21 August 2025

Speaking Activities : 20 areas : fill in the blanks : communication activiy

17:28 – by HARINATH VEMULA 0

1. My Self-Introduction

Hello, my name is ______________________.
I am ______ years old.
I study in Class ______ at __________________ School.
I live in ______________________ (village/town/city).
My father’s name is ______________________.
My mother’s name is ______________________.
My favourite subject is ______________________.
My favourite game is ______________________.

2. My Family

I live in ______________________ (place).
There are ______ members in my family.
My father’s name is ______________________.
He works as a ______________________.
My mother’s name is ______________________.
She is very ______________________ (kind/loving/helpful).
I have ______ brothers and ______ sisters.
I love my family because ______________________.

3. My School

The name of my school is ______________________.
It is in ______________________ (place).
There are ______ teachers in my school.
There are ______ students in my school.
My class teacher’s name is ______________________.
My school has a ______________________ (library/playground/garden).
We celebrate ______________________ (festivals/events) in my school.
I like my school because ______________________.

4. My Best Friend

My best friend’s name is ______________________.
He/She studies in Class ______.
He/She is very ______________________ (kind/helpful/clever).
We play ______________________ together.
We also study ______________________ together.
He/She helps me in ______________________.
I like my friend because ______________________.
I feel happy when I am with ______________________.

5. My Teacher

My teacher’s name is ______________________.
He/She teaches me ______________________ (subject).
He/She is very ______________________ (kind/strict/helpful).
He/She explains lessons ______________________ (clearly/easily).
He/She gives us ______________________ (homework/stories/games).
He/She encourages us to ______________________.
I like my teacher because ______________________.
I respect and love my teacher very much.

6. My Favourite Subject

My favourite subject is ______________________.
I like it because ______________________.
My teacher’s name is ______________________.
He/She teaches the subject in a ______________________ way.
I enjoy ______________________ in this subject.
I learn many ______________________ from this subject.
This subject helps me in my ______________________.
That is why ______________________ is my favourite subject.

7. My Favourite Game

My favourite game is ______________________.
I play it with ______________________.
I play it at ______________________.
This game needs ______________________ (ball/bat/racket).
I like it because ______________________.
I play it mostly in the ______________________ (evening/holiday).
It makes me ______________________ (healthy/strong/happy).
This game is my favourite because ______________________.

8. My Favourite Food

My favourite food is ______________________.
It is made of ______________________.
It tastes ______________________ (sweet/salty/spicy).
My mother/father cooks it very well.
I eat it on ______________________ (Sunday/festival).
I like this food because ______________________.
It gives me ______________________ (energy/strength).
That is why I love ______________________.

9. My Favourite Toy

My favourite toy is ______________________.
It is ______________________ (big/small/soft/hard).
It is of ______________________ colour.
I got it from ______________________.
I play with it at ______________________.
I keep it very ______________________ (safe/clean).
I like this toy because ______________________.
It is my best toy.

10. My Favourite Festival

My favourite festival is ______________________.
We celebrate it in the month of ______________________.
On this day we ______________________.
We wear ______________________ (new clothes/traditional dress).
We eat ______________________ (special food).
We decorate ______________________ (home/school/street).
I like this festival because ______________________.
I enjoy it very much.

11. My Favourite Place

My favourite place is ______________________.
It is in ______________________.
I go there with ______________________.
I see ______________________ there.
I like this place because ______________________.
I feel ______________________ when I go there.
I want to visit it ______________________ (again/always).
That is why I like ______________________.

12. My Favourite Book/Story

My favourite book/story is ______________________.
It is written by ______________________.
The main character is ______________________.
The story is about ______________________.
I read it at ______________________.
I like it because ______________________.
I learn ______________________ from this story.
That is why I like this book/story.

13. My Favourite Cartoon/TV Show

My favourite cartoon/TV show is ______________________.
I watch it on ______________________ channel.
The main character is ______________________.
He/She is very ______________________ (funny/brave/clever).
I watch it with ______________________.
I like this show because ______________________.
It teaches me ______________________.
That is why I watch it daily.

14. My Pet

I have a pet ______________________.
Its name is ______________________.
It is ______________________ (colour/size).
It eats ______________________.
I play with it every ______________________.
It is very ______________________ (loving/funny).
I like my pet because ______________________.
It is my best friend.

15. My Village/Town/City

The name of my place is ______________________.
It is in ______________________ district.
It is famous for ______________________.
There are ______________________ schools here.
There are ______________________ temples/parks here.
The people are ______________________ (kind/helpful).
I like my place because ______________________.
I feel proud of my village/town/city.

16. My Hobby

My hobby is ______________________.
I do it in my free time.
I learnt it from ______________________.
I do it at ______________________ (home/park/school).
It makes me feel ______________________.
It helps me to ______________________.
I like this hobby because ______________________.
That is why it is my favourite hobby.

17. The Person I Like the Most

The person I like the most is ______________________.
He/She is my ______________________.
He/She is very ______________________.
I like him/her because ______________________.
He/She always ______________________.
I feel ______________________ when I am with him/her.
He/She teaches me ______________________.
That is why I like him/her the most.

18. The Thing I Like the Most

The thing I like the most is ______________________.
It is ______________________ (big/small/new/old).
It is of ______________________ colour.
I got it from ______________________.
I use/play with it at ______________________.
I keep it very ______________________.
I like it because ______________________.
It is very special to me.

19. A Visit to a Park/Zoo

Last Sunday I went to ______________________.
I went with ______________________.
I saw ______________________ there.
I played ______________________ there.
I also ate ______________________.
I liked the ______________________ most.
I enjoyed the visit because ______________________.
It was a happy day for me.

20. When I Grow Up (My Dream Job)

When I grow up, I want to become a ______________________.
I like this job because ______________________.
This job helps people by ______________________.
I will study ______________________ to reach my dream.
I will work very ______________________.
My parents/teachers encourage me to ______________________.
I will try my best to become a ______________________.
That is my dream.

1. My Self-Introduction

2. My Family

3. My School

4. My Best Friend

5. My Teacher

6. My Favourite Subject

7. My Favourite Game

8. My Favourite Food

9. My Favourite Toy

10. My Favourite Festival

11. My Favourite Place

12. My Favourite Book/Story

13. My Favourite Cartoon/TV Show

14. My Pet

15. My Village/Town/City

16. My Hobby

17. The Person I Like the Most

18. The Thing I Like the Most

19. A Visit to a Park/Zoo

20. When I Grow Up (My Dream Job)

06 August 2025

7th class : English : Project Work Model - 1 : Unit 1

08:06 – by HARINATH VEMULA 0

7th class : English : Project Work Model - 1 : Unit 1

Model: 01

🧍‍♂️🧍‍♀️ My Body – My Friend: Survey

✅ I asked these questions to 5 people:

Do you keep your body clean?
Do you take care of your body?
Do you smile or cry to show feelings?
Do you feel happy in your body?
Do you feel safe in your body?
Do you feel calm (quiet) in your body?
Do you use your body to draw or write?
Do you love your body?
Do you know how to keep it safe?
Do you respect others and get respect?

📋 Answers from my friends

Name	Yes	No	Maybe
Ravi	✅	❌	❓ (some)
Sita	✅	❌	❌
Anil	✅	❌	❓
Fatima	✅	❌	❌
Ramu	✅	❌	❓

✍️ My Small Report

I asked 5 people questions about their body. Here is what I found:

Most people think that the body should be clean and safe.
A few people think that they are not sure about how they feel.
Anyone hardly thinks that they cannot use their body to create things.
No one thinks that they hate their body.

We must love and care for our body. It is our friend!

Model: 02

🧒🏽👧🏽 Survey: Do You Love and Take Care of Your Body?

📒 What they said:

Name	Yes	No	Maybe
Lakshmi	✅	❌	❌
Rahul	✅	❌	❓
Ayesha	✅	❌	❌
Vikram	✅	❌	❓
Meena	✅	❌	❓

📝 My Report

I talked to my friends in school. We did a survey about our body.

Most people think that we must clean, love, and take care of our body.
A few people think that they are not sure about being calm or happy.
Anyone hardly thinks that the body is not useful.
No one thinks that we should not love our body.

Our body is our best friend. We must keep it safe and strong.

Model: 03

🚶🏽‍♂️🚶🏽‍♀️ My Body Survey

👦🏽 I asked these questions to 5 people:

Do you keep your body clean?
Do you take care of your body?
Do you smile or cry to show feelings?
Do you feel happy in your body?
Do you feel safe in your body?
Do you feel peaceful in your body?
Do you use your body to draw, dance or write?
Do you love your body?
Do you know how to keep your body safe?
Do you give and get respect?

📊 Answers from my friends

Name	Yes	No	Maybe
Manoj	✅	❌	❓
Kavitha	✅	❌	❌
Saleem	✅	❌	❓
Geeta	✅	❌	❌
Praveen	✅	❌	❓

🧾 My Small Report

I asked 5 friends about their body. They all said Yes to most questions.

Most people think that they take care of their body and feel happy.
A few people think that they are not sure about feeling peaceful.
Anyone hardly thinks that they do not use their body to create.
No one thinks that they hate or disrespect their body.

Our body helps us do many good things. We must love it and keep it safe.

7th class : English : Project Work Model - 1 : Unit 1

Model: 01

🧍‍♂️🧍‍♀️ My Body – My Friend: Survey

✅ I asked these questions to 5 people:

Do you keep your body clean?
Do you take care of your body?
Do you smile or cry to show feelings?
Do you feel happy in your body?
Do you feel safe in your body?
Do you feel calm (quiet) in your body?
Do you use your body to draw or write?
Do you love your body?
Do you know how to keep it safe?
Do you respect others and get respect?

📋 Answers from my friends

Name	Yes	No	Maybe
Ravi	✅	❌	❓ (some)
Sita	✅	❌	❌
Anil	✅	❌	❓
Fatima	✅	❌	❌
Ramu	✅	❌	❓

✍️ My Small Report

I asked 5 people questions about their body. Here is what I found:

Most people think that the body should be clean and safe.
A few people think that they are not sure about how they feel.
Anyone hardly thinks that they cannot use their body to create things.
No one thinks that they hate their body.

We must love and care for our body. It is our friend!

Model: 02

🧒🏽👧🏽 Survey: Do You Love and Take Care of Your Body?

📒 What they said:

Name	Yes	No	Maybe
Lakshmi	✅	❌	❌
Rahul	✅	❌	❓
Ayesha	✅	❌	❌
Vikram	✅	❌	❓
Meena	✅	❌	❓

📝 My Report

I talked to my friends in school. We did a survey about our body.

Most people think that we must clean, love, and take care of our body.
A few people think that they are not sure about being calm or happy.
Anyone hardly thinks that the body is not useful.
No one thinks that we should not love our body.

Our body is our best friend. We must keep it safe and strong.

Model: 03

🚶🏽‍♂️🚶🏽‍♀️ My Body Survey

👦🏽 I asked these questions to 5 people:

Do you keep your body clean?
Do you take care of your body?
Do you smile or cry to show feelings?
Do you feel happy in your body?
Do you feel safe in your body?
Do you feel peaceful in your body?
Do you use your body to draw, dance or write?
Do you love your body?
Do you know how to keep your body safe?
Do you give and get respect?

📊 Answers from my friends

Name	Yes	No	Maybe
Manoj	✅	❌	❓
Kavitha	✅	❌	❌
Saleem	✅	❌	❓
Geeta	✅	❌	❌
Praveen	✅	❌	❓

🧾 My Small Report

I asked 5 friends about their body. They all said Yes to most questions.

Most people think that they take care of their body and feel happy.
A few people think that they are not sure about feeling peaceful.
Anyone hardly thinks that they do not use their body to create.
No one thinks that they hate or disrespect their body.

Our body helps us do many good things. We must love it and keep it safe.

05 August 2025

6th class : English : Project Work Model - 1 : Unit 1

18:13 – by HARINATH VEMULA 0

6th class : English : Project Work Model - 1 : Unit 1

MODEL:01

🐾 Table: Animals and Birds

Sl. No.	Name of the Animal/Bird	Physical Features	Food Habits	Habitation	Other Information
1	Monkey	Brown body, long tail, sharp eyes	Fruits, nuts, grains	Forests, temples	Good at climbing trees, very active
2	Hen	Small bird, feathers, beak	Grains, insects	Farms, houses	Gives eggs, kept in poultry farms
3	Goat	Four legs, short tail, horns	Grass, leaves, grains	Villages	Gives milk, found in many Indian homes
4	Pigeon	Grey feathers, small beak	Grains, seeds	Buildings, trees	Used to carry messages long ago
5	Camel	Long legs, hump on back	Grass, leaves	Deserts	Called the "Ship of the Desert"

🐐 My Favourite Animal – Goat

My favourite animal is the Goat. It is small and has two horns. Its body is covered with short hair. The goat eats grass, leaves, and grains. It lives in villages and farms. I like the goat because it gives us milk. It also makes a funny sound, “maa-maa.” Goats are gentle and friendly. My grandmother has two goats in her village, and I enjoy feeding them during holidays. That is why I love goats.

MODEL:02

🐾 Table: Animals and Birds

Sl. No.	Name of the Animal/Bird	Physical Features	Food Habits	Habitation	Other Information
1	Tiger	Orange body with black stripes	Meat (carnivore)	Forests	National animal of India
2	Sparrow	Small, brown bird	Grains, insects	Houses, trees	Very common and friendly bird
3	Cat	Small, soft body, sharp eyes	Milk, rice, fish	Houses, streets	Loves to sleep and play
4	Buffalo	Big, black body with horns	Grass, hay	Villages, farms	Used to plough fields
5	Crow	Black feathers, strong beak	Leftover food, insects	Trees, cities	Very clever and noisy

🐯 My Favourite Animal – Tiger

My favourite animal is the Tiger. It is big and strong. Its body is orange with black stripes. It lives in forests and eats meat. I like the tiger because it looks brave and powerful. It can run very fast and hunt other animals. The tiger is also the national animal of India. I saw a tiger in the zoo with my family. I was so excited! I love the tiger because it is beautiful and royal.

MODEL:03

🐾 Table: Animals and Birds

Sl. No.	Name of the Animal/Bird	Physical Features	Food Habits	Habitation	Other Information
1	Elephant	Big body, long trunk, tusks	Grass, fruits	Forests	Very strong, used in festivals
2	Peacock	Colourful feathers, long tail	Seeds, insects	Forests, gardens	National bird of India
3	Parrot	Green body, red beak	Fruits, seeds	Trees	Can mimic human speech
4	Dog	Four legs, tail, sharp teeth	Rice, meat, milk	Houses, streets	Loyal, protects the house
5	Cow	Big body, horns, tail	Grass, grains	Villages, farms	Gives milk, worshipped in India

🦜 My Favourite Bird – Parrot

My favourite bird is the Parrot. It is small and green with a red beak. It lives on trees and eats fruits and seeds. I like the parrot because it can talk like humans. It looks very cute and makes sweet sounds. Some parrots can even say names and words. I saw one at my uncle's house. I love watching parrots every day, and I want to keep one as a pet.

6th class : English : Project Work Model - 1 : Unit 1

MODEL:01

🐾 Table: Animals and Birds

Sl. No.	Name of the Animal/Bird	Physical Features	Food Habits	Habitation	Other Information
1	Monkey	Brown body, long tail, sharp eyes	Fruits, nuts, grains	Forests, temples	Good at climbing trees, very active
2	Hen	Small bird, feathers, beak	Grains, insects	Farms, houses	Gives eggs, kept in poultry farms
3	Goat	Four legs, short tail, horns	Grass, leaves, grains	Villages	Gives milk, found in many Indian homes
4	Pigeon	Grey feathers, small beak	Grains, seeds	Buildings, trees	Used to carry messages long ago
5	Camel	Long legs, hump on back	Grass, leaves	Deserts	Called the "Ship of the Desert"

🐐 My Favourite Animal – Goat

MODEL:02

🐾 Table: Animals and Birds

Sl. No.	Name of the Animal/Bird	Physical Features	Food Habits	Habitation	Other Information
1	Tiger	Orange body with black stripes	Meat (carnivore)	Forests	National animal of India
2	Sparrow	Small, brown bird	Grains, insects	Houses, trees	Very common and friendly bird
3	Cat	Small, soft body, sharp eyes	Milk, rice, fish	Houses, streets	Loves to sleep and play
4	Buffalo	Big, black body with horns	Grass, hay	Villages, farms	Used to plough fields
5	Crow	Black feathers, strong beak	Leftover food, insects	Trees, cities	Very clever and noisy

🐯 My Favourite Animal – Tiger

MODEL:03

🐾 Table: Animals and Birds

Sl. No.	Name of the Animal/Bird	Physical Features	Food Habits	Habitation	Other Information
1	Elephant	Big body, long trunk, tusks	Grass, fruits	Forests	Very strong, used in festivals
2	Peacock	Colourful feathers, long tail	Seeds, insects	Forests, gardens	National bird of India
3	Parrot	Green body, red beak	Fruits, seeds	Trees	Can mimic human speech
4	Dog	Four legs, tail, sharp teeth	Rice, meat, milk	Houses, streets	Loyal, protects the house
5	Cow	Big body, horns, tail	Grass, grains	Villages, farms	Gives milk, worshipped in India

🦜 My Favourite Bird – Parrot

23 July 2025

20 Model Independence Day Speeches for Elementary Level Children 2025-26

20:16 – by HARINATH VEMULA 0

20 Model Independence Day Speeches

for Elementary Level Children 2025-26

Speech 1: A Day to Celebrate Freedom

Good morning, respected teachers and dear friends! Today, we celebrate Indian Independence Day, which happened on August 15, 1947. This was the day India became free from British rule after many years of struggle. Our great leaders, like Mahatma Gandhi and Jawaharlal Nehru, worked tirelessly to make India a free nation where we can live happily. They taught us to love our country and live in peace with everyone. Let’s salute our national flag, the tricolor, and promise to make India proud by being kind, honest, and helpful to others. Let’s sing our national anthem with joy! Jai Hind!

Speech 2: Our Brave Freedom Fighters

Hello, everyone! A very Happy Independence Day to all! On August 15, 1947, India became a free country after a long fight against British rule. Brave freedom fighters like Bhagat Singh, Subhas Chandra Bose, and Rani Lakshmibai fought with courage to give us freedom. They faced many challenges but never gave up. Because of them, we can study, play, and dream big today. Let’s honor them by keeping our schools and neighborhoods clean and by respecting our teachers and friends. Let’s wave our flag high and shout, Jai Hind!

Speech 3: Why We Love Independence Day

Good morning, dear friends and teachers! Today is August 15, our Independence Day, a very special day for all Indians! On this day in 1947, India became free from British rule after years of hard work by our freedom fighters. Leaders like Mahatma Gandhi and Sardar Patel brought us together to win this freedom. Because of them, we can go to school, learn new things, and enjoy our lives. Let’s celebrate by respecting our flag, helping each other, and keeping our country clean. Happy Independence Day to all! Jai Hind!

Speech 4: The Colors of Our Flag

Hello, everyone! A very Happy Independence Day to you all! On August 15, 1947, India became free, and we got our beautiful national flag, the tricolor. The saffron color stands for courage, the white color means peace, and the green color shows growth and prosperity. The blue Ashoka Chakra in the middle reminds us to always follow the path of truth and justice. Let’s celebrate by waving our flag proudly and promising to be brave, peaceful, and honest citizens of India. Let’s make our country shine! Jai Hind!

Speech 5: Unity Is Our Strength

Good morning, my dear friends and teachers! Today, we celebrate Independence Day, a day when India became free on August 15, 1947. Our great leaders, like Sardar Vallabhbhai Patel and Mahatma Gandhi, taught us that unity is our biggest strength. People from different parts of India, speaking different languages and following different cultures, came together to fight for freedom. Today, we can keep India strong by staying united, sharing with others, and caring for everyone around us. Let’s make our country proud! Jai Hind!

Speech 6: Dreaming Big for India

Happy Independence Day, everyone! On August 15, 1947, India became a free nation, thanks to the hard work of our freedom fighters. They had big dreams for India—a country where everyone is happy and free. Leaders like Jawaharlal Nehru wanted children like us to grow up in a strong nation. We can help make their dreams come true by studying hard, keeping our surroundings clean, and being kind to our friends and family. Let’s work together to make India the best country! Jai Hind!

Speech 7: Our Beautiful India

Good morning, respected teachers and dear friends! Today is Independence Day, a day to celebrate our freedom since August 15, 1947. India is a beautiful country with tall mountains, flowing rivers, and people from many different cultures living together happily. Our freedom fighters worked hard to give us the gift of freedom, so we can live, learn, and play without fear. Let’s thank them by planting trees, keeping our streets clean, and loving our country every day. Happy Independence Day! Jai Hind!

Speech 8: Let’s Be Proud Indians

Hello, everyone! A very Happy Independence Day to all of you! On August 15, 1947, India became free after a long struggle against British rule. Leaders like Mahatma Gandhi showed us the power of truth, peace, and non-violence. Because of their efforts, we can go to school and follow our dreams. We can be proud Indians by following rules, helping our friends, and keeping our country safe and clean. Let’s sing our national anthem loudly and wave our flag high today! Jai Hind!

Speech 9: The Joy of Freedom

Good morning, my friends and teachers! Today is August 15, our Independence Day, a day full of joy and pride! In 1947, India became free from British rule, and we could make our own decisions. Our freedom fighters worked hard so that children like us can study, play, and grow up in a free country. Let’s celebrate by respecting our teachers, helping our classmates, and keeping our schools and parks clean. Let’s make India happy and proud! Happy Independence Day! Jai Hind!

Speech 10: A Promise to India

Happy Independence Day, everyone! On August 15, 1947, India became a free country after many years of struggle. Great leaders like Jawaharlal Nehru, Bhagat Singh, and Rani Lakshmibai fought bravely for our freedom. They wanted India to be a place where everyone can live happily. Today, let’s make a promise to study well, help others, and keep our country safe and beautiful. Let’s wave our tricolor flag with pride and shout loudly—Jai Hind!

Speech 11: Freedom Is Our Treasure

Good morning, respected teachers and dear friends! Today, we celebrate Indian Independence Day, which happened on August 15, 1947. On this day, India became free from British rule after a long struggle. Great leaders like Mahatma Gandhi and Subhas Chandra Bose fought bravely to give us this precious gift of freedom. Because of them, we can study, play, and live happily. Let’s honor them by keeping our country clean, respecting our flag, and helping each other. Happy Independence Day! Jai Hind!

Speech 12: The Story of Our Freedom

Hello, everyone! Happy Independence Day! On August 15, 1947, India became a free nation after many years of hard work by our freedom fighters. People like Bhagat Singh and Rani Lakshmibai showed great courage to make India free. They wanted us to live in a country where we can dream big and be happy. Let’s celebrate by singing our national anthem proudly and promising to be good students and kind friends. Let’s make India shine! Jai Hind!

Speech 13: India, Our Home

Good morning, friends and teachers! Today is August 15, our Independence Day, a very special day for all of us! In 1947, India became free from British rule, thanks to leaders like Jawaharlal Nehru and Sardar Patel. They worked together to make India a beautiful home for everyone. We can keep our home strong by studying well, sharing with others, and keeping our schools and streets clean. Happy Independence Day to all! Jai Hind!

Speech 14: The Power of Our Flag

Hello, dear friends! A very Happy Independence Day! On August 15, 1947, India became free, and we got our own national flag, the tricolor. The saffron color stands for strength, white for peace, and green for growth. The Ashoka Chakra in the middle teaches us to be honest and fair. Let’s wave our flag high, respect our country, and promise to be brave and kind like our freedom fighters. Jai Hind!

Speech 15: Together We Are Strong

Good morning, everyone! Today, we celebrate Independence Day, when India became free on August 15, 1947. Our freedom fighters, like Mahatma Gandhi and Lakshmibai, showed us that when we work together, we can do great things. People from all over India joined hands to win freedom. Today, we can make India proud by helping our friends, listening to our teachers, and keeping our country united. Let’s say it loudly—Jai Hind!

Speech 16: A Free and Happy India

Happy Independence Day, my friends and teachers! On August 15, 1947, India became a free country after a long fight against British rule. Our leaders like Subhas Chandra Bose and Sardar Vallabhbhai Patel dreamed of a happy India where everyone can smile. We can help their dreams come true by being good students, planting trees, and being kind to everyone. Let’s celebrate freedom with joy and pride! Jai Hind!

Speech 17: Our Proud History

Good morning, all! Happy Independence Day! On August 15, 1947, India became free, and it’s a day to remember our proud history. Brave freedom fighters like Bhagat Singh and Mahatma Gandhi worked hard so we could live freely. They taught us to love our country and its people. Let’s honor them by keeping our parks clean, respecting our elders, and singing our national anthem with pride. Happy Independence Day! Jai Hind!

Speech 18: Let’s Build a Better India

Hello, everyone! A very Happy Independence Day to you all! On August 15, 1947, India became free from British rule, thanks to our great leaders like Jawaharlal Nehru and Rani Lakshmibai. They wanted India to be a place where everyone is happy and safe. We can help by studying hard, sharing with others, and keeping our country clean. Let’s wave our flag and promise to build a better India! Jai Hind!

Speech 19: The Gift of Freedom

Good morning, dear friends! Today is August 15, our Independence Day, a day to feel proud and happy! In 1947, India became free because of the hard work of our freedom fighters. They gave us the gift of freedom so we can go to school, play, and dream big. Let’s thank them by being kind, helping our classmates, and keeping our country beautiful. Happy Independence Day! Jai Hind!

Speech 20: Our Promise to the Nation

Happy Independence Day, everyone! On August 15, 1947, India became a free nation after years of struggle by leaders like Mahatma Gandhi and Subhas Chandra Bose. They wanted India to be a strong and happy country. Today, let’s promise to make them proud by studying well, respecting our teachers, and caring for our environment. Let’s hold our flag high and shout with all our hearts—Jai Hind!

Please comment if anything required!

20 Model Independence Day Speeches

for Elementary Level Children 2025-26

Speech 1: A Day to Celebrate Freedom

Speech 2: Our Brave Freedom Fighters

Speech 3: Why We Love Independence Day

Speech 4: The Colors of Our Flag

Speech 5: Unity Is Our Strength

Speech 6: Dreaming Big for India

Speech 7: Our Beautiful India

Speech 8: Let’s Be Proud Indians

Speech 9: The Joy of Freedom

Speech 10: A Promise to India

Speech 11: Freedom Is Our Treasure

Speech 12: The Story of Our Freedom

Speech 13: India, Our Home

Speech 14: The Power of Our Flag

Speech 15: Together We Are Strong

Speech 16: A Free and Happy India

Speech 17: Our Proud History

Speech 18: Let’s Build a Better India

Speech 19: The Gift of Freedom

Speech 20: Our Promise to the Nation

Please comment if anything required!

04 July 2025

ACTIVE VOICE TO PASSIVE VOICE ; RULES WITH EXAMPLES AND PRACTICE ; A DETALED GUIDE

17:42 – by HARINATH VEMULA 0

Detailed Guide to Changing Active Voice to Passive Voice

This guide provides a comprehensive explanation of how to convert sentences from active voice to passive voice, including rules, steps, and examples for various sentence types. It covers the structure, verb forms, and special cases to ensure clarity and accuracy.

Understanding Active and Passive Voice

Active Voice: The subject performs the action expressed by the verb. The structure is typically: Subject + Verb + Object.
- Example: "The chef (subject) cooked (verb) the meal (object)."
Passive Voice: The subject receives the action expressed by the verb. The structure is typically: Subject (original object) + Form of "to be" + Past Participle + (by + original subject, optional).
- Example: "The meal (subject) was cooked (to be + past participle) by the chef (optional)."

In passive voice, the focus shifts to the action or the recipient of the action, and the doer (original subject) may be omitted if it is unknown or unimportant.

Step-by-Step Process to Convert Active to Passive Voice

Step 1: Identify the Components of the Active Sentence

Subject: Who or what is performing the action.
Verb: The action being performed.
Object: Who or what is receiving the action (if present).
Example: "The dog (subject) chased (verb) the cat (object)."

Step 2: Rearrange the Sentence

Make the object of the active sentence the subject of the passive sentence.
Example: "The cat" becomes the new subject.

Step 3: Change the Verb Form

Use the appropriate form of the verb "to be" based on the tense of the original verb, combined with the past participle of the main verb.
The past participle is typically the verb’s base form + "-ed" for regular verbs (e.g., "walk" → "walked") or an irregular form for irregular verbs (e.g., "write" → "written").
Example: "Chased" (past tense) becomes "was chased" (was + past participle).

Step 4: Include the Original Subject (Optional)

Add the original subject after the verb, preceded by "by," if it is relevant or necessary for clarity.
Example: "by the dog" is added to form "The cat was chased by the dog."
Omit the "by" phrase if the doer is unknown or unimportant.
- Example: "The cat was chased" (no "by" phrase).

Step 5: Adjust for Tense and Agreement

Ensure the form of "to be" matches the tense of the original verb and agrees with the new subject in number (singular/plural).
Example: For a plural subject like "The cats," use "were chased" instead of "was chased."

Verb Tense Conversion Rules

Below is a table showing how to convert active voice verbs to passive voice for common tenses, with examples:

Tense	Active Voice Example	Passive Voice Example	Form of "to be" + Past Participle
Present Simple	She writes a letter.	A letter is written by her.	is/am/are + past participle
Past Simple	She wrote a letter.	A letter was written by her.	was/were + past participle
Future Simple	She will write a letter.	A letter will be written by her.	will be + past participle
Present Continuous	She is writing a letter.	A letter is being written by her.	is/am/are being + past participle
Past Continuous	She was writing a letter.	A letter was being written by her.	was/were being + past participle
Present Perfect	She has written a letter.	A letter has been written by her.	has/have been + past participle
Past Perfect	She had written a letter.	A letter had been written by her.	had been + past participle
Future Perfect	She will have written a letter.	A letter will have been written by her.	will have been + past participle
Modal Verbs (can, must)	She can write a letter.	A letter can be written by her.	modal + be + past participle

Notes on Verb Forms

Regular Verbs: Past participle is formed by adding "-ed" (e.g., "play" → "played").
Irregular Verbs: Use the specific past participle form (e.g., "go" → "gone," "see" → "seen").
Modal Verbs: Combine the modal (e.g., can, should) with "be" + past participle.

Special Cases and Considerations

1. Sentences Without a Direct Object

Intransitive verbs (verbs that don’t take a direct object) cannot be converted to passive voice because there is no object to become the new subject.
- Example: Active: "The baby cried." (No object)
- Passive: Not possible, as there is no object to act upon.

2. Sentences with Two Objects (Direct and Indirect)

Some verbs take both a direct object (what is acted upon) and an indirect object (to whom/for whom the action is done).
In such cases, either object can become the subject of the passive sentence, but the direct object is more common.
Active: "She gave him (indirect object) a book (direct object)."
Passive (direct object as subject): "A book was given to him by her."
Passive (indirect object as subject): "He was given a book by her."
Note: The preposition "to" or "for" is often needed when the indirect object is not the subject.

3. Imperative Sentences

Active imperative sentences (commands) can be converted to passive voice by using "let" or rephrasing.
Active: "Close the door."
Passive: "Let the door be closed." or "The door should be closed."
Imperative passive constructions are less common and often sound formal.

4. Questions

Convert active voice questions to passive voice by applying the same rules, adjusting word order for question structure.
Active: "Who wrote the book?"
Passive: "By whom was the book written?" (Formal)
Active: "Did she write the book?"
Passive: "Was the book written by her?"

5. Omitting the "By" Phrase

The "by" phrase is often omitted when the doer is unknown, obvious, or unimportant.
Example: Active: "Someone stole the car."
Passive: "The car was stolen." (No "by someone" because it’s redundant.)

6. Prepositional Verbs

Verbs with prepositions (e.g., "look at," "listen to") retain the preposition in passive voice.
Active: "They laughed at the joke."
Passive: "The joke was laughed at by them." (Note: This may sound awkward, as some prepositional verbs are rarely used in passive voice.)

7. Passive Voice with "Get"

In informal English, "get" can replace "be" in passive constructions.
Example: Active: "They painted the house."
Passive: "The house got painted." (Informal)

Examples of Conversion Across Different Sentence Types

Example 1: Present Simple

Active: "The team plays the game."
Passive: "The game is played by the team."

Example 2: Past Continuous

Active: "The workers were building the bridge."
Passive: "The bridge was being built by the workers."

Example 3: Modal Verb

Active: "You must complete the task."
Passive: "The task must be completed by you."

Example 4: Sentence with Two Objects

Active: "The teacher gave the students (indirect) a test (direct)."
Passive 1: "A test was given to the students by the teacher."
Passive 2: "The students were given a test by the teacher."

Example 5: Question

Active: "Who painted this picture?"
Passive: "By whom was this picture painted?"

Example 6: No Direct Object (Intransitive Verb)

Active: "The children laughed."
Passive: Not possible (no object to become the subject).

Common Mistakes to Avoid

Incorrect Verb Form: Ensure the correct form of "to be" matches the tense and subject.
- Wrong: "The letter is write by her." (Incorrect verb form)
- Correct: "The letter is written by her."
Omitting Necessary Prepositions: For verbs with prepositions, retain the preposition.
- Wrong: "The joke was laughed by them."
- Correct: "The joke was laughed at by them."
Using Passive with Intransitive Verbs: Avoid attempting to convert sentences without objects.
- Wrong: "The baby was cried."
- Correct: No passive form possible.
Subject-Verb Agreement: Ensure the verb agrees with the new subject.
- Wrong: "The books was read by the students."
- Correct: "The books were read by the students."

When to Use Passive Voice

To emphasize the action or the recipient rather than the doer.
- Example: "The law was passed." (Focus on the law, not who passed it.)
When the doer is unknown or irrelevant.
- Example: "The window was broken." (Doer unknown.)
In formal or scientific writing to sound objective.
- Example: "The experiment was conducted under controlled conditions."

Practice Exercises

Try converting these active voice sentences to passive voice:

The chef prepares delicious meals every day.
The committee will review the applications tomorrow.
Did the artist paint the mural last week?
The company offered her a promotion.

Answers:

Delicious meals are prepared by the chef every day.
The applications will be reviewed by the committee tomorrow.
Was the mural painted by the artist last week?
She was offered a promotion by the company.

Practice Questions: Converting Active Voice to Passive Voice (All Tenses and Sentence Types)

This set of practice questions includes active voice sentences across all major verb tenses and various sentence types (declarative, interrogative, imperative, and sentences with two objects). Each sentence is designed to be convertible to passive voice, containing a direct object where necessary. The purpose is to practice converting these sentences to passive voice while maintaining correct grammar, tense, and structure.

Instructions

Convert each active voice sentence to passive voice, following these steps:

Identify the subject, verb, and object (if present) in the active sentence.
Make the object the new subject of the passive sentence.
Use the appropriate form of the verb "to be" based on the tense, combined with the past participle of the main verb.
Optionally include the original subject with "by" if relevant.
Ensure subject-verb agreement, correct tense, and appropriate word order for questions or imperatives.
For sentences with two objects (direct and indirect), provide passive voice versions for both objects where applicable.

Practice Questions

Present Tenses

Present Simple (Declarative): The artist paints the mural every summer.
Present Continuous (Declarative): The team is preparing a presentation for the meeting.
Present Perfect (Declarative): The chef has cooked a delicious meal for the guests.
Present Perfect Continuous (Declarative): The workers have been building the bridge for months.
Present Simple (Interrogative): Does the teacher explain the lesson clearly?
Present Simple (Two Objects): The manager gives the employees a bonus annually.

Past Tenses

Past Simple (Declarative): The author wrote a novel last year.
Past Continuous (Declarative): The children were drawing pictures in the classroom.
Past Perfect (Declarative): The scientist had completed the experiment before the deadline.
Past Perfect Continuous (Declarative): The crew had been filming the movie for weeks before the storm.
Past Simple (Interrogative): Did the mechanic repair the car yesterday?
Past Simple (Two Objects): The coach gave the players new uniforms before the game.

Future Tenses

Future Simple (Declarative): The company will launch a product next month.
Future Continuous (Declarative): The organizers will be planning the event tomorrow.
Future Perfect (Declarative): The contractor will have finished the house by December.
Future Perfect Continuous (Declarative): The team will have been developing the software for a year by next quarter.
Future Simple (Interrogative): Will the chef prepare the dessert for the party?

Modal Verbs

Modal (Can, Declarative): The designer can create a logo for the brand.
Modal (Must, Declarative): The committee must review the proposal carefully.
Modal (Should, Declarative): The students should submit their assignments tomorrow.
Modal (Might, Interrogative): Might the researcher discover a solution soon?

Imperative Sentences

Imperative (Direct): Clean the room before the guests arrive.
Imperative (With Object): Write the report by tonight.

Other Sentence Types

Present Simple (Wh-Question): Who paints the house every year?
Past Simple (Wh-Question with Two Objects): What did the teacher give the students yesterday?
Present Perfect (Negative Declarative): The volunteers have not cleaned the park yet.
Future Simple (Declarative with Prepositional Verb): The audience will cheer for the team during the match.

Notes

Tenses Covered: All major tenses are included (present simple, continuous, perfect, perfect continuous; past simple, continuous, perfect, perfect continuous; future simple, continuous, perfect, perfect continuous) along with modal verbs.
Sentence Types: Includes declarative, interrogative (yes/no and wh-questions), imperative, and sentences with two objects (direct and indirect).
Conversion Tips:
- For interrogative sentences, maintain question word order (e.g., "Was the car repaired by the mechanic?").
- For imperatives, use "let" or rephrase (e.g., "Let the room be cleaned").
- For two-object sentences, provide two passive forms where possible (e.g., "A bonus is given to the employees" or "The employees are given a bonus").
- For prepositional verbs (e.g., "cheer for"), retain the preposition in passive voice (e.g., "The team will be cheered for").
Past Participles: Use regular verb forms (e.g., "paint" → "painted") or irregular forms (e.g., "write" → "written") as needed.
Omitting "By" Phrase: Omit the "by" phrase when the doer is unimportant or obvious (e.g., "The mural is painted every summer").
Modal Verbs: Use the structure modal + be + past participle (e.g., "can create" → "can be created").
Continuous Tenses: Note that perfect continuous tenses (e.g., present/past/future perfect continuous) are less commonly used in passive voice but are included for completeness. They follow the structure: have/has/had/will have + been + being + past participle.

Example Conversion (For Reference)

Active: The chef has cooked a delicious meal for the guests.
Passive: A delicious meal has been cooked for the guests by the chef.
Active: Does the teacher explain the lesson clearly?
Passive: Is the lesson explained clearly by the teacher?

Use these questions to practice converting active voice to passive voice across all tenses and sentence types.

Detailed Guide to Changing Active Voice to Passive Voice

Understanding Active and Passive Voice

Active Voice: The subject performs the action expressed by the verb. The structure is typically: Subject + Verb + Object.
- Example: "The chef (subject) cooked (verb) the meal (object)."
Passive Voice: The subject receives the action expressed by the verb. The structure is typically: Subject (original object) + Form of "to be" + Past Participle + (by + original subject, optional).
- Example: "The meal (subject) was cooked (to be + past participle) by the chef (optional)."

In passive voice, the focus shifts to the action or the recipient of the action, and the doer (original subject) may be omitted if it is unknown or unimportant.

Step-by-Step Process to Convert Active to Passive Voice

Step 1: Identify the Components of the Active Sentence

Subject: Who or what is performing the action.
Verb: The action being performed.
Object: Who or what is receiving the action (if present).
Example: "The dog (subject) chased (verb) the cat (object)."

Step 2: Rearrange the Sentence

Make the object of the active sentence the subject of the passive sentence.
Example: "The cat" becomes the new subject.

Step 3: Change the Verb Form

Use the appropriate form of the verb "to be" based on the tense of the original verb, combined with the past participle of the main verb.
The past participle is typically the verb’s base form + "-ed" for regular verbs (e.g., "walk" → "walked") or an irregular form for irregular verbs (e.g., "write" → "written").
Example: "Chased" (past tense) becomes "was chased" (was + past participle).

Step 4: Include the Original Subject (Optional)

Add the original subject after the verb, preceded by "by," if it is relevant or necessary for clarity.
Example: "by the dog" is added to form "The cat was chased by the dog."
Omit the "by" phrase if the doer is unknown or unimportant.
- Example: "The cat was chased" (no "by" phrase).

Step 5: Adjust for Tense and Agreement

Ensure the form of "to be" matches the tense of the original verb and agrees with the new subject in number (singular/plural).
Example: For a plural subject like "The cats," use "were chased" instead of "was chased."

Verb Tense Conversion Rules

Below is a table showing how to convert active voice verbs to passive voice for common tenses, with examples:

Tense	Active Voice Example	Passive Voice Example	Form of "to be" + Past Participle
Present Simple	She writes a letter.	A letter is written by her.	is/am/are + past participle
Past Simple	She wrote a letter.	A letter was written by her.	was/were + past participle
Future Simple	She will write a letter.	A letter will be written by her.	will be + past participle
Present Continuous	She is writing a letter.	A letter is being written by her.	is/am/are being + past participle
Past Continuous	She was writing a letter.	A letter was being written by her.	was/were being + past participle
Present Perfect	She has written a letter.	A letter has been written by her.	has/have been + past participle
Past Perfect	She had written a letter.	A letter had been written by her.	had been + past participle
Future Perfect	She will have written a letter.	A letter will have been written by her.	will have been + past participle
Modal Verbs (can, must)	She can write a letter.	A letter can be written by her.	modal + be + past participle

Notes on Verb Forms

Regular Verbs: Past participle is formed by adding "-ed" (e.g., "play" → "played").
Irregular Verbs: Use the specific past participle form (e.g., "go" → "gone," "see" → "seen").
Modal Verbs: Combine the modal (e.g., can, should) with "be" + past participle.

Special Cases and Considerations

1. Sentences Without a Direct Object

Intransitive verbs (verbs that don’t take a direct object) cannot be converted to passive voice because there is no object to become the new subject.
- Example: Active: "The baby cried." (No object)
- Passive: Not possible, as there is no object to act upon.

2. Sentences with Two Objects (Direct and Indirect)

Some verbs take both a direct object (what is acted upon) and an indirect object (to whom/for whom the action is done).
In such cases, either object can become the subject of the passive sentence, but the direct object is more common.
Active: "She gave him (indirect object) a book (direct object)."
Passive (direct object as subject): "A book was given to him by her."
Passive (indirect object as subject): "He was given a book by her."
Note: The preposition "to" or "for" is often needed when the indirect object is not the subject.

3. Imperative Sentences

Active imperative sentences (commands) can be converted to passive voice by using "let" or rephrasing.
Active: "Close the door."
Passive: "Let the door be closed." or "The door should be closed."
Imperative passive constructions are less common and often sound formal.

4. Questions

Convert active voice questions to passive voice by applying the same rules, adjusting word order for question structure.
Active: "Who wrote the book?"
Passive: "By whom was the book written?" (Formal)
Active: "Did she write the book?"
Passive: "Was the book written by her?"

5. Omitting the "By" Phrase

The "by" phrase is often omitted when the doer is unknown, obvious, or unimportant.
Example: Active: "Someone stole the car."
Passive: "The car was stolen." (No "by someone" because it’s redundant.)

6. Prepositional Verbs

Verbs with prepositions (e.g., "look at," "listen to") retain the preposition in passive voice.
Active: "They laughed at the joke."
Passive: "The joke was laughed at by them." (Note: This may sound awkward, as some prepositional verbs are rarely used in passive voice.)

7. Passive Voice with "Get"

In informal English, "get" can replace "be" in passive constructions.
Example: Active: "They painted the house."
Passive: "The house got painted." (Informal)

Examples of Conversion Across Different Sentence Types

Example 1: Present Simple

Active: "The team plays the game."
Passive: "The game is played by the team."

Example 2: Past Continuous

Active: "The workers were building the bridge."
Passive: "The bridge was being built by the workers."

Example 3: Modal Verb

Active: "You must complete the task."
Passive: "The task must be completed by you."

Example 4: Sentence with Two Objects

Active: "The teacher gave the students (indirect) a test (direct)."
Passive 1: "A test was given to the students by the teacher."
Passive 2: "The students were given a test by the teacher."

Example 5: Question

Active: "Who painted this picture?"
Passive: "By whom was this picture painted?"

Example 6: No Direct Object (Intransitive Verb)

Active: "The children laughed."
Passive: Not possible (no object to become the subject).

Common Mistakes to Avoid

Incorrect Verb Form: Ensure the correct form of "to be" matches the tense and subject.
- Wrong: "The letter is write by her." (Incorrect verb form)
- Correct: "The letter is written by her."
Omitting Necessary Prepositions: For verbs with prepositions, retain the preposition.
- Wrong: "The joke was laughed by them."
- Correct: "The joke was laughed at by them."
Using Passive with Intransitive Verbs: Avoid attempting to convert sentences without objects.
- Wrong: "The baby was cried."
- Correct: No passive form possible.
Subject-Verb Agreement: Ensure the verb agrees with the new subject.
- Wrong: "The books was read by the students."
- Correct: "The books were read by the students."

When to Use Passive Voice

To emphasize the action or the recipient rather than the doer.
- Example: "The law was passed." (Focus on the law, not who passed it.)
When the doer is unknown or irrelevant.
- Example: "The window was broken." (Doer unknown.)
In formal or scientific writing to sound objective.
- Example: "The experiment was conducted under controlled conditions."

Practice Exercises

Try converting these active voice sentences to passive voice:

The chef prepares delicious meals every day.
The committee will review the applications tomorrow.
Did the artist paint the mural last week?
The company offered her a promotion.

Answers:

Delicious meals are prepared by the chef every day.
The applications will be reviewed by the committee tomorrow.
Was the mural painted by the artist last week?
She was offered a promotion by the company.

Practice Questions: Converting Active Voice to Passive Voice (All Tenses and Sentence Types)

Instructions

Convert each active voice sentence to passive voice, following these steps:

Identify the subject, verb, and object (if present) in the active sentence.
Make the object the new subject of the passive sentence.
Use the appropriate form of the verb "to be" based on the tense, combined with the past participle of the main verb.
Optionally include the original subject with "by" if relevant.
Ensure subject-verb agreement, correct tense, and appropriate word order for questions or imperatives.
For sentences with two objects (direct and indirect), provide passive voice versions for both objects where applicable.

Practice Questions

Present Tenses

Present Simple (Declarative): The artist paints the mural every summer.
Present Continuous (Declarative): The team is preparing a presentation for the meeting.
Present Perfect (Declarative): The chef has cooked a delicious meal for the guests.
Present Perfect Continuous (Declarative): The workers have been building the bridge for months.
Present Simple (Interrogative): Does the teacher explain the lesson clearly?
Present Simple (Two Objects): The manager gives the employees a bonus annually.

Past Tenses

Past Simple (Declarative): The author wrote a novel last year.
Past Continuous (Declarative): The children were drawing pictures in the classroom.
Past Perfect (Declarative): The scientist had completed the experiment before the deadline.
Past Perfect Continuous (Declarative): The crew had been filming the movie for weeks before the storm.
Past Simple (Interrogative): Did the mechanic repair the car yesterday?
Past Simple (Two Objects): The coach gave the players new uniforms before the game.

Future Tenses

Future Simple (Declarative): The company will launch a product next month.
Future Continuous (Declarative): The organizers will be planning the event tomorrow.
Future Perfect (Declarative): The contractor will have finished the house by December.
Future Perfect Continuous (Declarative): The team will have been developing the software for a year by next quarter.
Future Simple (Interrogative): Will the chef prepare the dessert for the party?

Modal Verbs

Modal (Can, Declarative): The designer can create a logo for the brand.
Modal (Must, Declarative): The committee must review the proposal carefully.
Modal (Should, Declarative): The students should submit their assignments tomorrow.
Modal (Might, Interrogative): Might the researcher discover a solution soon?

Imperative Sentences

Imperative (Direct): Clean the room before the guests arrive.
Imperative (With Object): Write the report by tonight.

Other Sentence Types

Present Simple (Wh-Question): Who paints the house every year?
Past Simple (Wh-Question with Two Objects): What did the teacher give the students yesterday?
Present Perfect (Negative Declarative): The volunteers have not cleaned the park yet.
Future Simple (Declarative with Prepositional Verb): The audience will cheer for the team during the match.

Notes

Tenses Covered: All major tenses are included (present simple, continuous, perfect, perfect continuous; past simple, continuous, perfect, perfect continuous; future simple, continuous, perfect, perfect continuous) along with modal verbs.
Sentence Types: Includes declarative, interrogative (yes/no and wh-questions), imperative, and sentences with two objects (direct and indirect).
Conversion Tips:
- For interrogative sentences, maintain question word order (e.g., "Was the car repaired by the mechanic?").
- For imperatives, use "let" or rephrase (e.g., "Let the room be cleaned").
- For two-object sentences, provide two passive forms where possible (e.g., "A bonus is given to the employees" or "The employees are given a bonus").
- For prepositional verbs (e.g., "cheer for"), retain the preposition in passive voice (e.g., "The team will be cheered for").
Past Participles: Use regular verb forms (e.g., "paint" → "painted") or irregular forms (e.g., "write" → "written") as needed.
Omitting "By" Phrase: Omit the "by" phrase when the doer is unimportant or obvious (e.g., "The mural is painted every summer").
Modal Verbs: Use the structure modal + be + past participle (e.g., "can create" → "can be created").
Continuous Tenses: Note that perfect continuous tenses (e.g., present/past/future perfect continuous) are less commonly used in passive voice but are included for completeness. They follow the structure: have/has/had/will have + been + being + past participle.

Example Conversion (For Reference)

Active: The chef has cooked a delicious meal for the guests.
Passive: A delicious meal has been cooked for the guests by the chef.
Active: Does the teacher explain the lesson clearly?
Passive: Is the lesson explained clearly by the teacher?

Use these questions to practice converting active voice to passive voice across all tenses and sentence types.

Simple Past Sentences with Past Perfect

08:22 – by HARINATH VEMULA 0

Teaching Kids to Combine Simple Past Sentences with Past Perfect

Hello, teachers and parents! Want to help young ESL learners (ages 8–12) master combining two simple past sentences into one using the past perfect (had + past participle) for the earlier action and the simple past for the later action, connected with before or after? This skill helps kids describe sequences of events clearly, like in stories or picture descriptions. This guide explains the process, provides examples, and includes 20 practice sentence pairs for classroom fun. Let’s dive in!

Understanding Simple Past and Past Perfect

Simple Past: Describes actions completed in the past (e.g., “She wrote a letter.”). It’s used for single events or sequences without emphasizing which happened first.
Past Perfect: Describes an action that happened before another past action (e.g., “She had written a letter.”). It uses had + past participle.
Combining with Before/After: When combining two simple past sentences, the earlier action uses past perfect, and the later action uses simple past, linked by before (earlier action first) or after (later action first).

Example

Two Simple Past Sentences:
1. The boy ate breakfast.
2. The boy went to school.
Combined with Past Perfect:
- Using before: “The boy had eaten breakfast before he went to school.” (Earlier: ate breakfast; later: went to school.)
- Using after: “The boy went to school after he had eaten breakfast.” (Earlier: ate breakfast; later: went to school.)

How to Teach Combining Sentences

Here’s a step-by-step guide to teach kids how to combine two simple past sentences into one using past perfect and simple past with before or after. Use a classroom picture (e.g., students doing tasks) to make it visual.

Explain Simple Past:
- Say: “The simple past tells us what happened. Like, ‘The girl drew a picture.’ It’s done in the past.”
- Example: Write “The boy read a book.” on the board. Point to a picture of a boy with a book and say, “This happened yesterday.”
Introduce Past Perfect:
- Say: “The past perfect tells us what happened before something else in the past. It uses had + past participle, like ‘had drawn’ or ‘had eaten.’”
- Example: Show “The girl had drawn a picture.” Explain: “This happened before another action.”
Show Sequence with Before/After:
- Say: “When two things happen in the past, we use had for the first action and simple past for the second. We connect them with before or after.”
- Example:
  - Simple Past: “The teacher wrote a note. The teacher started the class.”
  - Combined: “The teacher had written a note before she started the class.” (Before: earlier action first.)
  - Or: “The teacher started the class after she had written a note.” (After: later action first.)
- Tip: Use a timeline on the board: “wrote note” → “started class.”
Model Combining:
- Write two sentences: “The dog ate food. The dog slept.”
- Ask: “Which happened first?” (Answer: Ate food.) “Which happened second?” (Answer: Slept.)
- Combine: “The dog had eaten food before it slept.” or “The dog slept after it had eaten food.”
- Tip: Point to picture elements (e.g., dog with food, then sleeping) and use gestures (e.g., pretend to eat, then sleep).
Guided Practice (Pairs):
- Give pairs two simple past sentences (e.g., “The boy painted a poster. The boy showed it.”).
- Task: Combine them using before or after. Correct errors: “The boy had painted a poster before he show it” → “before he showed it.”
- Tip: Use sentence starters: “___ had ___ before .” or “ after ___ had ___.”
Group Activity:
- In groups of 4, each child combines one pair of sentences and shares aloud.
- Make it fun: Award points for correct sentences or creative stories using the picture.
- Example: For a picture, a child might say, “The girl had drawn a picture before she showed it to the teacher.”
Check Understanding:
- Ask: “What had the boy done before he went to school?” (Point to picture.) If a child says, “He ate breakfast,” praise and model: “He had eaten breakfast.”
- Clarify errors: If a child says, “The boy had ate,” correct to “had eaten.”

Practice Set: 20 Sentence Pairs

Below are 20 pairs of simple past sentences for practice, each followed by a combined sentence using past perfect for the earlier action and simple past for the later action, with before or after. The sentences are based on a classroom picture (e.g., students, teacher, dog, cat, objects) but are general for any context.

Pair: The boy wrote a story. The boy read it.
Combined: The boy had written a story before he read it.
Or: The boy read a story after he had written it.
Pair: The girl drew a picture. The girl showed it.
Combined: The girl had drawn a picture before she showed it.
Or: The girl showed a picture after she had drawn it.
Pair: The teacher read a book. The teacher taught a lesson.
Combined: The teacher had read a book before she taught a lesson.
Or: The teacher taught a lesson after she had read a book.
Pair: You finished the homework. You played a game.
Combined: You had finished the homework before you played a game.
Or: You played a game after you had finished the homework.
Pair: The dog ate food. The dog slept.
Combined: The dog had eaten food before it slept.
Or: The dog slept after it had eaten food.
Pair: The student painted a poster. The student hung it.
Combined: The student had painted a poster before he hung it.
Or: The student hung a poster after he had painted it.
Pair: The friend found a pencil. The friend gave it.
Combined: The friend had found a pencil before she gave it.
Or: The friend gave a pencil after she had found it.
Pair: The parent gave a gift. The parent left the room.
Combined: The parent had given a gift before she left the room.
Or: The parent left the room after she had given a gift.
Pair: I took a notebook. I wrote a note.
Combined: I had taken a notebook before I wrote a note.
Or: I wrote a note after I had taken a notebook.
Pair: The cat chased a ball. The cat rested.
Combined: The cat had chased a ball before it rested.
Or: The cat rested after it had chased a ball.
Pair: The boy ate a snack. The boy ran outside.
Combined: The boy had eaten a snack before he ran outside.
Or: The boy ran outside after he had eaten a snack.
Pair: The girl read a story. The girl told it.
Combined: The girl had read a story before she told it.
Or: The girl told a story after she had read it.
Pair: The teacher wrote a note. The teacher gave it.
Combined: The teacher had written a note before she gave it.
Or: The teacher gave a note after she had written it.
Pair: You drew a map. You showed it.
Combined: You had drawn a map before you showed it.
Or: You showed a map after you had drawn it.
Pair: The dog found a bone. The dog chewed it.
Combined: The dog had found a bone before it chewed it.
Or: The dog chewed a bone after it had found it.
Pair: The student finished a test. The student smiled.
Combined: The student had finished a test before he smiled.
Or: The student smiled after he had finished a test.
Pair: The friend painted a picture. The friend shared it.
Combined: The friend had painted a picture before she shared it.
Or: The friend shared a picture after she had painted it.
Pair: The parent read a letter. The parent replied.
Combined: The parent had read a letter before she replied.
Or: The parent replied after she had read a letter.
Pair: I cleaned the desk. I sat down.
Combined: I had cleaned the desk before I sat down.
Or: I sat down after I had cleaned the desk.
Pair: The cat ate food. The cat slept.
Combined: The cat had eaten food before it slept.
Or: The cat slept after it had eaten food.

Tips for Success

Use a Picture: Show a classroom picture (e.g., boy writing, dog eating) to make sentences visual. Describe: “The boy had written a story before he read it.”
Make It Fun: Turn practice into a game—kids pick a pair and combine it aloud for points.
Correct Gently: Fix errors like “had ate” to “had eaten” with examples.
Use Gestures: Act out actions (e.g., pretend to eat, then sleep) to show sequence.
Adapt It: Use these sentences for any picture (e.g., a park with kids who ate snacks then played).

Try It Out!

Give your students a pair of sentences and have them combine it using before or after. They’ll love creating sentences and mastering the past perfect! Want more practice sets or a specific picture? Let me know in the comments!

Practice Sets

The girl drew a picture. The girl showed it.
The teacher read a book. The teacher taught a lesson.
The boy ate breakfast. The boy went to school.
You finished the homework. You played a game.
The dog ate food. The dog slept.
The student painted a poster. The student hung it.
The friend found a pencil. The friend gave it.
The parent gave a gift. The parent left the room.
I took a notebook. I wrote a note.
The cat chased a ball. The cat rested.
The boy read a story. The boy told it.
The girl wrote a letter. The girl sent it.
The teacher drew a map. The teacher explained it.
You ate a snack. You ran outside.
The dog found a bone. The dog chewed it.
The student finished a test. The student smiled.
The friend painted a picture. The friend shared it.
The parent read a letter. The parent replied.
I cleaned the desk. I sat down.
The cat ate food. The cat slept.
The boy built a model. The boy showed it.
The girl took a book. The girl read it.
The teacher wrote a note. The teacher gave it.
You drew a star. You colored it.
The dog chased a cat. The dog barked.
The student found a coin. The student kept it.
The friend ate an apple. The friend shared it.
The parent cooked dinner. The parent ate it.
I drew a tree. I painted it.
The cat found a toy. The cat played with it.
The boy kicked a ball. The boy ran after it.
The girl sang a song. The girl danced.
The teacher checked the homework. The teacher graded it.
You wrote a poem. You read it aloud.
The dog dug a hole. The dog hid a bone.
The student drew a chart. The student showed it.
The friend took a photo. The friend shared it.
The parent wrote a list. The parent shopped.
I read a story. I drew a picture.
The cat climbed a tree. The cat jumped down.
The boy found a key. The boy opened a box.
The girl ate lunch. The girl played outside.
The teacher painted a sign. The teacher hung it.
You finished a puzzle. You showed it.
The dog ate a treat. The dog wagged its tail.
The student wrote a story. The student read it.
The friend found a book. The friend gave it.
The parent cleaned the room. The parent rested.
I took a pencil. I drew a map.
The cat chased a mouse. The cat caught it.

Happy teaching,
HARINATH VEMULA

Teaching Kids to Combine Simple Past Sentences with Past Perfect

Understanding Simple Past and Past Perfect

Simple Past: Describes actions completed in the past (e.g., “She wrote a letter.”). It’s used for single events or sequences without emphasizing which happened first.
Past Perfect: Describes an action that happened before another past action (e.g., “She had written a letter.”). It uses had + past participle.
Combining with Before/After: When combining two simple past sentences, the earlier action uses past perfect, and the later action uses simple past, linked by before (earlier action first) or after (later action first).

Example

Two Simple Past Sentences:
1. The boy ate breakfast.
2. The boy went to school.
Combined with Past Perfect:
- Using before: “The boy had eaten breakfast before he went to school.” (Earlier: ate breakfast; later: went to school.)
- Using after: “The boy went to school after he had eaten breakfast.” (Earlier: ate breakfast; later: went to school.)

How to Teach Combining Sentences

Explain Simple Past:
- Say: “The simple past tells us what happened. Like, ‘The girl drew a picture.’ It’s done in the past.”
- Example: Write “The boy read a book.” on the board. Point to a picture of a boy with a book and say, “This happened yesterday.”
Introduce Past Perfect:
- Say: “The past perfect tells us what happened before something else in the past. It uses had + past participle, like ‘had drawn’ or ‘had eaten.’”
- Example: Show “The girl had drawn a picture.” Explain: “This happened before another action.”
Show Sequence with Before/After:
- Say: “When two things happen in the past, we use had for the first action and simple past for the second. We connect them with before or after.”
- Example:
  - Simple Past: “The teacher wrote a note. The teacher started the class.”
  - Combined: “The teacher had written a note before she started the class.” (Before: earlier action first.)
  - Or: “The teacher started the class after she had written a note.” (After: later action first.)
- Tip: Use a timeline on the board: “wrote note” → “started class.”
Model Combining:
- Write two sentences: “The dog ate food. The dog slept.”
- Ask: “Which happened first?” (Answer: Ate food.) “Which happened second?” (Answer: Slept.)
- Combine: “The dog had eaten food before it slept.” or “The dog slept after it had eaten food.”
- Tip: Point to picture elements (e.g., dog with food, then sleeping) and use gestures (e.g., pretend to eat, then sleep).
Guided Practice (Pairs):
- Give pairs two simple past sentences (e.g., “The boy painted a poster. The boy showed it.”).
- Task: Combine them using before or after. Correct errors: “The boy had painted a poster before he show it” → “before he showed it.”
- Tip: Use sentence starters: “___ had ___ before .” or “ after ___ had ___.”
Group Activity:
- In groups of 4, each child combines one pair of sentences and shares aloud.
- Make it fun: Award points for correct sentences or creative stories using the picture.
- Example: For a picture, a child might say, “The girl had drawn a picture before she showed it to the teacher.”
Check Understanding:
- Ask: “What had the boy done before he went to school?” (Point to picture.) If a child says, “He ate breakfast,” praise and model: “He had eaten breakfast.”
- Clarify errors: If a child says, “The boy had ate,” correct to “had eaten.”

Practice Set: 20 Sentence Pairs

Pair: The boy wrote a story. The boy read it.
Combined: The boy had written a story before he read it.
Or: The boy read a story after he had written it.
Pair: The girl drew a picture. The girl showed it.
Combined: The girl had drawn a picture before she showed it.
Or: The girl showed a picture after she had drawn it.
Pair: The teacher read a book. The teacher taught a lesson.
Combined: The teacher had read a book before she taught a lesson.
Or: The teacher taught a lesson after she had read a book.
Pair: You finished the homework. You played a game.
Combined: You had finished the homework before you played a game.
Or: You played a game after you had finished the homework.
Pair: The dog ate food. The dog slept.
Combined: The dog had eaten food before it slept.
Or: The dog slept after it had eaten food.
Pair: The student painted a poster. The student hung it.
Combined: The student had painted a poster before he hung it.
Or: The student hung a poster after he had painted it.
Pair: The friend found a pencil. The friend gave it.
Combined: The friend had found a pencil before she gave it.
Or: The friend gave a pencil after she had found it.
Pair: The parent gave a gift. The parent left the room.
Combined: The parent had given a gift before she left the room.
Or: The parent left the room after she had given a gift.
Pair: I took a notebook. I wrote a note.
Combined: I had taken a notebook before I wrote a note.
Or: I wrote a note after I had taken a notebook.
Pair: The cat chased a ball. The cat rested.
Combined: The cat had chased a ball before it rested.
Or: The cat rested after it had chased a ball.
Pair: The boy ate a snack. The boy ran outside.
Combined: The boy had eaten a snack before he ran outside.
Or: The boy ran outside after he had eaten a snack.
Pair: The girl read a story. The girl told it.
Combined: The girl had read a story before she told it.
Or: The girl told a story after she had read it.
Pair: The teacher wrote a note. The teacher gave it.
Combined: The teacher had written a note before she gave it.
Or: The teacher gave a note after she had written it.
Pair: You drew a map. You showed it.
Combined: You had drawn a map before you showed it.
Or: You showed a map after you had drawn it.
Pair: The dog found a bone. The dog chewed it.
Combined: The dog had found a bone before it chewed it.
Or: The dog chewed a bone after it had found it.
Pair: The student finished a test. The student smiled.
Combined: The student had finished a test before he smiled.
Or: The student smiled after he had finished a test.
Pair: The friend painted a picture. The friend shared it.
Combined: The friend had painted a picture before she shared it.
Or: The friend shared a picture after she had painted it.
Pair: The parent read a letter. The parent replied.
Combined: The parent had read a letter before she replied.
Or: The parent replied after she had read a letter.
Pair: I cleaned the desk. I sat down.
Combined: I had cleaned the desk before I sat down.
Or: I sat down after I had cleaned the desk.
Pair: The cat ate food. The cat slept.
Combined: The cat had eaten food before it slept.
Or: The cat slept after it had eaten food.

Tips for Success

Use a Picture: Show a classroom picture (e.g., boy writing, dog eating) to make sentences visual. Describe: “The boy had written a story before he read it.”
Make It Fun: Turn practice into a game—kids pick a pair and combine it aloud for points.
Correct Gently: Fix errors like “had ate” to “had eaten” with examples.
Use Gestures: Act out actions (e.g., pretend to eat, then sleep) to show sequence.
Adapt It: Use these sentences for any picture (e.g., a park with kids who ate snacks then played).

Try It Out!

Practice Sets

The girl drew a picture. The girl showed it.
The teacher read a book. The teacher taught a lesson.
The boy ate breakfast. The boy went to school.
You finished the homework. You played a game.
The dog ate food. The dog slept.
The student painted a poster. The student hung it.
The friend found a pencil. The friend gave it.
The parent gave a gift. The parent left the room.
I took a notebook. I wrote a note.
The cat chased a ball. The cat rested.
The boy read a story. The boy told it.
The girl wrote a letter. The girl sent it.
The teacher drew a map. The teacher explained it.
You ate a snack. You ran outside.
The dog found a bone. The dog chewed it.
The student finished a test. The student smiled.
The friend painted a picture. The friend shared it.
The parent read a letter. The parent replied.
I cleaned the desk. I sat down.
The cat ate food. The cat slept.
The boy built a model. The boy showed it.
The girl took a book. The girl read it.
The teacher wrote a note. The teacher gave it.
You drew a star. You colored it.
The dog chased a cat. The dog barked.
The student found a coin. The student kept it.
The friend ate an apple. The friend shared it.
The parent cooked dinner. The parent ate it.
I drew a tree. I painted it.
The cat found a toy. The cat played with it.
The boy kicked a ball. The boy ran after it.
The girl sang a song. The girl danced.
The teacher checked the homework. The teacher graded it.
You wrote a poem. You read it aloud.
The dog dug a hole. The dog hid a bone.
The student drew a chart. The student showed it.
The friend took a photo. The friend shared it.
The parent wrote a list. The parent shopped.
I read a story. I drew a picture.
The cat climbed a tree. The cat jumped down.
The boy found a key. The boy opened a box.
The girl ate lunch. The girl played outside.
The teacher painted a sign. The teacher hung it.
You finished a puzzle. You showed it.
The dog ate a treat. The dog wagged its tail.
The student wrote a story. The student read it.
The friend found a book. The friend gave it.
The parent cleaned the room. The parent rested.
I took a pencil. I drew a map.
The cat chased a mouse. The cat caught it.

Happy teaching,
HARINATH VEMULA

01 July 2025

Substitution Table for PRESENT PERFECT TENSE : creates a 10 x 10 x 10 sentences

19:43 – by HARINATH VEMULA 0

Fun with Present Perfect Tense: Teach Kids to Describe Pictures!

Hello, teachers and parents! Want to make the present perfect tense fun for young ESL learners (ages 8–12)? This tense, formed as Subject + has/have + past participle + complement, lets kids talk about actions that are done but still matter—like describing what’s happened in a picture! Today, I’ll share a substitution table to make this tense easy and exciting for your classroom or home. Let’s get started!

Why Teach Present Perfect Tense?

The present perfect tense (e.g., “The boy has written a story”) shows actions finished in the past that connect to now. It’s perfect for kids to describe a picture, like a classroom where students have completed tasks. It builds speaking skills and teaches has (for he/she/it) and have (for I/you/we/they).

The Power of Substitution Tables

A substitution table is like a sentence-building game! Kids mix and match words to create sentences, practicing grammar in a fun way. Our table helps students describe a classroom picture with actions like writing, drawing, or eating. It’s simple and generates tons of sentences to keep kids engaged.

Picture for the Lesson

Picture a colorful cartoon classroom: a boy writing a story, a girl drawing a picture, a teacher reading a book, a dog eating food, and more! Objects like pencils, posters, and notebooks are around. This scene sparks kids’ imagination to talk about what’s happened.

Substitution Table: Create Tons of Sentences!

Here’s a table with 10 subjects, 10 verbs, and 10 complements, creating up to 10,000 sentences! Verbs and complements are matched to each subject to make sense (e.g., dogs don’t write stories, but they can eat food). Use it to describe the classroom picture.

Sample Sentences

The boy has written a story.
The girl has drawn a picture.
The teacher has read a book.
You have finished the homework.
The dog has eaten some food.
The student has painted a poster.
The friend has found a pencil.
The parent has given a gift.
I have taken a notebook.
The cat has chased a ball.

Try mixing for more: “The girl has painted a poster,” “You have read a book,” or “The dog has found a ball.” The table keeps sentences logical (e.g., the dog only eats or chases).

How to Use the Table in Class

Show the Picture: Describe the scene: “The boy has written a story at his desk. The dog has eaten some food.” Point to the boy, story, or dog to make it clear.
Explain the Tense: Say, “Has/have + past participle means the action is done. ‘The boy has written’ means he finished writing.” Use gestures (e.g., pretend to write).
Model Sentences: Write the table on the board. Say, “The teacher has read a book,” pointing to the teacher. Fix errors: “The boy have written” → “The boy has written.”
Pair Practice: Have kids pair up and make 3–5 sentences each (e.g., “You have taken a notebook”). Use starters: “___ has/have ___ ___.”
Group Game: In groups of 4, each child says one sentence. Make it fun—give points for creative sentences!
Check Understanding: Ask, “What has the girl done?” (Point to picture.) If a child says, “All girls draw pictures,” clarify: “In this picture, the girl has drawn a picture.”

Tips for Success

Use Visuals: No picture? Describe it vividly or sketch a simple classroom (e.g., boy at a desk, dog with food).
Make It Fun: Turn the table into a game—kids roll a dice to pick a row and make a sentence.
Praise Efforts: Say, “You’re a grammar rockstar!” to boost confidence.
Adapt It: Use the table for any picture (e.g., a park with kids who have played games or eaten snacks).

Try It Out!

Have your students create as many sentences as possible using the table and share them aloud. They’ll master the present perfect tense while having a blast! Want a table for a different picture, like a park or market? Comment below, and I’ll whip one up!

Fun with Present Perfect Tense: Teach Kids to Describe Pictures!

Why Teach Present Perfect Tense?

The Power of Substitution Tables

Picture for the Lesson

Substitution Table: Create Tons of Sentences!

Sample Sentences

The boy has written a story.
The girl has drawn a picture.
The teacher has read a book.
You have finished the homework.
The dog has eaten some food.
The student has painted a poster.
The friend has found a pencil.
The parent has given a gift.
I have taken a notebook.
The cat has chased a ball.

Try mixing for more: “The girl has painted a poster,” “You have read a book,” or “The dog has found a ball.” The table keeps sentences logical (e.g., the dog only eats or chases).

How to Use the Table in Class

Show the Picture: Describe the scene: “The boy has written a story at his desk. The dog has eaten some food.” Point to the boy, story, or dog to make it clear.
Explain the Tense: Say, “Has/have + past participle means the action is done. ‘The boy has written’ means he finished writing.” Use gestures (e.g., pretend to write).
Model Sentences: Write the table on the board. Say, “The teacher has read a book,” pointing to the teacher. Fix errors: “The boy have written” → “The boy has written.”
Pair Practice: Have kids pair up and make 3–5 sentences each (e.g., “You have taken a notebook”). Use starters: “___ has/have ___ ___.”
Group Game: In groups of 4, each child says one sentence. Make it fun—give points for creative sentences!
Check Understanding: Ask, “What has the girl done?” (Point to picture.) If a child says, “All girls draw pictures,” clarify: “In this picture, the girl has drawn a picture.”

Tips for Success

Use Visuals: No picture? Describe it vividly or sketch a simple classroom (e.g., boy at a desk, dog with food).
Make It Fun: Turn the table into a game—kids roll a dice to pick a row and make a sentence.
Praise Efforts: Say, “You’re a grammar rockstar!” to boost confidence.
Adapt It: Use the table for any picture (e.g., a park with kids who have played games or eaten snacks).

Try It Out!

Introducing Sentences (Simple) by Pronoun : introducing with I, WE, YOU, HE, SHE and IT

07:23 – by HARINATH VEMULA 0

Here's a clear and simple list of introducing sentences for each pronoun: I, We, You, He, She, It — all in Indian context and easy for elementary ESL students.

🔤 Introducing Sentences by Pronoun

✅ 1. I

I am Raju.
I am 7 years old.
I live in Nalgonda.
I study in Class 2.
I like drawing.
I speak Telugu and English.
I am a boy.
I am happy.
I go to school every day.
I play with my friends.

✅ 2. We

We are students.
We live in Hyderabad.
We go to school together.
We like playing cricket.
We study in Class 3.
We are friends.
We speak Telugu.
We are happy.
We help our teacher.
We sit in the front row.

✅ 3. You (used to speak to another person)

You are my friend.
You are Rani.
You are 6 years old.
You study in Class 1.
You live in Adilabad.
You are a good singer.
You like reading books.
You are smart.
You are kind.
You play with me.

✅ 4. He (used for boys/men)

He is my brother.
He is Arjun.
He is 8 years old.
He lives in Karimnagar.
He studies in Class 4.
He likes dancing.
He is a good boy.
He speaks English.
He plays kabaddi.
He is my best friend.

✅ 5. She (used for girls/women)

She is my sister.
She is Priya.
She is 7 years old.
She lives in Nizamabad.
She studies in Class 3.
She likes drawing.
She is a good girl.
She helps her teacher.
She sings well.
She is my classmate.

✅ 6. It (used for things or animals)

It is a cat.
It is my bag.
It is a red apple.
It is my school.
It is a pencil.
It is an orange ball.
It is my water bottle.
It is a dog.
It is a chair.
It is very cute.

Here's a clear and simple list of introducing sentences for each pronoun: I, We, You, He, She, It — all in Indian context and easy for elementary ESL students.

🔤 Introducing Sentences by Pronoun

✅ 1. I

I am Raju.
I am 7 years old.
I live in Nalgonda.
I study in Class 2.
I like drawing.
I speak Telugu and English.
I am a boy.
I am happy.
I go to school every day.
I play with my friends.

✅ 2. We

We are students.
We live in Hyderabad.
We go to school together.
We like playing cricket.
We study in Class 3.
We are friends.
We speak Telugu.
We are happy.
We help our teacher.
We sit in the front row.

✅ 3. You (used to speak to another person)

You are my friend.
You are Rani.
You are 6 years old.
You study in Class 1.
You live in Adilabad.
You are a good singer.
You like reading books.
You are smart.
You are kind.
You play with me.

✅ 4. He (used for boys/men)

He is my brother.
He is Arjun.
He is 8 years old.
He lives in Karimnagar.
He studies in Class 4.
He likes dancing.
He is a good boy.
He speaks English.
He plays kabaddi.
He is my best friend.

✅ 5. She (used for girls/women)

She is my sister.
She is Priya.
She is 7 years old.
She lives in Nizamabad.
She studies in Class 3.
She likes drawing.
She is a good girl.
She helps her teacher.
She sings well.
She is my classmate.

✅ 6. It (used for things or animals)

It is a cat.
It is my bag.
It is a red apple.
It is my school.
It is a pencil.
It is an orange ball.
It is my water bottle.
It is a dog.
It is a chair.
It is very cute.

21 August 2025

1. My Self-Introduction

2. My Family

3. My School

4. My Best Friend

5. My Teacher

6. My Favourite Subject

7. My Favourite Game

8. My Favourite Food

9. My Favourite Toy

10. My Favourite Festival

11. My Favourite Place

12. My Favourite Book/Story

13. My Favourite Cartoon/TV Show

14. My Pet

15. My Village/Town/City

16. My Hobby

17. The Person I Like the Most

18. The Thing I Like the Most

19. A Visit to a Park/Zoo

20. When I Grow Up (My Dream Job)

1. My Self-Introduction

2. My Family

3. My School

4. My Best Friend

5. My Teacher

6. My Favourite Subject

7. My Favourite Game

8. My Favourite Food

9. My Favourite Toy

10. My Favourite Festival

11. My Favourite Place

12. My Favourite Book/Story

13. My Favourite Cartoon/TV Show

14. My Pet

15. My Village/Town/City

16. My Hobby

17. The Person I Like the Most

18. The Thing I Like the Most

19. A Visit to a Park/Zoo

20. When I Grow Up (My Dream Job)

06 August 2025

7th class : English : Project Work Model - 1 : Unit 1

🧍‍♂️🧍‍♀️ My Body – My Friend: Survey

✅ I asked these questions to 5 people:

📋 Answers from my friends

✍️ My Small Report

🧒🏽👧🏽 Survey: Do You Love and Take Care of Your Body?

👂🏽 I asked these 5 friends:

📒 What they said:

🚶🏽‍♂️🚶🏽‍♀️ My Body Survey

👦🏽 I asked these questions to 5 people:

📊 Answers from my friends

7th class : English : Project Work Model - 1 : Unit 1

🧍‍♂️🧍‍♀️ My Body – My Friend: Survey

✅ I asked these questions to 5 people:

📋 Answers from my friends

✍️ My Small Report

🧒🏽👧🏽 Survey: Do You Love and Take Care of Your Body?

👂🏽 I asked these 5 friends:

📒 What they said:

🚶🏽‍♂️🚶🏽‍♀️ My Body Survey

👦🏽 I asked these questions to 5 people:

📊 Answers from my friends

05 August 2025

6th class : English : Project Work Model - 1 : Unit 1

🐾 Table: Animals and Birds

🐾 Table: Animals and Birds

🐾 Table: Animals and Birds

6th class : English : Project Work Model - 1 : Unit 1

🐾 Table: Animals and Birds

🐾 Table: Animals and Birds

🐾 Table: Animals and Birds

23 July 2025

20 Model Independence Day Speeches

for Elementary Level Children 2025-26

Speech 1: A Day to Celebrate Freedom

Speech 2: Our Brave Freedom Fighters

Speech 3: Why We Love Independence Day

Speech 4: The Colors of Our Flag