Grandparents

Short paragraphs(50-80 words)

I love my grandparents. My grandfather is a retired officer from army and my grandmother is a retired teacher. I am the star of their eyes. My best time of the day is the bedtime. When they tell me stories. My grandfather also helps me in my studies. I spend most of the time with them. They are the most valuable assets of my life.

9th class-cbse english(NCERT BOOK-Beehive)(short answers)Chapter-2(The sound of music)(Deborah Cowley)( Part- 2)

Bismillah Khan

Q) Answer following questions in about 40 words.

Q1) Why 15^th August 1947 was so special for Bismillah khan?                 

Ans1) On 15^th August 1947 India got Independence. He got the chance to become the first Indian to greet the nation by playing shehnai from Red fort in Delhi. This was the most memorable day of his life.

Q2) What were the recurring themes of Bismillah khan‘s music?

Ans2) Bismillah khan was a true Indian at heart. The recurring themes of his music were the ethics of temples and the human relationships. The flowing waters of the Ganga inspired him to improve and invent ‘raagas’.

Q3) Vijay Bhatt was highly impressed by Bismillah khan’s music. What did he do?

Ans3) Film director Vijay Bhatt was very impressed by hearing Bismillah’s music at a festival. He named a film after the instrument called ‘Gunj uthi shehnai .This film was a great success in the cinema world.

Q4) Who improved version of pungi and why?

Ans4)A barber of family of professionals improved the quality of pungi. The new instrument had a natural hollow stem and was broader then pungi and it produced soft and melodious sound. It was called shehnai .The need for improving pungi arose because emperor Aurangzeb banned the playing of pungi.

Q5) Why did Bismillah khan entered into world of cinema and why did he left?

Ans5) Bismillah khan got a chance to prove himself in the film world. This could make his instrument famous. A film ‘Gunj uthi shehnai’ was named after his instrument.That was a success. But he could not adjust with the artificiality and glamour of the film world. So he left.

Q6) What were the two favorite places of Bismillah khan? How did he feel about these places?

Ans6) Two favorite places of Bismillah khan were Benaras and Dhmraon. He considered them the most wonderful towns of the world. In Varanasi he was closely attached to the holy Ganga. In  Dumraon he thinks about the unique mattha.

Some More Questions for practice

Q) Answer following questions in about 40 words.

Q1What did Bismillah khan say on receiving Bharat Ratan?

Q2) What prize did Bismillah khan earn at the Biharji temple?

Q3) How did Ganga help the shehnai maestro?

Q4) Bismillah khan refused to settle abroad. Why?

9th class-cbse english(NCERT BOOK-Beehive)(short answers)Chapter-2(The sound of music)(Deborah Cowley)(part-1)

Evelyn Glennie listen to sound without hearing it

Q) Answer following questions in about 40 words.

Q1) How did Ron Forbes Help Evelyn?

                                   

Ans1) Evelyn was discouraged by all. Ron Forbes helped her to continue with music. He identified her potential. He advised her to hear through other parts of body rather than her ears.

Q2) How was Evelyn a source of great pleasure to her audience?

Ans2) Evelyn was very young. She performed despite her handicap. Her music was better than those of her double age. She was an inspiration to the handicapped. Thus, she has given enormous pleasure to millions.

Q3) Why was Evelyn nervous while on the way to Royal Academy of music?

Ans3) Evelyn was only seventeen year old girl while she was going to perform in Royal academy of music. She was nervous as she was completely deaf .Moreover, She was Scottish.

Q4) How did Evelyn’s parents came to know about her deafness ?

Ans4) Once Evelyn‘s name was called in the class but she did not respond. At that time she was just eight year old. Her performance in class had deteriorated. The headmistress called her parents and suggested to take her to a specialist. It was then her parents came to know about her deafness

Q5) Why did Evelyn said that men with bushy beards gave her trouble?

Ans5) Evelyn was a deaf girl. She understood others by reading their facial expressions and movements of their eyes and lips. It was difficult for her to read these movements of beard men. Thus, she remarked that men with bushy beards gave her trouble.

Some More Questions for practice

Q) Answer following questions in about 40 words.

Q6) Name the various causes for which Evelyn performed.

Q7) Evelyn always removed her shoes before going on wooden platforms. Why?

Q8)  What did Ann Richlen say for Evelyn?

9th class-cbse english(NCERT BOOK-Beehive)(short answers)chapter-1 (The fun they had)(Issac Asimov)

Q) Answer following questions in about 40 words.

Q1) Who was the teacher of Margie and Tommy?

Ans1) Margie and Tommy had the mechanical teacher. He taught them many subjects. He had a television screen to give instruction, test and homework. He asked questions. He also has a slot where they had to submit assignments. He taught them at the fixed hours.

Q2) Why did Margie‘s mother, Mrs. Jones, call the country inspector?

Ans2) Margie was not well at geography. Margie’s mother sends for the country inspector for help. He observed the Margie’s performance. He informed that her overall progress was quite satisfactory.

Q3) What does Tommy knows about old kind of school?

As3) Tommy knows that the old king of school was housed in a building. The girls and the boys sat there together. They studied together in classes. They laughed and played in the schoolyard. At the end of the day they left for their houses .

Q5) What did county inspector suggest to improve margie’s performance in geography?

Ans5) County inspector had been called to check the performance of Margie in geography section. The county inspector found that geography sector had been geared fast. He slowed it for an average ten years level. He suggested that overall performance of Margie was quite satisfactory.

Q6) What was the ‘slot’? Why does Margie hate it ?

Ans6) ‘Slot’ was a gap in the mechanical teacher where each student was to put his homework and test assignments for marking. Margie hated it the most because she had to work hard to punch code for answering homework.

Q7) What did Margie’s grandfather tell her about the books?

Ans7) Margie’s grandfather told her that he read real books in his childhood. Books had pages. It was funny to read the words in the book. The words did not move like in telebooks.

Some More Questions for practice

Q) Answer following questions in about 40 words.

Q1) From where did Tommy find the book and why did it seem peculiar to him and Margie?

Q2) What would you like? - a mechanical teacher or a human teacher? Why?

Q3) Why was Margie doing badly at geography?

Transitive and Intransitive verb (practice)-1

Before attempting this exercise see transitive andintransitive verb.

Q) Identify whether verb is following sentences is used transitivity or intransitivity.

1)      Grandfather walks daily in the morning.

2)      Child blew the balloon.

3)      Girls were singing sweetly.

4)      They ate the food.

5)      The moon shines at night.

6)      Birds flew across the river.

7)      He closed the door.

8)      Father loves his children.

9)      He ate very late.

10)  Hunter caught a rabbit.

11)  Cat killed three rats.

12)   Boys laughed at poor beggars.

13)  Horse jumped very high.

14)  Disease spread everywhere.

15)  Drunken diver rammed the footpath dwellers.

Answer

1)      (Intransitive).

2)       (Transitive).

3)      (Intransitive).

4)        (Transitive).

5)      (Intransitive).

6)      (Intransitive).

7)      (Transitive).

8)      (Transitive).

9)      (Intransitive).

10)  (Transitive).

11)  (Transitive).

12)  (Transitive).

13)  (Intransitive).

14)  (Intransitive).

15)  (Transitive).

Transitive and Intransitive verb

 Transitive and Intransitive Verbs

Hey students!

Let's talk about something super important in language: verbs! They're like the engines of our sentences, driving the action. Now, there's a cool difference between two types: transitive and intransitive verbs.

Knowing this difference helps us build better sentences and understand how words work together. So next time you're reading or writing, pay attention to those verbs - it'll make a big difference in how you understand language!

Difference between Transitive and Intransitive Verbs

In the realm of language, verbs serve as the dynamic force behind actions within sentences. They represent the action performed by a subject, which may or may not be transferred to an object. This fundamental distinction between transitive and intransitive verbs shapes the structure and meaning of sentences.

Definition

A verb, often referred to as "the word" of a sentence, encapsulates the action performed by the subject. When this action is transferred from the subject to an object, the verb is said to be used transitively. Conversely, if the action is not transferred to an object, the verb is used intransitively.

Examples:

1. Rakesh hit the football. (Transitive)
• Action (hit) is performed by the subject (Rakesh) and transferred to the object (football).
2. He sleeps at 8 pm. (Intransitive)
• Action (sleep) is performed by the subject (He) without being transferred to any object.

Examples of Transitive and Intransitive Verbs:

1. He runs very fast. (Intransitive)
2. Boys laughed loudly. (Intransitive)
3. He stopped the project. (Transitive)
4. Dog bit the boy. (Transitive)
5. Birds were chirping. (Intransitive)
6. He gave 100 rupees. (Transitive)
7. She danced very well. (Intransitive)
8. People beat him to death. (Transitive)
9. We enjoyed very much. (Intransitive)
10. He rides the horse. (Transitive)

Understanding Usage and Significance:

1)    Sentence Structure: The usage of transitive and intransitive verbs influences the structure and coherence of sentences. Transitive verbs necessitate the presence of a direct object, while intransitive verbs stand alone without requiring an object.

2)    Conveying Meaning: Transitive verbs facilitate the transfer of action from the subject to the object, providing clarity and specificity in conveying meaning. Intransitive verbs, on the other hand, convey actions performed by the subject independently, contributing to the fluidity and simplicity of sentences.

3)    Linguistic Analysis: Identifying transitive and intransitive verbs is crucial for linguistic analysis, enabling readers to deconstruct sentences and comprehend the relationships between subjects, verbs, and objects. This analytical skill enhances language proficiency and fosters a deeper understanding of sentence dynamics.

How to acquire a deeper insight?

Understanding the distinction between transitive and intransitive verbs is essential for analyzing sentence structures and nuances in writing. By actively identifying and categorizing verbs in various contexts, readers deepen their comprehension and linguistic skills.

Next time you engage with written materials, take a moment to focus on the verbs, reflect on their transitive or intransitive usage, and enhance your understanding of language dynamics. This simple practice will elevate your linguistic proficiency and enrich your reading experience.

For practice see Transitive and Intransitive verb (practice)-1

to principal-for starting music classes.

Q) You are Radha, monitor of VIIth A in Rampal model school. Write a letter to your principal for starting music classes.

Ans)

To,

The principal

Rampal model school,

Bhajanpura, Delhi.

Subjectà To start music classes.

Respected sir,

            I am student of VIIth A. My roll no is 19. I am the class monitor. We are learning music for last 2 years. But this year we have no music classes as our music teacher has been transferred to another school. In his absence we are unable to practice. All our hard work will go in vain. Zonal music competition is near.

Kindly arrange for a new music teacher and oblige.

Thanking you

Yours obediently 

Radha

Simple, compound and complex sentences

Sentence Structures: Simple, Compound, and Complex

Dear Students

In my previous blog post, I delved into the concept of sentences and their various types, emphasizing that a sentence is a group of words that conveys complete meaning, comprising a subject and a predicate. While simple sentences form the foundation, understanding compound and complex sentences is crucial for enhancing writing skills.

1. Simple Sentences: Simple sentences contain a single subject and predicate, making them concise and straightforward.

Characteristics of Simple Sentences:

• Consist of one independent clause.
• Convey a single complete thought or idea.
• Often used to provide straightforward information or make simple statements.
• Can be easily understood and are commonly used in everyday conversation.

Examples:

1. Rajkumar was waiting for the right time.
2. The market was decorated for the festival.
3. My mother gave me some money to purchase sweets.
4. In the evening, a fox entered our home.
5. The thirsty crow sat on the branch of a tree.

2. Compound Sentences: Compound sentences consist of two or more independent clauses of equal rank, each capable of standing alone.

Characteristics of Compound Sentences:

• Comprise two or more independent clauses.
• Joined together by coordinating conjunctions or semicolons.
• Each independent clause can function as a standalone sentence.
• Used to express relationships between related ideas or actions.

 Examples:

1. Night fell, and we went to bed.
2. You do it now, or you do it never.
3. God made the man, and we made the caste.
4. India has surplus grain, but many people are starving.
5. He went abroad because he wanted to succeed.

3. Complex Sentences: Complex sentences contain one principal (main) clause and one or more subordinate clauses, which rely on the principal clause for meaning.

Characteristics of Complex Sentences:

• Contain one independent clause and at least one dependent clause.
• Dependent clauses are introduced by subordinating conjunctions such as "although," "because," "while," or "since."
• Main clause provides the primary idea or statement, while dependent clauses offer additional information or context.
• Used to express relationships, conditions, or cause-and-effect scenarios.

Examples:

1. They went to my house when the party ended.
2. He is more intelligent than I am.
3. Nobody knows who they are.
4. Our guest arrived when night came.
5. He could not find a place where he could sleep.

By understanding the distinctions among simple, compound, and complex sentences, writers can effectively combine clauses to create cohesive and impactful compositions. This knowledge empowers individuals to craft sentences that are not only grammatically correct but also engaging and articulate.

Types of clauses (practice)-2

Before doing this exercise it is better first to read Clauses and its types

Q) Identify Noun, adjective, and adverb, clauses in the following sentences.

1)      They jumped into the river which was very deep.

2)      He wrote the book when he was twenty year old.

3)      The house where he was born is broken now.

4)      He works hard so that he can secure first position again.

5)      That you pass the exam makes me glad.

6)      They put the model that was rejected twice earlier.

7)      I reached where temperature was below 0 C

8)      I can’t allow what you are saying.

9)      This is the man who planted the bomb.

10)  You can call me whenever you like.

11)  What you have proposed, No one can accept.

12)  I knew every person that was present in the meeting.

13)  He sits alone where no one can see him.

14)  He ate whatever he got.

15)  I love robots because they never question.

Answers

1)      Which was very deepàadjective

2)      When he was twenty year oldà adverb.

3)      Where he was bornà adjective.

4)      So that he can secure first position againà adverb.

5)      That you pass the examà Noun.

6)      That was rejected twice earlierà adjective.

7)      Where temperature was below 0 Cà adverb.

8)      What you are sayingà Noun.

9)      Who planted the bombà adjective

10)  Whenever you likeà adverb.

11)  What you have proposedà Noun.

12)  That was present in the meetingàadjective

13)  Where no one can see himà adverb

14)  Whatever he gotà Noun.

15)  Because they never questionà adverb.

For further practice see Types of clauses (practice)-1

Types of clauses (practice)-1

Before doing this exercise it is better first to read Clauses and its types

Q) Identify Noun, adjective and adverb, clauses in the following sentences.

1)      Because you broke the glass you are punished.

2)      We reached the market which was famous for jewelers.

3)      I know the man who lives on the top floor.

4)      He prayed that he could save the child.

5)      The shop which is next to my house is now closed.

6)      I can guess what you are looking for.

7)      Cattle reached home when night fell.

8)      He married the girl he loved.

9)      Sidhartha left house when all were asleep.

10)  He respected the man who gave him chance.

11)  I know how to do this job.

12)  He broke the wall as if it was made of paper.

13)  I never thought that thief would break into my house.

14)  I purchased a shirt that was red in color.

15)  He read the book after the exams were over.

Answers

1)      Because you broke the glassà adverb

2)      Which was famous for jewelersàadjective.

3)      Who lives on the top floorà adjective

4)      That he could save the childà Noun.

5)      which is next to my houseà adjective

6)      What you are looking forà Noun.

7)      When night fellà adverbs.

8)      He lovedà adjective.

9)      When all were asleepà adverb.

10)  Who gave him chanceà adjective

11)  How to do this jobà Noun.

12)  As if it was made of paperà adverb.

13)  That thief would break into my houseà Noun.

14)  That was red in colorà adjective.

15)  After the exams were overà adverb.

For further practice see Types of clauses (practice)-2