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Connect With Grammar For Class 7

The document appears to be a publication related to grammar education for seventh-grade students. It includes contributions from authors R.S. Dhillon and Deep Priya Dhillon, who have notable academic backgrounds and awards in journalism and education. The publication is associated with Laxmi Publications Pvt. Ltd. and includes information about liability and warranty disclaimers.

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Connect With Grammar For Class 7

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You are on page 1/ 71

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

(An Imprint of Laxmi Publications Pvt. Ltd.)

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(An Imprint of Laxmi Publications Pvt. Ltd.)

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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
SRVVLEOHKDYHEHHQUHPRYHGRUWRQHGGRZQWKHERRNKDVEHHQVLPSOL¿HGDQGVRPHPRUHFKDSWHUVKDYH
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.
,WLVKRSHGWKDWWKHUHYLVHGHGLWLRQRIWKHERRNZLOO¿QGIDYRXUZLWKWHDFKHUVDQGVWXGHQWVDOLNH6XJJHVWLRQV
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 1–12

I. Units of the Sentence 2
(a) Word 2
(b) Phrase 2
(c) Clause 3
II. Parts of the Sentence 4
(A) Subject 4
(B) Predicate 5
III. Composition of the Sentence 5
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A. Basis of Form 8
B. Basis of Combination of Clauses 11

2. NOUNS 13–20
I. Kinds of Nouns 15
II. Number and Gender of Nouns 17
III. Cases of Nouns 19

3. PRONOUNS 21–30
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1. Personal Pronouns 22
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3. Relative Pronouns 27
4. Distributive Pronouns 28
5. Demonstrative Pronouns 28
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(v)
(vi ) Contents

4. ADJECTIVES 31–39
I. Kinds of Adjectives 32
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III. Comparison of Adjectives 37

5. VERBS 40–50
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6. ADVERBS 51–61
I. Kinds of Adverbs 52
A. Simple Adverbs 52
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C. Relative Adverbs 57
II. Formation of Adverbs 58
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7. PREPOSITIONS 62–75
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8. CONJUNCTIONS 76–85
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A. Coordinating Conjunctions 78
B. Subordinating Conjunctions 80
C. Correlative Conjunctions 82

9. INTERJECTIONS 86–89
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REVISION EXERCISE–I 90–93

10. ARTICLES 94–100

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When to Avoid the Use of the 98

11. DEGREES OF COMPARISON 101–106

1. Positive Degree 101
2. Comparative Degree 102
3. Superlative Degree 102
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1. Type-1 104
2. Type-2 104
3. Type-3 104
4. Type-4 105
5. Type-5 105
Contents (vii )

12. MODALS 107–113

I. Salient Features of Modals 107
II. Application of Modals 108

13. TENSES 114–128

A. The Present Tense 115
B. The Past Tense 115
C. The Future Tense 115
D. Use of Shall and Will 124

14. ACTIVE AND PASSIVE VOICE 129–143

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1. Change in the Arrangement of Words 130
2. Change of Pronoun 131
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15. NARRATION: DIRECT AND INDIRECT SPEECH 144–154

1. The Direct Speech or Direct Narration 144
2. The Indirect Speech or Indirect Narration 144
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REVISION EXERCISE–II 155–156

16. PUNCTUATION 157–162

I. Marks of Punctuation 157
17. PHR,, 7 KHXVHRI&DSLWDO/HWWHUV

17. PHRASAL VERBS 163–170

18. PROVERBS 171–173

19. IDIOMS 174–181

20. SYNONYMS 182–184

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Metaphor 184
Simile 184

21. ANTONYMS 185–187

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22. WORDS OFTEN CONFUSED 188–190

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(viii ) Contents

23. COMPREHENSION 191–198

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24. PARAGRAPH WRITING 199–204

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25. LETTER WRITING 205–216

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26. APPLICATION WRITING 217–219

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27. STORY WRITING 220–227

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28. MAKING A DIARY ENTRY 228–230

29. WRITING A REPORT 231–232

REVISION EXERCISE–III 233–236

30. PRÉCIS WRITING 237–239

$Q2 YHUYLHZ

31. MAKING A POSTER 240–241

32. WRITING A NOTICE 242–243

33. WRITING A MESSAGE 244–246

34. WRITING AN E-MAIL 247–249

35. CREATING AN ADVERTISEMENT 250–251

36. WRITING BIOGRAPHICAL SKETCHES 252–253

37. ESSAY WRITING 254–257

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,QJUHGLHQWVRIDQ,PSUHVVLYH(VVD\
6SHFLPHQ(VVD\V

REVISION EXERCISE–IV 258–259

1 The Sentence

The functional unit of language, formed by a set of words that makes complete sense, is called
a Sentence. It always ends with a punctuation mark.
6HHLIWKHIROORZLQJJURXSVRIZRUGVMXVWLI\WKHDERYHGH¿QLWLRQ
7 KHFRPPDQGHU¶VSDWULRWLFVSHHFKLQIXVHG]HDOLQWRWKHVROGLHUV
0 DQLVDZRQGHUIXOFUHDWLRQRI*RG
7 RGD\\RXDUHZKHUH,ZDQWHGWRVHH\RX
&DXVLQJQDWXUDOLPEDODQFHLVRQHFRORJLFDORIGHSOHWLRQUHVRXUFHVWKHHDUWK
H[SHFWVWUXWKLQKRQHVW\DGLVFLSOLQHWUXHDVWXGHQWVWHDFKHUKLV
: KDWGR\RXJDWKHUIURPWKHDERYH¿YHH[DPSOHV"'RHVDQ\RIWKHPFRPSO\ZLWKWKHGH¿QLWLRQRID
VHQWHQFH"
/HWXVDQDO\VHWKHPRQHE\RQH
,WLVDZHOODUUDQJHGJURXSRIZRUGVHQGLQJZLWKDPDUNRISXQFWXDWLRQ IXOOVWRS ,WKDVDFOHDUDQG
FRPSOHWHPHDQLQJ²there is a commander and there are some soldiers; the commander speaks to
these soldiers; the speech by the commander is patriotic which instils zeal in these soldiers7 KXV
this group of words is a sentence
7 KLVDOVRLVDPHDQLQJIXOJURXSRIZRUGVHQGLQJZLWKDPDUNRISXQFWXDWLRQ IXOOVWRS ,WJLYHVDFOHDU
DQGFRPSOHWHVHQVHWKDWman is a remarkable creature made by God7 KHUHIRUHLWis a sentence
7 KLV also is a sentence DV LW JLYHV D FRPSOHWH PHDQLQJ DQG HQGV ZLWK D IXOO VWRS ,W WHOOV RI WKH
SURJUHVVµ\RX¶KDVPDGHRYHUWKH\HDUV
,WLVGLI¿FXOWWRPDNHRXWDQ\WKLQJIURPH[DPSOH,QWKLVJURXSRIZRUGVWKHZRUGVDUHLQGLYLGXDOO\
PHDQLQJIXO EXW FROOHFWLYHO\ PHDQLQJOHVV7 KLV JURXS RI XQV\VWHPDWLFDOO\ DUUDQJHG ZRUGV cannot
be called a sentence
$JDLQ WKH ZRUGV LQ WKLV JURXS DUH LQGLYLGXDOO\ PHDQLQJIXO EXW FROOHFWLYHO\ GR QRW FRQYH\ DQ\
XQGHUVWDQGDEOHVHQVH7 KHUHIRUHLWLVPHUHO\DPHDQLQJOHVVJURXSRIPHDQLQJIXOZRUGVDQGLVnot
a sentenceDWDOO

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$ VHQWHQFH HVVHQWLDOO\ HQGV ZLWK D PDUN RI SXQFWXDWLRQ²IXOO VWRS PDUN RI LQWHUURJDWLRQ " RU PDUN RI
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7 KHZRUGVLQDVHQWHQFHVKRXOGEHDUUDQJHGDFFRUGLQJWRWKHUXOHVRIJUDPPDU
9DULRXVNLQGVRIZRUGVKHOSLQWKHIRUPDWLRQRIDVHQWHQFH

1
Activity 1
State which of the following are sentences, and which are not. Give reasons for your answers.
1. EHHWOHVEXWWHUÀLHVÀRZHUVRYHUKRYHUWKHLQVSULQJ
2. ,WKUHZDSHEEOHLQWRWKHZDWHUZKLFKFUHDWHGULSSOHV
3. 3 HULRGLFWLFNLQJRIWKHORQJHVWDUPRIWKHFORFNPDUNVVHFRQGV
4. : KRDUH\RXWRWHOOPHWRGRWKLV
5. follow are for rules to all
6. &RUUXSWLRQLVUDPSDQWLQDOOZDONVRIOLIHWKHVHGD\V
7. 2 EVHUYHJRRGPDQQHUVZKHUHYHU\RXJR
8. + RZWDOOWKHVHSODQWVKDYHJURZQLQDZHHN
9. : K\RQO\PHVKRXOGGRLW
10. FDQP\HQWHUQRQHSURSHUW\P\ZLWKRXWSHUPLVVLRQ

I. UNITS OF THE SENTENCE

$VHQWHQFHLVDFRPELQDWLRQRIWKHIROORZLQJXQLWV
a word b phrase c FODXVH
/HWXVVHHZKDWWKHGH¿QLWLRQVDQGVDOLHQWIHDWXUHVRIWKHVHXQLWVDUH

(a) WORD
$ZRUGLVD¿[HGDUUDQJHPHQWRIVRPHOHWWHUVWKDWVWDQGVIRUVRPHLWHPRUKDVDQLQGHSHQGHQWLGHQWLW\
([DPSOHV
IUXLWDQLPDOPDQHGXFDWLRQPRUDOLW\QDWLRQORYHKRQHVW\VSHDNGDQFHHWF
(DFKRIWKHSUHFHGLQJJURXSVRIOHWWHUVUHSUHVHQWVDVHSDUDWHLWHPKDYLQJLWVLQGHSHQGHQWPHDQLQJ

BEAR IN MIND...
$ZRUGLVWKHIXQGDPHQWDOXQLWRIODQJXDJHWKDWKHOSVLQWKHIRUPDWLRQRIKLJKHUXQLWV
$ VHQWHQFH FDQ KDYH DQ\ QXPEHU RI ZRUGV GHSHQGLQJ RQ WKH QXPEHU RI XQLWV DQ LGHDFRQFHSWIHHOLQJ
H[SUHVVLRQPD\KDYH
(YHU\ZRUGKDVDGH¿QLWHIXQFWLRQDOLGHQWLW\ HOHPHQW FDOOHGSDUWRIVSHHFK
$ZRUGFDQDVVXPHYDULRXVIRUPVSHUIRUPLQJYDULRXVIXQFWLRQVLQDVHQWHQFH
7 KH PHDQLQJ RI D ZRUG FDQ EH ERWK LQGHSHQGHQW RI RU GHSHQGHQW RQ WKH PHDQLQJ RI RWKHU ZRUGV DV LW
KDSSHQVLQWKHFDVHRIVWUXFWXUHZRUGV
$ZRUGFDQKDYHGLIIHUHQWIXQFWLRQVLQGLIIHUHQWVHQWHQFHV

(b) PHRASE
$SKUDVHLVDVHWRIZRUGVJURXSHGWRJHWKHUWRH[SUHVVDSDUWLDOVHQVH
([DPSOHV
i 7 KLVFKDLULVmade up ofZRRG
ii $QD[HZDVO\LQJin the corner
iii 2 QHVXIIHUVbecause ofRQH¶VIROOLHV
iv : HFRXOGDFKLHYHRXUJRDOby dint ofKDUGZRUN
v 7 KLVLVDQHUDZKHUHLQDOPRVWDOODUHFDXJKWLQthe rat race
vi 7 U\WRJHWWRWKHroot of the matter

2 CONNECT WITH GRAMMAR AND COMPOSITION—VII

<RXPXVWKDYHREVHUYHGLQWKHDERYHH[DPSOHVWKDW
made up of VHQWHQFHi
in the corner VHQWHQFHii
because of VHQWHQFHiii
by dint of VHQWHQFHiv
the rat race VHQWHQFHv
root of the matter VHQWHQFHvi KDYH SDUWLDO PHDQLQJV DQG KDYH EHHQ XVHG DV GLVWLQFW HOHPHQWV
LQWKHLUUHVSHFWLYHVHQWHQFHV
7 KHUHIRUHDOOWKHKLJKOLJKWHGJURXSVRIZRUGVDUHphrases
MARK THIS:
$SKUDVHLVDELJJHUXQLWWKDQDZRUG
$SKUDVHFRQYH\VDIUDFWLRQRIWKHFRPSOHWHPHDQLQJRIDVHQWHQFH
$SKUDVHFDQZRUNLQWKHFDSDFLW\RIDQ\RIWKHHOHPHQWVRIDVHQWHQFH²VXEMHFWYHUEREMHFWHWF
/DQJXDJHDVVXPHVFRPSOH[LW\RUVRSKLVWLFDWLRQZLWKWKHXVHRISKUDVHV

(c) CLAUSE
$FODXVHLVDSDUWRIDVHQWHQFHKDYLQJDVXEMHFWDQGD¿QLWHYHUERILWVRZQMXVWOLNHWKHVHQWHQFH
+RZHYHULWH[SUHVVHVRQO\DSDUWLDOPHDQLQJRIWKHVHQWHQFHRIZKLFKLWLVDSDUW
([DPSOHV
i 7 KHIDUPHUUHDSHGKLVFURS DQGVROGLWLQWKHPDUNHW
ii $PRWKHUJLYHVELUWKWRDFKLOG nourishes it DQGORYHVLW
iii 7 RGD\ ZH DUH JRLQJ WR WKH 3 UDJDWL 0 DLGDQ ZKHUH WKH : RUOG %RRN ) DLU LV
JRLQJRQ
iv ,GRQRWNQRZWKHWLPH ZKHQWKHIXQFWLRQZLOOVWDUW
v ,WLVQRWNQRZQ ZK\WKHEXLOGLQJFROODSVHGVXGGHQO\
,IZHH[DPLQHWKHH[DPSOHVJLYHQDERYHZHVHHWKDWDOORIWKH¿YHVHQWHQFHVKDYH two or moreXQLWV
6HQWHQFH i FDQEHGLYLGHGLQWRWZRSDUWV²The farmer reaped his crop and and sold it in the market;
6HQWHQFH ii KDVWKUHHXQLWV²A mother gives birth to a child, nourishes it and and loves it;
6HQWHQFH iii FDQEHGLYLGHGLQWR²Today we are going to the Pragati Maidan and where the World Book Fair
is going on;
6HQWHQFH iv KDVWKHSDUWVI do not know the time and when the function will start; and
6HQWHQFH v FDQEHGLYLGHGLQWRIt is not known and why the building collapsed suddenly
$OO WKH XQLWV KLJKOLJKWHG DERYH KDYH WKHLU UHVSHFWLYH VXEMHFWV DQG ¿QLWH YHUEV DQG DSSHDU OLNH IXOO
VHQWHQFHV+ RZHYHUWKH\FRQYH\PHUHO\DSDUWRIWKHPHDQLQJRIWKHLUUHVSHFWLYHVHQWHQFHV7 KXVZHFDQ
FRQFOXGHWKDWDOOWKHXQGHUOLQHGXQLWVRIWKHVHQWHQFHV i ± v DUHclauses

REMEMBER...
$¿QLWHYHUEKDVDVXEMHFWRILWVRZQDQGFKDQJHVLWVIRUPZLWKWKHFKDQJHRILWVVXEMHFWRUWHQVH>6HHWKH
GHWDLOHGGLVFXVVLRQLQFKDSWHU9HUEV@
&ODXVHLVDELJJHUXQLWRIODQJXDJHWKDQDSKUDVH
(YHU\VHQWHQFHZLWKWZRRUPRUHFODXVHVKDVDPDLQFODXVHFDOOHGWKHSULQFLSDOFODXVH
&RRUGLQDWHVXERUGLQDWHDQGUHODWLYHDUHWKHWKUHHGLIIHUHQWNLQGVRIFODXVHV

THE SENTENCE 3
Activity 2
(A) Which of the given groups of letters are words and which are not? Rearrange the incorrect spellings
to make meaningful words.
(i) beauty (ii) tucho (iii) dronga (iv) business (v) pleasant
(vi) tricyk (vii) lustre (viii) mirage (ix) dsihonour (x) frdienship
(B) Rearrange the following groups of jumbled words so as to turn them into meaningful sentences.
(i) let enjoy us fully day this.
(ii) banana snatched a boy from monkey the a.
(iii) blooming are lilies beautiful garden in our.
(iv) hosts this show popular who?
(v) shout loudly what so makes you?
(C) Identify the clauses in the following sentences:
(i) My mother offered prayers in the temple and returned home.
(ii) Because you have nothing to say, you are quiet.
(iii) She can go wherever she likes.
(iv) I want to say that Simon is a nice boy.
(v) The tiger pounced on the rabbit, dragged it into the bushes and then ate it up.

II. PARTS OF THE SENTENCE

Structurally, a sentence can be divided into two segments or parts:
(a) Subject (b) Predicate

(a) SUBJECT
By Subject we mean the noun or its equivalent word(s) which relate(s) to the state of an action,
possession or being represented by the verb in the remaining part of the sentence.
7 KHVXEMHFWRIWKHPDLQYHUELQDVHQWHQFHJHQHUDOO\VDWLV¿HVWKHTXHVWLRQ²ZKRZKDW
Read the following sentences and ask the question—who/what—for every sentence.

(i) The woodcutter had chopped a lot of wood in the jungle.

who v
(ii) Naughty children rarely listen to what the elders say or what the teachers teach.
who v
(iii) All were busy making preparations for the festival.
who v
(iv) The hopes of your people rest on you.
what v
(v) That the divine sculptor created the cosmos is true.
what v
7 KHTXHVWLRQV²ZKRZKDW²ZLWKUHVSHFWWRWKHDERYHVHQWHQFHV\LHOGWKHDQVZHUV²the woodcutter,
naughty children, all, the hopes of your people and that the divine sculptor created the cosmos,
UHVSHFWLYHO\7 KHUHIRUHWKHZRUGVRUJURXSVRIZRUGV LQEROG DFWDVVXEMHFWVIRUWKHYHUEV²had chopped,
listen, were, rest and is, respectively.

4 CONNECT WITH GRAMMAR AND COMPOSITION—VII

BEAR IN MIND...
1RXQVSURQRXQVRUZRUGV RUJURXSVRIZRUGV DFWLQJDVQRXQVFDQEHWKHVXEMHFWVIRUWKHUHVSHFWLYHYHUEV
7 KHYHUEIRUPFKDQJHVLQDJUHHPHQWZLWKWKHQXPEHUDQGSHUVRQRIWKHVXEMHFW
7 KHVXEMHFWFDQEHLQWKHIRUPRIDZRUGSKUDVHRUHYHQDFODXVH

(b) PREDICATE
The other part of the sentence which provides information about the subject, is called the Predicate.
,Q VHQWHQFHV i ± v FLWHG LQ WKH SUHFHGLQJ WRSLF WKH SDUWV RWKHU WKDQ WKH UHVSHFWLYH VXEMHFWV²had
chopped a lot of wood in the jungle; rarely listen to what the elders say and what the teachers teach; were
busy making preparations for the festival; rest on you; and is true²DUHDOOSUHGLFDWHV
MARK THESE:
7 KHSUHGLFDWHFDQEHLQWKHIRUPRIRQHRUPRUHHOHPHQWVHQWLWLHV
9HUEREMHFWDQGGLIIHUHQWDGYHUEV ZRUGVSKUDVHVFODXVHV FROOHFWLYHO\IRUPWKHSUHGLFDWHRIDVXEMHFW
,QVRPHVHQWHQFHVRQO\WKHYHUELVVXI¿FLHQWWRIRUPWKHSUHGLFDWH

Activity 3
Identify the subject and the predicate in the following sentences.
1. &KLOGUHQDUHSXUHDWKHDUWDQGDOZD\VVSHDNWKHWUXWK
2. /HDYHVRIWKHVZD\LQJWUHHZHUHFDVWLQJWKHLUVKDGRZRQWKHJURXQG
3. /LNHGUDZVOLNH
4. : HUHWKH\UHDOO\WHDVLQJWKHLUIHOORZVWXGHQWV"
5. %ULQJPHVRPHWKLQJWRHDW
6. $QLPDOVEUHGLQFDSWLYLW\DUHPLOGUDWKHUWKDQZLOGLQQDWXUH
7. 7 KHUHLVQRVXFKUHPHG\DVFDQUHYHUVHWKHKDUPGRQHE\VPRNLQJ
8. : DONDPLOHLQDQDWXUHWUDLOHYHU\GD\WRUHPDLQKHDOWK\
9. 6KDVZDWDQGKLVVFKRROIULHQGVDUHFRPLQJDORQJ
10. 6KLQLQJEHKLQGWKHFORXGVZDVDZDUPJORZLQJVXQ

III. COMPOSITION OF THE SENTENCE

7 KLVVHFWLRQRIWKHFKDSWHUH[SODLQVKRZWKHGLIIHUHQWFRPSRQHQWVRIWKHVHQWHQFHDUHDUUDQJHG%HIRUH
OHDUQLQJWKHDUUDQJHPHQWLWEHFRPHVHVVHQWLDOWRNQRZZKDWWKRVHFRPSRQHQWVDUH

SUBJECT (S)
$V ZH KDYH DOUHDG\ VWXGLHG the subject in a sentence is the noun or its equivalent about which the
main verb says something
,WVDWLV¿HVWKHTXHVWLRQ²who/what.
([DPSOHV
i The poacher ZDVORRNLQJIRUKLVIDYRXULWHTXDUU\DGHHU Who"The poacheU
s

ii Her eyes EHJDQWRZHOOXSZLWKWHDUV What"Her eyes

THE SENTENCE 5
iii Lata SDVVHGE\DFKXUFKDQGUHPHPEHUHG&KULVW Who"Lata
s

iv Misdeeds FDQVSRLORQH¶VOLIH What"Misdeeds

VERB (V)
Verb is the state of action, being or possession of the subject.
$YHUERIDFWLRQVDWLV¿HVWKHTXHVWLRQ²what...do/done.
([DPSOHV
i 7 KHW\SLVW had typed WZROHWWHUVE\WKHHQGRIWKHGD\
v
What...done?...had typed
ii 7 KHODQGDQGWKHVN\ meet DWWKHKRUL]RQ
v
What...do?...meet

REMEMBER...
7 KHTXHVWLRQ²what...do/done²LVLPSUDFWLFDOLQFDVHRIWKHYHUEVRIEHLQJFRQGLWLRQSRVLWLRQRUTXDOLW\
'LIIHUHQWWHQVHVDUHUHSUHVHQWHGE\GLIIHUHQWIRUPVRIWKHVDPHYHUE
9HUEVPD\RUPD\QRWEHIROORZHGE\DQREMHFW

COMPLEMENT (C)
&RPSOHPHQWUHIHUVWRVRPHWKLQJWKDWFRPSOHWHV,QDVHQWHQFHLWLVWKHVHJPHQWH[FOXGLQJWKHVXEMHFW
and the verb.
&HUWDLQ HOHPHQWV RI D VHQWHQFH QDPHO\ WKH Object 2 RI WKH YHUE DQG WKH DGYHUEV RI Place 3
Time 7 Reason 5 DQGManner 0 DUHFROOHFWLYHO\WHUPHGDVLWVComplement &
Object (O)
The object in a sentence refers to the recipient of the action represented by the verb or something
affected by the verb directly or indirectly.
,WVDWLV¿HVWKHTXHVWLRQ²what/whom.
([DPSOHV
i 7 KHVKHSKHUGKDVMXVW taken his goats RXWIRUJUD]LQJ
v d.o.
Whom?...his goats—direct object
ii 0 \PRWKHU gave me a hundred rupees DVSRFNHWPRQH\
v i.o. d.o.
Whom?...me—indirect object DQG What?... a hundred rupees—direct object
Place (P)
It is the point or position where some action (verb) occurs or takes place.
,WVDWLV¿HVWKHTXHVWLRQ²wherefrom whereat what place.

6 CONNECT WITH GRAMMAR AND COMPOSITION—VII

([DPSOHV
i 7 KHVKRSNHHSHU displayed PDQ\WKLQJV in the showcase
v p
Where?...in the showcase
ii *ROX came out WRSOD\
v p

Where?...out
Time (T)
It is the time segment in which an action takes place.
,WVDWLV¿HVWKHTXHVWLRQ²when/at what time.
([DPSOHV
i : HFDQ see shooting stars later
v t
When?... later
ii 7 KHIXQFWLRQZLOO start at 10.30 a.m.
v t
At what time?...at 10.30 a.m.
Reason (R)
It is a word (or group of words) indicating that the action described by the sentence follows an already
stated reason behind it.
([DPSOHV
i 5DKXOZDQWHGWREX\DQHZELNH HenceKH went WRWKHEDQNDQG withdrew VRPHPRQH\
r v v
ii 7 KHUHZDVYHU\OLWWOHIRRGOHIW ThereforeWKHPRWKHU fed WKHFKLOGWKDWZDVKXQJU\
r v
7 KHZRUGhenceLQGLFDWHVWKDWWKHreason why the man went to the bank and withdrew some money
is already stated before6LPLODUO\thereforeLQGLFDWHVWKDWWKHreason why the mother fed the child that was
hungry is already stated before
Manner (M)
It is a word (or a phrase) used to describe the fashion/manner/style in which an action takes place.
,WVDWLV¿HVWKHTXHVWLRQ²how/in what manner.
([DPSOHV
i : HVKRXOGQRW eat our food hastily
v m
How?...hastily
ii 3 DUHQWV bring up WKHLUFKLOGUHQ with love and care
v m
In what manner?...with love and care
+ DYLQJ GLVFXVVHG WKH YDULRXV HOHPHQWVFRPSRQHQWV RI WKH VHQWHQFH ZH FDQ QRZ RUJDQLVH WKHP WR
IRUPLWVEDVLFVWUXFWXUHDV
6XEMHFW 6 9HUE $X[ 0 9 &RPSOHPHQW & >2 3 7 50 @

THE SENTENCE 7
MARK THIS:
7 KHVHTXHQFH²2 3 7 50 ²LVÀH[LEOH,IWKHVLWXDWLRQVRGHPDQGVWKHUHFDQEHFKDQJHVLQLW

Activity 4
Analyse the following sentences to identify the components—O, P, T, R and M—in them.
1. 7 RGD\RXUWHDFKHUJDYHDQLQVSLULQJOHFWXUH
2. /LIHLVQRWDEHGRIURVHV
3. 7 KHGDLV\VPHOOVVZHHW
4. 7 KHFKLOGUHQDUHPDNLQJFDVWOHVZLWKVDQGE\WKHULYHUVLGHQRZ
5. $WGDZQELUGVÀXWWHUWKHLUZLQJVMR\IXOO\WRÀ\RXWLQWRWKHEOXHVN\

IV. KINDS OF SENTENCES

7 KHUHDUHWZREDVHVWRFDWHJRULVHVHQWHQFHV
$ %DVLVRI) RUP
% %DVLVRI&RPELQDWLRQRI&ODXVHV

A. BASIS OF FORM
2 QWKHEDVLVRIWKHLUIRUPVHQWHQFHVFDQEHSXWXQGHUYDULRXVKHDGVDVIROORZV
RQ
UWL QWV

([
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VH H

FOD
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P
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$ GY WV
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UV HV

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1. Declarative or Assertive Sentences

7KHVHVHQWHQFHVH[SUHVV statementsassertions in the DI¿UPDWLYH or QHJDWLYHVHQVH
7 KHVHVHQWHQFHVHQGZLWKDfull stop(.)
([DPSOHV
i $SRRUPDQZRUNVKDUGWRHDUQKLVOLYLQJ DI¿UPDWLYH
ii 0 \PRWKHUKDVDQXQVKDNHDEOHEHOLHILQ*RG DI¿UPDWLYH
iii 3 HUKDSV\RXDUHEXV\QRZ DI¿UPDWLYH
iv 6KHGRHVQRWSD\KHHGWRZKDWKHUIULHQGVD\V negative
v <RXKDYHQRWSDLGRII\RXUGHEWV\HW negative

8 CONNECT WITH GRAMMAR AND COMPOSITION—VII

2. Interrogative Sentences
These sentences ask questions or raise queries
7 KHVHVHQWHQFHVHQGZLWKDQinterrogation mark ?
7KH\DUHRIWZRW\SHV
a 4 XHVWLRQVVWDUWLQJZLWK$X[LOLDULHV
b 4 XHVWLRQVVWDUWLQJZLWKWhZRUGV
a 4XHVWLRQV6WDUWLQJZLWK$X[LOLDULHV
6XFKTXHVWLRQVGHPDQGFRQ¿UPDWLRQRUQHJDWLRQSHUWDLQLQJWRWKHTXHU\
([DPSOHV
i Are\RXUHDG\WRERDUGWKHEXVWR-DLSXU"
ii Am,DIRRO"
iii IsWKHPRWKHUQRWSUHSDULQJIRRGIRUKHUFKLOGUHQ"
iv Is\RXUIDWKHUJHWWLQJWKHJDUGHQHUWRZDWHUWKHSODQWV"
v Hasn'tJDPEOLQJEURXJKW6KDNHHORQWKHVWUHHW"

BEAR IN MIND...
7 KHVHTXHVWLRQVDUHDQVZHUHGLQµYes¶RUµNo¶RURWKHUDGYHUEVRIDI¿UPDWLRQQHJDWLRQ
‘Yes¶PD\EHIROORZHGE\DQDI¿UPDWLYHVHQWHQFH RUFODXVH ZKHUHDVµNo¶PD\EHIROORZHGE\DQHJDWLYH
VHQWHQFH RUFODXVH

(b) Questions Starting with Wh-family words

Questions starting with WhIDPLO\ ZRUGV²who, what, whom, which, whose, where, when, why, how,
HWFGHPDQGDVSHFL¿FUHVSRQVHFRUUHVSRQGLQJWRWKHwhZRUGXVHG
([DPSOHV
i WhoVWRRG¿UVWLQWKHFODVV" VXEMHFW
ii What do birds doXVLQJWKHLUZLQJV" YHUE
iii WhatGRWKH\VHUYHIRUEUHDNIDVWHYHU\GD\" GLUHFWREMHFW
iv WhomKDYHWKHYRWHUVHOHFWHGOHDGHUWKLVWLPH" LQGLUHFWREMHFW
v WhyFDQWKHRI¿FHUQRWEHKRQHVW" UHDVRQ
vi Which RIWKHVHER\VLVWKHVFKRROFDSWDLQ" VHOHFWLRQLQGLFDWLRQ

MARK THIS:
Every whZRUGLQGLFDWHVDSDUWLFXODUFRPSRQHQWRIDVHQWHQFHVXFKDVVXEMHFWYHUEREMHFWSODFHHWF
7 KHUHIRUHVXFKTXHVWLRQVDUHDQVZHUHGGLIIHUHQWO\

3. Imperative Sentences
7KHVHDUHWKHVHQWHQFHVZKLFKH[SUHVV RUGHUVFRPPDQGVUHTXHVWVDGYLFH etc., in the SRVLWLYH
or QHJDWLYH sense.
6XFKVHQWHQFHVHQGZLWKDfull stop(.)
a Direct Orders
([DPSOHV
i 0 DNHKDVWH SRVLWLYH
ii : ULWHZLWKLQSURSHUPDUJLQV SRVLWLYH

THE SENTENCE 9
iii 'RQ¶WOLWWHUWKLVSODFH QHJDWLYH
iv 'RQRWVWHSRQWRWKHÀRZHUEHGV QHJDWLYH

b Indirect Orders
([DPSOHV
i 1RERG\LVWRVWD\KHUHDIWHU SP QHJDWLYH
ii <RXDUHWREHKDYHSROLWHO\ZLWKHYHU\RQH SRVLWLYH
iii ,DPWRVWLFNWRP\ZRUG SRVLWLYH
iv 6XSHUVWLWLRQVDUHQRWWREHDFFHSWHGEOLQGO\ QHJDWLYH

c Advice
([DPSOHV
i 6WXGHQWVVKRXOGJHWXSHDUO\ SRVLWLYH
ii <RXPXVWUHWXUQKRPHLPPHGLDWHO\ SRVLWLYH
iii 6KHRXJKWWRUHVSHFWWKHODZ SRVLWLYH
iv 7 KH\PXVWQRWGLVWXUEKLPDWZRUN QHJDWLYH

d Request
([DPSOHV
i . LQGO\KDYHSDWLHQFHDQGZDLWIRU\RXUWXUQ SRVLWLYH
ii 3 OHDVHKHOSWKHROGPDQFURVVWKHURDG SRVLWLYH
iii <RXDUHUHTXHVWHGQRWWRPLVXVHHOHFWULFLW\ QHJDWLYH
iv : HUHTXHVW\RXUIXOOFRRSHUDWLRQLQRXULQLWLDWLYH SRVLWLYH

e Proposal
([DPSOHV
i /HWXVQRWIRUJHWWKHVDFUL¿FHVPDGHE\RXUQDWLRQDOKHURHV
ii /HWXVH[SHFWWKHEHVWIURPRXUOLYHV

4. Exclamatory Sentences
7KHVHDUHWKHVHQWHQFHVZKLFKH[SUHVV strong and sudden feelings, such as happiness, sorrow,
praise, pain, surprise, exultation, wishes, blessings, compliments, etc.
6XFKVHQWHQFHVHLWKHUIROORZDQLQWHUMHFWLRQRUHQGZLWKDmark of exclamation (!)
([DPSOHV
i + HDYHQV7 KLVVWRUPUHIXVHVWRVXEVLGH VXUSULVH
ii + XVK7 KLVLVDQRI¿FH FDOOIRUPDLQWDLQLQJVLOHQFH
iii + XUUDK$WODVW,KDYHEHHQFKRVHQWRSOD\IRUWKHFRXQWU\ H[XOWDWLRQ
iv : KDW<RXKDYHORVW\RXUSXUVHIXOORIPRQH\" VXUSULVH
v $ODV(YHQP\SDUHQWVKDYHDEDQGRQHGPH GHHSJULHIVRUURZ
vi + RZGDUNWKHFORXGVDUH VXUSULVH
vii 0 D\*RGEOHVV\RX EOHVVLQJ
viii : LVK\RXDOOWKHEHVWLQOLIH ZLVK
L[ : RZ<RXORRNVRSUHWW\WRGD\ FRPSOLPHQW

10 CONNECT WITH GRAMMAR AND COMPOSITION—VII

Activity 5
Rearrange the following groups of words to make the kind of sentence mentioned in brackets for each.
Remember to put the appropriate stop at the end of each sentence.
1. LVPHORGLRXVFKRLUWKLVKRZ H[FODPDWRU\
2. SLFQLFRXWOHWJRXVDIRU LPSHUDWLYH
3. VKRXOGUXOHVRQHEUHDNWUDI¿FQHYHU LPSHUDWLYH
4. QRW\RXDVUHDG\\HWZK\DUH LQWHUURJDWLYH
5. VHOHFWHGWHDP,EHHQWRSOD\IRUWKHKDYH DVVHUWLYH
6. VWUHZQRIELWVZHUHHYHU\ZKHUHSDSHU DVVHUWLYH
7. IDPLO\FDQSRRUDIIRUGLWVHGXFDWHWRDFKLOGUHQ LQWHUURJDWLYH
8. KHU6XKDQLDGPLWPLVWDNHPXVW LPSHUDWLYH
9. HQWHUWRQRERG\LVWKHFODVVURRP LPSHUDWLYH
10. EULOOLDQWKDVJLYHQVKHDZKDWSUHVHQWDWLRQ H[FODPDWRU\

B. BASIS OF COMBINATION OF CLAUSES

2 QWKHEDVLVRIWKHFRPELQDWLRQRIFODXVHVVHQWHQFHVFDQEHFODVVL¿HGDV
6LPSOH6HQWHQFH
&RPSRXQG6HQWHQFH
&RPSOH[6HQWHQFH
1. Simple Sentence
$ VHQWHQFH ZKLFK KDV RQH VXEMHFW DQG RQO\ RQH ¿QLWH YHUE thus constituting, structurally, a single
clause is called Simple Sentence.
([DPSOHV
i My friend teaches 3 KLORVRSK\DWDFROOHJH
Sub. fin. verb
ii They admire KLVKRQHVW\DQGVLQFHULW\
Sub. fin. verb

2. Compound Sentence
A Compound Sentence is one which is a combination of two or more independent or coordinate clauses.
7 KHVHFRRUGLQDWHRULQGHSHQGHQWFODXVHVDUHMRLQHGE\FRRUGLQDWHFRQMXQFWLRQVVXFKDVandbutsoHWF
([DPSOHV
i $FDWHQWHUHGWKHNLWFKHQandOLFNHGWKHPLONGU\
7 ZRFRRUGLQDWHFODXVHVMRLQHGE\and
ii : HUDQIDVWbutFRXOGQRWFDWFKWKHWUDLQ
7 ZRFRRUGLQDWHFODXVHVMRLQHGE\but
iii ,WLVD6XQGD\WRGD\thereforeZHZLOOUHPDLQDWKRPH
7 ZRFRRUGLQDWHFODXVHVMRLQHGE\therefore
iv . LUWLas well as. DPLQLLVDXQLYHUVLW\VWXGHQW
7 ZRFRRUGLQDWHFODXVHVKDYLQJGLIIHUHQWVXEMHFWVEXW
VDPHSUHGLFDWHVMRLQHGE\as well as

THE SENTENCE 11
3. Complex Sentence
A sentence, which contains one main or principal clause and one or more dependent or subordinate
FODXVH V LVFDOOHGD&RPSOH[6HQWHQFH
([DPSOHV
i I can tell you ZKHQWKHRI¿FHRSHQV
SULQFLSDOFODXVH VXERUGLQDWHFODXVH

ii It is a well-known fact that the earth goes round the Sun

SULQFLSDOFODXVH VXERUGLQDWHFODXVH

iii 7KHUHZDVDQXQH[SHFWHGNQRFNRQWKHGRRU which startled everyone

SULQFLSDOFODXVH VXERUGLQDWHFODXVH

iv Nirmala studies with Arpan who is the neighbour that she likes most.
SULQFLSDOFODXVH VXERUGLQDWHFODXVH VXERUGLQDWHFODXVH

REMEMBER...
&RRUGLQDWHFODXVHVDUHLQGHSHQGHQWO\PHDQLQJIXO
6XERUGLQDWHFODXVHVGHSHQGRQWKHLUUHVSHFWLYHSULQFLSDOFODXVHVIRUWKHFRPSOHWLRQRIWKHLUPHDQLQJV
7 KHUHFDQEHRQO\RQHSULQFLSDOFODXVHLQDFRPSOH[VHQWHQFH

Activity 6
,GHQWLI\WKHNLQGVRIWKHIROORZLQJVHQWHQFHV
i 7 KH\GLGQRWKHOSPHDWDOO
ii <RXVKRXOGWDNHPHGLFLQHWRJHWUHOLHIIURPFROG
iii *HWRXWRIP\KRXVHLPPHGLDWHO\
iv ,DPQRWJRLQJWRVSHDNWRKHUDWDOO
v : RZ: KDWDEHDXWLIXOVROLWDLUH
vi : K\VKRXOG,DORQHGRWKLVWDVN"
vii 7 KHPDQVWDUWHGWKHFDUDQGGURYHDZD\
viii 7 KDWYLUXVFDXVHVYDULRXVGLVHDVHVLVQRWDP\VWHU\DQ\PRUH
L[ 7 ULVKQDWDNH\RXUVHDW
[ ) LUHGRHVQRWEXUQHYHU\WKLQJDOLNH

.12:/('*(&251(5
WILLIAM BLAKE
: LOOLDP%ODNHZDVDQ(QJOLVKSRHWSDLQWHUDQGSULQWPDNHU+ HZURWH6RQJV
RI,QQRFHQFHDQG6RQJVRI([SHULHQFH$PRQJKLVEHVWNQRZQO\ULFVWRGD\
DUHµ7 KH/DPE¶µ7 KH7 \JHU¶µ/RQGRQ¶DQGWKHµ-HUXVDOHP¶O\ULFIURP0 LOWRQ
ZKLFKKDVEHFRPHDNLQGRIVHFRQGQDWLRQDODQWKHPLQ%ULWDLQ

12 CONNECT WITH GRAMMAR AND COMPOSITION—VII

2 Nouns

Noun is the name of a person, place,

or thing.

Harsh : Is it a puzzle , Darpan , that you want me to solve?

Darpan : Ha - ha! Confused, Harsh ?

Harsh : Of course. Anybody would be confused if you act mysteriously.

Darpan : There is no mystery or puzzle in what I have written.

Harsh : What is it, then?

Darpan : Actually, I have just written an eternal fact .

Harsh : A fact ! But about what?

Darpan : About Nouns , which our teacher is going to discuss in the class today.

Harsh : Then, why don’t you come to the topic straightaway instead of creating confusion ?

Darpan : Well, that is what I was trying to do, but you thought I was asking you some puzzle .

Harsh : But shouldn’t you have started it in a simple way ?

13
Darpan : That is what I did, but you seemed not to understand it on the spot .
Harsh : Sorry! I don’t follow what you intend to say.

Darpan : It’s okay. But, it is an irony that, at times, too much simplicity creates puzzlement or

complexity .

Harsh : Anyway, go ahead with what you want to teach me before the teacher arrives here.

Darpan : Well, I want to discuss Nouns — their GH¿QLWLRQ , FODVVL¿FDWLRQ and salient features —

with you.

Harsh : That’s good. Please, explain the things over again.

Darpan : Oh! I am afraid, now I cannot do that.
Harsh : Cannot do that? But why?

Darpan : Just because our teacher of English , Miss Maria , has entered the classroom . And now, she
alone will do the rest.
Harsh : I see.

Noun is the name of a person, place,

or thing.

Teacher : Who wrote this sentence on the blackboard ?

Harsh : Madam , it was Darpan who did it.

Teacher : But why?

Harsh : He wanted to teach me about Nouns .

Teacher : Excellent, Darpan ! You have written the appropriate GH¿QLWLRQ of Nouns.
Darpan : Thank you, madam. But do teach us everything afresh, please.

Teacher : Okay, all of you pay attention to the blackboard now.

14 CONNECT WITH GRAMMAR AND COMPOSITION—VII

As you read the discussion among the teacher, Harsh and Darpan, did you observe the common factor
in the highlighted (encircled) words appearing therein?
You must have noticed that all of them represent or name various things, tangible or intangible.
The words Harsh, Darpan and Miss Maria are the names of particular persons; teacher, spot, class, topic,
way and GH¿QLWLRQare the names of different kinds of common entities; English and Nouns are the names
of some topics; puzzle, irony, mystery and fact are the names of ideas; confusion, simplicity, puzzlement and
attention are the names of various states of mindDQG¿QDOO\blackboard is the name assigned to a thing.
All these highlighted words are naming words or nouns.
Nouns are the names assigned to persons, places, things (living or non-living), animals, feelings,
ideas, etc.

I. KINDS OF NOUNS
NOUNS

Proper Common Collective Material Abstract

$VWKHSUHFHGLQJ¿JXUHVKRZVWKHUHDUHEDVLFDOO\¿YHNLQGVRIQRXQV
1. Proper Nouns 2. Common Nouns 3. Collective Nouns
4. Material Nouns 5. Abstract Nouns

1. Proper Nouns

The name of a person, place or anything in particular is called Proper Noun.

Subhash Chandra Bose Kapil Dev The Ganges

Examples:
Persons o Subhash Chandra Bose, Akshay Kumar, Kapil Dev, etc.
Places o America, Nepal, All India Institute of Medical Sciences, etc.
Things o Ɣ Micromax, Crocin, Hit, etc. (brand names);
Ɣ The Ganges, The Rocky Mountains, etc. (landmarks);
Ɣ Sunday, April, etc. (days/months);
Ɣ The Petra, The Taj Mahal, etc. (monuments);
Ɣ The Discovery of India, India Today, The Hindu, etc.
(books/magazines/dailies);
and so on.

REMEMBER...
The number and gender of proper nouns cannot be changed.
Nouns mostly play the role of the subject of a verb or an object of a verb or preposition in a sentence.

NOUNS 15
2. Common Nouns
Names assigned to the categories of persons, places, things (living or non-living), etc., are termed as
Common Nouns.
Examples:
Persons o woman, child, girl, infant, etc.
Places o VFKRROSOD\JURXQGRI¿FHQXUVHU\HWF
Things o mobile phone, computer, vehicle, fan, etc.
Professionals o doctor, editor, miller, goldsmith, etc.
Animals o serpent, panther, squirrel, vixen, etc.

REMEMBER...
Number and gender of common nouns can be changed.

3. Collective Nouns
Names assigned to the collections or groups of persons, places, things, etc., are called Collective Nouns.
Examples:
FURZGSHRSOHVZDUPMXU\SROLFHEXQFKÀRFNKHUGDVVHPEO\EORFNUHJLPHQWJURYHPREHWF

REMEMBER...
The number of collective nouns can be changed.

4. Material Nouns
These are the names assigned to the materials or substances of which things are made.

Gold Milk Wood

Examples:
gold, silver, milk, sugar, water, air, mud, salt, wood, stone, honey, poison, wine, iron, etc.

REMEMBER...
In normal circumstances, there are no plural forms of material nouns. Nevertheless, they can have plural
forms with different or unusual meanings.

5. Abstract Nouns
These are the names assigned to various feelings, qualities, actions, states, virtues, etc.
Examples:
wisdom, sincerity, cruelty, success, obstinacy, truth, honour, height, danger, love, hatred, strength,
FRQ¿GHQFHEUDYHU\SDWULRWLVPEHWUD\DOGLVPLVVDOHWF

16 CONNECT WITH GRAMMAR AND COMPOSITION—VII

REMEMBER...
Generally, abstract nouns are used in singular sense, though they can be plural in certain contexts.
Abstract nouns are formed by making certain changes in the spellings of adjectives, verbs and adverbs.

Activity 1
Identify the kinds of the highlighted nouns in the following paragraph and categorise them under their
respective heads.
The media , particularly television , has been blindly imitating the debased form of western culture . It
is not only television but also ¿OPV that are responsible for this problem . The narrow-minded and short-sighted
view that equates modernisation with westernisation is detrimental to our national pride and ethos .

The culture and communication policy of India can fruitfully adopt the following statement of Gandhi as
its basic guideline . “I do not want my house to be walled in on all sides or my windows to be stuffed. I want

cultures of all lands to be blown about my house as freely as possible, but I refuse to be blown off my feet . They

should both be on the Indian state .” The culture and communication policy should accept and preserve the traditional

forms of our culture and sincere efforts should be made to integrate them with the demands of the present
age . Experimentation and innovation should be such as to help in protecting, preserving and adopting

traditional art forms which provide vital links of continuity between the present and the future generations .

II. NUMBER AND GENDER OF NOUNS

On the basis of NUMBER or QUANTITY, nouns can be divided into two categories:
1. Countable Nouns
2. Uncountable Nouns

1. Countable Nouns
The nouns that can be counted are called Countable Nouns.
Countable nouns can be singular or plural in form.
(i) Singular Nouns represent only one member of their kind or class.
Examples:
story, class, man, girl, angel, animal, theory, secret, etc.
(ii) Plural Nouns represent more than one member of their kind or class.
Examples:
boxes, men, ladies, leaves, children, keys, ants, facts, searches, etc.

2. Uncountable Nouns
Nouns of this category cannot be counted. They mainly denote substances which have bulk but not
number, and also, abstract things or ideas.

NOUNS 17
Examples:
milk, earth, hair, friendship, poverty, sugar, butter, etc.

BEAR IN MIND...
8 QFRXQWDEOHQRXQVGRQRWWDNHLQGH¿QLWHDUWLFOHV²a or an+ RZHYHUWKHGH¿QLWHDUWLFOHthe can be used with
these nouns in a VSHFL¿F or particular sense.
These nouns can have the adjectives—any, some or much—to quantify them.

Activity 2
5HDGWKHIROORZLQJSDVVDJHDQG¿QGRXWWKHFRXQWDEOHDQGXQFRXQWDEOHQRXQVLQLW$OVRFKDQJHWKHQXPEHU
of those nouns if possible.
Laughter
is infectious, tears
are not. A cheerful face puts
everyone in good spirits. Comedy
has been defined as laughter of the mind.
Laughter suggests that man can rise above
personal misfortunes and petty faults and failings.
There is a liberating quality in laughter. It is a very
welcome feeling. There is something private and personal
in tears. Sorrow is self-contained. Joy and laughter have the touch
of Nature which makes the whole world kin. A sorrowful man’s
company is usually avoided. A happy man’s company is sought by all.

On the basis of GENDER, nouns are categorised as:

1. Masculine 2. Feminine
3. Common 4. Neuter.
1. Masculine
These are nouns indicating male members of various species.
Examples:
king, man, boy, ox, dog, servant, etc.

2. Feminine
These are nouns indicating female members of various species.
Examples:
queen, woman, girl, cow, bitch, maid, etc.

3. Common
These are the nouns which do not distinguish between male or female and are common
for both.
Examples:
child, engineer, teacher, parent, friend, cousin, artist, cook, joker, etc.

18 CONNECT WITH GRAMMAR AND COMPOSITION—VII

4. Neuter
Nouns of this category indicate only lifeless things.
Examples:
stone, sword, knife, doll, apple, house, coin, etc.

MARK THIS:
,QVRPHFDVHVPDVFXOLQHDQGIHPLQLQHJHQGHUVDUHLQGLFDWHGE\SUH¿[LQJWKHPZLWKhe- and she- respectively.

Activity 3
Read the following paragraph and identify the highlighted nouns as masculine, feminine, common or neuter
gender. Wherever possible, change the gender of the words.

A nuclear family comprises a man , his wife and their children . In the cities , due to lack of space

for accommodation LW KDV EHFRPH QHFHVVDU\ WR NHHS WKH IDPLO\ VPDOO 3 HRSOH ¿QG LW GLI¿FXOW WR NHHS WKHLU ROG

parents with them. Soaring prices and high cost of living in the cities are among the reasons for the

nuclearisation of the family. It is common belief that the mother-in-law and the daughter-in-law

do not get along well in any household . The mother-in-law might put certain restrictions on the newly-wed

bride which could lead to the displeasure of the latter. This could make the son and the daughter-in-law

walk out of the house . By moving to another home , the daughter-in-law could seek to have privacy in her own

life and lead her life as she might like.

III. CASES 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) Seema went out to play with her friends.
(b) The soldiers of the regiment were commanded to defend the post until further orders.

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.$QRXQFDQHLWKHUEHDDirect or an Indirect object of a verb.
Examples:
(a) Rini presented Genelia with a beautiful dress on her birthday.
verb i.o. d.o.

NOUNS 19
(b) The director ordered pack-up of the shoot at midnight.
verb d.o.
(c) Humpty-dumpty sat on a wall.
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) Robert Frost’s poems are very inspirational.
(b) The President of France’s speech was full of humorous anecdotes.

Activity 4
Identify the nouns and state their cases in the following sentences.
1. The students were taken out for a class-picnic.
2. The lion roared to establish its supremacy in the jungle.
3. A weeping child was standing on the roadside.
4. Sit down and carry on with your work.
5. Have you seen Tushar’s brother today?

)81$&7,9,7<
Identify the nouns (any three).
DID YOU KNOW?
Abraham Lincoln dreamed about being assassinated 3 nights in a row before he was shot. Crook, his
bodyguard, told him to stay home that night, but he left anyway and said, “Goodbye, Crook.” It was the
¿UVWWLPHKH¶GHYHUWROGKLPJRRGE\HLQVWHDGRIµJRRGQLJKW¶

20 CONNECT WITH GRAMMAR AND COMPOSITION—VII

3 Pronouns

Pronouns are those words which are used instead of nouns (or to replace nouns) to avoid repetition.
Read the following introduction given by a boy named Albert. He introduces himself to his new classmates
XVLQJWKHVHQWHQFHVJLYHQEHORZ2 EVHUYHWKHHQFLUFOHGZRUGVLQWKHVHVHQWHQFHVDQG¿JXUHRXWKRZWKRVH
words function with respect to the nouns used.

Hello, friends! I am Albert, your new classmate. I want to make friends with all of you . I am sure, you

will help me in everything our teachers would ask us to do. You can also expect me to be a good friend of

yours . Whenever there is any problem, we will solve it unitedly. My younger brother, Philip, has also joined our

school this year. He will also love to be your friend. He is quite intelligent and solves all his sums himself .

Let us pledge to be good and disciplined students of the class. It is an abode of knowledge for us .

An analysis of the encircled words shows that: I, me and my refer to the noun, Albert; You, Your and
Yours refer to the other students of the class; we, our and us refer to Albert and other students jointly; he,
his and himself refer to Albert’s younger brother, Philip; and it refers to the class.
Thus, it follows that I (in its different forms); you (in its different forms); we (in its different forms); he (in
its different forms) and it have replaced the nouns—Albert, other students of the class, Albert along with the
other students, Albert’s younger brother Philip, and the class UHVSHFWLYHO\7 KHUHIRUHWKH\DUHE\GH¿QLWLRQ
and usage, Pronouns.
21
However my, our, your, its (attributive), his (attributive), her and their are not treated as pronouns any
more. Modern usage treats them as determiners or adjectives owing to the function they perform.

KINDS OF PRONOUNS
There are seven kinds of pronouns as discussed below.

Pers ¿QLWH
onal ,QGH

PRONOUNS
Interrogative Reciprocal

De
e

m
tiv

on
la

st
Re

ra
tiv
e
Distributive

1. Personal Pronouns 5. Demonstrative Pronouns

2. Interrogative Pronouns 6. Reciprocal Pronouns
3. Relative Pronouns 7. ,QGH¿QLWH3 URQRXQV
4. Distributive Pronouns

1. PERSONAL PRONOUNS
The pronouns which replace the names of persons, places or things in particular, namely I, We, You,
He, She, It and They are called Personal Pronouns.
See how these pronouns replace nouns.

I You

________________ ________________

We He

________________ ________________

You She

________________ ________________

22 CONNECT WITH GRAMMAR AND COMPOSITION—VII

It It

________________ ________________

It They
________________ ________________

It They
________________
________________

Persons of Personal Pronouns

The personal pronouns are so called because they stand for the three Persons—the person(s) speaking
(First), the person(s) spoken to (Second) and the person(s) spoken of (Third).
These persons are shown in the following table for your understanding.

Personal Pronouns
Persons
Singular Plural

I Person I We

II Person You You

III Person He, She, It They

Cases of Personal Pronouns

Various forms of personal pronouns, assumed on the basis of their different functions in sentences,
are called their Cases.
There are four cases of personal pronouns:
(a) Subjective or Nominative Case
(b) Possessive or Genitive Case
(c) Objective or Accusative Case
(d)5HÀH[LYHRU(PSKDWLF&DVH
(a) Subjective or Nominative Case
A form of a personal pronoun is said to be in the subjective or nominative case if it performs the
function of the subject of the main verb in the sentence.

PRONOUNS 23
Examples:
(i) I always accomplish my tasks in time.
v
(Who?...I)
(ii) We will be friends for ever.
v
(Who?...We)
(iii) They have discovered a new island.
v
(Who?...They)
In the preceding sentences, I, We and They carry out the function of the subjects for their respective verbs—
accomplish, will be and have discovered. Therefore, these are in the subjective or nominative case.
(b) Possessive or Genitive Case
A form of a personal pronoun is said to be in the Possessive or Genitive Case when it indicates some
possession by or origin from something or somebody in the sentence.
Examples:
(i 7 KLVSURMHFW¿OHLVmine.
(ii 7 KHYHU\¿UVWQDPHLQWKHPHULWOLVWZDVyours.
(iii) I liked that idea of hers very much.
In the above sentences, mine, yours and hers indicate the possession of certain nouns by I, you and
she, respectively. Therefore, these are personal pronouns in possessive or genitive case.
The possessive forms of I, we, you, he, she and they, therefore, are mine, ours, yours, his, hers and
theirs, respectively.
(c) Objective or Accusative Case
A personal pronoun is said to be in the Objective or Accusative Case if it performs the function of the
object of a/the verb or preposition in a sentence.
Examples:
(i) They have invited me over for lunch today.
v o
(Whom?...me)
(ii) The inspector took him into custody.
v o
(Whom?...him)
(iii (YHU\RQHVKRZHUVSUDLVHVon them for their wisdom.
p o
(On whom?...on them)
In the preceding sentences, me, him and them are used as the objects of the verbs—invited and took—
and of the preposition—on—respectively. Therefore, me, him and them represent Objective or Accusative
Cases of the pronouns, I, He and They.
(d)5HÀH[LYHRU(PSKDWLF&DVH
The 5HÀH[LYH Case of a personal pronoun refers toLWVFRPSRXQGIRUPZKLFKLVXVHGWRUHÀHFWEDFNRU
OD\HPSKDVLVRQWKHVXEMHFWRIDQDFWLRQ7KHUHÀH[LYHFDVHLVXVHGDVDQREMHFWRIWKHYHUELQWKHVHQWHQFH

24 CONNECT WITH GRAMMAR AND COMPOSITION—VII

Examples:
(i) The driver has not turned up today, therefore, I will have to drive the car myself.
s emphatic

(Who?...(I) myself)
(ii) She can triumph over any odd if she has trust in herself.
V UHÀH[LYH
(Whom?...(in) herself)
(iii) You yourself can see that your arguments do not hold water.
s emphatic
(Who?...(you) yourself)
The table furnished below will enhance your understanding of cases.
Personal Pronoun Case Table

Possessive/ Objective/
Nominative/ Emphatic/
Pronoun Genitive Accusative
Subjective Case 5HÀH[LYH& DVH
Case Case
I I mine me myself
We We ours us ourselves
You You yours you yourself/yourselves
He He his* him himself
She She hers her herself
It It its* it itself
They They theirs them themselves
*These words become pronouns in the possessive case only when they are used predicatively. When used attributively,
they cease to be pronouns for, then, they become possessive adjectives or determiners by function.

Activity 1
Read the sentences given below and identify the highlighted pronouns. Also mention their cases.

1. People like to help me .

2. They are looking for you everywhere.

3. A cousin of mine has gone abroad for higher studies.

4. Can't you yourself iron your clothes?

5. This house of theirs is quite old.

6. We shall give them a warm welcome.

7. It was my brother who took the trophy.

8. This shirt is hers but that is his .

PRONOUNS 25
9. He has made himself a jack of all trades.

10. They themselves have dug up a well for the villagers.

2. INTERROGATIVE PRONOUNS
Interrogative Pronouns are the pronouns (belonging to the wh-family), which, when placed at the
beginning of a sentence, ask questions.
$V\RXFDQVHHLQWKH¿JXUHEHORZWKHUHDUHPDLQO\¿YHLQWHUURJDWLYHSURQRXQVWho, What, Whom,
Which and Whose(DFKRIWKHVHLQWHUURJDWLYHSURQRXQVDVNVDTXHVWLRQZLWKUHJDUGWRDGLVWLQFWHOHPHQW
of the sentence.

Who o Subject
What o Direct object
Whom o Indirect object
Which o Indication/Selection
Whose o Possession/Attribution
Examples:
(i) Who took the oath to serve the motherland?
s
(ii) What have they painted on the wall?
d.o.
(iii) Whom did the animals of the forest elect their leader?
i.o.
(iv) Which is the best gymnast of all in the tournament?
sel.
(v) Which is the planet called the blue planet?
ind.
(vi) Whose is the invention of electric bulb?
poss.

26 CONNECT WITH GRAMMAR AND COMPOSITION—VII

Activity 2
Frame questions using the interrogative pronouns who, what, whom, which, whose for the following
sentences:
1. All the board members were present at the annual meeting. (who)