Paraphrasing .1 - ESL worksheet by encarnara - Free Printable
Educational worksheet: Paraphrasing .1 - ESL worksheet by encarnara. Download and print for classroom or home learning activities.
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Step-by-step solution for: Paraphrasing .1 - ESL worksheet by encarnara
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Show Answer Key & Explanations
Step-by-step solution for: Paraphrasing .1 - ESL worksheet by encarnara
Of course! Here's the solution to the paraphrasing exercise, with each sentence rewritten using the starting words provided, while keeping the original meaning.
---
1. "Can I have some sugar?", asked Susan.
*Starting with: Susan...*
> Susan asked if she could have some sugar.
*(Explanation: We change the direct speech into reported speech and use "asked if" to convey the request.)*
---
2. Philip was teaching Michael how to drive.
*Starting with: Michael...*
> Michael was being taught how to drive by Philip.
*(Explanation: We change from active voice ("Philip was teaching") to passive voice ("Michael was being taught") to make Michael the subject.)*
---
3. The house was so badly damaged that it couldn't be repaired.
*Starting with: The house was too...*
> The house was too badly damaged to be repaired.
*(Explanation: We replace “so...that it couldn’t be” with the structure “too...to be,” which conveys the same meaning of impossibility due to excess.)*
---
4. You won't reach the station in less than twenty minutes.
*Starting with: It will take...*
> It will take you at least twenty minutes to reach the station.
*(Explanation: “Won’t reach in less than twenty minutes” means the minimum time required is 20 minutes, so we rephrase as “at least twenty minutes.”)*
---
5. They didn't prosecute any of the protesters.
*Starting with: None...*
> None of the protesters were prosecuted.
*(Explanation: We switch from active voice (“They didn’t prosecute”) to passive voice (“were prosecuted”) and start with “None of the protesters” to emphasize who was not affected.)*
---
6. Karen speaks English more fluently than Nicole.
*Starting with: Nicole speaks a...*
> Nicole speaks a less fluent English than Karen.
*(Alternative: Nicole speaks English less fluently than Karen.)*
*(Explanation: Since Karen is more fluent, Nicole is comparatively less fluent. We can say “less fluent English” or “less fluently” — both are acceptable.)*
---
7. I took my car to the garage last Monday and they fixed it.
*Starting with: I had...*
> I had my car fixed at the garage last Monday.
*(Explanation: We use the causative structure “had + object + past participle” to show that someone else (the garage) performed the action for me.)*
---
8. I will tell you the truth tomorrow. My father promised.
*Starting with: My father promised...*
> My father promised that he would tell me the truth the next day.
*(Explanation: We combine the two sentences using reported speech. “I” becomes “he,” “you” becomes “me,” and “tomorrow” becomes “the next day.”)*
---
9. How often is it necessary to feed your turtle?
*Starting with: How often does...*
> How often does your turtle need to be fed?
*(Explanation: We change “is it necessary to feed” into “does...need to be fed,” making the turtle the subject and using the passive form “to be fed” since the focus is on the turtle’s need.)*
---
10. “Whatever you do, don’t give up hope”, they said.
*Starting with: They urged me...*
> They urged me not to give up hope, whatever I did.
*(Explanation: “Urged me not to” replaces “don’t,” and we move “whatever you do” to the end, changing “you” to “I” to match the subject “me.”)*
---
11. I didn't hear the news until the next day.
*Starting with: It was not...*
> It was not until the next day that I heard the news.
*(Explanation: This is a cleft sentence structure used for emphasis. It highlights the time (“not until the next day”) before revealing the action.)*
---
12. Spending a day in the country is very relaxing.
*Starting with: It’s...*
> It’s very relaxing to spend a day in the country.
*(Explanation: We convert the gerund phrase “Spending a day…” into an infinitive phrase “to spend a day…” after “It’s very relaxing,” which is a common structure for expressing feelings about activities.)*
---
✔ All paraphrases maintain the original meaning while using different wording and structures as requested.
Let me know if you’d like these explained further or turned into a printable answer sheet!
---
1. "Can I have some sugar?", asked Susan.
*Starting with: Susan...*
> Susan asked if she could have some sugar.
*(Explanation: We change the direct speech into reported speech and use "asked if" to convey the request.)*
---
2. Philip was teaching Michael how to drive.
*Starting with: Michael...*
> Michael was being taught how to drive by Philip.
*(Explanation: We change from active voice ("Philip was teaching") to passive voice ("Michael was being taught") to make Michael the subject.)*
---
3. The house was so badly damaged that it couldn't be repaired.
*Starting with: The house was too...*
> The house was too badly damaged to be repaired.
*(Explanation: We replace “so...that it couldn’t be” with the structure “too...to be,” which conveys the same meaning of impossibility due to excess.)*
---
4. You won't reach the station in less than twenty minutes.
*Starting with: It will take...*
> It will take you at least twenty minutes to reach the station.
*(Explanation: “Won’t reach in less than twenty minutes” means the minimum time required is 20 minutes, so we rephrase as “at least twenty minutes.”)*
---
5. They didn't prosecute any of the protesters.
*Starting with: None...*
> None of the protesters were prosecuted.
*(Explanation: We switch from active voice (“They didn’t prosecute”) to passive voice (“were prosecuted”) and start with “None of the protesters” to emphasize who was not affected.)*
---
6. Karen speaks English more fluently than Nicole.
*Starting with: Nicole speaks a...*
> Nicole speaks a less fluent English than Karen.
*(Alternative: Nicole speaks English less fluently than Karen.)*
*(Explanation: Since Karen is more fluent, Nicole is comparatively less fluent. We can say “less fluent English” or “less fluently” — both are acceptable.)*
---
7. I took my car to the garage last Monday and they fixed it.
*Starting with: I had...*
> I had my car fixed at the garage last Monday.
*(Explanation: We use the causative structure “had + object + past participle” to show that someone else (the garage) performed the action for me.)*
---
8. I will tell you the truth tomorrow. My father promised.
*Starting with: My father promised...*
> My father promised that he would tell me the truth the next day.
*(Explanation: We combine the two sentences using reported speech. “I” becomes “he,” “you” becomes “me,” and “tomorrow” becomes “the next day.”)*
---
9. How often is it necessary to feed your turtle?
*Starting with: How often does...*
> How often does your turtle need to be fed?
*(Explanation: We change “is it necessary to feed” into “does...need to be fed,” making the turtle the subject and using the passive form “to be fed” since the focus is on the turtle’s need.)*
---
10. “Whatever you do, don’t give up hope”, they said.
*Starting with: They urged me...*
> They urged me not to give up hope, whatever I did.
*(Explanation: “Urged me not to” replaces “don’t,” and we move “whatever you do” to the end, changing “you” to “I” to match the subject “me.”)*
---
11. I didn't hear the news until the next day.
*Starting with: It was not...*
> It was not until the next day that I heard the news.
*(Explanation: This is a cleft sentence structure used for emphasis. It highlights the time (“not until the next day”) before revealing the action.)*
---
12. Spending a day in the country is very relaxing.
*Starting with: It’s...*
> It’s very relaxing to spend a day in the country.
*(Explanation: We convert the gerund phrase “Spending a day…” into an infinitive phrase “to spend a day…” after “It’s very relaxing,” which is a common structure for expressing feelings about activities.)*
---
✔ All paraphrases maintain the original meaning while using different wording and structures as requested.
Let me know if you’d like these explained further or turned into a printable answer sheet!
Parent Tip: Review the logic above to help your child master the concept of teaching paraphrasing worksheet.
