Government of Tamil Nadu

REFRESHER COURSE MODULE

2021-2022

10
ENGLISH

Department of School Education

ii
 Index

S.NO CONTENT Page No.

Fundamental Language Skills 1-15
Refresher Course Module
1 Prepositions 16
2 Degrees of Comparison 19
3 Gerunds and Infinitives 23
4 Modals – I (Must, Must not, Can, Could) 26
Modals - II
5 30
(May, Might, Need not, Should/Ought to/Have to)
6 Simple Tenses 33
7 Continuous Tenses 37
8 Perfect Tenses 42
9 Perfect Continuous Tenses 47
10 Reading Comprehension 51
11 Connectors 55
Voices (Active to Passive - Simple present, Simple
12 58
past)
Voices (Active to Passive - Present continuous, Past
13 61
continuous, Present perfect, Past perfect)

Voices (Active to Passive - Simple Future, Future

14 63
Perfect and Imperatives)

15 Voices (Passive to Active) 66

16 Determiners 69
17 Reported Speech (Statement) 72
18 Reported Speech (Interrogative) 76
19 Reported Speech (Imperatives, Exclamatory) 78
20 Writing Skill 81

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iv
 Fundamental Language Skills

1 Picture Reading

Learning Outcome :
• Associating words with body parts and naming body parts seen in the pictures.
Teacher Activity:
• Teacher points out to some of the body parts.
• The teacher shows pictures of body parts to the students and names them.

- Nose - Eyes
- Ears

• Students point out to them and say the name of the body parts.
• Teacher repeats the name of the body parts.
• Students repeat after him/her.
(Note to the Teacher: Teacher can focus on the names of class room things too.)
Student Activity: Find and label it!
Teacher provides a set of flash cards of body parts to students and asks them to
label them.

1
Assessment
Observe the pictures and name them

_______________ _______________ _______________

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 2 Write Simple Words

Learning outcome:
• Writing simple words like fan, hen, etc.
Teacher activity:
• Teacher creates the missing letter picture cards.
• As the cards are shown, students name the pictures.
• Students write the missing letters.

A E B O N T
Student activity:
• Teacher prepares word cards and picture cards.
• Students are divided into two groups.
• One group has the pictures and another group has the words.
• Teacher says a word aloud.
• The students who have the picture and word will come to front of the class.
• Students write down the words in their notebooks.
Assessment
Observe the pictures and write their names.

-------------- -------------- --------------

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 3 Self Introduction

Learning Outcomes:
• Talking about self/situations/pictures in English.
Teacher activity:
• Teacher introduces himself/herself.
I am Arun.
My father’s name is Ravi.
My mother’s name is Rani.
My brother’s name is Hari.
My sister’s name is Pavi.
• Students are encouraged to introduce themselves in the same manner.
Students activity:
• The teacher places some masks of birds and animals on a tray.
• The teacher divides the classroom into two groups.
• The teacher asks one group to take a mask and wear it.
• Now the other group describes the bird or animal.
• Each student says one line about the bird or animal.
Example:
I am an elephant.
I am black in colour.
I have four legs.
I have a long trunk.
Assessment
Look at the picture and answer the questions .
1. Who is Arun’s father? Rani
Ravi Arun
2. Who is Hari and Arun’s sister?
3. What is the name of Arun’s brother?

Hari Pavi

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 4 Comprehension

Learning Outcomes :
• Responding to comprehension questions related to stories and poems, in home
language or English or sign language, orally and in writing (phrases/ short sentences)
Teacher Activity:
• The teacher reads out a short passage/story aloud twice.
• The students listen to the teacher.
• The teacher asks a few questions based on the passage /story and checks the
comprehension of the students.
Example: Kavya has a new bicycle. It is bright red and shiny. It was a gift from
her uncle. He hid it behind a bush to surprise her. When Kavya looked behind the
bush and saw the bicycle, she jumped in joy. It was just what she wanted. She gave her
uncle a big hug. She loves her new bicycle, and she loves her uncle.
1. What color is the bicycle?
2. Who gifted her the bicycle?
3. Where was it hidden?
Student Activity:
• Students are paired into two.
• One student introduces about himself/herself in a few sentences.
• The other students listens with attention.
• After introducing, the student who introduced asks questions.
• The student who listened will answer the questions.
• Similarly, students say about their hobbies or daily routine and ask questions related
on it. This way the comprehension of the students is checked.
Assessment
Read the passage and answer the questions.
My kite
My name is Daisy. I have 10 colorful kites. I am flying red kite. My kite is flying
higher than my brother’s kite. My father is teaching me how to fly a kite.
1. How many kites does Daisy have? ___________
2. Which colour kite is Daisy flying? ___________
3. Who is flying kites with Daisy? ___________

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 5 Expressing Opinions and
Asking Questions

Learning outcomes:
• Expressing verbally her or his opinion and asks questions about the characters,
storyline, etc., in English or home language.
Teacher Activity:
• The teacher narrates a few moral stories and the students listen.
• For example, ‘The hare and the tortoise’, ‘The thirsty crow’, ‘The lion and the mouse’
and ‘The dove and the ant’.
• Teacher helps the children to identify the characters and sequence of the events in a
story by asking simple questions.
• The teacher also asks the opinion of the students about the characters in the story.
• For example, “Which character do you like the most? Why?”, “What is your opinion
about the ‘hare/tortoise/ant/ dove/lion/mouse etc.,.
Student Activity:
• The teacher narrates / reads out a story and the students listen.
• The students are divided into two groups.
• Students of group 1 ask questions based on the story and students of group 2 answer
and vice-versa.
Assessment
Observe the picture story and answer.

1. Who took a nap?

2. Who won the race?
3. Which animal should win the race in your opinion?

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 6 Naming words (Nouns), Pronouns,
Describing words- (Adjectives)

Learning outcome:
• Using nouns such as ‘boy’, ‘sun’ and prepositions like ‘in’, ‘on’, ‘under’, etc. Teacher
Activity 1:
• Using pronouns related to gender like ‘his/her/, he/she, it’ and other pronouns like
‘this/that’, ‘here/there’ ‘these/those’ etc.
• Using simple adjectives related to size, shape, colour, weight, texture such as ‘big’,
‘small’, ‘round’, ‘pink’, ‘red’, ‘heavy’, ‘light’, ‘soft’ etc.
Teacher Activity -1
• The teacher uses the classroom objects to help students name them, and make them
understand what a name is .

• The teacher asks the students to look around the classroom and name the objects.

• Then explains - “ Noun is the naming word , which we use to name the people,
place, birds, animals and things.

Teacher Activity-2:

‹‹ Teacher describes that pronoun is a word that substitutes for a noun or a noun phrase.

‹‹ Teacher shows a chart of pronouns which illustrates different pronouns.

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 ‹‹ Teacher differentiates between Nouns and their Pronouns.
Teacher Activity: 3
• The teacher shows some pictures to the students.

• The students have to name the pictures.

• Then, the teacher asks them some questions based on the pictures
Example: Is the elephant big or small?
Is the fruit bag heavy or light?
• Different questions are asked using the pictures.
• The teacher highlights the ‘describing words’ such as ‘heavy’, ‘red’, ‘tall’, ‘short’, ‘light’,
‘round’ and explains about ‘Adjectives’.
Student Activity -1:
• Play the alphabet game using nouns.

• Teacher writes the letters in pieces of paper and puts them in a box.

• Ask the students to take one paper at a time.

• For example, if the letter ‘D’ is picked, the student says the nouns starting with the
letter ‘D’.

Student activity : 2 Circle game

• Students have to bring objects that they have with them or from the classroom.
• They stand in a circle.

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• They are to describe about the object they have using any adjective, such as tall,
short, big, small, thick, round, sharp, red, thin, blue and so on.
Assessment
1. Circle the noun.
a) the small lion it of

b) where pineapple
what are this

c) was were Mumbai long out

d) vaigai where an there this

2. Fill in the blanks.

i) She is a girl. _______(His/Her) name is Vimala.

ii) Raju is a boy. ________ (He /She)is my neighbour.

iii) He is a boy. ________ (His/Her) name is Kavin.

iv) Mala is a girl. ------------------ (His/Her)is my relative.

v) She is Mala. ________ (His/Her) friend is Kamala.

3. Complete the sentences using suitable adjectives.

The is ....................

The is ...................

The is .....................

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 7 Action words and Tenses

Learning Outcome:
• Identifying kinds of nouns, adverbs; differentiating between simple past and
simple present verbs.
• Using meaningful grammatically correct sentences to describe and narrate
incidents; and for framing questions.
Teacher Activity:
The teacher explains the forms of verbs.
Example:
Present Past Past partici- Present partici-
ple ple
Go/ goes Went Gone Is going
The teacher explains Past, Present and Future continuous tenses adopting
situational approach and gives examples.
Example:
Past continuous tense Present continuous tense Future continuous tense
I was writing a letter at I am writing a letter now. I will be writing a letter by
5 o’clock yesterday. this time tomorrow.
Student Activity:
The class is divided into three teams. A member from the first team has to say
a sentence in past continuous tense. A member from the second team has to retell
the sentence in present continuous tense. A member from the third team has to say
the same sentence in future continuous tense.
Assessment:
Pick out the correct answer from the options provided.
1. Koushik __________________ bicycle yesterday. (was riding / were riding)
2. I __________________ in a bus by this time tomorrow.(will be travelling /a
m travelling)
3. I __________________ in the ground now.(am playing /was playing)
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 8 Vocabulary Development

Learning outcomes:
• Using vocabulary related to subjects like Mathematics, EVS, relevant to class III.
• Writing dictation of words/phrases/sentences
Activity- 1:
The teacher shows the chart which contains Kitchen related words with
pictures. Then he/she explains the meaning of the word with proper pronunciation
and asks the students to say the names of objects they have seen in their kitchen.
Activity- 2:
Students are divided into 2groups.Teacher encourages the students to make a
list of words for the given topics. Example: (i) School (ii) Family . The group which
completes the task with more words is rewarded.
Assessment:
1. Identify and circle the correct word for the given picture.

i) ii)

Ladle / strainer Ladle / strainer

2. If someone steals a valuable thing from you, where will you go and complain?

Hospital Police station Post office Library

3. Write any five words related to your school.

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 9 Simple Conversation

Learning Outcome:
• Responding appropriately to oral messages / telephonic communication.
Teacher Activity:
The teacher interacts with the students with simple day-to-day questions and
conversation.Then the teacher asks different questions seeking answers.
Eg. Good morning students !, What did you have for breakfast? / How many
idlis did you eat?
What is your favourite colour? / Who is your favourite actor? and so on.
Student Activity:
The teacher gives simple situations to students for telephonic conversation.
The students are given structures for simple conversation. They take turns and
practice telephonic conversation using the given structures.
Assessment:
1. Frame questions in the correct order.
i) a May tell I story?
ii) I song sing a can?
2.Write any five ‘Wh’ questions on your own.
3.Complete the telephonic conversation using the clue box.
Thankyou Bye Where How Hello Okay

David : _! This is David here.
Shiva : Hey David!_ are you?
David : I’m fine,.
Shiva : ___________________ are you going this weekend?
David : I’m going to visit the museum.
Shiva : Let’s go to gether.
David : See you.

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 10 Responding to Instructions

Learning Outcome:
• Acting according to the instructions given in English.
Teacher Activity:
• The teacher gives some instructions to the students. The students act according
to the instructions. Example: All of you sit down,Write fast, Come to the black
board., Clap your hands and Form a queue.
• Then the teacher writes some of the everyday instructions on a piece of paper
and rolls it. All the lots are put into a box and kept on the teacher table. Now the
class is divided into two groups namely ‘A’ and ‘B’. Every student from each group
has to take a lot, after seeing the lot he/she has to act as per the instruction, and
the opposite team has to identify and say the instruction.
Example: Keep Silence, Draw a circle, Put this piece of paper in the dust bin,
Go out, and Raise your hands.
Student Activity
The class is divided into small groups. Each Group is given a Topic for writing
instructions.They discuss in groups and write instructions related to the topic.
Example:
1. Class room instructions
2. Covid – 19 safety measures
3. Personal Hygiene
Assessment:
1. Draw a flower with seven petals. Write a day of the week on each petal.
Colour each petal differently.
2. Write any two instructions for personal hygiene.
3. Write any two instructions for road safety.

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 11 Framing Sentences

Learning Outcomes:
• Using meaningful grammatically correct sentences to describe and narrate
incidents; and for framing questions.
• Using nouns, verbs, adjectives and prepositions in speech and writing.
Teacher Activity: 1
The teacher shows a picture and writes a few sentences She encourages the
students to say a few sentences describing the picture.

Teacher Activity: 2
• The teacher displays a few pictures of action words like ‘dance’, ‘read’, ‘write’, ‘jump’,
sing’, swim’, etc
• Picks one picture (dance) and says, “I can dance.”
• Then points to a girl and says, “She can dance”; points to a boy and says, “He can
dance”. Then, the teacher asks a student, “What can you do?”
• That student picks a picture card and says a sentence in the similar pattern, “I
can________”. She/ he /you/we/they can_____”
• All students repeat this sentence pattern and frame simple sentences.

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Student Activity: 1
• The teacher displays pictures of various professionals like carpenter, farmer,
policeman, teacher and so on.
• The teacher picks one picture and gives a sample demonstration. For example, the
teacher says “I am Rani. My father is a farmer.”
• The teacher then questions a student from group A, “Who are you? What does your
father do?”
• That student answers “I am Sheela. My father is a driver” and questions another
student in group B.
• This goes on until all students are able to frame simple sentences.
Example:
The boys are playing.
A girl rides a bicycle.
Student Activity: 2
The teacher gives a few word strips to the children. They are asked to frame
simple sentences using word strips.
Example:
A am I doctor. – I am a doctor.
Assessment
1.Circle the Action verb in the given sentences.
1. The sharks swim in the ocean.
2.Complete the given sentences.
My name is ______________.I am Studying in ____________.
3. Compose any 3 simple sentences from the table.

He
can
She

i) __________________ ii) __________________ iii) ________________

4.Write two sentences about your school.

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 Refresher Course Module

1 Prepositions

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
TEACHER ACTIVITY: 1
The teacher keeps the ball in different positions on the table and asks the students to answer the
questions like ‘Where is the ball now?’
The teacher elicits answers like ‘The ball is on the table’ and explains ‘Prepositions’ in detail as
follows.
A preposition is a word that is placed before a noun or pronoun to show its relationship with
other words in a sentence. Its kinds are prepositions of time, prepositions of place, prepositions
of movement.
I. Prepositions of time: (in, on, at, since, for, during)
They indicate when a particular event happened.
II. Prepositions of place: (in, on, between, behind, under, over, near)
They indicate a location.
III. Prepositions of movement: (to, into, towards, through)
They indicate movement.
The teacher gives some examples.
Since and for:
‘Since’ is used to refer to a particular point of time.
Example: I have been studying since morning.
‘For’ is used to refer to the particular period of time.
Example: I have been working here for 4 years.
During and in:
Both are used to describe the actions that happen in a particular period of time.
Example: I will visit the zoo during the holidays.
I will visit the zoo in the holidays.
Between and among:
‘Between’ is used when there are two elements. It refers to two things which are clearly separated.
Example: Our house is between the mountain and the sea.

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 ‘Among’ is used when there are more than two elements. It talks about things which are not
clearly separated because they are part of a group or crowd or mass of objects.
Example: The stream is hidden among the trees.
TEACHER ACTIVITY: 2
The teacher asks the students to match the Columns A and B and to make meaningful sentences,
then find the types of prepositions in these sentences.

1. She went to the market a) on Monday.

2. He was born b) in the evening to buy vegetables.

3. The function starts sharply c) by tomorrow.

4. The student will finish the homework d) for 2 days.

5. It was raining continuously e) during the summer holidays.

6. We went to Ooty f) at 4 pm tomorrow.

STUDENT ACTIVITY: 1
The teacher shows a picture and writes some sentences on the black board and asks the students
to fill in the blanks with prepositions:
Example:

(On, in, beside, under, in front of)

The girl is sitting ____ a bench.
There is a ball ___ her lap.
Her red bicycle is ____ the bench.
We can see grass _____ the bench.
There is a yellow basket _____ her bicycle.
STUDENT ACTIVITY: 2
The teacher divides the class into teams of four members and gives them 10 prepositions. The
prepositions to be practiced on the board are: on, in, under, in front of, into, above, behind, at,
below, between. The teacher writes some sentences on the blackboard and asks the students to
come and fill in the blanks using the prepositions.

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ASSESSMENT:
I. Fill in the blanks with the correct prepositions:
1. Would you like to go _____ the cinema tonight?
2. No, thanks. I was _____ the cinema yesterday.
3. There is a bridge _____ the river.
4. Come _____ the sitting room, we want to watch TV.
5. Ooty lies above 3000 meters _____ the sea level.
II. Choose the correct preposition:
1. I ate idly and sambar ______ (on/for) breakfast today.
2. He threw the paper plane ______ (above/across) the room.
3. She sits _____ (beside/within) her friend in the class room.
4. The watch Malathi wore was a gift _____ (from/on) her aunt.
5. The boat sailed _____ (over/in) 100 miles.
III. Complete the story with suitable prepositions from the box:
(down, into, for, in, from, through, on, of, to, by, at)
Dean Swift was a witty writer ______ the 18th century. One day one ____ his friends sent him
a present _____ a servant. This boy had often been ___ such errands before, but he never got
a tip ___ Dean. The servant walked ___ Dean’s house, knocked __ the door and said rudely,
“Here is a present my master has sent you”. “Young man,” said Dean, “This is not the way ____
deliver a present. Let me give you a lesson_____manners.
IV. Fill in the blanks with suitable prepositions:
1. Meena has achieved a lot in her life but she cannot be given the credit (i) ……all that she
boasts (ii) ….
2. Sandwiches are snacks made (i) ……. bread and some filling (ii) …… it.
3. Th
 ere is a playground (i) ……… our house where children play (ii) ………… the evening.
4. The program begins (i) ……… an hour and I have to be there (ii) ……. 6 p.m.
5. The class was divided (i) …… two groups and each group had (ii) …… vote a leader (iii)
…… themselves who would represent them (iv) …… the class debate (v) …..the annual
function.
V. Match the entries in list 1and list 2 to form complete sentences:
List 1 List 2
1. I can’t write a)after the vacation.
2. His dad and mom will leave b)for the kids.
3. This is a valley c)unless he works hard.
4. You should buy some toys d)with this gel pen.
5. Prabhu will not get the award e)between two hills.

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 2 Degrees of Comparison

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc

TEACHER ACTIVITY:
The teacher explains the three degrees of comparison as follows.

1. Positive degree:
The Positive degree of an adjective states the characteristics of the noun.
(e.g ) Suresh is a clever boy.

2. Comparative degree:
The Comparative degree is used when two things (or two sets of things) are compared.
(e.g) Vinoth is younger than Vijay.

3. Superlative degree:
The Superlative degree is used when more than two things are compared.
(e.g) Jupiter is the biggest planet in the solar system.
The teacher uses the picture and asks the students to frame sentences in three degrees.

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TEACHER ACTIVITY: 2
The teacher explains the transformation of sentences from one degree to others as follows:

Type 1: Comparing two things

Positive to comparative and comparative to positive are possible in this type.

Positive Degree Comparative Degree

As + adj + as
Not +comparative form of adj + than

Not + so + adj + as Comparative form of adj+ than

Examples:
1. Arun is as tall as Ravi. (Positive)
Ravi is not taller than Arun. (Comparative)
2. A donkey is not so strong as a horse. (Positive)
A horse is stronger than a donkey. (Comparative)

Type 2:
Positive Comparative Superlative
Comparative form of adj+
No other … The + superlative form of adj
than any other

Example:
No other leader is so great as Gandhi. (Positive)
Gandhi is greater than any other leader. (Comparative)
Gandhi is the greatest leader. (Superlative)

Type 3:
Positive Comparative Superlative

Comparative form of adj+ One of the + superlative form

Very few …as + adj + as
than many other /most other of adj

Example:
Very few trees are as big as Banyan. (Positive)
Banyan is bigger than many other trees. (Comparative)
Banyan is one of the biggest trees. (Superlative)

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STUDENT ACTIVITY: 1
The teacher distributes some flash cards on which adjectives are written in all the three forms
(positive, comparative, superlative). The students have to read out the adjectives, they should
say the degree and have to frame a sentence using that adjective. All the students will do this
activity.

Example:
Fat - Anusiya is a fat girl.

Bigger - My bag is bigger than yours.

Biggest - 999 is the biggest three-digit number.

STUDENT ACTIVITY: 2
The teacher divides the students into two groups and gives a question card to each group.
A student from each group should go around the class and find out the answers for those
questions. The student who gets the answers first is the winner of this game.

QUESTION CARD
1. Who is the most intelligent student in the class?
2. Who are all shorter than Amudha?
3. Who has the longest hair in the class?
4. W
 ho is the most popular person in sports in the
classroom?
5. Who are all taller than Nithya?

ASSESSMENT:

I Fill in the blanks with other degrees of the adjectives:

Positive Comparative Superlative

farther
many
prettiest
stronger
important

II Fill in the blanks with correct form of degrees:

1. New York is one of the ________________ (large) towns in the world.

2. A dictionary is _______________ (heavy) than a pocket book.

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 3. In summer, the nights are ________________ (short) than the days.

4. E mail is the _____________ (fast) means of communication.

5. Sara is the ___________(smart) girl in our class.

III Compare two objects and write it in sentence:

1. Fruits – sweets (healthy)

2. March – June (cold)

3. English – German (Difficult)

4. City – Town (big)

5. Mango - Apple (sweet)

IV Compose Positive, Comparative and Superlative sentences using the clues and
the pictures given:

Ajay Saran Arun

V Change the sentences into the other degrees:

1. Hurricanes are as dangerous as Tornadoes.

(Change into comparative degree)

2. Very few Indian languages are as ancient as Tamil.

(Change into superlative degree)

3. Asia is the largest continent.

(Change into positive degree)

4. Akbar was greater than many other rulers of India.

(Change into superlative degree)

5. Gold is costlier than Silver. (Change into positive degree)

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 3 Gerunds and Infinitives

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
TEACHER ACTIVITY: 1
The teacher explains Gerunds and its uses in sentences as follows.
GERUNDS:
‹‹ A Gerund is a verbal noun that ends in –ing and functions as a noun.
‹‹ Gerund functions as the subject of a sentence.
‹‹ Gerund functions as the direct object of a sentence.
‹‹ Gerund functions as the subject complement of a sentence.
‹‹ Gerund functions as the object of the preposition of a sentence.
The teacher asks the students to write about their hobbies. The students write their answers in
their notebooks. The teacher asks the students to say their hobbies one by one.
Example:
Ravi : Singing is my hobby.
Senthil : Writing stories is my hobby.
TEACHER ACTIVITY: 2
The teacher explains Infinitives and its uses in sentences as follows.
INFINITIVES
‹‹ The infinitive is often called as ‘to verb’.
‹‹ Infinitives function as a subject in a sentence.
‹‹ Infinitives function as a direct object in a sentence.
‹‹ Infinitives function as a subject complement in a sentence.
‹‹ Infinitives function as an adjective in a sentence.
‹‹ Infinitives function as an adverb in a sentence.
The teacher divides the blackboard into three sections. At the top of the first column, she writes
the word ‘to play.’ She writes ‘to cook’ at the top of the second column and ‘to eat’ at the top
of the third column. Then she divides the class into three teams and assigns one column to
each team. She instructs the teams to write as many sentences as possible using their assigned
infinitive. After a few minutes, the teacher invites a representative from each team to write his
or her team’s sentences on the board under the appropriate column. The teacher checks the
sentences for the accurate usage of infinitives. Example: Mani likes to play for the team. I love
to cook with my mom. Maaran likes to eat pizza.
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STUDENT ACTIVITY: 1
The teacher shows some pictures and asks the students to write sentences using gerund. The
students look at them and write down the answers in their note books.

Example:
Mother finds joy in preparing food for her family.
Dr. Kalam improved his knowledge by reading books in his spare time.
The boy excelled at drawing pictures.
STUDENT ACTIVITY: 2
The teacher gives a list of time indicators to the students that allow them to say what they
want, like, intend, etc. to do at those times. For example, a student with the indicator twice a
week may say or write: Twice a week, I like to play football with my friends.
The teacher can guide the students with expressions as given below.
zz I want to...
zz I like to...
zz I intend to...
zz I prefer to...
Through the answers from the students, the teacher explains that infinitives may function as a
direct object in a sentence.
The teacher asks the students to take their note books. The teacher writes the question ‘What
is your ambition in life?’ on the black board. The students write the answer and read. The
expected answer is ‘My ambition is to become a doctor/engineer/lawyer/teacher’.
Through the sentences given by the students, the teacher explains how infinitive may function
as a subject complement in a sentence.
ASSESSMENT:
I. Identify the sentences with gerund:
1. a. Don’t forget coming to school early tomorrow.
b. Don’t forget to come to school early tomorrow.
2. a. I don’t mind to do the washing up.
b. I don’t mind doing the washing up.
3. a. She loves to travel to other countries.
b. She loves travelling to other countries.
4. a. Please stop making noise. The baby is sleeping.
b. Please stop to make noise. The baby is sleeping.

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 5. a. My brother enjoys to exercise at the gym.
b. My brother enjoys exercising at the gym.
II. Fill in the blanks with gerunds:
1. My friend really enjoys ______ books and magazines.
a) reads b) reading c) read d) has read
2. _____ enough sleep is very important for a healthy life.
a) get b) gets c) getting d) got
3. Children hate _____ on weekends and holidays.
a) study b) studies c) studied d) studying
4. I think that _____ a second language is fun.
a) learning b) learnt c) learn d) learns
5. _____ along the beach is a great way to relax.
a) walked b) walking c) walks d) walk
III. Choose the correct verb from the box and write the suitable form of gerunds:
Ski, watch, smoke, swim, clean

1. _____ is injurious to health.

2. He is fond of_____.
3. She hates _____ dirty dishes.
4. Last summer she went _____ in Switzerland.
5. Kavi loves _____ TV, but she has no television.
IV. Fill in the blanks with infinitive forms of the verbs given in the brackets.
1. What would you like ___________ (study) in class?
2. What do your parents often tell you ___________ (do)?
3. Is English difficult or easy ___________ (learn)?
4. When do you expect _____ (get) a job?
5. I have come ______________ (see) you.
V. Combine together the following pairs of sentences by using infinitives:
1. Hema went to England. She wanted to learn English.
2. Every cricket team has a captain. He leads other players.
3. Jahir went to Agra. He wanted to visit the Taj Mahal.
4. She visits the poor. She is anxious to relieve them of their sufferings.
5. Ravi purchased a gift. He wished to present it to his friend.

25
 Modals - I
4
(Must, Must not, Can, Could)

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc

TEACHER ACTIVITY: 1
The teacher explains the use of ‘must’ and ‘must not’ in the sentences as follows.
zz ‘Must’ is used to express strong obligation.
zz ‘Must’ is used to express logical conclusion.
zz ‘Must’ is used to express certainty. (say 95%)
zz ‘Must not’ is used to express prohibition.
a. The teacher shows some pictures and asks the students to look at them. Then he/she asks the
students to come out with their own sentences.

Example: Sarala has toothache. She must consult a dentist.

Toothache Passport A Flat Tyre A Hungry Dog

b. The
 teacher shows some signs to the class. She asks them what it means.
The students say, “No Smoking.” The teacher asks them to elaborate in a full sentence. This
may elicit the answer – “You can’t smoke” or something to that effect. Then the teacher asks the
students how they could make the sentence stronger in meaning. This prompts them to give
the answer “You must not smoke”.

TEACHER ACTIVITY: 2
The teacher explains the use of ‘can’ and ‘could’ in the sentences as follows.
zz ‘Can’ is used to express ability.

26
 zz ‘Can’ is used for permission.
zz ‘Can’ is used to express possibility.
zz ‘Could’ is used to express ability in the past.
zz ‘Could’ is used to ask for permission in a polite way.
zz ‘Could’ is used to express possibility.
The teacher divides the students into pairs and writes some questions (like Can you swim? Can
you play Football? Can you climb trees? Can you cook? Can you draw? Can you play Kho-
kho?) on small papers and gives each student a paper. The student reads the paper and then
takes it in turns to ask his/her partner as ‘Can you...?’ e.g. ‘Can you swim?’ If the partner replies
‘Yes, I can swim’, the student finds out when he/she was first able to do it by asking ‘When could
you first do this?’ The partner replies and the student asks suitable follow-up questions. e.g.
‘Where did you learn to swim?’ Afterwards, the student gives feedback to the class on what he/
she found out about his/her partner, e.g. ‘Mohan can swim. He could first do this when he was 5
years old. He learnt to swim at the river’, etc.

STUDENT ACTIVITY: 1
a. The teacher makes the students understand where to use ‘must’ in sentences. The teacher
asks the students to match the first part of the sentence with its second part.

1. He didn’t pass the test, a) it must have a virus.

2. The teacher didn’t arrive, b) his patient must be very ill.
3. They are wearing woolen clothes, c) he must be sad.
4. This computer is very slow, d) there must be traffic.
5. The doctor looked worried and sad, e) it must be cold there.

b. The teacher makes the students frame sentences using the clues given. The students have to
use ‘must’ in their sentences.
1. obey- parents
2. follow –traffic rules.
3. silent – library.
4. tell- truth

STUDENT ACTIVITY: 2
The teacher divides the students into pairs and shows some pictures. The students should look
at the pictures. The teacher asks them to explain about the effects of the situations given in the
pictures using ‘could’.
1. Heavy Rain 2. Junk Food 3. Rash Driving 4. Wasting Water

27
Example: Heavy rains could result in floods.
ASSESSMENT:
I Fill in the blanks using must/must not:
1. We have a lot of work tomorrow. You ____ be late.
2. You ___ tell anyone what I told you. It is a secret.
3. He ____ be over seventy, he was born in 1940.
4. Children ___ tell lies. It is a bad habit.
5. You can borrow my new dress. But you ___ get it dirty.
6. We ____catch the train because it is the last one tonight.
7. We _____ wear our school uniform.

II Match the sentences with the pictures:

You must not take junk food. It is not good for health.

You must not shout here.

It is scorching hot, you must drink a lot of water.

A driver must give way when a pedestrian has moved on to a Zebra

Crossing.

28
 No one must cross the police line.

There is a danger ahead. You must not go the place.

III Read the sentences given below and choose the correct answer:
1. Ram is 17 years old, he _____ drive a car.
a) could b) can c) couldn’t d) can’t
2. My mother _____ play the harmonium well when she was young.
a) could b) can c) couldn’t d) can’t
3. I _____ play right now. I have a terrible headache.
a) could b) can c) couldn’t d) can’t
4. The boy screamed loudly, but no one _____ hear him.
a) could b) can c) couldn’t d) can’t
5. Kala _____ speak 5 languages.
a) could b) can c) couldn’t d) can’t
IV Complete the sentences with the correct forms of ‘Can’ or ‘Could’:
1. I ____ go to the birthday party last night because I was sick.
2. ____ your mother cook Chinese food?
3. ______ you see the moon last night?
4. Most dinosaurs walked on land, but some _____ swim or fly.
5. Excuse me. I ______ hear you right now. The music is too loud.

V Match the sentences with the meanings:

Sentences Meanings
1. Raja can play the violin. a. Asking for permission: More polite
2. Can I use this phone for a moment? b. No Permission
3. You can’t park here. c. Possibility
4. Could you pass me the salt, please? d. Asking for Permission
5. We can meet him in the evening. e. Ability: Present

29
 Modals - II
5 (May, Might, Need not, Should/
Ought to/have to)

LEARNING OUTCOMES:
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
TEACHER ACTIVITY: 1
The teacher explains the use of ‘may’ and ‘might’ in the sentences as follows.
zz ‘May’ is used to express possibility/probability.
Example:
a. Varun may return home tomorrow.   
b. He practiced hard. He may be tired.  
zz ‘May’ is used to ask for permission.
Example:
a. May I take your pen?
b. May we come a bit later?
zz ‘May’ is used to give permission.
Example:
a. You may take my pen.
b. You may leave the class now.
zz ‘Might’ is used to ask permission in a polite manner.
Example:
a. Might I raise a question?
b. Might I leave the meeting now?
zz ‘Might’ is used to express weaker possibility/probability.
Example:
a. I am so tired. I might come there tonight.
b. It’s quite bright. It might not rain today.
The teacher gives a situation to the students. “You are in the middle of strangers. You want the
following things that are shown in the pictures.” Now the teacher asks the students to discuss
in groups and come with answers. Example: Might I use your laptop?

TEACHER ACTIVITY: 2
The teacher explains the use of ‘need’ ‘need not’, ‘should, ‘ought to’ and ‘have to’ in the sentences
as follows.

30
 zz ‘Need’ is used to express the necessity.
zz ‘Need not’ is used to express lack of necessity and absence of obligation.
zz ‘Should’/ ‘ought to’ / ‘have to’ is used to express 50% of obligation.
zz ‘Should’/ ‘ought to’ / ‘have to’ is used to express advice.
zz ‘Should’/ ‘ought to’ / ‘have to’ is used to express logical conclusion.
The teacher makes the students practice expressing necessity by talking about the need for
certain items in different situations. The teacher writes the situations on the board. The students
imagine that they will go to each place mentioned on the board. The students jot down the
items they need. They think of the items they need to take and need not take to that place. The
students then write a sentence for each item in their note book using ‘I need to take...’, ‘I need
not take...’, or ‘I needn’t have taken...’ Afterwards, the students discuss whether they need to take
the items or not. When everyone has finished, there is a class feedback session to discuss the
students’ answers.
Example: I need to take towel. I need not take my laptop.
zz You go to beach.
zz You go to a place of worship.
zz You go to a book/toy fair.
zz You go to bank.
zz You go to a tourist spot.
STUDENT ACTIVITY: 1
The teacher asks the students to bring any 10 objects and asks the students to place each of
them in separate bags. Some can be easy to guess by touching - like spoon, pen, etc. and some
can be more difficult to guess. Example: a small toy in strange shape. By touching, the student
should write down what might be in the bag.
If it is easy to guess, the student says, “A pen is in the bag.” Or “A pen may be in the bag.”
If it is difficult to guess, he/she says, “A toy might be in the bag.”
STUDENT ACTIVITY: 2
The teacher gives some pictures and asks the students what to do in such situations.
The students sit in groups and discuss the answers. One student from each group presents their
answers.

Ex: I should call the fire service.

_________________________________________________

_________________________________________________

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 The teacher assigns the roles of various professionals to each student. Each student comes to
the front and tells something related to their duty as a professional. The students can come with
as many sentences as possible.
Example: Traffic Police – You should cross the road carefully.
You should wait for the green signal to cross the road.
ASSESSMENT:
I. Choose the right answer from the options:
1. My friends are going to a party tonight, _____ I go with them, please?
a) may b) may not c) might d) might not
2. They thought that they_____ come later.
a) may b) may not c) might d) might not
3. He ____ be late because his flight was delayed.
a) may b) may not c) might d) might not
II. Complete the conversation using modals (may/might):
Amala : Where is Jane?
Kamala: She _____ have missed her train I am afraid.
Amala : She said she _____ go on a shopping tomorrow.
Kamala: If only she had written her exams well, she _____ be able to go out.
Amala : She said that she had done it well, so she _____ go out.
III. Choose the correct option:
1. It’s almost nine. You ____ catch the bus now.
a) need b) need not c) will d) have to
2. My friend _____ stop eating fatty foods.
a) need b) ought to c) need not d) ought not to
3. There is a fire in the kitchen. What ____ we do?
a) should b) need not c) should not d) need
IV. Match the following:
1. May I use your bicycle? - expresses duty or obligation
2. She might win the prize - lack of necessity
3. You are quite well now.
You need not take any medicine - asking for permission
4. We should obey the laws. - weaker possibility
V. Use the given modal verbs to complete the sentences:
(should, shouldn’t, ought to, ought not to, have to, need not)
1. In case of illness, you _____ consult a doctor.
2. Students _____ revise their lessons regularly.
3. The children have been walking for a long time. They _____ be very tired.

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 6 Simple Tenses

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
Teacher Activity: 1
The teacher explains tenses as follows. Tenses demonstrate the time of an action in a sentence
usually performed by or received by the subject of the sentence. The teacher explains, there are
three tenses and twelve time references in English. The tenses of a verb tell us when the action
is, was, or will be done.
The three main tenses are
(i) Present Tense
(ii) Past tense
(iii) Future tense
Before explaining tenses, the teacher reinforces the concept of pronouns.

Subject Personal pronoun Singular/ Plural

I First person Singular
We First person Plural
You Second person Singular / plural
He Third person Singular
She Third person Singular
It Third person Singular
They Third person Plural

I. Simple Present Tense:

Simple Present Tense is used–
To express universal truths - Ex: The Sun rises in the East.
To express habitual actions - Ex: We come to school at 9’0’ clock daily.
To express planned future action - Ex: The CM visits our city tomorrow.
To express general truths - Ex: Magnet attracts iron.
For instructions & directions - Ex: Open the packet and pour the milk.
In live commentary - Ex: The ball crosses the boundary line.
To introduce quotations - Ex: Keats says, “A thing of beauty is a joy forever.”
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Form of Simple Present Tense:
I, We, You, They + main verb (v1)
He, She, It + main verb + ‘s” or “es”
Clue words for Simple Present tense:
daily, every day / week / month / year, frequently, often,
sometimes, rarely, seldom, never etc.

II. Simple Past Tense:

Simple past tense is used to describe a completed activity that happened in the past. In other
words, it started in the past and ended in the past. Ex: I went to Mumbai last week.
Form of Simple Past Tense:
I, We, You, They, He, She, It + Past form of the main verb (V2)

Clue words for Simple Past tense:

Yesterday, last night/ week / month / year, etc.

III. Simple Future Tense:

It is used to express –
a. the action that will happen in future. - Ex: India will win the match.
b. the action that will happen as a fact. - Ex: I will be fifteen next Sunday.
Form of Simple Future Tense:
I, We, + shall+ main verb (v1)
You, We, He, She, It + will + main verb (v1)

Clue words for Simple Future tense:

tomorrow, next week/month/year etc.

TEACHER ACTIVITY: 2
a. The teacher asks the students to say their daily activities.
Example:
I get up at 6am every day.
I brush my teeth at 6.30am.
I take bath at 7.00 am.
I study my lessons from 7.30 to 8.30 am.
I take my breakfast at 8.35am.
I come to school at 9.00am.
I rarely come to school late.
34
 b. The teacher divides the class into two groups and divides the black board into two partitions
using a chalk and writes on the one side ‘A’ and on the other side ‘B’. Then the teacher gives
present form of a verb and one student from ‘A’ group has to come forward and write its
Past form. Then, she gives another verb to group ‘B’, one student from ‘B’ group has to come
forward and write its Past tense form. If they make mistakes, the teacher will correct them
and give enough practice for changing the present form of verbs to past form.
c. The teacher divides the class into two groups and says “Tomorrow” then a student from a
group tells a sentence using the word ‘tomorrow’ in simple future tense. “I will go to Mumbai
tomorrow”. If the teacher says “next week”, a student from another group tells a sentence
using the phrase, “We will write the exam next week.” All the students will get chances to
frame sentences using simple future tense.
STUDENT ACTIVITY: 1
The teacher divides the class into two groups and asks seven of the students to form a ring and
names them I, We, You, They, He, She, It. Then the teacher gives a ball to them. They have
to throw the ball to someone in the round. If ‘We’ gets the ball, a student from the rest of that
group has to stand and say a sentence in simple present tense starting with the pronoun ‘we’.
E.g. We play every day. If ‘I ‘gets the ball, another student from the group has to say a sentence
in simple present tense starting with the pronoun ‘I’. – e.g. I read newspaper daily and the
game goes on till the students practice well.
STUDENT ACTIVITY: 2
The teacher shows a series of pictures related to the story ‘The Greedy Farmer and the Golden
Duck’ and asks the students to fill in the blanks with past form of the verbs given in the brackets
to complete the story.

Once a farmer had a duck. It…………. (lay) a golden egg every day. The farmer ………… (sell)
the eggs and ………. (become) rich. He …………(live) happily. One day the farmer…………
(think), if he opens the duck’s stomach, he ………... (can) get more golden eggs. The greedy
farmer …….(cut) the duck’s stomach. Alas! He ……………. (find) only one egg. The duck
………. (die).The farmer ……….(cry).
STUDENT ACTIVITY: 3
The teacher divides the class into two groups. One group has to give a sentence in simple
present tense; the next group has to change the same sentence into simple future tense. The
same procedure should be followed for all the students in the group and vice-versa. The group
which gives more correct sentences will be the winner.
Example:
I play tennis everyday- I shall play tennis tomorrow.

35
ASSESSMENT:
I. Give the Past Tense of the following:
1. Speak
2. Sing
3. Finish
4. Fail
5. Play
II. Give the other tense forms:
S.No Simple Present Simple Past Simple Future
1 arrive …………… …………..
2 ……….. ………….. shall/will reach
3 …………… drove ………….
4 cut ………….. …………….
5 …………….. ran …………..

III. Identify the tenses:

1. I played cricket yesterday. _____________________________
2. Soban goes to school daily. ____________________________
3. It rained an hour ago. _________________________________
4. He drinks milk every morning. __________________________
5. I shall call him tomorrow. ______________________________
IV. Fill in the blanks with correct tense forms:
1. I ………………………. (lose) the book yesterday.
2. The bus often ………………………………. (come) late.
3. My uncle ………………………. (stay) in our house last week.
4. We ……………………………. (go) to Madurai next week.
5. Barking dog seldom ……………..( bite )
V. Rewrite as directed:
a. Vinoth is a doctor. (Change into simple past and simple future tenses)

b. She washed her car. (Change into simple present and simple future tenses)

c. I will write novels on different topics. (Change into simple present and simple past tenses)

d. I wrote my homework yesterday (Change into simple present and simple future tenses)

e. Rajesh is my friend (Change to simple past and simple future tenses)

36
 7 Continuous Tenses

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc

TEACHER ACTIVITY: 1
The teacher explains that continuous tenses denote the action that has already started but still
progressing and not completed. Continuous tenses can also be called as “Progressive tenses.”
The three continuous tense forms are:
1. Present continuous tense
2. Past continuous tense
3. Future continuous tense
1. Present Continuous Tense:
It is used to
a. Describe the action happening at the moment of speaking.
Ex: I am listening to the music now.
b. Express planned future action.
Ex: We are going to beach next week.

Form of Present Continuous Tense:

I + am+ verb + ing
You, we, they + are + verb + ing
He, She, It + is + verb + ing

Clue words for Present Continuous tense:

At present, now, at the moment etc.

The teacher asks some questions in present continuous tense.

Example:
The teacher asks, “What am I doing?” and starts singing.
The students say, “You are singing.”

37

What are you doing? What is he doing?
We are writing He is reading.
TEACHER ACTIVITY: 2
The teacher explains that past continuous tense is used to describe an ongoing action in the
past.
Ex: I had been running.

Form of Past Continuous Tense:

I, He, She, It + was+ verb + ing
You, we, they + were + verb + ing

Clue words for Past Continuous tense:

While, when, during etc.

The teacher shows some pictures and asks questions in past continuous tense. Then the teacher
elicits the answers from the students in past continuous tense.

Example:

Teacher: What were the girls doing?

Students: The girls were buying dresses.
Teacher: What was the man doing?
Students: The man was eating at the hotel.

TEACHER ACTIVITY: 3
The teacher explains that future continuous tense is used to express an ongoing action in the
future.
Ex: I will be writing the examination tomorrow.
38
Form of Future Continuous Tense:
I, We + shall be + verb + ing
You, He, She, It, They + will be + verb +ing

Clue words for Future Continuous tense:

by this time tomorrow/next week/month, by the end of

this week/ month/ year etc.

The teacher shows an invitation card and asks questions in future continuous tense. The
students answer in future continuous tense.

Example:

Teacher: What do you see in the picture?

Students: An invitation.
Teacher: Whose wedding will be happening on 28th June?
Students: Rahul and Ankita’s wedding will be happening on 28th June.
Teacher: Who will be attending their marriage?
Students: All the relatives and friends will be attending their marriage.

39
STUDENT ACTIVITY: 1
The teacher shows sets of pictures. In each set, the first picture is hidden completely. And in
the second picture, the action is shown partially. Then the teacher asks questions related to the
pictures.

Example:
What is she doing? Guess.
She is eating.
What is he doing? Guess.
He is swimming.

STUDENT ACTIVITY: 2
The teacher shows some pictures of tourist spots. The teacher gives a passage and asks the
students to fill in the blanks using past continuous tense.

Example:

Last Sunday we went on an excursion to Kanyakumari. On the way we ………. (enjoy) many
natural scenery. The sun rise was as if the sun ………. (rise) from the sea. The waves of the sea
………………. (roar). People ………. (walk) here and there. People ……… (buy) things in
crowd. We ……. (play) on the shore. I ……………. (wonder) at the sun setting in the sea.

STUDENT ACTIVITY: 3
The teacher asks the students to imagine in groups about a future holiday and describe using
future continuous tense.

Example:
We will be playing cricket by this time tomorrow.
I shall be visiting Ooty by this time next week.

40
ASSESSMENT:
I Fill in the columns with the suitable form of the tenses:
Pronoun Present continuous Past continuous Future Continuous
I shall be+verb+ing
We were+verb+ing
You are+verb+ing
He will be+verb+ing
It is+verb+ing

II Identify the tense:

1. They were buying vegetables.
2. Why are you crying?
3. You are blowing balloons.
4. I am drawing now.

5. We shall be learning.

III Fill in the blanks with appropriate tense form:

1. We______(cut) vegetables now.
2. While I ______(cross)the road I saw a snake.
3. The students ___________ (write) the monthly test next week.
4. She watched TV when it ___________ (rain).

5. My father _____(work)in the new office by next year.

IV Change the following sentences into past continuous tense:

1. You are using my mobile phone now.
2. My dad is washing his car.

3. The students are having lunch in the canteen.

V Complete the following sentences using future continuous tense:

1. We ________________________________________________ tomorrow.
2. Next week at this time I __________________________________________.
3. Rajendran ___________________________________________________ tonight.

41
 8 Perfect Tenses

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
TEACHER ACTIVITY: 1
The teacher explains that Present perfect tense is used to
1. denote unfinished actions or states or habits that started in the past and continue to the
present.
Ex: She has lived in India for three years.
2. denote the actions or events that happened sometime during a person’s life.
Ex: They have visited Paris three times.
3. denote the actions that happened in the recent past but its effect is in present.
Ex: I have lost my keys.
4. denote the actions happened in the immediate past.
Ex: The girl has given a speech just now.
Form of Present Perfect Tense:
He, She, It + has+ past participle (V3)
I, You, we, they + have + past participle (V3)

Clue words for Present perfect tense:

Just now, since, for, yet, already etc.

The teacher uses the classroom objects and classroom situation for making the students
understand present perfect tense.
Example:
Teacher : Have you got pencils, Pavi?
Pavi : Yes, I have got pencils.
Teacher : Has Prem taken an eraser, Rani?
Rani : Yes, Prem has taken an eraser.
Teacher : Have they got their books, Balu?
Balu : Yes, they have got their books.

42
 Things we use
in school

TEACHER ACTIVITY: 2
The teacher explains that Past perfect tense is used to
1. denote an action completed before a certain moment in the past.
Ex: I had seen him two years before.
2. show the actions happened earlier when two actions happened in the past.
Ex: Ramani had completed her work before Sheeba arrived.
Form of Past Perfect Tense:

I, You, We, He, She, It, They + had + past participle (V3)

In order to make the students understand that “When two actions happened, past perfect
tense is used to show the first completed action”, the teacher shows some pictures and elicits
responses from the students.
Example:
The train had left the station before we reached the station.
The rain had stopped before we went out.

Teacher Activity: 3
The teacher explains that Future perfect tense is used to denote the actions that will surely be
completed by a certain time in the future.
Example:
We will have completed the work by the end of this month.

43
Form of Future Perfect Tense:

I, You, We, He, She, It, They + will have + past participle (V3)

The teacher shows some pictures and gives practice to the students in making sentences in
future perfect tense.
Example:
The waiter will have brought the food before they arrive.
The movie will have begun before 7pm.

STUDENT ACTIVITY: 1
The teacher shows some pictures and asks the students to answer in present perfect form.
The teacher encourages the students to come out with both positive and negative forms.
Example:
Teacher: Have you eaten a pine apple cake?
Sam : Yes, I have eaten a pine apple cake.
Harish : No, I have not eaten a pine apple cake.

a. The teacher divides the class into four groups and gives pictures of some historical places.
They have to discuss and ask questions starting with “Have you ever….’’and also they have
to give answer with present perfect tense having “have/has + past participle’’
Example:
Stu 1: Have you ever been to the Tajmahal?
Stu 2: Yes, I have been to the Tajmahal.

44
STUDENT ACTIVITY: 2
The teacher writes some clues on the black board and asks the students to frame sentences in
Past perfect tense.

Meeting- meeting hall, thief- police, shop –closed,

train- station, etc.

Example:
The meeting had started before we reached the meeting hall.
STUDENT ACTIVITY: 3
The teacher gives pictures of some works that is in progress and the students have to frame
sentences using future perfect tense.
Example:
I shall have completed the course by this time next year.

ASSESSMENT:
I Give the “Have” forms of the following:
Pronoun Present Perfect Past Perfect Future Perfect
I Have+ V3 ……………… ……… have+V3
She ………….. Had+V3 ……… have+V3
You Have+V3 …………….. ……… have+V3
It …………… ………………. will have+V3
They Have+V3 ………………. ………. have+V3

II Identify the Tenses.

1. I have drawn the picture.
2. You had closed the window.
3. The birds had flown away.
4. They will have selected the players next year.
5. The merchant has sold his car.

45
III Fill in the blanks with correct Perfect Tense form.
1. Hurrah! We …………..(win) the match.
2. They ……… (leave) the place just now.
3. I …………..(do) my exercise when Hari came to see me.
4. He ………………. (complete) his M.A. by next year.
5. I ………………. (see) him five years before.
6. They ………………. (know) me for a long time.
7. Our guest ……………….. (arrive) before we reach the home.
8. I ……………… (do) all that you need.
9. He ……………… (live) in this house since 1999.
10. She …………… (post) the letter before he came home.
IV Choose the correct perfect tense form:
1. I have been working all afternoon and ___________just finished the assignment.
a) have b) had been c) shall be d) am 
2. Rohan __________ the movie before he read the review.
a) watches b) have watched c) had watched d) was watching 
3. He __________ in the States but he still does not have a command over the English language.
a) have been living b) has been living c) has lived d) living 
4. By next month, we shall __________ the project.
a) has completed b) completing c) completed d) have completed
5. Every boy and girl __________ the class today.
a) has attended b) is attended c) have attended d) had attended
V Use the correct form of the verbs given in brackets to complete the passage given
below.
Bank clerk : Could you give me some proof of your identity?

Lady : No, I have not brought it. I (a) ……… ( have) an account here for twenty-five
years.

Bank clerk : I (b) …… ( know), Madam. But the bank ……. (lose) a lot of money lately
through fake accounts. The manager (d) …… (make) new regulations and He
(e) …… (tell) to check the proof of identity for all account holders, no matter
how long we (f) …… (know) them.

46
 9 Perfect Continuous Tenses

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc

TEACHER ACTIVITY: 1
The teacher explains that Present perfect continuous tense is used
1. to denote an action which began at some time in the past and is still continuing in the
present.
Ex: It has been raining since morning.
2. to denote an action already completed which is an explanation of something.
Ex: Why are your clothes wet? –I have been watering the garden.

Form of Present Perfect Continuous Tense:

I, You, We, They + have been + verb + ing
He, She, It + has been + verb + ing

Clue words for Present Perfect Continuous tense:

Since, For etc.

The teacher shows some pictures and makes the students say some sentences in present perfect
continuous tenses.
Ex: We have been living in this house since 2015.
The boy has been sleeping for two hours.
I have been studying in this school for 3 years.

47
TEACHER ACTIVITY: 2
The teacher explains that Past perfect continuous tense is used to denote an action that began
before a certain period of time in the past and continued up to that period of time.
Ex: When Mr. Gopal came to our school in 2005, Mr. Arjun had been teaching English for two
years.
The police had been searching the thief for 3 years before they arrested him.

Form of Past Perfect Continuous Tense:

I, We, You, They, He, She, it, had + been + verb + ing

The students will be provided with flash cards having a verb and a noun. For e.g. on one side of
the flash card it will be written Chennai and the other side of the card it will be written as live,
Marina beach– enjoy, play- Football, etc. The students have to frame sentences using the verbs
and the nouns given.

Example:
They had been living in Chennai for 5 years when I met them.

TEACHER ACTIVITY: 3
The teacher explains that Future Perfect Continuous Tense is used for actions which will be in
progress over a period of time in future.

Example:
I will have been working in this company for 10 years by next November.

Form of Future Perfect Continuous Tense:

I, We, You, They, He, She, it + will have been + verb +ing

The teacher divides the class into groups and allots one year for each group and the students
will work in groups and write sentences in future perfect continuous tense and read it in front
of the class.

Example:
a. Mr. Anderson will have been attending our course for a year by 2024.
b. I will have been practicing the piano for two years by 2023.
c. How long will you have been learning English by 2025?
d. How long will you have been living in this city by 2022?
e. Sam will have been living with us for five years by 2027.

48
STUDENT ACTIVITY: 1
The teacher asks the students to frame sentences using the clue words given.
Place - clean - 3 hours
School - study - 2017
Village - live - 10 years
Pen - write - 4 hours
Cycle - use - 2010

STUDENT ACTIVITY: 2
The teacher asks one student to come to the front of the class and mime a daily activity while
others keep their eyes closed. On the teacher’s signal that student freezes in a pose and the
other students open their eyes. The whole class then guesses what the student had been doing
before they opened their eyes.

Example:
He had been cleaning the classroom.

STUDENT ACTIVITY: 3
The teacher gives some clues to the students and asks them to construct sentences in future
perfect continuous tense using the clues.
Ramu- sleep-two hours-noon
They- play-three hours- 5 p.m.
We-study-college-three years-2024

Example:
Ramu will have been sleeping for two hours by noon.

ASSESSMENT:
I Give the other Perfect Continuous Tense forms:

Pronoun Present Perfect Continuous Past Perfect Continuous Future Perfect Continuous

I have been + V + ing ……have been+ V + ing

They had been+ V + ing ……have been+ V + ing
You have been+ V + ing ……have been+ V + ing
Sam had been+ V + ing ……have been+ V + ing
Dolly has been+ V + ing ……have been+ V + ing

49
II Fill in the- blanks using Present Perfect Continuous Tense ...

Tenses - Present Tense

1. Gowtham ________ (learn) piano since 2015.

2. We ________ I(Stay) in Finland for the past five years.

3. The kids _______ (play) in the garden since tnorning.

4. Shyam ________ {do) yoga recently.

5. We _______ (ask) for a new laptop for a long tinte.

III Identify the Tense:

1. They have been living in this village since 2015.
2. You had been working in this company for five years before I came here.
3. Sneha will have been working in the company for two months by the end of next month.
4. Pooja has been waiting for a whole day.

5. He had been attending our class for two years.

IV Fill in the blanks with suitable Perfect Continuous Tense:

1. She ………….. (watch) the sky since 6 pm.

2. Rani ……………..(paint) the scenery for the past one hour.

3. They…………(construct) the building for five years before its completion.

4. We ………………..(wait) for the bus for the past two hours.

5. She………. (live) in the house for ten years by 2022.

V Rewrite as directed: (Change into past perfect continuous & future perfect
continuous)
1. Ramu has been going to the morning walk.

2. Kavitha has been spending too much money.

3. They have been eating healthy food.

4. We have been watching sports.
5. Raji has been studying the whole day.

50
 10 Reading Comprehension

LEARNING OUTCOMES :
‹‹ Reading aloud and reciting poems/prose with proper stress, pause, tone, and intonation.

‹‹ Reading with comprehension the given text/materials employing strategies like skimming,
scanning, predicting, previewing, reviewing and inferring.

‹‹ Reading silently with comprehension and interpreting layers of meaning.

‹‹ Reading literary texts for enjoyment/pleasure and comparing, interpreting and appreciating
characters, themes, plots, and incidents and giving opinion.

‹‹ Reading poems, stories, texts given in Braille; graphs and maps given in tactile/raised material;
interpreting, discussing, and writing with the help of a scribe.

TEACHER ACTIVITY: 1
The teacher explains that, reading comprehension is the ability to process text, understand its
meaning, and to integrate with what the reader already knows. The teacher explains how to
answer the comprehension questions with the use of the following table.

Question words Answer should focus on the following

What Things, action word
When Time
Where Place
Why Reason
Who Person (living /non-living things)
Whom Person
Whose Person
How Characters/qualities
How many In figures/numbers
How much In amount
How far / How long Distance
The teacher makes the students sit in pairs and asks them to read the given comprehension
passage silently.
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A hare was very popular with the other animals who all claimed to be her
friend. But one day she heard the hounds approaching and hoped to escape
with the help of her friends. “What are friends for,” she asked herself, “if
not to help out in time of need?” Furthermore, most of her friends were
big and brave, so at least one should be able to help. First, she went to the
horse and asked him to carry her away from the hounds on his back. But
he declined, stating that he had important work to do for his master.” I feel
sure,” he said, “that all your other friends will come to your assistance.”
Then She applied to the bull and hoped that he would repeal the hounds
with his horns. The bull replied, “I am very sorry, but I have an appointment
with a lady. However, I feel sure that our friend the goat will do what you
want.” The goat, however, feared that his back might be harmed if he took
her upon it. The ram, he felt sure, was the proper friend to apply to. So, she
went to the ram and told him the case. The ram replied, “Another time, my
dear friend. I do not like to interfere on the present occasion, as hounds
have been known to eat sheep as well as hares.” The hare then applied, as
the last hope, to the calf, who regretted that he was unable to help her. He
did not like to take the responsibility upon himself, as so many older persons
had declined the task. By this time the hounds were quite near, so the hare
had to take to her heels. Luckily, she escaped.

The teacher asks the students to fill up the following boxes to identify if they have understood
the story.
characters
problem
events

solution

Setting

52
TEACHER ACTIVITY: 2
The teacher divides the class into two teams and asks the teams to prepare questions based on
their reading of the given story. After framing the questions, the first group asks their questions to
the second group. The second group answers their questions. Then the groups change their turns.
In this way the teacher facilitates the students to comprehend the story clearly.
STUDENT ACTIVITY: 1
The teacher asks the students to rotate the spinner board and answer the questions given in the
spinner board. It helps the students to understand the passage.

What is the
main idea of
the story?
What is Do you like
hare's this story?
strength? why?

Spinner

Change the Do you learn

end of the any lesson
passage. from it?
Describe
the main
character .

STUDENT ACTIVITY: 2
The teacher displays the table showing the maximum speed of various animals. The teacher
asks the students to read the table and interpret the data.
Animal Speed (Km/h)
Cheetah 113
Lion 60
Kangaroo 71
Horse 77
Fox 68
Cat 48
Mouse 13
Snail 0.05
1. Which is the fastest running animal according to the table? 
2. Which is the slowest animal according to the table? 
3. What is the speed of fox?
4. A school bus speed is 60 km/h. Which animal has the same speed?
5. Compare the speed of Kangaroo and horse.

53
ASSESSMENT:
I. Choose the correct option:
1. What is hound?
a. a type of dog that is used for hunting or racing
b. a trumpet sound
c. a hunting fox
d. a pampered dog
2. Why did the hare seek the help of her friends?
a. afraid of beast b. to attack an animal
c. to dig a burrow d. to escape from hounds
3. Why did the horse refuse to carry hare on his back?
a. had an appointment with a lady
b. feared that his back might be harmed
c. had an important work to do for his master
d. did not like to interfere on the present problem
4. According to the passage, who were big and brave?
a. hoards b. hares c. hunters d. hare’s friends
5. How did the hare escape from the hounds?
a. by the help of calf b. all the friends helped together
c. by running d. by cheating the hoard
II. The words below are scrambled words taken from the story. Unscramble each
word and write.
1. poh (Clue: jump on one leg)
2. aevrb (Clue: having mental or moral strength to face danger, fear, or difficulty)
3. etrnieref ( Clue: to get involved in a situation which you are not wanted.)
4. tergre ( Clue:  feel sorry that you did something )
5. iptnaeopmn (Clue: an arrangement to see somebody at a particular time.)
III. Suggest a suitable title for the above story.
IV. Develop the proverb into a paragraph.
Self- help is the best help.
V. Explain your answer.
Do you think it is good to get the help of friends at all times?

54
 11 Connectors

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc.

TEACHER ACTIVITY: 1
The teacher explains the meaning and usage of the connectors as follows.
A connector is used to indicate the relationship between the ideas expressed in a clause or a
sentence. Connectors are used for adding, sequencing, illustrating, cause and effect, comparing,
qualifying, contrasting and emphasizing.
The teacher asks the students to pass an object around the classroom. The teacher sets a timer
for a minute or play a piece of music, and when the timer goes off or the music stops, the
pupil holding that object has to complete the challenge. The teacher shows the students two
flashcards, and asks them to use a connector to join the two things together. For example: a
pen and a pencil. The students have to make a sentence using a connector such as: I have a pen
and two pencils.
‘And, also, as well as, moreover, too, furthermore, additionally’are the suggested connectors for
this activity.

TEACHER ACTIVITY: 2
The teacher prepares a wheel using a chart with a pointer and writes the words such as food,
music, sports etc. on the divisions of the wheel. The teacher asks the students to spin the wheel.
After spinning the pointer will denote a word. Now the teacher asks questions related to the
word. The students have to answer the questions using connectors.  Each question requires
the student to fill in a blank that completes a sentence. 
For instance: “I will do my homework ___ eat pizza later”. The teacher can also make it a multiple
choice question by using first, second, third, finally, next, meanwhile, after, then, subsequently,
as options.
TEACHER ACTIVITY: 3
The teacher asks the students to write some connectors and transition words like, ‘such as, for
instance, in the case of, as reveled by, illustrated by’ randomly on the board. The teacher divides
the class into two groups and invites one student from each group to the board.

55
 Then, the teacher says a sentence without the connector. For example, “I can play a number
of instruments _____ the flute, the guitar and the piano.” The first student to slap the correct
word “such as” gets a point for their group. The teacher erases the word chosen and the activity
continues with the remaining connectors.

STUDENT ACTIVITY: 1
The teacher writes down a sentence with a connector in it, but with the wrong one instead of
the correct one. For instance, the teacher uses “but” rather than “hence”. A sample sentence:
The feast was very delicious but we enjoyed it. The teacher asks the students to spot the issue,
and choose the correct word for the sentence. The teacher can give sentences like this for the
connectors ‘because, so, therefore, thus, consequently’.

STUDENTACTIVITY: 2
The teacher gives an English newspaper to the students and divides them into groups. The
teacher makes them read the paper and come out with the sentences using connectors found
in the paper. The suggested connectors to be found are ‘similarly, likewise, as with, like, equally,
in the same way’. The group which finds all the connectors is declared the winner.

STUDENT ACTIVITY: 3
The teacher asks the students to say something they like and something they don’t like, or two
things they like or dislike. For example, “I like ice cream but I don’t like biscuit”. The teacher
makes sure that the students make full sentences in order to practice connectors. Then the
teacher asks the next student to say: “He/she likes ice cream but he/she doesn’t like biscuit,”
and then the next student add something of his or her own, for example “I like cats and cars”.

The game goes on until everyone has had a chance to speak, but if someone can’t remember,
they are out. The teacher can proceed with the other connectors like ‘however, although, unless,
except, apart from, as long as, if ’.

ASSESSMENT:
I Complete the following sentences with appropriate connectors:
1. John smokes ____________ his brother doesn’t.

a) but b) and c) so d)or

2. Neither Alice ______ Mary has come.

a) or b) nor c) but d) hence

3. She speaks English ______Spanish.

a) as well as a) but c) either d) so

56
4. I like him _______ he is very sincere.

a) so b) because c) hence d) or

5. ______ he worked hard, he did not win.

a) Though b) As if c) As though

II Fill in the blanks with suitable connectors:

1. She is ill _____ she is cheerful.

2. _____ it was raining we decided to go out.

3. The piper played _____ the children danced.

4. James works hard ______ his brother is lazy.

5. ______ he promised to come earlier, he came late.

III Combine the two sentences using appropriate connectors:

1. You must start at once. You will be late.

2. He must be tired. He has been working since morning.

3. I like sugar in my tea. I don’t like milk in it.

4. Listen to the story. Answer the questions in complete sentences.

5. They climbed the mountain. It was windy.

IV Complete the passage using connectors:

He could not go _____ he was ill _____ the doctor had advised him to stay in bed. He had
missed the excursion _____ did not feel too disappointed. He worked quickly _____he would
be in time for his favorite television programme. _____ he finished, he had a call from his
friend _____ spent an hour talking with him. _____the call, he felt all alone at home. He locked
his house _____ sat in front of the television set to enjoy the programme. _____ he sat there
engrossed, he heard a loud crash _____he jumped out of his chair.

V Spot the errors and rectify them:

1. This is the place when we stayed last time we visited.

2. You won’t pass the test if you study.

3. I could not get a seat as I came early.

4. Pay attention to your work unless you will not make mistakes.

5. All the flights to London are cancelled hence fog.

57
 Voices (Active to Passive Simple
12
Present, Simple Past)

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
TEACHER ACTIVITY: 1
The teacher displays a chart which contains both active and passive form of sentences.
He bought an apple.
The rat is killed by a cat.
They are playing football.
A picture is being drawn by her.
Mangoes are eaten by them.
Students distinguish between active and passive voice in sentences.

Usually 'by'
Active Voice Passive Voice
denotes
emphasises the emphasises the
passive
doer/ actor action itself
voice

The teacher explains the general rules for converting sentences from active to passive voice.
Step: 1 : interchange of the subject and the object.
Step: 2 : change of verbs.
Step: 3 : change of pronoun.
Step: 4 : add “by”.
Then the teacher explains the change of verbs and pronouns from active to passive as follows.
Change of verbs:

Active Voice Passive Voice

Simple Present am / is / are + past participle.
Simple Past was/ were + past participle.
Simple Future will/ shall + be+ past participle
Present Continuous am/ is/ are + being+ past participle.
Past Continuous was/ were + being+ past participle.

58
 Present Perfect has/ have + been + past participle.
Past Perfect had + been + past participle
Future Perfect will have been + past participle

Change of Pronouns:

Active Voice Passive Voice

I by me
We by us
You by you
He by him
She by her
It by it
They by them

TEACHER ACTIVITY: 2
The teacher uses a plastic tray which contains some familiar objects. The teacher gives one
minute time to observe the tray, and then hides it from their view. The teacher makes five
changes to the tray. Five objects are taken away and five new objects are added. Then the
teacher shows the tray to the students. The students have to note the differences in the tray
using sentences in passive voice. Once the students get all the five changes, the teacher resets
the tray and continues the activity.
Example: 1. The ball was taken away.
2. A monkey toy was added.
STUDENT ACTIVITY: 1
The teacher divides the class into two groups. The teacher asks the first group students to frame
yes / no questions in passive form. The second group students answer the questions in passive
form and vice versa. This activity enables the students to understand the structure and usage of
the passive voice in simple present tense.
Example:
Group -1: Is this poem written by you?
Group -2: Yes, this poem is written by me.
Group -1: Is it appreciated by the teacher?
Group -2: Yes it is appreciated by the teacher.
STUDENT ACTIVITY: 2
The teacher hangs a sentence chart on the wall. It contains five sentences. There are many word
cards on the table. The teacher tells the students to pick up the cards and try to arrange them in
an appropriate order to get the passive voice of those sentences given in the chart.
59
 Ravi finished the homework.
We submitted our assignments.
They paid the fees yesterday.
He sang a beautiful song in the meeting.
The doctor examined the patient.
Example:
assignments our submitted were by us

our assignments were submitted by us

ASSESSMENT:
I Underline the verb in each sentence. Then write active or passive.
1. The deer was chased by the tiger.
2. He was helped by me.
3. They welcome the guests kindly.
II Convert the following active sentences into passive sentences by supplying an
appropriate passive verb form:
1. Rani collects money. Money ________ by Rani.
Is collected b) was collected c) are collected d) were collected
2. She waters the plants. The plants ________ by her.
Is watered b) are watered c) was watered d) were watered
3. He washed the car. The car ____________ by him.
a) Are washed b) was washed c) were washed d) is washed
III Complete the following sentences with the passive form of the verbs given in the
brackets:
1. He ________ (appoint) by the new manager yesterday.
2. The rooms __________ (paint) last year.
3. The National Anthem _________ ( write ) by Rabindranath Tagore.
IV Spot the errors in the passive voice and correct them:
1. The thief were arrested by the police.
2. The buildings was demolished by the Government.
3. The meeting cancelled by the Director in the morning.
V Change the following into passive:
1. The boy recites the poem beautifully.
2. She accepted their invitation with pleasure.
3. The teacher gives homework.
60
 Voices (Active to Passive) Present
13 Continuous, Past Continuous, Present
Perfect, Past Perfect

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
TEACHER ACTIVITY: 1
The teacher recalls the rules for converting present and past progressive sentences from active
to passive.
Am / is / are + being+ past participle - present progressive
Was / were / + being+ past participle - past progressive
The teacher divides the class into groups and gives verb cards like study, sing, draw, write,
cook….
The teacher asks the students to write the present and past progressive tense of the passive form
for the verbs given.
Example: is being studied are being studied - present progressive
was being studied were being studied - past progressive
TEACHER ACTIVITY: 2
The teacher shows the flash card which contains the rules for converting Present perfect and
Past Perfect sentences from active to passive.
Has/ have + been + past participle - Present perfect
Had + been + Past participle - Past perfect
The teacher divides the class into groups. Verb cards are given. The teacher asks the students
to make passive sentences of present perfect and past perfect using the verbs given. ‘Select, lift,
throw, bring, hit’
The students from each group make passive sentences. The groups can exchange the sentences
and check whether the sentences are correct. Each correct sentence will be given a mark.
Example: He has been selected to the team.
He had been selected to the team.
STUDENT ACTIVITY: 1
The teacher makes the students form teams. Each team is given prompts on slips of paper such
as
1. The book / read / by the students.
2. A cup of tea / drink / by Kavitha.
3. A poem / write / by me.
The students from each team sit together and write the passive voice of present and past
progressive sentences using the verbs given to them. The expected answers may be:
The donations are being collected by us (present progressive).
The donations were being collected by us (past progressive).

61
 The team which has written more number of answers correctly will be declared as the winner.
STUDENT ACTIVITY: 2
The teacher divides the class into two groups. The teacher asks two students in each group to
play the roles of family members. One student from each group acts as the head of the family.
The head may raise questions such as
1. Who has broken the window? 2. How has it been broken?
The students answer in passive voice.
1. The window has been broken by Ravi. 2. A stone has been thrown by him.
3. Ravi said, “No, it has been hit by a ball”.
The same answers can be said in the passive form of past perfect tense.
Example:
1. A stone had been thrown by Ravi. 2. No, the window had been hit by a ball.
In such a way the role play can be continued.
ASSESSMENT:
I. Identify whether the following sentences are in Present progressive or Past pro-
gressive form:
1. The pictures are being drawn by the students.
2. Cricket was being played by them.
3. A book is being read by her.
II. Match the following Active voice with Passive voice sentences:
Active voice Passive voice
1. The child has hugged the mother. a) Her mistake has been accepted by Kala.
2. He had celebrated his birthday. b) A delicious cake had been baked by her.
3. We have purchased a new house. c) The mother has been hugged by the child.
4. She had baked a delicious cake. d) A new house has been purchased by us.
5. Kala has accepted her mistake. e) His birthday had been celebrated by him.

III. Convert the following active sentences into passive sentences by choosing an
appropriate passive verb form.
1. He has answered all the questions. All the questions ________ by him.
a) Has been answered b) have been answered c) had been answered d) answered
2. I have sent the money. The money _________ by me
a) Has been sent b) have been sent c) had been sent d) sent
3. He had received a message. A message _________by him
a) Has been received b) had been received c) have been received d) received
IV. Rewrite the sentences using the Passive voice:
1. I am designing the plan of my house.
2. The fire fighters were extinguishing the fire successfully.
3. Rahul is wearing black shoes.
V. Rewrite the sentences using the Passive voice:
1. They have helped the orphans.
2. The teacher had forgiven his mistake.
3. My mother has already prepared tea.

62
 Voices (Active to Passive)
14 Simple Future, Future Perfect and
Imperatives

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
TEACHER ACTIVITY: 1
The teacher shows a flash card which has rules for converting sentences in simple future and
future perfect tense from active to passive.
Will / Shall + be + Past Participle Simple Future
Will / Shall + have + been + past participle Future perfect.
The teacher writes some sentences on the board.
1. You will never forget this lesson.
2. The company will have employed a new worker.
The teacher applies the rule to change those sentences into passive.
Example:
1. This lesson will never be forgotten by you.
2. A new worker will have been employed by the company.
Now the students are given chances to change the following sentences into passive voice.
1. I will wear a new dress tomorrow. 2. She will have rung the bell.
TEACHER ACTIVITY: 2
The teacher asks the students to act according to the instructions.
zz Stand up.
zz Clap your hands.
zz Put your pens down.
zz Open your book.
zz Don’t make noise.
Then the teacher says:
zz An imperative is a command or order.
zz It can also be used to request and give instructions, advice or warning.
A flash card is shown. It contains the rules for converting imperative sentence from active voice
to passive voice.
63
 1. Positive - let + object + be + past participle
2. Negative - let + object + not + be + past participle.
Based on the rule, the following imperative sentences are converted from active to passive.
Sentence Cards are used.
Active Voice Passive Voice
Keep the book on the desk. Let the book be kept on the desk.
Bring me a cup of milk. Let a cup of milk be brought for me.
Pick up the phone. Let the phone be picked up.
Don’t waste time. Let the time not be wasted.
Don’t eat junk food. Let junk food not be eaten

The teacher further explains that ‘An imperative sentence is changed from active to passive
voice according to the message contained in the sentence’.
When the object is not given it may be written as follows:
Please come here. - You are requested to come here.
Don’t fight. - You are warned not to fight.
Note: The word please or kindly is dropped.
Order or command You are ordered or commanded
Request You are requested to
Advice You are advised to
Warning You are warned

STUDENT ACTIVITY: 1
The teacher divides the class into groups. The teacher gives five verb cards to each group.
Ex: 1) kill 2) lift 3) take 4) give 5) invite
The teacher tells the students to write the passive form of the verbs in simple future and future
perfect.
Example: kill
Simple future – will be killed Future perfect – will have been killed
In such a way the groups write the passive form for all the five verbs. Then the teacher asks the
students to make sentences using the passive form of verbs.
Example:
1. The snake will be killed by the dog. 2. The snake will have been killed by the dog.
STUDENTACTIVITY: 2
The teacher divides the class into two groups. Each group is given five cards. On each card one
mode of passive voice is written. Students of each group discusses among themselves. Then

64
 they have to write the other mode of passive form on the other side of the card. Some examples
are given below.
1. Written : Let the poor be helped.
To be written : You are requested to help the poor.
2. Written : You are advised not to beat the dog.
To be written : Let the dog not be beaten.
ASSESSMENT:
I Identify whether the verbs are in simple future or future perfect and write the
voice of the following sentences:
1. He will play football.
2. All will be invited cordially.
3. The difficult question will have been omitted by him.
II Match the following active voice sentences with passive voice.
Active Voice Passive Voice
Study well. Let your brother not be beaten.
Do yoga regularly. Let the mobile not be used in the class.
Clean the board. You are advised to study well.
Don’t beat your brother. Let yoga be done regularly.
Don’t use mobile in the class. Let the board be cleaned.

III Convert the following active sentences into passive sentences by supplying an
appropriate verb form.
1. He will have bought tickets for the concert. Tickets _______by him for the concert.
will have been bought b) will be bought c) Will buy d) buy
2. I will plant a tree. A tree _______ by me.
a) will be planted b) will have been planted c) will be planting d) plant
3. The doctor will have examined him. He ________ by the doctor.
a) will be examined b) will have been examined c) will have examine d) examine
IV Spot the errors and correct them:
1. The music will hear by me
2. The paper will have been presenting by her.
3. He will motivated by her speech.
V Change the following sentences from active to passive:
1. They will understand English.
2. I will have packed my bag.
3. The children will hear a noise.
65
 15 Voices (Passive to Active)

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc

TEACHER ACTIVITY: 1
The teacher provides an English newspaper to the students. The teacher asks the students to
read the newspaper and then to underline active and passive sentences. Each student has to
write three active and passive sentences from the English newspaper.

TEACHER ACTIVITY: 2
The teacher gives general rules for converting the sentences from passive to active.
Step 1 : Interchange the subject and the object.
Step 2 : Change the verbs accordingly.
Step 3 : Remove ‘by’.
Step 4 : Remove ‘be’ form.
Change of pronoun from passive to active.

Passive Active

By me I

By us We

By you You

By him He

By her She

By it It

By them They

Comprehensive table is given to understand the changes from passive to active.

All tenses

Example: “Teach”
S.No Passive Active Tense
1. Grammar is taught by me I teach Grammar. Simple Present
2. Grammar was taught by me I taught Grammar. Simple Past

66
 3. Grammar will be taught by me I will teach grammar. Simple Future
4. Grammar is being taught by me I am teaching grammar. Present Continuous
5. Grammar was being taught by me I was teaching Grammar. Past Continuous
6. Grammar has been taught by me I have taught grammar. Present Perfect
7. Grammar had been taught by me I had taught Grammar. Past Perfect
Grammar will have been taught by I will have taught gram-
8. Future Perfect
me mar.

STUDENT ACTIVITY: 1
The teacher divides the class into two teams and gives passive sentences to each team. Using the
comprehensive table, they convert the given sentences from passive to active.

Example:
1. The culprit was arrested by the police.
2. The report will be submitted by the committee soon.
3. A New model car has been launched by Maruti.
4. The newspaper is delivered by him.
5. The door had been knocked at by someone.

STUDENT ACTIVITY: 2
The teacher divides the class into groups. Each group is given a short passage with passive
and active sentences. The students go through them and write down the active and passive
sentences separately.

Example: Last month a 20 year old boy was arrested by the police officer because he robbed a bank in
the centre of Chennai. The parents of the guy were contacted and they were surprised with
this event. He stayed in prison for a week and was just released because his parents paid the
bail.

Example: Active: He robbed a bank in the centre of Chennai. His parents paid the bail.
Passive: A 20 year old boy was arrested by the police officer. The parents of the guy were contacted.
In this way some small passages can be given.

ASSESSMENT:
I Read the following passage and write down the active and passive sentences
separately.
Last week, a suspicious suitcase was found on the road. A poor man found it when he was
crossing the road. The suitcase was taken to the police station and they found it full of money.

67
II Match the passive voice sentences with active voice:
Passive Active
1 The chair has been broken by them. I have done my homework.
The customer was being helped by the
2. We had discussed the book.
salesman.
3. New workers will be hired by the company. They have broken the chair.
4. My home work has been done. The salesman was helping the customer.
5. The book had been discussed by us. The company will hire new workers.

III. Convert the following passive sentences into active sentences by supplying an
appropriate active verb form:
1. The ball has been thrown by her. She _____(throw) the ball.
a) Throws b) has thrown c) has been thrown d) throw
2. She was teased by her brother. Her brother _______ (tease) her.
a) Teased b) was teased c) teases d) tease
3. The letter will be posted by my friend. My friend _____(post) the letter.
a) Posted b) will be posting c) will post d) post
4. The dictionary had been referred by me. I ___________(refer) the dictionary.
a) have been referred b) had referred c) referred d) has referred
5. Some questions are asked by his boss. His boss _______(ask) some questions.
a) Asks b) were asked c) asked d) ask

IV. Spot the errors in the voice form of the verbs and correct them:
1. The papers will sign by the manager.
2. All the money will have spent by Priya.
3. The cow will milk by him.
4. The first gramophone invented by Edison.
5. Money will never borrowed by me.

V. Change the following into active voice:

1. A lot of computer games have been played by him
2. The mobile will be returned by her tomorrow.
3. The culprit was caught by the police.
4. IPL cricket match will be suspended by BCCI.
5. The Museum is visited by millions of people.

68
 16 Determiners

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc

TEACHER ACTIVITY: 1
The teacher explains that determiners are the words that introduce a noun and provide some
information about it (but do not describe it).
Determiners are followed by a noun. The teacher introduces the determiners using the following
pictures.

the shark
 e words ‘the, my, this , those, these, that,
Th
my shark a’ etc. are determiners
this shark

Determiners
Determiners go before a noun.
They tell you more about the subject.

Those book The coat

These pencils That hat

This pen A tree

Then the teacher explains the types of determiners by giving the following sentences and a
picture.
zz She is a singer.
zz The cat is yours.
zz This house is old.

69
 zz He has two daughters.
zz He is the last man to help you.
zz He drank a lot of water.

Types of Determiners
Articles Possessives Demonstratives
my, your, this
a
his, her, its, that
an
our, their, these
the
whose those

Numbers Ordinals Quantifiers

one first a few, another,
two second several, much,
three third many, a lot of,
four fourth any, some, very

TEACHER ACTIVITY: 2
The teacher provides flash cards to the students in which determiners are written. Then he/she
asks the students to go round the classroom to find other students who have the same type of
determiners and form a group. (ARTICLES GROUP, POSSESSIVES GROUP, etc). Then any
one student from each group reads out the determiners.

STUDENT ACTIVITY: 1
The teacher gives the following paragraph to the students and asks them to underline the
determiners and write their types.

The crow is a common bird. It is a noisy bird that keeps cawing all the time. It has two
legs, many feathers and a sharp beak. Its claws are very strong. It can feed on any food
that it can get. Both the wings of this bird are very strong too. Several crows gather to
help their companions. In short all the crows are always not alike.

STUDENT ACTIVITY: 2
The teacher divides the class into 2 groups. The first group has to say a noun and the other
group has to frame sentences using that noun and determiners and vice versa.

Example:
GROUP A GROUP B
CAT Two cats purred together.
BOOK Some books are very interesting to read.

70
ASSESSMENT
I. Circle the determiners:
1. He is a good boy.
2. This novel is very interesting.
3. I have got some information about the accident.
4. There were many people at the station.
5. The boy you met is my friend.

II. Identify and write the types of determiners for the underlined words:

Many people visit this temple now a days.

Do you know its value?
He is the first boy who has joined this school.
She lived for eighty years.
Ram bought these books.

III. Identify the determiners from the paragraph given below:

India is our country. We are proud of its rich heritage. There are many languages
spoken in our country. Delhi is the capital of India. The partition of India took place in
1947. Pandit Jawaharlal Nehru was the first Prime Minister of independent India. Many
people sacrificed their lives to save the honour of our country. We can’t forget their
sacrifice and the way they fought battles for the sake of our country.

IV. Fill in the blanks with much or many:

1. Sambath has as ____________ money as Mohan.
2. How _________ classes do you have on Monday?
3. There was too ____________ noise in the street.
4. I cannot see ______________ stars in the sky.
5. Pradheesha has _____________ friends abroad.

V. Fill in the blanks with suitable determiners:

1. _________ books are missing from the library. (any, some)
2. This book is mine, but ____________ book is yours. (that, any)
3. Suganthi got ___________prize in the running competition. (first, one)
4. Have you been listening to ___________ news lately? (an, the)
5. These people are rich. ___________ names are Richard and Sara. (his, their)

71
 Reported Speech
17
(Statement)

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
TEACHER ACTIVITY: 1
The teacher says that there are two ways of conveying the message or the words spoken by a
person to other person.
The teacher explains that Direct speech is the report of the exact words used by a speaker or a
writer. The words spoken appear within inverted commas.
Ex: The teacher said to the boy, “You can go.”
Indirect speech is the report of the message of the speaker in our own words without changing
the meaning.
Ex: The teacher told the boy that he could go.
The teacher explains the steps to change the sentences from Direct to Indirect speech.
a. Identify the kinds of sentence - whether it is a statement or question or imperative or
exclamatory.
b. Identify the speaker and the listener.
c. Identify the pronouns in the direct speech.
zz The first person pronouns (I, We) refer to the speaker.
zz The second person pronoun (you) refers to the listener.
d. Identify the verbs and change according to the table.
e. Remove all the inverted commas or quotation marks. End the sentence with a full stop.
When changing from Direct speech to indirect speech, the following should be taken into
consideration.

Direct Speech – Reporting Sentence + Quote (Reported Sentence)

Reporting Sentence - Speaker, Reporting Verb and Listener
Type of Conjunctions
Reported Sentence – Kinds of sentence, reported verb, personal
pronouns, Tense forms and special words

Types of Sentence in the

S.No Conjunctions
reported part
1. Declarative Sentence That

72
 Yes/No type – if / whether
2. Interrogative Sentence
Wh – type – Wh - word
3. Imperative Sentence To / not to
4. Exclamatory Sentence Change the quote into Declarative and add ‘that’

Tense of the
Change in the tense form of the reported verb
Reporting Verb
Simple Present - Simple Past
Present Continuous - Past Continuous
Present Perfect - Past Perfect
Past Simple Past - Past Perfect
Present Perfect Continuous – Past perfect continuous
Past continuous – Past perfect continuous
Past Perfect - Past Perfect
Past Simple Present in imperatives – infinitive (using ‘to’)
Modals in present form – Modals in past form
Past Modals in past form – no change
Must – had to
Present/Future For all kinds of reported verb – no change

Pronouns in Direct speech Pronouns in Indirect Speech

I, we, me, my, mine, us, ours He, she, they, his, her, their, him, her, them
There will be no change in the subject pronoun when the speaker reports his own words.
Second person pronouns (you, yours) change according to the person of the object of the
reporting verb.
Third person pronouns do not normally change in the reported speech.

Special words
Direct Speech Indirect Speech
Today That day
Yesterday The day before
The day before yesterday Two days before
Tomorrow The next/following day
The day after tomorrow Two days later
Next week/month/year The following week/month/year
Last week/month/year The previous week/month/year
Ago Before/earlier
This That
here there
these those
now then
73
 thus so
tonight That night
The teacher writes some sentences on the black board.
Sanjay told his teacher, “I am tired.”
Sanjay told his teacher that he was tired.
The teacher asks the students to notice the changes that take place while converting direct
speech into indirect speech and write them in their notebooks. The teacher explains the chart
given below.
Told (reporting verb) Told (remains unchanged)
I (first person) He (third person)
Am (present tense) Was (past tense)
- That

TEACHER ACTIVITY: 2 (Declarative Sentence)

The teacher explains the change of verb forms, pronouns, special words etc. while converting a
Statement from direct to indirect speech.
Further she explains the reporting verbs are changed as follows.
‘tells’ becomes ‘tells’
‘says’ becomes ‘says’
‘said’ becomes ‘said’
‘said to’ becomes ‘told’
Conjunction ‘that’ is to be added in the indirect speech.
She further explains by giving suitable examples. The students write them in their note books.
DIRECT SPEECH INDIRECT SPEECH
The kid says, “Dhoni is a good batsman.” The kid says Dhoni is a good batsman.
The teacher will say, “The students have The teacher will say the students have
become unruly.” become unruly.
The boy said, “I like apples”. The boy said that he liked apples.
Maaya said, “My brother is playing.” Maaya said that her brother was playing.
Ruthika said, “I have finished my dinner.” Ruthika said that she had finished her dinner.
Nikhi said, “I had a delicious feast last Nikhi said that she had had a delicious feast
night.” the previous night.
Hasini said, “He had done this work Hasini said that he had done that work
earlier.” earlier.
STUDENT ACTIVITY: 1
The teacher gives the following activities to the students in order to enrich the knowledge of
reported speech.
Retell a story
Recount an event
Repeat what someone said
Talk about something you’ve heard
74
ASSESSMENT:
I. Fill in the blanks with the suitable reporting verb:
1. The teacher __________the students that she was going to conduct a new experiment.
2. Father ______ his son that he must pay his fees.
3. The Scientist _______that dinosaurs lived 230 million years ago.
II. Match the following:
1. ‘We are moving into a new house,’ my a. The teacher said that those who had written
neighbour said. the essay could go home.
2. ‘If it rains we will have to cancel the b. All my friends tell me that I will be a great
match,’ the team captain said. man one day.
3. ‘We shall go to the zoo,’ Ashok said to his c. My neighbour said that they were moving
friend. into a new house.
4. ‘Those who have written the essay can go d. Ashok told his friend that they would go
home,’ the teacher said. to the zoo.
5. All my friends tell me, ‘You will be a great e. The team captain said that if it rained they
man one day.’ would have to cancel the match.
III. Choose the correct indirect speech from the following:
1. James said to his mother, ‘I am leaving for New York tomorrow.’
a. James told his mother that he is leaving for New York tomorrow.
b. James told his mother that he was leaving for New York tomorrow.
c. James told his mother that he was leaving for New York the next day.
d. James told his mother he would be leaving for New York the next day.
2. Sid said, ‘I must call auntie.’
a. Sid told he must call auntie.
b. Sid said that I must call auntie.
c. Sid said that he had to call auntie.
d. Sid said to him that he has to call auntie.
3. Hasan said to me, ‘I will see you tomorrow.’
a. Hasan said me to see him tomorrow.
b. Hasan told that I should see him tomorrow
c. Hasan told me that he would see me the next day.
d. Hasan said I have to see him tomorrow.
IV. Change the direct into indirect speech:
1. The artist said, “The paintings are not for sale.”
2. Amrita said, “I can play the guitar.”
3. Dheera said, “I may return sooner than expected.”
V. Change the following into direct speech:
1. Sam boasted that he could run faster than anybody in his class.
2. The patient said that he had been feeling better since the day before.
3. Ashok complained that he had been waiting for an hour.

75
 Reported Speech
18
(Interrogative)

LEARNING OUTCOMES :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
TEACHER ACTIVITY: 1
‹‹ The teacher explains that there are two types of interrogatives namely ‘Wh- question’ and ‘Yes/
No type questions’.
‹‹ The teacher explains the change of verb forms, pronouns, special words etc. while converting
Interrogatives from direct to indirect speech.
‹‹ Further she explains that the reporting verbs are changed as follows.
‘tells’ becomes ‘asks’
zz
zz ‘says’ becomes ‘asks’
zz ‘said’ becomes ‘asked’
zz ‘said to’ becomes ‘asked’
‹‹ Conjunction ‘if/whether’ is to be added for Yes/No model in indirect speech.
‹‹ The question form V+S in direct speech is changed to the statement form S+V
‹‹ The question mark is to be removed.
Example: He said to me, “Are you joining us for the party?”
He asked me if I was joining them for the party. (Or)
He asked me whether I was joining them for the party.
TEACHER ACTIVITY: 2
The teacher asks some Wh-questions. What is your name? Where are you from? The teacher
explains that when a Wh-question is changed from direct to indirect form the ‘same question
word’ is used as the conjunction.
zz He said to me, “When are you joining us for the party?”
He asked me when I was joining them for the party.
STUDENT ACTIVITY: 1
The students are asked to conduct a mock interview.
Interview between a student and a doctor:
Doctor : What is your problem?
Josy : I feel lazy.
Doctor : When do you feel so?
Josy : I have pain in my legs when I walk.
Doctor : If you walk regularly, you will turn into a healthy person.
Josy : Oh, thank you, Doctor.
Now call another student to report the interview as a reporter. The students would enjoy doing
this mock role.
76
STUDENT ACTIVITY: 2
The students are asked to sit in pairs and ask each other their daily routine, and then report
their questions that they asked to their pair.
ASSESSMENT:
I. Spot and correct the errors:
1. Father ordered Abdul if he wanted a whole day to throw out the spider.
2. The police pleased the culprit whether he stole the jewel.
3. The doctor questioned the patient if he felt better.
4. Murugan’s wife said to him, ‘Did you bought vegetables?’
5. Mini said to Megha, ‘Have you complete your project?
II. Match the following:
1. Malini said, “What is the matter,Chandra?” a. His father asked him where he had been at
2. M
 alini said to Chandra, “Aren’t you that time.
drawing?” b. Udaya’s father asked where he was going.
3. “Where are you going?” said Udaya’s father. c. Ajeesh asked if he should read even when
4. “ Where were you at this time?” his father he had no school.
said to him. d. Malini asked Chandra if she was not
5. “ Should I read even when I have no drawing.
school?” said Ajeesh. e. Malini asked Chandra what the matter was.

III Change the given reported speech into direct speech: 

1. My friend asked if he liked to help him in that matter then.
2. They inquired if I hadn’t helped him out of the way.
3. Sheela asked whether I would have dinner with her or not.
4. The teacher asked us if we had completed the project.
5. The teacher asked the students if there were some more questions to ask in that chapter.
IV Change the given reported speech into direct speech: 
1. He asked me when the bus would start.
2. Kalai asked her friends whose pencil it was.
3. I asked her when she would meet her brother.
4. I enquired who she was and where she was living.
5. Gopal asked me what I was doing then.
V Rewrite as directed:
1. I said to her, ‘Did you get wet in the rain?’ (Change into indirect speech)
2. Th
 e kid said to her mother, ‘Why don’t you allow me to play computer games?’ (Change into
Indirect speech)
3. The doctor asked the patient whether he was feeling better. (Change into direct speech)
4. M
 y grandmother asked me affectionately what I wanted for breakfast. (Change into direct
speech)
5. My son asked whether there was anything to eat. (Change into direct speech)
77
 Reported Speech
19
(Imperatives, Exclamatory)

LEARNING OUTCOME :
‹‹ Using grammar items in context such as reporting verbs, passive and tense, time and tense etc
TEACHER ACTIVITY: 1
The teacher writes the sentence, The master said, “Submit your assignment before Monday” on
the board.
She asks if it is a statement, interrogative or imperative sentence. The students say that it is an
imperative sentence. The teacher now shows the structure of the imperative sentence.
Ask+object+infinitive (to+verb) The master asked us to submit our
The master said to us, “Submit your assignment before Monday.
assignment before Monday”.
Don’t Not to
He said to me, “Please don’t use your cell He requested me not to use my cell phone
phone during the event.” during the event.
The teacher says while converting Imperative sentences from direct to indirect, the reporting
verb changes based on the situation as follows.
ordered
requested
said to advised
warned
told
TEACHER ACTIVITY: 2
The teacher explains “an exclamatory sentence has a sign of exclamation after it which changes
into a full stop in the indirect speech”. In indirect speech, the exclamatory word is replaced
by “exclaimed with joy, sorrow, regret, surprise, contempt. The connective ‘that’ has to been
supplied in the indirect speech.
Ex: He said, “Alas! I have lost my purse.”
He exclaimed with regret that he had lost his purse.
The teacher asks the students to match the words with its correct exclamation.
zz Hurrah! - Express Applause.
zz Alas! - Express contempt.

78
 zz What! Oh! How! - Express joy.
zz Pooh! Pshaw! - Express surprise.
zz Bravo! - Express sorrow.
STUDENT ACTIVITY: 1
The teacher distributes the daily “The Hindu” news paper to the students. The teacher asks the
students to identify minimum five imperative sentences in the newspaper. Then the teacher
asks them to present them in indirect speech.
STUDENT ACTIVITY: 2
a. The teacher gives some sentences in direct speech to one group of students and asks the next
group to change into indirect speech and vice versa.
Group - 1: The boy said, “Hurrah! We have won the match.”
Group - 2: The boy ______________________won the match.
Group - 2: The lady said, “Alas! The poor man is dead”.
Group - 1: The lady _________________________________dead.
b. The teacher asks the students to write the direct form of exclamatory sentence related to the
given pictures:

ASSESSMENT:
I Choose the best answer:
1. The priest said to them, “Be quiet and listen to my words.”
a. The priest asked them to be quiet and listen to his words.
b. The priest told them that they should be quiet and listen to his words.
c. The priest urged them that to be quiet and listen to his words.
d. The priest said they should be quiet and listen to him.
79
2. He said to me, “Get out of my way.”
a. He told me that I should get out of his way.
b. He asked me to get out of his way.
c. He said me to get out of his way.
d. He told to me get out his way.
3. The teacher said to the students, “Make good use of your time.”
a. The teacher advised the students to make good use of their time.
b. The teacher told the students that they made good use of time.
c. The teacher said the students have made good use of their time.
d. The teacher achieved the students make good use of their time.
II Match the following:
1. “Take four capsules a day,” my doctor told a. My mother asked me not to put so many
me. things in my pocket.
2. My father said to me, “Don’t say anything to b. The policeman ordered the taxi driver to
make her angry. follow that car.
3. “Don’t put so many things in your pocket,” c. Mohan ordered the waiter to bring four
said my mother to me. sandwiches.
4. “Follow that car,” the policeman said to the d. My doctor asked me to take four capsules a
taxi driver. day.
e. My father asked me not to say anything to
5. “Waiter, bring four sandwiches,” said Mohan.
make her angry.

III Transform the following sentences into the other speech:

1. My father said to me, “Study for at least six hours daily, if you wish to get the first rank.”
2. The Captain said to the soldiers, “Be ready for action.”
3. My father said to me, “Don’t count your chickens before they are hatched.”
IV Find whether the statement is in direct speech/indirect speech:
1. Vidya wished Harini good luck for the exams.
2.John said, “Alas! We lost the match”.
3.I said in great wonder that I was very lucky.
V Change the following into indirect speech:
1. “What a wonderful sixer!” they exclaimed.
2. He said, “What a stupid fellow I am!”
3. They said, “Alas! He met with an accident.”

80
 20 Writing Skill

LEARNING OUTCOMES :
‹‹ Editing passages with appropriate punctuation marks, grammar and correct spelling.
‹‹ Writing letters both formal and informal, invitations, advertisements, notices, slogans,
messages, and e-mails.
‹‹ Writing short dialogues and participating in role plays, skits, street plays, etc., for the promotion
of social causes.
‹‹ Writing short stories and composing poems on the given theme.
TEACHER ACTIVITY: 1
The teacher explains that writing skills  include all the knowledge and abilities related to
expressing ideas through the written word. The teacher encourages the students to enhance
their writing skill through many activities. Some examples are given below.
a. Punctuate and Rewrite the paragraph:
it was a stormy wednesday afternoon my mom couldnt pick me up from school so i was
supposed to walk home my friends mother asked me do you need a ride home i said ill just
walk i like the rain i didn’t want to get a ride and miss a chance to play in the rain so that i was
walking home when i saw a huge puddle I of course ran over and jumped in the pool of water
oh no i exclaimed can you guess what happened the water splashed up and made my dress wet
my mom would surely get angry
b. The teacher explains the meaning and structure of advertisement.
An advertisement is an audio /visual / audio visual form of marketing communication to
promote or sell a product, service or idea.
Structure of an advertisement:
zz Name of the product
zz Catchy Phrases
zz Appealing Visuals
zz Borders/ Lines
zz Offers / discounts
zz Target Audience
zz Product Description
zz Address
The teacher gives an advertisement and asks the students to read it carefully and answer the
questions given below.

81
 Adopt a pet
Petsmart
Mall Center
Next:
Saturday, October 191h
You will be their From:
hero! 10:00 am to 7:00 pm
Entrance: More info
Free
www.adoptapet.com

1. What is this advertisement about?

a. Invitation to adapt a dog b. to sell a dog c. to vaccinate dog d. to find a lost dog.
2. What is the slogan used in the advertisement?
a. Entrance free b. You will be their hero c. adoptapet.com d. mall center
3. When will the event take place?
a. October 29th b. October 19th c. September 29th d. September 19th
4. Where will the event take place?
a. in the stadium b. in Petsmart mall center c. in the hospital d. in the pet shop
5. How much will it cost to enter the event?
a. Rs.50 b. Rs.0 c. Rs.10 d. 20
TEACHER ACTIVITY: 2
The teacher explains the meaning of message and emails. The teacher explains, E-mail is an
information stored on a computer that is exchanged between two users over telecommunications.
The teacher displays the format for email drafting.

Format of an E-mail
Date:
From:
To:
Subject:
Dear.................................

Regards/Thanks.
Sign/Initials

The teacher asks the students to draft an email to the class teacher, informing the submission
of online assignment.
The teacher divides the students into pairs, asks them to read the story and write dialogues
between tortoise and bird.

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 A tortoise was resting under a tree, on which a bird had built its nest. The tortoise
spoke to the bird mockingly, “What a shabby home you have! It is made of broken
twigs, it has no roof, and looks crude. What’s worse is that you had to build it yourself.
I think my house, which is my shell, is much better than your pathetic nest”.
“Yes, it is made of broken sticks, looks shabby and is open to the elements of nature. It
is crude, but I built it, and I like it.”
“I guess it’s just like any other nest, but not better than mine”, “You must be jealous of
my shell, though.” said the tortoise.
“On the contrary”, the bird replied. “My home has space for my family and friends;
your shell cannot accommodate anyone other than you. May be you have a better
house. But I have a better home”, said the bird happily.

Tortoise : ______________________________________________________
Bird :______________________________________________________
Tortoise : ______________________________________________________
Bird :______________________________________________________
STUDENT ACTIVITY: 1
The teacher asks the students to prepare an advertisement using the hints given below.
Home appliances –- Aadi Sale –- 20- 50% - Special Combo Offers –- Aadhav & Co., Raja Street,
Chepauk, Chennai.
ASSESSMENT:
I. Punctuate and rewrite the following sentences:
1. what a remarkable victory
2. milton the great english poet was blind
3. hello are you here sharon
II. Prepare an attractive advertisement using the hints given below:
Service camp-get exciting-discount in spare parts-avail free service-visit your nearest Laptop
world.
III Prepare an e-mail
Prepare an e-mail to create an awareness on the pandemic situation of Covid – 19 to your
friends.
IV. Write a paragraph describing the given picture:

…………………………….………………….………………….………………….……….
…………………………….………………….………………….………………….……….

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Notes

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