COMPREHENSION CHECK (page 128)
1. "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. (Mark the answer.)
2. 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. (Mark your choice)(s).
3. The friend shook the bicycle violently. Find two or three sentences in text which express the author’s disapproval of it.
Ans:- I did not see why he should shake it; it had not done anything to him.
Besides, if it wanted shaking, I was the proper person to shake it.
I felt much as I should had he started whacking my dog.
4.”...if not, it would make a serious difference to the machine.” What does ‘it’ refer to?
Ans:-‘ It’ refers to the ball bearings.
WORKING WITH THE TEXT (page 132-33)
Answer the following questions.
1. Did the front wheel really wobble? What is your opinion? Give a reason for your opinion.
Ans:- The front wheel really wobbled but a very little. It was not required repairing. It was still useful. The author had no trouble in using his bicycle.
2. In what condition did the author find the bicycle when he returned from the tool shed?
Ans:- When the author returned from the tool shed he found that the front wheel of his bicycle was taken off. The remaining parts of the machine were scattered on the stony path.
3. ”Nothing is easier than taking off the gear-case.” Comment on or continue this sentence in the light of what actually happens.
Ans:- This statement was made by the friend who was over-confident of his skill off repairing bicycle by taking off the gear-case. He certainly took off the gear-case, but it became very difficult for him to fix it again.
4. What special treatment did the chain receive?
Ans:- The chain was required to be tightened. The friend tightened the chain so hard that it would not move. He tried to make it loose again, but now it was twice as loose as before.
5. 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.
Ans:- (i) Cheery confidence in yourself
(ii) Your inexplicable hopefulness.
6. Describe ‘the fight’ between the man and the machine. Find the relevant sentences in the text and write them.
Ans:- One moment the bicycle would be on the gravel path, and he on top of it; thee next, the position would be reversed—he on the gravel path, the bicycle on him. Now he would be standing flushed with victory, the bicycle firmly fixed between his legs. But his triumph would be short-lived. By a sudden, quick movement it would free itself and, turning upon him, hit him sharply over the head with one of its handles.
At a quarter to one, dirty and disheveled, cut and bleeding, he said, “I think that will do”, and rose and wiped his brow.
Working with Language (page 133)
1.Read the following sentences.
We should go for a long bicycle ride.
I ought to have been firm.
We mustn’t lose any of them.
I suggested that he should hold the fork, and that I should handle the wheel.
The word in italics are modal auxiliaries. Modal auxiliaries are used with verbs to express notions such as possibility, permission, willingness, obligation, necessity, etc. “Should,’ ‘must’ and ‘ought to’ generally express moral obligation, necessity and desirability.
Look at the following.
We should go on holiday. (suggestion: It is a good idea for us to go on a holiday.)
He is not too well these days. He must see a doctor before he becomes worse.(compulsion or necessity: It is absolutely essential or necessary for him to see a doctor.)
You ought to listen to me. I am well over a decade older than you. (more emphatic than ‘should’: Since I am older than you, it is advisable that you listen to me.)
Note: ‘Should’ and ‘ought’ are often used interchangeably.
Rewrite each of the following sentences using should/ought/must in place of the italicised words.
(i)You are obliged to do your duty irrespective of consequences.
Ans:- You must do your duty irrespective of consequences.
(ii)You will do well to study at least for an hour every day.
Ans:- You should study at least for an hour every day.
(iii)The doctor says it is necessary for her to sleep eight hours every night.
Ans:- The doctor said she must sleep eight hours every night.
(iv)It is right that you show respect towards elders and affection towards youngsters.
Ans:- You ought to show respect towards elders and affection towards youngsters.
(v) If you want to stay healthy, exercise regularly.
Ans:- If you want to stay healthy you must exercise regularly.
(vi) It is good for you to take a walk every morning.
Ans:- You should take a walk every morning.
(vii)It is strongly advised that you don’t stand on your head.
Ans:- You must not stand on your head.
(viii)As he had a cold, it is better for him to go to bed.
Ans:- As he had a cold he should go to bed.
2.Use should/must/ought to appropriately in the following sentences.
(i) People who live in glass houses should not throw stones.
(ii) You must wipe your feet before coming into the house , especially during the rains.
(iii) You must do what the teacher tells you.
(iv) The pupils were told that they should write more neatly.
(v) Sign in front of the park: You must not walk on the grass.
(vi) You ought to be ashamed of yourself having made such a remark.
(vii) He left home at 9 o’ clock. He should be here any minute.
(viii) “Whatever happened to the chocolate cake?”
“How should I know? I have just arrived.”
3.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.
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 tool shed to see what I could find.(3 part)
Ans:- I went to the tool shed.
I wanted to find a tool.
I wanted to see what I could find.
(ii) When I came back he was sitting on the ground.(2 parts)
Ans:-I came back.
He was sitting on the ground.
(iii) We may as well see what’s the matter with it, now it is out.(3 parts)
Ans:- We may as well see.
What is the matter with it?
Now it is out.
(iv) He said he hoped we had got them all.(3 parts)
Ans:- He said.
He hoped.
We had got hem all.
(v) I had to confess he was right.(2 parts)
Ans:- I had to confess it.
He was right.
4. ‘en’ acts as a prefix (put at the beginning) or as a suffix (put at the end) to form of the 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 endanger soften
Fasten enclose weaken
Even enable enclave
En(prefix) en(suffix) en(part of word)
(ii)Find new words in your textbook and put them under the same headings.
En(prefix) en(suffix) en(part of word)
Enact tighten happen
Entrap deepen kitchen
Endangered forgotten listen
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