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प्रश्न
Each student will now complete his/her half of the following table (Hockey or Football), by adding information from the text each has read.
Hockey | Football | |
Ball : | ||
Playing Area: | ||
Duration : | ||
Judging : | ||
Penalties : | ||
Penalty Area : | ||
Cards : |
उत्तर
Hockey | Football | |
Ball : | Spherical measuring 224-235 milimetres in diameter and weighing 156-163 grams | Spherical ball which is a round, leather-covered, inflated rubber bladder 27-28 inches in circumference and 397-454 grams in weight. |
Playing Area: | Rectangular ground 100 yards long and 60 yards wide | 100 – 110 metre long and 64 – 67 metre wide |
Duration : | Two periods of 35 minutes each with a break in between | Two periods of 45 minutes each with a break in between |
Judging : | Two umpires are the sole judging authority of the game | One referee and two linesmen judge the game |
Penalties : | A free hit is awarded for any foul committed outside the penalty area or when the ball is hit out of the playing area. A penalty comer is awarded if, within the penalty area, a foul is committed or the ball is hit outside his goal-line. A penalty stroke is given when foul is intentionally committed in the circle. It is hit from the penalty spot with only the goal keeper defending the goal post. | Handling the ball deliberately, pushing or tripping an opponent, or hitting a player from behind are examples of fouls, punishable by a direct free kick or penalty kick depending on where the offence occurred. Other fouls are punishable by an indirect free kick. |
Penalty Area : | Approximately semi circular area 14.63m from the goal, know n as the shooting circle or ‘D’or penalty area. | N/A |
Cards : | A yellow card means the player will be off the pitch for five minutes or more. A red card is given for more serious offences and sees the player leave the match for good. | Yellow – Warning card for dangerous play. A second yellow card at the same game leads to a red card, and therefore to a sending off. Red Serious mis-conduct resulting in ejection from the game. If a player has been sent off, no substitute can be brought on in his place. |
APPEARS IN
संबंधित प्रश्न
Answer the following question:
Do you agree with Harold’s parents decision of hiding from him the fact that his father was a boxer? Why/Why not?
Answer the following questions:
‘I make the netted sunbeam dance’. What does ‘the netted sunbeam’ mean? How does it dance?
Answer the following question.
In this universe, rain performs many functions. What are those?
Answer the following question briefly.
Why is Gaston not interested in buying the villa in the beginning?
The verb ‘to have’
Be careful with the verb ‘to have’, which has many different uses and meanings. Study the box below and consider the sentences that follow.
Health (H) | Possession (P) | Relationship (R) | |
Mr Sinha | headache | Maruti car | two daughters |
Put a tick (✓) or cross (✗) against each sentence according to whether it is correct or incorrect.
- Mr Sinha has a severe headache. ___________
- He is having a blue-coloured Maruti car. ___________
- Mr Sinha has two daughters and no sons. ___________
Edit the following narrative by choosing the appropriate word from the options given at the end of the paragraph.
(a) Wander along the streets of New York City, my daughters and (b) me stop at shoe stores wherever we (c) happens to be. This is their choice. These women, who as little (d) girl, teetered around the house (e) balances like cranes in my mother’s high heels. I (f) sits on the bench and wait while they try on shoe (g) on shoe readjusting their positions in (h) a mirror, eyes downcast considering their feet.
“So?” one of them (i) will ask me. “What do you think of these?” “I love them,” I say about (j) all pairs.
(a) (i) wandered (ii) wandering (iii) were wandering (iv) was wandering |
(b) (i) they (ii) I (iii) we (iv) us |
(c) (i) happen (ii) happened (iii) are happening (iv) are happened |
(d) (i) girls (ii) woman (iii) boys (iv) people |
(e) (i) are balancing (ii) is balancing (iii) balanced (iv) balance |
(f) (i) sit (ii) am sitting (iii) sat (iv) was sitting |
(g) (i) after (ii) before (iii) in (iv) by |
(h) (i) that (ii) the (iii) their (iv) x |
(i) (i) is asking (ii) asks (iii) are asking (iv) asked |
(j) (i) every (ii) few (iii) some (iv) a |
Answer the following question by ticking the correct option :
What was the tiger's counter-argument?
Look at the following pair of sentences. Underline the modals and discuss why each one is used in that sentence.
e.g.
I must not take those pills. (I’m not allowed.)
I need not take those pills. (It is not compulsory but I may if I wish.)
(b) I needn’t go to the meeting if I don’t wish to.
2. (a) I can swim a length of the pool.
(b) I can swim in the pool on Saturdays.
3. (a) You ought to get a nice present for her.
(b) You have to get a nice present for her.
4. (a) Can I go to the toilet?
(b) May I be excused?
5. (a) I may come tomorrow if I have the time.
(b) I might come tomorrow but it’s going to be difficult.
Did you know?
Modals are a small group of verbs that are used to express possibility,
probability, capability, capacity, ability, obligation and predictions.
Some of the modals you learnt in this unit are
can
may
shall
could
might
should
Need, dare, had better are also modals.
Understanding Modals:
Modal Auxiliaries
A modal verb or auxiliary verb is a verb, which modifies another verb, so that
the modified verb has more intention in its expression. In essence the modal
verb expresses modality, the way in which something is being said.
The main modals are
Can: could; may: might; shall: should; will: would: must; ought to; need to;
have to.
The negative modals are
Couldn't; wouldn't; shouldn't; mustn't; needn't; oughtn't/ ought not to
Modal | Examples | Uses |
Can/ can't |
She can read and write It can rain today Can I borrow your pen? Can you lend me your notes? Can I carry your books? |
ability possibility /probability seeking permission request offer |
Could/ couldn't |
Could I borrow your book? Could you please help me with this sum? We could go for a picnic on Sunday I think you could come first this time There was a time when I could work round the clock. |
seeking permission request suggestion possibility/ probability past ability |
May |
May I have some water? May I help you? May I shut the door? India may become a super power by 2020. May God bless you |
request offer permission possibility/ probability wish/ desire |
Might | They might sell their house as they need the money. | future possibility/ probability |
Will /Won't |
It is very cold so I will stay at home. I will help you if you wish. Will you look after my dog for a day? It will rain tonight. I will get you a shawl from Srinagar. |
intention offer request prediction promise |
Would/Wouldn't |
Would you mind if I come over tonight? Would five o'clock suit you? Yes it would. Would you pass the salt? Would you come to my party? Would you prefer tea or coffee? |
permission making arrangements request invitation preference
|
Shall |
Shall I help you? Shall we meet at 3.00 pm outside Bakshi Stadium? |
offer making arrangements |
Should |
We should check the timings of the train. You should listen to the advice of your elders. |
recommended action advice |
Ought to |
You ought to do your duty. The bus ought to be here any minute |
advice probability |
Must/mustn't |
We must make a move now. You mustn't tell lies. |
obligation necessity |
Need |
He need not go to the market. You need to lose weight. I need to get the groceries. |
necessity compulsion insistence |
Review of passives
Look back on the exercises in this Unit. Discuss why the passive is used in each of these different circumstances.
Can you think of any other times when it is best to use the passive?
As children of the world, you have a role in helping to solve the problems prevalent in society. In groups or four, prepare a short skit on any one problem and present it in front of the class.