CU-SEM-III-BA-English-III-Second Draft-converted

• orchard: a small cultivated area where fruit trees are planted • bough: any of the larger branches of a tree 5.8 LEARNING ACTIVITY 1. Read more poems of the writers and prepare a summary of each. __________________________________________________________________________ _______________________________________________________________ 5.9 UNIT END QUESTIONS A. Descriptive Questions Short Questions 1. What is blessed mood in Tintern Abbey? 2. What is the purpose of Kubla Khan? 3. How many miles were walled in for the dome in Kubla Khan? 4. How is Kubla Khan a romantic poem? 5. What dreamlike qualities are found in Kubla Khan? Long Questions 1. What is the main theme of Tintern Abbey? 2. What is Wordsworth view of nature in Tintern Abbey? 3. Why is Tintern Abbey famous? 4. What is the central idea of punishment in kindergarten? 5. How are you impressed with the poem punishment in kindergarten? 6. What is the meaning of the word honey coloured day of peace? B. Multiple Choice Questions 1. When did Coleridge write the poem Kubla Khan? a. 1780 b. 1799 c. 1797, d. 1800 2. Who wrote the book Coleridge read that inspired the poem? 101 CU IDOL SELF LEARNING MATERIAL (SLM)

a. Walter Bradford b. Marco Polo c. Samuel Purchas, d. Boccaccio 3. And where did he get the visions, he founded his poem on? a. Alcohol b. opium dream, c. psychosis d. nitrous oxide 4. A traveller asked the poet for directions and much of the vision's images were lost. Where was this anonymous but legendary traveller from? a. Penzance b. Porlock, c. Portsmouth d. Puddle by-on-the-Marsh 5. Where did Kubla build the dome? a. Guilder b. Poictesme c. Xanadu, d. Florin 6. What is the sacred river where it was built? a. Alph, b. Styx c. Ganges d. Jordan 7. How many miles were walled in for the dome? 102 a. 6 b. 10, c. 12 CU IDOL SELF LEARNING MATERIAL (SLM)

d. 20 8. What was the outstanding feature of the property? a. a fountain in a chasm, b. a giant ruby c. a crystal towers d. a great cedar 9. What instrument did the Abyssinian maid play? a. Dulcimer b. Flute c. Lyre d. Tambor 10. And what mountain did the maid sing of? a. Abora b. Sinai c. Kilimanjaro d. Olympus Answers 1-c, 2-c), 3-b, 4- b, 5 -c,6-a,7-b, 8-a, 9-a, 10-a 5.10 REFERENCES Reference Books ● Foca, A. (1998). \"Let me be the calm you seek\": Imagination as (Safe)house in Wordsworth's \"Tintern Abbey”. Bucknell Review,42(2). ● Hess, S. (2008). William Wordsworth and Photographic Subjectivity. Nineteenth-century Literature,63(3). ● McHale, B. (2008). Beginning to Think About Narrative in Poetry.Narrative,17(1), 11-30. ● Miall, D. (2000). Locating Wordsworth: 'Tintern Abbey' and the Community with Nature. Roman ● \"Hit Singles by Joshua Weiner\". Poetry Foundation. 13 September 2017. Retrieved 13 September 2017. 103 CU IDOL SELF LEARNING MATERIAL (SLM)

● \"Manuscript of S T Coleridge's 'Kubla Khan'\". The British Library. Retrieved 13 September 2017. ● Holmes, Richard. Coleridge: Early Visions, 1772–1804. New York: Pantheon, 1989. ● Coleridge 1921, pp. 297–298 ● Holmes 1989 p. 165 ● \"Manuscript of Samuel Taylor Coleridge's 'Kubla Khan'\". British Library. Archived from the original on 17 June 2019. Retrieved 25 January 2020. ● Holmes 1989 qtd. p. 162 Web Sources: • https://www.smart-words.org/list-of-synonyms/ • https://learnenglish.britishcouncil.org/basic-grammar • https://www.vocabulary.com/dictionary/ • https://journals.openedition.org/lexis/478 104 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT – 6: WRITING: REFERENCE TO THE CONTEXT FROM THE TEXT, OFFICIAL LETTERS Structure 6.0 Learning Objectives 6.1 Introduction 6.2 Form of a business letter 6.3 The layout 6.4 Supplements to the letter 6.4 Summary 6.5 Keywords 6.6 Learning Activity 6.7 Unit End Questions 6.8 References 6.0 LEARNING OBJECTIVES After studying this unit, you will be able to: ● Arrange and format a letter correctly ● Form of a business letter ● Understand the layout ● Understand supplements to the letter ● List the various supplements to a business letter. 6.1 INTRODUCTION There must have been many occasions when you needed to write letters to your friends or relatives living within the city or outside. Some of these letters might have been written for a specific reason like expressing condolence, sending birthday greetings, congratulations, etc. But very often, personal letters are just a way of saying 'Hello' and of exchanging news about each other. Such letters are loosely written and need not have any focus or a fixed subject or length. Business letters, on the other hand, are always written for a particular reason: like making an inquiry, seeking clarification, applying for a job or extending an invitation. In short, whenever a letter sets out to conduct a business, it is a business letter. Remember, a business letter does not have to be from one business house to another. So, when you apply for a job or for leave, write to get a prospectus or to seek information of any kind 105 CU IDOL SELF LEARNING MATERIAL (SLM)

you are writing a 'business letter'. As such, you have to follow certain rules. We shall elucidate these rules in the course of these units. 6.2 FORM OF A BUSINESS LETTER A business letter should be neat and attractive which will create a positive impression on the mind of its receiver or reader. Hence, the following points should always be kept in mind while writing such letters: 1. Paper: Paper of good quality and standard size should be used for all official correspondence. Proper care should be taken to avoid over-crowding or over-decoration while printing the necessary particulars regarding the receiver's name, address, phone number, fax no. etc. Nowadays the use of fullscap for office correspondence has become outdated, Instead, a standard size paper is used for normal letters and 5%\"x8%\" or 7%\"x8%\" known as. small size, are used for short letters. 2. Typing: All official letters should be neatly typed by an efficient typist. Writing skills-l Usually, official letters are typed single space between lines and double space between the paragraphs. Since at least one auplicate copy of each letter is needed for office record, it is necessary to use good quality carbon paper for typing. If you are using a computer, see that a good clear printout is taken. 3. Margin: Proper margin on the left- and right-hand side of the letter as well as adequate space at the top and bottom of the letter makes it more appealing and attractive. Usually, a margin of 12/15 space is provided on the left-hand side and 5 to 8 spaces on the right side of the paper. If more than one page is used for a lengthy letter, extra care should be taken that identical margins are provided on each page. 4. Folding: Folding of the letter is done according to the type and size of the envelop that is used for sending the letter. Nonetheless, as far as possible the minimum number of folds should be made. 5. Envelopes: The size of the envelop to be used depends upon the size of the letter as well as the number of sheets or enclosures. Usually, the name and address of the addressee are printed on the back of the envelop. Some firms also get their logo, monogram, brand message or brand name printed on the envelops. Window envelops may be used to save the time of typing the name and address of the party for whom it is meant. The letters are folded in such a way that the full address typed on the letter-paper is visible through the window on the envelop. For this purpose, it is necessary to type the full name and address of the party in the letter. 6. Address on Envelop: Full name and address of the party should be written or typed on the envelop. Abbreviations for street, village, district, city or country must be avoided as far as possible. If the pin code of the city is known, it is always better to type it correctly for quicker delivery. 106 CU IDOL SELF LEARNING MATERIAL (SLM)

The address of the sender is also typed on the envelop so that in the event of non-delivery, the letter may be returned to the sender and does not go to the dead-letter office. When the letter is sent by Book Post, Under Certificate of Posting, Registered Post or Speed Post, the same should be clearly indicated on the letter as well as on the envelop. 6.3 THE LAYOUT The format or layout of a business letter should give you the following information: - 1. When the letter was sent - i.e., the date. 2. From where the letter is being sent - i.e., the address of the sender. 3. Who is sending the letter - i.e., the name and designation of the sender. 4. To whom the letter is being sent - i.e., the name and designation of the receiver. 5. Where the letter is being sent - i.e., the address of the receiver. The Date All letters, including personal ones, must carry the date on which the letter is sent. In a personal letter, the date appears on the right-hand comer (as in D), but in a business letter, the date can be written on the top right-hand comer under the sender's address (as in A); on the top left-hand comer between the sender's and receiver's address (as in B) or in the left- or right-hand comer when a letter head is used (as in C). There are various ways of writing the date such as: 9 March 1999,9.3.99 ,9th. March '96; March 9th 1999. (The Americans may even write the year first, then month followed by the date like this; 1996 March 9. But you are advised to follow the Indian system as shown above.) The Address of the Sender Now go back and look at the letters A and B. In letter A the address of the sender appears on the top right-hand comer, while in letter B, the sender's address is on the top left-hand comer. While its is' the common practice to follow pattern A in letters, written by hand, it is found to be much more convenient to follow pattern B while typing the letters. Writing Skills-I Since most business letters are typed, pattern B has become the standard practice and the sender's address, date, receiver's address, sender's signature, name and designation 107 CU IDOL SELF LEARNING MATERIAL (SLM)

all appear on the left-hand side in one row. Now look at letter C. Do you notice that the sender's address is not typed anywhere. Can you guess anywhere? is so'? Yes, you guessed it right. This is because the letter is written on the letter head paper which means that the address of the sender is already printed on the paper so there is no need to write it again unless you wish to get your reply at a different address. The sender's address should consist of the following: The name of the company or institution, Name of the building (if given) Number of the premises and street name Area (if given) City and pin code Madhu Travels, Gomati Towers, Flat 3 H-50 Rafi Marg, New Delhi 1 10 00 1 The Name and Designation of the Sender Remember, the name and designation of the sender DOES NOT appear with the sender's address. So, how do we know the name of the sender and the post s/he occupies i.e., higher designation? For this, we have to look at the end of the letter. The sender puts his/her signature after the complimentary close like \"Yours faithfully\". Often, the signature is difficult to read and it does not carry the full name of the sender. Also, it does not tell us whether the sender is a male or a female. It is for this reason, that the sender's full name is written or typed in capital letters under the signatures, and it is put in brackets. But there is still an important piece of information missing. Yes, we still do not know the post that the sender holds in the organisation. So, under the full name we have the designation of the sender. Here is an example: - 108 CU IDOL SELF LEARNING MATERIAL (SLM)

Yours sincerely, Yours faithfully, (SEEMA KAPOOR) (R.S. PILLAI) Warden Proprietor Remember, that even when the letters are typed, the sender always puts his/her signature in ink. The Name and or Designation of the Receiver You saw that the name and designation of the sender does not appear with the address of the sender but it is different in case of the receiver. Look at the following examples: - Mrs. S. Ali, Principal Mrs. S. Ali The Principal Sofia College, Principal, Sofia Sofia College College, If you know the name of the person you are writing to, you can address them as shown in E and F. But even when you know the name, you still have to write the designation. Can you think why? There are two reasons for it. Firstly, there may be name working in the organisation so the designation will tell for. Secondly, if you fail to mention the designation, the letter may be heated as a personal letter rather than an official one. For example, Mechanics of Writing most letters addressed to the Principal are opened by the secretary who reads them Business Letters and sometimes answers them on behalf of the Principal. If the letter is a personal one, she will leave it for the Principal who may be too busy to look at it. There is another point to keep in mind. In the case of a m, you normally add Mr. before the name but when addressing a lady, it can become awkward if you do not know whether she is married or single. In that case, the best way is to address a lady as MS. In fact, many women prefer that even when they are married. So, you would address the lady as: MS. S. Ali. The Address of The Receiver The address of the receiver is always written under the designation and it is written on the top left-hand comer of the paper. The receiver's address should comprise the 109 CU IDOL SELF LEARNING MATERIAL (SLM)

following, The name of the receiver (if you know it). MS S. Ali, The designation Principal The name of the institution Sofia College, Name of building (if any) Name of the Street Nehru Road, City and code Chennai 600 012 Let us suppose that you are replying to a letter and you have the address of the person you are writing to on the letter head. You will notice that the letter head contains a lot of information like the telephone numbers, the residential tel. No., Fax No., E-mail, address of the branches of the company, etc. But when you write down the address, you only have to pick the address to which you plan to send the letter, and the telephone numbers etc. are not to be mentioned. 6.3 SUPPLEMENTS TO THE LETTER Beside the main content of a letter, there are a few supplements which should also be noted carefully. Each supplement either adds to or supplements the information, or further strengthens its presentation and completeness. These are discussed below: 1. Enclosures: Very often one or more documents are required to be sent along with a letter. In such a case it should be indicated on the left-hand comer of the letter by writing the word 'Enclosures', 'Encl.' or 'Encls', noting against it the number of documents enclosed. If the enclosures are important, their nature is also briefly mentioned as for instance: Encl. one Copy of Invoice. The despatch clerk must ensure that all enclosure indicated in the letter are attached to the letter. 2. Post Script (P.S.): If something is written after the completion of letter, it is known as Post Script or P.S. Only important and urgent information, not known earlier, should be written as post script. As the P.S. is a part of a letter, it must bear the initials of the writer below it. If we have to write more than one P.S., it is better to rewrite the whole letter and not spoil the compactness of the communication. 6.4 SUMMARY • We have primarily concentrated on making you aware of the format of a business letter. For creating a good impression in the minds of the addressee, the letter needs 110 CU IDOL SELF LEARNING MATERIAL (SLM)

to be Business Letters written in a systematic manner. Simplicity and courtesy should run throughout the letter. • Paper of good quality and standard size should be used for all official correspondence. The letter should be neatly typed with proper margin. • A well-structured business letter consists of the subject, inside address, salutation, the main body, complimentary close and the signature of the writer. • The body of letter should be divided into paragraphs so that the sequence in thought is maintained. In every letter, the writer of the letter or the authorized person should put his/her signature at the end of the letter. 6.5 KEWORDS • Salutation: Form of greeting while addressing an individual or a firm or company. • Complimentary close: Formal expression of respect or regard of the letter writer towards the addressee, written just below the body of a letter. • Supplements: Documents enclosed or additional information included after the main body of the letter. 6.6 LEARNING ACTIVITY 1. Practice writing business letters. __________________________________________________________________________ _____________________________________________________________________ 6.7 UNIT END QUESTIONS A. Descriptive Questions Short Questions 1. What are the rules for writing an official letter? 2. What is formal letter example? 3. What is the format of a formal letter? 4. How do I write a letter of question? Long Questions 1. If you are Albert Einstein. Write a letter to your friend Neil telling her why you left the school. Write a letter in three paragraphs? 2. Write a letter to your principal requesting him to allow a stay back for participants 111 CU IDOL SELF LEARNING MATERIAL (SLM)

for practice? 3. What is the pattern of writing a letter? 4. Explain the letter writing format? 5. Write a letter to the editor of the local newspaper complaining about irregular water supply on the one hand and wastage of water and the other. B. Multiple Choice Questions 1. Business letters should be concise. a. True b. False 2. Which of these must be avoided in business letters? a. Polite words b. Formal words c. Abbreviations d. Clear details 3. The mode of payment must be stated in business letters. a. True b. False 4. Which of these must not be mentioned in a business letter? a. Information of the quality of the order b. Name of the firm c. The mode of payment d. With regards 5. Where should the name of the firm be mentioned? 112 a. Right of the page b. Below the address of the writer c. Above the address of the writer d. On the last page of the letter CU IDOL SELF LEARNING MATERIAL (SLM)

Answer 1-a, 2-c,3-a,4-d,5-b 113 CU IDOL SELF LEARNING MATERIAL (SLM)

6.8 REFERENCES Reference’s book • Wren and Martin • Foca, A. (1998). \"Let me be the calm you seek\": Imagination as (Safe)house in Wordsworth's \"Tintern Abbey”. Bucknell Review,42(2). • Hess, S. (2008). William Wordsworth and Photographic Subjectivity. Nineteenth-century Literature,63(3). • McHale, B. (2008). Beginning to Think About Narrative in Poetry.Narrative,17(1), 11-30. • Miall, D. (2000). Locating Wordsworth: 'Tintern Abbey' and the Community with Nature. Roman • \"Hit Singles by Joshua Weiner\". Poetry Foundation. 13 September 2017. Retrieved 13 September 2017. • \"Manuscript of S T Coleridge's 'Kubla Khan'\". The British Library. Retrieved 13 September 2017. • Holmes, Richard. Coleridge: Early Visions, 1772–1804. New York: Pantheon, 1989. • Coleridge 1921, pp. 297–298 • Holmes 1989 p. 165 • \"Manuscript of Samuel Taylor Coleridge's 'Kubla Khan'\". British Library. Archived from the original on 17 June 2019. Retrieved 25 January 2020. • Holmes 1989 qtd. p. 162 • https://www.aplustopper.com/official-letter/ 114 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT – 7: GRAMMAR: TRANSFORMATION OF SENTENCES, SENTENCE REARRANGEMENT Structure 7.0 Learning Objectives 7.1 Introduction 7.2 Transformation of Affirmative and Negative Sentences 7.3 Transformation of Interrogative, Exclamatory, and Imperative Sentences 7.4 Transformation of Simple, Complex, and Compound Sentences 7.5 Degree 7.6 Active and Passive Sentences 7.7 Summary 7.8 Keywords 7.9 Learning Activity 7.10 Unit End Questions 7.11 References 7.0 LEARNING OBJECTIVES After studying this unit, you will be able to: • Explain the clauses. • Compare all kinds of sentences. • Transform sentences. 7.1 INTRODUCTION The transformation of a sentence is all about changing its form without altering its meaning. We can, for example, transform an exclamatory sentence into an assertive sentence or vice- versa. We can also transform simple sentences into complex or compound sentences. 7.2 TRANSFORMATION OF AFFIRMATIVE AND NEGATIVE SENTENCES Rules of transforming Affirmative into Negative Sentences or vice versa: Sentences with ‘only/alone’, changes into ‘none but/nothing but/not more than/not less than’ Examples: a. Affirmative: A brave man alone can do this. Negative: None but a brave man can do this. 115 CU IDOL SELF LEARNING MATERIAL (SLM)

b. Affirmative: I need a book only. Negative: I need nothing but a book. c. Affirmative: I need ten takas only. Negative: I don’t need more than ten takas. 2. ‘Must/have to/can’ turns into ‘cannot but’ Examples: Affirmative: You have to drink clean water. Negative: You cannot but drink clean water. 3. ‘And/both’ becomes ‘not only. but also’ Example: Affirmative: He ate eggs and vegetables. Negative: He ate not only eggs but also vegetables. 4. ‘Every’ becomes ‘there in no ...but’ Example: Affirmative: Every mother loves her child. Negative: There is no mother but loves her child. Note: In case of ‘everybody’, an affirmative sentence can also be changed into negative using ‘nobody’ and ‘opposite of verb/adjective’: Example: Affirmative: Everybody likes flowers. Negative: Nobody dislikes flowers. 5. ‘Always’ in affirmative becomes ‘never + opposite word’ in negative statements: Example: Affirmative: I am always against of smoking. 116 CU IDOL SELF LEARNING MATERIAL (SLM)

Negative: I am never in favour of smoking. 6. Universal truths are changed into ‘interrogative negative sentences’: Example: Affirmative: Knowledge is power Negative: Isn’t knowledge power? 7. Many affirmatives can be changed into negative by using negative word ‘Not’ and an ‘opposite word’ of the verb: Example: Affirmative: I missed the train. Negative: I could not catch the train. 8. ‘Sometimes’ in affirmative becomes ‘not always’ in negative: Example: Affirmative: The poor are sometimes happy. Negative: The poor are not always happy. 9. ‘Many’ becomes ‘not a few’: Example: Negative: I don’t have many dolls. Affirmative: I have a few dolls. 10. ‘Too...to’ in affirmative becomes ‘so ... that ...+ cannot + verb’: Example: Affirmative: He is too weak to walk. Negative: He is so weak that he cannot walk. 11. ‘As soon as’ in Affirmative becomes ‘No sooner had...than’ in Negative: Example: 117 CU IDOL SELF LEARNING MATERIAL (SLM)

Affirmative: As soon as he came, the students stood up. Negative: No sooner had he came than the students stood up. 12. ‘As+ adjective + as’ in affirmative becomes ‘not less + adjective... than’ in negative sentence: Example: Affirmative: Rashid is as good as Karim. Negative: Rashid is not less good than Karim. Exceptional: Affirmative: Where there is smoke, there is fire. Negative: There can be no smoke without fire. Affirmative: All must die. Negative: None can escape death. Affirmative: I come here for the last time. Negative: I will never come here again. Exercise A Change the sentences into negative: 1. He is honest. 2. I will never forget you. 3. Where there is fire, there is smoke. 4. Jamil is the best student. 5. As soon as the teacher arrived, the noise stopped. Exercise B Change the sentences into affirmative: 1. The old man is so weak that he cannot walk. 118 CU IDOL SELF LEARNING MATERIAL (SLM)

2. None but the brave deserves the fair. 3. No sooner had I reached the station than the train left. 4. Nobody likes a liar. 5. Not only Rina but also Rahim will go there. A 1. He is not dishonest. 2. I will always remember you. 3. There is no fire without smoke. 4. No other student is as good as Jamil. 5. No sooner had the teacher arrived than the noise stopped B 1. The old man is too weak to walk. 2. Only the brave deserves the fair. 3. As soon as I reached the station, the train left. 4. Everybody dislikes a liar. 5. Both Rina and Rahim will go there. 7.3 TRANSFORMATION OF INTERROGATIVE, EXCLAMATORY, AND IMPERATIVE SENTENCES Rules of Transforming Assertive into Interrogative Sentences: 1. In case of auxiliary verb: Example: Affirmative: Smoking is a bad habit. Interrogative: Isn’t smoking a bad habit? 2. Affirmative sentence without auxiliaries are changed into interrogative with ‘Wh’ 119 CU IDOL SELF LEARNING MATERIAL (SLM)

question word + Do/did/Does: Example: Affirmative: All hates a liar. Interrogative: Who doesn’t hate a liar? 3. Nobody/none/never/no are changed into who + affirmative verb, and anybody/ever are changed into who + negative verb: Example: Assertive: None can deny the truth. Interrogative: Who can deny the truth? Assertive: Anyone can do it. Interrogative: Who can’t do it? 4. Questions with ‘do/did/does’: Example: Negative: He said nothing about the matter. Interrogative: Did he say anything about the matter? 5. ‘There is no... /nothing but’ becomes ‘who/what is...’: Example: Negative: There is no use of this book. Interrogative: What is the use of this book? Negative: Our life is nothing but a struggle. Interrogative: What is our life but struggle? Rules of Transforming Assertive to Imperative Sentences: 1. Starting with a verb: Example: 120 CU IDOL SELF LEARNING MATERIAL (SLM)

Affirmative: You are ordered to go there. 121 Imperative: Go there. Negative: You are forbidden to drink. Imperative: Don’t drink. 2. Starting with ‘let’: Example: Affirmative: You are commanded to let him go. Imperative: Let him go. Rules of Transforming Affirmative to Exclamatory Sentences: 1. What a/how: Affirmative: It is a great river. Exclamatory: What a great river it is! 2. If I were/If had....: Affirmative: I wish I were a king. Exclamatory: If I were a king! Affirmative: We regret that man is dead. Exclamatory: Alas! The man is dead. Exercise A Change the sentences from Affirmative into Interrogative 1. Nobody can do it. 2. I can never forget you. 3. You are a coward. 4. He can do the work. CU IDOL SELF LEARNING MATERIAL (SLM)

5. Everybody wants to be win. 122 Exercise B Change the sentences from Affirmative into Exclamatory 1. The night is very beautiful. 2. It is a very wonderful scene! 3. I wish I were a king. 4. I wish I had the wings of a bird. 5. You draw very well. Exercise C Change the sentences from Affirmative into Imperative 1. You should do the work. 2. He should do the work. 3. You should always speak the truth. 4. You are requested to help me. 5. We should not break the rules of the company. Answer Key A 1. Who can do it? 2. Can I ever forget you? 3. Aren’t you a coward? 4. Can’t he do the work? 5. Who doesn’t wish to be win? B CU IDOL SELF LEARNING MATERIAL (SLM)

1. How beautiful the night is! 2. What a wonderful scene it is! 3. If I were a king! 4. Had I the wings of bird! 5. How well you draw! C 1. Do the work. 2. Let him do the work. 3. Always speak the truth. 4. Please, help me. 5. Let us not break the rules of the company. 7.4 TRANSFORMATION OF SIMPLE, COMPLEX, AND COMPOUND SENTENCES The sentences are classed in three categories depending on the number and types of finite clauses. i. Simple Sentence ii. Compound Sentence iii. Complex Sentence i) Simple Sentence The sentence contains a subject and a verb and expresses a complete thought. Example: Rahman (subject) plays (verb) football every afternoon. In this type of sentence, there is only one independent clause and there might be multiple 123 CU IDOL SELF LEARNING MATERIAL (SLM)

dependent clauses joined by non-finite verbs (gerund, participle, infinitive. See Unit 3). But there can be only one finite verb. Example: While going (non-finite verb: present participle) there, I (subject) met (finite verb) him. Despite being (non-finite verb: present participle) sick, he attended (finite verb) the meeting. There is no use of conjunction (to join clauses) in simple sentences. But joining words can be used by ‘and’. Bread and butter are my breakfast. Rahman and Selim are two friends. ii) Compound Sentence In this type of sentence, there are multiple independent clauses and no dependent clause. All the clauses are joined together by coordinating conjunctions. Such sentences have two finite verbs and two subjects. List of Coordinating Conjunctions Coordinating conjunctions connect two equal parts of a sentence. Here are they: And, but, nor, or, so, yet Examples: I (subject) tried (finite verb) to speak Spanish, and my friend (subject) tried (finite verb) to speak English. Rahman (subject) played (finite verb) football, so Ria (subject) went (finite verb) for shopping. iii) Complex Sentence This type of sentence consists of at least one independent clause and one dependent clause. There are two finite verbs joined by subordinating conjunction. Subordinate conjunctions connect two unequal parts, e.g., dependent and independent clauses. Here is the list of subordinating conjunctions: 124 CU IDOL SELF LEARNING MATERIAL (SLM)

Since, as, when, though, although, so that, whenever, because, than, whereas, that, wherever, that, whether, if, though, which, till, while, unless, who, until, why, how, what Examples: When (subordinator) he (subject) handed (finite verb) in his homework, he (subject) forgot (finite verb) to give the teacher the last page. The teacher (subject) returned (finite verb) the homework after (subordinator) she (subject) noticed (finite verb) the error. The students (subject) are studying (finite verb) because (subordinator) they (subject) have (finite verb) a test tomorrow. Roy (subject) and Rahman (subject) went (finite verb) to the movies after (subordinator) they (subject) finished (verb) studying. Complex sentences with relative pronouns as subordinators/subordinating conjunctions: The woman (subject), who (subordinate) my mom (subject) talked to, sells (verb) cosmetics. The book (subject) that (subordinate) Ria (subject) read is (verb) on the shelf. The town (subject) where (subordinate) I (subject) grew up is (verb) in Bangladesh. Transformation of sentences • We can change a simple sentence into a complex sentence. • This is usually done by expanding a word or a phrase into a clause. • In the same way we can change a complex sentence into a simple sentence. • This is done by reducing a clause into a word or phrase. Rules of Transforming Complex-Simple-Compound Sentences: To Transform into Simple Sentence: a) Use non-finite verb b) Don’t use any conjunction. c) Always maintain the meaning of the given sentence 125 CU IDOL SELF LEARNING MATERIAL (SLM)

To Transform into Compound Sentences: a) Use coordinating conjunctions like and/but/or/and/so/and then b) Use separate subjects and verbs for each clause c) Always maintain the meaning of the given sentence To Transform into Complex Sentence: a) Use subordinating conjunctions like though/since/as/when/relative pronoun b) Use separate subjects and verbs for each clause c) Always maintain the meaning the of given sentence Examples: 1. When/as/since/because (Complex) ---- verb+ing or being+v3 or because of (Simple) --- and (Compound) Example: Complex: When he saw the police, he ran away. Simple: Seeing the police he ran away. Compound: He saw the police and ran away. Complex: As he was ill, he could not come. Simple: Being ill, he could not come. / Because of his illness, he could not come. Compound: He was ill and so he could not come. 2. If/Unless (Complex) --- by+verb+ing/without+verb+ing (Simple) --- or (Compound) Example: Complex: If you work hard you will succeed. Simple: By working hard you will succeed. Compound: Work hard or you won’t succeed. 3. Relative pronoun (wh word/that) (Complex) ---- non-finite form/direct 126 CU IDOL SELF LEARNING MATERIAL (SLM)

adjective/adverb (Simple) --- and (Compound) 127 Example: Complex: The sum which has been done by him was very hard. Simple: The sum done by him was very hard. (Participle) Compound: The sum was done by him and it was very hard. Complex: Salam is a boy who is very intelligent. Simple: Salam is a very intelligent boy. Compound: Salam is a boy and he is very intelligent. Complex: It was daylight when he woke up. Simple: He woke up at daylight. Compound: He woke up and it was daylight. Complex: He admitted that he was guilty. Simple: He admitted his guilt. Compound: He admitted and he was guilty. 4. Though/Although (complex) --- inspite of/despite (simple) + but (compound) Example: Complex: Though he tried hard, he failed. Simple: In spite of trying hard, he failed. Compound: He tried hard but failed. 5. So... that (Complex) --- to infinitive (Simple) --- and (Compound) Example: Complex: We eat so that we can live well. Simple: We eat to live well. CU IDOL SELF LEARNING MATERIAL (SLM)

Compound: We eat and we live well. 128 Exercise A Change the Simple sentences into Complex 1. I saw a beautiful girl. 2. Being sincere and hardworking, Mitu earned the reward. 3. She was too poor to educate her children. 4. I have informed him of his success. 5. In spite of his being tall, he does not play basketball. Exercise B Change the Complex sentences into Compound 1. Though he is not sick, he feels weak. 2. As soon as the electricity went out, the thief entered the house. 3. If you work hard, you will shine in life. 4. If you, do it, you will die. 5. The man went home so that he could see his grandson. Exercise C Change the Compound sentences into Simple 1. I went to his home but he did not meet me. 2. He was ill and so he could not attend the meeting. 3. I woke up and received your phone call. 4. Work hard and you will be successful. 5. Sadman saw a snake and killed it at once. Answer Key A 1. I saw a girl who was beautiful. CU IDOL SELF LEARNING MATERIAL (SLM)

2. As Mitu is sincere and hardworking, she earned the reward. 3. She was so poor that she could not educate her children. 4. I have informed him that he has succeeded. 5. Though he is tall, he does not play basketball. B 1. He is not sick, yet he feels weak. 2. The electricity went out and the thief entered the house. 3. Work hard and you will shine in life 4. Do it and you will die. 5. The man wanted to see his grandson and so he went home. C 1. In spite of my going to his home, he did not meet me. 2. Because of his being ill, he could not attend the meeting. 3. Waking up, I received your phone call. 4. By working hard, you will be successful. 5. Immediately after seeing a snake, Sadman killed it. 7.5 DEGREE According to degree of adjective, sentences are three kinds: 1. Positive Sentence 2. Comparative Sentence 3. Superlative Sentence Rules of Transforming Superlative/Comparative/Positive Sentences: 1. No other... as…as (Positive) --- Comparative form of adjective + than any other 129 CU IDOL SELF LEARNING MATERIAL (SLM)

(Comparative) --- superlative form of adjective (Superlative): Example: Positive: No other city is as big as Dhaka in Bangladesh. Comparative: Dhaka is bigger than any other city in Bangladesh. Superlative: Dhaka is the biggest city in Bangladesh. 2. Very few... as...as (Positive) --- comparative form of adjective + than most other (Comparative) --- one of the + superlative form of adjective (Superlative): Example: Positive: Very few metals are as precious as gold. Comparative: Gold is more precious than most other metals. Superlative: Gold is one of the most precious metals. Note: Some are transformed by using ‘not’: Example: Positive: Karim is as good as Rahim. Comparative: Rahim is not better than Karim. 130 CU IDOL SELF LEARNING MATERIAL (SLM)

Exercise A 131 Change from Positive to Comparative Degree 1. No other dish in the menu is as cheap as mutton chop. 2. Very few countries in the world are as small as Bangladesh. 3. He is as strong as lion. Exercise B Change from Comparative into Superlative Degree 1. Rumi is better than any other boy in the class. 2. Shimu is smaller than most other girls in the team. 3. Chittagong is bigger than any other seaport in Bangladesh. Exercise C Change from Superlative into Positive Degree 1. It writes the finest of any pen. 2. The cow is one of the most useful animals. 3. Shakespeare is the greatest of all dramatists. Answer Key CU IDOL SELF LEARNING MATERIAL (SLM)

A 1. Mutton chop is cheaper than any other dish on the menu. 2. Bangladesh is smaller than most other countries in the world. 3. He is not less strong than a lion. B 1. Rumi is the best boy in the class. 2. Shimu is one of the smallest girls in the team. 3. Chittagong is the biggest seaport in Bangladesh. C 1. No other pen writes as good as it. 2. Very few animals are as useful as the cow. 3. No other dramatist is as great as Shakespeare. 7.6 TRANSFORMATION OF ACTIVE AND PASSIVE SENTENCES Active Sentence means the subject of the sentence is the doer of the action. Example: He (subject: doer) plays football. Passive Sentence means the subject of the sentence is not the doer of the action. In three situations, passive is mandatory: a. When the subject is unknown b. When the subject is unnecessary to mention c. When the speaker wants to hide the subject Note: Learn more in Unit 4 about Active and Passive Voice Example: He (subject: non-doer) was arrested last night. 132 CU IDOL SELF LEARNING MATERIAL (SLM)

Note: Here the doer is the police which is hidden in the meaning and it is unnecessary to mention this subject. While transforming, the object (non-doer) in the active becomes the subject (non-doer) in the passive. And the subject in the active becomes the object. Usually preposition ‘by’ is used in the passive to add the subject in the active. Affirmative Sentence 133 Example: Passive: Geetanjali was written by Tagore. CU IDOL SELF LEARNING MATERIAL (SLM)

Here the subject ‘Geetanjali’ is the subject and it is not the doer of the verb ‘written’. The doer is ‘Tagore’ which is an object (predicate) here. When non-doer becomes subject, the sentence is called Passive. And as it is in Past Simple Tense, so the structure is: Subject + was/were + v3 (past participle form of verb) + object. (No 5 in the table) Active: Tagore wrote Geetanjali. Here Tagore is the subject and the doer. So, the sentence is Active. As it is in Past Simple Tense, the structure is: Subject + v2 (past form of verb) + object. When the doer is unknown, ‘by + object’ is not used: Example: Passive: My watch was stolen. Here the doer (who did the action) is unknown, so there is object in the sentence. In some cases, when the object in active is material or substance, ‘by’ preposition is not used, rather than ‘with’ is used: Example: Active: Gas filled the kitchen. Passive: The kitchen is filled with gas. Sometimes, there are two objects (non-doers) in active sentences. For example: Active: He teaches us English. ‘English’ and ‘us’ both are objects and non-doers. It can be made passive in two ways. Both are correct: Passive: English is taught to us by him. Passive: We are taught English by him. Unchanged extension/compliment of verb: Active: They kept me waiting. Passive: I was kept waiting. 134 CU IDOL SELF LEARNING MATERIAL (SLM)

Here the word waiting is the compliment of the verb and it is not changed in passive. Some sentences are always passive: For example: Get + past participle: I got dressed as quickly as possible. Someone got hurt in the accident. Other prepositions except ‘by’: Active: Your conduct surprises me. Passive: I am surprised at your conduct. Active: This news alarmed us Passive: We are alarmed at this news. With infinitive: (Bare infinitive words, See Unit 3, Lesson 3) Active: make/see/hear/help/watch + v1 Passive: make/see/hear/help/watch + to + v1 Example: Active: He made me laugh. Passive: I was made to laugh. Active: He saw a mango fall. Passive: A mango was seen to fall. In case of infinitive: Active: To + v1 Passive: To + be + v3 Example: 135 CU IDOL SELF LEARNING MATERIAL (SLM)

Active: I want to do it. Passive: It is wanted to be done by me. Note: Here both verbs (finite and non-finite) are changing. In case of Modal: Active: Modal + v1 Passive: Modal + be + v3 Example: Active: I can do it. Passive: It can be done by me. Interrogative Sentence a. Do/did/does in active sentences becomes is/are/was/were in passive sentences. Example: Active: Do you want it? Passive: Is it wanted by you? b. question statements with auxiliary verbs in active sentences: Active: Can they solve this? Passive: Can this be solved by them? c. In ‘Wh’ question word sentences: Active: What do you want? Passive: What is wanted by you? Imperative Sentence In case of order/command: A passive imperative begins with ‘let’, followed by the object in the active. 136 CU IDOL SELF LEARNING MATERIAL (SLM)

Example: Passive: Let + subject + be + v3 (past participle) Active: Let her to wait here. Passive: Let her be told to wait here. Active: Close all the gates. Passive: Let all the gates be closed. In case of advice/suggestion: Passive: should/must + be + past participle Active: Take medicine on time. Passive: Medicine should be taken on time. Imperative request: Active: Please give me some more time. Passive: You are requested to give me some more time. Multiple Clauses In case of ‘it is.’ or ‘there is…’ the first clause remains unchanged, and the rest changes according to structure. Example: Active: It is time to change our home. Passive: It is time our home to be changed. Active: There is no time to lose. Passive: There is no time to be lost. In other cases, the whole object becomes the subject: Active: Everyone says that he is a fool. Passive: That he is a fool is said by everyone. 137 CU IDOL SELF LEARNING MATERIAL (SLM)

In case of universal/general statements, ‘it is believed’, or ‘it is hoped’, ‘it is said’ is used in passive. The rest of the clause remains unchanged. Active: People believe that he is skilled. Passive: It is believed that he is skilled. Compound Sentences Active: They draft applications and type them. Passive: Applications are drafted and typed. Taking a new verb: Active: He reads two hours. Passive: Two hours are taken in reading by him. Universal truth: Active: The sun rises in the East. Passive: It is said the sun rises in the East. When adjective is object in active: Active: Honey tastes sweet. Passive: Honey is sweet when it is tasted. When subject is the object of the verb: Active: The cows are milking. Passive: The cows are being milked. Exercise Change the sentences into passive: 1. The people of Bangladesh mainly eat rice. 2. He annoys me. 3. Panic seized me. 138 CU IDOL SELF LEARNING MATERIAL (SLM)

4. Fire burnt the ship. 5. The lady fans herself. 6. Honey tastes sweet. 7. The man knew me. 8. Are they making a noise is the class? 9. Buy me a book. 10. Do the work Answer Key 1. Mainly rice is eaten in Bangladesh. 2. I am annoyed at him. 3. I was seized with panic. 4. The ship was burnt. 5. The lady is fanned by herself. 6. Honey is sweet when tasted. 7. I was known to the man. 8. Is noise being made by them in the class? 9. Let a book be bought for me. 10. Let the work be done. 7.7 SUMMARY • We can change a simple sentence into a compound sentence or a complex sentence. • This is usually done by expanding a word or phrase into a clause. • In the same way, we can change a complex or compound sentence into a simple sentence. • This is done by reducing a clause into a word or phrase. 139 CU IDOL SELF LEARNING MATERIAL (SLM)

7.8 KEYWORDS • The active voice: describes a sentence where the subject performs the action stated by the verb. • Passive voice: the subject is acted upon by the verb. It makes for a murky, roundabout sentence; you can be more straightforward with active voice. • Active Voice: Subject + V1+s/es+ object • Passive Voice: (Auxiliary Verb – is/am/are) 7.9 LEARNING ACTIVITY 1. Study notable literary work like Hajar Churashir Maa, Rudali, and Aranyer Adhikar of Mahashweta Devi and try to critically analysis the writing style and techniques. __________________________________________________________________________ _____________________________________________________________________ 2. Mahashweta Devi was a writer who defied Injustice. Give the suitable examples from her various writing work to prove the statement. __________________________________________________________________________ _____________________________________________________________________ 7.10 UNIT END QUESTIONS A. Descriptive Questions Short Question 1. What is sentence rearrangement? 1. How do you rearrange sentences in correct order? 2. How do you explain jumbled sentences? 3. How do you rearrange sentences in English? Long Questions 1. What is transformation with example? 2. What are transformations in English? 3. How do you change a simple sentence into a sentence? 4. What are the 4 types of transformation? 5. How many types of transformation of sentences are there? 140 CU IDOL SELF LEARNING MATERIAL (SLM)

B. Multiple Choice Questions 141 1. Transform the given sentence into assertive. How gorgeous is the sunset! a. How is the sunset so gorgeous? b. The sunset is gorgeous, isn’t it? c. The sunset is very gorgeous. d. How gorgeous the sunset is! 2. Transform the given sentence into superlative. No other metal is as expensive as gold. a. No other metal except gold is expensive. b. Gold is expensive of all the metals. c. Isn’t gold the most expensive of all metals. d. Gold is the most expensive of all metals. 3. Transform the given sentence into simple. She said that she was coming. a. She will come today. b. She is coming. c. She told of her coming. d. She said that she was coming. 4. People (P) at his dispensary (Q) went to him (R) of a11 professions (S) for medicine and treatment a. RQSPB b. QPRSC c. QRPSD d. RPQS CU IDOL SELF LEARNING MATERIAL (SLM)

Answers: 5. People (P) at his dispensary (Q) went to him (R) of a11 professions (S) for medicine and treatment a. RQSPB b. QPRSC c. QRPSD d. RPQS 1-c, 2-d, 3-c,4-a,5-d 7.11 REFERENCES Reference’s book • Wren and Martin • Murphy, R., English Grammar in Use -Reference and Practice Book for Intermediate Learners of English, Cambridge University Press (2013), UK. • Hewing, Martin, Advanced Grammar in Use, Cambridge University Press, 3rd Edition (2013), UK. Web Sources: • https://www.smart-words.org/list-of-synonyms/ • https://learnenglish.britishcouncil.org/basic-grammar • https://www.vocabulary.com/dictionary/ • https://journals.openedition.org/lexis/478 142 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT – 8: VOCABULARY: COMMON IDIOMS AND PHRASES-CONTEXTUAL USAGE Structure 8.0 Learning Objective 8.1 Introduction 8.2 idioms 8.3 Phrases 8.4 Summary 8.5 Keywords 8.6 Learning Activity 8.7 Unit End Questions 8.8 References 8.0 LEARNING OBJECTIVES After studying this unit, you will be able to: • Explain what are idioms and phrases • Use idioms and phrases • Answer the examination related questions 8.1 INTRODUCTION An idiom is a common phrase which means something different from its literal meaning but can be understood because of their popular use. Idioms are made of normal words that have a special meaning known too almost everyone. phrase is a group of words that work together to make meaning, but it is not a complete sentence. In other words, it does not have both a subject and a verb. 8.2 IDIOMS Idioms are a collection of words or phrases which have a figurative meaning that is generally well established and known. So, these words can’t be taken 143 CU IDOL SELF LEARNING MATERIAL (SLM)

at their literal meanings since they would sound farcical. Idioms, at times, seem grammatically unusual as well. Idioms are a useful tool in linguistics. They add life and colour to the prose. It allows the authors to play with words and make it an interesting read, rather than straightforward boring paragraphs. Idioms are often used in stories, poems and even in the spoken words. The origins of these idioms are not always known, but they said to originate from stories and creative writing, and are modified over time. Let us take a look at some really creative examples of idioms and their subsequent meanings. Idiom Meaning Penny for your thoughts Asking someone what is on their minds Beat around the bush Trying to avoid a subject/person/situation Burn the midnight oil Work or labour late into the night Judge a book by its cover Rely on outward appearances Takes two to tango Most deeds/actions/misdeeds require participation from two people Kill two birds with one stone Accomplish two things with the same effort Penny for your thoughts Asking someone what is on their minds Some more Examples: Here is the list of 200 popular idiomatic expressions, and for you to consolidate what you’re learning, there’re four quizzes in this post, one after every 50: 1. Stir up a hornets’ nest Provoke trouble Example: It’s not that the management is not aware of few false bills here and there, but they don’t call it because it would expose many and stir up a hornet’s nest. 144 CU IDOL SELF LEARNING MATERIAL (SLM)

2. Back against the wall Be in a difficult situation from where escape is difficult Example: With banks baying for his blood over default in payments, he has his back against the wall. 3. Bite off more than you can chew To try to do something that is too difficult for you Example: He has taken more responsibilities as he couldn’t say ‘no’ to his boss. I think he has bitten more than he can chew, and he’ll struggle to handle them all. 4. Head over heels If you’re head over heels, you’re completely in love. Example: Max fell head over heels in love with her colleague and wants to marry her. 5. Upset someone’s applecart If you upset someone’s applecart, you do something that causes a plan to go wrong. Example: The increase in customs duty by the government has upset the applecart of those car companies who were importing most of their car parts. 6. Spoil someone’s plans To ruin someone’s plans Example: The heavy overnight rain spoilt our plan to play cricket next morning. 7. Keep someone at arm’s length If you keep someone at arm’s length, you avoid becoming friendly with them. Example: I’ve more productive time in the day because I’ve developed this good habit of keeping video games at arm’s length. 8. Up in arms Angry about something Example: Media has traditionally been up in arms with the government of the day. 9. Drive a hard bargain If you drive a hard bargain, you argue hard to get a favourable deal. 145 CU IDOL SELF LEARNING MATERIAL (SLM)

Example: The author tried to drive a hard bargain with the publisher on signing amount, but couldn’t because he didn’t have best sellers in his name. 10. Barking up the wrong tree To ask the wrong person or follow the wrong course Example: The sales team blamed the engineers for the organization’s failure to bag the mega deal, but they were barking up the wrong tree. 11. Scrape the barrel When you’re scraping the barrel, you’re using something you do not want to but you’ve no option. Example: I was scraping the barrel when I had to stay for six months with my parents after I lost my job. 12. Bend over backwards To try please or accommodate someone to an unusual degree Example: The hotel staff bent over backwards to make the visit of the dignitaries a memorable one. 13. A chip off the old block If you’re a chip off the old block, you’re similar in some distinct way to your father or mother. Example: He is as stingy as her mother – a real chip off the old block. 14. Blow your own trumpet If you blow your own trumpet, you tell people how good or successful you are (used in negative way). Example: That doctor can be so off-putting. He is always blowing his trumpet mentioning his awards and positions in various associations. 15. Once in a blue moon If something happens once in a blue moon, it happens rarely. Example: Many start-ups turn in a profit once in a blue moon. 16. Burn your boats/ bridges If you burn your boats, you do something that makes it impossible to change your plans and go back to the earlier position or situation. 146 CU IDOL SELF LEARNING MATERIAL (SLM)

Example: I’ve burnt my boats with my previous supervisor by criticizing him publicly. 17. Make no bones about something If you make no bones about something, you say clearly what you feel or think about it. Example: Jack made no bones about getting a hike in his salary. 18. Break fresh/ new ground If you break new ground, you do something that was not done before. Example: Our scientists are breaking new ground in robotics and cancer research. 19. In the same breath When you say two things in the same breath, you say two very different or contradictory things. Example: How can the manager praise my colleague and talk of his average performance in the same breath? 20. Take away your breath If someone or something takes your breath away, it astonishes you. Example: His diving catch at the crunch moment in the match took my breath away. 21. Sell like hot cakes If something sells like hot cakes, it sells very fast. Example: More than five thousand cars sold so far. The new model is selling like hot cakes. 22. Burn the candle at both ends If you burn the candle at both ends, you work excessively hard, say, by keeping two jobs or by leading a busy social life in the evening. Example: Mitch is burning the candle at both ends. He is working two jobs, one in the evening. 23. Separate the wheat from the chaff If you separate wheat from the chaff, you separate valuable from worthless. Example: The new testing procedure to evaluate employees will separate the wheat from the chaff. 24. Change tune If you change your tune, you change the way you behave with others from good to bad. 147 CU IDOL SELF LEARNING MATERIAL (SLM)

Example: After he came to know that I’m close to the power in the organization, he changed his tune. 25. Run around in circles To be active without achieving any worthwhile result Example: He ran around in circles trying to bring us on board for the new cause. 26. Turn the clock back If you turn the clock back to an earlier period, you return to that time. Example: Turning the clock back to our glory days is fruitless. We’ve to work harder and smarter in the present. 27. Against the clock If you’re working against the clock, you’re working in great hurry. Example: With only half the syllabus studied, I raced against the clock to be ready for the exam on Monday. 28. Close the door on someone If you close the door on someone or something, you no longer deal with it. Example: The country decided to close the door on talks till other outstanding issues are resolved. 29. Burn the midnight oil To work late in the night Example: I had to burn the midnight oil for nearly three months to write my first book. 30. Chicken and egg situation If a situation is chicken and egg, it is impossible to decide which of the two came first and caused the other one. Example: I need to have experience to get job, but without job, I can’t have experience. It’s a chicken and egg situation. 31. On cloud nine If you’re on cloud nine, you’re very happy. Example: I was on cloud nine after receiving the news of my promotion. 32. Under a cloud 148 CU IDOL SELF LEARNING MATERIAL (SLM)

If you’re under a cloud, you’re under suspicion or in trouble. Example: The IP for our key technology has been leaked, and many in my team, including the manager, are under a cloud. 33. Head in the clouds If your head is in the clouds, you’re not in touch with the ground realities. Example: Many academics have their heads in the clouds. 34. Small cog in a large wheel Someone or something that has a small role in a large setup or organization. Example: I work as a sales representative in a Fortune 500 company – just a small cog in a large wheel. 35. The other side of the coin The other point of view Example: We only see the glamor and money in showbiz. But the other side of the coin is that only one in hundreds reach there. 36. Pay someone back in his /her own coin If you pay someone back in his/ her own coin, you treat him/ her in the same way he/ she treated you. Example: By refusing to help her colleague, she paid him back in the same coin. 37. Left out in the cold If you’re left out in the cold, you’re ignored. Example: I was left out in the cold in the annual promotions in the company. 38. Pour cold water on If you pour cold water on an idea or plan, you criticize it to the extent that people lose enthusiasm to pursue it. Example: The investors poured cold water on the plan to build another factory. 39. Blow hot and cold If you blow hot and cold, you vacillate. Example: The editor blew hot and cold over the story for few days and then finally decided to publish it. 149 CU IDOL SELF LEARNING MATERIAL (SLM)

40. To come to a head If something comes to a head, it reaches to the point of a crisis. Example: The situation came to a head when he passed a derogatory comment purportedly toward me. 41. Cool your heels Wait for something, especially when it’s annoying Example: I spent two hours cooling my heels in the waiting room while the CFO was busy in a meeting. 42. Cut corners If you cut corners, you save money or effort by finding cheaper or easier ways to do things. Example: It you cut corners on this product; it’ll have a lesser lifespan. 43. Run its course If something runs its course, it continues naturally until it finishes. Example: There is no cure for this infection. You’ll have to let it run its course. 44. Stay the course If you stay the course, you persevere till the completion of a task, especially a difficult one. Example: Despite an injury, he stayed the course to save the match for his team. 45. Cut someone down to size If you cut someone down to size, you show them they’re not as important or intelligent as they think. Example: The boss cut that arrogant guy to size in no time. 46. Daylight robbery Blatant overcharging Example: $5 for a can of juice! This is daylight robbery. 47. Boil the ocean If you try to boil the ocean, you try to accomplish something too ambitious. Example: You expect our plant to manufacture 40,000 parts in a week. You’re trying to boil the ocean on this one. 150 CU IDOL SELF LEARNING MATERIAL (SLM)