By DEEP PRIYA DHILLON R.S. DHILLON B.Tech (E&C) Delhi PGDM, IMT Ghaziabad M.A., P.G. Dip. in Journalism (Bombay) Formerly, Asst. Professor Formerly Head, Department of English Era Business School (AICTE), Delhi Aggarwal (Postgraduate) College, Faridabad Recipient of: ‘H.R. Gokhale Medal in Journalism’, ‘The Hindustan Times Medal in Journalism’, The Federation of Educational Publishers in India ‘Distinguished Author’ Award (An Imprint of Laxmi Publications Pvt. Ltd.) An ISO 9001:2015 Company % (1* $ /858 · & +(11$ , · * 8:$ +$7, · +<'(5$ % $ ' · -$ /$ 1'+$ 5 .2& +, · .2/.$7$ · /8& .12: · 080% $ , · 5$ 1& +, 1(:'(/+,
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Preface to the Present Edition The revised edition of Connect with Grammar and Composition LV LQ \\RXU KDQGV 7 KH ¿UVW HGLWLRQ RXU maiden endeavour at writing a book on English grammar for school students, had seen the light of day last year. It had meant an effort to do a useful book for school students after decades of working on higher grade books for academic and competitive exams. However, believing that the foundation of any language is laid at school level; recognising the commendable work done by our colleagues at teaching and training young minds; and bowing to the persuasive skills of Mr R.K Gupta, Chairman, Laxmi Publications Pvt. Ltd., we had undertaken this venture. We are thankful to many of our colleagues—the members of the teaching faculty of reputed schools—who have wholeheartedly lent support, appreciated the effort, liked the book and have given valuable suggestions for further improvement, keeping in mind the needs of their students. In light of their suggestions, various sections of the book have been rewritten, and some improvements have been made. Technicalities, wherever SRVVLEOH KDYH EHHQ UHPRYHG RU WRQHG GRZQ WKH ERRN KDV EHHQ VLPSOL¿HG DQG VRPH PRUH FKDSWHUV KDYH been incorporated in the composition section. We are thankful to Dr Rashmi Singh who has taught English language in renowned schools for over two decades for having helped us in this entire exercise, and Mr R.K Gupta, for the constant guidance, planning and designing of the series Connect with Grammar and Composition. ,WLVKRSHGWKDWWKHUHYLVHGHGLWLRQRIWKHERRNZLOO¿QGIDYRXUZLWKWHDFKHUVDQGVWXGHQWVDOLNH6XJJHVWLRQV for improvement of the book are welcome, and will be acknowledged and appreciated. —Authors (iii)
Preface to the Previous Edition The study of grammar basically pertains to the study of the rules of the structure of a language. It is the very foundation on which riches of knowledge of the language may be accumulated. So, the foundation or the base has to be strong and unshakeable. The journey of studying grammar begins with learning an alphabet, a word, then a sentence and it continues thereon. The process of learning the appropriate usage of words and the right construction of a sentence goes a long way in developing the learner’s ability to use a language effectively in real-life situations, in addition to improving knowledge of the language itself. Grammar prescribes certain norms and rules about the arrangement of words in such a way as to accord a proper form and meaning to a sentence. This arrangement in grammatical parlance is called syntax. It involves understanding of sentence structure, parts of speech that deal with the way words function in a sentence, the verb-subject relationship, sequence of tenses, correct use of articles, modal auxiliaries, etc. How to go about learning English grammar? Should it be the traditional method of learning the rules and principles by rote and then applying them or should it be the interactive method? We have followed the middle path—we have blended the various approaches in perfect harmony. However, no compromise has been made when it comes to teaching English Grammar by way of the traditional method, and yet we have not allowed the dull and dreary approach to stand in the way of the interactive approach. All rules have been given and explained. Examples from day to day life have been cited. Sentences which we speak or hear day in and day out have been used. Although a feel for words, a turn of phrase, word collocation and creative blending of expressions are certain aspects of the language which cannot be taught like the rules of grammar can be, yet, overall, this book embodies a discreet attempt to instil in the student an awareness as well as taste with regard to these so that he/she is encouraged to grasp, learn, imbibe and improve his/her language skills. We have also tried to keep the interest of the student alive and increase his/ her curiosity as well as inquisitiveness by adopting a unique approach. The book has three major divisions/sections which deal with grammar, vocabulary and composition in keeping with the current trends in school syllabi and recent developments in the treatment of English grammar and composition. Revision exercises have also been given to enable the students to assess and develop their skills. We would like to acknowledge the help rendered by Mr B.K. Chouhan, Ms Arundhati D. Roy, Mr Umesh Chakma and Dr Rashmi Singh, in the preparation of some parts of the manuscript and/or proof reading and editing. Credit is also due to the editorial department of Laxmi Publications (P) Ltd. for relevant and useful editorial inputs. We are indebted to numerous Grammarians whose books have been of great help to us in the preparation of the present work. —Authors (iv)
Preface to the Present Edition Contents Preface to the Previous Edition Page No. 1. THE SENTENCE iii iv I. Units of the Sentence (a) Word 1–12 (b) Phrase 2 (c) Clause 2 2 II. Parts of the Sentence 3 (A) Subject 4 (B) Predicate 4 5 III. Composition of the Sentence 5 6XEMHFW 6 9HUE 9 &RPSOHPHQW & ,9 . LQGVRI6HQWHQFHV 8 A. Basis of Form 11 B. Basis of Combination of Clauses 13–20 2. NOUNS 15 17 I. Kinds of Nouns 19 II. Number and Gender of Nouns III. Cases of Nouns 21–30 3. PRONOUNS 22 . LQGVRI3 URQRXQV 27 1. Personal Pronouns 28 28 ,QWHUURJDWLYH3 URQRXQV 3. Relative Pronouns 4. Distributive Pronouns 5. Demonstrative Pronouns 5HFLSURFDO3 URQRXQV ,QGH¿QLWH3 URQRXQV (v)
(vi ) Contents 4. ADJECTIVES 31–39 I. Kinds of Adjectives 32 ,, ) RUPDWLRQRI$GMHFWLYHV 37 III. Comparison of Adjectives 40–50 5. VERBS . LQGVRI9HUEV 0 DLQ9HUEV $X[LOLDULHV+ HOSLQJ9HUEV . LQGVRI$X[LOLDULHV 51–61 6. ADVERBS 52 I. Kinds of Adverbs 52 A. Simple Adverbs 57 % ,QWHUURJDWLYH$GYHUEV 58 C. Relative Adverbs II. Formation of Adverbs 62–75 ,,, 3 RVLWLRQRI$GYHUEV 7. PREPOSITIONS $SSOLFDWLRQVRI6RPH&RPPRQ3 UHSRVLWLRQV 76–85 : RUGV) ROORZHGE\\6RPH6SHFL¿F3 UHSRVLWLRQV 78 8. CONJUNCTIONS 80 . LQGVRI&RQMXQFWLRQV 82 A. Coordinating Conjunctions 86–89 B. Subordinating Conjunctions C. Correlative Conjunctions 90–93 9. INTERJECTIONS 6RPH&RPPRQ,QWHUMHFWLRQVDQG7 KHLU8 VDJH 94–100 95 REVISION EXERCISE–I 95 10. ARTICLES 98 . LQGVof Articles $ ,QGH¿QLWH$UWLFOHV²$and An 101–106 % 'H¿QLWH$UWLFOH²7 KH 101 102 When to Avoid the Use of the 102 11. DEGREES OF COMPARISON 104 1. Positive Degree 104 2. Comparative Degree 104 3. Superlative Degree 105 105 7 \\SHVRI&RPSDULVRQ 1. Type-1 2. Type-2 3. Type-3 4. Type-4 5. Type-5
Contents (vii ) 12. MODALS 107–113 I. Salient Features of Modals 107 II. Application of Modals 108 13. TENSES 114–128 A. The Present Tense 115 B. The Past Tense 115 C. The Future Tense 115 D. Use of Shall and Will 124 14. ACTIVE AND PASSIVE VOICE 129–143 , 7 UDQVIRUPDWLRQRI$FWLYH9RLFHLQWR3 DVVLYH9RLFH 130 1. Change in the Arrangement of Words 131 2. Change of Pronoun &KDQJHRI9HUE) RUPLQ$JUHHPHQWZLWK7 HQVH 2 WKHU$VSHFWVRIWUDQVIRUPDWLRQIURP$FWLYH9RLFHLQWR3 DVVLYH9RLFH ,, 7 UDQVIRUPLQJ3 DVVLYH9RLFHLQWR$FWLYH9RLFH ,,, &RPSDULQJWKH7 ZR9RLFHV 144–154 15. NARRATION: DIRECT AND INDIRECT SPEECH 144 1. The Direct Speech or Direct Narration 144 2. The Indirect Speech or Indirect Narration 145 5XOHVRI&RQYHUVLRQ 1. Changes in Pronouns and Possessive Adjectives &KDQJHVLQ$GYHUEVRI7 LPHDQG3 ODFH 155–156 &KDQJHVLQ7 HQVHDQG9HUE 157–162 REVISION EXERCISE–II 157 16. PUNCTUATION I. Marks of Punctuation 163–170 17. PHR,, 7 KHXVHRI&DSLWDO/HWWHUV 171–173 17. PHRASAL VERBS 174–181 18. PROVERBS 182–184 19. IDIOMS 184 184 20. SYNONYMS ,QWURGXFLQJ,PSRUWDQW7 HUPV 185–187 Metaphor Simile 188–190 21. ANTONYMS ) RUPDWLRQRI$QWRQ\\PV ,QWURGXFLQJµR[\\PRURQV¶ 22. WORDS OFTEN CONFUSED ,QWURGXFLQJ,PSRUWDQW7 HUPV
(viii ) Contents 23. COMPREHENSION 191–198 $Q2 YHUYLHZ + RZWR$QVZHU4 XHVWLRQV*LYHQLQD&RPSUHKHQVLRQ3 DVVDJH\" 24. PARAGRAPH WRITING 199–204 $Q2 YHUYLHZ + RZWR: ULWHD3 DUDJUDSK\" 'HYHORSLQJ3 DUDJUDSKV 25. LETTER WRITING 205–216 $Q2 YHUYLHZ $,QIRUPDO/HWWHUV 208 B. Formal Letters 217–219 26. APPLICATION WRITING $Q2 YHUYLHZ 220–227 27. STORY WRITING $Q2 YHUYLHZ + RZWR: ULWHD*RRG6WRU\\ 7 KLQJVWR5HPHPEHUZKLOH: ULWLQJD'LDORJXH 3 RLQWVWR5HPHPEHUZKLOH: ULWLQJ<RXU6WRU\\ 228–230 28. MAKING A DIARY ENTRY 231–232 29. WRITING A REPORT 233–236 REVISION EXERCISE–III 237–239 30. PRÉCIS WRITING $Q2 YHUYLHZ 240–241 31. MAKING A POSTER 242–243 32. WRITING A NOTICE 244–246 33. WRITING A MESSAGE 247–249 34. WRITING AN E-MAIL 250–251 35. CREATING AN ADVERTISEMENT 252–253 36. WRITING BIOGRAPHICAL SKETCHES 254–257 37. ESSAY WRITING ) RUPDWRIDQ(VVD\\ ,QJUHGLHQWVRIDQ,PSUHVVLYH(VVD\\ 6SHFLPHQ(VVD\\V 258–259 REVISION EXERCISE–IV
1 The Sentence The functional unit of language, formed by a set of words that makes complete sense, is called a Sentence. It always ends with a punctuation mark. 6HHLIWKHIROORZLQJJURXSVRIZRUGVMXVWLI\\WKHDERYHGH¿QLWLRQ 7 KHFRPPDQGHU¶VSDWULRWLFVSHHFKLQIXVHG]HDOLQWRWKHVROGLHUV 0 DQLVDZRQGHUIXOFUHDWLRQRI*RG 7 RGD\\\\RXDUHZKHUH,ZDQWHGWRVHH\\RX &DXVLQJQDWXUDOLPEDODQFHLVRQHFRORJLFDORIGHSOHWLRQUHVRXUFHVWKHHDUWK H[SHFWVWUXWKLQKRQHVW\\DGLVFLSOLQHWUXHDVWXGHQWVWHDFKHUKLV : KDWGR\\RXJDWKHUIURPWKHDERYH¿YHH[DPSOHV\"'RHVDQ\\RIWKHPFRPSO\\ZLWKWKHGH¿QLWLRQRID VHQWHQFH\" /HWXVDQDO\\VHWKHPRQHE\\RQH ,WLVDZHOODUUDQJHGJURXSRIZRUGVHQGLQJZLWKDPDUNRISXQFWXDWLRQ IXOOVWRS ,WKDVDFOHDUDQG FRPSOHWHPHDQLQJ²there is a commander and there are some soldiers; the commander speaks to these soldiers; the speech by the commander is patriotic which instils zeal in these soldiers7 KXV this group of words is a sentence 7 KLVDOVRLVDPHDQLQJIXOJURXSRIZRUGVHQGLQJZLWKDPDUNRISXQFWXDWLRQ IXOOVWRS ,WJLYHVDFOHDU DQGFRPSOHWHVHQVHWKDWman is a remarkable creature made by God7 KHUHIRUHLWis a sentence 7 KLV also is a sentence DV LW JLYHV D FRPSOHWH PHDQLQJ DQG HQGV ZLWK D IXOO VWRS ,W WHOOV RI WKH SURJUHVVµ\\RX¶KDVPDGHRYHUWKH\\HDUV ,WLVGLI¿FXOWWRPDNHRXWDQ\\WKLQJIURPH[DPSOH,QWKLVJURXSRIZRUGVWKHZRUGVDUHLQGLYLGXDOO\\ PHDQLQJIXO EXW FROOHFWLYHO\\ PHDQLQJOHVV7 KLV JURXS RI XQV\\VWHPDWLFDOO\\ DUUDQJHG ZRUGV cannot be called a sentence $JDLQ WKH ZRUGV LQ WKLV JURXS DUH LQGLYLGXDOO\\ PHDQLQJIXO EXW FROOHFWLYHO\\ GR QRW FRQYH\\ DQ\\ XQGHUVWDQGDEOHVHQVH7 KHUHIRUHLWLVPHUHO\\DPHDQLQJOHVVJURXSRIPHDQLQJIXOZRUGVDQGLVnot a sentenceDWDOO REMEMBER... Ì $ VHQWHQFH HVVHQWLDOO\\ HQGV ZLWK D PDUN RI SXQFWXDWLRQ²IXOO VWRS PDUN RI LQWHUURJDWLRQ \" RU PDUN RI H[FODPDWLRQ ²ZLWKRXWZKLFKLWLVPHUHO\\DJURXSRIZRUGV Ì 7 KHZRUGVLQDVHQWHQFHVKRXOGEHDUUDQJHGDFFRUGLQJWRWKHUXOHVRIJUDPPDU Ì 9DULRXVNLQGVRIZRUGVKHOSLQWKHIRUPDWLRQRIDVHQWHQFH 1
Activity 1 State which of the following are sentences, and which are not. Give reasons for your answers. 1. EHHWOHVEXWWHUÀLHVÀRZHUVRYHUKRYHUWKHLQVSULQJ 2. ,WKUHZDSHEEOHLQWRWKHZDWHUZKLFKFUHDWHGULSSOHV 3. 3 HULRGLFWLFNLQJRIWKHORQJHVWDUPRIWKHFORFNPDUNVVHFRQGV 4. : KRDUH\\RXWRWHOOPHWRGRWKLV 5. follow are for rules to all 6. &RUUXSWLRQLVUDPSDQWLQDOOZDONVRIOLIHWKHVHGD\\V 7. 2 EVHUYHJRRGPDQQHUVZKHUHYHU\\RXJR 8. + RZWDOOWKHVHSODQWVKDYHJURZQLQDZHHN 9. : K\\RQO\\PHVKRXOGGRLW 10. FDQP\\HQWHUQRQHSURSHUW\\P\\ZLWKRXWSHUPLVVLRQ I. UNITS OF THE SENTENCE $VHQWHQFHLVDFRPELQDWLRQRIWKHIROORZLQJXQLWV a word b phrase c FODXVH /HWXVVHHZKDWWKHGH¿QLWLRQVDQGVDOLHQWIHDWXUHVRIWKHVHXQLWVDUH (a) WORD $ZRUGLVD¿[HGDUUDQJHPHQWRIVRPHOHWWHUVWKDWVWDQGVIRUVRPHLWHPRUKDVDQLQGHSHQGHQWLGHQWLW\\ ([DPSOHV IUXLWDQLPDOPDQHGXFDWLRQPRUDOLW\\QDWLRQORYHKRQHVW\\VSHDNGDQFHHWF (DFKRIWKHSUHFHGLQJJURXSVRIOHWWHUVUHSUHVHQWVDVHSDUDWHLWHPKDYLQJLWVLQGHSHQGHQWPHDQLQJ BEAR IN MIND... Ì $ZRUGLVWKHIXQGDPHQWDOXQLWRIODQJXDJHWKDWKHOSVLQWKHIRUPDWLRQRIKLJKHUXQLWV Ì $ VHQWHQFH FDQ KDYH DQ\\ QXPEHU RI ZRUGV GHSHQGLQJ RQ WKH QXPEHU RI XQLWV DQ LGHDFRQFHSWIHHOLQJ H[SUHVVLRQPD\\KDYH Ì (YHU\\ZRUGKDVDGH¿QLWHIXQFWLRQDOLGHQWLW\\ HOHPHQW FDOOHGSDUWRIVSHHFK Ì $ZRUGFDQDVVXPHYDULRXVIRUPVSHUIRUPLQJYDULRXVIXQFWLRQVLQDVHQWHQFH Ì 7 KH PHDQLQJ RI D ZRUG FDQ EH ERWK LQGHSHQGHQW RI RU GHSHQGHQW RQ WKH PHDQLQJ RI RWKHU ZRUGV DV LW KDSSHQVLQWKHFDVHRIVWUXFWXUHZRUGV Ì $ZRUGFDQKDYHGLIIHUHQWIXQFWLRQVLQGLIIHUHQWVHQWHQFHV (b) PHRASE $SKUDVHLVDVHWRIZRUGVJURXSHGWRJHWKHUWRH[SUHVVDSDUWLDOVHQVH ([DPSOHV i 7 KLVFKDLULVmade up ofZRRG ii $QD[HZDVO\\LQJin the corner iii 2 QHVXIIHUVbecause ofRQH¶VIROOLHV iv : HFRXOGDFKLHYHRXUJRDOby dint ofKDUGZRUN v 7 KLVLVDQHUDZKHUHLQDOPRVWDOODUHFDXJKWLQthe rat race vi 7 U\\WRJHWWRWKHroot of the matter 2 CONNECT WITH GRAMMAR AND COMPOSITION—VII
<RXPXVWKDYHREVHUYHGLQWKHDERYHH[DPSOHVWKDW made up of VHQWHQFHi in the corner VHQWHQFHii because of VHQWHQFHiii by dint of VHQWHQFHiv the rat race VHQWHQFHv root of the matter VHQWHQFHvi KDYH SDUWLDO PHDQLQJV DQG KDYH EHHQ XVHG DV GLVWLQFW HOHPHQWV LQWKHLUUHVSHFWLYHVHQWHQFHV 7 KHUHIRUHDOOWKHKLJKOLJKWHGJURXSVRIZRUGVDUHphrases MARK THIS: Ì $SKUDVHLVDELJJHUXQLWWKDQDZRUG Ì $SKUDVHFRQYH\\VDIUDFWLRQRIWKHFRPSOHWHPHDQLQJRIDVHQWHQFH Ì $SKUDVHFDQZRUNLQWKHFDSDFLW\\RIDQ\\RIWKHHOHPHQWVRIDVHQWHQFH²VXEMHFWYHUEREMHFWHWF Ì /DQJXDJHDVVXPHVFRPSOH[LW\\RUVRSKLVWLFDWLRQZLWKWKHXVHRISKUDVHV (c) CLAUSE $FODXVHLVDSDUWRIDVHQWHQFHKDYLQJDVXEMHFWDQGD¿QLWHYHUERILWVRZQMXVWOLNHWKHVHQWHQFH +RZHYHULWH[SUHVVHVRQO\\DSDUWLDOPHDQLQJRIWKHVHQWHQFHRIZKLFKLWLVDSDUW ([DPSOHV i 7 KHIDUPHUUHDSHGKLVFURS DQGVROGLWLQWKHPDUNHW ii $PRWKHUJLYHVELUWKWRDFKLOG nourishes it DQGORYHVLW iii 7 RGD\\ ZH DUH JRLQJ WR WKH 3 UDJDWL 0 DLGDQ ZKHUH WKH : RUOG %RRN ) DLU LV JRLQJRQ iv ,GRQRWNQRZWKHWLPH ZKHQWKHIXQFWLRQZLOOVWDUW v ,WLVQRWNQRZQ ZK\\WKHEXLOGLQJFROODSVHGVXGGHQO\\ ,IZHH[DPLQHWKHH[DPSOHVJLYHQDERYHZHVHHWKDWDOORIWKH¿YHVHQWHQFHVKDYH two or moreXQLWV 6HQWHQFH i FDQEHGLYLGHGLQWRWZRSDUWV²The farmer reaped his crop and and sold it in the market; 6HQWHQFH ii KDVWKUHHXQLWV²A mother gives birth to a child, nourishes it and and loves it; 6HQWHQFH iii FDQEHGLYLGHGLQWR²Today we are going to the Pragati Maidan and where the World Book Fair is going on; 6HQWHQFH iv KDVWKHSDUWVI do not know the time and when the function will start; and 6HQWHQFH v FDQEHGLYLGHGLQWRIt is not known and why the building collapsed suddenly $OO WKH XQLWV KLJKOLJKWHG DERYH KDYH WKHLU UHVSHFWLYH VXEMHFWV DQG ¿QLWH YHUEV DQG DSSHDU OLNH IXOO VHQWHQFHV+ RZHYHUWKH\\FRQYH\\PHUHO\\DSDUWRIWKHPHDQLQJRIWKHLUUHVSHFWLYHVHQWHQFHV7 KXVZHFDQ FRQFOXGHWKDWDOOWKHXQGHUOLQHGXQLWVRIWKHVHQWHQFHV i ± v DUHclauses REMEMBER... Ì $¿QLWHYHUEKDVDVXEMHFWRILWVRZQDQGFKDQJHVLWVIRUPZLWKWKHFKDQJHRILWVVXEMHFWRUWHQVH>6HHWKH GHWDLOHGGLVFXVVLRQLQFKDSWHU9HUEV@ Ì &ODXVHLVDELJJHUXQLWRIODQJXDJHWKDQDSKUDVH Ì (YHU\\VHQWHQFHZLWKWZRRUPRUHFODXVHVKDVDPDLQFODXVHFDOOHGWKHSULQFLSDOFODXVH Ì &RRUGLQDWHVXERUGLQDWHDQGUHODWLYHDUHWKHWKUHHGLIIHUHQWNLQGVRIFODXVHV THE SENTENCE 3
Activity 2 (A) Which of the given groups of letters are words and which are not? Rearrange the incorrect spellings to make meaningful words. (i) beauty (ii) tucho (iii) dronga (iv) business (v) pleasant (vi) tricyk (vii) lustre (viii) mirage (ix) dsihonour (x) frdienship (B) Rearrange the following groups of jumbled words so as to turn them into meaningful sentences. (i) let enjoy us fully day this. (ii) banana snatched a boy from monkey the a. (iii) blooming are lilies beautiful garden in our. (iv) hosts this show popular who? (v) shout loudly what so makes you? (C) Identify the clauses in the following sentences: (i) My mother offered prayers in the temple and returned home. (ii) Because you have nothing to say, you are quiet. (iii) She can go wherever she likes. (iv) I want to say that Simon is a nice boy. (v) The tiger pounced on the rabbit, dragged it into the bushes and then ate it up. II. PARTS OF THE SENTENCE Structurally, a sentence can be divided into two segments or parts: (a) Subject (b) Predicate (a) SUBJECT By Subject we mean the noun or its equivalent word(s) which relate(s) to the state of an action, possession or being represented by the verb in the remaining part of the sentence. 7 KHVXEMHFWRIWKHPDLQYHUELQDVHQWHQFHJHQHUDOO\\VDWLV¿HVWKHTXHVWLRQ²ZKRZKDW Read the following sentences and ask the question—who/what—for every sentence. (i) The woodcutter had chopped a lot of wood in the jungle. who v (ii) Naughty children rarely listen to what the elders say or what the teachers teach. who v (iii) All were busy making preparations for the festival. who v (iv) The hopes of your people rest on you. what v (v) That the divine sculptor created the cosmos is true. what v 7 KHTXHVWLRQV²ZKRZKDW²ZLWKUHVSHFWWRWKHDERYHVHQWHQFHV\\LHOGWKHDQVZHUV²the woodcutter, naughty children, all, the hopes of your people and that the divine sculptor created the cosmos, UHVSHFWLYHO\\7 KHUHIRUHWKHZRUGVRUJURXSVRIZRUGV LQEROG DFWDVVXEMHFWVIRUWKHYHUEV²had chopped, listen, were, rest and is, respectively. 4 CONNECT WITH GRAMMAR AND COMPOSITION—VII
BEAR IN MIND... Ì 1RXQVSURQRXQVRUZRUGV RUJURXSVRIZRUGV DFWLQJDVQRXQVFDQEHWKHVXEMHFWVIRUWKHUHVSHFWLYHYHUEV Ì 7 KHYHUEIRUPFKDQJHVLQDJUHHPHQWZLWKWKHQXPEHUDQGSHUVRQRIWKHVXEMHFW Ì 7 KHVXEMHFWFDQEHLQWKHIRUPRIDZRUGSKUDVHRUHYHQDFODXVH (b) PREDICATE The other part of the sentence which provides information about the subject, is called the Predicate. ,Q VHQWHQFHV i ± v FLWHG LQ WKH SUHFHGLQJ WRSLF WKH SDUWV RWKHU WKDQ WKH UHVSHFWLYH VXEMHFWV²had chopped a lot of wood in the jungle; rarely listen to what the elders say and what the teachers teach; were busy making preparations for the festival; rest on you; and is true²DUHDOOSUHGLFDWHV MARK THESE: Ì 7 KHSUHGLFDWHFDQEHLQWKHIRUPRIRQHRUPRUHHOHPHQWVHQWLWLHV Ì 9HUEREMHFWDQGGLIIHUHQWDGYHUEV ZRUGVSKUDVHVFODXVHV FROOHFWLYHO\\IRUPWKHSUHGLFDWHRIDVXEMHFW Ì ,QVRPHVHQWHQFHVRQO\\WKHYHUELVVXI¿FLHQWWRIRUPWKHSUHGLFDWH Activity 3 Identify the subject and the predicate in the following sentences. 1. &KLOGUHQDUHSXUHDWKHDUWDQGDOZD\\VVSHDNWKHWUXWK 2. /HDYHVRIWKHVZD\\LQJWUHHZHUHFDVWLQJWKHLUVKDGRZRQWKHJURXQG 3. /LNHGUDZVOLNH 4. : HUHWKH\\UHDOO\\WHDVLQJWKHLUIHOORZVWXGHQWV\" 5. %ULQJPHVRPHWKLQJWRHDW 6. $QLPDOVEUHGLQFDSWLYLW\\DUHPLOGUDWKHUWKDQZLOGLQQDWXUH 7. 7 KHUHLVQRVXFKUHPHG\\DVFDQUHYHUVHWKHKDUPGRQHE\\VPRNLQJ 8. : DONDPLOHLQDQDWXUHWUDLOHYHU\\GD\\WRUHPDLQKHDOWK\\ 9. 6KDVZDWDQGKLVVFKRROIULHQGVDUHFRPLQJDORQJ 10. 6KLQLQJEHKLQGWKHFORXGVZDVDZDUPJORZLQJVXQ III. COMPOSITION OF THE SENTENCE 7 KLVVHFWLRQRIWKHFKDSWHUH[SODLQVKRZWKHGLIIHUHQWFRPSRQHQWVRIWKHVHQWHQFHDUHDUUDQJHG%HIRUH OHDUQLQJWKHDUUDQJHPHQWLWEHFRPHVHVVHQWLDOWRNQRZZKDWWKRVHFRPSRQHQWVDUH SUBJECT (S) $V ZH KDYH DOUHDG\\ VWXGLHG the subject in a sentence is the noun or its equivalent about which the main verb says something ,WVDWLV¿HVWKHTXHVWLRQ²who/what. ([DPSOHV i The poacher ZDVORRNLQJIRUKLVIDYRXULWHTXDUU\\DGHHU Who\"The poacheU s ii Her eyes EHJDQWRZHOOXSZLWKWHDUV What\"Her eyes s THE SENTENCE 5
iii Lata SDVVHGE\\DFKXUFKDQGUHPHPEHUHG&KULVW Who\"Lata s iv Misdeeds FDQVSRLORQH¶VOLIH What\"Misdeeds s VERB (V) Verb is the state of action, being or possession of the subject. $YHUERIDFWLRQVDWLV¿HVWKHTXHVWLRQ²what...do/done. ([DPSOHV i 7 KHW\\SLVW had typed WZROHWWHUVE\\WKHHQGRIWKHGD\\ v What...done?...had typed ii 7 KHODQGDQGWKHVN\\ meet DWWKHKRUL]RQ v What...do?...meet REMEMBER... Ì 7 KHTXHVWLRQ²what...do/done²LVLPSUDFWLFDOLQFDVHRIWKHYHUEVRIEHLQJFRQGLWLRQSRVLWLRQRUTXDOLW\\ Ì 'LIIHUHQWWHQVHVDUHUHSUHVHQWHGE\\GLIIHUHQWIRUPVRIWKHVDPHYHUE Ì 9HUEVPD\\RUPD\\QRWEHIROORZHGE\\DQREMHFW COMPLEMENT (C) &RPSOHPHQWUHIHUVWRVRPHWKLQJWKDWFRPSOHWHV,QDVHQWHQFHLWLVWKHVHJPHQWH[FOXGLQJWKHVXEMHFW and the verb. &HUWDLQ HOHPHQWV RI D VHQWHQFH QDPHO\\ WKH Object 2 RI WKH YHUE DQG WKH DGYHUEV RI Place 3 Time 7 Reason 5 DQGManner 0 DUHFROOHFWLYHO\\WHUPHGDVLWVComplement & Object (O) The object in a sentence refers to the recipient of the action represented by the verb or something affected by the verb directly or indirectly. ,WVDWLV¿HVWKHTXHVWLRQ²what/whom. ([DPSOHV i 7 KHVKHSKHUGKDVMXVW taken his goats RXWIRUJUD]LQJ v d.o. Whom?...his goats—direct object ii 0 \\PRWKHU gave me a hundred rupees DVSRFNHWPRQH\\ v i.o. d.o. Whom?...me—indirect object DQG What?... a hundred rupees—direct object Place (P) It is the point or position where some action (verb) occurs or takes place. ,WVDWLV¿HVWKHTXHVWLRQ²wherefrom whereat what place. 6 CONNECT WITH GRAMMAR AND COMPOSITION—VII
([DPSOHV i 7 KHVKRSNHHSHU displayed PDQ\\WKLQJV in the showcase v p Where?...in the showcase ii *ROX came out WRSOD\\ vp Where?...out Time (T) It is the time segment in which an action takes place. ,WVDWLV¿HVWKHTXHVWLRQ²when/at what time. ([DPSOHV i : HFDQ see shooting stars later vt When?... later ii 7 KHIXQFWLRQZLOO start at 10.30 a.m. vt At what time?...at 10.30 a.m. Reason (R) It is a word (or group of words) indicating that the action described by the sentence follows an already stated reason behind it. ([DPSOHV i 5DKXOZDQWHGWREX\\DQHZELNH HenceKH went WRWKHEDQNDQG withdrew VRPHPRQH\\ rv v ii 7 KHUHZDVYHU\\OLWWOHIRRGOHIW ThereforeWKHPRWKHU fed WKHFKLOGWKDWZDVKXQJU\\ rv 7 KHZRUGhenceLQGLFDWHVWKDWWKHreason why the man went to the bank and withdrew some money is already stated before6LPLODUO\\thereforeLQGLFDWHVWKDWWKHreason why the mother fed the child that was hungry is already stated before Manner (M) It is a word (or a phrase) used to describe the fashion/manner/style in which an action takes place. ,WVDWLV¿HVWKHTXHVWLRQ²how/in what manner. ([DPSOHV i : HVKRXOGQRW eat our food hastily vm How?...hastily ii 3 DUHQWV bring up WKHLUFKLOGUHQ with love and care vm In what manner?...with love and care + DYLQJ GLVFXVVHG WKH YDULRXV HOHPHQWVFRPSRQHQWV RI WKH VHQWHQFH ZH FDQ QRZ RUJDQLVH WKHP WR IRUPLWVEDVLFVWUXFWXUHDV 6XEMHFW 6 9HUE $X[ 0 9 &RPSOHPHQW & >2 3 7 50 @ THE SENTENCE 7
MARK THIS: Ì 7 KHVHTXHQFH²2 3 7 50 ²LVÀH[LEOH,IWKHVLWXDWLRQVRGHPDQGVWKHUHFDQEHFKDQJHVLQLW Activity 4 Analyse the following sentences to identify the components—O, P, T, R and M—in them. 1. 7 RGD\\RXUWHDFKHUJDYHDQLQVSLULQJOHFWXUH 2. /LIHLVQRWDEHGRIURVHV 3. 7 KHGDLV\\VPHOOVVZHHW 4. 7 KHFKLOGUHQDUHPDNLQJFDVWOHVZLWKVDQGE\\WKHULYHUVLGHQRZ 5. $WGDZQELUGVÀXWWHUWKHLUZLQJVMR\\IXOO\\WRÀ\\RXWLQWRWKHEOXHVN\\ IV. KINDS OF SENTENCES 7 KHUHDUHWZREDVHVWRFDWHJRULVHVHQWHQFHV $ %DVLVRI) RUP % %DVLVRI&RPELQDWLRQRI&ODXVHV A. BASIS OF FORM 2 QWKHEDVLVRIWKHLUIRUPVHQWHQFHVFDQEHSXWXQGHUYDULRXVKHDGVDVIROORZV $V6WVDWHUHWLPRHQVQWV$'VHVFHODUWULDYHWLYH ([FODPDWRU(\\[FODPDWLRQV ,QWHUURJDWLYH 2 UGH5UVHT$XGHYVLFWVH 6(17 (1&(6 ,PSHUDWLYH 4 XQHVuWeLRrQieVs 1. Declarative or Assertive Sentences 7KHVHVHQWHQFHVH[SUHVV statementsassertions in the DI¿UPDWLYH or QHJDWLYHVHQVH 7 KHVHVHQWHQFHVHQGZLWKDfull stop(.) ([DPSOHV i $SRRUPDQZRUNVKDUGWRHDUQKLVOLYLQJ DI¿UPDWLYH ii 0 \\PRWKHUKDVDQXQVKDNHDEOHEHOLHILQ*RG DI¿UPDWLYH iii 3 HUKDSV\\RXDUHEXV\\QRZ DI¿UPDWLYH iv 6KHGRHVQRWSD\\KHHGWRZKDWKHUIULHQGVD\\V negative v <RXKDYHQRWSDLGRII\\RXUGHEWV\\HW negative 8 CONNECT WITH GRAMMAR AND COMPOSITION—VII
2. Interrogative Sentences These sentences ask questions or raise queries 7 KHVHVHQWHQFHVHQGZLWKDQinterrogation mark ? 7KH\\DUHRIWZRW\\SHV a 4 XHVWLRQVVWDUWLQJZLWK$X[LOLDULHV b 4 XHVWLRQVVWDUWLQJZLWKWhZRUGV a 4XHVWLRQV6WDUWLQJZLWK$X[LOLDULHV 6XFKTXHVWLRQVGHPDQGFRQ¿UPDWLRQRUQHJDWLRQSHUWDLQLQJWRWKHTXHU\\ ([DPSOHV i Are\\RXUHDG\\WRERDUGWKHEXVWR-DLSXU\" ii Am,DIRRO\" iii IsWKHPRWKHUQRWSUHSDULQJIRRGIRUKHUFKLOGUHQ\" iv Is\\RXUIDWKHUJHWWLQJWKHJDUGHQHUWRZDWHUWKHSODQWV\" v Hasn'tJDPEOLQJEURXJKW6KDNHHORQWKHVWUHHW\" BEAR IN MIND... Ì 7 KHVHTXHVWLRQVDUHDQVZHUHGLQµYes¶RUµNo¶RURWKHUDGYHUEVRIDI¿UPDWLRQQHJDWLRQ Ì ‘Yes¶PD\\EHIROORZHGE\\DQDI¿UPDWLYHVHQWHQFH RUFODXVH ZKHUHDVµNo¶PD\\EHIROORZHGE\\DQHJDWLYH VHQWHQFH RUFODXVH (b) Questions Starting with Wh-family words Questions starting with WhIDPLO\\ ZRUGV²who, what, whom, which, whose, where, when, why, how, HWFGHPDQGDVSHFL¿FUHVSRQVHFRUUHVSRQGLQJWRWKHwhZRUGXVHG ([DPSOHV i WhoVWRRG¿UVWLQWKHFODVV\" VXEMHFW ii What do birds doXVLQJWKHLUZLQJV\" YHUE iii WhatGRWKH\\VHUYHIRUEUHDNIDVWHYHU\\GD\\\" GLUHFWREMHFW iv WhomKDYHWKHYRWHUVHOHFWHGOHDGHUWKLVWLPH\" LQGLUHFWREMHFW v WhyFDQWKHRI¿FHUQRWEHKRQHVW\" UHDVRQ vi Which RIWKHVHER\\VLVWKHVFKRROFDSWDLQ\" VHOHFWLRQLQGLFDWLRQ MARK THIS: Ì Every whZRUGLQGLFDWHVDSDUWLFXODUFRPSRQHQWRIDVHQWHQFHVXFKDVVXEMHFWYHUEREMHFWSODFHHWF 7 KHUHIRUHVXFKTXHVWLRQVDUHDQVZHUHGGLIIHUHQWO\\ 3. Imperative Sentences 7KHVHDUHWKHVHQWHQFHVZKLFKH[SUHVV RUGHUVFRPPDQGVUHTXHVWVDGYLFH etc., in the SRVLWLYH or QHJDWLYH sense. 6XFKVHQWHQFHVHQGZLWKDfull stop(.) a Direct Orders ([DPSOHV i 0 DNHKDVWH SRVLWLYH ii : ULWHZLWKLQSURSHUPDUJLQV SRVLWLYH THE SENTENCE 9
iii 'RQ¶WOLWWHUWKLVSODFH QHJDWLYH iv 'RQRWVWHSRQWRWKHÀRZHUEHGV QHJDWLYH b Indirect Orders ([DPSOHV i 1RERG\\LVWRVWD\\KHUHDIWHU SP QHJDWLYH ii <RXDUHWREHKDYHSROLWHO\\ZLWKHYHU\\RQH SRVLWLYH iii ,DPWRVWLFNWRP\\ZRUG SRVLWLYH iv 6XSHUVWLWLRQVDUHQRWWREHDFFHSWHGEOLQGO\\ QHJDWLYH c Advice ([DPSOHV i 6WXGHQWVVKRXOGJHWXSHDUO\\ SRVLWLYH ii <RXPXVWUHWXUQKRPHLPPHGLDWHO\\ SRVLWLYH iii 6KHRXJKWWRUHVSHFWWKHODZ SRVLWLYH iv 7 KH\\PXVWQRWGLVWXUEKLPDWZRUN QHJDWLYH d Request ([DPSOHV i . LQGO\\KDYHSDWLHQFHDQGZDLWIRU\\RXUWXUQ SRVLWLYH ii 3 OHDVHKHOSWKHROGPDQFURVVWKHURDG SRVLWLYH iii <RXDUHUHTXHVWHGQRWWRPLVXVHHOHFWULFLW\\ QHJDWLYH iv : HUHTXHVW\\RXUIXOOFRRSHUDWLRQLQRXULQLWLDWLYH SRVLWLYH e Proposal ([DPSOHV i /HWXVQRWIRUJHWWKHVDFUL¿FHVPDGHE\\RXUQDWLRQDOKHURHV ii /HWXVH[SHFWWKHEHVWIURPRXUOLYHV 4. Exclamatory Sentences 7KHVHDUHWKHVHQWHQFHVZKLFKH[SUHVV strong and sudden feelings, such as happiness, sorrow, praise, pain, surprise, exultation, wishes, blessings, compliments, etc. 6XFKVHQWHQFHVHLWKHUIROORZDQLQWHUMHFWLRQRUHQGZLWKDmark of exclamation (!) ([DPSOHV i + HDYHQV7 KLVVWRUPUHIXVHVWRVXEVLGH VXUSULVH ii + XVK7 KLVLVDQRI¿FH FDOOIRUPDLQWDLQLQJVLOHQFH iii + XUUDK$WODVW,KDYHEHHQFKRVHQWRSOD\\IRUWKHFRXQWU\\ H[XOWDWLRQ iv : KDW<RXKDYHORVW\\RXUSXUVHIXOORIPRQH\\\" VXUSULVH v $ODV(YHQP\\SDUHQWVKDYHDEDQGRQHGPH GHHSJULHIVRUURZ vi + RZGDUNWKHFORXGVDUH VXUSULVH vii 0 D\\*RGEOHVV\\RX EOHVVLQJ viii : LVK\\RXDOOWKHEHVWLQOLIH ZLVK L[ : RZ<RXORRNVRSUHWW\\WRGD\\ FRPSOLPHQW 10 CONNECT WITH GRAMMAR AND COMPOSITION—VII
Activity 5 Rearrange the following groups of words to make the kind of sentence mentioned in brackets for each. Remember to put the appropriate stop at the end of each sentence. 1. LVPHORGLRXVFKRLUWKLVKRZ H[FODPDWRU\\ 2. SLFQLFRXWOHWJRXVDIRU LPSHUDWLYH 3. VKRXOGUXOHVRQHEUHDNWUDI¿FQHYHU LPSHUDWLYH 4. QRW\\RXDVUHDG\\\\HWZK\\DUH 5. VHOHFWHGWHDP,EHHQWRSOD\\IRUWKHKDYH LQWHUURJDWLYH 6. VWUHZQRIELWVZHUHHYHU\\ZKHUHSDSHU DVVHUWLYH 7. IDPLO\\FDQSRRUDIIRUGLWVHGXFDWHWRDFKLOGUHQ DVVHUWLYH 8. KHU6XKDQLDGPLWPLVWDNHPXVW 9. HQWHUWRQRERG\\LVWKHFODVVURRP LQWHUURJDWLYH 10. EULOOLDQWKDVJLYHQVKHDZKDWSUHVHQWDWLRQ LPSHUDWLYH LPSHUDWLYH H[FODPDWRU\\ B. BASIS OF COMBINATION OF CLAUSES 2 QWKHEDVLVRIWKHFRPELQDWLRQRIFODXVHVVHQWHQFHVFDQEHFODVVL¿HGDV 6LPSOH6HQWHQFH &RPSRXQG6HQWHQFH &RPSOH[6HQWHQFH 1. Simple Sentence $ VHQWHQFH ZKLFK KDV RQH VXEMHFW DQG RQO\\ RQH ¿QLWH YHUE thus constituting, structurally, a single clause is called Simple Sentence. ([DPSOHV i My friend teaches 3 KLORVRSK\\DWDFROOHJH Sub. fin. verb ii They admire KLVKRQHVW\\DQGVLQFHULW\\ Sub. fin. verb 2. Compound Sentence A Compound Sentence is one which is a combination of two or more independent or coordinate clauses. 7 KHVHFRRUGLQDWHRULQGHSHQGHQWFODXVHVDUHMRLQHGE\\FRRUGLQDWHFRQMXQFWLRQVVXFKDVandbutsoHWF ([DPSOHV i $FDWHQWHUHGWKHNLWFKHQandOLFNHGWKHPLONGU\\ 7 ZRFRRUGLQDWHFODXVHVMRLQHGE\\and ii : HUDQIDVWbutFRXOGQRWFDWFKWKHWUDLQ 7 ZRFRRUGLQDWHFODXVHVMRLQHGE\\but iii ,WLVD6XQGD\\WRGD\\thereforeZHZLOOUHPDLQDWKRPH 7 ZRFRRUGLQDWHFODXVHVMRLQHGE\\therefore iv . LUWLas well as. DPLQLLVDXQLYHUVLW\\VWXGHQW 7 ZRFRRUGLQDWHFODXVHVKDYLQJGLIIHUHQWVXEMHFWVEXW VDPHSUHGLFDWHVMRLQHGE\\as well as THE SENTENCE 11
3. Complex Sentence A sentence, which contains one main or principal clause and one or more dependent or subordinate FODXVH V LVFDOOHGD&RPSOH[6HQWHQFH ([DPSOHV i I can tell you ZKHQWKHRI¿FHRSHQV SULQFLSDOFODXVH VXERUGLQDWHFODXVH ii It is a well-known fact that the earth goes round the Sun SULQFLSDOFODXVH VXERUGLQDWHFODXVH iii 7KHUHZDVDQXQH[SHFWHGNQRFNRQWKHGRRU which startled everyone SULQFLSDOFODXVH VXERUGLQDWHFODXVH iv Nirmala studies with Arpan who is the neighbour that she likes most. SULQFLSDOFODXVH VXERUGLQDWHFODXVH VXERUGLQDWHFODXVH REMEMBER... Ì &RRUGLQDWHFODXVHVDUHLQGHSHQGHQWO\\PHDQLQJIXO Ì 6XERUGLQDWHFODXVHVGHSHQGRQWKHLUUHVSHFWLYHSULQFLSDOFODXVHVIRUWKHFRPSOHWLRQRIWKHLUPHDQLQJV Ì 7 KHUHFDQEHRQO\\RQHSULQFLSDOFODXVHLQDFRPSOH[VHQWHQFH Activity 6 ,GHQWLI\\WKHNLQGVRIWKHIROORZLQJVHQWHQFHV i 7 KH\\GLGQRWKHOSPHDWDOO ii <RXVKRXOGWDNHPHGLFLQHWRJHWUHOLHIIURPFROG iii *HWRXWRIP\\KRXVHLPPHGLDWHO\\ iv ,DPQRWJRLQJWRVSHDNWRKHUDWDOO v : RZ: KDWDEHDXWLIXOVROLWDLUH vi : K\\VKRXOG,DORQHGRWKLVWDVN\" vii 7 KHPDQVWDUWHGWKHFDUDQGGURYHDZD\\ viii 7 KDWYLUXVFDXVHVYDULRXVGLVHDVHVLVQRWDP\\VWHU\\DQ\\PRUH L[ 7 ULVKQDWDNH\\RXUVHDW [ ) LUHGRHVQRWEXUQHYHU\\WKLQJDOLNH .12:/('*(&251(5 WILLIAM BLAKE : LOOLDP%ODNHZDVDQ(QJOLVKSRHWSDLQWHUDQGSULQWPDNHU+ HZURWH6RQJV RI,QQRFHQFHDQG6RQJVRI([SHULHQFH$PRQJKLVEHVWNQRZQO\\ULFVWRGD\\ DUHµ7 KH/DPE¶µ7 KH7 \\JHU¶µ/RQGRQ¶DQGWKHµ-HUXVDOHP¶O\\ULFIURP0 LOWRQ ZKLFKKDVEHFRPHDNLQGRIVHFRQGQDWLRQDODQWKHPLQ%ULWDLQ 12 CONNECT WITH GRAMMAR AND COMPOSITION—VII
2 Nouns Noun is the name of a person, place, or thing. Harsh : Is it a puzzle , Darpan , that you want me to solve? Darpan : Ha - ha! Confused, Harsh ? Harsh : Of course. Anybody would be confused if you act mysteriously. Darpan : There is no mystery or puzzle in what I have written. Harsh : What is it, then? Darpan : Actually, I have just written an eternal fact . Harsh : A fact ! But about what? Darpan : About Nouns , which our teacher is going to discuss in the class today. Harsh : Then, why don’t you come to the topic straightaway instead of creating confusion ? Darpan : Well, that is what I was trying to do, but you thought I was asking you some puzzle . Harsh : But shouldn’t you have started it in a simple way ? 13
Darpan : That is what I did, but you seemed not to understand it on the spot . Harsh : Sorry! I don’t follow what you intend to say. Darpan : It’s okay. But, it is an irony that, at times, too much simplicity creates puzzlement or Harsh complexity . Darpan : Anyway, go ahead with what you want to teach me before the teacher arrives here. Harsh Darpan : Well, I want to discuss Nouns — their GH¿QLWLRQ , FODVVL¿FDWLRQ and salient features — Harsh with you. Darpan : That’s good. Please, explain the things over again. Harsh : Oh! I am afraid, now I cannot do that. : Cannot do that? But why? : Just because our teacher of English , Miss Maria , has entered the classroom . And now, she alone will do the rest. : I see. Noun is the name of a person, place, or thing. Teacher : Who wrote this sentence on the blackboard ? : Madam , it was Darpan who did it. Harsh : But why? Teacher : He wanted to teach me about Nouns . Harsh : Excellent, Darpan ! You have written the appropriate GH¿QLWLRQ of Nouns. Teacher : Thank you, madam. But do teach us everything afresh, please. Darpan : Okay, all of you pay attention to the blackboard now. Teacher 14 CONNECT WITH GRAMMAR AND COMPOSITION—VII
As you read the discussion among the teacher, Harsh and Darpan, did you observe the common factor in the highlighted (encircled) words appearing therein? You must have noticed that all of them represent or name various things, tangible or intangible. The words Harsh, Darpan and Miss Maria are the names of particular persons; teacher, spot, class, topic, way and GH¿QLWLRQare the names of different kinds of common entities; English and Nouns are the names of some topics; puzzle, irony, mystery and fact are the names of ideas; confusion, simplicity, puzzlement and attention are the names of various states of mind DQG¿QDOO\\blackboard is the name assigned to a thing. All these highlighted words are naming words or nouns. Nouns are the names assigned to persons, places, things (living or non-living), animals, feelings, ideas, etc. I. KINDS OF NOUNS NOUNS Proper Common Collective Material Abstract $VWKHSUHFHGLQJ¿JXUHVKRZVWKHUHDUHEDVLFDOO\\¿YHNLQGVRIQRXQV 1. Proper Nouns 2. Common Nouns 3. Collective Nouns 4. Material Nouns 5. Abstract Nouns 1. Proper Nouns The name of a person, place or anything in particular is called Proper Noun. Subhash Chandra Bose Kapil Dev The Ganges Examples: Persons o Subhash Chandra Bose, Akshay Kumar, Kapil Dev, etc. Places o America, Nepal, All India Institute of Medical Sciences, etc. Things o Ɣ Micromax, Crocin, Hit, etc. (brand names); Ɣ The Ganges, The Rocky Mountains, etc. (landmarks); Ɣ Sunday, April, etc. (days/months); Ɣ The Petra, The Taj Mahal, etc. (monuments); Ɣ The Discovery of India, India Today, The Hindu, etc. (books/magazines/dailies); and so on. REMEMBER... Ì The number and gender of proper nouns cannot be changed. Ì Nouns mostly play the role of the subject of a verb or an object of a verb or preposition in a sentence. NOUNS 15
2. Common Nouns Names assigned to the categories of persons, places, things (living or non-living), etc., are termed as Common Nouns. Examples: Persons o woman, child, girl, infant, etc. Places o VFKRROSOD\\JURXQGRI¿FHQXUVHU\\HWF Things o mobile phone, computer, vehicle, fan, etc. Professionals o doctor, editor, miller, goldsmith, etc. Animals o serpent, panther, squirrel, vixen, etc. REMEMBER... Ì Number and gender of common nouns can be changed. 3. Collective Nouns Names assigned to the collections or groups of persons, places, things, etc., are called Collective Nouns. Examples: FURZGSHRSOHVZDUPMXU\\SROLFHEXQFKÀRFNKHUGDVVHPEO\\EORFNUHJLPHQWJURYHPREHWF REMEMBER... Ì The number of collective nouns can be changed. 4. Material Nouns These are the names assigned to the materials or substances of which things are made. Gold Milk Wood Examples: gold, silver, milk, sugar, water, air, mud, salt, wood, stone, honey, poison, wine, iron, etc. REMEMBER... Ì In normal circumstances, there are no plural forms of material nouns. Nevertheless, they can have plural forms with different or unusual meanings. 5. Abstract Nouns These are the names assigned to various feelings, qualities, actions, states, virtues, etc. Examples: wisdom, sincerity, cruelty, success, obstinacy, truth, honour, height, danger, love, hatred, strength, FRQ¿GHQFHEUDYHU\\SDWULRWLVPEHWUD\\DOGLVPLVVDOHWF 16 CONNECT WITH GRAMMAR AND COMPOSITION—VII
REMEMBER... Ì Generally, abstract nouns are used in singular sense, though they can be plural in certain contexts. Ì Abstract nouns are formed by making certain changes in the spellings of adjectives, verbs and adverbs. Activity 1 Identify the kinds of the highlighted nouns in the following paragraph and categorise them under their respective heads. The media , particularly television , has been blindly imitating the debased form of western culture . It is not only television but also ¿OPV that are responsible for this problem . The narrow-minded and short-sighted view that equates modernisation with westernisation is detrimental to our national pride and ethos . The culture and communication policy of India can fruitfully adopt the following statement of Gandhi as its basic guideline . “I do not want my house to be walled in on all sides or my windows to be stuffed. I want cultures of all lands to be blown about my house as freely as possible, but I refuse to be blown off my feet . They should both be on the Indian state .” The culture and communication policy should accept and preserve the traditional forms of our culture and sincere efforts should be made to integrate them with the demands of the present age . Experimentation and innovation should be such as to help in protecting, preserving and adopting traditional art forms which provide vital links of continuity between the present and the future generations . II. NUMBER AND GENDER OF NOUNS On the basis of NUMBER or QUANTITY, nouns can be divided into two categories: 1. Countable Nouns 2. Uncountable Nouns 1. Countable Nouns The nouns that can be counted are called Countable Nouns. Countable nouns can be singular or plural in form. (i) Singular Nouns represent only one member of their kind or class. Examples: story, class, man, girl, angel, animal, theory, secret, etc. (ii) Plural Nouns represent more than one member of their kind or class. Examples: boxes, men, ladies, leaves, children, keys, ants, facts, searches, etc. 2. Uncountable Nouns Nouns of this category cannot be counted. They mainly denote substances which have bulk but not number, and also, abstract things or ideas. NOUNS 17
Examples: milk, earth, hair, friendship, poverty, sugar, butter, etc. BEAR IN MIND... Ì 8 QFRXQWDEOHQRXQVGRQRWWDNHLQGH¿QLWHDUWLFOHV²a or an+ RZHYHUWKHGH¿QLWHDUWLFOHthe can be used with these nouns in a VSHFL¿F or particular sense. Ì These nouns can have the adjectives—any, some or much—to quantify them. Activity 2 5HDGWKHIROORZLQJSDVVDJHDQG¿QGRXWWKHFRXQWDEOHDQGXQFRXQWDEOHQRXQVLQLW$OVRFKDQJHWKHQXPEHU of those nouns if possible. Laughter is infectious, tears are not. A cheerful face puts everyone in good spirits. Comedy has been defined as laughter of the mind. Laughter suggests that man can rise above personal misfortunes and petty faults and failings. There is a liberating quality in laughter. It is a very welcome feeling. There is something private and personal in tears. Sorrow is self-contained. Joy and laughter have the touch of Nature which makes the whole world kin. A sorrowful man’s company is usually avoided. A happy man’s company is sought by all. On the basis of GENDER, nouns are categorised as: 1. Masculine 2. Feminine 3. Common 4. Neuter. 1. Masculine These are nouns indicating male members of various species. Examples: king, man, boy, ox, dog, servant, etc. 2. Feminine These are nouns indicating female members of various species. Examples: queen, woman, girl, cow, bitch, maid, etc. 3. Common These are the nouns which do not distinguish between male or female and are common for both. Examples: child, engineer, teacher, parent, friend, cousin, artist, cook, joker, etc. 18 CONNECT WITH GRAMMAR AND COMPOSITION—VII
4. Neuter Nouns of this category indicate only lifeless things. Examples: stone, sword, knife, doll, apple, house, coin, etc. MARK THIS: Ì ,QVRPHFDVHVPDVFXOLQHDQGIHPLQLQHJHQGHUVDUHLQGLFDWHGE\\SUH¿[LQJWKHPZLWKhe- and she- respectively. Activity 3 Read the following paragraph and identify the highlighted nouns as masculine, feminine, common or neuter gender. Wherever possible, change the gender of the words. A nuclear family comprises a man , his wife and their children . In the cities , due to lack of space for accommodation LW KDV EHFRPH QHFHVVDU\\ WR NHHS WKH IDPLO\\ VPDOO 3 HRSOH ¿QG LW GLI¿FXOW WR NHHS WKHLU ROG parents with them. Soaring prices and high cost of living in the cities are among the reasons for the nuclearisation of the family. It is common belief that the mother-in-law and the daughter-in-law do not get along well in any household . The mother-in-law might put certain restrictions on the newly-wed bride which could lead to the displeasure of the latter. This could make the son and the daughter-in-law walk out of the house . By moving to another home , the daughter-in-law could seek to have privacy in her own life and lead her life as she might like. III. CASES OF NOUNS Nouns appear in sentences in three different cases: 1. Nominative/Subjective case 2. Objective/Accusative case 3. Possessive/Genitive case Let us examine these cases with the help of examples. 1. Nominative Case When a noun is used as the Subject of a verb, it is said to be in the Subjective/ Nominative Case. Examples: (a) Seema went out to play with her friends. (b) The soldiers of the regiment were commanded to defend the post until further orders. 2. Objective Case When a noun is used as the Object of a verb or a preposition, it is said to be in the Objective/ Accusative Case.$QRXQFDQHLWKHUEHDDirect or an Indirect object of a verb. Examples: (a) Rini presented Genelia with a beautiful dress on her birthday. verb i.o. d.o. NOUNS 19
(b) The director ordered pack-up of the shoot at midnight. verb d.o. (c) Humpty-dumpty sat on a wall. prep. object 3. Possessive/Genitive Case When a form of noun shows possession, authority, origin, etc., with the help of an apostrophe (’) (and s), it is said to be in the Possessive/Genitive Case. Examples: (a) Robert Frost’s poems are very inspirational. (b) The President of France’s speech was full of humorous anecdotes. Activity 4 Identify the nouns and state their cases in the following sentences. 1. The students were taken out for a class-picnic. 2. The lion roared to establish its supremacy in the jungle. 3. A weeping child was standing on the roadside. 4. Sit down and carry on with your work. 5. Have you seen Tushar’s brother today? )81$&7,9,7< Identify the nouns (any three). DID YOU KNOW? Abraham Lincoln dreamed about being assassinated 3 nights in a row before he was shot. Crook, his bodyguard, told him to stay home that night, but he left anyway and said, “Goodbye, Crook.” It was the ¿UVWWLPHKH¶GHYHUWROGKLPJRRGE\\HLQVWHDGRIµJRRGQLJKW¶ 20 CONNECT WITH GRAMMAR AND COMPOSITION—VII
3 Pronouns Pronouns are those words which are used instead of nouns (or to replace nouns) to avoid repetition. Read the following introduction given by a boy named Albert. He introduces himself to his new classmates XVLQJWKHVHQWHQFHVJLYHQEHORZ2 EVHUYHWKHHQFLUFOHGZRUGVLQWKHVHVHQWHQFHVDQG¿JXUHRXWKRZWKRVH words function with respect to the nouns used. Hello, friends! I am Albert, your new classmate. I want to make friends with all of you . I am sure, you will help me in everything our teachers would ask us to do. You can also expect me to be a good friend of yours . Whenever there is any problem, we will solve it unitedly. My younger brother, Philip, has also joined our school this year. He will also love to be your friend. He is quite intelligent and solves all his sums himself . Let us pledge to be good and disciplined students of the class. It is an abode of knowledge for us . An analysis of the encircled words shows that: I, me and my refer to the noun, Albert; You, Your and Yours refer to the other students of the class; we, our and us refer to Albert and other students jointly; he, his and himself refer to Albert’s younger brother, Philip; and it refers to the class. Thus, it follows that I (in its different forms); you (in its different forms); we (in its different forms); he (in its different forms) and it have replaced the nouns—Albert, other students of the class, Albert along with the other students, Albert’s younger brother Philip, and the class UHVSHFWLYHO\\7 KHUHIRUHWKH\\DUHE\\GH¿QLWLRQ and usage, Pronouns. 21
However my, our, your, its (attributive), his (attributive), her and their are not treated as pronouns any more. Modern usage treats them as determiners or adjectives owing to the function they perform. KINDS OF PRONOUNS There are seven kinds of pronouns as discussed below. Personal PRONOUNS ,QGH¿QLWH Interrogative Reciprocal Relative Demonstrative Distributive 1. Personal Pronouns 5. Demonstrative Pronouns 2. Interrogative Pronouns 6. Reciprocal Pronouns 3. Relative Pronouns 7. ,QGH¿QLWH3 URQRXQV 4. Distributive Pronouns 1. PERSONAL PRONOUNS The pronouns which replace the names of persons, places or things in particular, namely I, We, You, He, She, It and They are called Personal Pronouns. See how these pronouns replace nouns. I You ________________ ________________ We He ________________ ________________ You She ________________ ________________ 22 CONNECT WITH GRAMMAR AND COMPOSITION—VII
It It ________________ ________________ It They ________________ ________________ It They ________________ ________________ Persons of Personal Pronouns The personal pronouns are so called because they stand for the three Persons—the person(s) speaking (First), the person(s) spoken to (Second) and the person(s) spoken of (Third). These persons are shown in the following table for your understanding. Persons Personal Pronouns Plural Singular I Person We II Person I You III Person You They He, She, It Cases of Personal Pronouns Various forms of personal pronouns, assumed on the basis of their different functions in sentences, are called their Cases. There are four cases of personal pronouns: (a) Subjective or Nominative Case (b) Possessive or Genitive Case (c) Objective or Accusative Case (d)5HÀH[LYHRU(PSKDWLF&DVH (a) Subjective or Nominative Case A form of a personal pronoun is said to be in the subjective or nominative case if it performs the function of the subject of the main verb in the sentence. PRONOUNS 23
Examples: (i) I always accomplish my tasks in time. v (Who?...I) (ii) We will be friends for ever. v (Who?...We) (iii) They have discovered a new island. v (Who?...They) In the preceding sentences, I, We and They carry out the function of the subjects for their respective verbs— accomplish, will be and have discovered. Therefore, these are in the subjective or nominative case. (b) Possessive or Genitive Case A form of a personal pronoun is said to be in the Possessive or Genitive Case when it indicates some possession by or origin from something or somebody in the sentence. Examples: (i 7 KLVSURMHFW¿OHLVmine. (ii 7 KHYHU\\¿UVWQDPHLQWKHPHULWOLVWZDVyours. (iii) I liked that idea of hers very much. In the above sentences, mine, yours and hers indicate the possession of certain nouns by I, you and she, respectively. Therefore, these are personal pronouns in possessive or genitive case. The possessive forms of I, we, you, he, she and they, therefore, are mine, ours, yours, his, hers and theirs, respectively. (c) Objective or Accusative Case A personal pronoun is said to be in the Objective or Accusative Case if it performs the function of the object of a/the verb or preposition in a sentence. Examples: (i) They have invited me over for lunch today. vo (Whom?...me) (ii) The inspector took him into custody. vo (Whom?...him) (iii (YHU\\RQHVKRZHUVSUDLVHVon them for their wisdom. po (On whom?...on them) In the preceding sentences, me, him and them are used as the objects of the verbs—invited and took— and of the preposition—on—respectively. Therefore, me, him and them represent Objective or Accusative Cases of the pronouns, I, He and They. (d)5HÀH[LYHRU(PSKDWLF&DVH The 5HÀH[LYH Case of a personal pronoun refers toLWVFRPSRXQGIRUPZKLFKLVXVHGWRUHÀHFWEDFNRU OD\\HPSKDVLVRQWKHVXEMHFWRIDQDFWLRQ7KHUHÀH[LYHFDVHLVXVHGDVDQREMHFWRIWKHYHUELQWKHVHQWHQFH 24 CONNECT WITH GRAMMAR AND COMPOSITION—VII
Examples: (i) The driver has not turned up today, therefore, I will have to drive the car myself. s emphatic (Who?...(I) myself) (ii) She can triumph over any odd if she has trust in herself. V UHÀH[LYH (Whom?...(in) herself) (iii) You yourself can see that your arguments do not hold water. s emphatic (Who?...(you) yourself) The table furnished below will enhance your understanding of cases. Personal Pronoun Case Table Pronoun Nominative/ Possessive/ Objective/ Emphatic/ Subjective Case Genitive Accusative 5HÀH[LYH& DVH Case Case II mine me myself We We ours us ourselves You You yours you yourself/yourselves He He his* him himself She She hers her herself It It its* it itself They They theirs them themselves *These words become pronouns in the possessive case only when they are used predicatively. When used attributively, they cease to be pronouns for, then, they become possessive adjectives or determiners by function. Activity 1 Read the sentences given below and identify the highlighted pronouns. Also mention their cases. 1. People like to help me . 2. They are looking for you everywhere. 3. A cousin of mine has gone abroad for higher studies. 4. Can't you yourself iron your clothes? 5. This house of theirs is quite old. 6. We shall give them a warm welcome. 7. It was my brother who took the trophy. 8. This shirt is hers but that is his . PRONOUNS 25
9. He has made himself a jack of all trades. 10. They themselves have dug up a well for the villagers. 2. INTERROGATIVE PRONOUNS Interrogative Pronouns are the pronouns (belonging to the wh-family), which, when placed at the beginning of a sentence, ask questions. $V\\RXFDQVHHLQWKH¿JXUHEHORZWKHUHDUHPDLQO\\¿YHLQWHUURJDWLYHSURQRXQV Who, What, Whom, Which and Whose(DFKRIWKHVHLQWHUURJDWLYHSURQRXQVDVNVDTXHVWLRQZLWKUHJDUGWRDGLVWLQFWHOHPHQW of the sentence. Who o Subject What o Direct object Whom o Indirect object Which o Indication/Selection Whose o Possession/Attribution Examples: (i) Who took the oath to serve the motherland? s (ii) What have they painted on the wall? d.o. (iii) Whom did the animals of the forest elect their leader? i.o. (iv) Which is the best gymnast of all in the tournament? sel. (v) Which is the planet called the blue planet? ind. (vi) Whose is the invention of electric bulb? poss. 26 CONNECT WITH GRAMMAR AND COMPOSITION—VII
Activity 2 Frame questions using the interrogative pronouns who, what, whom, which, whose for the following sentences: 1. All the board members were present at the annual meeting. (who) Q. ______________________________________________________________________________________ ______________________________________________________________________________________ 2. We have complained about a theft to the police inspector. (what) Q. ______________________________________________________________________________________ ______________________________________________________________________________________ 3. The rich woman lifted the weeping child in her arms. (whom) Q. ______________________________________________________________________________________ ______________________________________________________________________________________ 4. The Kolkata Knight Riders won the sixth edition of the IPL. (which) Q. ______________________________________________________________________________________ ______________________________________________________________________________________ 5. This broken racquet is mine. (whose) Q. ______________________________________________________________________________________ 3. RELATIVE PRONOUNS When the wh-family words—who, what, whom, which, whose and where—are used somewhere in the middle part of sentences to refer to an already-mentioned noun (antecedent), they are termed as Relative Pronouns. The word that is frequently used as a relative pronoun replacing most of these wh-words. Examples: (i 7 KHRI¿FHUwho was suspended is actually not guilty. (ii) Jaipur which is called the Pink City, is the capital of the state of Rajasthan. (iii) The dress which was selected by you is very pretty. (iv) The martyrs, whom the whole nation pays tribute to, will always remain in our hearts. (v) Villages, where the majority of Indian population lives in, are full of natural resources. (vi) This is the house which I was looking for. (vii) Pay heed to what I say. (viii) This is the boy whose work I was appreciating. (ix) An innocent smile, that costs nothing, is missing from faces these days. In the sentences cited above, the highlighted wh-family words have been used to refer to some nouns appearing before them. Therefore, they are relative pronouns. PRONOUNS 27
Activity 3 8VHUHODWLYHSURQRXQVWR¿OOLQWKHEODQNV 1. Here is the man _______ explained the riddle. 2. Have they returned the book _______ was issued to them last week? 3. This is the movie _______ launched him as an action-man. 4. What is that place _______ you did your schooling? 5. Suresh is the scientist _______ work has brought laurels to the country. 6. Mr Rahman has brought the machine _______ holds the promise of the best service. 7. Here was the man _______ had changed the face of the nation. 8. Why don’t you pay heed to the advice _______ is offered. 4. DISTRIBUTIVE PRONOUNS Certain words which replace or deal with nouns in a one-at-a-time manner are termed as Distributive Pronouns. Examples: (i) Each of the ÀRRGYLFWLPV was given ` 1,00,000 as relief. (ii) Either of the boys can win this contest. (iii) Neither of the women was ready to give up her share of wealth. (iv) Everyone of the guests was honoured with a bouquet. (v) None of my friends has joined me today. In the preceding sentences, each, either, neither, everyone and none create a sense of distribution, therefore, they are Distributive Pronouns. MARK THIS: Ì Distributive pronouns take singular forms of verbs with them. 5. DEMONSTRATIVE PRONOUNS These are a peculiar kind of words which indicate or point towards nouns. Examples: (i) This is the best horse of the lot. (ii) The buildings standing out from those were constructed before Independence. 28 CONNECT WITH GRAMMAR AND COMPOSITION—VII
(iii) These are some reservations I have. (iv) That may be Bus no. 555. As is evident from the above sentences, this, those, these and that are pointing towards some nouns. Therefore, they are Demonstrative Pronouns. 6. RECIPROCAL PRONOUNS There are certain words which, when used to qualify nouns, create the sense of reciprocation. Such words are termed as Reciprocal Pronouns. Examples: (i) The two naughty boys threw pebbles at each other. (ii) In our family, we are very supportive of one another. In the above two sentences, each other and one another create a sense of reciprocation, therefore, they are Reciprocal Pronouns. 7. INDEFINITE PRONOUNS 7KHVHDUHWKHZRUGVZKLFKIDLOWRVSHFLI\\QRXQVRUZKLFKLQGLFDWHQRXQVLQDJHQHUDORULQGH¿QLWHVHQVH Examples: (i) Someone has parked this scooter at the wrong spot. (positive) (ii) Somebody is required to help out in the kitchen. (positive) (iii) Nobody can succeed without honesty and integrity. (negative) (iv) No one should ignore the signs of an impending danger. (negative) (v) Is there anyone here who can answer all my questions? (interrogative) (vi) Had anybodySURYLGHG¿UVWDLGWRWKHLQMXUHG\" LQWHUURJDWLYH In the above sentences, somebody, someone, nobody, no one, anyone and anybody do not specify QRXQV7 KHUHIRUHWKH\\DUH,QGH¿QLWH3 URQRXQV$OVRORRNDWWKHIROORZLQJ¿JXUH $I¿UPDWLYH Someone/ INDEFINITE Anybody/ Interrogative sense Somebody PRONOUNS Anyone sense None/No one/ Nobody Negative sense PRONOUNS 29
Activity 4 Fill in the blanks in the following sentences with appropriate pronouns from the box. you no one none where this each other that hers each themselves 1. Since they are grown up now, they should do their tasks _______________________________. 2. Her attention was diverted towards the dog that looked like ________________________. 3. Can they help _____________________ if you are facing a problem? 4. ________________________ is the costliest of all toys. 5. ________________________ can foresee their future. 6. BBBBBBBBBBBBBBBBBBBBBBBBRIKLVDVVLVWDQWVFRXOG¿QGWKHPLVVLQJ¿OH 7. Will you tell me ____________________ this treasure lies hidden? 8. This is the city ____________________ made news for all the wrong reasons. 9. The two vehicles collided with _______________________________ on the road. 10. ____________________ of you shall have an opportunity to express your views on this matter. )81$&7,9,7< Identify the pronouns (any three). JOANNE ROWLING Joanne Rowling writes under the pen names J.K. Rowling and Robert Galbraith. She is a British novelist. She is best known for writing the Harry Potter fantasy series. You must have certainly heard about them. The books have won many awards. They are the best-selling book series in history, loved by all of us. They have DOVREHHQWKHEDVLVIRUD¿OPVHULHV 30 CONNECT WITH GRAMMAR AND COMPOSITION—VII
4 Adjectives %HIRUH\\RXOHDUQWKHGH¿QLWLRQRI$GMHFWLYHVREVHUYHWKHKLJKOLJKWHGZRUGVLQWKHIROORZLQJSDUDJUDSK Last night, two drunken men ZHUHKDYLQJD¿HUFH¿JKWLQDlonely street,Qthis ¿JKWWKH\\KDGDOUHDG\\ VXVWDLQHGsevere injuries on their bodies-XVWWKHQDthird manDUULYHGDWWKHVFHQH7 KHQHZFRPHUPHGLDWHG EHWZHHQ WKH quarrelling men DQG WULHG WR FDOP WKHP GRZQ 7 KH mediating person had PXFK GLI¿FXOW\\ LQ FRQWUROOLQJWKHangry men7 KHtwo menWKHQDSSURDFKHGWKHnearby SROLFHVWDWLRQDQGHDFKORGJHG an ) ,5 DJDLQVWWKHRWKHU7 DNLQJimmediate DFWLRQWKHSROLFHRI¿FHU on dutySXWthese rowdy personsLQDstinking FHOOBoth men SOHDGHGQRWguiltyEXWWKHVWULFWFRSGLGQRWOLVWHQWRWKHPDWDOO$QGWKXVWKHGXRKDGWR VSHQGWKHwhole night LQWKHORFNXS + RZZRXOG\\RXLGHQWLI\\HDFKRIWKHLWDOLFLVHGZRUGV²QLJKWPHQ¿JKWVWUHHWLQMXULHVERGLHVPDQSHUVRQ GLI¿FXOW\\SROLFHVWDWLRQDFWLRQSROLFHRI¿FHUSHUVRQVFHOOFRSand night²DSSHDULQJLQWKHSDUDJUDSK\"<RXDUH ULJKW WKHVHDUHDOONounsDVWKH\\DUHWKHQDPHVRIYDULRXVEHLQJVSODFHVRUWKLQJVHWF $QGZKDWDERXWWKHZRUGVLQEROGIDFH²ODVWWZRGUXQNHQ¿HUFHORQHO\\WKLVVHYHUHWKHLUWKLUG TXDUUHOOLQJPHGLDWLQJPXFKDQJU\\WZRQHDUE\\LPPHGLDWHWKHVHURZG\\VWLQNLQJERWKJXLOW\\ VWULFW and whole²DSSHDULQJ EHIRUH DWWULEXWLYH XVH WKH DERYHOLVWHG QRXQV DQG on duty ZKLFK DSSHDUV DIWHU SUHGLFDWLYHXVH LWVFRUUHVSRQGLQJQRXQ\" <RXZRXOGKDYHQRWLFHGWKDWWKHZRUGVLQEROGIDFHDGGVRPHTXDOLWLHVRULQIRUPDWLRQWRWKHLUUHVSHFWLYH QRXQV,QRWKHUZRUGVWKHVHZRUGVPRGLI\\ or add to the meanings RIWKHQRXQVIROORZLQJ VRPHWLPHVSUHFHGLQJ WKHP7 KHVHZRUGVDUHDGMHFWLYHV Adjectives are the words which attach some qualities with the nouns they precede (or sometimes follow) and also with pronouns, in predicative use IRUH[DPSOHVKHLVJRRG). 31
I. KINDS OF ADJECTIVES 7 KHUHDUHYDULRXVNLQGVRIDGMHFWLYHV7 RNQRZWKHPUHDGWKHIROORZLQJVHWRIVHQWHQFHV 6KHLVDJLUORIremarkable LQWHOOLJHQFH NP 7 KHUHLVa lot of VWXIILQWKHER[ ThousandPHWUHVPDNHDNLORPHWUH This EXLOGLQJVWDQGVRXWIURPWKHRWKHUEXLOGLQJV :KLFKVWXGHQWDPRQJWKHVHVWXGLHVLQ&ODVV \" Your EHKDYLRXUWKHVHGD\\VKDVEHFRPHLQWROHUDEOH : HREVHUYHWKDWremarkableLQGLFDWHVTXDOLW\\RIµLQWHOOLJHQFH¶LQVHQWHQFH LQVHQWHQFHWKHSKUDVHa lot ofLQGLFDWHVVRPHTXDQWLW\\RIµVWXII¶ LQVHQWHQFH thousandLVWKHQXPEHURIµPHWUHV¶ LQVHQWHQFHthis LQGLFDWHVRUGHPRQVWUDWHVµEXLOGLQJ¶ LQVHQWHQFHZKLFKVHHNVWKHLGHQWLW\\RIDµVWXGHQW¶ DQG¿QDOO\\ your VKRZVUHODWLRQWRRUSRVVHVVLRQRIµEHKDYLRXU¶LQVHQWHQFH 7 KXVZHFDQFRQFOXGHIURPWKHDERYHGLVFXVVLRQWKDWWKHUHDUHVL[NLQGVRIDGMHFWLYHV 4 XDOLWDWLYH$GMHFWLYHV or $GMHFWLYHVRI4 XDOLW\\ $GMHFWLYHVRI4 XDQWLW\\ 4 XDQWLWDWLYH$GMHFWLYHV or $GMHFWLYHVRI1XPEHU $GMHFWLYHVRI'HPRQVWUDWLRQ 1XPHUDO$GMHFWLYHV or $GMHFWLYHVRI,QWHUURJDWLRQ $GMHFWLYHVRI3 RVVHVVLRQ 'HPRQVWUDWLYH$GMHFWLYHV or ,QWHUURJDWLYH$GMHFWLYHV or 3 RVVHVVLYH$GMHFWLYHV or 4XDOLWDWLYH$ GMHFWLYHs 7KHVHDUHWKHZRUGVZKLFKVSHDNVRPHWKLQJDERXWWKHTXDOLWLHVRIQRXQV DOVRSURQRXQVZKHQXVHG SUHGLFDWLYHO\\ ([DPSOHVRIWKLVNLQGRIDGMHFWLYHVLQFOXGH GHOLFLRXVEHDXWLIXOKXQJU\\QDXJKW\\ZRQGHUIXOHWF 7 KH\\DQVZHUWKHTXHVWLRQ²ZKDWNLQGVRUWW\\SHRI QRXQ 32 CONNECT WITH GRAMMAR AND COMPOSITION—VII
4XDQWLWDWLYH$ GMHFWLYHV 7KHVHDUHWKHZRUGVLQGLFDWLQJTXDQWLWLHVRIQRXQV JPVPXFKOHDVWVRPHKDQGIXOIHZOLWWOHHWF DUHH[DPSOHVRIWKLVNLQGRIDGMHFWLYHV7 KH\\DQVZHUWKHTXHVWLRQV²KRZPXFKLQZKDWTXDQWLW\\ZKDWTXDQWLW\\ of (noun). 1XPHUDO$ GMHFWLYHV $GMHFWLYHVRIWKLVNLQGLQGLFDWHWKHQXPEHURURUGHURIQRXQV ) LYHVHYHQQLQHIRXUWKVL[WK¿UVWODVWPLGGOHHWF DUHH[DPSOHVRIWKLVNLQGRIDGMHFWLYHV7 KH\\DQVZHUWKHTXHVWLRQ²KRZPDQ\\ZKLFK noun 'HPRQVWUDWLYH$ GMHFWLYHV 'HPRQVWUDWLYH$GMHFWLYHVDUHWKHZRUGVZKLFKLQGLFDWHRUSRLQWRXWQRXQVIRUH[DPSOH WKLVWKDWWKHVHWKRVHFHUWDLQVXFKHWF 7 KH\\DQVZHUWKHTXHVWLRQ²ZKLFKZKDW QRXQ ,QWHUURJDWLYH$ GMHFWLYHV 7KHZRUGV²ZKDWZKLFKDQGZKRVH²ZKHQXVHGEHIRUHQRXQVWRDVNTXHVWLRQVUHJDUGLQJWKRVHYHU\\ QRXQVDUHFDOOHG,QWHUURJDWLYH$GMHFWLYHV 3RVVHVVLYH$ GMHFWLYHV :KHQWKHZRUGV²P\\RXU\\RXUKLVKHULWVand their—are used before nouns to show possession, WKH\\DUHFDOOHG3RVVHVVLYH$GMHFWLYHV7KH\\DQVZHUWKHTXHVWLRQ²ZKRVH x %HVLGHV WKH DGMHFWLYHV GLVFXVVHG DERYH WKHUH DUH WZR PRUH W\\SHV RI DGMHFWLYHV²Emphasising $ GMHFWLYHV and 3DUWLFLSLDO$ GMHFWLYHV 2 EVHUYHWKHIROORZLQJVHQWHQFHVDQGWU\\WRIRUP\\RXURSLQLRQDERXWWKHZRUGVLQEROGOHWWHUV 7 KHMRLQWPLOLWDU\\H[HUFLVHLQYROYLQJWKHWZRFRXQWULHVKDVSURYHGWREHDtotal waste RIWLPHDQGPRQH\\ 6PLWKLVWKHDFWXDO sufferer LQWKLVVWUDQJHLQFLGHQW $WWLPHVKHWDONVutter nonsense 7 KHPRYLHZDVboring 7 KHWHUUL¿HGER\\KLGEHKLQGDWUHH : KDWLGHDGR\\RXJHWDERXWWKHZRUGVLQEROG\" : HOO LQ VHQWHQFHV DQG WKH ZRUGV LQ EROG² WRWDODFWXDO and utter²DUH WKH DGMHFWLYHV ZKLFK tend to emphasise or OD\\VWUHVVRQWKHPHDQLQJRIWKHQRXQV²wastesufferer and nonsenseUHVSHFWLYHO\\ ,QVHQWHQFHVDQGboring and WHUUL¿HGDUHWKHSUHVHQWDQGSDVWSDUWLFLSOHIRUPVRIWKHYHUEVbore and WHUULI\\UHVSHFWLYHO\\IXQFWLRQLQJDVDGMHFWLYHV + HQFH a (PSKDVLVLQJ$ GMHFWLYHVDUHWKHZRUGVZKLFKDUHXVHGWRHPSKDVLVHWKHPHDQLQJVRIQRXQV b 7KHSUHVHQWDQGSDVWSDUWLFLSOH -ing and -ed IRUPVRIYHUEVIXQFWLRQLQJDVDGMHFWLYHVDUHWHUPHG as 3DUWLFLSLDO$ GMHFWLYHV. ADJECTIVES 33
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5 Verbs 1 2 Hi! Where Good morning were you during the John! I could not attend last couple of days, the classes for some Anne? Your absence days as I was down was unusual. with fever. Have I missed much? 3 I am afraid, 4 you have! Our teacher Ah! I've indeed of English, Miss Simran, missed an important has taught us an interesting and interesting lesson. chapter on 'Verbs'. Could you, please, help me make up for the loss 5 I've suffered due Of course! to my absence? After all, you are my best friend. It will be a 6 pleasure to help you. Thanks. Then, please, teach me 7 right away what Sure! First you will have to read the story 'Verbs' are. in which some of the words have been 8 I will do exactly numbered. as you direct, 9 my friend. Here’s the story, then. Read it and observe the numbered words in it. 40
12 Once there was a brave and truthful boy of twelve. One day, his mother gaveKLPD¿YHKXQGUHGUXSHHQRWHDQG 34 5 67 said, “Please go to the next village and hand it over to your aunt. She is sick and needs it for her medicines.” The boy 89 10 11 took the money and putLWLQWKHVHFUHWSRFNHWRIKLVFRDW7 KHQKH set out for the next village. On the way, he met 12 13 14 some robbers. The chief of the gang caught hold of him and said, “Hand me whatever you have or else I will kill you.” 15 7 KHER\\VDLGKRQHVWO\\EXWEUDYHO\\³6LU,KDYH¿YHKXQGUHGUXSHHV,DP going to give this money to my ailing aunt 16 17 18 so that she can buy her medicines. Please, take it if you are in need more than she is. But you should not speak in this 19 20 manner. Did your mother not teach \\RX SROLWHQHVV RU JRRGQHVV\"´7 KH LQQRFHQW ZRUGV RI WKH WUXWKIXO ER\\ moved the 21 robber chief. He did not take the money. Instead, he gave DWKRXVDQGUXSHHVWRWKHER\\DVDUHZDUGIRUEHLQJWUXWKIXO 22 23 24 and let him go. Thenceforth, the gang of robbers gave upUREELQJSHRSOH: KHQWKHER\\returned home and narrated 25 26 27 the incident to his mother, she was SURXGRIKHUVRQ¶VEUDYHU\\DQGSROLWHQHVV6KHkissed his forehead and blessed KLPZLWKKDSSLQHVVDQGORQJHYLW\\ 1 2 So, did you Indeed! The enjoy the story? story is interesting and And did you do inspiring, too. And yes, what you were I keenly observed asked to do? the numbered words in it. 3 Good! What did 4 you observe about Well, my the numbered words observations about in the story, then? the words are as follows: The words numbered 2–5, 7–12, 14–16, 18–24, 26 and 27 indicate some action or work; words numbered 1, 6, 17 and 25 indicate some state or being and the word numbered 13 indicates possession. VERBS 41 + ' ?/D[PL*UDPPDU9,9,,,?/*UDPPDU9,, 1HZ ?BFKDSWHU?,VW
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