Read the following lines and answer the questions that follow

I am become a name;
For always roaming with a hungry heart
Much have I seen and known; cities of men
And manners, climates, councils, governments,
Myself not least, but honoured of them all;
And drunk delight of battle with my peers,
Far on the ringing plains of windy Troy. (Ulysses: Alfred, Lord Tennyson)

List what the speaker has "seen and known" in your own words.

What do "ringing plains" refer to

List the figurative devices used by the poet.

Identify and explain the figures of speech in the following sentences

He stood there in the middle of the road like Roland's ghost winding a silent horn.

He was a lion in the field.

It was a game plan to oust a democratically established government.

But at my back I always hear Time's winged chariot hurrying near.

If Ford and Dole win, I'll lose my Ford and have to go on the dole.

Form nouns from the following:

Perceive

Acknowledge

Admire

Accept

Remember

Use the following words as directed in sentences of your own:

natural (noun)

polite (adverb)

beauty (adjective)

appear (noun)

feel (verb)

Fill in the blanks choosing suitable phrases from the list given below

called off, stand by, bear with, cut up, break up

Everyone felt with the remark.

The meeting was as there was no quorum.

Please me in my hour of distress.

As her health is deteriorating we have been asked to her tantrums.

I cannot tolerate my friend's authoritative ways and so I have decided to with him/her.

Correct the following sentences

The barn was most large.

I am going to home.

Non-violence is a first article of my faith.

I have cooked lot of food.

She is having a large bank balance.

Fill in the blanks with suitable prepositions:

The work is completion.

I have left my purse office room. I think I left it my the chair.

Though been I have travelled a lot planes but I have never been a jumbo jet.

the seminar it seemed she didn't listen but the end of the seminar she asked some very pertinent questions.

She went to school the age of four and the time she was five, she could count hundred.

Read the following passage and explain the rhetorical devices used in it:

I have understood the population explosion intellectually for a long time. I came to understand it emotionally one stinking hot night in Delhi a couple of years ago. My wife and daughter and I were returning to our hotel in an ancient taxi. The seats were hopping with fleas. The only functional gear was third. As we crawled through the city, we entered a crowded slum area. The temperature was well over 100, and the air was a haze of dust and smoke. The streets seemed alive with people. People eating, people washing, people sleeping. People visiting, arguing, and screaming. People thrusting .their hands through the taxi window, begging. People defecating and urinating. People clinging to buses. People herding animals. People, people, people, people. As we moved slowly through the mob, hand horn squawking, the dust, noise, heat, and cooking fires gave the scene a hellish aspect. Would we ever get to our hotel All three of us were, frankly, frightened. It seemed that anything could happen of course, nothing did. Old India hands still laugh at our reaction. We were just overprivileged tourists, unaccustomed to the sights and sounds of India. Perhaps, but since that night I've known the feel of overpopulation.

-Paul R. Ehrlich, The Population Bomb

Add suffixes/prefixes to the following words and use them in sentences:

lucky

gain

chaste

qualify

done

5. Write short notes on any two of the following:

Personification

Paradox

Tag question

Metonymy

Repetition as a rhetorical device

State the communicative function in each of the following sentences:

Will you please stop shouting?

Can I have some water?

Don't think you are the last word in wisdom.

I wonder if you can lend me some money.

Could you please tell me where the hospital is

Insert suitable articles In the following passage:

Not only use of grammar, but also learning of grammar is properly viewed as process. Rather than focussing on acquisition of grammar as event, the process perspective on grammatical acquisition is long term focus in which learner's interim achievements, temporary behaviours and progress over time are central concerns. A major difference between product and process view of grammar learning is the emphasis in latter on gradual and progressive nature of learning. (Rutherford, 1987)