By

R.S. DHILLON DEEP PRIYA DHILLON

M.A., P.G. Dip. in Journalism (Bombay) B.Tech (E&C) Delhi
Formerly Head, Department of English PGDM, IMT Ghaziabad
Aggarwal (Postgraduate) College, Faridabad Formerly, Asst. Professor
Recipient of: Era Business School (AICTE), Delhi
‘H.R. Gokhale Medal in Journalism’,
‘The Hindustan Times Medal in Journalism’,
The Federation of Educational Publishers
in India
‘Distinguished Author’ Award

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CONNECT WITH GRAMMAR – VIII

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 Preface to the Present Edition

The revised edition of Connect with Grammar and Composition LV LQ \RXU KDQGV 7 KH ¿UVW HGLWLRQ RXU
maiden endeavour at writing a book on English grammar for school students, had seen the light of day last
year. It had meant an effort to do a useful book for school students after decades of working on higher grade
books for academic and competitive exams. However, believing that the foundation of any language is laid
at school level; recognising the commendable work done by our colleagues at teaching and training young
minds; and bowing to the persuasive skills of Mr R.K Gupta, Chairman, Laxmi Publications Pvt. Ltd., we had
undertaken this venture.
We are thankful to many of our colleagues—the members of the teaching faculty of reputed schools—who
have wholeheartedly lent support, appreciated the effort, liked the book and have given valuable suggestions
for further improvement, keeping in mind the needs of their students. In light of their suggestions, various
sections of the book have been rewritten, and some improvements have been made. Technicalities, wherever
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been incorporated in the composition section.
We are thankful to Dr Rashmi Singh who has taught English language in renowned schools for over two
decades for having helped us in this entire exercise, and Mr R.K Gupta, for the constant guidance, planning
and designing of the series Connect with Grammar and Composition.
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for improvement of the book are welcome, and will be acknowledged and appreciated.

—Authors

(iii)
 Preface to the Previous Edition
The study of grammar basically pertains to the study of the rules of the structure of a language. It is the very
foundation on which riches of knowledge of the language may be accumulated. So, the foundation or the base
has to be strong and unshakeable.
The journey of studying grammar begins with learning an alphabet, a word, then a sentence and it
continues thereon. The process of learning the appropriate usage of words and the right construction of a
sentence goes a long way in developing the learner’s ability to use a language effectively in real-life situations,
in addition to improving knowledge of the language itself.
Grammar prescribes certain norms and rules about the arrangement of words in such a way as to
accord a proper form and meaning to a sentence. This arrangement in grammatical parlance is called syntax.
It involves understanding of sentence structure, parts of speech that deal with the way words function in a
sentence, the verb-subject relationship, sequence of tenses, correct use of articles, modal auxiliaries, etc.
How to go about learning English grammar? Should it be the traditional method of learning the rules
and principles by rote and then applying them or should it be the interactive method? We have followed the
middle path—we have blended the various approaches in perfect harmony. However, no compromise has
been made when it comes to teaching English Grammar by way of the traditional method, and yet we have
not allowed the dull and dreary approach to stand in the way of the interactive approach.
All rules have been given and explained. Examples from day to day life have been cited. Sentences
which we speak or hear day in and day out have been used. Although a feel for words, a turn of phrase, word
collocation and creative blending of expressions are certain aspects of the language which cannot be taught
like the rules of grammar can be, yet, overall, this book embodies a discreet attempt to instil in the student
an awareness as well as taste with regard to these so that he/she is encouraged to grasp, learn, imbibe and
improve his/her language skills. We have also tried to keep the interest of the student alive and increase his/
her curiosity as well as inquisitiveness by adopting a unique approach.
The book has three major divisions/sections which deal with grammar, vocabulary and composition in
keeping with the current trends in school syllabi and recent developments in the treatment of English grammar and
composition. Revision exercises have also been given to enable the students to assess and develop their skills.
We would like to acknowledge the help rendered by Mr B.K. Chouhan, Ms Arundhati D. Roy, Mr Umesh
Chakma and Dr Rashmi Singh, in the preparation of some parts of the manuscript and/or proof reading and
editing. Credit is also due to the editorial department of Laxmi Publications (P) Ltd. for relevant and useful
editorial inputs.
We are indebted to numerous Grammarians whose books have been of great help to us in the preparation
of the present work.
—Authors

(iv)
 Contents

Page No.

Preface to the Present Edition iii

Preface to the Previous Edition iv

1. THE SENTENCE 1-8

I. Segments of the Sentence 2
II. Components of a Sentence 4
III. Kinds of Sentences 6

2. THE NOUN 9-16

I. Kinds of Nouns 10
II. Number of Nouns 12
III. Gender of Nouns 13

3. THE PRONOUN 17-25

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4. THE ADJECTIVE 26-35

I. Kinds of Adjectives 27
II. Formation of Adjectives 31
III. Degrees of Comparison 33

5. THE VERB 36-44

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6. THE ADVERB 45-53

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7. THE PREPOSITION 54-65

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8. THE CONJUNCTION 66-72

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(vi ) Contents

REVISION EXERCISES–I 73-76

9. DEGREES OF COMPARISON 77-82

I. The Three Degrees of Comparison 78
II. Interchange of Degrees of Comparison 80

10. THE DETERMINER 83-90

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11. AUXILIARIES (Primary-Modal) 91-104

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12. CLAUSES 105-110

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13. THE PRESENT TENSE 111-122

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2. The Present Continuous/Progressive Tense 117
3. The Present Perfect Tense 119
4. The Present Perfect Continuous Tense 121

14. THE PAST TENSE 123-134

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2. The Past Continuous/Progressive Tense 127
3. The Past Perfect Tense 129
4. The Past Perfect Continuous Tense 131

15. THE FUTURE TENSE 135-142

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2. The Future Continuous/Progressive Tense 137
3. The Future Perfect Tense 139
4. The Future Perfect Continuous Tense 140

16. VOICE: ACTIVE AND PASSIVE 143-152

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17. NARRATION: DIRECT AND INDIRECT 153-161

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REVISION EXERCISES–II 162-164

18. PUNCTUATION 165-171

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II. The Use of Capital Letters 169

19. SIMPLE, COMPOUND AND COMPLEX SENTENCES 172-174

20. TRANSFORMATION OF SENTENCES 175-178

Contents (vii )

21. RELATIVE CLAUSES 179-182

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22. PHRASAL VERBS 183-188

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23. IDIOMS 189-195

 ‡ Some Popular Idioms 189

24. SYNONYMS 196-198

25. ANTONYMS 199-201

26. WORDS OFTEN CONFUSED 202-205

27. COMPREHENSION 206-218

REVISION EXERCISES–III 219-222

28. PARAGRAPH WRITING 223-228

29. STORY WRITING 229-236

30. LETTER WRITING 237-246

 ‡ Kinds of Letters 237
I. Informal Letters—Structure 237
II. Formal Letters—Structure 241

31. APPLICATION WRITING 247-252

32. PRÉCIS WRITING 253-256

33. MESSAGE WRITING 257-259

34. DIARY WRITING 260-264

35. E-MAIL WRITING 265-268

36. NOTICE WRITING 269-271

37. REPORT WRITING 272-273

38. CREATING ADVERTISEMENTS 274-275

39. ARTICLE WRITING 276-280

REVISION EXERCISES–IV 281-282

 1 The Sentence

A systematically arranged group of words that makes complete sense and ends in a punctuation
mark is termed as a sentence.
It is the systematic arrangement, and not mere collection, of some meaningful words that makes a
group of words a sentence.
In order to understand the concept of ‘the sentence’ better, let us examine the following groups of words
LQWKHOLJKWRIWKHGH¿QLWLRQfurnished above.
(i) The bone and the dog picked mouth his in.
(ii) Indian people celebrate all festivals with great fervour.
(iii) Ever have been you island on an?
(iv) Must discussion our not you interrupt.
(v) It is all unbelievable.
(vi) This section of the lesson requires special attention.
(vii) Am an I insane man?
(viii) One bestows one’s faith but once.
(ix) None tide time for wait and.
(x) Dangerous it the when is in sight to cross a railway train track.
What do we see?
(a) The group of words numbered (i) is not a sentence as its constituent words are jumbled up and it does not
yield any meaning.
(b) The group of words numbered (ii) is not a mere group of words, it is rather a model sentence as it has a
clear-cut sense. This sense is conveyed by the proper arrangement of its constituent words and their ending
in a full stop.
(c) Though the punctuation mark (?) at the end of the group of words numbered (iii) indicates that it should be a
question, it does not convey any meaning. The improper arrangement of the words renders it meaningless.
Hence, it is not a sentence.
(d) The group of words numbered (iv) is not a sentence for it lacks sense on account of its constituent words
being improperly arranged.
(e) The group of words numbered (v) is clearly meaningful and ends in a full stop, hence, it is a sentence.
(f) Likewise, the set of words numbered (vi) is a sentence, because it has a clear meaning owing to proper
arrangement of the words and ends in a full stop.
(g) The set of words numbered (vii) is not a sentence as it fails to convey any understandable meaning.
(h) The group of words numbered (viii) conveys a convincing sense and ends in a punctuation mark. Therefore,
it is a sentence.

1
 (i) The set of words numbered (ix) has no graspable sense. Hence, it is merely a group of jumbled words, and
is not a sentence.
(j) Finally, the group of words numbered (x) does not yield any meaning. Hence, we can conclude that it is not
a sentence.
Now let us study ‘the sentence’ in detail.

I. SEGMENTS OF THE SENTENCE

The sentence, as a subject of grammatical study, has two segments or parts—
(A) the Subject; and
(B) the Predicate
Let us study them separately.

THE SUBJECT
In a sentence, the Subject is what (or who) the sentence talks about, employing/using one or
more words.
A word or a phrase in a sentence which describes or refers to the remaining part of the sentence is
termed as the Subject.
Take note of the subject in the following sentences.
(i) The TTE asked for our tickets.
Sub.
(ii) Honeybees collect honey in their hives.
Sub.
(iii) I am always at your service.
Sub.
(iv) The severely-injured man was shifted to the ICU of the hospital.
Sub.
(v) She has no patience.
Sub.
We see that the parts in bold—The TTE, Honeybees, I, The severely-injured man and She—are the
subjects in the sentences (i)–(v), respectively.

REMEMBER...
Š 7 KHVXEMHFWVDWLV¿HVWKHTXHVWLRQVWDUWLQJZLWKµZKR¶DQGµZKDW¶
Š A noun or pronoun can be used as the subject in a sentence.
Š The subject can be a word, phrase or a clause.
Š The subject occupies different places in different kinds of sentences.

THE PREDICATE
In a sentence, a word or a group of words that says something about the subject, is termed as
the Predicate.
In simple terms, the part of a sentence (word/group of words) other than the subject is called the Predicate.
Notice the predicate in the following sentences.
(i) My friend, Aslam, plays the drums in an orchestra.
sub. pred.

2 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 (ii) The child cried wildly for milk.
sub. pred.
(iii) The businessman PDGHDKXJHSUR¿W.
sub. pred.
(iv) It LVQRWSRVVLEOHWRIXO¿OXQHQGLQJGHVLUHV.
sub. pred.
(v) The sea-storm, Helen, hit the coastal regions.
sub. pred.

In each of the above sentences, the highlighted parts—plays the drums in an orchestra; cried wildly
IRUPLONPDGHDKXJHSUR¿WLVQRWSRVVLEOHWRIXO¿OXQHQGLQJGHVLUHV and hit the coastal regions—
describe their respective subjects (My friend, Aslam; The child; The businessman; It and The sea-storm,
Helen). Therefore, these are predicates.

MARK THIS...
Š A predicate can be a word or a group of words.

The predicate can further be divided into two parts—Verb and Complement.
Verb
The part of the predicate that tells of some action/activity/process/being/possession, etc., pertaining to
the subject of the sentence is called the Verb (V).
Complement (C)
The part of the predicate excluding the verb is called the Complement (C).
The Object (O), Place (P), Time (T), Reason (R) and Manner (M) related to the verb collectively form
the complement (C) of the Predicate.
Observe the subject, the verb and the complement (C) in the following sentences.
(i) The merchant travelled long distances on the back of his horse.
s v c
(ii) Susie and her friends made a plan to go on a picnic.
s v c
(iii) The police inspector was not honest.
s v c
(iv) Sony TV is telecasting ‘Chennai Express’ tonight.
s v c
(v) Sachin Tendulkar received an unprecedented farewell from the whole country on his
s v c
retirement.
In the above sentences, the parts marked ‘s’ are the subjects; the parts marked ‘v’, the verbs; and the
parts marked ‘c’, the complements.

Activity 1
A. Read each of the following groups of words carefully and state, giving reason, whether or not it is a sentence.
If not, rearrange the words to make a meaningful sentence.
1. Was a celebrity a journalist interviewing.
2. Humanity is my only religion.

THE SENTENCE 3

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 3. + LVQHWLQWKHVHDWRFDWFK¿VKWKH¿VKHUPDQFDVW
4. The god of water dived into the river and emerged with a golden axe.
5. Living things for survival on one another depend.

B. Separate the subject and the predicate in the following sentences.

1. The sage cursed Shakuntala out of anger.
2. To cast vote is our duty as well as our right.
3. There is no shortcut to success.
4. Ajay, our leader, is a man of great values.
5. Pritam’s parents do not allow him to stay out till late in the night.

C. Identify the verb and the complement in the following sentences.

1. 7 KHPDJQL¿FHQWYLHZGLVDSSHDUHGEHIRUHORQJ
2. Thundering of clouds frightens children.
3. Before it is too late, you must complete your work.
4. People are forbidden to enter the enclosed space of the idols in temples.
5. I dislike him because of his unpleasant behaviour.

II. COMPONENTS OF A SENTENCE

Structurally, a sentence has the following kinds of components:
1. Words
2. Phrases
3. Clauses
4. Punctuation Marks

1. WORD
$SUHVHWRUVSHFL¿FDOO\DUUDQJHGJURXSRIOHWWHUVWKDWKDVDQLQGHSHQGHQWPHDQLQJLVFDOOHGDZRUG
Observe the following combinations of letters. Can you adjudge which of them are words and which, not?
(i) angry (ii) ouslycontinu (iii) rhonuo (iv) faith (v) sound
: KHQZHORRNXSWKHDERYH¿YHFRPELQDWLRQVRIOHWWHUVLQWKHGLFWLRQDU\ZH¿QGWKDWWKHFRPELQDWLRQV
numbered (ii) and (iii) are meaningless sets of letters, whereas combinations numbered (i), (iv) and (v) have
clear meanings. Therefore, the sets of letters numbered (i), (iv) and (v DUHE\FRQFHSWDQGGH¿QLWLRQwords,
while the groups of letters numbered (ii) and (iii) are not.

KEEP IN MIND...
Š The different categories into which words are divided on the basis of their use or function in a sentence are
called parts of speech.
Š There are, in all, eight parts of speech—nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions
and interjections.

2. PHRASE
A group/set/combination of words, which is a part of a sentence and conveys partial meaning or makes
incomplete sense, is called Phrase.
Observe the following sentences and note the italicised groups of words in them.
(i) The helicopter landed on the helipad at noon.
(ii) The dog sat by the door wagging its tail.

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 (iii) I was invited to join the PTA meeting.
(iv) We should not look down upon poor people.
(v) He overcame all obstacles by dint of his courage.
(vi) The beggar could not save himself from the extreme cold.
Don’t these sets of words—on the helipad at noon, by the door, to join, look down upon, by dint of and
from the extreme cold—convey some sense, though not complete sense? We can, therefore, call each of
these groups of words (or parts of their respective sentences) a ‘phrase’.

MARK THIS...
Š A phrase can take the form of, and function as, a noun, adjective, verb, adverb, preposition or a conjunction.

3. CLAUSE
A group or combination of words that is only a part of a sentence, despite containing a subject and a
¿QLWHYHUERILWVRZQMXVWOLNHDVHQWHQFHLVFDOOHGD&ODXVH
Study the following sentences and observe the italicised parts in them.
(i) My mother believes WKDW,ZLOOIXO¿OKHUGUHDPV.
(ii) The soldiers fell in ‘threes’ and marched on.
(iii) Sanskriti was sad because her doll had been damaged.
(iv) I must say, you are speaking correct English.
(v) Can anyone tell me where the airport is?

Did you notice that each of the highlighted parts in the above sentences, apart from expressing
VRPH VHQVH DOVR FRQVLVWV RI D VXEMHFW DQG D SUHGLFDWH ZLWK DW OHDVW RQH ¿QLWH YHUE"7 KHUHIRUH WKHVH
highlighted parts—WKDW,ZLOOIXO¿OKHUGUHDPV; and marched on; because her doll had been damaged;
you are speaking correct English; and where the airport is—are all clauses.
You will notice, that those parts that are not highlighted in their respective sentences are also
clausesIRUHDFKRIWKHPKDVLWVRZQVXEMHFWDQG¿QLWHYHUE

KEEP IN MIND...
Š A sentence can have more than one clause in it.
Š A clause can be principal (main), subordinate (dependent), or coordinate (of equal status).
Š The fundamental difference between a phrase and a clause is that a phrase, unlike a clause, does not have
DVXEMHFWRUD¿QLWHYHUE

4. PUNCTUATION MARKS
By Punctuation Marks, we mean the symbols or marks used in written language to denote the natural
or regular pauses occurring in speech.
Read the following sentences and observe the highlighted symbols in them.
(i) They brought toys, books and chocolates for the children.
(ii) The boy was the only child of his parents.
(iii) Will you listen to what I have to say"
(iv) May God have mercy on him!
(v *HQHUDOO\DIDUPHUSORXJKVKLV¿HOG; sows the seeds in it; irrigates it; and does the weeding at intervals to
reap a good harvest later.

THE SENTENCE 5

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 In the above sentences, we observe that the symbols—comma (,) and semi-colon (;)—indicate pauses
of different lengths between two words and two clauses, respectively; and the presence of full stop (.), mark
of interrogation (? ) and mark of exclamation (! ) not only marks the end of the respective sentences but
also reveals the kind (mood) of those sentences.

REMEMBER...
Š A group of words is not a sentence unless it ends with a full stop (.), mark of interrogation (?) or mark of
exclamation (!).
Š Colon (:), hyphen (-), dash (–), and marks of quotation (‘...’/‘‘...’’) are also included in the list of punctuation
marks.
Š Punctuation marks also convey the mood of the speaker or the mode of expression.

Activity 2
Fill in the blanks in the following sentences with the kind of component indicated in brackets:

1. Children love fairy ____________________. (word)

2. Those __________________________________________________________________ are trusted. (clause)

3. Little Jack Horner sat ____________________. (phrase)

4. + HVDLOHGWKURXJKWKHGLI¿FXOWWLPHVBBBBBBBBBBBBBBBBBBBBKLVFRXUDJH SKUDVH

5. The captain of the ship stood ____________________. (phrase)

6. ____________________ is the highest virtue. (word)

7. How does one know _____________________________________________________________? (clause)

8. ____________________ lies in eating sensibly to keep healthy. (word)

9. My family rises early and ___________________________________________________________________

____________________________ on Sundays. (clause)

10. We shall meet tomorrow ____________________________________________________________________

____________________________. (clause)

III. KINDS OF SENTENCES

A sentence is the complete functional unit of language. It also indicates the mood of the speaker.
This ‘mood’ of the speaker determines the kinds of various sentences.
1. Assertive/Declarative/Informative Sentences: These are sentences that express assertions/
declarations/statements/information. Sentences of this kind can be either SRVLWLYH RIDI¿UPDWLRQ or
negative (of denial).
Examples:
(i  7 KHNLQJSDVVHGDMXGJHPHQWRQWKHFDVHODZIXOO\ DI¿UPDWLYH
(ii) Some lethargic people do not cast their votes. (negative)
(iii  7 KHLQIDQWLVKHDOWK\DQGGRLQJ¿QH DI¿UPDWLYH
(iv  7 KHPRXVHUDQRYHUWKHVOHHSLQJOLRQ DI¿UPDWLYH
(v) I do not have money to squander. (negative)

6 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 (vi  &KLQHVHIRRGKDVEHFRPHSRSXODULQRXUFRXQWU\ DI¿UPDWLYH
(vii) The writer did not infringe the copyrights. (negative)

REMEMBER...
Š $VVHUWLYHGHFODUDWLYHLQIRUPDWLYHVHQWHQFHV ERWKDI¿UPDWLYHDQGQHJDWLYH HQGZLWKDIXOOVWRS .).
Š They follow the pattern:
Subject + Verb + Complement.
OR
Subject + Auxiliary + Not + Verb + Complement.

2. Interrogative Sentences/Questions: Sentences of this kind ask questions or queries.

Examples:
(i) Are you ready to leave now?
(ii) Can she knit a sweater?
(iii) Has the blacksmith made sickles out of iron?
(iv) Did the bank sanction an educational loan to you?
(v) Do they not like rice and curd for dinner?
(vi) You are lazy at work, aren't you?
(vii) Was the bear not growling in the cage?

REMEMBER...
Š Interrogative sentences always end with a mark of interrogation (?).
Š Some questions start with auxiliaries while others with wh-family words.
Š They can be positive or negative.
Š They follow the pattern:
Auxiliary + Subject + Verb + Complement?
OR
Wh-family word + Auxiliary + Subject + Verb + Complement?

3. Imperative Sentences: &RPPDQGVRUGHUV, suggestions, advice, request, etc., fall under this category.
Examples:
(i) Cross the road only at the zebra crossing. (advice)
(ii) Kindly do what is necessary. (request)
(iii) Stand in a straight line. (order)
(iv) Do not litter here. (order)
(v) We should try to help others. (advice)
(vi) Let us forget the sad incident. (proposal)
(vii) Let us not waste our time. (proposal)
(viii) She needs to apologise for her mistake. (suggestion)

REMEMBER...
Š Imperative sentences end with a full stop (.).
Š In direct commands, the subject (you) is implicit (not expressed).
Š Modals should, must and need to are used to express ‘advice’, ‘command’ and ‘suggestion’ respectively in
such sentences.

THE SENTENCE 7

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 4. Exclamatory Sentences: Sentences falling in this category express exclamations/surprise/
astonishment/bewilderment, or wishes/desires.
Examples:
(i) Bravo! You have secured distinction in all subjects.
(ii) Oh! I have forgotten my suitcase in the train.
(iii) May you emerge victorious!
(iv) Lo! The fairy vanished.
(v) Let the sinner be hanged!
(vi) O! Only for a penny!
(vii) Shut up!
(viii) Alas! Frost has killed my crop.

REMEMBER...
Š The exclamatory words (interjections) and the exclamatory sentences (as a whole) are always followed by a
mark of exclamation (!).

Activity 3
Identify the following sentences as Declarative/Assertive, Interrogative, Exclamatory or Imperative. Also
mention if the sentence is Negative.
1. I am always with you.
2. Thank you!
3. Should you not attend your classes regularly?
4. 7 KHSHRQLVWRFDUU\RXWWKHRUGHUVRIWKHRI¿FHU
5. How dare you call me a fool?
6. May the departed soul rest in peace!
7. Do not spit on the walls.
8. Everyone is free to express themselves.
9. Eh! It’s so chilly here.
10. Stop it and get lost.
11. There came a stranger knocking at my door.
12. Alas! The sage who transformed many a wicked soul is no more.
13. Stop uttering this nonsense.
14. Happy is the person who thinks of others before self.
15. Aren’t you hungry?
16. Harish isn’t very happy with his scores in the examination.
17. Have they been told about the time we start?
18. Never do they admit that they have made a mistake.
19. How quickly you have reached here!
20. Kindly shut the door behind you.

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 2 The Noun

A Noun is a naming word. Words used to name persons, places, things, processes, animals/
living beings, feelings, etc., are termed as Nouns.
Read the paragraph given below and observe the words highlighted in it.

Mrs Chopra , my next-door neighbour, happens to be a very quarrelsome lady . Often, she picks a

quarrel with any of my other neighbours. Just a few days ago, I witnessed a noisy quarrel between her and

another neighbour in the street by my house . It all started with a petty issue . A boy was playing with a ball

and, by chance , the ball got hit towards Mrs Chopra's house and broke her windowpane . Mrs Chopra came out of

her house fuming, and without showing any sign of mercy , began to thrash the poor boy who started crying at the

top of his voice . Hearing the cries of the boy, his mother came running. The two furious women started

to quarrel noisily. Very soon, their husbands also pitched in. However, instead of adding fuel to the ¿UH , they tried

hard to pacify the women. Thus, after sometime, the quarrel, thankfully, came to an end . But the quarrelsome nature

of Mrs Chopra had further been established.

Taking note of the highlighted words, you must have observed that they have one common feature—
each of them is a NAME assigned/referring to something—a person, place, thing, feeling, matter, etc.
9
 In the paragraph, the words—Mrs Chopra, neighbour, lady, boy, mother, women and husbands—
refer to persons; street and house, to places; ball and windowpane, to things; voice, quarrel and cries,
to abstractions; fuel and ¿UHto matter; days and end, to time; top, to level; and issue, chance, sign,
mercy and nature, to feelings or concepts.
Therefore, all the highlighted words are nouns. Now, that we have understood the concept of ‘noun’,
let us learn about the salient features and kinds of nouns.

MARK THIS...
Š In a sentence, a noun can take the place of the subject (of a verb) or object (of a verb/preposition) or show
possession and can be a part of an adverbial phrase.

I. KINDS OF NOUNS
The diversity in the various tangible and intangible components of the universe—people, places, things,
OLYLQJEHLQJVIHHOLQJVSURIHVVLRQVFDVWHVJURXSVPDWHULDOHWF²KDVLQÀXHQFHGWKHFDWHJRULVDWLRQRIQRXQV
as under.
(a) Proper Nouns (b) Common Nouns
(c) Collective Nouns (d) Material Nouns
(e) Abstract Nouns

NOUNS

Proper Common Collective Material Abstract

nouns nouns nouns nouns nouns

Let us see how the above categories of nouns are different from one another.

(a) Proper Nouns

Proper Nouns are a category of words representing the names of particular persons, places, things,
and so on.
Examples:
Persons : Mahatma Gandhi, Anil Ambani, Sachin Tendulkar, etc.
Places : Poland, Assam, 24 Parganas, etc.
Things : Samsung, Fiat, Apple, etc.

REMEMBER...
Š Proper nouns always start with a capital letter.
Š A proper noun is unique, hence, it is impractical to change the number and gender of a proper noun.
Š Names of days, months, monuments, books, periodicals, rivers, mountains or any other distinctive thing are
all proper nouns.

(b) Common Nouns

Words naming the categories or kinds of persons, living beings, places, things, etc., are called Common
Nouns.
Examples:
Persons: mother, woman, lad, young man, etc.

10 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 Places: library, school, hospital, temple, etc.
Things: PXJJXQÀRZHUJXDYDHWF
Living beings: ant, lion, snake, dinosaur, etc.
Professionals: engineer, nurse, shopkeeper, driver, etc.

REMEMBER...
Š Common nouns represent members of various groups in general.
Š They can undergo change in number as well as in gender.

(c) Collective Nouns

Collections or contingents of persons, places, things, etc., are termed as Collective Nouns.
Examples:
DUP\SHRSOHÀRFNEXQFKFUHZMXU\KHUGWHDPFURZGVZDUPHWF

REMEMBER...
Š Collective nouns refer to gatherings of common nouns.
Š They can undergo change in number.

(d) Material Nouns

These are the names assigned to various materials or substances which make up different things.
Examples:
oil, sugar, wood, water, air, etc.

REMEMBER...
Š Generally, material nouns are singular in form. However, sometimes, they are used in plural forms to express
some extraordinary or unusual sense.
Š Matter/material/substance is the product of Nature.

(e) Abstract Nouns

Names assigned to emotions/feelings, qualities, processes, ideas, states, etc., which do not have
concrete form, are termed as Abstract Nouns. Generally, they can neither be seen nor can be shown; they
can only be felt or understood.
Examples:
sincerity, determination, denial, sweetness, surprise, effectiveness, etc.

REMEMBER...
Š Generally, abstract nouns are singular in form; however, some such nouns are functional in plural forms also.

Activity 1
Read the following passage and identify the various nouns in it.
1. India
is a wonderful
land. 2. Its area is vast.
3. Its heterogeneous population and
geographical conditions are bewildering.
4. All the known faiths of the world exist here.
5. People are different in terms of religion, language,

THE NOUN 11

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 dress, tradition, customs and so on. 6. There is no other country in
the world where there are so many diversities. 7. But the amazing
fact is that, notwithstanding the diversities, there is something that keeps
the large population of this country as one. 8. It is perhaps nothing but the
deep-rooted feeling of love for the countrymen in the hearts of the people.
9. This noble feeling is the main cause of oneness of our people despite
many disparities.

II. NUMBER OF NOUNS

By Number, we mean the count of (a) noun(s) as being one or more than one.
The existence or lack of the capacity to be counted puts nouns under two major heads:
(a) Countable Nouns
(b) Uncountable Nouns

NOUNS

Countable Uncountable
Nouns Nouns

Singular Plural No Further Classification

(a) Countable Nouns

These are the nouns which can be counted.
Countable nouns are Singular or Plural.
Singular: It is the form (spelling) of a countable noun that represents only one member of a kind.
Examples:
story, brick, page, mat, lady, etc.
Plural: It is the form (spelling) of a countable noun that represents more than one member of a kind.
Examples:
babies, boxes, books, women, studios, etc.

KEEP IN MIND...
Š Conversion of singular to plural is governed by certain rules.
Š When a singular noun ends with -ch, -sh, -o, -x, -ss, its plural takes -es at the end.
Š -y mostly changes into -ies in plurals.
Š 6RPHSOXUDOVDUHIRUPHGE\VXI¿[LQJ-s only.
Š Some plurals are formed by a change of vowels in their respective singular forms.

(b) Uncountable Nouns

These are the nouns which cannot be counted.
Examples:
love, sugar, air, beauty, hair, information, etc.

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 MARK THIS...
Š Uncountable nouns can be treated as countable in some peculiar or exceptional cases.

Activity 2
Read the following sentences and identify the nouns appearing in them as countable or uncountable. Also
change their number, where possible.
1. Flies were hovering over the uncovered sweets displayed for sale.
2. The cattle grazed by the canal and the cowherd kept a watch on them.
3. These days, Samsung is bringing out some useful home appliances.
4. 7 KHFKLOGUHQKDGPDGHEXQFKHVRIOHDYHVDQGÀRZHUV
5. Two women were discussing their household issues while drawing water from the well.
6. His head had lost all its hair.
7. Sudden change in the temperature gives rise to viral diseases.
8. After emptying the pot of milk, the cat licked its lips clean.
9. The scenic beauty of the valley attracts tourists from all corners of the world.
10. The crowd followed the newly-elected leader everywhere.

III. GENDER OF NOUNS

By Gender of nouns, we mean their state of being male, female, neither or both/either.
7 KHUHDUHIRXUGH¿QDEOHJHQGHUVRIQRXQV
(a) Masculine (b) Feminine (c) Common (d) Neuter

NOUNS

Gender

Common Neuter
Masculine Feminine
(no gender (inanimate
(male) (female)
indication) things)

(a) Masculine
Masculine Gender refers to the male members of a species or category of nouns.
Examples
emperor, servant, man, boy, father, etc.

(b) Feminine
Feminine gender indicates the female members of a species or category of nouns.
Examples
duck, queen, lady, girl, maid, aunt, etc.

(c) Common
Common gender indicates the nouns which commonly refer to both male and female, or either of the two.
Examples
parent, child, friend, cousin, spouse, doctor, professor, engineer, etc.

THE NOUN 13

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(d) Neuter
Neuter gender refers to the non-living or inanimate things.
In other words, neuter gender shows that the noun is neither male nor female; rather it is lifeless.
Examples:
brush, stone, gold, hair, smell, table, chair, watch, fan, room, etc.

Activity 3
Fill in the blanks as directed in the brackets.

1. Some ____________________________________ stood at the bus-stop waiting for the bus to come.
(plural of man)

2. 7 KHRI¿FHUFRPPDQGHGWKHBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBWRVWDUWPDUFKLQJ SOXUDORIsoldier)

3. The popular ____________________________________, Sudha Chandran, had met with a serious accident in
her hey days. (noun form of dancing)

4. Two ____________________________________ swam leisurely along the edge of the pond.

(masculine gender of ducks)

5. We have employed a ____________________________________ at our house to cook for us.

(female domestic help)

6. $ODUJHQXPEHURIBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBDUHVDFUL¿FHGRQ(LGHYHU\\HDU
(plural of goat)

7. Humans are blessed with two ____________________________________ to perform daily tasks. (arms/arm)

8. ____________________________________ is added to tea to make it taste sweet.

(uncountable material noun)

9. In some Indian weddings, the groom rides a ____________________________________ to reach his bride.
(female horse)

10. The ____________________________________ of two countries of the world seldom have the same national
language. (plural form of people)

11. <RXUBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBRI(QJOLVKZRUGVLVQRWVDWLVIDFWRU\
(abstract noun of pronounce)

12. My mouth began to water on seeing ______________________________________________ being sold in the

marketplace. (plural of cherry)

13. Data is the ____________________________________ of datum. (plural/singular)

14. Horror movies abound in ghosts and ____________________________________. (female wizards)

15. The black _____________________________________________________ (female of ox) and the white

______________________________ (masculine gender of goose) presented a pretty picture together.

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 IV. CASE OF NOUNS
Nouns appear in sentences in three different cases:
1. Nominative/Subjective case
2. Objective/Accusative case
3. Possessive/Genitive case
Let us examine these cases with the help of examples.

1. Nominative Case
When a noun is used as the Subject of a verb, it is said to be in the Subjective/Nominative case.
Examples:
(a) Hari sang while his friends gave the beats.
(b) His friend, Joyce, was already there when Aamir reached the station.

2. Objective Case
When a noun is used as the Object of a verb or a preposition, it is said to be in the Objective/
Accusative case. A noun can either be a Direct or an Indirect object of a verb.
Examples:
(a) Suri lent Maya a beautiful dress to wear on the show.
Verb i.o d.o.
(b) Chris ordered a pan-pizza for everyone.
Verb d.o.

(c) The school was closed for the day .

Prep. Object

3. Possessive/Genitive Case
When a form of noun shows possession, authority, origin, etc., with the help of an apostrophe (’)
(and s), it is said to be in the Possessive/Genitive case.
Examples:
(a) They are very upset with their children’s behaviour.
(b) Roald Dahl’s stories have been loved by children across generations.

Activity 4
Identify the nouns and state their cases in the following sentences.
1. All other animals scurry for cover when the lion roars in the jungle.
2. Mother did not want to cook (on) that day.
3. The stream gurgled in joy as it bounded down the hills.
4. Shakespeare’s plays are staged across the world.
5. The teacher gave my friend four stars in appreciation of his good work.

Activity 5
Rewrite the following paragraph using the appropriate noun form of each of the words given in the brackets.

2 QHRIWKH¿UVWVRFLDOBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB SUREOHPDWLF WKHBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

(research) tackled was ________________________________ (accidental) on the train _______________________

_________ (tracking). Through six ________________________________ (monthly) of ________________________

________ (researching), he observed the patterns of ________________________________ (behave) on the tracks.

THE NOUN 15

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According to him, warning ________________________________ (systematic) were not making any _____________

___________________ (impacting). So, there was a need for ________________________________ (improve) in the

________________________________ (vigilant) system.

Activity 6
Read the passage given below. It contains the words of praise Jawaharlal Nehru had for Maulana Abul Kalam
Azad.

Passage
“He was a peculiar and very special representative in a high degree of that great composite culture
which has gradually grown in India. I do not mean to say, that everybody has to be like Maulana Azad
to represent that composite culture. There are many representatives of it in various parts of India; but
he, in his own venue, here in Delhi or in Bengal or Kolkata, where he spent the greater part of his life,
represented this synthesis of various cultures which have come one after another to India—rivers that
ÀRZHGLQDQGORVWWKHPVHOYHVLQWKHRFHDQRI,QGLDQOLIH²,QGLD¶VKXPDQLW\DIIHFWLQJWKHPFKDQJLQJWKHP
and being changed themselves by them…”

Now identify the nouns appearing in the passage. Can you place them under the correct columns in
the table provided?

Common Proper Collective Material Abstract

16 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 3 The Pronoun

The words which can replace (take the place of) nouns are termed as Pronouns.
Read the following extract to see what Bhavika tells her friends. Also observe the highlighted words
appearing in it.

I am Bhavika Chouhan. I am a student at SKV Pushp Vihar. Miss Geeta Choudhary is my favourite teacher.

She is quite intelligent and has good command of her teaching subject. She teaches us Science and her method

of explanation is very interesting. All the other teachers praise her ways and methods of dealing with the students. All the

students of the school, on their part, respect her very much. They are always motivated by her to excel at studies

and other co-curricular activities. One of my friends, Amrit, lives in her neighbourhood. He receives additional help from

her whenever he asks her for it . She often tells her students, “Do your best and leave unto God the rest. But,

you should always remember that you yourselves are the architects of your destinies.” These words of hers

are indeed inspiring. We all are fortunate to have a lady of noble ideas and principles for our teacher. I hope, she

FRQWLQXHVWRJXLGHDOOVWXGHQWVWKURXJKGLI¿FXOWLHVDQGKXUGOHV7 UXO\ she is a role model for us .

&RXOG\RXQRZH[SODLQWKHVLJQL¿FDQFHRIWKHKLJKOLJKWHGZRUGV"
Well, all the words highlighted in the extract actually replace some name or the other (assigned to some
person(s) or thing(s)).
17
 The word(s)—I—refers to Bhavika Chouhan; We and us refer to Bhavika Chouhan and her
classmates; She, her (only in predicative use) and hers, to Miss Geeta Choudhary; you, yourselves, and
they, to the students whom Miss Geeta Choudhary teaches; he refers to Amrit; and it, to help.
That is to say, the words—I, we, us, she, her, hers, you, yourselves, they, he and it—have replaced the
nouns—Bhavika Chouhan, Miss Geeta Choudhary, the students, Amrit and help—and are, therefore,
pronouns.

KEEP IN MIND...
Š Pronouns replace the nouns at their second appearance, and thereafter, in the sentence or paragraph.
The words—my, our, your, his, her (in attributive use) and their—are not pronouns. They are, in fact, possessive
adjectives as they always appear before nouns, thereby qualifying them.

Activity 1
Fill in the blanks with suitable pronouns.

1. Mr Narayanan is an NRI. ___________________ is currently based in the USA.

2. Snehlata can drive her car ___________________.

3. My friends and ___________________ are going to watch a football match live.

4. The children are happy as ___________________ are out on a picnic today.

5. Birds and reptiles respire as we do. After all, oxygen is necessary for ________________ too.

6. Welcome! ___________________ should feel at home here.

7. BBBBBBBBBBBBBBBBBBBORYH¿JKWHUSODQHVDQGP\DLPLVWRMRLQWKH1'$VRWKDW,FDQEHFRPHDFRPPLVVLRQHG
RI¿FHULQWKH,QGLDQ$LU) RUFH

8. The kite detached from the thread and was blown away by the wind. Soon, _____________ was torn to pieces.

9. + LPDQVKXDQG+ LPDQL¿QLVKHGWKDWDVVLJQPHQWVRIBBBBBBBBBBBBBBBBBBBBBBBBBBRQWLPH

10. ,WLVEHOLHYHGWKDWJRGGHVV'XUJDBBBBBBBBBBBBBBBBBBBBBBBBBBVDYHVKHUGHYRWHHVIURPthe devils.

KINDS OF PRONOUNS

PRONOUNS

Interro- Demons- Distribu-

Personal Relative Indefinite Reciprocal
gative trative tive

An analysis of the full range of pronouns brings to the fore seven kinds of pronouns:
1. Personal Pronouns 2. Interrogative Pronouns
3. Relative Pronouns 4. 'HPRQVWUDWLYH3 URQRXQV
5. 'LVWULEXWLYH3 URQRXQV 6. ,QGH¿QLWH3 URQRXQV
7. Reciprocal Pronouns

18 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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1. PERSONAL PRONOUNS
Personal Pronouns are the words which replace the names of persons.
I, We, You, He, She, It and They are called Personal Pronouns.
Examples:
(i) My name is Anu. I am ten years old.
(ii) Vijay and I are brothers. We are postgraduates.
(iii) Vandana, be cautious. You might be hit by some vehicle.
(iv) The shopkeeper is not honest. He charged extra money for this product.
(v) Mohini participated in the dance competition. She also won a prize for her good presentation.
(vi) The barking dog chased the thieves. ItWHUUL¿HGWKHFDWDVZHOO
(vii) Some people have gathered at the square. They are looking on as the accident victims are being
attended to.
The words—I, We, You, He, She, It and They—have replaced the nouns—Anu, Vijay and I, Vandana,
the shopkeeper, Mohini, the barking dog and some people—in the second set of sentences, respectively.
They are acting as the personal pronouns for their respective nouns (called antecedents).
Personal pronouns are categorised under three heads:

Personal Pronouns
Persons Singular Plural
First Person I We
Second Person You You
Third Person He/She/It They

x First person refers to the pronouns (I and We) used for the speaker(s).
x Second person refers to the pronoun (You) used for the listener(s) or the person(s) spoken to.
x Third person refers to the pronouns (He, She, It and They) used for the noun(s) being spoken of.
Personal pronouns may appear in sentences in different cases. Let us study about them.
Cases of Personal Pronouns
Cases refer to the various forms of personal pronouns used to show the different roles they play in
sentences.
A personal pronoun can act as the subject; can show some relation/possession; can play the role of
the objectRUFDQHPSKDVLVHUHÀHFW EDFN WR something/somebody. Thus, there are four cases of personal
pronouns:
(a) Subjective/Nominative Case: It refers to the form of a personal pronoun used as the subject of the
verb.
Examples:
(i) I thanked my friend for his timely help.
(ii) She accepted my proposal to go on a picnic.
(I and She as the Subjects)

(b) Genitive/Possessive Case: It refers to the form of a personal pronoun which shows some relation/
possession with/of a noun.
Examples:
(i) The brightest of these pens is mine.
(ii) Sheena hasn’t written the story, though the idea is hers.
(Mine and hers showing relation/possession)
THE PRONOUN 19

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 (c) Objective/Accusative Case: It is the form of a personal pronoun which acts as the object of a/the
verb/preposition in a sentence.
Examples:
(i) I welcomed her at my house.
(ii) Mrs Bhatnagar always brings gifts for them.
(her and them as the objects of verb welcomed and preposition for, respectively)

(d) (PSKDWLF5HÀH[LYH &DVH It refers to the form of a personal pronoun used to lay emphasis on
something/someone.
Examples:
(i) He does all his tasks himself.
(ii) You yourself are responsible for your pathetic condition.
(himself and yourself used to lay emphasis)
: KHQWKLVIRUPRIDSHUVRQDOSURQRXQDSSHDUVDVWKHREMHFWRIWKHYHUEVRWKDWLWUHÀHFWV EDFN WR
WKHVXEMHFWLWLVNQRZQWREHLQWKHUHÀH[LYHFDVH
Examples:
(i) Radhika gives herself little time to prepare.
(ii) The students taught themselves some discipline.
(Both herself and themselves are in the UHÀH[LYH case.)

Activity 2
Fill in the blanks with the correct pronouns from the brackets.
1. Gurmit called his brother to play with ______________________ . (he, him, his)

2. ______________________ are sorry for their misbehaviour. (you, they, we)

3. The girl holding a doll in her hand began to play with ______________________ . (them, her, it)

4. Everyone applauded ______________________ for his hard-fought victory over his opponents in the election.
(my, himself, him)
5. The award for ______________________ was announced in the morning assembly. (yours, me, my)

6. Ankit, ______________________ have become irresponsible these days. (she, they, you)

7. + RZGDUHVKHFDOOBBBBBBBBBBBBBBBBBBBBBBDQLGLRW" KLVWKH\KHU

8. My sister vouched for the fact that ______________________ never lied. (I, yourself, my)

9. You should try to do your work ______________________ . (your, himself, yourself)

10. ______________________ never hold ourselves accountable for any wrong done. (you, they, we)

2. INTERROGATIVE PRONOUNS
Interrogative Pronouns refer to those wh-family words which are placed at the beginning of sentences
to ask questions that can be answered in nouns.
Who, what, whom, whose and which are used as interrogative pronouns.

20 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 INTERROGATIVE PRONOUNS

Who: Subject Whose: Possession

What: Direct object Whom: Indirect object Which: Selection

Each of these question-word pronouns represents a different element of the sentence.

Examples:
(i) Who is the headgirl of the school? (Subject)
(ii) What would you prefer in lunch? (Direct object)
(iii) Whom did the government appoint the ombudsman? (Indirect object)
(iv) Whose is this book? (Possession)
(v) Which is your pen? (Selection)

REMEMBER...
Š Wh-family words essentially begin with ‘wh’, the only exception being ‘how’ in which ‘w’ and ‘h’ are separated
by ‘o’.
Š Some more questions can be framed using these interrogative pronouns in combination with some prepositions
and nouns.

3. RELATIVE PRONOUNS
The wh-family words (who, what, whom, whose, which), when used in the middle of the sentences to
relate to the antecedents (nouns/pronouns appearing before them), are termed as Relative Pronouns.
As has been discussed in the preceding section,
Who indicates Subject
What indicates Direct Object
Whom indicates Indirect object (for ditransitive verbs) or Direct object (for transitive verbs)
Whose indicates Possession
Which shows indication/selection.

REMEMBER...
Š The word that is frequently used in context of which, who and whom.
Š The only difference between interrogative pronouns and relative pronouns is that while interrogative pronouns
appear at the start of sentences, relative pronouns are found in the middle of sentences.
Š The nouns that are referred back by the pronouns in the same sentences are called their antecedents.

Examples:
(i)The bus-conductor, who was issuing the tickets, was not in proper uniform.
(ii)The Chetak Express, which (that) plies between New Delhi and Udaipur, is late today.
(iii)Anil, whom the teacher punished today, is a naughty boy.
(iv) We don’t get what we want.
(Notice that what stands for the thing that where the thing is the implied antecedent)
(v) Here are the candidates whose names were shortlisted for the interview.
(vi) Please, tell me something that I am not aware of.
In the preceding sentences, the highlighted words—who, which, whom, what, whose and that—refer
to the italicised noun(s)/noun phrase(s) appearing before them. Hence, they are relative pronouns in the
respective sentences.
THE PRONOUN 21

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 Activity 3
Fill in the blanks with the most appropriate interrogative/relative pronouns from the box.

who x what x whom x which x that x whose

1. I do not remember the person ________________________ I had met there.

2. ________________________, do you think, will clock the best time in today’s race?

3. The page ________________________ my little brother tore contained important information.

4. ________________________ is this breathtaking painting?

5. 7 KHPDQBBBBBBBBBBBBBBBBBBBBBBBBGRJKDGEHHQORVW¿OHGDFRPSODLQWRQO\DIWHUKHKDGVHDUFKHGLWHYHU\ZKHUH

6. 7 KLVLVWKHER\BBBBBBBBBBBBBBBBBBBBBBBBVRLOHGP\FORWKHVWRHYHU\¿EUH

7. ________________________ of you is not guilty?

8. The chief guest, ________________________ inaugurated the function, is an MLA.

9. 1DPHWKHVWXGHQWVBBBBBBBBBBBBBBBBBBBBBBBBGLGQRWWXUQXSIRUWKHHYHQLQJUROOFDOO

10. ________________________ is this motorcycle parked at our gate?

11. Nobody can predict ________________________ the next President will be.

12. The man ________________________ the crowd lynched was actually innocent.

13. The brush ________________________ can paint a picture is different from this.

14. ________________________ has dared to question his decision?

15. µ'LJQLW\ DQG YDORXU¶ LV  WKDW  BBBBBBBBBBBBBBBBBBBBBBBB LQVSLUHV XV DOO DQG LV YHU\ ULJKWO\ WKH PRWWR RI WKH
Indian Armed Forces.

4. DEMONSTRATIVE PRONOUNS
Demonstrative Pronouns are the words which are used to indicate or demonstrate some nouns(s).

PRONOUNS

Demonstrative

This That These Those Such

This, That, These, Those and Such DUHWKHZRUGVZKLFKDUHXVHGDVGHPRQVWUDWLYHSURQRXQV

Examples:
 i  This LVDJXDYDWUHH
 ii  ThatLVWKH*HQHUDO3 RVW2 I¿FH
 iii  These cannot be true stories.
 iv  Those were the days of joy and pleasure.
 v  SuchDVWRQHFDQEHVFXOSWHGLQWRDPDJQL¿FHQWVWDWXH

22 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 KEEP IN MIND...
Š This, These and Such indicate nearness.
Š That and Those indicate distance or remoteness.

5. DISTRIBUTIVE PRONOUNS
Distributive Pronouns are the words which treat nouns in a one-at-a-time manner.
Words, such as Each, Either, Everyone, Neither, None, etc., are distributive pronouns.
Examples:
(i) Each of the miscreants was tried in the court of law.
(ii) Either of the boxes weighs 50 kg.
(iii) Everyone in the audience applauded his superb performance.
(iv) NeitherRIWKHER\VZDVVDWLV¿HGZLWKKLVUHVXOW
(v) None of the rooms was properly ventilated.

MARK THIS...
Š Distributive pronouns take singular form of the verbs.

6. INDEFINITE PRONOUNS
,QGH¿QLWH 3URQRXQV UHIHU WR WKH ZRUGV ZKLFK GR QRW VSHFLI\ DQ\ QRXQ RU ZKLFK LQGLFDWH QRXQV LQ D
general sense.

PRONOUNS

Indefinite

Someone/Somebody: No one/None/Nobody: Anyone/Anybody:

Affirmative Negative Interrogative

Someone, Somebody, No one (None), Nobody, Anyone, and Anybody DUHLQGH¿QLWHSURQRXQV

Someone and Somebody are used in an DI¿UPDWLYHVHQVH.
Examples:
(i) Someone has run away with my suitcase.
(ii) Somebody knocked at my door and vanished.
No one (None) and No body express a negative sense.
Examples:
(i) No one could resist tears on seeing the tragic occurrence.
(ii) No body has shouldered the responsibility of the orphan child as yet.
Anyone and Anybody are used in an interrogative sense.
Examples:
(i) Is there anyone who can show me the right path through the dark?
(ii) Will anybody fetch me my medicines, please?

THE PRONOUN 23

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 MARK THIS...
Š ,QGH¿QLWHSURQRXQVDJUHHZLWKWKHVLQJXODUIRUPRIWKHYHUEV

7. RECIPROCAL PRONOUNS
Reciprocal Pronouns are the words which refer to nouns with a sense of reciprocation.
The word pairs, each-other and one-another, convey a sense of reciprocation.
Examples:
(i) The two quarrelsome men began to abuse each other.
(ii) All the sentences are connected to one another so as to explain the theme in its entirety.

KEEP IN MIND...
Š Each-other creates reciprocation between two nouns.
Š One-another creates reciprocation among more than two nouns.

Activity 4
Fill in the blanks with the appropriate pronouns from the brackets.

1. __________________________ may be the largest planet, Jupiter. (This/That)

2. __________________________ is a strange behaviour, I must say. (This/That)

3. This is the way __________________________ you need to take. (That/This)

4. Look here, __________________________ are the pictures that were painted in 1920. (Those/These)

5. __________________________ who do not believe in God are called atheists. (These/Those)

6. BBBBBBBBBBBBBBBBBBBBBBBBBBRIWKHVWXGHQWVZDVJLYHQ¿YHPLQXWHVWRVROYHWKLVSX]]OH (DFK1RQH

7. BBBBBBBBBBBBBBBBBBBBBBBBBBRIWKHFRPSHWLWRUVZDVDEOHWRUHDFKWKH¿QLVKOLQHZLWKLQthe stipulated time.

(Each/None)
8. __________________________ of the parents can attend the PTA meeting. (Neither/Either)

9. Unfortunately, __________________________ is there to serve me food. (Someone/No one)

10. The two doctors congratulated __________________________ on the success of the operation.
(one another/each other)

Activity 5
The following sentences are incorrect in terms of the use of pronouns in them. Rewrite them appropriately.
(Retain the person if applicable).
1. Me was listening to the election news on radio.
2. Her is honest and soft-spoken.
3. We themself were present in the auditorium to witness the magic show.
4. The stranger whom was asking the address of his relative is still wandering.
5. : KLFKIDXOWZDVLW"

24 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 6. That beautiful pictures were drawn by my sister.
7. Anybody was heard coughing in the deserted house.
8. The source of the sound why troubled us remained unknown.
9. The two girls helped one another when they were caught in the crisis.
10. This roads lead to different places.
11. Everyone of the two questions was quite complicated.
12. The bus, what was carrying forty passengers, collided with a speeding truck on the highway.
13. : KRPRIWKHJXHVWVZDVJDUODQGHG¿UVWDWWKHLQDXJXUDWLRQRIWKHDQQXDOIXQFWLRQ"
14. The leader which won the election had adopted unfair means.
15. You should know how it takes to drive a car.

.12:/('*(&251(5
INDIAN PRIME MINISTERS

THE PRONOUN 25

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 4 The Adjective

Adjectives are a category of words that qualify, or modify the sense of, nouns (and pronouns, too).
5HDGWKHIROORZLQJSDUDJUDSKDQGWU\WR¿JXUHRXWZKDWUROHWKHHQFLUFOHGZRUGVSOD\LQLW

1
A
QDWXUDO

VPLOHGHYHORSV
FKDUDFWHULVWLF ZULQNOHV

DURXQG RXU H\HVEXWD crafty

PDQVPLOHVRQO\ZLWK KLV PRXWK 2. 7 UXH

VPLOHVDUHWKHDFWRIWKH XQFRQVFLRXV EUDLQZKLFK

LPSOLHVWKDWWKH\DUH LQYROXQWDU\ 3.3 KRWRJUDSKHUVVXJJHVW

WKHLUFOLHQWVWRSURQRXQFHµFKHHVH¶DV WKLV DFWSXOOVEDFNWKH zygomatic

major PXVFOHV4.1HYHUWKHOHVVD IDOVH VPLOHLV

created and an imperfect SLFWXUHLVWDNHQ5.: KHQDVPLOHLV

coy or QDWXUDO WKH VSRQJ\ SDUWRIWKHH\HEHWZHHQWKHH\HEURZDQGWKHH\HOLG

26

7H:\Laxmi Grammar VI - VIII\L-Grammar VIII (New)\04_chapter\ IInd 19-8-15 IIIrd 16-11-15 IVth 9-12-15
 moves inwards and the end of the eyebrow dips to some extent. 6. It has been proved

that the more we smile, the more positive reactions others are likely to give us. 7. False facial emotions are

more pronounced on the left side of the face than the right .

Having read the above paragraph, you must have realised that:
— In sentence 1, natural adds to the sense of smile; characteristic TXDOL¿HVwrinkles; our relates to eyes; crafty
TXDOL¿HVman; and his adds to the sense of mouth.
— In sentence 2, true TXDOL¿HVsmiles; unconscious says something about brain; and involuntary tells something
about smiles again.
— In sentence 3, their TXDOL¿HVFOLHQWVthis indicates act; zygomatic and major tell the qualities of muscles.
— In sentence 4, false tells something about smile; and imperfect adds to the meaning of picture.
— In sentence 5, coy and natural tell something about smile; spongy extends the meaning of part; and some
adds to the sense of extent.
— In case of sentence 6, positive tells the quality of reactions.
— Finally, in sentence 7, facial tells something about emotions; and left and right add to the sense of side.
— We can safely, thus, conclude that all the highlighted (encircled) words modify the sense of their corresponding
nouns. Hence, they are all adjectives.

REMEMBER...
Š Adjectives can be in the form of a word or a phrase.
Š Mostly, adjectives precede nouns (attributive adjectives), but they can also be placed after the nouns they
qualify (predicative adjectives).

Activity 1
Insert the given adjectives at the right places in the following sentences. Use appropriate articles wherever
applicable.
1. Today, Deepika Padukone is the most actor. (successful)
2. Can anyone tell which is the river in the world? (longest)
3. Soldiers have forced the enemy to retreat. (our, brave)
4. It is a fact that many farmers in India are still uneducated. (regrettable)
5. $KXPDQKDQGKDV¿QJHUVWRJUDVSREMHFWV  ¿YH
6. $FFRUGLQJWRPRVWQDWXUDOLVWVORWXVLVWKHPRVWÀRZHU  EHDXWLIXO
7. It will not be improper to say that mind is a devil's workshop. (idle)
8. Owing to lack of proper socialisation, people are and ill-mannered. (cruel, some)
9. She recited a poem on the occasion of the Independence Day. (patriotic)
10. Do not sit in chair as one of its legs is broken. (this)

I. KINDS OF ADJECTIVES

THE ADJECTIVE 27

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 7 KHUHDUHHLJKWPDMRUNLQGVRIDGMHFWLYHV
  4 XDOLWDWLYH$GMHFWLYHV 1XPHUDO$GMHFWLYHV
 4 XDQWLWDWLYH$GMHFWLYHV (PSKDWLF$GMHFWLYHV
  3 RVVHVVLYH$GMHFWLYHV ,QWHUURJDWLYH$GMHFWLYHV
 'HPRQVWUDWLYH$GMHFWLYHV ([FODPDWRU\$GMHFWLYHV
/HWXVGLVFXVVWKHPRQHE\RQH

1. QUALITATIVE ADJECTIVES/ADJECTIVES OF QUALITY

The words which indicate qualities or characteristics of nouns by preceding them are termed as
Qualitative Adjectives.
Examples:
(i  : HZHUHVHUYHGdelicious food LQWKHIHDVW
(ii  ,WZDVDpleasant morning
(iii) The kind man KHOSHGWKHSRRUZLWKIRRGDQGFORWKHV
(iv) The honest policeman ZDVUHZDUGHGIRUKLVKRQHVW\
,Q WKH DERYH VHQWHQFHV WKH KLJKOLJKWHG ZRUGV²delicious pleasant kind and honest²H[SUHVV D
TXDOLW\RIWKHLUUHVSHFWLYHQRXQV²foodmorningman and policeman7 KHUHIRUHWKH\DUHTXDOLWDWLYHDGMHFWLYHV

REMEMBER...
Š 4 XDOLWDWLYHDGMHFWLYHVHYRNHWKHTXHVWLRQ²µZKDWNLQGW\SHVRUWRI¶RUµRIZKDWTXDOLW\W\SHNLQGVRUW¶
Š 7 KH\FDQEHH[SUHVVHGDVDZRUGRUDSKUDVH

Activity 2
Rewrite the following sentences supplying antonyms for the adjectives underlined in them.
1. 7 KHNLQJZDVYHU\FUXHO+ HDOZD\VWKRXJKWRIWKHZHOIDUHRIKLVVXEMHFWV
2. $PRQJVWDPXOWLWXGHRIWKHFRUUXSWIHZSROLWLFLDQVDUHVWLOOGLVKRQHVW
3. 7 KHUHLVDOLNHOLKRRGRIDKHDY\UDLQE\HYHQLQJDVWKHUHLVKXPLGLW\LQWKHDLU
4. 7 KH\UHFHLYHGDcoldZHOFRPHIURPWKHLUKRVWV
5. 7 KHGLDPRQGH[WUDFWHGDIWHUPRQWKVRIPLQLQJZDVYHU\GXOO
6. 7 KH\EHFDPHgloomyRQKHDULQJWKHQHZVRIKLVKDUGZRQYLFWRU\
7. 7 KHPDQZDVQRWRULRXVIRUKLVillEHKDYLRXU
8. + HZDVXQFRQVFLRXVZKHQZHIRXQGKLP
9. <RXUUHVSRQVHWRZDUGVWKLVLVVXHLVHQFRXUDJLQJ
10. + LVSHUIRUPDQFHZDVordinaryDVFRPSDUHGWRWKRVHRIWKHUHVWZKLFKZHUHTXLWHPHGLRFUH

2. QUANTITATIVE ADJECTIVES/ADJECTIVES OF QUANTITY

Quantitative Adjectives are the words which indicate the quantity of the nouns they qualify.
Examples:
(i  $QLQGLYLGXDOQHHGVten litres of water WRGULQNHYHU\GD\
(ii  7 KHUHZDVa lot of noise RQWKHSODWIRUP
(iii) A little knowledge LVGDQJHURXV
(iv  + HGLGQRWKDYHVXI¿FLHQW money WRLQYHVWLQWKHYHQWXUH
,QWKHDERYHVHQWHQFHVWKHKLJKOLJKWHGZRUGV²ten litres ofa lot ofa little and VXI¿FLHQW²TXDQWLI\
WKHUHVSHFWLYHQRXQV²waternoiseknowledge and money7 KHUHIRUHWKH\DUHTXDQWLWDWLYHDGMHFWLYHV

28 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 MARK THIS...
Š *HQHUDOO\TXDQWLWDWLYHDGMHFWLYHVTXDQWLI\PDWHULDODQGDEVWUDFWQRXQV+ RZHYHUWKH\FDQDOVRTXDQWLI\VRPH
FRPPRQQRXQV

3. POSSESSIVE ADJECTIVES/ADJECTIVES OF POSSESSION

Possessive Adjectives are the words which indicate the ownership or possession of the nouns they
qualify.
Examples:
(i  ,WLVyour fault WKDWZHKDYHORVWDQLPSRUWDQWPDWFK
(ii  ,DPWKDQNIXOWRmy friend for his valuable advice
(iii  7 UXWKDOZD\VPDQLIHVWVits strength
(iv  7 KH\VKRXOGFRQFHQWUDWHRQtheir studies
,Q WKH VHQWHQFHV FLWHG DERYH WKH KLJKOLJKWHG ZRUGV²your my his its and their—indicate the
SRVVHVVLRQ RI WKH UHVSHFWLYH QRXQV²fault friend valuable advice strength and studies + HQFH WKH\ DUH
SRVVHVVLYHDGMHFWLYHV

REMEMBER...
Š 3 RVVHVVLYHDGMHFWLYHVDUHEXWWKHSRVVHVVLYHGHULYDWLYHVRISHUVRQDOSURQRXQV
Š 7 KH\VDWLVI\WKHTXHVWLRQVWDUWLQJZLWKµZKRVH¶

4. DEMONSTRATIVE ADJECTIVES/ADJECTIVES OF DEMONSTRATION

Demonstrative Adjectives are the words which qualify nouns by pointing towards them.
Examples:
(i) This chemical LVSRLVRQRXV
(ii) Those herbsDUHVHDVRQDODQGIXOORIPHGLFLQDOSURSHUWLHV
(iii) These pagesKDYHEHHQWRUQIURPP\QRWHERRN
(iv) That ÀRZHUVPHOOVVZHHW
(v) Such a questionLVGLI¿FXOWWRDQVZHU
,QWKHDERYHVHQWHQFHVWKHQRXQV²chemicalherbspagesÀRZHU and question²DUHSRLQWHGRXWRU
GHPRQVWUDWHGE\WKHZRUGV²This, Those, These, That and Such, UHVSHFWLYHO\7 KHUHIRUHWKHODWWHUVHWRI
ZRUGVDUHGHPRQVWUDWLYHDGMHFWLYHV

KEEP IN MIND...
Š This, That and SuchLQGLFDWHVLQJXODUQRXQV
Š These and ThoseLQGLFDWHSOXUDOQRXQV
Š This, These and SuchLQGLFDWHµQHDUQHVV¶ZKHUHDVThat and ThoseGHPRQVWUDWHµUHPRWHQHVV¶

5. NUMERAL ADJECTIVES/ADJECTIVES OF NUMBER

Numeral Adjectives are the words indicating the number or frequency of nouns.
Examples:
(i  . LVWKHeleventh letter RIWKH(QJOLVKDOSKDEHW
(ii) Twelve monthsFRPSULVHD\HDU
(iii  (YHU\second Saturday LVDKROLGD\LQ&%6(DI¿OLDWHGVFKRROV
(iv  0 RVWPDPPDOVKDYHfour limbs

THE ADJECTIVE 29

12e:\Laxmi Grammar VI to VIII 2019\Grammar VIII 2019\04_chapter\1st 16-9-19

 ,QWKHH[DPSOHVFLWHGDERYHWKHKLJKOLJKWHGZRUGV²eleventhtwelvesecond and four—indicate the
IUHTXHQF\RURUGHURIWKHLUUHVSHFWLYHQRXQV²lettermonthsSaturday and limbs7 KHUHIRUHWKH\DUHQXPHUDO
DGMHFWLYHV

REMEMBER...
Š Numeral adjectives are of three kinds:
(A) 'H¿QLWHQXPHUDODGMHFWLYHV7 KLVNLQGRIDGMHFWLYHVVKRZWKHH[DFWRU¿[HGQXPEHURUIUHTXHQF\RIWKH
FRUUHVSRQGLQJQRXQV
   2 QH7 ZR7 KUHHDUHFDOOHG&DUGLQDOV
  ) LUVW6HFRQG7 KLUGDUHFDOOHG2 UGLQDOV
  &DUGLQDOVVDWLVI\WKHTXHVWLRQ KRZPDQ\ ZKLOHRUGLQDOVVDWLVI\WKHTXHVWLRQµZKLFK¶
 %  ,QGH¿QLWHQXPHUDODGMHFWLYHV7 KHVHDUHWKHZRUGVZKLFKLQVWHDGRIWHOOLQJWKHH[DFWQXPEHUVKRZVRPH
YDJXHQXPHUDOUHIHUHQFH7 KH\DUHDOOQHZIHZFHUWDLQQRHWF
(C) Distributive numeral adjectives: 7 KHVHDUHWKHZRUGVZKLFKFUHDWHDVHQVHRIGLVWULEXWLRQRUGLYLVLRQ7 KH\
DUHHDFKHYHU\HLWKHUQHLWKHUHWF

6. EMPHASISING ADJECTIVES/ADJECTIVES OF EMPHASIS

Emphasising Adjectives are the words which lay emphasis on the nouns they qualify.
Examples:
(i) The same storyZDVWROGE\P\JUDQGPRWKHU
(ii  7 REHDEOHWRGLIIHUHQWLDWHEHWZHHQJRRGDQGEDGLVWKHvery objective RIHGXFDWLRQ
(iii  $SSO\\RXUown mind UDWKHUWKDQIROORZLQJRWKHUVEOLQGO\
$VVHHQLQWKHDERYHH[DPSOHVsamevery and own OD\HPSKDVLVRQWKHQRXQVIROORZLQJWKHP²story
objective and mind, UHVSHFWLYHO\7 KHUHIRUHWKH\DUHHPSKDVLVLQJDGMHFWLYHV

7. INTERROGATIVE ADJECTIVES/ADJECTIVES OF INTERROGATION

The wh-family words (or phrases formed with their help)—what, which, whose, how much, how many,
etc.—when used before nouns to frame questions regarding their attributes, are termed as Interrogative
Adjectives.
Examples:
(i) Whose brother LVDFRORQHOLQWKH$UP\"
(ii) Which colour V\PEROLVHVFRXUDJH"
(iii  %\what signZRXOG\RXDVNRWKHUVWRNHHSTXLHW"
(iv) How much money LVQHHGHGWREXLOGDKRXVH"
%\ DSSHDULQJ EHIRUH WKH QRXQV²brother colour sign and money²LQ WKH SUHFHGLQJ VHQWHQFHV WKH
ZRUGVwhosewhichwhat and how muchSXWXSTXHULHVLQFRQWH[WRIWKHLUUHVSHFWLYHDWWULEXWHV+ HQFH
WKH\DUHLQWHUURJDWLYHDGMHFWLYHV
8. EXCLAMATORY ADJECTIVE/ADJECTIVE OF EXCLAMATION
The wordµZKDW¶when used to express exclamation, is called the Exclamatory Adjective.
Examples:
(i) WhatDPRYLH
(ii) WhatDQLGHD

 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

12e:\Laxmi Grammar VI to VIII 2019\Grammar VIII 2019\04_chapter\1st 16-9-19

 Activity 3
Fill in the blanks with the kinds of adjective mentioned in brackets.
1. + LVFDULVJHQHUDOO\GULYHQE\BBBBBBBBBBGULYHU  3 RVVHVVLYH

2. BBBBBBBBBBBBHQWU\ZDVDGMXGJHGWKHZLQQHULQWKHFRPSHWLWLRQ"  ,QWHUURJDWLYH

3. 7 KHFKLOGUHQDUHSOD\LQJDQBBBBBBBBBBBBBBBBBBBJDPH  4 XDOLWDWLYH

4. BBBBBBBBB¿OHVKDYHQRWEHHQUHFHLYHGE\XVDV\HW  3 RVVHVVLYH

5. ,ZDVWKHBBBBBBBBBBSHUVRQWRTXDOLI\  1XPHUDO

6. 7 KHBBBBBBBBBBBBBBVWRU\LVEHLQJWROGWRHYHU\RQH  (PSKDVLVLQJ

7. BBBBBBBBBBBQRQVHQVHZLOOQRWEHWROHUDWHG  'HPRQVWUDWLYH

8. BBBBBBBBBBBBBDPRXQWLVUHTXLUHGWREX\WKLVSURSHUW\"  ,QWHUURJDWLYH

9. ,WLV\RXUBBBBBBBBBBBBBIDXOWWKDW\RXDUHODJJLQJEHKLQG  (PSKDVLVLQJ

10. : HZHUHVHDWHGLQWKHBBBBBBBBBBBBBSRVVLEOHDUHDLQWKHDXGLWRULXP  4 XDOLWDWLYH

Activity 4
Fill in the blanks with words which are generally nouns but function as adjectives in the given context.

1. 7 KH7 DM0 DKDOLVDBBBBBBBBBBBBBBVWUXFWXUH

2. ,QGLDQZRPHQFRQVLGHULWDXVSLFLRXVWRZHDUBBBBBBBBBBBBBRUQDPHQWV

3. 7 KHBBBBBBBBBBBBBBBBBBFDUYLQJVRQWKHSDQHOZHUHPDJQL¿FHQW

4. ) LUR]DEDGDVPDOOWRZQLQ8 WWDU3 UDGHVKLVIDPRXVIRUBBBBBBBBBBBBBBBBEDQJOHV

5. $BBBBBBBBBBBBBBBBBBBB¿OWHULVDQHVVHQWLDOJDGJHWLQWKHVHWLPHVRIVHYHUHSROOXWLRQ

6. 6RPHDUWLVWVFUHDWHPDVWHUSLHFHVZLWKBBBBBBBBBBBBBBBBVNHWFKHVRQO\XVLQJQRFRORXUDWDOO

7. 1RDPRXQWRIXQGHUJURXQGGULOOLQJFRXOGGHVWUR\WKDWBBBBBBBBBBBBBBBBBBZDOORIWKH0 XJKDOHUD

8. 7 KHBBBBBBBBBBBBBBBBBBB5RXWHUXQQLQJWKURXJK&KLQDDQG,QGLDLQDQFLHQWWLPHVXQL¿HGWKHWZRFRXQWULHVLQ
DZD\

9. + HZDVZHDULQJDBBBBBBBBBBBBBBBBBBBMDFNHW\HWKHZDVVKLYHULQJLQWKHFROG

10. 6RPHDQFLHQWFLYLOLVDWLRQVZHUHXVLQJBBBBBBBBBBBBBBBBWRROVDQGXWHQVLOVIRUYDULRXVSXUSRVHV

II. FORMATION OF ADJECTIVES

There are different methods to form adjectives:
   *HQHUDOO\EDVHRUURRWZRUGVDUHXVHGWRTXDOLI\QRXQV
Examples: VZHHWVPDOOELJEULJKWGDUNIDWWKLQURXQGÀDWSRRUULFKHWF
  %\VXI¿[LQJZRUGV QRXQV ZLWK-ful
Examples: EHDXW\IXO EHDXWLIXO  VKDPHIXO VKDPHIXO
  WDVWHIXO WDVWHIXO  WKDQNIXO WKDQNIXO

THE ADJECTIVE 

12e:\Laxmi Grammar VI to VIII 2019\Grammar VIII 2019\04_chapter\1st 16-9-19

   %\VXI¿[LQJZRUGV YHUEV ZLWK-able
Examples: PRYHDEOH PRYDEOH  FRPSDUHDEOH FRPSDUDEOH
  SO\DEOH SOLDEOH  WHUULI\DEOH WHUULEOH
  %\VXI¿[LQJZRUGV QRXQV ZLWK-al
Examples: IDWHDO IDWDO   VHQWLPHQWDO VHQWLPHQWDO
  EUXWHDO EUXWDO  IURQWDO IURQWDO
  %\VXI¿[LQJZRUGV QRXQVYHUEV ZLWK-ive
Examples: PDVVLYH PDVVLYH  DFWLYH DFWLYH
  SDVVLYH SDVVLYH  WUDQVLWLYH WUDQVLWLYH
  %\VXI¿[LQJZRUGV QRXQV ZLWK-less
Examples: WDVWHOHVV WDVWHOHVV  XVHOHVV XVHOHVV
  SDLQOHVV SDLQOHVV  HQGOHVV HQGOHVV
  %\VXI¿[LQJZRUGV QRXQVDGMHFWLYHV ZLWK-ish
Examples: VW\OHLVK VW\OLVK  \HOORZLVK \HOORZLVK
  ZKLWHLVK ZKLWLVK  FKLOGLVK FKLOGLVK
  %\VXI¿[LQJZRUGV QRXQVDGMHFWLYHV ZLWK-y
Examples: KDLU\ KDLU\   WULFN\ WULFN\
  VFDUH\ VFDU\  ¿UH\ ¿HU\
   %\VXI¿[LQJZRUGV QRXQVDGMHFWLYHV ZLWK-ly
Examples: ORYHO\ ORYHO\  WLPHO\ WLPHO\
  ORQHO\ ORQHO\  IUDQNO\ IUDQNO\
   %\VXI¿[LQJZRUGV QRXQV ZLWK-ic
Examples: KHURLF KHURLF  KLVWRU\LF KLVWRULF
  EDVHLF EDVLF  DOOHUJ\LF DOOHUJLF
    %\VXI¿[LQJZRUGV QRXQV ZLWK-n
Examples: ,QGLDQ ,QGLDQ  6LEHULDQ 6LEHULDQ
  $IULFDQ $IULFDQ  $XVWUDOLDQ $XVWUDOLDQ
   %\VXI¿[LQJZRUGV QRXQV ZLWK-ous
Examples: IDPHRXV IDPRXV  P\VWHU\RXV P\VWHULRXV
  IXU\RXV IXULRXV  SRLVRQRXV SRLVRQRXV
    %\SUH¿[LQJZRUGV DGMHFWLYHV ZLWK-im WRIRUPWKHLUDQWRQ\PV 
Examples: LPSXUH LPSXUH  LPSROLWH LPSROLWH
  LPPRUWDO LPPRUWDO  LPSRWHQW LPSRWHQW
   %\SUH¿[LQJZRUGV DGMHFWLYHV ZLWK-dis WRIRUPWKHLUDQWRQ\PV 
Examples: GLVVDWLV¿HG GLVVDWLV¿HG GLVJUDFHIXO GLVJUDFHIXO
  GLVREHGLHQW GLVREHGLHQW GLVTXDOL¿HG GLVTXDOL¿HG
   %\SUH¿[LQJZRUGV DGMHFWLYHV ZLWK-un WRIRUPWKHLUDQWRQ\PV 
Examples: XQH[SHFWHG XQH[SHFWHG XQKDSS\ XQKDSS\
  XQWLG\ XQWLG\  XQFRPIRUWDEOH XQFRPIRUWDEOH
   %\SUH¿[LQJZRUGV DGMHFWLYHV ZLWK-in WRIRUPWKHLUDQWRQ\PV 
Examples: LQVHFXUH LQVHFXUH    LQWROHUDEOH LQWROHUDEOH
  LQGLVFLSOLQHG LQGLVFLSOLQHG LQVHQVLWLYH LQVHQVLWLYH

 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 REMEMBER...
Š %\XVLQJVRPHRWKHUSUH¿[HVDQGVXI¿[HVPRUHDGMHFWLYHVFDQEHIRUPHG
Š 3 UHVHQWSDUWLFLSOH -ing forms DQGSDVWSDUWLFLSOH WKLUGIRUPV RIYHUEVFDQDOVREHXVHGDVDGMHFWLYHV DQG
DUHFDOOHGSDUWLFLSOHVLQVXFKXVDJH 
Š 6RPHWLPHVSKUDVHVDUHDOVRXVHGWRIRUPDGMHFWLYHVE\SODFLQJWKHPEHIRUHQRXQVWREHTXDOL¿HG

Activity 5
Rewrite the following sentences changing the highlighted words (nouns) into adjectives.
1. : RPHQIHHOLQVHFXULW\RQWKHORQHO\VWUHHWVDWQLJKW
2. $OOFKLOGUHQDUHLQQRFHQFHDQGpurityDWKHDUW
3. 2 QHVKRXOGQRWEHSULGHRIRQH¶VULFKHV
4. Your VWUDQJHU EHKDYLRXUKDVVXUSULVHGDOO
5. 7 KHSROLFHDUUHVWHGVRPHPHQGRLQJEXVLQHVVLQDVXVSLFLRQPDQQHU
6. : HVKRXOGKDYHDSUDFWLFHDSSURDFKWRZDUGVOLIH
7. 0 RQNH\VDUHPLVFKLHIE\QDWXUH
8. 6KHJUHZsentimentZKLOHWDONLQJRIKHUJUDQGPRWKHU
9. 6WXGHQWVVKRXOGDFWLQDGLVFLSOLQHPDQQHULQVLGHDQGRXWVLGHVFKRRO
10. 1RPDQLVLPPRUWDOLW\

III. DEGREES OF COMPARISON

By Degrees of Comparison, we mean different comparable measures in which a particular quality
may exist in different nouns.

DEGREES

Positive Comparative Superlative

Degree Degree Degree

7 KHUHDUHWKUHHGHJUHHVRIFRPSDULVRQ
$ 3 RVLWLYH'HJUHH % &RPSDUDWLYH'HJUHH & 6XSHUODWLYH'HJUHH

(A) POSITIVE DEGREE

A quality is said to be in the Positive Degree when it just exists in a noun without being compared with
the same quality in any other noun.
Examples
 i) The little boy DVNHGDQinnocent question
 ii) This tree is so big
 iii) The prince ZDVwise
 iv) The Sun LVYHU\bright
,QHDFKRIWKHDERYHVHQWHQFHVWKHKLJKOLJKWHGTXDOLW\RIWKHUHVSHFWLYHQRXQ²littleinnocentbig
wiseDQGbright—H[LVWVLQLWZLWKRXWEHLQJFRPSDUHGWRWKHVDPHTXDOLW\SUHVHQWLQDQ\RWKHUQRXQ7 KXV
HDFKRIWKHPHQWLRQHGTXDOLWLHVLVLQWKHSRVLWLYHGHJUHH

(B) COMPARATIVE DEGREE

The Comparative Degree is the form of an adjective (quality) which shows the higher quality in a
comparison between two nouns possessing the same quality.
THE ADJECTIVE 33

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 Examples:
(i) Your future seems brighter than that of mine.
(ii) Sachin got out on a slower ball.
(iii) The princess was more beautiful than the queen mother.
(iv) Successful people are prouder.
In the preceding sentences, the highlighted words—brighter, slower, more beautiful and prouder—
depict the higher degree of a quality between two comparable nouns. Hence, they are in the comparative degree.

REMEMBER...
Š &RPSDUDWLYHGHJUHHLVIRUPHGHLWKHUE\DGGLQJVXI¿[µHU¶WRWKHPRQRV\OODELFEDVHIRUPVRIDGMHFWLYHV SRVLWLYH
GHJUHH RUE\SXWWLQJµPRUH¶EHIRUHWKHSRO\V\OODELFSRVLWLYHGHJUHHRIDGMHFWLYHV
Š A syllable is the smallest unit of speech that can be pronounced in isolation. Monosyllabic = having one
syllable; Polysyllabic = having many syllables.
Š 8 VHRIFRQMXQFWLRQµWKDQ¶VKRZVFRPSDULVRQEHLQJPDGHEHWZHHQWZRHQWLWLHV
Š : KHQWKHUHLVDVKRUWYRZHOEHIRUHWKHODVWFRQVRQDQWLQWKHDGMHFWLYHRIWKHSRVLWLYHGHJUHHWKHODVWFRQVRQDQW
LVGRXEOHGDQGWKHQµHU¶LVDGGHGWRIRUPLWVFRPSDUDWLYHGHJUHHIRUH[DPSOHELJ²ELJJHUKRW²KRWWHU

(C) SUPERLATIVE DEGREE

The Superlative Degree is the form of an adjective which shows the supreme degree of a particular
quality in a comparison among more than two nouns possessing the same quality.
Examples:
(i) Pratap was the bravestSULQFHRIWKH5DMSXWDQD
(ii) Diamond is one of the hardest substances known.
(iii  7 KH7 DM0 DKDOLVWKHmost wonderful monument of all.
(iv) It is said that the Ambanis are the richest of all corporate clans.
We observe that the highlighted words—bravest, hardest, most wonderful and richest—in the
DERYHVHQWHQFHVLQGLFDWHWKHKLJKHVWRUGHURIVSHFL¿FTXDOLWLHVFRQWDLQHGLQWKHUHVSHFWLYHQRXQV²Pratap,
diamond, the Taj Mahal and the Ambanis—indicating comparison among more than two entities. Therefore,
the highlighted words represent the superlative degree.

KEEP IN MIND...
Š *HQHUDOO\WKHVXSHUODWLYHGHJUHHLVIRUPHGE\VXI¿[LQJWKHSRVLWLYHGHJUHHZLWKµHVW¶
Š ,QFDVHRIDSRO\V\OODELFSRVLWLYHGHJUHHµPRVW¶LVXVHGEHIRUHLWWRIRUPLWVVXSHUODWLYHGHJUHH

Activity 6
Fill in the blanks with appropriate degrees of comparison for the given adjectives.

Positive degree Comparative Degree Superlative Degree

slim slimmest

popular

healthy healthiest

34 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 costly costlier

bulky bulkiest

powerful more powerful

thick thickest

good best

delightful

fat fatter

7(67<285*(1(5$/.12:/('*(
1. ,QGLD¶V¿UVWQDWLRQDO¿OPPXVHXPZDVRSHQHGLQ
(a) Delhi (b) Mumbai
(c) Chennai (d) Pune
2. Who became fastest Indian to claim 100 ODI wickets?
(a) Ravindra Jadeja (b) Ravichandran Ashwin
(c) Jasprit Bumrah (d) Mohammed Shami
3. Which country’s president attended the 2019 Republic Day
as a chief guest?
(a) South Africa (b) Thailand
( ) Malaysia (d) Japan
4. Which famous singer was conferred Bharat Ratna award in the year 2019?
(a) Bhupen Hazarika (b) Lata Mangeshkar
(c) Kavita Krishmurthy (d) Kailash Kher
5. : KLFKFLW\LQFOXGHG+ LQGLDVWKHWKLUGRI¿FLDOODQJXDJHWREHXVHGLQLWVFRXUWV"
(a) Doha (b) Singapore
(c) Abu Dhabi (d) Kuala Lumpur

Test Your Grammar

Now pick out the adjectives from the above text (DQ\¿YH).

x RI¿FLDO DQ\¿YH) third x famous x chief x fastest x national ¿UVW x

Test Your Grammar

5. (c) Abu Dhabi 4. (a) Bhupen Hazarika 3. (a) South Africa 2. (d) Mohammed Shami 1. (b) Mumbai
Test Your General Knowledge
Answers

THE ADJECTIVE 35

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 5 The Verb

Read the following paragraph and observe the encircled words appearing in it.

1. It
is
undoubtedly
true that we cannot
live a lifespan without

sorrow. 2. There can be no

sunshine without shadow. 3. We must

not complain that roses have thorns, but

rather be grateful that thorns bear ÀRZHUV4.

Our existence on earth has so much complexity that we

cannot escape sorrow and suffering. 5. Many people distress

and torment themselves worrying about the mystery of existence.

6. But although a good man may at times be angry with the world, it is

certain that no man who has done his rightful duty is ever discontented with the

36
 world. 7. The world is like a looking glass; if you smile , it smiles too; if you frown ,

it frowns back. 8. If you look at it through smoke, it will look all dull and dingy. 9. So,

always try to look on the bright side, for almost everything in the world has a bright side for sure.

In the above paragraph, we notice that the words—have and has—indicate possession of something;
the words—is and be—indicate state or condition of something or someone; and the words—live, complain,
bear, escape, distress, torment, done, smile(s), frown(s), look and try—indicate some action or activity.
7 KHVHHQFLUFOHGZRUGVSURYLGHDQLGHDDERXWWKHGH¿QLWLRQRIverbs.
Verbs are the words symbolic of some work/action/activity/process, state/condition/quality or
possession.
From the above discussion, we can conclude that there are mainly three functions of verbs—(i) to convey
an action/work/activity, etc.; (ii) to indicate some ‘state, condition, quality or designation’; and (iii) to express
the sense of ‘having/possessing’.

MARK THIS...
Š Verb is the most indispensable (unavoidable) element of a sentence.
Š A verb undergoes change with the change in the subject and the tense.

Activity 1
Fill in the blanks with the appropriate form of the verbs indicated for each.

1. I __________________________ the monitor of my class. (verb of being)

2. All of us __________________________ two eyes and two ears each. (verb of possession)

3. Some of the animal species have __________________________ extinct now. (verb of being)

4. The wedding will __________________________ place in the community hall tomorrow. (verb of action)

5. 7 KHKRXQGVBBBBBBBBBBBBBBBBBBBBBBBBBBWKHVWDJIRUDORQJGLVWDQFHDQG¿QDOO\SRXQFHGRQLWto kill it.

(verb of action)
6. When will you __________________________ your lunch? It is quite late. (verb of possession)

7. The students are __________________________ their SUPW classes at present. (verb of action)

8. Hiranya Kashipu __________________________ a cruel king who tortured his own son in different ways.
(verb of being)
9. Please __________________________ off the lights when they are not in use. (verb of action)

10. The lizard was __________________________ the insects on the wall. (verb of action)

KINDS OF VERBS
There can be various bases to categorise verbs:
1. Basis of Role Played 2. Basis of Object
3. Basis of Strength (Forms) 4. Basis of Changeability

THE VERB 37

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1. BASIS OF ROLE PLAYED
On the basis of the role that a verb plays in a sentence, there are two categories of verbs.
(a) Main/Action Verbs (b) Helping Verbs/Auxiliaries
(A) Main Verbs
Main Verbs are the category of words indicating some action/possession/fact of the subject with or
without the help of auxiliaries.
Examples:
(i) The farmers sell their surplus produce in the market.
m.v.
(ii  ) HZ¿OPVWDUVare good actors too.
m.v.
(iii) These days, almost everyone has a mobile phone.
m.v.
(iv) Alexander intended to conquer the whole world.
m.v.

REMEMBER...
Š Main verbs of action and possession satisfy the question framed with the help of ‘what’ and different forms
of ‘do’—What...do (sentences (i), (iii) and (iv).
Š They are subject to change with the change of subject and tense.
Š Every main verb represents a unique action/work/activity/fact/state/possession, etc.

(B) Helping Verbs/Auxiliaries

Helping Verbs or Auxiliaries are words which, in association with main verbs, provide a unique sense
and identity (tense) to a sentence.
Examples:
(i) I do not like chocolates, but I do like ice-creams.
aux. m.v. aux. m.v.
(ii) The ship was heading towards the seaport.
aux. m.v.
(iii) The child is playing with its toys.
aux. m.v.
(iv) My father can deliver an impressive speech.
aux. m.v.
(v) I am taking medicines regularly to recover from my illness.
aux. m.v.
(vi) The gardener will maintain the beauty of the garden.
aux. m.v.
(vii) Some people have been cheated of lakhs by a fake company that had promised huge
aux. m.v.
SUR¿WV
(viii) The cruel master's slaves would do chores for him without wages.
aux. m.v.
In the above sentences, the words in bold—do, was, is, can, am, will, have been and would—are
helping in the completion of the sense of their respective main (action) verbs—like, heading, playing, deliver,
taking, maintain, cheated and do. They are also showing the tense of their respective sentences. Thus, they
are auxiliaries in these sentences.

38 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 REMEMBER...
Š Auxiliaries do not have any individual meaning of their own—they only help to complete the sense of the main
verbs.
Š Auxiliaries are of two kinds: primary and modal.
We shall discuss auxiliaries in detail in chapter 11.

Activity 2
(A)
Read the following paragraph and identify the main verbs and the auxiliaries in each sentence.
1. Generally, men and women are not warriors. 2. They are busy bothering about two square meals, children and
other allied problems. 3. But there comes a time when the whole nation awakens to a noble cause. 4. On such occasions,
common and simple men and women become warriors and a new and revolutionary episode of history sets in. 5. Great
leaders have the same element in their personality which spurs them to inspire a whole nation and sometimes the whole
world.

(B)
Fill in the blanks with the correct auxiliaries from the given choices.
1. ____________________ your brother passed Senior Secondary Examination? (Was/Has)

2. When ____________________ you leave for school every day? (does/do/will)

3. I ____________________ currently enjoying a comedy show on TV. (is/am/has)

4. ____________________ you solve this problem for me? (Has/Do/Can)

5. They ____________________ been singing and dancing on stage for some time. (has/have)

6. It ____________________ not raining then. (was/were)

7. You ____________________ not be cruel to animals. (did/should)

8. Nelson Mandela, the second Gandhi, ____________________ left a legacy of non-violence

for his followers. (will have/had/has)

9. The broken-down bus ____________________ replaced with a new one. (is/was/had)

10. The teacher ____________________ asked his students to write all the answers in their
notebooks. (had/need/was)

2. BASIS OF OBJECT
A verb can be studied in terms of its object—whether it has an object or it does not have any. On this
basis, verbs can be categorised as:
(a) Transitive Verbs
(b) Intransitive Verbs
(A) Transitive Verbs
The action verbs which require some (direct/indirect) object to receive the action, or whose effect is
received by some (direct/indirect) object are called Transitive Verbs.
Examples:
(i) The shopkeeper sold some articles later than their expiry date. (what...some articles)
v. object

THE VERB 39

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 (ii) The Headmaster appointed my friend the monitor of the class.
v. ind. object di. object
(what... the monitor; whom... my friend)
(iii) The prospects of political parties play see-saw in the run-up to elections. (what... see-saw)
v. object
(iv) The dacoits looted some people on the highway. (whom... some people)
v. object
In the above sentences, the highlighted words—some articles, my friend, the monitor, see-saw
and some people—are the objects of the verbs—sold, appointed, play and looted. Hence, these verbs are
WUDQVLWLYHE\GH¿QLWLRQDQGIHDWXUH

REMEMBER...
Š 7 KHREMHFWRIWKHYHUEFDQEHLGHQWL¿HGE\WKHTXHVWLRQ²ZKDW GLUHFWREMHFW RUZKRP LQGLUHFWREMHFW 
Š Some verbs are ditransitive—they are followed by both a direct and an indirect object.
Š A direct object receives an action directly, whereas an indirect object receives it indirectly.

(B) Intransitive Verbs

As the converse of transitive verbs, Intransitive Verbs are those verbs which lack an (direct/indirect)
object which means, they do not require any object to receive their actions because the effect of those actions
(verbs) is limited to their respective subjects.
Examples:
(i) She smiled on seeing him.
(ii) She has been working overtime to make ends meet.
(iii) The room is dark as electricity has failed.
(iv) The Sun is shining brightly.
: HUHDOLVHWKDWQRQHRIWKHSUHFHGLQJVHQWHQFHVVDWLV¿HVWKHTXHVWLRQIRUobject—what/whom, which
means that the respective verbs lack object. So, the verbs in the above sentences—smiled, has been working,
has failed and is shining—are intransitive.

KEEP IN MIND...
Š Intransitive verbs cannot satisfy the question—what/whom.
Š Transitive or intransitive status of the verb is subject to its usage in the sentence.
Š Sentences bearing intransitive verbs cannot be transformed into passive voice.

Activity 3
Analyse the underlined verbs in the following passage as transitive or intransitive.
1. The Bhagvad Gita tells us that the people, who believe in religion as an experience of truth, will never quarrel
about the names which they assign (to) God. 2. They will tell us that God is there in our hearts; He is the truth behind
our being; He is the lord of our inner chamber—our soul. 3. There, He resides in a hidden state; we can see Him, if we
have the sense to see that He dwells there. 4. Because we have so many other interests and pursuits in life, He stays
there unrecognised. 5. If we can perceive this sacred truth, we can see Him face to face. 6. It is at this juncture that we
realise that God has possessed us. 7. It is this notion that has given our culture a wider vision.

3. BASIS OF STRENGTH (FORM)

On the basis of consistency or inconsistency of form, verbs can be divided into two categories:
(A) Strong Verbs/Irregular Verbs
(B) Weak Verbs/Regular Verbs
40 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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(A) Strong Verbs/Irregular Verbs
Strong Verbs are those verbs whose past and past participles show irregularity of vowel sound.
Examples:
Present Past Past Participle
come came come
steal stole stolen
shake shook shaken
drive drove driven
mistake mistook mistaken
There are some strong verbs whose past and past participle are formed by changing the vowel in the
present participle.
There are some strong verbs whose past form is formed by a change in the vowel of present form,
ZKHUHDVWKHLUSDVWSDUWLFLSOHLVIRUPHGE\VXI¿[LQJWKHSUHVHQWRUSDVWIRUPZLWKµne’ or ‘n’.
(B) Weak Verbs/Regular Verbs
Contrary to the strong verbs, weak verbs are those verbs whose all the three forms — present, past
and past participle — exhibit regularity of the vowel sound.
Examples:
Present Past Past Participle
cut cut cut
put put put
read read read
create created created
work worked worked
,QFDVHRIZHDNYHUEVSDVWDQGSDVWSDUWLFLSOHDUHIRUPHGE\VXI¿[LQJWKHLUSUHVHQWIRUPZLWKµd ’, ‘-ed ’
or ‘-t ’.

Activity 4
,GHQWLI\WKHJLYHQYHUEVDVVWURQJRUZHDNDQGDFFRUGLQJO\¿OOLQWKHEODQNVZLWKWKHFRUUHFWIRUPV
Present Past Past Participle
1. ____________ arise _______________________________ _______________________________

2. ____________ clean _______________________________ _______________________________

3. ____________ throw _______________________________ _______________________________

4. ____________ know _______________________________ _______________________________

5. ____________ forbid _______________________________ _______________________________

6. ____________ choose _______________________________ _______________________________

7. ____________ forget _______________________________ _______________________________

8. ____________ weave _______________________________ _______________________________

9. ____________ abuse _______________________________ _______________________________

10. ____________ steal _______________________________ _______________________________

THE VERB 41

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 11. ____________ dream _______________________________ _______________________________

12. ____________ believe _______________________________ _______________________________

13. ____________ bathe _______________________________ _______________________________

14. ____________ swear _______________________________ _______________________________

15. BBBBBBBBBBBB À\ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

16. ____________ bid _______________________________ _______________________________

17. ____________ bear _______________________________ _______________________________

18. ____________ beat _______________________________ _______________________________

19. ____________ grow _______________________________ _______________________________

20. ____________ build _______________________________ _______________________________

4. BASIS OF CHANGEABILITY
By changeability of verbs, we mean their capacity to undergo change(s) in form in agreement with
tense and subject.
Based on this, verbs can be bifurcated into two streams:
(a) Finite Verbs
(b) Non-Finite Verbs
(A) Finite Verbs
Finite Verbs are a broad category of verbs which are subject to change(s) in the number and/or person
of the subject, and the tense of the verb.
Examples:
(i) My brother listens to music regularly.
(ii) We listen to music regularly.
(iii) They listened to music regularly.
(iv) I will listen to music in the evening.
(v) She is listening to music on the iPod.
In the above sentences, the verb—listen—appears in different forms in agreement with different subjects
DQGWHQVHV7 KHUHIRUHLWLVD¿QLWHYHUE
(B) Non-Finite Verbs
Non-Finite Verbs refer to the verb forms which remain unaltered notwithstanding the change(s) in the
tense and/or the subject (number/person).
Examples:
(i) I want to becomeDQRI¿FHULQWKH$LU) RUFH
(ii) I wanted to becomeDQRI¿FHULQWKH$LU) RUFH
(iii) They wanted to become RI¿FHUVLQWKH$LU) RUFH
(iv) He wants to become DQRI¿FHULQWKH$LU) RUFH
(v) I do not like boating at all.
(vi) They like boating in the river.
(vii) He will go for boating in the river.

42 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 (viii) She wanted to enjoy boating in the river.
(ix) There is hardly any inhabitant in the deserted village.
(x) They have been living for years in the deserted village.
(xi) Children love to play with building blocks.
(xii) She refused to play with building blocks.
— In sentences (i)–(iv), to become remains unchanged despite changes in the subject and the tense;
— in sentences (v)–(viii), boating does not get altered in form despite changes in the subject and the tense;
— in sentences (ix)–(x), deserted remains unchanged despite changes in the subject and the tense; and
— in sentences (xi)–(xii), building remains unchanged despite changes in the subject and the tense.
Therefore, the verb forms—to become, boating, deserted and building²DUHQRQ¿QLWHYHUEVLQWKHSUHFHGLQJ
VHQWHQFHV7 KH\UHPDLQXQLQÀXHQFHGE\FKDQJHVLQVXEMHFWDQGRUWHQVH
7 KHUHDUHWKUHHW\SHVRIQRQ¿QLWHYHUEV
1. ,Q¿QLWLYHV
2. Participles
3. Gerunds
 7KH,Q¿QLWLYHV
,Q¿QLWLYHVDUHWKHµWRYHUE¶IRUPVWKDWUHPDLQXQFKDQJHGQRWZLWKVWDQGLQJWKHFKDQJHVLQWKHVXEMHFW
and/or the tense.

MARK THIS...
Š ,Q¿QLWLYHVFDQEHXVHGLQWKHFDSDFLW\RIDVXEMHFWRUWKHREMHFWRIDYHUE

Examples:
(i) To err is human. (as subject)
(ii) She wants to reach home quickly. (as object)
(iii) The man tried to break the safety rules. (as object)
(iv) To read and write should be the sole duty of a student. (as subject)
In the above sentences, the WRYHUE forms—to err, to reach, to break and to read and write—are
LQ¿QLWLYHV
KEEP IN MIND...
Š 6RPHWLPHVLQ¿QLWLYHVDUHXVHGZLWKRXWµWR¶6XFKLQ¿QLWLYHVDUHWHUPHGDVEDUHLQ¿QLWLYHV
Š After certain verbs such as bid, let, make, see, hear,HWFZHXVHEDUHLQ¿QLWLYHVIRUH[DPSOH+ HEDGHPH
go there.

(2) Participles
Participles are the -ing (present participle) or double past (past participle) forms of verbs used in the
capacity of adjectives.
Examples:
(i) The dying man called his sons to him.
(ii) Go to the tailor and get your torn shirt stitched.
(iii) I found my pocket picked.
(iv) Do not get off a moving bus.
In the preceding sentences, the words—dying, torn, picked and moving—function as adjectives for
they qualify their respective nouns—man, shirt, my pocket and bus; hence, they are participles (–ing/III
form of the verb).

THE VERB 43

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(3) Gerunds
Gerunds are the -ing forms of verbs used in the capacity of nouns.
Examples:
(i) Reading is a pleasure for some people.
(ii) I dislike using others’ things.
(iii) Teaching is not a child’s play.
(iv) He is never tired of sleeping and can sleep at any time of the day.
In the above sentences, the words—reading, using, teaching and sleeping—are gerunds as they
function as nouns in their respective sentences.

Activity 5
)LOOLQWKHEODQNVZLWKLQ¿QLWLYHVSDUWLFLSOHVRUJHUXQGV QRQ¿QLWHIRUPVRIYHUEV DVGLUHFWHGLQWKHEUDFNHWV

1. ______________________ (forgetDVLQ¿QLWLYH LQVWDQWO\KDVEHFRPH\RXUUHJXODUKDELW

2. ______________________ (tell as gerund) lies does not help one get out of problems.

3. A ______________________ (roll as participle) stone gathers no moss.

4. I want ______________________ (sayDVLQ¿QLWLYH WKDW\RXDUHP\EHVWIULHQG

5. It is not possible for me ______________________ (returnDVLQ¿QLWLYH LQDZHHN VSHULRG

6. The ______________________ (roar as participle) lion at the zoo frightened the children away.

7. ______________________ (give as gerund) way to someone is a mark of humility.

8. The dog barked ______________________ (seeDVLQ¿QLWLYH DVWUDQJHUDWWKHJDWH

9. Consuming ______________________ ( fry as participle) food on a regular basis leads to obesity.

10. The errant student dared ______________________ (not faceDVEDUHLQ¿QLWLYH KLVWULDO

Activity 6
Story Time!
Now read the following story and identify the LQ¿QLWLYHVSDUWLFLSOHV and gerunds in it.
Once, there was a gifted jester in a king’s court. The king was very happy with him as he used to make the
king split his sides laughing at the witty jokes he would make about everyone, including the king himself. But one
day, he crossed his limits and the king shook in anger. “You sneering devil! Prepare to die now.”
The trembling jester begged for mercy. As begging before a king is seldom ineffective, it had the desired effect.
Relenting was the only choice left with the king. Observing the shaken jester, he said, “Die you must! However, I
can allow you to choose how you would die.” The relieved jester fell at the king’s feet and instantly replied, “Thank
you, my lord! I choose to die of old age.”
The visibly pleased king picked up the bowing jester by his shoulders and said. “Have a long blessed life!”

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 6 The Adverb

Words that qualify or modify a verb, adjective or another adverb are termed as Adverbs.
Observe the highlighted words in the following sentences.
Examples:
(i) The Indian spaceship has reached Mars successfully.
(ii) I am not at all a coward.
(iii) This story is quite interesting.
(iv) No, I will never forgive my enemy.
(v) It was raining cats and dogs that day.
(vi) The new chief minister will be sworn in next Sunday.
(vii) Leave town immediately, or else you will be captured.
(viii) My purse was to be found nowhere.
(ix) The doctor advised me to take the medicine twice a day.
(x) Presently, my father is out of town.
Having read the above sentences, you would have noticed that:
— In sentences (i) and (v), the highlighted words—successfully and cats and dogs—describe the manner of
action of the verbs—has reached and was raining, respectively.
— The verbs—am and will forgive—in sentences (ii) and (iv) are negated by the words—not at all and no,
respectively.
— In case of sentences (iv) and (ix), the words—never and twice a day—indicate the frequency of the verbs—
will forgive and take, respectively.
— The word—quite—gives the degree of the adjective—interesting—in sentence (iii).
— In sentences (vi), (vii) and (x), the words—next Sunday, immediately and presently—indicate the time of
the verbs—will be sworn in, leave and is.
 ² $QG ¿QDOO\ LQ VHQWHQFHV viii) and (x), the words—nowhere and out of town—indicate the place of the
verbs—was found and is, respectively.
The preceding analysis proves that the highlighted words (in bold) are adverbs as they comply in toto
ZLWKWKHGH¿QLWLRQJLYHQDERYH

KINDS OF ADVERBS
ADVERBS

Simple Adverbs Interrogative Adverbs Relative Adverbs

45
 $VWKHDERYH¿JXUHGHSLFWVWKHUHDUHWKUHHPDLQFDWHJRULHVRIDGYHUEV
1. 6LPSOH$GYHUEV
2. ,QWHUURJDWLYH$GYHUEV
3. 5HODWLYH$GYHUEV
/HWXVGLVFXVVWKHPVHSDUDWHO\

1. SIMPLE ADVERBS
Simple Adverbs are those modifying words which indicate particular aspects of a verb, adjective or
another adverb.
2 QWKHEDVLVRIWKHSDUWLFXODUDVSHFWWKH\GHQRWHVLPSOHDGYHUEVFDQIXUWKHUEHFDWHJRULVHGXQGHUWKH
IROORZLQJVXEKHDGV
A. $GYHUEVRI3 ODFH B. $GYHUEVRI7 LPH
C. $GYHUEVRI) UHTXHQF\ D. $GYHUEVRI0 DQQHU
E. $GYHUEVRI'HJUHH )  $GYHUEVRI5HDVRQ
G. $GYHUEVRI$I¿UPDWLRQ H. $GYHUEVRI1HJDWLRQ

Simple Adverbs

Adv. of Adv. of Adv. of Adv. of

Place Time Frequency Manner

Adv. of Adv. of Adv. of Adv. of

Degree Reason Affirmation Negation

REMEMBER...
Š 0 RVWRIWKHVLPSOHDGYHUEVDSSHDULQWKHµFRPSOHPHQW¶VHFWLRQRIWKHVHQWHQFH
Š 6RPHWLPHVLQRUGHUWROD\HPSKDVLVRQLWDQDGYHUEFDQEHXVHGDWWKHVWDUWRIWKHVHQWHQFH
Š $GYHUEVFDQDSSHDUDVZRUGVRUSKUDVHV

A. Adverbs of Place
These are the words (or phrases) that indicate the place or site of an action performed.
Examples:
(i  *RGisSUHVHQWeverywhere.
v. adv.
(ii  7 KHDEVFRQGLQJFXOSULWwas found nowhereHYHQDIWHUDELJKXQW
v. adv.
(iii) Look upDQGmove ahead.
v. adv. v. adv.
(iv) MakeQRQRLVHhere.
v. adv.
(v  $EDQ\DQWUHHgrew on the bank of the river.
v. adv.

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 In sentences (i)–(v), the highlighted words—everywhere, nowhere, up, ahead, here and on the bank
of the river—describe the places of the actions expressed through the verbs—is, was found, look, move,
make and grew, respectively. Therefore, the highlighted words (in bold) are adverbs of place.
Some other adverbs of place are above, below, there, down, outside, away, hither, thither, in, out, near,
far, etc.

MARK THIS...
Š Adverbs of place answer the question—where.

B. Adverbs of Time
These are the words (or phrases or clauses) which tell the point/period of time of an action performed.
Examples:
(i) You can see dew on the leaves or grass during the winter mornings.
v. adv.
(ii) I am busy now.
v. adv.
(iii) The door-bell rang when my mother was cooking in the kitchen.
v. adv.
(iv) Presently, there isWRRPXFKWUDI¿FRQURDGV
adv. v.
(v) My brother joined the Indian Military Academy three years ago.
v. adv.
In the above sentences, the words/phrases/clauses in bold—during the winter mornings, now, when
my mother was cooking in the kitchen, presently and three years ago—tell the point/period of time of
their respective verbs—can see, am, rang, is and joined. Thus, the words in bold are adverbs of time.
Today, lately, formerly, early, immediately, soon, then, etc., are some of the other adverbs of time.

MARK THIS...
Š Adverbs of time answer the questions—when/since when/how long, etc.

C. Adverbs of Frequency
The words, which express the frequency of a verb, i.e., the number of times an action occurs or is
performed, are called Adverbs of Frequency.
Examples:
(i) I am always at your service.
v. adv.
(ii) Barking dogs seldom bite.
adv. v.
(iii) Generally, our friends share our joys and sorrows.
adv. v.
(iv) We eat thrice a day.
v. adv.
(v) You have frequently broken the school rules.
adv. v.

THE ADVERB 47

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 In the above sentences, the words in bold—always, seldom, generally, thrice a day and frequently—
are indicative of the frequency of their respective verbs—am, bite, share, eat and broken. Hence, they (words
in bold) are adverbs of frequency.
Some other adverbs of frequency include never, often, rarely, scarcely, barely, once, usually, mostly,
occasionally, again, at times, sometimes, daily, every day, etc.

REMEMBER...
Š Adverbs of this category answer the questions of ‘how often/how many times/in what frequency’.
Š Adverbs of frequency express habitual actions, nature of things and universally acknowledged facts.
Š Mostly, WKHVHDUHDGYHUEVXVHGLQLQGH¿QLWHRUVLPSOHWHQVHV

D. Adverbs of Manner
These are the words (or phrases) which explain the method, manner, fashion or style of an action
performed.
Examples:
(i) The Rani of Jhansi, Laxmi Bai, fought the British valiantly.
v. adv.
(ii) Students should attend their classes regularly.
v. adv.
(iii) We had to run fast to catch the moving train.
v. adv.
(iv) Whatever Shikha does is done well.
v. adv.
(v) Children were painting with the help of brush and poster colours.
v. adv.

In the above examples, the words in bold—valiantly, regularly, fast, well and with the help of brush
and poster colours—indicate the manner of the action conveyed by the verbs—fought, should attend, to run,
is done and were paintingUHVSHFWLYHO\7 KHUHIRUHWKHZRUGVLQEROGE\GH¿QLWLRQDUHDGYHUEVRIPDQQHU
Words such as indeed, surely, actually, really, thus, therefore, amiss, slowly, etc., can be used as
adverbs of manner.

REMEMBER...
Š Adverbs of manner answer the questions of ‘how’ or ‘in what manner/style/fashion/way’.
Š Adverbs of manner are either ‘one words’ ending with ‘-ly’, ‘-ally’, or ‘-ily’, etc., or phrases such as ‘by...’ or
‘with the help of...’.
Š Mostly, they are used after the object (or after the verb, in case it is intransitive).

E. Adverbs of Degree
These are the words that indicate the qualitative/quantitative degree (or extent/limit) of adjectives
appearing in sentences.
Examples:
(i) Due to extreme pain, the patient’s naps were hardly peaceful.
adv. adj.
(ii) Your strange behaviour has made me somewhat crazy.
adv. adj.
(iii) It’s quite easy. Even a child can do it.
adv. adj.

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 (iv) Rahul was very sorry for what he had done.
adv. adj.
(v) The zoo animals were almost frozen with cold.
adv. adj.

As seen in the above sentences, the words in bold—hardly, somewhat, quite, very and almost—
express the extent or degree of their respective adjectives—peaceful, crazy, easy, sorry and frozen. Hence,
they are adverbs of degree.
Words such as enough, fully, partly, rather, much, a little, almost, so, half, entirely, simply, etc., are
also used as adverbs of degree.

KEEP IN MIND...
Š The adverbs of degree mostly precede adjectives so as to limit or quantify them.
Š They indirectly have a bearing on the verbs used in the sentences.
Š They answer the questions—to what limit/degree/extent.

Activity 1
5HDGWKHIROORZLQJVHQWHQFHVWRFKHFNLIWKHUHDUHDGYHUEVLQWKHP$OVRPHQWLRQWKHNLQGVRIWKHDGYHUEV\RX¿QG
1. Today, we are going to watch a movie.
2. What you say is totally wrong.
3. Have you ever been to the mountains?
4. The food was half cooked.
5. The page was completely blank.
6. You are a hero, indeed.
7. Occasionally, the boy hid himself behind a bush to befool his friends.
8. An employee gets salary every month.
9. King Dashrath killed Shravan Kumar with an arrow.
10. Keep this heavy box down to relieve yourself of its burden.

Activity 2
Rewrite the following sentences using adverbial forms of the words given in brackets.
1. Pure honey is not available in the market. (ready)
2. All the villagers were afraid of the serpent. (mortal)
3. Ruby called out to her mother. (loud)
4. Products manufactured are released for sale in the market. (perfect)
5. We should not follow anybody. (blind)
6. I am from the state of Rajasthan. (original)
7. 7 KHPLVFUHDQWKDVFRQIHVVHGKLVJXLOW  ¿QDO
8. The manager deals with all kinds of customers. (amiable)
9. Can anyone drive two vehicles? (simultaneous)
10. Talking over the mobile phone, while driving, can be dangerous. (continuous)

Activity 3
Fill in the blanks with the correct words from the brackets.
1. Mr Ahmed speaks ____________________________________________ (respectfully/respectable) to every one

irrespective of their age.

THE ADVERB 49

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 2. We all support him ____________________________________________ (moral/morally).

3. The Swede answered all the questions ________________________________________ FRQ¿GHQWFRQ¿GHQWO\ 

4. ____________________________________________ (Turbulent/Turbulently) driven mobs have disturbed the

peace and order of the town.

5. 7 KHIDUPHUFRQWLQXHGWRSORXJKKLV¿HOGBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB(untiring/untiringly).

6. ____________________________________________ (Normal/Normally), people leave for RI¿FHHDUO\

7. A mother ____________________________________________ (always/never) brings up her children ______

______________________________________ (tender/tenderly)

8. I want to change the place of my residence ____________________________________________ (immediate/

immediately).

9. ____________________________________________, (Frank/Frankly) your habits do not go down well with

me.

10. 7 KH IR[ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB FXQQLQJFXQQLQJO\  ÀDWWHUHG the crow for the

piece of bread in its beak.

F. Adverbs of Reason
The words or phrases which indicate the stated or implied reason or cause behind an action are termed
as Adverbs of Reason.
Examples:
(i  7 KHÀRZHUVDQGOHDYHVhave, hence, wilted and fallen.
adv. v.
(ii) The wailing child could not, therefore, be quitened.
adv. v. v.
(iii) Consequently, the electorate gives a fractured mandate time and again.
adv. v.
(iv) As a result of his irritable nature, he remains without friends.
adv. v.
(v) The curtains were, thus, drawn on the regressive practice.
adv. v.
The words/phrases in bold in the above sentences—hence, therefore, consequently, as a result and
thus—indicate the reason behind their respective actions/verbs—have wilted, could not be quietened, gives,
remains and were drawn. Therefore, they are adverbs of reason.
* $ GYHUEVRI$ I¿UPDWLRQ
7KHVHDUHWKHZRUGV RUSKUDVHV ZKLFKFUHDWHDVHQVHRIDI¿UPDWLRQWRZDUGVDQDFWLRQVWDWHTXDOLW\
etc., expressed through a clause.
Examples:
(i) Yes, as we sow, so do we reap.
(ii) It will certainly be a new morning tomorrow.

50 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 (iii) Surely, you can share your joys and pains with me.
(iv) By all means, he can become a pilot.
(v) Why not, she will achieve her academic goals without any hindrance.
In the above sentences, the words/phrases in bold—yes, certainly, surely, by all means and why
not²H[SUHVVDI¿UPDWLRQWRZDUGVWKHDFWLRQVLQGLFDWHGE\PHDQVRIWKHLUUHVSHFWLYHFODXVHVIt leads to the
FRQFOXVLRQWKDWWKHZRUGVSKUDVHVLQEROGDUHDGYHUEVRIDI¿UPDWLRQ
H. Adverbs of Negation
&RQWUDU\WRWKH$GYHUEVRI$I¿UPDWLRQ$GYHUEVRI1HJDWLRQDUHWKHZRUGVSKUDVHVZKLFKH[SUHVVD
GHQLDORUQHJDWLRQRIWKHDFWLRQVWDWHTXDOLW\H[SUHVVHG
([DPSOHV
(i) No, this answer is not correct.
(ii) NeverZRXOG,DFFHSWDEULEHLQP\OLIH
(iii) By no meansLVKHDQLGOHVWXGHQW
(iv) Indians are not at all FRQVHUYDWLYHZKHWKHULQWKRXJKWRULQYLVLRQ
(v) No way\RXFDQQRWUHDFK0 XPEDLLQIRXUKRXUVIURP'HOKL
In the above sentences, the words/phrases—no, not, never, by no means, not at all and no way—
FUHDWHDVHQVHRIQHJDWLRQ7 KHUHIRUHWKHVHDUHDGYHUEVRIQHJDWLRQ

MARK THIS...
Š µ<HV¶ DQG µQR¶ DUH WUHDWHG DV WKH FRQYHQWLRQDO DGYHUEV RI DI¿UPDWLRQQHJDWLRQ %XW WKH SKUDVHV FRQYH\LQJ
VLPLODUFRQQRWDWLRQVDUHDOVRFRQVLGHUHGDVDGYHUEVRIDI¿UPDWLRQQHJDWLRQ

Activity 4
Fill in the blanks with adverbs of QHJDWLRQDI¿UPDWLRQ or UHDVRQIURPWKHER[SURYLGHG

RIFRXUVH therefore none too hence not at all E\QRPHDQV

FRQVHTXHQWO\ never WKXV DVDIDOORXW

1. 7 KHFURZGZDVBBBBBBBBBBBBBBBBBBUHDG\WRUHOHQW

2. $SURPLVLQJIXWXUHZDVBBBBBBBBBBBBBBBBBBBEURXJKWWRDGLVDSSRLQWLQJHQG

3. BBBBBBBBBBBBBBBBBBBBFDQKHEHDOORZHGWRJRDKHDGZLWKKLVSODQV

4. + HZDVBBBBBBBBBBBBBBBBBBBGXO\DSSUHFLDWHGDQGKRQRXUHG

5. /LWWOHFKLOGUHQDUHBBBBBBBBBBBBBBBBBBBKDSS\WRVLWTXLHWO\

6. 7 KHZRUNHUVDWWKHIDFWRU\KDYHBBBBBBBBBBBBBBBBBBBBEHHQJLYHQDGD\¶VUHVW

7. BBBBBBBBBBBBBBBBBBB,ZLOOFRPHZLWK\RX

8. BBBBBBBBBBBBBBBBBBBBBBWKHSHRSOHRIWKHFLW\KDYHEHJXQWRNHHSWKHLUHQYLURQVFOHDQ

9. BBBBBBBBBBBBBBBBBBBBBKHPD\VRRQ¿QGKLPVHOIRXWRIZRUN

10. BBBBBBBBBBBBBBBBBBBBZRXOG,OLHLQP\OLIHZKDWHYHUEHWKHFLUFXPVWDQFH

THE ADVERB 51

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2. INTERROGATIVE ADVERBS
When the wh-family words—when, where, why, how, etc.—and the interrogative phrases formed with
the help of the wh-family words—since when, how long, how frequently, from where, for what reason, etc.—are
used to frame questions, they are termed as Interrogative Adverbs.
Examples:
(i) Why have you not accomplished your task? (cause or reason)
(ii) When shall we meet again? (time)
(iii) How long can one go hungry? (period of time)
(iv) Since when has the cancer patient been struggling for life? (point of time)
(v) How will you prove your innocence? (manner/method)
(vi) Where is the new industrial unit supposed to be established? (place)
In the above sentences, wh-family words and phrases—why, when, how long, since when, how and
where—act in the capacity of interrogative adverbs indicating various elements of the complement.

MARK THIS...
Š Wh-family words are a peculiar category of words which play different roles in different kinds of sentences.
And for this reason, they are differently introduced in different sentences.

3. RELATIVE ADVERBS
When the words—where, when, why, how, etc.—and the phrases formed with their help, are used to
combine two clauses (or sentences) to describe or qualify some adjective, verb or adverb in the preceding
clause, they are called Relative Adverbs. Such adverbs refer back to noun antecedents in their respective
sentences.
Examples:
(i) During the holidays, we visited Jaipur where my grandparents live.
(ii) Ten years ago, when my sister was born, the winter cold was unprecedented.
(iii) Villages, wherein the majority of India lives, produce foodgrain for cities, too.
(iv) The reason why the boys quarrelled is still unknown.
(v) Show me the manner how an educated man should behave.
In the above sentences—where, when, wherein, why and how—refer back to the antecedents—
Jaipur, ten years ago, villages, the reason and the manner while qualifying their respective verbs—live, was
born, lives, quarrelled and behave. Hence, the wh-family words and phrases in the preceding sentences are
relative adverbs.

Activity 5
Fill in the blanks with the appropriate wh-words or phrases from the box.
how where wherein why where when
[Note: (DFKRSWLRQJLYHQDERYHFDQEHXVHGWR¿OOLQPRUHWKDQRQHEODQN@

1. Hill stations, ____________________ the weather is pleasant throughout the year, are thronged by tourists.

2. ____________________ is the whole world asleep?

3. Tell me ____________________ to reach the local airport.

4. The day, ____________________ India became independent, was a historic day.

52 CONNECT WITH GRAMMAR AND COMPOSITION—VIII

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 5. The box ____________________ rare gemstones were discovered belongs to an ancient royal treasure.

6. ____________________ did you get this grand watch?

7. ____________________ does one keep immoral people at bay?

8. I am a citizen of India ____________________ there is diversity in all walks of life.

9. ____________________ can’t you keep silent in the library?

10. : LOODQ\RQHH[SODLQWRPHWKHUHDVRQBBBBBBBBBBBBBBBBBBBBKHZDV¿UHGIURPKLVMRE"

Activity 6
Story Time!
Read the following excerpt from the biography of Ruskin Bond and pick out the adverbs from it, mentioning
their kind also.
Ruskin slowly left the room.
At that moment, he hated the headmaster as he had never hated anyone before. It was almost as if his only link
with his father had been severed forever. Totally devastated, he ran out, kicking the stones in his path violently.
He had no time to brood as he had to leave for home where he would be with his mother and step-father, a home
without his Daddy.
In Dehradun, his step-father Mr. Hari ignored him completely. Unwanted and lonelier than ever, Ruskin went
for long walks in the countryside. Nature with her bounty, offered him solace. If he passed the dhobi-ghat, Ruskin
MRLQHGWKHZDVKHUPHQ¶VFKLOGUHQLQWKHLUJDPHV7 KRVHZHUHPRPHQWVZKHQ5XVNLQFDPHFORVHVWWREHLQJKDSS\

.12:/('*(&251(5
TEACHER’S DAY
In India Teacher’s Day is celebrated every year as a mark of accolade to the part played by the
teachers in the society. Since 1962, India has been celebrating Teacher's
Day on 5th September. The day commemorates the birthday of Dr Sarvepalli
Radhakhrishnan, a philosopher and a teacher, and his valuable contribution
WRWKH¿HOGRIHGXFDWLRQ'U5DGKDNULVKQDQEHOLHYHGWKDWWHDFKHUVVKRXOG
EHWKHEHVWPLQGVLQWKHFRXQWU\
Teachers are the cornerstones of our future and act as foundation for
creating responsible citizens and good human beings. This day is celebrated
to acknowledge and recognise the hard work put in by our teachers towards
our development.

Test Your Grammar

Now pick out the adverbs from the above text and mention their kind.

September—adv. of time ‡WRWKH¿HOGRIHGXFDWLRQ²adv. of place‡LQWKHFRXQWU\²adv. of place

In India—adv. of time ‡ HYHU\ \HDU²adv. of frequency ‡ LQ WKH VRFLHW\²adv. of place ‡ RQ WK
Test Your Grammar
Answers

THE ADVERB 53

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