Course Outline of Chapter 3

Transcription

1 Course Outline of Chapter 3 Topic Content: Reported Speech 1. Indirect command 2. Reporting statements 3. Reporting questions Behavioral Objectives: When you have completed studying this chapter, you will be able to: 1. to report statements, questions, and imperatives using indirect speech, 2. to make direct speech into indirect speech, 3. to distinguish what kinds of verbs can be used to make indirect speech. Methods of Teaching and Activities: 4. Dividing students into groups studying the teaching material in chapter Having students think what they are discussing about in the picture.(warm up) 3. Having students read the news and find some direct speeches by noticing the statements under quotation marks, then teacher presents how indirect speech is formed. (Presentation) 4. Having students do oral drills from additional worksheet (Practice) 5. Discussing in a small group and students drawing a diagram. (Practice) 6. Students summarizing what they have learned. (Wrap up) 7. Doing exercises for homework. (Production) Teaching Aids: 1. Transparencies 2. Diagram

2 48 3. Teaching material e.g. additional worksheet 4. Exercises Measurement and Evaluation: 1. Observing the students interests and their participation in discussion. 2. Evaluating from the students responses and monitoring their doing exercises in the classroom. 3. Checking and correcting students homework.

3 49 Chapter 3 THE POWERFUL MEDIA Tax deal clears key Senate hurdle Reported Speech In our daily life, we often tell people what other people have said. This is called reported or indirect speech. We rarely report the exact words, usually we just give a general summary (Emmerson & Vince, 2003). Read the news from CNN December 13, 2010 Washington (CNN) -- The hotly contested tax deal negotiated by President Barack Obama and Republican leaders cleared a key Senate procedural hurdle Monday, with both parties strongly supporting a motion to end debate on the measure. Final Senate approval could come as early as Tuesday on the package that includes extending for two years the Bush-era tax cuts set to expire December 31, as well as extending unemployment benefits for 13 months, cutting the payroll tax by 2 percentage points for a year and continuing a series of other tax breaks. "This proves that both parties can, in fact, work together to grow our economy," Obama said of the result, which took more than three hours to complete so that senators delayed by inclement weather could vote. Anticipating final Senate approval of the measure, Obama urged the House to then pass it quickly despite misgivings by some House Democrats about specific provisions in the package.

4 50 "I recognize that folks on both sides of the political spectrum are unhappy" with parts of the deal, Obama said, calling it "the nature of compromise." Overall, he said, the measure will help bolster recovery from recession and provide taxpayers with certainty about what they will owe in Senate Minority Leader Mitch McConnell, R-Kentucky, also heralded the broad support for the measure and warned the House against making any changes to score political points, saying that would kill the deal. "If the House Democratic leadership decides to make partisan changes, they will ensure that every American taxpayer will see a job-killing tax hike on January 1st," McConnell said in a statement. From the news aforementioned, we can see that the direct statements by President Obama and Senator McConnel are in the quotation marks. And very often especially in the news broadcasting, the reporters often use reported or indirect speech reporting the news to the audience. Emmerson & Vince (2003) explain that ones often tell people what others have said. This is called reported or indirect speech. They rarely report the exact words, usually they just give a general summary. For example: Sandra speaking to Petra: Bye, Petra, it s been great seeing you again. I ll call you sometime next week when I get a chance. Petra reporting the conversation to Roberta: I saw Sandra yesterday. She said she d call me next week. We usually change tenses (will would in the example above) and also other references like people, places and times (you me in the example above). There are two ways of relating what a person has said: direct and indirect. In direct speech we repeat the original speaker s exact words (Beaumont & Granger 1998, Coe, Harrison & Paterson, 2006, Cullen & Hopkins, 2007, Vince, 2008, Kesorncam, 2008): For example: He said, I have lost my umbrella. Remarks thus repeated are placed between inverted commas, and a comma or colon is placed immediately before the remark.

5 51 Direct speech is found in conversations in books, in plays, and quotations. In indirect speech we give the exact meaning of a remark or speech, without necessarily using the speaker s exact words: He said that he had lost his umbrella. Indirect speech is normally used in conversation, though direct speech is sometimes employed here to give a more dramatic effect. When we turn direct speech into indirect, some changes are usually necessary. These are mostly easily studied by considering statements, questions, and commands separately (Beaumont & Granger 1998, Coe, Harrison & Paterson, 2006, Cullen & Hopkins, 2007, Vince, 2008). Statements are usually reported with a past tense verb (like said) and an optional that. The form of the verb that follows then move back in time. This is sometimes called backshift. Statements in indirect speech: tense change is necessary. When the introductory verb (say, tell, remark etc.), is in the present, present perfect or future, direct statements can be reported without any changes of tense: He says, The train will be late. = He says the train will be late. But when the introductory verb is in the past tense, which it usually is, the following tense changes are necessary (Beaumont & Granger 1998, Coe, Harrison & Paterson, 2006, Cullen & Hopkins, 2007, Vince, 2008): A. The future, future continuous, simple present, present continuous, present perfect and present perfect continuous tenses change as follows: Direct speech Indirect speech Future Future continuous Simple present Present continuous Present perfect Present perfect continuous to conditional to conditional continuous to simple past to past continuous to past perfect to past perfect continuous

6 52 For examples: He said, Ann will be in Paris on Monday. = He said that Ann would be in Paris on Monday. He said, I ll be using the car myself on the 24 th. = He said that he would be using the car himself on the 24 th. I never eat meat, he explained. = He explained that he never ate meat. B. In theory the past tense changes to the past perfect, but in spoken English it is often left unchanged, provided this can be done without causing confusion about the relative times of actions (Carlisi & Steer, 1991, Beaumont & Granger 1998, Coe, Harrison & Paterson, 2006): For example: He said, I loved her must become He said he had loved her as otherwise there would be a change of meaning. But He said, Ann arrived on Monday could be reported He said Ann arrived (or had arrived) on Monday. In written English past tense usually do change to past perfect but there are the following expectations (Beaumont & Granger 1998, Coe, Harrison & Paterson, 2006, Yule, 2006): I. Past/past continuous tenses used in time clauses do not normally change: He said, When we were living/lived in Paris = He said that when they were living/lived in Paris The main verb of such sentences can either remain unchanged or become the past perfect: He said, When we were living/lived in Paris we often saw Paul. He said that when they were living/lived in Paris they often saw Paul/had

7 53 often seen Paul. II. A past tense used to describe a state of affairs which still exists when the speech is reported remains unchanged: She said, I decided not to buy the house because it was on the main road. = She said that she had decided not to buy the house because it was on a main road. III. would, should, ought, had better, might, used to, could and must do not normally change: He said, I might be there. = He said that he might be there. She said, I would help him if I could. = She said that she would help him if she could. IV. Conditional sentences type 2 remain entirely unchanged, and past tenses (subjunctives) used after wish, would, rather, it is time: He said, If my children were older I would emigrate. = He said that if his children were older he would emigrate. He said, I wish I knew. = He said that he wished he knew. She said, I d rather Tom went. = She said that she d rather Tom went. C. the past continuous tense in theory changes to the past perfect continuous but in practice usually remains unchanged except when it refers to a completed action: She said, We were thinking of selling the house but we have decided not to. = She said that they had been thinking of selling the house but had decided not to. But He said, When I saw them last they were playing tennis would normally be reported

8 He said that when he saw them last they were playing tennis though it would also be possible to say: He said that when he had seen them last they had been playing tennis. Here are more examples: Present simple to past simple Present continuous to past continuous Present perfect to past perfect Past simple to past perfect (or stays the same) be going to to was going to 54 I need some help. She said (that) she needed some help. We are having our lunch. She said that they were having their lunch. I ve lost my keys. He said (that) he had lost his keys. I wrote two letters to her. He said (that) he had written two letters to her. He said (that) he wrote two letters to her. They are going to come back She said (that) they were going to come back. will to would I will be home at can to could She said (that) she would be home at There is no change for must, might, could, should, would. I must leave straightaway for Brussels. He said he must leave straightaway for Brussels. But in the case of must we can also use had to. He said he had to leave straightaway for Brussels. Note that if the actual words were in the past simple, the report can change or stay the same. Note that if we write down the actual words that someone says we use speech marks (inverted commas). But if we write down a report of the words there are no speech marks.

9 No tense changes if the report is about something which is always true, it is not necessary to change tense. I like apples more than I like oranges. 55 Other changes necessary when turning direct speech into indirect speech A. In indirect speech the conjunction that can be placed immediately after the introductory verb, but it is not essential and is often omitted: He said, I have seen a ghost. = He said (that) he had seen a ghost. B. Pronouns and possessive adjectives normally change from first or second person to third person except when the speaker is reporting his own words (Beaumont & Granger 1998, Coe, Harrison & Paterson, 2006): I said, I like my new house. = I said that I liked my new house (speaker reporting his own words). He said, I ve forgotten the combination of this safe. = He said that he had forgotten the combination of his safe. You ve overcooked the steak again, Mary, he said. = He told Mary that she had overcooked the state again. But notice that sometimes a noun must be inserted to avoid ambiguity: Tom said, He came in through the window would not normally be reported Tom said he had come in through the window. This might give the impression that Tom himself had come in this way; but if we use a noun there can be no confusion: Tom said that the man/the burglar/ the cat etc. had come in Pronoun changes may affect the verb when it is in the future or conditional: He says, I shall be there. = He says that he will be there.

10 56 He said, I shall be there. = He said that he would be there. C. This and these This is used in time expression usually becomes that: H e said, She is coming this week. = He said that she was coming that week. Otherwise this and that used as adjectives usually change to the: He said, I bought this pearl/theses pearls for my mother. =He said that he had bought the pearl (s) for his mother. This, these used as pronouns can become it, they/them: He came back with two blood-stained knives and said, I found these beside the kink s bed. = He said that he had found them beside the king s bed. He said, We will discuss this tomorrow. = He said that they would discuss it (the matter) the next day. this, these used as either adjectives or pronouns to indicate choice or to distinguish some things from others usually become the one near him/the one(s) the he had chosen or some phrase: Which will you have? I asked. This (one), he said. = I asked which one he would have and he said he would have the one near him. D. Adverbs and adverbial phrases or time change as follows: Direct Today Yesterday The day before yesterday Tomorrow The day after tomorrow Indirect that day the day before two days before the next day/the following day in two day s time

11 Next week/year etc. Last week/year etc. A year etc. ago 57 the following week/year etc. the previous week/year etc. a year before/the previous year For examples: I saw her the day before yesterday, he said. = He said he d seen her two days before. I ll do it tomorrow, he promised. = He promised that he would do it the next day. I m starting the day after tomorrow, mother, he said. = He told his mother that he was starting in two day s time. She said, My father died a year ago. = She said that her father had died a year before/the previous year. But if the speech is made and reported on the same day these time changes are not necessary: At breakfast this morning he said, I ll be very busy today. = At breakfast this morning he said that he would be very busy today. Logical adjustments are of course necessary if a speech is reported one/two days after it is made. On Monday Jack said to Tom: I m leaving the day after tomorrow. If Tom reports this speech on the next day (Tuesday) he will probably say: Jack said he was leaving tomorrow. If he reports it on Wednesday, he will probably say: Jack said he was leaving today. E. Here can become there but only when it is clear what place is meant: We met at the bridge and he said, I ll be here again tomorrow. = We met at the bridge and he said that he d be there again the next day. Usually here has to be replaced by some phrase:

12 She said, You can sit here, Tom, = She told Tom that he could sit beside her/on the rug etc. but He said, Come here, boys would normally be reported as He called the boys. 58 Questions in indirect speech Example of a direct question: He said, Where is she going? Example of an indirect question: He asked where she was going. When we turn direct questions into indirect speech, the following changes are necessary (Beaumont & Granger 1998, Coe, Harrison & Paterson, 2006): Tenses, pronouns and possessive adjectives, and adverbs of time and place change as in statements. The interrogative form of the verb changes to the affirmative form. The question mark (?) is therefore omitted in indirect questions: He said, Where does she live? = He asked where she lived. If the introductory verb is say, it must be changed to a verb of inquiry, e.g. ask, inquire, wonder, want to know etc.: He said, Where is that station? = He asked where the station was. Ask, inquire, can also be used in direct speech. They are then usually placed at the end of the sentence: Where is the station? he inquired. Ask can be used with an indirect object: He said, What have you got in your bag? = He asked (me) what I had got in my bag. But inquire, wonder, want to know cannot take an indirect object, so if we wish to report a question where the person addressed is mentioned, we must use ask:

13 59 He said, Mary, when is the next train? = He asked Mary when the next train was (if we use inquire, wonder or want to know we must omit Mary ). If the direct question begins with a question word (when, where, who, how, why etc., the question word is repeated in the indirect question: He said, Why didn t you put on the brake? = He asked (her) why she hadn t put on the brake. She said, What do you want? = She asked (them) what they wanted. If there is no question word if or whether is placed after the introductory verb: Is anyone there? he asked. = He asked if anyone was there. Questions beginning shall I/we and will you/would you/could you A. Questions beginning shall I/we can be of four kinds: i speculations, or requests for information about a future event: Where shall I be this time next year? When shall I know the result of the test? These follow the ordinary rule about shall/will. Speculations are usually introduced by wonder: He wondered where he would be in a year s time/at that time in the following year. She asked when she would know the result of the test. ii requests for instructions or advice: What shall I do with it? (=tell me what to do with it). These are expressed in indirect speech by ask, inquire etc., with should or the be + infinitive construction; requests for advice are normally reported by should: Shall we send it to your flat, sir? he said.

14 60 = He asked the customer if they were to send it to his flat. if they should send it to his flat. What shall I say, mother? she said. =She asked her mother what she should say (request for advice). iii offers: Shall I bring you some tea? could be reported He offered to bring me some tea. iv Suggestions: Shall we meet at the theater? could be reported He suggested meeting at the theater. B. Questions beginning will you/would you/ could you may or ordinary questions but may also be requests, commands or invitations: He said, Will you be there tomorrow? (ordinary question) He asked if she would be there the next day. But He said, Will you help me, please? (request) = He asked me to help him. He said, Will you have a drink/would you like a drink? (invitation) = He offered me a drink or asked if I would have/would like a drink. He said, Will you have lunch with me tomorrow? (invitation) = He invited me/asked me to have lunch with him the following day. Will you post this for me? he said. = He asked if I would post it for him. Or He asked/told me to post it for him. Could/would you wait a moment? he said. = He asked me to wait a moment.

15 61 Indirect commands Direct command: He said, Lie down, Tom. Indirect command: He told Tom to lie down. Changes necessary when we turn direct commands into indirect commands (Carlisi & Steer, 1991, Beaumont & Granger 1998, Coe, Harrison & Paterson, 2006): A. The introductory verb, say, etc., changes to a verb of command or request, such as tell, order, command, ask etc. (see the example above). B. The introductory verb of the indirect command must be followed immediately by the person addressed and the infinitive (i.e. the accusative + infinitive construction): He said, Get your coat, Tom. = He told Tom to get his coat. In direct commands the person addressed is often not mentioned: He said, Go away. But in indirect commands the person addressed must be included, so that in cases such as the above it is necessary to add a noun or pronoun: He told me (him, her, the children etc.) to go away. Similarly: He said, Please say nothing about this. = He asked her (us/them) to say nothing about it. C. Negative commands are expressed by not + infinitive: He said, Don t move, boys =He told the boys not to move. D. Beg, urge, remind, warn, advise, recommend and invite are often useful in indirect commands/requests: He said, Please, please give me another chance. =He begged them to give him another chance. She said, Remember to thank Mrs. Pitt when you are saying good-bye. =She reminded them to thank Mrs. Pitt when they were saying good-bye.

16 62 Don t go near the water, children, she said. =She warned the children not to go near the water. Stop taking tranquillizers, I said/advised. =I advised him to stop taking tranquillizers. Go on, John, hit him, she said. =She urged John to hit the other boy. Notice that advice can also be expressed by the conditional construction if I were you I should + infinitive: If I were you I should leave the town at once, he said. This would normally be expressed by advise in indirect speech: He advised me to leave the town at once. E. Commands/requests introduced by will you/would you/could you: We have already seen previously that will you/would you/could you can introduce either questions or requests. When used for requests they are expressed in indirect speech by ask + object + infinitive. He said, Will you/would you/could you sign my autograph book, please? =He asked the champion to sign his autograph book. Will you either at the beginning or end of a sentence can express a command. This is more authoritative than polite and often indicates impatience. It is expressed in indirect speech by tell. Shut the door, will you, he shouted. =He told us to shut the door. Will you stop talking, he said. =He told them to stop talking. Other ways of expressing indirect commands A. The be + infinitive construction with say or tell: He said (told me) that I was to wait. This is a possible alternative to the tell + object + infinitive construction, so that:

17 63 He said, Don t open the door could be reported He told me not to open the door. Or He said that I wasn t to open the door. The be + infinitive construction is particularly useful in the following cases: i. When the command is introduced by a clause (usually of time or condition): He says, Meet me at the station would normally be reported He says that we are to meet him at the station. (He tells us to meet him would be possible but much less likely.) ii. When the command is preceded by a clause (usually of time or condition): He said, if she leaves the house follow her could be reported He said that if she left the house I was to follow her. Or He told me to follow her if she left the house. (If we use the tell + infinitive construction we must change the order of the sentence so as to put the command first.) Similarly: He said, When you go out lock both doors could be reported He said that when I went tout I was to lock both doors. Or He told me to lock both doors when I went out. B. Say or tell with should construction can be used similarly, but normally indicates advice rather than command He said, If your brakes are bad don t drive so fast. = He said (told me) that if my brakes were bad I shouldn t drive so fast. Or He advised me not to drive so fast if my brakes were bad (note change of order here, as with tell = infinitive above). C. Urge, order, command, advise and recommend can also be used with should, but express command, not advice as in b above. So we can say: i. He ordered troops to guard the gate (active). ii. or He ordered the gate to be guarded (passive).

18 64 iii. or He ordered that troops should guard the gate (active). iv. or He ordered that the gate should be guarded. (passive) D. Note that when an indirect command is expressed by an object + infinitive construction, as in C (i) above, there is normally the idea that the person who is to obey the command is addressed directly. But when the command is expressed by the be + infinitive construction (A above) or by say + should (B above) the recipient of the command need not necessarily by addressed directly. The command may be conveyed to him by a third person. Let s, let him/them and second person suggestions i. Let s usually expresses a suggestion and becomes suggest in indirect speech, so that: He said, Let s leave the case at the station. would be reported He suggested leaving the case at the station. Or He suggested that they/we should leave the case at the station. And He said, Let s stop now and finish it later would be reported He suggested stopping then and finishing it later. Or He suggested that they/we should stop then and finish it later. Similarly in the negative: He said, Let s not say anything about it till we hear more facts. = He suggested not saying anything/saying nothing about it till they/we heard more facts. Or He suggested that they/we shouldn t say anything till they/we heard more facts. But let s not used alone in answer to an affirmative suggestion is often reported by some phrase such as: opposed the idea/was against it/objected. So that: Let s sell the house, said Tom. Let s not, said Ann could be reported

19 65 Tom suggested selling the house but Ann was against it. ii. let s/let us sometimes expresses a call to action. It is then usually reported by Urge/advise + object + infinitive: The strike leader said, Let s show the bosses that we are united. The strike leader urged the workers to show the bosses that they were united. The head master said, Let us not miss this splendid opportunity. = The headmaster urged his staff not to miss the splendid opportunity. Let him/them i. In theory let him/them expresses a command. But very often the speaker has no authority over the person who is to obey the command: It s not my business, said the postman. Let the government do something about it. Here, the speaker is not issuing a command but expressing an obligation. Sentences of this type are therefore normally reported by ought/should: He said that it wasn t his business and that the government should/ought to do something about it. ii. Sometimes, however, let him/them does express a real command. It is then usually reported by say + be +infinitive, or command/order with should: Let no one speak to this girl, said the headmaster. = The headmaster said that no one was to speak to the girl. Or The headmaster ordered that no one should speak to her. Let the gates be left open, said the commander. = The commander said that her gates were to be left open. Or The commander ordered that the gates should be left open. iii. Sometimes let him/them is more a suggestion than a command. In such cases it is usually reported by suggest, or say + should: She said, Let them go their consul. Perhaps he ll be able to help them. = She suggested their going to their consul.

20 66 Or She suggested that they should go to their consul. Or She said that they should go to their consul. iv. Remember that let is also an ordinary verb meaning allow/permit and followed by the infinitive without to. Let him come with us, mother, I ll take care of him, I said. = I asked my mother to let him come with us and promised to take care of him. Second person suggestions are normally expressed by: I suggest (your) + gerund or what about (your) + gerund or suppose you + infinitive. (These constructions can, of course, be used with other persons also.) All would normally be reported by suggest with a gerund or should construction. Here s another way of understanding indirect speech showed in the chart. Indirect Speech: Later reporting To report speech after a certain time has passed, use indirect speech and follow these guidelines: 1. Do not use quotation marks. 2. Change the verb to a past form, if possible. 3. Change the pronouns and adverbs to show that it is reported, not quoted, speech. 4. Use an appropriate introductory clause verb (say, tell, answer, ask. etc.). A. Reporting Statements DIRECT SPEECH INDIRECT SPEECH The verb tense changes to a past form in these statements, except for sentences 6 and I want to attend a U.S. university, John said that he wanted to attend a John said. U.S. university. 2. I am looking for a program in John said that he was looking for a computer science, John said. program in computer science. 3. I sent away for the program John said that he had sent away for description, John said. the program description.

21 67 4. I was thinking about starting this September, John said. John said that he had been thinking about starting that September. 5. I haven t filled out the application form yet, John said. John said that he hadn t filled out the application form by that time. 6. I had written the statement of purpose before, John said. John said that he had written the statement of purpose before. 7. I will apply for my visa tomorrow, John said. John said that he would apply for his visa the following day. 8. I had been writing for two hours John said that he had been writing for when the electricity went out, John two hours when the electricity had gone said. out. The modals in the following statements change their form in indirect speech. 1. My academic counselor can help me with the paperwork, John said. John said that the academic counselor could help him with the paperwork. 2. The Consul may be available now, the receptionist said. (possibility) The receptionist said that the consul might be available. (possibility) 3. You may go in now, the receptionist said. (permission) The receptionist said that he could go in at that time. (permission) 4. You must bring 3 photographs, the receptionist said. The receptionist said that he had to bring 3 photographs. The following modals do not change their form. 1. I couldn t come yesterday because of my work schedule, John said. John said he couldn t come the day before because of his work schedule. 2. I should ask my bank for the financial John said that he should ask his bank for statement, John said. the financial statement. 3. The bank couldn t have sent the documents yet, John said. John said that the bank couldn t have sent the documents by that time. 4. I shouldn t have waited so long, John said. John said that he shouldn t have waited so long. B. Reporting Questions Follow these guidelines when reporting questions: 1. Use statement, not question, word order in the indirect speech. 2. For yes/no questions, use if or whether as the connecting word. 3. For wh-questions, retain the appropriate wh-word (what, where, etc.).

22 4. Use an appropriate introductory clause verb (ask, inquired, etc.). 68 Yes / No questions Whquestions CAUTION DIRECT SPEECH Do you have your passport with you? the receptionist asked John. Where should I pay for my visa? John asked the receptionist. Where is the cashier s desk? John asked the receptionist. How can I apply? John asked. When did you send us the form? the receptionist asked John. Use question word order in direct speech: (auxiliary-subject verb?) How much does the visa cost? John asked. INDIRECT SPEECH The receptionist asked John if he had his passport with him. OR The receptionist asked John whether he had his passport with him. John asked the receptionist where he should pay for his visa. John asked the receptionist where the cashier s desk was. John asked how he could apply. The receptionist asked John when he sent in the form. Use Statement word order in indirect speech: (subject-verb) John asked how much the visa cost. Conclusion: Reported speech or indirect speech is important when we want to transfer what is being said to others. Rules changing the sentences into reported speech are important so ones must try to use them regularly for the mastery of the language (how to make reported speech).

23 69 Exercises Exercise 1. Reporting Statements Directions: A group of students in an English class were talking about the difficulties of learning a second language. Report their statements using the sequence of tenses just listed. Example: Cue: I feel like a baby every time I come into my English class, Lise said. Answer: Lise said that she felt like a baby every time she went into her English class. 1. I ve been studying English for six years and I still can t get the tenses right! Paolo said. 2. When I m writing, I can get the grammar right. But when I m speaking, it s impossible, said Mariko. 3. Yesterday, I was talking to the airlines on the phone and I understood nothing! said Peitro. 4. Even though the classes in this school are terrific, we really need contact with Americans, said Fattaneh. 5. Tomorrow I ll take the TOEFL exam. I wonder if I can get the score I need, Ali said. 6. Pronunciation is the problem for me. I tried to order lunch today at the restaurant and the waiter couldn t understand me. I was really embarrassed, said Than. 7. I love learning English grammar. It s so logical! said Heidi. 8. All I know is that I must study harder, said Takashi. 9. Last week I had trouble with verb tenses. This week I m having trouble with pronouns! said Francoise. 10. I just can t spell in English. I should take a course in spelling, said Ibrahim.

24 70 Exercise 2. Reporting Questions: What should I do with my life? Directions: Making decisions about your life can be difficult, so some people go to career counselors to help them. Here are some questions people ask career counselors. Imagine that you are the career counselor, and report the following questions using indirect speech and the sequence of tenses outlined above. Then offer an answer to the question. Example: Cue: Do I need a college education to get a good job? (Gloria) Answer: Gloria asked me if she needed a college education to get a good job, and I told her that it wasn t necessary but it was recommended. 1. What s the best age to get married? (Bob) 2. Can I have a successful career and a family too? (Sally) 3. Where are the best jobs? (Candy) 4. How can I write a good resume? (George) 5. What will be the fast growing jobs in the future? (Linda) 6. How should I ask my boss for a raise? (Gary) 7. How can I find out what my skills are? (Kim) 8. Do I need a degree in business to start my own business? (Fred) 9. Did I make a mistake by leaving my first job after one year? (Louise) 10. Is it possible to work in the same office as my spouse? (Teresa) Exercise 3. Reported speech Directions: Put one suitable word in each space. 1. Fiona asked.whether I.was.doing to school or not. 2. David asked his mother.she be coming home. 3. Peter asked us..we.ever been to Hungary. 4. Costas asked me..i.many photographs. 5. Maria asked a policeman the museum was.

25 6. Dora asked her sister..she..fed their dog. 71 Exercise 4. Direct speech Directions: Complete each question in direct speech, ending as shown. 1. Jacked me whether I was having lunch or going out. Are you having lunch or going out? Jack asked me. 2. Carol asked Ann what she had done the day before., Ann? asked Carol. 3. John asked us if we often went sailing.? John asked us. 4. Christine asked me how many German books I had read.? Christine asked me. 5. Kevin asked Sue if she was going to change schools..,sue? asked Kevin. 6. Alice asked me who I sat next to in class..? Alice asked me. Exercise 5. Reported speech Directions: Rewrite each sentence in reported speech, beginning as shown. Do not change the meaning. 1. Are you staying here all summer? the little girl asked me. The little girl asked me if/whether I was staying there all summer. 2. What does procrastinate mean? I asked my teacher. I asked me teacher. 3. Have you done your homework, or not? my mother asked me. My mother asked me. 4. When is your birthday? I asked Sue. I asked Sue.

26 5. Did you remember to lock the door, my father asked me. My father asked me 6. Why have you turned off the television? Ellen asked me. Ellen asked me.. 72 Exercise 6. Reported speech Directions: Use a verb from the box to rewrite each sentence in reported speech, beginning as shown. Do not change meaning. Advised apologized congratulated invited offered promised Refused suggested 1. I ll definitely be at your house before 8.00, Sue, said Mike. Mike promised.. Sue he.. would be at her house before Would you like to come to the cinema, Jean? asked Chris. Chris.. 3. I wouldn t eat too much if I were you, Dave, said Patsy. Patsy.. 4. How about going for a walk? said Nick. Nick.. 5. I m terribly sorry for breaking the window, said Carol. Carol. 6. Shall I do the washing-up? said Bill. Bill 7. Well done, you ve passed your driving test, said Tina s mother. Tina s mother..her 8. No, I won t open my mouth! said Pat. Pat

27 73 Exercise 6. Reported speech Directions: Report each of the sentences below using a verb given. Remember that you do not need to report the original words exactly. Agree apologize ask deny encourage persuade promise refuse suggest 1. We are going to lower taxes and reduce unemployment! The government promised to lower taxes and reduce unemployment. 2. I really think you should apply for the job. You d have a good chance of getting it. She.. 3. No, I won t help you. Do it yourself! He 4. Oh, okay, I ll go to the meeting. She.. 5. I didn t cause the accident. It wasn t me. He.. 6. We are very sorry that we lost your application form. They.. 7. Why aren t there many poisonous snakes in Britain? He. 8. Are you going to the lecture tomorrow? She 9. Why don t you have a day off? You could do with a rest. She Please come to the theater with me, Dan. I really think you ll enjoy it. Oh, alright then, Claire. Claire

28 74 Exercise 7. Reported Speech Directions: Underline the correct verb in each sentence. 1. Some people argue/remind that banning cars from city centers would reduce pollution. 2. The organization campaigns against pollution and for the environment and they insist/urge people to start walking and cycling more. 3. My boyfriend is always forgetting things so it was a good thing I reminded/suggested him to bring his passport when we went on holiday. 4. I was very unhappy with the service so I complained/insisted to the manager and he gave me a discount on my meal. 5. I needed to talk to my boss so I reminded/suggested a meeting and we arranged on for later that day. 6. The students felt very strongly about the issue and refused/insisted on seeing the vice-chancellor to discuss it. 7. I asked him really nicely but he still refused/denied to help me. 8. The tennis player regretted his actions and blamed/apologized for his behavior. 9. Jane was having difficulties sleeping and the doctor advised/suggested her to take some rest from her heavy work schedule. 10. The armed robbers warned/announced the bank staff not to move or they might use their guns. Exercise 8. Reported Speech Directions: Report each of the sentences below using a verb from the box. Remember that you do need to report the original words exactly. Agree apologize ask ask deny encourage persuaded suggest promise refuse

29 75 1. We are going to lower taxes and reduce unemployment! The government promised to lower taxes and reduce unemployment. 2. I really think you should apply for the job. You d have a good chance of getting it. She.. 3. No, I won t help you. Do it yourself! He 4. Oh, okay, I ll go to the meeting. She 5. I didn t cause the accident. It wasn t me. He.. 6. We are very sorry that we lost your application form. They.. 7. Why aren t there many poisonous snakes in Britain? He.. 8. Are you going to the lecture tomorrow? She. 9. Why don t you have a day off? You could do with a rest. She. 10. Please come to the theatre with me, Dan. I really think you ll enjoy it. Oh, alright then, Claire. Claire Exercise 9. Reported Speech Directions: Complete what Sally says using reported speech. This is what some people said to Sally today: The manager of the bank where Sally works: You ll get a pay rise later in the year. An optician: There is nothing wrong with your eyes. You don t need to wear glasses. Sally s boyfriend, Peter: I d like a big family. I want at least five children.

30 76 Sally s father: I ve done the shopping. I ll be home at about seven. Sally s driving instructor: You drove very well. You re making good progress. A man who works in a dry-cleaner s: Your skirt will be ready on Saturday. It is evening now and Sally is telling her mother about her day. Complete what Sally says using reported speech. Sally: I went to the dry-cleaner s at lunchtime. The man there said my skirt would by ready on Saturday. Mother: And what about the optician? What did she say? Sally: Oh, she told me..1..eyes and that I..2..glasses. Mother: Oh, that s good. And what about your driving lesson? How did that go? Sally: Oh, fine. My instructor told me that I.3 and that I.4 progress. Mother: That s very good. And what about Peter? Did you see him today? Sally: No, but he phoned me at work. He made me laugh. He said, he.5 and that he 6..children. Mother: Five! Well, I hope you can afford them. Sally: Oh, yes. That reminds me. I was speaking to the manager at work and she said that I..7 Mother: Oh, that s good. Sally: Yes. Oh, and before I forget. Dad phoned. He said he 8 and that he.9 seven.

31 77 References Beaumont, D., Granger, C. (1998). The Heinemann ELT: English Grammar. Oxford: Macmillan. Carlisi, K., & Steer, J. (1991). The Advance Grammar Book. Boston: Heinle & Heinle. Carter, R., McCarthy, M. (2006). Cambridge Grammar of English: A Comprehensive Guide Spoken and Written English Grammar and Usage. Cambridge: Cambridge University Press. Coe, N., Harrison, M., Paterson, K. (2006). Oxford Practice Grammar. Oxford: Oxford University Press. Cullen, P., Hopkins, D. (2007). Cambridge Grammar for IELTS. Cambridge: Cambridge University Press. Duckworth, M. (2009). Oxford Business English: Business Grammar & Practice. Oxford: Oxford University Press. Emmerson, P., Vince, M. (2003). Intermediate Language Practice: English Grammar and Vocabulary. Oxford: Macmillan. Kesorncam, L. (2008). Grammar and Techniques of the English Language Revised Edition. Bangkok: Se-Education. Vince, M. (2008). Macmillan English Grammar in Context. Oxford: Macmillan.