VOCABULARY

3 Marks Questions

1. What are Prefixes? Give examples.

Ans: Prefixes are group of letters added of the beginning of words to form new words. This kind of
word formation leads to change in meaning, changes in the part of speech and are also used to indicate
number. It is important to know the meaning a prefix imparts before using it to form new words. Look at the
below examples of prefixes commonly used.

Examples: unusual, asymmetry, undo, pre-election, mislead, subway, triangle, enable,….etc.

2. What are Suffixes? Give examples.

Ans: A Suffix is a letter or a group of letters added at the end of words to form new words with or
without a change of word class, for example ‘child’ and ‘childhood’ (noun and noun) and ‘free’ and ‘freedom’
(adjective and noun). Look at the below examples of suffixes commonly used.

Examples: truthful, payment, princess, remarkable, Hinduism, victorious, flying, musician, proposal,….etc.

3. What is Conversion? Give examples.

Ans: Conversion is the word formation process in which a word of one grammatical form becomes
a word of another grammatical form without any changes to spelling or pronunciation. For examples, the
noun e-mail appeared in English before the verb. The most productive form of conversion in English is noun
to verb conversion, also known as verbification or verbing. The following list provides examples of verbs
converted from nouns.

Examples: Noun Verb Forms

1. Host hosting, hosted, hosts

2. Shape shaping, shaped, shapes
3. Fool fooling, fooled, fools
4. Name naming, named, names
4. What is Verbification? Give examples.

Ans: Verbification may have a bad reputation with some English users because it is such a potent
source of neologisms. Although some neologistic products of verbification may meet considerable
opposition from prescriptivist authorities (the verb sense of impact is a well-known example), most such
derivations have become so central to the language after several centuries of use that they no longer draw
notice. Verbification typically involves simple conversion of a non-verb to a verb. The verbs to verbify and to
verb .
Examples: mail, strike, talk, salt, pepper, switch, bed, sleep, ship, train, stop, drink, cup, lure, mutter, dress.
5. What is Nominalization? Give examples.

Ans: Nominalization or Nominalisation is the use of a word which is not a noun (e.g., a verb,
an adjective or an adverb) as a noun, or as the head of a noun phrase, with or
without morphological transformation. The term refers, for instance, to the process of producing a noun
from another part of speech by adding a derivational affix (e.g., the noun legalization from the
verb legalize). Nominalization is a natural part of language, but some instances of it are more noticeable than
others. Writing advice sometimes focuses on avoiding overuse of nominalization.
Examples: Evaporation ––> evaporate
Determination ––> determine
Conclusion ––> conclude
 Condensation ––> condense
Mechanization ––> mechanize
Optimization ––> optimize
6. What is Compounding? Give examples.

Ans: Compounding is the word formation process in which two or more words are combined to
form a new word. Compound words may be written as one word or as two words joined with a hyphen(“-“).
Look at the examples some of them are given below.

Examples: 1. Note + book ––> Notebook

2. Blue + berry ––> Blueberry

3. Work + man ––> Workman

4. Breast + feed ––> Breastfeed

7. What is Analogy? Give examples.

Ans: Analogies show the relationship words and are an effective method of expanding one’s
vocabulary. Look at the below examples.

Examples: 1) rotation : earth :: ________ : top

1. planet b. spinning c. moon d. expanding

2) cup : lip :: bird : _____

a. bush b. grass c. forest d. beak

8. What are called One Word Substitution? Give examples.

Ans: A single word that can replace a group of words without any changes in meaning is called a
one word substitute or equivalent. One word substitutes help make our communication brief and precise.
The use of such words will help the speaker or writer avoid lengthy and roundabout expressions and
reception. They are especially useful in précis writing. Some of the one word substitutions are written below.

Examples:

Atheist ––> one who believes that god does not exist

Sadist ––> one who gets pleasure from hurting other people

Socialist ––> one who believes in economic equality

Yell ––> to shout loudly

9. What do you mean by Words Often Confused? Give examples.

Ans: One of the mistakes that learn us of English usually make is using wrong or in appropriate
words. This happens because they confuse two or more words that are spelt or pronounced similarly. We
better refer standard dictionary for the purpose of seeking the spelling and usage, then only we confirm it
and use it in the course of communication. Some of the examples are written below.

Examples: Brake and Break

Brake: a device for slowing or stopping a vehicle ; Ex: He slammed on his brakes.

Break: destroy, separate into pieces ; Ex: The rope broke with the loud snap.
 Weak and Week

Weak: not strong ; Ex: He is too weak to walk.

Week: seven days ; Ex: He was absent to the college for one week.

10. What are Synonyms? Give examples.

Ans: These are the words that have nearly the same meaning words such as finish and complete
and form prankful and peaceful are called Synonyms. They are often used words because you can use the
words in your speech and writing. Synonyms allow us to refer to objects actions and feelings in more than
one way, which makes that what we say or write more interesting to others.

Examples: Clever: intelligent, smart

Delight: enjoyment, pleasure

Right: correct, appropriate, exact

11. What are Antonyms? Give examples.

Ans: These are the words that mean the opposite of other words learning antonyms is an
important part of building your vocabulary because it will help you avoid using long phrases to express the
opposite meaning. The antonym of a word either bears no resemblance to it, is formed by replacing the first
word in a compound with another word, by adding a group of letters in front of it.

Examples: active X inactive/passive

empty X full/crowded

tiny X large/big

12. What are called Phrasal verbs? Give examples.

Ans: Phrasal verbs are verbs that consist of two or, sometimes, three words. The first word is a
verb and it is followed by an adverb, a preposition and both. The meaning of phrasal verbs, such as sit down,
is easy to guess.

Examples: ask for = to want to speak to someone; Ex: A man came home asking for you.

come up = to arise; Ex: The about where to build the house came up during the conversation.

Knock down = to be hit by a vehicle; Ex: He was knocked down by a car.

7 Marks Questions

13. What is Word Formation? Explain with some examples.

Ans: Word Formation means forming a word with the use of various words as like as the
combinations of words like Prefixes, Suffixes, Conversion, Compounding and Analogy. These five word
formations are explained below.

 Prefixes: Prefixes are group of letters added of the beginning of words to form new words. This
kind of word formation leads to change in meaning, changes in the part of speech and are also used
to indicate number. It is important to know the meaning a prefix imparts before using it to form new
words. Look at the below examples of prefixes commonly used.
Examples:

Prefix Action on based word Examples

 un-, a-, non- opposites/ absence of something unusual, asymmetry, nonviolence
un-, de-, dis- showing reversal of action undo, defrost, disconnect
post-, pre-, ex- time and order/ rank post-independence, ex-teacher,
pre-election
mini-, micro-, hyper- degree and size minivan, microwave, hypersensitive
mis-, mal-, pro- Attitude mislead, malnutrition, pro-vitamin
di-, tri-, multi- Numbers dioxide, triangle, multipurpose
trans-, sub-, intra- Location trans-Himalayan, subway,
intravenous
en-, em-, be- change in meaning or parts of become, empower, enable
speech
 Suffixes: A Suffix is a letter or a group of letters added at the end of words to form new words
with or without a change of word class, for example ‘child’ and ‘childhood’ (noun and noun) and ‘free’
and ‘freedom’ (adjective and noun). Look at the below examples of suffixes commonly used.
Examples:
Suffix New Word
-ful truthful, doubtful, spoonful, painful
-ment payment, judgement, agreement, assignment
-ess lioness, tigress, princess, restless
-able/ -ible remarkable, manageable, convertible, edible
-ism idealism, Hinduism, socialism, structuralism
-ious/ -ous victorious, ceremonious, dangerous, famous
-al proposal, natural, survival, lateral
-ian politician, musician, physician
-ing reading, singing, flying, crying
 Conversion: Conversion is the word formation process in which a word of one grammatical form
becomes a word of another grammatical form without any changes to spelling or pronunciation. For
examples, the noun e-mail appeared in English before the verb. The most productive form of
conversion in English is noun to verb conversion, also known as verbification or verbing. The following
list provides examples of verbs converted from nouns.

Examples:

Noun Verb Forms

Alert alerting, alerted, alerts
Call calling, called, calls
Fear fearing, feared, fears
Hope hoping, hoped, hopes
Fry frying, fried, fries
Game gaming, gamed, games
Increase increasing, increased, increases
Run running, ran, runs
Start starting, started, starts
Visit visiting, visited, visits
 Compounding: Compounding is the word formation process in which two or more words are
combined to form a new word. Compound words may be written as one word or as two words joined
with a hyphen(“-“). Look at the examples some of them are given below.

Examples:
 Types of Compounding Examples
noun-noun Ball + pen ––> Ballpen
Water + bottle ––> Waterbottle
adjective-noun Gentle + man ––> Gentleman
Cool + water ––> Coolwater
verb-noun Bath + room ––> Bathroom
Driving + license ––> Drivinglicense
noun-verb Rain + fall ––> Rainfall
Hair + cut ––> Haircut
verb-verb Cross + walk ––> Crosswalk
Sleep + walk ––> Sleepwalk
adjective-verb White + wash ––> Whitewash
Ful + fill ––> Fulfill
verb-preposition Break + up ––> Breakup
Work + out ––> Workout
preposition-verb Out + put ––> Output
Up + set ––> Upset
adjective-adjective Red + hot ––> Redhot
Pale + yellow ––> Paleyellow
preposition-preposition Un + do ––> Undo
With + out ––> Without
 Analogy: Analogies show the relationship words and are an effective method of expanding
one’s vocabulary. Look at the below examples.

Examples: 1) south : south-west :: west : _________

a. north b. south-west c. north-west d. east

2) tiger : forest :: otter : ________

a. cage b. sky c. nest d. water

3) peacock : India :: bear : ________

a. Australia b. America c. Russia d. England

4) architect : building :: sculptor : ________

a. museum b. stone c. chisel d. statue

5) carbon : diamond :: corundum : ________

a. garnet b. ruby c. pukh raj d. pearl

14. What are Prefixes and Suffixes? Give some examples.

Ans: Prefixes: Prefixes are group of letters added of the beginning of words to form new words. This
kind of word formation leads to change in meaning, changes in the part of speech and are also used to
indicate number. It is important to know the meaning a prefix imparts before using it to form new words.
Look at the below examples of prefixes commonly used.

Examples:
 Prefix Action on based word Examples
un-, a-, non- opposites/ absence of something unusual, asymmetry, nonviolence
un-, de-, dis- showing reversal of action undo, defrost, disconnect
post-, pre-, ex- time and order/ rank post-independence, ex-teacher,
pre-election
mini-, micro-, hyper- degree and size minivan, microwave, hypersensitive
mis-, mal-, pro- attitude mislead, malnutrition, pro-vitamin
di-, tri-, multi- numbers dioxide, triangle, multipurpose
trans-, sub-, intra- location trans-Himalayan, subway,
intravenous
en-, em-, be- change in meaning or parts of become, empower, enable
speech
Suffixes: A Suffix is a letter or a group of letters added at the end of words to form new words
with or without a change of word class, for example ‘child’ and ‘childhood’ (noun and noun) and ‘free’
and ‘freedom’ (adjective and noun). Look at the below examples of suffixes commonly used.
Examples:
Suffix New Word
-ful truthful, doubtful, spoonful, painful
-ment payment, judgement, agreement, assignment
-ess lioness, tigress, princess, restless
-able/ -ible remarkable, manageable, convertible, edible
-ism idealism, Hinduism, socialism, structuralism
-ious/ -ous victorious, ceremonious, dangerous, famous
-al proposal, natural, survival, lateral
-ian politician, musician, physician
-ing reading, singing, flying, crying
15. What is Compounding? Explain with examples.

Ans: Compounding: Compounding is the word formation process in which two or more words are
combined to form a new word. Compound words may be written as one word or as two words joined with
a hyphen (“-“). Compounding is the process in which an asset's earnings, from either capital gains or interest,
are reinvested to generate additional earnings over time. This growth, calculated using exponential
functions, occurs because the investment will generate earnings from both its initial principal and the
accumulated earnings from preceding periods. Look at the examples some of them are given below.

Examples:

Types of Compounding Examples

noun-noun Ball + pen ––> Ballpen
Water + bottle ––> Waterbottle
adjective-noun Gentle + man ––> Gentleman
Cool + water ––> Coolwater
verb-noun Bath + room ––> Bathroom
Driving + license ––> Drivinglicense
noun-verb Rain + fall ––> Rainfall
Hair + cut ––> Haircut
verb-verb Cross + walk ––> Crosswalk
Sleep + walk ––> Sleepwalk
adjective-verb White + wash ––> Whitewash
Ful + fill ––> Fulfill
verb-preposition Break + up ––> Breakup
 Work + out ––> Workout
preposition-verb Out + put ––> Output
Up + set ––> Upset
adjective-adjective Red + hot ––> Redhot
Pale + yellow ––> Paleyellow
preposition-preposition Un + do ––> Undo
With + out ––> Without
16. What are Often confused words? Give atleast five examples.

Ans: One of the mistakes that learn us of English usually make is using wrong or in appropriate
words. This happens because they confuse two or more words that are spelt or pronounced similarly. We
better refer standard dictionary for the purpose of seeking the spelling and usage, then only we confirm it
and use it in the course of communication. It is meant to include only words whose misuse is deprecated by
most usage writers, editors, and professional grammarians defining the norms of Standard English. It is
possible that some of the meanings marked non-standard may pass into Standard English in the future, but
at this time all of the following non-standard phrases are likely to be marked as incorrect by English teachers
or changed by editors if used in a work submitted for publication, where adherence to the conventions of
Standard English is normally expected. Some of the examples are written below.

Examples: Brake and Break

Brake: a device for slowing or stopping a vehicle ; Ex: He slammed on his brakes.

Break: destroy, separate into pieces ; Ex: The rope broke with the loud snap.

Weak and Week

Weak: not strong ; Ex: He is too weak to walk.

Week: seven days ; Ex: He was absent to the college for one week.

Mantel and Mantle

Mantel: the shelf above a fireplace ; Ex: There was a clock on the mantel piece.

Mantle: the responsibility of an important job; Ex: The second son has now assumed his father’s mantle.

Knew and New

Knew: past tense of know ; Ex: I knew what I’m doing.

New: fresh, not yet old ; Ex: New crop varieties.

Principal and Principle

Principal: head of the institute; Ex: Principal is the head of the branch.

Principle: a moral rule or a strong believe ; Ex: We must follow some principle for rules.

Fourth and Forth

Fourth: number four in a list ; Ex: The fourth and fifth centuries.

Forth: forward; Ex: From that day forth he gave me endless friendship.

GRAMMAR-1

3 Marks questions
 1. What are main verbs? Give examples.

Ans: In English, many important meanings are expressed by making changes in the verb – for
example: questioning, negation, time, completion, continuation, reception. But English verbs do not have as
many as different forms. The maximum number of possible forms (except for in case of be) are five (see,
sees, seeing, saw, seen). These verbs are called main verbs. A verb may also agree with
the person, gender or number of some of its arguments, such as its subject, or object. Verbs have tenses:
present, to indicate that an action is being carried out; past, to indicate that an action has been done; future,
to indicate that an action will be done.

Examples: throwing, accepted, thought, visited, ran, left, yelled, swim, bought and close.......etc,

2. What are Auxiliary verbs? Give examples.

Ans: An Auxiliary verb (abbreviated AUX) is a verb that adds functional or grammatical meaning to
the clause in which it appears, so as to express tense, aspect, modality, voice, emphasis, etc. Auxiliary verbs
usually accompany a main verb. The main verb provides the main semantic content of the clause. An example
is the verb have in the sentence I have finished my lunch. Here, the main verb is finish, and the
auxiliary have helps to express the perfect aspect. Some sentences contain a chain of two or more auxiliary
verbs. Auxiliary verbs are also called helping verbs, helper verbs, or (verbal) auxiliaries.

Examples: do, does, did, doing, done, is, am, are, was, were, be, being, been, has, have, had and having

3. How can you identify a main verb?

Ans: To find the main verb in a sentence, remember:

A main verb will usually come right after the subject and a main verb will express actions, emotions,
ideas, or a state of being. Verbs express the action performed by the subject or the subject's state of being.
Sentences can contain more than one verb, or a verb phrase. Verb phrases contain a main verb, or the main
action of a sentence, which is always an action verb that expresses mental or physical action or a linking verb
that expresses a state of being, and one or more helping verbs, which help the main verb and cannot exist
without it.

Examples: run, love, think, play, hope, be, and is.

4. What are primary Auxiliary verbs? Give examples.

Ans: A number of Auxiliary verbs are used in those do, be and have are considered as Primary
Auxiliary verbs. The following are the forms of primary auxiliaries:

1. Do as an auxiliary is used to form questions and negative forms of simple tenses; to form emphatic
sentences; to avoid reception of a main verb.

do: do, does, did, doing and done

2. Be as an auxiliary is used to form continuous tenses and to form the passive voice.

Be: is, am, are, was, were, be, being and been

3. Have as an auxiliary is used to form perfect and perfect continuous tenses, perfect infinitives and
structures with having + past participle.

Have: has, have, had and having.

5. What are Finite verbs? Give examples.

Ans: A Finite verb is a verb that has a subject and shows tense. Every sentence needs a finite verb.
The main verb in every sentence will be a finite verb. Verbs V1, V2, V3 are called Finite verbs or finite forms
of a verb together with an object noun they form predicates of sentences. Look at the below examples of
finite verbs commonly used.

Example: John cooks carrots.

Rachel is happy.

He painted the fence.

She was varnishing the painted fence.

6. What are non-finite verbs? Give examples.

Ans: A non-finite verb is a verb that is not finite. Non-finite verbs cannot perform action as the
root of an independent clause. Most non-finite verbs found
in English are infinitives, participles and gerunds. (They are sometimes called "verbals", but that term has
traditionally applied only to participles and gerunds). Additional non-finite forms found in some other
languages include converbs, gerundives and supines. There are three types of non-finite verbs
Gerunds: Gerunds all end in -ing: skiing, reading, dancing, singing, etc. Gerunds act like nouns and can serve
as subjects or objects of sentences. They can be created using active or helping verbs.
Participles: A participle is a form of a verb that is used in a sentence to modify a noun, noun phrase, verb,
or verb phrase, and then plays a role similar to an adjective or adverb. It is one of the types of non-finite verb
forms.
Infinitive: The Infinitive of a verb is considered the "base" form, listed in dictionaries. English infinitives
appear in verb catenae if they are introduced by an auxiliary verb or by a certain limited class of main verbs.
Examples: Your duty is to cross the river without getting noticed.
The teacher encouraged the students to work hard.
We saw a deer.
7. Can a verb both finite and non-finite? Give reasons for your Answer.
Ans: Yes a verb can be both finite and infinite because,
Finite verbs: Verbs that have a definite relation with the subject or noun. These verbs are usually the
main verb of a clause or sentence and can be changed according to the noun. They are used only in present
and past tense. They can be indicative of passive or active voice and also of number (singular or plural).
Non-finite verbs: These verbs cannot be the main verb of a clause or sentence as they do not talk
about the action that is being performed by the subject or noun. They do not indicate any tense, mood or
gender. They are used as nouns, adverbs and adjectives. They are also used to form non-finite clauses which
are simply dependent clauses that use non-finite verbs.
8. Give three examples of non-finite verbs and include them each in a sentence of your own
making?
Ans: Sing: We enjoyed their singing.
Paint: You need to paint the whole cupboard
Carry: The man carried the bricks is my father.
9. What is Transitive verb? Give examples.
Ans: A Transitive verb is one whose action must be used in relation to an object, and when using
the verb, it only makes sense if the verb is transferring action upon an object. That means the verb doesn’t
sound good or work on its own without an object. Look at other examples of transitive verb in the
sentences below:
Examples: Sujit met the doctor.
They are wearing jackets.
Johnny kicked the ball.
 10. What is Intransitive verb? Give examples.
Ans: An Intransitive verb is one that does not need to transfer action on an object in order to make
sense. “Ram laughed.” ‘Laugh’ is an intransitive verb just as the verbs in the sentences below.
Examples: It snowed.
We laughed
He cried.
11. What is Gerund? Give examples.
Ans: A Gerund function like a noun, through it has the form of the present participle of a verb.
Although the term might sound foreign, the gerund is a common part of speech that most of us use every
day, whether we know it or not. Here, we’ll take an in-depth look at gerunds and provide you with several
examples of gerunds. They’re very easy to spot, since every gerund is a verb with ing tacked to its tail. There
are no exceptions to this rule.
Examples: Swimming in the ocean has been my passion.
Let’s go dancing at the club tonight.
I delayed telling Jerry the bad news.
12. What is Present participle? Give examples.
Ans: Present participle is a form of verb that uses “-ing” with the base of the word. Most of the
times, it performs the function of an adjective, though it also works as a verb or a subject in construction.
This verb form is completely regular. It is also known as a “-ing” form, and uses the auxiliary form “be” to
express a progressive aspect of the tense.
Examples: I know a pond teeming with fish.
There is no running water in the apartment.
He was trapped inside the burning house.
13. What is the difference between a Gerent and a Present participle?
Ans: A gerund is a form of a verb used as a noun, whereas a participle is a form of verb used as an
adjective or as a verb in conjunction with an auxiliary verb. A gerund is used as a noun, a participle as an
adjective.
Examples: Travelling is fun.
The travelling man stopped.
14. Give examples of three expression that are bellowed by Gerunds?

Ans: 1. After verbs that express likes/dislikes: like, love, enjoy, dislike....etc,
Examples: “I like playing soccer but I hate boxing.”

“I like to watch TV in the evening.”

2. After verbs such as:

Examples: “He admitted stealing the wallet.”

“I wouldn't advise buying a used car.”

3. After prepositions:

Example: "I am interested in collecting stamps."

"After playing football I drank an orange juice."

4. After some expressions:

Examples: "It’s no use convincing him to meet her."

15. What do you mean by Subject-verb Agreement? Give examples.

Ans: A singular subject (she, Bill, car) takes a singular verb (is, goes, shines), whereas a plural
subject takes a plural verb. Example: The list of items is/are on the desk.
1. A subject will come before a phrase beginning with of. This is a key rule for understanding subjects. The
word of is the culprit in many, perhaps most, subject-verb mistakes.
Example: A bouquet of yellow roses lends . . . (bouquet lends, not roses lend)

2. Two singular subjects connected by or, either/or, or neither/nor require a singular verb.

Examples: My aunt or my uncle is arriving by train today.

Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.

3. The verb in an or, either/or, or neither/nor sentence agrees with the noun or pronoun closest to it.

Examples: Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.

4. As a general rule, use a plural verb with two or more subjects when they are connected by and.

Example: A car and a bike are my means of transportation.

Exceptions: Breaking and entering is against the law and the bed and breakfast was charming.

5. The word were replaces was in sentences that express a wish or are contrary to fact

Example: If Joe were here, you'd be sorry.

She requested that heraise his hand.

7 Marks Questions

1. What are the types of verbs in English? Give examples.

Ans: 1. Main Verb: In English, many important meanings are expressed by making changes in the verb –
for example: questioning, negation, time, completion, continuation, reception. But English verbs do not have
as many as different forms. The maximum number of possible forms (except for in case of be) are five (see,
sees, seeing, saw, seen). These verbs are called main verbs. A verb may also agree with
the person, gender or number of some of its arguments, such as its subject, or object. Verbs have tenses:
present, to indicate that an action is being carried out; past, to indicate that an action has been done; future,
to indicate that an action will be done.

Examples: throwing, accepted, thought, visited, ran, left, yelled, swim, bought and close.......etc,

2. Auxiliary verb: An Auxiliary verb (abbreviated AUX) is a verb that adds functional or grammatical
meaning to the clause in which it appears, so as to express tense, aspect, modality, voice, emphasis, etc.
Auxiliary verbs usually accompany a main verb. The main verb provides the main semantic content of the
clause. An example is the verb have in the sentence I have finished my lunch. Here, the main verb is finish,
and the auxiliary have helps to express the perfect aspect. Some sentences contain a chain of two or more
auxiliary verbs. Auxiliary verbs are also called helping verbs, helper verbs, or (verbal) auxiliaries.

Examples: do, does, did, doing, done, is, am, are, was, were, be, being, been, has, have, had and having
3. Finite verb: A Finite verb is a verb that has a subject and shows tense. Every sentence needs a
finite verb. The main verb in every sentence will be a finite verb. Verbs V 1, V2, V3 are called Finite verbs or
finite forms of a verb together with an object noun they form predicates of sentences. Look at the below
examples of finite verbs commonly used.

Example: John cooks carrots.

Rachel is happy.

He painted the fence.

She was varnishing the painted fence.

4. Non-finite: A non-finite verb is a verb that is not finite. Non-finite verbs cannot perform action as
the root of an independent clause. Most non-finite verbs found
in English are infinitives, participles and gerunds. (They are sometimes called "verbals", but that term has
traditionally applied only to participles and gerunds). Additional non-finite forms found in some other
languages include converbs, gerundives and supines. There are three types of non-finite verbs
Gerunds: Gerunds all end in -ing: skiing, reading, dancing, singing, etc. Gerunds act like nouns and can serve
as subjects or objects of sentences. They can be created using active or helping verbs.
Participles: A participle is a form of a verb that is used in a sentence to modify a noun, noun phrase, verb,
or verb phrase, and then plays a role similar to an adjective or adverb. It is one of the types of non-finite verb
forms.
Infinitive: The Infinitive of a verb is considered the "base" form, listed in dictionaries. English infinitives
appear in verb catenae if they are introduced by an auxiliary verb or by a certain limited class of main verbs.
Examples: Your duty is to cross the river without getting noticed.
The teacher encouraged the students to work hard.
We saw a deer.
5. Transitive verb: A Transitive verb is one whose action must be used in relation to an object, and when
using the verb, it only makes sense if the verb is transferring action upon an object. That means the verb
doesn’t sound good or work on its own without an object. Look at other examples of transitive verb in the
sentences below:
Examples: Sujit met the doctor.
They are wearing jackets.
Johnny kicked the ball.
Intransitive verb: An Intransitive verb is one that does not need to transfer action on an object in order
to make sense. “Ram laughed.” ‘Laugh’ is an intransitive verb just as the verbs in the sentences below.
Examples: It snowed.
We laughed
He cried.
2. What are Finite and Non-finite verbs? Explain with examples.
Ans: Finite verb: A Finite verb is a verb that has a subject and shows tense. Every sentence needs a
finite verb. The main verb in every sentence will be a finite verb. Verbs V 1, V2, V3 are called Finite verbs or
finite forms of a verb together with an object noun they form predicates of sentences. Look at the below
examples of finite verbs commonly used.

Example: John cooks carrots.

Rachel is happy.

He painted the fence.

 She was varnishing the painted fence.

Non-finite: A non-finite verb is a verb that is not finite. Non-finite verbs cannot perform action as the
root of an independent clause. Most non-finite verbs found
in English are infinitives, participles and gerunds. (They are sometimes called "verbals", but that term has
traditionally applied only to participles and gerunds). Additional non-finite forms found in some other
languages include converbs, gerundives and supines. There are three types of non-finite verbs
Gerunds: Gerunds all end in -ing: skiing, reading, dancing, singing, etc. Gerunds act like nouns and can serve
as subjects or objects of sentences. They can be created using active or helping verbs.
Participles: A participle is a form of a verb that is used in a sentence to modify a noun, noun phrase, verb,
or verb phrase, and then plays a role similar to an adjective or adverb. It is one of the types of non-finite verb
forms.
Infinitive: The Infinitive of a verb is considered the "base" form, listed in dictionaries. English infinitives
appear in verb catenae if they are introduced by an auxiliary verb or by a certain limited class of main verbs.
Examples: Your duty is to cross the river without getting noticed.
The teacher encouraged the students to work hard.
We saw a deer.
3. What are Transitive and Intransitive verbs? Explain.
Ans: Transitive verb: A transitive verb is a verb that requires an object to receive the action.
Example: Correct: The speaker discussed different marketing strategies in the video.

Incorrect: The speaker discussed in the video.

The verb discuss requires an object (different marketing strategies). It is necessary to state what the speaker
discussed.

Example Sentences: Some other examples of transitive verbs

are address, borrow, bring, discuss, raise, offer, pay, write, promise, and have.
The instructor addressed the student’s question.

Miriam borrowed the methodology book from her classmate because she forgot her copy.

Can you bring your copy of the textbook to our study group meeting?

Donovan gave the gift to his sister.

The committee members will raise money for the new project.

Direct and Indirect Objects: A transitive verb can take more than one object.

Donovan gave his sister a laptop.

In this sentence, there is an indirect object, his sister, and a direct object, a laptop. However, there is another
way to say this same idea using a prepositional phrase.
Donovan gave a laptop to his sister.

Transitive verb: An intransitive verb does not take an object. Using an object immediately
after an intransitive verb will create an incorrect sentence. However, there may be other information after
the verb, such as one or more prepositional phrases or an adverb.
Example: Correct: The students arrived at the residency in Houston.
 Incorrect: The students arrived Houston.

The second sentence is incorrect because the verb cannot take an object.

Example Sentences:

Some other examples of intransitive verbs are deteriorate, vote, sit, increase, laugh, originate, fluctuate,
and trend.

The patient’s health deteriorated quickly.

Ahmad voted in the local election.

May I sit here?

Attendance increased at the weekly study sessions as finals drew near.

Susan laughed.

Notes: An intransitive verb can take more than one prepositional phrase or adverb.
The patient’s health deteriorated quickly during the night.

Ahmad voted for the incumbent in the local election.

4. Explain Subject-Verb Agreement? Give some examples.

Ans: Subject-Verb Agreement: A singular subject (she, Bill, car) takes a singular verb (is, goes, shines),
whereas a plural subject takes a plural verb.

Example: The list of items is/are on the desk. If you know that list is the subject, then you will
choose is for the verb.

Rule 1: A subject will come before a phrase beginning with of. This is a key rule for understanding subjects.
The word of is the culprit in many, perhaps most, subject-verb mistakes.
Hasty writers, speakers, readers, and listeners might miss the all-too-common mistake in the following
sentence: Incorrect: A bouquet of yellow roses lend color and fragrance to the room.

Correct: A bouquet of yellow roses lends . . . (bouquet lends, not roses lend)

Rule 2: Two singular subjects connected by or, either/or, or neither/nor require a singular verb.

Examples: My aunt or my uncle is arriving by train today.

Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.

Rule 3: The verb in an or, either/or, or neither/nor sentence agrees with the noun or pronoun closest to it.

Examples: Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.

Rule 4: As a general rule, use a plural verb with two or more subjects when they are connected by and.
Example: A car and a bike are my means of transportation.

But note these exceptions:

Exceptions: Breaking and entering is against the law.

The bed and breakfast was charming. In those sentences, breaking and entering and bed and breakfast are
compound nouns.

Rule 5: a) Sometimes the subject is separated from the verb by such words as along with, as well as, besides,
not, etc. These words and phrases are not part of the subject. Ignore them and use a singular verb when the
subject is singular.

Examples: The politician, along with the newsmen, is expected shortly.

Excitement, as well as nervousness, is the cause of her shaking.

b) Parentheses are not part of the subject.

Example: Joe (and his trusty mutt) was always welcome.

If this seems awkward, try rewriting the sentence.

Rule 6: In sentences beginning with here or there, the true subject follows the verb.

Examples: There are four hurdles to jump.

There is a high hurdle to jump.

Here are the keys.

Rule 7: Use a singular verb with distances, periods of time, sums of money, etc., when considered as a unit.

Examples: Three miles is too far to walk.

Five years is the maximum sentence for that offense.

Ten dollars (i.e., dollar bills) were scattered on the floor.

Rule 8: With words that indicate portions—e.g., a lot, a majority, some, all—Rule 1 given earlier in this
section is reversed, and we are guided by the noun after of. If the noun after of is singular, use a singular
verb. If it is plural, use a plural verb.

Examples: A lot of the pie has disappeared.

A lot of the pies have disappeared.

A third of the city is unemployed.

 A third of the people are unemployed.

All of the pie is gone.

All of the pies are gone.

Some of the pie is missing.

Some of the pies are missing.

Rule 9: With collective nouns such as group, jury, family, audience, population, the verb might be singular
or plural, depending on the writer's intent.

Examples: All of my family has arrived OR have arrived.

Most of the jury is here OR are here.

A third of the population was not in favor OR were not in favor of the bill.

Rule 10: The word were replaces was in sentences that express a wish or are contrary to fact:

Example: If Joe were here, you'd be sorry.

I wish it were Friday.

She requested that he raise his hand.

Note: The subjunctive mood is losing ground in spoken English but should still be used in formal speech and
writing.

GRAMMAR-2

3 Marks Questions

1. What are called model verbs or model auxiliaries?

Ans: Model verbs or model auxiliaries are a second group of auxiliary verbs, and are used to
express the speaker’s attitudes and benefits with regards to the action represented by main verbs. There are
thirteen model verbs in English language. Can, could, may, might, shall, should, will, before would, must
need, dare, ought to and used to. These always come either before a main verb or before a primary auxiliary
followed by a main verb to express ideas such as probability, possibility, certainty, ability, permission,
obligation and necessity.
Examples: you may take the day off.

2. What is Simple Present Tense? Give examples.

Ans: This is the tense that tells the action is happening in the present moment of speech. There
are four types of presentence

Examples: Meena sings well.

Vikas likes to drive the car.

The school starts at 8:00 AM.

Pinky and Sweety always come late to the class.

They go to college every day.

3. What is Simple past tense? Explain with examples.

Ans: As the name suggests the past tense is used to indicate actions that have already happened
in the past. Past tense forms in English one of four kinds

Examples: I waited till she come.

Hari snatched my book.

Kavitha returned home at 7:00 AM.

The verbs in italics are in simple past tense. The simple past tense form of regular verbs are formed by
adding -ed or -d to the basic dictionary form of the verb.

4. What is Simple future tense? Explain with examples.

Ans: English has no future tense. If we want to talk about an action that is expected to take place
in the future, there is no separate tense, or form of the verb, that can be used. Although there are several
different ways of indicating future action in English, we do not make use of any special “tense” for this
purpose. We use some other means instead. Therefore instead of talking about the “future tense”, we will
refer to the different ways of showing future action.
Examples: I will come to your house tomorrow.
I shall write to him next week.
5. What are Propositions? Give examples.

Ans: Propositions are words that appear before nouns, phrases, pronouns and gerunds and link
them to other nouns, verbs and adjectives in the sentence. The words that follow the propositions are called
their objects and the propositions are said to govern them. The proposition together with it’s object forms
a propositional phrase. Look at the examples of proposition which link the understand words.
Examples: He smiled at arjun.
They were good to her.
Meena is fond of reading.
6. What are Articles? Give examples.

Ans: The words “a, an, the” are called articles they always come before a noun/phrase and help to
identify the person, place, animal or thing returned to by them. The articles a and an are called indefinite
articles and they come before singular countable nouns and they identify the person or thing they
represented in a general way.
Examples: He is a singer.

7mark questions:

1. What are called model verbs and model auxiliaries and uses? Give examples.

Ans: Model verbs or model auxiliaries are a second group of auxiliary verbs, and are used to
express the speaker’s attitudes and benefits with regards to the action represented by main verbs. There are
thirteen model verbs in English language. Can, could, may, might, shall, should, will, before would, must
need, dare, ought to and used to. These always come either before a main verb or before a primary auxiliary
followed by a main verb to express ideas such as probability, possibility, certainty, ability, permission,
obligation and necessity. Look at some examples below.

Examples: You may take the day off.

He can play the sitar.

Uses of models:

• The model verbs “can”, ”could”, ”may” and ”might” are used to ask for end to given permission

Example: Can we come in.

• We also use can, could, may, might as well as will and would to make requests of these might is not
among models commonly used to make requests in current English.
3. What is Simple Present, Past, Future Tense? Explain with examples.
Ans: Simple present tense: This is the tense that tells the action is happening in the present
moment of speech. There are four types of presentence.

Examples: Meena sings well.

Vikas likes to drive the car.

The school starts at 8:00 AM.

Pinky and Sweety always come late to the class.

They go to college every day.

Uses:

• The simple present tense is used to describe habitual actions or actions which are recurrent. It is also
used with adverbs of frequency, such as usually, always, often.
Example: The school starts at 8:00 AM.
• The simple present tense is used to describe universal truths, scientific facts and what is always started
as true.
Example: The sun raises in the east
• It is also used in newspaper headlines.
Example: PM congratulates victorious Indian team.
Can you tell us a story, please.
May have glass of water please.
• The model verbs “will” and “would” are used to invite or to after something to someone. Again will is
more informal than would.
Examples: Will you have a sandwich.
Would you like to come home for dinner tonight.
• The model verb “shall” is used in an interrogative sentence to make a suggestion. Alternatively, the
models could or might are used in a declarative sentence to suggest something. Suggestion can also be
made without using model verbs and examples of how this is done are given in brackets.
Examples: Shall we go shopping?
We could have an early dinner.
• The model “can” is used to indicate that someone is able to do something in the present. The model
verb “could” is used to express ability in the past.
Examples: The man can fly a helicopter.
We could 10 kilometers every day
Simple past tense: As the name suggests the past tense is used to indicate actions that have already
happened in the past. Past tense forms in English one of four kinds.

Examples: I waited till she came.

Hari snatched my book.

The guests arrived on time.

The verbs in italics are in simple past tense. The simple past tense form of regular verbs are formed by adding
-ed or -d to the basic dictionary form of the verb.

Uses:

• The simple past tense is used to describe habitual actions or actions were recurrent in past.
Examples: We ate dinner at 9pm in those days.
• It is also used to represent an event that took place and was completed in the past with reference to
the time of speaking.
Examples: I slept for two hours last evening.

Future tense: English has no future tense. If we want to talk about an action that is expected to take place
in the future, there is no separate tense, or form of the verb, that can be used. Although there are
several different ways of indicating future action in English, we do not make use of any special “tense” for
this purpose. We use some other means instead. Therefore instead of talking about the “future tense”, we
will refer to the different ways of showing future action.

Examples: I will reach tomorrow.

Uses:
• One way of marking future activity is by using will or shall together with the stem from verb.
Examples: I shall write to him next week.
• Reference to future time is also indicated by using be + going to together stem form of a verb.
Examples: I am going to buy a new scooter next week.

LISTENING SKILLS
3 Marks Questions
1. What is Listening?
Ans: Listening as a communication skill is used most in our day-to-day life. In business, an average
of 45% of a person’s time is spent in listening to employees, co-workers, stakeholders, customers, suppliers,
bankers, etc. poor listening in business can lead to loss of time, money and customers. Listening is process.
Hearing simply means the process by which sound waves hit the eardrum. It does not imply that the mind
registers (decodes) the message. The person is aware about something being communicated, but is not
alert(attentive) enough to receive the message and understand it. The Longman Dictionary of Contemporary
English defines ‘process’ as a ‘set of actions that produces continuation, change or something new’.
Therefore, listening is a set of actions that follow one after the other in a cyclical pattern.
2. What is Active Listening? Give examples.
Ans: This is the best and most important type of listening. The listen undergoes all the steps of the
listening process. The listener not only understands everything but also attempts to verify all that she/he has
been listening to. The queries clarifications on the part of the listener in the form of feedback keep the
communication process going. The goal is to evaluate the message all levels-the logic of the argument,
strength of evidence, validity of the conclusions, the implications of the message to the listener and his/her
organisation and the speaker’s intentions and motives. However, the speaker too has a responsibility in
facilitating active listening. The speaker has to convey his/her message in such a way that the listener does
not get bored or is distracted.
Ex: Brief verbal affirmation- “I appreciate the time you’ve taken to speak to me”
Mentioning specific questions- “how many employees did you take on last year?”
3. What is Passive Listening? Give example.
Ans: Passive Listening can be defined as ‘physical presence and mental absence on the part of the
listener’, that is, simply hearing. The listener is not attentive to the message being communicated. Passive
listening occurs due to reasons like fatigue, boredom or strong emotions. We often do this type of listening
when we listen to the radio or watch television.
Examples: Roundtable meeting discussions.
4. Difference between Listening and Hearing?
Ans: Listening:
1. Listening is the act of hearing a sound and understanding what you hear.
2. Listening leads to learning.
3. Listening uses different senses, like the sense of hearing, seeking, or sense of touch.
4. Listening is uses different senses, like the sense of hearing, seeing, or sense of touch.
5. It is a physiological.
6. It is subconscious level.
Hearing:
1. Hearing is the act of perceiving sound and receiving sound waves or vibrations through your ear.
2. Hearing simply happens.
3. Hearing is a skill where you use your ears only. It one of the five senses.
4. Hearing is a skill where you use your ears only. It one of the five senses.
5. It is also physiological.
6. It is conscious level.
5. How can you make listening process effectively?
Ans:
1. Listening is a crucial component of the communication process.
2. Effective listening is a skill required to maintain professional and personal relations.
3. Ineffective listening leads to a breakdown of communication. Effective listening enables us to evaluate the
strong and weak points in a message and give more useful feedback and constructive critisim.
4. Listening has a profound effect on the development of our attitude, behavioural patterns, skills
interpretation and understanding.
7 marks questions
1. What are the types of Listening? Explain them.
Ans: Passive Listening: Passive listening can be defined as ‘physical presence and mental absence on
the part of the listener’, that is, simply hearing. The listener is not attentive to the message being
communicated. Passive listening occurs due to reasons like fatigue, boredom or strong emotions. We often
do this type of listening when we listen to the radio or watch television.
Marginal Listening: Marginal listening is qualitatively better than passive listening, to a large extent. In
marginal listening the listener listens superficially. The listener does not try to go beyond a superficial
understanding of the message .The listener receives the message only in bits and pieces as she/he creates a
barrier, and therefore information retrieval is also in chucks. The most common factor for marginal listening
is boredom, listening to long lectures, presentations and fatigue.
Projective Listening: In projective listening, the listener listens and absorbs information within his/her
frame of reference. The receiver tries to understand/interpret the sender’s message from hi/her own point
of view, which can be disadvantageous in the communication process. The listener understands from a
limited personal perspective.
Sensitive/Empathic Listening: Sensitive listening is also referred to as emphatic listening as the
listener puts himself/herself in the position of the speaker and tries to understand the viewpoint of the
speaker as intended by him/her. The listener attempts to decipher the meaning of the statement made by
the speaker in relation to the perceptions and experiences of the speaker .Empathic listening helps build
healthy human relations. This type of listening is adopted by counselors and psychologists. Though sensitive
listening is a desirable type of listening, the only can.
Active Listening: This is the best and most important type of listening. The listener undergoes all the
steps of the listening process. The listener not only understands everything but also attempts to verify all
that she/he has been listening to. The queries and clarifications on the listener in the form of feedback keep
the communication process going. The goal is to evaluate the message at all levels-the logic of the argument,
strength of evidence, validity of the conclusions, the implications of the message to the listener and his/her
organization and the speaker’s intentions and motives.
2. What are the barriers and obstacles to effective listening?
Ans: Effective listening is hindered by many barriers such as physical barriers (environmental
disturbances, such as loud or distracting noises) and psychological barriers( on the part of both the sender
and receiver).Some common barriers in the process of listening are listed below:
Pre-judgments about the speaker: If you from an option about the speaker before actually meeting them,
say because of a rumour or some gossip you have heard, you will not be an effective listener. Throughout
the presentation or talk you will not be open to what the speaker is saying because you have some
preconceives notions already present in your consciousness. Assuming that the speaker is going to give some
unimportant information will make you inattentive and distracted during a presentation or meeting. You
might miss out important information because you are not paying attention and listening carefully.
Arriving late for a speech, presentation or lecture: When you arrive late for an event of this kind, you
become distracted by the fact that you are late and fact that you are drawing attention to yourself, or
interrupting the speaker. This distraction leads to ineffective listening.
Interruptions encountered by the speaker: When they speaker is interrupted he or she loses their rhythm
and therefore their presentation can become abrupt and disjointed.
Judging the speaker by his/her mannerisms, voice, appearance, accent, etc: This is something that most of
us are guilty of and it distracts us from paying attention to the important parts of the speaker’s presentation.
Lack of concentration/interest: When you are bored, tired, thinking about something else, you will not
be able to actively listen to what the presentations about. Even in conversation or a meeting, if your mind is
elsewhere then you will not be able to concentrate and process what is happening around you.
Listening with a disapproving attitude to the speaker’s ideas: Sometimes we don’t agree with or feel
very strongly about what someone else is saying and that is alright. But that should not hamper your focus
or your ability to assimilate and process what is being said. Avoiding listening to difficult, boring or complex
information and selectively listening only to what is considered interesting is another thing we all do often.
In lectures, or seminars or even meetings, if we don’t understand something or don’t want to make the effort
to understand then we tend to stop listening or processing what is being said. Effective listening can take
place only when we understand the significance of the role of the speaker and the listener in the
communication process. Both the listener and the speaker have to collectively overcome barriers to ensure
effective listening and communication.
3. What are the strategies for effective listening?
Ans: Effective listening can take place only when we understand the significance of the speaker
and the listener in the communication process. Both the listener and the speaker have to collectively
overcome barriers to ensure effective listening and communication. Miscommunication can be initiated by
the speaker when what is being said lacks clarity, and has incomplete information and strong emotions, such
as jealousy, frustration, tension, and hatred are what drive the speaker’s communication. Similarly, if the
listener is unable to concentrate due to the physical or psychological barriers listed above, she/he will not
be able to understand the message as intended by the speaker. Look at the following measures we can adopt
in order to listen effectively.
• The speaker and the listener should be open-minded.
• While listening, it is important to keep emotions in control. Neither the speaker nor the listener should
react impulsively.
• The listener should not stress only on fact and must listen for the gist or the central theme of what the
speaker says.
• The listener must concentrate on the non-verbal cues of the speaker in addition to the content of what is
being said.
• The speaker may make certain presumptions about the knowledge of the listener and his/her familiarity
with the subject being discussed. The listener must pay attention to such implied content in the message
and ask for necessary clarifications where required.
• A good listener takes notes. It is difficult to remember everything that a speaker communicates, so make
a note of the major points, key words, etc., as this will help you retain information for future use.
• Feedback is essential to keep the communication process going. A good listener gives immediate feedback
in the form of queries, classifications or request for extra information.
• Maintain eye contact with the speaker to show interest and attentiveness. The listener should have the
right body language to indicate his/her attentiveness, understanding and agreement with the speaker’s
ideas.
• The listener should try to avoid or eliminate distractions.
• If possible, gather information about the topic to develop interest and familiarity.
• Try to understand the speaker’s point of view and empathise with him/her.
• A good listener should understand that thought is faster than speech. The speaker’s speech rate is slower
than the listener’s thought process. The listener should use this thinking-speaking time differential to
summarise mentally and listen between the lines.
READING SKILLS
3 Marks Questions
1. What is Reading?
Ans: Reading is a part of our everyday lives. From signposts to Google maps, to textbooks and the
canteen menu, we read a wide variety of things daily. It might not seem like we need special skills to read
and comprehend all these things but there is a lot of processing that goes on in order for us to understand
what we have read. Reading in itself is an activity that gives us information. How we read that information
and the reason we are reading that information is what allows us to decode or understand it in a meaningful
way.
2. How can you define Intensive Reading? Give examples.
Ans: This technique is adopted when we wish to read something very carefully and want to grasp
all the details relating to it. This involves a step by step, word by word decoding of the text in order to grasp
all the nuances and details it has to offer. Examples of this technique are reading a report, going through a
manual on a subject to teach it or learn from it or reading an essay or article for a class. This is usually done
in short bursts.
Example: The latest marketing strategy book.
3. What is Skimming? Explain.
Ans: This technique is used when we want to have a general idea of what the text is about. This is
done very quickly and we only tend to catch the important phrases that will give us an overall idea or gist.
We use this technique when we are looking at the newspapers, or when we pick up a magazine (to find out
about the main stories and to choose a few for detailed reading). This technique also helps when looking at
an academic article or book in order to gain an overall understanding of what it contains. Skimming through
the contents page, the subheadings or subsections of the article or book can give us a fairly good idea of
what it is about and what to expect from the book or article.
4. What is Scanning? Explain.
Ans: This technique is used when we want to specific information. For example when we are
looking at a textbook and want to find the answer to a specific questions, or we want to find some
information in a report or letter we scan to find the specific answers we are looking for. This technique comes
in very useful when we are reading say, a comprehension passage and need to find the answer to examine a
business proposal for a specific clause or subsection that can be detrimental to the company we are working
for. This technique works very well in situations where there is a time constraint within which the information
has to be located. Combined with skimming, this is one of the most useful reading techniques one can learn.
5. What is Extensive Reading? Give examples.
Ans: This technique is used when we are reading for pleasure. There is no particular need for
locating information, so the reader all of the text but in a relaxed and non-specific way. This technique allows
the reader to enjoy language and the way it has been used to the fullest with no other agenda. An example
of this technique is reading a novel for pleasure or coming across an interesting article in an a magazine and
reading it simply because we want to. Extensive reading tends to be a leisurely actively and has no time
constraint on it. We would not usually use this technique with a text that is too difficult or complicated to
grasp. A difficult text requires a much more concentrated effort on the part of the reader to understand and
assimilate it.
Ex: A book keeping report.

6. What is Comprehension?
Ans: Comprehension is a method of reading that involves one or more of the techniques we have
discussed. To understand why this is so, we need to understand what is meant by comprehension. The word
itself means to understand or comprehend, so the aim of this method is to fully understand, analyse and
appreciate the text that needs to be comprehended. Comprehension can be accomplished in several ways
depending on the time constraint the reader is under.

7. What are the reading techniques? Your use most in your daily life Why?
Ans: The reading techniques are: Skimming, Scanning, Intensive Reading, Extensive Reading and
Comprehension. Skimming is the most useful in daily life because this technique is used when we want to
have a general ideas of what the text is about. This is done very quickly and we only tends to catch the
important phrases that will give us an overall ideas or gist. We use this technique when we are looking at the
newspaper, or when we pick up a magazine. This technique also helps when looking at an academic article
or book in order to gain an overall understanding of what it contains.
7 Marks Questions
 1. What is Skimming and Scanning? Give examples.
Ans: Skimming: This technique is used when we want to have a general idea of what the text is about.
This is done very quickly and we only tend to catch the important phrases that will give us an overall idea or
gist. We use this technique when we are looking at the newspapers, or when we pick up a magazine(to find
out about the main stories and to choose a few for detailed reading). This technique also helps when looking
at an academic article or book in order to gain an overall understanding of what it contains. Skimming
through the contents page, the subheadings or subsections of the article or book can give us a fairly good
idea of what it is about and what to expect from the book or article. This techniques allows us to save time
by not having to read something in its entirety to know what it is about.

Ex: 1) Magazines-to quickly discovered which articles you would like to read in more details.

2) The newspaper-to quickly get the general news of the day.

3)business and travel brochures-to quickly get informed.

Scanning: This technique is used when we want to specific information. For example when we are looking
at a textbook and want to find the answer to a specific questions, or we want to find some information in a
report or letter we scan to find the specific answers we are looking for. This technique comes in very useful when
we are reading say, a comprehension passage and need to find the answer to examine a business proposal for a
specific clause or subsection that can be detrimental to the company we are working for. This technique works
very well in situations where there is a time constraint within which the information has to be located. Combined
with skimming, this is one of the most useful reading techniques one can learn.

Ex: 1) Look up details or prices in a catalogue.

2) A Google search list on the internet to find the right website to answer your question.

3) A bus/airplane schedule.

2. Differenciate between Intensive and Extensive Reading? Explain.

Ans: Intensive Reading: This technique is adopted when we wish to read something very carefully and
want to grasp all the details relating to it. This involves a step by step, word by word decoding of the text in
order to grasp all the nuances and details it has to offer. Examples of this technique are reading a report,
going through a manual on a subject to teach it or learn from it or reading an essay or article for a class. This
is usually done in short bursts.

Ex: 1. A Book keeping report.

Extensive Reading: This technique is used when we are reading for pleasure. There is no particular need
for locating information, so the reader all of the text but in a relaxed and non-specific way. This technique
allows the reader to enjoy language and the way it has been used to the fullest with no other agenda. An
example of this technique is reading a novel for pleasure or coming across an interesting article in an a
magazine and reading it simply because we want to. Extensive reading tends to be a leisurely actively and
has no time constraint on it. We would not usually use this technique with a text that is too difficult or
complicated to grasp. A difficult text requires a much more concentrated effort on the part of the reader to
understand and assimilate it.

Ex: 1. The latest marketing strategy book.

3. What is Comprehension and explain the best known strategies of Comprehension?

Ans: Comprehension: Comprehension is a method of reading that involves one or more of the
techniques we have discussed. To understand why this is so, we need to understand what is meant by
comprehension. The word itself means to understand or comprehend, so the aim of this method is to fully
understand, analyse and appreciate the text that needs to be comprehended.

Comprehension can be accomplished in several ways depending on the time constraint the reader is
under. Let us look at two examples here: an academic article on which you have to write a report and a
passage for comprehension that you have to answer in an examination. The methods used in both these
types of comprehension differ from each other because of the amount of time that you have to complete
this tasks. In the first instance you can use one of the best-known strategies of comprehension and retention:
SQ 3R (survey, questions, read, recall and review).

• Survey: Quickly glance at the contents and the headings and subtopics. Scan the figures and tables as well
as the main topics. Skimming through these details gives you an idea of what to expect from the article.

• Question: Formulate questions relating to the subject from the headings you have surveyed. This helps to
anticipate what you will be reading.

• Read: Read the text thoroughly but stop often to check if you have understood what you have read.
Summarise the main points in your mind, and jot them down if necessary.

• Recall: Pause to recall what you have read. Rephrase it to ensure you have understood.

• Review: Use questions, class notes and other aids to review your understanding. When you glance at the
heading you should be able to recall what you have read.

4. What are the major techniques we use in Reading? Explain in detail.

Ans: Skimming: This technique is used when we want to have a general idea of what the text is about.
This is done very quickly and we only tend to catch the important phrases that will give us an overall idea or
gist. We use this technique when we are looking at the newspapers, or when we pick up a magazine (to
find out about the main stories and to choose a few for detailed reading). This technique also helps when
looking at an academic article or book in order to gain an overall understanding of what it contains. Skimming
through the contents page, the subheadings or subsections of the article or book can give us a fairly good
idea of what it is about and what to expect from the book or article. This techniques allows us to save time
by not having to read something in its entirety to know what it is about.

Ex: 1) Magazines-to quickly discovered which articles you would like to read in more details.

2) The newspaper-to quickly get the general news of the day.

3) Business and travel brochures-to quickly get informed.

Scanning: This technique is used when we want to specific information. For example when we
are looking at a textbook and want to find the answer to a specific questions, or we want to find some
information in a report or letter we scan to find the specific answers we are looking for. This technique comes
in very useful when we are reading say, a comprehension passage and need to find the answer to examine a
business proposal for a specific clause or subsection that can be detrimental to the company we are working
for. This technique works very well in situations where there is a time constraint within which the information
has to be located. Combined with skimming, this is one of the most useful reading techniques one can learn.

Ex: 1) Look up details or prices in a catalogue.

 2) A Google search list on the internet to find the right website to answer your question.

3) A bus/airplane schedule.

Intensive Reading: This technique is adopted when we wish to read something very carefully and want to
grasp all the details relating to it. This involves a step by step, word by word decoding of the text in order to
grasp all the nuances and details it has to offer. Examples of this technique are reading a report, going
through a manual on a subject to teach it or learn from it or reading an essay or article for a class. This is
usually done in short bursts.

Ex: 1. A bookkeeping report

2. An insurance claim.

3. A contract.

Extensive Reading: This technique is used when we are reading for pleasure. There is no particular need
for locating information, so the reader all of the text but in a relaxed and non-specific way. This technique
allows the reader to enjoy language and the way it has been used to the fullest with no other agenda. An
example of this technique is reading a novel for pleasure or coming across an interesting article in an a
magazine and reading it simply because we want to. Extensive reading tends to be a leisurely actively and
has no time constraint on it. We would not usually use this technique with a text that is too difficult or
complicated to grasp. A difficult text requires a much more concentrated effort on the part of the reader to
understand and assimilate it.

Ex: 1) The latest marketing strategy book.

2) A novel you read before going to bed.

3) Magazine articles that interest you.