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.
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.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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
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.
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!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. Simple present Simple past
"I always drink coffee",
she said
She said that she always
drank coffee.
Present continuous Past continuous
"I am reading a book", he
explained.
He explained that he was
reading a book
Simple past Past perfect
“I broke the glass", he
admitted
He admitted (that) he had
broken the glass.
Present perfect Past perfect
"I have been to Spain", he
told me.
He told me that he had
been to Spain
REPORTED STATEMENTS
2. Past perfect Past perfect
"I had just turned out the
light," he explained.
He explained that he had
just turned out the light.
Present perfect
continuous
Past perfect continuous
They complained, "We
have been waiting for
hours".
They complained that they
had been waiting for
hours.
Past continuous Past perfect continuous
"We were living in Paris",
they told me.
They told me that they
had been living in Paris.
3. Future Present conditional
"I will always love you",
he promised
He promised that he would
always love her.
Future continuous Conditional continuous
She said, "I'll be using the
car next Friday".
She said that she would be
using the car next Friday.
Can Could
“We can solve the
problem", they insisted
They insisted (that) they
could solve the problem.
May Might
"I may be late” He
warned us.
He warned us (that) he
might be late.
4. Must Had to
“We must leave now" he
explained.
He explained that he had to
leave then .
We don’t need to change the verb form :
•if the reporting verb is in the present, or if the original statement
was about something that is still true, e.g.
“ The currency in Argentina is the peso”
The teacher tols us that the currency in Argentina is the peso
When the sentences we are reporting contains the modals:
Would, could, might, ought to, should or must when it used for
deduction:
I could come tomorrow” she said
He said that he could come the next day
5. Direct Speech Indirect Speech
Here
Now
This /that
Today
This morning
There
Then
These/those
That day
That morning
Ago
Yesterday
Last week
Before
The day before /the previous day
The week before/ the previous week
Next week
Next month
The following week /The week after
The following month/ the month
after
TIME EXPRESIONS
6. QUESTIONS
Use the same word order as in statements
Change the tenses as in statements
There is no questions mark unless the introductory phrase is a question:
Use the Wh-word in Wh-questions
Present Past
When does the film start?
He asked me When the film started.
He wanted to know when the film
started
Use if / whether for Yes/ no questions
Present perfect Past perfect
Have you done your
homework or not?
The teacher asked if /whether we had
done our homework or not.
7. Must use whether (not if) when we are asking someone to make a
choice:
Present Past
“Do you want tea or coffee?”
He asked me whether I wanted tea
or coffee.
May use polite introductory phrases like:
I wonder if you, could you tell me…
Don’t change the tense
Present
“What’s the time?” I wonder if you could tell me What the
time is?.
8. REQUESTS AND ORDERS
We often use verbs like: ask, tell+object+to-infinitive:
We don’t chance tenses
“Will you be quiet,
please?”
The teacher asked me to be quiet.
The teacher told me to be quiet.
We use not before the to-infinitive to report negative requests or
orders:
“Please don’t interrupt
the meeting"
The manager asked /told me not to
interrupt the meeting
10. verb +object
+infinitive
Verb+infinitive verb (that)
advise
encourage
invite
remind
warn
agree
decide
offer
promise
refuse
threaten
admit
agree
decide
deny
explain
insist
promise
recommend
suggest
Examples: Jack
encouraged me to
look for a new job.
They invited all their
friends to attend the
presentation.
Examples: She
offered to give him a
lift to work.
My brother refused to
take no for an
answer.
Examples: Tom
admitted (that) he
had tried to leave
early.
She agreed (that) we
needed to reconsider
our plans.
12. 1. Verbs followed by 'if' or 'whether' + clause:
ask
know
remember
say
see
SUMMARY OF REPORTING VERBS
13. 2. Verbs followed by a that-clause:
add
admit
agree
announce
answer
argue
boast
claim
comment
complain
confirm
consider
deny
doubt
estimate
explain
fear
feel
insist
mention
observe
persuade
propose
remark
remember
repeat
reply
report
reveal
say
state
suggest
suppose
tell
think
understand
warn
14. 3. Verbs followed by either a that-clause or a to-
infinitive:
decide
expect
guarantee
hope
promise
swear
threaten
4. Verbs followed by a that-clause containing should
(but note that it may be omitted, leaving a subject +
zero-infinitive):
advise
beg
demand
insist
prefer
propose
recommend
request
suggest
15. 5. Verbs followed by a clause starting with a question
word:
decide
describe
discover
discuss
explain
forget
guess
imagine
know
learn
realise
remember
reveal
say
see
suggest
teach
tell
think
understand
wonder
6. Verbs followed by object + to-infinitive
advise
ask
beg
command
forbid
instruct
invite
teach
tell
warn
