Assignment No.

# 2
Q.1
(i). Identification & structure of Indefinite tenses
For Present indefinite Tense:-
Identification:
The simple present is a verb tense with two main uses. We use the simple present tense when an
action is happening right now, or when it happens regularly (or unceasingly, which is why it’s
sometimes called present indefinite). Depending on the person, the simple present tense is
formed by using the root form or by adding -s or -es to the end.
The other is to talk about habitual actions or occurrences.
For repeated or regular actions in the present time period.

For Universal Facts

For habits.
For things that are always / generally true.

Structure:

For a few verbs, the third-person singular ends with -es instead of -s. Typically, these are verbs
whose root form ends in o, ch, sh, th, ss, gh, or z.

WH Question sentences
What / When Do / Does + Subject + V1 + Object+ ?

For Past Indefinite Tense:-

Identification:
Time which has passed away and become past. An action which has happened in past relates to Past Tense.
It is used to express an action that is just completed or just happened, normally a short time before speaking.
Time of action is not specified but it makes a sense that action is just completed
Structure:

For Future Indefinite Tense :-

Identification:
It is used to express an action which has not occurred/happened yet and will
occur/happen after sometime in future. e.g. Anu will take bath after half an hour. In
this example, the action of the sentence 'to take bath' will happen in future or after
speaking the sentence.
Structure:

(ii). Identification & structure of continuous tenses

Present continuous Tense

Identification:
Structure:

Past continuous Tense

Identification:

Structure:
Future continuous Tense
Identification:

Structure:

Q.2
Check book-1
Q.3 Write ten active voice and change them into passive voice
Q.4 Write a paragraph on: early Childhood Education
in Pakistan
Education is a systematic process of establishing the pillar of the society. It plays a
very important role in the progress of any country around the
world. Early Childhood Education (ECE) is a branch of education theory which
relates to the teaching of young children (formally and informally) up till the age of
about eight years. Its time of remarkable brain growth, these years lay the
foundation for subsequent learning and development. People in the 6th largest
country of the world are unable to get the basic education.
Various researches have proved that first few years of life are particularly important
for the development of the child. Development of all domains and learning occur
faster in these years than that of any other part of the life. The main challenging to
the implementation of ECE in Pakistan is that the negative impact of limited access
to education and its poor quality is disproportionately born by poor and
marginalised children as well as families surviving in poverty tend to focus on
keeping fed; rather than education. Other developmental domains such as psycho-
social, emotional and physical skill are mostly neglected. Same as, early years are
significantly important for cognitive abilities and the development of the brain
capacity of a child as well.
Pre-school and child care centers play very important role in promoting the social
and intellectual development of children. Moreover,
through early childhood education child can easily develop his interpersonal skills
through his interaction and the particular environment.
The most striking feature of Pakistan’s primary education system is its inherent
inequalities. The ratio of gender discrimination is a cause which is projecting the
primary school ratio of boys & girls which is 10:4 respectively. For the last few
years there has been an increase in the growth of private schools that not only harms
the quality of education but creates a gap among haves and have-not.
The educational system of Pakistan is based on unequal lines. Medium
of education is different in both, public and private sectors. This creates a sort of
disparity among people, dividing them into two segments. One division is on the
basis of English-medium language while the other is Urdu-medium language.
With a net primary enrolment rate of 57pc, there are an estimates 7 millions primary
aged children are out-of school, mostly due to non–existence of school (as some
live in remote or far-flung area), absence of teacher and/or learning material or
other reasons of the children who do not attend school, given that most (63pc) of
the population living in rural area in relatively modest condition, but do not
obtained quality education.
As a result of statistical analysis overall in Pakistan still over 27 million children
out of school, pre-primary age group (3-5 years) 50pc children of Punjab out of the
school, in Balochistan the ratio of out of school children is 78pc, in Sindh 61pc, in
KP 65pc children are still out of school. Overall literacy rate of Pakistan is 54pc in
which 66.25pc male and 41.74pc are female.
According the report of UNESCO in 2014, Pakistan has the second highest (after
Nigeria) population of out-of-school children in the world, with almost five and half
million school-aged children not accessing to school and 72pc of school-aged
children enroll in school. This is an improvement compared to two decades ago,
when only 58pc of children enrolled in school. One of key goals of
the Education For All deceleration is for countries to achieve a primary enrollment
target of at least 95pc by 2015. While Pakistan is rated as very far from target (with
an enrollment rate below 80pc), it is also rated as having relatively strong progress
over the last two decades.(UNESCO, 2014)
Research has shown that if the healthy environment is provided to the children, they
can learn at faster pace. Teachers play important role in the whole process. They
must be familiarise and should have sound qualification to fulfill learning needs of
children. If teachers are familiarised with the principles of love, kindness and care,
they can easily teach students at primary level with the help of different pedagogies.
However, professionally more trained people can educate the people to build a good
nation. The allocation of funds for education is very low. It is only 1.5 to 2.0
percent of the total GDP. It should be around 7pc of the total GDP. We should
follow the example of Malaysian government which earmarks about 35 percent of
its GDP to education sector. We need to push for greater public investment
in education in Pakistan.
 Q.5 write rules for changing direct speech into indirect
speech.

Quoting the exact words of the speeker is called “The Direct Speech”.
David said, “I am writing a letter now”.
Reporting of what a speaker said without quoting his exact words is called ‘Indirect Speech’.
David said that he was writing a letter then.
Direct Speech - Indirect Speech

Now - then

Here - there

here after - there after

This - that

These - those

Ago - before

Thus - so

to-day - that day

to-night - that night

last night - the previous night

the day before (or)

yesterday -
the previous day

the next day (or)

Tomorrow -
the following day

the week before (or)

last week -
the previous week

the week after (or)

next week -
the following week

the month before (or)

last month -
the previous month

next month - a month after

Hither - thither
 Hence - thence

 If the reporting verb is in the Present or Future tense (e.g., say, will say) there is no change in the tense of the
verb in the Indirect speech.
Antony says, “I eat a mango”. (D.S.)
Antony says, that he eats a mango”. (I.S.)

 If Reporting Verb is in the Past Tense. the tense of the verbs in the reported speech or Indirect Speech must be
generally changed.
1. Present Tense in the Direct becomes p.ast tense.
Johnsi said, “I write a letter”. (D.S)
Johnsi said that she wrote a letter. (I.S)

2. Past Tense in the direct becomes past perfect or remains unchanged.

Angel said, “I brought a pen yesterday”. (D.S)
Angel said that she had bought a pen the day before. (I.S)

3. Present Continuous in the direct becomes past continuous.

John said, “I am going to church”. (D.S)
John said that he was going to church. (I.S)

4. Past Continuous in the direct becomes past perfect continuous.

Nelson said, “I was playing cricket”. (D.S)
Nelson said that he had been playing cricket. (I.S)

5. Present Perfect in the direct becomes past perfect.

Kamal said, “I have done my home work”. (D.S)
Nelson said that he had done his home work. (I.S)

6. Present Perfect Continuous in the direct becomes past perfect continuous.

He said, “I have been reading a novel”. (D.S)
He said that he had been reading a novel. (I.S)

7. ‘Will’ and ‘Shall’ are changed to ‘would’.

He said, “I will go to London tomorrow”. (D.S)
He said that he would go to London the next day. (I.S)

8.
may - Might

can - Could

must - had to (or) must

Johnsi said, “I must go now”. (D.S)

Johnsi said that she must (or) had to go then. (I.S)

Exception to the above rule:

If the direct speech contains the Universal Truth, the tense of the direct speech remains unchanged even if the
reporting verb is in the past.

The teacher said, “The sun rises in the East”. (D.S)

The teacher said that the sun rises in the East. (I.S)
 Statement (or) Assertive Sentence
Rules :
 Remove the quotation marks in the statement
 Use the conjuction ‘that’
 Change the reporting verb ‘say to’ into ‘tell’
 Change the reporting verb ‘said to’ into ‘told’
Note :

 He said that (correct)

 He told me that (correct)
 He told that (Incorrect)
“I will work hard to get first class” said Lazar (D.S.)
Lazar said he would work hard to get first class. (I.S.)

Imperative Sentence (Order or Request)

Rules :
 Remove the quotation mark in an Imperative sentence.
 Use ‘to’ if it is an affirmative sentence. (without don‘t)
 Use ‘not to’ if the sentence begins without Don‘t.
 Don‘t use ‘that’
 Omit the word ‘please’. Use the word ‘request’ instead of ‘say’.
 If the direct speech contains a request or a command, the reporting verb (say, said) change to tell, request, order,
command etc. In its correct tense.
“Don‘t talk in the class” said the teacher to the boys. (D.S.)
The teacher advised the boys not to talk in the class. (I.S.)

Interrogative Sentence (Questions)

Rules :
 Remove the quotation marks and question mark in the interrogative sentence.
 Use ‘if’ or ‘whether’ if the sentence inside the quotation marks begins with a helping verb (Auxiliary verb).
 Use the given interrogative word (what, when, where, why, who, whom, whose, which, now etc.) if it does not
begin with the helping verb.
 Don‘t use ‘that’
 Changing the reporting verb (say, said) into ‘ask’ or ‘enquire’ in its correct tense.
 Omit helping verb like ‘do, does, did’. But don’t omit them when they are with ‘not’.
1. “Won’t you help me to caary this box?” said I to my friend. (D.S.)
I asked my friend if he would not help me to carry that box. (I.S.)

Exclamatory Sentence
Rules :
 Change the exclamatory sentence into satement or Assertive
 Remove the quotation marks and exclamatory mark.
 Use the conjunction ‘that’
 Omit the interjections such as Oh, O, Alas, how, what, hurrah.
 Add the word ‘very’ to the adjective or adverb if necessary.
 If the verb is not given, use ‘Be’ form verb (is, was, are, were, am) in its correct tense according to the subject.
 Change the reporting verb (say, said) to ‘exclaim joyfully’
 Use ‘exclaim’ sorrowfully for sorrowful incidents.
“O, what a beautiful flower that is!” said she. (D.S.)
She exclaimed joyfully that that was a very beautiful flower. (I.S.)