Grade 9

Definitions:

1. International

2. Unique

3. Landmark

4. Contrast

5. Fixture

6. Graph

7. Prediction

8. Overrun

Advertisements:

Notes on Advertisements: Logos and Slogans

1. What is an Advertisement?

An advertisement is a public promotion of products or services designed

to inform or persuade potential customers.

2. Key Elements of Advertisements

 Visuals: Images, colors, and layouts that attract attention.

 Text: The written content that communicates the message.

 Call to Action: Encourages the audience to take a specific step, like

"Buy Now!" or "Visit Our Website."

Logos

Definition:

A logo is a graphic mark or emblem used to represent a company, brand,

or product. It often combines text and symbols to create a memorable
image.

Purpose:

 Brand Identity: Helps consumers recognize and differentiate the

brand from competitors.

 Memorability: A well-designed logo is easy to remember and can

create a lasting impression.
  Professionalism: Conveys credibility and trustworthiness.

Characteristics:

 Simplicity: Effective logos are simple and versatile.

 Relevance: Should reflect the brand’s values and message.

 Uniqueness: Distinctive to stand out in the marketplace.

Examples:

 Nike: The swoosh symbolizes movement and speed.

 Apple: The apple silhouette represents innovation and simplicity.

Slogans

Definition:

A slogan is a short and memorable phrase used in advertising to convey

the essence of a brand or product.

Purpose:

 Brand Recall: Helps consumers remember the brand easily.

 Emotional Connection: Creates an association with feelings or

values.

 Key Message: Summarizes what the brand stands for in a catchy

way.

Characteristics:

 Conciseness: Should be brief and to the point.

 Catchiness: Often uses rhyme, rhythm, or alliteration.

 Clarity: Clearly conveys the brand’s message or value proposition.

Examples:

 Nike: "Just Do It."

 McDonald’s: "I’m Lovin’ It."

 Coca-Cola: "Taste the Feeling.”

Importance in Advertising

1. Brand Recognition: Logos and slogans contribute significantly to

how consumers identify and remember brands.

2. Emotional Appeal: A good slogan can evoke emotions, making the

brand more relatable.
 3. Market Differentiation: Distinctive logos and slogans help set a
brand apart from competitors.

Tips for Creating Effective Logos and Slogans

 Research: Understand your target audience and market trends.

 Brainstorm: Generate ideas that reflect your brand’s identity.

 Test: Get feedback on your logo and slogan to ensure they resonate
with your audience.

 Refine: Be willing to make changes based on feedback and testing.

Conclusion

Logos and slogans are critical components of advertising that help create
a strong brand identity and connect with consumers. Understanding their
purpose and characteristics can aid in crafting effective advertisements
that resonate with target audiences.

Exercise:

Here’s an exercise focused on logos and slogans to help reinforce

understanding and creativity in advertising.

Logos and Slogans Exercise

Exercise 1: Identify and Analyze

1. Brand:

2. Logo Analysis:

o Describe the logo (colors, shapes, symbols).

o What do you think the logo represents about the brand?

o Why do you think it is effective or memorable?

3. Slogan Analysis:

o Write down the brand’s slogan.

o What message does the slogan convey?

 o How does it connect with the brand’s identity or values?

Answers:

 Brand: Nike

 Logo Description: The swoosh is a simple, curved line that

suggests motion and speed.

 Representation: It represents athleticism and performance.

 Effectiveness: The simplicity makes it easily recognizable

worldwide.

 Slogan: "Just Do It."

 Message: Encourages action and determination.

 Connection: Aligns with the brand's focus on motivation and

empowerment in sports.

Cartoons

Check the PowerPoint notes.

Summaries

Writing a summary for grades 9 and 10 involves clear, concise writing that
captures the main ideas of a text. Here’s a step-by-step guide:

Steps to Write a Summary

1. Read the Text Carefully: Understand the main ideas and key
points. Take notes as you go.

2. Identify Main Ideas: Look for the thesis statement, topic

sentences, and conclusions. Focus on what the author wants to
convey.

3. Organize Your Notes: Group similar ideas together to create a

logical flow.

4. Write the Summary:

o Start with a Sentence: Introduce the text and its author, if

relevant.

o Use Your Own Words: Paraphrase the main points without

copying the original text.
 o Be Concise: Aim for brevity while including all essential
information.

o Avoid Opinions: Stick to the facts presented in the text.

5. Conclude: Summarize the overall message or significance of the

text in one or two sentences.

Example Structure

Introduction: "In [Title of Text] by [Author], the main theme revolves

around [Main Idea]."

Body: "The author discusses [Key Point 1], emphasizing [Details]. They
also highlight [Key Point 2], which shows [Details]. Finally, the text
concludes with [Key Point 3]."

Conclusion: "Overall, the text demonstrates [Overall Message]."

Tips

 Keep It Short: A summary is usually about one-third the length of

the original text.

 Use Transition Words: Words like "first," "next," and "finally" can
help with the flow.

 Revise and Edit: Check for clarity, grammar, and conciseness.

By following these steps, you can create effective summaries for your
assignments in grades 9 and 10!

Punctuation:

1. Period (.)

 Function: Indicates the end of a declarative sentence.

 Example: She enjoys reading books.

2. Comma (,)

 Function: Separates items in a list, clauses, or adjectives; sets off

introductory elements.

 Example: I bought apples, oranges, and bananas.

3. Question Mark (?)

 Function: Indicates the end of an interrogative sentence.

 Example: What time is the meeting?

4. Exclamation Mark (!)

 Function: Indicates strong emotion or emphasis.

 Example: Watch out!

5. Colon (:)

 Function: Introduces a list, explanation, or quote.

 Example: You need the following: pen, paper, and a calculator.

6. Semicolon (;)

 Function: Connects closely related independent clauses; separates

items in a complex list.

 Example: I have a big exam tomorrow; I can’t go out tonight.

7. Quotation Marks (“ ”)

 Function: Encloses direct speech or quotations.

 Example: She said, “Let’s go to the park.”

8. Apostrophe (’)

 Function: Indicates possession or forms contractions.

 Example: That’s Sarah’s book.

9. Parentheses (())

 Function: Encloses additional information or clarifications.

 Example: The meeting (originally scheduled for Monday) was

moved to Wednesday.

10. Dash (—)

 Function: Indicates a break in thought or adds emphasis.

 Example: He was going to—wait, what was I saying?

11. Hyphen (-)

 Function: Joins words or parts of words (like in compound

adjectives).

 Example: A well-known author.

12. Brackets ([])

 Function: Encloses added information or comments, often used in

quotes.
  Example: “She [the teacher] was very helpful.”

Definition of Capital Letters

Capital letters, also known as uppercase letters, are larger versions of letters in the alphabet.
They are used at the beginning of sentences and in specific contexts according to grammatical
rules.

Function of Capital Letters

1. Beginning of Sentences: Capital letters are used to start a new sentence.

o Example: The sun is shining.
2. Proper Nouns: They capitalize specific names of people, places, organizations, and
sometimes things.
o Example: Alice, Paris, Microsoft.
3. Titles: Capital letters are used in titles of books, movies, articles, and songs.
o Example: Pride and Prejudice.
4. Days, Months, and Holidays: Names of days, months, and holidays are always
capitalized.
o Example: Monday, January, Christmas.
5. Acronyms and Initialisms: Capital letters are used for acronyms (initials pronounced
as a word) and initialisms (initials pronounced letter by letter).
o Example: NASA, FBI.
6. Direct Address: When addressing someone directly in writing, their name or title is
capitalized.
o Example: Thank you, Doctor Smith.
7. Nationalities and Languages: Names of nationalities and languages are capitalized.
o Example: French, Japanese.

Examples

 The Eiffel Tower is in Paris.

 My favorite book is To Kill a Mockingbird.
 We celebrate Thanksgiving in November.
 The president will give a speech on Wednesday.
 She speaks Spanish and English fluently.

Using capital letters correctly enhances clarity and professionalism in writing.

Practice Exercises

1. Insert Punctuation: Add the correct punctuation to the following

sentences:

o I have three pets a dog a cat and a rabbit

o Can you believe it

 2. Identify Punctuation: In the following sentences, underline the
punctuation marks and label them:

o The cake was delicious but I think it was too sweet

o “I can’t believe you did that” she exclaimed

3. Rewrite for Clarity: Rewrite the following sentences to correct

punctuation errors:

o Its time to go, I have a meeting at 10am

o The students studied hard for their exams but they forgot to
bring their notes

Answers

1. Insert Punctuation:

o I have three pets: a dog, a cat, and a rabbit.

o Can you believe it?

2. Identify Punctuation:

o The cake was delicious, but I think it was too sweet. (Comma)

o “I can’t believe you did that,” she exclaimed. (Quotation

marks, comma)

3. Rewrite for Clarity:

o It’s time to go; I have a meeting at 10 a.m.

o The students studied hard for their exams, but they forgot to
bring their notes.

Here are some exercises focused on using apostrophes correctly. These

exercises cover possessive forms and contractions.

Apostrophe Exercises

Exercise 1: Fill in the Blanks

Add apostrophes where needed in the following sentences.

1. The cat is chasing ___ (it) tail.

2. That is my sister ___ (Sarah) book.

3. We visited the Smith ___ (family) house.

 4. I can’t believe ___ (they) not coming.

5. The dog wagged ___ (its) tail excitedly.

Exercise 2: Rewrite with Apostrophes

Rewrite the following sentences by adding apostrophes to indicate

possession or contractions.

1. The toy belongs to the child. → The child ___ toy.

2. This is the book that belongs to John. → This is John ___ book.

3. She is going to the party. → She ___ going to the party.

4. They are not sure about the plan. → They ___ sure about the plan.

Exercise 3: Correct the Mistakes

Identify and correct the errors in apostrophe usage in the following

sentences.

1. The dogs barked at its owner.

2. Its a beautiful day outside.

3. The teachers lounge is down the hall.

4. I have never seen them before.

5. Both the girl’s are going to the concert.

Exercise 4: Create Sentences

Write your own sentences using apostrophes in both possessive and

contraction forms. Aim for at least two sentences for each.

1. Possessive:

2. Contraction:

Answers
Exercise 1

1. the cat is chasing its tail.

2. that is my sister Sarah's book.

3. we visited the Smith family's house.

4. I can’t believe they're not coming.

5. the dog wagged its tail excitedly.

Exercise 2

1. The child’s toy.

2. This is John’s book.

3. She’s going to the party.

4. They’re not sure about the plan.

Exercise 3

1. The dogs barked at their owner. (Correction: Change "its" to

"their.")

2. It’s a beautiful day outside. (Correction: Change "Its" to "It’s.")

3. The teacher's lounge is down the hall. (Correction: Change

"teachers" to "teacher's.")

4. I have never seen them before. (No correction needed; this

sentence is fine.)

5. Both the girls are going to the concert. (Correction: Change "girl’s"
to "girls.")

Exercise 4

(Answers will vary; here are examples)

1. Possessive:

o The cat's collar is blue.

o My brother's skateboard is broken.

2. Contraction:

o She can't find her keys.

o They're planning a trip next month.

Exercise: Correct the Capitalization

Questions:

1. my favorite book is harry potter and the sorcerer's stone.

2. she visited paris, london, and rome last summer.
3. the president of the united states gave a speech.
4. we celebrate christmas and new year's day every year.
5. john and his brother went to the grand canyon.
6. the teacher assigned chapter three for homework.
7. they plan to travel to japan in april.
8. my dog, max, loves to play fetch in the park.

Answers:

1. My favorite book is Harry Potter and the Sorcerer's Stone.

2. She visited Paris, London, and Rome last summer.
3. The president of the United States gave a speech.
4. We celebrate Christmas and New Year's Day every year.
5. John and his brother went to the Grand Canyon.
6. The teacher assigned Chapter Three for homework.
7. They plan to travel to Japan in April.
8. My dog, Max, loves to play fetch in the park.

Sentence Types

1. Simple Sentences

Definition: A simple sentence contains one independent clause and

expresses a complete thought.

Function: It conveys a straightforward idea without any additional

clauses.

Example:

 The dog barked.

2. Compound Sentences

Definition: A compound sentence contains at least two independent

clauses, joined by a coordinating conjunction (for, and, nor, but, or, yet,
so) or a semicolon.

Function: It connects two related ideas or thoughts, providing balance

and contrast.

Example:

 The dog barked, and the cat ran away.

3. Complex Sentences

Definition: A complex sentence contains one independent clause and at

least one dependent (or subordinate) clause.

Function: It shows the relationship between ideas, often indicating cause,

condition, or time.

Example:

 The dog barked because it saw a stranger.

Summary Table

Sentence
Definition Function Example
Type

Conveys a
Simple One independent clause straightforward The sun sets.
idea

I wanted to go
Two or more independent Connects related
Compound for a walk, but it
clauses ideas
rained.

One independent clause Shows I’ll go to the

Complex and one or more relationships park if it stops
dependent clauses between ideas raining.

Exercises

Exercise 1: Identify the Sentence Type

Read the following sentences and identify whether they are simple,
compound, or complex.

1. She loves to read.

2. I wanted to go for a run, but it started to rain.

3. Although he was tired, he finished his homework.

Answers:

1. Simple

2. Compound

3. Complex
Exercise 2: Create Your Own Sentences

Write one example of each type of sentence based on the prompts.

1. Simple Sentence Prompt: Describe your favorite food.

o Example: ____________.

2. Compound Sentence Prompt: Write about two activities you

enjoy.

o Example: ____________.

3. Complex Sentence Prompt: Explain why you like a particular

hobby.

o Example: ____________.

Exercise 3: Combine Sentences

Combine the following pairs of sentences into one compound or complex

sentence.

1. It was raining. We stayed indoors.

o Combined: ____________________________________.

2. She enjoys painting. It helps her relax.

o Combined: ____________________________________.

3. He studied hard. He passed the exam.

o Combined: ____________________________________.

Exercise 4: Correct the Sentences

Identify if the following sentences are correctly structured. If not, suggest

a correction.

1. She like to swim and to bike.

o Correction: ____________________________________.

2. Because he was late, he missed the bus, and he was upset.

o Correction: ____________________________________ (is it correctly

structured?).

3. The teacher graded the tests but the students waited patiently.

o Correction: ____________________________________ (is it correctly

structured?).
Answers to Exercises

Exercise 1 Answers:

1. Simple

2. Compound

3. Complex

Exercise 2 Example Answers:

1. Simple: My favorite food is pizza.

2. Compound: I love to read, and I enjoy playing video games.

3. Complex: I like painting because it allows me to express my

emotions.

Exercise 3 Example Answers:

1. It was raining, so we stayed indoors. (Compound)

2. She enjoys painting because it helps her relax. (Complex)

3. He studied hard, so he passed the exam. (Compound)

Exercise 4 Example Answers:

1. Correction: She likes to swim and to bike. (Correct structure:

subject-verb agreement)

2. This sentence is correctly structured. (Complex)

3. Correction: The teacher graded the tests, but the students waited
patiently. (Add a comma before "but")

Correct the errors

Parts of Speech:

1. Nouns: Names a person, place, thing, or idea.

o Example: cat, city, happiness
2. Pronouns: Replaces a noun to avoid repetition.
o Example: he, she, it, they
3. Verbs: Expresses action or a state of being.
o Example: run, is, think
4. Adjectives: Describes or modifies a noun.
o Example: blue, tall, interesting
5. Adverbs: Modifies a verb, an adjective, or another adverb, often ending in -ly.
 o Example: quickly, very, well
6. Prepositions: Shows the relationship between a noun (or pronoun) and other words in
a sentence.
o Example: in, on, at, between
7. Conjunctions: Connects words, phrases, or clauses.
o Example: and, but, or
8. Interjections: Expresses strong emotion or surprise.
o Example: wow, ouch, hey

Each part of speech plays a crucial role in sentence structure and meaning.

Here are some exercises to practice correcting preposition errors. The sentences below
contain mistakes with prepositions. Your task is to identify and correct them.

Exercises:

1. She is interested on learning new languages.

2. He is good in math.
3. The cat jumped off the table onto the floor.
4. They will arrive in the morning at 10 AM.
5. She is afraid from spiders.
6. We talked about the movie during dinner.
7. I will meet you in the park at 3 PM.
8. He is responsible for managing the project.

Additional Sentences for Practice:

9. She is capable of achieving her goals.

10. We were discussing about the new policy.

Answers:

1. She is interested in learning new languages.

2. He is good at math.
3. The cat jumped off the table onto the floor. (No correction needed)
4. They will arrive in the morning at 10 AM. (No correction needed)
5. She is afraid of spiders.
6. We talked about the movie during dinner. (No correction needed)
7. I will meet you in the park at 3 PM. (No correction needed)
8. He is responsible for managing the project. (No correction needed)
9. She is capable of achieving her goals. (No correction needed)
10. We were discussing the new policy.

Here’s an exercise focusing on correcting adjective errors.

Exercise: Correct the Adjective Errors

Questions:

1. She is the most funniest person I know.

2. This exam is more harder than the last one.
3. He gave a very bad advice during the meeting.
4. The weather today is more better than yesterday.
5. That was the least fastest race of the season.
6. I find the story to be more boring than I expected.
7. She is the most talented artist in our class.
8. The cake was too sweetly for my taste.

Answers:

1. She is the funniest person I know.

2. This exam is harder than the last one.
3. He gave very bad advice during the meeting.
4. The weather today is better than yesterday.
5. That was the least fast race of the season.
6. I find the story to be more boring than I expected. (No correction needed)
7. She is the most talented artist in our class. (No correction needed)
8. The cake was too sweet for my taste.

Clauses

What is a Clause?

A clause is a group of words that contains a subject and a verb. Clauses

can be independent or dependent, and they are essential building blocks
of sentences.

Types of Clauses

1. Independent Clauses

Definition: An independent clause expresses a complete thought and can

stand alone as a sentence.

Function: It can function as a sentence on its own.

Example:

 I enjoy reading.

2. Dependent Clauses

Definition: A dependent clause does not express a complete thought and

cannot stand alone. It depends on an independent clause to provide
meaning.
Function: It adds information to the main clause, often providing context
like time, reason, or condition.

Example:

 Because I enjoy reading, I go to the library often.

Types of Dependent Clauses

1. Adjective (Relative) Clauses

o Definition: Modify a noun or pronoun and usually begin with

a relative pronoun (who, whom, whose, which, that).

o Example: The book that I borrowed was fascinating.

2. Adverbial Clauses

o Definition: Modify a verb, adjective, or adverb and answer

questions like how, when, where, why, or to what extent. They
often begin with subordinating conjunctions (although,
because, since, when, etc.).

o Example: I will go for a walk if it stops raining.

3. Noun Clauses

o Definition: Function as a noun in the sentence and can be the

subject, object, or complement. They often begin with words
like that, whether, what, who, etc.

o Example: What she said surprised me.

Summary Table

Type of
Definition Function Example
Clause

Independent Expresses a Can stand alone as a

She loves to swim.
Clause complete thought sentence

Does not express Although it was

Dependent Depends on an
a complete cold, we went
Clause independent clause
thought outside.

Provides more
Adjective Modifies a noun or The car that I
information about a
Clause pronoun bought is red.
noun

Adverbial Modifies a verb, Indicates time, She danced as if

Type of
Definition Function Example
Clause

adjective, or no one was

Clause place, reason, etc.
adverb watching.

Can be a subject,
Functions as a What he thinks is
Noun Clause object, or
noun not important.
complement

Exercises

Exercise 1: Identify the Clause Type

Read the following sentences and identify the type of clause

(independent, adjective, adverbial, or noun).

1. When the sun sets, the sky turns orange.

2. The movie that we watched was thrilling.

3. She is unsure whether she wants to attend the party.

4. I completed my homework before dinner.

5. The dog barked loudly, which annoyed the neighbors.

Exercise 2: Create Your Own Clauses

Write your own examples of each type of clause based on the prompts.

1. Independent Clause Prompt: Describe a daily activity.

o Example: _____________________________________.

2. Adjective Clause Prompt: Modify a noun (e.g., a person, place, or

thing).

o Example: _____________________________________.

3. Adverbial Clause Prompt: Indicate time or reason.

o Example: _____________________________________.

4. Noun Clause Prompt: Function as a subject or object.

o Example: _____________________________________.

Exercise 3: Combine Clauses

Combine the following independent and dependent clauses to create

complete sentences.
 1. The kids played outside. (because it was sunny)

o Combined: _____________________________________.

2. I enjoy ice cream. (which is my favorite dessert)

o Combined: _____________________________________.

3. He will go to the gym. (if he finishes work early)

o Combined: _____________________________________.

Answers to Exercises

Exercise 1 Answers:

1. Adverbial

2. Adjective

3. Noun

4. Independent

5. Adjective

Exercise 2 Example Answers:

1. Independent Clause: I read a book every night.

2. Adjective Clause: The teacher who loves math is inspiring.

3. Adverbial Clause: We will leave after the meeting ends.

4. Noun Clause: That she won the award surprised everyone.

Exercise 3 Example Answers:

1. The kids played outside because it was sunny.

2. I enjoy ice cream, which is my favorite dessert.

3. He will go to the gym if he finishes work early.

Active and Passive Voice

1. What is Active Voice?

Definition: In active voice, the subject of the sentence performs the

action of the verb. The sentence structure typically follows the format:
Subject + Verb + Object.

Example:
  The chef (subject) cooked (verb) the meal (object).

2. What is Passive Voice?

Definition: In passive voice, the subject of the sentence receives the

action of the verb. The structure usually follows this format: Subject +
form of "to be" + past participle (by + agent).

Example:

 The meal (subject) was cooked (form of "to be" + past participle) by
the chef (agent).

Key Differences

 Focus: Active voice emphasizes the doer of the action, while

passive voice emphasizes the receiver of the action.

 Structure: Active sentences are generally more straightforward,

while passive sentences can be more complex and often include the
agent (the doer).

How to Convert Between Active and Passive Voice

1. Identify the Subject, Verb, and Object: Determine the subject,

verb, and object in the active sentence.

2. Change the Structure:

o Active to Passive:

 Move the object of the active sentence to the front as

the new subject.

 Use the correct form of the verb "to be" (based on the
tense of the active sentence) + past participle of the
main verb.

 Optionally, include the original subject after "by."

o Passive to Active:

 Identify the agent (the doer) in the passive sentence.

 Move the agent to the front as the new subject.

 Change the verb back to its active form.

Examples of Conversion

 Active: The teacher (subject) explains (verb) the lesson (object).

 Passive: The lesson (new subject) is explained (form of "to be" +

past participle) by the teacher (agent).
  Passive: The book (subject) was written (verb) by the author
(agent).

 Active: The author (new subject) wrote (active verb) the book
(object).

Exercises

Exercise 1: Convert to Passive Voice

Convert the following sentences from active to passive voice.

1. The dog chased the cat.

2. The committee will approve the new policy.

3. The artist painted a beautiful mural.

4. The students completed the project on time.

5. The manager will review the report.

Exercise 2: Convert to Active Voice

Convert the following sentences from passive to active voice.

1. The cake was eaten by the children.

2. The song was sung by the choir.

3. The book was recommended by the teacher.

4. The car was repaired by the mechanic.

5. The homework was finished by Sarah.

Answers to Exercises

Exercise 1 Answers (Active to Passive):

1. The cat was chased by the dog.

2. The new policy will be approved by the committee.

3. A beautiful mural was painted by the artist.

4. The project was completed on time by the students.

5. The report will be reviewed by the manager.

Exercise 2 Answers (Passive to Active):

1. The children ate the cake.

2. The choir sang the song.

 3. The teacher recommended the book.

4. The mechanic repaired the car.

5. Sarah finished the homework.

Direct and Indirect Speech

1. What is Direct Speech?

Definition: Direct speech is the exact words spoken by a person,

enclosed in quotation marks.

Example:

 She said, “I love reading books.”

2. What is Indirect Speech?

Definition: Indirect speech (or reported speech) conveys the meaning of

what someone said without quoting their exact words. It does not use
quotation marks.

Example:

 She said that she loved reading books.

Key Differences

 Quotations: Direct speech uses quotation marks; indirect speech

does not.

 Pronouns and Verb Tense: In indirect speech, pronouns may

change, and the verb tense typically shifts back (e.g., present to
past).

 Conjunctions: Indirect speech often uses "that" to connect the

clauses.

How to Convert Direct Speech to Indirect Speech

1. Change Pronouns: Adjust pronouns to fit the context of the

reporting sentence.

o Direct: He said, “I am happy.”

o Indirect: He said that he was happy.

2. Change Verb Tense:

o Present simple → Past simple

 Direct: “I eat pizza.”

  Indirect: He said that he ate pizza.

o Present continuous → Past continuous

 Direct: “I am eating pizza.”

 Indirect: He said that he was eating pizza.

o Present perfect → Past perfect

 Direct: “I have eaten pizza.”

 Indirect: He said that he had eaten pizza.

o Future simple → Conditional

 Direct: “I will eat pizza.”

 Indirect: He said that he would eat pizza.

3. Adjust Time and Place Expressions:

o Today → That day

o Tomorrow → The next day

o Yesterday → The day before

o Now → Then

4. Remove Quotation Marks: Direct speech’s quotation marks are

omitted.

Exercises

Exercise 1: Convert to Indirect Speech

Convert the following sentences from direct speech to indirect speech.

1. “I am going to the market,” she said.

2. “We will finish our project tomorrow,” they announced.

3. “He has been studying hard,” the teacher remarked.

4. “I don’t understand this,” John said.

5. “Are you coming to the party?” she asked.

Exercise 2: Convert to Direct Speech

Convert the following sentences from indirect speech to direct speech.

1. She said that she was tired.

 2. They asked if I had seen the movie.

3. He mentioned that he would join us later.

4. The teacher said that we needed to study.

5. My friend asked whether I wanted to go out.

Answers to Exercises

Exercise 1 Answers:

1. She said that she was going to the market.

2. They announced that they would finish their project the next day.

3. The teacher remarked that he had been studying hard.

4. John said that he didn’t understand that.

5. She asked if I was coming to the party.

Exercise 2 Answers:

1. “I am tired,” she said.

2. “Did you see the movie?” they asked.

3. “I will join you later,” he mentioned.

4. “You need to study,” the teacher said.

5. “Do you want to go out?” my friend asked.