Here are the reported versions:
The Jones family said that they had had a wonderful time on their holiday. They said the weather had been beautiful and they had visited many interesting places. The children said they were sad to be back home.
The tourists asked the tour guide when the next tour would start. They also wanted to know how long the tour would last and what places they would visit. One of them asked if they could take photographs inside the museum.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. When reporting speech, the tense usually
changes. This is because when we use
reported speech, we are usually talking
about a time in the past (because obviously
the person who spoke originally spoke in the
past). The verbs, therefore, usually have to
be in the past too.
The tenses of the reported clause are
usually moved back. This moving back of
tenses is called BACKSHIFT
3. • Changing verb tenses:
Direct speech Reported speech
Present Simple ➙ Past Simple
Present Continuous ➙ Past Continuous
Present Perfect Simple ➙ Past Perfect Simple
Present Perfect Continuous ➙ Past Perfect Continuous
Past Simple ➙ Past Perfect Simple
Future ➙ Conditional
Imperative ➙ Infinitive
4. DIRECT SPEECH INDIRECT SPEECH
• Can could
• May might
• Must had to
• Shall should
• Will would
Note: Past Modals are unchanged
6. REPORTED SPEECH
‘I play chess.’ She said (that) she played chess.
PRESENT CONTINUOUS PAST CONTINUOUS
‘I’m playing chess.’ She said (that) she was playing chess.
PRESENT PERFECT PAST PERFECT
‘I have played chess.’ She said (that) she had played chess.
PAST SIMPLE PAST PERFECT
‘I played chess’. She said (that) she had played chess.
FUTURE SIMPLE PRESENT CONDITIONAL
‘I will play chess” She said (that) she would play chess
7. Direct speech Indirect speech
Present simple
She said, "It's cold.“
Present continuous
She said, "I'm teaching
English online."
Present perfect
She said, "I've been on
the web since 1999."
Past simple
She said it was cold.
Past continuous
She said she was
teaching English online.
Past perfect
She said she had been on
the web since 1999.
Examples:
8. Direct speech Indirect speech
Past simple
She said, "I taught online
yesterday.“
Past continuous
She said, "I was teaching earlier."
Past perfect
She said, "The lesson had already
started when he arrived.“
Modals
“I can/will/might see later”, he said
Past perfect
She said she had taught online
yesterday.
Past perfect continuous
She said she had been teaching
earlier.
Past perfect
NO CHANGE
Modals
He said he could/would/might see
me later.
9. • Changing pronouns, personal and possessive.
• Pronouns change (or not) depending on the view of the reporter
Direct speech Reported speech
I me my ➙ he / she
him /
her
his /
her
We us ours ➙ they them their
Direct Speech
John said, “I am coming.”
Indirect Speech
John said that he was coming.
10. TIME AND PLACE CHANGES
It is often necessary to make time and place changes in relation to tense
changes:
Time expressions
Direct speech Reported speech
Now ➙ then
Today ➙ that day
Tonight ➙ that night
Yesterday ➙ the day before
Tomorrow ➙ the following day /
the next day
next day / week /
month / year
➙ the following day /
week / month / year
11. • Place expressions:
Direct speech Reported speech
Here ➙ there
This ➙ that
These ➙ those
Direct Speech
John said, “I did this exercise last night.”
Indirect Speech
John said that he had done that exercise the
previous night.
12. REPORTED QUESTIONSExamples:
• DIRECT SPEECHDIRECT SPEECH::
1. She asked: ‘Where does my sister go?’
2. He asked: ‘Is it raining?’
• REPORTED SPEECHREPORTED SPEECH::
1. She asked where her sister went.
2. He asked if/whether it was raining.
15. REPORTED QUESTIONS
• We use affirmative word order
(No inversion, no auxiliary verbs)
• The question mark is omitted.
• Reporting verbs:
ASK, WONDER, ENQUIRE,
WANT TO KNOW…
• WH-QUESTIONS We use question wordquestion word
• YES/NO QUESTIONS We use if/whetherif/whether
16. actual spoken questions Indirect questions
Be: 'Are you ready?' He asked (me) if/whether I am/was
ready
Have: 'Have you finished? He asked (me) if/whether I
(have)/had finished.
Do 'Do you play chess? He asked (me) if/whether I
play/played chess .
Modals: 'Can I have it? He asked (me) if/whether he
can/could have it.
17. Indirect question-word questions
• In the question using Question Word
(QW)
• To form indirect speech the question is
firstly changed to be statement
• QW: what, when, where, which, why, who,
whom, etc. are used as conjunction
18. actual spoken questions indirect questions
Be: Where are you going? He asked (me) where I
was going.
Have: 'Why haven't you finished? He wanted to know why I
(haven't)/hadn't
finished.
Do: What do you think of it? He wanted to know what I
(think) /thought of
it.
Modals: 'When must I be there9 He asked (me) when he
must be/had to be there
19. REPORTED COMMANDS/ORDERS
• He said: ‘Close the door, please’
• He asked me to close the door.
• The teacher said: ‘Don’t open the books’
• The teacher told the students not to open the books.
REPORTING VERBS: TELL, ORDER, ASK
20. TO-INFINITIVE IN INDIRECT SPEECH
actual spoken words reported version
'Keep a record of your expenses' I told him to keep a
record of his expenses.
'Don't make a mess in the kitchen’ I told him not to
make a mess in the
kitchen.
'How do I prepare the sauce?’ He wanted to know
how to prepare the sauce.
I want to speak to the manager. She asked to speak
to the manager.
21. REPORTED SPEECH
COMMANDS and REQUESTS
The nurse said to the visitors, ‘Keep quiet’
The nurse told the visitors to keep quiet.
22. REPORTED SPEECH
COMMANDS and REQUESTS
The librarian said to Ron, ‘Don’t make a noise”.
The librarian told Ron not to make a noise.
asked
23. reported
speechLook at the girl on the right. We would turn the statement into the reported
speech by changing:
I love my
new dress.
➙ the verb from the present simple to the past
simple
➙ the personal pronoun I to she
➙ the possessive pronoun my to her
The sentence would then be:
The girl said she loved her new dress.
24. reported
speechThere are several reporting verbs we can use:
➙ The most commonly used one is to say.
She said she was studying.
➙ When the person who we are talking to is referred, we can use to tell.
You told me you liked your new dress.
➙ We may report something that was said without keeping to the original
words, the reporting verb itself may contain that idea or intention. The verbs
here can be: to admit, to advise, to agree, to remind, to suggest, to
encourage, to insist, to persuade, to warn, to refuse, to urge, among others.
- I admit it, I did it!
She admitted she did it.
25. Example
DIRECT SPEECH: Exact words
Mum said to Ben: ‘Don’t worry, Ben. The dentist will be painless’
REPORTED SPEECH: Exact meaning
Mum told Ben not to worry. She said that the destist would be painless.
26. reported
speech
Time to practise!
Look at the images that will appear and change what the characters say into
the reported speech. Take in consideration all the changes that must occur: in
the verbs, the pronouns and the expressions of time and place.
32. reported
speech
The man said he had been so tired he passed
out on the middle of the street.
I was
so tired I passed
out on the middle
of the street.
