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The
Teacher’s Manual
Book 8
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Contents
1. Introduction ................................................................................................................................................ 4
2. Lesson plans ................................................................................................................................................7
3. Writing skills............................................................................................................................................... 22
4. Answer key ................................................................................................................................................ 25

Introduction
Language learning is a complex process, and language skills are acquired gradually through
constant exposure. In the initial stages of language learning, the spoken word—with the aid
of speaking and listening activities that form the core components of the learning process—is
the key to begin deciphering the language. The written word gains prominence as one slowly
proceeds to identify and use the signifiers of the language through reading and writing.
Grammar, the study of these signifiers, guides us to communicate in a clearer and more
effective manner. To achieve this articulate level of language proficiency and the capability to
use and practise grammatical structures, both intensively and extensively, a wide exposure to
the concepts and rules of grammar is of utmost importance.
Grammar is best learnt when approached from a structural perspective. The students should
be able to grasp not only the general semantic frameworks, but also the discrete units that
make up these frameworks. It is essential that the student knows which building block of the
structure goes where. When provided with the skeletal frame of the language, in the form of
the general principles, the student would then proceed to flesh it out through guided practice.
The revised edition of The Grammarite from Encyclopædia Britannica is a series of eight
English grammar textbooks for classes 1 to 8. The series provides the students of the English
language with the medium to achieve accuracy over time through practice. Following a
deductive approach to teaching English grammar, the books in the series lead the student
on to each concept and rule presented in a clear and concise manner while coaxing them to
expand their understanding of the same through intensive and extensive practice.
The objective of this Teacher’s Manual is to aid teachers in planning their lessons through
language activities that integrate the difficult grammar concepts, provide them with
additional exercises (included on the companion CD), and facilitate them to evaluate the
acquisition of language learning in their students.
The Course Design
In keeping with its deductive approach to teaching grammar structures, the revised edition
of The Grammarite is designed in a manner that not only breaks down individual grammar
concepts into eight graded levels but also consistently familiarizes the students with the
diverse concepts. The series follows the pattern of the 4 Es—Example–Explanation–Exercise–
Evaluation. The testing of different concept-related structures is achieved through a wide
variety of exercise types. Broadly, these exercises can be grouped as those relating to
identification, rectification, matching, ordering, gap filling, construction, and transformation.
4
Across the series, every concept is accommodated into a unit design that takes the students
in stages from the known to the unknown, from practice to individual usage. Let us look at
the details of this design.
Let’s link up: Every chapter begins with this recapitulation section. Through a grammar
activity which allows colouring and drawing at the junior levels, the students revise their
previous knowledge about the specific concept the chapter is dealing with. Gradually, the
students are introduced to new nuances of the concept.
Let’s crack it: The students then proceed to practise the new structures learnt. The exercises
in this section range from easy to difficult. Usually beginning with an identification task, the
exercises go on to drill the new structure in a controlled environment where a single answer
is applicable, and then further proceeds to individual tasks permitting creative usage of the
new structure.
Let’s use it: This section uniquely uses reading and writing assignments to not only build up
the students’ comprehension and writing skills, but also test them in using the recently learnt
grammar structures.
Let’s perfect it: This section provides a wide array of exercises to comprehensively evaluate
the students’ integration of the new structure learnt in the chapter.
Let’s build words: These special pages are vocabulary-building practice. These pages also
expose to figures of speech and other literary devices.
Let’s revise: These sections are analogous to mid-term and final tests and provide a question
bank to evaluate the students’ integration of the concepts.
With colourful illustrations, fun-filled activities such as puzzles and crosswords and the use of
student-friendly language, the revised edition of The Grammarite seeks to do away with the
drabness that is traditionally associated with the learning of grammar, and thereby, optimize
the student’s interaction with the series.
Features of classroom activities that support grammar learning
• Activities should have a purpose.
While personally involving the students, the activities should be aimed at making them do
things with language. See Book 8, page 14, Let’s link up, Ex. A.
• Activities should be meaningful.
The activities should fulfil the needs of the students and engage them as individuals.
See Book 8, page 57, Let’s link up, page 164, Let’s revise, Ex. H.
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• Activities should encourage interactions.
The activities should make the students interact with each other and use the language for
the interactions. The students will then be able to gauge the utility of the language learnt.
See Book 8, page 47, Let’s link up, Ex. A.
• Activities should provide opportunities to practise.
The teacher should constantly recycle the grammatical structures in a variety of

situations and thus help the students to get a wide exposure to the structures.
See Book 8, pages 60, 61, Let’s crack it, Ex. A, B, C.
• Activities should have variety.
It is important to use a variety of exercises to make the learning of a concept interesting.
For example, we may teach reported speech by conducting mock interviews, and then
asking the students to report the same. See Book 8, page 76, Let’s link up.
• Activities should provide active participation.
Learning through doing is the best way to learn. So it is essential to provide students a
safe environment to carry out various tasks that integrate specific grammar structures.
See Book 8, page 36, Let’s perfect it, Ex. D.
6
Lesson Plans
1. Sentences
Learning objectives
Items of recall:
• how to begin (using capital letters) and end (using full stop, question mark, and
exclamation mark) sentences
• definition of a sentence and its four types (assertive, imperative, interrogative, and
exclamatory)
• transformation of sentences
• sentences can be positive or negative
• definition of a question tag and the rules for using question tags
New topic:
• framing of negative sentences (assertive, imperative, interrogative, and exclamatory)

using negative words such as none, nothing, no, not, neither, and never
Note to the teacher
a) The students should be able to distinguish a sentence from those that are not, on three
counts: its meaning, its ordering, and its framework. Meaning implies that the words
constituting a sentence must put forth a complete idea. Ordering implies that the words
in a sentence must be arranged in such a way that makes the idea comprehensible and
unambiguous. Framework implies that a sentence must be distinct and tied up, with no
loose ends—either at its beginning or at its end.
b) The students should be explained that sentences can be either affirmative or negative.
The one way to distinguish between them is to look for the presence or absence of not
words like none, nothing, neither, and never.
c) The word transformation implies changing the form of a sentence without changing its
meaning. The types of transformations possible are:
i) from affirmative to negative, and vice versa
ii) from assertive to interrogative, and vice versa
iii) from exclamatory to assertive, and vice versa
iv) from imperative to assertive, and vice versa
d) Point it out to the students that the tense of the helping verb in the question tag should
be the same as that in the statement. So, it is: I can do this work, can’t I? and not: I can do
this work, couldn’t I?
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2. Nouns
Learning objectives
Items of recall:
• types of nouns (proper, common, collective, abstract, concrete, countable,

and uncountable)
• formation of nouns from verbs and adjectives
• different noun cases (nominative, objective, accusative, dative, and possessive)
New topic:
• usage of the possessive case of nouns according to its rules
Note to the teacher
a) The students need to be able to correctly distinguish between nouns at different levels:
i) among proper, common, and collective
ii) between concrete and abstract
iii) between countable and uncountable
b) Provide the students with word banks, like the one given below, and ask them to classify
the words.
Word Proper/Common/ Concrete/Abstract Countable/

Collective Uncountable
clown common concrete countable
pea
Rishi
suspense
bracelets
keyboard
Pooja
tea
joke
armies
You can also give them newspaper clippings and ask them to identify the nouns used in
them, list them in tables like the one shown above, and classify them.
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c) A good way to increase the students’ vocabulary of collective nouns would be to use
visual aids. Relating pictures of groups of persons, animals, and things with the respective
collective nouns that refer to them would help the students to better understand
collective nouns.
d) Provide the students with word banks of nouns and
i) the verbs they are formed from.
ii) the adjectives they are formed from.
e) To be able to properly understand the nominative, objective, accusative, and dative cases
of nouns, the students should know these terms: subject, verb, direct object, indirect
object, and preposition.
f) Make sure that the students are able to distinguish when the use of apostrophe and -s at
the end of a noun indicates possession and when it indicates contraction. Point it out to
them that the possessive case of a noun functions like an adjective. So, like an adjective, a
noun in the possessive case modifies another noun. For example,
 Yuvika’s painting a picture. (Here, Yuvika’s is a contraction of Yuvika is.)

 Yuvika’s painting has been appreciated by everyone. (Here, Yuvika’s is modifying the
noun painting.)
3. Adjectives
Learning objectives
Items of recall:
• definition of an adjective and its types (quality, quantity, number, possessive,

demonstrative, emphasizing, and exclamatory)
• certain words function as adjectives when they precede a noun and as pronouns when
they replace a noun
• rules for using some, any, much, many, little, a little, few, a few
• formation of adjectives from nouns, verbs, and other adjectives
• rules for using the three degrees of an adjective (regular and irregular) and changing
degrees without changing the meaning of a sentence
Note to the teacher
a) The students should be made clear that adjectives are words that always describe/
modify nouns. This is important as there are words that, according to their placement in
a sentence, can function as adjectives, pronouns, or adverbs. The following examples will
make this clear:
 She came second in the race. (Here, second is an adverb modifying the verb came.)
 I am drinking my second cup of coffee. (Here, second is an adjective modifying the
noun cup.)
 This is the girl I was talking about. (Here, this is a pronoun replacing the noun girl.)
 This boy is quite intelligent. (Here, this is an adjective modifying the noun boy.)
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b) Point it out that when used with only or just, a few means few, while a little means little.
For example,
 Few students came to class today. (This means not many students.)
 Only/Just a few students came to class today. (This also means not many students.)
 There is little chance for that to happen. (This means not much chance.)
 There is only/just a little chance for that to happen. (This too means not much
chance.)
b) Provide the students with word lists of adjectives and
i) the nouns they are formed from.

ii) the verbs they are formed from.
iii) the adjectives they are formed from.
c) While teaching the comparative and superlative forms of adjectives, make sure that the
students use them to modify nouns. Show them how –er and -est forms of certain words
also function as adverbs in sentences. For example,
 Purnima went farther than she had planned. (Here, farther is an adverb modifying the
verb went.)
 Gagan selected the farthest seat from the door. (Here, farthest is an adjective
modifying the noun seat.)
d) Make sure that the students don’t use than with elder. Also, point it out that elder/eldest
is only used when talking about people, while older/oldest is used for people, animals,
places, and things.
4. Pronouns
Learning objectives
Items of recall:
• definition of a pronoun and its types (personal, possessive, demonstrative,

distributive, interrogative, relative, reflexive, and emphatic)
• certain words function as pronouns when they replace a noun and as adjectives when
they precede a noun
Note to the teacher

a) The one thing that the students should be made clear about is that pronouns are words
that always replace nouns; they never modify nouns. While possessive adjectives and
possessive pronouns have different forms, the only way to distinguish between other
words that function as both adjectives and pronouns is to see if they immediately precede
a noun or not. The following examples will make this clear:
 This boy is quite intelligent. (Here, this is an adjective modifying the noun boy.)
 This is the girl I was talking about. (Here, this is a pronoun replacing the noun girl.)
 Both parties are ready to sign the agreement. (Here, both is an adjective modifying
the noun parties.)
 Both of them are ready to sign the agreement. (Here, both is a pronoun that stands
instead of the two nouns referred to by them.)
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b) Ensure that the students use subject and object pronouns properly. If the action of the
verb is being carried out upon a pronoun or if a preposition precedes a pronoun, then the
pronoun should be in the objective case. For example,
 They saw her in the library. (Here, the object pronoun her is used as it is the direct
object of the verb saw.)
 I gave him a book to read. (Here, the object pronoun him is used as it is the indirect
object of the verb gave.)
 He was talking to them in the corridor. (Here, the object pronoun them is used as it is
preceded by the preposition to.)
Note that these points are also true for sentences containing compound objects.
For example,
 The matter should be resolved between her and him. (Here, her and him is the
compound object of the preposition between.)
c) Point it out that they should never use a subject and an object pronoun together.
For example,
 Him and I went to the market. (incorrect)

 He and I went to the market. (correct)
 Mother told she and me. (incorrect)
 Mother told her and me. (correct)
d) Make sure that the students know when a pronoun is reflexive and when it is emphatic.
The trick is to see if the action denoted by the verb is being carried out upon the –self
pronoun or not. For example,
 They burnt themselves in the Sun. (Here, ask the question burnt whom? and you get
themselves as the answer. Themselves is the object of the verb; hence, it is reflexive
in this sentence.)
 I solved this question myself. (or) She herself said so. (Here, on asking the question
solved what? or said what?, you don’t get myself or herself as the answer. Hence,
these are emphatic in these sentences.)
Another way is to remove the -self pronoun from a sentence and see if the sentence has
the same meaning as before or not. In case of emphatic pronouns, the meaning
remains unaffected.
5. Verbs
Learning objectives
Items of recall:
• definition of verb
• be can be used as either a main verb or an auxiliary verb
• difference between regular and irregular verbs
• differences between finite and non-finite (infinitive, gerund, and participles) verbs
• certain verbs combine with certain prepositions/adverbs to form phrasal verbs
11
New topics:
• identification of the different types of gerunds

• complement of the verb and its two types: subject complements and object
complements
Note to the teacher
a) Point it out to the students that verbs are the foundations upon which sentences are
constructed. There can be no sentence without a verb and the verb should be finite. Tell
them how the simplest possible sentence is the one formed with only a verb. For example,
 Go. Come. Knock. Stop.
As one builds upon this base, one sees the base itself yielding to changes. For example,
 I go. (but) He goes. We knock. (but) Hari knocks. (Here, the verbs go and knock
undergo changes according to the number of the subject added.)
 I went. (but) He will go. We knocked. (but) Hari is knocking. (Here, the verbs go and
knock undergo changes according to the tense.)
b) You can provide them with worksheets, such as the one shown below, to help them both
classify and modify verbs according to the different types.
Verb Regular Irregular Infinitive Gerund Past Present

participle participle
fall  to fall falling fallen falling
break
escape
finish
remember
punctuate
preserve
drive
show
prove
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c) Check to see if the students can identify when verbs have been used transitively or
intransitively. For a verb to be transitive, it must have a direct object. The trick is to ask the
question, verb + what? If the answer to this question is present in the sentence, then the
verb has been used transitively. For example,
 He goes to the market on Mondays. (Ask goes what? and you don’t get any answer.
So, goes is intransitive.)
 She prepared the soup in the Italian way. (Ask prepared what? and you get soup as
the answer. So, prepared is transitive.)
d) Provide the students with a word bank of common phrasal verbs and their meanings.
e) See if the students can identify the complements of the verb in sentences. Also, check if
they can differentiate subject complements from object complements. It should be made
clear to them that if in a sentence the verb is used intransitively and the additional words
used to complete the meaning of the sentence tell us something about the subject, it is
subject complement. If the verb is used transitively in a sentence and we use additional
words to complete the meaning of the sentence, those words are the object complement.
For example,
 He cooked for an hour continuously. (The verb cooked is used intransitively and the
words used to complete the meaning of the sentence for an hour continuously is the
subject complement.)
 The teacher checked our homework in the staffroom. (The verb checked has been
used transitively and the adverb phrase in the staffroom is the object complement.)
6. Tenses
Learning objectives
Items of recall:
• answering questions in different tense forms (simple, present and future tenses, and
their different forms)
• usage of going to
Note to the teacher
a) It would be a good idea to teach tenses in pairs, bringing out the similarities and
differences; for example, simple present and present continuous, simple past and past
perfect, present perfect continuous and past perfect continuous, simple future and
future continuous.
b) Focus on the following aspects while teaching the different tenses:
i) Regularity or completion of an action/event (simple tenses)
 I completed my homework.
 I do my homework in the evening.
 I will complete my homework later.
ii)
Continuity of an action/event (simple continuous tenses)
 She was watching her favourite show on TV between six and seven in the evening.
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 She is watching her favourite show on TV right now.
 She will be watching her favourite show on TV at that time.
iii)
Completion of an action/event before another action/event (past and future
perfect tenses)
 They had eaten their dinner before I returned.

 They will have eaten their dinner before I return.
iv)
Completion of an action/event in the recent past (present perfect tense)
 They have eaten their dinner.
v)
Continuity of an action/event begun before another action/event (past and future
perfect continuous tenses)
 He had been pacing the room for twenty minutes when the clock struck five.
 He will have been pacing the room for twenty minutes when the clock strikes five.
vi)
Continuity of an action/event begun in the recent past (present perfect continuous
tense)
 He has been pacing the room for twenty minutes.
7. Adverbs
Learning objectives
Items of recall:
• definition of an adverb and its types (manner, place, time, frequency, degree,
interrogative, purpose, assertive/negative)
• general rules for positioning adverbs in sentences
• rules for using the three degrees of an adverb (regular and irregular)
• identification of adverb phrases and their substitution with single-word adverbs
New topic:
• certain words function as adjectives when they modify a noun and as adverbs at
other times
Note to the teacher
a) Provide the students with worksheets for them to classify different adverbs according to
their types.
b) Ensure that they are able to distinguish when a word functions as an adverb and when it
functions as an adjective in a sentence. For example,
 I am drinking my second cup of coffee. (Here, second is an adjective modifying the

noun cup.)
 She came second in the race. (Here, second is an adverb modifying the verb came.)
 Gagan selected the farthest seat from the door. (Here, farthest is an adjective
modifying the noun seat.)
14
 Purnima went farther than she had planned. (Here, farther is an adverb modifying the
verb went.)
c) Point it out that certain adverbs can also function as prepositions. For example,
 The boy came down the hill. (Here, down functions as a preposition as it immediately
precedes the noun hill.)
 The boy fell down. (Here, down functions as an adverb.)
d) Certain conjunctions function as adverbs too. For example,
 I haven’t seen the picture, yet I am sure it would be good. (Here, yet is a conjunction
joining two clauses)
 I haven’t seen the picture yet. (Here, yet functions as an adverb.)
8. Prepositions
Learning objectives
Items of recall:
• definition of a preposition
• prepositions of time (in, on, at), place, and movement
• Prepositions showing relations in addition to time, place, movement, manner, and
agency
New topic:
• prepositional phrases
Note to the teacher
a) Ensure that the students don’t use adverbs as objects of prepositions. Only nouns and
pronouns function as objects of prepositions. For example,
 I want to go to somewhere. (incorrect)

 I want to go somewhere. (correct)
b) Point out that prepositions function as adverbs when they do not have a noun/pronoun
succeeding them. For example,
 The boy fell down. (Here, down functions as an adverb as it does not immediately
precede a noun.)
 The boy came down the hill. (Here, down functions as a preposition as it immediately
precedes the noun hill.)
c) A few conjunctions work as prepositions too. For example,
 I won’t eat anything for I am not hungry. (Here, for is a conjunction joining
two clauses.)
 I won’t be home for dinner. (Here, for functions as a preposition.)
15
9. Auxiliary verbs
Learning objectives
Items of recall:
• definition of auxiliary verbs and their types: primary auxiliaries and modal auxiliaries
• usage of the primary auxiliary verbs be, do, and have and their different forms
• different modal auxiliaries (can, could, may, might, must, ought to, shall, should, will,
would, need to) and the different moods expressed by them
Note to the teacher
a) Check if the students have understood the usage of the primary auxiliary verbs be, do,
and have, and their different forms.
b) The students should be able to differentiate if has, have, or had is used as a primary
auxiliary or as a main verb in a sentence.
c) Point it out to the students that the modal verb always comes before the primary auxiliary
and the main verb in a sentence. That is, modal verb + primary auxiliary + main verb.
For example,
 Saurav could have gone to his friend’s house. (could + have + gone)
 Shouldn’t you have called me before? (should + have + called)
d) The students should also know that the form of the modal verb remains unaffected by the
subject of a sentence. For example,
 They must be at home right now.
 I must finish this work by four today.
10. Punctuation
Learning objective
Item of recall:
• Rules for using capital letters, full stop, comma, question mark, exclamation mark,
colon, semicolon, apostrophe, hyphen, quotation marks, punctuation for speech
Note to the teacher
a) For ease of teaching, divide the common punctuation marks into two sets—those that
indicate pause, and those that do not. The first set would comprise full stop, question
mark, exclamation mark, comma, semicolon, and colon. The second set would comprise
apostrophe and inverted commas.
b) Point out to the students that the use of punctuation marks indicating pause is analogous
to the use of the brake in a vehicle. Using the marks that indicate the longest pause (full
stop, question mark, and exclamation mark) is the same as using the brake to bring
a moving vehicle to a complete halt. On the other hand, using the marks that indicate
shorter pauses (comma, semicolon, and colon) is the same as using the brake for slowing
down a moving vehicle.
16
c) Using or not using the serial comma is a matter of style. Either way is correct.
For example,
 I have some apples, oranges and mangoes. (without serial comma)

 I have some apples, oranges, and mangoes. (with serial comma)
d) Remember, that capitalization, though a part of the chapter on punctuation, is not a

punctuation mark.
11. Conjunctions
Learning objectives
Items of recall:
• definition of a conjunction and its types (coordinating, subordinating, and correlative)

• usage of subordinating conjunctions according to the meanings expressed by them
Note to the teacher
a) Sometimes conjunctions function as adverbs or prepositions in a sentence. For example,
 I haven’t seen the picture yet. (Here, yet functions as an adverb.)

 I haven’t seen the picture, yet I am sure it would be good. (Here, yet is a conjunction
joining two clauses)
 I won’t be home for dinner. (Here, for functions as a preposition.)
 I won’t eat anything for I am not hungry. (Here, for is a conjunction joining two
clauses.)
b) Ensure that the students know the subject–verb agreement rules related to the use of
correlative conjunctions. For example,
 Neither Shyam nor his brothers have any clue about the whereabouts of their pet cat.
 Both Tony and Francis are going to the airport.
c) After testing the students on using conjunctions correctly to join sentences, check
whether they can do the reverse, that is, take out the conjunctions and form separate
sentences. For example,
 Not only is he a brilliant director but he is also a good actor.

 He is a brilliant director. He is a good actor.
d) Point out to them that when subordinating conjunctions begin a sentence, a comma is
placed at the end of the subordinate clause. However, no comma is used to separate the
main clause from the subordinate clause if the former begins the sentence. For example,
 Even though he had betrayed his confidence, he was willing to give him another
chance.
 He was willing to give him another chance even though he had betrayed his
confidence.
17
e) Make sure that the students don’t use not with the correlative neither...nor. For example,
 She did not wash neither her hands nor her face. (incorrect)
 She washed neither her hands nor her face. (correct)
 She did not wash either her hands or her face. (correct)
12. Reported speech

Learning objectives
Items of recall:
• change of tenses while converting direct speech into indirect speech

• change of pronouns while converting direct speech into indirect speech
• instances of no change while converting from direct speech to indirect speech
• usage of a reporting verb to express the feelings of the speaker
• changes in expressions of time and place while converting direct speech into indirect
speech
Note to the teacher
a) Recall the punctuation rules for framing sentences in direct speech.
b) You can create audio exercises (2 minute-long conversations between two people, for
example, an interview) to help the students practise conversion of direct speech into
indirect speech.
c) To help students practise converting the other way round, you can give them simple short
stories wherein all the quoted materials have been converted into indirect speech. These
parts will then have to be identified by the students and then restored to their quoted
forms.
13. Phrases and clauses

Learning objectives
Items of recall:
• definition of a phrase and its types (noun, adjective, adverb)

• definition of a clause and its types (noun, adjective, adverb)
• conditionals and their four types: zero conditional, first conditional, second
conditional, and third conditional
New topics:
• types of adverb clauses (place, time, cause, purpose, concession)

• relative clause and its types (defining and non-defining)
18
Note to the teacher
a) Ensure that the students are able to easily distinguish between phrases and clauses.
Recall for them the differences between finite verbs and non-finite verbs (gerunds,
infinitives, participles). Point it out that a clause will always have a subject and a finite
verb. If either of these two is missing, you cannot have a clause.
b) Make sure that the students do not confuse between subordinate clauses and phrases.
A subordinate clause, even if it is dependent upon an independent clause for its meaning,
has a subject and a finite verb. This is not true of a phrase.
c) Point out to them that when a subordinate clause begins a sentence, a comma is placed
at the end of the clause. However, no comma is used to separate the main clause from
the subordinate clause if the former begins the sentence. For example,
 Even though he had betrayed his confidence, he was willing to give him another
chance.
 He was willing to give him another chance even though he had betrayed his
confidence.
d) Check and ensure that the students have understood all the four types of conditionals.
14. More sentences

Learning objectives
Item of recall:
• identification of simple, compound, and complex sentences, and transformation of one

type into another
• synthesis of sentences without changing their meanings
New topic:
• analysis of a sentence by breaking it into its different types: subject and predicate,
and the predicate having the finite verb
Note to the teacher
a) Recall for the students the differences between finite and non-finite (gerunds, infinitives,
participles) verbs, and between phrases and clauses.
b) You can give the students a variety of simple, compound, and complex sentences, and
ask them to fill in a table similar to the one given. The following sentences are filled in as
examples:
i) While he was not so sure about the answer, he was sure about one thing that it would
be wrong to look at the paper of the person who was sitting beside him.
ii) I never forget to brush my teeth before going to sleep at night.
iii) I am going to the market for I need to buy some vegetables, but you can return home.
19
Serial Number of Coordinating Subordinating Sentence type
no. clauses conjunction(s) conjunction(s)
(i) 4 while, that, who complex
(ii) 1 simple
(iii) 3 for, but compound
Note that in sentence (ii), before is a preposition.
15. Voice
Learning objectives
Items of recall:
• identification of sentences in active and passive voice

• usage of active and passive voice
• change of verbs while converting from active voice to passive voice
• change of pronouns while converting from active voice to passive voice
• changing of imperative sentences from active voice to passive voice
Note to the teacher
a) Recall for the students the difference between using verbs transitively and intransitively.
b) Show them how converting direct speech into indirect speech (and vice versa) is different
from converting active voice into passive voice (and vice versa).
 The major difference is that in the former there is a change of tense, while in the latter,
the tense of the verb remains the same.
 Another point of difference is how pronouns change in either type of conversion.
 The third distinction is that possessive adjectives change in the first type of
conversion, but not in the second type of conversion.
16. Determiners
Learning objectives
Items of recall:
• definition of a determiner
• rules for using articles, demonstratives, possessives, quantifiers, cardinal and ordinal
numbers, distributives, difference words, question words, and defining words
• usage of pre-determiners
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Note to the teacher
a) Almost all of the determiners discussed in this chapter have been covered in the chapter
on adjectives. So, this chapter acts as a revision of these noun-modifying words.
b) Point it out to the students that articles, like adjectives, modify nouns. It is the initial sound
of a word, and not the initial letter, which tells us which indefinite article to use.
c) Use short stories and poems with missing articles for the students to practice using
articles in context.
21
Writing Skills
1. Letter: A letter is a medium of communication. Broadly, letters can be distinguished as
formal and informal. Letters to editors, applications, letters placing orders are examples
of formal letters, while letters written to parents, friends, and relatives are examples of
informal letters. The elements comprising these two types of letters are as follows:
Formal letter Informal letter
Writer’s address Writer’s address
Receiver’s address Not applicable
Date Date
Salutation Salutation
Subject Not applicable
Body of the letter Body of the letter
Complimentary close Complimentary close
Signature/name Signature/name
* Point out the different letters given in The Grammarite, revised edition, textbooks
to the students so that they may be able to identify where the different elements of a
formal/informal letter are located.
Points to remember:
a) Use Yours, and not Yours’ or Your’s in complimentary close. Don’t lead with the adverb; it
should always follow Yours, for example, Yours truly/Yours faithfully/Yours sincerely.
b) Write the date in any of the following ways:
June 16 2016/16 June 2016/16th June 2016
c) Always underline the subject in formal letters.
d) Write complete addresses.
e) Use business-like language in formal letters. Keep the content of such letters precise and
to the point.
f) Use conversational language in informal letters.
2. Notice: A notice is used to inform others about some event that has occurred or is about
to occur, for example, loss of a wallet, meeting of a book club, and announcement of an
essay-writing competition. The basic format of a notice is as follows:
22
Name of issuing agency
NOTICE
Caption/Subject
Date
Body of the notice
Signature
Name
Designation
Points to remember:
a) Use formal language.
b) Be precise and to the point.
c) Make sure the notice contains all the necessary details and leaves no scope for further
enquiries, that is, date, time, venue, and contact details.
3. Pamphlet: A pamphlet may be used for informing others about some socially relevant
issue like dangers of deforestation and methods of preventing water-borne diseases. The
following format is suggested for making a pamphlet.
Drafting agency
Caption
Body of the pamphlet
Concluding slogan
Points to remember:
b) Be precise and to the point as much as possible.
c) Divide the content, where possible, into different subheads, and detail each subhead
using two to three points.
d) Use pictures to increase appeal.
4. Brochure: A brochure is a type of pamphlet that encourages people, especially tourists,

to visit some place. While a pamphlet usually consists of only a single page, a brochure
may run into two pages or more. The following format is suggested for making a
brochure.
Slogan
Caption (Picture)
Body of the brochure
23
Points to remember:
b) Be precise and to the point as much as possible.
c) Begin with a brief description of the place, and then point out the following under
separate subheads: accommodations available, local cuisine, available modes of travel,
locations for sightseeing, recreational facilities, how to reach the place.
d) Use pictures to increase appeal.
5. Newspaper report: This kind of writing seeks to present a short, descriptive account of
some event. The format of a newspaper report is as follows:
Headline
Place, Date: Body of report...
Points to remember:
b) Make the headline short and catchy. Ensure that it highlights the focus of the story. Write
it in the passive voice.
c) Break the story into the following three paragraphs:
i) Expansion of the headline, focussing upon the most important part of the story
ii) Elaboration of the fact highlighted in the first paragraph
iii) The least important parts of the story
d) Use the passive voice, where appropriate, while reporting.
6. Article: The aim of this form of writing is to expand upon a topic in a systematic manner
through well-connected paragraphs. The format of an article is as follows:
Title
By Name of the writer
Body of the article
Points to remember:
b) Write in a clear, simple, and direct style, using the active voice wherever possible.
c) Identify the main points of the topic.
d) Divide the body of the article into the introduction, the middle, and the conclusion.
e) Present the ideas in a methodical manner.
24
Answer Key
1. Sentences
Let’s link up
A. 1. Come here this minute.
2. It’s cold today, isn’t it?
3. Ensure that the room is tidy before you leave.
4. Does he have to leave today or can he leave tomorrow?
5. One of the most popular hobbies is philately.
6. All of us commit mistakes, but only few are able to learn from them.
7. We must work hard to achieve success in any field rather than look for shortcuts.
8. No challenge will be too tough if we have the will to succeed.
B. (Answers except 2 and 8 are suggested answers.)
1. My favourite pastime is to play with my dog, Shadow.
2. Eleven people make a cricket team.
3. I enjoy spending time with my next-door neighbour, Shalini.
4. I wish to travel to the Ajanta and Ellora caves.
5. The storybook I like the most is Through the Looking Glass by Lewis Carroll.
6. Yes, I did meet my childhood friend last Sunday.
7. I am planning to visit Kochi in the coming week.
8. Someone who knows many languages is known as a polyglot.
C. 2. Book my tickets for the morning flight.
3. What a lovely piece of music!
4. Make sure you answer all the questions.
5. I narrowly missed the opportunity to meet the minister.
D. (Since the instruction does not use the word ‘transform’, the questions can be framed in
more than one way.)
2. Hasn’t it ended with a landmark court judgement?
3. Wasn’t the government directed to grant women permanent commissions in the

army?
4. Isn’t it clearly the season for women?
5. Don’t women play important roles in different walks of life today?

25
E. (Since the instruction does not use the word ‘transform’, the exclamatory sentences can be
framed in more than one way.)
2. What joy the picnic gave me!
3. What a beautiful piece of art this is!
4. Congratulations! You deserve it!
5. What a brilliant orator he is!
6. What a wonderful sight it was to watch her perform on the stage for the first time!
7. How incredible this musical composition is!
8. How wonderful her personality is!
9. How monotonous life during old age might be for some!
10. What a hardworking student Ramesh is!
Let’s crack it
A. 2. I am not fascinated by fire.
3. He cannot drive a car before he gets his licence.
4. I will not pledge allegiance to an enemy.
5. Dr Coren is not a dentist.
6. He cannot do this work.
7. He is not going to attend the classes.
8. She is not doing her homework.
9. I do not know how to play chess.
10. He is not going to come to office tomorrow.
B. 2. don’t they 3. isn’t it 4. didn’t you 5. isn’t he

6. have they 7. shall we 8. will you 9. have you
10. can you
Let’s use it
A: Hello! I am Naira.
B: Hello, Naira. My name is Chao.
A: You are from China, aren’t you?
B: Yes. I am. Where are you from?
A: I am from India.
B: India is a beautiful country!
26
A: This flight is unusually delayed, isn’t it?
B: Yes, it is. There are some problems which we cannot avoid.
A: I agree. It was nice meeting you, Mr Chao.
B: It was nice meeting you too.
Let’s perfect it
A. 1. Would 2. Is 3. What 4. Are

5. Do 6. May 7. How 8. Where
B. (Individual answers should be accepted. Suggested answers are given below.)
2. a) Nothing can be done about it now.
b) Is there nothing in the refrigerator?
c) Speak nothing about it to anyone until I return.
d) Remember! Nothing is impossible!
3. a) There was never any doubt about who committed the theft.
b) Will there never be a day of peace in my life?
c) Never sit together in my class.
d) Kudos! I have never seen anyone play the guitar as well as you do!
C. 1. doesn’t it 2. don’t we 3. doesn’t it 4. haven’t I

5. shouldn’t we 6. do you 7. hasn’t he 8. was she
9. isn’t he 10. didn’t he
D. 2. Mr Seth did not give a permanent solution to the problem.
3. It is not uncommon to have grey hair.
4. He does not seem unfit to take up physical labour.
5. He was not unconscious when he was brought to the hospital.
6. She is not unaware of her social standing.
7. We should not take unbalanced diet.
8. It is not legal to drive through a red light.
9. It is not possible to live without oxygen.
10. He does not like people who talk too much.
E. 1. Let us not be impractical while dealing with tricky issues. / Shouldn’t we be practical
while dealing with tricky issues?
2. You should not cross the road at anywhere but the zebra crossing. / Don’t ever cross
the road at anywhere but the zebra crossing. / Shouldn’t you cross the road at the
zebra crossing only?
27
3. Can anything change people who are not ready to accept change?
4. What he has just said about himself is false. / Is what he just said about himself true?
5. It is not easy to find good friends. / Isn’t it difficult to find good friends?
6. We will win the match.
7. What a beautiful rainbow it is!
8. Won’t Mayank buy a notebook and some pencils from the bookshop?
9. He is not a young man. / Isn’t he an old man?
10. What a wonderful surprise it is!
11. Please pass me that book.
12. Aren’t all the buildings located in this area big?
2. Nouns
Let’s link up
A.
Nouns Proper Common Collective Abstract Countable Uncountable
2. herd  
3. toy  
4. Nidhi 
5. flower  
6. swarm  
7. sugar 
8. responsibility  
B. 1. artist 2. cartographer 3. weaver 4. archaeologist

5. archaeologist 6. fortune teller 7. diarist 8. sharebroker
9. orator 10. merchant 11. acrobat 12. chauffeur
C. 1. fish 2. tanks 3. dancers 4. wolves 5. nations

6. arrows 7. thieves 8. stars 9. warships 10. sheep
D. 1. Countable noun: man; Uncountable noun: tea
2. Countable noun: animal; Uncountable noun: information
3. Countable noun: photographs
4. Uncountable nouns: equipment, expense
28
5. Countable noun: restaurant
6. Countable nouns: doctors, hospital
7. Countable nouns: candles, cake
8. Countable noun: flower; Uncountable nouns: air, sweetness
9. Countable noun: pond; Uncountable noun: water
10. Countable nouns: book, table
11. Countable noun: piece; Uncountable noun: advice
12. Uncountable noun: cheese
E. 1. honesty 2. childhood 3. Health, wealth

4. density 5. priority 6. Obesity
7. Curiosity 8. courage, determination 9. wisdom
10. Patience
F. Verbs Adjectives Abstract nouns

darken dark darkness
laughing laughable laughter
inform informative information
live lively life
succeed successful success
G.
Verbs and adjectives Abstract nouns
1. great greatness
2. brave bravery
3. die death
4. happy happiness
5. fail failure
6. act action
7. wide width
8. broad breadth
9. just justice
10. protect protection
11. pleasing pleasure
12. heroic heroism
13. try trial
14. generous generosity
15. forgive forgiveness
29
H. (Individual answers should be accepted. Suggested answers are given below.)
1. The movie’s greatness lies in its dialogues.
2. It was our pleasure to learn from you.
3. My parents believe in life after death.
4. We must take responsibility of our own actions.
5. There was a power failure in our society for three hours.
6. My uncle treated me with generosity.
7. Manish showed great heroism by helping police catch the thief.
8. Looking at the result, her eyes shown with happiness.
9. The NGO helps in the conservation and protection of the environment.
10. The thief begged forgiveness for what he had done.
Let’s crack it
A. 1. We packed our clothes into Louis’ bag.
2. The rats’ tails were very long.
3. The geese’s wings flapped over my head.
4. The houses’ roofs were shining red.
5. The men’s umbrellas were in their hands.
6. The children’s hats saved them from the heat.
7. Brussels is Belgium’s capital.
8. We went on a trip through the countryside in my friend’s car.
9. Kanpur is Uttar Pradesh’s largest city.
10. We attended a birthday party yesterday at Sohan’s house.
B. 1. This is a school for girls. It is the best girls’ school in the city.
2. The boy is crying. A bully took away the boy’s book.
3. My brother-in-law’s office is on the fifth floor.
4. Vikas’ parents live in Delhi.
5. Mother and father’s love is priceless.
6. This is my uncle’s car.
7. I was moved by the hungry child’s cry.
8. My house is not far from Geeta’s house.
9. Ruskin Bond’s books are very good. He is my favourite author.
10. Sohan’s parents have always encouraged him to do something big in life.
30
C. 1. The cover of Rita’s book is torn.
2. The horse’ coat is brown.
3. Soldiers are our country’s heroes.
4. I have one week’s holiday.
5. Mr and Mrs Fazal’s house is beautiful.
6. The latch of Sunil’s desk needs repair.
7. Jal and Zenia’s teacher is kind.
8. The children’s coats are warm.
9. Joss’ café is popular.
10. I went to Rohan’s house.
11. I am wearing my sister-in-law’s shawl.
12. The nurse’s uniform was dirty.
13. Arhaan and Ayaan’s parents are with the teacher.
14. Students’ notebooks were with the class teacher.
15. I went to attend the annual function at Eric’s college.
D. (Individual answers should be accepted. Suggested answers are given below.)
1. The girl’s parents are out of town.
2. The workers’ representative stood up to speak.
3. My father-in-law’s passion for collecting rare paintings is quite well known.
4. The phone’s monotonous wailing brought me out of slumber.
5. The lens’ adjustment is not correct.
6. Rohit and Vijay’s new shop was inaugurated yesterday.
7. Siddharth’s grandparents live in Ranchi.
8. The fishermen’s nets have been left out to dry.
9. You will be graduated in a year’s time.
10. The priests’ living quarters are downstairs.
Let’s use it
Tigers—largest of the cats
It is as strong and fierce as it is big. The tiger’s coat is often a bright golden colour. It has
black stripes on the head, body, limbs, and tail. The best-known variety, the Bengal tiger, is
found in the Indian peninsula. Tigers differ from one another only in size, and in the character
and markings of the coat. In all of them the basic colour of the coat is the same. This
colouring blends well with dried grass and makes the tiger almost invisible when stalking its
31
prey. They prey upon wild animals. Tigers do not naturally prey on people, but a few attack
humans when they lose the ability to kill their natural prey.
Let’s perfect it
A. 1. bunch 2. bevy 3. brood 4. colony 5. gang

6. fleet 7. flock 8. pile 9. clump 10. cluster
B. 1. assortment 2. ensemble 3. anthology 4. bouquet

5. Archipelago
C. 1. greatness 2. Irritation 3. action 4. length

5. expressions 6. cowardliness 7. equality 8. dedication
9. Knowledge 10. education, success
D. 1. The girl was lost. The girl’s parents were looking for her.
2. I am wearing Grandmother’s shawl.
3. This is Grandfather’s walking stick.
4. Joyce’ books are on the table.
5. This is a club for men. This men’s club is open till 5 p.m.
6. The table’s leg is broken.
7. The bird’s wing is hurt.
8. The bag’s handle is broken.
9. Shakespeare’s plays are popular.
10. Let us honour India’s heroes.
11. Children’s games are fun to play.
12. My sister-in-law’s birthday is tomorrow.
13. Garima and Gaurav’s parents are shifting to Delhi.
14. We are celebrating our parents’ wedding anniversary.
15. We must accept Fate’s gifts, whether they bring laughter or tears.
3. Adjectives
Let’s link up
A. 1. huge 2. clear 3. favourite 4. sweet 5. tough

6. successful 7. reputed 8. careful 9. exceptional 10. fresh
B. 1. c) 2. e) 3. a) 4. b) 5. d) 6. h) 7. f) 8. g)
C.
1. d) 2. e) 3. a) 4.
j) 5.
k) 6.
i) 7.
c) 8.
b)
9. f) 10. g) 11. h)
D. 1.
What 2. What 3. My 4.
Ten, first
5. This, that 6. Each, every
32
Let’s crack it
A. Are there any doctors available?
Do you have any injuries? Can I give you some medicine?
Have you got any aspirin? Can I buy some?
Here are some tablets for you. If you have any problems, you can come back and meet the
doctor.
Do you have anything to eat?
I think we have some sandwiches and some oranges here. Would you like to some?
I don’t have any change. Can I have some change to make a call?
B. 1. many, much 2. much 3. many 4. much

5. many 6. many 7. much 8. much
9. many 10. many 11. much 12. many
C. 1. little 2. few 3. little 4. a little, some

5. some, a few 6. a few 7. Little 8. a little
9. a few 10. a few
1. I was happy to meet the famous author at the book fair.
2. I like the natural colour of your hair.
3. They took a scenic route while coming back from Manali.
4. The talk by the lecturer was very informative.
5. Shyaam is the most talkative student of the class.
6. My little cousin is adorable.
7. What a lively day!
8. We should eat fresh, wholesome food.
9. Her singing had a magical effect on us.
E. (Individual answers should be accepted.)
F. (Individual answers should be accepted. Suggested answers are given below.)
2. A night in a graveyard is scary.
A night in a graveyard with a stranger is scarier.
A night in a graveyard with a stranger who turns out to be a ghost is the scariest.
3. A sports car is fast.
A bullet train is faster.
A jet plane is the fastest.
33
4. My classroom is big.
The auditorium is bigger.
The playground is the biggest.
5. A man-eating tiger is dangerous.
A hungry man-eating tiger is more dangerous.
A hungry and wounded man-eating tiger is the most dangerous.
G. 1. Mary wrote the best essay in the examination.
2. No other sketch I have ever seen is worse than this one.
3. English is the easiest language.
4. No other book I have ever read is better than this one.
5. Milk is not as fattening as ice cream.
Let’s use it
1. One can reach the Andaman Islands by ship or air.
2. The three words used to describe the environment of the Andaman Islands are: clean,
unpolluted, and fresh.
3.
a)
False b)
True c)
False d)
True
4. a) Sherlock has located the whereabouts of Moriarty.
b) Are we alone in this vast universe?
c) The basement of his house served as a haven for thieves.
5. a) tourists and naturalists
Let’s perfect it
A. 1. easy 2. courageous 3. fearful 4. creative

5. lyrical 6. excellent 7. innocent 8. acceptable
9. playful 10. anxious 11. proud 12. Hot
13. beautiful 14. influential 15. informative
B. 1. sharper 2. more intelligent 3. highest 4. slightest

5. least 6. more beautiful 7. lesser 8. best
9. more precious 10. latest 11. proudest 12. more ferocious
13. Greatest 14. more nutritious 15. stronger
C. 1. Reema is the most intelligent student of the class.
2. No other lake in the world is as large as the Caspian Sea.
3. No other poet who wrote in German was greater than Goethe.
4. I have got the most marks in mathematics in my class.
34
5. No other book I have read so far is as good as the one I have just finished.
(positive degree)
No other book I have read so far is better than the one I have just finished.
(comparative degree)
6. No other boy in the team is as strong as Rahul.
7. Grandfather is the wisest member of the family.
8. No other employee in the office is more polite than Sheeba.
9. Suman has cleaner desk than any other student in the class.
10. Rohit is the most experienced member of his department.
11. No other player in the team is smarter than Harish.
12. No other flower in the bouquet is as bright as the red flower.
D. (Individual answers should be accepted.)
E. (Individual answers should be accepted.)
Let’s build words

Prefix and suffix
A. (Individual answers should be accepted. Suggested answers are given below.)

Prefixes Meanings Words starting with the prefixes
2. pro- to favour, to project pro-Congress, proclaim, procreate

outward/forward
3. multi- many multimillion, multimedia, multipurpose
4. over- above, to an excessive overconfident, overlook, overact

degree
5. micro- small microbiology, microscope, microsecond
6. auto- on its/one’s own autograph, automobile, autopilot
7. anti- to oppose/stand against anti-Congress, antidote
8. retro- backward retrospect, retrograde, retrogress
9. intro- inward introspect, introvert, introduce
10. trans- across transcend, transfix, transatlantic
B. 1. b) 2. a) 3. d) 4. e) 5. c) 6. j) 7. h) 8. i)
9. g) 10. f)
C. (Individual answers should be accepted. Suggested answers are given below.)
1. completion, deletion, subtraction
2. wholesome, tiresome, troublesome
35
3. entirely, totally, shyly
4. highest, greatest, lowest,
5. frying, making, sleeping
4. Pronouns
Let’s link up
A. 1. (d) 2. (a)/(i) 3. (e) 4. (c) 5. (g)

6. (a)/(j) 7. (h) 8. (d)/(f) 9. (d)/(f) 10.
(a)/(i)
B. I (personal pronoun), Farhaan (noun replaced); they (personal pronoun), Grandfather and
Grandmother (nouns replaced); it (personal pronoun), bakery (noun replaced); I (personal
pronoun), Farhaan (noun replaced); we (personal pronoun), Father and Farhaan (nouns
replaced); it (personal pronoun), fresh bread (noun replaced); them (personal pronoun),
friends and colleagues (nouns replaced); I (personal pronoun), Farhaan (noun replaced);
she (personal pronoun), Farhaan’s sister (noun replaced); I (personal pronoun), Farhaan
(noun replaced); her (personal pronoun), Farhaan’s sister (noun replaced); you (personal
pronoun), the reader (noun replaced); us (personal pronoun), Farhaan and his family
(nouns replaced)
C. 1. yours, mine, ours 2. theirs

3. his, her 4. its
5. hers
Let’s crack it
A. 1. What 2. Which 3. Who 4. Whose

5. What 6. Whom
B. 1. this, that 2. That 3. these/those 4. this/that

5. This
C. 1. No one/nobody 2. Everybody 3. Everything 4. something/nothing

5. anyone/anybody
D. 1. that 2. who 3. which 4. that

5. Whose
E. 1. I stay with my family, which includes my grandparents, in a small house in Porbandar.
2. This morning, I was walking in the garden which had beautiful roses.
3. That boy, who is acting in the play, is the son of my school teacher, Ms Davis.
4. This table, which has carved legs, is for sale.
5. The designer, who made your dress, is waiting for your call.
1. Yogita made the dinner herself. / Yogita burnt herself while making lunch.
2. Niharika herself decided to vacuum her room. / In her dream, Niharika saw herself
vacuuming the living room.
36
3. The brother-and-sister duo built the snowman themselves. / The children were beside
themselves with joy on seeing the snowman.
4. Rishi and his children repaired the doghouse themselves. / Rishi and his children
discussed among themselves how to repair the doghouse.
6. Yashpal himself was rowing the boat. / Yashpal enjoyed himself while rowing.
G. 1. Each of these paintings was completed in a day.
2. You may buy any of the three books.
3. No one is there to help me.
4. None of the caps fits me.
5. You may have either of the two desserts.
6. Neither of the answers was correct.
Let’s use it
1. Kofi Annan was the first secretary-general of the United Nations who was elected from
the ranks of the UN staff. This made his appointment as the secretary-general a landmark
event for the organization.
2. The three significant aspects of Annan’s vision for the UN were peacekeeping, establishing
norms for international law, and emphasizing the values of equality, tolerance, and human
dignity mandated by the UN charter.
3. Considering the fight against HIV/AIDS to be a personal priority, Kofi Annan called for
the establishment of a global fund to help increase the flow of money for healthcare in
developing countries.
4. he—personal (subject) pronoun; who—relative pronoun; what—relative pronoun
Let’s perfect it
A. 1. mine 2. me 3. hers 4. he 5. I 6. any

7. this 8. Which 9. that 10. yours 11. me 12. yourself
13. ourselves 14. whose 15. Either
B. 2. themselves 3. He, himself, his 4. this, that, yourself

5. these, me 6. Me 7. What
8. whom, you 9. Neither, them 10. no one
11. ourselves 12. Whose
C. 1. David knows how he is supposed to act in a situation that is not favourable. (he
replaces David; that replaces situation)
2. Maria cried aloud as she knew she had lost her way. (she replaces Maria)
3. Mohan was glad to meet his grandparents who had just reached the city with lots of
gifts for him. (who replaces Mohan’s grandparents; him replaces Mohan)
4. We went there only to help our friend, but he was not ready to take anything from us.
(we, us replace unspecified plural persons; he replaces the unspecified friend of the
unspecified plural persons; anything replaces indefinite things)
37
5. Sameer is not only intelligent but diligent also, and he will certainly top the list of his
classmates who are taking the annual examination this time. (he replaces Sameer;
who replaces Sameer’s classmates)
6. Apart from his talent, it is his strength of mind that has paved the way for his success
on many occasions. (it, that replace the strength of mind of the unspecified person)
7. Steve has some original ideas which he wants to share only with those friends who
can give him tips on how to use them in the right way. (he, him replace Steve; who
replaces Steve’s friends; them replaces Steve’s original ideas)
8. It is a game which no one can win easily. (It, which replace the game; no one replaces
an indefinite person)
9. Though he could have done it himself, he sought help from others who were less
competent. (he, himself replace an unspecified person; it replaces an unspecified
thing; others, who replace indefinite persons)
10. When Shalini visited the local museum, she saw a number of things which she had only
heard of or read about in storybooks. (she replaces Shalini; which replaces the things
in the museum)
11. She herself finished her homework without the help of her parents, who had gone
to meet their uncle. (She, herself replace an unspecified person; who replaces the
unspecified girl’s parents)
12. Sam could not solve the sum in the class as he found it difficult, which the teacher felt
was easy to be done by anybody. (he replaces Sam; it replaces sum; which replaces
the sum; anybody replaces any student of the class)
5. Verbs
Let’s link up
A. Communicate: shout, speak, tell, advise
Walk: stroll, meander, march, plod
Eat: consume, devour, gobble, ingest, nibble, peck
Think: concentrate, contemplate, ruminate, ponder, reflect, remember
Look: see, watch, search, explore, seek, examine
B. 1. am 2. are 3. were 4. is, was, be 5. are

6. is 7. am/was 8. are/will be 9. was 10. were
C. 1. I bought this book. It cost me thirty rupees.
2. Although I had thrown the ball very high, my friend caught it expertly.
3. He crept into the house quietly because he did not want to wake anyone up.
4. We had made the mistake of speaking rudely but the teacher forgave us.
5. The player wept when the manager withdrew his name from the team.
38
D. 1. a) subject: Peter b) finite verb: went c) non-finite verb: to buy
2. a) subject: children b) finite verb: enjoy c) non-finite verb: swimming
3. a) subject: bees b) finite verb: collected c) non-finite verb: buzzing
4. a) subject: she b) finite verb: slept c) non-finite verbs: tired, running
5. a) subject: we b) finite verb: saw c) non-finite verb: carrying
6. a) subject: teacher b) finite verb: looks c) non-finite verb: worried
7. a) subject: you b) finite verb: teach c) non-finite verb: to speak
8. a) subject: I b) finite verb: am c) non-finite verb: reading
E. 1. The hawker goes to the market every day to sell his wares.
2. The clown does tricks to make people laugh.
3. He did not have any money to buy food.
4. We did not play well enough to win the game.
5. It is her hobby to collect matchboxes.
6. The boy was happy to receive a prize.
1. interesting story; The interesting story narrated by the gardener helped me pass my
time.
2. repaired computer; The technician delivered the repaired computer.
3. excited children; The cries of the excited children filled the classroom.
4. sleeping giant; I quietly crept past the sleeping giant.
5. locked house; She heard sobbing sounds coming from within the locked house.
6. shocking turn of events; The shocking turn of events left everyone dumbfounded.
7. trained staff; A trained staff was hired to work on the government project.
8. surging crowd; A surging crowd moved through the gates.
G. 1. That buzzing (present participle) fly disturbed me all afternoon.
The buzzing (gerund) disturbed me all afternoon.
2. She is fond of singing (gerund).
Singing (present participle) happily to herself, she finished her chores.
3. We were stopped from climbing (gerund) to the top of the tower.
Climbing (gerund) to the top of the tower was a thrilling experience.
4. The dancing (present participle) animals entertained the crowd.
We enjoyed dancing (gerund) at the party.
39
5. Thinking (present participle) more on the issue, she found a practical solution to
solve it.
You need to change the way you are thinking (gerund) to get better ideas.
6. For whom are you stitching (gerund) this sweater?
Stitching (gerund) a colourful stole made her win the first prize in the competition.
H. (Individual answers should be accepted. Suggested answers are given below.)
1. Preeti went off in a hurry to buy some cooking oil. (used as present participle)
For him cooking is not only a passion but also a great stress reliever. (used as gerund)
2. The doctor prescribed sleeping pills to treat her insomnia. (used as present participle)
Sleeping for a couple of hours after returning home from school is a healthy habit.
(used as gerund)
3. I never set foot in the school swimming pool in the thirteen years of my school life.
(used as present participle)
Mikey looked forward to swimming his way to glory. (used as gerund)
4. Brijesh observed that one of his gardening gloves had been torn to shreds by mice.
Gardening is a back-breaking activity. (used as gerund)
5. The classroom was filled with many laughing faces. (used as present participle)
I almost died laughing at the joke he cracked. (used as gerund)
6. Any thinking person would understand that what you had suggested is impractical.
I was explained the thinking behind the project. (used as gerund)
I. 1. lay: out, down, off 2. keep: back, away, on 3. get: over, up, on
4. look: up, into, for 5. hand: in, out, over 6. turn: in, out, down
7. cut: out, back, in 8. bring: up, down, out 9. make: up, off, over
10. break: down, out, off 11. put: up, in, on 12. drop: out, off, back
Let’s crack it
A. 1. Tina played for two hours continuously.
2. We all consider her deserving.
3. This library has a huge collection of children’s classics.
4. I found my brother sleeping in the room.
5. Deepa kept the papers in the drawer.
6. The teacher found the essay lengthy.
7. This book is the bridge between magic and reality.
8. Vinayak played with his friends in the playground.
40
9. The work requires a lot of hard work.
10. The policeman found him guilty.
1. She is a deserving candidate.
2. I have kept your shawl in the room.
3. I was standing in the queue for two hours continuously.
4. A lot of hard work will always fetch success and good results.
5. During the lunch break, he plays with his friends in playground every day.
6. The telephone diary was kept in the drawer near the telephone.
Let’s use it
1. a) F b) F c) F
2. a) steadfast b) endurance c) spectacular d) perilous
3. Two sentences with infinitives:
a) The film unfolds to show how the intelligent and courageous dogs of the sled-team
fight to make it through a most unforgiving winter.
b) Held together only by unwavering bonds of friendship, the humans and the dogs alike
make a remarkable journey of grit, endurance, and belief to find one another again in
this spectacular but perilous land.
Two sentences with participles:
a) An approaching storm forces the team to evacuate by helicopter.
b) Held together only by unwavering bonds of friendship, the humans and the dogs alike
make a remarkable journey of grit, endurance, and belief to find one another again in
this spectacular but perilous land.
4. The three professions mentioned in the review are those of the cartographer, the
geologist, and the pilot. This review indicates that Jerry was both faithful (because he
kept his promise to the dogs) and fearless (because he undertook the dangerous
rescue mission).
Let’s perfect it
A. 1. Every team should have a captain to give directions to other players.
2. He is very strong to win the wrestling tournament this year.
3. She is competent to accomplish this task.
4. We went to Puri to visit the Jagannath Temple.
5. She has three little kids to look after.
41
B. 1. He is fond of writing letters. P
2. It is better to forget things that make us unhappy. I
3. It is impossible to get back a lost opportunity. I, P
4. Seeing the bright sunshine, he opened the window. P
5. I do not like people quarrelling over trivial issues. P
6. A burnt child dreads the fire. P
7. Being overpowered by a stronger opponent, he gave in. P, P
8. He works hard to make both ends meet. I
9. We are used to getting up early. G
10. Working continuously throughout the day, I felt tired. P, P
C. 1. She is fond of cooking new dishes. (gerund as object of preposition)
2. Writing short stories is her hobby. (subject gerund)
3. Admiring good qualities in others is the sign of a true leader. (subject gerund)
4. Hunting animals is strictly prohibited here. (subject gerund)
5. He has stopped mixing with strangers. (direct object gerund)
D. 1. He met his friend when he got back home from a long journey.
2. She decided to take the test once more when she was encouraged by her teacher.
3. Bhaskar’s parents were very happy when they heard the news of his success.
4. He is sure to achieve his goal because he is hard working.
5. The child woke up when he heard a loud noise.
6. The king mounted his horse and rode off with his ministers.
7. The mother held the baby in her arms and made him sleep.
8. Grandfather watered the plants and sat in the garden to have tea.
E. 1. verb: is subjective complement: the head of the student council
2. verb: calls subjective complement: Tiya
3. verb: finished objective complement: in the kitchen
4. verb: is subjective complement: of no use
5. verb: found objective complement: confusing
6. verb: were subjective complement: sold at a discounted rate
7. verb: prepared objective complement: for dinner
42
8. verb: were subjective complement: very expensive
9. verb: found objective complement: amusing
10. verb: seems objective complement: confident
F. (Individual answers should be accepted.)
6. Tenses
Let’s link up
(Individual answers should be accepted.)
Let’s crack it
A. 1. finished 2. is increasing 3. plays 4. have paid

5. did not eat 6. are not paying 7. had not started 8. will return
9. prepared 10. reaches 11. had left 12. have been
13. will take 14. will be visiting 15. has created
B. 1. She had been exerting herself. (past perfect continuous tense)
2. We have tidied the house. (present perfect tense)
3. I was reading the newspaper this morning. (past continuous tense)
4. He had not known the consequences of his action. (past perfect tense)
5. What goes around comes around. (simple present tense)
6. Why is he working so late? (present continuous tense)
7. I had finished my work before I went to bed. (past perfect tense)
8. Has he been exercising? (present perfect continuous tense)
9. I am going to eat all the chocolates. (present continuous tense)
10. If I had known you were coming, I would have met you. (past perfect tense)
C. 1. b) I was cleaning the study room.
2. b) Yes, I went to the music class last evening.
3. a) No, I did not get time to talk to my parents.
4. a) I am feeling sad because I forgot my project diary at home.
5. b) I will call her after I come back from the park.
6. a) I found this book in the bookstore on the main road.
43
1. Thomas and Erica are going to get married.
2. Shriya is going to play the piano in the evening.
3. Ben is going to go fishing tomorrow.
4. Rishu is going to throw the ball at you.
5. Pearl is going to meet her friend after a long time.
6. Simi is going to have lunch before leaving.
7. We are going to celebrate our team’s victory in the inter-school cricket tournament.
8. He is going to work in his office till midnight.
9. Ramesh is going to participate in the debate competition.
10. It is going to be difficult for any candidate to win the elections this time.
Let’s use it
1. Edison invented the light bulb and the phonograph, and improved upon the telegraph.
These accomplishments make him one of world’s greatest inventors.
2. The physical challenge that Edison faced was partial deafness.
3. Owing to his deafness of background noises, the job skills of a telegraph operator came
quite easily to Edison. Thus, the physical challenge proved advantageous.
4. As a child, Edison once saved a boy from being hit by a runaway train. As a symbol of his
gratitude, the boy’s father taught the young Edison about the wonders of the telegraph,
thus arousing his interest in the same.
5. The first reaction of the people to the phonograph—a device that could record and
playback sound—was one of fear and apprehension. They believed that its inventor was a
sorcerer. Their reaction can be justified by the fact that the instrument was the first of its
kind, and what it could do was something that the people would have associated with the
world of magic or fairytale.
6. Edison’s biography teaches us that an open and curious mind is important in attaining
knowledge, and in using that knowledge for the betterment of our lives.
7. Although he was hard of hearing by the age of twelve, Thomas Edison invented the light
bulb and the phonograph, and improved upon the telegraph.
8. (Individual answers should be accepted.)
Let’s perfect it
A. 1. will appear/will be appearing 2. waited

3. have been reading 4. did buy
5. is leaving 6. makes
7. plan 8. is raining/rained
9. will reach/will be reaching 10. takes
11. had been cleaning 12. will start
44
B. 1. grew—grow 2. go—going 3. got—getting
4. played—playing 5. will wait—waiting 6. will laugh—laughed
7. is said—had said 8. will jeer—jeered 9. continues—continued
10. likes—liked 11. knowing—knew 12. is getting—was getting
13. giving—give 14. pack—packed 15. starting—started
C. 1. I have driven a car. (present perfect) I had driven a car. (past perfect) I will be driving a
car. (future continuous) I am going to drive a car. (using going to)
2. He has eaten a mango. (present perfect) He had eaten a mango. (past perfect) He will
be eating a mango. (future continuous) He is going to eat a mango. (using going to)
3. It has rained heavily. (present perfect) It had rained heavily. (past perfect) It will be
raining heavily. (future continuous) It is going to rain heavily. (using going to)
4. We have played soccer. (present perfect) We had played soccer. (past perfect) We will
be playing soccer. (future continuous) We are going to play soccer. (using going to)
5. They have talked to each other. (present perfect) They had talked to each other. (past
perfect) They will be talking to each other. (future continuous) They are going to talk to
each other. (using going to)
6. She has read a newspaper. (present perfect) She had read a newspaper. (past
perfect) She will be reading a newspaper. (future continuous) She is going to read a
newspaper. (using going to)
D. (Individual answers should be accepted.)
Let’s build words

Abbreviations, contractions, and acronyms
A. 1. UAE (acronym) 2. SAARC (acronym) 3. CEO (acronym)

4. couldn’t (contraction) 5. Dr (abbreviation)
Collocations
B. 1. make 2. quick 3. fast 4. burst 5. Burning
7. Adverbs
Let’s link up
A. 1. He finished the work quickly as he had go out and play.
2. Ravi went downstairs with his friend for their music class.
3. I will take the entrance examination today.
4. My friend hardly ever calls me these days.
5. Reena is always busy cleaning her house these days.
6. He was late therefore he didn’t come for the concert.
45
7. When did you last meet the team?
8. You surely are going to miss the class if don’t leave home right now.
B. 1. c) 2. d) 3. e) 4. a) 5. f) 6. b) 7. h) 8. g)
C. 1. a) They live somewhere in Mumbai.
2. b) It is extremely hot.
3. a) He sang well yesterday.
4. b) I have often seen rainbows.
5. a) She is sure to perform brilliantly.
6. c) I always have to get up early.
7. a) I am quite sleepy tonight.
8. a) Please handle it carefully.
9. c) She seldom used to skip food.
10. b) She is smart enough to work.
1. The management reviews its employees’ performance half-yearly. (used as adverb)
The half-yearly report of the company’s performance is quite bleak. (used
as adjective)
2. That road leads straight up to my house. (used as adverb)
He drew a straight line on the blackboard. (used as adjective)
3. Shalini couldn’t decide which dress she liked the best. (used as adverb)
That is the best poem I have ever read. (used as adjective)
4. Quick! Come over here. (used as adverb)
His quick thinking saved the day. (used as adjective)
5. Tina came late for the class. (used as adverb)
Rashi had a late lunch. (used as adjective)
6. The unseasonal rain was a most welcome relief from the scorching heat.
(used as adverb)
This is the most boring movie I have ever watched. (used as adjective)
E. (Individual answers should be accepted. Suggested answers are given below.)
1. Satish baked the cake well this time.
Satish bakes cakes better than the other chefs.
Satish bakes cakes best when he has had a good night’s sleep.
2. Chirayu is looking on cheerfully from the pool.
It seems Chirayu smiles more cheerfully in water than he does on land.
Doesn’t Chirayu sing most cheerfully after spending time in the pool?
46
3. Hari is walking fast towards the departing ice-candy man.
Walking faster than his friends, Hari left them all behind.
Hari walks the fastest when he is hungry and wants to get home quickly.
4. Piyush tried hard but he could not reach the jar of cookies.
Piyush tried harder than before, yet he was unsuccessful in reaching the jar of cookies.
Piyush was unable to get hold of the jar of cookies even though he tried the hardest
the third time.
5. Giri had to travel far to get the pail of water to its destination.
Giri had to carry the pail of water farther than he had expected.
Giri had to carry the pail of water to his house, which was the furthest from the well.
Let’s crack it
A. 1. The small boat went sailing on the sea.
2. He sang with great joy.
3. We constructed this house a few months back.
4. We visit Grandmother every week.
5. I wear woollen socks to keep my feet warm.
6. Just a moment ago, the cup slipped from my hand and fell to the ground with a crash.
B. 1. She sat quietly.
2. I went there.
3. I was born here.
4. He ate ravenously.
5. We have examinations annually.
6. I will come and visit you soon.
7. The man glared at me angrily.
8. Formerly armies camped in the fort.
9. The quantity of food was enough for all of us.
10. He answered the question rudely.
1. We walked quickly to reach the auditorium on time.
2. I met her on my way out of the classroom.
3. I accepted his decision in good spirit.
47
4. We saw a heap of trash on the main road.
5. Father spoke to the child in a polite manner.
6. Why do you always have to finish it with a great speed?
7. We constructed this tree house only for our mother as a gift.
8. I went to his house to meet him because we had to study for tomorrow’s
mathematics test.
9. I appreciate my friend Satish for his idealistic outlook.
10. Shailesh spoke in such a manner that offended everyone.
11. If you work in a methodical way, you will be happy and contented.
12. Her parents took everything in their stride to give her a good education.
13. Many wars have been fought and won at this very place.
14. He cried on and on to draw everyone’s attention.
15. They played with great determination to win the inter-school badminton tournament.
Let’s use it
(Here are a few points of a sample travel writing.)
(Paragraph 1—introduction) Kurseong; 32 km south of Darjeeling; name derived from

kurson-rip, variety of white orchid abundant in this region; low elevation; mild and healthy
climate throughout the year; quiet alternative to the crowds of Darjeeling; (Paragraph
2—further description) it is the south terminus for steam-run toy trains of the Darjeeling
Himalayan Railway; Hill Cart Road (Tenzing Norgay Road)—main thoroughfare from Siliguri
to Darjeeling—runs through this town, parallel to the railway lines; aromatic tea estates, old
temples and churches, colonial buildings, Forestry Museum run by Buddhist nuns, several
good walks such as Eagles Crag, various waterfalls such as Kholas Waterfall (Paragraph 3—
personal impact) peaceful surroundings, scenic beauty—a pathway to paradise; sense of
calm and joy; cannot feel the same in the humdrum of city life
Let’s perfect it
A. 1. I’ll soon go to bed.
2. He refused the offer politely.
3. I have just bought a bicycle.
4. She reads the best in the class.
5. I usually do my laundry on Saturdays.
6. My music teacher plays four instruments very well.
7. Unfortunately, I cannot help you.
8. My grandfather still enjoys working in his garden.
48
9. My friend is never at home these days.
10. My sister reads to improve her vocabulary.
11. I often see birds nesting in this tree.
12. We always go for a walk in the evening.
13. The friends ran together to the end of the street.
14. I completely disagreed at the meeting with that proposal.
15. By the time we reached the train had already left the station.
B. 1. Has the teacher already come?
2. I bought only one dress.
3. She has never gone to Udaipur.
4. Did you always want to be a doctor?
5. We seldom listen to radio these days.
6. You are quite late for the class today.
7. There is certainly some issue with this machine.
8. I occasionally meet my school friends.
9. Priya is still waiting for a reply on her message.
10. He had almost reached home when he realized he bought the wrong packet.
C. 1. Our school is not far away. (not: adverb of negation, modifies the adjective ‘far’; away:
adverb of place, modifies the adjective ‘far’)
2. She is feeling better now. (better: adverb of manner, modifies the verb ‘feeling’; now:
adverb of time, modifies the adverb ‘better’)
3. He speaks very loudly. (very: adverb of degree, modifies the adverb ‘loudly’; loudly:
adverb of manner, modifies the verb ‘speaks’)
4. His talent is genuinely suited for creative writing. (genuinely: adverb of degree,
modifies the adjective ‘suited’)
5. Do you get up early in the morning? (early: adverb of time, modifies the phrasal verb
‘get up’)
6. The conflict was resolved peacefully. (peacefully: adverb of manner, modifies the verb
‘resolved’)
7. She reacted angrily to her friend’s joke. (angrily: adverb of manner, modifies the verb
‘reacted’)
8. The weather is pleasantly calm today. (pleasantly: adverb of manner, modifies the
adjective ‘calm’; today: adverb of time, modifies the adjective ‘calm’)
9. We hope he will get well soon. (well: adverb of manner, modifies the verb ‘get’; soon:
adverb of time, modifies the adverb ‘well’)
10. Run fast lest you should lose the race. (fast: adverb of manner, modifies the verb ‘run’)
49
11. He is extremely fond of playing chess. (extremely: adverb of degree, modifies the
adjective ‘fond’)
12. We should face the challenges of life boldly and with confidence. (boldly: adverb of
manner, modifies the verb ‘face’)
13. A grand cultural festival is held at our school annually. (annually: adverb of time,
modifies the verb ‘held’)
14. Slowly but steadily, Divakar distinguished himself as a great talent. (slowly, steadily:
adverbs of manner, modify the verb ‘distinguished’)
15. Mr Bhargava is arguably the best teacher of our school. (arguably: adverb of degree,
modifies the adjective ‘best’)
8. Prepositions
Let’s link up
Shops are located along the pavement. The grocery shop is located beside the coffee shop.
A boy is buying vegetables from the grocery shop. The grocery shop’s signboard is hanging
above the grocer’s head. A banana stem is hanging from the signboard. The man selling
ice creams is standing behind the counter. He has a cap on his head. The woman is holding
three bags in her hands. There are vegetables in one of them. The word ‘shoes’ is printed on
another. She has a necklace around her neck. She is looking at her son standing in front of the
ice-cream shop. The man and his daughter are moving towards the ice-cream shop. The boy
standing behind the man has come out of a hair salon. (These sentences are just for example;
other answers should also be accepted.)
Let’s crack it
A.
1.
at 2. on 3.
in 4.
at 5. on
6.
in 7.
on 8.
on 9. in 10.
at
B. Tom, the puppy ran after his old foe, Tinkle the cat. She scurried across the bridge, moving
up the slope and then down the hill, but he was right behind her. Running and running,
she splashed into the puddle and moved through the forest like a bolt of lightning. She
stopped to gather her breath, and when she turned around, she saw the familiar sight of
good old Tom scampering after her. With renewed energy, Tinkle ran through the tunnel,
past the post office, and towards the flyover. Tom was getting nearer and nearer as she
went under the flyover. Then with a last burst of energy, she dashed along the riverbank
and on towards home, leaving Tom far behind. He lolled his tongue to catch his breath and
stared disappointedly after her.
C. 1. of 2. of 3. by 4. of 5. for
6. with 7. by 8. with 9. by 10. By
D. 1. beyond 2. With 3. by 4. for 5. from

6. under 7. against 8. to 9. at 10. of
1. study about: Harish wanted to study at the University of Oxford.
2. blessed with: Mr and Mrs Mehta have been blessed with a baby.
50
3. approval for: The company received the approval for the proposal from the
shareholders.
4. think about: What do you think about the proposal?
5. suspicious of: The gatekeeper refused entry to the man as he was suspicious of him.
6. understanding of: My understanding of the situation varies from how you perceive it.
7. moved by: The king was moved by the repeated pleas of the old woman.
8. need to: You need to play a fair game.
9. ask about: They will ask about your current job during the interview.
10. indebted to: I will forever be indebted to you for your kindness.
11. desire for: The minister had a strong desire for power.
12. worry over: Don’t worry over what you can’t control.
Let’s use it
(Individual answers should be accepted. Suggested answer is given below.)
Hi, I am Warren. It is 8 a.m. on a Saturday morning, and I am standing inside Donn’s Gym.
It overlooks the streets of town Q, which as usual show a lot of activity. As I am done with
lifting weights, I am taking a break for one of my favourite activities—observing life in motion.
This gym is located right above a clothing store; its name I am forgetting (although I pass it
regularly on my way up). A man and a woman standing right in front of the store are hailing
a taxi passing by. Right across the street, a speeding cyclist crashed into a man, causing the
paper that he was holding to fly in the air, and is now speeding away without so much as
looking back. The man is cursing and shaking his fists at the cyclist’s retreating back. At an
intersection, a man is running after a bus, whose driver, it seems, has no intention of stopping
the vehicle. Joey and his ice creams are functioning as usual on the pavement across the
road. A little girl is deciding which ice cream to buy. Well, she is not alone. Seeing the ice-
cream man, a boy walking along the pavement has stopped, probably wondering if he too
should buy one. A man wearing a hat is walking past George’s Family Restaurant. A woman is
walking in the opposite direction...Wait a minute! I completely forgot! I had to meet Natasha at
the restaurant. Got to go!
Let’s perfect it
A. 1. at 2. down 3. to 4. on 5. with
6. towards 7. of 8. By 9. with 10. to
11. with 12. to 13. at 14. at, in 15. of
B. The day we moved was a day / sad and happy memories. 1. of
Everything was packed / boxes and the van was almost ready 2. in
when my friend Gita came / say goodbye. 3. to
My family was moving to Jabalpur / Madhya Pradesh. 4. in
We were going / train. 5. by
When we boarded, I ran / the compartment. 6. towards
51
I was quick / take the window seat. 7. to
I was interested / watching 8. in
the scenery / the window. 9. outside
The journey was filled / adventure. 10. with
C. 1. The bank charges an interest rate of four per cent.
2. We were so thirsty that we went straight to the soda fountain.
3. I am taller than you by two inches.
4. The boy with red hair is new in the school.
5. This is the very place for a picnic.
6. In spite of all his wealth, he is not content.
7. I was stunned by a blow to my head.
8. Cut the rope with a knife.
9. It is cold in February.
10. For your own good, you must eat lots of salad.
11. The beautiful painting was sold at an auction.
12. Great people set their eyes on great goals.
13. We should not dream of things that we can never get.
14. In the race, he soon went ahead of others.
15. Some people are endowed with the gift of practical wisdom.
Let’s revise
A. 1. In the history of Britain, the period from 1837 to 1901 is known as the Victorian Age.
2. Queen Victoria was the monarch of England in the Victorian Age.
3. Dickens became the most popular novelist of this period because of his depiction of
the life of the working class, intricate plots, and sense of humour, and the vast galaxy
of unusual characters created by him.
4. Dickens’ characters were drawn from everyday life and the world around him, which
made the readers able to relate to them.
5. Dickens’ characters were the products of the world of his time. His readers could
identify them as such. Dickens’ art lay in the fact that his characters spoke directly to
his readers as flesh-and-blood individuals they would meet in their day-to-day lives.
Thus, as John Forster said, Dickens made his characters believable not by speaking
about them but by allowing them to speak for themselves.
B. 1. parliament 2. swarm 3. pride 4. colony

5. shoal 6. band
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C. 1. pleasure 2. hatred 3. excellence 4. patriotism 5. Humility
D.
Verbs Nouns Adjectives
establish establishment established
laugh laughter laughable
speak speaker spoken
know knowledge known
solve solution solved
follow follower following
E. 1. rich 2. foolish 3. generous 4. lucky

5. dishonest 6. careless 7. wise 8. intelligent
F. 1. was 2. are 3. is 4. are 5. is

6. are 7. are 8. are 9. are 10. is
G. 1. mine 2. my 3. one’s 4. its 5. hers

6. hers/his/ours/yours/theirs 7. your 8. mine/ours
H. 1. across 2. along 3. with 4. at 5. over
I. 1. Wasn’t it good of him to help the poor man? How good of him to help the poor man!
2. Isn’t it foolish of him to throw away his chances like that? How foolish of him to throw
away his chances like that!
3. Wasn’t it clever of him to solve the problem so quickly? How clever of him to solve the
problem so quickly!
4. Isn’t it kind of you to invite us? How kind of you to invite us!
5. Wasn’t it brazen of him to behave like that? How brazen of him to behave like that!
6. Wasn’t it prudent of the boy to alert the policeman? How prudent of the boy to alert
the policeman!
7. Wasn’t it careless of him to leave the door unlocked? How careless of him to leave the
door unlocked!
8. Isn’t it smart of him to make that career move? How smart of him to make that career
move!
J. (Individual answers should be accepted. Suggested answers are given below.)
(Paragraph 1—signs of change) Delhi—located in northern India; monsoon-influenced

humid subtropical climate; typically high variation between summer and winter
temperatures and precipitation; over last decade, variations have widened; severe heat
waves during summers, cold waves during winters are common today; rainfall scanty and
irregular; adverse effect upon health, livelihood, productivity of city’s inhabitants
(Paragraph 2—symptoms of a global phenomenon) reasons not limited to this city alone;
symptoms of global warming; increase in Earth’s temperature; greenhouse gases; climate
changes across the world; destruction of flora and fauna
53
(Paragraph 3—What can we do?) collectively and individually; spread awareness, take up
initiatives like planting trees, 3 Rs—reduce, reuse, recycle, switch off lights, fans, ACs, etc.
when not in use, use public transport, carpooling, avoid plastic bags, environment-friendly
gestures
9. Auxiliary verbs
Let’s link up
1. (Individual answers should be accepted. Suggested answers are given below.)
a) Daily cleaning of public places could be done.
b) Dustbins might be kept at all public places.
c) We can use public transport or carpooling, and reduce air pollution.
d) Tree plantation could be encouraged for its countless benefits.
e) We can maintain hygiene both inside and outside our home.
a) We must turn off the tap while brushing your teeth.
b) We must check faucets and pipes regularly for leaks.
c) We must use a bucket while taking shower.
d) We must take shorter showers to save water.
e) Clean your car or the garden area with bucket water
Let’s crack it
A. 1. is 2. had 3. was 4. Did 5. is 6. has

7. Are 8. didn’t 9. am 10. do 11. has 12. were
13. does 14. have 15. have
B. 1. main verb 2. auxiliary verb 3. auxiliary verb 4. main verb

5. auxiliary verb 6. main verb 7. auxiliary verb 8. main verb
9. main verb 10. auxiliary verb
C. 1. can 2. shall 3. can 4. ought to 5. could

6. must 7. shall 8. might 9. could 10. should
11. need to 12. May 13. Could 14. May 15. could
Let’s use it
Today was my first day in C Fresh, the departmental store. My supervisor gave me a set of
instructions that I need to keep in mind at all times. The first and foremost is that I must
be polite with customers. She said that I must be punctual and should try to work late, and
even ought to offer extra work. I must take care not to lose the cashbox key entrusted to
54
me. Another rule is that I must dress neatly to work. I must also be responsible, and ought
to show an active interest in both the customers’ requirements and the daily activities of the
store. She instructed me that I shouldn’t appear disinterested as that would reflect negatively
not only on the store’s reputation but also on my own future prospects. Last but not the least,
she told me that I should always help my co-workers as that would contribute to a good and
healthy work environment.
Let’s perfect it
A. 1. left 2. have known 3. Have, read

4. haven’t seen 5. have already eaten 6. had done
7. bought/had bought 8. have done 9. have seen
10. have seen 11. has changed 12. has been
B. 1. would 2. must 3. Shall 4. might

5. need to 6. ought to 7. mustn’t 8. may
9. Could 10. could 11. must 12. Would
C. 1. necessity 2. ability 3. Certainty 4. request

5. instruction 6. wish 7. offer 8. obligation
9. possibility 10. permission
10. Punctuation
Let’s link up
1. Mr and Mrs Anand are leaving for London tomorrow.
2. Have you seen the film, Gone with the Wind?
3. I am going to meet my friend James on Wednesday, who is visiting New Delhi after five
years.
4. How are you planning to celebrate Christmas this year, Ted?
5. Hard Times by Charles Dickens is unusual in several respects.
6. Khushbu, who got a job in Kanpur, is planning to live with her aunt George.
Let’s crack it
A. 1. Mr and Mrs Smith were not invited to the party; they were not even informed about it.
2. How could you even think that he’d have committed such a cruel act?
3. I can’t make a promise and then go back on it, can I?
4. How very silly Mark’s friend is!
5. It’s a pity that Nick just heard some news that he didn’t expect to hear.
6. Mr Martin’s office is on St Matthews square.
7. This is all that we have at home: some potatoes, half a loaf of bread, two eggs, a little
cheese, and one cup of milk.
55
8. Although all the other girls had gone home, Laura stayed on to practise her part for
the play.
9. What’s the difference between the two sets of questions?
10. I love playing badminton; so does my friend Harry.
11. The rain stopped; we set out on our long and arduous journey.
12. Chris’ father owns a factory which manufactures children’s toys.
13. My friend Susan, who is also called Suzy, is a good dancer, a great singer, an expert
athlete; in short an all-rounder.
14. My grandmother always said: there’s no substitute for good behaviour.
15. Here are some things that you will need up there: a candle, a long rope, some nails,
and a hammer.
B. 1. “Hello,” said Mr Bradley.
2. “Would you like to have a glass of water?” asked the man.
3. “Is that my book?” asked Shirley. “I thought I had lost it.”
4. “Come,” said the teacher, “take these crayons and draw a picture.”
5. “Help!” shouted the man, “I’m drowning! I can’t swim!”
6. In case you have any problem, contact me.
7. Have you ever been to Jaipur, the pink city?
8. Shyam, Shane, Dora, and Ali have gone to meet their friends Sumit, Peter, Paul, and
Sudha.
9. “What a fall!” Riya exclaimed. “I cannot believe this!”
10. You must have read this book earlier, haven’t you, dear Dolly?
C. “Good morning,” said the man. “Can you direct me to St Marks school?”
“Good morning,” replied Adam. “I am afraid I can’t help you. I am new in this town. Why
don’t you enquire at the post office?”
“That’s a good idea,” said the man. “Where is the post office?”
“Go down the street, turn right at the bookstore, and the post office will be on your left.”
“Thank you,” said the man. “You’ve certainly been very helpful.”
Let’s use it
(Individual answers should be accepted. Suggested answers are given below.)
1. “Hi,” said the boy. “My name is Karan.”
“Hey, I am Rajat. Is this your first day in school?”
“Yes,” replied Karan. “Could you help me with the notes for all the classes that I have
missed so far?”
“Sure,” answered Rajat. “I will be happy to do that. Anyway, you have missed only a week’s
classes, nothing substantial.”
56
2. “How may I assist you?” inquired the woman at the Lost and Found Centre of the animal-
rescue station.
The man replied, “Hello. My name is Rajiv. I have come to report the loss of my
pet dog, Shadow.”
“Could you give me a brief description of Shadow?” asked the woman.
“Sure,” replied Rajiv. “He is a large, yellow male Labrador, aged about two-and-a-half
years. He is tall and muscular, and quite friendly and energetic. He is neutered. He has a
black collar and tags.”
“When did you lose him?”
“The last that I saw of him was at home, four days back, in the evening.”
“Has he disappeared like this before?”
“About two months back, something similar happened. However, he returned after
a day itself”
“Sir, we’ll be on the lookout for Shadow,” assured the woman. “Please enter your contact
details on this form, and we will get in touch with you.”
“All right,” said Rajiv.
“Meanwhile, keep enquiring in and around your neighbourhood and places where you
used to take him,” advised the woman.
3. “Brilliant!” exclaimed Rohan while coming out of the theatre, “I never thought it would turn
out like that.”
“That’s true,” said Ajit. “The director succeeded in befooling us.”
“She used the element of surprise exceedingly well throughout the film.”
“The editing was perfect, and I did not feel, even for a single minute, that the film’s pace
had slackened.”
“I guess that was money well spent,” said Rohan.
“You are right, cent per cent,” admitted Ajit.
Let’s perfect it
A. 1. What a fool you are!
2. May I go to the playground?
3. I wish I were a bird!
4. Had he been there, he would have handled the situation.
5. It’s wrong to make such an emotional statement.
6. I have brought these things from the market: cheese, bread, butter, milk, and eggs.
B. 1. “Ouch!” yelled John.
2. The dog growled at us.
57
3. Oh! Hope you get well soon.
4. Did the extra classes help?
5. “Don’t feel too well,” thought Samuel.
6. “I want that toy!” Shouted Iti.
7. “Thank you,” they said to the lady.
8. “I think that is funny,” laughed Freda.
9. “Where are you going?” asked Stephen.
10. “You have so many books,” said his friend, “may I borrow one?”
11. Grandfather, Grandmother, and I go for a walk every evening.
12. “Good bye,” he said as he walked down the street. “I’ll see you tomorrow.”
“Yes,” I replied, “let’s meet for lunch.”
C. (Individual answers should be accepted.)
D. 1. What a pity!
2. It’s a hot and humid day.
3. Dear friends, let us stand together in times of crisis.
4. How long have you been waiting for her, Steve?
5. My friend has travelled to Europe, America, and Australia.
6. To make the best use of your talent, you have to plan things properly.
7. As a brilliant student, you must perform better than most of your classmates.
8. He succeeded with the help of his friend; however, after his success, he forgot him.
9. What a talent she is! No doubt she deserved the first prize, and she has won that.
10. They stayed there for too long, but it was evident that they had nothing
important to do.
11. Do you know him? Have you ever seen him or met him before? Try to remember, it is
important.
12. We thanked our hosts for the warm welcome we were accorded. Then, after spending
some good time in their company, we left.
13. History is not just the biography of great people, it is also the record of what common
masses did during different ages, what they felt and thought, and how they reacted to
the dominant spirit of their times.
14. A public speaker may not get a nice, supportive, and encouraging audience.
Sometimes he may be praised for his words with loud cheers, but on some other
occasions he may also be booed and hooted. Whatever be the case, he should never
get irritated but remain calm.
15. Sometimes people fail to understand each other even after living together for long.
One reason for this may be that they are not flexible enough to accept each other’s
limitations positively, another reason may be their inability to rise above their petty
differences.
58
11. Conjunctions
Let’s link up
1 1
H A
3
F O R L
4 5
W S B U T
6
E W H I L E H
V N O
7
W H E N C U
R E G
H
8
M O R E O V E R
Let’s crack it
A. 2. Both Mike and Henry took part in the contest. (Not only...but also/as well as may also
be used.)
3. Mr Thomas is not only a voracious reader but also a prolific writer. (Both...and/as well
as may also be used.)
4. He exercises regularly so that he remains fit.
5. I read for pleasure while my brother reads for knowledge.
6. Mr Hill decided to venture out although it was raining heavily.
7. Sheela is to be neither blamed nor held responsible.
8. Either Bill or his father may go to the airport.
9. The boy as well as the girl is sleeping. (Both...and/not only...but also may also be used.)
10. He spoke his mind as soon as he got a chance to speak.
11. I don’t trust him because he always tells a lie.
12. You can wear the green dress or the black dress you wore last month.
B. 1. Most people like to live in fast-paced cities but I prefer to live in a village.
2. I have three projects to do and a survey to take.
3. We waited at the station for Seema but she did not come.
4. Polar bears and grizzly bears are fierce, territorial animals.
59
5. A book can be a lot of fun to read but it can also be boring.
6. I baked a cake and did the frosting with melted chocolate.
7. The red car is fifteen years old but it never gives trouble on long drives.
8. I want to go to Mount Abu in the summer vacation but my brother wants to go to Goa.
2. I wanted a red cap but my father got me a blue one.
3. I am poor at chess but good at playing cricket.
4. She wants to go for the concert but the tickets have been sold out.
5. The English classes are interesting but the maths classes are dull.
6. The trigonometry problem was challenging but Riddhi found it to be simple.
Let’s use it
1. Sameer is good at cricket, badminton, swimming, and skating.
2. Rohan is not good at football, cricket, basketball, badminton, and skating.
3. Manas is good at football, basketball, badminton, tennis, and skating.
4. Dora can’t play football and badminton.
5. Eric is good at all games except cricket and tennis.
6. Ian is good at both basketball and swimming.
7. Subbu is not only good at cricket but also at skating.
8. Both Joe and Milind are neither good at football nor cricket.
Let’s perfect it
A. Ever since Jenny heard the lecture on environment, she has been feeling guilty. She felt
guilty because she thought that she was not doing enough for the environment. She
decided to discuss with her friend Maria, and chalk out a plan of action. She knew that
until someone took the initiative nothing would work out.
Both Jenny and Maria decided to start with water conservation although they did not
have much problem with water in their area. They planned to save water not only while
bathing but also while washing or watering plants. They agreed to ensure that all extra
electrical points were switched off at night so that electricity was not wasted. Jenny also
knew that neither lectures nor workshops would be of any help unless everyone realized
the importance of growing trees and disposing garbage intelligently.
B. 1. He will not pay for the show unless compelled.
2. I started going for work after I recovered from my illness.
3. I spoke to his wife since he was not at home.
4. The bus service resumed as soon as the rain stopped.
60
5. Please ask me if you have doubts about the incident.
6. I wanted a red bag but the shop had only blue ones.
7. Though we invited the author for the literary festival, she declined as she was not free.
8. I like reading, chess, and painting while my sister doesn’t.
C. 1. Please stay here until I come back. (until: subordinating conjunction)
2. He will get irritated if the kids keep running around and making a noise.
(if: subordinating conjunction, and: coordinating conjunction)
3. Devesh is more intelligent than Sudhir. (than: subordinating conjunction)
4. We had reached there before you left. (before: subordinating conjunction)
5. I will go along with this proposal without caring whether you accept it or not.
(whether…or: coordinating conjunction)
6. He could not go out to play with his friends because he was down with fever.
(because: subordinating conjunction)
7. As he hardly knows anyone in this locality, he generally avoids meeting people.

(as: subordinating conjunction)
8. Andy is honest but he knows very few people are like him.
(but: coordinating conjunction)
9. Work hard lest you should fail in the examination. (lest: subordinating conjunction)
10. He felt sorry after the teacher had scolded him. (after: subordinating conjunction)
11. His grandfather had passed away just before he was born.
(before: subordinating conjunction)
12. It is a small house, yet it is quite spacious. (yet: coordinating conjunction)
13. Although he is hardworking, he is not intelligent enough to understand things quickly.

(Although: subordinating conjunction)
14. We should work together so that we may complete the task in hand. (so that:
subordinating conjunction)
15. He has matured a lot since I saw him some years ago.
(since: subordinating conjunction)
D. Tani / Farah are twin sisters. 1. and
Tani is tall / Farah is short. 2. but
Tani is / the badminton champ of her school 3. not only
/ the star player of the basketball team. 4. but also
/ Farah plays games, she is more interested in being on the stage. 5. Although
/ you see her performing, you will realise why she is known as
‘the heroine’. 6. When
/ Tani / Farah are careful not to neglect their studies. 7. Both…and
They complete their studies early / they may have time for their practice. 8. so that
61
Let’s build words
Synonyms and antonyms
A. 1. admire 2. ample 3. commonplace 4. goal

5. mistake 6. Bettering 7. concern 8. elegant
9. probably 10. promising
B. 1. b) 2. c) 3. a) 4. a) 5. a)
6. a) 7. a) 8. c) 9. c) 10. a)
Wh- words
C. 1. When did they come back last night?
2. How did he reach Manali?
3. Who is the elder brother of Vivek?
4. Who is cooking food for you?
5. Why did he go to Mumbai?
6. How long will you stay there?
7. How is she feeling now?
8. Why did David fail?
9. When will you eat dinner?
10. Which city do you like the most?
11. Who is mopping the floor?
12. What do you want to do?
13. When will you return?
14. How did your parents react when they heard about your success?
15. Who was the first European traveller to reach Asia during the medieval period?
12. Reported speech

Let’s link up
A.
Direct speech Indirect speech Changes
“I study,” she said. She said that she 1) Removal of inverted commas
studied.
2) Use of that
3) Use of she instead of I
4) Use of studied instead of study
62
“I went for a walk,” Mr Henry said that 1) Removal of inverted commas
said Mr Henry. he had gone for a
2) Use of that
walk.
3) Use of he instead of I
4) Use of had gone instead of went
“We are playing He told the coach 1) Removal of inverted commas

football,” he said to that they were
2) Use of that
the coach. playing football.
3) Use of told instead of said to
4) Use of they instead of we
5) Use of were playing instead of are playing
“This is your book,” He told me that 1) Removal of inverted commas

he said to me. that was my book.
2) use of that
2) Use of told instead of said to
3) Use of that instead of this
4) Use of my instead of your
5) Use of was instead of is
“Will he go to my Mary asked her 1) Removal of inverted commas

house?” said Mary mother if he would
2) Use of that
to her mother. go to her house.
2) Use of full stop instead of question mark
3) Use of if
4) Use of asked instead of said to
5) Use of would instead of will
6) Use of her instead of my
B. 1. Grandmother said that Grandfather was going to the market.
2. Grandfather said that Peter would go to the post office.
3. Harbhajan said that the students had gone on a picnic.
4. The teacher told her students that it is healthy to wake up early.
5. The librarian said that the books had just arrived.
Let’s crack it
A. 1. Grandmother said that she was tired.
2. The children said that they were hungry.
3. The teacher told the students that they had been very helpful.
4. Avinash asked his friend if they were meeting that day.
5. Seema requested Reva to lend her her pen for some time.
6. The children said that they had won the match.
63
7. Mr Sen instructed his pupils to locate the Blue Mountains on the physical map of India.
8. Karim asked his friend if she knew the person they were talking about.
B. 1. denied 2. suggested 3. assured 4. complained

5. wished 6. remarked
C. 1. She asked her brother if he would meet her the following week.
2. The teacher announced that he was going there the following day.
3. They declared that they were playing a football match that day.
4. The guests complimented me for the lovely performance I had given that evening.
5. Mohit suggested he and his friend should promise that they would always
help each other.
6. Her father appreciated the way she was able to handle those tricky situations.
7. Rekha enquired her colleague if he was going to take part in the musical concert that
would be held the following day.
8. Mr Sehgal asked the spectators if there was anyone who could challenge that man in
the boxing ring.
9. The father warned his son not to tamper with electric gadgets unless he knew how
they were operated.
10. The old man blessed his granddaughter, wishing that she might be the best performer
in that dancing competition and make them all feel proud.
11. Mohan assured Julie, asking her to trust him and take his words as a piece of advice
from a well-wisher.
12. He exclaimed to his friends that he had never expected such a warm welcome.
D. 1. Sarita enquired Meera if she could do her a small favour.
2. The teacher asked his students if they knew how our planet had come into existence.
3. I enquired my friend if they were coming to the party that night.
4. The old man asked how long we/I/they/he/she had been waiting for the bus.
5. The policeman requested the people to tell him more about the incident so that they
could investigate it properly.
6. The speaker asked the people sitting around him if they would listen to him without
quipping in.
7. The mother instructed her young son not to drink cold water.
8. Prabha asked Aruna whether she knew her friend Rajeev.
9. Her host told her not to hesitate to call him if she needed anything.
10. Ritvik asked Ravi when he was going to join their team.
64
Let’s use it
Dear Manisha,
Yesterday, I met Mr Richard, the estate agent for Woodstock Greens.
He told me that as soon as I would walk into the apartment I would love its spacious interiors,
and added that greenery was the key design aspect surrounding the apartment building.
He remarked that the property promised to offer a lifestyle defined by beauty, space, and
security, and assured that it would be the perfect home for me and my family. He pointed out
that the apartment had an ideal location near the metro station, with an easy access to the
main highway. He informed that the apartments were well designed and complete, and listed
the following additional features: two lifts per block with two flats per floor, 100% power back
up, 24-hours running water, sports complex with gym, swimming pool, and tennis court.
The property seems quite attractive and fits our budge, but I am not able to decide what to
do. Please advise.
Warm regards,
Pam
Let’s perfect it
A. 1. My sister ordered me to go there.
2. The doctor advised the patient to exercise regularly.
3. The child requested his mother to allow him to play for one more hour.
4. The electrician warned the man not to use the switch because the wire was loose.
5. Riya suggested that we should go out for dinner.
6. Gaurav offered the teacher to take him to the medical room.
7. My mother reminded my father to pay the electricity bill that day.
8. The man asked me the way to the market.
9. My uncle promised me to take me to the zoo that weekend.
10. The teacher instructed the students to do their work silently.
B. 1. The lady apologized for breaking the queue.
2. The colonel commanded the soldiers to attention.
3. The courtiers wished that their great king might live long.
4. The merchant lamented that he was ruined.
5. The police questioned us about who we thought had broken the lock.
6. The travel agent informed that the flight was delayed by half an hour.
7. His friend demanded how she could be that unkind to her own sisters.
8. Sunil’s father chided him, telling him to stop making an unnecessary fuss over trifles.
65
9. The teacher taught that the Sun rises in the east and sets in the west.
10. The coach observed that a team of champions had collapsed like a pack of cards
against that ordinary bowling attack. He exclaimed what a shame it was, and
demanded the players if they had any answer.
C. 1. “Bill please,” said the customer to the shopkeeper.
2. “Open the window,” said the teacher to the boy.
3. “Please let me borrow your book,” said Timothy to Amina.
4. “Do not touch the oven,” said the mother to her daughter. “It is hot!”
5. “Your father is waiting for you at home,” said Sheeba to me.
6. “May the king live long!” he said.
7. “Will you attend my/your niece’s wedding?” she said to her friend.
8. “Are you familiar with this/that place?” he said to Jaya.
9. “Did anyone enter my room in my absence?” said Prabha.
10. “Take a close look at the situation before taking any decision,” Sajal said to Bhanu.
13. Phrases and clauses

Let’s link up
A. (Individual answers should be accepted.)
B. 1. I like travelling to new places. (noun phrase)
2. The book has a cover made of leather. (noun phrase; adjective phrase)
3. He does his homework every evening. (noun phrase; adverb phrase)
4. In a little while, the Sun will set. (adverb phrase; noun phrase)
5. The lady in a white sari called out to me. (noun phrase; adjective phrase)
6. Grandmother promised to visit us. (noun phrase)
Let’s crack it
A. 1. We must leave as soon as the rain stops. (time)
2. Although it is small, the house is well designed. (concession)
3. Wherever there is a will, there is a way. (place)
4. I didn’t go for the dinner because I was tired. (cause)
5. If you don’t join us, you will miss all the fun. (condition)
6. She behaved as if she knew everything. (manner)
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7. We must reach before the show starts. (time)
8. I worked hard so that he could finish the work on time. (purpose)
9. Though he can be annoying at times, but I like him. (concession)
10. Since she has left for the day, she will finish the work tomorrow. (reason)
B. 1. adjective clause 2. noun clause 3. noun clause

4. adverb clause 5. noun clause 6. adjective clause
7. adjective clause 8. adverb clause 9. adjective clause
10. adverb clause
2. Paris is a place which is frequented by my cousin.
3. Tom has a brother who works in the police department.
4. He lives in a house that is almost sixty years old.
5. This is the man who made that painting.
6. Is that the boy who won the spelling-bee competition?
7. I can see a room which has so many people sitting in it.
8. Do you plan to go the place which will have the maximum stalls?
D. 1. My brother who lives in Delhi came to visit me. (defining relative clause)
2. My brother, who lives in Sidney, came to see me last month. (non-defining

relative clause)
3. I have an old car that won’t start. (defining relative clause)
4. My old car, which won’t start, occupies all the space in my garage. (non-defining
relative clause)
5. The film, starring Javed Khan, opens this week. (non-defining relative clause)
6. The film that stars Javed Khan opens this week. (defining relative clause)
E. 1. If you hadn’t insisted me to pursue, I wouldn’t have achieved this. (third conditional)
2. If the water reaches at 100 degrees, it boils. (zero conditional)
3. I will speak to her about you, if she comes to school today. (first conditional)
4. If I were a baby, I would sleep all the time. (second conditional)
5. I will punish you, if you shout like that. (first conditional)
6. If I had enough toys, I would play games all the time. (third conditional)
7. If you mix hydrogen and oxygen, you get water. (zero conditional)
8. If the train gets delayed, she will get late for the conference. (first conditional)
9. If I had a lot of money, I would give a lot to charity. (second conditional)
10. If you had followed the traffic rules, you would not have paid the
fine. (third conditional)
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Let’s use it
1. An archaeologist is a person who studies prehistoric people and their culture.
2. Laboratory analysis of the shoe leather have dated it somewhere between 3653 and 3627
BC, thus making it about 300 years older than the leather shoe found in the Austrian Alps,
which had been the oldest known leather shoe until the recently discovered one.
3. The oldest known leather shoe belonged to the Iceman, a prehistoric mummy found 19
years ago in the Austrian Alps. His shoes, about 300 years younger than the Armenian
shoe, had bearskin soles, deerskin panels, tree bark netting, and a sock of grass.
4. a) Initially, scientists did not know how exceptional the shoe was. (noun clause)
b) Scientists couldn’t believe that the shoe could be so ancient. (noun clause)
c) The shoe was discovered in a huge cave in Armenia. (adverb phrases)
d) It is made of cowhide and tanned with oil from some plant or vegetable. (adjective
phrases)
e) His shoes, about 300 years younger than the Armenian shoe, had bearskin soles,
deerskin panels, tree bark netting, and a sock of grass. (adjective clause)
5. Footprint of Time
A huge cave in Armenia has yielded, among other things, a 5500-year-old leather shoe
that experts say would reveal unprecedented information regarding the copper age.
Dated between 3653 and 3627 BC, the shoe is made of cowhide and tanned with oil from
some plant or vegetable. Its leather laces crisscross through numerous leather eyelets
and it was worn on the right foot. Until the discovery of the Armenian shoe, the oldest
known leather shoe had been the one that was discovered in the Austrian Alps in 1993.
The former predates the latter by about 300 years.
Let’s perfect it
A. 1. The bird sitting on the tree is yellow. P
2. His mother, who is my aunt, was sick. C
3. The pot full of water fell from his hands. P
4. The man in blue trousers helped me. P
5. Ravi, whose dog was killed, is crying. C
6. None of us knew why he was so upset. C
7. My friend, who lives in Canada, is visiting India. C
8. Every society respects people who are wise and knowledgeable. C
1. I think that you are lying.
2. He told me how he rescued the little girl from the crocodile.
3. Please show me what you have done until now.
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4. Do you know where he has gone?
5. It is certain that she is not going to return.
6. Have you heard that the Awasthis are moving out of the building?
7. He knows where they are hiding.
8. What he is doing these days is something many of us don’t know.
1. If you play outside in the Sun for too long, you will be ill.
2. Take a lamp for it will be dark outside.
3. Did they finish the work the way we wanted?
4. Nobody likes him because he speaks in a rude manner.
5. She sings exactly like her mother used to sing.
6. Maths is less difficult because I have been practising regularly.
7. His son was born the day the country attained its independence.
8. The price is too high yet I am willing to buy it.
9. I keep my things locked in a drawer because I don’t trust anyone.
10. I refuse to believe you even though you have narrated a plausible story.
1. My sister likes this skirt which has blue frills.
2. My father has an uncle who lives in New York.
3. I like the food which is served in this hotel.
4. Do you want the book that I was reading?
5. Do you know my brother who lives in Pune?
6. Last night, I watched an interesting film which has won several awards.
7. It is impossible to ignore people who are so talented.
10. The place where I live is the same place where she lives.
1. An optician is one who makes glasses that correct eye defects.
2. The school that I went to has a long history of academic and sporting excellence.
3. The monument which was built in the memory of Mumtaz Mahal is located in Agra.
4. Mr Robins has brought home a thing that vaguely looks like a baby dinosaur.
5. He is the man who started the revolution.
6. This is the place that was once inhabited by elves.
69
7. Does she know that I will be visiting her in the evening?
8. It was his idea that ultimately resulted in the invention.
9. An archaeologist is one who studies the past.
10. Did you try to find out that which he was hinting at?
1. My sister, who recently got married, will visit me next month.
2. This book, whose author was a well-known philanthropist, is interesting.
3. The film, which is a commentary on the political system of our country, won an award.
4. The flamingos, which are large wading birds, are at the lake.
5. This game, which I am playing for the first time, is fun.
6. He, about whom everyone has good things to say, is a talented fellow.
7. I am conversing with my friends, who are visiting me after a long time.
8. Nothing pays more than hard work, which is a motto of my life.
9. I love to see peacocks, which have a crested head and a large fanlike spotted tail.
10. Edmund Hillary, who was a New Zealander, was a famous mountaineer.
14. More sentences

Let’s link up
A. 1. main clause: I love playing outdoor games.
2. main clauses: You can come today, you can come tomorrow; conjunction: or
3. main clause: The movie has won many awards; subordinate clause: which you were
talking about
4. main clause: Tara didn’t attend the session; conjunction: because; subordinate clause:
she had to go somewhere else
5. main clause: The truck broke down near the school; subordinate clause: that stands at
the crossroads
B. 1. I plan to shop this weekend. (simple sentence)
2. The car swerved because the driver lost control. (complex sentence)
3. I was feeling cold so I had a cup of hot coffee. (compound sentence)
4. We went for the picnic after the rain stopped. (complex sentence)
5. She worked very hard yet she didn’t clear the entrance exam. (compound sentence)
6. When I return from the business trip, I will come to meet you. (complex sentence)
7. I use the pen that my grandfather had got from Europe. (complex sentence)
70
8. When he heard the news of his grandfather’s illness, he left for his village.
(complex sentence)
9. I can help you with the project, or you can take his help for he is quite talented.
(simple sentence)
10. The shadows on the wall seemed to dance as the light flickered. (complex sentence)
11. I was not very hopeful about the outcome but I did not express my feelings.
(compound sentence)
12. I had just started painting when my mother called me, and I had to finish her work
first. (compound sentence)
Let’s crack it
A. 1. A truck was brought and the fruits were loaded.
2. The actor was awarded because he performed very well in the film.
3. You must not repeat this ever for you will be suspended.
4. The room caught fire but nothing in the room was destroyed.
5. I lost the ball which was gifted by my friend.
6. I won’t be able to come for the party because I have to go for dinner with my family.
7. I finished my homework so I put away my books.
8. The passengers were getting late yet they were not complaining.
9. He wanted to go back home immediately for he was getting restless.
10. Even though the movie is quite long, you will not get bored of it.
11. We went to the office in which my uncle worked.
12. I have packed your clothes in the suitcase that you recently bought from the mall.
B. 1. You must work hard for you to win the competition.
2. In spite of being old, she is very active.
3. The child was crying because it was hurt.
4. The careless person is not to be trusted.
5. The child should run fast or he will miss the bus.
6. He earns a lot, but he is not contented.
7. Ravi sold the sports kit which belonged to his brother.
8. He gave me some food and warm clothes.
9. We know him to be a coach who is committed.
10. The patient teacher is also very polite.
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Let’s use it
1. The word ‘suspicious’ tells us that the official did not trust the smuggler.
2. The official was looking for something valuable that the man might have hidden so as to
smuggle across the border.
3. The smuggler was clever. He used the straw to fool the official into believing that he had
hidden something valuable in it. As a result, he was able to divert the official’s attention
from the donkey, which in fact was the thing being smuggled.
a) The electrician pulled apart the wiring in the socket.
b)
Certain employee unions have decided to go on a strike tomorrow.
c) It happened a long, long time ago.
5. a) complex sentence b) complex sentence
6. A clever smuggler came to the border with a donkey.
subject: a clever smuggler

predicate: came to the border with a donkey
finite verb: came
Let’s perfect it
A. 1. Tell me about the most prominent person of this locality. (simple sentence)
2. I cleared the table, and I served the sweets. (compound sentence)
3. I run every day for an hour. (simple sentence)
4. Since you are unhappy with the result, you can work on it again. (complex sentence)
5. Though it was raining heavily, I reached office on time. (complex sentence)
6. We had a meeting that had to be held in the new conference room.

(complex sentence)
7. What are you planning to do on your birthday? (simple sentence)
8. Serena wanted to meet me, but I was busy the whole day. (compound sentence)
9. You take rest today for I want you to attend tomorrow’s session. (compound sentence)
10. When I was walking through the woods, I spotted a deer behind a pine tree.
(complex sentence)
11. We should not make an issue out of something ordinary. (simple sentence)
12. The boy who stood first in class was awarded prestigious scholarship.
(complex sentence)
B. 2. I was very hungry so I ate all the mangoes kept in the basket.
3. The men rested for they had finished their work.
4. The bandits robbed the old couple and they killed them.
72
5. He tried vigorously, yet he could not succeed.
6. The woman is lazy, but she is not insincere.
7. You can buy the tickets for the show today or you can buy the tickets for the
show tomorrow.
8. He wanted to win the contest so he adopted unethical means.
9. All the children were dancing and they enjoyed at the birthday party.
10. I may take the bus or I may go by taxi.
C. 1. He finished reading the book in a day because he found the book very interesting.
2. Although the Sun was shining, it wasn’t very warm.
3. He had left office before I could brief him about the work.
4. Do not play on the other side of the park as it is getting constructed.
5. I reached the bus stop and I saw a man who looked suspicious.
6. This book has been written by an author who is very famous.
7. The baby started crying since the mother had left the room.
8. This became clear to us that he wanted something in return.
9. The commuters raised an alarm after they saw the suspicious object.
10. We resumed our journey after the Sun rose.
B. 1. I have nothing that I can offer you at this moment.
2. He can accomplish this task easily and I have no doubt it.
3. Do you know the name of the author of this book?
4. He received the telegram and he left for his village to see his parents.
5. Plan everything properly so you will have no reason to repent.
6. It was Macbeth’s blind ambition which eventually led to his tragic death.
7. We are going in the right direction and I am sure it.
8. In spite of being just a boy, he is very mature in his behaviour.
9. He was an outstanding creative talent, yet he never enjoyed great popularity among
the masses.
10. We must eat properly so we can lead a healthy life.
11. I was the first person who reached there.
12. It is a well-known fact now that malaria is caused by mosquitoes.
13. Be kind and help others who are in need.
14. The dog jumped up on seeing the cat.
15. I have nothing to offer you.
73
Let’s build words
Figures of speech
1. metaphor 2. apostrophe 3. pun

4. apostrophe 5. simile 6. simile
7. metaphor 8. metaphor 9. anticlimax
10. rhetorical question 11. personification 12. pun
13. personification 14. irony 15. hyperbole and climax
15. Voice
Let’s link up
1. a) passive voice 2. b) passive voice 3. c) active voice
Let’s crack it
A. 1. This jam was made by me.
2. Our meals are cooked by Sanatan.
3. A beautiful poem was written by her.
4. Rohit has been invited to the party by her.
5. The house was being renovated by my brother.
6. Why was so much food wasted by them?
7. The saplings are being planted by the gardner.
8. The sports club will be joined by Sherry.
9. Everyone’s attention was grabbed by the film.
10. A documentary on the school is going to be made by the students of Class 8.
B. 1. Edison invented the electric bulb.
2. The guide had taken the tourists around the fort.
3. They will type out these reports, whether they like it or not.
4. Why didn’t your brother finish the work?
5. We are going to sound the siren.
6. Shah Jahan built the Taj Mahal, one of the wonders of the world.
7. The class teacher scolded him for his rude behaviour.
8. Everybody regards his father as the wisest person of this colony.
9. The two parties are signing the treaty.
10. The team will celebrate the victory tomorrow.
74
C. 1. c) 2. a) 3. b) 4. c) 5. a)
D. 1. Let all the furniture be dusted.
2. Let the seeds be planted and watered.
3. Let the flag be hoisted.
4. Cook the food and serve it.
5. Paint the house yellow.
6. Buy the gifts and wrap them.
7. Let this book be read by me.
8. Let the doctor be called by us.
9. Let that route not be taken for the temple.
10. Let formal clothes be worn to office.
1. Let the trees be planted.
2. Let the clothes be washed, ironed, and placed in the cupboard.
3. Let the decorations be put up.
4. Let the children be bathed.
5. You are advised to clean the balcony.
6. Let each day be enjoyed.
7. Let all the water not be wasted.
8. You are requested to buy some stationery for me.
F. Agatha Christie, born in 1890, is known throughout the world as the Queen of Crime. Over
a billion copies of her books have sold in the English language with another billion in 44
other languages. She is the most widely published author of all times. Her first novel, The
Mysterious Affair at Styles, was written towards the end of the First World War. It was
published in 1920 by The Bodley Head.
The character of Hercule Poirot was created in this novel and he became the most
popular detective in crime fiction after Sherlock Holmes.
The Mousetrap, her most famous play, has been running to full houses in London for the
last more than 25 years and is the longest-running play in history.
Agatha Christie also wrote four non-fiction works including an autobiography. She died
in 1976.
Let’s use it
Chile was struck by a massive earthquake on Saturday. Most buildings were damaged
completely, and power and communication lines were destroyed. Strong tremors were felt
across the continent from Argentina to Ecuador, and tsunami warnings were issued for the
75
coastal areas of Chile, Ecuador, and Peru. Several big buildings, hotels, and houses were
brought down by the strong impact of the first quake. Metro services were disrupted soon
after the tremors hit the Chilean capital of Santiago. The Santiago International Airport was
closed and all the flights were cancelled for at least 24 hours. A state of emergency was
declared by the President of Chile.
Let’s perfect it
A. 1. Barack Obama won the Nobel Peace Prize in 2010. (active voice)
2. A worldwide panic was caused in 2009 by swine flu. (passive voice)
3. Sitar is played by Pandit Ravi Shankar. (passive voice)
4. Christopher Columbus discovered the continents of North and South America.

(active voice)
5. By whom was the famous play A Midsummer Night’s Dream written? (passive voice)
6. French emperor Napoleon Bonaparte was defeated in the Battle of Waterloo.

(passive voice)
7. The first passenger train service started in India in 1853. (active voice)
8. The talent show was won by the most deserving candidate. (passive voice)
9. The children planned a surprise for their mother on her birthday. (active voice)
10. The factory was cleaned by the workers before the inspection. (passive voice)
B. 1. These shawls are woven by him.
2. We weave these shawls.
3. This shawl is being woven by me.
4. The old woman is weaving this shawl.
5. This shawl has been woven by the old women.
6. The weaver wove this shawl.
7. This shawl was being woven by the weavers.
8. This shawl had been woven by the weaver.
9. Three shawls will be woven by the weaver in a week.
10. The weavers are going to weave three shawls this week.
11. A shawl must be woven by the weaver each week.
12. Weave a shawl in two days.
C. 1. East Bengal Club will not play the football match on Monday.
2. The man at the counter took away my papers.
3. The students are making the candles.
4. The director holds important meetings in the board room.
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5. Rehana has returned all the library books.
6. Jim Corbett wrote an interesting article on tigers.
7. The traffic police devised a new system to control the traffic.
8. The great detective John solved the mystery.
9. The naughty boy ate all the pastries.
10. My cousin Sam opened a Chinese restaurant.
D. (Depending upon the justification provided, different answers are possible for some of
these sentences.)
2. No change.
Justification: The sentence should remain in the passive voice since what is given to
the horse needs to be emphasized.
3. The poem was recited by Ali very well.
Justification: The sentence should be changed into the passive voice because how the
poem was recited needs to be emphasized.
4. My uncle’s house was broken into.
Justification: The sentence should be changed into the active voice since the person
who broke into the house is unknown.
5. My hometown was destroyed by a cyclone last winter.
Justification: The sentence should be changed into the active voice because what has
been destroyed need to be emphasized.
6. Mira has directed this award-winning film.
Justification: This sentence should be in the active voice as the person who directed
the film should be emphasized.
7. No change.
Justification: The sentence should remain in the active voice as the letter has not been
made specific.
8. A brisk walk is taken by him daily after dinner.
Justification: The sentence should be changed into the passive voice because when
and how often the action is performed should to be emphasized.
16. Determiners
Let’s link up
1. Rohit lives near the school across the road.
2. If you want, I can drop you to the airport. I am going in that direction.
3. I saw an angel last night in my dream.
77
4. The idea he gave was an interesting one.
5. Ours is a united country.
6. The flowers were delivered on time.
7. Could you please turn on the television?
8. That’s the building I was looking for.
9. Could you please buy some chocolates from the shop in the next building?
10. I loved the dress you were wearing last night.
Let’s crack it
A. 1. Australia 2. woman 3. sugar 4. year 5. day 6. boys
1. Anyone could have broken into the house.
2. There is nothing to be done at the moment.
3. Most of the people in this room are lying.
4. Manju and Mohit are going to meet their grandparents.
5. The eleventh question stumped him.
6. Neither boy has admitted to throwing the chalk.
C. 1. I bought a radio because I like listening to music.
2. The thief was sent to prison, and the honest man got his money back.
3. I went to the hospital to visit my aunt.
4. Would you like to have an ice cream?
5. Do you like ice cream in a cup or a cone?
6. Let’s go to the school, and then have lunch together.
7. The mangoes I bought yesterday are delicious.
8. Spain has the best flamenco dancers.
9. What time is your flight? I’ll take you to the airport.
10. The man I met last night turned out to be my brother’s old friend.
D. 1. such 2. What 3. twice 4. three times

5. quite 6. What 7. all 8. All
E. 1. b) 2. e) 3. f) 4. a) 5. c) 6. d)
F. 1. few 2. A few 3. the few

4. the little, a little 5. little
78
Let’s use it
Flat 324
Prajashakti Society
Kochi – 682016
The Managing Director

Adventure Sports Private Limited
M.K. Gandhi Road
Kochi - 682001
18 October 2012
Dear Ma’am,
Subject: Regarding the hot-air balloon trips organized by your company
Having read about the hot-air balloon trips organized by you, I couldn’t resist undertaking
such a trip myself. When I actually did fly in the balloon, I felt something that seemed quite
indescribable at that moment. It was a moment that I will always remember.
Yet, despite all the excitement, I did come away a bit disappointed as, apart from the
exhilarating experience of flying in the balloon, there was little that tallied with the description
provided in your company’s brochure regarding the trip. While there was definitely a pick-
and-drop facility to and from the hotel where we stayed, the vehicle used was in a bad, run-
down condition. Then, at the launch site, the quality of the food served was substandard. The
session with the pilot, who explained the technicalities while the balloon was being inflated
and prepared for flight, was an informative one. However, the actual flight lasted for hardly
twenty minutes, instead of the promised sixty. The pilot said that the flight had to be curtailed
due to some technical fault. All the people in our group felt misled. When we complained, the
pilot said that there was nothing that could be done at that time. We also haven’t received the
flight certificates as yet, and enquiries at your customer service centre only result in further
promises, but no action.
I do hope that you would ensure that those individuals who trust in you are not left
feeling cheated. I would like you to ensure that your company delivers as it promises in its
advertisements.
Thanking you,
Yours faithfully,
Rajesh Kathirapally
Let’s perfect it
A. 1. X 2. The 3. X 4. X 5. a 6. the 7. the 8. the

9. a 10. a 11. The 12. The 13. a, X 14. a 15. the, the, the
B. 1. A lot of 2. a little 3. Some, one of 4. The

5. a lot of 6. every 7. those 8. Both
9. some 10. Whatever 11. some 12. each
13. their 14. This 15. first
79
1. Those who can’t participate in the annual-day function can help us decorate
the stage.
2. He has written several self-help books.
3. A great deal of research has been done already.
4. She was given enough time to stitch the suit.
5. There is another person who can help you solve the problem.
6. Buildings which are near the metro station cost more.
7. It is rather strange that she was selected for the campaign.
8. My mother does twice the amount of work I do.
D. It is very easy to make / bowl of Russian salad. 1. a
Boil / flowers of cauliflower along 2. some
with / a kilo of shelled peas. 3. half
Dice and add / cucumbers. 4. two
Peel and cube / pineapple. 5. one
Add / sliced cherries or grapes would do. 6. either
Mix / the ingredients in a glass bowl. 7. all
Pour / mayonnaise over the mixture. 8. a little
The mayonnaise must be / too thick nor too thin. 9. neither
Fold the mayonnaise into / mixture. 10. The
Let’s revise
A. 1. Education in India falls under the control of both the union government and the state
governments, with some responsibilities lying with the union and the states having
autonomy for others.
2. Most of the universities in India are controlled by the union government or the
state governments.
3. Both the public and the private sectors provide education in India.
4. India has been able to increase the primary-education attendance rate and expand
literacy to about two thirds of its population. In all, the Indian education system is one
of the main contributors to the economic rise of India.
5. 35 per cent of the Indian population is still illiterate despite growing investment in
education. Rectifying this situation is a major challenge facing India in terms of
basic education.
B. 1. should 2. could 3. would 4. should 5. should
6. would 7. should 8. should 9. would 10. should
11. Could 12. would
80
C. 1. lest 2. so that 3. that 4. that
5. Unless 6. but 7. or 8. When
D. 1. He is an accomplished writer. His books have been admired throughout the world.
2. A boy fell off the ladder. He has hurt his leg.
3. People have loopholes in their own character. They should not point out others’
mistakes.
4. Napoleon Bonaparte died in exile at St Helena. He was admired by the French.
5. Sarita is my cousin. She works abroad.
6. Can you bring me the red file? It is on the table.
7. I left a box here yesterday. Where is it?
8. You were talking to a tall man. He is my boss.
9. Benjamin Disraeli was a famous politician and statesman of the Victorian period in
England. He was also a noted writer.
10. O. Henry is my favourite writer. He wrote short stories like The Gift of the Magi and
The Last Leaf.
E. 1. Abid informed that he had wandered about here and there in search of his friend.
2. I said to him, “Where has he gone?”
3. William asked his friend what he thought he should do if the situation did not remain
the same the following day.
4. I said, “What a magnificent sight!”
5. The old man blessed the boy, wishing that he might live long and achieve great feats
to bring lots of joy to his family.
F. Morris, the Martian was flying around the Moon. One day, he saw a blue light in front
of him.
“What is that?” he thought to himself.
Morris was scared, but he went a little bit closer so that he could see the light better.
“Hello!” he called out. There was no reply.
“Hello! Is anyone there?” he called, but again there was no reply.
Suddenly, something appeared through the light.
“Boo!” it shouted.
Poor Morris was really frightened out of his wits, and he flew off home and hid inside
his cupboard.
G. The Taj Mahal is considered to be one of the most beautiful buildings in the world, a
masterpiece of Indo–Islamic architecture. All the materials for its construction were
brought from various places by Emperor Shah Jahan. These materials were transported
from all over Asia by 1000 elephants. The emperor did not spare any effort or expense in
creating this magnificent building, which he dedicated to the everlasting memory of
his wife.
H. (Individual answers should be accepted.)
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The Grammarite_TM-8.indd 1 1/5/2018 1:11:03 PM

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The Grammarite_TM-8.indd 2 1/5/2018 1:11:03 PM

2. Lesson plans ................................................................................................................................................7

4. Answer key ................................................................................................................................................ 25

The Course Design

Features of classroom activities that support grammar learning

• Activities should have a purpose.

• Activities should be meaningful.

• Activities should provide opportunities to practise.

The teacher should constantly recycle the grammatical structures in a variety of

• Activities should have variety.

• Activities should provide active participation.

• framing of negative sentences (assertive, imperative, interrogative, and exclamatory)

Note to the teacher

i) from affirmative to negative, and vice versa

ii) from assertive to interrogative, and vice versa

iii) from exclamatory to assertive, and vice versa

iv) from imperative to assertive, and vice versa

• types of nouns (proper, common, collective, abstract, concrete, countable,

• usage of the possessive case of nouns according to its rules

Note to the teacher

i) among proper, common, and collective

ii) between concrete and abstract

iii) between countable and uncountable

Word Proper/Common/ Concrete/Abstract Countable/

clown common concrete countable

d) Provide the students with word banks of nouns and

i) the verbs they are formed from.

ii) the adjectives they are formed from.

 Yuvika’s painting a picture. (Here, Yuvika’s is a contraction of Yuvika is.)

• definition of an adjective and its types (quality, quantity, number, possessive,

Note to the teacher

b) Provide the students with word lists of adjectives and

i) the nouns they are formed from.

• definition of a pronoun and its types (personal, possessive, demonstrative,

Note to the teacher

 Him and I went to the market. (incorrect)

• identification of the different types of gerunds

Note to the teacher

 Go. Come. Knock. Stop.

Verb Regular Irregular Infinitive Gerund Past Present

fall  to fall falling fallen falling

Note to the teacher

b) Focus on the following aspects while teaching the different tenses:

i) Regularity or completion of an action/event (simple tenses)

 They had eaten their dinner before I returned.

 They have eaten their dinner.

 He has been pacing the room for twenty minutes.

Note to the teacher

 I am drinking my second cup of coffee. (Here, second is an adjective modifying the

d) Certain conjunctions function as adverbs too. For example,

Note to the teacher

 I want to go to somewhere. (incorrect)

c) A few conjunctions work as prepositions too. For example,

Note to the teacher

Note to the teacher

The teacher should constantly recycle the grammatical structures in a variety of