The document provides information on how to change verbs from direct to reported speech when reporting what someone said. It discusses how the verb tense shifts back, or changes to the past tense, in reported speech compared to the tense used in direct speech. Examples are given for changing the simple present, present continuous, past simple, past continuous, and other verb tenses to their reported speech equivalents. The document also discusses how to change time phrases and examples are given for changing direct questions to reported questions. Exercises are included for students to practice changing statements and questions to reported speech.
This document discusses tag questions in English. It explains that [1] tag questions are used in spoken English to keep a conversation open by prompting a response, rather than being true questions. [2] Tag questions are formed by taking the first auxiliary verb from a statement and inverting it to make a question tag - using a positive tag for a negative statement and vice versa. [3] Several examples of tag questions are provided and exercises are included for the reader to practice forming and answering tag questions correctly.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. Staying active also helps maintain a healthy weight and keeps muscles, bones, and joints healthy as we age.
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce stress and anxiety, boost mood, and reduce the risk of diseases. It recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
The document discusses the benefits of exercise for mental health. It notes that regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Meditation may also have psychological benefits like improving mood and reducing rumination.
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The document outlines the steps to apply for a passport in India, including filling out the application form, providing address proof and photo identification, paying the applicable fees, and submitting the application with supporting documents to the designated Passport Seva Kendra or Post Office. Applicants must submit their applications well in advance of any planned international travel to allow sufficient time for processing.
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The document discusses the simple and continuous forms of verbs in English. It explains that the present simple is used to talk about regular activities, habits, and facts. The present continuous is used to talk about ongoing activities happening now or around now, as well as planned future arrangements. The past simple is used to talk about finished actions in a finished period of time, while the past continuous is used to talk about ongoing actions happening at a specific time in the past.
This document provides instruction on grammar, vocabulary, and language skills covered in Unit 2 of a seminar on personal tastes. Key points covered include making comparisons using "as...as" and negative questions, discussing fashion and music preferences, and showing understanding by summarizing what others say. Examples are given for comparing adjectives and nouns using "as...as", forming negative questions, and distinguishing between adjectives and adverbs.
The document discusses the benefits of exercise for mental health. It notes that regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Meditation may also have psychological benefits like improving mood and reducing rumination.
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The document outlines the steps to apply for a passport in India, including filling out the application form, providing address proof and photo identification, paying the applicable fees, and submitting the application with supporting documents to the designated Passport Seva Kendra or Post Office. Applicants must submit their applications well in advance of any planned international travel to allow sufficient time for processing.
O documento discute a import但ncia da educa巽達o para o desenvolvimento econ担mico e social de um pa鱈s. Ele argumenta que investimentos em educa巽達o melhoram a produtividade e a capacidade de inova巽達o, levando a maiores ganhos de produtividade ao longo do tempo. Al辿m disso, uma popula巽達o mais educada promove sociedades mais est叩veis e democr叩ticas.
The document discusses the simple and continuous forms of verbs in English. It explains that the present simple is used to talk about regular activities, habits, and facts. The present continuous is used to talk about ongoing activities happening now or around now, as well as planned future arrangements. The past simple is used to talk about finished actions in a finished period of time, while the past continuous is used to talk about ongoing actions happening at a specific time in the past.
This document provides instruction on grammar, vocabulary, and language skills covered in Unit 2 of a seminar on personal tastes. Key points covered include making comparisons using "as...as" and negative questions, discussing fashion and music preferences, and showing understanding by summarizing what others say. Examples are given for comparing adjectives and nouns using "as...as", forming negative questions, and distinguishing between adjectives and adverbs.
The document provides examples and exercises to demonstrate the proper use of the past perfect tense. The past perfect is used to talk about something that occurred before another point in the past. It looks back from a point in time further in the past. The examples show using the past perfect to describe what people had said, thought, or believed in the past. The exercises include matching activities and filling in responses using the past perfect correctly.
This document provides information and exercises about world cultures and customs. It discusses using the simple present passive to talk about traditions, manners using verb + -ing and to + verb, and different cultures. Exercises practice rewriting sentences in the simple present passive and using verb forms to complete sentences about good manners. The document also provides proverbs from different cultures that are similar to English proverbs.
This document provides instruction on using various grammar structures in English, including "be supposed to", "was/were going to", and phrasal verbs with "get". It includes examples of how to use these structures correctly in sentences. It also provides exercises for learners to practice forming sentences using the target grammar points. The goal is to help learners talk about obligations, plans, socializing, and understand questions stated as statements.
This document discusses how to report questions in indirect speech in English. It explains that there are two types of questions: WH- questions that begin with interrogative words like who, what, when, etc. and YES/NO questions that can be answered with yes or no. When reporting WH- questions in indirect speech, the word order changes to a declarative structure with the subject following the WH- word. YES/NO questions are reported using if or whether. Several examples are provided of direct questions and their reported versions in indirect speech to illustrate these changes. Exercises are also included for the reader to practice reporting questions.
This document discusses the use of modal verbs in the passive voice. It provides examples of active and passive voice constructions using common modal verbs like can, may, must, should, etc. followed by exercises for readers to practice changing sentences between active and passive voice using modal verbs. Key points covered include:
- The basic structure of modal + be + past participle for passive voice
- Examples of active and passive constructions for various modal verbs
- Exercises transforming sentences between active and passive voice with modals
The document discusses direct and indirect speech in English. Direct speech uses quotation marks to report the exact words spoken, while indirect speech does not use quotation marks and does not have to be word-for-word. Indirect speech requires changing pronouns, adverbs of time and verbs to reflect the current tense. Commands and questions also change structure in indirect speech.
The document discusses the active and passive voice in English grammar. It provides examples of sentences in the active voice and their equivalent passive transformations. Some key points covered include:
- The passive voice is used when the object is more important than the subject or the subject is unknown.
- To form the passive, the verb is changed to a form of "be" plus the past participle and "by" plus the original subject.
- Adverbs are placed before the verb in the passive form.
- The passive can be used with imperatives by using "let" plus the verb.
- Certain subjects like "we" and "people" don't require "by" in the passive form.
This document provides examples of changing direct speech to indirect speech and vice versa. It also includes examples of changing statements to questions and questions to statements using indirect speech. There are over 20 sections with multiple examples covering a wide range of grammar structures related to direct and indirect speech.
The document contains examples of sentences rewritten from active to passive voice in different tenses, including:
- Simple present tense sentences rewritten in the passive voice.
- Simple past tense sentences rewritten in the passive voice.
- Future tense sentences rewritten in the passive voice.
- Present continuous tense sentences rewritten in the passive voice.
The document provides exercises for students to practice changing sentences between active and passive voice in different tenses to improve their understanding and mastery of using passive voice.
The document discusses reporting questions and requests in indirect speech. It explains that when changing direct questions and requests to indirect speech, the word order changes to a statement format and pronouns and verb tenses may need to be changed. Examples are provided of changing direct yes/no questions and questions beginning with question words to indirect questions. Exercises then demonstrate reporting questions and requests indirectly and rewriting direct speech as indirect speech while changing pronouns and expressions of time and place.
Direct and reported speech Week 5 Day 2.pptxlaytzjhay
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The document provides guidance and objectives for analyzing direct and reported speech. It begins with friendly reminders for students, such as to prepare materials and ask questions if needed. The objectives are to analyze statements of direct and reported speech and identify examples as direct or reported. Examples and basic rules for changing between direct and reported speech are provided, such as changing pronouns and verbs. Students are given practice identifying and converting examples, with answers provided.
This document discusses active and passive voice in English grammar. It defines active voice as emphasizing the subject or doer of the action, while passive voice emphasizes the action itself. It provides examples of when to use passive voice, such as to hide responsibility or minimize guilt. It also discusses how to convert sentences from active to passive voice and identifies examples as active or passive. Finally, it includes practice exercises on changing between active and passive voice.
The document contains examples of sentences written in active and passive voice in different tenses, including present simple, future, past, and present continuous. It provides exercises for a student to change sentences from active to passive voice, such as "Thomas washes the dishes" becoming "The dishes are washed by Thomas." The exercises cover everyday household tasks and activities to practice forming sentences in the passive voice.
This document contains an English language exercise evaluating speaking, reading, writing and grammar skills. It includes conversations, summaries of events, opinions on honesty, exercises with verb tenses like simple past and future with "will", and questions to practice these tenses. The exercises cover topics like daily activities, past experiences, and future plans and predictions.
Unit 12 auxiliary phrases, forms of the verb and tensenadsab
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- The document discusses verbs and verb tenses in English grammar. It covers the tests for verbs, auxiliary verbs, and the different verb tenses including past, present, future, perfect, and progressive.
- Key points include identifying main verbs and auxiliary verbs, the forms of verbs for different tenses, and using context clues like auxiliaries and verb endings to determine a sentence's tense.
- Determining verb tense involves checking for the auxiliary verbs "have" or "be" and their forms to identify the perfect and progressive tenses, or categorizing it as simple tense if no auxiliaries are present.
This document contains a formative test on changing direct speech to indirect speech. It includes 10 multiple choice questions testing rules for changing verb tenses and pronouns when converting direct to indirect speech. It also includes 10 prompts to change statements from indirect to direct speech format. The test examines students' understanding of proper tense and pronoun changes needed for accurately converting between direct and indirect speech.
This document provides an overview of reported speech in English. It begins by explaining that reported speech is used to refer to something that someone said previously. It then provides examples of how direct speech is changed to reported speech, such as changing verb tenses and pronouns. The document also includes a table showing how different verb tenses in direct speech are changed in reported speech, such as "I am happy" becoming "He said he was happy." It discusses other changes that can occur, like place and time references. It also addresses changing questions and imperative statements to reported speech. Finally, it provides exercises for learners to practice changing direct speech to reported speech.
This document provides an overview of reported speech in English. It begins by explaining that reported speech is used to refer to something that someone said previously. It then provides examples of how direct speech is changed to reported speech, such as changing verb tenses and pronouns. The document also includes a table showing how different verb tenses in direct speech are changed in reported speech, such as "I am happy" becoming "He said he was happy." It discusses other changes that can occur, like place and time references. It also addresses changing questions and imperative statements to reported speech. Finally, it provides exercises for learners to practice changing direct speech to reported speech.
The document provides information about the second conditional in English grammar. It uses examples to show that the second conditional expresses hypothetical situations that are unlikely or impossible. It uses the structure "if + past tense verb, would + base verb". Examples are given to illustrate this structure and show that the condition expressed is unlikely or impossible. Tips are also provided, such as using "were" instead of "was" and contractions of "would" and "would not". Comprehension questions and exercises are included to help the reader practice forming and understanding second conditional sentences.
The document provides examples and explanations of different types of pronouns in English, including personal pronouns (subject, object, possessive), demonstrative pronouns, indefinite pronouns, interrogative pronouns, and the differences between reflexive and intensive pronouns. It discusses the usage of specific pronouns like who, whom, whose, what, which and provides sample sentences to demonstrate their correct usage.
This document provides information on reported speech (indirect speech) in English. It discusses how to change direct quotes into indirect quotes, including changing verb tenses and pronouns. It also covers reporting commands, questions, and suggestions. Examples are provided to illustrate the changes between direct and indirect speech.
The document provides examples of compound nouns, indirect questions, and exercises on part of speech, tenses, prepositions, and adverbs of time in Vietnamese. It includes fill-in-the-blank and multiple choice questions testing these grammar concepts.
The document discusses the differences between direct and indirect speech. Direct speech uses quotation marks to report the exact words spoken, while indirect speech does not use quotation marks and changes pronouns, verbs, and other elements to report the general idea of what was said without using the exact words. It provides examples of changing direct speech to indirect speech and discusses reporting commands, questions, and statements in the indirect form.
2. When you report the things people say, the verb
tense often shifts back.
3. Tense Direct Speech Reported Speech
present
simple
I like ice
cream.
She said (that) she
liked ice cream.
present
continuous
I am living in
London.
She said she was
living in London.
past simple I bought a car.
She said she had
bought a car OR She
said she bought a car.
4. past continuous
I was walking
along the
street.
She said she had
been walking along
the street.
present perfect
I haven't seen
Julie.
She said she hadn't
seen Julie.
past perfect*
I had taken
English
lessons before.
She said she had take
English lessons
before.
will
I'll see you
later.
She said she would
see me later.
5. would*
I would help,
but..
She said she would
help but...
can
I can speak
perfect
English.
She said she could
speak perfect English.
could*
I could swim
when I was
four.
She said she could
swim when she was
four.
shall
I shall come
later.
She said she would
come later.
6. should*
I should call
my mother.
She said she should
call her mother
might*
"I might be
late.
She said she might be
late.
must
"I must study
at the
weekend.
She said she must
study at the weekend
OR She said she had to
study at the weekend.
7. Change time phrases in indirect speech to keep
the speakers original meaning. Here are some
possible changes.
Direct speech Indirect speech
Now Then
Today That day
Yesterday The day before
Tomorrow The next day
This week/ month/ year That week/ month/ year
Last week/ month/ year The previous week/ month/ year
Next week/ month/ year The following week/ month/ year
8. Example:
Sam: I just got home yesterday. Ill start cleaning
up tomorrow.
Kate: He said that he had just gotten home the
day before. He said he would start cleaning up
the next day.
9. Reported questions
Direct questions Reported questions
The market
researcher:
She asked (me)/ She
wanted to know
Are you a spender or
a saver?
If/whether I was a spender
or a saver.
10. How do you usually
pay for things?
How I usually paid for
things.
How many times have
you used a credit
card?
How many times Id
used a credit card.
Can one of your
parents sign the
application?
If/whether one of my
parents could sign it.
11. Reported speech - simple statements
Exercise 1 Finish the sentences using Reported
speech. Always change the tense, although it
is sometimes not necessary.
1) John:"Mandy is at home."
John said that Mandy was at home.
2) Max:"Frank often reads a book."
Max told me that Frank often read a book.
3) Susan:"I'm watching TV."
Susan said to me that she was watching TV.
12. 4) Simon:"David was ill."
Simon said that David had been ill.
5) Peggy:"The girls helped in the house."
Peggy told me that the girls had helped in the
house.
6) Richard:"I am going to ride a skateboard."
Richard said to me that he was going to ride a
skateboard.
13. 7) Stephen and Claire:"We have cleaned the
windows."
Stephen and Claire told me that they had cleaned
the windows.
8) Charles:"I didn't have time to do my homework."
Charles remarked that he hadn't had time to do
his homework.
9) Mrs Jones:"My mother will be 50 years old."
Mrs Jones told me that her mother would be 50
years old.
10) Jean:"The boss must sign the letter."
Jean said that the boss had to sign the letter.
14. Exercise on Reported Speech
Questions - Exercise 2
Complete the sentences in reported speech. Note the change
of pronouns and tenses.
1. "Where is my umbrella?" she asked.
She asked where her umbrella was.
2. "How are you?" Martin asked us.
Martin asked us how we were.
3. He asked, "Do I have to do it?"
He asked if he had to do it.
4. "Where have you been?" the mother asked her daughter.
The mother asked her daughter where she had been.
5. "Which dress do you like best?" she asked her boyfriend.
She asked her boyfriend which dress he liked best.
15. 6. "What are they doing?" she asked.
She wanted to know what they were doing.
7. "Are you going to the cinema?" he asked me.
He wanted to know if I was going to the
cinema.
8. The teacher asked, "Who speaks English?"
The teacher wanted to know who spoke
English.
9. "How do you know that?" she asked me.
She asked me how I knew that.
10. "Has Caron talked to Kevin?" my friend asked
me.
My friend asked me if Caron had talked to
Kevin.
16. Exercise 3
1. Mary "I love chocolate."
Jill: "Mary said (that) she ___ chocolate.
a. loved b. loves c. loving
2. Mary: "I went skiing."
Jill: "Mary said (that) she ___ skiing."
a. went b. had gone c. have gone
3. Mary: "I will eat steak for dinner."
Jill: "Mary said (that) she ___ eat steak for dinner."
a. willing b. will c. would
4. Mary: "I have been to Sydney."
Jill: "Mary said (that) she ___ to Sydney."
a. had been b. has been c. was being
17. 5. Mary: "I have had three cars."
Jill: "Mary said (that) she ___ three cars.
a. has b. has had c. had had
6. Mary: "I'm going to go to Long Beach."
Jill: "Mary said (that) she ___ going to go to Long
Beach."
a. is b. was c. went
7. Mary: "I don't like spinach."
Jill: "Mary said (that) she ___ like spinach."
a. doesn't b. don't c. didn't
8. Mary: "I have never been to London."
Jill: "Mary said (that) she ___ never been to
London."
a. had b. has c. have
18. 9. Mary: "I was swimming."
Jill: "Mary said (that) she ___ swimming.
a. has been b. had been c. have been
10. Mary: "I had a cat."
Jill: Mary said (that) she had ___ a cat."
a. have b. has c. had
11. Mary: "I can't swim."
Jill: "Mary said (that) she ___ swim."
a. can't b. couldn't c. can not
12. Mary: "I won't buy a new car."
Jill: "Mary said (that) she ___ by a new car."
a. won't b. will c. wouldn't
13. Mary: "I have to do my laundry."
Jill: "Mary said (that) she ___ to do her laundry."
a. had b. has c. have