òö : Zêùc \ûRòðfòõKê Kò_eò ~òa? : @ûùc aiþùe ~òaêö : Zêùc ùiVûùe ùKCñVò ejòa? : ùjûùUfùeö
We use the simple present to talk about the future when the future action is fixed and unalterable. Make use of this hint while translating the passage below. Passage-16:
cªú : @ûMûcú i¯ûjùe ùcû MÉe Kû~ðýiìPú (tour programme) VòKþ KeòQ (fix) ? aýqòMZ iPòa (Personal Secretary): jñ @ûmû, ùiûcaûe iKûk 7Uûùaùk @û_Y i´f_êe ~òaû _ûAñ aûjûeòùa ö (leave for Sambalpur)ö cªú : i´f_êeùe ùKùZùaùk _j aò ò? iPòa : @û_Y 11Uû ùaùk _j ôùaö aûUùe @^êMêkVûùe KòQò icd _ûAñ @UKòùa (halt)ö i´f_êeùe c¤ûjÜ ùbûR^ ieòfû_ùe @û_Yu ij Kcòg^e ù\Lû Keòùa I ùKùZK iciýû aòhdùe @ûùfûP^û (discuss) Keòùaö cªú : cêñ i´f_êeùe ùKCñVò ejaò? iPòa : júeûKê\ a§ _ûLùe [ôaû @Zò[ô ba^ @û_Yu _ûAñ iõelòZ (reserved)ùjûAQòö Zû’ _e\ò^ iKûk 8Uûùe @û_Y eûCeùKfû @bòcêùL ~ûZâû @ûe¸ Keòùaö Kcòg^e @û_Yu iû[ôùe ~òùaö
138
Invitation to English - 4
English language has 13 modal auxiliary verbs. They express different language functions like making requests, offering advice or suggestions, asking for or granting permission, and expressing ability, possibility, probability, necessity, obligation, prohibition, etc. Study the use of modal verbs in Chapter-III and then translate the following passages. Passage-17:
cû PùXÿA: Zê KòQò PûCk @ûYò_ûeòaê Kò? Qê@û PùXÿA (birdie): ^ñû cû, cêñ _ûeòaò ^ûjóö cû : ù~ZòKò PûCk @Qò ZûKê KêUò (pound)_ûeòaê Kò? Qê@û : ^ñû, ùcû jûZ \eR (pain) ùjûAQòö cû : Zê Pêfò fMûA _ûeòaê Kò (light the hearth)? Qê@û : ^ñû, ùcû @ûLòeê fêj MWÿaò (tears will roll down)ö cû : Zû’ ùjùf _òVû (cake) ùKcòZò LûAaê? Qê@û : jñ ZûKê cêñ LûA_ûeòaòö Passage-18:
Äêfùe _Xÿòaûùaùk G Sò@Uò ajêZ _eògâc Keê[f ô ûö ùi iKûk 5Uûùe CVê[ôfûö N ûG MúZ gòLê[ôfûö \êA N û _Xÿê[ôfûö \ò^ 10Uûùe Äêf ~ûC[ôfûö Zû _ùe ùMûUòG ù\ûKû^ùe N ûG Kûc Keê[ôfûö i§ýûùe iû^bûAKê _ûV _XÿûC[ôfûö Zû _ùe ùeûùhA Keê[ôfûö ùWeòùe ùgûAaûKê ~ûC[ôfûö Gùa ùi RùY _âiò¡ ùa÷mû^òK ö Passage-19:
@ûùfKþRûŠûe: cêñ @û_Yu ij Kò_eò aýajûe Keòaû CPòZ? _êeê : ù~_eò (as) ùMûUòG eûRû @^ý RùY eûRûu ij aýajûe Keòaû K[ûö @ûùfKþRûŠûe: @û_Y RùY iûjiú ùfûKö @û_Y ùcûe a§ê ùjùa Kò? _êeê : ùMûUòG i ùð e (on one condition)ö @ûùfKþRûŠûe: @û_Yu i ð KY? _êeê : ùcû eûRý ißû]ú^ ejòaû CPòZö @û_Y ùcûùZ RùY icûiѧ bkò (as an equal) aýajûe Keòaû CPòZö
Translation
139
Passage-20:
@ùgûK : aûjûùe G ajò _ýûùKUþ KòG eLòQò? @kKû : WûKaûfû ^ò½d GAUûKê QûWÿò ~ûA[ôa (must have left)ö @ùgûK : ùi KûjóKò N ò aRûAfû ^ûjó? @kKû : ùi ^ò½d aRûA[ôaö ùaû]jêG cêñ gêYò_ûeòfò ^ûjóö @ùgûK : Zêùc @]ôK cù^ûù~ûMú (attentive) ùjaû CPòZö ajò _êW@ÿò ûUò jRò~ûA[û«ûö In Chapter-IV you learnt about prepositions of time, prepositions of place, other prepositions and phrasal verbs. Now, use some of them in these translations. Passage-21:
cêñ bêaù^gße ùbûe 3Uû ùaùk _j òaöò Kò«ê Kû~ðýûkdiaê 10Uû ùakKê Kûc @ûe¸ Ke«òö cêñ eûZòiûeû ^ò½d @^ò\âû (sleepless) ùjûA[ôaöò ùZYê KòQò N û aògâûc ù^aû \eKûeö \òò^K bòZùe Kûc ieòa^òö ùZYê \êA \ò^ _ûAñ ùMûUòG ùjûùUfùe ejò~òaû CPòZ ùjaö Passage-22:
@ûc Mñû _ûLùe ùMûUòG ^B ajò~ûAQòö Zû Kìkùe @ù^K aWÿ aWÿ MQ @Qòö @ûùc ùi ^B Kìkùe ùLkêö MQcìùk aiò M_i_ Keêö cêñ ùiA ^Bùe _jñeû gòLòQöò ùiA ^B _ûe ùjûA cêñ Äêf ~ûC[ôföò Gùa ùiA ^B C_ùe ùMûUòG ^ì@û ù_ûf Zò@ûeò ùjûAQòö ùcû iû^bûA Gùa iûAùKfùe ÄêfKê ~ûCQòö Passage-23:
cêñ @ûMûcú i¯ûjùe @û_Yuê ù\Lû Keòaò (call on)ö \dûKeò ùi _~ðý« ùcû KêKeê e ~^ô ù^C[ôùa (look after)ö ZûKê aûjûeKê QûWÿù ò a ^ûjóö @^ý KêKêecûù^ ZûKê ù\Lôùf bêKòùaö ZûKê KûcêWòùÿ \A _ûe«òö ùi GùZ bdûkê (timid)ù~ bdùe @Yûd (uncontrollable) ùjûA~ûA_ûùeö Zû _ùe ZûKê i¸ûkòaû KÁ ùjûA_Wÿaò ö Passage-24:
@ûRòKûfò cêñ ùMûUòG NùeûA KûeLû^ûùe Kûc KeêQòö MZ @MÁ cûiùe cêñ ùi Kûc _ûAñ \eLûÉ Keò[ôfò I ^ùb´eùe Kûc @ûe¸ Kfòö cêñ aòùgh ùeûRMûe Kùe ^ûjó; G_eòKò ùcû @`òi ù_ûhûK (uniform) cêñ ^òùR KòYòQòö ùaû]jêG cêñ Gùa \ecû aXÿûAaû _ûAñ @^êùeû] Keòaû CPòZþö Kò«ê _âKéZùe cêñ _Aiû _ûAñ GùZ aýÉ ^êùjñö Kûc ùcû _ûAñ @]ôK MêeêZ_ß ì‰ð (important)ö @ûgû, @û_Y ùcû ijòZ GKcZ (agree with) ùjùa ö
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In Chapters V and VI, you learnt about imperative and interrogative sentences. You also learnt how to write such sentences. Now, practise them further. Passage-25:
@RYûaýqò: @ûmû, UòKòG gêYòùa? (excuse me.) fêAiþ ùeûWÿKê Kò_eò ~òaûKê jêG ùcûùZ aZûA_ûeòùa Kò? ~\ê : jñ ^ò½dö GA eûÉûùe @ûMQK _~ðý« ~û@û«êö ùi QKUò ùWAñ ~û@û«ê Gaõ @ûùMA Pûf«êö Zû _e QK _ûLùe WûjûYKê aêfò ~û@û«êö _â[c aûc_U eûÉû ^ò@«êö @Ì KòQò aûU _ùe fêAiþ ùeûWÿùe _j ô~ùò aö aûU bêfòMùf KûjûKê _Pûe«êö Kò«ê G eûÉû _ûAaû Lêaþ ijRö @RYûaýqò : ]^ýaû\ö Passage-26:
ùMûUòG @Šû bûw Gaõ ZûKê ùMûUòG ZûUò@û (bowl)ùe eLö ZûKê ù` ò ù` ò (beat)cògû@ö iê@û\ cêZûaK fêY I ùMûfceòP (pepper) cògû@ö _ò@ûRKê ùQûU ùQûU Keò KûUò (chop) cògû@ö @Ì UòKGò (a little) fjêYú aû ùZf ù^A ZûC@û (frying pan)Kê Mec Keö ùi[ôùe @ŠûKê Xÿûkö @ûcþùfUþ ù~_eò Rkò ^~ûG (burn) ùi[ô_âZò flý eL (make sure that ...)ö ùMûUòG _ûL bûRòùjaû iùw iùw (as soon as the bottom is fried) ZûjûKê IfUûA \ò@ö \êA cò^Uò þ _ùe IcùfUþ _âÉZê ùjûA~òa ö Passage-27:
A : @û_Y X B X C X D X
~ûjû bûaòQ«ò Zûjû K’Y Gjò _âùKûÂùe @Qò? : jñ ^ò½dö : Zûjûe @ûKûe, @ûdZ^ I ew K’Y? : ùi _\û[ðe @ûKûe, @ûdZ^ I ew ^[ûGö : Zûjû K’Y @ûce bûeò \eKûeú? : Zûjû aò^û @ûùc a ô_ûeòaû^òö : @û_Y K’Y _a^ aòhdùe bûaòQ«ò? : @û_Y _êeû VòKþö G[eK @û_Yu _ûkò (turn)ö
Passage-28:
aò^ò : Zêùc K’Y bûaêQ? aòKûg : cêñ bûaêQò G[e _eúlû ù\aò ^ûjó (take the test)ö aò^ò : KûjòñK? ò KY ùjûAQò Kò?
Translation
141
aòKûg : cêñ _eúlû _ûAñ _âÉêZ ùjûA^ûjó (prepare for)ö Nùe ajêZ @iêaò]ûö aò^ò : ùi[ô_ûAñ _eúlû ^ù\aû VòKþ ùja^ûjóö Zêùc Z ùgâYúùe ^òdcòZ bûùa C_iÚòZ [ôfö ~ûjû cù^eLôQ (whatever you can remember), Zûjû _eúlûùe ùfLôa ö GAUûZ ùMûUòG ùgâYú _eúlûö aòKûg : iaê _eúlûe _âû]û^ý (importance) @Qòö cêñ KY ùijò _eúlûKê ùaûWÿð _eúlûVûeê ùQûU bûaò_ûeòaò? aò^ò : Zû iZö Kò«ê _eúlû ^ù\ùf Zêce KòQò fûb ùja Kò? In Chapter VII you learnt about different verb patterns after finite verbs. Verbs like avoid, love and keep are followed by other verbs in - ing form. Similarly, verbs like hope, agree and choose are followed by to+infinitive. Verbs like begin and like can be followed by either verb patterns. Now have more practice in using these verb patterns. Passage-29:
@^úf ùjûùUfùe LûAaûKê bf_ûGö GA ijeùe Zûe GK _âòd ùjûùUf @Qòö ahðû ùjC ^ [ôùf ùi ùjûùUfe aMòPû bòZùe aiòaûKê bf _ûGö ùjûùUfe _eòùahKcûù^ (waiters) ZûKê RûY«òö ùiVûùe Zûe aeû\ cêZûaK Lû\ý aûXÿ«ò (serve)ö LûAfûùaùk @^ýcû^u ijòZ K[ûaû ðû KeòaûKê @^úf bf_ûGö ùZYê ùi @^ý MâûjKcû^uê (customers) Zû ùUaêfùe aiòaûKê \òG (allows) ö LûAfûùaùk @^ýcûù^ ZûKê Zeae Keòaû (hurry) @^úf Pûùjñ ^ûjó Gaõ ajêZ icd ]eò ùi ùUaêf _ûLùe aiòaûKê bf_ûGö LûAaû ùghùe ùi @ûAiþKòcâ þ LûAaûKê _i¦ Kùeö Passage-30:
iÚû^úd iûAùKf ZûeKû @ûŠî iÝûAieþ Zûue 24 N ò@û iûAùKf PkûAaû _âùPÁûeê \ßòZúdaûe _ûAñ aòeZ ùjûAQ«òö _â[ùc Leû_ _ûM ù~ûMêñ ùi Gjò _âùPÁû @ûe¸ KeòaûKê ùKùZ N û _ûAñ aòk´ Keò[ôùfö Zûue _â[c ùPÁû c¤ aò`k ùjûA[ôfûö ùMûUòG ùQûU _òfû ij aûRò~aò û bdùe ùi ^Añ _Wÿò[ôùf (bent down) Gaõ Zûue iûAùKf ^òdªY Keòaûùe aò`k ùjûA[ôùfö ùMûUòG MQùe _òUò ùjûA~òaû (crash into)@aiÚûeê ùi @ÌùK elû (narrowly missed) _ûAMùf I ùMûUòG SeYûùe _WÿòMùfö @ûC[ùe ùPÁû Keòùa Kò ^ûjó ùi aòhdùe ùi G _~ðý« ^òhÝ ò ù^A ^ûjû«òö Kò«ê ùi Gjò _âùPÁûeê @ûMâj jeûA ^ûjû«ò ùaûfò KjêQ«òö iÚû^úd WûqeLû^û _ûAñ Uuû ù~ûMûWÿ Keòaû Zûue flýö Zûue GA cjZþ Kû~ðýùe icùÉ ijù~ûM Keòaû CPòZö
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We use the passive voice of verbs when the doer / agent of the action is unknown, insignificant, superfluous, or obvious. You have studied the passive in Chapter-VIII. Now, have some more practice in using the passive voice. Passage-31:
MZ eaòaûe \ò^ eûRý Mâ^ûÚ Mûeùe (Library) ^ò@ñû fûMòMfû ö eûZò 11Uû ùaùk ^ò@ñû ù\LûMfû Gaõ LêaþgúNâ Gjû Pûeò_ùU ùLkòMfûö ùKøYiò aýqò lZûq (injured) ùjûA^[ôùfö Kò«ê \êARYuê C_e cjfûe GK Kleê C¡ûe KeûMfûö aògßûi Keû~ûG ù~ ùKùZMêWÿòG C_ûù\d ajò G ^ò@ñûùe ^Á ùjûAMfûö ^ò@ñû Kò_eò fûMòfû, Gjû KûjûKê RYû ^ûjóö Passage-32:
ùMûUòG K_þ Pû _ûAñ ùMûUòG Pû _êWÿò@û (tea bag) aýajûe Keû~ûGö \eKûe iõLýK Pû _êWò@ÿ û ùMûUòG ùKUfòùe eLû~ûGö ùiþ[ùô e `êU«û _ûYò cògû~ûGö Zû _ùe _ûYòKê ùMûkûA \ò@û~ûG (stirred) Pû’Kê 4 cò^U ò þ `êU«û _ûYòùe eLû~ûG ö Zû’_ùe Pû’Kê K_þùe Xÿkû~ûG ö ißû\ cêZûaK Pò^ò I Mec \ê] cògû~ûG ö Gjò_eò Pû’ Zò@ûeò Keû~ûG ö Passage-33:
@ûc Mâ^ÚûMûeùe ^òcÜfòLZò ^òdc iaê _âYd^ (introduce) Keû~ûCö Mâ^ÚûMûe c¤ùe iµì‰ð ^úeaZû elû Keû~ûCö Mâ^ÚûMûeKê @ûiòùf ibýcû^uê ^òRe _eòPd _Zâ (Identity Card) iû[ôùe @ûYòaûKê aû¤ Keû~ûCö _âùag \ßûe _ûLùe ibýcû^ue aýûM, ajò, LûZû, QZû AZýû\ò eLû~ûCö ùKøYiò ajò ^ còkòùf fûAùaâeú@û^u iûjû~ý ^ò@û~ûA_ûùe ö Mâ^ÚûMûeeê ù^A[ôaû ajòùe KòQò ùfLû~òaû CPòZ ^êùjñö ùi ajòe ùKøYiò _âKûe lZò ùjaû CPòZ ^êùjñö We use conditional sentences when a certain action is performed only if a certain ‘condition’ is fulfilled. In Chapter-IX you have studied open conditions, hypothetical conditions, and unfulfilled conditions. Now practise them further. Passage-34:
Kûfò ~\ò QêUò jêG, cêñ KùfR ~òaò ^ûjóö ~\ò cêñ KùfR ^~ûG, AõeûRú gòlKu ij ùcûe ù\Lû ùja ^ûjóö Zûu ij ù\Lû ^ùjùf ùi ùcûùZ _âgÜ _Pûeò _ûeòùa ^ûjóö ùi ùcûùZ _âgÜ ^_Pûeòùf AõeûRú aýûKeYùe ùcûe \êakð Zû ùi RûYò _ûeòùa ^ûjóö Zû ùjùf GùZ KÁ Keò AõeûRú aýûKeY _Xÿòaò KûjóKò? Passage-35:
cêñ ~\ò _â]û^cªú jê@«ò, ù\ge ajêZ _eòa ð^ (bring about) @ûY«òö gòlû _ûAñ @]ôK i´k (funds) aù¦ûaÉ Ke«òö Meòa _òfûu _ûAñ aé e ò aù¦ûaÉ Ke«òö AõeûRú gòlû C_ùe @]ôK MêeZê ß
Translation
143
\ò@«òö aòmû^ I ùa÷hdòK gòlû (technical education)e C^ÜZò Keû«òö @ûc ù\gKê GK _âMZògúk (advanced) ù\gùe _eòYZ Ke«òö Passage-36:
Kûfò ^còZû QZû ù^A[ôùf I\û ùjûA^[û«û (got soaked)ö ùi ~\ò ùeWÿIò eê _ûYò_ûM _ìaûð ^êcû^ (weather forecast) gêYò[û@û«û, Zûùjùf QZû ù^A[û@û«ûö ~\ò ùi iòWÿò PXÿò ^[û@û«û, Zû ùMûWÿ Liò ^[û@û«ûö ù~ ~\ò aêfòKeò Zû iûw ij K[ûaû ðû Keò ^[û@û«û ùi Zûe jûZ aýûM jeûA ^[û@û«ûö ~\ò eûÉûùe Zû ai Leû_ ùjûA ^[û«û (broken down)ùi Nùe VòKþ icdùe _j ò [û@û«ûö ~\ò ùi NeKê VòKþ icdùe @ûiò[û@û«û, Zû’e cû Zû’ C_ùe eûMò ^[ûù«ö When we want to report what some one says, we can use either direct speech or indirect speech. You have learnt about these two forms of speech in chapter-X. On the basis of that study, translate the following passage into English. Passage-37:
KòQò\ò^ _ìùað cù^ûR GK aýûuùe KòeûYú _\ _ûAñ @ûùa\^ Keò[f ô û (applied for)ö MZ gêKâaûe \ò^ GK iûlûZKûe _ûAñ ZûKê WKû~ûA[ôfûö ù~ùZùaùk ùi cýûù^Reu _âùKûÂùe _âùag Kfû, ùi ZûKê ùPøKòùe aiòaû _ûAñ Kjòùfö Zûe ^ûc, VòKYû, gòlûMZ ù~ûMýZû (educational qualification) I PûKòeú @^êbZ ì ò (work experience)aòhdùe _Pûeòùfö ùi lú_âfLò ^ (short hand), UûA_òõ I KµêýUe aýajûe Keò_ûùe Kò ^ûjó ùi aòhdùe _Pûeòùfö ùi @ÉòiìPK C e ù\aûeê cýûù^Reþ ZûKê GKcûi _ûAñ gòlû^aòg (apprentice) bûùa PûKòeú ù\aûKê (to appoint) eûRò ùjùfö You must have observed that your translation activities are really similar to the grammar activities in the other chapters of this book. If you perform both – translation and grammar activities – you can write any type of extended writing. Therefore we wish you all success in your effort to be proficient in English.
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Sample Question Paper Paper II Time : 3 hours
Full Marks : 100
Answer all questions. All the bits under a question must be answered at one place. Answer the questions, using your own words as far as practicable. 1.
Read the passage given below and answer the questions that follow. [2 x 5 A number of things need to be done - but the most important step is to ensure that the farmer’s profit is not eaten away by middlemen. Of course, there will always be some middlemen, as we cannot expect farmers to come directly to our homes with their tomatoes. But if we can cut down the number of middlemen involved, the farmer may be able to earn a better profit. Then we have to provide the infrastructure which is required to send the farmer’s produce to the market. There must be more trucks to transport the produce and better roads on which the trucks can run without breaking down. Another urgent need is to provide a ‘cold chain’ which will ensure that the farmer’s produce remains in good condition. We need cold storages in which we can store vegetables, fruit, milk, meat etc. at low temperature; we also need refrigerated trucks in which the produce can be carried to markets. All this is expensive and requires huge investment. Farmers do not have enough money for such things and while the goverrment has the money there are many other demands on it, such as providing schools and hospitals.
(a) (b) (c) (d) (e) 2.
How do middlemen harm farmars? Why should the infrastructure be developed? What is a ‘cold chain’? Why is it called a ‘cold chain’? What steps have been suggested to help farmers? Read the extract of the poem given below and answer the questions that follow, each in about 30 words. [10 I hope I do not sound boasting but I’ve gone like a bullet through the ten years of my slavery
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And if we discount these liver pains, my heart hasn’t changed, nor my head. Send me books with happy endings. The aeroplane with broken wings should touch down safely; the doctor leave the operating theatre with smiles; the blind boy see the light again; and just before a partisan is shot by a firing squad, he should be rescued and set free; (a) (b) (c) (d) (e) 3.
Why has the poet compared his life in captivity to a bullet? What does he mean when he says- "my heart hasn't changed, nor my head"? What happy ending does he expect for a damaged aeroplane? What does a smiling doctor leaving the operating theatre suggest? What does the poet hope for the partisan? Read the passage given below and answer the questions that follow,each in about 50 words. [5 x 2 The war was over and a lot of surplus military planes, which were lying in the huge American air-base at Panagarh near Calcutta, were being sold off at throwaway prices. Biju Patnaik decided to buy a Dakota aircraft for the Bhubaneswar Flying Club. Dakotas had been used during the war as transport aircraft, to carry materials. It was decided that the aircraft would be repaired in Panagarh and then flown back to Bhubaneswar. Tanna and Penquine, another colleague of Biju's, and some young cadets from the Flying Club, were to go to Panagarh. The cadets would take the train while Biju and Tanna would fly. As Biju's plane was about to take off, some of his friends rushed onto the runway to stop him, as a storm was gathering. But Biju ignored their advice, saying "This is Biju's plane, which will fly only during a storm. " The plane took off and reached Panagarh safely and a scared Tanna heaved a sigh of relief. There is yet another chapter to the Dakota story. When Biju and Tanna reached Panagarh, they were shocked to learn that Penquine had run away with the money that was meant for the repairs of the Dakota. But Biju remained calm. He walked up to Bhanot, the store-keeper, and requested him to arrange for the spare parts. Fifty
146
(a) (b) 4.
Invitation to English - 4
thousand rupees were needed for the spares and Biju had not even a fraction of that amount. But he was able to impress upon Bhanot that the Dakota was needed for a greater mission ; Bhanot would be serving the country if he allowed Biju to lift the spares, which were lying unused anyway. Why did Biju go to Panagarh? What problems did Biju face in buying the aircraft? Read the passage given below and answer the questions that follow. [10 A superstition is a belief people hold which is not based on reason. There is no logic to superstitions. These beliefs often go against the laws of nature as we know them. People who have superstitions, or who are superstitious, believe that they can either bring themselves good luck or avoid bad luck or disasters by acting in certain ways. An example of this involves salt. When some people spill salt, they immediately take some of it and throw it over their left shoulder. In this way, they feel they will avoid bad luck. In ancient times, people believed that gods controlled their lives and all of nature. They tried to keep their gods happy by giving them gifts. When there were natural disasters, people thought that the gods were angry with them, so they tried to make the gods happy. This is how we got the idea that we could affect our fate by certain actions. Many superstitions have been held by people for centuries. Yet there is little need for them today, since people in many parts of the world don't believe that there are a lot of gods. We no longer try to make the gods happy with gifts or to keep them from anger with certain actions. Somehow, though, many of the actions continue in modern times. We still have our superstitions. There were many beliefs about how to treat birds. Some people even believed that killing a bird was an act against the gods and would bring bad luck. In some parts of the United States, people still believe that if they hear an owl in the early evening, it means death. Another link with these past beliefs is in an English expression. People no longer believe that birds are messengers of the gods, but when someone knows a secret about another person, he or she might say, "A little bird told me about it." Many sailors believe that if they see an albatross, it will bring bad luck to their ship. People all over the world use the dove as a symbol of peace and feel good when they see one. North Americans think of the eagle as a symbol of freedom, and some people still hold that dreaming of a bird means that they are seeing the loss of a soul. Another belief of ancient people that is still with us involves cats. In ancient Egypt, people worshipped cats. The Egyptians thought that they were intelligent and had special powers. Today, some people think that cats are evil or untrustworthy. They believe that cats can think like humans, and they don't like that. As we know, cats are often very independent, and this makes people dislike them even more.
Sample Question Paper
147
(a) (b) (c) (d) (i)
Why do people believe in superstitions? Why don’t we have any need for such superstitions? Why do many people dislike cats? Fill in each blank with a word related to the italicised expression: He had the superstition that darkness brings evil. He was a _______ man with an unnatural fear of the dark. (ii) He believes in the goodness of human nature. He has a strong ______ in the goodness of human nature. (e) Fill in the blanks with words chosen from the text: (i) Don't rely on him. He has proved himself completely ______. (ii) She had a silver peace _____ hanging on a chain around her neck. 5. Fill in the numbered blanks by choosing the correct alternatives given below the passage: [5 Colours play a large part in many of our superstitions. People who (i) in witches and wizards wear blue to protect (ii) A witch is a person (iii) uses magic, often to harm others. In many cultures, people also believe that blue (iv) the power to make wishes come true. Some people (v) that red protects against sickness and bad luck. (i) trust / faith / belief / believe (ii) them / themselves / us / ourselves (iii) which / how / when / who (iv) have / does / is / has (v) agree / wish / want / think 6. The graph below shows the different modes of transport used in Bhubaneswar between 2000 and 2010. Write a passage in about 70 words, interpreting the [5
in thousands
information given in the graph.
bi cy cl e 2000
2005
2010
Year
148
7.
Invitation to English - 4
A popular dictionary provides the following information on ‘link’. Which meanings have been exemplified in the sentences given beneath the entry on ‘link’. [5 LINK : nc. 1. an emotional or logical connection between two things 2. an organisation or relationship that connects two things 3. a relationship between two things or situations in which one causes the other to exist or happen 4. a thing that forms a connection between two things or places 5. one of the rings in a chain Vt. 1. to establish a relationship between two things 2. to connect two things physically
(a)
A telephone link has been established between Washington and New Delhi.
(b)
We now have closer links with the U.S.A.
(c)
Some kinds of cancer are linked with smoking.
(d)
He talked about new technology and its link with the unemployment problem.
(e)
They are digging a canal linking the Bay of Bengal with the Arabian Sea.
8.
As a member of a youth club, you made a survey of three villages affected by the recent flood. Prepare a report on your survey to be submitted to the Collector of your district.
9.
[10
Read the following passage carefully and supply the missing parts to complete the notes on the passage.
[7
There is a deadly enemy beneath our feet, which spares no one and recognises no national boundaries. This enemy is the earth itself, which occasionally grows tired of being trampled by our feet and wakes up and shakes itself ! Geologists tell us that the different continents and oceans which make up our globe are mounted on huge plates, called tectonic plates, which are made up of molten rock, thousands
Sample Question Paper
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of miles deep. These tectonic plates are not stationary ; they are in constant motion, although they move only at the rate of a few centimetres in about a hundred years. But even this slow motion is enough to shake the earth and everything on it. It is the movement of the tectonic plates, which brings about earthquakes. An earthquake strikes without warning. When it does, its power is immense. If it strikes a modern city, the damage is unimaginable. Gas mains burst, explosions are caused and fires are started. Underground railways are wrecked. Whole buildings collapse, bridges fall, dams burst. Gaping crevices appear in busy streets. If the quake strikes at sea, huge tidal waves sweep inland. If it strikes in mountain regions, avalanches roar down into the valley. In 1755, an earthquake wiped out Lisbon, the capital of Portugal, entirely. However, only 450 people were killed as Lisbon's population was quite small then. But imagine what would happen if an earthquake of the same magnitude were to hit Lisbon today! In 1968, an earthquake struck Alaska. As this is a relatively unpopulated part of the world, only a few people were killed. But it is likely that this was one of the most powerful quakes ever to have hit the world. Geologists estimated that during the tremors, the whole of the state moved over 80 ft. farther west into the Pacific Ocean. Imagine the power of something that can move an entire subcontinent ! This is the problem that scientists face. They are dealing with forces so powerful that man cannot hope to resist them. To a limited extent, buildings can be made 'earthquake proof' so that they escape being knocked down by minor earthquakes . But against the big ones, we are powerless . All that can be done is to try to predict where an earthquake will strike, and evacuate people from the danger zone. Notes 1
The great enemy :__________________
2
What causes __________ movement of __________ _________
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3
Example of the _________ that an ___________ can cause a.
in a modern city i. ii. iii. iv. v. vi. vii. viii.
b.
at sea
c.
Lisbon,1755 (what happened)
d.
__________, 19____ (what happened)
4
What can be done to deal with _________ a. b. [8
10.
Write a summary of the passage given in Q-9.
11.
Write an essay of about 250 words on any ONE of the following topics. Your essay must follow the suggested outlines.
(a) (b) 12.
GLOBAL WARMING
[10
What it means - its causes - its effects - steps to be taken to reduce it. MY FAVOURITE GAME What it is - how it is played - rules of the game - why you like it. There are 5 errors in the following paragraph. Rewrite the paragraph after correcting the errors. [5
Sample Question Paper
151
For people who are superstitions about numbers, odd numbers are luckiest than even numbers. The numbers three, seven and nine has special power for good luck, but thirteen is much unlucky. In many places, tall buildings don’t have a floor numbering thirteen. 13. Insert a/an/the where required in the following paragraph. Then rewrite the paragraph. [5 A woman waited at bus stop. After few minutes, bus came but driver did not stop. The woman ran after bus shouting, “Stop, stop, your tyre has burst.”
+2 Syllabus
152
Syllabus for Higher Secondary Education in ENGLISH for +2 Arts, Science and Commerce Stream. (2016 Admission Batch) +2 Ist year (Detailed Syllabus) UNIT-I : PROSE i. Standing Up for Yourself
Yevgeny Yevtushenko
ii. The Legend behind a Legend
Hariharan Balakrishnan
iii. The Golden Touch
Nathaniel Hawthorne
iv. In London In Minus Fours
Louis Fischer
v. The Cancer Fight, from Hiroshima to Houston
Ritsuko Komaki
UNIT-II : POETRY i. Stopping by Woods on a Snowy Evening
Robert Frost
ii. Oft. in the Stilly Night
Thomas Moore
iii. The Inchcape Rock
Robert Southey
iv. To My True Friend
Elizabeth Pinard
v. Fishing
Gopa Ranjan Mishra
Unit-III : NON DETAILED STUDY i. Three Questions
Leo Tolstoy
ii. After Twenty Years
O. Henry
+2 Syllabus
153
iii. The Open Window
Saki
iv. The Open and only Houdini
Robert Lado
v. Childhood
Jawaharlal Nehru
vi Marriage
Dr. Rajendra Prasad
UNIT-IV : WRITING SKILLS ii.
Writing a Paragraph
iii.
Developing Ideas into Paragraphs
iiii.
Writing Personal Letters and Notes
iiv.
Writing Applications, Official Letters and Business letters
v.
Writing Telegrams, E-mails, Personal Advertisements, and Short Notices
vi.
Using Graphics
UNIT-V : GRAMMER ii.
Countable and Uncountable Nouns
iii.
Tense Patterns
iiii. Modal Verbs iiv. Prepositions v.
The Imperatives
+2 Syllabus
154
Book Prescribed : Invitation to English - 1,2,3 & 4,Published by Odisha State Bureau of Text Book Preparation and Production, Bhubaneswar. A.
QUESTION PATTERN AND DISTRIBUTION OF MARKS
English +2, 1st years (For College Level Examination) Full Mark : 100
Time : 3 Hrs.
1. Reading Comprehension (a) Prescribed Prose Pieces. (5 questions to be answered, each carrying 2 marks)
10 marks
(b) Prescribed Peoms (5 questions to be answered each carrying 2 marks)
10 marks
(c) Prescribed Extensive Reading Texts (2 questions to be answered carrying 5 marks each; only global inferential and evaluative questions to be set)
10 marks
2. Reading - related skills (a) Vocabulary skills
5 marks
(b) Information Transfer
5 marks
(Converting Verbal information to non-verbal forms, such as diagrams, charts and tables)
+2 Syllabus
155
(c) Reordering/sequencing sentences
5 marks
(d) Dictionary/Reference skills (2 marks on using a dictionary, and 3 marks meanings of a word) (e) Cohesive Devices
5 marks 5 marks
3. Writing skills (a) Letter Writing (personal/official/commercial : Word limit : 150)
10 marks
(b) Description of object/event/process (Word limit : 150)
10 marks
(c) Slogan/telegram/caption writing (Word limit : 10)
5 marks
4. Grammar in context
10 marks
5. Translation/story-developing
10 marks
ENGLISH 2nd Year
No of Period : Yearly 80
UNIT-I : PROSE i.
My Greatest Olympic Prize
Jesse Owens
ii.
On Examinations
Winston S. Churchill
iii.
The Portait of a Lady
Khushwant Singh
iv.
The Magic of Teamwork
Sam Pitroda
v.
Development of Polio Vaccines
Bonnie A.M. Okonek and Linda Morganstein
+2 Syllabus
156
Unit -II : POETRY i.
Daffodils
William Wordsworth
ii.
The Ballad of Father Gilligan
William Butler Yeats
iii.
A Psalm of Life
Henry W. Longfellow
iv.
Television
Roald Dahl
v.
Money Madness
D.H. Lawrence
Unit -III : NON DETAILED STUDY i.The Doctor’s Word
R.K. Narayan
ii.
The Nightingale and the Rose
Oscar Wilde
iii.
Mystery of the Missing Cap
Manoj Das
iv.
The Monkey’s Paw
W.W. Jacobs
v.
My Mother
Charlie Chaplin
vi. Stay Hungry. Stay Foolish
Steve Jobs
Unit -IV : WRITING SKILLS i.
Interpreting Graph, Charts, Tables and diagrams etc
ii.
Reporting Events and Business Matters
iii.
Note-making and summarizing
iv.
Extended Writing
+2 Syllabus
157
Unit -V : GRAMMAR i.
Revision of ‘Tense Pattern’s and ‘Modal Verbs’
ii.
Conditionals
iii.
The Passive
iv.
Direct and Reported Speech
v.
Interrogatives
vi. Phrasal Verbs
Book Prescribed :Invitation to English - 1,2,3 & 4 , Published by Odisha State Bureau of Text Book Preparation and Production, Bhubaneswar.
QUESTION PATTERN AND DISTRIBUTION OF MARKS English +2, 2nd year Full Mark : 100
Time : 3 Hrs.
1. Reading Comprehension (a) Prescribed Prose Pieces. (5 questions to be answered, each carrying 2 marks)
10 marks
(b) Prescribed Peoms (5 questions to be answered each carrying 2 marks) (c) Prescribed Extensive Reading Texts
10 marks 10 marks
(2 questions to be answered carrying 5 marks each; only global inferential and evaluative questions to be set on a passage of about 250 words)
+2 Syllabus
158
(d) Unseen Prose passage (5 questions including inferential ones, carrying 2 marks each)
10 marks
2. Reading - related skills (a) Vocabulary skills (to be tested on the unseen passage)
5 marks
(b) Information Transfer (70 words)
5 marks
(Converting non-Verbal information into verbal form) (c) Dictionary/Reference skills
5 marks
3. Writing Skills (a) Report Writing (200 words)
10 marks
(b) Guided Note making on a given passage
7 marks
(c) Summarizing on the same passage
8 marks
(d) Essay writing (250 words - on given outlines)
10 marks
4. Grammar in Context
10 marks
***