English Grammar And Usage - Prof. Shrikant Prasoon - E-Book

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Prof. Shrikant Prasoon

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Read swiftly, speak fluently and write correctly

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English Grammar And Usage

Read Swiftly, Speak Fluently & Write Correctly

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© Copyright: ISBN 978-93-505742-6-3

DISCLAIMER

While every attempt has been made to provide accurate and timely information in this book, neither the author nor the publisher assumes any responsibility for errors, unintended omissions or commissions detected therein. The author and publisher make no representation or warranty with respect to the comprehensiveness or completeness of the contents provided.

All matters included have been simplified under professional guidance for general information only without any warranty for applicability on an individual. Any mention of an organization or a website in the book by way of citation or as a source of additional information doesn't imply the endorsement of the content either by the author or the publisher. It is possible that websites cited may have changed or removed between the time of editing and publishing the book.

Results from using the expert opinion in this book will be totally dependent on individual circumstances and factors beyond the control of the author and the publisher.

It makes sense to elicit advice from well informed sources before implementing the ideas given in the book. The reader assumes full responsibility for the consequences arising out from reading this book. For proper guidance, it is advisable to read the book under the watchful eyes of parents/guardian. The purchaser of this book assumes all responsibility for the use of given materials and information. The copyright of the entire content of this book rests with the author/publisher. Any infringement / transmission of the cover design, text or illustrations, in any form, by any means, by any entity will invite legal action and be responsible for consequences thereon.

Dedication

Dedicated to all those who are eager to know, learn and use English in everyday life and prefer the direct method of Learning and Teaching. I also dedicate this book to Nishi Kant Twari, alias Nanhejee and to Arun Kumar Ojha, alias Bara Babu, who made the best use of tables given in the book in their classrooms.

Publisher’s Note

It has been our prime motto and a constant endeavour at V&S Publishers to publish books of Value and Substance from the time of its inception. With a backlist of about350 titles to our credit, it’s a great pleasure to inform all our esteemed readers that we have come up with this altogether exclusive series of books on English language and its various usage called the EXC-EL Series - Excellence English Language Series.

The series contains a set of books on various usage ofWords and Phrases in English, the significance of Grammar, correct Pronunciation, etc., called English Grammar And Usage, English Vocabulary made Easy, Improve Your Vocabulary and Spoken English to enhance and enrich your vocabulary, increase your command over the language and make you more confident and fluent in your day to day conversations, written and verbal interactions, etc.

The present book, English Grammar And Usage is a unique one in itself containing innumerable readymade sentences on each and every topic of Grammar to help and enable the readers, particularly the school and college students to have an in depth understanding of the topic as well as its usage by framing sentences of their own with the given guidelines mentioned in the book.

There are various types of Sentence Structures available in the book in the easiest possible forms that make it all the more user-friendly, interesting and worth reading for readers of all age groups, who wish to know the language correctly and thoroughly and master it! Hope the book serves this purpose well.

Preface

As a student, I had faced many problems, so as a teacher I was in search of an easier way of learning English. Fortunately, in the late seventies of the last century, ’structures’ were introduced and made a part of the syllabus of English. In early eighties, one day, I constructed a Table consisting of more than three thousand sentences. I wondered: “One small page, one simple Table and three thousand sentences!” I showed that to my students, asked them to repeat the sentences. In no time, they got that pattern. I was encouraged and prepared many such Tables for them. Later on, thousands of my students wrote sentences following the Tables and learnt English well and easily. When I had a good number of Tables in my diary; the idea of a book flashed in my mind. I prepared many more tables. I took the help of Dictionaries and Reference Books on Grammar for collecting and preparing all the Sentences and Verb Patterns.

I collected and arranged all such tables and trained Shri Nishi Kant Tiwari, the Principal and Sri Arun Kumar Ojha, a teacher in Solomon Public School to teach through tables. They used to write one table in a period and the students were asked to write and orally repeat the sentences. There was one class of ‘Tables’ every week for each class from Std. II onwards. The students enjoyed it. They waited for the class of ‘Tables’ and they showed rapid progress in learning the language thoroughly.Though, at present, these teachers are not there, yet the method of teaching English Grammar through tables still continues in almost all the branches of that school; and thousands of students, who were taught by this process obtained scholarships in the subject in their pre-boards and boards passing out with flying colours.

In mid-nineties, I got all these tables typed and sent them to a binder. Three copies of the book were ready. The students and teachers were excited to see them as if they were printed books. However, they were not in good shape and condition, so, I got them re-typed, this time on computer.

In this book, Learning English through Grammar, I have revised the above mentioned tables and also added new ones, to cover almost everything needed to complete the book in all aspects. Now, I have got an opportunity to get it published for children, teenagers, youth and elderly people (particularly the student faculty) who are always eager to learn, speak and write correct English fluently. I wish the users of this book a rapid growth in their vocabulary and a complete command over the language.

Introduction

The state of languages in India is steadily deteriorating. The more people talk of nourishing and improving languages, the worse is the result. Generally, most of us speak incorrect or a mixture of many languages combined together without giving the due importance to the grammar of a language. It is a fact that both Theoretical and Objective types of questions generally asked in examinations and competitions have not helped the students and aspirants much in gaining control and command over spoken and written forms of languages.

In India, Hindi is the most common language, while English is still on the driver’s seat. English may not seem important for those who have to spend their whole life in local and homely atmospheres, but it’s a must for all those who cherish dreams of procuring good jobs in big towns and cities or cross over the international boundaries. Every Indian should learn or try to learn English, not just to get jobs, but also to attain a respectable position in the society and to be at par with the latest developments in science and technology and the ever-changing trends of the modern society. There should not be any inhibition, prejudice or complex, while learning a language as most people have or suffer from.

First overcome all your weaknesses, if you have any, then start learning English with a free mind. You must remain conscious throughout the period you are learning the language. Learn it with 4 Ds -Devotion, Dedication, Determination and Diligence and 5 Ps - i.e., Peace, Pleasure, Perseverance, Piety and Punctuality. Learning this vast and rich language should give you pleasure, otherwise there is no sense in devoting your precious time and energy to it. And, when one derives pleasure out of learning, then, learning becomes entertaining like playing any sport or watching a movie, etc.

This book, Learning English through Grammar, will give you immense pleasure and help you learn English comfortably within a reasonable time. The Tables, given in the book, have been used in the classrooms with wonderful results. Students have easily and quickly learnt the structures of different types of sentences and verb patterns. Even the kids can learn the patterns by making use of the given tables and framing sentences on their own based on these patterns. This will definitely make them read and write English fluently.

This method of tables is the easiest and most convenient way of Learning English Directly through Tables prepared basically for those who want to READ SWIFTLY, SPEAK FLUENTLY and WRITE CORRECTLY.

One should not try the ‘Translation Method’ which has its own fallacies and creates problems of different nature. If the sentence in the known language is not correct or is clumsy, its translation into English will not be correct and rhythmical because every language has a syntax of its own. The syntax creates the real problem. Moreover, every language has traditional and idiosyncratic ways, and that is its beauty. The beauty of Hindi lies in the minimum number of Prepositions (Karaka); and in Gender (Ling) that changes the pattern of the complete sentence, from nine to ninety types of Forms of Verbs and of course, the exact Adjectives on the one side and few Adjectives used in numerous ways, on the other.

Similarly, the beauty of English lies in apt and appropriate Verbs, Adjectives and Prepositions. It will prove a poor expression if exact Prepositions, appropriate Adjectives and commonly accepted Verbs are not used. These are the reasons that each language should be taught and learnt directly through that particular language. Most of the persons fail to speak in Sanskrit or English simply because they learn it through their mother tongue. Sanskrit would have been more popular even in other countries had it been taught in and through Sanskrit.

There is yet another reason why direct learning helps a lot. The words come easily and directly, and the sentence patterns get set in mind. Directly learning a language modulates thinking and makes one feel at home and more confident about the fact that ‘these are the only ways of expressions in that language.’ The teacher never says: ‘There are other ways of translating that sentence.’

After letters and words, it is the sentence that makes a language. The book, Learning English through Grammar provides and teaches sentences and sentence patterns that enable the learner to get everything well and fast. It is done through small tables that possess numerous sentences. There is no tension of syntax and words which are great hazards in translation.

Of course, on the surface, there is hardly any novelty in the Tables, but once one goes deeper, the newness and strength of these Tables come to surface. In almost every book of teaching English, particularly Grammar, there are exercises in the form of Tables to match sentences but in Part I and Part II of this book: all the parts of all the columns (divisions) will match with all the other parts of the other columns (divisions). In this way, if one part from each column of a Table is taken out and joined together with the other part, it will become a correct sentence.

Hence, the number of sentences of each table multiplies manifold as the number of parts of a sentence is multiplied with the number of the parts of other columns to bring out the exact number of sentences that can be framed from that Table.

It’s really wonderful, and here lies the beauty of the book. One does not need to translate 15 or 20 similar sentences of an exercise of a book of Translation Grammar, he/ she will get numerous correct sentences from each Table: from a few dozen to a few thousands. This is the novelty of the Tables; and this makes it an excellent, authentic and perfect substitute for Translation.

I have worked hard, sincerely and diligently with utmost concentration for 18 long years to prepare these tables.It was done in the presence of students as I used to give the table, the moment it was completed, to the students of my class and asked them to write down as many sentences as they could. It was done in order to test them as well as evaluate my tables too. The number of such close examination can be imagined by multiplying the number of students writing sentences with the number of years. Incidentally, it is the 37th year. After completing most of the tables, in 16 years, I took another four years to perfect them and test them before giving them the shape of a book. The book includes Tables and Exercises on almost each part of English Grammar.

If one follows the instructions and speaks and writes (or speaks while writing or writes while speaking) the sentences diligently, intelligently and meticulously, one is bound to learn it within a very limited span of time. (The time will depend on the hours given every day to it, on the number of sentences written or spoken from each Table, the time taken in memorising V1 V2 and V3, and on the speed of building a decent Vocabulary.) The greater the number of written or spoken sentences, the greater will be the command. The sentences and sentence patterns will start obeying, and coming faster; easily, and of course, naturally. It will give fluency to the speaker. The learner will start thinking in English, using the language as if it’s his/her mother tongue.

How to Use the Book

Consciousness, like regularity, always pays heavy dividends. Use this book consciously and carefully.

Mark and keep in mind the pattern and changes in the sentences in every Table.

All the Tables are divided in to many parts. Take one (a word, a phrase or a set of words) from each part of a Table to complete a sentence. Write it or read it and proceed ahead.

Don't try to match one part with another. All parts will match each other. Preferably, take in a serial order as they are written.

Take one word or one set of words from each column and you will get a complete sentence. For example:

A hawker

walking

to

the house.

A woman

coming

from

the school.

A working girl

is

going

towards

the table.

The postman

the rack.

The gardener

the board.

(Total number of sentences: 225)

A hawker is walking to the house.

A hawker is walking from the house.

A hawker is walking towards the house.

A hawker is coming to the house.

A hawker is coming from the house.

A hawker is coming towards the house.

A hawker is going to the house.

A hawker is going from the house.

A hawker is going towards the house.

A hawker is walking to the school.

A hawker is walking from the school.

A hawker is walking towards the school.

A hawker is coming to the school.

A hawker is coming from the school.

A hawker is coming towards the school.

A hawker is going to the school.

A hawker is going from the school.

A hawker is going towards the school.______And so on.

Write one complete sentence at a time. Only after completing one, write another. Don't take one part and write five or ten times, then write another part again five or ten times, then write the remaining part. This will ruin your effort. There will be no benefit by writing the sentences in parts.

You have to learn the pattern, the complete sentence structure or the Syntax.

You ‘re not a kid. No one is forcing you. It’s not a task. It’s not a burden. You don't have somehow show that you have written it. So, never write the sentences in parts.

It’s for learning the language; and you have selected the course on your own. So, write only complete sentences. Never add fragment to fragment. That way, you won't learn the pattern. Moreover, you won't learn or have command over that particular structure.

Write as many sentences as you can or write all the possible sentences from each Table; but it’s neither practical nor possible because in most of the Tables, the number of sentences is really very high.

It’s better to fix the number of sentences to be written from every Table or time-duration to be given to each Table. Take your decision after writing for a few, but once you have taken the decision; come what may; stick to that decision.

It is better to give half an hour to one hour to each Table.

Try your best to finish one Table in one sitting or one go. It will not give you full benefit if you write some sentences today, some the next day and some on the third day.

Obviously, the Tables are divided in many parts or columns. (Take one word or one phrase or one set of words from every part or column (as given in that column) to make a meaningful sentence.

The Tables are so meticulously, intelligently and correctly constructed that each part of one column will match with every other word or phrase of other parts or columns to make a meaningful sentence.

If you learn the pattern during writing and speaking the sentences, then switch over to another Table; if not, then return back to that Table after a week, but not immediately. Give time to settle in.

The Tables are divided in parts and sections. Without writing the sentences from the Table of one part or one section, don't move to other part or section.

After finishing one section, frame at leastfive sentences on the pattern of that table. Then move on to another section.

Learning is a slow process. Don't move fast. The faster you will move, the faster you will forget the previous one. Remember, you have to make the pattern a part of our thinking.

The best way is to write as many sentences as possible in an hour from one Table.

Punctuation marks are given wherever needed. Take notice of them and keep them in mind as they form a salient part of any kind of sentence.

How to Use the Book in Schools

•  The book can be given to the students of Class II onwards, but definitely from Class III. The age group 8 - 16 will learn faster by this method.

•  From Class II to V, Tables can be classified and the numbers of the Tables be given to the students who must complete it. This should be made compulsory.

•  If one Class per week is allotted to them, then they will get a minimum of 32 Classes in a year. This will be sufficient for the students of any class.

•  They should be asked to revise the Tables done in previous class or classes to master them; and to make the sentences an integral part of their thinking.

•  The students from VI onwards can use this book in various ways, such as they can read orally as well as frame and write sentences and complete as many Tables as they like in a year. Some of them may complete the book, but they should be advised to repeat it at least for three years in a row. It is apparent then, that they must own a book and can't lend it to others or depend on borrowed books.

•  The teacher must guide them and be sure that the students are writing the complete sentences. The teacher should also check the tasks given to the students because if not corrected properly, students may get it all wrong.

Contents

Publisher’s Note

Preface

Introduction

How to Use the Book.

Part-I

Chapter 1 Parts of Speech -An Introduction

Chapter 2 Nouns

Chapter 3 Pronouns

Chapter 4 Articles

Chapter 5 Adjectives

Chapter 6 Degrees of Comparison

Chapter 7 Verbs

Chapter 8 Agreement of the Verb with The Subject

Chapter 9 Gerunds

Chapter 10 Modal Auxiliary Verbs or Modals

Chapter 11 Adverbs

Chapter 12 Prepositions

Chapter 13 Conjunctions

Chapter 14 Interjection

Chapter 15 Tenses and their Uses

Chapter 16 Voice

Part-II

Chapter 1 What are Phrases and Clauses?

Chapter 2 The Sentence and Kinds of Sentences

Chapter 3 Synthesis of Sentences

Chapter 4 Transformation of Sentences

Chapter 5 Direct and Indirect Speech

Chapter 6 Punctuation

Chapter 7 Verb Patterns: Sentence Structure: Syntax

Chapter 8 Idioms

Chapter 9 Phrases, Proverbs and Expressions

Chapter 10 Miscellaneous Exercises

Chopter 1

Parts of Speech -An Introduction

Words are divided into different kinds or classes, called parts of speech, according to their use; that - is, according to the work they do in a sentence. The parts of speech are eight in number:

1. Noun

2. Adjective

3. Pronoun

4. Verb

5. Adverb

6. Preposition

7. Conjunction

8. Interjection

A noun is a word used as a name of a person, place or thing as:

Akbar was a great king.   Kolkata is also called the ’ City of Joy’ .

The rose smells sweet.      The sun shines brightly.

His courage won him honour.

Note: All the words in italics are Nouns.

An adjective is a word used to add something to the meaning of a noun; as,

He is a brave boy.

There are twenty boys in this class.

Note: The words in italics are Adjectives.

A pronoun is a word used instead of a noun; as,

John is absent, because he is ill.

The books are where you left them.

Note: The words in italics are Pronouns.

A verb is a word used to say something about some person, place or thing; as,

The girl wrote a letter to her cousin.

Kolkata is a highly populated city.

Iron and copper are useful metals.

Note: The words in italics are Verbs.

Is and are, also called helping verbs.

An adverb is a word used to add something to the meaning of a verb, an adjective or another adverb; as,

Note: The words in italics are called Adverbs.

He worked the sum quickly. (Here, it is adding to the meaning of a verb)

This flower is very beautiful. (Here, it is adding to the meaning of an adjective)

She pronounced the word quite correctly. (Here, it is adding to the meaning of an adverb)

A preposition is a word used with a noun or a pronoun to show how the person or thing denoted by the noun or pronoun stands in relation to something else as,

There is a cow in the garden.

The girl is fond of music.

A fair little girl sat under a tree.

Note:In, of and under are called Prepositions.

A conjunction is a word used to join words or sentences together to form a single sentence; as,

Rama and Hari are cousins.

Two and two make four.

I ran fast but missed the train.

Note: All the words in italics are Conjunctions.

An interjection is a word which expresses some sudden feeling; as,

Hurrah! We have won the game.

Alas! She is dead.

Note: The words, Hurrah and Alas are called Interjections.

As words are divided into different classes according to the work they do in sentences, it is clear that we cannot say to which parts of speech a word belongs to unless we see it used in a sentence. They arrived soon after. (Adverb)

They arrived after us. (Preposition)

They arrived after we had left. (Conjunction)

From the above examples, we see that the same word can be used in different parts of speech.

1. Name the parts of speech of each italicised word in the following sentences, giving in each case your reason for the classification:

1.   Still waters run deep.

2.   He still lives in that house.

3.   After the storm comes the calm.

4.   The after effects of the drug are bad.

5.   It weighs about a pound.

6.   He told us all about the battle.

7.   He was only a yard off me.

8.   Suddenly, one of the wheels came off.

9.   Mohammedans fast in the month of Ramzan.

10. He kept the fast for a week.

11. He is on the committee.

12. Let us move on.

13. Sit down and rest a while.

14. I will watch while you sleep.

15. They while away their evenings with books and games.

Chopter 2

Nouns

Anoun tells us what someone or something is called. For example, name of a person (John); a job title (Doctor); a name of a thing (radio);, name of a place (Delhi); name of a quality (courage) or the name of an action (laughter). Nouns are the names we give to people, things, places, etc., in order to identify them. Many nouns are used after a determiner, e.g., a boy, this house and often combine with other words to form a noun phrase, e.g., the man next door; that big building, etc. Nouns and Noun Phrases answer the questions: ‘who’ or ‘what’ . Nouns and noun phrases may be used as:

The subject of a verb: Our agent in Mumbai sent a message to us.

The direct object of a transitive verb: Our agent sent an urgent message.

The indirect object of a verb: Our agent sent a message to his manager.

The object of a preposition:I have seen it on the paper.

Used in apposition:Tarun, our agent sent a message.

Used when we speak directly to somebody: “Tarun, will you come tomorrow?”

1.Go through the table given below carefully.

Jaya’s His My Her Our Their Your

brother sister mother father uncle aunt nephew

is was will Be

a good teacher. a famous painter. an active politician a dull worker. a rich lawyer. a popular doctor. a hard worker. a smooth runner. a perfect magician. a pop singer. a great artist. very happy. very tired. very serious. very angry. seriously ill. extremely happy.

Note:You can form a maximum of about 3927 different sentences. However, write as many sentences as you can and underline theNouns.

2. Read the table given below carefully. Make as many sentences as you can and underline the Nouns.

Here There

is was was not will be will not be has been has not been won’t be must be

a bridge over the River Cauveri. a way out. such a rumour. a meeting. a conference. a great panic. a source of information. a call by the President. a troop waiting.

Note: Here all the sentences begin with the words,'Here’ and'There’ .

Kinds of Nouns