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.
For intermediate EFL students. Practice modal verbs of possibility and cerainty - may, might, could, must, can't be.
Look at the pictures and make sentences
For intermediate EFL students. Practice modal verbs of possibility and cerainty - may, might, could, must, can't be.
Look at the pictures and make sentences
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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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.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Digital Tools and AI for Teaching Learning and Research
Reported speech and reporting verbs for Upper-Intermediate levels
1.
2. • Changing verb tenses:
Note that the Past Perfect Simple and the Past Perfect Continuous do not change since no backshift
is possible. .
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
3. 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:
4. 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.
5. DIRECT SPEECH INDIRECT SPEECH
• can could
• may might
• must had to
• shall should
• will would
Note: Past Modals are unchanged
6. • 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.
7. 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
8. • 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.
9. Yes/No question
When the question is preceded by auxiliary
that needs
yes/No answer it will be used the conjunction
if or
whether in the indirect speech
The steps how to make indirect speech:
The question sentence of the indirect speech
is firstly
changed to be statement
It then follows the rules before.
10. Example
DIRECT SPEECH INDIRECT SPEECH
Doctor: ‘Do you usually take a nap?’
It is firstly changed to be:
You usually take a nap Doctor asks
if/whether I
usually take a
nap
11. 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.
12. 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
13. 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
14. INDIRECT SUBJECT-QUESTIONS
actual spoken questions indirect questions
Be: 'Who is in charge here?' He asked (me) who was in
charge here.
Present: 'Which firm makes these parts'? He asked (me)
which firm (makes) made
those parts
Past: 'What caused the accident? He asked (me) what
caused/had
caused the accident
Modals: 'Whose novel will win the prize?' He asked (me)
whose novel would win
the prize.
15. CONDITIONAL STATEMENTS
Type 1 conditional statements are reported as follows:
'If you pass your test, I'll buy you a car' he said.
He said that if I passed my test he would buy me a car.
Type 2 conditional statements are reported as follows:
'If you passed your test I would buy you a car' he
said.
He said that if I passed my test he would buy me a car.
Type 3 conditional statements are reported as follows:
'If you'd passed your test I'd have bought you a car'
he said
16. EXCLAMATIONS
Note the word order in reported exclamations:
'What a silly boy you are' she exclaimed
She told him what a silly boy he was.
She told him that he was a silly boy.
17. 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.
18. Reporting Verbs
VERBS FOLLOWED BY INFINITIVE WITH TO VERBS FOLLOWED BY –ING FORM
• OFFER
• REFUSE
• AGREE
• PROMISE
• THREATEN
• ADMIT (ALSO FOLLOWED BY THAT
• SUGGEST
• DENY
VERBS FOLLOWED BY OBJECT + (TO) INFINITVE VERBS FOLLOWED BY PREPOSITION + -ING FORM
•PERSUADE
•ACCUSE FOR
•APOLOGISE FOR
•INSIST ON
19.
20. “Okay, everyone. I think we have to check twice our travel itinerary for
tomorrow.” (INSIST)
•He said that we had to check twice our travel itinerary for the next
day.
•He insisted on checking twice our travel itinerary for tomorrow.
“We should meet in the lobby around 7:00 a.m. to go jogging around
Central Park about 45 minutes.” (SUGGEST)
•He said that we should meet in the lobby around 7:00 a.m. to go
jogging around Central Park about 45 minutes.
•He suggested meeting in the lobby around 7:00 a.m. to go jogging
around Central Park about 45 minutes.
21. “For sure, we will get back to the hotel about the time when the
restaurant opens.” (PROMISE)
•He said that we would get back to the hotel about the time when
the restaurant opens.
•He promised us to get back to the hotel about the time when the
restaurant opens.
“While you grab a quick breakfast, I could buy your tickets for the
Statue of Liberty, and try to get a discount.” (OFFER)
•He said that while we grabbed a quick breakfast, he could buy our
tickets for the Statue of Liberty, and try to get a discount.
•He offered to buy our tickets for the Statue of Liberty, and try to get
a discount, while we grab a quick breakfast
22. “I’m sorry, I couldn’t get free entrance to Ellis Island as I promised.”
(APOLOGISE)
•He said that he could get free entrance to Ellis Island as he had
promised.
•He apologised for not getting free entrance to Ellis Island as he
promised.
“The agency didn’t book the tickets in advance.” (ACCUSE )
•He said that the agency hadn’t booked the tickets in advance.
•He accused the agency for not booking the tickets in advance.
“So, we can’t visit the museum.” (REFUSE)
•He said we couldn’t visit the museum.
•He refused to visit the museum.
23. “The bus driver and I considered that the best time to pick you up at
Battery Park is 8:00 p.m.” (AGREE)
•He said the bus driver and him had considered that the best time to
pick us up at Battery Park was 8:00 p.m.
•He agreed with the bus driver to pick us up at 8:00 at Battery Park.
“Use your free time wisely, and don’t forget to eat local food such as
hamburgers, hot dogs and bagels.” (SUGGEST)
•He told us to use our free time wisely, and not to forget to eat local
food such as hamburgers, hot dogs and bagels.
•He suggested using our time wisely, and not forgetting to eat local
food such as hamburgers, hot dogs and bagels.
24. “You can’t miss eating the best NY hamburgers at Delmonico’s, one
the oldest and finest restaurants in the Financial District.”
(PERSUADE)
•He said we couldn’t miss eating the best NY hamburgers at
Delmonico’s, one the oldest and finest restaurants in the Financial
District.”
•He persuaded us to eat the best NY hamburgers at Delmonico’s, one
the oldest and finest restaurants in the Financial District.”
