ENGLISH 5 LANGUAGE – 2 Name: ___________________________________ Section: ________________ Roll No.: _________ School: __________________________________
Preface ClassKlap partners with schools, supporting them with learning materials and processes that are all crafted to work together as an interconnected system to drive learning. Our books strive to ensure inclusiveness in terms of gender and diversity in representation, catering to the heterogeneous Indian classroom. ClassKlap presents the Traveller series, designed specifically to meet the requirements of the new curriculum released in November 2016 by the Council for the Indian School Certificate Examinations (CISCE). Guiding principles: The 2016 CISCE curriculum states the following as a few of its guiding principles for English language teaching: Connecting learning to life in the outside world Integrating English with other subjects across the curriculum Using meaningful contexts to develop language as a whole Making assessment for learning an integral part of the teaching-learning process Ensuring active participation of children by using a variety of activities and tasks Each of these principles resonates with the spirit in which the ClassKlap textbooks, workbooks and teacher companion books have been designed. The ClassKlap team of pedagogy experts has carried out an intensive mapping exercise to create a framework based on the CISCE curriculum document. Key features of ClassKlap Traveller series: B ooks for English are mapped to the assessment patterns of English-I and English-II in ICSE schools. T he grammar concepts covered in English-I have a horizontal and vertical progression across the grades, providing a spiral of learning. T he writing sections contain a wide variety of topics with a focus on process-based writing in higher grades. T he English-II book also covers all the themes recommended by the CISCE curriculum across classes 1–5. A hallmark of ICSE English is a wide representation of authors – Indian and foreign. The Traveller series includes pieces by writers such as Charles Dickens, Rabindranath Tagore, Sarojini Naidu, Oscar Wilde and Mark Twain among others. Vocabulary building is a key focus area for ClassKlap Pictures for word meanings are included in each lesson to help students with visual clues for new or difficult words. All in all, the Traveller English books aim to generate greater engagement and enhance fluency in English communication, which spans all the four skills of Listening, Speaking, Reading and Writing. – The Authors
Workbook Features • Subject-related vocabulary building • Scaffolded approach for development of writing skills • Combination of inductive and deductive approaches to grammar teaching • Simple and age-appropriate explanations of grammatical concepts Grammar Engaging grammar explanations and well-crafted exercises W Writing Formal Writing inculcates writing skills by introducing formal writing styles by providing samples and adequate practice Creative Writing exercises to foster creative writing by using imagination and drawing from real-life experiences R Reading Comprehension Interesting reading comprehension passages on varied themes along with questions that focus on language building
Contents 7 Verbs ������������������������������������������������������������������������������������������������������������������ 1 W7: Narrative paragraph writing ...... Art and Culture ������������������������������ 12 Picture-based composition ................. Peace and Harmony ��������������������� 14 8 Tenses �������������������������������������������������������������������������������������������������������������� 16 W8: Notice writing .............................. Our Country ������������������������������������ 23 Diary entry ............................................. Media ���������������������������������������������� 25 R4: Reading Comprehension ��������������������������������������������������������������������� 26 9 Adverbs ����������������������������������������������������������������������������������������������������������� 30 W9: Message writing .......................... Self, Family, Home, Friends ����������� 38 Story writing ........................................... Art and Culture ������������������������������ 39 10 Prepositions ����������������������������������������������������������������������������������������������������� 41 W10: Explanatory paragraph writing ... Our Country ������������������������������������ 48 Picture-based composition ................. Media ��������������������������������������������� 49 R5: Reading Comprehension ��������������������������������������������������������������������� 52 11 Conjunctions ��������������������������������������������������������������������������������������������������� 55 W11: Informal letter writing .................. Science and Technology ������������� 61 Autobiography writing ......................... Adventure and Imagination ��������� 63 12 Sentences ������������������������������������������������������������������������������������������������������� 65 W12: Narrative paragraph ������������������ Neighbourhood and Community . 75 Write a poem ........................................ The World Around Us ��������������������� 76 R6: Reading Comprehension ��������������������������������������������������������������������� 78 13 Apostrophe ����������������������������������������������������������������������������������������������������� 81 W13: E-mail writing ................................ Science and Technology ������������� 88 Speech writing ...................................... The World Around Us ��������������������� 90
7 Verbs Verbs Main verbs and helping verbs Let us revise verbs and helping verbs learnt in earlier classes. Connect the balloons with only main verbs to Circle A and the balloons with only helping verbs to Circle B. I am I remember She is a Leena He cried sorry. your third friendly admires for his lost birthday. Khushi. girl. dog. Circle Circle A B 1
Now, add main verbs to the sentences that only have helping verbs. Add helping verbs to sentences that only have main verbs. One is done for you. (Hint: The structure and meaning of the sentences may change.) I am feeling sorry. Remember V erbs are action words. They show the action that the noun does or the state of being of the noun. Examples: a) Sandeep sings well. b) Chetana went to the market. Helping verbs do not show any action but help the main verb to complete its meaning. They also add detail or show the state of being of the noun. Helping verbs are also called auxiliary verbs. Examples: a) Parag is happy. b) I have seen her before. Modal verbs Choose the best modal verbs to complete the sentences. a) You _________________ be tired. You worked till very late last night. A) must B) shall C) can b) _________________ we dance? A) Wouldn’t B) Will C) Shall c) I _________________ speak English when I was four years old. A) can B) could C) must d) _________________ I come in? (extremely formal) A) May B) Would C) Might e) I _________________ have left my bag in the train. I remember getting off with it. A) mustn’t B) will C) could 2
Remember Modal verbs are also helping verbs. They give additional information about the main verbs that follow them. T he modal verbs ‘can’ (present tense) and ‘could’ (past tense) show ability. ‘May’, ‘could’, ‘might’ and ‘can’ are modal verbs of permission. ‘Can’ is an informal modal verb of permission, whereas ‘might’ is an extremely formal modal verb of permission. The modal verbs ‘will’ and ‘would’ show preference, determination, capability or wishes. ‘Will’ is also used to describe future actions. ‘Would’ is used to give advice. The modal verbs ‘shall’ and ‘should’ make suggestions, ask for opinions or express preferences. ‘Shall’ is also used for obligations in very formal situations. The modal verb ‘must’ expresses obligation. ‘Must’ also emphasises or recommends actions. Subject-verb agreement Remember In a correct and meaningful sentence, the subject should be in line with its correct verb. This means that the subject and verb should agree. This is known as subject-verb agreement. Rules of subject-verb agreement Rule 1: A singular subject takes a singular verb, while a plural subject takes a plural verb. Examples: • Squirrels eat nuts. • My mother makes great pulao. Rule 2: Two singular subjects connected by ‘or’, ‘either...or’ and ‘neither...nor’ require a singular verb. However, if one of the two subjects is plural and is closer to the main verb than the singular subject, the verb should be plural. Examples: • Either Samantha or Miranda lives here. • Neither the teacher nor the students were excited about the picnic. Verbs 3
Rule 3: Use a plural verb with two or more subjects connected by ‘and’. Example: • Bhubaneshwar and Puri are in Odisha. Fill in the blanks with the correct options from the brackets. Ensure that the subjects and verbs agree in every sentence. a) Aziz _____________________________ to school every day. (walk/walks) b) Neither Nisha nor her sister _____________________________ porridge. (like/likes) c) Jo and Meera _____________________________ on a picnic. (is going / are going) Direct and indirect objects Identify the subjects, verbs and objects in the following sentences. One is done for you. We enjoyed the roaring Our teacher showed us Jerry bought some sea waves. the pictures. chocolate. Subject Verb Object We enjoyed the roaring sea waves. Remember The subject is the person, animal or thing who/that does the action. The verb is the action word. The object is the person, animal or thing who/that receives the action. In the above sentences, you pointed out direct objects. 4
Now, look at the following sentences: I sent you a birthday card. My brother gave me a You gave them money. bicycle. These sentences have indirect objects as well. Let us take a look. Subject Verb Indirect object Direct object I sent you a birthday card. gave me a bicycle. My brother gave them money. You Direct object vs. Indirect object Direct object Indirect object • It is a noun or pronoun that • It is a noun or pronoun that receives receives the action of the verb. what the direct object names. • R emember SAD (Subject – Action • R emember SAID (Subject – Action Verb – Direct Object) Verb – Indirect Object – Direct Object) • It shows who or what receives the action. • I t shows 'to whom' or 'for whom' or 'to what' or 'for what' the action is • It does not depend on the indirect done. object. • It depends on the direct object. An indirect object exists only if there is a direct object in the sentence. Here are a few more examples: The direct objects are underlined, and the indirect objects are in bold. • Mina told all of us the good news. • She bought me a cake. Verbs 5
• I bought the book for Nira. (Notice that, in this sentence, Nira is ‘for whom’ the action is done. Therefore, ‘Nira’ is the indirect object.) Exercise 1: Write ‘d’ against the sentences that only have a direct object and ‘d and i’ against sentences that have both a direct and an indirect object. One is done for you. a) The coach gave the team a motivational lecture. – d and i b) The girls won the championship. – c) Raja lent his jacket to Gaurav. – d) Leena had a terrible accident. – e) My mother wrote a letter. – f) Shahid gifted his brother a new video game. – Exercise 2: Identify the subjects, verbs as well as direct and indirect objects in the given sentences. One is done for you. Sentence Subject Verb Direct Indirect object object a) T he chef cooked a The chef cooked a meal the meal for the customers. customers b) C an I ask you a question? c) T he office gave Ranit a new car. d) N isha passed the parcel to her father. 6
Sentence Subject Verb Direct Indirect object object e) S he bought her husband new gloves. f) S om built a sandcastle for his son. Exercise 3: Rewrite the following sentences by placing the indirect objects before the direct objects. One is done for you. a) She lent her necklace to me. Ans. She lent me her necklace. b) The principal granted a leave to us. Ans. c) I promised my support to him. Ans. d) May I ask a favour of you? Ans. e) Our guest told an interesting story to us. Ans. f) I bade a sad farewell to my friends. Ans. Verbs 7
Transitive and intransitive verbs We know that a verb describes an action or a state of being. Verbs may or may not have objects. Remember The object of a verb receives its action. It is a noun or a pronoun that answers the question ‘whom’ or ‘what’. Read the following sentences and identify the verbs as well as their objects. One is done for you. a) T he doctor treated b) I bought a car. c) He cut the cake. Sohan. d) The cat wanted milk. e) T he deer saw the f) T he bear climbed the hunter. mountain. Verb Object Verb Object a) treated Sohan b) c) d) e) f) Verbs can be transitive or intransitive. A transitive verb needs an object. Notice that the verbs in the sentences above are all transitive as they have objects. 8
An intransitive verb is a verb that does not require an object to complete its meaning. Examples: Nita’s baby slept. The plant grows. The mouse squeaked. The Sun shines brightly. The children laugh. She wrote quickly. In the sentences above, the verbs in bold are completely meaningful even without any object. They are intransitive verbs. Exercise 4: Underline the transitive verbs and their objects. Circle the intransitive verbs. One is done for you. a) We clean our room every day. b) She slept well. c) My brother has moved. d) My father moved his car. Verbs 9
e) They laughed merrily. f) He gave the book to the teacher. Exercise 5: Underline the sentences that have intransitive verbs. Then, rewrite the sentences by adding objects and making the verbs transitive. Write ‘NA’ for the sentences that already have transitive verbs. Circle the transitive verbs and objects in those sentences. One is done for you. a) The students eat. Ans. The students eat cake. b) I caught a tiger. Ans. c) She has worn a pretty dress. Ans. d) The car stopped. Ans. e) I saw a movie. Ans. f) The students wrote quickly. Ans. 10
Exercise 6: Use the following verbs to form transitive and intransitive sentences. One is done for you. Verb Transitive Intransitive a) grown The farmer has grown vegetables The boy has grown tall. on his farm. b) opened c) fly d) read e) win f) fought Verbs 11
W7 Writing Formal Writing Narrative paragraph writing Exercise 1: Have you ever watched a performance such as a magic show, a play or a dance on stage? How was your experience? Narrate it in the form of an anecdote. What is an anecdote? Steps to writing a good anecdote Generate interest with an attention- An anecdote is a short story about a personal grabbing first line. experience. Set the scene. Describe the main events. Say what happened in the end. Connect the story to the present. Include adjectives to convey feelings and emotions effectively. Hints: • What sort of a performance was it? • Whom did you go with? • W hat did you see? Narrate the events in the order in which they happened. • How did it end? • What did you like about the performance? 12
Writing 7 13
Creative Writing Picture-based composition Exercise 2: Look at the picture given below and describe what you see. Hints: • Who are the people in the picture? • Where are they? • What does this picture symbolise? • Is it important to maintain peace and harmony? Why? • How does this picture show peace and togetherness? 14
Writing 7 15
8 Tenses Revision of simple and continuous tenses Remember T he simple present tense describes habits and ideas that apply in general or as a rule. Rule: subject + base verb (+ ‘-s’/‘-es’) + object Example: • L et us eat pancakes. T he simple past tense describes actions that have already happened. Rule: subject + past tense form of verb + object Example: • Sumi ate pancakes. T he simple future tense describes actions that will happen in the future. It also tells us about promises, decisions or hopes about a later time. Rule: subject + will/shall + base verb + object Example: • Moiz will eat pancakes. T he present continuous tense describes actions that are going on at the time of speaking. In the present continuous tense, we use ‘is’, ‘am’ or ‘are’ before the ‘-ing’ forms of the verbs. Rule: subject + is/am/are + ‘-ing’ form of the verb + object Example: • Rustom is eating pancakes. T he past continuous tense describes actions that were happening or going on at some point in the past. In the past continuous tense, we use ‘was’ or ‘were’ before the ‘-ing’ forms of the verbs. Rule: subject + was/were + ‘-ing’ form of the verb + object Example: • Penny was eating pancakes. 16
Exercise 1: Convert the following sentences according to the instructions given in brackets. One is done for you. a) Zoya does yoga in the morning. (Change it to the past continuous tense.) Ans. Zoya was doing yoga in the morning. b) I am working on my assignment. (Change it to the simple past tense.) Ans. c) They will discuss the project. (Change it to the present continuous tense.) Ans. d) I made lemonade. (Change it to the simple future tense.) Ans. e) There was a lot of noise. (Change it to the simple present tense.) Ans. f) Shazia took a nap. (Change it to the present continuous tense.) Ans. Revision of present and past perfect tenses Remember T he present perfect tense reports news or describes completed actions (past) that are important now. It also talks about actions or situations that have started in the past and continue into the present. Rule: subject + have/has + past participle form of verb + object Example: • Meera has eaten pancakes. W e use the past perfect tense to show which of the two past actions happened first. Rule: subject + had + past participle form of verb + object Example: • Afshan had eaten the pancakes before his sister arrived home. Tenses 17
Exercise 2: Fill in the blanks with the present perfect or past perfect forms of the words given in brackets. One is done for you. Disha has been (be) to Europe before, and this year, she is going again. I saw the photographs she _____________________________ (taken). Disha’s travel photos _____________________________ (inspire) me to plan a Europe trip of my own. I _____________________________ (buy) tickets to Zurich already, and Disha _____________________________ (promise) to help me plan my trip. I will also invite my cousin, as I _____________________________ (tell) her earlier that we would go together. Present perfect tense vs. simple past tense We often incorrectly use the simple past tense in place of the present perfect tense. Let us compare the two tenses to understand their correct usage. Present perfect tense Simple past tense Structure: Structure: subject + has/have + past participle form subject + past tense form of verb + object of verb + object Example: Example: Sonal has eaten a mango. I ate a mango yesterday. It talks about an action that started in the It talks about an action that finished in past and continues in the present. the past. Example: Example: I have known Gaurav for ten years. I knew Gaurav when we were in kindergarten. When he moved to a It refers to a finished action that has a different city, we lost touch. result in the present. Example: It refers to a finished action with no result I have lost my laptop. I can’t work now. (The result is that the speaker can’t work.) in the present. Example: I lost my laptop yesterday. I felt very sad! 18
Present perfect tense Simple past tense It uses expressions that refer to any time It uses expressions that refer to finished up to the point of speaking ('before', time ('yesterday', 'last week', 'three years 'never', 'recently', 'often', 'already', etc.). ago', 'then', etc.). Exercise 3: Convert the given sentences into the present perfect tense. One is done for you. a) I make pastries. Ans. I have made pastries. b) I bought a football. Ans. c) She drew a picture. Ans. d) Sonali finished the report. Ans. e) Alia went to the shop. Ans. f) Sumit cleaned his bicycle. Ans. Exercise 4: Fill in the blanks with the simple past or present perfect forms of the verbs given in brackets. One is done for you. a) My friends saw (see) the prime minister yesterday. b) I ___________________________ (send) him only one letter until now. c) He ___________________________ (fall) asleep in his car yesterday. Tenses 19
d) I ___________________________ (know) him for a long time now. e) She ___________________________ (leave) school last year. f) Gopi ___________________________ (cut) her finger. She cannot complete her project now. Present participle and past participle What is common among the following words? run sing dance climb play cook get come All of them are verbs. In a sentence, verbs tell us what someone or something is doing. Example: The children are playing in the garden. T he word ‘playing’ tells us what the children are doing. Verbs have different forms. The form of a verb that shows past or present action is known as a participle. There are two types of participles in English. Participles Present participle (‘-ing’) Past participle (‘-d’, ‘-ed’) 20
Past participle Present participle The past participle form of verbs is The present participle form of verbs used with ‘have’, ‘has’ or ‘had’. is made by adding ‘-ing’ to the base forms of verbs. It is used to make verb tenses such as the present and past perfect It is used to make verb tenses such tenses. as the present and past continuous tenses. It is used as an adjective as well. It is used as an adjective as well as Examples: a noun. When it is used as a noun, it is called a ‘gerund’. • He has broken his arm. (used as a verb in the present perfect) Examples: • The cat had eaten before it • T he ship is sinking. (used as a slept. (used as a verb in the past verb in the present continuous) perfect) • T he boat was floating on the • The garbage was thrown out. water. (used as a verb in the past (used as a verb in the passive continuous) voice) • H e had bulging eyes. (used as an • That is a fallen leaf. (used as an adjective) adjective) • C amping attracts people of all ages. (used as a gerund) Let’s now look at the present participle and past participle forms of some regular and irregular verbs. Regular verbs Base form Present participle Simple past Past participle laugh laughing laughed laughed start starting started started stay staying stayed stayed wash washing washed washed Irregular verbs Base form Present participle Simple past Past participle do doing did done Tenses 21
Irregular verbs go going went gone draw drawn drive drawing drew driven flown fly driving drove eaten eat * put flying flew put * cut cut eating ate putting put cutting cut * A few words remain the same in their base, past tense and past participle forms. Exercise 5: Complete the table with the correct verb forms. One is done for you. Base verb Present participle Simple past Past participle a) swim swimming swam swum b) singing c) brought slept d) rung e) cried f) Exercise 6: Underline the participles and write whether they are in the past participle or the present participle form. One is done for you. a) I have broken the glass. – past participle b) The birds are singing in the sky. – c) Sally was taken to the hospital. – d) I had flown a kite yesterday before – eating dinner. e) The baby was crying. – f) She has worn that dress before. – 22
W8 Writing Formal Writing Notice writing A notice is a brief, formal piece of communication that contains details regarding a certain event or process. It should contain the following: • a proper heading or title • date of issue • name and designation of issuing authority • relevant content The content should answer questions such as ‘what’, ‘when’, ‘where’ and ‘from whom’. Read the given sample of a notice and observe its elements. Headline AMAR school Issuing authority Name and notice Date designation of the person 20th October, 2018 Body issuing the It talks about the notice should Change in 5A timetable purpose, event, be provided date, time and here. All Class 5 Section A students will venue. have Mathematics class instead of English class during the first period on Tuesdays. On Thursdays, the sixth period will be an English class instead of a Mathematics class. Students must bring their textbooks and workbooks accordingly. Gokul Maan Class Teacher, Class 5A 23
Exercise 1: Independence Day celebrations are to be held at your school. Your principal has partly filled a notice and has requested you to complete it. Complete the notice below with the necessary details. Model Public School Notice Date: _____________________________ Independence Day Celebrations On the occasion of _____________________________________________________________, the school is ____________________________________________________________________. It will be held on the _____________________________ in the _________________________. The programme will start at ______________ and continue __________________________. The programme will consist of ____________________________________________________ _____ ____________________________________________________________________________ _________________________________________________________________________________. All students are requested to wear _______________________________________________ _________________________________________________________________________________. Smita Paul _______________________________________ Model Public School 24
Creative Writing Diary entry Exercise 2: Write a diary entry about a play that you attended. The play was about spreading awareness regarding the importance of education. Use the hints to help you write the diary entry. Hints: • Write what the play was about. • Describe the events of the play. • Write about how it affected you and what you think about it. Writing 8 25
R4 Reading Comprehension Passage 1 Read the passage and answer the questions given below. Two men and a woman approach. Old man: I have already paid money for this land. We’ll make multi-storeyed buildings here. Young lady: S ir, let’s provide facilities like a club, gym, pool and all-day water and power supply for the residents. Old man: W e’ll make a good profit. People who buy apartments over here will pay us a good amount. Old man: L et’s go. We’ll begin the work by next week! (They leave together.) All trees: Oh! Pine tree: Our end is near. (A group of two young men and a middle-aged woman approach.) Young man: Look at this Green Forest. Isn’t it beautiful? We will never allow this to be cut down. We are environmentalists, and we will fight to save the trees. Another young man: I often come here for nature walks. Families and children come here for picnics. Some painters come here and make beautiful paintings. Middle-aged lady: That is right. This forest and the trees are so important for us. The animals and birds will also have nowhere to go. We’ll go to court. Why should the forest be destroyed? Let’s get orders to stop any construction work that may be taken up here. (They leave together.) 26
ordered that no construction should take place here. The environmentalists have saved us. Everybody is talking about it. We are all safe. All the trees: G od bless the environmentalists. Humans should understand that they are closest to God when they are close to nature. 1) What was the old man planning to make on the land? Ans. 2) What did the pine tree tell the other trees at the start? Ans. 3) Fill in the blanks with the correct verb forms from the brackets. a) Her finger started to __________________________ (bled/bleed) when she cut it. b) R am __________________________ (hold/held) the arrow in his hand. c) The dog __________________________ (bite/bit) Geeta as she tried to slap it. 4) The meaning of the word ‘environmentalist’ is . 5) Match the words with their correct meanings. Column A Column B a) residents A) gain b) facilities B) people who stay somewhere for a long time c) profit C) places or equipment provided for particular purposes Reading Comprehension 4 27
Passage 2 Read the passage and answer the questions given below. India was celebrating its Republic Day on the 26th of January. It was a national holiday. Mr Gupta was very annoyed and in a bad mood. He had had to close his factory and give the workers time off from work. A lot of work was incomplete and left undone. His profits would suffer. Mr Gupta was driving his luxury car with the air conditioner on full blast. At the traffic light, he slowed down and then stopped as the light turned red. His mood worsened. Just then, he happened to look out of the window and see a boy selling Indian flags. The boy was dressed in torn clothes, but his smile was infectious and lit up his face. On a whim, Mr Gupta rolled the window down and called out to him, ‘I want two flags’. The boy immediately ran over to him and handed him the flags, saying ‘Please give me change.’ Mr Gupta took out a ` 20 note and held it out. ‘No, change please’, repeated the boy. Mr Gupta was surprised. ‘I am giving change’, he said. ‘The flags are for ` 1 each, please give me ` 2 only’, said the boy. Mr Gupta was amazed. ‘How can you sell them for so less?’ he asked. ‘Today is Republic Day. Today, we are not doing business. We do that every other day. We are doing our bit for our country. The flags actually cost one rupee, so we are selling them at that rate’, the boy answered. Mr Gupta was taken aback. The poor, uneducated street boy valued his country more than he did. He felt terribly ashamed. 6) Why did Mr Gupta have to give his workers time off from work? Ans. 28
7) Why were the flags being sold at a cheaper rate? Ans. 8) Change the following sentences into negative sentences with opposite meanings. a) It was a national holiday. Ans. b) The boy was very poor. Ans. c) Mr Gupta was in a bad mood. Ans. 9) The antonym of ‘educated’ is . 10) Match the words with their correct meanings. Column A Column B a) annoyed A) c apable of being easily spread to other people b) infectious B) a sudden wish or desire c) whim C) slightly angry Reading Comprehension 4 29
9 Adverbs You have learnt about adverbs earlier. An adverb is a word that describes a verb, adjective or another adverb. There are different kinds of adverbs. Kinds of adverbs Adverbs of Adverbs of Adverbs of Adverbs of Adverbs of manner degree place time frequency Remember Adverbs are words that show how some actions are done. Adverbs also tell us when, where, why or how something happens. Adjectives and adverbs have a strong connection. Many adverbs are formed by adding ‘-ly’ to the ends of adjectives. Examples: Adjective Adverb Adjective Adverb most mostly smooth smoothly clear clearly real really We must remember that adjectives describe nouns or pronouns, whereas adverbs describe verbs, adjectives or other adverbs. 30
Adverbs of manner tell us the way in Adverbs of degree tell us the degree which something is done. They are or intensity of actions. They answer usually placed either after the main the question ‘how much?’ or ‘to what verb or after the object. Adverbs of extent?’. manner answer the question ‘how?’ or ‘in what manner?’. Examples: Examples: • She is extremely smart. • He swims well. • Your handwriting is hardly legible. • He picked up the books quickly. Adverbs of place tell us the place, location or direction of an action and answer the question ‘where?’. Examples: • I looked for my book everywhere. • They are playing here. Underline the adverbs of manner, degree and place in the given sentences. Write AM next to the sentences with adverbs of manner and AD next to those with adverbs of degree. Write AP next to the sentences that have adverbs of place. • He kicked the ball powerfully. • Your tablet is completely broken. • My uncle’s house is nearby. • We danced terribly at the party. • The balloons flew upwards. • Wait for me! I’ve almost reached. • The workshop was very good. • They took the guests inside. Here are a few common adverbs. Adverbs of manner Adverbs of degree Adverbs of place cheerfully joyfully extremely completely up down sadly tiredly very enough backwards away silently terribly quite almost around nearby Adverbs 31
Adverbs of manner Adverbs of degree Adverbs of place bravely hard nearly hardly here there fast well just too eastwards westwards happily carefully fairly rather inside outside Let us learn about adverbs of time and frequency. Adverbs of time Read the following sentences. Adverbs of time: They tell us when an action happened or for how long the action continued. I visited Goa last year. Goldilocks stayed at the They have lived in this (when) bears' house all day long. house since 1998. (how long) (how long) Here are some more examples: when? today, before, later, yesterday, tomorrow, last year, later, now, immediately how long? all day, a week, a month, two hours, a while Adverbs of time are usually placed at the ends of sentences. Examples: She has to leave now. We will call you later. We stayed in Mumbai for a week. I met an old friend yesterday. 32
Adverbs of frequency Adverbs of frequency: They tell us how often something occurs or somebody does something. In other words, they show routine or repeated activities. We always study after Rita is often late for work. I usually watch movies on class. Sundays. Adverbs of frequency can be arranged like this: always usually generally/normally often/frequently sometimes/ occasionally hardly ever / rarely / seldom never Adverbs of frequency are usually placed before the main verbs and after the helping verbs. Examples: My father rarely gets angry. I seldom eat junk food. We sometimes go out for movies. We are never late for rehearsals. (after the helping verb) Adverbs 33
Exercise 1: Find six adverbs of time in the word search. Use each adverb of time to form a meaningful sentence. One is done for you. month tomorrow now later tonight soon AFU WG I S Y EHKC MBD L L S GK E Y F HH F P L U CW S V A X N I C YMP DWK D Q L GVGB E RG AM U F I W T MO U Y L NCUWP H J H X WW Z O N B V Z B AWMO N T H T U P A T K V OQOW X E M NNV J L Y U Z I QD T S A U Y NWV F MO F OMV L F Z D X X F I QNO S E OY I Z K T A T R E CR Y A AO R S L Q X J RWN E R P G L AWM L A T E R F A A V J WQ U U GQ V L D R C U I U X Q E OG U X I L GF I OY R Z K E NA RMK L Z NHO X J N V F Y G X R T F F P L X R AWOO F D E J Y T M P F L OO Y B Y C T O RWU N O P T ON I GH T S RWY L L A U S OON Y R U MW S D N I O N T CV T X L R POY K Y WE E DR E V EW OBO B SMJ KQS RU GN T I AMVM MR S CB SNB FCZ JQF AHOR OA X V E O P A VW FZF IY RUV Z WDWM D GM R EG FNK OL T WY H Sentences: a) I will stay in Leh for a month. b) c) d) e) f) 34
Exercise 2: Complete the sentences with appropriate adverbs of frequency. Use the stars as hints. One is done for you. a) Alia never tells lies. b) I ________________ brush my teeth before going to bed. c) We ______________ eat Chinese food. d) My father ______________ cooks dinner on Fridays. e) They ______________ meet Asif, as he works abroad. f) I noticed you visiting the library ______________ this week. Exercise 3: Read the following passage and underline the adverbs. One is done for you. It was a cold and wintry night, and the wind blew gently. A ship was sailing westwards on the sea. There was a storm, and the passengers on deck were completely drenched in the heavy rain that beat upon them. They ran into their cabins immediately and started praying for the storm to calm down. They were scared, and they cried bitterly in desperation. In the morning, the floor of the ship developed cracks, and water started entering it. The passengers on board were rescued quickly before the ship sank. Adverbs 35
Exercise 4: Identify the adverbs in the following sentences and state their types. One is done for you. a) I have heard this song before. – adverb of time b) The movie was absolutely fantastic. – _______________________ c) The little lamb followed Mary everywhere. – _______________________ d) She danced gracefully. – _______________________ e) He frequently comes unprepared. – _______________________ f) The postman came yesterday. – _______________________ Exercise 5: Fill in the blanks with adverbs based on the types mentioned in brackets. One is done for you. a) The walk was rather long. (degree) b) I had heard this ___________________________________. (time) c) She stepped ___________________________________. (place) d) The salesperson called ___________________________________. (frequency) e) Order the carriage to come ___________________________________. (place) f) The patient is feeling ___________________________________ better today. (degree) 36
Exercise 6: Fill in the blanks with the correct adverbs (of manner/degree/place/ time/frequency) from the box. One is done for you. joyfully down quite a while very rarely Hansel and Gretel were very hungry. They were roaming around in the forest. After some time, they came across a house in the forest. It was made of chocolate! They ___________________________________________________ ate chocolates. So, they jumped ___________________________________________________ when they saw the chocolate house. They spent ___________________________________________________ eating the chocolates. Then, they lay ___________________________________________________ on the ground and fell asleep as they were ________________________________________________ exhausted. Adverbs 37
W9 Writing Formal Writing Message writing Exercise 1: Write a quick message to your mother, telling her that you have left the house to go buy something. Hints: • Write the reason for leaving the house. • Mention why you could not inform your mother in person. • Say when you will return. • Keep the message short and precise. • Sign your name. 38
Creative Writing Story writing Remember the steps involved in the process of writing. Ensure that you follow them whenever you write. Pre-write – Brainstorm the main points that you wish to include in the form of keywords and phrases. Do this in rough, and don’t worry too much about the order. Then, organise the listed points logically. Rough draft – Write your story carefully. Pay attention to your spelling, punctuation and sentence construction. Ensure that your story makes sense. The events of the story should proceed in a logical manner. Edit – Once you are done, reread what you have written to check for any mistakes. Also, see how the ideas are flowing and how the story reads. Have you missed out on any important information that should be part of the story? Final copy – Rewrite the story in fair. Exercise 2: Most festivals have stories behind them. Think about a few festivals that you enjoy and ind out the stories behind them. Then, complete the gaps by writing down the story in the space provided. My favourite festival has an interesting story behind it. The festival that I enjoy the most is . Here is the story behind it: Once upon a time, Writing 9 39
That is why the festival of . is celebrated. It reminds people that . Each year, we . The story of was told to me by . 40
10 Prepositions Underline the prepositions in these sentences and write them against the correct descriptions in the table given below. • She was standing among a group of teenagers. • The Sun was shining above the mountains. • There was a photograph below the clock. • I ordered an iced tea with my pizza. • There is a house beside the lake. • Alka is travelling to Chennai. • Meet me at home. • She turned around when she heard her name. Preposition Description It means ‘so as to face in the opposite direction’. It means ‘lower than’. It means ‘in the direction of’. It means ‘to be along with or surrounded by others’. It means ‘along with’ or ‘being together’. It means ‘next to’. It means ‘higher than’. It points out a specific place. Remember Prepositions are words that link nouns, pronouns and phrases to the other words in a sentence. They show the position and give information about time, place and direction. 41
Let us learn a few new prepositions. Towards shows movement in the direction of a place or getting closer to someone or something. On hearing the knock, she Mira and Varun turned The boy and girl are walked towards the door. their faces towards the walking towards the camera. beach. Through means 'from one end or side of something to the other'. It also denotes 'from the start to the end'. The Thames river flows The boy cried through the Mita studied through the through London. movie. night. Across means 'from one side of something to the other'. I can see the police station They travelled across the They sailed across the sea. that is across the street. desert. 42
Exercise 1: Look at the picture and write true or false for each of the sentences given below it. One is done for you. a) The painting is hanging through the wall. – false b) The rat is running from the living room floor. – c) The table and chairs are beside the bunk bed. – d) The lamp is under the sofa. – e) The vase is on the chest of drawers. – f) The round table is between the two chairs. – Exercise 2: Fill in the blanks with the correct prepositions from the brackets. One is done for you. a) The bread is kept with (with/from) the cheese and the milk. b) She gets nervous ___________________________ (to/among) strangers. c) I will be walking ___________________________ (among/from) my home to school by myself. d) The bridge runs ___________________________ (across/through) the river. Prepositions 43
e) The aeroplane flew ___________________________ (below/over) the building. f) What have you put ___________________________ (in/over) the tea? Exercise 3: Look at the picture and make sentences based on the given prompts. Use different prepositions to link the given nouns. One is done for you. a) flowers vase : The flowers are in the vase. b) ball table : c) lamp vase : d) cat carpet : e) chair table : f) table ball : 44
Exercise 4: Complete the paragraph by using appropriate prepositions from the box. One is done for you. in towards to around at across I went __________________________________ the beach last Saturday. There were many people __________________________________ the beach. I like visiting the beach. I collect the colourful shells that lie all __________________________________ me there. On Saturday, I walked __________________________________ the waves gleefully and dipped my feet in the water. My friend Tarun was on the beach as well. He waved to me from __________________________________ the sand. Prepositions 45
Exercise 5: Look at the picture given below. Fill in the blanks with the correct prepositions. One is done for you. a) The computer is on the table. b) The pen is lying __________________________________ the other stationery. c) The dustbin is __________________________________ the bed and the table. d) The scooter is __________________________________ the bed. e) The cushions are __________________________________ the present. f) The kite is floating __________________________________ the bed. 46
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