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Transcript of Free Sample Activity for Group Activities for Advanced ESL Students2
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7/24/2019 Free Sample Activity for Group Activities for Advanced ESL Students2
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By Paul J. Hamel
eslworksheetsandlessonplans.com
Group Activitiesfor Advanced ESL Students
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GROUP ACTIVITIESFo r A d v a n c e d S t u d e n t s
By Paul J. Hamel
The activities in this e-book have been developed to supplement English-as-
Second-Language textbooks and curriculum -- not to replace them. They are mea
to enhance and bring variety to an already-existing English language teachin
program. These activities are designed for advanced ESL students who may neeadditional practice in grammar, speaking, and body language. Each workshe
is accompanied by a detailed step-by-step lesson plan and suggested teachin
techniques to assist the instructor in providing an interesting and successful lesso
The activities can also provide a useful resource for substitute teachers and tutor
The e-book opens in a PDF and there is no need to print out the whole book. Th
activities can be printed out as needed.
Copyright 2012 by Paul J. Hamel
All rights reserved
No part of this publication may be stored in a retrieval system or transmitted in any form or
any means electronically, mechanical, recording, or otherwise without the prior permission
the copyright owner.
For more information concerning this publications go to eslworksheetsandlessonplans.com
or contact Paul J. Hamel at [email protected].
Thanks to Michael Breyer for his valuable web knowledge and for Donald Leach f
proofreading.
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Group Activities for Advanced ESL Students
TITLE ITEM # PAGE
ntroduction 2-4
. Asking Personal Questions Using the Present Perfect Tense 0162 5-10
This activity contains detailed teachers notes, 24 question cards,
and a student handout listing the questions used in this activity.
. Homophones and Homonyms 1 0163 11-17
This activity contains detailed teachers notes and 36 ash cards.
The activity was designed to review the spelling and the meanings
of common homophones and homonyms.
. Homophones and Homonyms 2 0164 18-24
This activity contains detailed teachers notes and 36 ash cards.
The activity was designed to review the spelling and the meaningsof common homophones and homonyms.
4. Homophones and Homonyms 3 0165 25-31
This activity contains detailed teachers notes and 30 ash cards.
The activity was designed to review the spelling and the meanings
of common homophones and homonyms.
. Idiomatic Adjectives with Preposition Combinations 1 0166 44-55
This activity contains detailed teachers notes, 60 ash cards,
and a ll-in-the-blank quiz. The activity was designed to review
the use of adjectives with preposition combinations and reinforce
words in the context of humorous photos
. Idiomatic Adjectives with Preposition Combinations 2 0167 56-65
This activity contains detailed teachers notes, 60 ash cards,
and a ll-in the blank quiz. The activity was designed to review
the use of adjectives with preposition combinations and reinforce
words in the context of humorous photos
. Idiomatic Verbs with Preposition Combinations 0168 56-65
This activity contains detailed teachers notes, 48 ash cards,
and a ll-in-the blank quiz. The activity was designed to review
the use of idiomatic verbs with prepositions and reinforce words
in the context of humorous photos
. Information Search - Using a Daily Newspaper 0169 66-67
This activity contains detailed teachers notes and a handout.
The activity is designed as a scavenger hunt type activity in which
students have the opportunity to explore a daily newspaper.
. Reading Body Language 1 - Hand Gestures 0170 68-77
This activity contains detailed teachers notes, a student handout, and
48 ash cards. The activity was designed to review the meaning of
common hand gestures through photos.
TABLE OF CONTENTS
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0. Reading Body Language 2 - Facial Gestures 0171 78-85
This activity contains detailed teachers notes, a student handout, and
36 ash cards. The activity was designed to review the meaning of
common facial gestures through photos.
1. Reading Body Language 3 - Emotions 0172 86-93
This activity contains detailed teachers notes, a student handout,
and 48 ash cards. The activity is designed to review the meaning
of body language as it relates to emotions.
2. Using Reported Speech 0173 94-103
This activity is a grammar review of how to change direct speech to
reported speech. This activity contains a grammar review handout,
a pre-quiz, detailed teachers notes, 36 two-sided ash cards, and
a nal quiz.
3. Pronunciation of regular past tense -ed endings 0160 104-119
This activity consists of detailed teachers notes, 105 ash cards,
and a student handout. The activity is designed to review the
pronunciation rules for forming the regular verb -ed ending and
practice the pronunciation of the -ed ending in the context of
complete sentences.
4. Asking Hypothetical Questions using the Conditional - WOULD 0162 120-123
This activity contains detailed teachers notes, 24 question cards,
and a handout listing the questions used in this activity.
This activity is designed to review and practice the use of the
conditional using would and provide the students the opportunity
to share their opinions and views about hypothetical questions.
5. Using the Unreal Past Conditional - WOULD HAVE 0174 124-127
This activity contains detailed teachers notes, 30 question cards,
and a handout listing the questions used in this activity. This activity
is designed to review and practice the use of the unreal conditional
in the past and provide the students the opportunity to share their
opinions and views.
INTRODUCTION
These activities are meant for advanced ESL students. No matter how good or complete the content of your textbook or curric
may be, there will always be a need to ll in the gaps in knowledge and skills your students were assumed to have learned.
These activities are designed to
provide advanced ESL students with a fun group activity
encourage group interaction and discussion
increase individual students speaking time during class
expand students use of new vocabulary and expressions
review and understand already-taught materials in a new way
keep their minds active and engagedlearn new words and phrases in context
make inferences, evaluating choices, and drawing conclusions
refresh grammar points and vocabulary they have already learned
Making the Flash Cards
Some of the activities will require you to make double-sided photocopies. This may take a little effort, but once you have the ca
ou will have a popular group activity that will last you many years. Card stock is recommended, but regular paper is ne.
When photocopying, place the sheets containing the trivia questions followed by the sheets containing the answers. For exam
Sheet 1A should be followed by the Sheet 1B, etc After you have made the two-sided photocopies, cut the sheets along the do
ne to form cards. Place them in a small envelope for easy access and store them for future use.
Paul J. Hamel, January, 2012
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IndirectSpeech
Theorangutangsthatwehadtohethemiftheyweregoingtosurvive.
IndirectSpeech
Lucysaidthatshewastalkingtome/us.
USING REPORTED SPEECH
Youmusthelp us
ifweregonnasurvive.
Theorangutangsaid...
Iwastalkingtoyou
!
Lucysaid...
IndirectSpeech
Maxsaid(that)it
hadstartedwhenhe
hadbegunsmoking.
Maxsaid ...
ItstartedwhenIbegansmoking.
IndirectSpeech
Miraaskedwhatfreegriftwas.Moeaskedifallgiftswerentfree.
Whatisa
freegift?
Arentall
giftsfree?
Miraasked... Moeaske
d...
This activity has been designed for advanced ESL students as a grammar review of how to change direct spee
reported speech. Students should have already been exposed to this grammar point. This activity contains a gra
review sheet, a pre-quiz, detailed teachers notes, 36 two-sided ash cards, and a nal quiz.
Paul Hamel has been teaching ESL for over 40 years and is currently teachingat the American Language Center at UCLA Extension
From the author
This activity was designed to review the formation and use of reported speech
practice the grammar structure in a meaningful way
encourage group interaction and discussions
increase individual students speaking time during class
reinforce grammar using humorous comics and photos
expose students to new vocabulary and expressions
Paul J. Hamel 2012 Lessoneslworksheetsandlessonplans.com
Group Activities for Advanced ESL Students
eslworksheetsandlessonplans.com
ntroduction
Ask a student a simple question. After the student answers the
question, immediately ask another student what the rst student
said. Ask What did he/she say? Elicit a sentence in reported
speech which begins with He/said .... Continue with several
other questions.
Review Grammar Rule
Review the grammar rules for using reported speech. Use the
Grammar Review: Reported Speech worksheet.
Review Pre-Quiz
Have the students work with a partner or in small groups of
hree or four. Go over the directions and examples at the top ofhe page.
Tell the students to fold the sheet in half along the dotted line.
Tell them to discuss the sentences and change them from direct
o reported speech.
Tell them to use the verbs said,asked, or told.
Have them begin each sentence with Nick said, told, asked...
Then, tell them to unfold their sheet and check their answer.
Making the Flash Cards
This activity will require you to make double-sided photocopies.This may take a little effort, but once you have the cards, you will
have a group activity that will last you many years. Card stock is
ecommended, but regular paper is ne.
When photocopying, place the sheets containing the photos
ollowed by the sheets containing the answers. For example,
Sheet 1A should be followed by the Sheet 1B, etc. There are
hree different sets of sheets of cards for a total of 36 cards.
After you have made the two-sided photocopies, cut the
sheets along the dotted line to form cards. Place them in a small
envelope for easy access for future classes.
Flash Card Activity
Break up the class into groups of three or four.
Distribute the cards equally among the groups.
Tell the students to place the cards in the middle of the g
with the photo or illustration face up.
As each student takes a turn choosing a card, they must cha
the wording to reported speech.
As groups nish their collection of cards, have them excha
cards and continue the activity. (For large classes you may
to make extra copies so that each group can have all 36 ca
After the activity, collect the cards and save them for a fuclass.
Final Quiz
Distribute the nal quiz and have the students complete
sentences below the pictures using reported speech.
The answers to the quiz are at the bottom of the page.
To quickly correct the written quiz, try making an overh
transparency and projecting the written quiz directly on
chalkboard/whiteboard where the students can write
answers.
TEACHERS NOTES
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The duck questioned ...Jane told the driver ...
The driver responded ...
Slow down,please!
Ok, Imslowing up.
Max said ...
Cindy told her brother ... Sally asked ... Jerry said ...
Ken asked Pearl ...
Pearl told Ken ...
Dont worrybecauseIm herefor you.
Flash Card Activity: Photo copy sheets 1A & 1B back to back. Then, cut along the dotted line to make cards. SHEET
Smiley asked ...
Bucky the beaver said ...
Not really.
Mark Twain said ...
Why do people say
heads up when they
should duck?
It started whenI began smoking.
Whowas thatfantastic
man?
I didnt
attend the
funeral,
but I sent a
nice letter
saying I
approved
of it.
I had to chop the tree downbefore chopping it up.
Mark TwaHumoris
1835-191
Lucy said ...
I was talking to you!Would you
like to go outon a datesometime?
We may be alittle late for dinner.
How come you
stopped calling?
The boss asked the trainee ...The trainee said ...
No, I didnt.
Didnt you understand?
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The duck questione
why people say/sai
heads up when theshould have ducked
Indirect Speech
Jane told the driver
to slow down.
The driver
responded (that)
he was slowing up.
Indirect SpeechIndirect Speech
Max said (that) it
had started when he
had begun smoking.
Indirect Speech Indirect SpeechIndirect Speech
Sally asked whothat fantastic
man was.
Cindy told herbrother (that) she
was here for him.
Indirect Speech Indirect SpeechIndirect Speech
Smiley asked how
come (why)I/we had
stopped calling.
Ken asked Pearl if sh
would like to go out o
a date sometimes.
Pearl told Ken (that
she really wouldnt
Indirect Speech Indirect SpeechIndirect Speech
Mark Twain said thathe hadnt attendedtheuneral, but he had senta nice letter saying thathe had approved of it.
Flash Card Activity: Photo copy sheets 1A & 1B back to back. Then, cut along the dotted line to make cards. SHEET 1
Lucy said that
she had been
talking
to me/us.
Bucky the beaver
said that he had ha
to chop the tree dow
before chopping it u
The boss asked the
trainee if she had
understood.
The trainee said
that she hadnt
(understood).
Jerry said thatthey might be
a little late for dinner.
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Emily asked her brother ...
Then, she said ...
Can I borrow
a dollar?
Ill pay you
back tomorrow.
We asked ...
We were told ...
What does thisword mean?
It meansdanger.
I practicedbefore
the gamestarted.
JIM
Jim said ... The rst ant asked ...
The second ant said ...
Why is thelittle boy antconfused?
Because aof his uncl
are aunts
Flash Card Activity: Photo copy sheets 2A & 2B back to back. Then, cut along the dotted line to make cards. SHEET
Ella told Andy ...
Say you
love me!
You love
me ...
Jill told Jack ... Jack told Jill ... Jeff asked ... Beth told him ...
May I holdyour hand?
No thanks, itisnt heavy.
I love youand I woulddie for you!
How soonwould
that be?
James said ... Carol asked ...
Alice told her boyfriend ...
I wasthinking
about you.
Betty asked ... Billy asked
Whatsyour pho
number
If we becomeengaged, willyou give me
a ring?
The waitress asked ...
The customer asked ...
Would you likeyour coffee black?
What other colorsdo you have?
Leave it
alone, andlet the beebe.
The boy said ...The horse sai
Thats funnYou dont lo
like a hors
I have a sorethroat, and Ima little hoarse.
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Jim said
(that) he had
practiced before the
game had started.
Indirect Speech
We asked what
this word meant.
We were told (that)it meantdanger.
Indirect SpeechIndirect Speech
The rst ant asked
why the little boy
ant was confused.
The second antanswered (that) all his
uncles were aunts!
Indirect Speech Indirect SpeechIndirect Speech
Betty asked Billy if
they became engaged,would he give her a
ring?
Billy asked what her
phone number was.
Jeff asked her (Beth)
if he might hold her
hand.
Beth told him no and
that it (her hand)
wasntheavy.
Jill told Jack to say
(that) he loved her
Jack told Jill (that)
she loved him.
Indirect Speech Indirect SpeechIndirect Speech
Ella told Andy
to leave it (the bee)
alone and (to) let
the bee be.
The waitress asked the
customer if he would
like his coffee black.
The customer asked
what other colors she
(the waitress) had.
James said that he
loved her (Carol) an
he would die for he
Carol asked how
soon that would be
Indirect Speech Indirect SpeechIndirect Speech
The boy said that he had a
sore throat, and that he (the
boy) was a little hoarse.
The horse said (that) that
was funny and (that) he (the
boy) didnt looklike a horse.
Alice told her
boyfriend (that)
she was thinking
about him.
Emily asked her
brother if she could
borrow a dollar.
Then, she said that s
would pay him back t
next/following day.
Flash Card Activity: Photo copy sheets 2A & 2B back to back. Then, cut along the dotted line to make cards. SHEET
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The psychic asked ... Paul asked himself ...
Whats the difference betweenpartly cloudy and partly sunny?
What is afree gift?
Arent agifts free
Mira asked ... Moe asked
Albert asked ...
Which witchdo you like
best?
HALLOWEEN contest I arrivedat two to
two.
The witch asked ... Frick said ... Frack said .
I got here atwo to two, to
NICK
Kim asked Nick ... Nick replied ...
If I said that mygirlfriend was
indescribable,wouldnt that bedescribing her?
Have youever had anickname?
Never
had one.
Flash Card Activity: Photo copy sheets 3A & 3B back to back. Then, cut along the dotted line to make cards. SHEET
Mom said ...
Billy told her ...
Joey asked ...
Then whyshould I
practice?
Practicemakes
perfect.
Nobodys
perfect.
Tom said ... Pam added
I havent seen
Julie lately.
Buddy asked ... Princess replied ...
Could youhelp me?
I wouldif I could,but I cantso I wont.
You must help usif were gonna survive.
The orangutang said ...
Would you mind notstaring at me!?
Max told us ...
Have you ever
read about a
psychic winning
the lottery?
Neither
have I.
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The psychic asked
I/we had ever heard
about a psychicwinning the lottery
Indirect Speech
Paul asked himself
what the difference
between partly
cloudy and partlysunny was.
Indirect SpeechIndirect Speech
Mira asked what a
free grift was.
Moe asked if allgifts werentfree.
Indirect Speech Indirect SpeechIndirect Speech
Frick said (that) he had
arrived at two to two.
Frack said (that) he
had gotten there
at two to two, too.
The witch askedwhich witch
I/we liked best.
Albert asked if he
had said that his
girlfriend had been
indescribable,
wouldntthat have
been describing he
Indirect Speech Indirect SpeechIndirect Speech
Tom said (that) he
hadnt seen Julie lately.
Pam added neither had
she. (or)
Pam added (that) she
hadnt either.
Mom said that practicemakes perfect.
Billy told her that
nobody was perfect.
Joey asked why he
should practice.
Kim asked Nick if
he had ever had a
nickname.
Nick said that he
had never had one
Indirect Speech Indirect SpeechIndirect Speech
Max asked us
if we would mind
not staring at him.
The orangutang said
that we had to help
them if they were
going to survive.
Buddy asked (Princes
if she could help him
Princess replied tha
she would if she coul
but she couldnt
so she wouldnt.
Flash Card Activity: Photo copy sheets 3A & 3B back to back. Then, cut along the dotted line to make cards. SHEET 3
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NICK
NICK
1. Nick plays basketball.
2. Nick is playing basketball.
3. Nick played basketball.
4. Nick has played basketball.
5. Nick was playing basketball.
6. Nick had been playing basketball.
7. Nick had played basketball.
8. Nick will play basketball.
9. Nick can play basketball.
10. Nick must play basketball.
11. Nick should play basketball.
12. Nick may play basketball.
13. Nick might play basketball.
14. Nick ought to practice.
15. Jill, would you go to the game with me?
16. Do you like basketball?
17. Please dont be late!
18. Could you sit with me, please?
19. Hurry up, Jill!
20. Dont be late, Jill!
I like to play basketball.
Direct speech
1. Nick said (that) he played basketball.
2. Nick said (that) he was playing basketba
3. Nick said (that) he had played basketbal
4. Nick said (that) he had played basketbal
5. Nick said (that) he had been playing basketba
6. Nick said (that) he had been playing basketba
7. Nick said (that) he had played basketbal
8. Nick said (that) he would play basketball
9. Nick said (that) he could play basketball
10. Nick said (that) he had to play basketba
11. Nick said (that) he should play basketba
12. Nick said (that) he may/might play basketba
13. Nick said (that) he might play basketba
14. Nick said (that) he ought to practice.
15. Nick asked if she would go to the game with hi
16. Nick asked if Jill likedbasketball?
17. Nick told Jill not to be late.
18. Nick asked Jill to sit with him.
19. Nick told Jill to hurry up.
20. Nick told Jill not to be late.
Jill asked Nick if he hada nick name.
Do you have a nickname?
Pre-Quiz: Reported SpeechDirections: Work with partner. Fold the sheet in half along the dotted line. Discuss the sentences below
change them from direct to reported speech. Use the verbs said,asked, or told. Begin each sentence w
Jim said, told, asked... Then, unfold your sheet and check your answer. See the examples below.
Direct question
Reported speech
Dont be late for the game.
Polite request
NICK
Nick told Jill not to belate for the gam
Reported speech
Nick said that he liked to play basketball.
Reported speech
Paul J. Hamel 2012 Lessonslworksheetsandlessonplans.com
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Grammar Review: Reported Speechn reported speech, we usually report
what was said at a different time, and so
we change the tense to reect a past time.
We use a reporting verb like sayand tell.
Here are some examples of tense changes:
Simple PresentNick plays basketball.
ill said (that) Nick played basketball.
Present Continuous
Nick is playing basketball.
ill said (that) Nick was playing
asketball.
Simple Past
Nick played basketball.
ill said that Nick had played basketball.
Present Perfect
Nick has played basketball.ill said that Nick had played basketball.
Past Continuous
Nick was playing basketball.
ill said that Nick had been playing
asketball.
Present Perfect Continuous (no change)
Nick had been playing basketball.
ill said that Nick had been playing
asketball.
Past Perfect (no change)
Nick had played basketball.ill said (that) Nick had played basketball.
Future
Nick will play basketball.
ill said (that) Nick would play basketball.
Can
Nick can play basketball.
ill said (that) Nick could play basketball.
Must
Nick must play basketball.
ill said (that) Nick had to play basketball.
Pronoun Changes
Sometimes we need to change the
pronouns such as I to he, for example.
We also may need to change words like
my, his, her, and your. Also change
words about place and time.
Direct:I played with my friend last week.
Reported: Nick said (that) he had playedwith his friend the week before.
No Verb Change
Sometimes, we dont change the present
tense into the past if the information is still
true or a general fact.
Direct:Nick is still a great player.
Reported: Jill said (that) Nick is still a
great player.
Modals
Modal verbs like could, might, would,should, ought to, had better usually
do not change in reported speech.
Direct:Nick should play basketball.
Reported: Jill said (that) Nick should
play basketball.
Direct:Nick may play basketball.
Reported: Jill said (that) Nick may/might
play basketball.
Direct: Nick might play basketball.
Reported: Jill said (that) Nick might play
basketball.
Direct:Nick ought to practice.
Reported: Jill said (that) Nick ought to
practice.
Direct Questions
When we tell the question to someone
else, it isnt a question any more so we
need to change the grammar to a normal
positive sentence. Remove the question
words do and does and change the
verb to the simple past.
Direct:Where do you live?
Reported: She asked me where I lived.
Direct Questions with be
We change the position of the subject and
verb and put the verb in the past tense.
Direct:Where isthe gym?
Reported:Nick asked Jill where the gym was.
Direct:What are you doing?
Reported:Jill asked Nick what he was
doing.
Yes/No Questions
There are no question words so just u
if and change the verb.
Direct:Do you likebasketball?
Reported:Jill asked Nick if he liked
basketball.
Direct:Have you ever been to a
basketball game?
Reported:Nick asked Jill if she had
been to a basketball game.
Polite Request
Use ask + to + infnitive.
(It is not necessary to report every wo
Direct: Would you pleasego to the
basketball game with me?
Reported: Nick asked Jill to go to the
basketball game.
Direct:Would you minddriving me togame?
Reported:Jill asked Nick to drive he
the game.
Direct:Please dontbe late!
Reported:Nick asked Jill not to be la
Direct Speech:Could you stay after
game, please?
Reported Speech:Nick asked Jill to
stay after the game.
Giving an Order
Instead of using the word ask, use
+ to + infnitive.
Direct:Hurry up, Jill!
Reported: Nick told Jill to hurry up.
Direct:Dont hurtyourself!
Reported:Jill told Nick not to hurt
himself.
Other Reporting Verbs
When using reported speech, most pe
learn to use say and tell. Howe
there are a number of other repoverbs which can more accurately desc
what someone has said. Here are a f
added
announced
communicated
declared
disclosed
expressed
guessed
lectured
mentioned
replied
reported
rumored
shouted
suggested
whispered
yelled
I liketo play
basketball.
Nick said that
he likedto play
basketball.
Direct speech Reported later
NICK
Paul J. Hamel 2012 Lessonslworksheetsandlessonplans.com
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Final Written Quiz: Reported SpeechDirections: Complete the sentences below the pictures using reported speech.
2. Paul asked himself _______
_________________________
_________________________
_________________________
Whats the difference betweenpartly cloudy and partly sunny?
3. Tom said _______________
________________________
________________________
4. Pam added ____________
________________________
________________________
I havent seenJulie lately.
Neitherhave I.
5. Max said _______________
_________________________
_________________________
It started whenI began smoking.
You must help usif were gonna survive.
6. The orangutang said ______
_________________________
_________________________
7. Lucy said ______________
________________________________________________
I was talking to you!
8. Cindy told her brother _____
_________________________
_________________________
_________________________
Dont worrybecauseIm herefor you.
9. Alice told her boyfriend ____
_________________________
_________________________
________________________
I wasthinking
about you.
10. Jerry said ____________
________________________
________________________
________________________
We may be alittle late for dinner.
Example:Emily asked her
brotherifshe could borrow a dollar.
1. Then, she said __________
_________________________
_________________________
Can I borrow
a dollar?
Ill pay you
back tomorrow.
wers:1.Then,shesaid(that)shewouldpayhimbackthenextday.2.Paulaskedhimselfwhatthedifferencebetweenpartlycloudyandpartlysunnymeant.3aid(that)hehadntseenJulielately.4.Pamadded(that)neitherhadshe.orPamadded(that)shehadnteither.5.Maxsaid(that)itstartedwhenhebegansmok
TheorangutangsaidthatI/wehadtohelpthemiftheyweregoingto(gonna)survive.7.Lucysaidthatshehadbeentalkingtome/us.8.Cindytoldherbrotherno rrybecauseshewashereforhim.9.Alicetoldherboyfriend(that)shehadbeenthinkingabouthim.10.Jerrysaid(that)theymay/mightbealittlelatefordinner