English Notes (Paart 3

ENGLISH VISION ACADEMY
rtfrUTE OF ENGLISH LANGUAGE & EDUCATION] I- OI
DETERMINERS
Here are some determiners of indefinite number and quantity. Let us differentiate
their correct usage.
(1) Some,Any
'Some' and 'any' are used before nouns. 'Some' means an unknown and indefinite
number or quantity, but not very large. 'Any', l i k e > p m e \ expresses an indefinite number
or quantity.
> 'Some' is used in affirmative nee andâlslîn Interrogative sentences. Starting w i t h
modals like could, wou ight, ta&yN^n "giving the notions of requesting
permission. S o m e a l s o peratfve sentences,
> 'Any' is us^ ipnjeg£tive an ogative sentences. France l helping verbs used in
tenses.
Example :
1. I shall buy <
. book.
2. pictures are very did not give him<?..^.. butter.
3. There is butter in 10. He did not buy .Qa&fy. apples.
4. He bought S - ^ o r a n g e s . 11. Have you bought mangoes?
r/iyvV
5. Give me Sz&ixr.fl. more coffe^ 12. Have you Sifcr.'i butter?
6. Will you b u y ^ r y ^ : . clothes? 13. Will you give m e ^ f r . r ^ sugar?
7. Will you spare-fîSrtime for me? 14. Will you h a v e ^ ^ m o r e coffee?
Special usage
(i) 'Any' is used in affirmative sentences when it has an emphatic meaning such as, "No matter
. . . , „ ( J ^ w i / w a J k h h isSUto ? t^^JrM- < -
which or who
Example: Any fool can do it.
Give me a book. Any book will do.
He will pay any price he is asked.
In conditional sentences; as
Example : If. there are any oranges in the market, please buy some.
(c) In sentences which are giving negative notion due to their adverb of negatibve frequency - like
y^S-rP-y —
hardly,-tea-Fly, seldom, never.

There were hardly any mistakes in her essay.
She has never seen any movie.
• i • vki n/NAr\ i it in/A c hi a o a n O ^ l VOOOÔA l

tlMJML U.MVJI-IUI I VIUIUIM f-IVyAAL/tlVI I
W C V [AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(3) Each, Every

> 'Every' and 'each' both mean 'all' and are similar in meaning. But 'every' is a
than 'each'. With the use of 'each' and 'every', persons or things are considered individual
whereas 'all' refers to the group as a whole (not to the individuals that comprise the group.
'Every' and 'each' are followed by a singular verb.
> Each, can be used for two or more persons taften one by one. It means one of two or more things.
> 'Each' directs attention to the individuals formipcpany group. It is used when the number in
the group is limited and definite. It gives atf^divft sense.
Every is used only in speakin; rfers to the total group. It is used when
the number in the gro sense, tt-roeano 'oaeh without
axeeptierr'.
y
Example:
&
Qa/Z
- The tw had g joccupied.
) : e m * , oft: ur yovâot a pri s paid his fees.
Last week, ..one of these chairs is broke
4. Five boys stood in tQi It rained ^ . ^ k - . d a y during my stay at
5 India expects Shimla.
(3) Either, Neither ^
Either refers to anyone of twcf things or persons. 'Either1 has two meanings—one of the
two; the both, i.e., each of two. It is used in speaking of two persons or things. 'Neither' is the
negative of 'either' and means neither the one nor the other. Either and neither are followed by a
singular noun. They take a singular verb.
Example
1. Either of these two will do. 5. Neither plan is practicable.
2. Either of you can go. 6. You can take neither side.
3. On either side (both sides) of the road, 7. Neither side is winning the match.
the trees grew. 8. There are two mango trees in my
4. You can go by either road, (by one garden.
• o» o • Acvvy-,
road or the other) 9. Neither tree bears fruit.
(4) Less, Fewer
Less is used with reference to quantity; fewer with reference to number..
Example : He does not sell less than five kilograms of sugar.
This boy weighs no less than forty kilograms.
No fewer than forty soldiers were wounded.
ADD: 5-D-21, HUDCO QTRS, MAIN ROAn. l n e AI j» • •
/a""ENGLISH VISION ACADEMY
16~~[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] i^/A
[The use of few is normally confined to written English orfonnal speech. In normal
conversation it is more usual to use 'not many', e.g., 'Not many people go to see Charminar'
instead of 'Few people go to see Charminar']
He has read few books. -
Few women can keep a secret.
Few men cross the age of one hundred years.
'A few' denotes 'some at least'. It has a positive meaning. It is opposed to 'none'.
He has a few friends. A few men live a pious life.
He has lost a few rupees.
The few' denotes 'not many, but aII there . In other words, it means all of a
small number. The few1 has an affirmative or posf âning.
He lost the few friends he had.
The few remarks that he had ' were tive.
The few clothes they had tattered1*
(8) Many, Many a, A great
Many, manyaJ_9-areat e same meaning^jyiany is followed by a
pluraLnoun. ItfraKesâplural ve
' were ithe storm.
Js followed singular noun.
Ma t has attended the cla
'A great" just lik
^gn
(9) All, whole
'AINsjJsed with singular ith plural countabjejipuns.
All horses are animals^ aref\6fse£'~'
All newspapers cover i items,
'Whole' is used with singular itable nouns.
He ate the whole loaf. el
(10) Other, the other and another ^ T f
'Other' means 'not the one m e n t i o n e d ' . ^ j I v j /
Example : Robert and Han are here. Other players are expected soon.
The other* means 'one of two persons or things' .
Example : Your right eye is red7TFie™o!Rens^ not 4 f) \-hu-,
One of the twins is a girl and the other is a boy.
'Another' means 'one more' or 'some more'.
Example : Have another cup ot tea. '
I'll have it another time.
Each other, one another
'Each other' relates to two persons only and 'one another' relates to jgore than
"two persons.—
Example : Jaya and Maya always help each other.
Ram, Lakshman, Krishna always help one another.
All of the students in that class consult one another for everything.
3
A- tiA
[AN INSTITUTE OF ENGLISH LANGUAGE &JE[j
(5) Muctf, Many ift

> 'Much' denotes 'a large quantity of. It is used with singular uncountable nouns. Much is-not
veey 'Many' means 'a large nunteaf". It is used with plural countable nouns.-Mueb-is-
generally replaced by other worWor expressions.
> much and many are generally used in negative sentences and in general questions to
which answer is 'Yes' and'No',,
1. There isnW.c4rtea in the pot. 6. We haven't f£.%?d. books.
2. She hasn'ts^^hrioney. 7. Did you have^v.^r. difficulty in
3. There isn't ^^.r-.'.'vrsense in what finding our house?
you are saying. ^ 8. Were there frv^l. people present?
4. They h a v e n ' t ^ ^ i . choice in the 9. Has h e ^ ^ a . . . friends in the town?
matter. 10. She didn't hasviv..'.v:. money to
5. He didn't invite .-vx^y^peo spent on education.
wedding.
In affirmative sentences, glish, mu£N is p(arfTcularly objectionable, but 'many* is
less so, though objestionab ative i(entynces many and my^h are generally replaced
by other wor; jressions"
> Words and >ns that ma ed instead of 'many'/
> A great man' f, a great' ber of great numfc of; lots of.
> Words and {hat may be used inste
> a great deal ( eal (ofj^large a lot (of).
Avoid the use and
For example, say, ead of There are many books in the
library'. Similarly say, "He ha if money" instead of "He has much money"
and say "We have plenty of ti ave much time."
(6) Little, a littis, the little
Little is used before uncbiJnta^ nouns. Little means hardly any Or not much. It has a
negative meaning. The use of 'little is normally confined to written English or formal speech. In
normal conversation, it is more usual to use 'hardly any' or 'not much' e.g., There is hardly any tea
in the pot.
There is little hope of his recovery. (= he is not likely to recover)
There is little food in the house.
I had little sleep last night.
He has little money.
'A little' denotes 'some at least' or 'some though not much'
It has an affirmative or positive meaning.
There is a little hope of his recovery (= he may possibly recover).
He has a little money.
A little tact would have saved the situation.
A little knowledge is a dangerous thing.
The little' means not much, but all there is.
It denotes 'the small quantity'. It has both a positive and a negative meaning.
He wasted the little money he had.
It means :—
The little information she had was not wholly reliable.
He lost the little hope he had.
(7) Few, a few, the few
Few is used before countable nouns. Few means not many (hardly any). It has a
negative meaning.
A D D : 5 - D - 2 1 , HUDCO QTRS. MATN o n « n * M »#V«O ~ - -

o
DETERMINERS.
Fii! in the blanks from the given a J rnatives
Rohini goes to rfch every day/ the poor children.
(a)a (b)an
-^2. She has itai, she is not well .today.
(a)a (g)81e (®>nor
3. I like.Sr ....v....fresh apples.
(c)any(d)none
4. Rites h i
^_ _ > ) a y^^ Ic)the (d)none
r^>Amitabh is . .........actor
(a)a (B)an (c)the (d)none
<6. They live on ....... beautiful Island.
(b)an (c)the t a(4}r(6ne unts , i , • Iwz.
She is suffering from ..'....cold.
id. C'
C - VY sS&Ô^ " o—
^ t n <
(b)some(c)the (d)n5he
Make ....hurry, we are getting late.
s
(b)some(c)the (d)none
J^, What ........easy lesson. \
{a)a (b)zfn (o)the (d)none
ip. He drinks twice ,......,week,
(b)any(c)the (d)some
J ^ . T h e maximunr.speed-is sixty miles ....hour.
(a)a (c)the .(d) some
?Birds of ...feather flock together.*
(b)ari (d) some
Jl^.There are two sides pf coin.
(i)s (b)any (gjtfie (d) some
J4. ..cows give milk.
(a)a , (b)an (e)the
Jt§. I am writing on ........paper.
(B)a (b)an (c)the
6.Tables are made of wood.
(a)a (b)an ((g) none
y.17.He^gave me.... .................good advice
(t>)an (c)the0Dnone
j l 6 . No news is...... :.,.good news
y^^T- (b)an (c)the none
nl19.I will give you,™ ...inforrpatioi
(a)a ( ^ n . (c)the (fl) none
^ 20. . ............Principal, is on leaved
(a)a (b)some (§tthe ( ^ r f o n e
. 21 ......brave should be rewarded. ^ ^ p -pXrf' 1 J*
^ (a)a (b)all ^p)ttie (d) none J
, . i ^ ^ A i v f r f • Jh<? H)^
He ^ ^ J ^ v v ^
Prepared by : Mr. Jaluram Motsara, Lecturer in English,
ADD: V-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9413388280
ENGLISH VISfOM ACADEMY
22 rich should come forward to help these needy children.
^ : (a)a (b)any(c)tb^fd)some^
,-23 Himalaya is the fjiiqhest mou^fali
r (a)a (b)an <©the (^KSone,
ffi)-. higher yocrgo, the cooler it b
(a)a (b)ajeyv ^ M ) none
25. The mors ^yget ......\.y..rViore they want.
(a)a £few ^JtheXdynonef
2£ iter is dirty, don't drink it.
(a) serti (d)none
27 ter i&j^cessary to life. ' .
(a) some (c)the x ($ffone
2& .......gold is a precious metal. ;
(a) some (b)any(c)the (cj)ri6ne
£9 gold of your ring is pure.
(a) some (b)any^p)the (d)none
J£0. He must be at .home. - -
(a) some (bja (c)the x(d)poiTe
J3J. By way, I was passing from here.
(a)a (b)an (o)*Ke (d) none
^3,2. He was fine at the beginning but he lost confidence in .end.
(a)a (b)an ($tfie (d) none
vJ3i3 : Deepawali is a festival of lights.
* (a)a (b)all (c)the ^d>n6ne
J$4 hockey is a goocUjame.
^ " (a)a (b)an (c)the (j^frone
35.1 will travel by plane.
^ - (a)a (b)an (c)theN£$i ibne s
$$ nature has a great healing power.

(a)a (b)an (c)t.he (d)^t6ne
literature Is.the mirror of society
(a)a (b)an (c)the ($4ione
3M science is a good stream.
(a)a (b)an (e)the ^ f i o n e
&J fortune favours the brave.
(a)a (b)some (c)the jgynone
• 0 0 . Nobody has seen paradi
(a)a (b)all @ none —
^4jk There are boys in the class
J ^ o m e (b)any(c)the (d) a little
<42. Is there sugar in the pg
. _ i a ) s o m e (b)any(c)afew little.
^ ^ / ^ D i d n ' t I give you......... money yest^
/ . ^ o m e (b)any(c)a few (d) little
£ 44. Can you give me...,. more information ?
" " ome (b)afiy(c)a few (d) little
Prepared by : Mr. Jaluraitl MotSara, Lecturer in English,^ H }1
Cjf (A
yflj V H- C a / a V,
7iMiJ ^ Jl oJ-xjfiQ-t/

They never give us .y... help.
(a)some (b)iittie (c)few^d^riy
^46. There is hardly. .tealeft in the
(a)some (c)few
% There i s J M C ^ i n r m doip .more work now.
(d)the
-48.1 will :s to guess the right answer.
few(c)little (d )fh|itj/e
<49. .more sugar in my tea.
Jafewv(c)iittle @)a little
...knowledge of this subject, I can't tell you anything about it.
Je "(â-Httle (c)few (d)a few
^51. .T ........i....... students came to meet me.
(a)little (b)a little x^)fgw@af
ew
^§2. Please give me .. .money to buy food. \ l

l i t t l e © little (c)little(d)a few
She is ......:.....>.... M.A. in English. â
\Jpfari (b)a (c)the (d)none
y.54 ..knowledge empowers our personality.
(a)the <b)a ^p)Kf&e0none
55,1 met teacher yesterday.
" (p)er (c)an (d)any
^JjS. I met teacher who has good command over his subject.
/ _ ( a ) a . x(b)tê (c)any(d)none
^ / T h e y elected hjm........... monitor.
(a)a (b)an (c)the (0K>ne
-^58. There ins't boot polish in this tin.
(a)some ,@any(g)a1jttle (d)a |ew
Y.59. He got admission in ,........:.v.... University. _
(a)an (5)a ( c ) t h e ^ n e ^ ^ ^ ^
50/ Uneasy lies . .head fee wears a crown
(a)an (b)a (Sjthe (cj)any
61. knowledge of English is essential for all
(a)litfa little ^c)Hfe little (d)a few
......Donkeys are stupid animals.
J * (a)the (b)some (c)a N(5l)Rdhe
got my education at........... Rajasth
(a)the (b)a (c)any(4)ndne
^64.She always gets up before™. sunri
(a)the (b)a (c)any(#fK>ne
6J5 ......:........English is spoken all o;
. (a)some (b)any(c)the {gyrione.
56.1 take ...\........egg everyday.
v ^ (a)a (c)the (d)some
•joftrhece was ..water in the river.
• < 7 ^ ( a ) a few v(b)several \(e)much (d)few
^>8.1 have met..........student who doesn't speak English.
Prepared by : Mr. Jalliram Motsara, Lecturer in English,

tha
}
t y.
a, ot'vx
tifHf ^ ' ' '

7
(a)may \(g)manya ^ p ^ f e w (d)a little
y69 Sharmsfs are visiting oujjhome today^y^ning.
(a)A @the (c)some î|fpne
7p-. Didn't I give you !mopey yesterdfey>Wft?ember I did.
' (a)any , ^ o m e .(etfhe (dWone 1
( r j . This poet i s ^ p .....V^K^daj of India.

(a)A (c)sorne \(cl)ttone
^72. His fatfiepWas going to school.
(a)A S (c)some (d)fion6
. ^73v I have g&pteard.... about it. - ^ Y / ^ r X" Y
t§mucl^V(b)th$^more -s($)ejny ^
J 4 J haven't . ^ j ^ r ^ . . . . . f r i e n d s , jv?^' —
(a)much \(J^ny(c)few (d)iittle . " —
75. M y brother does not read books.
(a)much . ( t j ^ n y (c)few'Xd)little ,
. 7£ .men and women were killed in the battle last year.
( ,^ (a)much (b)a little ' ^Several <d)in a great deal of
(T7) none is-consumed every year.
^ \ ^ _ ( a ) a f e w ( W , a great number (c)severai (d)in a great deal of
@The.. you rise in power the more your responsibilities grow.
(a)most (b)rnuch |c)more (d)many
•j 79. Raman is a very poor student he has money to spend on clothes.
^ (a)the little CPittie (c)a few &&Tittle
80^ He has got severe injuries on head so there is -.probability of his
survival. """ -
(a)few (c)a little (d)a few 1
•y.81. You will n e e d / . L .' ,..more rest to recover.

(a)few ^rîtiSe © a little (d)a few
She has read............. books on this subject so she is quite gbodjmfifc
subject.
(a)few (brittle (c)a little (câ few
^83. ..;.,.:„ Giârs are not happy with the.
)the . (b)few^(p)<nosi (d)no.ne
f e wiil nominate hirn ...........our leader.
(a)an (b)ihe (c)ri6ne (d)a
....USA is a power.
(a)am © t h e (c)none (d)a
86. Mount Abu is Kashmir of Rajastr
(a)an (bjkh6 ( c ) n o n e (d)a
T h i s p r o c e s s will t a k e yean
^ (a)an (b)the (c)rione
^f88. Indians a r e considered got
(a)an N(Wfhe~@iQne^ P / } A d ) a ,
8 ^ . T h i s is m ^ i g g e s t acraeverVi^r
"" ( a ) a n (b)the . ( c ^ o n e (d)a
90. W h a t insignificant i s s u e !
i&tfan (b)the (c)none (d)a
Prepared hv • lal»»"
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
6. T h e r e was .SrZrr.K... oil in t h e p o t , b u t t h e r e i s n ' t .^sStsC?.. now.

7. T h e r e a r e n ' t .fP.X^ ... pencils in t h e b o x .
3. S h r e y a has . S-.&w^.?.. c h o c o l a t e s b u t H a r s h h a s n ' t . ^ . Y h J . . . . .
" E X E R C I S E 2 f A). 9. I must have . ^ f ^ t . . . . flour and . ' - i . g r e e n v e g e t a b l e s , or I
c a n ' t make...'Yiyri^:....food.
t h e b l a n k s w i t h ' S o m e ' o r ' A n y ' , as r e q u i r e d — 10. T h e r e a r e n ' t eggs l e f t , w e m u s t b u y . . t - a ^ . l t more.
iere are trees behind m y house. 11. T h e r e is . . < , . m i l k in t h e glass, b u t t h e r e isn't ..:r.v<V.. .... sugar.
s
-e t h e r e l e t t e r s f o r m e ? Yes, t h e r e are 1 2 . T h e r e isn't ..Q\.\A<j s u g a r in t h i s b a g n o w , b u t t h e r e was
3 a n d g e t . 3 . ^ . ? . . . . s a l t . Y o u h a v e n ' t p u t . f n y ^ r . . . . . in t h e s u g a r in it y e s t e r d a y .
; g e t a b ie 13.1 fresh b a n a n a s ; h a v e y o u
f-
i e r e is .. S ^ w . 5 • • m i l k in t h e j u g . 14. I / a s k e d m i l k , b.ut.she h a d n ' t . . v j . y ^ U . . .
-e t h e r e c a n d i d a t e s w h o h a v e n ' t faced t h e i n t e r v i e w ? i t / , pave b u t t e r ? W o u l d y o u give me eat?
is, t h e r e a r e . ^ r x - r . ® . . ' . 6/Hav y r . „ . n o v e l s r e c e n t l y ? Yes, I have read.S?rvrr..&~
ie class t e a c h e r d i d n o t ask t h e s t u d e n t . There f^... lunch in m y l u n c h - b o x . Have y o u .Sttrr..?.-..?
aadmaster put questions t o / f i m v 8 . C a n you . . — ?..... m o n e y ?. No, .I h a vv.,

en't...
ike . . S f f ^ ^ r r ^ ^ o o k y o u n e e d . 19. We had tea, but there w a s n ' t • . : . . s u g a r to put in it.
.. l a d y h a d c o m e h e r e . 20. M a n a s h i d i d n ' t give m i l k t o t h e c h i l d . Kindly, give
EXERCISE m i l k to t h e child.
t h e b l a n k s w i t h ' S o m e ' o r ' A n y ' , as r e q u i t e EXERCISE j> ri
iere is . . S t e a in t h e cup. Fill in the b l a n k s w i t h 'Much' or ' M a n y ' , as r e q u i r e d —

o
lere a r e cats.on the roof. 1. T h e y weren'fcw^teft^....
we y o u o r a n g e s ? Yes I b o u g h t in t h e m a r i . e t . 2. How ^ M f r f c . , s u g a r do y o u t a k e in y o u r t e a ?
iere is not Q l K ^ - ; s u g a r in t h e h o u s e . You b e t t e r go o u t and 3. He a t e . y r & f r t f p . . . bread.
4 people carne to help us.
ndly give m e more petrol. I am, sorry there 5. i d o n ' t k n o w how . s a l a r y he g e t s .
bu • Mr. J a l u r a m Motsara. Lecturer in English, ADD: V - 0 - 2 1 , H U D C O QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 S 8 2 8 0
- E X E R C I S E "3 f B l Fill in t h e blanks w i t h suitable w o r d s g i v e n in t h e b r a c k e t s —
Fill in t h e b l a n k s w i t h ' M u c h ' o r ' M a n y ' , as required— - i C a . ^ ^ r ? . . persons are p e r f e c t l y h o n e s t , (a few, a l i t t l e )
. D i d y o u h a v e .Tcr.Y! d i f f i c u l t y in solving t h e s u m s . , 2,, I h a v e o n l y w o r k . a . . to d o . ( f e w , a Yfttle)
^,.2. He h a s n o t r e a d ^kc^T&h-... b o o k s t h i s y e a r . m e n a r e free f r o m f a u l t s , (a f e w , l i t t l e )
g o o d t i l i n g s h a v e b e e n t a u g h t us. ^^tf H e ' h a s influence w i t h his o l d f o l l o w e r s , (a f e w , lit

/ ' /
JisYou must spend m o n e y on t h i s s c h e m e , ( f e w a l i t
X . He h a s n ' t patience. .
trees were cut.
Fill in t h e blanks w i t h suitable w o r d s g i v e n in t h e brackets—
-6". I t is n o t g o o d t o eat-.7vy>k>.44r.. rice.
^ / C I h a v e n ' t g o t v a ^ M . . . w o r k t o do. /-I. He l>a£ chance o f success. (few, litti
>
SI. I d o n ' t k n o w h o w rw>foY\-hr... p e o p l e a r e to c o m e . Stfe?has appreciation of folksong. fa few. tii
J?-. T h e r e a r e n o t .. s t u d e n t s in t h i s school. 3/y7\n\s is o f ^ T . use to m e . (little, a ii
.-TO. I d o n ' t k n o w h o w h o u r s she has s p e n t on r e a d i n g t is sending rupees. (a little., a
e f f o r t has been d o n e in t h i s regard. I t is a qu^LfQH x pf'Sl5ending money. .(a few, a

12 people t h i n k t h a t m o n e y is all. He sholv£d-<7 concern f o r h i s p a r e n t s . i s little, ii
J r 3 . I h a v e n ' t . . t Y ^ v t * ^ . t i m e t o s p e n d on This is a m a t t e r of importance, (little, a lift
JA. T h e r e is n o t ûtAC.... s u g a r in t h e bag d a y s ' rest will do y o u g r e a t g o o d .
'v"
> 5 . H o w w ^ . C ^ V } . . . w a t e r do y o u d r i n k i n a | (few, a few
care w o u l d have a v e r t e d t h e a c c i d e n t .
.15. H o w m M x J Q - . rasgullas can y o u e a t at\A length? (little, a X
lit;.!
J ^ T h e saint s h o w e d mercy to t h e thief. (little s little
"17. Do y o u k n o w h o w .•^"v^.W^f.. i t e m s h a v e foeen
O \ ^ h e e x p r e s s e d h e r e m o t i o n i.n words. (few. fi fev,;
I d o n ' t k n o w h o w .vrnV'fv'K*... f a i t h f u l he is. vJK
. I take i n t e r e s t in h e r . ^ M ^ '
"ow t i m e s h a v e y o u b e e n to London?
p r e c a u t i o n is necessary in o p e r a t i n g t h e
•Zt. How rv.'v -.r/yi- d o e s t h i s book cost?
computer. a fewîitt;?'
14. There is sugar in t h e t e a . (a) fev, 3 I::.:••
}Jf1Ch\ku. has read oniy novels. (few, z
flittle
E -4 f A) • C T h e r e is sense in w h a t he says.
k,, . M l " KPifxfes i „,».,,,-„,. /\r»r-.. '.f_;v_-si uunrn atdc m a t m onArv t k; u v a c M a riAi> a/i-<
months that my brother spent in Nainital 11. Ho, than tep^persons have been killed in the recent
1 lot of qQpcLtQyVs healtPtSt (few, a few) election (lesiCfe^r)

m&T**- J ^ w s ^ V r * j y
• h p J e stilL money left in the bank. (little, s littte) There are books on this table than on that one. (less,
advantage f r o m the scheme. (a few^fittle)

feW&q
p e o p ! ^ livesjto be 100. ,13.Therejs vegetable on this piste than on that one.

(few, a little)
-J (Iess,fewer) >
E X E R C I S E - 5 fA)
1 4 J h e r e is fish in this pond than in that one. (less,
the right word from brackets/Co complete each sentence -
fewer)
as patience (less, fewer) ^ ^
15. This plant has flowers than that one. (less, fewer)
examinees have failed this year, (less, fewer)
e/ts opportunity for government job chase days.
Choaee the rig^t^ToM from brackets to complete each sentence—
, fewer)
l/ / . / ( . . y ^ c S ^ d s ^ a has to qualify in English. (Each, Every)
persons are honest in this age. (less, fewer)
^ i J a s its own anthem. (Each, Every)
E X E R C I S E -5 /
can win the prize.(Either, Neither) Ans. Either
the right word from brackets to corndTete &a<f\ sentence - '4. party wins a criminal case. (Either, Neither)
buses are seen today, (fe
EXERCISE -6 (B) '
horse covers distanc
student has to show his identity card (Each, Every)
chances are available now. (fe^vjar, less)
party has its own flag. (Each, Every)
as to feed five disables
seat was .occupied (Each, Every)
u don't want to get fat, eat .foe3T^]5ss, fewer)
4. one of these books is costly (Each, Every)
people study Latin today. (Less, fewer)
than two hundred boys present, (less, ' 5 party may win. (Either, Neither)
ex/ere no^.
0 6 country must work for peace (Each, Every)
as money than you, (fewer, less) 7. It rained day during my holidays. ,(each, every)
e are now five persons for v i o z ^ r ^ / l 8. You can go way. (either, neither)
as to pay fifty rupees now. (fewer, less) 9 Divanshti or Nishantu has done it. (Either, Neither)
10 you nor your brother has told a lie. (Neither, Either)
?J f M ' ^ t Q s ^ ^ c Q ^ f ^ C M
it •>... inrs uff-c ta s-sa a; i:„t. «
I^
English Vision Academy
Iq -- /I Ch/Ccf-fcg. 'ybttr TVishes come t - r u e . * ~ ~ ~ ^
Method, Approach and.Design /
M: ethod refers to the what of a teaching programme. It involves

classroom activities, tasks and moment-to-moment process of
teaching, the role of the learner and the teacher. A method includes three
_compDnent&:—
• Approach
• Design
• Procedure.
Approach, is concerned: with the theory pf the nature of language and
language learning. For instance, in language teaching practices two
important theories of language learning have been put forward. They are:
1. The behaviourist view of learning that views learning, both
verbal-and non-verbal, as habit-formation. Language is learnt
. through imitation and repetition. Such a theory is commonly
referred to as Stimulus-Response Theory or S-R TheoryT
2. The, cognitive view of learning holds that language learning
does not take place solely through imitation and repetition.
Humans have an internaliinborn faculty that helps them discover
the .underlying pattern of the language they hear, form their
own hypotheses and construct sentences which are new and
novel at times^
D e s i ^ g o n c e r n s itself with: ^diO-^fi^Qf
1. the general and specific objective of the course;
2. a syllabus model; ' ac-^&M
3. types of learning and teaching tasks; U
4. roles of learners and teachers; and
5. role of teaching materials.
P r e p a r e d by : J a l u r a m Motsara (Mob. No. : 9 4 1 3 3 8 8 2 8 0 )

5-D-21 Hudco Qtrs., Hear R.S.V. School, J.N.V. Colony , BKN ' '
' "i V?J>f i '/•<••

.
a v '
Procedure is concerned with what happens in the actual classroom
Therefore, it includes classroom techniques, practices and behaviours. I
order to better appreciate the distinction between the three, it would t
worthwhile to quote Edward Anthony (1963: 63-67) who made, som
fprty„years,,bac^t.a^paralleldistinction Jjetween. approach,,jjielhjân
technique:
"'The arrangement is hierarchical. The organization key is tha
techniques carry out a method which is consistent with ai
approach... I _ „
... An approach is a set of correlative assumptions dealing ^ f l i ,th<
nature of language teaching and learning. An approach is axiomatic
It describ&s^the nature of the subject matter to be taught..fg^p^.
TmferiaLjiorpairt of which contradicts^ and all of which is based

upon, the selected; approach.;An approach is axiomatic, a method
is procedural, .
Within one approach, there can be many methods...
... . A technique is implementational - that which actually takes place
| in a classroom. ;It is a particular trick, stratagem, or contrivance
\ used to: accomplish an immediate objective. Techniques may be
^ c o n s i s t e n t with a method, and therefore in harmony with an
approach as well'.
A review of some methods in English Language Teaching

English is today the world's most widely studied foreign/second language.
However, some five hundred years back, it was Latin that dominated
education, commerce, religion, and government in the Western world.
Thgjgolitical changes in Europe, in the sixteenth century made French,
Englishân^t al hm the most important languages and Latin losTTts
jugnificanceas a language of spoISe5~and wffifencom^^ . ThougfT
the status of Latin diminished from 'that of a living "language to that of an
"occasional" subject in the school curriculum', it (especially the classical
Latin the language of great writers like, Virgil, Ovid, Cicero, etc.) assumed
a different but very important function: an analysis of its grammar became
a model for foreign language study till the nineteenth century. In England,
'grammar schools' gave children rigorous training in grammar rules,
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5-D-21 Hudco Qtrs., Wear R.S.V. School, J.N.V. Colony , BKN
conjugations, declensions, translation, writing parallel bilingual texts and
dialogues: Latin was believed to develop intellectual abilities and a study
of its grammar therefore became a 'mental gymnastic'. By the nineteenth
century, Latin grammar had become a model for any foreign language-
teaching course in which all grammatical rules were listed and explained
through sample sentences translated,into the mother tongue of the learner-
Thus, any foreign language-teaching programme would concentrate on
the rules Of grammar derived from Latin and apply them to the language
in questions without any relation to the language of real communication.
This approach to language teaching later on came'to be known as the
Grammar-Translation Method or GT-Method.
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Grammar-Translation Method
History ,
W hen did Grammar-Translation Method (GT-Method) start? This

question will never be answered with certainly because there is
no historical-evidence' available that could point to any specific date. All
we know today is that translation-has occurred in the foreign language
instruction through ages. However, it, was in the late eighteenth century
that the technique of teaching' grammatical rules: with translation in the
foreign language became popular. The main exponents of Grammar-
Translation Method were the German scholars like iSeidenstucKer, Vloetz
Ollendorf ancfMeidinger who in tneir language courses, or 'lessons', right
from 1783 to 1849, combined rules, vocabulary, text, and sentences to be
translated as the typical patterh of the granunar-trahslation method. This
is why, it is believed that the GT-Method was the offspring of German
scholarship which, as some criidc pointed out, aimed at knowing everything
about something without knowing the thing itself. In the United States of
America this method was known as the Prussian Method.
Objectives
The chief objectives of the Grammar-Translation Method have been
summarized by Richards and Rodgers (2001: 5-6) as under:
1. The goal of foreign language study is to learn a language in
order to read its literature or in order to benefit from the mental
discipline and intellectual development that result from foreign
language study. Grammar Translation is a way of studying a
language that approaches the language first through detailed
analysis of its grammar rules, followed by application of this
knowledge to the task of translating sentences and texts into
and out of the target language. It hence views language learning
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1
as consisting of little more than memorising rules and facts in
order to understand and manipulate the morphology and syntax
of the foreign language...
2. Reading and writing are the major focus; little or no systematic
attention is paid to speaking or listening.
3. Vocabulary selection is based solely on the reading texts used, ,
and; words are taught through bilingual word lists dictionary
study, and memorisation; In atypical Grammar-Translation text,
the grammar rules are presented and illustrated, a list of
vocabulary items is presented with their translation equivalents,
and translation exercises are prescribed. -
fA.) The sentence is the basic unit of teacfainffiand language practice.
/ l V ^ M u . c h . o f the. lessfltLj&toote^^ and
s g s out of the taffietJangujigft)jiand itjsjhis focusjjoflgjajteDce
r that is a distinctive feature'of the method...
5. Accuracy is emphasised. Students are expected to attain high
standards in translation...
6. Grammar is taught deductively—that is, by presentation and
study of grammar rules, which are then'practiced through
translation exercises...
7. The student's native language is the, .medium of instruction. It
is used to explain new items and,to enable comparisons to be
made between the'foreign, language and the student's native
language.
A reading passage in a typical Grammar-Translation 'lesson' is normally
followed by these? exercises:
1. Comprehension questions based on the passage.
2. Antonyms/synonyms
3. Cognates: spelling and sound patterns that?correspond in the
target language and the mother tongue [L, ] of the learner.
4. Grammar exercises with examples.
5. Fill-in-the-blank exercises involving prepositions, verbs, etc.
6. Using words in sentences (mostly insolated or de-
contextualised).
7. Memorisation exercises; students get words with equivalents
from L, for memorisation.

8. Composition: on a given topic.
9. Summarising/precis: of a given passage.
Theoretical assumptions
A foreign language is primarily considered as a system of rules to be
observed in written,texts and to be related, to the first-language rules and
meanings. Language is thereforesandntellectual exercise-that involves
learning of the rules of grammar,: memorizing them and relating them to
thefirstlanguage through a massive translation practice. The first language
is the basis for the acquisition of the second language.
^ Q Critical evaluation
—' Grammar-Translation Method dominated European and foreign language
teaching for'over a century -/1840s to 1940s - and is still present in one
form or the other in many parts of the world. However, with increased
opportunities for communication among Europeans, in the mid-nineteenth
century, that demanded an oral proficiency in a foreign language,
Grammar-Translation was questioned and rejected as an? ineffective '
method of teaching a foreign language. Its overemphasis on the language
as a mass of,unusable rules and vocabulary tp be memorised and translated
perfectly especially, through literary texts was frustrating for many
.teachers. The' shser size of the rules to-be posited in one's memory was
frightening for learners. Morepver, .the method is book-oriented, giving
no opportunity to the learner to speak, or listen to the second language.
The method has no theoretical basis n o rationale nr jmfifirptinn for
taxing the memory of a learner with grammar rules that he hardly used in ..
his lifetime. lathis regard, the following observation from Clark (1987:11)
is worth mentioning:
Experience has shown that despite the linguistic competence built
up by high achievers in grammar-translation courses, the expected
by-product-a communicative ability-has not materialized. Learners
... are often rather poor at conducting normal interpersonal
conversation or correspondence, and at conducting the business of
everyday life, until they have spent some time among the speakers
of the foreign language.
The method cannot claim to offer any principles that are linguistically,
psychologically and educationally valid and sound. The major defect with

this method has been its emphasis on translating all texts and sentences
into the learner's mother tongue as a result of which she/he never got free
from the dominance of the latter. In spite of the strong criticism against
this method, it has had a strong following among teachers and learners
across the globe. Stern in his book, Fundamental Concepts of Language
Teaching (1983) rightly points out that 'the first language as a reference
system is indeed important for the.second language learner. Therefore •
translation in one form or the other crosslingual techniques- can play a
certain part in language learning. Moreover, some learners endeavour to
understand the grammatical system of the second language. Hence
grammar teaching too, may have some importance for them. Furthermore,
thinking about formal ,features of the second language and translation as
a technique, put the learner into an active problem-solving situation.'
In our schools and other teaching situations, teachers still resort to
translation technique as an eas'y way of explaining the different
grammatical points when they feel that the-target language (English, in
our case) failed to achieve the desired results! But, the degree of its use,
varies from situation to situation: In Government schools* the use of mother
tongue is more frequent than in-the so-called English-medium schools.
. Theoretically, all efforts are made; to use the target language-in "the
classroom and outside it; practically, however, the "use of mother tongue
(or, a local second language forinstance, Urdu in Kashmir) occupies an
important and significant place in our educational system.
^ Practical application
In order to fully understand how Grammar-Translation Method works in
the class, let us try to understand it by following the steps that the teacher
has to take.
Step 1: The teacher chooses a reading passage from the English textbook
and asks each student to read a few line from it an translate them into his
mother tongue (Lj). The teacher helps him with new vocabulary items.
Step 2: When they have finished reading and translating the passage, the
teacher asks them in LI if they have any questions. The teacher answers
the questions in Lj of the learner. This activity goes on till the teacher
feels that all the questions have been asked.
Step 3: The teacher asks the students to write answers to the questions
given at the end of the passage.
P r e p a r e d by : J a l u r a m Motsara (Mob. tto. •. 94133882,80) (^Q)

Step 4: After one-half hour, the teacher speaking in L t asks the students
to check their, answers. One by one the students read their questions-and
answers. If the answer is correct, the teacher nods. If the answer is
incorrect, the teacher supplies the correct answer.
Step 5: Announcing the next activity,*the teacher asks the students to look
at'the words listed and translate them into their L r If the students do not
know their Lj equivalents, the teacher gives them. The teacher adopts the
same method with synonyms antonyms, etc! The teacher tells them that
words from Lj and English that look the: same are called-- cognates'. He
asks them to find out other cognates from the passage;
Step 6: The teacher works through the grammar:exercises. They are.given
the rule for each exercise and at the same time asked to translate the
sentences into their Lj The students do all the exercises, fill in the blanks,
etc.
Step 7: The teacher asks the students to translate the-whole passage into
their mother tongue and memorise vocabulary items They are also asked
to'wrlte sentences for each vocabulary item.
Step 8: Students are asked to write a composition based on the passage.
^ a* > ^ ^ ^ ^ • e ^ f ^ & k x ^ & y pfaw^
^ SJfr ^ y ^ s w ^ ~CmM (M/v •

COMMUNICATIVE
LANGUAGE TEACHING
'Where the zuittingness is great,

the ctifficuCties cannot be great.
tfie onCy honest measure of your

success is zahat you are doing
compared to your true
POTENTIAL
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5-D-21 Hudco Qtrs., Hear R.S.V. School, J.tt.V. Colony , BKtt
i?/Caf<i£ <yotLT ^Wishes come true..
The Direct Method

"Irelilfti liJC;. liSS, .iS'ffl' .SffiiO?'
History.
I n the midland' late-nineteenth century, Europe experienced a wave

of increasing opportunities of communication, due to industrialisation
and international tirade and travel'. A need was felt to develop oral
proficiency in foreign languages. Language teachers had already found.
Grammar-Translation: Method inadequate and ineffective in developing
'communicative ability! in learners. They (often referred to as;'reformists')
strongly advocated an altemativfrmethodiirwRtcRlangTrage was piesenled
in contexts and the mother tongue (L,) was avoided. They opined that a
foreign language could be taught without translation and without the use
of the learner's mother tongue provided meanings are conveyed through .
action and demonstration. Its principal advocates were, among others,
Pendergast (1860-1866) and Sauveur (1826-1907) who proposed what
they called the Natural Method (also known as Psychological Method/
Reform. Method/Phonetical Method/Phonic Method/Antigrammatical
Method) that siif pested a.tariir.al change from Grammar-Translation. It is
this method, thatiater.i3n.game to be known as the Direct Method.
As mentioned above, the impetus to the Direct Method came from
the need to teach foreign languages to facilitate trade,-commerce, travel,
etc; between the. European countries; Moreover, the developments in
linguistic scholarship, introduction of phonetics in language pedagogy
and an emphasis on the use of spoken language contributed a lot to the
development of the Direct Method. France and Germany adopted this
method officially and in the OS A it was widely known through its use by
Sauveur and Maximilian Berlitz (it was also named Berlitz Method).
P r e p a r e d by : J a l u r a m Motsara (Mob. tto. •. 9 4 1 3 3 8 8 2 , 8 0 ) (^Q)

Objectives
The Direct Method represents a radical change from literary language to .
the day-to-day spoken language as the object of language teaching and
learning. Its salient features are:
• The use of every day vocabulary and structures. Grammar is
taught inductively.
• Oral skills are developed through carefully graded programmes
involving question-answer sessions, interaction between the
teacher and the learners and intensive classroom drills.
« Second language learning must be an imitation of first language
learning, as this is the natural way humans leam any language
Ant Concrete meaningsaretaught through demonstration, pictures,
objects, etc Mid abstract meanings through association of ideas.
• Both oral arid'listening sldlls are taught.
• Good pronuriciatioh is aimed at-'and translation avoided at all
costs. **' -
• Printed word must be kept away from second language learner
for as long as possible.
• The written word/writing must be kept away form the learner
until after the printed word has been introduced.
The normal classroom,technique involves a usually short text which the
teacher presents in the classroom. The difficult words/phrases are
explained m the target language with the help of paraphrase,
demonstration, context, etc. The students derive the grammar rules on
their own. Exercises involve transposition, substitution, dictation, free
composition, etc. As mentioned above, since the method involves a lot of
spofe n language, good pronunciation is therefore stressed.
Language can be learnt only through demonstration. Instead of using
analytical procedures of explaining grammar rules, students must be
encouraged to use language naturally and spontaneously so that they induce
rules of grammar. The learning of second language was seen as parallel
to the acquisition of the child's first language and the processes involved
were interpreted in terms of an associationist psychology. Themethod_
• therefore emphasised the importanceof sounds and simple sentences and
Prepared by : J a l u r a m Motsara (Mob. No. : 9 4 1 3 3 8 8 2 8 0 ) W
5-D-21 Hudco Qtrs., Near R.S.V. School, J.N.V. Colony , BKN
direct association of language with objects and persons of immediate
environment-the_classroom, the home,.the garden, etc." ~~
Critical evaluation
The Direct Method became popular in private schools, especially those
run by Berlitz. However, in public schools'it became very difficult to
implement the method as it demanded a very high proficiency in spoken
language, from the teacher - a native-like fluency in non-native teachers
and, where possible, the presence of a native-speaking teacher. . Since
finding a nativea'speaking teacher was rather a difficult task and it was
difficult to find proficient teachers, adherence to the method proved
counterproductive. Further difficulties were discerned at the procedure
or technique level where the teachers had to struggle hard to explain a
particular word in the target language when a simple translation of it, in
the mother tongue of the leaner, would make the task very easy.
Major fall acy of the Direct Method wa'sits belief that second'language
should be learned in way in which first language was acquired. But,
obviously that could not be done as there was far less time and opportunity
available in schools than a child has acquiring his mother tongue. Can we
really apply first language learning processes to second/foreign language
learning? The answer is obviously 'No'. First language is acquired as the
child grows experiencing the world aroundhim and formulating pre-.verbal
concepts. ,. - .
Direct Methodists-failed to grade, and structure their materials. No
selection, grading or controlled presentation of vocabulary and structures
were carried out, which quite bewildered the pupils. ;
• By the 1920s, the Direct Method lostits significance and mddifications
were suggested, especially in the United States, that were later on published
as the Coleman Report. The report: suggested that no one; method xould
guarantee successful acquisition of a foreign language. Moreover, the
goal of teaching conversational skills was found difficult in view of the
limited time available for teaching a foreign language.
In Britain, Henry Sweet, a very popular applied linguist, recognised
the difficulties that the Direct Method posed for the teacher at the
methodology level, though at the procedure level it offered some
guidelines. He along with many other applies linguists of the. period
therefore felt the need to have a teaching programme that had sound

methodological basis and which presenter language systematically «Mhe
light of the proposals put forward by the Reform Movement earlier. The
result was the emergence of a British approach to the teaching of English
as a foreign language known as Oral approach or Situational Language
Teaching and the A m e r i c a n Audio-lingual Method, both based on a
structuralist view of language, language teaching and learning which will
be discussed below.
The Direct Method became very popular in out, schools as well. In
the 1970s and 1980s, most of the textbooks prepared at the then Central
Institute of English and Foreign Languages (CIBFL) now English and
Foreign Language University, Hyderabad and the National Council for
Educational Research and Training (NCERT) were based on the principles
of the Direct Method/They produced two types of textbooks in English,
general series and special series. The former were meant for the
Government schools where English was taught from Class VI and the
latter were written for students learnt English from Nursery or Class I.
However, as in other parts of the world, these-textbooks failed to bring in
any major change in the teaching, of English in our schools.
Practical application '
A typical Direct Method- lesson would becompleted.in the following
stages:
Step 1; The teacher places a big map of Harappa. in front of the class and
asks the student to open their, books at the page where the lesson is titled
'Harappa Civilization'. Each student reads a sentence from the passage
and the teacher points to the part of the map die sentence describes.
Step 2: The teacher asks students if there have been any difficult words/
expressions. If they have, the teacher tries to make them understand the
meaning of the word/expression by drawing it on the board or by pointing
to some immediate context. For instance, if somebody has not understood
the meaning of 'between', the teacher pointing to a person who is sitting
in between two other students, says: 'Ahmed is sitting between Mehmood
and Gulzar'.
Step 3: The teacher asks questions to check whether the students have
understood and learnt the passage. Students are also encouraged to ask
questions one at a time.
f\J rttiSh _J Harappa Site Plan
cm Btd Of BiW» / K
KoondFO 5 ; ,
Harepp* Town
A 1 (Motfern)
U.C. Berkeley Excavations 1SB8-1980

Harappa Archaeological Research
Prajeot: 1993-1996 %
Mound AS
iWHMMrt
. uw rop.*
Wwi.m )!tmj.pii
Mwna <. op. s
Ttumpii
%
r*.
V * "
Ctoirwtary H97 ^ 1
Previous
Excavations On.it*
Step 4: Students do the exercises on grammar, filling in the blanks etc.

They read the sentences aloud and supply the missing words.
Step 5: The teacher asks the students to take out their notebooks and she/
he gives them a dictation.
Step 6: The class practises pronunciation of words, paying attention to
sounds and s y l l a b l e s ^
Prepared by : Jaluram Motsara (Mob. No. : 9 4 1 3 3 8 8 2 8 0 )

Structural-Situational Method/Approach
• ' • Ydb
History
T he genesis of Structural-Situational Method,(also called Situational

Language Teaching or the Oral approach) can be traced back to the
developments that took place in the twocSntmmts-Europe and the United
States of America in 1920s and 1930s. In Euroge, tfie two significant
i J ^ r i R s h applied iingaists - T l a r t l ^ a t S ^ C T g X S Hornby - both of whom
were familiar with'tile worK of Daniel J dhe^"BTe1Smouiphonetician from
the University of London, and a Swiss linguist, Otto Jespersen, attempted
to develop a more scientificabproach to teaching ofeEriglish than was ,
found in the Direct Methodic that language items could be presented?1 P y / - i f
systematically in the; classroomJEhe main focus of this ?pproar.h was on
vocabulary control which language-teaching specialists like AS^Palmer •>..,I : -.
believgdmust be at the core of anyrbreignlanguage-teacmng programme.
s~rO The mpetuVrdivfiie%iew hadcome'frOm two importantjtudi^jjonsîhg
^•^recommendations of thft ôlftrnan Report Sri sthe USA, and two, an
independent investigation^from Michael West, a teacher, who had
examined theroleof English in India, as an Inspectorof Schools in Bengal,
in 1920. Both these reports had emphasized vocabulary control as one of
the principles of teaching English as a foreign; language. In this regard,
Michael West's book A General Service List of English Words (1953)
became seminal in: choosing vocabulary content of a language course and
establishing the basis for syllabus design in language teaching. It was
found (on frequency count) that knowledge of a core of two thousand
words could facilitate reading in a foreign language. -That is why this
approach is sometimes referred to as the Reading Method.
If the British applied linguists were attempting to develop a procedure
of presenting language items in a systematic way in the classroom, the
American linguists were using either a modified form of the Direct Method

>Jr MtjUsid - (M'JjcvA
(especially after the recommendationsof (he Coleman Report) or a reading-

based approach somewhat similar to West's method at the same period of
time. However, neither of them was familiar with each other's progress.
The entry of the United States in World War II changed the scenario and
the US government launched a massive programme of training its army
personnel in enemy languages in as short period of time as possible. So,
the American universities-were commissioned to develop foreign language
teaching programmes f o r developingiifluency in a variety of foreign
languages^The result, was the establishment of theArmy Specialised
Training Program (ASTPV American
imiversitiesj^ * -
The ASTP aimed ati developing conversational proficiency in foreign
languagesj^ch gotdmpetus from the works of Leonard Bloomfield and
many- a&liropofegi&s who had already designed a programme to study
unwritten and undocumented American Indian' languages. Textbooks did
not exist and the researchers would work with an 'informant' - a native
speaker who served as a sole source of vocabulary arid phrases in his/her
mother tongue. The linguist did not necessarily know the target language
but he/she wa§ able to elicit basic structures of the language under
investigation.uhe foundation for structural linguistics was thusiaid which
entered the US foreTgn ,language;teaching programmes with the (~**L~
development of the-first English Language Institute ftfthrUniversity of V ^
Michigan in 1939'under theêctorefoip (^Charles F r i e s T ^ x ^ — ^ j ^ / C v ^ O
Charles Fries and his team rejected the Direct Method and emphasised . -
the importance of 'thejfundamental skills, i.e., listening and speaking, p
though reading and" Writing "were riot neglected; the former were,"
nonetheless, given priority. Thus, the foundations of structuralism in
linguistics was laid'.in which languages was viewed as a system of
structurally related elements of phonemes, morphemes, words, structures
and sentence types which the learners must mastejr to encode and decode
the meanrngsTTfie main techniques used in the classroom were: ~~~~
• Dialogues for memorisation
• Expansion drills
• Repetition drills
•. Substitution drills
Transformation drills
Question-answer drills K
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• Minimal-pair technique i-Ji
• Completion drills
• Grammar games.
Objectives
The Structural-Situational approachVms to develop oral proficiency in
t h ^ n g ^ ^ - f e ^ 1 ^ rare fully He^twTvocahulary whichiorms a generST
service list for the learner to use in everyday communication. ^Language
teaching therefore begins with the spoken kngESE Materials are presented
orally and practised in situations* Grammatical items are graded from
simple to complex; simple forms are taught before the complex ones. The
use of mother tongue is avoided, The language of the classroom is English.
Reading and writing are not neglected. However, they etre introduced only
after a sufficient lexical and grammatical basis has been established.
Theoretical assumptic
The Statural-Situational-approach can becharacteiised as a type of
British RtmntiiralfRmJn which speech is considered primary and the
methodology involves three basic principles:
1. Selection: choosing lexical and grammatical items
2. GradationTorganizing and s e q ^ d n T c o h ! e i f r ~
3. Presentation: techniques for presenting and practising itemsin
thecouHe
Palmer, Hornby and
Method as 'obsolete' — — - - — ^
facing all odds and failing to appreciate the importanceof contextualisation J
oTsituation in the use of language in its normal-environment.
The theory underlying this approaehis.Jbehaylouri^^
One of its advocates says: 'The pupils should be able to put the words,
without hesitation and almost'without thought, into sentence pattern which
are correct. Such speech habits can be cultivated by b. ;.nd imitative drill'.
{jVft thr. n i r ^ t Mp.thnH, Structural-Situational approach teaches grammar
.inductively.J h e meaning of a word or structure is not given in native
language of the learner or in the target language but is to be understood
the way it is used in a situation. The learner is expected to use the language
learnt in the classroom to the outside world.
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J Critical evaluation
Structural-Situational approach is an oral approach like the DirectMethod
_in which stress is laid nn spoken language. New words or structures are
taught through classroom situations or through demonstration of a
particular object. The approach follows set procedures of vocabulary
selection which the learner is supposed to memorise as a service list for
, using language inhis dav-todav communication. A typicaT lesson in
Structural-Situational approach is completed in three phases: _
a. Presentation: introduction of new vocabulary/grammatical
items in contexts, / - j b i
Etactieef-oral but controlleajpractice of the items.
c. . JPxodHJôn^f^ learnt in phase
(b).
The approach essentially follows a grammatical syllabus that aims to
develop a learner's competence.in the use of structures in the target
language. What was new .about this approachthat made it moire viable
was its emphasis on the use of language in context and situations that
were provided by the immediateenvironntentoftheT^
Concrete linguistic items were taught through demonstration and abstract
iêas through association. So, a teacher's job would be to carry whatever
[bjects he needed to make the lesson interesting. A bagful of the different
objects would form an, essential tool for the teacher to teach new linguistic
items.
The term 'situation' or 'situational' was an interestingiinnovation in
Structural-Situational'approach. It did not refer to the use of language in
real-life situations but Jathe structural clrills in which concrete objects,
pictures and^reatâj^SSplnied by actions and gestures were used to
demonstrate themeanings. It was here that the approach evoked reactions
from teachers who had to carry a lot of things to the classroom. Moreover,
they could, perhaps, find it easy to demonstrate concrete objects but found
it difficult to make abstraction understood by the learner. Naturally, they
found the use of mother tongue a very easy way of bringing home the
meaning to the learner. Furthermore, the approach was found to be suitable
at the elementary-levels where a display of objects would prove helpful
but at the advana?cfstages, the demonstrations made the lesson look trivial.
For teaching prose, poetry , and composition, the approach was found
In^PfrAhv&feijuate andjneffective. Also, the very theory - behaviourism - on
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which this approach based was called into question by the mentalists,
especially by_Noam Chomsky, who viewed language not as an
accumulation of habits but as a mental-construct the capacity of which
was inborn and' innate (6 all the members of a speech community. This
ushered in a new era in language study and the teaching of English could
not escape from the impact which resulted in the development of
alternative approaches, especially Communicative Language Teaching
(CLT) which will be discussed hpJowi /VT^y^ N / v 0 y y l y f - Z J ^
Structural-Situational approach as such did not become a part o f W
teaching programmes in schools. However, instances of using objects for
teaching linguistic items in the class and demonstrating the meaning of
words in classroom: situation have, not been unfamiliar techniques to our
teachers.
Practical application ,
The following lesson is from'AiS; Hornby's' The Teaching of Stnictural
Words and Sentence Patterns, Stages 3 and 4, (Oxford University Press,
1962:129). The teacher has started teaching 'adjectives'. He has already
used 'large' with a singular noun and is now using 'small* plus 'so' and
'such' with a plural/singular noun.
Took at these books. They're\ small, j and thin,|\ aren't they
*They're~so small that lean p u t \ three of them in my pocket. These
are" such small books fhatlcan put Vbree of them in my pocket.
"Who's the best\rnnner in this class? ( \ P a u l is)VYes, Paul's such
a good runner that no one can catch him.....'.
The teacher writes on the board:
Paul runs so fast that no one can catch him.
PauLis such a good runner that no one can catch him.

Communicative Method
History
C ommunicative'Method or methodology, unlike other methods,

discussed earlier, is interpreted differently by different experts. There
is a lot of controversy, among the teachers; about what exacdy we mean
by Communicative Method. The name emerged out of diverse principles
of language and language learning which form a basis for a wide Variety
of classroom procedures and techniques. These principles are commonly
discussed under one umbrella term, Communicative Language Teaching
or CLT (terms like notional functional and functional approach are also
used to denote the approach) '•
The origins of CLT can,be traced to" the "dissatisfaction that teachers
felt with the earlier approaches-to language teaching and learning-The
Direct Method," Structural-Situatiotval/etc. - because all of them focused
oh the product rather than the processes involved in learning a foreign
language. Noam Chorhsky, the prominent American linguist, in his classic
book Syntactic Structures (1957) criticised the linguistic theories based
on behavioral psychological principles for their failure to account for the
creativity and uniqueness of language that enabled the speaker to create
novel sentences which he might have never heard or used before However,
Chomsky, too, did not account for other characteristics of language - the
functional and communicative potential - which were a part of
communicative proficiency of the learner. Language is not structures alone
but it enables the. user to do things in social settings and contexts. In
Britain, scholars like Christopher Candlin and Henry Widdowson, taking
cue from the work of John Firth, MAK Halliday, Dell Hymes, John
Gumperz and Willaim Labov and the philosophical works of Jane Austin
and John Searle, advocated a functional approach to language learning
that gradually gained currency and came to be known as CLT.

i ' Another very important development that contributed to the
emergence of CLT was the fast changing educational scenario in Europe.
European nations had come under one European Common Market and
with the increasing interdependence of these nations there emerged the
need to teach the adults the major European languages, thus, laying the
foundation for a different approach to foreign language teaching.
The Council of Europe at Strasbourg, a regional organisatioh for
cultural and educational cooperation, constituted a committee of experts
whose job was to explore the possibility of developing a course that would
satisfy the linguistic needs of the adults in-member countries of the
European Common Markets The committee studied the needs of European
learners and proposed a language course, in 1972, which was based on
unit-credit system, a system in which leaming tasks are broken into units
or portions each of which corresponds to the needs of the learner. The
course, took a completely opposite ,view of language learning, from that
of earlier linguistic approaches. Here, the focus was on what the learner
needed to understand and express through th? target language and not on
the accumulation of grammatical items and structures. For this purpose,
two types of meanings were identified: notional categories such as time,
sequence, location, frequency, etc and'categories of communicative
function such as request, denial, permission, offer, etc. These categories
were later on documented, revised, expanded and published in the book
form titled Notional Syllabuses by pne of the experts in the Council of
Europe, DA Wilkins. This became pivotal in ushering in a new era in
language teaching and learning, in that not only were the new principles
rapidly accepted by British teachers but- also textbooks writers and
curriculum designers. The foundations of Communicative Language
Teaching or CLT were, thus, laid. Since then, many specialists (Henry
"Widdowson, Christopher Candlin, ChristopheffiBrumflt, Keith Johnson,
to name a'few) have suggested innovative techniques and procedures that
now form the core of this approach. Most of them see it as an approach
rather than a method.
Objective
Communicative Language Teaching does not look at language a set of
linguistic items for the learner to store them in his memory Rather, it aims
to develop communicative competence (this term will be explained below)
in the learners so that they become effective communicators in the target
language. The focus is now on meanings and functions rather than on the
form of the language. It is the learner and his learning that are more
important. Language is acquired rather than learnt consciously. The result
is a classroom where the teacher facilitates language acquisition through
problem-solving activities and tasks which ensure learner participation
and interaction. There is virtually no teaching because there is no fixed
textbook to be taught. The aim is to involve the learner in learning process
so that language develops automatically and spontaneously; All the four
language skills-listening, speaking reading and writing-receive equal
treatment.
Communicative Language Teaching or CLT considers language both as
communication and for communication. Hie goal of language teaching is
therefore to develop 'communicative competence'. This term was coined
by Dell Hymes, an American anthropologist, to provide 'a contrast with
Chomsky's theory of competence that characterizes a native speaker's
capacity to produce grammatically correct sentences. Hymes maintained
that a native speaker did not only possess the knowledge of the language
but also the ability to use: that knowledge for communicating in the society
in which he lived. So, the aim ^language teaching should be to develop
communicative competence, ie, the ability to use language effectively
and appropriately in social contexts and situations.
A British applied; linguist, MAK Halliday, complemented. Hymes'
communicative competence theory by identifying seven basic functions
that language performs for children learning their mother tongue or L^
1. the instrumental function; using language to get things
2. the regulatory function: using language to control the behaviour
of others
3. the interactional function: to create interaction with others
4. the personal function: using language to express personal
feelings and meanings
5. the heuristic function: using language to learn and to discover
6. the imaginative function: using language to create a world of
the imagination
7. the representational function: using language to communicate
information.

It is, thus, evident that language is not just grammar and structures. It is
much more than that. Learning a foreign language involves acquiring the
linguistic means to express different functions (and notions). CLT is
eclectic in nature, as it has benefited from research in psychology,
anthropology, philosophy, education, linguistics, sociolinguistics,
psycholinguisticsêtc.
The learner in CLT is not a passive recipientof.knowledge from.the
knowledgeable. He is an active participant in the classroom, as the ultimate
responsibility of solving the communicative problem^ lies with the learner.
Acquisition can take place easily and effectively once the tasks are
designed in such a way that they actively involve the learner in using the
language spontaneously. He may fumble at times, but he should be.
encouraged to communicate in order to gain self-confidence; Linguistic
errors which could be tolerated in any structural approach are here tolerated
in order to help the learner develop in language skills.
Critical Evaluation
Communicative Language Teaching or CLT, as mentioned above, is
:basically an eclectic approach to foreign language learning. The normal
classroom activities involve pair/group/work/language games, role-plays,
simulations, question-answer sessions related to the students' personal
experiences. Learning is not confined to any set textbook. Materials could
include newspapers, magazines, graphics, visuals; filmstrips, wall charts,
etc. What is significant about this method is its strong focus on the learner
and the uses for which the learner acquires the target language. The
classroom is therefore a hub of activities th.at centre round the learner for
it is he who acts as a negotiator. with his self, the learning process iand the
object of learning. He shares the responsibility with others and behaves
as a normal human being. The lessons arc mostly task-based and problem-
solving solution to which come through discussion, negotiation and active
participation of the learners.
But all is not rosy in CLT. It will not be wrong, to say that there are as
many communicative approaches as there are teachers because there is
not a single, uniform method that could be called 'communicative'.
Different practitioners use different techniques to involve learners in the
process of learning. These include slide shows for identification;
incomplete maps, plans and diagrams for completion; jigsaw puzzles,

etc. However, it is certain that there exists no homogeneous view among
the practitioners about the ways CLT can be interpreted through the
classroom teaching. Much idiosyncrasy is discerned at the level of
classroom presentation.
There is another problem that students face. They are asked to deal
with English without the help of a textbook and virtually no formal teaching
takes place in the'class. This, often results in confusion. Especially, in
India, students look forward to the teacher as an authority in all aspects
of learning. They expect him/her to monitor and control the classroom so
that they feel secured-in the examination. Unless we achieve some
consistency in CLT, i it is very difficult to believe that we are going to
change the present scenario of teaching and learning English.
Communicative Language Teaching and its principles are fast
changing the English language-teaching scenario in our schools. The
National Council for Educational Research and Training (NCERT)
published a policy document in December 2000 that provides for learner-
centrjed teaching rather than teacher-dominated. In Jammu and Kashmir,
the State Board of School Education has launched a massive programme
of materials production that are based on the principles of CLT. With the
introduction of English from ClassT, tfie Board has been able to produce
materials for secondary and higher secondary levels which are learner-
centred and attempt to ensure student participation in the learning process.
In order to make the teaching materials achieve their objectives, it is
important that the classroom teachers use. the materials as an aid for
developing communication skills in the students.
Practical application
As discussed above, communicative tasks/activities are so varied that it
would be very difficult to appreciate the full implications^ CLT through
one, or two exercises. These tasks/activities include:
1. Warm-ups: A warm-up task is a small task given just in the
beginning of the class to develop interest in students. It does
not normally take more than five minutes. They vary from level
to l e v e l . Seth Lindstromberg's book The Standby Book
(Cambridge University Press) contains many warm-up activities
for different levels of students. Here is a sample game: All the
students.in the class are given a card bearing a letter-pattern as
shown below. Each student is asked to write down on a sheet
of paper all the words they can make from the letters provided
the middle letter appears in each. It is a timed game. The student
with maximum words wins. It can be played in groups also.
Below is given an example:
Vocabulary brainstorm
This activity can be used at any level—elementary—advanced—and can

take ten to fifteen minutes. " •
Steps: ,
a. The teacher introduces the theme of the lesson he is going
to teach. -
b. On the black/white board/theteacher draws the following
grid and asks students to copy in their notebooks:
Words I know Words I'm not Words I would

: very sure of a like to know
c. The students are asked to write at least three words in each

column.
d. In groups of 2 or 3, studfcnts compare their lists, check the
middle column and complete die last column.
e. The teacher or one of the students fills the board with words
from column 2 and 3.
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2. Gaines: Language teaching games are enjoyable activities
covering grammatical items, vocabulary, etc. W. R. Lee's
Language Teaching Games and Contests (Oxford University
Press) contains numerous games for children, young learners
and adults.
3. Tasks: Different tasks covering all the four skills and for
different age-groups can be found in books like, Francoise
Grellet's Developing Reading Skills (Cambridge University
Press), Jeremy Harmer's The Practice of English Language
Teaching (Longman), David Jolly's Writing Tasks (Cambridge
University Press), and Penny Ur's Discussions that Work
(Cambridge University Press), to name just a few. The following
isadiscussion-groupactivityandis suitable for intermediate
or advanced levels. The activity would take 20-30 minutes:
Step 1: The students are divided into groups of 4 or more. One
of the students is chosen as group leader for reporting the
r, group's observations.
Step. 2: Each member of the group receives a copy of the
following activity. The class is explained what the task is about
Each group is asked to discuss what items they would choose
for survival on the moon and why?-
Survival oil the Moon (NASA'Activity)

You are a member of a space crew originally scheduled to meet with a
mother ship on the lighted surface of the moon. Because of mechanical
difficulties, however, your ship was forced to land at a place 200 miles
from the meeting point During the landing, much of the equipment aboard
was damaged, and since survival depends on reaching the mother ship,
the most criticaHtems available must be chosen for the 200-mile trip.
Below are listed fifteen items left intact and undamaged after landing.
Your task is to rank and order them in terms of importance to your crew
in allowing them to reach the meeting point.
Match box
Food concentrate
50 feet hylon rope
Parachute silk
Portable heating unit
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Two 0.45 caliber pistols
One case of dehydrated milk
Two 100-pound tanks of oxygen
Stellar map
Life raft
Magnetic compass
5gallons of water
Signal flares
First-aid kit containing injection needles .
Solar-powered FM receiver-transmitter1
Step 3: Once the activity lVover,- the group leader presents his
group's ranking"order and defends it, too. Other groups can seek
clarifications.
Step 4: At the end, the teacher gives the following handout
containing the official raniang given by NASA:
Correct rankings - official rankings given by NASA
15 Match box no oxygen
4 Food concentrate can live' for some time without food
6 '50 feet nylon rope • - for travel over rough terrain
8 Parachute silk ' t < carrying ,'
13 Poitable heating unit the light side of the moon is hot
11 Two 0.45 caliber pistols some use for propulsion
12 One case; dehydrated milk " needs water to work
1 Two 100 lb tanks of oxygen no air on moon
3 Stellar map needed for navigation
1
9 Life raft some value for shelter or carrying
14 Magnetic ^Compass , moon's magneticfield'lsdifferent
2 5 gallons of water you can't live long without this
10 Signal flares no oxygen
7 First-aid kit containing first-aid kit useful, but needle
injection needles are useless
5 Solar-powered FM communication
receiver-transmittcr
One of the important features of CLT is that it encourages teachers to use
authentic materials - materials that are not basically meant for language
teaching/learning. For instance, cuttings from newspapers, magazines,
2_J
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etc can be used as stitnul
concentrate on one partial!
integrative way. Usually all ti
Stage 1: Pre-task-The teacher gives a
students. It could be 1-2 minute qu
diagram, etc that the teacher feels would make
what is going to come'next.
Stage 2: While-task-What is it that the students have to ...
doing the task? Do they have to listen to something' (tape-rei!IILg^„. v
read a text silently and answer the question? Such decisions have to h i
taken before hand. -
Stage 3: Post-task-After the second stage is over, what does the teacher
want students to do further? Integrate it with another different skill? For
instance, if the task has been about speaking as the one given above, the
teacher could ask students to write areport about their imaginary flight to
the moon. lt could be a home assignment which the teacher collects next
morning ot asksstudents' to collect each other's for peer-correction
(another important feature of CLT that helps students to check/edit each
other's writing). The writings can even be displayed in the class for all
students to look at different writing styles. This can, however, be done at
a fairly advanced level. The teacher will have to identify which tasks
would suit at what level of learning.
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Eclectic Approach
Theory and aims

lecticism refers to a teaching situation in which the teacher does
ot use any one particular method but includes a mixture of different
methods to suit his class. Rather than believe in any single way of teaching,
the teacher subscribes to moderate doses of almost every style of teaching.
There are varied methods and approaches to language teaching, each,
among other things, is an expression of teachers" beliefs about language
learning. Naturally, sucnbdiefs, influence bur textbooks also. Those
teachers who do not want tostisk to one particular method, for one reason
or the other, try to adopt a mixture of different techniques chosen from
various language teaching and leabsdng philosophies. They are called
eclecticists and the.approach i n k h o w n a s the 'eclectic approach' or
eclecticism. " \
A language teacher has many approacheând methods from which to
choose. Some of them are old and some are new. Among the old are:
• Grammar-Translation Method: .advocating language as an
exercise in intellectual development through reading, and
' writing of literature of the target languageVad translating that
literature into the learner's mother tongue. \
• The Direct Method: eschews the learner's mother tongue and
advocates the use of the target language in developing all the
four skills-listening, speaking, reading.and writings
• Structural-Situational approach: a grammatical approach in
teaching language through a careful selection, gradatioi\and
presentation of vocabulary items and structures, and through
situation-based activities.

• Audio-lingual/Audio-visual Method: a purely structi
approach based on the principles of behavioural psycho!'
that views language learning as habit-formation.
• The BilingualMethod: like Grammar-Translation Method, t
mother-tongue equivalents of the target language utterance
facilitate leam\ng.
• Reading Methoci: views reading basic to any language teachi
Among the new-are:
• Communicative language Teaching: focuses on notions ;
. functions as basic to language learning and aims to deve
communicative competence in the learners;
• Total Physical Response (TPR): teaches language throu
action-oriented utterances.
• The Silent Way: advocates language learning in which i
learner creates rather than remembers and repeats what is
be learnt.
•... Community Language Learning (CLL):; pleads for a langua
programme-in which leamin|,takes"place through cooperati
and collaboration in a community qf learners.
Each of these-methods has a theoretical sluice with respect to; langua
learning and1 the learner. Eclecticism believes that a teacher can choc
the best of all these methods and achieve sufecess easily.
• ' ' . " \
Evaluation
There are two opposing groups in eclecticism, one for and one again:
Those who support eclecticism argue that it has \he potential of keepii
the language teacher open to alternatives. An ecle6|ic teacher is suppose
to be dynamic is using new techniques as they suit Him so that the learne
find the classroom interesting and-motivating. He\does not adopt ar
new methods without considering their underlying \rationale. Anothi
argument put forward by eclecticisms in favour is mat no method
exclusive in itself. History of language teaching shows tftat some methoc
rely heavily on. earlier ones, or are attempts to improveVpon them b
plugging their loopholes. For instance, Audio-lingual Method emerge
out of the shortcomings that teachers and experts in language teachin
found in Grammar-Translation Method and the Direct Method. Th
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following table, shows how the Audio-lingual Method both depended and
improved upon the earlier two by emphasizing all the four language skills:
Listening Speaking Reading Writing

Grammar-Translation Method X X • /
Direct Method • / X X
Audio-lingual Method • / • / *
As is clear, AudicfcLingual Methodris eclectic in natmhas it combines the

skills that were believed to be important in the earlier ones, though, as we
know, there are differences between these approaches regarding, for
example, language; apd language learning. Similarly, the Natural-approach
developed as an extension of. the Direct Method. If one, then, can employ
a number of different methods to achieve the objectives, it may be
professionally a stimulating experience. However, there are dangers also:
if a teacher fails to use thWnethods carefully, understanding the underlying
principles of the techniques that he adopts, the only result will be confusion
and chaos in the classroom. That is why, many people have put forward
arguments against eclecticism.
One of the arguments against eclecticism has been that some teachers
play safe,by notadheringto anyone methdd.They never deliberate upon
the efficacy or otherwise ofNa'method and easily fall victim to
methodological baggage that corn^s with-eclecticism. One of the critics
of eclecticism hafc ;'said that 'eclecticism. at the classroom level invariably
degenerates into any unsystematic, unprincipled, and uncritical pedagogy
because teachers with very little professional preparation to be eclectic in
a principled way have little option but to randomly put together a package
of techniques from various methods and l^bel it eclectic1. If one choose
mixed methods, it is very likely that all kinds of conflicts will arise.
Moreover, if one is adopting new techniques sind mixes it with conflicting
and contradictory' ones, the effect of liew technique will be diluted,
The above discussion has revealed that eclecticism in language
teaching must be judiciously adopted not just fdi; the sake of it but to
achieve the desired goals. There has to be principled combination of
different techniques to avoid frustration among students. In ah eclectic
approach there is no guarantee that learners might make a sense of what
they are learning. They may be exposed to a whole host of interesting

materials and attractive tasks but might not leam anything through them.
In such a situation a language teacher needs to manifest commitment to
his profession and to his own teaching. Change is always good, but one
must change only if one ne^ds to. If a teacher feels that his method has
been doing well, there is no, need for him to change. However, if the
change is necessary, he must oread on the new path carefully. Questions
like, 'How do these. materials)Tpethods/techniques make it easier for
learners do develop?' 'What are the underlying rationale for using these
tasks?' and 'What is the best wapspf using the techniques and at what
point of time?' etc should be answered before thinking of a change.
\
• l l j l M '
\\

1
>/JK
t W v \() -
- g y ^ [ A N INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
COMMUNICATIVE LANGUAGE TEACHING

CI %
INTRODUCTION
You may have noticed that the goal of the methods we have
looked at so far is for students to learn t )]fni|nunicate in the target
language. In the 1970s, though, Micafc to question if they
were going about, meeting tjj^gokl my. Some observed
that students could groduc^sejit^no 3 acc lyln a lesson, but could
not use them app: lately Wien genuinely commumeatin^; outside of
the classroom, O noted tnakbeing able tp^con^mnicate required
more than, masteri listic structures^Stua^t^ m ^ know the rules
of linguistic usa; >e unable ^jgWê (Widdowson
1978). It became fquired that students
perform certain fu< promising, inviting, and
declining invitation; rithiri k ^^Mêdntext {Wilkins 1 9 7 6 ) . In short,
being able to coram ired more than linguistic competence;
it required commu: re competence (Hymes 1971)—knowing
when and how to say what to whom. Such observations contributed to a
shift in the field in the late 1970s and early, 1980s from a linguistic struc-
ture-centered approach to a Communicative A ch (Widdowso'n
1990).
Communicative Language Teachin to apply • the
theoretical perspective of the Q h. by making
communicative competence th ching and by
acknowledging the int« pen ngua; munication.
What this looks like i classroo; depend on e tenets are
interpreted and applie evertheleki e will foli al way of
understanding die the associated a class in
which a form of Comi Lanj eing practiced.
The class we will visit M J o f adult immigrants to
Canada. These twenty pi ,nada for two years arid are
at a high-intermediate proficiency. They meet .two
evenings "a week for two class
A D D : 5 - D - 2 1 . H U D C O OTRR. MATM DriAn 1 M WA/-iin r\A 1 o o o o ' . o n

EXPERIENCE
The teacher greets the class and distributes aJkandout. There is writing on
both sides. On one side is a copy of a spirts/column from a recent news-
paper, in which the reporter discusses thinks will win the World
Cup. The teacher asks the students ti lteadl it anc then to underline the
predictions the reportej^has made. Hi .vesal structions in" the target
language. When the/stu lave ey read what they have
underlined^^R^ teacr^g the pre ions on tj\e blackboard. Then
he and th/students discu rhjth prediction^ rter feels more cer-
tain. aboutaM) which preoi )ns he feels out.
Malays likely to win
Italy ca pla
France pr( 1
England
Then he asks the stêntsvteiook at the first sentence and to tell the class
another way ta eVpi^sTnis same prediction: One student says;'Malaysia
probably will wkfthe World Cup? 'Yes,' says'the teacher. 'Any others?'
N o one responds/The teacher offers, 'Malaysia is almost certain to win
the World Cup.' "What about the next?' he asksjht class. One student
replies, 'It is possible that Italy will'win the up.'' Another student
offers, 'There's a possibility that Italy will in World Cup,'Each of
the reporter's predictions is discussed in t rtiaijin^r. All the paraphrases
the students suggest are eva icr an fe Other students to
make sure they convey th i the reporter's orig-
inal prediction
Next, the tea asks tlie/st|u'c|en toturn to the i eofthehand-
out. On it are I : sentence; article thi een working
on. They are, ut of order. For o sentences
an this side of 'out are:
England jnay
. In the final aid ay simply be the one. with the
--most experience
Thefirstsentence W^jnVh^middlfe of the original sports column.: The
second was the last Vgnt^nce of the original column. The teacher tells the
students to unscramble the sentences, to put thernih their proper order by
numbering them. When they finish, the students compare what they have
done with the original on the other side of the handout. '
* "The teacher next announces that the students will'be playing a game.
He divides the class into small groups containing 6ve people each. He
hands each group a deck of. thirteen cards. Each, card has a picture of a
piece of sports equipment. As the students identify the items, the teacher
writes each name on the blackboard: basketball, soccer ball, volleyball,
tennis racket, skis, ice skates, roller skates,, football, baseball bat, golf
clubs, bowling ball, badriiinton racket, and hockeyj
The cards are shuffled and four of the stude group are dealt
three cards each. They do not show their cards anlofre else. The extra
card is placed face down, in the middle cjf the $rc e fifth person in
each group receives no cards; try to predict
what it'is that D'umduan (one will be doing'the
following weekend/ 'fifth <ki?db make statements 'Dumd-
uan may go skiingi weekend.' f the member; ;roup has
a card showing group member would re 'Dum-
duan can't go sfcii: I have her skis.' no one
has the picture of n the fijft a strong state-
ment about the like D, She can say, for
example, 'Dumduan^ her prediction by turn-
irig over the card that^ rif it is the picture of the skis,
then she knows she is
The students seem tArâAy^nfoy playing the game. They take-turns so
that each person has a cWnce to make the predictions about how a class-
mate will spend his or her time. • . .
For the next activity, the teacher reads a number of predictions like the
following:
In 2008, Quebec will vote to remain part of Cana/
By2020, solar energy will replace the w^d's rel il fuels:
By 2050, people will be living on
The students are told to stat' ithow^prpbabie .they think
the predictions are andy ey beiib ey are also askedhSW the.y.
feel about the predict! discussin hi the predipkmL indent
says he does not think like that a world- ^ oe in
pface by the twenty-s© ury. The mofe his
error and the discussio
Next,, the teacher, has, s of three. Since
there are twenty student! 'three students and one
group of- two. One mem s. given a picture; strip story,
There are six pictures in a ceof pa pec, but no words. The pk>.
tures tell a ktdry. The stude; the story shows the first picture to the
m p m l i c r e i hif hi 5 c r n n n whilp c o v e r i n e the remaining five pictures.
16~~[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
The other students iVVMpfed ict what they think will happen in the sec-
ond pictureATnejfinsWtudent tells them whether they are correct or not.
He then show^Tfhera the second picture and asks them to predict what the
third picture will look like. After the entire series of pictures has been
shown, the group gets a new strip story and they change roles, givingthe
first student an opportunity to work with a in making predictions,
For the final activity of the class,' the stu e told that will do a role
play. The teacher tells them that they are ded into groups of four,
They are to imagine that they are ail emplj a'me company. One
of them is the others* bosgHfney are havi to discuss what will
possibly occur as a res of theirUompa' Urging with another com-
pany. Before i^cEy/beginVJhjey disWuss some possibilities together. They
decide that tneycan talk ab ics such as whetftefW not some of the
people in theibeoxnpany will Ibstftheir job they will have
to move, whither or^lot certain polici er or not they
will earn mo :her, 'that one of you
in each group out this relationship if, for
example, he o: afyou don't agree with.' .
For fifteen erform their role play. The teacher
moves from gro Answer questions and offer any advice on
what the groups . After it's over, the students have an opportu-
n i t v t o n o s p a n v nnpcf-irvnc Tn tK?c i r o v rh
lary words. They then discuss what language forms are appropriate in
dealing with one's boss. 'For example,' the teacher explains, 'what if you
know that your boss doesn't think that the vacation policy will change,
but you think it will. How will you state your prediction? You are more
likely to say something like 'I think the vacation policy might change,'
than 'The vacation policy will change.'
'What if, however' the teacher says, 'it is your with whom you
disagree and you are certain that you are right. H rou express your
£
prediction then?' One student offers, I know th aqaxion policy will
change.' Another student says, ' that policy will
change.' A third student says si /acati ill change.5
The class is almost s the ew minutes to give
the homework assi are to listen ,e debate
between two politiiâ radio or w; levision
that night. They are othey
think will win. the ejei these to
their classmates at t
THINKING ABOU
As we have seen b e f o r e ^ "important principles underlying the
behavior we have obseryea^feet us now investigate these by compiling
our two lists: our observations and the underlying principles.
Observations Principles
1 The teacher distributes a Whenever poss
handout that has a'copy of a langua^'—lanjgi
sports column from a recent ontext-Vsh
newspaper. ^m^duc
2 The teacher tells the s ing aMle to figure out_tl

' underline the reported speakers or writer's
predictions and to say part of being/
ones, they think the re compet
feels most certain of an
he.feels least certain of.
3 The teacher gives the stu rget language is a vehicle for

the directions for the activ assroom communication, not
* r/tdf IATInrt i OA J L; _c
4 The students try to sta te the One function can have many
reporter's predictions in different linguistic forms. Since
different words. the focus of the course is on real
language \ise> a yariety of
linguistic forms arejpxesented
together. The em^msis is on the
process of commumc ation rather
thaiMustmaste ry o f language
5 The students unscramMs die

sentences of the newspaper at the discour,£
article. sup^sentential .(abpy^
sentence) lpdTufadAwustvga^n
aboutôhmW^d^la^rerice,
Afk^guage
AtMêntences •
Ctc ~ ^* ^
6 The students play a lan Games are important because

game. they have certain features in
common with real
communicative events-
is a purpose to the
Also, the speaker
immediatefeedb;
listener on wheth
las^Buccess'
minicjijted. InNthis/way they
:e meaning! Fin
dentsworki
groups maxi mi
communic
.eceivi
7 The students are asked ho be given an

they feel about the predict! fry to express their, ideas
opinions.
8 A student makes an error. The Errors are tolerated and seen as a
teacher and other students natural outcome of the
ignore it. developme^t-df communication
skills. Sirjêmipactivity was
working/on lujency, the teacher
lid nojt c orrlctlthft student, but
\impW n^teathe/rror, which he
riii reiirn to afa later point.
9 The teacher gives each grou

of students a^rip story and
task to perfo
10 The students ucative interaction

- partner to pre Murages cooperative
next picture in relationships among students. It
will look like. gives students an opportunity to
work on negotiating meaning.
11 The students are to do a role The social contextof the

play. They are to imagine that communicativ^yent is essential in
they are all employees of the giving mearvhfe t<p the utterances.
same company.
12 The teacher reminds the ing tdiu^J^gjj^ge forms

. students, that one ofjhem is priateVis^ 11 important part
playing the role omieSooss a municative'corrxp€t?iice.
that they should Remember this
when speaking to
13" The teacher moy< s>racilitator in

to group offering a unicative •
answering question^ n3 as an advisor during
ctivities.
14 - The students suggest alternative In communicating a speaker has a

forms they would use to state a: choice not only about what to say,
prediction to a colleague. but also how to say it. .
15 After the role play is finished, far and vocabulary that
the students elicit relevant m s learn follow from the
vocabulary. tuational context, and
\th# interlocutors.
16 For their ho Stu\|en£s should be given

students opportunities'to4isten to
. debate t language^ If i£used in
on telev& ation. They
strategies
!prove their
hension.
REVIEWING
The answers to foi\fpzix questions will help us come to a better under-
standing of Communicative Language Teaching. In some answers new
information has been provided 'to clarify certain concepts.
1 What are the goals of teachers who use Co cative Language

Teaching (CLT)?
The goal is to enable students to(cdminur rget language.
To do this students need l^^wtedgapf th _ :orms, meanings,
and functions. Ttiey nee :hat id ifferent forms can be
used to perfoowamnctio that a single for often serve
a variety of fimctions. They able fo choj among these
the most appropriate form, given the soci ;he roles of
the interlocutor!, Th^y must also beâi process of
negotiating meaningWkh the munication is a
process; knowMg^ftthei' insufficient.
2 What is the role W the t€ is the role of the students?

The teacher facilikfesWrnmunication in the classroom. In this role,
one of his major responsibilities is to establish situations likely to pro-,
mote communication. During the activities he acts as an.adviser,
answering students' questions! and monitoring their-performance. He
might make note of their errors to be worked on at a later time during
more accuracy-based activities, At other times he might be a ' c o -
communicator' engaging in the communicative activity along with stu

dents (Littlewood 19.81)/ ^ '
Students are, above all, communi, They are actively engaged
in negotiating meaning-—in trying t ;hemselves understood and
in understanding others—/^pn whin fc hei: ledge of the target lan-
guage is incomplet
Also, since the $ac le is less dominant than in a teacher-cen-
tered stu en as more responsible managers of their
own lâi(ning.
3 What \g process?
The mo§t at t almost everything that
is done i< ent. Students Use the language
a great tive activities such as games, role
plays, anc asks (see discussion of these in the review
of techniqi
Activities t h ^ i r e truly communicative, according to Morrow (in
Johnson anaMorrow 1981), have three features in common: informa-
tion gap, choice, and feedback.. ' '
•An information gap exists when one persjja-iji an exchange knows
•something the other person dpes not. If w Jtnow today is Tuesday
and I ask you,.'What is. today?' and answer, 'Tuesday,' our
exchange is.not really communicative.
In communication, t at she will say and
how she will say it. If t led so that studeiits
can only $ay*i5ntethin; er has no choice and the
exchange, merefore^ is" nbtl cotanunicative In^C^c}iain drill, for
example, ifânsjudent musVJ^ply to. her estion in the
same way a< fhbor replied ;,to'.s on, then she
has no choi ftn and conte Nation does .not
occur.
True com peaker can thus evaluate
whether or n achieved based upon the infor-
mation she re iener. If the listener does not have an
opportunity he speaker with such feedback, then the
exchange is communicative. Forming questions through a
transformation drill may be a worthwhile activity, but it is not in keep-
ing with CLT since a speaker will receive ho response from a listener, so
is unable to: assess whether her question has. been 'understood or not.
Another characteristic of CLT is the use of authentic materials. It is
.considered desirable to give students an opportunity to develop strate-

gies for understanding language as it is actually, used.
Finally, we noted that activities in CLT are often carried out by stu-
dents in small groups. Small numbers of students interacting are
favored in order to maximize .the time allottpdtcj each student for com-
municating.
4 What is the nature of student^ cher iht£ra hat is the nature

of student-student inte^ctlon?
The teacher itt of theicfsson, such as when work-,
ing with-li ic accuracy, ther times, he is^tlâcilitator of the
activities, e does no ys himself jm^CT-with the students.
Sometimes -communicator, tâêjpstablishes sit-
uations th| :pt communi among the stu-
dents.
Students i (;h\(3^gp^nother. They do this in var-
ious.configu ul groups, and whole group.
5 How are the fe e students dealt with?

One of the basic-assumptions of CLT is that by learning to communi-
cate students will be more motivated to study a foreign language since
they will feel they are learning to do something jrsefu] with the lan-
guage.- Also, teachers give students an opp to express their
individuality by having them share their ide; Opinions on a' regu-
lar basis. Finally, student security i$\enhan many opportuni-
ties for cooperative interactions wivh the|: dents arid the
teacher.
6 How Is langua; -cut wre viewed?

Language is lnmunicationrlvinguistic^:
lonrL-i e knowl-
edge of forms meanings, is unicative
competence, tence is knowl-
edge of the funct. 'e nave seen in this Ies-
son, a variety of rnplish a single function. A
speaker can make^ yilig, for example, 'It may rain,' or
•Perhaps it will rai the same form of the language can be
used for a variety o tibns./May,' for instance, can be used to make
a prediction or to givepermission {'You-may sit in the back'). ..
Thus, learners need knowledge offorms and meanings and func-
dk
tions, However, they must also use this knowledge and take into con-
• sideration the social situation in order to convey their intended meari-
ing appropriately A speaker can seek permission using 'may' ('May I
have a piece of fruit?'); however, if th ;r perceives the listener as
being more of a social equal or the oifi as being informal, he or
she would more likely use 'fSij' to si n ('Can I have a piece
of fruit?').
Culture is the e\j^ry|flay li^style e'who use the language,
There areêâin a! that are^speciallyamportxint to coih-
municadon—the use of m#rbal behavior^qfâSmple, which might
receive gWuxk attention LT.
What areas age are language skills are

emphasize
Language Yunraoi\s\ might\ êêmphasized over , forms. Typically,
although natywayL VVd^btlonal syllabus is used. A variety of forms
are introduced^ e^d?function. Only the simpler forms would be pre-
' sented at firssJ5*ras students get more proficient in the target lan-
guage, the functions are reintroduced and more complex forms are
learned. Thus, for example, in learning to make, requests, beginning
students might practice 'Would you ... ?' and^Cotild you ... ?-* Highly
proficient students might learn 'I wonder ifVouf v, ould mind . . . . ' :
Students work with language at the supra sentential or discourse
level. They learn about cohesi ftd co ietende.lôi example, in our
lesson the students reco the secO|i^ysenênce of the scram-
bled order was tlj§ last'sfefct^ he origin^? sports column because
of its introdu adveWi In the final analysis .' This
adverbial ph is a cohesivewyice that bin xders this sen-
tence to the o sentences. The students^jl the lack of
coherence b e first two s£ bled order,
which did no nected ay.
;
Students wo. ^ beginning. Just as oral
communicatio feythrough negotiation between
speaker and list jeaning thought to be derived from the
written word thr ction between the reader and the writer,
The writer is to receive - immediate feedback-from the
reader,,of course, but the rea.der; tries to .understand the writer's inten-
tions and the writer writes with the reader's perspective in min,d.
Meaning does not, .therefore, reside exclusively in the text, but rather
arises through negotiation between the reader and writer.
/a
16
""~~ ENGLISH VISION ACADEMY
8 What Is the role of the students' native language?

Judicious use of the students' native language is permitted in CLT.
However, whenever possible, the target uage should be used not
only during communicative 'activiti also for explaining the
activities to the students or in ass-fen in lomework. The students
- learn from these classroofli^managj nges, too, and realize
that the target la vehic 'unication, not just an
object to be studie
9 How is/evaluation accom

A teacheêvaI uates not only the st ut also their flu-
errcy. The^stiwient who has e structures and
vocabuWyîi^ralways^Kc
l w a y s ^ K c " stft
t Dommuîcator. :
A teacKef-ta v aârs students' performance in his
role as an anviser _ a tor." For more formal evaluation, a
teacher isuikel ,st întegrative test which has a real commu-
fricative function' order 'to assess students' writing skill, for
instance, a richer might ask them to write a letter to a friend.
10 How does the teacher respond to student errors?

Errors of form are tolerated during fluenc^feajsed activities and are
seen as. a natural outcome of. the dev^pprnefit of communication
skills. Students can have limited .linguistic, kr owledge and still; be
successful communicatj
fluency activities and
activity.
n ntarafthe errors during
.foth'an accuracy-based
REV1EWIN E TECHNIQUES A ERIALS

There may be (as bf.CLT that aimgrî nis review has
been provided i: nt tcctry of the techniques or
materials associ^t
Authentic materi
To overcome the Wpipai problem that students cannot transfer what
they learn in the classrciom to the outside world and to expose students to
natural language in a variety of situations, adherents of CLT advocate
the use of language materials authentic to native speakers' of the target
language.1 In this lesson we see that the teacher uses a real newspaper
article. He also assigns the students homework, requiring that they listen
to a live radio or television broadcast.
Of course, the class that we observed yfpsqt he high intermediate level
of proficiency. Hor students with lower cy in the target language,
it may not be possible to us^langua matetyafy such as these. More
accessible materials (fo^âmi?]e, the eather forecast when
working on predictio st ones, that are realistic, are most desir-
able. With a W r leve ossible to use reajk^that do not contain
a lot of lanj i^but abo i a lot of discus^cjB<ould be generated,
Menus in th tgetlanguagi re an examrilîmWbJes are another.
Scrambled
The tkkt^m which the sentences are in a
scrambled or^VThisWWfi^ Mss&ge they have worked with or one they
have not seen ^ t o r e r ^ w ^ ^ t o l d to unscramble the sentences so thatthe
sentences are reWqpdjto^meir original order. This type of exercise teaches
students about tWcohesion and coherence properties of language. They
leamhow sentences are bound together at the suprasentential level through
formal linguistic devices such as pronouns, whichmake a.text cohesive,
and semantic propositions, which unify a text a w make it coherent.
In addition to written passages, stude t also be asked to
unscramble the lines of a mixed-upxlialog. ight be askedto put
the pictures of a picture s f r i p j s t Q r y H j i prder es to accompany
the pictures.
Language gam
Games are used lently in CLWhe studentsrfied IsBeni-eitioyable, and
if they are propi led, they give stu^^Ya^^leVpmmunica tive
1
practice. Morro matures ofC^mun^Hveêtivities wereman-
ifested in the car* ndbe^fmlowing way: An informa-
tion gap existed idjhotknow what her classmate
was going to do tl follo^r^ê^hdTThe speaker had a choice as to
whatshe would pre \sWrt) and how she would predict it (which
form her prediction fyWdâlce). The speaker received feedback from the
members of her grouprtr her prediction was incomprehensible, then none
1
Of course, what is authentic and natural to native speakers of the target language is not so to
learners in the classroom.. What is important is that these materials are used in a way that is real
for learners (Widdowson 1998). *
Ifo

of the members of her group would respond. If she got a meaningful response, she could
presume her prediction was understood.
Picture strip story

Many activities can be done with picture strip stori uggested one in our discussion of
scrambled sentences.
In the activity we observed, one student ii/aNsmall gtoup sn a strip story. She showed the
first picture of the story to the othg^J^mberis of Mr 'asked them to predict what the
second picture would look like. AH Mormawm gap^xihm-^me students in the groups .did not
know what the picturcxjâmedivjh ly had k choice as to what their prediction would be and
how they would worn at. They receimllfeedback, not on the/forgj> but on the content of the
prediction, by being view the pktupe and compare^^tVtfeir\prediction.
The activity just described is an example of using^^rabierp^stask as a communicative
technique. Problem-iolyingypfeks work weJWn include the three
features of communWriej^ w k a t ' s b k J k r u c t u r e d so that students share
information or work tog£tWto a n ^ ^ gives students practice in negotiating
meaning.
Role play
We already encountered^ tfc^&se of role plays as a technique when we looked at
Desuggestopedia. Role plays are very important in CLT because they give students an
opportunity to practice communicating in different social contexts and in different social roles.
Role plays can be set up so that they are very structured (fop-example, the teacher tells the
students who they are and what they should say) or in a l^s^nictured way (for example, the
teacher tells the students who they are, what the situation $n<3 what they are talking about,
but the students determine what they will sa ,The latter is more in keeping with CLT, of
course, because it gives the students more-©f aSshîce. Nioti latWfi plays structured like this
also provide information gaps since/Ystyaients rannot (as with most forms of
communication) what the otêr.perso: lVor p< :opl will say^th£re is a natural unpredictability,
Students also receive feedbôkSn whether or lot ey have effectivelyc6i?imunicated.
CONCLUSION
Perhaps the greatest con CLT is as kin: at what is involved
in communication. If teac tudents age, then they must truly
understand all that being co; i
Is achieving communicative which you should prepare your students?

Would you adopt a functional a variety of language forms be presented at one
time? Are there times when you* iphasize fluency over accuracy? Do these or any other
principles of CLT make sense to
World you ever use language games, problem-solving tasks,, or role plays? Should all your
activities inrlnrlp t-Via t-Viroo fan-." c '
/ a "" ENGLISH VISION ACADEMY
16 ~~ [ A N INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
AUDIO LINGUAL METHOD
INTRODUCTION
The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral-
based approach. However, it is very different in that rather than emphasizing
vocabulary acquisition through exposure to its use in situations, the Audio-Lingual
Method drills students in the use of grammatioafjsentence
ticz patterns. It also, mWke the
£
Direct Method, has a strong theoretical base in I ^tics and psychology. Charles Fries
(1945) of the University of Michig^fTi^d the ing principles from structural
if
linguistics in developing the<m£mjo ng for this, c las sometimes been referred to
as the 'Michigan d.' Later ihjtfc /development, principles fro ?havioral psychology
(Skinner 1957Vw orporated^ It Was thought that the o,(-^SQuire the sentence
patterns of the\ ta pguage was through condity arners to respond
n
correctly to stimuli thV aping and 'reinforo jfrient; L e a i ^ r s ^ c C overcome the habits
of their native Ian and fo/ th\ target language speakers,
This method was developec Tern sixties and seventies. The AUDIO
LINGUAL METHOD tried tc refect that a language teaching method
can be based on rigoro u s linguistics and psychology.
The roots of the audio-lingual method can be traced back to the language teaching
programmes devised in America during the Second World War. Its focus was on the
I earners ability to gain the conruriunicative stalls reguiredjnêvervday discourse, particularly
the skills of listening and speaking in the target language.
William Moulton of five slogans which formed the basis of
the audio-lingual method.
L^f. Language is speech, not writing.

\ k A language is a set of habits.
- % i 1
j III Teach the language, not aboutbe languageCA-Oc'' v'
\ /V. A language is what native speakers say, not what someone thinks they ought to say.
^ V. Languages are different.

As you can see, these slogans are influenced by behaviorist psychology and structural
linguistics.
Main features of the audio-lingual method

• The audio- lingual method treated each language skills separately : listening, speaking,
reading, writing.
• This method focused primarily on the skills of listening and speaking, in accordance with
Moulton's first slogan : Language is speech, not writing.
• The skills of writing and reading were not ne0eef?d, but the focus throughout remained
on listening and speaking.
• ^Dialogues were thejmain Ilabus, and they were the
— " " " "
'vided learners an opportunity to
X chief means of presentin
pmcticejpimi^nd^rKiemori
rtant technique for
• Pattern drills w<
language teachi
; he language aid. It gave learners an
Like the direct method; tl tried to avoid the use of the mother
toungue, though perhaps\n' teacher hasJinienes to use mohter tongue,
not the students. T t M ^ f y
TECHNIQUES OF THE AUDIO-LINGUAL METHOD.

The skills were taught in the following order: listening ->speaking-> reading^ writing. The
first few stages concentrated on listening and speaking skills.
Language was introduced through dialogues which contained common structures used in
everyday communication as well as useful vocabulary. The dialogues were memorized line
by line. Learners mimicked the teacher of or a tape, listening carefully to the all
pronunciation was important in presenting the model.
Phrases add sentences of a dialogues were learnt through repetition, first by the whole class,
then smaller groups and finally individual learners.
To consolidate what was learnt, the dialogues was adapted and personalized by application
to the learner's own situation. These drills were practiced orally, first in chorus and later
individually. Some generalizations (not rules) were given to advanced learners about the
structures they had practiced.
Reading and writing were introduced in the next stage. The reading material was generally
based on the oral lesson in order to establish a relationship between speech and
writing. All reading material was introduced orally first.
Writing, in the early stages, was confined to transcriptions of the structures and dialogues
learnt earlier. Once the learner has mastered the basic structures. She was asked to write
reports / compositions based on the oral lessons.
Graded passages from literary text advanced stage. The learners

first listened to a taped versi stions and answers orally. Then
they did reading andj/vpttjng
COMMENT:
The audio-lingbal Method showed ut burdening to
intellect with ptobl^m/solying etnod. In a way, it
democratized the!
Speaking was finally recogni: to language learning.
The technique it used, of graded structural practice was a practical way of doing away with
translation in the classroom.
Though the audio lingual method failed due to various factors, some of its features still find a
place in classroom teaching of foreign and second languages the world over.
In order to come to an understanding of this method, let us now enter a classroom where the
Audio-Lingual Method is being used. We will sit in on a beginning level English class in Mali.
There are thirty-four students, thirteen to fifteen years of age. The class meets for one hour a
day, five days a week.
EXPERIENCE
As we enter the classroom, the first thing we notice is that the students are attentively
listening as the teacher is presenting a new dialog, a conversation between two people. The
students know they will be expected to eventually memorize the dialog the teacher is
introducing All of the teacher's instructions are in' English. Sometimes she uses actions
to convey meaning, but not one word of the students' native language is uttered. After
she act but the dialog, she.says:
'All right, class. I am going, to repeat the dialog now. Listen carefully,, but no talking please.
Two people are walking along a sidewalk in town. They know each other,'and as they meet,
they stop to talk. One of them is named Sally and the other one is named Bill.; Listen to their
conversation;
Listen one more-time. This tirfie^ry td I "am saying.' Now she tells the hole
class repeat each of the lines oLthe jdlalogâftefêr model. They repeat each, line several
times before moving on to th^nexLHn^.cWnen the class comes to the line, 'I'm going to the
post office,' they stumble a hiHrrtheir repetition. The teacher, at this point, stops the
repetition and uses, a backward build-up drill (expansion drill). The purpose of this drill is to
breakdown the troublesome sentence into smaller pars The teacher starts with the' end of the
sentence arid has the class repeat just the last two words:. Since they ganclo this, the
teacher adds a .fewmore words, and the class, repeat this expanded phrase. Little by little the
teacher builds up the phrases until the entire sentence is being repeated.
TEACHER Repeat after me : post office

CLASS Post office
TEACHER To the post office
CLASS To the post office. ."
TEACHER Going to the post office.
CLASS 'Going to the post office.
TEACHER I'm-going to the post office.
CLASS ; I'm going to the post office.
Through this step by-slip proudure, the teacher is able to give the students help in producing
the troublesome line. Having worked on the line in small pieces, the students are also able to
take note of where each word or phrase begins and en ends in the sentence.
After the students have recited the dialog serveral times gives them a chance to adopt the
role of Bill while she says Sally" lines Before the class actually says each line.
THINKING ABOUT THE EXPERIENCE

Although it is true that this was a very brief experience with the Audio Lingual Method, let's
see if we can make some observations about the behavior of the teacher and the techniques
she used. From these we should be able to figui*eout\the principles underlying the method.
?ssbn plan of the class we observed.
Observations "Principles ". -V
1 The teacher introduces a ne^d|ôg| ^ Lanûag^ forms do not occur by themselves;
they occur most natur^l 1 n a context.
2 The language t e t h e r uses only The native lapgua^^rt^the target language
target language\n tfr^JaWoom. have sepâte9iflgui§ti0 systems. They should
JatT^kept' ap£(rt2£o) th^t the students' native
Actions, pictures, p r r e a H ^ r e usedck)\
"Mmuâewraerferes as little as possible with
Ahe students' attempts to acquire the target
™ ®
language.
3 The language teacher introduc&sifie One of the language teacher's major roles is
dialog by modeling it two times; she that of a model of the target language.
introduces the drills by modeling the Teachers should provide students with a good
correct answers; at other times, she model. By listening to how it is supposed to
corrects mispronunciation by modeling sound, students should be able to mimic the
the proper sounds in the target model.
language.
4 The students repeat each line of the Language learning is a process of habit
new dialog several times. formation. The more often something is
repeated, the stronger the habit and the
greater the learning.
5 The students stumble over one of the It is important to prevent learners from making
lines of the dialog. The teacher uses a errors. Errors lead to the formation of bad
backward buildup drill with this line. habits. When errors do occur, they should he
immediately corrected by the teacher.
/A""ENGLISH VISION ACADEMY
6 The teacher initiates a chain drill in The purpose of language learning is to learn
which each student greets another. how to use the language to communicate.
7 The teacher uses single-slot and Particular parts of speech occupy particular
multiple-slot substitution drills. 'slots' in sentences. In order to create new
sentences, students must learn which part of
speech occupies which slot.
8 The teacher says, 'Very good,' when Positive^€ihforcement helps the students to
the students answer correctly. develop correct habits.
9 The: teacher uses spoken cues Studems N?hoi)ld learn to respond to both
picture cues. vj^ verbatjfnd nqhyefDal stimuli.
10 The teacher copducts transWrn^tiort Eacl\Japguage has a finite-otimber of patterns.
and question-^nd/^syJer drills. \ V Pattern practice helps^studfeftfs to form habits
which enable-ffiS s t i j ^ r j l ^ t ^ s e the patterns.
\ r>Sf\
11 When the stu\jerit§^n)3andle it, the Studej^Jsnpi^d y^veplearn,' i.e. learn to
teacher poses t h ^ u e ^ n s toTFiQ'm \ a ^ ^ W ^ o m a n u a l l y without stopping to think.
rapidly. / fn) J \ \
12 The teacher provides theWtacfentd U VThe'teacher should be like an orchestra
with cues; she calls on individuals; she leader—conducting, guiding, and controlling
smiles encouragement; she holds up the students' behavior in the target language.
pictures one after another.
13 New vocabulary is introduced The major objective of language teaching
through lines of the dialog; vocabulary is should be for students acquire the structural
limited. patterns; students will learn vocabulary
afterward.
14 Students are given no grammar The learning of a foreign language should be
rules; grammatical points are taught the same as the acquisition of the native
through examples and drills. Janguage. We do not need to memorize rules
in order to use our native language. The rules
necessary to use the target language will be
figured out or induced from examples.
15 The teacher does a contrastive The major challenge of foreign language
analysis of the target language and the teaching is getting students to overcome the
students' native language in order to habits of their native language. A comparison
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0 6

patterns present in the dialog. Students' successful responses are positively reinforced.
Grammar is induced from the examples given; explicit grammar rules are not provided.
Cultural information is contextualized in the dialogs or presented by the teacher. Students'
reading and written work is based upon the oral work they did earlier.
4 What is the nature of student—teacher interaction? What is the nature of student—
student interaction?
There is student-to-student interaction in chain when students take different roles in
dialogs, but this interaction is teacher-directed, he interaction is between teacher
and students and is initiated by therteacher.
5 How are the feelings of the-^d^crts tfealt wr
There are no principles^ the t relatelto this area
6 How is the Lahg{ji{Wviewed? the culture viewed?
The View of fanauaae in the Aud "ingual Method fed by descriptive
linguists. Every \an s having tem. The system is
comprised of s^ jrphological, and syntactic.
Each level has its own dist
Everyday speech is emphas ifigual Method. The level of complexity of the
speech is graded, however, s fnfrTg students are presented with only simple patterns.
Culture consists of the everyday behavior and lifestyle of the target language speakers.
7 What areas of language are emphasized? What language skills are emphasized?
Vocabulary is kept to a minimum while the students are mastering the sound system
and grammatical patterns. A grammatical pattern is not the same as a sentence. For
instance, underlying the following three sentences is the same grammatical pattern: Meg
called, The Blue Jays won, The team practiced.
The natural order of skills presentation is adhered to: listening, speaking, reading, and
writing. The oral/aural skills receive most of the attention. What students write they have first
been introduced to orally. Pronunciation is taught from the beginning, often by students
working in language laboratories on discriminating between members of pairs.
8 What is the role of the students' native language?
The habits of the students' native language are thought to interfere with the students'
attempts to master the target language. Therefore, the target language is used in the
classroom, not the students' native language. A contrastive analysis between the
students' native language and the target language will reveal where a teacher should
expect the most interference.
Question-and-answer drill
This drill gives students practice with answering questions. The students should answer the
teacher's questions very quickly. Although we did not see it in our lesson here, it is also
possible for the teacher to cue the students to ask questions as well. This gives students
practice with the question pattern.
Use of minimal pairs
The teacher works with pairs of words which differ in only one sound; for example,
'ship/sheep.' Students are first asked to perceive the difference between the two words and
later to be able to say the two wordsrThe teac|a€r s^lfechs. the sounds to work on after she
has done a contrastive analyst^fa\ jî^Jbe' students' native language and
the language they are_studyingN
Complete the
Selected words udents complete the
dialog by filling the!
Grammar game
Games like the supermarket Mol^bethkme described in this chapter are used in the Audio-
Lingual Method. The games are designed to get students to practice a grammar point within
a context. Students are able to express themselves, although it is rather limited in this game.
Notice there is also a lot of repetition in this game.
CONCLUSION -
We've looked at both the techniques and the principles of the AudioLingual Method. Try now
to make the bridge between this book and your teaching situation.
Does it make sense to you that language acquisition results from habit formation? If so, will
the habits of the native language interfere with target language learning? Should the
errors be prevented as much as possible? Should the major focus be on the structural
patterns of the target language? Which of these or the other principles of the Audio- Lingual
Method are acceptable to you?
Is a dialog a useful way to introduce new material? Should it be memorized through
mimicry of the teacher's model? Are structure drills valuable pedagogical activities? Is
working on pronunciation through minimal-pair drills a worthwhile activity?
A D D : 5 - D - 2 1 . H U D C O OTOC MATH D
\
ENGLISH VISION ACADEMY T rnt/SmJ.
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] q ^ "J ^
DIRECT METHOD flevMf^- ty ( j T j M n

INTRODUCTION
As with the Grammar-Translation Method, the Direct Method is not new. Its
principles have been applied by language teachers for many years. Most recently, it
w a s revived as a method w h e n the goal of instruction became learning how to use

• rv'3> a
a .foreign language to communicate. Sirtce (the G ra m m ar-T ran s t a t i o n Method

w a s not very effective in p r e p a r i n g s l i ^ e r V t s t o u s e t h e targejJcUTg^ge
communicatively, the Dip
I zzl
The Direct Method has one very basic rule: No translation is allowed In
fact, the Direct Method receives its name from the fact that meaning is
to be conveyed directly in the target language through the use of
demonstration and visual aids, with no recourse to the students' native
language (Diller 1978).
rhe roots of the DIRECT ME far back as the nineteenth century. In 1880, Francois
iouijT_wrote a book called the "Art of Teaching a n d L a m i n g of I a n g r m r p g " According to this
)ook, a foreign language could be taught using a series of simple events. The teacher described
jach event in the foreign language and set reading and writing tasks on these lessons. The
eacher used full sentences in the foreign language as input rather than words arid
16
>nrases; no translation w m used.
"his method, though not popular in FjanceJound a ready audience in Germary.
i the late nineteenth — early twentieth century, Henry Sweet (1845-1912), an English
ihilologist, set about modifying and improving the 'direct method' as it was called, by the turn of
i e century.
heaim of the direct method was to get the. learner to think in the target language.
he teaching methodology w a s based on the following principles:-
The process of learning is essentially one of forming associations:

speech with appropriate action., words with concepts and objects. The associations had to be
direct, concrete and definite, and cross associations which conflicted with each other had to be
avoided.
ENGLISH VISION ACADEMY T
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]q^"J^
Repetition was essential if associations had'to be formed and reinforced. The teacher should
begin with a limited number of items.
Memory depends not only on repetition^ but attention and interest as well. So, if a learner is
motivated and wants to learn a language, she/he will do it.
• The teaching materials, namely, texts, dictionaries and grammar jshould be interrelated and
coordinated to make learning effective.
• Formal teaching of grammer should be done orjlylafter learners have intuitively absorbed it
from the texts. There should be no memorization of word lists, vetb declensions, etc.
Grammar teaching should begirvatihe senterlceM)9vel\(and not word level; as^syntax is the
most important part of gr
Stages of learning
Sweet divided
1 5
Mechanical Literary Archaic
pronunciation the g lowyin tne graded texts older literature

of words and categoriej te^t~and other from with particular
sentence are identified sources are contemporary emphasis on its
mastered teaching taught literature are lexical and
thoroughly. graded systematically. studied, syntactical
difficult. items is studied.
Difficult terminology
Declensions: - The set of various form that a noun, pronoun or adjective can have
Lexical: - Dealing with words or related to words.
Lexi cography.^ - Profession of writing dictionary
L&xicon:- An alphabetical list of words or pharases irK^language. The lexiocon of geographical items
t-^jwgraghezL-z One who compiles dictionary
Syntax: - stracture of words, phrases a sentences
Transcribe: - To represent speech sounds with phonatic symbols.
Transcript:-- A written or printed copy of a speech, conversation.
Transcription :- Pronunciations is shown by a symbols of phonatic transcription,
Pantominej- A method of performing, using only actions, not words
W ewill now try to come to an understanding of the Direct Method by observing an English teacher
using it in a (lower secondary school) class in Italy. The class has thirty students who attend
f m-
^% ENGLISH VISION ACADEMY T
Repetition was essential if associations had'to be formed and reinforced. The teacher should
begin with a limited number of items.
Memory depends not only onjepetitiorij, but attention and interest as well. So, if a learner is
motivated and wants to learn a language, she/he will do it.
The teaching materials, namely, texts, dictionaries and grammar jshould be interrelated and
coordinated to make learning effective. i * by-
Formal teaching of grammer should be done orjiyiafter learners have intuitively absorbed it
from the texts. There should be no memorization of word lists, vetb declensions, etc.
Grammar teaching should begir e sente 2ve\(and not word leveljl as syntax is the
most important part of gr£
Stages of learning
Sweet divided uage into five stages fUâjjJtyv^
5
Mechanical 'Idiom Iti^ParV Literary Archaic
pronunciation the g e graded texts older literature

of words and categoriej hd other from with particular
sentence are identified sources are contemporary emphasis on its
mastered teaching taught literature are lexical and
thoroughly. graded systematically. studied, syntactical
difficult. items is studied.
Difficult terminology
Declensions: - The set of various form that a noun, pronoun or adjective can have
Lexical: - Dealing with words or related to words.
Lex[cography: - Profession of writing dictionary
L&xipon:- An alphabetical list of words or pharases in^language. The lexiocon of geographical items
Lexicographer: - O n s who nompiles riir.tinrwy
Syntax: - stracture of words, phrases a sentences

Transcribe: - To represent speech sounds with phonatic symbols.
Transcript:- A written or printed copy of a^speech, conversation.
Transcription :- Pronunciations is shown by a symbols of phonatic transcription,
Pantommej- A method of performing, using only actions, not words
W ewill now try to come to an understanding of the Direct Method by observing an English teacher
using it in a (lower secondary school) class in Italy. The class has thirty students who attend
4'b ~
•f^q
m [AN INSTITUTE O F ENGLISH LANGUAGE & EDUCATION]
'It's a river. Where is it?'

'It's between Mexico and the United States.'
'What color is the Rio Grande on the map?'
'It's blue.'
'Point to a mountain range in the West. What mountains are they?'
'They are the Rocky Mountaihs.'
The question and answer session continues f o r a j f ^ rh<^re minutes. Finally, the teacher invites
the students to ask questions. Harias gojup, anQêste&che^calls on students to pose questions
One at a time to which the cfass rWfies./After s£Veril questions have been posed, one girl asks,
'Where are the BeforeHtte class has a cha'ncjHo respond, the teacher
works with th stut ;tion of ' A p p a l a c h i a n / ^ e k h e includes the rest of the,
class in this pra ^11, expecting that they wilLhafve4n^ san)6)\probfem with this long word.
After insuring that\ th£
ie students' (cdrroct; ;her allows the class to answer
the question.
Later another student asks, IwhaV& thfe MâhyHrlhe West Coast?' The teacher again interrupts
before the class has a chanc^t(rrepfyjs^yfng, 'What is the ocean in the West Coast? ... or on the
Nest Coast?' The student hesitafesrfhen says, 'On the West Coast.'
'Correct,' says the teacher. 'Now, repeat your question.'
'What is the ocean on the West Coast?'
The class replies in chorus, 'The ocean on the West Coast is the Pacific.' After the students
have asked about ten questions, the teacher begins asking questions and- making
statements again. This time, however, the questions and statements are about the students
in the classroom, and contain one of the prepositions 'on,"at,"to,"in,' or 'between,' such
as, 'Antonella, is your book on your desk?"Antonio, who is sitting between Luisa and
Teresa?"Emanue!a, point to the clock.' The students then make up their own questions and
statements and direct them to other students.
The teacher next instructs the students to turn, to an exercise in the lesson which asks
them to fill in the blanks. They read a sentence out loud and supply the missing word as
they are reading, for example:
e Atlantic Ocean is the East Coast.
e Rio Grande is Mexico and the United States,
oardo is looking the map.
ADD: 5-D-T1 """"" ~
ENGLISH VISION ACADEMY T •0
fiSSB *
3
Finally, the teacher asks the students to take out their notebooks,'and he gives them a dictation.
The passage he dictates is one paragraph long and is about the geography of the United States.
During the remaining two classes this week, the class will:
1 Review the features of United States geography.
2 Following the teacher's directions, label blank maps with these geographical features. After this,
the students will give directions to the teacher, who will.complete a map on the blackboard.
3 Practice the pronunciation of 'river' paying particular/attention to the hi in the first syllable (and
eontrasting it with /iy/) and to the pronunciation^
4 Write a paragraph about the môp^ge^raphicîe^tiresVf the United States.
5 Discuss the proverb Timeosm4ne$| StudentsîllltalkLabout this is in order to understand that
people in the UMeffc States^value/ punctualky^hey will compare-this attitude with their own
view of tinrr' ( r J \ V f c^
A direct metho
The excerpt belo
'A direct-method <fta€s provid, hjs^pFevailing grammar-translation classes.
The course began with the hVifotSiarJvWords and phrases for objects and actions
in the classroom. When the u|eêadily_and_appropriately, the learning moved to the
common situations and settinôf^gverday life, the lesson often developing around specially
constructed pictures of life in the country where the language was spoken. Where the meaning of
words could not be made clear by concrete representation, the teacher resorted to making,
sketches, or explanations in the foreign language but never supplieid native-language
translations. From the beginning the students were accustomed to hear complete, meaningful
sentences which formed part of a simple discourse, often in the form of a question-answer
interchange. Grammar was not taught explicitly arid deductively as in the grammar-
translation class but was learned largely through practice. Students were encouraged to draw
their own structural generalizations from what they had been learning by anjndjctive process. In
thi sway, the study of grammar was kept at a functional level, being confined to those areas which
were continually being used in speech. When grammar was taught more systematically, at a later
stage, it was taught in the foreign Language with the use of foreign- language terminology.
When students were introduced to reading material, they read about things they had already
discussed orally, the teacher preparing the students for reading selections by a preceding oral
presentation of new words and new situations. 'Texts were read aloud by teacher and students
and the students were encouraaed to sppk rfirprt mmnrohr>««-:~.~"u.. :_r—•
m ENGLISH VISION ACADEMY T
- [AN INSTITUTE OF ENGLISH
- «LANGUAGE
« >wvnvu&«EDUCATION]
ui-^WÂVr JWINqJ^"J^
unknown elements from the context, rather than by seeking equivalents in a bilingual list.
Where the meaning could not be discovered in this way the teacher gave explanations in the
foreign ian 9 u a g ^ ^ e n t s were never asked to translate passages into their native language
instead, their apprehension of the meaning was tested by questioning and discussion in the
foreign language. They learnt to write the language first of all by transcription, then by
composing summaries of what they had been reading or simple accounts of what had been
discussed. The classroom was continually filled w M i e sound of the foreign language, and all
activity was closely linked with its use in speech;
THINKING ABOUT.THE EX
Let us make some^Qhs^rvation
îr/experionc^These will be inibe column on the left. The
principles of the p\?ept Method
HâTc^n be inferred from ^roibîyations will be listed in
the column onthevright
.Observations
The students read aloud a/p
target language should be taught from the
about United States geography!
l ^ f w i f i g of language instruction; however, the reading
skill will be developed through practice with
speaking. Language is primarily speech. Culture
consists of more than the fine arts
(e.g. the students study geography and cultural attitudes).
2 The teacher points to a part of
the Objects present in the immediate classroom environment
map after each sentence is read.
should be used to help students understand the meaning.
3 The teacher uses the target The native language should not be used in the classroom.
language to ask the students if they
have a question. The students use
target language to ask their
questions.
4 The teacher answers the students'

The teacher should ^demonstrate, not explain or
questions by drawing on the
translate. It is desirable that students make a direct
.- . _. _
blackboard or giving examples.
association between the target , language and^
meaning.(Object)
ADD: 5-D-21, H U n r o ~ —
5 The teacher asks questions about Students should learn to think in the target language as
the map in the target language, to soon as possible. Vocabulary is acquired more
which the students reply in a naturally if students use it in full sentences, rather than
complete sentence in the target memorizing word lists.
language.
6 Students ask questions about the e purpose of language learning is communication

map. (jhereforCstuaents need to learn how to ask questions as
well as apiv\mr tnem).
7 The teacher works wtttt (ttogi ronuncicltijW^sjjotjId be worked on right from the
students on theijxaRunciatiVi eginniftg of language instructs
'Appalachian.' / n ^ c ^ M /
8 The teacher \corce^spa grammar e fearning.

error by asking tê to make
a choice. y
9 The teacher as'Ks questions, \shoulpl contain some conversational activity—

the students; students ask eacti some" opportunity for students to use language in real
questions. itexts. Students should be encouraged to speak as
much as possible.
10 The students fill in blanks with Grammar should be taught inductively. There may
prepositions practiced in the lessom ' —— "—--- -
never be an explicit grammar rule given. Descriptive
-t^fj^
grammar, functional garmmar, modern grammar
11 The teacher dictates a paragraph Writing is an important skill, to be developed from the
about United States geography. - beginning of language instruction. -
12 All of the lessons of the week The syllabus is based on situations or topics, not
involve United States geography. usually on linguistic structures.
13 A proverb is used to discuss how Learning another language also involves learning how
people in the U.S. view punctuality. speakers of that language live.
REVIEWING THE PRINCIPLES

Now let us consider the principles of the Direct Method as they are arranged in answer to the ten
questions posed earlier:
1 What are the goals of teachers who use the Direct Method?
5 The teacher asks questions about Students should learn to think in the target language as
the map in the target language, to soon as possible. Vocabulary is acquired more
which the students reply in a naturally if students use it in full sentences, rather than
complete sentence in the target memorizing word lists.
language.
6 Students ask questions about the purpose of language learning is communication

map. (therefor^students need to learn how to ask questions as
well as apsv\W them).
7 The teacher works wittf (thgT^ 'ronunclaltiW^shotJId be worked on right from the
students on the jsronunciatitsn Deginmng of language instruc]
'Appalachian.' , /
x JT CT
8 The teacher Vxjrcegspa grammar
error by asking tfê ^ u j l e n ^ t o make
a choice.
The teacher asks questions ^ s W i o u l p l contain some conversational activity—
^students; students ask el>c
V
some opportunity for students to use language in real
Sins itexts. Students should be encouraged to speak as
much as possible.
Ifnts fill in blanks with Grammar should be taught inductively. There may
ibticed in the lessom never be an explicit grammar rule given. Descriptive
(jramiiiar, functional garmmar, modern grammar
|§ a paragraph Writing is an important skill, to be developed from the

laphy. - beginning of language instruction. -
the week The syllabus is based on situations or topics, not

usually on linguistic structures.
Learning another language also involves learning how

speakers of that language live.
Direct Method as they are arranged in answer to the ten
( l ^ e Direct Method?
/A""ENGLISH VISION ACADEMY
Teachers who use the Direct Method intend that students learn how to communicate in the target
language. In order to do this successfully, students should learn to think in the target language.
2 What is the role of the teacher? What is the role of the students?
Although the teacher directs the class activities, the student role is less passive than in the
Grammar-Translation Method. The teacher and the students are more like partners in the
teaching/learning process.
3 What are some characteristics of the teaching/learning process?-

Teachers who use the Direct Method believe^studjsntXneed to associate jrieaning and the
target language directly^^foccfer to do tnl^, W n ^ t l r o teacher introduces a new .target
language wordoL^hrase\he\dJnVonstra^ meaning through the USA's pictures, or
pantomime/he^nby^r translates it iRto the students' native-teâuag^. Students speak in the
target langragevaVjreat deal and-communicate as if-thW MTJâj situations. In fact, the
syllabus used inVth^ Direct Method is b a s e c ^ i ^ r l ^ s i ^ t o ^ (for example, one unit would
consist of lang)jage^fhat p p o p f e \ ^ o I t V ^ I ^ i H k , %i^ther of the language that they use
wnen going shopping) or/ tofeids grgpny, money, or the weather). Grammar is
taught inductively; that erifeâr£~presented with examples and they figure out
the rule or generalizatior Examples, An explicit grammar.rule may never be given.
Students practice vocabulary by.using new words in complete sentences.
4 What is the nature of student—teacher interaction? What is the nature of student—
student interaction?
The initiation of the interaction goes both ways, from teacher-to students and from student to
teacher, although the latter is often teacher- directed. Students converse with one another as
wgU.
5 How are the feelings of the students dealt with? -
There are no principles of the method which relate to this area.
6 How is language viewed? How is culture viewed?
Language is primarily' spoken, not written. Therefore, students study common, everyday
speech jn the target language. They also study culture consisting of the history of the people
who speaMhe target language, the geography of the country or countries where the language
is spoken, and information about the daily lives of the speakers of the language.
areas of language are emphasized? What language skills are emphasized? .

ENGLISH VISION ACADEMY T J.
ibulary is emphasized over grammar.. Although work ori all four skills (reading, writing,
speaking, and listening) occurs from the start, oral communication is seen as basic. Thus the
reading and writing exercises are based upon what the students practice orally first.
" " ' ' ""T— " . H I
Pronunciation also receives attention right from the beginning of a course.

8 What is the role of the students' native language?
The students' native language should not be used in the classroqm.
9 How isj2Valuation_accomplished?
We did not actually see any formal evaluation the\lass we observed; however, in the Direct
Method, students are asked tc the la; ôt to demonstrate their knowledge
about the I an g u a.9.£ • Xhey^P asfcpM to do sc oral and Written skills. For example,
the students mighLbe interviewed c/r^lly by t(ie teacher or might be_a£ked to write a paragraph
about somettîndê^ have studied. I
10 How does the teacher respond kerstudent errors?
The teacher )Various ^ c h n i q u e s , / f r i e s s to self-correct whenever
possible.
REVIEWING THE TECHNI

Are there answers tq the teji] ûejstions with which you agreed? Then the following
techniques may also be usefukOf course, even if you did not agree with all the answers, there
may be some techniques of the Direct Method you can adapt to your own approach to teaching.
The following expanded review of techniques provides you with some details which will help you
do this.
Reading aloud
Students take turns reading sections of a passage, play, or dialogue aloud. At the end of each
student's turn, the. teacher uses gestures, pictures, examples, or other means to make the
meaning of the section clear.
Question and answer exercise
This exercise is conducted only in the target language. Students are asked questions and answer
in full sentences so that they practice new words and grammatical structures. They have the
opportunity to ask questions as well as answer them.
Getting students to self-correct

The teacher of this class has the students setf-correct by asking them to make a choice between
what they said and an alternative answer he supplied. There are, however, other ways of getting
tIma"M1 ENGLISH VISION ACADEMY T z
students to self-correct. For example, a teacher might simply repeat what student has just said,
using a questioning voice to signal to the student that something was wrong with it. Another
possibility is for the teacher to repeat what the student said, stopping just before the error. The
student knows that the next word was wrong.
Conversation practice
The teacher asks students a number of questions in the target language,, which the students have
to understand to be able to answer correctly. In the^class observed, the teacher asked individual
students questions about themselves. The questions contained a particular grammar structure.
Later the students wdre able to askêa^h other |rtieir own questions using the same grammatical
structure. ^
Fill-in-the-blank jexerciSe
This technique-Tia? ady been df ed in the Grammar-Transition iWethod, but differs in its
application in Method. All "the items arem^hp t a ^ t ^g^/furthermore, no explicit
grammar rule woUld Wapptied. The/^pdenjs^vdult epjnjjuced the grammar rule they need
to fill in the blanks<Wn examples arid\praGti^withfeg)Ii ufts of the lesson.
Dictation A \ ( <3 X
The teacher reads the passage thrg.e'tjnies^ The first time the teacher reads it at a normal speed,
while the students just listen. Tne-s^cond time he reads the passage phrase by phrase, pausing
long enough to allow students to write down what they have heard. The last time the teacher
again reads at a normal speed, and students check their work.
Map drawing
The class included one example of a technique used to give students listening comprehension
practice. The students were given a map with the geographical features unnamed. Then the
teacher gave the students directions such as the following, 'Find the mountain range in the West.
Write the words "Rocky Mountains" across the mountain range.' He gave instructions for all the
geographical features of the United States so that students would hav a completely labeled map if
they followed his instructions correctly. The students then instructed the teacher to do the same
thing with a map he had drawn on the blackboard. Each student could have a turn giving the
teacher instructions for finding and labeling one geographical feature.
Paragraph writing
The teacher in this class asked the students to write a paragraph in their own words on the major
geographical features of the United States. They could have done this from memory, or they could
have used the reading passage in the lesson as a model.
CONCLUSION
Now that you have considered the principles and the techniques of the Direct Method somewhat,
see what you can find of use for your own teaching-Situation.
Do you agree that the goal of target language inpthjctton should be to teach students how to
communicate in the target lapîiage? Doesntjimake s&ose to you that the students' native
language should not be u s ^ d ^ ^ g W ^ m e a n i n g ^ trie fefget language? Do you agree that the
culture that is tajjghfl&ould b\abbut/people's-daily lives in additk5njto the fine arts? Should
students be ervcouraêcf to self-correct?^re there any other pr-ilrap^sWê Direct Method, which
you believe in?^hic±W§-^?
Is dictation a wortqwhHe^cî^^ exercises and conversation

practice as described here before? j f W L ^ s h o u l ^ ^ ^ y / s paragraph writing a useful thing to ask
students to do? Should g r a m r r \ a £ j 3 e ^ e ^ ^ Are there any other techniques of
the Direct Method which you woul^j^nsfgle? adopting? Which ones?
ACTIVITIES ^ ^
A Check your understanding of the Direct Method.
1 In the previous chapter on the Grammar-Translation Method (Perspective grammar - ), we
learned that grammar was treated deductively first rules are taught.
On the other hand in Direct Method grammar is treated inductively (Derscriptive, functional,
Modern grammar - rules are taught through example, first example is given and rule is
induced, derived from it). Can you explain the difference between deductive and inductive
treatments of grammar?
2 What are some of the characteristics of the Direct Method that make it so distinctive from the
Grammar-Translation Method?
3 It has been said that it may be advantageous to a teacher using the Direct Method not to know
his students' native language. Do you agree? Why?
ADD: R-n-71 H l i n r / i n x n n
/JK ENGLISH VISION ACADEMY
^ V / ^ -7 ÂN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] A
STRUCTURAL ORAL SITUATIONAL APPROACH
(STRUCTURAL METHOD)
Brief history
The STRUCTURAL-ORAL-SITUATIONAL. APPROACH, popularly known as the S-O-S
approach .came into being as an alternative to the direct method of teaching English as a second
language. The structural approach is an outcom§/t5f the experiments carried Out in language
teaching in the army camps during World Warjl. The entry of the United States of America
into the World War had a significant\effect orTuûage teaching in America. The American
government needed personrpl^noV^re) fluent i i ^ e r m ^ P r e n c h , Italian, Chinese, Japanese and
other languages andwho coutd work as interpreters, code-room assistants and translators. It
became, there^drefr^fec^ssary to s^t Uf\a special language tr^timqg programme. The government
i —
wanted American universities to devfelop foreign langua military personnel. Thus
the Army Specialised/raiding Progfamme (A in 1942. By the beginning
of 1943, fifty five American ie programme. The ASTP lasted only
about two years but made )n$idergtye,4mp&ctjah the academic community, linguists and
language teachers. Unguis lea Hogiiists during this period were becoming increasingly
involved in the teaching of Ert /aforeign language. The demand for foreign expertise in the
teaching of English was growing. Thousands of students from foreign countries who came to
America for higher studies required training in English before they could begin their studies.
These factors led to the emergence, of what is popularly known as the S-O-S approach, in the mid-
fifties.
In 1939, the University of Michigan estabjjshed the first English Language Institute in
the USA. The primary aim of the Institute was to train teachers of English to teach English as a
foreign language or as a second language. Charles Fries who Was the director of the institute, was
trained structural linguistics and he applied the principles of structural linguistics to language
teaching, Fries and his colleagues were not happy with the direct method of teaching English,
in which the learners were exposed to the whole body of the languagejo begin with and then
expected to gradually absorb its grammatical .salterns. For Fries, grammar or the structure of
the language was identified with its basic sentence patterns and grammatical structures. The
language was taught by intensive oral drilling of the basic sentence patterns. Systematic attention
was paid to pronunciation. Teaching techniques concentrated on repetition of a pattern a
number of times so that the learner became perfect in the use of the pattern. Systematic courses
and materials were developed based on important patterns to teach English as a second language,
Besides the University of Michigan, a number of other universities also developed similar
programmes.ln 1950, the American council of Learned Societies was commissioned to develop text
books for teaching English to speakers of a number of foreign languages.
While the structural approach developed by linguists at Michigan and other universities
was gaining ground, the applied linguists and methodologists of Britain were developing the oral
approach to teaching English as a foreign/ seccy*^ language. The two traditions developed
independently. Two prominent linguists in this mo it were Harold Palmer and A.S. Hornby.
They developed a more scientific/foundation )e otel approach than was seen in the direct
K S -
method, and by the 1950s t h e c a l approach he^ccepMcL_Bxitish_appjra h
languagjs teaching. JHs desd ethodology text bp.oks of the period.
It was H d m f f i hjifoself the term 'situationa>-aRpr<sach' in the title of a popular
series of articl^^pjfehed ELT anguage item, whether it
be a structure or should not be presented/fn isol e introduced and practiced
in a context, situat
From the historical d n pe seen that the structural oral situational
approach became very effi nglish as a foreign / second language in the late
1940s and early 1950s.
And it was in 1952 that the S-O-S approach made its advent in India. Tamil Nadu was
the first state in India to agree to use the SOS approach for the teaching of English as a second
language._Jean Forester, the principal of a teacher- training college in Maadras, was in charge of
the programme. Very soon the British Council took keen interest in popularizing the approach.
ELT experts from England helped the Tamil Nadu government in framing the syllabus and
producing relevant materials. The Madras English Language Teaching (MELT) campaign was
started to provide training to all the teachers of English in the new approach. The training
programme used the snowball effect, for propagation of_the new approach. Tamil Nadu had a
number of nodal centres in important cities which trained the resource persons, who, in turn, trained
the practising, teachers. An effective follow-up programme was also prepared to met the needs of
English teachers and guide them in classrooms. The British Council also sent Indian ELT experts
from Tamil Nadu to various English universities for further training in English language teaching.
The S-O-S approach to the teaching of English became so effective in Tamil Nadu that the
other soutern states of India, namely, Andhra Pradesh, Karnataka, and Kerala, wanted the
approach to be introduced in their states too.
. r xi * s - r \tL^-r
As a result of this it was thought that instead of starting separate English language teaching
institutes in each of the southern states, it would be better to have one institute in the south which
could train the English teachers from the four southern states and also produce syllabuses,
materials, and text books, based on the S-O-S approach, for them. This led to the starting of the
Regional Institute of English at Bangalaore in 1963. The Institute has since been training
teachers of English from the four southern state, s and also helping to produce materials and texts
for the states.
What is the structural-oral- situati

The S-O-S approach is t carefully selected and graded
grammatical structur^Nof En aningful situations, initially through speech
and later througfvlâding and Wxitfn Language is viewe turally related elements
for the encoding &T Yneaning, the ©laments being p rpde^nes, words, structures
and sentence type e diagrap^matically r£pre[s§nte' §7
»LANGUAGE
^ n t e n c a Types rtM, » l ^ g ^ t i ^ CQcl^fiye 7
Structures if 3 p l ^ w o / i f t i ^ W a n i n g full order. ^ . f / t b
p
Word^ q ConêntT/vorasê.q. aoole. happy lion Structure words, e.g. a, the , in, on
Morphemes ^ Smallest meaningful unit in a language e.g. kin, boy; un, ness, -s as in
Phonemes
f ^ ^
talks (grammatical morphemes)
Sounds of the language e.g. / zJ , / s T.
M
Structures or teac hing items, are selected and graded by language teaching experts and
methodologists.
c
Grading is a term used for ordering the language items-
1
CX-V
What comes before what? And what goes with what?
It means 'that we cannot start anywhere or with anything; for in a system one thing fits into
another, and one thing depends on another'. (Mackey 1965)
Foigrading the structures, the following criteria are taken into account:
• Whether the items are frequently used by the users of the language.
• Whether the items are useful for the purpose of learning the language.
Whether the items can be easily taught and learnt.
Which items can be grouped together for the purpose of teaching.
0v
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]q^"J^ A
Similarly, the vocabulary items are also selected and graded. ^Freguency counts of the
basic vocabulary used in English show that a core of two thousand words or so occur
frequency in written texts and these words greatly help the learner in learning a foreign
language,....
Harold Palmer, Michael West and other specialist produced a guide to the English
Vocabulary needed for teaching Engjjsh jjs a JoreignJanguage. This was later revised by
Michael West and published in 1953 asÂ GeneraJ^rvice List of English Word^ which became a
standard reference in developing teaching m a W i a l k C b&tj'-Wtjtfb* ^ f^cJmJli^-uf
Structures and vocabulary thusrselected are inîally\^resented orally in meaningful situations
and then practiced orally in spntl^sityatiains.
The S-O-S approachjs^based on tnfe following pi iles:
Language is primarily speech.
Selected structures ^ndôdabulary are presented/Ian 07aHy.7\s in the case of our mother
tongue the spoken)framls pickecT6V>earnefs.bV< 'nd writing. The order advocated for
the learning of the language SKIN i$ Nste ing —> reading —»• writing.
Practice of language ite

c
onsidered necessary because a language is a set of habits
and language learning is said to be habit formation. The exponents of the S-O-S approach were
strongly influenced by the operant conditioning theories of B.F. Skinner, according to which
~ ~ —
habits are established when reward or reinforcement follow. Reinforcement is a vital element in
the learning process, because it a increases the likelihood that the behavior will occur again and
ultimately become a habit.
The behavioural psychology of Skinner which is also known as the stimulus response
theory of learning was found to be relevant in the S-O-S approach, which as a result, led to
pattern drilling, mimicry, memorization, etc. The learners 'learn to manipulate structures to a
point of automatic response to a language stimulus.' (Rivers 1968)
Palmer points out that there are three process in learning a language receiving the
knowledge or materials, fixing it in the memory by repetition, and using it in actual
practice until it becomes a personal skill. (Frisby 1957) .
By using situations the use of the mother tongue can be avoided.
ADD: 5-D-21 ~—
If the language item is given in meaningful situations, the learners can deduce the meaning
and context from the situation in which it is used. In the situational approach, explanations are
discouraged and the learners is expected to apply the language learnt In the classroom to situations
outside the classroom.
If we give the meaning of a
....the situation will be controlled carefully to teach the new new word either by
translation into the mother
material... in such a way that there can be no dotfbt in the learner tongue or by an equivalent
mind the meaning of what be hears. (Pitman 1963] in the same language as
soon as We introduce it, we
"O^Pitman (1963) suggests th§tâl{nost alj^t ^bulary and weaken the impression
structures taughj in the first ears o glish and which the word makes on
the mind.
even later can be n whicl(i thy meaning is quite. (Billows 1961)
clear.'
Situatio enoted by the-tfse of concrete o, 2 realiatfordinary objects
used in class fo\^tjîcljilTg^rposeJ^hich tog gestures, can be used to
demonstrate the n)eaj3irfgofn Uc
r\ ch can be summarized as follows:
The characteristicjs /Ontne
Speech is the basis of I^gua6e\tekbhtrfg - new language items and vocabulary items are
presented orally before tfciey ar?presented in the written form.
The language items which are commonly used by native speakers in their day-to-day
language are selected for teaching.
The items are graded according to their usefulness, frequency and teach ability.
The language items thus selected are presented and practiced in meaningful situations.
Vocabulary items are selected with reference to the General Service List.
Reading and writing are based on items which have already been introduced and practiced orally.
Think It Over
When w e learn our mother t o n g n e j s j w language input graded? Is the LSRW order
' ~ lollowedTtrictly in all language situations
The Syllabus
Basic to the teaching of English as a second language is a list structural syllabus and word
list. A structural syllabus is a list of the basic structures and sentence patterns of English according
to their order or presentation. The syllabus is generally prepared by a team of language experts and
methcdologists. In the four southern states of India, the syllabus normally consisted of about 250
structures .of period ofseven years in the caseôf Tamil Nadu and five years in the other states.

<? v a
The texts
The textbooks are based on the structural syllabus and they are specially for using the S-
O-S approach. They consists of lessons which introduce items and vocabulary included in syllabus
for the class or year of English concerned. Experts who are specially appointed to write these
lessons choose interesting contexts well within the conceptual level of the class to present
the language items and the vocabulary. They take care to see that the items to be introduced
Think It Over
W h a t sort o f lessons (reading passages) w o u l d a textbook writer produce? W o u l d they b e natural?
H o w far would these texts and syllabus prepare learner to tackle communication.
Techniques used in the S-O-S approach

1 Situations
In the S-O-S approach, structures are always presented in meaningful situations. First, the
language item is presented and practiced orally and this is followed by practice in reading and
writing.
1.1 Classroom situations:
/ill that is available in the classroom, like the furniture, the blackboard the pictures, the calendar,
the windows, the doors, etc. can be made use of, for the presentation and practice of new
language items and vocabulary.
1.2 Outside the classroom:
Things outside which can be seen from the classroom like trees, flowers, etc. can also be used
forteaching.
1.3 Pictures, picture cut-outs, drawing, object, models:
Visual aids provide very effective situations in teaching. Teachers can draw stick figures on
the blackboard and bring small objects are easily available to the classroom. One of the most
ADD: 5-D-21, HUDCO QTRS, MAIN R n a n t w

useful things which all teachers can afford to do is to have a good collection of pictures from old
magazines, newspapers etc.
1.4 Verbal situations:
Vocabulary items which cannot be taught using any of the techniques mentioned will have to be
explained either in the mother tongue or the target language. Words which are abstract in nature fall
into this category. For instance, a word like honest or honesty needs explaining.
2 Drills
The use of drills is a central technique of the S- roach. Drills can be of three types, chorus,
group and individual. In chorus drills, the wh is divided into groups and the patterns
are practiced by groups one aft^r^raotheij. Later, are asked to drill the pattern.
2.1 Substitution table: \
A substitutUfryteble is a very effective teaching device learners mastery over
English constr^tions. it was jrjyented and devel, Imer. The name derives
from the fact\th^Twfferent words in different h be substituted, thereby
producing a large rnwiber ofjexartiptesjofihat
Look at the following exampl^. ttr^nip ttern expressing possession.
1 I ^ 3 4
House,
\ D)
J y
L^
my
Your Battle of ink,
This Our Garden,
That is not Their Goat,
Mary's Cow, y>
The doctor's Bedroom,
His Motorcar,
Her Train,
Yffu can get 2.56 sentences from this table.

* The value of a substitution table lies in its use as a habit maker.
Through substitution tables the learner becomes habituated to the use of correct forms and only the correct
form. Habit can come only by practice, drill and memory; there is no other way. (French 1960)
A substitution table can used as a testing too. In a testing table, only certain items can be combined
to frame correct and meaningful sentences. Learners will have to make a correct choice of words
from the columns of the table to construct meaningful sentences.
3 Other Drills The book is on the table
3.1 Call-word technique substitution: Teacher : Floor
Learner : The book is on the floor
In this drill the teacher writes a pattern on the blackboard. Teacher : Bench
Learner : The book is on the bench
Learners are asked to read it a few times and once they
have mastered the pattern, the teacher calls words to be substituted in the right places in the
sentence.
«r\r\. c_n.11 H i i n r n n m s . MAIN ROAD, J.N.VYAS NAGAR, 9413388280
For example:
Similarly, the teacher asks the learners to change the other
Teacher : I saw him.
words in the sentence with the substitutes s/he provides.
Learner : I saw him.
3.2 Incremental drills:
Teacher : Yesterday
Learner : I saw him
In this drill learners are asked to add a word/words to a
yesterday sentence given by the teacher supplies the word/words to be
added. It is as giyî:
Teacher : at ten
Learner : I saw him 3.3J3ackwarfcharging technique: J o g j t ^ ^ h ^ - t ^ ^ T /
yesterday at ten
technique useful when some learners are not able
Teacher : in the morning eat a j ^ g l sentence. In this drill words or phrases from
Learner : I saw him
yesterday at ten nd of a(septence are taken andj repeated. The movement
in the morning. m the end to the begjnnmgdJhok at the example:
Teacher
Learner : in the
Teacher : at tenjPKne mo.
Learner : at ten in the m
Teacher : yesterday
Learner : yesterday at tenx lorning
Teacher .: saw him

Learner : saw him yesterday at ten in the morning
Teacher
Learner saw him yesterday at ten in the morning
3.4 Completion
In this technique Learners are given a part of a sentence or one clause and they have to complete the
sentence by adding a meaningful part or clause.
3.5 Transformation
a He worked so hard
This is well known technique where learners are required to (first class)
b If you drive fast
charge a statement into a question, an affirmative statement into (accident)
a negative statement, active into passive sentence. c Unless you know the skill (well)
3.6 Combining sentences or parts of a sentence d If he had known my address (not

In this technique, two sentences are given and learners are miss)
asked to combine them.

5 - 7 - c v S
ENGLISH VISION ACADEMY £*/JK

[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] V
DICTIONARY OF ELT TERMS
H
accuracy the capacity of a learner to produce grammatically correct sentences.
This may not include the ability to speak or write fluently or use sentences
appropriate to the situation. r
applied linguistics the study of language ar^ ftpguistics in relation to the practical
aspects of teaching (Naming a Q^ngt^gbp usually a foreign or second
language \~ I I f"' i C
\ \i /
appropriacy^|gprgpriateness s ' /âppropriate the kop^lf^pe of the user of a
language r^ârding what is-ûitable for a partipi^ gitQstioV)
V ' 'r' ^ j "\ 'latis-ûit ^ i cXJ
authentic texts/ ejcperpjs from newspapers,ââzinj^ ôoks etc. which have not
been p r i i r ^ r t t ^ ' w r i t t ^ ^ ^ g l l ^ ^ ^ g p ^ e i ^ d ' h i n g purposes,
bilingual a person who l|ni^,in^\jêfe ! ljv^la*nguages equally well
choral repetition/ chorup ygpjet)t|pri a class repeats an example ^sentence given
by the teacher, as onVgrdup.
-^cloze test every ninth word is removed and the testee has to guess the most
I, ^ appropriate word that can be used jn the blank spaces <£A/th
collocation the way in.,whi.cb words are used together regularly r feg, ^ . /,
communication skills the skills possessed by a user of a language for sending and
i'V^-a '-Jc/^vj? " receiving messages. In language teaching, this refers to verbal skills.
correct a word which is used to judge whether a particular language usage is right
I or wrong
rvvW fjru,
descriptive grammar a grammar which describes how a language is actually
Cd-V spoken/written. This is also _calted madem.,.qrammar. It emphasis on
expression.ôrv, c ^ - ' a c y c . . , ^ . ^ v,'-"' - p
dialogue a model conversation used to practise speaking. Dialogues can focus on
particular grammar or vocabulary items.
87
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0^/JK" ENGLISH VISION ACADEMY
discriminate / discrimination the degree to which a test or test item distinguis

between better and weaker students
elicitation .the technique used ba teacher to get learners to produce speec!
^''^Witiig1 ^ &xWt vr/ i
English as a Foreign Language (EFL) English taught as a subject and not i
as a medium of instruction or as a meapsôf communication within the cou
At English as a Second Language (ESL) fz?)gJisH used for communication withir
" — — — — — — —'Ji ! \ \
country as well as a meditimNof instructiofivinxschools I universities. Someti
..// 'v i M NA P
the language is used by^the!gbvemmenf too-:'
extensive readmg\eadin^. \ijdfely and-'in quantity to^'get a gist or ger
/ ' cy \ ^ S
undersigning of what orje.--is reading. Exjenp'^r^^d-uqgjis done to dev
good rea'dir5^h.abjtp and biîld up kn9<aW6?dg^f^d^bbtafy, structure, styl<
(See intensive r e a ^ g . ) ! ^ y r ^ 'k-i y
first language the langwa|^ which. is geih^- tkught in a formal setting as that
v^--7 r-A \ V
school \ ^ ,,
fluency I fluent speech vi'hicHr has the quality of being natural and normal
forced and artificial. When English is taught I learnt, the objective usuaily
acquire fluency along with accuracy in the target language,
form the way an element of language is expressed in sgejscfi,orjA^ting; in wi
and spoken forms. There are four forms of.lapguaae LSRW._.
function the purpose for which a particular bit of language is used the same
(imperative) may' be used for different functions like -Order, Reg
Instruction, etc,. q^^,,.,. Ifs-'MVP vv-W
information gap in a communicative activity, where information is known or
some and not others. Information gap promotes real language use.
integrated approach I integration of skills in language teachiqg, LSRW skill
not presented I practised in isolation. Activities encourage using two or
skills in conjunction.
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M' ENGLISH VISION ACADEMY

C'V [AN INSTITUTE OF ENGLISH LANGUAGES EDUCATION)
isive reading is usually done at a slower speed and with litnited reading
material. The purpose of intensive reading is total comprehension. Academic
reading is usually intensive reading.
ling what the language expresses about the world we live in or any other
imaginary world
lingful drilf^s which the degreysoof control over the response is not
totally teacher controlled. The learned ha\the freedom to choose from many
responses. /" C N \ r .
si \ ^ i M' NA >
lanical drill the learner^ rq'sjbonse^t^tally'controlled.Comprehension of the
item by jhClfarher is notVefqliired.
/ationJfratWl^ch determines--^ person's desire tpiârb-^n^w language
ru3_conce"ptianci rnpanings the leamef^^^^nôraep tcrrammunicate
ics a rnetftocJ-by whi€tT'&fild\enê,^ relationships between
i ^ 1\ \ \ ( / —
letters and sounds j ifV j \ \ i n v — ^
1 p\
:riptive grammar reliesjfor what it considers the most correct usage. It
is not based on howNang(jage is actually used, but on what the grammarian
hinks about how it should be used. It is based on the traditional rules of
grammar. , ( J ^ U ^ C m J , vA^f M
ter type_of sgae.ch_us.e_d by a group of people usually in the same profession
(doctorsjawyers) or sharing the same interests' (coin collectors, cricket fans)
jrcement the response to a stimulus can be strengthened or weakened as
desired. This is called positive reinforcement and negative reinforcement.
Dlaying drama-like activity in which learners take different roles in a typical
situation. This technique is used to give learners practice in how to use
language in different situations.
ilus that which produces a change or reaction. A stimulus evokes a response,
jsed in communicative language teaching, a task requires a learner to process
and understand the language to complete it successfully
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r fwi-fA IdtiyvcMve - PpJj

3iqefyup ^ i m c M ^

THE GRAMMAR TRANSLATION METHOD
INTRODUCTION^^ ^
The Grammar-Trans/ation Method is not new. It has had different names, but it has
been used by language teachers for many years. At one time it was called the
Classical Method since it was first used irUh€?teaching of the classical languages,
Latin and Greek (Chastain 1988). Earlier ir} îsKcentury, this method was used for
the purpose of helping stuc^fs r^pd a n ^ p ^ r ^ c r a t ^ foreign language literature. It
was also hoped that, studôMhe"grammar of the target language,
students woufdi^cothe morexfahfiitar with the grammaj..Qf;fi^|niative language and
i ^
Finally, it was\thoja^hpthat foreign l a n g ^ ^ l ei aie?
r r r t h g ^ o u f d help students grow
intellectually; itowa's recognized \tna never use the tarqet
—~ ' I fn) j \ \ta S L s
language, but the menta( eR^rQisaof learrîpg it would be beneficial anyway.
• Grammar is taught pres'criptively — through the presentation and study of

rules.
• Practice is provided through translation.exercises from the mother tongue to
the target language and vice versa.
• A distinctive feature of this method is its focus on translating the sentence.
Accuracy is given great importance.
learner is required to attain high
standards in translationÂ.P.R.
'High priority Howatt standards
is attached rometicwous (1984) says:
of accuracy which, as well as
having an intrinsic moral value, was a prerequisite for passing the increasing
number of formal written examinations tlât grew up during the nineteenth
century.' ^c-1 " V i ^ i i y !
• Vocabulary is taught through bilingual word lists, reference to dictionaries and
memorization of words and their meanings.
4
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A/-1 ^ ^ H "

The method focuses primarily on the skills of reading and writing, with little
emphasis on listening or speaking.
The mother tongue of the learner is used to explain new items and make
comparisons, with their equivalents in the target language.
The syllabus '

The syllabus consists of I
^ ^ a eight to ten prose lessonsj^f^peb^fied lifrifs^j^ V.
f
& b seven to eight poems -\ V^j / ^ j ^ f
flgp^t/" 1
canon -detail^<f iÛusuall^^^dgea Classic </ f t y f f i j ^
i, parts of spe§cl\ih<3ludjng their,
•. ! interrogative .
' ^ iii parsing of words in differentiyjdeôf sentences_.-„ „-
™ t. n iv passivization ^ " ^
v reported speech comprising reporting statements and questions
vi analysis of simple, complex and compound sentences vii synthesis of sentences
e written work
i descriptive writing
c\
ii narrative writing -UlLhJtVi f
iii letters of different kinds, - isM t <:4 f v . 0
The Texts
Most of the texts at the secondary level were written by scholars who were not
engaged in teaching at the secondary level. The texts usually contained long
extracts from great writers chosen for their intellectual content rather than for their
linguistic value — nor was the learner's interests taken into consideration. The
5
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textbooks also consisted of long vocabulary lists — sometimes bilingual, as v

written exercises, especially translation exercises.
The main concern of the teacher was to cover all the lessons in the boi
given period of time.
The teacher first read the given passage, and then explained its conte
the meanings of new words in the mother tprjgue. Rules of grammar were
As we enter the classro<
the passage. After they have finished reading, they are asked to tiansla
Spanish the few lines they have just read. The teacher helps them wit
vocabulary items. When the students have finished readingand translatii
passage, the teacher asks them in Spanish if they have any questions. 0
raises her hand and says, What is paddle wheel?' The teacher replies, 'E
rueda de paletas.' Then she continues in Spanish to explain how it looke
worked on the steamboats which moved up and down the Mississippi River di
Mark Twain's childhood. Another student says, 'No understand "gorgeous

teacher translates, 'Primoroso.'
Since the students have no more questions, the teacher asks them to wr
answers to the comprehension questions which appear at the end of the e:
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/A ENGLISH VISION ACADEMY
The questions are in English, and the students are instructed to write the answers to
them in English as well. They do the first one together as an example. A student
reads out loud, 'When did Mark Twain live?' Another student replies, 'Mark Twain
lived from 1835 to 1910. The students begin working quietly by themselves.
In addition to questions that ask for information contained within the reading
passage, the students answer two other twies ^questions. For the first type, they
have to make inferences basêd'onvtheir ujê standing of the passage. For example,
one question is: 'Do youQhin'k\lf£ toy wasâ nbrtidus? Why or why not?' The other
type of questipn'c'equjres thex^ttKje'nts to rfetcite the passagÛ^their own experience.
For exampleUpnôf the questions-based on t h i s ^ e x p ^ r ^ ^ k s ^ e m , 'Have you ever
thought about rprinîg ^vyay frorn,home?' / ' " I ^ w
After one-half hour, the ; fe £pe^j}c^h^fianish, asks the students to stop and
check their work. One bôYie âcn^tuclent reads a question and then reads his or
her response. If it is correcMh^ teacher calls on another student to read the next
question. If the answer is incorrect, the teacher selects a different student to supply
the correct answer, or the teacher gives the right answer.
Announcing the next activity, the teacher asks the students to turn the page in their
text. There is a list of words there. The introduction to the exercise tells the students
that these are words taken from the passage they have just read. The students see
the words 'ambition", "career,"wharf,"tranquil,"gorgeous,"loathe,"envy," and
'humbly.' Tfrey are told that some of these are review words and that others are new
to them. The students are instructed to give the Spanish word for each of them. This
exercise the class does together. If no one knows the Spanish equivalent, the
! '
teacher gives it. In Part 2 of this exercise, the students are given English words like
'love,"noisy,"ugly,' and 'proudly,' and are directed to find the opposites of these
words in the MOTSARA
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When they have finished this exercise, the teacher reminds them that English won
that look like Spanish words are called 'cognates.' The English '-ty,' she says f
example, often corresponds to the Spanish endings -dad and -tad. She calls tl
students' attention to the wo_rd 'possibility' in the passage and tells them that th
word is the same as the Spanish posibilidad/Fhe teacher asks the students to fir
other examples in the excerpt. Hands go u^; a boy answers/Obscurity."Bien,' sa;
the teacher. When all of these/cogmates f ^ i j m e passage have been identified, tl
students are told to turC'to(tft4) Jext eêrcfee tn" the chapter and to answer tl
question, 'WlTgfffp^these ctagWt^s mesht?^ There is a^lgnc;] list of English won
('curiosity,"oôntinity,"liberty.êtc?), which the studenfeMimslatp into Spanish.
The next secti(jn.ef1he cfrapt^de^k ^ h ^ r a ^ i m ^ r . The students follow in th(

books as the teacher re^d^y'dfescra^n^f-tô-word or phrasal verbs. This is
review for them as they i k v ^ ei}tb\intered phrasal verbs before. Nevertheless, the
are some new two-wordêrbs^n the passage the students haven't learned y(
These are listed following the description, and the students are asked to transla
them into Spanish. Then they are given the rule for use of a direct object with tw
word verbs:
If the two-word verb is separable, the direct object may come between tl
verb and its particle. However, separation is necessary when the direct obje
is a pronoun. If the verb is inseparable, then there is no separation of the ve
and particle by the object. For example:
John put away hjs book,
or
John put his book away/John put it away.
John put away it. \
(because 'put away' is a separable two-word verb)
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[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] V iS^
The teacher went over the homework,
but not
The teacher went the homework over,
(because 'go over' is an inseparable two-word verb),
but not
After reading over the rule and the examples^tjne students are asked to tell which of
the following two-word verbs, taken fromShexpassage, are separable and which
inseparable. They refer t i ^ i ^ p ^ s s a g ^ p i ^ u e ^ . If they cannot tell from the
passage, they use their dictioiqaTlW or asJHlieir tea'cher.
turn up /ô"^) wakeW\| / ^ get on take in
run away ^ \rr fadeout^-'5 layupn ( f ^
go away7 \ V^/break dowx
Finally, they are asked t6 dS)ond of ithgê^hrdsal verbs in the blank of each of the
ten sentences they are glyen. T^^JÊrtfie first two together.
1. Mark Twain decided to S because his parents wouldn't let him get a job on
the river.
2. The steamboatmen and discharge freight at each port on the Mississippi
River.
When the students have finished with this exercise, they read their answers aloud.
At the end of the chapter there is a list of vocabulary items that appeared in the
passage. The list is divided into two parts: the first contains words, and the second,
idioms like 'to give someone the cold shoulder.' Next to each is a Spanish word or
phrase. For homework, the teacher asks the students to memorize the Spanish
translation for the first twenty words and to write a sentence in English using each
word.
9
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/a ENGLISH VISION ACADEMY
''^^"[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
In the two remaining lessons this week, the students will be asked to:
1 Write out the translation of the reading passage into Spanish.
2 State the rule for the use of a direcj object with two-word verbs, and apply
other phrasal verbs.
3 Do the remaining exercises in the chapter that include practice with one s<
irregular past participle forms. The students/vyill be asked to memorize the pre
tense, past tense, and past participle form^ of\iis irregular paradigm:
drink ivN \ drunk
sing sung
o
^-",-SjWirjn
, -M
S f'ftj j h w g )
\ # I y/Y ° J
4 Write a composition in tl ambition they have.

5 Memorize the remaining >i\laW itgm^ Rewrite sentences for each.
I ^ nA
6 Take a quiz on the graiîr(ar^rjc^ybcabulary of this chapter. They will be aske
translate a Spanish paragraph^bout steamboats into English.
THINKING ABOUT THE EXPERIENCE

This has been just a brief introduction to the Grammar-Translation Method, but
probably true that this method is not new to many of you. You may have studie
language in this way, or you may be teaching with this method right now. Whe
this is true or not, let us see what we have learned about the Grammar-Transla
Method. We are able to make a number of observations about the class
attended. Our observations will be listed in the left column; from them we will tr
identify the principles of the Grammar-Translation Method. The principles will
listed in the right column. We will make our observations in order, following
lesson plan of the class we observed.
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ENGLISH VISION ACADEMY .

[ A N INSTITUTE O F ENGLISH LANGUAGE S. E D U C A T I O N ] ' I " f ^ l
1 The class is reading an excerpt from A fundamental purpose of learning a
Mark Twain's Life on the Mississippi. foreign language is to be able to read
literature written in it. Literary language is *
sup.ejjQclQ_snok£n. lanquaae. Students'

stydy of the target culture is limited to its
literature and fine arts.
1 T\ \
2 Students translate the p^s£ag^ from; JtoNmpVtant goal is' for students to be
English toSpanish. (-n j ; "abje tcCtranslate each language into the
J '
I \ \ l ( 1
' cy \ \ "other. If students can translate from one
' A- N J
language / iîtbVânother, they are
\ A
| ( c^s^^4\^/stn5cessful language
3 The teacher asks stuêr^ts i,n \ fhejri ^heâbility to communicate in the target
native language if tliey\ h£i\}ej^ny language is not a goal of foreign
questions. A student ask^-en^ and is language instruction.
answered in her native language.
4 Students write out the answers to The primary skills to b^de^toped are.
o-n c o r e s ' ! flv&Jt
reading comprehension questions. reading and writing. Little attention isx 1
given to speaking and listening, and
almost none to pronunciation.
5 The teacher decides whether an The teacher is the authority in the
answer is correct or not. If the answer is classroom. It is very important that
incorrect, the teacher selects a different students get the correct answer.
student to supply the correct answer or
J&he c t j L . CA-mAQJ
the teacher herself gives the right
answer.

[AN INSTITUTE OF ENGLISH LANGUAG^ ÊDUCATION]
6 Students translate new words from It impossible to find native langu;

English into Spanish. equivalents for all target language wor
7 Students learn that English '-ty' Learning is facilitated through attent
corresponds to -dad and -tad in Spanish. to similarities between the tar
language and the native language. 'C
8 Students are given a grammar rule for l_t.isîmportant for students to learn ab
the use of a direct object with two-word % e fbrm of the target language.
verbs. _
y > -î iv/ \ _ j
9 Students apply a rule t ^ x k ( n p ) ^ thew"Deductive application of an expl
are given. grammar rule useful pedagogi
Zarldua^^fearnlriq~pro vides good mer

)
11 The. teacher asks stutS^s WWta students should be conscious of
the grammar rule. grammatical rules of the target languac
12 Students memorize prfestfnt tense, Wherever possible, verb conjugatic
past tense, and past participle forms of and other
ti <{^STo=r"
one set of irregular verbs. grammatical par'adigms should
/committed to memory.
There were other activities planned for the remainder of the week, but here we *
follow the practice of not listing an observation unless it leads to our discoverint
different principle of the method. A S d p - f a e. f*
REVIEWING THE PRINCIPLES

The principles of the Grammar-Translation Method are organized below
answering the ten questions. Not all the questions are addressed by the Gramm
Translation Method; we will list all the questions, however, so that a comparis
among the methods we will study will be easier for you to make.

ENGLISH VISION ACADEMY £M/M
1 What are the goals of teachers who use the Grammar-Translation Method?
According to the teachers who use the Grammar-Translation Method, a
V fundamental purpqsejof learning a foreign language is to be able to read literature
written in the target language. To do this, students need to learn about the grammar
rules and vocabulary of the target language. In addition, it is believed that studying a
foreign language provides students with goodTêntal
loog^nent exercise which helps develop
thejnriinds-
2 What is the role of th&teach6r|

Q
WhaHs the
:her? WhaHs \he fofe
fole of
of 1the students?
The roles are^very tr^ditional, Tt/e;; teacheirts the authority/In Ihe class a room. The
- -a fc_y~ \ \ '7 ' " \ r —•-«•——
students do as stfe says so they can learn what she; k'nf§w$V^ \
3 What are sorpe.eKaracteristTCSyOf%e tâ^J1 'fig!^ 3 rning process?

Students are taught to |r^Q^le\frp^(pri^ v lariguage to another. Often what they
translate are readings in th^tar^tjlahguage about some aspect of the culture of the
target language communit^StdcSents study grammar deductively; that is, they are
given the grammar rules and examples, are told to memorize them, and then are
asked to apply the rules to other examples. They also learn grammatical paradigms
such as verb conjugations. They memorize native-language equivalents for target-
language vocabulary words.
4 What is the nature of student—teacher interaction? What is the nature of

student—student interaction? Uw^fQgJh/t-
Most of the interaction in the classroom is from the teacher to the students. There is
little student initiation and little student—student interaction.
5 How are the feelings of the studentsêalt^with?

There are no principles of the method which relate to this area.
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I ENGLISH VISION ACADEMY A
6 How is the language viewed? How is culture viewed?

Literary language is considered superior to spoken language and is there
language that students study. Culture is viewed as consisting of literature
fine arts.
7 What areas of language are emphasized? What language sk

emphasized? ^
Vocabulary and grammar arêmj)hasizp(^, Wadijig and writing are the
skills that the students wo^k on.'Thtere is,much less attention given to speat
listening. ôrûricSti^n receWekjitjtle, if ahy/attention. f' i
8 What is the Volôf th^ students' n a t i v ^ l ^ g ^ i ^ T - - ' '

The meaning o^tljeia | - g^ter^pêrrs^^d^.êprtiy translating it into the s
native language. The larig(aê ihatîf^sS^Mrt7class is mostly the student:
r
I \\
language. v\ J) ~ '
9 How is evaluation accomplished?

Written tests in which students are asked to translate from their native lane
the target language or vice versa are often used. Questions about the targe
or questions that ask students to apply grammar rules are also common.
10 How does the teacher respond to stîijent errors?

Having the students get the correct answer is considered very important. If:
make^ errors or do not know an answer, the teacher supplies them with the
aoswer v
REVIEWING THE TECHNIQUES

Ask yourself if any of the answers to the above questions make sense to yc
you may choose to try some of the techniques of the Grammar- Translation
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from the review that folLows. On the other hand, you may find that you agree very
little with the answers to these questions, but that there are still some useful
techniques associated with the Grammar-Translation Method. Below is an
expanded description of some of these techniques.
Translation of a literary passage y?

Students translate a reading passage frorrKthe target language into their native
j \
language. The reading passage^then prov^sXthe focus for several classes:
vocabulary an grammatical 'strddt^res irrth$ pas'sage are studied in subsequent
lessons. The/ pa'fsage
( J S may\e\ exderpted^frdm
s some work/fro?n \the target language
literature; orUa 'feacher may write a passage .care (|jt designed to include
particular gratkmarjjiibs, and vocabulary. jFBej t( ' b e written or spoken
or both. Stude^s^sh'ould/not lranlssta ididps a'qcnne like literally, but rather in a
AoYv'
/ 1\ \ V \ M
way that shows that theyj uncJferst^nti jthe)r meaning.
fc
Reading comprehensionxquesjfons
Students answer questions in the target language based on their understanding of
the reading passage. Often the questions are sequenced so that the first group of
questions asks for information contained within the reading passage, order to
answer the second group of questions, students will have to make inferences based
on their understanding of the passage. This means they will have to answer
questions about the passage even though the answers are not contained in the
passage itself. The third group of questions requires students to relate the passage
to their own experience.
Antonyms/synonyms
Students are given one set of words and are asked to find antonyms in the reading
passage. A similar exercise could be done by asking students to find synonyms for
a particular set of words. Or students might be asked to define a set of words based

/' ' a^ ^ "
on their understanding of them as they occur in the reading passage. Other

exercises that ask students to work with the vocabulary of the passage are also
possible.
Cognates
Studentsare taught to recognize cognates breaming the spelling or sound pattern;
that correspond between the languagesSstudents are also asked to memorize
words that look like cognates/buhhave mean'iqgVjn the target language that are
different from those in th£knative fanguagp-Tnis fe6hnique, of course, would only b<
\ \ // \
useful in language•that
thotsphlVa
h a wrtnhqtap
V e W g —/••i a t e s . f ' [
Deductive a p p l i ^ t y m ^ f rule
Grammar r u l e s ^ r e ^ ^ s e r r t e ^ v w j r ' e ^ n ^sNgipeptions to each rule are als

noted. Once students unde tt =y-are asked to apply it to some differer
examples.
Fill-in-the-blanks
Students are given a series of sentences with words missing. They fill in the blanl
with new vocabulary items or with items of a particular grammar type, such ;
prepositions or verbs with different tenses.
Memorization
Students are given lists of target language vocabulary words and their nat
language equivalents and are asked to memorize them. Students are also requir
to memorize grammatical rules and grammatical paradigms such as v<
conjugations.
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Use words in sentences

In order to show that students understand the meaning and use of a new vocabulary
item, they make up sentences in which they use the new words.
Composition
The teacher gives the students a topic to wjite about in the target language. The
topic is based upon some aspect of the reaîngâssage of the lesson. Sometimes,
instead of creating a composition^ stu depots jsYj^ asked to prepare a precis of the
reading passage. Q '\VJ) j r J i
/ QJ X A
CONCLUSION f V f
You have noi\( iT^yjah) opportupity to exaîi\e'^n^5ilncip1es and some of the
techniques of t t i e „ G r ' a m m a i ^ f r ^ n s \ a t i o r T l V l o make a connection between
Do you believe that a functarae/ital reason for learning a foreign language is to be

able to read the literature written in the target language? Do you think it is important
to learn about the target language? Should culture be viewed as consisting of
literature and the fine arts? Do you agree with any of the other principles underlying
the Grammar-Translation Method? Which ones?
Is translation a valuable exercise? Is answering reading comprehension questions

of the type described here helpful? Should grammar be presented deductively? Are
these or any of the other techniques of the GrammarTranslation Method ones which
will be useful to you in your own teaching? Which ones?
1
Prepared by : J.R. M O T S A R A ADD; 5-D-21, HUDCO QTRS, M/kIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
/a ENGLISH VISION ACADEMY
''^^"[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
1 Translation cum grammar method

This method has enjoyed the widest popularity in the teaching of English.
method has been used every where, specially where the necessity of learning a s«
language other than the mother tongue or regional language become essential.
-&rTtiJ
This method has no psychological base but has two philosophical bases:-
1) A foreign language can be easily learnt through translation.
— — — y
2) ^ Grammar is the soul of language.'^
Merits/Advantages , ,-••> f \ \
1 In this method English wor'3sii .phijases aVici ^Wi\;enges are taught by translating
Q. \ ') / f-J :
into mother tongu^so mottêrtojigue donînÎ'es the teaching ofÊnglish in this me
2 This method'êjleyfes that vtaâciâry and phraseolopy ofiatforîgn language c;
best learntlhroligh translating (ts"meaning into molfi^ rjt c«iigiigTl) J
3 JWord is a ui\it bLtfeaphing, soothe .the meaning of new v\
Phases and sentences ^ < 5 m e u j i ^ t . \ ^
4 This method is based cjnffi^j?rirtci(Dltes(S^pbcess,"from known to unknown". A s
memory bond is establr^n^d^s jtê^Kftd associates the foreign phraseology wi
mother tongue. Thus this methdcl offers the shortest way to learn a foreign languat
5 It is economical. It saves money as well as time.
6 It helps the student to enhance vocabulory with a good understanding.
7 It gives correct knowledge of English because it explains grammatical rules. Thu
method is of the opinion that grammar is the first ladder for learning a foreign langi
8 It can work even in large/big class rooms.
Demerits/Disadvantage ifTF?
1) Literal translation ruins the sense of a sentence. So it leads to vernacularisms be<
complete and exact translation is impossible. JUZ-iS^'iy^F'
2) This method does not lay emphasis on speaking, readtng-and wrtirrcj. The nature
logical order of a language is understanding, speaking, reading and writing bi
method does not follow it. So it is called unnatural method. ~
3) It does not teach correct articulation intonation and pronunciation.
4) All the phrases and idioms can not be translated into mother tongue without losir
correct meaning. So only a limited number of sentences can be taught by this met!
5) This methoddevelops the habit of translation at thinking level. So this method stof
student from thinking freely.
6) This method develops bookish English. It does not develop expression power in w
as_well as in spoken. "" " " ~ •
Prepared by : J.R. M O T S A R A ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2
4
ENGLISH VISION
0 N I ACADEMY
Pronunciation and Speech Activities.
English Sounds and Phonetic Symbols :
The raw material of language is sound " Language Is thus the expression of ideas by
means of speech-sounds combined into words, words combined into sentences and this
combination answering to that of ideas into thoughts. " Sounds are produced using
parts of our chest, throat and head, and travel through the air in the form of vibrations.
These sounds are then received by the ear of the listener. The brain of the listener
converts the sounds into a meaningful message.
The energy for the production of speech is generally provided by the air stream coming
out of the lungs.
Phonetic Symbols:
Esch speech soundJsjBpresented by means of a phonetic symbol having a distinctive
sound unit called /jônemesnThe use of phonetic symbols in writing leadslophonetic
transcription of speech sounds under the Intemational Phonetic Alphabet (IPA). The
stapdareLaeeenl of English is known as thelReceived PronuncjatTon 7(RP forshortjoT"
^ J f C j c c e n t . (JtUoA- SPUtJtly. odkCU^ g " / v / ^ u U ^ . M ^ ^ ^ g ^ ^ n
There are 44 speech sounds or phonetic symbols known as Phonemes in the English
Language is compared to the 26 letters in the English alphabet.
Broadly , Speech Sounds are classified into 24 consonants and 20 vowels as shown
(
below:
Speech Sounds or
Phonetic Symbols- 44
I
i
Consonants (24) Vowels ( 20)
(Made by completely oFpartiafly stopping the
flow of air breathed out through the mouth)
Pure Vowels (Single Sound Unit) \ Glides (Two vocalic Units

or Monophthongs (12) I combined or Dipthongs (08)"
1
CONSONANT SOUNDS AND SYMBOLS:
4
•u) ], pen, copy, happen, paper, parrot, supper
2. b back, baby, job, bag, bat, table, bank, bubble,

J .
~r tea, tight, button, take, step, tale, torn
3. ! t
4. I d day, ladder, odd, debt, daily, curd dumb
5. "fie' key, clock, school, keep, car, cat, talk, can

i j get, giggle, ghost, gate, gain, begin, began, bang
6. ; g
-. r
v? 7. ! tr fg) church, match, nature, chain, chess, charm, future
8. | d3 ! [judge, age, soldier, join, jet, gently, grudge
9. | f fat, coffee, rough, photo, face, fall, offer, afford

!
\
10. ; v view, heavy, move, vain, vet, vest, nephew, evaluation
11. I e thing, author, path, thank, thief, thin
12. :i a this, other, smooth, then, rather, brother, their, there
13. (w) i soon, cease, sister, son, sail, process

—•— —. — — — — • —'
14. fa) !zero, music, roses, buzz, zoo, opposite, puzzle, fuse
15. | j (?i) \ship, sure, national, shade, admission, ammunition

—
16. 3 jj ;{pleasure, vision, measure, fusion, closure, treasure
17. 1 h Ihot, whole, ahead, hand hard, hobby, hut, hug, hat
18. :! m imore, hammer, sum, make, met amount, comb, income
19. n | nice, know, funny, sun, night, net, narrow, nine
20. 0 ring, anger, thanks, sung, long, sing, finger, mingle,
21. i light, valley, feel, lamp, let, shuttle, logical, classical
22. \right, wrong, sorry, arrange, rain, draft, near, rigid
23. ft) yet, use, beauty, few, capsule, unity, uniform,

..J...
24. w wet, one, when, queen, weight, whistle, water, waste
2
CONSONANT SOUNDS AND SYMBOLS :
,-u) i ] j P. pen, copy, happen, paper, parrot, supper
i 2. ] b back, baby, job, bag, bat, table, bank, bubble.

j
1 3. :}. t
•i 1
i tea, tight, button, take, step, tale, torn
; 4. 1 d ?i | day, ladder, odd, debt, daily, curd dumb
i ' 5. ;! k key, clock, school, keep, car, cat, talk, can

i
i
j 6. \tiI 9 f get, giggle, ghost, gate, gain, begin, began, bang
A 7. 1 tr r « ; church, match, nature, chain, chess, charm, future

r
A 8. f .d3 ;| fa) i judge, age, soldier, pin, jet, gently, grudge

| 9. .j .1 f '
I .;
fat, coffee, rough, photo, face, fall, offer, afford
i
; io. i v !
•r
view, heavy, move, vain, vet, vest, nephew, evaluation
'
;
• ] e ; | («o ;
thing, author; path, thank, thief, thin
Y 11
• 1 6 ii ft)
this, other, smooth, then, rather, brother, their, there
j 12
1 IB. s •}
soon, cease, sister, son, sail, process
14. | Z ; ft) zero, music, roses, buzz, zoo, opposite, puzzle, fuse
--J. —— -1
15. ! J !
- ^
ship, sure, national, shade, admission, ammunition Iii
16. •i 1 3 ;
s
1
i
j pleasure, vision, measure, fusbn, closure, treasure ft
!i
•t E
shot, whole, ahead, hand hard, hobby, hut, hug, hat
V 17. 1 h 1
j 18. f ;
| m : more, hammer, sum, make, met amount, comb, income
•
........ .....
19. ; n ;
{
nice, know, funny, sun, night, net, narrow, nine
i 20.•<j• , o ; ring, anger, thanks, sung, long, sing, finger, mingle,
j 21. 1 1 j
•
light, valley, feel, lamp, let, shuttle, logical, classical
1 . 22. l... r J ; right, wrong, sorry, arrange, rain, draft, near, rigid
\ 23. I J ft) 1yet, use, beauty, few, capsule, unity, uniform,

J . •
.
| 24. ..-1.I w ; wet, one, when, queen, weight, whistle, water, waste
;:
:!
2
c~
j PURE VOWEL SOUNDS
1.1 i: ! U ) ifleece, sea, machine, these, seat, cheese, grief, conceal \
2. x | (w ) Ikit, bid, hymn, minute, bit, sit, fit, six, ink
3. e
j / v jdress, bed, head, many, edge, breath, chemical,
j 1 generator
4. : ae ;! ( ^ ) 'trap, bad, axe, cattle, gradual,
1 5- ' A
a ! (3f) strut, mud, love, blood, butter, bus, come
1 6. ! a:(cP (srf) {start, father, card, half, charm, plaster,

a: disaster
j 7. 1
f
i 8. D: j( aft ) jthought, law, north, war, force, horse, bought, walk
!.
.. —.—.. j— — — : — — —-— —— -. -— * —
1 9.
9- u
u 1( g ) \foot, good, put, book, full, should, wood
j i o . ! u:
j ii. 3: ! (3pf) \nurse, stir, leam, refer, serve, bird, burn, early, journey
ii 1 2 Jt 3s " I (a) about, common, standard, account, drama, human,

doctor, connect
DIPHTHONGAL GLIDES OR DIPHTHONGS (MIXED SOUNDS):

'i I. ei gate, weight, state, domain vain, face, day, break
; 2. ai 1( 305 ) price, high, try, bite, bright, liar; tiger, outside

ij
1. 31 choice, boy, boil, toy, loiter, employ, exploit
.. 3 .
il 4. ; j < * * ) :goat, show, no, old, boffi, coastal
\ :
ii. ..5-.. j au 1 i mouth, now, house, down, vowel, found, howl
! -6 13 ; ) near, here, weary, cheer, mere, jeer, dear, appear 1
; 7. ea 1 (TJW )square,
; fair, various, affair, scare, chair, where
)
1 8. ;; U9 poor, jury, cure, sewer, actual duel, virtuous
Exercise:
Write the phonetic transcriptions of the following words :
1. pen 7. poor 13. bright 19.house
2. judge, 8. big 14. curd 20. chain
3. snake 9. face .15, thank you 21. brother
4. yes 10. zoo 16. ship 22. sing
5. card 11. water 17. bad 23. serve
6. gate 12.hot 18. all 24. suit
EN@li.sh Vision Academy
ENGLISH SOUNDS AND PHONETIC SYMBOLS

(PHONETIC TRANSCRIPTION)
W 3 ^ Tff vix^Kuj t c f t International Phonetic Alphabet (IPA) ^ t similar 11
s i f t ^ f ^ m f t s i r z j m t e i 1 1 F T M ^ r foft $
T u q ^ m ^ m r ' ^ c f t $ fon w I afa ^ r ^ft Pinfold t - •
Consonants
IPA* symbol Usage Usage
/ /
P c a p /kgjp/
b* rub/rAb/ / W /
t fit/fit/
d red/red/ / W •
k break/breik/ / t^P /
g
fiag/flasg/ / tfe^T /
tj rich/ritj/ / . * * /
,d 3 badge / b »
f' life/lad/ /'oTT^ /
v > /weil / t e /
e
5 /-Fro/
s
/ /
z
J
3 / /
h / W
/ t f ^ r y
n
/ f ^ T /
1
1
/ tfiT^ /
r
j . granular / , gracnjel9(r)/
w. won/w/ai / Y ^ /
Vowels an<l d i p t h o n g s
i happy /hajpi/. 5 / r 7 Pr /
i fig/fig/ 5 / r / ftm /
i; see /si:/ f / r
e ten /ten/ V P } /
/
' cat /kaet/
fer/fa:(ry
lot/lot/ / e f f e /
croissant /Tcrwaeso/
saw/so:/ / t f r /
put /pot/ / F /
actual/'aektjual/ /
too /twJ / t /
CUT/KAT/ / w s /
BIRD /B3:D/
ABOUT /A'BAAT/ / sr /
/ /
FADE /FEID/
GO /GAO/ /TVS /
FIVE/FAIV/ / w r /
BOY /BOX/ / ^ /
NOW /NAO/J
NEAR/NI? : / /
CHAIF/TJJ / /
IURE/PJB /
^ WTT Organs < \SfoT (tongue), (palate),
i, cpT W H (Nasal cavil ords) s n f t ^t ^ ^
f ^ obstruct l ch sounds «Rcl 1 1
tSpeech Sounds;
44j 12 PURE VOWELS ^ 8 DIPHTHONGS
,ek s o u f e d f j ^ p Z ^ o n W r f n t s f I
^ t reref freely WW? STRft ^ f sounds
organ of speech t eft vJ^ consonant sound 11
(a) Pure Vowel Sounds: FT^T vJwjtfui ^ c t WTO points of articulation ( ^ T R ^ I

'$ change ^ f STTcTT t . 3Plf<t 3 ^ ^ ^ ^th ^ TTfcf (glide) l i t
ifrth 11
(i) Pure Long Vowel Sounds and Symbols
1. i: : i •
heat These, seat, cheese, grief, conceal
i u: hoof rule, tube, suit loom, music
3. o: horse ^RT all, force, bought, walk
4. a: harm card, half, charm, plaster, disaster
5. z. «T heard bird, burn, serve, early, journey

e n g l i s h vision academy
[AM INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
. Pure long vowel sounds 3>T y**IK u l TO t^rfcf tf w f ^ f t |
/ i: / (£.) - f W I ^Rcf WW ^ f o (spread lips) cl«n m 3m.

TFT (front of the tongue) (hard palate) ^ t Sift ^TTcTT t Wm ufcr feNft-ftshft
(tense) "Sft Bt vIRft % I
/ a : / ( m j ) - i f e Plfet>q (neutral) ^gcT %'OTT tJH toon *TFT (back
of the tongue) ^goft ftsjfa (open position) "§1
• / o : / (3ft„) - ^ f s f e T K R Tftel (medium lip rounding) 3 an^f ^ anS"
(half close & half open) f t o 5enf%1<JI ftfcMr<»TPt (back of the toftgue) cJT^
i u K»| tfr?ct W W ^ f ^ ^ / a i ^ f c l (closerounded lip) 3 B t ^ f .

cFTFR tt t u f f a <PT ftfcMI ctl^ (soft palate) eft fen 3
\WfWtt mtral tJobktbn) 3 ^ ^ffen

?goTT ^SRT xlTfW I wffa W t
(ii) Pure Si
z od, crooked
3. el, revolve
4. ^ btt<come, bioqd ? butter, country
5. ten, pen, bed, edge, breath, chemical, generator
another, account connect, human.- doctor, drama
7. bad, axe, cattle, gradual, antelope
Pure short vowel sounds ^ W ^ ^ ^ f^TfcJ ^Nfr ^ cffiST

f, ^ ^ i -
. / r / ( f ) - ? w f F f a ôta^T $ (loosely spread) ^ t (Be^
$ t) I & znr m ^ r m ftudl f ^ r a r (back portion) crn^ (hard paJate) rft
vite &} __
/ o / 03) - ^ f -gf-3 3TTffcT 3 (fairly close lip rounding) I
vffa SfTEft ^ (close & half close position) W^t I
f D / ( 3 f » ) - w f l i f e Oips) W $ F W I $ WJ ^ f I sfH ^TTET
(soft palate) 3ft 3 ^Bcfi t ^ ^ ^cfT ^ f t 11
^ (lips) ? ^ e f r 3TWT (neutral spread position) ^ ^
Gaws) ^ t STcFT (separate) c^? ^ f I wfti? cfJT W I (centre of the tongue) ^ t W (TOOf
of the mouth) ^ sfpfttj ^ ^ cf^Jfet cTl^ ^ (between hard and soft palate) OT^ft
(half Open position) $ 11 BWRo] s r f ^ 3eT (stronger pressure) ^ t
efsieush Vision academy
s f a pips) ^ f ^ ^ (rounded) g^T ^

3ft sm'TPT (front 6f thetongue) W l ? cIT^ (hard palate) fÎT 3 Sn^t ^ ^
' s p f r (half close and half open) ifcl f ^ r f b % ZWm % I
, O l p s ) ^ . ^ ^ P R ^ e t (neutral and unrounded) ^ f tTOT vSfrr <f>T
fJFT.zntf) s p f t (half open position) 3 I I "m arfWcf* unaccented W l 11
u f f a g j W T *TFT $ ^ un^ vowels % ti w t i c p w r t (weakest) 1 1
. / « / ( $ ) ( ^ ) - ^ f ift ( U p s ) f % f ^ l (neutral) T ^ R ^ c t (unrounded) Wet f cTSJT ^
-anr W I (front of the tongue) 3mft ftajfo (half open level) to ^ *ScTT 1 1
(b) Diphthongs or GlidesorDouble Vowels and Symbols
W? few ^ •
weight, state, domain, vain
bright, liar, tiger, outside
toy, lo|ter, employ, exploit .
e.jeet. dear, appear
^r,whereraf^~scare
sewer, actual, diiel, virtuous
home, ggatTtoth, old, coastal
lAdownôwel, around, howl
^ wrflTS-
. / e
eTW VrcIT 1 1 ^ P T 3IR«T W
i t a half cl <Pt front useSlcll I aft? vf«f /1/
(5) ^ t lised front WT use oFlcll % I
/ai/C
iinroundec
TTC^ vjFrrar ^ ^PTtn t ^ ^ ^ front ^ use ^ c n 11
/ au / (3TT3) - ^ t f sound / a7(311) $ / o / (S) V l glide ^ M 1 1
cRct ^FFRT Ftcf unrounded open p o s i t i o n ^ B t ^ . f cT^TT ^ f M <W\ back "HPT Use iffcfl t
site ^ f s o u n d / o / ^ f - ' ^ h f ' g l i d e ^Tcn % eft S f e rounded JR ^gtf
(above half close) W t cTlft f cT^TT vifa ^T centralised *TFT use eFTcTT 1 1
/ oi / (3f(?) - ^ f sound/ o / (3ff) 3 f t f (3) afft glide 11 I ^ T
^ m s f e (lips)rounded /gift f 5 v f a 3>T back *TPT use ^ctT 1 1 sound
/i/(5) ^ ^ glide TOTT t ?ft unrounded ÎcT t 3 f k tfm W front'TFT half close
position ^ just above W T 1 1
. / / (3T2T) - ^ f sound/a / (&) ^ / o / 05) ^ t a t o glide ^TcTT 1 1 f ^ T sound aTT^l
W lips unrounded position 3 Blct "§ <T v f N 3>T central W T half close position ^ just
b e l o w f c f j ^ sound/ u / (^3) ^ t glide TOn H ?ft rounded position ^
^ I 1 ^ cfn • back TFT half close position just above ^ c f l 1 1
.• /.e©70f3Q — s o u n d / e / p ? ) ^ /e/(3T) ^ ^ glide Wttfl 1 1 f ^ P T STT^f
^FFT (lips) unrounded cf half open position ^ BlcT cf vifta ^T front "Hn use lt<TT

E n g l i s h Vision Academy
% I f ^ g vR sound/e/(3Q<ft glide w m t eft ^ f ^ eft unrounded f [ ^ f f ^ ^

central TFT <J>T use ^ half open position just below >Tgtft 11
W centering diphthong t vl**JNul vfft^T front TFT
use ^ R f t giide central ITT. 5PT use cFTcft i | ^ f sound / 1 / (5) ^ / a / (3{)
^ t f^TT 3 glide w m % 1 Vd^K"! TO (lips) unrounded ^ € ^ "ufar
front TFT tf>T use ig^ half close position $ just above t; uTC sound/a /
(31) afa glide TOTt t cfl unrounded & ^ c t % ? central TFT use Wttfl ^
half close ^ half open position ^ «ftxT ^C^cft 1 | >
/ sound / o / 3 / © / (31) ^ ^ f glide 3TfcTT 11 f^Tcpj
OTTfT cfR^ ^nm sfe (lips) rounded F l W $ f ^ viflT ^ t back TFT use
Bkn £1 f ^ J ufW sound / © / (31) g l i d ^ ^ T t eft Ffo unrounded ^
3 t ct^TT \5?lT central TFT <fpîse/^hft ^ half close <T half open position
<f> Tgcft t> I
4. 'Jfrfol T J ^ T ^ ^ Us
(Consonant Sound
No. Symbols
1.
2.
( '
pen,jpet,_pajpep
bag, be^âgieW
it, supper
nubble
3. f f t u J ) p.
4. Jetrt, dumb
5. 3 cane
6. gain, begin
7. ychain, chess, nature, charm, future
Vty
8k join,jet, judge, gently, grudge
-9 /V/V A m - —facerfallroffeirafiord-
10. Vain, vet, Jest, evaluation
11. /e/ sr thank, think, authority.tiiief, thin
12. J6/ then, Jhis, ragier, brother, there
13. / s/ sea, soon, neice, sale, process
14. /•z/ vf zoo, opposite, zero; pu^le, fuse
15. •/J/ ..
shade, ship, admission, ammunition
/••» / -
IO. measurei'fusiqn, closure, treasure
17.. /h/ hand,fcard,hpbby, hut, hat
18. /ml T make, met, amount, comb, income
19. /n/ T. night, net, sine, pun, gravitation
20. . /Q/ long, sing, finger, mingle, being
21. /I/ el lamp, let, shuttle, logical, classical
2Z fx! rain, draft, penetration, rigid
23. ^T _yes, jet, cap$yle,jmity, .uniform
/j/
24. /w/ 3 wait, wet, whistle, water, w;aste
(Yiii) V e l a r : k ^ * C*0 ^ W u f a * Wl f ^ m m (back), $ o f t p a l a ~^

touch ^ r n $ I » P te eft
(ix) G l o t t a l s h ( S ) ^ B^ttis ( m 3ToTT organ o f speech) 3 vJfRu f |
4.2 Manner of Articulation:
( 0 P l o s i v e : P, T , K , B, D, G t r ^ r j 3ft s m 3 ft^ XR
fciTJ ^ u l d i l l fcTCT TOI I (complete closure) 3 f ^ sudden r e l e a s e O J S R T ^
Wtzm) tor W T t fWsq? i s^fifW ^ p iosiv0
<Pm ^ n c n 11
WET 3>t Ûi-Mi Tt3> fcTJIT
(ii) Affricate ; t j 0*0 3ft ^ Plos
I? ^T v»TRT) tel W t fvSrcrc*
(complete closure) ^rrcTT £ ^ f ^ . slow release C
mcti i) Pl<bokft t j
(iii) Fricative: f, V , M . s, j ^ O k h ^ .ac articulators STTfe),-

^^T ^ fePj
passive articulators ^^
TR audible friction
^T^T (narrow) sage)
wTTcn f i
^cq^f x S f f r # | ^
(iv) Nasal m, n, 5
Pl<h<7kft t l ^ftfcPJ
iftefft' ^ 3>
(v) Lateral
fier njdlar teeth ^ friction f ^ t Plêl Weft
aPM-tRcT ^ gap
t?1 W ^ Y # late
ive 3 passive articulators cPT?
(vi) Sem!-vo
fmT t ^ j k m m w f t ^ f%*Tr friction <*>
$ w ^ t a arret f
vowel
3 v^nrdt
nt or trill or rolled: r 0?) 3> ^ active articulator, passive
(vil) Frictloiiless
^ t f 3 fl^ 3 m ^t no audible friction (ftHTf
articulator ^
^?#i^-^^ctionless-continuant^>S^îi-
Phonetic Transcription
Points to Remember ^ -
1 AH the 44 P h o n e t i c symbols and their sounds must be in your mind.
g
^pft 44Kffa ^ ^ ^raif wi ^t fturaft ' ^ r ^ ^nfeqi
2 In p h o n e t i c transcription, 'silent letter' of a word isnever written.
For example:
Catch /kaet/ /
_ /grAd3/
grudge
feaow /neo/ _ ^Rf.
honest / omst/ istte
taught _ /tort/
•catch', 't' is silent; in 'grudge', 'd*; in 'know', *k'; in
M the word
honest' 'h'- and in 'taught' 'gh' is silent so, in phonetic transcription such silent letters are
^ s r S t ^ ^lonetic transcription3 ^ t fcR3T vJM^ ^ T ^ f i ^ W Z % I

transition, write only one symbol of a letter, even if this letter is double,
yii^'-'tiorexampfe: '
y!^-' fiojjmmipn - /koteijen/ "^'foSFT .
affirm - ./tffean/ . ST'TOfT
legally : - /li:g©k/ -gfifa~
tr§e — / trii / $
in these.words mra% *s&% 'ff% '11', 'ee' are double letters but in phonetic transcription only
4
single symbol W , V , 7% T , T has been written.

^.double letters Bt^T tpf phonetic t r a n s c r i p t i o p ^ ^ 4 I ^ K single symbol # TrpfT
fifclt tSfHl 1
In phonetic transcription letter V remains unwri followed by a consonant but," if V is
followed by a vowel sound, thermit isTbssential t so.remain unwritten if the word j
"ends with final'r'. y^S \ \
Examples: ' // \ \ \
Fort V f o l l o w e d h y a consonant)
Y followed by a vowel j
(word ends with fma
'r* ^re •^ fcRir «n?n t f ^ ,
V $ an v fâi^n^
If a word ei silent V , then, tnjs-iep^r x e r r e but if the final 'e' gives a
sound, then, tl etnrtran.$c mn
Examples:
give
bonafide
f ^ t f a f ^ -ziS silent % c f l M ^ feT^l «n?fT % ftRJ
W symbol feTC3T ^ m i I
In a word, if therev
vowels together but they give out a single sound, then, only one
—symbol^f-theôundthey-give^Js Avritten^
Examples:
leave - /lhv/
beef - /bi:f/
took - /tak/
receive - /n'siiv/
believe - /bi'liiv/
caught - /ko;t/
brought - 7bro:t /
^ t ^ $ ^ symbol f c j m snflT 11
7. In a word, if two vowels are together and give out sounds either of Diphthongs or of individual
vowel, then, double symbols of the sounds they represent will be written.
Examples:
near - fnmt f*J3T
^fiir - /See/
peer . - /pie/
an Q
poor - / pgs / S3* .

buy - /bax/
bay - /bei/
boy - /boi/
now - /hag / ^fTv?
^ f ^ f l if^tWC^M ^ tafo.^, ^ l ^ ^ c t l Diphthongs"^ tn vowel
^ Plîdc) t eft ^ symbol €t tcfll «TTcJ 11
8. A mono-syllabic ofthe letter *o' or *oa* often (but not always) reprcsentsthe symbol 'eo' (3F3).
Examples:
heme - /heotn/
bfild - /beald/
close - /klegz/
wrote - /rest/
beast - J bgost /
coat Ôjkeot/V
(3T3) 3>t c # r ^ct
9. If a word is plur£rby adding V or 'es' and before 's'pr,

then, V gives fh^somôt cz\ but after T , \t s ot T , 'k', y , Y,
ives the sound of
's'
Examples:
tags sound)
tags, 'sound)
fetes 's* ( f t ) 3>T sound)
mangoes A ^ ( z C 3 j ) ^ l sound)
T v y ' t 1
^ OH) 3>T sound % ^ f a TPfl V 3KTC z
Q5Q sound ^cfl t|x
10. If a verb, ends in *ed' and is preceded by the same or different double letters which give
one sound jointly, then, 'ed' is changed into 't\
Forexaipple:
passed - /paist /
packed /psekt/
pushed - /pojt/
3 f t f M t tor ir *edT 3T5T? 3T ^ 3W? W
^T sound ^cT efT 'ed' 3>T sound 't' ^t ^Tfcn 11
II. Phonemes 3ft vJUWTft St^ft I

I gad
c+s+c
+^ + consonant + syllable +
consonant cffa phonemes 11 english sound system 3ft 5 3 ^ t,l

12. Syllables, 20 vowels (long vowels + short vowels + Diphthongs) ^ sounds 3ft 3 5 ^ f I
Syllables, consonant 3* w k f^fvRR ^ 3 ^ ^ K°l 3>t TEpTl f I 3Tcf:
if vowel sound stft eft syllable *ft €t I ^ft train
^T structure I CCVC consonant (t) + consonant (r) + vowel (ai) + consonant (n).
cRS 3>T structure sTfcT 3T? phonetic transcription eft ^ft I
P h o n e t i c T r a n s c r i p t i o n of different Words:
,*.. . ( a ) M o n o - s y l l a b i c w o r d s : fvSFT # ^gef ^ ^ vowel sound fftcTT mono-
syllabic words tl
Transcription
eat /Ut/
IfiXC / l£V /
take /t£ik/
JIX /traj/
head, /feed/
note - /ngot/
fiction /fil
(b) Di-syllabic words : fvPT^f ^f vowel so'
\fstier cvcv Bisasy
civil cvcv j v iu /
meekly Ilkli/
grandeur givjgj __
(c) Tri-sylJabic won vowel &<>un$B l?m 11
ens / Ijn v j z x d j /
:s /iSLiaSSi]
;e / h ej-ij
yllabic words : vowel
m inscription *iq>ci 11
IdSES
Exercise - 1 : Ph(meticaJIy transcribe the following words:
1. Full \ \ m i } 2. Hill - Heel
3. Year y y^Bac 4. Mere - Mare
5. Know - No 6. Note Not
7. Seat - Sit 8. - Edge Age
9. Glose - Clause 10. Great Greet
11. Village (Sample Paper 2006-07)
12. Drive (Sr. See. Exam. 2007)
13. Baby (Sr. Sec. Exam. 2007) •
14, Yesterday (Sr. Sec. Exam. 2008)
15. Women (Sr. Sec. Exam. 2008)
16. Chair (Sn Sec, Exam 2009) _
17. Afternoon (Sr. Sec. Exam. 2009)
is. Tiger (Sr. Sec. Exam. 2010)
19. Engine (sk Sec. Exam. 2010)
jr
Exercise-2: Write the phonetic symbols representing the sounds which make the pro-
nunciation of the two words different from each other:
feet fit neat - knit
pall pool shut shoot
hit heat

E n g l i s h Vision academy
Exercise - 3 ; Write the phonetic symbols representing the sounds which make the pro-
nunciation of words different from each other. ,
1. reach rich Z ten tan
3. pen pun 4. bat but
5. teen tin 6. beat bat
Exercise - 4 : Identify vowels/ diphthongs in the underlined parts of the following words-
fan, tall, father, sit, jam, boss, wool .
Exercise - 5: Identify vowels/diphthongs in the underlined parts of the following words-
no w. know. low, law, close, claws, late, let, white, wait, here, hair, poor.
Exercise - 6: Write the phonetic symbols of the following words:
(Course Reader :Chapter-l)
11 pen 6. gate 21. brother
2. judge 7. poor 22. sing
3. snake. 8. big 23. serve •
4. yes '9... face. _ 24. suit _
5. card lO.zoo^v 25. chair.
Exercise - 7 : (a) In each w there is a silent letter. Point it out and
write one mores]Smlar word? (Course Reader: Chapter-2)
Example/Should => could
Would! coup. halt bridge
(bXWritrthe phonetic transcriptions of the f< nd_.verify these from a pro-
nottncing dictionary: onrse Reader: Chapter-2)
destinyi pt acceptance, cunoi opinion, genuine, incredible,
astonishing, pol Ml, proceed .(both e, disappointed, impulsive,
Exercise unce the following words from the lesson
keeping the rul (Course Reader: Chapter-5)
born (Si officer, , service, course* work, army, surgeon, try,
start, during, thin fed, forty, particular, harmful, other, borne, certain, whether.
waterr*ftffvae,-
Exercise - 9\: feree^honetic scripts of the following homophonical words and write a
sentence on each worcTto illustrate the difference: (Course Reader: Chapter-11)
fere, fair; story, storey piece, peace; meet, meat; vain, vein; die, dye; board, bored; whole,
-hole; practise, practice.
Exercise - 1 0 : Write the phonetic transcription of the following words and check these from
a dictionary. Also practise pronouncing these words correctly: (Course Reader: Chapter-13)
catastrophe, alternative, parchment, pucker, s6mbre, mythological, kitsch, enhances, afflu-
ence,_ resounding^saviour, moustache. -
Exercise - 1 1 : Give a phonetic script ofthe following words:
(Course Reader; Chapter-16)
snare, where, air, pain, again, afraid; face, place, paw.
SOLUTIONS
Solutions to Exercise : 1 :
1. Full = / fbl / Fool = /fuxl/
2. Hill = / hil / Heel = 7hi:l/
3. Year =*/jie(r)/ Ear - / jo(r) /
4. Mere = -/mie(r)/ Mare = /mee(r)/
E n g l i s h vision Academy
W' / neo/ ; No / neo /

V CNdte / iiaot / Not / nut /
7. Seat : / sfct/ Sit . /sit/
a Edge • /.«di/ Age /«id3/
% Close - /klaoz/ Clause /klorz/
10. Great. /greit/ Greet / griit/
; . 11. Village = /vihds/
l i Drive > /draiv/
13. Baby /b&bi/
14. Yesterday - /jestedei /
15. Women - /w*mm/
16. Chair « / tjeo/
17. Afternoon = / a:fte'nu:n / .
18. Tiger / *tajgo 7
19. Engine - /'en
Solutions to Exercise; 2
feet
jam
wool
Solutions to
- — i n o w —V—JM-! —know /et>7
low / 00 / law - / o: /
close , - /©o/ claws /o:/
late ~ / ei / let - /e/
white - /oi/ wait - / ei /
. here r- 7 x o / hair - /eo/
' . Pfior - /oa/
Solutions to Exercise: 6 :
1. / I»en 7 - -6r /oext/ 11. / wo:ta / 16. f j t V t — 21; - / b r A & a /
1 /d3Ad3/ 7. /I»oa/ 12. / h u t / 17. / b»d / / sifj / ..
3. / snexk / 8. / b i g / 13. / brort / 18. / oil / 23. / S3:y /
4./jes/ 9. / feis / 14. / k y d / 19. / hoos / 24; / s u i t / j
5. / ka:d / 10. / zu: / ' 15. / e«nkju: / ' 20. / t/em / 25, / t/ea I
(a) would - know
coup - tomb
half - calf
bridge - fridge

MNfjRIP
(b) destiny / 'destmi /

picture /•piktfo /
acceptance / ek'septons /
curiosity /.kjoon'osotr/
portfolio /potffeolieo /
water fwoitef
was / woz / (strong form) and / WAZ / (weak form)
opinion /o'pmjan/
genuine / 'dsenjoin /
incredible / mlcredobl/. * "
astonishing / e'stomjif) /
potential / po'ten/l /
proceed / pre^sird / (v)
proceeds . isi:dz/(n)
ineptitude 7 ijfi'ebtttjurd /
disappointed- / dis* 'pointid / •• •
impulsive / im'ffydsiv / .—
Solutions t o E x e r c i s e i
born --'year —
/ 'jio / .
retui senior = / 'si:niQ /
leaded. - / 'b;nid /
= / 'foiti/
\ Wttieular = / po'tikjblo /
= /'wade/ \hajm&l\ • = • /'ha:mfbl /
— /ami/ = /'Ada/
f= / 'ss:d3 -r^borne • ' = / born /
certain / 'sf:tn /
whether . = / 'wefto /
water / 'wo:te /
larvae / 'la:vi: /.
various = / 'veenos /
Solutions t(
1. Fare, Fair ['fee]
Having paidthe fare, he boarded thebus.
Have you ever seen a village fkir ?
2. Story* storey ['storrtj
- ..My g ^ ^ o t f i e r told me the^ the Ramayana
He has a hpiise 6f two stoireys.
3. Piece, peacefphsj
Give me a picce of paper,
Everybody wants peace, not tension.
4. Meet, meat fmhtj
Gp and meet him in the hospital.
I dislike eating ifieat.
.. 5. Vain, vtfih:|VeinJ
He worked hard for the examination but in vain,
Veins carry blood from various parts of the body to the heart.
WO
6.Die,dye{'dai] .•-« •
He died of heart-Mure.
He d|yed my shirt red.
7. Board, bored Tbo:<t]
His employes provided him board and lodging^
. She had a bored expression on her face.
or
The machine bored through solid rocks.
& Whole, hole ['haul]
Snakes swallow their victims whole.
The mouse ran into its .hole.
9. Practise, practice ft
He practised playing the harmonium.
Practice makes a m
Solutions to Exerciser 10:
catastr
alt©
pare
puckel
sombre
mythologii
sch
Enhance
snce vm
Servja /
/ me'sta:/ or mo'sta:/ /
snare - I 1snea(r) /
where - / 'wea(r) /
air - / 'ea /
pain - / 'I»em /
again - / e'gen or. a'gem /
•afraid - / o'freid /
face . - / 'feis /
place - / 'pfeis /
paw - / 'po: /

4m ENGLISH VISION ACADEMY frn
The word is a linguistic entity composed of one or more phonemes. than one syllable mayj be prominent. For example, in the word
Examination /ig-zx-mi-nei-Jn/ which has five syllables, the syllable
The words /, oh, consist of one phoneme each—the diphthong /ai/
that has the maximum prominence is the fourth syllable /nei/, the
and /ou/ respectively. The words bee and two phonemes
syllable that has the next degree of prominence is the second
each—/b/ and /i:/ and /s/ and /o:/ respecti ; words cat and
syllable/zk/; the other syllables/ig/, /mi/ and //n/ will be pronounced
big have three phonemes each—/k/, /ae/ U bI, fij and "/a/
•with less prominence than the two syllables listed above. Of these
respectively. The words crack and trein foijir p aonemcs each— three syllables /ig/ will have the maximum prominence {but less than
/k/, /r/, /£e/ and /k/ and ltj,/M, /ei/ and//n The words /nei/and /zee/) and /Jn/ ihe minimum prominence and/mjjjyill have
W&r/ and friend have_five khoêmes e »/s/ and /t/ prominence in between [these two. So this word
and ;f/, /r/ /e/: tough above have or strong syllables—/nei/ and /zee/. Of these
diflcrenl num cach. one syllabic hear /nei/ as being more prominent because, ap;
tiicb?—all of tne: ; .bic wordk being articulated with greater breath force,
SeWare a nifi in every language which have more movement on this syllable. In a (polysyllabic
n one syllable. The Ebgliî words tailor and teacher h$tfc\tv!Q which a pitch movemcnt^tkes.placs, is\said to r|
Ila&fes each. The secp^dVUable in these words hav&thK v^rf/a/-. or tonic accent. Any o, :r pro syllable
,n therefore say (since /a/ in English does not-tâiniiVan^xgnt- said to receive secoitdan accp
d iyllablcTAnore is said about accente<J^ytiafale^jii tîs chapter) Differentdictionary ark xent in ways.
:hatVthcj&^vords have a strong mAnat method /used/in most dern books/on linguistics and phonetics
orcjer^JP^fte s; /•/ and a (including Daniel Jones1 ArkEimish/ffronouncing Dictionary and ]
weak; syllaj such as the Oxford Ad^nccd Learni f s bigtiojmry) is the following,
ones 'rceive have a weak method^b^s been adopt i n_thi£ boolc_
ii iEat order. Words such as accen- marked with a vertical bai>
syila
nglish word of more than one of zAasyllaljleÂhich it refers. Secondaivac^
these
vert i cki^xjteiow and rront o/the svUdme tfc
syllabL •renounced with greater prominence
English words a j e - m belowhvphonemicfransci
than thi that is pronounced more prominently primary and^Secpndai ,cc«rfits-^paVkc
than the\ot! ic same word is said to be accented or to
teceive th 'itegoricah pn
The greater prominence of a syllable may be due to stress or greater \ coniprehenrtyld ri'hensabl/
breath force, but often the length of the vowel in a syllabic, stress conyenfjom .ven/a'nseliti/
ami pitch change (pitch will be discussed in a later chapter) work 'epbsitibn /, depa'zi/n/
together to render a syllable more prominent than its neighbouring exaniin /ig.zasmi'nei/n/
syllables. i/ithrffatioiipl /.into'nxfonl/
In several English words consisting of several syllables each, more interpolation /in,t3:p»'lei/n/
notification /.nsutifi'kei/n/
What we have said s(j far is very simple. In an English word of

more than one syllable, pne of the syllables stands out from the rest
and this syllable is said to receive the accent. There arc several
polysyllabic words in wlhich more than one syllabic i'n each word
BY *. J a l u R a m Motsara, v - D - 2 1 , HUDCO Q T R S . , J . N . V . N A G A R , B I K A N E R C O N T A C T NO.:94133882

ENGLISH VISION ACADEMY im
'advertise (primary accent on the first Syllable)

i the prim-try
may be prominent—ore of the syllables is said to receive advertisement (primary accent on the second syllable)
or the tonic accent; the other syllable that is prominent (i.e., a ex'amine (primary accent on the second syllable)
syllable that sounds prominent in spite of there being no pitch exami'nee (primary accent on the third syllable)
movement on it) is said to receive secondary accent, j examination (primary accent on the fourth syllable)
What is more difficult for non-native speakers of English is. to in'ferior (primary accent on the second syllable)
place the accent on the correct syllable(s) of a in other words, inferi'ority (primary accent on the fourth syllable)
u hich syllable(s) of a polysyllabic word is/arj •nounced with 'photograph (primary accent on thejirst syllable)
greater prominence? This is a difficult nswer because pho'tographer (primary accent on the second syllat-'-
in English words the ascent is both, fre> is free in the photo'graphic (primary accent on the third syV-*^
sense that it is not associated with a •le of a word. 'politics (primary accent on the firs/f
In other words, there are ^number of jiis; :e 'teacher political (primary accent on the seamasyllable}
•tfisdom, 'cancel aad'doctor which r© n the first politician (primary accent on the third sryllab
syllable; there /am a\numher of dis; e be'come, responsible (primary actfent\on the second syli
can'teen, re'mark ana se\rene w] lichrecer t ton the second responsibility ^ *>n •tbsfiurth
> -I _A —II, ble>
syllable. Thereare trisyllabic v < >rds like 'at anyth ing' beau tifu I
}ustomer\dlich receive/ ihe accent on thefirs\syllableîks There is yet another [i^h. w o r d - a W n t . There ate a
Agreement, ar1 fistic Wa, de'hblop which receive number o&jS&ftabic wo! which word-accent depends
!
syllables; likeWjirawe, disappoint and upon whemerthe words ins/adjectives ot as verbs. If
ve the accent on the third syllable. The aci these Words are used as noun . fives, the accent is on thejfr
,e sense that the main accent syllablovanViJ these are used Is, the accent is on theêco
'here are a few exceptions of these ate listed below:
mic pattern of the
Jfoun or Adjec.
,r syllable, a non-
this v&ry important
3ire. He has td learn which v'/lia^dJCkt/
iâccented by referring to a good JlSn'takt/
/kan'traekt/
im^jufficulty about English word-accent and this is /kan'tnr.st/
owing the accented syllable. In derivatives a shift in the /kan'vikt/
fcrat/ /di'zart/
accent i ^ common. There are, no doubt, a number of words /digest/or
like a'grce and a'greement in which the derived word takes the accent /'daid3est/
/dai'd3est/
on the same syllable on which the word from which it is|derived takes /iks'po:t/
the accent. But there are a number of derivatives in which there is a export /'ekspo:t/
/'import/ /im'po:t/
change in the accented syllable. A few examples are given import /db'd3ekt/
object /'ohdjikt/
below: I
perfect I'ps-.mi /pe'fekt/
!! . II permit /'paaait/ /pa'mit/
I prezrii/ /pri'zent/
a'cademy (primary accent on the second syllable) present /prs'dju.-s/
aca' demic (Primary accent on the third syllable) produce /'pro dju:s/
acade'mician (primary accent on the fourth syllable)
I
fm ENGLISH VISION ACADEMY
7jm
It is to be remembered, however, that not all disyllabic words The foregoing account may give one the impression that word-
which can be used as nouns and verbs undergo such a shift in accent in English is something that is irregular and unpredictable.
the accented syllable. There are words like 'limit 'order, re'mark, There are, however, a few useful rules for word-accentual patterns
'visit, etc. which are accented on the same syllable whether they are in English. These are given below with examples.
used as nouns ox as verbs.
Rule 1: Words with weak prefixes always take the accent on the
Accent in Compound Words: By compound word is meant a word root. For example,
composed of two separable words. In spelling them, there may or
may not be a hyphen between the two elements forming the aboard /a'baid/
compound. abroad /a'bro:d/
In most compound words in English the primary accent falls on ahead /a'hed/
one of the two elements. The most common type in English is the alone /s'laun/
first of the two elements receiving the prijaafy)accent. A few because /bi'koz/
examples are given below: become /hkkAm/
below 4>i'l\u/
"air-raid bey4gtff\ Wnkei
'blackbirds,
'bgQkshfflf\ Rule 2: The md -ing
accent. Fj
recom'me\d êcom'mended
re'late re'lated
i fo'licit so'licited
iub'mit sub'mitted
ere are, however,Vfew compound words jwrtft -fei
ad elements in which the second\el^mWt
bent. A few examples as gi\
ever advancing
frho'ever com'mitting
'happening
words in which both the elements are 'reasoning
ary accent falls on the second element. For
Rule 3: The derivational suffices -age, -ance, -en, -er, -ess, -ful, -hood,
,after-'noon .home-'made -ice, -ish, -ive, -less, -p>, -ment, -ness, -or, -ship, -ter, -urc and -zen
,bad-'tempered do not normally affect the accent. For example,
.post-'graduate
T.6PF.IS-10 i
,country-'house ,vice-'chancellor
,good-looking
ygg by : J a l u R a m M o t s a r a , V-D-21, HUDCO QTRS., J.N.V. N A G A R , B I K A N E R CONTACT NO.:9413388280

fcJT ENGLISH VISION ACADEMY J?W
-age 'carry 'carriage ; •ive a'buse a'busive

'cover 'coverage at'tend at'tentive
'hermit 'hermitage con'clude conclusive
'fnarry 'marriage per'mit{\) per'missive
-ance; an'noy annoyance -less 'bottom 'bottomless
ap'pear ap'pearande 'colour 'colourless
at'tend at'tendance 'manner 'mannerless
1
per'form per'formatce odour 'odourless
-ly 'certain 'certainly

'purpose 'purpose
'tactless 'tactlessly
'•wanton 'wantonly
-merit
cofoyQ
iful
re'vengefia
^Brother 'brotherhobi \autbor\ 'authorship

'priest 'priestgood 'tebfffo 'scholarship
1 1
'sister sisterhood "student studentship
'widow 'widowhood 'warden 'wardenship
-ice 'coward 'cowardice -ter 'laugh 'laughter

ish 'fever 'feverish
'white 'whitish -zen 'city 'citizen
'woman 'womanish
'yellow 'yellowish
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ENGLISH VISION ACADEMY w
op
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATIOI
Rule 4: Words ending in -ion take the primary accent on ihs penulti- •ially ,cate'ggrically
' tm t* is* st 77i»
mate syllable. Here are a few examples: commercially

confidentially
fidmi'ration , falsification dra'matically
1
fipplV cation motion
1
fiombi'nation nation Rule 6: Words ending in -ity take the accent on the ante-penultimate
,deco'ration 'notion
determination preparation
ex,amilnation 'station
Rule 5: Words ending in -ic, -ical, -L ial and -ially take

the primary accent on the syllable pre* ffix- For example,
-ic
bio'I,
e'lectt
'optical
tpsyckol'ogicat
errmomous
fallacious
notorious
-ial com'mercial
, confidential
,dicta'torial
ntc'ir.^rlal
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" i m * "0m"

f7Vfafce tyhur iVisfivs come trite.
PHONETIC TRANSCRIPTION, WORD STRESS

AND PHONETIC SYMBOLS
Q.l How m^ny sounds are there in English? Q.7 Acoustic phonetics is the study of :
(2)26- (1) The way of learning language.
^ v , (4)2Q ( ) (2) The way the vocal organs are used
Q.2 t}ow\maoy V,6we) sounds are there in to produce speech sounds.
Enîsjt>? . 7 . / ^ "... (3) The way people perceive speech
0 ) 20 . / •/ . . sounds;; • '
(3) 62 :
( ) (4) The. physical propertied of speech
sounds/ '. . .( )
Q.3 How manyêork^nf stfijndrare there •
in English ?' ^ V / Q.8 Auditoiy phonetics is the . study of. ;
(1)21 .(2) <24/' (1) The way people perceive speech
(3) 20 (4) 26' ^ soundsv
"N (2) The physical properties of speech
Q.4 What âre tile two points by (which v j
sounds.
Pronunciation is studied ?
3) The way to make the people
(1)! Phonetics and Phonology .
understand.
(2) Articulatoiy and Phonatory
•)>kpne . ( )
(3) ; Respiratory and. Articulatory
. .(4) Auditory and Acoustie.. ( ) Q.9 ondioey,is :
( i ) Tîe sltftdjKof the sound systems of
Q.5 Phonetics is.:
'lariâge^'./-^. .
(1). The way .of .learning language..
...'• (2) Tn^ .stxi4y\ o^le^rning systems of
(2) The sound systemsfqf 'languages.:
languages; N' .
(3) The study , of speech sounds made
(3) The s t u ^ of J ^ ^ T n g systems of
by human beirigsT
languages.' I j
(4) None ( )
. (4) None , . V ^ / / - ^ >
Q,6 Articulatory Phonetics is the study of:,
Q.10 We produce sounds with t h e ^ f K b f j :
(1) The way people perceive speech . (1) Lips and teeth
sounds. (2) The organs of speech.
(2) The way the vocal organs are used
(3) Voice box
to produce speech. sounds,
-(4) None ( )
' (3) t h e physical properties of speech
sounds. ' \ Q.ll The organs of speech can be divided
(4) None (• ) into:
(1) Respiratory system Q,20 There are types of air stream
(2) Phonatory system. mechanism :
(3) Articulatory system. (I) 2 (2) 4
- (4) Ail are correct ( ) (3)6 (4)3 ( )
Q.12 The Respiratory system includes : Q.21 What are the air stream mechanism ?
(1) The lungs (1) Pulmonic (2) Glottalic
(2) The muscles of chest (3) Veleric (4) All the above( )
(3) The wind pipe ('trachea')
(4) All above ( ) Q.22 Air stream are of types :
Q.13 The phonatory system is formed by : (1) 2 (2) 4
(3)6. (4)3 ( )
(1) larynx or voice box
(2) the tongue Q.23 What are the types of air stream ?
(3)/The, r>ose and the teeth (1) Egressive and ingressive
J4) A i « ( ) (2) Pulmonic and Glottalic
(3) Veleric and Glottalic
^racii&tdry^ system consists of :
,f
Vno$e / (2) The mouth (4) All the above ( )
(3j BUUI / / -(4>None ( ) Q.24 The Engressive air streams is one in
/ ^ ^
which:
Q.15 The mouth includes (1) The air is pulled out
(1)-. The t o ^ u e ^ - ^ " " f f
(2) The air is pushed out
(2) The teeth ^ /
(3) The air is stopped out
(3) The roof of the mouth'
(4) The lips \ / (4) None ( )
(5) All the above /! !( / T The ingressive air streams is one in which:
Q.16 The roof of the mouth can be divided-, J) the air is pushed out
into: \ 2) The air is stopped out
(1) The alveolar ridge he air is pulled out
(2) The hard palate ipNbne ( )
(3) The soft palate Whptarelhextypes of speech sounds in
(4) All the above ( ) ^gMV^
Q.17 Hie fleshly structure hanging loose at
the extreme end of the roof of the mouth (1)
(2) Voxels
PulmonicancHensonants
is called. (3) Consonar:
(1) The uvula (2) Vocal cord (4) None plpttalic
(3) The phaiynx. (4) None ( )
Q.27 What are the types dive
Q.18 The tongue has parts. (1) Centring and closing"
0) 3 (2) 4 (2) Monothongs (pure vo^
(3)5 (4)6 , ( ) Dipthongs
Q.19 Which are the parts of tongue ? (3) Plosives and affricates
(1) The tip and the blade (4) None ( .)
(2) The back and the front
, (3) The root Q.28 How many pure vowels (monothongs)
(4) All the above ( ) are there in English?
(1) 8 (2) 18 (1) 4 (2) 3
(3) 12 (4) 10 ( ) (3)2 (4)1 ( )
Q.29 How many dipthongs (glides) are there Q.40 How many semi vowels (approximants)
in English ? in English are?
(1) 9 (2) 7 0)6. (2)3
(3)6 (4)8 { ) (3)4 (4)2 ( )
Q.30 Out of the 12 pure vowels, how many Q.41 Cardinal vowel scale was devised by :
are there long ones? (1) Daniel Jones (2) Daniel Vettoty
(1)5 (2)6 (3) Jeperson (4),None ( )
(3)7 (4)8 ( ) Q,42 Which of the following are the nasal
Q.31 Out of the 12 pure vowels, how many sounds ?
are Aere short vowels?
(lj Iml fnf /q/ (2) Jbf ft/ /d/
(2)9
(3) k ! /p/ /dz/ (4) None ( )
any êntjnng dipthongs are there Q.43 Point out the fricative among the
flkg following:.
(1)4 (1) if/, M, /$/, /I/, ///, Isf, It], /h/,./¥/
(3) 3 . ( )
ion^s are there (2)/n/, Imf, Il I'
Q.33 How many cl
in English? (3) /n/, /v/, IQI, ///, /z/, (hi, /¥/
(1)6 x (4) None . ( )

(3)9 •4> Phone means :
Q.34 How many types of consonant \soii|ids !
A single sound (vowel or consonant)
are there in English? in speech.
(1) 6 (2) 8 ^^Distinctive sounds belonging closely
(3) 9 (4) 12 ( ) • ' " \:to|ether.
Q.35 How many plosives are there in English "M^words differ only in one sound.
consonants : • w f q m ^ ( )
0)8 . (2)6
Q.45 Syllabl^rtea^s
(3) 11 (4) 12 . * ( ) (1) A v M ^ l
Q.36 How many affricates are there in English? (2) SmallestVîmi of ^,wotd usually
. (1) 6 (2) 2 consisting ofavqlvel so^nd . with a
(3) 6 (4) 4 ( ) consonant before „/
Q.37 How many fricatives are in. English ? (3) Ah union of three vowels tr
0)6 (2)8 . (4) None
(3) 9 . . (4) 12 ( ) 7
Q.46 Minimal pair implies :
Q.38 How many nasal sounds are in English? (1) Two words with the same sound.
(1)8 (2)4 (2) Two complete different sounds.
(3) 2 (4) 3 • . ( ) (3) 1\vo words differ in only one sound.
Q.39 How many lateral in English are ? (4) Two similar sound in a sentence.
Q.21 What are the air stream mechanism ?
(1) Pulmonic (2) Glottalic
2) The muscles of chest • (3) Veleric (4) Ail the above( )
1) The wind pipe {'trachea')
Q.22 Air stream are of types :
) All above ( ) (1)2 (2)4
e phonatory system is formed by : (3)6. (4)3 ( )
larynx or voice box
the tongue Q.23 What are the types of air stream ?
The, nose and the teeth (1) Egressive and ingressive
M & r e ( ) (2) Pulmonic and Glottalic
Iractilajdry^ system consists o f : (3) Veleric and Glottalic
Vnose / (2) The mouth (4) All the above , ( )
th • / / /^HJnnft ( ) Q.24 The Engressive air streams is one in
which:
tongue (1) The air is pulled out
teeth _ . /
(2) The air is pushed out
roof of the mouth' (3) The air is stopped out
'ps (4) None ( )
1
above ( / ) ' : Q.25 The ingressive air streams is one in which:
f the mouth can be divi' J) the air is pushed out
(2) The air is stopped out
:olar ridge (3>J1ie air is pulled out
' palate , ( )
palate Qj^WhafaffThedypes of speech sounds in
ove ( )
ructure hanging loose at (I) Vowels jttvJ--^--
\ of the roof of ,«L
( ) (3) Emphasis given to a. complete
Q.4? A phoneme implies:. .sentence.
(1) Similar sound belonging closely (4) None ( )
together. Q.53 Stress is carried on :
(2) A bundle of distinctive sounds (1) The vowel
belonging closely together. (2) The consonant
(3) Two words similar in sounds. (3) Complete word
(4)'None ( ) (4) None ( )
Q.48 AUophone implies: Q.54 Which is considered to be a neutral
(1) If several sounds belong to a vowel:
phoneme are known as allophones of d)e (2)i I'.
rt phoneme. , (3)u (4) e ( )
, A bundle of distinctive sounds.. .
/) ()
Q>) A n n a t e of similar sounds Q.55 Which among the following are the
content, or lexical works :
(1) Nouns and adjectives
Q.49 kuîmpl;es / (2) Adverbs and main verbs
• (1) TempOra^lWônen applied to (3) Demonstrative pronouns and
' s p e e c \ ^ - ^ o n p a r f i i l k s t o p etc. interrogative pronouns
(2) A very shorTpauseybetWeen two (4) All the above ( )
words. ./
(3) Emphasis given to(a syllable Q.56 Grammatical or form words contains :
(1) Auxiliary/helping verbs and
• (4) None . y . / " y
prepositions
Q.50 Juncture in phonetics implies : ( ( (2) Articles and conjunctions
(1) Extra force used in j s p e a k W v \ S) Personal pronouns and relative
particular word a or syllable. x ^pronouns
(2) Emphasis on a particular syllable,
(3) Special emphasis on a word in a ^ ^ ^ l l x t h e above ( )
sentence. Q.sV ^noprf^spcech, accent is likely to be
(4) A very short pause between two
words. ( ) (1)
• (2) Grarhmatiâl^ wqrdK
Q.51 Accent implies ; (3) Content ^
(1) Emphasis on a word.
(2) A pause between different words.
(4) All the abo ( )
(3) An emphasis to a syllable or word by Q.58 What are the types ofv torT
means of stress or pitch. (1) Failing Tone [ v ]
(4) A pause between letters in a word. (2) Rising Tone p ]
( ) (3) Falling-rising Tone [v]
Q.52 Stress implies :
(4) Rising-falling Tone [A] .
(1) A very short pause 'between words,
(2) Extra force used in speaking particular (5) All the above . . ( •)
word or syllable. . Q.59 A system of dividing words into syllables
is called :
(1) Juncture (2) Syllabification (3) end of a syllable
(3) Stress (4) Pause ( ) (4) All the. above (/)
Q.60 A Releasing-consonant is one which Q.61 An arresting consonant is one which
occurs at the : occurs at the :
(1) beginning of a syllable (1) beginning of a syllable
(2) middle of the syllable (2) middle of the syllable
(3) end of. a syllable _
Q.61 The word is linguistic entity composed of one or more
(a) syllables (b) sounds (c) phonemn (d) morphemes
Q. 62 A syllable that is articulated with greater breath force is said to receive
lyêbofidary/accent (b) primary accent

(c) Mddl^ 0cent (U) longer accent
Q. 63 Which i ^ M f u ^ ^ X
(a) The ra^âteîal of language is sound
(b) Sounds are produced using parts of our chest, throat and head, and
travel through the aifinthesftkm o f vibration.
i ,/ i i
(c) Symbols having a di^tinctiye soufidunit are called phonemes.
ryrsounaunit
(d) Symbols having a distmctrve^wM unit are called morphemes
Q. 64 Which is not true •AJ
v e >
(a) The standard accent of English is4oio astne Received
pronunciation
(b) The standard accent of English is known a ^ ^ C ^ c e e n t
(c) IPA stands for international photiatic association j
(d) Stress and pitch do not work together ' (
/ x
Q. 65 A monophthong is a
(a) single sound unit (b) pure vowel y
(c) both a and b (d) vowel glide

WORD STRESS
Word-Stress ( K - W c ! } - ^ t M t TO 3 ^ ^ Ccffa gfgfR ^ f eft ^
TT? «Tcfram tPScfT I Sfft itfiftcTTOT% I ten* 3TCR
^ O e F H ^ I l
When an English word has more than one sylla ofithese is made to stand out more than
the other. This is done by saying thMsyll^bl^ slighter, ijpnge! g the vowel a little longer and
pronouncing the consonants very give that syllable prominence or
stress.
PlMfetRski TOT W RJFT
'able, 'dentist deliver, be'side
Necessity of&fress («ld|tllcl ble) Syllables W
«tetmm (stress) cT* ^ ^ft ^ to.^^T vjn^
3TSR efft stress
Wf (forni ^ TO ^ W l ^ ^ ^f^nf M I
What is a sylla- lonetics <J> ^ P E f 3 s ^ f a 3R5TC (syllable) TTCT
flcTT 1 1 wR "FT syllable ^ ^ «fRT i eft
Pi ill (sounds) ^ % ^TO alphabet I IPT come
cf^n combine cPt «f eft f % come 3 syllable % cRJT c o m b i n e ( c o m +
bine) = / kem'bain / ^ ^t pliable s> I
TRFE W (vowel) ^ FEH? v (consonant) FCT? C ^T TP^TT' EFF
come-CVC one syllable

combine-CVC+CVC Two syllables
com+bine
PlMfaRsId TO! ^ flat! 3TI1 e <ft $ w n
I=V he-C+V she^W the:

Ah-V oh=V (
wn rn TTRt % f ¥ s y l l a W e ^ fcF? ^ (v5tfel) nt) ^
fotft 3T5T? <f> syllable 3 C+V + C
Word Stress^ R'^ mi - le/s cfTef TOt 3
^ syllable ^ syllable/s % arfSf^ ssed syllable cT«TT
syllable unstressed syllable codicil NHTcn t l
vKljÛHo'yer - V'aovi
overcome—/eove!
over TO 3 Î^cTT syllable stress ufrf ^ «frcTT W^rnT cT^TT ^ R I syllable
^rferq ^ unstressed syllable 11 bvercomeTO 3 syllables t syllable (come)
s i t e sfK % ^JcfT WT^mi 3m: stressed % cWI ^TCT (middle) ^ (ver) ^ f
"Sfn^rr «lfirm I ^clT syllable -o- ^ s y l l a b l e ^ W ufi? ^ten vjn^m I

0V

tJ5 3J5T vUcfl t last syllable (-come-) stress % I First syllable (-o-) tR
secood^$tre$s.$ ^ s r i .middle syllable f M f l " m t m ^tressed) «t>Sd|iniH
"' Primary Stress-^T if syllable 31c* S»t i yllable srf^cj? vfR (force) $
. ÎcfT wtRH W primary stress 1 ^ ^ O % ^cT f |
. Secondary Stress-4vRf t W secondarystress
unstressed syllables *R stress ^ ^tcTT t W t

/ e / rarf5! essed syllable 'fijt-^Rf vITeft %
contain
obtain
pemiit(v)
provide
combine
photography
Primary, scco
possibility \ T^pDsolnleti /
guarantee - /'gaerenti/
understand - /.yuida'stasnd/
satisfactory - 7 ,s«tx$T»kt0ri /
Stress («MlbJlei) # ^ 3RT W PR f-
(1) Stress on the first syllable syllable ^R 4dl4le1)
'doctor-/Mtfkte / • • 'accident -V 'aeksident^
•comfortable - / "kXmfetabl /
(2) Stress on the second syllable si
be'come - / bilcAm / wi!eeiye-/m
to-morrow - / to'mora?) / pr/tu'morau /
(3) Stress on the third syllable
afternoon - / •afte'nu:
understand - / ./mda'sfadd /
recommend - /nrfeko'mendZ
(4) Stress on the fourth sylla
examination - 1 tg.zasmf:
experimental - / ik,spen'm
1. Ghangeofstress pattern with weVh^j^Wj»rWimatical f u n c t i o n - ^ two pliable words %
zffe TO grammatical function (NoÂfeÂdjectiye) fPrife qfcEpfa ^ vjTRTT t atsjfq TO
t m $ W ^ Verb a m (Adjective) <J> m 3 ^Pf t eft ^ c p i s&ess pattern
TO 11 wR TO 3>T JpffT Noun Adjective ^TcTT % eft let.(stress) JTOf
•syllable ^Rr ^len (vetb) if W f ^ T T ^ - ^ f - t r ^ c I I W (stress) f&efcr
syllable *R ÎTI
' * '
refuse (N)-/*refju:s/
refuse (V)-7 rffjirc/
ev
ft* ^ vjîsûi i f uR- refuse ^ noun BtcTT % . W T syllable

Jss % cran ^SRT syllable unstressed i t 1 ^TSf ^ ^TT t cfrif^J
e T? stress f t r f l t cf«n yapf syllable unstress;
cR5 $ 3F?I v W l t f ^ I f^T TJcfjR t -
S.N. Word Verb
1. absent / eb'sent /
2 concert / kan'sa:t/ .
3. ctimiki Bh'dXkt/
4. contact sn'taekt /
5. itraekt/
. comrast tra:st /
7. convicts '/ken'vikt/^
dkert^ /di'Z3:t/
9. digest--' / di'dfeest / or / dai'd3est /
10. exportV / iks'po:t /
11. import \ apo:t / /ira'poit/
12. object. /'0bd3ikt/ / eb'd3ekt /
13. Nperfect\ /'p3:fkkt/ / pa'fekt /
14. permit /•p3:mit/ \ /po'mrt/
15. present / 'preznt / • / prfzent/
16. produce /'pn?.dju:s/
17. insult /'xnsAlt/ .
v H M ^ K — ^ t syllable 3Tot (disyllabic Words) ($hift) ^ sffal

i f noun ^ ^ ^ SRpRTlf verb ^ ^gjt I
•qrc 11 ^ c n w r -
S.No. Word ^ - N o u n oi Adjtkti Verb
1. limit / ( Y'lmut/^
2 ' order y ) , >
3. remark n'ma-Jc/
A. visit /( hmfrr\ ( *
2- Prefix and Word Stress 0 .prefixes use

WFtft I? ^ word«J>t prefix I^Ff s^lcll 11 d i -
a sleep = a'sleep
a head = a'head
(ii) ftftft ?T5? $ B ^ f p t (prefix) stress pattern ' f t uTTclT 1 c T C S
3>T grammatical function
vJcilgvui cfr f^rcj denationalized "ef I vJcMfrf (origin) nation ^ f f
11 W Z a f f i x e s $ ftptf ^r -de-tfcf? prefix % W ^ suffixes t i ,
(i)matibh - / n e i j n / b a s e form (ii) national-/Jn»jn©l| '
(iii) nationalize - / "nae/nalaiz/ (iv) nationalized-/ "naejnelaizd /
(v) de nationalized r- / .di'naefnalaizd /
TfT 3 secondary stress -,de- t aTcf: f c ^ f t W Z A prefix vft^T
secondary stress 3TT viTTcTT 1 1 strong prefixes % ^ft secondary stress W I " ^ f t ^zr

ENGLISH VISION ACADEMY Jtk »v
TO. (base form) ^ M (word class) trfMfa ^ t tt $ I TO $ stress pattern

<J>I JPTTfreJ W f t l
(iii) Verbs Adjectives A. prefix prima TO (Base form) cmT
prefix TR secondary stress eTTRTT % I
anticlockwise - ,anti 'clockwise' ( \ '

disarm - .dis
mistake
overhear
reissue
unpack
outlive
outlook
overcome
overbusy
(iv). Nouns 4 pri stress cisji ^PT TO (Base form) m
secondary stress CIÎCII
overcoat-'oyer
overdraft-'over
underage - 'under age
3. Compound wprds and stress
(1) ^ fotft ^ E T to (compound word) s m ? (cotnpon; (adjective)
eFST WT (noun) £ cWT qRu||Pto> TO compoundnoun % eft W J SPT primary stress ejafl
ftcfrq secondary stress ^TTI
Nf3T—Noun+Noun
cross+'road-'crossroads
coal+mine—'coalmine
wind + screen - 'windscreen
air + cushion - 'aircushion
Adjective+Noun
dark+room- 'darkroom
green * house - 'greenhouse
red + cross - 'redcross
(2) f^Rft ^TgJFcT TO1 (com] ctive + Noun eft ^filcT
cPT^ eft Noun ^ Primary stress is # n
vJ<ST.-welI+known- welllqiown
good + looking - good'Iooking
light + hearted -,lighfhearted
(3) a r t e w Two syllable ^ f ^ strong prefix ^ tfteff T EFT B ^ C^CRT ^
& stress cFRH t l
myself-m/self yourself - your'self
herself-her*self himself-him'self
themselves - thetn'selves ourselves.our'selves
yourselves - your'selves

4. Suffixes and Word Stress (SRm X^ «JcfltllcJ)-suffixes l ^ t ^ (word).^ t vjg^ §

^-al.-ize.-t^-aWe • •
^-denationalized TTS^ ^ ^f prefix BSf itionalizejJ 11
tffa suffixes f - a l , - i z e , - d . yaR ^t suffixes i t De na/l suffixes «PBT vfTcfT t vr|«|Rh»
- d inflexional suffix % I
1. Inflexional Suffixes -/Srefixes <j> wt (wwd class) <J>T
^Rdftd ^ ^ t cISJT fvTCI (bi srn ^ Wolfed ^ t
tl
Inflexional Suffixes
(i)-es vxfT W l
( u ) - e s , - e d cT!
(iii)-er, - e s t ?>T
2. Derivational S omi vj^tjx
<Ff (word class) <JJI H&c|f$cl 3 araRT.ll^ f W w
•^r ter 4 •qjxkf^r
vSRT nation $ t wft f ^ W M v i (Adjective)
11 vW national ^ "5T55T vff •far T^p "f^TJTr (verb) % I
stress pattern kWWI'SST 5TW f -
base/word ^ suffix resuit
"break able 'breakable
'break + age "hniakage
'free + dora iom
'drive + ear
'care + less
'hand + ful
'act + or
ap'pear + ance. /
attend + znc£ (
an'noy + / f i d c c ^
'wide +
( v^? 1
'actor + /ycss.
'boy + / ( hood^ ,
'coward + V Ncey
'fool sh
con'clude . • . + conclusive
a'buse + Aive ' V a!busive
'sure
com'mit
+
+
V\ \
'surely
com^tment
'fit » •
'fitness
'author + ship 'authorship
'laugh + ter 'laughter
'city + zen 'citizen
(ii) «gB? ^ T suffixes t vjfr^ WZ ^ stress pattern ^ t ^ c T . ^ f spelling
ajsraT pronunciation 3>T % ^Rsf ^ % | /

I.Words ending in "-ion"take theprimaxy stress on the penultimate syllable.

fwFTTOt 3RT 3 '-ion 15 ^rr'^Rrr t primary stress syllable $ "qfcT ^
syllable^. I ^ H / ' • ' .
•admiration, .falsification, .application, Amotion, •combfrp Ration, .deco'ration, 'notion,

de.tennrnation,^jrepa'ration, examination, 'station.
2l Words ending in-ic, -ical, -ically, -iousâl, -ially/taê thrjs p;
rimary stress on the syllable
preceding the suffix.
(1) îc : . a.polo'gietic, pa'tHefctiL ^sj^nba'thfetlic, tefrft

(2)-ical : bio'lOgfcal^'lectrid^'iitikl, ,riiycho*logic
(3) -ically : 'chen&ally, ,ec0'nciinnttc^ly,ta^
(4) -rous : a*trocioWi^cere'momou4jrattfeeious, notorioi
(5) -ial : co'rantere&I, .confi'dential^dim'torial, 1
(6) -ially : • fcate,«mcÛy,c6'mmercially,lconfi'der
3. Words ending in-WWe^fiip^ry s t r ^ o i ^ l S l A ^ l l a f c t l ^ f b ^ e e n d . (arf^cR f?
syllable stress). .
aiility>(gene'rosity, enormity, opportunity, futility,
ratio'riality.
Mark stress on the givei

(i) contain til) combine
(iii) comfortable . (iv) understand
(v) oyer (vi) overcome
(vii) doctor (viiQ obtain
(ix) photography (x) permit'
Practice Exercise : 2 :
Put stress mark on the. given words when they/are
Present, Permit, Object.
Prac ice Exercise:

Put stress marks on the given woii
(i) disconnect (ii)unp
(iii) outlook (iv)mis
(v) reissue (vi) otttli'
(vii) overbusy (viii) anticj
(ix)overhear (x) cross]
(xi) windscreen (xii)redcro;
(Xiii)overcoat (xiv)undera;
Practice E x e r d s e : 4 :
Identify the stressed vowel sounds from the following words and give one more similar
word for each: (Course Reader: Chapter-2)
Example—Pound sound ' •- '
sleep, doubt, succeed, belief, quail, premium, interview, reach.
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS N A f i f t o «<""•»
Hv
Identify the stressed vowel sounds from the following words and write one more similar
word for each. (Course Reader: Chapter-9)
Example—thief-brief
Impair, remain, train, contain, repeat, feed; account, broiig >ul, reason, heart, pious.
Write the phonetic transcription ofi^h>]IoWing won 'ess marks:
eader: Chapter-14)
. architect, use (noun art^êrb), to&dnt (noiî and vert>X - suggestipq^corporation,
construction, ensure, furniture, acquire, substeikial//auspicious,, posses^ lease, occur,
maroon, accomplish. VJ/
Pr^tice Exercise^7£j
Write the phonetic trai th the stress marks:
helped, films, tongues, to: fblessed, complaint, choice,
ankle, above, charity, blessings,\a<iceptan^ fscient, mustn't, oriental, rush, ruth,
thumbs-up. \ \
xercise: 8 :
Write the phonetic transcriptions of the given words with the stress marks:
Perhaps, entertain, dinners, amateur, comfortable, ignorant, pilot, permahenjôntain,
embarrass, component, characters, terrible, courageous, glamorous, going, being^mif
You have been given some word phrases. Write the ^phcmetic 1tram
stress marks :
. co-operate, the end, grey-eyed, my own^jtwo hou go ouvôij/aren't,, help
me, thank you, best man, loud cry, page twm£>good
Practice cise: 1 0 ;
Mark the correct stress at the right e following wor
1. Photograph 2 Expect ation 8007)
4. Doctor 5. Become Jer 2006-07)
7. Banana .8. Police Sec. Exam. 2008)
10. Collector 11. Already (Sr. Sec. Exam. 2009)
13. Clever 14. Balloon (Sr. Sec. Exam. 2010)
Solutions to Practice Exercise: 1 :

(i) contain (it) combine ;
(iii)'comfortable (iv) .under'st&id
(v)*over (vi) overcome

(vii).'doctor (viii) obtain
(ix) photography (x)pertmt
present (N) - 'present present (V) - present
. permit (N) -'permit petmit(V)
object (N) - 'object object (V) 7 t
(i) •disconnect 0*0 -
(iii) rout'look . (iv)J
(v) .re'issue (vi)>
( v i i ) lOver'fausy (viii) .aiitr'clockwise
(ix) .ovetliear (x) 'crossroads
(xi) 'windscreen1 (xii) 'redcrc
(xiii) 'overcoat
Solutions to Practice
sl£ep • gffiit
succeed relief
quail medium
interview teach
Solutions to Practice Exe
impair remain domain
tiain contain complain
•.. repeat feed nged
account • brought the
soul reason
hgart pious
Solutions to Practice Exercise: 6
1. Architect
2. Use (n)
3. Present (n) _ 3t(n)
Pre'sent (v)
4. Suggestion Su'ggest
5. Corporation
6. Construction
. 7. Ensure
8. Furniture
9. Acquire • squire
10. Substantial Substantial
|1. Auspicious Au'spicious
12. Possession Po'ssession
13. Release Release
14. Occur 0*ccur
15. Maroon Ma'roon
16. Accomplish A'ccomplish

Solutions to Practice Exercise J 7:

'helped / Tielpt /
'films /'filmz/
'tongues /'tAljz/
'tons /twiz/
'singing / 'siljitj /
'fashion /'fie/n/
com'plained '/kam'pleind/
'blessed / -blesxd /
com'plai /kem'pleint/
'choi Ibis /
'ankle /
a'bove )W
'chari srati /
'blessi / 'blesrfjz /
ac'ceptatfc / ek*septens /
mytholo / nu'0Dlod3r /
om'niscie: / um'msiont /
'mustn't / Wsnt /
ori'ental / orri'entl /
"rush /YA// ,
"ruth /•ni:©/ i
thumbs 'up rw&Qoi

perhaps
entertain
'dinners
'amateur k a / [-to:, -tjoe, -tjo:, -tjo]
'comfortable, /'k/anfetablL
'ignorant
•pilot
'•permanent
contain
em'barrass iaeres /
1
com'ponent /kem'poonent /
'characters /"kaerektaz/
'terrible / terebl /
courageous /ko'reid30s/
'glamorous / 'glaemores /
'going / 'geoil] /
'being / Triixfj /
'ruin / *ru:m /
Solutions to Practice Exercise: 9:

co-operate - / keo'upareit / co-operate
the end - /'Si: end/ 'the end
grey-eyed / 'grei 'grey-eyed
my own / max my 'own
two hours / tu: 'aj! two 'hours
biography bi'ography
go out 'go out
you aren't ju: 'a:: you 'aren't
help me //•help mi:/ *h&p me
thank you /'9®Jjkju:/ 'diarilc you
best man ./'best 'best man
loud cry loud 'ciy .
page twen 'page twenty
good student good 'student
Solutions to Practici
1. ,'photograp]
2 / ik'spekt / correct stress w m t SfffR x ^ ^ sound
"fvRT^ s m stress sn^TT vft 3 ^rft 11 ]
3. examination 4. 'doctor 5. be'come
6. 'beauty 7. Ba'nana 8.
9. Pho'tographer 10. Al'ready
12. Col'lecfer. 13. 'Clever
15. Ad'mission
WORDS STRESS ÂfrTEKN
'advertise (primai the le)
ad'vertisement ima: the Site H syllable'
ex'amine (primary a© the second syUa'
examinee rimary acc the third
examination .ry accent on the
in'ferior accent onrt.
inferiority Q vtti) salable)
'photograph -syllable)
pho'tographer 'second syllable)
photo'graphic the third syllable)*
'politics &cent on the first syllable)
political (primary accent on the second syllable)
politician (primary accent on the third syllable).
responsible (primary accent on the second syllable)
responsibility (primary accent on the fourth syllable)
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR. OAI

Select the riyMMtemative of

transcription from thcgpniowing option (2) /femili/
Pronunciatio 1 (4) /faemi:li/ ( )
( t ) /Prenansie^Qn/
i
0 /PrenAnsie /eks'pDit/ (2) /iks'pDit/

(3) / P o : n a : n s i ^ ® p n / (3) /eks'pDirt/. (4) /i:ks'p3:t/ ( )
(4) /Pranaunsie Finger
T ^ y ^ Teacher. Wtoogs/ H) /fringe/
(1) /ti:"tf©/ ^TTtitfs/ (4) / f r q g e r /
(3) /finger/
(3) / t i t f A / (4) /tr.tar/
10. Belief
3. Evaluation (^/bi'lnf/ (2) /bii'lxif/
(1) /ivaluejen/
' / $ ) /bi'lif/ (4) /br.lif/ , • (. j '
(2) /r.veluejen/
•11. Generation
\(3f/iva3ljueijan/
0 ) /cfeen
0 ) /ivasljuejsn/ () (2) /
4. Mythology . . (3)/
© '
/mi'GDladsiy ()
(2) /ma:i'6Dled5i/ Unif
(3)/mi'6Db:d5i/ (1) /'juTiM:m/ (2) /'ju:nifa:m/
(4) / m a : i ' 0 D b : d 3 i / /'juimfoim/ 'junifDim/ ( )
Father: Sister
<D/fa:da/-
(3) /fa:6d3:/ ()
6. / Beauty
^ (1)/bji:uti/ (2) / b j i ?©nti/ J ^ f /.gasrsnti/-
(3) / b j i u : t i : / 0)) /bju: /,ga:rAnti/ @ /.g^rAnti:/ - (

15. Statement (1) /A'kaunt/ /a'kaurit/

( f ) .. /steitmXrrt/ (4) / a : ' k a u n t / ( )
) /a'kaurit/
(3) /stetmant/
er&tor
School PJ) / ' d 3 & h 9 r e i t ^ (23 /'dsfen^rete/
(1) / i s k u ! / (S) / ^ r t e r e i ' t s / (4) r & z > n e r e i i W ( )
(3) / s k u :
17. lege (2) / w a : .to/
gv/'fo-.i (4) /Wa: .tsr/ ( )

(3) /"kpl
Bird.' : îk'spiarieris/ (2) /ak'spirisn*/
f g ) /bs:d/ >/rk'spiriahs/ (4) / i k ' s p i )

(3) /bad/ Understand
Mother /AndA'steftd./ (2) /jinde'-sterid/
(1) / l m a : 6 s / 5) >^T/Anda'sic§.'r$/( )
( D /'mA68/ 30. Education
2Q Morning . N0^'dju'keij9.n (2)
(1) / ' m D : . n i : g / ' ^dkjlk6jap (4), edjy.'fc&fAn ( ) 3
0) /'mDr.mo/
21. Architect :t) /brids/ (2) /brr.cfe.
I (4) / b a r r . d j ( )
(3) /'arkirtakt/ @ ^rkftekt/ ( )
22. Democracy /anAda/

/di-mpkresi/ (4) / s : n e 6 a / ( )
(2) / d i r ' f t i ^ r k r a s i /
/di'mbkrA5i/ /'3:gii/.
' @'7di:'mbkrasi/
' i''
ii(4) /'Agli:/ ( )
23.
Accomplish
( i ) 7^k/\mpli:J7 /di'za:sta/
(3) /a'k3:i (4) /di:"za:ste/ ( ) .
24. . Above |ier\t

"'1)73 /p0i|manty (2). toa:ifmAnt/
(3) /a'bs-.v/ (3) /pa:rijmant/ /'payment/ ( )
i Account '3$. Parent

pfêarsnV (2) /perant/ ; estion
/'peent/ (4) /pesrente/ ( ) ^<yfestfan/ (2) / ' k v e s t f a n /

^sÂn/ (4) / k y e s t j > : n / ( )
3 7 / Partner
g j ) /pcr.tna/ (2) tp pon ; •
(3) /pa-.tner/ (4) / p ) 7aft9'nu;n/ @ ftifWmjn/ <••
3&T Overcome ^ /^fta;nun/ (ig^7a:ft0'rtu:ri/ ( )
(1) ./e.uvve ( 2 ) /9V9k
(5) / s u v a ' k A /eovaksW^ ( } J^famss/
39. G p n d u c t {A or adjective) (4) /'a:nq&r/ : ( )
(1) / ' k o n d A k
(3) /'kand.akata/ '(g/'ka-d/ : (2) 7'ked/•;;•
-j •' ®
(3}/|kartf/ (4) /'kaird/, ("5

40. C o n d u c t (As a
(1) /keadekt/
(t) ; (2) nifa:m/
(3) /kpjndAkte/
^ l ^ i f p i m / ^g) f )
Earthquatce ?
: (1) / 3 : 6 k v e k / (2) / A e ^ e l ^ i;
^7'3:8kweik/ (4) / A 9 k w e i k / ( ;)
42. Service •
/SAVIS / ( 2 ) /S3IVJ19/ '
(2) / b « i o M /
(3;) / s r . v i / /
journey '
(1) Mm:/ (2) /^djfli/ .
(J) /c^Bini/; ( ) (2.)-,/wul/
^ K / d s Bini/
(4) / v u l f v ( )
44 Guitar
(1) / g i : t a : / /gi'.ti i:/
( i ) /mju^ds'ffan/ .
(.3) /gsta:/
(3) /mju'zijAn/
45. Moustache • -
Abundar
v
(1) /ma'sta://
:bAndAnt/
(3) /mA'staJ/
ê'bAndanty ( )
Curiosity
@/kjuari'os&ti/
(2) /kjuri'DSQt-i: / V g ^ ' V ^ n ^ ( ^ /j^vej/en/
(3) / k j u s r r ' e f c e t i / -
; (4) ' / k j u r u ' d r i a s a t i / .

i V
Courage (1) / ' k r u : k i : d / /'kruki:d/
I vl^kAnds/ (2) / ' k D : n d 3 / ^pf'Vkrukid/ (4) /'kru.-kid/ ( )
I ©i/'kAn:d5/ (4) ' / ' l a a f c / -
owardice
59.- Cousin (1) /'kauedi// (2) /'kDiuadis/
/'ka.-uadis/ (4) /'ka:uadiJ7 ( )
• I
• V- '
'(3) /'kj
-i ( Kflfflfledge
6 0 . | Frien nolr.z/
N(2T/frendli/ (3^Hz/ (4) /'nalids/ ( )
l .{3) /fr (4) /frendli/ leTffianent
/6J. V
A -
t Necessary (1) /'p3:mananat/ (2) /'pAma:nani/ ' ,
/'pes (3) /'p3:ma:nant//'p3:manant/( )
1
/'neij. Punctual
•
62. (1) /'p3:Qkû:l/ (2) /'pBIQkÛl/

l^siness
) /br.dsnis/ @) /'pAQkqual/ (4) /'pAQkaûl/ ( )
fTbiznis/
3f-7bi:znis/ (4) / b i d $ n i f / ( ) 74. Difference
63. (5) /'difArans/ (2) /'di:fareins/
(2) ./ P 3:tft/ jt^T^difrans/ (4) / ' d i : f a r e n f / ( )

>a:tfat/ (4) /pBI^St/ ( ) 75. Petrol
4. Authority 0) /'peitn.-l/ ^(^K/'petral/
Goreti/ (2) /a:'e:riti/ (3)Ji|gp:l/ Nl^petral/ ( )
(3) '|:'eDn:ti/ (4) /D:'8t)ri:ti:/ { ) y .

65. Rigiih 'ientri/ (2) /'gaslentri/
CD <n;d5id/ (2) /'n:zid/ (4) /'gelentn/ ( )
(4) /'nzid/.
66, Picture^ .
41)
o r vîktrA/
. ( )
Release
/nli' hda/ /'splenda/

>fsaplend3:/ (4) /'saplenda/ ( )
68. Conceal^
Prudence
tp /kAn'^tl/
(1) / p r u i d A n f / gj)/'pru:dns/
(3)/k3:n'i:l/
(3) / p r u i d e n s / (4) /'prudens ( )
69. Crooked^
ADD: 5-D-2^, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR. 941 TTTRRÂN
Occupation
(1) /okja'peisn/ (2) /3:kja'peijn/ /'dDit3: / (2) /'dDt3:/
(3)/Dikja'pasnI g j /okja'peiji :ta/ , ( 4 ) /'dota/ ( )
Persuade randym ••
/pa'sweid/^ /mema'riaendam/
(3) /pa/veid^ ( 2 ) / m i s m ^ e n d e m / ••
rrcend9m/
Autumn
;ndAm/ ( )
(0) /'a:tam/
^pf/'Ditam/
tenfn/ (2) /as'tentfan/ ..
83. Jealousy
(3) /a'tensan/ (4) /aten/en/ ( )
(1) /zelesi/.
^ p / f c ^ e lasi/ Audience
/'Didians/ (2) /'odians/ .
84. Cigarette
(3) /'Didi:ons/ (4) /'a:di:ans/ ( )
(1) /sr.ga'ret/ 'retI.
(3) /Jiga'ret/ (4) /Ji:geret/ Language
0 ) /'laeogwifcfe/ (2) /'leggwec
85. Dilemma
(3) /'leeogwids/ (4) /'leir)gweicl5/( )
^g^/di'lema/ (2) /di'lema:/
i /dileima:/ (4) /di'lerma/ ( ) 95. Professor
0 ) /prae'fesa/ (2) . /prA'fesa/
86. Bureaucracy
J^pra' (4) /por'fesA/ ( )
(1) / b j u i A ' o i k e r a s i /
96. Annus
(2) /bju:>:'o:kresi;/
(1) /einjual/
(3) / b j U A ' r o k r e s i /
(3) / i C4^faenjual/ ( )
/bjua'rokrasi/
Aroul
Catalogue
(1) /a'rlu-nd/ (2) •/A'raund/.; ••
(1) /'kaetebrg/ log/
(3) /3:'rAund/ .a'raund/ ( )
"(3) / ' k e t a b : g / (4) otelpg/. ( )
88. Efficiency
4l//ifif9nsi// br3:6/
(3)./e'fi:sansi/ j(4) /'barAd/ ()
89. Behaviour
(1) /bi'hei:vja/ (2) /bi'h /'fa:6/ (2) /'f3:6/
()
!
\J#{/biheivja/ "07bi:' (3) /'fAda/ (4) /'fa:6/
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0

o f dRhlfe moutfiftiie lips)
o f n f t h f i m o i i t h j ^ be divided into :
veol^radggjLQeAard palate, the soft
e)
fleshly^fîctHi^r^nging loose at the
e efca:otjpe«>ofo f the mouth is called
vula)
e has ... parts. (5)
parts o f tongue? (The tip and
ick and the front, the root)
T.. types o f air stream mechanism:
Articulatory Phonetics is the study o f :
(The way the vocal organs are used to What are the air stream mechanism? (Pul-
duce speech sounds.) monic, Glottalic, Veleric)
Acoustic phoneticsil^theKtiMy o f : What ^re tnetypes of air stream? (Egressive
(The physical propîeVofspeech sourn Sive)
Auditory phonetics is me steely p£(The are of.... types. (2)
people perceive speech soun essive air streams is one in which
Phonology is: ( J h e ^ t u d y ^ f out)
10 e mgrQSsjve-ajr istrqa^ns. is one in which:
11 speech sounds in
i s h ? j e w e l s and consonants)
(Respir; are thetypes o f v ^ v e l s : (Monothongs
Articulai vowets^gnjl Iîpjhongs)
12 The Ri mauv..,pnre-vQ3yefs (monothongs) are
lungs, Thelni&cles o f che^ infcn:gttSh?((12)
('trachea'), any dipthongs (glides) are there in
13 The phonatory systen^s fd
ynx or voice box) iure vowels, how many are
14 The ArticulatorysySt&n/cor^sists o f : (1 th^reVbn^nej? (5)
mose, The mouth) u J ( 31 Ofa/of the 12 pure vowels, how many are
15 The mouth includes: (The tongue, the tee there short vowels? (7)
/M«K . OA 1
32 How many centring dipthongs are th' Pause implies : (Temporary stop often ap-
English? (3) plied t ^ e e c h by a comma, full stop etc)
33 How many closing^di J i m ^ e mjjfflonetics implies: (A very short
English? (5) iuê Between two words)
34 How many types of d Stent implies: (An emphasis to a syllable
there in English? (6 'of-wora by means of stress or pitch)
35 How many, Stre^m^res-(EMcaôrce used in speak-
conso: partie^^rw^rq or/sellable)
36 How ma; is is (ianied on :fFhe vowel)
(2) le a neutral vowel:
37 How m^nv tncativfis are I:

38 How ma»y^nasal scKina ing are the content
39 How many/latpr|l igjBsfglisti s and adjectives,
40 How man^sgKQ-vowfels (spproxl , demonstrative pro-
English are? (3) and interrogative pronouns)
41 Cardinal vowel seal .cal or form words contains: (aux-
(Daniel Jones) ig verbs and prepositions, articles

42 Which of the foUi s, personal pronouns and
6nouns)
(/m/ /n/ /f]/
In normal speech, accent is likely to be re-
43 Point out the fricative among the followings
ceived by: (Content or lexical words)
: I f f , Ivl, /a/, IV, / / / , Isl, JtJ, lhl,M What ace the types of tones : (Falling Tone
44 Phone means : (A [ v ],risjrfgt W [ > ] , Falling-rising Tones [ v ]
consonant) in speec ng Tone
45 Syllable means : (S f dividing words into syllables is
usually consisting of a vi yllabification)
consonant befo: sing-consctfiant is one which occurs
46 Mixiima^^rilMHes: (Two the: (beginning jof-a Salable)
only one rrestingrcoB8<mjAfs one which occurs
47 A phone/ne imj : (end of^syttatrie)
tive sounds belon;
48 Allophoijgyiapttes^ (If se
long to apSnerfle afte Jtnow:
of that-pfipkeriw
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O N 1A C A D E M Y
ENGLISH VISIO
Pronunciation and Speech Activities.
English Sounds and Phonetic Symbols :
The raw material of language is sound " Language is thus the expression of ideas by
means of speech-sounds combined into words, words combined into sentences and this
combination answering to that of ideas into thoughts. " Sounds are produced using
parts of our chest, throat and head, and travel through the air in the form of vibrations.
These sounds are then received by the ear of the listener. The brain of the listener
converts the sounds into a meaningful message.
The energy for the production of speech is generally provided by the air stream coming
out of the lungs.
Phonetic Symbols: „ — L
— "
Each speech sound is represented by means of a phonetic symbol having a distinctive
sound unit calledjônemeinThe use of phonetic symbols in writing leads!o~phonetic
transcription of speech sounds under the International Phonetic Alphabet (IPA). The
standarcLaccent of English is known as the/Received Pronunciation/(RP for short) or
the BBC accent. oMvicA. SfoCtJtly, odfUAJte & ' l y t M ^ ^ X ^ ^ . p k ^ r t a ^ c ^ o c ^ u C l ^ '
There are 44 speech sounds or phonetic symbols known as Phonemes in the English
Language is compared to the 26 letters in the English alphabet.
Broadly , Speech Sounds are classified into 24 consonants and 20 vowels as shown
C
below:
Speech Sounds or
Phonetic Symbols- 44
Consonants (24)
(Made by completely orpirtially stopping the
flow of air breathed out through the mouth)
Si^-n,-
Pure Vowels (Single Sound Unit) Glides (Two vocalic Units
or Monophthongs (12) combined or Dipthongs (08J
1
*
fltSSg?
j
CONSONANT SOUNDS AND SYMBOLS
1 1 pen, copy, happen, paper, parrot, supper

,-u) i p .i
j back, baby, job, bag, bat, table, bank, bubble.
i 2- 1 b
i !j
[tea, tight, button, take, step, tale, torn
I 3. 1 t
Jj
\day, ladder, odd, debt, daily, curd dumb
1 4- 1 d
it k I I key, clock, school, keep, car, cat, talk, can
;i • 5. i
i
j 6. • ;: g L. |get, giggle, ghost, gate, gain, begin, began, bang
t
^ 7. I tr 1
t {church, match, nature, chain, chess, charm, future
•i
r 8. d 3 | (5T) "Ijudge, age, soldier, join, jet, gently, grudge
i
j 9. ; f i I fat, coffee, rough, photo, face, fall, offer, afford
j 10. V ! view, heavy, move, vain, vet, vest, nephew, evaluation

-
K 11. ; e I W thing, author, path, thank, thief, thin
\ 12. ; 5 | ® this; other, smooth, then, rather, brother, their, there
[ 13. I s | («) i soon, cease, sister, son, sail, process

14. Z ;i zero, music, roses, buzz, zoo, opposite, puzzle, fuse
| 15. J
(a) ship, sure, national, shade, admission, ammunition
3 ^!
| 16. ; pleasure, vision, measure, fusion, closure, treasure
- - - - - - -
L. J7- h j ;Ihot,
5 whole, ahead, hand hard, hobby, hut, hug, hat
| 18. m ; ; more, hammer, sum, make, met amount, comb, income
! 19- n ; 1 nice, know, funny, sun, night, net, narrow, nine
ring, anger, thanks, sung, long, sing, finger, mingle,

! -20 J n ;
21. j I ! light, valley, feel, lamp, let, shuttle, logical, classical ;!
r right, wrong, sorry, arrange, rain, draft, near, rigid j

!...22-
' 23. | j » :yet, use, beauty, few, capsule, unity, uniform, 1
24. 1 w i wet, one, when, queen, weight, whistle, water, waste ||

c
j PURE VOWEL SOUNDS
...
r ! T ( V I " " Ifleece, sea, machine, these, seat, cheese, gr[ef, conceal
1 2. | i 1 U ) ; kit, bid, hymn, minute, bit, sit, fit, six, ink

dress, bed, head, many, edge, breath, chemical,
Ij • 3. ! e ( ? ) generator
•j 4. | as. trap, bad, axe, cattle, gradual,
1" 5. ; ! A i ( * ) strut, mud, love, blood, butter, bus, come

• Sm
; 6. : a:Cv! start, father, card, half, charm, plaster, disaster
jj 7. a !>/». |(3fr) lot, odd, wash, hot, off, box, model, revolve
|( 3ff: ) \thought, law, north, war, force, horse, bought, walk

'i
i! 8. ; 3:
! 9. : m foot, good, put, book, full, should, wood
;l! ...-:.
u: j (®) i; goose, two, blue, group, rule, tube, suit, loom, musk)
-
io.
3: j m I nurse, stir, team, refer, serve, bird, burn, early, journey
s j , v j about, common, standard, account, drama, human,

I 12.; 3
:f } * ddoctor, connect
DIPHTHONGAL GUDES OR DIPHTHONGS (MIXED SOUNDS)

! ei ) \gate, weight, state, domain vain, face, day, break
i 2. ai
ai ! ( an? y lprice, high, try, bite, bright, liar, tiger; outside
:J
j 3. 31
d i | (sffc ) \choice, boy, boil, toy, loiter, employ, exploit
! 4. ; au
3U !{ ) i!goat, show, no, old, both, coastal
L . 5 - , ?I aauu j f3"*3) mouth, now, house, down, vowel, found, howl
;[ 6. j i9
13 .1 ( ^ ) 1 near, here, weary, cheer, mere, jeer, dear, appear
n
) ! 7- ea
8. ;; ua
Exercise:
Write the phonetic transcriptions of the following words :
1. pen 7. poor 13. bright 19.house
2. judge, 8. big 14. curd 20. chain
3. snake 9. face .15, thank you 21. brother
4. yes 10. zoo 16. ship 22. sing
5. card 11. water 17. bad 23. serve
6. gate 12. hot 18. all 24. suit
ENGLISH SOUNDS AND PHONETIC SYMBOLS

(PHONETIC TRANSCRIPTION)
W SIKIFI 3 Trf flcft International Phonetic Alphabet ( I P A ) ^ aiiyjftd 11
^fT flcft 3 sgfr ftp?^cj? frs ^t TO t i M 3ft ^ w r f t fcrft
^CTTfm TO ^ 3 f ^ T -m % ^ fo^cT ^ -
Consonants
IPA* symbol Usage Usage
P cap /kaep/
b, rub/rAb/ / W /
t fit /fit/ / f t * /
d red/red/ •
k break/breik/
g flag/flaeg/ / Tf^T /
tj rich/ritj/
dj badge /bsei
f life/larf/
v aye Avei!
e / f i m /
5
s SS /fAS/ / m r /
z / '^fcTS?^/
J / 'fÎ /
3 / fifm /
h / t e / '
m
/-tj^ry-
n
/ ftR/
1 / f W
1 / ^PJêf /
r /
j . granular/ , gr»njel9(r)/
w
won/wAn/
Vowels aittfdipthongs _
i happy /haspi/. ?/r ~ 7 » /
i . fig/fig/
i; see /si:/ i / r
e ten /ten/ * » / / ftrn /
p ' cat IksXl
/
cc fer/fa:(ry / v r f t / - .
D lot/lot/
6 croissant /"krw$s6/ /tf /
. o: saw /so:/
0 put /pot/
u actual /aektjusl/
u: too /tu'7 /$/
A CUt/kAt/
x bird/b3:d/ / W /
a about /a'baat/
ei fade /feid/ / 3T 3F35 /
90 go /g90/
ai five/faxv/ / T O /
01 boy /box/ / w /
ao now /nao/ . /3T5/
near/nii / w /
chaif/tj / mco /
mre/pj / êo /
nds: /
ztv^frf> ^ wra W f Organs o sffa (tongue), cTTSJ (palate),
(teeth) I, HTcU <PT >n^n (Nasal I ords) W 3ft ^ <fl
freely t 3TT obstruct ( ch sounds f I
2, Classify t Speech Sounds:
44} 12 Pure vowels 3 8 Diphthongs
/ Glider/Di ;eisound$
(OVo oiinds\ 4 s( w j r w j cp^r ^ r ^ 3 t f ? an ^ ^ r r a 3ft
garp«pe,e<ih Vffetf ^ t ST^rfc^ ?3FfT f r e e l y 3TTcftt, sounds
3ft
vowel soiuv
3ft "3?sr(ii)3>T
Cons
3ft^ Mrorgan of speech «nf^TcT 3>^cTT t eft consonant sound 11
3. Vowel Sounds:
(a) Purt Vowel Sounds: S335J vJ^K"! points of articulation 3> feRj)
' change ^ STTcTT I . SWfc^ 3 TJ3? ^T ^ ^TPT 3ft sjfa Trftf (glide) l i f
cf^cft t |
(i) Pure Long Vowel Sounds and Symbols
1. i: . i • heat These, seat, cheese, grief, conceal
2. / hoof rule, tube, suit loom, music
3. o: atr horse all, force, bought, walk
4. a: 3TT harm card, half, charm, plaster, disaster
5. 3. sr heard g3VS bird, burn, serve, early, journey

[AH INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
. Pure long vowel sounds vl-ccJKul TO vtffa ftejfo 3 cp^f ^ftft %.
/ i s / ( & . ) - I W I vJ^KÎ W l W l Bfa (spread lips) cT«TT uffa m 3TO.

TFT (front of the tongue) cpH}? (hard palate) ^ t a f a vfTciT t cTCH ufft ftrefr-ftM
(tense) ^fft St vjffifr % j
/ a : / (3n«) - Plfebil (neutral) ^ ^ I ' <T2JT yfor tJTIfoffoTTWT (back
of the tongue) f^rfcl (open position) 3 tl
. / o : / (3ft.,) - s f e W I îtcr (medium lip rounding) # ^
(half close & half open) Bt^T uflT ^T ftWft] (back of the toftgue) ^ T c l cTT^
f ^ I T 3 uTHl I
'I u :/03n.)-S<tt<{>r v}t>t||«or <fj\Tct HFPT (close rounded lip) 3

& cFPFi $$ f clSTT \jft*T ftWT ?fTo| (soft palate) t f t fen 3
-n) 3 t l ^pIT W ^ aimi

?§oTT ^ ^ T T t n l | i T j ^ f t i t l '
(ii) Pure Sh^yTVcAvel So
od, crooked
lei, revolve
^ pusfcome, blood, butter, country
ten, pen, bed, edge, breath, chemical, generator
another, account connect, humao.- doctor, drama
bad, axe, cattle, gradual, antelope
Pure short vowel sounds m vJx^Kuj w^T ^ vfr*T ^ ftsjfcf ^T
. ^t^FT^T (looselyspread) ^ ^ cPT^t f J ^ J ^ f .

$ ^Bct t ) I vifm are WT "3JT - t o o n f^RTT (back portion) cfToJ (hard palate)
^fgm 1 1 _ __ _ ..
/ o / 03) - " S f g TflcT en^fcr 3 W f t ^ (fairly close lip rounding) I
^fta ^ ^ STIEft (close & half close position) ?m> ^ n f r Trrftt* |
U s (lips) T f t H ^ I ^ Btcp^ W R ^ -EFT ^ r ^ f I ^Tel •
rn^ (soft palate) fft 3 t 3 ^geft £ I f
/AjtiSO ^ ^ (lips) P i f ^ y ^ ^cfl a r ^ T (neutral spread position) 3
Gaws) cf>t 3^c^^T (separate) ^ f | v ^ tfTf Jfszf WT (centre of the tongue) ^ t "ERI (roof
of the mouth) «f> Wt^f ^ cfl^ ^ (between hard and soft palate) ^TT^ft ^ e f t
aTqÎT (half open position) ^ TeRTT t ] x^betr !
0
srf^J (stronger pressure) ^ t
s n w i w r n Bt^fr 1 1

11 vFSf sound/&/(3J) 3ft g l i d e l eft s f a eft unrounded f \ ^ f tsffa

central TFT 3?T use half open position 3> just below Tgcft 1 1
tJ3> centering diphthong t ^T3> vjx=ciwul ^ uftT front TFT 3?T
use 3*tft ^ giide m central TFT. <f>T use eFTcft i 1 sound / 1 / (?) ^ / a / (5R)
3ft toT 3 glide 3RcTT 11 VJX^KUI ^ f T S W ^ t 33<T Ffe (lips) unrounded vftT
front TFT 3>T use half close position ^ just above ^Fcft t ; sound/a /
(31) 3ft glide TOTt t unrounded^ ^ t 3 «ftT central TFT 3>T use 3>Tcft
half close 3 half open position Tgcft t 1
/ oo / (S3T) - ^ f sound / o / (>J) 3 / e / (31) 3ft glide 3RcTT 1 ^T3>T S ^ I N H ' I
35^ W f (lips) rounded i t m 3£Br ^ cFTcT f "3 vftT 357 back TFT use
gtaT £1 f ^ J vf3 sound / o / (3T) 3ft ark glid£-35^|TT t eft unrounded ^fWf «F3
3 tfl wfTcl f efferr \5ftT central TFT ^ half closed half open 3ft position
3> 11
4. 'Eftâ s j u R ^ us
(Consonant Sounds^rKkTm
No. Symbols
( '
/ f O
1. ^t, supper
2. jubble
3. ( f a t h
4 V Vd4y' fdumb
5. ,cane
6. gain, b e g i n
y
7. Y t\r/ chain, chess, nature, c h a r m , f u t u r e
S. j o i n , j e t , j u d g e , gently, g r u d g e
-9. —/r/VJ —facerfallroffeirafford
10. 3 Vain, vet, Jest, e v a l u a t i o n
11. /e/ thank, think, a u t h o r i t y . t h i e f , Jhin
12. /«/ then, this,rather, b r o t h e r , t h e r e
13. /s/ ÊT sea, soon, neice, sale, p r o c e s s
14. /•z/ ^T zoo, opposite, zero, p u ^ I e , f u s e
15. 7J/ .SI shade, ship, admission, a m m u n i t i o n
16: /3/ - measure^fusiqn, closure, t r e a s u r e
17.. /h/ * hand, feard, hobby, hut, h a t
18. I mi T make, inet, amount, c o m b , i n c o m e
19. /n/ T. n i g h t , n e t , nine, p u n , g r a v i t a t i o n
20. . /ft/ ^ long, sing, finger, m i n g l e , b e i n g
21. /l/ lamp, let, shuttle, l o g i c a l , c l a s s i c a l
22. /r/ cl rain, draft, penetration, r i g i d
23. /j/ jyes,yet, cap$yle,jyunity, u n i f o r m
/ .t, / ^T w a i t wet. whistle, water, w a s t e
^f c? (lips) ftfawi ^ f f k r g ^'^ftcr'.<round©4) W * * ^ f

vft^T -m sni' w r (front 6fthetongue) trig (hard palate) ^ fen 3 ansft
'îpff (half clOs&'and half open) f&ifo $.3531.% 1
? /o/(«)*-. (neutral and unrounded) ^ § WJT vffa
WH TTT. 3n*fl f&llct (half open position) 3 ^ n t l arfWcR unaccented .^BcTT 11
vtfta ^ W I TFT $ ulT^ ^TeT vowels 3 $ ^ R ^ WTvfl^ (weakest) 11
. / » / $ ) H t (lips)ftf$J*T (neutral) (unrounded) *Bcl t cf8JT uftr
^T 3m TFI (front of the tongue) Sffift * p f t ftajfc (half open level) ^ ^ ^BcTT 11
(b) Diphthongs or G1 ides or Double Vowels and Symbols
differ ^t ? wSfo
/ j g s t a weight, state, domain, vain

bright, Har, tiger, outside
toy, loiter, employ, exploit .
ire, jeer, dear, appear
^wherejTafFair.stare
sewer, actual, duel, virtuous
home, goafTboth. old, coastal
ydowHy-yowel, around, howl
# W ^BT t, ^ WlflR-
f \Jtfc|KU|
cPTtTT unm t 1 ^ m vstttiw srnpr mv
# 3 halfcl front TFTuseBtcTJ t B^TR^T fil
ised froni Tm use ^ oFRTT 11
/ai/0
-Bts-iinroundei t a j i ) ^r / i / ( ^ ) ^ mv> VJTRTT 1 1 w&m <ix«JK u i a n ^ r - ^ r w i
vfTcTT
/ a u / ( 3 T n 3 ) - ^ H 3 sound - M/ a / ( ecPTcIT
n ) $t /o/(x3)
aft? vjfta^tf5T frontglide
TFT use BftTT
3RcTT 11^BcfT 11 ^ S W
spfra>T
?FFTBf cf unrounded open position ^ Bt^.f cf^JT ^ f t r cf>j back TFT use BtcTT t
sound/o/(^f) tfi afft glide % cff rounded ^
(above h&lf close) VR^t cFRt i nan u?TT 357 centralised TFT use eFTcTT 1 1
/ 01 / - sound / o / (3ff) ft / ( f ) 3ft? glide ^TcTT t 1 ^TT^T
(lips) rounded Bt^ f ? m back ^ f use f i W i i f ^ g t?Rf sound
/ i /(5) ^ ^ glide fp^n f ifi Bfa unrounded Bt ÎcT t sft^ uft^ W front WT half close
position ^T just above ^BcTT t l
sound/e/(3Q if / o / Q 3 ) ^ 3Tt^f glide^j^cTT I I f ^ J T sound
TOT lips unrounded position 3 B^cT t <1 vifm central TFT half close position just
below BtcfT yR sound/ 6fQS) ^ t -sft^ glide W m % eft BT3 rounded position ^
Bt vTTcl.l viftT • back TFT half close position ^ just above BtcTT 1 1
•' ! ( y 3 1 ) ~ SOurid / e / 0?) ^ / e / (3T) a f a g l i d e tPTcTT t I ^ n T 0 ! STT?^
^ ^ ^FFJ B f e ( l i p s ) unrounded ? h a l f open p o s i t i o n 3 Btct t af v f l T cfrr front TFT use B l ^
5
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9413388280
, . - t e sounds BWR"! 3TB1? SIT Tfi 3317T 3ft organs of speech 3JT) obstruct
3>7^ £ frlTRt sound 3 audible friction (Sc3ft TI n4ullc43> eqft) efl.% sounds,
consonant ^ SfTct g l SIR consonant sound 3>7 audible friction HS^ff 3>$ |
Consonants ^ sounds tJBWtft ^ fcR (a) Place of Articulation (3^17*1 ^T ^
W i ) 3 (b) Manner pf Articulation) C3WTC°i 3>I $ m i 3 WT=T 3J7T1 a t w q f r
Place of Articulation.
4.1. Place of Articulation:

(QBilabial: P(3),B (3),M01), W (3) 3ft 37 37 3 ^frft 3> Bite 3ft Tgct
(ii) Labio-dental: F (30, V (3) 3ft 3tcfft 37 33 s f a \5>37 3* 3ft touch «ft3T
I
(Hi) Dental : 6 (3J), d iflctft 37-»ita 3>- 3Tgft 33 teRT (Tip) ^ ^ ^tcff ^
(back of the teeth) 3ft touch W n ^nf^Tr
(iv) A l v e o l a r ( t J o l f a a i o R ) : T ( 2 ) , D (3), S OH), Z C5T), N (3), L 3ft 3 7 u f a 3 3 fc317T
(Tip) f%>RTT (blade), ^ r f f 3Tcff 3 3 ^ 7 (hard p a l a t e ) 3* W T ^ l 3Tct TT3
(teeth ridge) 3ft t o u c h 3 ^ I
(v) P o s t - a l v e o l a r : R (7) 3 f t 3toT^ s f t r 3 3 tip, teeth r i d g e 3> ^ c T 3 F ? 3Tcf tTT^ $
TFT 3ft touch 3T73T |
• (vi) P a l a t o - a l v e o l a r : tf (W), cfc (vJT), J (3T. 3),.3 (yT) 3ft 33 3T^t (blade)
eft teeth ridge 3 f t t o u c h 3>WT % 3 3fl*r 3 3 front, hard palate 3ft 3 £1 \
(vii) P a l a t a l : j (T) 3 f t s f t r 3 3 front 3TcTT TFT h a r d palate 3 f t t o u c h 3>7cTT 11'
ADD: 5-D-21. H i i n r n OTDC » • « ! ' " > " • -

(viii) V e l a r : k (35), g (3), I) 0*0 ^ ^fft vfr»T 3 3 ftSoIT TFT (back), soft palate 3ft
touch 3>7m $ I
(ix) Glottal; h (3) 3ft glottis (737 organ of speech) 3 3tefT vffilT 1 1
4.2 Manner of Articulation:
(0 Plosive: P, T, K, B, D, G 3ft 37 33TCT 3ft Wfgf £T7F 3T ^ST ^ f ^ f t fa^ 37 <fP3
T
3ef 3> fcHJ £°fcT3T 7t3> feT3T t (complete closure) 3 f ^ 7 sudden release ^
vh^l)t^Pf Pl^d^ft § | ^TftfeP? plosive
33?T un?TT 1 1
(ii) Affricate : t/ cfc (ST) 3ft 3tHft 37 Plos; S7B ?3T7f 3ft cRTT 7t3> fcT3T
(complete closure) ^TTcTT t 3 slow release ^T wfFfT) f^TT t fSTTTT*
i) Ptfrtiefl 1 1
Ciii) Fricative: f, v, 6,5, s, g O k h ^ ^ c f f t articulators C^ftT. anfe),-
passive articulators (3TcT, cTTeJ S3T7T 3ft 37^7 3> fcT^
7I3^T (narrow) WRI 37 audible friction
tpTcft 1 1 ? vncfT
(iv) Nasal m, n, 5 W r a 3ft 3TB7.
PIWII t eft 3 ? tecRft t l ^TfttcFf
(v) Lateral (j I Sfrelft 37 3> f t3T7T, vjftr 3ft
3FToT-37TcT 3> gap teeth ^ friction f M teci ^ricft
11 I T f t f ^ j # late:
(vi) Semi-vo ive 3 passive articulators ^ I ^ T , ?T7ir
tm t 3TT7TFft f ^ T friction 3*
3 3T57 teef vTfcft emi-vowel <*>sci § I
(vil) Frictionless nt or trill or rolled: r (7) «TloA 37 active articulator, passive
articulator 7t 3§cT 317 ci^Kk) 7 ^ f 3 fTft 33T7T "ft iftx?7* no audible friction (t^Tf
•EFN I 3 > < H R H ^ ^-ifrictionless c o n t i n u a n t - ^ g ^ ^ i -
- Phonetic Transcription
Points to Remember (e3R THft fitep:
1. All the 44 Phonetic symbols and their sounds must be in your mind.
2 In phonetic transcription,'silent letter'of a word is never written.

:
-• For example:. • •'-"-• —--'••- -• -V - • - ••
Catch - • /kaetj/
grudge - /gr/vd3/ TR
know - / neo/
honest - / must/ sitf^:
tau^t \ - /to:t/ cfte
In the word 'catch*, 't' is silent; in 'grudge', ' d ' ; in 'know', *k'; in
'honest' *h'; and in 'taught' 'gh' is silent so, in phonetic transcription such silent letters arts
never written and pronounced.
3 f t phonetic transcription^ fcTCJT vTRTT % ^T W %I
i^^fit^honetic transcription, write only one symbol of a letter, even if this letter is double.
v l ^ i V o r example: .
conaaission - /kofcjifon/ .ifc'faSfr
affirm - ./e'fean/ . aP^JSpr
legally : - /lkgok/ c?T»ffcf"
7 ' tree , v ; - /trii/ $
l
In these,words 'mm', 'ss\ 'fp, 'IP, ee' are double letters but in phonetic transcription only
singlesymboiw, *s\ T , T , 'i'hasbeen written.
^ 3 double letters ^ T ^ phonetic transcription^ v^ single symbol
f^^rFfl infill
4. In phonetic transcription letter V remains un followed by a consonant but,' if V is
followed by a vowel sound, thermit imsential t iso.remain unwritten if the word I
ends with final'r'
Examples:
Fort /fo:t V follovved-oy a consonant)
brush /brAf V followed by a vowel
never / neva /-- (word ends with fina
vjjrii m "r: ' ^ t teRSn w n c n t l ^ g ;
v $ «n<r 3TT vSTT^r ?fr
Ifawordei silent 'e', then, :en but if the final 'e' gives a
sound, then,| is wrii
Examples:
give
bonafide ^naft'qnsfe
% silent % c f l M fcTO! vin?n % f ^ g trf^tjg
e s f r ^ T l t eft %TcPT symbol feP!3T «u<iMi I
v
In a word, if there vowels together but they give out a single sound, then, only one
-^symbol-ofthe-soundthey-give^s Avritten^
Examples:
leaVe - /Ihv/ c¥l«r
beef - to/
toak - /tgk/
receive - /n'siiv/
believe - /bilUv/ . ft'cflra
caught - /ko:t/
brought - 7bro:t/
vowels ^ra-^HTO f ftoRT? sgfa T ^ ^T f eft vft S f f t f^Rjcf
^ I tl symbol uHcn 11
In a word, if two vowels are together and give out sounds either of Diphthongs or of individual
vowel, then, double symbols of the sounds they represent will be written.
Examples:
near - /nig/ ftsi
their - /See/
peer - /pi©/ fer
ADD: 5-D-21. HUDCO n t c c MATW ONUN I - ~ - ~

poor - 1p09/ gar

buy - /bat/ m
bay - /hex/
boy - /bw/
now - /nag /
f^tfr w ^ w T i m t afi7.%, ^ i 7 3 7 3 T c i t D i p h & o n g s - ^ vowel
^ Pt-îcicT f cfr symbol fetft wTfcl f |
a A mono-syllabic ofthe letter 'o' or *oa* often (but not always) representsthe symbol '©a' (3F3).
Examples:
home - /heom/ igvPT
bold - /bgsld/
close - /klgez/
wrote - /rest/
boast - / bisst
coat Jkeot/
*J3> 737 m m (?*rcn;
tl
9. If a word is pi by adding V o r 'es* and beforejV pi % 4k', Y , *V,
then, 's* gives ,sound>6f 'z\ but after T , " lives the sound of
V (70.
Examples:
taps sound)
tags . 'sound)
fates 3T3 's' (70 sound)
mangoes ^ (z 03)33 sound)
T'kVp'T * OR) 33 sound 1 f ^ n j ^P? 7P?t 3T3's* 3T5I7 z
_ tÔ 33 sound ^cTT %
10. If a verb, ends in *ed' and is preceded by the same or different double letters which give
one sound jointly, then, 'ed' is changed into *t\
For example:
passed - /paisj/ 3T75
packed - /paskt/ i&Z
pushed - /.pojt /
fa^ft tfF3T 3 «edT $ 3Set W ^ f r 3B57 31 31cT3-3loT3 W R #B3?7 W ^ 3 3 7
M sound ^ct "i ?ft 'ed* 33 sound't- iff vsncTT .
I gad
11. Phonemes 3ft vTT333$ | c+s+c ( f t e - 7 + ^ + consonant + syllable +
consonant cFfa phonemes 11 3 ? english sound system 3ft t,l
12, Syllables, 20 vowels (longvowels + short vowiels + Diphthongs)^ sounds 3ft I
u
Syllables, consonant 3> 7TW ftcT3>7 3 TT^t vJ*MK 'i 3ft T33T 3>7^ f |
W 3 fufcfft vowel sound ^tft eft syllable 'ft w f t €l I train
33 structure t CCVC consonant (t) + consonant (r) + vowel (ai) + consonant (n).
^fT cTTS 1HFS3 33 structure sTffi 3>7 phonetic transcription 3>$ eft SIRIPft T ^ f t I

Exercise - 3 : Write the phonetic symbols representing the sounds which make the pro-
nunciation of words different from each other.
1. reach rich Z ten tan
3. pen pun 4. bat but
5. teen tin 6. beat bat
Exercise - 4 : Identify vowels/ diphthongs in the underlined parts of the following words-
fan, tall, father, sit, jam, boss, wool .
Exercise-5: Identify vowels/diphthongs in the underlined parts of the following words-
now. know, low, law; close, claws, late, let, white, wait, hgre, hair, poor.
Exercise - 6 : Write the phonetic symbols of the following words:
(Course Reader :Cbaptcr-l)
1. pen 11. water 21. brother
2. judge 12. hot 22. sing
3. snake 13. bright 23.serve
4. yes 14^cu*d 24. suit _ ,.. :
5. card :>. tiâtuc you 25.chair
Exercise-7:(a)In rds gi wlhere is a silent letter. Point it out and
write one more-similar woi (Course Reader: Chapter-2)
Example/Should => could
Would! coupy halt bridge
(bXWritrtfie phonetic transcriptions of the f< sând verify these from a pro-
noUncsng dictionary: (Coursc Reader: Chapter-2)
destiny! pf 'acceptance, curio: opinion, genuine, incredible,
astonishing, poi (both e, disappointed, impulsive,
Exercise uhce the following words from the lesson
keeping the rul (Course Reader: Cbapter-5)
born (Sai officer,,service, course, work, army, surgeon, try,
start, during, thin ted, forty, particular, harmful, other, borne, certain, whether.
water,-j<&vae,vi
Exercise honetic scripts of the following homophonical words and write a
sentence on each to illustrate the difference: (Course Reader: Chapter-11)
fere, fair; story, storey; piece, peace; meet, meat; vain, vein; die, dye; board, bored; whole,
hole; practise, practice.
Exercise - 1 0 : Write the phonetic transcription of the following words and check these from
a dictionary. Also practise pronouncing these words correctly: (Course Reader: Chapter-13)
catastrophe, alternative, parchment, pucker, sOmbre, mythological,- kitsch, enhance, afflu-
ence^ resounding, saviour, moustache. -
Exercise - 1 1 : Give a phonetic script of the following words:
(Course Reader; Chapter-16)
snare, where, air, pain, again, afraid,- face, place, paw.
SOLUTIONS
1. Full = / fbl / Fool /fuil/
2. Hill = / hil / Heel / hi:l /
3. Year ='/jie(r)/ Ear /ia(r) /
A Mftra = ,/. mm/r^ / K/ofA = / ,
PhoneticTranscription of different Words:

: • *(a) Moiio-syllabic words: f«PT ST^t "ft ^ e f ^ vowel sound BtcTT t , mono-
syllabic words f I
Transcription
eat /lit/
IfiYC '/Uv/
take /teiJs/
try / t r a i /
h e_a d V h e d /
I i o j V *' 7 n o o t /
fiction /
(b) Di-syllabic words : fvH^t ^f vowel soi
civil
m e e t o
grandeur
(c) Tri-syllabic won vowel
" eny; /in vizidj/
lies / d§ja»si3
;e / b e£ij
vllabic words vowel.
vccvcvcvc
cvccvcvccs?c\ rkrKT k s V a a i d /
Ascription WZ §
LCISES
Exercise - 1 : Bh MieticaJly transcribe the following words:
1. Full A \ \ M P 2. Hill - - Heel
3. Year - \ 4. Mere - Mare
5. Know - No 6. Note - Not
7. Seat Sit 8. - Edge Age
9. Glose - Clause 10. Great - Greet
tl. Village (Sample Paper 2006-07)
IZ Drive (Sr. Sec. Exam. 2007)
13. Baby (Sr. Sec. Exam. 2007)
14, Yesterday (Sr.Sec.Exara.2008)
15. Women (Sr. Sec. Exam. 2008)
16. Chair . (Sr. Sec, Exam.A0Q9) _ ... . ... .. .
17. Afternoon (Sr. Sec. Exam. 2009)
18. Tiger (Sr. Sec. Exam. 2010)
19. Engine (Sr. Sec. Exam. 2010)
jr
Exercise-2: Write the phonetic symbols representing the sounds which make the pro-
nunciation of the two words different from each other :
feet fit neat - knit
pull pool shut shoot
hit heat
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9413388280 168
eva
(b) destiny / 'destim /

picture /•pikt/o/
acceptance / ek'septans /
curiosity /.kjoon'osati/
portfolio / porffaoliao / -
water /Vo:ta/
was / woz / (strong form) and / WAZ / (weak form)
opinion /e'pmjen/
genuine / 'dênjoin /
incredible /mTcredabl/.A
astonishing / e'sttfnxfif) /
potential / pa'tenfl /
proceed / pre^sird / (v) i
proceeds . si:dz/(n)
ineptitude / ih'ebtitju:d /
disappointed / (is< 'pointid / -.—--•-"•'••
impulsive /llp'^vlsiv/". "
Solutions to Exercise
born / 'jia / .
retui / 'si:ni8 /
/ 'b;nid /
/ 'fo:ti /
/ pa'tikjbla /
/'ha:mfbl /
/ 'A5O /
/born /
/'sjf:tn /
/ 'we5e /
/'wotted
larvae / 'Ia:vi: f
various / 'veerxas /
Solutions to Exercise': 9 :
1. Fare, *air [Tea]
Having paid the fere, he boarded the bus.
Have you ever seen a viltege feif ?
2. Story* storey r$to:rtJ
_ oftheRaraayana
He has a house of twt> stoireys.
3. Piece, peacefphs]
Giveme a piece of paper,
Everybody wants peace, not tension.
4. Meet, meat ('mi:t]
Gp and meet him in the hospital.
1 dislike eating ifleat.
5. Vain, velit t'veinj
He worked hard for the examination but in vain.
Veins cany blood frotn various parts of the body to the heart.
3/Kjiow J noo / No /noo/

• tfme / noot / Not / hDt /
7. Seat : — /sut/ Sit /sit/
& Edge /.edi/ Age /oid3/
9; Close - /kleoz/ Clause /kk>:z/
10. Great /grext / Greet / Qrirt/
. 11. Vfflage = /vifofe/
11 Drive ! = /draiv/
13. Baby / berf?i /
14. Yesterday « / jestedei /
15. Women - /wtmm/
16. Chair / t/eo /
17. Afternoon - / tf:fte'nu:n/
18. Tiger / taiga /
19. Engine /'enc
Solutions to Exercise; 2
feet
4./»7 /A/
h / J>en 7 — 6. / o « t / - 11. /wo:te/ 16,/JrI»7 21. 7 /
1 /d3Ad3/ 7. / J > o o / 12. / hut / 17. / b«d / / si^ /
&
3. / snexk / /big/ 13. /broit/ 18. /oil/ 23. / S3:V /
4. / jes / 9. / feis / 14. / k y d / 19. / hoos / 24. / suit /
5. / ka:d / 10. / zu: / ' 15. / ©»nkju: / 20. / t / e m / 25. / t/ee /
Solutions to Exercise : 7
(a) w o u l d - know
coup - tomb
half - calf
- fridge
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9413388280 170
Wo

6.Die,dye['dai]
He died of heart-failure.
He dyed my shirt red.
7. Board, bored fbo:d]
.. His employes provided him board and lodging.
. She had a bored expression on her face.
or
The machine bored through solid rocks.
8. Whole, hole {'heol]
Snakes swallow their victims whole.
The mouse ran into its .hole.
9. Practise, practice J'prsel
He practised playing me harmonium.
Practice makes a me
Solutions to Exercise 10
catastr^
alter
parct
pucke>
sombre
lologiq
sch
Enhance
luence
if}/
êrvja /
)=
= / mo'sta:/ or mo'sta:/ /
jrcise: 11:
snare - / 'snea(r) /
where — / fwea(r) /
air - / 'eo /
pain - / 'Pern /
again - / ©'gen or. e'gem /
afraid - / e'freid /
face . — / 'feis /
place - / 'pleis /
paw - / 'pa: /

REPORT EECH
(DIRECT S R E ^ H A ECT SPEECH)
reporting something said by someone to others. One way

ual/yor exact words o f a spfja-k®; as they are. This is called
' D i r e c t .mjc or ' D i r e c t ] ^ a h ^ t i o n ' or 'Quoted S g f ^ d j
Exa^fJle : ?P« 'T want to become j f doct
It |s Notice; ffiiat in the direct speecli^ sed by the s p e a k e r a r e
enclosed ^ ^ ed c o m m a s or q ^ e t m i d n ^ m a r ^ ^ b - the sentence outside the
inverted c o m m a s ^ ^ G o p i t h e ' r c p p r t i n g c l a u s e ' or ' m a i n c l a u s e ' and
its verb O ' . e . ^ u d ) i£Un£ vc w o r d s within the inverted c o m m a s
,
("I want lo^heopjiigjSa ^ Y\ i'd\ p yf o ^' a f p ^ e ^ d V tWf 'quoted clause'.
"The q u p t k d clai\se\ ifc ^ ^ a W k ^ l Y o n r the r e p o r t i n g c l a u s e with a c o m m a (or
commas.) and k h e g i p ^ w i t h 'a capital letter. T h e r e p o r t i n g c l a u s e may p r e c e d e or s u c c e e d
the quoted c l a t W \ o r ) b e }Jice~d within the t w o parts of the q u o t e d c l a u s e ,
Example e/i^tfd, "They h a v e n ' t c o m e yet."
T h e y h a v e n ' t c o m e yet," said h e .
I ' v e j u s t bought a car," said Peter, "but it's not insured yet."
We u s u a l l y report s o m e t h i n g said by s o m e o n e in the p^st and so use such v e r b s
as said, asked, requested, etc.' w h i c h usher in t h e r e p o r p£ech. ' S a y ' and 'tell' a r e
the r e p o r t i n g v e r b s m o s t c o m m o n l y used. Tell has a pen di (-ect o b j e c t ( m e , h i m , her,
t h e m . us. y o u , etc. or nouns) Usually ' s a y ' is with t h l o r d s s p o k e n . It is n e v e r
used with the i n f i n i t i v e in reported speech-fXTeH' is/nej used with t h e actual w o r d s
s p o k e n . A p e r s o n a l o b j e c t is always. ' ' t 'h e l v e l b ' t f t l l ' V j y o u g h ' s a y ' and 'tell'
\v\ith
are the most c o m m o n used verbs /^spart- of t^fe q u o t i n g c ^ r a ^ Q i ^ n g c l a u s e , o t h e r v e r b s
used are " a d d , s h o u t , s m j j e , s c r e a l i ^ a h s v f i n o u n c e x n i u ^ n b l e , w h i s p e r , reply, p o n d e r ,
r e s p o n d and w o n d e r . ' / ^ t 1 \ t h e s e are lly ' s a y ' c o l o u r e d by m a n n e r of s p e a k i n g .
in direct speepi!. ? 'we have Sevfera I//paragraphs to be quQtetPôgether, every
p a r a g r a p h will h a v e jig inverted ct-jinVj^ ("'....) and only thi3-Ja(stf^ragraph w i l l end
with i n v e r t e d c o m m a f y ' f . . . . " ) in o t h e r w o r d s , t h e non-fin;: .'Vaphs ..... not - nave
c l o s i n g i n v e r t e d c o i p i ^ a s . h y w r i t i n g we u s e singly M i brte\<" )...") i n v e f t e d
c o m m a s in d i r e c t sfA
y " Di reel s p e e c h isTised in cffnVersatipas fo(6WkS: in q u o t a t i o n s .
\ The "omoTway o^tfppAing\isî o f a speaker's w o r d s
jWithout re p ro d u c i n g V i s \ e t w o r d s v bu>-m rc o w n sentences by making certain
/ c h a n g e s . T h i s is c a l l e d sWcb'wi' Narration' or ' R e p o r t e d S p e e c h ' .
/
E x a m p l e : G o p i sai^ \hatr e\w,af jeTto b e c o m e a doctor.
The reported speech\i^vîV) A frequently u s e d in c o n v e r s a t i o n - S m a l l s p o k e n a n d
w r i t t e n , in n a r r a t i n g s t o r i e s ' \ r e p o r t i n g ' e v e n t s , a n d w r i t i n g letters.
Rules for changing Direct Speech to Indirect Speech

1. The conjunction 'that' is used to i n t r o d u c e the i n d i r e c t s t a t e m e n t a n d the
inverted c o m m a s and the c o m m a after the reporti
'that' is_often omitted, especially in spoken
" ~I». I f the reporting verb is a Past Te
clause c h a n g e s into its c o r r e s p o n d i n g past t
(1) present' 1 b e c o m e s
Direct : He s ^ ^ a m "
Indirect
(2)
'other is w a s h i n g clothe^J-K
line She sai ier mother was; washingw a ^ i i \ g £Mhes,
(3) SS^ht "perfect b e c o m e s j g s t perfect. / r " " ^ ) \ V ^
fyect said, "1 h a w got a p / B e . \ \ \ N
Ijndireef^f H e said that h e
(4) tfftcontinuQU continuous.
Dirept S nee m o r n i n g ,
•Slmp\e v
• • $ n raining since morning.
/-
(5)
4
Direct
i r*o /-»Y :\HerSlj<l
\ Vtiap^took my pencil.' 1
Indirect sVid-Ahat Hari h a d j a k e n his pencil.
(6) Past cortt in uotfs 7 b e c o m e s j past perfect c o n t i n u o u s . /
Direct : S h e said, "I w a s listening to the R a d i o . "
Indirect : She said that she had been listening to the R a d i o
(7) C a n ] b e c o m e s c.ould.j
f J i r e c t : H e said, -'Rama can m e n d it." / / ^ l
Indirect : H e said that R a m a could m e n d it. / '
(8) M a y b e c o m e s n n g h u
D i r e c t : H e said, "I may c o m e . " ^
Indirect He said that he
(9) Shall b e c o m e s should, (
,Direct : H e s d ^ ^ a m a cdme.'Jj
Indirect : H ^ ^ a i d that R a m a j j h q p l d f f o m e .
' itli're tehs&SHallAyill b e c ^ e s ^ o u 1 d /
D i r e c T T l s a i ^ 7 t < r Sita, "I s j i ^ j K l j ^ v o u Z ? ^ ^ '
I P I n d i r e c t : I t o l | Sita Aox I j w o u l d h e l p her.
D i r e c t : He « a i ^ > ^ j ^ h a n _ b e leaving sop-aA .
Indirect : He satd that h€"\vould J ^ l ^ a ^ M
Direct : He s a i d . ^ 5 f ) ^ \ l l V
I n d i r e c t : H e said w a V s b f V w o U t f i ^ t o r
N o t e . — T h e c h a n g e o A s h a l l to VoUlU ^ p e first p e r s o n p r o n o u n c h a n g e s to
third'person. ' \
(11) (i) Future becomes ôjjaiti
(ii) F u t u r e p e r f e c t ^ e p o r f i e s c o n d i t i o n a l p e r f e c t ,
(in) Conditional becomes conditional perfect. However, the conditional m
polite requests remain unchanged.
(12) T h e verbs, ' w o u l d , s h o u l d , o u g h t to, m i g h t , c o u l d , had b e t t e r ' d o not
change.
D i r e c t : H e said, " S h e o u g h t to b e h a v e p r o p e r l y . "
I n d i r e c t : H e said that she o u g h t to b e h a v e
\J l J Cc," "'! h/oCi^Y'
^ t

Direct : T h e t e a c h e r said, "They m i g f a c e m e again."

I n d i r e c t : T h e t e a c h e r said that the c o m e again.
-•^.<0 3) Hypothetical and impossible conditions'Is io not change..
J s ^ D i r e c t : S h e s a i d , "If h e w e r e y o u n g e r , 1 w o u l d m a r r y h i m , "
I n d i r e c t : S h e s a i d l h ^ t r f - h e w e t e l o u n gen. s w o u l d m a r r y him.
i:
D i r e c t : J o h n / K a i ^ > x " i n x ^ a d kndjwn\earjj.er,
5r, T1 / w
v oo u l1dd nnoott hhaavvee come
c o m e here."
I n d i r e c:tt : Jotffi
Joîp :sWid\ thatV f h e had n e a r l i e r h e w o u l d not h a v e c o m e
her-er-.
f/ M u V '- c h a n g e s d i f f e r e d } a c c o r d i n g to t h e m e a n i n g i r carry. ' M u s t in

X ^ f c h n a r y stiedqh h a s t h r e e p o s s i k i e ^ n e a n i n g s , e a c h of w h L d y ^ s a d i f f e r e n t f o r m w h e n
^/reported. V ^ \
r c o m p u l s i o n at the n p m a n \ ^ p s p e a B ^ . y.e., a T i m e P r e s e n t . :
fTfus, ourse, becomes a ^ s Y ^ f h w r ^ p r ^ '
Cm-O* Y^}
0
I n d i r e p ^ o H e âid/Jt
Indr
i L ê t l • H e \ a r d V h
X\
Direct \ H e . V" -•
I n d i r ^^ t V H ^
p \ a, \ d ) t h a t h e j w-
^nT'lolgo.
Iii) N e c e s s f y y v t f p e o r r i p u l s i o n in the f u t u r e ; a s a s u b s t i t u t e f o r 'shall h a v e to .
T h i s , o ^ P t f o u r s e , b e h a v e s like a f u t u r e , a n d c h a n g e s t o the c o n d i t i o n a l in
r e p o r t e d s p e e c h f o r ' m u s t ' and ' n e e d n ' t ' .
D i r e c t : H e s a i d , "I m u s t g o next w e e k . "
I n d i r e c t : H e s a i d ( t h a t ) h e [would h a v & j o j g o i h j / i n g wees-
D i r e c t : H e s a i d , "I n e e d n ' t g o next w e e k . "
Indi r e c t : H e s a i d ( t h a t ) he~ w o u l d n ' t h a v e to/gj> t h e f o l l o w i n g weest.
D i r e c t : H e s a i d , "I m u s t n ' t g o n e ^ '' ' A
Indirect : H e said (that) h e ^ a s n '
P e r m a n e n t r u l i n g o r pro)>fbi\iofl is e meanini then the 'must'
f remains unchanged.
D i r e c t : H e s<ftd\) You n)usln ' t ' i r o s s / t h e r o a d a g a i n s t t h e r e d light."
I n d i r e c t : H e (told us^v/ernus ^ i c r J i s the road against t h y f e ^ ) i g h t .
^ P h e f o l l o w i n g a r k ^ e x c B p t i o n s and r e unchanged :
â) If t h e r e p o r t e d . ' s p e e c ^ related to s o m e universjiI A ti\Ut'
simple present\tens in t h e r e p o r t e d s p e e c h /($.
Direct : He\$ai l a n is, m o r t a l , " ^
I n d i r e c t : H e sa
D i r e c t : S h e sa rew-ard\
I n d i r e c t : S h e s* ^JV^v/ard.
(b) If t h e reported istorical fact, t h e s i m p l e p a s t t e n s e
remains unchang
Direct : H e said, r e n o u n c e d w a r a f t e r t h e c o n q u e s t of K a l i n g a . "
Indirec r e n o u n c e d w a r a f t e r t h e c o n q u e s t of K a l i n g a .
T h e isrrr
^ ^ ^ ^ ^ past continuous tense in t h e r e p o r t e d - s p e e c h remains;
uncKanged, it E x p r e s s e s two* a c t i o n s w h i c h t o o k g l a c e at t h e s a m e t i m e .
D i r e c t : S h e s a i d , "I w a s p l a y i n g in t h e p a r k w h e n it b e g a n j o _ r a i n . "
I n d i r e c t : S h e s a i d that s h e was~pTaylng in t h e " p a r k x w h e n it b e g a n t o rain.
-V
1 L-a-v^
C C&^to&o* \>.d4h-if fTt^J™ (aa^C^

: bio
D i r e c t : H e s a i d , "I w o u l d build a t c m p f e j y w o n a lottery."
I n d i r e c t : H e s a i d that he w o u l d buil Die if h e w o n a lottery,
T h e f u t u r e t e n s e in t h e r e p o r t e d spe< c h a n g e d , if w h a i it says refers
^ D i r e c t : R a m a said todqw, y a m gf temple."

Indirect : R a m a / £ a ^ o ^ y \ t h a t h^ uild a t e m p l e ,
III. If t h e r e p o r t i n g (verb i\ in \l]e presj t h e f u t u r e t e n s e , the tense of
the v e r b in t h e / g g p r t e d unchan e p o r t i n g v e r b will be in lhe
present tense/ojnly
V G!) reporting a cotoveVsmion that is still g o i n g

(fy c a d i n g a letter arra r e p o r t i n g w h a t
t a k i n g / o r d e r s and c o n v e y i n g tl
(\) i n s t r u c t i o n s and^Feoort(n
(5 reportin| omething thatwn often.
Example
Direct (i^^se
Indirect ' « a y s U M T t e a is ready.
T h e sW^.afitl^ysVtl
Direct^ \ h ^ H ~ g o to s c h o o l . "
I n d i r e c t : ' ^ lA
e ^s as jAAy^.iaa tt he will go to s c h o o l .
D i r e c t : H e is^vaving, "You have d e c e i v e d y o u r f r i e n d . "
I n d i r e c t : H e is s a y i n g that you h a v e d e c e i v e d y o u r f r i e n d
D i r e c t : 1 b a v e said to you, " H e is my f r i e n d . "
<3- . I n d i r e c t : 1 h a v e told you that he is my f r i e n d

D i r e c t : T h e t e a c h e r will say, " T h e b o y w a s d u l l
I n d i r e c t : T h e t e a c h e r ' w i l l say that the b o y w a
T h e P r o n o u n s a n d p o s s e s s i v e a d j e c t i v e s of th eech are changed,
w h e r e n e c e s s a r y , s o t h a t t h e i r relation with t h c / r & n o r t e r e~i\7aTher than with
the o r i g i n a l s p e a k e r , a r e i n d i c a t e d . \ \
(1) T h e f i r s t p e r s o n in t h e repo^tec. s p e e c h , n e e d s t 4 a c c o r d i n g to the
subject of the reporting vet^.
P D i r e c l : H e s X i / O y T v e losVjtay b a g . " J
I n d i r e c t : H i suid that he had ^ o s l j m b a g .
Direct : Y o u V j u d ? " I ' m unwell.v—^
i n d i r e c t : Yo/j paid t h a t you w e r e u n w e l l .
Direct : 1 s a i d . ' v l j i i i ^ c finished my work/^
Indirect : 1 s a k L t k u I had^finished
Direct : T h e y said^WfeWevh
I n d i r e c t : T h e y toii^Ttâ]) t
(2) The second perso Ranged a c c o r d i n g to t h e o b j e c t
of t h e r e p o r t i n g
D i r e c t : S h e s a i d to m e A " YOyjare w i s e .
I n d i r e c t : S h e told m e W u i t / l w a s w i s e .
D i r e c t : I s a i d to h e r r i o u a r e w i s e . "
I n d i r e c t : I t o l d h e r that s h e w a s w i s e .
D i r e c t : H e s a i d to y o u , "You a r e w i s e . "
I n d i r e c t : H e told y o u that y o u w e r e w i s e -
D i r e c t : I s a i d to t h e m , "You a r e p o o r . "
I n d i r e c t : 1 t o l d t h e m that t h e y w e r e n n n r
(3) T h e t h i r d p e r s o n in t h e r e p o r t e d s remains unchanged,

D i r e c t : E v e r y b o d y will say, " ione his best."
Indirect : E v e r y b o d y will say/tM las done his best,
1
Direct : E v e r y o n e A v i l l say, done their best."
Indirect : E v e r y o n e y i l l say d o n e their best.
)n
The pronoun ' unchanged u / t h e following circumstances.
en l l i e V ^ o n o t l n indicatesmankind. Jtfycridf lr< > >
D i r e c t : H e snidt a r e all m o r t a l s . j n J&v^cPl./
\ ^ M ] i d i r e c t : H e s^tr at w e are all m o r t a l s . ( O ^ L s -i Co/r
b p ^ / w h e n 'we' a l s o i n c l u d e s . t h e p e r s o t f s ^ d n W ^ h ^ h e a r e r ) ( ) ; : J
H e - s a i d , ~ " W e s h o u l d ^ o^r j c Wn
m- / vrljL
n j o f r e c t j . H e said tha<^<e\sWnld--vy
VVIiep_AVe y a n d s ^ f o f \ ! h Q r f u t l i o p ; o f ^ it is c h a n g e d i n t o 'he' or 'she'
^tv^p v rd\ng tp ( d i ^ e H s '
\ui.reaK i\na a m n p>,rr s a f r s y W e J i a v e e x p l a i n e d everything."
lii<\irect : \ h e W j j 6)ir > a y s that he/she h a s e x p l a i n e d everything,
(d) W h e h vv^ ^ ^t n\ tnyV fWei A
f Jh e P r e s i d e n t of I n d i a , it is c h a n g e d i n t o h e / s h e . /
D i\ e a ^ y ' fjji c ^P r e s i d e. i u of India said, " W e _ s h a l l try t o e r a d i c a t e poverty."
I n c i \ r e p y T h e P r e s i d e n t of India said that h e / s h e w o u l d try to eradicate
poverty.
(e) When 'we ' s t a h d ^ r f o r y n e w s - p a p g r , it is ch'an'ge'd i-rito 'ip.
D i r e c t : T h e H m d u w r i t e s ' ' ' W e are g r i e v e d of h i s sad and sudden
demise."
I n d i r e c t : T h e H i n d u w r i t e s that it is g r i e v e ^ to lecirn o f . h i s sad and sudden
1
demise.
1
V. W o r d s e x p r e s s i n g n e a r n e s s in t i / n a o r plac re g ^ n e Y a l l $ c h a n g e d into w o r d s
expressing distance. However, the ain u i ^ c h y n g ^ ^ r r e ^ i o r t e c i f r o m the s a m e
p l a c e and d u r i n g the s a m e time./
aWt) rbjikl p h r a s ^ / o f time ft AS ' ' fi
D i r e c t I/ "' Indirect
!
ago before, earlier
now then -xa-
today that
tonight
yesterday
tomorrow ajter
last n i g h t h £ > r £ h t b e f o r e / . t h e p r e v i o u s night
next week the f o l l o w i n g week
last w e e k the previous week
the day before two days before
t h e d a y a f t e r to two d a y s later.
Other words
Direct
Indirect
here
there
this
that
rh c r»
Direct
thus that w a y
hence
hither thi
hereby the'
henceforwarc th ipefcjrward
D i r e c t : Shpl s a going n o w .
z^hject : s he w a s g a t n g t h e n ,
/ D i r e c t : She^saJd s coming tomorrow.
^ v ^ t he was coming tMrtexJ^d^y-
irect - H e s a i d , " L a s t night I met \
n d i r e o y : H e s a i d t h a t h e had jfT^tlys, tViepo t i ^ - A ^ i o u s night.
H e s a i d , "I m e t
' ^"rt-tji&f\Qjatftwo days before.
i f j W e this e v e n i n g . "
t \ h s T ' W s J g l a d to be t h e r e t h a t e v e n i n g . , 1
êVtoces (or Statements) f t f ^

I n . c o n v e r t i n g af^ a'ss' 1 ^. s e n t e n c e into the i n d i r e c t s p e e c h f r o m d i r e c t s p e e c h , the
following rules a r e W b s o l v e d . , , .
(1) The c W ™ and the invened commas are r e m o v e d and replaced by toe
conjunction 'that'. ir ••
(2) T h e r e p o r t i n g * ~ v e r b _ i s n o t c h a n g e d , if it is n o t f o l l o w e d b y an o b j e c t . 1,
f o l l o w e d by an object :
'say to' c h a n g e s as 'tell'
'says to' c h a n g e s as 'tells'
'said to' c h a n g e s as 'told'
' s a i d ' c h a n g e s a s ' a s k e d ' pr^'sate
\
The reporting verb mav^t^jce\any\Qfjhe DS a c c o r d i n g to the
sense. tl
i retorte reported, r e s p o n d e d , stated, observed,

mentioned. 1 reminded,,, w ig&uxed, d e c l a r e d , riajwrff^l, i n farmee
explained' wop; i . , • t
iecU c o m p l a i n e d ,
con fessed/fflfrffiecT a c i c J e d T a f f m n t d T ^ c ^ c J M M <r)/
CD The pronoun ssive adjectives, a d v e p b £ " c \ f \ p t e and the
t e n s e s o f wer u l d be changed asjs^ptaiit?att A ôfijs)
Direct : H e to m^TV You haye (triadeâ 'gr-ea i i ^ t a j j ^ n your statement."
Indirect : H e la mfe that I Tad m ^ 4 ^ ] a ~ | \ e , a t V ^ i s { a k e in m y s t a t e m e n t .
Direct : S h e tt^ni ^ n a d e - - ^ n e ( svTeets."
Indirect : SheVeNs him sh^Kaa. m a d e s o m e sweets.
Direct : T h e y s\Ato"| g ^ T t t e y are not guilty."
Indirect : T h e y t e l l \ t h § j 2 that t h e y a r e n o t g u i l t y .
Direct : T h e culjît "I a m i n n o c e n t . "
Indirect T h e c u l p r i t p l e a d e d that he w a s i n n o c e n t .
D i r e c t : H e s a i d t o m e , "I a r r i v e d y e s t e r d a y . "
Indirect : H e i n f o r m e d m e that h e had a r r i v e d t h e d a y b e f o r e .
Questions (Interrogative Sentences)

W h i l e t u r n i n g a n i n t e r r o g a t i v e s e n t e n c e f r o m d i r e c t t o i n d i r e c t , t h e f o l l o w i n p rule.<;
s h o u l d b e c o m p l i e d with. O T P ^ n ^ "Tsf I I
(1) In indirect speech, the q u e s t i o n f o J e s to the s t a t e m e n t f o r m . T h a t is,
the verb is placed after the s u b j e c t /The mark of interrogation (?) is replaced
by full stop.
(2) T h e reporting verb ' s a X ^ o r 'tell' fchduld >e replaced by ask, inquire, d e m a n d ,
question, w a n M T r i n o V wonder! be r b c a n take a direct o b j e c t . But
other verbs Vtte f r a y i r e , w o n d e r k n o w d o not take direct object.
(3) >jthe qua egin^jin D i r e c t - S p e e c h with an interrogative w o r d , &ych_
l o . whc _ . J ^ ^ j f h i c h . w h e n , why, v / h o s e ^ h o w l etc.. n o c o n j u n c t i o n
'(duch as ' t h a t ' ) i T u i s e ^ o i n t r o d u c e the i n d i r e e r ^ p e ^ c h .
(4) ^ the a n o m a l o b s - v t r b s ' a m , is, a r ^ y^fs^wer&r^Qes, do, did, has, have,
^ - W i l k j h a l J ^ c ^ ^ i a y , etc., i n ^ r o ^ f r v e w o T d s and the
(qU^stioB/begins with o n e of t h , . . ^ . ' i f ' or ' w h e t h e r ' is
ZseiTjo introduce the i n d i r e c t \ s p ? _ er w o r d s , ' i f ' or ' w h e t h e r '
should he. lised w h g n - t h i j Sjugstion peech may h a v e ' y e s ' or 'no'
for j H f ^ s \ v W . \ U ( ^ u a f i y \ ' f i .r' are i n t e r c h a n g e a b l e . ' W h e t h e r ' is
bed V ized and the q u e s t i o n c o n t a i n s a
nal c l a u s e !
(5) T h e r e \ i s \ n o ^ 5 h a W e \ [ r ) X h e w o r d - o r d e r if the q u e s t i o n - w o r d is t h e s u b j e c t of
the sent&nc^. H o w e v e r , the word order of the question is c h a n g e d , i.e., the
s u b j e c t i r m a c c d b e f o r e the auxiliary verb in the q u e s t i o n in d i r e c t speech
has ' y e ^ o r ' n o ' to an answer.
T h e tenses of the v e r b s , the p r o n o u n s , the p o s s e s s i v e a d j e c t i v e s , a d v e r b s of
t i m e and p l a c e c h a n g e as in t h e c a s e of statements. T h e r e will b e j i o _ c h a n g e
for "would, should, could, might, dare, need, ouzhC4o]î used to".
Direct : H e said, " W h e r e are y o u going?"
Indirect : He asked w h e r e I w a s going:
Direct : He said, " W h e t T f f i ^ W j ^ o Cheijind
Indirect : He q u e s t i o n e d wj: gone
Direct : He said, " W h o ^ ^ f i r s 'reside'
Indirect : He asked w h o f % IfirsSt Pre! I i dent
Direct : her, 'V&?h|tt. i r e yw^ /u r e a d i n ^ 7
Indirect : {|e k s k e d her w h a t t e h ^ j w p reading.
Direct : .Sh&âyJi to him, " W h y J i a / y o u r m o t h e r sej>
Indirect : S im w h y his m o t h e r had
Direct : T h a i d , " W h o s e b o o k is ttfi
Indirect : T asked whose
Direct : S h e asked -sChctol^cte-w
Indirect : She vi
Direct : H e ask'
Indirect : H e a s
Direct : H e said fay_cricket?" ^ Lrf f or _u ^ r
Indirect : H e aske
?
Direct : H e said
y o u listen t<Tsuch a m a n ? "
Indirect : H e a s k e d t h e m w h e t h e r t h e y w o u l d listen t o s u c h a m a n .
Direct : H e said to m e , " H a v e y o u _ s e e n h i m a n y w h e r e ? "
Indirect : He asked m e if I h a d s e e n h i m a n y w h e r e .
Direct : H e said, " S h a l t i e v e r f o r g e t h e r ? "
0
( D i r e c t : He said, "Shall I o p e n j h e
) Indirect : He asked i f he "should Window.
Direct : He said, "Has she gone?,
Indirect : He asked whether she
Direct.: He said, " D i d ybu hear
Indirect : He/feked, i f T\npd hea :d t'tie
Direct : The,((lerk asked " D o yoti wan a first class or s e c o n d class ticket?"
M J f t 'd w h e t h e wanted a first class o r second class
/ticket,
v D k s c t : She aske 1 ou miss the train.wilf
p r e f e c t : She a s k e me"whether I w o y t d > | y \ i êd t h e train.
ftie asked her father, " H a ^ \ y W W $ ;s f o r m e ? "
She asked her faster ( f f O d i a i Joks f o r her.
H e ^ a i d , "Dq,Y<$u<#u<^'-wha i'^\op>rfig
In dip s^c o m i n g.
t \ \ .. ,
Ditect . ie s a i d / ' - j i\ -w)who
vvy killed him?"
IncliVedt H e \ s k c K^Ji lopevTwho had killed him.
Direct v^ \.. •H < ^ f d a^jd^you w o n d e r why 1 didn't c o m e ? "
I n d i r e c t Y j j e a s W d if I ' d w o n d e r e d why he hadn't c o m e .
C G t n m a n d s j t ; k 1 ' f t t q u e s t j j l m j j e r a t i v e Sentence)
An imperative s e n t e n c e is reported in the indirect speech in a c c o r d a n c e with th
f o l l o w i n g rules.
(1) T h e reporting v e r b 'say' or 'tell' is changed verb signifying a
c o m m a n d J j s Q u e s t . _ a d v i c e , ai>d so_on. T h e verb, >e suited to the sense
or context. /^trfX-
Suitable verbs which can g o with imperative sent</nd iven b e l o w .
(a) Command ' j^gJ^/M - j r ^ r r ^ j i r(sdf
decree
J 1
Order, bid^ teLL, c o m n v - Summon, 'hreaten,
instruct, direct, she
(b) &
3 - R e q u e s t , as,k,(beg, e n t r e a t , be h, plead,.sohciu invite, supDlitrJite i n i p ! ^ ^ * ' ^ '
etc.
(0 Advice
Advise, e < i n v Q K C ' innpek u ' " ' — Je, etc.
(d) P r o h i b i t i o n
Warn,. f o r b i d / j T r c ^ j b u j f f i v e n t . etc.
(2) The imperative
(3) T h e reporting v *dclressed and the ' t o - i n f i n i t i v e . '
(4) T h e vocatives ai^ iittd, o ^ c f t frTthe r e p o r t i n g v e r b .
(5) T h e verb of the ech\is^€nanged into an i n f i n i t i v e .
(")
If the c o m m a n d negative, the r e p o r t i n g v e r b is c h a n g e d into
forbid.
(7) ' P l e a s e ' or ' K i n d l y ' a r e n o t used in indirect s p e e c h .
(8) T h e v e r b d o e s not c h a n g e its tense. But the p r o n o u n s , the p o s s e s s i v e
a d j e c t i v e s , a d v e r b s o f t i m e and p l a c e c h a n g e as in t h e c a s e of s t a t e m e n t s .
(9) Let us, let t h e m , let h i m etc. are reported using the v e r b s u g g e s t . W h e n 'let'
e x p r e s s e s a p r o p o s a l o r s u g g e s t i o n , w e may u s e ' s h o u l d ' a n d c h a n g e the
r e p o r t i n g v e r b i n t o " p r o p o s e d " or " s u g g e s t e d " . S o m e t i m e s (he v e r b is
A D D : 5-D-21, H U D C O QTRS, M A I N RC>AD, J . N . V Y A S N A G A R , 9 4 1 3 3 8 8 2 S O

?

c h a n g e d to t h e Present P a r t i c i p l e (v +• f o r m ) . W h e n J j e L d p e s not e x p r e s j _
a proposalr-it-shpuld becl^riged/Hlit might' o c _ J I l i g h L b g ^ l ^ w e d ^ T h ^ (
r e p o r t i n g v e r b c a n blT n wTshed T yc>, ested".
(10) ' C o u l d I / C o u l d Y o u ' i s r e p o r t / d with[ as|k, r e q u e s t o r invite.
(11) ' Y e s ' a n d ' N o ' are ( r e p o r t e d subjectyân^ a u x i l i a r y v e r b .
Examples :
Advice - Direct tfeach^f said, " B g y ^ w o r k h a r d a n d s t e a d i l y . "
yrect : t e a c h e r / a d v i s e d t h e b o y s to w o r k h a r d a n d s t e a d i l y .
st : Direct : I !sailjj^/him, "Give m e your b ^ o V y
>ive meJw§T\q\
irect : I r e q u e s t e d h i m to"""""" "
n : D f r e c t . : H e said to his' s o n ^ l ^ k n o ^ s t e e a ^ f m e V i n d m i s s t h e t r a i n . "
dipg^t : H e c a u t i o n e d his a | e j i r m m i s s the t r a i n .
Cohunattd : Eêct kb-rSj
He i f U K O A t R ^ ^ o r k V -rs^"Finish the work before this
evenirrg\"
ke\o^d^d\th^^^îsô4inish t h e w o r k b e f o r e that e v e n i n g .
O r d e r \ Direct : V H ^ i r g ^ m i Y ' y s a ^ l h c King.
Incjii^ct : T^lte K \ n g ^ m £ k ; r e d t h e m to h a n g h i m .
S u g ges1' vV L" r&,c
' : V l T m a y be a g o o d idea to get it p r i n t e d , " said m y f r i e n d s .
l n d i t i e d t ^ j y j J y f r i e n d s s u g g e s t e d that I . s h o u l d get it p r i n t e d .
i n s t r u c t i o i W l 5 i r e c l : H e said to m e , " T u r n left a n d ihenTgo s t r a i g h t to rcach the
bank."
Indirect : H e i n s t r u c t e d m e to turn l e f t a n d then, g o s t r a i g h t to r e a c h the
bank.
T h r e a t : D i r e c t : "I'll hit y o u , " she said to m e .
I n d i r e c t : S h e t h r e a t e n e d to hit m e .
O i l e r : Direct : "Can I help you?" thpxwoman
Indirect : T h e woman offered i(qe\o heip.
Direct : " W e l c o i ^ C ^ o V ) u l \ ^ u s e -
J\
I n d i r e c t : T h e y invitee} (jrie
\ ' x ' Sa
Uheirt h o u s e . 'fÛ^-Ai
W a r n i n g : D i r e e ^ r s y e saidVo/'t! lem, n ; t e o the're."
indirect ) He warned them n o ^ j x j A o there,
Promise : Dir» e said, ' T i l p ^ y j ^ r you."
Indirect sed to p a y f o r m e .
\ '^fpology Din s o n y I a m u n a b l e to
Indirect l o g i z e d f o r n o t beitftflVb'
Other Exaples :
Direct :
Indirect s o m e tea.
D i r e c t : H e sa { m e do my work please."
Indirect : He r i e n d t h a t lie m i g h t b e a l l o w e d to d o h i s w o r k ,
Direct : She : us have s o m e music."
Indirect : Sh suggested ( o r j j r o p o s e d l j a . . . us t h a t we should have some
music.
D i r e c t : S h e s a i d , " L e t u s g o to a f i l m . '
I n d i r e c t : S h e s u g g e s t e d g o i n g to a fil^vi.^J
D i r e c t : H e s a i d . "If I w e r i T v o u . I s h o u l d s e e a d e n t i s t . "
Direct : She said, "Could you lend me . money

Indirect : She asked me whether I co [her some money,
Direct : He said, "Could you haYe me?"
Indirect : He invited me^Kxhave di
Direct : He said",p£QuldW>u help
Indirect : He redMeSteJi me\tî help t\im
Direct : She a s m ! fjne,j"Di you go u
I said, "Yes".
I n ^ e & f ) She a ^ t d ; m£ if I had g o n e there. I said I had.
>iract : He said,~ y,ou 61 ay cricket, Raj?" " N' o ' ^ WpJ ^VJ R
\ l a j ..
V tAJ
iLdiWctj : He asked K a j ^ n e t h e r he played cn

DirTot^: "Call the first witness," said the j : t . \ R ^ | a i d that he didn't,
A
it judge c o m m a n d e d th
shouted, "Let me rff^bs.
He sfi&uted t o t b e f n s J c M t t
e\ilie\ aacTj^t^Vl^my he said.
and listen to his w o r d s . y
E x h a l a t i o n s , a M Wtgftes ( E x c l a m a t o r y Sentences)
in convertingVari- ex*; -entence from direct speech to indirect speech, the
following rules are obsWyid''
(1) The r e p o r t t ^ ^ s c ^ g p d into s y c ^ v e v b a r o r ^ r ^ i o n s ^ f descnpnoa
as exclaim, ^ppfaud,. confe&s^J^Mcove, cry_ out,, yttt, wish, thank,
congratulate, appreciate,' warn,' screafnTshout, bid, or any other verb which
conveys the feeling of exclamation or y " )
(2) All interjections and exclamations are ^ m t t e ^ a n d tWfjteeipse is conveyed
by means of frKgre&si£ns, such as 'wilK^fegr|£, w'itn xielighij, with joy, with
sorrow, with c&'iffeffipfV with impatience, and so orf, ^s aijid ^ h e n necessary.
(3) T h e inverted commas are removed, and/replaced with thelcobjun^.tion 'that'.
Exclamatory sentences are changed inrei assertive sentences aaei/the sign of
(4) exclamation (!) is replaced wiwr^. full sro^ (.). y y
The tenses of the verbs, the pronimns, the possessi'xejicjjectives, adverbs of
(5) time and places c M f t e as in\ tf$e case of statements.
The exclamatory [expressions H o w \beatMiful!", "What a good are
(6)
changed into 1ver^j}eautifu!', a n A ' a ' W r y good idea', as arid, if n ^ e i s a r y .
In addition, thcHpjJ-e/wing are worlnrftiting with d u e carp ^
(i) We__wjsh gpqfi momAg, good evening, etc.
(ii) We bid g ^ o a x b y j J ^ / e w e l l , and so on..
(iii) Hurrah!; H ^ h i ^ H a h !
(iv) A l a s ! ; A h ! ; , A h .ss^jjfin) grief or sorrow.
(v) Good heavens^;
(vi) Hear!; Bravo\; "ess approval, a p p l a u s e or
encouragement. £
(vii) Pooh! Pshaw!' V.V e ^ •/ ^
(viii) Fie!; S h a m e o n \ y o y l r 1
r S j h a m d ; etc, etc. Express r e p r o o f . ^ E ^ T ^
(ix) Look!; Hark!; L o V A t f s h ! ; etc. e x p r e s s attention. ' ~ a! C
(x) Nonsense!; etc. express anger.
(xi) S o m e other expressions or interjections are Hello! H u s h ! G o o d
Heavens!; Good Gracious! For s h a m e ! etc.
T h e interjections express some sudden e m o t i o n — j o y , ^
etc. T h e y are n o t g r a m m a t i c a l l y c o n n e c t e d with t h e of t h e s e n t e n c e s .

L o o k at t h e f o l l o w i n g i l l u s t r a t i v e e x a m p l e ;
Direct ; H e said, "What a delightful - lance!'
I n d i r e c t : H e said that i] w a s a v ul p e r f o r m a n c e .
Direct : S h e said, "Ho' lish cjf rhe!"
I n d i r e c t : S h e sîd that ll âs v e r y tejoli
Direct : H e saj lost tl
Indkgst): He et that t r t e y ' h a d lost the m a t c h ,
jet : H e sail hat a beauty!"
JSs P
He excla at she was a beaut >lcP 9 > 7
Excuse me , / o u l d y o u p l e a s e / d e ^ hife-yoyr \ p e n ? " h e said,
fe r e q u e s t e d -me t o l e n ^ ^ ^ y ^ S ^ ,
las! T h e y h a v e bp f
iad been d e f e a t e d .
Direct^H^(r a y e v w o n t h e n m e f i , " said i h e b o y s .
Indirect a i X n ' e d Q ' A d e l i g h t that t h e y h a d w o n t h e m a t c h .
Direct. Bad OFF5V t h e y said.
I n d i r e c ^ \ T h & y \ e V { k e ^ s p € T s y m p a t h y and a s k e d m e not to w o r r y .
Direct A T ^ h e j o u r k t s sajd^"JWhat a lovely place!"
indirect that it w a s r e a l l y a l o v e l y place.
D i r e c t : " W h a t a n i c e m e n Mr. K u m a r is!" said h e .
I n d i r e c t : H e r e m a r k e d w i t h , g r e a t a p p r e c i a t i o n that M r . K u m a r w a s a very
nice m a n . H
D i r e c t : T h e b o y s a i d , " W h a t an u g l y f a c e s h e j h a
I n d i r e c t : T h e b o y e x c l a i m e d w i t h d i s g u s t t h a t / V i e Ipas an e x t r e m e l y ugly
face.
Direct : S h e s a i d , " H u r r a h ! 1 h a v e fr'ort i h e m?dal
Indirect S h e e x c l a i m e d w i t K j d y thi ihe had. w
Direct H e s a i d , - " A l a s ! I a m jlnnpiL yjilJVtk 5/1L
G&tyU
d i I n d i r e c t : H e exje+aimed widV,s furrow tljit h e was"ûndone
D i r e c t : T h e s-pectaror s a i d , riiîv©! A / l i n e h i t ! "
I n d i r e c t : The? s p e c t a t o r a p p l a u d e d H J ^ c it w a s r e a l l y a f m e ^ i t . ^
•Direct : S h e friend, "Good morning, h o w ,
I n d i r e c t : She, r friend good momingâricPaSke was.
Direct : He s bye, my dear frie
Indirect : H e dear
Direct : H e said,
Indirect : H e gre was going.
Direct : " W e l c o m
Indirect : She welc
Direct : "Thank you
Indirect : H e thanke'
D i r e c t : ' H a p p y D e e w a l i ! , ' I s a i d to her.
Indirect : I w i s h e d her h a p p y D e e w a l i .
Direct : ' C o n g r a t u l a t i o n s ! ' , she said.
indirect : She congratulated him.
Direct : "So help me Heaven!" he cried, ever steal again."

Indirect : He called upon Heaven to witne •fesolve n e v e r to steal again,
Direct : ' O God! M a y you help me in ^ 111 lest' said he.
Indirect : He called upon G o d to help all his troubles.
Mixed Type - W 0 4 Cd
When s t a t e m e n t s and qu^£tltan$> be introduced by an
priate vverb,
appropriate e r b . vi7.. l l , say,(explain, rftinark el\ f o j / s t a t e m e n t s only, ask, question
v i ^ t etell
ennnirp u/nni
enquire, want t^ to wond6^<?/jc. |i J /icstions only a jr.. 1 fr.
question plus st»ie [nent is added.
Dire\ said, " I ' m tsitt /the pictures. W h e r e a t 'going?
I n d i r e j z l / ^ H e âid he w a s off to the picture^ >0 know where 1
w a s (going. . ,
Direct r S t e ^ r a i d , "It is cold i n f s
Indirect : He saicf^that i t ^ a s q<5Wirr4h©re\a <.ed if the w i n d c w was
°Pen- \ \ \V__Z
Direct : 'Hs^skiift \ D b WuAhfnk-iT^'iW Y3m? It is very cloudy."
Indirect a s k e d \ i ^ I \ t h ^ g k t V i v o u l d rain as it w a s very cloudy.
Direct : ( 4 ; \ r ^ 0 t r i g for a country walk. Would you like to c o m e
too?" \ \ 3 \ V3 "
Indirect H? S a u H h a t they were going f o r a c o u n t r y walk and asked il we
w o u l d like to c o m e too.
Direct : She said, "Are you free t o m o r r o w night? 1 w o u l d like you to c o m e
to m y party." .
Indirect : She asked if 1 was free the f o l l o w i n g n i g h t ^ g g p i j would like rap
.
to c o m e to her party.
// 1 1 "1 '
From Indirect to Direct Speech

You f o l l o w all the rules of direct to indirec -ersely j to chaiWel tho^ s e n t e n c e of
indirect s p e e c h to direct s p e e c h . * V 7 L >•
4* y / ^
I n d i r e c t : Rama says fus fath^f is\ilH
Direct : R a m a- •s•a yy s^^'Ti vvl yj fatheîs!
Indirect : KnsluTa(said that he wo Sulci noy/go to s c h o o l the next dui

Direct : Krishnli^ slvid-, "1 shall not-
indirect : My f r i ^ ' a s k e d ^ f ? ^ wheOierffi-iSe*- m y ' m e a t ^ C ^
Direct
MyTri(?iic{ said \6' me, '^Did. you t a k e y o t y ^ f ^ a p
Indirect
: T h e iravfel-tetînquired f r o m the^ t\i e ^ o k • 1 \cu
\ , , t-î /-x
f " t o the
r a i l w a y station wt
Direct : T h e I rave Ik >Kau r ^ M - o vtlê VtiWt cut to the r a i l w a y
station?"
Indirect : The G e n e r u l V C o m m W S to fire i m m e d i a t e l y .
Direct : T h e GencralVsaW tfrhis Fire immediately."
I n d i r e c t : T h e gcntlen\an x request his n e i g h b o u r to h e l p h i m in lifting u p
his b o x . ,
D i r e c t : T h e g e n t l e m a n said to his n e i g h b o u r , " P l e a s e h e l p m e in lifting u p
my box."
I n d i r e c t : T h e traveller e x c l a i m e d that it w a s a v e r y d i f f i c u l t j o u r n e y .
D i r e c t : T h e traveller said, " W h a t a d i f f i c u l t j o u r n e y t h a t is!"
I n d i r e c t : T h e o l d m a n s o r r o w f u l l y said that h e w a s ' l e a d i n g a very hard life.
D i r e c t : T h e old m a n said, "Alas! W h a t a h a r d l i f e i a m l e a d i n g . "
_
-t
o . S^ tedb^*
Directions: Bi£kôut tliîe Sfie"says to me j "You have done your

alternative from/tlie options will home work."
(1) She Told • i m ^ m i she has done her
changed into indiê^t-Hiarration
he. _ _ _
T h e teacher ,1 h a v e d o n e m y
stagy wmm? '
I oii
(xtf t h e teac! m e that y o u have done
- on the stage jMiome work.
( 2 ) T h e teacher ^
,e says to m e that she has done
on ' t h e stage
your home work. ( )
( 3 ) The teacher sa;
on the stage. he said, ' J am s u f f e r i n g f r o m f e v e r "
( 4 ) The teacher says that.. Rai (1) She said that she had s u f f e r e d f r o m
on the stage. fever.
Q.2 ' T h e teacher (has said,' '"'"Rani danced on (2)yShe told that s h e is s u f f e r i n g from
the stage" tyiAU- j fever.
(Xj)) The teacher has said that Rani danced he
on the stage. said that s h e w a s s u f f e r i n g from
( 2 ) T h e teacher has told that Rani danced (4$ fever. ( )
She told that s h e is being suffered.
on the stage.
( 3 V T h e teacher said that Rani has danced Q, She said, "I am m i l k i n g the c o w . "
on the stage. ^ y ^ h e said that s h e was milking the
(4) None ( ) cow.
(2<) She told th.a4^fi nilked the c o w
T h e teacher will say, "Rahul is dancing
(3) She said tmf she/ h a t milked the cow.
on the stage"
14) N o n e ( )
t h e teacher will say that Rahul is
:eacher good boy."
d a n c i n g on the stage.
( 2 ) T h e teacher would say that R a h u l T h e tea a m e s h is a
w a s dancing on the stage. bod bo
( 3 ) T h e t e a c h e r told that had he teacher "d that R a m e s h w a s a
d a n c e d on the stage. ;ood boy.
( 4 ) T h e t e a c h e r said thalf 'he teacher said that is
d a n c e d on the stage.
â
v
( ^ T l i e teacher said that Ramesh /®yl I I & said me that she will leave me
good boy.
b..
Suresh. said to me. "1 hav£/se<?n Id me that she would leave me
twice" ''soon.
(1) Suresh me thKtjM 14s se<, f ) She toid me that she wiJ] leave you
tyz .twice. soon. .-n ( )
gySwes] e that he had\seer(/fne QAJ Theyjsû^ K^Stssnall have finished our
Zoo tw„
(3) Suresl' that- he had seen | | | they would have
the Z W work by 7 P.M.
(4) None. V — t h a t they should have
Q, He said, v;It Vr\i n k u C ^ i k ^ Jfmished our work by 7 P.M.
morning." • ^ M / t h e y said that t h e y w o u l d have
(H/f-le said tha i t pad beer finished their work by 7 P.M.
^ ^ morning. (4) None ( )
(2) He told that i f e l aiding since Q.14^R ; ahul said, "1 can solve these sums
easily." r
(3) He said that ft-^Cvould have been (1) Rafful said that he could solve those
raining since morning. ^ ^ s u r n s easily^
(4) He told that it has been raining since (2) Rahul told that he can solv> these
"V morning. ( ) y
/ sums easily.
Q^Ki She said to me, "I took-the breakfast in (•3..) Rahul told that he could solve these
the jnorning" : sums easily. - .
^ p ^ S h e told me that she-had taken the (4) Rahul said that h e could, solve these
breakfast in the morning. sums ;feasily.: ^ ( J k
(2) She said that she had taken the Q.15 Mamta said to m g f ^ l write with my leftf- , . , ^
breakfast in the morning.
, hand.": / ^ U ^ W J y ^ l If & T ^ I
(3) She .said that, she took the breakfast (1) Mamt^s&id me|(that she writes with 'Jj {j> •/<
in tire morning.
her l / f t / h a n f
(4) None. ( ) she writes with
Mamta4old l i e
He .said, |,'l was listening if o the runnins er fieff
commentary." MamtA- she wrote with
( ! ) lie told that he was listening to tl. her left. ha^d.
. miming c o m m e n t a n v / V . _ ) None
Q t f W t i said that he was listening to the four teacher said, "Thê
§
running c o m m e n t a r y round^/tfTe Sun.
He said thatfhe'had in list^nuigvto moves
the running comrn^
my-
14.
(4) None. •P Jh?farth moved
Q.12 She said to me, "1 shall leave
/ (1) She told me that she . t ^ p g r s a i d that the earth has
soon. !d round the Sun.
(4) Our teacher told that the earth ni s a i d to P o o n a m , "Your song

round the Sun.
Q.17 He said, " l l Q ^ w e r e rich Old Pooman that her song had
laled me.
( H / H e sai Rajni told Pooman that her song had
help appealed I w r r V ^ f l ^ l
(2) He sal^ (3) R a j n i X r t c f Y o o m a n t h a t h e h a d
help he,
Hetol ' ioman that her song
( )
( ( V ) He sai me, "J. teach you English."
help her told m e that ! taught you English.
Q.L8 She s a i d . t o m You told me you taught m e English.
.parents." (3) You said me that you t a u g h t m e
( ! ) She said m q that I sMul Epglish.
parents: \ ( A y x o w told me that you t a u g h t me
(2) She said m e that.-!'\vi\iilc"obey my English. ( )
parents. V..;-' Q.2t He said to us, "You are writing a letter
( 3 ) She said m e that s'ne would obey her now."
parents. ( / ) H e said to us that w e were writing
[ 4 ^ § h e told m e that I should obey my a letter now.
parents. ( )
n f 2 ) H e said to us that w e were writing
Q.19 H e said, " P o o n a m lived here." a letter then.
- (1) He told that Poonam lived there. x O y r t e told us that we w e r e writing a
(2) He told 'that Poonam lived here. letter then.
^Jcrf He said that Poonam had lived there. (4) H e told us that you w e r e writing a
- (4) He said that Poonam lived here.( ) letter t h e j ^ ^ * " ^ ( )
She -said to m e , "I shall play now." have been studying
(1) She told m e that she should play now.
( 2 ) S h e told me that she should play then. t h a t - s h e had been
( 3 ) She told m e that she would play n o w stuqyir King.
C ^ o h e told'me that she would play th \~{2) She has been studying
( ff from\morp1nf>.
li 3) S h e told me t h a t s h e h a v e been
T h e y said to us, Yo;;/l;a\W<ioiie y o u
work." studying since mornu^gg,
( 1 ) They told us that 1ia)J done your <4) She told to m e tlrat^sliei had been
work. / studying ( )
told us that he our Q ie me."
; work. tV^M?n\ w a t y o u have
3) T h e y told u S t h a t y o u f r a v e d o n e ^ n ^ i r wiBr
work. ' m that t h e y had cheated
4) N o n e
ENGLISH VISION ACADEMY if A.
(3) She told them that they have ch^ltbd i He laid, to me, "Do J. sing a song now."
- H1) Me to me ihat he sang a song
(4) She told them that y o t / f ^ e \ h e a t ^ d l ( XJp&s
me. \ ^ ( 2 ) / H e requested me if he sang a song
Q.2 The garden to me, tljen.
spoiled my/ rden." asked.wicf ft he sang a song then.
(1) The gs said to me (4) H c ^ k f d (ijle- that he sang a song
^/brother my garden, ( )
( 2 ^ T h e g. to me that_my amttfyti-nyQWes he disturb you."
brpfther ed his garden. S h e ^ f d ) t b ^ h e m that he disturbed
O ) y f n e garde- told m
had spoiled
fe asked them if he disturbed them.
(4) The gardene(r>
(3) She asked them that he disturbed
spoiled my
them.
Q.28 The teacher said
(4) She asked them if they disturbed
making a noise. ^ . ^ , ^
them. ( )
^ f j The teacher 1oi\i t-iit^bovs that they
had made a noiWr Q.33 . Ram said, "Pay attention to me."
(1) Ram said that pay attention to him.
<0 The teacher told the boys that they
(2) Ram said that they s h o u l d p a y
(0j> had been making a noise.
The teacher told to the boys that they attention.
had been making a noise. ^ ^ s f ^ R a m asked to pay attention to him.
O ) None ( ) C4) None ' ( )
Q.29 They said to us, "We shall help you Q.34 My friend said to me, "Whers dp you
/ tomorrow." go daily"
x p ^ T h e y told us that they would help us { V y ^ f y friend asked me where I went
the next day.
daily.
(2) They told to us that they would help (2) My.frie / sa (l {o me that where J
us the next day. went
(3) They told to us that they would help Q ) My fifie td sai1H t& me that where he
them next day ^ \ \ went laaiiy. \ • ; U /
(4) None ( } \ M) My jvynere I went daily.
He said. "My sister's marriage come _ ( )
off next month." 5 j i t teacher said to me, "Have you read
(1) .He said that his sister/s (narriage shall
yiis bpek."
come off the next
(i^-The teacher askpd-inl; iC Phad read
(2) Me said to his sister's riage come
off the nex'f month that book.
(2) The t£rfcheAs;\idHtxWe Itave-Wi read
y f H e said t h a t my ft
marriage would come
( ^ j Q V t ( k d ^ a A k V ^ r f l e if he had read
(f4y He said that his sister'
would come-off the folio
( )
, / .y + j / j r S r wtiPT'F
Q.36 The milkman says, p | ^ » c 0 W " d o e ^ j He asked to her if he was reading a

give much milk."
WW/) ( )
( j j ) The milkman says t h a f t ^ i S s w
not give much milk./ > them, "Have you revised your
^ y f h e mil fon ?"
says t i g h t s ,
not gi ~1) She told them have they revised their
h milk,
lesson.
(3) The said that his'
;
aske<Hhîn if thev had revised
not gi^ h milk
(4) None ( ) hat they had revised
Q.37, All will sa; 'ople should not use
atom bomtx v bove' (
(1) All will say
said to him, "Has he failed again."
use atom )/ " ^ C ^ T h e y asked him if he had failed again.
(2) All would (2) They asked him that has he failed
not use ato again.
(3) All would sa>Vt (3) They asked him that he had failed
not use atom \bo again.
All will say th (4 ) They asked him if he has failed again.
not. use atom bomb.
( )
Q.38 They said to her, "Are we wasting your Q.43 She said to us, "Did abuse your
time ?" ' • " "
neighbours yesterday."
(1) They told her if they wasting their he asked us if we had abused our
thne. neighbours the 'previous day.
• { ^ T h e y asked her if they were wasting (2) She asked us if we have abused our
her time. neighbours the previous day.
(3) They asked to her that they were (3) She asked ustfL\ve had abused our
wasting her time. neighboup^^ffrday.
(4) The asked her that they were wasting (4) None / / g j ( )
their time. ( )
Q.44 He said t/ljfer, '(WeÎ cheating you ?"
£.39) We said to them, "Is sjie making a noise." s cheating her.
(T) We told them is she making a noise. d cheated her.
(2) We told them if she was making 'ad been cheating
noise.
asked them if makin
a noise.
he said to you, "Were^ytfu flaying a
(4) We asked , them if tl
hockey match ? "
a noise.
(1) She s a i d j ^ u ( | f j
Q j / He said to her, " A m U a
e asked her if he J.u dlHen playing
novel. locKefît
(2) He asked her if I was rea if you have been
(3) He told her if he was reat\in v
/ir)g "a' hockey match.
(4) None the above. ( ) psked to them how they had been
Q.4£ He said to me, "Had you broken(m^ home.
slate?
slat^ ' . them how they have been
"{yf He asked me i f l had bt ; slata fig home,
(2) He asked^ e asked them how we had been
slate. returning home. ( )
(3) He said ^ 5 J ) Her mother âi^pl'What will you have
slate. for breakftisl R ^ n : ? ' '
(4) None. :fHerijio.!lW-,sa^d yliat would she have
Q.47 ,She said tc ;eikf
/ proposal T y Smd what she shall have
T<^J}«Jakfast.
(i^ She asked mg
A \ mother asked what she will have
proposal.
far breakfast, Rajni.
O/f She asked
Her mother asked Rajni _ what she
my proposal\ *J
would have for breakfast. ( )
(3) She asked me \ f :
my proposal. Q.52 Anil said to his sister, "How djd you fare
(4) She asked me ifJ^-dcTnot accepted S in the interview?"
^ your proposal. ( ) asked his sister how she had
fared in the interview.
QA8 She said to me, " W h o teaches you
Cj.) Anil asked his sister that how she
< English?"
had fared in the interview.
s_P^She asked me who taught me English. (3) Anil asked his sister how he has fared
(2}yShe a s k e d me who t e a c h e s you in the interview. s
English. (4) None. ' 6 ' ' ( )
(3) She.asked to me taught you English. Q . ^ f ' I said to him, "Work hard."
(1) I told" him t&-SvJ>rk hard.
(4J)j None of the above. ( )
(2) I said f o / M n v t o work hard.
She said to us, "Why are you disturbing (3) Ltold is to work hard,
us ?" ' ' ~ J ^ n adv? work hard. ( )
(1) S h e s a i d to us why w e w e r e
i . 5 4 ^ % e teacH ioys, "Do not
d-fsturbing them.
nuke a - npiset
J^f) She asked us why we were disturbing
) The teVchomai^not to make a noise.
them,
MZpThe teacher ordered the boys not to
(3^,She asked us that w e | reNd'isturbinE
make a noise.
"them.
6 ) The teacher ordered t l ^ t o A t o make
( 4 ^ S h e asked us why siiVwai- lrbing
not a noise.
them. / ( )
(4) None t h ^ a b o ^ . A \ ( )
Q.50 ,He s a i d to t h e m , "k(o.i
/ returning home ?" , \ J s x s z * - M ^ p e me a lift.
( 1 y t i e asked them how they to' give me lift,
returning home. forgive me a lift.
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] Î
(4) I requested her that she give me ta requested her teacher to grant
lift
' _ (()\ for that day only,
Q.5£- Father said to me, "Avoid b •equested to her teacher to
(1) Father told m e t o avoid •anTner leave for today only.
(2) Father a d y ^ e ^ n e that\ f)a\ None. ( )
compan Q.61 She said to m§. o not go farther."
^Qj^Father ^d-tasqd m e to av (1) She told t to go farther.
company. (2) ie not to go farther,
(4) Father advised t o / p i e to avoid bad Va?ne ot to go farther,
companV, V — - y / ( )
me that not to go
Q.57 "Sit down boys", s a i ^ t f i e \ e a c h e r . ( )
/ (1) The teacher le^gkrdener said to the boys, "Do not
(2) The teacher y f u c k the flowers."
down. ((f^ The gardener forbade the boys to
(3) The teacher pluck the flowers.
down. (2) The gardener ordered to the boys not
The teacher o r d k r e f r t h e / b o y s to sit to pluck the flowers.
down. ' ( ) ^ J 3 > ' F h e gardener r forbadg .the boyjj not_
Q - S S / ' I said to my servant, "Do not sit in this to pluck the flowers.
room." (4) The gardener forbade the boys to not
( 1 ) 1 told my servant not to sit in this pluck the flowers. ( j
room. - Q.63 She said to me, 'Let us go to see the
( ^ i ^ o r d e r e d my servant not to sit in exhibition."
that room. (1) She said me that we should go to see
( 3 H ordered my servant if not to sit in the exhibition.
this room. C^f She E r o E o s e j U i ^ e that we should
(4) I ordered my servant that not to sit go to se^ ibition.
in this room. ( ) (3) She tol should go to see
Q.59 My mother said to me, " D o not tell a the ex!
/ lie." She p to see the
( ^ > l > M i i o t h e r advised me not to tell a exhibit ( I
-lie. said to cast our votes
(2) My mother told to me/doty tp tell a erely.
lie. A He proposed to them thapihey wi
(3) My mother said me i W V - t e l l a lie. cast their votes since
(4) My mother advised m e ^ P n o t to tell He p r o p o s e d toltfiem\th should
a lie" . (§( J )
Q.60 they
1amta said to her 1 e a c h e ^ J j | g i f ^ a n t
sincerely,
me leave for today, only.
( I ) Mamta said to her teache
cast their votes
her leave for today only. ( )
k
I iLi/JyvOt
11 *
Y\A
u(j w

Ram said to the teacher, "Let me go home he exclaimed with sorrow that she
earlyT ~ -ci all of her ornaments.
-(ff)l Rani requested the
home early.
( )
.tested thd W.cjl
3e said, "Sorry ! [ cannot lend you my
[<he ear!
the teacher t scooter."
(1) He s. regret that he could not
./-fend oter.
with regret that he will
o the peon, ''Let the
Scooter.
principal ordered to the_ exclaimed with regret that he
let the b not lend him his scooter.
The prmGi,. 3 ) None. ( )
[the boys*® Pooh" said he to me, "You have again
c.
(3) The~princrp failed in the Examihatiofc^-y^—g^r^/tg^-r-
the boys ( y f He exclaimed with contempt that I(J-uJ-jJU^Z—'
(4) The principibtfeMjtbe peon to let the had again failed in the examination.
boys go a v v j i y / ( ) (2) He told him that 1 had again failed
Q.67 She said to me, "Let him work ever so / in the Examination.
hard, he a scholarship." He exclaimed with joy that 1 had
(I) He told' me that he work ever so again failed in the Examination.
hard, he cannot Win a scholarship. (4} He told with sorrow that I had again
21 He told me that he might work ever I failed in the Examination. ( )
h a r d , h e ' c o u l d not-5 win a
so hard,, Q.72 The General said to his soldiers, "Bravo!
scholarship. you fought bravely."
advised me that he work ever so
J j r f The GeneraWapplauded his soldiers
hard, he cannot win a scholarship.
that t h ^ T ? a d / fought bravely.
(4) None. ( )
said to his soldiers to
Q.6'8 The team said, "Hurrah ! we have won
y the^rfiatch!" ppkiuded his soldiers
\ 0 ) The. team exclaimed with joy that th vely.
( )
had won the match.
(2) The team exclaimed withjoy that (flêy
has won the mat o.d God ! The fellow had
(3) The team exclaiij that they have got a suitable job
won the match (JL) He said with surp the fellow
(4) The team exclaime* • had got "a surfahl' that
won the match

Q.69 She said, "Alas ! J \ ob.
ornaments." surprise that th
/ ( I ) She exclaimed with,so; suitable job. '
has lost all her orna ( )
yy s ,
V? H^.'N r

She said to her servant, " H o w silly ana leader whished farewell to his
careless you are!" ^ds and countrymen.
(1) She told that her servaf •r said farewell io his friends
silly and careless. 3untrymen.
'2) She exclain that h {'he leader told farewell to his friends
very si 'careles
and countrymen. ( )
(Xjr She ex fla med that her s e r
r very si The poor b e g g s f s a l d . "Would that i were
careless,
(4) She excl - rich \ ^
ied that her servant isver^
silly ai '^h^ftobrVteiisar b i d that he had been
( )
He said to l a j T i t v you did not iggar whished that he had
/ attend iiiy_ marriajje!
fte&n>i1ch.
(J/'He exclaimefUthat i\\vas\a
The poor beggar wished that I were
thaf
rich.
(2) He exclaimed that it isVa\
I had not atttenaed h k \ n ^ r (4) The poor beggar wished that he were
(3) He exclaimed that it\ia\l k p - e l T p i t y rich. ' ( )
that I had not ^tteaded^his marriage. He said, " 0 that 1 had the wings of a
(4) None. W ^ ' ( ) •Bird!"
Q.76 The pupil said to the teacher, "Good (1) He told that I had the wings of a
morning Sir!" bird.
(1) T h e p u p i l told t h e t e a c h e r good (2) He desired if he had the wings of a
morning Sir. birch.
^ f T h e pupil wished the teacher that good ( 3 L > f g w i s h e d that he had the wings of
morning. a bird.
(3) The pupil wished the teacher for good
(4) He wished that he has the wings of
morning.
T h e pupil r e s p e c t f u l l y w i s h e d his a bird. ( )
Q.81
teacher good morning. ( ) -She said, " O ^ klass of water."
lass of water,
Q.77 The departing bride said, "Good-bye, dear (1) She sa dass of water.
/
/
friends !" (2) She t</ld/ for for a glass of
(1) The departing bride wished good-bye ) She
to her friend. wate
lass of water.
(2) The departing bride s a i d _ g o o d - b y She
( )
dear friends.
|e said. "If 1 w e r e a King." -
( 3 ) X f h e departing brid^
friends g o o d - b y e . J p ) He wished if he w e r . e - K u k .
(4) The departing bride (2) He. wished t h a ^ ^ u f i ^ a King,
for her f r i e n d s . ^ p ^ f i e vhshed ^êVWZTlCing.
(4) He vw^ftedVlrot Tt@^sctoVbe 9 King.
Q.78 The leader said, "Farew-
countrymen!"
/ (1)/The leader bade farewell to Igflat in Delhi;!."
\ S and countrymen. U- t h a f t had a big flat in Delhi.
He wished tha he had a big/ftal /(4| ( )

Delhi.
aid, "Yes, I am in the wrong."
(3) He wished that he vûicf h \ v e a\ti
ash told that he in the wrong,
flat in D
ubhash confessed that he was in
(4) He a d m e ^ i h a t he hi
the wrong.
flat jn Delhi
(3) Subhasf ^confessed that he had been
Q.84 He said W m e J ''May you beNsIap^y !
% .";
^CP^fie ^raêd thatAl might be happy. bhaMi..conft;ssed that he has done
(2) He /hat I may be happy. ( )
(3) He I ^ a y have be§ N o , I shall not agree to
happy.
oposal."
(4) He pray
Seem a r e f u s e d to agree with my
proposal. .
;he said to r (2) Seema said tliaTshe is not agree to
a son. his proposal.'
(1) She told me\t Meis him with J ^ f ' S e e r n a refused that she is agree with
a son. my proposal.
(2) She prayed that God may bless me (4) All the above. ( )
with a son.
Q.% He said to me, "Hello ! are you here."
(3) She prayed that God might bless him
(1) He said to me that I was there.
with a son.
He felt surprised that 1 was there.
f ^ S h e prayed that God might bless me
(3) He felt surprised to see me there.
with a son. ( )
(4) I le felt surprised to see me here..
Q.86 The patient said, "Thank you, doctor." ( )
( I ) The patient said thank to the doctor.
The accused said,_"By heaven 1 I am not
J ^ ^ h e patient thanked the,doctor.
at fault."
(3) The patient paid thank to the doctor.
(1) The bid that he was not at .
(4) All the'above. (
Q.87 She said to me, "Hallo [ A r e you in Delhi
xclaimed on oath that
(1) She told me that h o w he is in Delln
It.
(2) She was surprised if he is in Delm?
imed on oath that
She was surprised to see me in DeJliL
aTTault.
) She was s u r p r i s e d ^ i ^ t f k e was i
~ Delhi. sed exclaimed on oath that
he has been not at faujt, ( )
The maid said, "God 1
,,He said to me, " B e w a r e tee and fair-
stolep- your purse.' 5
weather f n e n
^ / T h e maid called D-Hc
that she had not1 fr _
(2) T h e maid called m r n S ^ - ^ ^ ^ inst- False friends.,
has not stolen his p u r ^ » against faJse and
(3) T h e maid called upon er. friends.'"^ k<?
that she has not stol the above. C^-'î.
7?V\ a w (M ''
^» u K ^ J-
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] (S^
• I said to him, "Cheer up friend, /fa, not Siijresh said, "I will do it now or never."
give way to despair.%7 f f t e p told that he would do it now
( 1 ) 1 told him not to giv^ fDrjjiever.
(2) I encouraged him tc Suresh wished that he will do it now
or never.
(3) Suresh advised that he would do it
not io give way to desjiairX-^/ n o w ^3rVfT^yer. -Hn^M
(4) N o n e ^ - ' ' ( ) at he would do it-fiew
Q./5 The m o t f e i said M me, " D o n ' t do it n0ver. A y . \ ( )
again;' 1 _ shall read now."
s C j ^ i h e mother askedriwe not to d said that she would read
again. \ \
/ v
(2) The mother^^toldViot fl I) P o o n a m told that she would read

(3) T h e m o t h ^ A l d h e r n k then.
(4) None. \ \ ( (3.) Poonam said that she will read then.
(4) P o o n a m said that she would read
.96 I said to the p r i n ^ p a l / J M e a ^ e ^ a r d o n me
now. ( )
this time."
Q . W y \ said, "My friend, I live for you."
(1) 1 told the principal requested to pardOn
(1) I said my friend that I have lived for
him that time.
him.
. (2) 1 told the principal to pardon him this
iitne. (2) I said my friend that I lived for you.
I requested the principal to pardon J ^ i told my friend that I lived for him.
me that time. (4) I told my friend that 1 had lived for
(4.) None. ( ) him, ( )
Q.T02 Pawan and Pardeep said, "We must work
Q&l She said, "How beautiful the moon light
hard." __ ~
is!,"
deep said that they
(1) She e x c l a i m e d with j o y t h a t the
aid.
moonlight has been very beautiful.
[•deep said that they
. ( 2 ) ^ h c exclaimed that the moonlight was must
very beautiful. hard, $
3 f Paw'i said that they
(3) She exclaimed that the moonlig^
migll ^
were very beautiful.
jt) All t W abQ)£e"a.Te correct. ( )
(4) All are correct. ^
ubhash s a i d t o me, "I have done my
qî He s a j d ^ ' W h a t a gre; ork." • '
{ l y t i c exclaimed with irpnse that it (1) Subhash told mejhafTie'Uas done his
was a great misery ' vvprk.
(2) He exclaimed with (^ûbha^t^l^ done
a great misery.
(3) He exclaimed w i t h : at he had done
been a great misery.
(4) He exclaimed that it to m e that he had done
misery. ( ^
^j [AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
Q.104 Ramesh said to me, "Your song w a s v e r y | y mother told me that she has
sweet.''/ a i d j l was caught cold again.
( l V M m e s h toid me t h a y ^ ^ o n g N h a d fother told me that she was
. very sweet. alci of caught cold again.
(2) Ramesh tpld^to me t l ^ m ^ s^ng h| All the above. ( )
very stfteex
0 - 1 0 9 You said to have not lent him fifty
Ramefihitola me that m y t s o \ i g ^ 4 s
rupees.
very k ^ e e p V....-/
(1 )^-You \ a \ d W t i it 1 have not lent him
(4) Ramesh; fold m&, that my song has
been very s w m ( )
fiat you had not ient
Q T 0 5 The teachV s ^ i t o me, ^You are a good-:
rupees.
/ boy^ v r B))Ytftftold me that I had not lent him
- O / T h e tcachgr^t fifty rupees.
good boy. (\4>-You« told me that you had not lent
(2) The teache'k t^ld me him fifty rupees. ( )
good boy. ^
Q. 110 I replied, "I was misinformed."
(3) The teacher to!cl\to I was a
(1) I replied t h S t T was misinformed.
good boy.
Q ) I replied that I had been misinformed.
(4) The teacher t o l V m e that he was a
(3) I replied that 1 has misinformed.
good boy. ( )
^4î-rep'Hed that I has been, misinformed.
Q. 106 Poonam said to me, "I cannot go to
/ school today."
(1) Poonam said me that she cannot go Q.lll Ankit said, "Father, I assure you, I shall
to school today. not go to the pictures again."
(2) Poonam told me that she cannot go ( I V A n k i t assured his father that he would
"school today. ^ not go to the pictures again.
Poonam told me that she could hot (2) Ankit assured-hris father that he will
go to school that day. not go ctures again,
(4) All the above. ( ) (3) Amit ther that he would
not g ctures again.
Q.107 R a h u l s a i d to me, "I saw Amit
/' yesterday."
) None ( )
(1) Rahul said me that he had seen Ami &bhash• in, "I saw that
th£. pervious day. nd begi ago."
^ p ^ R a h u l told me that he 0j) Subhasli^stfid Poonam that he saw
the previous day. that blind beggar long
(3) Rahul told me that l\e ) Subhash said Poonajlol he had
the previous day. seen that bhr
(4) None. Qûbhajt^ldj
Q.IQ^ "I am a f r a i d , y o u ha
/ agaip*', said my mother.
My m o t h e r told m e that, hall go to Delhi next
afraid I had caught col
<
( J ) Me told me that he would go to him what his name has been.
the following week ( )
(2) He told me that he v / ^ g o ^ o D>1
% nie, "Why did you strike rr"
the next week.
Te asked me wriy I had struck Inm
(3) He sai that he)\V
(2) He' asked me why she has struck
Delhi lowing wes him.
(4) Nonel
(3) H ^ o W j - ^ f e A v h y 1 had struck him.
Q . U 4 Subhash My book is better K ^ m e ^ v h y I was struck him.
y than youi 0 A ) ( )
(1) Subhash Said-t^me that his book has
h w p w h y do_yeu read this
oeen bfetter"fhan nvhUe.
(2) Subhash t o l £ ^ r i e \ t l W \ h i s ^ o ' k M i ; He said her why she was reading
.been betttQ ^h^Pi mirteA \ that book.
O^Subhash told\meuiat\h 2J) He asked her why she read that book.
better than Vime. i j H e asked her why she did read that
(4)7 Subhash said rrtp t£at\ h\s bOerR was book.
"./ ( ) (4) All the above. ( )
Q.115 1 said to Suresh, ^4-iim glad to learn Q He said to. you, "Whom do you want to
about your success." see ?" " ~
(1} I said Suresh that he is glad to learn
(1) He asked you whom do you want.
about your success.
(2) He asked you whom do you wanted.
(2) 1 told Suresh that 1 was glad to
v f e y H e asked you whom did you want.
learn about your success.
He asked y o u ^ o k - ' ^ S o ^ v a n t e d to
told Suresh that 1 was glad to learn
see. ( )
about his success.
(4) None. ( ) He said t o j p e , "What can I do for you?"
did for you.
He sîd to me, "Where are you going."
I could do for
He asked me where I was going.
(2) He told me where 1 were going.
he could do for
(3) He told me where 1 was going.
(4) None. ( \ can do for me.
Q . I I 7 Rahul said to Preety, "Where do you live ( )
(1) Rahul asked Preety wjjerexshe clo
e said to^m^, "Why does your uncle
live. / f v
j(ot help you?"
(2) Rahul said Preety where she lived.
(lY^He asked me why raMH^b did not
(3) Rahul.told preety wherejshe lived.' help me. - ^ ^ A V A
XjjlRahukasked Preety yfm.ru she lived. (2) H e a s ^ - ^ C - ^ ^ ' Q i y i w c l e had not
• /•/. ( ) heir
Q-11 I said to him, "What l ^ ^ P ^ a m e . " uncle did not
(1) t a s k e d him what his namj
asked him what his w h y his uncle had not
(3) [ told him what his na him. ( )
<
(1) J f e told me that he would go t o ^ I h i him what his name has been.
^ ^ the following week. C \
(2) He told me that he v / ^ g o ^ o [} I me, "Why did you strike rr •
the next week. Te asked me why I had struck huu
(3) He sai (2) He asked me why she has struck
D< llu/t!
him.
(4) None'
(3) Hôiai^nte^w'hy I had struck him.
Q. 114 Subhash aSIc^d]mi~\vhy I was struck him.
/ than you
(1) Subh; do yau read this
oeen
(2) Subhash tol He said her why she was reading
been bettfrf- tir that book.
O ^ S u b h a s h told\me^ha ^ ,e asked her why she read that book.
better t h a n ^ m ^ e . H e asked her why she did read that
(4)? Subhash said^ book.
/ better than m \ n K ^ / ' J " ( )
(4) All the above. ( )
Q.115 I said to Suresh, 'îkam glad to learn
Q.42JI He said to. you, "Whom do you want to
about your success." U
see ?" ' "—~~
(1} I said Suresh that he is glad to learn (1) .He asked you whom do you want.
about your success. (2) He asked you whom do you wanted.
(2) 1 told Suresh that I was glad to He asked you whom did you want.
learn about your success. He asked youj'wh'om you.wanted to
N p f l told Suresh that 1 was glad to learn see. ( )
about his success. Q.1^2" He said to me, "What canJ_do for you?"
(4) None. ( )
( I ) He said Sat I did for you.
He ^ r i d to me, "Where are^you going." (2) He a s ^ m ^ - ^ h a * I could do for
He asked me where I was going.
me. / /
(2) He told me where I were going. c y f H e m i d me what he could do for
(3) He told me where 1 was going. ( X me. j
(4) None. ( ), \ ( V ) HeaWel /what^/e can do for me.
Q. 117 Rahul said to Preety, "Where do you Iive| ( }
(1) Rahul asked Preety w j i e t ^ s h e 'do* e said to x _ ' W h y does your uncle
live. you?" ^^
(2) Rahul said Preety j she lived
e asked me w h y i^yîn^cjfc did not
(3) Rahul told preety \ fehe lived.
help me.
RahulTsked Preety : she lived. (2) H e ^ ^ ^ i ^ ^ p ^ y l j ^ c l ^ a d not
<( )
Q . M j S I S2id to him; "What iS^&OtiF'name, uncle did not
(1) Lasked- him what his n a m \ Mp
•Cg^T asked him what his sppfie w h y his uncle had not
(3) t told him what his na; him. ( )
Q.124 She said to the; teacher, "May i play

She asked him when the postman
"now?"
[ l y S l i c asked the t e a c h ^ ^ s h e N m i g h t asked him when the postman
play then. / / V--A \
came.
(2) She a^keds the te^chprj l f | she (jpay
'(4) She said him when the p o s t m a n
play come. ( )
(3) Shq'sa^d the teacher if sRe rl^gjyplay
ther QAP- 'Which ^ I p j p d the thief go?" asked the
(4) She /a'f'd the teacher if she may play
now. I // ( ) poRo^n^n inquired which way
Q.125 I said t b ^ m i ^ D o ^ g u really wri
2i X h b j o l i c e m a n asked which way the
^ ' letter to your father
/ ^ thief has gone.
(1) I asked h i ^ W i e A f e H l l
'3) The policemari asked which way the
a letter W \ h i s \ i a t h W
thief was gone.
(2) 1 asked f W if he really \^rdte
letter to their fathfir. v / (4) All the above. ( )
. Q ^ r asked h i r r y n h e Ye^jlj^yvrote a letter Q.130 He said to me, "What is_your name ?
to his father. Where do you come from ?"
(4) 1 told him ifSr^really wrote a letter (1) He asked me what your name was
to his father. ( ) and where from I came.
Q.126 He said to me, "Has he invited you to H e asked me what my name was
dinner?" . . . " and where I came from.
(1) He said m e if he had invited me to ( 3 ) He asked me what his name was and
dittner. where I came from.
asked me if he had invited me to (4) He asked me what my name was
dinner. and where I came from. ( )
(3) He asked me if he has been invited Q.13L;The teacher said to Mohan, "Why are
me to dinner. you w a s t i n g ^ u r i / i m e ? Have you solved
(4) He asked me if he had been invited all the
me to dinner. . ( ) asked M o h a n why he
Q.127 1 said to her, " D o k n o w how to his .time and if he had
x
dance?" . " s>
(1) I said her if she know how to dance ed Why h e w a s
(2) I asked her if she had^kncnvn ;lk>w wak|ingj)i's time and if he had solved
to dance. all the sums.
(3) I asked her if s h / hks been knowing (3) The teacher said if h£,.has wasted his
to dance. time and solved ^ I M h i ^ s u m s .
( 4 ) I a s k e d her if s k e ^ k n e w Jiovy to ( )
dance. {' [ J] ( )
Q.128 She said to him, " W h e q ^ g ^ t K e postman
come?" ' ' ^ ne it.
(1) She a s k e d him w h e o do it.
has c o m e . ed me to do it. ( )
is^ [AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
Q.133 I said to my servant, "Fetch me ^ g l a s s psed to my friends that we

of water?" go out for a walk.
(1) I said my servant to E d my friends that we should
of water. go out for a walk.
2) I ordergi^lti^ servan (3) 1 p r o p o s e d my friends that they
should Rerôut for a walk.
ord servant to (4) ( )
glass \"Let us wait for ..the
I orde. nt to fetch a glass
of was V' ^ ^ Y ^ ^ W p r o p o s e d to me that they
Q . 1 3 ^ T h e teacher^safd to_t. tudents ''Dor"V- ' \stiguM wait for the next train.
not waste your \ \ Mohan asked that they should wait
(1) The teach tUe VtUd§nts hot-^v for the next train.
to waste ftts.time
0 (3) Mohan requested that they should
wait for the train.
(2) The teacher Void, t h ^ s t ^ d ^ ^ n p t -
waste their tinier y \ p r o p o s e d to me that we
( 3 y t h s teacher a d y i k d - t h ^ students not should, wait for the next train. ( " )
to waste their lurte. Q. 140 He said to the peon, "Let the visitor come
(4) None, ( ) ' . i n " ': ' . :.-"/••
Q. 135-He said to his master, "Pardon me, sir?" (1) He proposed the peon to make the
O T & e begged his master to pardon him. visitor come in.
(2) He requested his master that to pardon (2L«He proposed the peon to make the
me. ^ visitor came in.
(3) He begged his master to pardon me. He ordered the peon to let the visitor
(4) None. ( ) come in.
(4) He ordered the make the visitor
Q . O ^ "Come quickly", he shouted, "and help
me." come ( )
(T)" He shouted to them for help. QT,4T"The : b a y _ "Let me^work
shouted to' them to come quickly how." >
and help him. yl) The to work,
(3) He asked to come quickly for help. 'he em to let him
(4) None. work
!) The them to let them
Q . I 3 7 I sâid to her, "Le us. sit i
/ (Qjirtfroposed to her th; woik now.
\h the shade. ) The boy requested tjjeiff.lhat they
(2) P proposed to her t must w o r k novj^-N. \ ( )
the shade. Q.142 gaijL§aid to lus. f H i e ^ j ® L m c c ^ h o m e
(3) I proposed to her t| .; now.'.
in the shade. to let him
(4) All the above.
0 ^ 3 8 I said t o fay friends, "Le u: ;e juegtea to his friends that they
:
a~walk." e then.
(3) Ram requested to his friends to let The poor beggar wished hisself for
them go home then. richness. ( )
(4) Ram requested his friends-to go the
May you succeed, my son !"
home then.
w i s h e d that her son might
Q.143. Satish said, sit rain succeed.
shall g o . " / (2) She wished that she might succeed.
(Ij^&atis^ sîd that he will g (3) She wishetftKat her son may succeed.
hard lKmight rain. (4) Notre. ( ( V ( )
(2) Satishôjd that hg, would go whether friends !"
i t ma;
( A s K e ^ ^ d Q s p i A y e to her friends.
^ J T j S a t i s h ^ a i d j ^ t l i e would go howeve.
V ^ ^ ^ A ^ ^ ^ g J g Q Q j ^ y g to-herTrrends.
hard it might niiti.V \
Stie^Dade^good^bye friends.
(4), Satish s a i ^ ^ h ^ ^ i l ^ g ^ h o w ^ y
She bade good-bye to them. ( )
hard it may-,.., an
cl50 He said, "Farewell, my comrades!"
Q . I 4 4 He said to m e ' " lay you\liVe
. H M ^ e bade farewell to his comrades.
(I) He. prayed thalfrto liVeUehg. (2) He said farewell to his comrades.
prayed thVt live long. (3) He wished farewell to his comrades.
(3) He prayed tha\^he^tfught live long. (4) None. XS&Jh ^ { ]
(4) He prayed that I may live long.(

Q . I S l ^ g , s a i d to me, "Good mornmg_! i i f i w .
Q.145 He said-to me, "May you be happy !' do you do ?"
^(jJkFfe wished that I might be happy.
XTT He asked" me good morning and
(2) He wished that I may be happy.
inquired how he is.
(3) He desired that you may be happy. (2) He wished good morning and asked
(4) None. . ( ) 1 did.
Q.146 They said, "May her soul rest in peace!." He wished me good morning and
(1) They said that her soul might rest in asked how \
peace. (4) He wishad'-g®o f morning and asked
, ' (2) They prayed that her should may rest how he ( )
in peace Q..1-52 You said/"Ijiow ptiful this flower is!"
They prayed that her soul might rest I) You laat this flower is very
V
in peace beaulfifu
(4) They prayed that their soul might rej 4
in peace ) You ^xehu«lM-that that flower has
been Wry>«eautiful.
Q . I 4 7 "Would_ihat f
) You exclaimed that this flower had
beggar.
very beautiful.
(1) The poor beggar wis)! 4>-You exclaimed ower was
De rich. very beayti ful ( )
The poor beggar w [ said^ r i i e ^ - S a
been rich. * ,a ery sad.,
(3) The poor beggar wished that Cl; e was very sad.
rich. that he is very sad.
(4) I exclaimed that he has been ve ) T % - b o y s .cried that they had won
sad the _
/ - N(
He said, "What a great m \ f f t y \ exclaimed with joy that they
J J ^ f t z e x c l a i m e d w i t h surpkis- n the match.
was a gr^; ?ery. O the above. ( )
(2) He excla. with surprise tl he teacher sajd^fd\ Poonam, "What a
a great lazy g i r l y e u V
(3) He said t was .a great misery, (1)^Tjle^cheV at she was a lazy
(4) He said tl ry great misery.
4 t ^ a ^ r Wcflaimed that Poonam
Q . l ^ T h e ^ b o y said, s \ a s j a z y girl,
stindsTfirst !" teacher exclaimed that she is a
(1) The boy crie lazy girl. .
v
brother was All the above. j V / e ^ J ^ W ^ ^
)
(2) The boy said that\ h i s ^ r o l h ^ r \ w ; he captain said, 'Bravo i f w e l l ^ n e / m y
„ fi-t. \ boys!"
O y T \ \ t boy cried o u i w r t h ^ d e i i g h t that ( ^ F f i e C a p t a i n a p p l a u d e d his boys'
his brother stood first. saying that they had done well.
(4) The boy cried out with delight that (2) T h e C a p t a i n a p p l a u d e d his boys
his brother has been first. ( ) saying that they were well done.
Q . 1 5 6 / H e said, "Alas ! How foolish I have been!" (3) T h e C a p t a i n a p p l a u d e d ; his boys j -
4 ) ^ f e c o n f e s s e d with regret that he had saying that they have done well.
been very foolish. (4) All the above. " ; ( )
(2) He confessed with regret that he was The general said, ' A h ! I am defeated."
very foolish. (1 j The general exclaimed sorrowfully
(3) He confessed with regret that he has that he has
been very foolish. j ^ f T h e genep ed sorrowfully
(4) He said that he had been very foolish. that he d.
< } The general he was defeated.

11 the ( )
Q . l f j Z S h e said, "Alas I J ^ a m u n d o n e "
aid, 'ss of water."
(1) She said that she was undone.
e impld r having a glass of
She exclaimed with s o r r o w j h a t she
was undone. / f \) ater.
(3) She exclaimed with scpraw that she •ie implored for a glass
has been undone. He said for. a glas^
;(4) She exclaimed with sorjxSvv that she (4) H e asked for
/ had been undone. / I • W) The little girHai
3.168 "Hurrah !" cried the boys,
^ the match !"
^Qr) The boys exclaimed with joy, ished that she was
had w o n the match.
f x -
|I( 2 ) M
p : y; lj friend told that he would help
(3) The little girl said that she were a
m /)
queen.
pnd said that he will help you.
(4) The little girl said that
iend agreed to help me. ( )
a queen. f{ \ \ ( f
t v : said, "That is all right."
Q Hg. cried, " Q
( I ) He said that that is all right.
for ever ! <2yflc saki-tiisLt. fcpat was ail right.
'V He
,(!) wished that th! rT
©3®:that_ivas all right.
fr iend.s Vpr,-eVer. "sai\l that-tiia^ has been right.( )
(2) He earrfes/tly wishfed that they could Go<M I did not see it."
/ h a v e be i'êndsMor ever. (by G o d ) that he had not
• m He earhestly-wfehed^tât they coul
sew ii (that).
be friends f o r e v e r . y&j u e swore that I had beer seen it.
(4) All the a b o v t C ^ \ ( 3 ) He swore that he has not seen it.
Q.165 Mohan said, "Good (4) He . said that h e had not seen it.( )
• disaster (it is ) V ' \
H e said, "You needn't wait"
(1) Mohan saidVthat
-(•fTJHe said t h a T T ' n e ^ f T t ' w a i t .
disaster. \ (T) He said that I wouldn't have to wait.
Mohan
n."2)
^ftWith
" mi au cry
v/i j o f Jx?'rror
" "" * " — '
(3) Both are correct.
exclaimed that it was a great disaster.
(4) None are correct. ( )
l ^ f M o h a n cried of horror that it has
Q . 1 7 3 ,He said, "God knows, I did not abuse
)
great disaster.
(4) All the above. (
( i V H e called upon God to witness that
_ Q.166 He said, "Congratulations !".
he had not abused him.
/ (1) He said congratulation.
(2) He called upon God to witness that
(2) He bade congratulation.
he has not abused him.
(3) He wished that congratulation. to witness that
^ f H e congratulated me. ( ) (3) He called
he was, him.
Q.167 He said, "Good morning."
(4) He c£y] to witness that
/ (1) He said good morning.
he is/ him. ( )
He wished me good morning.
T h a n k you.
(3) He wished h i m s e l f ' g o o d morning.
(4) None. ( me thanked and
Q.168 He s a i d , " Yes, I, am mistaken." . ^shed to prosper,
s < j y n e admitted that hc/^sv/uistake h e old m a n w i s h e d j h a n k e d and
(2) He said that he has iSnistaken.
prosper.
(3) He admitted that h ^ l W i i s t a k e n . (3) The old nian,satd^tiî\kdd-and v/ished
(4) He a d m i t t e d t h a t ,
mistaken. wished
( )
Q.169 My friends said, "Very
/ yoy" vvil' not let a n y o n e
0 My friend said that he
1
me. . ' ""
P R O B L E M S H E E T ON N A R R A T I O N
actions : In each of the following questions, a sentence has been given

Direct/Indirect Speech. Out of the four alternatives suggested select
one which best expresses the same sentence In Indirect/Direct
I V/ \ \\
e sage said that God êTpe^th<ê.v/fi'ose helped themseh
e sage said that God'KeJps,yhose who helped themselves.
e sage said that God helped those who help themselves.
=ase d o n ' t go a w a y " , s h e s a i d . ~ <L •
j said to please her and not go away.(b) She told me not to go away.
: begged that I not go away. ( Q ) She begged me not to go away,
;aid, " I c l e a n m y t e e t h t w i c e a day."
;aid that he cleaned his teeth twice a day.
;aid that he cleans his teeth twice a day.
aid that he used to clean his teeth twice a day,
aid that he is used to cleaning his teeth twice a day.
lid to them,""Don't make a noise."
>ld them that don't make a noise. (b))He told,them not to make noise,
iid them not to make a noise. (d) He aaked them not to make a noise.
3acher s a i d , " B e quiet, b o y s . "
3acher said that they buys should be quiet.
;acher called the boys and ordered them to be quiet.
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RITUTE OF ENGLISH L A N G U A G E & E D U C A T I O N )
((c) The teacher urged the boys to be quiet,

(d) The teacher commanded the boys that they be quiet.
L - ? r M y friend said to me, "Has your father returned from Calcutta?"
(a) My friend asked to me that my father has returned from Calcutta.
(jfB) My friend asked me if my father had returned from Calcutta.
(c) My friend told me that his father had r e t u r n ^ from Calcutta,
r " v.
(d) My friend enquired me if his father had. r^tyrn^d from Calcutta.
vSs-fle-s aid, "Where shall I be'thiS time,texts'ye\r !"
(a) He asked that where sqou^rh^ be tha^t-kne next year.
(b) He wonderpd'^heje he shiûMê that tirrfe the next yea/'.'"?
(c) He conteitaîa.^S where shai|J)e4>e that time
(d) He wondered i ^ e / e ^ e would-be that tlwTtjh^ Bii^wiriî/eaf!
(a) Rajesh said that I have aVja^Ve^rWious day.

(b) Rajesh told that he ha^ a pfyesterday.
(c) Rajesh said that he bougtvt-a-£ar the previous day.
f a ) Rajesh
said that he had bought a car the previous day.
The employer said to the workman, "I.cannot pay you higher w a g e s . '
• (a) The employer told the workman that he could not be paid higher wages.
The employer told the workman that he could not pay him higher wages.
(c) The employer forbade the workman to pay higher wages.
(d) The employer.warned the workman that he cannot pay him higher wages.
jMy^causin said, "My room-mate gruored throughout the night."
My cousin said that her room-mate had snored throughout the night.
(b)-My cousin told me that her room-mate snored throughout the night.
(c) My cousin complained to me that her room-mate is snormg throughout the night.
(d) My cousin felt that her room-mate may be snoring throughout the night.
X l 2 . He asked his teacher, "Need ! read this chapter?"
(a) He asked his teacher whether there was a need to read that chapter.
^ He asked-his teacher whether he needed to read this chapter,
(c) He asked his teacher if it was necessary to read this chapter.
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ENGLISH VISION ACADEMY ENGLISH VISION ACADEMY

[ A N INSTITUTE OF ENGLISH LANGUAGE S E D U C A T I O N ] (AN INSTITUTE OF ENGLISH LANGUAGE * EDUCATION]
X ^ H e asked his teacher if he had to read that chapter. (b) Gavaskar called Azhar and exclaimed that he had done well.
He said, " W h a t a beautiful scene (fc) Gavaskar congratulated Azhar, saying that he had done w e l l / ^ v v - ^
(a) Re said that what a beautiful scene it was. (d) Gavaskar praised Azhar for his having done well.
(b) He wondered that it was a beautiful scene. He said to me, "Where is t h e post o f f i c e ? "
(c) He exclaimed that it was a beautiful scene. (a) He wanted to know where the post office was.
j(cl)) He exclaimed that it was a very beautiful spene. (b) He asked me that where the post office wasr.)
He said, " I s a w a book h e r e . " ^ . \ @ H e asked me where the post office w a s . ^ . \
__ !K \
(a) He said that he saw a book .Ke?k, (b^He said tfiat he saw a-book there. (d) He asked me where was the^poSt o f f i c e ^ N
(c) He said that he had seen aNbVqk/here, fc ie saitf that he had seen a book there, X 2 1 . He said, "The m i ce <wi I h e n,tK Jca^-i s a wa y." tfi1-® ^
^ 15. He said to-tfie, ^'What timejô the dffices close?" ^ i g ) He said ttmfr-tf^j^lce wlll s ^la\jv^hen thVCat is away. . h/och
v^KTHe wanted tov:f?now what tirr[e.t-ti;e offices close...-, f R, ) V v A (fE^ He said that tlfe mice would(pjay when the cat^wgs'âijk/--^, i
' ' " /' i I ° Jfi i) i
(c) He said tha\ ttferp'lc&^wouId pjay when
(b) He asked rri.e fyfi&ti time, did th.<2 offices c l o ^ . l
(d) He said that^thfi-ifilce
(c) He asked m ^ w . b t f t ' t l m e t f i e N f f f i \ ^ s ^ o ^
He said to his today?"
(d)
^ He asked rne what tirtie;t'£fe offjcWdttl
n \ W„ > c- me
llse/
v l \WiJJ
Pi_nki said to Gauray;, in my work just now?" He asked his servant; vyhy
w h ^ ^ Q a s ^ o T a z y that day.
(p) (b) He asked his servant: wfiy-be-'fiad
wrty-beîad b been so lazy that day.
Pinki asked Gaurav if he -w.oulcf help her In her work just then. (c) He asked his servant why he was being so lazy that day.
(b) Pinki asked Gaurav if he would help her in her work just &ten (d) He asked his servant why was' he so lazy that day.
(c) Pinki told Gaurav whether he will help her in her work just now. MrS".. He said, "Can you sing?" And I said, "No".
(d) Pinki asked to Gaurav that will he help her In her work just now. (a) He asked me that could I sing and I refused,
. Santa said to me, "X w i l l do it n o w or never." ^b) He asked me If I could sing and I said that I couldn't,
(a) Santa told me that I would do It then or never. (c) I denied, when he asked me if I could sing,
(b) Santa told me that she would do It now'er never. •a) He asked me If I could sing and I said no.
(c) Santa told me that she will do that now or never. 24. He said to her, "May you succeed !"
£3})Santa told me that she would do it then or never. a) He told her that she might succeed, (b) He prayed to God that she may succeed
She said to him, "Why don't you go today?" _(c] He wished her success. (d) He said to her that she might succe
(a) She asked to him why he don't go today. \ J 3 & H e said, "May God grant peace to the departed soul!"
(b) She asked him if he was going that day. (a) He wished by God to grant peace to the departed soul.
(c) She asked him why he did not go today. (b) He wished that God may grant peace to the departed soul.
She asked him why he did not go that day. (c) He prayed that mlgh^God grant peace to the departed soul.
Gavaskar said, "Bravot Azhar, you have done well." ((3) He prayed that God might grant peace to the disparted soul.
(a) Gavasks-i
ADO! exclaimed with
5 - D - 2 1 , HUDCO Q Tjoy that
RS, M A I N Azhar
ROAD, Jhad
. N . V Ydone well.
A S NAGAR, 9413388280
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IT ' ENGLISH VISION ACADEMY -
^ (AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION)
vre you alone, my s o n ? " asked a soft voice close behind me.
soft voice from my back asked If I was alone,
soft voice said to me are you alone son.
soft voice asked that what I was doing there alone,
soft voice behind me asked if I was alone,
le said, " I m u s t go next w e e k " .
x •— :—" t
e said that he must go next week. "\ . \
e said that he must: go the/foiTQwIng v/eekS* . \
e said that he wouldU}ave.to go the fpllawing'-W'eek.
- . \ \ n i /
;e said tha.t-h.e, was to go\thesfqllowing w'eek. /
HE saidito
/ (LJ
her, "Don't
\ \
read.ô fast, p l e a s e d / A )>-Y> )
/•"Al N
V \. \ — r-Cfz I 1 zJri v J
ie cold ce-.noU6/reafi so fast A / y
He advised f)er„.d'6n''t read' / si/fa^tf"''o N\ v
id her
i /tn i \ \ v - \ \
not itoff&icj so faptg
c -y
y—
)
He requested
-ie ordered her not toVe'gd^sp' fas£
p fasp
" I don't know the w a y v D d ' y o u ? " he asked.
He said that he didn't know~the way and did I know It.
He told that he was not knowing the way, but wondered If I knew.
He said that he didn't know the way and asked me if I did.
He asked me if I. knew the way which he dldh't.
; He said to them, "Will you listen to such a man?"
He asked them will you listen to such a man.
He asked them are you listening to such a man.
^ l e asked them whether they would listen to such a man.
) He asked them whether they will listen to such a man.
.. He said " I n d i a became independent in 1947".
) He fold that India become Independent in 1947.
) He said that India had been Independent in 1947
) He said that India was been Independent In 1947.
f ) He said that India became independent in 1947.
ADD: S-D-21, HUDCO QTRS, MAIN ROAD, 3.N.VYAS NAGAR, 9 4 X 3 3 8 8 2 8 0 5

ENGeofSH VISION ACADEMY
[AN <,—tTUTE OF ENGLISH LANGUAGE & EDUCATION]
^ 3 2 . He said, " I h£vef>ften told you not to w a s t e your time."

(a) He said that he had often told not to waste your time.
He said that he had often told him not to waste his time.
He said that he had often^suggested tjb him not to waste his time,
(d) He told that he had often told him not to waste his time.
sJ^S^kajan said, ÔJhatX-were a child agai.rn!" ^
(a) Rajan exclaimed with wonder that he wa^ 3 child again.
(b) Rajan wondered that were h^fa^hild acfaiinN \
J
J NJ>
^ci Rajan strongly wlshetflhatjW
\ \ had / beep-'cf
; childâgain
j
(d) Rajan prav^dîatlhe wefâ xih|ki agaihr"'
I said tcLm^ffirother, " L « ys'go tb some J>illjs(î6'rv-for )a c h a n g e . "
(a) Tasked my^srqth^fN^ go to spme hill static^ ô'riêha-n^k: ''
(b) I asked my ^rpi-h'er if ^ g r n e ^ i Y j C s ^ j t i o n for a change.
(c) I permitted my bFoth^r j-ft&y Spjri^hil^stalfion for a change.
([3) I suggested to rny bro^he^th,atj W^sh'ould go to some hill station for a change.
^ 35. The Manager said, "VSreU,-<yhat can Xjdo for you?"
(fa) The Manager asked what could he do for him.
(b) The Manager woundered what he could do for him.
X&) The Manager wanted to know what he could do for him.
(d) The Manager said that he couldn't do anything for him.
X36. The traveller enquired of the farmer if he could tell h i m t h e way t o

nearest inn. •—
the
(a) The traveller said to the farmer, "Where is the nearest inn?"
(b) The traveller said to the farmer, "Which is the way to the nearest inn?"
_£c) The traveller said to the farmer,, "Can you tell me the way to the nearest inn?"
(d) The traveller said to the farmer, "Can you tell me where is the nearest inn?"
\ ^ X T h e spectators said, "Bravo! well played, Ravi."
(a) The spectators called Ravi bravo because he had played well.
(b) The spectators said that Ravi played well and applauded him.
(c) The spectators encouraged Ravi saying that he played well.
The spectators applauded Ravi, saying that he had played well.
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I " ENGLISH VISION ACADEMY
[ A N INSTITUTE OF ENGLISH LANGUAGE & E D U C A T I O N ]
If you don't keep quiet I shall shoot you, he said to her in a calm voice.
(a) He warned her to shoot if she didn't keep quiet calmly. •
(b) He said calmly that I shall shoot you if you don't be quiet.
(f^) He warned her calmly that he would shoot her If she didn't keep quiet,
(d) Calmly he warned her that be quiet or else he will have to shoot her.
C)id Mishi's horse w i n a prize? Lara a s ^ d .
(a) Lara asked whether if Mishi's horse hadôfiVny prize
(b) Lara asked Mishi did your hofs£\wln prlgesN . \
./ ? ! . , . ) O f |\./\ p
c) Lara asked Mishi's horse was\vi)nfling a prize
~ \ \ // ( j
Qd) Lara asked wh'gtiher Mishi'sNhoi;s$ had v^jn-'a prize.
^ . 4 0 . K a v i t a Ssked'vM'ahesh, "W^hy.-worvt you come,f^R^yVa^:^vith
^ me?
(a) Kavita asked Ma^dsh.why won't you con^fi5i(^Sâ\k^f(fcne''?
\ A I w
(b) Kavita asked: Mah'esh .why"h'e wprv'tcdrne f o r i walk with me?
/„.. \ \\A\n) i
^ • K a v i t a asked Mahesh \ih|T^/wquWin't'jgoN^sr-.€(/walk with her.
(ci) Kavita asked Mahesh wyh^he wi>ylc)p"t'went for a walk with her.
Vikas said, " I want to v visrf my friends this weekend."
(a) Vikas said that he wants to visit his friends that weekend.
@ Vikas said that he wanted to visit his friends that weekend.
c) Vikas said that he wanted to visit his friends during weekend.
d) Vikas said that I want to visit my friends this weekend.
Dipika said, I am studying English a lot- at this moment."
Q Dipika said that she was studying English a lot at that moment.
(b) Dipika said that she was studying English a lot at the moment.
c) Dipika said that I was studying English a lot at that moment.
d) Dipika said that she -had been studying English a lot at that moment.
\_^*fTThey said, "We^have lived here for a long time."
(a) They said that they have lived there for a long time.
(b) They said that we lived here for a long time.
(£) They said that they had lived there for a long time,
d) They said that they would be living there for a long time.
He a s k e d me, "Have you finished reading the newspaper?"
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II
[ A N INSTITUTE O F ENGLISH L A N G U A G E & E D U C A T I O N ) —
(a) He asked me If had I finished reading the newspaper.

(b) He asked me whether I finished reading the newspaper,
(c^ He asked me If I had finished reading the newspaper.
d) He asked me If J would finish reading the newspaper.
\J&7She said that she watched T.V. everyday,
(a) She said, "I am watching TV everyday." (b) S h ^ a i d , "She watched TV every
(c))She said, "I watch TV "everyday." d^Sheâid, "I watched TV
I\ \
UA6TShe said "don't you wan^fo"x:ome
[""vîVteb /to
(a) She wanted to know iCTw^rtteb /to corr}eyw|th
comeylvftt "heK
''"
„ V \ /' / < /
(b) She enqulr^d-ITbm me l f \ h a d j Ranted't-o-'come with her./'
(x^ She askedê\jfiTwanted to qo.wth her. _ f p^
d) She asked rte irry^-nt to come with her.,--] i <-J-A lv-
— \\ J.- /\ ~ I(' ~
c J LvV ^ \)\\ s/
sjtf. Dipti s a i d /
(a) Dipt! Inquired and ask'ed®e)w'heYe/t^jdXI^g.ant last weekend.
(b) Dlptl asked me where\c)l\d I gj> jl^stjweekend.
Q Dipti asked me where I na4_g.<*he the previous weekend,
d) Dlptl inquired of me where I, had gone on the last weekend.
She said, why are you studying English?'
( a ) She asked me whyJ,was studying English.
(b) She Inquired from me Why are you studying English.
c) She asked me why 1 had been studying English.
q) She asked roe why was I studied English.
V . ^ A
Y-49. "X wake*-you every morning at seven o' clock" said Payal
' .S'- • ' I
<ta) Payal said that she woke up every morning at seven^r cloock
Cx/
(b) Payal said that I woke up every morning at seven o' clock,
c} Payal said that she wake's up_ev-ery morning seven o' clock
d) Payal exclaimed that she woke up every morning at seven o' clock.
He said that the test was difficult,
(a) He exclaimed, " The test was difficult", (fb) He said, "The test is difficul
c) He stated, " The test was difficult", d) He cried, "The test was difficult".
ADD: S-D-21, HUDCO QTRS, MAIN ROAD, 3.N.VYAS NAGAR, 9 4 X 3 3 8 8 2 8 0 5
' ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION)
PROBLEM SHEET ON NARRATION

-
Directions . In the following questions, a sentence has been given in

Diract/Indirect Form. Out of the four alternatives suggested, select the
one which best expresses the same sentence in Indirect/Direct form.
c r a t e s said. 'Virtue has its own rewar^"
(1) Socrates said that virtue had Its own rewkrtdsX
(2) Socrates says that virtuei?a's lts\own rev\cand.|\ ^-i
A[3/ Socrates said that virtu^ has ife/own rewar,a. "
^ " • - " ' ' ( V . . A / | r ) /
(4) Socrates said that) virtu e\v a sx4ts own reward. /' (
' :: y \ \ /""M cs
k
St. He said to t l i e Interviewer) "Gould you pleas.e rerp.e^trthe'\question?"
. \ ' -' — f { ( Jd V) •
i l ) He requested fh^•interviewer if he cpuld^'pseêoeactqfe-xjtJestion.
A
C2 ^ He requested the.-in'tervtewer_ tb ple£"$3 r.ep'eatftte
• • / W U ^ \ f r > Ks • .
;3) He requested the interviewer to'repeat We'-miestion.
\ \\u j \ \ i {_}• y~
[ l ^ j He requested the^Qtpfvi s ewer;^ the question.
3,. He said, " i t ' u s e d - t o be aHo'velY,"quiet street,"
. —• —. v. y
He said that it used to be a lovely, quiet Street,
He pointed out that it had used to be a lovely, quiet street. -
(3) He said that there used to be a lovely, quiet street,
\A) He inquired whether there was a lovely, quiet street.
4. The Prime Minister said that no one would be allowed to disturb the peace.
rxOf The Prime Minister said, "We shall not allow any one to disturb the peace."
(2) The Prime Minister said, "We would not allow no one to disturb the peace
/ Q ) The Prime Minister said, "No One Will disturb the peace.'
(4) The Prime Minister said, "No one can disturb the peace."
^--'"The s p e c t a t o r s said, "Bravo! Well done players."
'' 1) The spectators shouted that the players were doing very well.
(2) The spectators exclaimed with joy. that the players-were doing very well.
The spectators applauded the players saying that they had done well,
(4) The spectators applauded the players joyfully to do.well,
.6.* I said to my f r i e n d , "Good Morning. Let us go for a picnic t o d a y . "
( 1 ) 1 told good morning to my friend and asked tcygo for a picnic that day.
(f2) \ wished my friend good morning and proposed that we should go for a picnic that day.
ADD: S - D - 2 1 , HUDCO QTRS, M A I N ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
o
' ENGLISH VISION ACADEMY
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION)
(3) 1 wished my frienc! good morning and proposed that they should go for a picnic that day.
(4) I told good morning to my friend and suggested to go for a picnic today.
new student asked the old one, "Do ^ p j j know my n a m e ? "
(T) The new student asked the old one if he knew his name.
(2) The new student asked the old one that whether he knew his name.
(3) The new student asked the old one did he know his name
(4) The new student asked the old one if he.-k-n'o.ws his name
— I warned her that I could no longer tdl^ra\e her com ing late,
1 said to her, "You can noJofigeV tolerafomjôrajng late."
said to her,_^-can n&sloriger tojerate . ^ j i I coming late."
(3) I said to her-,-"He tan no^ngerjtolerate-her coining late," 1
/ {"j j v
i ,—^ ( o.u
(4) I said to fier,\'4-can no longer tpierate she corninej / " a j e . f v ^ s<
V \ J i c) i J ; ;
said to my mother, " I will certainly t a k e y s i l A t q - ^ n s a l o r e this w e e k . "
. ' \ \ J ^ ^ • /\ { v- — " /
(1) I. told my1 mother>e'wouj.d^rtâinjy-take herNt;<i"pBajigah5re that week,
... 'A \ v,\ \ — - ' . '
((2) I told my mother that/1 \ûlji\cer6?fi^y'take'jj«rto Bangalore that week.
(3) 1 told my mother that sfre'jtfqutd take her to Bangalore that week.
\ \ j 'i \ ' '
(4) I told to my mother tttet 1-would.ta'ke you to Bangalore that week.
-JtjL "How long does the"|ourney take" my co-passenger asked me.
(1) My c.o-passenger asked me how long does the journey take?
(2) 1 asked my co-passenger how long the journey would take.
<Qj) My co-passenger wanted to know how long the journey would take,
i d ^ f y co-passenger asked me how long the journey did take.
l f ^ " H o w clever of you to havejsolved the puzzle so quickly," said the mother,
( f p The mother exclaimed admiringly that it was very clever of him to have solved
the-puzzle so quickly. •
(2) The mother expressed that he was so clever to have solved the puzzle quickly.
(3) The mother told that he was very clever in solving the puzzle so quickly.
(4) The mother exclaimed with Joy that he Is clever enough to solve the puzzle so quickly.
He said<that he goes for a walk every morning.
(1) He said, "I went for a walk every morning."
(£H"f£*said, "I go for a walk every morning." ;
(3) He said, "I will go for a walk every morning."
(3) He said, "He goes for a walk every morning."
ADD: S-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
o
ENGLISH VISION ACADEMY-
V' I T / * * [ A N INSTITUTE CIF ENGLISH L A N G U A G E & E D U C A T I O N )
re you alone, my s o n ? " a s k e d a soft voice close behind me.

(a) A soft voice from my back asked If I was alone.
(b) A soft voice said to me are you alone son.
(c) A soft voice asked that what I was doing there alone.
(d) A soft voice behind me asked if I was alone.
vjJ^THe said, "X m u s t g o next w e e k " . /•>
(a) He said that he must go next week. . \
1 ^
(b) He said that he must go the/foiTfciwIng vfeelL.' K \ ,
\ r-, I' M NA P
would-Iiave ro' ao the followina'WeE
Q) He said that he would-Tiave^ho! cj^ the fplleWing'Week.
(a)- He said th^.t-h'C'was
LJ to goNthesjfoilowing^-w'eek.
\ \ /'A I
\JirS- He said (to her, "Don't read.^0 fast, please"^, / )V-y\ I
(a) He told heApo'i^t&A-afi so fast, ~P~r] \
(b) He advised tfer..d'dn't read' , sb4afetf''''r s\ ^C^V
( c ) He requested her not jtofffcbtf
' ^ fs"o
\ \ XV. \ s —"
(d) He ordered her not to'Te^d sp fast? '

^ 29. "X don't know the w a y - D o ' y o u ? " he asked.
(a) He said that he didn't know the way and did I know It.
(b) He told that he was not knowing the way, but wondered If I knew.
J £ ) He said that he didn't know the way and asked me if I did.
(dj) He asked me if I. knew the way which he dldh't.
He said to them, "Will you listen to such a man?"
(a) He asked them wiii you listen to such a man.
(b) He asked them are you listening to such a man.
(^Tîe asked them whether they would' listen to such a man.
(d) He asked them whether they will listen to such a man.
He said " India became independent in 1947".
(a) He told that India become Independent in 1947.
(b) He said that India had been Independent in 1947
(c) He said that India was been Independent In 1947.
(d)l He said that India became independent in 1947,
ADO: S-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0

&»<JK" ENCASH
[AN
VISION ACADEMY
ITUTE OF ENGLISH L A N G U A G E & E D U C A T I O N )
^ 3 2 . He said, "X hciveoften told you not to w a s t e your time."

J g } He said that he had often told him not to waste his time.
He said that he had ofterûggested tj> him not to waste his time,
\33^Rajan said, ÔJhat^were a child agaUr;!"
(a) Rajan exclaimed with wonder that he wa^ a child again,
(b) Rajan wondered that were b€"a^hild a ^ A n ^ k V.,
.y 11 ^ i I N J)
0 Rajan strongly wished-\hat\fye had beep-'S ehilo-a'gain.
(d) Rajan prav^d'fljiatihe werâxjh|ld agaih-"
oL
I said tdLm^ftTfother, "LetjJS'go to some îl(sii£$i6'ry-for')a change."
(a) Tasked my'-broth^Pt^ go to s^me hill sta-tioî
(b) I asked my l^rijt-h'er if for a change.
(c) I permitted my brother t ^ So I (^station for a change.
(Q) 1 suggested to my b r o ^ ^ t l ^ a i j W^sh'ould go to some hill station for a change.
^ 35. The Manager said, "WeLV&hat can I do for you?"
The Manager wanted to know what he could do for him.
X36. The traveller enquired of the farmer if he could teli him the way to the
nearest inn. —
_£c) The traveller said to the farmer,. "Can you tell me the way to the nearest inn?'
\ 3 y r T h e spectators said, "Bravo! well played, Ravi."
^ T h e spectators applauded Ravi, saying that he had played well.
ADO: S-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0

[ A N INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
He asked his teacher if he had to read that chapter.

He said, "What a beautiful scene
(a) He said that what a beautiful scene it was.
(b) He wondered that it was a beautiful scene.
(c) He exclaimed that it was a beautiful scene,
((?])) He exclaimed that it was a very beautiful scene.
He said, ' ^ s a w a book here." '"'j ^ \
(a) He said that he saw a book êrk. (b}/HeSsîd\tTat he saw a-book there.
(c) He said that he had seen a - ^ o o k / h e r e . s a i t f ' t h a t he had seen a book t h e r e » V
X 15. He said to-Tfie, "jWhat timeido the dffices close?"
^ ^ / (f.J ' \ \ y-'M
He wanted to,.iknow what time.tfre offices close-.--, / « I V-v. \
' ' \ " \ f 'i JrL - v
(b) He asked rri.e wH^t: tlrge did th.e offices cjos^'. l ' —
(c) He asked m ? ' w . h - E f t ' t i m e t h e ^ f f i V e s ^ c J o k e l i ^ /
/ i\ \ S A \f£v
(d) He asked me what tirtie/ffyb pffJcfc^ drt ctose/
I \ \<- y
rA W
Pmki said to Gauray, "WijJ ôJ';ne'lp me In my work just now?"
(p) Pinki asked Gaurav if he -w.oul£i help her in her work just tfien.
(b) Pinki asked Gaurav if he would help her in her work just ^wn.VvSt-O
(c) Pinki told Gaurav whether he will help her in her work just now.
(d) Pinki asked to Gaurav that will he help her In her work just now.
Santa said to me, " I w i l l do it now or never."
(a) Santa told me that I would do It then or never.
(b) Santa tola me that she would do It now'er never.
(c) Santa told me that she will do that now or never.
^5j)Santa told me that she would do it then or never.
She said to h i m , "Why don't you go today?"
(a) She asked to him why he don't go today.
(b) She asked him if he was going that day.
(c) She asked him why he did not go today.
I^S) She asked him why he did not go that day.
\JP0rT Gavaskar said, "Bravot Azhar, you have done well."
(a) Gav.isk.ar exclaimed with joy that Azhar had done well.
ADO: S - D - 2 1 , HUDCO QTRS, M A I N ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
î Vo <3 j

[AN INSTITUTE OF ENGLISH LANGUAGE * EDUCATION]
(b) Gavaskar called Azhar and exclaimed that he had done well. ,
(g> Gavaskar congratulated Azhar, saying that he had done well/.^vv--^-'•
(d) Gavaskar praised Azhar for his having done well. ^
He said to me, "Where is the post office?"
(a) He wanted to know where the post office was.
(b) He asked me that where the post office was-;;
(c^He asked me where the post office was. ^ t
(d) He asked me where was tjie'po&t o f f i c e ^ V v

X 2 1 . He said, "The micetwrn^W^^when/thJcaMs away." °
J g ) He said t ^ t - t f r ^ i c e wnV^lay|v^hen t h W a t iTaway. ^ h/OCX'
He said tnat mice would 'pjay' when the cap/vasj'âj/y^-, 1
(c) He said tha\ trfe TnQ^.would play when thecal: wûld^,laVa 1 /.
\ / \ ( ciJ.. y
(d) He said thatXh>-'rnlce sh^fbtayV ymen\the_caft'js^way.
'--ii^solazy
([ay He asked his servant whx^hey
(b) He asked his servant wny-he-'fiad been so lazy that day.
¥
(c) He asked his servant why he was being so lazy that day.
(d) He asked his servant why was' he so lazy that day.
^2:5*.. He said, "Can you sing?" And I said, "No".
(a) He asked me that could I sing and I refused,
^b) He asked me If I could sing and I said that I couldn't,
(c) I denied, when he asked me if I could sing.
(A) He asked me if I could sing and I said no.
24. He said to her, "May you succeed !"
(a) He told her that she might succeed, (b) He prayed to God that she may sue
(c} He wished her success, (d) He said to her that she might s
SâST He said, "May God grant peace to the departed soul!"
(a) He wished by God to grant peace to the departed soul.
(b) He wished that God may grant peace to the departed soul.
(c) He prayed that might God grant peace to the departed soul,
(f?) He prayed that God might grant peace to the departed soul.
ADD: 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0 ~~
A ENGLISH VISION ACADEMV
T T S ( A N INSTITUTE O F ENGLISH L A N G U A G E 4 E D U C A T I O N ]
P R O B L E M S H E E T ON NARRATION \ 50
"âM
Directions : In each of the following questions, a sentence has been given
in Direct/Indirect Speech. Out of the four alternatives suggested.select
the one which best expresses the same sentence in Indirect/Direct
Speech. I
1 K \
y 1. He s a i d t o h e r . " A r e y o u cprtving t o tj*e p^rtV-^'
(a) He asked to her whet^f'slWeJfoas c o m l j } ^ t W \ e . . p 3 r t y .
lb) He told her/ if-s-he'Vas
n J cotnirtq
\ t o the pkey.' oL
J 0 He asked/hen jft-she was comjng.to the party. __ jV^ ^
( i f ) He asked h'er i/-she\yill be coming to t h e ^ ^ a r t ^ c i A ^
WT"The s a g e said, "God heJpsitpbse-^hoibSl>^£ffims'e!ves.
12 Lrl
The sage said that Go^ hSlpVthose whoV^Tp/themselves.
>V"'V \ \ \ ~
fb) The sage said that God belpeÂthosa-wHose
1
helped themselves.
\ I l-"
(c) The sage said that GodXelps^those who helped themselves.
(d) The sage said that God helped those who help themselves.
X ^ f " Please d o n ' t go a w a y " , s h e s a i d . m L •
(a) She said to please her and not go away.(b) She told me not to go away,
(c) She begged that I not go away. ( Q ) She begged me not to go away.
\ AT. He s a i d , " I c l e a n my t e e t h t w i c e a day."
(a) He said that he cleaned his teeth twice a day,
((b) He said that he cleans his t e e t h twice a day.
(c) He said that he used to clean his teeth twice a day.
(d) He said that he is used to cleaning his teeth twice a day.
^ 5. He s a i d t o t h e m , " " D o n ' t m a k e a n o i s e . "
(a) He told them that don't make a noise, ( y ) H e told>them not to make noise,
Cc) He said them not to make a noise. (d) He asked them not to make a noise.
s ^ j i ^ T h e t e a c h e r said, "Be quiet, boys." ^
(a) The teacher said that they buys should be quiet.
(b) The teacher called the boys and ordered them to be quiet.
ADD: 5 - D - 2 1 , HUDCO QTRS, MAIN ROAD, J.N.VVAS NAGAR, 9 4 1 3 3 8 8 2 8 0 7
EN^-.ISH VISION ACADEMY
[ A i ' " " ' r i T U T E OF ENGLISH LANGUAGE & EOUCATION]
0 The teacher urged the boys to be quiet,

(d) The teacher commanded the boys that they be quiet.
friend said to me, "Has your father returned from Calcutta?'
((5) My friend asked me if my father had returned from Calcutta.
(c) My friend told me that his father had r e t u r n ^ from Calcutta.
C \
(d) My friend enquired me If his father had rejtyrn^d from Calcutta.
\^&r1He said, "Where shall' I be'this
V. ^ )time;h'ext!yeV
J 'v !"
(a) He asked that where sqouv^h'^ be that/t-kne ne-xf year
(b) He wonder^d','.vy)hej'e he sfxjukl! tê that tirrfee the next yea,r". ?
/ t \
(c) He contetopla.|&^ where shal(Jje-be that time ^be-jfoll'o^jnp-Year.
(d) He wondered Sfreresh,e would be that tirpre"tjh'e foildwrrtj 7j/eaf!
\ - ' A A -x ( Â-ri A-
V S T R a j e s h said,) ^-tJougfjf a ' ' ^ ^ t g r d d ^
(a) Rajesh said that I ha\|e day.
(b) Rajesh told that he ha^ boughj a pafyesterday.
(c) Rajesh said that he bougftt-aâr the previous day.
(§) Rajesh said that he had bought a car the previous day.
The^mployer said to the workman, "I_cannot pay you higher w a g e s . "
(fB^ The employer told the workman that he could not pay him higher wages.
(d) The employer warned the workman that he cannot pay him higher wages.
JMy_cftijsin said, "My room-mate snored throughout t h e n i g h t . "
( a ) My cousin said that her room-mate had snored throughout the night.
(b)-My cousin told me that her room-mate snored throughout the night.
12 He
X - asked his teacher, " N e e d l r e a d this chapter?"
(a) He asked his teacher whether there was a need to read that chapter.
{ff^He askect his teacher whether he. . needed
- \ to read this chapter.
ADO: S - D - 2 1 , HUDCO QTRS, M A I N ROAD, J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 8 0
(3) The little girl said that she were & friend told that he would help
queen.
(4) The little girl said t h a t / t f i e 1><is & d said that he will help you.
a queen end agreed to help me. ( )
He. cried, "Oiî'tiicit we colu Q.17 said, "That is all right."
for ever !'/•' [ (1) He said that that is all right.
^ 1 j He eartieStly.^wished that tliby { 2 y f ! c saicL-tlia.t mat was all right.
friends^w^-ever. (3) Id'that, jvas all right.
(2) He earê^tly wishfed that they could d \hat-tha-t has been right.( )
'have he r ^ q e n ^ f o r ever.
t i r ^ B y ^ G o M I dicL not see it."
) He earnssfly^wished J j j a t they coul
le swope (By God) that he had not
be friends f o r e v e r .
'It (that).
(4) All the a b a v g A \ It swore that 1 had beer seen it.
Q.165 Mohan said, Joisd tfeavfen (3) He swore that he has not seen it.
•disaster (it is \)\ \t»>
p .-,••• > (4) He. said that he had not seen it.( )
(1) Mohan said\ '
He said, "You needn't wait"
disaster.
. y f R e said that I ne«fi?T wait.
p \ With a cry o f , h t f r r o r , M o h a n
He said that I wouldn't have to wait.
exclaimed that it was a great disaster.
(3) Both are correct.
Mohan cried of horror that it has
(4) None are correct., ( )
great disaster.
(4) All the above. ( ) Q.173 ,He said, "God knows, I did not abuse
/ hinijy
Q.166 He said, "Congratulations !"
called upon God to Witness that
y (1) He said congratulation.
(2) He called upon God to witness that
(3) He wished that congratulation.
j y t l c congratulated me. ( )
(3) He called ujf(|n p o d to witness that
Q . I 6 7 He said, "Good morning." he was/rrot abased him.
/ (1) He said good morning. (4) He • carfftti uobn God to witness that
He wished me good morning. he is/ n0t abjusefi him. ( )
(3) He wished himself'good morning.
n sa^d- i q j f j b , "Thank you.
(4) None. (
you\ p r ^ s f ^
Q. 168, He sajd, " Yes, I, am mistaken." The old mail said me thanked and
^ o ( J a d m i t t e d that he, «\'asv/nistake 'shed To prosper.
. (2) He said .that he h: . .istaken. he old man wished tli&nked and
(3.) He admitted that lii mistaken, prosper.
(4) He a d m i t t e d that has been (3) The old m a n . and wished
mistaken. ( )
Q.469 My friends said, "Very 111 help eMnawished
( )
r) My friend said that he will not let anyone
me.
(4) I exclaimed that he has been ve e $oys A cried that they had won
/ sad- ^ (
He said, "What a great misffiC? ijoys / exclaimed with joy that they
J P T f T e exclaimedjyith sur p 5 n the match.
was a gre fery. U (4)"AI! the above. ( )
(2) He excla with surprise ttf Q.159^Pfie teacher s<ud'fd\ Poonam, "What a
a great lazy girl y&u ( ^ r ^ V ^
(3) He said t ,a great misery, (1)_ Thg ieacReVisa.id tât she was a lazy
(4) He said t iry great miseiy.
( ) ^sx-claimed that Poonam
^The boy said, "Hurn girl-
stands first ! teacher exclaimed that she is a
(1) The boy erie lazy girl.
brother was s (4) All the above.
(2) The boy said t 'he captain said, 'Bravo ijwell done/my
first boys!" V
(3J/'the boy cried out, wi Q ^ P f i e ' C a p t a i n a p p l a u d e d his boys
Krst saying that they had done well.
(4) The boy cried out with delight that (2) The Captain a p p l a u d e d his boys
his brother has been first. ( ) saying that they were well done.
Q. 156/He said, "Alas ! How foolish I have been!" (3) This C a p t a i n a p p l a u d e d ; his boys ,•
Q)^H€confessed with regret that he had saying that they have d o t e well.
been very foolish. (£) All the above. " ( )
(2) He confessed with regret that he was The general said, 'Ah ! I am defeated."
veiy foolish. (l^The
(3) He confessed with regret that he has general exclaimed sorrowfully
been very foolish. The genepg
that he has ed sorrowfully
(4) He said that he had been very foolish. that he d.
( ) The gen' he was defeated.
Q.1S She said, "Alas ! am undone" 11 the ( )
(1) She said that she was undone. aid, of water."
JpfiShe e implcêd r having a glass of
exclaimed with sorrowJhat she ater.
was undone. e implored for a glass ofrSvater .
(3) She exclaimed with s He said for. a g l a s j ^ f f e w t f f t f r
has been undone. (4) He asked for a < g l ^ ' s \ o i i ^ a t e ^ )
/(4) She exclaimed with so
had been undone.
QJ0 The little g i r i ^ ^ o U t a ^ k g ^ r t l ^ ! "
i t t Q g y ^ i ^ S d J m r l f i e ^ were
18 "Hurrah '".cried the boys,
the match !" "
V eygm)ivvished that she was
•n(>) The boys exclaimed with j o y
had w o n the match.
f x -
(3) Ram requested to his friends to let The poor beggar wished hisself for
them go home then. ihness. ( )
(4) Ram requested his friends"to goN / M a y you succeed, my son !"
home then. w i s h e d "that her son might
Q.143. Satish said, sit rain succeed.
^ ^ shall g o . " / (2) She wished that she might succeed.
(1J^Satish sîd that he will g (3) She wishe£f"t]\at her son may succeed.
hard lKmight rain. _ (4) None. ( 0 : ( )
(2) Satish tora that would go whether Q . M ^ h ^ ^ A ' T j g D d bye friends !"
•it may ram. ( )\ s K e ^ ^ c f y g w i 4 ) y e to her friends.
J 7 ) Satish\aid_t V — ^ W e ^ ^ e , g o o d - b y e torher-friends.
hard it might S h e ^ o a d e ' g o o t l ^ y e friends.
(4), Satish saicM She bade good-bye to them. ( )
hard it m M
d l 5 0 He said, "Farewell, my comrades!"
Q.144 He said to m e , \ . n v f l e fyade farewell to his comrades.
(1) H^. prayed (2) He said farewell to his comrades.
\Q^He prayed tve long. (3) He wished farewell to his comrades.
(3) He prayed tha\ s hfr-irfight live long. (4) None. " ( }
(4) He prayed that I may live long.( )

Q.151 Bg,said to me, "Good morning^! ±Lo\v^
Q.145 He said to me, "May you be happy !"
do you do
.^JJMfie wished that I might be happy.
X T T H e "asked" me good m o r n i n g and
(2) He wished that I may be happy. inquired how he is.
(3) He desired that you may be happy. (2) He wished good morning and asked
(4) None. ( ) h£rtv 1 did.
Q.146 They said, " M a y her soul rest in peace!." / f y f He wished me good morning and
(1) They said that her soul might rest in asked how
peace. (4) He wish morning and asked
, ' - (2) They prayed that her should may rest how he/is. ( )
in peace. Q.152 You s a i d / " m o w atiful this flower is!"
They prayed that her soul might rest ,iat this flower is very
in peace.
(4) They prayed that their soul might rey ) You ^ a t flower has
in peace. ^ ( been WryJjeautiful.
Q.147 "WouldJbnt 1 w o r e T f c q f f i s a M the poo' ) You exclaimed that t h i s j l o w e r had
beggar. very beautiful.
(1) The poor beggar w i s f t s M t a t he might 4>"You exclaimed
3e rich. very beaut:
The p o o r beggar w^shBi. that^fie had I said, IsSCPpsa
been rich. J'ery sad.,
(3) The poor beggar wished t h a t h H t p i H :claim®M tie was very sad.
rich. that he is very sad.
(3) The little girl said that she wer; friend told that he would help
queen.
(4) The little girl said thaffifie'âs b d said that he will help you.
a queen. /< j \ ( end agreed to help me. ( )
He. cried, "()h;;ihiil we cclu Q.17 said, "That is all right."
for ever V) (1) He said that that is all right.
(1) He earhe^thj'wished that thfey Caiytie I g y R e saictitfi^t j j i a t was all right.
fnends^^-ever. (3) that., was all right.
(2) He earê^tly wished that they could H^fcaid that-that has been right.( )
/ f i a v e Be friendsvf'or ever.
* ~ I d i d j i o t gee it."
.(/) He earnestly^wished tijat they coul
(oy God) that he had not
be friends f o r e v e r .
f t (that),
(4) AH the abovgT^. \
e swore that I had beer seen it.
Q.165 Mohan said, "Good neav^n (3) He swore that he has not seen it.
- disaster (it is (4) He. said that he had not seen it.( )
(1) M o h a n s a i d \ t l \ a t f t
He said, "You needn't wait"
disaster. j t f f H e said that r r E e c f n T wait.
With a cry o f , h o r r o r , M o h a n (T) He said that I wouldn't have to wait.
exelaimed that it was a great disaster. (3) Both are correct.
Mohan cried of horror that it has
(4) None are correct. ( )
great disaster..
Q . 1 7 3 , H e said, "God knows, I did not abuse
(4) All the above. ( ) / hi&y
Q.166 He said, "Congratulations !"
-{YyYlt called upon God to Witness that
/ (1) He said congratulation.
(2). He called upon God to witness that
(3) He wished that congratulation.
J ^ l l c congratulated m e . ( to witness that
(3) He called
Q . I 6 7 He said, "Good morning." he was him.
/ (1) He said good morning. (4) He c to witness that
He wished me good morning. he l m. ( )
(3) He wished h i m s e l f ' g o o d morning.
"Thank you.
(4) None. (
Q.168, He saj.d, " Yes, I_ am mistaken." me thanked and
admitted that h e / ^ a s j n i s t a k e wished To' prosper.
(2) He said .that he has mistaken. The old m a n wished nked and
(3) He admitted that hV'iWnistaken.
(4) He a d m i t t e d t h a t •and^ wished
mistaken.
a..469 My friends said, "Very rM^rrerwished
( )
it) M y friend said that he will not let anyone
x/
me.
a ' ENGLISH VISION ACADEM\
>i/ < [AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION)

(XM
Sections : In each of the following questions, a sentence has been given
Direct/Indirect Speech. Out of the four alternatives suggested select
e one which best expresses the same sentence in Indirect/Direct
leech. r"
y~>
\
1 K \
He s a i d t o h e r . " A r e y o u c p m i n g t o t ^ e p ^ r t t y ^ '
) He askad to her whetlje/jtakJfras
, , , comla^t$u\te..pa
^ , „..party.;> r
) He told her jZ-s-he'^yvas coT^vlrfig^jtî the pkcty'.

I He asked/her\ j-fr-she was corhjng'io the party. ^ /
])He asked her i/-she\yill be coming to the^-pajrt^y.o.
"The s a g e s a i d , " G o d h e l p s , t h ^ s e ' ^ K o l h e l ' f h r p s el ves."
) The sage said that Got jê'lpg t h o ^ e ^ ^ o \ ^ i ^ J h e m s e l v e s .
) The sage said that Go^l i^pefij\|icê-wh*ose helped themselves.
) The sage said that GodXeJIps^hose who helped themselves.
) Tne sage said that God helped those who help themselves.
" " P l e a s e d o n ' t go a w a y " , s h e s a i d . ~ C- •
) She said to please her and not go away.(b) She told me not to go away.
) She begged that I not go away. (@) She begged me not to go away.
He s a i d , " I c l e a n my t e e t h t w i c e a day."
) He said that he cleaned his teeth twice a day.
) He said that he cleans his teeth twice a day.
j He said that he used to clean his teeth twice a day.
) He said that he is used to cleaning his teeth twice a day.
He s a i d t o t h e m , " " D o n ' t m a k e a n o i s e . "
) He told them that don't make a noise. (b))He told,them not to make noise.
> He said them not to make a noise. (d) He asked them not to make a noise.
T h e t e a c h e r s a i d , " B e quiet, b o y s . "
) The teacher said that they buys should be quiet.
I The teacher called the boys and ordered them to be quiet.
ADD: 5 - D - 2 1 , HUDCO Q T R S , M A I N R O A D , J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 8 0 ~

ENQGSH VISION ACADEMY
(An, iTITUTE OF ENGLISH LANGUAGE & EDUCATION]
0 The teacher urged the boys to be quiet,

(d) The teacher commanded the boys that'they be quiet.
U ? r M y friend said to me, "Has your father returned from Calcutta?''
((6) My friend asked me if my father had returned from Calcutta.
(c) My friend told me that his father had returrysfi from Calcutta,
C" V
(d) My friend enquired me if his father had rejtyrn^d from Calcutta.
v&r-He s aid, "Where shall;
. I . be'thJs
^ I v )betime/h'extiyea-r ;
(a) He asked that where sIiouklTi'e that*ime
M N ne-xf
A ;year.
\ \ // ' ( J
(b) He wonde^d'^heje he shûrell lê that time the next yea,r',_
(c) He contetoplajfajifwhere shai)Jie-'t>e that time the',fol|'6>inp--year.
(d) He wondered i^ft^/eê would-be that tirpi'e"tjh'^•'fdil-^wlri^ê-af!
V ^ T R a j e s h s a i d ) " f - b o u g i ^ l r a ' d ^ y<^s t<;r i ^ y ^
(a) Rajesh said that I have ' Mijghfta\c£r(the^>Fe-vious
^ i\ M M day.
(b) Rajesh told that he ha(l bpughj a caTyesterday.
(c) Rajesh said that he bought-a-âr the previous day.
(cj) Rajesh said that he had bought a car the previous day.
\_JKft The employer said to the workman, "I_cannot pay you higher w a g e s . "
(fBj The employer told the workman that he could not pay him higher wages.
(d) The employer.warned the workman that he cannot pay him higher wages.
JMy_cpjjsin said, "My room-mate snored throughout t h e n i g h t . "
( a ) My cousin said that her room-mate had snored throughout the night.
(b) My cousin told me that her room-mate snored throughout the night.
X l 2 . He asked his teacher, "Need I read this chapter?"
(a) He asked his teacher whether there was a need to read that chapter,
jf^) He asked his teacher whether he needed to read this chapter,
ADD: S-D-21, HUDCO Q T R S , MAIN R O A D , J . N . V Y A S N A G A R , 9 4 1 3 3 8 8 2 8 0
"f f j ! WO GvOiy^j q
1 2 p Q j f i v i ' J ^ XT > f
/ ENGLISH VISION ACADEMY ENGLISH VISION ACADEMY

[AN INSTITUTE OF ENCUSH LANGUAGE & EDUCATION) [AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
IdX He asked his teacher if he had to read that chapter. (b) Gavaskar called Azhar and exclaimed that he had done well.
He said, " W h a t a beautiful scene ((c) Gavaskar congratulated Azhar, saying that he had done
(a) He said that what a beautiful scene it was. (d) Gavaskar praised Azhar for his having done well. cJ^
(b) He wondered that it was a beautiful scene. He said to me, "Where is the post office?"
(c) He exclaimed that it was a beautiful scene. (a) He wanted to know where the post office was.
He exclaimed that it was a very beautiful scene. (b) He asked me that where the post office was-;)
He said, ' l _ s a w a book h e r e . " f"\ \ (q}He asked me where the post office was. ' \
i\ \ that he saw a-book there. 1\ \
(a) He said that he saw a book ,Ker£, (b)'Heâid (d) He asked me where was ths'po&t office/
,/v i T „ S'
i t
k '\ /
\ - i M NA
(c) He said that he had seen ^tfoqk/here. ,@He saitfi the
that he had seen a book v v i M ^ L h e n ^ J call^way."
He said, "The mice<will' fr&V*^
15. He said to-me, "jWhatVmejcfo the Offices close?" He said th^t-pe^rrjlce wllV^layj'v^hen thVifat is away.
'c^sfne wanted tajfpbw what tirr)e.th'«
.t-h'e offices close. He said that wfe mice would jglay when the c a ^ . w ^ s ' ^ a i
r : cii i i(QI <>}
(b) He asked rri.e Wfiit: frnje did th„e offices cloS^.{ - (c) He said tha\trfe7fflcfe-,would play when the"2ai ,^'w-aV.
/ \ ( ^
(c) He asked m f c ^ J d\r, (d) He said that£h>-iT>ice sh^lbtey 1 !
(d) He asked me what tirtie/f&jfe pf'flcW
' • " ' - W driM
d close-.
^se-. He said to his serv^n{Qj^lfly'arerôt^s o -"fa
l a zzyi t o d a y ? "
V-arlf. Pmki said to Gaurav, "WiJJ yoL^fie'fp me in my work just now?" (Jay He asked his servant why^heâs so 1'azy that day.
cp.> Pinki asked Gaurav if he-woul'cf help her In her work just then. (b) He asked his servant wHy-he-fiad been so lazy that day.
»
(b) Pinki asked Gaurav if he would help her in her work just .VotO (c) He asked his servant why he was being so lazy that day.
(c) Pinki told Gaurav whether he will help her in her work just now. (d) He asked his servant why was' he so lazy that day.
(d) Pinki asked to Gaurav that will he help her In her work just now. v
- z l ' . . He said, "Can you sing?" And I said, "No".
. Santa said to me, " I w i l l do it now or never." (a) He asked me that could I sing and I refused,
(a) Santa told me that I would do It then or never. ^b) He asked me If I could sing and I said that I couldn't.
(b) Santa tola me that she would do It now'er never. (c) I denied, when he asked me If I could sing,
(c) Santa told me that she will do that now or never. •a) He asked me if I could sing and I said no.
£cf))Santa told me that she would do it then or never. 24. He said to her, "May you succeed !"
She said to h i m , "Why don't you go today?" a) He told her that she might succeed, (b) He prayed to God that she may succeed.
(a) She asked to him why he don't go today. (c} He wished her success. (d) He said to her that she might succeet
(b) She asked him if he was going that day. He said, "May God grant peace to the departed soul!"
(c) She asked him why he did not go today. (a) He wished by God to grant peace to the departed soul.
^ She asked him why he did not go that day. (b) He wished that God may grant peace to the departed soul.
Gavaskar said, "Bravot Azhar, you have done well." (c) He prayed that might_God grant peace to the departed soui.
(a) Gavaskar exclaimed with joy that Azhar had done well. ((cf) He prayed that God might grant peace to the departed soul.
A D D : S - D - 2 1 , HUDCO Q T R S , M A I N ROAD, J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 8 0 ADD: 5 - D - 2 1 , HUDCO QTRS. --
ENGLISH VISION ACADEMY #
[ A N INSTITUTE O F ENGLISH L A N G U A G E & E D U C A T I O N )
" A r e you alone, my s o n ? " asked a soft voice close behind me.
\ soft voice from my back asked If I was alone,
A soft voice said to me are you alone son.
a. soft voice asked that what I was doing there alone.
A soft voice behind me asked if I was alone.
He said, " I must go next w e e k " . /:>
He said that he must go next week. ^ . \
He said that he must go the/foTto,wlng v/e.ek>! h \
V / U I- M MS 2
He said that he would'-fiaveô'ô the fpilewing'-W'eek.
'eek. _ r j
He said thg.t-h.e. w$s to g^hesjf^llowing^'w'eek. fcsl
He said to\ her, "Don't
i\ rea_d.so fast, pleases"
\no'^t6>eB^ so fast ( ^ H
^=-1 RCIOP)
He told her\not^to_,.rec^ ^^ i y \\ j
He advised
He requested her not i o / f ^ d sta \s—y
1 V^ AA
He ordered her not toVe^dsp f a s p "
. " I don't know the wayv-Do'you?" he asked.
He said that he didn't know the way and did I know It.
He told that he was not knowing the way, but wondered if I knew.
He said that he didn't know the way and asked me if I did.
j) He asked me if I. knew the way which he dldh't.
r. He said to them, "Will you listen to such a man?"
) He asked them will you listen to such a man.
) He asked them are you listening to such a man,
asked them whether they would listen to such a man.
) He asked them whether they will listen to such a man.
L. He said " India became independent in 1947".
) He told that India become Independent in 1947.
) He said that India had been Independent in 1947
) He said that India was been Independent In 1947.
He said that India became independent in 1947.
ADD: 5 - D - 2 1 , HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0 5

g^JW/JOB
ENG TE'0FSH VISION
--'TEOf'
ACADEMY
[AN l. iTUTE OF ENGLISH LANGUAGE & EDUCATION]
^ 3 2 . He said, " I hdvejjften told you not to w a s t e your time."

He said that he had often told him not to waste his time.
He said that he had ofter^suggested tjb him not to waste his time,
\33^Bajan said, 'Ô^ttaiJ^were a child agairn!" ^
(a) Rajan exclaimed with wonder that he wa^ ^ ch|ld again.
(b) Rajan wondered that were h£"a\hild a d a l n S ' , \
•"> I „ j V>J N A
(fc) Rajan strongly wished'-thatvlV had beepa child's g a ii
^ \ \ I ( /
(d) Rajan prayed'tfiatlhe wefe a\jh(ld agaihr'' 1
^ / f \ \ /"-V.
V-^34. X said tOLrnyj^rpther, "Le| (is'go to some tnl^st&îoiv-fpr ja change
my-.brothePta go to some hill statiofi foPêhart'gk - . ''
(b) I asked my !?rgth'er if Ke" Vvo^l^ ^g m e ^ iTy^s'^jt fo n for a change.
(c) I permitted my brother Spj^îhi testation for a change.
@ I suggested to my broê^th/l) websftould go to some hill station for a change,
35. The Manager said, "Well,"<vhat can I do for you?"
The Manager wanted to know what he could do for him.
y 3 6 . The traveller enquired of the farmer if he could t«alI him the way to the
/^nearest inn. •—
Jc) The traveller said to the farmer,. "Can you tell me the way to the nearest inn?"
\ J J f T h e spectators said, "Bravo! well played, Ravi."
^ The spectators applauded Ravi, saying that he had played well.
ADD: 5 - D - 2 1 , HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0

[ A N INSTITUTE OF ENGLISH LANGUAGE & E D U C A T I O N )
"If you don't keep quiet I shall shoot you, he said to her in a calm vole
(a) He warned her to shoot if she didn't keep quiet calmly. •
(b) He said calmly that I shall shoot you If you don't be quiet.
( f p ) He warned her calmly that he would shoot her If she didn't keep quiet,
(d) Calmly he warned her that be quiet or else he will have to shoot her.
Did Mishi's horse win a prize? Lara aslf^d.
(a) Lara asked whether if Mishi's horse hadVjonVfiy prize
(b) Lara asked Mishi did your hofse\wln priêsfv . \
c) Lara asked
c)
siwisVi!nfiing
i (\ I) a prize
Mishi's horse wAswnhina
M M S .:>
adze o--'"
( a \ Lara asked
\ ^ ' I ( /
whether Mishi\hoi;fe<» had v^n-'a prize.
/ ( C /' \ S" —v
ith me?
X 40. Kavita asked\Mahesh, "Vihy-wont you corae.fbrta vjâik wi
—- \ ; \ r\ ^ ' —
.-.! \yjrk-v~j
/ . M djri -£>• J
(a) Kavita asked r5ja"lWsKwhy won't you come~fprvcf-âlk^vftlr-me?
(b) Kavita asked Ma-h'esh .\yhy"h'e W.on't.cdMeJprâ vValk with me?
V
/ i \ \ ~A V
^ . K a v i t a asked Mahesh v|h|^,eyWoû!.dn'bgo^r.--a walk with her.
(3) Kavita asked Mahesh v\h\Re wbyic).r)*t'went for a walk with her.
Vikas said, " I want td^visMf my friends this weekend."
(a) Vikas said that he wants to visit his friends that weekend.
@ Vikas said that he wanted to visit his friends that weekend.
c) Vikas said that he wanted to visit his friends during vyeekend.
d) Vikas said that I want to visit my friends this weekend.
Dipika said, I am studying English a lot- at this moment."
Q Dipika said that she was studying English a lot at that moment.
(b) Dipika said that she was studying English a lot at the moment.
c) Dipika said that I was studying English a lot at that moment.
d) Dipika said that she -had been studying English a lot at that moment.
said, " W e have lived here for a long time,"
(a) They said that they have lived there for a long time.
(b) They said that we lived here for a long time.
<£) They said that they had lived there for a long time,
d) They said that they would be living there for a long time.
He asked me, "Have you finished reading the newspaper?"
~DD, 5 _ 0 _ 2 1 ( HUDCO Q T R S , M A I N ROAD, J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 8 0
U
k""' WH/> [AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
(a) He asked me If had I finished reading the newspaper.
(b) He asked me whether I finished reading the newspaper.
0 ) H e asked me If I had finished reading the newspaper.
d) He asked me If J would finish reading the newspaper.
V>«TShe said that she watched T.V. everyday,
(a) She said, "I am watching TV everyday." (b) S h ^ a i d , "She watched TV everyd;
@)She said, "I watch TV 'everyday." d/'SheWid, "I watched TV
v_/V6?She said "don't you wantrEoN:ome wTtlti/nei^'
(a) She wanted to know itl'w'artteb /to con>eyL|thtWr'
(b) She enqulr^d-fTonJ me in\had/v6anted W'come with her., j
(z)) She asked£me\jAT wanted toô„vv?th her. Jv->_...
d) She asked me i r r y f ^ n t to come with her.^-—/ f '--'--A "-'/l'1- •
^ \ A '— ( c^Lw
Dipti said, whefe did-ytft^go taSt vyeekeha.®1 /
(a) Dipt! Inquired and ask'ed^nejw'h^fe t ^ d lVg.o.nfe last weekend.
(b) DIptI asked me whereldlVi gâst^We^kend.
Q Dipti asked me where I hafLg-Gtie the previous weekend,
d) Dipti inquired of me where I, had gone on the last weekend.
She said, why are you studying English?'
((a) She asked me whyLwas studying English,
(b) She Inquired from me Why are you studying English.
c) She asked me why 1 had been studying English.
sW d)She askeduA rpe why was I studied English.
f-49. " I wakef-you every morning at seven o' clock" said Payal
(fj!) Payal said that she
•
woke
'
up every morning at s e vnj
en^cloock
(b) Payal said that I woke up every morning at seven o' clock.
— Payal said that she wakes_up_ev-ery morning seven o' clockcj
d) Payal exclaimed that she woke up every morning at seven o' clock.
\yjf1f. He said that the test was difficult.
(a) He exclaimed," The test was difficult", ((b) He said, "The test is difficult"
c) He stated, " The test was difficult", d) He cried, "The test was difficult".
ADD! 5-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
ENGLISH VISION-ACADEMY-
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] """
ms . In the following questions, a sentence has been given in

Indirect form. Out of the four alternatives suggested, select the
ich best expresses the same sentence in Indirect/Direct form.
ates said. 'Virtue has its own rewa"r3"
\
ates said that virtue had its own rewkrtds\
J
/" vi \
ates says that virtuejia^s its\own
•ates said that virtue tâs"it)s/own rerWarji. '"'
\ \ I! i J
-ates sard.thatlvirtue wasNltsf own reward. •:' I
• / v V
aid to t h e -Jhterviewer) "Gould you pleas§ rê^Vthe^question?"
\ ' f ( I ^ J^ ^ J
requested
equested the^fnWviewer if he
the-in'terviewer't6 c.ould,âse
pte^s^
['£eêactHfe-fl*Jestion.
lepâtiB® question.
:.-••'"" / \ \ \ I ij. \ KS
" " " " ' - t e d the iriteMpyêt
requested iritervLpyyet tp'Vej5^t
to"'rej5e^t \l\^(^>('estion.
\l\e'-q>('estion.
i i J \ \l 0- y~
r e q u e sted
t e dthe
" ' - •-—'-••>
intjervêweriff\he
J~ 'coqM'repeat the question.
_qQMXZS \
said, "it used-to be a-loVeiy",' quiet street,
' —- /
said that it used to be a lovely, quiet Street,

\
pointed out that it had used to be a lovely, quiet street. .

said that there used to be a lovely, quiet street,
inquired whether there was a lovely, quiet street.
e Prime Minister said that no one would be allowed to disturb the peace.
e Prime Minister said, "We shall not allow any one to disturb the peace."
e Prime Minister said, "We would not allow no one to disturb the peace
e Prime Minister said, "No One Will disturb the peace.'
e Prime Minister said, "No one can disturb the peace."
ie s p e c t a t o r s said, "Bravo! Weil done players."
ie spectators shouted that the players were doing very well,
ie spectators exclaimed with joy. that the players-were doing very well,
ie spectators applauded the players saying that they had done well,
ie spectators applauded the players joyfully to do.well,
said to my f r i e n d , "Good Morning. Let us go for a picnic t o d a y . "
told good morning to my friend and asked tcygo for a picnic that day.
wished m y f r i e n d good morning and proposed that we should go for a picnic that day.
ADD: 5 - D - 2 1 , HUDCO QTRS, M A I N ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0 1

[AN INSTITUTE Of ENGLISH LANGUAGE & EDUCATION]
( 3 ) 1 w i s h e d my friend good m o r n i n g ana p r o p o s e d chat t h e y s h o u l d go f o r a picnic t h a t day
(4) I told good morning to my friend and suggested to go for a picnic today.
^ ^ Y h e new student asked the old one, "Do y g j j k n o w my n a m e ? "
( t ) The new student asked the old one if he knew his name.
(2) The new student asked the old one that whether he knew his name.
(3) The new student asked the old one did he know his name
(4) The new student asked the old one if h e j c ^ w s his name
.ft \ /'
— I warned her that I could no longer td.l$rat,e h^r c o m i n g late.
''
<{13 1 said to her, "You can no. lofigeT t o l e r ^ ^ r w j o i n i n g late

, ....-••'/ u I - ^ / N' 5
{ ^ T s a i d to h e r , ^ c a n n&ljorig^r' toierate your coming late."
(3) I said to her-,-"He tan noMpn^r(toleratte-her coining late/"""';
/ f'J j \s i. cv^
(4) I said to her,:>i--tran no longer tolerate she corning .r'ate-Y'v
\l \ „ .<~1 f ri) lr?) !
a^dT said to ri)y rnotner, " Ir w i l l certainly t a k e yâi tc^p^njj&lore thi s w e e k . "
. • \ v y ^ -A • / ' i v—"^ "/
(1) I.told my mother J>e' woulckcertainly-take her^wr^Baingal-ore that week,
) Y\ \ f i,\ v Vs ' '
((2) I told my mother that/1 wûl]d\certafn{y"tal«e--jj,erto Bangalore that week.
(3) 1 told my mother that sêlwqutd'êrtînly take her to Bangalore thar week.
(4) 1 told to my mother th\tY-wduld.-ta'ke you to Bangalore that week.
•t^.. " H o w long does the Journey t a k e " my co-passenger asked me.
(1) My c.o-passenger asked me how long does the journey take?
(2) 1 asked my co-passenger how long the journey would take.
<Qjl My co-passenger wanted to know how long the journey would take.
i & f f f y co-passenger asked me how long the journey did take.
clever of you to have solved the puzzle so quickly," said the mother,
((l) The mother exclaimed admiringly that it was very clever of him to have solved
the-puzzle so quickly. •
(2) The mother expressed that he was so clever to have solved the puzzle quickly.
(3) The mother told that he was very clever in solving the puzzle so quickly.
( 1 ) The m o t h e r e x c l a i m e d w i t h j o y t h a t he is clever e n o u g h to s o l v e t h e p u z z l e so q u i c k l y .
He said that he goes for a walk every morning.

(1) He said, "I went for a walk every morning."
(ZyHe*said, " I go for a walk every morning." ; ^ ^
(3) He said, "I will go for a walk every morning."
He said, "He goes for a walk every morning."
A D D : 5 - D - 2 1 , HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
1
o
ENGLISH VISION ACADEMY ENGLISH VISION ACADEMY
'%/A [ A N INSTITUTE OF ENGLISH LANGUAGE ? EDUCATION) % [ A N INSTITUTE OF ENGLISH LANGUAGE T E D U C A T I O N ]
reiterated, " I d o n ' t care about the j o b . " (4) Rahul said that.he would now or never do it.
( 1 ) 1 reiterated 1 didn!t care about the job. My_father once said to me, "If I_can't trust my people, fthei
(2) 1 said again and again I didn't care about the job, ^ want to be doing this."
1 reiterated that I did not care about the job, ( 1 ) His father once told him that if he couldn't trust his people then he didn't w a n t to be
( f ? ) My father once told me that If he couldn't trust, his people then he didn't w a n t to be d
(4) 1 repeatedly said that I cared about the j o ^ a ^ M - '
(3) My father once told me that If he couldn't trust m y people t h e n he didn't w a n t to be d
1 said niy b r o t h e r , "Let uT"goto some hill station for a change,"
(4) My fattier once told me that If lie couldn't trust his people t h e n he 3idn't w a n t to be di
( i ) I suggested to my brother that they shptitd t)o to some hill station for a change. Doshi said to his wife, "Please select one of these' necklaces."
( f ) l suggested to my brother that we shouldjcj^.^some hill station for a change. J & fSoshi requested his wife to sê^t one oj!'t!h^?e necklaces.
(3)1 suggested to-my .brother-,tKat let us goj;&|^neHvjll station for a change,. (2) Doshi said to his wife to^pTfe'ê slelect o'n^ df-^hes^'necklaces.
(4)1 suggested to my bro'tfterthat
\ \. i Ipt
i therri*t|o;to
v / Some hill station
„ for a change. (3) Doshi told his_wlfe to pfeasH^sJlpct one of /hose necklaces, „
J>ST I wondered.hciw manv cKscoverieVwent unheeded. {
X .—•—• - •. ' v, — /--M; C\L.s Doshi pleaêdTilslvlfe to sele<!t(one of those necklaces-, ( ci
(1) I said, "Hjjw many discoveries have gone unhee.d,ed?.'^ , \ He wroteXIn^hisreport,.C-The rainfall h a ^ J f e e r i ^ ^ ^ y r . t i l l n o w . "
(2) I said, "How\ "•' \ discoveries
rna-nyi """went
- unheedeg?"''-^ Mljy- ^
! I 6>&/
v
- /
• A / : \j S-v /
(1) He reported tfi'^ttneâlnfall has been sc£ntjîlVn'ota v ' / J
(3)1 said, "Do discoveries g.a«nbe'?d.ed?'"\ \ v !
(2) He reported):hat"the raifiFalKhaa (5een\danty^jflWw.
(ft 1 said, "How' many
"' dis'coxeribigo"linê'e.deif'/'
' ^ / ) \ :\ V \ \ f v j
(3) He reported that the faitoll/has'beenisdant/till then.
Jb^T - Gopan said to me, fearh wou\d.o these sums for me?" ^ 1 n\ \\
0 ) He reported that the reinfain?a{jjj$fen'sqanty till then.
Gopan asked me if I could-do^th'o'se sums for him,
^ ^ ^ o v i n d , " said the\tjangger sternly, 'I command you to l e l l mi
(2) Gopan asked me if 1 can do those sums for him,
the old man said."
(3) Gopan asked me if I can do these sums for him, ( 1 ) T h e manager sternly told Govlnd that he c o m m a n d e d h i m to tell him what the old m a n
(4) Gopan asked if I could do these sums for him. ( 2 ) T h e manager commanded s t e m l y ^ o G o v l n d to tell h i m w h a t the oldman h a d s a i d .
• The boss said, " I t ' s t i m e we began planning.our w o r k " . (3) The manager commanded Govlnd to tell him what the old man said.
The boss said that it was time they had .begun planning Jheir work, ( f ) T h e manager sternly commanded Govlnd to tell him what the old man h;
(f^) The boss said that it was time we had begun planning our work ^ j A f ^ J . said to bim, "Where have you lost the pen I brought for you yesterd
(3) The boss said that it.was time they began planning their work. I asked him where he had lost the pen I had brought for him the day befi
(4) The boss said that it was time we began planning his work. (^)) I ?sked him where he had lost the pen I had brought for him the previou:
He said to t h e j u d g e , " I did not commit this crime." (3) I asked him where he had lost the pen I had brought for him the next da\
(1) He told the judge that he did not commit the crime, (4) 1 asked him where he had lost the pen 1 brought for him the previous da
(2) He told the judge that he had not committed the crime. 25. She said to Rita, "Please help me with my h o m e w o r k . "
( j ) He told the judge that he had not committed that crime. (1) She requested Rita to help her In her homework.
(4) He told the judge that he had not committed this crime. (2) Rita requested her to help her with her homework.
Rahul said, " I w i l l do it now or never" Q^*Sfie requested Rita to help her with her homework.
(1) Rahul said that he will do it now or never. (?) She requested Rita to help her homework.
(2) Rc'hul said that he will now or never do it. . servant said, "I confess my fault and beg to be excused."
(T)-Rahul said that he would do it'then or never A. Your servant said that you confess your fault and beg to be excused.
A D D : 5 - D - 2 1 , HUDCO Q T R S , MAIN ROAD, J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 8 0 <i)D: S - D - 2 1 , HUDCO QTRS, MAIN ROAD, J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 8 0
^ ' ENGLISH VISION "ACADEMY
ur servant said that you confess your fault and begged to be excused,
ur servant said that he confesses his fault and begs to be excused,
ur servant said that he confessed his fault and begged to be excused.
'The policeman on duty said to me, "If you go straight for about a
Ie, you w i l l reach the post office."
policeman on duty told me that if 1 go straight for about a mile, I will reach the post office.
Doiiceman on duty told me that if you go straight for a mile, you will reach the post office,
policeman on duty told me that if i" went straight foVabou\a mile, I would reach the post office.
Doliceman on duty told me that if I w e n t straight f o r ^ t ^ u t \ j T i l l e , 1 will reach the post office.
My friend said to me.-"HadVour'fafîeVjrettijned from the office ?"

friend asked me thafehaVyoiir fatherYeturngcf from the office.
\ V // ^ y -n
friend a^-kecLrne that if>(ny\fatther harreturned frorn^th'eôffice.
friend askfedwrie if my fathephas returned from tfr&omca,^
\ v \ f ( j & L( '!) j
friend asked me hf^my father had retupnejJ jfriJri^heêyice;
I said to tny brO'thenr-^Why wer^you'alis'Sh^yesterday?"
- ^ / \\ \ \ r°Ti N—
sked my brother wh^ ^ h a ^ - b e ^ ^ b s ^ i t ^ e s t e r d a y
sked my Drotner
SKea brother wny
whiy $e-Kad\Y^\j}JjWnt
ije-naavoeetiâpsenL
''ad^ ^ the
ine previous aay.
day.
sked my brother if wHyVieTiad-'&'een absent the previous day.
sked my brother that why he had been absent the previous day.
The master said to the servant, " I have told you before not to wake
s w h e n I am asleep."
e master told the servant that he has told him before not to wake him when
Is asleep.
2 master told the servant not to wake him when he was asleep.
; master told the servant that he should not wake him when he was asleep.
: master reminded the servant that he had told him before not to wake him when he
&«esleep.
The Mistress said. "Fanny, did you mail the two letters I gave you
sterday ?" . ..
2 mistress enquired of Fanny if she mailed the two letters she had given her
;terday.
: mistress enquired of Fanny.if she had mailed the two letters she gave her the day
ore.
; mistress enquired of Fanny whether she had mailed the two" letters she had given
- yesterday. '
5
A D D : 5 - D - 2 1 , HUDCO QTRS, M A I N ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
(jp) T.he mistress asked Fanny if she had mailed the ,two letters she had given her the
before.
"What a hopeiess fellow you are !" said t h e teacher t o t h e s t u d e n t .
A. The teacher told the student that you are a very hopeless fellow.
^BpThe teacher told the student, that he was a very hopeless fellow.
C. The teacher said what a hopeless fellow the student was.
D, The teacher exclaimed that the student vvas'^/hat a hopeless fellow.
33. My friend said, "Hello! What are yo'pifloihg here 7"
(^)My friend said to me hello, w-fiatl was dai,iiigi:lfl.erat
J - friend greeted me' aqd a^kep
o, me
I, what'l TJ)
° J jwas-d'oing there.
C. My friend saj^Plreti^ to mewickîked me-what was I doincftfjjer'e.
/ f ? / \ V, ' f CSij
D. My friend .wisheu-fne and wantecJ.*o know that what/Vasiyoing-.there.
S VV /"-') I 0 ) J . r 7 > )
3>k" "Have y.ou;-fi'n(shed your lesson, Han-.?f said Mr"/'pharma to his son.
—• \ \ J r\ f 'IV \\ "" ' ""
A. Mr. Sharma saicftp-Han if he/fv&d finishe!d 'Fffev|^5sori>- /
; vv r -A \ 'v^s \ /
B. Mr. Sharma 'said to hi ioiv.Han\ that/have rtrirsned your lesson.
^ M r . Sharma asked had finished his lesson.
• D. Mr. Sharma enquired tHs-.s'ofi Wan that whether had he finished his lesson.
^ J S < ^ " D o n ' t answer me back like that," said Persome.to Mary.
A. Persome asked Mary if she would not answer her back like that.
B. Persome ordered Mary don't answer her back like that.
(c)Persome ordered Mary no to answer her back like that.
D. Persome said to Mary don't answer her back like that.
My brother said to me, "Let us go out for a walk."
A.'My. brother told me that let us go out for a walk.
B. My brother proposed that they should go out for a walk.
@ My brother proposed to me that we should go out for walk.
D. My brother told me to go out.for a walk.
^ ^ " ' " T h e teacher said to Ramesh, "Have you done your home work ? "
A. The teacher asked Ramesh if he had done my home work.
(B)The teacher asked Ramesh if he had done his home work.
C. The teacher asked Ramesh that have you done your home work.
D. The teacher enquired of Ramesh that whether he had done his home work.
ADD: 5 - D - 2 1 , HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0 6
3
ENGLISH V I S I O N ACADEMY ENGLISH VISION ACADEMY
( A N INSTITUTE OF ENGLISH LANGUAGE 2, EDUCATION] WTg/fc/V [AN INSTITUTE OF.ENGLISH LANGUAGE & EDUCATION]
38. The crowd shouted, "Hurrah! our team has won the match." C. The teacher asked Surinder how was it he was late for the college th
A. The crowd shouted at their team for having won the match. (D^The teacher asked Surinder how it was he was late for the college th
J & f t h e crowd exclaimed, with joy that their team had won the match. 45. TheJPrincess said, "Let me try if I can also spin."
(C) The crowd applauded their team which had won the match. A. The Princess said that let me try if she can also spin.
D. The crowd congratulated their team since it had won the match. (B)The Princess said'that let her try if she can also spin.
39. The painter said, "What a fine painting it is !" ^£>Tfie Princess said that she.wanted to try if she, could also spin.
Â^Xhe painter exclaimed that it was a very .-fine fainting. D. The Princess said that let her try If she cotrfdîlso spin.
B. The painter exclaimed what a fine painting i ^ w ^ . Priest said "God helps, those w]h6^h^p themselves"
C. The painter exclaimed with-jjiy how fine!saj,'jpa^nUng-rkt was. The Priest said that God tat^ttjose wl^hj^themselves.
x—* The painter excIaimed'thaTwlia/t
\\ \\ iI Jik fine. p'ai'nfing'lt (B) The Priest said that G\3d helped those ytfTCo/heljs'e'd themselves.
'...\ {
(5) was.
v / ^
40. She sai^d'to, m£, "Take pity on metis I am a h.elpfes^ woman." (C) The Priest^tfi'd'thV God\eip)s/t|iose wrtfflielped themselves.
A. She requested fm'e that to tafe'pit'y on her as she.4s/avhe^Jess\voman. (D) The Pries^sajjfahat God helê.d-those who help.e4
\ v \ / " i r < ? ir! v i
B. She requested me thaf I should take plty/WY)hjar^^sh'e::.rs/l,a.-h£lpless women ^ J ^ S h e said^td^thertiyDon't make a n o i s e / CsL,\
Q
fie requested me-to'take-pity1 o'n h-ef'as she'w/sra helpless woman, (A) She told theyiât-'iTon't^rrafeVa .nolse^ S('D
(.--*" / % \ >-y) N._y
\\ \
D. She told me t'hat I sho,6ld;-takp\pity";6mhHas she is a helpless woman. (B) She told them not to . ^ a J ^ V ^ V " ^ XLl^"''
^ I \ \ i o y—
She said, " I missedlthe morni-tig^tr'am yesterday." (C) She told them not m
•—^ \ \ ' ! • y
( d ) She asked them not to\rokâ:mMse.
A. she said that she misse'd thelybtTilng train the previous day.
48. The teacher said " Be quiet girls"
(B)she said that she had missed the morning train the previous day.
^j)The teacher said that the girls should be quiet.
C. She told that she had missed the morning train the previous day.
(B) The teacher called the girls and ordered them to be quiet.
D. She told that she missed the.morning train yesterday.
( P ^ h e teacher urged the girls to be quiet.
42. She said. "Gita's clothes caught fire while she was cooking."
(D) The teacher commarded the girls that they be quiet.
said that Gita's clothes caught fire while she was cooking.
Jose said " I bought a Maruti car yesterday"
B. She said that Gita's clothes had caught fire while she was cooking.
(A) Jose said that I have bought a^Marutlcar the previous day.
(CpShe said that Gita's clothes had caught fire while she had been cooking.
(B) Jose told that lie had bought a Maruti Car yesterday.
D. She told that Gita's clothes had caught fire while she was cookijig.
(C) Jose said that he bought a Maruti Car the previous day.
said, "What have you got in your pocket, Mohan ?"
({d| Jose said that he had bought a Maruti Car the previous day,
^ Mother asked Mohan what he had got in his pocket. \ >,
50. She said "What a beautiful scene !"
B. M o t h e r a s k e d M o h a n w h a t y o u h a v e got in your pocket.
C. Mother asked Mohan what had he got in his pocket. (fApShe said that what a beautiful It was.
D. Mother asked Mohan that what he had got In his pocket. (B) She wondered that It was a beautiful scene.
4 4 , ^ 1 he teacher said, "surinder, how is it you are late for college today ?" (C) She-'exclalmed what a beautiful scene It was.
A. The teacher asked Surinder that how was it he was late for the college that (p^fehe exclaimed that It was.a very beautiful scene
B. The teacher asked Surinder that how is it He? was late for the college today,
1
6
•iJUOD: S-D-21, HUDCO QTRS, MAIN R O A D , J . N . V Y A S NAGAR, 9 4 1 3 3 8 8 2 S 0
A D D : 5 - D - 2 1 , HUDCO Q T R S , MAIN R O A C , N.VYAS NAGAR, 9 4 1 3 3 8 8 2 8 0
htMA)
t> y
English vision Academy

£\fa£e your 'Wishes come true.
^"WJ^ jRflorUStf/
Work Book Exercise (A)

Directions : Spot the errors, if any, in the following sentences—
should always listen m e advice of our well wishers.
'^r'He closely resembles w f h his father in facial features.
While taking examinations, alwaysr^^Tile^wl&i^dark inki ^ ^
4. The Insurance Company has promised t<b c o m p e n s a t i v e damage to my house.
'VXJCL
must revise your answer sheet again.
e j He suffered from heartâtâck last year. / \ j a (J-d
•n.i
xTÊverybody complains against callous treatment of the police.
^Jt/She is very popular anpong her friends abd^^txves.î^Mr^^H"^
9. The highway robbers robbed all their
J
- ^ Q i o ) Would y o u please ring me up /0afe)next Monday^ v x j ^ q /
/''<"' ovt/i — ti-
l l . Don't quarrel^qfi trifles with your friends
?
My house comprises of five room!?and is spacious enough for two families .-/O '
^ There is no cause of anxiety about his health.
J ^ y Children shbufd be taught to write by a fountain pen.
15. Pakistan invaded j ^ I n d i a in 1965.
1Srf His employers were compelled to dispenseJUs services.
17. On Diwali he will orft^ftfr-a
1
new pair of shoes.
. / - •.. - ^ t — ^ ,
You should at least congratulate your friend for his grand success in the elections.
y h 18U The accused was bound--kg a chain and takenvto prison. ^ j. . . t- J- z rqsFTsn.o-4
•'z — - •• / • /• . v b f t ^ t h ^ ^ '^ • • ,
20. My father has assured me to present meAa n e w scooter on my next birthday. J o^-^^x
charge with murder against; him could not be proved.
f' ' j^-H- ):/' I' "
22. In vain you are seajchiiig^your lost purse. \ , \

1 0
23. For coming late the teacher fined ten rupees on h i m J ^ f^-' f ^ - ^ 3 '
24. It is very differ^nwnd costlier t h i n your shirt. v"
^JJS^. Don't laugh on the poor if they can't afford comforts of life.
26. Fragrance/pervaded v l the garden and we enjoyed our evening stroll.
EfS^teTlack of common sense he cannot succeed in life.
2 f f / H e parted witfThis wife in tears. ... ,
1
— wîrf' O'-i/fii3 " 'S r ' t
29. It is not his nature to pick/6p)a quarrel with his neighbours. C C>W
UJ:
i- — j 4u<! Pa be*
30. The residents informed the tragedy to the police long ago. ^ u o^
31. The reforms must ,come from u^c^l^v^/^yV/S^
32. She never wavered m o t h e r loyality to me
j v\
Please do not play njtb the hands of criminal
e haslaversicfn fjzftîenseless.T.V. serials.
35. Your remarks are worthy/tojnote.
Work Book Exercise (B)
Directions :. Spot the errors, if any, in the following sentenwjh-
l ^ n c ^ e m o c r a t i c society no one should be discriminated because of caste" and creed.
- 3 / K . summons was served te-him last week.
As a responsible officer you should dispense withjustice to the poor and the needy.
Whenever she goes out her chaperon accompanies vjjth her.
5. The meeting began at 2. p.m. and he had arrived quite earlier.
&rThe news of the Prime Minister's death spread all over the country.
7. He always travelled in second class ] ^ ^ a ~ v i e w l o understanding the pulse of his
countrymen. _/£> / V* r v n
x ^ / S h e was a d m i t t e d ^ the hospital when she piet with a serious accident.
er his death, his wife and children died ermisery and starvation.
^ptff. While going to college, I met m y o k l J r i e n d s m H i e way.
/ inrpr —' , <
v y M y friends entrusted me,)iis valuables when he went a b r o a d . v ^ i / i ^ €
12. Our neighbour was charged '^Frcmrder last year. ^^ _
You must c o r g p l y ^ ^ f e ^ d ^ e r ^ of your seniors.
The fatfret o f ^ n r ^ ^ ^^
15. She h a s L ^ a i i J l ^ S l f e T f f l f e c e Mbnday. * f^'z o^gpJ^t-^C&jftf^ZA
Real b e a u ^ c ^ M s ^ q o c L c I i a r a c t e r . ^ '-<<? J ^
17
The dacoits set fire on the h o u s e . - ^ k * r ^ , ' . .
18. TVi^rt
There was ^rn^n^^
warning oil H,the^ notice
i^lS, board "No «M„ admission
„ A ! X without
-iil I permission."
•l^T While returning bggk from Delhi, he lost his purse. /
was o v e r w h e l m e d ^ ^ ^ i e f _ o n ^ h £ demise Of his father. f ^
21. It is very difficult to resist against tlie prevailing system and traditions. & V
My father did not a g r e e d me on this point.
' ~ ' hjTi T
,23,/The show will commence f 3p m
Two terrorists were shoC l u t were able to escape through, t h e dense forest.
? 5 f T h o s e who violate affijaasi: the law qf thfe Cohntry shouldJbe^sehi behind the b a r a V / O & ^ V * * a /
You are not eligible^fo the post because you don't have the experience required.by the
company. ^ , f \ \ .;
27<B.e aspiresler fame in whatever field h e takes up a job.
28. Though recently married they are not pulling(^Xvell with each other these days.
29. They are working ^ ^ heart and soul and are sure to succeed in the long run. •
30. She stayed at h o m e ( | | whole day because she felt sick.
fl!V
\31^tVhat is time m j p u r watch? (V' V
f n
N3^My uncle wentt@abroad last year.
The train is r u n n i n g j n j i n i e .
34. His character is a contrast to my sister's. 4'e^'-Â
• f'
(3S) He is not able to cope j (with heavy work. { ?0 Oj
We suffer because, w e mistake the unreal M r e a l .
0-7 TV. t J cT-C
UKa I f V

Chfafce your iVisfies come true.
Work Book Exercise (C)

Directions : Spot the errors if any, in the following sentences—
She is very arrogant because she comes S e a t a rich family.
He has not come to meet me although he came back before a w e e k . a u?*0®^
J x f l saw him climbing on the t r e e z h ^ o
s
4. Everybody knows what for Kanpur is famous.
jjXfle has never v ^ h g d ^ y r e w a r d although he has served .suffering humanity throughout
h i s l i f e
- • /
you know he will be operated tomorrow in a Delhi hospital?

, 7 / S i x teams are r.oinp^tir^^he Singer,World Cup.
8yfhey were talkingjomething but I don't know what they were t a l k i n g . c ^ 1 -J"
^jy. She prays'jcjod everyday for the safe return of her son.
10. In a shorttime the new staff wffljjb^'-s^^tftatedE^ thos'e w h o are on long leave.
You should not leave jfybw beca,iJteeîsôa;d is not safe tc/tfavel
12^/My father has promised to providtîn'^l scooter next year.
He always differs ^tfewr his friends in views on life. \\
14. Indians should learn to remain united tojfefegr? / ;
She has a great liking @ sweets. :' / V-

16. He is w a n t i i i ^ ^ h o n e s t y and nobody trusts him. 7
xlTÎn acc:ordanc(>.to_my advice she did not go there.
18. After he had struggled, fate s m i l e d { ^ h i m at l a s t ^ _ ^ /
19. Such a glorious success has never been dreamt byjjs. .J^hZfr^
20. Cm)the meanwhile she kept on waiting outside. ©
21. I can't say ^ whOTi jShe wa^ U^king on phone yesterday. u^Tsi/ °
She has beep crying from morning. \ >
fJgK' He is not nrfau^'and so he should be/excused. \ >
Always side^hose w h o are just and honest.
Selfish persons always seek after cheap popularity.
26. Please fill water in the bucket. .i^rjîh &91
_27^Kashmir is t o j h e norî of India.
rs2^<- He will wait here uptil 5 o'clock.
The D.M. will preside ovejfthe feast.
Qfif He was moved
tears on her condition.
31. They wentjt® home soon after the- accident.
. 3 2 . It is a saying (n)the Kashmiries. >
He does not seem to be aware as-te his qualities.
His behaviour cannot be called irUolquestion.
The
36. You
I regret
must
banquetfjjFall
(Wwlearn
my absurd
to tackle
accounts
remarks.
Withwas
complex
lavish. problems.
fTV/aê <ybur 'M/isfies come true.
Work Book Exercise (D)

Directions : Fill up the blanks with suitable prepositions from the alternatives given
under each sentence.
^ His professional ability proves that he is cut for this job.
(@out (b) up (pj^clown
•• : : j
history of Hindu religion dates ancicnt times.
C^Hrom , /! (b) since / / (c) for
^ / N o w government servants have the\day L.i, every Saturday.
(a) out \ '' J^t>[f / (<:) since
^ ^ f o t h i n g can deter him pursuing/his aim of/lif6.J
(a) for : {pyfvom / (c) in
, 5 . A f t e r t h e d e a t h of h i s f a t h e r t h e r e s p o n s i b i l i t y h a s ( ^ e v 0 l v e < l him.
|a) on \(i>K't ,-J (c) from
In accordance with the advice of a doctor she diet.
5) on ' - (c) off • • ''
Normally he slays u n t i l ! ! p.nx; these d a y s . \ \
7
0 up /, (b) o u t . jôn L
' l <
&/No ope believes him because he is false heart. |
^ (a) to ; p " (b) at ' ' x^Tof
\ J J < ^ h e o f f i c i a l s h a v e t h e h a b i t of f a w n i n g , . . . . ministers.
(a) above (b) at - j/^yon
10. The problem of communal harmony cannot be glossed by government.
(a) at ( '1 / ^ (b) on ~ @(5vcr
N j ^ K a n i s h k a w a s initiat&d :.. Buddhism by Buddhist monks.
(a) to •Xb^'into /• (c) in
^^l^rônsequent upon heavy loss he is worse thesesdays.
(a) upon J^bfoff (c) over
I. Co-operation between friends stems mutual consideration.
(a>4n / / (b) out / ( (Jc) from
^ \ J ^ M a ^ R u s s i ^ x i s . i n a i n 0 ' t h i e i r c h i l d r e n ...V/../.".'.... I n d i a n a . \ ) ,,..3
Rafter " ; ! . (b) to\ v / (c) for
St5. Indians have pinned their hopes the emergence of some superman.
' (a]) on [hytfi (c) at
^ l ^ S h e could not muster courage to stand against the maltreatment.
(a) to ^bfup (c) about
^ ^ S t r a n g e l y her name did not occur me on the second meeting.
(ayCo (b] on (c) about
^1^-The whole town was plunged sorrow after the massacre of the students.
(a) in into (c) to
19. On seeing a robber he at once reached his pistol in his pocket.
A
> (a)'to ©>for l^Btf
government acted judiciously to stave the crisis.
(a) of (b) out steToff
21. The boys were seen hanging ^ girls' hostel.
7
(a) out {bVefn (c£)about
There is a tendency to t r u m p charges against opposition leaders in every
country.
(@) u p (b) on jgfat
<£3. In fact there is no library in our t o w n to speak
' (a)Jor (b) about ^ of
To my surprise even well to do persons have n o scruple cheating others.
(a) in (b) into Jfeyon
£5. You should not m i n d his the cuff remarks.
(a) on (g)off êfover
court has yet to serve s u m m o n s ................ J i i m for the suit filed against him.
(a) to .Mon (c) for
27. The court has yet to serve x him A..4siinimons for the | u i t filed against him.
^ fa}Ao C,y( x - (b) on \ / J) 0 with
s?8. He is 5' 1" and he is tall his age. / j
Waiver ( \ (b) u p o n (e) for
29. He stared m e the face asi if h e would devour me. /
t ) / M) in - ^ (c) into
J$Q. Don't stare the girls as long as you are in the class.
xCât f / (b) in x \ \ (c) into
1 H-^ — — r W o r k B o o k E x e r c i s e (E)
- f\ .' \
under each sentence. \\ "
k J s Y o u cannot expect respect from h i m becaues he is lost sense of shame.
(a) in \ (W-to • ' (c) into , >
You have not to get u p because.-the book is lying;2'.'.....v,... hand, .
*** at ' (b) in """ ; V
N ^ A f t e r all hard work has come to tell your health.
(a) on / x Oûpon / (c) at
v^l. Dishonesty is afotfays detrimental ...C,...^.. progress iii l i f e \
: 0) to yf- ' / ibTtor (c) in
5 JHe m a d e insulting remarks that are derogatory v.." his reputation.
(a) for ^ to J (c) in
6, In the long run, drinking proved fatal both his reputation & health.
Y(a) for ©to
^ T ^ h e rich are not inured m a n u a l labour.
(a) of (b) on sSfitfo
, (^tffDisintegration of the country is inimical the progress of the people.
to (b) for (c) from
SL The court has absolved h i m all the charges levelled against him.
(a) of (®>from (g^To
^ J f l f C h i l d r e n , by the force of habit, areattracted anything that glitters.
(a) by Styio (c) with
11. Anyone who comes in contact w i t h h i m is enamoured his charismatic
Y personality.
(a)^vith (g) of - ( c ) by
Encouraged by the success of his ventures he has decided to embark the
expansion programme.
(a) for $0)upon (pjât
^ l ^ r ^ t the sight'of his former wife he flew a rage.
(a) in .$ffhitp (c) to
Now-a-days there is rage pop music among the Indian youth.
© for . . .. - (b) with
15^Most of the family members dissented ..ll.../...... the suggestion he made.
(a) to <l^from (c) of
^ l ^ T h e President dwelt .. the problems facing the country.
J^/on \ \.... I (b) for V / > (c) with
17. The robbers not only injured the l a n d l o r d but also decamped booty.
1
Y © with \ 0>)-6ff C ( / (c) about
18>xfhe labourers are claniourmg;^;.?...,.;.^ hike^m:their wages.
v
(a)/£gainst /< " ((b})fot \ (c) about
,19. On the eve of the Prime Minister'svisityCivil Line has been cordoned
' ' ^ .off -• '''-7;:: I j , : (b) in • ' \ \ I p f i b r •"
20 the carppus t h e r e i s m u c h j j n d i s c i p l i n e for want of proper management.
••V (a) In [i j '//
21. He h a s great antipathy those who are hypocrites.
" I . (6) against //' (c) for
22. Quinine is an effective antidote rav^vU^ Malaria.;
V
(a) to " / (Q against '' Vtcffior
a dancer she has aptitude Classical system.
(a]/ff)r " ~ (b) to f / / ' J T"N (c) in
s^J&sOne should never acquiesce ^....unjustified demands of the employees.
sjafin C.1,. / / (b) o n \ j r ; (c) for
•QSfiihe blushed the mention 6f her lover's name.
(a) on " Jpyht (..., V' (c) for
•sgfi^He is'born an intelligent mother.
(a) from (b) to ^Jêflof
^lyioMx remarks don't .have any bearing the communal problem.
(a) at (b) for "-"[cfon
rs28C He was vexed the belated reply from his son.
at . . ( b ) with (c) on
^29^The lady was greatly incensed the misbehaviour of the bus conductor.
(a) for (b) with 'fcfat
decided to enter a new course of life.
^Jînto (b) u p o n , (c) for
Work Book Exercise (F)
under each sentence.
y y f a a step to renovation he has decided to replace old furniture new one.
.(a) with (b}-tey (c) for
2. During the course of speech the Principal enlarged the need of improving
V college library.
((coupon (c) in
He was in a hurry and just glanced the letter.
(a) over 4bTat ^through
4. Now-a-days the rich persons enjoy\inffiience the police authorities.
with /""TT \ (b) over (c^ti
•^Srôbody likes anyone tb intrude his privacy.. / ,/
(a) in \ V.-X (b) into V >' ' / ^ c l / e f A
\JS^Thmk over the matter. Please don't juinp L conchisioiis in a hurry. •
[$yio \ \ \ (b) at Cc) for
^yThe scheme of Rozgar Yojna driginated the Prime Minister. <
• ' with (cj by
(JJ/We must not show partiality our relatives. f'7 \ \ "
(apo" -jf (b) for " ' (c) of ;
( ^ T h e Hindus believe in many rituals to ward evils.

(a)- against - [j (, o ^ f'i / / ;;M (c) out
<I^- ! fhere is no limit the-wants of man. - ""."• if
(a) for \ [\}yt6 / / (c) of; '
11. .The mosquito is a menace the health of mankind
.(a) for F (î to . '
^l^zfion't think that there is any exception:^.-......." the rules of moral conduct.
to (b) for (c) in
1?. Cold climate is conducive, .'.>.-:•.'. \working conditions foreman.
(a)-for ,: / / X r ,i>TtP \ / / (c) on
v l ^ W e have decided to adhere . the original programme.
x
(a) by X ; / (b) for y-
J J . Those abstemious habits ar6 known to live long.
(a) for Obfin (c) of •
16. Don't mix with those who don't approve your style of living.
(a) with ' 4Hjby
17. The visit of the P.M. has been advanced two days.
(a) for f g by
v
18. Since her failure in the e x a p s , she prefers-to remain aloof her friends.
J
{jy from (b) by (côf
^ . ' E v e r y o n e was greatly amused her ignorance of simply facts of life.
[a] with (b) by ^C]at
have the habit of exulting the discomfiture of our rivals.
(a) at .jKfover. (c) by
^]33]DD
English Vision Academy^
fAfafce your 'Wishes come, true. ^
ACTIVE - PASSIVE VOICE
Pick out the correct alternativefromthe ( 3 ) W h y a lie is b e i n g told ?
four options which is changed into passive, r

( 0 ) W h y is a lie told b y y o u ? ( )
voice. /i \ \ Q7 I seldom keep him waiting.

.' \ \ \ / /
(1) H e i ^ s & d o m waited by m e
^ H a r i g a v e ipeNa-pehv ^—^ C \j p ( 2 ) W y p , s e l d o m k e e p w a i t e d by m e
v
(1) Hari has g i v e i ^ m V j p p e n \ / © / H ^ j i seldom kept waiting by. me
[ w a s g i v e n a 'pen b y Hari, , 1 L, (^None r ( )
( 3 ) A p e n w a s given to m e ^ f ^ a r u ^ ^ ^ ^
Pankaj threw the balj.
(4) Both 2 - a i ^ 3 \ P - ^ / P ^ J ^ "
T h e b a l l / w a s throvvn by P a n k a j
H e teaclles . r t e . 3 // ( 2 ) p a n k a j h a s throvyn t h e ball
(UI a m J a u g h t b y hiifi' ( 3 ) l i f e ball w i s b e i n g t h r o w n b y Pankaj
()
,iT u
(2) •Z^-feugfit^hira ©xNone
?
( 3 ) H e -is t a u g h t % m e
jhees^- .
(4) None
he' t r e e s j?ut;~by h i m .
'.3 .She f p s { t e c f s | u s . \ i 7 \ \ e trees^\Vere..cUt -by h i m
( 1 ) l i s , are" r e s p e c t e d b y & being~iuf4he;;trees
:>
(2) They afe respected)by her - ' i ) /Tbe trees-being cut by him ( )
We are respected%/&^ .he s p e a k t o y o u ?
(4) N o n e ) x ' fyhat w a s s p o k e n t o y o u by h i m ?
Q.4 They do not,/grow/ice.x ( 2 f ^ a t ' d i d N s p o k e n t o y o u b y him ?
0 ) R i c e is not^grovvh b y t h e m © What W e r e - s p o k e n to y o u by him?
( 2 ) R i c e a r e n o t g r o w n by t h e m (4) | i o n ? " ( )
: ; ( 3 ) R i c e a r e n o t g r o w n to t h e m Q.ll Did h e run a great risk ?

(4) None () (1)i D i d a g r e a t r i s k w a s r u n ?
^5) What do you want ? . ( 2 ) W a s a g r e a t r i s k r u n to h i m ?
(1) W h a t did wanted by you ? Was a great risk r u n by him ?
(2) What (4) None • ( )
is w a n t e d b y y o u ? Q.12 They kept us waiting.

( D What are wanted by you ? () (1) We kept waiting b y them
• (4) None © We were kept waiting by them
Q.6 W h y d o y o u tell a lie (3) We kept t h e m to wait
( 1 ) W h y d o y o u a lie told ? (4) None ( )
( 2 ) W h y a lie is told ?
Q.13 Did the teacher punish the students ? (1) She will not be beaten.
(1) Were the students being punished by (2) I will not beat her.
the teacher ? will not be beaten.
. 0 ) Were the students punished by the I shall not be beaten by her ()
teacher ? Everybody will blame us.
(3) Was the students punished by the We will be blamed
teacher ?
il]_be_blamed by everybody
(4) Was the teacher punished by the
(3) We will have"5een blamed
students ? (.)
(4) None ()
Q.14 They did not proclaim him king._ Shall I ever forget those happy days ?.
(1) He did not proclaim king. ( 0 Shall those happy days forgotten by
(2) He was not proclaimed king of them 1
me / .• >
© He was nofjtfofelaimed king by them, (2) îll^those 'happy days forgotten by
(4) He was not proclaimed them to king. \
s \ r \ ill those happy days be ever .
Q.15 Which picture did ydu se^)ast7nighT22 • v > Mgqtten by me ?
(T) WhicA.pictm'e w a s ^ s e e n r l j y ^ ^ l a s l one j ' ()
night'T^.
X, p j Q.22 Wffen will/iie-giye -up .Hisvstudies ?
(2) wine w; e picture seen' (1) When his studies will pe given up by
by you ?.
(3) WKTch" prctur^.:lasf pight-wa^^seen^y.
™ / / When wilthis-5tudiesi)e given up by
S"
, " — A. W / <£z>. I h i i t f ? ^ - , - •
« ) None ^ — - ^ (3) When mlLJilrstudies given up to
i/V
The tajl did] n o i liit nifeSpn the
//
()
nn v - 1
© ^ h ^ b p U j ^ L i i o t hitIt on^the h e S ^ None v-
- me? ^ ' )
:.Q:-23 ;Where will She keep her clothes'?
I was not hit on the hea J b^ the ball (1) \\yhxere her clothes be kept by her ?
(3) I were' not hit) by the tod on' the / (2) Whereiher clothes will be kept by
t—ii
ball. " • / • / \ r " \ \ i i
7 ./ / \
(4) The head^was .hit/On ^the ball by me) / , Where^wilPher clothes be kept by
V-
Q.17 The cat drank the milk. ' ei,,. (4) Hone ()
(1) The milk were drunk by the cat.
(2) The cat was drunk the milk,
y ) The. milk was drunk by the cat
© We shall teach(him) a lesson.
^ f He will be taught, a lesson by us.
@ A lesson will be taught to him by us.
(4) The cat was drink the milk ( )
(3) Both are correct
Q.18 He will fly a kite. (4) None are correct ()
A kite will be flown by him Q.25 He is running a race.
(2) He will be flown a kite. (0} A race is being run by him.
(3) A kite will have been flown by him. (2) A race is run b y him
(4) None ( )
(3) A race has been run by him
.IP $he will not beat me. (4) None ()
SLini 1 is not watering the plants. (3) Was the door knocked at by him ?
(1) The plants are not watered by Sunil (4) None ()
(2) The plants were not watered by Sunil Q.33 Was not Ravi teasing the baby ?
( u ) The plants are not being watered by
(1) Was the baby being not teased by
Sunil
Ravi?
(4) The plants has been not watered by
Was the baby not being teased by
Sunil ( )
Ravi?
Q.27 Are they singing a song ? (3) Was the baby not have teased by
(1) Is a song being singing by them ?
Ravi?
(2) Is a song was sung.by them ?
(4) Was the baby not been teased by
(3) Is a song sung by them ? L ^ (""'
Ravi?^ ()
((f) Is a song being .:s(ing by them?( }
Why wer6 you> wasting your time ?
Q.28 What is M o h ^ o t o g / ^ ' S \
x
((T) .Wfty/Nvere your time being wasted
(1) What is done\by J^rihan \
/ b j j o u h
( J 2 ) What is beingMond\by(Mohan i l ) Why was your time been wasted by
(1...
V -
(3) What was done by Mohan
(4) N o n e ^ ^ N J 1 j
^ f Whyvwasyour ti'me;being wasted by
Q.29 TheâiBiQers are not marklhg the a r i ^ r f r l 'N\you ? 4 \ 7 n F^
b o o k s ^ - i f ^ ff (4) Why was }'pur time has been wasted
( 1 ) The__answer-books are not being E3y\yoi! ? \ ()
marked^ bx^ne examiners
^ bu|ocksCiyere eating the grass.
(2) T h e a n s w e f - b o o k s ^ a r e ^ l ^ d ^ b y t h e ' 7
-(f^The grass were, being eaten by the
examiners \\ •
ibullocksr>
ai^svê^cKjks not ' \ i \
'he grass was3&jnKeaten by the
ty^heêxamiriers
(4) None ^ ) " X
/ / \ v - i r ... (3J The grass is being eaten by.the
Q.30 She w a s ironing hef' clothes. / " S , •VI
\ bullocks.
(1) She had been/ironing- iief clothes V / (4$, The g r k s are being eaten by the
(2) Her cliithes/w^re ironed by h e / \ / }builocks. ()
Q ) Her clotheslvdre-beijtg ironed by herV /
Q.36 Thejhork:Kvere drawing tongas,
(4) Her clothes waFîroned by her (. ) /
( j ) The tongas were being driven by the
Q.31 They were not. laughing at the beggar.' :
horses.
(1) The beggar is not laughed at by them
(2) The tongas , were driven by horses.
( f ^ The beggar was not being laughed at
(3) The tongas was driven by hoses.
by them
(3) The beggar was not laughed at by (4) None ( )
them Q.37 They have built the bridge.
(4) N o n e o f the above ( ) Q } The bridge has been ûilt by them.
Q.32
(2) The bridge was being built by them
Was S h e knocking at the door ?
(3) The bridge has been built to them
(J) Was the door knocked at ?
( 2 ) ) Was the door being knocked at by (4) None ( )
rt 1(1 1 7„ V,,. im/itpri all h i s f r i e n d s .
(1) He has not been invited by his friends. Q.43 She has spent all her money on e
(2) All his friends are not been invited by ( I ) She has spent a i r her money 0
clothes
OÂll his friends have not been invited © All her money has been spent on
by him. clothes by her.
(4) All his friends had not been invited (3) All her money have been, spent on
by him. ( ) clothes by her.
Q.39 I have not drawn up the school time- (4) All the above ( )
table. Q.44 He had never visited Mumbai before.
(1) The school time table have not been . r . , y , (1) Mumbai has never been visited by
drawn up by me. n f J /'" him before.
(2) The schooMjme^tatle' hacI been riot \ / / (2) MumbaTwas never been visited by
drawn up by, me. v ' C W ,•) • hiip/fefore?''
(3) The school time tableâs been not v / (3) Jûmjjai is being never visited by him
drawn up by me. before, r '
4)) The school time t a b l e M u m
\
b a i had never been visited by
drawn ,up by^me. (jjv • him .before. / /4 ()
.40) H a s ^ ' s t o l e h ^ o u r wris^fatch' T ^ J - f ^ j ^ H a n ^ a s already -solved]alkthe sums.
(1) Has'the watch been/stolen by you ? AlKthe siims has-already been solved
Has your 'wrist watch been stolen by by Hari. ' v 1 *
him ? , _ .......v - V C v
w n n z
7 ] / / ;; (2) All the sums had already been solved
(3) Has jhe-wfist watch beeCstolen b,vy1y/ y/ by Hari.' -
him ? ^ V / ^ 17 (3) All,the sums are already being solved
(4) ^s(yoar_Avcisi W a t c h m e n by'Sffif /Hari. r P X
.(4} A11 the sums i r alfeaay being solved
Q.41 Why have you missed/the4rain ? ' " o
/<C\' * • / ' • ' / }• ' I \ : • \
Why has the train. been:';misseLd., by- 1 (
;Q.46 She had'never seen this book before,
you ? / /XK \ I / / (fn^Thi^bdok had never been seen by
(2) Why w a s / t h i t $ a J r c e n • mis$ed(Wl / v
you ? . . -. • \ / (2) This book • has never been seen by
(3) Why is the train been missed by yoii? herbefore.
(4) Why was the train being missed' by v J
(3) This book was never b; ;n seen by
/ you? () her before.
M ^ W h a t hgve you done in this matter ?. (4) All the above ( )
0 What have been done by you in this Q.47 Suresh had already killed a wolf.
matter ? (1) Suresh has been killed by a wolf.
(2) .What was being done by you in this (2) A wolf has already been killed by
•matter ? • Suresh
(3j What has been done by you in this A wolf had already been killed by
matter ? Suresh
(4) What were being done by you in this (4) A wolf had already being killed by
matter ? ( ) Suresh ()
Why had he sold his horse before my (3) Trees were not being planted by the
arrival ? gardener
(1) Why has his horse been sold before (4) Trees are not being planted by the
my arrival ? gardener- ( )
(2) Why his horse has been sold before Q.53 They will have sold all the books by 4
my arrival ? P.M.
(3) Why was his horse being sold by (JT) All the books will have been sold by
him before ray arrival ? 4 P.M.
Why had his horse been sold by him (2) All the books are being sold by. 4 (
before m y arrival? ( ) ,V1 P.M.
We shall have saved enough money by / /r ( 3 ) All the books were being sold by 4
that, time. V \ \ /( P.M) N
•/ s" l \ • •> r \ / S
(4) All'tht books have been sold by 4
Enough mbffey wjll have been saVed \ / 7
by us by t h a t ^ t i i i e ^
@ We shall have v bêrt x saêdi e n o u g n ^ J j j ..5r4 l i e will not have saved enough money to
money by that tirfis. ^ buy-'a' c a t ^
(3) Eno^gh money shall i i a ^ - sayed fry^ Enbugh money 'wil] ,have not been
; tis'by^th.kt'time j '"saved byrthem toBuVâ car
-u w i' \ • i i j \
(4) Enough mbney-will/h'ave been' (2) Ei(ough/money have. not been saved
// : ; •' { ) by A i m
II VtN
Q.50 He will-have-j3;6sfed m e l k t g t T ^ ( | ^ jEnoijghviTioney wilUhave not been
(1) H ^ w i l l ^ v e - l i ^ e i l ^ p o ^ e d ^ e ' l e t t e f " 7 Jsayed by h i m ^ r t i y a car
(2) The/letter will /hav^posted by--him^— : (4) Enoughinoftey i s i o t been saved by
' I \ ' ^ \\
((jJrTfye- l e t t e r - W i l l / h a v e f t e
/• * | f yj /hm'to
uA.
b u y ^ i cai (( )\
h i n f T " ' O 'e./sHaIl hkve^fiiilshed our work by
(4) The letter shall have been, post next.
him work shall have been finished
The workmen willli^ve repaired the rpadJi / ( C.b^- us b y Monday next
(1).The workinen ivilltaye been repaired\j /' O u f v S r k V i l l have been finished by
the road - ( , \ / lis b y Monday next
The road will have been repaired .by (3) b u r work is being finished by us by
the workmen Monday next
(3) The road shall have been repaired by (4) All the above ( )
the workmen D o they ?
The road will b e repaired by the ^ f l l s English spoken, by them ?
workmen ( ) (2) Does English spoken'by them ?
Q.52 The gardener will not have planted trees. © Are they spoken English ?
(1) Trees shall not have been planted by (4) N o n e ( )
the gardener. Q.57 Does h e know you ?
@ Trees will not have been planted by (1) D o you know by him ?
.
iU,
(7) n o vou known to him ?
re you known by him ? (2) Must this tree being cut by l
Are you known to him ? ( ) (3) Must this tree has cut by us f
Q.58 Did they win the match ? (4) Must this tree been cut by us? (
( j ) Were the match won by them ? Q.66 Will they hold the elections ?
'QYWas the match won by them ? (1) Will the elections been held by them?
(3) Did the match won by them ? (2) Will the elections being held by them?
(4) None () ( ( ) ) Will the elections be held by them ?
Q.59 Are you' writing a letter. (4) will the elections have been held by
nKTis a letter being written by you ? them ? ( )
(2) Is a letter written by you ? r - , -1 will you help me ?
(3) Is a letter been written by you ? \ 0 Will \ be helped by you ?
Are a letter, being written by you % ( 2 } ^ i a l | ) [ ' b e . h e l p e d by you
. . \ 1 ShalM been helped by you
Q.60 Was he reading a> S | M 1I ;<been êen helped to you ( )
/ \
(1) Was a book been book ?
(2) Was a b o p k x b e i n ^ t h i s book' written ?
Was- a'book being-rea 2) Who>was this^bôk x being written ?
(4) None) ^ \ (3)\J3y whom were [this book written ?
\
Q.61 Have./yo u- written"! etters, ( 4 ) By whom w^s this Book written ?
(1) iavertettei^êr^|WriprubJhi^ : i \ ' ( )
(2) f{ave-lettet5-êin|! writtejriby ..you.?. •What did you buy ?
(3) Have letters .written S y ' y o u ? j)at was bought by you ?
Hayb fetters \bj6en Written b y j f f i y ^ (2) What is bought-by you ?
/What has\bought>by>you ?
Q.62 Had theyêen us before^? .What ivere bought by you ? ( )
0 ) Had we. being seen before by jthem?.. W/heredid you buy it ?
Had w e been êen/by(ihem. before W.here; were it bought by you ?
(3) Had they be/seen betore by u i \ / / (2) ,\yhere x has it bought by you
(4) Had t h e j c ^ e e / s a w x u s b e f o r e ^ . \ j r) ^ ^ . W J i e r e was'-.it bought by you
Q.63 May I take t h i s ' p e n y K _ \ (4) Where'is it bought by you ( )
a
(1) May this pen be took by me ? ' , 0.71 When' do they deliver the mail ?
) May this pen taken by me ? (1) When was the mail delivered by them
!> May this pen be taken, by me ? en is the mail delivered by them
(4) May this pen. was taken by me? ( ) (3) When has the mail delivered by them
Q.64 Can w e send it by air ? © W h e n are the mail delivered by them
(1) Can it was be sent by air ? ()
0 Can it be sent by air ? . Q.72 Why did you beat him ?
„ ( 3 ) Can it being sent by air ? (1) Why is he beaten by you ?
(4) All the above . () (2) Why are he beaten by you ?
Q.65 Sûst w e cut this tree ? (3) Why has he beaten by you ?
t i l Must this tree be cut by us ? ( 4 ) Why was he beaten by you ? ( )
Whom do you.want. ? Q.80 Type this letter.
(fp) Who is wanted by you ? (1) This letter be typed
(2) Who was wanted by you ? 0 Let this letter be typed
(3) Who has been wanted by you ? (3) This letter been typed
(4) All the above ( ) (4) None ()
Q.74 Who teaches you English ? Q.81 Put out the lamp.
Q By whom are you taught English ? (1) Put the lamp out
(2) By whom is English taught to you? (2) The lamps be put out
(3) Both are correct Let the lamp be put out
(4) None is correct . ( ) "K) None ()
J
Q.75 Why should I cut thes,Q trees ? ^ f 7q^82 Let him run a race
(1) Why should these ..trees cut by rhe?\ / / ((f)) Let a> raceme run by him
( Q ) Why ShotfCthbs^4rees be cutOby \ / r ) (2) I_£t E^rap'e been run by him .
me ? \ V j ' V/ • (3)./A^faCe <6e run by him
(3) Why should these tree were cut by .^4) / A-race"1et be run by him ( )
me ?
U t . h i m sell the book.
(4) Why should/those .trees
Let.the book-sold by him
cut . by m e ? x . .
,et' the4>ookl)ff sqldfby him
Q.76 When"wilCy;ducr'aise t h i ^ ' q u e s t i o n s ^ —u (3) f i f e book let be sold by him
~ When will this question be raised by (4) -Leti\ithe book. be sold to him ( )
ybu ?
(2) When will this D o hot) ^ n f o m f t h e police?
:
(1)-Le//the polieern^lnformed
b p f i i v-i \\ .
(2) Le/ t h e ^ p i c ^ h a v e not informed
(3) Wheti will this Question being r a i s e d " f
^ e t the police jjot> ^ i n f o r m e d
B^jou; t y j ^ y
(4) All the^bove "4) JLej the'-police-be informed ( )
Q.77 Where:will you s e n d / h i t / ? - - 3 ^ C ^ v ^ j rQ'8?

P l e a $ e M p him.
(1) Where will h e ^ e n t ^ Vod ? \ \ / / • (1). fre. should be helped
(2) Where will pe b;een sent by you ?\ / ( (2)'Please he. be helped
@ Where w i & e ^ s e n t ' by you \ \f f (3) H^'i^reqiiested to help .
(4) Where shall he^be sent by you ?(\) 7 Yoii-arb "requested to help him ( )
Q.78 How could you help m e ? Kindly g o through this book.

(1) How could I been-helped by you ? (1) kindly be gone through the book
(2) How could I. have been helped b y You are.requested to go through this
you ? book
(3) How could I helped by you ? • (3) He is requested to g o through this
( 5 ) How could I be helped by y o u ? ( ) book
Q.79 Do it. (4) They are requested to go through this
Q) Let it be done book ( )
(2) Let it d o Q.87 Work hard.
(3) Let's do Q ) You are advised to work hard
(4) None ( ) (2) Work be hard
(3) Work hard .is advised ((T) H e may be told the story E
(4) He should work hard () (2) He may told the story to you
Q.88 Stand up on the bench. (3) He may be told the story for yes
( I ) You are ordered for standing on the (4) H e might told the stoiy for you( )
bench One ought to d o one's duties.
0 You are ordered to stand up on the 0 One's duties ought, to be done b y
bench ope.
(3) He is to stand up on the bench is2)"L)iity ought to be done
( 4 ) He is ordered to stand up on the (3) He should do his promises
bench ( ) (4) None ( )
Q.89 Keep to the left. ... /Q.96 Must I hand over the thief to the police?
(1) You should keep -left. \ \ / / ( ? ) Musbthe-thjef be handed over to the
(2) You always keep to the left pplice by-me ?
(3) Always keep to the'jeft v /
(2)^ The/thief must be handed over to the
g ) You are advised \to%eep'lfo the left / ^ / " p o l i c e / b y me.
( ^ . M u s t ' t h e thief have handed over to
QJHl S h u t t h e ^wiffdows, ie polireJ>y ?
(1) Y o u are : r e q u e s t e d / t o s h u t c a & e f f j ust the thief be hand, htm over to
police ? ( )'
X2) Windows should lie shut down Q.97i;.SIiould,\we object to this proposal ?
0 Yo u are. orde^d' to« | h u f j f r r w ] ndS\yi> j / Shûld^ve "have "Objected to this
(4) S p n e l i . C C ^ C k 7
Q.91 Rahulfcah .read thte - ffi ( 2 ) SlVouJd v/erpbjected to this proposal?
( 1 ) T'his book can'^be rea&.to jP)^Should this prdpo%sal.;be objected to
Thrsrb9<3k~ca"n b e 1 J y u s T t ^
- . . .
(3) This book could b e \ r e a d b y h i m ^ (4)"' Should this proposal been objected
(4) None •' • r < 7 / / " . P X f - \ \ q b y . US ? ( )
-v.,"
v
Q.92 Hari could d o i /t . /• / $.98 Wftaftshould he d o now ?
•.--5 y>
V, .j ( l ) \ W h a t x h e ' should do now by him ?
( 1 ) Hari c o u l e e don^ it
(2) It could liave'- beenvdone by'Hari. What should be done by him now ?
-(0) It could be done by-Hari ( 3 ) ^What should have- done by him now?
(4) None i T J (4) N o n e ( )
Q . 9 3 May i have your bike for five minutes? Q.99 Where can I find such man ?
0 M a y your bike be had by me for five ( 1 ) Where a man can be found. by me?
minutes ? (2). Where, a man can found by me ?
(2) May five minutes you bike had by (3) Where, can I find such a man ?
me ( 4 ) Where can such a man be-found b y
(3) May your bike had by m e for five me ? ( )
minutes
Q . 1 0 0 You will have to d o it.
(4) N o n e .() ( 1 ) You Will have to be done.
Q.94 You may tell him the story. It will have to .be done by you.
(Mob- Nr. - OA * — -
(3) It will be done by you. (3) It is time for this work to be done.
(4) It shall have to be done by y o u . ( ) (4) It was time for this work to be done.
Q.101 I expect to bring-her round. ()
. ' <(D I expect her to be brought round. Q.108 It is necessary to write this letter.
(2) I expect her to brought round. (1), It is necessary for this letter to be
(3) I expect her been brought round. written.
(4) I expect her be brought round. ( ) (2) It was necessary for this letter to be
Q. 102 There are no. houses to let. . written.
(1) There are houses not to let. (3) It is necessary for this letter to write.
(4) It was necessary for this letter to be
(2) There are to be let the houses.. .
) '{" written. ()
@ There are no houses to be let. \
(4) There is np..houses to let. { ) \ / 0.109. Women like man to flatter them.
1
P JVpmert a r e ! iked by men to flatter.
Q J ^ Women like t o l a j k X / ^ ^
/ ( i ) It is liked by Vom^n to talk, \ I ^ W^Jnen |ike4 to be flattered by men.
i - (£2) To talk is liked by women; 0 J / W o m e i r i i k e be flatter by men.
•jX^Q) Both are correct. \ 4A .—'
Women like to be flattered to men.
(4) N o n p < ^ L A O , __ O
Ain.n //. r f ^ T ? P | O l f l 0 A^Hck is--to.walk/tfitta
Q.104 People say that oranges are better f o r u s . : - • '
(1) A\?tick was to be -walked with
than bananas;—"^ j ^
. ,.-.- r (2)_A stick has to be walked with
(1) It said that orapgeâre ]?etter,for u?, } i- I H s T nAa Âi ic' ku hua s^: tbTe e n walked „,„tiX.4 with,
,„uu
than- bananas: ||
Orangesâresaid t&be better fbr u i v :
, i / / . Q g ^ ^ l ^ b e ^ d with.
()
t p f b^rianak / V\. " j f i Q . l l l You h a 4 got to^do it,
(3) ^ B o t k ^ r e ' ^ o r r e c l
\V ( j ) i^has got ôido by w u .
• (4) N^neT]/ ' ffliiAs gotrto"be'do'ne by you.
_ (3) It lias got to be done by you.-
()
Q.105 It is time to call toÔVcÔ r ^ i $ All^he above
(1) It is time to b f called the/roll. I ( / / \ \ T)
(2) It is time to,call,ed N be the roll. \ \ / 9 A 1 2 M ^ t ^ u u.
(3) It was time for/the ro,11 to be called. \ / A . W ^ ^ k e n by him.
V t0 b y them
' It is time for tW Toll to be called / '
u (3) H e has been spoken to by them,
• A j (4) He 'has spoken to by them. ()
Q.106 It is time to register the names. Q.113 'He acted upon my advice.
((T) It is time for the names t o be (1),.My advice was acted upon by him.
registered. (2) My advice has acted upon by him.
(2) It was the time for the names to be (3) My advice has been acted upon by
registered. him.
(3) It is time the name be registered. (4) My advice were acted upon to him.
(4) None ( )
()
Q. 107 It is time to do this work.
Q.114 He agreed to m y proposal.
(1) It is time to be done this work.
(1) He was agreed to by his proposal.
(2) It is time for the work to do. n\ Uv r rtfAn/xpfli
O X My proposal was agreed to by him. (2) The inspector was pleased „
. (4) None . ( ) recitation.
Q.115 I listened to the teacher." (3} The inspector was pleased with th$
(1) The teacher was being listened by recitation.
me. (4) The inspector was pleased by the
( 0 ) The teacher was listened to by me. recitation. ( )
(3) The teacher has listened to by me. Q.122 His remarks offended me.
(4) The teacher has listened by me.( ) (]) I was offended to his remarks.
Q.116 Someone' was knocking at the door. (2) I was offended at his remarks.
(1) The door was knocked by someone.] • (3) I was offended by his remarks.
(2) The door was to .be knocked. \ \ /'" (4) 1 was offended with his remarks.
(3)•'The door^was (being) knocked. ) , k/ ^ O
• (4) The door^was k i n g knocked at\ ( \ / /Q.I23 D o & J i p j you
) 'y y \ / m i W y b u known by him ?
Q . H 7 - Why are you c ttyPfe y o u known to him ?
(I) Why isthe-popr b e j g a t J b e j ^ ^ o u known Jot him ?..'
^ a^byîrV ArVôiyfcnp.wflfâtjhim ? ()
(2)'^/hy w i s i h e poor/beggar f N
0.124 I do not k'nbw him. /'P
laughed at by you'/ft (j,) He\ is not known to me.
(3) Why the poor;b.eggdr is being ilaughed is not.kn6wn by ;rie.
J
1°
vat-?— - " He} is noCknown for me.
(4). Why has the pock\ blgâr is bein^
4
-HeVis not known_at/me. ()
\ dn
-; Q.I25 No one has everbeaten my brother at
^ teifnis. ^—
(1) Me1 Was known by her. >!•}>'% brother"have never beaten at
(2) 1 was known by/hen" tennis.
. - Q.) I anv known tp h e t X / Vf / (2)^ i^y p o t h e r was-never beaten at
(4) I am knowjVby/her/' ' j( ) j S tennis.- \
- V• \
Q.I 19 This tumbler^cont^n's' wate'r. M \! / (3) 'My brotherjias never been beaten at
•;• (1) Water, is contained/ by this tumbler / . tenfiis.^"'
0 Water is contained in this tumbjer. (4) c My brother had never beaten at
. (3) Water was contained for this tumbler. tennis. ()
(4) None . ( ) Q. 126 Sit down.
Q.120 His behaviour surprised me. (1) Sit be down ( 2 } Be seated
(1)-1 was surprised at his behavior. (3) Sit down . . (4) None ()
(2) I was surprised to his behaviour. Q.127 My hair needs cutting.
. (3) I was surprised by his behaviour. (1) My hair needs to cut.
. (4)- all the above ( ) • (2) My hair needs be cut.
Q.121 The recitation pleased the inspector. (3-) My hair needs to be cut.
(I) The inspector was pleased to the (4) None ()
• recitation. Q.(12j^0ne cannot help him.
(1) He cannot be helped. Q.134 The people lined the road.
(2) He cannot help by one. Q ) The road was lined o f the peo'ple.
(3) He cannot be helped to one. (2) The road was lined by the people.
(4) He cannot helped by anyone. ( ) (3) The road was lined with the people.
Q.129 They say that you are a liar. (4) None 0
$X) It is said that you are a liar. Q.135 May J go out ?
(2) You are said to be a liar. (1) Am I allowed to go out ?
(3) Both are correct (2) I am allowed to go out.
(4) None ( ) (3) I may be allowed to go out.
say that virtue is its own reward;; V'*.l

(4) Am I allow to go out. ()
(1) It is said that virtue Is its own reward.. Q>136 A pen is to write with.
(2) It is said^lhat virtue) has its o ^ n \ j ^ (1) A pen was.to write with.
reward. (2) ^...pen'is/to be written with.
\ v ,//i .i v
(3) It is said that virtue has to he its own ( 3 ' l A ^ n has to be written with.
reward.
\ \
\ \ v, V
/ \
r".
j
...(4)/All, arcr correct ()
(4) It is said t h a t y i r t u e ' h a s ^ ^ ^ wonder ^t it.
reward; ( i p Kr i s / n o t w o n d e r e d \by anyone.
Q.I3I We Itear that the'police has arrestcd^he 'c-
robbers ""
//
// ^
^ P ) ItNjiyas ^ f \ w 6 n d e i t d j a t .
()
- • - "
,n Js' '//•• c — , r (4) It has w o n d e r e d ^ . -

(1) The police has .been arrested .by the-. / . / \\ •••• ^ \
1 1
r o b b e r s ; . '• ' I ^ ' / Q . l 3 8 » | ) e c fd M'riTto help me.
V" 4 ) 4 expected% by him.
(2) T h f rohbers.has'be^h arreit§5l>y tfye^ ;
(2) I i x p e c t ^ : t 6 7 h e l p .b^ him.
polide. f 1 \ i , \
L expectefeo\ have ; Jielped by him.
(3)lts^âid
/
that y 'tlie rob
\r~' /X It-was e^êjted i o have helped by
arrested by the police;
him. ( )
(4) It is heard that theboliee|ias arrested
the robbers. 7 ( { 0 . 1 3 9 We, Hope to go-to Mumbai.
M / 7 • ( 1 ) 7 l t u V hope'd t h a t w e' should g o
Z '• /
Q.I32 People say that.horiesty is the best policy. \ / S
Mumbai,
(1) It is said'that honesj) was the best V / '
%
(2) I'was, h o f e d that w e should go t o
policy vj • \ I
Mrimbai.
(2) It is said that honesty is the best 1
(3) It is hoped that w e should £ o to
policy.
Mumbai.
(3) It was said that honesty was the best (4) It were hoped" that we should go to
policy. : Mumbai. ( )
(4) It was said that honesty has been the
Q.140 God helps those w h o help themselves,
best policy. ( )
(1) Those w h o . help t h e m s e l v e s are
Q.133 People say that she is a witch. helped by God.
p ) It is said.that she is ai witch. (2) Those who are helped by themselves
(2) It was said that she was a witch. are helped by God.
(3) It was .said that she. is a witch. ( 3 ) Those w h o help themselves were
All fhf» nlwt«> i \ ^ i i ' I I 1
(4) Those who help themselves have been (1) A week is made with seven
helped by God. ( ) (2) A week was made pf seven
Q.141 You must endure what you cannot cure. (3) A week is made pf seven days.
(1) What cannot be cured must b e (4) A week has been made with seven
endured. days. ()
(2) What can cured must endured. Q.147 Let the dead past bury its dead.
(3) What cannot be cured must have been (1) Let the dead been buried by dead
endured. past.
(4) All the above ( ) (2) Let the dead be buried by dead past.
Q.142 Those who live in glass houses should (3) Let the dead being buried by dead
not throw stones at others. f' S V past.
(1) Stones should not be thrown at others / / ( 4 ) Let the dead have buried by dead
by those wfip live'-in'glass housesA ( - I f ' C r } • • ( }
v
(2) Stone should not -thrown at o t h e b /Q.148 He/mad^' hjfc servant do all the work.
who live in glass houses;^ ^J X ^ ' H ^ m a d e his servant to be done all
(3) Stone should not be tmpwn b y whom the Work.
^ live in glass "houses. r - ^ y ^ r ^ ' V ^ ( 2 ) ' ' H i sV 7servant wasjnade to be done all
1 ' L. K
, ( 4 ) All,the above NSthe work. r - ^ V 4.
\\ / j, r " / i i r- ^
Q.143 He hopes to pass this .year. (3) His servant is made to do all the work.
(1) It/\vas)hope4 that/fee.will. pass this (4) - H i i servant was made to do all the
yean s '. - work, \ ()
iI
(2) l i h a s been hoped mat h£would pass x !/ Q . l # We did/not r
"expect- to win.
. T l \ \ fpj ' ( 1 ) It,/,-is n o t - e x p e c t e d ; b y u s t h a t w e
(3) It | s hoped that he wilLpass this yean-, ^ K o u l d win. P ' V V '
(4) itiyas lioped that he w x ' ' 1
I t w a s xnot-"ekpecfed'1)y u s that w e
N x
year. ? • -sh6u!d/Would'win.
\ \
Q.I44 I hope that the doctor w i f l / d u ^ h f m r p (1) It has not expected by us that w e
(1) It is hoped that'he.will be cured by \ shouldiwin.
the d p c t p ^ / 7 . . / . ) ; ( 4 ) J f - h a s n o t ^ b e e n e x p e c t e d b y us that
(2) It was hoêd that-he; will cured by y We' s h o u l d win. ()
... the doctor. v/7 . \ Q.I50 I did,,not praise anybody.
(3) It is hoped that he wpuld be curid J ( 1 ) Nobody was praised b y me. ...
by the dpctpr. (2) Anybody w a s not praised by me.
(4) It was hpped that he shall cured by (3) Anybody was praised to me.
the doctor. ( ) (4) Nobody was not praised by me.( )
Q.145 May you live long ?
Q.151 NP pne will miss him if he gpes away.
( 1 ) It is prayed that you will live long. (1) He will not be missed by no one if
(2). It was prayed that ypu might live he gpes away.
long.
(2) He will have been missed by noione
J 3 ) It is prayed that ypu may live long.
if he goes away
(4) All the above ( )
(3) H e will be missed by no one if he
Q . I 4 6 Seven days make a week. goes awav.
j be missed if he goes away. (1) What are eaten by you ?
() (2) What are being eaten by you ?
* 0 n e who met him liked him. (3) What is being eaten by you ?
5) He is liked by all who met him.
(4) What is eaten by you ? ( )
f i ) He was liked by all who met him.
(3) He is liked by all who meet him.. Q . l 59 Which frocks do you like ?
(4) None the above ( ) (1) Which frocks are being liked by you?
(2) Which frocks are liked by you ?
;153 Many persons went to see the hanging
of the patriot. (3) Which frocks were liked by you ?
(1) Many person went to see the hanging _.<. , ( 4 ) Which frocks have been liked by
of the patriot. n \ ( /'"' you? ()
(2) The patriot's/Hanging was seen) by Q.160 W h o adyises ypu ?
y
many people, \ ^ S \ (1) J B y ^ i o m are y o u advised ?
s
(3) Many p e r s o n s y e r i f t o S e e the patriot (2.)^B/,#h(3m you sre advised ?
been hanged. S ^ \ f ^ , . / ( i K B y Wjlom is you advised ?
(4) Many persons went to se^ne'patrioh None' I )
beingJiafigedX -.>'' ' s s ' (fiT° Q.161 :Vv[hom do you c u r s l ? \
Q.154 We proposed, to, a p p o i n t - ™ a judge/ ( l j ^ J h o is'/cursqd jby/yOu"?
(1) Hp was proposed td%e a p p o i n t e d ^ (2) Who' a f e . ; h i i M b y . y o u ?
// r
/ a/judge. X
X. / ~ C (3)HVh D are cursed "alfypu ?
(2) lie J s .proposed tjq be .appointed (a; [Noli ()
J/are
(
i /
judge,---"""' U vC—
Q.l you'abusing,/?
(3)- Ije ^'as p r o p p e d t&\jbe appointed ^
(1)^^pm;,i%^bps^byiVQu ?
.judge jb^.. us) 7 \ \ .
OyWho i^.afeused-by-you ?
(4) A I R h | / a b o v e ' '
' 1^)./Who is^being'abused by you ?
Q.155 When do you s e e films ? NXJ^T"^ .Whom is., being abused by you ?,
(1) When are films seen b'y you ?\ f
\ ." . ()
(2) When films afe^seeni'by you ? \ .Y
, , , \ I Q.163 Why V ^ y o u , t e l l i n g lies ?
(3) When are:;films- m to you ? S 1/ f> (1) | j ^ e i n g told by you ?
(4) When have fcl&spen by you ? ( ) •
-\j ' (£) .Whpa're lies being told by you ?
Q . l 5 6 Why does he abuse m e ? r / . -: ( 3 ) Why was lies being told by you ?
(1) Why do I be abused by him ? (4) Why were lies being told by you ?
(2) Why is I abused by him ? ' • ( )
. ( 3 ) Why am I abused by him ?

Q . l 6 4 Who is disturbing her ?
(4) Why are I abused by him ? ( )
(1) B y whom is being disturbed ? '
Q . l 5 7 Where does she keep her purse ? B y whom is s h e being disturbed ?
(1) Where is her purse kept to her ? - - ( 3 ) W h o is being disturbed by her ?
(2) Where is her purse kept by her ? (4) N o n e •• ( )
(3). Where are her purse kept by her ?
Q.165 Is s h e not helping you ?:.
(4) Where her purse kept by her ? ( )
X-l) Are you not being helped by her ?
3.158 What do you eat ? (2) Are you not helped t>y her ?
(3) Is she being not helped by her ? (1) What was done by Gurmee
(4) None () (2) What was being done by Gurrri
Q.166 What have they purchased ? (3) What were being done by Gurme
(1) What have been purchased by them? (4) None ( )
(2) What had been purchased by them? Q.173 Whom were you scolding ?
(3) What is being purchased by them ? ' (1) Who were you being scolded ?
(4) What has been purchased by them ? (2) Who was you being scolded •?
() (3) Who was being scolded by you ?
Q.167 When has she helped'us ? (4) Who was scolded by you ? ( )
(1) When has w e helped by her ? Q.174 Where had he hidden his toys ?
(2) When have we been helped by her? (1) Where had his toys been hidden by
(3) When we have been -lielped by her? / him J \ ^
(4) None ( y f( ) \ ) (2) Where has-his toys been hidden by
\. \ ^ \
V /
Q.168 Where have you hiddeftimy books-?\
( 3 1 / ^ y r e i r e his toys being hidden by
(1) Where you havexjiidden'my> books'?
(2) Where have my books been-^ c ; / 9/
. by / / P ^ ^ i n ^• : > (4)iWhere were his tpys being hidden by

(3) Where'm^books have/been fKr N^hin^ / ^ f h ^ •' (
)
j \ //
. by you ? // \ Q . 1 7 5 H o v ^ a d fie^ solved /those sums ?
//
(4) None " thbse sums hacibeen solved by
Q.169 Where did youjfincl |our <i ?
(1) Where was your umbrella/found b y ) / / I d 'X?) .Hoty hai'those suntf .been solved by
::
""'Jthem ? J 7
V7 W i?^
(2) Whpre \ y d u r j ^ b r e l f ^ w a s (3) H o w those • sums -been solved by.
(3) W h e r / a r e your umbrella^found '^)>'pne ( )

\ M
you ? .. / 7 7 c T 7 r Q 4 j 7 6 W|iy^ Will she not pay the fine ?
(4) None L / ' \(.) i f (1)., $ h y the fine will not be paid by her?
Q.170 Which picture, d i / y 6 u see last.night ? 1 I (2hWh|>vilkthe fine notbepaid by her?
(1) Which night ^ a s picture seen by you? / / (3) Why will thexfme be not paid by her?
(2) Which picture Was seen last night to / (4) WhyxWilf she not paid the fine?( )
you ? . V Q.177 What will you eat tonight ?
(3) Which picture was seen last night by (1) What will tonight be eaten ?
you ? (2) What will be eaten to you tonight ?
(4) Which picture was seen by you last (3)-What will have been eaten by you
night? ( ) tonight ?
Q. 171 Who was disturbing you ? (4) What will be eaten by you tonight ?
(1) Who was being disturbed by you ? ()
(2) B y Whom was you disturbed ? Q.178 Who will have robbed you ?
(3) By whom were you being disturbed? (1) By whom will you have been robbed?
(4) Who were being you disturbed? ( ) (2) Who will be robbed by you ?
Q.172 What was Gurmeet doing ? (3) By whom will have you be robbed?
(4) Who will you have been robbed by (2) Ink is contained by this bottle.
you? () (3) Ink is contained with this bottle.
Q.179 Who can solve this sum ? (4) None ()
(1) Whom this sum can be solved ? Q . l 8 7 Your behaviour annoyed me.
(2) By whom this sum can be solved ? . ( 1 ) I was annoyed by his behaviour.
(3) By whom can this sum be solved ? (2) I was annoyed of his behaviour.
(4) By whom can this sum solved ? (3) I was annoyed at your behaviour.
O (4) I was annoyed with your behaviour.
Q.l80 Do not oppress the poor. ()
(1) Let the poor not to oppressed. Q.188 Social work interests me.
0 ) Let the poor^biTnot oppressed.. ' r (1) I am interested of social work.
(3) The poor do not be ôppressed.\ (2) I am (interested with social work.
(4) All are co^fect \ { )\ / ) (3) 1 am'jnterested at social work.
Q.181 Make tea at onceX \ Vj (4) j l ^ n t d r e s t e d in social work. ( )
(1) Let tea be ma(k atXonee. {Q. 189 i- fio
l o p e ^ t o >vin.
..-> j
(2) Tea is made at onceX s> is hbDed that I will win.
>/ j '• 1
(3) Tea should'be made./ t ) AVin as to be hoped by me.
(4) None (3).\To w i n \i Hop
Q.182 Be o f f my. sight; .. (4) N o n e ()

\\
(1) YoTTare requested have p r o v e d j i s l g u e s s wrong.
(2) You are said;)6 (jff mv,sight. ) / i ^ ^ p t a s s ^ b e e n ^ e d of wrong.
(3) YotTIFCordered t i l b o | | F % ^ i g h l j / / ( / ^ H t o e ^ a s p r o v e d , t o be wrong,
(4) You -are ordered foôut o f m y sigty "(3) lHis/guejs_.hi^been_.proved wrong.
(4) His guess lfasj beefi proved wrong of
Aiern. . . S a J ^ ( )
Q . l 8 3 Let her^hejp-her-sister, N
ner.meip-ner-sister^ is^j ^ _ y / ^ \ >
(1) Let her sister sparrows.
(2) Let her sister be/telpe^'byXher (I), T^heXsparrows was. fed by Rahim
r
(3) Let she be hdêdby^herXsisten \ / ,
(4) Let her sister being helped by Her. 1 / I (2) Jhe^sparrows were being fed by
Rafiim K h a l p
C :
i ( / ' " ) \)\l /'"
/\ * / (3) fhe-spafTows were fed by Rahim
Q.184 A car ran over a girl- ' ; /
V; Khan.
(1) A girl is run over by a car. •'
(4) The sparrows were fed to Rahim
(2) A girl was being run over by a car.
Khan. ( )
(3) A girl has been, run over by a car.
(4) A girl was run over by a car. ( ) Q.192 Nobody could do anything about the
matter.
Q.185 Her death shocked me.
(fl) Nothing could be done about the
(1) I were shocked at her death.
matter.
(2) I was shocked by her death.
(2) Anything could be done about the
(3) I was shocked at her death.
matter.
(4) I was shocked with her death. ( )
(3) Nobody could be done about the
Q.l86 This bottle contains ink. matter.
I?
ENGLISH VISION ASADIMY

PROBLEM S H E E T O N VOICE
oose t h e c o r r e c t a l t e r n a t i v e f r o m t h e giye} 1 o p t i o n s .
L. The t o r c h f r o m Olympia to the sports g r o u n d .
' (A) is bringing brought (D) will bring
. He
(j^was b i ^ (C) w i l l b e bit (D) is bitirjg

• The b o o k
(A) will pubf§ (D) being published
4. Let a poe
% < f p n o be recited (D) will be recited
(A) am obliged yill^jlib^d^' (C) am obliged obliged to

•)
\ 6. The c a t v/ t h e d o g ? cJ
(
5) was .. chased (C) has ... chased (D) did ... chase r\
/ (A) will ... chase
you English
j/7. By w h o m
(A) was., taught (B) are ... teaching ,^J^^were ... taught (D) were ... teaching
?
. Will t h e union leader
(A) has arrested (B) has been arrested { Q r ^ e arrested
< The d o c t o r m u s t
(A) have called (B) being called
m a n y g u e s t s are g o i n g
(A) to be invited (B) invited
I n t e r v i e w letters are
(A) be issued (B) being issued
^ f 2 . R e e t a m a y n o t . . t o go.
(A) being allowed
^ ^ ^ H u n d r e d s of people
N
(A)ê^lled
. 1 4 . D i w a l i is c e l e b r a t e d in N o r t h I n d i a .
. ^ H V h e r e is Diwali celebrated ? SB) People celebrate Diwali in North Ind.ia.
(C) People will celebrate Diwali in North IndiaN' (D) None of these.
By w h o m w a s t h e m a t c h w o n ?
(A) Who win the match? (B) By whom the match was won?
( C ^ w h o won the match ? (D) None of these.
A [AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
I G . T h e y m a d e i ^ jfing^
(A) He was made kino^. him by them,

(C) He was being made king by ade king by them.
17.May h e l i v e l o n g !
(A) it is prayed that he migqt li /e Idrg.(B) that he may live long.

(C) live lonrfpTay be by ht Q t y t l s prayed that h e m a y be lived long .
18.He d i s p i e ^ s e c H r t e .
(A) I am d i s e a s e d by him. (B) I

(C) I was displeased with him.
. I t is t i m e t o
f A ^ I t is time I t ^ l f i f t i m e tea to being taken
* Vou should None of these.

20. People a r e t a I k i n fa abgkit book everywhere.
V / (A) The new book\is talking about everywhere.
N ^ r h e new book is being talked about everywhere.
(C) The new book is being talking about everywhere by the poeple.
(D) The new book is been talked about everywhere
^ ^ l . E n g l i s h is s p o k e n ail over t h e w o r l d .
(A) All over the world English is spoken. s ^ ^ e o p l e speak/English all o
(C) People spoke English all over the world (D) Peoplgrar^ speaking En'
( ^ 2 ^ o l i ( 1 s ) c e l e b r a t e d by t h e peopLe.
(A) People celebrateJjalU
(C) By whom is Holi celebrated ? (D) People c
They elected^Johî President.
(A) President was elected John by them. ho elected John
• ^ J j z f l o h n was elected President. ) John elected
24.She g a v e h i m a b o o k
(A) He was given to a book.

(C)^He was given a book. ler a book.
2 ^ . P e o p j e b e l i e v e d t h e s t r a n g e r t o be a
.ÂfThe stranger was believed to be a police man e stranger was believed to being a police man
(C) The stranger was believed to a police man (D) To be a police man was believed by people.
2 6 . M a c b e t h h o p e d t o succeed D u n c a n : (
Duncan was hoped to .be succeeded, by Macbeth

(B) It was hoped that Macbeth would succeed Duncan
C:\Documents a'nd SettincsVshreeVHv Pocuments\EVA\eva 10\voice final-dor

5 - D - 2 1 HUDCO QTRS. MATM
[AN INSTITUTE OF ENGLISH IjANGUAGE & EDUCATION]
(C) I t was hoped that Macbeth would be succq,
(D) Duncan hoped to be succeeded by Dun

2 7 „ T h e y said tha(t h e c o u l d n o t sriSak Engl
(A) I t was said that he cc

(B) I t is said that he couiia npt fepea EnglishN
fs(P^glish/^6uWnot bespoceri byjh irp (D) It was said by t h e m ^ h a t English can not be spoken by him
2 8 . P e o p l e a i ^ u f r r e t h a t t h e Can£r^ss w i l l f o r m t h e g o y ^ r ^ f p e n t :
(A) The government/will be formed by the Con
A
(B) The C0ngns5s--a£sume to form goveporrtei A 1
-\0 Csir
(C) It is-assumed that fo^ Congpes
c/1
. ...
0?)The goveri
7
.1 h a t e people
the congress f
. C£>f'hate being
(C) I hate to beerf (D)
( B ) ILooking
hate to atbeme is hated
looked at by me ^ ^
Stf.He g o t his e d u c a t i o n in Paris
S (A) His education was got in Paris ^ J ^ H e was educated in Paris
(C) He was got himself educated in Paris (D) He was educated
II. Fill in the b l a n k c h o o s i n g the a p p r o p r i a t e a l t e r n a t i v e f r o m th*
31.Let the tour .

(A) be arranged (B) been arranged (C) arrang
32.Let the guests
be accomodated (B) be accommo
^33".Hasj:his question
i A ) raised been raised
34.Should these letters
(A) beîspatched (B) being dispatcl istfatched
They ought t'p by you.
Sjxipermit in (B) have permitted in (C) b f e
^ < t h i s perfumejsm^lls good
(A) This perfume is good when we smells it'* n$ fiettwre is good when it is smell
perfume is good when it is Smelt these
^ ^ ^ I n t e r v i e w letters recent!
(A) has been issued (B) have being.issued (C) are beingissued i & f f i a v e been issued
3 8 . A reply to the letter must :
(A) been sent (B) have sent (C) be sent send

3 9 . The techers ought to_
(A) respected (B) been respected respected (D) be respect
Films with the hard ndreds of people
(A), made (C^fare/ffeide e (D) had made

41.People threw rotten egg
otten eggsyvere t 'Rotten eggs was thrown at him.

(C) rotten ad beeh^thffow (D) Rotten e g g ^ w e r e being thrown at h i m .
The old ined the do
(A) The do chained by the old m a n was chained by the old man.
(C) Did th chain the dog? t f h a s been chained by t h e old man.
4 3 . Shut the door
the do Let t h e door should shut.

(C) Let the doo' (D) Let t h e door be shut.
•4A. My brother sent'
V <(A) A cricket bat for .me by my brother?
(B) A cricket bat was to sent f o r m e by my brother.
( { ^ ^ f cricket bat was sent for me by m y brother.
( D j ] was sent a cricket bat b ^ n r p b r o t h e r .

\
,We were conducted to three f o r t r e s s e s j j y the guides.
(A) Tjnere fortresses conducted us to the guides.(B) We conducted the gufdefs to ee fortresses.
j ^ j The guides conducted us to three fortresses.(D) Nope~o< t h W e \
^ 4 ^ The ball was caught by, the bowler.
Th,e bowler caught t h e ball.
(C) Did the bowler catch the ball ?
4 ^ . Why should I. be punished?
(A) I should not be punished.
( € ) Why you should punish mis ?
The thief
(A) is catching (B)had caught (D) has c a u g h t
Next m o n t h our house is going to
(A)'be white, wash (B) will whi ^ w h i t e - w a s h e d (D) being w h i t e - w a s h e d
5 0 , A new school , in m y village.
(A) has opened. \ J<&f has been recent'y opened.
(C) has recently opened. (D) has.recently/been opened.

.c >: ••/ ' / ^ C
TL _
- — — — — j
<7V? Q. C-K* CAjJ? u»« ..

C : \ D o c u m e n t s and S e t t i n a s \ s h r ^ \- M- -y -D o c u m e n- t s \ E V A \ 1 .— ! — " '
5 - D - 2 1 , H U D R N AT-R.- *
\ O

PROBLEM SHEET ON VOICE
Directions : I n the following questions, a o ^ r f HHisi s bed hasn't been slept in.
sentence has been given in Active (2) He had not been slept in his bed.
Voice/Passive Voice. Out of t h e four (3) His bed has been slept in
a l t e r n a t i v e s s u g g e s t e d , select t h e o n e w h i c h (4) His bed have not been slept in.
best expresses t h e same sentence in I was recommended another lawyer.
P a s s i v e / Active Voice t h a t is y o u r a n s w e r . (1) Somebody recommended another lawyer.
1. O p e n t h e d o o r . (2) Somebody recommended me_^_another
(1) The door must be opened. 'wyer.
(2) The door will be opened. Somebody recommended me another
v^jJ^Let the door to be opened. lawyer
(4) Let the door be opened. Somebody recommended to another
2 / I d j d not t r u s t anybody. yer.
^ ^ ^ -^T) Nobody was trusted by^ a person has been saved f r o m t h e
(2) Anybody had been truste m a n - e a t e r s by t h e s e h u n t e r s .
(3) Nobody wo (1) These huftt^s~will save^many a person
(4) Nobody f r o r n t h e m^nleaters.
3. Did_he re m e m (2) Thjê^ n ^ t e r s ^ a v e many a person from
(T)"Are the
h\mZ- aved many a person from
r i ^ f y i a s he re ,e\fiQanêaters.
time? hesebunters have saved many a person
(3) Were the d rh the man- eaters,
him? ust w e c u t t h i s tree?
( 4 ) l 5 i d the date and time (1) Must this tree will cut?
„him? Must this tree be cut?
T h e boVs w e r e d i g g i n g aN (3) Must this tree was cut?
ground. (4) Must this tree is cut?
(1) A hole had been dug in the ground by the boys. I Z . Y o u ^ t f i l l be w e l l l o o k e d a f t e r .
(2) In the ground the boys dug a hole. \ s v j ^ T T h e y will look after you well.
,(3) A hole in the ground was being dug by the (2) They can look after you well.
bov^.
(3) They may look after you well.
A hole was being dug by the boys in the
ground. (4) They shall look after you well.
5. W e m u s t h o w fteaK^jtfa jthese p r o b l e m s . 1 3 . D i d n ' t t h e y t e l l y o u t o be here by s i x
(lj^These problemsTnusniOw be.dealt with by us. \ y O'cJjarck?
tfz) I hese proDierrtS must now oe oeait py us] ' ^ w e r e n ' t you told to be here by six O'clock?
(3) These problems must now deal with by us. (2) Weren't you told to been here by six O'clock?
(3) You were expected to be here by six O'clock?
(4) These problems are to be d2dt with by us.
6. T h e a u d i e n c e l o u d l y cheerecl t h e leader's (4) They expected you to be here by six O'clock? lt<?
speech. 1/4. D o n ' t t o u c h j h i s ^ f f w i t c h . i Q ^ J f ^ J k y ^ b ^
(1) The leader's speech was loudly cheered by the ^ (1) This switch does not be touched.
auc ^ r r h i s switch must not be touched.
The leader's speech is loudly cheered by the (3) This switch don't be touched.
audience. (4) This switch need not be touched.
(3) The audience loudly cheered the leader for his 15.One c a n n o t g a t h e r g r a p e s f r o m t h i s t l e s .
speech. . (I)J>istles cannot be gathered from grapes.
(4) The speech of the leader was loudly cheered by ^ j ^ J G r a p e s cannot be gathered from thistles.
the audience. (3) Grapes and thistles cannot be gathered by one.
7. S o m e o n e is f o l l o w i n g us. (4) Grapes cannot be gathered by them.
(1) We are followed by someone. 16.They w i l l h a v e c o m p l e t e d t h e w o r k by
(2) Vje are being followed.. the t i m e we get there.
(r3^Ve were being followed. (1) The work will be completed by the time
(4) We had' been followed by someone we get there.
/ (2) The work will have been completed by the
VS- <t4 :NGLISH VISION ACADEMY
(3) The work will have completed by the time (3) You will being asked a lot of questions
get there. the inter-view,
K ^ f h e work will have been completed by the (4) You will we being asked a lot .of questions
time we have got there, / i ~ y - f O a t the inter-view. •
ou w i l l have t o p u l l d o w n t h i s sky- ( ^ ^ i ^ u F c o l I e a g u e j w a s g i v e n j ^ g j f t When s h e
s c r a p e r asTyou h a v e n o t c o m p l i e d w i t h "retired.
t h e t o w n p l a n n i n g regulations." (1) Our colleague gave us a gift when she
(1) This sky-scraper will hgye to be pulled down as the retired.
I_own planning reouiarinnq hava-not-Wr. mniphprf
with. _ _ ^ K p f O u r colleague was given a gift by us when
—P)-JFhTS-sRy^scraper will have to be pulled down by you she retired.
as the town planning regulations have not been (3) A gift was given to oifr colleague when
complied^ she retired.
OJ) This sky-scraper will be pulled down as the town
planning regulations have not been complied with. ave our colleague a gift when she retired.
(4) This sky-scraper will have to be pulled dowto as the
town planning regulations havejK5t|fcaenrcornplied. k n o w t h a t t h e r e is o n l y o n e God.
18. He has w r i t t e n a j ) o e m Cvjiicr\ fascinates e are all known that there is only one God.
every one. It is known to us all that there is only one God.
^ ( l K ' A poem ba| beer) written\by (3) We have alH<ncJwn that there is only one God.
w
fasdnateV^jr^jjne. octjslknown by us all.
(2) E v e r y o n e \i£\ fascinated lectetl h i m M a y o r .
wmcn (las' sen by him ct§9 Mayor the people.
'^/3)T»oem written by" Mayor by the people,
Every one\fasc atperthe lected by the people.
written by h j S n r ^ ^ ' Is elected by the people Mayor,
19.Will (Qrosg'happydays b laugh at m e .
by me? {l)J*et me be laughed at. x
.(i]JA/ill I ever forget those1 Let me be not laughed at. •

jj-y.
Shall I ever forgot thes (3)1 am laughed at.
(3) Would I forget these happy tfc (4) Let me be not laughed.
) Ever shall I forget those h^ppy-days? 28.1 saw h i m l e a v i n g t h e h o u s e .
.You are requested to permit him. (1) Leaving the house he was seen by me.
Please permit him. (2) He was seen leaving .the house by me.
(2) I request you to permit me. (3 f ^ - h a d been seen leaving the house.
(3) He requests to permit hjm. i ^ f U e was seen tojae leaving the house.
(4) I plead you to permit him.. S o m e o n e pulled t h e bull v i o l e n t l y .
2 1 . 1 d o n ' t like p e o p l e keeping m e w a i t i n g . ( l j The bull' had been pulled violently by
(1) I don't like people been kept me waiting. someone,
(2) I don't like to be kept me waiting. (2) The bull was to be pulled violently by
f3Hdon_'t-like being kept uît-ing someone.
don't like people are being kept waiting. (3) TKe bull had been pulled violently.
22.Haâ d o g ever b i t t e n you? r^T The bull was pulled violently.
Q/f Has a dog ever bites you? 30. A f t e r f i n i s h i n g t h i s w o r k t h e y w e n t t o
i2)_Have vou ever been hittpn hy a ring? back .
(3) You are bitten by a dog. (1) After being finished this work they went to
(4) Have you ever being bitten by a dog?
!
'Bed ~ " "
hey w i l l ask y o u a lot of q u e s t i o n s at (2) After~been finished this work they went to
&
the interview. '
You will be asked a lot of questions at the After being to be finished this work they
interview. went to bed
(2) You will have been asked a lot of. (4) After being finished this work they had
questions at the interview. gone to bed
e p a r e d by : J . R . M O T S A R A A D D : 5 - D - 2 1 , HUDCO Q T R S , MAIN R O A D , J . N . V Y A S N A G A R . 9 4 1 T ^ R R ^ o n 2
f fAfaê *ybur 'Wishes come true. 2 > w
Practice Exercise-1
Directions (Q.Nos. 1-60) A sentence has been given in Active/Passive voice. Out of the four
alternatives suggested, select the one which best expresses the same sentence in Passive/Active
voice, and mark your answer in the answer sheet.
1. The Prime Minister answered the journalists' questions.
(a) Questions were answered the journalists' by the Prime Minister
(b] The journalists' questions were answered by the Prime Minister
(c] The journalists' questions had been answered by the Prime Ministers
(d) The journalists' questions was answered by the Prime Minister
2. The student should keep theix rooms neat andf j 71 Naipaul won the Nobel Prize for literature
clean. ^~ I \ \ / / * a s t year.
Their rooms should^'Kept neat and clean \ ^ 0 ) The Nobel- Prize for literature was won by
y ;
by the students 'V--, \ ., \ j J Naipaul/la^ ye&r"
(b) Their rooms shoulcl have jbeen kept neat \/ / (b) The Iôbe!Prize for literature had been won
and clean by the students' by^Naipau'l last year
(c) Their rooms had to be kept ne^f and clean) (c) TJhe Nobel Prize for literature last year was
by the students \ \ \ \ .' won by Naipaul
(d) Their rooms would be kept heat' atidclea d) Lajft year the Nobel prize for literature had
by the students,..- onbyNaipaul /,
\ '> / / N
3. Her grandson Sent the old lady ouquet^ 8;Vl'he small boy looked after the. dog.
flowers. / V te, (a] The^qog was/Jookihg after by the small boy
(a) The old lady had boen sex t a bouquet of. (b) The dog had been looked After by the small
flowers by hnr grandson / / boy i 4 " !
(b) The old lady " would h&ve beon sent 'c]/Tha dog was looked after by.the small boy
'
bouquet* of flowers oy-h /grandson S • i
} The dog was bemg looked after by the small
(c) The old lady has sent a bouqxiet of. flowers / A'ôi \ I ' '
by her grandson \ \ . \ (" / {/ . x | ~ _
/fd) The old" lady was sent a hppque'rof-flowers - 9. 'fiteires.tless crowd shouted at every speaker.
by her grandson \\ (a) Every speaker were shouted at by the
restless/crowd - "
4. The polide saw /the istfang^^ leaving :tKq b) Every/ speaker was shouted at by the
apartment. . J (; :n ^ rustless crowd -
v
(a) The stranger had been . leavm ving the (p)/Every speaker was-being shouted at by the
apartment by the police / restless1 crowd
(b) The stranger would be/seen leaving th^ (d) Every speaker had been shouted by the
^Z 1 apartment by the police ' / ( / \ f ) (""' restless crowd
((2) The stranger was 7 seen , lfeaving the ^
apartment by the police / N \f~ \ / 1 p - T h e scientist looked into the problem
(d) The stranger , has ,seen leaving the V carefully. ' \
apartment by tHepolice r The problem, was carefully looked into by
/ the scientist ~
5. She considered the appointment an hour. \
(b) The problem had been looked into by the
(a) An hour's appointment w&s considered by
scientist
her • L -
The appointment was considered an hour ij) The problem had looked into carefully by
by her the scientist
(d) The problem would have been carefully
(c) The appointment would be of an hour as
she considered looked into by the scientist
(d) The appointment had been considered an 11. The driver JiasJunjed off the engine.
hour by her (a) The engine have been turned off by the
driver
>
Our engineer Jaas_designed a n e w video
game. (b) The engine had been turned off by the
(a) A new video game has been designed by driver
our engineer (c) The engine was turned off by the driver
> A new video game had been designed by

our engineer
(d) The engine has been turned off by the
driver
(c) A new video game would have been 12. The young man is washing the clothes.
designed by our engineer J s p The clothes are being washed by the young
(d) A new video game has designed by our man
engineer • (b) The clothes are washed by the young man
(c) The clothes have been washed by the 20. The Principal has granted him a st
young man (a) A scholarship has granted to him
(d) The clothes were being washed by the Principal
young man He has been granted a scholarship by
"V Principal
13. Aditya cannot be defeated.
(c) He has granted a scholarship' by the
(a) No one can be defeating Aditya
Principal
0 No one can defeat Aditya
(d) A scholarship was granted to him by the
(c) No one could defeat Aditya
Principal
(d) No one could have defeated Aditya
21. Before festivals the shops are thronged with
14. Aditi helped the old man.
men, women and children making various
(ja) The old man was helped by Aditi. :
j - purchases.
v / 75) The old man was being helped by Aditi ^ r
/ / (a) During festivals people throng the shops
(c) The old man had been helped by Aditi \
jb) Men, womfenkidphildren throng the shops
(d) The old man are being' Helped by Aditi i
\ N \ v..^' \ ;. J* before festivals making various purchases
15. Medha was driving a jiew Fiat car. \ |j)) Men/women i n d children make purchases
(jaj A new Fiat car was Being ^riven by Medha / dufin^fe^tivais
^ ^ (b) A new Fiat car was driven by Medha r^, (d) The shops fae througed by people making
^ purchases
(c) A new Fiat car had b e e n ' d r i v e a ' b j T ^ d l s r r r :
N 22. TBk^mug^lers did- nof - revise that their
(d) A new Fiateaf^£as
v" v
' A/
*beendriv"e^by1êdh^^ i
convention being ifecorfpd-;
16. Chirmaya'wrote, this essay. j y Nj ; _
0 The smugglers did not realise that some one
((^)This essay was written by Ghinmaya N ^
— r was recording their conversation
(b) This îssay has-been . . r ~ (b) Someone did not realise that the smugglers
(c) This essay had been written bv Chinmaya: \ / , ^ wer^ recording their conversation
(d) This essay would be wriênbyGfcninaya j / / ' ' (c) Conversation was recorded when the
/ l | > He was congratulated by his teacher on his smugglers did not realise
brilliantisuccessiin the^êceik examination! - (d) The,smugglers recorded their conversation
^ Hisfceaehelr " c d h g r d u l a t e ^ h i m onchiss' - without realising 5-•-
brilliahftsupCess in the rdcknt examinatish
v / (b) His teacher c o n g r a t u l ^ k ^ ^ ^ ^ ^ t : ^ ? 8 1 members
waiting..
success in the examination'
(c) His teacher congratulated W on\hii I / ( a ) T h ^ a f members are kept waiting for the
success / • / - -^ ^ ; \' / / • principal- \
(d) His teacher congratulated him \ \ / ; (b) The staff rnemberswere kept waiting by the
18. People speak English alloyer the world. \ its ^ " p r i n c i p a l
;
(fa)) English is spoken all over the world ,j (fc) The ,staffmembers were waiting for the
!
1 principal
(b) English was spoken all over the world
(d) The staff members were being kept waiting
(c) English was spoken by people
by the principal
(d) English is spoken by people 24. Who taught you grammar?
19. Who gave you permission to enter? (a) By whom you were taught grammar?
By whom were you given permission to (ftj) By whom were you taught grammar?
enter? (c) By whom was grammar you taught?
(d) By whom were grammar taught to you?
(b) By whom was you given permission to
enter? 25. The king gave him a reward.
(c) By whom you were given permission to (a) He was given by the king a reward
enter? (b) He was given the reward by a king
v"
He was given a reward by the king
(d) By whom given you permission to enter?
(d) A reward was given by him to the king
(Mob. No. : 9 4 1 3 3 8 8 2 8 0 ^
3 5 . 1 saw him leaving the house.
(a] Leaving the house he was seen by me
He was seen leaving the house by me
fpbyhim (c) He had been seen leaving the house
:"to us by him (d) He was seen to be leaving the house
pi mean? 36. Someone pulled the bull violently.

ûnderstood by you? (a) The bull had been pulled violently by
gerstoodbyyou? someone
rstood by you? (b) The bull was to be pulled violently by
perstoodbyyou? V- someone
(c) The bull had been pulled violently
ffor? _ r The bull was pulled violently
^ for whom? • L^""
terfothim? \ / 37. They first sun-dried the garbage for one to
/ C three days tp b r i i I | 4 o w n the moisture level.
erby whom? / / (a) T h e / j o d i ^ r e / l e v e l was brought down by
' / sun-drying the garbage for one to three
|didîab^> \
.( days fJ
|pdoth&\ \ (
;
led to do that 5 (bj. One tp three days of sun-drying brought
;Ssud by then) , down'the. moisture levf 1 of the garbage
tahave doheth^: " ^ e mbistur^ level/of . the garbage cam
\ \ down when; it was sun-dried for one to
\\ / \ / ' j \
threemys / \ iJ i j
teingdone byMie (d) The garbage was first sun-dried for one
P<loiBg t j i e ^ i m ^ to three 'days to bring down the moisture
stbedoiie by Me _ ... I If
v /
38.I/Vom&i likfe men to flattgr tnfem.
lithe. traffic keptjme awake . (Ja) Men are liked by women to flatter them
gpaiwdke by/the nbise of t h e t ^ S ^ ^ i
jb) Women like to be flattered by men
:me ^ ^ e n o i s ^ IP' (c) ,Women likexthat M e p ^ l o u l d flatter them
vr. j// , x
yself awake due to t h e n d i s
(d) Women are liked to be flattered by men
39. What one must dp, one must dojjroperly.
p e d awake by thenqise o f t h e trafflc r-
—If "} < / \ 1
/ / 4 4 - What inust be done, must be*done properly
l o w that t h e s i s only-one God. \ \
((5j) It must be done properly what one must do
§ all knowjitiiatjfiere is only one £od \ .(c) It mustbe done what, one must do properly
town to "us all/thj^tlhere is only tiney
(d) One musl dq.pfoperly what has to be done
J ^
pave all known that there is only oAe
40. Look aftfre poll results-do the inspire hope?
(a) Let the poll results be looked is hope
one God is known by us all
inspired by them?
i>ple elected h i m Mayor, (b) Let the poll results be looked at-has hope
p was elected Mayor the people been inspired them?
was elected Mayor by the people (c) Let the poll results be looked at-is hope
| o r is elected by the people being inspired by them?
!s elected by the people Mayor (0) Let the poll results be looked at-is hope
paugh a t me, inspired by them?
* Hie be laughed at 41. It is your duty to make tea at eleven 0 ' clock,
St meVbeW laughed at (a) You are asked to make tea at eleven 0 ' clock
laughed at' •V) (b) Your are required to make tea at eleven 0 '
nie be not laughed clock
(c) You are supposed to make tea at eleven 0 ' (c) Don't speak until you have been spo8
clock (d) Don't speak until someone has B
Tea is to be made by you at eleven 0 ' clock spoken to
42. It is time to take tea. 48. Did the noise frighten you?
(a) It was time that tea was taken (a) Did you frighten the noise?
JJi) It is time for tea to be taken (b) Was the noise frightened by you?
(c) It is time that tea should be taken
(d) It is time that tea had been taken
> Jfi) Were you frightened by the nois,e?
@ Were you frighten by the noise?
43. The members should adhere to all the. 49. We are reaching the end of this exercise.
decisions. (a) This exercise is ended by us
(a) All the decisions should adhere to the (b) The end of this exercise is being reached by
members C^S ] us
(b) All the decisions adhered to the members \ (c) This is oilm end to the exercise
(€)). All the decisions should be adhered to by fd) The exercise has xeached its end by us
ij'O
the members \ x / 's expectyou^to c o m p l e t e j h i s work before
(d) All should adhere to the'decisions of the sunset/ / / /
members ( C x \ / /
—\\ • \ \ { \ \ j—j (a) I expect yo,u; to be completed this work
44 His subordinates accused him of various - before sunset
offences. ^ \ a\ j.. / X I-** {bj r aiir expected you to complete this work
(a) They accusea h.i m of various offences , ~N5efore: ixi^set , — * — / 7 ]x
(b) It wa/aceused By. his subordinates that he f [ j K | (c^You - t p expected to complete this work
had do&Bâc^tfshb^nc^/ v 1
befoKûnset/ \ jJ j j
(c) His subordinates accused that he had done f d ) You are expected to be completed this work
varioUs offences : ; If —I J) "l r b e ^ e s u n s e t • .>c
(3) He was accused pf various offences by his / 51 The storm did much damage.
subordinates \\ fa}_ Much damage was done by the storm
45. Has someone made / all . the necessary " %

(b) The storm damaged much
(c) Much damage did the storm
arrangements? / /'' ',
(fa) Thp-storm was damaged
(a) Has a3l\ the; necessary ap-angfeiêntsQDeen "
made by soiheone? ) L""x - 52, .The boy has rung the bell.
(b) Have the necessary arrahgements bepn all Jy1 Tlie bell has been rung by the boy
made by someone? C / / \ \ (b) The bell Was being rung by the boy
{(c]) Have all the necessary arrangements been , (c) The bell wa^ rung by the boy
made by somepne? / ( \ / (d) The beli has been being rung by the boy
(d) All the necessary- arrangements have been y 53. He likes p ^ p l ^ t j o call him Sir.
made by one? -- \ ( " \ / (a]. He likes to be called Sir by people
46. We will know the outcome of these (b) He likes to be call Sir by people
experiments after six months, A (fcj) He likes people who call him Sir
(a). The outcome of these experiments will be (d) To call him Sir is liked by people
known after six months 54. We added up the money and found that it
y^ The outcome will be known of these was correct.
experiments after six months a]) The money was added up and found to be
(c) After six months, we will known the correct —
outcome of these experiments (b) Correct it was found and the money was
(d) These experiments will have a known added up
outcome after six months (c) The money added up by us and it was
47. Don't speak until someone speaks to you. correctly found
(d) The money added up by us found it was
((a) Don't speak until you are spoken to
correct
(b) Don't speak until someone is spoken to
(Mob. rio. : 9413388?«m

.s-n.Ti"'--'- -
^ E j j V 4fc^rj
UA/I
telegraph wires have been cut. 62. We waste much time on trifles.
(a) Someone has been cut the telegraph wires (a) Much time was wasted on trifles
(b) No one has cut the telegraph wires (b) Much time will be wasted on trifles
(c) The telegraph wires have cut someone ^ ^ (tcj Much time is wasted by us on trifles
(a}) Someone has cut the telegraph vjares 11 Much time is wasted on trifles
56. Will she t i l f u s the M 63. Mohan gave the beggar an old shirt.
(a) Is the truth told to us by her? , (a) An old shirt was given to Mohan by the
r
(b) The truth will be told to us by her beggar
jg) Will the truth be told to us by her? An.old shirt was given to the beggar by
Y @ Will the trutEbe t o l d u s b y her? v ^ Mohan
^ (c) The beggar was gave an old shirt by
57. Mr. Sen asked him a question. f
i j -v ] Mohan"
(a) He was asked a question Mr Sen "^ / / (d) An old shirt was gave to the beggar by
(b) He was asked a question to. Mr Sen / Mohan >
(0D He was asked arguestionvby-Mr Sen (
\ / ^ 6 4 / f h e y h^v^piMe/iiim a king.
(d) A question was being askedby Mr Sen 1
/ (a) A king ha:s been made by him
58. People speak English all over the world. (b) JHewasrnade a king by them
((a) English is spoken all over the world, (c)-They have, been made kings by him
(b) English was spoken all over th^Woi: 0 ) He lias been made a kipg by them
(c) English wasS'pokeriiiy people, " \,S _ //' K
65? Whoâughryou'Eng]Sht;::_J V
(d) Englj-stlfspoken by peopl
(a) By wîom English was taught fo you?
59. The teacher punisHed the boys who (b) By wB^ti yoji Were1 t a u g l t English?'
done theit home work, " Ah oJ m was.
^c j t "t y" w " " 1 7 ' 1!"1" to you?
(a) The 'boys who /bttdi; noV^dohe their, 1) By Whom are ypu taught English?
y homework had "been punished by their
6 6 . ^ ^ h l v e ^ T ) ) h e ^ a ^ o w e d y o & to go?
teacher \\ bf
Why you haven't been allowed to go?
^ n ^ ) The boys were ptmished^by their teacher Why haven't you been allowed to go?
who Had not done tlieir homework ' 1! - - V 1 (c) Why were you riot allowed to go?
V-
i Jc). The bq|"s - 7 who had ijc^N^qfi (d) .Why you were npt allowed to go?
homework Were punished by the teacher ~
(d) The boys who had/' not done their 67,1 expected him to give us financial aid.
7* homework were being punished by \ the ((a)) It was expected of him to give us financial
teacher / . \ \ / aid) \ \ \
(b) Let it b e expected that he would give us
60. The principal /has granted to him a\ /"" financial aid.
scholarship. / \ / . •\ r j
(a) A scholarship has graiited to him by the / . (c) It was expected by me that he will give us
Principal f financial aid
He has been granted a scholarship by the (d) He may be expected to give,us financial aid
Principal 68. Tobacco manufacturers are making
considerable efforts to gain new clients. 7«
(c) He has granted a scholarship by the
Principal ^ Considerable efforts, are^being made by
(d) A scholarship was granted to him by the tobacco manufacturers to gain new clients
Principal (b) Considerable efforts being'made by tobacco
manufacturers to gain new clients
61. Circumstances will oblige me to go.
(c) Considerable efforts are made by tobacco
[a] 1 will oblige the circumstances and go
manufacturers to gain new clients
((b) I shall be obliged to go by the circumstances
(d) To gain new clients by tobacco
Urider the circumstances, I should go
manufacturers considerable efforts are
(d) I would be obliged by the circumstances
being made
to go
69. Has anybody done all the work? (c) Admittance was refused by the p e o n f _
(a) Have all the work been done by somebody? (d) Admittance is refused him by the peotf
(b) Somebody has done all the work 73. The reporter was interviewing the politic
(c) The work has been done by somebody leaders.
/ft?) Has all the work been done by somebody? (t^ The political leaders were being
70. Cigarette smoking causes two million deaths interviewed by the reporter
annually In the Industrial states. (b) The political leaders was being interviewed
(a) Cigarette smoking has been causing two by the reporter
million deaths annually in the industrial (c) The political leaders are being interviewed
states ... by the reporter
(b) Two million deaths are caused annually by (d) The political leader is being interviewed by
cigarette smoking in the industrial states the reporter
Y 0 Two million deaths are being caused by ^ T h e beavers have built a perfect dam across
1
cigarette smoking annually m the industrial \ / the stream
states •({"?< V, \ , \ / / ia) A perfect darn hadbeen built by the beavers
(d) Two million deaths\have/been caused u j U acrosstij/stteaif
annually by cigarette- smoking in the ^ j ^ A p e ^ e c ^ Mas been built by the beavers
industrial states acrdss the stream
71. The accountant took TFI^MTYI^ FFTJNI . t l j ^ , ^ ! ] jferfefet <)&M have been built by the
(G£-A'
. customer. ' \ the stream
(a) The moneyjs tênirom-the cjqstonier by^ fdl^êrfeiqt '\4am was being built by the
the ^ beav^s across/the sSnea^;;::
'(b) The money was takenfromthe custome^By : 75 You should follow all. the instructions
accountant : *
V (c) the ''
The cUstomer Was taken.' the money by t&e' -
careruuy.
(a)! All tlifc instructions are carefully followed
accountant jI <sf\
(d) The money had been t^ken from ffef Alllê instructions were caxefully followed
customer by the accountant - 'Try us f j '' • I
72. The peon refused hiih admittance. .. (fc)) All the. instructions should bejcarefully
/a|) He was refused admittance by the peon: foll^Bd by mp&ih •
(Bj Admittance/ is refused to e peon j . (d) All the insfructions Vcan be carefully
. - ^ ^ ^ l l o w e d by usx-"-"*"
3
6 a Y r t x ^ r ' W / ^ U /
CLASSESS
Mob. N o . : 9 4 1 3 3 8 8 2 8 0
5 - D - 2 1 H u d c o Qtrs.,
Near R.S.V. School J . N . V . Colony , Bikaner (Raj.)
1/ i 3>
<$1DO oai^>,
( a ) My f ^ - h a d - b e
( c ) My f(
P a r e n t s IdVe^child
(a) Childijerjh
( c ) Chil3req-l
, Your behaviotfr p l e a s e s
( a ) E v e r y o n e is p l e a s icfyibt
( b ) E v e r y o n e is p l e a behclvic
\ J e f E v e r y o n e is Jh y o u r b e q a v | :
( d ) E v e r y o n e is our behavjpi
This n e w s h a s surprisedîhe people.
( a ) T h e p e o p l e h a d b e e n s u r p r i z e d a t this n e w s .
(b) T h e p e o p l e h a v e b e e n s u r p r i s e d b y this'^news.
ji . , , ,
(c) T h e p e o p l e h a v e ^ b ' p e p k u r p r i s e d f r o m t ^ i s n e w s .
. J ^ f T h e people h a v e bHeh-siirpirsed d U h l ^ news.
- H i s condition disapp^,ntsr^pe.
( a ) I a m d i s a p p o i n t e d ^ h i s dpnCljti
jtion.^ m/fis&ppointed at his condition,
( c ) I a m d i s a p p o i n t e d f r o m nisCTJri m s e e n d i s a p p o i n t e d at his condition.
My s u c c e s s ^ a ^ ^ i s h e d them J&.
s ( ^ f T h e ^ / e r e ^ s t o ^ i s h e d a; E j j j ^ They w ^ a s t o p i s h 7 & y s u cces.
( c ) T h e y w e p e T a s t s n i s h e ^ i t h m y s u c c e s s . ( d ) T h e y w e r b a s t o n i s h e d m y :s u c c e s s .
J ^ y H e r r u d g/jjgfl-K-n
e % S f i a v i SSiWricH
tt£tijsp io r
'r^prfhe d
(b) T h e t
(c) T h e
( d ) T h e t e c i | h e j ? s - w e f 6 di
8 \ ^ - " ' ' t ' h e n e w s a l a r m e d his fa
(a) His f a t h e r w a s 4s a l a r m e d from this n e w s ,

(c),JHis f a t h e r h a d be, s alarmed at the news.
Everybody knowj
( a ) K a t r i n a Kaiff is kViown nown to everybody.
r
10' - \ shall oblige him. '
( a f l H e will b e oblii
(c) H e w o u l d b e p b l i § £ 3 b trie
V—V ^
Your w o r k s a t i s f i e s tfre QTliqers.

heôffkiers are) satisfied with your work.
(a) T h e officers a r e sati4fied\py
icQfs gre satisfied to your work.
(c) T h e officers a r e satisfy
2 ^ Her failure disgusteU h e r
(a) Her raf6q^wfis\disgusted r failure.
(c) Her p a r § n t & j f l ^ a ^ s g u s t :eja af her failure.
swe o n g g ^ s b a rm
/ MlC<2.
Jgyfhe M e n e r s j A ^ ^ c
(b) T h e l i s t e n e r S w e r e cn,ari
(c) T h e liltiiFiQFSlwerWch
, (d)The-l4|
14 T h e p a s s a n f g # s lined the*
(a) T h e booking window/toa
(b) T h e booking w i n d o w w a s
( c ) T h e b o o k i n g v w r j a o y / w ^ s lined wi
T h e b o o k i n g w i n d o v / w £ | s lined to tlpe
15—•""'ftlusic i n t e r e s t s e v e r y b o d y !
(a) Everybody is interested by music J- Everybody is interested in music.
(c) fvrybody is interstd with music C ^ " ^ Êverybody is interested to music.
1 6 W e ' s a w t h e t i g e r in th,e-fiel.d.
( a ) T h e t i g e r h a d ^ e e r ( s \ E I ^ in t h e fiera. W (ID) T h e t i g e r ; fs savO in t h e field,
( c H l i e t i g e r w a s sei tfUII^ field. ( d \ T h q t i g e r is sêr; t h e field.
17 ^ - W e m a d e him l e a d e r /
( a ) L e a d e r w a s m a d e to e a g e r f o him b y u s .
t ^ J P ^ e was m bân leadeLbyfuj
( 18 J W e callMfi£heru). N
xj^rfHe was callid-heraJ

4 r i r Y
y us^dXHerfiwafscalled to him by us
1v.--'
9, -"'This b u s i A e s s - b a a ^ a d e
JtffHe he in ^ a e him by this b u s i n e s s .
(c) H e h a c 3e rich By-this b u s i n e s s .
My f r i e n d g ^ v ^ r | i e
(a^hwal
(c) Both A a n d r B my friend.
^ l ^ ^ l r . Choudharytechersjis^ngtts
.{jtirfNe a r e t a u g h t E n g l i s h b y M f ^ f c h o ^ d ) E n g l i 4 h \ i W a d g h t to u s b y Mr. C h o u d h a r y .
(c) B o t h A a n d B ) E n g l i s F \ w £ s 4 £ u g h t t o u s b y Mr. C h o u d h a r y
Your t e a m c a n wirTIWk-riiatbh.
^ J ^ f T h i s m a t c h could b e W o n by your t e ^ m / (b) This c a n b e won by your tfism
(c) This match can won by your teajfrw -(eft This match can win by your team.
I Students must respectjtb£i teachers.
teacher m i^tiferf^pe^ted by st
v (b) The teacher must\av$Jjefn respecte B. (d) None of these
24 y'He is disturbing me.
j ^ a f I am being disturbe<
(c) I was bein
2 ^ ^ T h e gui
(a) The
(c) The tdurist wasio be
26^ Who teaches voiuEfftili
J ^ f B y wi nglish by?
(c) Who |s
Z^^Shall
(a) Should mj^4tudies tudfes-be'continued?
(c) Shall my studied .tudies have been continued?
was singing a
(a) A sweet song been sung by Palak.
v|p)^sweet song
.We expect a good new!
(a) A good news are expected by us good news is expected by us.
(c) A good news is being expected by us.. . (d).'A good news has been expected by us.
30X They sell. shoes on th£-fo6|path. /X
(a) The footpath i§1>old slioes on. (|)) Shofes have been/sold/©n the footpath.
^j^TShoes are sold oi^ tW-f^ptpath. ( d ^ i i o e s are bym/ijtidjon the footpath.
31 Ram married Sita. ^Soêhb
(a) Sita was marrid withârRJ^,
was rparfiedHo Rajprf"(^§ffa married^'from'Rarp
3 2 ^ ^ G u r sctjeid^n^^tSâ l a r ^ n u m b e ^ p i ^ S i ^ la^yâr. ,
(a) A large'humbecof-studints weriâdinifted by our school lastkyear ' J )
s(yfA lar^ûmb^^stiideFiti e-adrnitted toi oncschdQl last year""

(c) A large-number^stillleq
(d)Alarg
Our villade neta Dancpiavi
(a) Pan'
(b) Panchayafelections
(c) Panchayat elections
.jd^Panchayat electio
34 Your intellegence§drpprses me
am surprisedîtR^foup intellegendê. r intellegence
S ^ ^ / H i s success astonished the teache[
(a) The teachers wereast&nished by\hi£ sdcie
(b) The teachersjwere^t#ished witp h ^ i l p c e s s .
^ f T h e teachers were agjoinished at his success,
(d) The teachers were astpni$he(i from pis jsucces§/
36. Your condition has disa
(a) I have beep^nsappoi
(b) I h a y e H ^ r r ^ a p p o i n t
(c) I havel>eead^gpoi
, ieff I hav^beerTîsappoij
3,7^^-Her rudebehavjau^fs
(a) The teacherSwere d
:.tyyfThe tâih^rd wesre di:
(c) Th e^tea bh^rs-were/disp
(d) The te^h^fswere di:
38. ^ s t h e news will alarm my f&rigrr
(a) My parents will b ^ l a m j e ^ w f t h the
(b) My parents willê atarmed from tpe
My parents v\wHse4i^rn)ed at the ri
(d) My parents would TJeMilarmed at th4 n^ws.
.39. -"''Everybody will know you.
(a) You will be known by everyone. C; .(b) You will be known with everyone.
(c) You will be known frorhieverybod {pf You will be jmown to everybody.
4 0 ^ / f ' h a v e obliged my frlends^J
(a) My friends have oeeteôbjiged byJ m y . g y^., My e/keen obliged to me.
(c) My friends have be^n ^ l i g ^ f r o m rjie. |d) Nopepftf
Your behaviour pleases V p u X ^ n a s ^ ^ —
.^fVour friencte'Sfeêa^rf
(b) Youi^ffieqds are pleasedvat y o u r f U
(c) Your friends ar&pleas/cj
(d) Your iîendsâ^plea
42. ^ d ur
l worl
(a) The o fro/n our work.
(c) The offi LSfled with our work.
t|§C>
CMakic your 'Wisties come, trite. 2 Of rQ
•CEAftKlflG TftACKER
Vvw Sflffwt-A
Instructions : Choose the most appropriate option
This model in 2004.
(a) made ($) was made . (c) . . .has been made (d) had been made
The room properly lastmig'ht. / {
(a) were s w e p p w a s swept / / (c) has swept (d) had swept
Your proposal •TV; . . . . .V..Z due to so'iiie\reasions. /
V
(a) were rejedtecK^b)^; rejected V / (c) had. (.cf) was rejected
The arrival of the t(ain due to/fog. -X/
(a) has delayed ( b ) \ h ^ d cf^laV^d ^^-tials beip Relayed/ (d) none of these
The strangers JpHfe "
(a) j^dfdep&d^f^stre o r l l ^ d — ^ (d^ ha Vei>rdered
6 I brffay fathê^ I p M ^ birthcta
//were prontisei (c) \ivas beingWomjsed fa]w!JU?e promised
The s t u d e n t s . . . . . I j . . P a s p e p s ^ T G ^ the vige preserdent.
J
v1
(a) are being awarded j;(b) wlfMiave been a w ^ d M ^ ^ l f & s awarded (d)have been awarded
8 The ) p e gi_rU-.-:.'.' ^fierfey^jier tetoef intuitu
(a) will l o o k s ^ w i l f b e i o o k e d (c) h a s b e e n l o o k e d (d) is l o o k e d
Our dog ..x..l \ o v e r by a carp=i p = f p F
(aj . run (b) ' have^Deen _ l a i n (d) had run
The wo^k M bylod^êffirig.
(a) must finish fbfmu^t ^ i s h ^ (d) had been finished
rW Cricket /all over the world. L) V J \ \ \ N-s
(a) played (jo^-is p l a y e d " (c) h a s p l a y e d (d) h a s Been played
People .^.„^.. y English all over(ihe\\A/odd. \ \ x v
(3) speak £piak£ (c) is sôkfetf (d^ fl^s tje^n Spoken
p All the letters y... by the time\yoi/come backJ j— 1
(a) are being typed (b) are typed vyiltjbe typed (d) had been typed
- s1A.
y
A lot of petrol everyday.
(a) consumes (b) will be consumed © is consumed (d) had been consumed
My shoes on every sunday.
5
(a) polished @ are polished (c) are being polished (d) will polished
The students by the teacher when they did not complete their home work.
(a) are punished ( © w e r e punished (c) will be punished (d) have been punished
17 Your questions at this time. ,
(a) can answer have been answered id) can be answered (d) none of these
18y The report by next week.
(a) will submit (b) was submitted (£c) will be submitted (d) has been submitted
Many valuable paintings in the fire last year.
(a) were being d e s t r o y e d ^ were destroyed (c) have been destroyed (d) would be i
? The lessons by the students when teacher came in the class room.
(a) were learning (b) are being learnt (e^were being learnt (d) have being learnt
Diaries everyday in this school.
^tj) are being checked (b) had checked (c) checked (d) have checked
This house recently.
(a) has repaired (b) had been repaired (c) will have been repaired ( f ) has been repaired
All these shirts and trousers by the time you reach washerman's shop.
(a) will be ironed (b) have ironed ( c j will have been ironed (d) ironed
24- The prizes among the students on the last 26 Jan., 2007 by the district collector.
(a) are distributed Xbfwere d istribute<$^w£rb being distributed (d) will be distributed
These intructions . . ^ . u l before tfye students start to solye the paper
{(a) should be follow (b^must folloêcl / ((c) should follow \ (d) should be followed
All the letters when they'gotMessage, r^/}
\ v
''> \ v
L / / / /
(a) have been dispat£hed( (b) had dispatched(|cj)had b^nidtsp^tcKed (d) are dispatched
\ I \ r^ x / > r
Godan b y M u n s b i , £ r e m Gh&ndi ^ ( /
(a) wrote ...(b) had W r i t t e r ^ being;'written J l^
j r Poems by^theÛaertewBefi^^chea^therey / —i\
X byxthe
(ja) vs^re"b§irig |§arnt ( h p r e beingHîiiffiJ |cj]| have be^n lea^ftdjfvîll lie\iearnt
Micros&fE ^ s ' '
(a) are manufactured Manufactured-{e)] h^ve rnanuf^ctured (d)none of these
The servant y ^ r r o d m " b ^ h ^ j r f i ^ ^ t ^ k e qath,^>- ' ~ -•
will have., cleaned (A) v ^ t ^ y ^ e e V i ^ d ^ a n ^ c ^ j a d raeanî(d)-6lean^d
'oolpn-plothes^y.7]....\\ in w i n t e r ^
(a) i are used \ u s e d E ^ O j E ~-are beingiised (d) have used
All the.guests .the p^yV^Ste
a) were' entertained (bl-waV^nterlained (cWfênts'rtained (d) had be entertained
•Vf This lesson •...../.. v \
(a) should learn ( (t^) sKou/ci be learnt/ ;{d) sho^lcftiave) (d) learnt
The police /....âiôut this infcid^ntw ( \ > \
(a) have informed (b) is. being informed ^(cj)have beep infofrned.., (d) had informed
All the rooms last year. \ V / \
((a) were white washed (b) / have be en, white washed
(c) are white washed : (d) had been white washed
These plants for the last ten days.
(a) have not watered ^ did not water (c) are not watered {dfhave not been watered
Children after properly in this school.
(a)j are looked (b) have looked (c) looked (d) none of these
Letters twice in a week in this colony these days. ^
-fasti
are being delivered (b) deliver (c) is delivered djrare delivered
The oldman when he is not well.
â) should be helped (b) should help (c) should have helped (d) none of these
Rohan very badly last week.
fawwas beaten (b) beaten (c) is beaten (d) would be beaten
[ A N INSTITUTE OF ENGLISH LANGUAGE^ & EDUCATION]
Name
Pick o&t the correct alternative.
i / A t this time children . on the roof
(a) stand (b) is standing ( g ) are standing (d) have been standing
2/These children often on the roof during the evening hours.
(a) stand (b) is standing (c) are standing (d)have been standing
^ / M y mother Pushkar once every year.
(a)visit (b)is visiting. .^visits (d)have visited
Rohan hard! W ^ w j f c . . trendy_
trendy clothes.
(a) wear wears (c) is wearing (d)has worn
Js. Today Mukesh a golddn ring.
(a) wear (b)wears (d)has been wearing
6.. Glaciers
ve been melting
is company,
iving
titute.
ught
tarted playing.
(a)has. Deer, win (d)has winning
She
(a)has not done oTdone (d)have not done
She \s when I met her.
(a)has played (b)ha£ c)was playing (d/had been playing
They ce 2005
(a)are working (b)had been working (c ave been working (d)has been working
I .you ten times since morning.
§have
han_
reminded (b)have been reminding (cj am reminding (d)had been reminding
a huge house for the last two yârs.
(a)have built (b)is building (c)have been building Cephas been building
JL7, It often in Rajasthan during winter
(a)do not rain ' (b)is not rain (tJ5)does not rain (d)has not rained
She often wears Sari but today. She Jeans and shirt.
(a)wear ( § ) is wearing (c)wears (d)has worn
American President _India in the first week of December 2008.
(a)will visit (b)visit {^visits (d)shall visit
A constant and sincere effort _ _ good results in the end.
(a)produce CBOproduces (c)is producing (d)is produce
2 1 . They often_ this temple when they lived here.
(a)visit J v i s i t e d (c)are visit (d)have visited
We there for an hour. When it started raining.
(a)have been waiting (j^had been waiting (c)have waited (d)waited
Tenth part of the glaciers since 2001.
(a) has been melting<Qi)!has mplt-^H f
[AN INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] FV ?
24. Birds nests on trees i. c (..oJi)

f ,
build (b)builds (<f)are build (d)have been building
-J&. She. in this school since July 2006.
(a)is working (b)was working ( ^ h a s been working (d)have been working
She never to my house when she lived in my neighborhood.
(a)comes (§5)came (c)had come (d)have come
The brave never heart in adverse circumstance.
(b)loss (c)loose (d)loses
Palak from Jaipur last week.
(a)has returned (b)had returned (gj)returned (d)was return
They.: me this topic recently.
, (a)had taught (6) have taught taught (d)has taught
^'She this game since 20" yt she has not won any medal yet.
(^|)has been playing (b)has played (d)played
•3X They have been working irajhis field fi ey_ . once so
far.
(a)had not succeed {d)do not succeeded
3>/Trees
©pre t succeed
3X Prac
(a)
Three1
on „
^ctffo nut mix (d)are not mix
36. These days peo
x^tfjdo not buy not buy (d) are not
buy
These days CM e different parts Of the state,
(a)visits (b)visit iting (d)has been visiting
Now a days we . on a quite different project.
(a) work . © are working (c)works (d)have been wprking
These days young chaps. such traditional clothes.
/(a)not wear (b) are not wear (J}do not wear (d)are not wearing
Now a days people time in talking to each other,
(a).does not spend (b)are not spending @ d o not spend (d)is not spending
Rahul often good clothes when he was in college.
(a)wears (£§>)wore (c)wear (d)had worn
Three and two six.
a) do not make (b)does not make (c)are not m a k e (d)is not m a k e
•43. People say that fast and inconsistent in the end.
JS not
. . . . win
..... ^ do not win
(TJ) v(c)
w is
/ . not
. . .win
. (d)are not winning
But I believe that fast and consistent man in the end. ^ t f t k .
a) wins (b) are winning (c)win (d)is winning
idle and lazy student r Jn the c o m p e t i t i o n ^ 2 - S ^
(a)do not succeed (f^)does not succeed (c)do not success~y(d)does not success
Rajdhani express. _ f o r Jaipur $430 a.m. n ^ j j ^
(a)leave (b)is leaving leases. v i d ) l e a v i n g r ,
I s O ^ t ^ A j C ^ V c u T o O O t f - J ^ jhesrf c ' '' j ^ ^ - f V > f M
The WTO leaders on 26 Dec. 2008 in New York to discuss trade

issues.
(a)are meeting (fg))meet (c)will meet (d)meets ê f
My school at 7.30 a.m.
(a)begin (b) is beginning { ^ b e g i n s (d)will begin
These days Government offices at 9.30 a . m A ^ ^ ^ ^bo*
(a)opens © a r e opening - ^ f o p e n (d)wlll open
These days the closing time of government offices . . 6 P.M
Is (Dare (c)be (d)been
w a days most of the children to take milk,
(a) does not like (b) not like (c) are not like (0))do not like
At present we_, busy in sorp^ important work
_ are (b) were (c)been
This boy often ning hours,
(§)) stands (b) is sta striding
A boy
anding
fng in the front
Monika
© is teaching ching has been
teaching
She in th^tsd^do I "for^fi\jeiyda rs when I joined there
(a)) has been working -(^hadHênjworking (c) was working (d) is working
The boys the class when the bomb exploded,
(a) have left had left (c) left (d) have been leaving
Kiran ~ maths question when I entered the rooms.
(a}was solving(b) has been solving (c)had been solving (d) is solving
She maths.question for an hour when I entered the room
(a)was solving(b) has been solving (H)had been solving (d) is solving
ehad decided to start the project before we _the approval from the department.
/a} got (b) had got (c) get (d) have got
Sne came there while I to the manager.
(a) were talking ^ was talking (c)had been talking (d) had
talked
She _to her mother when I left the house,
((§)) was talking (b) had been talking (c) has talked (d) has been
talking
Some boys _ the road side when I passed from there,
(a)are standing (b)stood were standing (d)had been standing
J ? -
It for hours when we got up.
(a)has been raining (b)was raining (c~)had been raining (d)is raining
Most of the teacher's ~ the school before I reached there -
Q h a d left fbehave left f r l w p r p Ipavinn MMpft
\
r The train_ _ before I reached railway station.

; ©)had left (b)has left (c)left $|had been left
rZJX I railway station before the train left.
©had reached (b)reached (c)have reached (d)was reaching
Some boys unfair means when the flying squad entemdjthe examination
hall
y(a)had been using (f^were using (c) was using . (d)are using
<M. The doctor - before the patient died.
(a)has reached (g))had reached (c) reached (d)have reached
While she the road someone called her name.
Ia)crossed(©was crossing (c) had been crossing (d)has been crossing
We often , _ the house wt she came there
(a)leave (c)had lef have left
Z&fSh food when her h
cooked (b)had beeo cookin. (d)has
cooked
Most of the crop
(a)have dri n dried
We
©3
They
(a)ha
& 'They
(phave^Wtrlnform (d)had not
/ inform
<JB0. Ruchika nday.
(a)come has come
EXERCISE - B
Fill Since or f o r in t h e followin
1. S w g last Monday, 11. A twenty days.

2. school days - h
12. 5'o clock,
3. kz C f 25 t h J u l y 2006. 13. childhood,
4. he came here. •r
14. morning,
5. I^h. S ' ^ e started this work. 15. last night.
6. p last Diwali. 16. •' "• -her marriage,
7. ten days. 17. five hours.
8. an hour and half. 18. July 2007.
9. _ a month, 19. centuries.
10. five month 16 th century.
20. LL
fe^W ifo
INSTITUTE OF ENGLISH LANGUAGE & EDUCATION] 21J1
ji
PREPOSITIONS
7
in. IJieJiidpyEfeâyJng, uiJM-SlmaL.

preposition" n It's in that drawer. ,
1 used to say where sth/sb/b- or whg read about it in the
happens (Means to s h p v W p c ^ \ i of sb\sik) within Jhe shape of sth; surrounded by sth
at the comer of the 'trkoh at\}xus She was lying in bed, ê beji *
railway statu She is sitting in an armchair
(a)I'll be/qrf yome rfoon (b)She's at Leaye-ihe key in the lock.
Tom's (j ....
Tom's house y/ S6afcit^n cold water.
(c)l mekWr) at the hospital/(d)How many Jdmfityg the whole or of sth/sb; ,
people wprf thereat the meeting? within sth/sb
2 used (h say wH^n sth happens (Tp^qdjc&flEf re 31 days in May,
rexact t i m e \ _ X ft the paintings in the collQctlbn
(a)We left_at 2. ' recognize his father in him (= his character
dusk, at nigh){ is similar to his father's)Cuj f f f - a^d , I.
(b)at the end < 4 during a period of time C S y e A ^ ^ e
(c)We woke at in 2009/in March
the stars. in the 18th .century /
What are you .}Jo)r1cjM in_ spring/summer/autumn/wincer kyO ^
used to stale the age at which sb does sth in the morning/aftemoori/evening
She got married at 25. I'm getting forgetful in my old age.
He left school at the age oflQ.^f 5 after a particular length of time
4 in the direction of o r l o w a r d s sb/sth
it to return in a few minutes/hours/days/months.
What are you looking at? He pointed a gun at her. It will be ready in a week's time ""
Somebody threw paint at the ptifnc minister. She learnt to drive in three weeks . d ^
5 used to 'show the situation sb/sth is in, what ^ ^ e a f i h g f s t h ^ / J ^ - r 0 •• rh< •'
sb is doing. ^ dressed in their best clothes/iwei man in the
The country is now at war/dt peace. hat,to be in uniform/She in black.
rp^Jeit at a disadvantage, she is working at her ijsed to describe physical surroundings (it is
Stable. always - ;
I think Mr Harris is at lunch. bus/ c a j /
6 used to show'a rate, speed, etc. in you
He Was driving at 7CLmph. But(
The noise came at two-minute interval, transp
^rJ2prices_start at. $1000.The book retails at ^19.95. plane)
But rememb^-^TJTought 60 rupee?\ We went
7 used with adjectives to show how well sb He w a s sitting alone in thejr;aiq.\
does sth 8 / / s e d to s h o w a stafebrfl
I'm good at French. She is good at singing lie Iiqupq is in.gof?dMtywition.^
at dancing/at English.
She's hopeless at managing people.
8 Used when giving a telephone number tie >• -f / f t ^
;
You can contact me a'/on_G37-2335._ jsed j p y K ^ w N s ^ j o b or profession

je\'s mine annp/She's in computers. Gy^,;. p•
iD-^ <"\i S&Ak^ ?a/$W7 ply wood business • k•
preposition ' :
'' : " loV-nfsed to •. show the form, sh'ipe,
! a point within an area or a space arrangement or quantity of sth
a country in Africa /in the class room. a novel in three parts M-
-is/i -- b> M J " -l u arc
•c ab-2 ~ /
ffedsff VISION.
^j^lNSTITUTE OF ENGLISH LANGUAGE & EDUCATION]
Ro// /f up in a bail/They sat in rows. We meet on Tuesdays.
Pgqplejlockedjn thousands to see her. -^PgTheevening of May the first
J l y t i s e d to show the language, material, on one occasion/on your birthday
Say iUnEnglish/Put it in writin. On arriving home I discovered they had gone.

I paid in cash/He spoke in a.lA voice. Please report t n rQônfir
13 c o n c e r n i n o s i t ^ 4 f r t k * \ about sth/sb M
a book on South Africa
She tested us on irregular verbs.
to show that sb belongs to a group or , ,
reinfection ' r n
[he committee/staff/jury/panel H '

do are you on {= which of two or
re-different views do you support) ?
eating or drinking sth; using a drug or a
medicine regularly
He lived on a diet of junk food.
She turned an The doctor put me on antibiotics. .
2 to a point at v^hifch .you pit He turnedîshaek on us.
The truck coiiid&d mfdav, Git f\C?U . ^dl . j !, 9 a u ^ i a r b W m S l C ^ ^ i ^ A q o J r
3 to a poinfduringâpeTioci ot a town on the coasU^fimjte orrtne Thames u
She carried 'on working late into the night. 10 used to show the basis or r e a s o r f f o f s ^
He didn't get married until he was well into a story based on Jant/.question paper based
his forties. grammsf ^TJ & '^c1
4 used to-show a chanacyn state Vn theFadvice I applied tor the job.
The fruit can be ^ f e w i a m . ^ by means of sth: using sth C
Can you translate this passage into German? She played a tune on her guitar
Ou iJi>ex.-
kThey came into power in 2008. The information is available on}bq Internet
She
: V w—
a s sliding into, depression. We spoke on the phoneA/Vlj&fô*'h/TV?
^h i Ki / The programme's on Cha/idel
preposition ' tl vi ? 12 used with some nounsor a<jije ;tives to say
1 in or into a position covenng touching or who or what is'eêcted f>yjsth Aj f j c M z
forming.part of a surface a ban c^rr'STzioKiqg/He
a picture on a wail 13 used tb dpsc^'ljte an deti\>fty^6T^§Iate
There's a mark on your skirt, to be on dusyieshfholiday/vapation
the diagram on page 5 The obdk^s cunyptly on discount.
Put it down on the table.
He had been hit on the head. V ^
2 supported by sb/sth upon \ '
She was standing oh one foot. reposition
Try lying on your back. 1'/ The decision
Hang your coat on that hook. .Considerations., ias the same
3 used to show a means of transport •-'Although .--the Wbrd "u
! \ i. \ \ \ < \. » used in more
she goes to the office on foot / bike I cycle I \ n?ean<hg as-pn \t ^4jsj)jafly
\fo\;mal c o n l e k t s ^•••icae
horse back/on camel back).' "upon a-f(f»e\a'Vid.rdw\jpdhrroyjjyfseats^
/ came on my bike, 2\ .VuônVP used* to 'emphasize the omt-ion
e woman on horseback slipwipg verbs • jumped up on soffa I
4 used to show a day. or date (Before the . The'iion pounced_it^';n the g o a t ^
names o! days / date)
He came o?j Sunday, 7 U J C J g ^
C:\Dccurncnts and Settings\rtuce\My 0ocymcnt5\Nov,:.-
AOD: S-D-2'1, HUDCO QTRS, MAIN ROAD; J.N. v y A5 NAGAR. 94 l 33m? 80 j
y
^ %J r M INGLISH VISION ACADEMY IrJIfj

e. • ( w e e n preposition, adverb It's OK, you're among friends now_.

sition '
2 being i n c l u d e d or h a p p e n i n g in groups of
in or into the s p a c e separating t w o or r
things or p e o p l e
Aîtisbôman-was-among-the^Lirvivor-s:
idiVidullly mentioned I understood.
He was among the last to leave.
' comes between P and " f l ) the nn
J Vv'hat w a s wrong with the job?' We/7, the
'phabet. \ \
\pay wasn't good, among other things.'
sat down between Jo mdVia,
Discuss it among yourselves with e a c h
witzerlan&jiqs betyyepfp ftrancb, _Gen
other) first.
ustria
3 ysocJxwhcn y o u a r e d i v i d i n g or choosing sth,
he paf{er\ha_d fallen dovh een the desk
nd the dClttree o r m o r e p e o p l e or things are
fy job Isomeybhere between ed the money up among their three
nd a p0rsQQaJ^4sistant.
in t h e v p e r i o d of. ^tf^nb that
ays, y e a r s , e.
's cheaper &
on't eat betwheh rrieafS. ,1-n.exf t o . o r a t t h e s i d e of sb/sth__ ,,
hildren must \a)i(Hi(S\schf)-Qj^êtween He sat beside her all night~&b d- A ^ *
qes of 5 and f o \ \9-i9-i09l a mill beside, a stream sTT^T
(any changes tôk^pface~between the two 'compared w i t h s b / s t l i . ^ ^ IcH o T i .
•orld wars.. ~ ' My paintingJobks childish besideyoursj^j^ • n
at s o m e point along a s c a l e f r o m o n e foe s i d e y o u r s e l f ( w i t h s t h ) ' j
T>ount, w e i g h t , distance, etc. t o a n o t h e r u n a b l e to c o n t r o l y o u r s e l f b e c a u s e _ of J t h e _ _
weighed between nine and ten kilos, strength o f e m b t i o n v o u are f e e l i n g ^ g v^feA^
he temperature remained between
He was beside {himself with^rag^when I xofd
nd 30°C all ymzk.
him what I had done. J & ^ - f f r r
(of a line) separating one place from another They were beside themselves with
ie border between Sweden and Norway
excitement:
f r o m o h e place to another
/e fly between Rome and Paris twice daily. Besides
u s e d to s h o w a c o n n e c t i o n or r e l a t i o n s h i p / . means a
dMBi^ns^/disiiaQiion/contrast betwe.eji_t\vo ^ ( ^ g a vemon^
^ W e neetfvn i e r things
lingsl v n§rr
S h e clerna l e r t h i n g s ^ ) sides these.
link between unemployment and crime
here's a lot of bad feeling between them. abovlj^
liad to choose between the two jobs. preposition ""
s h a r e d b y t w o o r more p e o p l e or t h i n g s 1 at or to L t i i a K e r p l a c e in a v
7 o ate a pizza between us. ^ j j j or p o s i t i o n t h a n s t l i / s b
his is just between you and me / betvseenl l / / e water came abo^-oUr
urselves (= it is a s e c r e t ) . e wefh flying bmedfib clouds-,
mong mine
Dsition A'captain yvi Jlje ~r)$yy^mft&above a captain
s u r r o u n d e d b y sb/sth; in t h e m i d d l e o f \iri\the arm
the army, ( fX
P\tnQ~year six places above their
)/sth W h e n n u m b e r is, i n d e f i n i t e I m a C
d i v i d u a l l v mentinoad— fqca/r)
house among the trees 2 V n b f c M l i a n s t h ; g r e a t e r in n u m b e r , level or
ley strolled among the crowds. a g e l l i a h s b / s t h [inflation is abbve 6%.
'ound the letter amongst his papers Temperatures have been above average.
We cannot accept, children above (he age of 10.
C:\DocumtnU a nd Settings \ jKree \ My Oocunicnti\Nov(mtxr DoCum<n«\evi I0\pr«po*<tion« rules, doc
t
«P O.'y * .5 4o < ( i
0'
ENGLISH VISION
/:-•> - J \,
€ m j m
[AN INSTITUTE OF ENGLISH. LANGUAGE & EDUCATIO^ ^ ^ ^
3 t o o g o o d o f too h o n e s t to d o sth ••^jJlWe'll discuss itovsr lunch.
She's not above lying, when it suits her. Over the next few days they got to know the
He's above suspicion (- he is com pie town well. -
tcusta SheJiasMQl^hangedjz^
above all He built up the business over a period of ten
m o s t i m p o r t a n t of all; e s p ears.
Above all, keep in tou. 0 b e c a u s e o f o r c o n c e r n i n g sth; about s t h ^ ^
Above ali, d o n ' t i g n o ; ^ t an argument.over money ^^^^fajfaty
Above all, lie-is y o u r ^disagreement over the best way to proceed
ove s t h ; b y m e a n s o f sth
ss^ssagftesMs M k ^
i n ® it over the radio.
[dh't tell rye over the phone, Q^
(J)restin
or compljet'
one ( _ , fn, to o r t h r o u g h a p o s i t i o n that is b e l o w s t h
She put a blan
g~&^~Have
A you
' looked under the bed?
He wore an ovetcoh
e phe placed the ladder under ( = just l o w e r
She put her Miid -OveX
than) (ho,window.
herself from screamir
The doarsgueezed: under the gate and ran
2 in o r to a ppsUiejfr y i i g n c r
away. jo-i-'-O,?'"*' 1
t o u c h i n g sb/sth; a b o y e ^ s b / s t h
^ 0 b e \ o w i h e s u r f a c e o f s t h ; c o v e r e d by s t h
They held a large umbrella over her head. The boat lav under.se.vera! feet of water.
The balcony juts out over the street. There are many valuable minerals under thi
Âj^wn^Ya^ hanging. nv&r mv h e a d z . earth.
lergj&as a farnp hanc/inn ny&r the f^Nn Many people have buried under this debris
3 f r o m o n e s i d e of s t h to t h e o f K e r ; a c r o s s sth 3 less t h a n ; y o u n g e r t h a n
a bridge over the river bÂ&i^ cJ^jJ--^^ f an annual income of under £10000 . ^
[They rati over the grass. " ^ el&M It took us under an hour. oJ^ Ql. b tM^T'2
OJL^D
spread the bedsheet over the Nobody under 18 is allowec alcohol/
Cy* o n the far or o p p o s i t e s i d e o f s t h / a c r o s s is You cannot vote becauseyj under 18.
(?*v a l s o u s e d . i n this c o n t e x t . 4 u s e d to s a y who" or w f _ls, governs
He lives over the road. or m a n a g e s sK/s^th
5 s o as to cross sth a n d b e o n t h e o t h e r side The co/Jrttry isôw und& u ^
The thk oventhe wall and ran 1in£g<k wax re forn\ p-Elizabeth I
& V & Q all .n or ©n all or m s s t p a r t s o f s t h sne was }ueen)N
/i is falling all ov&he c o i j n j r f ^ ' She liaJ a staff dlj 19 working under herv
v ivr' They've travelled all over the&orld.
v The o:hho^tr/J has cstablisj
r 1 There w e r e papers lying around all over the- j internationhlseputation under nvS'guuiuhCQ...^
place . 5 /according to an aqreenterÂ w .
7 more than g particular time, amount, cos^ etc f Syi
<^tem
over 3.million copies sold • s
sy&peclsâre •re -tfinhg- helci, \upder the
She stayed in Bikaner for over a month. Pre^v./Hid'i QfJerroiisjJiAp
He's over sixty;: ' : \ tfnber ol UT&hdseyou.had no
It will cost over thousand rupees. Id sublet\he
8 used, to show that sb has control or If )he (&!.e\isiQriMiil under
und guarantee?
authority
a particular process
She has only the director over her. The^hplel is still under construction.
He ruled over a great empire. The mattei is under investigation
She has good control Qy&c~h®r class. /consideration ^
5 during;^? "lUftlM^tH ^ j ^ f f e c t e d ' b y st!v?f^ a ^ o T
ADD: 5 - D - 2 1 , HUDGO QTRS, MAIN ROAD, J.N.VYAS NAGAR. 9 4 I 3 3 S # $ . 8 G
I' c i/V f h aJ v^P'-P

7 k
r
KcfatDiA u ^ ^ s ^ P ^ J ^ ^
- v u T C ^ j ^ i s b O x ^ % <vnr i ^ d •
/ ENGLISH VISION ACADEMY <&TCH - ^ M ^ ^ F ^ B ^

p r JfvTiJ [AN INSTITUTE OF ENGLISH LANGUAGES EDUCATION] ^ a/fTT iVflSm%f[
wall collapsed under the strain:^7rTcf ' 2 b e h i n d s b w h e n t h e y h a v e left; f o l l o w i n g s b

been feeling under stress lately. ^ Shut the door after you.
under no illusions about what hard W0M! ' I I'm always having to clean - ' • ' " up
• after • the
<•• - children
i r .1 (=J
-will-be- —ele
t untidy).
i'II be under anaesthetic, sc^you woiji't\
tie ran after her with, the book,
fyg-
he was left, staring after him.
«' n e a t h ^
n e x t to a n d following s b / s t h in o r d e r or
H H m
importance
not gooci—Qnouqll Mqi! sfr (r)<J>t accof
inity of
Youp-rtame comes after mine in the list.
! con$i ^ such jobs h /)" him. (belowy?
H&rtfe tallest, after RichardT
(= Please go f i r s t ) .
ytignk ^ • V. | — • R
t r y i n g to f i n d o r c a t c h s b / s t h
iey thot ad married beneath hr
marri
toe are after him.
of l o w e r social st
hind
J. l i f H T W m S K m i ^
eposition^ 1
b/sth; at the s i d e o WIf s b / s t h ; beside_

at o r , ' t o w a r d ^ J t l A tens o f t e n
i d d e n by, it or (he •
Vino's the girl stbn d J a n ? o M & > ^ ^ 3 house by the irive

^MMtidmv.
flay close behin v" , ,v f
\cH Come and sit by me. feXjpl &
i small street behjndJb&_st3tiog
2 u s e d f o r s h o w i n g h o w o r i n w h a t ^ w a y sth is
>he glanced behirid'hdrryflf" ¥-, <£,71
DoiYtJofget to lock the doorfbehind you ( done ^ f v y l ' M CM"
when y o u l e a v e ) . The house is heated bygas. q, ^ ( j ^ f ^ *
Th'e~suh disappeared behind the clouds May I pay by chegue? ^tf
c. o m.——p a r e i n• f r o n t o f Î I will contact yoiTby letter. ^
to trave!_ by boat/bus/car/pIsne
2 m a k i n g l e s s p r o g r e s s than sb/sth
to travel by air/land/sea """
He's behind the rest of the class in reading.
Switch it on by pressing th&bujtt(
We're behind schedule (= l a t e ) . |d; before
3"giving s u p p o r t to o r a p p r o v a l of',sb/sth 3 not later thaTtKe t * ts i°'"^ me /
Can you finis e workj'j Jock?
She knew (hat' whatever she decided, her omorrMKJKV- j
I'll have A
family was right behind her. •eek We'il^'fnjje'w York,
By'thimme
4 r e s p o n s i b l e f o r starting or d e v e l o p i n g sU? haVe arrived by now/by this
He
What's behind that happy smile (-what Is
c a u s i n g it) 7.
hat) this Setter reache-
W e " w a s the man behind the plan to build
will have ld-f(Jlfe/country
new hospital. !
_fy luring s t h ; i n a particular^sltD^lio'
after a n j J-j tylra^^b^day/night,^ (
prepo'sltiori * N
yWe hadHo work Lm'car\p)dfig/i! ~ , ^ ^
1 later t h a n sth; f o l l o w i n g sth in time 5 - d s ^ m t a v s t p ^ i y \ d e g r e e •p?â\pount o f sth
We'll leave after lunch. tv/o 1'nches.
They arrived shortly after 5. wcei
A : l i < .w£)^\pj>y
.<uA,l no/..
10%.
Let's meet the day after tomorrow/the week v/bai ^ s f p v / s " o T s a y s ; according to sth
after next gJP.^-A r 'J- '>• ' ^SySnAwalcftk is'two o'clock.
After winning the prize she became famous Ttpyt'djePhy the look on her face that what
overnight. she •i'sslundering. { i h f ^ - ^ '
hnur I went home (= w h e n an hour By law, you are a child unt.il you are 18.
/ Jfe ENGLISH VISION ACADEMY
- 1 MS.TIIUTE >F ENGLISH LANGUAGE & EDUCATION]
' I J ? ^ used lo show the part, ot sft/sth, tlYat sb Her knees had gone through ( = made holes
touches, holds, etc. in) her jeans.
I took himby the hand. The sand ran through {= b e t w e e n ) my fingers.
Pick it up bytheTandleT ~£jfh$,doctor pushed his way through the crowd.

r I ( f ^ j s e d to state the rate at wh£ci\sth ha^p^ns \ were passing through the forest.
They're improving dafy ;from the beginning to the end of an activity.
We'll doitM'by hik : .situation os a period of time .
if was getfinjiwqrse The children are too young to sit through a
/The chih
[of two) fiot live through the night.
9 used v>tei>fnu!tip!yirig oi j W t e - i ^ s t a g e or test Q^p d U ^ S 4 ^
6 multipli/q by 2 gguals 12. Jgh this gate, and you'll see the
6 di vide
'on your left,
drove through a red light ( - passed it
when he should have s t o p p e d ) .
First I have to get through the exams.
They're both ~J&7'd never-.have got through it all ( = a difficult
11 used when svêc e name of / s i t u a t i o n ) without you. ^ ,
I swear by God, by means of; because of ^ H t v H
it).
You can only achieve success through hard
If the sentence is imperative and interrogative work.
negative with abbrivated f o r m . It was through him (= as a result of his help)
= until (indicates e s p . p l a c e / t i m e p h r a s e ) that I got the job.
We're open til! 6 o'clock. You can contact him through me.
Can't you wait till w e get home? We approached the minister through our
. fek
Just wait till you see it. It's great. teacher.
be * yond ~u T Z / y l^ A '
She came with me till the main road. prepositfoiv""^"''
T—V- L .
until Q ^ U 'jCly^l^ _ 1 on or to the o!
©onjunction^rftpositf^dÊpKîi^;' , meaning of acrpNssl. i j
up to the point in time or the event mentioned The road continues beyonM t,
(Time clause.W the hil{£r&ya\ \
Until she sptSKe' / /? 2 iate/rth ,n & pafjti cui
English. I It ivorlî on bey pnd middkjfu.
u're not going out until you've finished this./ { I know whant/pbe doing for the nex^hrej,
Until now I ha ve always lived alone. weeks buP^lhiVpn'i thought boyoj)dXr\s{.
They moved here in 2009. Until then they'd >/ 3 used to say 7 lfiat sth is nofj>3s6it
always been in the London area^JjJ) /- TlA bicycle was b e y o n d i f ^ p j a y
He continued working up until his death. \ -damaqjsd to r e p a i r \
The street is full of traffic from morning (ill ' The siluoik^js Wy<r< >d Xii
night. o r ( o p ' ^ c f v ^ n r c ^ Icfcc&b/sth
You can stay on the bus until London (= until \ The •handle wasjjj:ki tiey&nd my reaol\
you reach London). "The exerhfs^'vJa-s' b) ycrid the abihtie&vf'mo
\ >-y \ \ \
61 tpe pass. \ '
^ O ^ t h rough / " f i ^ ^
/ / preposition M : * "> •'••' be beôfid sb ( i n f o r m a l } t o be iltpasc-
1 frorojpne/e.nd
>rpx> ngAnu qr
or side
sjdi of sth/sb to the other for.sb to imagine, undf-rltand or do
The DurglW^fuiVi'rough.the window It's beyondme why s.V-- wanis'1d.ri!i:0$^ •
The bullet went straight through him.
C:\DoiUrtients 2nd S<;«;inpsVstire«\Kt
ADD; 5 - D - 2 1 , HUDCO QTRS, MAIN ROAD, 3.N.VYAC " * •

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ENGLISH VISION ACADEMY

rtfrUTE OF ENGLISH LANGUAGE & EDUCATION] I- OI

hardly,-tea-Fly, seldom, never.

• i • vki n/NAr\ i it in/A c hi a o a n O ^ l VOOO^OA l

(3) Each, Every

(5) Muctf, Many ift

A D D : 5 - D - 2 1 , HUDCO QTRS. MATN o n « n * M »#V«O ~ - -

ENGLISH VISION ACADEMY

$$ nature has a great healing power.

Prepared by : Mr. Jaluraitl MotSara, Lecturer in English,^ H }1

ADD: V-D-21, HUDCO QTRS, MAIN ROAD, J.N.VYAS NAGAR, 9413388280

ENGLISH VISION ACADEMY

^§2. Please give me .. .money to buy food. \ l

Prepared by : Mr. Jalliram Motsara, Lecturer in English,

ENGLISH VISION ACADEMY

( r j . This poet i s ^ p .....V^K^daj of India.

•y.81. You will n e e d / . L .' ,..more rest to recover.

6. T h e r e was .SrZrr.K... oil in t h e p o t , b u t t h e r e i s n ' t .^sStsC?.. now.

t h e b l a n k s w i t h ' S o m e ' o r ' A n y ' , as r e q u i r e d — 10. T h e r e a r e n ' t eggs l e f t , w e m u s t b u y . . t - a ^ . l t more.

-e t h e r e l e t t e r s f o r m e ? Yes, t h e r e are 1 2 . T h e r e isn't ..Q\.\A<j s u g a r in t h i s b a g n o w , b u t t h e r e was

-e t h e r e c a n d i d a t e s w h o h a v e n ' t faced t h e i n t e r v i e w ? i t / , pave b u t t e r ? W o u l d y o u give me eat?

is, t h e r e a r e . ^ r x - r . ® . . ' . 6/Hav y r . „ . n o v e l s r e c e n t l y ? Yes, I have read.S?rvrr..&~

ie class t e a c h e r d i d n o t ask t h e s t u d e n t . There f^... lunch in m y l u n c h - b o x . Have y o u .Sttrr..?.-..?

aadmaster put questions t o / f i m v 8 . C a n you . . — ?..... m o n e y ?. No, .I h a vv.,

ike . . S f f ^ ^ r r ^ ^ o o k y o u n e e d . 19. We had tea, but there w a s n ' t • . : . . s u g a r to put in it.

.. l a d y h a d c o m e h e r e . 20. M a n a s h i d i d n ' t give m i l k t o t h e c h i l d . Kindly, give

t h e b l a n k s w i t h ' S o m e ' o r ' A n y ' , as r e q u i t e EXERCISE j> ri

iere is . . S t e a in t h e cup. Fill in the b l a n k s w i t h 'Much' or ' M a n y ' , as r e q u i r e d —

iere is not Q l K ^ - ; s u g a r in t h e h o u s e . You b e t t e r go o u t and 3. He a t e . y r & f r t f p . . . bread.

4 people carne to help us.

ndly give m e more petrol. I am, sorry there 5. i d o n ' t k n o w how . s a l a r y he g e t s .

- E X E R C I S E "3 f B l Fill in t h e blanks w i t h suitable w o r d s g i v e n in t h e b r a c k e t s —

Fill in t h e b l a n k s w i t h ' M u c h ' o r ' M a n y ' , as required— - i C a . ^ ^ r ? . . persons are p e r f e c t l y h o n e s t , (a few, a l i t t l e )

. D i d y o u h a v e .Tcr.Y! d i f f i c u l t y in solving t h e s u m s . , 2,, I h a v e o n l y w o r k . a . . to d o . ( f e w , a Yfttle)

^,.2. He h a s n o t r e a d ^kc^T&h-... b o o k s t h i s y e a r . m e n a r e free f r o m f a u l t s , (a f e w , l i t t l e )

g o o d t i l i n g s h a v e b e e n t a u g h t us. ^^tf H e ' h a s influence w i t h his o l d f o l l o w e r s , (a f e w , lit

SI. I d o n ' t k n o w h o w rw>foY\-hr... p e o p l e a r e to c o m e . Stfe?has appreciation of folksong. fa few. tii

J?-. T h e r e a r e n o t .. s t u d e n t s in t h i s school. 3/y7\n\s is o f ^ T . use to m e . (little, a ii

.-TO. I d o n ' t k n o w h o w h o u r s she has s p e n t on r e a d i n g t is sending rupees. (a little., a

e f f o r t has been d o n e in t h i s regard. I t is a qu^LfQH x pf'Sl5ending money. .(a few, a

14. There is sugar in t h e t e a . (a) fev, 3 I::.:••

}Jf1Ch\ku. has read oniy novels. (few, z

1 lot of qQpcLtQyVs healtPtSt (few, a few) election (lesiCfe^r)

advantage f r o m the scheme. (a few^fittle)

p e o p ! ^ livesjto be 100. ,13.Therejs vegetable on this piste than on that one.

Method, Approach and.Design /

M: ethod refers to the what of a teaching programme. It involves

P r e p a r e d by : J a l u r a m Motsara (Mob. No. : 9 4 1 3 3 8 8 2 8 0 )

' "i V?J>f i '/•<••

TmferiaLjiorpairt of which contradicts^ and all of which is based

A review of some methods in English Language Teaching

Prepared by : J a l u r a m Motsara (Mob. tto. •. 9 4 1 3 3 8 8 2 , 8 0 ) (^Q)

P r e p a r e d by : J a l u r a m Motsara (Mob. tto. •. 9 4 1 3 3 8 8 2 , 8 0 ) (^Q)

W hen did Grammar-Translation Method (GT-Method) start? This

Prepared by : J a l u r a m Motsara (Mob. tto. •. 94133882,80) (^Q)

Prepared by : J a l u r a m Motsara (Mob. tto. •. 94133882,80) (^Q)

Prepared by : J a l u r a m Motsara (Mob. tto. •. 9 4 1 3 3 8 8 2 , 8 0 ) (^Q)

P r e p a r e d by : J a l u r a m Motsara (Mob. tto. •. 94133882,80) (^Q)

^ a* > ^ ^ ^ ^ • e ^ f ^ & k x ^ & y pfaw^

^ SJfr ^ y ^ s w ^ ~CmM (M/v •

Prepared by : J a l u r a m Motsara (Mob. tto. •. 9 4 1 3 3 8 8 2 , 8 0 ) (^Q)

'Where the zuittingness is great,

tfie onCy honest measure of your