CBSE Class 10 English Grammar – Modals

Modal auxiliaries are verbs such as can, must, could, would, etc. which are used with main verbs to express such ideas as possibility, permission, necessity, obligation, etc.

Characteristics of Modal Verbs

1. The modal verbs are: (i) can (ii) could (iii) may (iv) might (v) must (vi) ought to (vii) shall (viii) should (ix) will (x) would (xi) dare (xii) need (xiii) have to (xiv) used to.
2. Modal verbs have only one form. They have no ‘ing’ or ‘ed’ forms.
3. They don’t add ‘s’ or ‘es’ to the third person singular form.
   For ex.: Mohan can speak two languages.                                           She will try and visit tomorrow.
4. Modal verbs are followed by the infinitive of another verb without ‘to’ (first form of the verb).
5. Questions are formed without do/does in the present or did in the past.
   Can I help you?                                                        May I come in?
6. Negative sentences are formed with not or the short form n’t and do not use do/does or did.

1. Must and have to:

• Must is used for all persons in the present and the future tenses.
• The negative is must not (mustn’t).
• The interrogative form is must I?
• Must has no infinitive and no past tense. It is followed by the infinitive without ”to’.

(i) Must is used to express obligation:

• You must obey your parents.
• You must go to school in time.

(ii) It is used to express compulsion, e. ordering someone to do something because it is necessary or important to do so:

• You must answer all questions.
• You must return by the evening.

(iii) It is used for saying that something is probably true because nothing else seems possible:

• You must be tired after your long journey (inference).
• There must be some mistakes.

(iv) The negative form of must (must not) is used for prohibition:

• You must not come here.
• You must not use the office phone for private calls.

(v) It is used to give emphatic advice:

• She must consult a doctor at once.
• You must work hard if you want to get good marks.

Must and have to:
Have to, like must, expresses obligation in the present while had to does so in the past. Must expresses an obligation imposed by the speaker. Have to/Had to expresses external obligations—an obligation by some authority or circumstances.

• I must reach there in time (the speaker himself feels so).
• You must reach in time (ordered to do so by some external authority).

Had to is used when describing something belonging to the past.

• He had to go early to catch the train.

These two verbs have the following forms:

Have to and had to have alternative negative and interrogative forms:

For example:
Have you to obey his orders?
or
Do you have to obey his orders?                                                  Had you to work on Sundays?
or
Did you have to work on Sundays?                                             Do you have to mind your watch every day?
Did you have to pay customs duty on your watch?

2. Have to/Had to:
(i) Have to expresses obligation and necessity in the present. Had to does so in the past:

• She has to look after her mother.
• He had to finish his work before 5 p.m.

(ii) Have to and had to are used for giving advice:

• First you have to mix the water and the sugar.
• She had to take those pills to get better.

(iii) Have to and had to are used to draw a logical conclusion:

• There has to be some reason for his mischief.
• This has to be a part of the whole plan.

(iv) Have to is used for supposition or to describe something based on possible ideas or situations:

• You will have to work very hard to stand first.
• If she has to choose, she won’t marry him.

(v) Have to is used to indicate that something is very important or necessary:

• We have to be more careful in future.
• They will have to clear all their debts before December.

3. Should:
(i) Should is the past tense of shall. In indirect form of speech ‘shall’ changes into should:

• I said, “I shall go to school tomorrow.”
• I said that I should go to school the next day.

(ii) Should is used to express obligation, duty, etc.

• You should look after your old parents.
• You should pay all your taxes.

(iii) Should is used to give advice or suggestion:

• You should consult a doctor.
• She should do yoga exercises daily.
• He should learn English if he wants to get a good job.

(iv) Should is used to express purpose:

• Mohan walked fast so that he should catch the train.
• Satish worked hard so that he should stand first in the class.

(v) Should is used to state imaginary results:

• He should get angry if he had come to know about it.

(vi) Should is used to express polite requests:

• I should be thankful if you give me some money.

4. Need:
As a modal verb, need is usually followed by an infinitive without ‘to’:
The modal verb need is mainly used in questions and negatives, which are formed without ‘do’:
Need I go now? You need not go.

The negative need not is often shortened to needn’t in conversation and informal writing. Need does not change its form, so the third person singular of the present tense does not end in’ —s’ :
He need not go there.
The modal verb need has no past tense. But it can be used in the pattern followed by a past participle:
Need not have/needn’t have
You needn’t have waited for me.
The negative and interrogative forms of the past tense are:
Did not (didn’t) need and did I need?
In the present and future tenses, the negative and interrogative can be formed in either of the two ways:

(i) The nigtive need expresses absence of obligation:

• They need not send the letter now.
• You need not go. (i.e., It is not necessary for you to go).
• He need not come now.

(ii) Need is used to express obligation or necessity:

• Need I attend the class today?
• Need he solve all the sums?

(iii) Need not + perfect infinitive is used to express an unnecessary action which was  performed:

• You needn’t have gone to see the doctor. He was on leave today.
• You needn’t have carried an umbrella as it was not raining.

5. Ought
Ought is usually followed by ‘to’ and an infinitive:

• You ought to tell the truth.

It does not change its form so that the third person singular form does not end in ‘-s’:

• She ought to work a little harder.

It can be used as a present, past, or future tense.
The negative is ought not (oughtn’t) and the interrogative is ought I?, Ought you?, Ought he?, etc:

• Ought I do it at once?
• He ought not disobey his teachers.

(i) Ought to is used for expressing what is the right or sensible thing to do, or the right way to behave:

• You ought to get up earlier.
• We ought to exercise daily.
• Teachers ought not smoke before students.

(ii) Ought to is used when we believe strongly or expect that something will happen:

• The Indian team ought to win.
• Satish ought to pass.
• The meeting ought to have finished by 2 o’clock.

(iii) Ought to see/hear/meet, is used for emphasising how good, impressive or unusual something or someone is:

• You ought to see their new house.
• You ought to meet his elder brother.

(iv) Ought to have is used when we realise that we did not do the right thing in the past:

• You ought to have listened to my advice.
• She ought to have taken the money.

Ought, must, have to, and should
Note: Ought is used to express the subject’s obligation or duty. But it indicates neither the speaker’s authority as with must, nor an outside authority as with have to. The speaker is only reminding   the subject of his duty. Besides this, he is giving advice or indicating a correct or sensible action.
Ought can be used in exactly the same way as should:
You ought to/should obey your parents.
Have to and must:
You have to be regular. (These are the rules.)
You must obey your teachers. (The speaker insists on it.)
You have to take this medicine. (The doctor insists on it.)
You must take this medicine. (The speaker insists on it or It is the speaker’s emphatic advice.)
You mustn’t drink this, it is poison, (prohibition)
You oughtn’t smoke so much. (It is not right or sensible.)

Exercise (Solved)

Fill in the blanks with appropriate modals:                                                            ”
(i) We…………………… obey our teachers, (have to, must)
(ii) She…………………………. pass this time, (ought to, has to)
(iii) He…………………. not buy a car. (has to, need)
(iv) He works hard lest he…………………… fail, (should, must)
(v) Do you……………………. cook your own meal? (should, have to)
(vi) The villagers…………………. use kerosene lamps a few years ago. (must, had to)
(vii) The old lady…………… take a bath every day before taking meals, (ought to, should)
(viii) She……………….. finish this work before I go. (has to, must)
(ix) Ramesh said that they…………….. report for duty on Monday, (should, ought to)
(x) We………………………….. prepare our lessons well before examination, (ought to, must)
Ans. (i) must (ii) ought to (iii) need (iv) should (v) have to (vi) had to (vii) should (viii) must (ix) should (x) ought to.

Exercise (Unsolved)

Fill in the blanks with appropriate modals:
(i) We………………….. pay attention to our studies, (ought to, should)
(ii) You………………………… not litter the classroom, (should, could)
(iii) I talk to you immediately, (need to, ought to)
(iv) They will………………… clear all the doubts before the starting of meeting, (have to, had to)
(v) He………………….. take those medicines to get better, (has to, had to)
(vi) You………………. consult a physician, (should, ought to)
(vii) You………………….. exercise daily, (ought to, need)
(viii) They………………. not send the letter now. (need, would)
(ix) Sahii ran fast so that he………………… catch the train, (should, needs)
(x) You………………………… not use the office phone for private calls, (must, have to)

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CBSE Class 10 English Grammar – Active And Passive Voice

1. Voice:
Voice is that form of the transitive verb that shows whether the subject of the sentence is the doer of the action or has the action done to it. For example:
‘Mohan played football.’—This sentence is said to be in the active voice. Here, Mohan is the subject and he is the doer of the action, i.e. ‘played football’. The action of the subject is transferred to the object ‘football because Mohan has done something to the ‘football’. The passive voice of this sentence is:
Football was played by Mohan.
Here the subject is ‘football’ which was ‘object’ in the active sentence. So here something is done to the subject ‘football’, i.e. it suffers the action done by something or someone.

2. Rules for the Change of Voice:
(i) The object of the active sentence becomes the subject of the verb in the passive voice. The preposition ‘by’ is put before it.
(ii) The main verb of the active sentence changes into the past participle.
(iii) The form of the verb to be (am, is, are, was, were, being, been) is placed before the main verb according to the tense. The auxiliary verb is changed according to the new subject in number and person.

3. Changes in Pronous

 4. Change in tenses from Active  Voice to Passive Voice:     

5. Change of Voice in the Simple Present:

6. Past Simple Tense

7. Simple Future

8. Present Progressive

9. Past Progressive

10. Present Perfect Tense

11. Past Perfect Tense

12. Future Perfect Tense

13. Imperative Sentence
Imperative sentences express command/order, request, suggestion, etc. While changing imperative sentences into the passive voice, we use verbs like advise, request, order, etc.

14. Interrogative Sentences

15. Modal Auxiliaries
The form of the passive sentences will be: modal + be + past participle:

16. Prepositional Verbs

17. Quasi – Passive

18. Miscellaneous Examples

Exercise (Solved)

Change the following sentences into Passive Voice.   
(i) He has missed the train.
Ans. The train has been missed by him.
(ii) Do they speak French?
Ans. Is French spoken by them?
(iii) Was he reading a book?
Ans. Was a book being read by him?
(iv) Compose this letter.
Ans. Let this letter be composed.
(v) Where did you buy this pen from?
Ans. From where was this pen bought by you?
(vi) Who wrote this speech?
Ans. By whom was this speech written?
(vii) One should respect one’s elders.
Ans. Elders should be respected.
(viii) I did not praise anybody.
Ans. Nobody was praised by me.
(ix) He hurt his leg in an accident.
Ans. His leg was hurt in an accident.
(x) Someone was knocking at the door.
Ans. The door was being knocked by someone.

Exercise (Unsolved)

Change the following sentences into Passive Voice.
(i) Shut the door.
(ii) When did they deliver the mail?
(iii) The children were making a noise.
(iv) They will not have done this work.
(v) Why are you wasting your time?
(vi) We did not grow potatoes.
(vii) Her uncle will look after her.
(viii) Listen to his speech with attention.
(ix) He hopes to pass this year.
(x) He will look into the matter.

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CBSE Class 10 English Grammar – Subject-Verb Concord

A verb must agree with its Number and Person.
In other words, the Verb of a sentence agrees with Number and Person of the Subject of that sentence.
Error of Proximity
Often, the ‘Verb’ is made to agree in number with a norm near it instead of its proper Subject. It is an error. This common error is called the ‘Error of Proximity’. It should be avoided. The verb must agree with its proper Subject.

1. The price of the apples was very high.                                                                                                                           (✓)
2. The price of the apples were very high.                                                                                                                         (✗)

The sentence no 2 is wrong because in it the verb ‘were’ is wrongly agreed with the noun ‘apples’ near it. It is an Error of Proximity.

1. Number
The basic principle of Subject-Verb agreement is that singular subjects need singular verbs. Plural subjects need plural verbs:

2. Person:
The rules regarding the person are as follows:
(i) The first person singular or plural takes a singular verb:

• I like this scenery.
• We like this scenery.

(ii) The second person singular or plural takes a singular verb:

• You like this scenery.

(iii) The third person singular takes a singular verb:

• He likes this scenery.

(v) The third person plural takes a plural verb:

• They like this scenery.

3. Uncountable Noun:
When we use an uncountable noun as the subject of a verb, we use a singular form of the verb:

• Honesty is the best policy.
• Fear begins to haunt him.

4. Singular and Plural Nouns:
When we use a singular noun as the subject of a verb, we use a singular verb. Plural nouns take a plural verb:

• The moon was shining in the sky.
• The sun is about to set.
• The children were swimming.
• The farmers were ploughing.

5. One of + Plural Noun:
When the subject consists of ‘one of + plural noun’, the verb is singular:

• One of the girls was singing.
• One of the students was talking.
• One of the birds was chirping.

6. Long Subject:
When a clause or a long group of words is the subject, we have to be careful to make the verb agree with the subject:

• The chairs which I bought yesterday are very costly.
• The woman whom I met in the market was my friend’s sister.

7. Introductory ‘there’:
The verb has to agree with the real subject that follows the introductory there. If the subject is singular, then there will be followed by a singular verb. If the real subject is plural, then ‘there’will be followed by a plural verb:

• There is no chair in the room.
• There are no chairs in the room.
• There are fifty boys in the class.
• There is one girl in the class.

8. Two or More Nouns:
When two or more nouns function as subject, a plural verb is used:

• Satish and his sister have gone to see a movie.
• My friend and his father are meeting us tomorrow.

9. Distances, Weight, etc:
For distances, weight, height or amounts of money, we use a singular verb even when the subject is plural:

• Ten thousand rupees is not a small sum.
• Three kilometers is a small distance.
• Five hundred feet above sea level is not a great height.

10. Plural Names:
The title of a book, the name of a house or a hotel in plural takes a singular verb:

• “The Arabian Nights” has interesting stories.
• “The Hotel Brewers” is a five-star hotel.

11. Plural Nouns with Singular Meaning:
Nouns which are plural in form but singular in meaning usually take a singular verb:

• Mathematics is not an easy subject.
• Economics is a dull subject.
• Measles is an infectious disease.
• The latest news is that the criminal has been arrested.

12. Singular Nouns with Plural Verb:
Some nouns which appear to be singular in form take a plural verb:

• The police have arrested three terrorists.
• The Indian cricket team won the match.

13. Collective nouns like group, crowd, flock, regiment, etc. are generally followed by a singular verb:

• A group of boys was playing in the ground.
• A crowd of people rashes into the hall.
• A regiment of soldiers was marching towards the town.

14. ‘Class’ nouns such as food, furniture, clothing, etc. take a singular verb:

• This furniture is very old.
• This imported cutlery is very costly.
• His clothing consists of a bullet-proof jacket, a blue pair of trousers and some other items.

15. Some nouns which appear to be plural in form when preceded by a pair of take a singular verb, for example, shoes, scissors, trousers, etc.

• A pair of scissors was taken out of the drawer.
• A pair of trousers was washed by the servant.
• A pair of shoes was bought by him.

But when these nouns are used without ‘a pair of’, they take a plural verb:

• His shoes have worn out.
• My scissors do not cut well.

16. Some nouns are preceded by a lot of, a plenty of, a great deal of, etc. These nouns take a singular verb when they refer to amount or quantity. But they take a plural verb when they refer to number:

• A lot of people visit the exhibition.
• A plenty o,f water was supplied to the villagers.

17. When a singular subject is joined by as well as, in addition to, except, etc. with another noun or pronoun, we use a singular verb.

• Sohan as well as his brother has come.
• My father in addition to our neighbour has gone out for a walk.
• Everyone except Satish was present.

18. A singular verb is used with singular pronouns, e.g. each, either, neither, anyone, etc.

• Each of the boys was given a prize.
• Neither of the students was absent.
• Everybody has helped her.

19. When two or more subjects are connected by nor or or, the verb is used according to the number of the noun nearest to it:

• Neither she nor her sisters visit the temple.
• Either they or he is telling a lie.

20. A collective noun such as jury, committee, family, etc. takes a singular verb when it is considered one unit. But when they are regarded as individuals, they take a plural verb:

• The jury is about to give its decision.
• The jury are divided in their opinion.
• The committee is meeting tomorrow.
• The committee have decided to raise the membership fee.
• Our family has decided to visit Shimla this summer.
• The family now live in London.

21. When some nouns are regarded as one unit, they take a singular verb:

• Bread and butter is a wholesome food.
• Brick and stone is lying scattered all over the place.
• Time and tide waits for none.
• The novelist and poet is dead.

Exercise (Solved)

Choose the correct form of the verbs given in the brackets in the following sentences:
(i) Each of these producers……………………… his own advantage, (has, have)
(ii) Ten miles……………………… long distance, (is, are)
(iii) Many a student ………………….. hard to pass his entrance exam, (try, tries)
(iv) The furniture in his house………………….. impressive, (look, looks)
(v) Few students……………….. present in the class today, (is, are)
(vi) Ritesh, my best friend…………………… leaving for Japan next week, (is, are)
(vii) Most of my friends………………… government employees, (is, are)
(viii) The level of intoxication………………….. from subject to subject, (vary, varies)
(ix) Either boys or girls……………. telling lies, (is, are)
(x) A number of people………………………. reported to be missing in the train accident at Jhansi.(was, were)
Ans. (i) has (ii) is (iii) tries (iv) looks (v) are (vi) is (vii) are (viii) varies (ix) are (x) were.

Exercise (Unsolved)

Choose the correct form of the verbs given in the brackets in the following sentences:

(i) The jury………………….. divided in their opinions, (was, were)
(ii) There……………………… many exceptions to this rule, (is, are)
(iii) Bread and butter…………………. my favourite breakfast, (is, are)
(iv) Neither Ramesh nor his friends…………………… hurt, (was, were)
(v) Slow and steady………………. the race, (win, wins)
(vi) No news…………… good news, (is, are)
(vii) There………………… sixty students in our class, (is, are)
(viii) Mathematics…………….. my favourite subject, (is, are)
(ix) The poet and singer………….. dead, (is, are)
(x) He as well as his classmates              working, (is, are)

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CBSE Class 10 English Grammar – Direct And Indirect Speech

(Statements, Commands, Requests and Questions)
The words spoken by a person can be reported in two ways—Direct and Indirect. When we quote the exact words spoken by a person, we call it Direct Speech.

• Sohan said to Mohan, “I am going to school.”

The exact words spoken by Sohan are put within inverted commas. But when we give the substance of what Sohan said, it is called the Indirect Speech.

• Sohan told to Mohan that he (Sohan) was going to school.

1. Reporting Clause and Reported Speech:
Sohan told Mohan that he was going to school. The words which generally come before the inverted commas are called the reporting clause, i.e. Sohan said to Mohan and the verb ‘said’, is called the reporting verb. The words spoken by Sohan and put within inverted commas are called the reported speech, i.e. “I am going to school.”

2. Rules for Changing Direct Speech into Indirect Speech:

• In the Indirect speech, no inverted commas are used.
• The conjunctions that, if, whether, are generally used after the reporting verb.
• The first word of the reported speech begins with a capital letter.
• The tense of the reporting verb is never changed.
• The reporting verb changes according to sense: it may be told, asked, inquired,

3. Rules for the Change of Pronouns:

• The first person pronouns (I, me, my, we, us, our) in the reported speech change according to the subject of the reporting verb.
• The pronouns of the second person (you, your, yourself) in the reported speech change according to the object of the reporting verb.
• The pronouns of the third person do not change.

For example:

1. He said, “I like the book.”
   He said that he liked the book.
2. He said to me, “Do you like the book?”
   He asked me if I liked the book.
3. He said, “He likes the book.”
   He said that he liked the book.

4. Changes in words expressing nearness, time, auxiliaries, etc.


5. Change in Tenses:

• If the reporting verb is in the present or the future tense, the tense of the reported speech is not changed:
  Satish says, “I am flying a kite.”
  Satish says that he is flying a kite.
  Satish will say, “I want a glass of milk.”
  Satish will say that he wants a glass of milk.
• If the reporting verb is in the past tense, then the tense of the reported speech will change as follows:
  
• If the direct speech expresses a historical fact, a universal truth or a habitual fact, then the tense of the direct speech will not change:
  Direct     : He said, “Honesty is the best policy.”
  Indirect : He said that honesty is the best policy.
  Direct     : He said, “The sun rises in the east.”
  Indirect : He said that the sun rises in the east.
  Direct     : Rakesh said, “I am an early riser.”
  Indirect : Rakesh said that he is an early riser.
  Direct     : She said, “God is omnipresent.”
  Indirect : She said that God is omnipresent.
  Direct     : The teacher said, “The First World War started in 1914.”
  Indirect : The teacher said that the First World War started in 1914.

6. Changing Statements into Indirect Speech:

• The reporting verb ‘said to’ is changed-to ‘told’, ‘replied’, ‘remarked’,
• The reporting verb is not followed by an object, it is not changed.
• The inverted commas are removed. The conjunction that is used to connect the reporting clause with the reported speech.
• The rules for the change of pronouns, tenses, etc. are followed.
  1. Direct    : Ramu said, “I saw a lion in the forest.”
     Indirect: Ramu said that he had seen a lion in the forest.
  2. Direct    : Satish said to me, “I am very happy here.”
     Indirect: Satish told me that he was very happy there.
  3. Direct : He said, “I can do this work.”
     Indirect: He said that he could do that work.
  4. Direct    : Renu said to me, “I was washing the clothes.”
     Indirect: Renu told me that she had been washing the clothes.
  5. Direct    : She said, “I am not well.”
     Indirect: She said that she was not well.
  6. Direct    : He said to Sita, “I have passed the test.”
     Indirect: He told Sita that he had passed the test.
  7. Direct    : I said to my friend, “He has been working very hard.”
     Indirect: I told my friend that he had been working very hard.
  8. Direct    : My friend said to me, “I shall go to Delhi tomorrow.”
     Indirect: My friend told me that he would go to Delhi the next day.
  9. Direct    : I said, “I agree to what he said.”
     Indirect: I said that I agreed to what he had said.
  10. Direct    : The student said to the teacher, “I am sorry that I am late.”
      Indirect: The student told the teacher that he was sorry that he was late.

7. Rules for the Change of Interrogative (Questions) sentences:

• The reporting verb “say’ is changed into ask, inquire,
• The interrogative sentence is changed into a statement by placing the subject before the verb and the full stop is put at the end of the sentence.
• If the interrogative sentence has a wh-word (who, when, where, how, why, etc) the wh-word is repeated in the sentence. It serves as a conjunction.
• If the interrogative sentence is a yes-no answer type sentence (with auxiliary verbs am, are, was, were, do, did, have, shall, etc), then ‘if or ‘whether’ is used as a conjunction.
• The auxiliaries do, does, did in a positive question in the reported speech are dropped.
• The conjunction that is not used after the reporting clause.
  1. Direct    : I said to him, “Where are you going?”
     Indirect: I asked him where he was going.
  2. Direct    : He said to me, “Will you go there?”
     Indirect: He asked me if I would go there.
  3. Direct    : My friend said to Deepak, “Have you ever been to Agra?”
     Indirect: My friend asked Deepak if he had ever been to Agra.
  4. Direct    : I said to him, “Did you enjoy the movie?”
     Indirect: I asked him if he had enjoyed the movie.
  5. Direct    : I said to her, “Do you know him?”
     Indirect: I asked her if she knew him.
  6. Direct    : He said to me, “Will you listen to me?”
     Indirect: He asked me if I would listen to him.
  7. Direct    : I said to him, “When will you go there?”
     Indirect: I asked him when he would go there.
  8. Direct    : He said to me, “How is your father?”
     Indirect: He asked me how my father was.
  9. Direct    : I said to him, “Are you happy?”
     Indirect: I asked him if he was happy.
  10. Direct    : He said to her, “Do you like apples?”
      Indirect: He asked her if she liked apples.

   

8. Changing Commands and Requests into Indirect Speech:

• In imperative sentences having commands, the reporting verb is changed into command, order, tell, allow, request,etc.
• The imperative mood is changed into the infinitive mood by putting ‘to’, before the verb. In case of negative sentences, the auxiliary ‘do’ is dropped and ‘to’ is placed after ‘not’:

1. Direct    : She said to me, “Open the window.”
   Indirect: She ordered me to open the window.
2. Direct    : The captain said to the soldiers, “Attack the enemy.”
   Indirect: The captain commanded the soldiers to attack the enemy.
3. Direct    : I said to him, “Leave this place at once.”
   Indirect: I told him to leave that place at once.
4. Direct    : The teacher said to the students, “Listen to me attentively.”
   Indirect: The teacher asked the students to listen to him attentively.
5. Direct    : The Principal said to the peon, “Ring the bell.”
   Indirect: The Principal ordered the peon to ring the bell.
6. Direct    : The master said to the servant, “Fetch me a glass of water.”
   Indirect: The master ordered the servant to fetch him a glass of water.
7. Direct    : I said to him, “Please bring me a glass of water.”
   Indirect: I requested him to bring me a glass of water.
8. Direct    : I said to my friend, “Please lend me your book.”
   Indirect: I requested my friend to lend me his book.

9. Sentences with ‘Let’.

• ‘Let’ is used in various meanings.

(i) ‘Let’ is used to make a proposal.

• First change the reporting verb into ‘proposed’ or ‘suggested’.
• Use ‘should’ instead of ‘let’.
  Example:
  Direct    : He said to me, “Let us go home.”
  Indirect: He suggested to me that we should go home.

(ii) ‘Let’ is used as ‘to allow’.

• In Indirect Speech, we change the reporting verb to ‘requested’ or ‘ordered’.
• We start Reported Speech with ‘to’.
  Direct    : Ram said to Mohan, “Let him do it.”
  Indirect: Ram ordered Mohan to let him do that.
  Or
  Ram told Mohan that he might be allowed to do that.

10. Sentences with Question Tags
(i) In the indirect speech the question-tag is usually left.
(ii) In indirect speech these words are removed and the word ‘respectfully’ is used in the reporting clause.
Direct    : Mahesh said, “Sir, may I go home?”
Indirect: Mahesh respectfully asked his sir if he might go home.

11. Sentences with ‘Yes’ or ‘No’
Direct     : He said, “Can you dance?” And I said, “No.”
Indirect: He asked me if I could dance and I replied that I couldn’t.
Direct    : My mother said, “Will you come home on time?” And I said, “Yes.”
Indirect: My mother asked me if I would come home on time and I replied that I would.

Note  : ‘Yes’ of ‘No’ hides a complete sentence. Therefore, change yes/no into a short answer.

Direct     : She said to me, “You didn’t break the window, did you?”
Indirect: She asked me if/whether I had broken the window.
Direct : He said to Geeta, “You are going to the station, aren’t you?”
Indirect: He asked Geeta if/ whether she was going to the station.

12. Sentences with ‘have to’ or ‘had to’
(i) Change ‘have to’ according to the rules.
(ii) But change ‘had to’ into ‘had had to’ in the indirect speech.
Direct    : Hari said, “I have to work a lot.”
Indirect: Hari said that he had to work a lot.
Direct    : Hari said, “I had to work a lot.”
Indirect: Hari said that he had had to work a lot.

13. Sentences with ‘Sir’, ‘Madam’ or ‘Your Honour’ etc.

• Generally such words are used to show respect to the person concerned.

14. Exclamations and Wishes
Sometimes Exclamatory sentences contain exclamations like Hurrah!, Alas!, Oh!, Heavens!, Bravo, etc. Such exclamatory words are removed in the indirect speech and we use ‘exclaimed with sorrow’, exclaimed with joy, exclaimed with surprise, etc. instead of ‘said’.
Examples:

1. Direct    : Rohan said, “Hurrah! We won the match.”
   Indirect: Rohan exclaimed with joy that they had won the match.
2. Direct    : Reema said, “Alas! Karina’s mother is suffering from cancer.”
   Indirect: Reema exclaimed with sorrow that Karina’s mother was suffering from cancer.
3. Direct    : The captain said to Kapil, “Bravo! You scored 89 runs.”
   Indirect: The captain exclaimed with praise that he (Kapil) had scored 89 runs.

(a) Look at these sentences.

1. Direct   : My mother said, “May God bless you!”
   Indirect: My mother prayed to God for my well being.
2. Direct    : She said, “May God save the country!”
   Indirect: She prayed to God to save the country.
3. Direct    : They said to the king, “Long live!”
   Indirect: They blessed the king for his long life.

(b) Look at these sentences.

1. Direct    : Mohan said, “What a pity!”
   Indirect: Mohan exclaimed that it was a great pity.
2. Direct    : I said, “How stupid he is!”
   Indirect: I exclaimed that it was a very stupid of him.
3. Direct    : “What a terrible sight it is!” said the traveller.
   Indirect: The traveller exclaimed that it was a very terrible sight.
   All the sentences in inverted commas are exclamatory sentences.

(i)  Use ‘exclaimed’ in place of ‘said’ in the reporting verb in the indirect speech.
(ii) In Indirect sentences, we use exclamatory sentences as statements.
(iii) Indirect speech begins with that and full stop (•) is used instead of the exclamation mark (!).

Exercise (Solved)

Change the following sentences into Indirect Speech:
(i) He said, “I will do it now.”
Ans. He said that he would do it then.
(ii) He says, “Honesty is the best policy.”
Ans. He says that honesty is the best policy.
(iii) Ramesh says, “I have written a letter.”
Ans. Ramesh says that he has written a letter.
(iv) She said, “Mahesh will be reading a book.”
Ans. She said that Mahesh would be reading a book.
(v) She said, “Where is your father?”
Ans. She inquired where his father was.
(vi) He said to me, “Please take your book.”
Ans. He requested me to take my book.
(vii) The Principal said to the peon, “Let this boy go out.”
Ans. The Principal ordered the peon to let that boy go out.
(viii) He said to me, “May you live long!”
Ans. He prayed that I might live long.
(ix) She said, “Goodbye friends!”
Ans. She bade goodbye to her friends.
(ix) The student said, “Alas! I wasted my time last year.”
Ans. The student regretted that he had wasted his time the previous year.

Exercise (Unsolved)

Change the following sentences into Indirect Speech:
(i) The captain said, “Bravo! well done, my boys.”
(ii) He said to her, “Why do you read this book?”
(iii) He said to her, “Does your cow not kick?”
(iv) He said to his brother, “Shailesh has broken my glass.”
(v) Our teacher said, “The earth revolves round the sun.”
(vi) He said to me, “Why have you come here?”
(vii) Usha said, “Father, you are very kind to me.”
(viii) The teacher said to the boys, “Do not make a noise.”
(ix) He said to his friend, “May you prosper in business!”
(x) The officer said to the peon, “Let the visitor come into my office.”

The post CBSE Class 10 English Grammar – Direct And Indirect Speech appeared first on Learn CBSE.

CBSE Class 10 English Grammar – Clauses

Noun Clauses, Adverb Clauses of Time and Condition and Relative Clauses
1. clause is a group of words that includes a subject and a verb. It may be a sentence or the part of a sentence.
2. There are three kinds of clauses:
(i) Noun clause                                            (ii) Adverbial clause                     (iii) Relative clause.

3. Noun Clause:
Read the following sentences:
(a) I hope that I shall pass:.(noun clause)
(b) She knows what I want. (noun clause)
The underlined words are noun clauses and form parts of the sentences (a) and (b).
The noun clauses answer the question what?
The that-clause following the main clasue ‘I hope’ is also a noun clause just as ‘ What I want’ is a noun clause which follows the main clause ‘she knows’.

4. Noun clauses begin with the following connectives:
(i) Pronouns: what, which, who, whom, whose.
(ii) Adverbs: when, where, why, how.
(iii) Conjuctions: if, that, whether.
For example:

5. Functions of Noun Clauses:
Noun clauses function like nouns or noun phrases. They can function as subject, object, complement, or object of a preposition, etc:

(iv) Object of Preposition:
You should pay attention to what the teacher says.
There is no complaint except that he comes late.
There is no meaning in what he says.
No one is aware of how he has opened the lock.
Everything depends on whether he helps us or not.
It was difficult to decide on where we should go for help.
They couldn’t agree about who should do the work.
(v) Complement of an Adjective:
I am not sure where he has gone.
They are confident that they will find out the thief.
It is doubtful whether she will reach in time.
(vi) Object of an Infinitive:
She wants to know what is going on here.
He came to see that he was mistaken.
She wanted to ask if l could help her.
(vii) In Apposition to a Noun (Noun + Noun clause)
The rumour that he was killed is true.
The idea that we should set up a factory should be pursued.
The fact that he has failed surprised his parents.
(viii) Object of a Participle:
Thinking that he would die, they took him to a hospital.
Hoping that they would win, they felt overjoyed.

6. Adverbial Clauses of Condition:
The adverbial clause of condition is introduced by if, unless, whether:

• If you run fast, you will catch the train.
• Unless you work hard. you will not pass.

The underlined words in the above sentences form the adverbial clauses of condition. A conditional clause is a subordinate clause and expresses a condition.

• The conditional clauses are of the following types:

(i) In an if-clause referring to a likely or possible situation in the future, the simple present tense is used. The future tense is used in the main clause:

• If it rains, we’ll go indoors.

Generally the main clause has the form: shall/will/may/can/must+first form of the verb:

• If she works hard, she will pass.
• If you request me, I shall help you.
• If you need a pen, you can take mine.
• If you want to get good marks, you must work harder.

(ii) In an if-clause referring to a condition that always has the same result, the simple present is used. The simple tense is used in the main clause too:

• If the engine gets too hot, it starts to smoke.
• If you heat ice, it melts.
• If you boil water, it evaporates.
• If you beat a child, he weeps.

(iii) If a conditional clause refers to an unlikely or impossible situation in the present or future, the simple past tense is used. In the main clause, we use ‘should, ‘could , ‘might’, ‘would’, etc + first form of the verb:

• If you ran fast, you might catch the train.
• If I won a lottery, I would buy a car.
• I would tell you if I knew the answer.
• If a thief entered your house, what would you do?
• If I were rich, I would open a school for the poor.

(iv) If a conditional clause refers to something that did not happen in the past, the past perfect tense is used. In the main clause, we use would have/should have/could have/might have + third form of the verb:

• If she had worked hard, she would have passed.
  (i.e. She didn’t work hard, so she didn’t pass).
• If he had left early, he might have caught the train.
• If he had informed me, I would have received him at the railway station.

But when the main clause is about the present, ‘would’, ‘could, ‘might’, etc. without have is used:

• If you had followed my advice, we would be home by now.

(v) If a conditional clause refers to an unlikely situation in the future, ‘were to’ or ‘should’ followed by an infinitive, is sometimes used instead of the simple past tense:

• If you should meet him, tell him to come here.
• If she were to die before you, who would look after your children?
• If you need any help, ring me up.

(vi) ‘If only’ is used to express a wish with reference to present or future time:

• If only I were rich.
• If only I could swim.
• If only I knew her name.

(vii) ‘If only’ is used to express a wish that past events had been different:

• If only he had remembered to post that letter.
• If only I had met her.
• If only he had spoken the truth.

7. Adverbial Clauses of Time:
Adverbial clauses of time are used to say when something happens by referring to a period of time or to another event. The subordinating conjunctions after, before, since, when, while, whenever, till, as, etc. are used.

• I arrived after he had started.
  The patient had died before the doctor arrived.
  I have never seen her since she was ten years old.
  His father died when he was young.
  Someone called while you were out.
  Whenever I smiled, she smiled back.
  I shall wait here till you return.
  As I was leaving, the phone rang.
• When we refer to the present or the past, the verb in a time clause has the same tense that it would have in a main clause:
  She was standing by the door when I heard her speak.
  I haven’t talked to him since he arrived.
  He looks after the children while she goes to school.
• When we mention an event in a time clause which will happen before an event referred to in the main clause, we use the Present Perfect Tense in the time clause:
  When you have taken your lunch, you come to me.
  Inform us as soon as you have reached here.

• We use ‘when’, ‘while’, ‘as’ when we refer to circumstances in which something happens or happened:
  The doors open when I press this button.
  While he was in the house, there was a loud knock at the door.
  I watched her as she combed her hair.
• We can use ‘when’, ‘after’, ‘once’ to talk about one event happening immediately after another:
  When he died, his sons came to me for help.
  The mother goes off in search of food after the eggs have hatched.
  Once the damage is done, it takes many years for the system to recover.

• We use ‘as soon as’ when we want to refer to one event happening after a very short time:
  They heard a loud explosion as soon as they entered their house.

• When we use ‘no sooner’, the time clause begins with ‘than’:
  No sooner had he arrived than he had to leave again.
  No sooner had he sat down than the phone rang.
  No sooner had he asked the question than the answer came to him.

• When we use ‘hardly’, the time clause begins with ‘when’ or ‘before’-.
  Hardly had he entered the house when the phone rang.
  She had hardly arrived when she had to leave again.
  He had hardly opened his eyes before she asked him to leave.

• If we want to say that a situation stopped when something happened, we use ‘till’ or ‘until
  I waited for her till/until she came back.
  Let’s wait till/until the rain stops.

• We use ‘since’ to refer to a situation that began to exist at a particular time and still exists. We use the Past Simple Tense in the time clause:
  I have not met her since she was a child.
  They have known each other since he lived there.

8. Relative Clauses:
The relative clause does the function of an adjective in a sentence. That is why it is also called an adjective clause. We put a relative clause immediately after the noun which refers to the person, thing, or group we are talking about.

• The boy who came into the house was my friend.
• The house which our neighbour bought is made of stone.

A relative clause is essential to the clear understanding of the noun it defines or qualifies. For example,
‘ Who came into the house ’ is a relative clause without which it will not be clear to which ‘boy’ we are referring.

9. Defining and Non-defining Relative Clauses:
There are two kinds of relative clauses—defining and non-defining relative clauses. Defining relative clauses limit the noun or pronoun to which they refer to a particular type or examples. They answer the questions which!, what? whose? In the two example sentences above the relative clauses restrict “the boy’ and ‘the house’ to a particular ‘boy ’ or a particular ‘house’.
Non-defining clauses simply give us additional information about the nouns, pronouns and clauses to which they refer. For example:

• Anwar, who returned yesterday, will come to meet us.

There are some general rules which should be noted about relative clauses and relative pronouns:
(i) A non-defining clause is separated by commas (see the above sentence).
(ii) A defining clause is not separated by commas.
(iii) In a non-defining clause the relative pronoun cannot be omitted.

• Satish, who/whom you met yesterday, is a friend of mine.
• Here the relative pronoun ‘who/whom’ cannot be omitted.

(iv) In a defining clause, we can omit the relative pronoun except when it is the subject of a verb:

• The woman yon met yesterday is my mother.

In this sentence, the relative pronoun is omitted. But we cannot omit it in the following sentence:

• The boy who gave you this book is my friend.
• This is because here the relative pronoun ‘who’ is the subject of the verb ‘gave’.

(v) In a non-defining clause the preposition governing the relative is rarely placed at the end of the clause:

• This is Mohan, about whom I was talking.

(vi) In a defining clause the preposition governing the relative is generally placed at the end of the clause:

• This is the boy I was talking about.

(vii) The relative pronouns ‘which’, ‘who’, ‘whose’, ‘whom’ are found in both defining and non-defining clauses. But the pronoun ‘that’ is only found in defining clauses.

(viii) The relative pronouns differ according to whether they refer to persons or things and according to thier case:

(ix) Relative clauses are introduced by relative adverbs ‘where’, ‘”when’, ‘why’.

• This is the house where we lived.
• This is the time when the winter season sets in.
• This is the reason why I left this place.

10. Use of Pronouns for Persons:
(i) In the nominative case, we use ‘who’ or ‘that’. ‘That’ is used after superlatives and after all, nobody, no one, somebody, someone, anybody, etc. when we can use either  ^‘who’ or ‘that’:

• This is the best that I could have done in that situation.
• The girl who cheated you is called Romola.
• The policeman who arrested the thief has white hair.
• All who/that listened to his speech praised him.

(ii) In the objective case, we use ‘whom’, ‘who’, ‘that’. ‘ Whom is considered more formal than ‘who’. However, in spoken English we use ‘who’ or ‘that’. There is a tendency to omit the objective relative pronoun altogether:

• The boy whom/who I met is called Ramesh.
  Or
• The boy that I met is called Ramesh.
  Or
• The boy I met is called Ramesh.

(iii) We use ‘whom’ or ‘that’ with a preposition.
Generally, the preposition is placed before the relative pronoun:
The boy to whom I was speaking is my neighbour. In informal speech, the preposition is usually moved to the end of the clause and then ‘whom’ is often replaced by ‘that’ or it is omitted:

• The man to whom I gave it was a foreigner.
• The man who/whom I gave it to was a foreigner.
• The man that I gave it to was a foreigner.

(iv) In the possessive case, we use the relative pronoun ‘whose’:

• Boys whose result has not been declared can meet the principal.

11. Use of Pronouns for Things:
(i) In the nominative case, the relative pronouns ‘which’ and ‘that’ are used. Which is considered more formal:

• This is the pen which/that cost me £5.
• This is the house which/that has been sold.

(ii) In the objective case, we use ‘which’ or ‘that’ or omit the relative pronoun:

• The pen which/that I bought yesterday was beautiful.
• The pen I bought yesterday was beautiful.

We generally use ‘that’ after all, much, little, everything, none, no and compounds of no or after superlatives or we omit the relative pronoun altogether.

• All the mangoes that fall are eaten by children.
• This is the best place (that) I have ever seen.

(iii) When we use the objective case with a preposition, we place the preposition before ‘which’. But it is more usual to move it to the end of the clause, using ‘which’ or ‘that’ or we omit the relative pronoun altogether:

• The chair on which I was sitting was made of teak wood.
• The chair which!that I was sitting on was made of teak wood.
• The chair I was sitting on was made of teak wood.

(iv) In the possessive case, we use the relative pronoun ‘whose’:

• The house whose walls are made of mud bricks will not be durable

12. Relative Pronouns used in Non-defining Clauses:
Form:

13. Use for Persons
(i) In the nominative case, only ‘who’ is used:

• My father, who is a businessman, has an expensive car.
• Nitin, who is my friend, has gone to Dehradun.

(ii) In the objective case, we use ‘whom’ and “who’. ‘Who’ is sometimes used in conversation:

• My manager, whom I dislike, is an ill-tempered man.
• He introduced me to her girl friend, whom I had known before.

(iii) ‘ Whom’ is used with a preposition in the objective case. We can also use ‘ who’ if we move the preposition to the end of the clause:

• Sumitra, to whom I gave a present, is my sister.
• Sumitra, who I gave a present to, is my sister.

(iv) We use ‘whose’ in the possessive case:

• Shakespeare, whose plays are world-famous, was a British dramatist.

14. Use for Things:
(i) We use ‘which’ in the nominative case:

• His car, which is so old, broke down on the way.
• His office, which is near our house, is painted green.

(ii) In the objective also, we use ‘which’:

• “The Merchant of Venice”, which you read yesterday, was written by William Shakespeare.
• The tree near my house, which I wanted to cut down, was uprooted in a storm.

(iii) The relative pronoun ‘which’ is also used with a preposition:

• My house, for which I paid rupees fifty lacs, is beautiful.
• My house, which I paid rupees fifty lacs for, is beautiful.

(iv) In the possessive case, ‘whose’ or ‘of which’ are used:

• My house, whose walls are made of stone, faces East.
• My chair, of which one leg is broken, is made of teak wood.
• ‘ Which’ can refer to a whole sentence:
• I bought this compass, which helped me a lot.
• A loud music was played near our house, which kept us awake throughout the night.

15. Relative Adverbs:
The relative adverbs ‘when’, ‘where’, ‘why’ are used to replace a preposition and the relative pronoun ‘which’.

• ‘ When ’ is used for time. It replaces ‘ in/on which ’.
• ‘ Where’ is used for place. It replaces ‘in/at which’.
• ‘ Why’ is used for reason. It replaces for which’.
• That was the year in which this city was flooded.
• That was the year when this city was flooded.
• This is the house in which he lived.
• This is the house where he lived.
• This is the reason for which he was fined.
• This is the reason why he was fined.

Exercise (Solved)

1. Complete the dialogue by choosing the correct answers from the options given below:
Bhavesh   : Your trouser is very fine. Please tell me (a)……………………………………..
Kavish      : I bought it from a showroom (b)…………………………………………………..
Bhavesh   : Will you tell me (c)…………………………………………..
Kavish      : It cost me nine hundred rupees.

Ans. (a)   (iii),  (b)   (iii),   (c)   (i)
2. Complete the dialogue by choosing the correct answers from the options given below:
Jayesh   : Your writing is very fine. Could you let me know (a)…………………………………………..
Rupesh : There is no secret. It is a constant practice (b)……………………………………………………
Jayesh  : Please tell me (c)…………………………………………….
Rupesh : It will be enough if you spare an hour every day.

Ans. (a)  (ii), (b)   (i), (c)   (ii)

Exercise (Unsolved)

1. Complete the dialogue by choosing the correct answers from the options given below:
Teacher : You were not in the class yesterday. Tell me the reason (a)……………………………………….
Student : Madam, I went to the hospital with my grandmohter.
Teacher : I want to know (b)……………………………………………. you or your grandmother.
Student : It was the grandmother. I had to go (c)………………………………………………….

2. Complete the dialogue by choosing the correct answers from the options given below:
John       : Your club is a reputed one. Please tell me (a)……………………………………………
Ibrahim : I don’t remember (b)…………..at that time.
John       : Please ask your friends (c)…………………………..
Ibrahim : O.K. I’ll try my level best to do so.

The post CBSE Class 10 English Grammar – Clauses appeared first on Learn CBSE.

CBSE Class 10 English Grammar – Determiners

1. Determiner:
‘Determiner’ is a word used before a norm to indicate which things or people we are talking about. The words ‘a’, ‘the’, ‘my’, ‘this’, ‘some’, ‘many’, etc. are called determiners:

• He is a good boy.
• The boy you met is my friend.
• This novel is very interesting.
• I have some information about the accident.
• There were many people at the station.

All the italicised words are determiners and they limit the meaning of the nouns that follow them.
2. Kinds of Determiners:

3. Pre-determiners:
Pre-determiners are the words which occur before a determiner to limit the meaning of a noun:

4. Articles:
The article system in English consists of the definite article ‘the’ and the indefinite article ‘a’ or ‘anWe can think of nouns in a specific or general way. When we refer to particular people or things or something that has already been mentioned or can be understood, we use the definite article ‘the’. When we refer to singular nouns for the first time, or refer to things in a general way, we use the indefinite article ‘a’ or ‘an’.
➤ The Definite Article ‘The’:

• We can use the definite article before any common noun:
  He threw the ball into the river.
  The boys were not in the class.
• We use the definite article to refer to specific persons or things:
  I want to meet the principal in the school.
  The tourists crossed the river in a boat.
• The definite article is used to refer to the things that are only one in the world:
  The moon and stars were shining in the sky.
  The sun sets in the west.
  The earth revolves round the sun.
• We use the definite article with the words such as school, university, prison, when we are referring to a particular building:                         .
  They will visit the school on Monday.
  I met him in the university.
• The definite article may be used with the countable nouns that are used in the singular to refer to things more general:
  If you break the law, you will be punished.
  He played the violin for half an hour.
• The definite article is used to refer to the parts of the body:
  Smoking is harmful for the lungs.
  He caught him by the neck.
  There was an injury in the right eye.
• The definite article is used with time expressions:
  I met her in the evening.
  She came here in the morning.
• We use the definite article before something that has already been mentioned.
  I met a man at the station.
  The man belonged to Tamil Nadu.
• The definite article is used before a noun that is followed by a relative clause or a prepositional phrase:
  The man I met at the station belonged to Haryana.
  He put the sweater on the table.
• The definite article is used to refer to familiar things we use regularly:
  She looked at the ceiling.
  Suddenly the lights went out.
• The definite article is used before dates or periods of time:
  We met on the 15th of October.
  It is a popular music of the 1940s.
• The definite article is generally used before a noun which is followed by ^‘of’:
  This led to the destruction of the whole village.
  The burning of houses rendered people homeless.
• The definite article is used before the names of seas, rivers, deserts, mountains,
  The ship crossed the Pacific Ocean.
  Delhi stands on the banks of the Yamuna.
  The Sahara is a famous desert.
  They came across the Himalayas.
• The definite article is used before the names of large public buildings:
  They visited the Taj Mahal.
  They went to the Town Hall.
• The definite article is used before the superlative adjectives:
  He is the- best boy in the class.
  She is the most beautiful girl in the school.
• The definite article is used before adjectives such as rich, poor, deaf, dumb, blind, to use them as nouns:
  The rich and the poor went to the fair.
  We should help the blind.
• We use the definite article before the nationals of a country or continent:
  The Indians are very religious.
  Some of the Europeans live here.
• We use the definite article before the names of trains and ships:
  The Rajdhani Express is a very fast train.
  The Queen Elizabeth is a famous ship.

➤ The Indefinite Articles-‘a’, ‘an’:
The indefinite articles (‘a’, ‘an’) are used when we talk about people in a general or indefinite way.

• The article ‘a’ is used before the words which begin with consonant sounds and ‘an’ is used before the words beginning with vowel sounds. However, some words start with a vowel letter but begin with a consonant sound. So we use the article ‘a’ before these words:
  He is a European.                                                     This is a unique idea.
  Theirs is a one-parent family.                                 He is teaching at a university.
• We use an before words which begin with a vowel sound:
  The girl bought an orange.                                      He is an Indian.
  He had an umbrella in his hand.
• Some words begin with a silent So we use an before them:
  He is an honest man.                                                           He is an heir to the throne.
  I met him an hour ago.
• We use ‘a’ or ‘an’ before singular countable nouns:
  Kolkata is a big city.                                                 The dog is an animal.
• We use ‘a’ or ‘an’ before the names of occupations and professions:
  His father is an engineer.                                         He is a pilot.
• When we use ‘a’ before ‘little’ and few’, there is a change in the meaning of these words. ‘A Jew’ is used with plural countable nouns, and ‘a little’ with uncountable nouns. ‘Few’ means not many, while ‘a few’ means a small number. ‘Little’ means not much, while ‘a little’ means some:
  Few people visit this temple now.                          I know a few students of this school.
  There is little water in the bucket.                          There is a little milk in the bottle.
• We use ‘a’, ‘an’ before an adjective in a noun phrase:
  She is a good girl.                                                      She told me an interesting story.
• We use ‘an’ with abbreviations beginning with the following letters: A, F, H, I, L, M, N, O, R, S, X (They shoud have vowel sounds).
  For example:
  His father is an M.P.                         He is an N.R.I.                          She got an X-Ray done.
• We use the indefinite article before certain nouns considered as a single unit:
  She bought a knife and fork.
  The old lady had a cup and saucer in her hand.

5. Demonstratives: This, These, That, Those
The demonstrative determiners are used to talk about persons or things that have already been mentioned.
This and These refer to the things that are near and can be seen. ‘That’ and ‘Those’ are used to refer to the things that are at a distance but can be seen.

• We lived in this house for four years.
• She bought these books.
• Those boys are very mischievous.
• I like this school.
• I met her this week.

‘This’ and ‘that’ are used for singular nouns and ‘‘these’’ and ‘those’ for plural nouns.

• Can you lift that box?
• Would you like to buy those books?
• These boys have done their work.
• I have already met that man.

6. Possessives: My, our, your, his, her, its, their. The possessives are used to show possession.

• He is my uncle.
• Our neighbour is a rich man.
• Your daughter is beautiful.
• What is her age?
• What is his name?
• Do you know its value?
• Their house is very big.

7. Ordinals: first, second, next, last, etc.

• The ordinals show what position something has in a series:
• He is the first boy who has joined this school.
• I shall meet him the next week.
• He is the last man to help you.

8. Cardinals: one, two, three, hundred, etc.
Cardinals are ordinary numbers like one, two, three, etc. They show how many of something there are:

• There were only ten boys in the class.
• She lived for eighty years.
• He has two daughters.
• I met three young men at the station.
• He balanced himself on one foot.

9. Quantifiers: much, some, several, a lot of, both, all, etc.
The quantifiers refer to the quantity of things or amount of something.

• There were some people at the airport.
• Plenty of people would like to have your job.
• They didn’t make much progress.
• There is no milk in the bottle.
• There is enough powder in the can.
• I have forgotten some of the details.
• They had enough guests already.
• All children enjoyed the show.
• There was little water in the jug.
• It has not made any difference to me. He drank a lot of water.

10. Distributives: each, every, either, neither.
Distributive determiners refer to each single member of a group.

• Each is used when we talk about the members of a group individually and every when we make a general statement. Both are followed by a singular countable noun:
  He met each guest.                                         The minister visited every flood-affected area.
  I agree with every word he says.                  Each request will be considered.

Either is used to talk about two things, but usually indicates that only one of the two is involved.
Either of the two girls should come here.

• Neither is the negative of
  Neither member came to attend the meeting.
• Either can also mean
  People stood in either side (both sides) of the road.
  Neither is followed by a singular noun.
• Neither boy said anything.
  Neither answer is correct.

11. Interrogatives: what, which, whose, etc.
The interrogative determiners are used for asking questions:

• What subjects are you studying?
  Which colour do you like the most?
  Whose house is this?

Exercise (Solved)

Fill in the blanks with suitable determiners.
(i)……………. books are missing from the library. (Any, Some)
(ii) She has not solved…………….. sums, (many, any)
(iii) This book is mine but………………. is yours, (that, any)
(iv) boys have done their work. (That, These)
(v) He didn’t make………… progress, (much, many)
(vi) He has forgotten……………….. of the details, (some, many)
(vii) The District Magistrate visited…………………….. flood affected area, (every, either)
(viii)………….. villa is this? (Whose, What)
(ix) He is the…………. boy who has joined this gym. (first, whose)
(x) I met her………… week, (this, those)
Ans. (i) Some (ii) many (iii) that (iv) These (v) much (vi) some (vii) every (viii) Whose (ix) first (x) this.

Exercise (Unsolved)

Fill in the blanks with suitable determiners.
(i) Does your cow give…………………………….. milk? (much, many)
(ii) Ramesh bought……………………….. ice-cream for the family, (some, many)
(iii) Good manners are needed………………………….. where, (every, each)
(iv) The calves were grazing in the field with…………… mothers for many years, (that, their)
(v) ………………. answer is correct. (Neither, Either)
(vi) I shall meet him ………………………. week, (next, last)
(vii) Did you see…………………………… persons at the dinner? (much, many)
(viii) I have watched……………………………. movie of late B.R. Chopra, (every, many)
(ix) ………………….shop should we go in? (Which, Whose)
(x) Given me…………………….. advice on how to improve my writing skills, (some, many)

The post CBSE Class 10 English Grammar – Determiners appeared first on Learn CBSE.

A ransome malware named LOCKY which is released in 2016 which is superbly active in 2017. It is delivered by an email which is allegedly an invoice requiring payment with an attached Microsoft word document that contains malicious macros.

If the user opens the document, it appears to be full of garbage, and t includes the phrase “Enable macro if data encoding is incorrect,” a social engineering technique. If the user does enable macros to save and run a binary file that downloads actual encryption Trojan, which encrypts all files that match particular extensions. Filenames are converted to a unique 16 letter and number combination with the locky file extension. Later the data is encrypted, and the website contains instructions that contain demand to pay 0.5 and one bitcoin which is equal to 500-1000 euros via a bitcoin exchange.

It was a revolutionary incident which brought ransomeware into the sight of all over the world, exactly a year before Wannacry outbreak.

In February 2016 it was an attack on the Southern California hospital, the Hollywood Presbyterian Medical Center. The hospital experienced a ransomware attack that crippled hospital services. It was an attack on the hospital like no other. The hospital center has been hacked. Its services were crippled as patients in the hospital were shifted to other hospitals. The hospital received a message to pay a ransom and get your systems back. So the hospital paid $17000 worth bitcoins to acquire the decryption key to restore its data.

“The quickest and more efficient way to restore our systems and administrative functions was to pay the ransom and obtain the decryption key. In the best interest of restoring normal operations, we did this,” Allen Stefanek, president of the Hollywood Presbyterian Medical Center said at the same time.
The hospitals have no other alternative other than paying up because the malware Locky went on to plague victims in the most of 2016.

By November,2016 it became one of the most common malware threats in the world in its own right. This particular strain of ransomware was so prolific.

But Locky disappeared in December,2016, prompting some cyber security researchers to suggest that those behind it went on a Christmas Break. It eventually re-emerged in January. Infections have been rising and dropping ever since.
For example after a months of zero activity, the king of ransomware was again back in August, 2016. It again attacked in a very big way which pushed a phishing emails containing Locky payload suddenly rushing inboxes. Not only that, but potential victims are targeted with new strains of locky – Diablo and Lukitus.
The question is why did this ransomware go so quiet in the first place??

But nobody knows what and who is exactly behind this locky is not found. The encryption of the experts which the researchers have been able to crack, found that, this is the work of highly professional group.
Like other software developer they are consistently working on their product unlike other forms of Ransomware. Locky isn’t available as-a-service for others to use. So it’s possible the campaigns go quiet as those behind on it work on their code or experiment with new tactics.

“The respite we saw from locky was just a planned pull-back on the attackers part. Like any organization, they need time to refine code and command-and-control infrastructure, plan new attack vectors, organize ransom payment collection methods and compile new lists of targets,” said Troy Gill, manager of security research at Appriver.
Each time Locky has briefly re-emerged before disappearing the course of this year. It has been doing something different suggesting that people behind it are experimenting.

For this case there is another example. A Locky spike in April saw the ransomware flirt with the new delivery technique by distributing it’s malware through infected PDFs instead office documents, a tactic associated with the Dridex malware botnet. By this it is clear that it can be implemented in any mode and become more successful.
“The timing of these come backs matches closely with the introduction of new attributes such as the most recent Diablo and Lukitus extensions for attached files and the use of new distribution techniques involving PDF documents and phishing links,” says Brendan Griffin, threat intelligence manager at PhishMe.
“These periods of locky absence are used as a chance to build upon their successes and find new, smarter ways to deliver their ransomware.”

Nercus Botnet – a zombie army of over five million hacked devices and the ransomware appears to go off the radar when the botnet is used for other activity. Locky is distributed through this Nercus Botnet. It is re-emerged following a period of inactivity in March with its power was harnessed to distribute email stock scams is an example for this case. The following months saw the continuation of malicious activity with nercus shifting to the distribution of Jaff Ransomware.

While less sophisticated than locky, researchers found that Locky and Jaff Ransomware are somewhere interrelated. Not only do the Jaff decryptor website and the locky decryptor website look identical, but like locky, ransomware will delete itself from the infected machine if the local language is Russian.
Not same as Locky researchers have been able to construct a new decryption tool for jaff. The distribution for this is declined since it was released in June.

Since then, the Nercus Botnet has returned to distributing Locky , which might indicate that they may experiment with other forms of cyber criminal activity, those behind Locky see it as reliable tool to fall back on – because it works on and fetches revenue.

“Locky is an incredibly powerful and well developed piece of ransomware,” says Adam Kujawa director of malware intelligence at malwarebytes. “At the end of the day bad guys want to make money and they can use whatever software they want that they can get in their hands on to make that happen.”

So while Locky is successful, those behind are opportunistic and constantly on the lookout for other means of making money and if that means dropping locky in favour of something else then so be it.
Now Locky is more successful because victims are still paying ransoms. The attackers would easily move onto something else. But, 18 months from the attack of the medical center the ransomware is still here successfully infiltrating the networks. It remains successful because it works and enough people get infected after being morphed by phising emails and enough organisations will give in and pay the ransom fee in order to reaccess their own systems because there is no decryption tool available.

Locky is successful because and returning eventually. So next time it appears to go silent not making any assumptions about the ransomware being dead. It is going offline but the people behind it are still working on it to make it more effective.

The post Locky Ransomeware: Why This Threat Is Coming Back?? appeared first on Learn CBSE.

CBSE Class 10 English Grammar – Prepositions

1. A preposition may be defined as a word or group of words (e.g. at, in, out of, etc.) used before a noun, pronoun, gerund, etc. to show its relation with another word in a sentence.
For example:
They came here at 5 p.m.                He was born in 1980.            She went out of the room.
These prepositions relate to time, place, position, direction, means, etc.

2. Prepositions of Time:
1. At:
At is used to indicate when something happens. We use at with clock times, e.g. periods of the year, and periods of the day, festivals, etc. But we don’t use at with ‘morning’, ‘evening’, ‘afternoon’, etc.

• The train left at 8 o’clock.
• She used to go to temple at Dussehra and Diwali.
• He came here at the weekend.
• She married at the age of twenty.
• I called on my friend at night.
• We rested at noon/dawn/dusk.

2. In:
In is used to indicate the period of time in which something happens. We use ‘in’ with centuries, years, seasons, months, periods of the day ‘morning’, ‘evening’, ‘afternoon’: English literature flourished in the 16th century.

• She was born in 1990.  
• They visited this place in summer.
• He called on me in the evening. 
• The theft took place in the day-time.
• My father went to the U.S.A. in October.
• It all happend in three minutes/hours/days/years.

3. On:
On is used with days, dates, birthdays, anniversaries, etc.

• We went to see a movie on Tuesday. 
• He was born on October 3,1980.
• We congratulated him on his birthday.
• We gave them a gift on their 20th marriage anniversary.

Note: We use ‘on’ with ‘morning’, ‘afternoon’, ‘evening’, etc. when they are modified:

• They reached here on a hot afternoon.
• People did not come out of their houses on a night like this.
• We went for fishing on a pleasant morning.

4. During:
During may be used instead of‘in’ with periods of the day, months, seasons, years, decades and centuries to express the idea that something continues throughout the whole of a specified period.

• During the war many people were killed.
• We work during the day and sleep during the night.
• We try to contact people during October.
• During the nineties many taxes were imposed.
• She used to ring up many times during the week.
• During the journey I came to respect her.

5. By:
By is used to indicate the latest time at which an action will be finished:

• He will finish this work by 5 o’clock.       
• By that time, the moon was up.
• You must come to me by 8 a.m.    
• Applications must be received by 10th May.

By can be used instead of during with almost the same.

• We took rest by day and travelled by night.
• By mid afternoon about 5,000 people had visited the exhibition.

6. For:
For is used with periods of time to indicate how long an action lasts. It is generally used with the Perfect Tense but is also used with other tenses.

• They have lived here for five years.    
• It rained continuously for twelve hours.
• We stayed there for fifteen days.
• They have been working for two hours.
• She will not be here for another three hours.

7. Since:
Since is used with a point of time in the past from which some action began and it continues till the time of speaking. It is generally used with the Perfect Tense:

• He has lived here since 1980.
• Everything has changed since the last summer.
• It has not rained since the end of June.
• He had been writing novels since he was thirty years old.

8. From:
From indicates the starting point of an action in the past or future. It is always used with ‘to’ or ‘till’:

• They lived here from 1980 till/until 1990.
• We worked from morning to/till evening.
• She lived with them from the age of twenty.
• He lives in his office from 9 a.m. to 5 p.m.
• She is interested in the period from 1950 to 1960.

9. Till/Until:
Till and Until are used to show something happening or done up to a particular point in time and then stopping:

• He is expected to be here until/till the end of the week.
• I was employed by the company until 1980.
• You will have to wait until my return.

10. Before and After:
The preposition before and after are used to relate events to a particular time. Before means earlier than and after means later than something.

• I get up before six.
• She returned before Monday.
• They came here after 8 o’clock.
• We went to Paris four years after our marriage.

3. Prepositions of Place:
1. At:
At is used to show the exact point, e.g. houses, stations, small villages and towns:

• They lived at Gohana, a small town in Haryana.
• He was born at his village, Shilmar.
• The Prime Minister lives at 10 Downing Street.
• She works at the Town Hall.
• The plane landed at London airport.
• The train stopped at New Delhi Railway Station.

2. In:
In is generally used when the reference is not to any specific place or to the names of large cities, countries, continents, etc.

• Many people in India live in villages.
• They used to live in Bengaluru.
• The Indians live in India.
• They lived in Europe for ten years.

3. On:
On is used to indicate a particular area of land or place where something is:

• He spent a few days on an island.
• He worked on a farm for sometime.
• They built their house on a beautiful piece of land.
• There is a school on the outskirts of the city.
• The hotel stands on the banks of a river.

4. Prepositions of Direction:
1. From:
From is used with the starting point or point of departure from a place or the point of origin:

• They came from China.
• We started from Chennai.
• The train from Kolkata has arrived.
• She comes from office at 6 p.m.
• He fell from the fifth floor of the hotel.

2. Off:
Off means from the surface of and also down from:

• He took the hat off the table.   
• The boy fell off the tree/roof.
• The ball rolled off the floor.
• Keep off the grass.
• Take this packet off the shelf.

3. Out of:           .
Out of means from the interior of something:

• He went out of the room.
• The bird flew out of the cage.
• She jumped out of the shelf.
• I saw him coming out of the library.

➣ Direction Towards:
1. For:
For is used to show direction only when the verb indicates the beginning of a movement:

• She left for Japan early in the morning.
• We set off for New York
• They left for home late at night.

2. Against:
Against means to have contact or pressure:

• The child threw the ball against the wall.
• The crowd pressed against the door.
• He put the ladder against the wall.                                      
• She stood, with her back against the well.
  
• He hit his head against the branch.

3.To:
To is used for destination or the end-point:

• He went from Delhi to Ambala.
• She is came to India as a tourist.
• The train started from Kolkata and came to Delhi.
• He was on his way to the station.
• We went from London to New York.

4. Towards:
Towards is used to indicate the direction of something:

• They went towards the airport.        
• He was speeding towards the town.
• The train was coming towards the station.
• I saw him hurrying towards me.
• He stood with his back towards me.
• She marked towards the river.
• He ran fowards the door.

5. Prepositions of Position:
1. Under:
Under is used to indicate a position that is below or beneath something. It means vertically below:

• The dog was under the table.    
• He looked under the bed.
• They took shelter under the trees.
• The water flows under the bridge.

2. Underneath:
Underneath has the same meaning as under. It means a position below something.

• She found a lot of dust underneath the carpet.
• The coin rolled underneath the table.        
• He hid the gun underneath the bed.
• He left the key underneath the mat.

‘ Underneath’ generally implies covered by something so that the object covered is not seen.

3. Below and Beneath:
Below means in a position lower than something:

• They could see the village below them. 
• The lake is 500 feet below the sea level.
• He had a wound below the left shoulder.
• You should write below this line.

Beneath also means a lower position than something:

• They found the body beneath a pile of grass.
• The boat sank beneath the waves.

Beneath has the sense of directly under something.

5. Over:
Over is used to indicate a position vertically above something or somebody or partly or completely covering the surface of something.

• She hung the calendar over the fireplace.
• There were books all over the table.
• They held a large umbrella over her.  
• There was a lamp (hanging) over the table.

6. Above:
Above is used to indicate a position higher than something:

• There were clouds above us.
• The water came above our knees.
• The pilot was flying above the clouds.  
• The birds were flying high above the trees.
• We lived in the room above the shop.

Above has the sense of something being directly over something else.

6. Prepositions of Travel and Movement:
1. Across:
Across is used to indicate movement from one side of a space, area, line to the other side:

• I walked across the road.
• The cat ran across the lawn.
• They flew across the Pacific.
• He walked across the street.

2. Along:
Along is used to indicate movement from one end to or towards the other end of something. The place is seen as a line:

• We walked along the street.
• She went along the corridor.
• He hurried along the path towards me.

3. Into:
Into is used to indicate movement inside a place seen as a volume. The opposite of into is out of. It is used for entering a place, building, vehicle, etc:                                                                                                                        _;

• The boys came into the hall. 
• She ran into the house.
• He got into a bus/a train/a plane/a car.  
• The athletes marched into the stadium.

4. Onto:
Onto is used to indicate movement into a position on an object or surface:

• He climbed onto the roof.  
• The cat jumped onto the table.
• A tree fell onto a car.
• He stepped out of the train onto the platform.

5. Through:
Through is used to indicate movement from one end of an opening, or a passage to the other. The place is seen as a volume.

• The train passed through a tunnel. 
• The water flows through this pipe.
• They were riding through a forest.  
• The ball went flying through the window.

6. Up and Down:
Up is used to indicate movement to a higher position and down to a lower position.

• We climbed up the hill.    
• The girl ran up the stairs.
• I set off up the road.       
• She was walking down the street.
• She fell down the stairs.      
• The stone rolled down the hill.

7. On/In/By (Travel):
We may use on, in or by while using a public or private vehicle. On is used when the vehicle is seen as a surface, in is used when it is seen as a volume. By is used to indicate the means of travel.

• We travelled on the horseback/foot/a cycle/a bus/a plane.
• They travelled by bus/car/train/cycle/sea/plane/air.
• We travelled in a bus/a car/a train/a ship/a plane.

7. Between and Among:
Between is used with two persons or things. Among is used with more than two people or things:

• Between you and me, she is very stupid.
• She divided the apples between the two children.
• C comes between B and D.
• Samesh sat between Mahesh and Ramesh.
• He lives in a house among the trees.
• She divided the money among her four sons.
• Satish works among the poor.

But if each individual person is mentioned, between is used even if there are more than two:

• The money was divided up between Mohan, Sohan and Rohan.

If the people are mentioned as a single group, among is used:

• I shared out the food among the family.
• The girl quickly disappeared among the crowd.

8. By and Beside:
By means close to someone or something. Beside means by the side of someone or something. Both imply nearness:

• She was sitting by the door. 
• There is a glass just by your elbow.
• The telephone is by the window. 
• She was sitting beside her mother.
• He always kept a dictionary beside him. Who is standing beside Kumar?

Exercise (Solved)

Fill in the blanks with appropriate prepositions using the given alternatives.
(i) The lion was killed…………………… the hunter……………………… a sword, (in, on, by, with)
(ii) Father divided his property……………………… four sons, (between, among, of, in)
(iii) He has been living in this house…………………….. 1985. (for, since, in, on)
(iv) I shall return…………………. a month, (in, of, on, for)
(v) The Ramayana is lying…………………. the table, (in, of, on, for)
(vi) We shall finish this work……………….. 5 p.m. today, (in, by, on, at)
(vii) Send me letters……………… this address, (by, in, to, on)
(viii) You should listen……………………. what your parents say. (among, in, to, between)
(ix) Sita writes………………… (with, on, in, at)
(x) He did not listen………………….. my advice, (at, to, in, on)
Answer: (i) by, with (ii) among (iii) since (iv) in (v) on (vi) by (vii) on (viii) to (ix) in (x) to.

Exercise (Unsolved)

Fill in the blanks with appropriate prepositions using the given alternatives.
(i) Mahesh has sent the application………………………. the principal, (by, to, for, in)
(ii) I am aware……………….. my shortcomings, (of, in, by, to)
(iii) He divided his property………………… two sons, (between, among, to, in)
(iv) He is afraid……………… lions, (to, of, in, with)
(v) Dogs always bark……………….. strangers, (in, at, on, to)
(vi) The river flows……………………. the bridge, (in, through, to, by)
(vii) I have a pen to write…………………. (with, in, to, by)
(viii) What is the time…………………….. your watch? (to, by, in, on)
(ix) Food was rationed…………………… the war. (during, by, to, between)
(x) Mahesh is knocking………………… the door, (in, at, on, with)

The post CBSE Class 10 English Grammar – Prepositions appeared first on Learn CBSE.

CBSE Class 10 English Grammar – Gap Filling

I. Study the given notes and complete the paragraphs that follow by filling up the gaps with the most appropriate words:                                                                      (3 Marks)

1. Instructions for Driving a Scooter:

• Check if the vehicle is in neutral gear
• Kick to start the scooter
• Pull the clutch
• Change the gear to No. 1
• Pull the accelerator proportionately with letting the clutch loose
• As the scooter is in motion change the gear subsequently

For driving a scooter one should check if it is in neutral gear. It is (a)……… to start.The clutch is pulled. The gear is changed (b)………. number 1. After the scooter is set in motion, the gears are (c)……….. subsequently.

2. Instructions for using a public call booth at Railway Platform:

• Hold the receiver to check the dial tone
• If it is in tone mode
• Dial the Telephone No. you need to call
• Insert a coin as required as soon as you get connected
• You can continue till the time fixed for the call
• Insert another coin if you need extra time

Hold the receiver (a)………………. one hand to check the dial tone. Don’t put the coin (b) ……………………………… it is in tone mode. After inserting a coin, dial the number (c)……………………..soon as you get connected.

3. Notes:

• Rainy day
• Busy traffic
• Car collision with bus
• 5 badly injured, 1 died on the spot
• Injured taken to a hospital
• Local help

It was a rainy day. Traffic was busy on the road. A speeding car (a)…………… hit by a bus.Five persons were badly (b)……….. and one person died on the spot. The injured were taken (c)…………. a nearby hospital.

4. Notes:

• Annual Function of the school
• The Mayor as the Chief Guest
• Inauguration by the Principal
• Prize Distribution by the Chief Guest

Last week the Annual Function of our school (a)…………… celebrated. The Mayor of the town was (b)………………. to grace the occasion (c)……………….. the Chief Guest.The Chief Guest gave away the prizes to the winners.

5. Instructions for using Netbanking:

• Know your customer ID and password.
• Open google search engine on the computer with internet connection.
• Type the name of your Bank and click on its official website.
• Choose the internetbanking option.
• Enter your customer ID and password.
• Don’t forget to tick (✓) the Thin Coat. Then click on the ‘Login’ option.
• Now you have access to transact, make any request, view your account.
• Remember: Never share your customer ID or password with anyone.

For using Netbanking you are required to have your (a)…………. and (b)………………Then open the google search engine and type the name of the bank. Thereafter by (c) …………………………. the Bank’s official website (d)……………. on the Netbanking option. You cannot access your account unless you enter the customer ID and password (e)…….. Besides, you need to tick on the (f)…………… to be able to login your bank account.

6. Process of Operating an ATM:

• Find an ATM of any bank
• Take your ATM card and put it in the slot
• Enter your secret PIN
• Select your option
• Wait a little till your transaction is complete
• Get the currency
• Collect your Card and Transaction Slip
• Leave the ATM cabin

For doing transaction through ATM you are required to find an ATM of any bank. First you (a)………………… to put your card in the card slot and it is followed by (b)……………… the secret PIN. You are supposed (c)………………….. wait till your transaction is complete. Then take the currency, collect your card and leave the ATM cabin.

ANSWERS

II. Supply the appropriate words to complete the following passages:

1. Sadao had (a)……………………….. this into his mind (b) …………………..his father said, who never joked (c)……………….. played with him but who spent infinite pains (d)………………him who was his only son. Actually he (e)……………… his son (f)………………….. all his heart.
2. He smelled so bad (a)…………….. none of (b)………. other little woodland creatures would play (c)………… him. She looked at him solemnly. Roger remembered all (d)…………………humiliations (e)……… his own childhood. All other tiny animals (f)….. cry, “Uh-oh, here comes Roger Stinky Skunk,” and they would run away.
3. So the wizard said, “Oh, very well, (a)……………………… to the end of the lane and turn (b)…………………..three times and look down the magic well and there you will (c)…………………. three pennies. Hurry (d)………………… ” So Roger Skunk went up to the end of the lane and (e)………………….. around three times and there is the magic well (f)………. three pennies!
4. It won’t make my face change. Do you know one day, a woman (a)…… by me. I (b)…………….. at a bus stop and she was (c)……….. another woman, and she (d)………..at me and said, “Look (e) ……… that, that’s a terrible thing. That’s (f)……………. face only a mother could love.
5. Too much discipline can become inhibitive (a)…………. the point that creative energy (b)……….. not find any outlet. It cannot (c)……….. denied that discipline is of utmost importance (d)……………….. school. Unfortunately, discipline enforced blindly often (e) ………. more harm than good. For example, we should be (f)…….. quiet during Assembly so that we can hear what is being said.
6. A school is a place where many students (a)….. cultures and attitude converge. The first thing they learned in the primary school (b)……………………………… that there are so many different kinds of people. They experience the pains and pleasures of getting to know (c)………………schoolmates. They discover their own strengths (d)…………. weaknesses. They learn (e)………. meaning of tolerance, team work, friendship, selflessness, etc. Some experiences are uplifting (f)………. some are depressing.
7. Everybody (a)……… born as one single individual, but by the time he is mature enough  (b)……….. participate in life, he has become a crowd. This is almost the case (c)……………….everybody. Become aware of (d)……. If you just sit silently and listen to your mind, you (e)……….. find so many voices. You (f)…….. be surprised, you can recognise those voices very well.
8. Urban governance reforms (a)……. be based on the principle (b)……. accountability.It is time to narrow accountability to a single office such as (c)………. elected mayor,as successful cities (d)………… the world do. The mayor (e)………….. be the executive head of a city, equipped (f)……….. sufficient legal powers and financial resources to get things done.

ANSWERS

III. Fill in the blanks choosing the most appropriate options from the one given below. Write the answers in your answer-sheet against the correct blank numbers.
1. There are four trees in the garden, (a)……. branches sway in the breeze. The children play (b)………. the trees. Some of the girls (c)………… sleeping in the shade of the trees.

2. Alaska’s size and climate make transportation (a)……… Long ago, sledges pulled (b)……….. dog teams were the best way to travel (c)…….. native people.

3. Marita read the newspaper sitting (a) …………………….. the library. She read about a woman (b)………………. had climbed Mt. Everest. Marita said, “ May be, one day I (c)…………………. climb it too.”

4. There is a general belief (a)……… students that (b)……….. who write long sentences get (c)……….. marks. (Delhi 2016)

5. Reading a novel or short story (a)…… second language could dramatically (b)………………physiological responses to emotions such (c)…….. smiling.                 (All India 2016)

6. When we read (a) …………. a happy person we smile,(b) …………………….who write long sentence get (c)…………..angry,we frown.

ANSWER

TEST YOUR SKILLS
Supply the appropriate words to complete the following passages:
1. I started for school very late that morning, (a) ………………………. I am late for school (b)………………… I have to cover a long distance on foot. I had not done my hometask. For a moment I thought of (c)…………………. away and spending the day out of door. It was (d)……………….. warm, so bright! The birds (e)……………… chirping at the edge of woods.It was (f)………………… much more tempting than going to school.
2. Iona moves on (a)……………….. steps, doubles himself (b)………………… , and abandons himself to his grief. In less than five minutes he (c)……………….. himself. He can bear it (d)………………….. About (e)………………… hour and a half Iona is seated by a large stove.He wonders (f)……………….. people are so insensitive.
3. “No. there’s no record of violence. Quite a pleasant sort of chap, they tell me. Bit of a card (a)…………………… One of the (b) …………………. at Christmas concert. No, he is just a congenital (c)…………………. , that’s all.” The governor was (d)………… to add something else, but he thought it better not to (e)……………. anything. He would look (f)……………that particular side of things himself.
4. “Evan the Break” as the prison officers (a)……. Thrice he’d escaped (b)…………..the prison. But (c)…………… the recent wave of unrest in the maximum security up north,he would not now be (d)……………… the Governor’s premises in Oxford. The Governor (e)……………….. going to make (f)…………….. certain that he wouldn’t be disgracing them.
5. “Evans was (a)………….. his face (b)……………… when Stephens brought (c)……………..two small square tables and set them opposite each other in the narrow space (d)……..the bunk on the one side and on the other a(e)………stone wall. Next, Stephens brought in two hard chairs. He placed in front (f)………… .the table which stood near the cell door.
6. Sadao Hoki’s house (a)………….. built on a spot of the Japanese coast (b)…………..(c) …………….. a little boy he had (d)………….The low, square stone house was set (e)………………… rocks well (f)………………….. a narrow beach that was outlined with bent pines. His father had taken him often to the islands of those seas.
7. He smelled (a)………….. bad that (b)……………… of the other little woodland creatures would play (c)……………. him. She looked at him (d)………………… She had not (e)……………..this. Whenever he would go out to play, Roger (f)…………… the humiliations of his own childhood. All of the other tiny animals would cry, “Uhoh, here comes Roger Stinky Skunk”.
8. This (a)………… been an unbelievable journey for Sakshi. From becoming (b)…………..first Indian to qualify for the Rio Games, (c)…………. winning the bronze medal. It was a long-cherished dream, it feels surreal. She had worked day in and day out (d)……… the last 12 years for this medal. She had never thought that she (e)……….. get the Khel Ratna before getting (f)……….. Arjuna Award.
9. Rabindranath Tagore (a)………. sent to England to study law in 1877 but he returned to India only (b)………… a year for his love of writing. After returning, he devoted (c)………………..completely to writing. In fact, poetry came to (d)……………. naturally. He had published (e)………….. than 6000 lines of verse before (f)………….. was 18, along with prose.
10. The enactment (a)…………. appropriate laws to improve the status of women (b)……… today’s burning need. Women (c)……………. capabilities to make a world of difference (d) ……………… the great march of human civilization. In ancient times, (e)………. to lack of opportunities and health facilities, low status of women became a vicious circle (f)……….needed to be broken to enhance the development of India.

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RD Sharma Class 7 solutions Chapter-15 Properties of Triangles Exercise-15.5 Q16

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RD Sharma Class 7 solutions Chapter-15 Properties of Triangles Exercise-15.5 Q14

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RD Sharma Class 7 Solutions chapter-18 Symmetry Exercise-18.1 Q1

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CBSE Class 10 English Grammar – Editing Task

I. ERROR CORRECTION

TYPE – I

The following passages have not been edited. There is one error in each line. Write the incorrect word and the correction against the correct question number. Remember to underline the word you have supplied. One is done as an example:

ANSWERS

TYPE – II

1. B-26, Sector-20
Noida
18th March 20XX
The General Manager
Full Marks Pvt Ltd.
New Delhi
Sub: Application for the post of an Editor
Dear Sir,
With reference to your advertisement (a) on ‘The Times of India’ dated 16th March, 20XX, you (b) needs English Editors. Will you please consider (c) I an applicant for the same position?I am postgraduate (d) from English Literature and (e) possesses nearly five years of editing experience. I (f) am always been a good (g) perform and employers spoke well of me.
So, kindly give me an opportunity to (h) facing an interview with your esteemed organisation.
Thanking you

Yours sincerely
Kapil Gupta
2. C-115, Vikas Puri
New Delhi
20th April, 20XX
The Editor
The Times of India
New Delhi
Sub:
Sir,
May I have (a) a honour to express my opinion about the prevailing corruption in our country? While India is (b) in the threshold of becoming superpower, the (c) rise GDP and the progress of the country is being (d) eat by the corrupt leaches of the country. Today, the common man is not only (e) shock but also disgusted at the series of (f) scam unfolding everyday. Political and bureaucratic corruption in India is the (g) cause of major concern today. In our country, the corrupt people are not punished as (h) harsh as they should be. They are only sentenced to jail for a few years which they don’t fear of. In my opinion, besides sending them to jail, they should be told to return the whole amount of money that they steal.

Yours sincerely
Arushi
3. M-5, Sector-12,
Noida
15th July, 20XX
The Editor
The Times of India
New Delhi
Sub: Adverse impacts of water logging
Sir,
Through the column of your (a) esteem newspaper, I would like to draw the attention of the concerned authorities (b) on the woes faced by the commuters in National Capital Region. Due (c) for the heavy rain, NCR inundates vast stretches of roads, triggering mile-long traffic snarls and a nightmare of a commute for thousands of office (d) goer. People (e) has to wade through knee-deep water. Besides, NCR is the worst hit (f) by severe traffic snarls (g) on to waterloggings.
So, I request the concerned department to (h) taking corrective actions immediately.

Yours sincerely
Bhavesh
4. C-105, Sector-9
Vijay Nagar
Ghaziabad
20th October, 20XX
The Editor
The Times of India
Sub: Misuse of space on roads
Sir,
May I have the honour to bring (a) in your kind attention about the misuse of space on roads. The roadside vendors (b) occupying most of the space which (c) disturb the smooth flow of traffic. Moreover, it causes (d) bearable difficulties even to the pedestrians, (e) Much accidents and quarrels take place everyday. During peak hours, the traffic becomes (f) without control. The office going people and school going children face this problem almost everyday. They get mentally (g) perturb due to huge traffic jam.
Therefore, I request the concerned authorities to (h) penalising the vendors who create such woes for the commuters.

Yours sincerely
Manish Malhotra
5. B-18,
Tagore Garden
New Delhi
10th June, 20XX
The Chief Claim Officer
Northern Railway
New Delhi
Sub: Compliant about damaged goods
Dear Sir,
I regret to point out that I (a) receive from you yesterday five parcels (b) for printed books for which I signed as ‘received damaged’. I have now examined them (c) careful and found that the two books out of the five (d) is completely tom and (e) has become useless for me. Kindly find the enclosed details of the damage. My claim for compensation amounts (f) for ₹ 1200 only. Please let me have your cheque for this amount after (g) satisfy yourself of the damage done. The goods are here (h) await your inspection.

Yours sincerely
Bhargavi

ANSWER

II. OMISSION OF WORDS

In the following passages one word has been omitted in each line. Write the missing word along with the words that come before and after it. Ensure that the word that forms your answer is underlined as shown in example:

ANSWER

TEST YOUR SKILLS

I. The following passages have not been edited. There is one error in each line. Write the incorrect word and the correction against the correct question number. Remember to underline the word you have supplied.


II. Edit the letter given below by making changes in underlined words.
1. C-10, Sector-12
Noida
10th October, 20XX
The Editor
The Times of India
New Delhi
Sub: Find ways and means to detect, mine and use our minerals
Sir,
Through the column of your esteemed newspaper, I would like to express my opinion about India’s minral resources. India has a large number of (a) economic useful minerals and they (b) constitutes one-fourth of the world’s mineral resources. About (c) two-third of its iron deposits lie (d) on a belt along Odisha and Jharkhand border. Other haematite deposits are found in Madhya Pradesh, Karnataka, Maharashtra and Goa. (e) Next Russia, India has the largest supply of manganese. In other words, we can say that India is rich in a wide variety of minerals. But it is (f) enable to get good returns from them. Why? If we explore, mine and utilise all our minerals, (g) it will provide rich returns to the Indian Economy.
So, it is my special request to the eminent people of our country to find (h) way and mean to utilise the available minerals to the fullest extent.

Yours sincerely
Rajiv Shukla
2. B-21, Pratap vihar
Ghaziabad 10th March, 20XX
The Sales Head
Reliable Mobile Co.
New Delhi
Sub: Complaint against defective hand sets Dear Sir,
Thank you (a) to the prompt execution of my order no ND/240, dated 20th Februray, 20XX. But I regret to (b) informing that the handset that you sent (c) are not of good quality. It appears like high (d) price set but the fact is that it is not working (e) proper. Its speaker is so bad that I hear speaker’s voice (f) intermittent. This is against the business ethics.
Now I request you to kindly (g) sent your sales representative to take this set as soon as possible and replace it with a new (h) ones.

Thanking you
Regards,
Rajiv Shukla
III. In the following passages one word has been omitted in each line. Write the missing word along with the words that come before and after it. Ensure that the word that forms your answer is underlined.

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CBSE Class 10 English Grammar – Sentence Reordering and Sentence Transformation

I. SENTENCE REORDERING

Look at the words and phrases given below. Rearrange them to form meaningful sentences as shown in examples:
Example 1:
the/Indian/English/exploited/the/farmers The English exploited the Indian farmers.
Example 2:
hydrogen / now / electricity in the / we / bombs / and / are / age of We are now in the age of hydrogen bombs and electricity.
1.    (a) pay/the/had to/poor farmers/high times/very
       (b) natural disasters/farmers/share of taxes/even/pay/their/in times of/the/had to
       (c) also/cultivate/they/asked them to/had to/those/which/crops/the English
2.   (a) storehouse/this/of/hump/fats/is/a
       (b) uses/this/a source of energy/long journey/as/in the desert/during/fat/its/the/camel
       (c) two flask-shaped bags/inside/for/it/storing/belly/its/has/water
3.   (a) mild/peace loving/is/animal/it/a/and
       (b) more easily/that is why/domesticated/be/can/and/it/trained
       (c) weigh up/elephant/an/to/can/5 tons
4.   (a) dedicated/the poorest of the poor/entire life/she/to/her/the/service/of
       (b) she/apostle/was/of/unwanted/the/an
       (c) Mother Teresa/Calcutta/foreigner/and/home/settled/though/in/made/a/it/her
5.   (a) healthy person/germs/a/carry/may/of/in/body/typhoid/his/cholera/dysentery/etc.
       (b) person/does not/such/usually/a/disease/suffer/the/from
       (c) people/however/who/into contact/carrier/come/with/are/the/catching/danger/the/disease/ in/of
6.   (a) coloured bus/children/we saw/full of/a yellow/excited
       (b) they were/we guessed/on the planetarium/way/to the
       (c) part/this/study tour/of their/was
7.   (a) algebra and / a week / me / geometry / twice / he taught
       (b) very poor / subjects /1 was / in these / earlier
       (c) very / now / proficient / have become / in them /1 (Delhi 2016)
8.   (a) in / disturbs / the / cycle / rise / temperature / rain / the
       (b) vegetation / adversely / it / agriculture / and / affects
       (c) have / frequent / face / and / floods / we / droughts / to
9.   (a) the / keep / fit / exercise / oneself / to / is / key
       (b) into / can / exercise / activity / incorporate / any / one
       (c) combined / must / diet / proper / with / a / exercise / be
10. (a) born / 27 June /1880 / Helen Keller / in Tuscumbia / on / was
       (b) full / hearing / she / born / and / sight / was / with
       (c) to / the / see / unabled / fever / hear / or / her / brain
11. (a) at / software / it / peak / India / is / in / revolution
       (b) television / have / the / even / computers / replaced
       (c) a / every / commodity / computers / in / home / common / are
12. (a) phones / well / ones / near / keep / and / cell / connected / loved
       (b) a / are / source / they / of / also / entertainment
       (c) easily / convenient / accessible / they / and / are
13. (a) in / India / there / tourist / destination / various / are
       (b) lofty / favourite / Himalayas / destination / still / the / a / are
       (c) are / of / religious / a / historical / places / of / there / number / or / importance
14. (a) has / too / educational / cinema / value / an
       (b) the / the / people / of / influence / it / mind / a / deep / exercises / upon
       (c) of / is / most / communication / effective / mass / the / it / means
15. (a) work / a / makes / no / boy / Jack / and / play / all / dull
       (b) all / we / playing / of / enjoy / games / should / sorts
       (c) must / outdoors / we / some / games / play
16. (a) need / we / and / companionship / company / all
       (b) be / companionship / a / life / good / burden / without / would
       (c) is / companionship / first / the / kind / of / family
17. (a) boy / as / even / was / fearless / and / Alexander / strong / a
       (b) a / horse / spirited / he / and / beautiful / tamed
       (c) his / his / power / father / the / over / proud / horse / was / of / very
18. (a) can be / two / blamed / persons / the murder / for
       (b) to the / there are / culprit / many clues / real / pointing
       (c) the / find / murderer / who / real / out / is                                          (All India 2016)

ANSWERS

1.    (a) The poor farmers had to pay very high taxes.
       (b) Even in times of natural disasters the farmers had to pay their share of taxes.
       (c) They had to cultivate those crops also which the English asked them to.
2.   (a) This hump is a storehouse of fats.
       (b) The camel uses this fat as a source of energy during its long journey in the desert.
       (c) Inside its belly it has two flask-shaped bags for storing water.
3.   (a) It is a mild and peace-loving animal.
       (b) That is why it can be more easily domesticated and trained.
       (c) A elephant can weigh up to 5 tons.
4.   (a) She dedicated her entire life to the service of the poorest of the poor.
       (b) She was an apostle of the unwanted.
       (c) Though a foreigner, Mother Teresa settled in Calcutta and made it her home.
5.   (a) A healthy person may cany germs of typhoid, cholera, dysentery, etc. in his body.
       (b) Such a person usually does not suffer from the disease.
       (c) However, people who came into contact with the carrier are in danger of catching the disease.
6.   (a) We saw a yellow coloured bus full of excited children.
       (b) We guessed they were on the way to the planetarium.
       (c) This was part of their study tour.
7.   (a) He taught me algebra and geometry twice a week.
       (b) Earlier I was very poor in these subjects.
       (c) Now I have become very proficient in them.
8.   (a) The rise in temperature disturbs the rain cycle.
       (b) It adversely affects vegetation and agriculture.
       (c) We have to face frequent floods and droughts.
9.   (a) Exercise is the key to keep oneself fit.
       (b) One can incorporate exercise into any activity.
       (c) Exercise must be combined with a proper diet.
10. (a) Helen Keller was born on 27 June 1880 in Tuscumbia.
       (b) She was born with full sight and hearing.
       (c) The brain fever unabled her to see or hear.
11. (a) Software revolution is at its peak in India.
       (d) Computers have replaced even the television.
       (c) Computers are a common commodity in every home.
12. (a) Cell phones keep loved and near ones well connected.
       (b) They are also a source of entertainment.
       (c) They are easily accessible and convenient.
13. (a) There are various tourist destinations in India.
       (b) The lofty Himalayas are still a favourite destination.
       (c) There are a number of places of historical or religious importance.
14. (a)Cinema has an educative value too.
       (b) It exercises a deep influences upon the mind of the people.
       (c) It is the most effective means of mass communication.
15. (a) All work and no play makes Jack a dull body.
       (b) We should enjoy playing all sorts of games.
       (c) We must play some outdoor games.
16. (a) We all need company and companionship.
       (b) Life would be a burden without good companionship.
       (c) Family is the first kind of companionship.
17. (a) Even as a boy Alexander was fearless and strong.
       (b) He tamed a beautiful and spirited horse.
       (c) His father was very proud of his power over the horse.
18. (a) Two persons can be blamed for the murder.
       (b) There are many clues pointing to the culprit.
       (c) Find out who is the real murderer.

II. SENTENCE TRANSFORMATION

Read the following conversations and complete the passages given below:

The husband of a patient asked the doctor (a)……………….. The doctor replied that he would have to pay only six lacs and added that (b)………………………………. The husband asked (c)……………………………………. When the doctor refused to leave even a penny then the patient asked the doctor to forget about the money. He added that he would buy another wife in six lac.

The master told the servant that out of two thousand he owed him, he (a)………….. The servant asked the master (b)…………………. The master continued that (c)………………….The servant asked the master to accept that amount as a small tip from him and find out a new servant just then.

The reporter felt sorry for the break up of Sania’s engagement and opined that (a) ……………………………………………… Consoling herself Sania told the reporter that (b) ………………………………………….. The reporter told Sania that of late she was doing not so well and reminded her that her ranking had gone down to 90s. Sania assured the reporter that (c)……………………………………………………..

Congratulating Mohan that at last he had decided to go to Kerala, Ram added (a)……………………Mohan replied that it is said that Kerala is one of the most beautiful places in India and added that (b)……………….. …….Ram told Mohan that every inch of Kerala is lush green and added that (c)……………………………………………. Mohan hoped that Ram enjoyed his holidays in Kerala and felt the difference when he came back to Delhi.

The policeman told the driver that he had crossed the red light and asked (a)……………Brandishing a hundred rupee note the driver told the policeman (b)…………………………The policeman asked the driver what he thought of a Delhi policeman. He further added that (c) …………………………The driver asked the policeman to have two hundred and give him a receipt. He further added that he would go to the court and face the punishment.

Nathen told his mother that (a)…………………… Mother asked him whether (b)…………………..Nathen replied that (c)………………way to contact him.

The doctor asked Kama (a)…………………………….. He replied that (b)…………….. The doctor asked (c)……………………….

A reporter asked Sakshi Malik if (a)…………………Sakshi Malik said to him that she had never thought to (b)…………….before getting the Arjuna Award. The reporter further asked her if she (c)………………….. She replied that she had not expected that.

Reema met Yash and asked him (a).……………………………… Yash said that he was fine and fit. Reema further asked him (b)……………………………. Yash said that (c)……………………………………………………………………………….. the previous day.

Ankit did not complete his homework. So, his teacher asked him why (a)……………………. Ankit said that (b)……………..The teacher further asked him how (c)……………………Ankit asked her that she could ask Arun who is his heighbour.

ANSWERS

1.   (a) what the total expenses would be in the end
      (b) he would have a healthy and happy wife
      (c) if he could get any concession
2.   (a) deducted 500 for not being on duty for a week and another 500 for not doing his duty well
       (b) to give him his one thousand then
       (c) he deducted 800 more for breaking his crockery and after then, he was left with just two hundred
3.   (a) marriage and sports couldn’t go together
       (b) what can’t be cured must be endured
       (c) she was preparing herself for reorientation and very soon he would find her in the first 50
4.   (a) that he was going to God’s own country
       (b) people like its beaches, backwaters and canals
       (c) Kerala has everything that soothes one’s eyes

6.   (a) he could not call his English tutor.
       (b) he had cancelled that day’s class.
       (c) his phone was dead and there was no other way to contact him.
7.   (a) if he had got the tests done.
       (b) he had not got them done.
       (c) to get them done that day itself.
8.   (a) she had expected to get the Khel Ratna
       (b) get’ the Khel Ratna
       (c) had thought that she would receive so much adulation
9.   (a) how he was
       (b) where he was yesterday
       (c) he had gone to his maternal uncle’s home
10. (a) he had not completed his homework
       (b) the previous day he had caught a fever
       (c) she could believe that

TEST YOUR SKILLS

I. Look at the words and phrases given below. Rearrange them to form meaningful sentences.
1.   (a) ones/red/grey/the largest/and/are
       (b) red Kangaroo/latter/a/may be/than/man/a/and/heavier
       (c) grey Kangaroos/at 40 kilometres per hour/bounce/can/along/chased/if
2.   (a) not sufficient/it/to be/in life/successful/is
       (b) complete success/practical knowledge/to get/too/we/require
       (c) travelling/is/which/it/gives/practical knowledge/us/and
3.   (a) officials/a hand-held/bacteria/the method/device/allows/to detect/with
       (b) bacteria killers/naturally/the technique/bacteriophages/is based on/occurring/known as
       (c) this technique/infections/is a/help/few years/may/fight/difficult to treat
4.   (a) species of/there/five/are/Kangaroos
       (b) we/from books/knowledge/theoretical knowledge/the/get/is/mere
       (c) identified/enthrax/researchers/destroy/have/way to/a new
5.   (a) on/camel/has/hump/its/a/big/back
       (b) elephant/land animal/present/largest/is/day/the/of/the
       (c) Mother Teresa/greatest/missionaries/one of the/was/time/of/our
6.   (a) labour / of / is / social / child / evils/ major / one / the
       (b) be / can felt / its / everywhere / presence
       (c) of / large / found / number / children / a / factories / are / working / in
7.    (a) live / electricity / without / we / cannot
       (b) power cuts / routine / haywire / work / and / make / go / our
       (c) run / appliances / almost / run / all / home / with / electricity
8.   (a) Barak Obama / the / to be / is / elected / first / as / Afro-American / the / president of the USA
       (b) the / beyond / US / Obama / thinking / went / of / conventional
       (c) fourth / he / Indonesia / till / grade / stayed / his / in
9.   (a) industry / the / India / growing / fastest / world’s / is / telecommunication/ industry
       (b) million / 1000 / it has / subscribers / phone / nearly / mobile
       (c) the state / BSNL / market’s / operator / owned / first / is the
10. (a) to find / it was / princes / very difficult / a real
       (b) all over / of one / he / in search / travelled / the world
       (c) but no / real / many / one seemed / he saw / to be                             (Foreign 2016)

II. Read the following conversations and complete the passages given below:


The man requested the priest (a)…………………to the police. He added that he was not born a thief but circumstances (b)………………. He further said that (c)……………….only four years old. The priest asked him it he would promise not to steal again:

Raman asked Chaman (a)………………….. Chaman replied (b)……………………..Then Raman enquired (c)………………….Chaman replied in affirmative. He further told Raman that they would leave in a day or two.

Father asked his son (a)………………………..The son replied that (b)……………………………………………. His father enquired (c)…………………….The son told him that he was fully prepared but he was getting a little bit nervous.

Saurabh wished Karan by saying (a)…………………..Karan thanked him. Saurabh asked Karan (b)…………………Karan replied that (c)……………………

Nisha asked Neha that (a)………………… Neha said that she also (b)…………………….. Nisha further asked Neha (c)…………………..

The post CBSE Class 10 English Grammar – Sentence Reordering and Sentence Transformation appeared first on Learn CBSE.

RD Sharma Class 7 Solutions chapter-21 Mensuration-II Exercise-21.2 Q17

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RD Sharma Class 7 Solutions chapter-21 Mensuration-II Exercise-21.2 Q18

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RD Sharma Class 6 Solutions Maths Chapter 7 Decimals Exercise 7.4

RD Sharma Class 6 Solutions Maths Chapter 7 Decimals Exercise 7.1
RD Sharma Class 6 Solutions Maths Chapter 7 Decimals Exercise 7.2
RD Sharma Class 6 Solutions Maths Chapter 7 Decimals Exercise 7.3
RD Sharma Class 6 Solutions Maths Chapter 7 Decimals Exercise 7.5
RD Sharma Class 6 Solutions Maths Chapter 7 Decimals Exercise 7.6
RD Sharma Class 6 Solutions Maths Chapter 7 Decimals Exercise 7.7
RD Sharma Class 6 Solutions Maths Chapter 7 Decimals Exercise 7.8
RD Sharma Class 6 Solutions Maths Chapter 7 Decimals Exercise 7.9
RD Sharma Class 6 Maths Solutions All Chapters (01-23)

RD Sharma Class 6 Solutions Maths Chapter 7 Decimals Exercise 7.4

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RD Sharma Solutions Class 6 Maths Chapter 1 Knowing Our Numbers Exercise 1.2

RD Sharma Solutions Class 6 Maths Chapter 1 Knowing Our Numbers Exercise 1.1
RD Sharma Solutions Class 6 Maths Chapter 1 Knowing Our Numbers Exercise 1.3
RD Sharma Solutions Class 6 Maths Chapter 1 Knowing Our Numbers Exercise 1.4
RD Sharma Solutions Class 6 Maths Chapter 1 Knowing Our Numbers Exercise 1.5
RD Sharma Solutions Class 6 Maths Chapter 1 Knowing Our Numbers Exercise 1.6

RD Sharma Solutions Class 6 Maths Chapter 1 Knowing Our Numbers Exercise 1.2

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RD Sharma Maths Class 6 Solutions Chapter 21 Data Handling 1 Presentation of Data

RD Sharma Maths Class 6 Solutions Chapter 21 Data Handling 1 Presentation of Data Exercise 21.1

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RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.5

RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.1
RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.2
RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.3
RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.4
RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.6
RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.7
RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.8
RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.9
RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.10
RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.11
RD Sharma Class 6 Maths Solutions All Chapters (01-23)

RD Sharma Class 6 Maths Solutions Chapter 2 Playing with Numbers Exercise 2.5

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