Unit I: English in Use-II
note:-chapter ko click krne par chapter pura khul jayega
Unit-VI:
Poem: The Flower — Alfred Tennyson click here
Prose: The Kitemaker — Ruskin Bond click here
Unit-VII:
Unit-VIII:
Unit II: Writing Skills
A. Writing a Film Review
What is a Film Review?
A film review is a short piece of writing in which you describe a movie and give your opinion about it. The purpose is to help readers decide whether they should watch the film or not. A good film review is honest, clear, and well‑organised, and it focuses on the story, characters, and technical aspects like acting, music, and direction.
Basic Structure of a Film Review
Most film reviews follow this simple structure:
Introduction
Mention the film’s title, director, main actors, release year, and genre (comedy, drama, horror, etc.).
Give a one‑sentence general idea of the film and your first impression.
Summary of the Story (Plot)
Tell the story briefly, but do not spoil the ending.
Focus on the main character and central conflict (problem).
Keep this paragraph short and clear.
Body Paragraphs (Analysis)
Usually 2–3 paragraphs where you discuss:Acting: How good are the performances? Which actors stand out?
Story and Pacing: Is the story interesting and easy to follow?
Technical aspects: Direction, music, cinematography, editing, costumes, or special effects.
Message or Theme: What message does the film try to give?
Your Opinion and Recommendation
Give your overall opinion: Did you like it or not? Why?
Say who you think would enjoy the film (for example, “This is a good film for teenagers who like action movies”).
You can also give a simple rating (for example, 3 out of 5 stars).
Tips for Writing a Good Film Review
Watch the film carefully and take short notes on important scenes, characters, and music.
Use simple, clear language; avoid very long sentences.
Be honest but polite; you can criticise a film, but explain your reasons.
Do not summarise the whole film; focus on the main points and your opinion.
Add a title for your review, such as “An Exciting and Emotional Ride” or “A Thought‑Provoking Drama”.
Example format in points (for students to follow in exams):
Title of the review (optional but helpful)
Intro: Film’s name, director, type, year, and your first line of opinion.
One short paragraph about the story (no ending).
Paragraph about acting and characters.
Paragraph about direction, music, visuals, or message.
Final paragraph: overall opinion and recommendation.
What is a Book Review?
A book review is a short piece of writing in which you introduce a book and then share your opinion about it. The main purpose is to help other readers decide whether they should read the book or not. A good book review is honest, clear, and well‑organised. It tells something about the story but does not spoil the ending.
Basic Structure of a Book Review
Most book reviews follow this simple structure:
Introduction
Write the title of the book, the author’s name, the year of publication, and the genre (for example, fiction, thriller, biography).
In one sentence, say what the book is about and give your first opinion (for example, “This is an exciting and emotional story”).
Summary of the Book (Plot + Characters)
Briefly explain the main story and introduce the main character(s).
Mention the setting and the main problem or conflict.
Do not tell the ending; keep the story mysterious for new readers.
Body Paragraphs (Analysis)
Write 2–3 paragraphs in which you discuss:Characters: Are they interesting and realistic? Which one do you like most?
Story and Language: Is the plot clear and easy to follow? Is the writing simple or difficult?
Theme and Message: What message does the book give (for example, friendship, courage, honesty)?
Strengths and Weaknesses: What did you like most? What part was less interesting or confusing?
Your Opinion and Recommendation
Give your overall opinion: Did you enjoy the book? Why or why not?
Say who might enjoy it (for example, “This book is good for students who like adventure stories”).
You can add a simple rating, such as 3 out of 5 stars.
Tips for Writing a Good Book Review
Read the book carefully and make short notes about the main events, characters, and message.
Use clear, simple language and short paragraphs.
Be honest but polite; you can say you did not like it, but explain why.
Avoid long summaries; keep the summary short and focus more on your opinion and analysis.
Use examples from the book to support your points (for example, “The character felt brave when he faced the problem alone”).
Add a title to your review, such as “A Powerful Story About Friendship” or “An Exciting Adventure You Should Not Miss.”
What is an Editorial?
An editorial is a short piece of opinion writing, usually published in a newspaper or school magazine. It is written from the editor’s point of view on a current social, political, or educational issue. The main purpose is to explain the problem, express an opinion, and suggest solutions to the readers.
An editorial is not just a news report. It combines facts with the writer’s judgement and attitude toward the issue. It should be clear, logical, and persuasive, so that readers can understand the problem and feel encouraged to act.
Basic Structure of an Editorial
Most editorials follow this structure:
Headline (Title)
A short, clear title that shows the topic (for example, “Save Our Trees, Save Our City”).
Introduction
Briefly introduce the issue and why it is important.
End the first paragraph with a clear statement of your opinion (your stand).
Body (Main Arguments)
Write 2–4 paragraphs:Explain the problem: What is happening? Who is affected?
Give reasons and examples: Use facts, simple statistics, or real‑life situations.
Show different views (if needed): Acknowledge the opposite side, but then explain why you disagree.
Suggest solutions: What should the government, school, or public do?
Conclusion
Restate your main opinion in a stronger way.
End with a call to action (what readers can do).
Keep the tone firm but polite and hopeful.
Key Features of a Good Editorial
One clear central idea: Discuss only one main issue at a time (for example, exam‑stress, pollution, mobile‑phone use, or gender equality).
Balanced opinion: Present facts fairly, even when you oppose an idea.
Simple and clear language: Use short sentences and easy vocabulary.
Persuasive tone: Use words like should, must, needs to, to encourage change.
Current and relevant topic: Choose an issue that is topical and affects many people.
Tips for Writing an Editorial (for Students)
Choose a specific issue (not too big, like “World Peace”, but smaller, like “rise in exam stress among students”).
Start with a strong opening line (a question, a striking fact, or a short example) to catch the reader’s attention.
Use your own voice as the editor, not just copying newspaper language.
End with a positive message: show that the problem can be solved if people cooperate.
D. Story Writing
What is Story Writing?
Story writing means creating a short piece of imaginative writing in which you tell a complete narrative to the reader. A story usually has a beginning, middle, and end, and it includes characters, a setting, a problem, and a solution. In school, you are often asked to write a 100–300–word story with a given title or picture, and examiners look for clarity, creativity, and correct grammar.
Essential Elements of a Story
A good short story should have:
Title
A short, attractive title related to the theme (for example, “The Lost Mobile Phone,” “The Brave Girl,” or “A Surprise in the Exam Hall”).
Characters
At least one main character (protagonist), and sometimes an opponent or problem (antagonist or situation).
Show their feelings and actions through simple description and dialogue.
Setting (time and place)
Where the story happens (school, village, city, forest, etc.) and when (morning, exam time, festival, night, etc.).
Plot (events)
A clear sequence of events:
Beginning: Introduce character and setting.
Middle: A problem or conflict appears.
End: The problem is solved or the story concludes with a message.
Conflict
The main problem (examination fear, losing something, helping someone, overcoming fear of water, etc.) that keeps the reader interested.
Theme / Message
A small lesson or moral, such as honesty, bravery, friendship, helping others, or the value of hard work.
Structure of a Short Story (for Exams)
For a 150–250‑word story, you can follow this pattern:
Paragraph 1 – Beginning
Introduce the main character and setting.
End with a hint of the upcoming problem (for example, “Everything was going well until one day…”).
Paragraph 2 – Middle
Describe the main problem or event.
Show the character’s feelings and actions (fear, bravery, confusion, decision).
Paragraph 3 – Ending
Show how the problem is solved or what the character learns.
End with a clear closing line or message (for example, “From that day, she never looked at exams as a fear but as a chance to show her hard work”).
Tips for Writing a Good Story
Use simple language and short sentences; avoid too many big words.
Show, don’t just tell: Instead of “She was very brave,” write “She ran into the smoke to save the child, even though she was trembling.”
Use a little dialogue to make the story lively (for example, “‘Don’t worry,’ he said, ‘I will help you.’”).
Stick to one main idea: Don’t mix too many problems; focus on one clear event.
Check grammar and spelling before you finish.
End with a neat conclusion: A smile, a lesson, or a small surprise makes the story memorable.
Unit III: Reading Comprehension
A. Unseen Passage (MCQ-Based)
B. Vocabulary
Unit IV: CV Writing
A chronological CV (also called a chronological resume) is the most common and traditional format of CV. It focuses on your work experience, listed in reverse‑chronological order—that is, your most recent job first, then the next‑most‑recent, and so on.
What is a Chronological CV?
A chronological CV highlights your career progression and professional growth over time. It is especially useful for:
People who have several years of work experience.
Applicants whose jobs are related to the job they are applying for.
Those who want to show a clear, continuous career path.
In this format, the “Work Experience” section is the main part, placed at the top (after your contact details and professional summary).
Basic Structure of a Chronological CV
Personal Details / Contact Information
Your full name
Phone number
Email address
City / address (optional)
Link to LinkedIn or portfolio (optional)
Professional Summary / Career Objective (2–3 lines)
A short paragraph about your experience, skills, and what kind of job you want.
Example: “A dedicated English teacher with five years of experience in CBSE schools, looking for a similar teaching role that values student‑centred learning.”
Work Experience (reverse‑chronological order)
Start with your current or most recent job and go backward.
For each job, include:
Job title
Company name
Location (city, country)
Dates of employment (month and year)
3–5 bullet points about your responsibilities and achievements.
Use action verbs (e.g., taught, managed, designed, organised, improved).
Education
List qualifications in reverse‑chronological order (highest or most recent first).
Include:
Degree / qualification
Name of institution
Year of passing (or “present” if ongoing).
Skills
Hard skills (for example: English grammar, MS Word, PowerPoint, basic computer skills).
Soft skills (for example: communication, teamwork, time management, leadership).
Certifications / Extra‑Curricular / Other Sections (optional)
Any extra certificates (online courses, workshops).
Voluntary work or projects.
Features of a Good Chronological CV
Clear timeline: The employer can easily see how your career has progressed.
Relevant experience first: Most recent and important jobs are at the top.
Short and clean format: Use simple language, bullet points, and enough white space.
No personal details beyond basics: Avoid age, marital status, photo (unless required by the country).
A functional CV (also called a skills‑based CV) is a format that focuses on your skills and abilities rather than on your work history. In this type of CV, jobs are listed in a shorter, less detailed way, and the main part of the CV is grouped around skill areas such as communication, leadership, teamwork, computer skills, etc.
What is a Functional CV?
A functional CV is useful for:
People who want to change their field or career (for example, moving from teaching to content creation).
Candidates with gaps in employment or irregular job history.
Freshers or students who have few jobs but strong skills from projects, courses, or extra‑curricular activities.
Instead of showing “where you have worked,” a functional CV shows what you can do and how your skills match the job you are applying for.
Structure of a Functional CV
Contact Information
Name, phone number, email, city (and LinkedIn/portfolio link if needed).
Personal Profile / Objective (2–3 lines)
A short statement about your skills, experience level, and the type of job you want.
Example: “A skilled communicator with strong writing and teaching experience, seeking a role in education content development.”
Key Skills / Skill Areas (Main Part)
Group related skills into clear headings, for example:
Communication Skills
Teaching / Training Skills
Computer / Digital Skills
Leadership / Teamwork Skills
Under each heading, write 2–4 bullet points with short examples:
“Created lesson plans and simple video scripts for students.”
“Used MS Word and PowerPoint to design notes and presentations.”
Education
List your degrees/qualifications in reverse‑chronological order (highest or most recent first).
Include: institution name, qualification, and year of passing (or “present” if ongoing).
Certifications / Courses / Extra Sections (optional)
Online courses, workshops, certificates, or major projects.
Work Experience (brief, at the end)
In a functional CV, work experience is short and simple—usually just:
Job title
Organisation name
Location and year (no need for long descriptions).
This section supports the skills you listed earlier.
Features of a Functional CV
Skills come first: The main focus is on what you can do, not on your job titles or dates.
Less focus on dates: Employment gaps are less visible, which helps career changers or people with irregular work history.
Highlights transferable skills: Skills from different jobs, projects, or studies are combined under one skill heading.
Flexible and modern: It can include paid work, unpaid work, projects, and online learning, all under one skill area.
Precis writing means writing a short and clear summary of a given passage in your own words. The main purpose is to condense a long text into a much shorter one while keeping all the important ideas and the main message of the original.
In school and exam questions, you are usually given a unseen passage (for example, 300–400 words), and you must write a precis of about one‑third its length (roughly 100–150 words). You must not change the meaning of the passage, and you must not add your own opinion.
Main Rules of Precis Writing
Read the passage carefully
Read the whole passage at least twice and understand the main idea and tone.
Find the main idea and key points
Underline or mentally note the central theme and 4–6 main supporting points.
Use simple and concise language
Use short, clear sentences.
Remove unnecessary words, repetition, and extra examples.
Write in your own words (no copying)
Do not copy long phrases from the passage; rephrase them yourself.
Keep it short and structured
A precis is usually 100–150 words, depending on the original length.
Write it as one continuous paragraph (no bullet points or headings).
Use third person and past tense (usually)
Avoid “I think,” “I feel,” etc.
If the passage talks about past events, use past tense.
Do not add opinions or questions
Do not write your own comments, criticism, or questions in the precis.
Check word limit and grammar
Count the words and make sure the precis is about one‑third the length of the original.
Correct grammar, spelling, and punctuation before finishing.
Step‑by‑Step Procedure (for students and exam practice)
Step 1: Read the passage fully
Understand the topic, main argument, and tone.
Step 2: Mark key sentences and ideas
Highlight the main idea and 4–6 important points.
Step 3: Make a rough outline
Write the main idea + key points in 4–6 short lines.
Step 4: Write the precis
Combine the key points into one paragraph in your own words.
Keep the order logical and clear.
Step 5: Edit and shorten
Remove extra words, repetition, and less important details.
Check that the main message is still clear.
Unit V: Grammar
1. Statements (Declarative Sentences)
Rule:
“said that” ya “told me that” use karo.
Tense back karo.
Pronoun / time words change karo.
Examples (Direct → Reported):
She said, “I am happy.”
→ She said that she was happy.He said, “I like tea.”
→ He said that he liked tea.They said, “We are coming soon.”
→ They said that they were coming soon.Rita said, “I have finished my homework.”
→ Rita said that she had finished her homework.He said, “I will go to school tomorrow.”
→ He said that he would go to school the next day.The teacher said, “You are very hardworking.”
→ The teacher told me that I was very hardworking.She said, “I am going to the market now.”
→ She said that she was going to the market then.
2. Yes–No Questions (Do/Does/Did, Can, Will, etc.)
Rule:
“if” ya “whether” use karo.
Tense back karo.
Question structure nahi rahega (statement‑like ho jayega).
Examples:
He said, “Do you like apples?”
→ He asked me if I liked apples.She said, “Can you help me?”
→ She asked me if I could help her.They said, “Are you tired?”
→ They asked me if I was tired.The teacher said, “Have you done your homework?”
→ The teacher asked me if I had done my homework.My mother said, “Will you come home early?”
→ My mother asked me if I would come home early.
3. Wh‑ Questions (Who, What, Where, When, Why, How)
Rule:
Wh‑ word (jaise who, what, where) wahi rahega.
Tense back karo.
Question sign (?) nahi likhna.
Examples:
She said, “Where do you live?”
→ She asked me where I lived.He said, “What is your name?”
→ He asked me what my name was.She asked, “When did you start school?”
→ She asked me when I had started school.The teacher said, “Why are you late?”
→ The teacher asked me why I was late.He said, “How did you come here?”
→ He asked me how I had come there.My friend said, “Who told you this?”
→ My friend asked me who had told me that.
4. Commands / Requests (Imperatives)
Rule:
Reporting verb: told, asked, ordered, requested, warned, advised.
“to” + base verb
“Don’t” → not to + base verb
Examples:
Mother said, “Sit down.”
→ Mother told me to sit down.Teacher said, “Open your books.”
→ The teacher told us to open our books.He said, “Don’t laugh.”
→ He told me not to laugh.The guard said, “Don’t enter this room.”
→ The guard told them not to enter that room.Father said, “Please help your mother.”
→ Father asked me to help my mother.The doctor said, “Take this medicine regularly.”
→ The doctor advised me to take that medicine regularly.
5. Exclamations (Emotions, Surprises, Hopes)
Rule:
“exclaimed, cried, shouted” + that
Tense back karo.
Exclamation mark (?) nahi likho.
Examples:
She said, “What a beautiful day!”
→ She exclaimed that it was a beautiful day.He said, “I am so happy!”
→ He exclaimed that he was very happy.They said, “How wonderful!”
→ They exclaimed that it was wonderful.The children said, “We are excited!”
→ The children exclaimed that they were excited.He said, “I wish I could go with you.”
→ He said that he wished he could go with me.She said, “I am so angry!”
→ She said that she was very angry.
6. Time / Place / Pronoun Change Examples
He said, “I will come here tomorrow.”
→ He said that he would go there the next day.She said, “I saw him yesterday.”
→ She said that she had seen him the day before.They said, “We are doing this now.”
→ They said that they were doing that then.The boy said, “These shoes are mine.”
→ The boy said that those shoes were his.
Punctuation – Exam ke liye simple examples
Neeche sirf examples diye gaye hain, taki aap punctuation rules ko aasani se samajh sako. Har rule ke se saath 2–3 examples.
1. Full stop / Period (.)
Use:
Sentence complete karne ke liye
Abbreviations (Mr., Dr., etc.)
Examples:
She is a student.
The train arrived at 5 p.m.
Mr. Sharma teaches English.
2. Comma (,)
Use:
List banana, clause jodna, pause dena
Examples:
I bought apples, bananas, and oranges.
If you study hard, you will succeed.
Ravi, please open the window.
3. Question Mark (?)
Use:
Direct questions ke end me
Examples:
Where are you going?
Do you like tea?
Can I help you?
4. Exclamation Mark (!)
Use:
Strong feelings, surprise, anger, joy
Examples:
What a beautiful day!
Stop shouting!
Congratulations! You passed the exam!
5. Colon (:)
Use:
Explanation, list, quote introduce karne ke liye
Examples:
Please bring the following things: pen, notebook, and water bottle.
He said: “I will come tomorrow.”
There are two reasons: lack of practice and fear of failure.
6. Semicolon (;)
Use:
Close‑related independent clauses ko jodne ke liye
Examples:
She studies hard; she always gets good marks.
I like tea; my brother prefers coffee.
It was raining; we stayed at home.
7. Quotation Marks (“ ”)
Use:
Direct speech ya quote ke liye
Examples:
She said, “I am tired.”
He shouted, “Wait for me!”
The teacher wrote on the board: “Success comes to those who try.”
8. Apostrophe (’)
Use:
Possession (
s) ya contraction (isn’t, don’t, etc.)
Examples:
Rita’s book is on the table.
Children’s toys are in the box.
She doesn’t like coffee.
They won’t come today.
9. Hyphen (–)
Use:
Compound words, numbers
Examples:
She is a well‑known writer.
Read the twenty‑five-page story.
He is a twenty‑year‑old boy.
10. Parentheses ( )
Use:
Extra information, side comment
Examples:
My brother (who lives in Delhi) will come this weekend.
The exam will be held next week (on Monday).
11. Dash (—)
Use:
Sudden break, strong pause, extra detail
Examples:
She was about to speak—then she changed her mind.
This is my favourite subject—English.
Simple, Compound & Complex Sentences
Simple, Compound & Complex Sentences – Exam ke liye examples
Neeche sirf examples diye gaye hain, taki aap types ko aasani se samajh sako.
1. Simple Sentence (एक independent clause)
Ek hi subject + ek hi predicate, ek hi thought.
Examples:
Ravi plays football.
The sun rises in the east.
She writes a letter.
They went to school.
The baby is sleeping.
2. Compound Sentence (दो या ज़्यादा independent clauses)
Do या ज़्यादा poore sentences, conjunction (and, but, or, so, yet) se jode gaye.
Examples:
She went to school and her brother stayed at home.
He is poor but he is honest.
You can go now or you can stay for dinner.
It was raining, so we stayed indoors.
He worked hard, yet he failed.
I like tea and my friend likes coffee.
She studied well, so she passed the exam.
3. Complex Sentence (एक independent + एक या ज़्यादा dependent clause)
Ek complete sentence + ek incomplete clause (which, that, who, because, if, when, etc.).
Examples:
I know the girl who is standing there.
She succeeded because she worked hard.
He went to school when the bell rang.
The man who lives next door is a teacher.
If it rains, we will cancel the picnic.
She felt tired after she finished her work.
The boy whom you met is my cousin.
Although it was late, he continued working.
I will call you when I reach home.
This is the book that my teacher gave me.
Clause Analysis: Co-ordinate Clauses & Subordinate Clauses
1. Co‑ordinate Clauses (जो 2 bachhon se jude hote hain)
Dono clauses independent hote hain; unko conjunctions (and, but, or, so, yet, for, nor) se joda jata hai.
Examples:
She went to school and her brother stayed at home.
He is poor but he is honest.
You can go now or you can stay for dinner.
It was raining, so we stayed indoors.
He worked hard, yet he failed.
I helped him and he thanked me.
You must study regularly or you will not pass.
I was tired, so I went to bed early.
Har sentence me do independent clauses (co‑ordinate clauses) conjunction se jude hain.
2. Subordinate Clauses (जो incomplete lagte hain)
Subordinate clause complete nahi hota; yeh depend karta hai independent clause par.
Subordinate clause usually se shuru hota hai: who, which, that, because, since, if, when, while, though, although, until, as, after, etc.
Examples (subordinate clause underlined):
I know the girl who is standing there.
She succeeded because she worked hard.
He went to school when the bell rang.
The man who lives next door is a teacher.
If it rains, we will cancel the picnic.
He stayed indoors after the match ended.
Although it was late, he continued working.
This is the book that my teacher gave me.
You cannot go out until you finish your homework.
I will call you when I reach home.
Har example me:
Independent clause = poora sentence jo akela bhi stand kar sakta hai.
Subordinate clause = jo "@" (because, who, if, when, etc.) se shuru hota hai, incomplete aur depend karta hai.
Translation from English to Hindi – Only Examples (Exam ke liye)
1. Simple Sentences
I am a student.
→ मैं एक छात्र हूँ।She is reading a book.
→ वह एक किताब पढ़ रही है।He goes to school.
→ वह स्कूल जाता है।We play cricket.
→ हम क्रिकेट खेलते हैं।They are happy.
→ वे खुश हैं।
2. Tense Examples (Present, Past, Future)
She writes a letter.
→ वह एक पत्र लिखती है।He wrote a letter.
→ उसने एक पत्र लिखा।She will write a letter.
→ वह एक पत्र लिखेगी।They are watching TV.
→ वे टीवी देख रहे हैं।He was watching TV.
→ वह टीवी देख रहा था।
3. “To be” Verbs with Articles (a / an / the)
This is a book.
→ यह एक किताब है।This is an apple.
→ यह एक सेब है।That is the school.
→ वह वही स्कूल है।She is an honest girl.
→ वह ईमानदार लड़की है।
4. Questions (English → Hindi)
What is your name?
→ आपका नाम क्या है?Where do you live?
→ तुम कहाँ रहते हो?How are you?
→ आप कैसे हैं?Why are you sad?
→ तुम दुखी क्यों हो?
5. Negative Sentences
I do not like tea.
→ मुझे चाय पसंद नहीं है।He is not at home.
→ वह घर पर नहीं है।She did not go to school.
→ उसने स्कूल नहीं जाया।
6. Compound / Complex Type (Simple Translation)
He is poor but he is honest.
→ वह गरीब है, पर ईमानदार है।I know the girl who is standing there.
→ मुझे वह लड़की जानती है जो वहाँ खड़ी है।If it rains, we will stay at home.
→ अगर बारिश होती है, तो हम घर पर रहेंगे।
Neeche sirf textbook‑based grammar examples diye gaye hain, taki aap exam pattern ke hisaab se samajh sako.
1. Tenses (Textbook Examples)
She goes to school every day.
She went to school yesterday.
She will go to school tomorrow.
They are reading a lesson now.
We had finished our work before he came.
2. Articles (a / an / the)
He is a student.
This is an apple.
The sun rises in the east.
She is an honest girl.
The dog is barking.
3. Nouns & Articles (School style)
There is a pen on the table.
These are my books.
He has a ball and a bat.
She bought some milk and some bread.
4. Prepositions
The book is on the table.
The cat is under the chair.
We will go to school by bus.
She is waiting for her friend.
We will play after lunch.
5. Reported Speech (Textbook Type)
She said, “I am happy.”
→ She said that she was happy.He said, “Do you like tea?”
→ He asked me if I liked tea.The teacher said, “Open your books.”
→ The teacher told us to open our books.
6. Simple / Compound / Complex (Textbook Sentences)
She likes mangoes. (Simple)
He is poor but he is honest. (Compound)
I know the girl who is standing there. (Complex)
She worked hard, so she passed the exam. (Compound)
The boy who lives next door is my friend. (Complex)
7. Active & Passive (Textbook Style)
She writes a letter. (Active)
→ A letter is written by her. (Passive)They built the house.
→ The house was built by them.
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