This document provides information on direct and reported speech in English grammar. It discusses the rules for changing verb tenses when converting direct to reported speech, including common backshifts such as simple present to simple past. Examples are given for statements, questions, and different verb tenses. The summary also includes exercises for students to practice changing direct speech to reported speech.
The document provides a summary of grammar rules for changing direct speech to indirect speech in English. It covers changes to pronouns, tenses, time/place words, question forms, imperatives, and exclamations. Examples are provided for each grammar rule to illustrate the proper way to rewrite direct speech as indirect speech in English. Key areas covered include changing pronouns like "I" to "he/she", adjusting tenses, modifying words like "today" to "that day", using "if/whether" for yes/no questions and wh- words for wh- questions, and rewriting imperatives and exclamations as statements.
The document discusses reported speech, which is used to report what someone else said in the past. It explains the typical changes that are made when moving from direct to reported speech, such as changing verb tenses, pronouns, and time/place expressions. Examples are provided to illustrate how different types of statements, questions, commands, suggestions and requests would be reported. Reported speech allows one to retell past conversations and statements indirectly.
Grammar presentation direct and indirect speechAnne Agard
The document discusses the differences between direct and indirect speech. It provides examples of changing direct statements, questions, and imperatives to indirect speech. Some key changes include replacing quoted speech with that clauses and changing pronouns, verbs, possessives, and adverbs of time. The examples illustrate how to report what was said or asked rather than directly quoting speech.
Understanding and using English grammar (summarized by Hanan Nassar) Hanan Nassar
The document provides an overview of English grammar tenses and structures including:
- Verb forms such as regular and irregular past tense forms.
- Uses of simple present, present progressive, present perfect, and present perfect progressive tenses.
- Uses of simple past, past progressive, past perfect, and past perfect progressive tenses.
- Uses of simple future and future progressive tenses.
- Uses and forms of modal verbs such as may, might, can, could, will, shall, should, would, must.
- Common prepositions used with time expressions such as in, at, on.
Direct and indirect speech (basic) english con audiosallanlot90
Direct speech refers to reporting what someone said verbatim, using quotation marks. Indirect speech reports the essence of what someone said without using quotation marks by changing the verb tenses and pronouns. The document provides examples of how direct speech converts to indirect speech by changing verbs from present to past tense, changing pronouns, and modifying adverbs of time. It also outlines the basic structures for direct and indirect speech.
This document discusses how to change direct speech into reported or indirect speech. It provides examples of how to change verb tenses, pronouns, time and place references, and questions when converting direct speech to reported speech. Key aspects covered include changing the present tense to past tense, changing pronouns like I to he/she, and replacing words like today with that day. The document also notes the most common reporting verbs like said, told, and asked and how they are used in reported speech statements and questions.
The document provides a summary of grammar rules for changing direct speech to indirect speech in English. It covers changes to pronouns, tenses, time/place words, question forms, imperatives, and exclamations. Examples are provided for each grammar rule to illustrate the proper way to rewrite direct speech as indirect speech in English. Key areas covered include changing pronouns like "I" to "he/she", adjusting tenses, modifying words like "today" to "that day", using "if/whether" for yes/no questions and wh- words for wh- questions, and rewriting imperatives and exclamations as statements.
The document discusses reported speech, which is used to report what someone else said in the past. It explains the typical changes that are made when moving from direct to reported speech, such as changing verb tenses, pronouns, and time/place expressions. Examples are provided to illustrate how different types of statements, questions, commands, suggestions and requests would be reported. Reported speech allows one to retell past conversations and statements indirectly.
Grammar presentation direct and indirect speechAnne Agard
The document discusses the differences between direct and indirect speech. It provides examples of changing direct statements, questions, and imperatives to indirect speech. Some key changes include replacing quoted speech with that clauses and changing pronouns, verbs, possessives, and adverbs of time. The examples illustrate how to report what was said or asked rather than directly quoting speech.
Understanding and using English grammar (summarized by Hanan Nassar) Hanan Nassar
The document provides an overview of English grammar tenses and structures including:
- Verb forms such as regular and irregular past tense forms.
- Uses of simple present, present progressive, present perfect, and present perfect progressive tenses.
- Uses of simple past, past progressive, past perfect, and past perfect progressive tenses.
- Uses of simple future and future progressive tenses.
- Uses and forms of modal verbs such as may, might, can, could, will, shall, should, would, must.
- Common prepositions used with time expressions such as in, at, on.
Direct and indirect speech (basic) english con audiosallanlot90
Direct speech refers to reporting what someone said verbatim, using quotation marks. Indirect speech reports the essence of what someone said without using quotation marks by changing the verb tenses and pronouns. The document provides examples of how direct speech converts to indirect speech by changing verbs from present to past tense, changing pronouns, and modifying adverbs of time. It also outlines the basic structures for direct and indirect speech.
This document discusses how to change direct speech into reported or indirect speech. It provides examples of how to change verb tenses, pronouns, time and place references, and questions when converting direct speech to reported speech. Key aspects covered include changing the present tense to past tense, changing pronouns like I to he/she, and replacing words like today with that day. The document also notes the most common reporting verbs like said, told, and asked and how they are used in reported speech statements and questions.
This document provides an overview of English grammar tenses and exercises related to their use. It covers the present simple, present progressive, future tenses using will and going to, present perfect simple and progressive, past simple, past progressive, past perfect, and future progressive tenses. For each tense, it describes formation, use, and provides examples. It then provides two exercises for readers to practice converting verbs into the correct tense based on time frames and contexts provided in statements. The document serves as a reference and teaching tool for understanding and practicing different English verb tenses.
The document provides rules and examples for reported or indirect speech. It explains that if the reporting verb is in the past tense, the tense of the direct speech often changes to a past tense in the reported speech. However, if the reporting verb is in the present, the tense does not change. It also provides examples of how expressions of time, tense, and modal verbs shift in reported speech.
The document discusses the rules for reported or indirect speech, which is used to report what someone else has said in the past. It describes how tenses, pronouns, time and place references need to be changed when converting direct to indirect speech. Reporting verbs like said, told, and asked are also discussed along with how questions, requests and suggestions are handled in indirect speech.
The document discusses indirect or reported speech. It provides examples of how to change direct speech into indirect speech by modifying pronouns, verbs, adverbs of time, and removing quotation marks. It also discusses changing yes/no questions and Wh- questions into indirect speech and lists some common reporting verbs used in indirect speech like advise, agree, apologize, ask, congratulate, decide, invite, offer, promise, refuse, remind, suggest.
The document discusses the rules for changing direct speech into indirect speech in English. It explains that the tense usually backshifts when changing to indirect speech, except when the statement refers to something still true. It also covers changing other elements like pronouns, adverbs of time and place, and question forms. Verbs commonly used to report speech and the structures they take are categorized.
Lisa said she was hungry. Charles said he liked cheeseburgers. Jim said he would go to London. Peter said that Tina had bought a house. Mark said he had been to the dentist. Thomas said that the aeroplane was going to crash.
Roy asked if anything was wrong. The girl asked where the cinema was. Lisa asked if the food had been nice. The mother asked where the milk was. The teacher asked if they had done their homework. Lucy asked who that man was.
Present Perfect for the Period to the PresentDavid Nicholson
Present Perfect for the Period to the Present
- for
- since
- how long
advanced points with 'meet' and 'know' and the difference between state and action verbs
This document provides information about relative clauses in English. It defines relative clauses and explains how they are used to join two sentences or provide more information. It discusses defining relative clauses where the relative pronoun is the subject or object. It also covers non-defining relative clauses, the use of whose, and prepositions in relative clauses. Examples are provided to illustrate the different types of relative clauses.
This document is a unit on reported speech from an English grammar textbook. It provides explanations and exercises on changing direct commands, requests, orders and statements into reported or indirect speech. This involves using introductory verbs like "said", "told", "asked" followed by subordinate clauses or infinitives to report the original words spoken. The exercises provide examples of direct speech and ask the student to rewrite them in reported form. The document reviews the main rules for reported speech and signals the end of the unit.
The document provides information and examples about reported speech. It discusses:
- Using reported speech to tell someone about a past conversation.
- Changes that are made when moving from direct to reported speech, such as verb tense, pronouns, time/place expressions.
- Different reporting verbs used to report statements, questions, suggestions, requests, orders, and advice.
- Examples of how direct speech is changed to reported speech.
This document provides explanations and examples of several English grammar concepts related to verb tenses and structures:
1) The present simple and continuous can be used to refer to definite future plans when mentioning a specific time like "next Friday."
2) "Be about to" followed by an infinitive verb expresses formal or official future arrangements.
3) Certain verbs take an infinitive verb as a complement, without using "that."
4) Tenses and structures are changed in reported speech compared to direct speech. Time references may be shifted.
5) Examples are given for using "just," "for," and "since" with the present perfect tense to indicate different time frames.
The document discusses the use of different past tenses in English including:
1) The simple past is used to describe completed actions and states in the past. It can also be used to describe a series of completed actions.
2) The past continuous expresses an action that was interrupted by a shorter action in the simple past. It can also indicate a longer action occurring at a specific time.
3) The past perfect refers to actions that occurred before a specific past time or event.
This document provides a summary of English verb tenses including:
1. The present simple tense and how it is used to describe habitual or repeated actions.
2. The present progressive tense and how it is used to describe actions that are happening now or ongoing actions.
3. Various ways to express the future in English including the will-future, going-to future, present progressive, present simple (timetable future), future progressive, and future perfect tenses.
4. Exercises are provided to practice using these tenses in sentences, highlighting their proper usage.
This document provides instruction on reported speech. It explains that reported speech is used to repeat what someone else said, wrote or thought. There are two types: direct and indirect. Indirect speech changes the tense and words like pronouns and adverbs to report the speech indirectly rather than verbatim. Tense changes, such as simple past to past perfect, are required in indirect speech. Examples are given of direct versus indirect reported statements, questions, requests and commands. Exercises are referenced for students to practice these reported speech structures.
Unit 10 Grammar Contents: Passive & Past NecessityMatfermar marin
The document discusses the passive voice and passive infinitive constructions in English grammar. It provides examples of changing sentences from active to passive voice using different tenses. The passive is formed using a form of "to be" plus the past participle of the main verb. The passive voice is used when the agent/doer is unknown, unimportant, or obvious from context. It also discusses common verbs like "say", "believe", and "report" that take the passive infinitive with "to be" to avoid impersonal subjects.
The document provides examples and explanations for using the past continuous tense in English. It discusses how the past continuous describes actions or events that were ongoing or incomplete in the past. It also explains how the past continuous is often used to describe background context or actions interrupted by another event expressed in the simple past. Specific examples are given to illustrate different uses of the past continuous tense.
The document provides a lesson plan for a 40-minute English class for 11th grade students reviewing conditional sentences. The plan includes greeting the students, a warmup activity to recall the previous lesson, a game to practice conditional sentences in small groups, evaluating the students' answers to questions, and assigning homework.
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.
The document provides an overview of English verb tenses and their uses, including:
- Simple present, past, and future tenses and their uses for general truths, repeated actions, schedules, etc.
- Present, past, and future continuous tenses and their uses for ongoing actions.
- Present, past, and future perfect tenses and their uses to refer to completed actions before a point in time.
- Uses of modal verbs like "will", "be going to", "used to" to indicate future plans, predictions, past habits and more.
This document contains materials for an English project on grammar structures. It includes sections on the present simple tense, articles a/an, and the possessive "'s". It provides examples and explanations of how to use these grammar points in positive and negative sentences and questions. It also includes vocabulary lists related to jobs, family members, and general everyday words. The materials appear to be from an English language learning workbook or textbook.
The document discusses the rules for changing direct speech into indirect or reported speech in English. It covers changes to pronouns, adverbs of time and place, verb tenses, modal verbs, types of sentences including questions, commands and requests. Examples are provided to illustrate each rule with the direct speech changing to the appropriate reported version.
1) Reported speech involves changing verbs, pronouns, possessive adjectives, and some adverbs when reporting what someone else has said. This is done to report the statement in the past tense.
2) Verb tenses change in reported speech, such as present simple becoming past simple. Pronouns and adjectives change depending on who the message is being referred to. Some adverbs like "now" and "there" also change.
3) There are different rules for reporting statements, questions, and commands in sentences. For statements, verbs, pronouns, and adverbs change and the sentence is introduced with "say" or "tell". For questions, word
This document provides an overview of English grammar tenses and exercises related to their use. It covers the present simple, present progressive, future tenses using will and going to, present perfect simple and progressive, past simple, past progressive, past perfect, and future progressive tenses. For each tense, it describes formation, use, and provides examples. It then provides two exercises for readers to practice converting verbs into the correct tense based on time frames and contexts provided in statements. The document serves as a reference and teaching tool for understanding and practicing different English verb tenses.
The document provides rules and examples for reported or indirect speech. It explains that if the reporting verb is in the past tense, the tense of the direct speech often changes to a past tense in the reported speech. However, if the reporting verb is in the present, the tense does not change. It also provides examples of how expressions of time, tense, and modal verbs shift in reported speech.
The document discusses the rules for reported or indirect speech, which is used to report what someone else has said in the past. It describes how tenses, pronouns, time and place references need to be changed when converting direct to indirect speech. Reporting verbs like said, told, and asked are also discussed along with how questions, requests and suggestions are handled in indirect speech.
The document discusses indirect or reported speech. It provides examples of how to change direct speech into indirect speech by modifying pronouns, verbs, adverbs of time, and removing quotation marks. It also discusses changing yes/no questions and Wh- questions into indirect speech and lists some common reporting verbs used in indirect speech like advise, agree, apologize, ask, congratulate, decide, invite, offer, promise, refuse, remind, suggest.
The document discusses the rules for changing direct speech into indirect speech in English. It explains that the tense usually backshifts when changing to indirect speech, except when the statement refers to something still true. It also covers changing other elements like pronouns, adverbs of time and place, and question forms. Verbs commonly used to report speech and the structures they take are categorized.
Lisa said she was hungry. Charles said he liked cheeseburgers. Jim said he would go to London. Peter said that Tina had bought a house. Mark said he had been to the dentist. Thomas said that the aeroplane was going to crash.
Roy asked if anything was wrong. The girl asked where the cinema was. Lisa asked if the food had been nice. The mother asked where the milk was. The teacher asked if they had done their homework. Lucy asked who that man was.
Present Perfect for the Period to the PresentDavid Nicholson
Present Perfect for the Period to the Present
- for
- since
- how long
advanced points with 'meet' and 'know' and the difference between state and action verbs
This document provides information about relative clauses in English. It defines relative clauses and explains how they are used to join two sentences or provide more information. It discusses defining relative clauses where the relative pronoun is the subject or object. It also covers non-defining relative clauses, the use of whose, and prepositions in relative clauses. Examples are provided to illustrate the different types of relative clauses.
This document is a unit on reported speech from an English grammar textbook. It provides explanations and exercises on changing direct commands, requests, orders and statements into reported or indirect speech. This involves using introductory verbs like "said", "told", "asked" followed by subordinate clauses or infinitives to report the original words spoken. The exercises provide examples of direct speech and ask the student to rewrite them in reported form. The document reviews the main rules for reported speech and signals the end of the unit.
The document provides information and examples about reported speech. It discusses:
- Using reported speech to tell someone about a past conversation.
- Changes that are made when moving from direct to reported speech, such as verb tense, pronouns, time/place expressions.
- Different reporting verbs used to report statements, questions, suggestions, requests, orders, and advice.
- Examples of how direct speech is changed to reported speech.
This document provides explanations and examples of several English grammar concepts related to verb tenses and structures:
1) The present simple and continuous can be used to refer to definite future plans when mentioning a specific time like "next Friday."
2) "Be about to" followed by an infinitive verb expresses formal or official future arrangements.
3) Certain verbs take an infinitive verb as a complement, without using "that."
4) Tenses and structures are changed in reported speech compared to direct speech. Time references may be shifted.
5) Examples are given for using "just," "for," and "since" with the present perfect tense to indicate different time frames.
The document discusses the use of different past tenses in English including:
1) The simple past is used to describe completed actions and states in the past. It can also be used to describe a series of completed actions.
2) The past continuous expresses an action that was interrupted by a shorter action in the simple past. It can also indicate a longer action occurring at a specific time.
3) The past perfect refers to actions that occurred before a specific past time or event.
This document provides a summary of English verb tenses including:
1. The present simple tense and how it is used to describe habitual or repeated actions.
2. The present progressive tense and how it is used to describe actions that are happening now or ongoing actions.
3. Various ways to express the future in English including the will-future, going-to future, present progressive, present simple (timetable future), future progressive, and future perfect tenses.
4. Exercises are provided to practice using these tenses in sentences, highlighting their proper usage.
This document provides instruction on reported speech. It explains that reported speech is used to repeat what someone else said, wrote or thought. There are two types: direct and indirect. Indirect speech changes the tense and words like pronouns and adverbs to report the speech indirectly rather than verbatim. Tense changes, such as simple past to past perfect, are required in indirect speech. Examples are given of direct versus indirect reported statements, questions, requests and commands. Exercises are referenced for students to practice these reported speech structures.
Unit 10 Grammar Contents: Passive & Past NecessityMatfermar marin
The document discusses the passive voice and passive infinitive constructions in English grammar. It provides examples of changing sentences from active to passive voice using different tenses. The passive is formed using a form of "to be" plus the past participle of the main verb. The passive voice is used when the agent/doer is unknown, unimportant, or obvious from context. It also discusses common verbs like "say", "believe", and "report" that take the passive infinitive with "to be" to avoid impersonal subjects.
The document provides examples and explanations for using the past continuous tense in English. It discusses how the past continuous describes actions or events that were ongoing or incomplete in the past. It also explains how the past continuous is often used to describe background context or actions interrupted by another event expressed in the simple past. Specific examples are given to illustrate different uses of the past continuous tense.
The document provides a lesson plan for a 40-minute English class for 11th grade students reviewing conditional sentences. The plan includes greeting the students, a warmup activity to recall the previous lesson, a game to practice conditional sentences in small groups, evaluating the students' answers to questions, and assigning homework.
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.
The document provides an overview of English verb tenses and their uses, including:
- Simple present, past, and future tenses and their uses for general truths, repeated actions, schedules, etc.
- Present, past, and future continuous tenses and their uses for ongoing actions.
- Present, past, and future perfect tenses and their uses to refer to completed actions before a point in time.
- Uses of modal verbs like "will", "be going to", "used to" to indicate future plans, predictions, past habits and more.
This document contains materials for an English project on grammar structures. It includes sections on the present simple tense, articles a/an, and the possessive "'s". It provides examples and explanations of how to use these grammar points in positive and negative sentences and questions. It also includes vocabulary lists related to jobs, family members, and general everyday words. The materials appear to be from an English language learning workbook or textbook.
The document discusses the rules for changing direct speech into indirect or reported speech in English. It covers changes to pronouns, adverbs of time and place, verb tenses, modal verbs, types of sentences including questions, commands and requests. Examples are provided to illustrate each rule with the direct speech changing to the appropriate reported version.
1) Reported speech involves changing verbs, pronouns, possessive adjectives, and some adverbs when reporting what someone else has said. This is done to report the statement in the past tense.
2) Verb tenses change in reported speech, such as present simple becoming past simple. Pronouns and adjectives change depending on who the message is being referred to. Some adverbs like "now" and "there" also change.
3) There are different rules for reporting statements, questions, and commands in sentences. For statements, verbs, pronouns, and adverbs change and the sentence is introduced with "say" or "tell". For questions, word
Reported speech explanation and exercisesmendezccccc
The document discusses how to modify statements, questions, and requests when changing them from direct to reported speech. For statements, pronouns, verb tenses, places, times, and other expressions may need to change. For questions, any question words become indirect questions or "if/whether" is used. For requests, pronouns, places, times, and verb tenses (from simple present to infinitive) may need to change. The document provides examples of direct and reported speech for each.
Indirect speech, also known as reported speech or reporting, is a linguistic device in which a speaker reports what someone else has said or written without quoting them directly. It involves changing the tense, pronouns, and other aspects of a direct quote to reflect the fact that the information is now being reported rather than spoken in real time.
The document provides vocabulary, speaking, grammar, and listening activities related to relationships. For vocabulary, it lists types of relationships and relationship terms. The speaking section prompts describing pictures of relationships and reporting what others said. Grammar covers reported speech tenses and time expressions. The listening activity involves summarizing others' comments about relationships in reported speech and reordering stanzas of a song.
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.
1. The document discusses reporting speech such as statements, questions, commands, and requests.
2. When reporting statements, the tense changes (e.g. present simple becomes past simple) and conjunctions like "that" are used.
3. Reported questions use "if/whether" for yes/no questions and subject + verb for wh- questions without question marks.
4. Commands and requests are reported using verbs like "advise", "ask", and "tell" followed by an infinitive or "not" before the infinitive for negative ones.
This document provides information about a learning activity that teaches the difference between direct and indirect/reported speech. The activity includes concept notes explaining the key differences, such as direct speech using quotation marks while indirect speech does not. It also lists the rules for changing direct speech to indirect speech, such as changing verb tenses and pronouns. Examples are provided to illustrate these changes. The activity also includes exercises for students to practice converting between direct and indirect speech.
This presentation regarding direct and reported speech contains diagnostic activities to be checked after the discussion, actual discussion, and games.
The document provides information about reported speech. It discusses how tenses, time/place expressions, and pronouns change when converting direct speech to reported speech. It also discusses how questions, statements, and requests are structured in reported speech using verbs like "say", "tell", "ask", and "order". Examples are given to show the differences between direct and reported speech.
The document discusses how to report what someone else has said in indirect or reported speech. It provides rules for changing verbs and pronouns when reporting statements, questions, requests and commands. Verbs change from present to past tense, modal verbs change form, and pronouns may need to change depending on who is reporting. Common reporting verbs include say, tell, ask but the use depends on whether a statement, question or request is being reported.
The document discusses relationships and related idioms. It provides exercises to put phrases about relationships in order, match idiom definitions, explain idiom meanings, and complete sentences with phrasal verbs about relationships. It also provides discussion questions about finding a partner, first dates, blind dates, what people look for in partners, age gaps in couples, being single or in love, long distance relationships, perfect dates, when to settle down, using dating websites, and pros and cons of marriage.
This document provides an overview of how to change direct speech into reported or indirect speech. It discusses how to change verb tenses, pronouns, time and place expressions, and other elements when moving from direct to reported speech. Reporting verbs are categorized based on whether they are reporting statements, questions, commands, suggestions, or advice. Verb tense changes and exceptions are also outlined.
A presentation that tries to explain the changes from Direct Speech to Reported Speech in different situations: questions, affirmative statements, commands, requests and suggestions; paying special attention to the appropriate verbs for each use.
Reported Speech :Quotes from famous peoplecristinaca
The document provides examples of reported speech, where famous quotes by notable figures such as Marilyn Monroe, Jim Morrison, Albert Einstein, Mahatma Gandhi, Michael Jordan, Bob Marley, Buddha, and Woody Allen are rewritten from direct to reported speech. The quotes cover a range of topics from making mistakes to fighting for rights to concentrating on the present moment.
This document discusses reported speech and reporting verbs. It provides examples of how to change statements, questions, and functions into reported speech by modifying tenses, pronouns, and other elements. Common reporting verbs like say, tell, and ask are described along with other precise verbs that can be used with different structures like verb + object + infinitive or verb + that + clause. Examples are given to illustrate the use of reporting verbs like encourage, invite, refuse, admit, agree, accuse, complain, remind, advise.
I apologize, upon further reflection I do not feel comfortable advising on personal relationships without proper context or understanding an individual's full situation.
The document discusses relationships between friends, family members, and romantic partners. It provides phrasal verbs and example sentences to describe starting and maintaining relationships, as well as when they end or fail. Specifically, it discusses:
- Lucy and the speaker starting a romantic relationship a year ago, though they recently had a fight and split up.
- Using phrasal verbs like "go out with", "fall for", "split up with", and "get over" someone to describe beginning, being in, ending, and moving on from a relationship.
- Family relationships, advising to "bring someone up", "grow up", "put up with" others' behaviors, and how one can
The document discusses environmental problems and potential solutions. It provides prompts for students to discuss which environmental issues should be included on posters to raise awareness in their local community. Students are then asked to discuss what ordinary people can do to help solve two selected environmental problems, such as recycling, using public transportation, or adopting alternative energies like solar power. Key vocabulary around sustainability, waste disposal, pollution, and the ozone layer is also defined.
This document discusses how to report what someone said in indirect speech by making some grammatical changes compared to direct speech. Tenses typically change by one back (e.g. present to past), pronouns may change, and expressions of time and place are adjusted if reported in a different context. Common reporting verbs like said, told, and asked are explained along with alternatives to avoid repetition.
The document discusses the rules for changing direct speech into reported speech, also known as indirect speech. It covers tense changes where the tense is shifted back one step, pronoun changes, place and time changes, and the use of reporting verbs like said, told, asked. It provides examples of direct speech and the corresponding reported speech. The basic rules are that quotation marks and attribution verbs are removed, the word "that" can be added, pronouns are changed, tenses are shifted back, and places and times are adjusted.
The document discusses reported speech, which is used to report what someone else has said without using their exact words. It explains how to change verb tenses and time expressions when reporting speech. For example, changing "I work as a bank teller" to "She told me that she worked as a bank teller." It provides examples of how to report different tenses and time expressions in speech.
The document provides instructions on changing direct speech to indirect speech. It discusses the key rules of tense, modal, time, and pronoun changes that must be made when converting a direct quote to an indirect report of what was said. Examples are given to illustrate each of the rules. The purpose is to help the reader properly transform direct quotes or conversations into indirect reported speech.
This document discusses direct and reported speech. Direct speech uses quotation marks to report the exact words spoken. Reported speech conveys the general meaning without exact words. Tenses change in reported speech, and commands are often reported with infinitives using "tell" or "say." Questions in reported speech use the verb "to be." Examples are provided to illustrate tense changes and rewriting direct speech as reported speech.
The document discusses how to change verbs and expressions when converting direct speech to reported speech. Pronouns, adverbs, and tenses may need to be changed depending on the context. Certain verbs like could, might, should, and would are not usually changed. Place and time expressions also need to be evaluated and changed if the place or time are different when reporting the speech.
The document discusses the rules for changing direct speech into reported or indirect speech in English. It explains that reporting verbs like "say" and "tell" are used to report statements, and that the tense of the verb may need to be changed depending on the tense of the reporting verb. It also covers how to report questions, requests, orders, exclamations, and expressions of hope or wishes. Examples are provided to illustrate how direct speech is changed into indirect speech while maintaining meaning.
The document discusses indirect or reported speech and how it differs from direct speech. When reporting what someone said, the tenses typically change to past tense because we are referring to something said in the past. Examples are given of direct quotes and how they would change in indirect speech by changing the verb tenses. Common modal verbs like can, may, might are also discussed and how they would change form in indirect speech. Finally, practice examples are provided to change direct quotes to indirect speech.
The document discusses indirect or reported speech and how it differs from direct speech. When reporting what someone said, the tenses typically change to past tense because we are referring to something said in the past. Examples are given of direct quotes and how they would change in indirect speech by changing the verb tenses. Common modal verbs like can, may, might are also discussed and how they would change form in indirect speech. Finally, practice examples are provided to change direct quotes to indirect speech.
The document provides an overview of key concepts in English grammar, including:
1) Grammar applies rules for standard use of words and how their component parts combine to form sentences. It also classifies and analyzes language elements.
2) Sentences are formed from groups of words and have a subject and predicate. There are four types of sentences.
3) Verbs express actions or states of being and tense indicates when these occur.
Reported speech and reporting verbs for Upper-Intermediate levelslpacuna0711
The document provides information on how to change direct speech to indirect speech in English. It discusses changing verb tenses, pronouns, time and place expressions, question forms, conditional statements, exclamations, and reporting verbs when converting direct to indirect speech.
This document provides an overview of direct and indirect speech. It outlines the key rules for converting direct speech to indirect speech, including tense changes, pronoun changes, and changes to time and place references. It also discusses reporting verbs, indirect questions, commands/requests, and exclamations in indirect speech. The document aims to serve as a reference for understanding the grammatical changes between direct and indirect speech.
Reported speech is used to report what someone else has said and involves changing the tense of the original statement. For example, direct speech would be "I'm going to the cinema" while reported speech is "He said he was going to the cinema." Verb tenses in reported speech are typically changed to the past tense. The document provides a chart showing how common verb tenses such as present simple change to past simple in reported speech, and includes examples of other verb forms like will changing to would. Time and place references are also changed in reported speech, such as now becoming then.
narrattion_(2).pptx presentation for engMuneebURahman
The document discusses the differences between direct and indirect speech. Direct speech reports the exact words used, using quotation marks. Indirect speech reports the general idea without quotation marks, changing pronouns, tenses, and other elements according to reporting rules. Some key changes include changing the present tense to past tense, changing pronouns like I to he/she depending on the subject, and changing future tense will to would. The document provides numerous examples to illustrate these reporting rules.
The document discusses reported or indirect speech, which is used to report what other people have said, thought, or believed. It explains that pronouns, verb tenses, time words, and question words may need to change when converting direct quotes into reported speech. Examples are provided to illustrate these changes between direct and reported speech.
The document discusses the present perfect tense in English. It explains that the present perfect is formed using "have/has" plus the past participle of the main verb. It is used to describe actions that began in the past and continue in the present, actions that occurred within a period not yet finished, or repeated actions between the past and present without a specific time period. The document provides examples of how to use the present perfect with time expressions like "for", "since", "already", "yet", and "not yet".
The document discusses the differences between direct and reported speech. Direct speech uses quotation marks to report what someone said verbatim. Reported speech does not use quotation marks and does not have to be word for word. When changing from direct to reported speech, verb tenses, pronouns, time/place expressions and other elements are changed according to reporting conventions. The document provides examples of how direct speech is changed when reported.
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.
Mrs. Cantor asked Andy what he was doing and asked where his sister was. Andy reported that he was fixing his radio and that his sister was in the kitchen making a sandwich. Mrs. Cantor then ran into the kitchen and told Dolores not to eat before dinner, though Dolores had already eaten some cake. Mrs. Cantor told Dolores to buy more cheese for dinner since she was making lasagna, and Dolores said she would go after finishing her homework. When Andy asked when their father was coming home, Dolores reminded him that their father was working late.
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.
Aca f16 actividades - plan de apoyo apa 10 mos readyjolehidy6
This document provides information about an English assessment for 10th grade students during the second period of 2015. It lists the conditions for receiving the assessment work, which includes being presented or sent to the specified teacher. It states that once the activity is approved, the grade for the period will be a 3.0. It provides details on the breakdown of marks between a written work (40%) and presentation (60%). Deadlines for submission and the presentation dates are provided. The plan of support outlines activities to be completed related to simple present, present continuous, simple future, future continuous, simple past, and regular and irregular nouns/verbs.
Aca f16 actividades - plan de apoyo apa 10 mos readyjolehidy6
This document provides information about an English class for 10th grade students in 2015, including:
1. The work students will do covers topics from the second period.
2. Students must submit the work to their teacher, Jhon Alexander D’leon Palacios, by certain dates to receive a grade of 3.0 for the period.
3. The work consists of a 40% written assignment and 60% oral presentation, to be completed by specific dates in August and presented according to each subject's scheduled time.
Aca f16 actividades - plan de apoyo apa grado 9venos 2015jolehidy6
This document provides instructions for a student assignment in English for the second period. It states that the assignment covers competencies and topics from the second period. It lists the name and subject of the teacher and the year and grade. It provides details on submission such as the due dates of August 10th to 14th and dates for presentations. It also lists activities for students such as completing the assignment step by step and presenting their notebook.
Aca f16 actividades - plan de apoyo apa 7mos 2do periodojolehidy6
This document provides information about an English exam for 7th grade students in 2015. It lists the teacher, Jhon D'leon, and states that the exam will cover topics from the second period. Students must submit their work to the teacher by certain dates in order to receive a grade of 3.0 for the period. The exam will consist of a 40% written portion and a 60% oral presentation portion. Students must complete assigned activities like a workbook and study for their presentation.
Here are the key details from the conversation:
- Martha is having a party this Saturday and invites Jane
- Peter and Mark will help with the cooking
- Jane offers to make lasagna
- Martha says some Italian cousins will be there
- Martha plans to hire a clown for entertainment
The conversation provides context about plans for an upcoming social gathering.
This document discusses how to politely agree and disagree in English. It provides examples of agreeing positively using phrases like "I agree" or "You're right." It also discusses agreeing with positive statements using "so" and negative statements using "neither." Examples are given for disagreeing directly by saying "I disagree" or stating the opposite opinion. Ways to politely disagree include using hedging language like "I'm not sure" or "You may be right, but..." Overall, the document outlines linguistic strategies for expressing agreement and disagreement in a polite manner in English.
El documento explica las reglas para formar el presente progresivo en inglés. Se usa para acciones que ocurren en el momento del habla y se forma con el verbo to be en su forma apropiada más el gerundio del verbo principal. Explica seis reglas para la formación del gerundio dependiendo de la terminación del verbo y algunas excepciones. También muestra ejemplos de oraciones afirmativas, negativas e interrogativas en presente progresivo y cómo se forma el pasado progresivo.
Describing people personality and appearance upjolehidy6
The document provides descriptions of people's physical appearances and personalities. It includes descriptors for hair, skin, height, body type, facial features, and clothes. Personality traits are also listed and translated to Spanish. Several examples are given that describe individuals, noting their physical traits like hair color, eye color, height, and sometimes personality. The document aims to expose the reader to many words used to describe people's looks and characteristics.
Este documento describe los adverbios de frecuencia en inglés y sus porcentajes de uso aproximados, así como reglas para su ubicación en oraciones. Siempre se usa el 100% del tiempo, frecuentemente el 90%, usualmente el 70%, a menudo el 60%, a veces el 40%, rara vez el 20% y nunca el 0% del tiempo. Normalmente van entre el sujeto y el verbo, o después del auxiliar en oraciones pasivas. También se colocan antes del verbo principal en preguntas o en oraciones negativas.
The document lists daily routines and activities in Spanish such as waking up, eating meals, going to school, doing chores, grooming, entertainment activities, and exercising. It also includes frequency adverbs to describe how often certain activities are done, ranging from always to never, as well as sequencing adverbs to describe the order of activities throughout the day.
Este documento describe los cuatro tipos principales de condicionales en inglés: el condicional cero, el condicional presente, el condicional hipotético y el condicional pasado. Explica la estructura gramatical de cada uno y proporciona ejemplos para ilustrar su uso. También cubre el uso de "wish" para expresar deseos sobre situaciones irrealistas o frustradas en el pasado, así como para expresar desagrado.
Este documento explica los verbos modales en inglés, incluyendo can, must, may, might, will, would, should, have to y ought to. Estos verbos se usan con otros verbos para expresar habilidad, obligación, posibilidad y más. El documento también proporciona ejemplos del uso de cada verbo modal.
Relative clauses are clauses that add information about a noun or pronoun. They contain a relative pronoun like who, whom, whose, which, or that to connect the clause to the noun or pronoun it modifies. Relative clauses provide essential or non-essential information about a noun.
El perro se quedó al lado de su amo toda la noche. Varias ubicaciones se describen en relación con otras, como un banco junto a una comisaría, una estación a menos de dos millas y un río más allá de unas montañas. También se mencionan una gran distancia entre dos ciudades, ver a un hijo entre una multitud y un nombre antes que otro en una lista.
Connectors are words that combine words, phrases, and sentences. The most common connectors include conjunctions like "but", "however", "moreover", and "although" which show opposition or addition. Connectors also include words indicating cause and effect such as "because", "due to", and "therefore" as well as conditional words like "if", "unless", and "only if". Connectors are important for linking ideas and maintaining coherence when writing or speaking.
This document discusses different types of conjunctions used to join words, phrases, and clauses. It begins by explaining the six coordinating conjunctions - for, and, nor, but, or, yet, and so - which can be remembered by the acronym FANBOYS. It then provides examples of how each conjunction links different elements, such as and linking two noun phrases. The document also discusses correlative conjunctions like both/and and either/or which always come in pairs and link similar elements. Finally, it briefly mentions subordinating conjunctions which introduce subordinate clauses and can be single words or multi-word phrases indicating time, cause/effect, opposition, or condition.
This document contains a long list of websites related to improving English skills, including listening, speaking, reading, writing, grammar, vocabulary, and other topics. Many of the sites listed provide lessons, activities, games, videos, stories, and other resources for learning English. The sites address learners of various ages and skill levels.
This document contains questions and potential answers about one's family. It asks for details like the number of family members, their names and ages, occupations, personalities, and traditions. It inquires about relationships with parents, siblings, cousins, and extended family. Questions cover topics such as who is the youngest or oldest, funniest or most serious person. It also asks where the family originated from and how often time is spent together.
Mariam introduces her family which consists of 6 people - her father, mother, two brothers, and one sister. She provides their names and ages. Her extended family on both her mother and father's side is described, including grandparents. The document then discusses how Mariam's family spends time together on weekends, going out to eat and visiting grandparents on holidays. It provides potential answers to questions about her family, including who is the funniest, youngest, most serious, and who she resembles and talks to the most.
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Reported speech
1. Reported speech - English Grammar<br />Statements<br />1) If the sentence starts in the present, there is no backshift of tenses in Reported speech.Example: Susan: quot;
I work in an office.quot;
Susan says that she works in an office.<br />2) If the sentence starts in the past, there is often backshift of tenses in Reported speech. (see: Note)Example: Susan: quot;
I work in an office.quot;
Susan said that she worked in an office.<br />Backshift of tensesfromtoSimple PresentSimple PastSimple PastPast PerfectPresent PerfectPast PerfectwillwouldProgressive formsam/are/iswas/werewas/werehad beenhas beenhad been<br />Backshift of tensesfromtoPeter: quot;
I work in the garden.quot;
Peter said that he worked in the garden.Peter: quot;
I worked in the garden.quot;
Peter said that he had worked in the garden.Peter: quot;
I have worked in the garden.quot;
Peter: quot;
I had worked in the garden.quot;
Peter: quot;
I will work in the garden.quot;
Peter said that he would work in the garden.Peter: quot;
I can work in the garden.quot;
Peter said that he could work in the garden.Peter: quot;
I may work in the garden.quot;
Peter said that he might work in the garden.Peter: quot;
I would work in the garden.quot;
(could, might, should, ought to)Peter said that he would work in the garden.(could, might, should, ought to)Progressive formsPeter: quot;
I'm working in the garden.quot;
Peter said that he was working in the garden.Peter: quot;
I was working in the garden.quot;
Peter said that he had been working in the garden.Peter: quot;
I have been working in the garden.quot;
Peter: quot;
I had been working in the garden.quot;
<br />If the sentence contains an expression of time, you must change it as well.<br />Peter: quot;
I worked in the garden yesterday.quot;
Peter said that he had worked in the garden the day before.<br />Shifting of expressions of time<br />this (evening)that (evening)today/this daythat daythese (days)those (days)nowthen(a week) ago(a week) beforelast weekendthe weekend before / the previous weekendheretherenext (week)the following (week)tomorrowthe next/following day<br />Note:<br />In some cases the backshift of tenses is not necessary, e.g. when statements are still true.<br />John: quot;
My brother is at Leipzig university.quot;
John said that his brother was at Leipzig university. orJohn said that his brother is at Leipzig university.<br />or<br />Mandy: quot;
The sun rises in the East.quot;
Mandy said that the sun rose in the East. orMandy said that the sun rises in the East.<br />Direct Speech / Quoted Speech<br />Saying exactly what someone has said is called direct speech (sometimes called quoted speech)<br />Here what a person says appears within quotation marks (quot;
...quot;
) and should be word for word.<br />For example:<br />She said, quot;
Today's lesson is on presentations.quot;
<br />or<br />quot;
Today's lesson is on presentations,quot;
she said. <br />Indirect Speech / Reported Speech<br />Indirect speech (sometimes called reported speech), doesn't use quotation marks to enclose what the person said and it doesn't have to be word for word.<br />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. <br />For example: <br />Direct speechIndirect speech quot;
I'm going to the cinemaquot;
, he said. He said he was going to the cinema. <br />Tense change<br />As a rule when you report something someone has said you go back a tense: (the tense on the left changes to the tense on the right): <br />Direct speech Indirect speech Present simple She said, quot;
It's cold.quot;
›Past simple She said it was cold. Present continuous She said, quot;
I'm teaching English online.quot;
›Past continuous She said she was teaching English online. Present perfect simple She said, quot;
I've been on the web since 1999.quot;
›Past perfect simple She said she had been on the web since 1999. Present perfect continuous She said, quot;
I've been teaching English for seven years.quot;
›Past perfect continuous She said she had been teaching English for seven years. Past simple She said, quot;
I taught online yesterday.quot;
›Past perfect She said she had taught online yesterday. Past continuous She said, quot;
I was teaching earlier.quot;
›Past perfect continuous She said she had been teaching earlier. Past perfect She said, quot;
The lesson had already started when he arrived.quot;
›Past perfect NO CHANGE - She said the lesson had already started when he arrived.Past perfect continuousShe said, quot;
I'd already been teaching for five minutes.quot;
›Past perfect continuous NO CHANGE - She said she'd already been teaching for five minutes.<br />Modal verb forms also sometimes change: <br />Direct speech Indirect speech will She said, quot;
I'll teach English online tomorrow.quot;
›would She said she would teach English online tomorrow. can She said, quot;
I can teach English online.quot;
›could She said she could teach English online. must She said, quot;
I must have a computer to teach English online.quot;
›had to She said she had to have a computer to teach English online. shall She said, quot;
What shall we learn today?quot;
›should She asked what we should learn today. may She said, quot;
May I open a new browser?quot;
›might She asked if she might open a new browser.<br />!Note - There is no change to; could, would, should, might and ought to.<br />Direct speechIndirect speech quot;
I might go to the cinemaquot;
, he said. He said he might go to the cinema. <br />You can use the present tense in reported speech if you want to say that something is still true i.e. my name has always been and will always be Lynne so:-<br />Direct speech Indirect speech quot;
My name is Lynnequot;
, she said. She said her name was Lynne. orShe said her name is Lynne. <br />You can also use the present tense if you are talking about a future event.<br />Direct speech (exact quote) Indirect speech (not exact) quot;
Next week's lesson is on reported speech quot;
, she said. She said next week's lesson is on reported speech. <br />Time change <br />If the reported sentence contains an expression of time, you must change it to fit in with the time of reporting. <br />For example we need to change words like here and yesterday if they have different meanings at the time and place of reporting.<br />Today+ 24 hours - Indirect speech quot;
Today's lesson is on presentations.quot;
She said yesterday's lesson was on presentations. <br />Expressions of time if reported on a different day this (evening) ›that (evening) today›yesterday ... these (days) ›those (days) now ›then (a week) ago ›(a week) before last weekend ›the weekend before last / the previous weekend here ›there next (week) ›the following (week) tomorrow ›the next/following day <br />In addition if you report something that someone said in a different place to where you heard it you must change the place (here) to the place (there).<br />For example:- <br />At workAt homequot;
How long have you worked here?quot;
She asked me how long I'd worked there.<br />Reported Speech (El estilo indirecto)<br />El estilo indirecto, a diferencia del estilo directo, no utiliza las comillas y no necesita ser palabra por palabra. En general, cuando se usa el estilo directo, el tiempo verbal cambia. A continuación tienes un explicación de los cambios que sufren los tiempos verbales.<br />A veces se usa quot;
thatquot;
en las frases afirmativas y negativas para introducir lo que ha dicho la otra persona. Por otro lado, en las frases interrogativas se puede usar quot;
ifquot;
o quot;
whetherquot;
.<br />Direct SpeechReported SpeechPresent SimplePast Simplequot;
He's Americanquot;
she said.She said he was American.quot;
I'm happy to see you,quot;
Mary said.Mary said that she was happy to see me.He asked, quot;
Are you busy tonight?quot;
He asked me if I was busy tonight.Present ContinuousPast Continuousquot;
Dan is living in San Francisco,quot;
she said.She said Dan was living in San Francisco.He said, quot;
I'm making dinner.quot;
He told me that he was making dinner.quot;
Why are you working so hard?quot;
they asked.They asked me why I was working so hard.Past SimplePast Perfect Simplequot;
We went to the movies last night,quot;
he said.He told me they had gone to the movies last night.Greg said, quot;
I didn't go to work yesterday.quot;
Greg said that he hadn't gone to work yesterday.quot;
Did you buy a new car?quot;
she asked.She asked me if I had bought a new car.Past ContinuousPast Perfect Continuousquot;
I was working late last night,quot;
Vicki said.Vicki told me she'd been working last night.They said, quot;
We weren't waiting long.quot;
They said that they hadn't been waiting long.He asked, quot;
Were you sleeping when I called?quot;
He asked if I'd been sleeping when he called.Present Perfect SimplePast Perfect SimpleHeather said, quot;
I've already eaten.quot;
Heather told me that she'd already eaten.quot;
We haven't been to China,quot;
they said.They said they hadn't been to China.quot;
Have you worked here before?quot;
I asked.I asked her whether she'd worked there before.Present Perfect ContinuousPast Perfect Continuousquot;
I've been studying English for two years,quot;
he said.He said he'd been studying English for two years.Steve said, quot;
We've been dating for over a year now.quot;
Steve told me that they'd been dating for over a year.quot;
Have you been waiting long?quot;
they asked.They asked whether I'd been waiting long.Past Perfect SimplePast Perfect Simple (*NO CHANGE)quot;
I'd been to Chicago before for work,quot;
he said.He said that he'd been to Chicago before for work.Past Perfect Continuous Past Perfect Continuous (*NO CHANGE)She said, quot;
I'd been dancing for years before the accident.quot;
She said she'd been dancing for years before the accident.<br />Nota: Cuando hablamos de algo que no ha cambiado (todavía es verdad) o que es en el futuro, no tenemos que cambiar el tiempo verbal.<br />Ejemplos:<br />quot;
I'm 30 years old,quot;
she said. -> She said she is 30 years old.<br />Dave said, quot;
Kelly is sick.quot;
-> Dave said Kelly is sick.<br />quot;
We are going to Tokyo next week,quot;
they said. -> They said they are going to Tokyo next week.<br />quot;
I'll cut my hair tomorrow,quot;
Nina said. -> Nina said she is cutting her hair tomorrow.<br />Modal Verbs (Los verbos modales)<br />El tiempo verbal cambia en el estilo indirecto también con algunos de los verbos modales:<br />Direct SpeechIndirect SpeechWillWouldquot;
I'll go to the movies tomorrow,quot;
John said.John said he would go to the movies tomorrow.quot;
Will you help me move?quot;
she asked.She asked me if I would help her move.CanCouldDebra said, quot;
Allen can work tomorrow.quot;
Debra said Allen could work tomorrow.quot;
Can you open the window, please?quot;
, he asked.He asked me if I could open the window.MustHad toquot;
You must wear your seatbelt,quot;
mom said.My mom said we had to wear my seatbelt.She said, quot;
You must work tomorrow.quot;
She said I had to work tomorrow.ShallShouldquot;
Shall we go to the beach today?quot;
Tom asked.Tom asked if we should go to the beach today.quot;
What shall we do tonight?quot;
she asked.She asked me what we should do tonight.MayMight/CouldJane said, quot;
I may not be in class tomorrow.quot;
Jane said she might not be in class tomorrow.quot;
May I use the bathroom, please?quot;
the boy asked.The boy asked if he could use the bathroom.<br />Nota: Con quot;
wouldquot;
, quot;
couldquot;
, quot;
shouldquot;
, quot;
mightquot;
y quot;
ought toquot;
, el tiempo no cambia.<br />EXERCISE AYesterday you ran into a friend of yours, Helen. She told you a lot of things. Here are some of the things she said to you:left000<br />1.2.3.4.5.6.7.I'm thinking of going to live in France.My father is in the hospital.Sue and Jim are getting married next month.I haven't seen Bill for a while.I've been playing tennis a lot lately.Barbara has had a baby.I don't know what Fred is doing.8. 9.10.11.12.13.I hardly ever go out these days.I work 14 hours a day.I'll tell Jim I saw you.You can come and stay with me if you are ever in Toronto.Tom had an accident last week, but he wasn't injured.I saw Jack at a party a few months ago, and he seemed fine.<br />Later that day you tell another friend what Helen said. Use reported speech.<br /> <br />1.Helen said that she was thinking of going to live in France.2.Helen said that .3..4..5..6..7..8..9..10..11..12..13..<br /> <br /> <br />EXERCISE BIn this exercise someone says something to you that is the opposite of what they said before. You have to answer I THOUGHT YOU SAID ...left000<br />Examples: quot;
That restaurant is expensive.quot;
quot;
I thought you said it wasn't expensive.quot;
<br /> <br />1.quot;
Ann is coming to the party.quot;
quot;
I thought you said that she .quot;
2.quot;
Bill passed his exam.quot;
quot;
I thought you said .quot;
3.quot;
Ann likes Bill.quot;
quot;
I thought .quot;
4.quot;
I've got many friends.quot;
quot;
I thought you said you .quot;
5.quot;
Jack and Karen are going to be married.quot;
quot;
.quot;
6.quot;
Tom works very hard.quot;
quot;
.quot;
7.quot;
I want to be rich and famous.quot;
quot;
.quot;
8.quot;
I'll be here next week.quot;
quot;
.quot;
9.quot;
I can afford a vacation this year.quot;
quot;
.quot;
<br /> <br />NOTA DEBEN TRANSCRIBIR ESTO AL CUADERNO Y REALIZAR LAS ACTIVIDADES EN EL MISMO PARA PRESENTARMELAS LA PROXIMA CLASE.<br />