Exercise 6: Use the picture to form sentences with the prepositions given below it. One is done for you. a) on – There are cushions on the sofa. b) towards – c) above – d) behind – e) between – f) next to – Prepositions 47
W10 Writing Formal Writing Explanatory paragraph writing Exercise 1: Imagine that you are chosen to be the chief minister of your state for one week. You now have the power to make all kinds of changes, and you have the entire state under your direction and command. Explain how you would spend that one week of being chief minister. Use the hints given below to help you write. Hints: • W hat laws would you pass to improve the lives of the people in your state? • W hat would be the most challenging tasks for you as the chief minister? • What steps would you take to solve these challenges? • How will you ensure that your time is spent well? • What part of being the chief minister would you enjoy the most? 48
Creative Writing Picture-based composition Exercise 2: Look at the picture and explain what is happening in it. Address all the questions given in the hints. Hints: • What are the people watching? • How is it different from watching a movie in a cinema hall? • Who is performing in the picture? • What kind of performance is it? • D o you think it is more challenging to act in front of a live audience or to act in a movie? Explain your answer. Writing 10 49
• W hy is it important to have such forms of entertainment? • Are these art forms also informative? How? 50
Writing 10 51
R5 Reading Comprehension Passage 1 Read the passage and answer the questions given below. In the evening, the priest kept a light behind the curtain and stood there with his puppet. When he carefully moved the puppet behind the curtain, it cast a dancing shadow on the curtain that was clearly visible to the emperor on the other side. As the emperor sat in front of the curtain and watched the dancing shadow, he listened to the stories narrated by the priest. The stories were about the queen. They were simply magnificent and brought back many of the emperor’s wonderful memories. The emperor clapped his hands with joy and said, ‘I would like to watch the puppet show every evening. I am delighted.’ Every day, the emperor attended court, talked to his ministers and courtiers, and then watched the puppet show in the evening. He started taking great interest in his people. He built schools and hospitals in the name of the departed queen. He would also play with the children he visited in his schools. He felt very happy when crowds of people gathered around him and praised him wherever he went. They would cheerfully shout, ‘Hail the Emperor! Hail the mighty one!’ The priest told him one day, ‘Your Majesty, joys and sorrows are part of life. Whenever a person faces sorrow, they should always think of the good things and happy moments in life. These memories act as a source of joy that drives away all the sadness and cheers one up. They teach us to live happily and do good deeds to make others happy while remembering those who are no longer with us.’ The emperor smiled and nodded. ‘I thank you for guiding me with such wise words’, he said. 1) What stories did the priest narrate in the puppet show? Ans. 52
2) What did the emperor do before watching the puppet show every evening? Ans. 3) W rite the adverb forms of the given words from the passage. a) simple – b) clear – c) careful – 4) The word from the passage whose homonym means ‘pellets of frozen rain’ is . 5) Match the words with their correct meanings. Column A Column B a) emperor A) dead b) magnificent B) king c) departed C) very impressive Passage 2 Read the passage and answer the questions given below. The Tyrannosaurus Rex (T-Rex) lived in Laramidia, which is present-day western North America. It lived in the Upper Cretaceous Period, between 85–66 million years ago. The T-Rex was among the last non-flying dinosaurs. One of the largest land predators ever known, the T-Rex was nearly 40-feet long and 13-feet wide at the hips. It weighed four to seven tons! Scientists know from studying its fossils that the T-Rex had an enormous skull and a long, massive tail to support its weight. Despite its arms being relatively small, they were powerful, with two clawed digits (like fingers) at the end. The hind legs of the dinosaur were extensive and mighty. Reading Comprehension 5 53
The T-Rex possessed the most ferocious bite of any land animal on Earth. Its jaw was at least four-feet thick and contained 50–60 teeth, many of which were up to nine inches long. Its strong teeth could remove flesh from its prey and cut it in its mouth. 500 pounds of flesh and bone in one bite! Also, there were rotting bacteria between its teeth, giving it a ‘septic’ bite. If it wounded but failed to kill its prey, they would die of fatal infections anyway! In 1990, Sue Hendrickson, a famous fossil hunter, discovered the most complete fossil of a T-Rex skeleton ever found (85% complete). Eventually, it was sold to the Field Museum of Natural History for a whopping eight million dollars. The museum spent over 25,000 person-hours in removing rock from the bones. 6) What were the arms of the T-Rex like? Ans. 7) What did Sue Hendrickson do with the fossil of the T-Rex that she had found? Ans. 8) Find the plural forms of the given words from the passage. a) dinosaur – b) inch – c) tooth – 9) The meaning of the word ‘fatal’ is . 10) Match the words with their correct meanings. Column A Column B a) present-day A) very large b) septic B) the current period of time c) whopping C) infected with bacteria 54
11 Conjunctions There are three types of conjunctions. Conjunctions Coordinating Correlative Subordinating conjunctions conjunctions conjunctions Remember You have learnt that conjunctions are words that join words or parts of sentences together. Coordinating conjunctions connect two or more parts of speech in a sentence. They also connect two similar parts of a sentence. The coordinating conjunctions are as follows: Correlative conjunctions work in pairs to join phrases or words that carry equal importance within a sentence. The correlative conjunctions you have learnt are ‘neither... nor’, either... or’ and ‘not only... but also’. Let us learn about the third type of conjunction: subordinating conjunctions. 55
Subordinating conjunctions These are words that connect two parts of a sentence that are not of equal importance. Some commonly used subordinating conjunctions are ‘when’, ‘because’, ‘until’, ‘than’, ‘while’, ‘though’, ‘after’, ‘before’, ‘if’, ‘as’ and ‘since’. Let us learn how to use two of them. Because joins two unequal parts where one part talks about a reason for an action. Example: • The boy was absent because he was ill. (The reason for the boy’s absence was illness.) More examples: • W e want to go to Ooty in the summer because • She didn’t swim the weather will be because she was pleasant then. afraid of water. Until means ‘up to a point in time or an event’. It joins two ideas or events. Example: • Let’s wait until the rain stops. (The speakers have decided to wait up to the point when it stops raining.) More examples: • Y ou can stay on this bus • You will not go until you reach out until you’ve Ajmer. finished this exercise. 56
Exercise 1: Join the sentences in Column A with the correct ones in Column B based on the coordinating conjunctions used. One is done for you. Column A Column B a) I’ll just have soup, E A) or the raspberry shake? b) Chetan is inside, B) so she walked fast. c) Jenny was getting late, C) but Ketan is outside. d) You get one choice. Do D) nor does she drive a you want the litchi shake car. e) Ajit won a gold medal, E) for I am not very hungry. f) A njali does not ride a F) a nd Farhan won a bicycle, bronze medal. Exercise 2: Choose the correct pairs of correlative conjunctions and fill in the blanks. One is done for you. neither... nor either... or not only... but also a) We can either go to the movies or to the park. Let us go to one of these places. b) Casey ___________________________ invited Carrie ___________________________ Jake to the party, as they are his best friends. c) I will eat ___________________________ peas ___________________________ carrots for dinner. Any one of them will be fine. d) ___________________________ the hens ___________________________ the ducks were stolen. These animals are still on the farm. e) ___________________________ will they paint the inside of their house ___________________________ the outside. They will paint the entire house. f) Nathan ___________________________ likes cheese ___________________________ cream. He dislikes them both. Conjunctions 57
Exercise 3: Fill in the blanks with the conjunctions from the box. One is done for you. until a) Sheela took medicine because she had a cold. b) J immy will support _______________________ Spain ___________________ Brazil in the football world cup. He has not made up his mind about which team he will support. c) The power went off, ________________________ I lit a candle. d) Ali will continue working here ____________________ he gets a better job. e) M y mother is _______________________ smart ______________________ hard working. She is very talented. f) Marie Curie won Nobel prizes in both Physics ____________________ Chemistry. Exercise 4: Join the sentences using ‘because’ or ‘until’. One is done for you. a) I dislike Mondays because I have to get up early on Monday. b) The girl cried ______________________ her mother calmed her down. c) The policeman drove ______________________ he reached the police station. d) My dog got scared ______________________ somebody threw a stone at him. e) We won’t rest ______________________ the work is done. f) I like this class ______________________ it is very interesting. 58
Exercise 5: Look at the pictures and join them using the given subordinating conjunctions. One is done for you. a) + + because flower Shafiq smiled Ans. Shafiq smiled because he saw a flower. b) + + because hungry Ans. c) + + until Ramiz went to bed slept till morning Ans. d) + + until she will wait doctor arrives Ans. Maye) + + until Reema will stay in Goa May Ans. Conjunctions 59
f) + + because happy dog Ans. Exercise 6: Complete the first three sentences using ‘because’ and the next . three sentences using ‘until’. One is done for you. . a) Rana went to the library because he wanted to borrow a book. . b) I am sick . . c) Sashi gave Sudha a gift d) Kranti travelled e) My dog cried f) Ambika will cycle 60
W11 Writing Formal Writing Informal letter writing Exercise 1: Imagine that you just created a robot. Write a letter to your friend about the robot by using the hints given below. Hints: • How did you get the idea of creating a robot? • Describe its physical appearance. • Write about its special features and abilities. • Mention the things that you like most about it. • How does creating a working robot feel? 61
62
Creative Writing Autobiography writing An autobiography is an account written in the first person. It is the story of a person’s life. It can also be an object’s imaginary life story. How do we write an autobiography? Remember the steps involved in the process of writing. Ensure that you follow them whenever you write. Pre-write – Brainstorm on 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 in which you write the points. Then, organise the points you have listed in a logical manner. Rough draft – Write your autobiography carefully. Take care of your spelling, punctuation and sentence construction. 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 autobiography reads. Have you missed out any important information or anything that should be part of the autobiography? Final copy – Rewrite the autobiography in fair. Now, read a few interesting quotes from former president APJ Abdul Kalam’s autobiography, Wings of Fire. ‘The sides of the mountain ‘We are all born with a sustain life, not the peak. divine fire in us. Our efforts This is where things grow, should be to give wings to experience is gained and this fire and fill the world with technologies are mastered. the glow of its goodness.’ The importance of the peak lies only in the fact that it – A PJ Abdul Kalam, Wings of defines the sides.’ Fire – A PJ Abdul Kalam, Wings of Fire Writing 11 63
Exercise 2: Imagine that you are a person who lives underwater. In the space provided, write the story of your life. Hints: • What kind of creature are you? • What is your name? • How do you spend your time? • What do you eat? • Do you live alone or in society? 64
12 Sentences Let us revise the types of sentences we have learnt earlier. Declarative sentences Imperative sentences They are used to state information. These sentences give commands They are statements and end with a or make requests. Imperative full stop (.). sentences end with a full stop (.) or an exclamation mark (!). Interrogative sentences Exclamatory sentences These sentences ask questions and These sentences show excitement end with a question mark (?). or strong feelings. They end with an exclamation mark (!). We have also seen how sentences can be sorted as positive sentences and questions or negative sentences and questions. Examples: I want ice cream. Do you want ice cream? sentence POSITIVE question They are not going to the beach. Are they not going to the beach? sentence NEGATIVE question 65
Simple and compound sentences Read the following sentences: Poonam went to the The class was very quiet My friends came home to library. during the exam. see me. These are simple sentences. A simple sentence consists of a subject and a predicate. A simple sentence expresses a complete thought. A simple sentence can stand by itself as a complete sentence. Complete the following table by putting a tick if the sentences in the box above meet the given criteria. Sentence 1 Sentence 2 Sentence 3 There is a subject. There is a predicate. The sentence expresses a complete thought. Now, read the following sentences: Greta wanted to go on a Rina ate an ice cream, You can keep walking holiday, but her office was and Rahul had a pastry. around town, or you can very busy. take a shortcut. 66
These are compound sentences. A compound sentence has two or more simple (complete) sentences joined together using coordinating conjunctions (FANBOYS: ‘for’, ‘and’, ‘nor’, ‘but’, ‘or’, ‘yet’, ‘so’). Put a comma before the coordinating conjunction in a compound sentence. More examples: • S iya was happy, for she had received • T he tyre of Zara’s bicycle a letter from a friend. got punctured, so she borrowed her friend’s bicycle. • W e love each other, yet we fight • Rahul is not on the football team, a lot. but he is a part of the school choir. Exercise 1: Form compound sentences from the following simple sentences using ‘for’/‘and’/‘nor’/‘but’/‘or’/‘yet’/‘so’. One is done for you. a) Dolly did not understand the sum. She asked her brother. Ans. Dolly did not understand the sum, so she asked her brother. b) He woke up early. He did not reach school on time. Ans. c) We went to watch a movie. We did not like it. Ans. d) Maya plans to study further. She wants to qualify for a better job. Ans. e) Susan could sit at home and relax. She could go on a vacation. Ans. Sentences 67
f) Ankita goes to school by bus. Arnav goes to school on foot. Ans. Exercise 2: Make three simple and three compound sentences from the given images. One is done for you. Simple sentences a) Last Sunday, we baked many cakes. b) c) Compound sentences d) 68
e) f) Direct and indirect speech Your friend, Mira, tells you in school, ‘I am going to a play’. You come home and tell your mother what your friend told you. There are two ways in which you can tell your mother about this conversation. Mira said, ‘I am going to a play’. (direct speech) You repeated Mira’s words in exactly the way she said them. To show her exact words in writing, they are put in quotation marks: ‘…’ Mira said that she was going to a play. (indirect speech) Since Mira had spoken the words earlier, the tense and the pronoun change accordingly. (‘I am going’ changes to ‘she was going’.) The words spoken by Mira are not put in quotation marks for indirect speech. Sentences 69
Remember We use indirect speech or reported speech when we tell or report something that someone said. Here are a few examples: He said that they were We are going on a picnic. going on a picnic. I work at a hospital. She said that she worked at a hospital. Rules of indirect speech a) Reported speech is not enclosed in quotation marks. b) The word ‘that’ is used as a conjunction between the reporting verb and the reported speech. Example: • Adil said that he felt ill. reporting verb reported speech 70
Rules of indirect speech c) T he pronoun (subject) of the reported speech is changed according to the pronoun of the reporting verb or object (person). Look at the examples given on the previous page. ‘We’ has changed to ‘they’ and ‘I’ to ‘she’. Sometimes, the pronoun may not change at all. d) W hen the sentence within quotation marks is in the simple present tense, it changes to the simple past tense. Similarly, when the sentence within quotation marks is in the present continuous tense, it changes to the past continuous tense. Example: • She said, ‘I am going to Nagaland.’ S he said that she was going to Nagaland. Exercise 3: Write whether the following sentences are in direct or indirect speech. One is done for you. a) Veda told Marie that she was going to a movie with her parents. Ans. indirect speech b) ‘Can I come with you?’ Marie asked Veda. Ans. c) ‘Certainly, Marie! We’ll have a great time’, Veda answered happily. Ans. d) Marie paused and then said that she would ask her parents first. Ans. e) Veda replied that she would wait for her call. Ans. f) ‘I’ll call you as soon as I get their permission’, Marie promised her friend. Ans. Sentences 71
Exercise 4: Convert the following sentences into direct or indirect speech. One is done for you. a) He said, ‘Suresh needs a new uniform.’ Ans. He said that Suresh needed a new uniform. b) The teacher said that Madhu was working sincerely. Ans. c) Raghav said that the baby was crying. Ans. d) They said that they were enjoying the weather. Ans. e) They said, ‘We love our country.’ Ans. f) She said, ‘I am going out.’ Ans. Interjections What is common among the following sentences? Ugh! This drink is Wow! The fireworks Hurray! We won the Well, I don't know very sour. whether I support are amazing. quiz. that. 72
Each of these sentences begins with a word that shows a strong and sudden feeling or emotion. These words are known as interjections. Remember A comma or an exclamation mark is used to separate an interjection from the rest of the sentence. Use an exclamation mark at the end of interjections that show very strong emotions. Capitalise the first letter of the word after the exclamation mark, since it is a new sentence. Example: Ouch! That hurt. Use a comma after a mild interjection. Example: Sure, we will do it. Let us learn some common interjections. Interjection Usage Example hey to get someone’s attention or to Hey! What are you doing here? show surprise alas shh used to express sadness Alas! We’ve lost the match. hush eeks Shh! The meeting is going on. yahoo used to tell someone to be quiet hurray yum Hush! I can hear someone coming. sure OK used to show fear Eeks! These spiders are scary. oops yuck used to express joy Yahoo! We’re going on a holiday. ugh Hurray! The class is over. ouch used to show that something is Yum! This cake melts in the mouth. delicious used for agreement Sure, I’ll come to your party. OK, we’ll go together. used when you do something by Oops! I dropped the sandwich. mistake used to show dislike or disgust Yuck! His shoes stink. Ugh! This is dirty. used to express hurt Ouch! These shoes are too tight. wow used to express delight Wow! That’s really good news. Sentences 73
Exercise 5: Match the interjections with the correct sentences. One is done for you. Interjections Sentences a) Sure, E A) The king is dead. b) Shh!/Hush! B) I stepped on the dirt. c) Yum! C) The baby is sleeping. d) Yuck! D) The ice cream looks delicious. e) Yahoo! E) I’ll help you. f) Alas! F) Tomorrow is a holiday. Exercise 6: Make meaningful sentences using the given interjections. One is done for you. a) Hurray! We have won the match. b) Wow! c) Ouch! d) Oops! e) Eeks! f) Hey! 74
W12 Writing Formal Writing Narrative paragraph writing Exercise 1: There are many celebrations in school. One such celebration is the Annual Day. Write a paragraph, narrating a fun-filled Annual Day. Hints: • When was the Annual Day celebration? • Where was it held? • W as there something special about this day? • What did you or your class do that day? • How were you feeling? • How was the event? • W hat will you always remember about this day? 75
Creative Writing Write a poem Poems are fun to read. They have rhythm, and they flow more easily than prose or stories. Some people find it easy to write poetry. However, it is challenging for others. Read the following tips to help you write poetry. What are you writing about? Be clear about the theme and purpose. Pick a topic for your poem. Choose the kind of pattern you want your poem to follow. Decide if you want your poem to have rhyming couplets (two lines that end with rhyming words) or to be in free verse (not follow any rhyme scheme). T ry to paint a picture in the reader’s mind. Use words that appeal to the senses and help readers ‘feel’ your poem. Use poetic devices. Similes and metaphors are the most common poetic devices or figures of speech. Figures of speech help beautify a poem and add effect to it. A simile is a figure of speech that is used for direct comparison between two things. We usually use the words ‘like’ or ‘as’ to compare things using this figure of speech. Example: She is as tall as a giraffe. 76
A metaphor is a figure of speech that is used to compare two things that are not alike but do have something in common. Example: He was a lion in the battle. Exercise 2: Write a poem about your favourite season. Use the tips above and the hints below to write your poem. Hints: • M ake a list of all the things you want to write about your favourite season. • Try to use rhyming words and figures of speech. • Read your poem a few times to check if you can improve it. Writing 12 77
R6 Reading Comprehension Passage 1 Read the poem and answer the questions given below. A bird came down the walk, He did not know I saw. He bit an Angleworm in halves, And ate the fellow, raw. And then he drank a dew, From a convenient grass. And then hopped sidewise to the wall, To let a beetle pass. He glanced with rapid eyes, That hurried all around. They looked like frightened beads, I thought, He stirred his velvet head. Like one in danger, cautious, I offered him a crumb. And he unrolled his feathers, And rowed him softer home. Than oars divide the ocean, Too silver for a seam. Or butterflies, off banks of noon, Leap, plash-less as they swim. – Emily Dickinson 1) Why did the bird hop sidewise to the wall? Ans. 78
2) What does the poet compare the eyes of the bird to? Ans. 3) Underline the adjectives in the following phrases or sentences. a) He stirred his velvet head. b) From a convenient grass c) Too silver for a seam 4) The meaning of ‘stirred’ in the passage is . 5) Match the words with their correct meanings. Column A Column B a) dew A) very careful b) cautious B) tools used to row a boat c) oars C) tiny drops of water Passage 2 Read the passage and answer the questions given below. Edward Lear was an illustrator, landscape painter, author and poet. Lear is still remembered for his ‘nonsense poetry’ for children, known as ‘limericks’ today. Before Lear’s writings, most literature for children was filled with ‘common-sense’ instruction. For this reason, Edward Lear has become a truly evergreen author, fondly nicknamed as the ‘Father of Limericks’. Children were raised very strictly in the Victorian times, and their education excluded humour or laughter. So, imagine the sheer delight that the children must have felt upon reading Lear’s works, in which the most ridiculous and absurd situations were presented as rhymes! His rhymes were truly a much-needed source of entertainment and escape from the repressive Victorian society. Reading Comprehension 6 79
Despite being born and raised in England, Lear travelled abroad for most of his adult life. During his travels, he loved to draw animals and landscapes. He especially liked birds. Lear adored his friends and his dear cat named Sanreno. He eventually built the house of his dreams in Italy, where he passed away at the age of 75 in 1888. 6) What kind of children’s literature was common before the writings of Lear? Ans. 7) What did Lear love to do during his travels? Ans. 8) Convert these positive sentences into negative sentences. a) Lear travelled abroad for most of his adult life. Ans. b) Children were raised very strictly in the Victorian times. Ans. c) I am reading a poem by Lear. Ans. 9) The word from the passage that rhymes with the word ‘tense’ is . 10) Match the words with their correct meanings. Column A Column B a) illustrator A) strict and harsh b) evergreen B) a person who draws pictures for publications c) repressive C) forever remembered 80
13 Apostrophe A contraction is made by combining two words to make a single word. This makes saying these words easier. We make a contraction using the apostrophe. Example: aren't Let us read some more examples of contractions. Contractions with ‘is’, ‘am’ and ‘are’ she is = she’s he is = he’s why is = why’s how is = how’s I am = I’m they are = they’re you are = you’re we are = we’re Contractions formed with the words ‘will’, ‘has’, ‘had’ and ‘have’ I will = I’ll she will = she’ll he will = he’ll it will = it’ll they will = they’ll he has = he’s we have = we’ve they’d Contractions with the word ‘not’ is not = isn’t are not = aren’t has not = hasn’t have not = haven’t was not = wasn’t will not = won’t were not = weren’t do not = don’t does not = doesn’t did not = didn’t cannot = can’t could not = couldn’t Apostrophe for possession The apostrophe is also used to show belonging or possession (that something belongs to someone). We use the apostrophe with the letter ‘s’ to show possession. Examples: • The childs ball. incorrect • The child’s ball. correct The apostrophe has been used to show that the ball belongs to the child. 81
There are four main rules for adding apostrophes for possession. Let’s understand them. Rule 1 : If the noun is singular, add the apostrophe + ‘s’. Example : the cap of the bottle = the bottle’s cap Rule 2 : If the noun is plural, add the apostrophe + ‘s’. Example : writings of women = women’s writing Rule 3 : If the noun is singular and ends in ‘-s’, still add the apostrophe + ‘s’. Example : the wheel of the bus = the bus’s wheel Rule 4 : If the noun is plural and ends in ‘-s’, add just an apostrophe. Example : team of boys = boys’ team Look at the table below for more examples. singular nouns • The cow’s horns were sharp. plural nouns • Give me Raman’s address. singular nouns ending in ‘-s’ plural nouns ending in ‘-s’ • These are men’s clothing. • Are these children’s books? • That bus’s wheels were changed. • This is my boss’s cabin. • These are the pens’ lids. • Did you study at a girls’ school? Apostrophe with possessive pronouns Sometimes, we may get confused between contractions and possessive pronouns. Remember that possessive pronouns do not need apostrophes. Examples: Possessive pronouns Correct usage Incorrect usage Correct usage Incorrect usage yours your’s theirs their’s hers her’s mine mine’s its it’s ours ours’ or our’s 82
Look at the table below to understand some common apostrophe mistakes. Expanded form could not couldn’t could n’t does not doesn’t does’nt cannot can’t cann’t they are they’re theyr’e Difference between plurals, possessives and contractions Remember The plural form of a word shows that there is ‘more than one’ of something. Example: • The candies were tasty. A possessive noun or pronoun says ‘who or what owns or has something’. Example: • The candy’s wrapper is on the floor. Contractions are words made by combining two words and leaving out one or more letters. The apostrophe takes the place of the removed letters. Example: • Weren’t you given any candy? Exercise 1: Read the given sentences and replace the underlined words with contractions. One is done for you. a) There is nobody in the room. Ans. There’s nobody in the room. b) It is a brand new car. Ans. c) Ronny will not come to school today. Ans. d) I should not eat junk food. Ans. Apostrophe 83
e) Nisha could have reached the station on time. Ans. f) He is sure about the answer. Ans. Exercise 2: Rewrite each sentence by adding the apostrophe to show ownership or contractions wherever required. One is done for you. a) Were going to watch the new movie tomorrow. Ans. We’re going to watch the new movie tomorrow. b) Adeles voice is so melodious! Ans. c) Theyll get us a new doormat. Ans. d) That babys got brown eyes. Ans. e) Everyone ate up Anjalis chips. Ans. f) Janiss project isnt finished yet. Ans. Exercise 3: Rewrite the sentences by correcting the apostrophe usage. One is done for you. (Hint: The apostrophe may not be needed in a few places.) a) Iv’e been to that park before. Ans. I’ve been to that park before. 84
b) The blue pencil box is her’s. Ans. c) They shouldv’e taken umbrellas with them. Ans. d) Jamess’ house is one kilometre away from mine. Ans. e) This is the ladie’s washroom. Ans. f) My sisters’ dress is yellow. She likes that. Ans. Exercise 4: Rewrite the sentences by adding or correcting the usage of the apostrophe wherever necessary. One is done for you. a) I dont want to go to school today. Ans. I don’t want to go to school today. b) Ravi has’nt visited our house for weeks. Ans. c) Kabirs’ library books’ cover was torn. Ans. d) Theyre going to watch the circus tomorrow. Ans. Apostrophe 85
e) This garden is their’s. Ans. f) We won the match, so the trophy is ours’. Ans. Exercise 5: Fill in the blanks with the correct words from the options given in brackets. One is done for you. Tojo is very nervous. It’s (Its/It’s) his first day at school. His father is driving him to school. _________________________ (He’s/H’es) got a small, blue scooter. Tojo’s _________________________ (friend’s/friends) also go to the same school. _________________________ (They’re/Their) waiting for him at the school gate. 86
Their classroom is on the third floor, but they are going to walk Tojo to his classroom first. Tojo’s oldest _________________________ (friends/friend’s) name is Ishaani, _________________________ (whose/who’s) in the fifth standard. She gives Tojo a big, welcoming smile as soon as she sees him. Exercise 6: Fill in the blanks with the correct words from the options given in brackets. One is done for you. Last Sunday, we planted vegetables in our kitchen garden. Our _________________________ (neighbours/neighbour’s) had set their garden a week before. It was my _________________________ (mother’s/mothers) idea that we should also have a vegetable garden. She gave us the instructions and told us that we _________________________ (should’nt/shouldn’t) use the tools carelessly. Our _________________________ (neighbours/neighbours’) son also helped us. We _________________________ (didn’t/ did’nt) have enough seeds for the entire garden. He has promised that _________________________ (he’ll/h’ell) get more seeds the next time he visits. Apostrophe 87
W13 Writing Formal Writing E-mail writing with hints E-mail means ‘electronic mail’. It is a means of communicating with people over the internet. We write informal or friendly e-mails to our family members and friends to ask how they are, invite them over or to congratulate them. Official or formal e-mails are used to apply for leaves, inform people about something official or invite people to an event. How do we write an e-mail? The process of writing an e-mail has various steps. When we follow these steps, the final written piece is much more complete and enjoyable to read. Look at the steps involved, and try to follow them whenever you write something. Pre-write – Brainstorm on 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 their order. Then, organise the listed points logically. Rough draft – Write your e-mail carefully. Take care of your spelling, punctuation and sentence construction. Edit – Once you are done, reread what you have written to check for any mistakes. Also, see how the ideas flow and how the e-mail reads. Have you missed out any important information or anything that should be part of the format? Final copy – Rewrite the e-mail in fair. 88
Exercise 1: As the president of the Science club, write an e-mail to inform the members of the club about a meeting. The agenda of the meeting is to decide who can be invited to give a talk to the students of Classes 7 to 10 on the importance of science. Hints: • Write the e-mail addresses of the club members. • Write the subject of the e-mail to highlight its purpose. • Mention the venue and timing of the meeting. • Write about the agenda and its importance. • Greet and sign off as you have learnt earlier. Writing 13 89
Creative Writing Speech writing Remember the steps involved in the process of writing. Ensure that you follow them whenever you write. Pre-write – Brainstorm on 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 their order. Then, organise the listed points logically. Rough draft – Write your speech carefully. Take care of your spelling, punctuation and sentence construction. Ensure that your speech makes sense. There should be an opening line to tell the audience about the purpose of the speech. Also include thought-provoking phrases and sentences. End with a conclusion that calls for action or makes listeners think. 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 speech reads. Have you missed out any important information or anything that should be part of the speech? Final copy – Rewrite the speech in fair. 90
Read the sample of a speech given below. Observe the different parts or elements of a speech. Salutation Help our animal friends Title Address the listeners. Good morning, ladies and gentlemen! Opening lines Set the tone for the Closing line I stand here today for those who have speech and tell the Thank the stood for us. I speak for those who have audience what to audience. silently been on our side, in good times and expect. in bad times. For those who would wait forever for us to return home, and then wait Body of the speech some more for us to throw them a ball. Make a case for the speech. Include Dear all, today, I speak for our pets. Though examples if needed. they deserve a lot of our love, some of them unluckily end up in pet shelters. We at White Concluding lines Cross Animal Rescue, however, try to provide Close/end the them with love, care, food and medicine. speech with a We try to make their lives a little better till conclusion or a call they find a new home. Being an NGO, we for action. depend on your donations to provide food, shelter and care to these animals. So I, Reshmi, on behalf of WCAR, invite you to generously donate to this cause and help save lives. Our volunteers will now pass the donation box around. Also, note that those who may not be able to donate but still wish to help are welcome to volunteer with us. Thank you! Exercise 2: Imagine that you work for a big computer company and have been invited to your school to give a speech on the importance of computers and their relevance in the future. Write a speech for the occasion, taking help from the hints given below. Hints: • A ddress the audience: the principal, teachers and students. • Introduce the subject: the wonders of computers. • E xplain how the world has been impacted by the invention of computers. • E xplain how they are being used for data storage, communication, recreation and so on. • How will they be important in the future? Writing 13 91
92
Search
