{"id":19887,"date":"2024-02-05T13:44:47","date_gmt":"2024-02-05T08:14:47","guid":{"rendered":"https:\/\/leverageedu.com\/explore\/?p=19887"},"modified":"2024-02-05T13:44:47","modified_gmt":"2024-02-05T08:14:47","slug":"english-grammar-class-10","status":"publish","type":"post","link":"https:\/\/leverageedu.com\/explore\/learn-english\/english-grammar-class-10\/","title":{"rendered":"English Grammar for Class 10 Important Topics with Practice Exercises\u00a0"},"content":{"rendered":"\n

Grammar is the soul of the English Language. It is important to teach English Grammar<\/strong><\/a> <\/strong>to class 10th students which will eventually help them to develop the ability to express themselves effectively. It also enables them to gain writing fluency and communicate with clarity. Grammar lessons refine student\u2019s understanding of basic concepts. In this blog, we will take an overview of the most important topics of English Grammar for class 10 students. It comprises various aspects, such as modals, tenses, active and passive voice, clauses, determiners, etc. Continue reading the blog article below to uncover more about English language topics. <\/p>\n\n\n\n\n\n\n

Syllabus of English Grammar For Class 10<\/span><\/h2>\n\n\n\n

English Grammar for Class 10 important grammar topics include Tenses, Modals, Active and Passive Voice, Clauses, Determiners, and Prepositions. Let us understand all these topics in detail with the help of worksheets and practice exercises. It also includes Integrated grammar for class 10 students.<\/p>\n\n\n\n

Chapter<\/strong><\/td>Name of Chapters<\/strong><\/td>Important Topics<\/strong><\/td><\/tr>
1.<\/td>Tenses<\/td>Present Tense, Past Tense, Future Tense<\/td><\/tr>
2.<\/td>Modals<\/td>Can, Could, May, Might, Will, Would, Shall, Should<\/td><\/tr>
3.<\/td>Voice<\/td>Active Voice, Passive Voice<\/td><\/tr>
4.<\/td>Can, Could, May, Might, Will, Would, Shall, Should<\/td>Main Clause, Dependent Clause <\/td><\/tr>
5.<\/td>Determiners<\/td>This, That, Each, Every, A, An, The, These, Those, Little, A little, The little, Few, A few, The few, etc.<\/td><\/tr>
6.<\/td>Prepositions<\/td>In, At, On, Besides, Before, Beside, Among, Between, Above, During, For, Since, Towards<\/td><\/tr>
7.<\/td>Reported Speech<\/td>Direct Speech Indirect Speech<\/td><\/tr>
8. <\/td>Subject-Verb Concord<\/td>______<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Quick Read: Improve your English Speaking and Listening Skills by Watching Series and Movies<\/strong><\/p>\n\n\n\n

Tenses <\/span><\/h2>\n\n\n\n

Tenses define the state or time of the verb or the action. There are three main tenses in the English Language. Each tense is further divided into four types. Therefore we have a total of twelve tenses in English Grammar based on: Present Tense, Past Tense and Future Tense<\/p>\n\n\n\n

Let us understand the rules of each tense from the tables below:<\/p>\n\n\n\n

Present Tense Rule<\/span><\/h3>\n\n\n\n

Here are the rules to follow for Present Tense: <\/p>\n\n\n\n

Tenses<\/strong><\/td>Rules<\/strong><\/td>Examples<\/strong><\/td><\/tr>
Present Simple Tense<\/strong><\/a><\/td>Subject + V1 + s\/es + Object for singular Subject + V1 + Object for plural<\/td>He likes<\/strong> to eat ice cream.
They water<\/strong> the plants.<\/td><\/tr>
Present Continuous Tense<\/strong><\/a><\/td>He is doing<\/strong> his work. I am going <\/strong>to the mall.<\/td>He is doing<\/strong> his work.I am going <\/strong>to the mall.<\/td><\/tr>
Present Perfect Tense<\/strong><\/a><\/td>Subject + has\/have + V3 + ObjectHas- singular Have-plural<\/td>He has done<\/strong> his work.
They have completed<\/strong> their work.<\/td><\/tr>
Perfect Continuous Tense<\/strong><\/a><\/td>Subject + has\/have+been + V1 + ing + Object+since\/for <\/td>He has been working<\/strong> in this institution for the last two years.
They have been working <\/strong>in this institution for the last two years.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Past Tense Rule<\/span><\/h3>\n\n\n\n

Here are past tense rules to follow: <\/p>\n\n\n\n

Tenses<\/strong><\/td>Rules<\/strong><\/td>Examples <\/strong><\/td><\/tr>
Past Simple Tense<\/strong><\/a><\/td>Subject + V2 + Object<\/td>He ate<\/strong> an apple.<\/td><\/tr>
Past Continuous Tense<\/strong><\/a><\/td>Subject + was + V1 + ing + Object with singularSubject + were + V1 + ing + Object with plural<\/td>He was playing<\/strong> in the garden.
They were eating<\/strong> dinner.<\/td><\/tr>
Past Perfect<\/strong><\/a> <\/strong><\/td>Subject + had + V3 + Object <\/td>He had done<\/strong> his work.<\/td><\/tr>
Past Perfect Continuous<\/strong><\/a> <\/strong><\/td>Subject + had+ been + V1 + ing + Object+since\/for<\/td>He had been<\/strong> staying there since 1971.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Future Tense Rule<\/span><\/h3>\n\n\n\n

Here are the rules to follow for future tenses: <\/p>\n\n\n\n

Tenses<\/strong><\/td>Rules<\/strong><\/td>Examples<\/strong><\/td><\/tr>
Future Simple Tense<\/strong><\/a><\/td>Subject + will\/shall + V1 + Object<\/td>He will play<\/strong> in the garden.<\/td><\/tr>
Future Continuous Tense<\/strong><\/a><\/td>Subject + will be\/shall be + ing + V1 + Object<\/td>He will be playing <\/strong>in the garden.<\/td><\/tr>
Future Perfect Tense<\/strong><\/a><\/td>Subject + will have\/shall have + V3 + Object<\/td>He will have done<\/strong> his work.<\/td><\/tr>
Future Perfect Continuous<\/strong><\/a><\/td>Subject + will have +been + V1 + ing + Object+since\/for<\/td>He will have been working<\/strong> in the institution for the next two years.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Quick Read:<\/strong> Tenses Rules: Charts, Examples, Types [PDF Available]<\/strong><\/a><\/p>\n\n\n\n

Modals <\/span><\/h2>\n\n\n\n

Modals are often termed the auxiliary verbs that are used to depict the ability, possibility, permission, or obligation. As the name suggests modal auxiliary verbs cannot be used alone in the sentence they are dependent on the use of the main verb and are always placed before the main verb in the sentence. For example, He can <\/strong>play tennis. Let us understand the modal auxiliaries and their usage with the help of examples.<\/p>\n\n\n\n

\"Modals\"<\/figure>\n\n\n\n

\ud83d\udd16Can: used to express ability, permission, or possibility.<\/strong><\/p>\n\n\n\n

    \n
  1.  They can sing beautifully. (ability)<\/li>\n\n\n\n
  2.  Can he borrow your pen? (permission)<\/li>\n\n\n\n
  3.  It can get chilly in the evenings. (possibility)<\/li>\n<\/ol>\n\n\n\n

    \ud83d\udd16 Could: The past form of can, Similar to “can,” and used to define a more polite manner.<\/strong><\/p>\n\n\n\n

      \n
    1. Could you please close the door? (polite request)<\/li>\n\n\n\n
    2. He could swim when he was five. (past ability)<\/li>\n<\/ol>\n\n\n\n

      \ud83d\udd16 May: used to define permission, possibility, or a wish.<\/strong><\/p>\n\n\n\n

        \n
      1. She may leave the table. (permission)<\/li>\n\n\n\n
      2. It may rain later. (possibility)<\/li>\n\n\n\n
      3. May all her dreams come true. (wish)<\/li>\n<\/ol>\n\n\n\n

        \ud83d\udd16 Might: The past form of May, Similar to “may,” indicates a lower level of certainty or a more tentative possibility.<\/strong><\/p>\n\n\n\n

          \n
        1. They might join us for dinner. (tentative possibility)<\/li>\n\n\n\n
        2. It might rain tomorrow. (uncertain possibility)<\/li>\n<\/ol>\n\n\n\n

          \ud83d\udd16 Shall: Used in formal context to define suggestions, offers, or future actions.<\/strong><\/p>\n\n\n\n

            \n
          1.  Shall I go to a party? (suggestion)<\/li>\n\n\n\n
          2.  We shall do our best. (promise)<\/li>\n<\/ol>\n\n\n\n

            \ud83d\udd16 Should:  The past form of shall that indicates obligation, advice, or a recommendation.<\/strong><\/p>\n\n\n\n

              \n
            1.  She should finish her homework before playing. (obligation)<\/li>\n\n\n\n
            2.  She should see a doctor about that cough. (advice)<\/li>\n<\/ol>\n\n\n\n

              \ud83d\udd16 Will: used to express future actions, predictions, or willingness.<\/strong><\/p>\n\n\n\n

                \n
              1. She will call you later. (future action)<\/li>\n\n\n\n
              2. It will rain tomorrow. (prediction)<\/li>\n\n\n\n
              3. He will help you with the project. (willingness)<\/li>\n<\/ol>\n\n\n\n

                \ud83d\udd16 Would: Similar to “will,” often used in more polite or hypothetical situations.<\/strong><\/p>\n\n\n\n

                  \n
                1. Would they like some tea? (polite offer)<\/li>\n\n\n\n
                2. If she won the lottery, she would travel the world. (hypothetical situation)<\/li>\n<\/ol>\n\n\n\n

                  \ud83d\udd16 Must: defines necessity, obligation, or a strong recommendation.<\/strong><\/p>\n\n\n\n

                    \n
                  1. They must complete the assignment by Friday. (necessity)<\/li>\n\n\n\n
                  2. She must be at the airport by 6 AM. (obligation)<\/li>\n<\/ol>\n\n\n\n

                    \ud83d\udd16 Ought to: Same as  “should,” states obligation, advice, or duty.<\/strong><\/p>\n\n\n\n

                      \n
                    1. She ought to apologize for her behaviour. (advice)<\/li>\n\n\n\n
                    2. We ought to respect our elders. (Duty)<\/li>\n<\/ol>\n\n\n\n

                      Also Read: <\/strong>Useful Idioms for IELTS Exams That Will Boost Your Score<\/strong><\/a><\/p>\n\n\n\n

                      Active and Passive Voice<\/span><\/h2>\n\n\n\n

                      Voice is the grammatical concept that tells the relation of the subject with the object and the object with the subject in the sentence. There are two types of Voice in the English Language.<\/p>\n\n\n\n

                      Active Voice<\/strong>: The verb is said to be in active voice if the subject acts in the sentence or is the doer in the sentence. For example, He eats<\/strong> an apple. In this sentence the subject he acts like eating an apple.<\/p>\n\n\n\n

                      Passive Voice<\/strong>: The verb is said to be in the passive voice when the stress is laid on the action instead of the subject in the sentence, For example, An apple<\/strong> is eaten by him<\/strong>. In this sentence, the stress is laid on the action of the sentence instead of the subject or the doer in the sentence.<\/p>\n\n\n\n

                      \"voices\"<\/figure>\n\n\n\n
                      Active Voice<\/strong><\/td>Passive Voice<\/strong><\/td><\/tr>
                      The subject is the doer <\/td>The object becomes the subject of the sentence<\/td><\/tr>
                      The action is performed by the subject<\/td>The original subject may or may not be mentioned<\/td><\/tr>
                      The object receives the action<\/td>The object or the action takes the lead<\/td><\/tr>
                      Structure = Subject+ Verb+ Object<\/td>Structure= Object + Verb + by +Subject<\/td><\/tr>
                      For Example: Sunita waters a plant.<\/td>For Example, A plant is watered by Sunita.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                      Related Post<\/strong><\/p>\n\n\n\n

                      Active and Passive Voice Exercises<\/strong><\/a><\/td>Future Perfect Passive Voice<\/strong><\/a><\/td><\/tr>
                      Active and Passive Voice Quiz<\/strong><\/a><\/td>Active and Passive Voice For Competitive Exam<\/strong><\/a><\/td><\/tr>
                      Active and Passive Voice Rules for all Tenses<\/strong><\/a><\/td>Active and Passive Voice For Class 6<\/strong><\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                      Clauses <\/span><\/h2>\n\n\n\n

                      Clauses are a group of words that consist of the subject and the verb. It can be a complete sentence or a part of the sentence. There are three kinds of clauses in the English Grammar.<\/p>\n\n\n\n

                      \ud83d\udd16 Noun Clause: <\/strong>They act as a noun in a sentence. They usually begin with the words such as that, what, whatever, who, whom, whoever, whomever.<\/p>\n\n\n\n

                      Examples:<\/strong><\/p>\n\n\n\n

                        \n
                      1. Whatever <\/strong>she learns will help her write the test.<\/li>\n\n\n\n
                      2. What <\/strong>she said made him cry.<\/li>\n<\/ol>\n\n\n\n

                        \ud83d\udd16 Adverbial Clause: <\/strong>The adverbial clause behaves like an adverb in the sentence that is used to modify a verb, adjective, or another adverb in the sentence. They usually begin with words such as when, whenever, since, until, before, although, whereas, while, though, unless, if.<\/p>\n\n\n\n

                        Examples:<\/strong><\/p>\n\n\n\n

                          \n
                        1. Don\u2019t go before <\/strong>your father is here.<\/li>\n\n\n\n
                        2. She had medicine because <\/strong>she was ill.<\/li>\n<\/ol>\n\n\n\n

                          \ud83d\udd16 Relative \/AdjectiveClause: <\/strong>The relative clause acts as an adjective in the sentence that is used to modify nouns or pronouns in the sentence. They usually begin with words such as who, which, what, and whose.<\/p>\n\n\n\n

                          Examples:<\/strong><\/p>\n\n\n\n

                            \n
                          1. The girl who<\/strong> came to visit me is my sister.<\/li>\n<\/ol>\n\n\n\n

                            <\/span><\/span><\/span><\/p>\n\n\n\n

                            Also Read: Clauses: Meaning, Types and Examples<\/a><\/strong><\/p>\n\n\n\n

                            Determiners <\/span><\/h2>\n\n\n\n

                            The words that are used before the persons or the things to point them or to indicate them in the sentence. The common examples of determiners are this, that, each, every, a, an, the, these, those, little, a little, the little, few, a few, the few, etc. There are nine types of determiners in English Grammar.<\/p>\n\n\n\n

                              \n
                            1. Articles:<\/strong> a, an, the<\/li>\n\n\n\n
                            2. Predeterminers: <\/strong>all, both, rather, quite, such <\/li>\n\n\n\n
                            3. Demonstrative: <\/strong>this, that, these, those<\/li>\n\n\n\n
                            4. Possessives: <\/strong>his, her, mine, its, <\/li>\n\n\n\n
                            5. Ordinals: <\/strong>first, second, last, first<\/li>\n\n\n\n
                            6. Cardinals: <\/strong>one, two, three, four, hundred<\/li>\n\n\n\n
                            7. Quantifiers: <\/strong>much, some, no, any, few, little, many, much<\/li>\n\n\n\n
                            8. Distributives: <\/strong>each, every, either, neither<\/li>\n\n\n\n
                            9. Interrogatives: <\/strong>what, which, whose, etc.<\/li>\n<\/ol>\n\n\n\n
                              \"types<\/figure>\n\n\n\n

                              Quick Read: <\/strong>Tenses Rules: Charts, Examples, Types [PDF Available]<\/strong><\/a><\/p>\n\n\n\n

                              Prepositions<\/span><\/h2>\n\n\n\n

                              Prepositions are the words that show the relationship of nouns\/ pronouns with the other words in the sentence. Some of the common examples of prepositions are in, on, at, among, between, before, above, below, etc.  There are different types of prepositions in the English Grammar.<\/p>\n\n\n\n

                              \u2705 Prepositions of Time<\/strong><\/p>\n\n\n\n

                              The prepositions of time tell us about the time of an action. <\/strong>For example in, on, at etc.<\/p>\n\n\n\n

                              They will meet at the park.<\/p>\n\n\n\n

                              \u2705Preposition of Place<\/strong><\/p>\n\n\n\n

                              The Prepositions of place tell about the place or the position of the object. For example behind, beside, etc.<\/p>\n\n\n\n

                              The books are on the table.<\/p>\n\n\n\n

                              \u2705Prepositions of Movement<\/strong><\/p>\n\n\n\n

                              The preposition of movement defines the movement of the object. For example past, down, above, etc.<\/p>\n\n\n\n

                              She walked to the garden.<\/p>\n\n\n\n

                              \u2705Prepositions of Manner<\/strong><\/p>\n\n\n\n

                              The prepositions of manner define how a thing is done. For example by, with, etc.<\/p>\n\n\n\n

                              She sketches by hand.<\/p>\n\n\n\n

                              \u2705Prepositions of Agent<\/strong><\/p>\n\n\n\n

                              Prepositions of an agent tell about who commits an action. For example with and by. <\/p>\n\n\n\n

                              The novel was written by the famous author.<\/p>\n\n\n\n

                              \u2705Prepositions of Measure<\/strong><\/p>\n\n\n\n

                              Prepositions of measure define about the quantity of a thing. For example of and by.<\/p>\n\n\n\n

                              She bought fabric by the yard.<\/p>\n\n\n\n

                              \u2705Prepositions<\/strong> of Source<\/strong><\/p>\n\n\n\n

                              The prepositions of the source tell us about the source from where something is derived from. For example, by and from.<\/p>\n\n\n\n

                              I received a letter from my friend.<\/p>\n\n\n\n

                              \"types<\/figure>\n\n\n\n

                               Find more exciting reads on Prepositions here!<\/strong><\/p>\n\n\n\n

                              Rules for Prepositions<\/strong><\/a><\/td>Pictures for Preposition<\/strong><\/a><\/td><\/tr>
                              Prepositions of Place <\/strong><\/a><\/td>Time Prepositions <\/strong><\/a><\/td><\/tr>
                              Uncover 8 Types of Prepositions<\/strong><\/a><\/td>Prepositions for Class 4 <\/strong><\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                              Reported Speech<\/span><\/h2>\n\n\n\n

                              The words spoken by the person can be presented in two different ways. Direct Speech: The exact words spoken by the speaker. Indirect Speech: They are not the actual words of the speaker but give the substance of the words spoken. The table below represents the important differences between direct and reported speech that will help you to understand the structure of speech in a better way.<\/p>\n\n\n\n

                              \"reported<\/figure>\n\n\n\n
                              Direct Speech<\/strong><\/td>Indirect Speech<\/strong><\/td><\/tr>
                              Conveys the direct words of the speaker<\/td>Highlights the essence of the speaker\u2019s message.<\/td><\/tr>
                              Reported Speech is written in the Quotation Marks.<\/td>Do not use quotation marks<\/td><\/tr>
                              Usually in the present tense<\/td>More often in the past tense<\/td><\/tr>
                              No change in pronouns<\/td>Pronouns are changed according to the perspective of the reporter’s speech.<\/td><\/tr>
                              Punctuation plays an important role.<\/td>Punctuation is more simplified.<\/td><\/tr>
                              No use of conjunction<\/td>Use of conjunctions such as that and if <\/td><\/tr>
                              Question tags are common <\/td>Question tags are not used.<\/td><\/tr>
                              Highlights the original tone of the speaker<\/td>The tone is usually altered due to the interpretation<\/td><\/tr>
                              Words referring to time and place are not changed<\/td>There is a shift in the words referring to time and place.<\/td><\/tr>
                              It provides a more intimate feel <\/td>Often provides a more detached and formal feel <\/td><\/tr>
                              He said,\u201d I will go to the museum\u201d.<\/td>He said that he would go to the museum.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                              Related Posts<\/strong><\/p>\n\n\n\n

                              Reported Speech For Class 9<\/strong><\/a><\/td>Reported Speech For Class 10<\/strong><\/a><\/td><\/tr>
                              Imperative Reported Speech<\/strong><\/a><\/td>Interrogative Reported Speech<\/strong><\/a><\/td><\/tr>
                              50 Examples of Direct and Indirect Speech<\/strong><\/a><\/td>Reported Speech For Class 12<\/strong><\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                              Subject Verb Concord <\/span><\/h2>\n\n\n\n

                              A verb must agree with the number and the person. Various rules in the subject-verb concord need to be followed to form grammatically correct sentences. Let us read some of the rules to understand the correct use of subject and verb in the sentence.<\/p>\n\n\n\n

                              \ud83d\udd16 Rule 1: The subject<\/strong> must agree with the verb if the subject is singular we use the singular verb and if the subject is plural we use the plural verb. For example:<\/strong> The price <\/strong>of coal is <\/strong>rising.<\/p>\n\n\n\n

                              \ud83d\udd16 Rule 2:  <\/strong>When we use an uncountable noun as the subject it takes the singular verb. For example: Laughter is <\/strong>a good medicine.<\/p>\n\n\n\n

                              \ud83d\udd16 Rule 3:<\/strong> When we use one of + plural nouns they always take singular verbs. For example: One of the girls is<\/strong> not well.<\/p>\n\n\n\n

                              \ud83d\udd16 Rule 4: <\/strong>Two or more nouns joined together with and always take plural forms. For example: Sita and Rita are <\/strong>best friends.<\/p>\n\n\n\n

                              \ud83d\udd16 Rule 5:  <\/strong>Two or more nouns joined together with or always take singular form. For example: My brother or my friend is <\/strong>sitting here.<\/p>\n\n\n\n

                              Easy Languages to Learn for English Speakers<\/strong><\/p>\n\n\n\n

                              Integrated Grammar For Class 10<\/span><\/h2>\n\n\n\n

                              This section highlights how the various topics of grammar will be asked in the exam. So, the first question that children of class 10  will get in the grammar section is based on gap-filling. A sample of this question is given along with the answers.<\/p>\n\n\n\n

                              Gap Filling Exercises<\/span><\/h3>\n\n\n\n

                              Last weekend, my friends and I decided to go on a hiking trip. We were excited about the adventure, but we were aware that the weather __________ changed unexpectedly. To prepare for any surprises, we decided that everyone __________ bring a waterproof jacket and sturdy hiking boots. We knew that the trail __________ be challenging, so we also packed enough water and snacks.<\/p>\n\n\n\n

                              Answers: <\/strong><\/p>\n\n\n\n

                                \n
                              1. could<\/li>\n\n\n\n
                              2. should<\/li>\n\n\n\n
                              3. would<\/li>\n<\/ol>\n\n\n\n

                                Editing Exercises<\/span><\/h3>\n\n\n\n

                                The following paragraph has not been edited. There is an error in each line. Pick out the error and write it along with the correction. <\/p>\n\n\n\n

                                A person should know how to (a) [Error: ________; Correction: ________;]<\/p>\n\n\n\n

                                interact within diverse (b) [Error: ________; Correction: ________;]<\/p>\n\n\n\n

                                situations. For instance, some (c) [Error: ________; Correction: ________;]<\/p>\n\n\n\n

                                cultures adopt gestures or (d) [Error: ________; Correction: ________;]<\/p>\n\n\n\n

                                facial expressions to convey they’re (e) [Error: ________; Correction: ________;]<\/p>\n\n\n\n

                                emotions instead of relying only (f) [Error: ________; Correction: ________;]<\/p>\n\n\n\n

                                on spoken words.<\/p>\n\n\n\n

                                Answers: <\/strong><\/p>\n\n\n\n

                                a) Should, Should<\/p>\n\n\n\n

                                b) Diverse, Diverse<\/p>\n\n\n\n

                                c) Adopt, Adopting<\/p>\n\n\n\n

                                d) They’re, Their<\/p>\n\n\n\n

                                e) No error<\/p>\n\n\n\n

                                f) Only, Solely<\/p>\n\n\n\n

                                Omission Exercises<\/span><\/h3>\n\n\n\n

                                The following paragraph requires omission. There is a word that is missing in each line. Identify the place where you need to insert the word and write the both left and right side words where you need to put the word to complete it sense.<\/p>\n\n\n\n

                                Aryabhatta was born (1)<\/p>\n\n\n\n

                                Tamil Nadu. Soon his (2)<\/p>\n\n\n\n

                                family moved  Visakhapatnam at (3)<\/p>\n\n\n\n

                                Andhra Pradesh  Aryabhatta pursued (4)<\/p>\n\n\n\n

                                his education Chennai Presidency College. (5<\/p>\n\n\n\n

                                Answers: <\/strong><\/p>\n\n\n\n

                                Born in Tamil Naidu<\/p>\n\n\n\n

                                Moved to Visakhapatnam<\/p>\n\n\n\n

                                Andhra Pradesh and Aryabhatta.<\/p>\n\n\n\n

                                Education in Chennai<\/p>\n\n\n\n

                                Sentence Reordering Exercises<\/span><\/h3>\n\n\n\n

                                Rearrange the following words\/phrases to create a meaningful sentence.<\/p>\n\n\n\n

                                  \n
                                1. the charm of ancient books\/ The old bookstore\/ musty smell\/had a\/filled with <\/li>\n\n\n\n
                                2. In the cozy corner\/ a dim lamp flickered\/ casting a warm glow on the worn-out armchair.<\/li>\n\n\n\n
                                3. Does as the rain poured outside\/ the protagonist delved \/into the intriguing plot of the mystery novel.<\/li>\n<\/ol>\n\n\n\n

                                  Answers: <\/strong><\/p>\n\n\n\n

                                    \n
                                  1. Filled with the charm of ancient books, the old bookstore had a musty smell.<\/li>\n\n\n\n
                                  2. Casting a warm glow on the worn-out armchair, a dim lamp flickered in the cozy corner.<\/li>\n\n\n\n
                                  3. Delving into the intriguing plot of the mystery novel, the protagonist does so as the rain pours outside.<\/li>\n<\/ol>\n\n\n\n

                                    Sentence Transformation Exercises<\/span><\/h3>\n\n\n\n

                                    Read the conversation given below and complete the paragraph that follows: <\/p>\n\n\n\n

                                    Teacher: Why did you miss the class yesterday?<\/p>\n\n\n\n

                                    Student: I missed the class because I had a family emergency.<\/p>\n\n\n\n

                                    Teacher: How do you plan to catch up on the missed lessons?<\/p>\n\n\n\n

                                    Student: I plan to ask my classmates for notes and work extra hard to understand the material.<\/p>\n\n\n\n

                                    The teacher inquired (a)\u2026\u2026\u2026\u2026. The student responded (b)\u2026\u2026\u2026\u2026\u2026. The teacher, concerned about the missed lessons, asked (c)\u2026\u2026\u2026\u2026 The student replied that he (d)\u2026\u2026\u2026\u2026.<\/p>\n\n\n\n

                                    Answers:<\/strong><\/p>\n\n\n\n

                                    (a) why he had missed the class the previous day.<\/p>\n\n\n\n

                                    (b) that he had missed the class because he had a family emergency.<\/p>\n\n\n\n

                                    (c) how he planned to catch up on the missed lessons.<\/p>\n\n\n\n

                                    (d) planned to ask his classmates for notes and work extra hard to understand the material.<\/p>\n\n\n\n

                                    To advance your grammar knowledge and read more informative blogs, check out our Learn English<\/strong><\/a> page and don\u2019t forget to follow Leverage Edu<\/strong><\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"Grammar is the soul of the English Language. 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