OU Degree 1st Sem English Unit 2 Vocabulary, Grammar
Vocabulary – Prefixes and Suffixes
A prefix is a word fragment added In front of a root or a word. For example, bi-, pre-, en-, un-. Adding a prefix to a root or to a word produces new words. For example: prefix en- + word sure – new word ensure prefix un- + word sure = new word unsure.
A suffix is a word fragment added at the end of a root or a word. For example, –
hood, -less, -ly, -ty. Combining roots with suffixes produces new words. For example:
word sure + suffix -ly = new word surely
word sure + suffix -ty = new word surety
A word can be made up of multiple prefixes, roots and suffixes,
beautifully = beauty + -ful + -ly
transformation = trans +form + -tion
nonconformist = non- + con +form + -1st
Exercise I.
For each sentence below, study the word that is printed in bold. Try to identify the root word along with any prefix and/or suffix that is/are attached to it.
1. Salman watched a preview of the movie.
Prefix: pre- & Root word: view
2. Don’t be so childish.
Root word: child & suffix: -ish
3. The magician made the pigeon disappear.
Prefix: dis- & Root word: appear
4. Ayub supervised the correction of the answer scripts.
Root word: corred & suffix: -ion
5. Radhika asked the actress for her autograph.
Prefix: auto- & Root word: graph
6. Vaishnavi is always methodical in her work.
Root word: method & suffix:ical
7. The biology lab has a microscope.
Root: bio & suffix: -logy
8. Good temper goes hand in hand with happiness and contentment.
Root word: happy & Suffix: -ness
Root word: content & suffix: -ment
9. The airport grounded flights due to low visibility.
Root word: air & suffix: -port
Root word: visible & suffix: -ity
10. I stood on a balcony overlooking the park.
Prefix: over-, Root Word: look & Suffix:-ing
11. Himesh’s story was unbelievable.
Prefix: un-, Root Word: believe & Suffìx:-able
12. Chandan removed the item from the box.
Root Word: remove & Suffix:-ed
13. One should not dress informally in office,
Prefix: in-, Root Word: formal & Suffix:-ly
14. Tata Motors manufactures cars.
Root Word: manufacture & Suffix:-s
15. He contradicts everything she says.
Prefix: contra-,& Root Word: dict
16. Rithika has a postgraduate degree.
Prefix: post-, & Root Word: graduate
17. I am reading a biography.
(Prefix: bio-, ) Root Words: bio + graph, Suffix: -y
18. Sylvia says she can predict the future.
Prefix: pre-, & Root Word: dict
Exercise II.
Fill In the blanks by modifying the words in the brackets as instructed.
1. He wants to ________ me on Facebook. (prefix + friend)
He wants to befriend me on Facebook. (prefix + friend)
2. She ________ her strength. (prefix + estimate)
She underestimated her strength. (prefix + estimate)
3. Our team won the hockey ________ (champion + suffix)
Our team won the hockey championship. (champion + suffix)
4. It is ________ to kill endangered animals. (prefix + legal)
It is illegal to kill endangered animals. (prefix + legal)
5. She was given a ________ of sweets. (hand + suffix)
She was given a handful of sweets. (hand + suffix)
6. You need a ________ of hard work and determination to succeed. (combine + suffix)
You need a combination of hard work and determination to succeed. (combine + suffix)
Exercise III.
Split up the following words from Gardiner’s essay ‘On Saying Please’ into their component prefixes, roots and suffixes. You will find clues to the answers in the Glossary section after the essay, in the list of roots in Unit 1, and in the tables of prefixes and suffixes in this chapter.
1. Inexhaustible — Th + exhaust + ible
2. Intercourse — inter + course
3. Attune — at + tune
4. Disagreeable — dis + agree + able
5. Enjoin — en + join
6. Decalogue — deca + logue
7. Benediction — bene + did +ior,
8. Uncivil — un + civil
9. Resentment — re + sent + ment
Grammar : Pronouns
A pronoun is a word that can be used in place of a noun or a noun phrase. They help make sentences shorter, clearer and less stylistically awkward.
Types of Pronouns:
There are several categories of pronouns. We will examine the most fundamental ones.
Subject pronouns are used in place of proper nouns as the subject of the verb in a sentence or a clause.
She taught me how to speak her language.
We went to Golconda with everyone.
Object pronouns refer to the object of a verb.
She taught me how to speak her language.
We went to Golconda with them.
Possessive adjectives show ownership (possession) of a noun. They are placed before the noun that is owned/possessed.
She taught me how to speak her language.
W went to Golconda with our family.
Possessive pronouns also indicate ownership, but can stand alone.
I knew one langugae already. She taught me how to speak hers.
You went to Golconda with your family, and we went with ours.
Reflexive pronouns replace the object of verb when it is the same as the subject of that verb. I taught myself how to speak a third language.
We drove ourselves to Golconda.
Exercise 1.
Question 1.
Identify the pronouns in the following passages. Also say which nouns/noun phrases they refer to.
Answer:
(The words in Bold are pronouns.)
I have missed him from my bus route of late; but I hope that only means he has carried his sunshine on to any road. It cannot be too widely diffused in a rather drab world.
I refers to the author.
Him refers to the bus conductor.
My refers to the author’s.
His refers to the bus conductor’s.
It refers to the bus conductor’s good mannerism.
Question 2.
My sensitive toe was trampled on rather heavily as I sat reading on top of a bus. I looked up with some anger and was my friend, the conductor. ‘Sorry, sir’, he said, ‘I know these are heavy boots. I got them because my feet get trod on so much, and now I’m treading on yours.’
Answer:
My refers to the author’s.
I refers to the author.
My refers to the author’s.
He refers to the bus conductor.
I refers to the bus conductor.
Them refers to the boots.
I refers to the bus conductor.
Yours refers to the author.
Question 3.
If you can fix the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And- which is more – you’ll be a Man, my son!
Answer:
You refers to the author’s son.
Yours refers to something related to the author’s son.
It refers to the earth.
My refers to the author’s.
Exercise 2.
Fill in the blanks with suitable pronouns.
1. If anyone asks, tell him/her I will be back tomorrow.
2. Fatima said that she and her sister work together.
3. Rohana wants to do it herself.
4. The camera I wanted for so long is finally it!
5. There is no ‘us’ and ‘you‘. ‘We’ are all in it together.
6. They cocked the meat in their own juices.
Exercise 3.
Choose the correct pronoun from the options given in brackets.
1. It is up to [we / us] to manage [our/ours] time well.
2. Shakeel, Hari and [she /her] rode [them / their / themselves] bikes all the way home.
3. Whom can [I/me] trust, if not [she / her]?
4. [Me/I] looked at [I/me/myself] in the mirror. [Myself / My / Mine] reflection stared back at [I/ me/ myself / itself].
5. Neither Ravi nor Rishi has done [him / their / his] homework. The teacher has punished [him/they/ them].
Speaking : Giving Instructions And Seeking Clarifications
When giving Instructions, use:
- Short, clear sentences
- Connecting words to show the order in which the instructions have to be followed, for example first I firstly, second / secondly, then, next, lastly.
- Imperative sentences such as Cut a square, Make a cross, Tie the loose ends, each beginning with a verb in the form it appears in a dictionary (cut, make, tie).
Activities 1.
Question 1.
Enact Dialogues 1-3 with a partner, taking turns to play the role of the person giving the Instructions, as well as that of the person (s) listening to
the instructions.
Answer:
Dialogue 1
An art teacher shows his students how to make a kite.
Teacher — Let’s learn to make a kite today. We’ll need a plastic bag, two sticks, a reel of cord, scotch tape and a pair of scissors.
Satish — Excuse me, sir. What’s ‘cord’?
Teacher — It’s the thick thread we use to fly kites, Satish. Okay? Shall we continue, then? Now, follow my instructions carefully. First, cut a square sheet out of the plastic bag. Then, make a large round hole in the centre of the sheet. Next, make a cross with the two sticks and tie them together tightly with the cord to make a frame. Now, tie four pieces of cord of the same length to each comer of the frame. Then attach the plastic sheet firmly to the frame with scotch tape. Now tie the loose ends of the pieces of cord together to the reel. Add two tails to the bottom of the kite for balance. The kite is now ready. Is that clear to everyone?
Students — Yes, sir. Thank you.
Dialogue 2.
Renu instructs her brother, Jeevan, on how to make tea.
Jeevan — Renu, can you teach me to make tea?
Renu — Don’t worry. I’ll teach you step by step. You can’t go wrong. Let’s begin. Step 1, put one and a half cups of water into a small pan.
Jeevan — That will make two cups of tea, won’t it?
Renu Right — it will, when you add the milk. Now, step 2, light the stove and place the pan on it. When the water begins to boil, add a tea spoonful of tea leaves to it and let it simmer for a minute.
Jeevan — Will one teaspoonful of tea leaves do?
Renu –Yes, the tea will become too strong if we add more. Next, step 3. Strain the tea and add half a cup of milk and sugar to taste. One spoon per cup should do unless you want it sweeter. Now, the tea’s ready.
Jeevan — Hey, that’s simple. Thanks, Renu.
Renu — Anytime, Jeevan.
Dialogue 3.
A mathematics teacher gives her students instructions on how to draw a figure.
Teacher — Follow my instructions carefully and draw the diagram. First, start with a point somewhere in the middle of the page. Second, with the
help of a ruler, mark off 5 centimetres on either side of the point and draw a horizontal Line. Perzaad Ma’am, do we draw a horizontal line measuring 10 centimetres through the point?
Teacher — Exactly. You’ve got it right, Perzaad. (to the class) Now, for the third step. Mark off 5 centimetres vertically on either side of the point and draw a vertical line measuring 10 centimetres. Did you understand?
Students — Yes, ma’am.
Teacher — Good. Finally, draw four lines joining the ends of the two lines and cutting each other at the corners. Can you describe the diagram you’ve drawn? Arushi It’s a square, ma’am.
Teacher — You’re right, Arushi.
Question 2.
Here is an incomplete set of instructions on how to make a whistle. Fill in the blanks with any one of the connecting words used in the sample dialogues. After you finish, repeat each line for practice.
a. …………………. take a rectangular sheet of paper.
b. …………………. fold it in half.
c. …………………. fold the edges of each half backwards to meet at the middle fold.
d. …………………. The folds will look like the pleats of a sari.
e. ………………… cut out a hole in the middle fold.
f. …………………. hold the pleated paper firmly to your mouth to and blow hard to make the sound of a whistle.
Answer:
a. Firstly, take a rectangular sheet of paper.
b. Then, fold it in half.
c. Now, fold the edges of each half backwards to meet at the middle fold.
d. The folds will look like the pleats of a sari.
e. Next, cut out a hole in the middle fold.
f. Finally, hold the pleated paper firmly to your mouth to and blow hard to make the sound of a whistle.
Question 3.
Two sets of pictures showing the steps in making fried egg and cold coffee are given bellow. First, write a set of instructions for each set of pictures. Then, you and a partner can give each other instructions on how to make the item of your choice.
Answer:
a. Making Fried Egg- Set of Instructions:
- Firstly, take a tray of eggs and some salt and oil.
- Then, lit the stove burner; put a pan on the stove flame; and pour some oil in it.
- Later, break one egg and let the egg white and yak be spread on the pan.
- After some time, add enough salt and chilli powder to the fried egg (omelet).
- Now the fried egg is ready for eating.
Dialogue :
Ramani : Hi, Gnanika Do you know how to make fried egg?
Gnanika : No. Can you explain me the process of making fried egg.
Ramani : Sure! Firstly, take a tray of eggs and some salt and oil. Then, lit the stove burner, put a pan on the stove flame and pour some oil in it.Later, break one egg and let the egg white and yolk be spread on the pan.After some time, add enough salt and chili powder to the fried egg (omelet). Now, the fried egg is ready for eating.
Gnanika : Thank you, Ramani for your patient explanation.
Ramani : pleasure is mine, Gnani.
b. Making Cold Coffee- Set of instructions:
- Firstly, take two sachets of coffee pockets, a glass of milk and ice cubes.
- Then, pour the coffee powers, milk and ice cubes into a juice jar.
- Next grid the content for a while.
- Now, the cold coffee is ready for having.
Dialogue:
Raju : Hi, Good morning Hrushi! Do you know the process of making cold coffee?
Hrush : I don’t know! Can you explain me the process of making cold coffee.
Raju : Sure! Firstly, take two sachets of coffee pockets, a glass of milk and Ice cubes. Then, pour the coffee powers, milk and ice cubes into a juice jar. Next, grind the content for a while. Now, the cold coffee is ready for having.
Hrush : Thank you, Ramani for your patient explanation.
Raju : Pleasure is mine, Gnani.
Seeking Clarification
Useful Points to Remember
1. One way of seeking a clarification is by saying that you do not understand something, which will make the other person offer to explain it again or in a different way (e.g., I’m not quite clear… /I didn’t really understand…).
2. You can also ask directly for a clarification, example or explanation (e.g., Could you clarify… / Could you explain… I Could you tell me how…)
3. A third way of clarifying something is to ask specific questions (e.g., When does… / How is… / What is the… / Where can…). You could also ask partial or echo questions (e.g., When did you say… / What was it that… / Where did you say… / Why did she say she…)
4. When telling someone that you missed what they said or that you did not understand it, it is polite to begin with the words Sorry or I’m sorry and end with Thanks or Thank you, because you are actually making a request when you ask for clarification or repetition.
5. When someone asks you to repeat what you said or give a dearer explanation, it helps the person feel that he/she has not offended you or caused you bother if you start with expressions such as Right / Okay / Sure / No problem / Certainly / Of course.
6. After repeating or clarifying something you said on request, you can make sure that person who asked for repetition or clarification is satisfied by asking Is that better. Clear? / Have you got that now? / Right? with a friendly intonation.
Activities 2.
Try the following activities to practice what you have learnt in this section.
Question 1.
Enact Dialogues 4.9 with a partner, taking turns to play the role of the person seeking clarifications, as well as that of the person responding. Read the dialogues below, in which people ask for clarifications.
Dialogue 4 (formal)
Meena is in a mathematics class. She does not understand a definition and asks the teacher for a dearer explanation.
Meena — Excuse me, sir. I’m sorry, but I didn’t really understand the definition of a subset.
Teacher — Right. Let me explain It again. If every element in set A is also an element of set B, then A is called a subset of B. Have I made that clear now?
Meena — Yes, sir. Thank you.
Dialogue 5 (formal)
Mary is in an office meeting She is not clear about a point in the discussion and asks the person speaking for clarification.
Mary — Sorry to Interrupt, Mr Charidran, but I’m not quite clear about the new arrangement.
Chandran — That’s all right. I’ll go through It again. Mr Sen will look after the branch office accounts and Ms Bhat will report to him. I hope that’s clear now.
Mary — Yes, It is. Thank you.
Dialogue 6 (formal)
Roy is at a construction site. His chief engineer speaks to him, but he is not able to hear him clearly. Roy asks his senior colleague to repeat what he said.
Roy — Pardon? I didn’t get what you said. Would you mind repeating It, sir?
Chief — Not at all. What I said was that the project has to be completed by August. Our clients want to move in by September.
Roy — Thank you, sir.
Dialogue 7 (Informal)
Madhu asks his mother to clarify something she said about a relative.
Madhu — Ma, I didn’t get what you said about my being related to Mohan.
Mother — Okay, I’ll say it again. Mohan’s grandfather is your father’s aunt’s son. Understood?
Madhu — I think so, thanks. Let me see If I’ve got it. Mohan’s grandfather and Papa are cousins. Right?
Mother — Right.
Dialogue 8 (informaI)
Khalid asks his uncle to repeat his travel programme as he did not get it the first time.
Khalid — Uncle, I didn’t quite catch the dates. Could you repeat your programme, please.
Uncle — Sure. I’m leaving for Kanpur on Thursday. I’ll be there until Friday. Then I’ll go to Jabalpur for a week and will return to Chennai on fifteenth June. Got that?
Khalid — Sorry? When did you say you’ll return to Chennai?
Uncle — On fifteenth June.
Khalid — Thanks.
Dialogue 9 (Informal)
Ruth’s father gives her a telephone number. She does not get it right and requests him to repeat the number.
Father — Ruth, you must call your aunt Swathy when you’re in Paha. Her mobile number is 9882754961.
Ruth — Sorry, I think I missed a digit. Could you come again, please.
Father — 98-82-75-49-61. Okay?
Ruth — I’ve got it. Thanks.
Question 2.
Complete the short exchanges below, using the clues given in brackets. After you finish, enact them with your partner.
Situation 1
A. Rice grows best in warm places where there is also plenty of rainfall. East Godavari district in Andhra Pradesh is an example.
B. I see. Any other example of rice-growing region?(B asks A for another example of rice-growing region.)
A. West Bengal. Kerala is one.
B. Thank you.
Situation 2.
A. In science, the terms ‘mass’ and ‘weight’ do not mean the same thing.
B. Okay, but what Is the meaning of ‘mass’ and weight’
A. Okay. Let me explain. The mass of an object is the amount of matter it contains, and it remains constant. The weight of an object is the downward pulling force on it, and this this changes because gravity is not constant in all places. Am I clear now (A checks if her/his explanation is clear.)
B. Yes, you are.
Situation 3.
A. Prema called to say that she will be arriving by the Shatabdi Express at 7 p.m. on Saturday.
B. Pardon? I didn’t get what you said. Could you mind repeating it, please.
A. Sure. Prema’s coming by the Shatabdi Express at 7 p.m. on Saturday.
Got that? (A Checks whether B has got what she/he said.)
B. I’ve got it. Thanks.
Question 3.
Pair up for this activity. Your teacher will give five minutes to prepare brief dialogue based on the following situations. Take turns to give Instructions and to seek clarifications. Keep your instructions simple and brief.
Situation 1.
You give instructions on how to make an omelette. Your friend interrupts you to seek clarification on any two of the total steps you outline.
Kumar: Sorry to interrupt, Suresh, but I didn’t really understand the process of making an omelette.
Suresh: Right. Let me explain it again. Have I made it clear now? Firstly, take a tray of eggs and some salt and oil. Then, lit the stove burner, put a frying pan on the stove flame and pour some oil in it.Later, break one egg and let the egg white and yolk be spread on the pan. After some time, add enough salt and chilli powder to the omelette. Now omelette is ready for eating. I hope that’s clear now.
Kumar: Yes, it is. Thank you.
Situation 2.
You give instructions on how to buy shoes online. Your friend interrupts you to seek clarification on any two of the steps you outline.
Sunil: Excuse me, Suman. I’m sorry, but I didn’t really understand the process of buying shoes online. Would you mind repeating it, Suman?
Suman: Not at all. What I said was that shoes can be bought online by logging into the e- commerce web portal. Then, type the word’shoes’ in the Search box. Next, choose the brand, size and price range of the shoes. Finally, you can either pay or choose the option of ‘pay on delivery’ with providing the delivery address. Have I made that clear now?
Sunil: Yes. Thank you, Suman.
Post Reading: Interpersonal Skills
Interpersonal skills are our skills to establish and maintain healthy relationships with people around us. Often, people judge you not onLy by who you are or what you think, but also by the way you interact with others. Your family, friends, colleagues, superiors, subordinates, and strangers often evaluate you also on the basis of your interpersonal skills.
Here are some ways of maintaining effective interpersonal skills:
- Have an open, warm and friendly expression.
- Be appreciative of others. Praise a person for a job well done.
- Communicate ideas, views and feelings appropriately, and in an expressive manner.
- Listen attentively, actively and empathetically.
- Learn to resolve conflicts.
- Bring people together.
- Offer and receive assistance in an appropriate way, so that when someone wants your help you are available and when someone offers help you accept graciously.
- Cultivate a sense of humour, and learn to enjoy a laugh at your own expense.
- Try to empathise with others, even when they are not on your side.
- Do not make a habit of complaining about people, things and situations.