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NCERT Solution Lesson Architecture 1. NCERT Solution 2. Biography 3. Theme 4. Story At a Glance 5. Recapitulation 6. Short Extra Questions 7. HOTS/Value Based Questions 1. What are the things the child sees on his way to the fair? Why does he lag behind? Ans. The child was attracted to the toys and sweets which were displayed at the various stalls. He was further lured by balloons of different colours, garland of gulmohur, a swing and a snakecharmer playing a flute. The child moved forward but once again lagged behind because his eyes were caught by one thing or the other every now and then. 2. In the fair he wants many things. What are they? Why does he move on without waiting for an answer? Ans. The child wants to have toys, garland, balloons of different colours, taste a variety of sweets, and wants to have a ride at the roundabout. He moves on because he knows that his parents will not grant his wishes of buying these things for him. 3. When does he realise that he has lost his way? How have his anxiety and insecurity been described? Ans. He saw a roundabout swing. It was full of men, women and children who were enjoying the ride. Being attracted by it he expressed his desire to have a ride on it. But as he looked around and behind,his parents were nowhere to be seen. The boy cried loudly, jerked his body and ran here and there calling out for his parents. He was full of fear and tears started rolling down his cheeks. 4. Why does the lost child lose interest in the things that he had wanted earlier? Ans. The lost child loses interest in the things he had wanted earlier because he is emotionally drained owing to the loss of his parents. His only priority is to find out his parents. Therefore, all other things of attraction paled into insignificance for the boy. 5. What do you think happens in the end? Does the child find his parents? Ans. I think the stranger who found the boy was compassionate enough to take care of the child. He must have met the management of the fare and asked them to make announcement about the loss of the child. His parents also might have made a frantic search to find their child. TALK ABOUT IT Q. How to ensure not to get lost. Ans. The following are the suggestions to the parents The parents should ensure that the child is always with them. One of the parents must hold the hand of a child while passing through the crowded place. The child should be made to remember the emergency contact number of parents for any adverse situation of separation. The address of the parents with contact numbers should be pinned up on the pocket of the child. The child should be instructed not to eat anything given by a stranger in this situation. The helpline numbers of the police should be available with the parents. Parents should always be vigilant towards their children in a crowded place. BIOGRAPHY Mulk Raj Anand was an author with hundreds of novels, short stories and essays to his name. From an early age, Mulk Raj was pained by the problems of Indian society that stemmed from the issues of religion and caste. Considered a pioneer of the anglo-Indian fiction, he is best remembered for his depiction of the poorer classes of people in India and their plight. He was honored with the Padma Bhushan, India’s third highest civilian award in 1967 for his vast contributions towards the field of Literature & Education. He won the Sahitya Academy Award for his novel ‘The Morning Face’ (1968). His famous books include Untouchables ( 1935), Coolie ( 1936) , Two Leaves and a Bud ( 1937), The Private Life of an Indian Prince ( 1953), The Road ( 1961) etc. THEME The Lost Child is the story of a small child who is lost in a fair while getting engrossed in looking at a roundabout swing. The boy accompanied the fair with his parents and demanded things like sweets, balloons, flowers, swings, etc. Although his father got angry, his mother distracted him towards other things. The story focusses on the filial love and affection that the child shares with his parents. A stranger picks the boy up and hands him over to his parents. STORY- AT- A -GLANCE The story is set in the spring season. A little child was accompanied by his parents to the fair. The child was attracted to the toys which were displayed at the various stalls. As he would be left behind, his parents would call him to come with them. He was attracted to the stalls of toys and sweets. The child moved forward but once again lagged behind because his eyes were caught by one thing or the other every now and then. His mouth watered seeing sweets decorated with gold and silver leaves. He wanted his favourite burfi A group pf dragonflies, black bees and butterflies buzzed around, sucking the nectar from the flowers. The child looked at them as they flew around. A shower of young flowers fell upon the child as he entered the grove, and, forgetting his parents, he began to gather the raining petals in his hands. As the child entered the shady forested area, he was welcomed by a shower of flowers. He forgot his parents and started collecting the petals that had fallen. Just then he heard the cooing of doves and was excited to see them. He started chasing the birds and in the process, the petals fell from his hand. As they neared the village the child could see many other footpaths full of throngs, converging to the whirlpool of the fair, and felt at once repelled and fascinated by the confusion of the world he was entering. As they were about to reach the fair, the child saw huge crowds of people walking from all directions towards the fair. The dense crowd scared him and he stepped back for a while but the next moment, he got attracted to the mind - boggling crowd of humanity. At the entrance of the fair, to one corner, a sweetmeat seller had set up a shop. He was selling various sweets like gulab jamun, rasgulla, burfi and jalebi. As he did not expect that his demand would be fulfilled, he walked further. The next thing that the child came across was a balloon seller selling balloons of different colours of the rainbow. The boy was attracted to the shiny colours of the balloons and wanted to have them all. Then he paused at a snake charmer who was playing a flute and the snake was twisting it’s neck to the music. The boy walked towards the snake charmer but as his parents had warned him to remain away from the unpleasant music played by such men, he walked further. Then he saw the roundabout swing. It was full of men, women and children who were enjoying the ride. The boy watched the people on the roundabout and then with a lot of courage, expressed his desire to go on the roundabout. He looked around and behind but his parents were nowhere to be seen. The boy cried loudly, jerked his body and ran here and there calling out for his parents. He was full of fear and tears started rolling down his cheeks. He saw some people standing and talking and tried to find if his parents were among them. The boy ran towards a temple which was crowded with people. He ran through the legs of men, calling out for his parents. The crowd was pushing each other as he neared the entrance of the temple. As a man got the child out of the crowd, he asked him how he had reached there and what were his parents’ names. The boy cried even more and repeated that he wanted to go to his parents. The man tried to relax the child by taking him to the roundabout swing. He offered him a ride but the child screamed and wept loudly that he wanted his parents. The man took the child to the bright coloured balloons, hoping that he might get cheered by seeing them. He offered a balloon to the child but he turned away and wept for father. The child refused to smell the flowers that he wanted to buy earlier because now, his priority was to get his parents. Finally, the man took him to the sweet meat seller and offered to buy sweets for him. Still, the child did not want his favourite sweet but wanted his parents. The man tried to relax the child by taking him to the roundabout swing. He offered him a ride but the child screamed and wept loudly that he wanted his parents. Recapitulation A child in the company of his parents went to a fair and was attracted to the stalls of toys and sweets in the fair. He wanted burfi ,beautiful garlands of gulmohur , balloons. Then he saw a snake charmer and a roundabout swing. When he asked for his parents’ permission for a ride to the swing, he could discover that his parents were not around. suddenly a stranger took him up in his arms and consoled the weeping child. The man offered him sweets, balloons and garland but the child kept repeating with tears in his eyes, “I want my father, I want my mother.” EXTRA QUESTIONS AND HOTS/VALUE BASED QUESTIONS COMING UP SOON.

A Clause is like a sentence having a subject and a predicate. But unlike a sentence, which has a finite verb, a clause has more than one finite verb. A clause is divided into two parts- Principal clause and Subordinate Clause. If you work hard, you shall get success. Principal/Main Clause: You Shall get success. Subordinate Clause: If you work hard. Clauses are of three types Noun Clause Adjective Clause Adverb Clause Noun Clause: A Noun Clause is a subordinate clause that does the work of a noun. Ex: What he said was true/Listen to what I say. Adjective Clause: A subordinate clause that begins with a relative pronoun- who, whom, whose, which, that etc. Ex: I know the boy who came here. Adverb Clause: A subordinate clause that is introduced by conjunction like after, if, since, till, when , where, unless etc. Ex: He ran away when he saw the police. Functions of Noun Clause 1. Subject of a Verb: Ex: When I shall come is uncertain. 2. Object of a Verb: Ex: I know where he lives. 3. Object of a Preposition: Ex: Please listen to what I say. 4. Complement of a Verb: Ex: Life is what we make it. 5. In apposition to the Noun: Ex: There is a rumour that he won the lottery. 6. In apposition to 'it': Ex: It seems that he is well today. Adjective Clause A subordinate clause that begins with a relative pronoun- who, whom, whose, which, that, as etc. is called adjective clause. Examples He is a boy who is lazy. It is a place where tourists often come. I could not understand the question that you asked. This is the same book as I gave you. The time when the bus leaves is not known. I know Mohan whose pen is lost. This is the book which belongs to me. Note: Adjective clauses are always followed by a noun or pronoun. This is how you can differentiate an adjective clause from a noun clause. Ex:a) I know where he lives. (Noun clause) b)I know the place where he lives. (Adjective Clause) Adverb Clause Functions of Adverb Clause 1. Adverb Clause of Time Ex: He came when it was raining. 2. Adverb clause of place Ex: Put it where you can find it. 3. Adverb clause of reason Ex: I could not go to school because I was sick. 4. Adverb clause of purpose Ex: John works hard so that he qualifies for the exam. 5. Adverb Clause of result or effect. Ex: He is so weak that he cannot walk. 6. Adverb Claus of Condition Ex: The match will not be held if it rains. 7. Adverb Clause of concession or contrast Ex. He is happy though he is poor.

Auxiliaries are the helping verbs that help the action verbs to make tenses and passive forms. There are two types of Auxilieries- Primary Auxiliaries and Modal Auxiliaries. Primary Auxiliearies include examples like am, is , are, was, were, do, does, did, have, has, had etc. Modal Auxiliaries, also called Modals are Shall, should, will, would, can , could , may, might, must and ought to.

For the Video Click Here Sameer: Do you know we are studying on whatsapp group nowadays? Plumber: Really so? Our school has also taken recourse to giving assignments on our school app. Sameer: We’ve homework schedule exactly like the regular classroom. There’s no respite from HW/assignments as they are likely to be graded. Plumber: Graded ! Then you can’t get away with it. That’s so nice an initiative. Sameer: Activity based grading is much better than traditional pen paper test. Plumber: Indeed so. That’s what a joyful learning is all about. Sameer: Exactly so. Teachers are also making concept videos of their own and home works are based on the contents from such videos. Plumber: Wow! That’s really impressive. Teachers are slogging out and are on their toes during lockdown phase. Sameer: Exactly, do you know online teaching/assignment has become the new norms for teaching learning process? Plumber: yeah, there’s no way out. That’s the only way we can comply with social distancing norms. Sameer: Some social networking platforms have got instant celebrity status with the surge of online teaching. Plumber: I hope YouTube is ruling the roost among all the social networking sites. Sameer: Exactly, besides YouTube Google Classroom, Google Meet, Zoom and Skype are also in the fray. Plumber: Let’s pray to God to tide over this crisis so that we can get back to normal mode of classroom education. Sameer: Exactly, We hope things limp back to normalcy very shortly. EXPLANATION OF SITUATIONAL VOCABULARY 1. recourse to: something that provides help to. Ex:She recovered without recourse to surgery. Ex: Students take recourse to online learning. 2. respite from : relief from Ex: There is no respite from scorching heat. 3. likely to be: a) expected Ex: Petrol prices are likely to be expensive. b) Promising : She appears to be the likely winner of the reality show. 4. Get away with: to escape Ex: He was lucky to get away with just a minor injury in the accident. 5. slog out: to work hard at something. Ex: Students are slogging out to complete the assignment on time. 6. on toes : very busy. Ex: John is on his toes attending high volume calls. 7 . no way out : no solution. Ex: You must avoid the crowd. There’s no way out. 8.comply with : to obey a rule/order etc Ex: Students complied with lockdown norms. 9. Surge: increase in number/quantity. Ex: There’s a surge of online teaching apps during lockdown. 10. rule the roost: most powerful among the group. Ex: India is ruling the roost in international cricket. 11 in the fray : in competition Ex: Three party workers are in the fray for MLA election. 12. tide over : help someone to come out of difficult situation. Ex: Let’s pray to God to tide us over the COVID 19 crisis.

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Situational Conversation Railway inquiry : Good Morning. How may I help you ? Caller: Could you please inform me when the Rajdhani Express from Delhi is expected to arrive at Nagpur tomorrow? Railway inquiry: It’s usually 7.10 in the morning, sir. Caller: Is it running on time today? Railway inquiry: Just half an hour behind the schedule . It will make up by tomorrow morning. Caller: Is it a daily train or it runs bi-weekly? Railway inquiry: No, Sir. It runs five days a week. Monday to Friday. Caller: Thank you very much. Railway inquiry: Have a Nice day, sir. Expressions to Remember 1.How may I help you ? We Use ‘how may I help you’ in response to a telephone call from a customer to a Hospital Reception, Ticket Counter, Airport, Railway Station, Telephone/ Dish TV helpline. 2.Expected to arrive: We use the term when there is no exact time of arrival. 3. Usually: It means normally. For example, the train normally arrives at 7.10 in the morning. 4.Behind the Schedule: It means something is running late. 5. Make-up : to compensate for the loss. Ex: The train will make -up the loss of time by tonight. 5.Bi-weekly : two days a week.

Regular Classroom teaching has been under a complete lock-stock-and- barrel following the aggressive outbreak of COVID-19 all across the globe. Like rest of the countries of the world, India too is reeling under the effect of a complete lock-down. Education sector has seen a surge of online platforms with YouTube being the most chosen platforms among the teachers and educational institutions. Other platforms being used extensively by teachers in exchanging assignments and Study materials are Google Classrooms, School-owned apps & Whatsapp. For live classes Zoom and Google Meet are also in the fray. Now let’s discuss the efficacy of using such tools in facilitating curriculum transaction. Unlike the Regular classroom, live classes are not very effective, esp in the context of rural and semi-urban localities as these places still bear the brunt of awfully slow internet speed. Buffering, breaking of teacher’s voice, disruption of the stream time and again are some of the deterrents, which students of such localities are encountering much to their utter annoyance and grievances. Metros and big cities have relatively much better outcome in so far as live streaming of classes is concerned. Two-way interaction between a teacher and a students has suffered a setback with online mode of teaching with internet speed being one of the bottlenecks on the way. Students are texting their queries live to teachers and teachers in –turn are responding to such text queries. This is how the curriculum transaction is going on with the help of YouTube, Google Meet and Zoom. With a better internet speed, the online streaming could have been carried out in disruption-fee manner. Suggestions 1. Video lectures on YouTube is the best way out. Students can be instructed to text their queries on the video made and on the next video teachers can focus on such text-based queries from students’ end. One video lecture on the content and the next video lecture can be uploaded on the doubts of students. 2. In so far as giving assignments and study materials in the form of text is concerned, Google Classroom is second to none. Unlike Whatsapp, there are very few distractions on Google classroom. All the assignments and study materials are stored systematically according to date and time of assignment given to students. Therefore, teachers can take recourse to this platform as a viable alternative option to Whatsapp, which is all cluttered and unsystematic. 3. In order to boost the interactive skills of students from home-only classes, teachers can ask students to make small podcast on given topics and post them as per the schedule of different teachers. This will ensure that in addition to writing exercise, students can also have some space to resort to speaking activities in order to give fillip to their communication skills. Verbal communication skills play a pivotal role in so far as cracking interviews of SSC, UPSC, IELTS and TOEFL exams are concerned. Therefore, school must earmark sufficient space for inter-personal oral communication activities in their school calendar. During COVID phase, they can make a podcast of interviews of their parents, siblings, make documentary on current issues with their own voice-overs or simply make an oral presentation on some topics from social science, science and literature. The point I am trying to highlight here is that they should have some space in their daily timetable for verbal presentation of their syllabus. To cap it all, Lock-down has completely changed the mode of dissemination of knowledge from face-to-face mode to virtual platform. If the practice continues for another two-months or so, it might produce some couch-potatoes among the students who will fall prey to onscreen addiction and consequently invite some health hazards like poor eye sight, obesity, insomnia and so on. So let us pray to the Almighty God that we tide over this crisis at the earliest and come back to our regular mode of classroom education so that in addition to academics , they will have also some space for physical movement and socializing. Not will their academics, but their interactive skills, physical fitness, leadership skills, skills in games and sports, music and dance will also get shot in arms in regular school education.

Dear Visitors, It's very pertinent for each one of us to have sound vocabulary base in order to understand and carry out oral & written communication with others effortlessly. But the problem is when it comes to communication, we fail to put our message across owing to deficit in word power and in sentence making skill. Therefore, we need to harness the skill in a slow and steady manner so that over a certain period of time we end up being comfortable in using the English language. You can try the following practices in order to pull up your socks in so far as written and oral communication is concerned. 1. Read one or two English Article from Newspapers: Read one or two articles from an Edit page or Opinion Page of any newspaper and write down the value points on a notepad so that you can have an idea what the article is all about. Summarize what you have learnt from the article first in writing and then in the form of presentation to a listener. This practice on a regular basis will certainly help you in enhancing your written and Oral communication. 2. Learn Words in Context: While reading a newspaper, magazine or any book, mark the unfamiliar words with the help of a pencil. It's better to carry a pencil while reading . Mark the entire sentence in which the unfamiliar word has appeared. Proceed with your reading. After you end up your reading session on that day, take the trouble of taking down those sentences that you have marked on the book. The point is that if you learn any new word in context, you shall remember the usage of it. Words learnt in isolation cannot be retained for a long time. 3. Listen to podcasts/Radio Broadcasts: When it comes to enhancing your listening skill, intonation and diction, it is also suggested that you should listen to English, preferably with earphones. Listening has the least distraction elements vis-a-vis Watching TV. Therefore, it is also imperative to listen to podcast and radio news telecast in English so that you can pick up the flow of the language. 4. Keep a Journal : Keeping a journal is recommended as this practice enhances the writing skill of a person. You can write down a page or two on an everyday basis. This practice will help you be fluent in writing. Once you become fluent in writing , you can also be relatively comfortable in speaking effortlessly as the flow of words would be spontaneous. Blogging is also a very good idea nowadays. In course of time you can earn money as well by being a blogger. Therefore, develop the habit of writing on a regular basis. 5. To Make it you have to Fake it : Go for a dummy interaction with the self with your mirror image being your listener. Simply stand before the mirror and start speaking the topic which you recently read from a book , newspaper or a magazine. Give your opinion about the article on a regular basis. Remember in order to make a dummy presentation, you need to have adequate preparation in the form of prior reading and writing on a journal, blog etc. Otherwise, your dummy presentation will be incoherent and irrelevant. Organizing your thoughts in a coherent and fluent manner in important to become an effective communicator. Reading and Writing facilitates such skills. Therefore, your dummy presentation should be accompanied with a plenty of reading and writing exercise. <<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>>>

There are four types of phrases They are: Noun Phrases Adjective Phrases Verb Phrases Adverb phrases. Noun Phrases: A Noun phrase gives information about noun. A noun Phrase is also linked to a noun. For Example, a) The young cook makes tasty food. Here the phrases the young cook is a noun phrase. The phrase is linked to the noun ‘cook’. The phrase also tells us whether the cook is old or young. b) A twelve-year-old boy won the prize. Here the phrase ‘A twelve-year-old boy’ gives us information about the age of the boy, who is a noun. A noun phrase can also be an object of a verb. Object means going after. Therefore, object of a verb means something that goes after the verb. For example, I love reading story books. Here the noun phrase ‘reading story books goes after the the verb ‘love’. So the noun phrase ‘reading story books’ is the object of the verb ‘ love’. A Noun phrase can be a subject of a verb. Note: Subject of a verb means something that goes before the verb. For Example, To forgive one’s enemies is a noble quality. The noun phrase , ‘To forgive one’s enemies ‘ is used before the verb ‘is’ . Therefore, the noun phrase ‘to forgive one’s enemies’ is the subject of the verb ‘is’ Adjective Phrases give information about/ describe a noun. For example: a) The girl with the long hair is my sister. Here the adjective phrase with the long hair describes about the girl, who is a noun. b) The woman who just called me is my teacher. Here the adjective phrase ‘who just called me‘ describes about the woman, who is a noun. Learn the Difference between Adjectives & Adjective Phrases Adjectives are generally used before nouns, whereas adjective phrases are generally used after the Nouns. Ex: A red coat , red is an adjective whereas A coat of red colour. Here red colour is an adjective phrase. Verb phrases and Adverb phrases. Verb Phrases are linked to action verbs. For example, I practised a song yesterday. Here the verb phrase I Practised is linked to action verb ‘practised’. Verb Phrases are also linked to helping verbs and action verbs. For Example, We have been playing for one hour. Here the verb phrase ‘We have been playing ’ is linked to the helping verb’ ‘have been ’and action verb ‘ playing’. Adverb Phrases give extra information about a verb. Ex: I live over there. Here the adverb phrase over there describes where I live ( ‘live’ is a verb) Ex: I go to the school every morning. Here the adverb phrase ‘every morning’ describes when I go to school. Adverb phrases tell us how something is done, when something is done or how often something is done . Learn the Difference between Adverb and Adverb Phrases. Ex:He fought bravely. Here ‘bravely’ is an example of adverb as it modifies or points to verb’ fought’. Whereas in the example, He fought in a brave manner. The highlighted part is an example of adverb phrase. It shows how or in what way he fought. As the phrase modifies the verb ‘fought’, therefore, ‘in a brave manner’ is an adverb phrase. <<<<<<<<<<<<<<<<<<<<<<<< End >>>>>>>>>>>>>>>>>>>>>>

Do you know what a noun is? A noun is a naming word. Nouns are those words which name a person, a thing or a place. For example, Sneha is a good girl (Here ‘Sneha’ is the name of a person) The child plays with a toy (Here ‘toy’ is the name of a thing/object) Kolkata is a city of joy (Here Kolkata is the name of a place.) Extra Bites About Nouns A noun can be a subject or an object of a sentence. Ex: John plays chess. Here the noun ‘John’ is used as the subject of the sentence. Ex: The teacher punished John in the class. In this sentence the noun ‘John’ is used as the object in the sentence. So a noun can be used as a subject as well as an object in a sentence. A noun can be countable and uncountable. For example, we can count boy, girl, chair , table whereas we cannot count water, wheat, sugar, love, honesty etc. Nouns are of four types. Common Noun: chairs, books, pens, boys, girls, teachers, rivers etc. Proper Noun: Mumbai, Nagpur, John, Yamuna, etc Collective Noun: bouquet of flowers, flight of stairs, herd of cows etc Abstract Noun: examples of which are love, honesty, kindness etc. Common Nouns are common to every person or thing of the same class. Ex: boys, girls, teachers, tables, phones, laptops, schools etc. Common nouns are the names of any object of the same kind. Ex: Boys & girls are found in large numbers as they are common in their respective categories. Similarly, teachers, tables, phones etc are present in large number in their respective categories. Proper nouns are the names of particular persons, places or things. Example : Shivraj studies here. (Here Shivraj is a particular Person) The Sun gives us energy. In this example, the sun is one of its kind, a particular thing. Therefore, sun is a proper noun. A proper noun always begins with a capital letter. Ex. ‘D’ in Delhi, J in John and Jupiter. Note: Common nouns are present in large numbers whereas the proper nouns don’t exist in large numbers. Revision/ Recapitulation Common noun is the person or thing of the same class. Ex: Chairs, teachers, trains, phones. Proper noun is the particular name of person or thing or place. Ex: John, Anjali, Venus, Kolkata, Nagpur. Common nouns begin with a small letter. Ex. C is small in chair Proper Nouns starts with a capital letter. Ex.N in Nagpur & M in Mumbai. Common nouns take articles ‘ a, an, the’ before them. Ex: a boy, an apple the chair. Proper nouns don’t take any article before them. Common nouns are used in singular and plural forms. Ex: boy boys, child children. Proper Nouns are not used in plural sense. You cannot say Delhis or Kolkatas or the Suns etc. Today we are going to learn collective Nouns and Abstract Nouns in detail. Collective Nouns are a group of persons, animals or things. Ex: A crowd of people. (Here the underlined word ‘crowd’ is the example of a collective noun and the category is Person) Ex : A herd of cattle. ( Here the word ‘herd’ is collective noun and the category is animals). Ex: A bunch of keys. ( Similarly, bunch is a collective noun and belongs to the category of things) Collective Nouns are used when we indicate a group together. A collective noun is followed by a singular verb. Ex: A herd of cattle is grazing in the field. Here you can see the verb used here is singular as it has agreed with the collective noun ‘herd’ and not ‘cattle’. As the collective noun is followed by a singular verb, therefore , the verb ‘is’ used here. Some more examples of collective nouns are An army of soldiers, a flock of sheep, a flight of stairs, bouquet of flowers etc. Abstract Noun is the name of quality, an action or a state. An abstract noun cannot be seen or touched as it has no shape or size etc. An abstract noun can only be felt. Ex: He has much wisdom. Here wisdom is abstract noun that is an example of Quality. Ex: Elders give us advice. In this example, advice which is abstract noun is an example of an action) Similarly, I speak truth from boyhood. Boyhood is an abstract noun and an example of a state. Quality: honesty, bravery, kindness, beauty, innocence, knowledge. Action: laughter, practice, judgement State: youth, childhood, poverty, happiness. Revision/ Recapitulation Collective Nouns are used when we indicate something collectively. i.e. all together. For Example, a bunch of keys. I want not a single key, but a bunch of keys together. Therefore, bunch is a collective noun. an abstract noun represents the words that express some feelings, quality or state. We cannot see or touch abstract noun, we can only feel it. Ex. Love, honesty, kindness etc. <<<<<<<<<<< Happy Reading >>>>>>>>>>>>

Operator: Hello, Capital Tours, How may I help you ? Mukesh: This is Mukesh. Can I have extension 200 please? Operator: Certainly, hold on a minute, I'll put you through... Manab: Riaz Hotel, Manab speaking. Mukesh: This is Mukesh calling, is Rajesh in? Manab: I'm afraid he's out at the moment. Can I take a Message? Mukesh: Yes, you could ask him to call me at 8219567834. I need to talk to him urgently. Manab: Thank you Mr. Mukesh, I'll convey your message to Rajesh at the earliest. Mukesh: Thanks, bye. Manab: Bye. Bye.. Expressions to Remember 1. How may I help you ? ‘how may I help you’ is said by a Hospital Reception, Ticket Counter, Airport, Railway Station, Telephone/ Dish TV helpline in response to a call from a customer. 2. Can I have extension : We use this expression to talk to a person located in a particular department away from the reception. ‘Extension’ means an extra telephone line attached to the main telephone in the reception. 3. hold on a minute : We use this to ask someone to wait for a minute, especially over telephone. 4. I'll put you through. This is used by the receptionist when the call is forwarded to the person for whom it has come. In other words, ‘put you through’ means ‘to connect somebody over phone’. 5. I'm afraid : This expression means ‘ I’m sorry. This is another way of saying ‘I’m sorry.’ 6. I'll convey your message: ‘Convey’ here means to communicate/to inform to someone for whom the message is intended.

Airport Official: Good afternoon! Where are you flying today? John: Mumbai. Airport Official: May I have your I-Card please? John: Here you go. Airport Official: Are you checking any bags? John: Just this one. Airport Official: OK, please place your bag on the scale. John: I have a stopover in Nagpur – do I need to pick up my luggage there? Airport Official: No, it’ll go straight through to Mumbai. Here are your boarding passes – your flight leaves from gate 15A and it’ll begin boarding at 3:20. Your seat number is 26E. John: Thanks. Glossary: Here you go: We can say 'here you go' after giving something to somebody, especially when they have asked for it. checking any bags: To check any bags means to carry any small bag with you inside the flight for keeping in the overhead bin. scale: Scale is the machine/equipment that measures the weight of your luggage. stopover/layover : the place where the flight stops for a while to board/deboard the passengers before heading for the final destination. go straight through: It means that your luggage will go straight to final destination. You don't need to personally collect the luggage at the layover/stopover city. <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< End >>>>>>>>>>>>>>>>>>>>>>>>>