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  • Chapter 12- Vocabulary and Word Formation

    Topic 1- Prefixes and Suffixes

    Prefixes and Suffixes

    Prefixes and suffixes are special parts that we can add to the beginning or end of a word to change its meaning. They help us make new words or change how a word works in a sentence.

    1. What is a Prefix?

    A prefix is a part of a word that comes before the main part of the word (the root). It changes the meaning of the word.

    • Example: Unhappy
      • “Un-“ is a prefix. It changes the word “happy” into its opposite. So, “unhappy” means not happy.

    Common Prefixes and Their Meanings:

    • Un-: means not or opposite of
      • Example: Unhappy = not happy
    • Re-: means again
      • Example: Replay = play again
    • Pre-: means before
      • Example: Preheat = heat before
    • Dis-: means not or opposite of
      • Example: Disagree = not agree
    • Mis-: means wrong or badly
      • Example: Misplace = put something in the wrong place

    2. What is a Suffix?

    A suffix is a part of a word that comes after the main part of the word (the root). It can change the word into a different type of word (like turning a noun into an adjective or a verb into a noun).

    • Example: Happiness
      • “-ness” is a suffix. It turns the adjective “happy” into a noun, so “happiness” means the state of being happy.

    Common Suffixes and Their Meanings:

    • -ness: makes a noun that means a state or quality
      • Example: Happiness = the state of being happy
    • -ly: makes an adverb, showing how something is done
      • Example: Quickly = in a quick way
    • -ful: means full of
      • Example: Beautiful = full of beauty
    • -able: means can be
      • Example: Readable = can be read
    • -er or -or: means a person who does something
      • Example: Teacher = a person who teaches
      • Example: Actor = a person who acts

    How Prefixes and Suffixes Change Words

    When you add a prefix, it often changes the meaning of the word, but it doesn’t change the type of word (like noun, verb, etc.).

    • Prefix Example:
      • Unlock = to open something that is locked
      • Un-* changes “lock” to its opposite.

    When you add a suffix, it often changes the type of word. For example, it can change a verb into a noun or an adjective into an adverb.

    • Suffix Example:
      • Quick (adjective) → Quickly (adverb)
      • Teach (verb) → Teacher (noun)

    Quick Review

    • Prefixes go at the beginning of a word and change its meaning.
      • Example: Unhappy = not happy
    • Suffixes go at the end of a word and can change the type of word (like turning a noun into an adjective).
      • Example: Happiness = state of being happy

    Topic 2- Root Words

    Root Words

    A root word is the base or main part of a word. It’s the word that gives the basic meaning and can be turned into new words by adding prefixes or suffixes.

    Think of a root word like the core of a tree. The roots give the tree its strength and help it grow. In the same way, the root word gives the meaning to the new words.

    What is a Root Word?

    The root word is the word without any prefixes or suffixes. It’s the main part of the word that stays the same, no matter what prefixes or suffixes are added.

    • Example:
      • “Happy” is the root word. You can add a prefix like “un-“ to make “unhappy” (meaning not happy).
      • “Run” is the root word. You can add a suffix like “-ning” to make “running” (meaning to run right now).

    Examples of Root Words and How They Change

    1. Root Word: “Play”
      • Add “-er” (a suffix): “Player” (a person who plays).
      • Add “re-“ (a prefix): “Replay” (to play again).
    2. Root Word: “Read”
      • Add “-er”: “Reader” (a person who reads).
      • Add “-ing”: “Reading” (the action of reading).
    3. Root Word: “Help”
      • Add “-ful”: “Helpful” (someone who helps).
      • Add “-ing”: “Helping” (the action of helping).

    Why Are Root Words Important?

    Root words are important because they help us understand the meaning of other words that are made from them. Once we know the root word, we can figure out what other words with the same root might mean.

    Quick Review

    • A root word is the base part of a word that gives the main meaning.
    • We can add prefixes (at the beginning) or suffixes (at the end) to the root word to make new words.
    • Examples:
      • Play → Player
      • Read → Reader
      • Help → Helpful

    Topic 3- Compounding

    Compounding:-

    Compounding is when we combine two words together to make a new word with a new meaning. It’s like putting two pieces of a puzzle together to make a complete picture.

    How Does Compounding Work?

    When we compound two words, we put them together to form a new word. The new word usually has the meanings of both of the original words.

    • Example 1:
      • “Sun” + “flower” = “Sunflower”
        • A sunflower is a flower that grows in the sun. It combines sun and flower to make one new word.
    • Example 2:
      • “Tooth” + “brush” = “Toothbrush”
        • A toothbrush is something used to brush your teeth. It combines tooth and brush to create a new meaning.

    Types of Compound Words

    There are three types of compound words:

    1. Closed compound words: Two words joined together without a space.
      • Example: Football = “foot” + “ball”
      • Example: Bedroom = “bed” + “room”
    2. Hyphenated compound words: Two words joined together with a hyphen (-).
      • Example: Mother-in-law = “mother” + “in” + “law”
      • Example: Check-in = “check” + “in”
    3. Open compound words: Two words are written separately but are used together to form a new meaning.
      • Example: Post office = “post” + “office”
      • Example: Ice cream = “ice” + “cream”

    Why is Compounding Important?

    Compounding helps us create new words easily, and it allows us to describe things more clearly by combining two ideas into one word.

    For example, if we want to talk about something that happens in the air, we can use the word “airplane” (air + plane). Instead of saying “a plane that flies in the air,” we can just say airplane!

    Quick Review

    • Compounding is when two words are combined to make a new word.
    • There are three types of compound words:
      1. Closed compound words: No space between the words. (e.g., football)
      2. Hyphenated compound words: Words connected by a hyphen. (e.g., mother-in-law)
      3. Open compound words: Words written separately but together in meaning. (e.g., ice cream)

    PLEASE GO AND READ CHAPTER 13. *#THANKS FOR VISITING, VISIT AGAIN#* 😊

  • Chapter 11- Modifiers

    Topic 1- Placement and usage of modifiers

    Placement and Usage of Modifiers

    Modifiers are words that give us more details about something in a sentence. They can describe things like how, when, where, or in what way something happens. In simple words, modifiers help make sentences more interesting and clearer!

    1. What are Modifiers?

    A modifier is a word (or group of words) that gives extra information about a noun or verb in a sentence.

    • Example:
      • The big dog ran fast.
        • Here, “big” is a modifier that tells us more about the noun “dog”.
      • She sings beautifully.
        • Here, “beautifully” is a modifier that tells us more about the verb “sings”.

    2. Types of Modifiers

    There are two main types of modifiers:

    1. Adjective Modifiers: These describe nouns (people, places, things).
      • Example: The small cat slept on the couch.
        • “Small” is an adjective modifier describing the noun “cat”.
    2. Adverb Modifiers: These describe verbs, adjectives, or other adverbs.
      • Example: She runs quickly.
        • “Quickly” is an adverb modifier describing the verb “runs”.

    3. Placement of Modifiers

    Where you put a modifier in a sentence is important! If it’s not in the right place, it can make the sentence confusing or funny.

    Adjective Modifiers (describing nouns)

    • Usually, we place adjective modifiersbefore the noun.
      • Example: The cute puppy barked loudly.
        • “Cute” describes the noun “puppy”, and it comes before the noun.

    Adverb Modifiers (describing verbs, adjectives, or other adverbs)

    • Usually, we place adverb modifiersbefore the verb, adjective, or adverb they describe.
      • Example: He runs very fast.
        • “Very” describes how fast he runs, so it comes before “fast”.
    • Adverbs can also be placed at the beginning or end of a sentence.
      • Example: Quickly, she finished her homework.
      • Example: She finished her homework quickly.

    4. Misplaced Modifiers

    A misplaced modifier happens when you put the modifier in the wrong place, and it makes the sentence sound strange or funny.

    • Incorrect: I almost ate the whole pizza.
      • (It sounds like I almost ate the whole pizza, not that I ate it almost completely.)
    • Correct: I ate almost the whole pizza.
      • (This means I ate nearly the entire pizza.)

    To avoid confusion, make sure the modifier is close to the word it’s describing.

    5. Squinting Modifiers

    Sometimes, a modifier can be placed in a way that makes it unclear what it is describing. This is called a squinting modifier.

    • Incorrect: She almost drove her car to school every day.
      • (Does it mean she almost drove every day, or she drove almost to school?)
    • Correct: She drove her car almost every day to school.
      • (Now it’s clear that she drove her car almost every day.)

    Quick Review

    • Modifiers give extra details about nouns (things, people, places) and verbs (actions).
    • Adjective modifiers describe nouns, and they usually come before the noun.
      • Example: The red apple.
    • Adverb modifiers describe verbs, adjectives, or other adverbs.
      • Example: She sings loudly.
    • Misplaced modifiers can make sentences confusing, so be sure to place them in the right spot!
      • Example: I saw the car parked at the school.

    Topic 2- Misplaced and dangling modifiers

    Misplaced and Dangling Modifiers

    Modifiers are words that give extra details about something in a sentence. But sometimes, if they’re in the wrong place, they can make the sentence sound funny or confusing. Let’s learn about two types of mistakes with modifiers: misplaced modifiers and dangling modifiers.

    1. What is a Misplaced Modifier?

    A misplaced modifier is when the modifier is in the wrong spot in the sentence. This makes it unclear what the modifier is describing, and it can cause confusion.

    Example of a Misplaced Modifier:

    • Incorrect: I almost ate the whole pizza.
      • (Does it mean I almost ate the whole pizza, or does it mean I ate the pizza but not the entire thing?)
    • Correct: I ate almost the whole pizza.
      • (This means I ate nearly all of the pizza.)

    In the first sentence, the modifier “almost” is too far from what it is describing, so it makes the sentence sound confusing. In the second sentence, we moved the modifier “almost” closer to the word it’s describing, which makes it clear.

    2. What is a Dangling Modifier?

    A dangling modifier happens when the modifier has no clear noun to describe. It seems like it’s describing something, but we don’t know what!

    Example of a Dangling Modifier:

    • Incorrect: Walking down the street, the car hit me.
      • (It sounds like the car was walking down the street, which doesn’t make sense!)
    • Correct: Walking down the street, I was hit by the car.
      • (Now it’s clear that I was walking, not the car.)

    In this case, the modifier “walking down the street” is meant to describe “I” (the person walking), but there was no “I” in the sentence at the start. So the modifier was “dangling” without a clear noun to describe.

    How to Fix Misplaced and Dangling Modifiers

    • For misplaced modifiers, move the modifier closer to the word it’s supposed to describe.
      • Example: I almost finished my homework. → I finished almost all my homework.
    • For dangling modifiers, make sure the noun the modifier is describing is at the beginning of the sentence.
      • Example: Hiking in the mountains, I saw a bear. (Now it’s clear I was hiking, not the bear!)

    Quick Review

    • Misplaced modifiers make sentences confusing because they are in the wrong spot. Move the modifier closer to the word it’s describing.
      • Example: I almost saw the entire movie → I saw almost the entire movie.
    • Dangling modifiers happen when a modifier has nothing to describe. Make sure there’s a clear noun at the beginning of the sentence.
      • Example: Running fast, the finish line was crossed by Jim → Running fast, Jim crossed the finish line.

    PLEASE GO AND READ CHAPTER 12. *#THANKS FOR VISITING, VISIT AGAIN#* 😊

  • Chapter 10- Syntax and Word Order

    Topic 1- SVO (Subject-Verb-Object) structure

    SVO (Subject-Verb-Object) Structure

    The SVO structure is a basic way we build sentences in English. It stands for:

    • S = Subject
    • V = Verb
    • O = Object

    This is the order we use to make simple sentences in English.

    1. What is a Subject?

    The subject is the who or what the sentence is about. It tells us who is doing the action.

    • Example: The cat sleeps.
      • Here, “The cat” is the subject. It is who is doing the action (sleeping).

    2. What is a Verb?

    The verb is the action word in the sentence. It tells us what the subject is doing.

    • Example: The cat sleeps.
      • Here, “sleeps” is the verb. It tells us what the cat is doing.

    3. What is an Object?

    The object is the thing or person that the action is happening to. It receives the action from the verb.

    • Example: The cat catches the mouse.
      • Here, “the mouse” is the object. It is what the cat is catching.

    4. Example of SVO Sentences

    In a sentence with SVO structure, we first have the subject (who or what), then the verb (what they are doing), and finally the object (what is affected by the action).

    • Example 1:
      • The boy (subject) kicked (verb) the ball (object).
      • “The boy” is the subject, “kicked” is the verb, and “the ball” is the object.
    • Example 2:
      • She (subject) reads (verb) books (object).
      • “She” is the subject, “reads” is the verb, and “books” is the object.

    5. Why is SVO Important?

    The SVO structure is important because it helps us organize our sentences clearly. Most sentences in English follow this order, which makes them easy to understand.

    Quick Review

    • SVO means Subject – Verb – Object.
    • The subject is who or what the sentence is about.
    • The verb is the action in the sentence.
    • The object is the thing that the action is happening to.

    Topic 2- Questions and Inversions

    Questions and Inversions

    When we want to ask something in English, we need to use questions. Sometimes, we also need to change the word order in a sentence, which is called inversion.

    1. What are Questions?

    A question is when you ask something to get information. In English, we often start questions with question words or helping verbs.

    • Example:
      • What is your name?
      • Where are you going?

    2. Question Words (WH-Questions)

    Question words help us ask for more specific information. These are called WH-questions because they often start with words like what, where, when, why, who, and how.

    Here are some common question words:

    • What: To ask about things or objects.
      • What is your favorite color?
    • Where: To ask about places.
      • Where do you live?
    • When: To ask about time.
      • When is your birthday?
    • Why: To ask for reasons or explanations.
      • Why are you sad?
    • Who: To ask about people.
      • Who is your best friend?
    • How: To ask about manner or way something is done.
      • How are you today?

    3. Yes/No Questions (Using Helping Verbs)

    To ask a yes/no question, we often use helping verbs (like do, does, is, are, can, will) at the beginning of the sentence. This is called inversion.

    • Example:
      • Do you like ice cream? (Here, “Do” is the helping verb that comes before the subject “you”.)
    • Example:
      • Is she your sister? (Here, “Is” comes before “she”.)

    4. Inversion: Changing Word Order

    Inversion means we reverse the usual order of words in a sentence, usually by putting the helping verb (or be verb) before the subject.

    • Example:
      • Normal sentence: You are happy.
      • Question form (inversion): Are you happy?
    • Example:
      • Normal sentence: They can swim.
      • Question form (inversion): Can they swim?

    5. Special Case: Question Word + Helping Verb + Subject

    When you use a question word (like “What”, “Where”, etc.), you put it first in the sentence, followed by the helping verb, then the subject.

    • Example:
      • What do you want to eat?
        • “What” is the question word, “do” is the helping verb, and “you” is the subject.
    • Example:
      • Where is the school?
        • “Where” is the question word, “is” is the helping verb, and “the school” is the subject.

    Quick Review

    • Questions are sentences that ask for information.
    • WH-questions (like “what”, “where”, “why”) are used to ask for more details.
    • Yes/No questions use helping verbs (like “do”, “is”, “can”) before the subject. This is called inversion.
    • Inversion is when we change the usual word order in a sentence (put the helping verb before the subject).

    PLEASE GO AND READ CHAPTER 11. *#THANKS FOR VISITING, VISIT AGAIN#* 😊

  • Chapter 9- Agreement and Concord

    Topic 1- Subject-Verb Agreement

    Subject-Verb Agreement

    Subject-verb agreement means that the subject (who or what the sentence is about) and the verb (the action word) must agree with each other in number (singular or plural).

    1. What is Subject-Verb Agreement?

    When you make a sentence, the subject and the verb should match. If the subject is singular (one), the verb should also be singular. If the subject is plural (more than one), the verb should be plural too.

    • Singular subject = singular verb
    • Plural subject = plural verb

    2. Singular and Plural Subjects

    • A singular subject means one person or one thing.
      • Example: The dog runs fast.
        • Here, “dog” is singular, so we use “runs” (singular verb).
    • A plural subject means more than one person or thing.
      • Example: The dogs run fast.
        • Here, “dogs” is plural, so we use “run” (plural verb).

    3. Rule for “He,” “She,” and “It”

    When the subject is he, she, or it, we use a singular verb.

    • Example:
      • He is my friend.
      • She has a cat.
      • It works well.

    4. Rule for “I” and “You”

    • The word “I” always takes a singular verb, even though it’s one person.
      • Example: I am happy.
    • The word “you” can be singular or plural, but it always takes a singular verb.
      • Example (singular): You are my friend.
      • Example (plural): You are all invited to the party.

    5. Rule for Plural Subjects

    When the subject is more than one person or thing, we use a plural verb.

    • Example:
      • The boys are playing outside.
      • The cars need washing.

    6. Some Special Rules for Subject-Verb Agreement

    • When the subject is a compound subject (two or more subjects joined by “and”), we use a plural verb.
      • Example:
        • Tom and Jerry are friends.
    • When the subject is joined by “or” or “nor”, the verb agrees with the noun closest to it.
      • Example:
        • Either the cat or the dog is going outside.
        • Neither the cat nor the dogs are going outside.

    Quick Review

    1. If the subject is singular, use a singular verb.
      • Example: The girl reads a book.
    2. If the subject is plural, use a plural verb.
      • Example: The girls read books.
    3. Use singular verbs with he, she, or it.
      • Example: She has a dog.
    4. Use plural verbs when the subject is more than one person or thing.
      • Example: The dogs bark loudly.

    Topic 2- Pronoun-Antecedent Agreement

    Pronoun-Antecedent Agreement

    Pronoun-antecedent agreement means that a pronoun (a word that replaces a noun, like “he,” “she,” “it,” “they”) must agree with its antecedent (the noun it is replacing) in two ways: number (singular or plural) and gender (he, she, or it).

    1. What is a Pronoun?

    A pronoun is a word that takes the place of a noun. Instead of repeating the same noun over and over, we use pronouns.

    • Example:
      • Tom went to the store. He bought some bread.
        • Here, “he” is the pronoun, and it takes the place of Tom.

    2. What is an Antecedent?

    An antecedent is the noun that a pronoun is referring to. The pronoun replaces the antecedent.

    • Example:
      • The dog barked loudly. It ran fast.
        • “Dog” is the antecedent, and “it” is the pronoun that replaces “dog.”

    3. Rules for Pronoun-Antecedent Agreement

    • 1. Number Agreement (Singular or Plural)

    The pronoun must agree with the antecedent in number. This means if the antecedent is singular, the pronoun must also be singular. If the antecedent is plural, the pronoun must be plural.

    • Singular Example:
      • The teacher explained the lesson. She was very clear.
        • “Teacher” is singular, so we use “she”.
    • Plural Example:
      • The students worked hard. They finished their projects.
        • “Students” is plural, so we use “they”.
    • 2. Gender Agreement (He, She, or It)

    The pronoun must match the gender of the antecedent. If the antecedent is male, we use he. If it is female, we use she. If it is neutral or unknown, we use it.

    • Male Example:
      • John lost his keys. He looked everywhere for them.
        • “John” is male, so we use “he”.
    • Female Example:
      • Emma loves her cat. She takes care of it every day.
        • “Emma” is female, so we use “she”.
    • Neutral Example:
      • The dog is tired. It needs rest.
        • “Dog” is neutral, so we use “it”.
    • 3. Collective Nouns

    A collective noun is a noun that names a group of people or things. Even though it refers to many, we usually treat it as singular.

    • Example:
      • The team played well. It won the game.
        • “Team” is a collective noun, so we use “it”.
    • 4. Plural Antecedents

    If the antecedent is plural, the pronoun must also be plural.

    • Example:
      • The dogs chased the cat. They were very fast.
        • “Dogs” is plural, so we use “they”.

    Common Mistakes to Avoid

    • Incorrect: The dog wagged its tail. They were happy.
      • Correct: The dog wagged its tail. It was happy.
        (Because “dog” is singular, we use “it.”)
    • Incorrect: Tom and Jerry went to the park. It was fun.
      • Correct: Tom and Jerry went to the park. They had fun.
        (Because “Tom and Jerry” are two people, we use “they.”)

    Quick Review

    1. Pronoun replaces a noun (called the antecedent).
    2. The pronoun must match the antecedent in:
      • Number: Singular or Plural
        • Singular: He is my friend.
        • Plural: They are my friends.
      • Gender: He, She, or It
        • He is my brother.
        • She is my sister.
        • It is my dog.
    3. Collective nouns (groups) usually take singular pronouns.
    4. Always use the right pronoun for plural subjects.

    PLEASE GO AND READ CHAPTER 10. *#THANKS FOR VISITING, VISIT AGAIN#* 😊

  • Chapter 8- Direct and Indirect Speech

    Topic 1- Rules for converting between direct and indirect speech

    Rules for Converting Between Direct and Indirect Speech

    When we talk about direct and indirect speech, we are talking about how we say what someone else has said. Here’s how to understand and change between them in simple words!

    1. Direct Speech

    Direct speech is when we quote someone’s exact words. You use quotation marks (” “) to show what they said.

    • Example (Direct Speech):
      • He said, “I am going to the store.”

    2. Indirect Speech

    Indirect speech is when we report what someone said, but we don’t use their exact words. Instead, we tell the meaning of what they said.

    • Example (Indirect Speech):
      • He said that he was going to the store.

    How to Change from Direct to Indirect Speech:

    Here are some simple rules to change direct speech into indirect speech:

    1. Change the Pronouns

    In direct speech, the pronouns (like I, you, he, she) are the speaker’s. In indirect speech, we need to change them to fit the new speaker.

    • Direct: She said, “I am happy.”
      • Indirect: She said that she was happy.
        (Here, “I” changes to “she” because we are reporting what she said.)

    2. Change the Tense

    In indirect speech, we usually need to shift the tense of the verb one step back. This is called backshifting.

    • Present Simple → Past Simple
      • Direct: She says, “I play soccer.”
      • Indirect: She says that she plays soccer.
        (No change for present.)
    • Present Continuous → Past Continuous
      • Direct: He said, “I am eating lunch.”
      • Indirect: He said that he was eating lunch.
    • Past Simple → Past Perfect
      • Direct: They said, “We saw the movie.”
      • Indirect: They said that they had seen the movie.

    3. Remove the Quotation Marks

    In indirect speech, we don’t need quotation marks because we’re reporting the words, not quoting them.

    • Direct: “I love ice cream,” she said.
      • Indirect: She said that she loved ice cream.

    4. Add “That” (Optional)

    We often use “that” to connect the two parts of the sentence (the part where we report what someone said). You can add “that” after the reporting verb like said or asked, but sometimes it’s not needed.

    • Direct: He said, “I am coming tomorrow.”
      • Indirect: He said that he was coming tomorrow.
        (Or you can say: He said he was coming tomorrow.)

    5. Change the Question Words (for Questions)

    For questions, you also need to change the word order and remove the question mark. Use words like if or whether for yes/no questions.

    • Yes/No Question:
      • Direct: She asked, “Are you coming to the party?”
      • Indirect: She asked if I was coming to the party.
    • Wh- Question (who, what, where, etc.):
      • Direct: He asked, “Where are you going?”
      • Indirect: He asked where I was going.

    6. Change the Time Expressions

    In indirect speech, we often change time expressions to make sense of when the speech happened.

    • Today → that day
      • Direct: She said, “I will go today.”
      • Indirect: She said that she would go that day.
    • Tomorrow → the next day
      • Direct: He said, “I will come tomorrow.”
      • Indirect: He said that he would come the next day.
    • Now → then
      • Direct: She said, “I am doing my homework now.”
      • Indirect: She said that she was doing her homework then.

    Quick Review

    • Direct Speech: Quoting exactly what someone said, using quotation marks.
      • Example: She said, “I love chocolate.”
    • Indirect Speech: Reporting what someone said, but not using their exact words.
      • Example: She said that she loved chocolate.

    Remember:

    1. Change pronouns (I, he, she, etc.)
    2. Change the tense (Present becomes Past, etc.)
    3. Remove quotation marks.
    4. Use “that” to connect the sentence (optional).
    5. Change questions (yes/no and Wh-questions).
    6. Change time expressions (today → that day, tomorrow → next day).

    Topic 2- Reporting verbs

    Reporting Verbs

    Reporting verbs are special verbs we use to talk about what someone said or asked. They help us explain how someone spoke or what kind of thing they said. When we report what someone has said, we use these verbs to tell the story.

    1. What are Reporting Verbs?

    A reporting verb is a word that helps us report or say what someone else has said or done. Instead of just using “said”, we can use different verbs to make our sentence more interesting or to show how the person was speaking.

    • Example:
      • She said, “I am hungry.”
        • Here, “said” is the reporting verb.

    2. Types of Reporting Verbs

    Here are some common reporting verbs and what they mean:

    a) Say, Tell, Ask

    • Say: Used when someone speaks something.
      • Example: He said, “I’m going home.”
    • Tell: Used when someone gives information to another person.
      • Example: She told me, “You are my best friend.”
    • Ask: Used when someone asks a question.
      • Example: She asked, “What time is it?”

    b) Other Reporting Verbs

    These verbs tell us more about how someone spoke or what they meant:

    • Explain: To give more details about something.
      • Example: He explained, “This is how you solve the problem.”
    • Warn: To tell someone about a danger or something they should be careful about.
      • Example: She warned, “Don’t touch that hot stove!”
    • Suggest: To tell someone an idea or plan.
      • Example: He suggested, “Let’s go to the park.”
    • Promise: When someone says they will do something.
      • Example: She promised, “I will help you tomorrow.”
    • Admit: To say something that is true, even if it is hard to say.
      • Example: He admitted, “I forgot your birthday.”
    • Agree: When someone says they think the same thing as you.
      • Example: She agreed, “Yes, I think that’s a good idea.”
    • Refuse: When someone says they won’t do something.
      • Example: He refused, “I won’t go to the party.”
    • Exclaim: To say something with surprise or strong feelings.
      • Example: She exclaimed, “Wow, this is amazing!”

    3. How to Use Reporting Verbs

    • Use the correct reporting verb: Choose a verb that fits how the person spoke.
      • If the person asked a question, use ask.
      • If they made a promise, use promise.
      • If they were excited, use exclaim.
    • No quotation marks in indirect speech: When using reporting verbs, we don’t need quotation marks. Instead, we use that or sometimes just the reporting verb.
      • Example (Direct Speech): He said, “I will help you.”
      • Example (Indirect Speech): He promised that he would help me.

    Quick Review

    • Reporting Verbs are words we use to report what someone said, asked, or did.
    • Some common reporting verbs: say, tell, ask, explain, warn, suggest, promise, admit, agree, refuse, exclaim.
    • Reporting verbs make our sentences more interesting and help us explain how someone said something.

    PLEASE GO AND READ CHAPTER 9. *#THANKS FOR VISITING, VISIT AGAIN#* 😊

  • Chapter 7- Punctuation

    Topic 1- Period, Comma, Semicolon, Colon

    Period, Comma, Semicolon, and Colon

    In writing, we use punctuation marks like periods, commas, semicolons, and colons to help make our sentences clearer and easier to read. Let’s learn about these punctuation marks!

    1. Period (.)

    A period is a punctuation mark that tells us that a sentence has ended. It is used at the end of statements (when we tell something) or commands.

    • Example 1 (Statement):
      • I like to read books.
        • The period shows that the sentence is finished.
    • Example 2 (Command):
      • Please clean your room.
        • The period shows the end of the command.

    2. Comma (,)

    A comma is used to separate parts of a sentence. It helps make things clear and keeps things from being confusing. You can think of it as a small pause in a sentence.

    • Example 1 (Separating items in a list):
      • I bought apples, bananas, oranges, and grapes.
        • The commas separate the items in the list.
    • Example 2 (Separating parts of a sentence):
      • After lunch, we went outside to play.
        • The comma separates the two parts of the sentence.
    • Example 3 (Before a conjunction in a compound sentence):
      • I wanted to go swimming, but it started to rain.
        • The comma is used before the word but in the sentence.

    3. Semicolon (;)

    A semicolon is used to join two related sentences without using a conjunction like and or but. It can also be used to separate items in a list when those items already have commas in them.

    • Example 1 (Joining two related sentences):
      • I have a test tomorrow; I need to study hard.
        • The semicolon joins two related sentences. It shows that both ideas are connected.
    • Example 2 (Separating items in a list with commas):
      • I have lived in New York, New York; Chicago, Illinois; and Los Angeles, California.
        • The semicolon separates the different places that already have commas in them.

    4. Colon (:)

    A colon is used to introduce something, like a list, an explanation, or a quote. It tells us that more information is coming after it.

    • Example 1 (Introducing a list):
      • I need three things: a pencil, a notebook, and an eraser.
        • The colon shows that the list of things is coming next.
    • Example 2 (Introducing an explanation):
      • She had one goal: to win the race.
        • The colon shows that an explanation of the goal is coming after it.
    • Example 3 (Before a quote):
      • He said: “I’ll be home soon.”
        • The colon introduces the quote.

    Quick Review

    • Period (.): Used to end a statement or command.
      • Example: I like to read.
    • Comma (,): Used to separate parts of a sentence, like items in a list or different ideas.
      • Example: I want apples, bananas, and grapes.
    • Semicolon (;): Used to join two related sentences or separate items in a list that already have commas.
      • Example: I love pizza; it’s my favorite food.
    • Colon (:): Used to introduce something, like a list, explanation, or quote.
      • Example: She has three pets: a dog, a cat, and a rabbit.

    Topic 2- Quotation Marks, Apostrophe, Hyphen

    Quotation Marks, Apostrophe, and Hyphen

    These are special punctuation marks that help make our writing clear and neat. Let’s learn about quotation marks, apostrophes, and hyphens in a way that’s easy to understand!

    1. Quotation Marks (” “)

    Quotation marks are used to show when we are speaking or quoting someone’s exact words. They help us know the difference between what someone says and the rest of the sentence.

    • Example 1 (Showing what someone said):
      • She said, “I love ice cream!”
        • The quotation marks show that these are the exact words she said.
    • Example 2 (Quoting a sentence):
      • He asked, “Are you coming to the party?”
        • The quotation marks show what he asked.
    • Important Tip:
      • Quotation marks are always used in pairs, one at the start and one at the end of the words being quoted.

    2. Apostrophe (‘)

    An apostrophe is used in two main ways:

    1. To show possession (who owns something).
    2. To show that letters or numbers are missing in contractions (when two words are shortened).
    • Example 1 (Possession):
      • This is Tom’s book.
        • The apostrophe shows that the book belongs to Tom.
    • Example 2 (Contraction):
      • I can’t wait for the weekend.
        • The apostrophe shows that can’t is short for cannot.
    • Example 3 (Possession for plural nouns):
      • The dogs’ toys are scattered everywhere.
        • The apostrophe after dogs shows that the toys belong to more than one dog.

    3. Hyphen (-)

    A hyphen is a small line used to join two words together or to split a word at the end of a line. It’s not the same as a dash (–).

    • Example 1 (Joining two words):
      • She is a well-known singer.
        • The hyphen joins well and known to make one idea.
    • Example 2 (In compound numbers):
      • I have a twenty-three dollar bill.
        • The hyphen joins twenty and three in the number twenty-three.
    • Example 3 (Splitting a word at the end of a line):
      • I was reading a long book, and I had to stop at the end of the first par- graph.
        • The hyphen is used to break the word paragraph so it can fit at the end of a line.

    Quick Review

    • Quotation Marks (” “): Used to show what someone says or to quote someone’s exact words.
      • Example: “I am hungry,” she said.
    • Apostrophe (‘): Used to show possession or to make contractions.
      • Possession Example: Tom’s book.
      • Contraction Example: I’m (I am).
    • Hyphen (-): Used to join two words together or to break a word at the end of a line.
      • Example: well-known, twenty-three, self-esteem.

    Topic 3-

    Parentheses, Ellipses, and Dashes

    These are special punctuation marks that help make our writing clearer, or add extra details. Let’s learn what parentheses, ellipses, and dashes do in simple words!

    1. Parentheses ( )

    Parentheses are used to add extra information to a sentence, like an explanation or a detail. The sentence will still make sense without the words inside the parentheses.

    • Example 1:
      • I went to the park (my favorite place) after school.
        • The parentheses tell us that the park is the speaker’s favorite place, but the sentence still makes sense without this extra information.
    • Example 2:
      • He is good at many sports (like soccer and basketball).
        • The parentheses give us more details about the sports.
    • Important Tip:
      • Everything inside the parentheses should be related to the sentence, but the sentence can stand alone without it.

    2. Ellipses (…)

    An ellipsis is a set of three dots (…). It is used to show that something is missing or that a thought is unfinished. It can also show a pause in speech or writing.

    • Example 1 (Missing words):
      • She said, “I’m not sure… maybe we can go later.”
        • The ellipsis shows that something is missing from the sentence or that the speaker is unsure.
    • Example 2 (Pause in speech):
      • “I was thinking… maybe we should wait.”
        • The ellipsis shows a pause in the person’s speech.
    • Example 3 (Unfinished thought):
      • I can’t believe this…
        • The ellipsis shows the thought is unfinished or that the speaker is feeling something.

    3. Dashes (– or —)

    A dash is a longer line than a hyphen. Dashes can be used to add extra information or to show a change of thought. They can also show a big pause in a sentence.

    • Example 1 (Adding extra information):
      • My brother – the one who loves soccer – is coming to visit.
        • The dashes add more information about my brother. You could remove the dashes, and the sentence would still make sense: My brother is coming to visit.
    • Example 2 (Change of thought):
      • I was thinking of going to the park – but then it started to rain.
        • The dash shows a change in the thought.
    • Example 3 (Big pause):
      • I finally won the race – and I couldn’t believe it!
        • The dash shows a big pause for emphasis or excitement.

    Quick Review

    • Parentheses ( ): Used to add extra information or details that aren’t necessary for the main sentence but are helpful.
      • Example: I love animals (especially cats).
    • Ellipses (…): Used to show that something is missing, to show a pause in speech, or to show an unfinished thought.
      • Example: “I was thinking… maybe we should try again.”
    • Dashes (– or —): Used to add extra information, show a change of thought, or create a big pause.
      • Example: She won the race – what an amazing achievement!

    PLEASE GO AND READ CHAPTER 8. *#THANKS FOR VISITING, VISIT AGAIN#* 😊

  • Chapter 6- Clauses and Phrases

    Topic 1- Independent and Dependent Clauses

    Independent and Dependent Clauses

    Clauses are parts of a sentence. Some clauses can stand alone as a complete sentence, and some can’t. Let’s learn about independent and dependent clauses!

    1. Independent Clause

    • An independent clause is a complete sentence on its own. It can stand by itself because it expresses a complete thought. It has a subject (who or what the sentence is about) and a predicate (what the subject is doing).
    • Examples:
      • I like ice cream. (This is a complete thought. It can stand alone.)
      • She is reading a book. (This is a complete sentence. It makes sense on its own.)

    2. Dependent Clause

    • A dependent clause is not a complete sentence. It depends on another part of the sentence to make sense. It has a subject and a verb, but it doesn’t express a complete thought. It often starts with words like because, if, when, although, or unless.
    • Examples:
      • Because I was tired (This is not a complete sentence. We don’t know what happened because the thought is not finished.)
      • If you study hard (This is not a complete sentence. We don’t know what happens if you study hard.)

    How Can We Use Them Together?

    An independent clause and a dependent clause can be joined together to make a longer sentence. The dependent clause gives more information to the independent clause.

    • Examples:
      • I like ice cream because it’s sweet. (Independent clause: I like ice cream. Dependent clause: because it’s sweet)
      • She is reading a book when the sun is shining. (Independent clause: She is reading a book. Dependent clause: when the sun is shining)

    Quick Review

    • Independent Clause: A complete sentence that can stand alone.
      • *Example: I am hungry.
    • Dependent Clause: A part of a sentence that needs an independent clause to make sense.
      • *Example: Because I didn’t eat breakfast.
    • You can put an independent clause and a dependent clause together to make a longer sentence.
      • *Example: I am hungry because I didn’t eat breakfast.

    Topic 2- Noun, Adjective, and Adverb Clauses

    Noun, Adjective, and Adverb Clauses

    Clauses can do different jobs in a sentence, just like words do. Some clauses act like nouns, some act like adjectives, and some act like adverbs. Let’s learn about noun clauses, adjective clauses, and adverb clauses in simple words!

    1. Noun Clause

    A noun clause is a group of words that acts like a noun in a sentence. It can be the subject (who or what the sentence is about), the object (who or what the action is happening to), or the complement (more information about the subject or object).

    • Example 1 (Subject):
      • What she said made me happy.
        • The noun clause “What she said” is the subject of the sentence (it’s what made you happy).
    • Example 2 (Object):
      • I don’t know what to do.
        • The noun clause “what to do” is the object of “don’t know” (it’s what you don’t know).
    • Example 3 (Complement):
      • The problem is that we are late.
        • The noun clause “that we are late” is a complement, giving more information about “the problem.”

    2. Adjective Clause

    An adjective clause is a group of words that describes or gives more information about a noun (a person, place, thing, or idea). It works like an adjective in a sentence.

    • Example 1:
      • The dog that is barking is mine.
        • The adjective clause “that is barking” describes the noun “dog”.
    • Example 2:
      • I have a friend who loves to dance.
        • The adjective clause “who loves to dance” describes the noun “friend”.
    • Key Words: Adjective clauses often start with words like who, which, that, whose, and where.

    3. Adverb Clause

    An adverb clause is a group of words that acts like an adverb, describing how, when, where, why, or to what degree something happens. It gives more information about a verb, adjective, or another adverb.

    • Example 1 (When):
      • I will go home when school is over.
        • The adverb clause “when school is over” tells us when the action will happen.
    • Example 2 (How):
      • She sings as if she were a bird.
        • The adverb clause “as if she were a bird” tells us how she sings.
    • Example 3 (Why):
      • I went to bed early because I was tired.
        • The adverb clause “because I was tired” tells us why I went to bed early.
    • Key Words: Adverb clauses often start with words like when, where, why, because, if, although, and as.

    Quick Review

    • Noun Clause: A group of words that acts like a noun.
      • Example: What you said made me happy. (The noun clause “What you said” is what made me happy.)
    • Adjective Clause: A group of words that describes a noun.
      • Example: I have a dog that is brown. (The adjective clause “that is brown” describes the noun “dog.”)
    • Adverb Clause: A group of words that acts like an adverb and tells us how, when, where, or why something happens.
      • Example: She runs faster than I do. (The adverb clause “faster than I do” tells us how she runs.)

    Topic 3- Phrases

    Phrases: Noun Phrase, Verb Phrase, Prepositional Phrase, and More

    A phrase is a group of words that work together to give more meaning, but a phrase does not have a subject and a verb (so it can’t stand alone like a sentence). Let’s learn about different types of phrases and what they do in simple words!

    1. Noun Phrase

    A noun phrase is a group of words that act like a noun. It usually has a noun (a person, place, thing, or idea) and can also include words that describe the noun.

    • Example 1:
      • The big blue ball is mine.
        • The noun phrase is “The big blue ball” (this is what the sentence is talking about).
    • Example 2:
      • I like the red apples.
        • The noun phrase is “the red apples” (this is the thing I like).
    • What’s in a Noun Phrase?
      A noun phrase can have:
      • A main noun (ball, apples)
      • Descriptive adjectives (big, blue, red)

    2. Verb Phrase

    A verb phrase is a group of words that act like a verb. It has a main verb and may also include helping verbs (like is, are, will, have, etc.).

    • Example 1:
      • She is running fast.
        • The verb phrase is “is running fast” (this tells us what she is doing).
    • Example 2:
      • They have eaten all the cookies.
        • The verb phrase is “have eaten” (it tells what they did).
    • What’s in a Verb Phrase?
      A verb phrase can have:
      • A main verb (run, eat)
      • Helping verbs (is, have, will)

    3. Prepositional Phrase

    A prepositional phrase is a group of words that starts with a preposition (like in, on, at, under, etc.) and usually ends with a noun or pronoun (which is called the object of the preposition).

    • Example 1:
      • The book is on the table.
        • The prepositional phrase is “on the table” (it tells us where the book is).
    • Example 2:
      • She sat under the tree.
        • The prepositional phrase is “under the tree” (it tells us where she sat).
    • What’s in a Prepositional Phrase?
      A prepositional phrase has:
      • A preposition (on, in, under)
      • A noun or pronoun (table, tree)

    4. Adjective Phrase

    An adjective phrase is a group of words that describes a noun. It acts like an adjective in the sentence.

    • Example 1:
      • She wore a dress with red flowers.
        • The adjective phrase is “with red flowers” (it describes the noun “dress”).
    • Example 2:
      • The dog is so friendly and playful.
        • The adjective phrase is “so friendly and playful” (it describes the noun “dog”).

    5. Adverb Phrase

    An adverb phrase is a group of words that describes a verb, adjective, or another adverb. It acts like an adverb in the sentence and tells us how, when, where, or to what degree something happens.

    • Example 1:
      • He runs very quickly.
        • The adverb phrase is “very quickly” (it tells us how he runs).
    • Example 2:
      • I will finish the work in an hour.
        • The adverb phrase is “in an hour” (it tells us when I will finish).

    Quick Review

    • Noun Phrase: A group of words that act like a noun.
      • Example: The big red car is mine. (The noun phrase “The big red car” is the thing we’re talking about.)
    • Verb Phrase: A group of words that act like a verb.
      • Example: I am eating lunch. (The verb phrase “am eating” tells us what action is happening.)
    • Prepositional Phrase: A group of words that starts with a preposition and ends with a noun or pronoun.
      • Example: I sat on the chair. (The prepositional phrase “on the chair” tells us where I sat.)
    • Adjective Phrase: A group of words that describes a noun.
      • Example: She wore a dress with flowers on it. (The adjective phrase “with flowers on it” describes the dress.)
    • Adverb Phrase: A group of words that describes a verb, adjective, or another adverb.
      • Example: He sings really loudly. (The adverb phrase “really loudly” tells us how he sings.)

    PLEASE GO AND READ CHAPTER 7. *#THANKS FOR VISITING, VISIT AGAIN#* 😊

  • Chapter 5- Articles and Determiners

    Topic 1- Definite and Indefinite Articles.

    Definite and Indefinite Articles

    Articles are words like “a”, “an”, and “the” that we use before nouns (things, people, or places) to talk about them in more detail. Let’s learn about the definite and indefinite articles in simple words!

    1. Indefinite Articles: “A” and “An”

    • What are indefinite articles?
      We use “a” and “an” when we talk about something for the first time or when it’s not specific. We don’t know exactly which one we mean.
    • When do we use “a”?
      • We use “a” before words that begin with a consonant sound (a letter that is not a vowel: a, b, c, d, etc.).
      • Examples:
        • I saw a dog in the park. (We don’t know which dog, just any dog.)
        • She has a pencil. (It’s just any pencil, not a specific one.)
    • When do we use “an”?
      • We use “an” before words that begin with a vowel sound (a, e, i, o, u).
      • Examples:
        • I ate an apple. (It’s any apple, not a specific one.)
        • He is reading an interesting book. (Interesting starts with an “i” sound, so we use “an.”)

    2. Definite Article: “The”

    • What is the definite article?
      We use “the” when we talk about something that is specific or known. We know exactly which one we mean, or the person we are talking to knows.
    • When do we use “the”?
      • We use “the” when the noun is already mentioned, when there is only one of something, or when both the speaker and listener know exactly what we’re talking about.
      • Examples:
        • I saw the dog that you mentioned. (We know exactly which dog.)
        • Can you pass me the pencil? (There’s only one pencil we’re talking about.)
        • I went to the park yesterday. (Both the speaker and listener know which park.)

    Quick Review

    • Indefinite Articles:
      • “A” is used for words that begin with a consonant sound.
        • Example: I saw a cat.
      • “An” is used for words that begin with a vowel sound.
        • Example: I ate an orange.
    • Definite Article:
      • “The” is used for specific things or things that are already known.
        • Example: I saw the movie you talked about.

    Topic 2- Demonstratives

    Demonstratives: This, That, These, Those

    Demonstratives are words we use to point out or show something. They help us tell if we’re talking about something that is close to us or far away. The words we use are this, that, these, and those.

    1. This and That (For One Thing)

    • This:
      We use “this” when we’re talking about one thing that is close to us. It’s for something that is near.
      • Examples:
        • This is my book. (The book is near me.)
        • Look at this dog! It’s so cute! (The dog is close by.)
    • That:
      We use “that” when we’re talking about one thing that is far from us. It’s for something that is not near.
      • Examples:
        • That is my school. (The school is far from me.)
        • I don’t like that shirt. (The shirt is far from me.)

    2. These and Those (For More Than One Thing)

    • These:
      We use “these” when we’re talking about more than one thing that is close to us.
      • Examples:
        • These are my toys. (The toys are near me.)
        • I love these cookies! (The cookies are close to me.)
    • Those:
      We use “those” when we’re talking about more than one thing that is far from us.
      • Examples:
        • Those are my friends over there. (The friends are far from me.)
        • Do you see those stars? (The stars are far in the sky.)

    Quick Review

    • This: Used for one thing that is close.
      • Example: This is my pencil. (The pencil is near me.)
    • That: Used for one thing that is far.
      • Example: That is a beautiful mountain. (The mountain is far away.)
    • These: Used for more than one thing that is close.
      • Example: These are my shoes. (The shoes are near me.)
    • Those: Used for more than one thing that is far.
      • Example: Those are nice houses. (The houses are far away.)

    Topic 3- Quantifiers

    Quantifiers: Some, Many, Few, and More

    Quantifiers are words that help us talk about how much or how many of something there is. They are used to tell us if there is a lot, a little, or just a few of something. Let’s look at some common quantifiers!

    1. Some

    • What does “some” mean?
      We use “some” when we talk about a small amount or a few things. It’s not specific, but we know there is at least a little.
      • Examples:
        • Can I have some water? (Just a little bit of water.)
        • There are some apples on the table. (A few apples, but not a lot.)
    • “Some” is also used in positive sentences or requests.

    2. Many

    • What does “many” mean?
      We use “many” when we talk about a large number of things. It is used for countable nouns (things we can count like apples, books, or people).
      • Examples:
        • I have many friends. (I have a lot of friends.)
        • There are many cars in the parking lot. (A lot of cars.)

    3. Few

    • What does “few” mean?
      We use “few” when we talk about a small number of things, but it’s not as many as we want. It usually means not enough or very few.
      • Examples:
        • I have few toys. (I don’t have many toys.)
        • There are few people at the party. (There aren’t a lot of people at the party.)

    4. A Few

    • What does “a few” mean?
      “A few” means a small number, but it’s more than just a couple. It’s positive and usually means enough.
      • Examples:
        • I have a few pencils. (I have some pencils, but not too many.)
        • There are a few cookies left. (There are still some cookies, not many.)

    5. Much

    • What does “much” mean?
      We use “much” when we talk about a large amount of something, but it is used for uncountable nouns (things we cannot count like water, milk, or air).
      • Examples:
        • There is much water in the bottle. (A lot of water, but we can’t count it.)
        • I don’t have much time. (I have little time, not a lot.)

    6. A Lot (of)

    • What does “a lot of” mean?
      “A lot of” means a large amount or a large number of something. We can use it for both countable and uncountable nouns.
      • Examples:
        • I have a lot of books. (I have many books.)
        • There is a lot of food. (There is a large amount of food, but we can’t count it.)

    7. Any

    • What does “any” mean?
      We use “any” when we talk about an unknown amount of something or when we are asking or talking about things that we don’t know exactly.
      • Examples:
        • Do you have any cookies? (We don’t know how many cookies.)
        • I don’t have any money. (I don’t have any amount of money.)

    Quick Review

    • Some: A small amount or a few things.
      • Example: I have some candy.
    • Many: A large number of things (for countable things).
      • Example: There are many books in the library.
    • Few: A small number (but usually not enough).
      • Example: There are few cars in the parking lot.
    • A Few: A small number, but enough or positive.
      • Example: I have a few dollars left.
    • Much: A large amount (for uncountable things).
      • Example: I don’t have much time.
    • A Lot (of): A large amount or number (for both countable and uncountable things).
      • Example: There is a lot of water in the pool.
    • Any: An unknown amount, usually in questions or negative sentences.
      • Example: Do you have any milk?

    Topic 4- Possessives

    Possessives: My, Your, His, Her, Its, Our, Their

    Possessives are words we use to show that something belongs to someone or something. They help us talk about ownership—who has something. The words we use are my, your, his, her, its, our, and their.

    1. My

    • We use “my” when something belongs to me (the person talking).
      • Example: This is my book. (The book belongs to me.)
      • Example: This is my dog. (The dog belongs to me.)

    2. Your

    • We use “your” when something belongs to you (the person we’re talking to).
      • Example: Is this your pencil? (The pencil belongs to you.)
      • Example: I like your shoes. (The shoes belong to you.)

    3. His

    • We use “his” when something belongs to him (a boy or man).
      • Example: This is his toy. (The toy belongs to him.)
      • Example: That’s his bike. (The bike belongs to him.)

    4. Her

    • We use “her” when something belongs to her (a girl or woman).
      • Example: This is her bag. (The bag belongs to her.)
      • Example: I like her dress. (The dress belongs to her.)

    5. Its

    • We use “its” when something belongs to it (an animal, thing, or idea).
      • Example: The cat is licking its paws. (The paws belong to the cat.)
      • Example: The tree lost its leaves. (The leaves belong to the tree.)

    6. Our

    • We use “our” when something belongs to us (the person talking and the people being talked to).
      • Example: This is our house. (The house belongs to us.)
      • Example: Our team won the game! (The team belongs to us.)

    7. Their

    • We use “their” when something belongs to them (a group of people or things).
      • Example: These are their toys. (The toys belong to them.)
      • Example: I saw their car outside. (The car belongs to them.)

    Quick Review

    • My: Belongs to me.
      • Example: My backpack is blue.
    • Your: Belongs to you (the person we’re talking to).
      • Example: Is this your phone?
    • His: Belongs to him (a boy or man).
      • Example: His hat is red.
    • Her: Belongs to her (a girl or woman).
      • Example: Her bike is green.
    • Its: Belongs to it (an animal or thing).
      • Example: Its tail is long.
    • Our: Belongs to us (the person talking and others).
      • Example: Our school is big.
    • Their: Belongs to them (a group of people or things).
      • Example: Their house is yellow.

    PLEASE GO AND READ CHAPTER 6. *#THANKS FOR VISITING, VISIT AGAIN#* 😊

  • Chapter 4- Verb Forms and Moods

    Topic 1- Regular and Irregular Verbs

    Regular and Irregular Verbs

    Verbs are action words, like run, eat, play, etc. Verbs can be divided into two main groups: regular verbs and irregular verbs. Let’s learn about them!

    1. Regular Verbs

    • What are regular verbs?
      Regular verbs are verbs that follow a simple rule when we change them into the past tense or past participle. We just add -ed to the base form of the verb (the present tense form).
    • How do they work?
    • To change a regular verb into the past tense, you just add -ed (e.g., play becomes played, walk becomes walked).
    • If the verb already ends in -e, just add -d (e.g., love becomes loved).
    • Examples of regular verbs:
      • Play → Played
      • Talk → Talked
      • Clean → Cleaned
      • Jump → Jumped

    2. Irregular Verbs

    • What are irregular verbs?
      Irregular verbs do not follow the regular rule of adding -ed to change to the past tense. They have special forms that you must remember.
    • How do they work?
    • Irregular verbs have different forms for the past tense and past participle, and you have to learn them. There’s no pattern like with regular verbs, so you need to remember the changes.
    • Examples of irregular verbs:
      • Go → Went (past)
      • Eat → Ate (past)
      • See → Saw (past)
      • Have → Had (past)
      • Come → Came (past)

    How to Remember Them?

    • Regular Verbs: Just add -ed to the base verb.
      • Example: I work → I worked
      • Example: She talk → She talked
    • Irregular Verbs: These verbs don’t follow the -ed rule and need to be memorized.
      • Example: I run → I ran
      • Example: We go → We went

    Quick Review

    • Regular Verbs: Follow a simple rule—add -ed to the verb.
      • Example: I play → I played
      • Example: I watch → I watched
    • Irregular Verbs: Don’t follow the rule and have different forms.
      • Example: I eat → I ate
      • Example: I write → I wrote

    Topic 2- Finite and Non-Finite Verbs

    Finite and Non-Finite Verbs

    Verbs can be finite or non-finite.

    1. Finite Verbs

    • What are finite verbs?
      Finite verbs are verbs that show tense (like present, past, or future) and can stand alone in a sentence. They agree with the subject of the sentence (whether it’s singular or plural).
    • How do they work?
      A finite verb tells you when the action happened (past, present, or future), and it changes depending on the subject (who or what is doing the action).
    • Examples of finite verbs:
      • She plays soccer. (Present tense, singular subject)
      • They played soccer yesterday. (Past tense, plural subject)
      • I will go to the park tomorrow. (Future tense)

    In these examples, the verb changes depending on the subject and the time.

    2. Non-Finite Verbs

    • What are non-finite verbs?
      Non-finite verbs are verbs that do not show tense and cannot stand alone in a sentence. They are like the base form of a verb, and they often need to be paired with another verb to make sense.
    • How do they work?
      Non-finite verbs don’t change with the subject, and they don’t show if the action happened in the past, present, or future. These verbs can be infinitives, gerunds, or participles.
    • Types of non-finite verbs:
      1. Infinitive: The base form of the verb, often preceded by to.
        • Example: I want to play soccer.
        • To play is the infinitive verb.
      2. Gerund: The verb ending in -ing that acts like a noun.
        • Example: Swimming is fun.
        • Swimming is the gerund verb.
      3. Participle: A verb form used as an adjective, often ending in -ing or -ed.
        • Example: The broken toy is on the table.
        • Broken is the past participle verb.

    Quick Review

    • Finite Verbs:
      • Show tense (past, present, future).
      • Change depending on the subject.
      • Example: She runs fast. (shows present action)
    • Non-Finite Verbs:
      • Do not show tense.
      • Don’t change with the subject.
      • Examples:
        • I like to run. (Infinitive verb)
        • He enjoys running. (Gerund verb)
        • The broken toy is on the table. (Participle verb)

    Topic 3- Active and Passive Voice

    Active and Passive Voice

    When we make sentences, the active voice and passive voice show us who is doing the action. Let’s learn about them in a simple way!

    1. Active Voice

    • What is active voice?
      In the active voice, the subject of the sentence is doing the action. The subject is the doer of the action.
    • How do we make it?
    • The subject comes first, followed by the verb (action), and then the object (who or what is receiving the action).
    • Examples of active voice:
      • The dog chased the ball.
        (The dog is doing the action—chasing the ball.)
      • She ate an apple.
        (She is doing the action—eating the apple.)
      • They played soccer.
        (They are doing the action—playing soccer.)

    In these sentences, the subject (dog, she, they) is doing the action.

    2. Passive Voice

    • What is passive voice?
      In the passive voice, the object of the action becomes the subject of the sentence. The person or thing doing the action is either not mentioned or comes later in the sentence.
    • How do we make it?
    • The object comes first, followed by the verb (with “by” if needed), and then the subject (the doer of the action).
    • Examples of passive voice:
      • The ball was chased by the dog.
        (The ball is now the subject. The dog, the doer, comes later.)
      • An apple was eaten by her.
        (The apple is the subject, and she, the doer, comes after “by”.)
      • Soccer was played by them.
        (Soccer is the subject, and they, the doers, come after “by”.)

    In these sentences, the object (ball, apple, soccer) is now the subject.

    When Do We Use Active and Passive Voice?

    • Active Voice:
      • We use the active voice when we want to say who is doing the action.
      • Example: The teacher taught the lesson. (We know the teacher is doing the action.)
    • Passive Voice:
      • We use the passive voice when we want to focus on the action or the object of the action, not the doer.
      • Example: The lesson was taught by the teacher. (We focus on the lesson, not the teacher.)

    Quick Review

    • Active Voice:
      • Subject → Verb → Object.
      • The subject does the action.
      • Example: Tom kicked the ball. (Tom is doing the action.)
    • Passive Voice:
      • Object → Verb → (by) → Subject.
      • The object becomes the subject, and the action is done to it.
      • Example: The ball was kicked by Tom. (The ball is now the subject.)

    Topic 4- Modal Verbs

    Modal Verbs

    Modal verbs are special verbs that help us express things like ability, permission, possibility, or requests. They don’t show action by themselves but change the meaning of the main verb in the sentence.

    Here are some common modal verbs and what they mean:

    1. Can

    • What does “can” mean?
      “Can” is used to talk about ability (what we are able to do) or permission (what we are allowed to do).
    • Examples:
      • Ability: I can swim. (I am able to swim.)
      • Permission: You can have a cookie. (You are allowed to have a cookie.)

    2. Could

    • What does “could” mean?
      “Could” is the past form of “can,” but it is also used to show possibility or to make polite requests.
    • Examples:
      • Past ability: When I was younger, I could run fast. (I was able to run fast before.)
      • Possibility: It could rain tomorrow. (There’s a chance of rain.)
      • Polite request: Could you help me? (A polite way to ask for help.)

    3. May

    • What does “may” mean?
      “May” is used to ask for permission or to talk about possibility in a more formal way.
    • Examples:
      • Permission: May I go to the bathroom? (Can I go to the bathroom?)
      • Possibility: It may snow tonight. (There’s a chance it will snow.)

    4. Might

    • What does “might” mean?
      “Might” is similar to “may,” but it shows that something is less likely to happen. It’s used for talking about possibility.
    • Examples:
      • Possibility: It might rain later. (There’s a small chance it will rain.)
      • We might go to the park tomorrow. (Maybe we will go to the park.)

    5. Will

    • What does “will” mean?
      “Will” is used to talk about future actions or to make promises and decisions.
    • Examples:
      • Future action: I will study tomorrow. (I’m going to study tomorrow.)
      • Promise: I will help you with your homework. (I promise to help you.)

    6. Would

    • What does “would” mean?
      “Would” is used to talk about polite requests, offers, and hypothetical situations (imaginary or possible situations).
    • Examples:
      • Polite request: Would you like some juice? (A polite way to offer juice.)
      • Hypothetical situation: If I had a million dollars, I would travel the world. (Talking about an imaginary situation.)

    7. Shall

    • What does “shall” mean?
      “Shall” is used to make suggestions or to offer help, especially in formal situations.
    • Examples:
      • Suggestion: Shall we go to the movies? (Let’s go to the movies.)
      • Offer help: Shall I open the door for you? (Would you like me to open the door?)

    8. Should

    • What does “should” mean?
      “Should” is used to talk about advice or something that is a good idea.
    • Examples:
      • Advice: You should eat healthy food. (It’s a good idea to eat healthy food.)
      • Expectation: You should be home by 7 p.m. (It’s expected that you will be home by then.)

    9. Must

    • What does “must” mean?
      “Must” is used to talk about something that is necessary or really important to do.
    • Examples:
      • Necessity: You must wear a helmet when riding a bike. (It’s very important and necessary.)
      • Strong suggestion: You must try this cake! It’s delicious! (I really think you should try it.)

    Quick Review

    • Can: Ability or permission (e.g., I can swim).
    • Could: Past ability, possibility, or polite request (e.g., Could you help me?).
    • May: Permission or possibility (e.g., May I go?).
    • Might: Smaller possibility (e.g., It might rain).
    • Will: Future action or promise (e.g., I will study).
    • Would: Polite request, offer, or hypothetical situation (e.g., Would you like some juice?).
    • Shall: Suggestion or offer (e.g., Shall we go?).
    • Should: Advice or expectation (e.g., You should eat vegetables).
    • Must: Necessity or strong suggestion (e.g., You must wear your seatbelt).

    Topic 5- Subjunctive Mood

    Subjunctive Mood

    The subjunctive mood is a special way we use verbs to talk about things that are imaginary, wishes, suggestions, or things that could happen but aren’t certain. It’s like talking about things that aren’t real right now, but might happen or be wished for.

    When Do We Use the Subjunctive Mood?

    We use the subjunctive mood when we talk about:

    1. Wishes or things we want to happen.
    2. Suggestions or advice.
    3. Something that is not real or is just imagined.
    4. Certain expressions that suggest necessity or importance.

    1. Wishes

    When we want to say something that we wish or hope for, we use the subjunctive mood.

    • Example:
      • I wish he were here.
        (We’re imagining that he is here, but he’s not.)
      • She wishes that it were sunny today.
        (She is imagining it’s sunny, but it’s not.)

    Note: We use were instead of was in these sentences, even if we’re talking about one person (he, she, I).

    2. Suggestions or Advice

    We also use the subjunctive mood when we give suggestions or advice, especially after words like suggest, recommend, ask, or insist.

    • Example:
      • I suggest that he study harder.
      • She recommends that we be on time.
      • They insisted that I come early.

    In these sentences, the verb does not change based on the subject. For example, we say “study” even though it’s “he” or “she” in the sentence.

    3. Imaginary or Hypothetical Situations

    The subjunctive is also used to talk about imaginary or unreal situations.

    • Example:
      • If I were a bird, I would fly high in the sky.
        (This is not true. I am not a bird, but it’s an imagined situation.)
      • If he were rich, he could buy anything he wanted.
        (This is just imagined. He’s not rich right now.)

    Note: We use were for all subjects, even with “I” or “he” in these imaginary situations.

    4. Expressions of Necessity or Importance

    We use the subjunctive mood after certain words that express necessity or importance, like it is important, it is necessary, or it is essential.

    • Example:
      • It is important that she be careful.
      • It is necessary that you study for the test.

    Quick Review

    • Wishes: We use “were” even for things that aren’t true.
      • I wish I were taller.
    • Suggestions/Advice: The verb stays in its base form.
      • I suggest that you do your homework.
    • Imaginary situations: We use “were” for things that are not real.
      • If I were a superhero, I would save the world.
    • Necessity or Importance: After certain expressions like “It is important.”
      • It is essential that he be on time.

    PLEASE GO AND READ CHAPTER 5. *#THANKS FOR VISITING, VISIT AGAIN#* 😊

  • Chapter 3-Tenses

    Topic – Present Tense

    Present Tense

    The present tense is used to talk about things happening now or things that are always true. There are four types of present tense:

    1. Present Simple
    2. Present Continuous
    3. Present Perfect
    4. Present Perfect Continuous

    Let’s understand each one with easy examples!

    1. Present Simple

    • What is it?
      The present simple tense is used to talk about things that happen regularly or facts that are always true.
    • When do we use it?
    • To talk about habits or things that happen often.
    • To talk about general facts (things that are always true).
    • How is it formed?
    • For most verbs, just use the base form (e.g., play, eat, go).
    • For he, she, it, add -s or -es to the verb (e.g., plays, eats, goes).
    • Examples:
      • I play soccer every day. (habit)
      • She likes chocolate. (fact)
      • The sun rises in the east. (fact)

    2. Present Continuous

    • What is it?
      The present continuous tense is used to talk about things that are happening right now or actions that are in progress.
    • When do we use it?
    • To talk about something happening at the moment.
    • To talk about future plans (something you will do soon).
    • How is it formed?
    • Use the verb to be (am, is, are) + the verb + -ing (e.g., am playing, is eating, are going).
    • Examples:
      • I am playing with my friend right now. (happening now)
      • She is eating lunch. (happening now)
      • They are going to the movies tomorrow. (future plan)

    3. Present Perfect

    • What is it?
      The present perfect tense is used to talk about actions that happened in the past but are related to the present or important now.
    • When do we use it?
    • To talk about something that happened at an unspecified time in the past (we don’t know when exactly).
    • To talk about experiences or actions that have been completed.
    • How is it formed?
    • Use have or has (for he, she, it) + the past participle of the verb (e.g., played, eaten, gone).
    • Examples:
      • I have finished my homework. (the action is completed, and it’s important now)
      • She has visited Paris. (experience in life)
      • They have lived here for five years. (something that started in the past and continues)

    4. Present Perfect Continuous

    • What is it?
      The present perfect continuous tense is used to talk about an action that started in the past, is still happening, and is important to the present.
    • When do we use it?
    • To talk about an action that started in the past and is still continuing now.
    • To show that an action was happening for a period of time and just recently finished.
    • How is it formed?
    • Use have or has + been + the verb + -ing (e.g., have been playing, has been eating).
    • Examples:
      • I have been playing soccer for two hours. (action started in the past, still happening now)
      • She has been studying all day. (action started earlier, still happening)
      • They have been waiting for the bus. (action in progress)

    Quick Review

    • Present Simple: Talks about things that happen regularly or facts.
      • Example: I play tennis every week.
    • Present Continuous: Talks about things happening right now or future plans.
      • Example: I am reading a book right now.
    • Present Perfect: Talks about actions that happened in the past but are important now.
      • Example: She has eaten lunch already.
    • Present Perfect Continuous: Talks about actions that started in the past and are still happening or recently finished.
      • Example: They have been playing for two hours.

    Topic 2- Past Tense

    Past Tense

    The past tense is used to talk about things that already happened. There are four types of past tense:

    1. Past Simple
    2. Past Continuous
    3. Past Perfect
    4. Past Perfect Continuous

    Let’s learn about each type of past tense!

    1. Past Simple

    • What is it?
      The past simple tense is used to talk about things that happened in the past and are finished.
    • When do we use it?
    • To talk about actions or events that happened at a specific time in the past.
    • How is it formed?
    • For regular verbs, add -ed to the verb (e.g., played, watched, cleaned).
    • For irregular verbs, use the past form (e.g., went, ate, saw).
    • Examples:
      • I played soccer yesterday.
      • She visited her grandma last week.
      • We went to the park last Saturday.

    2. Past Continuous

    • What is it?
      The past continuous tense is used to talk about things that were happening at a specific time in the past. It also shows that something was happening for a while in the past.
    • When do we use it?
    • To talk about actions that were in progress in the past.
    • To talk about two actions that happened at the same time in the past.
    • How is it formed?
    • Use was or were + the verb + -ing (e.g., was playing, were eating).
    • Examples:
      • I was playing soccer at 5 p.m. yesterday.
      • She was studying when I called her.
      • We were watching TV when the doorbell rang.

    3. Past Perfect

    • What is it?
      The past perfect tense is used to talk about an action that happened before another action in the past. It shows which action came first.
    • When do we use it?
    • To show that something happened before another event in the past.
    • How is it formed?
    • Use had + the past participle of the verb (e.g., had played, had eaten).
    • Examples:
      • I had finished my homework before I went to the party.
      • She had already eaten when I arrived.
      • They had left when I called them.

    4. Past Perfect Continuous

    • What is it?
      The past perfect continuous tense is used to talk about an action that started in the past, continued for some time, and was happening before another action in the past.
    • When do we use it?
    • To show that something was happening for a period of time before something else happened in the past.
    • How is it formed?
    • Use had been + the verb + -ing (e.g., had been playing, had been studying).
    • Examples:
      • I had been playing soccer for two hours when it started raining.
      • She had been studying all night before the test.
      • We had been waiting for an hour when the bus finally arrived.

    Quick Review

    • Past Simple: Talks about actions that happened and finished in the past.
      • Example: I visited my friend yesterday.
    • Past Continuous: Talks about actions that were in progress at a specific time in the past.
      • Example: I was reading when the phone rang.
    • Past Perfect: Talks about an action that happened before another action in the past.
      • Example: I had eaten lunch before I went to school.
    • Past Perfect Continuous: Talks about an action that started and continued before something else happened in the past.
      • Example: They had been playing for an hour when I joined them.

    Topic 3- Future Tense

    Future Tense

    The future tense is used to talk about things that will happen. There are four types of future tense:

    1. Future Simple
    2. Future Continuous
    3. Future Perfect
    4. Future Perfect Continuous

    Let’s learn about each one in a simple way!

    1. Future Simple

    • What is it?
      The future simple tense is used to talk about things that will happen in the future.
    • When do we use it?
    • To talk about things you will do in the future.
    • To talk about decisions made at the moment.
    • How is it formed?
    • Use will + the base form of the verb (e.g., will play, will eat, will go).
    • Examples:
      • I will play soccer tomorrow.
      • She will visit her friend next week.
      • We will go to the beach in summer.

    2. Future Continuous

    • What is it?
      The future continuous tense is used to talk about actions that will be in progress at a certain time in the future.
    • When do we use it?
    • To talk about an action that will be happening at a specific time in the future.
    • How is it formed?
    • Use will be + the verb + -ing (e.g., will be playing, will be eating).
    • Examples:
      • I will be playing soccer at 5 p.m. tomorrow.
      • She will be studying all afternoon.
      • They will be watching TV when I arrive.

    3. Future Perfect

    • What is it?
      The future perfect tense is used to talk about actions that will be finished before a certain time in the future.
    • When do we use it?
    • To talk about something that will be completed before a specific time in the future.
    • How is it formed?
    • Use will have + the past participle of the verb (e.g., will have played, will have eaten).
    • Examples:
      • I will have finished my homework by 8 p.m.
      • She will have gone to bed before you arrive.
      • We will have left by the time you get here.

    4. Future Perfect Continuous

    • What is it?
      The future perfect continuous tense is used to talk about actions that will have been happening for a certain period of time before another action in the future.
    • When do we use it?
    • To show that something will have been happening for a while before something else happens in the future.
    • How is it formed?
    • Use will have been + the verb + -ing (e.g., will have been playing, will have been studying).
    • Examples:
      • By 6 p.m., I will have been playing soccer for two hours.
      • She will have been studying for three hours when the test begins.
      • They will have been waiting for an hour by the time the bus arrives.

    Quick Review

    • Future Simple: Talks about things that will happen in the future.
      • Example: I will visit my grandparents next weekend.
    • Future Continuous: Talks about actions that will be in progress at a specific time in the future.
      • Example: I will be studying at 3 p.m. tomorrow.
    • Future Perfect: Talks about things that will be finished before a certain time in the future.
      • Example: She will have finished her homework by dinner time.
    • Future Perfect Continuous: Talks about actions that will have been happening for a period of time before something else happens in the future.
      • Example: By next month, I will have been working here for a year.

    Now you know how to use the future tense in different ways!

    PLEASE GO AND READ CHAPTER 4. *#THANKS FOR VISITING, VIS