Osmania Sem 3 Grammar

nia degree english Sem 3

Unit 1

PRONUNCIATION

Every language has its own unique sound system having different speech sounds. In language studies, a 'phoneme' is a basic unit of sound in the sound system of a particular language. In other words, phonemes are the smallest units of speech in a language which distinguish one word or word element from another. For example, the element b in 'bat' separates that particular word from words such as 'pat, 'rat' and 'mat'. Phonemes are indicated by placing their corresponding symbol between slashes, as in /b/, /p/, // or /m/.

In English phonology (i.e., the system of sounds or phonemes in the English language). there are 44 phonemes or speech sounds: 20 vowel sounds and 24 consonant sounds. This clearly shows that there is no one-to-one correspondence between the sounds of English and the letters of its alphabet (since there are only 26 letters in the English alphabet). For example, the English alphabet has five vowel letters, namely, a, e, i, o and u; however, English phonolo gy contains 20 vowel sounds. This mismatch between letters and sounds makes learning and mastering English speech sounds challenging and interesting.

Speech sounds are classified taking into consideration the following factors: (a) how air passes through the vocal tract when the sound is being made, (b) whether or not the vocal cords are vibrated, and (c) the position of the tongue and lips. Vowel sounds are classified into twelve monophthongs and eight diphthongs.

Vowel Sounds are 20.They are divided into 2 groups. 12 pure vowels or Monophthongs and 8 Dipthongs.

A monophthong is a single uncompounded or unchanging vowel sound. Monophthongs are also known as 'pure vowels. In English, there are twelve pure vowels. Monophthongs may be sub-classified as short vowels (such as // in 'sit') or 'long vowels' (such as // in 'seat'), though the relative 'length' of these sounds can vary depending on word stress. The table below lists English monophthongs with examples.

/iː/ each,heat,fee, see, beat

Initial position:-eel, each,eager, east,

Medial pisition:- lead, seed, beat,heat,

Final:- fee, see, key

/ɪ/ ill, nit, pity, but, sit

Initial position:-is, it, english, ill,

Middle pisition:-nit, pity, sit

Final:-( no final position)

/e/ end, bend, ten, bed

Initial:- egg,end,any,

Middle:--bend, ten, bed,credit

Final:- (no final position

/æ/ apple,sat, land, bat, mat, rat, had, have

Initial:-act,add,agile,access,

Middle:-- sat, land, bat, mat, man, fan, have, had

Final:- (no final position)

/ɑː/ art, farm, car, father, card

Initial:- arm, argue, after

art /ɑːt/

arm /ɑːm/

answer /ˈɑːnsə/

argue /ˈɑːgjuː/

Middle:- father /ˈfɑːðə/, market /ˈmɑːkɪt/, class /klɑːs/ hard /hɑːd/

Final:- far /fɑː/ car /kɑː/ star /stɑː/ bar /bɑː/

/ɒ/ on,pot, cot,

Initial:-occult, oblong, offer

Middle:- hot, box, lock,

Final:- no position

/ɔː/ all, caught, saw, port

Or, also, more, call

Initial:- all, order, orphan, ox

Middle:-call, cause, caught

Final:- (no final position)

/ʊ/ book, full, put

put, would, look, woman

Initial:- no position

Middle:- pull, bull, good, should, would

Final:- no position

/uː/ ooze, loose, too, fool, to /tuː/

you /juː/

new /njuː

Initial:- no position

Middle:- shoot, wool, student /’stjuːdənt/

group /gruːp/

school /skuːl/

move /muːv/

Final:- do /duː/, two /tuː/, view /vjuː/

value /ˈvæljuː/

/ʌ/ up, cup, hit, cut, blood

Initial:-us, up , other, under, until

Middle:-won, come, such, become, blood

Final:- There are no words that end with this sound

/ɜː/ earth, world, sir, bird, girl, her /hɜː/ work /wɜːk/, learn /lɜːn/ service /ˈsɜːvɪs/ world /wɜːld/ girl /gɜːl/ research /rɪˈsɜːtʆ/

Initial:- earn, early, earth.

Middle:- turn, burn, learn.

Final:- occur /əˈkɜː/ not many words no final position

/ə/ (schwa sound) about, suppose, writer, singer.

a /ə/
the /ðə/
about /əbaʊt/

Initial:- ago, about account. us /əs/

again /ə’gen/

American /ə’merəkən/

another/ə’nʌðə/

Middle:- even /’iːvən/, woman /’wʊmən/, family /’fæməli/

student /’stjuːdənt/

Final:-never /’nevə / after /’ɑːftə/, under /ˈʌndə/

Mr /’mɪstə/

Short vowels:- (07)

/e/

/ɪ/

/æ/

/ɒ/

/ʌ/

/ʊ/

/ə/

Long vowels:- (05)

/iː/

/ɑː/

/ɔː/

/ɜː/

/uː/

Identify Monophthongs in the following words

bit, sit - /ɪ/

full, put - /ʊ/

hut, cut -/ʌ/

pot, cot -/ɒ/

about, singer -Schwa /ə/

ten, bed - /e/

see, beat - /iː/

fool, rule -/uː/

father, card -/ɑː/

port, caught -/ɔː/

bird, girl -/ɜː/

bat, mat -/æ/

Match the monophthongs given in column A with column B

Column A Column B

1. /ʊ/ i. fog

2. /ɜː/ ii. but

3. /æ/ iii. foot

4. /iː/ iv. Cord

5. / ɑː/ v. Curd

6. /ɒ/ vi. account

7. /ə/ vii. apple

8. /uː/ viii.drama

9. /ʌ/ ix. tube

10. /ɔː/ x. eager

Answers:-

1./ʊ/ = foot /fʊt/

2. /ɜː/ =curd /kɜːd/

3./æ/ = apple /ˈæpl/

4. /iː/ = eager /ˈiː.ɡər/

5. / ɑː/ = drama /ˈdrɑː.mə/

6./ɒ/ = fog /fɒɡ/

7./ə/ = account /əˈkaʊnt/

8. /uː/ =tube /tjuːb

9. /ʌ/= but /bʌt/

10. /ɔː/ = /kɔːd/ cord

B. Identify the monophthongs represented by the highlighted letter(s), and write down their phonemic symbols.

1.sit = /I/

2.shoes = / uː/

3.tea = /I:/

4.soot= /u/

5.cast=/ ɑː/

6.loll= /ɒ/

7.spur=/ ɜː/

8.forty=/ɔː/

9.wool=/ʊ/

10.food= /uː/

C. Choose the correct word from the options given in Column B which represents the corresponding phonetic transcription in Column A.

Column A Column B

1. /loft/ (a) left (b) loft

2. /ɔːl/ (a) all (b) owl

3. /'æbsənt/ (a) obscent (b) absent

4. /3:0/ (a) hearth (b) earth

5. /'envi/ (a) envy (b) envoy

6. /Im'pɔ:tənt/ (a) impotent (b) important.

7. /[wɒtʃ/ (a) watch (b) vouch

8. /ka:t/ (a) curt (b) cart

9. /ˈɔːl.səʊ/ (a) also (b) ulcer

10. /wʌn/ (a) one (b) own

Answers:-

1. b 2, a 3. b 4, b 5. a 6. b 7. a 8. b 9. a 10. a

VOCABULARY :-

Onomatopoeic Words

/ˌɒn.əˌmæt.əˈpiː.ə/

Onomatopoeic words are those that imitate, resemble or suggest the sounds that they name; for example, roar, hiss, buzz, oink, chirp, meow, click, etc. In other words, a word imitating a sound is called onomatopoeia. Usually, onomatopoeic words represent the names of sounds the cries of different animals, the sounds of objects and movements, and so on. A few onomatopoeic words are listed below. You'll find many more in the exercises that follow.

Look up the meanings of those words that you're not familiar with.

babble: incoherent or unintelligible sounds

beep: a short, high-pitched sound emitted by electronic equipment or a vehicle horn

bang: a sudden, very loud noise

clap: a sudden loud noise; a sharp, abrupt noise of two objects hitting each other.

clink: a light, ringing sound (like that made by metal or glass objects being struck together)

cluck: the sound made by a hen

giggle: to laugh in a light, silly way

gulp: to swallow quickly in large mouthfuls

hush: to make (someone) be quiet or stop talking

meow: the sound made by a cat

screech; a loud, harsh, piercing sound or cry

sizzle: a hissing sound (like that of food frying)

slurp: a loud sucking sound (associated with eating or drinking)

squeak: a high-pitched sound or cry

EXERCISES

A. Match each word in Column A with its meaning in Column B.

Column A Column B

1. hiss i. the cry of a lamb

2. chirp ii. a low, vibratory sound made by a cat

3. hum iii. a low, steady, continuous sound; or, to sing with closed lips

4. purr iv. a long/s/sound, like that made by a snake

5. baa v. the short, sharp sound made by small birds.

B. Fill each blank with an appropriate word chosen from the options given in brackets.

1. The butterfly----------over the flowers. (fluttered/buzzed)

Ans:- fluttered

2. I could hear the------- of the clock. (clicking/ticking)

Ans:- ticking

3. A coconut fell from the tree, hitting the ground with a------- (thud/splash)

Ans:- thud

4. You can hear the -------of sparrows from my window. (bleating/chirping)

Ans:- chirping

5. The-------of the sports bike drowned out all other sounds. (vroom / hum)

Ans:- vroom

6. The children ---------through the puddles. (sizzled / splashed)

Ans:- splashed

7. The tiger ------to scare the jackals away. (purred / roared)

Ans:- roared

8. She-----the coins and keys in her purse. (clinked / jingled)

Ans:- jingled

9. Sitting in his garden, he listened to the -----of bees. (hissing/buzzing)

Ans:- buzzing

10. We heard the-------of owls all through at night. (croaking/hooting)

Ans:- hooting

C. Fill in the blanks using appropriate onomatopoeic words from the options given in the box below. Look up the meanings of words you are not familiar with. Be sure to use the correct form for each word. Each word can be used only once.

quack

snap

pant

sip

croak

rumble

rustle

trill

shoo

moo

neigh

munch

bark

crunch

fizz

bleat

buzz

Last weekend, we visited our uncle's farm in the countryside. He suggested a picnic at a nearby hillock. We hiked uphill, stepping on dried leaves that rustled and twigs that crunched underfoot, our pet dog panting alongside us. The picnic spot was near a small pond. We spread a sheet on the grass under a tree. It was lovely! You could hear the neigh of uncle's horses from the farm downhill, along with the moo* of cows and the bleat of sheep. A couple of ducks swam near the edge of the pond, quacking in protest when our dog barked at them. A frog croaked in annoyance at the noise.

We sipped on fizzy drinks and munched snacks we brought with us, shooing away the occasional fly buzzing around the food. A gentle breeze rustled the leaves of the tree overhead. Birds tweeted and trilled at each other from the trees nearby. But soon we saw dark clouds and heard the low rumble of thunder. We hurriedly packed our belongings and made our way back to the farmhouse.

Punctuation - Unit 1

Punctuation is an essential criterion for good writing. Capital letters and punctuation marks provide clarity and organisation to a written text. In this section, we will look at how these conventions of written English are used.

CAPITAL LETTERS

Capital letters (also known as 'upper-case letters') are used for the following:

the first letter of a sentence

Krishnadevaraya ruled over Vijayanagara. He was its king for two decades.

the first letter of proper nouns, as well as every letter of certain acronyms

Virat Kohli, Telugu, the Charminar, Sikh, Holi, Hyderabad, the Godavari, the Economic Times, Sunday, Midnight's Children (a novel), the USA, ATM, CEO

the first-person pronoun 'I', regardless of its position in a sentence.

I am here now. When Raj came, I was out of town. We weren't ready, neither he nor I.

FULL STOP

A full stop (.), also known as a 'period', is used in the following ways:

at the end of a sentence that is not a question or an exclamation.

He has just arrived. He knocked at the door.

to indicate abbreviations and decimal points in numbers I usually got up at 5 a.m. when I lived in the U.K. The company's profits grew by 7.5% annually.

COMMA

A comma (,) indicates a slight pause, and is used to divide a sentence into several parts. The purpose of commas is to make it easier to follow the meaning of a sentence. They are used in

the following ways:

to separate words in a list (though they are often omitted before and and or)

The café is decorated with red, yellow and white roses. You can order coffee, tea,milkshake or hot chocolate.

to separate phrases or clauses

If you keep calm, take your time, concentrate and think clearly, you will perform better.

both before and after a clause or phrase that gives additional information about the noun it follows

Droupadi Murmu, the president of the country, visited a school in our village.

My mother, who is a farmer, is the sole breadwinner of my family.

to separate independent clauses, especially long ones, linked by conjunctions such as and, as, but, for, or, and so on

We wanted to go out today, but it is raining heavily.

to separate question tags from the rest of the sentence

It's lovely weather today, isn't it? Let's go out, shall we?

to introduce a direct quote

Disraeli said, 'Little things affect little minds.'

COLON

A colon (:) is used to elaborate upon a statement. It is used in the following ways:

to introduce a list of items

I purchased many items: notebooks, pens, crayons and brushes.

to add additional information or an explanation of what has been stated

She was certain about one thing: she would never give up.

to introduce a quotation

Benjamin Franklin believed that wicked deeds should not go unpunished: 'Pardoni the Bad, is injuring the Good.

Note that the part of the sentence that comes before the colon is nearly always an independen clause. There are, however, a few accepted exceptions:

to separate a work's title from its subtitle, or numbers when expressing time or ratios

Class began at 9:30 a.m. We discussed the novel Frankenstein: The Modern Prometheu

to introduce a long quotation that is set off (usually indented) from the rest of the text in which it appears.

SEMICOLON

A semicolon (;) has two uses:

to link two or more independent clauses that are connected to each other, in order t emphasise the relation of one to the other

She refused to give up; she had worked too hard.

to separate items in a list in which each item itself contains commas I love idli, not masala dosa; tea, not coffee; and fruits salad, not ice cream.

QUESTION MARK

A question mark (?) is used in two ways:at the end of a direct question Where are you going? Who is going with you?

(within parentheses) to express doubt John Marston (?1575-1634) was an English poet.

EXCLAMATION MARK

exclamation mark (! ) is used after an interjection or at the end of a sentence expressing prise, joy, anger, shock or some other strong emotion.

Wow! That's excellent!

'Never!' the victim cried.

Quotation Marks

Single quotation marks ('') are generally used in British English, whereas double quotation ks ("") are used in American English. Also known as 'inverted comas, quotation marks used in the following ways:

to enclose direct speech and direct quotes

The teacher said, "Today, we will discuss punctuation.

to draw the reader's attention to a term or a phrase (either when introducing the reader to the term, or distancing oneself from the term used)

Quotation marks are sometimes referred to as 'inverted commas'.

Many people are imprisoned in the name of 'national security'.

to enclose the titles of short works (such as poems, short stories and essays) or parts of a longer work (such as chapters within books)

John Keats wrote the poem 'Ode to a Nightingale'.

modern usage, the titles of longer works (such as books, plays and films) as well as wspapers and websites are italicised in print (and underlined when handwritten, though otation marks may be used)

I watched the film Maqbool and then read Macbeth, the play that inspired the film.

Text book exercises

Punctuate the following sentences correctly. Capitalise words where required.

i speak telugu english and hindi
you can go to a movie play or exhibition
rabindranath tagore was a great indian poet
alas his father has died
she is doing better now isn't she
may i come in sir
the speaker asked the students who is your favourite politician
how extraordinary
she asked me what time it was
are you coming today

Answers:-

the above sentences with correct punctuation and capitalization:

1. I speak Telugu, English and Hindi.

2. You can go to a movie, play or exhibition.

3. Rabindranath Tagore was a great Indian poet.

4. Alas! his father has died.

5. She is doing better now, isn't she?

6. May I come in, Sir?

7. The speaker asked the students, "Who is your favourite politician?"

8. How extraordinary!

9. She asked me what time it was.

10. Are you coming today?

B. Check whether the following sentences have been correctly punctuated. Correct those sentences that have been punctuated incorrectly.

1. I said to my father, 'Please give me five hundred rupees for my exam fee.

I said to my father, "Please give me five hundred rupees for my exam fee."

2. She was born on a friday in april.

She was born on a Friday in April.

3. Wow! What a beautiful idea.

(Punctuated correctly

4. May i know whom you are talking to!

May I know whom you are talking to?

5. 'Help!' she cried.

Help!" she cried.

6. the thames river flows through London uk

The Thames River flows through London, UK.

7. She likes milk, not tea; fruits, not ice cream; and walking, not running.

This sentence is correctly punctuated.

8. unesco declared the ramappa temple a world heritage site.

UNESCO declared the Ramappa Temple a World Heritage Site.

9. he cleared the upsc exam in december

He cleared the UPSC exam in December.

10. She says; Nothing comes out of nothing.

She says, "Nothing comes out of nothing."

C. Read the following paragraph adapted from the Additional Reading section of this unit and punctuate as necessary.

the brahmaputra river is home to the worlds largest river island majuli this island is al- most 1000 hectares in area but is constantly threatened by submersion due to widespread soil erosion to stop majuli from shrinking the forestry division of assams golaghat district launched a plan in 1980 to plant trees across 200 hectares jadav payeng was one of the local labourers hired to help with this effort

Here is the paragraph with the correct punctuation:

Answer:-

The Brahmaputra River is home to the world’s largest river island, Majuli. This island is almost 1,000 hectares in area but is constantly threatened by submersion due to widespread soil erosion. To stop Majuli from shrinking, the forestry division of Assam’s Golaghat district launched a plan in 1980 to plant trees across 200 hectares. Jadav Payeng was one of the local labourers hired to help with this effort.

Unit 1

WRITING

Note-taking

When we need to make use of information from oral sources-when listening to lectures, discussions or podcasts, or when attending meetings and seminars-we need to record key points for future reference. Note-taking is much more than passively jotting down what you hear. It is an active task in which you quickly make sense of the information coming to you,

HOW TO TAKE NOTES

Note down every important point. You can learn to recognise important points by paying attention to...

points that are repeated

discourse markers that introduce new information (e.g., firstly, next, finally)

signals received from the speaker's tone (e.g., words, phrases and lines that are

delivered slowly or with emphasis)

Use keywords and phrases instead of full sentences. You can write faster by...

shortening words and using symbols (see the section on abbreviations below)

leaving out unimportant words (e.g., articles) and using dashes to link ideas

Use charts, columns or diagrams to capture information in a condensed form. When you find yourself lost or unable to keep pace during a lecture, make a note of it

using a specific symbol and leave space to fill in the matter later. Try to maintain logical links between the points you are jotting down. You need to be together afterwards.

able to piece it all Keep your handwriting as legible as possible. Your notes will be of no use if you are not able to decipher it later.

Label and date all your notes.

At the first opportunity, go through the notes you took the sooner the better-and paraphrase and organise them. It is this additional step that will help you to remember what you heard and learnt.

USING ABBREVIATIONS

Here are a few commonly used symbols and abbreviations along with their meanings.

& or + and

→ or >> leads to, results in.

= equals, is the same as, results in

does not equal, is not the same as

= is approximately equal to, is similar to

< is less than, is smaller than

> is more than, is greater than

Δ change or difference

* special, important

/ per

esp - especially

etc. - and the rest, and so on

e.g. - for example, for instance

i.e. - that is, in other words

imp or ! important

info information

max maximum

min minimum

diff- difference, different or difficult

no. or # number

NOTE-MAKING

Making notes is not only a very useful study aid, but also a skill that will help you at the workplace. Note-making is much more than merely underlining or ticking important sentences in written text. It is an active task in which you assimilate all the information and make sense of it for yourself.

HOW DOES NOTE-MAKING HELP?

: Note-making helps you remember what you read or learnt some time ago. Since the notes record only essential information, it frees the mind from having to

remember everything, and allows it to focus on recalling what is important. The practice of note-making will help you develop the skills of focussed reading and critical analysis. This is because making notes requires you to read attentively, comprehend what is read, distinguish between important and unimportant ideas, organise them logically,

and draw your own conclusions about them. Note-making improves your understanding of the material being read, since you have to read it actively and think about it. It is a transferable skill that can be utilised in any field of study or work.

Making notes is a key step in the process of summarising, which is another useful skill for your academic as well as

professional life.

When done right, note-making makes it easy to prepare for examinations.

HOW TO MAKE NOTES

There are three steps to effective note-making: (1) identifying the essential points of a passage; (2) recording those points; (3) organising them in a manner that will help you make good use of your notes. Note-making is best done in a separate notebook (instead of directly in the book that you are reading), so that you have enough space to organise your notes in a suitable manner.

SAMPLE NOTES

There are many techniques of note-making. They can be in a sequential linear written form or in a non-linear visual format. The 'best' method depends on what is suitable for the topic (the nature of the information), how you plan to use the notes (the details required), and what you feel most comfortable with (what works best for your learning style).

This section demonstrates a few techniques using the passage below. In each example, note how important keywords from the text have been used to create short but clear notes. These note-making ideas can also be used for note-taking from oral sources.

There are different forms of environmental pollution. Air pollution is caused by the burn- ing of coal and oil. It can damage the earth's vegetation and cause respiratory problems in humans. A second type of pollution is noise pollution. It is the result of the noise of aircraft and heavy traffic. Further, loud music is also a cause of noise pollution, which has been seen to affect people's hearing and give them severe headaches and high blood pressure. Another source of pollution is radioactivity, which occurs when there is a leak from a nuclear power station. Radioactivity is a deadly pollutant, which kills and causes irreparable harm to those exposed to it. Land and water pollution is caused by the care- less disposal of huge quantities of rubbish, sewage and chemical wastes. Land pollution poisons the soil, making the food grown in it unfit for consumption. Pollution of rivers and seas, on the other hand, kills fish and other marine life and also becomes the cause of waterborne diseases.

Outline or framework

ENVIRONMENTAL POLLUTION

AIR

-cause:burning coal + ait

-effect: 1.damage to vegetation

2. respiratory probs

* NOISE

-cause:-loud noises-traffic, circaft, music

-effect: 1.affects bearing

2.bad headaches

3. high BP

*RADIOACTIVITY

-cause:nuclear power stin leak

-effect:1. lasting injury

2. death

* LAND & WATER

-cause: dumping garbage, savage, chon, waste

-effect: LAND 1. poisons soil

2. food unsafe

WATER : 1. kills marine life

2. water-borne diseases.

Unit 2
Vocabulary
Word Origins

The study of the origins and meanings of words is known as etymology. Words have histories that go back several hundred years sometimes. Etymology tells us how a word comes into a language and how its meaning changes over time. However, it often does a lot more than just that:

1. Learning the origins of words helps build your vocabulary by giving you a better sense of how to use words correctly in context.

2. Etymology reveals the relationships between various words in a language, which allows you to predict the meanings of unfamiliar words. (In fact, it also teaches us the connections between words in one language and another, making it a useful tool in language learning.)

3. Words come into a language in many different ways. In a language like English, which has borrowed a sizeable part of its vocabulary from cultures and languages around the world, learning about the origins of words also leads to learning more about history and culture.

Words can have unusual and unexpected origins. Thus, etymology can often be a lot of fun!

Given below are the origins of some words from the poem and the essay you read in this unit. Note the languages they came from, how the roots of these words relate to their current meanings, how their meanings may have evolved with time, and related words in modern English.

humble (modest, lowly or inferior in status or manner): The Latin word humilis meant low or 'lowly, and was itself derived from the Latin word humus which meant 'earth' or 'ground. The connection between 'ground' and 'low' and hence, 'humble' and related English words such as 'humility' is obvious.

lass (girl, young woman): It developed from the Old Norse word laskura which meant 'an unmarried woman. Old Norse was the language of the Vikings from northern Europe who invaded Britain from the eighth to the eleventh centuries. When the Vikings eventually settled in England, their words crept into the English language. "Lass' is mostly used by people in Scotland and the northern parts of the United Kingdom-their ancestors lived in England at the time of the Viking invasions.

melancholy (sad): It comes from the Old French word melancolie which means 'black bile, which in turn is a combination of the ancient Greek roots melas ('black') + khole ('bile'). Till about the eighteenth century, European doctors believed that the human body had four vital bodily fluids-blood, phlegm, yellow bile and black bile-and that the combination of these fluids determined a person's character and health. (Similar theories were also prevalent in medieval Islamic medicine and Unani medicine in India.) An excess of black bile was believed to cause sadness, hence its connection to 'melancholy. The Greek roots melas ('black') and khole ('bile') are also the origins of other English words such as 'melanin' (the pigment that darkens your hair and skin) and 'cholera' (the word was earlier applied to many illnesses that were all believed to be connected to bile).

From Stephen Leacock's 'How to Live to Be 200'

alcohol (intoxicating drink): The word came into English (through medieval Latin) from the Arabic al-kuhul ('the kohl'). Kohl (related to kajal in Indian languages) is a cosmetic used since ancient times as an eyeliner. As it moved from Arabic to Latin to English, the word changed its meaning over time, from eyeliner powder, to any powder purified through sublimation, to any pure sublimated substance (solid or liquid), to any pure volatile liquid (or 'spirit'). By the eighteenth century, the term 'alcohol' began to be applied to intoxicating spirits, and soon after, to an entire class of organic compounds.

marathon (long-distance foot race, usually about 42 kilometres): In 490 BCE, the ancient Greeks of Athens won a battle against an invading Persian army in a town called Marathon. According to legend, a Greek named Pheidippides ran from Marathon to Athens-a distance of forty. odd kilometres-to deliver news of the victory. When the first modern Olympic Games were inaugurated in 1896 in Athens, the organisers wanted to popularise the new competition among the public by creating an event which connected the modern international competition to ita Greek history. Thus, the 'marathon race was invented, named after the location of the battle. The word has now come to also mean any activity that takes a long time and requires a lot of effort.

pioneer (someone who goes somewhere or does something before others, preparing the way for others to follow): The word pionnier in Middle French referred to a foot soldier who would go ahead of the army in order to make roads, build bridges, create fortifications, etc., so that the other soldiers could follow. It came from the Old French word peon, meaning 'foot soldier (an infantry soldier of the lowest rank), which is also the origin of other English words such as 'peor (someone who does menial work) and 'pawrf (the chess piece of the lowest rank). The above-mentioned French words trace their history back to the Latin root pedis ('foot'), which is believed to be derived from an Indo-European root ped-also the source of the Sanskrit word pad ('foot'). These ancient roots gave rise to words such as 'pedal, 'centipede, 'expeditior, 'pedicure, 'pedometer, 'tripod, etc. in English, as well as others like padamu (Telugu) and similar words related to 'foot' or 'step' in Tamil, Marathi, Hindi/Urdu and Bengali.

EXERCISES

A. Form groups for this activity. Your teacher will assign two or more words per group from the list given below. Find out the origins of the words assigned to your group-you will find them easily on the internet or in reference books-and then present them to the rest of the class. Some of these words have interesting stories behind them!

1. assassin

2. blockbuster

6. disaster

7. horsepower

3. checkmate

8. malaria

4. clue

9. nightmare

5. denim

10. orange

11. quarantine

12. robot

13. safari

14. salary

15. sandwich

16. shampoo

17. soccer

18. tattoo

19. trivial

20. whiskey

B. The meanings of words often change over time. Find out the original meanings of the following words from the list given below, and compare them to the current meanings of the chosen words. Do this activity in pairs.

1. apology

2. awful

3. dinner

4. fantastic

5. fine

6. meat

7. naughty

9. silly

8. nice

10. terrible

C. As mentioned earlier, English has borrowed many words from various languages and cultures. Look up the origin of each word in the box below, and match the words to the language it was taken from.

guitar

ballet

jungle

algebra

tsunami

icon

mosquito

bungalow

hamburger

macho

noodle

beef

bazaar

1. Arabic

2. French

3. German

4. Hindi

5. Spanish

6. Japanese

7. Russian

vodka

karate

Answers:-

Role Play

Role play is an activity-based learning technique, and is widely used especially in the contern of language-learning and teaching. In a typical role play, students pretend to be someone else and act out certain situations under the guidance of their teachers. The participants behave and react in the way their particular characters would behave. In doing so, students get valuable practice in improving their listening and speaking skills.

Advantages of role play

Role playing is a social activity. It encourages students to interact with each other and provides instant feedback to learners.

Role playing prepares students for real life. By enacting various situations, students pick up communication and problem-solving skills that they will require later in life.

Role playing shows the current skill level of students. The hypothetical situations push students to demonstrate their ability to actually handle a similar situation in real life. This is useful for evaluation and indicates areas of improvement that need to be strengthened through focused training.

Limitations of role play

Feelings of discomfort and anxiety can affect the performance of the participants. Some students may not take role playing seriously because the situations are not real. Further, some situations may not be interesting to act out.

In the classroom, time is often the most important factor that limits the frequent and effective use of role play.

EXERCISES

A. Complete the exchange given on the next page and enact it with a partner. The hints given below will get you started. Continue the rest of the conversation on your own using the prompts provided.

good morning-new to the city in pleased to meet you need to enrol the Air Force what about you I work at - in a good school - tell me about good schools.

Sunil- Hello! Good morning.

Suman-:_-------------How can I help you?

Sunil:- I'm Sunil. I'm--------. I I work---------. -------?

Suman:-Nice to meet you. My name's Suman and-----------Infosys.

Sunil:--------! I--------my 6-year-old daughter

----------. Could you please----------in Hyderabad?

Suman (names a few schools; makes a suggestion)

Sunil (responds to the suggestion; thanks Suman)

Suman:-(responds to Sunil; says goodbye)

Sunil:-(responds to farewell)

B. Create a dialogue between two characters based on the situations given below. Your

dialogue should consist of at least five turns/exchanges per person. After you finish, form pairs and enact each dialogue created by you and your partner.

1. You make plans to meet a friend after class.

2. A commuter in a bus asks another passenger about which stop to get off at to reach his/ her destination.

3. You ask an older relative about his/her recent illness.

4. A person at a restaurant complains to a waiter about the delay in being served.

C. Form groups of three. Use the hints below to create a short dialogue involving three people. Enact the scene with your group.

hello-visiting Hyderabad on work-why holiday today? - State Formation Day - tell me about Telangana - I love history places of historical interest to visit? - just here for the weekend that sounds good! - how to get there? - thank you

Government Degree College, Malkajgiri

BA/B.Com/BSc Semester III

English- Internal exam 1

August 2024

Time :- 1 hour Marks: 20

Answer the following multiple-choice questions 10×1/2= 5

1. What does the "ship" in the poem symbolize? ( )

A) A literal sailing ship B) The country and its journey through the Civil War

C) A voyage to a distant land D) A personal journey of the speaker

2. Who does the "Captain" represent in the poem? ( )

A) A fictional character B) A close friend of the speaker

C) Abraham Lincoln D) A famous sea captain

3. What is the mood of the poem "O Captain! My Captain!"? ( )

A) Joyful and celebratory B) Calm and peaceful C) Solemn and mournful D) Angry

4. What event is being celebrated in the poem, despite the underlying sadness? ( )

A) The end of a long voyage B) The victory in a battle C) The abolition of slavery

D) The end of the Civil War

5. How does the speaker feel at the end of the poem? ( )

A) Triumphant and proud B) Relieved and content C) Devastated by the Captain's death

D) Indifferent to the outcome

6.Wow! That's excellent! ( )

question mark B) Exclamation C) Both A&B D) None

7.Mallika Srinivasan was born —-- city. ( )

Hyderabad B) Kolkata C) Chennai D) None.

8.The first letter of a sentence should be ( )

Captalized B) in lower case C) No rule D) None

9.Identify correctly punctuated sentence ( )

i speak telugu english and hindi B) I speak telugu, English and hindi

C)i speak Telugu, english and hindi D ) I speak Telugu, English and Hindi.

10) a low, steady, continuous sound; or, to sing with closed lips ( )

A) hoot B) Chirp C )croak D)hum

II. Fill in the blanks with suitable answers 10×1/2= 5

1.O Captain! My Captain poem is an elegy written on the death of —------

2. A semicolon is use to link two or more _______________clauses that are connected to each other.

3.The poem “ O Captain! My Captain “ written by —---------

4.Mallika Srinivasan is CEO of —------

5.--------------------------title is given by media to Mallika Srinivasan.

6.You can hear the -------of sparrows from my window. (bleating/chirping) xx

7.Mallika studied her MBA from-------School of University.

8.-----------------------------—---- company is taken over by TAFE

9.The butterfly----------over the flowers. (fluttered/buzzed)

10..We heard the------------------of owls all through at night. (croaking/hooting)

III. Answer the questions in one or two lines. 5x 1 = 5

1. Is the speaker in the poem ‘O Captain, My Captain ‘ happy or sad?

Ans:-

2. What are Onomatopoeic words?

Ans:-

3. What is a Colon (:) and when do you use it?

Ans:-

4. A long /s/ sound, like that made by a snake is called__________

5. When do you use capital letters in a sentence?

Ans:-

IV. Assignment 5 marks.

Unit 2

Word Origins

1. Learning the origins of words helps build your vocabulary by giving you a better sense of how to use words correctly in context.

4. Words can have unusual and unexpected origins. Thus, etymology can often be a lot of fun!

humble (modest, lowly or inferior in status or manner): The Latinosordchymibsanzant low or 'lowly, and was itself derived from the Latin word humus which meant 'earth' or 'ground. The connection between 'ground' and 'low'-and hence, 'humble' and related English words such as 'humility'-is obvious.

lass (girl, young woman): It developed from the Old Norse word laskura which meant 'an unmarried woman. Old Norse was the language of the Vikings from northern Europe who invaded Britain from the eighth to the eleventh centuries. When the Vikings eventually settled in England, their words crept into the English language. 'Lass' is mostly used by people in Scotland and the northern parts of the United Kingdom-their ancestors lived in England at the time of the Viking invasions.

From Stephen Leacock's 'How to Live to Be 200'

marathon (long-distance foot race, usually about 42 kilometres): In 490 BCE, the ancient Greeks of Athens won a battle against an invading Persian army in a town called Marathon.

Speaking

unit 2

Monologues

A 'monologue' is a long speech (usually in a play or a film) by a single speaker. Contrast this to a 'dialogue, which is a conversation between two or more persons taking turns to speak.

Both 'monologue' and 'dialogue' derive from ancient Greek: monos ('single) and dia ('between') combined with logos ('speech'). 'Dialogue' is the older word, as there ex- isted ancient literary works in the form of conversations between people discussing a particular topic. The word 'monologue' entered English vocabulary a few centuries later (mid-sixteenth century, around the time of Shakespeare), when plays became one of the most popular forms of public entertainment in England (just like films today).

A monologue expresses its speaker's thoughts or feelings on a particular topic in an extended manner. Some of the most famous examples of monologues can be found in the plays of

William Shakespeare, who often used the monologue to reveal the character (nature) of the speaker. In contemporary film and television, monologues often take the form of dramatic or emotional outbursts. Other present-day examples of monologues may be seen in stand-up comedy and during rants (say, in a podcast or a talk show).

EXERCISE

Find a short monologue that you like, and read it out in class. It could be from a play, a film, or a stand-up comedy routine. You will find many examples-both texts to read and videos to watch-on the internet. Don't memorise your chosen speech; just read it aloud, with the right emotions and pacing, in front of your audience. Keep the speech to under a minute (or a maximum of 90 seconds).

In case you can't find a monologue for yourself, try any one of these famous (and relatively easy) monologues from Shakespeare:

'All the world's a stage' from As You Like It

'Friends, Romans, countrymen' from Julius Caesar

'Hath not a Jew eyes?' from The Merchant of Venice

CREATING MONOLOGUES

Keep the following points in mind when creating monologues of your own.

Choose a topic that feels dramatic, emotional or personal, as this will keep your listener interested.

Before you begin writing, decide what you want the monologue to do. Is it meant to describe an event, or express how you feel about something, or convey something else?

This will give direction to your writing as well as your delivery of the monologue.

Use language that is descriptive, such as adjectives and adverbs that reveal the nature of people or things (careless, small, loud, etc.), emotions (frightened, annoyed, etc.), movements (hurriedly, etc.).

Keep it short! Long monologues can quickly become boring.

Once you are done writing, read it out aloud. Revise your monologue so that it is both easy to speak and easy to listen to.

EXERCISE

Create a short monologue (1-2 minutes) based on any one of the following prompts, and then deliver it aloud in front of your class. (You may read out your speech, if you can't memorise it.)

1. Talk about a social problem that you feel will never be solved

2. A person who has just won a huge lottery announces her/his plans for the money 3. Tell a person the thing that you dislike (or like) the most about them.

Unit 3

PRONUNCIATION

Consonant Sounds

Consonant sounds are those that are produced through either a closure or a narrowing of th air passage in the mouth. When producing consonant sounds, the air flow from the lungs either stopped very briefly in the mouth before being released (e.g., the sound /p/ in 'pir or is allowed to pass through a narrowed passage, causing friction that can be heast (e.g., the sound/s/ in 'silk').

The 24 consonant sounds one hears in most English accents are given below. Note that we an talking about sounds, not letters. As you read the examples, try saying each sound out loud.

/p/ pek/

/b/ bag

/s/ see

/z/ /zip/

/l/ lamp

/h/ hat

/t/ table

/d/ date

ship

closure

/m/ mother

/r/ read

/k/ coop

/g/ gap

chair

//job

пар

/w/ went

/f/ father

/v/ van

thick

then

// king

/j/ yesterday

EXERCISES

A. Consonant sounds may appear in the beginning, middle, or at the end of a word. For each of the consonant sounds given below, give two examples of words in which the sounds appear in the initial, medial and final positions. The first one has been done as an example for you. Do not repeat words already mentioned in the lesson.

1. /p/ initial position: page, pen; medial position: upper, captain, final position: map, tape

2. /b/- bat, bubble, cab

3. /t/ teacher, matter, cat

4. /d/- dam, madam, mad

5. /k/- calm, cricket, talk

6./g/- gate, baggage, rag,

7. /l/- like, blight, mall

8. /m/.man,

9. /n/

10. /f/

11.

12. /dy/

13.

B. From the two options given alongside each word, identify the correct phonemic symbol of the consonant sound highlighted in the word.

1. faith

2. shade

Hunger- /ˈhʌŋ.ɡər/

Yellow - /ˈjel.əʊ/

Chain- /tʃeɪn/

One - /wʌn/

Wrist- /rɪst/

Judge-/dʒʌdʒ/

University-ˌ/juː.nɪˈvɜː.sə.ti/

Always- ˈɔːl.weɪz/

Carry- ˈ/kær.i/

Unit 3

Vocabulary

Cliches

A cliché is a remark that has been repeated so often that it has become almost meaningless. The list of clichés is very long. Here are just a few examples:

all intents and purposes =essentially

fact of the matter = fact

new lease of life = an occasion when you become more energetic and active than before:

His grandchildren have given him a new lease of life.

all said and done= said when you are about to tell someone the most important fact they should remember in a situation:

When all is said and done, you can only do your best.

few and far between=not happening or existing very often:

par for the course= If a type of behaviour, event, or situation is par for the course, it is not good but it is normal or as you would expect:

baptism by fire= Baptism by fire" is a phrase commonly used to describe a person or employee who is learning something the hard way through a challenge or difficulty.

heated debate=A heated discussion or quarrel is one where the people involved are angry and excited.

paradigm shift=a time when the usual and accepted way of doing or thinking about something changes completely

bite the bullet=to force yourself to do something unpleasant or difficult, or to be brave in a difficult situation:

in this day and age=at the present time:

path of least resistance=the easiest way to continue:

choke with emotion=that means you are feeling so much emotion that it is difficult to speak

level playing field=a situation in which everyone has a fair and equal chance of succeeding.

stick out like a sore thumb=If someone or something stands/sticks out like a sore thumb, everyone notices them because they are very different from the people or things around them:

cutting edge=highly advanced; innovative or pioneering.

"cutting-edge technology"

low hanging fruit =something that is easy to obtain, achieve, or take advantage of:

synergise=to combine or work together in order to be more effective, or to make things or people do this:

think outside the box=to think imaginatively using new ideas instead of traditional or expected ideas

throw under the bus=to do something harmful to someone else in order to gain an advantage for yourself:

when push comes to shove=If something can be done if push comes to shove, it can be done if the situation becomes so bad that you have to do it:

The overuse of clichés results in writing and speech that feels 'stale because the mind of the reader/listener is so used to these expressions that it no longer engages with the images that the expressions conjure. Therefore, these phrases are not very effective. People often use clichés unthinkingly hence the use of clichés betrays a lack of originality, sincerity and effort.

Now that you have learnt what clichés are and why they are ineffective, try and spot them in your own speech and writing. Rephrase sentences that rely on clichés. Replacing clichés involves thinking about what it really means, and then conveying that meaning in your own words. For example, at this moment in time can be re-written more simply as now.

This leads us to another point about clichés: they are often used to merely add to the length of a piece of writing. Such expressions don't contribute much value to the communication process, and should be cut out.

Given below are a few examples of how clichéd expressions can be re-written. Note how this involves re-casting the sentences slightly or changing a few words to suit the context of what is being communicated. Since clichés can be vague in certain contexts, re-writing clichéd expressions can often make your meaning more precise.

Sentence with cliché

The police said that they would leave no stone unturned in their efforts to catch the culprit.

We need to think outside the box to find a solution to this problem.

She doesn't have the bandwidth to take on more projects.

They took a long time to get the ball rolling.

Re-written sentences

The police said that they would do everything possible to catch the culprit.

We need to think more imaginatively to find a solution to this problem.

She doesn't have the time and energy to take more projects.

They took a long time to begin.

Exercises:-

. Spot the cliché in the following sentences and then re-write the sentence to avoid the cliché. Note that when re-constructing the sentences, there is no one correct answer, but be careful to not change the original sentence altogether.

1.Leading the team is no bed of roses.

2.Injustice makes my blood boil.

3.Mystery novels are not my cup of tea.

4.Don't miss this once-in-a-lifetime opportunity!

5.We'll need to burn the midnight oil to finish this project.

6.At work, she was always ready to go the extra mile.

7. He had to toe the line to keep his job.

Answers :-

1. "no bed of roses"

2. "makes my blood boil"

3. "not my cup of tea"

4. "once-in-a-lifetime opportunity"

5. "burn the midnight oil"

6. "go the extra mile"

7. "toe the line"

Rewritten sentences-

1.Leading the team is a challenging task.

2.Injustice makes me extremely angry.

3. Mystery novels are not to my liking.

4. Don't miss this rare opportunity!

5. We'll need to work late into the night to finish this project.

6.At work, she was always ready to put in extra effort.

7.He had to follow the rules to keep his job.

8. Yesterday's World Cup quarter-final match was one for the books. Everyone expected it to be a slam dunk for India, but Kenya stepped up to the plate and showed that they were ready to play hardball. The dark horse didn't pull any punches; on the other hand, as the match wore on, the favourites failed to keep their eye on the ball. Ultimately, last year's champions bit the dust as Kenya knocked it out of the park and advanced to the semi-finals.

Here’s a list of clichés from the passage.

1. **"one for the books"** → Replace with: *memorable or remarkable match*

**Rewritten:** *Yesterday’s World Cup quarter-final was a remarkable match.*

2. **"slam dunk"** → Replace with: *an easy win*

**Rewritten:** *Everyone expected it to be an easy win for India.*

3. **"stepped up to the plate"** → Replace with: *rose to the occasion*

**Rewritten:** *But Kenya rose to the occasion and showed that they were prepared.*

4. **"play hardball"** → Replace with: *compete fiercely*

**Rewritten:** *They competed fiercely throughout the match.*

5. **"dark horse"** → Replace with: *unexpected contender*

**Rewritten:** *The unexpected contender didn’t hold back;*

6. **"pull any punches"** → Replace with: *show mercy*

**Rewritten:** *The unexpected contender didn’t show any mercy.*

7. **"keep their eye on the ball"** → Replace with: *maintain focus*

**Rewritten:** *As the match progressed, however, the favourites failed to maintain focus.*

8. **"bit the dust"** → Replace with: *were defeated*

**Rewritten:** *Last year’s champions were ultimately defeated,*

9. **"knocked it out of the park"** → Replace with: *achieved an impressive victory*

**Rewritten:** *as Kenya achieved an impressive victory and advanced to the semi-finals.*

**Rewritten paragraph:*

*Yesterday’s World Cup quarter-final was a remarkable match. Everyone expected it to be an easy win for India, but Kenya rose to the occasion and showed that they were prepared. They competed fiercely throughout the match. The unexpected contender didn’t show any mercy; as the match progressed, however, the favourites failed to maintain focus. Last year’s champions were ultimately defeated, as Kenya achieved an impressive victory and advanced to the semi-finals.*

Unit 3

Notices and Circulars

NOTICES

Notices are displayed on boards in public places such as educational institutions, offices, airports, law courts and libraries where people work or come together for a common purpose or to avail of some service. They convey information, make announcements, state regulations, issue warnings, offer services and give directions meant for and relevant to the people in some institution or public place.

All notices have the following features:

They are always displayed at public places.

They are usually short. (If there is a lot of information and details to be conveyed, it is done through circulars, which are sent out to people.)

The content, or the message, is stated briefly and clearly to allow readers to easily understand what is conveyed.

They give details relating to the day and the date, the time and the venue of the event. the programme or the business to be transacted, the names of people to be contacted for information, last dates, etc.

Notices announcing meetings must be sent according to the rules of the organisation regarding the period recommended between the date of the issue of the notice and that of the meeting. If there is no such rule, the notice must reach all the members within a reasonable time before the date of the meeting.

Notices usually have the following parts:

the name and the address of the organisation

heading or subject

body

date of issue

signature or name of issuing authority with designation, if any

Gyan Vikas School

NOTICE

Date: 27 December 2022

The half-yearly examinations have been rescheduled for 2 January 2023. The timetable and syllabus for each class will be given to the students by the respective class teachers.

Signed

S.K. Kavya

Principal

KAMALA NAGAR PUBLIC LIBRARY

Book Exhibition

The Children's Book Trust is holding an exhibition and sale of its latest books for young readers from 11-15 July 2023 in the main library building. The exhibition will be open every day from 11 a.m. to 7.00 p.m. On the spot painting and story writing competitions will be organised on the final day, 15 July, and the three winners will receive gifts of six books each.

20 June 2023

Sd: B.T. Venkat (Head Librarian)

Asia Tech Private Limited

M.G. ROAD, BANGALORE

Notice: Management Committee Meeting

The company's Management Committee Meeting will be held in the committee room at 10 a.m. on 10 March 2024.

Signed: Parveen Seth

Managing Director

20 February 2024

Unit 3

Prepositional phrases

Prepositional Phrases

A prepositional phrase is a phrase beginning with a preposition. Prepositional phrases consist of (1) a preposition, (2) the object of that preposition, and (3) words that modify the object, if any. Here are some examples of prepositional phrases:

behind me

after the match

in spite of my repeated warnings

In each case, note carefully the various components of the prepositional phrase: the initial preposition, its object, and the modifiers of that object. (A modifier is a word that describes a word, makes it specific, or adds to its sense in some way.)

behind me

PREPOSITION OBJECT OF PREPOSITION

after the match

PREPOSITION MODIFIES THE OBJECT OBJECT OF PREPOSITION

in spite of my repeated warnings

PREPOSITION MODIFIES THE OBJECT OBJECT OF PREPOSITION

A phrase is a group of words that work together in a sentence but does not contain a subject or a verb. Here are some examples of phrases:

Noun phrase: "Your black cat". This phrase describes the subject (cat) and adds detail to the sentence.

"The beautiful old mansion"

"The beautiful painting on the wall" was admired by everyone.

Prepositional phrase: "At the bottom".

Adverbial phrase: "Very slowly".

An adverbial phrase functions as an adverb, modifying a verb, adjective, or another adverb. "Very slowly" modifies the verb by telling how the action is performed. "Slowly" is the base adverb, and "very" intensifies it. Together, they provide a deeper description of the manner in which the action occurs.

Verb phrase: "Drives carefully".

A verb phrase consists of a verb and any modifiers or complements. In "drives carefully", "drives" is the verb, and "carefully" is the adverb modifying it. It tells us how the driving is being done, adding a layer of meaning to the simple verb.

Basically, adverbial phrases give us more insight into the "how" of an action, while verb phrases are the action itself plus anything that gives us more detail about that action.

Adjective phrase: "Very cold and dark"

This phrase is called an adjective phrase because it functions as an adjective by describing a noun. "Very cold and dark" works together to give us more detailed information about something. "Cold" and "dark" are both adjectives, and "very" modifies "cold" to emphasize the degree of coldness. Together, they paint a vivid picture by adding specifics to a noun, like "The night was very cold and dark.

The object of a preposition is the noun or pronoun that follows a preposition. Here are some examples of the object of a preposition in sentences:

"I sat with John." (The preposition is "with." The object of the preposition is the noun "John.")

To find a modifier of an Object in a prepositional phrase, you can look for a word or words that describe or modify the object, which is the noun or pronoun that follows the preposition:

For example, in the prepositional phrase "from my mom", the object is "mom" and the modifier is "my.

Look at the following sentences. The prepositional phrases are highlighted.

She stood behind me. She stood behind Jyothi. She stood behind my new red car.

These highlighted prepositional phrases consist of the preposition behind (in all three examples). The objects of the preposition in each case are me, Jyothi and car, respectively.

In the third sentence, the object car also has three modifiers: my, new and red.

A prepositional phrase can behave like an adverb when it modifies the verb in a sentence

We left after the match.

Here, the prepositional phrase after the match qualifies the verb left, and is thus acting like an adverbial phrase within the sentence.

In the sentence **"We left after the match,"** the prepositional phrase **"after the match"** functions as an adverbial phrase. It behaves like an adverb because it provides more information about the verb **"left"** by answering the question **"When?"** (When did we leave? After the match).

Adverbial phrases can describe various aspects of the action, such as time, place, manner, or reason, and here, the prepositional phrase specifies the time of the action.

A prepositional phrase behaves like an adjective when it modifies the noun in a sentence:

The commentary after the match was boring.

Here, the prepositional phrase after the match describes the noun commentary and is thus acting like an adjectival phrase within the sentence.

A prepositional phrase can also behave like a noun when it is the subject in a sentence:

After the match will be too late for dinner.

Here, the prepositional phrase after the match is the subject of the sentence, and is thus acting like a noun phrase within the sentence.

Adverbial and adjectival prepositional phrases should be placed close to the verbs and nouns they modify. Not doing so may result in confusion or misplaced modifiers.

X I saw an elephant on the way to school.

On the way to school, I saw an elephant.

"On the way to school" is a prepositional phrase acting as an adverbial phrase. It modifies the verb "saw" by indicating when or where the action happened. This phrase sets the scene, giving us context for the sighting of the elephant

X The man arrived after me in the red shirt.

✔The man in the red shirt arrived after me.

"After me" is a prepositional phrase. Here, it functions as an adverbial phrase, modifying the verb "arrived." It tells us when the man in the red shirt arrived, relative to you.

EXERCISES

A. Examine the following sentences. Some of them contain prepositional phrases, whereas others do not.

(1) Underline prepositional phrases in the sentences that contain them.

(2) Identify the sentences that do not contain any prepositional phrase.

1. She was travelling with her grandmother.

2. A cat lay under the table.

3. The boy entered the classroom.

4. There was a crowd in front of the gate.

5. Radhika works for a law firm.

6. For the sake of his daughter, he decided to stay.

7. When I was young. I was very foolish.

8. I will meet you at the station.

9. We explored the lanes of the ancient town.

10. To err is human; to forgive, divine.

Answers:-

1. She was travelling **with her grandmother**.

2. A cat lay **under the table**.

3. (No prepositional phrase)

4. There was a crowd **in front of the gate**.

5. Radhika works **for a law firm**.

6. **For the sake of his daughter**, he decided to stay.

7. (No prepositional phrase)

8. I will meet you **at the station**.

9. We explored the lanes **of the ancient town**.

10. (No prepositional phrase)

(2) Sentences without any prepositional phrase:

3. The boy entered the classroom.

7. When I was young, I was very foolish.

10. To err is human; to forgive, divine.

Check if the following sentences contain any misplaced prepositional phrases. Re-write those sentences that contain misplaced phrases.

1. This lamp is believed to make wishes come true from Arabia.

2. Did you see the medals that Vimala won in the living room?

3. The song 'Vande Mataram' compares the nation to a mother by Bankim Chandra Chatterjee.

4. The man speaking on the stage wrote a novel about two brothers.

5. The water was dirty in the bottle.

Answers:-

1 .This lamp from Arabia is believed to make wishes come true.

2.Did you see the medals in the living room that Vimala won.

3. The song 'Vande Mataram' by Bankim Chandra Chatterjee compares the nation to a mother.

4 The man who wrote a novel about two brothers is speaking on the stage.

5. The water in the bottle was dirty.

C. Re-read the following lines from Keats's poem 'La Belle Dame sans Merci, and underline the prepositional phrases. In each case, identify the preposition, its object, and the modifiers of the object (if any).

1. O what can ail thee, knight-at-arms,

Alone and palely loitering?

The sedge has withered from the lake,

And no birds sing.

2. I see a lily on thy brow,

With anguish moist and fever-dew,

And on thy cheeks a fading rose

Fast withereth too.

3. I met a lady in the meads,

Full beautiful-a faery's child,

Her hair was long, her foot was light,

And her eyes were wild.

4. I set her on my pacing steed,

And nothing else saw all day long,

For sidelong would she bend, and sing

A faery's song.

5. She found me roots of relish sweet,

And honey wild, and manna-dew,

And sure in language strange she said-

'I love thee true.

6. She took me to her elfin grot,

And there she wept and sighed full sore,

And there I shut her wild wild eyes

With kisses four.

Answers:-

1. Prepositional phrase: **from the lake**

- Preposition: **from**

- Object: **the lake**

- Modifiers: **the**

2. - Prepositional phrase 1: **on thy brow**

- Preposition: **on**

- Object: **thy brow**

- Modifiers: **thy**

- Prepositional phrase 2: **on thy cheeks**

- Preposition: **on**

- Object: **thy cheeks**

- Modifiers: **thy**

3. Prepositional phrase: **in the meads**

- Preposition: **in**

- Object: **the meads**

- Modifiers: **the**

4. Prepositional phrase: **on my pacing steed**

- Preposition: **on**

- Object: **my pacing steed**

- Modifiers: **my, pacing**

5. - Prepositional phrase 1: **of relish sweet**

- Preposition: **of**

- Object: **relish**

- Modifiers: **sweet**

- Prepositional phrase 2: **in language strange**

- Preposition: **in**

- Object: **language**

- Modifiers: **strange**

6. - Prepositional phrase 1: **to her elfin grot**

- Preposition: **to**

- Object: **her elfin grot**

- Modifiers: **her, elfin**

- Prepositional phrase 2: **with kisses four**

- Preposition: **with**

- Object: **kisses**

- Modifiers: **four**

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