Brief introduction to Reported Speech for students of English. Includes a revision of tenses which usually go through "backshift" when reporting in the past tense. It also includes questions and orders in reported speech.
The document discusses active and passive voice in sentences. In the active voice, the subject performs the action, while in the passive voice the action is done to the subject. A sentence can be written in either the active or passive voice depending on whether you want to emphasize the subject or object. The tense, voice, and other grammatical aspects must be consistent when changing a sentence between active and passive.
The document summarizes the subjunctive verb form in English. It discusses that the subjunctive is used for events that are uncertain or imagined, and provides examples of different types of subjunctive including past subjunctive and present perfect subjunctive. It also gives examples of how the subjunctive is used after verbs like "wish" and "suppose", as well as structures involving expressions like "it is essential that". In summary, the document outlines when and how the English subjunctive verb form is used in different tenses and structures.
English language becomes much more easier if one can master the prepositions. Though they may sound simple many people make mistakes. This presentation will give the viewers an idea about what prepositions are and how one can learn to use them.
Reported speech is used to report what someone said without using their exact words. Pronouns and verbs change to reflect that the statement is no longer being quoted directly. For example, changing "He said, 'I can't fix it myself'" to "He said he couldn't fix it himself." Questions, commands, and other speech are also adjusted when reported, such as changing a question's word order and removing the question mark. Verb tenses may change depending on the reporting verb used.
Direct speech reports someone's exact words, using quotation marks. Indirect speech reports the meaning of what someone said without using their exact words. When changing direct speech to indirect speech, you must transform references to persons, times, places, and tense/modality to reflect the new context. Common errors include incorrectly inverting subject and auxiliary verbs in reported questions. Direct speech is more informal and immediate, while indirect speech is more formal and removed from the original context.
When reporting speech, verb tenses are usually changed to be in the past. This is because reported speech refers to something that was said in the past. Common changes include changing present tenses to past tenses, changing pronouns like "I" and "me" to reflect the person who originally spoke, and adjusting time and place references. Reporting speech involves systematically changing verb tenses, pronouns, and other elements of the original statement while retaining the overall meaning.
The document discusses direct and indirect speech in English. Direct speech repeats what someone said word for word, using quotation marks. Indirect speech reports what someone said using our own words. Some key differences between direct and indirect speech include changing verbs from present to past tense and changing pronouns from first to third person when moving from direct to indirect speech.
The document discusses active and passive voice in sentences. In the active voice, the subject performs the action, while in the passive voice the action is done to the subject. A sentence can be written in either the active or passive voice depending on whether you want to emphasize the subject or object. The tense, voice, and other grammatical aspects must be consistent when changing a sentence between active and passive.
The document summarizes the subjunctive verb form in English. It discusses that the subjunctive is used for events that are uncertain or imagined, and provides examples of different types of subjunctive including past subjunctive and present perfect subjunctive. It also gives examples of how the subjunctive is used after verbs like "wish" and "suppose", as well as structures involving expressions like "it is essential that". In summary, the document outlines when and how the English subjunctive verb form is used in different tenses and structures.
English language becomes much more easier if one can master the prepositions. Though they may sound simple many people make mistakes. This presentation will give the viewers an idea about what prepositions are and how one can learn to use them.
Reported speech is used to report what someone said without using their exact words. Pronouns and verbs change to reflect that the statement is no longer being quoted directly. For example, changing "He said, 'I can't fix it myself'" to "He said he couldn't fix it himself." Questions, commands, and other speech are also adjusted when reported, such as changing a question's word order and removing the question mark. Verb tenses may change depending on the reporting verb used.
Direct speech reports someone's exact words, using quotation marks. Indirect speech reports the meaning of what someone said without using their exact words. When changing direct speech to indirect speech, you must transform references to persons, times, places, and tense/modality to reflect the new context. Common errors include incorrectly inverting subject and auxiliary verbs in reported questions. Direct speech is more informal and immediate, while indirect speech is more formal and removed from the original context.
When reporting speech, verb tenses are usually changed to be in the past. This is because reported speech refers to something that was said in the past. Common changes include changing present tenses to past tenses, changing pronouns like "I" and "me" to reflect the person who originally spoke, and adjusting time and place references. Reporting speech involves systematically changing verb tenses, pronouns, and other elements of the original statement while retaining the overall meaning.
The document discusses direct and indirect speech in English. Direct speech repeats what someone said word for word, using quotation marks. Indirect speech reports what someone said using our own words. Some key differences between direct and indirect speech include changing verbs from present to past tense and changing pronouns from first to third person when moving from direct to indirect speech.
There are two ways to report what someone says: direct speech and indirect (reported) speech. Direct speech uses the exact words of the speaker within quotation marks, while indirect speech reports the meaning without using the exact words. When changing from direct to indirect speech, there are typically changes to tense, pronouns, adverbs of time and place, and verbs depending on whether the original statement was affirmative, interrogative, imperative, or exclamatory.
The document discusses modal verbs and their usage in the present simple tense in English. It provides examples of modal verbs like may, can, must in affirmative, negative and interrogative forms. Examples include common phrases using these modal verbs like "May I borrow your pencil?", "You mustn't arrive late to classes" and "It may rain in the afternoon".
This document discusses how to report speech or things that other people have said. There are two types of reported speech: direct speech uses the person's exact words, while reported speech restates their message without using their exact words. When changing direct to reported speech, tenses, time/place expressions, and pronouns may need to be changed. Commands and questions also have specific rules for changing to reported speech involving changes in tense and word order.
Choosing the most appropriate verb tense when reporting what people say or think can sometimes be a challenge to writers. With this training deck, you'll get to review the guidelines in writing a reported speech to make your writing clear.
The document discusses the subjunctive mood in English grammar. It describes the two forms of the subjunctive as synthetic and analytic. The synthetic subjunctive has present and past tense forms, while the analytic subjunctive uses modal verbs like shall, should, would, may, might, and could followed by an infinitive. It provides examples of how the different forms of the subjunctive are used in various clause types like conditional clauses, subject clauses, and purpose clauses.
You are allowed to leave now.
The assistant permitted me to leave.
Mother: Please don’t go out tonight, darling.
Mother begged her daughter not to go out that night.
Sergeant: I order you to get back in line immediately!
The sergeant commanded the soldiers to get back in line immediately.
Coach: Keep trying, you can do better than that!
The coach encouraged the team to keep trying.
Doctor: Under no circumstances should you lift anything heavy.
The doctor forbade me from lifting anything heavy.
Teacher: Let me show you how to do this exercise.
The teacher instructed me how to do the exercise.
Host: Do
This document provides information on modal verbs and tenses used to talk about deduction, probability, intentions, and predictions in the past. It discusses the uses of may, might, will, must, can't, be going to, would, and the past perfect tense. Specifically, it notes that may and might express possibility, will and won't express certainty, and must and can't express deductions based on evidence. It also explains using the past form of be going to to talk about past intentions and would/wouldn't to talk about past predictions.
The document discusses the passive voice in English. It explains what the passive voice is and how it is formed by using some form of "to be" plus the past participle of the main verb. It provides examples of the passive voice in various tenses, including the present, past, future, perfect, and progressive tenses. It also shows how to form interrogative and negative sentences in the passive voice.
When reporting speech, tenses change depending on whether the reporting verb is in the past or present tense. If the reporting verb is in the past tense, present tenses in the direct speech change to past tenses in the reported speech. Questions, commands, and requests are introduced using verbs like "asked", "ordered", and "requested" respectively depending on the type of speech. The tense does not change if the reporting verb is in the present tense.
The document discusses the use of negative adverbs such as hardly, rarely, scarcely, and seldom. It provides examples of sentences using these adverbs and explains that they are used to refer to things that almost never or do not often happen. The document also discusses the placement of these adverbs in sentences and compares neutral versus formal styles. It provides examples of replacing sentences using these adverbs with outright negative sentences. Finally, it includes examples of changing the meanings of sentences by introducing or removing double negatives.
The document discusses the rules for changing direct speech to indirect speech in English. It provides examples of how to change verbs and other elements like pronouns, adverbs of time and place, questions, commands, suggestions and invitations from direct to indirect speech based on guidelines presented in the document.
This document explains how to change direct speech into reported speech by modifying verb tenses and other elements like pronouns, adverbs of time and place. When reporting speech, the tense of the verb in the reported clause is usually changed to be one tense back compared to the tense of the reporting verb. Pronouns, adverbs of time and place, and other elements are also typically changed to be consistent with the fact that a past reporting verb is being used to report past speech or a situation.
This document discusses how to report imperative sentences, or commands, in indirect speech. Imperative sentences use orders or commands, while indirect speech reports what was said without using exact words. The direct speech uses quotes, while the indirect speech converts the imperative sentence into the infinitive form without quotes. Several examples are provided of direct imperative sentences and how they are reported in indirect speech by changing the imperative verb to the infinitive. Key points are that indirect speech reports the meaning without exact words and imperative verbs become the infinitive form.
Direct Speech: the message of the speaker is conveyed or reported in his own actual words without any change.
Indirect Speech: the message of the speaker is conveyed or reported in our own words. In this Power Point Presentation I clearly discussed about Direct and Indirect Speech and the tips for conversion of Direct to Indirect Speech. Please use this Power Point Presentation for your reference purpose.
This document provides definitions and examples of common English modal verbs including: can, could, must, may, might, would, have, should, will and going to. It then provides exercises for students to practice using these modal verbs in sentences. The exercises include choosing between will and going to, completing sentences with must not or don't/doesn't have to, and creating sentences using modals and past participles. The document was produced by Viviana Sandoval Arancibia, an English student at USACH, for a grammar workshop focusing on modal verbs.
The document defines and explains the subjunctive mood in English grammar. It discusses that the subjunctive expresses hypothetical or wished-for situations, unlike the conditional which relies on certain conditions. It then outlines the structure of present and past subjunctive verbs. Finally, it provides examples of how the subjunctive is used with expressions like "I wish" or "it is recommended", and discusses present, past, and past perfect subjunctive forms.
The document discusses direct and indirect speech. It explains that direct speech uses quotation marks and reports someone's exact words, while indirect speech uses a reporting verb and changes verbs and pronouns. It provides examples of how to change verb tenses, pronouns, and other elements like time expressions when changing direct to indirect speech. The document also covers how to report questions, orders, advice and suggestions in indirect speech.
Modal verbs are used to express meanings like ability, permission, obligation, possibility, advice, and requests in English. There are several core modal verbs like can, may, must, should, etc. Modals have unique grammatical properties - they do not conjugate, are always followed by a base verb form, and have certain fixed patterns in questions, negatives, and tense formation. The document provides a detailed overview of the various modal verbs in English, their meanings, examples of usage, and special rules regarding their form and function in sentences.
This document outlines the syllabus for English Language Teaching for the first year of the Diploma in Teacher Education course. It discusses the objectives of developing the necessary skills for trainees to listen, speak, read and write effectively in English as well as increase their vocabulary and strengthen their knowledge of grammar. It emphasizes adopting effective teaching-learning strategies and organizing language activities. It covers content areas like practical language skills, grammar and usage as well as methodology topics like objectives of learning English, oral skills, listening and speaking, teaching methods and approaches, teaching vocabulary, prose and poetry. The syllabus aims to equip trainees with skills to teach English effectively and make learning enjoyable for students.
1. The document discusses the difference between direct and indirect speech, providing examples of how to change direct speech into indirect speech.
2. Key aspects that change include changing pronouns, tense, time words, and enclosing direct speech in quotation marks.
3. Imperative and exclamatory sentences also change structure in indirect speech, such as adding "requested" or "ordered" for imperatives and "exclaimed with joy/sorrow" for exclamatories.
There are two ways to report what someone says: direct speech and indirect (reported) speech. Direct speech uses the exact words of the speaker within quotation marks, while indirect speech reports the meaning without using the exact words. When changing from direct to indirect speech, there are typically changes to tense, pronouns, adverbs of time and place, and verbs depending on whether the original statement was affirmative, interrogative, imperative, or exclamatory.
The document discusses modal verbs and their usage in the present simple tense in English. It provides examples of modal verbs like may, can, must in affirmative, negative and interrogative forms. Examples include common phrases using these modal verbs like "May I borrow your pencil?", "You mustn't arrive late to classes" and "It may rain in the afternoon".
This document discusses how to report speech or things that other people have said. There are two types of reported speech: direct speech uses the person's exact words, while reported speech restates their message without using their exact words. When changing direct to reported speech, tenses, time/place expressions, and pronouns may need to be changed. Commands and questions also have specific rules for changing to reported speech involving changes in tense and word order.
Choosing the most appropriate verb tense when reporting what people say or think can sometimes be a challenge to writers. With this training deck, you'll get to review the guidelines in writing a reported speech to make your writing clear.
The document discusses the subjunctive mood in English grammar. It describes the two forms of the subjunctive as synthetic and analytic. The synthetic subjunctive has present and past tense forms, while the analytic subjunctive uses modal verbs like shall, should, would, may, might, and could followed by an infinitive. It provides examples of how the different forms of the subjunctive are used in various clause types like conditional clauses, subject clauses, and purpose clauses.
You are allowed to leave now.
The assistant permitted me to leave.
Mother: Please don’t go out tonight, darling.
Mother begged her daughter not to go out that night.
Sergeant: I order you to get back in line immediately!
The sergeant commanded the soldiers to get back in line immediately.
Coach: Keep trying, you can do better than that!
The coach encouraged the team to keep trying.
Doctor: Under no circumstances should you lift anything heavy.
The doctor forbade me from lifting anything heavy.
Teacher: Let me show you how to do this exercise.
The teacher instructed me how to do the exercise.
Host: Do
This document provides information on modal verbs and tenses used to talk about deduction, probability, intentions, and predictions in the past. It discusses the uses of may, might, will, must, can't, be going to, would, and the past perfect tense. Specifically, it notes that may and might express possibility, will and won't express certainty, and must and can't express deductions based on evidence. It also explains using the past form of be going to to talk about past intentions and would/wouldn't to talk about past predictions.
The document discusses the passive voice in English. It explains what the passive voice is and how it is formed by using some form of "to be" plus the past participle of the main verb. It provides examples of the passive voice in various tenses, including the present, past, future, perfect, and progressive tenses. It also shows how to form interrogative and negative sentences in the passive voice.
When reporting speech, tenses change depending on whether the reporting verb is in the past or present tense. If the reporting verb is in the past tense, present tenses in the direct speech change to past tenses in the reported speech. Questions, commands, and requests are introduced using verbs like "asked", "ordered", and "requested" respectively depending on the type of speech. The tense does not change if the reporting verb is in the present tense.
The document discusses the use of negative adverbs such as hardly, rarely, scarcely, and seldom. It provides examples of sentences using these adverbs and explains that they are used to refer to things that almost never or do not often happen. The document also discusses the placement of these adverbs in sentences and compares neutral versus formal styles. It provides examples of replacing sentences using these adverbs with outright negative sentences. Finally, it includes examples of changing the meanings of sentences by introducing or removing double negatives.
The document discusses the rules for changing direct speech to indirect speech in English. It provides examples of how to change verbs and other elements like pronouns, adverbs of time and place, questions, commands, suggestions and invitations from direct to indirect speech based on guidelines presented in the document.
This document explains how to change direct speech into reported speech by modifying verb tenses and other elements like pronouns, adverbs of time and place. When reporting speech, the tense of the verb in the reported clause is usually changed to be one tense back compared to the tense of the reporting verb. Pronouns, adverbs of time and place, and other elements are also typically changed to be consistent with the fact that a past reporting verb is being used to report past speech or a situation.
This document discusses how to report imperative sentences, or commands, in indirect speech. Imperative sentences use orders or commands, while indirect speech reports what was said without using exact words. The direct speech uses quotes, while the indirect speech converts the imperative sentence into the infinitive form without quotes. Several examples are provided of direct imperative sentences and how they are reported in indirect speech by changing the imperative verb to the infinitive. Key points are that indirect speech reports the meaning without exact words and imperative verbs become the infinitive form.
Direct Speech: the message of the speaker is conveyed or reported in his own actual words without any change.
Indirect Speech: the message of the speaker is conveyed or reported in our own words. In this Power Point Presentation I clearly discussed about Direct and Indirect Speech and the tips for conversion of Direct to Indirect Speech. Please use this Power Point Presentation for your reference purpose.
This document provides definitions and examples of common English modal verbs including: can, could, must, may, might, would, have, should, will and going to. It then provides exercises for students to practice using these modal verbs in sentences. The exercises include choosing between will and going to, completing sentences with must not or don't/doesn't have to, and creating sentences using modals and past participles. The document was produced by Viviana Sandoval Arancibia, an English student at USACH, for a grammar workshop focusing on modal verbs.
The document defines and explains the subjunctive mood in English grammar. It discusses that the subjunctive expresses hypothetical or wished-for situations, unlike the conditional which relies on certain conditions. It then outlines the structure of present and past subjunctive verbs. Finally, it provides examples of how the subjunctive is used with expressions like "I wish" or "it is recommended", and discusses present, past, and past perfect subjunctive forms.
The document discusses direct and indirect speech. It explains that direct speech uses quotation marks and reports someone's exact words, while indirect speech uses a reporting verb and changes verbs and pronouns. It provides examples of how to change verb tenses, pronouns, and other elements like time expressions when changing direct to indirect speech. The document also covers how to report questions, orders, advice and suggestions in indirect speech.
Modal verbs are used to express meanings like ability, permission, obligation, possibility, advice, and requests in English. There are several core modal verbs like can, may, must, should, etc. Modals have unique grammatical properties - they do not conjugate, are always followed by a base verb form, and have certain fixed patterns in questions, negatives, and tense formation. The document provides a detailed overview of the various modal verbs in English, their meanings, examples of usage, and special rules regarding their form and function in sentences.
This document outlines the syllabus for English Language Teaching for the first year of the Diploma in Teacher Education course. It discusses the objectives of developing the necessary skills for trainees to listen, speak, read and write effectively in English as well as increase their vocabulary and strengthen their knowledge of grammar. It emphasizes adopting effective teaching-learning strategies and organizing language activities. It covers content areas like practical language skills, grammar and usage as well as methodology topics like objectives of learning English, oral skills, listening and speaking, teaching methods and approaches, teaching vocabulary, prose and poetry. The syllabus aims to equip trainees with skills to teach English effectively and make learning enjoyable for students.
1. The document discusses the difference between direct and indirect speech, providing examples of how to change direct speech into indirect speech.
2. Key aspects that change include changing pronouns, tense, time words, and enclosing direct speech in quotation marks.
3. Imperative and exclamatory sentences also change structure in indirect speech, such as adding "requested" or "ordered" for imperatives and "exclaimed with joy/sorrow" for exclamatories.
This document provides an overview of the majorship in English Literary Criticism. It discusses key LET competencies and surveys various literary theories and approaches that can be applied when analyzing literature, including classical, historical-biographical, romantic, new criticism, psychoanalytical, archetypal, structuralist, deconstructionist, and Russian formalist theories. The document emphasizes that literary theories offer different ways of interpreting texts but do not define what literature is or how it should be studied.
This document provides information on direct and indirect (or reported) speech in English grammar. It discusses the differences between direct and indirect speech and outlines the typical changes that are necessary when converting direct speech into indirect speech, such as changing pronouns, adverbs of time and place, and verb tenses. It also covers reporting statements, questions, commands, requests, exclamations and other speech types in indirect form.
Objectives:How do we study SoE, The three-part model of English, Outline structure of English, Basic constituent analysis of a sentence, morphology, Definition of SoE
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
The document discusses direct and indirect speech. Direct speech uses quotation marks to report the exact words spoken. Indirect speech does not use quotation marks and usually involves changing the tense and pronouns when reporting what someone said. Some key changes when going from direct to indirect speech include changing the tense, time, and place references. Questions, orders, requests, suggestions, and reported speech about intentions are also discussed.
This document discusses direct and indirect (reported) speech in English grammar. It provides examples of how to change direct speech into indirect speech, including changing pronouns, adverbs of time and place, and verb tenses. It also covers reporting statements, questions, commands, requests, exclamations and other speech types in indirect speech. The document is intended as a guide for properly transforming direct quotations into reported speech.
This document discusses the differences between direct and indirect (or reported) speech. Direct speech uses quotation marks to report someone's exact words, while indirect speech conveys the general meaning without necessarily using the exact words. When changing direct speech to indirect speech, some grammatical changes are usually required, such as changing pronouns, adverbs of time and place, and verb tenses. The document provides detailed guidelines on how to change different types of constructions like statements, questions, commands, and exclamations into the corresponding indirect speech constructions.
This document discusses direct and reported speech. Direct speech repeats the exact words spoken using quotation marks, while reported speech reports the general idea without quotations by making necessary tense and pronoun changes. It provides examples of direct and reported speech and discusses how to report statements, questions, orders, requests, suggestions, intentions and promises. Time, place and pronoun references need to be changed in reported speech.
This document discusses direct and reported speech. Direct speech repeats the exact words spoken using quotation marks, while reported speech reports the general idea without quotations by making necessary tense and pronoun changes. It provides examples of direct and reported speech and explains how to report statements, questions, orders, requests, suggestions, intentions and promises. Time, place and pronoun references need to be changed in reported speech.
This document provides an overview of reported speech, also known as indirect speech. It explains that reported speech is used to tell someone what another person said without using their exact words. Examples are given of changing direct quotes into indirect reported statements and questions by modifying pronouns, verbs, and time/place expressions. Common reporting verbs like say, tell, ask are discussed. The document concludes with exercises to practice changing direct speech into reported speech.
This document discusses how to transform direct speech into reported or indirect speech in English. It provides examples of changing different types of statements, questions, requests and commands from direct to indirect speech. Key aspects covered include using introductory verbs, changing pronouns and verbs to the appropriate tense, and modifying words like demonstratives according to the context. Reported speech follows standard sentence structure rather than maintaining the original word order or punctuation of direct speech.
This document provides information on different tenses used to express future actions in English:
1. The Simple Future tense uses will/shall + verb to express future actions like "I will visit my parents tomorrow."
2. The Future Continuous tense uses will/shall + be + verb-ing to describe future actions in progress like "When she completes her PhD, she will be doing her research."
3. The Future Perfect tense uses will/shall + have + past participle to refer to actions completed in the future before another time like "I will have written the book by tomorrow."
4. The Future Perfect Continuous tense similarly expresses continuous actions completed by a future time like "By 7 o'
The document discusses indirect speech and reported questions. It explains how tenses, pronouns, time references, and demonstratives are changed when reporting someone's words. For example, present tenses become past and pronouns change depending on who is being referred to. It also describes how to report statements, questions, and commands using reporting verbs like said, asked, and told. An example is provided of questions being reported in the past tense without changing word order.
When reporting speech, verb tenses are usually changed to be in the past. This is because reported speech refers to something that was said in the past. Verb tenses are moved back, or "backshifted", following specific rules. For example, the present simple becomes the past simple in reported speech. Pronouns, time and place expressions are also typically changed to be consistent with the fact that the original speech occurred in the past.
This document discusses time and tense in English grammar. It defines time as referring to when an action occurs, and tense as the grammatical structure that expresses time. It then outlines the 12 verb tenses in English and provides examples of their uses. Special uses of tenses are discussed, including using the present tense to talk about the past or future. The document also covers sequences of tenses, reported speech, conditional sentences, and exercises to practice tense usage.
When reporting speech, verb tenses are usually changed to be in the past. This is because reported speech refers to something that was said in the past. Verb tenses are moved back, or "backshifted", following specific rules. For example, the present simple becomes the past simple. Pronouns and expressions of time and place are also typically changed in reported speech.
The document discusses reported speech, which is when someone reports or retells what another person said. It explains that in reported speech, verb tenses change depending on when the reporting verb is, pronouns and time expressions also change, and there are different rules for reporting statements, questions, commands, and suggestions.
There are two main ways to report what someone says: direct speech and indirect or reported speech. Reported speech involves changing direct quotes into an indirect version by removing quotation marks, changing verb tenses and pronouns, and modifying words like adverbs of time and place. The document provides examples of how direct quotes are changed when converting to reported speech, including changes to verb tenses, pronouns, questions, statements and other grammatical aspects.
The document provides information on the uses and grammar of the modal verb "would". It discusses how would is used to talk about the past, form conditionals, express desires or politeness, and other functions. Specific examples are given to illustrate each use of would, such as showing repetition in the past or expressing regret.
The document discusses direct and indirect speech. Direct speech uses quotation marks to report someone's exact words, while indirect speech reports the general idea without quotation marks. To change direct speech to indirect speech, the tense of the reported verb is changed according to the tense of the reporting verb, and words indicating proximity in time or place are replaced. Yes/no questions in indirect speech require "if/whether" while wh-questions do not require any additional words. The examples provided demonstrate how to properly change direct speech to indirect speech based on these rules.
The document discusses the rules for changing verbs and other elements when reported speech is introduced by a past tense verb. It provides examples of how the tense of verbs, pronouns, adjectives, time and place expressions change in reported speech. Questions, commands, requests and suggestions are also discussed, along with how they are introduced in reported speech using different verbs like "ask", "order" and "suggest".
The document provides rules for summarizing direct and indirect narration in English. It begins by defining direct and indirect narration, also called direct and indirect speech. Direct narration quotes the exact words of the speaker, while indirect narration reports the speaker's words in a narrative form without quotation marks. The document then outlines rules for changing direct speech to indirect speech for different types of sentences, including assertive/statement sentences, interrogative sentences, imperative sentences, optative sentences, and exclamatory sentences. It provides examples and explanations for how to change the verb tenses and structures based on the reported verb tense and type of sentence.
This document discusses direct and reported speech. It explains that direct speech uses quotation marks to report the exact words spoken, while reported speech does not use quotation marks and typically involves changing verb tenses, pronouns, and other elements when reporting what someone said. The document provides numerous examples of how direct statements, questions, requests and other utterances are changed when converting them to reported speech.
Mi idea final de proyecto con eTwinning para su valoración. Mi deseo es poder llevarlo a cabo con institutos de otros países. Aunque esto no ocurra, lo pienso poner en práctica con mis alumnos de este curso escolar.
El director del IES Dos Mares informa a los padres que del 25 al 27 de abril los alumnos participarán en los III Juegos Olímpicos del centro, con competiciones deportivas como carreras y lanzamientos. Las clases serán por la mañana para dejar tiempo a las actividades. Pide a los padres que motiven a sus hijos a participar para fomentar valores como la convivencia y el respeto. También invita a los padres a presenciar los juegos.
This document discusses word order in English sentences. It explains that in positive sentences, the basic word order is subject-verb-object. In negative sentences, the word order is the same but an auxiliary verb is needed. In subordinate clauses and questions, the word order is also generally subject-verb-object. The document also provides guidelines for the position of different types of adverbs such as time, manner, place, and frequency within sentences.
1. Wish can be used with a that-clause to express regret about situations that are unreal, impossible, or unlikely. Common tenses include past tenses used with a present or future meaning.
2. Wish is not generally used for wishes about possible future events; hope is used instead. Within a wish clause, past tenses refer to present or future time. Many people use "were" instead of "was".
3. Wish is often used with "would" in the that-clause to express regret, dissatisfaction, or irritation about something someone refuses or is unwilling to do. Wish with "would" can imply criticism.
Wish can be used with a that-clause to express regret about situations that are unreal, impossible, or unlikely. Tenses in the that-clause after wish are similar to those used after "if". Wish + that-clause is not generally used for wishes about possible future events, where "hope" is used instead. Wish + "would" expresses regret, dissatisfaction, or irritation that someone or something will or won't do something, referring to willingness or unwillingness. Would is not used when willingness is not relevant to the wish.
Este documento describe un proyecto de corresponsales juveniles para mejorar la información entre los jóvenes. Los corresponsales juveniles operarían puntos de información en escuelas y otros lugares frecuentados por jóvenes para proporcionar información sobre viajes, cursos, becas y más. Los corresponsales también transmitirían información de los jóvenes a la oficina de información juvenil principal. El proyecto se basa en la idea de que los jóvenes confían más en la información de otros jóvenes.
This is by no means an extremely accurate rendering of Passive Voice in English, but I did manage to put together information, examples and tips from various sources which I hope may be useful for anyone trying to understand this grammar point.
Relative pronouns serve two functions: they act as subjects or objects in clauses while also joining clauses together. The most common relative pronouns are who, which, whom, and that. Defining relative clauses identify the person or thing being talked about, while non-defining clauses provide additional information that could be left out. Characteristics like punctuation and word order differ between the two types of clauses.
The document provides a 5-point checklist for rewriting sentences from direct to indirect speech: 1) Check the subject, 2) Check if the reporting verb needs an object, 3) Change the verb tense correctly, 4) Change any time expressions or places, 5) Remember not to use question structures for indirect questions. It also gives an example of rewriting a direct question to indirect speech.
This document discusses the proper usage of "during", "for", and "ago" when referring to periods of time. It provides examples of how to correctly use "during" to indicate when something happens within a period, and "for" to indicate how long something lasts. It also explains that "during" is preferred when referring to an entire period, while "in" can also be used but is less precise. Finally, it outlines that expressions using "ago" are normally used with past tenses, not present perfect, except when using "since" plus a time period ago.
Some differences between perfective tenses, simple and progressive (also known as continuous) for non-native speakers to learn how to use them properly. Thanks to PRACTICAL ENGLISH USAGE, by Michael Swan.
A model letter for young students at ESO level. It will provide them with a clear example when they must write a personal letter introducing themselves.
Tennis is played with a racket and ball on a grass or hard court divided by a net (d). The modern version of tennis was developed in the nineteenth century in Great Britain (e). Basketball was invented in 1891 in the USA by James Naismith (a). Judo was invented in 1882 by Dr. Kano (c). The marathon race is run on roads and streets (b).
Short explanation of expressions of quantity (Quantifiers), i.e., words like some, few, little, much, many, a lot of, plenty of, which we use to indicate the amount or quantity of something. With examples and an easy exercise.
This document discusses the inversion of subject and verb order in certain types of sentences in English. It explains that sentences beginning with "here" or "there" follow normal subject-verb order when the subject is a pronoun. It also covers inversion with "so" and "neither," as well as with adverbs of frequency like "never" and "seldom." Additionally, it notes that inversion occurs with auxiliary verbs "do" and "did" and with expressions like "no sooner" and "not only."
Forma y usos de la voz pasiva en inglés. Sacada de un libro de texto que usé una vez para 2º de Bachillerato. Espero que los autores no lo encuentren inaceptable. Si es así, lo haré desaparecer. Mi intención es ayudar, no buscar protagonismo.
REVIEWING GRAMMAR: Verb + verb
When two verbs follow each other in a sentence, we call the second verb a verb
complement. The complement may be one of three things: an infinitive, a gerund
or the root of the verb. The first verb governs which of the three it is. A list of
verbs followed by an infinitive and verbs followed by a gerund is given in the
Grammar Appendix on the final pages of most Student Books.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Reported Speech
1. REPORTED SPEECH AND DIRECT SPEECH
INTRODUCTION. When we want to quote somebody’s words or thoughts, we can
do it in two ways. We can try to give the exact words that were said or that we
imagine that were used. We call this way of quoting direct speech. Usually the words
quoted are introduced by say or think ( or exclaim, suggest, reply,... in literary
writing); in writing, quotation marks are used.
So he comes into the pub and says ‘I’ll have a pint.’
And then I thought ‘Well, does he really mean it?’
In the case of reported speech (also called indirect speech) we talk about the idea
that was expressed without quoting the exact words that were used, and we connect it
more closely to our own sentence, for example, by using that or whether. The
conjunction that is usually left out after the commonest verbs of saying and thinking,
particularly in conversational style.
So he comes into the pub and says (that) he’ll have a pint.
And then I wondered whether he really meant it.
In reported speech, the tenses, word-order, pronouns and other words may be different
from those in the original sentence. And, in some cases, words may disappear or be
expressed in other ways (yes, no, well, exclamations and question-tags, for example,
cannot be fitted into the reported speech construction.)
‘ Yes, I suppose so,’ he said. ‘It’s difficult, isn’t it?’
He agreed unenthusiastically, saying that it was difficult.
2. TENSES IN REPORTED SPEECH. In reported speech we do not give the person’s
exact words. Instead, we report his or her idea using the same tenses and pronouns as
we use in reporting the rest of the situation we are talking about:
‘I’m looking for Helen.’
Alan was looking for Helen this morning.
Alan said that he was looking for Helen.
When the ‘reporting’ verb is past, we do not normally use the same tenses as the
original speaker. The verbs are ‘more past’ because we are not talking at the same
time as the speaker was. This is sometimes called ‘backshift’. Compare:
direct speech reported speech
‘I like peaches.’ He said he liked peaches.
‘Is it raining?’ He asked if it was raining.
‘I didn’t recognize you.’ She explained that she hadn’t recognized me.
‘You have annoyed the dog.’ I told her she had annoyed the dog.
‘I was joking about the price.’ He said he was (had been) joking about the
price.
‘I hadn’t seen her before that You said you hadn’t seen her before that day.
day.
‘We shall (will) be late.’ I was afraid we should (would) be late.
‘I can swim.’ She thought she could swim.
‘It may rain.’ They said it might rain.
‘You could (might) be right.’ I felt he could (might) be right.
‘That should (ought to) be
interesting.’ She said it should (ought to) be interesting.
‘I must go.’ He said he must (had to) go.
However, we do not find backshift in the following cases:
a. Sometimes, even after past ‘reporting’ verbs, the tenses are the same as the
original speaker’s. This happens when we are reporting people saying things that are
still true when we report them, when we are talking about ‘universal truths’, or about
habitual or repeated actions. For example:
‘The earth goes round the sun.’ Galileo proved that the earth goes round
the sun.
‘I’m only 28.’ She told me the other day that she is only
28.
b. When the ‘reporting’ verb is present, future, or present perfect, the tenses used
are usually the same as those in the speaker’s original words. Compare:
‘Will I be in time?’ She wants to know if she’ll be in time.
‘Was your operation successful?’ He’ll certainly ask you if your operation
was successful.’
I don’t want to go.’ I’ve already told you that I don’t want to
go.
3. REPORTED QUESTIONS. Reported questions do not have the same word-order as
direct questions often have. Do is not used. Questions marks are not used. Before
questions which do not have a question-word, if or whether is used in reported speech.
Common ‘reporting’ verbs in reported questions are: want to know, ask, wonder, and
inquire (also spelled enquire). Note the following examples:
‘How do you feel?’ The nurse asked how I felt.
‘Why is she driving so fast?’ I wondered why my mother was driving so fast.
‘Where are all the people?’ Mary couldn’t understand where all the people were.
‘Do you want the town centre?’ The bus driver asked if/whether I wanted the …
‘Can I help you?’ I don’t know whether I can help you or not.
‘How long have you been here?’ She inquired how long I had been there.
Note that Shall I...? can have two meanings. It can be used to ask for information (in
this case the question is reported with will or would) or to ask for orders, instructions,
etc.(the question then is reported with should).
‘Shall I be in Edinburgh in time for supper if I catch the 10.30 train?’
He wants to know if he will be in Edinburgh in time for supper if he catches the
10.30 train.
He asked if he would be in Edinburgh in time for supper if he caught the 10.30
train.
‘Shall I carry your bag for you?’
He wants to know if he should carry your bag.
He asked if he should carry your bag.
ORDERS, REQUESTS AND ADVICE IN REPORTED SPEECH. Orders,
requests, advice and suggestions are often reported by using an infinitive (or a
negative infinitive for negative requests, advice, etc.).
‘Be careful crossing the street.’ I told Andrew to be careful crossing the street.
‘Could you be quiet after midnight?’ The old lady has asked us to be quiet after
midnight.
‘The best thing would be to raise The accountants advise us to raise prices by 8%.
prices by 8%.’
‘Don’t worry, John. ’Margaret told me not to worry.
A that-construction, should (British English), or a subjunctive (American English) are
also possible.
‘You must fill in a form.’ The policeman told me that I had to fill in a form.
‘Why don’t you meet us I suggested that he should meet us again a month later.
next month?’ (BrE)
I suggested that he meet us again a month later. (AmE)
‘HERE-AND-NOW WORDS’. Words like here, there, this, that, today, tomorrow,
yesterday, next, last, now and then can be called ‘here-and-now words’. Their exact
meaning depends on where and when they are used, and they may have to be changed
in reported speech (unless the words are reported immediately, and in the same place
where they were spoken). There are no exact rules for changing these words: we use
whatever expressions will make the meaning clear in the situation.