OU UG English Sem 1 notes & grammar new syllabus w.e.f 2025-26
TextOU UG English Sem 1 new syllabus
w. e. f. 2025-26
New Textbook from 2025-26
Sem 2
OU SEMESTER I
English
New
Syllabus from 2025
UNIT – I
POETRY Sonnet
30 - William Shakespeare
PROSE The Apology of Socrates • Plato
GRAMMAR Nouns
VOCABULARY Word Roots
SPELLING English Spelling I
PRONUNCIATION Consonant
Sounds I
LSRW Skimming
WRITING
Guided Writing
SKILLS Communication
Skills
UNIT - II
POETRY
The Solitary Reaper • William Wordsworth
PROSE The
Old Tiger and the Traveler - from the Hitopadesa
GRAMMAR
Pronouns
VOCABULARY
Affixes
SPELLING Spelling for Formal Contexts
PRONUNCIATION Consonant
Sounds II
LSRW
Scanning
WRITING Information Transfer
SKILLS Verbal
Skills
UNIT - III
POETRY
Frost at Midnight • Samuel Taylor Coleridge
PROSE Mr.
Sherlock Holmes -Arthur Conan Doyle
GRAMMAR Verbs
VOCABULARY Synonyms
SPELLING English Spelling II
PRONUNCIATION
Vowels: Monophthongs
LSRW Intensive Reading
WRITING Note-Taking and Note-Making
SKILLS
Non-Verbal Skills
UNIT - IV
POETRY I Taste a Liquor Never Brewed • Emily
Dickinson
PROSE To Build a Fire - Jack London
GRAMMAR Tenses
VOCABULARY Antonyms
SPELLNG Spelling
and Verb Forms
PRONUNCIATION Vowels:
Diphthongs
LSRW Extensive
Reading
WRITING Paragraph Writing
SKILLS
Confidence and Self-Presentation
Model Paper - UG English Sem 1 New Syllabus
FACULTY
OF ARTS
B.
A/B.SC/B.COM/BBA (CBCS) I-Semester (NEW) Examination,
December
2025
(Common
for all Streams)
Subject:
General English
Paper-1
Time: 3 Hours Max.
Marks: 80
Answer any FIVE questions: (5x4-20
Marks)
1. Answer as directed:
model paper answers
a. genetic – (Identify the root word)
Root word: gene
b. He drank water after the match.
(Rewrite by changing the uncountable noun into countable)
He drank a glass of water after the match.
c. In India it is sometimes called the heavenly Ganga.
(Identify the proper nouns)
Proper nouns: India, Ganga
d. commitioner, commissioner, commishioner
(Pick the correctly spelt word)
Correct spelling: commissioner
a. faith
(Write the phonemic symbol of the highlighted consonant sound /θ/)
/θ/
b. Fatima said that _____ and her sister work together.
(Fill in the blank with suitable pronoun)
she
c. The magic ___ made the rabbit disappear.
(use the correct suffix)
magician
d. 'pump' – (Identify the consonant cluster)
Consonant cluster: mp (also pmp if considering the whole cluster)
a. I can help you with your assignment.
(Identify the auxiliary verb)
Auxiliary verb: can
b. She ____ (rarely) plays the violin now.
(write a synonym of “rarely”)
seldom
c. The principle will address the college on Friday morning.
(Rewrite with correct spellings and capitalisation)
The principal will address the college on Friday morning.
d. /æ/
(Write a word containing this monophthong sound)
cat / bat / man (any one)
a. She has been dancing since morning.
(Identify the tense)
Present Perfect Continuous Tense
b. Biju ____ (clean) the house every day.
(Fill with the correct tense)
cleans
c. ‘rich’ – (Write the antonym)
poor
d. She is ____ (swim) in the river.
(Use the correct -ing form)
swimming
Write some points on how to skim.
Skimming:
Skimming is a reading technique used to get the general idea or gist of a text quickly without reading every word.
Scanning:
Scanning is a reading technique used to locate specific information such as dates, names, numbers, or keywords.
How to Skim:
-
Read the title and subtitles first.
-
Look at headings, subheadings, and highlighted words.
-
Read the first and last paragraphs.
-
Read only the first sentence of each paragraph.
-
Notice pictures, charts, and keywords.
-
Do not stop to read details.
-
Listen actively before responding.
-
Speak clearly and at a moderate pace.
-
Use simple and accurate vocabulary.
-
Maintain eye contact while speaking.
-
Practise speaking in English daily.
-
Ask for feedback and try to improve.
-
Use polite expressions and appropriate tone.
-
Avoid fillers like um, you know, like.
Note-taking:
The process of writing down important points while listening to a lecture, watching a video, or reading a text. It is usually brief and unorganised.
Note-making:
The process of organising and expanding the notes taken earlier. It involves summarising, structuring, adding headings, diagrams, and making the notes clear and usable for revision.
Reading is an essential skill that plays a vital role in a person’s growth and success. It helps us gain knowledge, develop imagination, and improve our language skills. Through reading, we learn new ideas, explore different worlds, and understand people and cultures better. Reading also improves concentration and sharpens our thinking abilities. It builds vocabulary and enhances our ability to express ourselves clearly. Moreover, regular reading reduces stress and provides relaxation. Whether it is textbooks, newspapers, or storybooks, reading enriches our minds and shapes our personality. Therefore, reading is important because it opens the door to learning and lifelong development.
Unit -1 Poetry
Poem
Sonnet 30
When to the sessions of sweet silent thought
Willian Shakespeare
Telugu explanation video
When to the sessions of sweet silent thought
I summon up remembrance of things past,
I sigh the lack of many a thing I sought,
And with old woes new wail my dear time's waste:
Then can I drown an eye, unused to flow,
For precious friends hid in death's dateless night,
And weep afresh love's long since cancelled woe,
And moan the expense of many a vanished sight:
Then can I grieve at grievances foregone,
And heavily from woe to woe tell o'er
The sad account of fore-bemoaned moan,
Which I new pay as if not paid before.
But if the while I think on thee, dear friend,
All losses are restor'd and sorrows end.
Summary of the poem.
About the poet
William Shakespeare (1564–1616) was an English poet, playwright and actor. He is regarded as the greatest playwright and poet in the English language.
He is often called ' Bard of Avon'.He was born in Stratford-upon-Avon, England. He wrote 38 plays and 154 sonnets. Shakespeare’s sonnets, written in the 1590s and published in 1609, explore themes of love, time, mortality, beauty, and human emotion with unparalleled depth. His greatest tragedies are "Macbeth, Othello, Romeo and Juliet and King Lear"
The poem (sonnet) consists of three quatrains and a couplet, with the rhyme scheme ABAB CDCD EFEF GG .
About the poem
In the first quartain,the speaker begins by describing moments of quiet reflection, likened to a courtroom session. He begins to recall memories from the past. These memories bring back sorrow for missed opportunities and unfulfilled dreams. He feels regret for things he once desired but never achieved, and he feels that his valuable time has been wasted.
In the second quatrain, the speaker becomes more emotional as he reflects on the people he has lost. He says that even though he may not cry often, in these moments of memory, he sheds tears for beloved friends who have died. He also feels the old pain fresh as if for the first time.
In the third quatrain, the poet continues to express how, during these reflections, he re-experiences past griefs. He mourns again the sorrows he had already cried over and feels as though he is paying an emotional debt all over again. This shows that old wounds still affect him and that emotional pain doesn’t always fade with time.
However, in the final couplet, the tone of the poem shifts dramatically. The speaker says that whenever he thinks about a dear friend, all his sorrows vanish and all his losses seem to be restored. The thought of this beloved person is so powerful that it brings comfort and joy that erase the pain of the past.
The couplet introduces the transformative power of love or friendship, which acts as a balm for all sorrows, highlighting Shakespeare’s belief in the restorative nature of human relationships.
Glossary
1. Sessions =A formal gathering or sitting, as in a court of law where matters are judged or deliberated. In the poem, "sessions" metaphorically refers to the speaker’s introspective moments of quiet reflection, where memories are summoned and judged like cases in a courtroom.
2. Sweet= Pleasing or delightful
3. Silent=Quiet, without sound, implying introspection or solitude
4. Summon= deliberately, as one might summon witnesses in a trial.రమ్మని ఆజ్ఞాపించు,పిలువు
5. Remembrance=the act of remembering or recalling past events or experiences.జ్ఞాపకం
6. Sigh= A deep, audible exhalation expressing sorrow, regret, or longing.నిట్టూర్పు
Lack=absence or deficiency of something desired or needed.
8. Sought=(Past tense of seek) to have pursued or strived for.అన్వేషించు/ ఏదైనా కనుగొనడానికి లేదా పొందడానికి, ముఖ్యంగా భౌతిక వస్తువు కానిదానిని/ కోరుకుంటారు,
9. Woes=Sorrows, or troubles. బాధలు
10. Wail= To express grief or sorrow audibly, often with cries or lamentations.ఏడుపు/విలపించు
11. Dear= Precious, valuable
12. Waste= loss or squandering of something valuable, in this case, time.
13. Drown=flood or overwhelm, here used metaphorically to describe excessive weeping.మునుగు
14. Unused= Not accustomed or not typically inclined.
15. Flow= To stream or run, referring to tears.
16. Precious= Highly valued or cherished.విలువైన
17. Dateless= Without end, eternal, or timeless.
18. Night=A metaphor for death, evoking darkness and finality.
19. Afresh=Anew or again, as if for the first time.
20. Cancelled=Nullified, resolved, or no longer relevant
21. Woe= Deep sorrow or distress.బాధలు
22. Moan=: To lament or express grief audibly.బాధతో మూలుగు,/వేదన
23. Expense= Cost or loss, often emotional or intangible.
24. Vanished= Disappeared or gone forever.మాయమైపోయి
25. Grieve=To feel or express deep sorrow దుఃఖించు/విలపించు
26. Grievances=Wrongs, complaints, or causes of sorrow ఫిర్యాదుల
27. Foregone=Past or gone before.మునుపటి / గతించిన
28. Heavily=with great weight, sorrow, or burden.
29. Tell o’er= count or recount, as in tallying items.
30. Account=A record or reckoning, often financial or emotional
31. Fore-bemoaned= Previously lamented or mourned ముందుగానే బాధపడిన
32. Restor’d= Restored or made whole again.పునరుద్ధరించబడింది
33. Sorrows= Griefs, pains, or emotional distress.
దుఃఖాలు
Literary Devices
1. Who was the main accuser of Socrates at his
trial?
The main accuser was Meletus, supported by Anytus and Lycon.
2. What kind of wisdom does Socrates say he
has?
Socrates claims he has human wisdom – knowing that he does not know everything.
3. Which god's oracle said that no one was
wiser than Socrates?
The oracle of Apollo at Delphi.
4. Why did Socrates question politicians,
poets and craftsmen?
To test the oracle’s words and see if anyone was wiser than him.
5. Why does Socrates say he cannot stop doing
philosophy?
He believes it is his divine duty from God to question and guide people toward truth and virtue.
6. What does Socrates ask the people to do if
his sons forget about virtue?
He asks them to criticize and correct his sons as he did with others.
7. What charge did Meletus bring against
Socrates?
Corrupting the youth and not believing in the gods of Athens.
8. What does Socrates say about the fear of death?
He says fearing death is ignorance because no one knows if death is a bad thing or a blessing.
9. What did Socrates learn from his experience
with the artisans?
That artisans had useful skills, but many wrongly thought this made them wise in all matters.
10. What punishment did the jury finally
sentence Socrates to?
Death by drinking poison hemlock.
1. Why did the oracle at Delphi say Socrates
was the wisest man?
The oracle said this because Socrates recognized his own ignorance, unlike others who thought they knew everything. True wisdom, according to the oracle, is knowing the limits of one’s knowledge.
2. How did Socrates try to find out if others
were wiser than him?
He questioned politicians, poets,
and craftsmen. He found that though they had skills or fame, they lacked true
wisdom because they thought they knew what they didn’t.
Socrates argues he never corrupted anyone knowingly. If he did so unknowingly, he should be corrected, not punished. He also says many young men improved through questioning, and no one directly testified that he harmed them.
4. Why does Socrates compare himself to a
gadfly in his speech?
He compares himself to a gadfly that stings a lazy horse. Just as the gadfly keeps the horse awake, Socrates keeps Athens alert, questioning, and striving for moral improvement.
5. Is Socrates an atheist? Explain with
reference to the text.
No, Socrates is not an atheist. He
says he believes in spiritual beings, which implies belief in divine powers.
His mission from Apollo’s oracle also shows his faith in the gods.
1. How does Socrates use the story of the
oracle at Delphi to explain his mission in Athens, and what does this say about
his understanding of wisdom?
Socrates explains that when the oracle at Delphi declared him the wisest man, he was puzzled because he did not consider himself wise. To test the oracle’s words, he began questioning respected citizens—politicians, poets, and craftsmen. He found that while they were skilled in their fields, they falsely believed they had complete wisdom. Socrates realized his wisdom lay in recognizing his ignorance. This became his life’s mission: to expose false knowledge and encourage people to seek true wisdom. He saw philosophy as a divine duty, not a profession. His understanding of wisdom was humble: not having all answers, but being aware of human limits. By constantly questioning, Socrates sought to guide Athenians toward self-knowledge and moral improvement, fulfilling the oracle’s message.
2. What are Socrates's views on death and
justice, and how do these beliefs shape his attitude during the trial that he
faced?
Socrates believes death should not be feared because nobody knows whether it is harmful or beneficial. He suggests death could be either a peaceful sleep or a journey to meet other souls, both of which are not frightening. On justice, Socrates insists that one must never do wrong, even to save one’s life. He refuses to abandon philosophy, even if it means death, because obeying God and truth is more important than obeying men. These views make him fearless and calm during the trial. Instead of begging for mercy, he stands firm in his principles. He accepts the death sentence with dignity, showing that living justly is more important than living at all.
3. Discuss the theme of civic duty in The
Apology. Does Socrates consider himself a good citizen of Athens? Why or why
not?
Yes, Socrates considers himself a good citizen, though in an unusual way. He does not serve Athens by holding office or making laws, but by questioning and guiding its citizens toward virtue. He compares himself to a gadfly sent by the gods to keep Athens awake and alert. His civic duty is to challenge complacency and push people to think about justice, truth, and goodness. Unlike others who seek wealth or power, Socrates works for the moral improvement of the city. He even risks his life to defend his mission, showing deep loyalty to Athens. However, his critics see him as troublesome and disrespectful of traditions. Despite this, Socrates argues that true service to the city is not flattery, but helping citizens examine their lives. In this way, he shows that being a good citizen means working for the soul of the city, not just its laws or politics.
Note :-Read the summary below for the examination
About the writer:-
Plato (427–347 BCE), one of the greatest
philosophers of ancient Greece, was a student of Socrates and teacher of
Aristotle. His writings shaped Western philosophy and political thought. Among
his early works is The Apology, which is not an apology in the modern sense,
but a defense speech given by Socrates at his trial in 399 BCE (from the Greek *apologia*, meaning defense) . Plato, who was
present at the trial, records Socrates’ arguments with clarity and power.
About the essay:-
Socrates was charged by three main accusers: Meletus, Anytus, and Lycon. The charges against him were twofold: first, that he was corrupting the youth of Athens by encouraging them to question traditions and authority; and second, impiety, that he did not believe in the gods of the city but introduced new spiritual beings. These accusations reflected the uneasiness of Athenian leaders, who saw Socrates’ method of questioning as a threat to public order.
In his defense, Socrates explains that he has
never knowingly corrupted anyone, and if he had done so, he should be corrected
rather than punished. He also argues that he does believe in divine powers,
pointing to his mission from the god Apollo, whose oracle at Delphi declared
him the wisest man. Socrates claims that his wisdom lies in knowing his own
ignorance and in questioning others who falsely think they are wise.
Socrates explains that when the oracle at Delphi declared him the wisest man, he was puzzled because he did not consider himself wise. To test the oracle’s words, he began questioning respected citizens—politicians, poets, and craftsmen. He found that while they were skilled in their fields, they falsely believed they had complete wisdom. Socrates realized his wisdom lay in recognizing his ignorance. This became his life’s mission: to expose false knowledge and encourage people to seek true wisdom. He compares himself to a gadfly whose role is to stir Athens into self-examination. His civic duty is to challenge complacency and push people to think about justice, truth, and goodness. Unlike others who seek wealth or power, Socrates works for the moral improvement of the city.
Socrates say he cannot stop doing philosophy as he believes it is his divine duty from God to question and guide people toward truth and virtue. Socrates asks the people to do if his sons forget about virtue they should criticize and correct his sons as he did with others.
The jury, however, found Socrates guilty. He
says fearing death is ignorance because no one knows if death is a bad thing or
a blessing.
When asked to propose an alternative
punishment, he suggested that he deserved to be honored rather than punished,
which angered many. Finally, he was sentenced to death by drinking poison
hemlock.
Our sun is, in fact, a rather unimportant member of a huge system of stars, or galaxy, consisting of at least a hundred thousand million stars.
We can see a part of this galaxy stretching across the sky as a pale white band of stars called the Milky Way.
In India it is sometimes called the heavenly Ganga.
List of nouns with classification
| Noun | Proper/Common | Countable/Uncountable |
|---|---|---|
| sun | Common | Countable |
| member | Common | Countable |
| system | Common | Countable |
| stars | Common | Countable |
| galaxy | Common | Countable |
| part | Common | Countable |
| sky | Common | Uncountable (generally treated as uncountable) |
| band | Common | Countable |
| Milky Way | Proper | Uncountable (name of one object) |
| India | Proper | Uncountable |
| Ganga | Proper | Uncountable |
Ans:-
Tourists love the fort at Aurangabad as the ruins of some old fortifications stand in a beautiful manner on three hills.
There is an old fort on the top of one of the hills, which can be reached by a narrow bridge that lies across a wide chasm between the hills.
The sight is so splendid that one remembers it forever.
The fortifications were built by the Maratha kings and are great feats of engineering skill; they are almost wonders to modern humans.
List of nouns with classification
| Noun | Proper/Common | Countable/Uncountable |
|---|---|---|
| Tourists | Common | Countable |
| fort | Common | Countable |
| Aurangabad | Proper | Uncountable |
| ruins | Common | Countable (treated as plural countable) |
| fortifications | Common | Countable |
| hills | Common | Countable |
| bridge | Common | Countable |
| chasm | Common | Countable |
| sight | Common | Countable |
| Maratha kings | Proper (Maratha) + Common (kings) | Countable |
| skill | Common | Uncountable |
| wonders | Common | Countable |
| humans | Common | Countable |
1. He drank water after the match.
Ans:-
1.He drank a glass of water after the match.
2.I need to buy a few pieces of furniture for my new house.
3.We had a slice of cheese and crackers for lunch.
4.She shared a piece of advice with her younger sister.
5.I packed a packet of rice for the trip.
6.He received a piece of news from his friend.
7.We saw many pieces of art at the museum.
8.The shop sells bars of soap and bars of chocolate.
Unit – 1
Word Roots
Most words can be broken down into smaller
units that have some meaning of their own.
For
example, the English word 'unable'
can be broken down into two smaller units: un (meaning
'not') + able (meaning 'can be done').
The smallest meaningful unit that forms
the main part of a word is called its root.
In the above example, the root of
the word 'unable' is able.
From the word root able, words such as
'enable' (en
+ able),
'portable' (port + able),
'disability'
(dis + able+ ity), and many others can be formed. The roots for many English
words were borrowed from Greek and Latin words.
A. Identify the roots of
each of the following words.
1. genetic
2. paragraph
3. predict
4. airport
5. dictator
6. admit
7. photon
8. biology
9. telemetry
10. malicious
11. sensitive
12. finish
genetic
- Root: gen (Greek genos = birth, origin, kind)
- Meaning: related to origin or heredity
paragraph
- Root: graph (Greek graphein = to write)
- Meaning: a section of writing
predict
- Root: dict (Latin dicere = to say)
- Meaning: to say beforehand
airport
- Root: port (Latin portare = to carry)
- Meaning: a place where aircraft are carried/landed
dictator
- Root: dict (Latin dicere = to say, command)
- Meaning: one who says/commands with authority
admit
- Root: mit (Latin mittere = to send)
- Meaning: to send toward/allow in
photon
- Root: phot (Greek phōs = light)
- Meaning: a particle of light
biology
- Root: bio (Greek bios = life)
- Meaning: study of life
telemetry
- Root: metr (Greek metron = measure)
- Meaning: measuring at a distance
malicious
- Root: mal (Latin malus = bad, evil)
- Meaning: having bad intent
- sensitive
- Root: sens (Latin sentire = to feel)
- Meaning: able to feel or perceive
- finish
- Root: fin (Latin finis = end, limit)
- Meaning: to bring to an end
| Word | Root | Origin | Meaning of Root |
|---|---|---|---|
| genetic | gen | Greek | birth, origin |
| paragraph | graph | Greek | write |
| predict | dict | Latin | say |
| airport | port | Latin | carry |
| dictator | dict | Latin | say/command |
| admit | mit | Latin | send |
| photon | phot | Greek | light |
| biology | bio | Greek | life |
| telemetry | metr | Greek | measure |
| malicious | mal | Latin | bad/evil |
| sensitive | sens | Latin | feel |
| finish | fin | Latin | end |
B. Write down at least two
words formed using each of the given roots. The meanings of the roots are given
in brackets.
1. phone (sound)
2. temp (time)
3. alter (other)
4. pater (father)
5. mono (one)
6. aqua (water)
7. voc (call)
8. act (move/do)
9. multi (many)
10. therm (heat)
11. cent (hundred)
12. astra (star)
Words Formed from Roots
phone (sound)
- telephone → device for transmitting sound over distance
- microphone → instrument for amplifying sound
temp (time)
- temporary → lasting for a short time
- contemporary → belonging to the same time period
alter (other)
- alternate → to take turns, one after another
- altercation → a dispute with another person
pater (father)
- paternal → relating to a father
- patriarch → male head of a family
mono (one)
- monologue → speech by one person
- monopoly → exclusive control by one entity
aqua (water)
- aquarium → place where water animals are kept
- aqueduct → channel for carrying water
voc (call)
- vocal → related to the voice/call
- advocate → one who calls support for a cause
act (move/do)
- action → the process of doing something
- actor → one who performs/does roles
multi (many)
- multiple → many parts or numbers
- multicultural → involving many cultures
therm (heat)
- thermometer → instrument for measuring heat
- thermal → related to heat
- cent (hundred)
- century → a hundred years
- percent → per hundred
- astra (star)
- astronomy → study of stars and celestial bodies
- astronaut → traveler among the stars
English Spelling I
English alphabet has 26 letters.Total sounds are 44.There are 24 consonants and 20 vowels
Consonant sounds are 24.
Consonant Sounds
Unit 2 poetry
About the Translator
Arthur
William Ryder (1877–1938) was an American scholar of Sanskrit and Professor of
Sanskrit at Harvard University and later at the University of California. Ryder
translated many Sanskrit works into English such as the Panchatantra,
Hitopadesa, the Bhagavad Gita, Sudraka’s Mṛcchakaṭika, Dandin’s
Daśakumāracarita, and works of Kalidasa and Bhartrihari.
Ryder's translations are scholarly yet not pedantic, and are marked by wit, felicity and idiomatic style. The story ‘The Old Tiger and the Traveller’ is from the Hitopadesa, originally written by Narayana, and translated into English by A.W. Ryder.
About the story
The
story “The Old Tiger and the Traveller” is a moral tale from the Hitopadesa. The
story is set in a southern forest where an old tiger sits near a pond holding a
golden bracelet .An old tiger, pretending to be pious, sits near a pond with a
golden bracelet. He calls out to travellers, offering golden bracelet as a
gift. Most people avoid him, but one greedy traveller is tempted. Although he
suspects danger, his desire for the bracelet makes him take the risk. Fortune
favours the bold, according to the proverb quoted.
The
tiger says that in his youth he was wicked and cruel, but later a pious man
taught him religion. Now, being old and toothless, he claims to practise
charity and virtue. Eight cardinal virtues are mentioned by the old Tiger. The
cardinal virtues mentioned are: gifts to God’s creatures, gifts to God, study,
penance, self-restraint, absence of greed, lack of fraud, and patience. The
first four may be practised outwardly without sincerity, but the last four are
found only in those whose hearts are truly pure.The tiger claims to have developed charity, self-control, and
mercy after turning religious.
The
traveller, lured by greed, enters the pond to bathe before receiving the
bracelet. Unfortunately, he gets stuck in the mud, and the tiger seizes the
chance to kill and eat him. The moral of the story is that greed leads to
destruction. Thus, the story warns us not to fall for temptations offered by
untrustworthy people. The tiger’s behaviour can be seen in two ways. From a
human moral perspective, it appears evil because he deceives and kills an
innocent traveller through trickery. However, from the perspective of nature,
it reflects natural law: a tiger is a predator, and it survives by killing
weaker beings. The story uses the tiger symbolically to show that deceptive and
greedy people in human society behave in the same way
Affixes
Affixes are parts of words added to a word
or a word root to modify its meaning or grammatical function. For example, the
affixes dis- and -ity can be added to the word able to create the words
disable, ability and disability.
Exercises
A. Use the correct affixes
to complete the incomplete words below.
1. The magician
made the rabbit appear.
2. It is illegal
legal to kill endangered animals.
3. This animal looks dangerous, but it is harmless. Don't worry!
4. She underestimates
herself. She can run fast____ than she thinks.
5. The acrobat was athletic and very flexible
6. The airport
grounded flights due to low visibility.
7. I dislike
him because he is selfish, immature and cowardly.
8. Vaishnavi works slowly l but methodical.
9. Himesh's story was unbelievable.
10. We mistrust
the official report. We believe an
investigation by an impartial body will provide us with a more
truthful account of the
disaster.
B. Identify the prefixes and suffixes in the text below.
I still remember my carefree afternoons in
the backyard, building forts out of blankets and boxes. My imagination seemed
unstoppable then-I could turn a tree into a spaceship. Though I was often
restless, my grandmother's stories had a magical effect on me. Even during
unpleasant days, her voice was comforting. I was fearless, climbing trees and
chasing butterflies without a second thought. Those joyful memories now feel
unreachable. Childhood wasn't always perfect, but it was beautifully chaotic,
full of laughter and discoveries that shaped who I am today.
Prefixes in the text
- carefree → prefix care- (root word "free")
- unpleasant → prefix un- (meaning "not")
- unstoppable → prefix un- (meaning "not")
- fearless → prefix fear- (root word "less")
Suffixes in the text
- carefree → suffix -free (meaning "without")
- afternoons → suffix -s (plural form)
- blankets → suffix -s (plural form)
- boxes → suffix -es (plural form)
- imagination → suffix -tion (forms a noun from "imagine")
- unstoppable → suffix -able (meaning "capable of being")
- restless → suffix -less (meaning "without")
- stories → suffix -ies (plural form of "story")
- magical → suffix -al (adjective form)
- comforting → suffix -ing (present participle/continuous action)
- fearless → suffix -less (meaning "without")
- joyful → suffix -ful (meaning "full of")
- memories → suffix -ies (plural form of "memory")
- unreachable → suffix -able (meaning "capable of being")
- childhood → suffix -hood (state/condition of being a child)
- perfect → suffix -ect (root ending, though not a derivational suffix here)
- beautifully → suffix -ly (adverb form)
- chaotic → suffix -ic (adjective form)
- discoveries → suffix -ies (plural form of "discovery")
- shaped → suffix -ed (past tense verb form)
Summary
- Prefixes found: care-, un-, fear-
- Suffixes found: -free, -s/-es, -tion, -able, -less, -ies, -al, -ing, -ful, -hood, -ly, -ic, -ed
“Frost at Midnight” is a seventy-four-line “conversation” poem with four-stanza, written in 1798.It is written as a soliloquy, where Coleridge speaks his thoughts aloud to his infant son, Hartley. The poem begins with Coleridge’s midnight thoughts, moves into his memories of schooldays, then shifts to his tender hopes for his child’s future. He prays that his son will grow up surrounded by nature, learning directly from God’s universal language through the beauty of seasons.
The
poem shows the poet’s thoughts at midnight while sitting quietly in his
cottage. Everyone is asleep, leaving the poet alone in deep solitude, The scene
is calm and silent, with only his baby sleeping peacefully beside him and a
faint flame burning in the fireplace. This silence makes Coleridge’s
imagination wander.
The
poet then remembers his own childhood. At school, he often sat dreaming of his
home village and the church bells that rang during village fairs. He longed for
freedom and for the company of family members or friends, but instead felt
lonely and restricted by the city life and strict schooling.
Turning
back to the present, Coleridge looks lovingly at his infant son. He feels joy
that his child will grow up in a much better environment, surrounded by nature.
Unlike the poet’s own childhood in the city, the child will learn directly from
lakes, mountains, clouds, stars, and the changing seasons. Coleridge sees
nature as God’s “universal language” and the “great teacher” that shapes the
human spirit and connects people with divine truth.
The
poem ends with a blessing for the child: in every season, whether summer’s
greenery, winter’s robins, or frost’s silent icicles shining in the moonlight,
he will find beauty and joy.
In
short, the poem combines personal memory, deep love for his child, and Romantic
faith in nature. It shows Coleridge’s belief that nature is not only beautiful
but also a spiritual guide.
Summary
The narrator, Dr. John H. Watson, begins by
recounting his time in the army after graduating as a Doctor of Medicine in
1878. He was an Assistant Surgeon attached to the Fifth Northumberland
Fusiliers, stationed in India. The Second Afghan War broke out before he could
join his corps. He eventually reached his regiment at Candahar but was later
attached to the Berkshires, with whom he served at the disastrous battle of
Maiwand. He was wounded in the shoulder by a Jezail bullet and later struck
down by enteric fever while recovering at the base hospital in Peshawar. Due to
his weakened state, a medical board sent him back to England on the troopship
Orontes.
Landed in Portsmouth with his health ruined
and only a meager daily income, Watson gravitated to London. His finances soon
became alarming, prompting him to seek less expensive lodgings. While at the
Criterion Bar, he runs into Young Stamford, a former dresser from St.
Bartholomew's Hospital ("Barts"). Watson explains his predicament of
needing comfortable, affordable rooms. Stamford mentions that a friend of his,
who works at the hospital's chemical laboratory, is looking for someone to
split the rent on nice rooms.
Stamford warns Watson that this person,
Sherlock Holmes, is "a little queer," overly scientific, and
eccentric. Holmes, though a first-class chemist and knowledgeable about
anatomy, has "desultory and eccentric" studies and is not a systematic
medical student. Stamford recounts seeing Holmes beating cadavers in the
dissecting-rooms with a stick to verify how far bruises could be produced after
death. Intrigued by the challenge, Watson insists on meeting him.
Stamford takes Watson to the chemical
laboratory, where they find Holmes excitedly shouting that he's found a
re-agent that is precipitated only by haemoglobin. Holmes immediately deduces
that Watson has been in Afghanistan. He explains that his discovery is the
"most practical medico-legal discovery for years," providing an
infallible test for blood stains that is superior to the old Guiacum test and
microscopic examination, which is useless on old stains. He proudly names it
the "Sherlock Holmes test".
Stamford then introduces the purpose of their
visit—finding a roommate. Holmes expresses delight and mentions a suite in
Baker Street. They discuss each other's shortcomings: Holmes's strong tobacco,
chemical experiments, moods, and violin playing, and Watson's bull pup, bad
nerves, and irregular hours. They agree to meet the next day at noon to see the
rooms. As they leave, Watson asks Stamford how Holmes knew he had been in
Afghanistan; Stamford smiles, calling it Holmes's "little peculiarity"
and telling Watson he'll find him a "knotty problem".
A. Answer the following questions in one or
two lines.
1. Who
is the narrator in this story?
The
narrator is Dr. John H. Watson.
2. What
is the profession of the narrator?
The
narrator is a Doctor of Medicine and a former Assistant Surgeon in the army.
3.Why
did he come back to London?
He
was sent back to England because he was weakened and emaciated after being
wounded at the Battle of Maiwand and contracting enteric fever.
4. What
is the name of the troopship in which he came back to London?
The
name of the troopship was the Orontes.
5.Whom
did the narrator meet at the Strand?
He
met young Stamford, who had been a dresser under him at Barts, at the Criterion
Bar in the Strand.
6. How
does the narrator's friend describe the changes in his appearance?
Stamford described the narrator as "thin as a lath and as brown as
a nut".
7. Where
did the two friends start discussing Sherlock Holmes?
They
started discussing Sherlock Holmes at the Holborn, where they were having
lunch.
8.What
is Sherlock Holmes's profession according to Stamford?
Stamford states he has no idea what Holmes intends to go in for, though
he is a first-class chemist and well up in anatomy.
9. What
is Sherlock Holmes's hobby?
One
of Sherlock Holmes's hobbies is violin-playing.
10.What
does Holmes name the test that he claims will change crime investigations?
Holmes names the test the "Sherlock Holmes test".
Unit 3
Writing
Note-Taking and Note-Making
2.Write a note on Note-Taking?
Note-taking and note-making are often understood to mean the same thing. However, there are differences between these two activities.
Note-taking is the process of quickly recording information relevant to your needs when reading a book, watching an informative video, or attending lectures. presentations, seminars, meetings, etc.
Note-making is the process of reviewing, consolidating and organising that recorded information. The collected information is transformed-as mind maps, tree diagrams, tables, lists, paraphrases, etc. in a manner that furthers our purposes (of comprehension, analysis, memorisation, report writing, etc.).
Note-taking and note-making are therefore separate, sequential steps in a comprehensive earning process.
Note-Taking
A tool for quickly gathering relevant information for later reference and review
Relatively passive: information is recorded
Faster process, often done in real-time
Helps filter useful information from all that s heard, seen or read
Note-Making
A tool for understanding and analysing information, and solidifying knowledge
Highly active: information is processed
Slower process, done after initial exposure
HOW TO TAKE NOTES
Note down every important point. You can learn to recognise important pointsচৎ attention to...
- points that are repeated
- 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
- Try to maintain logical links between the points you are jotting down. You need to be able to piece it all together afterwards.
- 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
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.
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.
Step 1: Identify the essential points
Skim through the material, from beginning to end, to get a general view of the ten will tell you what the passage is about and how its theme is develope
Identify the main points or divisions of the passage. You can do this by looking ba connectives and linkers (eg, firstly, next, thes, and so on)
Identify the sub-points that relate to the main points
Underline the most important points in the text with a pencil as you read.
Step 2: Record the points to be included
Read the passage again closely. This time, note down all the main points and sub-pea in a separate notebook. List all essential ideas from the original material.
Cut down written matter by using abbreviations, symbols and keywords/phrases (insta of full sentences).
As much as possible, rephrase the ideas of the original text in your own words instead of repeating lines from the text verbatim. Summarising content in your own words will help your mind retain the information.
Step 3: Organise the points you have recorded
Organising your notes boosts retention of the material you have noted down. There a many different ways to arrange and sequence the points you have noted. Some of these are demonstrated in the section titled 'Sample notes' (below).
Organise your notes such that they reflect how the ideas were connected in the original text. The logical links between the points should be clear.
Give yourself plenty of space. Write legibly in a neat handwriting. Use a clear layout wah inter-line spaces, sub-heads, bullets, etc. All this will make your notes easy to read and understand.
Use colours, pictures and diagrams to make your notes more visual and attractive.
UNIT - 3
Skills -
Non- Verbal Communication
Textbook Exercises
Unit 3
SPELLING
English Spelling II
What does the speaker mean by “liquor never brewed”?
She refers to the intoxicating beauty of nature, which is far superior to any man-made drink.-
Explain the image of ‘tankards scooped in pearl’.
It suggests dewdrops on flowers and grass, compared to sparkling pearl-filled drinking cups. -
Why does the phrase ‘inebriate air’ amuse us?
It humorously presents air as if it were alcohol, showing the speaker’s joyous intoxication with nature. -
What does the speaker describe herself as?
She calls herself a “debauchee of dew,” meaning she freely indulges in nature’s beauty. -
What are the ‘endless summer days’ symbolic of?
They symbolize eternal joy, happiness, and the abundance of nature. -
What is the significance of the ‘drunken bee’?
It represents creatures that, like the speaker, overindulge in nature’s nectar and delights. -
What is the significance of the ‘foxglove’s door’?
It refers to the flower where bees and butterflies often gather, symbolizing nature’s tavern. -
What is the significance of ‘seraphs’ and ‘saints’?
They show that even heavenly beings witness and approve of the speaker’s ecstatic love for nature. -
What role do seraphs and saints play?
They lean out of windows in admiration, as if watching the speaker’s joyful celebration of nature. -
Who is the ‘little tippler’ and what does her position ‘against the sun’ signify?
The speaker herself is the “little tippler,” and her position shows her infinite joy and spiritual intoxication with the beauty of creation.
Summary:-
About the Poet-
Emily Dickinson (1830–1886) was one of America’s greatest poets. She lived as a recluse and very few of her poems were published during her lifetime. She wrote in a unique style of her own, very different from that of conventional then-contemporary poetry. She was known for her unique style, use of dashes, slant rhymes. Death, immortality, nature and spirituality are recurring themes in her poetry. She wrote nearly 1,800 poems, though only a few were published during her lifetime.
About the Poem- The poem is a lyric poem containing 4 quatrains (four-line stanzas). Rhyme Scheme is alternating rhyme, mostly ABCB pattern. The title “I taste a liquor never brewed” is symbolic. It suggests the poet is intoxicated, but not by human-made wine. Instead, she drinks in the beauty of nature and divine inspiration, which is purer and more eternal than any real alcohol. Using the metaphor of intoxication, Dickinson describes herself as drunk, not on human-made wine, but on the pure beauty of the natural world. She says she drinks from cups not made by humans but by the natural world itself. Even the best grapes (Frankfort refers to German wine) cannot produce such a fine drink. Nature’s beauty is greater than any man-made wine. She is drunk, but not with real wine. She is intoxicated with the fresh air. She playfully calls herself a “debauchee” (a person who overindulges), but instead of alcohol, she overindulges in the morning dew – pure and natural. While insects eventually stop sipping nectar, she continues to drink endlessly from the beauty around her. Her intoxication is spiritual and eternal, not physical.
Toward
the end, she imagines angels and saints watching her with wonder as she stands,
drunk with life, leaning against the sun itself. This image shows her deep
sense of connection with nature and the divine.
The poem is playful yet
profound. It celebrates how nature can give a sense of ecstasy beyond any human
pleasure. Dickinson turns the idea of drunkenness into a metaphor for spiritual
fulfillment and joy.
Glossary:-
Brew- /bruː/make (beer) by soaking, boiling, and fermentation ఉడకబెట్టడం మరియు పులియబెట్టడం ద్వారా (బీర్) చేయడ0
Recluse
– ఒంటరి
a person who lives
alone and avoids going outside or talking to other people
Immortality
- అమరత్వం the quality of being
able to live or last forever
Intoxication
– మత్తు
/ నిషా. the condition of having lost some
control of your actions or behaviour under the influence of a drug
eternal - నిత్యమైన శాశ్వతమైన
Debauchee
– /ˌdeb.ɔːˈtʃiː - one who drinks too much alcohol, takes drugs, shows bad
sexual behaviour, etc.) త్రాగుబోతు
వ్యభిచారి
Overindulges - అతిగా
ఆస్వాదిచడం
to indulge (someone, or something) too much
Profound
- ప్రగాఢమైన felt or experienced
very strongly or in an extreme way
ecstasy – /ˈek.stə.si/ a state of extreme happiness. గొప్ప ఆనందం లేదా ఆనందకరమైన ఉత్సాహం యొక్క అధిక అనుభూతి.
Unit 4
Antonyms
An antonym is a word that means the
opposite of another word.
Word Antonym
Hot X cold
Accept reject
Win lose
Early late
Honest dishonest
Divide unite
Buy sell
Present absent
Antonyms can be formed in many cases by
adding a prefix to a word.
happy
→ unhappy
correct---- incorrect
agree
→ disagree
However, some antonyms are completely
different words.
success ---- failure
friend
→ enemy
gain
→ loss
A. Match the words in the
column on the left to their antonyms on the right.
1. increase a. narrow
2. brave b.
truth
3. wide c.
decrease
4. cruel d.
cowardly
5. lie e.
kind
6. permanent f. dull
7. sharp g.
temporary
8. true h.
adult
9. child i.
end
10. begin j.
false
Prose :- Unit 4
To Build a Fire
Jack London
Jack London (born John Griffith Chaney, 1876–1916) was an American author, journalist, and adventurer whose works often drew from his own experiences. He took on various jobs, such as factory work, sailing, and gold prospecting in the Yukon ( northwestern Canada). London explored themes of survival, human vs. nature in stories like *The Call of the Wild* (1903) and *White Fang* (1906). London's life was marked by hardship, including poverty and health issues, and he died at age 40 from kidney failure.
|
Character |
Role |
|
Unnamed man |
The unnamed man,
an inexperienced traveller, is the protagonist of the story. He is a newcomer
to the area. |
|
The Dog |
The dog
traveling with the protagonist is a wolf mix (wolf dog), and he is from the
area. |
|
Nature |
Nature acts as
a character-like antagonist in the story. Winter in Yukon is harsh. |
|
The Old Man
fromSulphur Creek |
An old man experienced in the extreme cold of the Yukon. He warns the man
not to travel alone in such cold weather. |
"To Build a Fire" by Jack
London is a short story about a man traveling alone in the freezing Yukon in
Northern Canada during winter. The story takes place in the early 1900s, where
the man, a newcomer to the area, is hiking to a camp with his dog. The
temperature is extremely cold, around 75 degrees below zero, but the man is
confident and doesn’t fully understand the danger of the harsh environment.
The man’s goal is to reach a camp on Henderson Creek, where his friends are waiting. He knows the cold is severe but underestimates its power. His only companion is a native husky dog (wolf dog), which instinctively senses the danger. As they travel, the man tries to stay warm and keep moving. He plans to stop and build a fire to warm himself, but he makes mistakes. He builds his first fire under a tree, and snow falls from the branches, putting it out. His hands are too cold to start another fire quickly, and he begins to panic.
As the cold worsens, the man’s situation becomes desperate. He tries to run to warm up but is too weak. He even thinks about killing the dog to use its body for warmth, but he can’t. Eventually, he accepts his fate and sits down, freezing to death as the dog watches. The dog, sensing the man’s death, leaves to find safety.
The story highlights the power of nature and the importance of respecting it. The man’s lack of experience and overconfidence lead to his downfall, while the dog’s instincts help it survive. London uses simple but vivid details to show the struggle between humans and the unforgiving wilderness, emphasizing themes of survival, instinct, and human limitations
Themes
The story delves into several core themes, with the most prominent being the conflict between humanity and nature. Another key theme is arrogance and the limits of human intelligence; the man's overconfidence in his abilities and dismissal of local wisdom led to his downfall. Survival of the fittest, influenced by Darwinian ideas, is evident in how the man's lack of adaptation dooms him, while the dog thrive
Character
Analysis
The protagonist has several key
character traits including the following.
- Arrogance – The protagonist is overly confident in
himself, although it is his first winter in the area. He refuses to listen
to the wise advice of a more experienced man, believing he can handle the
journey to camp on his own.
- Unimaginative
– The author describes
the man as being ''not able to imagine.'' He understands that it is
cold—at least fifty below—but he does not understand the consequences of
such temperatures
- Disrespectful – He does not respect the forces of nature nor the old man advice he receives.
Glossary
instincts =సహజజ్ఞానం, ప్రవృత్తి
arrogance = అహంకారం
adaptation
= సమయానుfకూలంగా
మార్చు
dooms=
వినాశం
traits
= లక్షణాలు
Unit 4-Paragraph Writing
-
What is this text about?
→ This text explains how electric motors and generators work and how they differ from each other. -
Where are electric motors used?
→ Electric motors are used in devices such as electric toothbrushes and electric trains. -
How can you create a simple electromagnet?
→ You can create a simple electromagnet by feeding electricity into a coil of copper wire. -
What is the purpose of a generator?
→ The purpose of a generator is to produce electricity by moving a coil inside a magnetic field. -
Mention two differences between a generator and an electric motor.
→ A generator converts mechanical energy into electrical energy, while a motor converts electrical energy into mechanical energy; a generator works by turning a coil to produce electricity, whereas a motor works by using electricity to turn a coil.
Unit 4
SKILLS
Confidence and Self-Presentation
Where
The Mind Is Without Fear
Rabindranath
Tagore
Where the mind is without fear and the head is held
high
Where knowledge
is free
Where the world has not been broken up into fragments By
narrow domestic walls
Where words come out from the depth of truth
Where tireless striving stretches its arms towards perfection
Where the clear stream of reason has not lost its way
Into
the dreary desert sand of dead habit
Where the mind is led forward by thee Into ever-widening thought and action
Into that heaven of freedom, my Father, let my country awake.
Rabindranath Tagore was born in Kolkata, Bengal on 7th May 1861. He was popularly known as "Vishwa Kavi," or "the universal poet." He received Nobel Prize for literature in the year 1913. He was the first Asian and the first non-European to receive the award.
The poem was originally written in Bengali under the title “Prarthana”, meaning Prayer by Rabindranath Tagore. Tagore himself translated this poem and included it as the 35th poem in Gitanjali (Song Offering). He was the first Asian to receive the Nobel Prize for Literature in 1913 for his poetry collection 'Gitanjali.'
Structure of the Poem
The poem is written in a single long sentence with many clauses connected by commas.
It is composed of free verse (no rhyme scheme or fixed meter)
The poem forms a prayer directed to the “Father,” referring to God.
The flow of thought is continuous, representing an unbroken stream of aspirations for the nation.
The poem uses repetition (“Where…”) to emphasize each quality that the poet desires for his country.Tagore envisions how his country would be after independence. The poem was written during British colonial rule when many domestic issues were plaguing our country. Tagore says that India needs not only political independence but also freedom from social evils. Each line of the poem starts with 'where,' which indicates a place, i.e., Independent India. His country would become a place where people are fearless, hold their heads high in dignity, and feel proud of themselves. Education should be accessible to all without any restrictions and discrimination. He wishes to see his country as a place where there is no discrimination of caste, creed, sex, or rich and poor. Society must not be divided into fragments on the basis of religion, class, caste, creed, and gender. The countrymen must be truthful. The poet wants Indians to be hardworking and keep trying without losing patience and put in tireless effort for a better society. "Stream of reason" and "dreary desert" are both used as metaphors. Knowledge is compared to a stream, which flows freely, and it should not lose its way into the barren land of old rigid customs and superstitions. The poet prays to God to lead his country into that heaven of freedom where people live with broad-mindedness, truthfulness, and freedom of thought and speech.
Tagore visualizes a modern, progressive, independent India and not mere political freedom but true freedom.
Line-by-Line / Stanza-wise Analysis
Tagore’s poem is written as one long stanza, but it can be understood line by line as follows:
1. “Where the mind is without fear and the head is held high;
The poet imagines a nation where people live with confidence, dignity, and freedom. There is no fear of oppression, inequality, or injustice. Everyone can walk with self-respect.
2. “Where knowledge is free;”
Education should be accessible to all, without discrimination of caste, class, gender, or community. Knowledge must not be restricted or limited.
3. “Where the world has not been broken up into fragments by narrow domestic walls;”
Tagore criticizes divisions in society caused by caste, religion, region, language, and class. He dreams of a united world where people do not hate or separate themselves.
4. “Where words come out from the depth of truth;”
People should speak honestly and fearlessly. Speech must reflect sincerity, integrity, and moral courage
5. “Where tireless striving stretches its arms towards perfection;”
The nation should be filled with hardworking people who constantly try to improve themselves and their society. The effort should be continuous, energetic, and purposeful.
6. “Where the clear stream of reason has not lost its way into the dreary desert of dead habit;”
This line contrasts reason with blind traditio
Clear stream of reason represents logical thinking, scientific attitude, and open-mindedness.
Dreary desert of dead habit represents outdated customs, superstitions, and mindless obedience.
Tagore wants people to think rationally instead of following old, unproductive beliefs.
7. 7. “Where the mind is led forward by thee into ever-widening thought and action—”
the poet prays to God to guide human minds towards greater knowledge, creativity, and noble actions. He wants continuous progress, not stagnation
8. “Into that heaven of freedom, my Father, let my country awake.”
The poem ends with a powerful prayer. Tagore
asks God to awaken India into a state of true freedom—social, mental,
intellectual, and spiritual. This “heaven of freedom” represents an ideal
nation.
GRAMMAR -- Concord
Concord is the grammatical principle that the words in a sentence must be consistent in number, gender and person. This is an important aspect of grammatical correctness.
For example, in the sentence "The girl plays with her toys, the verb plays and the possessive pronoun her agree with the subject of the sentence, the noun girl. If we make the subject plural (girls), the corresponding verb and possessive pronoun must also change: "The girls play with their toys.
Subject-verb agreement
Basic rule: The verb must agree with the subject in terms of number and person. A singular subject takes a singular verb, and a plural subject takes a plural verb.
Lata is a student. (singular third-person verb is for singular third-person subject Lata)
Compound subjects (using and): Two or more subjects joined by and generally take a plural verb.
Lata and her sister are students.
Exception: If the two subjects refer to the same person or thing, or are considered a single unit, use a singular verb.
My best friend and confidant is arriving today. (my best friend is my confidant)
Idli and sambhar is a popular dish. (both items considered as a single meal)
Compound subjects (using or, nor, either/or, neither/nor): The verb agrees with the subject closest to it.
Neither her sisters nor Lata is ready. / Neither Lata nor her sisters are ready.
Either you or he is going to win. / Either he or you are going to win.
Collective nouns: A collective noun (e.g., team, family, committee) takes a singular verb Chen the group acts as a single unit, but a plural verb when the members of the group are acting individually.
The committee is meeting tomorrow. (the committee acting as one body)
The committee are arguing among themselves. (the members acting individually)
Indefinite pronouns: Indefinite pronouns (e.g., each, either, neither, one, anyone, everyone, no one, somebody) require a singular verb.
Everyone is welcome.
Each of the students has a book.
Exception: Pronouns like all, any, none, some, most can be either singular or plural, depending on the noun they refer to.
Some of the water is gone. / Some of the books are missing.
Nouns that look plural but are singular: Some nouns that end in-s are actually singular and take a singular verb (e.g., physics, mathematics, measles, mumps, the United States).
Mathematics is my favourite subject.
The news is always on.
Intervening phrases: Phrases that come between the subject and the verb (eg, along with, as well as, in addition to) do not affect the verb's agreement with the subject.
The manager, along with his employees, is attending the meeting. (the subject is 'manager, which is singular)
The students, as well as the teacher, are going on a field trip. (the subject is 'students, which is plural)
Pronoun-antecedent agreement
Basic rule: A pronoun must agree with the noun/pronoun it refers to (known as its 'antecedent') in terms of number and gender.
Lata loves her bike. (singular feminine pronoun her for singular female subject lata)
Compound antecedents (using and): For two or more antecedents are joined by and, use a plural pronoun.
Lata and her sister ate their lunch.
Exception: If the two antecedents refer to the same person or thing. use a singular pronoun.
My best friend and confidant gave his advice. (my best friend is my confidant)
Compound antecedents (using or, nor, either/or, neither/nor): The pronoun agrees with the antecedent closest to it.
Neither the bays nor the girl wants to eat her lunch.
Neither the girl nor the boys want to eat their lunch.
Indefinite pronouns: Indefinite pronouns (eg., each, either, neither, one, anyone, everyone, somebody) are singular and require a singular pronoun.
Everyone should bring his or her own lunch.
Note: They and their are often used as gender-neutral singular pronouns to avoid the awkward "he or she' construction: "Everyone should bring their own lunch.
Collective nouns: A collective noun takes a singular pronoun when the group acts as a single unit, and a plural pronoun when the members of the group are acting individually.
The jury submitted its verdict. (the jury acting as a single unit)
The jury submitted their individual verdicts. (the members acting individually)
Exercises
A. Fill in the blanks with suitable pronouns only.
1. Shabnam and Sheila head the Marketing and the Legal departments respectively at Star Labs. Each runs—--team efficiently. Both are highly valued by — the company.
Ans :-her, the
2. The members of the jury disagreed among-----
Ans:- themselves
3.The United States is known for— military strength.
Ans:- its
4. The frequent rains and many rivers flowing through Kerala make —---vulnerable
to flooding. Many volunteers offered— help after the recent floods.
Ans:- it, their
5. Romeo and Juliet was written by William Shakespeare early in —--- careers.----- protagonists are two young lovers whose deaths reconcile —---feuding families. lifetime.
—---was among Shakespeare's most popular plays during.
Ans:- his, it's, their, it, his
6. Everyone should bring— own textbook to class.
Ans :-their
7. You and I managed to complete----work in time, but neither Rohit nor Ali submitted —-work.
Ans:-our, his
8. All of the stolen jewellery was returned to----owner, Mr Lal. —-put all of the jewels back in —- cases in —vault.
Ans:-it's, he, their, the
B. Fill in the blanks in the sentences below using the appropriate form of the verb in brackets. Use the verbs in the tenses suggested.
For example: Bose speaks Telugu fluently. (speak simple present)
1. There three crows on the tree branch. (be simple past)
Ans :- were
2. The boys — table tennis. (play -past continuous)
Ans:- were playing
3. Stephen —- the table. (clear- present perfect)
Ans:- has cleared
4. The planes —-the airport. (approach present continuous)
Ans:- are approaching
5. The children in this school — yoga classes twice a week. (have - simple present)
Ans:- have
6. Both the rice and the curd —- delicious. (be - simple past)
Ans:- were
7. The rice and curd which the restaurant serves —delicious(be - simple present)
Ans:- is
8. Rs 20,000 a month —-- a good salary for a beginner. (be - simple present)
Ans:- is
9. Neither Murali nor Iqbal —- the answer to this question. (know - simple present)
Ans:- knows
10. Either the boys or their parents — the report cards. (collect - present perfect)
Ans:- have collected
Unit 5
Prose
THE OVERCOAT – NIKOLAI GOGOL
About the Writer: Nikolai Vasilievich Gogol (1809–1852)
Nikolai Gogol was a Ukrainian-born Russian writer and one of the founders of modern Russian literature. His works combine satire, realism, fantasy, and social criticism.Gogol often exposed the corruption, bureaucracy, and absurdity of Russian society through humour and strange, exaggerated characters.
Major works:
Dead Souls
The Government Inspector
The Nose
The Overcoat
He strongly influenced later writers such as Dostoevsky, Chekhov, and Kafka.
Dostoevsky famously said: “We all came out of Gogol’s ‘Overcoat’.”, meaning Gogol inspired generations of Russian writers.
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