Group Discussion?

Chapter 4: Group Discussion Balbharati Solutions for English Yuvakbharati 12th Standard HSC Maharashtra State Board

3.6 Group Discussion 

What is a Group Discussion?

A group discussion is a formal discussion conducted on a topic among a group of ten to twelve participants. The participants analyse the topic from their respective angles and present their views and opinice Breakers

(i) Write the benefits of a group discussion.

a) It helps to understand the subject or topic easily.

b) It helps in generating more ideas about a topic.

c) It lets the participants know about their mistakes and weaknesses.

d) It helps participants to build their confide It prepares individuals to face oral exams.

f) It enhances the speaking ability of the participants.

g) It helps the participants to develop their listening skill.

h) It increases participants’ persuading and debating ability.

i) It helps the participants to share their views and ideas.

j) It allows the participants to reach a general consensus.

-------------------------ctivity No. 1

Imagine that you have recently discussed with your friends on ‘the benefits of travelling’, and write the same discussion in the form of dialogues that you have experienced. Write suitable dialogues for each participant giving his/her opinion on the given topic.

Answer:

I: Hello Rajesh! How are you?

Rajesh: Hello Tushar! I am fine. I have just come from the four-day journey from Goa. Arnav was also with me.

I: Yes. I couldn’t join you this time. How’s your travelling? Did you both enjoy it?

Arnav: Yes. Really travelling gives you immense joy. We both enjoyed it a lot. 

Rajesh: If we feel to refresh ourselves; travelling is necessary. We should take some time from our busy schedule and go travelling.

I: Yes. I agree. Travelling refreshes our mind and soul but sometimes we don’t get a good experience if our planning is not appropriate.

Arnav: It's true. If we make a good plan and arrangements, we will get good time to visit special places, to buy different and unique things and to feel the strength of nature.

Rajesh: Yes Arnav. These are the real benefits of travelling. One thing I want to add is that travelling gives us new experience and confidence to tackle different situations.

I:  I agree. Travelling is the best media to learn different things. We get knowledge of historical places, religious places, culture of the land and customs and traditions of different areas.

Rajesh: True. OK. Next time do join us for a new trip. Bye.

I:   Yes. OK. Bye Rajesh. Bye Arnav.

Arnav:  Bye.

.

 

Chapter 4: Group Discussiou must have discussed many things with your friends, classmates in a group. It might be about going on a picnic or selecting a gift for your teacher.

What do you think are the benefits of a group discussion?

(a) ___________________

(b) ___________________

(c) ____________________

SOLUTION: 

(a) it helps by offering different perspectives

(b) it improves one’s analytical skills

(c) it improves one’s speaking and listening skills

You must have discussed many things with your friends, classmates in a group. It might be about going on a picnic or selecting a gift for your teacher.

Do you think some people are right and some are wrong in a group discussion? Why?

SOLUTION: 

Yes, I do believe that every group discussion consists of some people who are right and some who are wrong. This is usually because a person’s opinion is influenced by a large number of factors such as where they live, where they grew up, what information is available to them, the kind of people that they are surrounded with, what their interests are, the social and economic history of their family, political influences and various other factors. Because every person is unique and because their viewpoint is a combination of such a large variety of factors, it is natural that some may have the right approach to a discussion and some may not.

You must have discussed many things with your friends, classmates in a group. It might be about going on a picnic or selecting a gift for your teacher.

People have different views and opinions because:

SOLUTION: 

Complete the web highlighting the uses of ‘Group Discussion’. One is done for you.

SOLUTION: 

In job interviews

Business and project planning

For family decisions

Strategy building in team sports

Rama, Asif, Rachana and Aarav are participating in a group discussion. The evaluator has given them a topic, ‘Teenagers are more inclined towards junk food nowadays’. Write suitable dialogues for each participant giving his/her opinion on the topic.

Evaluator: You’ve all been given a few minutes to think about your topic for today’s group discussion, which is ‘Teenagers are more inclined towards junk food’. You may now begin the discussion. Who would like to start?

Rama: _____________________

Asif: ______________

Aarav: ______________

Rachana: ______________

Evaluator: Please conclude

Aarav: ______________

SOLUTION: 

Evaluator:	You’ve all been given a few minutes to think on your topic for today’s group discussion, which is ‘Teenagers are more inclined towards junk food’. You may now begin the discussion. Who would like to start?
Rama:	Teenagers are probably some of the biggest consumers of junk food today. Picking up a snack or two from the street vendors while on their way back home is now common practice.
Asif:	Absolutely. There has been a rapid increase in the consumption of junk food by teenagers. In my opinion, one of the reasons for this is a large number of options available today at throwaway prices. For example, various brands of chips, sodas, and candies available at every nook and corner are sure to entice anyone.
Aarav:	You may have something there, Asif, but I am afraid you are not considering a large number of healthy options also available to them. Teenagers today are also involved in a lot more physical exercise as part of their extracurricular activities, like swimming, football, cricket, etc. Because of this, they are more likely to eat well and focus on their fitness.
Rachana:	I fully agree with Aarav. In fact, fitness has become a trend among teenagers today. Moreover, most teenagers get their information from the internet and are exposed to the ill-effects of junk food and the benefits of a healthy diet. So I believe, they are less likely to indulge in junk food.
Rama:	I can see your point Rachana, but don’t you agree that the internet can also be a source of exposure to harmful dietary items, thus tempting more teenagers to consume junk food? I believe it all comes down to awareness about the ill-effects of junk food which should be imparted at an early age.
Evaluator:	Please conclude.
Aarav:	We can conclude by saying that while teenagers have more access to junk food today, they also have a large number of equally tasty and healthy options available. Whether or not they are inclined to indulge in a bad diet depends upon their level of awareness about their ill-effects and this should be made a part of their curriculum and must be discussed at home right from an early age.

Read the following statements. If you agree, say ‘Yes’ and if you don’t agree, say ‘No’. State the reason for your opinion.

Sr. No.	Statement	Yes/No	Reason
1.	It is not possible to guess the topic for group discussion. Then there is no need to prepare.
2.	Always have a discussion with your family and friends on different topics.
3.	You must aim to get noticed by the evaluators.
4.	Forget the evaluator and look at the participants while discussion
5.	You should raise your voice to be heard by everyone and speak for a long time to show your knowledge.
6.	You should always take the opportunity to begin the discussion
7.	Take a strong position/view and defend it till the end.
8.	Do not keep waiting for your turn to speak. You have to be alert and quick.
9.	Listening to others also plays an important role in a group discussion.
10.	You must interrupt a person if you do not agree to his opinion.
11.	Show your leadership skills by being assertive, not aggressive.
12.	Participating in a group discussion also means helping everyone to reach a consensus in spite of difference of opinion

SOLUTION: 

Sr. No.	Statement	Yes/No	Reason
1.	It is not possible to guess the topic for group discussion. Then there is no need to prepare.	No	Knowledge is strength. Since a group discussion is a test of one’s knowledge and ability to clearly express one’s thoughts, one can always prepare for it by reading up on diverse topics. Reading newspapers, watching documentaries and indulging in stimulating discussions are a few ways to enhance knowledge. A candidate with sound knowledge of different topics has a higher chance of success.
2.	Always have a discussion with your family and friends on different topics.	Yes	Having meaningful discussions on diverse topics will not only help you gain a better understanding of the topic and a broader perspective, but also help you develop a deeper bond with your family and friends. Such discussions will also help you understand your weaknesses and give you a good idea about how well you can express your thoughts.
3.	You must aim to get noticed by the evaluators.	No	The aim of the discussion is not to impress the evaluator but to contribute meaningfully to the topic while listening and learning from other participants.
4.	Forget the evaluator and look at the participants while discussion	Yes	The group discussion is between you and the other members, not the evaluator. It is considered good practice to avoid interaction and any kind of eye contact with the evaluator while the discussion is in progress.
5.	You should raise your voice to be heard by everyone and speak for a long time to show your knowledge.	No	It is very important for a participant to remain calm and logical in a group discussion. Reacting emotionally in a discussion causes one to lose control and this may affect your evaluation because the participant is judged not only on his communication skills but also on his ability to work in a team. In addition, evaluation focuses on the quality of your argument and not on its quantity. The participant must focus on making relevant points and not take up too much time. This reflects negatively on his ability to accept other people’s opinions and makes him look self-centred.
6.	You should always take the opportunity to begin the discussion	No	You should only initiate the discussion if you have a very valid point to make. If you are doubtful, do not initiate the discussion. Simply starting, without careful consideration or sufficient knowledge, can result in a wrong interpretation of the topic and cast a bad impression.
7.	Take a strong position/view and defend it till the end.	No	Blindly taking a stand throughout the discussion may land a participant in trouble. During the course of the group discussion, it is possible that a participant’s viewpoint changes because he is successfully convinced by another participant. In such a case, the participant may change his position, giving the impression that he is open to accepting others’ viewpoints. As the aim is to reach a conclusion, it is natural for some participants to change their views to make sure the team reaches a common conclusion.
8.	Do not keep waiting for your turn to speak. You have to be alert and quick.	Yes	In a group discussion, it is not likely that one will be specifically asked to speak. In order to express his opinion, the participant must be alert and seek out an appropriate time, such as, after another participant has finished speaking and present his views. If one feels like they must interrupt another person, they should do so, politely.
9.	Listening to others also plays an important role in a group discussion.	Yes	Not only does listening to others indicate a willingness to accommodate others’ views, it also offers the participant a chance to respond meaningfully, which increases his chance of making a good impression on the evaluator. In addition, it allows the participant to broaden his perspective by understanding various viewpoints. Listening intently, nodding while appreciating another’s viewpoint can also reflect positively on the participant.
10.	You must interrupt a person if you do not agree to his opinion.	No	Interrupting a person while they are speaking, just because you don’t agree with their opinion, indicates an emotional response and creates the impression that you are not a team player. In a team, one often has to work with people who they do not agree with, but one must always listen patiently to what each person has to say. Thus, one must wait for the person to finish before expressing disagreement.
11.	Show your leadership skills by being assertive, not aggressive.	Yes	While it is important to be assertive, that is, to be determined in one’s arguments, it is important to not cross the line into aggression. Being aggressive creates a bad impression because it indicates that you are not approaching the discussion logically and cannot work well in a team.
12.	Participating in a group discussion also means helping everyone to reach a consensus in spite of a difference of opinion	Yes	The aim of the group discussion is to reach a logical conclusion through teamwork. Thus, it is essential that the differences of opinion are resolved and the participants direct the discussion to reach an outcome that is agreed upon by all. This may mean that one may have to support or discourage another participant’s views so that the group reaches a consensus.

Group discussion helps to unravel the following personality traits in a person.

SOLUTION: 

Critical thinking

Leadership skills

Communication skills

Creative thinking

Match the following.

Column A	Column B
Discuss	Give special importance or value to something in speaking or writing
Argue	Say something again, a number of times
Deliberate	Express opposite views in a heated or angry way
Reiterate	Engage in long and careful consideration
Emphasize	To talk about a subject with someone and tell each other your ideas and opinions

SOLUTION: 

Column A	Column B
Discuss	To talk about a subject with someone and tell each other your ideas and opinions
Argue	Express opposite views in a heated or angry way
Deliberate	Engage in long and careful consideration
Reiterate	Say something again, a number of times
Emphasize	Give special importance or value to something in speaking or writing

Write the following sentence in reported indirect speech:

He said, “If you find my answers satisfactory, will you give me five rupees?”

SOLUTION: 

He asked me whether I would give him five rupees if I found his answers satisfactory.

The astrologer said, “You were left for dead. Am I right?”

SOLUTION:

The astrologer confirmed whether I was left for dead.

“I should have been dead if some passerby had not chanced to peep into the well,” exclaimed Guru Nayak.

SOLUTION:

Guru Nayak exclaimed that he would have been dead had some passerby not chanced to peep into the well.

He told her, “Do you know a great load is gone from me today.”

SOLUTION:

He confessed to her that a great load had gone from him that day.

Read a part of a conversation between Neha and Nidhi.

Neha: Where are you going, Nidhi?

Nidhi: I am going for my music lessons.

The above conversation is written in exact words spoken. If this conversation was to be reported by a third person then it would be written as:

Neha asked Nidhi where she was going. Nidhi replied that she was going for her music lessons.

Notice the changes in the reported sentence. Note the changes in pronouns, tenses, reporting, and reported verbs and other changes. Now find sentences from the text in the direct speech and convert them into the reported speech.

SOLUTION:

Some examples of direct speech from the text are:

1. Evaluator: You may now begin the discussion. Who would like to start?

2. Manisha: I think the topic of this discussion is very relevant to all of us here.

3. Anamika: I also agree with Manisha.

4. John: Yes, I would like to add to it. I don’t think students use mobile phones only for seeking useful information. They use it for entertainment too.

5. Anamika: Yes John, you are absolutely right.

6. Ananya: Yes, all this is true but don’t you all agree that they do see unwanted things and waste their time in things not suitable for their age group.

7. John: I agree with what Ananya says. It is a sheer wastage of time, money, and energy.

8. Evaluator: Could someone conclude, please?

These can be converted into reported speech as follows:

1. The evaluator instructed the group to start the discussion and asked them who would like to go first.

2. Manisha thought the topic of the discussion was very relevant to all those who were present there.

3. Anamika said that she, too, agreed with Manisha.

4. John added to the discussion by saying that students not only used the mobile phone for seeking useful information but also for entertainment.

5. Anamika affirmed that John was absolutely right.

6. Ananya accepted that everything that had been saying was true and asked the group if they agreed that the students did see unwanted things and waste their time in things that were not suitable for their age group.

7. John agreed with Ananya about mobile phones being a sheer wastage of time, money, and energy.

8. The evaluator asked whether someone from the group could conclude the discussion.

 

Read the following sentence given in indirect speech and convert them into direct speech.

Shirish said that he would not be able to solve the problem.

SOLUTION:

Shirish said, “I won’t be able to solve the problem.”

Lata told me to give her a glass of water.

SOLUTION:

Lata said, “Give me a glass of water.”

Ananya exclaimed with joy that she had received the Ph.D. degree.

SOLUTION:

Ananya exclaimed, “I have received the Ph.D. degree!”

Shilpa asked us if there was any other document to be typed.

SOLUTION:

Shilpa said to us, “Is there any other document to be typed?”

Swati said that she would not get the money.

SOLUTION:

Swati said, “I won’t get the money.”

An economically deprived girl student in your class who has received admission to a reputable college abroad needs monetary help to pursue further studies there. Have a group discussion amongst your friends to seek solutions to help her. Write four/five views in the form of dialogues.

SOLUTION:

Veena:	As we all know, Priya has secured admission at the prestigious Oxford University to pursue a Master’s Degree in Mechanical Engineering. However, since she is finding it difficult to pay the fees, let’s try to find a way to help her. I believe we can organize a fundraising event in college with the Principal’s permission and urge people to donate at the event.
Vivek:	Yes, that is a great idea, Veena. The event can be part of the college’s annual festivities. But I also think we should approach some educational trusts like the Tata Trust to secure some donation towards her fees. I hear they offer scholarships to many deserving candidates each year.
Siddhi:	Absolutely. There are a number of reputable institutions that offer scholarships to deserving students. In addition, there are also a number of organizations working towards encouraging higher education among young girls in India. We should seek such institutions that work towards the empowerment of girls, like the Shiksha Foundations.
Rohit:	You may have something there, Siddhi. But I do believe the fundraiser would be our bet. Such trusts receive a large number of applications and involve long procedures. On the other hand, the event will solely focus on helping Priya. In addition, we can use the event to raise awareness about educating the girl child. We can also use the college website and put up posters around campus to raise awareness about the event.
Veena:	I fully agree with Rohit. The fundraising event is the best way to help Priya. We can also start an online campaign on our college’s social media channels and urge our friends to spread the word. The campaign will raise the curiosity of the students and ensure maximum participation on the day of the event.
Vivek:	I think we have a plan in place now. To conclude our discussion, we have decided to organize a fundraising event for Priya which will be preceded by an online campaign on the college’s social media channels. The event will focus on the cause of the education of the girl child. In the meantime, we will also gather information about educational trusts that offer scholarships to deserving students and help Priya in applying for the same.

There is an inter-school cricket match and your school is losing. As you are the captain, have a group discussion with your teammates in the tea break about the strategy to be followed to save your school from losing the match. Give at least four/five suggestions.

SOLUTION:

Swati:	Hello, everyone. I know that our score is not very good right now. But I believe that together, we can figure out a way to win this match. I think our best strategy would be to play on the offensive with our fielders assuming attacking positions. This way, we may have a higher chance of picking up the first few crucial wickets.
Vishal:	I agree with Swati. Chasing a low score of 150 runs will not be difficult for the opposing team if we don’t adopt an offensive strategy. I also think Rohan and Minaz should bowl the first few overs as they have the most experience at playing inter-school matches.
Pooja:	I’m afraid I don’t agree with you Vishal. In my opinion, the best tactic would be to set a defensive field and keep the run rate to a minimum.
Ninad:	I fully agree with you Pooja. By adopting a defensive strategy we can frustrate the players into making a rash shot. Their batting order includes some inexperienced players and I think we should focus on slowing the run rate rather than on dismissing the players.
Vishal:	I understand what you’re saying Ninad but I really think Swati is right. If we look at the last few matches played by their school, their best players are known for their aerial shots. We should use this knowledge to our advantage.
Pooja:	You may have something there, Vishal. I think I can conclude by saying that an attacking field may be our best bet right now. Rohan and Minaz can bowl the first few overs and let’s focus on goading the players into playing over the top. I think if we put our minds to it, we can win this match.

Form four groups in your class and have a group discussion on the following topic.

Role of ICT in education

SOLUTION:

Moderator:	You’ve all been given a few minutes to think on your topic for today’s group discussion, which is, ‘Role of ICT in education’. You may now begin the discussion. Who would like to start?
Vivek:	Hello, everyone. As we all know, we live in an era of technology. As with everything else, technology has also influenced the education sector. The use of ICT (Information and Communication Technology) in education has completely revolutionized the idea of a classroom and optimized the delivery of information. As opposed to an ordinary classroom, computer or internet equipped classrooms offer a large variety of tools and material to the student to help improve their understanding.
Nisha:	You’re absolutely right Vivek. Not only are classroom lectures enhanced with the use of presentations, videos or interactive tools, but the development of online lectures for students has also become a popular phenomenon, providing accessibility of education to a larger number of students who may not be able to reach their classrooms for myriad reasons.
Nazim:	That is an excellent point, Nisha. I would also like to add that besides the advantage of being able to access the lectures from their homes, children also have the added benefit of flexibility. Because of their ability to access study material and lectures any time they want, they can decide a study schedule best suited for their needs.
Avani:	Absolutely. Let’s not forget that even in a physical classroom, a learning management system can help conduct quizzes, grade papers and even give the teacher an analysis of how much the students have learnt, all at the tip of her fingers. In addition, such digital systems can eliminate the need to perform tasks like taking attendance or creating reports and leave more time for the teacher to focus on the content of his course.
Riya:	That’s a great point, Avani. Finally, I’d also like to add that in situations when a student is unable to attend his regular lectures for personal reasons, an ICT equipped classroom can help him bridge the divide by revising the material at home and then rejoining his classmates in the physical classroom.
Moderator:	Please conclude.
Nikita:	I think we can all agree that ICT has greatly transformed our outlook on education. To conclude, I’d like to say that technology in education helps facilitate universal access to learning, helps bridge learning gaps, optimizes time management, and improves overall administration, in addition to providing a wide variety of digital tools to aid learning.

Clean India

SOLUTION:

Moderator:	You’ve all been given a few minutes to think on your topic for today’s group discussion, which is, ‘Clean India’. You may now begin the discussion. Who would like to start?
Kalpesh:	Hello, everyone. I would like to begin the discussion by pointing out that a ‘Clean India’ is the need of the hour. Given our ever-increasing population, it is becoming harder and harder to maintain cleanliness in our public spaces. I think our biggest obstacle is improper waste disposal. Despite the installation of garbage bins in various public spaces, littering is a common sight.
Amit:	You’re absolutely right, Kalpesh. Improper waste disposal is a big problem, particularly in overcrowded cities. Besides the obvious problem of ruining the beauty of the public spaces, it also poses a serious threat to public health. Garbage left rotting on the streets or in a public space is often a source of disease as it attracts insects and flies.
Rahul:	Could I make a point, please? Besides the disposal of waste, another major problem we face is the lack of segregation of waste. Unfortunately, very few households take the pains to separate their waste into recyclable, biodegradable, and non-biodegradable items. This leads to a wastage of products that can either be recycled or made into compost and all of these end up in landfills, further contributing to land pollution.
Kaya:	I fully agree with you, Rahul. Cleanliness is often wrongly considered to be a responsibility of the government alone. Thus, I believe we need to work towards raising awareness among individuals about their role in the Clean India Mission. In fact, the recent campaign by our government proved to be a resounding success as it addressed the need for individuals to take responsibility for the cleanliness of their surroundings.
Ronik:	Absolutely, Kaya. Besides, the campaign also focused on the development of sanitary facilities and hand pumps in the rural areas of our country. However, the government alone cannot succeed without the efforts of the populace. Therefore, I believe that students like us, should participate in the youth wing of local civic bodies and adopt the issue of cleanliness. Even as ordinary students, each of us can contribute by not littering, segregating waste at home and by pointing out those that litter on the streets.
Moderator:	Please conclude.
Aarav:	In conclusion, I think we can all agree that a ‘Clean India’ is only possible through a combined effort of the government and the people. It is the duty of every citizen to practice safe disposal of waste, to undertake separation of waste and to raise awareness in their schools, colleges or societies about the need for maintaining a clean environment. Finally, as the youth of the country, we should also play our part by reaching out to local governing bodies and asking what we can do to help the cause.

history of drama

1. Name any four periods of History of British drama.

Question 1.

Name any four periods of History of British drama.

Answer:

The four periods of History of British drama are:

Medieval Period or Early Period (11th to 15th Century)

Renaissance Period (16th to 17th Century)

Restoration Period (1660 onwards)

Victorian Period (1837 to 1901)

2. List the four elements of drama.

Question 1.

List the four elements of drama.

Answer:

The four elements of drama are:

Plot

Characters

Theme

Stage directions

3. State a type of drama each from any four periods of history.

Question 1.

State a type of drama each from any four periods of history.

Answer:

(Morality) Medieval period – Everyman (1490)

(Comedy) Renaissance Period – A Midsummer Night’s Dream (1595)

(Tragedy) Restoration Period – All for Love (1677)

(19th Century Morality) Victorian Period – An Enemy of the People (1882)

4. Compare the features of comedy and tragedy.

Question 1.

Compare the features of comedy and tragedy.

Answer:

Comedy Tragedy

1. Comedy is a humorous story with a happy ending. 1. A tragedy is a serious story with a sad ending.

2. Characters in comedy are ordinary people from day to day life. 2. Characters in tragedy are royal personages, extraordinary and with divine qualities.

3. Comedy reveals truth in humourous way. 3. Tragedy reveals truth in realistic way.

4. Comedy gives emotional relief through laughter. E.g.  As You Like It, A Midsummer Night’s Dream 4. Tragedy brings purgation through arousing pity and fear in the mind of audience. E.g. Hamlet, King Lear…

5. State the difference between poetry and drama.

Question 1.

State the difference between poetry and drama.

Answer:

Drama Poetry

1. Drama is a composition, normally in prose, telling a story and intended to be represented by actors imitating the characters and speaking the dialogue. 1. Poetry is a verse or a poetic presentation for recitation than performance.

2. Drama is presentation in acts and scenes and dialogues. 2. Poetry is presented in the form of stanzas and recited in rhyme and rhythm.

3. Drama is factual and realistic in its theme and message. 3. Poetry is imaginative and visualizes the experience or scenario.

4. Drama consists of a beginning, middle and end. It’s complete in itself. E.g. Pygmalion by Georgr Bernard Shaw. 4. Poetry doesn’t bother to be compact. It is beyond time, place and reason. E.g. Ozymandias by the poet P. B. Shelley.

6. State the difference between drama and novel.

Question 1.

State the difference between drama and novel.

Answer:

Drama Novel

1. Drama is a composition, normally in prose, telling a story and intended to be represented by actors imitating the characters and speaking the dialogue. 1. Novel is written in basic prose style and it is only for armchair reading not for performance.

2. Drama is a presentation in acts and scenes and dialogues. 2. Novel is a presentation of the events in the form of paragraphs.

3. Drama is a performance, so the characters are the mouthpieces of the dramatists. 3. Novel is a prose narrative, so the narrator plays important role in describing the characters and their actions.

4. Dialogue is the most essential element of drama and is a greater exposure for the characters. E.g. As You Like It by Shakespeare. 4. Although novels sometimes have dialogues, it is not a necessary part of the structure like it is for drama. E.g. Pride and Prejudice by Jane Austen..

7. Define drama.

Question 1.

Define drama.

Answer:

Drama is a Greek word meaning ‘act’ or ‘deed’. The Ancient Greek philosopher Aristotle used this term in a very influential treatise called the Poetics. In this text, Aristotle classified different forms of poetry according to basic features he thought could be commonly recognized in their composition.

8. Explain the term plot.

Question 1.

Explain the term plot.

Answer:

Plot is a logically developed chain of the events in a narrative. The events are arranged in such a way that the whole drama becomes an action. The plot of drama has six stages – Exposition, Conflict, Rising Action, Climax, Falling Action and Denouement or Ending. In short, Aristotle called plot as ‘a complete action’ and it means a plot consists of beginning, middle and end. The plot of a drama may be simple or complex.

9. Differentiate between characters and characterization.

Question 1.

Differentiate between characters and characterization.

Answer:

A character is a person, an animal, or a supernatural power performing action drama or any literary work. The dramatists create the characters as per their intentions and needs. The characters which are used to represent a particular trait or quality are stock or static characters. The characters which change and have varied angle are called round or dynamic characters.

On the other hand, characterization is an art and the techniques a dramatist or a writer used to create and develop characters. The dramatists take every effort to bring the characters to life by establishing their relation with the characters. In short, characterization is the process through which the dramatists try to reveal the characters and their personal qualities.

10. Enlist a few reasons for watching a drama live on the stage.

Question 1.

Enlist a few reasons for watching a drama live on the stage.

Answer:

The reasons for watching a drama live on the stage are:

Live drama involves real people on real stage giving real experience to the audience.

It boosts our literary knowledge and develops our understanding of drama.

It has greater impact on our perspective towards life and helps to form objective approach.

It helps us to present our views and respect others views. It guides us to take proper decisions in life.

It gives direct purgation of our emotions and builds our confidence.

- To Sir, With Love summary

SUMMARY- To Sir, With Love

Writer:- E.R. Braithwaite: (1912-2016)

Eustace Edward Ricardo Braithwaite, known as E.R. Braithwaite, was a Guyanese-American writer, teacher and diplomat. He was best known for his stories of social conditions and racial discrimination against black people. He was the author of one of the famous autobiographical novels, ‘To Sir, with Love’. He wrote a number of books exposing racial discrimination in post-war Britain, all of which were inspired by his personal experiences.Buy bestselling books online

About Novel: ‘To Sir, with Love’

It is an autobiographical novel. The narrator is an engineer, but to earn money, he accepts the job of a teacher in ‘East End school’ at London. The school is full of troublemaker students who were rejected from other schools for their behaviour. At the beginning, the narrator is ridiculed and humiliated by the students, but later his calm behaviour and desire to see them succeed gradually earn him their respect.

Synopsis of the Novel extract:

In this extract, Braithwaite recounts the half-yearly report of the Students’ Council, in which the students of the school report to the faculty and other students on what they have been studying thus far. Braithwaite’s class representatives speak knowledgeably about their coursework and place a considerable amount of emphasis on how much they have learnt about different people, cultures, customs, and the importance of international and interracial cooperation. The students presented their humanitarian and broad outlook on the background of racism and discrimination of that time. They also showed respect to other students and the teachers. The extract also deals with the clash between the student Denham and the teacher Mrs. Dale-Evans about the need of P.T. in the curriculum of school. Here Mrs. Dale-Evans outwitted Denham by telling the importance of P.T. Denham accepted his defeat.

The half-yearly report of the Students’ Council was arranged on November 15th. It was one of the important days in the calendar of Greenslade School. It was entirely children’s day. It was arranged, presented and controlled by them.

Introduction of Characters:-

Ricky Braithwaite- Narrator and Teacher

Mr. Florian- Head Master

Mrs. Dale-Evans- Teacher

Miss. Phillips- Teacher

Mr. Watson- Teacher

Miss. Gillian Blanchard- Teacher

Denham- Student

Miss. Dare- Student.

Miss Joseph- Student.

Patrick Fernman- Student.

Jackson- Student.

Miss Pegg- Student.

Dodd- Student.

Pamela Dare- Student 

Theme of the Novel: 

Student-teacher relationship, prejudice and racism are the major themes of the novel.

 Essence of the reports:-

Throughout all the reports, the emphasis was on what the students understood rather than on what they were expected to learn.

8) Presentation of Narrator’s class:-

Potter- Arithmetic

Sapiano- Nature Study

Miss Pegg & Jackson- Geography

Miss Dare & Fernman- Physiology

Miss Dodd- History

Denham- P.T. & games

Miss Joseph- Domestic Science

summary

Braithwaite takes a job at Greenslade Secondary School, located in a very poor neighborhood in England, where students are sent after being expelled for behavioral problems from other schools. Braithwaite has a hard time as he begins teaching at Greenslade. As the early chapters describe, Braithwaite struggles early on to establish a connection with his students, who fall far below the level of education expected for their age (15 years old), exhibit very little interest in learning, and show Braithwaite very little respect. The difficulties are only compounded by the fact that Braithwaite views his class as a group of privileged, ungrateful, whites. In short, both students and teacher are guilty of viewing the other according to preformed stereotypes.

These barriers gradually start to come down when Braithwaite introduces some changes into his classroom policies and in the way he runs his classes. Braithwaite decides to treat his students as 'adults' as compared to 'kids' which was the norm. This allowed him to be 'unfair' and realistic according to students and the prevalent practices of those days.   By instructing the students to address him as “Sir,” and each other by their last names, Braithwaite cultivates an atmosphere of respect in the classroom. His idea is that by treating the students more like adults, they will act more like adults. He consolidates his position by making Pamela Dare an 'adult' and 'ladylike' when she barged into the classroom. Braithwaite also makes efforts to get students more engaged in what they are learning, giving students more opportunities to speak up in class, and even devoting a certain amount of classroom time to discussion of whatever topic students choose. He also takes them on field trips to museums, something many of them had never experienced before. Not only do these changes in the classroom foster greater enthusiasm for learning in the students, but they also help both students and teacher to view each other differently.

Some details about Half yearly report 

2) Introductory speech:-

Mr. Florian, the headmaster of the school, addressed the school. He spoke at length, reiterating the aims and policy of the school and of the important contribution each child could make to the furtherance of those aims. He gave praise wherever it was indicated, but insisted that there was yet a great deal to be done, by themselves, towards a general improvement in conduct, cleanliness and the pursuit of knowledge.Best online courses

3) Students’ representatives:-

Miss Joseph and Denham, the two most senior students, sat on the stage. They were the representative of the students and continued the session.

4) Second Speech:

Miss Joseph stood up, and gave a short explanation of the Council’s purpose and its activities. Each class would report, through its representatives, on the studies pursued during the half year which began after Easter, a representative having been chosen for each subject. When all the classes had completed their reports a panel of teachers would be invited to occupy the stage and answer questions from the body of the hall on matters arising out of the various reports.

5) Procedure of Selection of teachers:-

The selection of the panel, as with everything else, was entirely at the discretion of the children and no members of the staff knew either how many or which teachers would be invited to sit.

6) Actual presentation of reports:

The reports began with the lowest or youngest class first. These were mainly twelve-year-olds who had joined the school the previous summer. Most of them were shy and rather frightened at standing up before the entire school, but nevertheless they managed it creditably; they had been newly introduced to the difficulties of seeking information for themselves, so their report was understandably rather short.

Essence of the reports:-

Throughout all the reports, the emphasis was on what the students understood rather than on what they were expected to learn.

8) Presentation of Narrator’s class:-

Potter- Arithmetic

Sapiano- Nature Study

Miss Pegg & Jackson- Geography

Miss Dare & Fernman- Physiology

Miss Dodd- History

Denham- P.T. & games

Miss Joseph- Domestic Science

on to the submit we reach the top

1.The pact was signed by the author and Hillary on ______________

June 22 , 1953 at Kathmandu

June 22 , 1953 at Nepal

June 23,1943 at Kathmandu

2.Who is known as Indian Sherpa?

Edmund Hillary

Tenzing Norgay

Colonel Hunt

True or False

3. The man who follows while climbing is the anchor

True

False

True or False

4. Colonel Hunt had given Tenzing the flags when they reached the summit

True

False

5. Tenzing and Edmund Hillary reach to the summit of Mount Everest on_________

29 May, 1953

29 June, 1953

19 May, 1963

29 March, 1953

6.When we left Camp ________ on _________morning.

Nine, Friday

Nine, Saturday

7. The leader of the 1952 Swiss expedition

Colonel Hunt

Edmud

Lambert

Hillary

8. Tenzing Norgay raised my arm with my thumb up ________ and _________ saw us and their faces flushed with joy..

(C.W.F) Noyce ad (W.G) Lowe

English mountaineer, Lowe

Newzealand Mountaineer, Noyce

9. Rope being called a symbol of__________

To maintain distance between two

To tie each other

It tied Hillary and Tenzing together, & worked as team

10.Nima's offering carried to the summit by the author

Biscuits

An ordinary blue pencil

Pencil, chocolate

11. Before whom was the pact between Tensing and Hillary signed 

King of Nepal 

P M of India 

P M of Nepal 

12. What equipment was used to hoist the flags on Mt Everest 

Iron rod 

Ice axe 

Stick 

on to the submit we reach the

Discuss with your partner the various hazards and risks that a mountaineer/ trekker has to face in an expedition:

Ans. Mountaineering is something very adventurous and is not meant for the weak hearted people. It involves various risks and dangers as well like heavy rain storm, avalanches, if a mountaineer loses focus he/ she may fall down from height, lack of oxygen, extreme tiredness, feeling dizzy, and a lot other kind of troubles mountaineers might face.

Q. Give reasons for the ‘rope’ being called a symbol:

Ans. The rope was considered a symbol as it tied Tenzing and Hillary together. One could not move without the other. They were not two individuals, but a team.

Q. List the ways in which Tenzing Norgay celebrates on reaching the top.

Ans. On reaching the summit-

a) His first thought on reaching the top was a sense of gratitude to God, he had blessed Tenzing with fulfillment of this desire which he had held for so long.

b) Tenzing and Hillary embraced each other overjoyed at their success, and then he took photograph of Tenzing holding aloft the flags of Great Britain, Nepal, the United Nations and India.

c) He then placed on the summit the offerings to God that he had carried with him. This is in accord with Tezing’s Buddhist religion. The offerings were biscuits, candy and a little blue pencil that his youngest daughter Nima had given to him before he left home.

BRAINSTORMING

A(1) Summarise to the class in your own words the highly risky and dangerous journey of Tenzing and Hillary from the base to the top of Mt. Everest.

Ans. This time Tenzing thought he will surely conquer the peak even at any cost. Before this he tried to climb the Everest and failed six times. Both Hillary and Tenzing were well coordinated with each other and had a good understanding. They took turns to take the lead and the other was walking behind, which was rather a difficult job. Tenzing carried the flags of four countries, including India so that he can put them onto the summit. After an hour of steady going, they had to cut across the south face and started up to the west side where they had to cross a steep line of rocks. That was quite difficult, thus slow. However, once they had cleared these, there was nothing barring their way, just a snow-covered incline. This was eventually becoming easier as the steep incline decreased as they neared the top. Although the last sixty or seventy feet up the top were not very dangerous, they maintained the same steady pace and reached the small, flattened summit almost together. During the last fifty feet from the peak, Hillary and Tenzing were moving about twenty feet apart. They were tied together with a rope. This rope was a symbol as it proved that they were not two individuals, but a team.

(A2) (i) Complete the web highlighting the feelings/emotions of Tenzing after reaching the summit:

Ans. Tenzing’s feelings/ emotions after reaching the summit-

a) Feeling of gratitude.

b) Exhilaration

c) A sense of satisfaction and clarity.

d) Feeling of nostalgia.

(ii) Glance through the text again and explain the qualities of Tenzing Norgay. Pick lines that show his unique qualities. One is done for you:

Ans.

Sr. Qualities Lines

1 Patriotic I told colonel Hunt that I was carrying the Indian flag with me and I would like it to on the top with other flags.

2 Spiritual My first thought on reaching the top was a sense of gratitude to God. He had blessed me with fulfillment of this desire I had held so long.

3 Nostalgic and emotional I was wearing a red scarf which my great friend Lambert (leader of the 1952 Swiss expedition) had given me last year. It was just a year ago, on May 28th, when we were standing at 28,215 feet, that he gave me the scarf.

4 Simplicity and love for his family My youngest daughter, Nima, had given me the pencil before I left home. She asked me to put it on the top of the mountain as her offering.

 

(iii) Write down the significance of the following in the context of ‘On to the Summit’:

(i) Red Scarf (ii) husiar        (iii) Kerosene flavoured tea  (iv) Ice axe     (v) Anchor

Ans. (a) Red Scarf: The red scarf was a gift to Tenzing by his good friend Lambert who was the leader of the Swiss Expedition of 1952. It was just a year ago, on May 28th, when they were standing at 28,215 feet,that he gave Tenzing the scarf and now he was all nostalgic reminiscing about his friend. This scarf reminded Tenzing of their successful mission and it also shows a great sense of companionship.

(b) Husiar: Using a different language term in English is called code-mixing. Here, in the chapter it shows that Tenzing’s knowledge about mountaineering was very clear and apt.  Both Tenzing and Hillary were very cautious while climbing down. After successful completion, they remained humble and were fully aware of the technique and remained calm and cautious throughout their way down.

(c) Kerosene Flavored Tea: This tea was brought by C.W.F. Noyce for Tenzing and Hillary from camp eight. A little bit of Kerosene got mixed with the tea as it was made in a hurry by Noyce. It was a kind gesture and a sense of happiness for both of them so Tenzing didn’t say anything to Noyce and drank the tea. Both the mountaineers were grateful as they got hot tea at a time when they needed it the most. The gentleman had taken so much trouble to serve them tea and they were not bothered about the smell or what so ever.

(d) Ice Axe: Tenzing got out the flags which he had on piece of string about four feet long. HE fastened one end to his ice axe and Hillary took pictures as he held it up. As he had to bring his ice axe down with him, he buried one end of the string in the ice on the top, and the other in snow on the slope down below. When they left, the flags were lying flat against the summit.

A3) (i) Add suitable suffixes (-tion,-ly, -ment, -ous) and prefixes (un, il, im) to the words given below.     One is done for you:

Ans.

Sr. Word Prefix Suffix

1 absolute X absolutely

2 fulfill unfulfilled fulfillment

3 determine undetermined determination

4 danger X dangerous

5 tight untighten tightly, tighten

6 clear unclear clearly

7 sure Unsure surely

8 legal illegal legally

9 legitimate illegitimate legitimately

10 possible impossible possibility

(ii) By filling appropriate letters in the blank spaces, you will get a past participle from it. Use the word as adjective in your own sentence. One is done for you.

(a) s _ _ n _ d Word- signed.

 The advocate took all the signed documents to the court.

A3) (i) Add suitable suffixes (-tion,-ly, -ment, -ous) and prefixes (un, il, im) to the words given below.     One is done for you:

Ans.

Sr.	Word	Prefix	Suffix
1	absolute	X	absolutely
2	fulfill	unfulfilled	fulfillment
3	determine	undetermined	determination
4	danger	X	dangerous
5	tight	untighten	tightly, tighten
6	clear	unclear	clearly
7	sure	Unsure	surely
8	legal	illegal	legally
9	legitimate	illegitimate	legitimately
10	possible	impossible	possibility

(ii) By filling appropriate letters in the blank spaces, you will get a past participle from it. Use the word as adjective in your own sentence. One is done for you.

(a) s _ _ n _ d Word- signed. The advocate took all the signed documents to the court.

(b) p_ _ z _ d              (c) f_ _ t_ e n e_         (d) b _ i _ e_

Ans.  b) Prized – This wrist watch, my dad’s last gift to me, is my prized possession.

c) Flattened – A plateau is a tabular land form, with flattened top.

d) Boiled – I love to eat boiled egg.

(iii) Spot the error. One is done for you.

I was not afraid for die that day.

Correct Sentence- I was not afraid to die that day.

(a) Tenzing and Hillary made an pact at the office of P M of Nepal.

Ans. Tenzing and Hillary made a pact at the office of P M of Nepal.

(b) I has to bring my ice axe down with me.

Ans. I have/ had to bring my ice axe down with me.

(c) Tenzinghave spent a night with Camp Eight.

Ans. Tenzing had spent a night with Camp Eight.

(d) Pact was signed from Tenzing and Hillary.

Ans. Pact was signed by Tenzing and Hillary.

(e) I and Hillary were in no mood of talking.

Ans. Hillary and I were in no mood for any talking.

A4) When Tenzing and Hillary reached the summit, Tenzing in utter joy said, “We have done it.” In this sentence the subject (we) is the doer of the action while it (achieving the feat) is the subject. The verb of passive voice is formed by using the correct form of the verb ‘to be’ + past participle of the main verb. Construct the sentences accordingly.

 Now carefully go through the changes in both the sentences and do the changes accordingly in the remaining sentences.

• We have done it.

Ans. It has been done by us.

(a) We made a pact.

Passive- A pact was made by us.

(b) I offered silent prayer in my heart.

Passive– A silent prayer was offered by me in my heart.

(c) Colonel Hunt gave me three flags.

Passive

English Chapter 4- The Cop and the Anthem

A. Very Short Answer Questions                                                                     1 Mark

1. Who is soapy in the story “The Cop and the Anthem”?

Ans: The homeless, jobless man is called Soapy in the story, “The Cop and the Anthem”.

2. Where does Soapy live?

Ans: In Madison Square, there is a park which is a living residence of Soapy.

3. What does Soapy do for a living?

Ans: As Soapy is jobless, so he does nothing for his living.

4. Which season is mentioned in the story “The Cop and the Anthem”?

Ans: The season which is described in the story is the winter season.

5. What was Soapy doing on his seat?

Ans: In a very restless way, Soapy was moving in his seat.

B. Short Answer Questions                                                                             2 Marks

1. Why was Soapy moving restlessly on his seat?

Ans: The reason behind the restless behaviour of Soapy was that winters were approaching and it became imperative for him to get a roof to live under.

2. How did Soapy know winter was approaching?

Ans: Soapy watched the things nearby such as the people demanding new warm clothes, flying off the birds to the South. These signs made Soapy think that winters are approaching.

3. What did Soapy realise seeing the signs?

Ans: Soapy realised that he has to take care of himself in this cold weather. The signs of birds flying in the South etc. indicated to him that Winters are approaching.

4. What are things Soapy couldn’t do?

Ans: The poverty of Soapy has restricted his hopes. As he couldn’t think of sailing on a boat or moving to the Bay of Naples or moving to the Southern Skies.

5. How did the riches of New York spend their winters?

Ans: Riches in the month of winters reach the shores of the Mediterranean Sea or Florida City.

C. Short Answer Questions:                                                                            3 Marks

1. Where did Soapy plan to go for winters?

Ans:  Due to his poverty, he decided to move to Prison on Blackwell’s Island for three months. The reason behind this is that there he would timely get food to eat and also a bed to sleep in this harsh season.

2. How did Soapy survive the summers?

Ans: Soapy used to sleep on a seat in Madison Square in the summer months. He used three big newspapers for the purpose. He kept some of it under his coat and some under his legs. But the same idea wouldn’t work in the winters. 

3. Did Soapy have any other choice other than the prison?

Ans: The other choice could have been wandering from building to building in search of food. This made him bear the winters under proper care.

4. Why didn't Soapy prefer to go to other places?

Ans: The other places would ask for the repayment of the favours. That's why Soapy was too high spirited to go to prison instead of other places. In Prison, they would not ask for the money and only wanted to know his identity and also make Soapy wash his entire body.

5. Why did Soapy want to go to the prison specifically?

Ans: Despite knowing the fact that in Prison he would have to obey their rules and regulations, he chose Prison only as a winter destination. This is because of the privacy which he wanted in his life, as his life would still be his own.

D. Long Answer Questions:                                                                           5 Marks

1. What was the first way in which Soapy tried to get arrested?

Ans: At the very first moment Soapy thought about getting arrested by having a meal at an extravagant restaurant and during the payment of the bill he would refuse to pay, telling them he has no money. At this, cops would be called to arrest him and then a judge would order to keep him in prison. But he was unsuccessful in his attempt because the waiter didn’t entertain him after seeing his dirty and torn shoes and clothes.

2. What was the second idea that popped into Soapy’s mind to go to prison? Did it work?

Ans: The second idea that struck him was to commit some mischievous activity. So, he saw a shop at the corner of a sixth avenue, he took a stone and threw it on the glass panes of the shop.  The cop and the people nearby gathered around it. He approached the cop that he had done it but the cop didn’t arrest him because the one who would have done it would run away after it. So, they started chasing a running man nearby. This made his second plan fail also.

3. What was Soapy’s third and fourth move to go into prison?

Ans: Soapy’s third move was like his first plan. He entered a mediocre restaurant and ate the food full stomach. At the time of the bill, he told the waiters that he doesn’t have money. Instead of calling the cops, the two waiters just threw him outside the restaurant. His fourth and last action was to steal a man's umbrella and ask him to call the cops. When cops arrived, the old man said that he found this umbrella in the restaurant and it is Soapy’s umbrella. In this way, all his attempts to go to prison failed.

4. Why was Soapy looking inside a house from outside? What flashbacks does he get?

Ans: After numerous failed attempts Soapy was stopped by a house at the corner of a lane. He recognised this house as his childhood home where he used to play. The light was coming from his living room and very sweet music was also playing in the room. He remembered his life which was having his mother, hopes, flowers, dirt-free clothes etc.

5. What happened after Soapy decided to change his life and make it better?

Ans: Just after Soapy made his mind come out of the mud and become a man again, he felt a hand on his arm. The cop asked him the reason for standing in front of the house. Soapy said nothing but it wasn’t believed by cops. As Soapy gathered all his strength to start a new life, started arguing with the New York Cop. The cop arrested him and presented him in front of a judge. The judge ordered his imprisonment of three months on Blackwell’s Island.

Other CBSE Class 7 Important Questions Related Links

Important Related Links for CBSE Class 7

Conclusion 

Vedantu's provision of important questions for CBSE Class 7 English An Alien Hand Chapter 4 - "The Cop and The Anthem" is a valuable educational asset. These questions play a pivotal role in students' understanding of the story's nuances, characters, and themes. They serve as a strategic tool for exam preparation, enabling students to practice and refine their literary analysis skills. Moreover, these questions foster critical thinking and a deeper exploration of the text, enhancing overall comprehension. Vedantu's dedication to quality education is evident, as these important questions empower students to excel in their English studies, fostering a deeper appreciation for the power of storytelling and its role in our literary heritage.

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FAQs on Important Questions for CBSE Class 7 English An Alien Hand Chapter 4 - The Cop and The Anthem

1. What are some of the signs of approaching winter referred to in the text?

Signs of approaching winter were observed in a very beautiful manner in Chapter 4 of Class 7 English. The author has rightly described how winter approaches and how people tend to change their habits according to it. In the text, the author mentioned that birds suddenly started to fly in the south direction, which they generally do not do, people switched their clothing patterns and started wearing warm coats, and dead leaves began to fall from trees. These were some of the signs referred to in the text. For more information, you can check Vedantu’s solved questions on the website and the Vedantu app free of cost.

2. “But the cop’s mind would not consider Soapy”. What did the cop not consider, and why?

3. What did the cop ask Soapy?

4. Why did soapy take another man's umbrella?

5. What is the moral of the story The Cop and the Anthem?

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the Cop and the Anthem questions

1. What was Soapy's plan to cope with winter in "The Cop and the Anthem"?

2. Which five methods did Soapy use to get arrested in "The Cop and the Anthem," and why did they fail?

What are signs of approaching winter referred in the lesson? 

3. What was Soapy's confidence only from lowest button of his vest upwards before he was preparing himself to the enter the luxurious caafe? 

4. Why did Soapy fail in his first attempt to get arrested ? 

5. What does the title "The Cop and the Anthem" mean?

6. Why was police man not willing to arrest Soapy eventhough Sopy has clearly accepted that he has broken the glass panes? 

7. Why doesn't the second restaurant's waiter call the police in "The Cop and the Anthem"?

8. Describe Soapy's actions in the cheap restaurants? 

9. Why didn't the policeman arrest Soapy in "The Cop and the Anthem," even though he was acting drunk?

10. Why did the umbrella man gave up chasing Sopy when Sopy asked him to call the police? 

11. What transformations happened in Sopy after he hears the Anthem? 

12. What are the reasons for Sopy''s sudden transformations? 

13. What resolutions does Sopy take after a revolution happens in Sopy's life? 

14. Why does a policeman arrest Soapy after he hears an anthem in a church in "The Cop and the Anthem"?

15. How would you describe the cops in "The Cop and the Anthem"?

16. Contrast Soapy's actions at the beginning and end of "The Cop and the Anthem."

17. What is your opinion about the ending of this story? 

18. Discuss the difference in Soapy’s past and present life.

19. Give the character sketch of Soapy.? 

20. Grammar questions 

 

1) Soapy left his bench and strolled out of the square.

(Choose the alternative showing the correct transformation for this sentence into simple sentence.)

Soapy left his bench so strolled out of the square.

When Soapy left his bench, he strolled out of the square.

After leaving his bench, Soapy strolled out of the square.

After Soapy left his bench, he strolled out of the square.

2) He was shaven, and his coat was trim.

(Choose the alternative showing the correct use of not only------but also for this sentence) 

He was not only shaven but also his coat was trim.

Not only he was shaven but also his coat was trim.

He not only was shaven but also his coat was trim.

He was shaven not only but also his coat was trim.

3) If only he could reach a table in the restaurant unsuspected, success would be his.

(Choose the alternative showing the correct use of - Unless)

Unless he could reach a table in the restaurant unsuspected, success would be his.

Unless he could not reach a table in the restaurant unsuspected, success would be his.

Unless he could reach a table in the restaurant unsuspected, success would not be his.

Unless he could reach a table in the restaurant unsuspected, success be his.

4) Black bow had been presented to him by a lady missionary on Thanksgiving Day.

(Choose the alternative showing the correct change in the voice.)

A lady missionary presented black bow to him on Thanksgiving Day.

A lady missionary had presented black bow to him on Thanksgiving Day.

He had presented a lady missionary black bow on Thanksgiving Day.

He had presented black bow to a lady missionary on Thanksgiving Day.

5) The portion of him that would show above the table would raise no doubt in the waiter’s mind.

(Choose the alternative showing correct transformation of this sentence into rhetorical question.)

Did the portion of him that would show above the table would raise no doubt in the waiter’s mind?

Would the portion of him that show above the table would raise no doubt in the waiter’s mind?

Can the portion of him that show above the table would raise no doubt in the waiter’s mind?

Would the portion of him that would show above the table would raise any doubt in the waiter’s mind?

6) Soapy turned off (Broadway).

(Choose the alternative showing the correct framing of wh question to get the word in bracket as answer.)

Where Soapy turned off?

Where did Soapy turned off?

Where did Soapy turn off?

Where had Soapy turned off?

7) It seemed that his route to the coveted island was not to be an easy one.

(Choose the alternative showing correct transformation of this sentence into affirmative sentence having the same meaning.)

It seemed that his route to the coveted island was to be an easy one.

It seemed that his route to the coveted island was to be a difficult one.

It seemed that his route to the coveted island was to be effortless one.

It seemed that his route to the coveted island was to be an unchallenging one.

8) Soapy had confidence in himself from the lowest button of his vest upward.

(Choose the alternative showing correct tense used here)

Past perfect tense

Present perfect tense

Simple Past tense

Past perfect continuous tense

9) Some other way of entering the limbo must be devised.

(Choose the alternative showing correct use of model auxiliary showing ability.)

Some other way of entering the limbo can be devised.

Some other way of entering the limbo will be devised.

Some other way of entering the limbo may be devised.

Some other way of entering the limbo should be devised.

10) The head-waiter’s eye fell upon his tattered trousers and decadent shoes.

(Choose the alternative showing the correct use of ‘as well as’ in this sentence.)

The head-waiter’s eye fell upon his tattered as well as trousers and decadent shoes.

The head-waiter’s eye as well as fell upon his tattered trousers and decadent shoes.

The head-waiter’s eye fell upon his tattered trousers as well as decadent shoes.

The head-waiter’s eye fell upon his tattered trousers and as well as decadent shoes.