Chivvy Summary In Hindi and English

Soul of the Poem (कविता का सारांश )

The poem ‘Chivvy’ is a catalogues of various do’s and don’ts that the grown-ups dictate to young children. The adults constantly give a list of instructions to the children about how to sit, how to talk, how to eat and so on.

The poem, however, indicates a passage of time when the young child has grown up and is incapable of taking a decision on his own. The same adults, then, chide the grown up child for not being able to think independently.

‘चिवी’ एक ऐसी कविता है, जिसमें उन चीजों का समावेश है, जो एक वयस्क छोटे-छोटे बच्चों को क्या करना चाहिए तथा क्या नहीं करना चाहिए. के रूप में अक्सर बताते रहते हैं? वयस्क लोग छोटे बच्चों को निर्देशों की एक लंबी फेहरिस्त देते हैं कि उन्हें कैसे बैठना चाहिए, कैसे खाना चाहिए तथा कैसे बात करनी चाहिए इत्यादि?

कविता में इसका वर्णन भी है कि एक वक्त ऐसा भी आता है, जब छोटे बच्चे बड़े हो जाते हैं, पर यह तय नहीं कर पाते कि उन्हें क्या करना चाहिए? तब वही वयस्क उसे डाँटते हैं कि वह खुद से कुछ भी सोच पाने में सक्षम नहीं है।

Stanza wise Explanation of The Poem

Stanza 1
Grown-ups say things like:
Speak up
Don’t talk with your mouth full
Don’t stare; Don’t point
Don’t pick your nose
Reference The above lines have been taken from Michael Rosen’s poem, ‘Chivvy.’
Context The poet points out to a series of instructions given by the grown-ups.
Explanation The poem opens with a long list of instructions. In all likelihood, these instructions are being issued by the adults to their young ones. Speak, up, don’t talk while your mouth is full of food and so on are just a few examples.
संदर्भ प्रस्तुत पंक्तियाँ माइकल रोसेन की कविता ‘चिवी’ से ली गई हैं।
प्रसंग कवि उन दिशा-निर्देशों की लंबी फेहरिस्त बताते हैं, जो वयस्क छोटे-छोटे बच्चों को देते हैं।
व्याख्या कविता की शुरूआत दिशा-निर्देशों की लंबी फेहरिस्त से होती है। ये सारे निर्देश वयस्क अपने छोटे-छोटे बच्चों को देते हैं। ऐसे बोलो, ऐसे बैठो तथा ऐसे खाओ इत्यादि वे कुछ निर्देश हैं, जो बच्चों को निर्देशित होते हैं।

Stanza 2
Sit up; Say please; Less noise
Shut the door behind you
Don’t drag your feet
Haven’t you got a hankie? Take
your hands out of your pockets
Reference Same as in Stanza 1
Context The poet continues to put an emphasis on how the young children are directed to act in accordance to the instructions issued by the adults.
Explanation The second stanza of the poem continues with yet another set of instructions. Each and every activity of the young child is administered and put under the surveillance of the grown-ups.
संदर्भ पूर्ववत्
प्रसंग कवि उन स्थितियों का वर्णन करते हैं, जिनमें वयस्क छोटे बच्चों को उनके निर्देशों का पालन करने का निर्देश देते हैं।
व्याख्या कविता का दूसरा पद्यांश भी उन निर्देशों से शुरू होता है, जोकि वयस्क छोटे बच्चों को निर्देशित करते हैं। छोटे बच्चों की सारी गतिविधियों को वयस्क निर्देशित करते हैं और लगातार इस पर अपनी निगरानी बनाए रखते हैं।

Stanza 3
Pull your socks up;
Stand up straight Say thank you;
Don’t interrupt
No one thinks you’re funny
Take your elbows off the table
Can’t you make your own
mind up about anything
Reference Same as in Stanza 1
Context The poet showcases how the child is still being reprimanded by the adult, though the child has grown up.
Explanation The final couplet of the poem shows that perhaps the young child has grown up. However, the adults around him continue to reprimand him. But, this time for a different reason. The child is unable to decide anything for himself. He is not certain about anything. It’s quite  ironical as the entire childhood of this child was spent blindly following the instructions.
संदर्भ पूर्ववत्
प्रसंग कवि इस बात का वर्णन करते हैं कि कैसे छोटे बच्चे आज भी वयस्कों की डॉट खा रहे हैं? जब वे बड़े हो गए हैं।
व्याख्या अंतिम पंक्तियों से यह पता चलता है कि बच्चा अब बड़ा हो चुका है। फिर भी जो वयस्क उसके चारों ओर हैं, वे आज भी उसे डाँट रहे हैं। इस बार डाँटने का कारण अलग है। बच्चा खुद के लिए कुछ भी तय नहीं कर पा रहा है। वह किसी भी चीज के बारे में निश्चित नहीं है। यह पूर्ण रूप से व्यंग्यात्मक है कि इस बच्चे का पूरा बचपन ही दूसरों के निर्देश के अनुसार काम करने में बीत गया था।

Word Meaning

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Trees Summary In Hindi and English

Soul of the Poem (कविता का सारांश )

The poem, Trees’ is a long catalogue describing the various advantages of trees. Every person who looks at a tree appreciates it for a different reason. Trees are the source of sustaining life; they provide food and shelter. They are loved by children while playing games. They give shade and fruit and various other gifts.

कविता ‘ट्रीज एक ऐसी कविता है, जो पेड़ों के अनगिनत लाभों को दर्शाती है। प्रत्येक व्यक्ति जो पेड़ को देखता है, इसकी अलग-अलग कारणों से प्रशंसा करता है। पेड़ जीवन को चलाने का जरिया हैं। वे हमें भोजन तथा आश्रय प्रदान करते हैं। बच्चे अपने खेल-खेलने के दौरान उन्हें पसंद करते हैं। वे हमें छाया, फल तथा अन्य दूसरे उपहार प्रदान करते हैं।

Stanza wise Explanation of The Poem

Stanza 1
Trees are for birds.
Trees are for children.
Trees are to make tree houses in.
Trees are to swing swings on.
Trees are for the wind to blow through.
Trees are to hide behind in Hide and Seek.
Trees are to have tea parties under.
Trees are for kites to get caught in.
Trees are to make cool shade in summer.
Trees are to make no shade in winter.
Trees are for apples to grow on, and pears;
Trees are to chop down and call, “TIMBER-R-R!”
Trees make mothers say,
What a lovely picture to paint”
Trees make fathers say,
“What a lot of leaves to rake this fall!”
Reference The above lines have been taken from Shirley Bauer’s poem, Trees.
Context The poet list down the various advantages of the trees.
Explanation The trees are used by birds. They live in the trees and build their nests. Trees are used by children.
They love to make tree houses and use them as swings. Children love to play hide and seek behind the trees. Not just children, even grown ups have fun around the trees. They have their tea parties under the shade of the trees. The strong winds that blow through the trees provide relief to passersby. During extreme summers, trees provide shade.
During winters, trees do not provide shade and allow people to bathe in the sun. People get to eat delicious fruit like apples and pear. Trees are useful even when they are chopped down.
We get timber which is used to make furniture. To some, trees are like beautiful pictures that they would love to paint and to others they are profitable as even their shattered leaves could be put to great use.
संदर्भ प्रस्तुत पंक्तियाँ शलें बॉयर की कविता ‘ट्रीज’ से ली गई हैं।
प्रसंग कवि पेड़ों के द्वारा होने वाले विभिन्न लाभों का वर्णन करते हैं।
व्याख्या पेड़ों को पक्षी इस्तेमाल करते हैं। वे पेड़ों पर रहते हैं और वहीं पर अपने घोंसले बनाते हैं। पेड़ बच्चों के द्वारा इस्तेमाल किए जाते हैं। वे पेड़ों पर झूले लगाकर झूलना पसंद करते हैं। बच्चे पेड़ के पीछे लुका-छिपी का खेल पसंद करते हैं। बच्चे क्या, बड़े भी पेड़ों के साथ आनंद मनाते हैं। वे चाय की पार्टी पेड़ों के नीचे करते हैं।
पेड़ों से होकर चलने वाली तेज हवा राहगीरों को हवा प्रदान करती है। भयंकर गर्मी में पेड़ छाया प्रदान करते हैं। सर्दी में पेड़ छाया की जगह सूर्य की रोशनी प्रदान करते हैं। लोगों को सेब तथा पीयर जैसे स्वादिष्ट  फल पेड़ों से मिलते हैं। कटने के बाद भी पेड़ लाभकारी होते हैं। वे हमें फर्नीचर बनाने के लिए भी लकड़ी प्रदान करते हैं। कुछ लोगों के लिए पेड़ एक खूबसूरत तस्वीर है, जिसे वे बार-बार चित्रित करना चाहते हैं और कुछ लोगों के लिए वे इतने लाभदायक हैं कि वे उनकी सूखी एवं बिखरी हुई पत्तियों को भी बेहतरीन उपयोग में ला सकते हैं।

Word Meaning

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Mystery of the Talking Fan Summary In Hindi and English

Soul of the Poem (कविता का सारांश )

The poem beautifully captures the movement of the much familiar and mundane objects around us, which in today’s time are a very essential part of our existence. The poem discusses the movement of a ceiling fan. The poet discusses the sound made by the ceiling fan comparing it to human chatter, though unknown and incomprehensible.

कविता में बहुत ही खूबसूरत तरीके से जानी-पहचानी तथा साधारण चीजों के घूर्णन और गति को वर्णित किया गया है। ये सारी चीजें आज के जीवन में महत्वपूर्ण हैं। कवि एक छत वाले पंखे के घूमने का भी वर्णन करते हैं। कवि पंखे के घूमने की आवाज की क्लनिक वातसेकतेहैं.जकिय सहमें नाह आ सकती हैं।

Stanza wise Explanation of The Poem

Stanza 1
Once there was a talking fan–
Electrical his chatter.
I could’t quite hear what he said
And I hope it doesn’t matter
Because one day somebody oiled
His little whirling motor
And all the mystery was spoiled–
He ran as still as water.
Reference The above lines have been taken from Maude Rubin’s poem, Mystery of the Talking Fan.
Context The poet, in these lines, closely observes the movement of the ceiling fan, calling its noise chatter.
Explanation The poem opens with the personification of the fan, being given human attributes such as the ability to talk and chatter. The poet calls the fan’s noise an electrical chatter. The poet is unable to comprehend what exactly it means and before the poet could succeed in decoding the mystery, somebody oiled its motor. Ever since, it functioned in such a smooth manner that no noise could be heard. The ‘talking fan fell silent.
संदर्भ प्रस्तुत पंक्तियाँ माउद रूबिन की कविता ‘मिस्ट्री ऑफ द टॉकिंग फैन’ से ली गई हैं।
प्रसंग कवि इन पंक्तियों में छत वाले पंखे के घूर्णन को वर्णित करते हैं तथा इसके शोर की इंसानों की बातचीत से तुलना करते हैं।
व्याख्या कविता की शुरूआत पंखे के मानवीकरण से होती है और वे इसे मानवीय गुणों से वर्णित करते हैं, क्योंकि यह बात कर सकता है तथा शोर कर सकता है। पंखे की आवाज को कवि ‘विद्युतीय बकवास’ भी कहते हैं। कवि को पंखे की यह आवाज समझ में जरा-सी भी नहीं आ रही है और इससे पहले कि कवि उसकी यह आवाज समझ पाते, किसी ने उसके मोटर में तेल डालकर उसकी आवाज बंद कर दी थी। तब से इसने काम करने के दौरान आवाज करनी बिल्कुल ही बंद कर दी और यह बिल्कुल खामोश हो गया था।

Word Meaning

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Dad and the Cat and the Tree Summary In Hindi and English

Soul of the Poem (कविता का सारांश)

One morning, a cat got stuck in the tree. The narrator’s dad decided that he will easily be able to take care of it. Narrator’s father decided to climb the tree. His wife warned him that he might fall, but ignoring her warnings he climbed the ladder, slipped and fell.

Having fallen once, he thought of trying again, another way. Yet again ignoring his wife warnings, he swung himself up on a branch. The branch broke and again he fell.

Not giving up still, the father climbed up the garden wall. Luckily this time he did not fall. However, the moment he sprang unto the tree the cat jumped to the ground, safe and sound. Poor father, on the other hand, got stuck in the tree.

एक सुबह, एक बिल्ली एक पेड़ पर अटक गई। कवि के पिता ने कहा कि वह इसकी देखभाल आराम से कर लेंगे। पिता जी ने पेड़ पर चढ़ने का फैसला किया। उनकी पत्नी ने चढ़ने से मना किया कि वे गिर जाएँगे, पर उन्होंने चेतावनी को अनसुना कर दिया और पेड़ पर चढ़ दिए तथा फिसल गए और नीचे गिर गए।

एक बार गिरने के बाद दूसरी बार दूसरे तरीके से चढ़ने का फैसला हुआ और इस बार फिर पत्नी की चेतावनी के बावजूद वे पेड़ की एक डाली पर चले गए। डाली टूट गई और वे फिर गिर गए।

हार न मानते हुए, पिता जी इस बार बगीचे की दीवार पर चढ़ गए। इस बार वे नहीं गिरे। जैसे ही वे बिल्ली को लेने के लिए डाल की ओर झुके, बिल्ली वहाँ से कूद कर नीचे आ गई और बेचारे पिता जी ही पेड़ पर अटक गए थे।

Stanza wise Explanation of The Poem

Stanza 1
This morning a cat got; Stuck in our tree.
Dad said, “Right, just; Leave it to me.”
Reference The above lines have been taken from Kit Wright’s poem, ‘Dad and the Cat and the Tree.
Context The poet showcases how the narrator’s father takes the responsibility of dealing with the cat.
Explanation The narrator discusses that one morning a cat got stuck in the tree. His father told him that he will manage to drive away the cat.
संदर्भ प्रस्तुत पंक्तियाँ किट राइट की कविता ‘डैड एंड द कैट एंड द ट्री’ से ली गई हैं।
प्रसंग कवि अपने पिता जी की बिल्ली को बचाने की जिम्मेदारी लेने का वर्णन करते हैं।
व्याख्या कवि बताते हैं कि एक सुबह एक बिल्ली एक पेड़ पर अटक गई थी। उनके पिता जी ने उस बिल्ली को बचाने की जिम्मेदारी ली थी।

Stanza 2
The tree was wobbly, The tree was tall.
Mum said, “For goodness’ Sake don’t fall!”
Reference Same as in Stanza 1
Context The poet describes the narrator’s mother’s concern for her husband.
Explanation Since the tree was unstable, the narrator’s mother was full of doubts as to how easy would it be for her husband to climb the tree. Therefore, she warned him that he might fall.
संदर्भ पूर्ववत।
प्रसंग कवि अपने पिता के लिए अपनी माँ की चिंताओं का वर्णन करते हैं।
व्याख्या पेड़ थोड़ा अस्थिर और कमजोर था, इसलिए कवि की माँ को चिंता हो रही थी कि उनके पति के लिए इस पर चढ़ना सुरक्षित होगा या नहीं। इसी वजह से उन्होंने उन्हें चेताया कि वे गिर सकते हैं।

Stanza 3
“Fall?’ scoffed Dad, “A climber like me?
Child’s play, this is! You wait and see.”
Reference Same as in Stanza 1
Context The poet discusses how the narrator’s father laughed away his wife’s warnings.
Explanation Listening to his wife’s warnings, the narrator’s father was quite surprised. He dismissed away these warnings by saying that he was a good climber and climbing the tree was as easy as a child’s play.
संदर्भ पूर्ववत।
प्रसंग कवि वर्णन करते हैं कि कैसे उनके पिता ने उनकी माँ की चिंताओं का मजाक बनाया था।
व्याख्या अपनी पत्नी की चेतावनी सुनने के बाद कवि के पिता जी आश्चर्य चकित हो गए। वे इन चेतावनियों को नजरअंदाज कर गए और कहा कि वे पेड़ पर चढ़ने में माहिर हैं तथा यह तो बच्चों का खेल है।

Stanza 4
He got out the ladder; From the garden shed.
It slipped. He landed; In the flower bed.
Reference Same as in Stanza 1
Context The poet highlights how the narrator’s mother’s fears prove to be true.
Explanation The narrator’s father brings out a ladder from the garden shed. But, it slipped and father fell on the ground.
संदर्भ पूर्ववत।
प्रसंग कवि वर्णन करते हैं कि कैसे उनकी माँ का डर सच साबित हो गया।
व्याख्या कवि के पिता बगीचे की शेड से एक सीढ़ी लाते हैं, पर सीढ़ी फिसल गई और वे जमीन पर जाकर गिर पड़े।

Stanza 5
“Never mind,” said Dad, Brushing the dirt
Off his hair and his face
And his trousers and his shirt,
Reference Same as in Stanza 1
Context The poet describes the father gathering back his energy.
Explanation The narrator’s father brushes off the dirt from his hair and clothes, cleans his face and begins to think about another plan to drive away the cat.
संदर्भ पूर्ववत।
प्रसंग कवि अपने पिता की ऊर्जा संग्रहण का वर्णन करते हैं।
व्याख्या पिता जी जमीन से उठे। चेहरे, सिर पर, शर्ट में लगी धूल को साफ करके एक नई युक्ति सोचने लगे कि बिल्ली को कैसे वहाँ से नीचे लाना है।

Stanza 6
“We’ll try Plan B. Stand; Out of the way!”
Mum said, “Don’t fall; Again, O.K.?”
Reference Same as in Stanza 1
Context The poet shows how the mother seems to be dissatisfied with the Plan B as well.
Explanation The narrator’s father decides to try Plan B. His wife, however, again warns him, that he might fall again.
संदर्भ पूर्ववत।
प्रसंग कवि वर्णन करते हैं कि माँ पिता के प्लान ‘ब’ से भी असहमत थी।
व्याख्या कवि के पिता ने अब प्लान ‘ब’ बनाने का फैसला किया। माँ ने पुन: उन्हें चेताया कि वे शायद गिर सकते हैं।

Stanza 7
“Fall again said Dad..; “Funny joke!”
Then he swung himself up; On a branch. It broke.
Reference Same as in Stanza 1
Context The poet showcases how the narrator’s father again dismisses his wife’s warning.
Explanation The narrator father muses away his wife’s warning. Still laughing, he swung himself on a branch, but the branch broke and he again fell on the ground.
संदर्भ पूर्ववत।
प्रसंग कवि वर्णन करते हैं कि कवि के पिता जी ने माँ की चेतावनियों को एक बार फिर से नजरअंदाज कर दिया था। 
 व्याख्या कवि के पिता ने उनकी माँ की चेतावनी को नजरअंदाज कर दिया था। हँसते हुए वे एक डाली को पकड़ कर झूल पड़े और डाली के टूटने की वजह से वे गिर पड़े।

Stanza 8
Dad landed wallop; Back on the deck.
Mum said, “Stop it, You’ll break your neck!”
Reference Same as in Stanza 1
Context Poet Reiterates the narrator’s mother’s intervention.
Explanation The narrator’s father again fell on the ground. The narrator’s mother begged him to stop as he might break his neck from falling again and again.
संदर्भ पूर्ववत।
प्रसंग पिता जी एक बार फिर माँ की चेतावनी को नजरअंदाज कर देते हैं।
व्याख्या कवि के पिता पुन: जमीन पर गिर गए थे। कवि की माँ उन्हें बार-बार रोकने का प्रयास कर रही थी, क्योंकि उन्हें लग रहा था कि बार-बार गिर कर कहीं वे अपनी गर्दन न तोड़ लें।

Stanza 9
“Rubbish!” said Dad.. “Now we’ll try Plan C.
Easy as winking; To a climber like me!”
Reference Same as in Stanza 1
Context The poet highlights how the narrator’s father refuses to give up.
Explanation The narrator’s father, then, decided to try Plan C. He was still confident that being a great climber he would succeed.
संदर्भ पूर्ववत।
प्रसंग कवि वर्णन करता है कि किस प्रकार उनके पिता हार मानने को राजी नहीं थे?
व्याख्या कवि के पिता ने अब प्लान ‘स’ को अमल में लाने का निर्णय किया। उन्हें अभी भी भरोसा था कि एक अच्छे आरोही होने के नाते वे पेड़ पर चढ़ जाएँगे।

Stanza 10
Then he climbed up high; On the garden wall.
Guess what? He did’t fall
Reference Same as in Stanza 1
Context The poet shows the father trying yet another plan.
Explanation The narrator’s father climbed up the high garden wall and this time he did not fall.
संदर्भ पूर्ववत।
प्रसंग कवि अपने पिता की अगली कोशिश का वर्णन करते हैं।
व्याख्या इस बार पिता बगीचे की ऊँची दीवार पर चढ़ गए और इस बार वे नहीं गिरे।

Stanza 11
He gave a great leap; And he landed flat
In the crook of the tree-trunk-Right on the cat!
Reference Same as in Stanza 1
Context The poet describes that finally the narrator’s father succeeds.
Explanation The father, with a great leap, finally landed on the tree top, right on the cat.
संदर्भ पूर्ववत।
प्रसंग कवि वर्णन करता है कि उसके पिता अंततः सफल हो गए।
व्याख्या पिता जी ने एक लम्बी-सी छलांग लगाई और पेड़ की चोटी पर चले गए, जहाँ पर बिल्ली थी।

Stanza 12
The cat gave a yell; And sprang to the ground,
Pleased as Punch to be; Safe and sound.
Reference Same as in Stanza 1
Context The poet humorously ends the poem.
Explanation The moment the father landed on the cat, the cat screamed with fear and sprang to the ground. Landing smoothly on the ground, it seemed content with itself.
संदर्भ पूर्ववत।
प्रसंग कवि व्यंग्यात्मक लहजे में कविता का अंत करता है।
व्याख्या जैसे ही पिता जी ने बिल्ली के ऊपर छलांग लगाई, बिल्ली डर के मारे चीखी और सीधे जमीन पर कूद गई। आराम से जमीन पर जाने के बाद वह अपने आप से संतुष्ट मालूम पड़ रही थी।

Stanza 13
So it’s smiling and smirking, Smug as can be;
But poor old Dad’s Still; Stuck; Up; The ; Tree!
Reference Same as in Stanza 1
Context The poet describes the father’s poor state.
Explanation The narrator describes that having safely landed on the ground, the cat was smiling arrogantly, while his father got stuck on the tree.
संदर्भ पूर्ववत।
प्रसंग कवि पिता की दयनीय अवस्था का वर्णन करते हैं।
व्याख्या कवि वर्णन करता है कि पेड़ से नीचे आने के बाद बिल्ली हँस रही थी और कवि के पिता वहीं पेड़ पर अटक गए थे।

Word Meaning

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Meadow Surprises Summary In Hindi and English

Soul of the Poem (कविता का सारांश )

The meadow offers several surprises to the one who has an eager eye to look at the meadow. Walking on the soft velvety grass, the sound of the brook, a butterfly sipping nectar from the flowers; all such sights give immense pleasure. These sights are no less than the nature’s surprise gift.

Walking further on, one may find a rabbit hidden in the grass. One may not be able to see it instantly, but soon it would hop in front of you because it would be scared. A dandelion that was golden a couple of days ago would have also bloomed.

One could find several houses in the meadows. There would be burrows in the ground, nests beneath the tall grasses, mounds for ants and so on. For every person there would be some or the other surprise.

जिन लोगों को घास की भूमि को देखने में दिलचस्पी है, उनके लिए घास की भूमि बहुत से आश्चर्य प्रदान करती है। मुलायम तथा मखमली घास पर चलना, नदी की कल-कल करने की आवाज, तितलियों द्वारा फूलों का रस निकालना इत्यादि दृश्य हमें अनगिनत खुशियाँ प्रदान करते हैं। ये दृश्य प्रकृति के उपहार से कम नहीं हैं।

आगे चलने पर हमें घास में छिपा हुआ खरगोश मिल सकता है। इसे हम तुरंत तो नहीं देख सकते पर शीघ्र ही यह डरा हुआ होने की वजह से आपके सामने उछलता हुआ नजर आएगा। अगले ही दिन आपको पीले फूल खिले हुए नजर आएँगे।

घास-भूमि में हमें कई घर भी मिलते हैं। जमीन में मंद लंबी घासों के नीचे घोंसले, चींटी के बिल इत्यादि मिल जाते हैं। वहाँ पर हर किसी के लिए कुछ-न-कुछ आश्चर्य जरूर होता है।

Stanza wise Explanation of The Poem

Stanza 1
Meadows have surprises,
You can find them if you look;
Walk softly through the velvet grass,
And listen by the brook.
Reference The above lines have been taken from ‘Lois Brandt Phillips’ poem, Meadow Surprises.’
Context The poet notes that a meadow has several surprises.
Explanation if one pays attention, a meadow has several surprises to offer. It is a great pleasure to walk through the velvety soft grass and hear the sound of the brook.
संदर्भ प्रस्तुत पंक्तियाँ लोइस ब्रैट फिलिप की कविता ‘मीडो सरप्राइजेज’ से ली गई हैं।
प्रसंग कवि जान लेते हैं कि घास-भूमि के पास कई सारे आश्चर्य हैं।
व्याख्या अगर कोई ध्यान दे तो घास-भूमि के पास हमें देने के लिए बहुत से आश्चर्य हैं। मखमली मुलायम घास पर चलना तथा नदी के मीठे संगीत को सुनना बहुत ही आनंददायक होता है।

Stanza 2
You may see a butterfly
Rest upon a buttercup
And unfold its drinking straws
To sip the nectar up.
Reference Same as in Stanza 1
Context The poet describes a beautiful sight one may encounter in the meadows.
Explanation In the meadows, it is possible to come across a butterfly comfortably placed upon her buttercup or flowers full of nectar. It would seem as if the butterfly is sipping nectar from the buds and flowers with the help of a drinking straw.
संदर्भ पूर्ववत्।
प्रसंग कवि घास-भूमि में दिखने वाले बेहतरीन दृश्य का वर्णन करते हैं।
व्याख्या घास-भूमि में हम एक तितली को फूलों के रस को पीते हुए देख सकते हैं। ऐसा मालूम होता है कि तितली एक छोटे-सी नली से फूलों का रस पी रही है।

Stanza 3
You may scare a rabbit
Who is sitting very still;
Though at first you may not see him,
When he hops you will.
Reference Same as in Stanza 1
Context The poet describes yet another beautiful sight.
Explanation Walking on the soft grass, one may not be immediately able to see the rabbit hiding there. The rabbit might get frightened by our footsteps and would hop out of the grass. That indeed is a sight worth watching.
संदर्भ पूवर्वत्।
प्रसंग कवि एक बार फिर सुंदर नजारों का वर्णन करते हैं।
व्याख्या मुलायम घास पर चलते हुए कोई खरगोश को वहाँ पर छिपा हुआ तुरंत नहीं देख सकता है। हमारे पदचाप से डर कर वह बाहर उछलता हुआ आएगा, जो एक बेहतरीन दृश्य होगा।

Stanza 4
A dandelion whose fuzzy head
Was golden days ago
Has turned to airy parachutes
That flutter when you blow.
Reference Same as in Stanza 1
Context The poet describes the sight of buds transforming into flowers.
Explanation Dandelions or bright yellow flowers, that appeared golden several days ago have bloomed and flutter as you go near and blow at them.
संदर्भ पूर्ववत्।
प्रसंग कवि कलियों से फूल बनने का वर्णन करते हैं।
व्याख्या पीले रंग वाले फूल जो कई दिन पूर्व दिखे थे, वे अब खिल गए हैं और जब आप उसके पास जाकर उसे हिलाते हैं, तो वह दृश्य बड़ा सुहावना होता है।

Stanza 5
Explore the meadow houses,
The burrows in the ground,
A nest beneath tall grasses,
The ant’s amazing mound.
Reference Same as in Stanza 1
Context The poet describes certain houses that are to be seen in the meadows.
Explanation If one explores the meadows, one comes across various houses. There are burrows in the ground, meant for smaller animals. Some nests are found beneath the tall grass and mounds for the ants are also there.
संदर्भ पूर्ववत्।
प्रसंग कवि उन घरों का वर्णन करते हैं, जो घास-भूमि में देखे जा सकते हैं।
व्याख्या घास-भूमि का निरीक्षण करने पर हमें बहुत से घर दिखाई देते हैं, जमीन में बिल जिनमें छोटे जानवर रहते हैं। लंबी घास के नीचे घोंसले तथा चींटी के रहने की जगह भी वहाँ देखी जा सकती है।

Stanza 6
Oh! Meadows have surprises
And many things to tell;
You may discover these yourself,
If you look and listen well.
Reference Same as in Stanza 1
Context The poet reiterates the fact that a meadow has several surprises.
Explanation If one is able to pay a little attention, look and listen well, one may find several beautiful surprises in the meadows.
संदर्भ पूर्ववत्।
प्रसंग कवि इस बात पर जोर देता है कि घास-भूमि के पास बहुत से आश्चर्य हैं।
व्याख्या यदि कोई ध्यान से देखना और सुनना जानता है, तो उसे घास-भूमि के अंदरबहुत सारे आश्चर्य का पता चल सकता है।

Word Meaning

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Garden Snake Summary In Hindi and English

Soul of the Poem (कविता का सारांश)

The poem, ‘Garden Snake’ is a simplistic description of a harmless snake. The young child narrator encounters a snake in the garden and runs away from it out of fear. However, his mother informs him that certain kinds of snakes are not dangerous at all. They feed merely on insects. The young child narrator loses his fear, thereafter and begins to watch the snake pass through the garden.

कविता ‘गार्डन स्नेक’ एक हानिरहित साँप का साधारण वर्णन है। युवा बाल कथाकार अपने बगीचे में एक साँप देखता है और वह वहाँ से डर कर भाग जाता है। उनकी माँ बताती हैं कि कुछ साँप हानिकारक नहीं होते हैं। वे कीड़े-मकोड़े खाते हैं। युवा बाल कथाकार अपना भय त्याग देता है एवं उसके बाद साँप को अपने बगीचे से गुजरता देखता रहता है।

Stanza wise Explanation of The Poem

Stanza 1
I saw a snake and ran away….
Some snakes are dangerous, they say;
But mother says that kind is good,
And eats up insects for his food.
So when he wiggles in the grass
I’ll stand aside and watch him pass,
And tell myself, “There’s no mistake,
It’s just a harmless garden snake!’
Reference The above lines have been taken from Muriel L Sonne’s poem Garden Snake.
Context The poet describes how the child’s fear gets replaced and he is able to watch the snake with delight.
Explanation The young child narrator sees a snake and runs away thinking the snake to be dangerous. His mother, however, tells him that some particular kinds of snakes are not dangerous but good. They eat nothing but insects. Thereafter, the narrator no longer afraid used to stand aside and see the snake wiggle in the grass. Every time the narrator sees the garden snake, he reminds himself that there is nothing wrong as this is just a “harmless garden snake.”
संदर्भ प्रस्तुत पंक्तियाँ मुरियम एल सोन की कविता गार्डन  स्नेक’ से ली गई हैं।
प्रसंग कवि वर्णन करते हैं कि किस प्रकार बच्चे के मन से भय दूर हो जाता है और वह साँप को खुशी से देखता है।
व्याख्या युवा बाल कथाकार ने अपने बगीचे में एक साँप देखा और उसे वह खतरनाक लगा एवं डर कर वह भाग गया। उसकी माँ ने बताया कि यह साँप खतरनाक न होकर अच्छा होता है। यह केवल कीड़े-मकोड़े को खाता है। इसके बाद, कथाकार बिना डरे वहाँ पर खड़े होकर साँप को घास के अंदर इधर-उधर घूमते आराम से देखा करते थे। हर बार जब कथाकार उस साँप को देखते थे, तो बस यही स्मरण करते पिखरनाक नहक एकहातित बचेक सॉप’ है।

Word Meaning

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Three Questions Summary In Hindi and English

Soul of the Chapter (पाठ का सारांश )

The King’s Mission

Once there was a king who thought that to be a successful ruler he must know the answer of three questions. The questions were

• What is the right time to begin something?
• Which people should he listen to?
• What is the most important thing for him to do?

The Wise Men and their Solutions

The king sent messengers in all directions to find people who could answer these questions. Many wise men came, but their answers were all different. For the first question some of them felt that the king should follow a timetable, while there were others who felt that it is not possible to decide the right time for doing something in advance.

Similarly, for the second question, some wise men said that the king should follow his councillors while others thought it was the priest whom the king should listen to. Then there were those who felt that it was the doctor the king should obey while there were many in favour of soldiers. For the third question some wise men said science should be of highest priority for the king while others said religion.

राजा का लक्ष्य

एक राजा था, जो यह मानता था कि एक सफल राजा बनने हेतु तीन सवालों के उत्तर जानना अति आवश्यक है। ये प्रश्न थे

•  किसी चीज को शुरू करने का सही समय क्या है?
• उसे किन लोगों की बात सुननी चाहिए?
• उसके लिए सबसे महत्वपूर्ण काम कौन-सा है?

बुद्धिमान व्यक्ति तथा उनके उपाय

राजा ने चारों तरफ अपने संदेशवाहक भेजे और इन प्रश्नों का सही उत्तर देने हेतु लोगों की तलाश करने को कहा। बहुत से बुद्धिमान व्यक्ति आए, पर सवालों के जो उत्तर उन्होंने दिए थे, वे बिल्कुल ही अलग थे। प्रथम प्रश्न के उत्तर में कुछ ने कहा कि राजा को एक तय समय-सारिणी का , पालन करना चाहिए, जबकि कुछ ने कहा कि यह निश्चित नहीं किया जा सकता है कि किसी कार्य को करने का सबसे उचित समय क्या है?

उसी प्रकार, दूसरे प्रश्न के उत्तर में कुछ ने कहा कि राजा को अपनी ‘मंत्रिपरिषद् की बात सुननी चाहिए, जबकि कुछ ने कहा कि उसे तो पुजारी की बात सुननी चाहिए। कुछ लोगों का मत था कि राजा को अपने डॉक्टर की बात सुननी चाहिए, जबकि कुछ और लोग यह मानते थे कि राजा को अपने सिपाही की बात सुननी चाहिए। तीसरे प्रश्न के उत्तर में कुछ बुद्धिमान व्यक्तियों ने कहा कि राजा का सबसे महत्वपूर्ण काम विज्ञान की प्राथमिकता होनी चाहिए, जबकि कुछ दूसरे लोगों ने कहा कि धर्म उनकी प्राथमिकता होनी चाहिए।

The Hermit

The king was not satisfied with these answers as they were so different from each other. He didn’t give any reward to anyone and thought to seek consultation of a wise hermit who lived in the jungle. The hermit will see only ordinary people so the king dressed up like a normal man, leaving behind his horse and bodyguards and went to the hermit’s hut. The hermit was an old man and was busy digging the ground in front of his house. The king told the hermit that he has come in search of answers for his three questions and repeated them.

The hermit didn’t respond and continued digging the ground. Sometime passed and the king seeing the hermit to be tired offered his help. The king continued digging the ground till evening. In the evening the king again requested the hermit to answer his questions, but at that moment someone came running towards the hermit’s hut.

The Wounded Man

A man came running towards them with a hand on his wounded stomach. The king cleaned the wound and dressed the wound controlling the flow of blood. The man felt better and asked for some water. Hermit and the king took the man inside the house. The man was lying quiet inside the house and the tired king too fell asleep on the ground.

In the morning when the king opened his eyes he saw the wounded man asking for forgiveness. The man told the king that he had come to take revenge from him because the king had killed his brother and had taken away all his property. He wanted to kill the king while returning from the hermit’s place.

But the king’s bodyguards found him and wounded him. He would have died if the king would not have helped him. He regretted his thoughts of killing the king and promised to be his faithful servant. The king was pleased to turn his enemy into a friend. He forgave him and returned all his property.

The King Sighed a Relief

The king then went to look for the hermit who was sowing seeds in the beds that they have dug the day before. He requested the hermit for the last time to answer his questions. To this the hermit replied that the king has already found the answers. If he would not have pitied hermit’s condition the day before then the man would have attacked him on his way and he might have lost his life. So, the most important time was when he was digging the bed and the hermit was the most important man.

तपस्वी

राजा प्रश्नों के उत्तर में भिन्नता होने की वजह से संतुष्ट नहीं हुआ था। उसने उन बुद्धिमान व्यक्तियों में से किसी को भी कोई इनाम महीं दिया और तय किया कि वह जंगल में रहने वाले एक तपस्वी से सुझाव लेगा। तपस्वी केवल साधारण इंसानों से ही मिलता था, इसलिए राजा ने . अपने कपड़े साधारण इंसानों की ही भाँति पहने, अपने घोड़े व अंगरक्षकों को छोड़ दिया और तपस्वी की झोंपड़ी की ओर चल पड़ा। तपस्वी एक वृद्ध आदमी था और वह अपने घर के सामने एक गड्ढा खोद रहा था। राजा ने उस वृद्ध से कहा कि वह अपने प्रश्नों के उत्तर जानने आया है और उसने सभी प्रश्न दोहराए।

तपस्वी ने बिना जवाब दिए ही गड्ढा खोदना जारी रखा। कुछ वक्त बीत जाने पर जब तपस्वी थक गया, तो राजा ने उसे अपनी मदद का प्रस्ताव दिया। राजा शाम तक गड्ढा खोदता रहा। शाम को राजा ने दोबारा तपस्वी से विनती की और अपने प्रश्नों के उत्तर माँगे, पर उसी समय तपस्वी की झोंपड़ी की ओर एक व्यक्ति भागता हुआ आया।

एक घायल व्यक्ति

एक व्यक्ति भागता हुआ उनकी तरफ आया, जिसने अपना एक हाथ अपने घायल पेट पर रखा हुआ था। राजा ने जख्म को साफ कर दिया तथा खून के बहाव को रोकने के लिए उसके जख्म पर एक पट्टी बाँध दी। इंसान ने थोड़ी-सी राहत महसूस की तथा पानी माँगा। राजा और तपस्वी ने मिलकर व्यक्ति को झोंपड़ी के अंदर पहुँचाया। व्यक्ति चुपचाप लेटा हुआ था और थके होने की वजह से राजा भी वहीं जमीन पर सो गया।

सुबह जब राजा की आँख खुली तो उसने घायल व्यक्ति को माफी माँगते हुए पाया। उस व्यक्ति ने राजा को बताया कि वह उससे बदला लेने के लिए आया था, क्योंकि उसने उसके भाई की हत्या की और उसकी सारी संपत्ति छीन ली थी। उसने राजा को तपस्वी के घर से लौटने के दौरान मारने का सोचा था, पर राजा के अंगरक्षकों ने उसे पकड़ लिया और उसे घायल कर दिया।

अगर राजा उसकी मदद न करता तो वह शायद मर जाता। उसने राजा को मारने की अपनी सोच पर अफसोस जताया और आजीवन उसका भरोसेमंद नौकर बनने का फैसला कर लिया। अपने शत्रु के मित्र बन जाने पर राजा बहुत ही खुश हुआ। उसने उसे माफ कर दिया तथा उसकी सारी संपत्ति भी उसे वापस लौटा दी।

राजा ने राहत की साँस ली 

इसके बाद जब राजा तपस्वी को देखने बाहर आया, जो उस समय बीज बो रहा था। उन गड्ढों में जो पिछले दिन खोदे गए थे। राजा ने तपस्वी से आखिरी बार निवेदन किया और अपने प्रश्नों के उत्तर माँगे। जवाब में तपस्वी ने कहा कि उसे अपने प्रश्नों के उत्तर तो मिल चुके हैं। अगर उसने तपस्वी की दशा पर तरस न खाया होता, तो कल जब वह रास्ते से लौट रहा होता, तो वह व्यक्ति उस पर हमला कर देता और शायद उसकी जान भी चली जाती। अत: सबसे महत्वपूर्ण समय उस गड्ढे की खुदाई करने के दौरान था और तपस्वी उसका सबसे महत्वपूर्ण आदमी था। जब घायल व्यक्ति वहाँ पर आया तो महत्वपूर्ण . समय वह था।

When the wounded man arrived, the most important time was when he was caring for him else he would have died of his wounds without the two of them reconciling for their acts. So at that moment, the wounded man was the most important man and nursing him was the most important business. The hermit said to the man that the most important time is now because it is the only time when we have the power to act. The most important person at a particular moment is we ourselves because future is unknown to all of us and there is always an uncertainty about meeting anyone else. The most important job is to do good to others because we have been sent to this world for this noble cause.

जब वह उसकी देख-रेख कर रहा था और अगर ऐसा नहीं हुआ होता, तो वह व्यक्ति मर सकता था और वे दोनों अपनी करनी के लिए कभी मेल-मिलाप नहीं कर पाते। अत: उस वक्त पर वह घायल आदमी सबसे महत्वपूर्ण हो गया था और उसकी देख-रेख करना सबसे महत्वपूर्ण काम था। तपस्वी ने राजा से कहा कि सबसे महत्वपूर्ण समय ‘अभी’ है, क्योंकि बस इसी वक्त पर हमें काम करने के लिए तैयार रहना चाहिए। किसी समय पर सबसे महत्वपूर्ण व्यक्ति हम सभी हैं, क्योंकि भविष्य तो अविदित है और हम सभी को भविष्य को लेकर अनिश्चितता होती है कि हम कब, किस से मिल जाएँ? सबसे महत्वपूर्ण काम है-दूसरों का भला करना, क्योंकि हम इस संसार में इसी नेक काम के लिए आए हैं।

Word Meaning

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Gopal and the Hisa Fish Summary In Hindi and English

Soul ofthe Chapter (पाठ का सारांश)

The Season of Hilsa Fish and a Challenge to Gopal

It was the season for Hilsa fish and it was Hilsa that everyone was talking about. In the market fishmongers were selling only Hilsa fish luring customers to buy it. Even in the royal court, courtiers were talking about Hillsa.

This made the king lose his temper. He believed that no one could stop the people from talking about Hilsa fish not even Gopal who was the wisest man in his court. The king challenged Gopal to buy a huge Hilsa fish and bring it to the palace without anyone asking him about it. Gopal accepted the challenge.

Handing for the Challenge

After a few days, Gopal shaved beard from half of his face and smeared ash on himself. He wore rags and looked disgraceful. His wife was shocked and asked him not to leave home like this, but Gopal kept on telling her that he was going to buy a huge Hilsa fish. She thought Gopal had gone mad. At the market Gopal bought a huge Hilsa fish and started walking towards the palace. No one noticed the fish, but everyone was looking at Gopal walking strangely with his shabby clothes. People called him mystic and mad.

हिल्सा मछली के मिलने का समय और गोपाल को चुनौती

हिल्सा मछली के मिलने का समय आ गया था और लोग हर तरफ केवल इसी की चर्चा कर रहे थे। बाजार में मछली विक्रेता केवल हिल्सा मछली ही बेच रहे थे और ग्राहकों को अपनी ओर आकर्षित कर रहे थे। यहाँ तक कि राज दरबार में भी दरबारी बस हिल्सा मछली की ही बात कर रहे थे।

इस बात से राजा एकदम गुस्से में आ गए थे। राजा को लग रहा था कि कोई भी हिल्सा मछली के बारे में हो रही चर्चा को नहीं रोक पाएगा, यहाँ तक कि गोपाल भी नहीं, जोकि दरबार का सबसे बुद्धिमान व्यक्ति माना जाता था, इसलिए राजा ने गोपाल को एक मुश्किल काम सौंपा कि वह बाजार जाए और एक बड़ी-सी हिल्सा मछली खरीद कर दरबार में लेकर आए, पर शर्त यह थी कि कोई भी इस मछली के बारे में बात नहीं करेगा। गोपाल ने इस चुनौती को स्वीकार कर लिया।

चुनीती का सामना करना

कुछ दिनों के बाद, गोपाल ने आधे चेहरे पर से दाढ़ी को हटा दिया और अपने पूरे शरीर में राख मल ली। इसके बाद उसने फटे हुए कपड़े पहन लिए और बिल्कुल भद्दा दिखने लगा। उसकी पत्नी एकदम आश्चर्यचकित थी और उसने गोपाल से इस हाल में बाहर नहीं जाने को कहा। इतने पर गोपाल ने सिर्फ इतना कहा कि वह एक बड़ी-सी हिल्सा मछली खरीदने जा रहा है। उन्हें लगा कि गोपाल पागल हो गया है। बाजार जाकर गोपाल ने एक बड़ी-सी हिल्सा मछली खरीदी और वे राजमहल की तरफ चल पड़े। किसी ने भी हिल्सा मछली की तरफ ध्यान नहीं दिया और सभी लोग केवल गोपाल की तरफ ही देख रहे थे, जो अजीब से कपड़े पहनकर चले जा रहा था। सभी लोग उसे पागल कह रहे थे।

Gopal Won the Challenge

He went to meet the king but was stopped by the guards. He started dancing and singing loudly in front of the royal palace. The king ordered his guards to produce the man before him. Everyone in the court was shocked seeing Gopal dressed up like a mad. The king questioned Gopal about the reason for his weird attire. Gopal reminded the king about the challenge and told him that from the market to the royal palace, no one had asked him a single word about the Hilsa fish. The king burst into laughter and accepted that Gopal had done the impossible once more.

गोपाल चुनौती को सफलतापूर्वक समाप्त कर गए

वे राजा से मिलने गए, पर रक्षकों ने उन्हें रोक लिया। वे राजा के महल के सामने ही नाचने और गाने लगे। राजा ने आदेश दिया कि उस व्यक्ति को पकड़कर उसके सामने पेश किया जाए। दरबार में सभी गोपाल को एक पागल के जैसे कपड़े पहने देखकर दंग रह गए थे। राजा ने गोपाल से इस अजीब पोशाक को पहनने का कारण पूछा। गोपाल ने राजा को उस चुनौती के बारे में याद दिलाया और कहा कि बाजार से लेकर महल तक किसी ने भी उससे हिल्सा मछली के बारे में नहीं पूछा। राजा जोर से हँस पड़े और स्वीकार कर लिया कि गोपाल ने एक और बार असंभव को संभव कर दिखाया है।

Word Meaning

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Quality Summary In Hindi and English

Soul of the Chapter (पाठ का सारांश)

Gessler Brothers and the Art of Boot Making

The author had known the shoemaker for many years because he used to make boots for his father. Mr Gessler was the shoemaker who lived with his elder brother in their shop in London. The shop didn’t have any signs apart from the name of the Gessler Brothers. He used to make boots only on orders. Once the author questioned Mr Gessler if it wasn’t awful to make those shoes perfectly fitting into the feet they were meant for. The man answered with a heavy German accent that it is an art.

Mr Gessler will be engrossed in his boot making art most of the time and won’t talk much with his customers. He strongly admired every piece of materials he used to work with. The boots made by Gessler brothers were of supreme quality and lasted very long. But in once occasion the author had a different experience. He complained about it to Mr Gessler. To this the old man promised that he will repair the shoe and if couldn’t he will return the money to the author.

Nir Gessler’s Grief and the Hard Times is his life

On one occasion while placing an order for a shoe, the author was a bit absent-minded. He was wearing a pair of boots bought in an emergency from a large shop. Mr Gessler looked carefully and pressed at a point where the left boot wasn’t comfortable. With a sad face he commented that it hurts the customers but still the big firms don’t have any self-respect. They lure customers with their advertisements and not with their works. Because of this Mr Gessler was losing on business. The author has heard such things for the first time from Mr Gessler he felt bad and ordered many pairs of boots instantly.

जेसलर बंधु तथा जूते बनाने की कला

लेखक उस जूते बनाने वाले को कई सालों से जानते थे, क्योंकि वे उनके पिता के लिए भी जूते बनाया करते थे। मिस्टर जेसलर अपने बड़े भाई के साथ लंदन की अपनी दुकान में रहते थे। दुकान की कोई और पहचान न थी, बस यह जेसलर बंधुओं के नाम से जानी जाती थी। वे आदेश मिलने पर ही जूते बनाया करते थे। एक बार लेखक ने मिस्टर जेसलर से पूछा था कि क्या उनको अलग-अलग नाप के पैरों के लिए जूते बनाना थोड़ा बुरा नहीं लगता? उस व्यक्ति ने एक भारी-भरकम जर्मन उच्चारण में जवाब दिया कि यह तो एक कला है।

ज्यादातर समय मिस्टर जेसलर जूते बनाने के काम में लगे रहते थे और अपने ग्राहकों से ज्यादा बात नहीं करते थे। अपने साथ काम में प्रयोग होने वाले प्रत्येक सामान से उनको लगाव था। जेसलर बंधुओं के द्वारा बनाए गए जूते बड़े मजबूत होते थे और बहुत लंबे समय तक चलते थे। एक बार लेखक का अनुभव थोड़ा विपरीत हो गया था। इसकी शिकायत उन्होंने मिस्टर जेसलर से की। इस पर उस बूढ़े व्यक्ति ने लेखक से वादा किया कि वह जूते की मरम्मत करके देंगे और अगर ऐसा नहीं हुआ, तो वे लेखक को पूरे पैसे वापस कर देंगे।

मिस्टर जेसलर का दुःख तथा उनके जीवन के मुश्किल क्षण

एक बार जूते बनाने के लिए आदेश देते समय लेखक थोड़े से खोए हुए थे, जो जूते उस समय लेखक ने पहने थे, वह उन्होंने जल्दबाजी में किसी बड़ी दुकान से खरीदे थे। मिस्टर जेसलर ने उस जूते को ध्यान से देखा तथा जहाँ से जूता चुभ रहा था, उस जगह को थोड़ा-सा दबाया। उदासी भरे चेहरे के साथ उन्होंने कहा कि कई बार ग्राहकों को परेशानी होती है, फिर भी बड़ी कंपनियाँ अपने आत्मसम्मान का मोल नहीं जानती हैं। वे ग्राहकों को अपने काम की बजाय विज्ञापन से लुभाते हैं। इन्हीं कारणों से मिस्टर जेसलर जैसे लोग अपना धंधा खो रहे थे। लेखक ने पहली बार ये बातें सुनी थीं और मिस्टर जेसलर के लिए उन्हें इतना अफसोस हुआ था कि उन्होंने कई जोड़े जूते उसी क्षण बनाने का आदेश ‘ दे दिया था।

After several months he went to their shop again, but this time he mistook Mr Gessler for his elder brother. After a while he realised his mistake and learnt that the elder brother had passed away. He again ordered many pair of shoes and soon after that he left for abroad. After returning back, he went to his favourite boot shop again. This time Mr Gessler looked more aged this time, only a year had passed but from his face it appeared as though he has covered a journey of a decade.

The Artist’s End but with a Bitter Truth

Mr Gessler failed to recognise the author. The author as usual placed his orders and this time the boots were better than ever. The author one evening went personally to thank Mr Gessler for such a splendid work. But the name plate was missing from the shop. He found an Englishman inside. The man informed him that Mr Gessler had passed away and they have taken up the shop. The man further added that Mr Gessler died of starvation.

The man used to make all the boots himself, he never allowed anyone else to touch them. Used the finest quality leather and worked hard day and night to complete the orders in time. He made the best boots in London with the finest leather yet he lost it to competition. Everything that he earned went on paying rent for the shop and on buying leathers. He skipped his meals working for hours for each pair of boots.

कई महीनों के बाद लेखक पुन: उनकी दुकान पर गए, पर मिस्टर जेसलर को उनके भाई की जगह समझ कर धोखा खा गए थे। कुछ देर बाद उन्हें पता चला कि बड़ा भाई अब इस दुनिया में नहीं रहा। उन्होंने फिर से कई जोड़ी जूतों का आदेश दे दिया और उसके थोड़ी देर बाद ही विदेश जाने के लिए निकल पड़े। वहाँ से लौटने के बाद वे अपनी पसंद . की जूते की दुकान पर पुन: गए। इस बार मिस्टर जेसलर कुछ ज्यादा ही उम्रदराज लग रहे थे। सिर्फ एक साल गुजरा था, पर ऐसा लग रहा था जैसे उन्होंने एक दशक का सफर पूरा कर लिया हो।

कलाकार का अंत पर एक कड़वी सच्चाई के साथ

मिस्टर जेसलर लेखक को पहचान नहीं पा रहे थे। लेखक ने हमेशा के जैसे अपने आदेश दिए और इस बार के जूते पहले से काफी बेहतर थे। एक शाम लेखक व्यक्तिगत रूप से मिस्टर जेसलर का शुक्रिया अदा करने गए, लेकिन दुकान के बाहर कोई नेम प्लेट नहीं दिखी। अंदर एक गोरा आदमी था। उस गोरे आदमी ने उन्हें बताया कि मिस्टर जेसलर की मौत हो चुकी है और उन लोगों ने वह दुकान हासिल कर ली है। उस गोरे आदमी ने आगे बताया कि मिस्टर जेसलर भूखों मर गए।

उन्होंने सारे जूते हमेशा स्वयं ही बनाए थे और कभी भी किसी को उन्हें छूने नहीं दिया था। हमेशा उत्तम क्वालिटी का सामान उपयोग में लाते थे और आदेशों को समय पर पूरा करने के लिए दिन-रात मेहनत किया करते थे। लंदन में सबसे अच्छे जूते वही बनाते थे, फिर भी वह प्रतियोगिता में हार गए थे। जो कुछ भी वे कमाते थे, वह दुकान का किराया भरने में और अच्छी गुणवत्ता वाले चमड़े को खरीदने में खर्च हो जाता था। वे अपने भोजन को भी काम पूरा करने के चक्कर में छोड़ जाते थे, ताकि जूतों का जोड़ा समय पर तैयार किया जा सके।

Word Meaning

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CBSE Class 9 English Grammar – Tenses

1. Time and Tense
Time is universally divided into past, present, and future. Tense is a form of the verb that expresses time. For example, “she goes’ is the present tense and ‘she went’ is the past tense of the verb ‘to go’. Thus the verb changes its form to show whether an action takes place in the present or it took place in the past.

2. Tenses
There are two tenses in English—the simple present and the simple past.
Note. Remember that there is no future tense in English to express future time. We use the modal auxiliaries shall and will in the present simple tense, etc, to express future time.

3. Aspect
There are two aspects in English—the progressive (continuous) and the perfect. The progressive aspect shows that an action is still in progress, while the perfect aspect shows that the work is complete.

4. The following table shows the different forms of the verb:

5. Forms of the Present Simple Tense:

• Thus we have seen that the simple present tense is formed by using the plain infinitive. But -s or -es are added to the bare infinitive (i.e. infinitive without ‘to’) for the third person singular (He, She) and singular noun (Nitu).
• We form the negative sentences by using doesn’t or don’t before the main verb.
• The interrogative sentences are formed by using do or does before the subject.
• The negative interrogative sentences are formed by using do or does before the subject and not after the subject.
  But the short forms don’t and doesn’t come before the subject.
  

6. Uses of the Present Simple Tense:
The simple present tense is used
(i) to express universal truths, facts, customs:

• The sun sets in the west.
• The earth revolves round the sun.
• Water freezes at 0°
• The Hindus cremate their dead.

(ii) to express habitual action:

• I go to temple daily.
• My father goes for a walk in the evening.
• He gets up at 4 a.m daily.
• She walk to the office every day

(iii) to  express a permanent state:

• My house faces west.
• Delhi stands on the bank of the yamuna,
• NH-1 (National Highway) leads to Amritsar.
• The house has four rooms.

(iv) in exclamatory sentences:

• Look out!
• Here comes the bus!
• There goes the train!

(v) in subordinate clauses beginning with ‘if’ and when’:

• If you request him, he will help you.
• If he works hard, he will pass.
• When you go there, try to meet him.

(vi) in imperative sentences:

• Let us go out for a walk.
• Obey your elders.
• Shut the door.
• Please, give me a glass of water.

(vii) to indicate a planned future action or series of action when they  refer to a journey.

• He comes here tomorrow.
• This aeroplane files for London next week.
• Our examination commences on next Monday.
• We leave Delhi at 9 a.m. and reach.

(viii) for narrative events in a dramatic way:

• The sound of firing is heard.
• Lights are switched on.
• The hero is seen lying dead on the stage.

(ix) in running commentaries on sports events:

• Mohit passes the ball to Rohit.
• Rohit hits the ball straight into the goal.

(x)  to introduce quotations:

• Our teacher says, “Slow and steady wins the race.”
• My father says, ” Hard work is the key to success.”

Note: We generally use the following adverbs or adverbial phrases in the present tense:
always, often, daily, generally, usually, everyday, every week, frequently, etc.

7. Present Progressive Tense
Form:
(i) The present progressive tense is formed by adding present participle (verb + ing) to the present forms of the auxiliary, be: am/is/are + present participle:

• She is singing.
• I am working.
• They are sleeping.

(ii) The negative is formed by putting not after the auxiliary:

• She is not singing, (isn’t)
• I am not working, (ain’t)
• They are not sleeping, (aren’t)

(iii) The interrogative is formed by placing the auxiliaries before the subject:

• Is she singing?
• Am I working?
• Are they sleeping?

(iv) The negative interrogative is formed by placing the auxiliary verbs before the subject and by placing not after the subject:

• Is she not singing? (Isn’t she … ?)
• Am I not working? (Ain’t I… ?)
• Are they not sleeping? (Aren’t they … ?)

Note: The negative interrogative form of ‘/ am’ is Am I not? But the contracted form is: Ain’t I?
Uses of the Present Progressive Tense:
(i) The present progressive tense is used for an action that is in progress at the time of speaking:

• He is reading a newspaper.
• The children are playing football.
• The girl is singing a song.  I am doing my work.

(ii) The present progressive tense is used for an action that is in progress and will continue in future. It may not be going on at the time of speaking:

• He is learning English.
• My neighbour is writing a novel.

(iii) It is used to describe an action that is planned to take place in the near future:

• I am meeting him tomorrow.
• He is going to England next week.
• They are not coming here on Monday.

(iv) The present progressive tense is used to express disapproval of a persistent habit or something done again and again. We generally use adverbs such as always, constantly, repeatedly, etc:

• She is continually watching movies on T.V.
• He is always doing one mischief or the other.
• He is repeatedly making the same mistakes.
• They are constantly changing their statements.

Note: Verbs of perception and some other verbs are not generally used in the present progressive tense, for example see, smell, hear, taste, know, understand, hate, like, want, wish, etc.

8. Present Perfect Tense
Form:
(i) The present perfect tense has the form ‘have/has +past participle’, be verb + ed/en. Has is used with the third person singular and singular nouns and have is used with plural forms and I, we, you, they.

• She has written this essay.
• I have completed my work.
• They have helped me.

(ii) The negative sentences have the form ‘‘have/has + not’ or haven’t, hasn’t in contracted form.

• We haven’t made any mistake.
• He hasn’t played with us.

(iii) The interrogative sentences have the form ‘have/has + subject’.

• Have you packed your all books?

(iv) negative interrogative sentences are formed by putting have/has before the subject and not after it or haven’t, hasn’t before the subject.

• Have you not finished your homework so far?

Uses of Present Perfect
The present perfect tense is used
(i) to express an action that has been recently completed:

• He has just left the place.
• Our team has won the match.
• She has finished her work.

(ii) for past actions whose time is not given:

• He has been to Agra.
• Has she cooked the lunch?
• I have met him before.

(iii) with adverbs like already, often, recently, yet,

• I have already read this novel.
• He has recently met the Prime Minister.
• She has not replied to my letter yet.

(iv) for an action which began in the past and is still continuing:

• They have lived in this city for a long time. He has been ill since Tuesday.
• I have always helped him.

9. Present Perfect Progressive Tense
Form:
(i) The present perfect progressive tense has the form ‘have/has+present participle’ (verb+ing):

• The farmers have been ploughing their fields since morning.
• The children have been playing for the last two hours.

(ii) The negative sentences are formed by placing ‘not ’ after ‘have/has ’ and before ‘been’:

• He has not been doing his work.
• I have not been going there.

(iii) The interrogative sentences are formed by putting have/has before the subject.

• Has he been doing his work?
• Have you been going there?

(iv) The negative interrogative sentences have the form : ‘have/has + subject + not’ or ‘haven ’t/hasn ’t+subject’:

• Hasn’t he been doing his work?
• Have you not been going there?

Uses of the Present Perfect Progressive Tense:
The present perfect progressive tense is used
(i) to express an action which began at some time in the past and is still continuing:

• It has been raining since morning.
• The farmers have been ploughing their fields since 8 o’clock.
• He has been working for the last two hours.
• She has been teaching for ten years.

(ii) to express an action which has already been finished:

• He has been watering the plants (but is not doing so now).
• She has been working all the day.
• I have been working in the field.

10. Simple Past Tense
Form:
(i) The simple past tense is formed by using the past tense form of the verb:

• She sang.
• The children played.
• I wrote a letter.

(ii) The negative sentences have the form ‘did not/didn’t + the main verb ’:

• She did not sing.
• The children didn’t play.
• I did not write a letter.

(iii) The interrogative sentences are formed by placing ‘did’ before the subject and the base form of the verb after the subject:

• Did she sing?
• Did the children play?
• Did I write a letter?

(iv) The negative interrogative sentences are formed by placing ‘did’ before the subject and not’ before the verb:

• Did she not sing? or Didn’t she sing?
• Didn’t the children play?

Uses of the Simple Past:
The simple past tense is used
(i) to indicate an action that was completed in the past. Generally the adverbials of the past time are used:

• I went to Delhi yesterday.
• He wrote a letter to her last week.
• She met us two days ago.

(ii) sometimes without adverbials of time:

• My father congratulated me on my brilliant success.
• Our team won the match.

(iii) for an activity done in the past:

• Satish studied for three hours.
• I swam for half an hour.
• We talked for five minutes.

(iv) to express a habitual or regular action in the past:

• My father always got up at 4 a.m.
• She visited the temple every day.
• He worked in his garden every Sunday.

(v) in conditional clauses:

• If you went there, you should meet him.
• If she worked hard, she would pass.
• If he accepted my advice, he would overcome his difficulty.

(vi) in the indirect form of speech:

• He said, “I work for eight hours every day.”
• He said that he worked for eight hours every day.
• My teacher said, “I pray to God for your success.”
• My teacher said that he prayed to God for our success.

11. The Past Progressive Tense
Form:
(i) The past progressive tense has the form ‘was/were + present participle” (verb + ing):

• He was writing a letter.
• The children were playing.
• The girls were singing.

(ii) The negative sentences are formed by placing not between was/were and the present participle:

• He was not writing a letter.
• The children were not playing.
• The girls were not singing.

(iii) The interrogative sentences are formed by placing was/were before the subject:

• Was he writing a letter?
• Were the children playing?
• Were the girls singing?

(iv) The negative interrogative sentences are formed by putting was/were before the subject and not before the present participle. In contracted forms, we write wasn’t/weren’t.

• Was he not writing a letter?                                    Were the children not playing?
  Or                                                                                         Or
  Wasn’t he writing a letter?                                      Weren’t the children playing?
  Were the girls not singing?                  Or               Weren’t the girls singing?

Uses of the Past Progressive Tense:
The past progressive tense is used
(i) to express a state or an action that was continuing at a certain point of time in the past. It had begun before that point and was probably continuing after it. We use adverbials of time.

• She was cooking at 8 a.m.
• I was going to college in the morning.
• Was the farmer returning from his fields in the evening?

(ii) to express an action that was in progress in the past:

• He was sleeping.
• She was singing.
• I Was reading a newspaper.

(iii) to express an action in progress at some point of time in the past when another event took place:

• She was watching T.V. when he came.
• He was reading a novel when the door bell rang.
• I was sleeping when my father came from his office.

(iv) to describe two or more actions continuing at the same time:

• While I was bathing, my sister was washing clothes.
• While he was doing homework, his brother was listening to songs.

(v) to indicate a frequently repeated action or persistent habit in the past:

• He was constantly complaining about something or the other.
• She was always finding fault with my work.
• Sohan was always smoking whether at home or in office.

12. Past Perfect Tense
Form:
(i) The past perfect tense has the form ‘ had+past participle ’.

• He had taken his lunch.
• I had read this book before.
• She had never been to Agra.

(ii) The negative sentences are formed by placing ‘not’ after ‘had’. The contracted form is ‘hadn’t:

• He had not taken his lunch.
• I hadn’t read this book before.
• She had not been to Agra.

(iii) The interrogative sentences are formed by using had before the subject:

• Had he taken his lunch?
• Had I read this book before?
• Had you ever been to Agra?

(iv) The negative interrogative sentences are formed by placing ‘hacT before the subject and ‘not’ before the past participle:

• Had he not taken his lunch?
• Had you not read this book before?
• Had you never been to Agra?

Uses of Past Perfect Tense:
The past perfect tense is used:
(i) for an action that had been completed before another action began in the past:

• I had done my work before he came.
• The guests had already left when she reached there.

(ii) to describe an action taking place before a particular time in the past:

• By 2 p.m. all the students had left the school.
• By 6 a.m. he had left for Delhi.

(iii) to describe an action in the past which became the cause of another action:

• The child was crying because the father had beaten him.
• Sonu was weeping because he had lost his bag.

(iv) to describe an action in the past using the time adverbials such as already, since, before, etc:

• He had already left for Ludhiana.
• She had not come here since 1960.
• They had not met each other before.

(v) to express an unfulfilled wish:

• If you had worked hard, you would have passed.
• If they had left early, they would have caught the train.

13. Past Perfect Progressive Tense
Form:
(i) The past perfect progressive tense has the form “had + been + present participle ’:

• They had been waiting here since morning.
• She had been dancing for half an hour.

(ii) The negative sentences are formed by using ‘not’ between ‘had’ and ‘been’ (had not been):

• They had not been doing any work.
• She had not been dancing.

(iii) The interrogative sentences are formed by using ‘had’ before the subject:

• Had they been doing any work?
• Had she been dancing for half an hour?

(iv) The negative interrogative sentences are formed by placing ‘had’ before the subject and ‘not ’before ‘been ’:

• Had they not been waiting for us?
• Had she not been dancing for half an hour?

Uses of Past Perfect Progressive Tense:
The past perfect progressive tense is used
(i) to describe an action in the past that had begun and had been going on for sometime before another action took place in the past:

• She had been dancing for half an hour when we reached there.
• The match had been going on for several hours.

(ii) to express a repeated action in the past:

• She had always been asking us for help.
• They had been trying to meet the Prime Minister.

(iii) to describe an action which began before the time of speaking in the past. The action either stopped before that time or continued upto it:

• The farmer had been ploughing since morning.
• The children had been playing for the last one hour.

14. Future Time Reference
Future time in English can be expressed in the following ways:
(i) Simple Present Tense
(ii) Present Progressive Tense
(iii) to be/be to
(iv) be about to
(v) be going to.

(i) The simple present tense can be used to express a series of planned actions in the future, specially a journey.

• The meeting starts at 10 a.m.
• He goes to Delhi tomorrow.

(ii) The present progressive tense is used when the planned action for the future is definite.

• They are leaving for Japan next week.
• We are visiting the Taj on Monday.

(iii) To be/be to: ‘To be/be to’ is used to express a necessity or duty or something planned for the future:

• We are to be in the school at 8 a.m.
• I am to attend the meeting at 10 a.m.

(iv) Be about to: ‘Be about to’ may be used to express events or actions which are likely to happen in a very short time.

• The train is about to leave.
• The headmaster is about to come.
• The bell is about to ring.

(v) Be going to: ‘Be going to’ is used to refer to express events or actions that happen in the future as a result of present intention or situation:

• She is not going to give us money.
• Prices are going to rise.
• Do you think it is going to rain?

Note: We generally use the modals ‘shall’ and ‘will’ to express future time.
Form:
(i) The future time is expressed by using ‘shall’ or ‘will’ with the base form of the verb:

• I shall go there tomorrow.
• They will come here in the evening.

(ii) The negative sentences are formed by placing ‘not’ after ‘shall’ or ‘will’’.

• I shall not go there tomorrow.
• They will not come here in the evening.

(iii) The interrogative sentences are formed by putting ‘shall’ or ‘will’ before the subject:

• Shall I go there?
• Will he come here?

(iv) The negative interrogative sentences have the form: ‘shall/will + subject + not ’:

• Shall I not go there?
• Will he not come here?

Uses of the Simple Future:
(i) Shall is used with the second and third persons to express determination, promise, intention, etc.

• I shall not apologise, whatever may happen.
• You shall get a reward if you win the race.
• He shall be fined if he does not attend classes.

(ii) Shall is used with the first person to express an offer or suggestion:

• Shall I open the door?
• Which dress shall I wear?

(iii) Will is used with the first person to express willingness, determination, etc:

• I will do it myself.
• I will help you.
• We will never commit such a mistake again.

(iv) The simple future is used to express the speaker’s opinion, for something to be done in the future. We use such verbs believe, know, suppose, think, We also use such adverbs as perhaps, possibly, surely, etc:

• We think he will reach there in time.
• They suppose that he will never help them.

(v) The simple future is used to express habitual action:

• They will abuse you again and again.
• He will go to church daily.

(vi) The simple future is used for an action that is yet to take place:

• I shall help him.
• He will come here tomorrow.

15. Future Progressive
Form:
(i)  The future progressive has the form shall/will + be + present participle:

• I shall be doing this work tomorrow.
• He will be going to Delhi tomorrow.

(ii) The negative sentences are formed by placing not after shall/will:

• I shall not be doing this work tomorrow.
• He will not be going to Delhi tomorrow.

(iii) The interrogative sentences are formed by placing shall/will before the subject:

• Shall I be doing this work tomorrow?
• Will he not be going to Delhi tomorrow?

(iv) The negative interrogative sentences are formed by putting shall/will before the subject and not before be:

• I Shall I not be doing this work tomorrow?
• Will he not be going to Delhi tomorrow?

16. Future Perfect
Form:
(i) The future perfect has the form: ‘Shall/will + have + past participle ’.

• We shall have reached there.
• He will have done this work.

(ii) The negative sentences are formed by putting ‘not’ between ‘shall/will’ and ‘have’:

• We shall not have reached there.
• He will not have done this work.

(iii) The interrogative sentences are formed by placing ‘shall/will’ before the ‘subject’:

• Shall we have reached there?
• Will he have done this work?

(iv) The negative interrogative sentences are formed by putting ‘shall/will ’before the ‘subject’ and ‘not’ after it:

• Shall we not have reached there?
• Will he not have done this work?

Uses of Future Perfect:
(i) The future perfect expresses an action that is expected to be completed by a certain time in the future:

• They will have reached the station in half an hour.
• He will have finished his homework by this time.

(ii) The future perfect is used to express the speaker’s belief that something has taken place:

• He will have known the Sharmas.
• She will have read “The Tempest.”

17. Future Perfect Progressive
Form:
(i) The future perfect progressive has the form: shall/will + have + been + present participle:

• She will have been cooking now.
• I shall have been preparing for my examination.

(ii) The negative sentences are formed by putting ‘not ’ between ‘shall/will’ and ‘have ’:

• She will not have been cooking now.
• I shall not have been preparing for my examination.

(iii) The interrogative sentences are formed by placing ‘shall/will’ before the ‘subject’:

• Shall I have been preparing for my examination?
• Will she have been cooking now?

(iv) The negative interrogative sentences are formed by placing ‘shall/will ’before the subject and ‘not’ after it.

• Will she not have been cooking now?
• Shall I not have been preparing for my examination?

Uses of Future Perfect Progressive:
The future perfect progressive expresses an action as being in progress over a period of time that will end at some point in the future.

• By next June, I shall have been completing my studies.

Exercise (Solved)

Fill in the blanks with the correct form of the verbs given in the brackets.

1. The police…………………… four thieves last night, (catch)
2. I was………………………….. food when he came in. (cook)
3. It……………………… since 9 o’clock, (rain)
4. I certainly………………….. my colleague if I had been there, (help)
5. Stars………………….. in the sky at night, (twinkle)
6. All the students………………. the classwork when the teacher came in. (do)
7. Mahesh ……………………. tomorrow from Patna, (come)
8. The patient……………… before the doctor came, (die)
9. I saw that the policemen………………… the thieves, (chase)
10. He is a very rude person, I……………………………….. him. (not help)

Answer:

1. caught
2. cooking
3. has been raining
4. would have helped
5. twinkle
6. were doing
7. will come
8. had died
9. were chasing
10. won’t help

The post CBSE Class 9 English Grammar – Tenses appeared first on Learn CBSE.

CBSE Class 7 English Grammar – Preposition

Definition of Preposition
A preposition is a word that is placed before a noun or a pronoun and establishes the positional relation with other words in the sentence.
e.g.

1. He is sitting on a chair.
2. The ball went across the boundary,
3. She committed the mistake in spite of great care.

Types of Preposition
The following types of preposition are given below
Simple Preposition
On, onto, in, into, to, from, by, with etc.

Compound Preposition
Among, between, about, beside, across, before etc.

Phrasal Preposition
Due to despite, in spite of, in front of, in addition to etc.

Uses of Some Important Prepositions

 1. In
• To show a stationary position inside a premise.
e.g.

1.  I am in the room.
2. She is in the class.

• To-show the names of big countries cities or areas.
e.g.

1.  I live in India.
2.  Mayuri lives in Mumbai.

• To show time or the seasons.
e.g.

1.  Chitra was’ born in July.
2.  I went there in the summer.

• To show occupation and the activities.
e.g.

1. He works in a plastic factory.
2.  She is busy in cooking.

2. Into
• To show the movement that is directed inwards,
e.g.

1.  Hari jumped into the river.
2.  Manager came hurriedly into the cabin.

• To show the change in state of something, e.g.

1.  Milk is converted into curd.
2.  Cheese is modified into cheese-pakoda.

3. At
• To show time and definite place, e.g.

1.  I get up at 7 am.
2.  She was at the conference.

• Used before colony, village or smaller areas, e.g.

1.  I live at Mandawali in Delhi.
2.  She studies at Pitampura.

• To show the rate.
e.g.

1.  Mango is sold at ? 60 a kilogram.
2.  Milk is sold at ? 50 a litre.

• To show some special place.
e.g.

1.  BJP headquarter is at Ferozshah road.
2.  Bal Bhawan is at DDU Marg.

4. On
• To show the position of object, e.g.

1.  The pencil is on the table.
2.  The cat is on the porch.

• Used before day and date.
e.g.

1.  I shall go there on Tuesday.
2.  She was born on 30th July.

5. Upon
To show a movement which is directed upwards, e.g.

1.  She fell upon him.
2.  Buses move upon the hilly roads.

6. To
• To show the change in place, e.g.

1.  Mahi goes to school.
2.  Maninder went to Shimla.

• To show a consequence.
e.g. (i) The building is thrashed to ashes.
(ii) She brought the goodness to the society.

• To compare two nouns or pronouns.
e.g.

1. She is junior to me.
2. I am elder to my brother.

• To show time.
e.g.

1.  It is five minutes to nine.
2.  It is just a day to Sunday.

 7. From
• To show the source of something.
e.g.

1.  Milk comes from cow.
2.  I love the verses from Macbeth.

• To show positional relation.
e.g.

1.  Mohit had come from the school.
2.  Aliens come from the space.

• To show a point of time.
e.g.

1.  She has been reading from morning to evening.
2.  The work will go on from January to December.

8. Between
It is used to talk about two nouns/pronouns are available,
e.g.

1.  Distribute the fruits between Ram and Hari.
2.  He slept between me and his brother.

9. Among
It is used when possession is to be shown and there are more than two nouns or pronouns,
e.g.

1. I distributed the apples among children.
2. Government had decided to go among the public.

10. Before
It is used to show the order of the two or more events that has taken place one after another,
e.g.

1. I came here before you.
2. The minister resigned before the tenure.

11.  About
It is used to describe or to say something,
e.g.

1. The boy is saying about the picture.
2. I knew about the tactics.

12. Due to
It is used to show the reason of a consequence,
e.g.

1. His absence is due to heavy rain.
2. His failure is due to his poverty.

13. In Spite of
It is used when an action was done with the conditions that were unfavourable.
e.g.

1. In spite of his poverty, he managed to educate himself.
2. He came here in spite of his busy schedule.

 14. In front of
To show the position of a noun/pronoun when it is opposite to the other noun/pronoun.
e.g.

1. His office is in front of a theatre.
2. The post office is in front of the temple.

Practice Questions and Solutions

Question 1:
In the sentences given below fill in the blanks with suitable prepositions.

1. The baby is sleeping ……………….. the bed.
2. Television is kept ……………….. the room.
3. Mother came ……………….. the room after an hour.
4. Vishnu goes ……………….. temple on Saturday.
5. Ice-cream is made ……………….. milk and cream.
6. The artist is insulted ……………….. the music director.
7. Farmer is familiar ……………….. the agricultural problems.
8. This piece of land was a dispute ……………….. the four boys.
9. The two children were not ready to distribute the money ……………….. them.
10. A poet knows ……………….. the figures of speech well.
11. Rohan is sitting ……………….. his mother in the party.
12. I came ……………….. a very good news.
13. The patient had died ……………….. the surgery was carried out.
14. I couldn’t attend the meeting ……………….. my sickness.
15. ……………….. my warnigs to him, he went to circus.
16. Police caught and beat the thief ……………….. the whole crowd.
17. I purchased a book ……………….. the perfumes for my younger brother.
18. Players have a strong zeal ……………….. the final game.
19. This book is very useful ……………….. me.
20. I request you to think ……………….. the matter again.

Solution:

1. in
2. in
3. into
4. to
5. from
6. by
7. with
8. among
9. between
10. about
11. beside
12. across
13. before
14. due to
15. despite
16. in front of
17. in addition to
18. for
19. to
20. over

Question 2:
Choose the correct option.

1.  Agra is very famous ……………….. the Taj Mahal.
   (a) to                (b) for
   (c) in                (d) by
2.  Indians have strong faith ……………….. God.
   (a) in              (b) to
   (c) on             (d) into
3.  I help those who are junior ……………….. me.
   (a) than          (b) in
   (c) to              (d) for
4.  Manish was surprised ……………….. my coming there.
   (a) by           (b) for
   (c) on           (d) at
5.  I felt very sorry ……………….. the poor and hungry boy.
   (a) for             (b) to
   (c) with         (d) from
6. When will you bring a gift ……………….. me?
   (a) with           (b) for
   (c) to               (d) by
7.  I don’t know much ……………….. it.
   (a) upon          (b) over
   (c) with           (d) about
8.  Go and sit ……………….. your place, please.
   (a) to           (b) at
   (c) in           (d) on
9.  ……………….. which month does the session begin?
   (a) In            (b) On
   (c) At           (d) Within
10. She purchased it ……………….. Surat Bazar.
    (a) on             (b) for
    (c) to             (d) from

Solution:

1.  (b) for
2.  (a) in
3.  (c)to
4.  (d) at
5.  (a) for
6.  (b) for
7.  (d) about
8.  (b) at
9.  (a) In
10.  (d) from

Question 3:
Match the entries in List I and List II in order to form complete sentences.

Solution:

(i) (b)                   (ii) (f)                 (iii) (a)
(iv) (i)                  (v) (g)                (vi) (c)
(vii) (d)               (viii) (i)              (ix) (e)
(x) (h)

Question 4:
There is a passage given below with five blanks in it. Every blank has been numbered. These numbers are again printed below the passage along with four options. Fill in the blanks with most correct (appropriate) options.
A galaxy is a system ………………..(1) stars, stellar remnants, gas, dus, dark matter etc bound ………………..(2) one another gravitationay. Galaxies range ………………..(3) size. They range ………………..(4) dwarfs to giants. Many galaxies are thought ………………..(5) have black holes at their active centres.

1.  (a) in           (b) within
   (c) of            (d) for
2.  (a) with      (b) for
   (c) onto      (d) at
3.  (a) from     (b) at
   (c) into        (d) in
4.  (a) on         (b) than
   (c) from      (d) of
5.  (a) upon    (b) to
   (c) about    (d) towards

Solution:

1.  (c)
2.  (a)
3.  (d)
4.  (c)
5.  (b)

Question 5:
Five prepositions have been provided in the following bracket followed by five sentences, pick up a preposition each for every sentence and complete the sentence using your own imagination.

1.  A gang of wolves started emerging ………………..
2.  Neha was trying ………………..
3.  They are asked to complete the task ………………..
4.  What are the advantages ………………..
5.  Do you know ………………..

Solution:

1.  A gang of wolves started emerging from the West of the forest.
2.  Neha was trying to convince her with the importance of education.
3.  They are asked to complete the task within a week.
4.  What are the advantages of reading on a variety of topics?
5.  Do you know in which direction he went?

The post CBSE Class 7 English Grammar – Preposition appeared first on Learn CBSE.

CBSE Class 7 English Grammar – Articles

Definition of Article
Articles are basically a type of determiners. Determiner covers many classes of words in which there are articles (definite and indefinite articles), adjectives and demonstratives.

Types of Articles
There are three main articles – ‘a’, ‘an’ and ‘the’. These three articles can be divided in two classes

Definite Article (The)
‘The’ is known as definite article because it is used to point out specific person or thing.
e.g. The Moon and the Sun etc.

Uses of ‘The’
There are following common rules of using definite article ‘the’

1. ‘The’ is used before a particular or specific person, place or thing,
e.g.

1.  Let us go to the club.
2.  This is the boy who won last match.

2. ‘The’ is used before common nouns which are names of things unique of their kind,
e.g.

1.  The Earth is our planet.
2.  The world is a pieasant place.
3.  The Sun gives us life.

3. ‘The’ is used before name of directions and dates of months.
e.g.

1.  The Sun sets in the West.
2.  I got my dream job on the 10th of May.

4. ‘The’ is used before name of rivers, seas, canals, oceans, valleys, deserts and forests,
e.g.

1.  The Atlantic Ocean
2.  The Ganges

5. ‘The’ is used before names of mountain ranges,
e.g.

1.  The Himalayas
2.  The Alps

Note: Never use ‘the’ before names of single mountains or hills,
e.g.

1.  Montblanc (Not the Mont blanc)
2.  Everest (Not the Everest)

6. ‘The’ is used before superlative degrees of an adjective.
e.g.

1.  You are the best boy in my class.
2.  Kashmir is the most beautiful state of India.

7. ‘The’ is used before a whole class,
e.g.

1.  The cow is a pet animal.
2.  The horse runs very fast.

8. ‘The’ is used before names of races or nations,
e.g.

1.  The English ruled over the Indians.
2.  The Muslims believe in the Kuran/ Quran.

9. ‘The’ is used before names of newspapers, holy books, famous buildings, ships, historical events,
e.g.

1.  I read the Hindustan newspaper.
2.  The Ramayana is a famous book.

10. ‘The’ is used before proper nouns, common nouns, abstract nouns and material nouns to make them common nouns.
e.g.

1.  Kalidas is the Shakespeare of India.
2.  The milk of our dairy is pure.

11. ‘The’ is used before name of musical instruments,
e.g.

1.  Rani plays the guitar.
2.  Ranjan plays the harmonium.

12. ‘The’ is used before name of inventions,
e.g.

1.  The water is useful for us.
2.  Who invented the television?

13. ‘The’ is used before parts of body.
e.g.

1.  He was hit by the rod in the back.
2.  He got an injury in the head.

14. ‘The’ is used before political parties,
e.g.

1.  The Congress Party.
2.  The Bhartiya Janata Party.

Indefinite Article (A, An)
‘A’ ‘an’ are known as indefinite articles because both are used to point which are not specific nouns,
e.g. A man, an organisation and an egg

Uses of‘A’

1. ‘A’ is used before words beginning with consonants,
   e.g. a news, a patient, a cup
2.  ‘A’ is used before the words which begin with a vowel, but have a sound of a consonant.
   e.g. A university, A European

Uses of ‘An’

1.  An is used with words that begin with a alphabet (a,e,i,o,u).
   e.g. an orange, an egg, an octave
2. ‘A/an’ is used before the adjective if adjective comes with a noun.
   e.g. a nice book, an intelligent boy, a good prize
3.  ‘An’ is used before words beginning with consonants having vowel sounds.
   e.g. An FIR, An MSc.

Omission of Articles

1. We should not use ‘the’ before proper nouns e.g. Kolkata, Rashmi, Sunday and so on.
   Exception
   Here are some exceptions of this rule like we say The Punjab, The USA, The Deccan (Group of states)
2.  We should not use ‘the’ before subjects and arts,
   e.g. (i) I don’t like painting.
   (ii) I am reading book of Science.
3. When we use abstract nouns in general sense, we omit ‘the’.
   e.g. (i) Honesty is the best policy.
   (ii) Health is wealth.

Practice Questions and Solutions

Question 1:
Explain whether sentences given below are correct or not with reference to the use of articles.

1.  He is the European.
2.  Do you like butter?
3.  Art is the wonderful subject.
4.  I want to drive car,
5.  She eats the apple every day.
6.  I need a water.
7.  Who is the man?
8.  Radha has got new mobile phone but its not an android phone.
9.  Should I take admission into an university or a college after completing my high school?
10.  All the committee members have arrived at on decision.

Solution:

1.  Incorrect use ‘a’ in place of ‘the’.
2.  Correct
3.  Incorrect use ‘a’ before ‘wonderful’.
4.  Incorrect use ‘a’ before ‘car’.
5.  Incorrect use ‘an’ in place of ‘the’.
6.  Incorrect use no article before water.
7.  Correct
8.  Incorrect use ‘a’ before ‘new’.
9.  Incorrect use ‘a’ in place of ‘an’.
10.  Incorrect use ‘a’ in place of ‘an’.

Question 2:
Fill in the blanks using a/an/the.

1.  I want to ask ………………. question now.
2.  It is ………………. nice day today.
3.  Mohini works in ………………. office.
4.  ………………. man was crossing the road.
5.  She works in factory.
6.  There is ………………. huge statue of Rani Lakshmibai at the square.
7.  Yours is ………………. inspiring story.
8.  Where is ………………. Statue of Liberty situated?
9.  He belongs to ………………. different school of thought
10.  Do you know where ………………. library is?

Solution:

1.  a
2.  a
3.  an
4.  A
5.  a
6.  a
7.  an
8. the
9.  a
10.  the

Question 3:
Put a/an/the wherever necessary.

1.  She is ………………. MSc in Chemistry.
2.  I am going to ………………. club.
3.  ………………. Gomati is a famous river.
4.  Rashmi is ………………. unique girl.
5.  I know how to play ………………. violin.
6.  ………………. life in the army not so easy though it is full of pride and prestige.
7.  She was not in ………………. mood of cutting jokes.
8.  This is  ………………. honour for me.
9.  One cannot compare ………………. orange with apple.
10.  Each of them is ………………. unique fruit.

Solution:

1.  an
2.  the
3.  The
4.  a
5.  the
6.  The
7.  a
8.  an
9.  an, an
10.  a

Question 4:
In each of the following questions there are three sentences given out of which one is wrong according to the usage of articles. Pick out the wrong sentence and mark its number as your answer. Mark your answer as ‘d’ if all the sentences are correct.

1.  (a) Mr Sharma’s daughter is an air hostess
   (b) There is a big hole in that wall
   (c) An man is waiting for you, sir
   (d) All are correct
2.  (a) An Earth is a beautiful planet
   (b) Shail is a nice boy
   (c) Do you need an umbrella?
   (d) All are correct
3.  (a) She ordered a bag online
   (b) The four persons came yesterday also
   (c) I know you have got the pair of the new shoes
   (d) All are correct
4.  (a) Give me an sheet of paper
   (b) Does she have a pencil?
   (c) The book fair was very nice
   (d) All are correct
5.  (a) A new film will be releasing this Friday
   (b) The cow is a milk animal
   (c) The tea is my favourite drink
   (d) All are correct
6.  (a) There is a telephone on the table
   (b) Runjhun is my neighbour’s daughter
   (c) The sky is full of stars today
   (d) All are correct
7.  (a) Many poets have made the Moon a
   synonym for love
   (b) It is also a symbol of beauty
   (c) We should not spread a rumors
   (d) All are correct
8.  (a) On that day, he didn’t have a money
   (b) Many tribal people live on the bank of rivers
   (c) The boy gave a loud cry
   (d) All are correct
9.  (a) Children love to play the mobile games
   (b) The hat he was wearing was presented by his uncle
   (c) Ruhi was a very sensible girl
   (d) All are correct
10.  (a) You are a mature person now
    (b) We must not waste a time
    (c) Today is a hot sunny day
    (d) All are correct

Solution:

1.  (c) Use ‘A’ in place of ‘An’,
2.  (a) Use ‘the’ in place of ‘An’.
3.  (c) Use ‘a’ in place of ‘the’.
4.  (a) Use ‘a’ in place of ‘an’.
5.  (c) No article is required before tea.
6.  (b) Use no article before ‘my’.
7.  (c) Use no article before ‘rumors’.
8.  (a) Use no article before ‘money’.
9.  (d) All are correct
10.  (b) Use no article before ‘time’.

Question 5:
Match the following.

Solution:
(i) (b)                  (ii) (c)                (iii) (a)
(iv) (e)                (v) (d)

Question 6:
In each of the following examples whether the articles used are necessary or not. Also state whether they have be used correctly or not. Write the correct sentence if required.

1.  A haste makes a waste.
2.  My friend Manisha lives in the Jaipur.
3.  The Nile is longest river in the world.
4.  The German people s3peak the German.
5.  I need the water badly now.

Solution:

1.  Haste makes waste.
2.  My friend Manisha lives in Jaipur.
3.  No correction required/correct sentence.
4.  The German will speak German.
5.  I need water badly now.

Question 7:
Insert articles (A, An, the) wherever necessary in the following sentences.

1.  Kunal wants to go to USA for post graduation.
2.  The hospitals in Singapore are best in the world.
3.  Ram had scar on his forehead.
4.  There is tall building in Smit Vihar.
5.  Sampada is Rani Lakshmibai of our class.

Solution:

1.  to the USA
2.  are the best
3.  had a scar
4.  is a tall
5.  is the Rani

The post CBSE Class 7 English Grammar – Articles appeared first on Learn CBSE.

CBSE Class 9 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.

1. Must and have to:

• Must is used for all persons in the present and 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, i.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/Had 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’:

• This is the only thing you need do.

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 negative need not 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, etc. 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 realize 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:

1. We…………………. obey our teachers, (have to, must)
2. She…………………….. pass this time, (ought to, has to)
3. He……………….. not buy a car. (has to, needs)
4. He works hard lest he…………………. fail, (should, must)
5. Do you……………… cook your own meal? (should, have to)
6. The villagers……………………. use kerosene lamps a few years ago. (must, had to)
7. The old lady……………. take a bath every day before taking meals, (ought to, should)
8. She…………………. finish this work before I go. (has to, must)
9. Ramesh said that they…………… report for duty on Monday, (should, ought to)
10. We…………………….. prepare our lessons well before examination, (ought to, must)

Answer:

1. must.
2. ought to.
3. needs.
4. should.
5. have to.
6. had to.
7. should.
8. must.
9. should.
10. ought to.

The post CBSE Class 9 English Grammar – Modals appeared first on Learn CBSE.

CBSE Class 9 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:

1. The object of the active sentence becomes the subject of the verb in the passive voice. The preposition ‘by’ is put
   before it.
2. The main verb of the active sentence changes into the past participle.
3. 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 Pronouns:

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 Sentences
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 Sentence

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

The post CBSE Class 9 English Grammar – Active And Passive Voice appeared first on Learn CBSE.

CBSE Class 9 English Grammar – Subject-Verb Concord

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.

(iv) 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 rushes 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 of 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:

1. Each of these producers……………………… his own advantage, (has, have)
2. Ten miles……………………… long distance, (is, are)
3. Many a student …………………… hard to pass his entrance exam, (try, tries)
4. The furniture in his house………………….. impressive, (look, looks)
5. Few students……………….. present in the class today, (is, are)
6. Ritesh, my best friend…………………… leaving for Japan next week, (is, are)
7. Most of my friends…………………. government employees, (is, are)
8. The level of intoxication…………………… from subject to subject, (vary, varies)
9. Either boys or girls……………. telling lies, (is, are)
10. A number of people……………………… reported to be missing in the train accident at Jhansi.(was, were)

Answer:

1. has.
2. is.
3. tries.
4. looks.
5. are.
6. is.
7. are.
8. varies.
9. are.
10. were.

The post CBSE Class 9 English Grammar – Subject-Verb Concord appeared first on Learn CBSE.

CBSE Class 9 English Grammar – Direct And Indirect Speech

1. Direct and Indirect Speech:
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.

2. 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.”

3. 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,etc.

4. 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.

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

6. Change in Tenses:

• If the reporting verb is in the present or the future tense, the tense of the reported speech is not changed:

1. Satish says, “I am flying a kite.”
2. Satish says that he is flying a kite.
3. Satish will say, “I want a glass of milk.”
4. 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. 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.

7. 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.
  Direct     : Ramu said, “I saw a lion in the forest.”
  Indirect : Ramu said that he had seen a lion in the forest.
  Direct     : Satish said to me, “I am very happy here.”
  Indirect : Satish told me that he was very happy there.
  Direct     : He said, “I can do this work.”
  Indirect : He said that he could do that work.
  Direct     : Renu said to me, “I was washing the clothes.”
  Indirect : Renu told me that she had been washing the clothes.
  Direct     : She said, “I am not well.”
  Indirect : She said that she was not well.
  Direct     : He said to Sita, “I have passed the test.”
  Indirect : He told Sita that he had passed the test
  Direct     : I said to my friend, “He has been working very hard.”
  Indirect : I told my friend that he had been working very hard.
  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.
  Direct     : I said, “I agree to what he said.”
  Indirect : I said that I agreed to what he had said.
  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.

8. 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 aw, 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.
  Direct     : I said to him, “Where are you going?”
  Indirect : Tasked him where he was going.
  Direct     : He said to me, “Will you go there?”
  Indirect : He asked me if I would go there.
  Direct     : My friend said to Deepak, “Have you ever been to Agra?”
  Indirect : My friend asked Deepak if he had ever been to Agra.
  Direct     : I said to him, “Did you enjoy the movie?”
  Indirect : I asked him if he had enjoyed the movie.
  Direct     : I said to her, “Do you know him?”
  Indirect : I asked her if she knew him.
  Direct     : He said to me, “Will you listen to me?”
  Indirect : He asked me if I would listen to him.
  Direct     : I said to him, “When will you go there?”
  Indirect : I asked him when he would go there.
  Direct     : He said to me, “How is your father?”
  Indirect : He asked me how my father was.
  Direct     : I said to him, “Are you happy?”
  Indirect : I asked him if he was happy.
  Direct     : He said to her, “Do you like apples?”
  Indirect : He asked her if she liked apples.

9. 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:
  Direct     : She said to me, “Open the window.”
  Indirect : She ordered me to open the window.
  Direct     : The captain said to the soldiers, “Attack the enemy.”
  Indirect : The captain commanded the soldiers to attack the enemy.
  Direct     : I said to him, “Leave this place at once.”
  Indirect : I told him to leave that place at once.
  Direct     : The teacher said to the students, “Listen to me attentively.”
  Indirect : The teacher asked the students to listen to him attentively.
  Direct     : The Principal said to the peon, “Ring the bell.”
  Indirect : The Principal ordered the peon to ring the bell.
  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.
  Direct     : I said to him, “Please bring me a glass of water.”
  Indirect : I requested him to bring me a glass of water.
  Direct     : I said to my friend, “Please lend me your book.”
  Indirect : I requested my friend to lend me his book.

Exercise (Solved)

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

The post CBSE Class 9 English Grammar – Direct And Indirect Speech appeared first on Learn CBSE.

CBSE Class 7 English Grammar – Modals

Definition of Modals
Basically, modals are auxiliary verbs that express the mode of action denoted by the main verb.
e.g.

1.  He can do this work.
2.  She may pass the exam.
3.  They would appear in the party.

In the above sentences, the bold words are modals. They express the mode of action of the main verbs in t’he sentence.

Uses of Modals
The usage of these modals are as given below

Can
‘Can’ is used in the following ways

• To express ability or power.
  (i) He can read this language.
  (ii) He can lift this heavy box.
• To express permission.
  (i) You can eat this chocolate.
  (ii) She can never enter this house.
  Could ‘Could’ is used in the following ways,
• To show power or ability in past.
  (i) She could dance well in youth
  (ii) We could complete this task.
• To show possibility in past.
  (i) She could buy a pen if she had money.
  (ii) Ramu could play cricket if there had been no rain.
•  To make a polite request.
  (i) Could you help me now?
  (ii) Could they spare that meat?
• To show condition.
  (i) If we had got up earlier, we could have completed this.
  (ii) We could have seen the match if there had been
  electricity supply. (Condition)

May
‘May’ is used in the following ways

• To express permission, possibility.
• (i)May I go there? (Permission)
  (ii)It may rain heavily. (Possibility)
•  To express wish, prayer.
  (i) May you live long ! (Wish)
  (ii) May God bless you with fortune ! (Prayer)
•  To express purpose.
  (i) She works that she may prosper.
  (ii) We study that we may pass in the exam.

Might
‘Might’ is used in the following ways

• To show permission, possibility in the past.
  (i) The leader told us that we might spend this amount.
  (Permission)
  (ii) I might be sent to the hostel. (Possibility)
•  To express purpose in the past.
  (i) He wore a scarf that he might not burn his skin.
  (ii) We rushed that we might not miss our train.
• To make a request.
  (i) If possible, you might bring me a glass of water.
  (ii) Condition allowing, they might be seeking a favour from me.
•  To make suggestion or criticism.
  (i) They might look for other venues. (Suggestion)
  (ii) She might have picked other issues. (Criticism)

Would
‘Would’ is used in the following ways

• To show past habit and unreal condition.
  (i)He would rise at 5 O’ Clock. (Past habit)
  (ii)What would you like to have? Tea or coffee.
• To make a polite request.
  (i) Would you lend me your pen?
  (ii) Would you give me your scooter?

Should or Ought to
‘Should’ is used in the following ways

• To express duty and obligation.
  (i) The police should protect us. (Duty)
  (ii) You should respect your parents. (Obligation)
•  To show advice, suggestion.
  (i) They should follow the rules. (Suggestion)
  (ii) You should take medicine. (Advice)
•  To express imagination.
  (i) Should you lose your money, go to ATM.
  (ii) Should you forget password, retry then.
•  To express probability, polite command.
  (i) She should be in the library. (Probability)
  (ii) You should play the game fairly.
  (Polite command)

Must
‘Must’ is used in the following ways

• To show prohibition, compulsion.
  (i) You must not touch this.
  (ii) She must feel sorry for you.
• To show necessity or obligation.
  (i) Team must win the game.
  (ii) You must pay your bill on time.
•  To show the strong advice.
  (i) Police must take care of emotions of the criminals.
  (ii) Leaders must promise what is viable to them.

Shall/Will
‘Shall’ and ‘Will’ are used in the following ways

•  Shall 1st person subject-I, We
•  Will 2nd and 3rd person subject – You, he, she, it, they.
  But, to show the emphasis, it can be interchanged with each other.
  Therefore, when one needs to show determination then the usage with the auxiliary would be
•  Will 1st person subject-I, we
• Shall 2nd and 3rd person subject – You, he, she, it, , they.
  e.g. (i) I shall go. (Simple future)
  (ii) I will go. (Determination))
  (iii) She will win. (Simple future)
  (iv) She shall win. (Emphasised act)

Need
‘Need’ is used in the following ways

• To express prohibition.
  (i) She need not use that computer.
  (ii) They need not manipulate the files.
•  To express doubt.
  (i) Need I go there.
  (ii) Need we plan in advance.

Dare

• To express a negation with interrogation.
  (i) How dare you touch my pen?
  (ii) She dare not play tennis with me.

Used to

•  To express a past habit.
  (i) She used to go to perform in movies or a dramas.
  (ii) I used to play cricket in 2005.
• To express a habit of present that has its roots in the past.
  (i) My grandfather is not used to sweets.
  (ii) I am used to a life full of struggle.

Practice Questions and Solutions

Question 1:
Choose the most suitable answer to fill in the blank. Write its number (a), (b), (c) or (d) in the answers.

1.  You are late. You ……………….. hurry.
   (a) can (b) must
   (c) will (d) may
2.  “……………….. I have a piece of cake, please?” I asked.
   (a) Shall (b) May
   (c) Will (d) Must
3.  The little boy ……………….. speak very well.
   (a) would (b) can
   (c) shall (d) need
4.  We didn’t have a car before. Now that we have a car, we ……………….. drive to many places.
   (a) need (b) may
   (c) might (d) can
5.  You ……………….. keep the scissors away from the baby.
   (a) should (b) will
   (c) need ‘ (d) may
6.  You ……………….. go home if you have completed your work.
   (a) shall (b) may
   (c) need (d) might
7.  That plug is faulty. You ……………….. touch it.
   (a) mustn’t (b) needn’t
   (c) couldn’t (d) won’t
8.  The two boys ……………….. do well in the examinations. They are studying very hard.
   (a) must (b) will
   (c) shall (d) need
9.  That man ……………….. be Mr Bo. Mr Bo is overseas.
   (a) shan’t (b) needn’t
   (c) can’t (d) won’t
10.  Don’t listen to everything he says. He ……………….. be wrong.
    (a) shall (b) can
    (c) must (d) need

Solution:

1.  (b) must
2.  (b) may
3. (b) can
4.  (d) can
5.  (a) should
6.  (b) may
7.  (a) mustn’t
8. (c) shall
9.  (c) can’t
10.  (b) can

Question 2:
Choose the most suitable answer to fill in the blank. Write its number (a), (b), (c) or (d) in the answers.

1.  He’s still not here. He ……………….. have met with an accident.
   (a) should           (b) can
   (c) might             (d) shall
2.  I wish I ……………….. be as intelligent as Einstein.
   (a) must             (b) could
   (c) should          (d) shall
3.  We ……………….. bring any money because admission is free.
   (a) mustn’t           (b) couldn’t
   (c) can’t                (d) needn’t
4.  This ……………….. be your book. It has your name on it.
   (a) can                (b) shall
   (c) need              (d) must
5.  You ……………….. sleep early so you can wake up
   early.
   (a) should            (b) might
   (c) will                  (d) need
6.  He ……………….. run very fast. He wins competitions easily.
   (a) would            (b) can
   (c) shall               (d) may
7.  Please lower your voices so that the baby ……………….. not  be awakened.
   (a) ought            (b) may
   (c) must              (d) could
8.  The dog ……………….. have eaten the food! I saw it
   near the food a while ago.
   (a) must              (b) ought
   (c) can                 (d) shall
9.  You ……………….. to knock before you enter.
   (a) shall               (b) ought
   (c) may                (d) would
10.  She ……………….. most certainly help you if you ask her.
    (a) could             (b) ought
    (c) will                 (d) may

Solution:

1.  (c) might
2.  (b) could
3.  (d) needn’t
4.  (d) must
5.  (a) should
6.  (b) can
7.  (b) may
8.  (a) must
9.  (b) ought
10.  (c) will

Question 3:
Use appropriate modals of probability, permission, obligation etc to fill in the blanks.

1.  Every body ……………….. fulfil his or her duties towards the country.
2.  The computer is not working. The supervisor ……………….. call an engineer, today.
3.  The work is completed ……………….. I leave now?
4.  Sugandha sings so beautifully. She ……………….. have taken classes of music.
5.  I am not the right person to give you a permission to go. You ……………….. ask the Manager.
6.  Vibha is not home today. She ……………….. have gone for dance practice.
7.  ……………….. I request you to show me this file?
8.  It is raining cats and dogs. This ……………….. cause flood in many areas.
9.  He is not in his cabin. You ……………….. check if he is there in the lobby.
10. ……………….. I, please, make a call from your phone?

Solution:

1.  must
2.  might
3.  may
4.  must
5.  may
6. must
7. May
8. can/may
9. can
10. Could

Question 4:
Use appropriate modals of desire,
determination, necessity, prohibition etc to fill in the blanks.

1.  I ……………….. like to go for boating as well as diving.
2.  How ……………….. he enter my room?
3.  Shipra applies sunscreen lotion everyday that she ……………….. not get her skin tanned.
4.  We focus on our studies that we ……………….. not fail in our examinations.
5.  Let whatever hardships may come in our way. One day, we ……………….. overcome.
6.  His goggles are kept in the cupboard, but nobody ……………….. to touch them.
7.  He ……………….. never allow anybody to wear them.
8.  Sheveta is a little snobbish and naughty girl. We ……………….. not prank at her. She will get angry.
9.  Don’t challenge me. If I try, she ……………….. come and talk to me politely.
10.  ……………….. You like to try your hand at chess, madam?

Solution:

1.  would
2.  dare
3. may
4.  may
5.  shall/will
6. dares
7. would
8. need
9. shall
10. Would

The post CBSE Class 7 English Grammar – Modals appeared first on Learn CBSE.

CBSE Class 7 English Grammar – Subject-Verb Agreement

Definition of Subject-Verb Agreement
Subject-verb agreement tells us about the ways a subject will agree to its verb. Generally, rules of tense are in the category of subject-verb agreement, but apart from these rules there are some other rules by which a subject agrees to the verb.

e.g.

1.  Simran is late today.
2.  We are always happy.

But, we shall study the important deviations from the above two rules.

Rules for Subject-Verb Agreement

1.  Two nouns or pronouns when joined by ‘and’ takes plural verb.
   
2.  When ‘one of ’ is used with a plural noun, the verb after it is always singular,
   
3.  Nouns that are connected by ‘each’ and ‘every’ take a singular verb with them.
   
4.  If two nouns are connected by ‘and’ but are meant for one person or for one idea then the verb becomes singular.
   
5.  When two subjects are joined by “as well as, along with, together with, in addition to” then the verb agrees to the first subject.
   
6.  When two or more subjects are connected by “or, nor, either or, neither nor” then the verb,
   
7.  If a sentence starts with introducing ‘there’ then verb agrees to the number of the noun that comes after ‘there’.
   
8.  Nouns, though plural but if they refer to the name of a book, country or that of a province then the verb used is ‘singular’.
   
9.  When plural nouns refer as a whole then it is taken to be singular and the very is also singular.
   
10. Phrase ‘a number of’ takes a plural verb but phrase ‘the number of’ takes a singular verb.
    
11.  Few, a few, many, several/both are plural in form and they take plural verb with them.
    
12. If two subjects with different numbers are joined by “not only but also, either or, neither nor” then the verb agrees to the subject nearer to it.
    

Practice Questions and Solutions

Question 1:
From the given sentences choose which one is correct and which one is incorrect on the basis of rules of subject verb agreement.
Instead of correct or incorrect, fill in the blank exercise with multiple options would have been more useful.

1.  Birds are taking rest on the tree.
2.  Maya does not get up in the morning.
3.  She loves chocolates very much.
4.  The players has stopped shouting.
5.  One of my sisters live in Ranchi.
6.  Chennai and Kolkata is beautiful cities.
7.  Every player and every coach are present,
8.  Mr Singh who was a poet and singer is no more.
9.  You and not me are the wrong doer.
10.  The rpbber with his friends was arrested.
11.  Geeta or Reeta have brought this candle.
12.  Neither he nor his father has appeared.
13.  There were many people around the temple.
14.  West Indies are a group of islands.
15.  Ten kilometres are a long distance by foot.

Solution:

1.  Correct
2.  Correct
3.  Correct
4.  Correct
5.  Incorrect
6.  Incorrect
7.  Incorrect
8.  Correct
9.  Correct
10.  Correct
11.  Incorrect
12.  Correct
13.  Correct
14.  Incorrect
15.  Incorrect

Question 2:
Fill the blanks that each sentence has in compliance to subject-verb agreement.

1.  Many forms ………………. been received, (has/have)
2.  One of the thieves ………………. been caught. (has/have)
3.  Ramu and Shyamu ………………. playing chess. (is/are)
4.  Each man and each women ………………. rejoicing. (was/were)
5.  The horse and cart ………………. lost. (is/are)
6.  Mahi as well as her teachers ………………. very much concerned. (is/are)
7.  My brothers along with my friend ………………. coming to my house. (was/were)
8.  Either of the two ………………. suitable. (is/are)
9.  Neither of the two girls ………………. going to win the competition. (is/are)
10.  A number of migratory birds ………………. coming to India during winter. (are/is)

Solution:

1.  have
2.  has
3.  are
4.  was
5.  is
6.  is
7.  were
8.  is
9.  is
10.  are

Question 3:
Match the entries in List I with List II to form various sentences.

Solution:
(i) (g)               (ii) (h)
(iii) (a)             (iv) (i)
(v) (d)              (vi) (j)
(vii) (b)            (viii) (f)
(ix) (c)              (x) (e)

The post CBSE Class 7 English Grammar – Subject-Verb Agreement appeared first on Learn CBSE.

CBSE Class 7 English Grammar – Tense

Tense shows time and the extent of the work.

Types of Tense

Present Tense Simple Present Tense
When the work or its extent seems indefinite/uncertain then it is simple present,
e.g.

1.  She reads a book.
2.  We play chess.

In the above two sentences, extent of work is uncertain because we do not have any idea that how much of the book has been read or when the game finishes.

Structure
Affirmative: Subject + V₁ / V₁ + s/es + Object
Negative: Subject + do/does + not + V₁ + Object
Interrogative: do/does + Subject + V₁ + Object + ?

Uses of Simple Present Tense

•  To show a habit or a routine activity.
  e.g. (i) I read newspaper daily. (Habit)
  (ii) She goes to office at 9 am. (Routine)
•  To show a universal truth or general truth.
  e.g. (i) The Sun rises in the East. (Universal truth)
  (ii) Delhi is the capital of India. (General truth)
•  To write imperative sentences.
  e.g. (i) Feed the cattle.
  (ii) Do not be so unkind.
• To show running commentary.
  e.g. (i) Sachin bats for India against the Australia.
  (ii) The footballer comes fast, kicks the ball and
  it’s a goal.

Present Continuous Tense
When the action is going on at the time of speaking then it is in present continuous,
e.g.

1.  Radha is dancing in the hall.
2.  Leader is delivering the speech.

In the above sentences, the act of dancing and delivering are going on at the moment. Hence, the two sentences are in present continuous tense.

Structure
Affirmative: Subject + is/am/are+V₁ + ing+ Object
Negative: Subject + is/am/are + not + V₁ + ing + Object
Interrogative: is/am/are + Subject + V₁ + ing + Object + ?
Note:
Is — He, she, it, singular nouns
Am — I
Are — We, you, they, plural nouns

Uses of Present Continuous Tense

•  To show a habit or a custom.
  e.g. (i) She is doing her job well. (Habit)
  (ii) India is suffering from the evils of dowry. (Custom)
•  To show a transitory/temporary situation.
  e.g. (i) Mamta is washing the dishes.
  (ii) Sarala is cooking beans.
• To show an action that is going on at the time of speaking.
  e.g. (i) He is reading a good story now.
  (ii) Maya is jumping in the garden.
• To show an action that will take place in the near future.
  e.g. (i) PM is visiting Nepal the next week.
  (ii) I am going to my village on Monday.

Present Perfect Tense
If the work has been completed, but it is not very long time to its completion, then present perfect tense is used,
e.g.

1.  Mukesh has returned from the office.
2.  We have developed a new method.

In the above sentences, the two work has just completed. So, they are in present perfect tense.

Structure
Affirmative: Subject + has/have + V₃ + Object
Negative: Subject + has/have + not + V₃ + Object
Interrogative: Has/have + Subject + V₃ + Object + ?
Note:
Has — He, she, it, singular nouns
Have — I, we, you, they, plural nouns

Uses of Present Perfect Tense

•  To show an action that has been completed.
  e.g. (i) We have taken our meal.
  (ii) They have left no work.
• To show an experience of the past.
  e.g. (i) We have gone to Manali thrice.
  (ii) Dowry has taken the lives of many.
•  To show an action that was going on in the past and still going on.
  e.g. (i) I have lived here for a year.
  (ii) She has known the poet for two years.

Present Perfect Continuous Tense
If the work has initiated in the past, presently it is going on and will continue a bit longer from now, then the sentence is in present perfect continuous tense,
e.g.

1.  I have been doing grammar since January.
2.  We have been playing cricket for an hour.

In the above sentences, the actions of doing and playing have started in the past, they are still going on in the present. Therefore, these are present perfect continuous.

Structure
Affirmative: Subject + has/have + been + V₁+ ing + Object + since/for + time denotion
Negative: Subject + has/have + not + been + V₁+ ing + Object + since/for + time denotion
Interrogative: Has/ Have + subject + been + V₁ + ing + Object + since/for + time denotion + ?

Ues of Present perfect Continuous Tense
To show an action that has started in the past and still going on which will end in the near or later future.
e.g.

1.  Mayank has been singing a song since,8 o’clock.
2.  Radha has been listening to music for 3 hours.

Past Tense

Simple Past Tense
Work that is finished in the past and there is a complete indication of the time like yesterday, never, last, ago, 1947, yesternight etc. e.g.

1.  I went to park yesterday.
2.  She did the work last week.

In the above two sentences, the work has ended in the past and there is a reference of time with the completion. So, these two are in the simple past tense.

Structure
Affirmative: Subject + V₂ + Object
Negative: Subject + did + not + V₁ + Object
Interrogative: Did + Subject + V₁ + Object + ?

Use of Simple Past Tense

• To show a habit in the past.
  (i) India always supported the peace.
  (ii) Buddha always preached the wisdom.
• To show an action that took place in the past.
  (i) India won the match yesterday.
  (ii) She took her first music class last day.

Past Continuous Tense
If the work was continued in the past then it is in past continuous tense.
e.g.

1.  Mayuri was dancing in the party.
2.  The leaders were quarrelling in the Parliament.

In the above two sentences the action of dancing and quarrelling were going on in the past.

Structure
Affirmative: Subject + was/were + V₁ + ing+Object
Negative: Subject + was/were + not + V₁ + ing + Object
Interrogative: was/were + subject + V₁ + ing+Object
Note: Was I, he, she, it, singular nouns Were We, you, they, plural nouns
Uses of Past Continuous Tense

•  To show an action continued in the past.
  e.g. (i) They were ringing the phone continuously,
  (ii) She was taking things from her brother.

Past Perfect Tense
Actions which were finished in the past before the start of any other work in the past,
e.g.

1.  Seema had left for Jaipur.
2.  Madhu had developed the method.

Structure
Affirmative: Subject + had + V₃ + Object
Negative: Subject + did + not + V₃ + Object
Interrogative: Did + Subject + V₃ + Object + ?

Uses of Past Perfect Tense

•  When two actions in past took place one after another, then the first action is said in past perfect tense and the second action in simple past tense.
  e.g. (i) I reached the place after he had left.
  (ii) She had seen me before she called me.
•  To show an action of remote past.
  e.g. (i) Einstein had died after the world war.
  (ii) She had done all good in her childhood.

Past Perfect Continuous Tense
If an action started in the past, continued in the past and then gets done in the past then it is in past perfect continuous tense.
e.g.

1.  Seema had been collecting seeds of flowers for
   the whole day when I went to her.
2.  Kapil Dev had been playing for India for many years when my father met him.

Structure
Affirmative: Subject+had+been + V₁ + ing + Object + since/for + time denotion
Negative: Subject + had + not + been + V₁ + ing + Object + since/for + time denotion
Interrogative: Had + Subject + been + V₁ + ing + Object + since/for + time denotion + ?

Future Tense

Simple Future Tense
The work that has been scheduled in the future to take place is called simple future,
e.g.

1.  We shall play a game.
2.  You will read a poem.

Structure
Affirmative: Subject + shall/will + V₁ + Object
Negative: Subject + shall/will + not + V₁ + Object
Interrogative: Shall/will + Subject + V₁ + Object + ?
Note:
Shall — I, we, they, plural nouns
Will — You, he, she, it, singular nouns
However ‘will’ can be used with every subject since the use of ‘shall’ has become outdated now.

Uses of Simple Future

•  To show an action that is scheduled in the near future.
  e.g. (i) She will go to school tomorrow.
  (ii) I shall come to office next week.
•  To show a strong possibility.
  e.g. (i) Mr Kapoor will win the election.
  (ii) His hard work will pay him off.

Future Continuous Tense
A work that will be going on at some specified time in the future is said to be in future continuous tense,
e.g.

1.  It will be raining in September.
2.  We shall be playing tomorrow morning.

Structure
Affirmative: Subject + shall/will + be + V₁ + ing + Object
Negative: Subject + shall/will + not + be + V₁ + ing + Object
Interrogative: shall/will + Subject + Be + V₁ + ing + Object + ?
Note:
Shall — I, we, they, plural nouns
Will — He, she, it, you, singular nouns

Uses of Future Continuous Tense

•  To show an action that will be going on in the future at a certain point of time.
  e.g. (i) She will be playing tomorrow morning.
  (ii) Raman and Suman shall be playing games in their house.
•  It is also used for actions taking place in near future the same way as simple future tense is used.

Future Perfect Tense
Action that would be completed upto a certain point of time in the future is of future perfect tense.
e.g.

1. She will have completed her graduation by 2017.
2.  I shall have finished my work by 3 o’clock.
3.  We shall have brought the black money back upto 2019.

Structure
Affirmative: Subject+shall/will + have+ V₃ + Object
Negative: Subject + shall/will + not + have + V₃ + Object
Interrogative: shall/Will + Subject + have + V₃ + Object + ?

Uses of Future Perfect Tense
To show an action that will be completed in future at a certain point of time.
e.g.

1.  They shall have prepared all the charts for the meeting.
2.  Leader will have delivered the speech in the peace summit.

Future Perfect Continuous Tense
When an action that will start in future and will last for a certain period in future, then it is of future perfect continuous tense.
e.g.

1.  Sagar will have been arranging all his books on shelf since morning tomorrow.
2.  You will have been doing your sums for three hours tomorrow.

Structure
Affirmative: Subject + shall/will + have + been + V₁ + ing + Object + since/for + time denotion
Negative: Subject + shall/will + not + have + been+V₁ + ing+Object + since/for+time denotion
Interrogative: Shall/will + subject + have + been + V₁ + ing+Object+since/for+time denotion + ?

Uses of Future Perfect Continuous Tense
To show an action that will start in future and will be going on in future and is scheduled to end at some point in the future.
e.g.

1.  Vaibhav will have been playing cricket in the ground for three hours.
2.  They shall have been making fun of the poor boy since his arrival there.

Practice Questions and Solutions

Question 1:
Fill in the blanks with either first form (V₁) or (V₁ + s/es) of the verbs.

1.  She ……………. on the ground. (Jump)
2.  We ……………. cricket daily. (Play)
3.  Phone ……………. loudly in the hall. (Ring)
4.  You ……………. to the park often. (Go)
5.  Hard work ……………. in the long-run. (Pay)

Solution:

1.  jumps
2.  Play
3.  rings
4.  go
5.  pays

Question 2:
Fill in the blanks with ‘do’ or ‘does’.

1.   ……………. we play often?
2.   ……………. the farmer work hard?
3.  She ……………. not pay attention to studies.
4.  I ……………. not hurt anybody.
5.   ……………. they love us?

Solution:

1.  Do
2.  Does
3.  does
4.  do
5.  Do

Question 3:
Fill in the blanks with is/am/are and using the correct form of verb given in bracket.

1.  I ……………. not ……………. a letter these days. (Write)
2.  ……………. we ……………. noodles now? (Eat)
3.  You ……………. not ……………. the book properly. (Read)
4.  He ……………. a poem to please me. (Write)
5. ……………. she …………….  to make a practice? (Dance)

Solution:

1.  am, writing
2.  Are, eating
3.  are, reading
4.  is, writing
5.  is, dancing

Question 4:
Fill in the blanks with the most appropriate option from the following.

1.  Vaibhav is looking for a job …………….
   (a) yesterday       (b) these days
   (c) next year        (d) at 8 pm
2.  Sarita has been watching TV ……………. morning.
   (a) from              (b) for
   (c) since             (d) yet
3.  Annie ……………. his parents to the UK this year
   (a) was taking
   (b) took
   (c) is taking
   (d) had taken
4.  Mr Chopra ……………. all his wealth by 2018.
   (a) finishes
   (b) will have finished
   (c) will be finished
   (d) finishing
5.  I thought you might be awaiting my call. Therefore I ……………. you.
   (a) am called                 (b) have been calling
   (c) am being called      (d) have called

Solution:

1.  (b)
2.  (c)
3.  (c)
4.  (b)
5.  (d)

Question 5:
Fill in the blanks with the the correct form of verbs.

1.  Where did you ……………. the bag?
   (a) left              (b) leaving
   (c) leave          (d) was leaving
2.  The monsoon ……………. recently making the environment green and beautiful.
   (a) started          (b) has started
   (c) starting         (d) is starting
3.  Latika ……………. a sweate’r for her baby for two months.
   (a) is weaving
   (b) has woven
   (c) weaved
   (d) has been weaving
4.  Kunti ……………. the puzzle before the teacher explained it on black board.
   (a) had solved         (b) is solved
   (c) is solving           (d) has been solving
5.  Mayuri was waiting for you here. She ……………. just now.
   (a) left                 (b) is leaving
   (c) has left          (d) leaving

Solution:

1.  (c)
2.  (b)
3.  (d)
4.  (a)
5.  (c)

Question 6:
Fill in the blanks with the verb forms that is suitable using one of the helping verbs out of has/have.

1.  Madan and Kundan ……………. with joy. (Dance)
2.  I ……………. not ……………. my work on time. (Finish)
3.  Sita ……………. not ……………. a song today. (sing)
4.  ……………. you ……………. your duty effectively? (Do)
5.  ……………. Prem ……………. at you in the morning today? (Laugh)

Solution:

1.  have, danced
2.  have, finished
3.  has, sung
4.  Have, done
5.  Has, laughed

Question 7:
Fill in the blanks given in the sentences by using the structure of present perfect continuous tense. Use the verbs given in the brackets.

1.  Chandan ……………. a letter three ……………. hours. (Write)
2.  Mohan ……………. not ……………. his work this July. (Do)
3.  ……………. Maya ……………. a picture ……………. 7 pm? (Paint)
4.  Police ……………. to catch the thieves ……………. two months. . (Try)
5.  Government ……………. not ……………. attention to farmer’s problem …………….. five years. (Pay)

Solution:

1.  has been writing, for
2.  has, been doing, since
3.  Has, been painting, since
4.  have been trying, for
5.  has, been paying, for

Question 8:
Fill in the blanks using correct verb form given in the bracket according to the simple past.

1.  She ……………. the hall immediately. (Leave)
2.  They ……………. not ……………. to park yesterday. (Go)
3.  ……………. you ……………. me in the evening? (Call)
4.  My parents ……………. me the good values. (Teach)
5.  Sameera …………….  not ……………. that project then. (Approve)

Solution:

1.  left
2.  did, go.
3.  Did, call
4.  taught
5.  did, approve

Question 9:
Fill in the blanks using correct form of past continuous tense. Use the verbs given in the bracket alongwith was/were.

1.  Fishes ……………. in the river. (Swim)
2.  Waiter ……………. not ……………. the food. (Serve)
3.  ……………. he ……………. his. (Do)
4.  People ……………. in the temple. (Pray)
5.  Tiger …………….. not ……………. the deer. (Chase)

Solution:

1.  were swimming
2.  was, serving
3.  Was, doing
4.  were, praying
5.  was, chasing

Question 10:
Fill in the blanks with suitable verb forms according to the structure of past perfect tense.

1.  I ……………. (receive) your message before I reached.
2.  The meeting started after we …………….(enter) the hall.
3.  Chintu …………….(read) the book earlier before his cousin gifted him with the same.
4.  Nida started speaking after the teacher …………….(finish) with his points.
5.  Riddhi and I …………….. already …………….(discuss) this in the class.

Solution:

1.  had received
2.  had entered
3.  had read
4.  had finished
5.  had, discussed

Question 11:
Fill in the blanks using suitable verb form according to the structure of past perfect continuous tense.

1.  She ……………. in that school since 1977. (Teach)
2.  Farmers ……………. not ……………. for five years. (Farm)
3.  Actors ……………. blankets for three hours. (Donate)
4.  Rats ……………. not ……………. in the house since Monday.(Run)
5. …………….  the people ……………. for him for two election periods? (Vote)

Solution:

1.  had been teaching
2.  had, been farming
3.  had been donating
4.  had, been running
5.  Had, been voting

Question 12:
Fill the blanks by using the correct verb forms considering the structures of simple future tense.

1.  It ……………. today in the evening. (Rain)
2.  Children ……………. a game tomorrow. Play)
3.  Worker ……………. not ……………. the work. (Do)
4.  A snake …………….  not ……………. you until it is disturbed. (Bite)
5.  ……………. we ……………. there? (Sit)

Solution:

1.  will rain
2.  shall play
3.  will, do
4.  will bite
5.  Shall, sit

Question 13:
Fill in the blanks using the correct forms of verbs according to the correct structure of future continuous tense.

1.  Government ……………. a new dam. (Build)
2.  Girls  ……………. not ……………. this book. (Use)
3.  …………….. she ……………. to operate computer? (Learn)
4.  Manoj and Ajay ……………. business. (start)
5.  The driver ……………. not ……………. the bus. (Drive)

Solution:

1.  will be building
2.  shall, be using
3.  Will, be learning
4.  shall be starting
5.  will, be driving

Question 14:
Fill in the blanks using the correct form of vert>6 according to the structure of future perfect or future perfect continuous tense.

1.  This project ……………. much time. (Take)
2.  The company ……………. the car by this time-next year. (Manufacture)
3.  The girl ……………. not ……………. her homework. (Complete)
4.  Magazine ……………. not …………….. in the market for a week. (Circulate)
5.  …………….. you ……………. this work for me? (Finish)

Solution:

1.  will have, taken
2.  will have been, manufacturing
3.  will, have completed
4.  will, have been circulating
5.  Will, have finished

Question 15:
In the following question, a passage has been given. There are a few blanks that are numbered and these numbers are again printed, below the passage, along with four options. Out of these options, choose the word that suits the blank best.
I …………(1) very close to my grandmother and we …………(2) a very strong bond. She loved me …………(3) She was one …………(4) my closest friends and we also had secrets. If someone …………(5) me, I would straight run to her and she …………(6) hug me.

1.  (a) had                 (b) am
   (c) was                 (d) had been
2.  (a) shared          (b) sharing
   (c) to share        (d) had shared
3.  (a) conditionally       (b) unwillingly
   (c) willingly                (d) unconditionally
4.  (a) on                         (b) in
   (c) with                       (d) of
5.  (a) scolds                   (b) scolded
   (c) was scolding        (d) has scolded
6.  (a) was            (b) shall           (c) must               (d) would

Solution:

1. (c) was
2.  (a) shared
3.  (d) unconditionally
4.  (d) of
5.  (b) scolded
6.  (d) would

The post CBSE Class 7 English Grammar – Tense appeared first on Learn CBSE.

CBSE Class 9 English Grammar – Clauses

1. A 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:

1. Noun clause
2. Adverbial clause
3. 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 clause ‘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:                                                              ,
1. Pronouns: what, which, who, whom, whose.
2. Adverbs: when, where, why, how.
3. Conjuctions: if, that, whether.
Pronouns Examples:

1. You can see what we have done.
2. Can you tell me who had done it?
3. Do you know whose car it is?
4. I don’t know which book he has bought.
5. I can’t say whom I should believe.

Adverbs Examples:

1. I can’t tell you when he will come.
2. Please tell me why he is always late.
3. I don’t know where he has gone.
4. Does anyone know how it has happened?

Conjuctions Examples:

1. I wonder if the weather is going to be all right.
2. She asked whether the train will leave on time.
3. I can tell you that he is a good boy.

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:
1. Subject:

• What you said surprised me.
• When she will come is uncertain.
• Whether he will help you will be known soon.
• That he would come is seemed unlikely.
• How he crossed the border is a mystery.
• Why he came here is still unknown to us.

2. Object:

• He says that he will help me.
• She couldn’t decide what she should do.
• You must learn when you should speak.
• She wondered whether she should stay any more.
• I don’t know who gave him this advice.
• Have you decided where you will go for your holidays?
• I asked him how I can reach that village.
• I don’t know why he sold his house.

3. Complement:

• Our belief is that he will help us.
• This is where she works.
• My worry is why he should behave like that.
• This is what you are looking for.
• The problem is how we can cross this river.

4. 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.

5. 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.

6. 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 I would help her.

7. 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.

8. 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:
1. 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.

2. 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.

3.  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 + the 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.

4. 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.

5. If a conditional clause refers to an unlikely situation in the future, ‘were to’  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.

6. ‘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

7. 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.

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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:
1. A non-defining clause is separated by commas (see the above sentence).
2. A defining clause is not separated by commas.
3. 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.

4. In a defining clause, we can omit the relative pronoun except when it is the subject of a verb:

• The woman you 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’.

5. 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.

6. In a defining clause the preposition governing the relative is generally placed at the end of the relative is generally placed at the end of the clause:

• This is the boy I was talking about.

7. 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.

8. The relative pronouns differ according to whether they refer to persons or things and according to their case:

9. 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:
1. 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.

2. 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.

3. 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.

4. 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:
1. 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.

2. 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.

3. 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.

4. 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:
1. 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.

2. 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.

3. ‘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.

4. We use ‘whose’ in the possessive case:

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

14. Use for Things:
1. We use ‘which‘ in the nominative case:

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

2. 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.

3. 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.

4. 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 file 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.

(a)

1. why you bought it.
2. where did you buy it from.
3. where you bought it from.
4. when you bought it.

(b)

1. who is situated at Sarojini Nagar.
2. whom is situated at Sarojini Nagar.
3. which is situated at Sarojini Nagar.
4. where is situated at Sarojini Nagar.

(c)

1. how much it cost you?
2. how much did it cost you?
3. which it cost you?
4. how many it cost you?

Answer: (a) 3,             (b) 3,               (c) 1
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 horn every day.

(a)

1. how did you develop it?
2. how you developed it?
3. where you developed it?
4. why did you develop it?

(b)

1. that is needed.
2. where is needed
3. who is needed
4. whom is needed

(c)

1. how many times I should devote to it every day.
2. how much time I should devote to it every day.
3. how many times should I devote to it every day.
4. how much time should I devote to it every day.

Answer: (a) 2,             (b) 1,               (c) 2

The post CBSE Class 9 English Grammar – Clauses appeared first on Learn CBSE.