Part I: Evelyn Glennie Listens to Sound without Hearing It
Summary
This part of the lesson is about Evelyn Glennie, a profoundly deaf musician who became a world-renowned percussionist. Despite losing her hearing by the age of 11, she did not let her disability stop her. With determination, sensitivity, and talent, she learned to “feel” music through her body and senses, proving that physical limitations can be overcome with passion and hard work.
Key Points
Evelyn Glennie lost her hearing at age 11 due to a gradual nerve deterioration.
She was determined to lead a normal life and pursue music, especially percussion.
With the support of Ron Forbes, a percussionist, she learned to sense music through different parts of her body.
She joined the Royal Academy of Music in London and scored the highest marks in history.
Evelyn has performed internationally and can play over 100 instruments.
She gives importance to helping others, especially the disabled, by conducting workshops and inspiring young artists.
Message / Moral
Determination, hard work, and self-belief can overcome physical limitations.
True passion finds its way, even in the face of adversity.
Character Sketch – Evelyn Glennie
Determined and ambitious: Refused to let deafness limit her.
Hardworking and passionate: Practiced tirelessly and learned to “feel” music.
Inspiring and empathetic: Helps and motivates disabled individuals.
🗂 Textual Vocabulary (with meanings)
Word/Phrase
Meaning
Profoundly deaf
Completely or deeply unable to hear
Impairment
Weakening or damage (here, of hearing ability)
Perseverance
Continued effort despite difficulties
Daunting
Seeming difficult to deal with or intimidating
Multinational
A company operating in several countries
Soloist
A person who performs alone
Orchestra
A large group of instrumentalists playing classical music
Jostle
Push, elbow, or bump against someone roughly
Aspiration
A strong desire to achieve something
Intriguing
Interesting, arousing curiosity
Perceptive
Having good insight or understanding
Tingling
Slight prickling or stinging sensation
Resonances
Deep, clear, and continuing sounds
📘 Word Notes (from the textbook)
Impairment – means weakening or damage; used in context of Evelyn’s hearing loss.
Daunting task – means a task that seems difficult or intimidating to accomplish.
Perceive – means to become aware of something; Evelyn perceives music through vibrations.
Aspiration – refers to ambition or goal; Evelyn aspired to become a great musician.
Resonance – refers to the richness of sound that echoes or stays in the mind.
📖 Textual Question and Answers (From NCERT Textbook)
Thinking About the Text
Q1. How old was Evelyn when she went to the Royal Academy of Music? A: Evelyn was seventeen years old when she went to the Royal Academy of Music in London.
Q2. When was her deafness first noticed? When was it confirmed? A: Her deafness was first noticed when she was eight years old. It was confirmed at the age of eleven, after repeated complaints by her teachers and gradual hearing loss.
Q3. Who helped Evelyn to continue with music? What did he do and say? A:Ron Forbes, a percussionist, helped Evelyn. He encouraged her to feel the music instead of hearing it. He tuned two drums to different notes and made her feel the vibrations in different parts of her body. He told her to “try to sense it some other way.”
Q4. Name the various places and causes for which Evelyn performs. A: Evelyn performs at:
Regular concerts and solo performances.
Charity events for hospitals and schools.
Prisons and for disabled children, to inspire and support them.
Extra Practice Questions
Q5. What does Evelyn’s story teach us? A: Evelyn’s story teaches us that determination, hard work, and passion can overcome any disability. She is an inspiration for everyone, especially those with physical challenges.
Q6. How does Evelyn hear music if she is deaf? A: Evelyn hears music by feeling the vibrations through her body – her skin, hair, cheekbones, and feet. She has trained her senses to detect musical notes this way.
Q7. How did Evelyn’s teachers react to her deafness initially? A: Her teachers thought she might have learning problems and advised her parents to get her a hearing aid and send her to a school for the deaf.
📝 Revision Worksheet – Evelyn Glennie Listens to Sound without Hearing It
Class 9 English | Lesson 2 (Part I) With Answers
Section A: Multiple Choice Questions (MCQs)
1. Evelyn Glennie is a famous: a) Singer b) Pianist c) Percussionist ✅ d) Guitarist
2. Evelyn’s deafness was confirmed at the age of: a) 5 b) 8 c) 11 ✅ d) 17
3. Who helped Evelyn realize she could feel music through her body? a) Her father b) Ron Forbes ✅ c) Her teacher d) Her uncle
4. Evelyn scored the highest marks in the history of: a) Trinity College b) Royal Academy of Music ✅ c) London Conservatory d) School of Performing Arts
5. Evelyn performs for the following groups except: a) Disabled children b) Rich businessmen ✅ c) Prisoners d) Hospital patients
Section B: Fill in the Blanks
1. Evelyn lost her hearing due to a gradual __________ impairment. Answer: nerve
2. She learned to sense music through different parts of her __________. Answer: body
3. Ron Forbes told Evelyn to try to sense music in some other __________. Answer: way
4. Evelyn believes that if you work hard and know where you are going, you’ll get __________. Answer: there
5. Evelyn has mastered more than __________ instruments. Answer: 100
Section C: Short Answer Questions
Q1. Why was Evelyn’s hearing problem initially unnoticed? Answer: Her hearing loss was gradual, so neither she nor her parents noticed it early. Teachers noticed her not responding in class, which led to further checks.
Q2. What qualities made Evelyn a successful musician despite her disability? Answer: Her determination, hard work, passion for music, and ability to feel music through vibrations helped her succeed.
Q3. How did Evelyn help and inspire others? Answer: Evelyn performed in charity concerts, visited hospitals, prisons, and conducted music workshops to inspire the disabled and underprivileged.
Section D: Long Answer Question
Q4. Describe Evelyn’s journey from a hearing-impaired child to a world-famous percussionist. Answer: Evelyn Glennie began to lose her hearing at the age of eight, and by eleven, she was profoundly deaf. Instead of giving up, she decided to pursue music. With guidance from percussionist Ron Forbes, she learned to feel music through vibrations in her body. She worked hard and was accepted into the Royal Academy of Music, where she scored the highest marks ever. Today, she is an internationally acclaimed percussionist who has inspired millions with her story and performances. She proves that disability is no barrier to success.
🎯 Extra Inside Questions and Answers – Evelyn Glennie
Q1. How did Evelyn’s parents react to her hearing loss? What does this tell us about their character?
Answer: Evelyn’s parents were initially unaware of her hearing problem because it developed gradually. When it was confirmed, they were shocked but did not stop supporting her dreams. They allowed her to follow her passion for music instead of treating her disability as a barrier. This shows that they were understanding, encouraging, and forward-thinking parents who believed in their daughter’s potential.
Q2. What role did Ron Forbes play in Evelyn’s success?
Answer: Ron Forbes was the turning point in Evelyn’s musical journey. Instead of focusing on her inability to hear, he helped her explore how to feel the music. He encouraged her to sense vibrations through her body and trained her to identify notes by their feel rather than sound. His approach made Evelyn confident and opened the path to her future success. He was innovative, supportive, and insightful.
Q3. What does Evelyn’s ability to play over a hundred instruments tell you about her personality?
Answer: Evelyn’s mastery over more than 100 instruments shows that she is extremely dedicated, hardworking, curious, and disciplined. It also reveals her adaptability—she learned different techniques for each instrument despite her hearing loss. She never gave excuses and embraced every challenge with enthusiasm.
Q4. How is Evelyn’s success an example of inclusion and breaking stereotypes?
Answer: Evelyn Glennie broke the stereotype that disabled individuals are limited in their abilities. She challenged society’s perception of what a deaf person can or cannot do. By becoming a world-class musician, she not only proved her own abilities but also promoted inclusion in the arts. Her achievements inspire others to think beyond physical limitations and embrace diversity in talent.
Q5. What is the significance of the line: “She feels music far more deeply than many of us do”?
Answer: This line highlights Evelyn’s unique ability to connect with music emotionally and physically. Although she cannot hear, she experiences music through vibrations, sensations, and her entire body, making her connection with sound more intimate and profound than many who rely only on their ears. It also emphasizes that true understanding doesn’t always depend on conventional senses.
Q6. Why is Evelyn described as a “source of inspiration for deaf children”?
Answer: Evelyn is a symbol of hope for deaf children as she has proved that deafness is not a barrier to success. She conducts workshops, gives motivational talks, and shares her techniques with the hearing-impaired, empowering them to follow their passions. She is an example of how to live with strength and confidence despite challenges.
Q7. What does Evelyn mean by saying, “If you work hard and know where you are going, you’ll get there”?
Answer: This statement reflects her belief in perseverance and goal-setting. It means that no matter what obstacles you face—whether physical, social, or emotional—if you are focused, determined, and consistent, you will succeed. This is her personal mantra and a motivational message to others.
🧾 Very Short Answer Type Questions (1 Mark)
Chapter: The Sound of Music – Part I: Evelyn Glennie
Q1. What is Evelyn Glennie’s profession? A: She is a percussionist.
Q2. At what age did Evelyn become completely deaf? A: By the age of 11.
Q3. Who first noticed Evelyn’s hearing problem? A: Her teachers.
Q4. Which instrument did Ron Forbes use to help Evelyn sense music? A:Drums.
Q5. Where did Evelyn get admission to study music? A:Royal Academy of Music, London.
Q6. How does Evelyn ‘hear’ music? A: Through vibrations felt in her body.
Q7. How many instruments can Evelyn play? A: Over 100.
Q8. What nationality is Evelyn Glennie? A:Scottish.
Q9. Who helped Evelyn develop her ability to sense music differently? A:Ron Forbes.
Q10. Name the nerve-related condition Evelyn suffered from. A:Gradual nerve deafness.
Q11. What kind of music does Evelyn specialize in? A:Percussion music.
Q12. What was Evelyn’s age when she joined the Royal Academy? A:Seventeen.
Q13. What message does Evelyn’s story convey? A:Disability is no barrier to success.
The narrative is primarily written in the past tense, as it describes Evelyn’s life journey and achievements.
Examples:
“Evelyn was determined to lead a normal life.”
“Her marks were the highest in the history of the academy.”
“She felt the vibrations through her skin.”
👉 Practice Tip: Identify verbs and change sentences from past to present tense and vice versa.
✅ 2. Direct and Indirect Speech
The chapter includes both direct and reported (indirect) speech.
Example of Direct Speech:
Ron Forbes said, “Don’t listen through your ears. Try to sense it some other way.”
Converted to Indirect Speech:
Ron Forbes advised her not to listen through her ears and to try to sense it some other way.
👉 Practice Tip: Pick quotes from the chapter and convert them between direct and indirect speech.
✅ 3. Passive Voice
Several sentences are written in passive voice, which is common in biographical writing.
Examples:
“Her deafness was discovered when she was eight.”
“She was advised to wear hearing aids and go to a school for the deaf.”
👉 Practice Tip: Convert these into active voice for grammar practice.
Active Voice Example:
“Doctors discovered her deafness when she was eight.”
✅ 4. Non-Finite Verbs (Infinitives, Gerunds, and Participles)
Non-finite verbs are verbs that don’t change form according to the subject or tense.
Examples:
“Determined to lead a normal life…” (infinitive)
“She started learning to play various instruments.” (gerund)
“Trained to sense vibrations…” (participle)
👉 Practice Tip: Identify non-finite verbs and categorize them.
✅ 5. Clauses and Complex Sentences
The lesson features many complex sentences that include main and subordinate clauses.
Example:
“It was Ron Forbes who spotted her potential.”
“Although she was deaf, she pursued her love for music.”
👉 Practice Tip: Ask students to identify the main clause and the subordinate clause.
✅ 6. Modals
Modals express ability, possibility, permission, etc., and are used in Evelyn’s story to show her potential and advice.
Examples:
“She could feel vibrations.”
“You must work hard and know where you’re going.”
👉 Practice Tip: Use these sentences to discuss the function of modals (can, must, could, should, etc.).
✅ 7. Adjective and Adverb Phrases
The story uses descriptive language full of adjective and adverb phrases.
Examples:
“Profoundly deaf” – adjective phrase
“With great determination” – adverb phrase
👉 Practice Tip: Underline phrases and identify their types and functions.
✅ 8. Subject–Verb Agreement
Important for understanding how the subject and verb must agree, especially in third person and singular/plural usage.
Examples:
“Her achievements are extraordinary.”
“Her parents were supportive.”
👉 Practice Tip: Use examples from the text to create fill-in-the-blanks or correction exercises.
📝 Grammar Worksheet – Evelyn Glennie
Class 9 English | With Answers
✍️ Section A: Tense (Past to Present)
Convert the following sentences from Past Tense to Present Tense:
Evelyn was determined to lead a normal life.
Her hearing loss was discovered at the age of eleven.
She felt vibrations through her skin.
Answers:
Evelyn is determined to lead a normal life.
Her hearing loss is discovered at the age of eleven.
She feels vibrations through her skin.
✍️ Section B: Direct and Indirect Speech
Convert into Indirect Speech:
Ron Forbes said, “Try to sense the music some other way.”
Evelyn said, “Hard work and determination lead to success.”
Answers:
Ron Forbes said to try to sense the music some other way.
Evelyn said that hard work and determination lead to success.
✍️ Section C: Active and Passive Voice
Change the following sentences into Active Voice:
Her potential was spotted by Ron Forbes.
Evelyn was advised to use hearing aids.
Answers:
Ron Forbes spotted her potential.
People/Doctors advised Evelyn to use hearing aids.
✍️ Section D: Identify the Non-Finite Verbs
Underline the non-finite verb in the sentences and state its type (infinitive, gerund, participle):
She started learning to play the xylophone.
Determined to succeed, Evelyn practiced for hours.
Trained to sense vibrations, she could play any instrument.
Answers:
learning – gerund
to succeed – infinitive
Trained – participle
✍️ Section E: Identify the Modals and their Function
Underline the modal and state its use (ability, advice, obligation, etc.):
Evelyn could feel the music through her body.
You must work hard to achieve your goals.
She should be an inspiration to others.
Answers:
could – ability
must – obligation/advice
should – suggestion/recommendation
✍️ Section F: Identify Clauses
Identify the Main Clause and Subordinate Clause:
Although she was deaf, she pursued music.
It was Ron Forbes who spotted her talent.
Answers:
Main Clause: she pursued music Subordinate Clause: Although she was deaf
Main Clause: It was Ron Forbes Subordinate Clause: who spotted her talent
✍️ Section G: Fill in the blanks with the correct form (Subject-Verb Agreement)
Evelyn’s achievements ___ (inspire/inspires) many students.
The vibrations ___ (travel/travels) through her body.
Her parents ___ (support/supports) her fully.
Answers:
inspire
travel
support
Part II: The Shehnai of Bismillah Khan
Summary
This part focuses on the origin of the shehnai and the life of Ustad Bismillah Khan, one of India’s greatest shehnai maestros. It highlights how he brought the shehnai onto the classical stage and made it a respected instrument worldwide.
Key Points
The pungi, a reeded instrument, was banned due to its shrill sound.
A barber from a royal court modified it to create a melodious instrument – shehnai.
Bismillah Khan, born in a family of musicians in Bihar, was trained by his uncle, Ali Bux.
He practiced in the temples of Varanasi and became deeply spiritual and dedicated to music.
He performed at the Red Fort on the eve of India’s independence in 1947.
Khan received many national and international awards including the Bharat Ratna (India’s highest civilian award).
Despite international fame, he remained humble and rooted in India.
Message / Moral
Dedication to one’s art can lead to national and global recognition.
True artists stay humble and value their roots and culture.
Character Sketch – Ustad Bismillah Khan
Simple and devoted: Lived a modest life despite fame.
Patriotic: Loved India deeply and refused to settle abroad.
Legendary artist: Revolutionized the perception of the shehnai.
📘 1. Textual Vocabulary and Word Notes
Word
Meaning
Revive
To bring back to life or use again
Generic name
A name that becomes common for a category
Inauspicious
Unlucky; not favorable
Improvisation
Creating something without preparation
Devout
Deeply religious
Conferred
Awarded or granted (a title, honour, etc.)
Replicating
Repeating or reproducing
Lure
Attraction or temptation
Solitary
Alone; done alone
Tone
Sound quality or pitch
🧾 2. Word Notes (Important Phrases and Expressions)
Phrase/Expression
Explanation
“Shehnai”
A wind instrument improved from the pungi; known for its refined classical sound
“Royalty patronised music”
Kings and nobles supported musicians and classical arts
“Devout Muslim”
A person strictly following Islamic beliefs
“Conferred with the Bharat Ratna”
Given India’s highest civilian award
“Tuned perfectly”
Adjusted musical instruments for accurate sound
“Simple living, high thinking”
A lifestyle with modest needs and noble values
❓ 3. Textual Questions and Answers
Short Answer Questions
Q1. How was the shehnai different from the pungi? A: The shehnai had a better tonal quality than the pungi. While the pungi had a shrill, unpleasant sound, the shehnai produced a melodious, softer sound and was improved with holes along its body.
Q2. Where did Bismillah Khan play the shehnai on 15 August 1947? Why was this performance special? A: He played from the Red Fort in Delhi as India got independence. This was special because he became the first Indian to greet free India with music.
Q3. Why did Bismillah Khan refuse to live in foreign countries despite great offers? A: He loved India, especially Varanasi and the Ganga, deeply. He missed the soul of India in other countries and said he could never leave his homeland and its culture.
Q4. What were the awards conferred upon Bismillah Khan? A: He received the Padma Shri, Padma Bhushan, Padma Vibhushan, and Bharat Ratna.
Q5. How did Bismillah Khan contribute to popularising the shehnai? A: He brought the shehnai onto the classical stage, performed worldwide, composed music for films, and made it a respected instrument globally.
Long Answer Question
Q6. Describe the early life of Bismillah Khan and how he became a shehnai maestro. A: Born in 1916 in a family of musicians, Bismillah Khan was trained by his uncle Ali Bux. He practiced in the temples on the banks of the Ganga in Varanasi. His dedication and spiritual connection to music made him a master. Over time, he brought classical respect to the shehnai, performing across India and abroad, receiving numerous awards.
Very Short Types of Question
1. Who was Ustad Bismillah Khan?
Answer: Ustad Bismillah Khan was a famous Indian classical musician and the master of the shehnai.
2. What instrument did Bismillah Khan play?
Answer: Bismillah Khan played the shehnai.
3. Where did Bismillah Khan play the shehnai on 15 August 1947?
Answer: He played the shehnai at the Red Fort in Delhi on 15 August 1947.
4. Why is Bismillah Khan’s performance at the Red Fort significant?
Answer: It was significant because Bismillah Khan was the first person to greet independent India with music.
5. What did Bismillah Khan say about his love for India?
Answer: He said he would never leave India, as the soul of music was in the Ganga and Varanasi.
6. What is the significance of the shehnai in Indian music?
Answer: The shehnai is traditionally played at weddings and auspicious occasions, but Bismillah Khan elevated it to the level of classical music.
7. What awards did Bismillah Khan receive during his lifetime?
Answer: He received Padma Bhushan, Padma Vibhushan, and Bharat Ratna.
8. Where was Bismillah Khan born?
Answer: Bismillah Khan was born in Dumraon, Bihar, India.
9. How did Bismillah Khan contribute to the shehnai’s popularity?
Answer: He popularized the shehnai by performing in prestigious venues like the All India Radio and at international concerts.
10. What was Bismillah Khan’s connection to the Ganga and Varanasi?
Answer: Bismillah Khan loved Varanasi and the Ganga, which he considered his source of inspiration for music.
Textual Grammar
📘 Past Tense – Full Illustration
(Definition, Types, Uses, and Examples)
🧩 What is the Past Tense?
The Past Tense is used to talk about actions, events, or conditions that happened or existed in the past. It refers to time that has already happened.
📚 Types of Past Tense
There are four types of Past Tense:
Tense Type
Function
Example
1. Simple Past
Action completed in the past
He played the shehnai beautifully.
2. Past Continuous
Ongoing past action
He was playing in the temple.
3. Past Perfect
Action completed before another past action
He had practiced before the show.
4. Past Perfect Continuous
Ongoing action that continued in the past
He had been playing for two hours.
✍️ 1. Simple Past Tense
✅ Role & Use:
To show completed action in the past.
To talk about a series of past actions.
Used with time expressions: yesterday, last year, in 2005, two days ago.
🔹 Examples:
Bismillah Khan received the Bharat Ratna in 2001.
He played the shehnai at the Red Fort in 1947.
✍️ 2. Past Continuous Tense
✅ Role & Use:
To show an action ongoing in the past.
Often used with while/when to show interruptions.
🔹 Examples:
He was practicing while the temple bell rang.
I was reading about Bismillah Khan yesterday.
✍️ 3. Past Perfect Tense
✅ Role & Use:
To show an action that was completed before another in the past.
Often used with “had” + past participle.
🔹 Examples:
He had trained under his uncle before becoming famous.
The musicians had gathered before the ceremony began.
✍️ 4. Past Perfect Continuous Tense
✅ Role & Use:
To show an ongoing action in the past, continuing up to a certain time.
Structure: had been + verb-ing.
🔹 Examples:
He had been playing the shehnai for hours before the concert.
They had been living in Varanasi for decades.
🛠️ Quick Summary Table
Tense Type
Structure
Example
Simple Past
Verb (V2)
He composed a melody.
Past Continuous
was/were + verb-ing
He was playing at the temple.
Past Perfect
had + past participle (V3)
He had completed his riyaz before lunch.
Past Perfect Continuous
had been + verb-ing
He had been practicing since morning.
🧪 Common Time Expressions for Past Tense
Simple Past → yesterday, last night, in 2010, two weeks ago
Past Continuous → while, when, as
Past Perfect → before, after, already, till
Past Perfect Continuous → since, for, all day, the whole week
🧠 Why Learn Past Tense? (Its Role)
It helps us narrate stories, biographies, and events (as seen in “The Sound of Music”).
Used for sequencing past actions and building clear timelines.
Essential in writing essays, letters, and reports.
📘 Voice in English Grammar – Full Explanation
🧩 What is Voice?
Voice in grammar refers to the form of a verb that shows whether the subject of the sentence performs or receives the action.
🔄 Types of Voice
There are two types of voice in English:
Voice
Definition
Active Voice
The subject performs the action.
Passive Voice
The subject receives the action.
📌 Active vs. Passive Voice – Basic Difference
Voice Type
Structure
Example
Active
Subject + Verb + Object
The teacher explains the lesson.
Passive
Object + form of “be” + V3 + by + subject
The lesson is explained by the teacher.
🎯 Uses & Roles of Passive Voice
✅ When to use Passive Voice:
When the doer (subject) is unknown, unimportant, or obvious. ➤ Example: The room was cleaned. (We don’t know or care who cleaned it.)
When we want to focus on the action or the receiver. ➤ Example: The national anthem was played. (Focus is on the anthem, not the person playing.)
In formal, scientific, or official writing. ➤ Example: The vaccine was developed in 2020.
In instructions or notices. ➤ Example: Mobile phones should be switched off.
🛠️ Structure of Passive Voice (Tense-wise)
Tense
Active Voice
Passive Voice
Simple Present
He writes a letter.
A letter is written by him.
Present Continuous
He is writing a letter.
A letter is being written by him.
Present Perfect
He has written a letter.
A letter has been written by him.
Simple Past
He wrote a letter.
A letter was written by him.
Past Continuous
He was writing a letter.
A letter was being written by him.
Past Perfect
He had written a letter.
A letter had been written by him.
Simple Future
He will write a letter.
A letter will be written by him.
Future Perfect
He will have written a letter.
A letter will have been written by him.
Modals (can, must etc.)
He can write a letter.
A letter can be written by him.
🔍 How to Change Active to Passive Voice
Identify the subject, verb, and object.
Move the object to the subject position.
Use the appropriate tense of “be” verb + past participle (V3)
Optionally add “by + subject” at the end.
🔄 Examples – Active to Passive
Active Voice
Passive Voice
The chef cooks food.
Food is cooked by the chef.
The students are reading the book.
The book is being read by the students.
He had completed the project.
The project had been completed by him.
She will deliver the parcel.
The parcel will be delivered by her.
They must follow the rules.
The rules must be followed by them.
❗ Important Notes on Passive Voice
Only transitive verbs (verbs that take an object) can be changed to passive voice. ✖ “He sleeps early.” → Cannot be passive (no object).
In passive voice, the doer (agent) is sometimes omitted if it’s obvious. ✔ “The thief was arrested.” (We assume by police.)
✨ Common Passive Voice Usage in Everyday Contexts
Context
Example
Notices
“The class has been postponed.”
News headlines
“Gold medals were won by Indian athletes.”
Instructions
“The form must be filled in blue ink.”
Scientific reports
“The chemical was mixed with water.”
📖 Voice in Literature & Exams
In CBSE exams, voice transformation is a key grammar question.
Biographies, like Bismillah Khan’s life, often use passive voice to focus on events and achievements:
“The Bharat Ratna was awarded to Bismillah Khan.”
📘 Clauses – Full Explanation
(Kinds of Clauses with Examples)
🧩 What is a Clause?
A clause is a group of words that contains both a subject and a predicate (verb). A clause can function as a sentence or part of a sentence.
Subject: The doer or main topic of the clause.
Predicate: The part of the sentence that tells what the subject does.
For example:
“He plays the shehnai.” (Subject: He, Predicate: plays the shehnai)
📚 Kinds of Clauses
There are two main types of clauses:
Independent Clause (Main Clause)
Dependent Clause (Subordinate Clause)
Each of these can be divided further into specific types:
✅ 1. Independent Clause (Main Clause)
An independent clause is a clause that expresses a complete thought and can stand alone as a sentence.
Example:
“Bismillah Khan played the shehnai at the Red Fort.” (This clause can stand alone as a complete sentence.)
Characteristics:
Has a subject and a predicate.
Forms a complete sentence.
Does not depend on another clause.
Examples of Independent Clauses:
She is playing the shehnai.
The sun is setting.
I enjoy listening to classical music.
✅ 2. Dependent Clause (Subordinate Clause)
A dependent clause cannot stand alone as a complete sentence because it does not express a complete thought. It depends on an independent clause to give it meaning.
Example:
“When Bismillah Khan played the shehnai.” (This clause does not form a complete sentence and needs an independent clause to make sense.)
Characteristics:
Begins with a subordinating conjunction (e.g., because, when, if, although, while, since, unless).
Cannot stand alone.
Needs an independent clause to complete its meaning.
Examples of Dependent Clauses:
Because she practiced every day (needs an independent clause like “she became successful”).
Although it was raining (needs “they played the shehnai” to complete the meaning).
If he gets the opportunity (needs “he will perform at the concert”).
📌 Types of Dependent Clauses
Dependent clauses can be further divided based on their functions in a sentence. There are three main types:
1. Noun Clause
A noun clause functions like a noun in a sentence and can act as a subject, object, or complement.
Example:
“What he achieved in his life is admirable.” (The clause “What he achieved in his life” acts as the subject of the sentence.)
Example:
“She didn’t know that he had been performing for years.” (The clause “that he had been performing for years” acts as the object of the sentence.)
2. Adjective Clause
An adjective clause (also called a relative clause) describes a noun in the main clause. It is introduced by a relative pronoun like who, which, that, whose.
Example:
“Bismillah Khan, who was born in 1916, became famous worldwide.” (The clause “who was born in 1916” describes Bismillah Khan.)
Example:
“The shehnai, which is a traditional Indian instrument, has a melodious sound.” (The clause “which is a traditional Indian instrument” describes the shehnai.)
3. Adverbial Clause
An adverbial clause functions like an adverb and modifies the verb in the main clause, telling how, when, where, why, or to what extent something happened.
Example:
“When Bismillah Khan plays the shehnai, the audience is mesmerized.” (The clause “When Bismillah Khan plays the shehnai” tells us when the audience is mesmerized.)
Example:
“He played the shehnai because he loved music.” (The clause “because he loved music” explains why he played the shehnai.)
🛠️ Common Subordinating Conjunctions for Dependent Clauses
Time: when, while, before, after, until, as soon as, whenever
Condition: if, unless, provided that
Reason: because, since, as, so that
Contrast: although, even though, though, whereas, while
Purpose: so that, in order that
🧠 Combining Independent and Dependent Clauses
An independent clause can be joined with a dependent clause using subordinating conjunctions (like when, if, because).
Example:
“He went to the concert because he loves music.” (Independent clause: “He went to the concert,” Dependent clause: “because he loves music”)
Example:
“I went home when the performance ended.” (Independent clause: “I went home,” Dependent clause: “when the performance ended”)
📝 Quick Summary
Type of Clause
Function
Example
Independent Clause
Expresses a complete thought, can stand alone.
“He played the shehnai at the Red Fort.”
Dependent Clause
Needs an independent clause to make sense.
“When Bismillah Khan played the shehnai.”
Noun Clause
Acts as a noun (subject, object, or complement).
“What he achieved is inspiring.”
Adjective Clause
Describes a noun in the independent clause.
“The shehnai, which is a traditional instrument, is unique.”
Adverbial Clause
Modifies the verb, showing when, where, why, or how.
“He performed while the audience clapped.”
📘 Articles – Full Explanation
Articles are words that define a noun as specific or unspecific. In English, there are two types of articles: Definite Article and Indefinite Article.
🧩 What Are Articles?
Articles are a type of determiner that provide information about the definiteness or specificity of a noun. They help to clarify if the noun is known or unknown to the listener or reader.
✨ Types of Articles
1. Definite Article – “The”
Use: Refers to a specific noun that is known to both the speaker and the listener.
Example:
The book on the table is mine. (referring to a particular book)
She is the teacher who helped me. (referring to a specific teacher)
When to use “the”:
When referring to something that is unique (e.g., the sun, the Earth, the moon).
When both speaker and listener know the identity of the noun (e.g., the cat that we adopted last week).
When referring to something already mentioned (e.g., “I bought a pen. The pen is blue.”).
2. Indefinite Articles – “A” and “An”
Use: Used to refer to a general or non-specific noun.
“A” is used before words that begin with a consonant sound.
“An” is used before words that begin with a vowel sound.
“A” (Indefinite Article)
Use:
Used before singular, countable nouns that are not specific.
Used when mentioning something for the first time or when it’s one of many things.
Example:
She has a dog. (Any dog, not a specific one)
I need a pen. (Not referring to a specific pen)
“An” (Indefinite Article)
Use:
Used before singular, countable nouns that start with a vowel sound (not necessarily a vowel letter).
Also used when mentioning something for the first time or something not specific.
Examples:
He is an engineer. (an engineer, not any particular engineer)
I saw an elephant at the zoo. (Any elephant)
🎯 Rules for Using Articles
1. Definite Article – “The”
Use “the” when talking about something specific.
Example: The book you lent me is fantastic. (The specific book being discussed)
Use “the” when talking about something that is unique.
Example: The moon is bright tonight.
Use “the” when both the speaker and listener know what is being talked about.
Example: I found the keys you were looking for. (Both know which keys)
2. Indefinite Articles – “A” and “An”
Use “a” before words that begin with a consonant sound.
Example: He is a teacher.
Use “an” before words that begin with a vowel sound (a, e, i, o, u).
Example: She is an architect.
Do not use “a” or “an” with plural nouns or uncountable nouns.
Incorrect: I have a apples.
Correct: I have some apples.
3. Special Cases for Articles
No Article is used in the following cases:
Before plural and uncountable nouns when they are used in a general sense.
Example: Books are my favorite hobby.
Example: Water is essential for life.
Before names of countries, continents, and cities (with some exceptions like “the United States”, “the Netherlands”).
Example: She is from India.
Before languages and subjects.
Example: She speaks English fluently.
🧑🏫 Examples of Article Usage in Sentences
The dog barked loudly. (Specific dog known to both speaker and listener)
I want a new phone. (Any phone, not specific)
She bought an umbrella. (An umbrella, not any particular one)
I met the teacher yesterday. (Referring to a specific teacher already known)
❓ Common Mistakes with Articles
Using “the” for general things:
Incorrect: She loves the books.
Correct: She loves books. (general, not specific)
Using “a” or “an” with plural nouns:
Incorrect: She has a dogs.
Correct: She has dogs.
📝 Quick Summary Table
Article
Used Before
Example
The
Specific, known things
The cat is on the roof.
A
Singular nouns beginning with a consonant sound
He is a teacher.
An
Singular nouns beginning with a vowel sound
She is an artist.
🔍 When to Avoid Articles
With plural countable nouns when they are used in a general sense:
Example: I love cars. (Not referring to any specific cars)
With uncountable nouns:
Example: She has water in her bottle. (No article before water)
With proper nouns like names of people, countries, languages, and cities (except for a few exceptions like “the USA”, “the UK”, etc.):
Example: She lives in London. (No article before “London”)
🤔 Final Thoughts on Articles
Articles help give clarity and specificity to a sentence.
Mastering the usage of articles is crucial for speaking and writing correctly in English.
📘 Determiners – Full Explanation
(Kinds, Roles, and Examples)
🧩 What are Determiners?
Determiners are words that modify nouns by providing more information about them. They determine or specify the noun they precede by indicating things like quantity, identity, or possession. Essentially, determiners help to limit or specify the meaning of a noun.
🎯 Role of Determiners
They help us specify which or how many nouns we are talking about.
Determiners always come before the noun (they are pre-nominal modifiers).
They help in clarifying nouns by answering questions like which one?, how many?, or whose?
📝 Kinds of Determiners
There are several kinds of determiners, and each kind serves a different function.
1. Articles
Articles are the most common determiners. They define whether a noun is specific or general.
Types of Articles:
Definite Article: the (used for something specific or already known)
Indefinite Articles: a and an (used for something not specific)
Examples:
Definite Article: The book on the table is mine. (We know which book is being referred to.)
Indefinite Articles: A cat was sleeping on the mat. (It’s any cat, not a specific one.)
2. Demonstrative Determiners
Demonstrative determiners indicate which specific thing we are talking about.
Examples:
This book is interesting. (Refers to something nearby.)
That movie was boring. (Refers to something farther away.)
These chairs are comfortable. (Plural form, indicating something nearby.)
Those shoes are new. (Plural form, indicating something farther away.)
3. Possessive Determiners
Possessive determiners show ownership or possession.
Examples:
My house is near the park.
Your pen is on the desk.
His brother is coming over for dinner.
Her book is on the shelf.
Their garden is beautiful.
4. Quantifiers
Quantifiers indicate quantity or amount of the noun being referred to. They answer the question “how much?” or “how many?”
Examples:
Some people like to read.
Many students attended the seminar.
Few books were left on the shelf.
Several cars were parked outside.
All the students passed the exam.
Much work needs to be done. (Used with uncountable nouns)
Little sugar is needed. (Used with uncountable nouns)
5. Number Determiners
Number determiners specify the exact number of the noun.
Examples:
One student was absent today.
Two books are on the table.
First prize was awarded to John.
Fifth place was quite close.
6. Interrogative Determiners
Interrogative determiners are used to ask questions about the noun. They are commonly used with nouns to form questions.
Examples:
Which book do you like?
What color do you prefer?
Whose pen is this?
7. Distributive Determiners
Distributive determiners refer to each individual item or person within a group.
Examples:
Each student must submit their homework.
Every member of the team worked hard.
Either option is fine with me.
Neither answer is correct.
📚 Examples in Sentences
The teacher gave us a difficult assignment.
My brother and his friends are coming over.
These apples are fresh.
We could choose either the blue or the red dress.
Several students did not attend the class yesterday.
Every child loves to play.
Which pen is yours?
🛠️ Rules to Remember
Articles (a, an, the) are used based on specificity:
Use a or an for something general (indefinite).
Use the when referring to something specific or already mentioned.
Demonstrative determiners point out something relative to the speaker’s position.
Possessive determiners show possession and always reflect a pronoun’s function (my, your, their, etc.).
Quantifiers and number determiners help to specify the quantity or amount of the noun.
🧠 Summary Chart of Determiners
Kind
Function
Examples
Articles
Indicate specificity (a, an, the)
The apple, A book, An apple
Demonstratives
Point to something specific
This book, That car, These shoes, Those pencils
Possessives
Show ownership or possession
My car, His house, Their work
Quantifiers
Indicate quantity or amount
Some people, Many ideas, Few apples
Numbers
Indicate exact numbers
One book, Two chairs, Fifth place
Interrogatives
Ask questions about nouns
Which book?, What time?, Whose pen?
Distributives
Refer to individual items/people
Each person, Every child, Neither team
📝 Conclusion:
Determiners are essential for providing clarity and specifying which noun we are talking about. By using different types of determiners, we can answer questions like “Which one?” “How much?” or “Whose?” correctly. Whether for possession, quantity, or specificity, determiners ensure that our sentences make sense and that we communicate more effectively.
📚 Modals – Full Explanation
🌟 What are Modals?
Modals are auxiliary verbs (helping verbs) that express necessity, possibility, permission, ability, and other related meanings. They modify the main verb in a sentence and give additional meaning to the action being described.
Examples of modals:
can, could, will, would, may, might, must, should, shall, ought to, need to
🔑 Kinds of Modals and Their Uses
Modals are categorized based on the type of meaning they express. Here’s a breakdown:
1. Modals of Ability
These modals show a person’s ability or capacity to do something.
Can: Present ability
Could: Past ability or polite requests
Examples:
Can: She can play the shehnai beautifully.
Could: When he was young, he could play many instruments.
2. Modals of Permission
These modals express whether something is allowed or not.
Can: Informal permission
May: Formal permission
Might: Less certain permission
Examples:
Can: Can I borrow your shehnai for the performance?
May: May I come in?
Might: You might go to the concert if you’re free.
3. Modals of Request
These modals are used when we ask for something or request an action.
Can: Informal request
Could: Polite request
Would: More polite request
Examples:
Can: Can you help me with my practice?
Could: Could you please give me some advice?
Would: Would you mind teaching me a new song?
4. Modals of Obligation and Necessity
These modals express necessity, obligation, or duty.
Must: Strong necessity or obligation
Have to: External necessity
Should: Suggestion or mild obligation
Ought to: Suggestion or recommendation
Examples:
Must: You must practice every day to improve.
Have to: I have to complete my homework before I can go out.
Should: You should take a break after practicing for an hour.
Ought to: You ought to respect your teachers and their advice.
5. Modals of Possibility and Probability
These modals express the likelihood or possibility of an event happening.
Can: To indicate general possibility
May: Suggests possibility in the present or future
Might: A weaker possibility
Could: A possibility in the present or future
Examples:
Can: She can become a famous musician one day.
May: It may rain tomorrow.
Might: He might come to the concert if he finishes work early.
Could: The performance could be delayed due to the weather.
6. Modals of Advice
These modals are used to give advice or recommendations.
Should: Giving advice or suggestions
Ought to: A strong suggestion or advice
Examples:
Should: You should warm up before playing the shehnai.
Ought to: You ought to practice regularly to become an expert.
7. Modals of Future Prediction
These modals express an expectation or prediction about the future.
Will: Predicting a future action or decision
Shall: Formal prediction or suggestion in the future (mostly used with “I” or “we”)
Examples:
Will: I will practice the shehnai every day from now on.
Shall: Shall we start the concert at 7 PM?
📝 Summary of Modals and Their Uses
Modal
Use
Example
Can
Ability, permission, possibility
She can play the shehnai. / Can I go to the concert?
Could
Past ability, polite requests
When he was young, he could play many instruments. / Could you help me?
May
Formal permission, possibility
May I use your phone? / It may rain tomorrow.
Might
Possibility, less certain than “may”
You might go to the concert. / She might visit tomorrow.
Must
Strong necessity or obligation
You must practice every day.
Have to
External necessity
I have to finish this project.
Should
Advice, obligation
You should wear a jacket.
Ought to
Strong advice, recommendation
You ought to eat healthy food.
Would
Polite requests, future predictions
Would you like a cup of tea? / I would help if I could.
Shall
Suggestion, future prediction (formal)
Shall we go to the market? / I shall return by 5 PM.
🧠 Tips for Using Modals Correctly
Context Matters: Some modals have multiple uses. For example, “can” can show ability (She can swim) or permission (You can go now). Always identify the context.
Don’t Use “to” After Modals: Modals don’t require the preposition “to” when followed by a verb. Correct: She can sing. Incorrect: She can to sing.
No Changes in Form: Modals do not change form based on the subject. Correct: I can dance. / He can dance.
Politeness: Use “could” or “would” for more polite requests or suggestions. Example: Could you please pass the salt?
🔎 Exercises with Answers
1. Fill in the blanks with the correct modal:
You ___ (must/can) complete your assignment by tomorrow.
He ___ (should/could) attend the meeting yesterday.
___ (May/Will) I use your pen for a moment?
Answers:
must
should
May
🗣️ Speech or Narration
In grammar, Speech (also called Narration) refers to the way we report what someone says. There are two main ways to present speech: Direct Speech and Indirect Speech.
🎯 What is Direct Speech?
Direct Speech reports the exact words spoken by a person. It is written within quotation marks (” “), exactly as it was said.
✅ Examples of Direct Speech:
She said, “I will go to the market.”
He said, “I am feeling tired today.”
🎯 What is Indirect Speech?
Indirect Speech (or Reported Speech) is used to report what someone said without quoting their exact words. Instead, we paraphrase the speech. It usually does not require quotation marks and changes are made in pronouns, tenses, and sometimes time expressions.
✅ Examples of Indirect Speech:
She said that she would go to the market.
He said that he was feeling tired that day.
🧑🏫 Kinds of Speech (Narration)
Direct Speech
Indirect Speech
🗣️ Rules for Conversion between Direct and Indirect Speech
✅ 1. Changing Pronouns:
In direct speech, the pronouns are as per the speaker’s perspective.
In indirect speech, the pronouns change according to the reporting sentence.
Example:
Direct Speech: He said, “I am going to the market.”
Indirect Speech: He said that he was going to the market.
✅ 2. Changing the Tense:
In Indirect Speech, the tense usually shifts back (from present to past, past to past perfect, etc.).
Tense Change Rules:
Direct Speech
Indirect Speech (Tense Changes)
Present Simple → Past Simple
She said, “I eat lunch.” → She said that she ate lunch.
Present Continuous → Past Continuous
He said, “I am reading.” → He said that he was reading.
Present Perfect → Past Perfect
She said, “I have finished.” → She said that she had finished.
Past Simple → Past Perfect
He said, “I went to the park.” → He said that he had gone to the park.
Example:
Direct Speech: “I play the piano,” she said.
Indirect Speech: She said that she played the piano.
✅ 3. Changing Time Expressions:
Words indicating time may change when converting to indirect speech.
Direct Speech
Indirect Speech
today → that day
tomorrow → the next day
yesterday → the previous day
now → then
this week → that week
here → there
Example:
Direct Speech: “I will do it today,” he said.
Indirect Speech: He said that he would do it that day.
✅ 4. Punctuation Changes:
In Direct Speech, we use quotation marks and a comma before the speech.
In Indirect Speech, we use ‘that’ (optional in informal speech) and no quotation marks.
Example:
Direct Speech: She said, “I am tired.”
Indirect Speech: She said that she was tired.
🧑🏫 Further Types of Speech or Narration
✅ 1. Assertive Sentence (Statements)
Direct Speech:
“I love music,” he said.
Indirect Speech:
He said that he loved music.
✅ 2. Interrogative Sentence (Questions)
When converting questions, we change the word order.
Yes/No Questions:
Direct: “Are you coming?” she asked.
Indirect: She asked if I was coming.
Wh-Questions:
Direct: “Where are you going?” he asked.
Indirect: He asked where I was going.
Changes:
Use if or whether for yes/no questions.
Wh-words (who, what, where, why, when) remain the same.
✅ 3. Imperative Sentences (Commands)
When reporting commands or requests, we use ask/tell.
Direct Speech: “Close the door,” he said.
Indirect Speech: He told me to close the door.
📝 Examples of Direct and Indirect Speech Conversion
1. Statement
Direct: “I am going to school,” she said.
Indirect: She said that she was going to school.
2. Yes/No Question
Direct: “Did you see the movie?” he asked.
Indirect: He asked if I had seen the movie.
3. Wh-Question
Direct: “What is your name?” he asked.
Indirect: He asked what my name was.
4. Imperative (Command)
Direct: “Please pass the salt,” she said.
Indirect: She requested me to pass the salt.
🔑 Key Points to Remember for Direct and Indirect Speech
Tenses change from present to past when converting to indirect speech.
Pronouns change according to the subject in the reporting sentence.
Time expressions like today, tomorrow, and now may change.
Use that to introduce indirect speech, but it can be omitted in informal cases.
🧑🏫 Practice Exercise
Convert the following sentences into indirect speech:
