HINDI - FL - CLASS 7 - TS

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Note from the author \"The zest for learning is inherent in every individual. The Teacher's job is just to bring it out\". This is a quote from Maria Montessori. The text books are only a medium in the process of learning. This book is not intended to be a Bible for the Teacher. It is meant to be a friend and companion of the Student. These books have been designed to give quality education. They are inclusive of English, English Grammar, Mathematics, EVS (Social Studies, Sciences), G.K. and Computers. Prime Years is a set of three term books for Classes 1 to 5. The burden on children's shoulders is reduced as they need not carry books for all subjects. To carry a single book for a term is enough. The essential features of Prime Years series are : v They are graded according to learning levels. v The language is simple and helps in self learning. v Many learning activities are provided. v They strive to fulfill cognitive, effective and psychomotor domains of educational objectives. v The content and style relate learning matter to the real world. The presentation is intended to develop thinking skills and enable the students apply the knowledge in solving problems in practical life situations and not to make the students mere bookworms. Many activities have been given in the Text Book for quicker learning : Question Box tests the knowledge and understanding of the concepts. Think a Little, Write a Little and Reason Out calls for higher order thinking skills. I can do are tasks to apply the concepts in a different situation or extend his/her learning or learn more from experience. The tasks also calls for self expression, imagination and language skills. Guessing Jar provides questions to develop reasoning, logic and critical thinking. Clue Finder calls for higher cognitive skills like application analysis, synthesis and evaluation. In mathematics, the guided problems are for working out with teacher's guidance while Independent practice problems are for students to work out all by themselves. Question Box usually contains problems based on all the concepts learned in the chapter. It is more of a test or assignment. Problems given in the boxes test higher order thinking skills - both critical and lateral thinking. They are mostly challenging questions or fun activities. The hands - on activities help to learn abstract concepts through concrete medium. The learning activities are planned as per the concept of Multiple Intelligence and learning styles. - Rajalaxmi K. Iyer Author.

Aims and objectives The aim of Primary Education is to develop in the child everything that is required for a fruitful living. Primary Education sows the seed of character building which grows in to a full fledged tree in later years. The attitude and values a child develops in his formative years remains with him till the end. Primary education therefore has the following broader objectives : To let the child live his childhood fully so that he realizes his own interest and potential. To develop in the child basic learning skills which help him in his future years. To make the child realize that he is part of nature and he has some social responsibilities. A Primary curriculum should therefore fulfill the following objectives : Acquisition of knowledge about his environment and the world in which he lives. Understanding the concepts and applying them in diverse situations. Develop critical thinking and reasoning skills rather than blindly believe what he reads. Develop independent work habits. Develop imagination through artistic skills. Encourage inquisitiveness and investigation and question scientific facts. Develop computational skills. Develop confidence to face the challenges in the curricular subjects as well as outside the class room. Develop moral and spiritual values. What is expected of a primary student ? The child communicates clearly and confidently. Uses vocabulary and correct language structures while speaking and writing. Comprehends the textual contents and solves problems independently. Collects, interprets and uses information from various sources. Develops and uses appropriate technological skills. Listens, speaks and reads well. Writes fluently and uses correct vocabulary and grammar in writing. Expresses himself well and uses creativity and imagination. Develops skill of observation, experimentation and recording data. Explores and investigates scientific facts. Develops awareness about his social and civic responsibilities. Develops pride in his cultural heritage. - Rajalaxmi K. Iyer Author

1. Power Point - Part - I ................ 204 2. Power Point - Part - II ............... 207 1. Globe and Maps....................... 140 2. Weather and Climate................ 150 3. Tropical and Temparate zones ....................................... 157 4. Equatorial Region .................... 164 5. Hot Deserts .............................. 170 6. Land of ice - Greenland ............. 178 7. Frigid zone and Tundras ............ 185 8. Important Monarchs of India....... 193 1. Human Body - Skeletal System ..................................... 112 2. Nervous System ....................... 118 3. Food and Nutrition .................... 125 4. Natural Calamities and dealing with emergencies ......... 134 1. Large Numbers .......................... 52 2. Addition ..................................... 62 3. Subtraction................................. 66 4. Multiplication .............................. 70 5. Division ...................................... 78 6. HCF and LCM ............................ 85 7. Symmetry and Patterns .............. 95 8. Four Operations ....................... 106 1. Conjunctions and Prepositions............................... 26 2. Subject-Verb Agreement ............ 30 3. Reported Speech ....................... 34 4. Interchanging cases of pronouns .................................... 37 5. Using Interrogative pronouns in sentences ............................... 41 6. Infinitives .................................... 46 1. Panchatantra – Its Origin .............. 7 2. Weird Science ........................... 11 3. Pencil ........................................ 15 4. Father of modern India’s space programme ................................ 21

1. Panchatantra – Its Origin ............. 7 2. Weird Science .......................... 11 3. Pencil ........................................ 15 4. Father of modern India’s space programme ......... 21 Contents Class 5 Term 1

Panchatantra – Its Origin Many thousand years ago there was a kingdom called Mahilaraopya. It was ruled by a king by name Amar Shakti. He was very learned and adept in many sciences. At the same time he was a great conqueror. He had subdued many kings in war. It was bad luck that though he had three sons, all of them were dunderheads. They were named Vasu, Ugra and Anek. They had an aversion for learning. The king was very much upset about the boys indifference towards learning. “When my sons are so foolish, what good is this kingdom to me? It is better not to have children than to have children like this” he lamented to his minister. 7

“What is the use of a cow who doesn’t give either calf or milk? In the same way what use in the son who is neither devoted nor learned?” he continued. Then he called all learned men in his court and asked for suggestions. “Your majesty, Grammar takes 12 years, then comes Manusmriti, and other works on Dharma and Artha. Then only one gets enlightenment” said one of the scholars. Another scholar named Sumati said \"All these studies take a lifetime. We need a condensed version of all the scriptures. It is better to grasp the essence and leave the rest just like swans separate milk from water. There is a Brahmin called Vishnu Sharma. He is adept in all scriptures and knows how to make teaching interesting. He might be able to do something to solve your son’s problems” The king summoned Vishnu Sharma. “Do something to enlighten my dunderhead sons. I will reward you liberally if you succed in your endeavour.” He said to the Brahmin. Vishu Sharma said, “Your Majesty, I do not sell learning. But I can make your sons adept in laws and dharma within six months, I am not interested in worldly comforts. I don’t want money. By the grace of the goddess of learning, I promise you, that I will make these sons of yours wise and just in six months.” King was amazed and delighted and handed over the three princes to Vishnu Sharma. Vishnu Sharma divided the course of study into five parts – Making friends, breaking friendship, friendly advice, loss and gain and rash deeds. He taught them all these 5 techniques through stories. They later came to be known as Panchatantra. As he promised, the princes learned everything through these stories within six months. Panchatantra contains stories that teaches us the five tantras (techniques) necessary for success in life. 8

1. Adept - expert. 2. Conqueror - one who conquers other kingdoms 3. Subdue - defeat 4. Dunderheads - stupid 5. Enlightenment - wisdom, knowledge 6. Dharma - Righteousness 7. Just - a person who believes in justice. 1. Why was the king sad? 2. What suggestion did the scholar Sumati give? 3. What did Vishnu Sharma promise? 4. How was he able to teach the princes everything within six months? 5. What does Panchatantra mean? What are the 5 tantras or Techniques? 1. Learn the spellings of the words in language fact and use them in your own sentences. 2. Grasp the essence and leave the rest just like the swan separates milk from water. Here two things are compared. This type of comparison is called simile. a. Pick out one more similes from the story (Refer Para 3) b. Write two sentences of your own using simile. 9

1. The princes learned everything when they were taught through stories. That means they were not foolish. Why were they reluctant to learn earlier? 2. What kind of a teacher was Vishnu Sharma? Do you think his method was correct? 3. a. One should learn everything in detail even if it takes a lifetime. b. One need not waste the whole life learning things. You can condense and take only essence which takes only a short time. Which view seems right to you? Why? Have a debate in the class on this. 1. Read one story each from the 5 tantras. Tell any one story in the class. 2. Complete this story using the clue. A farmer – very poor – offers milk to – snake – ant hill next day – gold coin – farmer offers milk every day – gold coin – every day – think plenty of coins in the ant hill – snake comes out – farmer kills – no more gold coins. Which tantra does this story belong to? 10

Weird Science The great Robert Ripley, creator of “Believe it or not!” was a millionaire cartoonist. A man of many talents, he was an athlete, artist, writer, showman and businessman all rolled into one. In the 1930’s and 40’s, at the height of his career there was almost no one who hadn’t heard of him. Whenever something unusual happened, “There is one for Rip”, was the phrase that most often would spring to people's lips. When asked “Where do you get all facts?” Ripley would reply “Everywhere and all time”. He considered scientists to be the most fascinating people on the earth. Of course they shared his wonder, always looking for fresh ways to investigate common natural phenomena. The fact that a mouse has more bones than a man and there are hundred and more species of animals and plants than the stars visible on a clear night filled him with delight. 11

Robert Ripley was one of the few people who have visited more than 200 countries. Each of his excursions contributed to new and awesome wonders to enliven his cartoons and enrich his treasure trove of unbelievable facts. For Ripley, sky was the limit. Here are a few facts that draw inspiration from Ripley. It is found that Cows like music. They yield more milk when music is played. It is already known that plants grow well if daily music is played for 3 – 4 hours. Will you believe that if music is played in the elevator, it keeps you away from cold? Do you know how lizards are able to defy gravity and scurry up walls and ceilings? There are minute hairs on the lizard’s feet which are attracted by the wall because of weak electric charges on the hairs. Would you believe? On September 7, 2001, children from 5000 schools in Britain gathered at a place. One million children jumped up and down, all at a time for one minute to test whether it will create earthquake. The giant jump created 1 / 100 of an average tremor. th It is found that newspapers take more time to rot than other plant wastes. Even after 30 years, newspapers picked up from the land fill are readable. Latest experiments on fish reveal that they can also get sea sick, they can change their gender and they can smell with their fins. The secret of the Indonesian Luwak coffee is the fact that the Luwak cats eat the berries and spit out the beans. These beans are then roasted to make coffee. Do you know? You can make a battery out of potatoes. A piece of paper tucked into a funnel functions as a hearing aid. How much does a human body cost? Just $ 4.50 or Rs. 270. Can’t belive? That is the net worth of the elements present in our body. Robert Ripley dedicated his life to seeking out the bizarre and unusual. But every unbelievable thing later was proved true! 12

1. Weird - unbelievable 2. Enrich - increase, add 3. Awesome - extremely good 4. Scurry - move along pressing the links to the surface of contact 5. Bizarre - scaring, frightening 1. Who was Robert Ripley? 2. “There is one for Rip” – what does it refer to? 3. What was common between scientists and Ripley? 4. What happens when music is played in the elevator? 5. How are lizards able to scurry along the walls? 1. 'There was almost no one who hadn’t heard of him'. Rewrite this sentence removing the two negations. 2. Spring to one’s lip – use this phrase in your own sentence. 3. Robert Ripley was one of the few men who visited more than 200 countries. Rewrite this sentence in any other form without changing the meaning. 13

Refer to the Science facts given in the text. Write one interesting fact about each in just one word or phrase. 1. Mouse…………………… 2. Human body……………… 3. Cows……………………. 4. Elevator…………………… 5. Lizards………………………… 6. Fish…………………………. 7. Newspaper……………………. 8. Luwak coffee………………………. 9. Potato…………………………………… 1. Robert Ripley’s believe it or not was a very popular show on the TV about 10 years back. It was telecast on Discovery channel two years back. Try to watch a few episodes if you can access. 2. Get a few more interesting facts from books or websites. 3. If you know any interesting science facts, write it on a paper and display in the class. 14

Pencil We all have something to tell about our childhood experiences. Very often we recall with nostalgia certain unforgettable experiences. As a grandmother, when I see my grand children, how readily their parents provide their demands with what they ask for, I recall my own childhood days. The other day my grandson who is just five years old, made us get in and get out of five shops to select the T-shirt he wanted. He wanted a T-shirt with red Pokemon on yellow background. A smiling Pokemon and the T-shirt had to be a full sleeved. You all know it is not possible to get a combination of all these in a single T-shirt! When I was a child, it was not easy to get even a slate pencil leave alone dress! I recall one incident that never fades from my memory. I was promoted to fourth grade. It was the year 1956. Till 3 grade we wrote only on rd slate. We started writing in notebook from fourth grade. There was only a week left for school to reopen after summer vacation and new academic year to start. Whom should I 15

ask to buy a pencil for me? Hesitantly I went to my grandmother. She was the supreme authority in the family. Both her sons and their wives never uttered a word against her. And her grandchildren? All of us were scared of her. Grandmother was cutting vegetables. I stood there for a minute unable to decide what to say. “Humm! What are you at?” She asked me sarcastically. “Next week the school reopens. I want a pencil.” I gathered courage to say that . “Oh! Is that so? How’s that I didn’t know such an important matter!” she continued her sarcasm. “From fourth grade we start writing in notebook. I must take notebook and pencil to school.” “If we can send you to school, we can get you the accessories also. You need not remind us.” There was nothing more to say. I went to the kitchen and repeated my demand to my mother. 16

She was irritated “You will get everything. Now don’t trouble me. Get out from here” she shouted. The day before the reopening of the school, I ventured to remind grandmother about the pencil. She stared at me with her big round eyes and moved away from there. The morning dawned. Still there was no sign of a pencil or notebook. I had already decided to request the teacher to give me a day's time to get the pencil and notebook, though I was not sure whether the teacher would oblige. When I was about to climb down the steps leading to the road, grandmother called me. I went back to her. She gave me a one inch long pencil and an old notebook from which some pages were torn off. “Here is your pencil and notebook. Happy? Hereafter you will not pester anyone for the pencil. Will you?” I looked at the pencil and notebook and suppressed my tears as I walked towards the school. In the class when all my classmates were displaying their damn new pencils and notebooks I was sulking. Grandmother had rummaged in my fathers table drawer for that used and thrown away pencil and notebook. She had decided they were enough for a fourth grader. My 1 inch pencil was a subject of discussion even among the teachers. One day my class teacher asked me, “Why don’t you ask your father to get a new pencil for you?” “My grandmother will not allow. She says this is enough for this year.” I said, almost sobbing. Terminal Examination was nearing. One day my teacher called me out “Radha! Ask your grandmother to get a new pencil atleast for writing examination.” I went home and told everybody what the teacher had told me. She had told it to me personally! Therefore it was a very important matter! But no one in the house seemed to realize the importance. In the 17

kitchen I once again opened the topic of the pencil to my mother. She burst out. “Am I the person to buy whatever you ask for? Don’t you know your grandmother is the person who decides what to buy and not to buy? Why are you troubling me again and again? That day my father came home late. All except mother had gone to bed. While serving him dinner, my mother whispered to my father about my pencil matter. I heard it as I was not sleeping. “Why didn’t you tell me earlier? Why do you make her cry? After all she is a small child. Tomorrow itself I will get her a pencil,” my father said. My heart leapt in joy. ‘At least there is one person who understands me.’ That night I saw many pencils in my dream. They were dancing in front of me. On the day of the examination as I was about to leave for school, my father called me and gave me a damn new pencil. As I extended my hand to take it, another hand snatched it. It was grandmother. She said “She is a careless girl. What if she loses it?” she cut the pencil into two halves, sharpened one and gave me. One thing was clear to me now. ‘I will never get a new pencil in my school days” I told myself as I walked towards the school. 1. Nostalgia - belonging to the past. 2. Sarcarsm - teasing tone 3. Sarcastically - teasing or mocking 4. Accessories - essential things 5. Venture - gather courage to do something 6. Pester - trouble. 7. Rummage - turn things upside down while searching something. 8. Sulking - feeling sad. 18

1. Why did the parents have to go to many shops to get a T-shirt for the child? 2. Why did the girl in the story go to the grandmother with request for the pencil? 3. How did grandmother procure pencil and notebook for her granddaughter? 4. Why was the girl not happy with the pencil and the notebook? 5. Who bought her a new pencil? What happened to that? 1. Before going into her childhood experience, the writer mentions about her grandchild’s demands. Why? 2. What does the writer want to convey through the narration of the episode of the pencil? 3. What impression do you get about the grandmother? Was she good, caring but strict? Was she a bad woman? Illustrate in a few words. 19

• Are today’s grandparents so strict? • Are they so calculative in spending money? • Write a short essay. You may take incidents relating your own grandparents. Enact the story in the form of a play in the class. • Find out from your grandparents: • What the lifestyle was in their childhood days. • Ask them to narrate interesting episodes from their life. 20

Father of modern India’s space programme Homi Jehangir Bhabha was a pioneering scientist. He was one of the great sons of mother India. He was a multifaceted personality and contributed to the growth of science and technology in various fields. Industrial sciences, nuclear energy, space programmes, study of cosmic rays, electronic and other fields. Usually scientists are involved too much in researches that they don’t show interest in any other aspects of life, as we see in the cases of Albert Einstein, Ramanujan or C.V.Raman. But Bhabha was different. He was a physicist of course. He was also a good leader, a meticulous organizer, an architect as well as administrator of institutions. He was a role model for many young scientists. Homi Jahangir Bhabha was born on October 30, 1909 in an affluent Parsi family settled in Mumbai ( the then Bombay ). Mother was Meheren Bhabha and father was Hormusji Bhabha. Dorab Tata was his uncle. His education was planned and executed by his uncle Dorab Tata. He was educated in the best Cambridge schools in Mumbai. He passed Senior Cambridge with distinction and was sent to Cambridge university for studying engineering, so that he could join Tata Industries. 21

But interaction with theoretical physicists like Lord Ruther Ford, James Chadwick and others kindled in him the fire of scientific research. He felt that his interest was in theoretical physics rather than mechanical engineering. He convinced his father and uncle and changed over from engineering to theoretical physics. His first research paper fetched him the sir Isaac Newton award. Later on he published many research papers in different science journals like Nature. Bhabha’s researches were mainly related to cosmic radiations and nuclear particles. In 1939 he came to India. At that time World War II broke out and Bhabha was stranded in India. After that he never went back. All his further researches were carried out in India. He had a vision - vision of a scientifically advanced India. He was instrumental in starting many scientific research institutions. He convinced the then Prime Minister Pt. Jawaharlal Nehru to start atomic energy programme. The atomic energy establishment at Trombay came into being in 1954, with Bhabha as the director. It is now renamed as Bhabha Atomic Research Centre ( BARC ).The first indigenous Nuclear reactor made at AEE was APSARA. The Indian Space Research Organization ( ISRO ) at Thumba near Thiruvananthapuram in Kerala is the brain child of Bhabha. India first tested a rocket in 1965. Unfortunately this great son of India died in a plane crash. He was going to Vienna to attend IAEA conference. The plane crashed mid way killing all passengers. 22

1. Pioneer - outstanding ; a fore-runner 2. Multi faceted - talented in many things. 3. Kindle - poke something burning to produce fire 4. Stranded - not able to move out ; held up 5. Indigenous - locally made (not imported) 6. IAEA - International Atomic Energy Agency 1. Why didn’t Bhabha go back to Cambridge after his return to India in 1939? 2. What was his vision? 3. What was the earlier name of BARC? 4. What is the full form of ISRO? Read the paragraph 4 and 5 and answer these questions: 1. Name two scientists mentioned in the paragraph? 2. What kindled the fire of research in Bhabha? 3. Why did he changeover from engineering to theoretical physics? 4. Which was the first award Bhabha received? 5. Bhabha’s researches were related to two things. What were they? 23

1. Bhabha was a multifaceted personality – justify. 2. Do you think Bhabha was right in changing over from engineering to the study of theoretical physics? 3. Do you think if Bhabha had done engineering, he would be as famous as he was? Why or why not? • Imagine you are Homi Jahangir Bhabha. • As a visionary, what message do you have for the younger generation? • Write a speech in about 100 – 150 words. 24

Contents 1. Conjunctions and Prepositions . 26 2. Subject-Verb agreement ........... 30 3. Reported Speech...................... 34 4. Interchanging cases of pronouns ................................... 37 5. Using Interrogative pronouns in Sentences ............. 41 6. Infinitives ................................... 46 Class 5 Term 1

Words that connect a noun, pronoun, or a noun phrase to another word Example: The book is lying on the table. Here, ‘on’ is a preposition, since it is connecting “lying” to “the table”. on, in, at, since, for, ago, before, to, past, to, from, till/until, by. Example: I will see you at 3. I have been living here for 5 years. “A word that connects time with a word is the preposition of time” 26

in, at, on, by, next to, beside, near, between, behind, in front of, under, into, towards etc. Example: Why is Ram hiding under the table? The army walked slowly through the jungle. I will see you at Mc.Donald’s. “A word that connects position with a word is the preposition of place”. Words such as ‘at’ , ‘in’ , etc. can be used as prepositions of time as well as place, depending on the sentence. from, by, out of, off, about etc. Example: What is it all about ? She got off the bus in a hurry. Words that come before a noun, pronoun, or noun phrase and connect it to a word in a sentence are prepositions. 27

Connect two independent clauses or sentences. Example: She got off the bus and hurried off. ‘And’ is a conjunction here, since it is connecting clauses ‘She got off the bus’ and ‘hurried off’. A clause is something which can exist as an independent sentence. In the sentence above, ‘She got off the bus’ can be an independent sentence. Rule to distinguish between prepositions and conjunctions Remove the word that you need to identify. If the clauses before the word and after the word can exist independently, then it is a conjunction. If they cannot, it is a preposition. 28

Identify whether the words in red are conjunctions or prepositions in the following sentences. (Hint: if there is verb very close to the bold word, it is most probably a conjunction) a. After we ate, we went for a walk. b. After the class, we went for a picnic. c. The plane had to make an emergency landing because of bad weather. d. Because the weather was bad, we cancelled our plans. e. Give yourself a lot of time for this project. f. Give yourself a lot of time, for this project is very challenging. g. He stood before the judge and argued his case. h. Before he argued his case, he stood in front of the judge and looked him in the eye i. While you were away, someone came to visit you. j. I have been living here since I was five. • Why is it important to distinguish between conjunctions and prepositions? • It is important in order to speak and write better English. While conjunctions usually introduce verbs, prepositions connect nouns. Take the help of the internet. • Try to find at least 10 examples of same words used as a conjunction and a preposition. Write them in your notebook. 29

“Subject and verb can never argue with each other in a sentence. Never!” By now, you must be aware about the basic rule of subject-verb agreement: If the subject is singular, verb is singular. If the subject is plural, the verb is also plural. You must also be aware of the singular and plural form of verbs. Example: ‘play’ is plural while ‘plays’ is singular. 30

Since you know the basics of subject-verb agreement, let’s talk about some advanced rules here. Words like everyone, everybody, anybody, someone, no one, nobody are always singul ar. Example: Everyone has his problems. Words like team, club, herd, family, army etc. are all singular. Example: The Indian team is playing brilliantly these days. Example: The Indian team members are getting down from the bus. Police is treated as plural in most cases. Example: The police have arrived on the scene. However, if words like ‘team’, ‘army’ etc. are followed by words like ‘members’, ‘men’ etc., then the subject becomes plural. Example: The data given by the engineers is accurate. ‘Data’ can be treated as singular as well as plural. In most cases though, it is treated as singular. 31

• Learn 10 new verbs. You could pick up the dictionary or take the help of the internet. Write them down in your notebook. Make sentences using each of the verbs. • Make sure you get the subject-verb agreement right. Example: Smells like teen spirit by Nirvana is such a fantastic number. Plural things that function together as a single unit are treated as singular. Example: Ham and eggs, bread and butter etc. Example: Either Natasha or I am going to our cousin’s wedding. Singular subjects connected by either/or, neither/nor in a sentence take a singular verb. Either Rohit or Neha is going to win the match. ‘I’ always takes a plural verb However, when ‘I’ comes with another subject connected by either/or, neither/nor, you put second and use ‘I’ ‘am’ + verb. When two subjects are separated with words such as ‘along with’ , ‘besides’ ‘not’ , etc., you decide the verb based on the first subject. 32 Titles of books, films, songs etc. are treated singular.

Complete the sentences using the correct form of verb: a. _________ (has/have) everyone completed his/her homework? b. Neither you nor I _________ (be) going to the party. c. The Indian Army _________ (be) one of the most respected in the world. d. Twenty miles _________ (be) a long distance to run. e. Bread and butter _________ (be) a staple breakfast you can get anywhere. f. Either Sachin or Rahul _________ (be) going to retire this season. g. Nishita and Nikita _________ (has) gone to school. h. I am going to _________ (has) a party tonight. i. I saw that many cars _________ (was) racing down the street. j. This pair of gloves _________ (be) mine. k. These pants _________ (be) not mine. • Write a short story on any topic of your choice. • You could discuss topics in the class. • Make sure you pay attention to subject-verb agreement while you form sentences. 33

Converting a paragraph in direct speech to reported speech When converting a paragraph in direct speech to reported speech, the same principles of conversion apply. In reported speech, you have to take a step back in the past. Example: Reena: I am going to Delhi today. Reported speech: Reena said that she was going to Delhi that day. Add certain conjunctions, prepositions etc., and change the order to sentences in order to make the paragraph appear coherent. 34

Read the newspaper. Pick one of the articles in the newspaper. Can you convert it to direct speech? Try it. Example: Teacher : Rahul, have you completed your homework? Rahul : Yes, ma'm! Teacher : Good. Bring your notebook to me please. Rahul : I forgot to bring my notebook, ma'm. Teacher : Stop lying! Sit on the floor right now. Teacher asked Rahul if he had completed his homework. Rahul replied in the affirmative. Teacher asked him to bring his notebook to her. However, he had forgotten to bring his notebook. Rahul's teacher scolded him for lying and asked him to sit on the floor right then. 35 As you can see in the example above, we have changed the sequence of sentences, added conjunctions etc. We have done all that to make the paragraph appear more coherent. When converting direct speech to reported speech in paragraph form, it is also okay to omit certain sentences which you think are not very important to the conversation. As stated earlier, the rules of conversion remain the same.

• Go to the library. Find a book of English plays. Choose 2-3 scenes of the play. • Plays are always written in direct speech. Convert the scenes to reported speech. • Your teacher will help you with one scene, and you can do the rest. • Choose two students at random in the class, preferably students who are creative thinkers. • Make one of them an interviewer and the other as Arvind Kejriwal. • Ask them to conduct the interview. • The other students shall pay attention to the interview and then convert the interview to reported speech. • You could give the students playing the part a day to get prepared. 36 1. The peon said, “The principal is busy today.” 2. They said, “We saw this place three days ago.” 3. His father said, “We will construct a house here.” 4. The old woman said to her son, “I love you very much.” 5. She asked me, “How old are you?” 6. My father said to me, “Who is troubling you at school.” 7. The doctor said to the patient, “Give up smoking.”

Cases of a pronoun mean forms of a pronoun. A pronoun can be subjective, possessive, or objective. When a pronoun acts as the subject of a sentence. Example: I own this house. When a pronoun indicates possession in a sentence. Example: This is my house. 37

When a pronoun acts as the object of a sentence. Example: This house belongs to me . Note that we have used the three cases of pronoun ‘I’ above. Objective Subjective Possessive I You He/she/it We They My, mine Your, yours His / her / hers / its our, ours their, theirs Me You Him / her / it Us Them Cases of pronouns can be interchanged Most sentences can be rewritten using different cases of pronouns. Example: He owns that beautiful car. (Subjective case) That beautiful car is his. (Possessive) That beautiful car is owned by him. (Objective) 38

You have to convert active voice into passive voice and vice versa. When a person, thing, animal, or place is the focus of the sentence, it is active. When action is the focus of the sentence, it is passive. Subject of an active sentence becomes object of the passive sentence. Interchanging subjective, objective and possessive There is no set rule. The only way is to practice. Does this book belong to you ? (Objective) Is this book yours ? (Possessive) 39

• ‘I’ and ‘me’ are two often confused pronouns when they are joined by ‘and’. • You have been taught the difference between the two in your junior classes. • Could you write five sentences with ‘I’ and five sentences with ‘me’ and ‘and’ in - between? Example: John and I are going to the party. 1. Rewrite the following sentences by changing the indicated pronoun according to the instructions given below. a. He will drive you around. (convert to objective pronoun) b. That belongs to him. (convert to possessive pronoun) c. Do you own this pen? (convert to possessive pronoun) d. They are driving a beautiful car. (convert to objective pronoun) e. This house is owned by them. (convert to possessive) • The purpose of the lesson is to teach you different ways of expressing the same thing. It is done to make the language more beautiful. Read a short story. Try rewriting the sentences of the story by changing the cases of pronouns. You cannot rewrite all the sentences. • But try to rewrite as many as you can. 40

Pronouns used to ask a question are interrogative pronouns. You can suffix ‘ever’ or ‘soever’ to some of them to make even more interrogative pronouns. Example: whomsoever, whatever etc. 41

‘Who’ and ‘whom’ are used when referring to people. Sometimes, ‘which’ is also used to refer to people. ‘Whose’ , ‘which’ , and ‘what’ are used when referring animals or objects. Example: Who is the prime minister of India? Which is the largest animal in the world? Which of you knows how to drive a car? By whom has our national anthem been written? ‘Who’ always functions as the subject of a sentence, which means when using ‘who’ as an interrogative pronoun, you always start the sentence with ‘who’. 42

‘what’ when asking an open ended question with a large number of possible answers. Example: What is your address? ‘which’ when asking a question with a limited number of possible answers. Example: Which of you hasn’t done his homework? When something that is common knowledge is asked, ‘what’ and ‘which’ can be used interchangeably. Example: What colour is the Zebra? Which colour is the Zebra? 43

Frame questions for the following answers. 1. This is my watch. 2. My name is Nikita. 3. You can meet Mr. Manohar Joshi if you need any help. 4. I am your neighbour. 5. I think you should board bus number 345 to go to Mohali. 6. That is an eagle. 7. Neil Armstrong was the first man to land on the Moon. Complete the following sentences using ‘who’, ‘whom’, ‘which’, ‘what’, or ‘whose’. 1. ___________ shirt do you prefer, blue or white? 2. ___________ notebook is this? 3. ___________ should I call in case of an emergency? 4. ___________ is your problem? 5. ___________ is your phone number? 6. ___________ are you calling? 7. ___________ is your house? 8. ___________ do you work for? 9. ___________ of you hasn’t done his homework? 10. ___________ car is that? 44

• Take the help of the internet and find out the usage of ‘whoever’, ‘whichever’, ‘whatever’, ‘who soever’, and ‘whomsoever’. • Write a few example sentences of each. • Frame 5 questions each starting with ‘who’, ‘whom’, ‘which’, ‘what’, and ‘whose’ that you would like to ask your friend. • The questions should be different than those mentioned in the chapter or the exercises. • Imagine that you are travelling in a train. You meet an interesting person. 45 • What questions would you ask him? • Think of it and speak in the class. You could do this in groups of two. You could ask questions to each other in order to know each other better. Every question need not start with ‘who’, ‘what’ etc.

Infinitives almost always take the form to + the root form of verb. Infinitives are not verbs. Instead, infinitives act as nouns, adjectives, or adverbs in a sentence. Example: To bake, to see, to cry, to listen etc. When ‘to’ is followed by the root form of a verb, it is an infinitive. If ‘to’ is followed by a noun, noun phrase, or pronoun, it is a prepositional phrase. Example: Please give this book to her. (here, ‘to her’ is a prepositional phrase) He always plays to win (here, ‘to win’ is an infinitive) 46

a. If an infinitive begins a sentence and is followed by a verb, it functions as a noun. Example: To cook is like meditation for Neha. b. If an infinitive begins a sentence, it is followed by a comma and a noun, pronoun, or a noun phrase, it functions as an adverb. Example: To pass, you must work really hard. c. If an infinitive ends a sentence, and can be moved to the beginning of a sentence without adding any extra words, it functions as an adverb. Example: You must work really hard to pass. d. When an infinitive ends a sentence but cannot be moved to the beginning of a sentence without using extra words, it is either a noun or an adjective. It functions as a noun when it follows verb; it functions as an adjective when it follows a noun or noun phrase. Example: Neha loves to dance. (h ere, ‘to dance’ is a noun since it follows ‘loves’ which is a verb) 47

After certain verbs, the ‘to’ of an infinitive is dropped. Such verbs are feel, hear, make, let, help, watch, and see. Such infinitives take the form: Special verb + direct object + Infinitive without ‘to’ Example: She helped us understand the meaning of life. (‘helped’ the special verb; ‘us’ is the direct object; ‘understand’ is the infinitive) Like everything else in English, infinitives are a tool to make the language more beautiful. A famous line which uses the infinitive is: To be or not to be, that is the question. Sometimes gerunds replace infinitives. Example: To cook is like meditation for me. Cooking is like meditation for me 48

Identify the infinitive in the following sentences. Identify what function the infinitive is performing. 1. To steal, you must have nerves of steel. 2. To dance is like therapy for Aditi. 3. You must always play to win. 4. To what extent would you go to win? 5. He always has an excuse to not go to school. 6. I have a cat to feed. 7. She helped her make a beautiful painting. 8. To win, you must be dedicated and passionate. 9. She hates to talk. 10. To kill is his only motive. • Infinitive is a tricky concept of grammar. • However, there is something even trickier. • People who are strict about grammar rules say that an infinitive should not be split. • Browse the web and find out what a split infinitive is. • Find out how it can be used to make language more beautiful. 49

Fill in the blanks with gerunds or infinitives. 1. The purpose of this is _________ (reduce) the number of vehicles on the road. 2. We have seen India’s population _________ (rise) by 2% over the last year. 3. He requested _________ (speak) to the customer care executive. 4. He repeated that _________ (speak) to the manager is of no use. 5. I miss _________ (go) to the hills. 6. He hates _________ (arrive) late at a function. 7. She admitted _________ (steal) the necklace. 8. I chose _________ (live) in this city. 9. They practiced _________ (speak) their lines. 10. I am preparing _________ (go) on a holiday. 50