Tuesday, June 30, 2015

Verbs

E-LEARNING AND TEACHER EDUCATION.
TEACHER’S 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 main verbs 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 affect one another in sentences and determine sentence structures. This is a dynamic process and in each subtopic of the unit particular main verbs are used to generate sentences based on the particular verb forms with which they conform.

There are six basic verb patterns in English. Within each of these are variations in usage. The five subtopics cut across all the six patterns and within each subtopic, the key variations are covered. Each is exemplified by a particular sentence structure which is introduced at the beginning of the subtopic (under main content and concepts). Thus, in the end, all the six basic verb patterns are demonstrated in use by the end of the entire unit. It should be clarified that the focus throughout is on the verb patterns formed from the way verbs affect one another, but not how sentence patterns are formed. Parts of sentences like ‘subject’ or ‘object’ are merely used to illustrate how 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.
  2. Developing communicative ability through using verb patterns in sentences with the gerund (i.e. -ing) form and the to-infinitive.

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

  1. Developing communicative ability through using verb patterns in sentences with 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. Their use in various tenses in different contexts has been demonstrated and illustrated in all the preceding units. In this unit, how selected verbs determine the formation of sentence structures is demonstrated through using them in a variety of verb patterns and sentences. The aim is to widen the students’ repertoire of language use, equip them further with the knowledge and understanding of the function of verbs and enable 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 by other verbs in the infinitive (both the to-infinitive and the plain infinitive); verbs followed by the gerund form (i.e. -ing); verbs followed by the present or past participle; verbs followed by the that-clause; and verbs followed by interrogative sub clauses or by interrogatives combined with the to-infinitive.
In each sub-topic, the use of each verb pattern outlined above is exemplified, based on the typical sentence structure, which becomes the basis for pattern practice. Some verbs can occur or be used in different verb patterns with various meanings. English learners will need to be helped to deal with problems arising from sorting out the various verb meanings as well as correct or appropriate usage in different verb patterns. Example sentences will guide as models for practice and creative activities.

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

    1. Verbs and tense –formation: depending on whether the verbs are regular or irregular, and how the past tense and the past participle are formed respectively. The infinitive is the basic (simple) form of the verb (whether it is a regular or an irregular verb).

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

    1. Active and passive voice.
Active verbs indicate that it is the subject of the sentence (e.g. He, the boys, 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 in
Sentences 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 verb without reference to any changes according to it’s tense-e.g. sit, fall, walk). The infinitive 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 used with or without an object. In the plain infinitive, an object is always expected after the main verb. These three aspects of the infinitive are dealt with.

Main content and concepts:

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

1
They
refused
to do the work
2
We
would like
to go out
3
He
prefers
to watch football
4
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 herdsman
forced
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 boy’s father
made
him
clean the walls
3
We
heard
the thief
enter the house
4
Everybody
saw
the policeman
Shoot the demonstrator.


  • 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 following
Verbs: 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 following
Verbs: 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 following
Verbs: 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 were to go in pairs and camp around a large tented camp used for training scouts. One pair left behind their cooking utensils where all the scouts had assembled before setting out. All the groups were to be awarded marks by their supervisor for their evening activities, including cooking their first meal. You can be sure that that evening the two scouts got zero for cooking activities! Add your own details to the ideas sketched in this introduction as you narrate what happened that evening. Include the sentences given in the table below. You may re-arrange the order of the sentences in your paragraph to give your ‘story’ a logical order of events.
Give your paragraph the title: ‘Not so prepared’.

The 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 to the structure of each example sentence for (a) (b) and (c) below. To make full and correct sentences you will need to add other words like prepositions, articles and pronouns 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/work
  4. She /decide/go/Jinja /at once
  5. 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/showground
    2. Parents /teach/their children/play/games fairly
    3. Who/tell/you/open/parcel?
    4. Philip/request/Jane/introduce/topic
    5. 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/neighbor’s dog
  2. You/hear/someone/whistle/outside?
  3. He/listen/grandson/sing/concert
  4. They /watch/moon/rise/slowly
  5. 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).

Answers:

  1. to propose
  2. to lean
  3. to call
  4. to walk
  5. to help
  6. to be
  7. to continue
  8. to attempt
  9. to refuse
  10. 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)
  5. The thugs -------------- their way into the crowd and threw the grenade. (make)
  6. -------------- him farewell! We have to leave. (bid)
  7. She --------------- the child’s temperature rise due to the high fever. (feel)
  8. I --------------------- Mr. Nsubuga’s 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.
      1. National Curriculum development Centre. (2003). The Integrated English syllabus and Teacher’s Guide. S.1 to SIV. National Curriculum Development Centre. Kampala, Uganda.
      2. Forrest, R. (2005). Revision English. New Edition. Longman Group Limited. Pearson Education Limited. Essex CM20 2JE, England.
      3. 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 subtopic
The 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 one form (gerund or infinitive), how some use both forms with changes in meaning in the sentences and how sentence structures can be varied.

Main content and concepts.

(a) Subject + verb + gerund.

1
They
Love
swimming
2
My uncle
doesn’t like
eating cabbage
3
We
have finished
writing our notes
4
She
Left
teaching last year.



(b) Subject + verb + to infinitive.

1
I
love
to eat fried fish
2
He
doesn’t 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, and start,
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 regrets………school before he was eighteen (leave)
    3. Do you intend………….your car this afternoon?(drive)
    4. That factory has stopped………baby 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 10 according to the structure of each example sentence for (a) and (b) below. To make correct sentences you will need to add other words like prepositions, articles and pronouns and change the verb tenses.

  1. We/begin /feel/hot/room.
  2. He/give up/smoke/at last
  3. I/remember/see/him/party
  4. (Why) you /avoid /meet /her?
  5. We/admit/make/mistake.
  6. She/regret/attack/him/public
  7. They/not mind/re-write/their compositions
  8. (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.

  1. You/expect/temperature/rise /afternoon?
  2. They/let/us/go home soon?
  3. Refugees /build/temporary huts/shelter in
  4. 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? Haven’t they come yet?

Geoffrey: No, they ‘re not coming. They’ve changed their mind.

Fred: I wonder what they intend to do.

Geoffrey: They’re going swimming.

Fred: I don’t understand what people like about swimming when you can have
fun watching live car-racing on a Sunday afternoon.

Geoffrey: That’s rather like watching a film on T.V, isn’t it? What’s the use of just
watching, anyway?

Fred: But what you see is real action! It’s like being in it.

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

Fred: Ah! Enough of your arguments. Looks like you’d rather join them.

Geoffrey: As a matter of fact, yes! I’m going swimming.

Fred: Good luck in your dull sport. I’m going car-racing watching!

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


  • I’d like to swim
  • I’d 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
  • 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
  • John has given up smoking (not ‘given up to smoke’)

(c) Make sentences similar to the examples above using verbs in the gerund or
to-infinitive.
    1. have fun (enjoy) (…ing)
    2. suggest (…ing)
    3. mind (…ing)
    4. give up (…ing)
    5. go (to…)
    6. go (….ing)
    7. like (to…)
    8. like (…ing)
    9. prefer (to…)
    10. prefer(…ing)

Activity 4: Reading and Writing.

Read the following passage. There are several sentences with the infinitive. Copy down 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 with the infinitive.

They could be described as African’s most hard-working engines. They are hard –worked beasts of burden, like their village mates working in the fields, who go out of their homes every day to labour all day. They go hoping to make just about a dollar a day 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 is with 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 simple handiworks and traditional cuisine. The range of their produce is amazing: sorghum, millet or maize; simsim or groundnuts; beans or peas; bananas, pineapples, oranges tamarind or mangoes; cassava, sweet potatoes or yams; local vegetables, cabbage or tomatoes. They cater for every kind of basic application in the home by selling simple tools and items like grass brooms, sisal and other fibre ropes, wicker baskets, reed trays or palm leaf mats. They sell an assortment of cooked local food, fruit juices and potent brews. They let themselves suffer for the sake of their families.

Their daily journeys take them across different kinds of settlements. From their own rural setting they pass through gardens and fallow fields, shaking down or trampling early morning beads of dew from tufts of grass before the sun breaks out. Wet with dew, they reach the clusters of small village shops on the murram road and stop to wipe 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 further explained that there are words that define how and when these actions are done. The structuring /forming of these words is what is referred to as verb patterns. The patterns 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, prefer and 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
2
The king
wanted
him
killed
3
Our school
preferred
teachers
housed
4
The bus
got
us
stranded

This subtopic focuses on the area of rewrites in grammar where one ought to know the particular order of the structural words to adjust to. The students must therefore master 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. Masaba’s 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.

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

Activity. 4
  1. We/feel/temperature /rise
  2. Master on duty/find/two boys/creep under fence
  3. Twaha /smell/groundnuts/burn
  4. Rose /leave/clothes/dry on line
  5. 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/ malaria
  10. Many youths/avoid/work/home.

Activity .2
Read 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 them out. Indicate also whether they are of the first pattern or the second.

AN OFFICER AND HIS MEN.

T
5
hey came around a bend and found themselves gazing at a trench dug in the middle of 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 should dig these things in the middle of the streets in the city, not out in the deserted . . .‘Ssh, what’s that?
‘The clouds again,’ Joe said. ‘Rain’.
‘No it isn’t.’ It was drawing near, the menacing sound of a truck.
‘
10
Come on, Joe, we’ve got to get out of here.’ Joe had no time to protest for Simon had grabbed and pulled him into the thick undergrowth to the right side of the road.
‘What are you doing . . .?’
‘Quite, we’re dead if they find us.’
R
15
ound the corner a truck full of soldiers appeared; it braked, and screeched to a stop right at the mouth of the gaping hole. Helmeted heads knocked against one another and cursed. Simon swallowed as he saw the truck safe by the trench. It was a disappointed gulp, like that of a man to whose mouth meat had been presented, and then withdrawn just as he was ready to savour it.

A
20
s the two men watched, a young officer jumped out of the vehicle and started giving fast crisp orders in English. Then he changed to another language, which he spoke with difficulty. He had a babyish face with slightly overemphasized lips and could not have been in the army for long; he was probably one of those who had been dropped into position from the heights of Sand Hurst. His subordinates were much older, and many of them must have seen battle under a few flags, including that of the U.N. they would have entered the forces from somewhere in mid-primary school. There after they would have sailed their way upwards until they hit the Sand Hurst barrier.
T
25
here they had probably stopped and turned bitter. The sand Hurst man was useful in as he could read maps where others found difficulty, but he remained an object of jealousy and intrigue. He knew it too. And it was this that made him wary underneath the tough officious exterior.

W
30
35
as he out on a limb? Or had he succumbed to the temptations of office and the luxuries of independence? Or was he in fact not thinking about these things at all, just fighting as he was trained to, and leaving the moral decisions to others? Joe wondered from where he was crouched in the grass. For days now the soldiers had been in a fighting posture. One found it difficult to say they had been fighting, because though they had killed and mutilated, some of their victims could not have provided the opposition in a fight.
T
40
he young lieutenant had looked on with certain unease as his soldiers carried out their outrages but he had not intervened. Was he afraid? Or didn’t he care at all? Perhaps he cared, and could in fact see some cruel justification in it all. I mean, what does society expect of its soldiers? You take a group of young normal men and you give them a gun and a uniform. At the crack of dawn a bugle, the signal, and then all day you train them in the techniques of murder. You impart a dignity, a form of gallantry to the destruction of men who happen to be on the other side. To shoot, to kill, to maim and to survive.
(Adapted from: The Skills of English, An Integrated Course in English Language and Literature by Austin Bukenya p.168)

Answers for activity 2
…line 1
…line14
…line18
…line34
…line31


Activity 3. Making sentences
Re- arrange the following groups of words in the right order to make either pattern one (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. Kapere’s /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.
  7. Mr. Mugisha left me crying.
  8. Our teacher set his clock ticking.
  9. The lawyers heard Kapere’s 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 are interrogatives in sub-clauses and interrogatives combined with to- infinitives are demonstrated.
Interrogatives are words like why, who, when, what, where, how. Although interrogatives are usually referred to as question-words, they are also used in sentences with interrogative clauses and with the to - infinitive. Interrogatives used in these verb patterns are important as link-words. They form the verb patterns that are common in both spoken and written English.

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

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

1
I
can’t 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
Lives
3
We
asked
him
which road to
Take

(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

    1. 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.

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

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

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

Activity 2

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

  1. She doesn’t 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 on………room 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 asked Peter…..)
  7. How did you know I had a car? (Re write beginning: ‘He asked… …..)
  8. He’s gone I don’t know how far. (Re-write beginning: ‘I don’t know….)
  9. He had to dig it up; I don’t know how deep. (Re-write beginning: I don’t know….’).
  10. Tell him the way. He doesn’t know (Re-write ending: ‘…..to go?).

Answers to activity 1.
  1. She doesn’t understand how to do the exercise.
  2. I am wondering what to do with my old clothes
  3. 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 don’t know how far he has gone.
  9. I don’t know how deep he had to dig it.
  10. Tell him where to go (or which way to go).

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