Connect with Grammar For Class 7

Well done, Anne. All your observations are undoubtedly correct. Now, you can easily define that... ...Verbs are the words that denote some action/work/activity/process, state/condition/status/ quality, or possession. Thanks, John. I have learnt the definition of ‘Verbs’ very well. Now, please teach me the various aspects of verbs so that I may be able to cover the entire lesson on them. Alright, Anne! I will deal with all the aspects of verbs one by one putting them under various heads and explaining them with the help of appropriate examples. But, you will have to make use of your alertness and observational skills while doing the various activities I shall set up for you. Yes, surely, I would gladly do as you say. Please, go ahead. KINDS OF VERBS 3ULPDU\\FODVVL¿FDWLRQRIYHUEVSXWVWKHPXQGHUWZRFDWHJRULHV 1. Main Verbs 2. Auxiliaries 42 CONNECT WITH GRAMMAR AND COMPOSITION—VII

$OVRWDNHDORRNDWWKHIROORZLQJ¿JXUH Of action/ Of being/state/ Of possession work/process quality Main VERBS Auxiliaries Transitive Intransitive Primary Modal Finite Non-finite Irregular Regular 1 MAIN VERBS 7 RXQGHUVWDQGPDLQYHUEVOHWXVUHDGWKHIROORZLQJSDUDJUDSKDQGREVHUYHWKHKLJKOLJKWHGZRUGVLQWKHP 1 23 One day, my father returned home unusually late. He remained quiet when I asked him the reason behind his 45 late arrival. Avoiding my unwanted queries, he lay down in his bed. After some time, he began to breathe heavily. I 67 8 9 immediately understood that he was not well and neededPHGLFDOKHOS+LVLOOQHVVgrew every minute, alarmingly. Sensing 10 11 12 an emergency situation, I called in a doctor. The doctor gave my father an injection and prescribed some medicines to 13 14 15 be purchasedIURPWKHFKHPLVW¶VVKRS%XWZH had no money for the medicines after we had paidDWKRXVDQGUXSHHV 16 17 18 to the doctor. I wondered what we would do. All in the family were tense at the serious condition of my father. You must have noticed that the words numbered 1–6, 8–13 and 15–17 indicate some DFWLRQDFWLYLW\\ZRUN GRQH E\\VRPHRQH; the words numbered 7 and 18 show the VWDWHFRQGLWLRQTXDOLW\\RIVRPHRQHRUVRPHWKLQJ; DQG¿QDOO\\WKHZRUGQXPEHUHG JLYHVWKHVHQVHRISRVVHVVLRQ. 7KHZRUGVH[SUHVVLQJVRPHWKLQJEHLQJGRQHVRPHWKLQJEHLQJSRVVHVVHGRUVWDWHFRQGLWLRQTXDOLW\\ RIVRPHRQHVRPHWKLQJDUHWHUPHGDV0DLQ9HUEV 7 KXVZHFDQDI¿UPWKDWDOOWKHKLJKOLJKWHGZRUGVLQWKHDERYHVHWRIVHQWHQFHVDUHPDLQYHUEV 7 14 17 18 Did you notice that was, had, do and were DUH QRW KHOSLQJOLQNLQJDX[LOLDU\\ YHUEV EXW main verbs in WKHSDUDJUDSK\"><RXOHDUQWSULPDU\\DX[LOLDULHVLQFODVV9,&KDSWHU@ BEAR IN MIND... Ì The different forms of EH, KDYH and GR ZKLFK DUH SULPDU\\ DX[LOLDULHV FDQ ZRUN DV PDLQ YHUEV LQ VRPH sentences. Ì 0 DLQYHUELVWKHPRVWLQGLVSHQVDEOHSDUWRIDVHQWHQFH Ì ,WFKDQJHVDFFRUGLQJWRWKHVXEMHFWQXPEHUDQGSHUVRQWHQVHDQGYRLFH Ì $YHUEFDQEHDZRUGRUDSKUDVHFDOOHGSKUDVDOYHUE 3HUIRUPWKHIROORZLQJDFWLYLW\\LQWKHOLJKWRIZKDW\\RXKDYHOHDUQWWLOOQRZ VERBS 43

Activity 1 &RPSOHWHWKHIROORZLQJVHQWHQFHVZLWKWKHFRUUHFWYHUEVFKRRVLQJIURPWKRVHJLYHQLQWKHER[EHORZ:  FRPSOHWH NHHS ZDV DP WHDFK EHHQ  IDLQWHG KDG KHOS VKDSH LV SUHVLGLQJ 1. %DGFRPSDQ\\BBBBBBBBBBBBBBBBBBBDTXDJPLUHRIHYLOV 2. 7 KHSLOJULPFRXOGQRWBBBBBBBBBBBBBBBBBBBBBBBWKHMRXUQH\\DVKHBBBBBBBBBBBBBBBBBBBBBBBBRQWKHZD\\ 3. 7 KHFKLHIPLQLVWHUZDVBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBRYHUDPHHWLQJ 4. ) RRGDQGZDWHUBBBBBBBBBBBBBBBBBBBXVDOLYH 5. : KRBBBBBBBBBBBBBBBBBBBWKH¿UVW3 UHVLGHQWRI,QGLD\" 6. (YHU\\VHSR\\BBBBBBBBBBBBBBBBBBBDJXQ 7. &DQDQ\\RQHBBBBBBBBBBBBBBBBBBBPH\",BBBBBBBBBBBBBBBBBBBLQWURXEOH 8. 7 HDFKHUVBBBBBBBBBBBBBBBBBBBWKHIXWXUHRIWKHLUSXSLOV 9. : HVKDOOBBBBBBBBBBBBBBBBBBBWKHPDJRRGOHVVRQ 10. ,WKDVBBBBBBBBBBBBBBBBBBBDSOHDVDQWGD\\ 0 DLQYHUEVDUHIXUWKHUFODVVL¿HGRQWKHEDVLVRIWKHIROORZLQJGLIIHUHQWLDWLRQ aTransitive or Intransitive Verbs E) LQLWHRU1RQ) LQLWH9HUEV cRegular or Irregular Verbs a Transitive Verbs 7KHPDLQYHUEVZKLFKQHHGDQREMHFWWRH[SUHVVWKHLUPHDQLQJVFRPSOHWHO\\DUHLGHQWL¿HGDV7UDQVLWLYH 9HUEV 6WXG\\WKHIROORZLQJH[DPSOHV 1. The lion trapped WKHPRXVHLQLWVSDZ vo 2. The judge is hearing WKHFDVHDJDLQVWDQRIIHQGHU. vo 3. $PLVFKLHYRXVSDVVHQJHUpulled WKHHPHUJHQF\\FKDLQRIWKHWUDLQ. vo 4. Arrange \\RXUEHORQJLQJVSURSHUO\\ vo 5. : KHQGLG0 6'KRQLsmash DFHQWXU\\ODVW\" vo In sentences 1–5 above, trapped, hearing, pulled, arrange and smash are the main verbs followed by their objects—WKHPRXVHWKHFDVHDJDLQVWDQRIIHQGHUWKHHPHUJHQF\\FKDLQRIWKHWUDLQ²UHVSHFWLYHO\\ 7 KHDERYHPHQWLRQHGDFWLRQYHUEVDUHWUDQVLWLYHDVWKH\\DUHIROORZHGE\\WKHLUUHVSHFWLYHREMHFWV 44 CONNECT WITH GRAMMAR AND COMPOSITION—VII

MARK THIS: Ì The answer to the question ‘what/whom’ ZLWKUHVSHFWWRWKHYHUELVWKHREMHFWGLUHFWLQGLUHFWRIWKHYHUE Intransitive Verbs 7KHPDLQYHUEVZKLFKGRQRWGHSHQGRQDQ\\REMHFWGLUHFWLQGLUHFWWRFRPSOHWHWKHLUPHDQLQJVDUHWHUPHG DV,QWUDQVLWLYH9HUEV Read the following sentences carefully: 1. All the boys laughedORXGO\\   QRREMHFW v 2. 3 DSHUERDWVÀRDWHGRQWKHSRROVRIUDLQZDWHU QRREMHFW v 3. The child sleptVRXQGO\\    QRREMHFW v 4. RunIDVWHUWRZLQWKH PHWUHUDFH  QRREMHFW v 5. The girl was weepingLQFRQVRODEO\\  QRREMHFW v In the above sentences, the main verbs—ODXJKHGÀRDWHG slept, run and weeping—are not followed E\\DQ\\REMHFW7 KH\\DUHDEOHWRFRPSOHWHWKHLUPHDQLQJVRQWKHLURZQ7 KHUHIRUHWKHVHDUHLQWUDQVLWLYH REMEMBER... Ì The sentence bearing an intransitive verb does not answer the question of ‘what/whom’ ZLWKUHVSHFWWRWKH verb. Ì ,QFDVHRIDQLQWUDQVLWLYHYHUEWKHHIIHFWRIWKHYHUEDFWLRQUHPDLQVFRQ¿QHGWRWKHVXEMHFWRQO\\ Ì 8 VDJHDOVRGHFLGHVZKHWKHURUQRWDYHUELVWUDQVLWLYHLQWUDQVLWLYH 1RZGRWKLVDFWLYLW\\ Activity 2 ,GHQWLI\\WKHQXPEHUHGYHUEVLQWKHSDUDJUDSKDV7UDQVLWLYHRU,QWUDQVLWLYH &LQHPDDPDUYHORIVFLHQFHLVD wonderful medium of creativity and 1 HQWHUSULVH,WQRWRQO\\ entertains 2 but also educates the viewer in many ways. 3 45 It provides amusement by showing comic situations, relieves stress by evoking various emotions and helps 6 LQJHQHUDWLQJSXEOLFVHQWLPHQWRQWRSLFDOLVVXHV,WcreatesJUHDWLPSDFWWKURXJKLWVYLVXDOO\\ DSSHDOLQJSUHVHQWDWLRQRIDQ\\VXEMHFWZKDWVRHYHU 78 It serves DVDQHIIHFWLYHPDVVPHGLXPRIVSUHDGLQJNQRZOHGJHDVLW portrays history in all its 9 10 11 grandeur, dramatises great works of literature, ¿OPV exquisite locales of the world, picturisesQHZVPDNLQJ 12 13 events and occurrences, chroniclesWKHOLYHVRIIDPRXVSHRSOHDQG brings the mysteries of the wild alive on screen. VERBS 45

14 At the same time, cinema forms WKHPHDQVRIOLYHOLKRRGIRUDPXOWLWXGHRIFUHDWLYHSHRSOH 15 who work SDVVLRQDWHO\\WREULQJWKHLUDUWWROLIHWKURXJKFLQHPD b Finite Verbs 7KHVHIRUPWKHPDMRUFDWHJRU\\RIWKHPDLQYHUEVZKLFKXQGHUJRFKDQJHVZLWKDFKDQJHLQWKHVXEMHFW QXPEHUDQGSHUVRQRUWHQVH Observe the various forms of the verb DSSUHFLDWH in the following sentences: :H7KH\\<RXDOO appreciate1DWXUH¶VEHDXW\\ Sub. v >3 UHVHQWLQGH¿QLWH3 OXUDOVXEMHFW) LUVW6HFRQG7 KLUGSHUVRQ@ +H6KH(YHU\\RQH appreciates 1DWXUH¶VEHDXW\\ >3 UHVHQWLQGH¿QLWH6LQJXODUVXEMHFW7 KLUGSHUVRQ@ Sub. v ,<RX appreciate1DWXUH¶VEHDXW\\ >3 UHVHQW,QGH¿QLWH6LQJXODUVXEMHFW) LUVW6HFRQGSHUVRQ@ Sub. v : HDOOwere appreciating 1DWXUH¶VEHDXW\\ >3 DVW&RQWLQXRXV@ v : HDOOappreciated 1DWXUH¶VEHDXW\\ >3 DVW,QGH¿QLWH@ v : HDOOwill appreciate 1DWXUH¶VEHDXW\\ >) XWXUH,QGH¿QLWH@ v : H VHH WKDW WKH YHUE DSSUHFLDWH LQ WKH DERYH VHQWHQFHV FKDQJHV ZLWK WKH FKDQJH RI WHQVH SHUVRQ and number. Non-Finite Verbs Observe the verbPDUULHGin the following sentences: 1. He welcomes the newly marriedFRXSOHKRPH >3 UHVHQW,QGH¿QLWH6LQJXODU6XEMHFW@ Sub. V3 2. : H welcome the newly marriedFRXSOHKRPH >3 UHVHQW,QGH¿QLWH3 OXUDO6XEMHFW@ >3 DVW,QGH¿QLWH@ Sub. V3 >) XWXUH,QGH¿QLWH@ 3. They welcomed the newly marriedFRXSOHKRPH >3 UHVHQW3 HUIHFW) LUVW3 HUVRQ@ >3 DVW&RQWLQXRXV7 KLUG3 HUVRQ@ V3 4. She will welcome the newly marriedFRXSOHKRPH V3 5. I have welcomed the newly marriedFRXSOHKRPH V3 6. Friends were welcoming the newly marriedFRXSOHKRPH V3 : HQRWHWKDWWKHYHUEPDUULHGLQWKHDERYHH[DPSOHVUHPDLQVXQFKDQJHGDFWLQJDVDQDGMHFWLYHfor the noun FRXSOH. Hence, the verb PDUULHGLQWKHDERYHH[DPSOHVLVDQRQ¿QLWHYHUE7 KHto + verb I, verb- ed and verb-ing IRUPVDUHXVHGDVQRQ¿QLWHYHUEV Therefore, we can say— 7KHYHUEVLQDQ\\IRUPZKLFKUHPDLQXQFKDQJHGHYHQZLWKWKHFKDQJHVLQWKHVXEMHFWQXPEHURU SHUVRQRUWHQVHDUHFDOOHG1RQ)LQLWH9HUEV 46 CONNECT WITH GRAMMAR AND COMPOSITION—VII

1RZOHWXVPRYHRQWRWKHQH[WDFWLYLW\\ Activity 3 ,GHQWLI\\WKH¿QLWHDQGQRQ¿QLWHYHUEVIURPDPRQJVWWKRVHKLJKOLJKWHGLQWKHSDUDJUDSK 12 L i t e r a r y w r i t e r s c a n play a r e m a r k a b l e r o l e i n changing t h e s o c i e t y. I n t h i s a g e o f 34 PHGLD² FLQHPD WHOHYLVLRQ UDGLR DQG \\HOORZ SUHVV²WKHUH are not many writers who have dared to 56 stand  E\\ WKH FRXUDJH RI WKHLU FRQYLFWLRQV : KR LV JRLQJ WR educate  WKH UHDGHUV RU WKH SHRSOH WKHQ\" 7 8 9 10 It is YHU\\SUREDEOHWKDWWKH pot-bellied SROLWLFLDQVZRXOGlikeWKHSHRSOHWRUHPDLQsunk in the quagmire of ignorance. 11 12 7 KHUHIRUHLWLVWKHUHVSRQVLELOLW\\RIWKHZULWHUVWR try and change the society and, if they have the real determination 13 14 to bring about the desired VRFLDO FKDQJH WKH\\ ZLOO KDYH WR JLYH XS WKHLU FUDYLQJ IRU DQ exalted  SRVLWLRQ DQG WKH 15 attached EHQH¿WV c Regular/Weak Verbs 7KHPDLQYHUEVZKLFKWDNHWKHVXI¿[HVµHG¶RUµW¶LQWKHLUSDVWDQGSDVWSDUWLFLSOHIRUPVDUHFDOOHG 5HJXODURU:HDN9HUEV 6WXG\\WKHIROORZLQJH[DPSOHV 3UHVHQW 3DVW 3DVW3DUWLFLSOH admire admired admired bend bent bent call called called decorate decorated decorated drag dragged dragged fear feared feared learn OHDUQWOHDUQHG OHDUQWOHDUQHG lend lent lent select selected selected Irregular/Strong Verbs 7KHVHDUHWKHYHUEVWKDWIRUPWKHLUSDVWDQGSDVWSDUWLFLSOHE\\DFKDQJHLQWKHYRZHORIWKHLUSUHVHQW EDVHIRUPV 5HDGWKHIROORZLQJH[DPSOHVRILUUHJXODURUVWURQJYHUEV 9HUE 3UHVHQW 3DVW 3DVW3DUWLFLSOH be DPLVDUH ZDVZHUH been begin begin began begun do do did done VERBS 47

draw draw drew drawn drive drive drove driven eat eat ate eaten À\\ À\\ ÀHZ ÀRZQ give give gave given freeze freeze froze frozen see see saw seen VSHDN VSHDN VSRNH VSRNHQ swim swim swam swum throw throw threw thrown ,QWKHOLJKWRIWKHGLVFXVVLRQRQUHJXODUZHDNDQGLUUHJXODUVWURQJYHUEVSHUIRUPWKHIROORZLQJDFWLYLW\\ Activity 4 )LOOLQWKHEODQNVZLWKWKHFRUUHFWIRUPVRIWKHYHUEVVXSSOLHGLQEUDFNHWV$OVRPHQWLRQWKHLUNLQGVUHJXODU RULUUHJXODUYHUEV : KHQ ,  BBBBBBBBBBBBBBBBBBBBBBB EH D ER\\ RI   , BBBBBBBBBBBBBBBBBBBBBBBBBB MRLQ D VDLQLN VFKRRO 7 KHUH ,  BBBBBBBBBBBBBBBBBBBB WUDLQ ZLWK RWKHUV DQG BBBBBBBBBBBBBBBBBBBB OHDUQ WR IDFH WKH IXWXUHLQDEHWWHUDQGGLVFLSOLQHGZD\\7 KHUHDOOWKHKRVWHOOHUVZHUHBBBBBBBBBBBBBBBBBBBBBBBBBBDZDNHQE\\ WKHVLUHQWKDWBBBBBBBBBBBBBBBBBBBBEORZDW DPVKDUS+ DYLQJBBBBBBBBBBBBBBBBBBBBWDNHVRPH JRRGSK\\VLFDOH[HUFLVHZHBBBBBBBBBBBBBBBBBBBBBBBBBBPDUFKWRWKHPHVVIRUDOLJKWEUHDNIDVWRIWZRVOLFHV RIEUHDGDQGDFXSRIKRWPLON7 KHQZH BBBBBBBBBBBBBBBBBBBBIDOOLQIRUDPDUFKSDVWRQWKHSDUDGHJURXQG 7 KLVZDV BBBBBBBBBBBBBBBBBBBBBBBBBBIROORZE\\FODVVHVLQDFDGHPLFVZKLFK  BBBBBBBBBBBBBBBBBBBB HQG DW    SP + DYLQJ  BBBBBBBBBBBBBBBBBBBBB KDYH RXU OXQFK ZH   BBBBBBBBBBBBBBBBBBBB WDNH UHVWIRUWZRKRXUV7 KHQDWSPZHZHUH BBBBBBBBBBBBBBBBBBBBBBVHQGWRSOD\\JDPHVIRUWZRKRXUVLQ WKHVFKRROSOD\\JURXQG(YHQLQJPHDOZDV BBBBBBBBBBBBBBBBBBBBBBBBBVHUYHDWSP 2 AUXILIARIES/HELPING VERBS 6WXG\\WKHIROORZLQJVHQWHQFHVDQGREVHUYHWKHUROHSOD\\HGE\\WKHZRUGVLQEROGIDFH 1. My younger brother does not WHOO lies at all. v 2. &RORXUIXOEXWWHUÀLHVwere KRYHULQJRYHUWKHÀRZHUV v 3. They are not SD\\LQJ attention to the lecture. v 4. The maid had not FOHDQHG the house. v 5. : K\\hasWKHSDVVHQJHUQRWSXUFKDVHGDWLFNHWEHIRUHERDUGLQJWKHWUDLQ\" v 48 CONNECT WITH GRAMMAR AND COMPOSITION—VII

6. 6RPHSHRSOHhad SXVKHGKLVEURNHQGRZQFDU v 7. The child could not VSHDN clearly. v 8. Our dirty clothes have been ZDVKHG by the washerwoman. v 9. 7 KHKHOLFRSWHUwill ODQGRQWKHKHOLSDG v 10. The teacher did not VHQG the naughty students outside the class. v : KDWUROHGRWKHKLJKOLJKWHGZRUGVRWKHUWKDQWKHPDLQYHUEVSOD\\LQWKHDERYHVHQWHQFHV\"'RWKH\\ IDOOXQGHUVRPHGLVWLQFWFDWHJRU\\\" In sentences 1 to 10, WHOOKRYHULQJSD\\LQJFOHDQHGSXUFKDVHGSXVKHGVSHDNZDVKHGODQGand VHQGare action words or main verbs. But their meanings are not clear without the words in boldface—does were, are, had, has, had, could, have been, will and did²UHVSHFWLYHO\\DSSHDULQJEHIRUHWKHP7 KHUHIRUH WKH ZRUGV LQ WKH VHFRQG VHW KHOS WKHLU UHVSHFWLYH DFWLRQ YHUEV LQ WKH FRPSOHWLRQ RI WKHLU PHDQLQJV 1 RW RQO\\ WKDW WKH\\ DOVR LQGLFDWH WKH YDULRXV WLPH VHJPHQWV WHQVHV LQ ZKLFK WKHVH DFWLRQV YHUEV WDNH SODFH 7 KH UROHRIWKHVHFRQGVHWRIZRUGVLVRQHRIKHOSLQJRUDVVLVWLQJ6RWKH\\DUHFDOOHGKHOSLQJRUDX[LOLDU\\YHUEV In other words: $X[LOLDULHVRUKHOSLQJYHUEVDUHWKHZRUGVZKLFKQRWRQO\\KHOSWKHPDLQYHUEVLQWKHFRPSOHWLRQRIWKHLU PHDQLQJVEXWDOVRGHWHUPLQHWKHLUWHQVHV 6RPHDX[LOLDULHVRUKHOSLQJYHUEVYDULRXVIRUPVRIµEH¶FDQEHXVHGDVPDLQYHUEVLQZKLFKFDVHWKH\\ EHFRPHOLQNLQJYHUEVZKLFKOLQNWKHVXEMHFWZLWKWKHFRPSOHPHQWIRUH[DPSOHVKHisDQJU\\ KINDS OF AUXILIARIES 7KHUHDUHWZRNLQGVRIDX[LOLDULHVDVGLVFXVVHGEHORZ a Primary Auxiliaries 'LIIHUHQWIRUPVRIWKHPDLQYHUEV‘do’, ‘be’ and ‘have’—Do, Does, Did, Is, Am, Are, Was, Were, Has, Have, Had²DUHFDOOHG3ULPDU\\$X[LOLDULHV7KH&RPSRXQG3ULPDU\\$X[LOLDULHV²has been, have been, had been, do/does/didQRWhave²DUHIRUPHGE\\FRPELQLQJGLIIHUHQWIRUPVRI‘do’, ‘have’DQG‘be’ REMEMBER... Ì 3 ULPDU\\ DX[LOLDULHV MXVW KHOS LQ WKH FRPSOHWLRQ RI PHDQLQJV RI WKH PDLQ YHUEV WKH\\ DUH IROORZHG E\\ WKH\\ GR not have individual meanings of their own. Ì 'LVWLQFWSULPDU\\DX[LOLDULHVFRUUHVSRQGWRVSHFL¿FWHQVHV Ì 7 KH\\DUHVXEMHFWWRFKDQJHLQDJUHHPHQWZLWKWKHQXPEHUDQGSHUVRQRIWKHVXEMHFWRUWKHWHQVH ([DPSOHV 5HIHUWRVHQWHQFHV ±RQSDJH EModal Auxiliaries 0RGDO$X[LOLDULHVDUHDGLVWLQFWJURXSRIDX[LOLDULHVWKDWH[SUHVVYDULRXVPRGHVRUPRRGVRIYHUEV7KH ZRUGVcan, could, may, might, must, ought to, shall, should, will, would, used to, need DQG dareDUH FDOOHG0RGDO$X[LOLDULHV BEAR IN MIND... Ì 0 RGDODX[LOLDULHVXQOLNHSULPDU\\DX[LOLDULHVKDYHWKHDELOLW\\WRH[SUHVVYDULRXVPRRGVLQGLIIHUHQWWHQVHV Ì 7 KH\\DIIRUGVSHFL¿FFRQWH[WVWRWKHDFWLRQYHUEVDQGFRQYH\\SDUWLDOPHDQLQJVWKHPVHOYHV Ì 7 KH\\DUHQRWVXEMHFWWRFKDQJHZLWKWKHFKDQJHLQWKHQXPEHURUSHUVRQRIWKHVXEMHFWVWKH\\IROORZ VERBS 49

([DPSOHV 6HHVHQWHQFHVDQG RQSDJH IRUUHIHUHQFH 0 RGDOVKDYHEHHQGLVFXVVHGLQGHWDLOLQ&KDSWHU  Activity 5 a ,GHQWLI\\WKHNLQGRIWKHDX[LOLDU\\LQLWDOLFVLQHDFKRIWKHIROORZLQJVHQWHQFHV 1. The school ZLOOUHRSHQQH[WZHHN 2. How FDQ\\RXVD\\VR\" 3. 6KRXOGQ¶W\\RXOHDYHQRZ\" 4. 5LWXSDUQRis smiling to hear this. 5. Abhigyan said he FRXOGDWWHQGWKHSDUW\\LIKHUHWXUQHGKRPHHDUO\\ 6. She ZRXOGsit with her for quite a long time. 7. They ZHUHZLOOLQJWRSURFHHGZLWKWKHGLVFXVVLRQ 8. The retailer PXVWJLYHDIXOOUHIXQGIRUWKHVSXULRXVSURGXFWKHVROGPH 9. He KDGQRWFRPSOHWHGWKHDVVLJQPHQWE\\WKDWWLPH 10. My mother KDGQRWSUHSDUHGDQ\\GHVVHUWIRUWKDWQLJKW¶VGLQQHU  E )LOOLQWKHEODQNVZLWKVXLWDEOHDX[LOLDULHVDQGQDPHWKHNLQGRIHDFKDX[LOLDU\\XVHG 1. $UHSRUWHUBBBBBBBBBBBBBBBBBBBWDNHGRZQKLVVWRU\\IRUWKHVDNHRISXEOLFLW\\ 2. : K\\BBBBBBBBBBBBBBBBBBB\\RXQRWSD\\LQJDWWHQWLRQWRWKHOHFWXUH\" 3. 0 \\PRWKHUBBBBBBBBBBBBBBBBBBBJHWDQHZGUHVVIRUPHWRGD\\ 4. 7 KHÀLJKWBBBBBBBBBBBBBBBBBBBWDNHRIIDWSP 5. 7 KHWUDLQBBBBBBBBBBBBBBBBBBBDUULYHGDWWKHVWDWLRQ 6. BBBBBBBBBBBBBBBBBBB\\RXGLYHRIIWKLVFOLII\" 7. + HBBBBBBBBBBBBBBBBBBBUHWXUQP\\ERDUGJDPHVLQWKHLURULJLQDOFRQGLWLRQ 8. 7 KH\\BBBBBBBBBBBBBBBBBBBJRLQJWRDWWHQGDPDUULDJHFHUHPRQ\\ZKHQWKHPLVKDSWRRNSODFH 9. 6KH BBBBBBBBBBBBBBBBBBB ORYH VZLPPLQJ LQ WKH SRQG E\\ WKH WUHH LQ KHU QDWLYH YLOODJH ZKHQ VKH ZDV D little girl. 10. 7 KHVN\\LVWXUQLQJJUH\\LWBBBBBBBBBBBBBBBBBBBUDLQ 50 CONNECT WITH GRAMMAR AND COMPOSITION—VII

6 Adverbs 1 2 John! you’re late Sorry, Madam! again! I cannot allow you to Yes, I am late even today. come inside the classroom today. But this time, the cause is genuine. You are becoming careless day Please, let me come in and explain by day. I fear, you’ve almost the reason behind my late arrival. I formed a habit of promise I will not be late late-coming. in future. 3 4 Okay, but let it be Thank you the last time you very much, Ma’am! came late. By coming Henceforth, I will never be late, you miss out on late for my classes. I am important lessons extremely ashamed of my recent misconduct. and lag behind the others. 5 Alright, children. Let us get back to today’s lesson on ‘Adverbs’. While reading the conversation between the teacher and John above, did you notice the highlighted words RUJURXSVRIZRUGVWKHUHLQ\": KDWLVWKHLUVLJQL¿FDQFHLQWKHVHQWHQFHVWKH\\KDYHEHHQXVHGLQ\" You can see, that all the highlighted words or groups of words—again, inside, today, day by day, almost, yes, even today, this time, in future, by coming late, very, henceforth, never and extremely—tell something about the verbs or the adjectives in their respective sentences. 51

: KDWDUHVXFKZRUGVRUJURXSVRIZRUGVFDOOHG\"&DQ\\RXGH¿QHWKHP\" The words (or groups of words), which qualify (or add to the meaning of) verbs, adjectives or other adverbs, are termed as Adverbs. BEAR IN MIND... Ì $GYHUEVFDQEHLQWKHIRUPRIRQHZRUGRUDJURXSRIZRUGVSKUDVHVRUFODXVHV Ì 9DULRXVNLQGVRIDGYHUEVRFFXS\\VSHFL¿FSRVLWLRQVLQDVHQWHQFH I. KINDS OF ADVERBS 7 DNHDORRNDWWKHIROORZLQJ¿JXUH Time Place Where When Reason Manner Simple ADVERBS Relative Adverbs Adverbs Frequency Affirmation/ How Why Degree Negation Reason Interrogative Quantity Adverbs Place Number Time Manner 2 QWKHEDVLVRIWKHPRGL¿FDWLRQWKH\\HIIHFWLQWKHVHQVHPHDQLQJRIDYHUEDGYHUEVDUHFODVVL¿HGLQWR three broad kinds or categories: (A) 6LPSOH$GYHUEV (B) Interrogative Adverbs (C) Relative Adverbs A SIMPLE ADVERBS 2 QWKHEDVLVRIWKHNLQGRILQIRUPDWLRQWKH\\SURYLGH6LPSOH$GYHUEVFDQIXUWKHUEHFODVVL¿HGDVIROORZV 1. Adverbs of Place Adverbs of Place are the words (or groups of words) that indicate the place or site of an action or being. /RRNDWWKHIROORZLQJ¿JXUHWRXQGHUVWDQGWKHUHODWLYHSRVLWLRQVRUSODFHVVLJQL¿HGE\\GLIIHUHQWDGYHUEV Above Outside Inside Up Down Near Far Below 6RPH DGYHUEV RI SODFH DUH everywhere, nowhere, somewhere, above, down, up, here, there, away, inside, outside, indoors, outdoors, near, far, below, HWF 6RPH PRUH RI WKHVH DGYHUEV FDQ EH IRUPHG E\\ combining prepositions and nouns/pronouns. 52 CONNECT WITH GRAMMAR AND COMPOSITION—VII

REMEMBER... Ì $GYHUEVRISODFHDQVZHUWKHTXHVWLRQV²ZKHUHIURPZKHUHWRZKHUHHWF Examples: (i) Air is present everywhere on the earth. v. adv. (ii $IDVWPRYLQJYHKLFOHmowed a stray dog down. v. adv. (iii) We ¿QG all sorts of books in the library. v. adv. (iv) When we reached thereWKHPHHWLQJKDGHQGHG v. adv. ,QWKHDERYHH[DPSOHVeverywhere, down, in the library and there show the place of action or being. Therefore, they are adverbs of place. 2. Adverbs of Time Adverbs of Time are the words which indicate the (points of) time when an action takes place or something/somebody exists. The words now, soon, presently, then, today, tomorrow, formerly, early, immediately, ago, before, etc., and phrases formed by combining prepositions and nouns DUHWKHDGYHUEVRIWLPH. REMEMBER... Ì $GYHUEVRIWLPHDQVZHUWKHTXHVWLRQ²ZKHQRUDWZKDWWLPH Examples: (i) She was not at her residence then. v. adv. (ii) The injured were admitted in the hospital yesterday. v. adv. (iii) Currently, I am busy writing an essay on Pandit Jawaharlal Nehru. adv. v. (iv $QHZPRYLHVWDUULQJ$NVKD\\. XPDUwill be released soon. v. adv. In the above sentences, the words then, yesterday, currently and soon WHOOVRPHWKLQJDERXWWKHWLPHRI action of the verbs was, were admitted, am and will be released respectively. 3. Adverbs of Reason The words, which connect the logical or rational conclusion with the respective argument/reason presented in the preceding sentence or clause, are called Adverbs of Reason. The words so, therefore, hence, however, nonetheless, nevertheless, etc., fall in this category of adverbs of reason. REMEMBER... Ì $GYHUEVRIUHDVRQOLQNDQDFWLRQZLWKWKHUHDVRQIRUEHKLQGLW Ì The DUJXPHQWSHUWDLQLQJWRWKHVWDWHGFRQFOXVLRQLVHVVHQWLDOO\\SUHVHQWLQLWVSUHFHGLQJVHQWHQFHRUFODXVH ADVERBS 53

Examples: (i) You have erred. Therefore, you will be penalised.     DUJXPHQW     DGY (ii) Noori is not very studious. HenceVKHFRXOGQRWVFRUHKLJKSHUFHQWDJHRIPDUNV      DUJXPHQW     DGY Therefore and henceLQWKHDERYHWZRH[DPSOHVLQWURGXFHORJLFDOFRQFOXVLRQV 4. Adverbs of Manner The words, or groups of words, explaining the manner of an action or being are termed as Adverbs of Manner. Words, such as beautifully, handsomely, quickly, hastily, politely, hungrily, nicely, affectionately, warmly, HWFDUHXVHGDVDGYHUEVRIPDQQHU REMEMBER... Ì $GYHUEVRIPDQQHUDQVZHUWKHTXHVWLRQV²KRZLQZKDWPDQQHUZLWKWKHKHOSRIZKDWHWF. Ì 7 KH\\FDQEHLQWKHIRUPRISKUDVHVWRR Ì Mostly, the words ending with -ly are used as this kind of adverbs. Examples: (i) We received the guest warmly. v. adv. (ii) I can balanceDFDGHPLFVDQGVSRUWVwell. v. adv. (iii) The piece of land was extensively excavated. adv. v. (iv) All should strongly supportIUHHGRPRIH[SUHVVLRQ adv. v. (v 7 KHSLOJULPVcrossed the river rowing a small boat. v. adv. (vi 7 KHODPHPDQZDVwalking with the help of walking-sticks. v. adv. (vii) My elder brother achieved great success by dint of hard work. v. adv. ,QWKHDERYHH[DPSOHVwarmly, well, extensively, strongly, rowing a small boat, with the help of walking-sticks and by dint of hard workDUHWKHDGYHUEVRIPDQQHUDGGLQJWRWKHPHDQLQJVRIWKHYHUEV² received, balance, excavated, support, crossed, walking and achieved—respectively. 5. Adverbs of Frequency These are the words which tell how frequently or how often an action takes place. Always, never, usually, often, generally, normally, occasionally, rarely, mostly, frequently, daily, every day, most of the time, more often than not, etc., are Adverbs of Frequency. REMEMBER... Ì $GYHUEVRIIUHTXHQF\\DUHVXSSOLHGLQDQVZHUWRWKHTXHVWLRQ ² KRZIUHTXHQWO\\KRZRIWHQ Examples: (i) She never listens to anyone. adv. v. 54 CONNECT WITH GRAMMAR AND COMPOSITION—VII

(ii) Usually, I goWRDQHDUE\\SDUNIRUDPRUQLQJZDON adv. v. (iii) Shalini sometimes, takes the bus to school. adv. v. (iv &DPHOVDUHrarely found in this part of the country. adv. v. ,QWKHH[DPSOHVL±LYWKHZRUGVnever, usually, sometimes and rarely explain how often the action of the respective verbs (listens, go, takes and found) takes place. 6. Adverbs of Degree Adverbs of Degree are the words that explain the extent or degree to which something is done or the extent/degree of adjectives. Words, such as a lot, almost, hardly, somewhat, quite, very, too, etc., are used as adverbs of degree or extent. REMEMBER... Ì $GYHUEVRIGHJUHHDQVZHUWKHTXHVWLRQ²WRZKDWH[WHQWGHJUHH Examples: (i 7 KHÀRRUKDVEHHQZLSHGcompletely dry. adv. adj. (ii) The day has almost come to an end. adv. v. (iii) We are quite happy to have you as our friend. adv. adj. (iv) The rock is too slipperyWRFOLPE adv. adj. ,QWKHJLYHQH[DPSOHVcompletely, almost, quite and too indicate the degree or extent of the adjective dry, the verb come and the adjectives happy and slippery, respectively.  $ GYHUEVRI$ I¿UPDWLRQRU1HJDWLRQ (i) $GYHUEVRI$I¿UPDWLRQDUHWKHZRUGVZKLFKH[SUHVVDI¿UPDWLRQRUSRVLWLYHDVSHFWRIDQDFWLRQ Words, such as yes, surely, positively, by all means, hopefully,HWFDUHXVHGDVDGYHUEVRIDI¿UPDWLRQ Examples: (i) Yes, you can useP\\FDU adv. v. (ii) Surely, I will availP\\VHOIRIWKLVJROGHQRSSRUWXQLW\\ adv. v. Yes and SurelySURYLGHDSRVLWLYHRUDI¿UPDWLYHVHQVHWRWKHLUUHVSHFWLYHYHUEV²use and avail. (ii) The words which express negation or negative aspect of an action are called Adverbs of Negation. No, never, no way, by no means, not at all, etc., are used as adverbs of negation. Examples: (i) No, I cannot trust you. adv. v. (ii) There is no way\\RXFDQFDOOKLPDFRZDUG v. adv. No and no way provide a sense of negation to the verbs—trust and is. ADVERBS 55

REMEMBER... Ì ,QFRQYHQWLRQDOJUDPPDUµ<HV¶DQGµ1R¶DUHWKHRQO\\DGYHUEVRIDI¿UPDWLRQDQGQHJDWLRQUHVSHFWLYHO\\ + RZHYHUVRPHDGYHUEVRIPDQQHUFDQDOVREHXVHGWRVXEVWLWXWHWKHVHDGYHUEV. Ì They answer questions that start with auxiliaries. Activity 1 &RPSOHWHWKHIROORZLQJVHQWHQFHVE\\¿OOLQJLQWKHEODQNVZLWKFRUUHFWDGYHUEVIURPWKHER[  DOZD\\V KHUH DUWLVWLFDOO\\ 1R VORZO\\ IRUPHUO\\ QRZKHUH  WKHUH YHU\\ HYHU\\ZKHUH DJDLQ VRPHZKDW LPPHGLDWHO\\ 1. Bhavika and Vandana do everything ____________________________. 2. : KRLVKLGLQJBBBBBBBBBBBBBB\"&RPHRXWBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 3. 0 \\IULHQGVBBBBBBBBBBBBBBVWDQGE\\PHLQWLPHVRIQHHG 4. BBBBBBBBBBBBBBWKH\\KDYHQRWUHFLSURFDWHGP\\RIIHUDV\\HW 5. ,DPBBBBBBBBBBBBBBKDSS\\WRKDYH\\RXBBBBBBBBBBBBBB 6. 6ZHWDKDVBBBBBBBBBBBBBBBBBBBBBEHHQP\\QH[WGRRUQHLJKERXU 7. My father looked for his lost book _________________________, but it was found _____________________. 8. $VWRUPKDVKLWWKHFRDVWDODUHDVBBBBBBBBBBBBBBBBBBBBB 9. The sun rose and the dew disappeared _____________________. 10. <RXORRNBBBBBBBBBBBBBBBBBBBBBBBBBBBSHUWXUEHG: KDW¶VWKHPDWWHU\" B INTERROGATIVE ADVERBS When the wh-words (when, how, where, why) and the phrases formed with their help (how many, how much, how often, how long, etc.) are used to ask questions, they are termed as Interrogative Adverbs. REMEMBER... Ì 9DULRXVVLPSOHDGYHUEVSHUWDLQLQJWRSODFHWLPHUHDVRQPDQQHUGHJUHHTXDOLW\\HWFDQVZHUWKHTXHVWLRQV IUDPHGZLWKWKHKHOSRILQWHUURJDWLYHDGYHUEV Examples: (i) WhenGRPLJUDWRU\\ELUGVUHDFK,QGLD\"  7 LPH (ii) How longKDV\\RXUIDWKHUVHUYHGLQWKH,QGLDQ$UP\\\"  3 HULRG (iii) Where would you like to put up for the night? (Place) (iv) WhereGLG6DULWDSXUFKDVHKHUQHZGUHVVIURP\"  3 ODFHRIRULJLQ (v) WhyGLGHQHP\\VROGLHUVFURVVRYHURXUERUGHU\"  5HDVRQ (vi) How will he pay off his debts? (Manner) (vii) How frequently does Albert visit the church? (Frequency) (viii) How manySHRSOHFOLPE0 W(YHUHVWHYHU\\\\HDU\"  1XPEHU 56 CONNECT WITH GRAMMAR AND COMPOSITION—VII

(ix) How muchVSDFHGRHVDEXVRFFXS\\\"  ([WHQWRU'HJUHH (x) Since whenKDYHWKH\\EHHQOLYLQJLQ%ULWDLQ\"  3 RLQWRIWLPH C RELATIVE ADVERBS When the wh-family words, and the phrases they form, are used as such adverbs that combine two sentences (or clauses) and also relate or refer back to some noun(s) in their preceding sentences (or clauses), they are termed as Relative Adverbs. REMEMBER... Ì The whIDPLO\\ ZRUGV DQG WKH SKUDVHV IRUPHG ZLWK WKHLU KHOS FDQ EH FDOOHG UHODWLYH DGYHUEV RQO\\ LI D WKH\\ UHODWH RU UHIHU WR VRPH DQWHFHGHQW XQGHUVWRRG RU PHQWLRQHG LQ WKH ¿UVW FODXVH RI WKH VHQWHQFH DQG E DUH IRUPHGIURPUHODWLYHSURQRXQV Examples: (i) You need to go through the lesson wherein\\RXZLOO¿QGDQVZHUVWRDOOyour queries. antece. adv. (ii) Ankit has gone back to the town where he was born and brought up. antece. adv. (iii) This is the manner how you should talk to people. antece. adv. (iv) This is the reason, why,ZLWKGUHZIURPWKHFRQWHVW antece. adv. (v) It is just the time whenZHOHDYHIRURI¿FH antece. adv. In the above sentences, lesson, town, manner, reason and time are the antecedents referred to by wherein, where, how, why and when respectively. Therefore, the latter set of words act as relative adverbs. Activity 2 Identify the kinds of the adverbs in boldface in the following sentences. 1. 'XHWRWKHUHFHQWJOREDOGRZQWXUQWKHYDOXHRI,QGLDQUXSHHKDVJRQHdown. 2. ,DFFRPSDQ\\P\\JUDQGIDWKHURQKLVPRUQLQJZDONevery day. 3. They are currentlyQRWLQWRXFKZLWKPH 4. Are you aware of the reason why your sister is unhappy? 5. Generally, girls are sincerer than boys. 6. $WWLPHVVHDZDYHVULVHvery high. 7. By all means, Hussain is a deserving person for this post. 8. No way, urban people are not so hard-working as the rural people. 9. Why is she sobbing? 10. Lalit has been lethargic in his efforts. Therefore, he could not pass the test. Activity 3 Fill in the blanks in the following sentences with the correct adverbs. 1. 7 KHSROLFHRI¿FHUGHDOWZLWKWKHFRPSODLQDQWBBBBBBBBBBBBBBBBBBBB  UXGHO\\PHHNO\\ 2. 7 KHEHDUDSSHDUHGEHIRUHWKHZRPDQBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB  H[SHFWHGO\\VXGGHQO\\ ADVERBS 57

3. ,KDYHBBBBBBBBBBBBBBBBBBBBFKHDWHGDQ\\RQH  DOZD\\VQHYHU 4. ,WLVUDLQLQJLQWRUUHQWVBBBBBBBBBBBBBBBBBBBB  LQVLGHRXWVLGH 5. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBGR\\RXWDNHWKHVHPHGLFLQHV\"  + RZIUHTXHQWO\\+ RZUHJXODUO\\ 6. 7 KHZKROHFRXQWU\\IRXJKWBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBIRULWVIUHHGRP  XQLWHGO\\VHSDUDWHO\\ 7. : KLFKÀRZHULV\\RXUBBBBBBBBBBBBBBBBBBBBIDYRXULWH\"  OHDVWPRVW 8. Agra is the heritage city BBBBBBBBBBBBBBBBBBBBWKH7 DM0 DKDOVWDQGVLQWKHPHPRU\\RITXHHQ0 XPWD]. ZKHUHZKLFK 9. 7 KHJLUOZDVBBBBBBBBBBBBBBBBBBBBPXFKDIUDLG  YHU\\OHDVW 10. 0 \\SDUHQWVZLVKWRYLVLWWKH$MPHU6KDULIDWOHDVWBBBBBBBBBBBBBBBBBBBB  DOZD\\VRQFH II. FORMATION OF ADVERBS $GYHUEVFDQEHIRUPHGLQYDULRXVZD\\V/HWXVVHHKRZLWFDQEHGRQH (a) Formation of Adverbs from Adjectives 6RPHDGYHUEVFDQEHIRUPHGE\\DGGLQJ-lyWRVRPHadjectives. Examples: Great + ly o Greatly Soft + ly o Softly Neat + ly o Neatly Brave + ly o Bravely 'HIW  ly o 'HIWO\\ (b) Formation of Adverbs from Present Participles (-ing forms of verbs) ParticiplesFDQEHVXI¿[HGZLWKlyWRIRUPDGYHUEV Examples: Loving + ly o Lovingly o Laughingly Laughing + ly o 'DULQJO\\ o 'HFUHDVLQJO\\ 'DULQJ  ly o . QRZLQJO\\ o 6HHPLQJO\\ 'HFUHDVLQJ  ly . QRZLQJ  ly 6HHPLQJ  ly (c) Formation of Adverbs from Adjectives Ending with µy¶ In case, the ending -yLVSUHFHGHGE\\VRPHconsonant, this -y is replaced with -i and then the adjective LVVXI¿[HGZLWK-ly. Examples: Lucky + ly o Luckily Ready + ly o Readily Scanty + ly o Scantily 58 CONNECT WITH GRAMMAR AND COMPOSITION—VII

Heavy + ly o Heavily Happy + ly o Happily (d) Formation of Adverbs from Adjectives Ending with µe¶ In case of adjectives ending with -e, the -e is replaced with -y. Examples: Triple + y o Triply Single + y o Singly Able + y o Ably + XPEOH  y o + XPEO\\ Terrible + y o Terribly (e) Formation of Adverbs from Nouns and Qualifying Adjectives 1RXQVDORQJZLWKWKHLUTXDOLI\\LQJZRUGVFDQFRPELQHWRIRUPDGYHUEV Examples: To + night o Tonight Mean  WLPH o 0 HDQWLPH Other + wise o Otherwise Some  WLPHV o 6RPHWLPHV (f) Formation of Adverbs by Compounding Adverbs with Prepositions 7 KHVHDGYHUEVDUHIRUPHGby compounding other adverbs with prepositions. This is done by appending prepositions to already existing adverbs. Examples: o Herein Here + in o Therefore There + fore o Whereto Where + to o Henceforth Hence + forth o Whereupon Where + upon Activity 4 Form adverbs using the following adjectives: 1. glad o BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 2. sincere o BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 3. DPSOH o BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 4. religious o BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 5. fortnight o BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 6. honourable o BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 7. narrow o BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 8. nasty o BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 9. willing o BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 10. loud o BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB ADVERBS 59

III. POSITION OF ADVERBS 'LIIHUHQWDGYHUEVDUHGLIIHUHQWO\\SODFHGLQVHQWHQFHV (a) Adverbs of Manner 7 KHXVXDOSRVLWLRQRIDGYHUEVRIPDQQHULVDWWKHend of the sentences. However, the adverbs ending with -ly can also be positioned in the middle part of the sentences. Examples: (i) Ranjan hastily¿QLVKHGKLVEUHDNIDVW     P Or   5DQMDQ¿QLVKHGKLVEUHDNIDVWhastily.           P (ii) Today, I got up very late.         P (b) Adverbs of Place These adverbs are generally positioned after the object (provided there is one), otherwise after the verbs. Examples: (i) Nobody came thereWRKHOSKLP v. p (ii) She deposited her cheque in the bank. obj. p (c) Adverbs of Time These adverbs are either used in the beginning or at the end of the sentences. Examples: (i) TodayZHDUHJRLQJWRZDWFKDQHZPRYLH t Or   : HDUHJRLQJWRZDWFKDQHZPRYLHtoday. t (ii 'LZDOLZLOOEHFHOHEUDWHGnext month. t (d) Adverbs of Degree Adverbs of degree are generally used beforeWKHDGMHFWLYHDGYHUERUYHUEWKH\\PRGLI\\ Examples: (i 7 KHPDQZDVnearly killed in the accident. degree (ii) I fully agree with what you say. degree (e) Adverbs of Frequency Adverbs showing frequency are generally used beforeWKHPDLQYHUEV 60 CONNECT WITH GRAMMAR AND COMPOSITION—VII

Examples: (i) The lion neverJUD]HV frequency (ii) She frequently goes out for shopping. frequency Activity 5 Insert the given adverbs at their proper places in the respective sentences. 1. 6KHDFFHSWHGP\\IULHQGVKLS  VPLOLQJO\\ 2. Vehicles should keep to the left. (always) 3. $IWHUZLQQLQJWKHFRQWHVW0 HHQDUHWXUQHGKRPH  MR\\IXOO\\ 4. 7 KHDPEXODQFHUHDFKHGWKHVLWHRIWKHDFFLGHQW  LPPHGLDWHO\\ 5. ,DPVDWLV¿HGZLWK\\RXUSHUIRUPDQFH  IXOO\\ 6. <RXDUHP\\IULHQGLQGHHG  <HV 7. My father reads the newspaper. (thoroughly) 8. It depends on your approval. (wholly) )81$&7,9,7< Identify the adverbs. DID YOU KNOW? 5XEELQJ DOFRKRO FDQ GHIURVW \\RXU ZLQGVKLHOG$ PL[WXUH RI  SDUWV UXEELQJ DOFRKRO DQG   SDUW ZDWHU VSUD\\HGRQWR\\RXUZLQGVKLHOGKHOSVGHLFHLWLQVHFRQGV<RXFDQDOVRNHHSDVSUD\\ERWWOHRIWKHPL[WXUH LQ\\RXUFDUWKURXJKRXWWKHZLQWHUEHFDXVHUXEELQJDOFRKROIUHH]HVDW± ƒ&± ƒ)  ADVERBS 61

!\"                                 #$%\"&'\"  !    \"  #\"   \"         \"    \"    $     #     \"        \"     $   \"   \"   %             & \"  \"\" \"\"\"          '\"'\"  \"  \"\"     ( \"   \"   \"  $     \"\"\"                \"   )   ' &'())* *!\"    $'+ \"   ,  -*   *              !      *   \"  .*(/ .0.* .)%  .! $ .., $ . \" .+    1. (!#()) 232224\" '$5$06$ %7 0'8 //91: !1/!67%8 6/; 9 \"\"% $ $ 6 $ % /\" \"      % 9 7$' 8 !  $  1 9  0 \"