Active Voice And Passive Voice - Sentences Examples | Convert Active Voice Into Passive Voice Or Vice Versa | Examples Of Active And Passive Voice | Active - Passive Voices - Rules | Patterns of Interchanging Active, Passive VoiceSample This:Pattern (1)Subject + Transitive Verb + ObjectActive - He gives them reward.Passive -- They are given reward by him.Active -- John teaches Paul.Passive -- Paul is taught by John.Active -- People say/ They say/ Everybody says.Passive -- It is said (by people/ by them/ by everybody)Active -- Joseph bashed Morris.Passive -- Morris was bashed by Joseph.Active -- She joined the national political party.Passive -- National political party was joined by her.Active -- The Monkey ate the mango.Passive -- The mango was eaten by the monkey.Active -- Scientists developed a new machine.Passive -- A new machine was developed by scientists.Active -- The audience loudly cheered the Mayor's speech.Passive -- The Mayor's speech was loudly cheered.Active -- I published my eBook.Passive -- My eBook was published by me.Active -- The Student federation awarded him as the Best Scholar of the College.Passive -- He was awarded as the Best Scholar of the College by the student federation.
This Book Covers The Following Topics: Active and Passive Voice Interchange of Active and Passive Voice 1. First or Second Form of Verb 2. Auxiliary Verb ‘Be’ + -ING Form of Verb 3. Have/Has/Had + Past Participle 4. Present/Future Modals + Verb Word 5. Past Modals + Past Participle 6. Verb + Preposition 7. Main Verb + Object + Complement 8. Main Verb + Object + Object 9. Have/Has/Had + Infinitive (To + Verb) 10. Auxiliary Verb ‘Be’ + Infinitive (To + Verb) 11. Verb + Object + Infinitive (Without ‘To’) 12. There + Verb ‘Be’ + Noun + Infinitive 13. Interrogative Sentences 14. Imperative Sentences 15. Principal Clause + That + Noun Clause (Object) 16. Verb followed by --ING form or an Infinitive 17. Use of Prepositions 18. The Passive With GET 19. Middle Voice Exercise -- 01 Exercise -- 02 Exercise -- 03 Sample This: VOICE - Definition Voice refers to the form of a verb that shows whether the subject of a sentence performs the action or is affected by it. ACTIVE VOICE - Definition The form of a verb in which the subject is the person or thing that performs the action. Example: They finished the work. [subject -- “they”, verb -- “finished”, object -- “work”] In this sentence, the subject (they) acts on the object (work). Other Examples: The teacher praises him. She posted the letter. I buy new books. We will celebrate his birthday. PASSIVE VOICE - Definition The form of a verb in which the subject is affected by the action of the verb. Important Note -- The object of the active voice becomes the subject in the passive voice. Example: The work was finished by them. [subject -- “work”, passive verb -- “was finished”, object -- “them”] In this example, the subject (work) is not the doer; it is being acted upon by the doer ‘them’) Other Examples: He is praised by the teacher. The letter was posted by her New books are bought by me. His birthday will be celebrated by us. WHEN TO USE PASSIVE VOICE (1). You should use passive voice when you do not know the active subject. (2). When you want to make the active object more important. (3). When the active subject is obvious. (4). When you want to emphasize the action of the sentence rather than the doer of the action. (5). Passive voice is frequently used to describe scientific or mechanical processes (6). Passive voice is often used in news reports: (7). When active voice does not sound good. (8). When you want to make more polite or formal statements. (9). You can use passive voice to avoid responsibility. (10). You can also use passive voice for sentence variety in your writing. (11). You can also use passive voice when you want to avoid extra-long subjects. Changing Active Voice Into Passive Voice Rule 1: Move the object of the active voice into the position of the subject (front of the sentence) in the passive voice. And move the subject of the active voice into the position of the object in the passive voice. Rule 2: Passive voice needs a helping verb to express the action. Put the helping verb in the same tense as the original active sentence. The main verb of the active voice is always changed into past participle (third form of the verb) in different ways. Rule 3: Place the active sentence's subject into a phrase beginning with the preposition ‘by’. Rule 4: If the object in an active voice sentence is a pronoun (me, us, you, him, her, they, it), it changes in passive voice sentence as follows: me -- I; us -- we; you -- you; him -- he; her -- she; them -- they; it – it Rule 5: Subject- Verb Agreement Make the first verb agree with the new subject in passive voice. Rule 6: When there are two objects (direct object and indirect object), only one object is interchanged. The second object remains unchanged. Following Tenses Cannot Be Changed Into Passive Voice: 1. Present Perfect Continuous Tense 2. Past Perfect Continuous Tense 3. Future Continuous Tense 4. Future Perfect Continuous Tense
Learning Objectives :- What is active voice and passive voice, Conversion from active voice to passive voice, Conversion from passive voice to active voice.
English Grammar – ‘DO/DOES/DID’ English Grammar – ‘DO’ VERB ‘DO’ -- (A) – Affirmative Sentences VERB ‘DO’ -- (B) – Negative Sentences VERB ‘DO’ -- (C) – Interrogative Sentences VERB ‘DO’ -- (D) – 'Short Answers’ and ‘Question Tags’ English Grammar – ‘DOES’ VERB ‘DOES’ -- (A) – Affirmative Sentences VERB ‘DOES’ -- (B) – Negative Sentences VERB ‘DOES’ -- (C) – Interrogative Sentences VERB ‘DOES’ -- (D) – 'Short Answers’ and ‘Question Tags’ English Grammar – ‘DID’ VERB ‘DID’ -- (A) – Affirmative Sentences VERB ‘DID’ -- (B) – Negative Sentences VERB ‘DID’ -- (C) – Interrogative Sentences VERB ‘DID’ -- (D) – 'Short Answers’ and ‘Question Tags’ VERB ‘DO/DOES/DID’ – PHRASAL VERBS VERB ‘DO/DOES/DID’ – IDIOMS Agreements and Disagreements with Statements Do/Does/Did: Useful Notes Exercises: 1(A) and 1(B) Exercises: 2(A) to 2(D) Sample This: English Grammar – ‘DO/DOES/DID’ The verb 'Do’ is used as an AUXILIARY VERB as well as a MAIN (ORDINARY) VERB. MAIN VERB: When used as the main verb, the verb ‘do’ is followed by an object. AUXILIARY VERB: ‘Auxiliary verb’ is a verb which is used with the main verb to show tenses, etc.] He does not do these kinds of things. [In this sentence, ‘Does’ has been used as an ‘Auxiliary Verb’, while ‘Do’ has been used as a ‘Main Verb’] They do not do nation-building. [In this sentence, ‘Do’ has been used as both an ‘Auxiliary Verb’ and a “Main Verb’] NOTE: The verb ‘do’ has the following forms: (1). Present form – Do or Does [‘Do’ is used with ‘You, I, We, They’ and all other plural subjects in the present tense. ‘Does’ is used with ‘He, She, It’ and all other singular subjects in the present tense.] (2). Past form – Did [‘Did’ is used with ‘You, I, We, They, He, She, It’ and all other singular and plural subjects in the past tense.] (3). Past Participle form – Done [Past participles are accompanied by auxiliary verbs ‘HAVE’ or ‘BE’ (in the correct tense)] You have done your country proud. This type of job is done in this factory. The main Verb ‘Do’ may denote the following actions – to find the answer to something: - Can they do this puzzle? to perform an activity or a task: - Sometimes you like to do things that are a little scary. to produce something: - He did a painting last night. to study something: - I am doing English these days. to talk about household chores (cleaning, washing, etc.): - They will have to do (wash) dishes. to work at something as a job: - What do you do for your livelihood? The main Verb ‘Do’ is also used to show the following actions: to attend, to cook, to copy somebody’s behavior, to travel, to visit somewhere as a tourist, to cheat, to punish, to steal, etc. Some more sentences with ‘MAIN VERB’ – DO/DOES/DID/DONE: She is happy that she will be able to do something for the poor and downtrodden. We are ready to do whatever it takes to avoid being suspended from competition. I like to do extensive research before I invest hard-earned money in a new purchase. It's no secret we do things we know we shouldn't. It is not uncommon to come across people who do jobs that have nothing to do with their academic degrees. It is not yet clear what exactly this software did. Work was done according to the rules. He has done an obligation to me.
This Book Covers The Following Topics: 01. Direct and Indirect Speech 02. Expression of Time 03. Important Reporting Verbs 04. Pronoun Change 05. Tenses in Direct and Indirect Speech 06. Reporting Verb with Object 07. Changing Modal Verbs 08. ‘Questions’ in Direct and Indirect Speech 09. ‘Exclamations’ in Direct and Indirect Speech 10. ‘Imperatives’ in Direct and Indirect Speech 11. Direct and Indirect Speech: Mixed Types 12. Where to Put Reporting Verb in Direct Speech 13. Punctuation Rules 14. Other Useful Notes Exercise -- 01 Exercise -- 02 Exercise -- 03 Sample This: 01. Direct and Indirect Speech There are two ways to express what someone else has said. On this basis, sentences are of two types: sentences with Direct Speech, and sentences with Indirect Speech DIRECT SPEECH Direct Speech is also called Quoted Speech or Direct Narration. Direct Speech refers exactly what someone has said. Direct Speech appears within quotation marks (“..”). A comma is used before starting the exact quote within the quotation marks. Direct Speech should be word for word. The first letter of the quotation begins with a capital letter. Example: The president said, “I will not bear corruption in the country at any cost.” INDIRECT SPEECH Indirect speech is also called Reported Speech or Indirect Narration. Indirect Speech does not refer to exactly what someone has said. Indirect Speech doesn't appear within quotation marks but the word “that” may be used as a conjunction between the reporting verb and reported speech. Indirect Speech shouldn’t be word for word. The pronoun in Indirect Speech is changed according to speaker and hearer. Example: The president declared that he would not bear corruption in the country at any cost. Important rules for changing Direct Speech into Indirect Speech are as follows: 02. Expression of Time You need to change the expression of a time when changing direct speech (DS) into indirect speech (IDS) to match the moment of speaking. Important expressions of time in direct and indirect speech are as follows: ‘a month ago’ is changed into ‘a month before’ ‘a year ago’ is changed into ‘the previous year’ or ‘a year before’ ‘last night’ is changed into ‘the night before’ ‘last Saturday’ is changed into ‘the Saturday before’ ‘last weekend’ is changed into ‘the weekend before’ ‘next year’ is changed into ‘the following year’ or ‘the year after’ ‘now’ is changed into ‘then’ ‘the day after tomorrow’ is changed into ‘in two days time’ ‘the day before yesterday’ is changed into ‘two days before’ ‘these (days)’ is changed into ‘those (days)’ ‘this (morning/noon/evening)’ is changed into ‘that (morning/noon/evening)’ ‘today’ is changed into ‘that day’ ‘tomorrow’ is changed into ‘the next/following day’ or ‘the day after’ ‘tonight’ is changed into ‘that night’ ‘yesterday’ is changed into ‘the previous day’ or ‘the day before’ Besides expressions of time, there are many other expressions that need to be changed if you are changing Direct Speech into Indirect Speech. ‘come’ is changed into ‘go’ ‘bring’ is changed into ‘take’ ‘thus’ is changed into ‘so’ ‘hence’ is changed into ‘thence’ ‘hither’ is changed into ‘thither’ ‘here’ is changed into ‘there’
The author has been a renowned teacher in the eastern zone of India. He has earned great reputation as a teacher of English Grammar & Composition. He commands great respect & is held in high esteem as a English language teacher because of his clear & unambiguous instructions and information of different items of Grammar and ways of compostion have enabled his disciples not only to write correctly, but also to write nicely and ostentatiously. Even now when he is a retired teacher he remains surrounded by hosts of teachers as well as students who, as they are after and have great thirst for clear, easy & graspable instructions regarding different grammatical items, flock over to him to satisfy their mind. It has been they who pressed the author to bring into writing at least a synopsis of different chapters of English Grammar to the comprehensive extent of their usual need so that future generation may go on getting its benefits, because of its easy way to imparting the subject lucid style of impressing the learners and vivid imagery enabling them to get acquainted with all the concepts of English Grammar employing almost no effort or calling on no teacher for help.
Learn English Grammar in 2 Weeks is a peerless book for those who are interested in having a written and spoken command of the English language. The fascination of this international language is unmatched. But it is replete with pitfalls which must be carefully avoided if one does not want to become a butt of laughter either in written or spoken English. Let us quote from the book itself; ♥♥A student of the English language ought to know the difference between ‘English’ and ‘the English♥♥ This book is a treasure house of modern and current usage in English. As one flips through the pages of the book; one gains in knowledge and confidence The mystery of the English language unfolds itself in every page of this wonderful treatise. It is a single volume book that combines source grammar and practice exercises while explaining the rules of grammar and tackling seemingly contradictory rules. Since the book is for students of an Intermediary level, concise explanations are provided. It focuses on topics like grammar contrasts (whether to use 'would' or 'used to' in past tense construct) and grammar patterns for example will be going among others. What will you Learn from THE BEST BOOK OF ENGLISH GRAMMAR ✔ The book also explores more than hundred units of grammar concepts and each unit is allocated two pages. While the left hand page is filled with grammar concepts with concise examples, the facing page comprises of practice exercises. ✔ This format has been followed to ensure that each point is brief but comprehensive. ✔ The book has been designed in such a way that it gives students freedom to choose what unit they want to practice. ✔ The order of the book does not need to be strictly followed as it is a revision guide and each topic is complete and self contained. Therefore, a student can just begin from the middle of the book, concentrate on the unit he or she finds difficulty in. If a student gets stuck at a certain exercise.
In this rich reference work, Beth Levin classifies over 3,000 English verbs according to shared meaning and behavior. Levin starts with the hypothesis that a verb's meaning influences its syntactic behavior and develops it into a powerful tool for studying the English verb lexicon. She shows how identifying verbs with similar syntactic behavior provides an effective means of distinguishing semantically coherent verb classes, and isolates these classes by examining verb behavior with respect to a wide range of syntactic alternations that reflect verb meaning. The first part of the book sets out alternate ways in which verbs can express their arguments. The second presents classes of verbs that share a kernel of meaning and explores in detail the behavior of each class, drawing on the alternations in the first part. Levin's discussion of each class and alternation includes lists of relevant verbs, illustrative examples, comments on noteworthy properties, and bibliographic references. The result is an original, systematic picture of the organization of the verb inventory. Easy to use, English Verb Classes and Alternations sets the stage for further explorations of the interface between lexical semantics and syntax. It will prove indispensable for theoretical and computational linguists, psycholinguists, cognitive scientists, lexicographers, and teachers of English as a second language.
NATIONAL BESTSELLER • For anyone who wants to learn a foreign language, this is the method that will finally make the words stick. “A brilliant and thoroughly modern guide to learning new languages.”—Gary Marcus, cognitive psychologist and author of the New York Times bestseller Guitar Zero At thirty years old, Gabriel Wyner speaks six languages fluently. He didn’t learn them in school—who does? Rather, he learned them in the past few years, working on his own and practicing on the subway, using simple techniques and free online resources—and here he wants to show others what he’s discovered. Starting with pronunciation, you’ll learn how to rewire your ears and turn foreign sounds into familiar sounds. You’ll retrain your tongue to produce those sounds accurately, using tricks from opera singers and actors. Next, you’ll begin to tackle words, and connect sounds and spellings to imagery rather than translations, which will enable you to think in a foreign language. And with the help of sophisticated spaced-repetition techniques, you’ll be able to memorize hundreds of words a month in minutes every day. This is brain hacking at its most exciting, taking what we know about neuroscience and linguistics and using it to create the most efficient and enjoyable way to learn a foreign language in the spare minutes of your day.
In this handbook, renowned scholars from a range of backgrounds provide a state of the art review of key developmental findings in language acquisition. The book places language acquisition phenomena in a richly linguistic and comparative context, highlighting the link between linguistic theory, language development, and theories of learning. The book is divided into six parts. Parts I and II examine the acquisition of phonology and morphology respectively, with chapters covering topics such as phonotactics and syllable structure, prosodic phenomena, compound word formation, and processing continuous speech. Part III moves on to the acquisition of syntax, including argument structure, questions, mood alternations, and possessives. In Part IV, chapters consider semantic aspects of language acquisition, including the expression of genericity, quantification, and scalar implicature. Finally, Parts V and VI look at theories of learning and aspects of atypical language development respectively.
