CLASS VIII • ENGLISH GRAMMAR

INFINITIVES

Active and Passive Forms

EXPLORE THIS LESSON

Introduction Active Forms Exercise 1 Passive Forms Exercise 2 Quick Revision

An infinitive is a verb form used with or without to. Infinitives have different forms to express simple actions, ongoing actions, completed actions and actions that continued over a period. They can also be active or passive.

Part I: Forms of Infinitives in Active Voice

1

Simple Infinitive

Structure: to + V¹

It expresses an action without showing that it is in progress or completed before another action.

Examples:

• She wants to learn English.
• He seems to know the answer.
• I hope to win the competition.

2

Continuous Infinitive

Structure: to + be + V-ing

It expresses an action that is in progress at the time referred to by the main verb.

Examples:

• He seems to be working hard.
• She appears to be sleeping.
• They are likely to be waiting outside.

3

Perfect Infinitive

Structure: to + have + V³

It expresses an action that happened before the time referred to by the main verb.

Examples:

• He seems to have forgotten my name.
• She claims to have completed the work.
• They appear to have left the place.

4

Perfect Continuous Infinitive

Structure: to + have + been + V-ing

It expresses an action that began earlier and continued for some time before the time referred to by the main verb.

Examples:

• He seems to have been working for hours.
• She appears to have been studying since morning.
• They claim to have been waiting for a long time.

Exercise 1: Active Infinitives

Identify the form of the infinitive in each sentence: simple, continuous, perfect or perfect continuous.

1. The child seems to be crying.
2. She hopes to become a doctor.
3. He appears to have lost his wallet.
4. They seem to have been practising for several hours.
5. The workers are likely to be repairing the road.

Part II: Forms of Infinitives in Passive Voice

Passive infinitives are used when the subject receives the action rather than performs it. Their structures correspond to the active forms where a natural passive construction is possible.

1

Simple Passive Infinitive

Structure: to + be + V³

It expresses an action received by the subject.

Examples:

• The work needs to be completed.
• She wants to be invited.
• The rules must be followed. The rules are expected to be followed.

Compare:

Active: The teacher wants to check the notebooks.

Passive: The notebooks need to be checked.

2

Continuous Passive Infinitive

Structure: to + be + being + V³

It expresses an action that is in progress and is being received by the subject. This form is grammatically possible but relatively uncommon.

Examples:

• The patient seems to be being examined by the doctor.
• The road appears to be being repaired.
• The building seems to be being painted.

These constructions can sound awkward, so speakers often prefer alternatives such as The doctor seems to be examining the patient or The road appears to be under repair.

3

Perfect Passive Infinitive

Structure: to + have + been + V³

It expresses an action that was completed before the time referred to by the main verb.

Examples:

• The work seems to have been completed.
• He appears to have been selected for the team.
• The letter seems to have been delivered.

Compare:

Active: She claims to have written the letter.

Passive: The letter appears to have been written by her.

4

Perfect Continuous Passive Infinitive

There is no commonly used standard form of the perfect continuous passive infinitive in ordinary English. Although a construction such as to have been being repaired can be formed theoretically, it is extremely awkward and is generally avoided.

Instead, use a more natural sentence:

Awkward: The road seems to have been being repaired for weeks.

Natural: The road seems to have been under repair for weeks.

Exercise 2: Passive Infinitives

Rewrite the following sentences using a passive infinitive. Make any necessary changes to the sentence structure.

1. The teacher wants to check the answer sheets.
2. They expect someone to announce the results today.
3. The workers seem to be repairing the bridge.
4. Someone appears to have stolen the documents.
5. The authorities expect someone to complete the construction soon.

Part III: Quick Revision Table

Infinitive form	Active structure	Passive structure
Simple	to + V¹	to + be + V³
Continuous	to + be + V-ing	to + be + being + V³
Perfect	to + have + V³	to + have + been + V³
Perfect continuous	to + have + been + V-ing	No commonly used natural form

Remember: The passive form is not made by simply changing the verb in every sentence. The sentence must allow the action to be expressed from the receiver's point of view.

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Spectacular Wonders

CLASS 8 • ENGLISH

India’s Spectacular Natural Wonders

Explore the Beauty, Mystery and Power of Nature

JUMP TO A SECTION

Extract-Based Questions Short Answers Long Answer Let Us Write Practice Questions

1. Extract-Based Questions and Answers

EXTRACT 1

“India is home to some of the most mystifying natural phenomena that surprise and spark our imagination.”

(i) Replace the underlined phrase with one from the extract.

India is the birthplace of several rare species of flora and fauna that thrive in its diverse ecosystems.

Answer: India is home to several rare species of flora and fauna that thrive in its diverse ecosystems.

(ii) What does the phrase ‘nature’s unusual side’ suggest about the phenomena described?

Answer: It suggests that nature has rare, strange and unexpected features that surprise us and make us curious.

(iii) Complete the analogy:

spark : imagination :: ______ : ______

Answer: Inspiration : creativity

(iv) Identify whether the statement is True or False.

Some natural phenomena can surprise people.

Answer: True.

EXTRACT 2

“Have you seen things disappearing in front of your eyes? Well, such things happen at times, when we keep things at some place, and just forget where we have kept them. But, what if there’s a sea that disappears? This happens in Odisha. It is a beach in the Balasore district where one can witness the sea disappearing mysteriously—the Chandipur Beach which is known for its unique feature of playing hide-and-seek with its visitors.”

(i) Complete the sentence.

The writer’s most likely purpose in introducing the Chandipur Beach phenomenon with a question is to ______.

Answer: engage the reader’s curiosity and create a sense of suspense about this unusual natural phenomenon.

(ii) Choose the correct option for Assertion (A) and Reason (R).

Assertion (A): Chandipur Beach in Odisha is known for its unique feature of the sea disappearing.

Reason (R): The tides retreat drastically, exposing the beach.

Answer: Both A and R are true, and R is the correct explanation of A.

(iii) What does the term ‘unique’ suggest about the beach in Balasore?

Answer: It means that the beach has a special feature that makes it different from other beaches.

(iv) What does the writer want to convey through the phrase ‘playing hide-and-seek with its visitors’?

Answer: The phrase means that the sea appears to disappear and then return with the tides, creating a mysterious and surprising sight.

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2. Short-Answer Questions

1. How are the living root bridges a boon for the local people of Meghalaya?

The living root bridges help local people cross rivers and streams, especially during the monsoon. They are strong, eco-friendly and solve an age-old problem.

2. Why is the Lonar Crater Lake considered a remarkable and rare site?

The Lonar Crater Lake is remarkable because it was formed by a meteorite impact. It is a rare geological feature and a unique natural wonder.

3. What might be the writer’s purpose of highlighting the awe-inspiring natural wonders of India?

The writer wants to create awareness about India’s amazing natural wonders, inspire curiosity and encourage people to explore and protect the country’s natural heritage.

4. The writer uses descriptive language and introductory questions for some of the natural phenomena. What impact does it have on the readers?

It attracts readers’ attention, creates curiosity and makes the chapter engaging. Descriptive language also helps readers imagine the wonders clearly.

5. Which of these unusual phenomena did you find the most interesting and why?

I found the Glowing Waters of Kerala the most interesting because the water glows in the dark due to tiny living organisms. It looks magical and scientifically fascinating.

3. Long-Answer Question

Question: How does the chapter Spectacular Wonders help us understand the beauty, mystery and importance of nature? Answer in about 125 words.

Answer:

The chapter Spectacular Wonders introduces us to the amazing natural wonders of India. It describes the Valley of Flowers, the Living Root Bridges of Meghalaya, Lonar Crater Lake, Magnetic Hills, the glowing waters of Kerala, the Sundarbans and Chandipur Beach.

These places show the beauty, power and mystery of nature. Some wonders, such as the glowing waters, can be explained through science, while others create surprising experiences because of unusual natural processes. The Living Root Bridges also show how people can work in harmony with nature to solve problems.

The chapter fills us with curiosity, wonder and pride in our country's natural heritage. It also reminds us that these precious places need protection. We should explore nature responsibly, learn about its wonders and help preserve them for future generations.

4. Let Us Write

Question: You just read vivid descriptions of the natural wonders of our country. Write a descriptive essay for your school magazine describing anything from nature that attracted your attention. It may be an object, a place, or an event experienced by you. Remember to give a title to your essay.

The Beauty of a Waterfall

Nature is full of beautiful sights that fill our hearts with joy. A waterfall is one such wonder that attracts people with its beauty and power. I once visited a waterfall during a family trip, and the experience remains fresh in my memory.

The water fell from a great height and formed a white, foamy stream below. The sound of the falling water echoed through the hills. Green trees, colourful flowers and huge rocks surrounded the waterfall. Tiny drops of water touched my face and made me feel refreshed. The cool breeze and the peaceful surroundings made the place even more beautiful.

I spent some time watching the flowing water and listening to its soothing sound. It made me realise how wonderful nature is and how it brings peace to our minds.

The visit taught me to value and protect natural places. We must keep them clean and prevent pollution so that future generations can also enjoy their beauty.

Practice Questions

Test your understanding and strengthen your writing skills.

A. Short Answer Questions (SAQs)

Answer the following questions in about 30–40 words each.

1. How are the Living Root Bridges of Meghalaya an example of harmony between humans and nature?

2. Why is Lonar Crater Lake considered a remarkable natural wonder?

3. What makes the Magnetic Hills of Ladakh a fascinating place for visitors?

4. How does the chapter Spectacular Wonders develop curiosity about the natural wonders of India?

5. Why is it important to protect the natural wonders described in the chapter?

B. Long Answer Question (LAQ)

Answer the following question in about 125 words.

6. The chapter Spectacular Wonders presents different natural wonders of India that reflect the beauty, mystery and power of nature. Discuss how these wonders inspire curiosity and teach us to respect and protect our natural heritage.

C. Descriptive Writing

Write descriptive paragraphs on the following topics in about 120–150 words each.

7. A Visit to a Beautiful Natural Wonder

Describe a natural place you have visited or would like to visit. Include its location, appearance, special features and the feelings it creates in you.

8. The Beauty of Nature During the Monsoon

Describe how the natural world changes during the rainy season. Include details about the sky, hills, trees, rivers, flowers and the atmosphere.

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Active & Passive Voice

Active & Passive Voice

Class VIII • English Grammar

What is Voice?

Voice tells us whether the subject performs an action or receives an action.

There are two voices:

Active Voice – The subject does the action.

Passive Voice – The subject receives the action.

Active: Riya writes a letter.

Passive: A letter is written by Riya.

2. Active Voice

In the Active Voice, sentence follows Subject + Verb + Object.

Example: The boy kicked the ball. Here, the boy performs the action.

3. Passive Voice

Passive generally follows Object + Helping Verb + V³ + by + Subject.

Example: The ball was kicked by the boy.

Remember: main verb in passive voice is always past participle V³.

4. Simple Present

Active Subject + V¹/V¹+s + Object

Passive Object + is/am/are + V³ + by + Subject

Example: She writes a letter. / A letter is written by her.

Exercise 1

1. The teacher teaches English.
2. Rohan cleans his room.
3. They play cricket.
4. She prepares delicious food.
5. The gardener waters the plants.

Answers

1. English is taught by the teacher.
2. His room is cleaned by Rohan.
3. Cricket is played by them.
4. Delicious food is prepared by her.
5. The plants are watered by the gardener.

5. Present Continuous

Active Subject + is/am/are + V-ing + Object

Passive Object + is/am/are + being + V³ + by + Subject

Example: She is writing a letter. / A letter is being written by her.

Exercise 2

1. The students are reading a story.
2. Mother is preparing dinner.
3. The workers are repairing the road.
4. She is painting the wall.
5. They are cleaning the classroom.

Answers

1. A story is being read by the students.
2. Dinner is being prepared by Mother.
3. The road is being repaired by the workers.
4. The wall is being painted by her.
5. The classroom is being cleaned by them.

6. Present Perfect

Active Subject + has/have + V³ + Object

Passive Object + has/have + been + V³ + by + Subject

Example: She has written a letter. / A letter has been written by her.

Exercise 3

1. Riya has completed her homework.
2. They have planted many trees.
3. The teacher has checked the notebooks.
4. We have finished the project.
5. He has repaired the bicycle.

Answers

1. Her homework has been completed by Riya.
2. Many trees have been planted by them.
3. The notebooks have been checked by the teacher.
4. The project has been finished by us.
5. The bicycle has been repaired by him.

7. Simple Past

Active Subject + V² + Object

Passive Object + was/were + V³ + by + Subject

Example: The boy broke the window. / The window was broken by the boy.

Exercise 4

1. The police caught the thief.
2. She wrote a beautiful poem.
3. They cleaned the park.
4. The boy opened the door.
5. The teacher praised the student.

Answers

1. The thief was caught by the police.
2. A beautiful poem was written by her.
3. The park was cleaned by them.
4. The door was opened by the boy.
5. The student was praised by the teacher.

8. Past Continuous

Active Subject + was/were + V-ing + Object

Passive Object + was/were + being + V³ + by + Subject

Example: She was writing a letter. / A letter was being written by her.

Exercise 5

1. The students were preparing a project.
2. She was washing the clothes.
3. They were repairing the bridge.
4. The workers were painting the building.
5. He was reading the newspaper.

Answers

1. A project was being prepared by the students.
2. The clothes were being washed by her.
3. The bridge was being repaired by them.
4. The building was being painted by the workers.
5. The newspaper was being read by him.

9. Past Perfect

Active Subject + had + V³ + Object

Passive Object + had been + V³ + by + Subject

Example: She had completed the work. / The work had been completed by her.

Exercise 6

1. She had finished her homework.
2. They had completed the project.
3. The chef had prepared the meal.
4. He had repaired the computer.
5. The students had decorated the classroom.

Answers

1. Her homework had been finished by her.
2. The project had been completed by them.
3. The meal had been prepared by the chef.
4. The computer had been repaired by him.
5. The classroom had been decorated by the students.

10. Simple Future

Active Subject + will + V¹ + Object

Passive Object + will be + V³ + by + Subject

Example: She will write a letter. / A letter will be written by her.

Exercise 7

1. They will organise a cultural programme.
2. She will complete the assignment.
3. The school will conduct the examination.
4. We will plant more trees.
5. He will repair the machine.

Answers

1. A cultural programme will be organised by them.
2. The assignment will be completed by her.
3. The examination will be conducted by the school.
4. More trees will be planted by us.
5. The machine will be repaired by him.

11. Modals

can, could, may, might, should, must, ought to, etc.

Active Subject + Modal + V¹ + Object

Passive Object + Modal + be + V³ + by + Subject

Example: You should obey the rules. / The rules should be obeyed by you.

Exercise 8

1. We should protect the environment.
2. You must follow the rules.
3. She can solve the problem.
4. They should respect their elders.
5. We must keep our surroundings clean.

Answers

1. The environment should be protected by us.
2. The rules must be followed by you.
3. The problem can be solved by her.
4. Their elders should be respected by them.
5. Our surroundings must be kept clean by us.

12. Imperative

commands, requests, advice, instructions.

Passive Let + Object + be + V³

Example: Open the door. / Let the door be opened.

Exercise 9

1. Open the window.
2. Clean the classroom.
3. Switch off the lights.
4. Complete the assignment.
5. Plant more trees.

Answers

1. Let the window be opened.
2. Let the classroom be cleaned.
3. Let the lights be switched off.
4. Let the assignment be completed.
5. Let more trees be planted.

13. Interrogative

Questions can also be changed active to passive.

Example: Did the boy break the window? / Was the window broken by the boy?

Exercise 10

1. Did Riya write the letter?
2. Did the teacher check the notebooks?
3. Does she teach English?
4. Did they clean the classroom?
5. Will the school organise the competition?

Answers

1. Was the letter written by Riya?
2. Were the notebooks checked by the teacher?
3. Is English taught by her?
4. Was the classroom cleaned by them?
5. Will the competition be organised by the school?

14. Sentences with “by + Subject”

Doer sometimes not mentioned when unknown, obvious, unimportant.

Active: Someone stole my bicycle.
Passive: My bicycle was stolen.

Exercise 11: Change into Passive Voice and omit unnecessary doer where appropriate.

1. Someone has stolen my bag.
2. People speak English all over the world.
3. Someone broke the window.
4. They sell fresh vegetables in this market.
5. People celebrate Diwali with great enthusiasm.

Answers

1. My bag has been stolen.
2. English is spoken all over the world.
3. The window was broken.
4. Fresh vegetables are sold in this market.
5. Diwali is celebrated with great enthusiasm.

15. Important Rule: No Object → Normally No Passive

Only sentences with direct object can normally be changed into passive.

The boy kicked the ball. Object ball, passive possible.

The baby slept. No object, passive not normally possible.

Exercise 12: Write Possible or Not Possible.

1. The girl sang a song.
2. The baby slept peacefully.
3. Rahul opened the door.
4. The birds flew away.
5. The teacher explained the lesson.

Answers

1. Possible
2. Not Possible
3. Possible
4. Not Possible
5. Possible

Quick Revision Chart

Tense / Form	Passive Structure
Simple Present	is/am/are + V³
Present Continuous	is/am/are + being + V³
Present Perfect	has/have + been + V³
Simple Past	was/were + V³
Past Continuous	was/were + being + V³
Past Perfect	had + been + V³
Simple Future	will + be + V³
Modal	modal + be + V³

ACTIVE: Doer → Action → Receiver

PASSIVE: Receiver → be + V³ → by Doer

The Magic Brush of Dreams

The Magic Brush of Dreams

Questions & Answers • Study Notes

A. Extract-Based Questions

Extract 1

(i) The man is whispering and telling Gopi to keep the brush a secret reflects his ______ nature.

Answer: Careful and secretive nature.

(ii) What is the significance of the man slipping the brush into Gopi’s hand?

Answer: It shows that the man trusts Gopi and wants her to use the magical brush carefully for the good of the poor.

(iii) The most likely reason the man instructs Gopi to ‘Paint not for the wealthy ones but only for the poor’ is because he _______.

Answer: wants the brush to help needy people rather than increase the wealth of already rich people.

(iv) Select the most appropriate title for the extract.

Answer: A. The Magic Brush’s Secret

Extract 2

(i) The news of Gopi’s magic brush spreads ‘through forests, fields, and plains’ because of its _________.

Answer: amazing magical power that turns the things she paints into real objects.

(ii) Why does the poet refer to things painted by Gopi’s paintbrush as ‘magic gains’?

Answer: They are called ‘magic gains’ because the things Gopi paints become real and provide useful things to the poor villagers without any ordinary effort.

(iii) Which statement is false? Rectify the false statement.

Answer: B is false. The Zamindar does not request Gopi to paint a fortress and jewels; he orders her to paint them.

(iv) What does the Zamindar’s demand for a grand fortress and jewels reveal about his character?

Answer: It shows that the Zamindar is greedy, selfish and power-hungry. He wants wealth and luxury for himself and wishes to rule the land.

B. Short Answer Type Questions

1. Explain why Gopi made the right decision by refusing to paint for the Zamindar.

Answer: Gopi made the right decision because she had promised to use the magic brush only to help the poor, not to fulfil the Zamindar’s greed.

2. Gopi threatens to draw a beast to scare away the Zamindar. Justify her action. How would you have dealt with the situation differently?

Answer: Gopi used the threat to protect herself and escape from the Zamindar. I would also avoid violence and try to escape or seek help.

3. What is the significance of Gopi celebrating with the villagers at the end of the poem?

Answer: Gopi’s celebration shows that her courage and kindness have protected the villagers. It also shows their happiness after defeating the Zamindar’s greed.

4. Compare Gopi’s use of the magic brush to how the Zamindar would have used it.

Answer: Gopi uses the brush selflessly to provide food and useful things to the poor. The Zamindar wants to use it for wealth, luxury and power.

5. What can be inferred about Gopi’s character based on her refusal to follow the Zamindar’s orders?

Answer: Gopi is courageous, kind, selfless and determined. She remains loyal to her promise even when the powerful Zamindar threatens and imprisons her.

6. Justify the appropriateness of the title of the poem.

Answer: The title is appropriate because Gopi’s magical brush makes her dreams and drawings real. It also helps her fulfil the dreams and needs of poor villagers.

7. If you had the magic brush, how would you use it in today’s world?

Answer: I would use the magic brush to provide food, homes, medicines and educational resources to needy people and help protect the environment.

C. Long Answer Type Questions

Question: Gopi and the Zamindar use the same magical power in completely different ways. What does this contrast teach us about the responsible use of power and talent? Explain with reference to the poem.

Answer: The poem shows that the value of a power or talent depends on how it is used. Gopi receives the magic brush and follows the old man’s instruction to use it only for the poor. She paints food, clothes and useful tools for needy villagers. She does not use the brush for personal benefit, even when the Zamindar threatens her. The Zamindar, however, sees the brush as a way to gain wealth and power. He demands a grand fortress, jewels and riches so that he can rule the land. His greed finally leads to his defeat. Gopi’s kindness, courage and cleverness help her protect the brush and the villagers. The poem teaches us that talent and power should be used responsibly, especially to help others, rather than to satisfy greed and selfish desires.

D. Let Us Write

Topic 1: Imagine you were a scarf that flew away from a clothesline.

Describe the places you travelled to and how you came back. Also write about what you thought was the most valuable experience.

My Journey as a Flying Scarf

One windy afternoon, I was hanging quietly on a clothesline when a strong gust of wind suddenly lifted me into the air. I flew over the rooftops and watched the busy streets below. Soon, I passed over a school where children were playing in the playground. I felt excited as I moved higher and higher.

The wind then carried me towards a green forest. I saw birds, trees and a small river. Later, I reached a crowded market and landed on the roof of a shop. A kind shopkeeper picked me up and placed me safely on his counter. That evening, my owner found me there and took me home.

My most valuable experience was seeing the world from above. I realised that even an ordinary journey can teach us to observe and appreciate the world around us.

Topic 2: Imagine you stumbled upon a magical book in the library.

The book transported you to a different time period. Describe your experience and an important learning.

The Magical Book in the Library

One afternoon, I was searching for a history book in our school library when I found a strange, old book hidden behind a shelf. Its cover had golden letters, but there was no author's name. As soon as I opened it, a bright light surrounded me.

Suddenly, I found myself in an ancient kingdom. I saw people wearing traditional clothes, riding horses and working in busy markets. I watched craftsmen making beautiful objects by hand and children learning from their teachers. Everything looked very different from my modern life.

After some time, the book opened again by itself, and I was transported back to the library. I closed it carefully and returned it to the shelf.

The experience taught me that history is not merely a collection of dates. It helps us understand how people lived, worked and faced challenges in the past.

Practice Questions

A. Short Answer Questions (SAQs)

1. How did Gopi show that she understood the true purpose of the magic brush? Give two examples from the story.
2. Why was the Zamindar unable to use the magic brush to achieve his selfish wishes?
3. What does Gopi’s response to the Zamindar’s demands tell us about her courage and values?
4. How did the magic brush change the lives of the poor people in Gopi’s village?
5. What contrast does the story create between Gopi and the Zamindar? What does this contrast teach us?

B. Long Answer Questions (LAQs)

1. The magic brush is not only a magical object but also a test of character. Explain how Gopi and the Zamindar respond differently to this test. What does the story teach us about greed and responsibility?
2. Gopi uses her special gift to help others, while the Zamindar wants to use it for wealth and power. Discuss how the story shows that true happiness and success come from helping others rather than from possessing more.

C. Imaginative Writing

1. Imagine that you are Gopi and the magic brush has just come into your hands. Write a diary entry describing your feelings and the responsibility you feel.

Hints:

• When and where you received the brush
• Your first reaction
• The old man’s warning
• What you plan to paint
• Why you will help the poor
• Your feelings about having such a powerful object

2. Imagine that the magic brush suddenly appeared in your classroom. Write a short imaginative story about what happened next.

Hints:

• How the students discovered the brush
• What happened when someone painted something
• Different wishes of the students
• A problem caused by misuse
• How the problem was solved
• The lesson learned

3. Imagine you were one of the poor villagers helped by Gopi. Describe one day when something she painted changed your life.

Hints:

• Your life before Gopi helped you
• What Gopi painted for you
• How it helped your family
• Your reaction
• How your life changed afterwards
• What you felt about Gopi

4. Imagine that the Zamindar succeeded in getting the magic brush. Write what you think would happen in the village.

Hints:

• The Zamindar’s first use of the brush
• His growing greed
• Effect on the poor villagers
• How people might respond
• Possible consequences of his actions
• A suitable ending

5. Imagine that you could use the magic brush for one day. Write about the three things you would paint and explain why you would choose them.

Hints:

• Three things you would paint
• Who would benefit from them
• Why each thing is important
• How they could improve people’s lives
• How you would avoid using the brush selfishly
• What you would learn from the experience

Direct & Indirect Speech

Direct and Indirect Speech

Learn the rules • Understand the changes • Practise systematically

1. Let us understand with an example

Riya is talking to her friend.

Direct Speech: Riya said, “I am preparing for my English test.”

These are Riya's exact words. This is called Direct Speech.

---

Indirect Speech: Riya said that she was preparing for her English test.

This is called Indirect Speech or Reported Speech.

💡 Key Idea: The meaning remains the same, but the form of the sentence changes.

2. What is Direct Speech?

When we report the exact words spoken by a person, we use Direct Speech.

Example: The teacher said, “Complete your homework.”

The exact words of the teacher are placed inside inverted commas (“ ”).

Parts of Direct Speech

Taking the sentence: The teacher said, “Complete your homework.”

• The teacher said → Reporting clause
• Complete your homework → Reported speech
• “ ” → Inverted commas

3. What is Indirect Speech?

When we report what someone said without using their exact words, we use Indirect Speech.

Example: The teacher told us to complete our homework.

The quotation marks are removed and the sentence may undergo changes in pronouns, tense, time words, and sentence structure.

4. Direct → Indirect: The Main Changes

When changing Direct Speech into Indirect Speech, check these core elements:

No.	What to Check	What Happens?
①	Inverted commas	Remove “ ”.
②	Pronouns	Change them according to the speaker and listener.
③	Tense	The tense may change when the reporting verb is in the past.
④	Time and place words	Words such as today, tomorrow, now, here may change.
⑤	Reporting verb	said, said to, asked etc. may change according to the sentence type.
⑥	Sentence structure	Questions, commands, requests, and exclamations follow different patterns.

5. Rule 1 — Statements

For ordinary statements, we generally use that to connect the clauses.

Direct: Rohan said, “I am tired.”

Indirect: Rohan said that he was tired.

✏️ Practice — Change into Indirect Speech

1. Meena said, “I like Science.”
2. Rahul said, “I am ready.”
3. The teacher said, “The students are working hard.”
4. Father said, “I will return soon.”
5. Riya said, “I have finished my project.”

6. Rule 2 — Change of Pronouns

Pronouns change according to who is speaking and who is being spoken to.

Direct: Aman said, “I have completed my homework.”

Indirect: Aman said that he had completed his homework.

Common Pronoun Changes

Direct Speech	Possible Indirect Speech
I	he / she
we	they
my	his / her
our	their
me	him / her
us	them
you	I / we / he / she / they

📌 Remember: Pronouns do not change mechanically. Their change depends on the context of the sentence.

✏️ Practice

1. Sita said, “I am happy.”
2. Mohan said, “I have lost my pen.”
3. Riya said, “We are preparing our project.”
4. Arjun said, “I will help my brother.”
5. The boys said, “We have completed our work.”

7. Rule 3 — Change of Tense

When the reporting verb is in the past tense, the tense of the reported speech generally changes back into the past format.

Tense Conversion Table

Direct Speech	Indirect Speech
Simple Present	Simple Past
Present Continuous	Past Continuous
Present Perfect	Past Perfect
Simple Past	Past Perfect
Past Continuous	Past Perfect Continuous
will	would
can	could
may	might

Examples

• Simple Present → Simple Past:
  Direct: He said, “I play cricket.”
  Indirect: He said that he played cricket.
• Present Continuous → Past Continuous:
  Direct: She said, “I am reading.”
  Indirect: She said that she was reading.
• Present Perfect → Past Perfect:
  Direct: Ravi said, “I have finished the work.”
  Indirect: Ravi said that he had finished the work.
• Simple Past → Past Perfect:
  Direct: She said, “I visited Delhi.”
  Indirect: She said that she had visited Delhi.

✏️ Practice

1. The teacher said, “The students work hard.”
2. Riya said, “I am studying Mathematics.”
3. Mohan said, “I have completed the project.”
4. Anu said, “I visited the museum.”
5. Father said, “I will help you.”

8. Rule 3 (Exception) — Universal Truth

⚠️ Important Exception

A statement expressing a universal truth, scientific fact, or habitual action normally does not change its tense, even when the reporting verb is in the past tense.

Direct: The teacher said, “The Earth revolves around the Sun.”

Indirect: The teacher said that the Earth revolves around the Sun.

❌ Incorrect: The teacher said that the Earth revolved around the Sun.

9. Rule 4 — Present/Future Reporting Verb

When the reporting verb is in the present or future tense, the tense of the reported speech remains unchanged.

Direct: Riya says, “I am preparing for the test.”

Indirect: Riya says that she is preparing for the test.

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Direct: Father will say, “I am busy.”

Indirect: Father will say that he is busy.

✏️ Practice

1. The teacher says, “The students are ready.”
2. Riya says, “I like reading.”
3. Mother says, “I have finished my work.”
4. The coach will say, “The players are ready.”
5. Father says, “I will return soon.”

10. Rule 5 — Change of Time and Place Words

Words referring to time and place change when changing from direct to indirect speech depending on the context.

Direct Speech	Indirect Speech
now	then
today	that day
tomorrow	the next day / following day
yesterday	the previous day
ago	before
here	there
this	that
these	those
last week	the previous week
next week	the following week

Direct: Ravi said, “I will finish this work tomorrow.”

Indirect: Ravi said that he would finish that work the next day.

✏️ Practice

1. She said, “I will meet you tomorrow.”
2. He said, “I completed the work yesterday.”
3. Riya said, “I am busy now.”
4. Aman said, “I will come here tomorrow.”
5. The teacher said, “Complete these questions today.”

11. Rule 6 — Said vs. Told

Use told instead of said to when the person being spoken to is explicitly mentioned.

said to + listener → told + listener

Direct: Mother said to me, “Work hard.”

Indirect: Mother told me to work hard.

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Direct: Ravi said to his friend, “I am busy.”

Indirect: Ravi told his friend that he was busy.

📌 Correct Usage Check:
❌ He told that he was tired.
✔ He said that he was tired.
✔ He told me that he was tired.

12. Rule 7 — Yes/No Questions

For questions that can be answered with a simple Yes or No, connect using if or whether.

Direct: The teacher said to Ravi, “Are you ready?”

Indirect: The teacher asked Ravi if he was ready.

📌 Key Points to Notice:

• said to → changes to asked
• if / whether is added to join clauses
• Question mark (?) is removed
• The sentence changes into statement word-order (Subject + Verb)

✏️ Practice

1. Mother said to me, “Are you hungry?”
2. The teacher said to Riya, “Have you completed your work?”
3. Rahul said to me, “Do you play cricket?”
4. Father said to Aman, “Did you finish your homework?”
5. The coach said to the players, “Are you ready?”

13. Rule 8 — Wh-Questions

If a question begins with a question word (what, where, when, why, who, how), retain the question word as the joiner.

Direct: The teacher said to me, “Why are you late?”

Indirect: The teacher asked me why I was late.

⚠️ Important Structural Change:
Direct question order: Why are you late? (Verb before Subject)
Indirect speech order: ...why I was late. (Subject before Verb)

✏️ Practice

1. The teacher said to Rohan, “Where do you live?”
2. Mother said to me, “Why are you crying?”
3. The coach said to the player, “How did you get injured?”
4. Riya said to Neha, “When will you return?”
5. Father said to me, “What are you doing?”

14. Rule 9 — Commands and Orders

For commands and imperative sentences, use reporting verbs like: ordered, told, instructed, commanded.

Structure: reporting verb + object + to + base verb

Direct: The teacher said to the students, “Open your books.”

Indirect: The teacher told the students to open their books.

Negative Commands

Use not to + verb for negative commands.

Direct: Mother said to me, “Do not waste food.”

Indirect: Mother told me not to waste food.

✏️ Practice

1. The teacher said to the students, “Maintain silence.”
2. The coach said to the players, “Run faster.”
3. Father said to me, “Complete your homework.”
4. The librarian said to the students, “Do not make noise.”
5. Mother said to Riya, “Do not waste water.”

15. Rule 10 — Requests

For polite requests containing words like please, use verbs such as: requested, asked, begged.

Direct: Riya said to me, “Please help me.”

Indirect: Riya requested me to help her.

✏️ Practice

1. The student said to the teacher, “Please explain this question.”
2. Rahul said to me, “Please lend me your pen.”
3. Mother said to the doctor, “Please help my son.”
4. The old man said to the boy, “Please help me cross the road.”
5. The student said to the librarian, “Please issue this book.”

16. Rule 11 — Advice

For sentences giving suggestions or general advice, use advised or urged.

Direct: The doctor said to me, “Take regular exercise.”

Indirect: The doctor advised me to take regular exercise.

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Direct (Negative Advice): The doctor said, “Do not eat junk food.”

Indirect: The doctor advised me not to eat junk food.

✏️ Practice

1. The teacher said to me, “Work harder.”
2. Father said to Rahul, “Save your money.”
3. The doctor said to the patient, “Drink more water.”
4. Mother said to me, “Do not stay up late.”
5. The coach said to the players, “Practise every day.”

17. Rule 12 — Exclamatory Sentences

Exclamatory sentences express emotions such as joy, sorrow, surprise, or admiration. Use suitable reporting phrases like: exclaimed with joy, exclaimed with sorrow, exclaimed with surprise, exclaimed with admiration.

Direct: Riya said, “What a beautiful painting!”

Indirect: Riya exclaimed with admiration that it was a very beautiful painting.

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Direct: He said, “Hurrah! We have won the match!”

Indirect: He exclaimed with joy that they had won the match.

✏️ Practice

1. She said, “What a beautiful flower!”
2. The boy said, “Hurrah! We have won!”
3. He said, “Alas! I have lost my wallet.”
4. Riya said, “How wonderful the performance is!”
5. The students said, “Wow! Our team has won!”

18. Quick Revision Chart

Sentence Type	Reporting Verb	Structure
Statement	said, told	that + statement
Yes/No Question	asked	if / whether + statement
Wh-Question	asked	wh-word + statement
Command	ordered / told	object + to + verb
Negative Command	told / ordered	object + not to + verb
Request	requested / asked	object + to + verb
Advice	advised	object + to + verb
Exclamation	exclaimed	that + statement

19. The 5-Step Formula

When converting Direct Speech into Indirect Speech, follow these steps systematically:

Step 1: Identify

Determine what type of sentence it is (statement, question, command, request, exclamation).

Step 2: Remove

Remove inverted commas (“ ”) and change punctuation marks.

Step 3: Change

Change the reporting verb according to the context (e.g., said to → asked/told).

Step 4: Check

Check and update pronouns, tenses, and time/place words.

Step 5: Rearrange

Rearrange the sentence structure into standard statement order.

Direct Speech → Type → Reporting Verb → Pronoun → Tense → Time/Place → Final Sentence

Direct & Indirect Speech • English Grammar • Medhavies