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DETERMINERS
Here are some determiners of indefinite number and quantity. Let us differentiate
their correct usage.
(1) Some,Any
'Some' and 'any' are used before nouns. 'Some' means an unknown and indefinite
number or quantity, but not very large. 'Any', l i k e > p m e \ expresses an indefinite number
or quantity.
> 'Some' is used in affirmative nee and^alsl^in Interrogative sentences. Starting w i t h
modals like could, wou ight, ta&yN^n "giving the notions of requesting
permission. S o m e a l s o peratfve sentences,
> 'Any' is us^ ipnjeg£tive an ogative sentences. France l helping verbs used in
tenses.
Example :
1. I shall buy <
. book.
2. pictures are very did not give him<?..^.. butter.
3. There is butter in 10. He did not buy .Qa&fy. apples.
4. He bought S - ^ o r a n g e s . 11. Have you bought mangoes?
r/iyvV
5. Give me Sz&ixr.fl. more coffe^ 12. Have you Sifcr.'i butter?
6. Will you b u y ^ r y ^ : . clothes? 13. Will you give m e ^ f r . r ^ sugar?
7. Will you spare-f^iSrtime for me? 14. Will you h a v e ^ ^ m o r e coffee?
Special usage
(i) 'Any' is used in affirmative sentences when it has an emphatic meaning such as, "No matter
. . . , „ ( J ^ w i / w a J k h h isSUto ? t^^JrM- < -
which or who
Example: Any fool can do it.
Give me a book. Any book will do.
He will pay any price he is asked.
In conditional sentences; as
Example : If. there are any oranges in the market, please buy some.
(c) In sentences which are giving negative notion due to their adverb of negatibve frequency - like
y^S-rP-y —
A- tiA
[AN INSTITUTE OF ENGLISH LANGUAGE &JE[j
DETERMINERS.
Fii! in the blanks from the given a J rnatives
Rohini goes to rfch every day/ the poor children.
(a)a (b)an
-^2. She has itai, she is not well .today.
(a)a (g)81e (®>nor
3. I like.Sr ....v....fresh apples.
(c)any(d)none
4. Rites h i
^_ _ > ) a y^^ Ic)the (d)none
r^>Amitabh is . .........actor
(a)a (B)an (c)the (d)none
<6. They live on ....... beautiful Island.
(b)an (c)the t a(4}r(6ne unts , i , • Iwz.
She is suffering from ..'....cold.
id. C'
C - VY sS&^O^ " o—
^ t n <
(b)some(c)the (d)n5he
Make ....hurry, we are getting late.
s
(b)some(c)the (d)none
J^, What ........easy lesson. \
{a)a (b)zfn (o)the (d)none
ip. He drinks twice ,......,week,
(b)any(c)the (d)some
J ^ . T h e maximunr.speed-is sixty miles ....hour.
(a)a (c)the .(d) some
?Birds of ...feather flock together.*
(b)ari (d) some
Jl^.There are two sides pf coin.
(i)s (b)any (gjtfie (d) some
J4. ..cows give milk.
(a)a , (b)an (e)the
Jt§. I am writing on ........paper.
(B)a (b)an (c)the
6.Tables are made of wood.
(a)a (b)an ((g) none
y.17.He^gave me.... .................good advice
(t>)an (c)the0Dnone
j l 6 . No news is...... :.,.good news
y^^T- (b)an (c)the none
nl19.I will give you,™ ...inforrpatioi
(a)a ( ^ n . (c)the (fl) none
^ 20. . ............Principal, is on leaved
(a)a (b)some (§tthe ( ^ r f o n e
. 21 ......brave should be rewarded. ^ ^ p -pXrf' 1 J*
^ (a)a (b)all ^p)ttie (d) none J
, . i ^ ^ A i v f r f • Jh<? H)^
He ^ ^ J ^ v v ^
Prepared by : Mr. Jaluram Motsara, Lecturer in English,
ADD: V-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9413388280
ENGLISH VISfOM ACADEMY
22 rich should come forward to help these needy children.
^ : (a)a (b)any(c)tb^fd)some^
,-23 Himalaya is the fjiiqhest mou^fali
r (a)a (b)an <©the (^KSone,
ffi)-. higher yocrgo, the cooler it b
(a)a (b)ajeyv ^ M ) none
25. The mors ^yget ......\.y..rViore they want.
(a)a £few ^JtheXdynonef
2£ iter is dirty, don't drink it.
(a) serti (d)none
27 ter i&j^cessary to life. ' .
(a) some (c)the x ($ffone
2& .......gold is a precious metal. ;
(a) some (b)any(c)the (cj)ri6ne
£9 gold of your ring is pure.
(a) some (b)any^p)the (d)none
J£0. He must be at .home. - -
(a) some (bja (c)the x(d)poiTe
J3J. By way, I was passing from here.
(a)a (b)an (o)*Ke (d) none
^3,2. He was fine at the beginning but he lost confidence in .end.
(a)a (b)an ($tfie (d) none
vJ3i3 : Deepawali is a festival of lights.
* (a)a (b)all (c)the ^d>n6ne
J$4 hockey is a goocUjame.
^ " (a)a (b)an (c)the (j^frone
35.1 will travel by plane.
^ - (a)a (b)an (c)theN£$i ibne s
Cjf (A
yflj V H- C a / a V,
7iMiJ ^ Jl oJ-xjfiQ-t/
t y.
a, ot'vx
tifHf ^ ' ' '
Prepared hv • lal»»"
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
iere are trees behind m y house. 11. T h e r e is . . < , . m i l k in t h e glass, b u t t h e r e isn't ..:r.v<V.. .... sugar.
s
3 a n d g e t . 3 . ^ . ? . . . . s a l t . Y o u h a v e n ' t p u t . f n y ^ r . . . . . in t h e s u g a r in it y e s t e r d a y .
; g e t a b ie 13.1 fresh b a n a n a s ; h a v e y o u
f-
i e r e is .. S ^ w . 5 • • m i l k in t h e j u g . 14. I / a s k e d m i l k , b.ut.she h a d n ' t . . v j . y ^ U . . .
EXERCISE m i l k to t h e child.
we y o u o r a n g e s ? Yes I b o u g h t in t h e m a r i . e t . 2. How ^ M f r f c . , s u g a r do y o u t a k e in y o u r t e a ?
bu • Mr. J a l u r a m Motsara. Lecturer in English, ADD: V - 0 - 2 1 , H U D C O QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 S 8 2 8 0
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
flittle
E -4 f A) • C T h e r e is sense in w h a t he says.
k,, . M l " KPifxfes i „,».,,,-„,. /\r»r-.. '.f_;v_-si uunrn atdc m a t m onArv t k; u v a c M a riAi> a/i-<
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
months that my brother spent in Nainital 11. Ho, than tep^persons have been killed in the recent
as money than you, (fewer, less) 7. It rained day during my holidays. ,(each, every)
e are now five persons for v i o z ^ r ^ / l 8. You can go way. (either, neither)
as to pay fifty rupees now. (fewer, less) 9 Divanshti or Nishantu has done it. (Either, Neither)
10 you nor your brother has told a lie. (Neither, Either)
?J f M ' ^ t Q s ^ ^ c Q ^ f ^ C M
it •>... inrs uff-c ta s-sa a; i:„t. «
I^
English Vision Academy
Iq -- /I Ch/Ccf-fcg. 'ybttr TVishes come t - r u e . * ~ ~ ~ ^
History ,
Objectives
The chief objectives of the Grammar-Translation Method have been
summarized by Richards and Rodgers (2001: 5-6) as under:
1. The goal of foreign language study is to learn a language in
order to read its literature or in order to benefit from the mental
discipline and intellectual development that result from foreign
language study. Grammar Translation is a way of studying a
language that approaches the language first through detailed
analysis of its grammar rules, followed by application of this
knowledge to the task of translating sentences and texts into
and out of the target language. It hence views language learning
Theoretical assumptions
A foreign language is primarily considered as a system of rules to be
observed in written,texts and to be related, to the first-language rules and
meanings. Language is thereforesandntellectual exercise-that involves
learning of the rules of grammar,: memorizing them and relating them to
thefirstlanguage through a massive translation practice. The first language
is the basis for the acquisition of the second language.
^ Q Critical evaluation
—' Grammar-Translation Method dominated European and foreign language
teaching for'over a century -/1840s to 1940s - and is still present in one
form or the other in many parts of the world. However, with increased
opportunities for communication among Europeans, in the mid-nineteenth
century, that demanded an oral proficiency in a foreign language,
Grammar-Translation was questioned and rejected as an? ineffective '
method of teaching a foreign language. Its overemphasis on the language
as a mass of,unusable rules and vocabulary tp be memorised and translated
perfectly especially, through literary texts was frustrating for many
.teachers. The' shser size of the rules to-be posited in one's memory was
frightening for learners. Morepver, .the method is book-oriented, giving
no opportunity to the learner to speak, or listen to the second language.
The method has no theoretical basis n o rationale nr jmfifirptinn for
taxing the memory of a learner with grammar rules that he hardly used in ..
his lifetime. lathis regard, the following observation from Clark (1987:11)
is worth mentioning:
Experience has shown that despite the linguistic competence built
up by high achievers in grammar-translation courses, the expected
by-product-a communicative ability-has not materialized. Learners
... are often rather poor at conducting normal interpersonal
conversation or correspondence, and at conducting the business of
everyday life, until they have spent some time among the speakers
of the foreign language.
The method cannot claim to offer any principles that are linguistically,
psychologically and educationally valid and sound. The major defect with
^ Practical application
In order to fully understand how Grammar-Translation Method works in
the class, let us try to understand it by following the steps that the teacher
has to take.
Step 1: The teacher chooses a reading passage from the English textbook
and asks each student to read a few line from it an translate them into his
mother tongue (Lj). The teacher helps him with new vocabulary items.
Step 2: When they have finished reading and translating the passage, the
teacher asks them in LI if they have any questions. The teacher answers
the questions in Lj of the learner. This activity goes on till the teacher
feels that all the questions have been asked.
Step 3: The teacher asks the students to write answers to the questions
given at the end of the passage.
History.
Theoretical assumptions
Language can be learnt only through demonstration. Instead of using
analytical procedures of explaining grammar rules, students must be
encouraged to use language naturally and spontaneously so that they induce
rules of grammar. The learning of second language was seen as parallel
to the acquisition of the child's first language and the processes involved
were interpreted in terms of an associationist psychology. Themethod_
• therefore emphasised the importanceof sounds and simple sentences and
Prepared by : J a l u r a m Motsara (Mob. No. : 9 4 1 3 3 8 8 2 8 0 ) W
5-D-21 Hudco Qtrs., Near R.S.V. School, J.N.V. Colony , BKN
direct association of language with objects and persons of immediate
environment-the_classroom, the home,.the garden, etc." ~~
Critical evaluation
The Direct Method became popular in private schools, especially those
run by Berlitz. However, in public schools'it became very difficult to
implement the method as it demanded a very high proficiency in spoken
language, from the teacher - a native-like fluency in non-native teachers
and, where possible, the presence of a native-speaking teacher. . Since
finding a nativea'speaking teacher was rather a difficult task and it was
difficult to find proficient teachers, adherence to the method proved
counterproductive. Further difficulties were discerned at the procedure
or technique level where the teachers had to struggle hard to explain a
particular word in the target language when a simple translation of it, in
the mother tongue of the leaner, would make the task very easy.
Major fall acy of the Direct Method wa'sits belief that second'language
should be learned in way in which first language was acquired. But,
obviously that could not be done as there was far less time and opportunity
available in schools than a child has acquiring his mother tongue. Can we
really apply first language learning processes to second/foreign language
learning? The answer is obviously 'No'. First language is acquired as the
child grows experiencing the world aroundhim and formulating pre-.verbal
concepts. ,. - .
Direct Methodists-failed to grade, and structure their materials. No
selection, grading or controlled presentation of vocabulary and structures
were carried out, which quite bewildered the pupils. ;
• By the 1920s, the Direct Method lostits significance and mddifications
were suggested, especially in the United States, that were later on published
as the Coleman Report. The report: suggested that no one; method xould
guarantee successful acquisition of a foreign language. Moreover, the
goal of teaching conversational skills was found difficult in view of the
limited time available for teaching a foreign language.
In Britain, Henry Sweet, a very popular applied linguist, recognised
the difficulties that the Direct Method posed for the teacher at the
methodology level, though at the procedure level it offered some
guidelines. He along with many other applies linguists of the. period
therefore felt the need to have a teaching programme that had sound
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Ctoirwtary H97 ^ 1
Previous
Excavations On.it*
Objectives
The Structural-Situational approachVms to develop oral proficiency in
t h ^ n g ^ ^ - f e ^ 1 ^ rare fully He^twTvocahulary whichiorms a generST
service list for the learner to use in everyday communication. ^Language
teaching therefore begins with the spoken kngESE Materials are presented
orally and practised in situations* Grammatical items are graded from
simple to complex; simple forms are taught before the complex ones. The
use of mother tongue is avoided, The language of the classroom is English.
Reading and writing are not neglected. However, they etre introduced only
after a sufficient lexical and grammatical basis has been established.
Theoretical assumptic
The Statural-Situational-approach can becharacteiised as a type of
British RtmntiiralfRmJn which speech is considered primary and the
methodology involves three basic principles:
1. Selection: choosing lexical and grammatical items
2. GradationTorganizing and s e q ^ d n T c o h ! e i f r ~
3. Presentation: techniques for presenting and practising itemsin
thecouHe
Palmer, Hornby and
Method as 'obsolete' — — - - — ^
facing all odds and failing to appreciate the importanceof contextualisation J
oTsituation in the use of language in its normal-environment.
The theory underlying this approaehis.Jbehaylouri^^
One of its advocates says: 'The pupils should be able to put the words,
without hesitation and almost'without thought, into sentence pattern which
are correct. Such speech habits can be cultivated by b. ;.nd imitative drill'.
{jVft thr. n i r ^ t Mp.thnH, Structural-Situational approach teaches grammar
.inductively.J h e meaning of a word or structure is not given in native
language of the learner or in the target language but is to be understood
the way it is used in a situation. The learner is expected to use the language
learnt in the classroom to the outside world.
Practical application ,
The following lesson is from'AiS; Hornby's' The Teaching of Stnictural
Words and Sentence Patterns, Stages 3 and 4, (Oxford University Press,
1962:129). The teacher has started teaching 'adjectives'. He has already
used 'large' with a singular noun and is now using 'small* plus 'so' and
'such' with a plural/singular noun.
Took at these books. They're\ small, j and thin,|\ aren't they
*They're~so small that lean p u t \ three of them in my pocket. These
are" such small books fhatlcan put Vbree of them in my pocket.
"Who's the best\rnnner in this class? ( \ P a u l is)VYes, Paul's such
a good runner that no one can catch him.....'.
The teacher writes on the board:
Paul runs so fast that no one can catch him.
PauLis such a good runner that no one can catch him.
History
Objective
Communicative Language Teaching does not look at language a set of
linguistic items for the learner to store them in his memory Rather, it aims
to develop communicative competence (this term will be explained below)
in the learners so that they become effective communicators in the target
Prepared by : J a l u r a m Motsara (Mob. tto. •. 94133882,80) (^Q)
5-D-21 Hudco Qtrs., Wear R.S.V. School, J.N.V. Colony , BKN
language. The focus is now on meanings and functions rather than on the
form of the language. It is the learner and his learning that are more
important. Language is acquired rather than learnt consciously. The result
is a classroom where the teacher facilitates language acquisition through
problem-solving activities and tasks which ensure learner participation
and interaction. There is virtually no teaching because there is no fixed
textbook to be taught. The aim is to involve the learner in learning process
so that language develops automatically and spontaneously; All the four
language skills-listening, speaking reading and writing-receive equal
treatment.
Theoretical assumptions
Communicative Language Teaching or CLT considers language both as
communication and for communication. Hie goal of language teaching is
therefore to develop 'communicative competence'. This term was coined
by Dell Hymes, an American anthropologist, to provide 'a contrast with
Chomsky's theory of competence that characterizes a native speaker's
capacity to produce grammatically correct sentences. Hymes maintained
that a native speaker did not only possess the knowledge of the language
but also the ability to use: that knowledge for communicating in the society
in which he lived. So, the aim ^language teaching should be to develop
communicative competence, ie, the ability to use language effectively
and appropriately in social contexts and situations.
A British applied; linguist, MAK Halliday, complemented. Hymes'
communicative competence theory by identifying seven basic functions
that language performs for children learning their mother tongue or L^
1. the instrumental function; using language to get things
2. the regulatory function: using language to control the behaviour
of others
3. the interactional function: to create interaction with others
4. the personal function: using language to express personal
feelings and meanings
5. the heuristic function: using language to learn and to discover
6. the imaginative function: using language to create a world of
the imagination
7. the representational function: using language to communicate
information.
Critical Evaluation
Communicative Language Teaching or CLT, as mentioned above, is
:basically an eclectic approach to foreign language learning. The normal
classroom activities involve pair/group/work/language games, role-plays,
simulations, question-answer sessions related to the students' personal
experiences. Learning is not confined to any set textbook. Materials could
include newspapers, magazines, graphics, visuals; filmstrips, wall charts,
etc. What is significant about this method is its strong focus on the learner
and the uses for which the learner acquires the target language. The
classroom is therefore a hub of activities th.at centre round the learner for
it is he who acts as a negotiator. with his self, the learning process iand the
object of learning. He shares the responsibility with others and behaves
as a normal human being. The lessons arc mostly task-based and problem-
solving solution to which come through discussion, negotiation and active
participation of the learners.
But all is not rosy in CLT. It will not be wrong, to say that there are as
many communicative approaches as there are teachers because there is
not a single, uniform method that could be called 'communicative'.
Different practitioners use different techniques to involve learners in the
process of learning. These include slide shows for identification;
incomplete maps, plans and diagrams for completion; jigsaw puzzles,
Practical application
As discussed above, communicative tasks/activities are so varied that it
would be very difficult to appreciate the full implications^ CLT through
one, or two exercises. These tasks/activities include:
1. Warm-ups: A warm-up task is a small task given just in the
beginning of the class to develop interest in students. It does
not normally take more than five minutes. They vary from level
to l e v e l . Seth Lindstromberg's book The Standby Book
(Cambridge University Press) contains many warm-up activities
for different levels of students. Here is a sample game: All the
students.in the class are given a card bearing a letter-pattern as
Prepared by : J a l u r a m Motsara (Mob. tto. •. 94133882,80) (^Q)
5-D-21 Hudco Qtrs., Wear R.S.V. School, J.N.V. Colony , BKN
shown below. Each student is asked to write down on a sheet
of paper all the words they can make from the letters provided
the middle letter appears in each. It is a timed game. The student
with maximum words wins. It can be played in groups also.
Below is given an example:
Vocabulary brainstorm
• l l j l M '
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ENGLISH VISION ACADEMY
- g y ^ [ A N INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
INTRODUCTION
You may have noticed that the goal of the methods we have
looked at so far is for students to learn t )]fni|nunicate in the target
language. In the 1970s, though, Micafc to question if they
were going about, meeting tjj^gokl my. Some observed
that students could groduc^sejit^no 3 acc lyln a lesson, but could
not use them app: lately Wien genuinely commumeatin^; outside of
the classroom, O noted tnakbeing able tp^con^mnicate required
more than, masteri listic structures^Stua^t^ m ^ know the rules
of linguistic usa; >e unable ^jgW^e (Widdowson
1978). It became fquired that students
perform certain fu< promising, inviting, and
declining invitation; rithiri k ^^M^edntext {Wilkins 1 9 7 6 ) . In short,
being able to coram ired more than linguistic competence;
it required commu: re competence (Hymes 1971)—knowing
when and how to say what to whom. Such observations contributed to a
shift in the field in the late 1970s and early, 1980s from a linguistic struc-
ture-centered approach to a Communicative A ch (Widdowso'n
1990).
Communicative Language Teachin to apply • the
theoretical perspective of the Q h. by making
communicative competence th ching and by
acknowledging the int« pen ngua; munication.
What this looks like i classroo; depend on e tenets are
interpreted and applie evertheleki e will foli al way of
understanding die the associated a class in
which a form of Comi Lanj eing practiced.
The class we will visit M J o f adult immigrants to
Canada. These twenty pi ,nada for two years arid are
at a high-intermediate proficiency. They meet .two
evenings "a week for two class
EXPERIENCE
The teacher greets the class and distributes aJkandout. There is writing on
both sides. On one side is a copy of a spirts/column from a recent news-
paper, in which the reporter discusses thinks will win the World
Cup. The teacher asks the students ti lteadl it anc then to underline the
predictions the reportej^has made. Hi .vesal structions in" the target
language. When the/stu lave ey read what they have
underlined^^R^ teacr^g the pre ions on tj\e blackboard. Then
he and th/students discu rhjth prediction^ rter feels more cer-
tain. aboutaM) which preoi )ns he feels out.
Malays likely to win
Italy ca pla
France pr( 1
England
Then he asks the st^entsvteiook at the first sentence and to tell the class
another way ta eVpi^sTnis same prediction: One student says;'Malaysia
probably will wkfthe World Cup? 'Yes,' says'the teacher. 'Any others?'
N o one responds/The teacher offers, 'Malaysia is almost certain to win
the World Cup.' "What about the next?' he asksjht class. One student
replies, 'It is possible that Italy will'win the up.'' Another student
offers, 'There's a possibility that Italy will in World Cup,'Each of
the reporter's predictions is discussed in t rtiaijin^r. All the paraphrases
the students suggest are eva icr an fe Other students to
make sure they convey th i the reporter's orig-
inal prediction
Next, the tea asks tlie/st|u'c|en toturn to the i eofthehand-
out. On it are I : sentence; article thi een working
on. They are, ut of order. For o sentences
an this side of 'out are:
England jnay
. In the final aid ay simply be the one. with the
--most experience
Thefirstsentence W^jnVh^middlfe of the original sports column.: The
second was the last Vgnt^nce of the original column. The teacher tells the
students to unscramble the sentences, to put thernih their proper order by
numbering them. When they finish, the students compare what they have
done with the original on the other side of the handout. '
* "The teacher next announces that the students will'be playing a game.
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
He divides the class into small groups containing 6ve people each. He
hands each group a deck of. thirteen cards. Each, card has a picture of a
piece of sports equipment. As the students identify the items, the teacher
writes each name on the blackboard: basketball, soccer ball, volleyball,
tennis racket, skis, ice skates, roller skates,, football, baseball bat, golf
clubs, bowling ball, badriiinton racket, and hockeyj
The cards are shuffled and four of the stude group are dealt
three cards each. They do not show their cards anlofre else. The extra
card is placed face down, in the middle cjf the $rc e fifth person in
each group receives no cards; try to predict
what it'is that D'umduan (one will be doing'the
following weekend/ 'fifth <ki?db make statements 'Dumd-
uan may go skiingi weekend.' f the member; ;roup has
a card showing group member would re 'Dum-
duan can't go sfcii: I have her skis.' no one
has the picture of n the fijft a strong state-
ment about the like D, She can say, for
example, 'Dumduan^ her prediction by turn-
irig over the card that^ rif it is the picture of the skis,
then she knows she is
The students seem tAr^aAy^nfoy playing the game. They take-turns so
that each person has a cWnce to make the predictions about how a class-
mate will spend his or her time. • . .
For the next activity, the teacher reads a number of predictions like the
following:
In 2008, Quebec will vote to remain part of Cana/
By2020, solar energy will replace the w^d's rel il fuels:
By 2050, people will be living on
The students are told to stat' ithow^prpbabie .they think
the predictions are andy ey beiib ey are also askedhSW the.y.
feel about the predict! discussin hi the predipkmL indent
says he does not think like that a world- ^ oe in
pface by the twenty-s© ury. The mofe his
error and the discussio
Next,, the teacher, has, s of three. Since
there are twenty student! 'three students and one
group of- two. One mem s. given a picture; strip story,
There are six pictures in a ceof pa pec, but no words. The pk>.
tures tell a ktdry. The stude; the story shows the first picture to the
m p m l i c r e i hif hi 5 c r n n n whilp c o v e r i n e the remaining five pictures.
/a""ENGLISH VISION ACADEMY
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The other students iVVMpfed ict what they think will happen in the sec-
ond pictureATnejfinsWtudent tells them whether they are correct or not.
He then show^Tfhera the second picture and asks them to predict what the
third picture will look like. After the entire series of pictures has been
shown, the group gets a new strip story and they change roles, givingthe
first student an opportunity to work with a in making predictions,
For the final activity of the class,' the stu e told that will do a role
play. The teacher tells them that they are ded into groups of four,
They are to imagine that they are ail emplj a'me company. One
of them is the others* bosgHfney are havi to discuss what will
possibly occur as a res of theirUompa' Urging with another com-
pany. Before i^cEy/beginVJhjey disWuss some possibilities together. They
decide that tneycan talk ab ics such as whetftefW not some of the
people in theibeoxnpany will Ibstftheir job they will have
to move, whither or^lot certain polici er or not they
will earn mo :her, 'that one of you
in each group out this relationship if, for
example, he o: afyou don't agree with.' .
For fifteen erform their role play. The teacher
moves from gro Answer questions and offer any advice on
what the groups . After it's over, the students have an opportu-
n i t v t o n o s p a n v nnpcf-irvnc Tn tK?c i r o v rh
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
lary words. They then discuss what language forms are appropriate in
dealing with one's boss. 'For example,' the teacher explains, 'what if you
know that your boss doesn't think that the vacation policy will change,
but you think it will. How will you state your prediction? You are more
likely to say something like 'I think the vacation policy might change,'
than 'The vacation policy will change.'
'What if, however' the teacher says, 'it is your with whom you
disagree and you are certain that you are right. H rou express your
£
prediction then?' One student offers, I know th aqaxion policy will
change.' Another student says, ' that policy will
change.' A third student says si /acati ill change.5
The class is almost s the ew minutes to give
the homework assi are to listen ,e debate
between two politii^a radio or w; levision
that night. They are othey
think will win. the ejei these to
their classmates at t
THINKING ABOU
As we have seen b e f o r e ^ "important principles underlying the
behavior we have obseryea^feet us now investigate these by compiling
our two lists: our observations and the underlying principles.
Observations Principles
1 The teacher distributes a Whenever poss
handout that has a'copy of a langua^'—lanjgi
sports column from a recent ontext-Vsh
newspaper. ^m^duc
Observations Principles
4 The students try to sta te the One function can have many
reporter's predictions in different linguistic forms. Since
different words. the focus of the course is on real
language \ise> a yariety of
linguistic forms arejpxesented
together. The em^msis is on the
process of commumc ation rather
thaiMustmaste ry o f language
Observations Principles
8 A student makes an error. The Errors are tolerated and seen as a
teacher and other students natural outcome of the
ignore it. developme^t-df communication
skills. Sirj^emipactivity was
working/on lujency, the teacher
lid nojt c orrlctlthft student, but
\impW n^teathe/rror, which he
riii reiirn to afa later point.
Observations Principles
15 After the role play is finished, far and vocabulary that
the students elicit relevant m s learn follow from the
vocabulary. tuational context, and
\th# interlocutors.
REVIEWING
The answers to foi\fpzix questions will help us come to a better under-
standing of Communicative Language Teaching. In some answers new
information has been provided 'to clarify certain concepts.
3 What \g process?
The mo§t at t almost everything that
is done i< ent. Students Use the language
a great tive activities such as games, role
plays, anc asks (see discussion of these in the review
of techniqi
Activities t h ^ i r e truly communicative, according to Morrow (in
Johnson anaMorrow 1981), have three features in common: informa-
tion gap, choice, and feedback.. ' '
•An information gap exists when one persjja-iji an exchange knows
•something the other person dpes not. If w Jtnow today is Tuesday
and I ask you,.'What is. today?' and answer, 'Tuesday,' our
exchange is.not really communicative.
In communication, t at she will say and
how she will say it. If t led so that studeiits
can only $ay*i5ntethin; er has no choice and the
exchange, merefore^ is" nbtl cotanunicative In^C^c}iain drill, for
example, if^ansjudent musVJ^ply to. her estion in the
same way a< fhbor replied ;,to'.s on, then she
has no choi ftn and conte Nation does .not
occur.
True com peaker can thus evaluate
whether or n achieved based upon the infor-
mation she re iener. If the listener does not have an
opportunity he speaker with such feedback, then the
exchange is communicative. Forming questions through a
transformation drill may be a worthwhile activity, but it is not in keep-
ing with CLT since a speaker will receive ho response from a listener, so
is unable to: assess whether her question has. been 'understood or not.
Another characteristic of CLT is the use of authentic materials. It is
/a""ENGLISH VISION ACADEMY
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tions, However, they must also use this knowledge and take into con-
• sideration the social situation in order to convey their intended meari-
ing appropriately A speaker can seek permission using 'may' ('May I
have a piece of fruit?'); however, if th ;r perceives the listener as
being more of a social equal or the oifi as being informal, he or
she would more likely use 'fSij' to si n ('Can I have a piece
of fruit?').
Culture is the e\j^ry|flay li^style e'who use the language,
There are^e^ain a! that are^speciallyamportxint to coih-
municadon—the use of m#rbal behavior^qf^aSmple, which might
receive gWuxk attention LT.
Authentic materi
To overcome the Wpipai problem that students cannot transfer what
they learn in the classrciom to the outside world and to expose students to
natural language in a variety of situations, adherents of CLT advocate
the use of language materials authentic to native speakers' of the target
/a""ENGLISH VISION ACADEMY
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language.1 In this lesson we see that the teacher uses a real newspaper
article. He also assigns the students homework, requiring that they listen
to a live radio or television broadcast.
Of course, the class that we observed yfpsqt he high intermediate level
of proficiency. Hor students with lower cy in the target language,
it may not be possible to us^langua matetyafy such as these. More
accessible materials (fo^^ami?]e, the eather forecast when
working on predictio st ones, that are realistic, are most desir-
able. With a W r leve ossible to use reajk^that do not contain
a lot of lanj i^but abo i a lot of discus^cjB<ould be generated,
Menus in th tgetlanguagi re an examril^imWbJes are another.
Scrambled
The tkkt^m which the sentences are in a
scrambled or^VThisWWfi^ Mss&ge they have worked with or one they
have not seen ^ t o r e r ^ w ^ ^ t o l d to unscramble the sentences so thatthe
sentences are reWqpdjto^meir original order. This type of exercise teaches
students about tWcohesion and coherence properties of language. They
leamhow sentences are bound together at the suprasentential level through
formal linguistic devices such as pronouns, whichmake a.text cohesive,
and semantic propositions, which unify a text a w make it coherent.
In addition to written passages, stude t also be asked to
unscramble the lines of a mixed-upxlialog. ight be askedto put
the pictures of a picture s f r i p j s t Q r y H j i prder es to accompany
the pictures.
Language gam
Games are used lently in CLWhe studentsrfied IsBeni-eitioyable, and
if they are propi led, they give stu^^Ya^^leVpmmunica tive
1
practice. Morro matures ofC^mun^Hve^etivities wereman-
ifested in the car* ndbe^fmlowing way: An informa-
tion gap existed idjhotknow what her classmate
was going to do tl follo^r^^e^hdTThe speaker had a choice as to
whatshe would pre \sWrt) and how she would predict it (which
form her prediction fyWd^alce). The speaker received feedback from the
members of her grouprtr her prediction was incomprehensible, then none
1
Of course, what is authentic and natural to native speakers of the target language is not so to
learners in the classroom.. What is important is that these materials are used in a way that is real
for learners (Widdowson 1998). *
Ifo
of the members of her group would respond. If she got a meaningful response, she could
presume her prediction was understood.
Role play
We already encountered^ tfc^&se of role plays as a technique when we looked at
Desuggestopedia. Role plays are very important in CLT because they give students an
opportunity to practice communicating in different social contexts and in different social roles.
Role plays can be set up so that they are very structured (fop-example, the teacher tells the
students who they are and what they should say) or in a l^s^nictured way (for example, the
teacher tells the students who they are, what the situation $n<3 what they are talking about,
but the students determine what they will sa ,The latter is more in keeping with CLT, of
course, because it gives the students more-©f aSsh^ice. Nioti latWfi plays structured like this
also provide information gaps since/Ystyaients rannot (as with most forms of
communication) what the ot^er.perso: lVor p< :opl will say^th£re is a natural unpredictability,
Students also receive feedb^okSn whether or lot ey have effectivelyc6i?imunicated.
CONCLUSION
Perhaps the greatest con CLT is as kin: at what is involved
in communication. If teac tudents age, then they must truly
understand all that being co; i
World you ever use language games, problem-solving tasks,, or role plays? Should all your
activities inrlnrlp t-Via t-Viroo fan-." c '
/ a "" ENGLISH VISION ACADEMY
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INTRODUCTION
The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral-
based approach. However, it is very different in that rather than emphasizing
vocabulary acquisition through exposure to its use in situations, the Audio-Lingual
Method drills students in the use of grammatioafjsentence
ticz patterns. It also, mWke the
£
Direct Method, has a strong theoretical base in I ^tics and psychology. Charles Fries
(1945) of the University of Michig^fTi^d the ing principles from structural
if
linguistics in developing the<m£mjo ng for this, c las sometimes been referred to
as the 'Michigan d.' Later ihjtfc /development, principles fro ?havioral psychology
(Skinner 1957Vw orporated^ It Was thought that the o,(-^SQuire the sentence
patterns of the\ ta pguage was through condity arners to respond
n
correctly to stimuli thV aping and 'reinforo jfrient; L e a i ^ r s ^ c C overcome the habits
of their native Ian and fo/ th\ target language speakers,
This method was developec Tern sixties and seventies. The AUDIO
LINGUAL METHOD tried tc refect that a language teaching method
can be based on rigoro u s linguistics and psychology.
The roots of the audio-lingual method can be traced back to the language teaching
programmes devised in America during the Second World War. Its focus was on the
I earners ability to gain the conruriunicative stalls reguiredjn^evervday discourse, particularly
the skills of listening and speaking in the target language.
William Moulton of five slogans which formed the basis of
the audio-lingual method.
\ /V. A language is what native speakers say, not what someone thinks they ought to say.
Like the direct method; tl tried to avoid the use of the mother
toungue, though perhaps\n' teacher hasJinienes to use mohter tongue,
not the students. T t M ^ f y
Reading and writing were introduced in the next stage. The reading material was generally
based on the oral lesson in order to establish a relationship between speech and
writing. All reading material was introduced orally first.
Writing, in the early stages, was confined to transcriptions of the structures and dialogues
learnt earlier. Once the learner has mastered the basic structures. She was asked to write
reports / compositions based on the oral lessons.
The technique it used, of graded structural practice was a practical way of doing away with
translation in the classroom.
Though the audio lingual method failed due to various factors, some of its features still find a
place in classroom teaching of foreign and second languages the world over.
In order to come to an understanding of this method, let us now enter a classroom where the
Audio-Lingual Method is being used. We will sit in on a beginning level English class in Mali.
There are thirty-four students, thirteen to fifteen years of age. The class meets for one hour a
day, five days a week.
EXPERIENCE
As we enter the classroom, the first thing we notice is that the students are attentively
listening as the teacher is presenting a new dialog, a conversation between two people. The
students know they will be expected to eventually memorize the dialog the teacher is
introducing All of the teacher's instructions are in' English. Sometimes she uses actions
/a""ENGLISH VISION ACADEMY
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to convey meaning, but not one word of the students' native language is uttered. After
she act but the dialog, she.says:
'All right, class. I am going, to repeat the dialog now. Listen carefully,, but no talking please.
Two people are walking along a sidewalk in town. They know each other,'and as they meet,
they stop to talk. One of them is named Sally and the other one is named Bill.; Listen to their
conversation;
Listen one more-time. This tirfie^ry td I "am saying.' Now she tells the hole
class repeat each of the lines oLthe jdlalog^aftef^er model. They repeat each, line several
times before moving on to th^nexLHn^.cWnen the class comes to the line, 'I'm going to the
post office,' they stumble a hiHrrtheir repetition. The teacher, at this point, stops the
repetition and uses, a backward build-up drill (expansion drill). The purpose of this drill is to
breakdown the troublesome sentence into smaller pars The teacher starts with the' end of the
sentence arid has the class repeat just the last two words:. Since they ganclo this, the
teacher adds a .fewmore words, and the class, repeat this expanded phrase. Little by little the
teacher builds up the phrases until the entire sentence is being repeated.
Through this step by-slip proudure, the teacher is able to give the students help in producing
the troublesome line. Having worked on the line in small pieces, the students are also able to
take note of where each word or phrase begins and en ends in the sentence.
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
After the students have recited the dialog serveral times gives them a chance to adopt the
role of Bill while she says Sally" lines Before the class actually says each line.
6 The teacher initiates a chain drill in The purpose of language learning is to learn
which each student greets another. how to use the language to communicate.
7 The teacher uses single-slot and Particular parts of speech occupy particular
multiple-slot substitution drills. 'slots' in sentences. In order to create new
sentences, students must learn which part of
speech occupies which slot.
8 The teacher says, 'Very good,' when Positive^€ihforcement helps the students to
the students answer correctly. develop correct habits.
9 The: teacher uses spoken cues Studems N?hoi)ld learn to respond to both
picture cues. vj^ verbatjfnd nqhyefDal stimuli.
10 The teacher copducts transWrn^tiort Eacl\Japguage has a finite-otimber of patterns.
and question-^nd/^syJer drills. \ V Pattern practice helps^studfeftfs to form habits
which enable-ffiS s t i j ^ r j l ^ t ^ s e the patterns.
\ r>Sf\
11 When the stu\jerit§^n)3andle it, the Studej^Jsnpi^d y^veplearn,' i.e. learn to
teacher poses t h ^ u e ^ n s toTFiQ'm \ a ^ ^ W ^ o m a n u a l l y without stopping to think.
rapidly. / fn) J \ \
12 The teacher provides theWtacfentd U VThe'teacher should be like an orchestra
with cues; she calls on individuals; she leader—conducting, guiding, and controlling
smiles encouragement; she holds up the students' behavior in the target language.
pictures one after another.
13 New vocabulary is introduced The major objective of language teaching
through lines of the dialog; vocabulary is should be for students acquire the structural
limited. patterns; students will learn vocabulary
afterward.
14 Students are given no grammar The learning of a foreign language should be
rules; grammatical points are taught the same as the acquisition of the native
through examples and drills. Janguage. We do not need to memorize rules
in order to use our native language. The rules
necessary to use the target language will be
figured out or induced from examples.
15 The teacher does a contrastive The major challenge of foreign language
analysis of the target language and the teaching is getting students to overcome the
students' native language in order to habits of their native language. A comparison
patterns present in the dialog. Students' successful responses are positively reinforced.
Grammar is induced from the examples given; explicit grammar rules are not provided.
Cultural information is contextualized in the dialogs or presented by the teacher. Students'
reading and written work is based upon the oral work they did earlier.
4 What is the nature of student—teacher interaction? What is the nature of student—
student interaction?
There is student-to-student interaction in chain when students take different roles in
dialogs, but this interaction is teacher-directed, he interaction is between teacher
and students and is initiated by therteacher.
5 How are the feelings of the-^d^crts tfealt wr
There are no principles^ the t relatelto this area
6 How is the Lahg{ji{Wviewed? the culture viewed?
The View of fanauaae in the Aud "ingual Method fed by descriptive
linguists. Every \an s having tem. The system is
comprised of s^ jrphological, and syntactic.
Each level has its own dist
Everyday speech is emphas ifigual Method. The level of complexity of the
speech is graded, however, s fnfrTg students are presented with only simple patterns.
Culture consists of the everyday behavior and lifestyle of the target language speakers.
7 What areas of language are emphasized? What language skills are emphasized?
Vocabulary is kept to a minimum while the students are mastering the sound system
and grammatical patterns. A grammatical pattern is not the same as a sentence. For
instance, underlying the following three sentences is the same grammatical pattern: Meg
called, The Blue Jays won, The team practiced.
The natural order of skills presentation is adhered to: listening, speaking, reading, and
writing. The oral/aural skills receive most of the attention. What students write they have first
been introduced to orally. Pronunciation is taught from the beginning, often by students
working in language laboratories on discriminating between members of pairs.
8 What is the role of the students' native language?
The habits of the students' native language are thought to interfere with the students'
attempts to master the target language. Therefore, the target language is used in the
classroom, not the students' native language. A contrastive analysis between the
students' native language and the target language will reveal where a teacher should
expect the most interference.
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
Question-and-answer drill
This drill gives students practice with answering questions. The students should answer the
teacher's questions very quickly. Although we did not see it in our lesson here, it is also
possible for the teacher to cue the students to ask questions as well. This gives students
practice with the question pattern.
Use of minimal pairs
The teacher works with pairs of words which differ in only one sound; for example,
'ship/sheep.' Students are first asked to perceive the difference between the two words and
later to be able to say the two wordsrThe teac|a€r s^lfechs. the sounds to work on after she
has done a contrastive analyst^fa\ j^i^Jbe' students' native language and
the language they are_studyingN
Complete the
Selected words udents complete the
dialog by filling the!
Grammar game
Games like the supermarket Mol^bethkme described in this chapter are used in the Audio-
Lingual Method. The games are designed to get students to practice a grammar point within
a context. Students are able to express themselves, although it is rather limited in this game.
Notice there is also a lot of repetition in this game.
CONCLUSION -
We've looked at both the techniques and the principles of the AudioLingual Method. Try now
to make the bridge between this book and your teaching situation.
Does it make sense to you that language acquisition results from habit formation? If so, will
the habits of the native language interfere with target language learning? Should the
errors be prevented as much as possible? Should the major focus be on the structural
patterns of the target language? Which of these or the other principles of the Audio- Lingual
Method are acceptable to you?
Is a dialog a useful way to introduce new material? Should it be memorized through
mimicry of the teacher's model? Are structure drills valuable pedagogical activities? Is
working on pronunciation through minimal-pair drills a worthwhile activity?
A D D : 5 - D - 2 1 . H U D C O OTOC MATH D
\
ENGLISH VISION ACADEMY T rnt/SmJ.
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] q ^ "J ^
As with the Grammar-Translation Method, the Direct Method is not new. Its
principles have been applied by language teachers for many years. Most recently, it
rhe roots of the DIRECT ME far back as the nineteenth century. In 1880, Francois
iouijT_wrote a book called the "Art of Teaching a n d L a m i n g of I a n g r m r p g " According to this
)ook, a foreign language could be taught using a series of simple events. The teacher described
jach event in the foreign language and set reading and writing tasks on these lessons. The
eacher used full sentences in the foreign language as input rather than words arid
16
>nrases; no translation w m used.
"his method, though not popular in FjanceJound a ready audience in Germary.
i the late nineteenth — early twentieth century, Henry Sweet (1845-1912), an English
ihilologist, set about modifying and improving the 'direct method' as it was called, by the turn of
i e century.
heaim of the direct method was to get the. learner to think in the target language.
he teaching methodology w a s based on the following principles:-
Repetition was essential if associations had'to be formed and reinforced. The teacher should
begin with a limited number of items.
Memory depends not only on repetition^ but attention and interest as well. So, if a learner is
motivated and wants to learn a language, she/he will do it.
• The teaching materials, namely, texts, dictionaries and grammar jshould be interrelated and
coordinated to make learning effective.
• Formal teaching of grammer should be done orjlylafter learners have intuitively absorbed it
from the texts. There should be no memorization of word lists, vetb declensions, etc.
Grammar teaching should begirvatihe senterlceM)9vel\(and not word level; as^syntax is the
most important part of gr
Stages of learning
Sweet divided
1 5
Mechanical Literary Archaic
Difficult terminology
Declensions: - The set of various form that a noun, pronoun or adjective can have
Lexical: - Dealing with words or related to words.
Lexi cography.^ - Profession of writing dictionary
L&xicon:- An alphabetical list of words or pharases irK^language. The lexiocon of geographical items
t-^jwgraghezL-z One who compiles dictionary
Syntax: - stracture of words, phrases a sentences
Transcribe: - To represent speech sounds with phonatic symbols.
Transcript:-- A written or printed copy of a speech, conversation.
Transcription :- Pronunciations is shown by a symbols of phonatic transcription,
Pantominej- A method of performing, using only actions, not words
W ewill now try to come to an understanding of the Direct Method by observing an English teacher
using it in a (lower secondary school) class in Italy. The class has thirty students who attend
f m-
^% ENGLISH VISION ACADEMY T
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]q^"J^
Repetition was essential if associations had'to be formed and reinforced. The teacher should
begin with a limited number of items.
Memory depends not only onjepetitiorij, but attention and interest as well. So, if a learner is
motivated and wants to learn a language, she/he will do it.
The teaching materials, namely, texts, dictionaries and grammar jshould be interrelated and
coordinated to make learning effective. i * by-
Formal teaching of grammer should be done orjiyiafter learners have intuitively absorbed it
from the texts. There should be no memorization of word lists, vetb declensions, etc.
Grammar teaching should begir e sente 2ve\(and not word leveljl as syntax is the
most important part of gr£
Stages of learning
Sweet divided uage into five stages fU^ajjJtyv^
5
Mechanical 'Idiom Iti^ParV Literary Archaic
Difficult terminology
Declensions: - The set of various form that a noun, pronoun or adjective can have
Lexical: - Dealing with words or related to words.
Lex[cography: - Profession of writing dictionary
L&xipon:- An alphabetical list of words or pharases in^language. The lexiocon of geographical items
Lexicographer: - O n s who nompiles riir.tinrwy
•f^q
m [AN INSTITUTE O F ENGLISH LANGUAGE & EDUCATION]
The question and answer session continues f o r a j f ^ rh<^re minutes. Finally, the teacher invites
the students to ask questions. Harias gojup, anQ^este&che^calls on students to pose questions
One at a time to which the cfass rWfies./After s£Veril questions have been posed, one girl asks,
'Where are the BeforeHtte class has a cha'ncjHo respond, the teacher
works with th stut ;tion of ' A p p a l a c h i a n / ^ e k h e includes the rest of the,
class in this pra ^11, expecting that they wilLhafve4n^ san)6)\probfem with this long word.
After insuring that\ th£
ie students' (cdrroct; ;her allows the class to answer
the question.
Later another student asks, IwhaV& thfe M^ahyHrlhe West Coast?' The teacher again interrupts
before the class has a chanc^t(rrepfyjs^yfng, 'What is the ocean in the West Coast? ... or on the
Nest Coast?' The student hesitafesrfhen says, 'On the West Coast.'
'Correct,' says the teacher. 'Now, repeat your question.'
'What is the ocean on the West Coast?'
The class replies in chorus, 'The ocean on the West Coast is the Pacific.' After the students
have asked about ten questions, the teacher begins asking questions and- making
statements again. This time, however, the questions and statements are about the students
in the classroom, and contain one of the prepositions 'on,"at,"to,"in,' or 'between,' such
as, 'Antonella, is your book on your desk?"Antonio, who is sitting between Luisa and
Teresa?"Emanue!a, point to the clock.' The students then make up their own questions and
statements and direct them to other students.
The teacher next instructs the students to turn, to an exercise in the lesson which asks
them to fill in the blanks. They read a sentence out loud and supply the missing word as
they are reading, for example:
e Atlantic Ocean is the East Coast.
e Rio Grande is Mexico and the United States,
oardo is looking the map.
ADD: 5-D-T1 """"" ~
ENGLISH VISION ACADEMY T •0
fiSSB *
3
Finally, the teacher asks the students to take out their notebooks,'and he gives them a dictation.
The passage he dictates is one paragraph long and is about the geography of the United States.
During the remaining two classes this week, the class will:
1 Review the features of United States geography.
2 Following the teacher's directions, label blank maps with these geographical features. After this,
the students will give directions to the teacher, who will.complete a map on the blackboard.
3 Practice the pronunciation of 'river' paying particular/attention to the hi in the first syllable (and
eontrasting it with /iy/) and to the pronunciation^
4 Write a paragraph about the m^op^ge^raphic^ie^tiresVf the United States.
5 Discuss the proverb Timeosm4ne$| Students^illltalkLabout this is in order to understand that
people in the UMeffc States^value/ punctualky^hey will compare-this attitude with their own
view of tinrr' ( r J \ V f c^
A direct metho
The excerpt belo
'A direct-method <fta€s provid, hjs^pFevailing grammar-translation classes.
The course began with the hVifotSiarJvWords and phrases for objects and actions
in the classroom. When the u|e^eadily_and_appropriately, the learning moved to the
common situations and settin^of^gverday life, the lesson often developing around specially
constructed pictures of life in the country where the language was spoken. Where the meaning of
words could not be made clear by concrete representation, the teacher resorted to making,
sketches, or explanations in the foreign language but never supplieid native-language
translations. From the beginning the students were accustomed to hear complete, meaningful
sentences which formed part of a simple discourse, often in the form of a question-answer
interchange. Grammar was not taught explicitly arid deductively as in the grammar-
translation class but was learned largely through practice. Students were encouraged to draw
their own structural generalizations from what they had been learning by anjndjctive process. In
thi sway, the study of grammar was kept at a functional level, being confined to those areas which
were continually being used in speech. When grammar was taught more systematically, at a later
stage, it was taught in the foreign Language with the use of foreign- language terminology.
When students were introduced to reading material, they read about things they had already
discussed orally, the teacher preparing the students for reading selections by a preceding oral
presentation of new words and new situations. 'Texts were read aloud by teacher and students
and the students were encouraaed to sppk rfirprt mmnrohr>««-:~.~"u.. :_r—•
m ENGLISH VISION ACADEMY T
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- «LANGUAGE
« >wvnvu&«EDUCATION]
ui-^W^AVr JWINqJ^"J^
unknown elements from the context, rather than by seeking equivalents in a bilingual list.
Where the meaning could not be discovered in this way the teacher gave explanations in the
foreign ian 9 u a g ^ ^ e n t s were never asked to translate passages into their native language
instead, their apprehension of the meaning was tested by questioning and discussion in the
foreign language. They learnt to write the language first of all by transcription, then by
composing summaries of what they had been reading or simple accounts of what had been
discussed. The classroom was continually filled w M i e sound of the foreign language, and all
activity was closely linked with its use in speech;
THINKING ABOUT.THE EX
Let us make some^Qhs^rvation
^ir/experionc^These will be inibe column on the left. The
principles of the p\?ept Method
H^aTc^n be inferred from ^roib^iyations will be listed in
the column onthevright
.Observations
The students read aloud a/p
target language should be taught from the
about United States geography!
l ^ f w i f i g of language instruction; however, the reading
skill will be developed through practice with
speaking. Language is primarily speech. Culture
consists of more than the fine arts
(e.g. the students study geography and cultural attitudes).
2 The teacher points to a part of
the Objects present in the immediate classroom environment
map after each sentence is read.
should be used to help students understand the meaning.
3 The teacher uses the target The native language should not be used in the classroom.
language to ask the students if they
have a question. The students use
target language to ask their
questions.
5 The teacher asks questions about Students should learn to think in the target language as
the map in the target language, to soon as possible. Vocabulary is acquired more
which the students reply in a naturally if students use it in full sentences, rather than
complete sentence in the target memorizing word lists.
language.
7 The teacher works wtttt (ttogi ronuncicltijW^sjjotjId be worked on right from the
students on theijxaRunciatiVi eginniftg of language instructs
'Appalachian.' / n ^ c ^ M /
10 The students fill in blanks with Grammar should be taught inductively. There may
prepositions practiced in the lessom ' —— "—--- -
never be an explicit grammar rule given. Descriptive
-t^fj^
11 The teacher dictates a paragraph Writing is an important skill, to be developed from the
about United States geography. - beginning of language instruction. -
12 All of the lessons of the week The syllabus is based on situations or topics, not
involve United States geography. usually on linguistic structures.
13 A proverb is used to discuss how Learning another language also involves learning how
people in the U.S. view punctuality. speakers of that language live.
5 The teacher asks questions about Students should learn to think in the target language as
the map in the target language, to soon as possible. Vocabulary is acquired more
which the students reply in a naturally if students use it in full sentences, rather than
complete sentence in the target memorizing word lists.
language.
7 The teacher works wittf (thgT^ 'ronunclaltiW^shotJId be worked on right from the
students on the jsronunciatitsn Deginmng of language instruc]
'Appalachian.' , /
x JT CT
8 The teacher Vxjrcegspa grammar
error by asking tf^e ^ u j l e n ^ t o make
a choice.
The teacher asks questions ^ s W i o u l p l contain some conversational activity—
^students; students ask el>c
V
some opportunity for students to use language in real
Sins itexts. Students should be encouraged to speak as
much as possible.
Ifnts fill in blanks with Grammar should be taught inductively. There may
ibticed in the lessom never be an explicit grammar rule given. Descriptive
(jramiiiar, functional garmmar, modern grammar
( l ^ e Direct Method?
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Teachers who use the Direct Method intend that students learn how to communicate in the target
language. In order to do this successfully, students should learn to think in the target language.
2 What is the role of the teacher? What is the role of the students?
Although the teacher directs the class activities, the student role is less passive than in the
Grammar-Translation Method. The teacher and the students are more like partners in the
teaching/learning process.
ibulary is emphasized over grammar.. Although work ori all four skills (reading, writing,
speaking, and listening) occurs from the start, oral communication is seen as basic. Thus the
reading and writing exercises are based upon what the students practice orally first.
" " ' ' ""T— " . H I
Reading aloud
Students take turns reading sections of a passage, play, or dialogue aloud. At the end of each
student's turn, the. teacher uses gestures, pictures, examples, or other means to make the
meaning of the section clear.
Question and answer exercise
This exercise is conducted only in the target language. Students are asked questions and answer
in full sentences so that they practice new words and grammatical structures. They have the
opportunity to ask questions as well as answer them.
students to self-correct. For example, a teacher might simply repeat what student has just said,
using a questioning voice to signal to the student that something was wrong with it. Another
possibility is for the teacher to repeat what the student said, stopping just before the error. The
student knows that the next word was wrong.
Conversation practice
The teacher asks students a number of questions in the target language,, which the students have
to understand to be able to answer correctly. In the^class observed, the teacher asked individual
students questions about themselves. The questions contained a particular grammar structure.
Later the students wdre able to ask^ea^h other |rtieir own questions using the same grammatical
structure. ^
Fill-in-the-blank jexerciSe
This technique-Tia? ady been df ed in the Grammar-Transition iWethod, but differs in its
application in Method. All "the items arem^hp t a ^ t ^g^/furthermore, no explicit
grammar rule woUld Wapptied. The/^pdenjs^vdult epjnjjuced the grammar rule they need
to fill in the blanks<Wn examples arid\praGti^withfeg)Ii ufts of the lesson.
Dictation A \ ( <3 X
The teacher reads the passage thrg.e'tjnies^ The first time the teacher reads it at a normal speed,
while the students just listen. Tne-s^cond time he reads the passage phrase by phrase, pausing
long enough to allow students to write down what they have heard. The last time the teacher
again reads at a normal speed, and students check their work.
Map drawing
The class included one example of a technique used to give students listening comprehension
practice. The students were given a map with the geographical features unnamed. Then the
teacher gave the students directions such as the following, 'Find the mountain range in the West.
Write the words "Rocky Mountains" across the mountain range.' He gave instructions for all the
geographical features of the United States so that students would hav a completely labeled map if
they followed his instructions correctly. The students then instructed the teacher to do the same
thing with a map he had drawn on the blackboard. Each student could have a turn giving the
teacher instructions for finding and labeling one geographical feature.
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Paragraph writing
The teacher in this class asked the students to write a paragraph in their own words on the major
geographical features of the United States. They could have done this from memory, or they could
have used the reading passage in the lesson as a model.
CONCLUSION
Now that you have considered the principles and the techniques of the Direct Method somewhat,
see what you can find of use for your own teaching-Situation.
Do you agree that the goal of target language inpthjctton should be to teach students how to
communicate in the target lap^iiage? Doesntjimake s&ose to you that the students' native
language should not be u s ^ d ^ ^ g W ^ m e a n i n g ^ trie fefget language? Do you agree that the
culture that is tajjghfl&ould b\abbut/people's-daily lives in additk5njto the fine arts? Should
students be ervcoura^ecf to self-correct?^re there any other pr-ilrap^sW^e Direct Method, which
you believe in?^hic±W§-^?
ACTIVITIES ^ ^
A Check your understanding of the Direct Method.
1 In the previous chapter on the Grammar-Translation Method (Perspective grammar - ), we
learned that grammar was treated deductively first rules are taught.
On the other hand in Direct Method grammar is treated inductively (Derscriptive, functional,
Modern grammar - rules are taught through example, first example is given and rule is
induced, derived from it). Can you explain the difference between deductive and inductive
treatments of grammar?
2 What are some of the characteristics of the Direct Method that make it so distinctive from the
Grammar-Translation Method?
3 It has been said that it may be advantageous to a teacher using the Direct Method not to know
his students' native language. Do you agree? Why?
ADD: R-n-71 H l i n r / i n x n n
/JK ENGLISH VISION ACADEMY
^ V / ^ -7 ^AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] A
STRUCTURAL ORAL SITUATIONAL APPROACH
(STRUCTURAL METHOD)
Brief history
The STRUCTURAL-ORAL-SITUATIONAL. APPROACH, popularly known as the S-O-S
approach .came into being as an alternative to the direct method of teaching English as a second
language. The structural approach is an outcom§/t5f the experiments carried Out in language
teaching in the army camps during World Warjl. The entry of the United States of America
into the World War had a significant\effect orTu^uage teaching in America. The American
government needed personrpl^noV^re) fluent i i ^ e r m ^ P r e n c h , Italian, Chinese, Japanese and
other languages andwho coutd work as interpreters, code-room assistants and translators. It
became, there^drefr^fec^ssary to s^t Uf\a special language tr^timqg programme. The government
i —
wanted American universities to devfelop foreign langua military personnel. Thus
the Army Specialised/raiding Progfamme (A in 1942. By the beginning
of 1943, fifty five American ie programme. The ASTP lasted only
about two years but made )n$idergtye,4mp&ctjah the academic community, linguists and
language teachers. Unguis lea Hogiiists during this period were becoming increasingly
involved in the teaching of Ert /aforeign language. The demand for foreign expertise in the
teaching of English was growing. Thousands of students from foreign countries who came to
America for higher studies required training in English before they could begin their studies.
These factors led to the emergence, of what is popularly known as the S-O-S approach, in the mid-
fifties.
In 1939, the University of Michigan estabjjshed the first English Language Institute in
the USA. The primary aim of the Institute was to train teachers of English to teach English as a
foreign language or as a second language. Charles Fries who Was the director of the institute, was
trained structural linguistics and he applied the principles of structural linguistics to language
teaching, Fries and his colleagues were not happy with the direct method of teaching English,
in which the learners were exposed to the whole body of the languagejo begin with and then
expected to gradually absorb its grammatical .salterns. For Fries, grammar or the structure of
the language was identified with its basic sentence patterns and grammatical structures. The
language was taught by intensive oral drilling of the basic sentence patterns. Systematic attention
was paid to pronunciation. Teaching techniques concentrated on repetition of a pattern a
number of times so that the learner became perfect in the use of the pattern. Systematic courses
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and materials were developed based on important patterns to teach English as a second language,
Besides the University of Michigan, a number of other universities also developed similar
programmes.ln 1950, the American council of Learned Societies was commissioned to develop text
books for teaching English to speakers of a number of foreign languages.
While the structural approach developed by linguists at Michigan and other universities
was gaining ground, the applied linguists and methodologists of Britain were developing the oral
approach to teaching English as a foreign/ seccy*^ language. The two traditions developed
independently. Two prominent linguists in this mo it were Harold Palmer and A.S. Hornby.
They developed a more scientific/foundation )e otel approach than was seen in the direct
K S -
method, and by the 1950s t h e c a l approach he^ccepMcL_Bxitish_appjra h
languagjs teaching. JHs desd ethodology text bp.oks of the period.
It was H d m f f i hjifoself the term 'situationa>-aRpr<sach' in the title of a popular
series of articl^^pjfehed ELT anguage item, whether it
be a structure or should not be presented/fn isol e introduced and practiced
in a context, situat
From the historical d n pe seen that the structural oral situational
approach became very effi nglish as a foreign / second language in the late
1940s and early 1950s.
And it was in 1952 that the S-O-S approach made its advent in India. Tamil Nadu was
the first state in India to agree to use the SOS approach for the teaching of English as a second
language._Jean Forester, the principal of a teacher- training college in Maadras, was in charge of
the programme. Very soon the British Council took keen interest in popularizing the approach.
ELT experts from England helped the Tamil Nadu government in framing the syllabus and
producing relevant materials. The Madras English Language Teaching (MELT) campaign was
started to provide training to all the teachers of English in the new approach. The training
programme used the snowball effect, for propagation of_the new approach. Tamil Nadu had a
number of nodal centres in important cities which trained the resource persons, who, in turn, trained
the practising, teachers. An effective follow-up programme was also prepared to met the needs of
English teachers and guide them in classrooms. The British Council also sent Indian ELT experts
from Tamil Nadu to various English universities for further training in English language teaching.
The S-O-S approach to the teaching of English became so effective in Tamil Nadu that the
other soutern states of India, namely, Andhra Pradesh, Karnataka, and Kerala, wanted the
approach to be introduced in their states too.
. r xi * s - r \tL^-r
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As a result of this it was thought that instead of starting separate English language teaching
institutes in each of the southern states, it would be better to have one institute in the south which
could train the English teachers from the four southern states and also produce syllabuses,
materials, and text books, based on the S-O-S approach, for them. This led to the starting of the
Regional Institute of English at Bangalaore in 1963. The Institute has since been training
teachers of English from the four southern state, s and also helping to produce materials and texts
for the states.
»LANGUAGE
^ n t e n c a Types rtM, » l ^ g ^ t i ^ CQcl^fiye 7
Structures if 3 p l ^ w o / i f t i ^ W a n i n g full order. ^ . f / t b
p
Word^ q Con^entT/voras^e.q. aoole. happy lion Structure words, e.g. a, the , in, on
Morphemes ^ Smallest meaningful unit in a language e.g. kin, boy; un, ness, -s as in
Phonemes
f ^ ^
talks (grammatical morphemes)
Sounds of the language e.g. / zJ , / s T.
M
Structures or teac hing items, are selected and graded by language teaching experts and
methodologists.
c
Grading is a term used for ordering the language items-
1
CX-V
It means 'that we cannot start anywhere or with anything; for in a system one thing fits into
another, and one thing depends on another'. (Mackey 1965)
Foigrading the structures, the following criteria are taken into account:
• Whether the items are frequently used by the users of the language.
• Whether the items are useful for the purpose of learning the language.
Whether the items can be easily taught and learnt.
Which items can be grouped together for the purpose of teaching.
0v
ENGLISH VISION ACADEMY T
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Similarly, the vocabulary items are also selected and graded. ^Freguency counts of the
basic vocabulary used in English show that a core of two thousand words or so occur
frequency in written texts and these words greatly help the learner in learning a foreign
language,....
Harold Palmer, Michael West and other specialist produced a guide to the English
Vocabulary needed for teaching Engjjsh jjs a JoreignJanguage. This was later revised by
Michael West and published in 1953 as^A GeneraJ^rvice List of English Word^ which became a
standard reference in developing teaching m a W i a l k C b&tj'-Wtjtfb* ^ f^cJmJli^-uf
Structures and vocabulary thusrselected are in^ially\^resented orally in meaningful situations
and then practiced orally in spntl^sityatiains.
The S-O-S approachjs^based on tnfe following pi iles:
Selected structures ^nd^odabulary are presented/Ian 07aHy.7\s in the case of our mother
tongue the spoken)framls pickecT6V>earnefs.bV< 'nd writing. The order advocated for
the learning of the language SKIN i$ Nste ing —> reading —»• writing.
ADD: 5-D-21 ~—
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If the language item is given in meaningful situations, the learners can deduce the meaning
and context from the situation in which it is used. In the situational approach, explanations are
discouraged and the learners is expected to apply the language learnt In the classroom to situations
outside the classroom.
If we give the meaning of a
....the situation will be controlled carefully to teach the new new word either by
translation into the mother
material... in such a way that there can be no dotfbt in the learner tongue or by an equivalent
mind the meaning of what be hears. (Pitman 1963] in the same language as
soon as We introduce it, we
"O^Pitman (1963) suggests th§t^al{nost alj^t ^bulary and weaken the impression
structures taughj in the first ears o glish and which the word makes on
the mind.
even later can be n whicl(i thy meaning is quite. (Billows 1961)
clear.'
Situatio enoted by the-tfse of concrete o, 2 realiatfordinary objects
used in class fo\^tj^icljilTg^rposeJ^hich tog gestures, can be used to
demonstrate the n)eaj3irfgofn Uc
r\ ch can be summarized as follows:
The characteristicjs /Ontne
Speech is the basis of I^gua6e\tekbhtrfg - new language items and vocabulary items are
presented orally before tfciey ar?presented in the written form.
The language items which are commonly used by native speakers in their day-to-day
language are selected for teaching.
The items are graded according to their usefulness, frequency and teach ability.
The language items thus selected are presented and practiced in meaningful situations.
Vocabulary items are selected with reference to the General Service List.
Reading and writing are based on items which have already been introduced and practiced orally.
Think It Over
When w e learn our mother t o n g n e j s j w language input graded? Is the LSRW order
' ~ lollowedTtrictly in all language situations
The Syllabus
Basic to the teaching of English as a second language is a list structural syllabus and word
list. A structural syllabus is a list of the basic structures and sentence patterns of English according
to their order or presentation. The syllabus is generally prepared by a team of language experts and
methcdologists. In the four southern states of India, the syllabus normally consisted of about 250
structures .of period ofseven years in the case^of Tamil Nadu and five years in the other states.
The texts
The textbooks are based on the structural syllabus and they are specially for using the S-
O-S approach. They consists of lessons which introduce items and vocabulary included in syllabus
for the class or year of English concerned. Experts who are specially appointed to write these
lessons choose interesting contexts well within the conceptual level of the class to present
the language items and the vocabulary. They take care to see that the items to be introduced
Think It Over
W h a t sort o f lessons (reading passages) w o u l d a textbook writer produce? W o u l d they b e natural?
H o w far would these texts and syllabus prepare learner to tackle communication.
useful things which all teachers can afford to do is to have a good collection of pictures from old
magazines, newspapers etc.
1.4 Verbal situations:
Vocabulary items which cannot be taught using any of the techniques mentioned will have to be
explained either in the mother tongue or the target language. Words which are abstract in nature fall
into this category. For instance, a word like honest or honesty needs explaining.
2 Drills
The use of drills is a central technique of the S- roach. Drills can be of three types, chorus,
group and individual. In chorus drills, the wh is divided into groups and the patterns
are practiced by groups one aft^r^raotheij. Later, are asked to drill the pattern.
2.1 Substitution table: \
A substitutUfryteble is a very effective teaching device learners mastery over
English constr^tions. it was jrjyented and devel, Imer. The name derives
from the fact\th^Twfferent words in different h be substituted, thereby
producing a large rnwiber ofjexartiptesjofihat
Look at the following exampl^. ttr^nip ttern expressing possession.
1 I ^ 3 4
House,
\ D)
J y
L^
my
Your Battle of ink,
This Our Garden,
That is not Their Goat,
Mary's Cow, y>
The doctor's Bedroom,
His Motorcar,
Her Train,
For example:
Similarly, the teacher asks the learners to change the other
Teacher : I saw him.
words in the sentence with the substitutes s/he provides.
Learner : I saw him.
3.2 Incremental drills:
Teacher : Yesterday
Learner : I saw him
In this drill learners are asked to add a word/words to a
yesterday sentence given by the teacher supplies the word/words to be
added. It is as giy^i:
Teacher : at ten
Learner : I saw him 3.3J3ackwarfcharging technique: J o g j t ^ ^ h ^ - t ^ ^ T /
yesterday at ten
technique useful when some learners are not able
Teacher : in the morning eat a j ^ g l sentence. In this drill words or phrases from
Learner : I saw him
yesterday at ten nd of a(septence are taken andj repeated. The movement
in the morning. m the end to the begjnnmgdJhok at the example:
Teacher
Learner : in the
Teacher : at tenjPKne mo.
Learner : at ten in the m
Teacher : yesterday
Learner : yesterday at tenx lorning
a negative statement, active into passive sentence. c Unless you know the skill (well)
H
accuracy the capacity of a learner to produce grammatically correct sentences.
This may not include the ability to speak or write fluently or use sentences
appropriate to the situation. r
applied linguistics the study of language ar^ ftpguistics in relation to the practical
aspects of teaching (Naming a Q^ngt^gbp usually a foreign or second
language \~ I I f"' i C
\ \i /
appropriacy^|gprgpriateness s ' /^appropriate the kop^lf^pe of the user of a
language r^^arding what is-^uitable for a partipi^ gitQstioV)
V ' 'r' ^ j "\ 'latis-^uit ^ i cXJ
authentic texts/ ejcperpjs from newspapers,^a^azinj^ ^ooks etc. which have not
been p r i i r ^ r t t ^ ' w r i t t ^ ^ ^ g l l ^ ^ ^ g p ^ e i ^ d ' h i n g purposes,
bilingual a person who l|ni^,in^\j^efe ! ljv^la*nguages equally well
choral repetition/ chorup ygpjet)t|pri a class repeats an example ^sentence given
by the teacher, as onVgrdup.
-^cloze test every ninth word is removed and the testee has to guess the most
I, ^ appropriate word that can be used jn the blank spaces <£A/th
collocation the way in.,whi.cb words are used together regularly r feg, ^ . /,
communication skills the skills possessed by a user of a language for sending and
i'V^-a '-Jc/^vj? " receiving messages. In language teaching, this refers to verbal skills.
correct a word which is used to judge whether a particular language usage is right
I or wrong
rvvW fjru,
descriptive grammar a grammar which describes how a language is actually
Cd-V spoken/written. This is also _calted madem.,.qrammar. It emphasis on
expression.^orv, c ^ - ' a c y c . . , ^ . ^ v,'-"' - p
dialogue a model conversation used to practise speaking. Dialogues can focus on
particular grammar or vocabulary items.
87
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isive reading is usually done at a slower speed and with litnited reading
material. The purpose of intensive reading is total comprehension. Academic
reading is usually intensive reading.
ling what the language expresses about the world we live in or any other
imaginary world
lingful drilf^s which the degreysoof control over the response is not
totally teacher controlled. The learned ha\the freedom to choose from many
responses. /" C N \ r .
si \ ^ i M' NA >
lanical drill the learner^ rq'sjbonse^t^tally'controlled.Comprehension of the
item by jhClfarher is notVefqliired.
/ationJfratWl^ch determines--^ person's desire tpi^arb-^n^w language
ru3_conce"ptianci rnpanings the leamef^^^^n^oraep tcrrammunicate
ics a rnetftocJ-by whi€tT'&fild\en^e,^ relationships between
i ^ 1\ \ \ ( / —
letters and sounds j ifV j \ \ i n v — ^
1 p\
:riptive grammar reliesjfor what it considers the most correct usage. It
is not based on howNang(jage is actually used, but on what the grammarian
hinks about how it should be used. It is based on the traditional rules of
grammar. , ( J ^ U ^ C m J , vA^f M
ter type_of sgae.ch_us.e_d by a group of people usually in the same profession
(doctorsjawyers) or sharing the same interests' (coin collectors, cricket fans)
jrcement the response to a stimulus can be strengthened or weakened as
desired. This is called positive reinforcement and negative reinforcement.
Dlaying drama-like activity in which learners take different roles in a typical
situation. This technique is used to give learners practice in how to use
language in different situations.
ilus that which produces a change or reaction. A stimulus evokes a response,
jsed in communicative language teaching, a task requires a learner to process
and understand the language to complete it successfully
89
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INTRODUCTION^^ ^
The Grammar-Trans/ation Method is not new. It has had different names, but it has
been used by language teachers for many years. At one time it was called the
Classical Method since it was first used irUh€?teaching of the classical languages,
Latin and Greek (Chastain 1988). Earlier ir} ^isKcentury, this method was used for
the purpose of helping stuc^fs r^pd a n ^ p ^ r ^ c r a t ^ foreign language literature. It
was also hoped that, stud^oMhe"grammar of the target language,
students woufdi^cothe morexfahfiitar with the grammaj..Qf;fi^|niative language and
i ^
Finally, it was\thoja^hpthat foreign l a n g ^ ^ l ei aie?
r r r t h g ^ o u f d help students grow
intellectually; itowa's recognized \tna never use the tarqet
—~ ' I fn) j \ \ta S L s
language, but the menta( eR^rQisaof learr^ipg it would be beneficial anyway.
4
Prepared by : J . R . M O T S A R A ADD; 5-D-21, HUDCO QTRS, M/kIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
jiJe -H>
-J&u, Sj!\/V.J
A/-1 ^ ^ H "
The method focuses primarily on the skills of reading and writing, with little
emphasis on listening or speaking.
The mother tongue of the learner is used to explain new items and make
comparisons, with their equivalents in the target language.
flgp^t/" 1
canon -detail^<f i^Uusuall^^^dgea Classic </ f t y f f i j ^
•. ! interrogative .
' ^ iii parsing of words in differentiyjde^of sentences_.-„ „-
™ t. n iv passivization ^ " ^
v reported speech comprising reporting statements and questions
vi analysis of simple, complex and compound sentences vii synthesis of sentences
e written work
i descriptive writing
c\
ii narrative writing -UlLhJtVi f
iii letters of different kinds, - isM t <:4 f v . 0
The Texts
Most of the texts at the secondary level were written by scholars who were not
engaged in teaching at the secondary level. The texts usually contained long
extracts from great writers chosen for their intellectual content rather than for their
linguistic value — nor was the learner's interests taken into consideration. The
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[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
the passage. After they have finished reading, they are asked to tiansla
Spanish the few lines they have just read. The teacher helps them wit
vocabulary items. When the students have finished readingand translatii
passage, the teacher asks them in Spanish if they have any questions. 0
raises her hand and says, What is paddle wheel?' The teacher replies, 'E
rueda de paletas.' Then she continues in Spanish to explain how it looke
worked on the steamboats which moved up and down the Mississippi River di
Since the students have no more questions, the teacher asks them to wr
answers to the comprehension questions which appear at the end of the e:
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/A ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
The questions are in English, and the students are instructed to write the answers to
them in English as well. They do the first one together as an example. A student
reads out loud, 'When did Mark Twain live?' Another student replies, 'Mark Twain
lived from 1835 to 1910. The students begin working quietly by themselves.
In addition to questions that ask for information contained within the reading
passage, the students answer two other twies ^questions. For the first type, they
have to make inferences bas^ed'onvtheir uj^e standing of the passage. For example,
one question is: 'Do youQhin'k\lf£ toy was^a nbrtidus? Why or why not?' The other
type of questipn'c'equjres thex^ttKje'nts to rfetcite the passag^U^their own experience.
For exampleUpn^of the questions-based on t h i s ^ e x p ^ r ^ ^ k s ^ e m , 'Have you ever
thought about rprin^ig ^vyay frorn,home?' / ' " I ^ w
After one-half hour, the ; fe £pe^j}c^h^fianish, asks the students to stop and
check their work. One b^oYie ^acn^tuclent reads a question and then reads his or
her response. If it is correcMh^ teacher calls on another student to read the next
question. If the answer is incorrect, the teacher selects a different student to supply
the correct answer, or the teacher gives the right answer.
Announcing the next activity, the teacher asks the students to turn the page in their
text. There is a list of words there. The introduction to the exercise tells the students
that these are words taken from the passage they have just read. The students see
the words 'ambition", "career,"wharf,"tranquil,"gorgeous,"loathe,"envy," and
'humbly.' Tfrey are told that some of these are review words and that others are new
to them. The students are instructed to give the Spanish word for each of them. This
exercise the class does together. If no one knows the Spanish equivalent, the
! '
teacher gives it. In Part 2 of this exercise, the students are given English words like
'love,"noisy,"ugly,' and 'proudly,' and are directed to find the opposites of these
words in the MOTSARA
: J.R.
P r e p a r e d by
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When they have finished this exercise, the teacher reminds them that English won
that look like Spanish words are called 'cognates.' The English '-ty,' she says f
example, often corresponds to the Spanish endings -dad and -tad. She calls tl
students' attention to the wo_rd 'possibility' in the passage and tells them that th
word is the same as the Spanish posibilidad/Fhe teacher asks the students to fir
other examples in the excerpt. Hands go u^; a boy answers/Obscurity."Bien,' sa;
the teacher. When all of these/cogmates f ^ i j m e passage have been identified, tl
students are told to turC'to(tft4) Jext e^ercfee tn" the chapter and to answer tl
question, 'WlTgfffp^these ctagWt^s mesht?^ There is a^lgnc;] list of English won
('curiosity,"o^ontinity,"liberty.^etc?), which the studenfeMimslatp into Spanish.
If the two-word verb is separable, the direct object may come between tl
verb and its particle. However, separation is necessary when the direct obje
is a pronoun. If the verb is inseparable, then there is no separation of the ve
and particle by the object. For example:
John put away hjs book,
or
John put his book away/John put it away.
John put away it. \
(because 'put away' is a separable two-word verb)
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ENGLISH VISION ACADEMY £*/JK
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] V iS^
The teacher went over the homework,
but not
The teacher went the homework over,
(because 'go over' is an inseparable two-word verb),
but not
After reading over the rule and the examples^tjne students are asked to tell which of
the following two-word verbs, taken fromShexpassage, are separable and which
inseparable. They refer t i ^ i ^ p ^ s s a g ^ p i ^ u e ^ . If they cannot tell from the
passage, they use their dictioiqaTlW or asJHlieir tea'cher.
turn up /^o"^) wakeW\| / ^ get on take in
run away ^ \rr fadeout^-'5 layupn ( f ^
go away7 \ V^/break dowx
Finally, they are asked t6 dS)ond of ithg^e^hrdsal verbs in the blank of each of the
ten sentences they are glyen. T^^J^Ertfie first two together.
1. Mark Twain decided to S because his parents wouldn't let him get a job on
the river.
2. The steamboatmen and discharge freight at each port on the Mississippi
River.
When the students have finished with this exercise, they read their answers aloud.
At the end of the chapter there is a list of vocabulary items that appeared in the
passage. The list is divided into two parts: the first contains words, and the second,
idioms like 'to give someone the cold shoulder.' Next to each is a Spanish word or
phrase. For homework, the teacher asks the students to memorize the Spanish
translation for the first twenty words and to write a sentence in English using each
word.
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In the two remaining lessons this week, the students will be asked to:
1 Write out the translation of the reading passage into Spanish.
2 State the rule for the use of a direcj object with two-word verbs, and apply
other phrasal verbs.
3 Do the remaining exercises in the chapter that include practice with one s<
irregular past participle forms. The students/vyill be asked to memorize the pre
tense, past tense, and past participle form^ of\iis irregular paradigm:
drink ivN \ drunk
sing sung
o
^-",-SjWirjn
, -M
S f'ftj j h w g )
\ # I y/Y ° J
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,1.. C o v f o v d w V^vw^ 5 W
Observations Principles
1 The class is reading an excerpt from A fundamental purpose of learning a
Mark Twain's Life on the Mississippi. foreign language is to be able to read
literature written in it. Literary language is *
3 The teacher asks stu^er^ts i,n \ fhejri ^he^ability to communicate in the target
native language if tliey\ h£i\}ej^ny language is not a goal of foreign
questions. A student ask^-en^ and is language instruction.
answered in her native language.
4 Students write out the answers to The primary skills to b^de^toped are.
o-n c o r e s ' ! flv&Jt
reading comprehension questions. reading and writing. Little attention isx 1
given to speaking and listening, and
almost none to pronunciation.
5 The teacher decides whether an The teacher is the authority in the
answer is correct or not. If the answer is classroom. It is very important that
incorrect, the teacher selects a different students get the correct answer.
student to supply the correct answer or
J&he c t j L . CA-mAQJ
the teacher herself gives the right
answer.
1 What are the goals of teachers who use the Grammar-Translation Method?
According to the teachers who use the Grammar-Translation Method, a
V fundamental purpqsejof learning a foreign language is to be able to read literature
written in the target language. To do this, students need to learn about the grammar
rules and vocabulary of the target language. In addition, it is believed that studying a
foreign language provides students with goodT^ental
loog^nent exercise which helps develop
thejnriinds-
from the review that folLows. On the other hand, you may find that you agree very
little with the answers to these questions, but that there are still some useful
techniques associated with the Grammar-Translation Method. Below is an
expanded description of some of these techniques.
literature; orUa 'feacher may write a passage .care (|jt designed to include
particular gratkmarjjiibs, and vocabulary. jFBej t( ' b e written or spoken
or both. Stude^s^sh'ould/not lranlssta ididps a'qcnne like literally, but rather in a
AoYv'
/ 1\ \ V \ M
way that shows that theyj uncJferst^nti jthe)r meaning.
fc
Reading comprehensionxquesjfons
Students answer questions in the target language based on their understanding of
the reading passage. Often the questions are sequenced so that the first group of
questions asks for information contained within the reading passage, order to
answer the second group of questions, students will have to make inferences based
on their understanding of the passage. This means they will have to answer
questions about the passage even though the answers are not contained in the
passage itself. The third group of questions requires students to relate the passage
to their own experience.
Antonyms/synonyms
Students are given one set of words and are asked to find antonyms in the reading
passage. A similar exercise could be done by asking students to find synonyms for
a particular set of words. Or students might be asked to define a set of words based
Cognates
Studentsare taught to recognize cognates breaming the spelling or sound pattern;
that correspond between the languagesSstudents are also asked to memorize
words that look like cognates/buhhave mean'iqgVjn the target language that are
different from those in th£knative fanguagp-Tnis fe6hnique, of course, would only b<
\ \ // \
useful in language•that
thotsphlVa
h a wrtnhqtap
V e W g —/••i a t e s . f ' [
Deductive a p p l i ^ t y m ^ f rule
examples.
Fill-in-the-blanks
Students are given a series of sentences with words missing. They fill in the blanl
with new vocabulary items or with items of a particular grammar type, such ;
prepositions or verbs with different tenses.
Memorization
Students are given lists of target language vocabulary words and their nat
language equivalents and are asked to memorize them. Students are also requir
to memorize grammatical rules and grammatical paradigms such as v<
conjugations.
Composition
The teacher gives the students a topic to wjite about in the target language. The
topic is based upon some aspect of the rea^ing^assage of the lesson. Sometimes,
instead of creating a composition^ stu depots jsYj^ asked to prepare a precis of the
reading passage. Q '\VJ) j r J i
/ QJ X A
CONCLUSION f V f
You have noi\( iT^yjah) opportupity to exa^ii\e'^n^5ilncip1es and some of the
techniques of t t i e „ G r ' a m m a i ^ f r ^ n s \ a t i o r T l V l o make a connection between
1
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''^^"[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
ENGLISH VISION
0 N I ACADEMY
Pronunciation and Speech Activities.
English Sounds and Phonetic Symbols :
The raw material of language is sound " Language Is thus the expression of ideas by
means of speech-sounds combined into words, words combined into sentences and this
combination answering to that of ideas into thoughts. " Sounds are produced using
parts of our chest, throat and head, and travel through the air in the form of vibrations.
These sounds are then received by the ear of the listener. The brain of the listener
converts the sounds into a meaningful message.
The energy for the production of speech is generally provided by the air stream coming
out of the lungs.
Phonetic Symbols:
Esch speech soundJsjBpresented by means of a phonetic symbol having a distinctive
sound unit called /j^onemesnThe use of phonetic symbols in writing leadslophonetic
transcription of speech sounds under the Intemational Phonetic Alphabet (IPA). The
stapdareLaeeenl of English is known as thelReceived PronuncjatTon 7(RP forshortjoT"
^ J f C j c c e n t . (JtUoA- SPUtJtly. odkCU^ g " / v / ^ u U ^ . M ^ ^ ^ g ^ ^ n
There are 44 speech sounds or phonetic symbols known as Phonemes in the English
Language is compared to the 26 letters in the English alphabet.
Broadly , Speech Sounds are classified into 24 consonants and 20 vowels as shown
(
below:
Speech Sounds or
Phonetic Symbols- 44
I
i
Consonants (24) Vowels ( 20)
(Made by completely oFpartiafly stopping the
flow of air breathed out through the mouth)
1
ENGLISH VISION ACADEMY
CONSONANT SOUNDS AND SYMBOLS:
4
•u) ], pen, copy, happen, paper, parrot, supper
14. fa) !zero, music, roses, buzz, zoo, opposite, puzzle, fuse
17. 1 h Ihot, whole, ahead, hand hard, hobby, hut, hug, hat
2
ENGLISH VISION ACADEMY
CONSONANT SOUNDS AND SYMBOLS :
1 3. :}. t
•i 1
i tea, tight, button, take, step, tale, torn
; io. i v !
•r
view, heavy, move, vain, vet, vest, nephew, evaluation
'
;
• ] e ; | («o ;
thing, author; path, thank, thief, thin
Y 11
• 1 6 ii ft)
this, other, smooth, then, rather, brother, their, there
j 12
1 IB. s •}
soon, cease, sister, son, sail, process
14. | Z ; ft) zero, music, roses, buzz, zoo, opposite, puzzle, fuse
--J. —— -1
15. ! J !
- ^
16. •i 1 3 ;
s
1
i
j pleasure, vision, measure, fusbn, closure, treasure ft
!i
•t E
shot, whole, ahead, hand hard, hobby, hut, hug, hat
V 17. 1 h 1
j 18. f ;
| m : more, hammer, sum, make, met amount, comb, income
•
........ .....
19. ; n ;
{
j 21. 1 1 j
•
1 . 22. l... r J ; right, wrong, sorry, arrange, rain, draft, near, rigid
| 24. ..-1.I w ; wet, one, when, queen, weight, whistle, water, waste
;:
:!
2
c~
ENGLISH VISION ACADEMY
j PURE VOWEL SOUNDS
3. e
j / v jdress, bed, head, many, edge, breath, chemical,
j 1 generator
1 5- ' A
a ! (3f) strut, mud, love, blood, butter, bus, come
j 7. 1
f
i 8. D: j( aft ) jthought, law, north, war, force, horse, bought, walk
!.
.. —.—.. j— — — : — — —-— —— -. -— * —
1 9.
9- u
u 1( g ) \foot, good, put, book, full, should, wood
j i o . ! u:
j ii. 3: ! (3pf) \nurse, stir, leam, refer, serve, bird, burn, early, journey
; 7. ea 1 (TJW )square,
; fair, various, affair, scare, chair, where
)
1 8. ;; U9 poor, jury, cure, sewer, actual duel, virtuous
Exercise:
Write the phonetic transcriptions of the following words :
1. pen 7. poor 13. bright 19.house
2. judge, 8. big 14. curd 20. chain
3. snake 9. face .15, thank you 21. brother
4. yes 10. zoo 16. ship 22. sing
5. card 11. water 17. bad 23. serve
6. gate 12.hot 18. all 24. suit
EN@li.sh Vision Academy
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
fer/fa:(ry
lot/lot/ / e f f e /
croissant /Tcrwaeso/
saw/so:/ / t f r /
put /pot/ / F /
actual/'aektjual/ /
too /twJ / t /
CUT/KAT/ / w s /
BIRD /B3:D/
ABOUT /A'BAAT/ / sr /
/ /
FADE /FEID/
GO /GAO/ /TVS /
FIVE/FAIV/ / w r /
BOY /BOX/ / ^ /
NOW /NAO/J
NEAR/NI? : / /
CHAIF/TJJ / /
IURE/PJB /
^ WTT Organs < \SfoT (tongue), (palate),
i, cpT W H (Nasal cavil ords) s n f t ^t ^ ^
f ^ obstruct l ch sounds «Rcl 1 1
tSpeech Sounds;
44j 12 PURE VOWELS ^ 8 DIPHTHONGS
,ek s o u f e d f j ^ p Z ^ o n W r f n t s f I
1. i: : i •
heat These, seat, cheese, grief, conceal
(ii) Pure Si
z od, crooked
3. el, revolve
4. ^ btt<come, bioqd ? butter, country
5. ten, pen, bed, edge, breath, chemical, generator
another, account connect, human.- doctor, drama
7. bad, axe, cattle, gradual, antelope
. / e
eTW VrcIT 1 1 ^ P T 3IR«T W
i t a half cl <Pt front useSlcll I aft? vf«f /1/
(5) ^ t lised front WT use oFlcll % I
/ai/C
iinroundec
TTC^ vjFrrar ^ ^PTtn t ^ ^ ^ front ^ use ^ c n 11
/ au / (3TT3) - ^ t f sound / a7(311) $ / o / (S) V l glide ^ M 1 1
cRct ^FFRT Ftcf unrounded open p o s i t i o n ^ B t ^ . f cT^TT ^ f M <W\ back "HPT Use iffcfl t
site ^ f s o u n d / o / ^ f - ' ^ h f ' g l i d e ^Tcn % eft S f e rounded JR ^gtf
(above half close) W t cTlft f cT^TT vifa ^T centralised *TFT use eFTcTT 1 1
/ oi / (3f(?) - ^ f sound/ o / (3ff) 3 f t f (3) afft glide 11 I ^ T
^ m s f e (lips)rounded /gift f 5 v f a 3>T back *TPT use ^ctT 1 1 sound
/i/(5) ^ ^ glide TOTT t ?ft unrounded ^IcT t 3 f k tfm W front'TFT half close
position ^ just above W T 1 1
. / / (3T2T) - ^ f sound/a / (&) ^ / o / 05) ^ t a t o glide ^TcTT 1 1 f ^ T sound aTT^l
W lips unrounded position 3 Blct "§ <T v f N 3>T central W T half close position ^ just
b e l o w f c f j ^ sound/ u / (^3) ^ t glide TOn H ?ft rounded position ^
^ I 1 ^ cfn • back TFT half close position just above ^ c f l 1 1
.• /.e©70f3Q — s o u n d / e / p ? ) ^ /e/(3T) ^ ^ glide Wttfl 1 1 f ^ P T STT^f
^FFT (lips) unrounded cf half open position ^ BlcT cf vifta ^T front "Hn use lt<TT
1.
2.
( '
pen,jpet,_pajpep
bag, be^^agieW
it, supper
nubble
3. f f t u J ) p.
4. Jetrt, dumb
5. 3 cane
6. gain, begin
7. ychain, chess, nature, charm, future
Vty
8k join,jet, judge, gently, grudge
-9 /V/V A m - —facerfallroffeirafiord-
10. Vain, vet, Jest, evaluation
11. /e/ sr thank, think, authority.tiiief, thin
12. J6/ then, Jhis, ragier, brother, there
13. / s/ sea, soon, neice, sale, process
14. /•z/ vf zoo, opposite, zero; pu^le, fuse
15. •/J/ ..
shade, ship, admission, ammunition
/••» / -
IO. measurei'fusiqn, closure, treasure
17.. /h/ hand,fcard,hpbby, hut, hat
18. /ml T make, met, amount, comb, income
19. /n/ T. night, net, sine, pun, gravitation
20. . /Q/ long, sing, finger, mingle, being
21. /I/ el lamp, let, shuttle, logical, classical
2Z fx! rain, draft, penetration, rigid
23. ^T _yes, jet, cap$yle,jmity, .uniform
/j/
24. /w/ 3 wait, wet, whistle, water, w;aste
E n g l i s h Vision Academy
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
Phonetic Transcription
Points to Remember ^ -
1 AH the 44 P h o n e t i c symbols and their sounds must be in your mind.
g
^pft 44Kffa ^ ^ ^raif wi ^t fturaft ' ^ r ^ ^nfeqi
For example:
Catch /kaet/ /
_ /grAd3/
grudge
feaow /neo/ _ ^Rf.
honest / omst/ istte
taught _ /tort/
•catch', 't' is silent; in 'grudge', 'd*; in 'know', *k'; in
M the word
honest' 'h'- and in 'taught' 'gh' is silent so, in phonetic transcription such silent letters are
transition, write only one symbol of a letter, even if this letter is double,
yii^'-'tiorexampfe: '
y!^-' fiojjmmipn - /koteijen/ "^'foSFT .
affirm - ./tffean/ . ST'TOfT
legally : - /li:g©k/ -gfifa~
tr§e — / trii / $
in these.words mra% *s&% 'ff% '11', 'ee' are double letters but in phonetic transcription only
4
^ t ^ $ ^ symbol f c j m snflT 11
7. In a word, if two vowels are together and give out sounds either of Diphthongs or of individual
vowel, then, double symbols of the sounds they represent will be written.
Examples:
near - fnmt f*J3T
^fiir - /See/
peer . - /pie/
an Q
E n g l i s h Vision Academy
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
P h o n e t i c T r a n s c r i p t i o n of different Words:
,*.. . ( a ) M o n o - s y l l a b i c w o r d s : fvSFT # ^gef ^ ^ vowel sound fftcTT mono-
syllabic words tl
Transcription
eat /Ut/
IfiXC / l£V /
take /t£ik/
JIX /traj/
head, /feed/
note - /ngot/
fiction /fil
(b) Di-syllabic words : fvPT^f ^f vowel so'
\fstier cvcv Bisasy
civil cvcv j v iu /
meekly Ilkli/
grandeur givjgj __
(c) Tri-sylJabic won vowel &<>un$B l?m 11
ens / Ijn v j z x d j /
:s /iSLiaSSi]
;e / h ej-ij
yllabic words : vowel
m inscription *iq>ci 11
IdSES
Exercise - 1 : Ph(meticaJIy transcribe the following words:
1. Full \ \ m i } 2. Hill - Heel
3. Year y y^Bac 4. Mere - Mare
5. Know - No 6. Note Not
7. Seat - Sit 8. - Edge Age
9. Glose - Clause 10. Great Greet
11. Village (Sample Paper 2006-07)
12. Drive (Sr. See. Exam. 2007)
13. Baby (Sr. Sec. Exam. 2007) •
14, Yesterday (Sr. Sec. Exam. 2008)
15. Women (Sr. Sec. Exam. 2008)
16. Chair (Sn Sec, Exam 2009) _
17. Afternoon (Sr. Sec. Exam. 2009)
is. Tiger (Sr. Sec. Exam. 2010)
19. Engine (sk Sec. Exam. 2010)
jr
Exercise-2: Write the phonetic symbols representing the sounds which make the pro-
nunciation of the two words different from each other:
feet fit neat - knit
pall pool shut shoot
hit heat
Exercise - 3 ; Write the phonetic symbols representing the sounds which make the pro-
nunciation of words different from each other. ,
1. reach rich Z ten tan
3. pen pun 4. bat but
5. teen tin 6. beat bat
Exercise - 4 : Identify vowels/ diphthongs in the underlined parts of the following words-
fan, tall, father, sit, jam, boss, wool .
Exercise - 5: Identify vowels/diphthongs in the underlined parts of the following words-
no w. know. low, law, close, claws, late, let, white, wait, here, hair, poor.
Exercise - 6: Write the phonetic symbols of the following words:
(Course Reader :Chapter-l)
11 pen 6. gate 21. brother
2. judge 7. poor 22. sing
3. snake. 8. big 23. serve •
4. yes '9... face. _ 24. suit _
5. card lO.zoo^v 25. chair.
Exercise - 7 : (a) In each w there is a silent letter. Point it out and
write one mores]Smlar word? (Course Reader: Chapter-2)
Example/Should => could
Would! coup. halt bridge
(bXWritrthe phonetic transcriptions of the f< nd_.verify these from a pro-
nottncing dictionary: onrse Reader: Chapter-2)
destinyi pt acceptance, cunoi opinion, genuine, incredible,
astonishing, pol Ml, proceed .(both e, disappointed, impulsive,
Exercise unce the following words from the lesson
keeping the rul (Course Reader: Chapter-5)
born (Si officer, , service, course* work, army, surgeon, try,
start, during, thin fed, forty, particular, harmful, other, borne, certain, whether.
waterr*ftffvae,-
Exercise - 9\: feree^honetic scripts of the following homophonical words and write a
sentence on each worcTto illustrate the difference: (Course Reader: Chapter-11)
fere, fair; story, storey piece, peace; meet, meat; vain, vein; die, dye; board, bored; whole,
-hole; practise, practice.
Exercise - 1 0 : Write the phonetic transcription of the following words and check these from
a dictionary. Also practise pronouncing these words correctly: (Course Reader: Chapter-13)
catastrophe, alternative, parchment, pucker, s6mbre, mythological, kitsch, enhances, afflu-
ence,_ resounding^saviour, moustache. -
Exercise - 1 1 : Give a phonetic script ofthe following words:
(Course Reader; Chapter-16)
snare, where, air, pain, again, afraid; face, place, paw.
SOLUTIONS
Solutions to Exercise : 1 :
1. Full = / fbl / Fool = /fuxl/
2. Hill = / hil / Heel = 7hi:l/
3. Year =*/jie(r)/ Ear - / jo(r) /
4. Mere = -/mie(r)/ Mare = /mee(r)/
E n g l i s h vision Academy
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
jam
wool
Solutions to
- — i n o w —V—JM-! —know /et>7
low / 00 / law - / o: /
close , - /©o/ claws /o:/
late ~ / ei / let - /e/
white - /oi/ wait - / ei /
. here r- 7 x o / hair - /eo/
' . Pfior - /oa/
Solutions to Exercise: 6 :
1. / I»en 7 - -6r /oext/ 11. / wo:ta / 16. f j t V t — 21; - / b r A & a /
1 /d3Ad3/ 7. /I»oa/ 12. / h u t / 17. / b»d / / sifj / ..
3. / snexk / 8. / b i g / 13. / brort / 18. / oil / 23. / S3:y /
4./jes/ 9. / feis / 14. / k y d / 19. / hoos / 24; / s u i t / j
5. / ka:d / 10. / zu: / ' 15. / e«nkju: / ' 20. / t/em / 25, / t/ea I
Solutions to Exercise : 7 :
(a) would - know
coup - tomb
half - calf
bridge - fridge
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astonishing / e'stomjif) /
potential / po'ten/l /
proceed / pre^sird / (v)
proceeds . isi:dz/(n)
ineptitude 7 ijfi'ebtttjurd /
disappointed- / dis* 'pointid / •• •
impulsive / im'ffydsiv / .—
Solutions t o E x e r c i s e i
born --'year —
/ 'jio / .
retui senior = / 'si:niQ /
leaded. - / 'b;nid /
= / 'foiti/
\ Wttieular = / po'tikjblo /
= /'wade/ \hajm&l\ • = • /'ha:mfbl /
— /ami/ = /'Ada/
f= / 'ss:d3 -r^borne • ' = / born /
certain / 'sf:tn /
whether . = / 'wefto /
water / 'wo:te /
larvae / 'la:vi: /.
various = / 'veenos /
Solutions t(
1. Fare, Fair ['fee]
Having paidthe fare, he boarded thebus.
Have you ever seen a village fkir ?
2. Story* storey ['storrtj
- ..My g ^ ^ o t f i e r told me the^ the Ramayana
He has a hpiise 6f two stoireys.
3. Piece, peacefphsj
Give me a picce of paper,
Everybody wants peace, not tension.
4. Meet, meat fmhtj
Gp and meet him in the hospital.
I dislike eating ifieat.
.. 5. Vain, vtfih:|VeinJ
He worked hard for the examination but in vain,
Veins carry blood from various parts of the body to the heart.
WO
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6.Die,dye{'dai] .•-« •
He died of heart-Mure.
He d|yed my shirt red.
7. Board, bored Tbo:<t]
His employes provided him board and lodging^
. She had a bored expression on her face.
or
The machine bored through solid rocks.
& Whole, hole ['haul]
Snakes swallow their victims whole.
The mouse ran into its .hole.
9. Practise, practice ft
He practised playing the harmonium.
Practice makes a m
Solutions to Exerciser 10:
catastr
alt©
pare
puckel
sombre
mythologii
sch
Enhance
snce vm
Servja /
/ me'sta:/ or mo'sta:/ /
snare - I 1snea(r) /
where - / 'wea(r) /
air - / 'ea /
pain - / 'I»em /
again - / e'gen or. a'gem /
•afraid - / o'freid /
face . - / 'feis /
place - / 'pfeis /
paw - / 'po: /
The word is a linguistic entity composed of one or more phonemes. than one syllable mayj be prominent. For example, in the word
Examination /ig-zx-mi-nei-Jn/ which has five syllables, the syllable
The words /, oh, consist of one phoneme each—the diphthong /ai/
that has the maximum prominence is the fourth syllable /nei/, the
and /ou/ respectively. The words bee and two phonemes
syllable that has the next degree of prominence is the second
each—/b/ and /i:/ and /s/ and /o:/ respecti ; words cat and
syllable/zk/; the other syllables/ig/, /mi/ and //n/ will be pronounced
big have three phonemes each—/k/, /ae/ U bI, fij and "/a/
•with less prominence than the two syllables listed above. Of these
respectively. The words crack and trein foijir p aonemcs each— three syllables /ig/ will have the maximum prominence {but less than
/k/, /r/, /£e/ and /k/ and ltj,/M, /ei/ and//n The words /nei/and /zee/) and /Jn/ ihe minimum prominence and/mjjjyill have
W&r/ and friend have_five kho^emes e »/s/ and /t/ prominence in between [these two. So this word
and ;f/, /r/ /e/: tough above have or strong syllables—/nei/ and /zee/. Of these
diflcrenl num cach. one syllabic hear /nei/ as being more prominent because, ap;
tiicb?—all of tne: ; .bic wordk being articulated with greater breath force,
SeWare a nifi in every language which have more movement on this syllable. In a (polysyllabic
n one syllable. The Ebgli^i words tailor and teacher h$tfc\tv!Q which a pitch movemcnt^tkes.placs, is\said to r|
Ila&fes each. The secp^dVUable in these words hav&thK v^rf/a/-. or tonic accent. Any o, :r pro syllable
,n therefore say (since /a/ in English does not-t^ainiiVan^xgnt- said to receive secoitdan accp
d iyllablcTAnore is said about accente<J^ytiafale^jii t^is chapter) Differentdictionary ark xent in ways.
:hatVthcj&^vords have a strong mAnat method /used/in most dern books/on linguistics and phonetics
orcjer^JP^fte s; /•/ and a (including Daniel Jones1 ArkEimish/ffronouncing Dictionary and ]
weak; syllaj such as the Oxford Ad^nccd Learni f s bigtiojmry) is the following,
ones 'rceive have a weak method^b^s been adopt i n_thi£ boolc_
ii iEat order. Words such as accen- marked with a vertical bai>
syila
nglish word of more than one of zAasyllaljle^Ahich it refers. Secondaivac^
these
vert i cki^xjteiow and rront o/the svUdme tfc
syllabL •renounced with greater prominence
English words a j e - m belowhvphonemicfransci
than thi that is pronounced more prominently primary and^Secpndai ,cc«rfits-^paVkc
than the\ot! ic same word is said to be accented or to
teceive th 'itegoricah pn
The greater prominence of a syllable may be due to stress or greater \ coniprehenrtyld ri'hensabl/
breath force, but often the length of the vowel in a syllabic, stress conyenfjom .ven/a'nseliti/
ami pitch change (pitch will be discussed in a later chapter) work 'epbsitibn /, depa'zi/n/
together to render a syllable more prominent than its neighbouring exaniin /ig.zasmi'nei/n/
syllables. i/ithrffatioiipl /.into'nxfonl/
In several English words consisting of several syllables each, more interpolation /in,t3:p»'lei/n/
notification /.nsutifi'kei/n/
I
fm ENGLISH VISION ACADEMY
7jm
It is to be remembered, however, that not all disyllabic words The foregoing account may give one the impression that word-
which can be used as nouns and verbs undergo such a shift in accent in English is something that is irregular and unpredictable.
the accented syllable. There are words like 'limit 'order, re'mark, There are, however, a few useful rules for word-accentual patterns
'visit, etc. which are accented on the same syllable whether they are in English. These are given below with examples.
used as nouns ox as verbs.
Rule 1: Words with weak prefixes always take the accent on the
Accent in Compound Words: By compound word is meant a word root. For example,
composed of two separable words. In spelling them, there may or
may not be a hyphen between the two elements forming the aboard /a'baid/
compound. abroad /a'bro:d/
In most compound words in English the primary accent falls on ahead /a'hed/
one of the two elements. The most common type in English is the alone /s'laun/
first of the two elements receiving the prijaafy)accent. A few because /bi'koz/
examples are given below: become /hkkAm/
below 4>i'l\u/
"air-raid bey4gtff\ Wnkei
'blackbirds,
'bgQkshfflf\ Rule 2: The md -ing
accent. Fj
recom'me\d ^ecom'mended
re'late re'lated
i fo'licit so'licited
iub'mit sub'mitted
ere are, however,Vfew compound words jwrtft -fei
ad elements in which the second\el^mWt
bent. A few examples as gi\
ever advancing
frho'ever com'mitting
'happening
words in which both the elements are 'reasoning
ary accent falls on the second element. For
Rule 3: The derivational suffices -age, -ance, -en, -er, -ess, -ful, -hood,
,after-'noon .home-'made -ice, -ish, -ive, -less, -p>, -ment, -ness, -or, -ship, -ter, -urc and -zen
,bad-'tempered do not normally affect the accent. For example,
.post-'graduate
T.6PF.IS-10 i
,country-'house ,vice-'chancellor
,good-looking
-merit
cofoyQ
iful
re'vengefia
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Rule 4: Words ending in -ion take the primary accent on ihs penulti- •ially ,cate'ggrically
' tm t* is* st 77i»
-ic
bio'I,
e'lectt
'optical
tpsyckol'ogicat
errmomous
fallacious
notorious
-ial com'mercial
, confidential
,dicta'torial
ntc'ir.^rlal
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" i m * "0m"
Q.l How m^ny sounds are there in English? Q.7 Acoustic phonetics is the study of :
(2)26- (1) The way of learning language.
^ v , (4)2Q ( ) (2) The way the vocal organs are used
Q.2 t}ow\maoy V,6we) sounds are there in to produce speech sounds.
En^isjt>? . 7 . / ^ "... (3) The way people perceive speech
0 ) 20 . / •/ . . sounds;; • '
(3) 62 :
( ) (4) The. physical propertied of speech
sounds/ '. . .( )
Q.3 How many^eork^nf stfijndrare there •
in English ?' ^ V / Q.8 Auditoiy phonetics is the . study of. ;
(1)21 .(2) <24/' (1) The way people perceive speech
(3) 20 (4) 26' ^ soundsv
"N (2) The physical properties of speech
Q.4 What ^are tile two points by (which v j
sounds.
Pronunciation is studied ?
3) The way to make the people
(1)! Phonetics and Phonology .
understand.
(2) Articulatoiy and Phonatory
•)>kpne . ( )
(3) ; Respiratory and. Articulatory
. .(4) Auditory and Acoustie.. ( ) Q.9 ondioey,is :
( i ) T^ie sltftdjKof the sound systems of
Q.5 Phonetics is.:
'lari^age^'./-^. .
(1). The way .of .learning language..
...'• (2) Tn^ .stxi4y\ o^le^rning systems of
(2) The sound systemsfqf 'languages.:
languages; N' .
(3) The study , of speech sounds made
(3) The s t u ^ of J ^ ^ T n g systems of
by human beirigsT
languages.' I j
(4) None ( )
. (4) None , . V ^ / / - ^ >
Q,6 Articulatory Phonetics is the study of:,
Q.10 We produce sounds with t h e ^ f K b f j :
(1) The way people perceive speech . (1) Lips and teeth
sounds. (2) The organs of speech.
(2) The way the vocal organs are used
(3) Voice box
to produce speech. sounds,
-(4) None ( )
' (3) t h e physical properties of speech
sounds. ' \ Q.ll The organs of speech can be divided
(4) None (• ) into:
(1) Respiratory system Q,20 There are types of air stream
(2) Phonatory system. mechanism :
(3) Articulatory system. (I) 2 (2) 4
- (4) Ail are correct ( ) (3)6 (4)3 ( )
Q.12 The Respiratory system includes : Q.21 What are the air stream mechanism ?
(1) The lungs (1) Pulmonic (2) Glottalic
(2) The muscles of chest (3) Veleric (4) All the above( )
(3) The wind pipe ('trachea')
(4) All above ( ) Q.22 Air stream are of types :
Q.13 The phonatory system is formed by : (1) 2 (2) 4
(3)6. (4)3 ( )
(1) larynx or voice box
(2) the tongue Q.23 What are the types of air stream ?
(3)/The, r>ose and the teeth (1) Egressive and ingressive
J4) A i « ( ) (2) Pulmonic and Glottalic
(3) Veleric and Glottalic
^racii&tdry^ system consists of :
,f
Vno$e / (2) The mouth (4) All the above ( )
(3j BUUI / / -(4>None ( ) Q.24 The Engressive air streams is one in
/ ^ ^
which:
Q.15 The mouth includes (1) The air is pulled out
(1)-. The t o ^ u e ^ - ^ " " f f
(2) The air is pushed out
(2) The teeth ^ /
(3) The air is stopped out
(3) The roof of the mouth'
(4) The lips \ / (4) None ( )
(5) All the above /! !( / T The ingressive air streams is one in which:
Q.16 The roof of the mouth can be divided-, J) the air is pushed out
into: \ 2) The air is stopped out
(1) The alveolar ridge he air is pulled out
(2) The hard palate ipNbne ( )
(3) The soft palate Whptarelhextypes of speech sounds in
(4) All the above ( ) ^gMV^
Q.17 Hie fleshly structure hanging loose at
the extreme end of the roof of the mouth (1)
(2) Voxels
PulmonicancHensonants
is called. (3) Consonar:
(1) The uvula (2) Vocal cord (4) None plpttalic
(3) The phaiynx. (4) None ( )
Q.27 What are the types dive
Q.18 The tongue has parts. (1) Centring and closing"
0) 3 (2) 4 (2) Monothongs (pure vo^
(3)5 (4)6 , ( ) Dipthongs
Q.19 Which are the parts of tongue ? (3) Plosives and affricates
(1) The tip and the blade (4) None ( .)
(2) The back and the front
, (3) The root Q.28 How many pure vowels (monothongs)
(4) All the above ( ) are there in English?
(1) 8 (2) 18 (1) 4 (2) 3
(3) 12 (4) 10 ( ) (3)2 (4)1 ( )
Q.29 How many dipthongs (glides) are there Q.40 How many semi vowels (approximants)
in English ? in English are?
(1) 9 (2) 7 0)6. (2)3
(3)6 (4)8 { ) (3)4 (4)2 ( )
Q.30 Out of the 12 pure vowels, how many Q.41 Cardinal vowel scale was devised by :
are there long ones? (1) Daniel Jones (2) Daniel Vettoty
(1)5 (2)6 (3) Jeperson (4),None ( )
(3)7 (4)8 ( ) Q,42 Which of the following are the nasal
Q.31 Out of the 12 pure vowels, how many sounds ?
are Aere short vowels?
(lj Iml fnf /q/ (2) Jbf ft/ /d/
(2)9
(3) k ! /p/ /dz/ (4) None ( )
any ^entjnng dipthongs are there Q.43 Point out the fricative among the
flkg following:.
(1)4 (1) if/, M, /$/, /I/, ///, Isf, It], /h/,./¥/
(3) 3 . ( )
ion^s are there (2)/n/, Imf, Il I'
Q.33 How many cl
in English? (3) /n/, /v/, IQI, ///, /z/, (hi, /¥/
/) ()
Q>) A n n a t e of similar sounds Q.55 Which among the following are the
content, or lexical works :
(1) Nouns and adjectives
Q.49 ku^impl;es / (2) Adverbs and main verbs
• (1) TempOra^lW^onen applied to (3) Demonstrative pronouns and
' s p e e c \ ^ - ^ o n p a r f i i l k s t o p etc. interrogative pronouns
(2) A very shorTpauseybetWeen two (4) All the above ( )
words. ./
(3) Emphasis given to(a syllable Q.56 Grammatical or form words contains :
(1) Auxiliary/helping verbs and
• (4) None . y . / " y
prepositions
Q.50 Juncture in phonetics implies : ( ( (2) Articles and conjunctions
(1) Extra force used in j s p e a k W v \ S) Personal pronouns and relative
particular word a or syllable. x ^pronouns
(2) Emphasis on a particular syllable,
(3) Special emphasis on a word in a ^ ^ ^ l l x t h e above ( )
sentence. Q.sV ^noprf^spcech, accent is likely to be
(4) A very short pause between two
words. ( ) (1)
• (2) Grarhmati^al^ wqrdK
Q.51 Accent implies ; (3) Content ^
(1) Emphasis on a word.
(2) A pause between different words.
(4) All the abo ( )
(3) An emphasis to a syllable or word by Q.58 What are the types ofv torT
means of stress or pitch. (1) Failing Tone [ v ]
(4) A pause between letters in a word. (2) Rising Tone p ]
( ) (3) Falling-rising Tone [v]
Q.52 Stress implies :
(4) Rising-falling Tone [A] .
(1) A very short pause 'between words,
(2) Extra force used in speaking particular (5) All the above . . ( •)
word or syllable. . Q.59 A system of dividing words into syllables
is called :
(1) Juncture (2) Syllabification (3) end of a syllable
(3) Stress (4) Pause ( ) (4) All the. above (/)
Q.60 A Releasing-consonant is one which Q.61 An arresting consonant is one which
occurs at the : occurs at the :
(1) beginning of a syllable (1) beginning of a syllable
(2) middle of the syllable (2) middle of the syllable
(3) end of. a syllable _
Q.61 The word is linguistic entity composed of one or more
(a) syllables (b) sounds (c) phonemn (d) morphemes
Q. 62 A syllable that is articulated with greater breath force is said to receive
WORD STRESS
Word-Stress ( K - W c ! } - ^ t M t TO 3 ^ ^ Ccffa gfgfR ^ f eft ^
TT? «Tcfram tPScfT I Sfft itfiftcTTOT% I ten* 3TCR
^ O e F H ^ I l
When an English word has more than one sylla ofithese is made to stand out more than
the other. This is done by saying thMsyll^bl^ slighter, ijpnge! g the vowel a little longer and
pronouncing the consonants very give that syllable prominence or
stress.
PlMfetRski TOT W RJFT
'able, 'dentist deliver, be'side
Necessity of&fress («ld|tllcl ble) Syllables W
«tetmm (stress) cT* ^ ^ft ^ to.^^T vjn^
3TSR efft stress
Wf (forni ^ TO ^ W l ^ ^ ^f^nf M I
What is a sylla- lonetics <J> ^ P E f 3 s ^ f a 3R5TC (syllable) TTCT
flcTT 1 1 wR "FT syllable ^ ^ «fRT i eft
Pi ill (sounds) ^ % ^TO alphabet I IPT come
cf^n combine cPt «f eft f % come 3 syllable % cRJT c o m b i n e ( c o m +
bine) = / kem'bain / ^ ^t pliable s> I
TRFE W (vowel) ^ FEH? v (consonant) FCT? C ^T TP^TT' EFF
tJ5 3J5T vUcfl t last syllable (-come-) stress % I First syllable (-o-) tR
secood^$tre$s.$ ^ s r i .middle syllable f M f l " m t m ^tressed) «t>Sd|iniH
"' Primary Stress-^T if syllable 31c* S»t i yllable srf^cj? vfR (force) $
. ^IcfT wtRH W primary stress 1 ^ ^ O % ^cT f |
. Secondary Stress-4vRf t W secondarystress
contain
obtain
pemiit(v)
provide
combine
photography
Primary, scco
possibility \ T^pDsolnleti /
guarantee - /'gaerenti/
understand - /.yuida'stasnd/
satisfactory - 7 ,s«tx$T»kt0ri /
Stress («MlbJlei) # ^ 3RT W PR f-
(1) Stress on the first syllable syllable ^R 4dl4le1)
'doctor-/Mtfkte / • • 'accident -V 'aeksident^
•comfortable - / "kXmfetabl /
(2) Stress on the second syllable si
be'come - / bilcAm / wi!eeiye-/m
to-morrow - / to'mora?) / pr/tu'morau /
(3) Stress on the third syllable
afternoon - / •afte'nu:
understand - / ./mda'sfadd /
recommend - /nrfeko'mendZ
(4) Stress on the fourth sylla
examination - 1 tg.zasmf:
experimental - / ik,spen'm
1. Ghangeofstress pattern with weVh^j^Wj»rWimatical f u n c t i o n - ^ two pliable words %
zffe TO grammatical function (No^Afe^Adjectiye) fPrife qfcEpfa ^ vjTRTT t atsjfq TO
t m $ W ^ Verb a m (Adjective) <J> m 3 ^Pf t eft ^ c p i s&ess pattern
TO 11 wR TO 3>T JpffT Noun Adjective ^TcTT % eft let.(stress) JTOf
•syllable ^Rr ^len (vetb) if W f ^ T T ^ - ^ f - t r ^ c I I W (stress) f&efcr
syllable *R ^ITI
' * '
refuse (N)-/*refju:s/
refuse (V)-7 rffjirc/
ev
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
overcoat-'oyer
overdraft-'over
underage - 'under age
3. Compound wprds and stress
(1) ^ fotft ^ E T to (compound word) s m ? (cotnpon; (adjective)
eFST WT (noun) £ cWT qRu||Pto> TO compoundnoun % eft W J SPT primary stress ejafl
ftcfrq secondary stress ^TTI
Nf3T—Noun+Noun
cross+'road-'crossroads
coal+mine—'coalmine
wind + screen - 'windscreen
air + cushion - 'aircushion
Adjective+Noun
dark+room- 'darkroom
green * house - 'greenhouse
red + cross - 'redcross
(2) f^Rft ^TgJFcT TO1 (com] ctive + Noun eft ^filcT
cPT^ eft Noun ^ Primary stress is # n
vJ<ST.-welI+known- welllqiown
good + looking - good'Iooking
light + hearted -,lighfhearted
(3) a r t e w Two syllable ^ f ^ strong prefix ^ tfteff T EFT B ^ C^CRT ^
& stress cFRH t l
myself-m/self yourself - your'self
herself-her*self himself-him'self
themselves - thetn'selves ourselves.our'selves
yourselves - your'selves
Practice E x e r d s e : 4 :
Identify the stressed vowel sounds from the following words and give one more similar
word for each: (Course Reader: Chapter-2)
Example—Pound sound ' •- '
sleep, doubt, succeed, belief, quail, premium, interview, reach.
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Practice Exercise : 5 :
Identify the stressed vowel sounds from the following words and write one more similar
word for each. (Course Reader: Chapter-9)
Example—thief-brief
Impair, remain, train, contain, repeat, feed; account, broiig >ul, reason, heart, pious.
Practice Exercise : 6 :
Write the phonetic transcription ofi^h>]IoWing won 'ess marks:
eader: Chapter-14)
. architect, use (noun art^^erb), to&dnt (noi^i and vert>X - suggestipq^corporation,
construction, ensure, furniture, acquire, substeikial//auspicious,, posses^ lease, occur,
maroon, accomplish. VJ/
Pr^tice Exercise^7£j
Write the phonetic trai th the stress marks:
helped, films, tongues, to: fblessed, complaint, choice,
ankle, above, charity, blessings,\a<iceptan^ fscient, mustn't, oriental, rush, ruth,
thumbs-up. \ \
xercise: 8 :
Write the phonetic transcriptions of the given words with the stress marks:
Perhaps, entertain, dinners, amateur, comfortable, ignorant, pilot, permahenj^ontain,
embarrass, component, characters, terrible, courageous, glamorous, going, being^mif
Practice Exercise : 9 :
You have been given some word phrases. Write the ^phcmetic 1tram
stress marks :
. co-operate, the end, grey-eyed, my own^jtwo hou go ouv^oij/aren't,, help
me, thank you, best man, loud cry, page twm£>good
Practice cise: 1 0 ;
Mark the correct stress at the right e following wor
1. Photograph 2 Expect ation 8007)
4. Doctor 5. Become Jer 2006-07)
7. Banana .8. Police Sec. Exam. 2008)
10. Collector 11. Already (Sr. Sec. Exam. 2009)
13. Clever 14. Balloon (Sr. Sec. Exam. 2010)
'tons /twiz/
'singing / 'siljitj /
'fashion /'fie/n/
com'plained '/kam'pleind/
'blessed / -blesxd /
com'plai /kem'pleint/
'choi Ibis /
'ankle /
a'bove )W
'chari srati /
'blessi / 'blesrfjz /
ac'ceptatfc / ek*septens /
mytholo / nu'0Dlod3r /
om'niscie: / um'msiont /
'mustn't / Wsnt /
ori'ental / orri'entl /
"rush /YA// ,
"ruth /•ni:©/ i
'ruin / *ru:m /
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0 9
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
0) /'mDr.mo/
21. Architect :t) /brids/ (2) /brr.cfe.
I (4) / b a r r . d j ( )
(3) /'arkirtakt/ @ ^rkftekt/ ( )
(2) / d i r ' f t i ^ r k r a s i /
/di'mbkrA5i/ /'3:gii/.
' @'7di:'mbkrasi/
' i''
ii(4) /'Agli:/ ( )
23.
Accomplish
( i ) 7^k/\mpli:J7 /di'za:sta/
(3) /a'k3:i (4) /di:"za:ste/ ( ) .
(1) / ' k o n d A k
(3) /'kand.akata/ '(g/'ka-d/ : (2) 7'ked/•;;•
-j •' ®
42. Service •
/SAVIS / ( 2 ) /S3IVJ19/ '
(2) / b « i o M /
(3;) / s r . v i / /
journey '
(1) Mm:/ (2) /^djfli/ .
(J) /c^Bini/; ( ) (2.)-,/wul/
^ K / d s Bini/
(4) / v u l f v ( )
44 Guitar
(1) / g i : t a : / /gi'.ti i:/
( i ) /mju^ds'ffan/ .
(.3) /gsta:/
(3) /mju'zijAn/
45. Moustache • -
Abundar
v
(1) /ma'sta://
:bAndAnt/
(3) /mA'staJ/
^e'bAndanty ( )
Curiosity
@/kjuari'os&ti/
(2) /kjuri'DSQt-i: / V g ^ ' V ^ n ^ ( ^ /j^vej/en/
(3) / k j u s r r ' e f c e t i / -
; (4) ' / k j u r u ' d r i a s a t i / .
i V
Courage (1) / ' k r u : k i : d / /'kruki:d/
I vl^kAnds/ (2) / ' k D : n d 3 / ^pf'Vkrukid/ (4) /'kru.-kid/ ( )
I ©i/'kAn:d5/ (4) ' / ' l a a f c / -
owardice
59.- Cousin (1) /'kauedi// (2) /'kDiuadis/
/'ka.-uadis/ (4) /'ka:uadiJ7 ( )
• I
• V- '
'(3) /'kj
-i ( Kflfflfledge
6 0 . | Frien nolr.z/
N(2T/frendli/ (3^Hz/ (4) /'nalids/ ( )
l .{3) /fr (4) /frendli/ leTffianent
/6J. V
A -
t Necessary (1) /'p3:mananat/ (2) /'pAma:nani/ ' ,
/'pes (3) /'p3:ma:nant//'p3:manant/( )
1
/'neij. Punctual
•
(4) /'nzid/.
66, Picture^ .
41)
o r v^iktrA/
. ( )
Release
ADD: 5-D-2^, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR. 941 TTTRR^AN
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
Occupation
(1) /okja'peisn/ (2) /3:kja'peijn/ /'dDit3: / (2) /'dDt3:/
(3)/Dikja'pasnI g j /okja'peiji :ta/ , ( 4 ) /'dota/ ( )
Persuade randym ••
/pa'sweid/^ /mema'riaendam/
(3) /pa/veid^ ( 2 ) / m i s m ^ e n d e m / ••
rrcend9m/
Autumn
;ndAm/ ( )
(0) /'a:tam/
^pf/'Ditam/
tenfn/ (2) /as'tentfan/ ..
83. Jealousy
(3) /a'tensan/ (4) /aten/en/ ( )
(1) /zelesi/.
^ p / f c ^ e lasi/ Audience
/'Didians/ (2) /'odians/ .
84. Cigarette
(3) /'Didi:ons/ (4) /'a:di:ans/ ( )
(1) /sr.ga'ret/ 'retI.
(3) /Jiga'ret/ (4) /Ji:geret/ Language
0 ) /'laeogwifcfe/ (2) /'leggwec
85. Dilemma
(3) /'leeogwids/ (4) /'leir)gweicl5/( )
^g^/di'lema/ (2) /di'lema:/
i /dileima:/ (4) /di'lerma/ ( ) 95. Professor
0 ) /prae'fesa/ (2) . /prA'fesa/
86. Bureaucracy
J^pra' (4) /por'fesA/ ( )
(1) / b j u i A ' o i k e r a s i /
96. Annus
(2) /bju:>:'o:kresi;/
(1) /einjual/
(3) / b j U A ' r o k r e s i /
(3) / i C4^faenjual/ ( )
/bjua'rokrasi/
Aroul
Catalogue
(1) /a'rlu-nd/ (2) •/A'raund/.; ••
(1) /'kaetebrg/ log/
(3) /3:'rAund/ .a'raund/ ( )
"(3) / ' k e t a b : g / (4) otelpg/. ( )
88. Efficiency
4l//ifif9nsi// br3:6/
(3)./e'fi:sansi/ j(4) /'barAd/ ()
89. Behaviour
(1) /bi'hei:vja/ (2) /bi'h /'fa:6/ (2) /'f3:6/
()
!
\J#{/biheivja/ "07bi:' (3) /'fAda/ (4) /'fa:6/
e)
fleshly^f^ictHi^r^nging loose at the
e efca:otjpe«>ofo f the mouth is called
vula)
e has ... parts. (5)
parts o f tongue? (The tip and
ick and the front, the root)
T.. types o f air stream mechanism:
Articulatory Phonetics is the study o f :
(The way the vocal organs are used to What are the air stream mechanism? (Pul-
duce speech sounds.) monic, Glottalic, Veleric)
Acoustic phoneticsil^theKtiMy o f : What ^re tnetypes of air stream? (Egressive
(The physical prop^ieVofspeech sourn Sive)
Auditory phonetics is me steely p£(The are of.... types. (2)
people perceive speech soun essive air streams is one in which
Phonology is: ( J h e ^ t u d y ^ f out)
11 speech sounds in
i s h ? j e w e l s and consonants)
(Respir; are thetypes o f v ^ v e l s : (Monothongs
Articulai vowets^gnjl I^ipjhongs)
12 The Ri mauv..,pnre-vQ3yefs (monothongs) are
lungs, Thelni&cles o f che^ infcn:gttSh?((12)
('trachea'), any dipthongs (glides) are there in
13 The phonatory systen^s fd
ynx or voice box) iure vowels, how many are
14 The ArticulatorysySt&n/cor^sists o f : (1 th^reVbn^nej? (5)
mose, The mouth) u J ( 31 Ofa/of the 12 pure vowels, how many are
15 The mouth includes: (The tongue, the tee there short vowels? (7)
/M«K . OA 1
32 How many centring dipthongs are th' Pause implies : (Temporary stop often ap-
English? (3) plied t ^ e e c h by a comma, full stop etc)
33 How many closing^di J i m ^ e mjjfflonetics implies: (A very short
English? (5) iu^e Between two words)
34 How many types of d Stent implies: (An emphasis to a syllable
there in English? (6 'of-wora by means of stress or pitch)
35 How many, Stre^m^res-(EMca^orce used in speak-
conso: partie^^rw^rq or/sellable)
<30 A _
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J 3 f e f f i ( k l ( a - ) <2.1 vowel
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O N 1A C A D E M Y
ENGLISH VISIO
Pronunciation and Speech Activities.
English Sounds and Phonetic Symbols :
The raw material of language is sound " Language is thus the expression of ideas by
means of speech-sounds combined into words, words combined into sentences and this
combination answering to that of ideas into thoughts. " Sounds are produced using
parts of our chest, throat and head, and travel through the air in the form of vibrations.
These sounds are then received by the ear of the listener. The brain of the listener
converts the sounds into a meaningful message.
The energy for the production of speech is generally provided by the air stream coming
out of the lungs.
Phonetic Symbols: „ — L
— "
Each speech sound is represented by means of a phonetic symbol having a distinctive
sound unit calledj^onemeinThe use of phonetic symbols in writing leads!o~phonetic
transcription of speech sounds under the International Phonetic Alphabet (IPA). The
standarcLaccent of English is known as the/Received Pronunciation/(RP for short) or
the BBC accent. oMvicA. SfoCtJtly, odfUAJte & ' l y t M ^ ^ X ^ ^ . p k ^ r t a ^ c ^ o c ^ u C l ^ '
There are 44 speech sounds or phonetic symbols known as Phonemes in the English
Language is compared to the 26 letters in the English alphabet.
Broadly , Speech Sounds are classified into 24 consonants and 20 vowels as shown
C
below:
Speech Sounds or
Phonetic Symbols- 44
Consonants (24)
(Made by completely orpirtially stopping the
flow of air breathed out through the mouth)
Si^-n,-
Pure Vowels (Single Sound Unit) Glides (Two vocalic Units
or Monophthongs (12) combined or Dipthongs (08J
1
*
fltSSg?
ENGLISH VISION ACADEMY
j
CONSONANT SOUNDS AND SYMBOLS
| 15. J
(a) ship, sure, national, shade, admission, ammunition
3 ^!
| 16. ; pleasure, vision, measure, fusion, closure, treasure
- - - - - - -
L. J7- h j ;Ihot,
5 whole, ahead, hand hard, hobby, hut, hug, hat
| 18. m ; ; more, hammer, sum, make, met amount, comb, income
r ! T ( V I " " Ifleece, sea, machine, these, seat, cheese, gr[ef, conceal
jj 7. a !>/». |(3fr) lot, odd, wash, hot, off, box, model, revolve
i! 8. ; 3:
! 9. : m foot, good, put, book, full, should, wood
;l! ...-:.
u: j (®) i; goose, two, blue, group, rule, tube, suit, loom, musk)
-
io.
i 2. ai
ai ! ( an? y lprice, high, try, bite, bright, liar, tiger; outside
:J
j 3. 31
d i | (sffc ) \choice, boy, boil, toy, loiter, employ, exploit
! 4. ; au
3U !{ ) i!goat, show, no, old, both, coastal
;[ 6. j i9
13 .1 ( ^ ) 1 near, here, weary, cheer, mere, jeer, dear, appear
n
) ! 7- ea
8. ;; ua
Exercise:
Write the phonetic transcriptions of the following words :
1. pen 7. poor 13. bright 19.house
2. judge, 8. big 14. curd 20. chain
3. snake 9. face .15, thank you 21. brother
4. yes 10. zoo 16. ship 22. sing
5. card 11. water 17. bad 23. serve
6. gate 12. hot 18. all 24. suit
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
k break/breik/
g flag/flaeg/ / Tf^T /
tj rich/ritj/
dj badge /bsei
f life/larf/
v aye Avei!
e / f i m /
5
s SS /fAS/ / m r /
z / '^fcTS?^/
J / 'f^I /
3 / fifm /
h / t e / '
m
/-tj^ry-
n
/ ftR/
1 / f W
1 / ^PJ^ef /
r /
j . granular/ , gr»njel9(r)/
w
won/wAn/
Vowels aittfdipthongs _
i happy /haspi/. ?/r ~ 7 » /
i . fig/fig/
i; see /si:/ i / r
e ten /ten/ * » / / ftrn /
p ' cat IksXl
/
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
cc fer/fa:(ry / v r f t / - .
D lot/lot/
6 croissant /"krw$s6/ /tf /
. o: saw /so:/
0 put /pot/
u actual /aektjusl/
u: too /tu'7 /$/
A CUt/kAt/
x bird/b3:d/ / W /
a about /a'baat/
ei fade /feid/ / 3T 3F35 /
90 go /g90/
ai five/faxv/ / T O /
01 boy /box/ / w /
ao now /nao/ . /3T5/
near/nii / w /
chaif/tj / mco /
mre/pj / ^eo /
nds: /
ztv^frf> ^ wra W f Organs o sffa (tongue), cTTSJ (palate),
(teeth) I, HTcU <PT >n^n (Nasal I ords) W 3ft ^ <fl
freely t 3TT obstruct ( ch sounds f I
2, Classify t Speech Sounds:
44} 12 Pure vowels 3 8 Diphthongs
/ Glider/Di ;eisound$
(OVo oiinds\ 4 s( w j r w j cp^r ^ r ^ 3 t f ? an ^ ^ r r a 3ft
garp«pe,e<ih Vffetf ^ t ST^rfc^ ?3FfT f r e e l y 3TTcftt, sounds
3ft
vowel soiuv
3ft "3?sr(ii)3>T
Cons
3ft^ Mrorgan of speech «nf^TcT 3>^cTT t eft consonant sound 11
3. Vowel Sounds:
(a) Purt Vowel Sounds: S335J vJ^K"! points of articulation 3> feRj)
' change ^ STTcTT I . SWfc^ 3 TJ3? ^T ^ ^TPT 3ft sjfa Trftf (glide) l i f
cf^cft t |
(i) Pure Long Vowel Sounds and Symbols
od, crooked
lei, revolve
^ pusfcome, blood, butter, country
ten, pen, bed, edge, breath, chemical, generator
another, account connect, humao.- doctor, drama
bad, axe, cattle, gradual, antelope
Pure short vowel sounds m vJx^Kuj w^T ^ vfr*T ^ ftsjfcf ^T
( '
/ f O
1. ^t, supper
2. jubble
3. ( f a t h
4 V Vd4y' fdumb
5. ,cane
6. gain, b e g i n
y
7. Y t\r/ chain, chess, nature, c h a r m , f u t u r e
S. j o i n , j e t , j u d g e , gently, g r u d g e
-9. —/r/VJ —facerfallroffeirafford
10. 3 Vain, vet, Jest, e v a l u a t i o n
11. /e/ thank, think, a u t h o r i t y . t h i e f , Jhin
12. /«/ then, this,rather, b r o t h e r , t h e r e
13. /s/ ^ET sea, soon, neice, sale, p r o c e s s
14. /•z/ ^T zoo, opposite, zero, p u ^ I e , f u s e
15. 7J/ .SI shade, ship, admission, a m m u n i t i o n
16: /3/ - measure^fusiqn, closure, t r e a s u r e
17.. /h/ * hand, feard, hobby, hut, h a t
18. I mi T make, inet, amount, c o m b , i n c o m e
19. /n/ T. n i g h t , n e t , nine, p u n , g r a v i t a t i o n
20. . /ft/ ^ long, sing, finger, m i n g l e , b e i n g
21. /l/ lamp, let, shuttle, l o g i c a l , c l a s s i c a l
22. /r/ cl rain, draft, penetration, r i g i d
23. /j/ jyes,yet, cap$yle,jyunity, u n i f o r m
/ .t, / ^T w a i t wet. whistle, water, w a s t e
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
f \Jtfc|KU|
cPTtTT unm t 1 ^ m vstttiw srnpr mv
# 3 halfcl front TFTuseBtcTJ t B^TR^T fil
ised froni Tm use ^ oFRTT 11
/ai/0
-Bts-iinroundei t a j i ) ^r / i / ( ^ ) ^ mv> VJTRTT 1 1 w&m <ix«JK u i a n ^ r - ^ r w i
vfTcTT
/ a u / ( 3 T n 3 ) - ^ H 3 sound - M/ a / ( ecPTcIT
n ) $t /o/(x3)
aft? vjfta^tf5T frontglide
TFT use BftTT
3RcTT 11^BcfT 11 ^ S W
spfra>T
?FFTBf cf unrounded open position ^ Bt^.f cf^JT ^ f t r cf>j back TFT use BtcTT t
sound/o/(^f) tfi afft glide % cff rounded ^
(above h&lf close) VR^t cFRt i nan u?TT 357 centralised TFT use eFTcTT 1 1
/ 01 / - sound / o / (3ff) ft / ( f ) 3ft? glide ^TcTT t 1 ^TT^T
(lips) rounded Bt^ f ? m back ^ f use f i W i i f ^ g t?Rf sound
/ i /(5) ^ ^ glide fp^n f ifi Bfa unrounded Bt ^IcT t sft^ uft^ W front WT half close
position ^T just above ^BcTT t l
sound/e/(3Q if / o / Q 3 ) ^ 3Tt^f glide^j^cTT I I f ^ J T sound
TOT lips unrounded position 3 B^cT t <1 vifm central TFT half close position just
below BtcfT yR sound/ 6fQS) ^ t -sft^ glide W m % eft BT3 rounded position ^
Bt vTTcl.l viftT • back TFT half close position ^ just above BtcTT 1 1
•' ! ( y 3 1 ) ~ SOurid / e / 0?) ^ / e / (3T) a f a g l i d e tPTcTT t I ^ n T 0 ! STT?^
^ ^ ^FFJ B f e ( l i p s ) unrounded ? h a l f open p o s i t i o n 3 Btct t af v f l T cfrr front TFT use B l ^
5
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9413388280
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
, . - t e sounds BWR"! 3TB1? SIT Tfi 3317T 3ft organs of speech 3JT) obstruct
3>7^ £ frlTRt sound 3 audible friction (Sc3ft TI n4ullc43> eqft) efl.% sounds,
consonant ^ SfTct g l SIR consonant sound 3>7 audible friction HS^ff 3>$ |
Consonants ^ sounds tJBWtft ^ fcR (a) Place of Articulation (3^17*1 ^T ^
W i ) 3 (b) Manner pf Articulation) C3WTC°i 3>I $ m i 3 WT=T 3J7T1 a t w q f r
Place of Articulation.
(ii) Labio-dental: F (30, V (3) 3ft 3tcfft 37 33 s f a \5>37 3* 3ft touch «ft3T
I
(Hi) Dental : 6 (3J), d iflctft 37-»ita 3>- 3Tgft 33 teRT (Tip) ^ ^ ^tcff ^
(back of the teeth) 3ft touch W n ^nf^Tr
(iv) A l v e o l a r ( t J o l f a a i o R ) : T ( 2 ) , D (3), S OH), Z C5T), N (3), L 3ft 3 7 u f a 3 3 fc317T
(Tip) f%>RTT (blade), ^ r f f 3Tcff 3 3 ^ 7 (hard p a l a t e ) 3* W T ^ l 3Tct TT3
(teeth ridge) 3ft t o u c h 3 ^ I
(v) P o s t - a l v e o l a r : R (7) 3 f t 3toT^ s f t r 3 3 tip, teeth r i d g e 3> ^ c T 3 F ? 3Tcf tTT^ $
TFT 3ft touch 3T73T |
• (vi) P a l a t o - a l v e o l a r : tf (W), cfc (vJT), J (3T. 3),.3 (yT) 3ft 33 3T^t (blade)
eft teeth ridge 3 f t t o u c h 3>WT % 3 3fl*r 3 3 front, hard palate 3ft 3 £1 \
(vii) P a l a t a l : j (T) 3 f t s f t r 3 3 front 3TcTT TFT h a r d palate 3 f t t o u c h 3>7cTT 11'
(viii) V e l a r : k (35), g (3), I) 0*0 ^ ^fft vfr»T 3 3 ftSoIT TFT (back), soft palate 3ft
touch 3>7m $ I
(ix) Glottal; h (3) 3ft glottis (737 organ of speech) 3 3tefT vffilT 1 1
4.2 Manner of Articulation:
(0 Plosive: P, T, K, B, D, G 3ft 37 33TCT 3ft Wfgf £T7F 3T ^ST ^ f ^ f t fa^ 37 <fP3
T
3ef 3> fcHJ £°fcT3T 7t3> feT3T t (complete closure) 3 f ^ 7 sudden release ^
vh^l)t^Pf Pl^d^ft § | ^TftfeP? plosive
33?T un?TT 1 1
(ii) Affricate : t/ cfc (ST) 3ft 3tHft 37 Plos; S7B ?3T7f 3ft cRTT 7t3> fcT3T
(complete closure) ^TTcTT t 3 slow release ^T wfFfT) f^TT t fSTTTT*
i) Ptfrtiefl 1 1
Ciii) Fricative: f, v, 6,5, s, g O k h ^ ^ c f f t articulators C^ftT. anfe),-
passive articulators (3TcT, cTTeJ S3T7T 3ft 37^7 3> fcT^
7I3^T (narrow) WRI 37 audible friction
tpTcft 1 1 ? vncfT
(iv) Nasal m, n, 5 W r a 3ft 3TB7.
PIWII t eft 3 ? tecRft t l ^TfttcFf
(v) Lateral (j I Sfrelft 37 3> f t3T7T, vjftr 3ft
3FToT-37TcT 3> gap teeth ^ friction f M teci ^ricft
11 I T f t f ^ j # late:
(vi) Semi-vo ive 3 passive articulators ^ I ^ T , ?T7ir
tm t 3TT7TFft f ^ T friction 3*
3 3T57 teef vTfcft emi-vowel <*>sci § I
(vil) Frictionless nt or trill or rolled: r (7) «TloA 37 active articulator, passive
articulator 7t 3§cT 317 ci^Kk) 7 ^ f 3 fTft 33T7T "ft iftx?7* no audible friction (t^Tf
•EFN I 3 > < H R H ^ ^-ifrictionless c o n t i n u a n t - ^ g ^ ^ i -
- Phonetic Transcription
Points to Remember (e3R THft fitep:
1. All the 44 Phonetic symbols and their sounds must be in your mind.
i^^fit^honetic transcription, write only one symbol of a letter, even if this letter is double.
v l ^ i V o r example: .
conaaission - /kofcjifon/ .ifc'faSfr
affirm - ./e'fean/ . aP^JSpr
legally : - /lkgok/ c?T»ffcf"
7 ' tree , v ; - /trii/ $
l
In these,words 'mm', 'ss\ 'fp, 'IP, ee' are double letters but in phonetic transcription only
singlesymboiw, *s\ T , T , 'i'hasbeen written.
^ 3 double letters ^ T ^ phonetic transcription^ v^ single symbol
f^^rFfl infill
4. In phonetic transcription letter V remains un followed by a consonant but,' if V is
followed by a vowel sound, thermit imsential t iso.remain unwritten if the word I
ends with final'r'
Examples:
Fort /fo:t V follovved-oy a consonant)
brush /brAf V followed by a vowel
never / neva /-- (word ends with fina
vjjrii m "r: ' ^ t teRSn w n c n t l ^ g ;
v $ «n<r 3TT vSTT^r ?fr
Ifawordei silent 'e', then, :en but if the final 'e' gives a
sound, then,| is wrii
Examples:
give
bonafide ^naft'qnsfe
% silent % c f l M fcTO! vin?n % f ^ g trf^tjg
e s f r ^ T l t eft %TcPT symbol feP!3T «u<iMi I
v
In a word, if there vowels together but they give out a single sound, then, only one
-^symbol-ofthe-soundthey-give^s Avritten^
Examples:
leaVe - /Ihv/ c¥l«r
beef - to/
toak - /tgk/
receive - /n'siiv/
believe - /bilUv/ . ft'cflra
caught - /ko:t/
brought - 7bro:t/
vowels ^ra-^HTO f ftoRT? sgfa T ^ ^T f eft vft S f f t f^Rjcf
^ I tl symbol uHcn 11
In a word, if two vowels are together and give out sounds either of Diphthongs or of individual
vowel, then, double symbols of the sounds they represent will be written.
Examples:
near - /nig/ ftsi
their - /See/
peer - /pi©/ fer
I gad
11. Phonemes 3ft vTT333$ | c+s+c ( f t e - 7 + ^ + consonant + syllable +
consonant cFfa phonemes 11 3 ? english sound system 3ft t,l
12, Syllables, 20 vowels (longvowels + short vowiels + Diphthongs)^ sounds 3ft I
u
Syllables, consonant 3> 7TW ftcT3>7 3 TT^t vJ*MK 'i 3ft T33T 3>7^ f |
W 3 fufcfft vowel sound ^tft eft syllable 'ft w f t €l I train
33 structure t CCVC consonant (t) + consonant (r) + vowel (ai) + consonant (n).
^fT cTTS 1HFS3 33 structure sTffi 3>7 phonetic transcription 3>$ eft SIRIPft T ^ f t I
Exercise - 3 : Write the phonetic symbols representing the sounds which make the pro-
nunciation of words different from each other.
1. reach rich Z ten tan
3. pen pun 4. bat but
5. teen tin 6. beat bat
Exercise - 4 : Identify vowels/ diphthongs in the underlined parts of the following words-
fan, tall, father, sit, jam, boss, wool .
Exercise-5: Identify vowels/diphthongs in the underlined parts of the following words-
now. know, low, law; close, claws, late, let, white, wait, hgre, hair, poor.
Exercise - 6 : Write the phonetic symbols of the following words:
(Course Reader :Cbaptcr-l)
1. pen 11. water 21. brother
2. judge 12. hot 22. sing
3. snake 13. bright 23.serve
4. yes 14^cu*d 24. suit _ ,.. :
5. card :>. ti^atuc you 25.chair
Exercise-7:(a)In rds gi wlhere is a silent letter. Point it out and
write one more-similar woi (Course Reader: Chapter-2)
Example/Should => could
Would! coupy halt bridge
(bXWritrtfie phonetic transcriptions of the f< s^and verify these from a pro-
noUncsng dictionary: (Coursc Reader: Chapter-2)
destiny! pf 'acceptance, curio: opinion, genuine, incredible,
astonishing, poi (both e, disappointed, impulsive,
Exercise uhce the following words from the lesson
keeping the rul (Course Reader: Cbapter-5)
born (Sai officer,,service, course, work, army, surgeon, try,
start, during, thin ted, forty, particular, harmful, other, borne, certain, whether.
water,-j<&vae,vi
Exercise honetic scripts of the following homophonical words and write a
sentence on each to illustrate the difference: (Course Reader: Chapter-11)
fere, fair; story, storey; piece, peace; meet, meat; vain, vein; die, dye; board, bored; whole,
hole; practise, practice.
Exercise - 1 0 : Write the phonetic transcription of the following words and check these from
a dictionary. Also practise pronouncing these words correctly: (Course Reader: Chapter-13)
catastrophe, alternative, parchment, pucker, sOmbre, mythological,- kitsch, enhance, afflu-
ence^ resounding, saviour, moustache. -
Exercise - 1 1 : Give a phonetic script of the following words:
(Course Reader; Chapter-16)
snare, where, air, pain, again, afraid,- face, place, paw.
SOLUTIONS
Solutions to Exercise : 1 :
1. Full = / fbl / Fool /fuil/
2. Hill = / hil / Heel / hi:l /
3. Year ='/jie(r)/ Ear /ia(r) /
A Mftra = ,/. mm/r^ / K/ofA = / ,
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
civil
m e e t o
grandeur
(c) Tri-syllabic won vowel
" eny; /in vizidj/
lies / d§ja»si3
;e / b e£ij
vllabic words vowel.
vccvcvcvc
cvccvcvccs?c\ rkrKT k s V a a i d /
Ascription WZ §
LCISES
Exercise - 1 : Bh MieticaJly transcribe the following words:
1. Full A \ \ M P 2. Hill - - Heel
3. Year - \ 4. Mere - Mare
5. Know - No 6. Note - Not
7. Seat Sit 8. - Edge Age
9. Glose - Clause 10. Great - Greet
tl. Village (Sample Paper 2006-07)
IZ Drive (Sr. Sec. Exam. 2007)
13. Baby (Sr. Sec. Exam. 2007)
14, Yesterday (Sr.Sec.Exara.2008)
15. Women (Sr. Sec. Exam. 2008)
16. Chair . (Sr. Sec, Exam.A0Q9) _ ... . ... .. .
17. Afternoon (Sr. Sec. Exam. 2009)
18. Tiger (Sr. Sec. Exam. 2010)
19. Engine (Sr. Sec. Exam. 2010)
jr
Exercise-2: Write the phonetic symbols representing the sounds which make the pro-
nunciation of the two words different from each other :
feet fit neat - knit
pull pool shut shoot
hit heat
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9413388280 168
eva
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
4./»7 /A/
Solutions to Exercise : 6 :
h / J>en 7 — 6. / o « t / - 11. /wo:te/ 16,/JrI»7 21. 7 /
1 /d3Ad3/ 7. / J > o o / 12. / hut / 17. / b«d / / si^ /
&
3. / snexk / /big/ 13. /broit/ 18. /oil/ 23. / S3:V /
4. / jes / 9. / feis / 14. / k y d / 19. / hoos / 24. / suit /
5. / ka:d / 10. / zu: / ' 15. / ©»nkju: / 20. / t / e m / 25. / t/ee /
Solutions to Exercise : 7
(a) w o u l d - know
coup - tomb
half - calf
- fridge
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9413388280 170
Wo
6.Die,dye['dai]
He died of heart-failure.
He dyed my shirt red.
7. Board, bored fbo:d]
.. His employes provided him board and lodging.
. She had a bored expression on her face.
or
The machine bored through solid rocks.
8. Whole, hole {'heol]
Snakes swallow their victims whole.
The mouse ran into its .hole.
9. Practise, practice J'prsel
He practised playing me harmonium.
Practice makes a me
Solutions to Exercise 10
catastr^
alter
parct
pucke>
sombre
lologiq
sch
Enhance
luence
if}/
^ervja /
)=
= / mo'sta:/ or mo'sta:/ /
jrcise: 11:
snare - / 'snea(r) /
where — / fwea(r) /
air - / 'eo /
pain - / 'Pern /
again - / ©'gen or. e'gem /
afraid - / e'freid /
face . — / 'feis /
place - / 'pleis /
paw - / 'pa: /
REPORT EECH
(DIRECT S R E ^ H A ECT SPEECH)
•Slmp\e v
• • $ n raining since morning.
/-
(5)
4
Direct
i r*o /-»Y :\HerSlj<l
\ Vtiap^took my pencil.' 1
Indirect sVid-Ahat Hari h a d j a k e n his pencil.
(6) Past cortt in uotfs 7 b e c o m e s j past perfect c o n t i n u o u s . /
Direct : S h e said, "I w a s listening to the R a d i o . "
Indirect : She said that she had been listening to the R a d i o
(7) C a n ] b e c o m e s c.ould.j
f J i r e c t : H e said, -'Rama can m e n d it." / / ^ l
Indirect : H e said that R a m a could m e n d it. / '
(8) M a y b e c o m e s n n g h u
D i r e c t : H e said, "I may c o m e . " ^
Indirect He said that he
(9) Shall b e c o m e s should, (
,Direct : H e s d ^ ^ a m a cdme.'Jj
Indirect : H ^ ^ a i d that R a m a j j h q p l d f f o m e .
' itli're tehs&SHallAyill b e c ^ e s ^ o u 1 d /
D i r e c T T l s a i ^ 7 t < r Sita, "I s j i ^ j K l j ^ v o u Z ? ^ ^ '
I P I n d i r e c t : I t o l | Sita Aox I j w o u l d h e l p her.
D i r e c t : He « a i ^ > ^ j ^ h a n _ b e leaving sop-aA .
Indirect : He satd that h€"\vould J ^ l ^ a ^ M
Direct : He s a i d . ^ 5 f ) ^ \ l l V
I n d i r e c t : H e said w a V s b f V w o U t f i ^ t o r
N o t e . — T h e c h a n g e o A s h a l l to VoUlU ^ p e first p e r s o n p r o n o u n c h a n g e s to
third'person. ' \
(11) (i) Future becomes ^ojjaiti
(ii) F u t u r e p e r f e c t ^ e p o r f i e s c o n d i t i o n a l p e r f e c t ,
(in) Conditional becomes conditional perfect. However, the conditional m
polite requests remain unchanged.
(12) T h e verbs, ' w o u l d , s h o u l d , o u g h t to, m i g h t , c o u l d , had b e t t e r ' d o not
change.
D i r e c t : H e said, " S h e o u g h t to b e h a v e p r o p e r l y . "
I n d i r e c t : H e said that she o u g h t to b e h a v e
\J l J Cc," "'! h/oCi^Y'
^ t
Indr
i L ^e t l • H e \ a r d V h
X\
Direct \ H e . V" -•
I n d i r ^^ t V H ^
p \ a, \ d ) t h a t h e j w-
^nT'lolgo.
Iii) N e c e s s f y y v t f p e o r r i p u l s i o n in the f u t u r e ; a s a s u b s t i t u t e f o r 'shall h a v e to .
T h i s , o ^ P t f o u r s e , b e h a v e s like a f u t u r e , a n d c h a n g e s t o the c o n d i t i o n a l in
r e p o r t e d s p e e c h f o r ' m u s t ' and ' n e e d n ' t ' .
D i r e c t : H e s a i d , "I m u s t g o next w e e k . "
I n d i r e c t : H e s a i d ( t h a t ) h e [would h a v & j o j g o i h j / i n g wees-
D i r e c t : H e s a i d , "I n e e d n ' t g o next w e e k . "
Indi r e c t : H e s a i d ( t h a t ) he~ w o u l d n ' t h a v e to/gj> t h e f o l l o w i n g weest.
D i r e c t : H e s a i d , "I m u s t n ' t g o n e ^ '' ' A
Indirect : H e said (that) h e ^ a s n '
P e r m a n e n t r u l i n g o r pro)>fbi\iofl is e meanini then the 'must'
f remains unchanged.
D i r e c t : H e s<ftd\) You n)usln ' t ' i r o s s / t h e r o a d a g a i n s t t h e r e d light."
I n d i r e c t : H e (told us^v/ernus ^ i c r J i s the road against t h y f e ^ ) i g h t .
^ P h e f o l l o w i n g a r k ^ e x c B p t i o n s and r e unchanged :
^a) If t h e r e p o r t e d . ' s p e e c ^ related to s o m e universjiI A ti\Ut'
simple present\tens in t h e r e p o r t e d s p e e c h /($.
Direct : He\$ai l a n is, m o r t a l , " ^
I n d i r e c t : H e sa
D i r e c t : S h e sa rew-ard\
I n d i r e c t : S h e s* ^JV^v/ard.
(b) If t h e reported istorical fact, t h e s i m p l e p a s t t e n s e
remains unchang
Direct : H e said, r e n o u n c e d w a r a f t e r t h e c o n q u e s t of K a l i n g a . "
Indirec r e n o u n c e d w a r a f t e r t h e c o n q u e s t of K a l i n g a .
T h e isrrr
^ ^ ^ ^ ^ past continuous tense in t h e r e p o r t e d - s p e e c h remains;
uncKanged, it E x p r e s s e s two* a c t i o n s w h i c h t o o k g l a c e at t h e s a m e t i m e .
D i r e c t : S h e s a i d , "I w a s p l a y i n g in t h e p a r k w h e n it b e g a n j o _ r a i n . "
I n d i r e c t : S h e s a i d that s h e was~pTaylng in t h e " p a r k x w h e n it b e g a n t o rain.
-V
1 L-a-v^
D i r e c t I/ "' Indirect
!
ago before, earlier
now then -xa-
today that
tonight
yesterday
tomorrow ajter
last n i g h t h £ > r £ h t b e f o r e / . t h e p r e v i o u s night
next week the f o l l o w i n g week
last w e e k the previous week
the day before two days before
t h e d a y a f t e r to two d a y s later.
Other words
Direct
Indirect
here
there
this
that
rh c r»
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
Direct
thus that w a y
hence
hither thi
hereby the'
henceforwarc th ipefcjrward
D i r e c t : Shpl s a going n o w .
z^hject : s he w a s g a t n g t h e n ,
/ D i r e c t : She^saJd s coming tomorrow.
^ v ^ t he was coming tMrtexJ^d^y-
irect - H e s a i d , " L a s t night I met \
n d i r e o y : H e s a i d t h a t h e had jfT^tlys, tViepo t i ^ - A ^ i o u s night.
H e s a i d , "I m e t
' ^"rt-tji&f\Qjatftwo days before.
i f j W e this e v e n i n g . "
t \ h s T ' W s J g l a d to be t h e r e t h a t e v e n i n g . , 1
s h o u l d b e c o m p l i e d with. O T P ^ n ^ "Tsf I I
(1) In indirect speech, the q u e s t i o n f o J e s to the s t a t e m e n t f o r m . T h a t is,
the verb is placed after the s u b j e c t /The mark of interrogation (?) is replaced
by full stop.
(2) T h e reporting verb ' s a X ^ o r 'tell' fchduld >e replaced by ask, inquire, d e m a n d ,
question, w a n M T r i n o V wonder! be r b c a n take a direct o b j e c t . But
other verbs Vtte f r a y i r e , w o n d e r k n o w d o not take direct object.
(3) >jthe qua egin^jin D i r e c t - S p e e c h with an interrogative w o r d , &ych_
l o . whc _ . J ^ ^ j f h i c h . w h e n , why, v / h o s e ^ h o w l etc.. n o c o n j u n c t i o n
'(duch as ' t h a t ' ) i T u i s e ^ o i n t r o d u c e the i n d i r e e r ^ p e ^ c h .
(4) ^ the a n o m a l o b s - v t r b s ' a m , is, a r ^ y^fs^wer&r^Qes, do, did, has, have,
^ - W i l k j h a l J ^ c ^ ^ i a y , etc., i n ^ r o ^ f r v e w o T d s and the
(qU^stioB/begins with o n e of t h , . . ^ . ' i f ' or ' w h e t h e r ' is
ZseiTjo introduce the i n d i r e c t \ s p ? _ er w o r d s , ' i f ' or ' w h e t h e r '
should he. lised w h g n - t h i j Sjugstion peech may h a v e ' y e s ' or 'no'
for j H f ^ s \ v W . \ U ( ^ u a f i y \ ' f i .r' are i n t e r c h a n g e a b l e . ' W h e t h e r ' is
bed V ized and the q u e s t i o n c o n t a i n s a
nal c l a u s e !
(5) T h e r e \ i s \ n o ^ 5 h a W e \ [ r ) X h e w o r d - o r d e r if the q u e s t i o n - w o r d is t h e s u b j e c t of
the sent&nc^. H o w e v e r , the word order of the question is c h a n g e d , i.e., the
s u b j e c t i r m a c c d b e f o r e the auxiliary verb in the q u e s t i o n in d i r e c t speech
has ' y e ^ o r ' n o ' to an answer.
T h e tenses of the v e r b s , the p r o n o u n s , the p o s s e s s i v e a d j e c t i v e s , a d v e r b s of
t i m e and p l a c e c h a n g e as in t h e c a s e of statements. T h e r e will b e j i o _ c h a n g e
for "would, should, could, might, dare, need, ouzhC4o]^i used to".
Direct : H e said, " W h e r e are y o u going?"
Indirect : He asked w h e r e I w a s going:
Direct : He said, " W h e t T f f i ^ W j ^ o Cheijind
Indirect : He q u e s t i o n e d wj: gone
Direct : He said, " W h o ^ ^ f i r s 'reside'
Indirect : He asked w h o f % IfirsSt Pre! I i dent
Direct : her, 'V&?h|tt. i r e yw^ /u r e a d i n ^ 7
Indirect : {|e k s k e d her w h a t t e h ^ j w p reading.
Direct : .Sh&^ayJi to him, " W h y J i a / y o u r m o t h e r sej>
Indirect : S im w h y his m o t h e r had
Direct : T h a i d , " W h o s e b o o k is ttfi
Indirect : T asked whose
Direct : S h e asked -sChctol^cte-w
Indirect : She vi
Direct : H e ask'
Indirect : H e a s
Direct : H e said fay_cricket?" ^ Lrf f or _u ^ r
Indirect : H e aske
?
Direct : H e said
y o u listen t<Tsuch a m a n ? "
Indirect : H e a s k e d t h e m w h e t h e r t h e y w o u l d listen t o s u c h a m a n .
Direct : H e said to m e , " H a v e y o u _ s e e n h i m a n y w h e r e ? "
Indirect : He asked m e if I h a d s e e n h i m a n y w h e r e .
Direct : H e said, " S h a l t i e v e r f o r g e t h e r ? "
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
0
( D i r e c t : He said, "Shall I o p e n j h e
) Indirect : He asked i f he "should Window.
Direct : He said, "Has she gone?,
Indirect : He asked whether she
Direct.: He said, " D i d ybu hear
Indirect : He/feked, i f T\npd hea :d t'tie
Direct : The,((lerk asked " D o yoti wan a first class or s e c o n d class ticket?"
M J f t 'd w h e t h e wanted a first class o r second class
/ticket,
v D k s c t : She aske 1 ou miss the train.wilf
p r e f e c t : She a s k e me"whether I w o y t d > | y \ i ^ed t h e train.
ftie asked her father, " H a ^ \ y W W $ ;s f o r m e ? "
She asked her faster ( f f O d i a i Joks f o r her.
H e ^ a i d , "Dq,Y<$u<#u<^'-wha i'^\op>rfig
In dip s^c o m i n g.
t \ \ .. ,
Ditect . ie s a i d / ' - j i\ -w)who
vvy killed him?"
IncliVedt H e \ s k c K^Ji lopevTwho had killed him.
Direct v^ \.. •H < ^ f d a^jd^you w o n d e r why 1 didn't c o m e ? "
I n d i r e c t Y j j e a s W d if I ' d w o n d e r e d why he hadn't c o m e .
C G t n m a n d s j t ; k 1 ' f t t q u e s t j j l m j j e r a t i v e Sentence)
An imperative s e n t e n c e is reported in the indirect speech in a c c o r d a n c e with th
f o l l o w i n g rules.
(1) T h e reporting v e r b 'say' or 'tell' is changed verb signifying a
c o m m a n d J j s Q u e s t . _ a d v i c e , ai>d so_on. T h e verb, >e suited to the sense
or context. /^trfX-
Suitable verbs which can g o with imperative sent</nd iven b e l o w .
(a) Command ' j^gJ^/M - j r ^ r r ^ j i r(sdf
decree
J 1
Order, bid^ teLL, c o m n v - Summon, 'hreaten,
instruct, direct, she
(b) &
3 - R e q u e s t , as,k,(beg, e n t r e a t , be h, plead,.sohciu invite, supDlitrJite i n i p ! ^ ^ * ' ^ '
etc.
(0 Advice
Advise, e < i n v Q K C ' innpek u ' " ' — Je, etc.
(d) P r o h i b i t i o n
Warn,. f o r b i d / j T r c ^ j b u j f f i v e n t . etc.
(2) The imperative
(3) T h e reporting v *dclressed and the ' t o - i n f i n i t i v e . '
(4) T h e vocatives ai^ iittd, o ^ c f t frTthe r e p o r t i n g v e r b .
(5) T h e verb of the ech\is^€nanged into an i n f i n i t i v e .
(")
If the c o m m a n d negative, the r e p o r t i n g v e r b is c h a n g e d into
forbid.
(7) ' P l e a s e ' or ' K i n d l y ' a r e n o t used in indirect s p e e c h .
(8) T h e v e r b d o e s not c h a n g e its tense. But the p r o n o u n s , the p o s s e s s i v e
a d j e c t i v e s , a d v e r b s o f t i m e and p l a c e c h a n g e as in t h e c a s e of s t a t e m e n t s .
(9) Let us, let t h e m , let h i m etc. are reported using the v e r b s u g g e s t . W h e n 'let'
e x p r e s s e s a p r o p o s a l o r s u g g e s t i o n , w e may u s e ' s h o u l d ' a n d c h a n g e the
r e p o r t i n g v e r b i n t o " p r o p o s e d " or " s u g g e s t e d " . S o m e t i m e s (he v e r b is
c h a n g e d to t h e Present P a r t i c i p l e (v +• f o r m ) . W h e n J j e L d p e s not e x p r e s j _
a proposalr-it-shpuld becl^riged/Hlit might' o c _ J I l i g h L b g ^ l ^ w e d ^ T h ^ (
r e p o r t i n g v e r b c a n blT n wTshed T yc>, ested".
(10) ' C o u l d I / C o u l d Y o u ' i s r e p o r t / d with[ as|k, r e q u e s t o r invite.
(11) ' Y e s ' a n d ' N o ' are ( r e p o r t e d subjecty^an^ a u x i l i a r y v e r b .
Examples :
Advice - Direct tfeach^f said, " B g y ^ w o r k h a r d a n d s t e a d i l y . "
yrect : t e a c h e r / a d v i s e d t h e b o y s to w o r k h a r d a n d s t e a d i l y .
st : Direct : I !sailjj^/him, "Give m e your b ^ o V y
>ive meJw§T\q\
irect : I r e q u e s t e d h i m to"""""" "
n : D f r e c t . : H e said to his' s o n ^ l ^ k n o ^ s t e e a ^ f m e V i n d m i s s t h e t r a i n . "
dipg^t : H e c a u t i o n e d his a | e j i r m m i s s the t r a i n .
Cohunattd : E^ect kb-rSj
He i f U K O A t R ^ ^ o r k V -rs^"Finish the work before this
evenirrg\"
ke\o^d^d\th^^^^is^o4inish t h e w o r k b e f o r e that e v e n i n g .
O r d e r \ Direct : V H ^ i r g ^ m i Y ' y s a ^ l h c King.
Incjii^ct : T^lte K \ n g ^ m £ k ; r e d t h e m to h a n g h i m .
S u g ges1' vV L" r&,c
' : V l T m a y be a g o o d idea to get it p r i n t e d , " said m y f r i e n d s .
l n d i t i e d t ^ j y j J y f r i e n d s s u g g e s t e d that I . s h o u l d get it p r i n t e d .
i n s t r u c t i o i W l 5 i r e c l : H e said to m e , " T u r n left a n d ihenTgo s t r a i g h t to rcach the
bank."
Indirect : H e i n s t r u c t e d m e to turn l e f t a n d then, g o s t r a i g h t to r e a c h the
bank.
T h r e a t : D i r e c t : "I'll hit y o u , " she said to m e .
I n d i r e c t : S h e t h r e a t e n e d to hit m e .
O i l e r : Direct : "Can I help you?" thpxwoman
Indirect : T h e woman offered i(qe\o heip.
Direct : " W e l c o i ^ C ^ o V ) u l \ ^ u s e -
J\
I n d i r e c t : T h e y invitee} (jrie
\ ' x ' Sa
Uheirt h o u s e . 'f^U^-Ai
W a r n i n g : D i r e e ^ r s y e saidVo/'t! lem, n ; t e o the're."
indirect ) He warned them n o ^ j x j A o there,
Promise : Dir» e said, ' T i l p ^ y j ^ r you."
Indirect sed to p a y f o r m e .
\ '^fpology Din s o n y I a m u n a b l e to
Indirect l o g i z e d f o r n o t beitftflVb'
Other Exaples :
Direct :
Indirect s o m e tea.
D i r e c t : H e sa { m e do my work please."
Indirect : He r i e n d t h a t lie m i g h t b e a l l o w e d to d o h i s w o r k ,
Direct : She : us have s o m e music."
Indirect : Sh suggested ( o r j j r o p o s e d l j a . . . us t h a t we should have some
music.
D i r e c t : S h e s a i d , " L e t u s g o to a f i l m . '
I n d i r e c t : S h e s u g g e s t e d g o i n g to a fil^vi.^J
D i r e c t : H e s a i d . "If I w e r i T v o u . I s h o u l d s e e a d e n t i s t . "
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
E x h a l a t i o n s , a M Wtgftes ( E x c l a m a t o r y Sentences)
in convertingVari- ex*; -entence from direct speech to indirect speech, the
following rules are obsWyid''
(1) The r e p o r t t ^ ^ s c ^ g p d into s y c ^ v e v b a r o r ^ r ^ i o n s ^ f descnpnoa
as exclaim, ^ppfaud,. confe&s^J^Mcove, cry_ out,, yttt, wish, thank,
congratulate, appreciate,' warn,' screafnTshout, bid, or any other verb which
conveys the feeling of exclamation or y " )
(2) All interjections and exclamations are ^ m t t e ^ a n d tWfjteeipse is conveyed
by means of frKgre&si£ns, such as 'wilK^fegr|£, w'itn xielighij, with joy, with
sorrow, with c&'iffeffipfV with impatience, and so orf, ^s aijid ^ h e n necessary.
(3) T h e inverted commas are removed, and/replaced with thelcobjun^.tion 'that'.
Exclamatory sentences are changed inrei assertive sentences aaei/the sign of
(4) exclamation (!) is replaced wiwr^. full sro^ (.). y y
The tenses of the verbs, the pronimns, the possessi'xejicjjectives, adverbs of
(5) time and places c M f t e as in\ tf$e case of statements.
The exclamatory [expressions H o w \beatMiful!", "What a good are
(6)
changed into 1ver^j}eautifu!', a n A ' a ' W r y good idea', as arid, if n ^ e i s a r y .
In addition, thcHpjJ-e/wing are worlnrftiting with d u e carp ^
(i) We__wjsh gpqfi momAg, good evening, etc.
(ii) We bid g ^ o a x b y j J ^ / e w e l l , and so on..
(iii) Hurrah!; H ^ h i ^ H a h !
(iv) A l a s ! ; A h ! ; , A h .ss^jjfin) grief or sorrow.
(v) Good heavens^;
(vi) Hear!; Bravo\; "ess approval, a p p l a u s e or
encouragement. £
(vii) Pooh! Pshaw!' V.V e ^ •/ ^
(viii) Fie!; S h a m e o n \ y o y l r 1
r S j h a m d ; etc, etc. Express r e p r o o f . ^ E ^ T ^
(ix) Look!; Hark!; L o V A t f s h ! ; etc. e x p r e s s attention. ' ~ a! C
(x) Nonsense!; etc. express anger.
(xi) S o m e other expressions or interjections are Hello! H u s h ! G o o d
Heavens!; Good Gracious! For s h a m e ! etc.
T h e interjections express some sudden e m o t i o n — j o y , ^
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
Mixed Type - W 0 4 Cd
When s t a t e m e n t s and qu^£tltan$> be introduced by an
priate vverb,
appropriate e r b . vi7.. l l , say,(explain, rftinark el\ f o j / s t a t e m e n t s only, ask, question
v i ^ t etell
ennnirp u/nni
enquire, want t^ to wond6^<?/jc. |i J /icstions only a jr.. 1 fr.
question plus st»ie [nent is added.
Dire\ said, " I ' m tsitt /the pictures. W h e r e a t 'going?
I n d i r e j z l / ^ H e ^aid he w a s off to the picture^ >0 know where 1
w a s (going. . ,
Direct r S t e ^ r a i d , "It is cold i n f s
Indirect : He saicf^that i t ^ a s q<5Wirr4h©re\a <.ed if the w i n d c w was
°Pen- \ \ \V__Z
Direct : 'Hs^skiift \ D b WuAhfnk-iT^'iW Y3m? It is very cloudy."
Indirect a s k e d \ i ^ I \ t h ^ g k t V i v o u l d rain as it w a s very cloudy.
Direct : ( 4 ; \ r ^ 0 t r i g for a country walk. Would you like to c o m e
too?" \ \ 3 \ V3 "
Indirect H? S a u H h a t they were going f o r a c o u n t r y walk and asked il we
w o u l d like to c o m e too.
Direct : She said, "Are you free t o m o r r o w night? 1 w o u l d like you to c o m e
to m y party." .
Indirect : She asked if 1 was free the f o l l o w i n g n i g h t ^ g g p i j would like rap
.
to c o m e to her party.
// 1 1 "1 '
-t
o . S^ tedb^*
Q.2 ' T h e teacher (has said,' '"'"Rani danced on (2)yShe told that s h e is s u f f e r i n g from
the stage" tyiAU- j fever.
(Xj)) The teacher has said that Rani danced he
on the stage. said that s h e w a s s u f f e r i n g from
( 2 ) T h e teacher has told that Rani danced (4$ fever. ( )
She told that s h e is being suffered.
on the stage.
( 3 V T h e teacher said that Rani has danced Q, She said, "I am m i l k i n g the c o w . "
on the stage. ^ y ^ h e said that s h e was milking the
(4) None ( ) cow.
(2<) She told th.a4^fi nilked the c o w
T h e teacher will say, "Rahul is dancing
(3) She said tmf she/ h a t milked the cow.
on the stage"
14) N o n e ( )
t h e teacher will say that Rahul is
:eacher good boy."
d a n c i n g on the stage.
( 2 ) T h e teacher would say that R a h u l T h e tea a m e s h is a
w a s dancing on the stage. bod bo
( 3 ) T h e t e a c h e r told that had he teacher "d that R a m e s h w a s a
d a n c e d on the stage. ;ood boy.
( 4 ) T h e t e a c h e r said thalf 'he teacher said that is
d a n c e d on the stage.
^a
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
v
( ^ T l i e teacher said that Ramesh /®yl I I & said me that she will leave me
good boy.
b..
Suresh. said to me. "1 hav£/se<?n Id me that she would leave me
twice" ''soon.
(1) Suresh me thKtjM 14s se<, f ) She toid me that she wiJ] leave you
tyz .twice. soon. .-n ( )
gySwes] e that he had\seer(/fne QAJ Theyjs^u^ K^Stssnall have finished our
Zoo tw„
(3) Suresl' that- he had seen | | | they would have
the Z W work by 7 P.M.
(4) None. V — t h a t they should have
Q, He said, v;It Vr\i n k u C ^ i k ^ Jfmished our work by 7 P.M.
morning." • ^ M / t h e y said that t h e y w o u l d have
(H/f-le said tha i t pad beer finished their work by 7 P.M.
^ ^ morning. (4) None ( )
(2) He told that i f e l aiding since Q.14^R ; ahul said, "1 can solve these sums
easily." r
(3) He said that ft-^Cvould have been (1) Rafful said that he could solve those
raining since morning. ^ ^ s u r n s easily^
(4) He told that it has been raining since (2) Rahul told that he can solv> these
"V morning. ( ) y
/ sums easily.
Q^Ki She said to me, "I took-the breakfast in (•3..) Rahul told that he could solve these
the jnorning" : sums easily. - .
^ p ^ S h e told me that she-had taken the (4) Rahul said that h e could, solve these
breakfast in the morning. sums ;feasily.: ^ ( J k
(2) She said that she had taken the Q.15 Mamta said to m g f ^ l write with my leftf- , . , ^
breakfast in the morning.
, hand.": / ^ U ^ W J y ^ l If & T ^ I
(3) She .said that, she took the breakfast (1) Mamt^s&id me|(that she writes with 'Jj {j> •/<
in tire morning.
her l / f t / h a n f
(4) None. ( ) she writes with
Mamta4old l i e
He .said, |,'l was listening if o the runnins er fieff
commentary." MamtA- she wrote with
( ! ) lie told that he was listening to tl. her left. ha^d.
. miming c o m m e n t a n v / V . _ ) None
Q t f W t i said that he was listening to the four teacher said, "Th^e
§
running c o m m e n t a r y round^/tfTe Sun.
He said thatfhe'had in list^nuigvto moves
the running comrn^
my-
14.
(4) None. •P Jh?farth moved
Q.12 She said to me, "1 shall leave
/ (1) She told me that she . t ^ p g r s a i d that the earth has
soon. !d round the Sun.
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(3) She told them that they have ch^ltbd i He laid, to me, "Do J. sing a song now."
- H1) Me to me ihat he sang a song
(4) She told them that y o t / f ^ e \ h e a t ^ d l ( XJp&s
me. \ ^ ( 2 ) / H e requested me if he sang a song
Q.2 The garden to me, tljen.
spoiled my/ rden." asked.wicf ft he sang a song then.
(1) The gs said to me (4) H c ^ k f d (ijle- that he sang a song
^/brother my garden, ( )
( 2 ^ T h e g. to me that_my amttfyti-nyQWes he disturb you."
brpfther ed his garden. S h e ^ f d ) t b ^ h e m that he disturbed
O ) y f n e garde- told m
had spoiled
fe asked them if he disturbed them.
(4) The gardene(r>
(3) She asked them that he disturbed
spoiled my
them.
Q.28 The teacher said
(4) She asked them if they disturbed
making a noise. ^ . ^ , ^
them. ( )
^ f j The teacher 1oi\i t-iit^bovs that they
had made a noiWr Q.33 . Ram said, "Pay attention to me."
(1) Ram said that pay attention to him.
<0 The teacher told the boys that they
(2) Ram said that they s h o u l d p a y
(0j> had been making a noise.
The teacher told to the boys that they attention.
had been making a noise. ^ ^ s f ^ R a m asked to pay attention to him.
O ) None ( ) C4) None ' ( )
Q.29 They said to us, "We shall help you Q.34 My friend said to me, "Whers dp you
/ tomorrow." go daily"
x p ^ T h e y told us that they would help us { V y ^ f y friend asked me where I went
the next day.
daily.
(2) They told to us that they would help (2) My.frie / sa (l {o me that where J
us the next day. went
(3) They told to us that they would help Q ) My fifie td sai1H t& me that where he
them next day ^ \ \ went laaiiy. \ • ; U /
(4) None ( } \ M) My jvynere I went daily.
He said. "My sister's marriage come _ ( )
off next month." 5 j i t teacher said to me, "Have you read
(1) .He said that his sister/s (narriage shall
yiis bpek."
come off the next
(i^-The teacher askpd-inl; iC Phad read
(2) Me said to his sister's riage come
off the nex'f month that book.
(2) The t£rfcheAs;\idHtxWe Itave-Wi read
y f H e said t h a t my ft
marriage would come
( ^ j Q V t ( k d ^ a A k V ^ r f l e if he had read
(f4y He said that his sister'
would come-off the folio
( )
, / .y + j / j r S r wtiPT'F
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(4) None the above. ( ) psked to them how they had been
Q.4£ He said to me, "Had you broken(m^ home.
slate?
slat^ ' . them how they have been
"{yf He asked me i f l had bt ; slata fig home,
(2) He asked^ e asked them how we had been
slate. returning home. ( )
(3) He said ^ 5 J ) Her mother ^ai^pl'What will you have
slate. for breakftisl R ^ n : ? ' '
(4) None. :fHerijio.!lW-,sa^d yliat would she have
Q.47 ,She said tc ;eikf
/ proposal T y Smd what she shall have
T<^J}«Jakfast.
(i^ She asked mg
A \ mother asked what she will have
proposal.
far breakfast, Rajni.
O/f She asked
Her mother asked Rajni _ what she
my proposal\ *J
would have for breakfast. ( )
(3) She asked me \ f :
my proposal. Q.52 Anil said to his sister, "How djd you fare
(4) She asked me ifJ^-dcTnot accepted S in the interview?"
^ your proposal. ( ) asked his sister how she had
fared in the interview.
QA8 She said to me, " W h o teaches you
Cj.) Anil asked his sister that how she
< English?"
had fared in the interview.
s_P^She asked me who taught me English. (3) Anil asked his sister how he has fared
(2}yShe a s k e d me who t e a c h e s you in the interview. s
English. (4) None. ' 6 ' ' ( )
(3) She.asked to me taught you English. Q . ^ f ' I said to him, "Work hard."
(1) I told" him t&-SvJ>rk hard.
(4J)j None of the above. ( )
(2) I said f o / M n v t o work hard.
She said to us, "Why are you disturbing (3) Ltold is to work hard,
us ?" ' ' ~ J ^ n adv? work hard. ( )
(1) S h e s a i d to us why w e w e r e
i . 5 4 ^ % e teacH ioys, "Do not
d-fsturbing them.
nuke a - npiset
J^f) She asked us why we were disturbing
) The teVchomai^not to make a noise.
them,
MZpThe teacher ordered the boys not to
(3^,She asked us that w e | reNd'isturbinE
make a noise.
"them.
6 ) The teacher ordered t l ^ t o A t o make
( 4 ^ S h e asked us why siiVwai- lrbing
not a noise.
them. / ( )
(4) None t h ^ a b o ^ . A \ ( )
Q.50 ,He s a i d to t h e m , "k(o.i
/ returning home ?" , \ J s x s z * - M ^ p e me a lift.
( 1 y t i e asked them how they to' give me lift,
returning home. forgive me a lift.
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] ^I
(4) I requested her that she give me ta requested her teacher to grant
lift
' _ (()\ for that day only,
Q.5£- Father said to me, "Avoid b •equested to her teacher to
(1) Father told m e t o avoid •anTner leave for today only.
(2) Father a d y ^ e ^ n e that\ f)a\ None. ( )
compan Q.61 She said to m§. o not go farther."
^Qj^Father ^d-tasqd m e to av (1) She told t to go farther.
company. (2) ie not to go farther,
(4) Father advised t o / p i e to avoid bad Va?ne ot to go farther,
companV, V — - y / ( )
me that not to go
Q.57 "Sit down boys", s a i ^ t f i e \ e a c h e r . ( )
/ (1) The teacher le^gkrdener said to the boys, "Do not
(2) The teacher y f u c k the flowers."
down. ((f^ The gardener forbade the boys to
(3) The teacher pluck the flowers.
down. (2) The gardener ordered to the boys not
The teacher o r d k r e f r t h e / b o y s to sit to pluck the flowers.
down. ' ( ) ^ J 3 > ' F h e gardener r forbadg .the boyjj not_
Q - S S / ' I said to my servant, "Do not sit in this to pluck the flowers.
room." (4) The gardener forbade the boys to not
( 1 ) 1 told my servant not to sit in this pluck the flowers. ( j
room. - Q.63 She said to me, 'Let us go to see the
( ^ i ^ o r d e r e d my servant not to sit in exhibition."
that room. (1) She said me that we should go to see
( 3 H ordered my servant if not to sit in the exhibition.
this room. C^f She E r o E o s e j U i ^ e that we should
(4) I ordered my servant that not to sit go to se^ ibition.
in this room. ( ) (3) She tol should go to see
Q.59 My mother said to me, " D o not tell a the ex!
/ lie." She p to see the
( ^ > l > M i i o t h e r advised me not to tell a exhibit ( I
-lie. said to cast our votes
(2) My mother told to me/doty tp tell a erely.
lie. A He proposed to them thapihey wi
(3) My mother said me i W V - t e l l a lie. cast their votes since
(4) My mother advised m e ^ P n o t to tell He p r o p o s e d toltfiem\th should
a lie" . (§( J )
Q.60 they
1amta said to her 1 e a c h e ^ J j | g i f ^ a n t
sincerely,
me leave for today, only.
( I ) Mamta said to her teache
cast their votes
her leave for today only. ( )
k
I iLi/JyvOt
11 *
Y\A
u(j w
Ram said to the teacher, "Let me go home he exclaimed with sorrow that she
earlyT ~ -ci all of her ornaments.
-(ff)l Rani requested the
home early.
( )
.tested thd W.cjl
3e said, "Sorry ! [ cannot lend you my
[<he ear!
the teacher t scooter."
(1) He s. regret that he could not
./-fend oter.
with regret that he will
o the peon, ''Let the
Scooter.
principal ordered to the_ exclaimed with regret that he
let the b not lend him his scooter.
The prmGi,. 3 ) None. ( )
[the boys*® Pooh" said he to me, "You have again
c.
(3) The~princrp failed in the Examihatiofc^-y^—g^r^/tg^-r-
the boys ( y f He exclaimed with contempt that I(J-uJ-jJU^Z—'
(4) The principibtfeMjtbe peon to let the had again failed in the examination.
boys go a v v j i y / ( ) (2) He told him that 1 had again failed
Q.67 She said to me, "Let him work ever so / in the Examination.
hard, he a scholarship." He exclaimed with joy that 1 had
(I) He told' me that he work ever so again failed in the Examination.
hard, he cannot Win a scholarship. (4} He told with sorrow that I had again
21 He told me that he might work ever I failed in the Examination. ( )
h a r d , h e ' c o u l d not-5 win a
so hard,, Q.72 The General said to his soldiers, "Bravo!
scholarship. you fought bravely."
advised me that he work ever so
J j r f The GeneraWapplauded his soldiers
hard, he cannot win a scholarship.
that t h ^ T ? a d / fought bravely.
(4) None. ( )
said to his soldiers to
Q.6'8 The team said, "Hurrah ! we have won
y the^rfiatch!" ppkiuded his soldiers
\ 0 ) The. team exclaimed with joy that th vely.
( )
had won the match.
(2) The team exclaimed withjoy that (fl^ey
has won the mat o.d God ! The fellow had
(3) The team exclaiij that they have got a suitable job
won the match (JL) He said with surp the fellow
(4) The team exclaime* • had got "a surfahl' that
V? H^.'N r
She said to her servant, " H o w silly ana leader whished farewell to his
careless you are!" ^ds and countrymen.
(1) She told that her servaf •r said farewell io his friends
silly and careless. 3untrymen.
'2) She exclain that h {'he leader told farewell to his friends
very si 'careles
and countrymen. ( )
(Xjr She ex fla med that her s e r
r very si The poor b e g g s f s a l d . "Would that i were
careless,
(4) She excl - rich \ ^
ied that her servant isver^
silly ai '^h^ftobrVteiisar b i d that he had been
( )
He said to l a j T i t v you did not iggar whished that he had
/ attend iiiy_ marriajje!
fte&n>i1ch.
(J/'He exclaimefUthat i\\vas\a
The poor beggar wished that I were
thaf
rich.
(2) He exclaimed that it isVa\
I had not atttenaed h k \ n ^ r (4) The poor beggar wished that he were
(3) He exclaimed that it\ia\l k p - e l T p i t y rich. ' ( )
that I had not ^tteaded^his marriage. He said, " 0 that 1 had the wings of a
(4) None. W ^ ' ( ) •Bird!"
Q.76 The pupil said to the teacher, "Good (1) He told that I had the wings of a
morning Sir!" bird.
(1) T h e p u p i l told t h e t e a c h e r good (2) He desired if he had the wings of a
morning Sir. birch.
^ f T h e pupil wished the teacher that good ( 3 L > f g w i s h e d that he had the wings of
morning. a bird.
(3) The pupil wished the teacher for good
(4) He wished that he has the wings of
morning.
T h e pupil r e s p e c t f u l l y w i s h e d his a bird. ( )
Q.81
teacher good morning. ( ) -She said, " O ^ klass of water."
lass of water,
Q.77 The departing bride said, "Good-bye, dear (1) She sa dass of water.
/
/
friends !" (2) She t</ld/ for for a glass of
(1) The departing bride wished good-bye ) She
to her friend. wate
lass of water.
(2) The departing bride s a i d _ g o o d - b y She
( )
dear friends.
|e said. "If 1 w e r e a King." -
( 3 ) X f h e departing brid^
friends g o o d - b y e . J p ) He wished if he w e r . e - K u k .
(4) The departing bride (2) He. wished t h a ^ ^ u f i ^ a King,
for her f r i e n d s . ^ p ^ f i e vhshed ^^eVWZTlCing.
(4) He vw^ftedVlrot Tt@^sctoVbe 9 King.
Q.78 The leader said, "Farew-
countrymen!"
/ (1)/The leader bade farewell to Igflat in Delhi;!."
\ S and countrymen. U- t h a f t had a big flat in Delhi.
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
• I said to him, "Cheer up friend, /fa, not Siijresh said, "I will do it now or never."
give way to despair.%7 f f t e p told that he would do it now
( 1 ) 1 told him not to giv^ fDrjjiever.
(2) I encouraged him tc Suresh wished that he will do it now
or never.
(3) Suresh advised that he would do it
not io give way to desjiairX-^/ n o w ^3rVfT^yer. -Hn^M
(4) N o n e ^ - ' ' ( ) at he would do it-fiew
Q./5 The m o t f e i said M me, " D o n ' t do it n0ver. A y . \ ( )
again;' 1 _ shall read now."
s C j ^ i h e mother askedriwe not to d said that she would read
again. \ \
/ v
Q.104 Ramesh said to me, "Your song w a s v e r y | y mother told me that she has
sweet.''/ a i d j l was caught cold again.
( l V M m e s h toid me t h a y ^ ^ o n g N h a d fother told me that she was
. very sweet. alci of caught cold again.
(2) Ramesh tpld^to me t l ^ m ^ s^ng h| All the above. ( )
very stfteex
0 - 1 0 9 You said to have not lent him fifty
Ramefihitola me that m y t s o \ i g ^ 4 s
rupees.
very k ^ e e p V....-/
(1 )^-You \ a \ d W t i it 1 have not lent him
(4) Ramesh; fold m&, that my song has
been very s w m ( )
fiat you had not ient
Q T 0 5 The teachV s ^ i t o me, ^You are a good-:
rupees.
/ boy^ v r B))Ytftftold me that I had not lent him
- O / T h e tcachgr^t fifty rupees.
good boy. (\4>-You« told me that you had not lent
(2) The teache'k t^ld me him fifty rupees. ( )
good boy. ^
Q. 110 I replied, "I was misinformed."
(3) The teacher to!cl\to I was a
(1) I replied t h S t T was misinformed.
good boy.
Q ) I replied that I had been misinformed.
(4) The teacher t o l V m e that he was a
(3) I replied that 1 has misinformed.
good boy. ( )
^4^i-rep'Hed that I has been, misinformed.
Q. 106 Poonam said to me, "I cannot go to
/ school today."
(1) Poonam said me that she cannot go Q.lll Ankit said, "Father, I assure you, I shall
to school today. not go to the pictures again."
(2) Poonam told me that she cannot go ( I V A n k i t assured his father that he would
"school today. ^ not go to the pictures again.
Poonam told me that she could hot (2) Ankit assured-hris father that he will
go to school that day. not go ctures again,
(4) All the above. ( ) (3) Amit ther that he would
not g ctures again.
Q.107 R a h u l s a i d to me, "I saw Amit
/' yesterday."
) None ( )
(1) Rahul said me that he had seen Ami &bhash• in, "I saw that
th£. pervious day. nd begi ago."
^ p ^ R a h u l told me that he 0j) Subhasli^stfid Poonam that he saw
the previous day. that blind beggar long
(3) Rahul told me that l\e ) Subhash said Poonajlol he had
the previous day. seen that bhr
(4) None. Q^ubhajt^ldj
Q.IQ^ "I am a f r a i d , y o u ha
/ agaip*', said my mother.
My m o t h e r told m e that, hall go to Delhi next
afraid I had caught col
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
<
( J ) Me told me that he would go to him what his name has been.
the following week ( )
(2) He told me that he v / ^ g o ^ o D>1
% nie, "Why did you strike rr"
the next week.
Te asked me wriy I had struck Inm
(3) He sai that he)\V
(2) He' asked me why she has struck
Delhi lowing wes him.
(4) Nonel
(3) H ^ o W j - ^ f e A v h y 1 had struck him.
Q . U 4 Subhash My book is better K ^ m e ^ v h y I was struck him.
y than youi 0 A ) ( )
(1) Subhash Said-t^me that his book has
h w p w h y do_yeu read this
oeen bfetter"fhan nvhUe.
(2) Subhash t o l £ ^ r i e \ t l W \ h i s ^ o ' k M i ; He said her why she was reading
.been betttQ ^h^Pi mirteA \ that book.
O^Subhash told\meuiat\h 2J) He asked her why she read that book.
better than Vime. i j H e asked her why she did read that
(4)7 Subhash said rrtp t£at\ h\s bOerR was book.
"./ ( ) (4) All the above. ( )
Q.115 1 said to Suresh, ^4-iim glad to learn Q He said to. you, "Whom do you want to
about your success." see ?" " ~
(1} I said Suresh that he is glad to learn
(1) He asked you whom do you want.
about your success.
(2) He asked you whom do you wanted.
(2) 1 told Suresh that 1 was glad to
v f e y H e asked you whom did you want.
learn about your success.
He asked y o u ^ o k - ' ^ S o ^ v a n t e d to
told Suresh that 1 was glad to learn
see. ( )
about his success.
(4) None. ( ) He said t o j p e , "What can I do for you?"
did for you.
He s^id to me, "Where are you going."
I could do for
He asked me where I was going.
(2) He told me where 1 were going.
he could do for
(3) He told me where 1 was going.
(4) None. ( \ can do for me.
Q . I I 7 Rahul said to Preety, "Where do you live ( )
(1) Rahul asked Preety wjjerexshe clo
e said to^m^, "Why does your uncle
live. / f v
j(ot help you?"
(2) Rahul said Preety where she lived.
(lY^He asked me why raMH^b did not
(3) Rahul.told preety wherejshe lived.' help me. - ^ ^ A V A
XjjlRahukasked Preety yfm.ru she lived. (2) H e a s ^ - ^ C - ^ ^ ' Q i y i w c l e had not
• /•/. ( ) heir
Q-11 I said to him, "What l ^ ^ P ^ a m e . " uncle did not
(1) t a s k e d him what his namj
asked him what his w h y his uncle had not
(3) [ told him what his na him. ( )
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
<
(1) J f e told me that he would go t o ^ I h i him what his name has been.
^ ^ the following week. C \
(2) He told me that he v / ^ g o ^ o [} I me, "Why did you strike rr •
the next week. Te asked me why I had struck huu
(3) He sai (2) He asked me why she has struck
D< llu/t!
him.
(4) None'
(3) H^oiai^nte^w'hy I had struck him.
Q. 114 Subhash aSIc^d]mi~\vhy I was struck him.
/ than you
(1) Subh; do yau read this
oeen
(2) Subhash tol He said her why she was reading
been bettfrf- tir that book.
O ^ S u b h a s h told\me^ha ^ ,e asked her why she read that book.
better t h a n ^ m ^ e . H e asked her why she did read that
(4)? Subhash said^ book.
/ better than m \ n K ^ / ' J " ( )
(4) All the above. ( )
Q.115 I said to Suresh, '^ikam glad to learn
Q.42JI He said to. you, "Whom do you want to
about your success." U
see ?" ' "—~~
(1} I said Suresh that he is glad to learn (1) .He asked you whom do you want.
about your success. (2) He asked you whom do you wanted.
(2) 1 told Suresh that I was glad to He asked you whom did you want.
learn about your success. He asked youj'wh'om you.wanted to
N p f l told Suresh that 1 was glad to learn see. ( )
about his success. Q.1^2" He said to me, "What canJ_do for you?"
(4) None. ( )
( I ) He said Sat I did for you.
He ^ r i d to me, "Where are^you going." (2) He a s ^ m ^ - ^ h a * I could do for
He asked me where I was going.
me. / /
(2) He told me where I were going. c y f H e m i d me what he could do for
(3) He told me where 1 was going. ( X me. j
(4) None. ( ), \ ( V ) HeaWel /what^/e can do for me.
Q. 117 Rahul said to Preety, "Where do you Iive| ( }
(1) Rahul asked Preety w j i e t ^ s h e 'do* e said to x _ ' W h y does your uncle
live. you?" ^^
(2) Rahul said Preety j she lived
e asked me w h y i^y^in^cjfc did not
(3) Rahul told preety \ fehe lived.
help me.
RahulTsked Preety : she lived. (2) H e ^ ^ ^ i ^ ^ p ^ y l j ^ c l ^ a d not
<( )
Q . M j S I S2id to him; "What iS^&OtiF'name, uncle did not
(1) Lasked- him what his n a m \ Mp
•Cg^T asked him what his sppfie w h y his uncle had not
(3) t told him what his na; him. ( )
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(3) Ram requested to his friends to let The poor beggar wished hisself for
them go home then. richness. ( )
(4) Ram requested his friends-to go the
May you succeed, my son !"
home then.
w i s h e d that her son might
Q.143. Satish said, sit rain succeed.
shall g o . " / (2) She wished that she might succeed.
(Ij^&atis^ s^id that he will g (3) She wishetftKat her son may succeed.
hard lKmight rain. (4) Notre. ( ( V ( )
(2) Satish^ojd that hg, would go whether friends !"
i t ma;
( A s K e ^ ^ d Q s p i A y e to her friends.
^ J T j S a t i s h ^ a i d j ^ t l i e would go howeve.
V ^ ^ ^ A ^ ^ ^ g J g Q Q j ^ y g to-herTrrends.
hard it might niiti.V \
Stie^Dade^good^bye friends.
(4), Satish s a i ^ ^ h ^ ^ i l ^ g ^ h o w ^ y
She bade good-bye to them. ( )
hard it may-,.., an
cl50 He said, "Farewell, my comrades!"
Q . I 4 4 He said to m e ' " lay you\liVe
. H M ^ e bade farewell to his comrades.
(I) He. prayed thalfrto liVeUehg. (2) He said farewell to his comrades.
prayed thVt live long. (3) He wished farewell to his comrades.
(3) He prayed tha\^he^tfught live long. (4) None. XS&Jh ^ { ]
V
in peace beaulfifu
(4) They prayed that their soul might rej 4
in peace ) You ^xehu«lM-that that flower has
been Wry>«eautiful.
Q . I 4 7 "Would_ihat f
) You exclaimed that this flower had
beggar.
very beautiful.
(1) The poor beggar wis)! 4>-You exclaimed ower was
De rich. very beayti ful ( )
The poor beggar w [ said^ r i i e ^ - S a
been rich. * ,a ery sad.,
(3) The poor beggar wished that Cl; e was very sad.
rich. that he is very sad.
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(4) I exclaimed that he has been ve ) T % - b o y s .cried that they had won
sad the _
/ - N(
He said, "What a great m \ f f t y \ exclaimed with joy that they
J J ^ f t z e x c l a i m e d w i t h surpkis- n the match.
was a gr^; ?ery. O the above. ( )
(2) He excla. with surprise tl he teacher sajd^fd\ Poonam, "What a
a great lazy g i r l y e u V
(3) He said t was .a great misery, (1)^Tjle^cheV at she was a lazy
(4) He said tl ry great misery.
4 t ^ a ^ r Wcflaimed that Poonam
Q . l ^ T h e ^ b o y said, s \ a s j a z y girl,
stindsTfirst !" teacher exclaimed that she is a
(1) The boy crie lazy girl. .
v
brother was All the above. j V / e ^ J ^ W ^ ^
)
(2) The boy said that\ h i s ^ r o l h ^ r \ w ; he captain said, 'Bravo i f w e l l ^ n e / m y
„ fi-t. \ boys!"
O y T \ \ t boy cried o u i w r t h ^ d e i i g h t that ( ^ F f i e C a p t a i n a p p l a u d e d his boys'
his brother stood first. saying that they had done well.
(4) The boy cried out with delight that (2) T h e C a p t a i n a p p l a u d e d his boys
his brother has been first. ( ) saying that they were well done.
Q . 1 5 6 / H e said, "Alas ! How foolish I have been!" (3) T h e C a p t a i n a p p l a u d e d ; his boys j -
4 ) ^ f e c o n f e s s e d with regret that he had saying that they have done well.
been very foolish. (4) All the above. " ; ( )
(2) He confessed with regret that he was The general said, ' A h ! I am defeated."
very foolish. (1 j The general exclaimed sorrowfully
(3) He confessed with regret that he has that he has
been very foolish. j ^ f T h e genep ed sorrowfully
(4) He said that he had been very foolish. that he d.
|I( 2 ) M
p : y; lj friend told that he would help
(3) The little girl said that she were a
m /)
queen.
pnd said that he will help you.
(4) The little girl said that
iend agreed to help me. ( )
a queen. f{ \ \ ( f
t v : said, "That is all right."
Q Hg. cried, " Q
( I ) He said that that is all right.
for ever ! <2yflc saki-tiisLt. fcpat was ail right.
'V He
,(!) wished that th! rT
©3®:that_ivas all right.
fr iend.s Vpr,-eVer. "sai\l that-tiia^ has been right.( )
(2) He earrfes/tly wishfed that they could Go<M I did not see it."
/ h a v e be i'^endsMor ever. (by G o d ) that he had not
• m He earhestly-wfehed^t^at they coul
sew ii (that).
be friends f o r e v e r . y&j u e swore that I had beer seen it.
(4) All the a b o v t C ^ \ ( 3 ) He swore that he has not seen it.
Q.165 Mohan said, "Good (4) He . said that h e had not seen it.( )
• disaster (it is ) V ' \
H e said, "You needn't wait"
(1) Mohan saidVthat
-(•fTJHe said t h a T T ' n e ^ f T t ' w a i t .
disaster. \ (T) He said that I wouldn't have to wait.
Mohan
n."2)
^ftWith
" mi au cry
v/i j o f Jx?'rror
" "" * " — '
(3) Both are correct.
exclaimed that it was a great disaster.
(4) None are correct. ( )
l ^ f M o h a n cried of horror that it has
Q . 1 7 3 ,He said, "God knows, I did not abuse
)
great disaster.
(4) All the above. (
( i V H e called upon God to witness that
_ Q.166 He said, "Congratulations !".
he had not abused him.
/ (1) He said congratulation.
(2) He called upon God to witness that
(2) He bade congratulation.
he has not abused him.
(3) He wished that congratulation. to witness that
^ f H e congratulated me. ( ) (3) He called
he was, him.
Q.167 He said, "Good morning."
(4) He c£y] to witness that
/ (1) He said good morning.
he is/ him. ( )
He wished me good morning.
T h a n k you.
(3) He wished h i m s e l f ' g o o d morning.
(4) None. ( me thanked and
Q.168 He s a i d , " Yes, I, am mistaken." . ^shed to prosper,
s < j y n e admitted that hc/^sv/uistake h e old m a n w i s h e d j h a n k e d and
(2) He said that he has iSnistaken.
prosper.
(3) He admitted that h ^ l W i i s t a k e n . (3) The old nian,satd^ti^i\kdd-and v/ished
(4) He a d m i t t e d t h a t ,
mistaken. wished
( )
Q.169 My friends said, "Very
/ yoy" vvil' not let a n y o n e
0 My friend said that he
1
me. . ' ""
P R O B L E M S H E E T ON N A R R A T I O N
I V/ \ \\
e sage said that God ^eTpe^th<^e.v/fi'ose helped themseh
e sage said that God'KeJps,yhose who helped themselves.
e sage said that God helped those who help themselves.
=ase d o n ' t go a w a y " , s h e s a i d . ~ <L •
j said to please her and not go away.(b) She told me not to go away.
: begged that I not go away. ( Q ) She begged me not to go away,
;aid, " I c l e a n m y t e e t h t w i c e a day."
;aid that he cleaned his teeth twice a day.
;aid that he cleans his teeth twice a day.
aid that he used to clean his teeth twice a day,
aid that he is used to cleaning his teeth twice a day.
lid to them,""Don't make a noise."
>ld them that don't make a noise. (b))He told,them not to make noise,
iid them not to make a noise. (d) He aaked them not to make a noise.
3acher s a i d , " B e quiet, b o y s . "
3acher said that they buys should be quiet.
;acher called the boys and ordered them to be quiet.
vre you alone, my s o n ? " asked a soft voice close behind me.
soft voice from my back asked If I was alone,
soft voice said to me are you alone son.
soft voice asked that what I was doing there alone,
soft voice behind me asked if I was alone,
le said, " I m u s t go next w e e k " .
x •— :—" t
e said that he must go next week. "\ . \
e said that he must: go the/foiTQwIng v/eekS* . \
e said that he wouldU}ave.to go the fpllawing'-W'eek.
- . \ \ n i /
;e said tha.t-h.e, was to go\thesfqllowing w'eek. /
HE saidito
/ (LJ
her, "Don't
\ \
read.^o fast, p l e a s e d / A )>-Y> )
/•"Al N
V \. \ — r-Cfz I 1 zJri v J
ie cold ce-.noU6/reafi so fast A / y
He advised f)er„.d'6n''t read' / si/fa^tf"''o N\ v
id her
i /tn i \ \ v - \ \
not itoff&icj so faptg
c -y
y—
)
He requested
-ie ordered her not toVe'gd^sp' fas£
p fasp
" I don't know the w a y v D d ' y o u ? " he asked.
He said that he didn't know~the way and did I know It.
He told that he was not knowing the way, but wondered If I knew.
He said that he didn't know the way and asked me if I did.
He asked me if I. knew the way which he dldh't.
; He said to them, "Will you listen to such a man?"
He asked them will you listen to such a man.
He asked them are you listening to such a man.
^ l e asked them whether they would listen to such a man.
) He asked them whether they will listen to such a man.
.. He said " I n d i a became independent in 1947".
) He fold that India become Independent in 1947.
) He said that India had been Independent in 1947
) He said that India was been Independent In 1947.
f ) He said that India became independent in 1947.
(a) The traveller said to the farmer, "Where is the nearest inn?"
(b) The traveller said to the farmer, "Which is the way to the nearest inn?"
_£c) The traveller said to the farmer,, "Can you tell me the way to the nearest inn?"
(d) The traveller said to the farmer, "Can you tell me where is the nearest inn?"
\ ^ X T h e spectators said, "Bravo! well played, Ravi."
(a) The spectators called Ravi bravo because he had played well.
(b) The spectators said that Ravi played well and applauded him.
(c) The spectators encouraged Ravi saying that he played well.
The spectators applauded Ravi, saying that he had played well.
If you don't keep quiet I shall shoot you, he said to her in a calm voice.
(a) He warned her to shoot if she didn't keep quiet calmly. •
(b) He said calmly that I shall shoot you if you don't be quiet.
(f^) He warned her calmly that he would shoot her If she didn't keep quiet,
(d) Calmly he warned her that be quiet or else he will have to shoot her.
C)id Mishi's horse w i n a prize? Lara a s ^ d .
(a) Lara asked whether if Mishi's horse had^ofiVny prize
(b) Lara asked Mishi did your hofs£\wln prlgesN . \
./ ? ! . , . ) O f |\./\ p
c) Lara asked Mishi's horse was\vi)nfling a prize
~ \ \ // ( j
Qd) Lara asked wh'gtiher Mishi'sNhoi;s$ had v^jn-'a prize.
^ . 4 0 . K a v i t a Ssked'vM'ahesh, "W^hy.-worvt you come,f^R^yVa^:^vith
^ me?
(a) Kavita asked Ma^dsh.why won't you con^fi5i(^S^a\k^f(fcne''?
\ A I w
(b) Kavita asked: Mah'esh .why"h'e wprv'tcdrne f o r i walk with me?
/„.. \ \\A\n) i
^ • K a v i t a asked Mahesh \ih|T^/wquWin't'jgoN^sr-.€(/walk with her.
(ci) Kavita asked Mahesh wyh^he wi>ylc)p"t'went for a walk with her.
Vikas said, " I want to v visrf my friends this weekend."
(a) Vikas said that he wants to visit his friends that weekend.
@ Vikas said that he wanted to visit his friends that weekend.
c) Vikas said that he wanted to visit his friends during weekend.
d) Vikas said that I want to visit my friends this weekend.
Dipika said, I am studying English a lot- at this moment."
Q Dipika said that she was studying English a lot at that moment.
(b) Dipika said that she was studying English a lot at the moment.
c) Dipika said that I was studying English a lot at that moment.
d) Dipika said that she -had been studying English a lot at that moment.
\_^*fTThey said, "We^have lived here for a long time."
(a) They said that they have lived there for a long time.
(b) They said that we lived here for a long time.
(£) They said that they had lived there for a long time,
d) They said that they would be living there for a long time.
He a s k e d me, "Have you finished reading the newspaper?"
ADD: 5 - D - 2 1 , HUDCO QTRS, M A I N ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
II
ENGLISH VISION ACADEMY
[ A N INSTITUTE O F ENGLISH L A N G U A G E & E D U C A T I O N ) —
(4) Socrates said that) virtu e\v a sx4ts own reward. /' (
' :: y \ \ /""M cs
k
St. He said to t l i e Interviewer) "Gould you pleas.e rerp.e^trthe'\question?"
. \ ' -' — f { ( Jd V) •
i l ) He requested fh^•interviewer if he cpuld^'pse^eoeactqfe-xjtJestion.
A
C2 ^ He requested the.-in'tervtewer_ tb ple£"$3 r.ep'eatftte
• • / W U ^ \ f r > Ks • .
;3) He requested the interviewer to'repeat We'-miestion.
\ \\u j \ \ i {_}• y~
[ l ^ j He requested the^Qtpfvi s ewer;^ the question.
3,. He said, " i t ' u s e d - t o be aHo'velY,"quiet street,"
. —• —. v. y
He said that it used to be a lovely, quiet Street,
He pointed out that it had used to be a lovely, quiet street. -
(3) He said that there used to be a lovely, quiet street,
\A) He inquired whether there was a lovely, quiet street.
4. The Prime Minister said that no one would be allowed to disturb the peace.
rxOf The Prime Minister said, "We shall not allow any one to disturb the peace."
(2) The Prime Minister said, "We would not allow no one to disturb the peace
/ Q ) The Prime Minister said, "No One Will disturb the peace.'
(4) The Prime Minister said, "No one can disturb the peace."
^--'"The s p e c t a t o r s said, "Bravo! Well done players."
'' 1) The spectators shouted that the players were doing very well.
(2) The spectators exclaimed with joy. that the players-were doing very well.
The spectators applauded the players saying that they had done well,
(4) The spectators applauded the players joyfully to do.well,
.6.* I said to my f r i e n d , "Good Morning. Let us go for a picnic t o d a y . "
( 1 ) 1 told good morning to my friend and asked tcygo for a picnic that day.
(f2) \ wished my friend good morning and proposed that we should go for a picnic that day.
ADD: S - D - 2 1 , HUDCO QTRS, M A I N ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
o
' ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION)
(3) 1 wished my frienc! good morning and proposed that they should go for a picnic that day.
(4) I told good morning to my friend and suggested to go for a picnic today.
new student asked the old one, "Do ^ p j j know my n a m e ? "
(T) The new student asked the old one if he knew his name.
(2) The new student asked the old one that whether he knew his name.
(3) The new student asked the old one did he know his name
(4) The new student asked the old one if he.-k-n'o.ws his name
— I warned her that I could no longer tdl^ra\e her com ing late,
1 said to her, "You can noJofigeV tolerafomj^orajng late."
said to her,_^-can n&sloriger tojerate . ^ j i I coming late."
(3) I said to her-,-"He tan no^ngerjtolerate-her coining late," 1
/ {"j j v
i ,—^ ( o.u
(4) I said to fier,\'4-can no longer tpierate she corninej / " a j e . f v ^ s<
V \ J i c) i J ; ;
said to my mother, " I will certainly t a k e y s i l A t q - ^ n s a l o r e this w e e k . "
. ' \ \ J ^ ^ • /\ { v- — " /
(1) I. told my1 mother>e'wouj.d^rt^ainjy-take herNt;<i"pBajigah5re that week,
... 'A \ v,\ \ — - ' . '
((2) I told my mother that/1 \^ulji\cer6?fi^y'take'jj«rto Bangalore that week.
(3) 1 told my mother that sfre'jtfqutd take her to Bangalore that week.
\ \ j 'i \ ' '
(4) I told to my mother tttet 1-would.ta'ke you to Bangalore that week.
-JtjL "How long does the"|ourney take" my co-passenger asked me.
(1) My c.o-passenger asked me how long does the journey take?
(2) 1 asked my co-passenger how long the journey would take.
<Qj) My co-passenger wanted to know how long the journey would take,
i d ^ f y co-passenger asked me how long the journey did take.
l f ^ " H o w clever of you to havejsolved the puzzle so quickly," said the mother,
( f p The mother exclaimed admiringly that it was very clever of him to have solved
the-puzzle so quickly. •
(2) The mother expressed that he was so clever to have solved the puzzle quickly.
(3) The mother told that he was very clever in solving the puzzle so quickly.
(4) The mother exclaimed with Joy that he Is clever enough to solve the puzzle so quickly.
He said<that he goes for a walk every morning.
(1) He said, "I went for a walk every morning."
(£H"f£*said, "I go for a walk every morning." ;
(3) He said, "I will go for a walk every morning."
(3) He said, "He goes for a walk every morning."
o
ENGLISH VISION ACADEMY-
V' I T / * * [ A N INSTITUTE CIF ENGLISH L A N G U A G E & E D U C A T I O N )
X36. The traveller enquired of the farmer if he could teli him the way to the
nearest inn. —
(a) The traveller said to the farmer, "Where is the nearest inn?"
(b) The traveller said to the farmer, "Which is the way to the nearest inn?"
_£c) The traveller said to the farmer,. "Can you tell me the way to the nearest inn?'
(d) The traveller said to the farmer, "Can you tell me where is the nearest inn?"
\ 3 y r T h e spectators said, "Bravo! well played, Ravi."
(a) The spectators called Ravi bravo because he had played well.
(b) The spectators said that Ravi played well and applauded him.
(c) The spectators encouraged Ravi saying that he played well.
^ T h e spectators applauded Ravi, saying that he had played well.
(b) Gavaskar called Azhar and exclaimed that he had done well. ,
(g> Gavaskar congratulated Azhar, saying that he had done well/.^vv--^-'•
(d) Gavaskar praised Azhar for his having done well. ^
He said to me, "Where is the post office?"
(a) He wanted to know where the post office was.
(b) He asked me that where the post office was-;;
(c^He asked me where the post office was. ^ t
(c) He asked his servant why he was being so lazy that day.
(d) He asked his servant why was' he so lazy that day.
^2:5*.. He said, "Can you sing?" And I said, "No".
(a) He asked me that could I sing and I refused,
^b) He asked me If I could sing and I said that I couldn't,
(c) I denied, when he asked me if I could sing.
(A) He asked me if I could sing and I said no.
24. He said to her, "May you succeed !"
(a) He told her that she might succeed, (b) He prayed to God that she may sue
(c} He wished her success, (d) He said to her that she might s
S^aST He said, "May God grant peace to the departed soul!"
(a) He wished by God to grant peace to the departed soul.
(b) He wished that God may grant peace to the departed soul.
(c) He prayed that might God grant peace to the departed soul,
(f?) He prayed that God might grant peace to the departed soul.
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0 ~~
A ENGLISH VISION ACADEMV
T T S ( A N INSTITUTE O F ENGLISH L A N G U A G E 4 E D U C A T I O N ]
P R O B L E M S H E E T ON NARRATION \ 50
"^aM
Directions : In each of the following questions, a sentence has been given
in Direct/Indirect Speech. Out of the four alternatives suggested.select
the one which best expresses the same sentence in Indirect/Direct
Speech. I
1 K \
y 1. He s a i d t o h e r . " A r e y o u cprtving t o tj*e p^rtV-^'
(a) He asked to her whet^f'slWeJfoas c o m l j } ^ t W \ e . . p 3 r t y .
lb) He told her/ if-s-he'Vas
n J cotnirtq
\ t o the pkey.' oL
J 0 He asked/hen jft-she was comjng.to the party. __ jV^ ^
( i f ) He asked h'er i/-she\yill be coming to t h e ^ ^ a r t ^ c i A ^
WT"The s a g e said, "God heJpsitpbse-^hoibSl>^£ffims'e!ves.
12 Lrl
The sage said that Go^ hSlpVthose whoV^Tp/themselves.
>V"'V \ \ \ ~
fb) The sage said that God belpe^Athosa-wHose
1
helped themselves.
\ I l-"
(c) The sage said that GodXelps^those who helped themselves.
(d) The sage said that God helped those who help themselves.
X ^ f " Please d o n ' t go a w a y " , s h e s a i d . m L •
(a) She said to please her and not go away.(b) She told me not to go away,
(c) She begged that I not go away. ( Q ) She begged me not to go away.
\ AT. He s a i d , " I c l e a n my t e e t h t w i c e a day."
(a) He said that he cleaned his teeth twice a day,
((b) He said that he cleans his t e e t h twice a day.
(c) He said that he used to clean his teeth twice a day.
(d) He said that he is used to cleaning his teeth twice a day.
^ 5. He s a i d t o t h e m , " " D o n ' t m a k e a n o i s e . "
(a) He told them that don't make a noise, ( y ) H e told>them not to make noise,
Cc) He said them not to make a noise. (d) He asked them not to make a noise.
s ^ j i ^ T h e t e a c h e r said, "Be quiet, boys." ^
(a) The teacher said that they buys should be quiet.
(b) The teacher called the boys and ordered them to be quiet.
ADD: 5 - D - 2 1 , HUDCO QTRS, MAIN ROAD, J.N.VVAS NAGAR, 9 4 1 3 3 8 8 2 8 0 7
EN^-.ISH VISION ACADEMY
[ A i ' " " ' r i T U T E OF ENGLISH LANGUAGE & EOUCATION]
(3) The little girl said that she were & friend told that he would help
queen.
(4) The little girl said t h a t / t f i e 1><is & d said that he will help you.
a queen end agreed to help me. ( )
He. cried, "Oi^i'tiicit we colu Q.17 said, "That is all right."
for ever !'/•' [ (1) He said that that is all right.
^ 1 j He eartieStly.^wished that tliby { 2 y f ! c saicL-tlia.t mat was all right.
friends^w^-ever. (3) Id'that, jvas all right.
(2) He ear^e^tly wishfed that they could d \hat-tha-t has been right.( )
'have he r ^ q e n ^ f o r ever.
t i r ^ B y ^ G o M I dicL not see it."
) He earnssfly^wished J j j a t they coul
le swope (By God) that he had not
be friends f o r e v e r .
'It (that).
(4) All the a b a v g A \ It swore that 1 had beer seen it.
Q.165 Mohan said, Joisd tfeavfen (3) He swore that he has not seen it.
•disaster (it is \)\ \t»>
p .-,••• > (4) He. said that he had not seen it.( )
(1) Mohan said\ '
He said, "You needn't wait"
disaster.
. y f R e said that I ne«fi?T wait.
p \ With a cry o f , h t f r r o r , M o h a n
He said that I wouldn't have to wait.
exclaimed that it was a great disaster.
(3) Both are correct.
Mohan cried of horror that it has
(4) None are correct., ( )
great disaster.
(4) All the above. ( ) Q.173 ,He said, "God knows, I did not abuse
/ hinijy
Q.166 He said, "Congratulations !"
called upon God to Witness that
y (1) He said congratulation.
he had not abused him.
(2) He bade congratulation.
(2) He called upon God to witness that
(3) He wished that congratulation.
he has not abused him.
j y t l c congratulated me. ( )
(3) He called ujf(|n p o d to witness that
Q . I 6 7 He said, "Good morning." he was/rrot abased him.
/ (1) He said good morning. (4) He • carfftti uobn God to witness that
He wished me good morning. he is/ n0t abjusefi him. ( )
(3) He wished himself'good morning.
n sa^d- i q j f j b , "Thank you.
(4) None. (
you\ p r ^ s f ^
Q. 168, He sajd, " Yes, I, am mistaken." The old mail said me thanked and
^ o ( J a d m i t t e d that he, «\'asv/nistake 'shed To prosper.
. (2) He said .that he h: . .istaken. he old man wished tli&nked and
(3.) He admitted that lii mistaken, prosper.
(4) He a d m i t t e d that has been (3) The old m a n . and wished
mistaken. ( )
Q.469 My friends said, "Very 111 help eMnawished
( )
r) My friend said that he will not let anyone
me.
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(4) I exclaimed that he has been ve e $oys A cried that they had won
/ sad- ^ (
He said, "What a great misffiC? ijoys / exclaimed with joy that they
J P T f T e exclaimedjyith sur p 5 n the match.
was a gre fery. U (4)"AI! the above. ( )
(2) He excla with surprise ttf Q.159^Pfie teacher s<ud'fd\ Poonam, "What a
a great lazy girl y&u ( ^ r ^ V ^
(3) He said t ,a great misery, (1)_ Thg ieacReVisa.id t^at she was a lazy
(4) He said t iry great miseiy.
( ) ^sx-claimed that Poonam
^The boy said, "Hurn girl-
stands first ! teacher exclaimed that she is a
(1) The boy erie lazy girl.
brother was s (4) All the above.
(2) The boy said t 'he captain said, 'Bravo ijwell done/my
first boys!" V
(3J/'the boy cried out, wi Q ^ P f i e ' C a p t a i n a p p l a u d e d his boys
Krst saying that they had done well.
(4) The boy cried out with delight that (2) The Captain a p p l a u d e d his boys
his brother has been first. ( ) saying that they were well done.
Q. 156/He said, "Alas ! How foolish I have been!" (3) This C a p t a i n a p p l a u d e d ; his boys ,•
Q)^H€confessed with regret that he had saying that they have d o t e well.
been very foolish. (£) All the above. " ( )
(2) He confessed with regret that he was The general said, 'Ah ! I am defeated."
veiy foolish. (l^The
(3) He confessed with regret that he has general exclaimed sorrowfully
been very foolish. The genepg
that he has ed sorrowfully
(4) He said that he had been very foolish. that he d.
( ) The gen' he was defeated.
Q.1S She said, "Alas ! am undone" 11 the ( )
(1) She said that she was undone. aid, of water."
JpfiShe e implc^ed r having a glass of
exclaimed with sorrowJhat she ater.
was undone. e implored for a glass ofrSvater .
(3) She exclaimed with s He said for. a g l a s j ^ f f e w t f f t f r
has been undone. (4) He asked for a < g l ^ ' s \ o i i ^ a t e ^ )
/(4) She exclaimed with so
had been undone.
QJ0 The little g i r i ^ ^ o U t a ^ k g ^ r t l ^ ! "
i t t Q g y ^ i ^ S d J m r l f i e ^ were
18 "Hurrah '".cried the boys,
the match !" "
V eygm)ivvished that she was
•n(>) The boys exclaimed with j o y
had w o n the match.
f x -
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(3) Ram requested to his friends to let The poor beggar wished hisself for
them go home then. ihness. ( )
(4) Ram requested his friends"to goN / M a y you succeed, my son !"
home then. w i s h e d "that her son might
Q.143. Satish said, sit rain succeed.
^ ^ shall g o . " / (2) She wished that she might succeed.
(1J^Satish s^id that he will g (3) She wishe£f"t]\at her son may succeed.
hard lKmight rain. _ (4) None. ( 0 : ( )
(2) Satish tora that would go whether Q . M ^ h ^ ^ A ' T j g D d bye friends !"
•it may ram. ( )\ s K e ^ ^ c f y g w i 4 ) y e to her friends.
J 7 ) Satish\aid_t V — ^ W e ^ ^ e , g o o d - b y e torher-friends.
hard it might S h e ^ o a d e ' g o o t l ^ y e friends.
(4), Satish saicM She bade good-bye to them. ( )
hard it m M
d l 5 0 He said, "Farewell, my comrades!"
Q.144 He said to m e , \ . n v f l e fyade farewell to his comrades.
(1) H^. prayed (2) He said farewell to his comrades.
\Q^He prayed tve long. (3) He wished farewell to his comrades.
(3) He prayed tha\ s hfr-irfight live long. (4) None. " ( }
(3) The little girl said that she wer; friend told that he would help
queen.
(4) The little girl said thaffifie'^as b d said that he will help you.
a queen. /< j \ ( end agreed to help me. ( )
He. cried, "()h;;ihiil we cclu Q.17 said, "That is all right."
for ever V) (1) He said that that is all right.
(1) He earhe^thj'wished that thfey Caiytie I g y R e saictitfi^t j j i a t was all right.
fnends^^-ever. (3) that., was all right.
(2) He ear^e^tly wished that they could H^fcaid that-that has been right.( )
/ f i a v e Be friendsvf'or ever.
* ~ I d i d j i o t gee it."
.(/) He earnestly^wished tijat they coul
(oy God) that he had not
be friends f o r e v e r .
f t (that),
(4) AH the abovgT^. \
e swore that I had beer seen it.
Q.165 Mohan said, "Good neav^n (3) He swore that he has not seen it.
- disaster (it is (4) He. said that he had not seen it.( )
(1) M o h a n s a i d \ t l \ a t f t
He said, "You needn't wait"
disaster. j t f f H e said that r r E e c f n T wait.
With a cry o f , h o r r o r , M o h a n (T) He said that I wouldn't have to wait.
exelaimed that it was a great disaster. (3) Both are correct.
Mohan cried of horror that it has
(4) None are correct. ( )
great disaster..
Q . 1 7 3 , H e said, "God knows, I did not abuse
(4) All the above. ( ) / hi&y
Q.166 He said, "Congratulations !"
-{YyYlt called upon God to Witness that
/ (1) He said congratulation.
he had not abused him.
(2) He bade congratulation.
(2). He called upon God to witness that
(3) He wished that congratulation.
he has not abused him.
J ^ l l c congratulated m e . ( to witness that
(3) He called
Q . I 6 7 He said, "Good morning." he was him.
/ (1) He said good morning. (4) He c to witness that
He wished me good morning. he l m. ( )
(3) He wished h i m s e l f ' g o o d morning.
"Thank you.
(4) None. (
Q.168, He saj.d, " Yes, I_ am mistaken." me thanked and
admitted that h e / ^ a s j n i s t a k e wished To' prosper.
(2) He said .that he has mistaken. The old m a n wished nked and
(3) He admitted that hV'iWnistaken.
(4) He a d m i t t e d t h a t •and^ wished
mistaken.
a..469 My friends said, "Very rM^rrerwished
( )
it) M y friend said that he will not let anyone
x/
me.
a ' ENGLISH VISION ACADEM\
>i/ < [AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION)
1 K \
He s a i d t o h e r . " A r e y o u c p m i n g t o t ^ e p ^ r t t y ^ '
) He askad to her whetlje/jtakJfras
, , , comla^t$u\te..pa
^ , „..party.;> r
" A r e you alone, my s o n ? " asked a soft voice close behind me.
\ soft voice from my back asked If I was alone,
A soft voice said to me are you alone son.
a. soft voice asked that what I was doing there alone.
A soft voice behind me asked if I was alone.
He said, " I must go next w e e k " . /:>
He said that he must go next week. ^ . \
He said that he must go the/foTto,wlng v/e.ek>! h \
V / U I- M MS 2
He said that he would'-fiave^o'^o the fpilewing'-W'eek.
'eek. _ r j
He said thg.t-h.e. w$s to g^hesjf^llowing^'w'eek. fcsl
He said to\ her, "Don't
i\ rea_d.so fast, pleases"
\no'^t6>eB^ so fast ( ^ H
^=-1 RCIOP)
He told her\not^to_,.rec^ ^^ i y \\ j
He advised
He requested her not i o / f ^ d sta \s—y
1 V^ AA
He ordered her not toVe^dsp f a s p "
. " I don't know the wayv-Do'you?" he asked.
He said that he didn't know the way and did I know It.
He told that he was not knowing the way, but wondered if I knew.
He said that he didn't know the way and asked me if I did.
j) He asked me if I. knew the way which he dldh't.
r. He said to them, "Will you listen to such a man?"
) He asked them will you listen to such a man.
) He asked them are you listening to such a man,
asked them whether they would listen to such a man.
) He asked them whether they will listen to such a man.
L. He said " India became independent in 1947".
) He told that India become Independent in 1947.
) He said that India had been Independent in 1947
) He said that India was been Independent In 1947.
He said that India became independent in 1947.
"If you don't keep quiet I shall shoot you, he said to her in a calm vole
(a) He warned her to shoot if she didn't keep quiet calmly. •
(b) He said calmly that I shall shoot you If you don't be quiet.
( f p ) He warned her calmly that he would shoot her If she didn't keep quiet,
(d) Calmly he warned her that be quiet or else he will have to shoot her.
Did Mishi's horse win a prize? Lara aslf^d.
(a) Lara asked whether if Mishi's horse hadVjonVfiy prize
(b) Lara asked Mishi did your hofse\wln pri^esfv . \
c) Lara asked
c)
siwisVi!nfiing
i (\ I) a prize
Mishi's horse wAswnhina
M M S .:>
adze o--'"
( a \ Lara asked
\ ^ ' I ( /
whether Mishi\hoi;fe<» had v^n-'a prize.
/ ( C /' \ S" —v
ith me?
X 40. Kavita asked\Mahesh, "Vihy-wont you corae.fbrta vj^aik wi
—- \ ; \ r\ ^ ' —
.-.! \yjrk-v~j
/ . M djri -£>• J
(a) Kavita asked r5ja"lWsKwhy won't you come~fprvcf-^alk^vftlr-me?
(b) Kavita asked Ma-h'esh .\yhy"h'e W.on't.cdMeJpr^a vValk with me?
V
/ i \ \ ~A V
^ . K a v i t a asked Mahesh v|h|^,eyWo^u!.dn'bgo^r.--a walk with her.
(3) Kavita asked Mahesh v\h\Re wbyic).r)*t'went for a walk with her.
Vikas said, " I want td^visMf my friends this weekend."
(a) Vikas said that he wants to visit his friends that weekend.
@ Vikas said that he wanted to visit his friends that weekend.
c) Vikas said that he wanted to visit his friends during vyeekend.
d) Vikas said that I want to visit my friends this weekend.
Dipika said, I am studying English a lot- at this moment."
Q Dipika said that she was studying English a lot at that moment.
(b) Dipika said that she was studying English a lot at the moment.
c) Dipika said that I was studying English a lot at that moment.
d) Dipika said that she -had been studying English a lot at that moment.
said, " W e have lived here for a long time,"
(a) They said that they have lived there for a long time.
(b) They said that we lived here for a long time.
<£) They said that they had lived there for a long time,
d) They said that they would be living there for a long time.
He asked me, "Have you finished reading the newspaper?"
~DD, 5 _ 0 _ 2 1 ( HUDCO Q T R S , M A I N ROAD, J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 8 0
U
ENGLISH VISION ACADEMY
k""' WH/> [AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(a) He asked me If had I finished reading the newspaper.
(b) He asked me whether I finished reading the newspaper.
0 ) H e asked me If I had finished reading the newspaper.
d) He asked me If J would finish reading the newspaper.
V>«TShe said that she watched T.V. everyday,
(a) She said, "I am watching TV everyday." (b) S h ^ a i d , "She watched TV everyd;
@)She said, "I watch TV 'everyday." d/'SheWid, "I watched TV
v_/V6?She said "don't you wantrEoN:ome wTtlti/nei^'
(a) She wanted to know itl'w'artteb /to con>eyL|thtWr'
(b) She enqulr^d-fTonJ me in\had/v6anted W'come with her., j
(z)) She asked£me\jAT wanted to^o„vv?th her. Jv->_...
d) She asked me i r r y f ^ n t to come with her.^-—/ f '--'--A "-'/l'1- •
^ \ A '— ( c^Lw
Dipti said, whefe did-ytft^go taSt vyeekeha.®1 /
(a) Dipt! Inquired and ask'ed^nejw'h^fe t ^ d lVg.o.nfe last weekend.
(b) DIptI asked me whereldlVi g^ast^We^kend.
Q Dipti asked me where I hafLg-Gtie the previous weekend,
d) Dipti inquired of me where I, had gone on the last weekend.
She said, why are you studying English?'
((a) She asked me whyLwas studying English,
(b) She Inquired from me Why are you studying English.
c) She asked me why 1 had been studying English.
sW d)She askeduA rpe why was I studied English.
f-49. " I wakef-you every morning at seven o' clock" said Payal
(fj!) Payal said that she
•
woke
'
up every morning at s e vnj
en^cloock
(b) Payal said that I woke up every morning at seven o' clock.
d) Payal exclaimed that she woke up every morning at seven o' clock.
\yjf1f. He said that the test was difficult.
(a) He exclaimed," The test was difficult", ((b) He said, "The test is difficult"
c) He stated, " The test was difficult", d) He cried, "The test was difficult".
ADD! 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
ENGLISH VISION-ACADEMY-
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] """
(4) I told good morning to my friend and suggested to go for a picnic today.
^ ^ Y h e new student asked the old one, "Do y g j j k n o w my n a m e ? "
( t ) The new student asked the old one if he knew his name.
(2) The new student asked the old one that whether he knew his name.
(3) The new student asked the old one did he know his name
(4) The new student asked the old one if h e j c ^ w s his name
.ft \ /'
— I warned her that I could no longer td.l$rat,e h^r c o m i n g late.
''
1
o
ENGLISH VISION ACADEMY ENGLISH VISION ACADEMY
'%/A [ A N INSTITUTE OF ENGLISH LANGUAGE ? EDUCATION) % [ A N INSTITUTE OF ENGLISH LANGUAGE T E D U C A T I O N ]
reiterated, " I d o n ' t care about the j o b . " (4) Rahul said that.he would now or never do it.
( 1 ) 1 reiterated 1 didn!t care about the job. My_father once said to me, "If I_can't trust my people, fthei
(2) 1 said again and again I didn't care about the job, ^ want to be doing this."
1 reiterated that I did not care about the job, ( 1 ) His father once told him that if he couldn't trust his people then he didn't w a n t to be
( f ? ) My father once told me that If he couldn't trust, his people then he didn't w a n t to be d
(4) 1 repeatedly said that I cared about the j o ^ a ^ M - '
(3) My father once told me that If he couldn't trust m y people t h e n he didn't w a n t to be d
1 said niy b r o t h e r , "Let uT"goto some hill station for a change,"
(4) My fattier once told me that If lie couldn't trust his people t h e n he 3idn't w a n t to be di
( i ) I suggested to my brother that they shptitd t)o to some hill station for a change. Doshi said to his wife, "Please select one of these' necklaces."
( f ) l suggested to my brother that we shouldjcj^.^some hill station for a change. J & fSoshi requested his wife to s^e^t one oj!'t!h^?e necklaces.
(3)1 suggested to-my .brother-,tKat let us goj;&|^neHvjll station for a change,. (2) Doshi said to his wife to^pTfe'^e slelect o'n^ df-^hes^'necklaces.
(4)1 suggested to my bro'tfterthat
\ \. i Ipt
i therri*t|o;to
v / Some hill station
„ for a change. (3) Doshi told his_wlfe to pfeasH^sJlpct one of /hose necklaces, „
J>ST I wondered.hciw manv cKscoverieVwent unheeded. {
X .—•—• - •. ' v, — /--M; C\L.s Doshi plea^edTilslvlfe to sele<!t(one of those necklaces-, ( ci
(1) I said, "Hjjw many discoveries have gone unhee.d,ed?.'^ , \ He wroteXIn^hisreport,.C-The rainfall h a ^ J f e e r i ^ ^ ^ y r . t i l l n o w . "
(2) I said, "How\ "•' \ discoveries
rna-nyi """went
- unheedeg?"''-^ Mljy- ^
! I 6>&/
v
- /
• A / : \j S-v /
(1) He reported tfi'^ttne^alnfall has been sc£ntj^ilVn'ota v ' / J
(3)1 said, "Do discoveries g.a«nbe'?d.ed?'"\ \ v !
(2) He reported):hat"the raifiFalKhaa (5een\danty^jflWw.
(ft 1 said, "How' many
"' dis'coxeribigo"lin^e'e.deif'/'
' ^ / ) \ :\ V \ \ f v j
(3) He reported that the faitoll/has'beenisdant/till then.
Jb^T - Gopan said to me, fearh wou\d.o these sums for me?" ^ 1 n\ \\
0 ) He reported that the reinfain?a{jjj$fen'sqanty till then.
Gopan asked me if I could-do^th'o'se sums for him,
^ ^ ^ o v i n d , " said the\tjangger sternly, 'I command you to l e l l mi
(2) Gopan asked me if 1 can do those sums for him,
the old man said."
(3) Gopan asked me if I can do these sums for him, ( 1 ) T h e manager sternly told Govlnd that he c o m m a n d e d h i m to tell him what the old m a n
(4) Gopan asked if I could do these sums for him. ( 2 ) T h e manager commanded s t e m l y ^ o G o v l n d to tell h i m w h a t the oldman h a d s a i d .
• The boss said, " I t ' s t i m e we began planning.our w o r k " . (3) The manager commanded Govlnd to tell him what the old man said.
The boss said that it was time they had .begun planning Jheir work, ( f ) T h e manager sternly commanded Govlnd to tell him what the old man h;
(f^) The boss said that it was time we had begun planning our work ^ j A f ^ J . said to bim, "Where have you lost the pen I brought for you yesterd
(3) The boss said that it.was time they began planning their work. I asked him where he had lost the pen I had brought for him the day befi
(4) The boss said that it was time we began planning his work. (^)) I ?sked him where he had lost the pen I had brought for him the previou:
He said to t h e j u d g e , " I did not commit this crime." (3) I asked him where he had lost the pen I had brought for him the next da\
(1) He told the judge that he did not commit the crime, (4) 1 asked him where he had lost the pen 1 brought for him the previous da
(2) He told the judge that he had not committed the crime. 25. She said to Rita, "Please help me with my h o m e w o r k . "
( j ) He told the judge that he had not committed that crime. (1) She requested Rita to help her In her homework.
(4) He told the judge that he had not committed this crime. (2) Rita requested her to help her with her homework.
Rahul said, " I w i l l do it now or never" Q^*Sfie requested Rita to help her with her homework.
(1) Rahul said that he will do it now or never. (?) She requested Rita to help her homework.
(2) Rc'hul said that he will now or never do it. . servant said, "I confess my fault and beg to be excused."
(T)-Rahul said that he would do it'then or never A. Your servant said that you confess your fault and beg to be excused.
A D D : 5 - D - 2 1 , HUDCO Q T R S , MAIN ROAD, J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 8 0 <i)D: S - D - 2 1 , HUDCO QTRS, MAIN ROAD, J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 8 0
^ ' ENGLISH VISION "ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
ur servant said that you confess your fault and begged to be excused,
ur servant said that he confesses his fault and begs to be excused,
ur servant said that he confessed his fault and begged to be excused.
'The policeman on duty said to me, "If you go straight for about a
Ie, you w i l l reach the post office."
policeman on duty told me that if 1 go straight for about a mile, I will reach the post office.
Doiiceman on duty told me that if you go straight for a mile, you will reach the post office,
policeman on duty told me that if i" went straight foVabou\a mile, I would reach the post office.
Doliceman on duty told me that if I w e n t straight f o r ^ t ^ u t \ j T i l l e , 1 will reach the post office.
5
A D D : 5 - D - 2 1 , HUDCO QTRS, M A I N ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(jp) T.he mistress asked Fanny if she had mailed the ,two letters she had given her the
before.
"What a hopeiess fellow you are !" said t h e teacher t o t h e s t u d e n t .
A. The teacher told the student that you are a very hopeless fellow.
^BpThe teacher told the student, that he was a very hopeless fellow.
C. The teacher said what a hopeless fellow the student was.
D, The teacher exclaimed that the student vvas'^/hat a hopeless fellow.
33. My friend said, "Hello! What are yo'pifloihg here 7"
(^)My friend said to me hello, w-fiatl was dai,iiigi:lfl.erat
J - friend greeted me' aqd a^kep
o, me
I, what'l TJ)
° J jwas-d'oing there.
C. My friend saj^Plreti^ to mewick^iked me-what was I doincftfjjer'e.
/ f ? / \ V, ' f CSij
D. My friend .wisheu-fne and wantecJ.*o know that what/Vasiyoing-.there.
S VV /"-') I 0 ) J . r 7 > )
3>k" "Have y.ou;-fi'n(shed your lesson, Han-.?f said Mr"/'pharma to his son.
—• \ \ J r\ f 'IV \\ "" ' ""
A. Mr. Sharma saicftp-Han if he/fv&d finishe!d 'Fffev|^5sori>- /
; vv r -A \ 'v^s \ /
B. Mr. Sharma 'said to hi ioiv.Han\ that/have rtrirsned your lesson.
^ M r . Sharma asked had finished his lesson.
• D. Mr. Sharma enquired tHs-.s'ofi Wan that whether had he finished his lesson.
^ J S < ^ " D o n ' t answer me back like that," said Persome.to Mary.
A. Persome asked Mary if she would not answer her back like that.
B. Persome ordered Mary don't answer her back like that.
(c)Persome ordered Mary no to answer her back like that.
D. Persome said to Mary don't answer her back like that.
My brother said to me, "Let us go out for a walk."
A.'My. brother told me that let us go out for a walk.
B. My brother proposed that they should go out for a walk.
@ My brother proposed to me that we should go out for walk.
D. My brother told me to go out.for a walk.
^ ^ " ' " T h e teacher said to Ramesh, "Have you done your home work ? "
A. The teacher asked Ramesh if he had done my home work.
(B)The teacher asked Ramesh if he had done his home work.
C. The teacher asked Ramesh that have you done your home work.
D. The teacher enquired of Ramesh that whether he had done his home work.
3
ENGLISH V I S I O N ACADEMY ENGLISH VISION ACADEMY
( A N INSTITUTE OF ENGLISH LANGUAGE 2, EDUCATION] WTg/fc/V [AN INSTITUTE OF.ENGLISH LANGUAGE & EDUCATION]
38. The crowd shouted, "Hurrah! our team has won the match." C. The teacher asked Surinder how was it he was late for the college th
A. The crowd shouted at their team for having won the match. (D^The teacher asked Surinder how it was he was late for the college th
J & f t h e crowd exclaimed, with joy that their team had won the match. 45. TheJPrincess said, "Let me try if I can also spin."
(C) The crowd applauded their team which had won the match. A. The Princess said that let me try if she can also spin.
D. The crowd congratulated their team since it had won the match. (B)The Princess said'that let her try if she can also spin.
39. The painter said, "What a fine painting it is !" ^£>Tfie Princess said that she.wanted to try if she, could also spin.
^A^Xhe painter exclaimed that it was a very .-fine fainting. D. The Princess said that let her try If she cotrfd^ilso spin.
B. The painter exclaimed what a fine painting i ^ w ^ . Priest said "God helps, those w]h6^h^p themselves"
C. The painter exclaimed with-jjiy how fine!saj,'jpa^nUng-rkt was. The Priest said that God tat^ttjose wl^hj^themselves.
x—* The painter excIaimed'thaTwlia/t
\\ \\ iI Jik fine. p'ai'nfing'lt (B) The Priest said that G\3d helped those ytfTCo/heljs'e'd themselves.
'...\ {
(5) was.
v / ^
40. She sai^d'to, m£, "Take pity on metis I am a h.elpfes^ woman." (C) The Priest^tfi'd'thV God\eip)s/t|iose wrtfflielped themselves.
A. She requested fm'e that to tafe'pit'y on her as she.4s/avhe^Jess\voman. (D) The Pries^sajjfahat God hel^e.d-those who help.e4
\ v \ / " i r < ? ir! v i
B. She requested me thaf I should take plty/WY)hjar^^sh'e::.rs/l,a.-h£lpless women ^ J ^ S h e said^td^thertiyDon't make a n o i s e / CsL,\
Q
fie requested me-to'take-pity1 o'n h-ef'as she'w/sra helpless woman, (A) She told theyi^at-'iTon't^rrafeVa .nolse^ S('D
(.--*" / % \ >-y) N._y
\\ \
D. She told me t'hat I sho,6ld;-takp\pity";6mhHas she is a helpless woman. (B) She told them not to . ^ a J ^ V ^ V " ^ XLl^"''
^ I \ \ i o y—
She said, " I missedlthe morni-tig^tr'am yesterday." (C) She told them not m
•—^ \ \ ' ! • y
( d ) She asked them not to\rok^a:mMse.
A. she said that she misse'd thelybtTilng train the previous day.
48. The teacher said " Be quiet girls"
(B)she said that she had missed the morning train the previous day.
^j)The teacher said that the girls should be quiet.
C. She told that she had missed the morning train the previous day.
(B) The teacher called the girls and or- dered them to be quiet.
D. She told that she missed the.morning train yesterday.
( P ^ h e teacher urged the girls to be quiet.
42. She said. "Gita's clothes caught fire while she was cooking."
(D) The teacher commarded the girls that they be quiet.
said that Gita's clothes caught fire while she was cooking.
Jose said " I bought a Maruti car yesterday"
B. She said that Gita's clothes had caught fire while she was cooking.
(A) Jose said that I have bought a^Marutlcar the previous day.
(CpShe said that Gita's clothes had caught fire while she had been cooking.
(B) Jose told that lie had bought a Maruti Car yesterday.
D. She told that Gita's clothes had caught fire while she was cookijig.
(C) Jose said that he bought a Maruti Car the previous day.
said, "What have you got in your pocket, Mohan ?"
({d| Jose said that he had bought a Maruti Car the previous day,
^ Mother asked Mohan what he had got in his pocket. \ >,
50. She said "What a beautiful scene !"
B. M o t h e r a s k e d M o h a n w h a t y o u h a v e got in your pocket.
C. Mother asked Mohan what had he got in his pocket. (fApShe said that what a beautiful It was.
D. Mother asked Mohan that what he had got In his pocket. (B) She wondered that It was a beautiful scene.
4 4 , ^ 1 he teacher said, "surinder, how is it you are late for college today ?" (C) She-'exclalmed what a beautiful scene It was.
A. The teacher asked Surinder that how was it he was late for the college that (p^fehe exclaimed that It was.a very beautiful scene
B. The teacher asked Surinder that how is it He? was late for the college today,
1
6
•iJUOD: S-D-21, HUDCO QTRS, MAIN R O A D , J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 S 0
A D D : 5 - D - 2 1 , HUDCO Q T R S , MAIN R O A C , N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
htMA)
t> y
1 H-^ — — r W o r k B o o k E x e r c i s e (E)
- f\ .' \
Directions : Fill up the blanks with suitable prepositions from the alternatives given
under each sentence. \\ "
k J s Y o u cannot expect respect from h i m becaues he is lost sense of shame.
(a) in \ (W-to • ' (c) into , >
You have not to get u p because.-the book is lying;2'.'.....v,... hand, .
*** at ' (b) in """ ; V
N ^ A f t e r all hard work has come to tell your health.
(a) on / x O^upon / (c) at
v^l. Dishonesty is afotfays detrimental ...C,...^.. progress iii l i f e \
: 0) to yf- ' / ibTtor (c) in
5 JHe m a d e insulting remarks that are derogatory v.." his reputation.
(a) for ^ to J (c) in
6, In the long run, drinking proved fatal both his reputation & health.
Y(a) for ©to
^ T ^ h e rich are not inured m a n u a l labour.
(a) of (b) on sSfitfo
, (^tffDisintegration of the country is inimical the progress of the people.
to (b) for (c) from
SL The court has absolved h i m all the charges levelled against him.
(a) of (®>from (g^To
^ J f l f C h i l d r e n , by the force of habit, areattracted anything that glitters.
(a) by Styio (c) with
11. Anyone who comes in contact w i t h h i m is enamoured his charismatic
Y personality.
(a)^vith (g) of - ( c ) by
Encouraged by the success of his ventures he has decided to embark the
expansion programme.
(a) for $0)upon (pj^at
^ l ^ r ^ t the sight'of his former wife he flew a rage.
(a) in .$ffhitp (c) to
Now-a-days there is rage pop music among the Indian youth.
© for . . .. - (b) with
15^Most of the family members dissented ..ll.../...... the suggestion he made.
(a) to <l^from (c) of
^ l ^ T h e President dwelt .. the problems facing the country.
J^/on \ \.... I (b) for V / > (c) with
17. The robbers not only injured the l a n d l o r d but also decamped booty.
1
Y © with \ 0>)-6ff C ( / (c) about
18>xfhe labourers are claniourmg;^;.?...,.;.^ hike^m:their wages.
v
(a)/£gainst /< " ((b})fot \ (c) about
,19. On the eve of the Prime Minister'svisityCivil Line has been cordoned
' ' ^ .off -• '''-7;:: I j , : (b) in • ' \ \ I p f i b r •"
20 the carppus t h e r e i s m u c h j j n d i s c i p l i n e for want of proper management.
••V (a) In [i j '//
21. He h a s great antipathy those who are hypocrites.
" I . (6) against //' (c) for
22. Quinine is an effective antidote rav^vU^ Malaria.;
V
(a) to " / (Q against '' Vtcffior
a dancer she has aptitude Classical system.
(a]/ff)r " ~ (b) to f / / ' J T"N (c) in
s^J&sOne should never acquiesce ^....unjustified demands of the employees.
sjafin C.1,. / / (b) o n \ j r ; (c) for
•QSfiihe blushed the mention 6f her lover's name.
(a) on " Jpyht (..., V' (c) for
•sgfi^He is'born an intelligent mother.
(a) from (b) to ^J^eflof
^lyioMx remarks don't .have any bearing the communal problem.
(a) at (b) for "-"[cfon
rs28C He was vexed the belated reply from his son.
at . . ( b ) with (c) on
^29^The lady was greatly incensed the misbehaviour of the bus conductor.
(a) for (b) with 'fcfat
decided to enter a new course of life.
^J^into (b) u p o n , (c) for
Work Book Exercise (F)
Directions : Fill up the blanks with suitable prepositions from the alternatives given
under each sentence.
y y f a a step to renovation he has decided to replace old furniture new one.
.(a) with (b}-tey (c) for
2. During the course of speech the Principal enlarged the need of improving
V college library.
((coupon (c) in
He was in a hurry and just glanced the letter.
(a) over 4bTat ^through
4. Now-a-days the rich persons enjoy\inffiience the police authorities.
with /""TT \ (b) over (c^ti
•^Sr^obody likes anyone tb intrude his privacy.. / ,/
(a) in \ V.-X (b) into V >' ' / ^ c l / e f A
\JS^Thmk over the matter. Please don't juinp L conchisioiis in a hurry. •
[$yio \ \ \ (b) at Cc) for
^yThe scheme of Rozgar Yojna driginated the Prime Minister. <
• ' with (cj by
(JJ/We must not show partiality our relatives. f'7 \ \ "
(apo" -jf (b) for " ' (c) of ;
( 2 ) R i c e a r e n o t g r o w n by t h e m (4) | i o n ? " ( )
(4) The head^was .hit/On ^the ball by me) / , Where^wilPher clothes be kept by
V-
Q.17 The cat drank the milk. ' ei,,. (4) Hone ()
(1) The milk were drunk by the cat.
(2) The cat was drunk the milk,
y ) The. milk was drunk by the cat
© We shall teach(him) a lesson.
^ f He will be taught, a lesson by us.
@ A lesson will be taught to him by us.
(4) The cat was drink the milk ( )
(3) Both are correct
Q.18 He will fly a kite. (4) None are correct ()
A kite will be flown by him Q.25 He is running a race.
(2) He will be flown a kite. (0} A race is being run by him.
(3) A kite will have been flown by him. (2) A race is run b y him
(4) None ( )
(3) A race has been run by him
.IP $he will not beat me. (4) None ()
SLini 1 is not watering the plants. (3) Was the door knocked at by him ?
(1) The plants are not watered by Sunil (4) None ()
(2) The plants were not watered by Sunil Q.33 Was not Ravi teasing the baby ?
( u ) The plants are not being watered by
(1) Was the baby being not teased by
Sunil
Ravi?
(4) The plants has been not watered by
Was the baby not being teased by
Sunil ( )
Ravi?
Q.27 Are they singing a song ? (3) Was the baby not have teased by
(1) Is a song being singing by them ?
Ravi?
(2) Is a song was sung.by them ?
(4) Was the baby not been teased by
(3) Is a song sung by them ? L ^ (""'
Ravi?^ ()
((f) Is a song being .:s(ing by them?( }
Why wer6 you> wasting your time ?
Q.28 What is M o h ^ o t o g / ^ ' S \
x
((T) .Wfty/Nvere your time being wasted
(1) What is done\by J^rihan \
/ b j j o u h
( J 2 ) What is beingMond\by(Mohan i l ) Why was your time been wasted by
(1...
V -
(3) What was done by Mohan
(4) N o n e ^ ^ N J 1 j
^ f Whyvwasyour ti'me;being wasted by
Q.29 The^aiBiQers are not marklhg the a r i ^ r f r l 'N\you ? 4 \ 7 n F^
b o o k s ^ - i f ^ ff (4) Why was }'pur time has been wasted
( 1 ) The__answer-books are not being E3y\yoi! ? \ ()
marked^ bx^ne examiners
^ bu|ocksCiyere eating the grass.
(2) T h e a n s w e f - b o o k s ^ a r e ^ l ^ d ^ b y t h e ' 7
-(f^The grass were, being eaten by the
examiners \\ •
ibullocksr>
ai^sv^e^cKjks not ' \ i \
'he grass was3&jnKeaten by the
ty^he^examiriers
(4) None ^ ) " X
/ / \ v - i r ... (3J The grass is being eaten by.the
Q.30 She w a s ironing hef' clothes. / " S , •VI
\ bullocks.
(1) She had been/ironing- iief clothes V / (4$, The g r k s are being eaten by the
(2) Her cliithes/w^re ironed by h e / \ / }builocks. ()
Q ) Her clotheslvdre-beijtg ironed by herV /
Q.36 Thejhork:Kvere drawing tongas,
(4) Her clothes waF^ironed by her (. ) /
( j ) The tongas were being driven by the
Q.31 They were not. laughing at the beggar.' :
horses.
(1) The beggar is not laughed at by them
(2) The tongas , were driven by horses.
( f ^ The beggar was not being laughed at
(3) The tongas was driven by hoses.
by them
(3) The beggar was not laughed at by (4) None ( )
them Q.37 They have built the bridge.
(4) N o n e o f the above ( ) Q } The bridge has been ^uilt by them.
Q.32
(2) The bridge was being built by them
Was S h e knocking at the door ?
(3) The bridge has been built to them
(J) Was the door knocked at ?
( 2 ) ) Was the door being knocked at by (4) None ( )
rt 1(1 1 7„ V,,. im/itpri all h i s f r i e n d s .
(1) He has not been invited by his friends. Q.43 She has spent all her money on e
(2) All his friends are not been invited by ( I ) She has spent a i r her money 0
clothes
O^All his friends have not been invited © All her money has been spent on
by him. clothes by her.
(4) All his friends had not been invited (3) All her money have been, spent on
by him. ( ) clothes by her.
Q.39 I have not drawn up the school time- (4) All the above ( )
table. Q.44 He had never visited Mumbai before.
(1) The school time table have not been . r . , y , (1) Mumbai has never been visited by
drawn up by me. n f J /'" him before.
(2) The schooMjme^tatle' hacI been riot \ / / (2) MumbaTwas never been visited by
drawn up by, me. v ' C W ,•) • hiip/fefore?''
(3) The school time table^as been not v / (3) J^umjjai is being never visited by him
drawn up by me. before, r '
4)) The school time t a b l e M u m
\
b a i had never been visited by
drawn ,up by^me. (jjv • him .before. / /4 ()
.40) H a s ^ ' s t o l e h ^ o u r wris^fatch' T ^ J - f ^ j ^ H a n ^ a s already -solved]alkthe sums.
(1) Has'the watch been/stolen by you ? AlKthe siims has-already been solved
Has your 'wrist watch been stolen by by Hari. ' v 1 *
him ? , _ .......v - V C v
w n n z
7 ] / / ;; (2) All the sums had already been solved
(3) Has jhe-wfist watch beeCstolen b,vy1y/ y/ by Hari.' -
him ? ^ V / ^ 17 (3) All,the sums are already being solved
(4) ^s(yoar_Avcisi W a t c h m e n by'Sffif /Hari. r P X
.(4} A11 the sums i r alfeaay being solved
Q.41 Why have you missed/the4rain ? ' " o
/<C\' * • / ' • ' / }• ' I \ : • \
Why has the train. been:';misseLd., by- 1 (
;Q.46 She had'never seen this book before,
you ? / /XK \ I / / (fn^Thi^bdok had never been seen by
(2) Why w a s / t h i t $ a J r c e n • mis$ed(Wl / v
you ? . . -. • \ / (2) This book • has never been seen by
(3) Why is the train been missed by yoii? herbefore.
(4) Why was the train being missed' by v J
(3) This book was never b; ;n seen by
/ you? () her before.
M ^ W h a t hgve you done in this matter ?. (4) All the above ( )
0 What have been done by you in this Q.47 Suresh had already killed a wolf.
matter ? (1) Suresh has been killed by a wolf.
(2) .What was being done by you in this (2) A wolf has already been killed by
•matter ? • Suresh
(3j What has been done by you in this A wolf had already been killed by
matter ? Suresh
(4) What were being done by you in this (4) A wolf had already being killed by
matter ? ( ) Suresh ()
Why had he sold his horse before my (3) Trees were not being planted by the
arrival ? gardener
(1) Why has his horse been sold before (4) Trees are not being planted by the
my arrival ? gardener- ( )
(2) Why his horse has been sold before Q.53 They will have sold all the books by 4
my arrival ? P.M.
(3) Why was his horse being sold by (JT) All the books will have been sold by
him before ray arrival ? 4 P.M.
Why had his horse been sold by him (2) All the books are being sold by. 4 (
before m y arrival? ( ) ,V1 P.M.
We shall have saved enough money by / /r ( 3 ) All the books were being sold by 4
that, time. V \ \ /( P.M) N
•/ s" l \ • •> r \ / S
(4) All'tht books have been sold by 4
Enough mbffey wjll have been saVed \ / 7
by us by t h a t ^ t i i i e ^
@ We shall have v b^ert x sa^edi e n o u g n ^ J j j ..5r4 l i e will not have saved enough money to
money by that tirfis. ^ buy-'a' c a t ^
(3) Eno^gh money shall i i a ^ - sayed fry^ Enbugh money 'wil] ,have not been
; tis'by^th.kt'time j '"saved byrthem toBuV^a car
-u w i' \ • i i j \
(4) Enough mbney-will/h'ave been' (2) Ei(ough/money have. not been saved
// : ; •' { ) by A i m
II VtN
Q.50 He will-have-j3;6sfed m e l k t g t T ^ ( | ^ jEnoijghviTioney wilUhave not been
(1) H ^ w i l l ^ v e - l i ^ e i l ^ p o ^ e d ^ e ' l e t t e f " 7 Jsayed by h i m ^ r t i y a car
(2) The/letter will /hav^posted by--him^— : (4) Enoughinoftey i s i o t been saved by
' I \ ' ^ \\
((jJrTfye- l e t t e r - W i l l / h a v e f t e
/• * | f yj /hm'to
uA.
b u y ^ i cai (( )\
h i n f T " ' O 'e./sHaIl hkve^fiiilshed our work by
(4) The letter shall have been, post next.
him work shall have been finished
The workmen willli^ve repaired the rpadJi / ( C.b^- us b y Monday next
(1).The workinen ivilltaye been repaired\j /' O u f v S r k V i l l have been finished by
the road - ( , \ / lis b y Monday next
The road will have been repaired .by (3) b u r work is being finished by us by
the workmen Monday next
(3) The road shall have been repaired by (4) All the above ( )
the workmen D o they ?
The road will b e repaired by the ^ f l l s English spoken, by them ?
workmen ( ) (2) Does English spoken'by them ?
Q.52 The gardener will not have planted trees. © Are they spoken English ?
(1) Trees shall not have been planted by (4) N o n e ( )
the gardener. Q.57 Does h e know you ?
@ Trees will not have been planted by (1) D o you know by him ?
.
iU,
(7) n o vou known to him ?
re you known by him ? (2) Must this tree being cut by l
Are you known to him ? ( ) (3) Must this tree has cut by us f
Q.58 Did they win the match ? (4) Must this tree been cut by us? (
( j ) Were the match won by them ? Q.66 Will they hold the elections ?
'QYWas the match won by them ? (1) Will the elections been held by them?
(3) Did the match won by them ? (2) Will the elections being held by them?
(4) None () ( ( ) ) Will the elections be held by them ?
Q.59 Are you' writing a letter. (4) will the elections have been held by
nKTis a letter being written by you ? them ? ( )
(2) Is a letter written by you ? r - , -1 will you help me ?
(3) Is a letter been written by you ? \ 0 Will \ be helped by you ?
Are a letter, being written by you % ( 2 } ^ i a l | ) [ ' b e . h e l p e d by you
. . \ 1 ShalM been helped by you
Q.60 Was he reading a> S | M 1I ;<been ^een helped to you ( )
/ \
(1) Was a book been book ?
(2) Was a b o p k x b e i n ^ t h i s book' written ?
Was- a'book being-rea 2) Who>was this^b^ok x being written ?
(4) None) ^ \ (3)\J3y whom were [this book written ?
\
Q.61 Have./yo u- written"! etters, ( 4 ) By whom w^s this Book written ?
(1) iavertettei^^er^|WriprubJhi^ : i \ ' ( )
(2) f{ave-lettet5-^ein|! writtejriby ..you.?. •What did you buy ?
(3) Have letters .written S y ' y o u ? j)at was bought by you ?
Hayb fetters \bj6en Written b y j f f i y ^ (2) What is bought-by you ?
/What has\bought>by>you ?
Q.62 Had they^een us before^? .What ivere bought by you ? ( )
0 ) Had we. being seen before by jthem?.. W/heredid you buy it ?
Had w e been ^een/by(ihem. before W.here; were it bought by you ?
(3) Had they be/seen betore by u i \ / / (2) ,\yhere x has it bought by you
(4) Had t h e j c ^ e e / s a w x u s b e f o r e ^ . \ j r) ^ ^ . W J i e r e was'-.it bought by you
Q.63 May I take t h i s ' p e n y K _ \ (4) Where'is it bought by you ( )
a
(1) May this pen be took by me ? ' , 0.71 When' do they deliver the mail ?
) May this pen taken by me ? (1) When was the mail delivered by them
!> May this pen be taken, by me ? en is the mail delivered by them
(4) May this pen. was taken by me? ( ) (3) When has the mail delivered by them
Q.64 Can w e send it by air ? © W h e n are the mail delivered by them
(1) Can it was be sent by air ? ()
0 Can it be sent by air ? . Q.72 Why did you beat him ?
„ ( 3 ) Can it being sent by air ? (1) Why is he beaten by you ?
(4) All the above . () (2) Why are he beaten by you ?
Q.65 S^ust w e cut this tree ? (3) Why has he beaten by you ?
t i l Must this tree be cut by us ? ( 4 ) Why was he beaten by you ? ( )
Whom do you.want. ? Q.80 Type this letter.
(fp) Who is wanted by you ? (1) This letter be typed
(2) Who was wanted by you ? 0 Let this letter be typed
(3) Who has been wanted by you ? (3) This letter been typed
(4) All the above ( ) (4) None ()
Q.74 Who teaches you English ? Q.81 Put out the lamp.
Q By whom are you taught English ? (1) Put the lamp out
(2) By whom is English taught to you? (2) The lamps be put out
(3) Both are correct Let the lamp be put out
(4) None is correct . ( ) "K) None ()
J
Q.75 Why should I cut thes,Q trees ? ^ f 7q^82 Let him run a race
(1) Why should these ..trees cut by rhe?\ / / ((f)) Let a> raceme run by him
( Q ) Why ShotfCthbs^4rees be cutOby \ / r ) (2) I_£t E^rap'e been run by him .
me ? \ V j ' V/ • (3)./A^faCe <6e run by him
(3) Why should these tree were cut by .^4) / A-race"1et be run by him ( )
me ?
U t . h i m sell the book.
(4) Why should/those .trees
Let.the book-sold by him
cut . by m e ? x . .
,et' the4>ookl)ff sqldfby him
Q.76 When"wilCy;ducr'aise t h i ^ ' q u e s t i o n s ^ —u (3) f i f e book let be sold by him
~ When will this question be raised by (4) -Leti\ithe book. be sold to him ( )
ybu ?
(2) When will this D o hot) ^ n f o m f t h e police?
:
(1)-Le//the polieern^lnformed
b p f i i v-i \\ .
(2) Le/ t h e ^ p i c ^ h a v e not informed
(3) Wheti will this Question being r a i s e d " f
^ e t the police jjot> ^ i n f o r m e d
B^jou; t y j ^ y
(4) All the^bove "4) JLej the'-police-be informed ( )
(Mob- Nr. - OA * — -
(3) It will be done by you. (3) It is time for this work to be done.
(4) It shall have to be done by y o u . ( ) (4) It was time for this work to be done.
Q.101 I expect to bring-her round. ()
. ' <(D I expect her to be brought round. Q.108 It is necessary to write this letter.
(2) I expect her to brought round. (1), It is necessary for this letter to be
(3) I expect her been brought round. written.
(4) I expect her be brought round. ( ) (2) It was necessary for this letter to be
Q. 102 There are no. houses to let. . written.
(1) There are houses not to let. (3) It is necessary for this letter to write.
(4) It was necessary for this letter to be
(2) There are to be let the houses.. .
) '{" written. ()
@ There are no houses to be let. \
(4) There is np..houses to let. { ) \ / 0.109. Women like man to flatter them.
1
P JVpmert a r e ! iked by men to flatter.
Q J ^ Women like t o l a j k X / ^ ^
/ ( i ) It is liked by Vom^n to talk, \ I ^ W^Jnen |ike4 to be flattered by men.
i - (£2) To talk is liked by women; 0 J / W o m e i r i i k e be flatter by men.
•jX^Q) Both are correct. \ 4A .—'
Women like to be flattered to men.
(4) N o n p < ^ L A O , __ O
Ain.n //. r f ^ T ? P | O l f l 0 A^Hck is--to.walk/tfitta
Q.104 People say that oranges are better f o r u s . : - • '
(1) A\?tick was to be -walked with
than bananas;—"^ j ^
. ,.-.- r (2)_A stick has to be walked with
(1) It said that orapge^are ]?etter,for u?, } i- I H s T nAa ^Ai ic' ku hua s^: tbTe e n walked „,„tiX.4 with,
,„uu
than- bananas: ||
Oranges^aresaid t&be better fbr u i v :
, i / / . Q g ^ ^ l ^ b e ^ d with.
()
t p f b^rianak / V\. " j f i Q . l l l You h a 4 got to^do it,
(3) ^ B o t k ^ r e ' ^ o r r e c l
\V ( j ) i^has got ^oido by w u .
• (4) N^neT]/ ' ffliiAs gotrto"be'do'ne by you.
_ (3) It lias got to be done by you.-
()
Q.105 It is time to call to^OVc^O r ^ i $ All^he above
(1) It is time to b f called the/roll. I ( / / \ \ T)
(2) It is time to,call,ed N be the roll. \ \ / 9 A 1 2 M ^ t ^ u u.
(3) It was time for/the ro,11 to be called. \ / A . W ^ ^ k e n by him.
V t0 b y them
' It is time for tW Toll to be called / '
u (3) H e has been spoken to by them,
• A j (4) He 'has spoken to by them. ()
Q.106 It is time to register the names. Q.113 'He acted upon my advice.
((T) It is time for the names t o be (1),.My advice was acted upon by him.
registered. (2) My advice has acted upon by him.
(2) It was the time for the names to be (3) My advice has been acted upon by
registered. him.
(3) It is time the name be registered. (4) My advice were acted upon to him.
(4) None ( )
()
Q. 107 It is time to do this work.
Q.114 He agreed to m y proposal.
(1) It is time to be done this work.
(1) He was agreed to by his proposal.
(2) It is time for the work to do. n\ Uv r rtfAn/xpfli
O X My proposal was agreed to by him. (2) The inspector was pleased „
. (4) None . ( ) recitation.
Q.115 I listened to the teacher." (3} The inspector was pleased with th$
(1) The teacher was being listened by recitation.
me. (4) The inspector was pleased by the
( 0 ) The teacher was listened to by me. recitation. ( )
(3) The teacher has listened to by me. Q.122 His remarks offended me.
(4) The teacher has listened by me.( ) (]) I was offended to his remarks.
Q.116 Someone' was knocking at the door. (2) I was offended at his remarks.
(1) The door was knocked by someone.] • (3) I was offended by his remarks.
(2) The door was to .be knocked. \ \ /'" (4) 1 was offended with his remarks.
(3)•'The door^was (being) knocked. ) , k/ ^ O
• (4) The door^was k i n g knocked at\ ( \ / /Q.I23 D o & J i p j you
) 'y y \ / m i W y b u known by him ?
Q . H 7 - Why are you c ttyPfe y o u known to him ?
(I) Why isthe-popr b e j g a t J b e j ^ ^ o u known Jot him ?..'
^ a^by^irV ArV^oiyfcnp.wflf^atjhim ? ()
(2)'^/hy w i s i h e poor/beggar f N
0.124 I do not k'nbw him. /'P
laughed at by you'/ft (j,) He\ is not known to me.
(3) Why the poor;b.eggdr is being ilaughed is not.kn6wn by ;rie.
J
1°
vat-?— - " He} is noCknown for me.
(4). Why has the pock\ blg^ar is bein^
4
-HeVis not known_at/me. ()
\ dn
-; Q.I25 No one has everbeaten my brother at
^ teifnis. ^—
(1) Me1 Was known by her. >!•}>'% brother"have never beaten at
(2) 1 was known by/hen" tennis.
. - Q.) I anv known tp h e t X / Vf / (2)^ i^y p o t h e r was-never beaten at
(4) I am knowjVby/her/' ' j( ) j S tennis.- \
- V• \
Q.I 19 This tumbler^cont^n's' wate'r. M \! / (3) 'My brotherjias never been beaten at
•;• (1) Water, is contained/ by this tumbler / . tenfiis.^"'
0 Water is contained in this tumbjer. (4) c My brother had never beaten at
. (3) Water was contained for this tumbler. tennis. ()
(4) None . ( ) Q. 126 Sit down.
Q.120 His behaviour surprised me. (1) Sit be down ( 2 } Be seated
(1)-1 was surprised at his behavior. (3) Sit down . . (4) None ()
(2) I was surprised to his behaviour. Q.127 My hair needs cutting.
. (3) I was surprised by his behaviour. (1) My hair needs to cut.
. (4)- all the above ( ) • (2) My hair needs be cut.
Q.121 The recitation pleased the inspector. (3-) My hair needs to be cut.
(I) The inspector was pleased to the (4) None ()
• recitation. Q.(12j^0ne cannot help him.
(1) He cannot be helped. Q.134 The people lined the road.
(2) He cannot help by one. Q ) The road was lined o f the peo'ple.
(3) He cannot be helped to one. (2) The road was lined by the people.
(4) He cannot helped by anyone. ( ) (3) The road was lined with the people.
Q.129 They say that you are a liar. (4) None 0
$X) It is said that you are a liar. Q.135 May J go out ?
(2) You are said to be a liar. (1) Am I allowed to go out ?
(3) Both are correct (2) I am allowed to go out.
(4) None ( ) (3) I may be allowed to go out.
PROBLEM S H E E T O N VOICE
oose t h e c o r r e c t a l t e r n a t i v e f r o m t h e giye} 1 o p t i o n s .
L. The t o r c h f r o m Olympia to the sports g r o u n d .
. He
4. Let a poe
% < f p n o be recited (D) will be recited
\ 6. The c a t v/ t h e d o g ? cJ
(
5) was .. chased (C) has ... chased (D) did ... chase r\
/ (A) will ... chase
you English
j/7. By w h o m
(A) was., taught (B) are ... teaching ,^J^^were ... taught (D) were ... teaching
?
. Will t h e union leader
(A) has arrested (B) has been arrested { Q r ^ e arrested
< The d o c t o r m u s t
(A) have called (B) being called
m a n y g u e s t s are g o i n g
(A) to be invited (B) invited
I n t e r v i e w letters are
(A) be issued (B) being issued
^ f 2 . R e e t a m a y n o t . . t o go.
(A) being allowed
^ ^ ^ H u n d r e d s of people
N
(A)^e^lled
. 1 4 . D i w a l i is c e l e b r a t e d in N o r t h I n d i a .
. ^ H V h e r e is Diwali celebrated ? SB) People celebrate Diwali in North Ind.ia.
(C) People will celebrate Diwali in North IndiaN' (D) None of these.
By w h o m w a s t h e m a t c h w o n ?
(A) Who win the match? (B) By whom the match was won?
( C ^ w h o won the match ? (D) None of these.
ENGLISH VISION ACADEMY
A [AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
I G . T h e y m a d e i ^ jfing^
2 8 . P e o p l e a i ^ u f r r e t h a t t h e Can£r^ss w i l l f o r m t h e g o y ^ r ^ f p e n t :
(A) The government/will be formed by the Con
A
(B) The C0ngns5s--a£sume to form goveporrtei A 1
-\0 Csir
(C) It is-assumed that fo^ Congpes
c/1
. ...
0?)The goveri
7
.1 h a t e people
the congress f
. C£>f'hate being
(C) I hate to beerf (D)
( B ) ILooking
hate to atbeme is hated
looked at by me ^ ^
Stf.He g o t his e d u c a t i o n in Paris
S (A) His education was got in Paris ^ J ^ H e was educated in Paris
(C) He was got himself educated in Paris (D) He was educated
(A) Tjnere fortresses conducted us to the guides.(B) We conducted the gufdefs to ee fortresses.
j ^ j The guides conducted us to three fortresses.(D) Nope~o< t h W e \
The thief
5 - D - 2 1 , H U D R N AT-R.- *
\ O
Directions : I n the following questions, a o ^ r f HHisi s bed hasn't been slept in.
sentence has been given in Active (2) He had not been slept in his bed.
Voice/Passive Voice. Out of t h e four (3) His bed has been slept in
a l t e r n a t i v e s s u g g e s t e d , select t h e o n e w h i c h (4) His bed have not been slept in.
best expresses t h e same sentence in I was recommended another lawyer.
P a s s i v e / Active Voice t h a t is y o u r a n s w e r . (1) Somebody recommended another lawyer.
1. O p e n t h e d o o r . (2) Somebody recommended me_^_another
(1) The door must be opened. 'wyer.
(2) The door will be opened. Somebody recommended me another
v^jJ^Let the door to be opened. lawyer
(4) Let the door be opened. Somebody recommended to another
2 / I d j d not t r u s t anybody. yer.
^ ^ ^ -^T) Nobody was trusted by^ a person has been saved f r o m t h e
(2) Anybody had been truste m a n - e a t e r s by t h e s e h u n t e r s .
(3) Nobody wo (1) These huftt^s~will save^many a person
(4) Nobody f r o r n t h e m^nleaters.
3. Did_he re m e m (2) Thj^e^ n ^ t e r s ^ a v e many a person from
(T)"Are the
h\mZ- aved many a person from
r i ^ f y i a s he re ,e\fiQan^eaters.
time? hesebunters have saved many a person
(3) Were the d rh the man- eaters,
him? ust w e c u t t h i s tree?
( 4 ) l 5 i d the date and time (1) Must this tree will cut?
„him? Must this tree be cut?
T h e boVs w e r e d i g g i n g aN (3) Must this tree was cut?
ground. (4) Must this tree is cut?
(1) A hole had been dug in the ground by the boys. I Z . Y o u ^ t f i l l be w e l l l o o k e d a f t e r .
(2) In the ground the boys dug a hole. \ s v j ^ T T h e y will look after you well.
,(3) A hole in the ground was being dug by the (2) They can look after you well.
bov^.
(3) They may look after you well.
A hole was being dug by the boys in the
ground. (4) They shall look after you well.
5. W e m u s t h o w fteaK^jtfa jthese p r o b l e m s . 1 3 . D i d n ' t t h e y t e l l y o u t o be here by s i x
(lj^These problemsTnusniOw be.dealt with by us. \ y O'cJjarck?
tfz) I hese proDierrtS must now oe oeait py us] ' ^ w e r e n ' t you told to be here by six O'clock?
(3) These problems must now deal with by us. (2) Weren't you told to been here by six O'clock?
(3) You were expected to be here by six O'clock?
(4) These problems are to be d2dt with by us.
6. T h e a u d i e n c e l o u d l y cheerecl t h e leader's (4) They expected you to be here by six O'clock? lt<?
speech. 1/4. D o n ' t t o u c h j h i s ^ f f w i t c h . i Q ^ J f ^ J k y ^ b ^
(1) The leader's speech was loudly cheered by the ^ (1) This switch does not be touched.
auc ^ r r h i s switch must not be touched.
The leader's speech is loudly cheered by the (3) This switch don't be touched.
audience. (4) This switch need not be touched.
(3) The audience loudly cheered the leader for his 15.One c a n n o t g a t h e r g r a p e s f r o m t h i s t l e s .
speech. . (I)J>istles cannot be gathered from grapes.
(4) The speech of the leader was loudly cheered by ^ j ^ J G r a p e s cannot be gathered from thistles.
the audience. (3) Grapes and thistles cannot be gathered by one.
7. S o m e o n e is f o l l o w i n g us. (4) Grapes cannot be gathered by them.
(1) We are followed by someone. 16.They w i l l h a v e c o m p l e t e d t h e w o r k by
(2) Vje are being followed.. the t i m e we get there.
(r3^Ve were being followed. (1) The work will be completed by the time
(4) We had' been followed by someone we get there.
/ (2) The work will have been completed by the
VS- <t4 :NGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(3) The work will have completed by the time (3) You will being asked a lot of questions
get there. the inter-view,
K ^ f h e work will have been completed by the (4) You will we being asked a lot .of questions
time we have got there, / i ~ y - f O a t the inter-view. •
ou w i l l have t o p u l l d o w n t h i s sky- ( ^ ^ i ^ u F c o l I e a g u e j w a s g i v e n j ^ g j f t When s h e
s c r a p e r asTyou h a v e n o t c o m p l i e d w i t h "retired.
t h e t o w n p l a n n i n g regulations." (1) Our colleague gave us a gift when she
(1) This sky-scraper will hgye to be pulled down as the retired.
I_own planning reouiarinnq hava-not-Wr. mniphprf
with. _ _ ^ K p f O u r colleague was given a gift by us when
—P)-JFhTS-sRy^scraper will have to be pulled down by you she retired.
as the town planning regulations have not been (3) A gift was given to oifr colleague when
complied^ she retired.
OJ) This sky-scraper will be pulled down as the town
planning regulations have not been complied with. ave our colleague a gift when she retired.
(4) This sky-scraper will have to be pulled dowto as the
town planning regulations havejK5t|fcaenrcornplied. k n o w t h a t t h e r e is o n l y o n e God.
18. He has w r i t t e n a j ) o e m Cvjiicr\ fascinates e are all known that there is only one God.
every one. It is known to us all that there is only one God.
^ ( l K ' A poem ba| beer) written\by (3) We have alH<ncJwn that there is only one God.
w
fasdnateV^jr^jjne. octjslknown by us all.
(2) E v e r y o n e \i£\ fascinated lectetl h i m M a y o r .
wmcn (las' sen by him ct§9 Mayor the people.
'^/3)T»oem written by" Mayor by the people,
Every one\fasc atperthe lected by the people.
written by h j S n r ^ ^ ' Is elected by the people Mayor,
19.Will (Qrosg'happydays b laugh at m e .
by me? {l)J*et me be laughed at. x
e p a r e d by : J . R . M O T S A R A A D D : 5 - D - 2 1 , HUDCO Q T R S , MAIN R O A D , J . N . V Y A S N A G A R . 9 4 1 T ^ R R ^ o n 2
English Vision Academy
f fAfa^e *ybur 'Wishes come true. 2 > w
Practice Exercise-1
Directions (Q.Nos. 1-60) A sentence has been given in Active/Passive voice. Out of the four
alternatives suggested, select the one which best expresses the same sentence in Passive/Active
voice, and mark your answer in the answer sheet.
1. The Prime Minister answered the journalists' questions.
(a) Questions were answered the journalists' by the Prime Minister
(b] The journalists' questions were answered by the Prime Minister
(c] The journalists' questions had been answered by the Prime Ministers
(d) The journalists' questions was answered by the Prime Minister
2. The student should keep theix rooms neat andf j 71 Naipaul won the Nobel Prize for literature
clean. ^~ I \ \ / / * a s t year.
Their rooms should^'Kept neat and clean \ ^ 0 ) The Nobel- Prize for literature was won by
y ;
by the students 'V--, \ ., \ j J Naipaul/la^ ye&r"
(b) Their rooms shoulcl have jbeen kept neat \/ / (b) The I^obe!Prize for literature had been won
and clean by the students' by^Naipau'l last year
(c) Their rooms had to be kept ne^f and clean) (c) TJhe Nobel Prize for literature last year was
by the students \ \ \ \ .' won by Naipaul
(d) Their rooms would be kept heat' atidclea d) Lajft year the Nobel prize for literature had
by the students,..- onbyNaipaul /,
\ '> / / N
3. Her grandson Sent the old lady ouquet^ 8;Vl'he small boy looked after the. dog.
flowers. / V te, (a] The^qog was/Jookihg after by the small boy
(a) The old lady had boen sex t a bouquet of. (b) The dog had been looked After by the small
flowers by hnr grandson / / boy i 4 " !
(b) The old lady " would h&ve beon sent 'c]/Tha dog was looked after by.the small boy
'
bouquet* of flowers oy-h /grandson S • i
} The dog was bemg looked after by the small
(c) The old lady has sent a bouqxiet of. flowers / A'^oi \ I ' '
by her grandson \ \ . \ (" / {/ . x | ~ _
/fd) The old" lady was sent a hppque'rof-flowers - 9. 'fiteires.tless crowd shouted at every speaker.
by her grandson \\ (a) Every speaker were shouted at by the
restless/crowd - "
4. The polide saw /the istfang^^ leaving :tKq b) Every/ speaker was shouted at by the
apartment. . J (; :n ^ rustless crowd -
v
(a) The stranger had been . leavm ving the (p)/Every speaker was-being shouted at by the
apartment by the police / restless1 crowd
(b) The stranger would be/seen leaving th^ (d) Every speaker had been shouted by the
^Z 1 apartment by the police ' / ( / \ f ) (""' restless crowd
((2) The stranger was 7 seen , lfeaving the ^
apartment by the police / N \f~ \ / 1 p - T h e scientist looked into the problem
(d) The stranger , has ,seen leaving the V carefully. ' \
apartment by tHepolice r The problem, was carefully looked into by
/ the scientist ~
5. She considered the appointment an hour. \
(b) The problem had been looked into by the
(a) An hour's appointment w&s considered by
scientist
her • L -
The appointment was considered an hour ij) The problem had looked into carefully by
by her the scientist
(d) The problem would have been carefully
(c) The appointment would be of an hour as
she considered looked into by the scientist
(d) The appointment had been considered an 11. The driver JiasJunjed off the engine.
hour by her (a) The engine have been turned off by the
driver
>
Our engineer Jaas_designed a n e w video
game. (b) The engine had been turned off by the
(a) A new video game has been designed by driver
our engineer (c) The engine was turned off by the driver
(Mob. No. : 9 4 1 3 3 8 8 2 8 0 ^
3 5 . 1 saw him leaving the house.
(a] Leaving the house he was seen by me
He was seen leaving the house by me
fpbyhim (c) He had been seen leaving the house
:"to us by him (d) He was seen to be leaving the house
telegraph wires have been cut. 62. We waste much time on trifles.
(a) Someone has been cut the telegraph wires (a) Much time was wasted on trifles
(b) No one has cut the telegraph wires (b) Much time will be wasted on trifles
(c) The telegraph wires have cut someone ^ ^ (tcj Much time is wasted by us on trifles
(a}) Someone has cut the telegraph vjares 11 Much time is wasted on trifles
56. Will she t i l f u s the M 63. Mohan gave the beggar an old shirt.
(a) Is the truth told to us by her? , (a) An old shirt was given to Mohan by the
r
(b) The truth will be told to us by her beggar
jg) Will the truth be told to us by her? An.old shirt was given to the beggar by
Y @ Will the trutEbe t o l d u s b y her? v ^ Mohan
^ (c) The beggar was gave an old shirt by
57. Mr. Sen asked him a question. f
i j -v ] Mohan"
(a) He was asked a question Mr Sen "^ / / (d) An old shirt was gave to the beggar by
(b) He was asked a question to. Mr Sen / Mohan >
(0D He was asked arguestionvby-Mr Sen (
\ / ^ 6 4 / f h e y h^v^piMe/iiim a king.
(d) A question was being askedby Mr Sen 1
/ (a) A king ha:s been made by him
58. People speak English all over the world. (b) JHewasrnade a king by them
((a) English is spoken all over the world, (c)-They have, been made kings by him
(b) English was spoken all over th^Woi: 0 ) He lias been made a kipg by them
(c) English wasS'pokeriiiy people, " \,S _ //' K
65? Who^aughryou'Eng]Sht;::_J V
(d) Englj-stlfspoken by peopl
(a) By w^iom English was taught fo you?
59. The teacher punisHed the boys who (b) By wB^ti yoji Were1 t a u g l t English?'
done theit home work, " Ah oJ m was.
^c j t "t y" w " " 1 7 ' 1!"1" to you?
(a) The 'boys who /bttdi; noV^dohe their, 1) By Whom are ypu taught English?
y homework had "been punished by their
6 6 . ^ ^ h l v e ^ T ) ) h e ^ a ^ o w e d y o & to go?
teacher \\ bf
Why you haven't been allowed to go?
^ n ^ ) The boys were ptmished^by their teacher Why haven't you been allowed to go?
who Had not done tlieir homework ' 1! - - V 1 (c) Why were you riot allowed to go?
V-
i Jc). The bq|"s - 7 who had ijc^N^qfi (d) .Why you were npt allowed to go?
homework Were punished by the teacher ~
(d) The boys who had/' not done their 67,1 expected him to give us financial aid.
7* homework were being punished by \ the ((a)) It was expected of him to give us financial
teacher / . \ \ / aid) \ \ \
(b) Let it b e expected that he would give us
60. The principal /has granted to him a\ /"" financial aid.
scholarship. / \ / . •\ r j
(a) A scholarship has graiited to him by the / . (c) It was expected by me that he will give us
Principal f financial aid
He has been granted a scholarship by the (d) He may be expected to give,us financial aid
Principal 68. Tobacco manufacturers are making
considerable efforts to gain new clients. 7«
(c) He has granted a scholarship by the
Principal ^ Considerable efforts, are^being made by
(d) A scholarship was granted to him by the tobacco manufacturers to gain new clients
Principal (b) Considerable efforts being'made by tobacco
manufacturers to gain new clients
61. Circumstances will oblige me to go.
(c) Considerable efforts are made by tobacco
[a] 1 will oblige the circumstances and go
manufacturers to gain new clients
((b) I shall be obliged to go by the circumstances
(d) To gain new clients by tobacco
Urider the circumstances, I should go
manufacturers considerable efforts are
(d) I would be obliged by the circumstances
being made
to go
69. Has anybody done all the work? (c) Admittance was refused by the p e o n f _
(a) Have all the work been done by somebody? (d) Admittance is refused him by the peotf
(b) Somebody has done all the work 73. The reporter was interviewing the politic
(c) The work has been done by somebody leaders.
/ft?) Has all the work been done by somebody? (t^ The political leaders were being
70. Cigarette smoking causes two million deaths interviewed by the reporter
annually In the Industrial states. (b) The political leaders was being interviewed
(a) Cigarette smoking has been causing two by the reporter
million deaths annually in the industrial (c) The political leaders are being interviewed
states ... by the reporter
(b) Two million deaths are caused annually by (d) The political leader is being interviewed by
cigarette smoking in the industrial states the reporter
Y 0 Two million deaths are being caused by ^ T h e beavers have built a perfect dam across
1
cigarette smoking annually m the industrial \ / the stream
states •({"?< V, \ , \ / / ia) A perfect darn hadbeen built by the beavers
(d) Two million deaths\have/been caused u j U acrosstij/stteaif
annually by cigarette- smoking in the ^ j ^ A p e ^ e c ^ Mas been built by the beavers
industrial states acrdss the stream
71. The accountant took TFI^MTYI^ FFTJNI . t l j ^ , ^ ! ] jferfefet <)&M have been built by the
(G£-A'
. customer. ' \ the stream
(a) The moneyjs t^enirom-the cjqstonier by^ fdl^^erfeiqt '\4am was being built by the
the ^ beav^s across/the sSnea^;;::
'(b) The money was takenfromthe custome^By : 75 You should follow all. the instructions
accountant : *
V (c) the ''
The cUstomer Was taken.' the money by t&e' -
careruuy.
(a)! All tlifc instructions are carefully followed
accountant jI <sf\
(d) The money had been t^ken from ffef Alll^e instructions were caxefully followed
customer by the accountant - 'Try us f j '' • I
72. The peon refused hiih admittance. .. (fc)) All the. instructions should bejcarefully
/a|) He was refused admittance by the peon: foll^Bd by mp&ih •
(Bj Admittance/ is refused to e peon j . (d) All the insfructions Vcan be carefully
. - ^ ^ ^ l l o w e d by usx-"-"*"
3
6 a Y r t x ^ r ' W / ^ U /
CLASSESS
Mob. N o . : 9 4 1 3 3 8 8 2 8 0
5 - D - 2 1 H u d c o Qtrs.,
Near R.S.V. School J . N . V . Colony , Bikaner (Raj.)
1/ i 3>
<$1DO oai^>,
( a ) My f ^ - h a d - b e
( c ) My f(
P a r e n t s IdVe^child
(a) Childijerjh
( c ) Chil3req-l
, Your behaviotfr p l e a s e s
( a ) E v e r y o n e is p l e a s icfyibt
( b ) E v e r y o n e is p l e a behclvic
\ J e f E v e r y o n e is Jh y o u r b e q a v | :
( d ) E v e r y o n e is our behavjpi
This n e w s h a s surprised^ihe people.
( a ) T h e p e o p l e h a d b e e n s u r p r i z e d a t this n e w s .
(b) T h e p e o p l e h a v e b e e n s u r p r i s e d b y this'^news.
ji . , , ,
(c) T h e p e o p l e h a v e ^ b ' p e p k u r p r i s e d f r o m t ^ i s n e w s .
. J ^ f T h e people h a v e bHeh-siirpirsed d U h l ^ news.
- H i s condition disapp^,ntsr^pe.
( a ) I a m d i s a p p o i n t e d ^ h i s dpnCljti
jtion.^ m/fis&ppointed at his condition,
( c ) I a m d i s a p p o i n t e d f r o m nisCTJri m s e e n d i s a p p o i n t e d at his condition.
My s u c c e s s ^ a ^ ^ i s h e d them J&.
s ( ^ f T h e ^ / e r e ^ s t o ^ i s h e d a; E j j j ^ They w ^ a s t o p i s h 7 & y s u cces.
( c ) T h e y w e p e T a s t s n i s h e ^ i t h m y s u c c e s s . ( d ) T h e y w e r b a s t o n i s h e d m y :s u c c e s s .
J ^ y H e r r u d g/jjgfl-K-n
e % S f i a v i SSiWricH
tt£tijsp io r
'r^prfhe d
(b) T h e t
(c) T h e
( d ) T h e t e c i | h e j ? s - w e f 6 di
8 \ ^ - " ' ' t ' h e n e w s a l a r m e d his fa
(a) The footpath i§1>old slioes on. (|)) Shofes have been/sold/©n the footpath.
^j^TShoes are sold oi^ tW-f^ptpath. ( d ^ i i o e s are bym/ijtidjon the footpath.
31 Ram married Sita. ^So^ehb
(a) Sita was marrid with^arRJ^,
was rparfiedHo Rajprf"(^§ffa married^'from'Rarp
3 2 ^ ^ G u r sctjeid^n^^tS^a l a r ^ n u m b e ^ p i ^ S i ^ la^y^ar. ,
(a) A large'humbecof-studints weri^adinifted by our school lastkyear ' J )
•CEAftKlflG TftACKER
Vvw Sflffwt-A
Instructions : Choose the most appropriate option
This model in 2004.
(a) made ($) was made . (c) . . .has been made (d) had been made
The room properly lastmig'ht. / {
(a) were s w e p p w a s swept / / (c) has swept (d) had swept
Your proposal •TV; . . . . .V..Z due to so'iiie\reasions. /
V
(a) were rejedtecK^b)^; rejected V / (c) had. (.cf) was rejected
The arrival of the t(ain due to/fog. -X/
(a) has delayed ( b ) \ h ^ d cf^laV^d ^^-tials beip Relayed/ (d) none of these
The strangers JpHfe "
(a) j^dfdep&d^f^stre o r l l ^ d — ^ (d^ ha Vei>rdered
6 I brffay fath^e^ I p M ^ birthcta
//were prontisei (c) \ivas beingWomjsed fa]w!JU?e promised
The s t u d e n t s . . . . . I j . . P a s p e p s ^ T G ^ the vige preserdent.
J
v1
(a) are being awarded j;(b) wlfMiave been a w ^ d M ^ ^ l f & s awarded (d)have been awarded
8 The ) p e gi_rU-.-:.'.' ^fierfey^jier tetoef intuitu
(a) will l o o k s ^ w i l f b e i o o k e d (c) h a s b e e n l o o k e d (d) is l o o k e d
Our dog ..x..l \ o v e r by a carp=i p = f p F
(aj . run (b) ' have^Deen _ l a i n (d) had run
The wo^k M bylod^^effirig.
(a) must finish fbfmu^t ^ i s h ^ (d) had been finished
rW Cricket /all over the world. L) V J \ \ \ N-s
(a) played (jo^-is p l a y e d " (c) h a s p l a y e d (d) h a s Been played
People .^.„^.. y English all over(ihe\\A/odd. \ \ x v
(3) speak £piak£ (c) is s^okfetf (d^ fl^s tje^n Spoken
p All the letters y... by the time\yoi/come backJ j— 1
(a) are being typed (b) are typed vyiltjbe typed (d) had been typed
- s1A.
y
A lot of petrol everyday.
(a) consumes (b) will be consumed © is consumed (d) had been consumed
My shoes on every sunday.
5
(a) polished @ are polished (c) are being polished (d) will polished
The students by the teacher when they did not complete their home work.
(a) are punished ( © w e r e punished (c) will be punished (d) have been punished
17 Your questions at this time. ,
(a) can answer have been answered id) can be answered (d) none of these
18y The report by next week.
(a) will submit (b) was submitted (£c) will be submitted (d) has been submitted
Many valuable paintings in the fire last year.
(a) were being d e s t r o y e d ^ were destroyed (c) have been destroyed (d) would be i
? The lessons by the students when teacher came in the class room.
(a) were learning (b) are being learnt (e^were being learnt (d) have being learnt
Diaries everyday in this school.
^tj) are being checked (b) had checked (c) checked (d) have checked
This house recently.
(a) has repaired (b) had been repaired (c) will have been repaired ( f ) has been repaired
All these shirts and trousers by the time you reach washerman's shop.
(a) will be ironed (b) have ironed ( c j will have been ironed (d) ironed
24- The prizes among the students on the last 26 Jan., 2007 by the district collector.
(a) are distributed Xbfwere d istribute<$^w£rb being distributed (d) will be distributed
These intructions . . ^ . u l before tfye students start to solye the paper
{(a) should be follow (b^must follo^ecl / ((c) should follow \ (d) should be followed
All the letters when they'gotMessage, r^/}
\ v
''> \ v
L / / / /
(a) have been dispat£hed( (b) had dispatched(|cj)had b^nidtsp^tcKed (d) are dispatched
\ I \ r^ x / > r
Godan b y M u n s b i , £ r e m Gh&ndi ^ ( /
(a) wrote ...(b) had W r i t t e r ^ being;'written J l^
j r Poems by^the^UaertewBefi^^chea^therey / —i\
X byxthe
(ja) vs^re"b§irig |§arnt ( h p r e beingH^iiiffiJ |cj]| have be^n lea^ftdjfv^ill lie\iearnt
Micros&fE ^ s ' '
(a) are manufactured Manufactured-{e)] h^ve rnanuf^ctured (d)none of these
The servant y ^ r r o d m " b ^ h ^ j r f i ^ ^ t ^ k e qath,^>- ' ~ -•
will have., cleaned (A) v ^ t ^ y ^ e e V i ^ d ^ a n ^ c ^ j a d raean^i(d)-6lean^d
'oolpn-plothes^y.7]....\\ in w i n t e r ^
(a) i are used \ u s e d E ^ O j E ~-are beingiised (d) have used
All the.guests .the p^yV^Ste
a) were' entertained (bl-waV^nterlained (cWf^ents'rtained (d) had be entertained
•Vf This lesson •...../.. v \
(a) should learn ( (t^) sKou/ci be learnt/ ;{d) sho^lcftiave) (d) learnt
The police /....^ai^out this infcid^ntw ( \ > \
(a) have informed (b) is. being informed ^(cj)have beep infofrned.., (d) had informed
All the rooms last year. \ V / \
((a) were white washed (b) / have be en, white washed
(c) are white washed : (d) had been white washed
These plants for the last ten days.
(a) have not watered ^ did not water (c) are not watered {dfhave not been watered
Children after properly in this school.
(a)j are looked (b) have looked (c) looked (d) none of these
Letters twice in a week in this colony these days. ^
-fasti
are being delivered (b) deliver (c) is delivered djrare delivered
The oldman when he is not well.
^a) should be helped (b) should help (c) should have helped (d) none of these
Rohan very badly last week.
fawwas beaten (b) beaten (c) is beaten (d) would be beaten
ENGLISH VISION ACADEMY
[ A N INSTITUTE OF ENGLISH LANGUAGE^ & EDUCATION]
Name
Pick o&t the correct alternative.
i / A t this time children . on the roof
(a) stand (b) is standing ( g ) are standing (d) have been standing
2/These children often on the roof during the evening hours.
(a) stand (b) is standing (c) are standing (d)have been standing
^ / M y mother Pushkar once every year.
(a)visit (b)is visiting. .^visits (d)have visited
Rohan hard! W ^ w j f c . . trendy_
trendy clothes.
(a) wear wears (c) is wearing (d)has worn
Js. Today Mukesh a golddn ring.
(a) wear (b)wears (d)has been wearing
6.. Glaciers
ve been melting
is company,
iving
titute.
ught
tarted playing.
(a)has. Deer, win (d)has winning
She
(a)has not done oTdone (d)have not done
She \s when I met her.
(a)has played (b)ha£ c)was playing (d/had been playing
They ce 2005
(a)are working (b)had been working (c ave been working (d)has been working
I .you ten times since morning.
§have
han_
reminded (b)have been reminding (cj am reminding (d)had been reminding
a huge house for the last two y^ars.
(a)have built (b)is building (c)have been building Cephas been building
JL7, It often in Rajasthan during winter
(a)do not rain ' (b)is not rain (tJ5)does not rain (d)has not rained
She often wears Sari but today. She Jeans and shirt.
(a)wear ( § ) is wearing (c)wears (d)has worn
American President _India in the first week of December 2008.
(a)will visit (b)visit {^visits (d)shall visit
A constant and sincere effort _ _ good results in the end.
(a)produce CBOproduces (c)is producing (d)is produce
2 1 . They often_ this temple when they lived here.
(a)visit J v i s i t e d (c)are visit (d)have visited
We there for an hour. When it started raining.
(a)have been waiting (j^had been waiting (c)have waited (d)waited
Tenth part of the glaciers since 2001.
(a) has been melting<Qi)!has mplt-^H f
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] FV ?
on „
^ctffo nut mix (d)are not mix
36. These days peo
x^tfjdo not buy not buy (d) are not
buy
These days CM e different parts Of the state,
(a)visits (b)visit iting (d)has been visiting
Now a days we . on a quite different project.
(a) work . © are working (c)works (d)have been wprking
These days young chaps. such traditional clothes.
/(a)not wear (b) are not wear (J}do not wear (d)are not wearing
Now a days people time in talking to each other,
(a).does not spend (b)are not spending @ d o not spend (d)is not spending
Rahul often good clothes when he was in college.
(a)wears (£§>)wore (c)wear (d)had worn
Three and two six.
a) do not make (b)does not make (c)are not m a k e (d)is not m a k e
•43. People say that fast and inconsistent in the end.
JS not
. . . . win
..... ^ do not win
(TJ) v(c)
w is
/ . not
. . .win
. (d)are not winning
But I believe that fast and consistent man in the end. ^ t f t k .
a) wins (b) are winning (c)win (d)is winning
idle and lazy student r Jn the c o m p e t i t i o n ^ 2 - S ^
(a)do not succeed (f^)does not succeed (c)do not success~y(d)does not success
Rajdhani express. _ f o r Jaipur $430 a.m. n ^ j j ^
(a)leave (b)is leaving leases. v i d ) l e a v i n g r ,
I s O ^ t ^ A j C ^ V c u T o O O t f - J ^ jhesrf c ' '' j ^ ^ - f V > f M
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
Monika
© is teaching ching has been
teaching
She in th^tsd^do I "for^fi\jeiyda rs when I joined there
(a)) has been working -(^hadH^enjworking (c) was working (d) is working
The boys the class when the bomb exploded,
(a) have left had left (c) left (d) have been leaving
Kiran ~ maths question when I entered the rooms.
(a}was solving(b) has been solving (c)had been solving (d) is solving
She maths.question for an hour when I entered the room
(a)was solving(b) has been solving (H)had been solving (d) is solving
ehad decided to start the project before we _the approval from the department.
/a} got (b) had got (c) get (d) have got
Sne came there while I to the manager.
(a) were talking ^ was talking (c)had been talking (d) had
talked
She _to her mother when I left the house,
((§)) was talking (b) had been talking (c) has talked (d) has been
talking
Some boys _ the road side when I passed from there,
(a)are standing (b)stood were standing (d)had been standing
J ? -
It for hours when we got up.
(a)has been raining (b)was raining (c~)had been raining (d)is raining
Most of the teacher's ~ the school before I reached there -
Q h a d left fbehave left f r l w p r p Ipavinn MMpft
\
ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
ffedsff VISION.
^j^lNSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
Ro// /f up in a bail/They sat in rows. We meet on Tuesdays.
Pgqplejlockedjn thousands to see her. -^PgTheevening of May the first
J l y t i s e d to show the language, material, on one occasion/on your birthday
She carried 'on working late into the night. 10 used to show the basis or r e a s o r f f o f s ^
He didn't get married until he was well into a story based on Jant/.question paper based
his forties. grammsf ^TJ & '^c1
4 used to-show a chanacyn state Vn theFadvice I applied tor the job.
The fruit can be ^ f e w i a m . ^ by means of sth: using sth C
Can you translate this passage into German? She played a tune on her guitar
Ou iJi>ex.-
kThey came into power in 2008. The information is available on}bq Internet
She
: V w—
a s sliding into, depression. We spoke on the phoneA/Vlj&f^o*'h/TV?
^h i Ki / The programme's on Cha/idel
preposition ' tl vi ? 12 used with some nounsor a<jije ;tives to say
1 in or into a position covenng touching or who or what is'e^ected f>yjsth Aj f j c M z
forming.part of a surface a ban c^rr'STzioKiqg/He
a picture on a wail 13 used tb dpsc^'ljte an deti\>fty^6T^§Iate
There's a mark on your skirt, to be on dusyieshfholiday/vapation
the diagram on page 5 The obdk^s cunyptly on discount.
Put it down on the table.
He had been hit on the head. V ^
2 supported by sb/sth upon \ '
She was standing oh one foot. reposition
Try lying on your back. 1'/ The decision
Hang your coat on that hook. .Considerations., ias the same
3 used to show a means of transport •-'Although .--the Wbrd "u
! \ i. \ \ \ < \. » used in more
she goes to the office on foot / bike I cycle I \ n?ean<hg as-pn \t ^4jsj)jafly
\fo\;mal c o n l e k t s ^•••icae
horse back/on camel back).' "upon a-f(f»e\a'Vid.rdw\jpdhrroyjjyfseats^
/ came on my bike, 2\ .Vu^onVP used* to 'emphasize the omt-ion
e woman on horseback slipwipg verbs • jumped up on soffa I
4 used to show a day. or date (Before the . The'iion pounced_it^';n the g o a t ^
names o! days / date)
He came o?j Sunday, 7 U J C J g ^
C:\Dccurncnts and Settings\rtuce\My 0ocymcnt5\Nov,:.-
AOD: S-D-2'1, HUDCO QTRS, MAIN ROAD; J.N. v y A5 NAGAR. 94 l 33m? 80 j
y
ENGLISH VISION
/:-•> - J \,
€ m j m
[AN INSTITUTE OF ENGLISH. LANGUAGE & EDUCATIO^ ^ ^ ^
3 t o o g o o d o f too h o n e s t to d o sth ••^jJlWe'll discuss itovsr lunch.
She's not above lying, when it suits her. Over the next few days they got to know the
He's above suspicion (- he is com pie town well. -
tcusta SheJiasMQl^hangedjz^
above all He built up the business over a period of ten
m o s t i m p o r t a n t of all; e s p ears.
Above all, keep in tou. 0 b e c a u s e o f o r c o n c e r n i n g sth; about s t h ^ ^
Above ali, d o n ' t i g n o ; ^ t an argument.over money ^^^^fajfaty
Above all, lie-is y o u r ^disagreement over the best way to proceed
ove s t h ; b y m e a n s o f sth
ss^ssagftesMs M k ^
i n ® it over the radio.
[dh't tell rye over the phone, Q^
(J)restin
or compljet'
one ( _ , fn, to o r t h r o u g h a p o s i t i o n that is b e l o w s t h
She put a blan
g~&^~Have
A you
' looked under the bed?
He wore an ovetcoh
e phe placed the ladder under ( = just l o w e r
She put her Miid -OveX
than) (ho,window.
herself from screamir
The doarsgueezed: under the gate and ran
2 in o r to a ppsUiejfr y i i g n c r
away. jo-i-'-O,?'"*' 1
t o u c h i n g sb/sth; a b o y e ^ s b / s t h
^ 0 b e \ o w i h e s u r f a c e o f s t h ; c o v e r e d by s t h
They held a large umbrella over her head. The boat lav under.se.vera! feet of water.
The balcony juts out over the street. There are many valuable minerals under thi
^Aj^wn^Ya^ hanging. nv&r mv h e a d z . earth.
lergj&as a farnp hanc/inn ny&r the f^Nn Many people have buried under this debris
3 f r o m o n e s i d e of s t h to t h e o f K e r ; a c r o s s sth 3 less t h a n ; y o u n g e r t h a n
a bridge over the river b^A&i^ cJ^jJ--^^ f an annual income of under £10000 . ^
[They rati over the grass. " ^ el&M It took us under an hour. oJ^ Ql. b tM^T'2
OJL^D
spread the bedsheet over the Nobody under 18 is allowec alcohol/
Cy* o n the far or o p p o s i t e s i d e o f s t h / a c r o s s is You cannot vote becauseyj under 18.
(?*v a l s o u s e d . i n this c o n t e x t . 4 u s e d to s a y who" or w f _ls, governs
He lives over the road. or m a n a g e s sK/s^th
5 s o as to cross sth a n d b e o n t h e o t h e r side The co/Jrttry is^ow und& u ^
The thk oventhe wall and ran 1in£g<k wax re forn\ p-Elizabeth I
& V & Q all .n or ©n all or m s s t p a r t s o f s t h sne was }ueen)N
/i is falling all ov&he c o i j n j r f ^ ' She liaJ a staff dlj 19 working under herv
v ivr' They've travelled all over the&orld.
v The o:hho^tr/J has cstablisj
r 1 There w e r e papers lying around all over the- j internationhlseputation under nvS'guuiuhCQ...^
place . 5 /according to an aqreenter^A w .
7 more than g particular time, amount, cos^ etc f Syi
<^tem
over 3.million copies sold • s
sy&pecls^are •re -tfinhg- helci, \upder the
She stayed in Bikaner for over a month. Pre^v./Hid'i QfJerroiisjJiAp
He's over sixty;: ' : \ tfnber ol UT&hdseyou.had no
It will cost over thousand rupees. Id sublet\he
8 used, to show that sb has control or If )he (&!.e\isiQriMiil under
und guarantee?
authority
a particular process
She has only the director over her. The^hplel is still under construction.
He ruled over a great empire. The mattei is under investigation
She has good control Qy&c~h®r class. /consideration ^
5 during;^? "lUftlM^tH ^ j ^ f f e c t e d ' b y st!v?f^ a ^ o T
ADD: 5 - D - 2 1 , HUDGO QTRS, MAIN ROAD, J.N.VYAS NAGAR. 9 4 I 3 3 S # $ . 8 G
- v u T C ^ j ^ i s b O x ^ % <vnr i ^ d •
hind
J. l i f H T W m S K m i ^
eposition^ 1
' I J ? ^ used lo show the part, ot sft/sth, tlYat sb Her knees had gone through ( = made holes
touches, holds, etc. in) her jeans.
I took himby the hand. The sand ran through {= b e t w e e n ) my fingers.