1. Did the front wheel really wobble? What is your opinion? Give a reason for your answer.
ANSWER: No, the front wheel did not wobble. My opinion is similar to the author as he had himself stated that the wheel did not wobble.
2. In what condition did the author find the bicycle when he returned from the tool shed?
ANSWER: When the author returned from the tool shed, he saw that his friend was sitting on the ground with the front wheel between his legs. He was twiddling around the wheel between his fingers and the remaining parts were lying on the gravel path beside him.
3. “Nothing is easier than taking off the gear-case.” Comment on or continue this sentence in the light of what actually happens.
ANSWER: The statement “Nothing is easier than taking off the gear-case” is said by the author’s friend. To which author replied that one of his friends had said that, it is better to purchase a new bicycle instead of repairing a broken gear-case.
But the author’s friend does not take it seriously and continues to take off the gear case. But in the end, he struggles to fix the gear-case.
4. What special treatment did the chain receive?
ANSWER: The author’s friend tightened the chain so much that it was unable to move and after that, he loosened the chain until it became twice as it was before.
5. The friend has two qualities — he knows what he is doing and is absolutely sure it is good. Find the two phrases in the text which mean the same.
ANSWER: The two phrases from the text are as follows:
a. cheery confidence
b. Inexplicable hopefulness
6. Describe ‘the fight’ between the man and the machine. Find the relevant sentences in the text and write them.
ANSWER: The struggle that man has with the bicycle while repairing it referred to the fight. While repairing, the man would be on the top of the bicycle, while the other moment the bicycle would be on top of him.
The fight between the man and the machine can be described as-
One moment the bicycle would be on the gravel path, and he on top of it; the next, the position would be reversed- he on the gravel path, the bicycle on him. Now he would be standing flushed with victory, the bicycle firmly fixed between his legs. But his triumph would be short-lived. By a sudden, quick movement it would free itself and, turning upon him, hit him sharply over the head with one of its handles.
WORKING WITH LANGUAGE
I. Read the following sentences.
• We should go for a long bicycle ride.
• I ought to have been firm.
• We mustn’t lose any of them.
• I suggested that he should hold the fork, and that I should handle the wheel.
The words in italics are modal auxiliaries. Modal auxiliaries are used with verbs to express notions such as possibility, permission, willingness, obligation, necessity, etc. ‘Should,’ ‘must’ and ‘ought to’ generally express moral obligation, necessity and desirability.
Look at the following.
• We should go on a holiday. (suggestion: It is a good idea for us to go on a holiday.)
• He is not too well these days. He must see a doctor before he becomes worse. (compulsion or necessity: It is absolutely essential or necessary for him to see a doctor.)
• You ought to listen to me. I am well over a decade older than you. (more emphatic than ‘should’: Since I am older than you, it is advisable that you listen to me.)
Note: ‘Should’ and ‘ought to’ are often used interchangeably.
Rewrite each of the following sentences using should/ ought to/must in place of the italicised words. Make other changes wherever necessary.
(i) You are obliged to do your duty irrespective of consequences.
(ii) You will do well to study at least for an hour every day.
(iii) The doctor says it is necessary for her to sleep eight hours every night.
(iv) It is right that you show respect towards elders and affection towards youngsters.
(v) If you want to stay healthy, exercise regularly.
(vi) It is good for you to take a walk every morning.
(vii) It is strongly advised that you don’t stand on your head.
(viii) As he has a cold, it is better for him to go to bed.
(i) You must do your duty irrespective of consequences.
(ii) You should study at least for an hour every day.
(iii) The doctor says it is a must for her to sleep eight hours every night.
(iv) You should show respect towards elders and affection towards youngsters.
(v) If you want to stay healthy, you must exercise regularly.
(vi) You should take a walk every morning.
(vii) You ought not to stand on your head.
(viii) Ass he has a cold, he should go to bed.
2. Use should/must/ought to appropriately in the following sentences.
(i) People who live in glass houses ________ not throw stones.
(ii) You ___________ wipe your feet before coming into the house, especially during the rains.
(iii) You _________do what the teacher tells you.
(iv) The pupils were told that they ___________write more neatly.
(v) Sign in front of a park: You __________not walk on the grass.
(vi) You ________be ashamed of yourself having made such a remark.
(vii) He left home at 9 o’clock. He __________ be here any minute.
(viii) “Whatever happened to the chocolate cake?” “How ___________ I know? I have just arrived.”
(i) People who live in glass houses should not throw stones.
(ii) You must wipe your feet before coming into the house, especially during the rains.
(iii) You must do what the teacher tells you.
(iv) The pupils were told that they should write more neatly.
(v) Sign in front of a park: You must not walk on the grass.
(vi) You ought to be ashamed of yourself having made such a remark.
(vii) He left home at 9 o’clock. He should be here any minute.
(viii) “Whatever happened to the chocolate cake?” “How should I know? I have just arrived.”
3. Two or more single sentences can be combined to form a single sentence.
Read the following.
I made an effort, and was pleased with myself.
This sentence is in fact a combination of two sentences.
• I made an effort.
• I was pleased with myself.
Now read this sentence.
I did not see why he should shake it.
This is also a combination of two sentences.
• I did not see (it).
• Why should he shake it?
Divide each of the following sentences into its parts. Write meaningful parts. If necessary, supply a word or two to make each part meaningful.
(i) I went to the tool shed to see what I could find. (3 parts)
(ii) When I came back he was sitting on the ground. (2 parts)
(iii) We may as well see what’s the matter with it, now it is out. (3 parts)
(iv) He said he hoped we had got them all. (3 parts)
(v) I had to confess he was right. (2 parts)
(i) I went to the tool shed.
I went there to see .
What tool I could find?
(ii) I came back.
He was sitting on the ground.
(iii) We maya as well see.
What is the matter with it?
Now it is out.
(iv) He said.
We had got them all.
(v) I had to confess.
He was right.
4. ‘en’ acts as a prefix (put at the beginning) or as a suffix (put at the end) to form new words.
en + courage = encourage
weak + en = weaken
‘en’ at the beginning or at the end of a word is not always a prefix or a suffix. It is then an integral part of the word.
Now arrange the words given in the box under the three headings — prefix, suffix and part of the word.
en (part of word)
en (part of word)
(ii) Find new words in your textbook and put them under the same headings.