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Englishcompulsorysem I
Englishcompulsorysem I
Englishcompulsorysem I
B.A. I (Semester – I)
English Compulsory
Introductory Letter (i)
Syllabus (ii)
12. Antonyms ,,
13. Modals
14. Determiners 146
15. Translation from Modern Indian.
Language to English
Dear Student,
Welcome to the first semester of B.A.I. The Semester system has been introduced
since 2014. In order to prepare you well for the examination, we are sending you the
material as per the syllabus. Since there will be a question on reference to the context,
the examples from the text are given at the end of the chapters (poems and prose).The
material being sent to you is in the self-learning mode.
Yours sincerely
Course Leader
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Lesson - 1
Structure
1.0 Objectives
1.1 Introduction
1.2 About the poet
1.3 Short Answer Questions or Comprehension
1.4 Long Answer Questions or Post-Reading Activities
1.5 Language Development Activities
1.6 Unseen Passage for Comprehension
1.7 Summary
1.8 References
1.9 Further Reading
1.10 Model Questions
1.0 Objectives
Reading this chapter will enable you to:
Understand the central idea of the poem
Evaluate the poet’s skills
Critically analyse the poem
1.1 Introduction: I am sure that you have all heard the name of Rabindranath Tagore.
He was a versatile writer who wrote poetry, plays, and novels. His collection of
prayer-songs Gitanjali won the Nobel Prize for literature. In 1913 Tagore was
awarded the Nobel Prize for literature. In this song from Gitanjali the poet prays to
the Almighty to help him overpower his weaknesses. He wants to be spiritually
strong so that he can accept joys and sorrows in the same manner. He desires to be
strong enough to accept life as it comes to him. He wants to rise above the trivial
activities of life and serve the poor as well as theweak. The poet prays for strength
in order to surrender himself before the strength of the Almighty.
1.2 About the Poet
Rabindranath Tagore is a well-known Indian writer who wrote both in his mother
tongue Bangla and in English. He was a versatile writer who wrote poetry, plays, and
novels. He was also a painter, musician, and an educationist. Tagore travelled widely and
between 1878 and 1932 he set foot in more than 30 countries. These trips impressed
foreigners and among Tagore's admirers were W.B. Yeats, Ezra Pound, Robert Bridges,
Ernest Rhys and T.S. Moore. It was Yeats who wrote the preface to the English
translation of Tagore's famous work Gitanjali (originally written in Bangla) whereas C.
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Ans. The poet, while making use of the phrase "daily trifles" refers to the routine and
unimportant events which mark our everyday lives. He says that one should not
get disturbed by them.
vi What kind of strength do you think the poet is praying for?
Ans. The poet prays to God to give him spiritual strength so that his mind is free from
the worries about unimportant things. Secondly, he prays to God to give him the
humility to submit before his will.
Q. 2. Answer the following questions in ten to fifteen lines each
a) Why does the poet pray for strength? How does he wish to use it?
Ans. The poet prays to God for strength because he is aware of his weaknesses as a
human being. Like all human beings he too is overpowered by his weakness for
power, for money and glory. These human weaknesses make a human being a
slave of materialistic goods and pleasures. In order to overcome these worldly
desires, the poet prays for spiritual strength. Thisstrength can be gained from
prayer and exercising self-control. It leads to the positive effect of making no
discrimination between joys and sorrows. Having gained this spiritual strength,
the poet wishes to use it in the service of the weak and the needy. He desires to
have the strength to be able to assist in the cause of truth and never submit before
the arrogant behavior of the powerful people. Thus, spiritual strength would
greatly enhance or increase the strength of his mind which would rise high above
the unimportant events of life.
b) Describe how the poet wishes to use his strength for self-improvement or the
improvement of others?
Ans. The poet wishes to use his strength for making his mind so strong so that he can
rise above the web of joys and sorrows. Being entangled in this web, one is either
happy or unhappy. However, having gained spiritual strength, one resigns oneself
to the will of the Almighty. Thus, the dividing line between joys and sorrows
becomes unimportant. The poet having gained this strength would take life as it
would come to him without complaining or getting anxious. Having improved
the spirit, the poet would like to channelize his love for God in the. service of the
needy people. He would never overlook the sufferings of others or submit before
the arrogant and rude behavior of others.
Thus, the poet's spiritual strength would be used in the improvement of his mind
and extending material and spiritual help to others.
c) Trace the evolution of the poet through the prayer.
Ans. In song 36 from Gitanjali, the poet reveals his growth from weakness to strength.
The poem shows the evolution of the poet from a man having the weaknesses of
the ordinary man to a man of spiritual strength. This spiritual strength enables the
poet to gain the courage to help the poor and never to bow before the powerful.
The powerful people can never subdue or control him. His spiritual strength
enables him to forget the worries of day-to-day- life. However, as the poet grows
in spiritual strength, he also grows in humility. He desires to surrender himself
before the will of God.
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meaning. In the first poem, the poet gives equal importance to tasks such as
serving the poor, never submitting before the powerful, raising the mind above
unimportant matters of everyday life and surrendering before God's will. By
doing either or all these tasks, one gains in spiritual strength. In the second
poem, the heaven of freedom can be attained in places which are like each
other. Thus, the various parallels reveal these places to be those where the
mind is fearless, and one is full of self-esteem. It can also be a place where
knowledge is free and attained without any discrimination and only truth
prevails. It can also be a place where hard work aims towards perfection or
where clear reasoning is supreme. The poet wants all these places to be in his
country or his country to be a place with all these characteristics. Both the
poems have thesame style of emphasizing through various parallels. In both
the strength is drawn from the Almighty.
another.)
Many adverbs are formed from an adjective by adding -Iy at the end of the word.
Here are some examples
Adjectives: quick, serious, careful, quiet, heavy
Adverbs: quickly, seriously, carefully, quietly, heavily
However not all words ending in -ly are adverbs. There are some adjectives
which end in -ly - too. For example, friendly, lively, lonely, lovely are all
adjectives.
1.5.2 Identify the adverbs and their kind in each of the following sentences as well as the
words they modify.
(i) Let us go there. ('there' is an adverb modifying the verb 'go'. It is an adverb
of place)
(ii) The soldiers fought bravely. ('bravely' is an adverb modifying the verb
'fought'. It is an adverb of manner)
(iii) I met him twice. ('twice' is an adverb of time. It modifies the verb met)
(iv) The house is almost ready(the adverb 'almost' is an adverb of degree
modifying the adjective ready)
(v) I will explain if you want me to. (the subordinating conjunction if
introduces the adverb clause of condition "if you want me to." The clause
performs the function of an adverb but there is no single adverb in the
sentence).
(vi) Though he came late, I allowed him. (the adverb 'late' modifies the verb
came and is an adverb of time)
(vii) She can certainly do it. (‘certainly' modifies the verb can and is an adverb
of degree)
(ix) The plan was almost perfect (the adverb 'almost' modifies the adjective
perfect and is again one of degree)
(x) The dog appeared quite suddenly. (The two adverbs are 'quite' and
'suddenly'. Quite modifies suddenly and suddenly modifies the verb
appeared)
1.6 Unseen Passage for Comprehension
Please read the passage carefully and answer the questions given below. Some hints
have been provided at the end of some questions.
The evolution of human society has followed the path from an agricultural
society to industrial, information and to the present-day knowledge society. In
agricultural and industrial societies, humans and machines dominated warfare. In the
information and knowledge society, intellectual capacity would dominate. Intellectual
domination is represented by ideologies, principles and faiths. Whenever they cross paths
between individuals, societies and nations, the hurnan rights are violated. The
suffocation and loss of human rights by the present generation of people due to the
backwardness-induced economic status or pushed down by caste differentiation or
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frustrated by denial of timely justice at an affordable cost is the right cauldron from
which revolution will start giving birth to a standard human being.
When the child is empowered by the parents, at various phases of growth, the
child is transformed into a responsible citizen. When the teacher is empowered with
knowledge and experience, good young human beings with value systems take shape.
When an individual or a team is empowered with technology, transformation to higher
potential for achievement is assured. When the leader of any institution empowers his
or her people, leaders are born who can change the nation in multiple areas. When
women are empowered, society with stability is assured. When the political leaders of
the nation empower the people through visionary policies, the prosperity of the nation is
certain. When religion transforms into a spiritual force, people become enlightened
citizens with a value system.
Q.1. What is the path of evolution that human society has followed?
Q.2. What is the role of intellectual capacity and what shape can it take in the era
of knowledge society? (Hint: can take the shape of intellectual domination)
Q.3. What happens in case of a conflict between ideologies? (Hint: Ideology
refers to the manner of thinking or the ideas of the class in power)
Q.4. Who can play a major role in bringing about positive changes in the society?
(Hint: Teachers and Leaders)
Q.5. In the present age what factors can help in achieving greater goals?
Q.6. Give the substitutes of the following words? Evolution, Faiths, revolution,
empowered, visionary (Use your own words to explain these)
Self-Assessment Questions
1.7 Summary: By now you must have understood that in song 36 from Gitanjali, the
poet reveals his growth from weakness to strength. The poem shows the
evolution of the poet from a man having the weaknesses of the ordinary man to a
man of spiritual strength. This spiritual strength enables the poet to gain the
courage to help the poor and never to bow before the powerful. The Second poem
"Where the mind is without Fear"? has similarities with this poem. In both the
poems from "Gitanjali" the theme is that of the strengthening of the mind. In
song 36, this spiritual strength is gained in helping the needy and never ignoring
the poor. This strength is revealed when the mind is no longer troubled by routine
matters of everyday life. In the second poem, the emphasis is on the joys of
freedom which can be attained only through free thinking and actions.
1.8 Reference: https://www.poetryfoundation.org/poets/rabindranath-tagore
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Lesson - 2
FROM HOMECOMING
R. Parthasarathy
Structure
2.0 Objectives
2.1Introduction
2.2About the Poet
2.3 About the poem
2.4 Short Answer Questions or Comprehension
2.5 Long Answer Questions or Post-Reading Activities
2.6 Language Development Activities
2.7 Unseen Passage for Comprehension
2.8 Summary
2.9 Further Reading
2.8 Model Questions
2.0 Objectives
Reading this lesson will enable you to:
understand the central idea of the poem
evaluate the poet’s skills
critically analyse the poem
feelings of a person who has had an existence away from his native language and culture
- and language - but has now come home. This homecoming, however, is anything but
happy and triumphant. There is a sense of muted disappointment. The speaker fumbles
to find his bearings. He cannot relate to the great traditions of his culture, and prefers
ordinary newspapers to classical poetry. His uncertainty and confusion is mirrored in his
inability to use the key to his house. The Tamil language that he returns to is no longer
the language of classical texts but that of the media and popular films. Commercial
interests dominate it thoroughly.
Let us now undertake some pre-reading activities. These activities will help you
understand the poem when you read it. Now attempt an exercise where you have to
answer simple questions based on your experience. Some suggestions are given for an
answer, but you have to give your own response.
1. What do you look forward to when you return home after a day's work?
Suggestions:
a) Warm welcome from relatives?
(b) Restful atmosphere?
(c) Nice snacks and tea?
(d) Spreading on a chair and reading a newspaper?
2. How do you react when your expectation is not fulfilled?
(a) You remain calm?
(b) You feel irritated over small things?
(c) You quarrel with everybody?
(d) You try to forget everything by going to sleep?
3. How do you feel when you return to your city or town after being away for a few
days? Given below are some possible answers with some blanks you need to fill
according to your own choice:
(a) I feel very happy because....(I find everything in familiar order/ I find familiar
faces everywhere/ I know where to get what I want/I am taken care of by my
family)
(b) I feel sad because...(everything is boring as usual/ there are no new faces to look
at/ I have to visit the same places/ I cannot do anything freely against the wishes
of the family?
4. How would you describe the language used in a newspaper?
a) Classical
b) Popular
c) Original
d) Not original
e) Hackneyed
5. What is the word used to describe the language used by journalists. It begins with
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Ans: Having lost his links with his cultural traditions, he seeks to find solace in
contemporary reality represented by newspapers. Therein he finds some sense of
belonging. His desire to be in tune with life is sometimes partly fulfilled by
reading newspapers. He can thus live a routine life.
6) What does the speaker come to accept at the end of the poem?
Ans: He accepts the fact that life is full of uncertainties. This is his fate. He has to be
content with this. His homecoming is, thus, not very fulfilling. It is rather
disappointing. But he has learnt to live with displacement.
Now answer these questions for yourself:
1. What does the poet mean by saying, "My heart I have turned inside out"?
2. What "prayers" of the speaker are answered in the newspaper?
2.5 Long Answer Questions or Comprehension
Answer the following in ten to fifteen lines each
1. Describe the speaker's experience of homecoming.
It is an evening scene in a city. The speaker is returning home through the maze
of traffic lights. He is tired and expects a soothing time in his home. But it is an
impersonal flat he is coming back to. As he reaches his flat, he stumbles against the
doormat. He cannot properly use the key to the flat which he holds in his palm.
Once inside, he feels out of place. He cannot relate to his cultural traditions. He
feels the poetry of his language is too flowery and out his reach, because he has
forgotten its nuances. He now wishes to live in a more contemporary idiom. So he
prefers newspapers to scriptures and heavy cultural heritage. In newspapers, he finds
some sense of belonging.
This is disappointing because newspapers symbolize routine life. The poet is not
certain that he finds it fulfilling. But he now accepts uncertainty as a fact of life. That is
how life is going to be and that is how he has to live.
2. Attempt a character sketch of the speaker
The speaker of the poem is returning to his home after a long time. He has had
very varied experience. He is obviously a well-read person concerned with his
relationship with his own language and culture. His home symbolizes to him his native
culture and tradition. Since he is coming back after a long time, he does not feel quite at
home. His stumbling over the doormat and inept use of the key show his awkwardness.
He cannot respond to his native culture properly. He finds poetry in his language
too flowery. Perhaps contemporary language represented by newspapers is what he can
relate to. But he is not sure. He is wise enough to know that life is full of uncertainties.
He is, in short, a person looking for his cultural roots who finds that his culture itself is
getting displaced.
2.6Language Development Activities
2.6.1 Use of Idioms
Based on a line in the poem "The balloon of poetry has grown red in the face", your
textbook exercise No.1 asks you to use certain English idioms that use the word red.
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First of all, what does going red in the face mean? You go red in the face when you are
ashamed or have done an inappropriate or embarrassing thing. You also go red in the
face when you strive too hard. Now decide in which sense the poet uses this idiom.
Now look at these sentences with blanks:
a) My passport application has been held up by red…….
b) The actor was given the red………. treatment in Russia where he was extremely
popular.
c) I caught him red........... trying to break into my car.
d) The day I joined the college, it was a red ..... day for me.
e) For some men his suggestion was like a red ..... to the bull.
Given below are the words you have to supply in the blanks. But they are jumbled up in
the wrong order:
I Rag II Handed III Letter IV Tap W V Carpet
Find out which of the words in the second list fit where? Take the help of a dictionary if
needed. We will tell you one answer. The word ‘tape’ is needed in the first sentence.
Red tape means needlessly time-consuming procedure. Now do the rest of the exercise.
There are some other idioms which use names of colours. You can be
a) Green with envy which means you are very jealous.
b) In the pink of health which means in perfect health
Other idioms like this are:
a) In black and white means in writing
b) Purple passages which means passage full of ornate and flowery language. Use
these four idioms in sentences of you own. We will use one of these idioms for you:
He makes a lot of money; his colleagues are all green with envy.
Now do the rest of the exercise.
2.6.2 Homonyms
Homonyms are words which sound similar but have different meaning. For example,
‘peak’ means the highest point while the similar – sounding word ‘peek’ means a secret
look.
Now look at these pairs of words:
Hair/air
Steal/steel
Blew blue
Obviously, they sound similar but have different meanings. While an heir is someone
who inherits, air is air. Steal means to take something without the owner’s consent or
knowledge, steel is an alloy of iron.
Look at the following sentences and supply of correct word from the words given in the
brackets. The use the other word in a sentence of your own:
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2.9 Summary: By now you understand that home symbolizes to the poet his native
culture and tradition. Coming back after a long time, he does not feel quite at home. His
stumbling over the doormat and inept use of the key show his awkwardness.
He fails to respond to his native culture properly. He finds poetry in his language
too flowery. Perhaps contemporary language represented by newspapers is what he can
relate to. But he is not surprised. He is, in short, a person looking for his cultural roots
who finds that his culture itself is getting displaced. He realizes that one can never be “at
home” anywhere because there is no wholeness to which one can return.
2.10 Further Reading: Parthasarathy,R.The Rough Passage
New Delhi; OUP, India, 1977
2.11Model Questions
1)Illustrate the physical and mental state of the speaker as he returns home?
2) Why is the poet’s homecoming an unpleasant event?
3)What would be your feelings on returning home after a long time?
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Lesson -3
MYRIAD-WINGED BIRD
byAduriSatyavathi Devi
Structure
3.0 Objectives
3.1 Introduction
3.2About the Poet
3.3 About the poem
3.4 Short Answer Questions or Comprehension
3.5 Long Answer Questions or Post-Reading Activities
3.6 Language Development Activities
3.7 Unseen Passage for Comprehension
3.8 Summary
3.9 Further Reading
3.10 Model Questions
3.0 Objectives
Reading this chapter will enable you to
understand the central idea of the poem
evaluate the poet’s skills
critically analyse the poet
3.1 Introduction: The poem is about the poet's love for words and her creative
process. She has a great familiarity with words which flow naturally to her mind. She
plays with words. Words come to her naturally and spontaneously. They are like a
free-flying bird with feathers of various colours. This poem establishes the creative
process as its central point and leaves a charming effect using imagery.
3.2 About the Poet
AduriSatyavathi Devi was a well-known Telugu poet. Winner of many awards for her
poetry, she gave us three volumes of verse and some are yet to be published. Her
husband is also a well-known story writer.
This poem is one of her best and is often anthologized in text-books. Translated from
the original Telugu into English, it talks about the poet's love and admiration for words.
Words come naturally to her. These are not only tools of her trade but also give free
play to her imagination. Like birds, words too are many-hued things. They perform
various functions. They come flying to her whenever she needs them. Through the use
of evocative imagery, she expresses the wonderment and romance that words arouse in
her mind. This English version of the poem was first published in Pratibha India and
the translator was K. Damodara Rao.
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child's world are to the alphabet that a child is often reciting, the cradle in which
a child sleeps and the fairy tales he/she hears. There is also the mention of
lullabies which are sung to help a child go to sleep.
Now try to answer these questions for yourselves:
1. Do words come easily to the poet?
Hint: Read the first stanza of the poem.
2. Find images in stanza 3. Which senses do they appeal to?
3.5Comprehension - Answer the following in ten to fifteen lines each.
1. What are the things the poet compares words to?
Answer: The poet is comfortable with words. Words help her to give free play to her
imagination. Therefore, she compares words to many things through various
images, similes, and metaphors. She compares words to a child's play, suggesting
spontaneity. Then she compares words to a dove because like a dove, words can
bring peace by soaring high. Words are also like the alphabet that a child
constantly recites. Words are comforting like a lullaby or a fairy tale to a child as
he/she rests in a cradle watching the moon and the clouds. In youth, words
express one's passion. So, words become a song as the poet goes through 'silken
youth'. In this age the poet is 'wild', dreamy, and enthusiastic and words bring to
him flowery fragrance. Words are also compared to a mother's breast-milk
because they soothe the poet later in life as she undertakes lonely journeys (literal
as well as soul's journeys) and has to face 'relentless fires' or difficult moments.
Words are also educative and therefore compared to school. They teach the poet
valuable lessons as she loses her way in life. Words are further compared to a
waterfall that cleanses her soul and helps her face the fret of life. Words are
music of the soul that" takes her to new horizons.
2. Trace the various moods of the poet in the poem.
Answer: The basic mood of the poem is one of celebration - celebration of the power of
words. As she recalls what words have done for her, her moods go through
subtle changes. The poem begins with a mood of confidence. Words have also
come to her freely. They are child's play. Like a dove, the poet can soar and
bring peace to herself with the help of words. This mood of innocent joy and
creativity is further strengthened as the child's world - the alphabet, the cradle,
the fairy tales and lullabies is evoked in stanza. Then the poet shifts to the
passionate and optimistic mood of 'silken youth' when words heighten her
passionate youthful longings. As she recalls her post-youth life with its
uncertainties and stresses, the mood has a touch of fear which is soon dissolved
because words soothe like mother's breast milk. The next stanza is more somber
as it talks of words being an educative influence, even as she timidly 'circles
round' like a caterpillar. But the mood once again becomes positive inthelast two
stanzas as she thinks of the cleansing power words acting like a waterfall. She is
now ready to explore new horizons.
Now look at the following two questions. We give you some hints on how to answer
these.
1. What do you think the poet feels about words? What do they do for her?
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Exercise 3.6.4: These sentences have errors in the use of adjectives. Correct the errors:
i) He is our mutual friend
ii) My oldest son died at the age of twelve.
iii) I sent him an oral message
iv) London is one of the bigger cities of the world.
v) My house is further from my college than his house is.
You will find the answers in the Key to Answers.
3.7 Unseen Passage for Comprehension:
Look at this passage related to the theme of the poem. Read it carefully and then try to
give answers to the questions given at the end:
It may not seem like a big deal, but words can have a significant impact on the way
people are perceived and the level of respect they are given-especially when it comes to
female athletes. The power to persuade begins with language. Advertisers who want us
to buy their product know it, politicians who want our vote know it, and government
leaders who want to advance their agendas and minimize their weaknesses know it.
Spinning, parsing, and propagandizing are language skills. They are inspiring,
encouraging, and comforting. Linguists have said that language creates and conveys the
culture. Youngsters learn about the world by not only what they see but also what they
hear. People who talk about sports-particularly sports reporters and commentators in the
media—have an important opportunity to expand upon the considerable progress that
has already been made in women's sports participation. By use of language that is
inclusive of women, they can subtly but powerfully shift the perception that women's
sports are add-ons, auxiliaries, or less important than men's sports toward the notion that
they are important in their own right.
i) How does the choice and use of words influence our attitude to a group of
people?
ii) How do advertisers and politicians etc. persuade people to act in a particular
manner?
iii) How do youngsters learn about the world?
iv) Find antonyms of these words in the passage: unimportant, distressing, boycott,
simply
Answers:
i) If we use negative words about these groups of people like women athletes,
gradually they are seen in negative light and lose people's respect.
ii) They do this by skillful use of language. They stress their strengths and hide
their weaknesses. They are inspiring and encouraging.
iii) They learn about the world not only through what they see but also through
what they hear. The kind of language they hear influences the waythey think
about things.
iv) The words are: significant, comforting, participation and subtly.
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3.9 Summary: The poem begins with a mood of confidence and the importance of
words in the creative process has been spelt out. Like a dove, the poet can soar and bring
peace to herself with the help of words. This mood of innocent joy and creativity is
further strengthened as the child's world - the alphabet, the cradle, the fairy tales and
lullabies is evoked. Then the poet shifts to the passionate and optimistic mood of 'silken
youth' when words heighten her passionate youthful longings. As she recalls her post-
youth life with its uncertainties and stresses, the mood has a touch of fear which is soon
dissolved because words soothe like mother's breast milk.
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Lesson-4
I KNOW WHY THE CAGED BIRD SINGS
By Maya Angelou
Structure
4.0 Objectives
4.1 Introduction
4.2About the Poet
4.3 About the poem
4.4 Short Answer Questions or Comprehension
4.5 Long Answer Questions or Post-Reading Activities
4.6 Language Development Activities
4.7 Unseen Passage for Comprehension
4.8 Summary
4.9 Further Reading
4.10 Model Questions
4.0 Objectives
Reading this chapter will enable you to:
understand the central idea of the poem
evaluate the poet’s skills
critically analyse the poem
Luther King, Jr.'s Southern Christian Leadership Conference, author, journalist in Egypt
and Ghana during the days of decolonization, and actor, writer, director, and producer of
plays, movies, and public television programs. Since 1991, she has taught at Wake
Forest University in Winston-Salem, North Carolina.
4.3 About the Poem: The poem "I Know Why the Caged Bird Sings" appears to
be simple but has great complexity of theme. Many ideas of race, gender, slavery, and
freedom are metaphorically woven into this poem. The central metaphor of the caged
bird represents the African American who unlike the white American is not absolutely
free to fly. But lack of physical freedom cannot break one's spirit totally. Despite
limitations, the caged bird - or the disadvantaged citizen - is still free to dream and sing
of a possibly better future. There is a difference between the song of the free bird and the
caged bird, but a song is still a song. Hope springs eternal in the human mind and songs
and dreams of freedom are an essential part of our inalienable humanity.
4.4 Short Answer Questions or Comprehension
1. Why and when do birds chirp and sing?
Answer: They sing when they are happy. They also sing when they are excited
and awaiting something.
2. Is there a difference between the tune and tone of caged and free birds?
Answer: Not to an appreciable degree. It is difficult for us to judge. But perhaps
there is a sense of longing in a caged bird's song and a note of gay abandon in the
song of a free bird. Or perhaps this is only something we imagine.
3. What is a metaphor? What is a simile? Give examples.
Answer: When two things are compared directly, we are using a simile. For
example, in the sentence, "She is as beautiful as arose", we are using a simile.
When the comparison is implied rather than directly stated, (and we omit words
like 'as' or 'like'), we are using a metaphor. When, for instance, we change the
above sentence as, "She is a rose", we are using a metaphor. Some examples of
'simile' are: 1. She walks as gracefully as a cat. 2. He was as hungry as a lion.
Some examples of metaphor are: I. Sea of grief.2. Broken heart.
4.4.1 Comprehension Exercises:
These exercises should be done after reading the poem with the help of the glossary
given in the book.
A. Very Short-Answer Questions:
1. Where is the title of the poem from?
Answer: It comes from the third stanza of the. poem "Sympathy" written by Paul
Lawrence Dunbar.
2. On whose back is the freebird?
Answer: It is on the back of the winds. In other words it is flying high.
3. What does the free bird like to claim?
Answer: It likes to claim the sky. In other words it admits no restrictions.
4. Which bird is the poet referring to in the second stanza?
31
When you are caged, your movements are confined. A bird is supposed to fly.
That is his natural function. There is something so tragic and even pathetic in
confining a bird to a cage. The caged bird in the poem is restless. He sings out of
desperation and a desire to escape. There is pain in his heart and his song. The
cage is stifling for his sense of self. His wings have been clipped. He looks at the
bars of the cage and feels intensely angry. Through the bird, the poet brings out
the anguish of disadvantaged people. The world puts cage-like restrictions on
people on the basis of race, gender, religion, nationality, economic disability and
similar other things. The coloured man - and especially the coloured woman - of
America are caged birds. Their formal slavery may have been abolished by the
society but it subtly restricts their ability to realize their full potential. His wind is
increased when he compares himself to the 'free bird' or the white American.
Though he is not ashamed of being Black, he, like the bird, stalks the cage and
sings of freedom that he longs for.
Q.2 Compare and contrast the birds in the poem - one free and the other caged.
Answer: The free bird is free not only in its physical movements but also in its
imagination and ambition. The caged bird is confined to the cage. Unlike the free
bird's happiness and gay abandon, it has to contend with pain, narrowness of
his/her world, and the resulting anger. While the free bird flies in the orange rays
of the sun, the caged bird lives in grey, sunless surroundings. The free bird
"floats" in the wind's current even as the caged bird "stalks" the narrow cage and
frets at the "bars of rage". Its wings are clipped, its feet tied. Its song is a cry of
desperation. It is a "fearful trill". The free bird claims the sky and thinks of fresh
breezes, fat worms and soft winds rustling through sighing trees. The caged bird
can only dream of the distant hill while standing on the grave of dreams. It has,
however, not stopped dreaming. It dreams and sings of freedom. It is an
"unknown" but longed-for thing. Even during its pain, it has some desperate hope
left.
The two birds represent the white and the black Americans. This central,
metaphor of the poem has a historical and contemporary-social meaning.
While white Americans, like the free bird, enjoy all good things of life, life for
black Americans is much more difficult. Though racial discrimination is legally
banned, the ground reality is more iniquitous or unfair. More generally, the caged
bird represents all disadvantaged people everywhere, like the Dalits in India,
other oppressed people and women.
Other questions in this section are variants of these questions. Try answering them on
your own after reading the above-given answers. Here are some hints to help you:
3. Write a note on the metaphor of. the caged bird used to depict
predicament of African- American women.
Hints for an answer: Read the two answers above. Cage a symbol of
slavery. Slavery is not just physical. Denial of opportunity is also a
disguised form of slavery. Black people discriminated against. Black
women mistreated even by black men. Economic, social, sexual
exploitation is like 'bars of rage'.
4. What is the symbolic significance of the sun, sky, winds, and the hills?
33
Hints for an answer: These are the unknown but longed-for things the
caged bird sings of. They symbolize hope, freedom, movement,
achievement.
5. Does freedom have limitations? And why?
Hints for an answer: Our freedom should not infringe the freedom of
others. If it does, it becomes exploitation. Freedom should go with
responsibility.
4.6 Language Development Activities:
4.6.1 Use the following idioms in sentences: (a) A bird in hand is worth two in the
bush, (b) Actions speak louder than words, (c) Scot-free, (d) Hold your
horses, (e) Every cloud has a silver lining. Answer:
a) Instead of trying to earn big profits in the stock market, you should
invest your money in safe instruments; remember that a bird in hand is
worth two in the bush.
b) Loud-mouthed people are seldom appreciated. Actions speak louder than
words.
c) He committed a crime but went scot-free because he and his father could
pull strings for him.
d) Do not act impulsively; hold your horses and everything will fall in
place.
e) Do not lose heart; every cloud has a silver lining.
4.6.2 Fill in the blanks with suitable articles:
I am from Winchester. Winchester is ... city ... United Kingdom. I live in ...
town called Tauton which is on ... River Tone. I live in ... house in ... Quiet
Street in ... countryside. The street is called Hudson Street and the house is
old, more than 100 years old! I am ... English lecturer at ... college near ...
centre of town. I like books. music and taking photographs, I usually have
lunchat college. I usually go home by car. We have all kinds of food in
England. I go to ... Polish restaurant in Bath.
Answer:
I am from Winchester. Winchester is a city in the United Kingdom. I live in a
town called Tauton which is on the River Tone. I live in a house in a quiet
street in the countryside. The street is called Hudson Street and the house is
old, more than 100 years old! I am an English lecturer at acollege near
thecentre of town. I like books, music and taking photographs. I usually have
lunch at college. I usually go home by car. We have all kinds of food in
England. I go to a Polish restaurant in Bath.
4.6.3 Fill in the blanks with suitable prepositions:
......... the eve of the American civil war, approximately four million enslaved
Afro-Americans lived ... the southern region of the USA. The vast majority
worked as plantation slaves ... the plantation of cotton, sugar etc. Very few ...
these enslaved people were African born. The importation of enslaved
34
various forms like debt bondage, indentured servitude, and serfdom. Some
domestic servants are kept in captivity and are virtual slaves. Another form of
slavery is forced marriage. Sometimes children are adopted and used as slaves.
3. Estimates vary from 12 million to 27 million. Most are debt slaves, largely in
South Asia. Money lenders hold people in debt sometimes for generations.
Women and children are often sold into sex industries.
4. It has many features of Slavery. But the more extreme forms of cruelty is usually
not involved. There is no life-long buying of labour at least in the old sense.
5. (a) The police captured the thief.
(b) Many types of employment of the poor people by the rich is no better than
serfdom.
(c) Huge manpower is needed for the construction of transport infrastructure.
(d) His insulting behavior was very demoralizing for me.
4.7.1 Write a paragraph on 'Man is Born Free, but Everywhere He is in Chains’.
Man is born free. When a man takes birth, he is an innocent being with no duties
and responsibilities. But as he grows these duties and responsibilities bow him
down. His innocence is soon lost as he learns the ropes of social life as a son or a
daughter of someone with host of relatives and social peers. These chains of
responsibility are necessary and gradually man learns to enjoy them. More
difficult to bear are the chains - or restrictions on human freedom - that are
imposed by bigotry, narrow-mindedness, ignorance, fanaticism etc. The greatest
enemy of man is man himself. Illiberal ideas are handed down to us and "we
accept them unquestioningly. Very few of us have the spirit of questioning the
received ideas, however repressive thesemay be. We get entangled in questions
of racial, gender, economic and political differentiation. One of the greatest
source of mental and intellectual 'chains' is religion when it is narrowly conceived
as a reason-defying and unquestionable dogma. Human freedom, in any case, is
not absolute. The truth of man's bondage is reflected at various levels. First there
is the biological bondage of his various phases in life like birth, teenage, youth,
maturity, old age and finally death. Then there are social and political forms of
bondage. Most of the world lives under non-democratic regimes. Even in many
countries which nominally claim to be democratic, real political freedom is a
myth as far as the poor and the disadvantaged are concerned. 'Then there is the
bondage of fear - most importantly the fear of wars and other forms of violence.
The worst bondage is the bondage of negative ideas which stop our moral growth
and unleash the beast within us. Life then becomes nasty brutish and short.
Without a moral dimension to our life, we can never be free in the true sense of
the word.
Self-Assessment Questions
4.8 Summary: The two birds in the poem represent the white and the black
Americans. This centralmetaphor of the poem has a historical and contemporary-
social meaning. While white Americans, like the free bird, enjoy all good things
of life, life for black Americans is much more difficult. Though racial
discrimination is legally banned, the ground reality is more iniquitous(wicked) or
unfair. More generally, the caged bird represents all disadvantaged people
everywhere; like the Dalits in India and other oppressed people and women.
PROSE
Lesson-5
SPOKEN ENGLISH AND BROKEN ENGLISH
BERNARD SHAW
Structure
5.0 Objectives
5.1 Introduction
5.2 About the Author
5.3 About the chapter
5.4 Short Answer Questions or Comprehension
5.5 Long Answer Questions or Post-Reading Activities
5.6 Language Development Activities
5.7 Unseen Passage for Comprehension
5.8 Summary
5.9 Further Reading
5.10Model Questions
5.0 Objectives
After reading this lesson, you will be well-acquainted with:
the writer of this chapter
the contents of this essay
language activities related to this chapter
5.1 Introduction: It is important to note that even native speakers differ considerably in
their use of English. It is a verifiable fact that different native speakers of English speak
it differently. As a member of the SSC committee on Standard English pronunciation,
Bernard Shaw discovered that there was no consensus on the correct use of even simple
English words like 'Yes' or 'No'. The learned members of the committee could not all be
speakers of incorrect English. The only conclusion to be drawn therefore was that there
is no such thing as absolutely correct English. The only thing we can aim for is English
which would be intelligible in every English speaking country.
5.2 About the Author
This chapter contains the transcript of a radio talk that Bernard Shaw gave in 1927.
Bernard Shaw was an Irish playwright and a co-founder of the London School
ofEconomics. Although he wrote a lot of music and literary criticism, in which capacity
he wrote many highly articulate pieces of journalism, his main talent was for drama, and
he wrote more than sixty plays. He was also an accomplished orator and wit. He had an
aggressive and energetic style of speaking which earned him great popularity. He often
38
startled his readers/listeners into newer modes of thinking with his powerful logic and
compelling humour. He could be scathingly satirical and fiercely witty. Many of his
witty sayings have become famous epigrams.
5.3About the radio Talk
In this radio talk, Shaw says that even educated English people cannot speak perfectly
correct English. Giving humorous examples, he shows how even the simplest and most
commonplace words are spoken in their own idiosyncratic way by the native English-
speaking community but they are still intelligible. However when foreigners travel to
English-speaking countries, their broken English serves them better than perfectly
correct English that they may sometimes attempt to speak. Absolutely correct
pronunciation is thus an unnecessary affectation,
Shaw's argument relates to spoken English, where context determines intelligibility, and
should not be extended to written English, In any case, things have changed a lot since
1927, when this talk was given, and English has become a much more globalized
language. There are now many non-native varieties of spoken English.
5.4Short Answer Questions
Let us now undertake some pre-reading activities. These activities will help you
understand the passage when you read it. Now attempt an exercise where you have to
answer simple questions based on your experience. Some suggestions are given for an
answer, but you have to give your own response.
1. What do you think are the differences between spoken English and written
English?
Suggestions:
(a) Spoken English is informal while written English is formal?
(b) Spoken English has many more varieties than written English?
(c) Spoken English is more difficult to learn for non-native speakers?
2. Does one need to be perfect .when one speaks in a foreign language?
Why/why not?
a) Yes, because you will not be understood otherwise?
b) Yes, because otherwise you will be ridiculed?
c) No, because you can hardly ever speak like a native?
d) No, because this will make you sound affected and artificial?
3. Can one be good at English without being able to speak like native speaker?
Given below are some possible answers with some blanks you need to fill
according to your own choice:
c) Yes, because ….. (non-native speakers often use English as a library language
only/ imitating native speakers can make you look funny/ Spoken rhythms of a
language can only be learnt by constant interaction with native speakers)
d) No, because ... ( if you can't speak like native speakers, you will always stick out
as a foreigner/ not being able to speak like a native makes you insensitive to
39
global language and Shaw's advice, though witty, is not suitable in modern
contexts. Moreover, his advice has relevance to only spoken language. Many
learners learn English not to travel to English-speaking countries, but as a library
language. For them the advice to stick to 'broken' English would clearly be
inappropriate.
4. Do you agree with Shaw's assertion that broken English is quite sufficient for
intelligible speech? Support your answer with examples from the passage as well
as your own experience.
[Attempt an answer to this yourself, taking clues from the chapter and the two answers
given above]
5.6Language Development Activities
5.6.1 Use of Words in Different Ways
Some words in English can be used as different grammatical parts of speech. For
instance, wind can be used as verb and noun. Sometimes, as in this case, while being
used as different parts of speech, they are also pronounced differently. Now look at these
sentences.
a) India exports diamonds
b) Software exports from India are an important source of foreign exchange earning
Here the word export has been used as verb in the first sentence and noun in the second.
We give below further examples:
a) 'produce' as verb: He has produced two plays
b) 'produce' as noun: The entire produce of his fields was quickly sold out.
c) 'object' as verb: She objected to his lewd behavior.
d) 'object' as noun: I saw a strange object in the sky.
e) 'conduct' as verb: The election was conducted peacefully.
f) 'conduct' as noun: His conduct was not appreciated by anyone.
g) 'insult' as verb: She was rudely insulted by her mother-in-law.
g) 'Insult' as noun: It is very hard to pocket an insult.
Now try to use the following as verbs and nouns in sentences of your own:
a) Water
b) Rebel
c) Try
d) Field
e) Yield
5.6.2 Homonyms
Homonyms are words which sound similar but have different meanings. For example,
'accede' means to accept, but the similar-sounding word 'exceed' means to be more in
quantity or quality.
42
3 Spoken language uses sounds. What does sign language use? Read sentence no.
seven.
4. Vocabulary refers to the list of words. International means dealing with many
nations. Stringed means arranged as a string. Syntax means sentence structure.
5.7.1 Guided Composition
3. Write a paragraph describing your experience of conversing in English with a
native speaker of English.
We give below some questions by answering which you can develop this
paragraph:
h) Where did you meet?
i) What difficulties did you face in following his accent?
j) Was someone there to help as interpreter?
k) Suppose he asked you where he could get the best food. How did you describe
Indian foods to him?
l) What were the questions he asked about what you told him?
m) Did he speak grammatically correct English? Did he strike you as educated?
n) Did he use any words of your language he may have picked up?
o) What were his parting words?
5.7.2 Write a paragraph on the spoken and written English in the Indian context.
Language is a means of communication. The first human languages were
probably sign languages. Gradually the signs and gestures were replaced by
sounds. It was much later that the art of writing evolved. Spoken and written
languages differ from each other in the degree of formality they have. Spoken
language is usually used in less formal situations and written language in more
formal contexts, though this is not strictly true in all cases. English is a language
which, in India at least, is often used in formal contexts, even when it is used in
the spoken form. Therefore, it tends to be used formally. Most speakers of
English in India are usually educated people who often use a bookish kind of
language. But many less educated Indians have also now taken to speaking
English. Often, they mix words from their own languages into the conversation.
Sometimes it creates funny situations. But Indians have created a widely used
Indian English which has become a powerful medium of communication among
people from different states.
Read the above paragraph and write a paragraph of your own on this topic.
KEY TO ANSWERS
Pre-reading activities
In Questions 1, 2, 3 all answers are correct. You can choose what suits you.
p) In question 4, the right answer in the context of the chapter is 'English without
any grammar'
44
5.8 Summary: Shaw's idea of correct English is strictly functional. That which can be
intelligible without too much difficulty is 'correct'. Even this intelligibility criterion,
however, works differently in. different situations. The kind of language we use at home
may be different from that which we use on formal occasions. Many people tend to agree
with Shaw. Language is a means of communication. If it performs that function well,
other things become secondary.
Lesson-6
PRINCIPLES OF GOOD WRITING
L. A. Hill
6.0Objectives
6.1Introduction
6.2 About the Author
6.3 About the chapter
6.4 Short Answer Questions or Comprehension
6.5Long Answer Questions or Post-Reading Activities
6.6 Language Development Activities
6.7 Unseen Passage for Comprehension
6.8 Summary
6.9 Further Reading
6.10 Model Questions
6.0 Objectives
After reading this lesson, you will be well-acquainted with
the writer of this chapter
the contents of this essay
language activities related to this chapter
6.1 Introduction: This chapter introduces us to the qualities of good writing. The
writer gives some very practical advice to those who wish to write good English. His
own language in the essay is a model of the kind of English he advocates. Discipline
and practice in logical thinking is required to write well. Wide reading increases our
knowledge in general and also our knowledge of English vocabulary. Hard work
rather than 'inspiration' is the most important requirement for writers. The writer
must be interested (in people and the world) to be interesting. He should not be
egoistic but should have a warm and sympathetic understanding of the people around
him.
6.2 About the Author
This essay is about how to write good English and has been taken from Leslie A.
Hill's book A Prelude to English. Leslie Hill was British Council's Chief Education
Officer for India. His contribution to English Language Teaching in India was immense.
Apart from A Prelude to English, he also authored some other books in the field of
English language teaching including Prepositions and Adverbial Particles, Workbook,
46
Refresher Courses and Guide to Correct English - all published by Oxford University
Press.
As a down-to-earth educator and educational administrator, he gives some very
practical advice to those who wish to write good English. His own language in the essay
is a model of the kind of English he advocates. Discipline and practice in logical
thinking is required to write well. Wide reading increases our knowledge in general and
also our knowledge of English vocabulary. Hard work rather than 'inspiration' is the most
important requirement for writers. The writer must be interested (in people and the
world) to be interesting. He should not be egoistic but should have a warm and
sympathetic understanding of the people around him. Sincerity and honesty are other
qualities of good writing. We must speak in our own voice rather than copy the style of
others, however impressed we are by that style. We must also be clear about our target
audience and respect their interests and needs. Hill gives many simple do's and don'ts -
like the use of plain and simple language, avoiding jargon, superfluity, and self-
consciousness.
6.3About the text:Hill believes that clear and effective writing comes from clear
and logical thinking. Vague thinking cannot lead to good writing. The first thing for the
aspiring writer to do is to train himself or herself for clear thinking. This comes from
constant practice. Since the basic tool of the writer is words, the importance of knowing
as many words as possible is evident. One can build one's vocabulary by wide and
careful reading, writing, listening, and speaking. One should read newspapers and
magazines regularly and attentively and develop a warm interest in people around
himself or herself. The more interested we are, the more interesting we become as
writers. Moreover, one learns writing by writing. Constant hard work is more important
for a writer than 'inspiration'.
7. While writing, what should one do, if one cannot think of the right word at once?
Answer: If one cannot immediately think of the most suitable word for what we
are trying to express, we should put an approximately equivalent word there or
leave a blank. This is important, so that the flow of our thoughts is not broken just
for one or two words. We can later revise what we have written and change those
words or blanks.
8. After writing, what should one do to make it better?
Answer: Revision is an especially important thing for successful writers. We
should carefully weed out vague, inexact, or needlessly difficult words. A vague
piece of writing annoys the reader. We must say exactly what we mean. In
revising one’s draft,one should read it critically from the potential reader's point of
view.
6.5 Long Answer Questions
Answer the following questions in fifteen to twenty lines:
1. Summarize Hill's views on the principles of good writing.
Hill believes that clear and effective writing comes from clear and logical
thinking. Vague thinking cannot lead to 'good’ writing. The first thing for the
aspiring writer to do is to train himself or herself for clear thinking. This comes
from constant practice. Since the basic tool of the writer is words, the importance
of knowing as many words as possible is evident. One can build one's vocabulary
by wide and careful reading, writing, listening, and speaking. One should read
newspapers and magazines regularly and attentively and develop a warm interest
in people around us. The more interested we are, the more interesting we become
as writers. Moreover, one learns writing by writing. Constant hard work is more
important for a writer than 'inspiration'.
One important consideration for a writer is the target audience. Why is going to
read what he writes? One must always respect the reader and keep his interests in
view. Topicality and tailoring your style and presentation to the needs and
limitations of your audience is critical to success as a writer. As far as possible,
we should stick to what we personally know or have personally experienced.
Hill then goes on to give many practical tips for the budding writer. Keeping a
notebook to jot down ideas which may strike us at odd hours and occasions is a
useful habit. Human memory is short and a notebook helps. This notebook can
also be used to note new and interesting words we come across.
Collecting words and ideas is, however, only half the battle. When we write, the
right presentation of our material is of prime importance. Hill advocates a simple,
no-frills style. Proper introduction to the topic in the first paragraph,
amplification of the ideas introduced in the following paragraphs and a logically
satisfying conclusion is the best presentation plan. One must avoid private
concerns and think of the reader only. Hill recommends a conversational tone and
avoiding of needless complexities and striving for effect. One must not-copy
anyone else's style but be one's own self.
One must prefer the concrete to the abstract, as far as possible. There should be
uniformity and coherence in our style; it should not be a confusing mixture of
49
software companies which employ a huge number of young people. They are paid
substantial salaries and travel great distances to reach their places of work.
3. Re-arrange the words in each row to form a sentence. Add punctuation marks, if
necessary:
(a) friends I She are and must not anything into rush we
(b) problems you should talking try your about
(c) borrow I may that you from book
(d) bring will the cake birthday tomorrow
Answer:
(a) She and I are friends.
(b) We must not rush into anything.
(c) You should try talking about your problems.
(d) May I borrow that book from you?
(e) I will bring the birthday cake tomorrow.
4. Rearrange the following sentences to form a paragraph:
(a) But fast food is both good and bad, it is cheap and tasty and can be prepared
very quickly.
(b) Many people are concerned about the incredible growth of the fast-food
industry.
(c) However fast food is usually high in trans-fat which leads to obesity and heart
diseases. It's up to us to decide whether we should eat it or not.
(d) For instance, new coffee shops and pizza places are opening up on every
street, and you can't walk anywhere, without sighting the famous McDonald's
arch.
Answer:
Many people are concerned about the incredible growth of the fast-food industry.
For instance, new coffee shops and pizza places are opening on every street, and
you cannot walk anywhere without sighting the famous McDonald's arch. But fast
food is both good and bad, it is cheap and tasty and can be prepared very quickly.
However fast food is generally high in trans-fat which leads to obesity and heart
diseases. It is up to us to decide whether we should eat it or not.
6. 7Comprehension of a Passage:
Look at this passage related to the theme of the poem. Read it carefully and then
try to answer the questions given at the end:
You know it when you see it. It is not that hard to tell whether a piece of writing is
good or bad. You just have to read it. But things get more challenging if you have to
explain why it's good. Even harder than that is analyzing the good things a writer is
doing so you can learn to use his or her techniques in your own work. And teaching
others how to use them is the hardest of all but that, of course, is exactly. what we need
to be able to do. Having simple phrases to describe the good things writers do makes
51
learning about those things easier. Good writing has: (a) ideas that are interesting and
important. Ideas are the heart of the piece - what the writer is writing about and the
information he or she chooses to write about it. (b) organization that is logical and
effective. Organization refers to the order of ideas and the way the writer moves from
one idea to the next, (c) voice that is individual and appropriate. Voice is how the writing
feels to someone when they read it. Is it formal or casual? Is it friendly and inviting or
reserved and standoffish? Voice is the expression of the writer's personality through
words, (d) Word Choice that is specific and memorable. Good writing uses just the right
words to say just the right things, (e) sentence fluency that is smooth and expressive.
Fluent sentences are easy to understand and fun to read with expression, (f)
conventions that are correct and communicative. Conventions are the ways we all
agree to use punctuation, spelling, grammar, and other things that make writing
consistent and easy to read.
Questions:
1. What is challenging about good writing?
2. What is the importance of ideas?
3. What does organization of ideas mean?
4. What are writing conventions?
5. Use these words in sentences of your own:
(a) Fluency; (b) appropriate; (c) techniques.
Answers:
1. Good writing is easy to recognize but to analyze its goodness and learn
anything from this is a challenging task.
2. Only interesting and important ideas can lead to interesting writing.
3. Organization refers to how a writer arranges his sentences and ideas. In order
to be effective, they need to be logical and in the right sequence.
4. By general agreement, some writing conventions have been evolved. These
relate to punctuation, spelling, grammar, and other similar things. If we do
not follow these conventions, we become vague and difficult to understand.
5. (a) He has great fluency of expression.
(b) His abusive behavior was not appropriate at his birthday party.
(c) Modern techniques of communication have made the world a global
village.
6.7.1 Paragraph Writing:
Write a short paragraph on The Power of Words'
Answer: Man is a social being. The currency through which man interacts with other
human beings is language. In the beginning of times, man did not have language. He
communicated through gestures. The interaction among people was basic and
confined to the expression of basic needs like eating, sleeping, etc. The story of the
development of society is the story of the development of language. Language may
be an arbitrary invention of man, but it is through highly developed languages that
52
man's complex and refined ideas and feelings get expressed. It is words that distinguish
us from lower animals. This gives great power to words. Words are not simply sounds
caused by air passing through our larynx. According to the Bible, God spoke the world
into being. We are in His image in part because of the power we have with words. Words
do more than convey information. Of all the creatures on this planet, only man has the
ability to communicate through the spoken word. The power to use words is a very
unique and powerful gift from God. It is important therefore to use words with care. We
can use words to reveal ourselves; we can also use them to conceal ourselves. Words can
inspire, soothe and assist our living. Words can also destroy one's spirit; even stir up
hatred and violence. As a Punjabi proverb says, the wounds inflicted by words are more
destructive than the wounds inflicted by swords.
Self-Assessment Questions
Lesson -7
THE CONJURER'S REVENGE
STEPHEN LEACOCK
Structure
7.0 Objectives
7.1 Introduction
7.2 About the Author
7.3 About the chapter
7.4 Short Answer Questions or Comprehension
7.5 Long Answer Questions or Post-Reading Activities
7.6 Language Development Activities
7.7 Unseen Passage for Comprehension
7.8 Summary
7.9 Further Reading
7.10 Model Questions
7.0 Objectives
After reading this lesson, you will be well-acquainted with:
• the writer of this chapter
• the contents of this essay
• language Activities related to this chapter
7.1 Introduction: This story brings about Leacock's humour which is often
situational humour. He observes the follies and foibles of people to make us
laugh. He is not a' bitter satirist but a genial humourist. He has a keen eye for
incongruous behavior which he describes in very witty language. In this story
humour arises from the meddlesome behavior of a snooty man whom
Leacock humorously names the Quick Man. He is quick to find fault and
infirmities in everything. He dismisses all of the conjurer's tricks with the
stock phrase: "He had it up his sleeve. This is an inappropriate response
because the conjurer could not possibly have things like a rocking chair or a
doll's cradle up his sleeve.
(b) Some of the following words are synonyms of conjurer, others are not. Say
which of these are the synonyms: illusionist, prestidigitator, witch doctor,
trickster, player, actor, performer.
2. What kind of a dress do conjurers or magicians wear?
a) Three-piece suits
b) Long flowing robes usually of a white colour?
c) Kurta-pyjama?
d) Black dresses?
3.What is the magic word, beginning and ending with 'a', which is often spoken by
magicians?
a)Alia alia?
b)Agartala?
c)Abracadabra?
7.4.1 Comprehension Exercises- Write your answers in two to five sentences
These exercises should be done after reading the chapter with the help of the glossary in
the textbook and, if need be, a dictionary.
55
Answer: Last evening a large number of people came to watch the magic show. They
were eager to watch the magician perform. As soon as the curtains rose, there was
silence in the room. The magician was dressed in vibrant colours. First he bowed
to the audience and brought forth a huge flag. The orchestra played a well-known
tune. Then he started showing many tricks. The audience was awestruck.
7.6.2 Exercise 2: Correct the following sentences:
a) He tells me that he had at last persuaded her to marry him.
b) They made up their minds that they have to visit her the next day.
c) They went cycling every morning from Parade Grounds for RRC grounds.
d) The official that visited the construction site objected to the layout plans.
e) River Ganges flows across the Northern Plains to reach the Bay of Bengal.
Answers:
(a) He tells me that he HAS at last persuaded her to marry him.
(b) They made up their minds that they HAOto visit her the next day.
(c) They went cycling every morning from Parade Grounds TO RRC grounds.
(d) The official WHO visited the construction site objected "to the layout plans.
(e) Theriver Ganges flows across the Northern Plains to reach the Bay of Bengal.
7.6.3 Use of Idioms and Phrases
Every language has certain peculiar forms of usage. These usages go beyond the literal
use of words and impart colour to language. There are some typical phrases or groups of
words which have a particular meaning when used together. Similarlyidioms also go
beyond literal meaning. These are expressions whose meanings cannot be inferred from
the meanings of the words that make it up. It is important for us to be familiar with as
many typical phrases and idioms of English as possible. Look at these sentences:
1. He is a sleeping partner of and has no hand in the management of the firm.
2. The wife shed crocodile tears on her husband's death.
3. The poor fellow had to contend with a lot of red tape in the office.
4. Spring is round the corner.
5. The long and short of it is that I failed to meet her.
Now the italicized words in these sentences are idiomatic and do not have a literal
meaning. A sleeping partner is an inactive partner, crocodile tears are false tears, red
tape is bureaucratic behavior, round the corner means imminent and The long and short
of it means the central point.
Let us now do an exercise:
Use the following in sentences of your own:
a) Hour after hour
b) stuff and nonsense
c) In store for
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d) In cold blood
e) Tit for tat
7.7Comprehension of an unseen Passage
Look at this passage. Read it carefully and then try to give answers to the questions given
at the end:
Superstitions have come down to us from ancient times. Primitive people were ignorant
about the wonders of science. They were at the mercy of natural elements. They did not
understand the causes of physical changes taking place around them. They respected and
worshipped the force of nature like the sun, the moon, fire, wind, water, storms, etc.
They believed that diseases were caused by the wrath of gods as well as evil spirits. They
tried to satisfy the gods with offerings, prayers, sacrifices, etc. They tried to ward off evil
spirits by offering sacrifices. Sacrifice of birds and animals to please the gods and
goddesses and to atone for one's sins in a common practice. Thus, it is fear which gave
rise to superstition. There are certain common superstitions which are shared by all the
people in the world. Belief in spirits, ghosts and witches, the cries of certain birds like
owl and ravens and mewing of cats are superstitions followed all over the globe. It is also
a common belief that when comets are seen, they portend the death of great man.
Q.1. Why were primitive people different from us?
Q.2. What did they worship?
Q.3. What did they do to please the gods?
Q.4. Give the meaning of these words: ancienUwrath/ward off/comets
Hints for answers
1. Read the first and second sentences of the passage. 2. Read the fifth sentence of the
passage. 3. Read the seventh and eighth sentences. 4. Ancient means very old, wrath
means anger, 'ward off' means to make something go away and comets are small
extraterrestrial bodies like tiny stars.
7.7.1 Guided Composition-Paragraph Writing
4. Write a paragraph describing your short-term goals.
We give below some questions by answering which you can develop this paragraph:
a) Getting a degree by passing an examination could be a short-term goal.
b) What difficulties do you face in achieving this goal?
c) Why is this goal important to you?
d) Are there any other short-term goals which are in conflict with this?
e) What is your plan of action to achieve this goal?
f) Is there anyone whose help you can count on?
g) Is this a declared goal or a secret wish?
2. Write a paragraph on the Desire for Revenge.
We are human beings. Life often brings to us situations when we feel that we have
been unfairly treated. Sometimes this unfair treatment comes from natural forces
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against which we cannot do anything. At other times, however, the culprits are our
fellow human beings whom we wish to teach a lesson for their unfair behavior. All
civilized societies are governed by law and we should leave the job of doing
justice to the law. It is dangerous to take law in one's own hands. But an even
better response to wrongdoing is one of forgiveness. As Bacon says, in taking
revenge, we surely get even with the enemy, but by pardoning him or her we
become superior. We should realize that most people are not inherently evil but do
wrong deeds for some temporary gain or pleasure or honour. Often, they
themselves realize their mistake later on. We should, as far as possible, let
bygones be bygones. Apart from being an ethically superior response, it is also
good for our peace of mind. The desire for revenge does the most damage to our
own selves because it feeds our anger constantly and makes us unable to focus on
more important things of life. It is a negative feeling which can only result in
negative deeds.
Read the above paragraph and write a paragraph of your own on this topic.
You may want to take a different view of this. You may argue that wrong-doers must
be punished or they will continue with their wrong-doing.
KEY TO ANSWERS
Pre-reading activities
In Questions 1 and 2 all answers are correct. You can choose what suits you. In question
3, the right answer is Abracadabra
7.7.2 Language Development Activities
In the exercise on idioms and phrases, you must make your own sentences, but let us
help you by explaining the meaning of the phrases.
(a) 'Hour after hour' means continuously for a long time
(b) "stuff and nonsense" means senseless talk
(c) "In store for" refers to what is fated
(d) "In cold blood" means un-emotional and calculated
(e) "Tit for tat" means an equivalent given in return.
SAQS
7.8 Summary: Leacock, the humorist observes the follies and foibles of
people to make us laugh. He is not however a' bitter satirist but a genial
humorist. He has a keen eye for incongruous behavior which he describes in
very witty language. In this story humor arises from the meddlesome
behavior of a snooty man whom Leacock humorously names the Quick Man.
He is quick to find fault and infirmities in everything. He dismisses all of the
conjurer's tricks with the stock phrase: "He had it up his sleeve. This is an
inappropriate response because the conjurer could not possibly have things
like a rocking chair ora doll's cradle up his sleeve.
Lesson-8
I HAVE A DREAM
Martin Luther King Jr.
Structure
8.0 Objectives
8.1 Introduction
8.2 About the Author
8.3 About the chapter
8.4Short Answer Questions or Comprehension
8.5 Long Answer Questions or Post-Reading Activities
8.6 Language Development Activities
8.7 Unseen Passage for Comprehension
8.8 Summary
8.9 Further Reading
8.10 Model Questions
8.0 Objectives
After reading this lesson, you will be well-acquainted with
• the writer of this chapter
• the contents of this essay
• language Activities related to this chapter
8.1 Introduction A dream is a wish which has not been fulfilled but which the
dreamer wishes to realize at some point of time in the future, and for which he is ready to
make great sacrifices. A person can have a dream either for himself or for his country.
The title of this lesson suggests that the writer has some dream. But we cannot
make out from the title whether his dream is for himself or for his country. So, the reader
is curious to know what his dream is and how he wishes to realize it.
8.2 About the Author
Martin Luther King Jr. (1929-1968) was an American Civil Right Activist and he
worked for the rights of the Black people. He was a great orator, and he believed in
reform through non-violent means. He was arrested and imprisoned several times during
his lifetime. In 1964, he was awarded the Nobel Prize for peace. He was assassinated
when he was about to organize a march to Washington on 4th of April 1968.
This lesson is an extract from his speech which was delivered on the centenary
celebrations of Abraham Lincoln's Emancipation Proclamation (Proclamation which
ended slavery in America) on 28th of August 1963. This speech is regarded as one of the
62
Ans: In paragraph 3, the speaker uses the term "cash a check", a “promissory note". In
paragraph 4, the speaker once again makes use of the term "promissory note", “a
bad check". "Insufficient funds" "vaults" cash this check "and the "riches of
freedom". The speaker uses these words associated with money and banking to
draw attention of the people to the fact that they had been cheated of what
rightfully belonged to them (promissory note is a signed document containing a
promise to pay a stated amount of money before a particular date)
(f) What according to the King is the "urgency of the moment" that needs to be
addressed?
Ans: The King says that it would be dangerous not to give a thought to the urgency of
the situation and underestimate the resolve of the Negroes. There is a great
degree of dissatisfaction with the existing state of things and the Negroes are
ready to fight for freedom and equality.
(g) In paragraph 8 ("We must forever .... ") King urges the civil rights activists to
avoidcertain forms of protest. Which are these? And how does he justify his
advice?
Ans: The King advises his followers that while fighting for their legitimate rights, they
should not indulge in wrong activities. He wants them to avoid bitterness and
hatred. They should remain dignified and disciplined. They should never distrust
all white people. He feels that the destiny of Black and White people is
inseparably bound together.
(h) What do you understand by the expression "ends justify means"? Do you think
the King subscribes to this view?
Ans: The expression, "ends justify the means" is used when you want to say that if the
goal which you want to achieve is worthy and right; it does not matter what
method you adopt to achieve it. Even a wrong method is justified if the end is
noble. But the King does not support this view,because he believes that not only
ends but means too should be equally fair.
(i) In paragraph 9 ("And as we walk .... ") the speaker describes how the blacks are
discriminated against. List the instances.
Ans: Blacks are victims of police brutality, they are not allowed to enter motels (a
motel is a hotel for people who are traveling by car, with space for parking cars
near the rooms) on the highwayand not like hotels in big cities. The Negroes can
live in ghettoes (slums) and not in proper residential areas. The Negroes in South
America do not have the right to vote whereas Negroes in North America have
the right to vote. Yet they lack the motivation to vote for they feel that it is not
going to make any difference and they will continue to suffer the same
indignities.
(j) Find out the meanings of optimism, pessimism, skepticisms, nihilism. Which
one of these would best describe the overall mood of the speech?
Ans: These words mean;
Optimism: a feeling that something good will happen and something will be
successful.
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Pessimism: a feeling that bad things will happen and that something will not be
successful
Cynicism: a feeling that people only do things to help themselves rather than for
good or sincere reasons.
Skepticism: an attitude of doubting that claims or statements are true or that
something will happen
Nihilism: the belief that nothing has any value, especially that religious and
moral principles have no value.
We have given you the meaning of all the words. Now, dear student, you must
decide for yourself what is the overall mood of the speech.
8.5 Comprehension-Answer the following questions in fifteen or twenty lines
each.
a) Comment on the language and style of the King's speech.
Ans: Martin Luther King delivered his speech “I have a Dream” to an audience of over
two hundred thousand people. The speech is one of the greatest and most
inspiring public speeches in history and is ranked as the top American speech of
the twentieth century. A careful analysis of the speech is necessary to see the
special features of the speech and the factors which contribute to its having such
a great emotional appeal.
The speech is professionally researched and very well organized. It falls into two
parts- the first half tells us about the deep-rooted social injustice prevalent in
American society and the second half paints the dream of a better, just future of
racial harmony where both white and black Americans are given equal rights and
where no person is discriminated against based on his colour or creed.
The speech, as you know, is a masterpiece of oration. It employs several
rhetorical devices to communicate its message. (A rhetorical device is a technique
that an author or speaker uses to get the audience's attention and to get them
emotionally involved with what he is saying). He has used many
rhetorical/stylistic devices which we have listed below:
a) Allusion: Martin Luther King's speech contains allusions to the Bible, to
Abraham Lincoln's Gettysburg address, and to the US Declaration of
Independence.
b) Anaphora: It is a rhetorical device. It means the repetition of a phrase at the
beginning of a sentence "Now is the time," is repeated four times.“We can never
be satisfied," is also repeated four times, and "I have dream" is repeated eight
times.
c) Alliteration: It is the repetition of the same sound at the beginning of words.
The King has used this device in his speech quite liberally, for instance,
"symbolic shadows", "dark and desolate". "sweltering summer", "state
sweltering" "mighty mountains" etc.
d) Metaphor: it is attributing a quality to an object which is not natural to that
object. The King has made ample use of this device in his speech, for instance,
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audience.
A big rally was organized by the students to protest the police brutality against our
national leaders who were taking out a procession in connection with the "Quit India"
movement.
We were in extremely high spirits. Some of us were participating in a rally for the first
time. We felt thrilled because we felt that we too were a part of a great national
movement. The rally was to be addressed by some not so well- known leaders since all
the great leaders were behind bars. As the speakers started making speeches full of
national fervor, we got carried away by the spirit of patriotism and the place reverberated
with full-throated slogans "Bharat Mata Ki Jai" " Mahatma Gandhi Ki Jai" Angrezo
Bharat Chhodo" etc.
Police was present there in full strength. But by now emotions were running so
high that unmindful of the danger, we hoisted our tricolor. To our surprise, the police did
not try to prevent it but remained mute spectators. It further emboldened us, and our
sloganeering became frenzied.
A lady now started speaking. She was a frail lady, but she spoke so passionately
that she was immediately able to establish a rapport with the audience. She called upon
the students to carry forward the struggle for which so many people have sacrificed their
lives. She asked the students to continue the struggle because all the national leaders
were now behind bars. She was almost in tears as she recounted all the sacrifices made
by innumerable sons and daughters of India and she pleaded that we should not let their
sacrifices go in vain. It was only when each Indian would rise as one man that the
Britishers would be forced to leave the country.
As she ended her speech, the atmosphere had become surcharged. It was not what
she said but how she said it that made all the difference. Many amongst us were on the
verge of tears. I do not know about others, but I took a vow not to rest till I had broken
the shackles which bound my Mother India.
Now that you have read this composition, you can try writing on a few topics
yourself, because you must keep in mind that the best way to master anything is practice,
the more you practice more proficient you become. We give, below a few topics. Try
writing a few paragraphs on each of these topics.
(i) Dress code in colleges
(ii) Road safety
(iii) Influence of Movies on youngsters
(iv) Teacher or Technology in the classroom
8.6 Language Development Activities
8.6.1 Understand the use of the following expressions and use them in a sentence of your
own
(a) Beacon light of hope
(b) Blow off steam
Ans: (a) Beacon: a light that is placed somewhere to guide vehicles and warn them of
danger. The expression "beacon light of hope" means something which not only
68
Once you start, you will find that it is not at all difficult and it will give a big boost to
your confidence and you will start enjoying this learning experience.
8.6.3 Observe the following sentence:
“…many of our white brothers, as evidence by their presence here today, have come to
realize that their destiny is tied with our destiny."
Evidence is a noun. In the sentence above, however, it is used as a verb. There are a
several nouns in English which are also used as verbs. Identify some nouns which can be
used as verbs and use them in sentences of your own.
(i) Needle (noun)
(verb) Do not let her needle you.
(ii) Chair (Noun)
(verb) Mrs. Gandhi chaired the meeting of the National Advisory Council.
(iii) Water (Noun)
(verb) The gardener was watering the plants
(iv) Power (Noun)
(verb) The aircraft is powered by a jet engine.
(v) Head (Noun)
(verb) She headed for the door
Can you think of some more such examples? If you can, make sentences using
nouns which can be used as verbs.
8.6.4 Look at the following sentences :
We are not satisfied, and we will not be satisfied.
It is a compound sentence comprising two independent clauses joined by a coordinating
conjunction. The first clause is in present tense and the second in future tense. Try out
similar constructions of compound sentences.
(i) We are not going and we will never go.
(ii) I am not happy and I will never be happy.
(iii) He is trying and he will keep on trying hard.
(iv) The child is crying and he will keep on crying
(v) He is idle and he will always remain idle.
Can you think of some more compound sentences? Do write them. In all the above given
sentences, there will be a comma before and.
8.6.5 Observe the use of the underlined words in the following sentences
"There will be neither rest nor tranquility in America until the Negro is granted his
citizenship rights.
When we are talking of two things at a time we use both:“either .... or" ,
"neither ……. nor"
70
(see your textbook for some examples of how these conjunctions are used)
We are giving a few more examples by using both the conjunctions "either …….. or",
"neither ……..nor".
(i) I was both happy and excited.
(ii) My Mother was neither happy nor sad at the prospect of her going abroad.
(iii) Either you or your son must attend the party.
(iv) I was both elated and confused when I met my friend after so many years.
(v) You must choose either arts or commerce as no other option is available in this
college.
4. Join the following pair of sentences with both" either .... or "/" "neither .......
nor"l"not only ……. but also"
a) You must make a speech. You must write an article.
Ans: You must either make a speech or write an article.
b) He is not a cricketer. He is not an athlete.
Ans: He is neither a cricketer nor an athlete.
c) He is not very efficient in his work. He is not honest.
Ans: He is not only inefficient in his work but also dishonest.
d) You should avoid junk food. You should do physical exercise.
Ans: You should not only avoid junk food but also do physical exercise.
e) She is very friendly. She is willing to help.
Ans: She is not only very friendly but is willing to help.
f) You should apologies to your boss. You should quit the job.
Ans: You should either apologize to your boss or quit the job.
8.6.5 We generally use "must" "have to" to express obligation , "should" and
"ought 'to" are also used to express obligation but it mayor may not be
fulfilled.
Write five sentences each, using "should", "must" and "ought to" must.
a) You must write immediately to your father
b) You must work for the development of your village
c) I must finish all my work before going out with my friends.
d) She must take a break from her job in order to look after her infant
daughter.
e) You must obey your parents.
Should
(i) A doctor should give top priority to his patients.
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Self-Assessment Questions
What according to the king is the urgency of the moment that needs to be
addressed?
2) Describe the setting of the speech and also its importance.
8.8 Summary: Martin Luther king dreams of an America where all God's children have
equal opportunities, where instead of racial injustice, there is a sense of brotherhood.
Though the King knows that the path to get their rights is strewn with difficulties, but he
has not lost hope. He is optimistic that the day is not far away when their dream of ‘AN’
America which is based on the principles of equality and brotherhood will come into
being.
8.9 Further Reading:
Martin Luther King Jr.-Biography
8.10Model Questions:
1) What is the "American Dream" and how does King relate his dream to the
American dream? Critically discuss.
2) Comment on the language and style of the king’s speech I have a Dream?
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Lesson -9
9.0 Objectives
After reading this lesson, you will be able to
attempt reference to the context
explain the passage
evaluate the importance of the passage
9.1 Introduction: This is an important skill you have to master. Passages can be
understood better if they have been explained with reference to the context. In
this lesson, the guidelines will be given and also examples from both poetry and
prose. Remember to follow the various steps.
9.2 Guidelines for Reference to the Context
While attempting reference to the context, please keep in mind the following points:-
1. The title of the poem or the chapter
2. Name of the author
3. Give in two sentences, a brief introduction to the author
4. The main idea of the poem or the chapter. It should be stated in two to three
sentences. All this is covered in the first paragraph entitled Context.
5. The second paragraph should contain a complete explanation of the extract.
6. Explanation does not mean a paraphrase of the lines.
7. Ideas should be properly linked together.
8. The significance or the importance of lines should be given at the end.
73
the subject matter of human pain and agony and come up with insights and remedies to
make the journey of human life easy and enjoyable. The poetess becomes completely
unmindful of the travails and traumas of her life by virtue of being in the company of
such artists. Attending such events and occasions leads to the washing away or the
cleansing of the miseries of her life. This can be compared with the scene of a moonlit
night. In a moonlit night a water-fall has a cleansing effect upon the things it traverses.
The poetess too feels refreshed and charged.
9.3.3 Passage Three
But a caged bird stands on the grave of dreams
his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied
so he opens his throat to sing.
Context: This excerpt is a stanza from a very touching poem. "I know why the caged
Bird sings" written by an African-Americancoloured poetess Maya Angelou. The phrase
"Caged Bird" is a very strong and befitting metaphor highlighting the plight and
miserable conditions of the coloured people placed under the oppressive and tyrannical
conditions created by the white ones (the free-birds).The text also underscores the fact
that even the worst circumstances and unfavourable physical conditions can not deter a
person from expressing and speaking one's mind.
Explanation: The use of the word 'But' at the very beginning of the stanza exhibits a
stark contrast between the friendly and favourable conditions of the white people
enjoying all the freedom and the languishing coloured people suffering from multiple
deprivations, oppressions and exploitations.
According to the poetess, the black people on account of various sorts of
discriminations and subjections meted out by the white ones, have lost all hopes and
their dreams are shattered. The inhuman treatment and cruelties committed on the
black people make them scream and cry. In this frightening situation, the poor blacks
cannot but help feeling like a bird whose wings have been clipped and feet tied.
However, the physical and mental conditions of slavery in which the black person
finds himself trapped, do not stop him from expressing the desire for autonomy and
emancipation. He cannot but open his throat to sing the song of freedom.
9.4Passages from Prose explained with reference to the context
9.4.1 Always remember that regular and frequent practice is essential if you are
to learn to write well. You learn to write by writing. It is no good waiting until
you have an inspiration before you write. Even with the most famous writers,
inspiration is rare. Writing is 99 percent hard work and 1 percent inspiration,
so the sooner you get into the habit of disciplining yourself to write, the better.
Context: This paragraph is taken from the lesson "Principles of good Writing"
written by Leslie A. Hill, a British Council's Chief Education officer for India. In
this chapter, the writer has mainly focused on enumerating principles of effective
writing, which include discipline, practice, clear and logical thinking, wide range of
reading for vocabulary building, avoiding jargon, superfluity and on the top,
75
poet has no alternative but to accept the social reality as represented in the newspapers.
9.4.3
Even among English people, to speak too well is a pedantic affectation. In a
foreigner, it is something worse than an affectation; it is an insult to the native who
cannot understand his own language when it is too well spoken. That is all I can tell
you: the record will hold no more. Good bye!
The above lines have been taken from the chapter "Spoken English and Broken
English", which was originally a radio talk by G. B. Shaw recorded in 1927 and
broadcast over Manhattan's radio station as a part of a series of talks called "A Treasury
of the Spoken World." In this talk, Shaw argues for the Simplification of the English
Language as educated native speakers who are experts on the English language cannot
speak perfectly correct English. Native speakers while speaking the language have their
distinct way of pronunciation. Shaw in fact wants to make the point and assure the
foreigners travelling to English speaking countries that they are better off speaking
broken English than perfectly correct English.
In the lines given for reference, Shaw wishes to emphasise that speaking
perfectly correct English sounds artificial and too formal. If foreigners indulge in too
much of correctness, it seems that they are pretending to be very familiar and good at the
use of an alien language. In such a case even the natives fail to understand the foreigner
because he is too rule bound and formal. The native feels insulted if he is unable to
understand his own language being used by others.
The lines are significant as they reflect Shaw's witty style. Shaw in fact wants
to make the point that it is presentable and intelligible English that is "Good
English".
9.4.4
I am not unmindful that some of you have come here out of great trial and
tribulations; Some of you have come fresh from narrow jail cells. Some of you
have come from areas where your quest for freedom left you battered by the
storms of persecution and staggered by the winds of police brutality. You have
been the veterans of creative sufferings. Continue to work with the faith that
unearned suffering is redemptive.
Context: this paragraph has been taken from the chapter, "I have a Dream" written
by Martin Luther King Jr., a powerful orator and Civil Rights Campaigner and a
Negro Leader of America. This chapter is an extract from Martin Luther King's
speech, delivered on the occasion of the centenary celebration of Abraham Lincolns
Emancipation Proclamation on 28th August 1963. In this speech he portrays the
plight of the Negro. The writer says that the Negro is still not free and lives a life of
poverty and faces discrimination. He still languishes in the corners of American
Society bereft of all civil amenities and rights. In this paragraph he assures the black
people assembled their sufferings will not go waste. They will definitely be
rewarded.
Explanation: Addressing the gathering of the Negroes, the writer says that he is
very much mindful of the suffering and pain borne by them. There are a lot people
who have gathered and they have been released from jails just now. There are a lot
many others who have suffered and subjected to police persecution and brutality in
77
their struggle to realize the quest for freedom. Martin Luther, however, consoles
them by saying that their harrowing suffering will definitely bear the result. They
will be able to reach their destination. They simply need to retain their faith in work
and continue doing that. Comforting the coloured people, the writer tells that they
will be able to overcome the pains of the undeserving and uncalled for suffering
caused by the while ones.
9.5Summary: In this lesson various examples have been given to make it easy for
you to understand the method of doing exercises from both poetry and prose. A
passage well explained with reference to the context shows your understanding of
the text as well as the writer.
9.6 Further Reading: English @Work Selections from Poetry and Prose
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LESSON NO 10
PARAGRAPH WRITING
STRUCTURE
10.0 Objectives
10.1 Introduction
10.8 Summary
10.0 Objectives
what is a paragraph
writing a Paragraph
10.1 Introduction
This lesson aims to provide you the skill to write effective paragraphs. For this purpose,
the term paragraph is explained, and its main features are discussed. Besides, some tips
are provided on how to find a suitable title for a paragraph and about determining the
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length of a paragraph. Some practice exercises are given after the lesson for you to check
your understanding of the text. In the end, some sample questions are provided to
prepare you for the final examination.
No hard and fast rule can be laid down regarding the length of a paragraph. It is generally
determined by the nature of its topic and what the writer wishes to say about it. It may
consist of one sentence or a number of sentences. Short paragraphs are usually preferred
because they are easily managed and do not offer much scope for irrelevance of
digression and are naturally clear and satisfying.
Study carefully the following paragraphs which illustrate the principles of paragraph
construction:
Perseverance
Perseverance is the very hinge of all virtues. On looking over the world, the
cause of nine-tenths of the lamentable failures which occur in men's undertakings and
darken and degrade so much their history, lies not in the want of talents, or the will to
use them, but in the vacillating and desultory mode of using them, in flying from object
to object, in starting away at each little disgust, and thus applying the force which might
conquer any one difficulty to a series of difficulties, so large that no human farce can
conquer them. The smallest brook on earth, by continuing to run; has hollowed out for
itself a considerable valley to flow in. Commend me, therefore, to the virtue of
perseverance. Without it all the rest are little better than fairy gold; which glitters in
your purse, but when taken to market proves to be slate or cinders. - Carlyle.
Note.-The above passage begins with a key sentence. The rest of the paragraph
illustrates the key sentence and the last sentence sums up the whole.
6. Some important word picked out from the paragraph often serves as
heading to the paragraph.
Note.-Begin all the important words in a heading or title with capital letters.
to his home. He then boils the clothes in big kettles. The next morning he takes them to
the nearest pond, tank or stream. Then he beats them violently against a big slab of stone
on a hard wooden plank, and thus removes the dirt from them. He then wrings them and
spreads them in the sun to dry. When they have dried, he ties them into a bundle and
takes it home. The next day he irons the clothes and sorts them. He then goes to his
masters' houses to deliver them. Thus he is busy all day. He gets a mere pittance for his
work. It is a pity that he is seldom praised for his industry and honesty.
3. My favourite Leader
(Subhash Chander Bose)
Subhash Chander Bose is my favourite leader. He was born at Cuttack in Orissa.
His father was an eminent lawyer. Subhash was a brilliant student, and after a brilliant
academic record he went to England, where he sat for the I.C.S. Examination. He stood
first in the examination and was posted as the Presidency Magistrate in Calcutta. But he
was against the British rule. So he soon resigned his job and threw himself heart and soul
into India's struggle for freedom. In 1938 he was elected President of the Indian National
Congress in spite of the opposition of Mahatma Gandhi. He did not believe in non-
violence. In May, 1939 he resigned from the Congress. During the Second World War he
left India secretly. He went to Afghanistan. From Kabul he went to Moscow and from
there he went to Berlin, From Berlin he travelled in a submarine to Tokyo, and from
there he proceeded to Singapore. There he organized the "Azad Hind Fauj". He aimed at
making India free at all costs. He is said to have been killed in an air crash over Formosa
on August 18, 1945. His life was full of adventures. He was bold, fearless and patriotic.
His name will always rank with such freedom fighters as Mazzini, Garibaldi and De
Valera.
4. An Indian Juggler
We are all familiar with the Indian juggler. He goes from village to village and
from town to town, amusing the people with his tricks, He carries a big bag containing
the various articles of his trade. He is famous all over the world for his wonderful tricks.
He performs them by sleight or quickness of hand. He selects an open space for his
performance. He puts his bag on the ground. He then begins to play on his flute and beats
his damru. A big crowd soon gathers round him. He then begins to show his tricks.
His tricks are numerous. At first he performs a few tricks with playing cards. Then he
shows his tricks with brass-balls. Next he shows his tricks with coins. All these tricks
elicit the applause of the spectators. Next he shows the 'mango trick'. He plants a mango-
stone in a flowerpot and sprinkles water over it. He then covers it with a big piece of
cloth. After some time he removes the cloth and lo ! a tiny mango tree grows in it. His
cleverst trick is the 'ring trick'. The juggler borrows a silver ring from one of the
spectators. He then gives it to another spectator and asks him to throw it into a well. He
does so. The juggler then picks up an apple lying on the ground and cuts it open. All are
astonished to find the ring inside the apple. When the performance is over, he spreads a
piece of cloth on the ground. He then makes an appeal for money. Most of the spectators
throw coins on it. He collects them and puts them into his pocket. He then packs his
things and goes to another place to show his tricks. In this way he earns his living.
5. An Ideal Student
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There are all types of students-good, bad and indifferent. An ideal student can
never afford to be bad and indifferent. He is an ideal student because of his good
qualities and his fellow students look up to him as one whose qualities they would like to
imitate. He is loved by his teachers and liked by his associates. All this keeps him happy
and contented. What is it that make a student ideal? It is the successful performance of
his duties. What are his duties then? The foremost duty of an ideal student is to study and
to study hard with his attention almost undivided. This will enable him to win top
position in examinations. In case he stops here he becomes a good student or a good
examinee, but this quality alone will not make him an ideal student. He must not forget
that in order to have a sound mind he must have a sound body too. He, therefore, aims at
his physical wellbeing too. He participates in games and physical-healthprogrammes.
Again, not to go beyond this is to fall short of an ideal student. He is to develop a
positive attitude towards his equals and superiors. He is to develop a helpful disposition
towards others. He is to be respectful to his teachers and elders. So excellent examination
results, good health, lively and helpful nature and respect for seniors are some of the
qualities of an ideal student.
6. An Ideal Teacher
Conscientious performance of one's duty makes a person ideal and an ideal
teacher is one who discharges his duties conscientiously. What are the duties of a
teacher? A good teacher has chosen to belong to the teaching profession, which is noble
indeed. There are some who have taken to teaching since they could not be employed
elsewhere. Such persons do not take any pride in their profession and they can never be
successful teachers. They do not have any job satisfaction and are misfits. An ideal
teacher is proud of the fact that he is a teacher and he likes teaching. He regards a teacher
as a nation builder, as an architect of the future citizens of his country. He takes genuine
pride in his profession. He knows that the future of his country is being shaped in
educational institutions under the parental care of good teachers. He goes on improving
his academic qualifications and, is ever anxious to give his very best to his students. His
students respect, admire and even adore him. Again, an ideal teacher knows that he is
engaged in the noble task of turning out good students and reliable citizens. He imparts
to his students useful knowledge and instils in them patriotic zeal. In their lives they
behave like good nationalists and decent internationalists since their ideal teachers have
taught them to be broad-minded enough to be citizens of the world. An ideal teacher,
therefore, is held in high esteem because of the excellent direction that he gives
thousands of his students.
8. An Indian Festival
(The Diwali)
The Diwali is the most important of all Hindu festivals. It is a festival of lights. It
is celebrated with great enthusiasm all over India. It is celebrated in honour of the return
of Lord Rama, the great Hindu hero, to Ayodhya after fourteen years exile. It falls on the
twentieth day after Dussehra. It brings with it the message of cleanliness. About a
fortnight before festival, all the houses and shops are swept clean and white washed.
Every house and every shop puts on a new and bright appearance. The streets and the
bazaars are thoroughly cleaned. The Diwali day is a gala day for the Hindus and Sikhs.
They put on their best clothes and give themselves uptomerry-making. The shops of
confectioners and toy-sellers are tastefully decorated to attract customers. At night all the
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members of a Hindu or Sikh family assemble and worship Laxshmi, the goddess of
wealth and pray for health, wealth and happiness. Sweets and greetings are then
exchanged. At night the houses, temples, bazaars streets are illuminated. Children let off
fireworks and explode crackers. The happy people move about admiring the
illuminations in the bazaars and streets. The importance of this festival is great. It keeps
the memory of Lord Rama alive. Besides, it marks the beginning of the business year
among the Hindus. It is the Christmas of the Hindus.
8. My Hobby
A hobby is an interesting pursuit, not our main business, which we take up for
amusement in our leisure time. There are many benefits of having a hobby. It adds
greatly to the pleasure of life. It provides diversion from the daily dull routine. It is often
an education in itself and it fills our vacant hours with interest. Every body has one
hobby or the other. My hobby is stamp collecting. I am fond of collecting foreign
stamps. I have a large collection of stamps from Russia, China, Japan, Egypt, England,
the U.S.A. and Canada. It is very pleasant to study the portraits of kings, queens, heroes
and patriots painted on them. The Egyptian stamps are very pretty to look at. Stamp-
collecting is not an idle pursuit. Sometimes it brings one money. Once I was offered
about five hundred rupees for the best part of my collection, but I did not dispose it of.
Very rare stamps fetch high prices. Besides this, there is a great deal to be learnt from
them. They teach us a good deal of geography and something of history too.
9. The Happiest Day of My Life
There are happy as well as sad days in one's life. One always remembers the
happy events of one's life. Happiness means different things to different persons. To
some money is a source of happiness. Others derive happiness from the fulfilment of
their ambitions. Still others are happy when they do wicked deeds. June 10, 1968 was the
happiest day in my life because on this day two happy events took place. The result of
the Pre- Engineering Examination was declared on this day. I was overjoyed to hear the
happy news that I had topped the list of successful candidates. I had fared very well in
the examination. But I did not expect that I would stand first in the examination. I went
to the college, where the Principal and the members of the staff congratulated me on my
brilliant success. They felt proud of me because I had brought credit to the college. In the
afternoon I received a telegram informing me that I had won a prize of Rs. 20,000 in a
lottery. I was beside myself with joy at this unexpected windfall. My friends, relatives
and acquaintances came to felicitate me. I was profusely garlanded and taken in
procession through the main streets of the town. A grand feast was held in the evening. A
large number of persons were invited to it. There was a lot of fun and merry-making. The
police band was in attendance. At night fireworks were let off. The memory of this day is
still fresh in my mind. I shall always have a happy memory of it.
10. My Aim in Life
Every one of us has some ambition or other in life. One wants to be a
businessman and make a fortune. Another wants to enter politics and make his mark as a
politician. There is still another who wants to become a great scientist or an engineer.
Life without ambition is dull. My ambition is a humble one, I want to live and die as a
social reformer. In order to realize my ambition I shall join the Sikh Missionary College,
Amritsar after having passed the B.A. Examination. After having studied there for two
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10.8 Summary
In this lesson you have learned to write effective paragraphs. For this purpose, the term
paragraph was explained, and its main features were discussed. Besides, some tips were
provided on how to find a suitable title for a paragraph and about determining the length
of a paragraph. Some practice exercises are given after the lesson for you to check your
understanding of the text. In the end, some sample questions are provided to prepare you
for the final examination.
10.9 Further Reading:Morley David and Neilsen, Philip eds. The Cambridge
Companion to Creative Writing.
4. Knowledge is power.
5. The pen is mightier than the sword.
6. Failures are the pillars of success.
7. Man is the architect of his own fate.
8. Time and tide wait for no man.
9. Well begun is half done.
10. The fruits of labour are sweeter than the gifts of fortune.
11. There is nothing good or bad but thinking makes it so.
12. What is this life if full of care?
13. We have no time to stand and stare ?
LESSON NO 11
VOICE
STRUCTURE
11.0 Objectives
11.1 Introduction
11.5 Summary
11.0 Objectives
11.1 Introduction
This lesson aims to introduce you to Active and Passive Voice. You are going to learn
how to transform active into passive voice and vice versa. The rules have been
elaborately explained.Some practice exercises are given after the lesson for you to check
your understanding of the text. In the end, some sample questions are provided to
prepare you for the final examination.
I Write a letter
A letter is written by me
11.4 The Procedure of changing a sentence in Passive voice into Active voice:
Apart from exchanging the positions of Place 3 and Place 1, thus bringing the
Subject to its place of command (Place 1), a close attention has to be paid to the Verb
(Tense) in a sentence.
Notice the method of change in the following sentence:
The letter (0) is written (V) Present Tense by me (S) = Passive Voice
SELF-ASSESSMENT QUESTIONS:
Change the voice in the following sentences
1. He is running the barber's shop in the hotel.
2. Fame has not changed Inzamam.
3. The young star brought his friend to be with him.
4. He introduces Inzamam's beautiful wife to the team.
5. Mujtaba refers to his son with pride.
6. People will give more responsibility to the captain.
7. Their friendship was talked about in the town.
8. First Namaaz of the day had not been missed by them.
9. Inspite of food poisoning, the match is played by Inzamam.
10. The big framed photograph may be hung on the wall by Mujtaba.
11.5 Summary:
After reading this lesson, you have learned about Active and Passive Voice. You have
also learned how to transform active voice into passive voice and vice versa. The
practice exercises and the some sample questions will help prepare you for the final
examination.
Vijaya, M. Dr. Basic Grammar practice Handbook on Active Voice and Passive
Voice
LESSON NO 12
ANTONYMS
STRUCTURE
12.0 Objectives
12.1 Introduction
12.2 List of Antonyms
12.3 Summary
12.4 Further Reading
12.0 Objectives
After reading this lesson, you will be able to:
learn about Antonyms
understand why Antonyms are necessary for any language
attempt answers to questions on this topic in the examination
12.1 Introduction
Antonyms are words which are opposite in meaning or having the contrary meaning.
Antonyms are very useful for expressing our ideas both in writing and speech. Antonyms
enable us to express briefly the opposite of a particular thought. We can use these words
forthe sake of contrast. Knowledge of these words helps us in increasing our vocabulary
and expressing our ideas clearly. Antonyms are also very useful in defining something.
One can readily say what a thing is not and thus evolve a definition by contrast or by
negation.
SELF-ASSESSMENT QUESTIONS
In the following questions each word is followed by four responses a, b, c, and d.
You should choose the correct antonym of the given word out of the four choices.
1. Adamant
(a) Flexible (b) Abominate
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27. Nurture
(a) Nourish (b) Foster
(c) Neglect (d) Ruin
28. Resuscitate
(a) Revive (b) Exhaust
(c) Defend (d) Examine
29. Reverie
(a) Day dreaming (b) Abstraction
(c) Cancel (d) Alertness
30. Salacious
(a) Frigid (b) Lustful
(c) Lecherous (d) Succeed
31. Amiably
(a) Soft (b) Addicted
(c) Hateful (d) Lovable
32. Agile
(a) Slow (b) Feeble
(c) Swift (d) Hard
33. Vengeance
(a) Retaliation (b) Graze
(c) Forgiveness (d) Reveal
34. Vivacious
(a) Dull (b) Lively
(c) Quickness (d) Nice
35. Virulence
(a) Malignancy (b) Robust
(c) Benevolence (d) Twist
36. Turbulent
(a) Disturbed (b) Topple
(c) Calm (d) Spotless
37. Transient
(a) Permanent (b) Passing
(c) Truthful (d) Forceful
38. Ubiquity
(a) Absence (b) Omnipresence
(c) Amazing (d) Rest
39. Tautology
(a) Repetition (b) Brevity
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16. (b) 17. (a) 18. (c) 19. (b) 20. (d)
21. (a) 22. (c) 23. (b) 24. (c) 25. (a)
26. (c) 27. (c) 28. (b) 29. (d) 30. (a)
31. (c) 32. (a) 33. (c) 34. (a) 35. (c)
36. (c) 37. (a) 38. (a) 39. (b) 40. (a)
41. (a) 42. (b) 43. (c) 44. (a) 45. (b)
46. (c) 47. (d) 48. (a) 49. (a) 50. (a)
12.3 Summary:
In this lesson, you have learnt that using antonym brings variety in your expression. It
enriches your writing and improves your style. You have also got the list of some
important words that we hope you will memorize as there is no other way to learn these
words. The question for self-assessment will prepare you for examination as you can
check what you have learnt from your reading of this lesson.
12.4 Further Reading: 1) Oxford Dictionary of Synonyms and Antonyms
2) The Merriam-Webster Dictionary of synonyms and
Antonyms
3)Fernald, James Champlin. English Synonyms and Antonyms
12.5Model Questions:
5. Bewitch
(a) Disenchant (b) Rapture
(c) Profit (d) Avail
6. Bauble
(a) Plaything (b) Valuable
(c) Modest (d) Besiege
7. Oblivion
(a) Forgetfulness (b) Deceit
(c) Cheat (d) Remembrance
8. Obnoxious
(a) Offensive (b) Pleasant
(c) Retain (d) Contain
9. Obscene
(a) Decent (b) Indecent
(c) Lewd (d) Affair
10. Gluttony
(a) Voracity (b) Frugality
(c) Garb (d) Devoid
11. Guile
(a) Candour (b) Deceit
(c) Bubble (d) Growl
12. Gruesome
(a) Disgusting (b) Attractive
(c) Grisly (d) Stern
13. Unctuous
(a) Rough (b) Smooth
(c) Refined (d) Overturn
14. Vacillate
(a) Waver (b) Unoccupied
(c) Resolve (d) Decry
15. Veracious
(a) Honest (b) Timid
(c) Antidote (d) Reveal
16. Preclude
(a) Admit (b) Hinder
(c) Debar (d) Casual
17. Portentous
(a) Encouraging (b) Preserve
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43. Native
(a) Alien (b) Forge
(c) Excavate (d) Silent
44. Garrulity
(a) Reticence (b) Gaudy
(c) Superb (d) Abeuor
45. Generous
(a) Magnanimous (b) Visual
(c) Vivid (d) Stingy
46. Palatable
(a) Delicious (b) Distasteful
(c) 'Plan (d) Device
47. Palliate
(a) Extenuate (b) Delicious
(c) Aggravate (d) Buy
48. Succinct
(a) Concise (b) Brief
(c) Wordy (d) Entire
49. Taciturn
(a) Reserved (b) Chatty
(c) Grown-up (d) Scheme
50. Tantalize
(a) Provoke (b) Unravel
(c) Excite (d) Gratify
ANSWERS
LESSON NO 13
MODALS
STRUCTURE
13.0 Objectives
13.1 Introduction
13.2 Features of the Modal Auxiliaries
13.0 Objectives
After reading this lesson, you will be able to:
learn about Modals
understand why Modals are necessary for any language
attempt answers to questions on this topic in the examination
13.1 Introduction
Modal Auxiliaries are the helping verbs, which together with the main verb express the
'mode' or manner of the actions denoted by the verbs. They express such ideas as ability,
permission, probability, duty, etc.
SELF-ASSESSMENT QUESTIONS:
EXERCISE 1
114
Fill ill the blanks with modal auxiliaries appropriate to the meaning indicated in brackets.
1. ….youcross the river by swimming? (ability)
2. ……..you help me in this matter, please. (polite request)
3. You……..come to the party, won't you? (future)
4. You……..not enter my room with muddy feet. (prohibition)
5. You ……..get a prize; this is my promise. (promise)
6. He……..sit there for hours, watching the trains. (past habit)
7. You……..help the poor. (duty)
8. …….. I come in sir'? (permission)
9. It ……..rain today. (possibility)
10. He …….. come today, but I am not certain. (remote possibility)
11. He …….. swim when he was young. (past ability)
12. you……..take an umbrella as it has stopped raining. (absence of necessity)
13. He ……..enter a deserted house at night. (absence of courage)
14. …….. we go to see a film? (suggestion)
15. He……..to drink a lot before marriage, but now he has given up this habit.
(pasthabbit)
ANSWERS: 1. can 2. will you……..? 3. will 4. shall 5. shall 6. would 7. should 8. may
9. may 10. might 11. could 12. need't 13. daren't 14. shall 15. used to.
EXERCISE 2
Fill in the blanks with will or shall.
1. I…….. know the result tomorrow.
2. He …….. go to Mumbai next week.
3. I …….. help you in this matter.
4. …….. you have a cup of tea?
5. You …….. not enter this room without my permission.
6. you …….. get all help from me ; this is my promise.
7. If you insist, I …….. accompany you.
8. ……..you do me a favour?
9. …….. you ring him up ?
10. It is my determination that I …….. get 1st division.
ANSWERS: I. shall 2. will 3. shalI 4. will 5. shall 6. shall 7. will 8. will 9. will 10. wilI.
EXERCISE 3
Fill in the blanks with would or should.
1. We …….. respect the elders.
2. …….. you like to have a cup of tea?
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3. Mohan …….. keep sitting near the railway line for hours.
4. He told me that Mohan …….. meet me after two days.
5. …….. you mind helping me ?
6. I …….. like to get a good post.
7. I told him that I……..do that work.
8. Work hard lest you …….. fail.
9. They …….. arrive here any time.
10. The examinations are drawing near. You …….. work hard.
ANSWERS1. should 2. would 3. would 4. would 5. would 6. would 7. would 8. should
9. should 10. should.
13.4 Summary:
In this lesson, you have learnt that using modals brings variety in your expression. It
enriches your writing and improves your style. You have also got the list of some
examples and exercises on modals. The question for self-assessment will prepare you for
the examination as you can check what you have learnt from your reading of this lesson.
13.6Model Questions:
Fill in the blanks in the following sentences with can or could.
1. I …….. climb the trees when I was a boy.
2. He …….. come any moment.
3. She …….. cook well.
4. Although the water was cold, I …….. cross the river.
5. Although he is only ten years old he……..sale this sum.
6. …….. you please help me ?
7. You …….. come here any time without ringing the bell.
8. Everybody …….. make a mistake.
9. We …….. always visit his house any time (we had permission).
10. I wish I……..drive a car.
ANSWERS: 1. could 2. can 3. can 4. could 5. can 6. can 7. can 8. can 9. could 10. could.
LESSON NO 14
DETERMINERS
STRUCTURE
14.0 Objectives
14.1 Introduction
116
14.0 Objectives
After reading this lesson, you will be able to:
learn about determiners
understand why determiners are necessary for any language
attempt answers to questions on this topic in the examination
14.1 Introduction
'To determine' means 'to mark', 'to fix' or 'to limit". Therefore, a determiner is a
word which limits or fixes the meaning of a noun. It is also called a Noun-marker. For
example :
(i) He helped his friend.
(ii)The man gave me a pen.
In sentence (i) 'his' is a demonstrative. It tells us that he helped only 'his friend'
and none else.
In sentence (ii)the words 'the' and 'a' are determiners. 'The' shows that it was a
specific man. The word 'a' shows that it was one pen and not two or more.
Important: A determiner limits or fixes only the noun and not any other part of
speech. There may be an adjective or adverb before a noun, that is, between the
determiner and the noun, but still the determiner is concerned with the noun, e.g.
Bhupinder Kaur is a beautiful girl.
In this sentence 'a' refers to the noun 'girl' and the adjective 'beautiful' makes no
difference to the function of 'a'.
3. Numerals (one, two, first, second, etc.) : These determiners mention the
number of a noun.
4. Quantitatives (all. any, little, a little, much, some, etc.) : These are used to
denote quantity or degree.
5. Demonstratives (this, that, these, those) : These determiners draw our
attention to a noun.
CLASSES OF DETERMINERS
QUANTITA- DEMONSTRA-
ARTICLES POSSESSIVES NUMERALS
TIVES TIVES
14.3 ARTICLES
Articles are basically demonstratives. But because of their frequent use, they are
treated as a sub-group. There are types of articles in English. These are:
(a) Indefinite Articles 'a' and 'an'. They are called indefinite/because they leave
the person or the thing we talk of as indefinite.
(b) Definite Article (The). 'The' is called the definite article because it refers to a
specific noun. Examples:
A boy came to meet you.
(one boy whom we probably don't know.)
It is raining. You should take an umbrella.
(You can take any umbrella.)
The boy who won the first prize is Gurpreet.
(the specific boy)
We can represent this diagrammatically as follows:
ARTICLES
(j) The definite article is used before 'first/second,' etc. and 'only'.
He was the first man to reach the party. Sunita was the second guest. In fact, she
was the only lady present there.
(k) Before the plural names of countries:
The United States of America, The West Indies.
(I) Before special meals ; as
I take dinner at 9.00 p.m, (usual dinner)
but Are you attending the dinner being given by Mohan?
(m) Article 'the' is used before the names of the following nouns:
Mountain ranges: The Himalayas, The Alps, The Pyrenees etc.
Rivers : The Ganga, The Brahamputra, The Thames, etc:
Oceans :The Indian Ocean, The Pacific, The Antarctic, etc.
Islands : The Andamans, The West Indies, etc.
Holy Books :The Gita, The Quran, The Bible, etc.
Newspapers :The Indian Express, The Times of India, etc.
Magazines :The Readers' Digest, The Competition Master, etc.
Historical Buildings: The Parliament, The White House, etc.
Historical Events :The First Battle of Panipat, The First/Second World War, etc.
Trains, Ships, Planes: The Shatabadi Express, The Vikrant, The Ashoka, etc.
14.4 Omission of Articles
Articles are not used in the following cases:
(a) No article is placed before abstract nouns when they are used in a general sense.
Honesty is the best policy.
Happiness is what everyone longs for.
But abstract nouns take 'the' before them when they are used in the particular
sense.
We must work for the happiness of all sections of society.
(b) The articles is omitted before 'man' and 'woman' when they are used in a general
sense.
Man is mortal.
Woman is considered weaker than man.
(c) The article 'the' is omitted before the names of meals when used in a general
sense. But we use 'the' when a specific meal is mentioned.
He invited me to dinner. We take breakfast at 8 a.m.
The lunch given by him was fine.
(d) Collective nouns such as humanity, labour, mankind, posterity, society, don't
usually take an article.
Society must take care of its old persons.
Mother Teresa has devoted her life to the welfare of humanity.
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(c) Little, a little: 'Little' has a negative implication. It means 'hardly any' . 'A little'
means 'some'. I want to have some water. But there is little water in the pitcher.
However, there is a little in the fridge.
14.8 DEMONSTRATIVES
The words this, that, these, those are known as demonstratives. 'This' is used for a
singular thing lying near. 'These' is a plural of this. ,'That' is used for a singular thing
lying away. 'Those' is the plural of 'that'. For example:
This is a good book.
These books are very useful. That fan does not work.
Those boys are very intelligent.
SELF-ASSESSMENT QUESTIONS
EXERCISE 1
Fill in the blanks with a, an, or the where necessary.
1. To prevent …….. possible repetition of the accident. I lent him……..torch.
2. He switched on…….. torch, read……..meter and wrote……..reading down.
3. ……..fog was so thick that we couldn't see……..side of……..road.
4. There was……..knock on……..door. I opened it and found……..small dark man.
5. He said he was……..employee of ……..of gas company and had come to read
…….. meter.
6. But I had……..suspicion that the wasn't speaking…….. truth because……..meter
readers usually wear……..peaked caps.
7. However, I took him to …….. meter, which is in ..... dark corner under ……..
stairs.
8. I asked if he had .... torch; he said he disliked torches and always read ……..
meters by...... light of …….. match.
9. I remarked that if there was……..leak in ...... gas pipe there might be ……..
explosion while he was reading……..meter.
10. Mr. Kapoor was holding ……... lighted match at……..time of ……..explosion'.
ANSWERS: 1. a, a 2. the, the, the 3. the, the, the 4. a, the, a 5. an, the, the 6. a, the, the,
7. the, a, the 8. a, x, the, a 9. a, the, an, the 10. a, the, x.
EXERCISE 2
Fill in the blanks with possessives.
1. This doesn't look like……..book; it must be……...
2. Tell him not to forget……..ticket; she mustn't forget…….., either.
3. 'Tell me, isn't that……..old car over there?' ,
Oh no. It was……..last week, but I sold it to …….. friend Ramesh.'
4. It was a very good chocolate, but I've eaten all……..; can you give me a little
piece of …….. ?
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5. They have two of …….. houses in this street, and the house on the corner is also
……...
6. I see that he has lost ……..pencil; perhaps you can lend him ……...
7. …….. is a very bad one, what's ……..like?
8. You can take…….. and give me ……..'
9. John has come to see me; …….. father and …….. were school friends.
10. We've taken …….. share; has she taken ……..?
ANSWERS: 1. my; yours 2. his; hers 3. your; mine; my 4. mine; yours 5. their; theirs 6.
his; yours 7. mine; yours 8. mine; yours 9. his; mine 10. our; hers.
EXERCISE 3
Fill in the blanks with some or any.
1. Will you have …….. more tea?
2. Won't you have …….. more cake?
3. Did you go …….. where last night?
4. You're expecting …….. one to call, aren't you?
5. Haven't I given you …….. money this week? I must have forgotten you!
6. Didn't I give you …….. money yesterday? I feel certain I did!
7. Can you give me …….. more information?
8. If you haven't …….. money, you can get …….. from the bank.
9. Why don't you ask the bank for …….. money'?
10. Can you get……..more money from the bank?
11. You look as if you were expecting ……... Is …….. friend of yours coming?
12. Are you expecting …….. one else? If not, we'll go …….. where for a drink.
13. I haven't time to do …….. more now; you can do …….. yourself.
14. Have you …….. cigarettes? Would you give me …….. for my case, if you have?
15. What is the use of practising …….. more verbs?
16. Did 'you have …….. trouble with your car today? I heard you had ……..
yesterday.
17. These aren't my books. Did I take …….. of yours by mistake?
18. Wouldn't you like …….. thing to drink? Have …….. cherry brandy?
19. Have you read …….. good books lately?
20. Are there ……..lemons in the cupboard. We could make ……..lemonade.
ANSWERS: 1. some 2. some 3. anywhere 4. someone 5. any, 6. some 7. any 8. any,
some 9. some 10. any II. someone, some 12. anyone, some 13. any, some 14. any, some
15. any 16. any, some 17. some 18. some, some 19. any 20. any, some.
EXERCISE 4
Fill in the blanks with little, a little, few and a few.
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14.9 Summary
In this lesson, you have learnt that using determiners brings variety in your expression. It
enriches your writing and improves your style. You have learned about the types of
determiners that we hope you will memorize as there is no other way to learn these
words. The question for self-assessment will prepare you for the examination as you can
check what you have learnt from your reading of this lesson.
14.11
Model Questions
EXERCISE 1
Fill in the blanks with suitable determiners.
1. You have kept …….. rule and broken…….. spirit.
2. He went away and took …….. stand…….. yards down…….. the street.
3. You must take …….. dog out.
4. The conductor pulled the bell and …….. bus started.
5. …….. bus doesn't go until…….. dog is brought out.
6. When I got off…….. bus, he said, "Good night".
7. He declared that he would see …….. thing through.
8. …….. umbrella is not a costly article.
9. I have …….. rules.
10. The conductor went to …….. help of ……..driver.
EXERCISE 2
Fill in the blanks with suitable determiners.
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