Table of Contents

1. Nouns……………………………………………………………………………….. 5
2. Pronouns…………………………………………………………………………….23
3. Basic Sentence Structure & Verbs………………………………………………32
4. Articles, Capitalization & Punctuation …………………………………………..43
5. Adjectives………………………………………………………………………….59
6. Adverbs……………………………………………………………………………68
7. Prepositions………………………………………………………………………..74
8. Sentence Types……………………………………………………………………87
9. Present Tense………………………………………………………………………100
10. Past Tense…………………………………………………………………………116
11. Future Tense………………………………………………………………………127
12. Subject –Verb Agreement………………………………………………………132
13. Modal Auxiliary Verbs…………………………………………………………143
14. Conditional Sentences…………………………………………………………154
15. Verbals……………………………………………………………………………162
16. Voice………………………………………………………………………………168
17. Sample Paragraphs………………………………………………………………189
18. Sample Essays………………………………………………..................................193
19. Answer Key……………………………………………………………………240
 Preface

This supplementary grammar book has been written as an essential companion to the Foundation
Grammar and Writing course. Grammar can be complex and challenging, but this book simplifies
these intricacies to support students throughout their classroom learning journey. It aligns closely
with the chapters outlined in the lecture sheets. This alignment ensures that students receive
consistent reinforcement of key concepts. As a result, students will be able to integrate their
classroom learning with their independent study more effectively. The authors have simplified
even the most challenging grammar rules, presenting them clearly and accessibly. Students will
find a wealth of examples that illustrate the practical application of grammar in real sentences.
These examples will clarify the rules and help students understand and remember them. In addition
to theoretical explanations and examples, the book offers numerous practice exercises. These
exercises will help students solidify their understanding and mastery of each concept. The authors
emphasize that practice is integral to learning, and these exercises provide the necessary
reinforcement. Furthermore, this book covers a broad spectrum of topics, from basic sentence
structure to advanced grammatical elements. This comprehensive coverage benefits students at all
levels. The goal is to build confidence and empower students to use grammar effectively in various
contexts. This book serves as a reliable resource to support and enrich the classroom experience.
It guides, assists, and bolsters students' grammar skills, ensuring their success in communication.
As grammar plays a pivotal role in effective writing, this book includes sample essays and
paragraphs to demonstrate how proper grammar usage enhances writing quality. These samples
serve as models, showing students how good grammar improves clarity, coherence, and
persuasiveness in writing. The structured approach, clear explanations, and ample practice
opportunities make this book an indispensable tool for mastering grammar.

The authors wish all students the best of luck on their journey of learning and improvement. They
hope this book will be a trusted companion, helping students navigate the complexities of grammar
with confidence and ease.

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How to use this book

Guidelines for using this book:

1. Align with Lecture Sheets: Each chapter in this book corresponds to a lecture sheet from your
grammar course. For instance, if you are studying "Lecture Sheet One: Noun," you will find a
corresponding chapter in this book with the same title. This alignment is intentional, aiming to
reinforce your understanding of concepts covered in class.

2. Start with the Basics: If you are new to grammar or need a refresher, begin with the earlier
chapters that cover foundational topics such as sentence structure, parts of speech, and basic
punctuation. These chapters lay the groundwork for more advanced concepts explored later in the
book.

3. Read Carefully: Take your time to read through each chapter attentively. Pay close attention to
the explanations provided for grammar rules and concepts. Take note of examples presented to
illustrate each point, as they offer valuable context and clarity.

4. Engage with Exercises: After reading each chapter, engage with the practice exercises
provided. These exercises are designed to reinforce your understanding and application of the
grammar concepts discussed. Do not hesitate to tackle them multiple times or seek assistance if
you encounter difficulties.

5. Refer to Sample Essays and Paragraphs: As you progress through the book, make use of the
sample essays and paragraphs included in relevant chapters. These samples demonstrate how you
can write good essays and paragraphs.

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6. Review and Reflect: Periodically review previous chapters to reinforce your understanding and
identify areas for improvement. Reflect on your progress and note any challenges you encounter,
seeking clarification or additional practice as needed.

7. Stay Consistent: Consistency is key to mastering grammar. Dedicate regular study sessions to
engage with the book's content, practising and refining your skills over time. Set achievable goals
and track your progress to stay motivated.

8. Use as a Reference: Beyond classroom assignments, utilise this book as a reference guide for
any grammar-related queries or writing tasks you encounter. Its comprehensive coverage and clear
explanations make it a valuable resource for ongoing learning.

9. Seek Support if Needed: If you find yourself struggling with certain concepts or exercises,
don't hesitate to reach out for support. Your instructor, peers, or online resources can provide
additional guidance and clarification to aid your understanding.

10. Enjoy the Journey: Lastly, remember that learning grammar is a journey, not a race. Embrace
the process, celebrate your successes, and do not be discouraged by setbacks. With dedication and
perseverance, you'll continue to improve and excel in your language skills.

We hope these guidelines serve as a helpful roadmap as you embark on your grammatical
exploration with this book. Wishing you a fulfilling and enriching learning experience!

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 Chapter-1

Nouns

Nouns are names of people, things, and places. Nouns help us to refer to specific things, people
and places that we want to talk about.

For example:

Bouquet Laptop

Barack Obama Lion

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 Concrete vs. Abstract Nouns

Concrete Nouns (Generic Names of Tangible Things): Concrete nouns refer to tangible, physical
entities that can be perceived by 5 senses.

Examples of concrete nouns: table, chair, ball, mountain, river, dog, car etc.

Abstract Nouns (Specific Names of Intangible Concepts or Qualities): Abstract nouns denote
ideas, emotions, qualities, or states that cannot be physically observed.

Examples of abstract nouns: happiness, love, courage, freedom, time, justice.

[N.B. Concrete nouns represent things that have physical forms and can be experienced through
the senses, while abstract nouns denote intangible concepts or qualities that exist in thoughts,
feelings, or ideas and cannot be perceived through the senses.]

1.1 Identify whether the nouns are concrete or abstract:

1. The children played with a colorful ball in the yard.

2. The aroma of freshly baked bread filled the kitchen.

3. Her courage inspired everyone in the room.

4. The crystal-clear waterfall cascaded down the rocks.

5. There was an undercurrent of tension during the negotiations.

6. The oak tree stood tall in the centre of the park.

7. A sense of peace washed over her as she meditated.

8. The cat lazily stretched in the sunbeam.

9. The movie conveyed a powerful message about love and sacrifice.

10. Birds chirped melodiously from the branches of the cherry tree.

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11. The meeting was filled with an air of anticipation.

12. His constant kindness made him well-liked among his peers.

13. I placed the delicate rose into a vase on the table.

14. The majestic mountain loomed in the distance.

15. His persistent determination led him to achieve his goals.

16. The antique piano resonated with haunting melodies.

17. My grandmother's necklace sparkled in the dim light.

18. Happiness enveloped him as he reunited with his family.

19. She struggled with feelings of loneliness in the crowded room.

20. The project's success depended on their collaboration.

Common vs. Proper Nouns

Common noun: Common nouns are generic names of anything. For example: city, boy, girl, shoes,
planet, star, tree etc.

Proper noun: Proper nouns are specific names of anything. For example: Dhaka, Nadim, Shanaya,
earth, United Nations etc.

1.2 Identify whether the nouns in bold are common or proper.

Nahiyan woke up to the soft morning light flooding through his bedroom window in the lively
city of Dhaka. He stretched and got out of bed, ready to start his day. After dressing in his
comfortable khaki pants and a casual T-shirt, Nahiyan headed downstairs to the kitchen where
his mom, Mrs. Ahmed, was busy preparing a delicious breakfast of parathas, omelettes, and
fresh fruits. The aroma of spices filled the air, making Nahiyan's stomach rumble. Sitting at the
breakfast table, Nahiyan chatted with his younger sister, Sara, about their plans for the day.
Sara was excited about her visit to the zoo with her classmates. Meanwhile, Nahiyan had a full

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day of classes at Dhaka International School ahead of him. He grabbed his backpack, bid
farewell to his mom and Sara, and hurried out to catch the school bus. Along the way, Nahiyan
passed by the bustling streets of Dhaka, filled with colourful rickshaws, tall buildings, and
vibrant marketplaces. Arriving at Dhaka International School, Nahiyan met his friends,
including Ayesha, Rohan, and Anika, near the entrance gate. They shared stories about their
weekends and upcoming projects as they headed to their respective classrooms. In History class,
they discussed significant events like the Independence Day and the history of ancient
civilizations, engaging in debates and sharing their insights. During lunch break, Nahiyan sat in
the cafeteria with his friends, enjoying a meal of traditional Bengali dishes like rice, dal, and
vegetables, while sharing jokes and laughter. After school, Nahiyan attended his cricket practice
with the local team, the Dhaka Tigers. The coach, Coach Rahman, focused on improving their
batting and bowling techniques. Once practice was over, Nahiyan returned home, feeling tired
but content. He worked on his homework and spent some time playing his favourite video game
before dinner. As the day came to an end, Nahiyan had dinner with his family, discussing their
day's experiences. He then relaxed in his cozy bedroom, reading a book before drifting off to
sleep, eagerly anticipating the adventures that tomorrow in Dhaka would bring.

Count and Non-count nouns

Count Nouns: Count nouns are nouns that can be counted and have both singular and plural forms.

Examples: Cat (singular) / Cats (plural), Book (singular) / Books (plural), Table (singular) / Tables
(plural)

Characteristics:

- They can be quantified in numbers (one cat, two cats, etc.).

- They can take "a," "an," or "the" before them.

- They have distinct singular and plural forms.

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Singular to plural

Pluralization rules for nouns:

1. Add "-s" to most singular nouns:

- House ➜ Houses

- Dog ➜ Dogs

- Pen ➜ Pens

- Chair ➜ Chairs

- Book ➜ Books

2. Add "-es" to nouns ending in "-ch," "-sh," "-x," "-s," or "-z":

- Bus ➜ Buses

- Dish ➜ Dishes

- Box ➜ Boxes

- Buzz ➜ Buzzes

- Wish ➜ Wishes

- Church ➜ Churches

3. Nouns ending in "-y":

- Lady ➜ Ladies

- City ➜ Cities

- Story ➜ Stories

- Berry ➜ Berries

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4. Nouns ending in "-f" or "-fe":

- Leaf ➜ Leaves

- Knife ➜ Knives

- Life ➜ Lives

- Wife ➜ Wives

5. Irregular plural forms:

- Man ➜ Men

- Woman ➜ Women

- Child ➜ Children

- Foot ➜ Feet

- Tooth ➜ Teeth

6. Nouns that remain the same in both singular and plural:

- Sheep (singular and plural)

- Deer (singular and plural)

- Fish (singular and plural)

- Species (singular and plural)

- Aircraft (singular and plural)

7. Nouns that end in vowels + "o":

For nouns ending in vowels followed by "o," generally add "-s."

Examples: Radio ➜ Radios, Studio ➜ Studios, Video ➜ Videos

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8. Nouns that end in consonants + "o":

For nouns ending in consonants followed by "o," add "-es."

Examples: Potato ➜ Potatoes, Hero ➜ Heroes, Tomato ➜ Tomatoes

Compound Nouns:

9. For compound nouns (nouns made up of two or more words), the plural is usually formed by
pluralizing the primary word.

Examples: Sister-in-law ➜ Sisters-in-law

Man of war ➜ Men of war

Attorney general ➜ Attorneys general

10. Foreign Borrowings and Special Cases: Some nouns borrowed from other languages retain
their original plural forms. Examples:

Criterion ➜ Criteria

Phenomenon ➜ Phenomena

Datum ➜ Data

Medium ➜ Media

Appendix ➜ Appendices or Appendixes

Curriculum ➜ Curricula, Bacterium ➜ Bacteria

11. Nouns with no singular form or no plural form: Some nouns exist only in singular or plural
form without a corresponding singular or plural. Examples:

News (singular, no plural)

Scissors (plural, no singular),

Pants (plural, no singular)

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Furniture (singular, no plural)

Baggage (singular, no plural)

Advice (singular, no plural)

Luggage (singular, no plural)

1.3 Choose the correct plural form of the nouns:

1. Which option correctly represents the plural form of the noun "Box"?

A) Boxen

B) Boxes

C) Boxies

D) Boxs

2. Choose the correct plural form of the noun "Child".

A) Childs

B) Childes

C) Child

D) Children

3. What is the plural form of the noun "Leaf"?

A) Leafs

B) Leaves

C) Leafes

D) Leave

4. Select the accurate plural form of the noun "Goose".

A) Goose

B) Geese

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C) Gooses

D) Gooze

5. Identify the correct plural form of the noun "Man".

A) Men

B) Mans

C) Manes

D) Menes

6. What is the plural form of the noun "Woman"?

A) Woman

B) Women

C) Womens

D) Womenes

7. Choose the appropriate plural form of the noun "Mouse".

A) Mouses

B) Mouse

C) Mice

D) Micees

8. Identify the correct plural form of the noun "Cactus".

A) Cactuss

B) Cacti

C) Cactuses

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D) Cactus

9. What is the plural form of the noun "Knife"?

A) Knifes

B) Knives

C) Knivs

D) Knife

10. Choose the accurate plural form of the noun "Person".

A) Persons

B) Persone

C) People

D) Peoples

11. Which option represents the plural form of the noun "Foot"?

A) Foots

B) Feet

C) Footees

D) Feets

12. Select the correct plural form of the noun "Baby".

A) Babies

B) Babyes

C) Babys

D) Babie

13. What is the plural form of the noun "Potato"?

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A) Potatoes

B) Potato

C) Potatoe

D) Potatos

14. Choose the accurate plural form of the noun "Thief".

A) Thieves

B) Thiefs

C) Thieve

D) Thiefes

15. .Identify the correct plural form of the noun "Personnel".

A) Personels

B) Personnel

C) Personelles

D) Personnels

16. What is the plural form of the noun "Datum"?

A) Data

B) Datums

C) Datas

D) Daties

17. Identify the correct plural form of the noun "Index".

A) Indexes

B) Indeces

C) Indices

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D) Indexs

18. What is the plural form of the noun "Ox"?

A) Oxes

B) Oxies

C) Oxeses

D) Oxen

19. Select the accurate plural form of the noun "alumnus".

A) Alumni

B) Alumnuses

C) Alumnae

D) Alumins

20. What is the plural form of the noun "Tooth"?

A) Tooths
B) Teeths
C) Tooth
D) Teeth

Non-Count Nouns (Uncountable Nouns): Non-count nouns, also known as uncountable nouns,
are nouns that cannot be counted as discrete units because they represent substances, concepts, or
qualities that are considered indivisible or unquantifiable..

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-Examples: water, air, love, happiness, information, furniture, wisdom, hair, equipment, work,
bread etc.

Characteristics:

- They cannot be counted as separate or individual units.

- They typically do not have a plural form (or if they do, they are used differently).

- They cannot be preceded by "a" or "an" (e.g., "a water" is incorrect; it should be "some water"
or "a bottle of water").

Some non-count nouns can also be used as count nouns depending on various contexts. For
example,

1. Water (Non-count):

- Please bring me a glass of water. (Non-count - referring to the substance as a whole)

- There were multiple waters flowing from different sources. (Count - referring to bodies of
water)

2. Coffee (Non-count):

- I enjoy a cup of coffee every morning. (Non-count - referring to the drink)

- There are various types of coffees available at the café. (Count - referring to different
varieties or cups)

3. Air (Non-count):

- The air in the mountains is crisp and fresh. (Non-count - referring to the atmosphere)

- The divers carried multiple oxygen airs for their underwater exploration. (Count - referring to
units of air supply)

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4. Time (Non-count):

- I need some time to complete this task. (Non-count - referring to duration or a period)

- They met several times to discuss the project. (Count - referring to instances or occasions)

5. Cheese (Non-count):

- Would you like some cheese on your sandwich? (Non-count - referring to the substance)

- We tasted various cheeses from different regions during the cheese festival. (Count - referring
to types or varieties)

Material Nouns:

Material nouns refer to specific substances or matter from which things are made. They represent
the raw elements or substances used in constructing or creating tangible objects. Here are several
examples of material nouns:

1. Wood: Used to build furniture, houses, and various wooden objects.

2. Metal: Used in constructing machinery, tools, and buildings.

3. Stone: Used for building structures, roads, and sculptures.

4. Plastic: Used in manufacturing everyday items, containers, and toys.

5. Glass: Used in making windows, bottles, and decorative objects.

6. Concrete: Used in constructing buildings, bridges, and pavements.

7. Cotton: Used in making clothing, towels, and fabrics.

8. Gold: Used in creating jewelry, coins, and ornaments.

9. Silver: Used in making cutlery, jewelry, and coins.

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10. Clay: Used for pottery, bricks, and sculptures.

11. Leather: Used in making shoes, bags, and furniture upholstery.

12. Paper: Used for writing, printing, and packaging.

13. Brick: Used in building walls, houses, and fireplaces.

14. Rubber: Used in making tires, hoses, and various elastic materials.

15. Ceramic: Used for pottery, tiles, and dishes.

16. Aluminum: Used in manufacturing cans, foil, and aircraft.

17. Concrete: Used in constructing buildings, bridges, and roads.

18. Marble: Used in sculpture, flooring, and decorative purposes.

19. Silver: Used in making jewelry, coins, and tableware.

20. Bronze: Used in casting sculptures, medals, and architectural features.

Collective nouns:

Collective nouns refer to words that represent groups of people, animals, or things as a single
unit. They signify a collection or assembly of individual elements acting as a unified whole. Here
are several examples of collective nouns:

1. Flock: A flock of birds flew across the sky.

2. Herd: The herd of cattle grazed peacefully in the field.

3. Pack: A pack of wolves roamed through the forest.

4. School: A school of fish swam gracefully in the ocean.

5. Gaggle: A gaggle of geese landed on the pond.

6. Swarm: A swarm of bees buzzed around the hive.

7. Hive: The beekeeper tended to the busy hive of bees.

8. Army: An army of ants moved industriously along the path.

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9. Team: The team of athletes celebrated their victory.

10. Group: A group of students gathered for the presentation.

11. Pod: A pod of dolphins leaped out of the water.

12. Cluster: A cluster of stars twinkled in the night sky.

13. Crew: The crew of sailors managed the ship.

14. Huddle: The football players formed a huddle before the game.

15. Gang: A gang of youths played basketball at the court.

16. Pride: The lion led the pride of lions through the savanna.

17. Troop: A troop of monkeys swung through the trees.

18. Pack: A pack of cards lay scattered on the table.

19. Bouquet: She received a beautiful bouquet of flowers.

20. Consortium: The consortium of companies worked on the project together.

Use of many/much/a lot of/lots of/some

1. Many

- Count nouns: Used with countable nouns to indicate a large quantity.

- Example: There are many books on the shelf.

- Non-count nouns: Generally not used with non-count nouns.

- Incorrect: There are many water in the glass. (Correct: "There is much water in the glass.")

2. Much:

- Count nouns: Generally not used with countable nouns.

- Incorrect: There is much apples in the basket. (Correct: "There are many apples in the
basket.")

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 - Non-count nouns: Used to express a large quantity of something that is uncountable.

- Example: He doesn't have much patience.

3. A lot of / Lots of / Some:

- Count nouns: Used to express a large quantity or a significant number of countable things.

- Examples: There are a lot of cars in the parking lot. / He has lots of friends. / Can I have
some cookies?

- Non-count nouns: Used to express a large amount or quantity of something that is

uncountable.

- Examples: She has a lot of water in her bottle. / He drinks lots of milk. / Please give me
some information.

1.4 Fill in the blanks with appropriate quantifiers: many/much

Every morning, Sarah, a cheerful girl with _________ energy, wakes up excited for the day
ahead. She starts her day by having _________ cereal and pouring _________ milk into her
bowl. After breakfast, she packs _________ books and _________ stationeries into her backpack
before heading off to school.

At school, Sarah spends _________ of her time studying with her friends. During lunch break,
she shares some of her snacks with her classmates and has _________ fun chatting with them.
After school, she attends _________ extracurricular activities, such as soccer practice and art
club.

In the evening, Sarah returns home with _________ homework to do. She spends _________
time completing her assignments before dinner. Her mother prepares _________ delicious foods,
and they share _________ stories about their day while having dinner together.

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After dinner, Sarah likes to relax by reading _________ books or watching _________
educational videos. She also spends _________ time playing with her pet dog in the backyard
before bedtime.

As the day comes to an end, Sarah feels grateful for having _________ wonderful experiences
throughout the day. With _________ excitement for the next day, she goes to bed, looking
forward to what tomorrow will bring.

Chapter-2

Pronouns

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A pronoun is a word that replaces a noun in a sentence to avoid repetition or to refer to
something or someone previously mentioned. It serves as a substitute for a specific person, place,
thing, or idea, enabling clearer and more concise communication in writing or speech. Examples
of pronouns include "he," "she," "it," "they," "we," "you," "me," "him," "her," "us," "them,"
among others.

Personal pronoun:

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Personal pronouns are words used to replace specific nouns representing people, animals, or
things. They stand in for the names of individuals or groups and can function as subjects, objects,
or possessives in sentences. For example:

I am going to the park.

You are my best friend.

He likes to play basketball.

She is studying for her exam.

It is a beautiful day.

Sarah invited me to her birthday party.

Could you help us with the project?

The laptop is mine.

Is this pen yours?

Indefinite Pronoun

Indefinite pronouns are words that refer to nonspecific or unspecified persons or things. They do
not point to any particular person or thing and are used when the specific identity is unknown,
irrelevant, or not mentioned. Some examples of indefinite pronouns:

Anyone can join the club.

Someone left their umbrella here.

Nobody knows the answer.

She would eat anything for breakfast.

There is something under the bed.

There is nothing to worry about.

Many believe in the project's success.

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 Few arrived on time for the meeting.

Several students passed the test.

Both of them are talented musicians.

Some of the cookies were eaten.

Have you seen any of the new movies?

Most are in favor of the proposal.

Several were interested in the job.

2.1 Write whether the pronouns in bold are personal or indefinite

Alex woke up early in the morning to get ready for school. He quickly brushed his teeth, washed
his face, and put on his school uniform. After eating breakfast, his mother packed him lunch and
waved goodbye as he headed out the door. On the way to the bus stop, he met his friends, and
together, they chatted and laughed during the short walk to school. As he entered the classroom,
someone had already forgotten their backpack, leaving it behind on a desk. Nobody seemed to
know who it belonged to. During the lesson, the teacher asked a question, but nobody knew the
answer to the tricky problem. Everyone in class tried to solve it, but it remained a mystery.
Suddenly, the bell rang, signalling the end of the class. At lunchtime, Alex asked someone to lend
him a pen, as he had forgotten his in his bag. Everyone in the cafeteria enjoyed their meals,
chatting with their friends about various topics. The rest of the school day went by quickly. At the
end of the day, Alex boarded the bus to head home. Nobody noticed when he arrived late to the
bus stop. He settled into his seat and shared his adventure with his mom as they returned home.

Depending on how a pronoun is used in a sentence, it can be classified into subject and
object pronoun

Subject Pronoun

Subject pronouns are used when the pronoun acts as the subject of a sentence, performing the
action or being described by the verb. They replace or stand in for the subject noun in a sentence.

25
1. Singular Subject Pronouns

I went to the store.

You are my best friend.

He likes to play soccer.

She is reading a book.

It is raining outside.

2. Plural Subject Pronouns

We are going to the party.

You are invited to the dinner.

They finished their homework.

2.2 Choose the appropriate subject pronouns.

1. __________ like to play basketball. (He/They)

2. Have __________ finished the assignment? (You/He)

3. __________ is studying for the exam. (I/She)

4. Does __________ help with the project? (He/They)

5. __________ has gone to the store. (He/You)

6. Is __________ coming to the party? (They/She)

7. __________ enjoy swimming in the ocean. (I/He)

8. Will __________ be late for the meeting? (You/I)

9. __________ are going on vacation next week. (He/They)

10. Has __________ seen my keys? (They/She)

26
Object pronoun

Object pronouns are used when the pronoun functions as the object of a verb or a preposition in a
sentence. They replace or stand in for the object noun in a sentence. Here are object pronouns
along with examples:

1. Singular Object Pronouns:

John helped me with my homework.

I saw you at the store yesterday.

The teacher praised him for his hard work.

Sarah called her sister after school.

The cat chased the mouse, but it got away.

2. Plural Object Pronouns:

Can you join us for dinner tonight?

The manager addressed you during the meeting.

I invited them to the party.

2.3 Fill in the blanks with the appropriate pronouns.

1. John helped __________ with the homework. (me/I)

2. Have they invited __________ to the party? (we/us)

3. She saw __________ at the store yesterday.(him/he)

4. Can you lend __________ your pen? (me/I)

5. The teacher praised __________ for the excellent work. (him/he)

6. Please pass __________ the book.(me/I)

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7. The cat chased the mouse, but he could not catch __________. (it/he)

8. He gave __________ a beautiful gift. (me/I)

9. Let's invite __________ (them/they) to join __________. (we/us)

10. I can't find __________.(her/she)

Subject & object pronouns

Possessive pronoun and possessive adjectives

Possessive Pronouns:

Possessive pronouns indicate ownership or possession without the need for a following noun. They
stand alone and show who or what something belongs to.

Examples of Possessive Pronouns:

The blue bicycle is mine.

Is this book yours or mine?

28
The red car is his.

The black bag is hers.

That house is ours.

The cat is theirs.

Possessive Adjectives:

Possessive adjectives are used to demonstrate ownership before a noun. They modify nouns to
show possession.

Examples of Possessive Adjectives:

This is my pencil.

Is this your house?

That is his phone.

I saw her dog outside.

This is our project.

I like their car.

The dog lost its bone

2.4 Fill-in-the-blanks using possessive pronouns and possessive adjectives:

Once upon a time, there was a group of friends: Sarah, John, Emily, and Alex. They decided to
go on a camping trip to explore the woods near________ town. Sarah brought______ camping
gear, including________ tents and sleeping bags. John was responsible for bringing_______
food, and Emily packed________ favorite board games. Alex brought _______ guitar to play
campfire songs. During_______ journey, they stopped at a river. Sarah and Emily decided to
collect stones for________ rock collection, while John and Alex set up________ tents.
Suddenly, they heard a noise behind them. It was a bear! Sarah shouted, "Everyone, get
into_______ tents!" Thankfully, the bear wandered away, and they continued________ journey
through the woods. As they sat around the campfire, Emily shared_______ spooky stories, and

29
Alex played______ guitar, providing music for the night. In the morning, they packed up
____________belongings and returned home, sharing stories of_________ adventurous trip with
_________ families.

Using "Than" and "As" in Comparisons

In English, "than" and "as" are commonly used in comparative sentences to show the difference
or similarity between two things.

Explanation:

Than is used in comparisons to show differences between two entities, usually after a
comparative adjective or adverb (e.g., better, more, taller).

As is used in comparisons to show equality or similarity between two entities, typically in the
structure "as...as" (e.g., as tall as, as quickly as).

In formal writing, it is crucial to use the appropriate pronoun following "than" and "as." The
pronoun must correspond to the subject of the comparison. If the pronoun is being compared
with the subject of the sentence, a subject pronoun should be used. Conversely, if the pronoun is
being compared with the object of the sentence, an object pronoun should be used.

- Than:

You are better than I.

Here, the pronoun “I” is being compared with the subject “you”.

The coach respects his captain more than him.

Here, the pronoun “him” is being compared with the object “his captain”

The audience applauded the lead actor more than her.

Here, the pronoun “her” is being compared with the object “the lead actor”

30
- As:

He is as tall as I.

He is as famous as she.

Her mother is as beautiful as she.

2.5 Fill in the blanks with the correct pronoun (I/me, he/him, she/her, we/us, they/them):

1. You are more punctual than ____.(I/me)

2. She dances as gracefully as ____. (he/him)

3. They are smarter than ____.(she/her)

4. He plays chess better than ____.(we/us)

5. We can solve this problem as quickly as ____.(they/them)

6. I am stronger than ____.(he/him)

7. She is as creative as ____.(I/me)

8. He works harder than ____.(she/her)

9. They are as capable as ____.(we/us)

10. My friend likes my brother more than ____.(I/me)

11. She trusts her colleagues more than________.(he/him)

12. They prefer watching movies with us more than with_______(they/them)

13. He admires his teacher more than________(she/ her)

14. My cousin enjoys visiting my brother more than________.(I/me)

Its vs. It’s

31
In English these two words are homophones. In other words, they sound similar, but they have
different meanings. While they may seem similar, they serve distinct purposes and must be used
correctly to convey meaning accurately.

Its:

- "Its" is a possessive pronoun, indicating ownership or association with a noun.

- It does not contain an apostrophe.

- Example: The cat chased its tail.

- Example: The tree shed its leaves in autumn.

It's:

- "It's" is a contraction, formed by combining the pronoun "it" with the verb "is" or "has."

- It contains an apostrophe, representing the omitted letter(s).

- Example (for "is"): It's raining outside.

- Example (for "has"): It's been a long day.

- Example (for "is"): It's important to double-check your work.

- Example (for "has"): It's been a pleasure working with you.

2.6 Fill in the blanks with its/it’s

1. The dog wagged __________ tail happily.

2. ________ important to arrive on time for the meeting.

3. The library is known for ________ vast collection of books.

4. ________ been a pleasure working with you.

5. The laptop lost ________ battery power.

32
6. ________ not easy to understand quantum physics.

7. The restaurant is famous for ________ delicious seafood dishes.

8. ________ crucial to double-check your calculations.

9. The car lost _________control.

10. The company is known for ________ innovative approach to technology.

The 3-2-1 Rule for Using Multiple Pronouns

When using multiple pronouns in a sentence, it is helpful to follow the "3-2-1 Rule," which helps
ensure the correct order and formality of pronouns, particularly when they are in subject or object
positions.

3-2-1 Rule:

1. 3rd Person Pronouns First: Use pronouns that refer to others (he, she, it, they) first.

2. 2nd Person Pronouns Second: Use pronouns that refer to the person you are speaking to (you)
second.

3. 1st Person Pronouns Last: Use pronouns that refer to yourself (I, we, me, us) last.

Application of the Rule:

Subject Position

When pronouns are in the subject position (the doers of the action), use subject pronouns (I, we,
he, she, they).

Examples:

- Correct: John, you, and I are going to the concert.

- (3rd person: John, 2nd person: you, 1st person: I)

- Incorrect: Me, John, and you are going to the concert.

33
Object Position

When pronouns are in the object position (receivers of the action), use object pronouns (me, us,
him, her, them).

Examples:

- Correct: The gift was for Emily, you, and me.

- (3rd person: Emily, 2nd person: you, 1st person: me)

- Incorrect: The gift was for me, Emily, and you.

More examples:

1. Subject Position:

He, you, and I are planning the event.

Sarah, you, and I need to discuss the plan.

2. Object Position:

The coach talked to them, you, and us after the game.

The surprise was for her, you, and me.

2.7 Fill in the blanks with the correct pronouns, ensuring the correct order and formality:

1. ___ and ___ (My brother and I / I and my brother) went to the park.

2. The teacher called ___ and ___ (them and us / us and them) for a meeting.

3. ___, ___, and ___ (She, he, and I / I, he, and she) are planning the event.

4. The invitation was for ___, ___, and ___ (me, her, and him / her, him, and me).

5. ___, ___, and ___ (You, they, and I / I, they, and you) should work together.

34
 Chapter 3

Basic Sentence Structure and Verbs

35
The basic sentence structure in English follows a Subject-Verb-Object (SVO) pattern, although it
can be more flexible depending on the type of sentence and the information being conveyed.

Subject: The subject is the main entity or topic of the sentence, usually performing the action or
being described. - Example:

John plays the guitar.

.The cat sleeps on the sofa.

They won the championship.

The sun shines brightly.

She reads novels in her free time.

The birds chirp at dawn.

We study together every evening.

The baby cries when hungry.

He cooks delicious meals.

The flowers bloom in spring.

Predicate: Predicate is a fundamental component of a sentence. It is the part of the sentence that
contains the verb and provides information about the subject. It includes everything except the
subject. For example:

She ran.

He paints.

They laughed.

The bird sings.

She ate a sandwich.

He built a house.

They watched a movie.

36
He seems happy.

Bring me a glass of water.

Sarah fainted in the class, so her friends took her to the hospital.

Object: The object receives the action of the verb. It can be either direct or indirect.

1. Direct Object: Receives the action directly.

Example: She eats an apple. Here, an apple is the direct object that receives the action
"eats."

She bought a car.

In this sentence, a car is the direct object receiving the action "bought."

They watched a movie.

Here, a movie is the direct object that receives the action "watched."

He read the book.

The book is the direct object being read in this sentence.

She found her keys.

In this case, "her keys" is the direct object that was found.

I ate some pizza.

Some pizza is the direct object of the verb "ate."

2. Indirect Object: Receives the action indirectly, often preceded by a preposition.

Example:
He gave her a gift. "Her" is the indirect object receiving the gift.

37
 She sent him a letter.
In this sentence, "him" is the indirect object, receiving the letter.

He made his sister a card.

"His sister" is the indirect object that receives the card.

They gave us a present.

Here, "us" is the indirect object receiving the present.

She offered me some help.

"Me" is the indirect object receiving the offer of help.

He taught them English.

In this sentence, "them" is the indirect object receiving the teaching of English.

3.1 Find out direct and indirect object from the sentences:

1. They sent us a postcard.

2. The teacher explained the lesson to the students.

3. I brought my friend some cookies.

4. She showed her mother the painting.

5. He told me a story.

6. They offered the guests some refreshments.

7. She taught the children English.

8. The company sent him a job offer.

Apart from S+V+O structure, English has some other sentence structures:

38
1. Subject + Verb:

They laugh.

She runs.

The cat sleeps.

2. Subject + Verb + Direct Object:

He ate an apple.

They built a house.

She plays the piano.

3. Subject + Verb + Indirect Object + Direct Object:

She bought him a gift.

They sent me a letter.

He gave her a book.

Verb: The verb expresses the action performed by the subject or describes a state of being. For
example:

She is happy.

They run every morning.

He studied for his exam.

The dog barks loudly.

She paints beautiful pictures.

I am tired.

The children play in the park.

39
He cooked dinner for his family.

She sings beautifully.

They built a sandcastle on the beach.

Verbs can be divided into main and auxiliary verbs:

Main Verb

The main verb, also known as the lexical verb or principal verb, is the verb in a sentence that
carries the primary meaning or action. It expresses the action, state of being, or occurrence
within the sentence. Main verbs are not auxiliary (helping) verbs but rather the core verbs that
convey the main idea of the sentence.

Examples of main verbs in sentences:

Action Verbs:

She runs every morning.

They built a sandcastle on the beach.

He plays the guitar beautifully.

The birds chirp at dawn.

Action verbs can be divided into transitive and intransitive verbs.

Transitive verbs:

Verbs that require a direct object to make complete sense in a sentence. They transfer the action
from the subject to the direct object. For example:

1. She bought a new car.

In this sentence, the transitive verb is "bought," and "a new car" is the direct object. The verb
"bought" requires a direct object (what was bought) to complete its meaning.

40
2. He ate an apple."

Here, "ate" is the transitive verb, and "an apple" is the direct object that receives the action of
eating.

3. They built a house.

The transitive verb "built" requires a direct object, which is "a house" in this sentence, to
complete the meaning of the action.

4. She wrote a letter.

"Wrote" is the transitive verb, and "a letter" is the direct object, indicating what was written.

5. The dog chased the cat.

In this sentence, "chased" is the transitive verb, and "the cat" is the direct object of the action.

6. He teaches mathematics.

"Teaches" is a transitive verb that requires a direct object to complete its meaning. Here,
"mathematics" serves as the direct object.

Intransitive Verbs:

Verbs that do not require a direct object to complete their meaning in a sentence. They express
an action or state without transferring that action to an object. For example:

1. She slept.

In this sentence, "slept" is an intransitive verb. It expresses the action of sleeping without
requiring a direct object.

41
 2. He laughs.

"Laughs" is an intransitive verb indicating the action of laughing without the need for a direct
object.

3. They ran.

"Ran" is an intransitive verb expressing the action of running without specifying an object.

4. The flowers bloomed.

"Bloomed" is an intransitive verb describing the action of flowering without a direct object.

5. She arrived.

"Arrived" is an intransitive verb expressing the action of reaching a destination without requiring
a direct object.

6. The bird sings.

Here, "sings" is an intransitive verb. It conveys the action of singing without indicating a direct
object.

Linking verbs Expressing State of Being:

She is intelligent.

He seems upset.

They became friends.

The cake tastes delicious.

Verbs Showing Existence or Occurrence:

There is a book on the table.

I have a pet dog.

42
He is sick.

They have a meeting.

Auxiliary verbs:

Auxiliary Verbs: Verbs that accompany the main verb to indicate tense, mood, voice, and other
grammatical aspects without carrying the primary meaning themselves. For example:

To indicate tense:

She is studying for her exams. (Present continuous tense)

They have finished their homework. (Present perfect tense)

He was reading a book. (Past continuous tense)

We will go to the beach tomorrow. (Future tense)

To form questions and negatives:

Have they arrived yet? (Use of "have" to form a question in the present perfect tense)

She cannot attend the meeting. (Use of "cannot" as a negative auxiliary indicating inability)

To express emphasis or possibility:

I do love chocolate! (Use of "do" for emphasis)

She might come to the party. (Use of "might" to express possibility)

To create progressive or perfect tenses:

They are eating dinner. (Use of "are" for present progressive tense)

43
She has been waiting for hours. (Use of "has been" for present perfect continuous tense)

Modal auxiliary verbs expressing necessity, ability, permission, etc.:

You should study harder for the exam. (Use of "should" expressing advice or recommendation)

He can speak three languages. (Use of "can" indicating ability)

They may arrive late. (Use of "may" expressing possibility or permission)

3.2 Identify the verbs as transitive or intransitive

1. She sleeps peacefully.

2. He writes poems.

3. The dog barks loudly.

4. They sing beautifully.

5. The flowers bloom in spring.

6. He reads books.

7. She arrived late.

8. The children play outside.

9. He opened the door.

10. She laughs happily.

3.3 Identify main and auxiliary verbs from the following story:

Once in a small village of Bangladesh, there was a little boy named Kamal. He lived in a tiny
house made of bamboo with his family. Kamal's family were farmers, and they grew rice and
vegetables in their fields. Every morning, Kamal woke up to the sound of roosters crowing. He
would quickly get dressed and run outside to help his father in the fields. His father taught him
how to plant seeds in the soil and water the plants. Kamal loved playing in the fields too. He
would chase colourful butterflies and watch the cows graze peacefully. Sometimes, he would

44
climb the mango tree and pick ripe mangoes with his friends. During harvest time, Kamal and his
family worked hard together. They gathered golden rice and fresh vegetables. Kamal enjoyed
feeling the rice grains in his hands and smelling the sweet scent of ripe crops. In the evenings,
after a day of work, Kamal sat with his family. They shared stories, and his mother cooked
delicious meals with fresh vegetables from their farm. Kamal loved listening to his
grandmother's tales about the village. At night, Kamal lay in his cozy bed, thinking about the fun
he had in the fields. He fell asleep with dreams of green paddy fields and the happy laughter of
his family. Kamal loved his life in the village. He found joy in helping his family and being
surrounded by the simple beauty of their farm.

Reading

In a faraway land, amidst the golden sands of Egypt, there lay an old temple. The temple stood
tall, adorned with strange symbols carved into its walls—a forgotten language from a time long
past. A young explorer named Sam wandered into the ancient temple while on an adventure.
Inside, he found walls covered in mysterious writings that looked like drawings of animals and
shapes. Sam's eyes widened with curiosity as he examined the strange symbols. He could not
read them, but he felt they held a secret—a secret waiting to be uncovered. Night after night,
Sam studied the unusual symbols, trying to understand their meaning. He asked local experts
about the writings, but no one could decipher the ancient message. One day, as Sam looked
closely at the symbols, he noticed a pattern—a sequence that seemed different from the rest. He
wondered if it held a clue to unlocking the secret of the temple.

3.4 Answer the following question

1. Where did Sam find the ancient temple?

a) In the city

b) In a faraway land

c) At the park

2. What did the walls of the temple have on them?

45
 a) Paintings of people

b) Strange symbols

c) Modern graffiti

3. What was Sam's feeling about the symbols on the walls?

a) They were unimportant

b) They held a secret

c) They were easy to read

4. What did Sam notice about the symbols?

a) They were all the same

b) They were drawings of animals

c) There was a different sequence

5. What did Sam hope to discover from the temple?

a) Ancient treasure

b) Secret messages

c) Modern technology

Chapter-4

Articles

46
Articles are a type of determiner used to specify or limit a noun. They help in identifying
whether the noun is specific or nonspecific. There are two main types of articles in English:
definite articles and indefinite articles.

1. Definite Article:

"The" is the definite article.

It is used to refer to a specific or particular noun that is already known to the reader or listener.

Example: Please pass the book on the table.

2. Indefinite Articles:

"A" and "an" are indefinite articles.

They are used to refer to a nonspecific or non-particular noun, indicating any one of a particular
kind.

Examples:

"A" is used before words that begin with consonant sounds.

Example: "I have a cat."

"An" is used before words that begin with vowel sounds.

Example: "She is an excellent singer."

Note:

● Articles are always used before singular countable nouns.

● They are not used with uncountable nouns or plural countable nouns unless they are
specific (the).
● Articles can help specify whether you are talking about something in general or
something specific.

47
Picture: Usage of articles

48
Usage of articles:

Using Indefinite Article: a & an

Rule 1:

A common noun in the singular number always requires an article before it, but a plural common
noun does not always require an article. A plural common noun can have the article ‘the’ if we
want to particularise that noun.

Example:

I saw a snake. (Refers to a random snake)

I saw snakes in a zoo. (No article is required)

I have seen the snake again. (Refers to the snake I have already seen earlier)

I have seen the snakes again before leaving the zoo. (Refers to the particular snakes of the zoo
which I saw earlier.)

Rule 2:

The choice between the two indefinite articles – a & an – is determined by sound. Words
beginning with consonant sounds precede ‘a’ and words beginning with vowel sounds precede
‘an’. There are some special cases also. For instance,

an umbrella (as the “u” is pronounced like “aa”)

an orange (as the “o” is pronounced like “o”)

a university, a union, a useful book, etc. ( as the “u” is pronounced like “you”)

a one-dollar note, a one-man army, etc. ( as the “o” is pronounced like “wa”)

Rule 3:

A or an - sometimes makes a Proper Noun a Common Noun. Proper nouns generally do not take
any articles, but when a proper noun needs to be used as a common noun, you must bring a or an
- for it.
49
Example:

He thinks he is a Shakespeare. (Here, ‘Shakespeare’ does not refer to the actual person but
someone like him.)

He seems to be an Australian. (‘Australia’ is a proper noun but ‘Australian’ is a common noun

because there is only one Australia but a million of Australians.)

Rule 4:

Sometimes indefinite articles are used to refer the number ‘one’/’each’/’per’.

Example:

I earned a thousand dollar in that job. (One thousand dollar)

I have a car. (One car)

It goes 50 miles an hour. (Per Hour)

Rule 5:

Indefinite articles often precede descriptive adjectives.

Example:

He is a good boy.

What a nice car!

Rule 6:

‘A’ sometimes comes before determiners, for example, a few, a little, a lot of, a most, etc. but in
the case of many, a or an - comes after.

Example:

I have a few friends coming over.

There is a little milk in the jar.

Many a fan welcomed

50
Using Definite Article: the

Rule 1:

‘The’ is used to indicate a particular person(s) or thing(s) in the case of common nouns. Proper
nouns generally do not take an article.

Example:

The man is running. (A particular man)

I saw the boy stealing.

Where is the pen I gave you last year?

I gave him a ball, but he lost the ball. (‘a ball’ became ‘the ball’ in the second clause because
that ball was not a random ball anymore.)

Rule 2:

Sometimes ‘the’ is used to generalise a group/whole class.

Example:

The dog is a faithful animal. (Refers to the whole species of dog.)

The English are industrious. (Refers to the people of England as a nation)

The honest are respected. (The+adjectives = plural noun)

The poor are not always dishonest. (The+adjectives = plural noun)

Rule 3:

To particularise a non-count noun ‘the’ is required before it.

Example:

The water of the Arctic ocean is freezing.

Please return the money I lent you last year.

51
Rule 4:

‘The’ is mandatory before a thing which is only one of a kind in the universe.

Example:

The moon is shining tonight.

The earth is moving around the sun.

Rule 5:

Use of ‘the’ before geographical places:

Using ‘the’ with geographical nouns generally depends on the size and plurality of the things
those nouns refer to. ‘The’ is generally used everywhere except some cases. So, it’s better to
know those exceptions first.

‘The’ must not precede:

Names of continents: Asia, Europe, Australia, Africa, South America, North America,
Antarctica.

Names of countries: Australia, Bolivia, England, France, Spain, etc.

Names of states, cities, or towns: Los Angeles, Alaska, Sydney, London,

Names of streets: George street, Albion Street, New town street,

Names of singular lakes and bays: Lake Carey, Lake Eyre, Lake Hillier, Shark Bay,

Names of single mountains: Mount Everest, Mount Solitary, Mount Bindo, Mount Fuji, etc.

Names of single islands: Easter Island, Bare Island, Bird Island, Fatima Island etc.

Names of languages: Spanish, Russian, English, (When ‘the’ precedes these nouns, they refer to
the population of those languages.)

Names of sports: cricket, football, basketball etc.

Names of discipline/subject of studies: biology, history, computer science, mathematics etc.

52
Note:

‘The’ is a widely used article in English. Except for the list mentioned above and proper nouns,
‘the’ is used before almost all the nouns which mean something definite/particular. The above
list has some opposite factors also. Those factors are explained in the following list:

‘The’ must precede:

Names of oceans, gulfs, seas, and rivers: the Pacific, the Atlantic, the Coral Sea, the Timor
Sea, the Persian Gulf,the Nile, the Murray River, the Darling River, etc.

Names of countries with united states or islands: the United States of America (the USA), the
UK, the UAE, the Philippines, etc.

Names of great lakes: the Great Lakes, the African Great Lakes

Names of mountain ranges: the Himalayas, the Alps, the Andes, etc.

Names of a group of Islands: the West Indies, the Andamans, etc.

4.1 Fill in the blanks with "a," "an," or "the" where appropriate:

1. I saw ___ lion at the zoo.

2. She saw ______ lions at the zoo.
3. I have seen ___ lion that I saw last month.
4. I have seen ___ lions again before leaving the zoo.
5. He believes he is ___ Einstein.
6. He seems to be ___ Indian.
7. She has ___ million dollars in her bank account.
8. He owns ___ house.
9. The car moves at 60 miles ___ hour.
10. She is ___ intelligent girl.
11. What ___ incredible story!

53
12. I have ___ few books to lend.
13. There is ___ little sugar in the jar.
14. ___ many friends joined.
15. ___ man is walking down the street.
16. I saw ___ boy skateboarding.
17. Where is ___ pencil I gave you last week?
18. I gave him ___ apple, but he lost ___ apple.
19. ___ dog is known as man's best friend.
20. ___ French are known for their culinary skills.
21. Please return ___ camera I lent you last month.
22. ___ sun is shining brightly today.
23. ___ Earth revolves around ___ Sun.
24. He lives in ___ United States.
25. She visited ___ Mount Everest.
26. She swam across ___ Indian Ocean.
27. He climbed ___ Mount Kilimanjaro.
28. ___ basketball is a widely played sport.
29. She studied ___ chemistry at university.
30. ___ Amazon River is the largest river in South America.
31. They visited ___ Great Barrier Reef.
32. They explored ___ Caribbean Islands.

54
Capitalization rules

55
56
4.2 Capitalize the words where necessary.
1. we will visit the ocean next summer.
2. last weekend, we went hiking in the rocky mountains.
3. grandmother baked a delicious pecan pie.
4. my father is an engineer.
5. the sun is setting.
6. the french language has many unique aspects.
7. we are going to see the new york times exhibition.
8. america's independence day is celebrated in july.
9. the chiefs are playing in the super bowl.
10. she works at the state university in town.
11. the title of the book is "the great gatsby."
12. did you watch the moon landing?
13. they're visiting forest park zoo next week.
14. i'll be staying at the hotel for the conference.
15. every wednesday is a busy day for me.
16. the seventeenth century was a time of great change.
17. we learned about the great depression in history class.
18. my mother made a quilt for me.
19. are you learning the spanish language?
20. he is a member of the republican party.
21. they're studying marine biology course this semester.
22. she's reading "the old man and the sea."
23. the city hosted the constitutional convention last month.
24. merry christmas is in december.
25. my favorite subject is history II.
26. we are planning a trip to the orlando sentinel.
27. she practices zen buddhism.
28. have you read "the catcher in the rye"?
29. the nile is a river in africa.
30. did you attend the world war II lecture?

57
 Reading

Once upon a time, there was a little boy named Peter. He had a special ability to fly. One
night, as Peter was lying in bed, he heard a soft whisper calling his name. 'Peter, come with
me to Neverland,' the voice said. Peter jumped out of bed and followed the voice to his
window. Outside, he saw a beautiful fairy named Tinker Bell. She had sparkling wings and
a mischievous smile. 'Hold my hand, Peter,' Tinker Bell said, 'and we will fly to Neverland
together.' Peter took Tinker Bell's hand, and they soared into the starry night sky.

As Peter and Tinker Bell flew higher and higher, they passed fluffy white clouds and
twinkling stars. Soon, they arrived in Neverland, a magical island filled with lush green
forests, sparkling waterfalls, and colourful flowers. Peter saw a group of children playing
by a beautiful lagoon. They were the Lost Boys, and they welcomed Peter with open arms.
They all had wild hair and big smiles, ready for adventures.

In Neverland, time stood still, and Peter and the Lost Boys never grew up. They spent their
days exploring secret caves, climbing tall trees, and having epic sword fights with Captain
Hook and his band of pirates. Captain Hook was a mean pirate with a hook for a hand and
a big black hat. He always tried to capture Peter and the Lost Boys, but they were too clever
and always managed to escape.

One day, Peter and the Lost Boys decided to build a magnificent treehouse in the tallest
tree in Neverland. They worked together, hammering nails and sawing wood. The
treehouse had secret passages, a slide, and even a telescope to look at the stars. From their
treehouse, Peter and his friends could see the whole island of Neverland and all its wonders.

After many exciting adventures in Neverland, Peter started to miss his family. He knew it
was time to go back home. Tinker Bell flew Peter to his bedroom window, and he landed
softly on his bed. As Peter closed his eyes, he whispered, 'Thank you, Neverland, for the
magical journey.' And with a smile on his face, he fell into a deep and peaceful sleep.

58
4.3 Choose the correct answer.
1. What did Peter possess as a special ability?
a) Invisibility
b) Flying
c) Super strength
d) Teleportation

2. How did Peter hear about Neverland?

a) Through a letter
b) In a dream
c) By reading a book
d) A soft whisper called him

3. What greeted Peter upon his arrival in Neverland?

a) Fairies
b) Lost Boys
c) Pirates
d) Animals

4. Who was Captain Hook in Neverland?

a) A kindhearted captain
b) A pirate seeking treasure
c) Peter's friend
d) A villainous pirate with a hook for a hand

5. What did Peter and the Lost Boys construct in Neverland?

a) A spaceship
b) A treehouse
c) A castle
d) A cave

59
6. What made Peter decide to leave Neverland?
a) He wanted to find treasure.
b) He missed his family.
c) He lost his flying ability.
d) He had a fight with Tinker Bell.

7. How did Peter express his gratitude to Neverland?

a) He wrote a letter.
b) He whispered his thanks.
c) He sang a song.
d) He gave a gift.

8. What feeling did Peter have at the end of the story?

a) Sadness
b) Anger
c) Gratitude
d) Fear

Usage of comma
1. Separating Items in a List: Commas are used to separate three or more items in a list.
Examples: She bought apples, oranges, and bananas at the store.
He packed his suitcase with clothes, toiletries, and books for the trip.
The menu includes pasta, pizza, salads, and desserts.

2. Separating Independent Clauses: Commas are used before coordinating conjunctions

(and, but, or, so, yet, etc.) to connect two independent clauses.
Examples: He likes to play basketball, and she prefers soccer.
She studied hard for the exam, but she still didn't perform well.
He wanted to go to the movies, so he called his friends to join him.

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3. Introductory Elements: Commas are used after introductory words, phrases, clauses
or dependent clauses at the beginning of a sentence.
Examples: However, he decided not to go.
As nobody was at home, the delivery man left the parcel at the doorstep.
Without hesitation, they jumped into the river.

4. Separating Adjectives: Commas are used between two or more adjectives that belong
to the same category. For example, two or more opinions or colors.
Examples: She wore a beautiful, expensive dress.
The car sped down the narrow, winding road.
She decorated her room with colorful, patterned curtains.

5. Direct Address: Commas are used when directly addressing someone or something in
a sentence.
Examples: John, pass the book, please.
Mom, can you help me with my homework?
Hey, Sarah, did you hear about the party tonight?

6. Parenthetical Phrases: Commas set off non-essential or parenthetical information

within a sentence.
Examples: The weather, as predicted, was sunny today.
The concert, which was held outdoors, was a huge success.
The hotel, located in the heart of the city, offers stunning views.

7. Before or after Appositives: Commas are used before and after an appositive (a word
or phrase that renames or identifies a nearby noun).
Examples: My sister, a doctor, lives in New York.
The novel, a classic of American literature, remains relevant today.
His friend, an expert in computer programming, offered to help him with the project.

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8. With Dates, Addresses, and Numbers: Commas are used in dates between the day
and year, in addresses between the city and state, and in large numbers for readability.
Examples: October 15, 2023 | New York, USA | 1,000,000
December 25, 2022 | Los Angeles, California, USA | 10,500,000
February 14, 1990 | London, England, UK | 7,500,000

4.4 Use comma where necessary

1. My favourite colours are blue red and green.
2. Today I woke up late therefore I missed the bus.
3. The concert was exciting and the crowd was cheering loudly.
4. In the morning we enjoy having pancakes eggs and orange juice.
5. After finishing his homework Tim went outside to play with his friends.
6. Mount Everest the highest peak in the world is located in Nepal.
7. Sheila a talented musician plays the piano violin and flute.
8. We need to buy milk bread cheese and eggs from the store.
9. On July 4 1776 the United States declared its independence from Britain.
10. After work he usually goes to the gym then he goes home to relax.
11. She enjoys reading painting and hiking in her free time.
12. Last summer we visited London Paris and Rome.
13. The weather in Florida is warm and sunny all year round.
14. Alex a diligent student studies hard and always gets good grades.
15. The cat is soft fluffy and loves to play with yarn.
16. After finishing dinner she took a long walk around the neighborhood.
17. The book which was recommended by a friend turned out to be quite interesting.
18. My parents David and Sarah always support me in everything I do.
19. We watched a movie ate popcorn and laughed together.
20. The car broke down on the highway so we had to call for help.

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Chapter-5
Adjectives

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An adjective is a word that describes or modifies a noun (a person, place, thing, or idea) by
providing more information about its qualities or attributes. Adjectives can convey
characteristics such as size, colour, shape, age, emotions, or other qualities.

Example:
The beautiful sunset painted the sky with vibrant hues of pink and orange.
The elephant had an enormous appetite, devouring a massive amount of food daily.
Sarah is an intelligent student who consistently excels in her studies.
The archaeologists discovered an ancient civilization buried beneath the soil layers.
The joyful laughter of children echoed through the playground.
The energetic puppy chased its tail around the garden.
The gloomy weather matched Sarah's somber mood.
The new apartment had a spacious living room with large windows.
In the mysterious old house, creaking floorboards added to the eerie atmosphere.
The chef prepared a delicious three-course meal for the special occasion.

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Different kinds of adjectives

65
5.1 Identify Adjectives from the text.
Once upon a time, in a small village surrounded by hills and trees, a girl named Rima loved
exploring the nearby woods, finding exciting things every day. One sunny morning, Rima went
on an adventure down a path with pretty flowers. The air smelled sweet with blooming roses, and
birds made happy sounds. As Rima walked further into the woods, she found a big, old tree with
branches reaching for the sky. The tree had moss on its bark and told stories of a long time ago.
In the distance, Rima saw a misty, magical clearing. Following a soft glow, she found a shiny
pool reflecting the colors of the plants around it. Next to the pool was a nice, old wizard with a
long, white beard. He smiled at Rima and gave her a sparkly potion in a clear bottle. Curious,
Rima took a sip. It tasted like sweet oranges and made her feel warm and happy. As the sun set,
making everything glow gold, Rima went back to her village. She told everyone about the cool
tree, the misty place, and the friendly wizard. The villagers gathered around, fascinated by
Rima's stories and the magical things hidden in the heart of the woods. And so, Rima became the
storyteller of the village, sharing tales that made the wonders of the forest come alive for
everyone.

Order of adjective
1. Determiner: Specifies how much or how many. Example: "three cats," "several books,"
"many friends"
2. Opinion: Describes the inherent quality or subjective opinion of the noun. Examples:
"beautiful flowers," "intelligent student," and "delicious food"
3. Size: Indicates the physical dimensions of the noun. Example: "small house," "large car,"
"tiny insect"
4. Age: Conveys the age or temporal characteristics of the noun. Example: "old man," "new
car," "young puppy"
5. Shape: Describes the form or shape of the noun. Examples: "round table," "square
building," "oblong fruit"
6. Color: Specifies the color of the noun. Example: "red dress," "blue sky," "green grass"
7. Origin: Provides information about the origin, nationality, or material of the noun.
Examples: "French cuisine," "wooden chair," "Chinese vase"

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 8. Material: Describes the substance or composition of the noun. Examples: "metallic
sculpture," "silk dress," "wooden table"
9. Purpose or Function: Describes the intended use or specific quality of the noun.
Examples: "walking stick," "rocking chair," "frying pan", "pleasant journey," "exciting
adventure," "thoughtful gift"

5.2 Rewrite the following sentences by rearranging the adjectives in the correct order:
a) The red, car old.
b) She found a big, beautiful, French painting.
c) I saw three, small, adorable kittens.
d) The round, table wooden was expensive.
e) He bought a shiny, new, sports car.
f) The tall, tower medieval.
g) She wore a beautiful, dress red.
h) They live in an old, cottage charming.
i) I found an interesting, book old.
j) He built a sturdy, table wooden.
k) We encountered a frightening, forest dark.
l) The little, girl curious asked many questions.
m) He has a sleek, laptop new.
n) We visited a modern, museum art.
o) The small, village quiet nestled in the hills.

5.3 Combine two separate sentences using adjectives

Sentences:
The cat sat on the windowsill.
The cat was gray.
The gray cat sat on the windowsill.

a) The car raced down the highway. The car was red.

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 b) The mountain stood tall against the sunset. The mountain was majestic.
c) The house had a garden. The house was small.
d) The children played in the park. The children were happy.
e) The river flowed through the valley. The river was wide.
f) The sun set behind the mountains. The sun was golden.
g) The girl wore a dress. The girl was young.
h) The dog barked loudly. The dog was excited.
i) The plane landed at the airport. The plane was large.
j) The building had many windows. The building was modern.
k) The flowers bloomed in the garden. The flowers were colourful.
l) The storm raged outside. The storm was fierce.
m) The teacher explained the lesson. The teacher was patient.
n) The beach stretched for miles. The beach was sandy.
o) The movie ended. The movie was entertaining.

Degrees of adjectives

Degrees of adjectives refer to the variations in intensity or comparison when describing nouns.
There are three degrees of adjectives: positive, comparative, and superlative.
Positive Degree:
This is the basic form of an adjective, used to describe one item or group without making any
comparisons.
Examples:
Fast car
Beautiful garden
Intelligent student
Comparative Degree:
This degree is used to compare two items or groups. Typically, it involves adding "-er" to shorter
adjectives or using "more" before longer adjectives.
Examples:
Faster car

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More beautiful garden
More intelligent student
Superlative Degree:
The superlative degree is used when comparing three or more items or groups. It usually
involves adding "-est" to shorter adjectives or using "most" before longer adjectives.
Examples:
Fastest car
Most beautiful garden
Most intelligent student
Ways of changing degrees of adjectives
1. For one-syllable adjectives, you generally add "-er" for the comparative and "-est" for the
superlative
fast, faster, fastest
sweet, sweeter, sweetest
brave, braver, bravest
loud, louder, loudest
tall, taller, tallest
wide, wider, widest
smart, smarter, smartest
deep, deeper, deepest
steep, steeper, steepest
slow, slower, slowest
strong, stronger, strongest
quick, quicker, quickest
hot, hotter, hottest,
big, bigger, biggest.
2. For two-syllable adjectives ending in "y," change the "y" to "i" and add "-er" or "-est"
happy, happier, happiest
busy, busier, busiest
Silly, sillier, silliest
Easy, easier, easiest

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Pretty, prettier, prettiest
Funny, funnier, funniest
Noisy, noisier, noisiest
Tidy, tidier, tidiest
Angry, angrier, angriest
3. For longer adjectives (usually with two or more syllables), use "more" for the comparative and
"most" for the superlative
interesting, more interesting, most interesting
Beautiful, more beautiful, most beautiful
Comfortable, more comfortable, most comfortable
Dangerous, more dangerous, most dangerous
Delicious, more delicious, most delicious
Difficult, more difficult, most difficult
Important, more important, most important
Expensive, more expensive, most expensive
Pleasant, more pleasant, most pleasant
Adventurous, more adventurous, most adventurous

Examples:
a) She has a beautiful garden.
Her garden is more beautiful than mine.
Among all the gardens, hers is the most beautiful.
b) She has a big collection of books.
John has a bigger collection than she does.
Sarah has the biggest collection of all.
c) This is an interesting movie.
That movie was more interesting than this one.
Of all the movies I've seen, that was the most interesting.
d) He is a smart student.
Maria is smarter than him in mathematics.
Among all the students, Maria is the smartest.

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 e) The cat is small.
The dog is smaller than the cat.
The mouse is the smallest of all the animals.

5.4 Change the sentences. One is done for you.

- Jane is tall. Lucy is not as tall as Jane. (taller)

Changed Sentence: Jane is taller than Lucy.

1. This book is interesting. That book is not as interesting as this one. (more interesting)
Changed Sentence:

2. The Pacific Ocean is deep. The Atlantic Ocean is not as deep as the Pacific. (deeper)
Changed Sentence:

3. A cheetah is fast. Among all land animals, the cheetah is the fastest. (fastest)
Changed Sentence:

4. This problem is complex. That problem is not as complex as this one. (more complex)
Changed Sentence:
5. Mary is kind. She is the kindest person in her family. (kindest)
Changed Sentence:

6. The Nile is long. The Amazon River is not as long as the Nile. (longer)
Changed Sentence:

7. This city is crowded. It is the most crowded city in the country. (most crowded)
Changed Sentence:

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8. Emma is talented. Her talent surpasses all others. (most talented)
Changed Sentence:

9. This exam is difficult. Last year's exam was not as difficult as this one. (more difficult)
Changed Sentence:

10. Sarah is hardworking. Among all the employees, Sarah is the most hardworking. (most
hardworking)
Changed Sentence:

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 Chapter-6
Adverb

An adverb is a part of speech that modifies or describes a verb, adjective, or other adverb.
Adverbs provide additional information about how, when, where, or to what extent an action or
quality is happening. They often answer questions such as how, when, where, why, or to what
degree.
She sings beautifully. (describing how she sings)
They will arrive soon. (indicating when they will arrive)
The cat is sitting there. (specifying where the cat is sitting)
He left the party abruptly. (explaining why he left)
She is very talented. (indicating the degree of talent)
He runs faster than her. (comparing the speed of their running)
They visit their grandparents regularly. (describing how often they visit)
He will definitely attend the meeting. (expressing certainty)

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Adjective+ly=Adverb
a) Quick (Adjective) → Quickly (Adverb):
She completed the race quickly.
b) Smooth (Adjective) → Smoothly (Adverb):
The car moved smoothly along the highway.
c) Soft (Adjective) → Softly (Adverb):
She spoke softly to avoid waking the baby.
d) Happy (Adjective) → Happily (Adverb):
They danced happily at the wedding.
e) Slow (Adjective) → Slowly (Adverb):
He walked slowly in the garden.
f) Sad (Adjective) → Sadly (Adverb):
She looked at the old photographs sadly.
g) Careful (Adjective) → Carefully (Adverb):
He handled the fragile items carefully.
h) Beautiful (Adjective) → Beautifully (Adverb):
The flowers bloomed beautifully in the garden.
i) Sudden (Adjective) → Suddenly (Adverb):
The storm hit suddenly.
j) Loud (Adjective) → Loudly (Adverb):
The music played loudly at the concert.
k) Quiet (Adjective) → Quietly (Adverb):
The students worked quietly in the library.
l) Hard (Adjective) → Hardly (Adverb):
He could hardly believe his luck.
m) Clear (Adjective) → Clearly (Adverb):
The instructions were written clearly.
n) Heavy (Adjective) → Heavily (Adverb):

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The rain fell heavily during the storm.
o) Angry (Adjective) → Angrily (Adverb):
She shouted angrily during the argument.
p) Easy (Adjective) → Easily (Adverb):
He solved the puzzle easily.
q) Smooth (Adjective) → Smoothly (Adverb):
The transition between scenes went smoothly.
r) Frequent (Adjective) → Frequently (Adverb):
She visited her grandparents frequently.
s) Steady (Adjective) → Steadily (Adverb):
The company has been growing steadily.
t) Polite (Adjective) → Politely (Adverb):
She asked politely for directions.

Adverbs can be classified in multiple types. These are 7 common types of adverbs that are used
in general writing.

1. Adverbs of Degree:
These adverbs modify adjectives or other adverbs, indicating the intensity or degree.
Examples:
The coffee is very hot.
She is too tired to continue.
2. Adverbs of Manner:
These adverbs describe how an action is performed.
Examples:
She spoke quietly during the meeting.
He completed the project efficiently.
3. Adverbs of Place:
These adverbs answer the question "where" and indicate the location of an action.
Examples:

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The cat is sitting there.
We searched for the keys everywhere.
4. Adverbs of Time:
These adverbs answer the question "when" and indicate the timing of an action.
Examples:
We will go to the beach tomorrow.
He called me yesterday.
5. Adverbs of Frequency:
These adverbs indicate how often an action occurs.
Examples:
She exercises daily.
I visit my parents often.
6. Adverbs of Duration:
Adverbs of duration provide information about the length of time an action or event occurs. They
answer the question "how long" and specify the duration or extent of an action.
Examples:
She waited briefly for the bus.
They stayed permanently in the new city.
7. Adverbs of Certainty:
These adverbs express the level of certainty or probability.
Examples:
He will definitely attend the party.
She is probably at home.

6. 1 Read the story carefully and identify Adverbs from the story.
Once upon a time, in a beautifully landscaped kingdom, there lived a young girl named Rasha.
One day, Rasha decided to explore the forest behind her house. The trees swayed gently in the
breeze, and the flowers bloomed colorfully along the path. As Rasha wandered happily through
the forest, she stumbled upon a hidden entrance to an enchanted garden. The gate creaked softly
as she pushed it open. Inside, the garden was filled with magical creatures who moved gracefully
and spoke eloquently. Rasha was invited to join a feast, where she ate deliciously prepared

76
dishes. The fairies danced gracefully, and the music played softly in the background. The
atmosphere was truly enchanting.

After the feast, a wise old wizard appeared and offered Rasha a magical quest. She had to find a
rare flower that bloomed only once a year. Determined, Rasha set off on her adventure, walking
briskly through the enchanted forest. As she walked, the trees whispered mysteriously, guiding
her toward the hidden meadow where the rare flower was said to bloom. Rasha moved carefully
around thorny bushes and climbed steeply sloping hills.

Finally, she reached the meadow, and there it was – the rare flower. Rasha plucked it gently and
held it tightly in her hands. The moment she touched it, the whole meadow lit up suddenly with a
magical glow. Rasha returned to the enchanted garden and presented the rare flower to the
wizard. He smiled warmly and praised her wholeheartedly for completing the quest. The magical
creatures cheered joyfully, and the garden sparkled brightly with gratitude. Rasha bid farewell to
her new friends and left the enchanted garden. As she walked back through the forest, the
memories of her adventure lingered vividly in her mind. She returned home, carrying the rare
flower and cherishing the day she had experienced uniquely. And so, in the endlessly magical
kingdom, Rasha's adventure became a tale passed generously from one generation to the next.

6.2 Identify different types of adverbs from the text.

Once upon a time in a small village, there lived a young girl named Maya. One sunny day, she
decided to explore the mysterious forest nearby. Maya walked 1. briskly along the narrow path,
surrounded by tall trees that swayed 2. gently in the wind. As she ventured deeper into the forest,
the air became 3. increasingly cooler. Maya could hear the birds singing 4. cheerfully above, and
the leaves rustled 5. softly beneath her feet. Suddenly, a rabbit darted 6. quickly across her path,
disappearing 7. suddenly into the bushes.

Maya continued her journey, and by the time she reached a clearing, the sun had set 8.
completely. The moon shone 9. brightly in the night sky. Maya looked around 10. anxiously,
realizing she had lost her way. She needed to find shelter 11. urgently. She walked 12. cautiously
through the dark forest, searching 13. diligently for any signs of a safe place. Eventually, she

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discovered a small cottage nestled 14. cozily among the trees. Maya knocked 15. timidly on the
door, hoping for a friendly face.

An old woman opened the door 16. slowly, greeting Maya 17. warmly. She invited her inside
and offered a cup of tea. As Maya sipped the hot tea 18. gratefully, the old woman shared stories
19. enthusiastically about the enchanted forest and its magical inhabitants. The next morning,
Maya left the cottage 20. thankfully. She navigated the forest 21. carefully, remembering the
lessons she had learned. She emerged from the woods 22. triumphantly, having experienced an
adventure unlike any other.

6.3 Fill in the blanks with the correct form of the given adjective or adverb.
1. She completed the task __________ (efficient) and submitted it __________ (efficient) before
the deadline.

2. The __________ (happy) child played __________ (happy) in the park.

3. He spoke __________ (clear) and made his point very __________ (clear).

4. The team worked __________ (hard) to finish the __________ (hard) project.

5. The cake tasted __________ (sweet), and everyone __________ (sweet) enjoyed it.

6. She looked __________ (calm) and handled the situation __________ (calm).

7. The artist painted __________ (beautiful) and created a __________ (beautiful) masterpiece.

8. He answered the questions __________ (quick) and was the __________ (quick) participant in
the quiz.

9. The __________ (angry) customer complained __________ (angry) about the service.

10. The instructions were __________ (simple), so he completed the __________ (simple) task
__________ (simple).

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 Lecture-7
Preposition

A preposition is a word that establishes a relationship between a noun or pronoun (called the
object of the preposition) and other elements in the sentence. Prepositions typically indicate the
location, direction, time, manner, or relationship between different parts of a sentence.

Here are some common prepositions,

On a sunny city day, Mary sought solace in a park. She found a bench to sit on and smiled at a
playful cat that joined her. Nearby, children played with a frisbee across a grassy field. Behind
her, a tall tree provided shade, and a beautiful butterfly fluttered above colorful flowers. During
her time in the park, Mary observed a friendship growing between neighbors who were having a
picnic in the park. Before leaving, she took a leisurely walk around a pond, watching ducks
swim across the water. By the time she reached a charming bridge, the sun had set, casting a
warm glow across the park. Before heading home, Mary appreciated the serenity of the park,
feeling grateful for the simple joys found in such a peaceful place.

There are Three types of prepositions:

1. Prepositions of Place:
Examples: in, on, under, above, below, between, beside, behind, in front of, among, inside,
outside, etc.
Example sentence: The cat is sitting on the table.
2. Prepositions of Time:
Examples: before, after, during, until, since, by, at, on, in, for, etc.
Example sentence: We should finish the project before the deadline.
3. Prepositions of Direction or Movement:
Examples: to, toward(s), into, onto, off, out of, through, across, along, over, under, etc.
Example sentence: They walked across the bridge.

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 1. Prepositions of Place:
Prepositions of place indicate the location or position of an object, person, or thing about
another. For example:
a) The keys are in the drawer.
-Indicates being inside or within a confined space.
b) The cat is on the roof.
-Indicates being in contact with or supported by a surface.
c) The book is under the bed.
-Indicates being beneath or below something.
d) The plane is flying above the clouds.
-Indicates being higher or overhead about another point.
e) The treasure chest is below the surface.
-Indicates being lower or beneath about another point.
f) The vase is beside the lamp.
-Indicates being at the side of or next to something.
g) The car is parked behind the house.
-Indicates being at the back or rear of something.
h) The children are playing in front of the school.
-Indicates being ahead or at the front of something.
i) There is a friendship between the two neighbors.
-Indicates being in the middle of two or more things.
j) The cat is inside the box.
-Indicates being within the boundaries or interior of something.
k) The children are playing outside the house.
-Indicates being in the external area or exterior of a place.
l) The grocery store is next to the bakery.
-Indicates being adjacent or beside something.
m) The car is parked between the two trees and behind the building.
-Indicates the position between two objects and behind one another.
n) The cafe is opposite the movie theatre.

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-Indicates being directly across from something.

The prepositions "in," "at," and "on" are frequently used to indicate location or place in different
contexts. Here are their various usages:
1. In:
a) Enclosed or Surrounded Space:
The cat is in the box.
I am sitting in the car.
b) Larger Areas:
She lives in a small town.
They have a house in the suburbs.
c) Countries and Regions:
We went on vacation in France.
There's a beautiful beach in the Caribbean.
2. At:
a) Specific Points or Places:
I will meet you at the coffee shop.
She is waiting at the bus stop.
b) Addresses:
The party is at 123 Main Street.
We'll meet at the office tomorrow.
c) Events or Gatherings:
We met at the concert last night.
Let's meet at the wedding reception.
d) Private Transportation:
I saw her in the car.
They traveled in a helicopter.
3. On:
a) Surfaces:
The book is on the table.
The painting hangs on the wall.

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b) Public Transportation:
I saw her on the train.
They travelled on a bus.
c) On Specific Area:
We have a meeting on the fifth floor.
The restaurant is on the roof of the building.

7.1 Fill in the blanks with appropriate prepositions.

1. The cat is __________ (under/behind) the table.

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2. The keys are __________ (on/in) the desk.

3. The book is __________ (next to/between) the lamp and the vase.

4. The dog is __________ (under/of) the bed.

5. The shoes are __________ (beside/in) the chair.

6. The picture is __________ (above/below) the fireplace.

7. The ball is __________ (in/behind) the sofa.

8. The cup is __________ (on top of/in front of) the saucer.

9. The pen is __________ (inside/under) the pencil case.

10. The coat is __________ (hanging on/lying on) the hook.

11. The car is __________ (in front of/on) the garage.

12. The clock is __________ (above/below) the shelf.

13. The bag is __________ (at/under) the chair.

14. The TV is __________ (opposite/between) the sofa and the window.

15. The remote control is __________ (next to/below) the TV.

16. The cat is __________ (behind/on) the curtains.

17. The painting is __________ (above/below) the fireplace.

18. The flower vase is __________ (on/under) the table.

19. The keys are __________ (beside/inside) the drawer.

20. The mirror is __________ (at/near) the door.

2. Prepositions of Time:
A preposition of time is a word that indicates when an action or event takes place. These
prepositions help to establish the relationship between the time and other elements in a sentence.
Here are some common prepositions of time along with examples:

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"At" - Specific Points in Time:
a) Clock Time:
Used to specify a particular time on the clock.
-We are meeting at 3:30 PM.
b) Meal Time:
Indicates specific times for meals.
- We usually have dinner at 7:00 PM.
c) Festival:
Refers to the time during a specific festival or event.
- We exchange gifts at Christmas.
"On" - Specific Days:
a) Days of the Week:
Used to indicate days of the week.
- We have a team meeting on Wednesday.
b) Date:
Indicates a specific day in the month.
- The project is due on the 15th of January.
c) Specific Day:
Refers to a particular day.
-We celebrate our anniversary on the 8th of June.
"In" - General Time Periods:
a) Month:
Specifies a month within the year.
- My birthday is in March.
b) Season:
Refers to a specific season of the year.
- We go camping in the summer.
c) Year:
Indicates a specific year.
- The historical event happened in 1776.
d) Decade:

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Specifies a period of ten years.
- Many technological advancements occurred in the 1990s.
e) Century:
Refers to a period of one hundred years.
-The Renaissance period was in the 15th century.

Some more examples in use:

1. By:
Please submit your report by Friday.
-"By" is used to indicate a deadline or the latest time at which something should be completed.
The report should be submitted no later than Friday.
2. For:
I will be away for a week.
-"For" is used to express the duration of time. In this case, the person will be away for a period of
one week.
3. During:
I fell asleep during the movie.
-"During" is used to indicate when something happens within a specific time frame. The person
fell asleep at some point while the movie was playing.
4. Since:
I have been working here since January.
-"Since" is used to specify the starting point of an action or a period. The person started working
at this place in January and continues to do so.
5. Until/Till:
The store is open until 9:00 PM.
-"Until" or "till" is used to express a limit in time. The store remains open up to the specified
time, which is 9:00 PM in this case.
6. From... to:
The office is open from 9:00 AM to 5:00 PM.
-From... to" is used to indicate a range of time. The office is accessible to visitors between the
hours of 9:00 AM and 5:00 PM.

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 7. Between:
The meeting is scheduled between 2:00 and 4:00 PM.
-"Between" is used to specify a time range. The meeting is planned to occur within the time
frame from 2:00 PM to 4:00 PM.
8. Before:
Please complete the assignment before the deadline.
-"Before" is used to indicate that an action should be completed prior to the specified time, in
this case, before the deadline.
9. After:
We can discuss the details after the presentation.
-"After" is used to express that an action will take place following the completion of another
action. In this sentence, the discussion will happen after the presentation.
10. Since (point in time):
I have known her since childhood.
-"Since" can also be used to indicate the starting point of a specific period in the past. In this
case, the person has known her since the time of childhood.
11. By the time:
By the time you arrive, the party will have started.
-"By the time" is used to indicate the completion of an action or event before another specified
point in time. In this case, the party will start before the person arrives.

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7.2 Fill in the blanks with appropriate prepositions
1. She has a meeting _______ (on/in) Monday morning.
2. The movie starts _______ (at/on) 7 PM.
3. He was born _______ (in/on) 1995.
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4. We usually go on vacation _______ (in/at) the summer.
5. The store is closed _______ (on/at) Sundays.
6. The deadline for the project is _______ (on/in) December 1st.
7. The class begins _______ (at/in) 9:30 AM.
8. She likes to read _______ (before/after) going to bed.
9. He will return _______ (in/at) a few hours.
10. They visited the museum _______ (on/in) the weekend.
11. The meeting is scheduled _______ (for/on) next Tuesday.
12. We celebrate New Year’s Eve _______ (on/in) December 31st.
13. She often studies _______ (during/in) the evening.
14. The festival takes place _______ (at/in) the end of the month.
15. He finished his homework _______ (by/on) the afternoon.
16. She wakes up _______ (at/in) dawn.
17. They moved to the new house _______ (in/on) 2010.
18. The event starts _______ (on/at) noon.
19. I will see you _______ (in/at) a minute.
20. The school was established _______ (on/in) the early 20th century.

3. Prepositions of Direction or Movement:

Prepositions of movement are words that indicate the direction or manner in which an action is
taking place. These prepositions help describe the movement of a person or object from one
place to another. Here are some common prepositions of movement along with examples:
1. To:
She walked to the store.
-"To" indicates movement toward a specific destination or location.
2. Into:
The cat jumped into the box.
-"Into" is used to express movement toward the inside of something.
3. Onto:
He climbed onto the roof.
-"Onto" indicates movement onto the surface of something.

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 4. Across:
They swam across the river.
-"Across" expresses movement from one side of an area to the other.
5. Through:
We walked through the forest.
-"Through" indicates movement within the interior or from one side to another.
6. Towards/Toward:
They sailed towards the horizon.
-Explanation: "Towards" or "toward" signifies movement in the direction of a particular point.
7. Past:
He walked past the bookstore.
-"Past" indicates movement in proximity to and beyond a specific point.
8. Up:
She climbed up the stairs.
- "Up" expresses movement in an upward direction.
9. Down:
The ball rolled down the hill.
-"Down" indicates movement in a downward direction.
10. Around:
They strolled around the park.
-"Around" expresses movement in a circular or surrounding path.
11. Off:
He jumped off the diving board.
-"Off" indicates movement away from a surface or position.
12. Out of:
The cat jumped out of the window.
-"Out of" expresses movement from within or from the interior to the exterior.
13. Along:
They walked along the beach.
-"Along" indicates movement in parallel with or following the length or direction of something.
14. Over:

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He climbed over the fence.
-"Over" expresses movement across the top or surface of something.
15. Around:
They drove around the city.
-"Around" can indicate movement in a circular direction or in various parts of a place.

7.3 Fill in the blanks with appropriate prepositions.

1. The cat jumped ______ the fence. (over/under)

2. She walked ______ the park to get home. (through/under)

3. The dog ran ______ the garden. (across/along)

4. They climbed ______ the mountain. (up/into)

5. He swam ______ the river to the other side. (across/around)

6. The cyclist rode ______ the hill. (at/down)

7. She drove ______ the tunnel. (through/around)

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8. The plane flew ______ the clouds. (above/on)

9. He walked ______ the bridge. (over/under)

10. The children ran ______ the playground. (around/through)

11. They hiked ______ the forest trail. (along/below)

12. The bus traveled ______ the city streets. (through/between)

13. She crawled ______ the table. (under/over)

14. The boat sailed ______ the lake. (across/under)

15. He jumped ______ the puddle. (over/into)

16. They walked ______ the crowded market. (through/under)

17. The ball rolled ______ the yard. (across/through)

18. She moved ______ the crowded room. (through/across)

19. The train went ______ the tunnel. (through/over)

20. He skated ______ the ice rink. (around/about)

Lecture-8
Sentence Types

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A sentence is a group of words that expresses a complete thought, consisting of a subject and a
predicate. A sentence typically conveys a statement, question, command, or exclamation.

A clause is a group of words that contains a subject and a predicate. Clauses can be classified
into two main types: independent clauses and dependent clauses.
a) Independent Clause:
An independent clause, also known as a main clause, is a group of words that forms a complete
thought and can stand alone as a sentence.
Example:
The sun was shining brightly.
b) Dependent Clause:
A dependent clause, also known as a subordinate clause, is a group of words that contains a
subject and a predicate but does not express a complete thought. It relies on an independent
clause to form a complete sentence.
Example:
When the sun was shining brightly, we went for a picnic.
In this example, "When the sun was shining brightly" is a dependent clause. It has a subject ("the
sun") and a predicate ("was shining brightly"), but it needs the independent clause ("we went for
a picnic") to form a complete sentence.

1. Simple Sentences
A simple sentence, also known as an independent clause, is a grammatical structure that consists
of a single subject and a single predicate. It expresses a complete thought and stands alone as a
coherent sentence. Simple sentences are clear, concise, and serve as the foundation for more
complex sentence structures.

Structure of a Simple Sentence:

Subject + Verb (+ Object/Complement)

Examples of Simple Sentences:

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 a) The sun sets.
Subject: The sun
Verb: sets
b) She reads books.
Subject: She
Verb: reads
Object: books
c) The cat purrs.
Subject: The cat
Verb: purrs
d) They play soccer.
Subject: They
Verb: play
Object: soccer
e) He laughed.
Subject: He
Verb: laughed
f) Rain falls.
Subject: Rain
Verb: falls
g) I love chocolate.
Subject: I
Verb: love
Object: chocolate
h) She dances gracefully.
Subject: She
Verb: dances
Adverb: gracefully
i) We eat dinner together.
Subject: We
Verb: eat

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Object: dinner
Adverb: together
j) The moon shines brightly.
Subject: The moon
Verb: shines
Adverb: brightly

Simple sentences with compound elements

Simple Sentences with compound subjects, compound verbs, and compound predicates:
a) Compound Subjects:
Sara and Jake are planning a surprise party.
The cat and the dog chase each other around the yard.
My brother and his friend play basketball every weekend.
b) Compound Verbs:
She sang and danced at the talent show.
The team practices, competes, and celebrates their victories together.
The children laughed, shouted, and played in the park.
c) Compound Predicates:
He loves to read novels and watches movies regularly.
She bakes delicious cakes and decorates them with intricate designs.
The students researched their topics, wrote detailed reports, and presented them in class.

Remember, a compound subject involves multiple subjects in a sentence, a compound verb

involves multiple verbs, and a compound predicate involves multiple actions related to the same
subject.

2. Compound Sentence

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A compound sentence is a sentence that consists of two or more independent clauses joined
together with coordinating conjunctions, punctuation, or both. Independent clauses are complete
sentences on their own, and when combined, they create a compound sentence, allowing for a
more complex structure and conveying a relationship between the ideas presented.

Structure of a Compound Sentence:

Independent Clause + Coordinating Conjunction + Independent Clause.

Independent Clause + Semicolon + Independent Clause.
Independent Clause + Comma + Coordinating Conjunction + Independent Clause.

Examples of Compound Sentences:

a) I wanted to go to the beach, but it started raining.
Independent Clause 1: I wanted to go to the beach.
Coordinating Conjunction: but
Independent Clause 2: It started raining.
b) She loves reading novels, yet she enjoys watching movies.
Independent Clause 1: She loves reading novels.
Coordinating Conjunction: yet
Independent Clause 2: She enjoys watching movies.
c) We can go for a walk, or we can stay and watch a movie.
Independent Clause 1: We can go for a walk.
Coordinating Conjunction: or
Independent Clause 2: We can stay and watch a movie.
d) The team practised hard, and they won the championship.
Independent Clause 1: The team practised hard.
Coordinating Conjunction: and
Independent Clause 2: They won the championship.
e) She didn't like coffee, nor did she enjoy tea.
Independent Clause 1: She didn't like coffee.
Coordinating Conjunction: nor

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Independent Clause 2: She did not enjoy tea.
f) He forgot his umbrella, so he got drenched in the rain.
Independent Clause 1: He forgot his umbrella.
Coordinating Conjunction: so
Independent Clause 2: He got drenched in the rain.
g) She wanted to travel the world, for she had a passion for exploring new cultures.
Independent Clause 1: She wanted to travel the world.
Coordinating Conjunction: for
Independent Clause 2: She had a passion for exploring new cultures.
h) The team practised diligently, so they performed exceptionally well in the competition.
Independent Clause 1: The team practised diligently.
Coordinating Conjunction: so
Independent Clause 2: They performed exceptionally well in the competition.
i) He didn't have time to study, nor did he have the resources to hire a tutor.
Independent Clause 1: He didn't have time to study.
Coordinating Conjunction: nor
Independent Clause 2: He didn't have the resources to hire a tutor.

Exercise 8.1 Complete each sentence by combining the given pairs of simple sentences into
compound sentences using the coordinating conjunctions (and, but, or, nor, so, for, yet).
Choose the conjunction that best fits the context.
1. I love hiking. I dislike camping.
Compound Sentence:
2. The sun was shining brightly. The air was cool and crisp.
Compound Sentence:
3. She is an excellent chef. She struggles with baking.
Compound Sentence:
4. The students completed their assignments. The teacher praised their efforts.
Compound Sentence:
5. I want to travel the world. I need to save more money.
Compound Sentence:

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 6. He enjoys playing the guitar. He cannot read sheet music.
Compound Sentence:
7. The movie was interesting. The ending was disappointing.
Compound Sentence:
8. We can go to the park. We can watch a movie at home.
Compound Sentence:
9. She finished her project early. She rewarded herself with a movie night.
Compound Sentence:
10. The cat likes to nap in the sun. The dog prefers the shade.
Compound Sentence:

Exercise 8.2 Complete each sentence by adding the second independent clause using the
provided coordinating conjunctions. (FANBOYS)
1. She enjoys painting landscapes, ________ she finds inspiration in nature.
2. We planned a surprise party for our friend, ________ he had no idea about it.
3. The students studied diligently for the exam, ________ they performed exceptionally
well.
4. He wanted to join the hiking club, ________ he wasn't sure if he had the right gear.
5. The cat prefers sleeping in the sun, ________ it avoids cold and shaded areas.
6. They completed the project ahead of schedule, ________ they celebrated their success.
7. I like both chocolate and vanilla ice cream, ________ I usually choose chocolate.
8. The rain started unexpectedly, ________ the outdoor event had to be postponed.
9. She practised playing the guitar for hours, ________ she still struggled with some chords.
10. The team trained hard for the competition, ________ they were determined to win.

3. Complex Sentence

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A complex sentence is a sentence that contains one independent clause (a complete sentence) and
at least one dependent clause (a group of words that cannot stand alone as a complete sentence).
The independent clause typically expresses the main idea, while the dependent clause provides
additional information or details.

Here are some examples of complex sentences:

a) Although it was raining, they decided to go for a walk.

Independent clause: "They decided to go for a walk."
Dependent clause: "Although it was raining."
b) She studied hard because she wanted to ace the exam.
Independent clause: "She studied hard."
Dependent clause: "Because she wanted to ace the exam."
c) After the movie was over, we went out for dinner.
Independent clause: "We went out for dinner."
Dependent clause: "After the movie was over."
d) Since it was getting late, I called a taxi.
Independent clause: "I called a taxi."
Dependent clause: "Since it was getting late."
e) Even though she had practised for weeks, she felt nervous during the performance.
Independent clause: "She felt nervous during the performance."
Dependent clause: "Even though she had practised for weeks."
f) The cat, which had been missing for days, finally returned home.
Independent clause: "The cat finally returned home."
Dependent clause: "Which had been missing for days."
g) Because the traffic was heavy, they arrived at the party much later than planned.
Independent clause: "They arrived at the party much later than planned."
Dependent clause: "Because the traffic was heavy."
h) Since he forgot his umbrella, Tom got soaked in the rain.
Independent clause: "Tom got soaked in the rain."
Dependent clause: "Since he forgot his umbrella."

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 i) Although the book was long, she finished reading it in a single day.
Independent clause: "She finished reading it in a single day."
Dependent clause: "Although the book was long."
j) After they had explored the ancient ruins, they sat down to rest.
Independent clause: "They sat down to rest."
Dependent clause: "After they had explored the ancient ruins."
k) She went to the store before it closed for the night.
Independent clause: "She went to the store."
Dependent clause: "Before it closed for the night."
l) While he was cooking dinner, the phone rang, and he hurried to answer it.
Independent clause: "He hurried to answer it."
Dependent clause: "While he was cooking dinner, the phone rang."
m) Even though it was a challenging course, she decided to enrol in it to broaden her skills.
Independent clause: "She decided to enrol in it to broaden her skills."
Dependent clause: "Even though it was a challenging course."
n) As soon as the sun set, the temperature dropped, and everyone reached for their jackets.
Independent clause: "The temperature dropped, and everyone reached for their jackets."
Dependent clause: "As soon as the sun set."
o) Because she had forgotten her lunch at home, Sarah had to buy something from the
cafeteria.
Independent clause: "Sarah had to buy something from the cafeteria."
Dependent clause: "Because she had forgotten her lunch at home."
p) After finishing their project, the team celebrated with a well-deserved break.
Independent clause: "The team celebrated with a well-deserved break."
Dependent clause: "After finishing their project."
q) Although the movie received mixed reviews, it went on to become a box office success.
Independent clause: "It went on to become a box office success."
Dependent clause: "Although the movie received mixed reviews."
r) Since they were close friends, they decided to share an apartment during their college
years.
Independent clause: "They decided to share an apartment during their college years."

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Dependent clause: "Since they were close friends."

Exercise 8.3 Combine the given pairs of sentences into a single complex sentence. Identify
the independent clause and the dependent clause in each new sentence.

1. Sentences:
The sun was shining brightly.
We decided to have a picnic.
Combined Sentence:
Independent Clause:
Dependent Clause:
2. Sentences:
She missed the bus.
She arrived late for work.
Combined Sentence:
Independent Clause:
Dependent Clause:
3. Sentences:
The students worked hard.
They wanted to impress their teacher.
Combined Sentence:
Independent Clause:
Dependent Clause:
4. Sentences:
The baby was crying loudly.
The parents tried to console him.
Combined Sentence:
Independent Clause:
Dependent Clause:
5. Sentences:
The storm hit the coastal area.

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Many residents evacuated their homes.
Combined Sentence:
Independent Clause:
Dependent Clause:
6. Sentences:
The spaceship blasted off into space.
The crew members cheered with excitement.
Combined Sentence:
Independent Clause:
Dependent Clause:
7. Sentences:
The detective discovered a mysterious clue.
It was hidden in an old, dusty book.
Combined Sentence:
Independent Clause:
Dependent Clause:
8. Sentences:
The curious cat chased the playful butterfly.
It fluttered just out of reach.
Combined Sentence:
Independent Clause:
Dependent Clause:
9. Sentences:
The treasure map led them through a dense jungle.
They encountered unexpected challenges along the way.
Combined Sentence:
Independent Clause:
Dependent Clause:
10. Sentences:
The scientist conducted a groundbreaking experiment.
It could revolutionize the field of medicine.

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Combined Sentence:
Independent Clause:
Dependent Clause:

Compound-Complex Sentence

A compound-complex sentence is a type of sentence that has at least two independent

clauses and one or more dependent (subordinate) clauses. This structure combines elements
of both compound sentences (which have multiple independent clauses) and complex
sentences (which have an independent clause and at least one dependent clause).

Structure of a Compound-Complex Sentence:

Independent Clause + Independent Clause + Dependent Clause

Example: I went to the store, and I bought some bread because we were out.

Independent Clause + Dependent Clause + Independent Clause

Example: I went to the store because we were out of bread, and I bought some.

Examples of Compound-Complex sentences with explanations:

This sentence has two independent clauses ("I enjoy reading books" and "I often read
before bed") joined by a coordinating conjunction "and," along with a dependent clause
("because it helps me relax").

2. While I was cooking dinner, the phone rang, and I missed the call.
This sentence has two independent clauses ("the phone rang" and "I missed the call") and
one dependent clause ("While I was cooking dinner").

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3. The dog barked loudly, but no one heard it because they were all asleep.
- The sentence contains two independent clauses ("The dog barked loudly" and "no one
heard it") connected by "but," and a dependent clause ("because they were all asleep").

4. She decided to stay home since she was feeling ill, and she watched movies all day.
It has two independent clauses ("She decided to stay home" and "she watched movies all
day") and one dependent clause ("since she was feeling ill").

5. Although it was raining, we went for a walk, and we got completely soaked.
This sentence includes two independent clauses ("we went for a walk" and "we got
completely soaked") and one dependent clause ("Although it was raining").

6. I wanted to go to the party, but I had to work late because my boss asked me to.
There are two independent clauses ("I wanted to go to the party" and "I had to work late")
and one dependent clause ("because my boss asked me to").

7. They cleaned the house, and they prepared a meal while their guests were arriving.
This sentence has two independent clauses ("They cleaned the house" and "they prepared
a meal") and one dependent clause ("while their guests were arriving").

8. Since I had finished my homework, I went out with friends, and we watched a movie."
The sentence contains two independent clauses ("I went out with friends" and "we watched
a movie") and one dependent clause ("Since I had finished my homework").

9. The teacher gave a lecture, and the students took notes because the exam was coming
up.
This sentence has two independent clauses ("The teacher gave a lecture" and "the students
took notes") and one dependent clause ("because the exam was coming up").

10. Even though it was late, we stayed up talking, and we didn’t go to bed until dawn.

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The sentence includes two independent clauses ("we stayed up talking" and "we didn’t go
to bed until dawn") and one dependent clause ("Even though it was late").

8.4 Identify whether the sentences are complex or compound complex.

1. Although the weather was bad, we decided to go hiking.

2. I finished my project, and I submitted it before the deadline because I wanted extra
credit.
3. The team won the game because they practiced hard, but they still need to work on their
defense.
4. She went to the library because she needed to study for her exams.
5. While he was cooking dinner, the doorbell rang.
6. I like to swim, but I don't have much time because of my busy schedule.
7. Since she moved to the city, she has made many new friends and learned a lot about
urban living.
8. The movie was exciting, but the ending was disappointing.
9. After the meeting ended, everyone left the room quietly.
10.He cleaned the garage, and he mowed the lawn before his guests arrived."

Chapter 9
Present Tense

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Tense in grammar refers to the time of an action or state of being expressed in a verb. It is a crucial
aspect of language that helps convey when an action occurs – in the past, present, or future. Tense
allows us to provide context and sequence events coherently. Verbs in English can be categorised
into three primary tenses: past, present, and future. Each of these tenses can further be divided into
simple, continuous (progressive), perfect, and perfect continuous forms, resulting in a total of
twelve tenses.

Here is an overview of the three main tenses and their classifications:

1. Present Tense:

Simple Present: Describes actions happening in the present or general truths. Example: She walks
to work every day.

Present Continuous (Present Progressive): Depicts actions that are happening at the moment of
speaking. Example: I am writing a letter.

Present Perfect: Indicates actions completed in the recent past or ongoing actions with a
connection to the present. Example: They have visited that museum before.

Present Perfect Continuous: Shows an action that started in the past and is still ongoing in the
present. Example: I have been studying for hours.

2. Past Tense:

Simple Past: Expresses actions that occurred and were completed in the past. Example: She visited
the museum yesterday.

Past Continuous (Past Progressive): Describes actions that were ongoing at a specific
point in the past. Example: They were playing games when I arrived.
Past Perfect: Indicates an action completed before another action or specific time in the
past. Example: By the time she called, I had already eaten.
Past Perfect Continuous: Represents a continuous action that was ongoing until another
point in the past. Example: He had been working on the project for hours.

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3. Future Tense:
Simple Future: Predicts or states a fact about the future. Example: She will call you
tomorrow.
Future Continuous (Future Progressive): Describes an ongoing action that will happen
in the future. Example: At 8 PM, they will be watching a movie.

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English Tenses
107
Read the story carefully.

My name is Robert. I live in a house. I have my dog. His name is Finn. He likes sleeping. He
usually sleeps under the tree. I have a lot of friends. I often play football with them. I always call
them when I want to play in the park. I never go to the park alone. My father works in a bank. He
usually comes home late. He likes sitting here and reading books. He sometimes sleeps when he
reads. He doesn't like playing football or watching it on TV. My mother is a teacher. She teaches
English and she likes her students very much. She cooks delicious food for me. I love her so
much but she doesn't let me eat much junk food. Does your mother let you eat junk food?

Do you recognize the tense used in this story? Why is this story written in this particular tense?

Simple Present Tense

The Simple Present Tense is a verb form in English that represents actions or situations that are
habitual, factual, or generally true. It's used to describe actions that happen regularly, routines,
habits, general truths, scheduled events, or things that are permanently true.

Affirmative Sentence Structure:

Subject + Base Form of Verb (1st form) / Base Form of Verb + 's' or 'es' (if the subject is 3rd person
singular e.g. he, she, it)

Usage:

1. Habits and Routines: The Simple Present is used to talk about actions that are habitual or
routine.

She drinks tea every morning.

He plays tennis every Sunday afternoon.

She reads a book before going to bed.

They take their dog for a walk after dinner.

The bakery opens at 7 AM every day.

My mother listens to classical music while cooking.

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 2. Facts and General Truths: It's used to state facts or things that are generally true.

Water boils at 100 degrees Celsius.

The Earth revolves around the sun.

Water freezes at 0 degrees Celsius.

The Nile River is the longest river in the world.

Plants need sunlight to grow.

Penguins cannot fly.

3. Scheduled Events: When referring to events or schedules that are planned or fixed.

The train leaves at 9 AM.

The school bus arrives at 7:30 AM every weekday.

The movie starts at 6 PM tonight.

The concert takes place next Friday.

The meeting begins at 10 o'clock tomorrow morning.

The store closes early on Sundays.

4. Present States or Conditions: Describing situations or conditions that exist at the present
time.

He is a teacher.

The water of the pond is muddy.

The city has a diverse cultural heritage.

He is 25 years old.

Sara’s favorite color is blue

Negative Sentence Structure:

Subject + Do/Does (depending on the subject) + Not + Base Form of Verb (1st form)

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Examples:

She does not play tennis every Sunday.

They do not study French at school.

He does not eat vegetables for dinner.

The train does not leave at 9 AM.

I do not write in my journal every night.

Interrogative Sentence Structure:

Do/Does (depending on the subject) + Subject + Base Form of Verb (1st form)?

Examples:

Does she play tennis every Sunday?

Do they study French at school?

Does he eat vegetables for dinner?

Does the train leave at 9 AM?

Do I write in my journal every night?

Typical time expressions used with the Simple Present:

Frequency Adverbs: Expressions that indicate how often an action occurs.

Always, usually, often, sometimes, rarely, seldom, never.

Example: She always arrives early for work.

Specific Time: Time expressions that specify a fixed time or schedule.

Every day/week/month/year, on Mondays/Tuesdays, in the morning/afternoon/evening, at 6

o'clock.

Example: They go for a walk every Sunday.

General Time: Expressions referring to general time periods.

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Nowadays, nowadays, these days, currently, at present.

Example: These days, people rely heavily on technology.

Habitual or Routine Actions: Phrases that denote habitual or regular activities.

Daily, weekly, monthly, annually, as a rule, habitually.

Example: She exercises daily to stay fit.

9.1 Fill in the blanks with the correct form of verbs:

Every morning, Emma__________ [wake] up early. She_________ [brush] her teeth and______
[take] a quick shower. Then, she_______ [dress] in her school uniform and [eat] breakfast with
her family. Her school bus ________[arrive] at 7 AM. She usually________ [chat] with her friends
during the ride. At school, she________ [study] mathematics, science, and English. She loves
English class but________ [struggle] with mathematics. After class, she________ [meet] her
friends in the cafeteria for lunch. In the afternoon, she________ [play] soccer on the school team.
She_________ [practice] every day to improve her skills. After soccer practice, She_________
[return] home. She__________ [do] her homework and_______ [help] her mother in the kitchen.
In the evening, Emma_______ [watch] TV with her family. They_______ [eat] dinner together
and_______ [talk] about their day. Later, She______ [read] a book before bedtime. She enjoys
reading mystery novels. Before going to sleep, she_____ [set] her alarm for the next day.
She______ [do] this every night.

Negative Sentence Structure:

Subject + Do/Does (depending on the subject) + Not + Base Form of Verb (1st form)

Examples:

She does not play tennis every Sunday.

They do not study French at school.

He does not eat vegetables for dinner.

The train does not leave at 9 AM.

I do not write in my journal every night.

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Interrogative Sentence Structure:

Do/Does (depending on the subject) + Subject + Base Form of Verb (1st form)?

Examples:

Does she play tennis every Sunday?

Do they study French at school?

Does he eat vegetables for dinner?

Does the train leave at 9 AM?

Do I write in my journal every night?

Read the following story carefully:

Georgia is sitting in class. Her professor is standing in front of the room. He is talking. He is talking
a lot. Georgia is finding the class a bit boring. In Georgia’s mind, she is doing something else. In
Georgia’s imagination, she is not sitting in class. She is dancing on a stage in front of hundreds of
people. She is wearing a beautiful costume. She is tapping. She is twirling. She is spinning on one
leg. The stage lights are shining in her eyes. She is closing her eyes and concentrating on the music.
She is having so much fun! Her heart is beating fast. The music is changing. She is changing
costumes. Now she is dancing again. She is kicking her feet. She is leaping. She is flying through
the air. Soon, she is finishing her show. The audience is standing on their feet. They are clapping
and shouting, “Bravo! Bravo!” Georgia is taking a bow. Georgia is smiling for the cameras.
“Bravo! Bravo!” She is having so much fun! Georgia’s classmates are staring at her. “Georgia?”
her professor is saying, looking at her with concern. He is not teaching anymore. “Yes?” Georgia
is feeling a bit embarrassed. Her cheeks are getting red. “Are you feeling okay? You are shouting
‘Bravo! Bravo!’ in class.” "Oh, yes, professor. Sorry. I am just enjoying the class so much! Bravo!
Bravo!"

Think about the tense of the story.

Present Progressive

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The Present Progressive Tense, also known as the Present Continuous Tense, is used to describe
actions that are happening at the moment of speaking or actions that are ongoing and in progress
at the present time. It's formed using the present tense of the verb "to be" (am, is, are) followed
by the base form of the main verb plus "-ing."

Structure of Present Progressive Tense:

Affirmative: Subject + am/is/are + verb (base form + -ing) + object

Usage:

1. Actions Happening Now: This tense is primarily used to describe actions that are
currently taking place at the moment of speaking. For example:

She is cooking dinner right now.

She is reading a book in the library.

They are playing soccer in the park.

I am writing an email to my friend.

He is watching his favorite TV show.

The dog is chasing its tail.

We are studying for our exams tonight.

2. Future Plans and Arrangements: It's used to indicate future plans or arrangements that
have been made. For example:
They are travelling to Paris next month.

They are attending the conference next week.

She is meeting her boss tomorrow morning.

We are travelling to London for the holidays.

I am having dinner with my family tonight.

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 He is starting his new job on Monday.

They are celebrating their anniversary next month.

3. Temporary Actions: The Present Progressive is employed to describe temporary actions

or situations that might not be ongoing or permanent. For example:

He is staying with us until his new apartment is ready.

He is staying with us until his house is ready.

She is working on a new project for the month.

They are living in a hotel while their home is renovated.

I am reading this book until I find another one.

The shop is closing for renovations next week.

She is wearing her brother's jacket for today.

4. Trends or Developments: It's used to discuss ongoing trends, changes, or developments.

For example:

House prices are increasing rapidly in this area.

House prices are increasing in this neighbourhood.

The company's profits are declining this quarter.

Pollution levels are rising in the city.

The number of visitors is decreasing at the museum.

The temperature is dropping as winter approaches.

Job opportunities are improving in the tech industry.

Negative structure: Subject + am not/is not/are not + verb (base form + -ing) + object

For example:

She is not studying for her exams. (Negative)

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They are not watching a movie.

He is not playing the guitar.

We are not working on a project.

It is not raining outside.

They are not enjoying the party.

Interrogative structure: Am/Is/Are + subject + verb (base form + -ing) + object?

Examples:

Is she studying for her exams?

Are they watching a movie?

Is he playing the guitar?

Are we working on a project?

Is it raining outside?

Are they enjoying the party?

9.2 Fill in the blanks with the correct form of verbs

It is a sunny day, and the beach is bustling with activity. Families 1.________ (build) sandcastles
near the shore. Some kids 2.__________(run) around, playing beach games. The waves
3._________( crash) onto the sand, creating a soothing sound. Rachel 4.________ (spread) out a
beach towel to sunbathe while her brother, Tom, 5.________ (swim) in the sparkling water. Their
parents (6. relax) under a colorful umbrella, chatting happily. Nearby, a group of friends
7._________(play) volleyball, laughing and cheering each other on. A couple 8._________(take)
a romantic walk along the shoreline, holding hands. Seagulls 9.__________(fly) overhead,
searching for food scraps left behind by picnickers. A lifeguard 10._________ (watch) the
swimmers, ensuring everyone's safety. As the day 11.________( pass), more people arrive at the
beach. Some families 12._________(set) up tents for a beachside barbecue. Others 13._________
(surf) the waves or 14._________(collect) seashells along the shore. The sun 15.________(shine)
brightly, and the sky 16._________(turn) shades of orange and pink as it starts to set. Rachel and

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her family 17. _________ (pack) up their things, feeling tired but content after a wonderful day at
the beach.

Read the following story carefully:

Recently, it has snowed in Maria's town. In the last week, it has snowed three times. Maria has
always loved the snow. She has played in the snow many times before. Maria's dog, Sparky, has
never played in the snow. This is Sparky's first snow. He has not felt the cold yet. Maria has just
received a new sled for Christmas. She puts on her warm clothes and snow boots. She pulls the
sled up the hill. Sparky has run outside with Maria. Sparky has followed Maria up the hill. He
feels good! Maria has finally reached the top. She sits on her sled. She rides down the hill.
Sparky runs beside the sled. They have finally reached the bottom. Sparky has followed Maria
all the way down the hill. Sparky has decided that he likes the snow too!

Do you recognize this tense? You have probably identified the tense correctly. This story is
written in present perfect tense. Do you know why the present perfect tense is used?

Present Perfect Tense

Read the following story carefully:

Mable Jones lives in Florida in the United States. Her grandchildren live in London, England. They
have lived in London for 3 years. Mable has not seen her grandchildren in over a year. She has
talked to her grandchildren on the phone and through e-mails many times. She has also seen
pictures of her grandchildren. They have grown so much since the last time they visited America.
Mable knits scarves and blankets to send to her grandchildren in London. So far, she has knitted
two large blankets for her granddaughters. She has also knitted a scarf for each grandchild.

Which tense has been used to write this story? Why?

Present perfect tense: The Present Perfect Tense is used to express actions that started in the past
and have a connection to the present.

Affirmative structure: Subject + have/has + past participle of the verb (+ object, if applicable)

Usage:

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1. Completed Actions with a Relevance to the Present: It's used for actions that occurred
at an indefinite time in the past but have an effect or relevance in the present.

He has lost his keys.

She has written three books.
They have graduated from university.
I have finished my assignment.
The company has hired new employees.

2. Unspecified Time: When the exact time of the action is not mentioned or not important,
the Present Perfect is used.
She has traveled to Europe.
He has eaten sushi before.
They have visited that museum.
I have seen that movie.
She has met the president.

3. Experiences: It can be used to describe life experiences.

I have ridden a hot air balloon.
They have swum with dolphins.
She has climbed a mountain.
He has travelled to Asia.
We have attended music festivals.

Negative: Subject + haven't/hasn't + past participle of the verb (+ object, if applicable)

She has not completed her assignment yet.
They have not found a solution to the problem.
He has not finished reading that book.
I have not received any emails from him.
We have not made any decisions regarding the matter.
Interrogative: Have/Has + subject + past participle of the verb (+ object, if applicable)?

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 Has she learned how to swim?
Have they attended a live concert?
Have I visited that historical site?
Has he tasted exotic food?
Have we explored that city yet?
9.3 Fill in the blanks
In the last few months, a group of friends (1)_________(embark) on thrilling adventures.
They (2)__________(explore) vast forests and (3) __________(discover) hidden trails.
Maria, a keen explorer, (4) ________(find) a beautiful, ancient artifact near a sparkling
river, while Alex and Sarah (5) ___________(capture) stunning photographs of wildlife.

During their mountain treks, they (6) __________(stumble) upon an old cabin. Inside, they
(7) _________(locate) a mysterious map leading to a hidden treasure. With enthusiasm,
they (8) ___________(search) for clues and eventually (9) __________(unearth) the long-
lost treasure chest, brimming with jewels and gold coins.

Throughout these adventurous times, they (10) _______(return) home feeling

accomplished and content. Together, they (11) ________(create) unforgettable memories
and (12) __________(experience) true teamwork. These shared adventures (13) ________
(bring) them closer together, leaving them with tales to share and cherish for years to come.

Read the following story carefully:

Marcus travels to Los Angeles a lot for work. In fact, he has been travelling to Los Angeles once
a month for over a year. Every time he travels to Los Angeles, he stays at the same hotel. He likes
the service at this hotel. He has been staying at this hotel at least 5 days every month for over a
year. Marcus's favourite employee at the hotel is Benjamin. Benjamin has been working at this
hotel for 2 years. He usually works as a bellhop, but lately he has been training for a new job. For
the past 2 weeks, Benjamin has been training to become the assistant manager of the hotel. Marcus
is proud of Benjamin because he knows Benjamin has been working hard the last 2 years.

Which tense has been used to write this story? Why?

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 Present Perfect Progressive

Present Perfect Progressive Tense: The Present Perfect Progressive, also known as the Present
Perfect Continuous, is a verb tense used to describe ongoing actions or activities that started in
the past, continue into the present.

Affirmative Structure:

Subject + have/has + been + present participle of the verb (+ object, if applicable)

I have been waiting for the bus.

She has been studying Spanish.

They have been renovating their house.

He has been working on this project for a long time.

We have been practising yoga regularly.

She has been living in Paris for five years.

They have been working at the company since 2010.

He has been running the marathon for two hours.

We have been watching this movie since last night.

I have been learning to play the guitar for a month.

Negative Structure:

Subject + haven't/hasn't + been + present participle of the verb (+ object, if applicable)

She has not been studying Spanish lately.

They have not been practising their lines for the play this week.

He has not been working on that project for very long.

We have not been watching much television recently.

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It has not been raining in this area for weeks.

Interrogative Structure:

Have/Has + subject + been + present participle of the verb (+ object, if applicable)?

Have you been learning new recipes recently?

Has she been practising the piano for the concert?

Have they been travelling around Europe lately?

Has he been reading many books this month?

Have we been discussing the project with the team?

9.4 Fill in the blanks with correct form of verbs

In recent weeks, the town (1)_________ (experience) frequent spells of rain. The soothing sound
of raindrops (2) ________ (create) a melodic rhythm that envelops the entire neighborhood. Sarah,
an avid nature lover, (3) ________(admire) the way raindrops glisten on leaves, while Mark and
Emily (4)_________(capture) the mesmerizing scenes through their cameras. During these rainy
days, Sarah (5)_________(find) solace in the cozy warmth of her home and (6)________(watch)
rain patterns on her windowpane. She (7)________ (read)her favorite books, sipping hot chocolate,
and (8)_________(immerse) herself in the tranquility that the rain brings. Throughout this rainy
phase, the town (9)__________ (embrace)the earthy fragrance that permeates the air after a
downpour. Together, the residents (10)________ (enjoy) the moments of calmness, and these rainy
days (11)________ ( provide) an opportunity for everyone to slow down and appreciate the beauty
of nature.

Chapter-10

Past Tenses

Read the story carefully;

Last night, George was at a restaurant with Clara, Charlie, and Katherine. After dinner, George
announced his engagement to Clara. George stood next to Clara. He raised his glass. He announced

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the engagement to his friends. He looked very happy! Clara sat at the table next to George. She
smiled when he announced the engagement. She showed her friends her ring. It was very beautiful.
Clara also looked very happy! Charlie and Katherine also sat at the table. They were excited for
their friends. Charlie congratulated George and Clara. He shook George's hand. Katherine looked
at Clara's ring. She hugged Clara. She was happy for George and Clara!

Why is this story written in this particular tense?

Simple Past Tense: The Simple Past Tense describes the completed actions or events that
occurred at a specific point in the past.

Affirmative structure: Subject form of the verb/ V2 (+ object, if applicable)

Usage:

1. Completed Actions: It's used to express actions that happened and were finished in the past.

I visited Paris last summer.

She finished her project yesterday.

They played football after school.

He graduated in 2010.

We watched a movie last night.

2. Past Habits or States: A Simple Past can indicate past habits or states that are no longer true.

She used to live in London.

We always went to the beach as children.

He had a pet dog when he was young.

I spoke fluent French in high school.

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They owned a bakery before retiring.

3. Sequential Events: It's employed to narrate a series of events in the past.

First, she woke up; then, she had breakfast.

After the meeting, they went for lunch.

He finished work, and then he went to the gym.

We arrived at the party, and everyone was already dancing.

She studied for hours, and then she took a break.

Negative: Subject + did not + base form of the verb/ v1 (+ object, if applicable)

She did not attend the meeting.

We did not travel last weekend.

They did not finish the project on time.

He did not call me back.

I did not see the movie.

Interrogative: Did + subject + base form of the verb/ v1 (+ object, if applicable)?

Did you enjoy the concert?

Did they complete the assignment?

Did she visit her grandparents?

Did he find the lost keys?

Did we meet yesterday?

10.1 Fill in the blanks:

Once upon a time in a small village, there (1) ___________ [live] a poor farmer named Tomal.
Every morning, he (2) __________ [wake] up before sunrise and (3) __________[head] to his
modest fields. Tomal (4) __________ [work] tirelessly, tending to his crops under the warm sun.

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Despite the challenges, he (5) ________ [cultivate] the land with determination. One day, a
heavy rainstorm (6) ________[damage] his crops, leaving Tomal worried about the upcoming
harvest. However, he (7) ________ (not lose) hope and (8) ________ [seek] help from his fellow
villagers. Together, they (9) _______ [work] to salvage what they could. In the evenings, after a
day of hard labor, Tomal (10) ________[return] to his humble home. His family (11)
_______[gather] around a small table, grateful for the simple meal Tomal (12)
_______[provide]. Despite the challenges of a poor farmer's life, Tomal (13) ________[cherish]
the moments with his family and (14) ________[find] joy in the simplicity of their daily life.

Read the following story carefully:

One sunny day, Bashar and Tarif were delivering a box to Md. Chowdhury. The crate was full of
glasses. They were carrying the box on a cart. They were taking the glasses to Md. Chowdhury's
store at the end of the street. They were being very careful with the crate full of glasses. As they
were passing by the school, they saw Jack and Tomal. Jack and Tomal were playing soccer. Bashar
and Tarif asked the other boys for help. The four boys steered the cart through the streets. While
Bashar and Tarif were pulling from the front, Jack and Tomal were pushing from behind. As they
were walking, Bashar and Tarif were guiding the cart over bumps and holes. They were protecting
the glasses. When the four boys arrived at the store, Md. Chowdhury was waiting for them. While
Md. Chowdhury was unloading the glasses, and he thanked the boys for their hard work. None of
the glasses were broken! The boys were feeling very proud of their hard work.

Think about the tense used in this story.

The Past Progressive Tense, also known as the past continuous tense, is used to describe ongoing
or continuous actions that were happening at a specific moment in the past.

Affirmative structure: Subject + was/were + verb + -ing (+ object, if applicable)

Usage:

1. Ongoing Actions in the Past: It's used to express actions that were in progress at a specific
point in the past.

I was studying when the phone rang.

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She was cooking dinner while I was reading.

They were playing video games when I entered.

He was working on the project all afternoon.

We were watching TV when the power went out.

2. Simultaneous Actions: Past Progressive is employed to indicate two or more actions happening
simultaneously in the past.

While she was sleeping, he was studying.

They were laughing while watching a comedy show.

I was writing emails as he was making dinner.

She was singing while playing the guitar.

We were talking when the teacher walked in.

Negative structure: Subject + was not/were not + verb + (-ing) (+ object, if applicable)

She was not attending the meeting.

We were not travelling last weekend.

They were not completing the project on time.

He was not calling me back.

I was not seeing the movie.

Interrogative structure: Was/Were + subject + verb + (-ing) (+ object, if applicable)?

Was she enjoying the concert?

Were they completing the assignment?

Was she visiting her grandparents?

Was he finding the lost keys?

Were we meeting before?

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10.2 Fill in the blanks:

Yesterday, while Saifa (1) __________(work) on her laptop, her friend Ema (2)
___________(call) to discuss weekend plans. Meanwhile, Jony and Lisa (3)
___________(prepare) a surprise birthday party in the next room. The aroma of freshly baked cake
(4) ___________(fill) the air. As the guests (5) ___________(arrive), the music (6)
___________(play), and people (7) ___________(dance) in the living room. Saifa and Ema (8)
___________(chat) on the balcony, enjoying the evening breeze. Suddenly, a loud noise
interrupted their conversation. It turns out, that Mehedi and Tomal (9) ___________(set up) a
fireworks display in the backyard. Everyone (10) ___________(watch) in awe as the colorful lights
(11) ___________(illuminate) the night sky. Amidst the celebration, memories (12)
___________(be) created, and laughter (13) ___________(echo) throughout the house. Reflecting
on the event, Saifa (14) ___________(feel) grateful for the wonderful time spent with friends.

Read the following text carefully:

I had never seen such beautiful sights before I visited Paris in 2012. I had saved money for 5
years before I booked my trip to Paris. I was very excited! Before my trip to Paris, I had never
been out of the United States. When I went to Paris, I spent many days touring the city. The city
was big. Sometimes I got lost and asked for directions. I asked for directions in French. That was
easy because I had studied French for 2 years before I visited Paris. By the time I left Paris, I had
toured many beautiful places. The Eiffel Tower, Notre Dame Cathedral, and Luxembourg
Gardens were just a few of the places I saw. Before I visited Paris, I had only seen those
places on television.

Why do you think this text was written in this tense?

Past Perfect: The Past Perfect Tense is used to express actions that were completed before
another action or a specific point in the past.

Affirmative structure: Subject + had + past participle of the verb / v3 (+ object, if applicable)

Usage:

1. Completed Action Before Another Action/specific time: It's used to indicate an action that
was finished before another action took place in the past.

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I had already eaten when she arrived.

They had left before the storm started.

He had finished his homework before going to bed.

She had read the book before watching the movie.

We had visited the museum before it closed.

They had celebrated their anniversary before the clock struck midnight on December 31, 2022.

Before turning 30, she had achieved her dream of traveling to every continent.

The company had implemented new policies before the start of the fiscal year.

Before the pandemic, he had attended the annual conference regularly.

She had learned three languages before graduating from high school.

2. Past Perfect for Reported Speech: It can be used in reported speech to express actions that
happened before the reported statement.

She said she had never been to that city.

He told me he had met her at the party.

They explained that they had already made dinner plans.

I heard he had travelled extensively.

She mentioned she had seen the show before.

3. Past Perfect with "By the Time": It is employed with the phrase "by the time" to indicate that
an action was completed before a specific point in the past.

By the time they arrived, the movie had already started.

She had finished her work by the time the guests arrived.

He had received the news by the time he reached home.

They had resolved the issue by the time the manager intervened.

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We had already booked our tickets by the time they announced the event.

Negative structure: Subject + had not + past participle of the verb (+ object, if applicable)

She had not completed the assignment before the deadline.

They had not found a solution to the problem before their boss helped them.

He had not finished reading that book before his exam started.

I had not received any emails from him before Christmas.

We had not made any decisions regarding the matter.

Interrogative structure: Had + subject + past participle of the verb (+ object, if applicable)?

Had she learned how to swim?

Had they attended a live concert?

Had I visited that historical site?

Had he tasted exotic food?

Had we explored that city yet?

10.3 Fill in the blanks

1. When Dave and I arrived to the movies, the film_________ already. (start)

2. My brother ate all the cake that my mom________ . (make)

3. _______ you in a place like this before? (be)

4. I________ in an international company before, but when I entered to Vision Co. the last year I
knew I was in the right place. (work)

5. By the time she phoned him, he_________ someone else. (find)

6. I washed the floor when the painter_______ . (go)

7. By the time Bryan arrived to the party, everyone_________ home. (go)

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8. I ________ what love was until I found her. (forget)

9. The waiter brought a beer that I ________ not . (order)

10. Sam didn't have time to explain her side of the story, the police_________ already her.
(arrest)

Read the following text carefully

Karim and Humayra had been driving to church before they stopped. They had been driving
down a dirt road when they heard a strange noise. Karim stopped the car. He got out of the car.
Then, he helped Humayra out of the car. Humayra sat and waited for Karim. Karim looked at the
car. It had been going for an hour or so. He knew how to fix cars. He had been working as a
mechanic for 5 years before he moved to the country. Karim got his tools. He looked under the
hood. It seemed that the engine had been heating up. He crawled under the car. Karim had been
working on the car for a while when Jake parked beside him. Jake had been driving home when
he saw Karim and Humayra on the side of the road. Jake helped Karim fix the car. Karim
thanked Jake for his help. Humayra waved to Jake as they drove away. Thanks to Jake’s help,
they arrived at church on time

Think about the tense used in this story.

Past perfect progressive

The Past Perfect Progressive, also known as the Past Perfect Continuous, is a verb tense in English
that describes ongoing actions or activities that were happening continuously over a period of time
in the past, and that were completed before another action or specific time in the past. This tense
is a combination of the past perfect and progressive aspects.

Affirmative Structure: Subject + had been + verb + (-ing) (+ object, if applicable)

Usage:

Affirmative Structure: Subject + had been + verb + (-ing) (+ object, if applicable)

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Usage:

1. Ongoing Action Before Another Action/Specific Time:

She had been working on the project for hours before her team joined her.

They had been studying for the exam all week when the power outage occurred.

Before the concert, the band had been rehearsing tirelessly.

By the time he arrived, she had been waiting at the airport for two hours.

We had been planning the surprise party long before her birthday.

2. Past Perfect Progressive for Reported Speech:

He said he had been living in the city for five years.

She told me they had been renovating their house before they decided to sell it.

They explained that they had been working on the proposal when the client requested changes.

I heard she had been practising the piano for months.

He mentioned he had been jogging regularly before his injury.

Past Perfect Progressive with "By the Time":

3. By the time the guests arrived, we had been preparing the feast for hours.

She had been working on the manuscript by the time the publisher expressed interest.

They had been discussing the issue by the time the supervisor intervened.

By the time he reached the summit, they had been climbing for days.

We had been waiting for the bus for an hour by the time it finally arrived.

Negative Structure: Subject + had not been + verb + (-ing) (+ object, if applicable)

She had not been practising the guitar before the concert.

They had not been saving money before deciding to buy a house.

He had not been paying attention during the lecture.

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I had not been taking any medication before the doctor prescribed it.

We had not been using the new software before the training session.

Interrogative Structure: Had + subject + been + verb + (-ing) (+ object, if applicable)?

Had she been learning French before planning the trip?

Had they been attending the yoga classes regularly?

Had I been missing anything important during the meeting?

Had he been working on the project before the deadline?

Had we been considering other options before making the decision?

10.4 Fill in the blanks:

1. By the time Mary arrived, the children _______ (play) in the garden for hours.

2. They realized they _______ (wait) at the wrong bus stop for half an hour.

3. Had you noticed that the cat _______ (knock) over the vase before I mentioned it?

4. We were exhausted because we _______ (hike) all day before reaching the summit.

5. The chef was pleased that the sauce _______ (simmer) for the recommended time.

6. Before the concert, the orchestra _______ (practice) their pieces extensively.

7. She was out of breath; she _______ (run) to catch the train before it left.

8. When I got home, my roommate _______ (clean) the entire apartment.

9.The team was disappointed because they _______ (lose) three matches in a row.

10. Before the exam, she realised she _______ (study) the wrong chapters for weeks.

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 Chapter-11

Future Tense

Read the following story carefully.

On Saturday, Rasha will be one year old. Rasha's parents are going to have a birthday party. The
party is going to begin at noon on Saturday. Many people will be at the party. Rasha will have so
much fun! Rasha's dad is going to cook hamburgers. Rasha's grandmother is going to bring ice

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cream. Rasha's aunt is going to bake a cake. It will be a chocolate cake. Rasha will love her cake!
All of Rasha's relatives will bring presents. Rasha is going to open her presents after lunch. Then,
everyone will eat cake and ice cream. Rasha is going to have a good first birthday!

Do you recognize the tense used in this story?

Simple Future

The Simple Future Tense is a verb tense in English that is used to express actions or states that
will occur or be completed at some point in the future. It is a straightforward way of discussing
future events, plans, or predictions. The structure of the simple future tense involves using the
modal auxiliary verb "will" followed by the base form of the main verb.

Affirmative Structure: Subject + will + base form of the verb/ v1 (+object, if applicable)

Usage:

1. Predictions:

Scientists predict that there will be a lunar eclipse next month.

By 2030, renewable energy sources will have become more prevalent.

By 2050, technology will have advanced significantly.

Experts believe there will be a breakthrough in medical research.

2. Spontaneous Decisions:

Oh, it's raining. I think I will stay indoors today.

I forgot my umbrella. I will buy a new one on the way home.

Look at that delicious dessert on the menu. I will try the chocolate cake.

The traffic is terrible. I will take a different route to avoid delays.

It's so hot today. I will buy an ice cream cone to cool down.

3. Promises or Intentions:

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I will help you with your homework after dinner.

Don't worry; I will call you as soon as I arrive.

I promise I will return the borrowed books to you by the end of the week.

Don't worry; I will help you with your project over the weekend.

I will definitely finish reading the novel you recommended before our book club meeting.

4. Scheduled Events:

The train will depart at 9 AM.

The company's annual conference will take place in Paris next year.

His concert will commence at 7 PM, and the doors will open at 6:30 PM.

The annual conference will take place from the 15th to the 17th of June.

Negative Structure: Subject + will not + base form of the verb/ v1 (+object, if applicable)

Examples:

She will not attend the conference due to a scheduling conflict.

We will forget to bring the necessary equipment.

I will not tolerate any disrespect in the workplace.

Interrogative Structure: Will +subject +base form of the verb/ v1 (+object, if applicable)?

Examples:

Will you join us for the movie tonight?

Will he be available for a meeting Tomorrow?

Will they have finished the construction by next month?

11.1 Fill in the blanks

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On Monday next, SATT 1)_________( commence ) training its third batch of students for FST –
Finishing School for Teachers. The trainees 2)________(have) an induction program and this
will be followed by welcoming the students. Welcome kits will be given away to each of the
trainees. On the first day, session 3)_______(begin) at 9.30 am. The inaugural function 4)_____
(start) with a prayer song and other programs 5)______ (follow). All the newly selected
candidates 6)________( be) present at the session. Apart from the local faculty, our support
faculty from Bangalore will also be present. Ms. Namratha Sharma, a retired principal, will
be the chief guest. She 7) ________( deliver ) a session on the need for the shift from teacher-
centred classes to student-centred classrooms in the 21st century.

Read the following story carefully.

Today, there is going to be a parade. At the beginning of the parade, the mayor will be driving by
in his carriage. The horse will be pulling the carriage and the mayor will be waving to the crowd.
The crowd will be waving when the mayor passes by. Tirtho and his grandfather will be standing
in front of the store when the mayor passes them. Tirtho and his grandfather will be watching
and waving. Everyone will be having a good time at the parade.

Do you recognize the tense used in this passage?

Future progressive

The Future Progressive tense, also known as the Future Continuous tense, is used to describe
actions that will be ongoing or in progress at a specific point in the future. This tense emphasises
the continuity of an action that will be happening at a particular time.

Affirmative structure: Subject + will be + verb + (-ing) (+ object, if applicable)

1. Actions in Progress in the Future:

It expresses actions that are expected to be ongoing or in progress at a certain future time.

At 9 PM tonight, I will be studying for my exams.

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 Next month, she will be completing her training program.

By 10 o'clock tonight, they will be watching the premiere of the movie.

At this time next year, I will be pursuing a Master's degree."

Tomorrow morning, we will be hiking up the mountain.

2. Plans or Arrangements:

It is used to talk about future plans or arrangements that are expected to happen continuously
over a period.

This weekend, they will be travelling to Paris.

During the summer holidays, they will be staying at a beach resort.

This weekend, she will be hosting a barbecue party at her house.

Next month, they will be renovating their kitchen.

By the end of the year, we will be moving to a new apartment.

Negative structure: Subject + will not be + verb + (-ing) (+ object, if applicable)

He will not be attending the meeting later today.

They will not be waiting for us at the airport.

We will not be working on Sundays.

The concert will not be happening due to the storm.

Interrogative:

Interrogative structure: Will + subject + be + verb + (-ing) (+ object, if applicable)?

Will you be helping with the event preparations?

Will they be cooking dinner tonight?

Will she be participating in the competition?

Will it be snowing in December?

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11.2 Fill in the blanks using future progressive tense

In the near future, a group of students (1) __________ (be) participating in a science competition.
They (2) __________ (work) tirelessly on their project for weeks. Meanwhile, Saifa (3)
__________ (prepare) the presentation, and Tomal (4) __________ (research) scientific data. At
the competition, the students (5) __________ (be) explaining their experiment to the judges while
the audience (6) __________ (listen) attentively. Suddenly, the alarm clock (7) __________ (ring),
indicating the end of the presentation. Unfortunately, Saifa (8) __________ (not finish) her
concluding statement. Afterward, the team (9) __________ (be) discussing their performance, and
they (10) __________ (realize) they did exceptionally well despite the incomplete conclusion.

Chapter 12

Subject-verb agreement

What is subject-verb agreement?

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Subject-verb agreement is a grammatical rule that states that the subject and the verb in a
sentence must agree in number. In other words, if the subject of a sentence is singular, the verb
must also be singular, and if the subject is plural, the verb must be plural.

For example:

Singular: The cat is sleeping.

Plural: The cats are sleeping.

In these examples, "cat" is a singular subject, so it takes the singular verb "is," while "cats" is a
plural subject, so it takes the plural verb "are." Maintaining proper subject-verb agreement helps
ensure that sentences are grammatically correct and clear. There are multiple rules of subject
verb agreement. These are some common rules of using in general writing with examples.

Rules of Subject-Verb Agreement:

1. Singular Subjects take Singular Verbs:

The cat is sleeping on the sofa.

-In this case, the singular subject "cat" takes the singular verb "is."

The dog barks at the mailman every morning.

My sister always brings her guitar to family gatherings.

A student from the class runs the charity event.

The sunflower in the garden is blooming beautifully.

The movie on television ends at midnight.

2. Plural Subjects take Plural Verbs:

The dogs are barking loudly.

-Here, the plural subject "dogs" takes the plural verb "are."

The children laugh and play in the playground.

Birds migrate to warmer regions during winter.

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The students in the classroom raise their hands eagerly.

The employees submit their reports every Friday.

The friends celebrate birthdays together.

3. Compound Subjects with "and" take Plural Verbs:

Mary and Jony are going to the party.

-The compound subject "Mary and Jony" takes the plural verb "are."

Tomal and Jerry are popular cartoon characters.

The cat and the dog chase each other around the yard.

My sister and her friends travel to different countries every year.

Coffee and tea are served at the café.

The sun and the moon shine in the sky.

4. Compound Subjects with "or" or "nor" take a Verb that agrees with the closest subject:

Neither the cat nor the kittens was found.

-"Kittens" is the closest subject to the verb, so it determines the singular verb "was."

Neither the cat nor the kittens are interested in the new toy.

Either the parents or the teacher has to attend the meeting.

Neither the book nor the magazines belong on the shelf.

Either the chicken or the vegetables go into the stew.

Neither the students nor the teacher knows the answer.

5. Indefinite Pronouns:

Each of the students has completed the assignment.

-The singular indefinite pronoun "each" takes the singular verb "has."

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Each of the students has a unique talent.

Somebody forgot their umbrella in the office.

Everyone is welcome to join the book club.

Nobody wants to miss the bus.

Everything in the store is on sale.

6. Collective Nouns:

The team is practising for the championship.

-The collective noun "team" takes the singular verb "is."

The jury deliberates on the verdict for hours.

My family is planning a reunion next summer.

The committee has reached a decision about the project.

The audience cheers enthusiastically after the performance.

The orchestra performs classical music every weekend.

Collective Nouns (Plural Form):

The teams celebrate their victories with parades.

The committees approve the proposals unanimously.

Our families go on vacations every summer.

The herds of elephants move gracefully through the savannahs.

The orchestras perform beautiful symphonies.

In these examples, the plural form of collective nouns and expressions of quantity leads to the
use of plural verbs.

7. Expressions of Quantity:

A majority of the voters support the new policy.

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-"Majority" is the subject and takes the singular verb "supports."

A majority of the participants support the new policy.

None of the cake was left by the end of the party.

The team is heading to the championship after winning the semifinals.

One-third of the students prefer online classes.

-(When expression of quantity is followed by a plural countable noun, then the verb used should
be plural)

A portion of the budget goes into research and development.

8. Introductory Pronoun:

"There" is often used as an introductory pronoun to indicate the existence or presence of

something. It can be used to introduce a subject, especially in sentences beginning with "there is"
or "there are."

There is a beautiful garden behind the house.

There are many books on the shelf.

There is a café around the corner.

There are several reasons why I cannot attend the meeting.

There is a package waiting for you.

There are students in the classroom.

There is a problem with the computer.

Exceptions:

i. Singular Indefinite Pronouns:

Somebody wants to talk to you.

-The singular indefinite pronoun "somebody" takes the singular verb "wants."

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 ii. Intervening Phrases:

The box of chocolates, as well as the flowers, was delivered.

-Even though there are two items mentioned, the subject "box" is singular, so it takes the singular
verb "was."

Exercise 12.1: Choose the correct verb form (A or B) that agrees with the subject in each
sentence. Make your selections and check your answers at the end.

1. The family, along with their pets, ________ planning a weekend getaway.

(A) is

(B) are

2. The sound of laughter and cheerful voices ________ the atmosphere at the party.

(A) fills

(B) fill

3. A pair of comfortable shoes ________ essential for a long hike.

(A) is

(B) are

4. The variety of colors in the garden ________ a vibrant display.

(A) creates

(B) create

5. Everyone in the office ________ invited to the annual holiday party.

(A) is

(B) are

6. The team, as well as their coach, ________ for a group photo.

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(A) poses

(B) pose

7. A number of students ________ enthusiastic about participating in the science fair.

(A) is

(B) are

8. The noise of the waves crashing against the shore ________ a soothing melody.

(A) creates

(B) create

9. The collection of antique coins ________ worth a considerable amount.

(A) is

(B) are

10. One of the options ________ a potential solution to the problem.

(A) is

(B) are

11. Not only the students but also the professor ________ unhappy with the sudden change in the
syllabus.

(A) is

(B) are

12. The group of travellers ________ to explore remote regions that few have ventured into.

(A) plans

(B) plan

13. The list of required readings for the course ________ extensive and challenging.

(A) is

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(B) are

14. The box of chocolates, along with some other treats, ________ a delightful surprise.

(A) was

(B) were

15. Each of the committee members ________ their perspectives on the proposed policy.

(A) shares

(B) share

16. The complexity of the issue ________ further complicated by recent developments.

(A) has been

(B) have been

17. The team of scientists, as well as the lead researcher, ________ the groundbreaking
discovery.

(A) celebrates

(B) celebrate

18. The audience, rather than the performers, ________ responsible for the energy in the room.

(A) is

(B) are

19. The collection of rare artefacts ________ currently on loan to various museums.

(A) is

(B) are

20. Neither the manager nor the employees ________ aware of the impending changes.

(A) is

(B) are

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21. The multitude of issues surrounding the topic ________ the focus of the research.

(A) remains

(B) remain

A series of challenging puzzles ________ a formidable task for the contestants.

(A) poses

(B) pose

The percentage of success in the experiment ________ surprisingly high.

(A) is

(B) are

The jury, comprised of individuals with diverse backgrounds, ________ unanimous in their
decision.

(A) is

(B) are

The debate on controversial topics ________ ongoing for years without a clear resolution.

(A) has been

(B) have been

An influx of tourists to the region ________ concerns about environmental sustainability.

(A) raises

(B) raise

The committee, along with its subcommittees, ________ diligently to address various issues.

(A) works

(B) work

The data collected from the surveys ________ invaluable insights into consumer behavior.

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(A) provides

(B) provide

The dynamics of the relationship between culture and technology ________ complex.

(A) is

(B) are

The number of applications for the scholarship ________ overwhelming this year.

(A) is

(B) are

12.2 Find out verbs in the text.

Once upon a time, in the lively streets of Jashore, a group of friends discovered an old, forgotten
library tucked away in their neighbourhood. Excitement filled the air as they realised the
potential of breathing life back into this hidden gem. The library, worn and weathered, needed
some serious TLC. Dusty shelves and tattered books greeted the friends as they embarked on
their mission. Undeterred, they rolled up their sleeves, determined to restore the library to its
former glory. As word spread, the community of Jashore rallied behind the cause. Neighbours,
young and old, joined forces, contributing their time and skills to the restoration effort. The
library became a buzzing hive of activity, echoing with laughter, stories, and the unmistakable
scent of old books.

In the heart of the library, an elderly storyteller, a living encyclopaedia of Jashore's history,
shared captivating tales with the eager crowd. Each repaired book became a portal to the city's
past, a journey through time that bound the community together. One day, news reached the
library that a celebrated Bangladeshi author was generously donating some of his cherished
works. The anticipation reached a fever pitch, and the entire neighbourhood eagerly awaited the
grand reopening.

When the day finally arrived, the library burst back to life, now a vibrant sanctuary of knowledge
and community spirit. The shelves, once forlorn, proudly displayed stories that mirrored the rich
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tapestry of Jashore. Families, students, and book enthusiasts flooded in, celebrating the revival of
a cultural haven. In the end, the Jashore library became more than just a place to read; it became
a symbol of unity, a testament to what can be achieved when a community works hand in hand.
The stories within those walls not only ignited a passion for literature but also wove a thread of
connection among the people of Jashore, creating a legacy that would endure through the
bustling streets and warm hearts of the city.

Exercise 12.1: fill in the blanks with the appropriate words or phrases to make the passage
coherent.

1. In the quaint town of ____________, nestled between rolling hills and lush greenery,
there stood an ancient ____________ with a rich history. The townspeople
____________ proud of their heritage and worked tirelessly to ____________ the
traditions passed down through generations.
2. One day, a group of ____________ decided to organise a ____________ festival to
celebrate the diverse cultures within the town. The planning committee ____________
enthusiastically, and everyone ____________ their unique skills to make the event a
grand success.
3. The festival ____________ with a colourful parade showcasing traditional costumes and
lively music. Booths lined the streets, offering a variety of ____________ dishes,
handmade crafts, and cultural exhibits. Families ____________ together, enjoying the
festive atmosphere and creating lasting memories.
4. As the sun began to set, a stage was set up for a series of ____________ performances.
Local artists, dancers, and musicians took turns showcasing their talents, ____________
the crowd with their creativity.
5. The festival ____________ a tremendous success, fostering a sense of unity and pride
among the townspeople. It became an annual event, eagerly anticipated by both
____________ and visitors alike, reinforcing the town's commitment to preserving its
rich cultural ____________.
6. In the quaint town of ____________, nestled between rolling hills and lush greenery,
there stood an ancient ____________ with a rich history. The townspeople

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 ____________ proud of their heritage and worked tirelessly to ____________ the
traditions passed down through generations.
7. One day, a group of ____________ decided to organise a ____________ festival to
celebrate the diverse cultures within the town. The planning committee ____________
enthusiastically, and everyone ____________ their unique skills to make the event a
grand success.
8. The festival ____________ with a colourful parade showcasing traditional costumes and
lively music. Booths lined the streets, offering a variety of ____________ dishes,
handmade crafts, and cultural exhibits. Families ____________ together, enjoying the
festive atmosphere and creating lasting memories.
9. As the sun began to set, a stage was set up for a series of ____________ performances.
Local artists, dancers, and musicians took turns showcasing their talents, ____________
the crowd with their creativity.
10. The festival ____________ a tremendous success, fostering a sense of unity and pride
among the townspeople. It became an annual event, eagerly anticipated by both
____________ and visitors alike, reinforcing the town's commitment to preserving its
rich cultural ____________.

Chapter 13

Modal Auxiliary Verbs

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Modal auxiliary verbs are a type of auxiliary verb used to express necessity, possibility, ability,
permission, probability, obligation, and more. These verbs are used with a main verb to modify
its meaning. For example:

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Can:

I can swim very well.

She cannot attend the meeting tomorrow.

Could:

When I was younger, I could run faster.

He could help you with that problem.

May:

May I borrow your pen?

You may find the book on the shelf.

Might:

She might join us for dinner tonight.

It might rain later.

Must:

I must finish this report by Tomorrow.

You must not park here.

Shall:

Shall we start the meeting now?

I shall do my best to help.

Should:

You should apologise for what happened.

We shouldn't waste time.

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Will:

She will come to the party.

They will not be late for the concert.

Would:

He would always bring me flowers.

We wouldn't mind some help.

Negative sentence: Sub+ modal + not+ base form of the verb+ object (if applicable)

She can swim very well. (Affirmative)

She cannot swim very well. (Negative)

He could help you. (Affirmative)

He could not help you. (Negative)

You should apologise for what happened. (Affirmative)

You should not apologise for what happened. (Negative)

I shall do my best to help. (Affirmative)

I shall not do my best to help. (Negative)

I must finish this report. (Affirmative)

I must not finish this report. (Negative)

Interrogative sentence: Modal + subject+ base form of the verb+ object (if applicable)

Can she swim very well?

Can you play the guitar?

Could he help you?

Could they come to the party?

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Should you apologize for what happened?

Should we start now?

Shall I do my best to help?

Shall we meet at 3 PM?

Must I finish this report?

Must they attend the meeting?

Modal verbs can have different interpretations depending on their usage in various contexts.

For example:

Can

1. Ability:

She can solve complex math problems easily.

He can run a marathon without getting tired.

2. Permission:

You can take a break if you need to.

Can I use your phone for a minute?

3. Possibility:

It can get very noisy in the city center.

He can be very stubborn at times.

May

1. Permission:

You may attend the meeting if you wish.

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May I ask you a question?

2. Possibility:

It may rain this evening.

He may have already left for the airport.

Must

1. Necessity/Obligation:

You must follow the rules in the library.

I must finish this report by Tomorrow.

2. Strong Deduction:

It must be Jenny calling; she usually calls at this time.

He must know the answer; he's a genius.

Could

1. Past Ability:

When I was younger, I could speak French fluently.

She could lift heavy weights effortlessly.

2. Possibility/Potential:

I could lend you some money if you really need it.

They could be at the cafe; let's check there.

Might

1. Possibility:

It might snow Tomorrow.

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She might have forgotten about the meeting.

2. Permission:

You might want to use a different approach.

Might I suggest an idea?

Shall

1. Future Action:

We shall discuss this matter further next week.

Shall we go for a walk?

2. Suggestion/Proposal:

Shall I book the tickets for the concert?

Shall we order some pizza?

Will

1. Future Intent:

I will help you with your project.

He will call you later.

2. Willingness/Request:

Will you pass me the salt?

Will you please be quiet?

Would

1. Polite Request:

Would you mind opening the window?

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Would you please pass the paper?

2. Hypothetical Situations:

I would have come to the party if I had known earlier.

She would help you, but she's busy now.

13.1 Fill in the blanks using appropriate modal verbs.

1. She ______ speak five languages fluently when she was younger.

2. _______ you please close the door on your way out?

3. You ______ take an umbrella; it ______ rain later.

4. We _______ discuss the plan Tomorrow; _______ we start now?

5. He _______ be at the gym; he usually goes in the evenings.

6. ________ I borrow your pen for a minute?

7. I _______ help you with your homework if you need assistance.

8. It _______ be difficult to find a parking spot in the city center.

9. ________ I suggest an idea for the project?

10. You _______ follow the instructions to assemble the furniture correctly.

11. I ________ have finished the book yesterday, but I had other tasks to complete.

12. They _______ be waiting for us; let's hurry up.

13. We _______ go to the beach this weekend if the weather is nice.

14. She _______ have forgotten about the meeting; it's not like her to miss it.

15. _______you pass me the salt, please?

16. ________ you mind if I opened the window?

17. You ________ attend the party if you want to.

18. He ________ call you back in the evening.

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19. I ________ finish my work by the deadline; it's very important.

20. They ________ order some food for the meeting; it's getting late.

Past Modal Verbs

These modal verbs express various degrees of possibility, likelihood, obligation, advice, regret,
or necessity regarding actions or events that potentially occurred in the past. For example:

May Have

Possibility in the Past:

Expresses a possibility that an action occurred in the past, but there's uncertainty.

She may have forgotten her keys at home; she can't find them now.

Might Have

Past Possibility or Likelihood:

Suggests a possibility or likelihood of something occurring in the past.

Indicates a less certain possibility compared to "may have."

He might have left his wallet in the car; he's not sure where it is.

Could Have

Past Ability or Possibility:

Indicates past ability or possibility; denotes a situation that was feasible but might not have
occurred.

They could have arrived earlier, but there might have been traffic.

Would Have

Hypothetical Past Action:

Indicates an imagined or speculated past action that did not happen.

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Often used in conditional sentences.

If I had known, I would have helped you with your project.

Should Have

Regret or Obligation in the Past:

Expresses a past expectation, duty, or advice that was not fulfilled or followed.

Often used when expressing regret about past actions or when giving advice.

You should have studied more for the exam; it was important.

Should Not Have

Regret or Unfulfilled Advice in the Past:

Indicates regret about a past action that should not have been done.

She should not have eaten so much before the race; it affected her performance.

Need Not Have

Unnecessary Action in the Past:

Indicates that an action was done in the past but was unnecessary or not required.

He need not have worried about the deadline; the submission was extended.

13.2 Fill in the blanks with the appropriate modals: "May Have," "Might Have," "Could
Have," "Would Have," "Should Have," "Should Not Have," and "Need Not Have."

1. He __________ forgotten his keys; they aren't on the table where he usually keeps them.
2. They __________ reached the summit earlier if they had started climbing sooner.
3. If she had checked the weather forecast, she __________ brought an umbrella.
4. You __________ stayed up late last night; you look tired today.
5. She __________ informed her boss about the meeting cancellation; it caused confusion.
6. They __________ attended the lecture if it hadn't been rescheduled.
7. I __________ watched that movie last night; it wasn't interesting.
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 8. He __________ asked for help earlier; it would have made things easier.
9. You __________ eaten all the cookies; we were going to share them.
10. She __________ followed the instructions; that's why it didn't work.
11. They __________ finished the task before the deadline if they had prioritised it.
12. If she had double-checked her bag, she __________ her wallet right now.
13. He __________ ignored the warning signs; that's why he got lost.
14. You __________ worry about the presentation; it was well-prepared.
15. She __________ made a reservation; the restaurant is fully booked now.
16. If they had studied more, they __________ failed the exam.
17. He __________ agreed to help if he had known it was urgent.
18. You __________ skipped breakfast; it's important to start the day with a meal.
19. She __________ taken the wrong turn; that's why she's late.
20. They __________ purchased the tickets earlier; now it's sold out.

Read the Story Carefully and Find out the Modals.

In a small village in Bangladesh, nestled by the banks of the Padma River, lived a spirited young
girl named Atquia. Every evening, as the sun dipped below the horizon, she would sit by the
riverbank, dreaming of adventures beyond her simple life. She wondered what marvels the world
might hold for her. One day, Atquia decided she must explore the dense mangrove forests of the
Sundarbans, which she had often heard whispered about in tales. Her father, a wise fisherman,
cautioned her, "You ought to be careful, Atquia. The forest can be dangerous, and the tigers roam
freely." But Atquia felt she could handle any challenge.

As she ventured deeper into the Sundarbans, Atquia encountered an elderly woman who
appeared to be waiting for her. "You should be cautious, young one," the woman advised. "There
are paths you should not take, and some you must take to find what you seek." Atquia nodded
and asked, "Could you guide me to something extraordinary?" The old woman smiled and
handed her a glowing conch shell. "This conch might help you," she said. "It will sing to you
when you are near something wonderful, but you must trust your instincts to follow it."

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Atquia continued her journey, clutching the conch shell. She knew she must listen carefully. The
conch began to hum softly, leading her to a majestic banyan tree. Beneath its sprawling roots,
she discovered a hidden cave. She thought she could hear faint drumming from within. She
hesitated, wondering if she should enter. What if she would get lost in the dark labyrinth? But
her curiosity was too strong. "I shall take a chance," she whispered to herself and stepped inside.
Inside, she found herself in a wondrous world where the walls glittered with ancient murals and
the air was filled with the sound of traditional Bangladeshi instruments. She realised she might
stay here forever, but she must return home to share her discovery with her village.

Atquia knew she had to leave, but she promised the enchanted cave she would return one day. As
she made her way back, she felt a sense of fulfilment and joy. She had dared to follow her
dreams and discovered a world she never knew might exist. Upon her return, she narrated her
adventure to the villagers, inspiring them to seek their own wonders. The villagers realised they
too could explore and find magic in their surroundings. And so, Atquia's story became a legend,
reminding everyone that with courage and a bit of faith, anything could be possible in the heart
of Bangladesh.

Chapter 14

Conditionals

158
Conditionals are grammatical structures used to express hypothetical or speculative situations,
events, or actions that depend on a certain condition being met. They often consist of two parts:
the "if" clause (conditional clause) and the main clause. The "if" clause sets the condition, and
the main clause provides the consequence or result based on whether the condition is fulfilled.

There are different types of conditionals, including zero conditional, first conditional, second
conditional, and third conditional.

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 1. Zero Conditional:

Describes general truths, facts, or situations that always happen when a particular condition is
met.

Structure: If+Present Simple+ (,)Comma+Present Simple

Example:

If you heat ice, it melts.

If you mix blue and yellow, you get green.

If the temperature drops below freezing, water turns into ice.

If you don't water plants, they die.

If the sun sets, it gets dark.

If you heat water to 100 degrees Celsius, it boils.

Read the passage carefully.

In the heart of Sylhet, where tea gardens sprawl across the landscape, Farida, a seasoned tea
plucker, understood the rhythm of nature. "If the monsoon arrives on time, the tea leaves
flourish," she often remarked. As the rain poured, nurturing the fertile soil, the tea bushes
responded with a burst of vibrant green. "If the weather remains favourable, we get a bountiful
harvest," Farida explained to the younger workers.

The tea estate, nestled against the backdrop of the Surma Valley, thrived on the interplay of rain,
sun, and fertile soil. "If the temperature doesn't drop drastically, the tea quality remains
unmatched," Farida emphasised. The estate workers, with hands weathered by years of plucking,
understood the delicate balance. "If everyone tends to their bushes diligently, the tea industry in
Sylhet remains prosperous," they echoed.

The zero conditional harmony between nature and labourers painted a picturesque scene of unity,
where the livelihoods of many depended on the predictable cycles of the Bangladeshi climate. As
the aroma of freshly brewed Sylheti tea wafted through the air, it spoke of a timeless connection
between the people, the land, and the blessings of the monsoon.

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14. 1 Exercise: Complete each sentence using the zero conditional. Choose the correct verb
form for both parts of the sentence.

1. If you __________ (mix) red and blue, you __________ (get) purple.
2. If the temperature __________ (drop) below freezing, water __________ (turn) into ice.
3. If she __________ (water) the plants regularly, they __________ (thrive).
4. If the restaurant __________ (be) closed, we __________ (cook) at home.
5. If you __________ (add) sugar to tea, it __________ (sweeten).

2. First Conditional:

Describes possible future situations or outcomes that are likely to happen based on a present or
future condition.

Structure: If+ Present Simple+(,) Comma+ Will+ Base form of verb

** You can use may, can, and shall instead of will based on the expression of the sentence.

Example:

If it rains tomorrow, we will stay indoors.

If it rains tomorrow, we will cancel the picnic.

If you eat too much, you will feel sick.

If she studies hard, she will pass the exam.

If I see him, I will tell him the news.

If you call me, I will come over

Read the passage carefully.

In the quaint village of Barisal, Farid, a young fisherman, gazed at the river each day, dreaming
of a bigger catch. One morning, he spotted an old fisherman who offered a wise piece of advice,
saying, "If you mend your fishing net properly, you will catch more fish." Intrigued, Farid
meticulously repaired his worn net, weaving intricate knots. As the sun dipped below the

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horizon, he cast his net into the river, hopeful. Miraculously, his catch multiplied. "If I continue
to care for my net, I can provide better for my family," he thought.

Emboldened, Farid ventured into the river delta, discovering a secret cove teeming with diverse
fish. "If I explore new waters, I may find untold treasures," he mused. Word of Farid's success
spread, and fellow fishermen sought his advice. "If we learn from each other, we can all thrive,"
Farid suggested, fostering a sense of community. As seasons changed, Farid's once modest boat
transformed into a thriving business. His first conditional actions, inspired by an old fisherman's
wisdom, not only elevated his life but also created a ripple effect of prosperity in the close-knit
Bangladeshi village.

14. 2 Exercise: Complete each sentence using the first conditional. Choose the correct verb
form for the "if" clause and the main clause.

1. If it __________ (rain) Tomorrow, we __________ (stay) indoors.

2. If she __________ (study) harder, she __________ (pass) the exam.
3. We __________ (go) to the beach if the weather __________ (be) sunny this weekend.
4. If he __________ (call) me, I __________ (help) him with the project.
5. If they __________ (invite) us, we __________ (attend) the wedding.

3. Second Conditional:

Describes hypothetical or unreal situations in the present or future and their possible
consequences.

Structure: If + past simple+(,) Comma+would + base form of the verb.

** You can use could, should, and might instead of would based on the expression of the
sentence.

Example:

If I won the lottery, I would travel the world.

If I had a car, I would drive to work.

If you won the lottery, what would you do?

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If it snowed in the summer, we would be surprised.

If I were you, I would take the job offer.

If he had listened to the advice, he wouldn't be in trouble now.

Read the passage carefully.

In the heart of Chittagong, Raisa, a passionate chef, dreamed of opening her own restaurant. One
day, she discovered a dilapidated building for sale. Looking at it, she thought, "If I had the funds,
I would turn this into a culinary haven." Undeterred by financial constraints, Raisa envisioned a
vibrant eatery with aromatic spices and the warmth of Bangladeshi hospitality. "If I secured a
loan, I could breathe life into this place," she pondered. Unable to secure traditional financing,
Raisa approached the local community for support. "If we all contribute, we can create
something extraordinary," she appealed. Moved by her passion, neighbours rallied together,
offering not just funds but also time and skills.

The second conditional dream unfolded as the abandoned building transformed into "Raisa's
Spice Haven." The aroma of her flavorful dishes wafted through the air, drawing locals and
tourists alike. "If we hadn't come together, this culinary dream wouldn't be a reality," Raisa
marvelled. Her restaurant became a symbol of collective dreams and determination, showcasing
the magic that can happen when a community embraces the spirit of a shared vision in the heart
of Bangladesh.

14. 3 Exercise: Complete each sentence using the second conditional. Choose the correct
verb form for the "if" clause and the main clause.

1. If she __________ (be) a bird, she __________ (fly) around the world.
2. If I __________ (win) the lottery, I __________ (travel) to exotic destinations.
3. We __________ (go) to the beach if the weather __________ (be) sunny.
4. If I __________ (have) a million dollars, I __________ (buy) a house.
5. If he __________ (listen) to the advice, he __________ (not be) in trouble now.

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 4. Third Conditional:

Describes hypothetical or unreal situations in the past and their imagined consequences.

Structure: If+ Past Perfect+ (,) Comma+ Would have+ past participle

** You can use could have, should have, and might have instead of would have based on
the expression of the sentence.

Example:

If she had studied harder, she would have passed the exam.

If they had invited us, we would have attended the party.

If I had known about the traffic, I wouldn't have been late.

If she had studied more, she would have passed the course.

If it hadn't rained, we would have gone for a hike.

If you had called me, I would have helped you with the project.

Read the passage carefully.

In the ancient city of Bagerhat, Nur reminisced about a missed opportunity that could have
changed his life. Years ago, a renowned artisan offered to teach him the art of traditional pottery.
He regretted not accepting, thinking, "If I had seized that chance, I would have mastered the
craft." One day, while strolling through the bustling market, Nur encountered a group of
enthusiastic young potters showcasing their exquisite creations. Overwhelmed with a sense of
longing, he thought, "If I had taken that apprenticeship, I would have been part of this vibrant
community."

Reflecting on his past, Nur realised that life had taken unexpected turns. "If circumstances had
been different, I would have embraced that opportunity," he mused. Inspired by the young
potters, Nur decided to revive his dormant passion. Though he couldn't change the past, he
embraced the present. "If I hadn't missed that chance, I wouldn't appreciate the journey that

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brought me here," he acknowledged, moulding a new future in the rich artistic tapestry of
Bagerhat.

14. 4 Exercise: Complete each sentence using the third conditional. Choose the correct verb
form for the "if" clause and the main clause.

1. If they __________ (invite) us, we __________ (attend) the party.

2. If I __________ (know) about the traffic, I __________ (not be) late.
3. If it __________ (not rain), we __________ (have) the outdoor event.
4. If she __________ (study) more, she __________ (pass) the course.
5. If he __________ (call) me, I __________ (help) him with the project.

14. 5 Exercise: Identify the conditionals from the text.

In a quiet village in Rajshahi, Ahmed, a down-to-earth farmer, looked up at the sky each
morning, hoping for timely monsoon rains to bless their rice paddies. When the first rains
arrived, Ahmed knew that by promptly planting the rice seeds, he could enjoy a rich harvest. So,
to the soothing rhythm of raindrops, he carefully sowed the seeds in the nutrient-packed soil.

Ahmed's dedication paid off. The rice paddies, lush and green, flourished under the gentle touch
of the monsoon. If the weather continued to smile upon the village, they could count on a year-
round harvest to sustain their community. Yet, haunting memories of a devastating flood
lingered. Ahmed wondered, if the riverbanks had held firm during last year's flood, their crops
wouldn't have suffered such extensive damage. Contemplating the past, Ahmed turned his
thoughts toward the future. If they built stronger embankments and fortified their defenses, they
could shield their village from potential disasters.

United in purpose, the villagers initiated a project to strengthen the riverbanks. Ahmed's
leadership, inspired by a mix of hope and lessons learned, guided the effort. As the embankments
rose, the community's spirit echoed through the valleys. With the next monsoon season
approaching, Ahmed smiled, realising that their collective efforts were a testament to the
village's resilience. The dependable weather, smart planting decisions, and reflections on past
events all wove together into a tale of determination and hope in the heart of Bangladesh.

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14. 5 Exercise: Read each sentence and choose the appropriate conditional type (zero, first,
second, or third) to complete the sentence.

1. If it __________ (rain) Tomorrow, I __________ (take) my umbrella.

2. We __________ (visit) the historical sites if we __________ (travel) to Dhaka next
month.
3. If she __________ (study) harder, she __________ (ace) the exam.
4. If they __________ (have) known about the festival, they __________ (attend).
5. If the cake __________ (be) too sweet, I __________ (not enjoy) it.
6. We __________ (not go) to the beach if the weather __________ (be) bad.
7. If I __________ (be) the Prime Minister, I __________ (make) education a top priority.
8. If she __________ (win) the scholarship, she __________ (study) abroad.

Chapter 15

Verbals

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Non-finite verbs or verbals are verb forms that do not show tense, number, or person. They are
not constrained by the subject of a sentence and do not function as the main verb. Instead, they
are used in conjunction with other verbs or elements in a sentence. There are three main types of
non-finite verbs: infinitives, gerunds, and participles.

1. Infinitives

To+V1

Definition: Infinitives are the base form of a verb preceded by the word "to."

Example: to walk, to sing, to read

I plan to swim at the beach this weekend.

She decided to eat a healthy salad for lunch.

He aspires to write a novel someday.

We encourage students to learn new languages.

The children gathered in the park to play games.

Exercise 15.1: Fill in the blanks with the correct infinitive for each sentence.

1. She loves __________ (to sing) in the shower every morning.

2. It is essential __________ (to exercise) regularly for a healthy lifestyle.
3. We decided __________ (to visit) the museum this weekend.
4. It's time __________ (to start) preparing for the upcoming exam.
5. My dream is __________ (to travel) around the world.
6. It is difficult __________ (understand) the complex theory without proper guidance.
7. The goal of the workshop is __________ (help) participants develop effective
communication skills.
8. The musician chose __________ (compose) a symphony for the grand concert.
9. To successfully __________ (navigate) through the city, tourists often use maps and
GPS.
10. The decision __________ (invest) in renewable energy sources will benefit the
environment in the long run.

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 2. Gerund

V1+ing as Noun

Definition: Gerunds are verb forms ending in "-ing" that function as nouns in a sentence.

Example: swimming, dancing, reading

Swimming is good exercise.

I enjoy dancing in the rain.

Reading books enhances knowledge.

Her favorite hobby is painting.

They appreciate my singing.

Exercise 15.2: Fill in the blanks with the correct gerund for each sentence.

1. She enjoys __________ (read) novels in her free time.

2. The children are excited about __________ (visit) the zoo.
3. I appreciate your help in __________ (organize) the event.
4. His hobby is __________ (collect) rare stamps.
5. We are considering __________ (take) a cooking class.
6. They avoided __________ (make) eye contact during the awkward conversation.
7. Our team celebrated by __________ (win) the championship.
8. She's interested in __________ (learn) about different cultures.
9. The scientist conducted experiments on __________ (understand) the chemical reaction.
10. I look forward to __________ (spend) time with my family over the holidays.

3. Participles:

Present Participles: V1+ing as Adjective (to form the continuous verb tenses)

Past Participles: V3 as Adjective (to state how a person or thing is already affected by
something)

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Definition: Participles are verb forms that function as adjectives, often ending in "-ing" (present
participle) or "-ed" (past participle).

Example (Present Participle): running water, shining sun

The running water sounded soothing.

The shining sun warmed the beach.

The barking dog alerted the neighbours.

The crying baby needed attention.

The laughing children played in the park.

Example (Past Participle): baked goods, excited child

Baked goods are available in the bakery.

The excited child opened the gift.

The painted walls looked vibrant.

The broken window needed repairs.

The completed project impressed everyone.

Exercise 15.3: Fill in the blanks with the correct form of the participle (either present
participle ending in "-ing" or past participle ending in "-ed") for each sentence.

1. The __________ (paint) walls added a pop of colour to the room.

2. The __________ (excite) children rushed to the playground.
3. The __________ (break) vase was beyond repair.
4. The __________ (complete) project impressed everyone.
5. The __________ (bake) cookies filled the kitchen with a delightful aroma.
6. The __________ (confuse) instructions left the students puzzled about the assignment.
7. The __________ (inspire) artwork displayed in the gallery captivated the audience.
8. The __________ (exhaust) team celebrated their victory after a challenging match.
9. The __________ (amaze) landscapes captured in the photographs left everyone in awe.
10. The __________ (frighten) child clung to their parents during the thunderstorm.

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These non-finite verb forms allow for greater flexibility in sentence construction and can serve
various grammatical functions. They are often used to convey additional information, express
purpose, or add descriptive details to a sentence.

15.4 Exercise: Identify the non-finite verb in each sentence. Choose whether it is an
infinitive, gerund, or participle.

1. She loves to swim in the ocean during summer.

2. The fascinating documentary left the audience in awe.
3. They are considering taking a road trip across the country.
4. His dream is to become a renowned chef.
5. The students enjoyed reading the classic novel.
6. The broken vase was beyond repair.
7. We appreciate your dedication to helping the community.
8. The early morning joggers were running along the trail.
9. The children, playing in the park, laughed joyfully.
10. To succeed in this field, it is crucial to continuously learn and adapt.
11. The chef, preparing a delicious meal, hummed a tune in the kitchen.
12. His ability to comprehend complex concepts makes him an excellent student.
13. The crowd, cheering for their team, created a lively atmosphere in the stadium.
14. Reading under the shade of a tree is my favourite way to relax.
15. The forgotten keys were discovered in the bottom drawer.
16. She finds writing poetry a therapeutic activity.

15.5 Exercise: Fill in the blanks with the correct form of the non-finite verb (infinitive,
gerund, or participle) for each sentence.

1. It is important __________ (practice) kindness every day.

2. The scientist conducted experiments on __________ (understand) the new formula.
3. The breathtaking view from the mountaintop was truly __________ (awe).
4. They were excited about __________ (visit) the famous landmarks.
5. Her passion __________ (help) animals led her to volunteer at the local shelter.

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 6. The antique furniture, carefully __________ (restore), became the centrepiece of the
room.
7. The decision __________ (postpone) the meeting surprised everyone.
8. He made a promise __________ (never break) their trust.
9. The scientist, __________ (devote) countless hours to research, made groundbreaking
discoveries.
10. It's essential __________ (communicate) effectively in the business world.
11. Forgotten by many, the old library stood as a silent witness to changing times.
12. They are considering __________ (adopt) a more sustainable lifestyle.
13. The feeling of __________ (accomplish) a challenging task is truly rewarding.
14. The decision __________ (postpone) the project surprised the entire team.
15. To reach the summit, hikers must be prepared __________ (face) unpredictable weather.
16. The musician, __________ (inspire) by nature, composed a beautiful symphony.

15.6 Exercise: Identify Non-finite Verbs in the text.

In Dhaka, a vibrant city pulsating with life, there lived Rafi, a young artist brimming with
dreams. Every day, he wandered the bustling markets, drawing the vivid tapestry of daily life on
his sketchpad. One fateful day, while immersed in his art, he encountered Amina, a spirited girl
with aspirations of becoming a dancer. Amina, spending her evenings perfecting traditional
dance, invited Rafi to witness her performances. As Rafi observed the graceful movements, a
surge of creativity sparked within him. His sketches started mirroring the rhythm of Amina's
dance, creating a mesmerising blend of two art forms that enchanted the entire city.

Together, they embarked on explorations through Dhaka's streets, revealing hidden corners and
unearthing the city's rich cultural heritage. Rafi's sketches and Amina's dance became a
collaborative masterpiece, showcasing the soul of Bangladesh. As their tale unfolded, challenges
arose, including the decision to take part in a local art and culture festival. Despite doubts, the
excitement of sharing their talents prevailed. On the big day, Amina danced to traditional tunes
while Rafi's sketches adorned the surroundings. Their joint expression of art became a symbol of
unity and cultural wealth. Dhaka embraced their creation, illustrating that in the heart of

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Bangladesh, dreams and creativity intertwine seamlessly, forming a beautiful narrative that
captivates the spirit of the people.

Write your own sentences using the given non-finite verbs.

(Gerund) Swimming

(Infinitive) To learn

(Participle) Shining

(Gerund) Reading

(Infinitive) To cook

(Participle) Broken

(Gerund) Jogging

(Infinitive) To write

(Participle) Laughing

(Gerund) Gardening

(Infinitive) To travel

(Participle) Confused

(Gerund) Singing

(Infinitive) To speak

(Participle) Falling

Chapter 16

Voice

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Passive voice is used in sentences to shift the focus from the subject (the doer of the action) to
the object (the receiver of the action). It is employed in various contexts for specific purposes:

Characteristics of Passive Sentences:

1. Focus on the Object:

The receiver of the action becomes the subject of the sentence.

Example: The cake was baked by Susan. (Passive) - The cake (object) becomes the subject.

2. Emphasising the Action or Receiver:

It highlights the action performed or the recipient of the action rather than the doer.

Example: The report was submitted yesterday. (Passive)

3. Vague or Unknown Doer:

It is used when the doer of the action is not known, relevant, or necessary to mention.

Example: The painting was sold. (Passive) - The seller is unknown or not important.

4. Formality or Objectivity:

Passive voice is often used in formal or academic writing to maintain objectivity.

Example: The data were analysed thoroughly. (Passive)

5. Sequential Narration or Style:

In certain contexts, passive voice creates a smoother transition between sentences or paragraphs.

Example: Having been briefed, the team was ready to begin.

6. Reporting or Formal Communication:

In news reporting, scientific papers, or official documents, passive voice is common.

Example: The decision was announced by the CEO.

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[N.B. It's important to note that while passive voice has its advantages, overusing it might lead to
unclear or less direct sentences. Therefore, using it judiciously based on the context and purpose
of the sentence is crucial.]

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Simple Present Tense:

Affirmative passive sentence structure: Subject + am/is/are + past participle

1. The chef prepares the meal.

Passive: The meal is prepared by the chef.

2. They clean the classroom every day.

Passive: The classroom is cleaned every day by them.

3. He delivers the packages to the customers.

Passive: The packages are delivered to the customers by him.

4. She feeds the stray cats in the neighbourhood.

Passive: The stray cats in the neighbourhood are fed by her.

5. The mechanic fixes the car engine.

Passive: The car engine is fixed by the mechanic.

Negative passive sentence structure :

Subject + am/is/are + not + past participle

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 1. The company does not manufacture this product anymore.

Passive: This product is not manufactured by the company anymore.

2. They do not conduct tests regularly.

Passive: Tests are not conducted regularly by them.

3. She does not write the reports for the team.

Passive: The reports are not written by her for the team.

4. He does not teach Spanish to beginners.

Passive: Spanish is not taught to the beginners by him.

5. The gardener does not water the plants in the evening.

Passive: The plants are not watered in the evening by the gardener.

Interrogative passive sentence structure:

Am/Is/Are + subject + past participle?

1. Does the team complete the project on time?

Passive: Is the project completed on time by the team?

2. Are they repairing the roof right now?

Passive: Is the roof being repaired right now by them?

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 3. Is she preparing the presentation for the meeting?

Passive: Is the presentation being prepared for the meeting by her?

4. Are you printing the documents for the conference?

Passive: Are the documents being printed for the conference by you?

5. Is the chef cooking dinner tonight?

Passive: Is dinner being cooked tonight by the chef?

Simple Past Tense:

Affirmative Passive Sentence Structure: Subject + was/were + past participle

1. The students completed the assignment.

Passive: The assignment was completed by the students.

2. They built a new bridge across the river.

Passive: A new bridge across the river was built by them.

3. She sang a beautiful song at the concert.

Passive: A beautiful song was sung by her at the concert.

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 4. He fixed the broken window in the house.

Passive: The broken window in the house was fixed by him.

5. The team won the championship last year.

Passive: The championship was won by the team last year.

Negative Passive Sentence Structure: Subject + was/were + not + past participle

1. The company did not release the new product as scheduled.

Passive: The new product was not released as scheduled by the company.

2. They did not renovate the old building last month.

Passive: The old building was not renovated last month by them.

3. She did not prepare the presentation for the meeting.

Passive: The presentation was not prepared for the meeting by her.

4. He did not finish the project on time.

Passive: The project was not finished on time by him.

5. The gardener did not plant new flowers in the garden.

Passive: New flowers were not planted in the garden by the gardener.

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Interrogative Passive Sentence Structure: Was/Were + subject + past participle?

1. Did the team organise the event successfully?

Passive: Was the event organised successfully by the team?

2. Were they renovating the house during the summer?

Passive: Was the house being renovated during the summer by them?

3. Was she teaching the dance class yesterday?

Passive: Was the dance class being taught yesterday by her?

4. Were you typing the report last night?

Passive: Was the report being typed last night by you?

5. Was the cake baked by the chef yesterday?

Passive: Was the cake baked by the chef yesterday?

Present Progressive:

Affirmative Passive Sentence Structure: Subject+ am/is/are + being + past participle

1. The construction workers are building a new bridge across the river.

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Passive: A new bridge is being built across the river by the construction workers.

2. The company is designing a groundbreaking software for its clients.

Passive: A groundbreaking software is being designed for the clients by the company.

3. The team is preparing the marketing campaign for the upcoming product launch.

Passive: The marketing campaign for the upcoming product launch is being prepared by the
team.

4. The scientists are conducting experiments in the laboratory.

Passive: Experiments are being conducted in the laboratory by the scientists.

5. The artist is painting a magnificent mural on the city wall.

Passive: A magnificent mural is being painted on the city wall by the artist.

Negative Passive Sentence Structure: Subject+ Am/Is/Are + not + being + past participle

1. The chef is not cooking dinner tonight.

Passive: Dinner is not being cooked tonight by the chef.

2. The workers are not assembling the furniture in the showroom.

Passive: The furniture is not being assembled in the showroom by the workers.

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 3. The team is not drafting the proposal for the new project.

Passive: The proposal for the new project is not being drafted by the team.

4. The students are not writing essays for the assignment.

Passive: Essays for the assignment are not being written by the students.

5. The gardener is not planting flowers in the garden this week.

Passive: Flowers are not being planted in the garden this week by the gardener.

Interrogative Passive Sentence Structure: Am/Is/Are + subject + being + past participle?

1. Is the chef preparing lunch for the guests right now?

Passive: Is lunch being prepared for the guests right now by the chef?

2. Are the mechanics fixing the car in the garage?

Passive: Is the car being fixed in the garage by the mechanics?

3. Is the team developing a new strategy for the project?

Passive: Is a new strategy being developed for the project by the team?

4. Are the workers constructing a new building downtown?

Passive: Is a new building being constructed downtown by the workers?

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 5. Is the teacher explaining the lesson to the students at the moment?

Passive: Is the lesson being explained to the students at the moment by the teacher?

Past Progressive:

Affirmative Past Progressive Passive: Subject+ was/were+ being + past participle

1. The students were writing the essays.

Passive: The essays were being written by the students.

2. They were building the new bridge last year.

Passive: The new bridge was being built by them last year.

3. She was cooking dinner when the guests arrived.

Passive: Dinner was being cooked by her when the guests arrived.

4. The workers were fixing the road throughout the night.

Passive: The road was being fixed throughout the night by the workers.

5. He was designing the website while she was drafting the content.

Passive: The website was being designed by him while the content was being drafted by her.

Negative Past Progressive Passive: Subject + was/were+ not + being + past participle

1. The team was not implementing the new strategy as expected.

Passive: The new strategy was not being implemented by the team as expected.

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 2. They were not constructing the house during the rainy season.

Passive: The house was not being constructed during the rainy season by them.

3. She was not repairing the car engine when it broke down.

Passive: The car engine was not being repaired by her when it broke down.

4. The chef was not preparing the dessert while cooking the main course.

Passive: The dessert was not being prepared by the chef while cooking the main course.

5. He was not maintaining the machines while they were malfunctioning.

Passive: The machines were not being maintained by him while they were malfunctioning.

Interrogative Past Progressive Passive: Was/were + subject+ being+ past participle?

1. Were they painting the walls when the storm hit?

Passive: Were the walls being painted by them when the storm hit?

2. Was she fixing the computer while the power outage occurred?

Passive: Was the computer being fixed by her while the power outage occurred?

3. Were they building the new office structure last summer?

Passive: Was the new office structure being built by them last summer?

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 4. Was he repairing the roof during the heavy rainfall?

Passive: Was the roof being repaired by him during the heavy rainfall?

5. Were the workers renovating the old house when the fire broke out?

Passive: Was the old house being renovated by the workers when the fire broke out?

Present Perfect

Affirmative sentence structure: Subject + has/have been + past participle

1. They have built a new bridge across the river.

Passive: The new bridge across the river has been built by them.

2. The company has completed the merger with its competitor.

Passive: The merger with its competitor has been completed by the company.

3. She has designed the new logo for the company.

Passive: The new logo for the company has been designed by her.

4. He has repaired all the broken chairs in the office.

Passive: All the broken chairs in the office have been repaired by him.

5. The team has finished the project ahead of schedule.

Passive: The project has been finished ahead of schedule by the team.

Negative sentence structure: Subject + has/have not been + past participle

1. The government has not announced the new policy yet.

Passive: The new policy has not been announced yet by the government.

2. They have not completed the construction of the new building.

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Passive: The construction of the new building has not been completed by them.

3. She has not prepared the necessary documents for the meeting.

Passive: The necessary documents for the meeting have not been prepared by her.

4. He has not delivered the packages to the customers on time.

Passive: The packages have not been delivered to the customers on time by him.

5. The team has not resolved the issue with the software.

Passive: The issue with the software has not been resolved by the team.

Interrogative sentence structure: Has/Have + subject + been + past participle?

1. Have they finished the renovations in the office?

Passive: Have the renovations in the office been finished by them?

2. Has she completed the research for the project?

Passive: Has the research for the project been completed by her?

3. Have you submitted the application for the scholarship?

Passive: Has the application for the scholarship been submitted by you?

4. Has the company launched the new product in the market?

Passive: Has the new product been launched in the market by the company?

5. Have they painted the walls in the living room?

Passive: Have the walls in the living room been painted by them?

Past Perfect:

Affirmative past perfect passive sentence structure: Subject + had been + past participle

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 1. The workers had installed the new equipment before the manager arrived.

Passive: The new equipment had been installed before the manager arrived by the workers.

2. By the time she got there, the cake had been eaten by everyone.

Passive: Everyone had eaten the cake by the time she got there.

3. The repairs had been completed by the time the owner inspected the house.

Passive: By the time the owner inspected the house, the repairs had been completed.

4. They had already watched the movie before the tickets were sold out.

Passive: The movie had been watched before the tickets were sold out by them.

5. By last night, the reports had been submitted by the team.

Passive: The team had submitted the reports by last night.

Negative past perfect passive sentence structure: Subject + had not been + past participle

1. The books had not been returned to the library by the due date.

Passive: By the due date, the books had not been returned to the library.

2. The work had not been completed before the deadline by the employees.

Passive: Before the deadline, the work had not been completed by the employees.

3. The issue had not been resolved by the customer service representative.

Passive: The customer service representative had not resolved the issue.

4. The assignment had not been finished by the students before the teacher arrived.

Passive: Before the teacher arrived, the assignment had not been finished by the students.

5. The contract had not been signed by the client by the end of the day.

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Passive: By the end of the day, the client had not signed the contract.

Interrogative past perfect passive sentence structure: Had + subject + been + past participle?

1. Had the car been repaired before the accident occurred?

Passive: Before the accident occurred, had the car been repaired?

2. Had the documents been reviewed by the team before submission?

Passive: Before submission, had the documents been reviewed by the team?

3. Had the message been conveyed to everyone before the meeting started?

Passive: Before the meeting started, had the message been conveyed to everyone?

4. Had the results been announced by the time they left the auditorium?

Passive: By the time they left the auditorium, had the results been announced?

5. Had the payment been processed before the store closed?

Passive: Before the store closed, had the payment been processed?

Future tense & modals

Future Tense Affirmative Passive Sentences: Subject + will/shall + be + past participle

1. The students will complete the assignment by Tomorrow.

Passive: The assignment will be completed by the students by Tomorrow.

2. They shall repair the roof next week.

Passive: The roof shall be repaired by them next week.

3. She will present the new proposal at the conference.

Passive: The new proposal will be presented by her at the conference.

4. He will cook dinner for the guests on Friday.

Passive: Dinner will be cooked by him for the guests on Friday.

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 5. The team shall submit the report by the end of the month.

Passive: The report shall be submitted by the team by the end of the month.

Future Tense Negative Passive Sentences: Subject + will/shall + not + be + past participle

1. The company will not launch the new product next year.

Passive: The new product will not be launched by the company next year.

2. They shall not conduct the meeting on Monday.

Passive: The meeting shall not be conducted by them on Monday.

3. She will not prepare the agenda for the seminar.

Passive: The agenda will not be prepared by her for the seminar.

4. He will not fix the computer by the deadline.

Passive: The computer will not be fixed by him by the deadline.

5. The team shall not deliver the presentation next month.

Passive: The presentation shall not be delivered by the team next month.

Future Tense Interrogative Passive Sentences: Will/Shall + subject + be + past participle?

1. Will they complete the project by Friday?

Passive: Will the project be completed by them by Friday?

2. Shall she prepare the report for the meeting?

Passive: Shall the report be prepared for the meeting by her?

3. Will the mechanic fix the car engine Tomorrow?

Passive: Will the car engine be fixed by the mechanic Tomorrow?

4. Shall the students submit their assignments on time?

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Passive: Shall the assignments be submitted on time by the students?

5. Will the team finish the task before the deadline?

Passive: Will the task be finished before the deadline by the team?

Modal Verbs in Passive Sentences: Subject + modal verb + be + past participle

1. The students can solve the math problems easily.

Passive: The math problems can be solved easily by the students.

2. He could finish the assignment before lunch.

Passive: The assignment could be finished before lunch by him.

3. She may submit the application form Tomorrow.

Passive: The application form may be submitted by her Tomorrow.

4. They might cancel the event due to bad weather.

Passive: The event might be canceled due to bad weather by them.

5. We should follow the instructions carefully.

Passive: The instructions should be followed carefully by us.

16.1 Fill in the blanks with the correct passive voice form of the given sentences using the
appropriate tense or modal:

1. The new restaurant _____________ (open) by the famous chef next month.

2. By the time we arrived, the decorations _____________ (already/put up) for the party.

3. The missing keys _____________ (not/find) by the time we left yesterday.

4. The old house _____________ (renovate) last year by a team of skilled craftsmen.

5. Will the tickets _____________ (sell out) by the end of the week?

6. Dinner _____________ (prepare) by my sister for the family tonight.

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7. The presentation _____________ (not/complete) by the team before the deadline.

8. By this time next week, the new road _____________ (construct) by the workers.

9. The problem _____________ (solve) by the IT department before the end of the day.

10. The award _____________ (receive) by the actress at last year's ceremony.

11. Were the invitations _____________ (send out) before the event took place?

12. The competition _____________ (not/win) by our team last season.

13. The guests _____________ (not/entertain) properly at the party last night.

14. Has the new song _____________ (compose) by the musician yet?

15. Before the storm hit, the tents _____________ (already/erect) by the campers.

16. By next month, the repairs _____________ (complete) on the old building.

17. The document _____________ (not/submit) by the deadline as required.

18. Will the cake _____________ (bake) by the baker for the celebration?

19. The package _____________ (not/deliver) to my house yet.

20. Were the rules _____________ (not/follow) by the participants during the competition?

Past Modals:

Affirmative passive sentence structure: Subject + should/could/might/would have + been + past

participle

1. He should have completed the assignment.

Passive: The assignment should have been completed by him.

2. They should have fixed the issue yesterday.

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Passive: The issue should have been fixed by them yesterday.

3. She should have submitted the report last week.

Passive: The report should have been submitted by her last week.

4. You should have finished the painting by now.

Passive: The painting should have been finished by you by now.

5. We should have prepared the presentation earlier.

Passive: The presentation should have been prepared earlier by us.

Negative passive sentence structure: Subject + should/could/would/might not have + been + past
participle

1. He should not have missed the deadline.

Passive: The deadline should not have been missed by him.

2. They should not have forgotten the meeting details.

Passive: The meeting details should not have been forgotten by them.

3. She should not have ignored the instructions.

Passive: The instructions should not have been ignored by her.

4. You should not have misplaced the documents.

Passive: The documents should not have been misplaced by you.

5. We should not have overlooked the important information.

Passive: The important information should not have been overlooked by us.

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Interrogative passive sentence structure: Should/could/would/might + subject + have + been +
past participle?

1. Should he have completed the task by now?

Passive: Should the task have been completed by him by now?

2. Should they have informed us earlier?

Passive: Should we have been informed earlier by them?

3. Should she have followed the guidelines given?

Passive: Should the guidelines have been followed by her?

4. Should you have submitted the application yesterday?

Passive: Should the application have been submitted by you yesterday?

5. Should we have finished the project last month?

Passive: Should the project have been finished by us last month?

16.2 Fill in the blanks using the correct passive voice form of the past modals:

1. The keys _____________ (misplace) somewhere; we can't find them anywhere.

2. The project _____________ (complete) on time, but unfortunately, it wasn't.
3. By now, the issue _____________ (resolve) by the team if they had acted promptly.
4. The instructions _____________ (follow) more clearly to avoid confusion.
5. The event _____________ (cancel) due to unforeseen circumstances.
6. The report _____________ (submit) earlier for review, but it wasn't.
7. The solution _____________ (find) if they had analysed the problem carefully.
8. The information _____________ (communicate) to everyone in the department.
9. The mistake _____________ (avoid) with more attention to detail.
10. The questions _____________ (answer) by someone, but it seems they were missed.

Find out Passive voice from the text.

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In a tranquil village nestled among the lush hills of Bengal, preparations were underway for the
most eagerly awaited event of the year, the Festival of Lights, locally known as "Prakash Utsav."
The air was thick with excitement as the villagers bustled about, getting ready for the grand
celebration. Weeks before the festival, each household dedicated their evenings to crafting
colourful lanterns. The women of the village meticulously shaped paper and bamboo, creating
intricate designs, while the men helped with the more laborious tasks. Even the children joined
in, their laughter and chatter adding to the lively atmosphere. These lanterns were more than
decorations; they were a symbol of pride and creativity, with each family striving to outshine the
others.

The village square, the heart of the celebration, was transformed into a glowing paradise. Tall
banana trees and bamboo poles were set up, draped with strings of marigold flowers and adorned
with vibrant rangolis at their bases. As the sun dipped below the horizon, the villagers gathered,
dressed in their finest traditional attire. The women wore bright sarees, their hair adorned with
jasmine flowers, while the men donned crisp white dhotis and kurtas. As darkness fell, the first
lantern was lit, and a wave of anticipation swept through the crowd. One by one, the lanterns
were illuminated, casting a warm, golden glow over the village. The sight was mesmerising;
lanterns of all shapes and sizes floated gently in the evening breeze, their light reflecting off the
serene waters of the village pond.

Traditional songs filled the air, and the rhythmic beats of the dhol and tabla echoed through the
night. Dance performances by the village youth captivated the audience, their movements telling
stories of love, valour, and the triumph of light over darkness. The aroma of delicious food
wafted through the air, as women served steaming plates of pithas, luchis, and sweets to the
revellers. The highlight of the evening was the announcement of the best lantern. The village
elder, a wise and respected figure, was given the honour of choosing the winner. After careful
consideration, the elder declared the lantern crafted by a young girl named Hafsa as the finest.
Her lantern, a masterpiece of delicate patterns and vibrant hues, was placed at the centre of the
square, where it shone the brightest.

Hafsa was showered with praise and congratulations from all corners. Her face lit up with pride
and joy, knowing that her creation had brought happiness to her community. The festivities
continued late into the night, with laughter, music, and dance filling the air. As dawn

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approached, the lanterns were carefully taken down and stored away, to be cherished and perhaps
reused in the future. The villagers slowly dispersed, carrying with them the warm memories of
the night. They knew that the spirit of Prakash Utsav would linger in their hearts, a reminder of
the light and joy that bound them together. In the coming year, the tradition would continue, with
new lanterns, new stories, and the same spirit of unity and celebration. Prakash Utsav was not
just a festival; it was a testament to the enduring cultural heritage of the village, a celebration of
light, love, and community that would be cherished for generations to come.

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 Chapter 17

Paragraph Writing

1. The Importance of Education:

There is immense importance of education as it is a cornerstone of personal and societal

development.. It acts as a gateway to a world of opportunities, shaping individuals into informed
and skilled contributors to society. In developing nations, where educational resources may be
scarce, initiatives such as building schools and offering scholarships play a vital role in breaking
the cycle of poverty. These endeavours empower children to envision a future beyond
limitations. In essence, a well-rounded education not only imparts knowledge but also cultivates
critical thinking and creativity, laying the foundation for a brighter and more prosperous future.

2. Impact of Climate Change on Wildlife:

Climate change poses an imminent threat to the world's biodiversity, affecting ecosystems and
endangering countless species. The consequences are particularly stark in polar regions, where
melting ice caps directly impact the habitat of polar bears. Reduced hunting grounds lead to
starvation and a decline in their population. Addressing climate change is imperative to preserve
the delicate balance of nature. The number of polar bears have drastically decreased over the
years as a result of climate change . To conclude, the world's biodiversity is under immediate
threat from climate change, which is disrupting ecosystems and putting many species at risk.

3. Benefits of Regular Exercise:

Regular exercise is not merely a physical activity; it is a holistic approach to maintaining overall
well-being. Engaging in physical activity contributes to cardiovascular health, reduces stress, and
promotes better sleep. For example, incorporating activities like jogging or swimming into daily
routines not only enhances physical fitness but also alleviates symptoms of anxiety and
depression. The positive impact extends beyond the physical realm, influencing mental and

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emotional health. In essence, adopting a lifestyle that includes regular exercise is an investment
in one's health, fostering a balanced and resilient foundation for navigating life's challenges.

4. The Impact of Social Media on Society:

Social media has emerged as a powerful force shaping modern society, influencing
communication, information dissemination, and public opinion. While it facilitates global
connectivity, it is not without its challenges. The rapid spread of misinformation during crises
can lead to panic and confusion. Acknowledging the role and impact of social media is crucial in
navigating the complexities it presents. By promoting digital literacy and responsible online
behavior, societies can harness the benefits of social media while minimising its negative
consequences. In essence, understanding and managing the influence of social media contribute
to a more informed, connected, and resilient society.

5. Benefits of a Balanced Diet:

Maintaining a balanced diet is fundamental to sustaining optimal health and preventing various
illnesses. A diet rich in fruits, vegetables, whole grains, and lean proteins provides the necessary
nutrients for the body's proper functioning. Consider the Mediterranean diet, renowned for its
health benefits, linking lower rates of heart disease to its consumption of olive oil, fish, and
whole grains. Embracing a balanced diet is not merely a dietary choice; it is a proactive approach
to health management. By prioritizing nutritional choices, individuals contribute to their long-
term well-being, ensuring a foundation of vitality and resilience against health challenges.

6. The Significance of Renewable Energy:

In the face of a global energy crisis and environmental concerns, the adoption of renewable
energy sources has become paramount. Harnessing solar, wind, and hydroelectric power offers a
sustainable alternative to traditional fossil fuels, mitigating the impact of climate change. Solar
energy, for instance, converts sunlight into electricity through solar panels, contributing to eco-
friendly energy practices. Embracing renewable energy is not merely an environmental choice; it
is an investment in a sustainable and resilient future. By transitioning to cleaner energy sources,

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societies can reduce their carbon footprint and pave the way for a more environmentally
conscious and harmonious coexistence with the planet.

7. The Impact of Technology on Work-Life Balance:

Advancements in technology have revolutionised the nature of work, bringing both opportunities
and challenges. The rise of remote work, facilitated by digital tools, offers flexibility but requires
careful management of work-life boundaries to prevent burnout. Video conferencing platforms,
while enhancing remote collaboration, also contribute to screen fatigue. Striking a balance
between professional and personal life is crucial for mental health and overall well-being. By
leveraging technology responsibly and setting clear boundaries, individuals can enjoy the
benefits of a connected world without compromising their mental and emotional resilience.

8. The Importance of Cultural Diversity:

Cultural diversity is a driving force behind societal enrichment, fostering understanding,

tolerance, and unity. Each culture brings forth unique perspectives, traditions, and ways of life,
contributing to the rich tapestry of human experiences. Multicultural cities exemplify this
diversity through the celebration of various festivals, creating vibrant and inclusive communities.
Embracing cultural diversity goes beyond mere coexistence; it promotes creativity, innovation,
and a deeper appreciation for the shared humanity that unites us all. By recognizing and valuing
diverse cultures, societies can build bridges of understanding, paving the way for a more
interconnected and harmonious global community.

9. The Influence of Music on Mood:

Music holds the power to profoundly impact human emotions and mood. Whether through
upbeat tunes that elevate spirits or soothing melodies that induce relaxation, music has
therapeutic potential. For instance, classical music has been linked to reduced stress levels.
Understanding the emotional and psychological effects of music is essential for incorporating it
into daily life as a tool for managing stress and fostering a positive mindset. By appreciating the

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role of music in shaping emotional experiences, individuals can harness its transformative power
to enhance their overall well-being.

10. Challenges and Opportunities of Urbanization:

Urbanisation brings both challenges and opportunities to societies. Rapid urban growth strains
infrastructure, leading to issues like traffic congestion and inadequate housing. However, urban
areas also serve as hubs for innovation, employment, and cultural exchange. Take the
development of smart cities, where technology is leveraged to enhance efficiency and
sustainability. In conclusion, addressing the challenges while harnessing the opportunities of
urbanisation is crucial for creating livable and resilient cities.

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 Chapter 18

Essay Writing

Essay Structure:

Paragraph 1- Introduction

Sentence 1- Paraphrase Question

Sentence 2- Thesis Statement

Sentence 3- Outline Statement

Paragraph 2- Supporting Paragraph 1

Sentence 1- Topic Sentence

Sentence 2- Explain Topic Sentence

Sentence 3- Example

Sentence 4- Concession Sentence

Paragraph 3- Supporting Paragraph 2

Sentence 1- Topic Sentence

Sentence 2- Explain Topic Sentence

Sentence 3- Example

Sentence 4- Concession Sentence

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Paragraph 4- Conclusion

Sentence 1- Summary

Sentence 2- Prediction or Recommendation

1. Some people think that social networking sites have a huge negative impact
on both individuals and society. To what extent do you agree or disagree?

Many today argue that social media has an overall negative impact on both the average person
and society more generally. I am in complete agreement with this opinion as individuals are
likely to suffer from an unhealthy addiction and social media can cause fractures in society.

To begin with, the most obvious effect of social media is on the mental health of individual
users. Most people on social media have become to varying degrees addicted to the small
dopamine bursts that come from scrolling through their feed, feeling outraged at posts, receiving
likes, and making positive or negative comments. Each person is likely to gain satisfaction
through a different route but all these self-esteem boosts are unhealthy relative to achieving
something in the real world. In some cases, individuals retreat from the real world in favour of a
virtual one where the stakes are considerably lower and interactions are safely one-sided.

Additionally, the drawbacks of social media are evident throughout society. There are numerous
small groups and communities on Facebook that encourage anti-social impulses. For instance,
many people post and read about conspiracy theories online on a daily basis. Over time, these
individuals begin to feel isolated from mainstream society and the effects of this can appear
during real-world events such as the January 6 insurrection and the Occupy Wall Street
movement. Although these actions can be interpreted as protests, the viewpoints being expressed
are often too extreme to lead to defensible and pragmatic reform.

In conclusion, social media is an overwhelming negative for both normal citizens and the
entirety of society. I completely agree with this notion that social media can lead to societal
divisions and people are likely to struggle with dangerous addictions

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 2. Most high-level positions in companies are filled by men even though the
workforce in many developed countries is more than 50 per cent female.
Companies should be required to allocate a certain percentage of these
positions to women. Do you agree?

It is argued that corporations should be compelled to give a certain proportion of their executive-
level roles to females, given that over half of the workforce is female in the West. It is agreed that
businesses should be obliged to assign a significant percentage of top-level posts to women. In this
essay, I will discuss why women should be paid an equal amount of money for doing the same job
as a man, and secondly, the fact that girls are currently outperforming boys on many university
courses.

First of all, despite years of so-called ‘equal rights’ for women in the workplace, they continue to
be underpaid. Many women who do the same job as their male colleagues earn less money, which
is unfair. For example, a recent survey of accountancy and legal firms in the United Kingdom
found that women earn, on average, 17% less than men with identical roles. However, this may be
due to women taking maternity leave and falling behind their male counterparts.

In addition, this unfairness is compounded by the fact that females are currently getting higher
grades in most university courses. Even previously male-dominated fields, such as law and
medicine, now see women ascending, and they should be rewarded with top roles. For example,
females recently outperformed males for the first time in law at U.K. universities. Despite this,
employers should remember that roles should be handed out on merit, not gender alone.

In conclusion, women deserve an equal share of the good jobs available because they are capable
of doing an equally good job as men and are achieving higher academic standards than men at
university. It is recommended that companies heed the advice in this essay and make their hiring
practices fairer.

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 3. Every year several languages die out. Some people think that it is not
important because life will be easier if there are fewer languages in the world.
To what extent do you agree or disagree with this opinion?

It is argued that the annual extinction of many languages is not a problem because having just a
few languages leads to a more convenient life. It is disagreed that the convenience of using just a
few key languages makes the dying out of less spoken dialects acceptable. This essay will first
discuss the importance of language to culture and secondly the fact that learning a few common
languages is unrealistic, followed by a reasoned conclusion.

A language is not just a group of spoken words but the key to someone’s culture. Language has
evolved over thousands of years to reflect what it means to be from a particular place. For example,
the Irish language has one of the widest vocabularies in the world and reflects their tradition of
storytelling. Despite this, English has become the first language of the Irish, as many feel it makes
it easier to communicate with the world.

By speaking just a couple of languages, such as English and Chinese, you alienate billions of
people throughout the world. English may be common, but it is not the ‘lingua franca’ many people
think it is and it would take generations for everyone to learn it. Countries like Korea and Vietnam
have been trying to adopt English as a second language for a long time, but most of their people
still can’t fully grasp it. However, English has been the language of business for a long time and
it should be encouraged to help a country become more economically competitive.

To conclude, commonly spoken languages may make life more straightforward, but this should
not be at the expense of less prevalent languages, in order to avoid the erosion of culture and the
alienation of many countries.

4. Some say that music, art and drama are as important as other school subjects,
especially at the primary level. Do you agree or disagree?

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It is argued that the arts are just as valid as the other subjects, especially for primary school
children. This essay agrees with that statement and will first discuss how some students flourish
when studying music, art or drama and then talk about how math and science are not crucial at
primary level.

Not everyone has a talent for mathematics, physics or languages and many students only do their
best work when they can be creative. In fact, many pupils simply cannot focus on traditional
subjects unless they are expressing themselves creatively through painting, song or dance. Take
Gillian Lynne for example, who at a young age was told she had a learning difficulty, but in fact
could not learn without moving. Gillian went on to become a world-class choreographer but would
have never been a success without the encouragement of her dance teacher.

Others would disagree with this view and say that art stops young children from spending enough
time on the more ‘serious’ subjects and passing important exams. However, until children get to
high school, it is more important for them to have a good relationship and attitude towards
education than passing tests. For instance, in Finland, primary school children do no tests at all and
this has been shown to be one of the leading factors in them having the best education system in
the world.

In conclusion, painting, dance and acting should be given equal status in the primary classroom
because they allow artistic children to learn more effectively and it is unwise to put pressure on
children to pass maths and science exams at such a young age.

5. Giving lectures in auditoriums to large numbers of students is an old way of

teaching. With the technology available today there is no justification for it,
and everything should be done online. To what extent do you agree or
disagree? Give your own opinion.

It is argued that teaching in lecture halls to large numbers of students is outdated and that instead,
these should take place exclusively on the internet. This essay disagrees with the above statement.

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The essay will first discuss how interaction between students and teachers is essential to the
learning process, followed by a discussion of how demotivating learning online can be.

Learning via computer may be convenient, but it stops students and teachers actually talking to
each other about their subject. Pupils need to ask the teacher questions in order to fully
understand the material and they also need to talk about the topic to help them remember and
fully understand it. For example, the School of Law at Queen’s University allows students to
question the professor at the end of each lecture and then they have a seminar in which learners
can debate each topic, resulting in some of the best exam results in the UK.

Presenting lectures solely online also presents the problem of students not being motivated to
watch them. It would be very difficult to know who actually viewed the lecture and if students
know this, it is likely to result in more people not watching and not being fully prepared for the
exam at the end of the course. For instance, Udemy, the online learning company, found that only
12% of people who purchased their online courses actually watched all the videos and completed
the online tasks, principally due to lack of supervision.

In conclusion, exclusively online lectures are a bad idea because they do not allow face-to-face
communication and they can lead to a drop-off in student attendance.

6. Is it good for children to start using computers from an early age and spend
long hours on them? Discuss the advantages and disadvantages.

In recent years, children, like adults, have become increasingly exposed to computers. While some
child psychologists have claimed that this is a good thing, others have claimed that it has an
overwhelmingly detrimental impact on children. In this essay, I shall draw upon a number of
studies in cognitive science and industrial psychology that reveal the positive and negative aspects
of this phenomenon.

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To begin with, there are clearly reasons why computers do not allow children to develop long
attention spans. This is because computers are packed with many supposedly child-friendly games
that require minimal levels of concentration in order to be enjoyed.For example, a study by the
New York Child Learning Association found that children who read from picture books were 50%
less likely to get distracted than children who played educational computer games. Therefore
computers almost certainly have a negative impact on young children.

However, since the world has become heavily reliant on computers, there are also clear advantages
to exposing children to computers. This is because children with such exposure will stand a better
chance of finding employment. For example, after being interviewed by Yale psychologists, over
70% of young office workers admitted that they had spent long hours on computers in their middle
and late childhood years. Therefore it is clear that computer exposure can be beneficial to children.

In conclusion, there are advantages and disadvantages to early computer exposure. However, if, in
the future, the quality of educational gaming is increased, there is good reason to believe that these
negative consequences will fall entirely away.

7. Some people are of the opinion that children should be rewarded for good
behaviour. Others think they should be punished for bad behaviour. Discuss
both views and give your personal opinion and reasons.

The debate over a child's moral education is difficult due to the various viewpoints each party
holds. The question of discipline is exceptionally important, moreover whether to treat good
behaviour with a neutral attitude or to just focus on correcting incorrect actions. My personal
opinion is that any positive actions ought to be immediately recognised by the parent and vice
versa for negative conduct. This balanced approach makes for a more positive outcome for both
the child and family.

Firstly, rewarding a good act immediately signals a positive reaction in the child's brain which
should encourage the child to want to behave similarly in the future. Failure to recognize such
behaviour leaves the child with the same emotional feeling as if they had done nothing. Therefore

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rewarding the child regularly for good behaviour enforces the action making it more likely to
repeat itself in the future.

Secondly, punishing the son or daughter is also necessary. Failure to discipline could have serious
consequences in the future. For example if a child has no clear concept of respect for elders or
authority it is quite possible to encounter more serious problems later in life. This pattern is
prevalent in marginal neighborhoods throughout the world. Therefore it is essential to immediately
discipline the child whenever witnessing an unruly act so as to enforce the correct behaviour from
an early age.

To conclude, both bad and good actions need to be recognized and dealt with immediately to
correct or encourage the future actions. Failure to do either of these could result in a less fortunate
life or a youth who rarely performs any good acts for anyone. Therefore it is critical that both types
of behaviour are recognized and dealt with accordingly for the benefit of the child in the future.

8. Some people think that keeping pets is good for children while others think it
is dangerous and unhealthy. Which opinion do you agree with? Discuss both
options and give examples.

In recent times, pet related injuries and mortalities have sparked heated debates about whether it is
healthy for children to be around pets. In this essay I shall argue that such dangers are
overemphasised and that children receive substantive psychological benefits through having pets.

To begin with, although exotic pets (e.g. snakes, spiders, apes, etc.) have been known to
occasionally hurt and even kill children, such incidents are so statistically rare as to be negligible.
This is because the overwhelming majority of children have non-lethal cats, dogs, fish, rodents and
rabbits for pets. For example The Child Safety Institute found that over 90% of children owned the
aforementioned pets, and professed that they had never felt in the least bit endangered by them.
Seen in this light, it is clearly unfounded to claim that pets present any physical danger to children.

Secondly, pets can impact positively upon child psychology. This is because young pet owners
frequently empathise with their pets and perform a diverse range of actions to maintain their
wellbeing (e.g. feeding, grooming, administering medicine, etc.). For example, the Cambridge

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Developmental Psychology Unit found that children who had grown up with pets were 30% less
likely to bully others and resolve conflicts through aggression. Consequently, it is undeniable that
a child’s pro-sociality and mental health can be improved through exposure to pets.

In conclusion, the cited evidence provides strong support for the view that children owning pets is
a good thing. In the future, as more laws are introduced to ban the ownership of illegally acquired
exotic pets, this viewpoint will no doubt surge in popularity.

9. Most schools are planning to replace sport and exercise classes with more
academic sessions. How will this change affect children’s lives in your view?

The debate between where to allocate valuable teaching resources probably started with the first
educational institutions. In present-day society the conflict continues and rightly so. In my opinion
converting sports classes to more traditional subjects has two significant advantages. Firstly, it is
a more effective use of a student’s time. Secondly, in the future, academic skills are more useful.

Switching time spent on sport in a school to time spent on more academic activities is a wise and
cost-effective solution. Firstly, academic studies are inherently less expensive to perform when
compared to physical education. For example, to play almost any sport one has to invest in the
appropriate equipment, ranging from shorts, t-shirts to rackets and balls. Furthermore, excess time
is spent in the changing rooms or washing afterwards. In more traditional subjects, students merely
enter the classroom and are learning within minutes.

Secondly, sport can be argued as an activity practised naturally by children, especially boys. In
every school at break time many children engage in energetic activities, whereas hardly any are
studying algebra, biology or physics because these subjects are less popular, more resources should
be allocated to teaching them.

In addition, academic skills could be argued as more important due to the small number of people
in society currently using sport skills in a work environment. Thus, focusing on skills demanded
by the labour market would benefit students’ lives dramatically in the future.

207
To conclude, young learners going through school would finish much better prepared for life
avoiding sport tuition. Furthermore, they would have taken full advantage of their school years
through more time spent learning.

10. Many university students want to learn about different subjects in addition to their main
subjects. Others feel it is more important to give all their time and attention to studying for
their qualification. Discuss both views and give your opinion.
Many university students are now inclined to divide their time between studying for their major
and pursuing interests in unrelated subjects. In my opinion, it is crucial for undergraduates to
learn about a wide range of disciplines in order to best prepare themselves for the future.

Those who support prioritising one’s major argue the importance of specialisation. At university,
there are a range of potential distractions related to social life and living on one’s own. If a
graduate wants to be successful in a future career, the most logical pathway is to prepare
diligently in one specialisation. For instance, an undergraduate learning about chemical
engineering will be a better potential candidate for well-paid positions if they have acquired a
solid theoretical foundation and accumulated whatever practical experience is available in their
courses. Any diversions that detract from this focus could hinder their early career progression.

However, it is in fact more valuable long-term to view learning as an interdisciplinary

experience. Many graduates will change or at least alter their professions as they begin working.
Even those who remain in the same industry will benefit greatly from studying a variety of
subjects. The above-mentioned engineer might be able to study figure drawings outside their
main courses and come up with more creative ideas that combine multiple subjects in their main
work. Even if the other subjects are not directly applicable to work, at the minimum they are
likely to feel they have become a more diverse and well-rounded individual on a personal level.

In conclusion, though time spent on one’s university major can lead to an improved discrete skill
set, there is far greater value in possessing a breadth of knowledge. This range of information
will serve as the foundation for a potentially more creative and fulfilling career and personal life.

208
 Answer Key

Chapter-1

Noun

1.1

1. ball- concrete

2. bread- concrete

3. courage- abstract

4. waterfall- concrete

5. tension- abstract

6. Oak tree- concrete

7. peace- abstract

8. cat- concrete

9. love- abstract

10. cherry tree- concrete

11. anticipation- abstract

12. kindness- abstract

13. rose- concrete

14. mountain- concrete

15. determination- abstract

16. antique piano- concrete

17. necklace- concrete

18. happiness- abstract

19. loneliness- abstract

209
20. collaboration- abstract

1.2

Common and proper nouns

Proper Nouns:

- Names of people: Nahiyan, Sara, Mrs. Ahmed, Ayesha, Rohan, Anika, Coach Rahman

- Names of places: Dhaka, Dhaka International School

- Names of teams or groups or events: Riverside Rovers, Brooklyn Strikers, Dhaka Tigers,
Independence Day

Common Nouns:

Khaki pants, T-shirt, kitchen, breakfast, breakfast table, backpack, bus, rickshaws, building,
marketplaces, entrance gate, homework, bedroom.

1.3

1. Answer: B) Boxes

2. Answer: D) Children

3. Answer: B) Leaves

210
4. Answer: B) Geese

5. Answer: A) Men

6. Answer: B) Women

7. Answer: C) Mice

8. Answer: B) Cacti

9. Answer: B) Knives

10. Answer: C) People

11. Answer: B) Feet

12. Answer: A) Babies

13. Answer: A) Potatoes

14. Answer: A) Thieves

15. Answer: B) Personnel

16. Answer: A) Data

17. Answer: A) Indexes

18. Answer: D) Oxen

19. Answer: A) Alumni

20. Answer: C) Teeth

Every morning, Sarah, a cheerful girl with much energy, wakes up excited for the day ahead.
She starts her day by having much cereal and pouring much milk into her bowl. After breakfast,
she packs many books and many stationeries into her backpack before heading off to school.

211
At school, Sarah spends much of her time studying with her friends. During lunch break, she
shares some of her snacks with her classmates and has much fun chatting with them. After
school, she attends many extracurricular activities, such as soccer practice and art club.

In the evening, Sarah returns home with much homework to do. She spends much time
completing her assignments before dinner. Her mother prepares many delicious foods, and they
share many stories about their day while having dinner together.

After dinner, Sarah likes to relax by reading many books or watching many educational videos.
She also spends much time playing with her pet dog in the backyard before bedtime.

As the day comes to an end, Sarah feels grateful for having many wonderful experiences
throughout the day. With much excitement for the next day, she goes to bed, looking forward to
what tomorrow will bring.

212
 Chapter-2

Pronouns

2.1 Personal pronoun- he, his, his, his, his, him, he, he, his, their

Indefinite pronoun-someone, nobody, everyone…

2.2

Answers:

1. They like to play basketball.

2. Have you finished the assignment?

3. She is studying for the exam.

4. Does he help with the project?

5. He has gone to the store.

6. Is she coming to the party?

7. I enjoy swimming in the ocean.

8. Will you be late for the meeting?

9. They are going on vacation next week.

10. Has she seen my keys?

2.3

Answers:

1. John helped me with the homework.

2. Have they invited us to the party?

3. She saw him at the store yesterday.

4. Can you lend me your pen?

5. The teacher praised him for the excellent work.

213
6. Please pass me the book.

7. The cat chased the mouse, but he could not catch it.

8. He gave me a beautiful gift.

9. Let's invite them to join us.

10. I can't find her.

2.4

Once upon a time, there was a group of friends: Sarah, John, Emily, and Alex. They decided to
go on a camping trip to explore the woods near their town. Sarah brought their camping gear,
including their tents and sleeping bags. John was responsible for bringing their food, and Emily
packed her favourite board games. Alex wanted to bring his guitar to play campfire songs.

During their journey, they stopped at a river. Sarah and Emily decided to collect stones for her
rock collection, while John and Alex set up their tents. Suddenly, they heard a noise behind
them. It was a bear! Sarah shouted, "Everyone, get into your tents!"

Thankfully, the bear wandered away, and they continued their journey through the woods. As
they sat around the campfire, Emily shared her spooky stories, and Alex played his guitar,
providing music for the night. In the morning, they packed up their belongings and returned
home, sharing stories of their adventurous trip with their families.

2.5

Answers

1. I

2. he

3. she

4. we

5. they

6. he

214
7. I

8. she

9. we

10. me

11. me

12. him

13. them

14. her

15.me

2.6

Answers

1. its

2. It's

3. its

4. It's

5. its

6. It's

7. its

8. It's

9. its

10. its

215
2.7

Answers:

1. My brother and I

2. them and us

3. She, he, and I

4. her, him, and me

5. You, they, and I

216
 Chapter-3

Basic Sentence Structure & Verbs

3.1

1. a postcard=direct, us=indirect

2. the lesson=direct, the students=indirect

3. some cookies= direct, my friend=indirect

4. the painting= direct, her mother=indirect

5. a story=direct, me=indirect

6. some refreshments = direct, the guests= indirect

7. English= direct, the children= indirect

8. a job offer= direct, him= indirect

3.2

1. Intransitive

2. Transitive

3. Intransitive

4. Intransitive

5. Intransitive

6. Transitive

7. Intransitive

8. Intransitive

9. Transitive

10. Intransitive

217
3.3

MV= Main Verb

AV=Auxiliary Verb

Once in a small village of Bangladesh, there was (MV) a little boy named Kamal. He lived
(MV) in a tiny house made of bamboo with his family. Kamal's family were (MV) farmers, and
they grew (MV) rice and vegetables in their fields. Every morning, Kamal woke (MV) up to the
sound of roosters crowing. He would (AV) quickly get dressed and run outside to help his father
in the fields. His father taught (MV) him how to plant seeds in the soil and water the plants.
Kamal loved (MV) playing in the fields too. He would (AV) chase colourful butterflies and
watch the cows graze peacefully. Sometimes, he would (AV) climb the mango tree and pick ripe
mangoes with his friends. During harvest time, Kamal and his family worked (MV) hard
together. They gathered (MV) golden rice and fresh vegetables. Kamal enjoyed (MV) feeling
the rice grains in his hands and smelling the sweet scent of ripe crops. In the evenings, after a
day of work, Kamal sat (MV) with his family. They shared (MV) stories, and his mother
cooked (MV) delicious meals with fresh vegetables from their farm. Kamal loved (MV)
listening to his grandmother's tales about the village. At night, Kamal lay (MV) in his cozy bed,
thinking about the fun he had (MV) in the fields. He fell (MV) asleep with dreams of green
paddy fields and the happy laughter of his family. Kamal loved (MV) his life in the village. He
found (MV) joy in helping his family and being surrounded by the simple beauty of their farm.

3.4

Answers:

1. b) In a faraway land

2. b) Strange symbols

3. b) They held a secret

4. c) There was a different sequence

5. b) Secret messages

218
 Chapter-4

Articles & Capitalization

4.1

1. I saw a lion at the zoo.

2. She saw x lions at a zoo.

3. I have seen the lion that I saw last month.

4. I have seen the lions again before leaving the zoo.

5. He believes he is an Einstein.

6. He seems to be an Indian.

7. She has a million dollars in her bank account.

8. He owns a house.

9. The car moves at 60 miles an hour.

10. She is an intelligent girl.

11. What an incredible story!

12. I have a few books to lend.

13. There is a little sugar in the jar.

14. x Many friends joined.

15. A man is walking down the street.

16. I saw a boy skateboarding.

17. Where is the pencil I gave you last week?

18. I gave him an apple, but he lost the apple.

19. The dog is known as man's best friend.

20. The French are known for their culinary skills.

219
21. Please return the camera I lent you last month.

22. The sun is shining brightly today.

23. The Earth revolves around the Sun.

24. He lives in the United States.

25. She visited Mount Everest.

26. She swam across the Indian Ocean.

27. He climbed x Mount Kilimanjaro.

28. x Basketball is a widely played sport.

29. She studied x chemistry at university.

30. The Amazon River is the largest river in South America.

31. They visited the Great Barrier Reef.

32. They explored the Caribbean Islands.

4.2

1. We will visit the ocean next summer.

2. Last weekend, we went hiking in the Rocky Mountains.

3. Grandmother baked a delicious pecan pie.

4. My father is an engineer.

5. The sun is setting.

6. The French language has many unique aspects.

7. We are going to see the New York Times exhibition.

8. America's Independence Day is celebrated in July.

9. The chiefs are playing in the Super Bowl.

220
10. She works at the State University in town.

11. The title of the book is "The Great Gatsby."

12. Did you watch the moon landing?

13. They're visiting Forest Park Zoo next week.

14. I'll be staying at the hotel for the conference.

15. Every Wednesday is a busy day for me.

16. The seventeenth century was a time of great change.

17. We learned about the Great Depression in history class.

18. My mother made a quilt for me.

19. Are you learning the Spanish language?

20. He is a member of the Republican Party.

21. They're studying marine biology course this semester.

22. She's reading "The Old Man and the Sea."

23. The city hosted the Constitutional Convention last month.

24. Merry Christmas is in December.

25. My favourite subject is History II.

26. We are planning a trip to the Orlando Sentinel.

27. She practises Zen Buddhism.

28. Have you read "The Catcher in the Rye"?

29. The Nile is a river in Africa.

30. Did you attend the World War II lecture?

221
4.3

1. b) Flying

2. d) A soft whisper called him

3. b) Lost Boys

4. d) A villainous pirate with a hook for a hand

5. b) A treehouse

6. b) He missed his family.

7. b) He whispered his thanks.

8. c) Gratitude

4.4

Use comma where necessary

1. My favourite colours are blue, red, and green.

2. Today I woke up late, therefore, I missed the bus.
3. The concert was exciting, and the crowd was cheering loudly.
4. In the morning, we enjoy having pancakes, eggs, and orange juice.
5. After finishing his homework, Tim went outside to play with his friends.
6. Mount Everest, the highest peak in the world, is located in Nepal.
7. Sheila, a talented musician, plays the piano, violin, and flute.
8. We need to buy milk, bread, cheese, and eggs from the store.
9. On July 4, 1776 the United States declared its independence from Britain.
10. After work, he usually goes to the gym, then he goes home to relax.
11. She enjoys reading, painting, and hiking in her free time.
12. Last summer, we visited London, Paris, and Rome.
13. The weather in Florida is warm and sunny all year round.
14. Alex, a diligent student, studies hard and always gets good grades.
15. The cat is soft, fluffy and loves to play with yarn.
222
16. After finishing dinner, she took a long walk around the neighbourhood.
17. The book, which was recommended by a friend, turned out to be quite interesting.
18. My parents, David and Sarah, always support me in everything I do.
19. We watched a movie, ate popcorn, and laughed together.
20. The car broke down on the highway, so we had to call for help.

223
 Chapter 5

Adjectives

5.1

1. small
2. nearby
3. exciting
4. pretty
5. sunny
6. sweet
7. blooming
8. happy
9. big
10. old
11. soft
12. misty
13. magical
14. soft
15. shiny
16. nice
17. old
18. long
19. white
20. sparky
21. clear
22. curious
23. sweet
24. white
25. sparkly
26. sweet
27. warm

224
 28. cool
29. misty

30. friendly

31. fascinated

32. magical

33. alive

5.2

a) The old red car.

b) She found a beautiful big French painting.

c) I saw three adorable small kittens.

d) The round wooden table was expensive.

e) He bought a shiny new sports car.

f) The tall mediaeval tower.

g) She wore a beautiful red dress.

h) They live in a charming old cottage.

i) I found an interesting old book.

j) He built a sturdy wooden table.

k) We encountered a dark, frightening forest.

l) The curious little girl asked many questions.

m) He has a sleek new laptop.

n) We visited a modern art museum.

o) The quiet small village nestled in the hills.

225
5.3

a) The red car raced down the highway.

b) The majestic mountain stood tall against the sunset.

c) The small house had a garden.

d) The happy children played in the park.

e) The wide river flowed through the valley.

f) The golden sun set behind the mountains.

g) The young girl wore a dress.

h) The excited dog barked loudly.

i) The large plane landed at the airport.

j) The modern building had many windows.

k) The colourful flowers bloomed in the garden.

l) The fierce storm raged outside.

m) The patient teacher explained the lesson.

n) The sandy beach stretched for miles.

o) The entertaining movie ended.

5.4

1. This book is more interesting than that one.

2. The Pacific Ocean is deeper than the Atlantic Ocean.

3. A cheetah is the fastest land animal.

4. This problem is more complex than that one.

5. Mary is the kindest person in her family.

226
6. The Nile is longer than the Amazon River.

7. This is the most crowded city in the country.

8. Emma is the most talented of them all.

9. This exam is more difficult than last year's.

10. Sarah is the most hardworking of all the employees.

227
 Chapter 6

Adverbs

6.1

1. beautifully
2. gently
3. colorfully
4. happily
5. softly
6. gracefully
7. eloquently
8. softly
9. deliciously
10. gracefully
11. softly
12. truly
13. briskly
14. mysteriously
15. carefully
16. finally
17. gently
18. tightly
19. suddenly
20. wholeheartedly
21. joyfully
22. brightly
23. vividly
24. uniquely
25. generously

228
6.2

1. briskly (manner)
2. gently (manner)
3. increasingly (degree)
4. cheerfully (manner)
5. softly (manner)
6. quickly (manner)
7. suddenly (manner)
8. completely (degree)
9. brightly (manner)
10. anxiously (manner)
11. urgently (manner)
12. cautiously (manner)
13. diligently (manner)
14. cozily (manner)
15. timidly (manner)
16. slowly (manner)
17. warmly (manner)
18. gratefully (manner)
19. enthusiastically (manner)
20. thankfully (manner)
21. carefully (manner)
22. triumphantly (manner)
23. unlike (comparison)

6.3

1. efficiently, efficiently

2. happy, happily

3. clearly, clear

229
4. hard, hard

5. sweet, sweetly

6. calm, calmly

7. beautifully, beautiful

8. quickly, quickest

9. angry, angrily

10. simple, simple, simply

230
 Chapter 7

Preposition

7.1

1. under
2. on
3. between
4. under
5. beside
6. above
7. behind
8. on top of
9. inside
10. hanging on
11. in front of
12. above
13. under
14. between
15. next to
16. behind
17. above
18. on
19. inside
20. near

7.2

1. on
2. at

231
3. in
4. in
5. on
6. on
7. at
8. before
9. in
10. on
11. for
12. on
13. in
14. at
15. by
16. at
17. in
18. at
19. in
20. in

7.3

1. over

2. through

3. across

4. up

5. across

6. down

7. through

8. above

232
9. over

10. around

11. along

12. through

13. under

14. across

15. over

16. through

17. across

18. through

19. through

20. around

233
 Chapter 8

Sentences

8.1

1. I love hiking, but I dislike camping.

2. The sun was shining brightly, so the air was cool and crisp.
3. She is an excellent chef, but she struggles with baking.
4. The students completed their assignments, and the teacher praised their efforts.
5. I want to travel the world, but I need to save more money.
6. He enjoys playing the guitar, yet he cannot read sheet music.
7. The movie was interesting, but the ending was disappointing.
8. We can go to the park, or we can watch a movie at home.
9. She finished her project early, so she rewarded herself with a movie night.
10. The cat likes to nap in the sun, but the dog prefers the shade.

8.2

1. for
2. and
3. and
4. but
5. and
6. so
7. but
8. so
9. yet
10. and
8.3

234
1. Combined Sentence: We decided to have a picnic because the sun was shining brightly.
- Independent Clause: We decided to have a picnic
- Dependent Clause: because the sun was shining brightly

2. Combined Sentence: She arrived late for work because she missed the bus.
- Independent Clause: She arrived late for work
- Dependent Clause: because she missed the bus

3. Combined Sentence: The students worked hard because they wanted to impress their teacher.
- Independent Clause: The students worked hard
- Dependent Clause: because they wanted to impress their teacher

4. Combined Sentence: The parents tried to console the baby who was crying loudly.
- Independent Clause: The parents tried to console the baby
- Dependent Clause: who was crying loudly

5. Combined Sentence: Many residents evacuated their homes when the storm hit the coastal
area.
- Independent Clause: Many residents evacuated their homes
- Dependent Clause: when the storm hit the coastal area

6. Combined Sentence: The crew members cheered with excitement as the spaceship blasted
off into space.
- Independent Clause: The crew members cheered with excitement
- Dependent Clause: as the spaceship blasted off into space

7. Combined Sentence: The detective discovered a mysterious clue that was hidden in an old,
dusty book.
- Independent Clause: The detective discovered a mysterious clue
- Dependent Clause: that was hidden in an old, dusty book

235
8. Combined Sentence: The curious cat chased the playful butterfly that fluttered just out of
reach.
- Independent Clause: The curious cat chased the playful butterfly
- Dependent Clause: that fluttered just out of reach

9. Combined Sentence: The treasure map led them through a dense jungle where they
encountered unexpected challenges along the way.
- Independent Clause: The treasure map led them through a dense jungle
- Dependent Clause: where they encountered unexpected challenges along the way

10. Combined Sentence: The scientist conducted a groundbreaking experiment that could
revolutionise the field of medicine.
- Independent Clause: The scientist conducted a groundbreaking experiment
- Dependent Clause: that could revolutionise the field of medicine

8.4
1. Complex Sentence
2. Compound-Complex Sentence
3. Compound-Complex Sentence
4. Complex Sentence
5. Complex Sentence
6. Compound-Complex Sentence
7. Compound-Complex Sentence
8. Compound Sentence
9. Complex Sentence
10. Compound-Complex Sentence

Chapter 9

236
 Present Tenses
9.1
1. wakes
2. brushes
3. takes
4. dresses
5. eats
6. arrives
7. chats
8. studies
9. struggles
10. meets
11. plays
12. practices
13. returns
14. does
15. helps
16. watches
18. eat
19. talk
20. reads
21. sets
22. does

9.2
1. are building
2. are running
3. are crashing
4. is spreading
5. is swimming
6. are relaxing

237
7. is playing
8. is taking
9. are flying
10. is watching
11. is passing
12. are setting
13. are surfing
14. collecting
15. is shining
16. is turning
17. are packing

9.3
1. have embarked
2. have explored
3. discovered
4. has found
5. have captured
6. have stumbled
7. have located
8. have searched
9. unearthed
10. have returned
11. have created
12. experienced
13. have brought
9.4
1. has been experiencing
2. has been creating
3. has been admiring
4. has been capturing

238
5. has been finding
6. watching
7. has been reading
8. immersing
9. has been embracing
10. have been enjoying
11. have been providing

Chapter-10

239
 Past Tenses
10.1
1. lived
2. woke
3. headed
4. worked
5. cultivated
6. damaged
7. did not lose
8. sought
9. worked
10. returned
11. gathered
12. provided
13. cherished
14. found

10.2
1. was working
2. was calling
3. were preparing
4. was filling
5. were arriving
6. was playing
7. were dancing
8. were chatting
9. were setting up
10. was watching
11. were illuminating
12. were being
13. was echoing

240
14. was feeling

10.3
1. had already started
2. had made
3. had you been
4. had worked
5. had found
6. had gone
7. had gone
8. had forgotten
9. had ordered
10. had already arrested

10.4
1. had been playing
2. had been waiting
3. had been knocking
4. had been hiking
5. had been simmering
6. had been practising
7. had been running
8. had been cleaning
9. had been losing
10. had been studying

Chapter-11

241
 Future Tense
11.1
1. will commence
2. will have
3. will begin
4. will start
5. will follow
6. will be
7. will deliver
11.2
1. will be
2. will be working
3. will be preparing
4. will be researching
5. will be
6. will be listening
7. will be ringing
8. will not be finishing
9. will be
10. will be realising

Chapter 12

242
 Subject-verb Agreement

12.1

(B) are

(B) fill

(A) is

(A) creates

(A) is

(A) poses

(B) are

(A) creates

(A) is

(A) is

(A) is

(A) plans

(A) is

(B) were

(B) share

(A) has been

(A) celebrates

(A) is

(A) is

(A) is

243
(A) remains

12.2

1. discovered
2. filled
3. needed, greeted, embarked
4. rolled up
5. spread, rallied, joined, became, echoing
6. shared, became, repaired, became, bound
7. reached, was donating, reached, awaited
8. arrived, burst, displayed, flooded, celebrating
9. became, ignited, wove
10. endure

12.3

1. Willowbrook, castle, were, preserve

2. volunteers, cultural, worked, contributed
3. began, delicious, gathered
4. entertaining, captivating
5. proved, residents, heritage
6. Willowbrook, castle, were, preserve
7. volunteers, cultural, worked, contributed
8. began, delicious, gathered
9. entertaining, captivating
10. proved, residents, heritage

Chapter-13

244
 Modal Auxiliary Verbs

13.1

1. could

2. Could, might

3. might, could

4. shall, Shall

5. might

6. May

7. could

8. might

9. Shall

10. must

11. could

12. will

13. might

14. may

15. will

16. Would

17. may

18. will

19. must

20. might

13.2

245
1. may have

2. could have

3. might have

4. should have

5. should have

6. might have

7. could have

8. should have

9. should not have

10. should have

11. could have

12. might have

13. might have

14. need not have

15. should have

16. would not have

17. would have

18. should not have

19. might have

20. should have

Chapter-14

246
 Conditionals

14.1

1. mix, get

2. drops, turns

3. waters, thrive

4. is, cook

5. add, sweetens

14.2

1. rains, will stay

2. studies, will pass

3. will go, is

4. calls, will help

5. invite, will attend

14.3

1. were, would fly

2. won, would travel

3. would go, were

4. had, would

5. listened, would not be

14.4

1. had invited, would have attended

2. had known, would not have been

247
3. had not rained, would have had

4. had studied, would have passed

5. had called, would have helped

14.5

1. rains, will take

2. will visit, travel

3. studies, will ace

4. had known, would have attended

5. had been, would not have enjoyed

6. will not go, is

7. were, would make

8. won, would study

Chapter-15

248
 Verbal

15.1

1. to sing

2. to exercise

3. to visit

4. to start

5. to travel

6. to understand

7. to help

8. to compose

9. to navigate

10. to invest

15.2

1. reading

2. visiting

3. organising

4. collecting

5. taking

6. making

7. wining

8. learning

9. understanding

10. spending

249
15.3

1. painted

2. excited

3. broken

4. completed

5. baked

6. confusing

7. inspiring

8. exhausted

9. amazing

10. frightened

15.4

1. infinitive

2. participle

3. gerund

4. infinitive

5. gerund

6. participle

7. gerund

8. gerund

9. gerund

10. infinitive

250
11. participle

12. infinitive

13. gerund

14. gerund

15. participle

16. gerund

15.5

1. to practise

2. understanding

3. awe-inspiring

4. visiting

5. for helping

6. restored

7. to postpone

8. never to break

9. devoting

10. to communicating

11. forgotten

12. adopting

13. accomplishing

14. to postpone

15. to face

251
16. inspired

Chapter-16

252
 Voice

16.1

1. will be opened

2. had already been put up

3. had not been found

4. was renovated

5. be sold out

6. will be prepared

7. will not be completed

8. will have been constructed

9. will be solved

10. was received

11. sent out

12. was not won

13. were not

14. been composed

15. had already been erected

16. will have been completed

17. was not submitted

18. be baked

19. has not been delivered

20. not followed

253
16.2

1. may have been misplaced

2. should have been completed

3. would have been resolved

5. should have been cancelled

6. could have been submitted

7. would have been found

8. should have been communicated

9. could have been avoided

10. should have been answered

Chapter-20

254
 Wordlist

Academic- একাডেমিক

Accommodation- বাসস্থান

Accompany- সঙ্গী

Acquire- অর্জন

Acquired- অর্জিত

Activism- সক্রিয়তা

Adequate- পর্যাপ্ত

Adjective- বিশেষণ

Adventure-অ্যাডভেঞ্চার

Adverb- ক্রিয়াবিশেষণ

Aesthetic- নান্দনিক

Aforementioned- পূর্বোক্ত

Alienate- বিচ্ছিন্ন করা

Alleviates- উপশম করে

Allocate- বরাদ্দ

Ambitious- উচ্চাকাঙ্ক্ষী

Analyze- বিশ্লেষণ করুন

Application- আবেদন

Appositive- প্রযোজ্য

Appropriate- যথাযথ

Argued- তর্ক করেছেন

255
Argument- যুক্তি

Artistic- শৈল্পিক

Arts- কলা

Ascending- আরোহী

Aspect- দৃষ্টিভঙ্গি

Assess- মূল্যায়ন

Assign- বরাদ্দ করুন

Assignment- অ্যাসাইনমেন্ট

Attribute- বৈশিষ্ট্য

Authentic- প্রামাণিক

Behalf- পক্ষ থেকে

Beyond- তারপরেও

Bias- পক্ষপাত

Biodiversity- জীববৈচিত্র্য

Brief- সংক্ষিপ্ত

Burnout- পোড়াইয়া সম্পূর্ণ ধ্বংস করা

Calculate- হিসাব করুন

Capacity- ক্ষমতা

Carbon footprint- কার্বন পদচিহ্ন

Cardiovascular- কার্ডিওভাসকুলার

Career- কর্মজীবন

Categorize- শ্রেণীবদ্ধ করুন

Cause- কারণ
256
Certainty- নিশ্চয়তা

Characteristic- চারিত্রিক

Clarify- স্পষ্ট করুন

Clarity- নির্মলতা

Classroom- শ্রেণীকক্ষ

Climate- জলবায়ু

Coherent- সুসঙ্গত

Coherently- সুসঙ্গতভাবে

Collaborate- সহযোগিতা করুন

Colleague- সহকর্মী

Communicate- যোগাযোগ করুন

Communication- যোগাযোগ

Compelled- বাধ্য

Complexities- জটিলতা

Comprehension- অনুধাবন

Compromise- আপস

Conclude- উপসংহার

Conflicts- দ্বন্দ্ব

Congestion- যানজট

Connectivity- সংযোগ

Consequence- পরিণতি

Conservation- সংরক্ষণ

Consider- বিবেচনা
257
Consist- গঠিত

Constrained- সীমাবদ্ধ

Consumer- ভোক্তা

Consumption- খরচ

Contribute- অবদান

Conversation- কথোপকথন

Convey- বহনকরা

Convincing- বিশ্বাসী

Cornerstone- কর্নারস্টোন

Correspondence- চিঠিপত্র

Creativity- সৃজনশীলতা

Criteria- নির্ণায়ক

Critical- সমালোচনামূলক

Cultural- সাংস্কৃতিক

Culture- সংস্কৃতি

Curb- প্রতিবন্ধক

Currency- মুদ্রা

Cybersecurity- সাইবার নিরাপত্তা

Data- তথ্য

Debate- বিতর্ক

Deduce- অনুমান করা

Define- সংজ্ঞায়িত করুন

Delicate- উপাদেয়
258
Demonstrate- প্রদর্শন

Derive- আহরণ

Descriptive- বর্ণনামূলক

Designate-মনোনীত করুন

Despite- সত্ত্বেও

Destination- গন্তব্য

Determine- নির্ধারণ করুন

Determiner- নির্ধারক

Device- যন্ত্র

Dialects- উপভাষা

Dialogue- সংলাপ

Dietary- খাদ্যতালিকাগত

Differentiate- পার্থক্য করা

Digital- ডিজিটাল

Dimensions- মাত্রা

Diminish- কমানো

Diploma- ডিপ্লোমা

Discrete- বিচ্ছিন্ন

Discriminate- বৈষম্য

Dissemination- প্রচার

Diversity- বৈচিত্র্য

Download- ডাউনলোড করুন

Economy- অর্থনীতি
259
Ecosystem- ইকোসিস্টেম

Embracing- আলিঙ্গন

Emerged- উদিত

Emphasize- জোরদিন

Employment- কর্মসংস্থান

Empowerment- ক্ষমতায়ন

Endanger- বিপন্ন

Endeavors- প্রচেষ্টা

Enhances- উন্নত করে

Ensure- নিশ্চিত করা

Entity- সত্তা

Entrepreneur- উদ্যোক্তা

Environment- পরিবেশ

Equality- সমতা

Essence- সারাংশ

Evaluate-মূল্যায়ন করুন

Evident- স্পষ্ট

Examine- পরীক্ষা করা

Exclamation- বিস্ময়

Exclude- বাদদিন

Executive- কার্যনির্বাহী

Exercise- ব্যায়াম

Exhibit- প্রদর্শনী
260
Exotic- বহিরাগত

Expand- বিস্তৃত করা

Expenditure- ব্যয়

Explain- ব্যাখ্যা করা

Explicit- স্পষ্ট

Exploration- অন্বেষণ

Expression- অভিব্যক্তি

Extent- ব্যাপ্তি

Extinction- বিলুপ্তি

Extracurricular- বহির্ভূত বিলুপ্তি

Facilitates- সুবিধা দেয়

Factor- ফ্যাক্টর

Fatigue- ক্লান্তি

Features- বৈশিষ্ট্য

Flourish- বিকশিত

Formulate- প্রণয়ন

Fostering- লালনপালন

Function- ফাংশন

Fundamental- মৌলিক

Gateway- প্রবেশপথ

Generate- তৈরি করুন

Graduation স্নাতক

261
Grasp- আঁকড়ে ধরে

Habitat- বাসস্থান

Harmonious- সুরেলা

Harness- কাজে লাগান

Health- স্বাস্থ্য

Heed- মনোযোগ

Heritage- ঐতিহ্য

Hospitality- আতিথেয়তা

Human rights- মানবাধিকার

Hypothetical- প্রকল্পিত

Identify- শনাক্ত করুন

Illustrate- চিত্রিত করা

Imminent- আসন্ন

Immunity- রোগপ্রতিরোধ ক্ষমতা

Imparts- প্রদান করে

Imperative- অনুজ্ঞাসূচক

Imply- বোঝানো

Inadequate- অপর্যাপ্ত

Incentive- প্রণোদনা

Income- আয়

Incorporate- নিগমবদ্ধ

Incorporating- অন্তর্ভুক্ত করা

Indicate- নির্দেশ করুন

262
Infer- অনুমান করুন

Inflation- মুদ্রাস্ফীতি

Infrastructure- অবকাঠামো

Inherent- সহজাত

Inhibit- দমনকরা

Initial- প্রাথমিক

Initiatives- উদ্যোগ

Injustice- অবিচার

Innovate- উদ্ভাবন

Intangible-অধরা

Intended- অভিপ্রেত

Interaction- মিথষ্ক্রিয়া

Interface- ইন্টারফেস

Interpret- ব্যাখ্যা করুন

Interview- সাক্ষাৎকার

Investment- বিনিয়োগ

Involves- জড়িত

Irrelevant- অপ্রাসঙ্গিক

Itinerary- ভ্রমণপথ

Job market- চাকরির বাজার

Journey- যাত্রা

Judiciously- বিচক্ষণভাবে

Justify- ন্যায্যতা
263
Lecture- বক্তৃতা

Leveraging- লিভারেজিং

Lexical- আভিধানিক

Literature- সাহিত্য

Maintain- রক্ষণাবেক্ষণ

Manipulate- হেরফের

Marginal- প্রান্তিক

Market- বাজার

Maternity- মাতৃত্ব

Media- মিডিয়া

Melodies- সুর

Mental health- মানসিক সাস্থ্য

Mere- মেরে

Method- পদ্ধতি

Mitigating- প্রশমন

Modify- পরিবর্তন করুন

Narrate- বর্ণনা করুন

Navigate- নেভিগেট করুন

Negligible- নগণ্য

Norm-আদর্শ

Nutrition- পুষ্টি

Objective- উদ্দেশ্য

264
Obliged- বাধিত

Occupation- পেশা

Occur- ঘটে

Occurrence- ঘটনা

Optimal- সর্বোত্তম

Orient- প্রাচ্য

Origin- উৎপত্তি

Overemphasized- অত্যধিক জোর দেওয়া

Paramount- প্যারামাউন্ট

Participate- অংশগ্রহণ

Pave- পাকা

Perceive- উপলব্ধি করা

Performance- কর্মক্ষমতা

Perspective- দৃষ্টিকোণ

Persuasion- প্ররোচনা

Phenomenon- ঘটমান বিষয়

Pollution- দূষণ

Poverty- দারিদ্র

Preceded- পূর্ববর্তী

Precedence- অগ্রাধিকার

Predict- ভবিষ্যদ্বাণী

Prejudice- কুসংস্কার

Prescription- প্রেসক্রিপশন
265
Preserve- সংরক্ষণ করুন

Prevalent- প্রচলিত

Prevent- প্রতিরোধ

Principle- নীতি

Prioritize- অগ্রাধিকার দিন

Probability- সম্ভাবনা

Professional- প্রফেশনাল

Proficiency- দক্ষতা

Profit- লাভ

Profoundly- গভীরভাবে

Prohibit- নিষেধ

Promote- প্রচার করুন

Proportion- অনুপাত

Qualify- যোগ্যতা

Quote- উদ্ধৃতি

Rational- যুক্তিসঙ্গত

React- প্রতিক্রিয়া

Realm- রাজত্ব

Reaped- কাটা হয়েছে

Recession- মন্দা

Recycling- পুনর্ব্যবহার

Rehabilitation- পুনর্বাসন

Relevance- প্রাসঙ্গিকতা
266
Reliant- নির্ভরশীল

Relies- নির্ভর করে

Renewable- নবায়নযোগ্য

Represent- চিত্রিত করা

Require- প্রয়োজন

Research- গবেষণা

Resignation- পদত্যাগ

Resilience- সহনশীলতা

Resolve- সমাধান করুন

Resulting- ফলাফল

Retain- ধরে রাখা

Salary- বেতন

Sequence- ক্রম

Sightseeing- দর্শনীয় স্থান

Signify- বোঝান

Simultaneously- একই সাথে

Social Issues- সামাজিক বিষয়

Socializing- সামাজিকীকরণ

Software- সফটওয়্যার

Solely- এককভাবে

Soothing- প্রশান্তিদায়ক

Souvenir- স্যুভেনির

Sparked- স্ফুলিঙ্গ
267
Species- প্রজাতি

Specify-উল্লেখ করুন

Speculative- অনুমানমূলক

Stereotype- স্টেরিওটাইপ

Subsequent- পরবর্তী

Substances- পদার্থ

Sufficient- যথেষ্ট

Summarize- সারসংক্ষেপ

Surge- ঢেউ

Sustainability- স্থায়িত্ব

Sustaining- টেকসই

Symptoms- লক্ষণ

Tangible-মূর্ত

Tapestry- ট্যাপেস্ট্রি

Tend- ঝোঁক

Therapeutic- থেরাপিউটিক

Tolerance- সহনশীলতা

Tourism- পর্যটন

Tourist- পর্যটক

Tradition- ঐতিহ্য

Travel- ভ্রমণ

Treatment- চিকিৎসা

268
Tutor- গৃহশিক্ষক

Unified- সমন্বিত

Upgrade- পদোন্নতি ঘটানো

Urbanization- নগরায়ন

Vitality- প্রাণশক্তি

Well-being- মঙ্গল

Wellness- সুস্থতা

Whether- কিনা

269