The Lost Child by Mulk Raj Anand - Q&A Solved

Summary of the Story 'The Lost Child'

The story "The Lost Child" by Mulk Raj Anand depicts a young boy's experience at a village fair. Enthralled by the various attractions like toys, sweets, flowers, and balloons, the boy repeatedly lags behind his parents. Each time he asks for something, he anticipates his parents' refusal and moves on without waiting for their response. As the fair's excitement heightens, the boy suddenly realizes he has lost his parents. Overcome with fear and anxiety, he cries out for them and runs around in a frantic search. A kind man finds him and tries to comfort him by offering the very things he desired earlier. However, the boy now only wants his mother and father, having lost interest in everything else. The story ends with the boy still yearning for his parents, leaving readers with hope for their eventual reunion.

THINK ABOUT IT (Q&A)

1. What are the things the child sees on his way to the fair? Why does he lag behind?

   • The child sees toys, a mustard field, insects, flowers, doves, sweets, garlands, balloons, a snake-charmer, and a roundabout. He lags behind because he is fascinated and distracted by these sights.

2. In the fair he wants many things. What are they? Why does he move on without waiting for an answer?

   • The child wants burfi, a garland, balloons, and a roundabout ride. He moves on without waiting because he knows his parents will refuse, considering his desires greedy, the items cheap, or him too old.

3. When does he realise that he has lost his way? How have his anxiety and insecurity been described?

   • He realizes he is lost when he cannot find his parents after asking for a roundabout ride. His anxiety is shown through his cries, tears, panicked running, and desperate calls for his mother and father.

4. Why does the lost child lose interest in the things that he had wanted earlier?

   • The child loses interest in previous desires because his main concern becomes finding his parents. The need for safety and reunion with them outweighs his earlier wants.

5. What do you think happens in the end? Does the child find his parents?

• The story ends ambiguously, but the kind man comforts the child, suggesting he is in safe hands. It is hopeful that with the man's help, the child will eventually find his parents.

Additional Questions and Answers

1. What distracts the child while walking with his parents?

   • The child is distracted by toys, flowers, insects, sweets, garlands, balloons, a snake-charmer, and a roundabout.

2. How does the child react when his father refuses to buy him a toy?

   • The child moves on, knowing his father would refuse, but he remains eager and hopeful for other attractions.

3. What sights at the fair excite the child the most?

   • The child is most excited by the sweetmeats, garlands, balloons, and the roundabout ride.

4. How does the child feel when he realizes he is lost?

   • The child feels scared, anxious, and desperate, crying and searching frantically for his parents.

5. What does the kind man do to help the lost child?

   • The kind man tries to comfort the child by offering him a ride, showing him balloons, and offering sweets and flowers.

6. Why does the child refuse all the offers made by the kind man?

   • The child refuses all offers because his only concern is finding his parents; nothing else matters to him anymore.

7. What lesson does the story "The Lost Child" teach?

   • The story teaches the importance of parental love and security, showing that a child's greatest need is the presence and comfort of their parents.

The Lake Isle of Innisfree by William Butler Yeats - Critical Analysis, Theme, Summary, Q&A Solved

The Lake Isle of Innisfree

Table of Contents

1. The Poem
2. Analysis
• Themes
• Imagery
• Structure and Form
• Personal Reflection
3. Thinking About the Poem (Q&A)

I will arise and go now, and go to Innisfree,

And a small cabin build there, of clay and wattles made;

Nine bean-rows will I have there, a hive for the honeybee,

And live alone in the bee-loud glade.

And I shall have some peace there, for peace comes dropping slow,

Dropping from the veils of the morning to where the cricket sings;

There midnight’s all a glimmer, and noon a purple glow,

And evening full of the linnet’s wings.

I will arise and go now, for always night and day

I hear lake water lapping with low sounds by the shore;

While I stand on the roadway, or on the pavements grey,

I hear it in the deep heart’s core.

Analysis

Themes:

1. Nature and Solitude: The poem expresses a desire to escape the hustle and bustle of urban life and find solace in nature. The speaker yearns for the tranquility and simplicity of the Lake Isle of Innisfree, away from the noise and chaos of the city.
2. Idealization of Rural Life: Yeats idealizes the rural life, portraying it as a place of peace and contentment. The imagery of the cabin, bean-rows, and honeybees evokes a sense of self-sufficiency and harmony with nature.
3. Inner Peace: The repeated reference to peace suggests a longing for inner calm and spiritual fulfillment, which the speaker believes can be found in the natural setting of Innisfree.

Imagery: 

Yeats uses vivid and sensory imagery to bring the Lake Isle of Innisfree to life. The sights, sounds, and sensations of the island are depicted in a way that appeals to the reader's senses:

• Visual Imagery: "midnight’s all a glimmer," "noon a purple glow," and "evening full of the linnet’s wings."
• Auditory Imagery: "lake water lapping with low sounds," "the cricket sings," and "bee-loud glade."

Structure and Form: 

The poem is written in three quatrains with a consistent ABAB rhyme scheme. The rhythmic and melodic quality of the poem enhances its meditative tone and reflects the natural harmony the speaker seeks.

Personal Reflection: 

The final stanza reveals that the speaker's longing for Innisfree is a deeply ingrained part of their being. Even while standing in the city, the speaker can hear the "lake water lapping," suggesting that the memory and desire for Innisfree are ever-present in their heart.

This poem is a beautiful expression of the universal desire for peace and a connection to nature, encapsulated in Yeats's evocative and lyrical style.

Thinking About the Poem (Q&A)

I.1. What kind of place is Innisfree? Think about:

(i) The three things the poet wants to do when he goes back there (stanza I):

• Build a small cabin: The poet wishes to build a simple dwelling made of clay and wattles.
• Plant bean-rows: He plans to cultivate nine rows of beans, indicating a desire for self-sufficiency.
• Keep a hive for honeybees: This symbolizes a connection with nature and the sweetness of life.

(ii) What he hears and sees there and its effect on him (stanza II):

• Hears: The poet hears the cricket singing, which adds to the serene and peaceful atmosphere. The sound of the bees is also mentioned, creating a lively yet tranquil environment.
• Sees: He sees the glimmering midnight, the purple glow at noon, and the linnet’s wings in the evening. These visual images create a picture of natural beauty and tranquility.
• Effect on him: The sights and sounds of Innisfree bring him a sense of peace and contentment.

(iii) What he hears in his “heart’s core” even when he is far away from Innisfree (stanza III):

• Hears: Even when the poet is far from Innisfree, he hears the lapping of the lake water in his deep heart’s core. This shows that the memory and longing for Innisfree are deeply ingrained in him.

2. How does the poet contrast Innisfree with where he now stands? (Read stanza III)

• The poet contrasts the natural, peaceful environment of Innisfree with the urban setting where he currently stands. Innisfree is depicted as a place of tranquility and natural beauty, whereas the city is represented by "roadway" and "pavements grey," suggesting a monotonous and lifeless environment.

3. Do you think Innisfree is only a place, or a state of mind? Does the poet actually miss the place of his boyhood days?

• Innisfree seems to be both a place and a state of mind for the poet. It represents an idealized version of nature and peace that he longs for. While it is a physical place, it also symbolizes a state of inner peace and contentment that the poet yearns to return to. The poet does indeed miss the place of his boyhood days, as indicated by the vivid memories and the deep longing he expresses throughout the poem.

II.1. Look at the words the poet uses to describe what he sees and hears at Innisfree:

(i) Bee-loud glade:

• This phrase creates a picture of a quiet, sunlit clearing in the woods, filled with the gentle humming of bees.

(ii) Evenings full of the linnet’s wings:

• This evokes an image of the evening sky filled with the fluttering wings of small birds, specifically linnets, adding to the serene and picturesque setting.

(iii) Lake water lapping with low sounds:

• This phrase conjures up a calming image of gentle waves softly hitting the shore, contributing to the tranquil ambiance of the place.

2. Look at these words:

... peace comes dropping slow Dropping from the veils of the morning to where the cricket sings

• These words suggest that peace is something that gradually envelops the surroundings, much like the way morning mist slowly descends. The "veils of the morning" represent the early hours of the day when everything is still and quiet. "To where the cricket sings" signifies the natural world coming alive with the sounds of insects, emphasizing the calm and serene atmosphere of Innisfree.

Poem Rain on the Roof by Koates Kinney - Theme, Summary, Explanations, Question Answer Solved

Rain on the Roof by Coates Kinney

Table of Contents

• Summary of the Poem Rain on the Roof
• Themes
• Imagery
• Structure
• Literary Devices
• Analysis of Stanzas
• Conclusion
• Thinking about the Poem (Q&A)

Summary of the Poem Rain on the Roof

The poem "Rain on the Roof" begins with the poet describing the comforting and calming effect of the rain as it falls on the roof. The sound of the rain is like a lullaby to the poet, bringing back memories of the past. As the poet listens to the rain, he is transported back to his childhood, recalling the warmth and love of his mother and the happiness of those days.

Themes:

1. Nostalgia: The poet reminisces about his past, especially his childhood, and the memories associated with it.
2. Comfort and Peace: The sound of the rain brings a sense of comfort and tranquility to the poet.
3. Nature's Soothing Power: The rain's gentle sound has a calming and soothing effect on the poet's mind, highlighting nature's ability to influence human emotions.

Imagery:

• The poet uses vivid imagery to describe the rain and its effects. Words like "tinkle," "patter," and "drip" evoke the sound of rain.
• The imagery of a mother's love and childhood memories creates a warm and comforting atmosphere.

Structure:

The poem is written in a lyrical and rhythmic style, enhancing its soothing and melodic quality. The use of rhyming couplets and a consistent meter adds to the poem's musicality.

Literary Devices:

1. Alliteration: The repetition of consonant sounds, such as "hum of the honey-bee" and "starry spheres," adds to the poem's musicality.
2. Personification: The rain is personified as a lullaby, singing to the poet and bringing back memories.
3. Metaphor: The poet compares the rain to a "melody," emphasizing its calming effect.

Analysis of Stanzas:

• First Stanza: The poet describes the setting and the effect of the rain on his mind, bringing a sense of peace and relaxation.
• Second Stanza: The rain triggers memories of the poet's mother and childhood, highlighting the connection between the sound of rain and past experiences.
• Third Stanza: The poet reflects on the power of nature to evoke deep emotions and memories, concluding with a sense of contentment and nostalgia.

Conclusion:

"Rain on the Roof" by Coates Kinney is a beautiful poem that captures the soothing and nostalgic effects of rain. Through vivid imagery, rhythmic structure, and literary devices, the poet conveys the deep emotional impact of nature on the human psyche. The poem is a tribute to the simple yet profound joys of life, evoking a sense of peace and comfort through the sound of rain.

Thinking about the Poem (Q&A)

I. 1. What do the following phrases mean to you? Discuss in class.

(i) humid shadows

• Meaning: "Humid shadows" refer to the dark clouds that are filled with moisture, which appear just before it rains. These clouds cast a shadowy, gloomy appearance on the earth, creating an atmosphere of anticipation for the rain.

(ii) starry spheres

• Meaning: "Starry spheres" refer to the night sky filled with stars. It evokes a sense of beauty and wonder at the vastness and brilliance of the universe visible on a clear night.

(iii) what a bliss

• Meaning: "What a bliss" expresses a feeling of immense happiness and contentment. It signifies the joy and peace the poet feels when he listens to the sound of the rain.

(iv) a thousand dreamy fancies into busy being start

• Meaning: This phrase suggests that the sound of the rain triggers numerous imaginative and fanciful thoughts in the poet's mind, bringing his otherwise busy and practical life to a momentary standstill filled with daydreams.

(v) a thousand recollections weave their air-threads into woof

• Meaning: This phrase indicates that the rain brings back a multitude of memories for the poet, interweaving them like threads into the fabric of his mind. These memories form a vivid and intricate tapestry of his past experiences.

2. What does the poet like to do when it rains?

• Answer: The poet likes to lie in his cozy bed and listen to the patter of the rain on the roof. The sound of the rain soothes him and transports him back to his childhood memories.

3. What is the single major memory that comes to the poet? Who are the “darling dreamers” he refers to?

• Answer: The single major memory that comes to the poet is of his mother tucking him and his siblings into bed while listening to the sound of the rain. The “darling dreamers” refer to the poet and his siblings, who used to dream beautiful dreams under their mother's care.

4. Is the poet now a child? Is his mother still alive?

• Answer: No, the poet is not a child anymore; he is reminiscing about his childhood. His mother is no longer alive, which is evident from the nostalgic tone of the poem and the way he speaks about his memories.

II. 1. When you were a young child, did your mother tuck you in, as the poet’s did?

• Answer: (This answer will vary for each student. )

2. Do you like rain? What do you do when it rains steadily or heavily as described in the poem?

• Answer: (This answer will vary for each student. Possible activities during rain might include reading a book, playing indoor games, watching the rain from a window, or simply listening to the sound of the rain.)

3. Does everybody have a cozy bed to lie in when it rains? Look around you and describe how different kinds of people or animals spend time, seek shelter, etc. during rain.

• Answer: Not everyone has a cozy bed to lie in when it rains. Some people might live in homes that are not well-protected from the rain, such as those in slums or on the streets. They might seek shelter under bridges, in doorways, or any place that offers some protection from the rain. Animals might take refuge in burrows, under trees, or in any safe nook they can find. This highlights the disparities in living conditions and the importance of providing adequate shelter for all.

Top 100 Most Common Words in English: Enhance Your Vocabulary Effortlessly

Master the Basics: Essential Words for Everyday Communication

Table of Contents

1. Introduction
2. Why Learn the Most Common Words?
3. The List of 100 Most Common Words
   • 1-20
   • 21-40
   • 41-60
   • 61-80
   • 81-100
4. Tips for Learning Common Words
5. Conclusion
6. Quiz to Test your understanding of the 100 most common words in English

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Introduction

Welcome to our comprehensive guide on the 100 most common words in the English language. Whether you're a beginner looking to enhance your vocabulary or someone who wants to brush up on their basics, this post is for you. Understanding these frequently used words can significantly improve your communication skills and make learning English easier and more enjoyable.

Why Learn the Most Common Words?

Learning the most common words in English offers several benefits:

• Efficiency: Quickly boosts your ability to understand and be understood in everyday conversations.
• Foundation: Provides a solid base for further language learning.
• Confidence: Increases your confidence in speaking and writing.

The List of 100 Most Common Words

Let's dive into the list. We've broken it down into manageable sections for easier learning.

1-20

1. the
2. be
3. to
4. of
5. and
6. a
7. in
8. that
9. have
10. I
11. it
12. for
13. not
14. on
15. with
16. he
17. as
18. you
19. do
20. at

21-40

21. this
22. but
23. his
24. by
25. from
26. they
27. we
28. say
29. her
30. she
31. or
32. an
33. will
34. my
35. one
36. all
37. would
38. there
39. their
40. what

41-60

41. so
42. up
43. out
44. if
45. about
46. who
47. get
48. which
49. go
50. me
51. when
52. make
53. can
54. like
55. time
56. no
57. just
58. him
59. know
60. take

61-80

61. people
62. into
63. year
64. your
65. good
66. some
67. could
68. them
69. see
70. other
71. than
72. then
73. now
74. look
75. only
76. come
77. its
78. over
79. think
80. also

81-100

81. back
82. after
83. use
84. two
85. how
86. our
87. work
88. first
89. well
90. way
91. even
92. new
93. want
94. because
95. any
96. these
97. give
98. day
99. most
100. us

Tips for Learning Common Words

1. Practice Daily: Use these words in sentences every day.
2. Flashcards: Create flashcards to test your memory.
3. Reading: Read books, articles, and other materials to see these words in context.
4. Writing: Write short essays or journal entries using these words.
5. Speaking: Engage in conversations focusing on using these common words.

Conclusion

Mastering the most common words in English is a practical step toward fluency. By incorporating these words into your daily practice, you'll find yourself communicating more effectively and with greater confidence. Happy learning!

Quiz to Test your understanding of the 100 most common words in English

Question 1

Which word is a pronoun?
a) the
b) have
c) I
d) do

Question 2

Which of the following words is a conjunction?
a) from
b) as
c) say
d) after

Question 3

Which word indicates possession?
a) by
b) their
c) out
d) him

Question 4

Which word is an auxiliary verb?
a) will
b) look
c) people
d) year

Question 5

Which word is an article?
a) his
b) an
c) so
d) if

Question 6

Which of the following is a preposition?
a) not
b) on
c) take
d) see

Question 7

Which word is a verb?
a) make
b) or
c) other
d) now

Question 8

Which word is an adjective?
a) into
b) her
c) good
d) out

Question 9

Which word is a noun?
a) I
b) time
c) we
d) up

Question 10

Which word is an adverb?
a) just
b) with
c) know
d) get

Question 11

Which word is a determiner?
a) you
b) come
c) all
d) give

Question 12

Which word is a modal verb?
a) could
b) these
c) she
d) like

Question 13

Which word is a question word?
a) some
b) into
c) what
d) time

Question 14

Which word is a possessive pronoun?
a) me
b) my
c) about
d) after

Question 15

Which word is a personal pronoun?
a) see
b) back
c) over
d) we

Question 16

Which word is a conjunction?
a) when
b) into
c) work
d) way

Question 17

Which word can function as both a noun and a verb?
a) look
b) him
c) than
d) first

Question 18

Which word is a quantifier?
a) could
b) some
c) know
d) will

Question 19

Which word is an interjection?
a) how
b) first
c) into
d) because

Question 20

Which word is related to time?
a) day
b) other
c) us
d) use

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Answer Key

1. c) I
2. b) as
3. b) their
4. a) will
5. b) an
6. b) on
7. a) make
8. c) good
9. b) time
10. a) just
11. c) all
12. a) could
13. c) what
14. b) my
15. d) we
16. a) when
17. a) look
18. b) some
19. a) how
20. a) day

Detective No. 30 by L Swenson - Question Answer - Word Meaning - Extra Questions for Practice

Summary of the Story Detective No. 30

John was bored because his friend Billie was away, so he decided to play detective. He saw a man parking a car and followed him. The man acted suspiciously, entering a house and later coming out disguised. John noted the car's license plate number. The next day, John's father read about a burglary in that house and called the police after John shared what he saw. At the police station, John identified the thief, leading to the man's arrest. John received a $100 reward for his help. 

Word Meaning

1. Unhappy: Not happy; feeling sad.
2. Interesting: Something that grabs attention or is fun to do.
3. Zipper fastener: A device used to close clothes, bags, etc.
4. Badge: A small piece of metal or plastic with words or symbols, worn to show who you are or what you do.
5. Detective: A person who finds out information, especially to solve crimes.
6. Thief: A person who steals things.
7. Parked: Stopped and left a vehicle in a place.
8. Engine: The part of a car that makes it move.
9. Handbrake: A brake in a car that is used to keep it still when parked.
10. Path: A way or track laid down for walking or made by continual treading.
11. License plate: A metal plate on a car with numbers and letters that identifies the car.
12. Whiskers: Long hairs growing on the face of an animal or person.
13. Suitcase: A large case with a handle used for carrying clothes and other things when traveling.
14. Inspector: A police officer of high rank.
15. Reward: Money or another gift given for doing something good or finding something.
16. Jewellery: Decorative items like rings, necklaces, and bracelets.
17. Break into: Enter a building by force, usually to steal something.
18. Offering: Providing something to someone.
19. Suddenly: Quickly and unexpectedly.
20. Afraid: Feeling fear or worry.
21. Seals: Stickers or stamps used to mark something.
22. Muddy: Covered with or full of mud (wet earth).
23. Roared: Made a very loud sound.
24. Prove: Show something is true with evidence.
25. Brains: Intelligence or mental ability.
26. Uniform: Special clothes worn by all members of a group or organization.
27. Policemen: Men who are members of the police force.
28. Television: A device that receives broadcast signals and displays them on a screen.
29. Neighbours: People who live near you.
30. Shaking hands: Grasping someone's hand as a greeting or to show agreement.

Let's Infer

1. Rearrange the main events of the story in the order in which they happened. 

ANSWER:

1. b - One day, John saw a man parking his car, and followed him into a shop.
2. a - He saw the big-nosed man go around to the back of the house.
3. g - A little later he saw a man with grey whiskers carry a suitcase out of the house.
4. c - He noted down the number of the car.
5. d - The next morning, John's father noticed a newspaper report on the burglary in Mr. Stone's house.
6. f - John's father called up the police and asked them to come home.
7. e - John's father took Billie and John to the police station.
8. i - John identified the burglar at the police station.
9. h - The police found the burglar after obtaining useful information from John.
10. j - He received a reward of $100.

2. Do you agree with the following statements? Say Yes (Y) or No (N).

ANSWER:

1. John was a full-time detective. No (N) 
2. Sticking a seal on the man's coat helped John notice that the man leaving Mr. Stone's house was the same man who entered it. Yes (Y) 
3. The man left the engine of his car running before entering the house because he wanted to make a quick getaway later. Yes (Y) 
4. The report that John's father read in the newspaper said that the man who burgled Mr. Stone's house had been caught. No (N) 
5. John's father asked the police to come home so that he could tell them who the burglar was. Yes (Y) 
6. Billie had already seen Tarzan but John hadn't. Yes (Y) 
7. John found it difficult to identify the burglar in the police station because there were other men standing with the burglar. No (N) 
8. The grey-haired gentleman who gave John $100 was Mr. Stone. Yes (Y)

Let's Discuss

1. Do you agree with the burglar’s statement?

   • Yes, the burglar's statement is accurate. John’s careful observation and detailed reporting were crucial in identifying and catching him. Without John's input, the police might not have had enough information to track down the thief.

2. Which three words describe John best? And why?

   • Observant: John noticed details such as the car's license plate and the changes in the man’s appearance, which helped him track the thief.
   • Intelligent: He used his observations and notes effectively to provide valuable information to the police.
   • Careful: John took note of the car’s license plate and the distinguishing features of the man, showing attention to detail.

3. Qualities of a good detective:

• Observant: Noticing and remembering details that might be important for solving a case.
• Intelligent: Using reasoning and analysis to piece together clues and understand the case.
• Patient: Taking the time to thoroughly investigate and follow up on leads without rushing.
• Careful: Paying attention to details and ensuring accuracy in collecting and reporting information.

Extra Questions and Answers for Practice

1. Why was John unhappy at the beginning of the story?

   • John was unhappy because his friend Billie had gone to the dentist with his mother, leaving John alone with nothing interesting to do.

2. What idea made John brighten up?

   • John's face brightened when he remembered his Detective No. 30 badge. He decided to play detective and follow a thief.

3. What unusual action did the man take with his car?

   • The man started his car engine, pulled up the handbrake, and then got out, leaving the engine running. He then quickly walked to Mr. Stone's house and went around to the back.

4. Why did John think the man who came out of Mr. Stone's house was different from the man who went in?

   • John thought the man was different because the man who came out had grey whiskers and wore a grey cap, while the man who went in had a smooth face, a big nose, and wore a hat.

5. What did John do to identify the car the man drove?

   • John carefully noted the license plate number of the car and wrote it down on a piece of paper.

6. How did John’s father react when John told him about the man?

   • John's father was initially skeptical but decided to call the police when John told him everything he had seen.

7. What key piece of evidence did John provide to the police to help them identify the thief?

   • John provided the police with the license plate number of the car, which was dark green and muddy.

8. How did the policemen verify John's story at the police station?

   • The policemen verified John's story by asking him to identify the man he had followed. John pointed out the man with the big nose and then confirmed it was the same man by finding the red seal he had stuck on the man’s coat.

9. What was the outcome for John and Billie at the end of the story?

   • John and Billie were praised for their clever detective work, and John received a hundred-dollar reward for helping to catch the thief.

More than True by Rabindra Nath Tagore - Literary Reader 7 - New Learning to Communicate - Word Meaning - Summary and Q&A

Summary of "More-than-True"

In the story "More-than-True" by Rabindranath Tagore, a grandfather tells his grandchild, Didi, about his amazing adventures that he imagined while studying geography. He describes a journey that starts with the name of a river, Yang-tse-kiang, which makes him picture caravans and camels. He imagines traveling through many cities, deserts, and jungles, meeting a princess in China. He pretends to be the crown prince of Bengal to impress her. They share tea and, in the end, he says he married the princess and got half her kingdom. The story is filled with fantasy and shows how powerful and fun imagination can be.

Difficult Words and Their Definitions

1. Geography: The study of the Earth, including countries, landscapes, and places.
2. Caravan: A group of people and animals traveling together, often across a desert.
3. Conjured: Made to appear in the mind as if by magic.
4. Pavilion: A fancy outdoor building or tent.
5. Incense: A substance that is burned to produce a pleasant smell.
6. Censer: A container in which incense is burned.
7. Yak: A long-haired animal found in Asia.
8. Vineyards: Fields where grapes are grown to make wine.
9. Chrysanthemums: A type of flower that is often used in tea.
10. Fusung Bird: A fictional bird created by the grandfather's imagination.
11. Hachang Tree: A fictional tree created by the grandfather's imagination.
12. Perched: Sat or rested on something high.
13. Marble: A type of stone that is smooth and often used in buildings.

Let's Infer

1. Why would the geography conjured up by the Yang-tse-kiang river not help anyone to pass an exam?

   • ANSWER: The geography conjured up by the Yang-tse-kiang river was filled with imaginative and fantastical elements, like long caravans and camels, which are not factual or useful for answering exam questions based on real-world knowledge.

2. Did Grandpa do any of the following things?

   • a. ride a camel
   • b. travel to foreign countries
   • c. cross many deserts
   • d. enter a jungle at the foot of Ush-khush mountains
   • e. confront a white bear

   (All these options should be ticked as correct because Grandpa described all these things in his imaginative story.)

3. a. What was the princess doing when Grandpa saw her?

   • ANSWER: The princess was feeding her milk-white peacock with pomegranate seeds while her maids were attending to her.

   b. What did he tell the princess about himself? Why did it 'save' him?

   • ANSWER: Grandpa told the princess that he was the crown prince of Bengal. This "saved" him because it made the princess curious and respectful, preventing her from dismissing him or having him thrown out.

4. "That's the sort of person I am." What sort of a person was he?

   • ANSWER: Grandpa was a person with a vivid imagination who enjoyed creating and telling fantastical stories. He was spontaneous and inventive, often making things up as he went along.

5. Do you find more-than-true details in

   • a. a book on science?
   • b. fairy tales?
   • c. fables?
   • d. the balance sheet of a bank?

   (Tick the right answer.)
   ANSWER: 

• b. fairy tales
• c. fables

Let's Discuss

1. Fairy tales and fables appeal to children alone.

   Argument for the statement:

   • Fairy tales and fables are often written with simple language, imaginative plots, and moral lessons that are easily understood and appreciated by children. The magical elements and clear distinctions between good and evil resonate well with a child’s sense of wonder and justice.

   Argument against the statement:

   • Fairy tales and fables also appeal to adults. Many adults enjoy these stories for their nostalgic value, their deeper moral and philosophical meanings, and their cultural significance. Fairy tales and fables can offer valuable lessons and insights at any age, and their timeless nature means they can be appreciated by people of all generations.

2. Children love listening to stories, not reading them.

   Argument for the statement:

   • Listening to stories can be more engaging for children, especially younger ones who may not yet have strong reading skills. The act of listening allows children to use their imagination more freely without the struggle of decoding text. Additionally, the emotional and expressive delivery of a storyteller can make the story more captivating and memorable.

   Argument against the statement:

   • Many children also love reading stories. Books with colorful illustrations and simple texts can attract young readers and encourage a love of reading. As children grow older and become more proficient readers, they may enjoy the independence and immersion that reading stories on their own can provide. Reading can also help develop their language skills and creativity.

In conclusion, while fairy tales and fables have a strong appeal to children, they are also cherished by many adults. Similarly, children can enjoy both listening to and reading stories, depending on their age, reading abilities, and personal preferences.

Poem: The Magical Earth by Gulzar - New Learning to Communicate - Literary Rader 7

Poem: The Magical Earth by Gulzar

There is something indeed in the earth of my garden

Is this earth magical?

The earth knows how to do magic!

If I sow a guava seed, it gives me guavas

If I put in a jamun kernel' it gives me jamuns

A bitter gourd for a bitter gourd, a lemon for a lemon!

If I ask for a flower, it gives me pink flowers

Whatever colour I give to it, it returns that to me

Has it hidden all these colours in the soil below?

I dug a lot but found nothing

The earth knows how to do magic!

The earth knows how to do magic

It shows so many tricks

When it balances these long coconut trees on its fingers

It does not even let them fall!

The wind does its best, but the earth does not let them fumble?!

A sherbet', or milk, or water

Anything may fall, it absorbs them all

How much water does it drink?!

It gulps down whatever you give

Be it from a jug or a bucket

Amazingly, its stomach never fills

I have heard that it can even hide a river inside!

The earth knows how to do magic!

Are there sugar godowns* under the earth?

Or rocks of lime"?

How does this earth put sweetness into fruits?

From where does it get all this?

Pomegranates, plums and mangoes—in all of them

Sweetness, but different kinds

The leaves tasteless but the fruits sweet

The musambi sweet, the lemon sour

Undoubtedly, it knows magic!

Otherwise, why is the bamboo tasteless,

and the sugarcane sweet? 

List of Difficult Words with Definitions

1. Magical - Having special, mysterious, or supernatural qualities.
2. Kernel - The inner, softer part of a seed, nut, or fruit stone.
3. Fumble - To handle something clumsily.
4. Sherbet - A sweet flavoured drink.
5. Absorb - To soak up or take in a liquid or substance.
6. Jug - A large container for liquids, typically with a handle and spout.
7. Bucket - A cylindrical container with a handle used for carrying liquids.
8. Godowns - Warehouses or storage places, especially in South Asia.
9. Lime - A white, caustic substance used in building and agriculture, derived from limestone.
10. Musambi - Sweet lime, a citrus fruit.
11. Undoubtedly - Without doubt; certainly.

Summary of "The Magical Earth" by Gulzar

In "The Magical Earth," Gulzar marvels at the mysterious and magical qualities of the earth in his garden. He observes how the earth seemingly performs magic by transforming seeds into plants, each true to its kind—guava seeds grow into guavas, jamun kernels into jamuns, and flowers bloom in the colours he plants. He wonders how the earth manages to do this and whether it hides colours within the soil.

The poem further explores the earth's abilities to balance tall coconut trees against strong winds, absorb various liquids without getting filled, and even hide rivers. Gulzar is fascinated by how the earth imparts different flavours to fruits, making some sweet and others sour. The contrast between tasteless leaves and sweet fruits, as well as between bamboo and sugarcane, leaves him convinced that the earth possesses magical powers.

Questions and Answers

1. This is a poem in praise of the magical powers of earth. Do you agree?

   • Yes.

2. The word earth in the poem refers to:

   • c. the substance that plants grow in.

3. Say whether the following statements are True (T) or False (F).

   a. If you plant a guava seed, you will get a guava later.

   • True.

   b. If you plant the seed of a particular vegetable, the earth will give you that vegetable later.

   • True.

   c. If you want a flower of a particular colour, the earth will give you flowers of different colours.

   • False.

   d. When the wind does its best to make a coconut tree fall down, the earth prevents it from happening.

   • True.

   e. The earth absorbs only sweet-tasting liquids like sherbet.

   • False.

   f. The earth has huge quantities of groundwater.

   • True.

   g. The earth stores large quantities of sugar.

   • False.

   h. The earth puts the same sweetness into all fruits.

   • False.

   i. Even though both the bamboo and the sugarcane are tropical plants, only the latter tastes sweet.

• True.
4. Personification is a literary device that poets use to represent an object as human. In this poem, the poet represents the earth as a magician who shows so many tricks. Pick out any two examples of the tricks that 'magician earth' performs.

ANSWER: 

Examples of Personification in "The Magical Earth"

1. Transformation of Seeds:

   • "If I sow a guava seed, it gives me guavas / If I put in a jamun kernel, it gives me jamuns."
   • This describes the earth's ability to magically transform seeds into plants bearing fruits.

2. Balancing Coconut Trees:

   • "When it balances these long coconut trees on its fingers / It does not even let them fall!"
   • This personifies the earth as a magician who skillfully balances tall trees, preventing them from falling even against strong winds.

Maggie Cuts Her Hair - Q&A - Literary Reader 7 - New Learning to Communicate

Summary of the Story

Maggie and Tom are siblings visiting their Aunt Glegg, who is very critical and demanding. Aunt Glegg criticises Maggie's hair, suggesting it should be cut shorter for health reasons. Feeling frustrated and wanting to stop the criticism, Maggie cuts her own hair in a bold act of defiance, even getting Tom to help her.

When Maggie goes downstairs for dinner, her family is shocked and amused by her new look. Mrs Tulliver, her mother, is upset and worried about what others will think. Maggie feels embarrassed and hurt by their reactions, especially when Tom laughs at her. However, her father, Mr Tulliver, comforts her and tells her she was right to cut her hair if it bothered her. This kindness contrasts with the criticism from the rest of the family, making Maggie feel somewhat better.

In the end, Maggie and Tom are allowed to leave the table and play outside, giving Maggie a chance to escape the uncomfortable situation.

List of Difficult Words with Definitions

1. Handsome - Good-looking.
2. Comely - Attractive and pleasant to look at.
3. Gell - Girl (an old-fashioned way of saying "girl").
4. Emphatic - Speaking or acting in a forceful way.
5. Boarding school - A school where students live during the term.
6. Declined - Refused or said no.
7. Plague - To bother or annoy.
8. Locks - Strands or pieces of hair.
9. Snip - A quick cut with scissors.
10. Queer - Strange or unusual.
11. Flush - To become red in the face, often from excitement or anger.
12. Irrevocable - Impossible to change or undo.
13. Reproach - Blame or criticism.
14. Defiance - Open resistance or bold disobedience.
15. Feeble - Weak.
16. Soothe - To comfort or calm someone.
17. Capstrings - Strings on a cap or bonnet.
18. Resignation - Accepting something unpleasant that cannot be changed.
19. Dessert - Sweet food eaten at the end of a meal.
20. Empathetic - Understanding and sharing the feelings of others.
21. Concern - Worry or care about something important.

LET'S INFER

1. Would you say Maggie and Tom were fond of their aunt?

   • ANSWER: No, Maggie and Tom were not fond of their aunt. They thought she was ugly and did not like the way she spoke to them.

2. Why did Maggie cut off her hair?

   • ANSWER: Maggie cut off her hair because her aunt and mother were always criticizing it, and she wanted to stop them from finding fault with her.

3. How did Maggie react when Tom exclaimed '... what a queer thing you look!'?

   • ANSWER: Maggie felt hurt and started to cry because Tom laughed at her and called her an idiot.

4. Describe what happened when Maggie went down for dinner.

   • ANSWER: When Maggie went down for dinner, her mother screamed, everyone looked at her, and they laughed and criticized her. Maggie felt embarrassed and ran to her father, who comforted her.

5. 'Delicious words of tenderness!' Whose words are being referred to here?

   • ANSWER: These words refer to Mr. Tulliver's comforting words to Maggie when he told her it was okay to cut her hair and that he would take her side.

6. How is Maggie's relationship with her father different from her relationship with the other members of her family?

• ANSWER: Maggie's father is kind and supportive towards her, unlike the other family members, who often criticize and laugh at her. He comforts her and makes her feel better.

LET'S DISCUSS

1. In what other ways could Maggie have expressed her sense of defiance?

   • ANSWER: Maggie could have talked to her mother or aunt about how their comments made her feel. She could have also tried to prove she was a good and clever girl in other ways, like by doing well in school or helping at home.

2. Was Mrs. Tulliver empathetic to Maggie's dilemmas? What do you think her main concerns were?

   • ANSWER: Mrs. Tulliver was not very empathetic to Maggie's dilemmas. She was more concerned about what others thought and wanted Maggie to look neat and presentable rather than understanding how Maggie felt about her hair.

Dear Mum by Brian Patten - Theme, Summary, Question Answer and Explanation

Dear Mum

Table of Contents

• Poem
• Let's Enjoy the Poem Q&A
• Summary of the Poem "Dear Mum" by Brian Patten
• Theme of the Poem "Dear Mum" by Brian Patten

Poem

While you were out
A cup went and broke itself,
A crack appeared in the blue vase
Your great-great grandad
Brought back from China.

Somehow, without me even turning on the tap
The sink mysteriously overflowed.
A strange jam stain about the size of a boy's hand
Appeared on the kitchen wall.

I don't think we'll ever discover
Exactly how the cat
Managed to turn on the washing machine
(Especially from the inside).

Or how Sis's pet rabbit went and mistook
The waste disposal unit for a burrow.
I can tell you I was scared when,
As if by magic,
A series of muddy footprints
Appeared on the new white carpet.

I was being good (honest)
But I think the house is haunted
So, knowing you're going to have a fit,
I've gone over to Gran's to lie low for a bit. 

Listen to the Poem

LET'S ENJOY THE POEM Q&A

1. What happened to the blue vase? Was the vase precious to the mother? Why?

   • Answer: The blue vase got a crack. Yes, it was precious to the mother because it was brought back from China by her great-great-grandad.

2. Where is the cat? How do you think it got there?

   • Answer: The cat is inside the washing machine. It probably got there by accident, possibly while exploring or playing.

3. Whose footprints are on the carpet?

   • Answer: The muddy footprints on the carpet are most likely the boy's.

4. Is the house really haunted? Why do you think so?

   • Answer: No, the house is not really haunted. The boy says this to avoid taking responsibility for the mess.

5. Does the boy think his mother will believe him? How can you tell?

   • Answer: No, the boy doesn't think his mother will believe him. He went to his grandmother's house to avoid getting in trouble, which shows he expects his mother to be upset.

6. Do you think the boy is clever? Give a reason for your answer.

   • Answer: Yes, the boy is clever because he creates imaginative excuses to explain the mess and tries to avoid getting in trouble by leaving the house.

7. Should children be allowed to be mischievous?

   • Answer: Children can be mischievous sometimes as it's part of growing up and learning, but they should also learn to be responsible and honest.

8. What would you do if you were in Mother's place and you returned home and realized what had happened?

   • Answer: If I were in Mother's place, I would calmly find out what happened, talk to my child about being honest, and teach them how to clean up and take responsibility for their actions.

Summary of the Poem "Dear Mum" by Brian Patten

The poem "Dear Mum" is a humorous letter written by a boy to his mother, explaining all the things that went wrong while she was out. The boy tells his mother that a cup broke by itself, a crack appeared in a precious blue vase, and the sink overflowed mysteriously. He also mentions strange incidents like a jam stain on the wall, the cat turning on the washing machine, and his sister's rabbit getting into the waste disposal unit. Muddy footprints appeared on the new white carpet as if by magic. The boy insists he was being good and suggests the house might be haunted. To avoid his mother's anger, he tells her he has gone to his grandmother's house. The poem highlights the boy's creative excuses and his attempt to escape blame for the chaos at home.

Theme of the Poem "Dear Mum" by Brian Patten

The theme of the poem "Dear Mum" is the humorous and imaginative way children try to explain and avoid responsibility for their mistakes. It shows how children can come up with creative excuses to escape getting in trouble. The poem also highlights the love and patience of mothers who have to deal with such situations. The underlying message is about honesty and the playful nature of childhood.

How We Kept Mother's Day - STEPHEN LEACOCK - Literary Reader 6 chapter 3

Story Summary

This story is about a family who decides to celebrate Mother's Day for the first time. They want to make it a special day for their mother by giving her a break from her usual chores and showing her how much they appreciate her.

The family plans a big day, including a special dinner and a picnic. The idea is that the mother won't have to do any work and can relax and enjoy herself. But things don't go as planned. Instead of resting, the mother ends up doing more work than usual.

She wakes up early to prepare food and get everything ready. During the picnic, she continues to work hard, carrying baskets, setting up the picnic, and cleaning up afterward. The rest of the family has fun and relaxes, not realizing that their mother is still working.

At the end of the day, the mother is very tired, but she pretends to be happy and thankful for the special day. The family feels proud of themselves for celebrating Mother's Day, not noticing that their mother didn't get the break they promised her.

Themes and Messages

Funny and Ironic: The story is funny because the family thinks they are doing something nice, but in reality, they make their mother work even more. This is what we call irony – when something happens that is the opposite of what you expect.

Real Meaning of Celebrations: The story teaches us that celebrations should be about truly appreciating someone, not just following traditions or doing what everyone else does.

Role of Mothers: It also reminds us how much work mothers do every day and how important it is to give them real rest and appreciation.

Conclusion

Stephen Leacock's "How We Kept Mother's Day" is a humorous story that helps us understand the importance of genuinely caring for and appreciating our mothers. It encourages us to think about how we can truly make special days meaningful for those we love.

LET'S INFER

1. At the end of the story, Mother says that it has been 'the most wonderful day in her life'. Was it really so?
   
   ANSWER:
   No, it was not really the most wonderful day for her. Mother said this to make her family happy, even though she worked harder than usual and didn't get to rest.
   
   
2. What reasons do the following characters give for not staying at home on Mother's Day:
   
   ANSWER:
   a. Father: He wanted to go out to a restaurant for a special meal.
   b. Anna and Mary: They wanted to go on a picnic and enjoy the nice weather.
   c. Will and the narrator: They wanted to take a drive and have fun.
   
   Which of these reasons appears the most convincing to you?
   
   ANSWER:
   None of the reasons are very convincing because they all wanted to do what they enjoyed, not thinking about what would make Mother happy.
   
   
3. Does any member of the family do anything worthwhile for Mother on Mother's Day?
   
   ANSWER:
   No, none of the family members did anything truly worthwhile for Mother. Instead of helping her rest, they made her work even more.
   
   
4. Do you agree that this story is wonderfully funny? Which bit do you think is the funniest?
   
   ANSWER:
   Yes, the story is funny. The funniest part is when the family congratulates themselves for giving Mother a wonderful day, not realizing she did all the work.
   
   
5. Beneath the humour, is the story saying something serious to us? (Think, for example, about Mother's attitude to her work and her family.)
   
   ANSWER:
   Yes, the story is saying something serious. It shows us that we should truly appreciate our mothers and give them real breaks, not just pretend to. It also highlights how much work mothers do for their families.

LET'S DISCUSS

1. Someone said, 'God couldn't be everywhere, so he created mothers.' What can we do to honour and thank our mothers?
   
   

   ANSWER:

   • To honor and thank our mothers, we can help them with chores, spend quality time with them, show appreciation through kind words and actions, give them thoughtful gifts, and make sure they have time to relax.

2. Does Mother in the story expect to receive any gift or treat on Mother's Day? Is she any different from our own mothers?
   
   

   ANSWER:

   • No, Mother in the story does not expect to receive any gift or treat. She is happy to do things for her family and does not expect anything in return, just like many of our own mothers who also work hard and do not ask for much in return.

Comprehensive Guide to Indo-Islamic Culture for AMU Class XI Entrance Exam: Quizzes and Key Topics

Indo-Islamic Culture

Preparing for the Aligarh Muslim University Class XI entrance test requires a thorough understanding of Indo-Islamic culture, which encompasses a rich historical and cultural heritage. This blog aims to provide you with a comprehensive overview of key topics that are essential for the entrance exam. From the influential rulers of the Sultanat and Mughal Empires to the architectural marvels that dot the Indian landscape, and from the religious coexistence fostered by Sufism and the Bhakti Movement to the significant contributions of Muslims in the Indian freedom movement, this guide covers it all. Enhance your preparation with our quizzes designed to test your knowledge and understanding of these crucial subjects.

Muslims in India: An Overview

Famous Rulers of the Sultanat & Mughal Empire

The Sultanat and Mughal empires were pivotal in shaping Indo-Islamic culture. Understanding the reigns and contributions of rulers such as Qutubuddin Aibak, Alauddin Khilji, Firoz Shah Tughlaq, Zahiruddin Babar, Sher Shah Suri, Jalaluddin M. Akbar, and Aurangzeb Alamgir is crucial for AMU aspirants. These rulers not only expanded their empires but also left a lasting impact on the cultural and architectural landscape of India.

• Qutubuddin Aibak: Take the Quiz
• Alauddin Khilji: Take the Quiz
• Firoz Shah Tughlaq: Take the Quiz
• Zahiruddin Babar: Take the Quiz
• Sher Shah Suri: Take the Quiz
• Jalaluddin M. Akbar: Take the Quiz
• Aurangzeb Alamgir: Take the Quiz

Indo-Islamic Architecture (Famous Monuments)

Indo-Islamic architecture is renowned for its grandeur and intricate designs. Key monuments such as the Qutub Minar, Golconda Monuments, Red Fort, Taj Mahal, Jama Masjid, The Gol Gumbaz, and Atala Masjid are not only historical landmarks but also epitomes of architectural brilliance. These structures symbolize the fusion of Persian, Turkish, and Indian architectural styles and are essential topics for the entrance exam.

• Qutub Minar: Take the Quiz
• Golconda Monuments: Take the Quiz
• Red Fort: Take the Quiz
• Taj Mahal: Take the Quiz
• Jama Masjid: Take the Quiz
• The Gol Gumbaz: Take the Quiz
• Atala Masjid: Take the Quiz

Religious Co-existence: Select Sufism Tradition and Bhakti Movement

The harmonious co-existence of different religious traditions is a hallmark of Indo-Islamic culture. The Sufi saints and the Bhakti movement played a significant role in promoting spiritual syncretism. Key figures such as Amir Khusru, Khwaja Gesu Daraz, Khwaja Moinuddin Chishti, Baba Farid Ganje Shakkar, Khwaja Nizamuddin Awliya, Sheikh Ahmad Sirhindi, Shah Waliullah, Guru Nanak Dev, Kabir Das, Mira Bai, and Tulsidas contributed immensely to the spiritual and cultural fabric of India.

• Amir Khusru: Take the Quiz
• Khwaja Gesu Daraz: Take the Quiz
• Khwaja Moinuddin Chishti: Take the Quiz
• Baba Farid Ganje Shakkar: Take the Quiz
• Khwaja Nizamuddin Awliya: Take the Quiz
• Sheikh Ahmad Sirhindi: Take the Quiz
• Shah Waliullah: Take the Quiz
• Guru Nanak Dev: Take the Quiz
• Kabir Das: Take the Quiz
• Mira Bai: Take the Quiz
• Tulsidas: Take the Quiz

Contribution of Muslims in the Indian Freedom Movement

Muslims played a crucial role in India's struggle for independence. Figures such as Bahadur Shah Zafar, Tipu Sultan, Maulana Mahmoodul Hasan, the Ali Brothers, Maulana Hasrat Mohani, and Maulana Abul Kalam Azad were instrumental in the freedom movement, fighting for the country's liberation from colonial rule. Their contributions are vital in understanding the broader spectrum of India's fight for freedom.

• Bahadur Shah Zafar: Take the Quiz
• Tipu Sultan: Take the Quiz
• Maulana Mahmoodul Hasan: Take the Quiz
• Ali Brothers: Take the Quiz on Ali Brothers
• Maulana Hasrat Mohani: Take the Quiz on Maulana Hasrat Mohani 
• Maulana Abul Kalam Azad: Take the Quiz on Maulana Abul Kalam Azad

Sir Syed and Aligarh Movement

• Life and Works of Sir Syed: Take the Quiz
• Literary Contribution of Sir Syed: Take the Quiz
• Architect of Educational Reforms: Bridging Tradition and Modernity; Establishment of AMU: Take the Quiz

Mastering Subject-Verb Agreement: Simplified Rules and Examples for Flawless Writing

 Rule 1: A verb must match its subject in number and person.

• Example: The cat runs fast.

Rule 2: Avoid the error of making the verb agree with a noun that is not the subject.

• Example: The bouquet of flowers smells lovely.

Rule 3: Two singular subjects connected by ‘and’ need a plural verb.

• Example: The pen and pencil are on the table.
• Exception: If the two subjects represent one idea, the verb is singular.
• Exception Example: Peanut butter and jelly is a classic sandwich combo.

Rule 4: Singular subjects joined by ‘or’ or ‘nor’ take a singular verb.

• Example: Neither the car nor the bike is available.
• Exception: If one of the subjects is plural, the verb should be plural.
• Exception Example: Neither the teacher nor the students are in the classroom.

Rule 5: When subjects of different persons are joined by ‘or’ or ‘nor’, the verb agrees with the nearer subject.

• Example: Either my brother or I am going to the store.
• Exception: It’s better to rephrase to avoid confusion.
• Exception Example: My brother is going to the store, or I am.

Rule 6: Words like ‘either’, ‘neither’, ‘each’, ‘everyone’, ‘many a’ require a singular verb.

• Example: Each of the dogs has a toy.
• Exception: None.
• Exception Example: N/A

Rule 7: ‘Each’ or ‘every’ before two nouns joined by ‘and’ requires a singular verb.

• Example: Every cat and every dog was given a treat.

Rule 8: Some nouns that are plural in form but singular in meaning take a singular verb.

• Example: Mathematics is my favorite subject.

Rule 9: ‘Pains’ and ‘means’ can take either singular or plural verbs, but be consistent.

• Example: Great pains has been taken.
• Exception: ‘Means’ as income always takes a plural verb.
• Exception Example: His means are sufficient.

Rule 10: Some nouns singular in form but plural in meaning take a plural verb.

• Example: Twelve dozen cost a lot.

Rule 11: ‘None’ can take either a singular or plural verb, but it’s commonly plural.

• Example: None of the options were suitable.

Rule 12: A collective noun takes a singular verb when seen as a whole, plural when individuals are considered.

• Example: The committee has reached a decision.
• Exception: When focusing on individual members, use a plural verb.
• Exception Example: The committee are having a debate.

Rule 13: Plural proper names for a single object or unit take a singular verb.

• Example: “The Avengers” is a popular movie.

Rule 14: A plural noun for a specific quantity or amount as a whole takes a singular verb.

• Example: Ten dollars is the price of admission.

To read in detail with more examples and interactive quiz, Click Here.