National Book

Monday, May 4, 2020

Part II-Writing email

Posted by kodom at 4:03 PM Be the first to comment!

Writing email 
E-mail is a valuable mode of communication. It is now widely used in 
academic, business and social settings. Thus, depending on your purposes, 
the text of the email may be different. 
 
Basic types 
 
Email could be both formal and informal. The formal emails are used to 
communicate in academic, official and business settings. On the other hand, 
the informal emails are used to communicate in social setting like 
communicating with friends, guests and so on. 
 
 
Task 1 
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Some purposes of communication are given here. Categorize them if they are 
formal and informal in the table below. One is done for you. 
 
contacting friends                       communicating with teachers 
 
requesting information               applying for jobs/scholarships 
 
inviting friends                           announcement of a cultural festival 
 
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Features of email 
 
•It is generally brief. 
 
•The salutation should be formal and informal depending on contexts. 
 
•You do not need to write 'the date' 
 
•You do not need to write the 'address of the receiver' but you have to 
  use the recipient's email ID. 
 
•You do not need to write your complete address. 
 
•You need not bother about signature. 
 
 
 
Formal email  
Formal emails are used in academic, official and business communication. 
When you are writing a formal email, you must remember the following 
things: 
 
 
• You should write the email ID carefully. 
 
• You should write the subject of your email briefly. 
 
• Your language should be formal. 
 
• Avoid contracted forms like 'it's, haven't' rather you should write 'it is, 
   have not', etc. 
 
• Mention the purpose of writing very clearly. 
 
• The salutation should be formal as 
  'Dear Head Master', 'Dear Sir', 'Dear Madam', 'Dear Mr. Choudhury', etc. 
 
• Should have a formal closing such as 'your sincerely, your obedient', 
   etc. 
 
• You may attach other files if needed. 
 
 
 
 
 
 
 
TASK 2 
 
Instruction: Suppose there is an ICT Club in your school. Yo 
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u want to be a 
member of that club. Now write an email to the Headmaster of your school 
for the membership. 
 
 
                        Example of a formal Email 
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuF61r74SnH5CPMX8nlygANH8JaSQoWgqTTmWusRly9O90zbXezIMXrvrrl3MsSkRPcrOl_O3FCWYNtig8liDU1Hr-m2ckbB3P54QOjrh64wDIpWKBciDCQQ0f4a1cxYRq6yR8ERMnFBDB/s1600/Capture.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="276" data-original-width="324" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuF61r74SnH5CPMX8nlygANH8JaSQoWgqTTmWusRly9O90zbXezIMXrvrrl3MsSkRPcrOl_O3FCWYNtig8liDU1Hr-m2ckbB3P54QOjrh64wDIpWKBciDCQQ0f4a1cxYRq6yR8ERMnFBDB/s1600/Capture.PNG" /></a> 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Informal email  
 
Informal emails are mostly used in social communication like communicating 
with friends, parents, relatives, classmates. It is also used for inviting a huge 
number of people to join a festival, gathering, etc. Informal emails can be 
different types depending of the purposes. However, the most common 
features of informal emails are: 
 
 
 
•You should write the email address carefully. 
 
•Just write the subject of your email. 
 
•Your language should not be formal. 
 
•Generally contracted forms like 'it's, haven't' are widely used here. 
 
•Mention the purpose of writing briefly. 
 
•The salutation should be informal as 'Hello', 'Dear Karim', 'Hello 
  everyone', etc. 
 
•The closing is informal like your son, your friend, love, regards etc. 
 
•You may or may not (depending on situation) write your name. 
 
•You may attach files if needed. 
 
 
 
TASK-3  
 
Instruction: Suppose you are writing an email to your friend for borrowing a 
book. 
 
 
 
 
 
Example of an Informal email 
   
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TASKS FOR PRACTICE 
 
1. Suppose, you are the class captain. Now write an email to your classmates 
    requesting them to attend the annual sports of your school. 
 
2. Suppose, you want to participate in the national debate competition this 
    year. Now write an email to the Head teacher of your school for permission. 
 
3. Suppose, you want to participate in the local science fair. Now write an 
    email to the coordinator of the science fair to enlist your name.

Writing email E-mail is a valuable mode of communication. It is now widely used in academi...

Part II- Letter writing

Posted by kodom at 4:02 PM Be the first to comment!

Below is a sample paragraph with different parts: 
 
                                                  Mobile Phone 
 
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LETTER WRITING  
 
WHY DO WE WRITE LETTERS 
 
<ul>
<li> We write letters to our friends and relatives to know about them </li>
<li>We write for sending and receiving information. </li>
<li>We write letters to different institutes, organizations for</li>
</ul>
 
          seeking specific information, admission and also for jobs. 
 
 
 
 
 
 
 
TYPES OF LETTERS 
                    
                       • Personal 
                       • Formal/business/official 
 
PURPOSES OF PERSONAL LETTER 
 
Below are some purposes of a personal letter 
 
 
<ul>
<li>to thank </li>
<li>to apologize </li>
<li>to invite </li>
<li>to make an arrangement </li>
<li>to request </li>
<li>to reply </li>
<li>to another letter</li>
</ul>
 
 
Different Parts of a Personal Letter  
The five parts of a personal letter 
 
<ul>
<li>Heading </li>
<li>Greeting/ Salutation </li>
<li>Body </li>
<li>Complimentary closing </li>
<li>Signature</li>
</ul>
 
 
1. The Heading - this includes the recipient's address and the date (in some 
    cases, it's OK to just write the date) 
 
2. The Greeting/ Salutation - the act or an instance of welcoming (Dear......) 
 
3. The Body - the main text of your letter 
 
4. The Complimentary closing - the closing includes a short capitalized 
                  expression, such as "Sincerely," or "Love," 
 
5. Signature - name and signature 
 
 
 
 
 
 
 
Below is a sample of personal letter. Look at it carefully to identify different 
parts and the way they are presented in a letter. 
 
Instruction: Suppose you have been ill for a few days. Therefore, you missed 
some classes. Now, you write a letter to your friend telling him to provide 
information and materials you missed during the time. 
 
 
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Here is another example of a personal letter. Now discuss in pairs or groups 
and identify different parts of this letter. Also notice the language of the 
letter and tell your friends or teacher if it is easy or difficult. 
 
Do you think that it is possible for you to write the same type of letter on 
another topic in this way? You can write another letter and show your friends 
or teacher. 
 
Instruction: Suppose you have witnessed a street accident recently. The 
accident was very terrible and you still cannot forget it. Now write a letter to 
your friend describing that street accident. 
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Formal Letters 
 
Objectives  
We write a formal letter to request for something or asking for something or 
getting some information. 
 
Different parts of a formal letter  
There are seven parts of a formal letter. These are: 
 
 
<ul>
<li>Date</li>
<li>Address</li>
<li>Salutation</li>
<li>Introduction</li>
<li>Body</li>
<li>Closing</li>
<li>Signature</li>
</ul>
 
 
 
1. Date  
The date is put at the top of the page for any business communication. It is an 
official record of correspondence that may be kept for future reference. 
 
2. Address  
The address of the person receiving the correspondence includes formal 
name, street address, city, state and postal code. 
 
 
 
 
 
 
3. Salutation 
 
The salutation is the formal way of addressing a person. Common salutations 
are Dear or Dear Mr. Hasan, Dear Sir/Madam, etc. 
 
 
 
4. Introduction 
 
The first few sentences of a letter are introductory in nature. The introductory 
section introduces the subject of the letter. 
 
 
 
5. Body 
 
The body of the letter shares most of the information. It also contains some 
supporting ideas. 
 
 
 
6. Closing 
The closing of the letter summarizes what the letter was about. 
 
 
7. Signature 
 
It contains the writer's name, address, etc. 
 
 
TASK-1 
 
Instruction: Suppose there is a Computer Training Institute in your locality. 
You have noticed the advertisement of admission into a 'Basic Course'. You 
want to attend the course. Now write a letter to the Coordinator requesting 
him to send you an admission form. 
 
 
 
 
 
Example of a Formal Letter 
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Here is another example of a formal letter. Now discuss in pairs or groups and 
identify different parts of this letter. You may also notice how the main point 
is presented in the letter. Do you think that it is possible for you to write 
another letter on the same type of problem you notice? 
 
 
 
 
 
 
 
Task-2 
 
Instruction: Suppose your school stands on the river Mogra. The river is 
beautiful. The river is used in many ways. However, some people often throw 
wastes into the river and pollute its water. Throwing waste, chemicals and 
fertilizers into river can be causes of many diseases. 
 
 
Now, discuss in groups about the causes and effects of water pollution. You 
can also discuss it with your teacher. After the discussion, write a letter to the 
Headmaster of your school requesting him to organize a rally to create public 
awareness about water pollution. 
 
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TASKS FOR PRACTICE  
 
1. Suppose you have got scholarship for your brilliant result. So you need to 
    open a bank account to receive the monthly stipend. Now discuss in pairs 
    or groups and write a letter to the manager of a local bank requesting 
    information for opening a bank account. 
 
 
2. Suppose you live in a hostel. When you need, you talk to your parents and 
    family members on mobile phone. But a few days ago that phone set 
    became dead. So you need to buy another. Now write a letter to you 
    father/mother asking for money for a new phone set. 
 
 
3. Suppose your father works abroad. He is returning home after a year. You 
    need to go with your mother to receive your father at Shahjalal 
    International Airport, Dhaka. So you need leave for two days. Now write a 
    letter to the Headmaster of your school requesting him to grant you leave 
    of absence for two days. 
 
 
4.16 December is our Victory Day. On this day, different cultural programmes 
   are organized. Suppose, class VIII of your school want to stage a short 
   drama on the coming Victory Day. Now discuss in groups and write a letter 
   to the Headmaster of your school requesting him for permission to carry 
   out the plan. 
 
 
5. Suppose there is no internet facility in your school library. But it is very 
    important because educational materials at all levels are available from 
    websites. Thus you can collect huge information and reading materials if 
    you have the internet connection. Now discuss in groups and write a letter 
    to the Headmaster of your school requesting him to provide internet 
   facility in your school library.

Below is a sample paragraph with different parts: Mobile Phone LETTER ...

Part II-Writing process

Posted by kodom at 3:59 PM Be the first to comment!

THE WRITING PROCESS 
 
The process of writing includes some steps. When you want to write a letter 
to your friends, relatives or to the Headmaster of your school, you should 
follow that process. Again, if you want to write a paragraph, composition or a 
story, you should know about the process. This process will help you to write 
freely. 
 
Now look at the three main stages of writing process: 
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<tr><td class="tr-caption" style="text-align: center;">The writing process also depends on:</td></tr>
</tbody></table>
 
 
 
 
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In brief, the process of any piece of writing depends on: 
 
                   • purpose 
 
                   • readers 
 
                   • content 
 
                   • situation 
 
Let us now, move to the steps in details: 
 
 
 
 
 
 
 
 
Preparing to write  
 
We need some preparations to write. When we write, we think of the 
purpose, content and situation of writing. Preparations may also differ. For 
example, your letter to your friend is different from the letter to your parents. 
Again, when you are very busy, you send a very short message. But when you 
are not so busy, you could write a longer text. 
 
 
WHAT YOU SHOULD DO FIRST AT THIS STAGE  
Gathering Idea:  
 
Gathering idea or information is essential for your writing. Brainstorming can 
help you gather your idea. 
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BRAINSTORMING                                         
 
It means you 'storm' your brain 
or search your brain for ideas. 
 
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Take 5 minutes if you do it alone and take more time if you work with a 
partner or in a group. This is a very speedy process. So, here you: 
 
 ►Write down very quickly. 
 ►Write down everything that comes to your mind. Don't think 
     if they are useful or not. 
► Write down the main points only. > 
►You could write down the points in words or phrases. Never 
    think that you must write sentences. 
 
Now, think about ideas for a paragraph about bees. Look at the following 
images: 
 
 
 
 
 
 
 
Here you can visualize the following images: 
 
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Thu the following points can come into your head from brainstorming: 
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The next step is Speed Writing  
 
This is a kind of activity for writing freely. 
 
► Take 5/6 minutes. 
► Write as much as possible on a topic. 
►Write whatever comes into your head. 
► Continue writing, don't stop until the time is up. 
►Don't worry about correction, spelling or neatness at this stage. 
 
Asking 'Wh' Questions  
 
To collect information, at this stage you can ask yourself 'WH' questions. But, 
here again, it depends on content. For example, you can ask questions about 
'Bees' like: 
 
► What are they? 
 
► What do they do? 
 
►Where do they live? 
 
►What do they live on? 
 
►What do we get from them? 
 
► How else do they help us? 
 
But here you are writing as much as possible. So, don't think much about 
grammatical rules, structures, spelling, and punctuation. Look at the sample 
speed writing on 'Bees'. 
 
 
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The next step of your writing is 'planning'.  
 
PLANNING 
 
After brainstorming, asking ‘WH' questions to yourself and speed writing, you 
have got your topic, sufficient ideas, and information in mind in your notes. 
Now it is time to make a plan for your writing. 
 
Planning includes: 
 
► The length of the writing 
► Number of paragraphs 
►  How should I introduce the topic? 
► Which information should go first, second and the rest? 
► How should I conclude? 
 
 
DRAFTING 
The actual writing begins with 'drafting'. In drafting, you will carry out your 
planning. Drafting needs revision. So you can allow space after every line. 
Below is a sample drafting of a paragraph on bees. 
 
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<div style="text-align: left;">
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
REVISING 
 
It is the last stage before we produce the actual writing. You can revise while 
drafting or after you have finished drafting. When you revise, you must 
consider: 
 
 
►  if it is appropriate for the reader. 
 
► if it clearly states your purpose. 
 
► if it is well-organized. 
 
► if it contains all things you wanted to write. 
 
 
                         Understanding the Organization of Writing 
 
 
PARAGRAPH  
 
A paragraph is a group of sentences about one topic. There are three parts of 
a paragraph. These are: 
 
                        ► The Introduction 
 
                        ► The Middle 
 
                        ► The Conclusion 
 
Their position is sequential. Below is the diagram of a paragraph. 
                                                <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix0Ig1v02e32ZN8KoRSR3TtOZErnMWbDCJxKDaioUDkEJUWimvJySUfdMjoCAQq_BKe-aIG3gsE6dyDCucWYyZq8e6EtCuJ6izBe_uW9A67E5S6-RJgKUFhPF5OGWXQw1wsR94IOiiyBUf/s1600/Capture.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="143" data-original-width="85" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix0Ig1v02e32ZN8KoRSR3TtOZErnMWbDCJxKDaioUDkEJUWimvJySUfdMjoCAQq_BKe-aIG3gsE6dyDCucWYyZq8e6EtCuJ6izBe_uW9A67E5S6-RJgKUFhPF5OGWXQw1wsR94IOiiyBUf/s1600/Capture.PNG" /></a>  
 
 
 
 
 
THE PARTS OF A PARAGRAPH 
 
Introduction/Topic Sentence 
 
The introduction of a paragraph contains an introductory sentence. It is called 
a topic sentence. Generally a paragraph begins with it. The topic sentence 
introduces your topic. 
 
To write a good topic sentence:  
 
 ► State the topic clearly so that the reader can understand what you are 
      going to write about. 
 ► Your topic sentence should be attractive. 
 
 
 
MIDDLE  
 
The middle of a paragraph contains supporting ideas. Here you narrate, 
explain and thus support what you said in the introduction. It should contain 
the details of your description. 
 
To write the middle: 
 
►Narrate everything you want to write about your topic. 
 
►If needed, classify your ideas. 
 
►Put them clearly one after another and make a link between them. 
 
 
 
CONCLUSION  
 
It is the last part of your paragraph. Here you make a final say about your 
topic. To write a conclusion - avoid repetition and sum up your ideas. 
 
 </div>

THE WRITING PROCESS The process of writing includes some steps. When you want to write a letter to your friends, relatives or to the Hea...

Unite-10-Suffixes and Prefixes

Posted by kodom at 11:56 AM Be the first to comment!

UNIT               10            Suffixes and Prefixes 
 
Lesson 1: An Introduction 
 
 
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                   un-comfort-able 
 
   (un = prefix; comfort = root word; able = suffix) 
 
 
 
Now, separate the root words, affixes (prefixes and suffixes) of the following  
words and compare your answers with your partner:  
unfair, empower, dishonest, misunderstand, helpful, player, coming, shortly. 
 
 
 
 
A. Now, ask and answer the questions in pairs.  
 
What is the common name of the groups of letters added to the root words to 
form new words? 
 
What is known as a prefix? 
What is a suffix? 
Why do we use prefixes and the suffixes? 
 
So, you can understand that an affix is a group of letters added to a word to 
change its meaning and parts of speech. Some affixes can be added to the 
front of words and some others at the back. An affix added to the beginning of 
a word to form a new word with new meaning is known as a prefix. For 
example, 'mis' in misunderstand, and 'un' in untie are called prefixes. 
 
 
The most common prefixes in English are – dis, in, re, un. These four cover 
most of the prefixed words. On the other hand, the most common suffixes are 
-ed, ing, ly, es. They also cover most of the words made with suffixes. 
 
 
 
 
 
 
 
B. Look at the following words that have added some letters at the end of  
the words (suffix). Try to separate the root words and the suffixes. 
 
                      powerful, kindness, suddenly, latest, player 
 
C. Now, read the most commonly-used prefixes, their meaning, and  
examples from the following table. 
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D. Look at some prefixes, their meaning, and words formed with them. 
 
Prefixes               Implied meaning                     Words formed  
 
under                    small/little                                  undersize, underpaid 
 
CO                       with/together                              co-author, coordinator 
 
 
 
 
 
 
 
 
mal                    opposite/bad                       malpractice, malnutrition 
 
de                      opposite                              defrost, deform 
 
fore                    front/before                       forehead, forecast 
 
 
E. Look at the most commonly-used suffixes, their meaning, and words made 
with them from the following table. 
 
Suffixes              Implied meaning                                   Words/Examples 
 
s, es                    pluralize/make a verb singular                 books, goes 
 
ed                         form past tense/ past                               helped, (had) helped 
                             participle/adjective 
 
Ing                          form present participle/                       running, running car 
                               adjective/ gerund      
 
 Ly                          Indicate how, 'when, where,                slowly, friendly 
                               or something happens 
 
er                            1. indicates a person who                    player, farmer 
                                   does a particular work 
                               2. make comparative degree                bigger, taller 
 
ic                             having qualities                                  heroic, patriotic 
 
able,ible                  able to be                                            comparable, invisible 
 
ness                        indicate state, condition, degree          brightness, kindness 
 
full                        having something                                  powerful, handful 
 
ment                     completion                                             payment, punishment 
 
 
 
Exercise 1  
Make five new words using the following suffixes ing, ic,er, ful, es. Then 
compare your answer in pairs. 
 
 
 
 
 
 
 
 
 
Exercise 2  
Ask and answer the questions in pairs. Use affixes in your answers. You can 
choose the affixed words below. The first one is done for you. 
 
                            invisible, recently, shortly, unkind, illegal 
 
 
Question: Is Mr. Rahman kind to the poor people? 
Answer: No, he is unkind. 
When are you coming back? 
Is the moon visible in the new moon? 
Is it legal to drive a car when the red light is on? 
When has your father come from abroad? 
 
 
 
Exercise 3  
 
Read the text and use affixes (prefixes and suffixes) to make the story 
grammatically correct. Then compare your answers with your partner. 
 
Farzana began her journey when she receive an urgent call from her mother. 
Her journey was comfort because of bad weather. She was look for an 
umbrella as it was rain heavy. There was no rickshaw in the road. However, 
Farzana was astonish to see the kind of an auto driver. Hear her trouble, the 
drive offer her a lift. She was thank to the driver for his kind. “I will remember 
your help for long period of time” said Farzana. The driver polite made a bow, 
lowered his head towards Farzana and left the place.

UNIT 10 Suffixes and Prefixes Lesson 1: An Introduction un-comfort-able ...

Unite-11-Capitalisation and Punctuation

Posted by kodom at 2:33 AM Be the first to comment!

UNIT         11        Capitalisation and Punctuation 
 
Lesson 1: An Introduction 
 
Read the story given below and discuss with your partner where the capital  
letters have been used:  
 
There was a poor boy named Rakib. He lived in a small village of Ghorasal in 
Palash upazila under Narsingdi district. His mother died on a Sunday in 
January 1994. At that time, Rakib was only five. When he was 12, he started 
to work in a rich man's family as a domestic help since his father was not in a 
position to bring him up. Rakib used to obey the orders of the family members 
although Mojnu, the only son of the rich man, did not like to get things done 
by Rakib. Rakib was happy to see his master's son Mojnu going to a school 
named Fulkuri High School. Although he had to work hard, he used to ponder 
upon the things and events around him whenever he could find time. "I want 
to learn what my master's son is learning” said Rakib to himself. He made 
friendship with Mojnu. Mojnu used to tell stories to Rakib about the successes 
of some hard-working people with a view to inspiring his friend. He also used 
to tell stories about some countries such as Singapore, Australia, and Japan. 
Rakib thought, “If I could go to the countries!” He started to learn English and 
Japanese languages through watching TV, and by reading books named Learn 
English, Learn Japanese. Alongside learning languages, he started to learn 
about different nations such as the French, the Americans, and the Indians. By 
this time Rakib was 22. He became a member of the local Library near the high 
school and used to borrow books from there. By reading books and through 
holding dialogues with his friend, he acquired knowledge equivalent to a 
secondary school passed student with good grade. Last week he read about 
the Declaration of Independence of Bangladesh and about the French 
Revolution which made him more aware of his rights and responsibilities. He 
got a job in a Singapore Dockyard through browsing the Internet at the library. 
 
 
 
 
 
 
The senior members working voluntarily at the library were of great help in 
this regard. Rakib's hard work started to make his long-cherished dream a 
reality. Rakib is grateful to Allah for His help to make his plan successful. 
 
 
Work in pairs and make a list where capital letters are used in writing. The  
first one is done for you. (The first letter in a sentence becomes capital.) 
 
 
Now compare your list with the one given below. 
 
Features of Capitalisation 
 
1. The first letter of the first word in a sentence (The bird is flying.) 
 
2. Names of people (Rakib, Mojnu, Rahim, Ratan, etc.), places (Ghorasal, 
    Palash, Narsingdi, Dhaka, London, etc), days (Sunday, Monday, Tuesday, 
    etc.), months (January, February, March, etc.), rivers (the Padma, the 
    Ganges, the Megna, the Buriganga, etc.), mountains (Mt. Everest, Mt. 
    Cook), huge constructions (the Sears Tower, the Eifel Tower, etc.) start 
    with capital letters. 
 
3. Names of organizations (Savar High School, High Court, Notre Dame 
    College, World Bank, etc.) begin with capital letters. 
 
4. The pronoun “l” always is capital (As he called me for help, I helped 
     him). 
 
5. Names of nations (Bangladeshis, Americans, British) begin with capital 
    letters. 
 
6. The main words in a title of a book or of a chapter or an article (Learn 
    English, Learn Japanese; Great Expectations; The Liberation War of 
    1971, etc.) start with capital letters. 
 
7. The main words of historical events or documents (Declaration of 
    Independence, French Revolution, etc.) always start with capital letters. 
 
 
 
 
 
 
 
 
 
8. Letters and acronyms that stand for names or organizations (UNICEF, 
    TV, IELTS etc.) have to be written with capital letters. 
 
9.Names of the Almighty and related pronouns are always capital (1 am 
   surprised to see God's power and His immense love for mankind). 
 
10. The first word in Quotation Marks starts with a capital letter (He said to 
      me, “Go home at once"). 
 
 
 
 
Lesson 2: Use of Punctuations 
 
Look at the following punctuation marks and discuss in pairs what their  
names are and why they are used. 
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Now compare your answers from the given table. 
 
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Exercise 1: 
 
Read the following dialogue and use punctuation marks in each gap as  
necessary. 
 
Disha: Did you call me yesterday_. 
 
Papia: Sorry_ I forgot to call you_However_Nazrul called you_ 
 
Disha: Why did Nazrul call me_ 
 
Papia: He said_ _I want to give some things to Disha_ 
 
Disha: What are those things_ 
 
Papia: So far as I know_ they are a set of books_ a box of colour pencils_an 
 
Oxford Dictionary and a laptop_ 
 
 
 
Exercise 2: 
 
Now, read the following application written by a class eight student. Work in 
pairs to decide why his English teacher has underlined some areas. Consider 
capitalization and the use of punctuation marks. 
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UNIT 11 Capitalisation and Punctuation Lesson 1: An Introduction Read the story given below and discuss with your p...

Unite-9-Direct and Indirect Speech

Posted by kodom at 1:49 AM Be the first to comment!

UNIT        9           Direct and Indirect Speech 
 
Lesson 1: Assertive Sentences  
 
Look at the following conversation and follow the changes when some 
message is reported to others: 
 
          Teacher: What did you eat? 
 
          Sukumar: I ate bread and butter. 
 
         Teacher: What did Sukumar say, Asif? 
 
          Asif: Sukumar said that he had eaten bread and butter. 
 
          Teacher: Asif, how can you convey the same message in a different way? 
 
          Asif: Sukumar said, “I ate bread and butter.” 
 
Now discuss in pairs how the following two ways of reporting are different: 
 
Sukumar said, “I ate bread and butter." 
 
Sukumar said that he had eaten bread and butter. 
 
When you finish talking, read the following text: 
 
 
 
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Now, read the following Direct and Indirect speech forms and notice what  
we need to consider in changing direct speech into Indirect.  
 
 
Direct Speech: He said, "I am ill." 
Indirect speech: He said that he was ill. 
Now, work in pairs to identify the areas where changes have occurred in  
indirect speech. Then have a close look at the indirect speech to note the  
changes. The changes have been shown in italics. 
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Features: 
 
<ul>
<li>'that has been added as a linker </li>
<li> </li>
<li>first person 'I in the Direct Speech has been changed to 'he', based on </li>
</ul>
          the subject of the reporting verb 'he' 
<ul>
<li>the verb 'am' has been changed to 'was, based on the verb 'said' anits tense. </li>
</ul>
 
 
Different parts of a direct speech have different names. Have a look at the  
following direct speech:  
 
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Although the changes occur differently in case of five different kinds of 
sentences (Assertive, Interrogative, Imperative, Optative, and Exclamatory) 
and tenses, some general rules apply to all of them. One thing should be kept 
in mind that there are some common things such as tenses, persons, and 
words indicating change in time and place. 
 
 
 
 
 
 
 
 
 
Now, read the changes and discuss in pairs.  
Changing tenses  
 
If the reporting verb is in the past tense, the tense of the verbs of the reported 
speech also become past tense, but if the reporting verb is in the present or 
future tenses, the tense of the verbs in the reported speech remain as it is. 
 
The tense changes as follows: 
 
Tenses of verbs                                                               Change to 
 
Present Simple                                                                  Past Simple 
Abid said, “I like old songs”.                                           Abid said that he liked old songs. 
 
Present Continuous                                                          Past Continuous              
Kona said, “They are playing cricket”.                            Kona said that they were playing cricket. 
 
Present Prefect                                                                 Past Perfect 
Motin said, “I have lost my watch”.                                Motin said that he had lost his 
                                                                                         watch. 
 
Present Perfect Continuous                                             Past Perfect Continuous 
Mina said, “I have been working for                              Mina said that she had been 
the poor”.                                                                        working for the poor. 
 
Past Simple                                                                       Past Perfect 
Nikhil said, “I watched the film”.                                    Nikhil said that he had watched the 
                                                                                         film. 
 
Past Continuous                                                               Past Perfect continuous 
Nadia said, “I was making a toy”.                                   Nadia said that she was making a 
                                                                                         toy. 
 
Present Prefect                                                                Past Perfect 
She said, “I had applied for                                            She said that she had applied for 
scholarship”.                                                                   scholarship 
 
 
 
 
 
Tenses of verbs                                        Change to 
 
Past Perfect Continuous                           Past Perfect Continuous 
He said, “They had been working            He said that they had been working 
hard”                                                         hard. 
 
 
                                               
Note: If the reporting verb is in the past tense, the modal verbs also change. 
For example: 'may' changes to 'might', 'will changes to 'would', 'shall changes 
to 'should' and so on. 
 
Example: He said, “Bina may ask her”. 
          He said that Bina might ask her. 
 
You will find the changes in modals later in this unit. 
 
Now, look at the following examples:  
 
Direct: Abonti said, “I have read the novel 
 
Indirect: Abonti said that she (Abonti) had read the novel. 
 
Direct: My sister says, “It is good to get up early in the morning." 
 
Indirect: My sister says that it is good to get up early in the morning. 
 
Direct: Bela said, “I will come back soon.” 
 
Indirect: Bela said that she would go back soon. 
 
Note: If the reported speech indicates habitual facts, historical events or  
talks about eternal (universal) truth, the tense of the verb in the reported  
speech does not change. Look at the following examples:  
 
Direct: The Head Teacher said, “The sun rises in the east." 
 
Indirect: The Head Teacher said that the sun rises in the east. 
 
Direct: Atanu said to me, “I get up from bed at 6 in the morning every day.” 
 
Indirect: Atanu said to me that he (Atanu) gets up from bed at 6 in the morning 
every day. 
 
 
 
 
 
 
 
Changing Persons  
 
If you look at the indirect speech above, you will see that persons (nouns and 
pronouns) in the inverted commas have been changed in agreement with the 
subject and object of the reporting verbs. 
 
Talk in pairs to find what rules have been followed in changing the persons.  
Now match your rules with the following:  
 
1) The first person(s) of the reported speech is changed based on the 
     person, number and gender of the subject of the reporting verb. 
2) The second person(s) of the reported speech is changed based on the 
     person, number and gender of the object of the reporting verb. 
3) The third person(s) of the reported speech is not changed at all. 
 
 
Have a look at the examples: 
 
 
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Indirect: He said to me that he respected me. 
 
 
Direct: I said to him, “They have prepared their lessons.” 
Indirect: I said to him that they had prepared their lessons. 
 
Some words expressing time (now, today, etc.), place and things (here, this, 
etc.) change if the reporting verb is in the past tense. Look at the examples: 
 
Direct: He said, “I am working now.” 
Indirect: He said that he was working then. 
 
 
Direct: My friend said, "I am coming today.” 
Indirect: My friend said that he/she was going that day. 
 
Direct: Nayon said, “I come here every day.” 
Indirect: Nayon said that he went there every day. 
 
 
 
 
 
 
 
 
Now talk in pairs to find more words that express time and place like now,  
today, here, this, etc. When you have finished, compare your list with the  
following: 
 
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Note: If the time and the place of reporting remain the same, we do not  
need to change the words as shown above. Look at the following examples:  
 
Direct: The English teacher said, “The Inspector of schools will come today.” 
 
Indirect: The English teacher said that the Inspector of Schools will come 
today. 
 
(The reporter is reporting at the time when they hear the news and they are 
reporting from the same place. So 'will', 'come' and 'today' are not changed.) 
 
Direct: My maternal uncle said, “I was born here in Dhaka." 
Indirect: My maternal uncle said that he was born here in Dhaka (reporter is in 
Dhaka). 
 
 
Exercise 1  
Change the following direct sentences into indirect in pairs. 
 
1. Jenny said, “Two and two make four.” 
 
2. Mother said to the son, “You will come back tomorrow.” 
 
3. The farmer said, “I grew the vegetables in my farm." 
 
4. The teacher said to the boys, “I love you all.” 
 
5. The man said, “The sun is hot.” 
 
6. The shopper said, “I bought flour from this shop." 
 
7. The visitors said to me, “We like your art work.” 
 
8. The player said, “I kicked the ball forcibly." 
 
9. The teacher said to the student, “You have forgotten the lesson.” 
 
10. I said to my mother, “I go to bed at 11 every night." 
 
 
 
 
 
 
 
 
 
 
Lesson 2: Interrogative sentences 
 
You read and practised how to change the Assertive direct sentences to 
indirect in the previous lessons. Now, have a look at the following direct and 
indirect speech forms. 
 
Then work in pairs and make a list of rules how they have been changed. 
 
Direct: He said to me, “What did you eat in the morning?" 
 
Indirect: He asked me what I had eaten in the morning. 
 
Direct: He said to her, “When will you come?" 
 
Indirect: He asked her when she would go. 
 
Direct: My father said to me, "Are you going to school today?" 
 
Indirect: My father asked me if (whether) I was going to school that day. 
 
 
Now compare your rules with the following:  
 
If the reported speech is an interrogative sentence, 
 
1) The reporting verb changes to ask/demand/enquire of/want to know, 
     etc. 
 
2) If the question starts with Wh-words, the Wh-words act as connectors. 
 
3) If the question can be answered with 'yes' or 'no', 'if'/'whether' is used 
    as a linker. 
 
4) When an interrogative direct speech is changed to indirect, it becomes 
     an assertive sentence. 
 
5) Other rules mentioned earlier are applicable here, too. 
 
 
 
 
 
 
 
 
Exercise 2  
 
Change the following direct sentences to indirect individually and then 
compare your answers in pairs: 
 
1. The student said to me, “Did you call me?" 
2. I said to my mother, “Will you come to collect me from school?" 
3. The teacher said to Abonti, "How do you come to school?” 
4. He says to me, “Do you know me?" 
5. The bus conductor said, “Have you paid the fare?" 
 
 
Lesson 3: Imperative Sentences  
 
Read the direct and indirect speech forms and identify the rules which have 
been applied to change them to indirect. 
 
Direct: The poor man said, “Please, give me a piece of bread." 
Indirect: The poor man requested to give him a piece of bread. 
 
Direct: The father said to the son, “Do not eat junk food?” 
Indirect: The father forbade the son to eat junk food. 
 
Direct: The teacher said to the students, “Go to your classroom.” 
Indirect: The teacher asked students to go to their classroom. 
 
Direct: The boy said to the man, “Sir, give me your pen, please.” 
Indirect: Addressing the man as Sir, the boy requested him (the man) to give 
him (the boy) his pen. 
 
Now, compare the rules you prepared with those given below:  
 
1. As per the sense of the reported speech, the reporting verb changes to 
    tell/order/command/request/beg/forbid/ask, etc. 
 
2. 'to' is used as a connector and if the reported speech is negative, 'not 
     to' is used as a linker. 
 
 
 
 
 
 
When there is 'let us' in direct speech, it indicates proposal or suggestion. In 
case of such sentences, reporting verb is changed to propose or suggest. 'Let' 
is replaced by 'should'. 
 
Look at the following examples:  
 
Direct: Atanu said, “Let us play cricket.” 
Indirect: Atanu proposed/suggested that they should play cricket. 
 
Direct: The chairperson said, “Let us drop the matter." 
Indirect: The chairperson proposed that they should drop the matter. 
 
Direct: Ria said, “Please let me go now." 
Indirect: Ria requested that she might/might be allowed to go then. 
 
When ‘let' indicates permission, 'let' changes to 'might' or 'might be allowed 
to'. The reporting verb may remain the same or can be changed to 
'request/might/might be allowed to' based on the sense of the sentence. 
 
 
 
Look at the examples: 
 
Direct: He said, “Let me go.” 
Indirect: He said that he might/might be allowed to go. 
 
Direct: My brother said, “Let me watch television." 
Indirect: My brother said/requested that he might/might be allowed to watch 
television. 
 
 
Exercise 
 
Change the following imperative sentences into indirect speech and then  
compare your answers in pairs: 
 
1. The father said, “Do not tell a lie.” 
 
2. He said, “Let me help you." 
 
3. Mother said to me, “Go to bed at once." 
 
 
 
 
 
 
4. The farmer said, “Let us dig the soil.” 
 
5. The teacher said to the students, “Let us finish today.” 
 
6. The teacher said, “Do not laugh at the poor." 
 
7. The student said to the Headmaster, “Sir, grant me a full free 
    studentship, please.” 
 
8. The Headmaster said to the students, “Always speak the truth.” 
 
9. The police said to the agitating people, “Stop shouting!” 
 
10. Asfaq said to the boys, “Speak in English, please." 
 
 
Lesson 4: Optative sentences 
 
Read the following sentences individually and then work in pairs to find the  
rules followed to change them to indirect speech forms: 
 
Direct: She said to me, “May you prosper in life.” 
Indirect: She wished that I might prosper in life. 
 
Direct: Mother said to her daughter, “May God help you." 
Indirect: Mother prayed that God might help her daughter. 
 
Direct: They said, “Long live our Prime Minister." 
Indirect: They wished that their Prime Minister should live long. 
 
Direct: The English teacher said, "Good morning, my students." 
Indirect: The English teacher wished his/her students good morning. 
 
 
Now, compare the rules you have identified with the following: 
 
1.The reporting verb changes to 'wish'or 'pray'. 
 
2.'That' is used as a connector 
 
3.The optative sentence becomes a statement when made indirect. 
 
 
 
 
 
 
 
 
4. Although 'may' is not there in the reported speech, its past form 
    'might' is used in the indirect speech. 
 
5. Sentences that indicate greetings, farewell, goodbye, etc., do not need 
    to use 'that' as a connector. After 'wish'/'bid', the greetings are used to 
    change the direct to indirect speech forms. 
 
Exercise  
Change the following direct sentences to indirect speech in pairs: 
 
1. Father said to me, “May you get a good grade in the JSC examinations!" 
 
2. The saint said to the students, “May God bless you all!” 
 
3. Mother said to Kajol, “May you live healthy!” 
 
4. Ponkoj said to Amin, “Goodbye my friend." 
 
5. Atanu said to his mother, “Good night.” 
 
 
Lesson 5: Exclamatory Sentences  
 
Read the following direct and indirect speech forms and try to guess the rules 
followed to change the direct to indirect. 
 
Discuss in pairs and make a list of the rules.  
 
Direct: The players said, "Hurrah! Our team has won the match." 
Indirect: The players exclaimed (cried out/shouted) with joy that their team 
had won the match. 
 
Direct: The boy said, "Alas! My father is no more alive." 
Indirect: The boy exclaimed with sorrow that his father was no more alive. 
 
Direct: Faridul said to Fahim, “What a nice bird it is!” 
Indirect: Faridul exclaimed with joy to Fahim that it was a very nice bird. 
 
Direct: He said to me, "What a funny boy you are!" 
Indirect: He cried out in joy that I was a very funny boy. 
 
 
 
 
 
 
 
Now, compare your rules with the following:  
1. Based on the sense of the reported speech, the reporting verb changes 
    to exclaim, cry out in/with joy/sorrow/grief/wonder/surprise, shout in 
    joy/sorrow/grief/wonder/surprise .  
 
2. 'That is used as connector 
 
3. The indirect speech becomes an assertive sentence. 
 
 
 
Exercise  
 
Now, change the following sentences to indirect speech in pairs: 
 
1. The boy said, “What a stupid boy I am!” 
 
2. The man said, “What a sad story it is!” 
 
3. The doctor said, “What a terrible wound it is!” 
 
4. The boy said, "Hurrah! Our school team has won the debate 
    competition." 
 
5. My class teacher said to me, “How brilliant you are!

UNIT 9 Direct and Indirect Speech Lesson 1: Assertive Sentences Look at the following conversation and follo...

unite-8-Voice

Posted by kodom at 1:48 AM Be the first to comment!

UNIT                   8                Voice 
 
 
Lesson 1: An Introduction 
 
Read the following question and the answer: 
 
 
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<tr><td class="tr-caption" style="text-align: center;"></td></tr>
</tbody></table>
 
 
 
 
 
 
 
 
 
 
 
 
Read the sentences in column A and compare each of them with column B. 
Discuss in pairs what differences you can see in the two sentences of the same 
row. 
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Although the two sentences in the same row express the same meaning, their 
structures are different. Have you noticed that once the doer is focused and 
once the action? There are two types of voice in English active and passive. 
When the doer is focused, we use active voice and when the action is focused, 
we use passive voice. 
 
 
There are some rules for active and passive voices. Look at them: 
 
1. The subject (e.g. I, he, Bashir, we, the mother in the previous activity) 
    of the verbs in column A become the objects (me, him, Bashir, us, the 
     mother) in column B. 
 
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2. The main verbs (e.g. compose, eat, help, know, feed) become past 
    participle (composed, eaten, helped, known, fed) 
 
 
3. Auxiliary verb 'be' (am, is, are, was, were) is used before the past 
   participles in each sentence according to the tense of the verbs. You 
   will see later that auxiliary verbs such as have, has, had, has been, have 
   been, had been, is being, am being, are being, was being, were being, 
   will be, can be, will be being, etc. are used before the past participle. 
 
4. Usually 'by' is used before the object of the passive sentences. 
 
 
 
 
 
 
Read the text and underline the passive sentences.  
 
Bangla is our mother tongue. We take pride in it. On 21st February, 1952, our 
valiant sons laid down their lives for the cause of establishing our mother 
tongue as state language. To commemorate their sacrifice, the day was 
declared as international Mother Language Day in 1999 by UNESCO. 
 
International Mother Language Day is celebrated worldwide every year of 21st 
February. The main purpose of celebrating this day is to promote the 
awareness of language and cultural diversity all over the world. 
 
International Mother Language Day is celebrated to remember the martyrs 
who were killed for our mother language. The day is also celebrated to convey 
the message of their sacrifice to the next generation. 
 
Now, compare your underlined sentences and discuss their uses with your  
partner.  
 
Change the following sentences to passive. Follow the structure: Subject + be 
verb + past participle + by + object. One is done for you. 
 
1. I did the work (The work was done by me) 
 
2. The girl is singing a song. 
 
3. We ate our meal. 
 
4. The boys are playing tennis. 
 
5. They draw pictures. 
 
 
Read the following sentences and think if the sentences can be transformed 
into passives. Discuss with your friend why it is possible or not possible to 
change them into passive: 
 
1. He is a student. 
 
2. I have a pencil. 
 
3. Sonargaon is an old city. 
 
 
 
 
 
 
Note: Only sentences with 'action verbs' (verbs which indicate some work or 
action) can be changed to passives. But sentences with stative verbs which 
indicate some condition like be, have, cannot be changed into passive form. 
 
 
Lesson 2: Voice of Present Tenses  
 
Active: I write an application. 
 
Passive: An application is written by me. 
 
Structure: Subject + be verbs (am, is, are)+ past participle of the main verb + 
by + object 
 
Now, change the following sentences into passive: 
 
a) We read novels. 
 
b) Najibur pulls the cart. 
 
c) My mother tells me a story. 
 
d) We love our country. 
 
e) The fisherman catches fish in the river. 
 
 
Present indefinite questions & negatives 
 
Look at the table below to understand the change of active to passive: 
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Work in pairs to change the following questions to passives. Follow the  
passive structure Do/does/what/why/ --- + auxiliary verb + not (if the 
sentence is negative) + past participle + by + object. 
 
 
 
 
 
 
 
a) Do you like tea? 
 
b) Doesn't mother cook rice pudding? 
 
c) Why do they like you? 
 
d) When does your father read newspaper? 
 
e) What do you say? 
 
f) Doesn't your sister teach you English? 
 
 
Voice of Present Continuous  
 
Active: I am eating an apple. 
 
Passive: An apple is being eaten by me. 
 
 
Structure: Subject + be verb+ being + past participle + by + object 
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Present Continuous questions & negatives 
 
Look at the table below to understand the change of active to passive: 
 
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0yHTQVyF1HI_emPG67R0rAliHHfuMXivTjNdI24CpHZ4DGU8cw4QGv6cDJxAJraG1KskBm1wHZHGYmqU1v4Ui7cNTGVYWUJAw8apIuXfeBcdD_G5j2oJwM1EM3-7r7BEXL8L15K9DYqQn/s1600/Capture.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="85" data-original-width="345" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0yHTQVyF1HI_emPG67R0rAliHHfuMXivTjNdI24CpHZ4DGU8cw4QGv6cDJxAJraG1KskBm1wHZHGYmqU1v4Ui7cNTGVYWUJAw8apIuXfeBcdD_G5j2oJwM1EM3-7r7BEXL8L15K9DYqQn/s1600/Capture.PNG" /></a> 
 
Now, change the following questions to passives in pairs. 
 
a) Is she watching television? 
 
b) Are they playing chess? 
 
c) Is Mr Samir teaching you English? 
 
d) is the mother feeding the baby? 
 
e) is the head teacher calling me? 
 
 
 
 
 
 
Present Perfect Tense 
 
Active: I have eaten a banana. 
 
Passive: A banana has been eaten by me. 
 
Passive structure: Subject + have/has + been + past participle + by + object 
 
Change the following sentences into passive and compare your answers with 
those of your friend: 
 
a) Alim has opened the window. 
 
b) I have read the news. 
 
c) We have won the match. 
 
d) The hungry boy has eaten all the mangoes. 
 
e) Have they done the work? 
 
 
Present Perfect Questions  
 
Structure: Have/has + subject + been + past participle + by + object 
 
Active: Have you made it? 
 
Passive: Has it been made by you? 
 
 
Active: Has he not read the novel? (Hasn't he read the novel?) 
 
Passive: Has the novel not been read by him? (Hasn't the novel been read by 
him?) 
 
 
 
 
 
Lesson 3: Voice of Past Indefinite 
 
Active: I called you 
. 
Passive: You were called by me. 
 
Structure: Subject + be + past participle + by + object 
 
Change the following sentences into passive: 
 
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Past Simple questions  
 
Structure: Be + subject + past participle + by + object; if there are two objects, 
one becomes the subject and the other is put just after the past participle. See 
the example below 
 
Active: Did you show me the picture? (Here the objects are : me, picture) 
 
Passive: Was the picture shown me by you?/ Was I shown the picture by you? 
 
Active: Didn't I give you the book? 
 
Passive: Wasn't the book given you by me?/ Weren't you given the book by 
me? 
 
Active: What did you say? 
 
Passive: What was said by you? 
 
Change the following sentences into passive:  
 
a) Did the farmer grow onions? 
 
b)When did you do that? 
 
c)Which house did you buy? 
 
d)What did he write? 
 
e)Did she not eat mangoes? 
 
 
 
 
 
 
Past Continuous  
 
Read the following examples: 
 
Active: I was reading a novel 
 
Passive: A novel was being read by me. 
 
Active: Matin was calling me. 
 
Passive: I was being called by Matin. 
 
Now, change the following sentences to passives. Follow the structure to 
change into passive - subject + be verb (was/were) + being + past participle + 
by + object: 
 
a) They were pelting stones. 
 
b) My friend was waiting for me. 
 
c) The student was answering the questions. 
 
d) The farmers were harvesting paddy 
 
e) The head master was giving advice. 
 
Read the following actives and passives: 
 
 Active: Was she not teaching her son? 
 
Passive: Was her son not being taught by her? 
 
Active: Wasn't she listening to music? 
 
Passive: Wasn't music being listened by her? 
 
Past Perfect 
 
Read the following active and passive sentences:  
 
Active: You had done the work. 
 
Passive: The work had been done by you. 
 
Active: They had given me the dictionary. 
 
Passive: The dictionary had been given to me by them/ I had been given the 
dictionary by them. 
 
Now, change the following sentences to passives. Follow the structure - 
Subject + had + been + past participle + (one of the two objects, if there are 
two) + by + object. Then get your answers checked by your friend. 
 
 
 
 
 
 
a) We had finished the work at 9. 
 
b) My father had built a house. 
 
c) Bashir had completed his studies. 
 
d) They had bought a house. 
 
e) He had dreamt a nice dream. 
 
Read the examples first and then change the following sentences to  
passives. Follow the structure: Had + object + (not, if the sentence is 
negative) + been + past participle + by + object: 
 
Active: Had you taken lunch? 
 
Passive: Had lunch been taken by you? 
 
Active: Had they not sung the national anthem? 
 
Passive: Had the national anthem not been sung by them?/ Hadn't the 
national anthem been sung by them? 
 
Change the following sentences into passive: 
 
a) She had prepared two cups of tea. 
 
b) Had you consulted the Longman dictionary? 
 
c) Hadn't you drunk coffee? 
 
d) The Head Teacher had invited the guardians. 
 
e) My daughter had drawn those pictures. 
 
 
Lesson 4: Future Simple  
 
Read the following active and passive sentences:  
 
Active: I will do the sums 
 
Passive: The sums will be done by me. 
 
Active: They will play the match. 
 
Passive: The match will be played by them. 
 
 
 
 
 
 
Now, change the following sentences to passives and compare your answers  
with those of your friends. Follow the structure: subject + will + be + past 
participle + by + object 
 
a) The boy will play football. 
 
b) We will welcome the chief guest. 
 
c) We will help the poor. 
 
d) Nasir will not eat bananas. 
 
e) They will run a race. 
 
Future Simple questions  
 
Read the following questions and their passive forms:  
 
Active: Who will help me? 
 
Passive: By whom will I be helped? 
 
Active: What will he do? 
 
Passive: What will be done by him? 
 
Now, change the following sentences to passive: 
 
a) What will you make? 
 
b) Will you do me a favour? 
 
c) Who will collect the information? 
 
d) Will you bring the book? 
 
e) Will you tell me? 
 
 
Future Continuous  
 
Active: I will be eating apples. 
 
Passive: Apples will be being eaten by me. 
 
Active: We will be playing chess. 
 
Passive: Chess will be being played by us. 
 
Now, change the following sentences to passive: 
 
a) He will be reading English. 
 
b) My father will be buying a dress.2020 
 
 
 
 
 
 
c) The farmers will be preparing the soil. 
 
d) We will be practising badminton. 
 
e) The students will be speaking English. 
 
 
 
Lesson 5: Passives with Modals  
 
Have a look at the following active and passive sentences.  
 
Active: I can do this. 
 
Passive: This can be done by me. 
 
Active: He would drive the car. 
 
Passive: The car would be driven by him. 
 
Active: We should help the distressed. 
 
Passive: The distressed should be helped by us. 
 
Now, change the actives to passives following the structure: Subject + modal 
verb + be + past participle + by + object: 
 
a) I will teach him. 
 
b) We ought to practise English speaking. 
 
c) We should obey our parents. 
 
d) Karim could operate the machine. 
 
e) You may do the work. 
 
Passives of imperative sentences  
 
Read the following active and passive sentences and discuss with your  
partner.  
 
Active: Do the work. 
Passive: Let the work be done. 
 
Active: Help the poor 
Passive: Let the poor be helped. 
 
Now, change the active to passive following the structure: Let + subject + be + 
past participle + by + object. 
 
a) Bring the book. 
 
b) Open the door. 
 
 
 
 
 
c) Let me drink coffee. 
 
d) Let him do the work. 
 
e) Do not phone me. 
 
Exercise 
 
A) Change the actives to passives and the passives to actives:  
 
1. I did not do it. 
 
2. They play cricket. 
 
3. We are known to them 
 
4. Was the boy playing chess? 
 
5. She has compiled the articles. 
 
B) The following sentences are passive. Correct the sentences with 
     appropriate forms of verbs and words:  
 
a) The flute is play by Ali. 
 
b) Your friend is know by me. 
 
c) The bridge is construct by the chairman. 
 
d) The mango is sell by the shopkeeper. 
 
e) The match has being won by the class eight students 
 
C) Change the active to passive: 
 
a) Babul broke the glass. 
The glass_________by Babul. 
 
b) Babul is breaking the wall. 
The wall_________by Babul. 
 
c) We drink water. 
Water________by__________.                      
 
d) Who has written the letter? 
______has the letter ______written? 
 
e) Abonti was operating computer. 
Computer__________by Abonti. 
 
 
 
 
 
D) Change the active sentences to passive: 
 
a) Is she drawing a picture? 
 
b) Was your brother reading newspaper? 
 
c) I was not playing games. 
 
d) I watch English cartoons. 
 
e) We will speak English. 
 
E) Change the active to passive and vice versa: 
 
a) is a car being driven by him? 
 
b) The cow eats grass. 
 
c) I take care of my parents. 
 
d) Did you sow the seeds? 
 
e) He will make me a call. 
 
F) Change the actives to passives: 
 
a) Give me the pen. 
 
b) Do not call me. 
 
c) Who calls you? 
 
d) I do not eat sugar. 
 
e) Did you dig the hole.

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