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POSS English & LAC Questions

POSS ENGLISH  QUESTION BANK

UNIT I – Nature of Language/ Language & Society/ Language & School

1.‘Language is a set of human habits.’ Elaborate the given sentence with reference to the meaning and nature of Language.
2.Explain/ Elucidate the meaning and nature of language.
3.‘Men and women use language differently.’ Explain the statement with respect to the influence of language on gender roles.
4.'Language reflects the position of women in Society.' Justify the given statement with reference to gender roles in the use of language.
5.Illustrate how language influences gender roles.
6.‘Use of language reflects differences in class and power.’ Justify/ Elaborate the given statement with reference to the use of language to denote class and power dynamics.
7.Explain/ Illustrate how differences in class and power are reflected in the use of Language.
8.What are the various approaches that a teacher can use in her classroom to bring about multicultural awareness. Illustrate with examples.
9.‘Language is not only a formal school subject but also a means of learning and communication.’ Justify by comparing and contrasting the two roles played by language.
10.Illustrate the categories of language register used in the functional use of language.

Short Notes
1.Nature of Language
2.The Difference Theory of Deborah Tanen
3.Teacher’s role in a multi-lingual classroom
4.Any two ways to incorporate multicultural awareness
5.Language as a reflection of power and class
6.Any two differences between language as a school subject and language as a means of communication
7.Categories of a language register

UNIT 2 – Aims & Objectives/ Principles/ Maxims

Aims & Objectives
1.What are/ Explain the aims of teaching English at the secondary level?
2.What are/ Explain the aims of teaching English at the higher secondary level?
3.What are/ Explain the objectives of teaching English at the secondary level?
4.What are/ Explain the objectives of teaching English at the higher secondary level?
5.How would you as a teacher explain the importance of aims and objectives of teaching English at the secondary level?
6.How would you as a teacher explain the significance of aims and objectives of teaching English at the higher secondary level?
Principles & Correlation
1.“All knowledge is one unit, branched in to different subjects for the convenience of the learners.” Discuss the statement with respect to the inter correlation of English with the various school subjects.
2.Enumerate Palmer’s principles of language teaching.
3.Explain any four Palmer’s principles of the English language.
4.Illustrate intra correlation of English language.
5.Explain the significance of intra and inter correlation.
6.What is correlation? Illustrate the correlation of English language with any two school subjects.
7.Elucidate the importance of correlation in the English language.
8.Illustrate correlation of English with History.
9.Illustrate correlation of English with Science.
10.Illustrate correlation of English with Geography.
11.Illustrate correlation of English with Economics.
12.Illustrate correlation of English with Commerce
13.Illustrate correlation of English with Mathematics.
Maxims
1.'Maxims form the base of teaching in any language.' Illustrate how you, as an English teacher,would use the maxims of teaching to make your class effective? Maxims are time tested principles of teaching”. Explain.
2.What are the maxims of teaching? Explain any 2 maxims of language teaching.
3.Explain the maxim ‘Known to Unknown’
4.Explain the maxim ‘Simple to Complex’.
5.Explain the maxim ‘Whole to Part’.
6.Explain the maxim ‘Particular to General’.
7.Explain the maxim ‘Concrete to Abstract’.
8.Explain the maxim ‘Psychological to Logical’

UNIT 3 – Constructive Approach/ Communicative Approach/ Expository & Interactive Techniques
1.What is Communicative approach? Discuss its characteristics. How would you as a teacher use the Communicative Approach to teach in your class?
2.“Constructivist Approach is indispensible in the teaching of English” Discuss. (2009)
3.“Drama is an important means to facilitate experiential learning of Prose.” Illustrate. (Univ 2012-Sem II)
4. Narration considered an important technique of teaching English prose’ Discuss
5.Questioning/ Discussion is a significant technique in the teaching of language. Discuss.
Short Notes
1.Merits/ demerits of the communicative approach.
2.Procedure of Communicative approach in learning of English. (2010)
3.Principles of the Communicative approach
4.Significance/ Importance of Questioning/ Discussion

UNIT 4 – Library/ E-blogs/ CALL
Essay questions
1)How is a library useful for a language teacher for effective teaching learning process?
2)‘ Library as a learning resource is indispensable for a language teacher” justify.
3)Elaborate the use of e-books for a language teacher.
4)“Social networking sites develops the communication skills of student” justify and discuss the importance of any two social networking sites.
5)Elucidate the importance of any two library resource for a language teacher.
6)Define CALL. Explain the role of CALL in language learning.
7)“Blogs are an effective E-resource for enhancement of reading skill “ justify.
Short notes
1)Importance of e-books.
2)E-resources as a learning resource.
3)Types of learning resources in a library.
4)Use of blogs for teaching of English.
5)CALL as a learning resource.

B.Ed.II Yr. III Sem. EnglishOSS

UNIT II

STUDY SKILLS

Introduction: Study skills comprise two peculiar words study and skill. Study means the time devoted by a particular person to gaining knowledge of an academic subject, typically at school, college, or university. Skill means the practiced ability to use one's knowledge effectively and readily in execution or performance. Study skill it is an approach applied to learning. They are generally critical to success in school, considered essential for acquiring good grades, and useful for learning throughout one's life.

Study skills are defined as strategies and methods to efficiently manage learning. Study skills consist of time management strategies, note taking and active listening abilities, and summarization and analysis skills. Study skills are an array of skills which tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. They include mnemonics, which aid the retention of lists of information; effective reading; concentration techniques; and efficient note taking.

I. Need and Importance of Study Skills:

1. Study skills are the skills you need to enable you to study and learn efficiently they are an important set of transferable life skills.

2. These are the most important skills to master to get good grades. Honing your study skills not only helps you succeed academically, it will also help you do well in life.

3. Some of the benefits of improved study skills reduce test anxiety, increase confidence, competence, and self esteem.

4. You will realize that good grades are not always achieved through studying long hours. You can cut down on the number of hours you study by studying efficiently through knowing how to study. Once you learn these skills, you will be well on your way to becoming the successful student you’ve always wanted to be. Academic coaches and tutors at MyGrade Booster will give you useful tips and tools you can adopt when you study or prepare for exams.

5. The so-called smart students are not the ones with higher IQs. They are the students who have mastered the art of studying efficiently.

6.  The students with learning difficulties, particularly those with LD and ADHD, students need to be explicitly taught how to strategically approach academic tasks in order to gain and use information effectively. In other words, they need to be taught effective study strategies, often referred to as study skills.

7. The table below lists several study skills strategies that can help students address their executive function challenges and tackle academic demands in a more effective, plan full manner.

Processing Information	Retaining and Recalling Information	Organizing Materials and Managing Time	Selecting, Monitoring, and Using Strategies
Graphic organizers Comprehension strategies	Mnemonic strategies Note-taking	Time management Materials organization	Self-regulation strategies

Although effective study skills strategies are critical for academic success, for many reasons students are seldom taught them. Perhaps chief among these reasons is simply that teachers assume students already possess such skills, having picked them up in the earlier grades. For this reason, study skills instruction improves the academic outcomes of all students, especially those with LD and ADHD

2. CATEGORIZATION OF STUDY SKILLS:

MICRO OR PRIMARY STUDIES SKILL

The study skill which are imparted to students up to matriculation level or known as micro or primary study skill they can further be divided into two stages.

1:         Controlled stage: It is the stage at which a child acquires the basic study skills under the control of his teacher or instructor. This stage is normally until primary level.

2:         Guided Stage: It is the stage where a child guided in acquiring the basic study skills. This stage is after the primary level up to matriculation.

MACRO OR ADVANCED STUDY SKILLS

The study skills which a student acquires after the matriculation level are generally called advanced study skills.

There can be classified as follows:

1:         ADVANCE STAGE: The stage where a student is required to adopt and acquired study skills of higher level then controlled or guided stage is called advance sage. It normally includes the intermediate level.

2:         INDEPENDENT STAGE: This is the stage where a student is free to exercise his mind in acquisition of the skills, and is not controlled, guided or restricted by graduation and can last as long as one aspires to study.

3. LOCATING INFORMATION AND USE OF REFERENCE BOOKS: By their very name, reference materials are obviously those items most likely to be useful in answering reference questions. For this reason, they are often held by libraries as resources which are either non-circulating or circulated under strict limitations. In the case of some very useful or popular titles, the patron is best served when the library can own at least two copies to allow for a "reference" and a circulating copy. A brief outline of the most common types of reference materials is presented below.

Almanacs

Contain specific facts, statistical data, tables of comparative information, and organized lists of basis reference information related to people, places, events, etc. Usually cover broad periods of time, whereas Yearbooks will have the same time of information for a single year.
Example -- World Almanac and Book of Facts 

Atlases

Contain an organized group of physical, political, road, and/or thematic maps. Symbols, scales, and terms used in the atlas should be explained in an easy to understand and complete manner.
Example -- Atlas of American History 

Bibliographies

Contain one or more lists of resources and materials sharing some common attribute such as location, publishing date, subject, etc. A good bibliography should include all pertinent bibliographical data. Some will include descriptive or critical annotations.
Example -- Guide to Reference Books for School Media Centers

Biographical Resources

Contain information about individual people or locate (index) other works which provide this type of information. Collected biographies can cover a given subject, a stated time period, or other special groups of individuals.
Example -- Current Biography Yearbook

Dictionaries

Contain words of a given language and other information such as their origins, pronunciations, and definitions. Unabridged dictionaries contain 250,000 words or more. Special dictionaries include picture dictionaries, foreign language dictionaries, synonym dictionaries, thesauri, etc.
Example -- Webster's School Dictionary

Directories

Contain an organized list of people and/or organizations of some type. Other information such as addresses, phone numbers, email addresses, etc. are included for each entry.
Example -- Special Collections in Children's Literature

Encyclopedias, General

Contain an alphabetically organized listing of a broad range of subjects with basic information for each entry. General encyclopedias provide a good basis for the beginning stages of research. They are also helpful resources for ready reference questions.
Example -- World Book Encyclopedia

Encyclopedias, Subject

Contain the same type of information and organized like a general encyclopedia. The entries are limited to those that fall within the subject encyclopedia's scope of the coverage.
Example -- The Grolier Encyclopedia of Science and Technology

Handbooks

Contain an abundance of information related to one subject. This is one type of reference material which needs to be circulating in order to serve the patron well.
Example -- Famous First Facts

Indexes

Contain information necessary for locating information in a given specific item or a type of resource. They help to locate information in periodicals, anthologies, newspapers, etc. Concordances and quotation dictionaries are specific types of indexes.
Example -- National Geographic Index

5. STORING INFORMATION:

For information (including the higher quality information we call knowledge) to be of any use for future generations to enjoy or perhaps be weary of, it must be stored on some kind of physical media. In the modern technological world, information is stored in a variety of ways, the most common of which are:

· The human brain

· Paper

· Floppy disk

· CD-ROM

· The Internet.

STORAGE MEDIUM	ADVANTAGES	DISADVANTAGES
HUMAN BRAIN	Information can be recalled almost immediately.	The brain has a habit of selecting information it wants due to the presence of other information in memory called beliefs
	It often takes a simple "memory key" to unlock a wealth of information	Effort must be made to make the information interesting as possible for effective memory and recall.
	Information in the brain can be put into action fairly quickly	Information stored in the brain can change over time due to our creative side of the brain constantly adapting and searching for solutions.
PAPER	No special tools are required to read information on paper other than using one's eyes and brain to observe and decode the information.	Audio and moving pictures cannot be stored on paper unless the imagination of the human brain can bring the work to life.
	Information is easily accessible	Costly to produce in great quantities given the limited supply of the raw materials to create paper.
	Information can be preserved on paper for a long time (about 100 years).	Updating information on paper is usually a laborious and expensive process. It can take nearly 12 months to update, print and distribute information on paper to the global market.
FLOPPY DISK	Relatively cheap to buy in bulk.	Requires additional tools (i.e. a computer, floppy drive and software) to read information on a floppy disk
	Convenient size for carrying around by hand and in holding a reasonable amount of information	Insufficient storage capacity for large books and multimedia applications containing high-quality movies and sounds.
	Easy to read, write and update with the help of a machine called a computer.	Information on a floppy disk is susceptible to damage from outside magnetic fluctuations (e.g. a power cable).
CD-ROM	For a slightly higher cost, a CD-ROM can store about 440 floppy disks (or between 650MB and 700MB) worth of information, making it suitable for multimedia applications	Requires additional tools (i.e. a computer, CD drive and software) to read information on a CD-ROM.
	Normal everyday magnetic fluctuations will not affect the media or the information stored on CD-ROM.	Only the most intense magnetic fluctuations in certain laboratories could cause the reflective media (if made of aluminium) to heat up and melt.
	Information can be accessed with great speed.	The construction of early CD-ROMs had poor quality plastics that can chemically react with the reflective (aluminium) media, and thereby reducing its lifespan for storing information. Nowadays, the plastics have been improved with built-in chemical dyes to prevent this problem. However, the plastics still have one other problem: they are too soft and can scratch easily and this can affect the quality of the information getting through the plastic when it is read by a laser disc player.
	If high quality materials and special dyes are used, CD-ROMs can last for 200 years or more.
THE INTERNET	Information can reach an extremely wide audience quickly and easily with minimal cost.	The content and presentation of many Internet sites is often of a low quality.
	The number of computers connected to the Internet is already a massive storehouse of information, far greater than can be stored on a single CD-ROM or book.	It can be difficult to find specific information you want quickly and easily.
	Information on the Internet can be modified in a matter of minutes at little or no cost, allowing people to access the very latest information.	Additional tools are required to access the Internet (i.e. a computer, a modem, a telephone network and software).
	The type of media used to store information on the Internet is not important.	Accessing multimedia-rich information on the Internet tends to be slow due to limited bandwidth in the network.

6. RETRIVIEVING AND INTERPRETING INFORMATION:

Recall or retrieval of memory refers to the subsequent re-accessing of events or information from the past, which have been previously encoded and stored in the brain. In common parlance, it is known as remembering. During recall, the brain "replays" a pattern of neural activity that was originally generated in response to a particular event, echoing the brain's perception of the real event. In fact, there is no real solid distinction between the act of remembering and the act of thinking.

There are two main methods of accessing memory: recognition and recall.

Recognition is the association of an event or physical object with one previously experienced or encountered, and involves a process of comparison of information with memory, e.g. recognizing a known face, true/false or multiple choice questions, etc. Recognition is a largely unconscious process, and the brain even has a dedicated face-recognition area, which passes information directly through the limbic areas to generate a sense of familiarity, before linking up with the cortical path, where data about the person's movements and intentions are processed. Recall involves remembering a fact, event or object that is not currently physically present (in the sense of retrieving a representation, mental image or concept), and requires the direct uncovering of information from memory, e.g. remembering the name of a recognized person, fill-in the blank questions, etc.

Recognition is usually considered to be “superior” to recall (in the sense of being more effective), in that it requires just a single process rather than two processes. Recognition requires only a simple familiarity decision, whereas a full recall of an item from memory requires a two-stage process (indeed, this is often referred to as the two-stage theory of memory) in which the search and retrieval of candidate items from memory is followed by a familiarity decision where the correct information is chosen from the candidates retrieved.

Interpretation is the act of explaining, reframing, or otherwise showing your own understanding of something. A person who translates one language into another is called an interpreter because they are explaining what a person is saying to someone who doesn't understand. Interpretation requires you to first understand the piece of music, text, language, or idea, and then give your explanation of it. A computer may produce masses of data, but it will require your interpretation of the data for people to understand it.

Basic analysis of "qualitative" information

(respondents' verbal answers in interviews, focus groups, or written commentary on questionnaires):

1. Read through all the data.
2. Organize comments into similar categories, e.g., concerns, suggestions, strengths, weaknesses, similar experiences, program inputs, recommendations, outputs, outcome indicators, etc.
3. Label the categories or themes, e.g., concerns, suggestions, etc.
4. Attempt to identify patterns, or associations and causal relationships in the themes, e.g., all people who attended programs in the evening had similar concerns, most people came from the same geographic area, most people were in the same salary range, what processes or events respondents experience during the program, etc.
5. Keep all commentary for several years after completion in case needed for future reference.

Interpreting information

1. Attempt to put the information in perspective, e.g., compare results to what you expected, promised results; management or program staff; any common standards for your products or services; original goals (especially if you're conducting a program evaluation); indications or measures of accomplishing outcomes or results (especially if you're conducting an outcomes or performance evaluation); description of the program's experiences, strengths, weaknesses, etc. (especially if you're conducting a process evaluation).
2. Consider recommendations to help employees improve the program, product or service; conclusions about program operations or meeting goals, etc.
3. Record conclusions and recommendations in a report, and associate interpretations to justify your conclusions or recommendations.

English Language teaching

1.1 INTRODUCTION

The nature of teaching-learning of any language in the world will always remain deeply connected to the 'need ‘motivations of the learners to acquire that language. For example. i) A Bengali child in Hyderahad is likely to pick up Telegu because that is the language spoken by his peers. The child's need to communicate with his peers motivates him to learn the language. ii) A child who has Hindi as her mother tongue (MT) may learn English because it is a compulsory part of her school curriculum. iii) A street vendor: selling handicrafts on the pavement may pick up enough English to be able to sell his wares to foreign tourists. In this unit we will attempt to examine the link between the needs/motivations of learning English in our country and its influence on the objectives and nature of English language teaching in India in formal settings such as schools: colleges and other English language teaching institutes. Language is a gleans of discovery: discovery of the self and of the world. The human urge to Share with others or express one's thoughts and desires drives the learning of a language.

1.3 THE STATUS AND NATURE OF ENGLISH

LANGUAGE TEACHING IN'INDIA

According to the constltutlon of India, English 1s a second language. But what is it in fact? Think ahout how English is used in your state. Does it have the status of a second language or a foreign language? Educators define a 'foreign' laiiguage as one which is studied for the insight it affords into the life of another nation, and a 'second' language, as one which is studied for more utilitarian purposes, because of its direct value to the spearker or writer as a citizen of his own country. This is by no means an absolute distinction (Pride, 1971,22-23)

To answer the above question you should think about the purposes for which you and the

people you know use English.

1. What language is most commonly used in offices?

2. What percentage of people (approximately) read newspapers (a) in English and (b) in the

regional Language MT (Mother tongue)?

3. Which language do people generally use in restaurants, at railway booking counters, when

shopping, etc.?

4. When people meet people from other states do they use EnglishIHindilsome other

Language?

5. What is the language you find used most often in advertisements and hoardings in

(a) towns and (b) in cities?

6. . What are some of the most popular T.V. programmes? Which language(s) are they in?

Has the Cahle T.V. become popular among people? If yes, what are the most popular

Channels? If people watch programmes in English, do they have any difficulty in

Understanding the language?www.egyankosh.ac.in

7. To what extent does the man in the street use and understand English? For example, if

you asked an autorickshaw driver or a shopkeeper in your town a question in English

would he be able to understand it easily with difficulty lnot at all? Would he be able to

answer in English? Generally/occasionallyi~ioat t all?

Answers to these questions will help you to build up a picture of what the status of English is

In your state, its importance, and normally, then the extent to which its development is possible.

The question of the status of English in India is important if you want to think about your

Teaching situations 'effectively' because your language teaching situation cannot be separated

from the language learning environ lent outside the classroom. We need to consider the

Language environment if we are desirous of making a change in the classroom.

B.Ed English MOT Question Paper

B.Ed Question Paper English MOT

English Grammar (NOUN)

Module 1

 

 

 

 

 

 

 

Nouns                                                                              

 

1. Broad Contents       

Ø  Definition

Ø  Types of nouns

 

2. Objectives

 

At the end of this module you will be able to:

Ø  Understand the different types of nouns

Ø  Understand the usage of nouns

 

3. Definition

 

A noun is a word used as the name of a person, place or thing.

Nouns can be:

 

1.    Person or thing of the same kind E.g. girl, boy Common (shared by all): name given in common to every.

2.    Proper (one’s own): name of a particular person or place. E.g. Bombay, Ravi. Remember: Proper nouns always start with a capital letter.

 

Types of Nouns

 

Common noun - A common noun is a name given in common to every person or thing of the same kind.

Common nouns can be:

E.g. crowd, mob

 

1.Collective: name of a number or collection of persons or things taken together as a whole

E.g.- boy, woman, teacher, doctor, district, place           

 

2.    Abstract: name of a quality, action or state considered apart from the object to which it belongs.

 

Proper noun -A proper noun is the name of a particular person, place, pet animal, river, mountains, ships etc.

 

Person-Person: David, Indira Gandhi, Mrs. Sethi

Place: Bombay, Calcutta, Delhi

Rivers: Ganga, Nile, Narmada

Mountains and Peaks: Himalayas, Mt Everest

 

All proper nouns are written with a capital letter at the beginning.

 

Collective noun - A collective noun is the name of a collection of things or persons. Nouns such as flock, troop, herd, fleet, team, crowd are known as collective nouns because each of them is the name for a group of collection of persons or objects of the same kind. These nouns are also countable nouns.

 

Abstract noun - an abstract noun is the name of a quality, action or state

 

Abstract nouns are formed from:

 

From Common nouns: E.g. childhood, slavery

From Verbs: E.g. obedience, growth

From Adjectives: E.g. kindness, honesty

 

Countable noun - is the name of a thing that can be counted or divided into singular & plural.

E.g.- student, table, paper, book. We can speak of one book, two books, three books and so on hence the noun, book is known as a countable noun.

Common nouns such as chair, table, pencil, house, road, boy, man, etc are countable nouns.

 

Uncountable noun - is the name of a thing that cannot be counted or divided into singular and plural. These are nouns before which we cannot put the numerals one, two, ten, fifty, etc. In other words, these nouns are considered not in terms of number, but in terms of quantity or mass; or they are ideas in the mind.     

                       

Following are the examples of uncountable nouns:

1. Things which are usually considered in mass or quantity and not in numbers Milk, water, rice, wheat, sugar, grass, dust, paper, oil, air, smoke, these are also known as material nouns

• Solids such as rice, wheat, paper, wood, etc
• Liquids such as milk, oil, ink
• Gases such as oxygen, air, smoke, steam

 

2. Natural conditions or phenomena: heat, cold, electricity, light, lightening, thunder, gravity, etc.
3. Branches of learning: mathematics, chemistry, biology, philosophy, etc

 

Masculine Gender - A noun, which denotes a male person or animal, is known as masculine gender.

E.g.- boy, brother, husband, uncle, author, Akbar, Ashok, etc.

The pronouns he and him, and the possessive his are used to refer to these nouns if they mean persons and the pronoun ‘its’ used to refer to animals. Sometimes, however, she and her may also be ed to refer to these nouns if the mean persons, and the pronoun it and the possessive it’s, if they mean animals. Sometimes, however he, him and his may also be used to refer to animals, especially in stories.

 

Feminine Gender - A noun, which denotes a female person or an animal, is known as female gender.

 E.g.- authoress, daughter, sister, nun, niece, Elizabeth, Lila.

The pronouns she and her and the possessive her are used to refer to these nouns if they mean persons, and the pronoun it and the possessive ‘it’s’ used to refer to animals.

 

Common gender - A noun, which denotes either a male and female person or an animal, is known as common gender.  E.g.- parents, painter, driver, cook, judge

 

 Neuter gender - A noun, which denotes neither, a male nor a female person or an animal is known as neuter gender.

E.g.- book, pen, table, paper

 

4.    Exercises:

 

Assuming we start with the letter ‘a’. Ask the participants to think of a common noun, proper noun, collective noun & an abstract noun. They get 10 seconds to come up with the answers. We can do a similar exercise for all the other letters of the alphabet. It’s played like a game & the participants get a very clear idea of what nouns are.

 

 Divide the class into groups. Now ask group1 to brainstorm and come up with 10 countable nouns present in the room. Now ask group 2 to brainstorm and come up with uncountable nouns present in the room. Ask group 3 to look at any picture, scenery etc and identify the countable nouns & uncountable nouns present in it.

 

      

A. LIST OF COLLECTIVE NOUNS

A band of musicians

A batch/class of students

A bench of magistrates

A bevy of ladies

A board of directors

A bouquet of flowers

A box of cigars

A brood of chickens

A bunch of flowers

A bunch of fruits

A bundle of sticks

A caravan of travelers

A choir of singers

A cloud of locusts

A cluster/constellation/galaxy of stars

 

COLLECTIVE NOUNS

1. Point out the Nouns in the following sentences. And say whether they are Common, Proper. Collective or Abstract:

 

         I.    The crowd was very big.

        II.    Always speak the truth.

       III.    We all love honesty.

       IV.    Our class consists of twenty pupils.

        V.    The elephant has great strength.

       VI.    Solomon was famous for his wisdom.

     VII.    Cleanliness is next to godliness.

    VIII.    We saw a fleet of ships in the harbour.

       IX.    The class is studying grammar.

        X.    The Godavari overflows its banks every year.

       XI.    A committee of five was appointed.

      XII.    Jawaharlal Nehru was the first Prime Minister of India.

    XIII.    The soldiers were rewarded for their bravery.

    XIV.    Without health there is no happiness.

      XV.    He gave me a bunch of grapes.

    XVI.    I recognized your voice at once.

   XVII.    Our team is better than theirs.

  XVIII.    Never tell a lie.

     XIX.    Wisdom is better than strength.

      XX.    He sets a high value of his time.

     XXI.    I believe in his innocence.

   XXII.    This room is thirty feet in length.

  XXIII.    I often think of the happy days of childhood.

  XXIV.    The streets of some of our cities are noted for their crookedness.

   XXV.    What is your verdict, gentlemen of the jury?

 

B. Write the Collective Nouns used to describe a number of:

 

(1) Cattle          (2) Soldiers;       (3) Sailors;

 

Write the qualities that belong to boys who are:

 

(1) Lazy;           (2) Cruel;          (3) Brave;          (4) Foolish.

 

C. Form Abstract Nouns from the following Adjectives:-

 

         I.    Long,                strong,              wide,                broad,               high,

 

        II.    Young,              true,                 wise,                 free,                 poor,

 

       III.    Humble,            short,                good,                proud,               just,

 

       IV.    Decent,             prudent,            vacant,              novel,               vain,

 

        V.    Cruel,               dark,                sweet,               novel,               sane,

 

       VI.    Bitter,               deep,                human,             quick,               ignorant.

 

 D. Form Abstract Nouns from the following Verbs: -

 

         I.    Laugh,              believe, choose,             defend,             free,

 

        II.    Obey,                serve,               move,               think,                see,

 

       III.    Live,                 hate,                 conceal,            protect, judge,

 

       IV.    Expect,             please,              seize,                advise,              pursue,        

 

        V.    Excel,              act,                   flatter,              punish,              relieve,

 

       VI.    Know,               starve,              depart,              die,                   converse,

 

     VII.    Steal,                occupy,             persevere,         succeed,            discover.

 

E. Form Abstract Nouns from the following Common Nouns: -

 

         I.    King,                 infant,               mother, priest,               friend,

 

        II.    Man,                 owner,              agent,               boy,                  captain,

 

       III.    Thief,               rogue,               hero,                bond,                captain,

 

       IV.    Woman,            author,              beggar,             pirate,               patriot,

 

        V.    Bankrupt,          author,              coward,            pilgrim,             glutton.

 

G. Rewrite the following sentences changing the Masculine Nouns to the Feminine:

 

 I.    The tiger sprang at the throat of the hunter.

II.    That widower is the father of six sons.

III.    The hero is a poet, prophet, and a priest.

IV.    The prince punished the actor who was a traitor.

V.    His nephews and brothers came to see him.

VI.    The prince took pity on the poor man. He brought him to his palace.

VII.    The lion carried away the son of a waterman.

VIII.    The king gave the wizard a prize.

IX.    The bridegroom was an old man riding on a white horse.

X.    The king gave the shepherd a prize because he had saved the life of his son.