Class 11 Unit 7 Prefix, Transitive, Intransitive and Linking Verbs
Prefix – Definition
A prefix is a group of letters placed before the root/base word to change its meaning. It does not stand alone but modifies the sense of the word.
Example:
·
happy
→ unhappy (not happy)
·
legal
→ illegal (not legal)
·
do
→ redo (do again)
Uses of Prefixes
1.
Negation
(not) → un-, in-, dis-, non-
o unfair,
inactive, dislike, nonstop
2.
Reversal/Removal
→ de-, dis-
o deforest,
disconnect
3.
Repetition
→ re-
o rewrite,
rebuild
4.
Time/Order
→ pre-, post-
o preview,
postpone
5.
Bad/Wrong
→ mal-, mis-
o malpractice,
misbehave
Examples
in Sentences
1.
The road is unsafe
at night. (prefix un- = not)
2.
The teacher asked me to rewrite
the essay. (prefix re- = again)
3.
He was punished for misbehaving
in class. (prefix mis- = wrongly)
C. Make two other words by using each prefix given above and use them in sentences.
1. mal- (bad/evil)
- malfunction – The
computer stopped working because of a malfunction.
- malnutrition – Many children
in poor areas suffer from malnutrition.
2. mis- (wrong/badly)
- misunderstand – Please
don’t misunderstand my words.
- misplace – I often
misplace my keys at home.
3. un- (not)
- unhappy – She felt
unhappy after hearing the sad news.
- unfair – It is
unfair to punish only one student for the mistake.
4. in- (not)
- invisible – The stars
are invisible during the day.
- incomplete – His
homework was incomplete.
5. pre- (before)
- preview – We
watched the movie preview before the release.
- preschool – My
brother goes to preschool every morning.
6. il- (not)
- illegal – It is
illegal to drive without a license.
- illogical – His
argument was weak and illogical.
7. dis- (opposite, not)
- disagree – I
disagree with your opinion.
- disconnect – Please
disconnect the charger when not in use.
8. im- (not)
- impossible – Nothing
is impossible if you work hard.
- impolite – It is
impolite to interrupt someone while speaking.
9. re- (again)
- rewrite – The
teacher asked me to rewrite the essay.
- rebuild – The
villagers will rebuild the bridge after the flood.
10. ir- (not)
- irregular – The
patient has an irregular heartbeat.
- irresponsible – He is
irresponsible with his duties.
11. de- (reverse, remove)
- devalue – Bad
behavior can devalue a person’s reputation.
- deforest – People
should not deforest the jungle carelessly.
12. non- (not)
- nonsense – Stop
talking nonsense in the class.
- nonstop – The bus
runs nonstop from Pokhara to Kathmandu.
1. Transitive Verbs
Definition
A transitive verb is
a verb that needs an object to complete its meaning.
The action passes from the subject to the object.
Formula: Subject +
Verb + Object
Uses
·
They answer “what?”
or “whom?” after the verb.
·
Without an object, the sentence feels incomplete.
Examples
1.
She wrote a letter. (What
did she write? → a letter = object)
2.
They played football. (What
did they play? → football = object)
3.
He bought a new bike.
(What did he buy? → bike = object)
2. Intransitive Verbs
Definition
An intransitive verb
is a verb that does not take an object.
The action does not pass to an object.
Formula: Subject +
Verb (+ Adverb/Complement)
Uses
·
Often followed by adverbs
or prepositional phrases (but not direct objects).
·
They answer “how?”,
“where?”, or “when?”,
not “what” or “whom.”
Examples
1.
The baby cried
loudly. (No object, but has adverb)
2.
Birds fly
in the sky. (Prepositional phrase, not an object)
3.
She slept peacefully.
3. Linking Verbs
Definition
A linking
verb is a verb that does not show
action but connects the
subject with its complement (a noun, pronoun, or adjective that
describes/renames the subject).
Formula: Subject
+ Linking Verb + Complement
Uses
·
Most common linking verb is “be” (am, is,
are, was, were).
·
Other linking verbs: seem, become,
appear, look, taste, feel, remain, grow, sound, smell.
·
They link the subject
with state, quality, or condition.
Examples
1.
She is a teacher.
(teacher = complement → tells what she is)
2.
The soup tastes
delicious. (delicious = adjective describing soup)
3.
He became a doctor.
(doctor = complement)
Grammar
c. Underline
the verb in each sentence and write whether it is transitive, intransitive or
linking.
a. His father looks handsome.
looks = linking verb
b. Bhawana drinks milk every day.
drinks = transitive verb
c. He became a watchman.
became = linking verb
d. This bread smells good.
smells = linking verb
e. The dog barked loudly.
barked = intransitive verb
f. He chased the dog.
chased = transitive verb
g. My sister swims fast.
intransitive verb
h. He painted a picture.
painted = transitive verb
i. Radhika always asks questions.
asks = transitive verb
j. Anjana has a long hair.
has = linking verb
k. Hungry lion roars.
intransitive verb
l. He tried again and again.
tried = intransitive verb
m. The weather is hot.
is = linking verb
n. Owls
hide in the daytime.
hide = intransitive verb
Critical thinking
a. Do you think
that the title “Foresters without Diplomas” is suitable to the essay? How?
Yes, I think the title “Foresters
without Diplomas” is very suitable to the essay. A diploma normally
represents formal education and technical training. But in the essay, the
writer shows how ordinary villagers, without formal schooling, are able to
protect and manage forests successfully. Their work is equal to, or sometimes
even better than, professional foresters with academic degrees.
The
people described in the essay are local villagers who depend on the forest for
their daily life. They collect firewood, grass, fruits, and herbs, so they
understand the value of the forest very well. Even without diplomas, they use
their traditional knowledge, cooperation, and sense of responsibility to
conserve the forest. They make rules, punish those who break them, and share
the benefits equally. This shows their wisdom and skills in forest management.
The
title also suggests that formal education is not the only source of knowledge.
Experience, observation, and community spirit can also teach valuable lessons.
The villagers prove that real-life practice is as important as classroom study.
Their success shows that certificates and diplomas are not the only qualifications
needed for social progress.
Therefore,
the title “Foresters without Diplomas” is suitable because it
honors the villagers who have become natural foresters by their dedication and
collective effort, even without academic degrees. It reminds us to respect
local knowledge and to understand that education can come from life as well as
from books.
b. Can a person make a difference in a
society? Discuss with an example from a person who has made a difference in
your society.
Yes, a single person can make a big difference in society. History
and present life show that the courage, vision, and hard work of one individual
can inspire many people and bring positive changes. Society is built by people,
and even one person’s good actions can influence others to follow the same
path.
In
my society, I have seen the example of Madan Krishna
Shrestha, a well-known comedian, actor, and social activist of
Nepal. He, along with his partner Hari Bansha Acharya, has not only entertained
millions through comedy but also spread awareness about social issues like
corruption, poverty, education, and health. Through dramas, films, and public
programs, he has encouraged people to think critically and act responsibly.
Their performances often carry strong social messages, teaching lessons in a
humorous but powerful way.
Madan
Krishna Shrestha also showed great courage in speaking about his struggles with
illness, which gave hope to many other patients. His openness and positive
attitude inspired people to stay strong in difficult times. He proved that
artists can play an important role in shaping society, not only by entertaining
but also by educating and guiding people.
This
example proves that one person’s voice, creativity, and effort can bring
awareness, unity, and positive change in society. Therefore, I strongly believe
that a person can make a difference, no matter how small their actions may seem
at first.
c. Write an essay on 'The Community Forest in
Nepal'. Describe how these community forests have contributed to maintain
ecology in our environment.
The Community Forest in Nepal
Forests
are very important for our life and environment. They give us oxygen, food,
medicine, and raw materials, and they protect the soil and water. In Nepal,
forests cover a large part of the land. But in the past, careless use,
deforestation, and overgrazing destroyed many forests. To solve this problem,
the government of Nepal started the community
forest program, where the local people themselves take care of
the forest.
A
community forest is a forest area handed over to the local people to manage,
use, and protect. The local users form a committee, make rules, and share both
responsibilities and benefits. They decide when to cut trees, how much firewood
to collect, and how to punish rule-breakers. This system gives a sense of
ownership, so people feel the forest is theirs.
Community
forests have contributed a lot to maintaining ecology in our environment.
First, they help in reducing
deforestation because people protect trees instead of cutting
them carelessly. Second, they support soil and
water conservation, which prevents floods, landslides, and
droughts. Third, they provide a habitat for
wildlife and preserve biodiversity. Fourth, trees absorb carbon
dioxide and release oxygen, which helps to control
air pollution and climate change.
Besides
ecological balance, community forests also improve the economy. Villagers get
firewood, fodder, timber, and non-timber products in a sustainable way. They
also earn income by selling forest products and use it for schools, health
posts, and drinking water projects.
In
conclusion, community forests in Nepal are a successful example of people’s
participation in conservation. They protect nature, improve the local economy,
and make our environment greener and healthier. If we continue this practice
sincerely, our forests and ecology will remain safe for future generations.
