"I got up early, for me." It implies that
(i) he was an early riser.
(ii) he was a late riser
(iii) he got up late that morning.
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The bicycle "Goes easily enough in the morning and a little stiffly after lunch." The remark is—
(i) humorous
(ii) inaccurate
(iii) sarcastic
(iv) enjoyable
(v) meaningless.
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The friend shook the bicycle violently. Find two or three sentences in the text which express the author's disapproval of it.
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".....if not, it would make a serious difference to the machine." What does 'it' refer to?
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Did the front wheel really wobble? What is your opinion? Give a reason for your answer.
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In what condition did the author find the bicycle where he returned from the tool shed?
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Nothing is easier than taking off the gear case". Comment on or continue this sentence in the light of what actually happens.
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What special treatment did the chain receive?
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The friend has two qualities—he knows what he is doing and is absolutely sure it is good. Find the two phrases in the text which mean the same.
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Describe 'the fight' between the man and the machine. Find the relevant sentences in the text and write them.
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Rewrite each of the following sentences using should/ought to/must in place of the italicized words. Make outher changes wherever necessary.
(i) You are obliged to do your duty irrespective of consequences.
(ii) You will do well to study at least for an hour every day.
(iii) The doctor says it is necessary for her to sleep eight hours every night.
(iv) It is right that you show respect towards elders and affection towards youngsters.
(v) If you want to stay healthy, exercise regularly.
(vi) It is good for you to take a walk every morning.
(vii) It is strongly advised that you don't stand on your head.
(viii) As he has a cold, it is better for him to go to bed.
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Use should/must /ought to appropriately in the following sentences.
(i) People who live in glass houses ......................... not throw stones.
(ii) You ......................... wipe your feet before coming into the house, especially during the rains.
(iii) You ......................... do what the teacher tells you.
(iv) The pupils were told that they ......................... write more neatly.
(v) Sign in front of a park: You ......................... not walk on the grass.
(vi) You ......................... be ashamed of yourself having made such a remark.
(vii) He left home at 9 o'clock. He ......................... be here any minute.
(viii) "Whatever happened to the chocolate cake?"
"How ......................... I know? I have just arrived."
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Two or more single sentences can be combined to form a single Sentence.
Read the following—
I made an effort, and was pleased with myself.
This sentence is in fact a combination of two sentences.
• I made an effort.
• I was pleased with myself.
Now read this sentence.
I did not see why he should shake it.
This is also a combination of two sentences.
• I did not see (it).
• Why should he shake it?
Divide each of the following sentences into its parts. Write meaningful parts. If necessary, supply a word or two to make each part meaningful.
(i) I went to the too shed to see what I could find (3 parts)
(ii) When I came back he was sitting on the ground. (2 parts)
(iii) We may as well see what's the matter with it, now it is out. (3 parts)
(iv) He said he hoped we had got them all. (3 parts)
(v) I had to confers he was right. (2 parts)
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'en' acts as a prefix (put at the beginning) or as a suffix (put at the end) to form new words.
en+ courage = encourage
weak +en = weaken
'en' at the beginning or at the end of a word is not always a prefix or a suffix. It is then an integral part of the word.
ending
barren
(i). Now arrange the words given in the box under the three headings-prefix, suffix and part of the word.
encourage, dampen, listen,
barren, endangers, often,
fasten, enclose, weaken,
even, enable, enclave
(ii) Find new words in your text book and put them under the same headings.
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