The young seagull was paralysed by fear. Although his wings were ready, he could not summon the courage to launch himself and trusted the parents' warnings about the cruelty of the air; this fear caused his first attempts to fail.
Because he was frightened and lacked confidence; fear of falling made him hesitate and he could not make a successful first flight.
The parents stopped feeding and pampering him and treated him sternly — they gave food to the others and admonished him as a coward. Their withholding of food and encouragement were meant to compel him to attempt flying.
They refused to help him learn by doing everything for him: they scolded him, withheld food and encouraged independence so he would be forced to try and fly.
When the older siblings began to fly they were able to bring food; the first successful catch mentioned is a small fish which the older brother brought in as his first prize.
A small fish (a sand-eel or little fish).
While searching the ledge the young bird could only find meagre scraps and nothing like the fresh fish the others were getting; this emphasises his hunger and helplessness.
Only a few scraps — nothing substantial; he could not find proper food on the ledge.
In desperation he screamed and flapped his wings vigorously at the edge of the cliff to call his parents and show his need.
He cried loudly and beat his wings, flapping and screaming to attract their attention.
The combination of being denied food, being mocked as a coward, and seeing his siblings fly and be fed drove him to furious desperation; this intense emotion is described as making him 'go mad'.
Hunger, humiliation and the sight of his brothers succeeding while he was left hungry and scorned made him frantic and desperate.
After finally launching and discovering he could fly, the young bird felt great joy and cried out in triumph at the new freedom and achievement.
He uttered a joyful scream because he experienced the exhilaration of his first successful flight.
The mother initially refused to give him food as a punishment and encouragement to fly. Only after he proved he could fly did she bring him food.
Not at first; she withheld food until he learned to fly. After he succeeded, she fed him.
On his first real flight he experienced an intense sense of pleasure and triumph; all fear vanished as he tasted freedom and the thrill of flying.
He felt free, exhilarated and triumphant — full of joy and surprise at his own success.
When he began to fly the family reacted with loud cries and affectionate circling; the parents accepted him and provided food — showing approval and reunion.
They cried out encouragement, flew around him and received him with approval; his parents then flew to him and gave him food.
On his first try he could not overcome fear, made an uncertain effort and either fell or landed badly on the ledge instead of soaring away.
It was awkward and unsuccessful; he hesitated, fell, and did not manage a proper flight.
The parents encouraged independence: they demonstrated flying, urged each fledgling to leap, welcomed and fed those who succeeded, thus reinforcing their learning.
They showed them by example, pushed them to try, praised their successes and fed them when they returned with food.
The bird's pitiable state is shown when he is left hungry, weeps, scrapes the ledge and begs while his siblings are fed — emphasising his helplessness and shame.
He sat trembling and starving on the ledge, crying for food that his parents refused to give him.
Unable to fly, the young bird attempted to reach his parents by crawling and making short, flapping hops along the cliff ledge in an effort to get closer.
He crept and ran along the ledge, stretched and flapped his wings hoping to edge nearer, but could not actually fly to them.
Although withholding food and scolding appear harsh, the parents were enforcing tough love so the chick would learn to fly and fend for itself — a survival lesson.
They seemed harsh but acted out of necessity: their sternness was to teach him to be independent and survive by flying and finding food.
The young seagull was afraid to fly, so his parents withheld food to force him to learn. Faced with hunger and ashamed by his refusal, and after his mother pushed him, he finally summoned courage and flew.
The parents stopped feeding him and refused to bring him food; his mother finally pushed him off the ledge. Hunger, shame and the push from his mother forced him to fly.
After his first flight he came down onto the green sea. At first the experience frightened him and he flapped hard, but he did not drown; he managed to keep afloat and the incident did not stop him from flying again.
He landed with a splash on the green sea, was momentarily terrified and flapped wildly, but kept himself afloat and gradually recovered his confidence.
Key struggles: fear of height and falling; trembling and inability to flap properly; emotional struggle—shame and humiliation watching siblings; physical hunger when parents refused to feed him; overcoming inertia after repeated attempts and a final push which helped him to trust his wings and fly.
The young seagull feared the ledge's height and refused to jump. He trembled, clung to the ledge and cried when his parents urged him. His parents stopped feeding him and left him hungry while his brothers flew away; the shame and hunger forced him to try. He hesitated, made small attempts, felt dizzy and scared, but after being pushed and after repeated attempts he discovered he could balance and fly.
Relate to the story: the parents’ refusal to feed the chick and their pushing him off the ledge was meant to make him self-reliant. Explain that parental strictness can be motivated by concern for a child's long-term welfare.
No. Like the seagull's parents, many parents use 'tough love' to teach responsibility and independence. By refusing to give the young bird food, the parents forced him to learn to fly so he could survive. Their harshness was meant to help, not to show lack of care.
Converted each given word into the requested parts of speech using common derivatives.
Examples: exhaustion → exhaust (v), exhausting/exhausted (adj), exhaustively (adv). widen → width (n), wide (adj), widely (adv). mad → madness (n), madden (v), madly (adv). perfectly (adv) → perfect (adj), perfection (n), perfect (v).
Provide related forms for each base word as follows:
- exhaustion (noun) → verb: exhaust; adjective: exhausting / exhausted; adverb: exhaustively
- widen (verb) → noun: width; adjective: wide; adverb: widely
- mad (adjective) → noun: madness; verb: madden; adverb: madly
- perfectly (adverb) → adjective: perfect; noun: perfection; verb: perfect
Each word used in a clear sentence demonstrating correct meaning and form.
1. The boy was called a coward when he refused to climb the tree. 2. There was a gradual improvement in her health after the treatment. 3. The teacher gave him praise for his honest answer. 4. The courageous firefighter rescued the child from the burning house. 5. Several people suffered from starvation after the flood disrupted food supplies.
gradual - His recovery was gradual.
gradual - His recovery was gradual.
courageous - She made a courageous decision to help the injured bird.
courageous - She made a courageous decision to help the injured bird.
Starvation - Many families suffered from starvation during the prolonged drought.
Starvation - Many families suffered from starvation during the prolonged drought.
A concise role-play (dialogue) covering planning, clothing, supplies, informing authorities, trail safety, wildlife precautions, waste management, and fire safety.
Father: We are leaving for the forest trip tomorrow. What should we take and do to stay safe?
Child: First, check weather and trail conditions; inform a friend or the local forest office about our itinerary.
Father: What about clothing and supplies?
Child: Wear long-sleeved clothes and sturdy shoes, carry a first-aid kit, enough water, snacks, insect repellent and a flashlight.
Father: Any rules to follow inside the reserved forest?
Child: Yes — stay on marked trails, do not feed or disturb wildlife, avoid loud noises, and never leave children unattended.
Father: What if we encounter an animal?
Child: Keep calm, back away slowly, do not run, and follow park warden instructions; make noise only if advised to deter small animals.
Father: Anything about waste and fires?
Child: Carry back all trash, use only permitted cooking areas, and make sure campfires are fully extinguished before leaving.
Father: Good — I'll call the forest office tomorrow morning and pack according to this checklist.
Filled blanks with standard facts about Darjeeling: Kangchenjunga (3rd highest) and Tiger Hill (famous viewpoint). Answered opinion question affirmatively and gave sample places. Marked statements: cloudy sky prevented glimpse of Everest (so first statement as given is false); toy train distance/time is true per the travelogue.
i) 1. The students visited Darjeeling city. 2. Kangchenjunga is the third highest mountain in the world. 3. Tiger Hill is 13 km away from Darjeeling. ii) Yes — they had a memorable and enjoyable trip (they saw sights, rode the toy train, visited viewpoints). iii) (Any valid places) e.g., Ooty, Kodaikanal, Mahabalipuram, Kanyakumari. iv) 1. False — because the sky was cloudy they could not get a glimpse of Mount Everest. 2. True — the toy train covers about 14 km in three hours.
The screaming family was offering him food.
The screaming family was offering him food.
1. 'screaming' used as adjective before 'family'.
2. 'loud' → adverb 'loudly' (recast as 'called loudly').
3. 'amusedly' → noun 'amusement' used in phrase 'with amusement'.
4. 'depth' → adjective 'deep' modifying 'sea'.
5. 'successful' → verb 'succeed' (recast as 'succeeded in its flight').
1. His screaming family was offering him food. 2. The young seagull called loudly. 3. The bird cackled with amusement while flying. 4. The deep sea from the ledge scared the seagull. 5. The bird succeeded in its flight, which was a proud moment for the seagull's family.
Changed the adjective 'loud' into the adverb 'loudly' and rephrased the sentence: 'gave out a loud call' → 'called loudly.'
The young seagull called loudly.
Replaced the adverb 'amusedly' with the noun 'amusement' and added the preposition 'with' to make a natural sentence.
The bird cackled with amusement while flying.
Senchal Lake.
Senchal Lake.
Batasia Loop.
Batasia Loop.
Yes. The trip was enjoyable and memorable for the speaker.
Yes. The trip was enjoyable and memorable for the speaker.
Model answer: I would like to visit Tiger Hill, Kanchenjunga and Batasia Loop because of their natural beauty and memorable views.
Model answer: I would like to visit Tiger Hill, Kanchenjunga and Batasia Loop because of their natural beauty and memorable views.
1. False - it was not very cloudy, and they got a glimpse of Mount Everest. 2. True. 3. False - Tiger Hill is famous for its sunrise, not sunset.
1. False - it was not very cloudy, and they got a glimpse of Mount Everest. 2. True. 3. False - Tiger Hill is famous for its sunrise, not sunset.
Darjeeling.
Darjeeling.
Kanchenjunga.
Kanchenjunga.
Tiger Hill.
Tiger Hill.
Father: Hi Mary, it has been a very long time since we went on a trip. Let's plan one.
Mary: Yes, dad. I am also longing to go. Why don't we plan one for this weekend?
Father: Sure. Tell me, where shall we go?
Mary: Some place nearby but for at least two days.
Father: Hmm… I think we should go to the reserved forest nearby.
Mary: Great! We must pack suitable clothes — light shirts, long trousers and sturdy shoes.
Father: We should also carry enough food and water for two days and check if any accommodation is available.
Mary: Don't forget a first-aid kit and medicines. We must inform Mom about our plan so she won't worry.
Father: Good idea. We'll prepare a list of safety measures — avoid wild animals, stay on marked trails and keep emergency numbers handy.
Mary: I'll book the transport and check the weather. Let's meet this evening to finalise the list.
Father: Hi Mary, it has been a very long time since we went on a trip. Let's plan one.
Mary: Yes, dad. I am also longing to go. Why don't we plan one for this weekend?
Father: Sure. Tell me, where shall we go?
Mary: Some place nearby but for at least two days.
Father: Hmm… I think we should go to the reserved forest nearby.
Mary: Great! We must pack suitable clothes — light shirts, long trousers and sturdy shoes.
Father: We should also carry enough food and water for two days and check if any accommodation is available.
Mary: Don't forget a first-aid kit and medicines. We must inform Mom about our plan so she won't worry.
Father: Good idea. We'll prepare a list of safety measures — avoid wild animals, stay on marked trails and keep emergency numbers handy.
Mary: I'll book the transport and check the weather. Let's meet this evening to finalise the list.
Definition: a controlled jump from a height using an elastic rope that prevents hitting the ground and produces bouncing motion.
Bungee jumping is an adventure sport in which a person jumps from a high platform while attached to an elastic cord (bungee), experiencing a free fall followed by the cord’s stretch and rebound.
Short explanation: attachment of the cord/harness to a secure point on the movable object and ensuring operator and safety-team protocols allow a controlled jump.
Yes. Bungee jumping can be done from movable platforms such as cranes, hot-air balloons, or helicopters by securely fastening the bungee cord or harness to the movable vehicle and following safety procedures.
Concise reason: the sensation of falling, speed, height, and the sudden recoil make the experience exciting.
Bungee becomes thrilling during the initial free fall from a great height and at the moment the bungee cord stretches and the jumper feels weightlessness and rapid changes in speed and direction.
Describes physical sensations and sequence: free fall → cord stretch → rebound/bounce.
When one falls off the platform they experience a surge of adrenaline, a feeling of weightlessness during free fall, rapid airflow, a sinking/stomach-drop sensation, followed by the cord stretching and a bouncing motion.
The textbook likely cites a specific Indian bungee site (Rishikesh is a prominent example). If the source names a different location, please provide the passage for exact verification.
Commonly known commercial bungee-jumping locations in India include Rishikesh (Uttarakhand).
Minimum-age rules vary by operator and location; many commercial operators require jumpers to be at least 18, while some permit younger participants with parental permission.
Typically the minimum age is 18 years (some operators allow younger jumpers such as 16 with parental consent).
Create a short, eye-catching ad including sale name, discount range, special offers, shop name and address, and a call to action.
Aadi Sale — Home Appliances
Flat 20%–50% OFF
Special Combo Offers
Muthusamy & Co., Raja Street, Gingee
Hurry! Limited period offer.
Ad lists store name, products/services, promotional offer, address and call to action in compact format.
Mobile Galaxy
Smartphones | Accessories | SIM Cards | Recharges
Free power bank with every mobile purchase
No.1, Toll Gate, Trichy
Best deals — Visit us today!
120-word formal school report structure: title, date, chief guest, main activities, participation, key highlights, conclusion.
Report on Educational Development Day, 15 July
The school observed Educational Development Day on 15 July. The Chief Guest was the District Collector, Mr. R. Kumar, who inaugurated the programme and delivered an inspiring address stressing the importance of holistic education and community involvement. Events conducted included debates, elocution, quiz, science exhibition and drawing competitions. Over 200 students participated; winners and runners-up were awarded certificates and prizes. The science exhibition, arranged by the science faculty, showcased projects on renewable energy and waste management and attracted much appreciation. The programme concluded with a vote of thanks by the Headmistress. The event was well-organised and succeeded in motivating students and parents to engage actively in educational initiatives.
Formal, concise report containing inauguration details, chief guest, activities, association plans and concluding remarks; kept within 120 words.
Report on Inaugural Ceremony of English Literary Association
As School Pupil Leader, I report that the English Literary Association of our school was inaugurated on [date] by Mr. S. Raman, a noted local author. The ceremony began with a welcome address by the Headmaster, followed by the chief guest's speech on the value of reading and creative expression. Cultural items included a short play, poetry recitation and an elocution by students from various classes. Association office-bearers were introduced and the academic year’s programme — workshops, competitions and a monthly magazine — was announced. The event concluded with distribution of reading materials and a vote of thanks. The inauguration received an enthusiastic response from students and staff.
Report includes date/theme, activities (exhibition, competitions, workshop), guest speaker, participation details and outcome; concise and formal.
Report on National Science Day Observance
As Coordinator of the Science Forum, I report that National Science Day was observed on 28 February with the theme ‘Integrated Approach in Science’. The programme began with an exhibition of student projects demonstrating experiments in physics, chemistry and environmental science. Guest speaker Dr. A. Meena spoke on the role of science in sustainable development. Competitions — model making, quiz and poster design — engaged over 150 students; winners received certificates and prizes. A special workshop on basic robotics and demonstrations by senior students were highlights. The event fostered curiosity and collaboration among members and concluded with appreciation to volunteers and sponsors.
6. 'used to' expresses past habit. 7. 'must' expresses a strong command (imperative 'Do as I say!' also possible). 8. 'May I...' is a polite request. 9. 'may' or 'might' shows possibility. 10. 'must' denotes duty.
6. My father used to play badminton in the evenings when he was at college.
7. You must do as I say! (or: Do as I say!)
8. May I have another glass of water?
9. Sibi may/might win the race.
10. We must preserve our natural resources.
1. When I was a child, I could climb trees easily but now I can't. 2. I will win this singing contest. 3. You should buy this book. It is worth buying. 4. Poongothai can speak several languages. 5. I swear I will not tell lies again. 9. Must I get your jacket? (modal: must) 10. Could the train be on time? (modal: could)
1. When I was a child, I could climb trees easily but now I can't. 2. I will win this singing contest. 3. You should buy this book. It is worth buying. 4. Poongothai can speak several languages. 5. I swear I will not tell lies again. 9. Must I get your jacket? (modal: must) 10. Could the train be on time? (modal: could)
'Could' is the correct modal to express ability in the past.
When I was a child, I could climb trees easily but now I can't.
'Will' is used to express determination.
I will win this singing contest.
'Should' is the correct modal for advice or suggestion.
You should buy this book.
'Can' expresses present ability.
Poongothai can speak several languages.
'Will not' (won't) expresses a promise about the future; 'I swear' reinforces the promise.
I swear I will not tell lies again.
'Used to' expresses a past habitual action that no longer occurs.
My father used to play badminton in the evenings when he was at college.
'Must' is used to give a strong command; alternatively, the imperative form is direct.
You must do as I say! (Or simply: Do as I say!)
'May I...' is the polite modal phrasing for a request.
May I have another glass of water?
Use a modal of possibility + base verb. Replace the incorrect simple form 'win' with the modal 'might' + base form 'win'.
Sibi might win the race.
Use a modal expressing duty. 'Must' conveys obligation/duty: 'We must preserve...'.
We must preserve our natural resources.
'Would I have...' is incorrect for a polite request. Use 'May I...' or 'Could I...' for polite requests: 'May I have your autograph?'
May I have your autograph?
Use 'will' to state a future fact about age rather than 'can'.
I will be fifteen next April.
'Might' (or 'may') correctly expresses a possibility; 'should' is not appropriate here.
Take an umbrella. It might rain later.
Use 'should' after 'ordered' in reported order construction, or use the direct infinitive for a clearer sentence.
The magistrate ordered that he should pay the fine. (Or: The magistrate ordered him to pay the fine.)
The correct question tag for an imperative is 'will you?' (or 'won't you?' for polite requests), not 'shall you?'.
Make me a cup of tea, will you?
'May' gives permission; to express an obligation/duty, use 'must' (or 'should' for milder advice).
You must speak politely to the elders.
Use 'should' to give advice or recommendation rather than 'will', which simply predicts the future.
You should get your teeth cleaned at least once a year.
'Can' expresses present ability/possibility. 'Could' may imply past ability or conditional; 'can' is clearer for present possibility.
We can grow vegetables in our kitchen garden, but we don't do it now.
1. Use 'May' or 'Could' for polite requests. 2. Use 'will' for a future fact about age. 3. Use 'might/may' to show a possible future event. 4. Use 'should' (or the infinitive) after 'ordered'. 5. Imperative requests take 'will you?' as the tag. 6. 'Must' expresses obligation. 7. 'Should' is a recommendation. 8. 'Can' expresses present ability/possibility; rephrase for naturalness.
1. May I have your autograph?
2. I will be fifteen next April.
3. Take an umbrella. It might/may rain later.
4. The magistrate ordered that he should pay the fine. (or: The magistrate ordered him to pay the fine.)
5. Make me a cup of tea, will you?
6. You must speak politely to the elders.
7. You should get your teeth cleaned at least once a year.
8. We can grow vegetables in our kitchen garden, but we don't do it now.
Fill blanks with appropriate modals: 'Shall we' for suggesting; 'can' for ability/possibility; 'will' for future time; 'should' (or 'must') for advice/expectation to be ready.
Dad: Shall we go out for dinner tonight?
Charan: Yes, Dad. We can go to a restaurant where I can have some ice cream.
Dad: OK. Then, I will be home by 7 p.m. Mom and you should be ready by then.
Dad: Shall we go out for dinner tonight? Charan: Yes, Dad. We can go to a restaurant where I can have some ice cream.
Dad: Shall we go out for dinner tonight? Charan: Yes, Dad. We can go to a restaurant where I can have some ice cream.
Student: Can we leave our bags in the class during the break?
Charan: Sure. We can. My friend told me that there is a magic show nearby. Could you please take us there?
Teacher: Yes, you may, but arrange them neatly.
Passenger: My child is 6 years old. Do I have to buy him a ticket?
Conductor: Yes, you do. It costs half of the price of an adult ticket.
Charan: By the way, shall we inform our gatekeeper about our outing?
Vani: Can we go for coffee after the meeting?
Dad: Yes, we should, so that he will be aware we aren't at home.
Yoga: No, I can't. I have to go home.
Salesman: When will I receive my order?
Charan: Shall I call up Mom and tell her about our plan today?
Customer: I can assure you, sir, the order will be delivered tomorrow.
Dad: You have to, too. Otherwise, we might be in trouble when she returns home.
Neela: Do you think I should write about my educational background in the resume?
Preethi: Yes, you should. You will get a better job.
Charan: Hmm… by the time you come home in the evening, we will be waiting for you. Hope you won't be late. Bye.
Student: Can we leave our bags in the class during the break?
Charan: Sure. We can. My friend told me that there is a magic show nearby. Could you please take us there?
Teacher: Yes, you may, but arrange them neatly.
Passenger: My child is 6 years old. Do I have to buy him a ticket?
Conductor: Yes, you do. It costs half of the price of an adult ticket.
Charan: By the way, shall we inform our gatekeeper about our outing?
Vani: Can we go for coffee after the meeting?
Dad: Yes, we should, so that he will be aware we aren't at home.
Yoga: No, I can't. I have to go home.
Salesman: When will I receive my order?
Charan: Shall I call up Mom and tell her about our plan today?
Customer: I can assure you, sir, the order will be delivered tomorrow.
Dad: You have to, too. Otherwise, we might be in trouble when she returns home.
Neela: Do you think I should write about my educational background in the resume?
Preethi: Yes, you should. You will get a better job.
Charan: Hmm… by the time you come home in the evening, we will be waiting for you. Hope you won't be late. Bye.
Filled the prompts using appropriate modals: 'could' and 'might' for suggestions/possibilities, 'should' for advice, 'must/mustn't' for strong recommendations/avoidances, and 'can' for ability/opportunity to buy or do things.
3. You could enjoy the Brihadeeswarar Temple and its magnificent architecture.
4. You should visit the Thanjavur Palace and Saraswathi Mahal Library.
5. You mustn't miss the traditional Tanjore paintings and the local crafts.
6. You can buy beautiful Tanjore paintings, brassware and silk sarees as souvenirs.
7. You might also visit nearby places like Gangaikonda Cholapuram and Kumbakonam if you have time.
8. You should try the local cuisine — the sweet and spicy specialties are worth tasting.
9. You could hire a local guide so that you can understand the history better.
10. You must carry water and a hat during sightseeing, as it can get hot.
1. Many office assistants were appointed by the manager.
2. A cake is being made by you now.
3. My grandmother painted that portrait.
4. A colourful hat had been bought for her daughter by Malini.
5. I have been asked to pay the fine by them. (Or: I have been asked to pay the fine.)
6. Why has your brother been left at home by you?
7. The rules should not be violated by anyone.
8. It has to be initiated immediately (by someone). / It has to be initiated immediately.
9. Has Raman been invited to the party by you?
10. You are requested not to walk on the grass.
11. You are requested to cross the busy roads carefully. (Or: Let the busy roads be crossed carefully.)
12. When will the tickets to Bengaluru be booked by you?
1. Many office assistants were appointed by the manager.
2. A cake is being made by you now.
3. My grandmother painted that portrait.
4. A colourful hat had been bought for her daughter by Malini.
5. I have been asked to pay the fine by them. (Or: I have been asked to pay the fine.)
6. Why has your brother been left at home by you?
7. The rules should not be violated by anyone.
8. It has to be initiated immediately (by someone). / It has to be initiated immediately.
9. Has Raman been invited to the party by you?
10. You are requested not to walk on the grass.
11. You are requested to cross the busy roads carefully. (Or: Let the busy roads be crossed carefully.)
12. When will the tickets to Bengaluru be booked by you?
Each active sentence is converted into passive; imperatives were converted to natural passive/request forms where direct literal passives are awkward.
1. He should be called at once. / Please have him called at once.
2. How was the river crossed by you?
3. The novels are not being borrowed from the library by anyone.
4. Will I be helped by you?
5. You are advised to go for a jog early in the morning. (polite passive form)
6. Venkat was offered the job.
7. Kaviya was shown the new computer by the boss.
8. Why has your brother been left at home by you?
9. When will the tickets to Bengaluru be booked by you?
10. The tickets have not been bought by anyone.
11. My book has been taken away by somebody.
12. How was this done by them?
Each active clause was changed to passive, keeping the original sequence and time relations (perfect tenses retained as passive perfect forms, reported speech rendered in passive where appropriate).
A few days ago Ambrose's motorbike was stolen. It had been left outside his house by Ambrose. The theft was reported to the police by him. He was told by the police that an attempt would be made to find his motorbike. This morning the motorbike was found by the police. Ambrose was called to the police station by the police. It had been painted by the thieves and then sold to someone else. The motorbike had been parked outside a mall by the new owner when it was found by the police. After an enquiry, the thieves were arrested by the police.
For verbs with two objects (indirect and direct), form two passive sentences: one with the indirect object as subject, and one with the direct object as subject (keeping 'by' + agent if required).
1a. Jill was given a bar of chocolate by John.
1b. A bar of chocolate was given to Jill by John.
2a. Keerthana was lent a pencil by Pragathi.
2b. A pencil was lent to Keerthana by Pragathi.
3a. Her friend was told the truth by Sudha.
3b. The truth was told to her friend by Sudha.
J: Ingredients listed and instructions written entirely in passive voice using the simple present. K: A concise school-event report written in passive voice using the simple past tense, covering organisation, activities, visitors, and outcomes.
J. Recipe (Pancakes) — ingredients and method (all sentences in simple present, passive voice)
Ingredients:
- 1 cup flour is used.
- 2 tablespoons sugar are added.
- 1 teaspoon baking powder is added.
- 1 cup milk is poured in.
- 1 egg is beaten and mixed.
- 1 tablespoon melted butter is stirred in.
Method:
- The dry ingredients are mixed in a bowl.
- Milk and beaten egg are then added and stirred until a smooth batter is formed.
- A non-stick pan is heated and a little butter is spread.
- A ladle of batter is poured onto the pan and cooked until bubbles are seen on the surface.
- The pancake is flipped and cooked until golden.
- Pancakes are served with honey or fruit.
K. School Event Report (simple past, passive voice)
A science exhibition was held at our school on 12th March. The event was organised by the Science Club and was inaugurated by the principal. Projects prepared by students from all classes were displayed in the school hall. The exhibition was visited by parents and local scientists. Demonstrations were given by the students and questions were answered by them. Prizes were awarded to the best exhibits and certificates were distributed to all participants. The event was appreciated by the visitors and was considered a success.