LESSONS WITH EXERCISES FOR ENGLISH VI

Linking words
Linking words, also known as transition words or conjunctions, are essential in writing and speaking
as they help to connect ideas, sentences, and paragraphs. They enhance the flow of communication
and clarify relationships between different parts of the text. Here’s a brief lesson on some common
types of linking words and their uses:
### 1. Addition
These words are used to add information.
- Examples: and, also, furthermore, moreover, in addition.
Usage: “I enjoy reading; moreover, I love writing.”
### 2. Contrast
These words highlight differences or opposing ideas.
- Examples: but, however, on the other hand, although, whereas.
Usage: “I like coffee; however, I prefer tea in the afternoon.”
### 3. Cause and Effect
These words indicate a cause-and-effect relationship.
- Examples: because, therefore, as a result, consequently, thus.
Usage: “It was raining; therefore, the event was postponed.”
### 4. Comparison
These words are used to show similarities.
- Examples: similarly, likewise, in the same way.
Usage: “Just as the sun rises in the east, similarly, it sets in the west.”
### 5. Sequence
These words help to indicate the order of events or steps.
- Examples: first, next, then, finally, subsequently.
Usage: “First, we will gather the materials; next, we will begin the project.
### 6. Conclusion
These words signal the end of a discussion or summarize points.
- Examples: in conclusion, to summarise, overall, in summary.
Usage: “In conclusion, the research supports the initial hypothesis.”
### Practice Exercise
To reinforce your understanding, try to create sentences using each type of linking word. This will
help you become more comfortable with their application in your writing and speaking.

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Exercises
Exercise 1: Fill in the Blanks
Choose the appropriate linking word from the list below to complete each sentence.
Linking Words: however, therefore, moreover, in addition, although
1. The weather was terrible; -----------, we decided to go for a hike.
2. She studied hard for the exam; ---------------, she passed with flying colours.
3. The project was completed on time. ----------------,it was under budget.
4. ---------------- it was raining, we still enjoyed our picnic.
5. The team worked well together; ----------------__, they achieved their goals.
Exercise 2: Sentence Combination
Combine the following pairs of sentences using a suitable linking word.
1. The restaurant was crowded. We found a table.
2. He didn’t study for the test. He failed.
3. She loves to travel. She has visited over 20 countries.
4. The movie was long. It was very entertaining.
5. It was a difficult decision. I had to make it quickly.
Exercise 3: Identify the Linking Words
Read the following paragraph and underline the linking words used.
“Many people enjoy outdoor activities. However, some prefer indoor hobbies. In addition, outdoor
activities can promote physical health. On the other hand, indoor hobbies can be just as fulfilling.
Therefore, it is important to find a balance between the two.”
Exercise 4: Create Your Own Sentences
Write five sentences using at least one linking word in each. Try to use a variety of linking words to
show different relationships between ideas (e.g., contrast, addition, cause and effect).
Answers
After completing the exercises, review your answers to ensure you understand how to use linking
words effectively. If you have any questions or need further clarification, feel free to ask!

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Countable Nouns and Uncountable Nouns
Countable Nouns
Countable nouns are items that can be counted individually. They have both singular and plural
forms. For example:
- Singular: apple, book, car
- Plural: apples, books, cars
Usage:
- You can use numbers directly with countable nouns: “I have three apples.”
- They can be used with quantifiers like “many,” “few,” “a few,” etc.: “There are many books on the
shelf.”
Uncountable Nouns
Uncountable nouns refer to substances, concepts, or collective categories that cannot be counted
individually. They do not have a plural form. Examples include:
- Water, rice, information, furniture
Usage:
- Uncountable nouns are used with quantifiers like “much,” “little,” “a lot of,” etc.: “There is much
information available.”
- You cannot use numbers directly with uncountable nouns: “I have two waters” is incorrect; instead,
you would say “I have two bottles of water.”
### Key Differences
- Countable nouns can be counted and have both singular and plural forms.
- Uncountable nouns cannot be counted individually and do not have a plural form.
### Practice
To reinforce your understanding, try categorising the following nouns as countable or uncountable:
1. Milk
2. Chairs
3. Happiness
4. Eggs
5. Sugar
### Conclusion
Understanding the difference between countable and uncountable nouns is essential for proper
grammar usage in both writing and speaking. If you have any questions or need further clarification,
feel free to ask!

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Idiomatic Language Expressions
Idiomatic language refers to expressions or phrases that have a figurative meaning different from
their literal interpretation. These idioms are often culturally specific and can enhance communication
by conveying complex ideas succinctly. Here’s a brief lesson on idiomatic language in talking and
communication:
Understanding Idiomatic Language
1. Definition: An idiom is a phrase or expression that has a meaning not deducible from the
individual words. For example, “kick the bucket” means to die, not literally to kick a bucket.
2. Purpose: Idioms can add colour and depth to language, making conversations more engaging.
They can also convey emotions and cultural nuances effectively.
3. Common Examples:
- “Break the ice”: To initiate conversation in a social setting.
- “Bite the bullet”: To endure a painful situation that is unavoidable.
- “Let the cat out of the bag”: To reveal a secret unintentionally.
4. Cultural Context: Idioms often reflect the culture and history of a language. Understanding the
context in which they are used is crucial for effective communication.
5. Usage Tips:
- Know Your Audience: Ensure that the idioms you use are familiar to your audience to avoid
confusion.
- Use Sparingly: Overusing idioms can make communication unclear. Use them to enhance your
message rather than dominate it.
- Practice: Incorporate idioms into your speech and writing to become more comfortable with them.
Conclusion
Idiomatic language is a powerful tool in communication that can enrich conversations and convey
meanings in a nuanced way. By understanding and using idioms appropriately, you can improve your
language skills and connect more effectively with others.

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Exercises
Exercise 1: Identify the Idiom
Read the following sentences and identify the idiomatic expression used.
1. “It’s raining cats and dogs outside.”
2. “She’s feeling under the weather today.”
3. “He let the cat out of the bag about the surprise party.”
### Exercise 2: Match the Idiom to Its Meaning
Match the idiomatic expressions on the left with their meanings on the right. Numbers to letters
1. “Break the ice” ---------------------
2. “Bite the bullet” -------------------
3. “Hit the nail on the head” -----------------
A. To be exactly correct about something
B. To face a difficult situation with courage
C. To start a conversation in a social setting
### Exercise 3: Fill in the Blanks
Complete the sentences with the appropriate idiomatic expression from the list below.
- a piece of cake
- burn the midnight oil
- spill the beans
1. The exam was a --------------------- ; I finished it in no time.
2. I had to --------------------- to meet the deadline for my project.
3. Don’t ---------------- about the surprise gift!
### Exercise 4: Create Your Own Sentences
Choose three idiomatic expressions and write your own sentences using them in context.

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Reported Speech Lesson
Reported speech, also known as indirect speech, is used to convey what someone else has said
without quoting their exact words. Here are some advanced features of reported speech:
1. Tense Changes: When converting direct speech to reported speech, the tense often shifts back.
For example:
- Direct: She said, “I am going to the store.”
- Reported: She said that she was going to the store.
2. Pronoun Changes: Pronouns may need to be adjusted to reflect the perspective of the speaker.
For example:
- Direct: He said, “I will help you.”
- Reported: He said that he would help me.
3. Time and Place Adjustments: Words indicating time and place may also change:
- Direct: “I will see you tomorrow.”
- Reported: He said that he would see me the next day.
4. Modality Changes: Modal verbs can change in reported speech:
- Direct: “You must finish your work.”
- Reported: She said that I had to finish my work.
5. Reporting Verbs: Different verbs can convey degrees in meaning. For example:
- “Said” is neutral, while “claimed,” “admitted,” or “suggested” can imply different attitudes or
intentions.
6. Questions and Commands: When reporting questions or commands, the structure changes:
- Question: Direct: “Are you coming?” Reported: She asked if I was coming.
- Command: Direct: “Close the door.” Reported: He told me to close the door.
7. Complex Sentences: When the original statement is complex, the reported speech may also reflect
that complexity:
- Direct: “If it rains, I will stay home.”
- Reported: He said that if it rained, he would stay home.
8. Omitting ‘That’: In informal contexts, the word “that” can often be omitted:
- Reported: She said (that) she was tired.
Understanding these advanced features will enhance your ability to use reported speech effectively in
both written and spoken communication. If you have any specific examples or further questions, feel
free to ask!

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Exercises on Reported Speech (advanced features)
### Exercises:
1. Convert the following sentences into reported speech:
a. “I can’t believe it!” she exclaimed.
b. “Are you coming to the party?” he asked.
c. “Please, help me with this,” she said.
2. Identify the changes in tense, pronouns, and time expressions in the following reported speech:
a. He said that he would call me the next day.
b. They told us that they had finished their project.
3. Transform the following direct commands into reported speech:
a. “Don’t forget to submit your assignment.”
b. “Please turn off the lights.”
### Answers:
1.
a. She exclaimed that she couldn’t believe it.
b. He asked if I was coming to the party.
c. She asked me to help her with that.
2.
a. Tense change: “will” to “would”; Pronoun change: “he” to “I”; Time expression change:
“tomorrow” to “the next day.”
b. Tense change: “finish” to “had finished”; Pronoun change: “they” remains the same; Time
expression change: none.
3.
a. He told me not to forget to submit my assignment.
b. She asked me to turn off the lights.

Feel free to ask if you need further clarification or additional exercises!

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Lesson on Phrasal Verbs (“up” and “down.”)
Phrasal verbs are combinations of verbs with prepositions or adverbs that create a new meaning.
Here’s a brief lesson on some common phrasal verbs that use “up” and “down.”
Phrasal Verbs with “Up”
1. Wake up: To stop sleeping.
- Example: “I usually wake up at 7 AM.”
2. Give up: To stop trying or to quit.
- Example: “She decided to give up smoking for her health.”
3. Look up: To search for information.
- Example: “I need to look up the definition of this word.”
4. Set up: To arrange or establish something.
- Example: “They set up a meeting for next week.”
5. Cheer up: To become happier or to make someone happier.
- Example: “He tried to cheer her up after she received bad news.”
Phrasal Verbs with “Down”
1. Calm down: To become less agitated or upset.
- Example: “She took a few deep breaths to calm down.”
2. Break down: To stop functioning or to collapse emotionally.
- Example: “The car broke down on the way to the beach.”
3. Write down: To record information on paper.
- Example: “Please write down your contact information.”
4. Turn down: To reject or refuse something.
- Example: “He turned down the job offer because it didn’t meet his salary expectations.”
5. Slow down: To reduce speed or to become less active.
- Example: “You need to slow down; you’re working too hard.”
Conclusion
Phrasal verbs can add depth and nuance to your language. Understanding their meanings and usage is
essential for effective communication. Practice using these verbs in sentences to become more
comfortable with them. If you have any specific questions or need further examples, feel free to ask!

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Exercises on Phrasal verbs with up/down
Here are some exercises focusing on phrasal verbs that include “up” and “down.”
### Exercise 1: Fill in the Blanks
Complete the sentences with the correct phrasal verb using “up” or “down.”
1. The teacher asked the students to _ their homework before submitting it.
2. After a long day, I like to _ and relax with a good book.
3. The company decided to _ its prices to attract more customers.
4. She was so tired that she couldn’t _ her eyes during the meeting.
5. We need to ___ the project before the deadline next week.
### Exercise 2: Match the Phrasal Verb
Match the phrasal verbs with their meanings.
1. Give up
2. Break down
3. Set up
4. Look down on
5. Bring up
a. To establish or arrange something
b. To stop trying or surrender
c. To mention a topic
d. To regard someone as inferior
e. To stop functioning (usually a machine)
### Exercise 3: Rewrite the Sentences
Rewrite the following sentences using the phrasal verbs in parentheses.
1. She decided to stop trying to learn the guitar. (give up)
2. The car stopped working on the way to the trip. (break down)
3. They arranged a meeting for next week. (set up)
4. He thinks he is better than everyone else. (look down on)
5. I want to mention something important. (bring up)
### Answers
Exercise 1:
1. hand in
2. wind down
3. lower
4. keep
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5. wrap up
Exercise 2:
1-b
2-e
3-a
4-d
5-c
Exercise 3:
1. She decided to give up learning the guitar.
2. The car broke down on the way to the trip.
3. They set up a meeting for next week.
4. He looks down on everyone else.
5. I want to bring up something important.

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Lesson on the Passive Voice
What is the Passive Voice?
The passive voice is a grammatical construction where the subject of the sentence is acted upon by
the verb, rather than performing the action. In contrast, the active voice emphasises the subject
performing the action.
### Structure of Passive Voice
The passive voice is formed using a form of the verb “to be” followed by the past participle of the
main verb. The general structure is:
Subject + form of “to be” + past participle + (by + agent)
Example:
- Active: “The chef cooks the meal.”
- Passive: “The meal is cooked (by the chef).”
### When to Use Passive Voice
1. Focus on the Action or Result: When the action itself is more important than who performed it.
- Example: “The novel was published in 2020.”
2. Unknown Agent: When the doer of the action is unknown or irrelevant.
- Example: “The window was broken.”
3. Formal or Scientific Writing: Passive voice is often used in academic or formal contexts to
maintain an objective tone.
- Example: “The experiment was conducted to test the hypothesis.”
### Converting Active to Passive
To convert a sentence from active to passive:
1. Identify the object of the active sentence.
2. Move the object to the subject position of the passive sentence.
3. Use the appropriate form of “to be” based on the tense of the active verb.
4. Change the main verb to its past participle form.
5. Optionally, include the original subject as the agent using “by.”
Example Conversion:
- Active: “The teacher explains the lesson.”
- Identify the object: “the lesson.”
- Passive: “The lesson is explained (by the teacher).”
### Practice
To reinforce understanding, practice converting sentences from active to passive and vice versa.

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Exercises on passives
### Exercise 1: Identify the Passive Voice
Read the following sentences and identify which ones are in the passive voice.
1. The cake was baked by my grandmother.
2. The children played in the park.
3. The book was written by a famous author.
4. She is reading a novel.
5. The homework was completed by the students.
### Exercise 2: Convert to Passive Voice
Convert the following active voice sentences into passive voice.
1. The chef prepares the meal.
2. The teacher will grade the exams.
3. The company launched a new product.
4. The artist painted the mural.
5. The team won the championship.
### Exercise 3: Fill in the Blanks
Complete the sentences using the correct form of the verb in passive voice.
1. The song (sing) by the choir last night.
2. The project (complete) by the deadline.
3. The letter (send) yesterday.
4. The movie (direct) by a well-known filmmaker.
5. The results __ (announce) at the meeting.
### Exercise 4: Rewrite the Paragraph
Rewrite the following paragraph in passive voice.
Active Voice Paragraph:
“The scientist conducted the experiment. The team analysed the data. They published the findings in
a journal.”

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