transposition of Direct into reported speech

1. Lesson 5.1
Structure of Direct and
Reported Speech

2. Learning Competency
At the end of this lesson, the students should be able to
use direct and reported speech appropriately in varied
contexts (EN7G-III-e-3).

3. Objective
At the end of this lesson, the students should be able to do
the following:
1. Differentiate direct speech from reported speech.
2. Demonstrate understanding of the rules in transforming
direct speech to reported speech and vice versa.
3. Write an interview report incorporating direct speech and
reported speech.

4. Essential Question
How can my understanding of direct and reported speech
help me become a responsible reporter?

5. Warm Up!
Viewing
1. Find a partner.
2. Student A will stay outside, while student B will remain
seated and will watch a war scene from a particular movie.
3. Student B will pretend that he or she is an eyewitness.
4. After viewing the scene, student B will report what he or
she has seen to student A, who will transcribe the event
and pretend to publish it in a newspaper.

6. Review
1. How do we write a report?
2. How do we cite a line or dialogue spoken by
someone?

7. Learn about It
● This is commonly called as quoted speech.
● It says or quotes exactly what a person said.
● In this speech, the exact words that were spoken are
enclosed in quotation marks (“ ”).
Direct Speech

8. Learn about It
“I believe I can handle this, but thanks for offering to help,”
Clarice said.
Clarice said, “I believe I can handle this, but thanks for offering
to help.”
Phoebe asked John, “Do you think Mom would like this if we
bought it for her?”
“Do you think Mom would like this if we bought it for her?”
Phoebe asked John.
Examples:

9. Learn about It
● This is commonly called as indirect speech.
● It says what a person said without quoting the exact words
and without using quotation marks.
● It uses reporting verbs such as say, tell, ask, explain, and
request.
Reported Speech

10. Learn about It
Clarice said she can handle it, then she thanked me for
offering to help.
Phoebe asked John if he thinks their mom would like the item
if they bought it for her.
Examples:

11. Learn about It
1. If there is an expression of time such as “a week ago,” “a
month ago,” and others in the reported speech, you must
change it to fit the time of reporting.
Rules in Changing Direct Speech into Indirect
Speech

12. Examples:
Now
(direct speech)
Now
(same day,
reported speech)
After a day
(reported speech)
Andy said, “We should
submit this
tomorrow.”
Andy said we should
submit this tomorrow.
Anday said we should
submit this today.
Evening now
(direct speech)
Evening now
(same day,
reported speech)
The following
evening
(reported speech)
Erwin said, “We should
meet this evening.”
Erwin said that we
should meet this
evening.
Erwin said that we
should meet yesterday
evening.

13. Learn about It
2. If there is a change in the place being referred to, you must
also change the place in the reported speech.
In school
(direct speech)
At home
(reported speech)
here there
Ms. Cruz said, “Be here before 7:00
a.m. tomorrow.”
Ms. Cruz said that we should be
there before 7:00 a.m. tomorrow.

14. Learn about It
3. If the direct speech has modals, they should be changed to
fit the reported speech.
Modals like might, could, would, should, and ought to do
not change in reported speech, while modals such as will,
shall, may, and must change in reported speech.

15. Examples:
Direct : Raj said, “I might bring someone
to the party.”
Reported : Raj said that he might bring
someone to the party.
Direct : Bernadette said, “I will help you with
your project.”
Reported : Bernadette said that she would
help me with my
project.

16. Learn about It
4. Sometimes, pronouns in a direct speech should be changed
in order for the meaning of the reported speech to be the
same.
Direct Speech Reported Speech
Sheldon said, “I am the best
physicist in the world.”
Sheldon said that he is the best
physicist in the world.
Rachel said, “We will watch a movie
tonight.”
Rachel said that they will watch a
movie tonight.

17. Learn about It
5. When you convert a direct speech to a reported speech, you
usually change the verb tense.
Direct Speech Reported Speech
Present simple
He said, “It is a great dinner.”
Note:
If the reporting verb is in the present, (e.g.,
says) do not change the tense in the
quotation marks.
He says, “I was hot-tempered before.”
Past simple
He said it was a great dinner.
He says he was hot-tempered before.

18. Learn about It
Present continuous
He said, “I am doing my homework.”
Past continuous
He said he was doing his homework.
Present perfect
She said, “I have gone to the clinic.”
Past perfect
She said she had gone to the clinic.
Present perfect continuous
He said, “I have been teaching for ten
years.”
Past perfect continuous
He said he had been teaching for ten years.
Past simple
They said, “We waited for four hours
yesterday.”
Past perfect
They said they had waited for hours
yesterday.
Past continuous
She said, “I was eating lunch.”
Past perfect continuous
She said she had been eating lunch.

19. Learn about It
Past perfect (No change)
She said, “The program had started when
she arrived.”
Past Perfect
She said the program had started when she
arrived.
Past perfect continuous (No change)
He said, “I had been studying for an hour.”
Past perfect continuous
He said he had been studying for an hour.
Future simple with “will”
He said, “I will meet them next week.” He said he would meet them next week.
Future with “going to”
They said, “We are going to Batangas.” They told me they were going to Batangas.

20. Drills
Read the following statements. On the space provided, write
true if the statement is correct and false if otherwise.
1. Change in time expressions should be noted in reported
speech.
2. The verb tense is always retained when direct speech is
converted into reported speech.
3. The exact words spoken are enclosed in quotation marks when
writing reported speech.

21. Drills
4. There is no need to alter the words when changing direct
speech to reported speech.
5. Pronouns change when a direct speech is transformed into
reported speech.

22. Drills
Write the following famous last words in correct direct
speech and reported speech.
1. (Filipino general) Macario Sakay: “Death comes to all of us
sooner or later, so I will face the Lord Almighty calmly.”
2. (Filipino hero) Gregorio del Pilar: “I feel that this is the
most glorious moment of my life.”
3. (Author) George Orwell: “At fifty, everyone has the face he
deserves.”
4. (French astrologer and seer) Nostradamus: “Tomorrow,
at sunrise, I shall no longer be here.”

23. Drills
5. (French philosopher) Jean-Paul Sartre to his wife: “I love you
very much, my dear Beaver.”
6. (English physicist) Sir Isaac Newton: “I don’t know what I may
seem to the world.”
7. Nurse to (drummer) Buddy Rich: “Is there anything you can’t
take?”

24. Drills
8. (American-born French activist) Josephine Baker: “You, young
people act like old men. You are no fun.”
9. (American poet) Emily Dickinson: “I must go in, for the fog is
rising.”
10. (French mathematician) Thomas Fantet de Lagny: “What is the
square of 12?”

25. How can a misquoted dialogue affect a person’s life?
Cite an example.
Values Integration

26. Synthesis
Interview with a School Celebrity
1. Form groups with three members.
2. Select a celebrity within your school. He or she could be a
student leader, famous teacher, athlete, math wizard,
spelling bee champion, or a kind fellow, etc.
3. List down eight questions that you would want to know
about this celebrity.
4. Conduct a 12-minute interview with the celebrity.
5. Write an interview report (narrative) based on the interview.
Observe the balance between direct and reported speech.

27. Synthesis
Criteria Does Not Meet
Expectations
1
Nearly Meets
Expectations
2
Meets Expectations
3
Exceeds Expectations
4
Content (50%)
Clear and evident focus
on the topic
The content is unclear and
unsupported with textual
evidence.
The content is somewhat
clear and supported
with textual evidence.
The content is
sufficiently clear and
supported with textual
evidence.
The content is very clear
and well-supported with
textual evidence.
Organiza-
tion (25%)
Logical progression of
details/ events; clear
transitions between ideas
The progression of ideas is
disorganized. Transitions
are unclear, making the
text almost impossible to
understand.
The progression of ideas
is somewhat organized.
Transitions are
somewhat clear, leading
to vague understanding.
The progression of ideas
is organized. Transitions
are sufficiently clear,
leading to full
understanding.
The progression of ideas
is well-organized.
Transitions are clear and
effective, leading to full
and easy understanding.
Language (25%)
Spelling, mechanics,
grammar, and word
usage
There are four or more
language errors.
There are two to three
language errors.
There is one language
error.
There are no language
errors.

28. Read “The Wolf and the Lamb” by Aesop and change
all the direct speech to reported speech.
Assignment

29. Bibliography
Behrens, Laurence and Rosen Leonard. 2003. Writing and Reading Across the
Curriculum: 8th ed. California: Pearson Publishing House
Conrey, Sean M., Mark Pepper, and Allen Brizee. “How to Use Quotation Marks.”
Accessed March 03, 2022. https://owl.english.purdue.edu/owl/owlprint/577/.
Cooley, Thomas. 2013. The Norton Sampler: Short Essays for Composition. 8th ed.
New York: Norton & Company.