11. ____________ dream _______________________________ _______________________________ 12. ____________ believe _______________________________ _______________________________ 13. ____________ bathe _______________________________ _______________________________ 14. ____________ swear _______________________________ _______________________________ 15. BBBBBBBBBBBB À\\ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 16. ____________ bid _______________________________ _______________________________ 17. ____________ bear _______________________________ _______________________________ 18. ____________ beat _______________________________ _______________________________ 19. ____________ grow _______________________________ _______________________________ 20. ____________ build _______________________________ _______________________________ 4. BASIS OF CHANGEABILITY By changeability of verbs, we mean their capacity to undergo change(s) in form in agreement with tense and subject. Based on this, verbs can be bifurcated into two streams: (a) Finite Verbs (b) Non-Finite Verbs (A) Finite Verbs Finite Verbs are a broad category of verbs which are subject to change(s) in the number and/or person of the subject, and the tense of the verb. Examples: (i) My brother listens to music regularly. (ii) We listen to music regularly. (iii) They listened to music regularly. (iv) I will listen to music in the evening. (v) She is listening to music on the iPod. In the above sentences, the verb—listen—appears in different forms in agreement with different subjects DQGWHQVHV7 KHUHIRUHLWLVD¿QLWHYHUE (B) Non-Finite Verbs Non-Finite Verbs refer to the verb forms which remain unaltered notwithstanding the change(s) in the tense and/or the subject (number/person). Examples: (i) I want to becomeDQRI¿FHULQWKH$LU) RUFH (ii) I wanted to becomeDQRI¿FHULQWKH$LU) RUFH (iii) They wanted to become RI¿FHUVLQWKH$LU) RUFH (iv) He wants to become DQRI¿FHULQWKH$LU) RUFH (v) I do not like boating at all. (vi) They like boating in the river. (vii) He will go for boating in the river. 42 CONNECT WITH GRAMMAR AND COMPOSITION—VIII 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\05_chapter\\1st 16-9-19
(viii) She wanted to enjoy boating in the river. (ix) There is hardly any inhabitant in the deserted village. (x) They have been living for years in the deserted village. (xi) Children love to play with building blocks. (xii) She refused to play with building blocks. — In sentences (i)–(iv), to become remains unchanged despite changes in the subject and the tense; — in sentences (v)–(viii), boating does not get altered in form despite changes in the subject and the tense; — in sentences (ix)–(x), deserted remains unchanged despite changes in the subject and the tense; and — in sentences (xi)–(xii), building remains unchanged despite changes in the subject and the tense. Therefore, the verb forms—to become, boating, deserted and building²DUHQRQ¿QLWHYHUEVLQWKHSUHFHGLQJ VHQWHQFHV7 KH\\UHPDLQXQLQÀXHQFHGE\\FKDQJHVLQVXEMHFWDQGRUWHQVH 7 KHUHDUHWKUHHW\\SHVRIQRQ¿QLWHYHUEV 1. ,Q¿QLWLYHV 2. Participles 3. Gerunds 7KH,Q¿QLWLYHV ,Q¿QLWLYHVDUHWKHµWRYHUE¶IRUPVWKDWUHPDLQXQFKDQJHGQRWZLWKVWDQGLQJWKHFKDQJHVLQWKHVXEMHFW and/or the tense. MARK THIS... ,Q¿QLWLYHVFDQEHXVHGLQWKHFDSDFLW\\RIDVXEMHFWRUWKHREMHFWRIDYHUE Examples: (i) To err is human. (as subject) (ii) She wants to reach home quickly. (as object) (iii) The man tried to break the safety rules. (as object) (iv) To read and write should be the sole duty of a student. (as subject) In the above sentences, the WRYHUE forms—to err, to reach, to break and to read and write—are LQ¿QLWLYHV KEEP IN MIND... 6RPHWLPHVLQ¿QLWLYHVDUHXVHGZLWKRXWµWR¶6XFKLQ¿QLWLYHVDUHWHUPHGDVEDUHLQ¿QLWLYHV After certain verbs such as bid, let, make, see, hear,HWFZHXVHEDUHLQ¿QLWLYHVIRUH[DPSOH+ HEDGHPH go there. (2) Participles Participles are the -ing (present participle) or double past (past participle) forms of verbs used in the capacity of adjectives. Examples: (i) The dying man called his sons to him. (ii) Go to the tailor and get your torn shirt stitched. (iii) I found my pocket picked. (iv) Do not get off a moving bus. In the preceding sentences, the words—dying, torn, picked and moving—function as adjectives for they qualify their respective nouns—man, shirt, my pocket and bus; hence, they are participles (–ing/III form of the verb). THE VERB 43 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\05_chapter\\1st 16-9-19
(3) Gerunds Gerunds are the -ing forms of verbs used in the capacity of nouns. Examples: (i) Reading is a pleasure for some people. (ii) I dislike using others’ things. (iii) Teaching is not a child’s play. (iv) He is never tired of sleeping and can sleep at any time of the day. In the above sentences, the words—reading, using, teaching and sleeping—are gerunds as they function as nouns in their respective sentences. Activity 5 )LOOLQWKHEODQNVZLWKLQ¿QLWLYHVSDUWLFLSOHVRUJHUXQGV QRQ¿QLWHIRUPVRIYHUEV DVGLUHFWHGLQWKHEUDFNHWV 1. ______________________ (forgetDVLQ¿QLWLYH LQVWDQWO\\KDVEHFRPH\\RXUUHJXODUKDELW 2. ______________________ (tell as gerund) lies does not help one get out of problems. 3. A ______________________ (roll as participle) stone gathers no moss. 4. I want ______________________ (sayDVLQ¿QLWLYH WKDW\\RXDUHP\\EHVWIULHQG 5. It is not possible for me ______________________ (returnDVLQ¿QLWLYH LQDZHHN VSHULRG 6. The ______________________ (roar as participle) lion at the zoo frightened the children away. 7. ______________________ (give as gerund) way to someone is a mark of humility. 8. The dog barked ______________________ (seeDVLQ¿QLWLYH DVWUDQJHUDWWKHJDWH 9. Consuming ______________________ ( fry as participle) food on a regular basis leads to obesity. 10. The errant student dared ______________________ (not faceDVEDUHLQ¿QLWLYH KLVWULDO Activity 6 Story Time! Now read the following story and identify the LQ¿QLWLYHVSDUWLFLSOHV and gerunds in it. Once, there was a gifted jester in a king’s court. The king was very happy with him as he used to make the king split his sides laughing at the witty jokes he would make about everyone, including the king himself. But one day, he crossed his limits and the king shook in anger. “You sneering devil! Prepare to die now.” The trembling jester begged for mercy. As begging before a king is seldom ineffective, it had the desired effect. Relenting was the only choice left with the king. Observing the shaken jester, he said, “Die you must! However, I can allow you to choose how you would die.” The relieved jester fell at the king’s feet and instantly replied, “Thank you, my lord! I choose to die of old age.” The visibly pleased king picked up the bowing jester by his shoulders and said. “Have a long blessed life!” 44 CONNECT WITH GRAMMAR AND COMPOSITION—VIII 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\05_chapter\\1st 16-9-19
6 The Adverb Words that qualify or modify a verb, adjective or another adverb are termed as Adverbs. Observe the highlighted words in the following sentences. Examples: (i) The Indian spaceship has reached Mars successfully. (ii) I am not at all a coward. (iii) This story is quite interesting. (iv) No, I will never forgive my enemy. (v) It was raining cats and dogs that day. (vi) The new chief minister will be sworn in next Sunday. (vii) Leave town immediately, or else you will be captured. (viii) My purse was to be found nowhere. (ix) The doctor advised me to take the medicine twice a day. (x) Presently, my father is out of town. Having read the above sentences, you would have noticed that: — In sentences (i) and (v), the highlighted words—successfully and cats and dogs—describe the manner of action of the verbs—has reached and was raining, respectively. — The verbs—am and will forgive—in sentences (ii) and (iv) are negated by the words—not at all and no, respectively. — In case of sentences (iv) and (ix), the words—never and twice a day—indicate the frequency of the verbs— will forgive and take, respectively. — The word—quite—gives the degree of the adjective—interesting—in sentence (iii). — In sentences (vi), (vii) and (x), the words—next Sunday, immediately and presently—indicate the time of the verbs—will be sworn in, leave and is. ² $QG ¿QDOO\\ LQ VHQWHQFHV viii) and (x), the words—nowhere and out of town—indicate the place of the verbs—was found and is, respectively. The preceding analysis proves that the highlighted words (in bold) are adverbs as they comply in toto ZLWKWKHGH¿QLWLRQJLYHQDERYH KINDS OF ADVERBS ADVERBS Simple Adverbs Interrogative Adverbs Relative Adverbs 45
$VWKHDERYH¿JXUHGHSLFWVWKHUHDUHWKUHHPDLQFDWHJRULHVRIDGYHUEV 1. 6LPSOH$GYHUEV 2. ,QWHUURJDWLYH$GYHUEV 3. 5HODWLYH$GYHUEV /HWXVGLVFXVVWKHPVHSDUDWHO\\ 1. SIMPLE ADVERBS Simple Adverbs are those modifying words which indicate particular aspects of a verb, adjective or another adverb. 2 QWKHEDVLVRIWKHSDUWLFXODUDVSHFWWKH\\GHQRWHVLPSOHDGYHUEVFDQIXUWKHUEHFDWHJRULVHGXQGHUWKH IROORZLQJVXEKHDGV A. $GYHUEVRI3 ODFH B. $GYHUEVRI7 LPH C. $GYHUEVRI) UHTXHQF\\ D. $GYHUEVRI0 DQQHU E. $GYHUEVRI'HJUHH ) $GYHUEVRI5HDVRQ G. $GYHUEVRI$I¿UPDWLRQ H. $GYHUEVRI1HJDWLRQ Simple Adverbs Adv. of Adv. of Adv. of Adv. of Place Time Frequency Manner Adv. of Adv. of Adv. of Adv. of Degree Reason Affirmation Negation REMEMBER... 0 RVWRIWKHVLPSOHDGYHUEVDSSHDULQWKHµFRPSOHPHQW¶VHFWLRQRIWKHVHQWHQFH 6RPHWLPHVLQRUGHUWROD\\HPSKDVLVRQLWDQDGYHUEFDQEHXVHGDWWKHVWDUWRIWKHVHQWHQFH $GYHUEVFDQDSSHDUDVZRUGVRUSKUDVHV A. Adverbs of Place These are the words (or phrases) that indicate the place or site of an action performed. Examples: (i *RGisSUHVHQWeverywhere. v. adv. (ii 7 KHDEVFRQGLQJFXOSULWwas found nowhereHYHQDIWHUDELJKXQW v. adv. (iii) Look upDQGmove ahead. v. adv. v. adv. (iv) MakeQRQRLVHhere. v. adv. (v $EDQ\\DQWUHHgrew on the bank of the river. v. adv. 46 CONNECT WITH GRAMMAR AND COMPOSITION—VIII 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\06_chapter\\1st 16-9-19
In sentences (i)–(v), the highlighted words—everywhere, nowhere, up, ahead, here and on the bank of the river—describe the places of the actions expressed through the verbs—is, was found, look, move, make and grew, respectively. Therefore, the highlighted words (in bold) are adverbs of place. Some other adverbs of place are above, below, there, down, outside, away, hither, thither, in, out, near, far, etc. MARK THIS... Adverbs of place answer the question—where. B. Adverbs of Time These are the words (or phrases or clauses) which tell the point/period of time of an action performed. Examples: (i) You can see dew on the leaves or grass during the winter mornings. v. adv. (ii) I am busy now. v. adv. (iii) The door-bell rang when my mother was cooking in the kitchen. v . adv. (iv) Presently, there isWRRPXFKWUDI¿FRQURDGV adv. v. (v) My brother joined the Indian Military Academy three years ago. v. adv. In the above sentences, the words/phrases/clauses in bold—during the winter mornings, now, when my mother was cooking in the kitchen, presently and three years ago—tell the point/period of time of their respective verbs—can see, am, rang, is and joined. Thus, the words in bold are adverbs of time. Today, lately, formerly, early, immediately, soon, then, etc., are some of the other adverbs of time. MARK THIS... Adverbs of time answer the questions—when/since when/how long, etc. C. Adverbs of Frequency The words, which express the frequency of a verb, i.e., the number of times an action occurs or is performed, are called Adverbs of Frequency. Examples: (i) I am always at your service. v. adv. (ii) Barking dogs seldom bite. adv. v. (iii) Generally, our friends share our joys and sorrows. adv. v. (iv) We eat thrice a day. v. adv. (v) You have frequently broken the school rules. adv. v. THE ADVERB 47 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\06_chapter\\1st 16-9-19
In the above sentences, the words in bold—always, seldom, generally, thrice a day and frequently— are indicative of the frequency of their respective verbs—am, bite, share, eat and broken. Hence, they (words in bold) are adverbs of frequency. Some other adverbs of frequency include never, often, rarely, scarcely, barely, once, usually, mostly, occasionally, again, at times, sometimes, daily, every day, etc. REMEMBER... Adverbs of this category answer the questions of ‘how often/how many times/in what frequency’. Adverbs of frequency express habitual actions, nature of things and universally acknowledged facts. Mostly, WKHVHDUHDGYHUEVXVHGLQLQGH¿QLWHRUVLPSOHWHQVHV D. Adverbs of Manner These are the words (or phrases) which explain the method, manner, fashion or style of an action performed. Examples: (i) The Rani of Jhansi, Laxmi Bai, fought the British valiantly. v. adv. (ii) Students should attend their classes regularly. v. adv. (iii) We had to run fast to catch the moving train. v. adv. (iv) Whatever Shikha does is done well. v. adv. (v) Children were painting with the help of brush and poster colours. v. adv. In the above examples, the words in bold—valiantly, regularly, fast, well and with the help of brush and poster colours—indicate the manner of the action conveyed by the verbs—fought, should attend, to run, is done and were paintingUHVSHFWLYHO\\7 KHUHIRUHWKHZRUGVLQEROGE\\GH¿QLWLRQDUHDGYHUEVRIPDQQHU Words such as indeed, surely, actually, really, thus, therefore, amiss, slowly, etc., can be used as adverbs of manner. REMEMBER... Adverbs of manner answer the questions of ‘how’ or ‘in what manner/style/fashion/way’. Adverbs of manner are either ‘one words’ ending with ‘-ly’, ‘-ally’, or ‘-ily’, etc., or phrases such as ‘by...’ or ‘with the help of...’. Mostly, they are used after the object (or after the verb, in case it is intransitive). E. Adverbs of Degree These are the words that indicate the qualitative/quantitative degree (or extent/limit) of adjectives appearing in sentences. Examples: (i) Due to extreme pain, the patient’s naps were hardly peaceful. adv. adj. (ii) Your strange behaviour has made me somewhat crazy. adv. adj. (iii) It’s quite easy. Even a child can do it. adv. adj. 48 CONNECT WITH GRAMMAR AND COMPOSITION—VIII 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\06_chapter\\1st 16-9-19
(iv) Rahul was very sorry for what he had done. adv. adj. (v) The zoo animals were almost frozen with cold. adv. adj. As seen in the above sentences, the words in bold—hardly, somewhat, quite, very and almost— express the extent or degree of their respective adjectives—peaceful, crazy, easy, sorry and frozen. Hence, they are adverbs of degree. Words such as enough, fully, partly, rather, much, a little, almost, so, half, entirely, simply, etc., are also used as adverbs of degree. KEEP IN MIND... The adverbs of degree mostly precede adjectives so as to limit or quantify them. They indirectly have a bearing on the verbs used in the sentences. They answer the questions—to what limit/degree/extent. Activity 1 5HDGWKHIROORZLQJVHQWHQFHVWRFKHFNLIWKHUHDUHDGYHUEVLQWKHP$OVRPHQWLRQWKHNLQGVRIWKHDGYHUEV\\RX¿QG 1. Today, we are going to watch a movie. 2. What you say is totally wrong. 3. Have you ever been to the mountains? 4. The food was half cooked. 5. The page was completely blank. 6. You are a hero, indeed. 7. Occasionally, the boy hid himself behind a bush to befool his friends. 8. An employee gets salary every month. 9. King Dashrath killed Shravan Kumar with an arrow. 10. Keep this heavy box down to relieve yourself of its burden. Activity 2 Rewrite the following sentences using adverbial forms of the words given in brackets. 1. Pure honey is not available in the market. (ready) 2. All the villagers were afraid of the serpent. (mortal) 3. Ruby called out to her mother. (loud) 4. Products manufactured are released for sale in the market. (perfect) 5. We should not follow anybody. (blind) 6. I am from the state of Rajasthan. (original) 7. 7 KHPLVFUHDQWKDVFRQIHVVHGKLVJXLOW ¿QDO 8. The manager deals with all kinds of customers. (amiable) 9. Can anyone drive two vehicles? (simultaneous) 10. Talking over the mobile phone, while driving, can be dangerous. (continuous) Activity 3 Fill in the blanks with the correct words from the brackets. 1. Mr Ahmed speaks ____________________________________________ (respectfully/respectable) to every one irrespective of their age. THE ADVERB 49 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\06_chapter\\1st 16-9-19
2. We all support him ____________________________________________ (moral/morally). 3. The Swede answered all the questions ________________________________________ FRQ¿GHQWFRQ¿GHQWO\\ 4. ____________________________________________ (Turbulent/Turbulently) driven mobs have disturbed the peace and order of the town. 5. 7 KHIDUPHUFRQWLQXHGWRSORXJKKLV¿HOGBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB(untiring/untiringly). 6. ____________________________________________ (Normal/Normally), people leave for RI¿FHHDUO\\ 7. A mother ____________________________________________ (always/never) brings up her children ______ ______________________________________ (tender/tenderly) 8. I want to change the place of my residence ____________________________________________ (immediate/ immediately). 9. ____________________________________________, (Frank/Frankly) your habits do not go down well with me. 10. 7 KH IR[ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB FXQQLQJFXQQLQJO\\ ÀDWWHUHG the crow for the piece of bread in its beak. F. Adverbs of Reason The words or phrases which indicate the stated or implied reason or cause behind an action are termed as Adverbs of Reason. Examples: (i 7 KHÀRZHUVDQGOHDYHVhave, hence, wilted and fallen. adv. v. (ii) The wailing child could not, therefore, be quitened. adv. v. v. (iii) Consequently, the electorate gives a fractured mandate time and again. adv. v. (iv) As a result of his irritable nature, he remains without friends. adv. v. (v) The curtains were, thus, drawn on the regressive practice. adv. v. The words/phrases in bold in the above sentences—hence, therefore, consequently, as a result and thus—indicate the reason behind their respective actions/verbs—have wilted, could not be quietened, gives, remains and were drawn. Therefore, they are adverbs of reason. * $ GYHUEVRI$ I¿UPDWLRQ 7KHVHDUHWKHZRUGV RUSKUDVHV ZKLFKFUHDWHDVHQVHRIDI¿UPDWLRQWRZDUGVDQDFWLRQVWDWHTXDOLW\\ etc., expressed through a clause. Examples: (i) Yes, as we sow, so do we reap. (ii) It will certainly be a new morning tomorrow. 50 CONNECT WITH GRAMMAR AND COMPOSITION—VIII 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\06_chapter\\1st 16-9-19
(iii) Surely, you can share your joys and pains with me. (iv) By all means, he can become a pilot. (v) Why not, she will achieve her academic goals without any hindrance. In the above sentences, the words/phrases in bold—yes, certainly, surely, by all means and why not²H[SUHVVDI¿UPDWLRQWRZDUGVWKHDFWLRQVLQGLFDWHGE\\PHDQVRIWKHLUUHVSHFWLYHFODXVHVIt leads to the FRQFOXVLRQWKDWWKHZRUGVSKUDVHVLQEROGDUHDGYHUEVRIDI¿UPDWLRQ H. Adverbs of Negation &RQWUDU\\WRWKH$GYHUEVRI$I¿UPDWLRQ$GYHUEVRI1HJDWLRQDUHWKHZRUGVSKUDVHVZKLFKH[SUHVVD GHQLDORUQHJDWLRQRIWKHDFWLRQVWDWHTXDOLW\\H[SUHVVHG ([DPSOHV (i) No, this answer is not correct. (ii) NeverZRXOG,DFFHSWDEULEHLQP\\OLIH (iii) By no meansLVKHDQLGOHVWXGHQW (iv) Indians are not at all FRQVHUYDWLYHZKHWKHULQWKRXJKWRULQYLVLRQ (v) No way\\RXFDQQRWUHDFK0 XPEDLLQIRXUKRXUVIURP'HOKL In the above sentences, the words/phrases—no, not, never, by no means, not at all and no way— FUHDWHDVHQVHRIQHJDWLRQ7 KHUHIRUHWKHVHDUHDGYHUEVRIQHJDWLRQ MARK THIS... µ<HV¶ DQG µQR¶ DUH WUHDWHG DV WKH FRQYHQWLRQDO DGYHUEV RI DI¿UPDWLRQQHJDWLRQ %XW WKH SKUDVHV FRQYH\\LQJ VLPLODUFRQQRWDWLRQVDUHDOVRFRQVLGHUHGDVDGYHUEVRIDI¿UPDWLRQQHJDWLRQ Activity 4 Fill in the blanks with adverbs of QHJDWLRQDI¿UPDWLRQ or UHDVRQIURPWKHER[SURYLGHG RIFRXUVH therefore none too hence not at all E\\QRPHDQV FRQVHTXHQWO\\ never WKXV DVDIDOORXW 1. 7 KHFURZGZDVBBBBBBBBBBBBBBBBBBUHDG\\WRUHOHQW 2. $SURPLVLQJIXWXUHZDVBBBBBBBBBBBBBBBBBBBEURXJKWWRDGLVDSSRLQWLQJHQG 3. BBBBBBBBBBBBBBBBBBBBFDQKHEHDOORZHGWRJRDKHDGZLWKKLVSODQV 4. + HZDVBBBBBBBBBBBBBBBBBBBGXO\\DSSUHFLDWHGDQGKRQRXUHG 5. /LWWOHFKLOGUHQDUHBBBBBBBBBBBBBBBBBBBKDSS\\WRVLWTXLHWO\\ 6. 7 KHZRUNHUVDWWKHIDFWRU\\KDYHBBBBBBBBBBBBBBBBBBBBEHHQJLYHQDGD\\¶VUHVW 7. BBBBBBBBBBBBBBBBBBB,ZLOOFRPHZLWK\\RX 8. BBBBBBBBBBBBBBBBBBBBBBWKHSHRSOHRIWKHFLW\\KDYHEHJXQWRNHHSWKHLUHQYLURQVFOHDQ 9. BBBBBBBBBBBBBBBBBBBBBKHPD\\VRRQ¿QGKLPVHOIRXWRIZRUN 10. BBBBBBBBBBBBBBBBBBBBZRXOG,OLHLQP\\OLIHZKDWHYHUEHWKHFLUFXPVWDQFH THE ADVERB 51 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\06_chapter\\1st 16-9-19
2. INTERROGATIVE ADVERBS When the wh-family words—when, where, why, how, etc.—and the interrogative phrases formed with the help of the wh-family words—since when, how long, how frequently, from where, for what reason, etc.—are used to frame questions, they are termed as Interrogative Adverbs. Examples: (i) Why have you not accomplished your task? (cause or reason) (ii) When shall we meet again? (time) (iii) How long can one go hungry? (period of time) (iv) Since when has the cancer patient been struggling for life? (point of time) (v) How will you prove your innocence? (manner/method) (vi) Where is the new industrial unit supposed to be established? (place) In the above sentences, wh-family words and phrases—why, when, how long, since when, how and where—act in the capacity of interrogative adverbs indicating various elements of the complement. MARK THIS... Wh-family words are a peculiar category of words which play different roles in different kinds of sentences. And for this reason, they are differently introduced in different sentences. 3. RELATIVE ADVERBS When the words—where, when, why, how, etc.—and the phrases formed with their help, are used to combine two clauses (or sentences) to describe or qualify some adjective, verb or adverb in the preceding clause, they are called Relative Adverbs. Such adverbs refer back to noun antecedents in their respective sentences. Examples: (i) During the holidays, we visited Jaipur where my grandparents live. (ii) Ten years ago, when my sister was born, the winter cold was unprecedented. (iii) Villages, wherein the majority of India lives, produce foodgrain for cities, too. (iv) The reason why the boys quarrelled is still unknown. (v) Show me the manner how an educated man should behave. In the above sentences—where, when, wherein, why and how—refer back to the antecedents— Jaipur, ten years ago, villages, the reason and the manner while qualifying their respective verbs—live, was born, lives, quarrelled and behave. Hence, the wh-family words and phrases in the preceding sentences are relative adverbs. Activity 5 Fill in the blanks with the appropriate wh-words or phrases from the box. how where wherein why where when [Note: (DFKRSWLRQJLYHQDERYHFDQEHXVHGWR¿OOLQPRUHWKDQRQHEODQN@ 1. Hill stations, ____________________ the weather is pleasant throughout the year, are thronged by tourists. 2. ____________________ is the whole world asleep? 3. Tell me ____________________ to reach the local airport. 4. The day, ____________________ India became independent, was a historic day. 52 CONNECT WITH GRAMMAR AND COMPOSITION—VIII 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\06_chapter\\1st 16-9-19
5. The box ____________________ rare gemstones were discovered belongs to an ancient royal treasure. 6. ____________________ did you get this grand watch? 7. ____________________ does one keep immoral people at bay? 8. I am a citizen of India ____________________ there is diversity in all walks of life. 9. ____________________ can’t you keep silent in the library? 10. : LOODQ\\RQHH[SODLQWRPHWKHUHDVRQBBBBBBBBBBBBBBBBBBBBKHZDV¿UHGIURPKLVMRE\" Activity 6 Story Time! Read the following excerpt from the biography of Ruskin Bond and pick out the adverbs from it, mentioning their kind also. Ruskin slowly left the room. At that moment, he hated the headmaster as he had never hated anyone before. It was almost as if his only link with his father had been severed forever. Totally devastated, he ran out, kicking the stones in his path violently. He had no time to brood as he had to leave for home where he would be with his mother and step-father, a home without his Daddy. In Dehradun, his step-father Mr. Hari ignored him completely. Unwanted and lonelier than ever, Ruskin went for long walks in the countryside. Nature with her bounty, offered him solace. If he passed the dhobi-ghat, Ruskin MRLQHGWKHZDVKHUPHQ¶VFKLOGUHQLQWKHLUJDPHV7 KRVHZHUHPRPHQWVZKHQ5XVNLQFDPHFORVHVWWREHLQJKDSS\\ .12:/('*(&251(5 TEACHER’S DAY In India Teacher’s Day is celebrated every year as a mark of accolade to the part played by the teachers in the society. Since 1962, India has been celebrating Teacher's Day on 5th September. The day commemorates the birthday of Dr Sarvepalli Radhakhrishnan, a philosopher and a teacher, and his valuable contribution WRWKH¿HOGRIHGXFDWLRQ'U5DGKDNULVKQDQEHOLHYHGWKDWWHDFKHUVVKRXOG EHWKHEHVWPLQGVLQWKHFRXQWU\\ Teachers are the cornerstones of our future and act as foundation for creating responsible citizens and good human beings. This day is celebrated to acknowledge and recognise the hard work put in by our teachers towards our development. Test Your Grammar Now pick out the adverbs from the above text and mention their kind. Answers Test Your Grammar In India—adv. of time HYHU\\ \\HDU²adv. of frequency LQ WKH VRFLHW\\²adv. of place RQ WK September—adv. of time WRWKH¿HOGRIHGXFDWLRQ²adv. of placeLQWKHFRXQWU\\²adv. of place THE ADVERB 53 12e:\\Laxmi Grammar VI to VIII 2019\\Grammar VIII 2019\\06_chapter\\1st 16-9-19
!\" #$ % \"&' \" ! \" #\" \" \" \" $ # \" \" $ \" \" % & \" \" \" \"\"\" '\" '\" \" \" \" ( \" \" \" $ \"\" \" \" ) ' &'())* * !\" $ ' + \" , -* * ! * \" . *(/ .0. * .)% .! $ .., $ . \" . + 1 . (! # ()) 23 2 224\" '$ 5$06$ % 7 0'8 //9 1: ! 1/!67 %8 6/ ; 9 \"\"% $ $ 6 $ % /\" \" % 9 7$ ' 8 ! $ 1 9 0 \"
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