rewrite the sentences in reported speech i enjoy travelling

100 Reported Speech Examples: How To Change Direct Speech Into Indirect Speech

Reported speech, also known as indirect speech, is a way of communicating what someone else has said without quoting their exact words. For example, if your friend said, “ I am going to the store ,” in reported speech, you might convey this as, “ My friend said he was going to the store. ” Reported speech is common in both spoken and written language, especially in storytelling, news reporting, and everyday conversations.

Reported Speech: Changing Pronouns

Pronouns are usually changed to match the perspective of the person reporting the speech. For example, “I” in direct speech may become “he” or “she” in reported speech, depending on the context. Here are some example sentences:

Reported Speech: Reporting Verbs

Reported speech: tense shifts.

When converting direct speech into reported speech, the verb tense is often shifted back one step in time. This is known as the “backshift” of tenses. It’s essential to adjust the tense to reflect the time elapsed between the original speech and the reporting. Here are some examples to illustrate how different tenses in direct speech are transformed in reported speech:

Reported Speech: Changing Time and Place References

Reported speech: question format.

When converting questions from direct speech into reported speech, the format changes significantly. Unlike statements, questions require rephrasing into a statement format and often involve the use of introductory verbs like ‘asked’ or ‘inquired’. Here are some examples to demonstrate how questions in direct speech are converted into statements in reported speech:

Reported Speech: Omitting Quotation Marks

Reported speech quiz.

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Reported speech: indirect speech

Indirect speech focuses more on the content of what someone said rather than their exact words. In indirect speech , the structure of the reported clause depends on whether the speaker is reporting a statement, a question or a command.

Indirect speech: reporting statements

Indirect reports of statements consist of a reporting clause and a that -clause. We often omit that , especially in informal situations:

The pilot commented that the weather had been extremely bad as the plane came in to land. (The pilot’s words were: ‘The weather was extremely bad as the plane came in to land.’ )

I told my wife I didn’t want a party on my 50th birthday. ( that -clause without that ) (or I told my wife that I didn’t want a party on my 50th birthday .)

Indirect speech: reporting questions

Reporting yes-no questions and alternative questions.

Indirect reports of yes-no questions and questions with or consist of a reporting clause and a reported clause introduced by if or whether . If is more common than whether . The reported clause is in statement form (subject + verb), not question form:

She asked if [S] [V] I was Scottish. (original yes-no question: ‘Are you Scottish?’ )

The waiter asked whether [S] we [V] wanted a table near the window. (original yes-no question: ‘Do you want a table near the window? )

He asked me if [S] [V] I had come by train or by bus. (original alternative question: ‘Did you come by train or by bus?’ )

Questions: yes-no questions ( Are you feeling cold? )

Reporting wh -questions

Indirect reports of wh -questions consist of a reporting clause, and a reported clause beginning with a wh -word ( who, what, when, where, why, how ). We don’t use a question mark:

He asked me what I wanted.

Not: He asked me what I wanted?

The reported clause is in statement form (subject + verb), not question form:

She wanted to know who [S] we [V] had invited to the party.

Not: … who had we invited …

Who , whom and what

In indirect questions with who, whom and what , the wh- word may be the subject or the object of the reported clause:

I asked them who came to meet them at the airport. ( who is the subject of came ; original question: ‘Who came to meet you at the airport?’ )

He wondered what the repairs would cost. ( what is the object of cost ; original question: ‘What will the repairs cost?’ )

She asked us what [S] we [V] were doing . (original question: ‘What are you doing?’ )

Not: She asked us what were we doing?

When , where , why and how

We also use statement word order (subject + verb) with when , where, why and how :

I asked her when [S] it [V] had happened (original question: ‘When did it happen?’ ).

Not: I asked her when had it happened?

I asked her where [S] the bus station [V] was . (original question: ‘Where is the bus station?’ )

Not: I asked her where was the bus station?

The teacher asked them how [S] they [V] wanted to do the activity . (original question: ‘How do you want to do the activity?’ )

Not: The teacher asked them how did they want to do the activity?

Questions: wh- questions

Indirect speech: reporting commands

Indirect reports of commands consist of a reporting clause, and a reported clause beginning with a to -infinitive:

The General ordered the troops to advance . (original command: ‘Advance!’ )

The chairperson told him to sit down and to stop interrupting . (original command: ‘Sit down and stop interrupting!’ )

We also use a to -infinitive clause in indirect reports with other verbs that mean wanting or getting people to do something, for example, advise, encourage, warn :

They advised me to wait till the following day. (original statement: ‘You should wait till the following day.’ )

The guard warned us not to enter the area. (original statement: ‘You must not enter the area.’ )

Verbs followed by a to -infinitive

Indirect speech: present simple reporting verb

We can use the reporting verb in the present simple in indirect speech if the original words are still true or relevant at the time of reporting, or if the report is of something someone often says or repeats:

Sheila says they’re closing the motorway tomorrow for repairs.

Henry tells me he’s thinking of getting married next year.

Rupert says dogs shouldn’t be allowed on the beach. (Rupert probably often repeats this statement.)

Newspaper headlines

We often use the present simple in newspaper headlines. It makes the reported speech more dramatic:

JUDGE TELLS REPORTER TO LEAVE COURTROOM

PRIME MINISTER SAYS FAMILIES ARE TOP PRIORITY IN TAX REFORM

Present simple ( I work )

Reported speech

Reported speech: direct speech

Indirect speech: past continuous reporting verb

In indirect speech, we can use the past continuous form of the reporting verb (usually say or tell ). This happens mostly in conversation, when the speaker wants to focus on the content of the report, usually because it is interesting news or important information, or because it is a new topic in the conversation:

Rory was telling me the big cinema in James Street is going to close down. Is that true?

Alex was saying that book sales have gone up a lot this year thanks to the Internet.

‘Backshift’ refers to the changes we make to the original verbs in indirect speech because time has passed between the moment of speaking and the time of the report.

In these examples, the present ( am ) has become the past ( was ), the future ( will ) has become the future-in-the-past ( would ) and the past ( happened ) has become the past perfect ( had happened ). The tenses have ‘shifted’ or ‘moved back’ in time.

The past perfect does not shift back; it stays the same:

Modal verbs

Some, but not all, modal verbs ‘shift back’ in time and change in indirect speech.

We can use a perfect form with have + - ed form after modal verbs, especially where the report looks back to a hypothetical event in the past:

He said the noise might have been the postman delivering letters. (original statement: ‘The noise might be the postman delivering letters.’ )

He said he would have helped us if we’d needed a volunteer. (original statement: ‘I’ll help you if you need a volunteer’ or ‘I’d help you if you needed a volunteer.’ )

Used to and ought to do not change in indirect speech:

She said she used to live in Oxford. (original statement: ‘I used to live in Oxford.’ )

The guard warned us that we ought to leave immediately. (original statement: ‘You ought to leave immediately.’ )

No backshift

We don’t need to change the tense in indirect speech if what a person said is still true or relevant or has not happened yet. This often happens when someone talks about the future, or when someone uses the present simple, present continuous or present perfect in their original words:

He told me his brother works for an Italian company. (It is still true that his brother works for an Italian company.)

She said she ’s getting married next year. (For the speakers, the time at the moment of speaking is ‘this year’.)

He said he ’s finished painting the door. (He probably said it just a short time ago.)

She promised she ’ll help us. (The promise applies to the future.)

Indirect speech: changes to pronouns

Changes to personal pronouns in indirect reports depend on whether the person reporting the speech and the person(s) who said the original words are the same or different.

Indirect speech: changes to adverbs and demonstratives

We often change demonstratives ( this, that ) and adverbs of time and place ( now, here, today , etc.) because indirect speech happens at a later time than the original speech, and perhaps in a different place.

Typical changes to demonstratives, adverbs and adverbial expressions

Indirect speech: typical errors

The word order in indirect reports of wh- questions is the same as statement word order (subject + verb), not question word order:

She always asks me where [S] [V] I am going .

Not: She always asks me where am I going .

We don’t use a question mark when reporting wh- questions:

I asked him what he was doing.

Not: I asked him what he was doing?

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StoryLearning

Learn A Language Through Stories

A Comprehensive Guide To Reported Speech In English

There are times when someone tells you something and you’ll have to report what they said to someone else.

How can you do this in English?

You’ll need to know how to use what's called reported speech in English and this is what you’ll learn in this blog post.

What Is Reported Speech In English?

Reported speech, also known as indirect speech, is a way of retelling what someone else has said without repeating their exact words. 

For example, let’s say you have a friend called Jon and one called Mary. Mary has organised a house party and has invited you and Jon. 

Jon, however, is not feeling well. He says to you, “Sorry but I cannot come to the party. I spent all day working outside under the rain and I feel ill today.” 

A few days after the party, you meet Sarah. She’s another one of your friends and she was at the party too, but she arrived late – a moment before you left. You only had time to say hello to each other. 

She asks you, “I saw you at the party but I didn’t see Jon. Where was he?”

When Sarah asks you, “Where was Jon?” you can say, 

“Jon said, ‘Sorry but I cannot come to the party. I spent all day working outside under the rain and I feel ill today’.”

However, it would be more natural to use indirect speech in this case. So you would say, “Jon said he couldn’t come to the party. He had spent all day working outside under the rain and he felt ill that day .” 

Did you notice how the sentence changes in reported speech?

Here’s what happened:

• “I” became “he”
• “Cannot” became “couldn’t”
• “Spent” became “had spent”
• “I feel ill today” became “he felt ill on that day” 

Let’s take a closer look at how we form reported speech.

How To Form Reported Speech In English

To form reported speech, you might have to make a few changes to the original sentence that was spoken (or written). 

You may have to change pronouns, verb tenses, place and time expressions and, in the case of questions, the word order.

There are certain patterns to learn for reporting promises, agreements, orders, offers, requests, advice and suggestions.

Let’s have a look at all these cases one by one.

Reported Speech In English: Changing Verb Tenses

In general, when we use reported speech, the present tenses become past tenses.  

We do this because we are often reporting someone else’s words at a different time (Jon’s words were spoken 3 days before you reported them to Sarah).

Here’s an example:

Jenny (on Saturday evening) says,  “I don't like this place. I want to go home now.”(present tenses)

Matt (on Sunday morning) talks to James and says, “Jenny said that she didn't like the place, and she wanted to go home. (past tenses)

So this is how different verb tenses change:

Simple Present → Simple Past

DIRECT: I need money.

INDIRECT: She said she needed money.

Present Progressive → Past Progressive

DIRECT: My French is improving.

INDIRECT: He said his French was improving.

Present Perfect → Past Perfect

DIRECT: This has been an amazing holiday.

INDIRECT: She told me that it had been an amazing holiday.

What if there is a past simple form of the verb in direct speech? Well, in this case, it can stay the same in reported speech or you can change it to past perfect .

Past Simple → Past Simple Or Past Perfect

DIRECT: I didn’t go to work.

INDIRECT: Mary said that she didn’t go to work / Mary said that she hadn’t gone to work 

Past Perfect Tenses Do Not Change

DIRECT: I arrived late because I had missed the bus.

INDIRECT: He said he arrived (or had arrived) late because he had missed the bus.

Modal verbs like “can,” “may,” and “will” also change in reported speech.

Will → Would

DIRECT: The exam will be difficult.

INDIRECT: They said that the exam would be difficult.

Can → Could

DIRECT: I can’t be there.

INDIRECT: He told me he couldn’t be there.

May → Might

DIRECT: We may go there another time.

INDIRECT: They said they might go there another time.

However, past modal verbs don’t change (would, must, could, should, etc.) don’t change in reported speech.

DIRECT: It would be nice if we could go to Paris.

INDIRECT: He said it would be nice if we could go to Paris.

Here are some other examples:

So, in summary, 

• am/is → were
• do/does → did
• have/has → had
• had done → had done
• will → would
• can → could
• may → might
• could → could
• would → would
• like/love/buy/see → liked/loved/bought/saw or had liked/ had loved/had bought/had seen.

You make these verb tense shifts when you report the original words at a different time from when they were spoken. However, it is often also possible to keep the original speaker’s tenses when the situation is still the same.

For example, 

1. DIRECT: I am feeling sick.

   INDIRECT: She said she is feeling sick.

2. DIRECT: We have to leave now.

   INDIRECT: They said they have to leave now.

3. DIRECT: I will call you later.

   INDIRECT: He said he will call me later.

4. DIRECT: She is not coming to the party.

   INDIRECT: He said she is not coming to the party.

5. DIRECT: They are working on a new project.

   INDIRECT: She said they are working on a new project.

What about conditional sentences? How do they change in reported speech?

Sentences with “if” and “would” are usually unchanged.

DIRECT: It would be best if we went there early.

INDIRECT: He said it would be best if they went there early.

But conditional sentences used to describe unreal situations (e.g. second conditional or third conditional sentences) can change like this:

DIRECT: If I had more money I would buy a new car.

INDIRECT: She said if she had had more money, she would have bought a new car OR She said if she had more money, she would buy a new car.

Reported Speech In English: Changing Pronouns

In reported speech, because you’re reporting someone else’s words, there’s a change of speaker so this may mean a change of pronoun.

An example:

Jenny says,  “I don't like this place. I want to go home now.”

Matt says, “Jenny said that she didn't like the place, and she wanted to go home.” 

In this example, Jenny says “I” to refer to herself but Matt, talking about what Jenny said, uses “she”.

So the sentence in reported speech becomes:

• Jenny said that she didn’t like . . . ( not Jenny said that I didn’t like . . .)

Some other examples:

1 . DIRECT: I have been studying for hours.

   INDIRECT: He said he had been studying for hours.

2. DIRECT: I don’t like that movie.

   INDIRECT: She said she didn’t like that movie.

3. DIRECT: He doesn't like coffee.

   INDIRECT: She said he doesn't like coffee.

4. DIRECT: We have a new car.

   INDIRECT: They told me they had a new car.

5. DIRECT: We are going on vacation next week.

    INDIRECT: They said they are going on vacation next week.

Reported Speech In English: Place And Time Expressions

When you’re reporting someone’s words, there is often a change of place and time.  This may mean that you will need to change or remove words that are used to refer to places and time like “here,” “this,” “now,” “today,” “next,” “last,” “yesterday,” “tomorrow,” and so on. 

Check the differences in the following sentences:

DIRECT: I'll be back next month.

INDIRECT: She said she would be back the next month , but I never saw her again.

DIRECT: Emma got her degree last Tuesday.

INDIRECT: He said Emma had got her degree the Tuesday before.

DIRECT: I had an argument with my mother-in-law yesterday .

INDIRECT: He said he’d had an argument with his mother-in-law the day before .

DIRECT: We're going to have an amazing party tomorrow.

INDIRECT: They said they were going to have an amazing party the next day.

DIRECT: Meet me here at 10 am.

INDIRECT: He told me to meet him there at 10 am.

DIRECT: This restaurant is really good.

INDIRECT: She said that the restaurant was really good.

DIRECT: I'm going to the gym now.

INDIRECT: He said he was going to the gym at that time.

DIRECT: Today is my birthday.

INDIRECT: She told me that it was her birthday that day .

DIRECT: I'm leaving for Europe next week.

INDIRECT: She said she was leaving for Europe the following week.

Reported Speech In English: Word Order In Questions

What if you have to report a question? For example, how would you report the following questions?

• Where’s Mark?
• When are you going to visit your grandmother?
• What do I need to buy for the celebration?
• Where are your best friend and his wife staying?
• Do you like coffee?
• Can you sing?
• Who’s your best friend?
• What time do you usually wake up?
• What would you do if you won the lottery?
• Do you ever read nonfiction books?

In reported questions, the subject normally comes before the verb and auxiliary “do” is not used.

So, here is what happens when you're reporting a question:

DIRECT: Where’s Mark?

INDIRECT: I asked where Mark was. 

DIRECT: When are you going to visit your grandmother?

INDIRECT: He wanted to know when I was going to visit my grandmother.

DIRECT: What do I need to buy for the celebration?

INDIRECT: She asked what she needed to buy for the celebration.

DIRECT: Where are your best friend and his wife staying?

INDIRECT: I asked where his best friend and his wife were staying.

DIRECT: Do you like coffee?

INDIRECT: I asked if she liked coffee.

DIRECT: Can you sing?

INDIRECT: She asked me if I could sing.

DIRECT: Who’s your best friend?

INDIRECT: They asked me who my best friend was. 

DIRECT: What time do you usually wake up?

INDIRECT: She asked me what time I usually wake up.

DIRECT: What would you do if you won the lottery?

INDIRECT: He asked me what I would do if I won the lottery.

DIRECT: Do you ever read nonfiction books?

INDIRECT: She asked me if I ever read nonfiction books.

You might have noticed that question marks are not used in reported questions and you don’t use “say” or “tell” either.

Promises, Agreements, Orders, Offers, Requests & Advice

When you’re reporting these, you can use the following verbs + an infinitive:

Here are some examples:

DIRECT SPEECH: I’ll always love you.

PROMISE IN INDIRECT SPEECH: She promised to love me.

DIRECT SPEECH: OK, let’s go to the pub.

INDIRECT SPEECH: He agreed to come to the pub with me.

DIRECT SPEECH: Sit down!

INDIRECT SPEECH: They told me to sit down OR they ordered me to sit down.

DIRECT SPEECH: I can go to the post office for you.

INDIRECT SPEECH: She offered to go to the post office.

DIRECT SPEECH: Could I please have the documentation by tomorrow evening?

INDIRECT SPEECH: She requested to have the documentation by the following evening.

DIRECT SPEECH: You should think twice before giving him your phone number.

INDIRECT SPEECH: She advised me to think twice before giving him my phone number.

Reported Speech In English

All right! I hope you have a much clearer idea about what reported speech is and how it’s used. 

And the good news is that both direct and indirect speech structures are commonly used in stories, so why not try the StoryLearning method ? 

You'll notice this grammatical pattern repeatedly in the context of short stories in English.

Not only will this help you acquire it naturally, but you will also have a fun learning experience by immersing yourself in an interesting and inspiring narrative.

Have a wonderful time learning through books in English !

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Reported Speech in English Grammar

Direct speech, changing the tense (backshift), no change of tenses, question sentences, demands/requests, expressions with who/what/how + infinitive, typical changes of time and place.

• Lingolia Plus English

Introduction

In English grammar, we use reported speech to say what another person has said. We can use their exact words with quotation marks , this is known as direct speech , or we can use indirect speech . In indirect speech , we change the tense and pronouns to show that some time has passed. Indirect speech is often introduced by a reporting verb or phrase such as ones below.

Learn the rules for writing indirect speech in English with Lingolia’s simple explanation. In the exercises, you can test your grammar skills.

When turning direct speech into indirect speech, we need to pay attention to the following points:

• changing the pronouns Example: He said, “ I saw a famous TV presenter.” He said (that) he had seen a famous TV presenter.
• changing the information about time and place (see the table at the end of this page) Example: He said, “I saw a famous TV presenter here yesterday .” He said (that) he had seen a famous TV presenter there the day before .
• changing the tense (backshift) Example: He said, “She was eating an ice-cream at the table where you are sitting .” He said (that) she had been eating an ice-cream at the table where I was sitting .

If the introductory clause is in the simple past (e.g. He said ), the tense has to be set back by one degree (see the table). The term for this in English is backshift .

The verbs could, should, would, might, must, needn’t, ought to, used to normally do not change.

If the introductory clause is in the simple present , however (e.g. He says ), then the tense remains unchanged, because the introductory clause already indicates that the statement is being immediately repeated (and not at a later point in time).

In some cases, however, we have to change the verb form.

When turning questions into indirect speech, we have to pay attention to the following points:

• As in a declarative sentence, we have to change the pronouns, the time and place information, and set the tense back ( backshift ).
• Instead of that , we use a question word. If there is no question word, we use whether / if instead. Example: She asked him, “ How often do you work?” → She asked him how often he worked. He asked me, “Do you know any famous people?” → He asked me if/whether I knew any famous people.
• We put the subject before the verb in question sentences. (The subject goes after the auxiliary verb in normal questions.) Example: I asked him, “ Have you met any famous people before?” → I asked him if/whether he had met any famous people before.
• We don’t use the auxiliary verb do for questions in indirect speech. Therefore, we sometimes have to conjugate the main verb (for third person singular or in the simple past ). Example: I asked him, “What do you want to tell me?” → I asked him what he wanted to tell me.
• We put the verb directly after who or what in subject questions. Example: I asked him, “ Who is sitting here?” → I asked him who was sitting there.

We don’t just use indirect questions to report what another person has asked. We also use them to ask questions in a very polite manner.

When turning demands and requests into indirect speech, we only need to change the pronouns and the time and place information. We don’t have to pay attention to the tenses – we simply use an infinitive .

If it is a negative demand, then in indirect speech we use not + infinitive .

To express what someone should or can do in reported speech, we leave out the subject and the modal verb and instead we use the construction who/what/where/how + infinitive.

Say or Tell?

The words say and tell are not interchangeable. say = say something tell = say something to someone

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Reported Speech in English

“Reported speech” might sound fancy, but it isn’t that complicated.

It’s just how you talk about what someone said.

Luckily, it’s pretty simple to learn the basics in English, beginning with the two types of reported speech: direct (reporting the exact words someone said) and indirect (reporting what someone said without using their exact words ).

Read this post to learn how to report speech, with tips and tricks for each, plenty of examples and a resources section that tells you about real world resources you can use to practice reporting speech.

How to Report Direct Speech

How to report indirect speech, reporting questions in indirect speech, verb tenses in indirect reported speech, simple present, present continuous, present perfect, present perfect continuous, simple past, past continuous, past perfect, past perfect continuous, simple future, future continuous, future perfect, future perfect continuous, authentic resources for practicing reported speech, novels and short stories, native english videos, celebrity profiles.

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Direct speech refers to the exact words that a person says. You can “report” direct speech in a few different ways.

To see how this works, let’s pretend that I (Elisabeth) told some people that I liked green onions.

Here are some different ways that those people could explain what I said:

Direct speech: “I like green onions,” Elisabeth said.

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Direct speech: “I like green onions,” she told me. — In this sentence, we replace my name (Elisabeth) with the pronoun she.

In all of these examples, the part that was said is between quotation marks and is followed by a noun (“she” or “Elisabeth”) and a verb. Each of these verbs (“to say,” “to tell [someone],” “to explain”) are ways to describe someone talking. You can use any verb that refers to speech in this way.

You can also put the noun and verb before what was said.

Direct speech: Elisabeth said, “I like spaghetti.”

The example above would be much more likely to be said out loud than the first set of examples.

Here’s a conversation that might happen between two people:

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1: Did you ask her if she liked coffee?

2: Yeah, I asked her.

1: What did she say?

2. She said, “Yeah, I like coffee.” ( Direct speech )

Usually, reporting of direct speech is something you see in writing. It doesn’t happen as often when people are talking to each other. 

Direct reported speech often happens in the past. However, there are all kinds of stories, including journalism pieces, profiles and fiction, where you might see speech reported in the present as well.

This is sometimes done when the author of the piece wants you to feel that you’re experiencing events in the present moment.

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For example, a profile of Kristen Stewart in Vanity Fair  has a funny moment that describes how the actress isn’t a very good swimmer:

Direct speech: “I don’t want to enter the water, ever,” she says. “If everyone’s going in the ocean, I’m like, no.”

Here, the speech is reported as though it’s in the present tense (“she says”) instead of in the past (“she said”).

In writing of all kinds, direct reported speech is often split into two or more parts, as it is above.

Here’s an example from Lewis Carroll’s “ Alice’s Adventures in Wonderland ,” where the speech is even more split up:

Direct speech: “I won’t indeed!” said Alice, in a great hurry to change the subject of conversation. “Are you—are you fond—of—of dogs?” The Mouse did not answer, so Alice went on eagerly: “There is such a nice little dog near our house I should like to show you!”

Reporting indirect speech is what happens when you explain what someone said without using their exact words.

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Let’s start with an example of direct reported speech like those used above.

Direct speech: Elisabeth said, “I like coffee.”

As indirect reported speech, it looks like this:

Indirect speech: Elisabeth said she liked coffee.

You can see that the subject (“I”) has been changed to “she,” to show who is being spoken about. If I’m reporting the direct speech of someone else, and this person says “I,” I’d repeat their sentence exactly as they said it. If I’m reporting this person’s speech indirectly to someone else, however, I’d speak about them in the third person—using “she,” “he” or “they.”

You may also notice that the tense changes here: If “I like coffee” is what she said, this can become “She liked coffee” in indirect speech.

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However, you might just as often hear someone say something like, “She said she likes coffee.” Since people’s likes and preferences tend to change over time and not right away, it makes sense to keep them in the present tense.

Indirect speech often uses the word “that” before what was said:

Indirect speech: She said that she liked coffee.

There’s no real difference between “She said she liked coffee” and “She said that she liked coffee.” However, using “that” can help make the different parts of the sentence clearer.

Let’s look at a few other examples:

Indirect speech: I said I was going outside today.

Indirect speech: They told me that they wanted to order pizza.

Indirect speech: He mentioned it was raining.

Indirect speech: She said that her father was coming over for dinner.

You can see an example of reporting indirect speech in the funny video “ Cell Phone Crashing .” In this video, a traveler in an airport sits down next to another traveler talking on his cell phone. The first traveler pretends to be talking to someone on his phone, but he appears to be responding to the second traveler’s conversation, which leads to this exchange:

Woman: “Are you answering what I’m saying?”

Man “No, no… I’m on the phone with somebody, sorry. I don’t mean to be rude.” (Direct speech)

Woman: “What was that?”

Man: “I just said I was on the phone with somebody.” (Indirect speech)

When reporting questions in indirect speech, you can use words like “whether” or “if” with verbs that show questioning, such as “to ask” or “to wonder.”

Direct speech: She asked, “Is that a new restaurant?”

Indirect speech: She asked if that was a new restaurant. 

In any case where you’re reporting a question, you can say that someone was “wondering” or “wanted to know” something. Notice that these verbs don’t directly show that someone asked a question. They don’t describe an action that happened at a single point in time. But you can usually assume that someone was wondering or wanted to know what they asked.

Indirect speech: She was wondering if that was a new restaurant.

Indirect speech: She wanted to know whether that was a new restaurant.

It can be tricky to know how to use tenses when reporting indirect speech. Let’s break it down, tense by tense.

Sometimes, indirect speech “ backshifts ,” or moves one tense further back into the past. We already saw this in the example from above:

Direct speech: She said, “I like coffee.”

Indirect speech: She said she liked coffee.

Also as mentioned above, backshifting doesn’t always happen. This might seem confusing, but it isn’t that difficult to understand once you start using reported speech regularly.

What tense you use in indirect reported speech often just depends on when what you’re reporting happened or was true.

Let’s look at some examples of how direct speech in certain tenses commonly changes (or doesn’t) when it’s reported as indirect speech.

To learn about all the English tenses (or for a quick review), check out this post .

Direct speech: I said, “I play video games.”

Indirect speech: I said that I played video games (simple past) or I said that I play video games  (simple present).

Backshifting into the past or staying in the present here can change the meaning slightly. If you use the first example, it’s unclear whether or not you still play video games; all we know is that you said you played them in the past.

If you use the second example, though, you probably still play video games (unless you were lying for some reason).

However, the difference in meaning is so small, you can use either one and you won’t have a problem.

Direct speech: I said, “I’m playing video games.”

Indirect speech: I said that I was playing video games (past continuous) or I said that I’m playing video games (present continuous).

In this case, you’d likely use the first example if you were telling a story about something that happened in the past.

You could use the second example to repeat or stress what you just said. For example:

Hey, want to go for a walk?

Direct speech: No, I’m playing video games.

But it’s such a nice day!

Indirect speech: I said that I’m playing video games!

Direct speech: Marie said, “I have read that book.”

Indirect speech: Marie said that she had read that book (past perfect) or Marie said that she has read that book (present perfect).

The past perfect is used a lot in writing and other kinds of narration. This is because it helps point out an exact moment in time when something was true.

The past perfect isn’t quite as useful in conversation, where people are usually more interested in what’s true now. So, in a lot of cases, people would use the second example above when speaking.

Direct speech: She said, “I have been watching that show.”

Indirect speech: She said that she had been watching that show (past perfect continuous) or She said that she has been watching that show (present perfect continuous).

These examples are similar to the others above. You could use the first example whether or not this person was still watching the show, but if you used the second example, it’d probably seem like you either knew or guessed that she was still watching it.

Direct speech: You told me, “I charged my phone.”

Indirect speech: You told me that you had charged your phone (past perfect) or You told me that you charged your phone (simple past).

Here, most people would probably just use the second example, because it’s simpler, and gets across the same meaning.

Direct speech: You told me, “I was charging my phone.”

Indirect speech: You told me that you had been charging your phone (past perfect continuous) or You told me that you were charging your phone (past continuous).

Here, the difference is between whether you had been charging your phone before or were charging your phone at the time. However, a lot of people would still use the second example in either situation.

Direct speech: They explained, “We had bathed the cat on Wednesday.”

Indirect speech: They explained that they had bathed the cat on Wednesday. (past perfect)

Once we start reporting the past perfect tenses, we don’t backshift because there are no tenses to backshift to.

So in this case, it’s simple. The tense stays exactly as is. However, many people might simplify even more and use the simple past, saying, “They explained that they bathed the cat on Wednesday.”

Direct speech: They said, “The cat had been going outside and getting dirty for a long time!”

Indirect speech: They said that the cat had been going outside and getting dirty for a long time. (past perfect continuous)

Again, we don’t shift the tense back here; we leave it like it is. And again, a lot of people would report this speech as, “They said the cat was going outside and getting dirty for a long time.” It’s just a simpler way to say almost the same thing.

Direct speech: I told you, “I will be here no matter what.”

Indirect speech: I told you that I would be here no matter what. (present conditional)

At this point, we don’t just have to think about tenses, but grammatical mood, too. However, the idea is still pretty simple. We use the conditional (with “would”) to show that at the time the words were spoken, the future was uncertain.

In this case, you could also say, “I told you that I will be here no matter what,” but only if you “being here” is still something that you expect to happen in the future.

What matters here is what’s intended. Since this example shows a person reporting their own speech, it’s more likely that they’d want to stress the truth of their own intention, and so they might be more likely to use “will” than “would.”

But if you were reporting someone else’s words, you might be more likely to say something like, “She told me that she would be here no matter what.”

Direct speech: I said, “I’ll be waiting for your call.”

Indirect speech: I said that I would be waiting for your call. (conditional continuous)

These are similar to the above examples, but apply to a continuous or ongoing action.

Direct speech: She said, “I will have learned a lot about myself.”

Indirect speech: She said that she would have learned a lot about herself (conditional perfect) or She said that she will have learned a lot about herself (future perfect).

In this case, using the conditional (as in the first example) suggests that maybe a certain event didn’t happen, or something didn’t turn out as expected.

However, that might not always be the case, especially if this was a sentence that was written in an article or a work of fiction. The second example, however, suggests that the future that’s being talked about still hasn’t happened yet.

Direct speech: She said, “By next Tuesday, I will have been staying inside every day for the past month.”

Indirect speech: She said that by next Tuesday, she would have been staying inside every day for the past month (perfect continuous conditional) or She said that by next Tuesday, she will have been staying inside every day for the past month (past perfect continuous).

Again, in this case, the first example might suggest that the event didn’t happen. Maybe the person didn’t stay inside until next Tuesday! However, this could also just be a way of explaining that at the time she said this in the past, it was uncertain whether she really would stay inside for as long as she thought.

The second example, on the other hand, would only be used if next Tuesday hadn’t happened yet.

Let’s take a look at where you can find resources for practicing reporting speech in the real world.

One of the most common uses for reported speech is in fiction. You’ll find plenty of reported speech in novels and short stories . Look for books that have long sections of text with dialogue marked by quotation marks (“…”). Once you understand the different kinds of reported speech, you can look for it in your reading and use it in your own writing.

Writing your own stories is a great way to get even better at understanding reported speech.

One of the best ways to practice any aspect of English is to watch native English videos. By watching English speakers use the language, you can understand how reported speech is used in real world situations.

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Celebrity profiles, which you can find in print magazines and online, can help you find and practice reported speech, too. Celebrity profiles are stories that focus on a famous person. They often include some kind of interview. The writer will usually spend some time describing the person and then mention things that they say; this is when they use reported speech.

Because many of these profiles are written in the present tense, they can help you get used to the basics of reported speech without having to worry too much about different verb tenses.

While the above may seem really complicated, it isn’t that difficult to start using reported speech.

Mastering it may be a little difficult, but the truth is that many, many people who speak English as a first language struggle with it, too!

Reported speech is flexible, and even if you make mistakes, there’s a good chance that no one will notice.

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Reported Speech

Learn how to use  reported speech in English. Reported speech is also known as  indirect speech  and is used to tell somebody else what another person said. Using  reported speech in English can sometimes be difficult for non-native speakers as we (usually) change the verbs, pronouns and specific times.

Keep reading to understand how to use reported speech and download this free English lesson!

Let’s study reported speech !

Reported speech vs. direct speech.

When we want to tell somebody else what another person said, we can use either direct speech  or  reported speech .

When we use d irect speech, we use the same words but use quotation marks, “_”. For example:

Scott said, “I am coming to work.  I will be late because there is a lot of traffic now.”

When we use r eported speech, we usually change the verbs, specific times, and pronouns. For example:

Scott said that he was coming to work.  He said that he would be late because there was a lot of traffic at that time.

How do we use reported speech ?

Since reported speech is usually talking about the past, we usually change the verbs into the past. It is always necessary to change the verbs when the action has finished or is untrue.

We do not always change the verbs.  When you are reporting an action that is still current or true, it is not necessary to change the verb tense. For example:    

How old are you?  “ I am twenty-seven years old .” She said she is twenty-seven years old.

We usually follow the rules below.  When we are reporting speech, we are usually talking about the past; therefore, we change the verbs into the past.

Reporting Questions

We use a special form when we report questions:  

WH-Questions:    

Where is + Tom’s house ?   He asked where Tom’s house + was.

Where does Tom live?  He asked where Tom lived.

Yes/No Questions:  

Does Tom live in Miami?  She asked if Tom  lived in Miami.

Is Tom happy?  She asked if Tom was happy.

Say vs. Tell

Say Something

June:  “I love English .”

June said (that) she loved English.

Tell Someone Something

June:  “I love English.”

June told me (that) she loved English.

Modal Verbs and Reported Speech

Must, might, could, would, should , and ought to stay the same in re ported   s peech .  We usually change may to might .

Infinitives and Reported Speech

Infinitives  stay the same in reported speech:

“ I am going to the store to buy milk.”  He said he was going to the store to buy milk.

We also use infinitives when reporting orders and commands, especially when using tell .

“ Do  your homework.   Don’t use a dictionary!!”  He told me to do to my homework and not to use a dictionary.

Reporting Suggestions

When we are reporting another speakers suggestions, we can use a special form with suggest, recommend, or propose .

SUGGEST/ RECOMMEND/PROPOSE   +   (*THAT)   +    SUBJECT PRONOUN   +   **V1

SUGGEST/ RECOMMEND/PROPOSE   +   V1 + ING

“I think you should visit Viscaya.”     →  He suggested we visit Viscaya.  He suggested visiting Viscaya.

“Try to get there early to get good seats.”    →   He recommended we get there early to get good seats.

*That is often omitted in speech.

**The verb is always in the base form. We do not use third person.

Reporting Statements

A reported statement  begins with an introductory clause and is followed by the ‘information’ clause.  The speaker may choose different words, but the meaning remains unchanged.  Some formal words to introduce a reported statement or response are: declared, stated, informed, responded, replied, etc.

“I don’t agree with these new rules. I am not going to accept this change!” →  He declared that he was in disagreement with the new rules and stated that he would not accept the changes.

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Reported Speech ~ Exercises and Practice

A. Change each direct speech example into the reported speech . The first one has been done for you.

• Michelle said, “I love my Chihuahua, Daisy.”

Michelle said that she loved her Chihuahua, Daisy.

2. Republicans said, “We don’t support Obama’s plan to raise taxes.”

__________________________________________________________.

3.With her mouth full, Sarah said, “I am eating mashed potatoes.”

4. John Lee said, “This year, I will not pay my taxes.”

5. Lebron said, “I am going to win the championship next year.”

6. Patty said, “I can’t stomach another hamburger. I ate one yesterday.”

B. Rewrite the sentences/questions below using reported / indirect speech . Always change the tense, even though it is not always necessary. You can use ‘said’, ‘told me’ , or ‘asked’ .

1. Sarah:   “I am in the shower right now.”

_____________________________________________________________________________

2. John:   “I dropped my son off at school this morning.”

3. Samuel: “I am going to the beach with my sister this afternoon.”

4. John: “Jessica will call you later.”

5. The girls: “Who does John live with?”

6. Our classmate: “Did we have any homework last night?”

7. Sarah: “I am moving to Tokyo because I want to learn Japanese.”

8. John: “Why do you have an umbrella?”

9. The students: “Our teacher can’t find her books anywhere.”

10. Sarah and Jillian: “Is John British?”

11. Steve: “I’m going to the beach so that I can play volleyball.”

__________________________________________________________________________________

12. Ann: “Where is the bathroom?”

13. My parents: “What are you going to do with your life?”

14. Sarah: “I ate breakfast before I came to school.”

C. Your friend Megan is very nosy (she always wants to know what’s going on) so she constantly asks questions about your life and the lives of your friends. Rewrite her questions using the reported questions form. The first one has been done for you .

1. Why do you date Ryan?

She asked me why I dated Ryan.

2. How much money do you make at your new job?

________________________________________________________________________________

3. Does Ryan think I’m pretty?

4. Where is your favorite restaurant?

5. Do I look good in these jeans?

6. Can I borrow some twenty bucks?

D. Your American grandfather is telling you about how things used to be. Using the reported speech , tell your friends what he said.

“In the 1930s, people were very poor. They ate watery soup and hard bread. Many people lost their jobs. To make matters worse, a horrible drought ruined most of the farmland in the American midwest. People went to California to look for a better life. They picked strawberries in the hot California sun.”

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If you have any questions about English grammar, please contact us via email us or just comment below. I hope this lesson helped you understand how to use reported speech in English.

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Exercise on Reported Speech

Backshift and place expressions.

Imagine you want to repeat sentences that you heard two weeks ago in another place. Rewrite the sentences in reported speech. Change pronouns and expressions of time and place where necessary.

• They said, "This is our book." → They said
• She said, "I went to the cinema yesterday." → She said
• He said, "I am writing a test tomorrow." → He said
• You said, "I will do this for him." → You said
• She said, "I am not hungry now." → She said
• They said, "We have never been here before." → They said
• They said, "We were in London last week." → They said
• He said, "I will have finished this paper by tomorrow." → He said
• He said, "They won't sleep." → He said
• She said, "It is very quiet here." → She said

Englit English Language Lab

Reported speech – paraphrasing practice +key.

Rewrite the sentences in indirect speech using the verb given! Add prepositions where needed.

• “Milli Vanilli lip-synched all the time,” the manager said. ADMITTED
• “I will call you back” she said. OFFERED
• “You lied to me” he shouted. ACCUSED
• “You should see that play,” Peter said. RECOMMENDED
• “We are the best team in the championship,” the player said. BOASTED
• “Don’t believe him,” my mother said. WARNED
• “Let’s go swimming,” he said. SUGGESTED
• “Shall I help you?” the gentleman said. OFFERED
• “I’m sorry I’m late,” the student said. APOLOGIZED
• “You let him fall,” she said. BLAMED
• “Stop talking at once!” the teacher said. ORDERED
• “Your essay is not good enough.” she said. COMPLAINED/ABOUT
• “You should try harder” my teacher advised. SUGGESTED
• “You mustn’t talk during the exam!” the examiner said. FORBADE
• “Please, don’t play the drums while your sister is sleeping.” my mother said. ASKED
• “It’s a very delicate case.” the detective said. EXPLAINED
• “Please, please, don’t kill me.” the hostage said. BEGGED
• “Stop the car or I’ll start screaming.” she said. THREATENED
• “I didn’t sell you car.” George said. DENIED
• “You never listen to me.” Susan said. COMPLAINED
• “I’ll be more careful next time.” Simon said. PROMISED
• “You shouldn’t try it once more.” my friend said. DISCOURAGED
• “No, I won’t tell you the answer.” he said. REFUSED
• ADMITTED The manager admitted that Milli Vanilli lip-synched all the time. / The manager admitted (to) Milli Vanilli’s lip-synching all the time
• OFFERED She offered to call me back.
• ACCUSED He accused me of lying to him.
• RECOMMENDED He recommended seeing that play.
• BOASTED The player boasted about being/playing in the best team in the championship.
• WARNED My mother warned me not to believe him.
• SUGGESTED He suggested going swimming./He suggested that we go swimming.
• OFFERED The gentleman offered to help me.
• APOLOGIZED The student apologized for being late.
• BLAMED She blamed him/her for letting him fall.
• ORDERED The teacher ordered me/us to stop talking at once.
• COMPLAINED/ABOUT She complained to me about my essay not being good enough.
• SUGGESTED My teacher suggested my trying harder./ The teacher suggested that I try harder.
• FORBADE The examiner forbade us to talk during the exam.
• ASKED My mother asked me not to play the drums while my sister was sleeping.
• EXPLAINED The detective explained that it was a very delicate case.
• BEGGED The hostage begged me not to kill him/her.
• THREATENED She threatened to start screaming if I didn’t stop the car.
• DENIED George denied selling/having sold my car.
• COMPLAINED Susan complained that I never listen to he r. OR
• Susan complained to me about my never/not listening to her.
• PROMISED Simon promised to be more careful next time.
• DISCOURAGED My friend discouraged me from trying it/that once more/another time.

Transformation of Sentence: Direct & Indirect Speech

A direct speech can be transformed into an indirect speech and vice versa using a suitable reporting verb and a linker depending on the sentence. Let’s have an example first.

Direct Speech

Indirect Speech

List of Reporting verbs and linkers (list 1)

Verbs of Reported speech (if the reporting verb is in past tense) (list 2) Direct speech → Indirect speech Am / is / are →  was / were Was / were → had been Has / have → had Had → had had Shall / will → would Can → could May → might Must, should → must, should Verb1 → verb2 Verb2 → had + verb3

Change of time and place expressions in past tense (list 3) now → then ago → before today → that day yesterday → the previous day tomorrow → the next day last night → the previous night here → there this → that these → those

Narration change of Assertive sentence

Narration change of interrogative sentence, narration change of imperative sentence, narration change of optative sentence, narration change of exclamatory sentence, narration change of vocatives, narration change of question tag.

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• Transcription

Reported or indirect speech

The first section mostly reiterates material in the initial training section and is here as a reminder of the basics.  You can skip this if you are already aware of the basic issues or have recently worked through the initial training section for this area. If that is the case, skim through what follows, and/or do the mini-test or use this menu to go to the area you need and then move on.  It's up to you.

At the end of each section, you can click on -top- to return to this menu, simply read on, scroll back or bookmark the page for another time.

In what follows, we are going to consider four sorts of utterances which are often reported:

• Statements such as:     It is in the cupboard which are usually reported with that- clauses
• Questions such as:     When did you go? which are usually reported with dependent wh -clauses
• Exclamations such as:     What a lovely view! which are usually reported with wh -clauses
• Commands such as:     Get this done today which are usually reported with to- infinitive clauses

On the left we have the direct speech – the words uttered. On the right we have reported or indirect speech – how the message is passed on.

On the face of it, there's nothing terribly difficult about this idea.  The tense shifts back one (from, e.g., was to had been, from can to could ) .  At the same time, I changes to he , we changes to they and so on. Here's a list of the changes in English.

A small but significant source of error in reporting in British English is that the intrusive got in, for example:     I have got enough money is dropped when the tense is backshifted so we get:     He said he had enough money However, when the structure is used to express either:

• strong obligation as in:      I have got to go now the got may be retained and the reporting becomes:     He said he had got to go then
• the sense of receive , as in:     I have got a letter from her the got may also be retained and the reporting becomes:     She said she had got a letter from her

Here's a definition:

The name given to those aspects of language whose interpretation is relative to the occasion of utterance Fillmore (1966) in Harman (1989)

It's an important phenomenon in this area because the use of deixis neatly explains a lot of the so-called anomalies of indirect speech.  Because meaning is dependent on the identity, point of view, time and location of the speaker / writer we are obliged (or not) to change, e.g., I to he or she, we to they , bring to come, come to go (and go to come ) , this to that, here to there, yesterday to the previous day, now to then, bring to take and so on. We make these changes because of a movement to the deictical centre.  This is usually I, now and here so we make changes to allow for this. There are three types of deixis which affect the way we report what people say:

• Personal deixis: We change pronouns to reflect who is addressing whom so we report, e.g.:     "Will you please come early?" as any of      She asked me to come early     She asked him / her to come early     She asked you to come early     She asked them to come early     She asked [name(s)] to come early depending on the context of who was addressed.
• we often need to change bring to take when reporting in another place.
• we often need to change this to that and these to those (and vice versa )
• Temporal deixis: When reporting times, we need to consider that most people will expect any utterance to be centred on now so we make the appropriate changes as in, e.g., reporting:     "I want to see you this afternoon" as     She asked to see me that afternoon and     "I'm leaving next year" as     She said she was leaving the following year if the reporting takes place much later.

In this regard, the following changes now make more sense:

Once again, we find that context makes meaning .

For more, there is a guide to deixis on this site, linked below, which includes a larger image of the wheel above and explains what it all means.

Of course, not all changes are always appropriate (but using the changes will usually be correct). If we are reporting something virtually simultaneously, then we often don't change the tense or time expressions.  If we are reporting something in the same place, then we don't change the place expressions. Another way of putting this is to refer to the encoding time (when the statement was made) and the decoding time (when the statement was reported).  If the encoding and decoding times are the same, few if any changes need to be made to time markers and tense forms. So we might get:     A: I'm going there now.     B: What did he say?     C: He said he's going there now However, if the encoding and decoding times are sufficiently separated, we do make changes accordingly so the exchange might end as:     He said he was going there then.

If an utterance remains true, we often don't change the tense so we get, e.g.,     I'm from South Africa = He said he's from South Africa     I love the countryside = She said she loves the countryside

Try this matching exercise to make sure you have understood so far.

Did you notice the changes, particularly with time and place expressions but also with the verb come (which changed to go )?

If you have followed so far, this will be familiar:

It's clear that we have examples of direct speech and indirect speech here in sentences 1, 4, 2 and 5 but Sentence 6 is what is called a hybrid form because the first part follows the 'rules' but the second part actually changes only the pronoun, from you to I . If the sentence followed the reported speech 'rules', it should be     He said I was welcome to come and asked if I would like to bring Mary which is another possibility, of course, but sounds quite formal.

Statements or declarative utterances are routinely reported using that- clauses as in, for example:

There are two things to notice even with the simplest type of reporting of direct statements.

• The omission of that . All the examples in the table here include that .  However, it can be and routinely is omitted (something which, incidentally, is not allowed in some languages which have a parallel structure). When it is omitted, it is still, in technical terms a that- clause but referred to as a zero- that- clause, often written as Ø-that -clause . When the clause is short and concise, that is conventionally ellipted so most users of English will prefer:     She said it's OK rather than:     She said that it's OK However, if the utterance is structurally heavy, including multiple adverbials, subordinated and coordinated clauses and other modifiers, it is usually stylistically inappropriate to ellipt that .  For example, if we report:     Mary explained, "Up to now, I had always assumed the guy in the suit was the boss of the enterprise but now I see I was mistaken." we would normally include that in indirect speech and have:     Mary explained that she had up to then she had always assumed that the guy in the suit was the boss of the enterprise but now she saw that she was mistaken.
• Reporting verbs. If we report something like:     "It's the switch on the left," explained Peter. we may choose to structure the report differently and simply have:     Peter explained which switch it was rather than the more tortuous:     Peter explained that it was the switch on the left. There is more on reporting verbs below.

Incidentally, the rule for ordering in direct speech is that you cannot reverse the verb and subject pronoun but you can reverse a noun or noun phrase subject and verb.  We allow, therefore:     "That's the bus," said John and     "That's the bus," John said and     "That's the bus," he said but     "That's the bus,", said he is now hopelessly archaic.

Closed questions are those which require a Yes or No response and they are usually reported with if or whether .  We get, therefore, for example:     Are you going to the cinema? reported as     He asked her if she was going to the cinema There is a bit more to it, however.

Consider what direct speech is being reported in the following.

• I asked whether there were any good recipes in it.
• I asked if there were any good recipes in it.
• She wondered whether to go.
• He asked whether or not they could come.

When you have done that, try reporting these sentences (from the point of view of later and elsewhere). Then click to reveal the comment .

• “Are they English?” she asked
• “Are they English?” he wondered
• “I’m wondering whether to join you.” she said
• "Can I talk to you?" asked Mary

You should have something like:

• "Are there any good recipes in it?" I asked
• "Shall I go?" she wondered / asked herself
• "Can they come?" he enquired
• She asked whether / if they were English
• He wondered whether they were English
• She was wondering whether to join us
• She asked whether / if she could speak to me

In reporting a direct question, you can use if or whether interchangeably but if you are reporting someone's thoughts and doubts, only whether is usually the choice.

The other important thing to make sure that learners get right is the word ordering when reporting a question.  There are three issues to consider:

• The word order in these clauses is the one we would expect for a normal declarative statement.  We have, e.g.:     I asked if he was coming not     *I asked if was he coming
• The do, does, did operator which is used for forming questions in present and past simple tenses is not used in a reported question.  We have, e.g.:     I enquired if she worked in London not     *I enquired if did she work in London
• There is no reversal of subject and object with primary or modal auxiliary verbs.  We have, e.g.:     He wondered if she could manage the project not     *He wondered if could she manage the project

Many languages do not work this way and the transfer from L 1 to L T often produces errors like:     *She asked were they English     *She wondered should she go     *They enquired whether did the train stop at Margate?

Questions phrased using wh- words: who, what, why, when, which, where, how cannot be predicted to have a Yes-No-Maybe answer. Questions formed in this way cannot be reported with if or whether .  The reporting is done by embedding the questions. This means that reporting this type of question requires a different word ordering from that used in reporting yes-no questions (see above) and that is non-intuitive.  Many learners, having struggled to get the word ordering of yes-no questions right, logically transfer the rule concerning not disturbing the natural word ordering to wh-question s with resulting error.  We can get, therefore:     *She asked me where is the station     *They enquired when are we coming     *She asked what did I do for a living etc.

Embedding is often associated with polite questioning so, instead of the direct:     Where is the station? we form polite embedded questions such as     Can you tell me where the station is?

So it is with reported questions.  Thus:

The tense chosen will often conform to the time and place of the reporting using the common-sense rules discussed above although back-shifting tenses where possible is common even when the reporting is virtually simultaneous.

The big issue for learners with this kind of reporting is the ordering of the subject and verb.  Most first languages will lead learners to produce errors such as:     *Can you tell me when is the film beginning?     *Do you know who is the lady there? etc. And this will also carry over to reported questions so we get:     *She asked me where is the zoo     *They enquired what time did the train leave and so on.

Other reporting verbs such as explain, clarify, complain, mention, remember and state will produce similar errors because the structures are parallel to reported questions in English but not parallelled in many other languages.  We may encounter, therefore:     *She explained how did the machine work     *They clarified what did they need     *I remembered where was I going

There is more on the quirky nature of some reporting verbs below.

If the direct question is formed with who, which or what with the verb be as part of the predicate, it is possible to disturb the word order outlined above.  For example, the following can be reported in two ways, like this:

However, the word ordering with the reversal of subject and verb is always correct, so, for teaching purposes, that is the way to go.  Your learners may, however, encounter this disturbance so it's as well to be prepared for it and note that it only occurs in the limited circumstances set out here.

The disturbed word order is, however, always conventional when the question involves be as a simple copula with an adjectival attribute.  So, for example:     Which is best? is reported as:     She asked which was best not as:     *She asked which best was

What are the rules for using that and what in reported speech?  Report the following using that or what if possible and then reveal the commentary .

• "I am coming now."
• "I don't know her name."
• "What's your name?"
• "My name is Mary."
• "I will not go if it rains"

Rule 1: you can't use that in reporting questions or if -clauses. So we can have:     He said (that) he was coming then / is coming now     She said (that) she didn't / doesn't know her name     She said (that) her name is / was Mary but not:     *He asked that is her name     *She said she would not go that if it rained Rule 2: Conditional sentences may be back-shifted but that may not be used in them. At all other times, that can be dropped with no loss of sense, but some loss of formality. On the dropping or not of that with bridge and non-bridge verbs, see below. Rule 3: to report open questions , we have choices.  We can't use that but we can, with a change to an embedded question, use what :     He asked her her name / He asked her what her name was but not, usually:     ?He asked her what was her name

As we saw in part 1 of this guide, tense shifting is common in English and it is rarely wrong to do it.  However:

• If the reporting verb is in the present, we don't shift tenses.  So we get     She often says, "I don't know what to do" changing to     She often says she doesn't know what to do     "There was a nasty accident here last night," John informs me changing to     John tells me there was a nasty accident here / there last night. (Note that last night does not change because the reporting is of a recent utterance.)
• If the validity of what was said still holds.  For example:     Darwin wrote, "There is grandeur in this view of life." changes to      Darwin wrote that there is grandeur in this view of life. not to     Darwin wrote that there was grandeur in this view of life
• Although back-shifting could be used in all the above examples, there are rare times when it actually produces nonsense.  Try reporting     "I chose to study French because it was a beautiful language." Will you accept     He said he had chosen to study French because it had been a beautiful language ?

We saw above that question forms are reported differently from statements.  How would you report these?  Click here to reveal some comments .

• "What awful weather!" she exclaimed.
• "Stop fidgeting!" she said to John.
• "Stop fidgeting," she growled.

Sentence 19 could be rendered as     She exclaimed / said / remarked loudly what awful weather it was . It can't be reported without a change of grammar. Sentence 20 can be reported as     She told John to stop fidgeting but ... Sentence 21 can't be reported this way.  It has to be something like     She growled at John to stop fidgeting Note that we have to insert the object here.

Essentially, there are three types.  Can you categorise this list into three groups?  Click to reveal , as usual.

The simple reporting verbs in the left-hand column often require only the deixis, pronoun and tense shifts covered in this guide.  So we can have, e.g.:

in which the verbs are arranged in relation to the strength of the statement made so, for example:     "I must have the steak," she said could be reported as:     She insisted on having the steak and     "I'd like the steak," she said as     She said she'd like the steak but     "I wonder if I might have the steak," she said as     She enquired whether she could have the steak This has some pedagogical utility, of course, because it gives learners a way of understanding the connotations of the verbs. However, the categories are not unarguable and people will put different verbs in different boxes.  It is a rule of thumb at best.

Some reporting verbs are used to report an embedded or fronted comment clause so, for example, something like:     "She is, as you well know, quite capable." may be reported as:     He insisted that I knew that she was quite capable. Other comment clauses such as in:     "Well, to be honest, I don't have a clue." and     "As you know, I've been living here for years." may be reported using an appropriate reporting verb but maintaining the adverbial as:     He explained that he honestly didn't have a clue. or as:     He reminded me that he had been living there for years.

There is a difference in the way that such clauses are reported depending on the role of the disjunct adverbial.

• Style disjuncts express the speaker / writer's view of what is being expressed and how it should be understood.  So, for example:     "Seriously, I don't think it will arrive in time." expresses how the speaker wishes to be understood and may be reported as:     She seriously doubted whether it would arrive in time.
• Attitude disjuncts indicate how generally the speaker wants to be understood or what limitations apply and they are reported using the same disjuncts usually (so are considerably easier to form).  For example:     "More or less, that's the same conclusion I arrived at." and      "Administrationally, this is quite a simple matter." can be reported simple as:     He said that it was more or less the same conclusion he had arrived at. and     She said it was administrationally quite a simple matter.

Purely for information, there's a PDF of a list of reporting verbs in English list which considers the syntactical restraints concerned with them.  The list also includes some consideration of the functions of reporting verbs and categorises them accordingly. Click to download a list of reporting verbs . Don't try to teach them all at once!

There is also a guide to the kinds of reporting verbs used in academic writing, linked below, which contains a list of over 150 verbs such as state, aver, suggest, discount, dismiss, investigate etc.

The issue here is whether one can omit the word that from a reported statement. The theoretical distinction is between what are called bridge verbs and non-bridge verbs.  Many simple reporting verbs verbs such as say, tell, think, know, write, claim and hear are bridge verbs and it is perfectly in order to omit the word that when they are followed by a clause so we allow both:     He said that he was coming tomorrow     John thinks that it's too expensive     She claims that she lost the money etc. and:     He said he was coming tomorrow     John thinks it's too expensive     She claims she lost the money Many find (that) the sentences without that are more stylistically acceptable.

However, some verbs, exemplified above with verbs like cry, sneer and shout , refer not only to what was said but to how it was said and these are often non-bridge verbs and leaving out that results in clumsiness at best.  For example, many people find:     She shouted she was coming     She whispered the chairman was drunk     He lied he was married     They acknowledged coming late was rude are all clumsy or even wrong and should be expressed with that as:     She shouted that she was coming     She whispered that the chairman was drunk     He lied that he was married     They acknowledged that coming late was rude In general terms, the less common and more loaded reporting verbs require that when followed by a clause . Here are some examples of how non-bridge verbs are used when reporting:

In all those case where we choose to follow the reporting verb with a clause, the insertion of that is almost obligatory. In the last case, not including that results in:     The minister conceded having long periods of unemployment made it difficult to get work in the future which forces the hearer to reconsider who has long periods of unemployment.

In academic writing simple verbs are often avoided for the sake of style or precision and less frequently used so non-bridge verbs are usually preferred.  For example:      Guru confirms that the results are reliable     He acknowledged that the experiment was flawed     The findings indicate that there is a need for ...     She emphasises that findings are provisional all sound clumsy without that .

Clause length is a factor which tends to override the omission of that even with simple reporting verbs so while, for example:     I said, without much optimism based on his previous track record, he would come is correct and the omission of that is acceptable, most native speakers would insert it to signal the subordinate clause as:     I said, without much optimism based on his previous track record, that he would come

The categories are not watertight but once a learner has decided on a speaker's intentions in terms of the function of what was said (rather than the form), it becomes a good deal simpler to select an appropriate reporting verb providing, of course, that the structural constraints which apply to many of them are understood, too. Should you wish it, that list is included in the list of reporting verbs with the colligational characteristics, available here .

Reporting verbs for true questions form a restricted set which is straightforward to teach.  Almost a complete list is:     ask, enquire, want to know, wonder For example:

However, question forms also routinely perform other functions than asking for information and when this happens, other reporting verbs are necessary to reflect the illocutionary force of the utterance. Like this:

As with much in language, we have to look at the function, not the form, to decide on the right way to report the words.

Colligation with reporting verbs is something of a headache for learners of English and there are numerous constraints and possibilities. Reporting verbs can be categorised by what they may be followed by and it is certainly not intuitive to understand, for example, that we can say:     He confirmed that I had passed but we cannot say:     *He congratulated that I passed Here are some of the common issues.  For a list of reporting verbs and their grammatical constraints and possibilities, download the PDF file from the link above or at the end.

There are times when the source of something said or written is obscure, unknown or unimportant and others when we wish to disguise the source and in these cases a passive clause construction with the dummy it comes to the rescue. In academic texts the structure is also used to cite something so well known in a field of enquiry that it needs no sourcing. For example:     It has been suggested that ...     It is often questioned whether ...     It has been asked whether ...     It is generally reckoned that ... and so on. These constructions are not difficult to teach and are communicatively very useful ways of avoiding the need to say who said or wrote something.

Sometimes, we can use the same kind of passive construction without the dummy pronoun when the source of what has been said or written is unknown, absent or unimportant.  For example:     She has been told to ...     I have often be accused of ...     They are said to be ...     The house is reputed to be ... etc.

At other times, we may wish to emphasise the source of a statement and the passive is also used in this way, of course, so we may encounter, for example:     I have been accused by Mary of ...     She has been asked by the boss to ...     The comment has been made by the department head that ... and so on.

Modal auxiliary verbs are frequently defective insofar as some have no tense forms at all, some have past and future forms which use a different verb altogether and some only have tense forms in certain meanings.  It is a complicated area.  (For more, follow some of the guides from the index of modality.)

There is nothing very difficult about the form of reported speech changes (providing a learner is already familiar with the tense forms of English).  However:

• Because of the 'common sense' issues touched on above, you need to make sure that the language is very clearly set in a time-and-place context.
• It is almost impossible to practise the form changes in class by getting students to report each other's utterances because time and place remain static.  You need to spread the practice over time and place to be authentic.
• You need to make sure that learners are aware of the common-sense issues and don't slavishly transform every utterance.
• Languages deal with the issues differently.  Some, for example, reserve a subjunctive tense for reported speech and some hardly make any changes at all.

Teaching the mechanics of indirect speech is not too challenging providing the learners have a grasp of the tense forms and pronoun systems but one does need to address different forms separately or it all becomes a mass of data that bewilders learners. A sensible approach is to apply the analysis as above, focusing on reporting declarative statements, yes-no questions, open, wh- questions, exclamations, orders and so on separately before making any attempt to combine ideas.

Here's an idea for teaching indirect speech and still applying the common-sense rules.

Obviously, this is contrived and artificial to some extent but it is personalised and situates the language temporally and spatially.  It is certainly better than meaningless sentence-transformation exercises.

Because the word order when reporting questions and using a number of the reporting verbs is a common source of error, it is worth practising separately.  Fortunately, the use of back-shifting, even for virtually simultaneous reporting, is also common so there is less need to set up delayed reporting.

• You have to teach the forms before you can launch into this kind of practice and
• The questions may well be mixes of wh- questions and closed questions so the reporting will include formulations such as     He asked you why you became a teacher and     She asked you if / whether you enjoy teaching

You can set up the task to exclude one or other type of question, of course, but that's a lot less natural.

Reporting verbs in English need careful handling and there are a number of issues:

• Grammatical / Colligational issues We saw above that these verbs vary considerably in the constructions they can appear in. When deciding on a set of reporting verbs to teach, therefore, it makes sense to focus on those which are colligates and share structural characteristics or we risk encouraging error rather than helping our learners to avoid it. The simplest way to start is to take common verbs which can be followed by that clauses (i.e., most of them) before getting into other complications. Even at higher levels, it makes sense to select sets of verbs which take the same structural forms in the following clauses.
• Attitudinal issues Above, we divided reporting verbs into three classes: tentative, neutral and assertive. While this is a rather crude categorisation (and the diagram was meant to alert you to the fact that there is a cline rather than a simple three-part division), it has some utility as far as classroom approaches are concerned because it provides a memorable hook on which to hang the verbs.
• Stylistic issues Some reporting verbs are rare and more formal in style or, sometimes, rarer and quite colloquial. We need, therefore, to alert learners to the stylistic differences between, e.g.:     She enquired how he felt and     She asked how he was because learners need these kinds of data to be able to use the words naturally. We also need to remember the distinction between bridge and non-bridge verbs and the effect of dropping or including that .

Click here for the test .

References: Chalker, S, 1987, Current English Grammar , London: Macmillan Harman, I P, 1989, Teaching indirect speech: deixis points the way, English Language Teaching Journal, Volume 44, No 3, pp230-238, Oxford: Oxford University Press

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English Grammar Exercises for A2 – Reported speech (2)

1. Read the direct speech and complete the reported speech.

1) ‘I haven’t told the police about the vandalism,’ said Adrian.

 Adrian said that ______________ the vandalism.

2) ‘I can’t find passport,’ said Julia.

 Julia said that she ______________ passport.

3) ‘I’ll be at the park at 7 o’clock,’ said Daniel.

 Daniel said that ______________ 7 o’clock.

4) ‘Somebody has stolen new bike,’ said Joanna.

 Joanna said that ______________ new bike.

5) ‘ dad will lend me some money for the train,’ said Tina.

  Tina said that ______________ the train.

6) ‘I can speak French, but I can’t speak Spanish,’ said Sara.

 Sara said that ______________ Spanish.

7) ‘I’ve invited all of friends to a barbecue at house,’ said Michael.

 Michael said that ______________ house.

8) ‘I won’t tell anybody about the surprise party,’ said Anna.

      Anna said that ______________ surprise party.

Show answers

1) Adrian said that he hadn’t told the police about the vandalism.

2) Julia said that she couldn’t find her passport.

3) Julia said that she would be at the park at 7 o’clock.

4) Joanna said that somebody had stolen her new bike.

5) Olga said that her dad would lend her some money for the train.

6) Sara said that she could speak French, but she couldn’t speak Spanish.

7) Michael said that he had invited all of his friends to a barbecue at his house.

8) Anna said that she wouldn’t tell anybody about the surprise party.

2. Complete the sentences with said or told.

1) Chloe ______________ she would enjoy visiting the castle.

2) Jack ______________ you his sister couldn’t swim.

3) Evie ______________ the teacher that she had finished the exercise.

4) Emma ______________ James would be home soon.

5) Max ______________ everyone that he had met a famous actor.

6) Amelia ______________ her dad she’d get home be 10 o’clock.

7) Steve ______________ his cousins couldn’t speak English.

8) Jess ______________ Lily had always been her best friend.

1) said    2) told  3) told    4) said    5) told    6) told

7) said    8) said

3. Change the reported speech in exercise 2 into direct speech.

1) Chloe: ‘ I’ll enjoy visiting the castle. ’

2) Jack: ‘________’

3) Evie: ‘________’

4) Emma: ‘________’

5) Max: ‘________’

6) Amelia: ‘________’

7) Steve: ‘________’

8) Jess: ‘________’

2) ‘ sister can’t swim.’

3) ‘I’ve finished the exercise.’

4) ‘James will be home soon.’

5) ‘I met a famous film actor!’

6) ‘I’ll be home by 10 o’clock, dad.’

7) ‘ cousins can’t speak English.’

8) ‘Lily has always been best friend.’

4. Read the dialogue. Then rewrite is as reported speech. Remember to change pronouns and time references if necessary.

Joe     I’ve seen two crimes this week. On Monday, I saw a robbery in the shopping centre.

Freya  I heard about that on the news!

Joe     I was there. I took lots of photos of the robbers on phone.

Freya  You’ll probably get a reward!

Joe     I won’t get a reward because I can’t show the photos to the police.

Freya  I don’t understand ___

Joe     Yesterday, I was the victim of another crime. A thief stole phone on the bus!

Joe said he had seen two crimes that week. He said that on Monday, he ________________

____________________

__ had seen a robbery in the shopping centre.

Freya said she’d heard about it on the news.

Joe said (that) he had been there. he said he had taken lots of photos of the robbers on his phone.

Freya said (that) he’d probably get a reward.

Joe said (that) he wouldn’t get a reward. he said (that) he couldn’t show the photos to the police.

Freya said (that) she didn’t understand.

Joe said (that), the day before, he’d been the victim of another crime. he said (that) a thief had stolen his phone on the bus.

5. Complete the sentences with reported speech, using your own ideas.

1) Our teacher told us we’d ____________________

2) best friend said that ____________________ soon.

3) I once told friend that ____________________

your own answers

6. Rewrite the sentences in reported speech.

1) ‘Tell me everything you know about the suspect,’ Inspector Morris said to her.

   Inspector Morris ordered her _________.

2) ‘There is something in this flat we are not seeing,’ the detective said to his partner.

    The detective _________.

3) ‘Is this your phone?’ the man asked her.

    The man _________.

4) ‘The train has been late every morning this week,’ the girl told us.

    The girl told _________.

5) ‘How many times did he come into the shop?’ the detective asked.

    The detective wondered _________.

6) ‘I first realised that car was missing last night,’ the man told the officer.

7) ‘I won’t tell you where son was yesterday,’ the woman said to the detective.

       The woman refused _________.

1) to tell him/her everything she knew about the suspect.

2) said there was something in that flat they were not seeing.

3) asked her if that was her phone.

4) us that the train had been late every morning that week.

5) how many times he had come into the shop.

6) told the officer that he had first realised that his car was missing the night before.

7) to say where her son had been the day before.

Advanced English Vocabulary - One Minute Videos on YouTube

Travel Writing: direct and indirect speech

Rewrite the following passage so that instead of direct speech (quotes) it includes indirect, or reported, speech. The first sentence has been done for you as an example.

“These are what Alex used to drink,” says Westerberg with a frown, swirling the ice in his White Russian. “He used to sit right there at the end of the bar and tell us these amazing stories of his travels. He could talk for hours. A lot of folks here in town got pretty attached to old Alex. Kind of a strange deal what happened to him.”

Why do you think the author, Jon Krakauer, chose to use direct rather than indirect speech in the original text?