{"id":63358,"date":"2023-04-02T10:00:05","date_gmt":"2023-04-02T04:30:05","guid":{"rendered":"https:\/\/www.aplustopper.com\/?p=63358"},"modified":"2023-04-03T10:30:17","modified_gmt":"2023-04-03T05:00:17","slug":"tenses-exercises-for-class-10-icse","status":"publish","type":"post","link":"https:\/\/www.aplustopper.com\/tenses-exercises-for-class-10-icse\/","title":{"rendered":"Tenses Exercises for Class 10 ICSE With Answers"},"content":{"rendered":"<p><b>Tenses:<\/b> Tenses are a means of putting a sentence into a time frame.<br \/>\nAccording to these times, there are three kinds of tenses which are:<\/p>\n<ol>\n<li>Present (the time that is running)<\/li>\n<li>Past (the time that is gone)<\/li>\n<li>Future (the time that is to come)<\/li>\n<\/ol>\n<p>Looking for an easy way to Learning of <a href=\"https:\/\/www.aplustopper.com\/english-grammar-exercises-for-class-10-icse\/\">English Grammar Exercises for Class 10 ICSE<\/a>. You have to learn basic English Grammer topics like Tenses Verbs, Nouns, etc&#8230; In this article, we will review the best English Grammer Topics and compare them against each other.<\/p>\n<p>These tenses indicate the time in which the action is taking place. Each tense has four sub-kinds that exactly express the degree of completion of an action. They are as follows:<\/p>\n<ul>\n<li>Simple Tense<\/li>\n<li>Continuous Tense<\/li>\n<li>Perfect Tense<\/li>\n<li>Perfect Continuous Tense<\/li>\n<\/ul>\n<h2>Tenses Exercises for Class 10 ICSE With Answers<\/h2>\n<p><strong>Present Tense<\/strong><br \/>\n<strong>1. Simple Present Tense<\/strong><br \/>\n<strong>Simple Present Tense Formula:<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"249\">Subject + Ist form of verb + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>This tense is used to denote<br \/>\n<strong>(i) Habitual\/Regular\/Periodic Actions<\/strong><br \/>\n<strong>Examples:<\/strong><br \/>\n(a) I go to school by bus.<br \/>\n(b) Riddhi reaches office at 9 am everyday.<br \/>\n(c) Maria plays basketball in the evening.<br \/>\n(d) We go to Sai temple every week.<\/p>\n<p><strong>(ii) Universal\/Eternal Truths<\/strong><br \/>\n<strong>Examples:<\/strong><br \/>\n(a) The Sun rises in the East.<br \/>\n(b) Plants produce their own food by photosynthesis.<br \/>\n(c) The Earth takes 365 days to revolve round the Sun.<br \/>\n(d) Water boils at 100\u00b0 C.<\/p>\n<p><strong>(iii) General Facts<\/strong><br \/>\n<strong>Examples:<\/strong><br \/>\n(a) Every cloud has a silver lining.<br \/>\n(b) Teachers like sincere students.<br \/>\n(c) People elect their own representatives in a democratic set up of government.<br \/>\n(d) Man proposes, God disposes.<\/p>\n<p><strong>(iv) Actions Happening in Near Future<\/strong><br \/>\n<strong>Examples:<\/strong><br \/>\n(a) The government launches new schemes for poor students next month.<br \/>\n(b) Our college commences soon.<br \/>\n(c) They go on a world tour this year.<br \/>\n(d) The next train comes in 10 minutes.<br \/>\nSimple Present tense is also used for writing \u2018News Headlines\u2019 and \u2018Stories\u2019.<\/p>\n<p><strong>News Headlines<\/strong><br \/>\n<strong>Examples:<\/strong><br \/>\n(a) A car dashes four people on footpath.<br \/>\n(b) The Minister alleges threat from the opposition.<\/p>\n<p><strong>Story<\/strong><br \/>\n<strong>Examples:<\/strong><br \/>\n(c) The thirsty crow gathers a few pebbels, throws them one-by-one into the pitcher &#8230;..<br \/>\n(d) The two ladies fight fiercely over the possession of the baby. People take them to the court of the King Vikram<\/p>\n<p><strong>Note:<\/strong> The sentences in Simple Present tense, generally contain the adverbs like often, sometimes, always, never, off and on, or phrases such as every Monday, every week \/ month etc.<\/p>\n<p><strong>2. Present Continuous Tense<\/strong><br \/>\n<strong>Present Continuous Tense Formula:<\/strong><\/p>\n<table style=\"height: 53px;\" width=\"397\">\n<tbody>\n<tr>\n<td width=\"356\">Subject + am\/is\/are + Ist form of verb + ing+ object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>It is used to denote actions<\/strong><br \/>\n(i) That are progressive or going on at the time of speaking.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) She is plucking flowers from the plant.<br \/>\n(b) We are watching TV.<br \/>\n(c) Where are you going?<br \/>\n(d) Mansi is searching her book.<\/p>\n<p>(ii) That are not actually happening at the time of speaking, but at the present time.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) Rumpa is looking for a job. (Not now, but these days)<br \/>\n(b) I am reading \u2018The Blue Hour\u2019, (these days)<br \/>\n(c) Purab is learning Spanish, (these days)<br \/>\n(d) He is working hard for GRE. (at present)<\/p>\n<p>(iii) That are going to happen in near future<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) The Prime Minister is visiting the flood affected areas of Assam tomorrow.<br \/>\n(b) The actor is getting married in December this year.<br \/>\n(c) The Chautalas are shifting their office to Jwala Nagar next month.<br \/>\n(d) The mobile company is launching a new model next week.<\/p>\n<p><strong>3. Present Perfect Tense<\/strong><br \/>\n<strong>Present Perfect Tense Formula:<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"356\">Subject + has\/have + IIIrd form of verb + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>It is used to denote actions<\/strong><br \/>\n(i) That are recently completed.<br \/>\nThese sentences generally contain the adverbs like just, recently, this week, this month, this year etc<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) I have just had my lunch.<br \/>\n(b) The organisation has recently completed 1 year.<br \/>\n(c) The machine has stopped functioning.<br \/>\n(d) The board has declared results of class X.<\/p>\n<p>(ii) That were started in past, continued for some time period and have been completed now.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) They have lived in this city for 30 years, (action started 30 years ago and recently completed).<br \/>\n(b) Ms Reena has worked here since 1999.<br \/>\n(c) He has awaited this opportunity since long.<br \/>\n(d) The king has renounced his luxurious life for many years.<\/p>\n<p><strong>4. Present Perfect Continuous Tense<\/strong><br \/>\n<strong>Present Perfect Continuous Tense Formula:<\/strong><\/p>\n<table style=\"height: 63px;\" width=\"462\">\n<tbody>\n<tr>\n<td width=\"404\">Subject + has\/have + been + Ist form of verb + ing + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>It is used to denote action that started at some point of time in the past, continued for some time and is still going on at the time of speaking.<\/p>\n<p><strong>Use of \u2018For\u2019 and \u2018Since\u2019 in Present Perfect Continuous Tense<\/strong><br \/>\n(i) \u2018Since\u2019 is used when the \u2018point of time\u2019 is given and from that point of time the action starts.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) Abhay has been reading a novel since morning\/since 9 o\u2019clock in the morning.<br \/>\n(b) Ms Aditi has been teaching History since 2003.<br \/>\n(c) She has been practising her maiden speech since Wednesday.<br \/>\n(d) Guru and Pranay have been travelling since last month.<\/p>\n<p>(ii) \u2018For\u2019 is used when the \u2018period of time\u2019 for which the action lasted is given.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) Kamal has been writing articles for a magazine for 2 years.<br \/>\n(b) Garima has been working in the kitchen for many hours.<br \/>\n(c) They have been preparing the welcome song for a week.<br \/>\n(d) I have been waiting for the train for last 20 minutes.<\/p>\n<p><strong>Past Tense<\/strong><br \/>\n<strong>1. Simple Past Tense<\/strong><br \/>\n<strong>Simple Past Tense Formula:<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"267\">Subject + IInd form of verb + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>It is used to denote actions<\/strong><br \/>\n(i) That were completed in the past.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) Jay completed MCA last year.<br \/>\n(b) They reached Goa yesterday. (when time is given)<br \/>\n(c) They met each other in Dubai.<br \/>\n(d) I called you many times. (When time is not given, but it is implied that the action was completed in the past.)<\/p>\n<p>(ii) That were past habits.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) Sagar wore T-shirts earlier. (doesn\u2019t wear now)<br \/>\n(b) I played badminton in my college. (don\u2019t play now)<br \/>\n(c) My sister drove to office earlier. (but now she goes by Metro).<br \/>\n(d) Gunjan studied very hard last year. (She has become careless nowadays.)<\/p>\n<p><strong>2. Past Continuous Tense<\/strong><br \/>\n<strong>Past Continuous Tense Formula:<\/strong><\/p>\n<table style=\"height: 41px;\" width=\"412\">\n<tbody>\n<tr>\n<td width=\"382\">Subject 4 + was \/were + Ist form of verb + ing + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>(i)It is used to denote action that was progressive at certain point of time which is being talked about.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) Naina was watching a movie at 6 pm yesterday.<br \/>\n(b) I was trying to call you in the morning.<br \/>\n(c) The teacher suddenly entered the class while the students were mimicing him. (It is generally accompanied by another sentence in Simple Past tense when two simultaneous actions are talked about).<br \/>\n(d) She was preparing lunch when the doorbell rang.<\/p>\n<p><strong>3. Past Perfect Tense<\/strong><br \/>\n<strong>Past Perfect Tense Formula:<\/strong><\/p>\n<table style=\"height: 56px;\" width=\"330\">\n<tbody>\n<tr>\n<td width=\"296\">Subject + had + IIIrd form of verb + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>It is used to denote the actions which were completed in the past. However, one has to be very careful about its use.<\/p>\n<p><strong>It is used when<\/strong><br \/>\n(i) Two actions occurred one after the other in the past.<br \/>\n\u2022 The action that happened earlier (i.e. Ist action) is expressed in <strong>Past Perfect tense.<\/strong><br \/>\n\u2022 The action that happened later (i.e. IInd action) is expressed in <strong>Simple Past tense.<\/strong><br \/>\n<strong>Examples:<\/strong><br \/>\n(a) The tiger had run away before the hunter reached the forest.<br \/>\n(b) All had settled down before the director arrived.<br \/>\n(c) We went out after it had stopped raining.<br \/>\n(d) Garima returned home after their plane had taken off.<\/p>\n<p>(ii) Desires in the past that have not been fulfilled.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) I wish I had taken the 3 o\u2019clock train.<br \/>\n(b) Madhuri wishes she had studied a little more seriously.<\/p>\n<p>(iii) For conditional sentences (If&#8230;&#8230;.then), for actions which were possible but could not happen.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) If he had spoken politely, he would not have borne the consequences.<br \/>\n(b) Had they started earlier, they could have caught the train.<\/p>\n<p><strong>4. Past Perfect Continuous Tense<\/strong><br \/>\n<strong>Past Perfect Continuous Tense Formula:<\/strong><\/p>\n<table style=\"height: 57px;\" width=\"395\">\n<tbody>\n<tr>\n<td width=\"373\">Subject + had + been + Ist form of verb + ing + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>(i)It is used to denote an action that began before a certain point in the past and continued upto that time.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) When we met in Pune last year, she told me that she had been working in Wipro since 1995.<br \/>\n(b) When Mr. Mukerjee came to school in 1995, Mr. Anand had already been teaching there for five years.<\/p>\n<p><strong>Future Tense<\/strong><br \/>\n<strong>1. Simple Future Tense<\/strong><br \/>\n<strong>Simple Future Tense Formula:<\/strong><\/p>\n<table style=\"height: 43px;\" width=\"348\">\n<tbody>\n<tr>\n<td width=\"329\">Subject + shall \/will + Ist form of verb + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>(i) It is used to denote actions happening in future.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) I will tell you a story tomorrow.<br \/>\n(b) They will meet in Paris.<br \/>\n(c) You will learn if you practise.<br \/>\n(d) If it rains, our bus will halt in the village. (Subordinate clause of conditional sentence in Simple Present tense).<\/p>\n<p><strong>Note:<\/strong><br \/>\nThe use of \u2018shall\u2019 with 1\/we has become archaic now. So, in general \u2018will\u2019 is used with all subjects (Ist\/IInd\/IIIrd person singular\/plural). When there is determination\/obligation\/ threat etc, then with I\/we-will and you\/he\/she\/it-shall is used.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) You shall obey my orders.<br \/>\n(b) We will pass the UPSC exam this year.<br \/>\n(c) Trespassers shall be executed.<br \/>\n(d) The students shall follow the rules and regulations.<\/p>\n<p><strong>2. Future Continuous Tense<\/strong><br \/>\n<strong>Future Continuous Tense Formula:<\/strong><\/p>\n<table style=\"height: 52px;\" width=\"419\">\n<tbody>\n<tr>\n<td width=\"393\">Subject + shall\/will + be + Ist form of verb + ing + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>(i) It is used the same way as Simple Future tense to express actions of future.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) The famous tennis star will be inaugurating the sports day events.<br \/>\n(b) The doctor will be coming in an hour.<br \/>\n(c) The duo will be singing at the party.<br \/>\n(d) Their plane will be landing at 4 pm at the London airport.<\/p>\n<p><strong>3. Future Perfect Tense<\/strong><br \/>\n<strong>Future Perfect Tense Formula:<\/strong><\/p>\n<table style=\"height: 48px;\" width=\"409\">\n<tbody>\n<tr>\n<td width=\"393\">Subject + shall\/will + have + IIIrd form of verb + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>(i) It expresses an action that will be completed by a certain time in future.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) Ruhi will have completed MA by 2017.<br \/>\n(b) India will have become a superpower by 2025.<br \/>\n(c) You all will have got a good job by the end of this year.<br \/>\n(d) I will have started a new project by next week.<\/p>\n<p><strong>4. Future Perfect Continuous Tense<\/strong><br \/>\n<strong>Future Perfect Continuous Tense Formula:<\/strong><\/p>\n<table style=\"height: 45px;\" width=\"490\">\n<tbody>\n<tr>\n<td width=\"453\">Subject + shall\/will + have + been + Ist form of verb + ing + object.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>(i) It expresses an action that will be continuing over a period of time in future and end in future.<br \/>\n<strong>Examples:<\/strong><br \/>\n(a) On Lydia\u2019s birthday, we will have been decorating the hall since morning.<br \/>\n(b) When Sharad returns to home country, his parents \u2019 will have been waiting for him for many years.<br \/>\n(c) Tomorrow the contestants will have been doing rehearsals for several hours when you go on a round,<br \/>\n(d) He will have been recording all that the criminal speaks right from his entry.<\/p>\n<h3>Tenses Exercises for Class 10 ICSE Worksheets<\/h3>\n<p><strong>In the following passages, fill in each of the numbered blanks with the correct form of the word given in the brackets.<\/strong><\/p>\n<p><strong>Question 1.<\/strong><br \/>\nAlice was (0) <strong>Beginning<\/strong> (begin) to get very tired of (i) &#8230;&#8230;&#8230;&#8230;. (sit) by her sister on the bank and of having nothing to do: once or twice she had (ii) &#8230;&#8230;&#8230;&#8230;. (peep) into the book her sister was reading, but it (iii) &#8230;&#8230;&#8230;&#8230;. (have) no pictures or conversations in it, \u201cand what is the use of a book,\u201d (iv) &#8230;&#8230;&#8230;&#8230;. (think) Alice, \u201cwithout pictures or conversations?\u201d Alice wondered whether the pleasure of (v) &#8230;&#8230;&#8230;&#8230;. (make) a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes (vi) &#8230;&#8230;&#8230;&#8230;. (run) close by her. Alice did not think this was very remarkable, until the Rabbit actually (vii) &#8230;&#8230;&#8230;&#8230;. (take) a watch out of its waistcoat- pocket, and (viii) &#8230;&#8230;&#8230;&#8230;. (look) at it, and then hurried on.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) sitting<br \/>\n(ii) peeped<br \/>\n(iii) had<br \/>\n(iv) thought<br \/>\n(v) making<br \/>\n(vi) ran<br \/>\n(vii) took<br \/>\n(viii) looked<\/p>\n<p><strong>Question 2.<\/strong><br \/>\nPablo Picasso (0) <strong>showed<\/strong> (show) his truly exceptional talent from a very young age. His first word (i) &#8230;&#8230;&#8230;&#8230;. (be) lapiz (Spanish for pencil) and he (ii) &#8230;&#8230;&#8230;&#8230;. (learn) to draw before he could talk. He was the only son in the family and very good looking, so he was thoroughly (iii) &#8230;&#8230;&#8230;&#8230;. (spoil). He (iv) &#8230;&#8230;&#8230;&#8230;. (hate) school and often (v) &#8230;&#8230;&#8230;&#8230;. (refuse) to go unless his doting parents (vi) &#8230;&#8230;&#8230;&#8230;. (allow) him to take one of his father&#8217;s pet pigeons with him. Once, he painted his father\u2019s half completed painting so beautifully that his father (vii) &#8230;&#8230;&#8230;&#8230;. (give) him his own palette and brushes and never (viii) &#8230;&#8230;&#8230;&#8230;. (paint) again. He was 13 then.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) was<br \/>\n(ii) had learnt<br \/>\n(iii) spoilt<br \/>\n(iv) hated<br \/>\n(v) refused<br \/>\n(vi) allowed<br \/>\n(vii) gave<br \/>\n(viii) painted<\/p>\n<p><strong>Question 3.<\/strong><br \/>\nAs heart disease (0) <strong>is continuing<\/strong> (continue) to be the number one killer in the United States, researchers (i) &#8230;&#8230;&#8230;&#8230;. (become) increasingly (ii) &#8230;&#8230;&#8230;&#8230;. (interest) in identifying the potential risk factors that (iii) &#8230;&#8230;&#8230;&#8230;. (trigger) heart attacks. High-fat diets and \u2018life in the fast lane\u2019 have long (iv) &#8230;&#8230;&#8230;&#8230;. (know) to contribute to the high incidence of heart failure. Heart failures (v) &#8230;&#8230;&#8230;&#8230;. (appear) to have seasonal and temporal patterns. Many heart failures (vi) &#8230;&#8230;&#8230;&#8230;. (occur) in cold weather and many people (vii) &#8230;&#8230;&#8230;&#8230;. (experience) heart failure on Monday than on any other day of the week. Cardiologists (viii) &#8230;&#8230;&#8230;&#8230;. (observe) more morning phenomena of heart attacks than in afternoons or evenings.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) have become<br \/>\n(ii) interested<br \/>\n(iii) trigger<br \/>\n(iv) been known<br \/>\n(v) appear<br \/>\n(vi) occur<br \/>\n(vii) experience<br \/>\n(viii) have observed<\/p>\n<p><strong>Question 4.<\/strong><br \/>\nThe term \u2018traditional medicine\u2019 (0) <strong>refers<\/strong> (refer) to ways of protecting and restoring health that (i) &#8230;&#8230;&#8230;&#8230;. (exist) before the arrival of modern medicine. As the term (ii) &#8230;&#8230;&#8230;&#8230;. (imply), these approaches to health belong to the traditions of each country, and (iii) &#8230;&#8230;&#8230;&#8230;. (hand) down from generation to generation. Traditional systems in general have had to meet the needs of the local communities for many centuries. China and India, (iv) &#8230;&#8230;&#8230;&#8230;. (develop) very sophisticated systems such as acupuncture and ayurvedic medicine. A genuine interest in various traditional practices now (v) &#8230;&#8230;&#8230;&#8230;. (exist) among practitioners of traditional, indigenous or alternative systems. They (vi) &#8230;&#8230;&#8230;&#8230;. (begin) to accept and (vii) &#8230;&#8230;&#8230;&#8230;. (use) some of modern technology. This (viii) &#8230;&#8230;&#8230;&#8230;. (help) foster teamwork among all categories of health workers within the framework of primary health care<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) existed<br \/>\n(ii) implies<br \/>\n(iii) have been handed<br \/>\n(iv) have developed<br \/>\n(v) exists<br \/>\n(vi) are beginning<br \/>\n(vii) use<br \/>\n(viii) will help<\/p>\n<p><strong>Question 5.<\/strong><br \/>\nEye donor can (0) <strong>belong<\/strong> (belong) to any age group or sex. People who (i) &#8230;&#8230;&#8230;&#8230;. (use) spectacles, or those (ii) &#8230;&#8230;&#8230;&#8230;. (operate) for cataract, can still donate the eyes. People who (iii) &#8230;&#8230;&#8230;&#8230;. (be) diabetic, have hypertension, asthma patients and those without communicable diseases can also (iv) &#8230;&#8230;&#8230;&#8230;. (donate) eyes. Eyes must (v) &#8230;&#8230;&#8230;&#8230;. (remove) within 4-6 hours after death. The eye bank team if (vi) &#8230;&#8230;&#8230;&#8230;. (inform) immediately (vii) &#8230;&#8230;&#8230;&#8230;. (remove) the eyes at home of the deceased or at a hospital. Eye removal (viii) &#8230;&#8230;&#8230;&#8230;. (take) only 10-15 minutes. It is a simple process and does not lead to any disfigurement.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) use<br \/>\n(ii) operated<br \/>\n(iii) are<br \/>\n(iv) donate<br \/>\n(v) be removed<br \/>\n(vi) informed<br \/>\n(vii) removes<br \/>\n(viii) takes<\/p>\n<p><strong>Question 6.<\/strong><br \/>\nI (0) <strong>climbed<\/strong> (climb) into bed and (i) &#8230;&#8230;&#8230;&#8230;. (roll) myself in my blankets, first extinguishing the light that (ii) &#8230;&#8230;&#8230;&#8230;. (burn) steadily near the door. I lay still trying to get to sleep, but my fear (iii) &#8230;&#8230;&#8230;&#8230;. (make) that impossible and soon I (iv) &#8230;&#8230;&#8230;&#8230;. (sit) up in bed peering into the darkness and occasionally (v) &#8230;&#8230;&#8230;&#8230;. (glance) at the round window in the side of the ship which (vi) &#8230;&#8230;&#8230;&#8230;. (seem) like a plate suspended in the darkness. For an hour I must have sat like this, and (vii) &#8230;&#8230;&#8230;&#8230; (rouse) by a drought of cold air. I (viii) &#8230;&#8230;&#8230;&#8230;. (jump) out of the bed; not having allowed for the motion of the ship, I was instantly thrown violently across the room<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) rolled<br \/>\n(ii) was burning<br \/>\n(iii) made<br \/>\n(iv) sat<br \/>\n(v) glancing<br \/>\n(vi) seemed<br \/>\n(vii) roused<br \/>\n(viii) jumped<\/p>\n<p><strong>Question 7.<\/strong><br \/>\nMobile phones (0) <strong>have become<\/strong> (become) the greatest necessity in today\u2019s age. They (i) &#8230;&#8230;&#8230;&#8230;. (be) no longer a means of mere communication but serve many other purposes. Mobiles (ii) &#8230;&#8230;&#8230;&#8230;. (take) the form of a mini PC. Apart from making calls and sending SMSes, they (iii) &#8230;&#8230;&#8230;&#8230;. (facilitate) you to schedule your work, take photographs, browse data, store as well as share data etc. They (iv) &#8230;&#8230;&#8230;&#8230;. (connect) you to your friends on miles in minutes through WhatsApp and Facebook. Moreover, they can (v) &#8230;&#8230;&#8230;&#8230;. (use) anytime and anywhere without electricity unlike landline phones. GPS and GPRS (vi) &#8230;&#8230;&#8230;&#8230;. (add) to the advantages of mobile phones. But youngsters (vii) &#8230;&#8230;&#8230;&#8230;. (tend) to purchase costliest phones to (viii) &#8230;&#8230;&#8230;&#8230;. (show) off their status and prestige.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) are<br \/>\n(ii) have taken<br \/>\n(iii) facilitate<br \/>\n(iv) connect<br \/>\n(v) be used<br \/>\n(vi) have added<br \/>\n(vii) tend<br \/>\n(viii) show<\/p>\n<p><strong>Question 8.<\/strong><br \/>\nAfter 68 years of independence it is a necessity that we (0) <strong>measure<\/strong> (measure) our gains and our losses. We need (i) &#8230;&#8230;&#8230;&#8230;. (consolidate) our gains and prevent further losses. While (ii) &#8230;&#8230;&#8230;&#8230;. (do) so, we must also introspect on what we did for be able (iii) &#8230;&#8230;&#8230;&#8230;. (take) steps towards the benefit of the country and of our own. It\u2019s time we (iv) &#8230;&#8230;&#8230;&#8230;. (define) our goals. Also remember that if you (v) &#8230;&#8230;&#8230;&#8230;. (aim) for reaching the top of the mountain, you will reach the top of the tree. If you aim for the top of the tree, you (vi) &#8230;&#8230;&#8230;&#8230;. (reach) the height of the tip of the top of the grass. If you aim for the tip of the top of the grass, (vii) &#8230;&#8230;&#8230;&#8230;. (imagine) where you will (viii) &#8230;&#8230;&#8230;&#8230;. (go).<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) to consolidate<br \/>\n(ii) doing<br \/>\n(iii) to take<br \/>\n(iv) defined<br \/>\n(v) aim<br \/>\n(vi) will reach<br \/>\n(vii) imagine<br \/>\n(viii) have gone<\/p>\n<p><strong>Question 9.<\/strong><br \/>\nRoald Dahl, a famous children\u2019s writer (0) <strong>was born<\/strong> (born) on 13th September, 1916, in Wales. His colourful experiences as a student in boarding schools (i) &#8230;&#8230;&#8230;&#8230;. (be) the inspiration for his books Boy and Danny Champion of the World. Dahl (ii) &#8230;&#8230;&#8230;&#8230;. (become) a writer during World War II, when he (iii) &#8230;&#8230;&#8230;&#8230;. (recount) in a short story his adventures as a fighter pilot for the Royal Air Force. The story (iv) &#8230;&#8230;&#8230;&#8230;. (buy) by the Saturday Evening Post and a long, illustrious career was born. He (v) &#8230;&#8230;&#8230;&#8230;. (marry) a film actress with whom he (vi) &#8230;&#8230;&#8230;&#8230;. (have) five children. After (vii) &#8230;&#8230;&#8230;&#8230;. (establish) himself as a writer for adults, Dahl (viii) &#8230;&#8230;&#8230;&#8230;. (begin) writing children stories in 1960.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) were<br \/>\n(ii) became<br \/>\n(iii) recounted<br \/>\n(iv) was bought<br \/>\n(v) married<br \/>\n(vi) had<br \/>\n(vii) establishing<br \/>\n(viii) began<\/p>\n<p><strong>Question 10.<\/strong><br \/>\nMalala Yousufzai, a Pakistani activist for female education (0) <strong>was born<\/strong> (born) in 1997. She (i) &#8230;&#8230;&#8230;&#8230;. (know) for her advocacy of Human Rights for education. Her family (ii) &#8230;&#8230;&#8230;&#8230;. (run) a chain of schools in Swat Valley of Pakistan. So, the devotion for education (iii) &#8230;&#8230;&#8230;&#8230;. (receive) by Malala in heritage. At the very early age of 13, she (iv) &#8230;&#8230;&#8230;&#8230;. (write) a blog for the BBC, regarding the right for education, in the pseudonym. Her movement (v) &#8230;&#8230;&#8230;&#8230;. (grow) international since she gave interviews in print and on television. And she (vi) &#8230;&#8230;&#8230;&#8230;. (nominate) for \u2018International Childrens Peace Prize\u2019 by South African activist Desmond Tutu. After Malala\u2019s being attacked in 2012 and safely recovered, the UN special Envoy for Global Education Gordon Brown (vii) &#8230;&#8230;&#8230;&#8230;. (launch) a UN petition in her name, demanding that all children worldwide be in school by the end of 2015. It (viii) &#8230;&#8230;&#8230;&#8230;. (help) leading to the ratification of Pakistan\u2019s first Right to Education Bill.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) is known<br \/>\n(ii) ran<br \/>\n(iii) was received<br \/>\n(iv) wrote<br \/>\n(v) grew<br \/>\n(vi) was nominated<br \/>\n(vii) launched<br \/>\n(viii) has helped<\/p>\n<p><strong>Question 11.<\/strong><br \/>\n\u201cMy father (0) <strong>will get<\/strong> (get) ahead of me in everything and will leave nothing great for me to do\u201d. These were little Alexander\u2019s words when he (i) &#8230;&#8230;&#8230;&#8230;. (come) to know about the conquests of his father, the King Philip of Macedonia. Action and glory, rather than pleasure and wealth (ii) &#8230;&#8230;&#8230;&#8230;. (be) what Alexander (iii) &#8230;&#8230;&#8230;&#8230;. (want) from life. Fame was his passion. One of the greatest in history, Alexander (iv) &#8230;&#8230;&#8230;&#8230;. (conquer) much of what was then the civilised war. He was born in Pella, Macedonia. Even as a boy Alexander was fearless and strong. He (v) &#8230;&#8230;&#8230;&#8230;. (tame) the beautiful and spirited Bucephalus, a horse that no one else (vi) &#8230;&#8230;&#8230;&#8230;. (dare) to touch or ride. His father was so proud that he said, \u201cOh my son, (vii) &#8230;&#8230;&#8230;&#8230;. (seek) out a kingdom worthy of thyself, for Macedonia is too little for thee.\u201d And, he (viii) &#8230;&#8230;&#8230;&#8230;. (fulfil) his fathers wishes.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) came<br \/>\n(ii) were<br \/>\n(iii) wanted<br \/>\n(iv) conquered<br \/>\n(v) had tamed<br \/>\n(vi) dared<br \/>\n(vii) seek<br \/>\n(viii) fulfilled<\/p>\n<p><strong>Question 12.<\/strong><br \/>\nMy mother (0) <strong>started<\/strong> (start) school when she (i) &#8230;&#8230;&#8230;&#8230;. (be) six and (ii) &#8230;&#8230;&#8230;&#8230;. (stop) the same term. She was unusual in the village as she had a father and brother who (iii) &#8230;&#8230;&#8230;&#8230;. (encourage) her to go to school. She was the only girl in a class of boys and claims she was brighter than the boys. But every day she (iv) &#8230;&#8230;&#8230;&#8230;. (will) leave behind her girl cousin (v) &#8230;&#8230;&#8230;&#8230;. (play) at home and she (vi) &#8230;&#8230;&#8230;&#8230;. (envy) them. There (vii) &#8230;&#8230;&#8230;&#8230;. (seem) to be no point in (viii) &#8230;&#8230;&#8230;&#8230;. (go) to school just to end up doing housework.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) was<br \/>\n(ii) stopped<br \/>\n(iii) encouraged<br \/>\n(iv) would<br \/>\n(v) playing<br \/>\n(vi) would envy<br \/>\n(vii) seemed<br \/>\n(viii) going<\/p>\n<p><strong>Question 13.<\/strong><br \/>\nThe other days we (0) <strong>discussed<\/strong> (discuss) the attitudes of people in our country. Why (i) &#8230;&#8230;&#8230;&#8230;. (be) most of them arrogant and aggressive? Akash asked. Rachna (ii) &#8230;&#8230;&#8230;&#8230;. (say) that (iii) &#8230;&#8230;&#8230;&#8230;. (be) because there (iv) &#8230;&#8230;&#8230;&#8230;. (be) too many people and one had to fight for everything. Nirode (v) &#8230;&#8230;&#8230;&#8230;. (insist) that it (vi) &#8230;&#8230;&#8230;&#8230;. (be) the climate. We (vii) &#8230;&#8230;&#8230;&#8230;. (be) as efficient and polite as Canadians if only our weather (viii) &#8230;&#8230;&#8230;&#8230;. (be) better.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) are<br \/>\n(ii) said<br \/>\n(iii) was<br \/>\n(iv) were<br \/>\n(v) insisted<br \/>\n(vi) was<br \/>\n(vii) will be<br \/>\n(viii) is<\/p>\n<p><strong>Question 14.<\/strong><br \/>\nHe had been zero (0) <strong>sitting<\/strong> (sit) on the bank of a small irrigation canal. He was (i) &#8230;&#8230;&#8230;&#8230;. (gaze) at a couple of heron (ii) &#8230;&#8230;&#8230;&#8230;. (fish) in the muddy water, when he (iii) &#8230;&#8230;&#8230;&#8230;. (feel) something bump his elbow. (iv) &#8230;&#8230;&#8230;&#8230;. (look) around, he (v) &#8230;&#8230;&#8230;&#8230;. (find) at his side a little goat, jet black and soft as velvet with lovely grey eyes. Neither her owner nor her mother (vi) &#8230;&#8230;&#8230;&#8230;. (be) around. She continued to (vii) &#8230;&#8230;&#8230;&#8230;. (midge) Mukesh, so he (viii) &#8230;&#8230;&#8230;&#8230;. (look) in his pocket for nourishment.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) gazing<br \/>\n(ii) fishing<br \/>\n(iii) felt<br \/>\n(iv) Looking<br \/>\n(v) found<br \/>\n(vi) was<br \/>\n(vii) nudge<br \/>\n(viii) looked<\/p>\n<p><strong>Question 15.<\/strong><br \/>\nOne morning I (0) <strong>see<\/strong> (see) the python curled up on the dressing table. It was (i) &#8230;&#8230;&#8230;&#8230;. (gaze) at its-own reflection in the mirror. I (ii) &#8230;&#8230;&#8230;&#8230;. (go) for grandfather but by the time we (iii) &#8230;&#8230;&#8230;&#8230;. (return) to the room, the python (iv) &#8230;&#8230;&#8230;&#8230;. (move) on. He was seen in the garden and once the cook saw him (v) &#8230;&#8230;&#8230;&#8230;. (crawl) up the ladder to the roof. Then we (vi) &#8230;&#8230;&#8230;&#8230;. (find) him on the dressing table again (vii) &#8230;&#8230;&#8230;&#8230;. (admire) himself in the mirror. \u201cHe\u2019s trying to look better for Aunt Mabel\u201d I said. I (viii) &#8230;&#8230;&#8230;&#8230;. (regret) this remark immediately because grandmother overheard and held up my pocket money for the rest of the week!<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) gazing<br \/>\n(ii) went<br \/>\n(iii) returned<br \/>\n(iv) had moved<br \/>\n(v) crawling<br \/>\n(vi) found<br \/>\n(vii) admiring<br \/>\n(viii) regretted<\/p>\n<p><strong>Question 16.<\/strong><br \/>\nFrom his perch behind the clock, Hugo could (0) <strong>see<\/strong> (see) everything. He rubbed his fingers nervously against the small notebook in his pocket and (i) &#8230;&#8230;&#8230;&#8230;. (tell) himself to be patient. The old man in the toy booth (ii) &#8230;&#8230;&#8230;&#8230;. (argue) with the girl. She (iii) &#8230;&#8230;&#8230;&#8230;. (be) about Hugo\u2019s age and he often saw her go into the booth and (iv) &#8230;&#8230;&#8230;&#8230;. (disappear) behind the counter. The old man (v) &#8230;&#8230;&#8230;&#8230;. (look) agitated today. Had he figured out some of his toys were (vi) &#8230;&#8230;&#8230;&#8230;. (moss)? Well, there was nothing to be (vii) &#8230;&#8230;&#8230;&#8230;. (d0) a bout that now. The old man and the girl argued some more and finally she closed her book and (viii) &#8230;&#8230;&#8230;&#8230;. (run) off.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) told<br \/>\n(ii) was arguing<br \/>\n(iii) was<br \/>\n(iv) disappear<br \/>\n(v) looked<br \/>\n(vi) missing<br \/>\n(vii) done<br \/>\n(viii) ran<\/p>\n<p><strong>Question 17.<\/strong><br \/>\nA woman (0) <strong>was waiting<\/strong> (wait) at an airport one night, with several long hours before her flight. She (i) &#8230;&#8230;&#8230;&#8230;. (hunt) for a book in the airport shops, (ii) &#8230;&#8230;&#8230;&#8230;. (buy) a bag of cookies and found a place to sit. She (iii) &#8230;&#8230;&#8230;&#8230;. (engross) in her book, but happened to see that the man sitting beside her, bold as could be, grabbed a cookie or two from the bag in between, which she tried to ignore to avoid a scene. So, she (iv) &#8230;&#8230;&#8230;&#8230;. (munch) on the cookies and watched the clock, as the gutsy thief diminished her stock. She (v) &#8230;&#8230;&#8230;&#8230;. (get) more irritated as the minutes ticked by, thinking, \u201cIf I wasn\u2019t so nice, I (vi) &#8230;&#8230;&#8230;&#8230;. (blacked) his eye\u201d. With each cookie she took, he took one too. When only one was left, she wondered what he would do. With a smile on his face, a nervous laugh, he (vii) &#8230;&#8230;&#8230;&#8230;. (take) the last cookie and broke it in half. He offered her half, as he ate the other. She had never known she could be so angry and turned to gather her belongings. As she reached for her baggage, she gasped with surprise, there was her bag of cookies, in front of her eyes. If mine are here, she moaned in despair, the other were his, he (viii) &#8230;&#8230;&#8230;&#8230;. (try) to share.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) hunted<br \/>\n(ii) bought<br \/>\n(iii) was engrossed<br \/>\n(iv) munched<br \/>\n(v) was getting<br \/>\n(vi) would blacken<br \/>\n(vii) took<br \/>\n(viii) was trying<\/p>\n<p><strong>Question 18.<\/strong><br \/>\nMy guide (0) <strong>told<\/strong> (tell) me if I wanted to meet these people, I would have to walk two miles. We finally (i) &#8230;&#8230;&#8230;&#8230;. (reach) a village where I (ii) &#8230;&#8230;&#8230;&#8230;. (meet) a lady whose age I (iii) &#8230;&#8230;&#8230;&#8230;. (can) not immediately make out. My translator (iv) &#8230;&#8230;&#8230;&#8230;. (find) it difficult to interpret the lady\u2019s words because her dialect was quite different. She (v) &#8230;&#8230;&#8230;&#8230;. (be) a dark-skinned and dark-haired lady. She must have been aiuUuu 70 years old, but there was no grey in her hair. She obviously could not afford to dye her hair. So what-was her secret? Nobody (vi) &#8230;&#8230;&#8230;&#8230;. (know). It must have been a \u2018secret\u2019 common to all for not one person in that whole village (vii) &#8230;&#8230;&#8230;&#8230;. (has) a trace of grey hair ! I (viii) &#8230;&#8230;&#8230;&#8230;. (think) about it for a long time.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) reached<br \/>\n(ii) met<br \/>\n(iii) could<br \/>\n(iv) found<br \/>\n(v) was<br \/>\n(vi) knew<br \/>\n(vii) had<br \/>\n(viii) thought<\/p>\n<p><strong>Question 19.<\/strong><br \/>\nWe were not (0) <strong>allowed<\/strong>\u00a0(allow) to talk during the lecture. The children (i) &#8230;&#8230;&#8230;&#8230;. (sit) in a neat circle and (ii) &#8230;&#8230;&#8230;&#8230;. (begin) (iii) &#8230;&#8230;&#8230;&#8230;. (copy) their multiplication tables. Most (iv) &#8230;&#8230;&#8230;&#8230;. (scratch) in the dirt with sticks they had (v) &#8230;&#8230;&#8230;&#8230;. (bring) for that purpose. The more fortunate (vi) &#8230;&#8230;&#8230;&#8230;. (has) slate boards that they (vii) &#8230;&#8230;&#8230;&#8230;. (write) on with sticks (viii) &#8230;&#8230;&#8230;&#8230;. (dip) in a mixture of mud and water.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) sat<br \/>\n(ii) began<br \/>\n(iii) to copy<br \/>\n(iv) were scratching<br \/>\n(v) brought<br \/>\n(vi) had<br \/>\n(vii) were writting<br \/>\n(viii) dipped<\/p>\n<p><strong>Question 20.<\/strong><br \/>\nBut just when I had almost (0) <strong>given<\/strong> (give) up hope. I was (i) &#8230;&#8230;&#8230;&#8230;. (strike) with a brilliant idea: my birthday was due fairly soon and if I (ii) &#8230;&#8230;&#8230;&#8230;. (deal) with the family skilfully, I (iii) &#8230;&#8230;&#8230;&#8230;. (feel) sure, I could not only get a boat but a lot of other equipments as well. I (iv) &#8230;&#8230;&#8230;&#8230;. (suggest) to the family that, instead of (v) &#8230;&#8230;&#8230;&#8230;. (let) them choose my presents, I (vi) &#8230;&#8230;&#8230;&#8230;. (may) tell them the things that I (vii) &#8230;&#8230;&#8230;&#8230;. (want) most. In this way, they could be sure of not (viii) &#8230;&#8230;&#8230;&#8230;. (disappoint) me.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) struck<br \/>\n(ii) dealt<br \/>\n(iii) felt<br \/>\n(iv) suggested<br \/>\n(v) letting<br \/>\n(vi) might<br \/>\n(vii) wanted<br \/>\n(viii) disappointing<\/p>\n<p><strong>Question 21.<\/strong><br \/>\nAs she (0) <strong>spoke<\/strong> (speak), I (i) &#8230;&#8230;&#8230;&#8230;. (rise) and (ii) &#8230;&#8230;&#8230;&#8230;. (go) to the centre blackboard. I (iii) &#8230;&#8230;&#8230;&#8230;. (find) the chalk (iv) &#8230;&#8230;&#8230;&#8230;. (write) in block letters the title of the book. Then I (v) &#8230;&#8230;&#8230;&#8230;. (put) the chalk down and went to (vi) &#8230;&#8230;&#8230;&#8230;. (sit) beside her, to (vii) &#8230;&#8230;&#8230;&#8230;. (hold) her hand. The day had barely (viii) &#8230;&#8230;&#8230;&#8230;. (begin).<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) rose<br \/>\n(ii) went<br \/>\n(iii) found<br \/>\n(iv) to write<br \/>\n(v) put<br \/>\n(vi) sit<br \/>\n(vii) hold<br \/>\n(viii) begun<\/p>\n<p><strong>Question 22.<\/strong><br \/>\nI (0) <strong>am convinced<\/strong> (convince) that my father (i) &#8230;&#8230;&#8230;&#8230;. (remember) by all those who value integrity. He (ii) &#8230;&#8230;&#8230;&#8230;. (be) a man of learning and also saw to it that he (iii) &#8230;&#8230;&#8230;&#8230;. (teach) his pupils with passion and patience. He, at times (iv) &#8230;&#8230;&#8230;&#8230;. (use) to lose his temper but that was because he always (v) &#8230;&#8230;&#8230;&#8230;. (want) his pupils to learn and learn well. As a person, he was honest and simple. His greatness (vi) &#8230;&#8230;&#8230;&#8230;. (lie) in the fact that he (vii) &#8230;&#8230;&#8230;&#8230;. (have) a pure heart, devoid of malice. Such a man is always valued and (viii) &#8230;&#8230;&#8230;&#8230;. (be) very rare to find.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) will be remembered<br \/>\n(ii) was<br \/>\n(iii)taught<br \/>\n(iv) used<br \/>\n(v) wanted<br \/>\n(vi) lay<br \/>\n(vii) had<br \/>\n(viii) is<\/p>\n<p><strong>Question 23.<\/strong><br \/>\nThere (0) <strong>was<\/strong> (be) some confusion in the doorway. A man (i) &#8230;&#8230;&#8230;&#8230;. (get) into the compartment (ii) &#8230;&#8230;&#8230;&#8230;. (stammer) an apology. Then the door (iii) &#8230;&#8230;&#8230;&#8230;. (rang) and the world was (iv) &#8230;&#8230;&#8230;&#8230;. (shut) out again. I (v) &#8230;&#8230;&#8230;&#8230;. (return) to my berth. The guard (vi) &#8230;&#8230;&#8230;&#8230;. (blow) his whistle and we (vii) &#8230;&#8230;&#8230;&#8230;. (move) off. Once again I (viii) &#8230;&#8230;&#8230;&#8230;. (has) a game to play.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) got<br \/>\n(ii) stammering<br \/>\n(iii) rang<br \/>\n(iv) shut<br \/>\n(v) returned<br \/>\n(vi) blew<br \/>\n(vii) moved<br \/>\n(viii) had<\/p>\n<p><strong>Question 24.<\/strong><br \/>\nMid-afternoon while (0) <strong>giving<\/strong> (give) my report to Mrs Biggs, I (i) &#8230;&#8230;&#8230;&#8230;. (hear) a loud thumping (ii) &#8230;&#8230;&#8230;&#8230;. (come) from the direction of her store room. \u201cWhat (iii) &#8230;&#8230;&#8230;&#8230;. (be) all that noise downstairs ?\u201d I asked. \u201cProbably a rat. I don\u2019t hear anything,\u201d she replied. I ran downstairs and (iv) &#8230;&#8230;&#8230;&#8230;. (open) the store room door. There was Mr Biggs (v) &#8230;&#8230;&#8230;&#8230;. (look) very dusty and very disgruntled; he wanted to know why Mrs Biggs (vi) &#8230;&#8230;&#8230;&#8230;. (shut) him up for hours. He had gone into the store room in search of a walking stick and Mrs Biggs, (vii) &#8230;&#8230;&#8230;&#8230;. (see) the door open, had promptly (viii) &#8230;&#8230;&#8230;&#8230;. (bolt) it.<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) heard<br \/>\n(ii) coming<br \/>\n(iii) is<br \/>\n(iv) opened<br \/>\n(v) looking<br \/>\n(vi) had shut<br \/>\n(vii) seeing<br \/>\n(viii) bolted<\/p>\n<p><strong>Question 25.<\/strong><br \/>\nAfter Christopher Columbus (0) <strong>returned<\/strong> (return) from his famous voyage across the Atlantic, the king of Spain (i) &#8230;&#8230;&#8230;&#8230;. (wish) to celebrate the great event and do honour to the man who (ii) &#8230;&#8230;&#8230;&#8230;. (make) himself a national hero. He (iii) &#8230;&#8230;&#8230;&#8230;. (do) so by holding a banquet in honour of the explorer. To this banquet he (iv) &#8230;&#8230;&#8230;&#8230;. (invite) many of the nobles of the king\u2019s court. Some of them (v) &#8230;&#8230;&#8230;&#8230;. (be) jealous of the success Columbus (vi) &#8230;&#8230;&#8230;&#8230;. (achieve). One of them sat next to Columbus. He turned towards Columbus and said, \u201cOf course you (vii) &#8230;&#8230;&#8230;&#8230;. (be) a brave man but anyone can take ship and sail on and on till he (viii) &#8230;&#8230;&#8230;&#8230;. (reach) land.\u201d<br \/>\n<strong>Answer:<\/strong><br \/>\n(i) wished<br \/>\n(ii) had make<br \/>\n(iii) did<br \/>\n(iv) invited<br \/>\n(v) were<br \/>\n(vi) had achieved<br \/>\n(vii) are<br \/>\n(viii) reaches<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tenses: Tenses are a means of putting a sentence into a time frame. 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