1 E-LEARNING AND TEACHER EDUCATION.

TEACHERS GUIDE

Subject: English

Unit: 5

Target group: S.1

Topic: Verb Patterns

Introduction:

In this unit, one aspect of language use and variation (i.e. the ways in which mainverbs link with and determine the forms of other verbs in sentences) is demonstrated.Verb patterns are the collective and particular ways in which verbs relate to and affectone another in sentences and determine sentence structures. This is a dynamic processand in each subtopic of the unit particular main verbs are used to generate sentencesbased on the particular verb forms with which they conform.

There are six basic verb patterns in English. Within each of these are variations inusage. The five subtopics cut across all the six patterns and within each subtopic, thekey variations are covered. Each is exemplified by a particular sentence structurewhich is introduced at the beginning of the subtopic (under main content andconcepts). Thus, in the end, all the six basic verb patterns are demonstrated in use bythe end of the entire unit. It should be clarified that the focus throughout is on the verbpatterns formed from the way verbs affect one another, but not how sentence patternsare formed. Parts of sentences like subject or object are merely used to illustratehow verbs are linked to one another.

Sub-topics:1. Developing communicative ability through using verb patterns in sentences

with the to-infinitive and plain infinitive.

22. Developing communicative ability through using verb patterns in sentenceswith the gerund (i.e. -ing) form and the to-infinitive.

3. Developing communicative ability through using verb patterns in sentenceswith the present participle and past participle.

4. Developing communicative ability through using verb patterns in sentenceswith interrogative sub-clauses and interrogatives combined with the to -infinitive.

Brief description of topic.Verbs constitute an important and dominant body of words in communication. Theiruse in various tenses in different contexts has been demonstrated and illustrated in allthe preceding units. In this unit, how selected verbs determine the formation ofsentence structures is demonstrated through using them in a variety of verb patternsand sentences. The aim is to widen the students repertoire of language use, equipthem further with the knowledge and understanding of the function of verbs andenable them to use the verbs actively in speech and writing.

Main content and concepts:

1. Grammar practice:

The types of verb patterns dealt with range from using selected verbs followed byother verbs in the infinitive (both the to-infinitive and the plain infinitive); verbsfollowed by the gerund form (i.e. -ing); verbs followed by the present or pastparticiple; verbs followed by the that-clause; and verbs followed by interrogative subclauses or by interrogatives combined with the to-infinitive.

In each sub-topic, the use of each verb pattern outlined above is exemplified, based onthe typical sentence structure, which becomes the basis for pattern practice. Someverbs can occur or be used in different verb patterns with various meanings. Englishlearners will need to be helped to deal with problems arising from sorting out thevarious verb meanings as well as correct or appropriate usage in different verbpatterns. Example sentences will guide as models for practice and creative activities.

32. Main concepts:

Three main concepts that determine verb forms (and add to an understanding of verbpatterns) are to be borne in mind:

(a) Verbs and tense formation: depending on whether the verbs are regular orirregular, and how the past tense and the past participle are formedrespectively. The infinitive is the basic (simple) form of the verb (whetherit is a regular or an irregular verb).

(b) Verbs in the transitive or intransitive form: whether a particular verb maytake an object (transitive) or does not take an object (intransitive).

(c) Active and passive voice.Active verbs indicate that it is the subject of the sentence (e.g. He, theboys, Mr. Owino, etc) performing the action. When the subject is acted on,the verb is passive. E.g.: - The tree fell across the road (active).

- The tree was cut down by Mr. Owino (passive)

Subtopic 1: Developing communicative ability through using verb patterns inSentences with the to-infinitive and plain infinitive.

Brief description of subtopic:The infinitive form of the verb is the basic form of the verb (i.e. the form of a verbwithout reference to any changes according to its tense-e.g. sit, fall, walk). Theinfinitive has two main forms: the to-infinitive -e.g. to sit, to fall, to walk, where to

comes before the verb, and the plain infinitive e.g. let (something) go, make(someone) do something or see (someone) do something, where the main verb (let,make, see) is followed by an object (a person or thing). The to - infinitive can be usedwith or without an object. In the plain infinitive, an object is always expected after themain verb. These three aspects of the infinitive are dealt with.

4Main content and concepts:

(a) Subject + verb + to-infinitive (as object of the verb)

1 They refused to do the work2 We would like to go out

3 He prefers to watch football4 The

prefects

offered to resign

Varying the subject and object Varying the main verb and its tense

Varying the to-infinitive

Completing appropriately with the to-infinitive.

(b) Subject + verb + object + to- infinitive

1 She requested him to wait for her

2 We expect them to attend the show

3 The

herdsmanforced his cattle to drink the drug

4 Henry is advising Eboue to calm down

Varying the subject and object Varying the main verb and its tense

Varying the to-infinitive

Completing appropriately with the to-infinitive

(c) Subject + verb + object + plain infinitive.

1 The teacher let her go out

2 The boys father made him clean the walls

3 We heard the thief enter the house

4 Everybody saw the policeman Shoot the demonstrator.

5 Varying the subject and object. Varying the main verb and its tense

Varying the plain infinitive

Completing appropriately with the plain infinitive.

Activity 1: Making sentences.

(a) Make five sentences similar to those in the first table using any of the followingVerbs: try, want, intend, expect, promise, decide, agree, delay, hurry, and choose.

(b) Make five sentences similar to those in the second table using any of the followingVerbs: convince, urge, allow, warn, force, help, teach, encourage, persuade, and

watch.

(c) Make five sentences similar to those in the third table using any of the followingVerbs: feel, see, watch, let, help, make, notice, observe, catch, find.

Activity 2: Paragraph writing.

Write a paragraph describing how several groups of scouts went camping. They wereto go in pairs and camp around a large tented camp used for training scouts. One pairleft behind their cooking utensils where all the scouts had assembled before settingout. All the groups were to be awarded marks by their supervisor for their eveningactivities, including cooking their first meal. You can be sure that that evening the twoscouts got zero for cooking activities! Add your own details to the ideas sketched inthis introduction as you narrate what happened that evening. Include the sentencesgiven in the table below. You may re-arrange the order of the sentences in yourparagraph to give your story a logical order of events.

Give your paragraph the title: Not so prepared.

6The boys forgot to take their saucepans

Their rivals refused to lend them theirs

They expected to find spare ones

They promised to return it washed

Their friends offered to share their food instead

They hoped to borrow one of their pots.

Activity 3: Writing out sentences.

Write out in full sentences each of the group of words numbered 1 to 5 according tothe structure of each example sentence for (a) (b) and (c) below. To make full andcorrect sentences you will need to add other words like prepositions, articles andpronouns and change the verb tenses.

(a) Subject + verb + to-infinitive.

Example: He/agree/write/apology

He agreed to write an apology.

1. Girls /determine/finish/long race.2. High jumper/attempt/break/national record.3. Angry workers /refuse/return/work4. She /decide/go/Jinja /at once5. team/deserve/win/match

(b) Subject + verb + object + to-infinitive.

Example: Teacher/advise/students/revise/set books. The teacher advised the students to revise the set books.

1. They/permit/children/enter/showground2. Parents /teach/their children/play/games fairly

73. Who/tell/you/open/parcel?4. Philip/request/Jane/introduce/topic5. Slow train/cause/them/arrive/late.

(c) Subject + verb +object + plain infinitive

Example: James/help/old man/cross/road James is helping the old man cross the road.

1. His mother/let/small boy/ play/neighbors dog

2. You/hear/someone/whistle/outside?3. He/listen/grandson/sing/concert4. They /watch/moon/rise/slowly5. Class/observe/changes/happen /experiment.

Activity.4: Pattern Practice

(a) Subject +verb +to-infinitive (as object of the verb)

Examples: - She wants to go.

- I forgot to post the letter

1. Mr. Wanyama wants ------------- to Alice. (propose)2. He managed ----------------- the song before he went home. (learn)3. He promised ----------------- after work. (call)4. I chose -------------------- instead of taking a taxi. (walk)5. We agreed----------------- people in the camps. (help)6. Her boss knew that she was pretending -------------- ill. (be)7. She prefers------------- with the project until the end, instead of having a

break in between. (continue)8. I have agreed--------------- that difficult Algebra number. (attempt)9. Namukasa deserves --------------- that proposal. (refuse)10. Okello used ---------------- in town, but now he lives in the village. (live).

8Answers:

1. to propose

2. to lean

3. to call

4. to walk

5. to help6. to be7. to continue

8. to attempt9. to refuse10. to live

(b) Subject + verb + object + to- infinitive. Examples: - I would like you to stay.

- He helped me to carry the bag.1. The traffic policeman --------------- him to stop. (command)2. My parents-------------- me to do Medicine at Makerere University not

Mbarara university. (intend)3. She --------- her for telling lies. (hate)4. I do not ------------ you to do your PhD from here. (encourage)5. How ------------ you come at this time! (dare)

Answers:

1. commanded, 2. intended, 3. hates, 4. encourage, 5. dare.

(c) Subject + verb + plain infinitive.

Examples: - I saw him go out.

- She helped him escape.

1. He ----------------- the visitor fell at home until I arrived. (make)2. I -------------------- the kite snatch the chick from the helpless mother hen

(watch)3. -------------------- me perform the experiment if you are to learn. (observe)4. They ----------------- the bus pass by (hear)

95. The thugs -------------- their way into the crowd and threw the grenade. (make)6. -------------- him farewell! We have to leave. (bid)7. She --------------- the childs temperature rise due to the high fever. (feel)8. I --------------------- Mr. Nsubugas presence at the party, but did not get time

to chat with him. (notice)9. Do not delay her. --------------her go! (let)10. I ----------------- the choir sing and was touched. (observe)

Answers

1. made 2.watched 3.observe 4. heard 5.made 6. bid 7.felt 8. noticed 9.let 10. observed.

References:1. Sesnan, B. (1997). How to Teach English. Oxford University Press. Oxford Ox2 6DP.2. National Curriculum development Centre. (2003). The Integrated English

syllabus and Teachers Guide. S.1 to SIV. National Curriculum

Development Centre. Kampala, Uganda.3. Forrest, R. (2005). Revision English. New Edition. Longman Group

Limited. Pearson Education Limited. Essex CM20 2JE, England.4. Murphy, R. (1995). English Grammar in Use. A self-study reference and

practice book for intermediate students. Cambridge University Press.Cambridge CB@ 1 RP. Mussel Burgh, Scotland.

Subtopic 2: Developing communicative ability through using verb patterns in sentences with the gerund from (i.e. -ing) and the to-infinitive.

Brief description of subtopicThe gerund form of the verb ends in ing and denotes the use of the verb as a noun.The two forms of the infinitive are demonstrated in the preceding subtopic.Contrasting the use of these verb forms helps to illustrate how some verbs use oneform (gerund or infinitive), how some use both forms with changes in meaning in thesentences and how sentence structures can be varied.

Main content and concepts.

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(a) Subject + verb + gerund.

1 They Love swimming

2 My uncle doesnt like eating cabbage

3 We have finished writing our notes4 She Left teaching last year.

(b) Subject + verb + to infinitive.

1 I love to eat fried fish2 He doesnt like to swim

3 She was expected to win the race

4 We have finished to write our notes.

Activity 1: Making sentences(a) Make five sentences similar to those in the first table using any of the following verbs: be, like, complete, prefer, love, hate, enjoy, regret, mind ,begin.

(b) Make five sentences similar to those in the second table using any of the following verbs: learn, agree, want, finish, practice, refuse, decide, andstart,

continue, stop.

(c) Complete the following sentences by putting the correct form of the verb in brackets in the blank space.

1. Have the girls finished..the plates? (wash)

2. Jacob now regretsschool before he was eighteen (leave)

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3. Do you intend.your car this afternoon?(drive)4. That factory has stoppedbaby food because of lack of milk

(make).5. We stopped .on the way (rest)6. He gave up.two years ago(drink)7. Susan expects..in two years (graduate)

8. They missed.the exciting football match yesterday(watch)9. The carpenter determined..the work by the weekend (finish)10. The centre-forward hesitated.the ball into the net (shoot)

Activity 2: Writing out sentences

(a) Subject + verb + gerund.

Example: The goalkeeper stopped making fun.

Write out in full sentences each of the following groups of words numbered 1 to 10according to the structure of each example sentence for (a) and (b) below. To makecorrect sentences you will need to add other words like prepositions, articles andpronouns and change the verb tenses.

1. We/begin /feel/hot/room.2. He/give up/smoke/at last

3. I/remember/see/him/party4. (Why) you /avoid /meet /her?5. We/admit/make/mistake.6. She/regret/attack/him/public7. They/not mind/re-write/their compositions8. (When) you /consider/visit/uncle?9. Teachers/suggest/invite/parents/meeting.10. Who/miss/drink/soda/?

(b) Subject + verb + object + to - infinitive or plain infinitive.

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1. You/expect/temperature/rise /afternoon?

2. They/let/us/go home soon?3. Refugees /build/temporary huts/shelter in4. Couple/adopt/two babies/look after.5. Village women/help/one another/harvest crops.6. It/be pleasure/visit/ Murchison falls.7. Teacher/allow/them/ask questions.

8. We/ not hear/ band/play/music last night.9. She/see/him/steal /watch?10. I/not notice/head teacher/enter/hall.

Activity 3: Dialogue and pattern practice

(a) In pairs, read and act out this short dialogue.

Fred: Hello, Geoffrey! Where are the others? Havent they come yet?

Geoffrey: No, they re not coming. Theyve changed their mind.

Fred: I wonder what they intend to do.

Geoffrey: Theyre going swimming.

Fred: I dont understand what people like about swimming when you can have fun watching live car-racing on a Sunday afternoon.

Geoffrey: Thats rather like watching a film on T.V, isnt it? Whats the use of just watching, anyway?

Fred: But what you see is real action! Its like being in it.

Geoffrey: You might as well say you prefer smelling coffee to drinking it!

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Fred: Ah! Enough of your arguments. Looks like youd rather join them.

Geoffrey: As a matter of fact, yes! Im going swimming.

Fred: Good luck in your dull sport. Im going car-racing watching!

(b) Look at these examples from the dialogue: 1 wonder what they intend to do.

Theyre going swimming.

You prefer smelling coffee to drinking it.

The dialogue has several examples of verbs that take both the gerund and the to -infinitive after them.

Examples:

go swimming like swimming prefer swimming

go to swim like to swim prefer to swim

They are going

swimming

They are going

to swim.

I like swimming

Id like to swim

Id prefer swimming

to watching car

racing.

I prefer to swim this

afternoon.

Some verbs are only followed by the gerund (ing)

Examples:

have fun (enjoy) swimming

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We had fun (or enjoyed)swimming (not enjoy to swim)

suggest going

I suggest going to the museum (not suggest to go)

mind-walking

Do you mind walking to the lake? (not mind to walk)

give up smoking

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John has given up smoking (not given up to smoke)

(c) Make sentences similar to the examples above using verbs in the gerund orto-infinitive.

(i) have fun (enjoy) (ing)(ii) suggest (ing)(iii) mind (ing)(iv) give up (ing)(v) go (to)(vi) go (.ing)(vii) like (to)(viii) like (ing)(ix) prefer (to)(x) prefer(ing)

Activity 4: Reading and Writing.

Read the following passage. There are several sentences with the infinitive. Copydown those sentences (or the main parts of long sentences) that contain the infinitive.After that, use the words given below the passage to make your own sentences withthe infinitive.

They could be described as Africans most hard-working engines. They are hard worked beasts of burden, like their village mates working in the fields, who go out oftheir homes every day to labour all day. They go hoping to make just about a dollar aday for their families. In every town they converge from all directions through grass lined village paths to the dusty murram roads, and finally slap the little tarmac there iswith their bare, restless feet before reaching their destinations in the middle of town.

These market women walk for miles to sell their meagre farm produce, or simplehandiworks and traditional cuisine. The range of their produce is amazing: sorghum,millet or maize; simsim or groundnuts; beans or peas; bananas, pineapples, orangestamarind or mangoes; cassava, sweet potatoes or yams; local vegetables, cabbage ortomatoes. They cater for every kind of basic application in the home by selling simple

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tools and items like grass brooms, sisal and other fibre ropes, wicker baskets, reedtrays or palm leaf mats. They sell an assortment of cooked local food, fruit juices andpotent brews. They let themselves suffer for the sake of their families.

Their daily journeys take them across different kinds of settlements. From their ownrural setting they pass through gardens and fallow fields, shaking down or tramplingearly morning beads of dew from tufts of grass before the sun breaks out. Wet withdew, they reach the clusters of small village shops on the murram road and stop towipe themselves before heading for the town. They do this, daily, to survive.

subtopic 3: Developing communicative ability through using verb patterns in sentences with the present participle and past participle.

Subj. + verb + noun + pronoun + present participle.

Subj. + verb + noun /pronoun + past participle.

A verb has been defined in our previous unit as an action word. We have also furtherexplained that there are words that define how and when these actions are done. Thestructuring /forming of these words is what is referred to as verb patterns. Thepatterns in this subtopic are commonly used with the following verbs: see, watch,observe, find, notice, get, hear, listen, catch, keep, smell, feel, want, wish, like, preferand make.

Main content and concepts.

(a) Subject + verb + object + present participle.1 I kept the dog running around

2 The man found us playing cards

3 Our professor listened to us complaining

(b) Subject + verb + object + past participle.1 He saw the house closed

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2 The king wanted him killed

3 Our school preferred teachers housed4 The bus got us stranded

This subtopic focuses on the area of rewrites in grammar where one ought to knowthe particular order of the structural words to adjust to. The students must thereforemaster the pattern so as to use them well in the place of other patterns.

Activity 1: Re-writing sentences.

(a) Rewrite the following sentences according to the verb patterns above.1. The boat is leaving. We are taking tea.2. Bwambale came in. We were writing on the board.3. The food was burning. I smelt it.4. The ship sailed away as we watched it.5. The examiners observed us as we sat our exams.6. There was no one at home when we came.7. We got the news as he left.

8. Masabas watch fell off. He felt it fall.

9. Someone crossed the compound and Namuli noticed it.10. He sang a lullaby and we listened.

Answers

1. The boat left us taking tea.2. Bwambale found us writing on the board.3. I smelt the food burning.4. We watched the ship sailing away.5. The examiners observed us sitting our exams.6. Masaba felt his watch falling off.7. Namuli noticed someone crossing the compound.8. We listened to him singing a lullaby.

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(b) Write out in full sentences each of the groups of words numbered 1 to 10according to the structure of the verb pattern above. To make correct sentences youwill need to add other words like prepositions, articles and pronouns and change theverb tense.

Activity. 41. We/feel/temperature /rise2. Master on duty/find/two boys/creep under fence3. Twaha /smell/groundnuts/burn4. Rose /leave/clothes/dry on line5. Policeman/fine/taxi driver/speed.6. You/mind/close/door?7. Children/enjoy/listen/stories.8. They/not help/laugh/what he said.9. New spray/prevent/spread/ malaria10. Many youths/avoid/work/home.

Activity .2Read the passage entitled An officer and His men and pick out at least 2 sentences

with any of the patterns in this topic and show by understanding them then write themout. Indicate also whether they are of the first pattern or the second.

AN OFFICER AND HIS MEN.

They came around a bend and found themselves gazing at a trench dug in the middleof the road. A saboteur had been and gone; and was possibly in the neighbourhood,holding his breath. It seemed to Joe a long way to come to trap soldiers. One shoulddig these things in the middle of the streets in the city, not out in the deserted . . .Ssh,whats that?

The clouds again, Joe said. Rain.No it isnt. It was drawing near, the menacing sound of a truck.

Come on, Joe, weve got to get out of here. Joe had no time to protest for Simon hadgrabbed and pulled him into the thick undergrowth to the right side of the road.What are you doing . . .?

5

10

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Quite, were dead if they find us.

Round the corner a truck full of soldiers appeared; it braked, and screeched to a stopright at the mouth of the gaping hole. Helmeted heads knocked against one anotherand cursed. Simon swallowed as he saw the truck safe by the trench. It was adisappointed gulp, like that of a man to whose mouth meat had been presented, andthen withdrawn just as he was ready to savour it.

As the two men watched, a young officer jumped out of the vehicle and started givingfast crisp orders in English. Then he changed to another language, which he spokewith difficulty. He had a babyish face with slightly overemphasized lips and could nothave been in the army for long; he was probably one of those who had been droppedinto position from the heights of Sand Hurst. His subordinates were much older, andmany of them must have seen battle under a few flags, including that of the U.N. theywould have entered the forces from somewhere in mid-primary school. There afterthey would have sailed their way upwards until they hit the Sand Hurst barrier.There they had probably stopped and turned bitter. The sand Hurst man was useful inas he could read maps where others found difficulty, but he remained an object ofjealousy and intrigue. He knew it too. And it was this that made him wary underneaththe tough officious exterior.

Was he out on a limb? Or had he succumbed to the temptations of office and theluxuries of independence? Or was he in fact not thinking about these things at all, justfighting as he was trained to, and leaving the moral decisions to others? Joe wonderedfrom where he was crouched in the grass. For days now the soldiers had been in afighting posture. One found it difficult to say they had been fighting, because thoughthey had killed and mutilated, some of their victims could not have provided theopposition in a fight.

The young lieutenant had looked on with certain unease as his soldiers carried outtheir outrages but he had not intervened. Was he afraid? Or didnt he care at all?

Perhaps he cared, and could in fact see some cruel justification in it all. I mean, whatdoes society expect of its soldiers? You take a group of young normal men and yougive them a gun and a uniform. At the crack of dawn a bugle, the signal, and then allday you train them in the techniques of murder. You impart a dignity, a form of

15

20

25

30

35

40

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gallantry to the destruction of men who happen to be on the other side. To shoot, tokill, to maim and to survive.(Adapted from: The Skills of English, An Integrated Course in English Language andLiterature by Austin Bukenya p.168)

Answers for activity 2

line 1line14

line18

line34line31

Activity 3. Making sentencesRe- arrange the following groups of words in the right order to make either patternone (1) or pattern two (2) that are demonstrated in the tables.

1. dog/his/performing/smelt/his.2. Akelo/punished/me/getting/saw.3. found/the/house/furnished/well/we.4. started /failing/his/to/pass/class/the.5. us/him/imitating/my/father/found.6. the/boat/watched/the/captain/sailing.7. Mr. Mugisha/crying/me/left.8. set/his/clock/our/teacher/ticking.

9. Kaperes /reasoning/the/ heard/lawyers.10. kept/him/a/policeman/walking.

Answers

1. His dog smelt his perfuming.2. Akello saw me getting punished.3. We found the house well furnished.4. The class started his failing to pass.5. My father found us imitating him.6. The captain watched the boat sailing.

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7. Mr. Mugisha left me crying.8. Our teacher set his clock ticking.9. The lawyers heard Kaperes reasoning.10. A policeman kept him walking.

Sub-Topic 4: Developing communicative ability through using verb patterns in sentences with interrogative sub-clauses and interrogatives combined with the to -infinitive.

In this sub-topic, the use of verbs in sentence structures in which there areinterrogatives in sub-clauses and interrogatives combined with to- infinitives aredemonstrated.Interrogatives are words like why, who, when, what, where, how. Althoughinterrogatives are usually referred to as question-words, they are also used insentences with interrogative clauses and with the to - infinitive. Interrogatives used inthese verb patterns are important as link-words. They form the verb patterns that arecommon in both spoken and written English.

Main content and concepts.Interrogatives in sentence constructions mentioned above usually follow any of thefollowing patterns:

(a) Subject + verb + interrogative + clause as in:

1 I cant imagine why she behaved like that

2 No body knows when he will Arrive

3 Mukasa forgot what he would Say

(b) Subject + verb +noun/pronoun + interrogative + clause as in:

1 He showed me how they could It

2 (Can) you tell her where her sister Lives3 We asked him which road to Take

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(c) Subject + verb + interrogative + to - infinitive as in:

1 You must find out where to put it

2 She forgot when to turn it off

3 (Do) you remember what to say ?

(d) Subject + verb +noun/pronoun + interrogative + to infinitive as in:

1 He will show you how to do it

2 John taught me how to drive

3 Please direct us where to go

Activity 1: Making sentences(a) Make five sentences similar to those in the first table using any of the

following verbs: ask, believe, decide, find out, wonder, discuss,suggest, reveal.

(b) Make five sentences similar to those in the second table using any ofthe following verbs: tell, firm, advise, show, teach, instruct, direct.

(c) Make five sentences similar to those in the third table using any of thefollowing verbs: remember, decide, require, see, explain, wonder,guess, learn, know, consider.

(d) Make five sentences similar to those in the fourth table using any ofthe following verbs: show, teach, advise, inform, tell, ask, direct,instruct.

Activity 2Re-write the following sentences following the instructions in brackets.

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1. She doesnt understand .to do the exercise.(Add the missing

interrogative)2. I am wondering to do with my old clothes. (Add the missing

interrogative)3. They have not yet decided onroom to give her. (Add the missing

interrogative)4. Did they explain.she did not return this term?(Add the missing

interrogative)5. How many trees did you plant last year? she asked him. (Rewrite beginning:

She asked..)

6. What do you expect me to do about it? (Rewrite beginning: Susan askedPeter..)

7. How did you know I had a car? (Re write beginning: He asked ..)

8. Hes gone I dont know how far. (Re-write beginning: I dont know.)9. He had to dig it up; I dont know how deep. (Re-write beginning: I dont

know.).

10. Tell him the way. He doesnt know (Re-write ending: ..to go?).

Answers to activity 1.

1. She doesnt understand how to do the exercise.2. I am wondering what to do with my old clothes3. They have not yet decided on what (or which) room to give her.4. Did you explain why she did not return this term?5. She asked how many trees I planted last year.6. Susan asked Peter what he expected her to do about it.7. He asked me how I knew he had a car.8. I dont know how far he has gone.9. I dont know how deep he had to dig it.10. Tell him where to go (or which way to go).