Past Continuous (Also Known As Past Progressive)

While you were studying English in your last class, did you review the past continuous verb tense?

Is this verb tense important?

YES, but it is not as frequently used as the past simple, present simple, or present perfect.

What does it look like?

The past continuous looks like this: WAS/WERE + VERB+ING

 

When is it used?

For a clear review of the rules, visit this helpful English Page explanation.

 

Are you ready to practice?

• For practice with form only, try this exercise from Perfect English Grammar 
• For more practice with form (writing past continuous sentences- with questions and negatives) try this exercise from My English Pages
  
• For practice choosing between past simple and past continuous, check out this exercise, also from Perfect English Grammar 
• More practice, choosing past simple or past continuous, with Englisch-Hilfen
  

Quotation Integration

Using quotations from other sources is an important component of academic writing. However, it is full of challenges! 

Let's look at this student sample paragraph, which illustrates some issues with quotation integration:

“The greatest part of a writer’s time is spent in reading in order to write; a man will turn over half a library to make one book.” Samuel Johnson said this, and meant that writers must incorporate significant amounts of reading into their routines and study in order to improve their own skills.

Which issues should we work to address here?

• The quotation is not introduced
• The quotation is not cited
• "This quote meant that" is not a meaningful, sophisticated way to follow a quote.
  

Now, let's look at this one, in which the quotation is more smoothly integrated into the paragraph:

It is well known that writers must incorporate significant amounts of reading into their study routines in order to improve their own skills. Samuel Johnson once remarked that "the greatest part of a writer’s time is spent in reading in order to write; a man will turn over half a library to make one book" (Boswell, 1791). Most writers would agree that, indeed, the most effective tutors are the works of other writers.

Let's look at what we improved here:

• The quotation is introduced 
• The quotation is properly cited
• It is followed and explained in a more sophisticated way, without being redundant. 
• This uses the "quote sandwich method," a technique used often in academic writing to help a writer "blend" the quotations into his/her own paragraphs. 

For more information on the quote sandwich method:

• Printable handout with examples (Cary English)
• Video lesson on the quote sandwich (3 minutes- from Lauren's the Write Way)
  

To learn more about 4 common methods for integrating quotations into one's writing:

• Printable resource with rules, punctuation reminders, and a practice page

Do you prefer video lessons?

• Here is a teacher explaining and illustrating the 4 methods of integrating quotations (4 minutes- Cassandra Hanson)
• Here is a university-level video about how and when to use and integrate quotations (7 minutes-BYU Idaho)
• An Australian writing tutor explains how to integrate quotes ("Lisa's Study Guides) (6 Minutes)
• How to video: Walden University, integrating quotes in to the middle of a sentence (2 minutes)

Are you ready to practice?

• Practice quiz 1 (Explanation by Randy Rambo, 2019, with link to multiple choice quiz)
  
• Practice quiz 2 (QUIA quiz: which is correct?)
• Practice quiz 3 (QUIZIZZ practice: is it correct? how can we fix it?)
• Practice quiz 4 (easier, from SoftSchools.com: Practice with correct quotation punctuation only)

Mixed Constructions

Mixed constructions are among the most challenging types of sentence errors to find an fix, as they can have many causes....and they can have many possible solutions.

 

What is a mixed construction?

This occurs when the parts of a sentence do not "match up" and connect correctly. Watch this video (from "Mastering the Fundamentals of College Reading and Writing") to learn more. For additional information about mixed constructions, with examples, please visit one of these helpful sites:

• Grammarly article, with tips and examples.
  
• Article from Lumen, with examples and tips on re-writing.
  
• An anonymous blog post with many examples and tips of correcting mixed constructions
• Mixed Construction video (from YouTube) 
• IWU handout with examples
  

Here are a few examples:

1) INCORRECT: Nurses, a demanding profession, requires a significant amount of education and training.

(The problem here is that the subject is a group of people, and the predicate talks about the profession of nursing...not the nurses themselves.)

CORRECT: Nursing, a demanding profession, requires a significant amount of education and training.



2) INCORRECT: The new technology program we began to use it last semester.

(The problem here is that our subject is the technology program...but then we add a second, unexpected subject (we) and a subsequent predicate.)

CORRECT: We began to use the new technology program last semester.


Visit this page from Swarthmore.edu for more examples and corrections.

Ready to Practice?

• Practice 1: Identifying mixed constructions (McGraw-Hill)
• Practice video from "Mastering the Fundamentals of College Reading and Writing"
  
 

 

Noun Clauses

What are noun clauses?

A noun clause is a DEPENDENT CLAUSE (which will include its own subject and verb, and express an idea).
It  "is used as a subject of an object. In other words, a noun clause is used in the same ways as a noun."
(source: Azar (1989), Understanding and Using English Grammar, 2nd ed., Prentice Hall Regents, pg 263)

For practice finding noun clauses in sentences, let's try these practice exercises:

• Practice 1(printable- from English Grammar)
  
• Practice 2 (read or scroll past the explanation to find the exercise- from English Grammar 101)
  

How are noun clauses used in sentences?

• Here is an example of a noun clause utilized as the subject of a sentence: How she answered the question surprised me.
• Here, we see a noun clause used as the direct object of a verb: I wonder whose house that is.
• Here, the noun clause is used as the object of an adjective expression: It is obvious that they are tired.
• As an object of a preposition, the noun clause would look like this: I do not agree with what they said.
• Here, we can see a noun clause used as a predicate noun: His difficulty is that he cannot read.

For practice identifying how a noun clause is being used, try these exercises:

• Practice 3 (from Soft Schools)
• Practice 4 (printable- find AND identify its function)

In what kinds of situations do we use noun clauses?

In addition to the examples above, we might also use noun clauses in the following ways:

For indirect reported speech:

• I told him that we needed a new car.
• For more information about and practice with indirect reported speech, please visit this earlier blog post.

After certain verbs: (such as ask, advise, beg, demand, forbid, insist, order, prefer, propose, require, recommend, request, suggest, urge)

• She advised that we prepare a bit more extensively for our exams.
• We need a special verb form when we do this! Check out this
• PRACTICE 5: "Eng-vid"video and quiz for more information on the mysterious "subjunctive tense"

(Verb list from source: Lane & Lange (1993), Writing Clearly, 3rd ed., Heinle Cengage Learning, p 141)

To talk about "mental activity" (with such verbs as believe, decide, know, learn, realize, remember, think, understand)

• I believe that she has difficulty with noun clauses in her writing.

With "embedded questions":

• Could you please tell me what you are doing?
• For practice with embedded questions, try this:
• Practice 6 (from English Zone)
  

How many kinds of noun clauses are there, and what do they begin with?

They might begin with a question word: (what, when, where, who, why, how, whom, whose, which)

• I don't know why you are so stubborn.

They can begin with whether or if:

• I don't know if she will join us.
• I wonder whether we should wait for him.

They can begin with that:

• I know that she is late for class.
• It is obvious that she is tired. She is sleeping at her desk.

Where can I find more practice activities about noun clauses?

• Practice 7 (combine the sentences- from Grammar Bank)
  
• Practice 8 (word order- from Learn English Feel Good)
  
• Practice 9 (combine the sentences- from Spraz Ila)
  
• Practice 10 (word order, relative pronoun, etc.- challenging- from Grammar Quizzes)
  

Modal Verbs (Part One: Present Forms)

What are modal verbs?

• Common modal verbs are: can, could, may, might, will, would, must, shall, should, ought to 
• (Please click on each link to view more online information about each modal verb)
  

How are they different from other verbs?

• They are helping verbs (or "auxiliary verbs") that carry special meaning.

There are a few things to remember about modal verbs:

1. They are always accompanied by a main verb (never alone)
2. They do not change in the third person singular form (no "s" is added as it would be to a verb like walk/walks)
3. Most can't be used in the past tenses or future tenses (as we would do with a verb like stop/stopped or go/went)
   
4. We add "not" to make one negative (should becomes should not, or shouldn't)
   
5. We do not use "do/does/did" with these to make a question (You should go. becomes Should you go?)
   

How should we use them and what do they all mean?

• For a general summary, please visit this helpful page from the Danish Englisch-Hilfen.

CAN/COULD: to show ability (or lack of it)

    I can ski, but my sister could ski when she was only three.

•     For more information, visit this Perfect Grammar explanation.
•     You can also find examples on this page from Learn English Online.
  
•     To practice with these, try these (easy) exercises from Learn English Online: Practice 1, Practice 2
  

CAN/COULD: to show option/ indicate a choice

   You can either play hockey or ski this winter, if you are looking for a fun winter sport.


CAN/COULD/MAY: to show permission/ make a request

  Can I borrow your pencil? (Informal)
  Could I open the window? (More formal)
  May I open the window? (Most formal)
  

•    For more information, visit this explanation page from Learn English Online, or this one from English Language Centres.
•    This simple EngVid video explanation is also helpful.
•    For practice, try these exercises: Practice 3 (from Advanced English Grammar), or Practice 4 (from UsingEnglish.com)
  

CAN: to show opportunity

  We can get some great apples in Maine at this time of year.


SHOULD/OUGHT TO (and HAD BETTER): to show advisability/ advice

   You should stop smoking.
   You ought to study more.

•    Find more information from Learn English Online here or here, from the University of Victoria.
• Or check out this video from My English. (animated and very simple)
•    To get some practice, try this: Practice 5 (from the University of Victoria)
  

SHOULD/OUGHT TO: to show expectation

   The bus should arrive soon. The schedule indicates that it will be here in 10 minutes.

•    For practice (and to get familiar with this use), try these: Practice 6 (easy), or Practice 7 (easy) (both from English Club)
  

SHOULD/COULD/MIGHT/SHALL: for suggestions

   Shouldn't we close the window? It's getting cold.
   You might want to study more.
   Shall we go out to dinner tonight?

•    For more information, read this very informative page (from Grammaring).
  

  
WOULD LIKE: to show desire

   I would like to go to Florida this winter.
   Would you like to have some iced tea with your lunch?

•    For more information and examples, visit this Cambridge page.
•   For some basic practice, try this easy but useful exercise: Practice 8 (from To Learn English).
  

MUST: to show an assumption/inference

   It must be cold outside today. There is frost on my window.


MUST (and HAVE TO): to show necessity/obligation/prohibition

  We must complete the bonus exercises before the test in order to earn the points.
  You mustn't be late for class.
  We have to study for the test.

• For more information, check out this page   (from Learn English Online).
• This practice activity may be helpful: Practice 9 (from the English Language Centres).
  

WILL: to show a general truth, promise, or prediction (see "FUTURE FORMS" post for more information)

MAY/MIGHT/COULD: to show possibility
 
   She might visit us tomorrow, if she has time.
   You could finish your homework if you hurry and stay focused.
   We may have pizza for dinner. We haven't decided, yet.

•    For more information, visit this Learn English Online explanation and example page, or this one from Perfect English Grammar.
  
•    To practice, try these exercises: Practice 10 (from Learn English Onine), Practice 11 (from Auto English).
  

  

Where can I find more practice with all of these?

• Practice 12 (from English Page)
  
• Practice 13 (easier- from FIS EDU)
  
• Practice 14 (from My English Pages)
  
• Practice 15 (from English 4 U)
  
• Practice 16 (easier- from Learn English Online)
  
• Practice 17 (challenging- from Grammar Quizzes)
  
• Practice 18 (from Oxford University Press)
  

3 Types of Sentences

Writers use three main types of correct sentences: Simple, Compound and Complex.

What are these?

For more information and examples, see this clear explanation.
You could also watch this clear, helpful video that explains them.

 

 

Compound Sentences are...

Two independent clauses joined by a FANBOY (or "Coordinating Conjunction")
For a whole list of examples, visit this page.

Complex Sentences are...

Two clauses joined by a subordinate conjunction, AKA one dependent and one independent clause joined together. (Check out this earlier blog post for more information on Complex sentences with subordinate conjunctions)

Are you ready to practice?

Practice One: Compound or Complex
Practice Two: Three types
Practice Three: Three types quiz
Practice Four: Three types, quiz 2

Sentence Errors: Fragments, Run ons and Comma-splice errors

What are these tricky types of errors that are so common in written English?

1) A fragment is an incomplete sentence- it is missing either its subject or its verb, or does not express a complete idea.

EXAMPLES: Is beautiful today. Because the temperature has risen slightly. (Both fragments! Can you see what is missing in each?)

For more information about fragment errors (and how to avoid them)  from Chomp Chomp, click here.


 

For practice finding and fixing fragments errors, try these, from the Purdue Owl, Chomp Chomp, and other popular grammar/writing sites:

• Practice One (finding fragments)
• Practice Two (fragment or not?)

2) A run-on is when two or more sentences (or "independent clauses" are put together without proper division (no conjunction, period, or semicolon).

EXAMPLE: It is a beautiful today because the temperature has risen slightly finally it isn't snowing and icy outside. (This is a run on- can you find where there should be a period?)

For more information about run on errors (and how to avoid them) from Chomp Chomp, click here.

For practice finding and fixing run-on errors, try these, from the Purdue Owl, Bristol University, and other popular grammar/writing sites:

• Practice One (Is it correct or a run-on?)
• Practice Two (Are they correct or run on errors?)
• Practice Three (Fix the run-on error)

3) A comma-splice error is like a run on...except here, a comma is "trying to do the job of a period" and divide the independent clauses all by itself. (NOTE: it can't!)

EXAMPLE: It is a beautiful today, the temperature has risen slightly finally, it isn't snowing and icy outside. (This contains two comma splice errors! YIKES!)

For more information about comma-splice errors (and how to avoid them)  from the Purdue Owl, click here.

For practice finding and fixing comma-splice errors, try these, from the Purdue Owl, Bristol University, and other popular grammar/writing sites:

• Practice One (correct...or comma splice error?)
• Khan Academy short practice
• Printable practice from Suffolk University
  

If you are now ready to try to practice with all three types of sentence errors... try these:

Practice (challenging!)

 

Past Perfect

The good news: the past perfect is not as commonly used as the present perfect in English.

More good news: the past perfect is not *quite* as complicated as the present perfect.

Of course, I wouldn't call it "easy,' either!

What does it look like?

• HAD+ past participle

• Example: He had studied English before he came to the US.
• Example: He had left the house before Bob.

For a helpful chart of forms and a few examples, visit this edufind page.

I've forgotten the past participle forms. Where can I find a list?

• Here is a good list of irregular verbs from MYENGLISHTEACHER.net. The past participle forms are written in orange.

• For regular verbs, the past participle is the same as the past simple: just add "ED"

What are the rules for using past perfect?

• Typically, past perfect is used to refer to an action or event that happened before another past action or event.

• Example: I had studied English before I came to the US. (I studied first; then, I came.)

• It can also be used to talk about something that happened for a period of time, but ended at a specific past time.

• Example: I had lived in Germany until 1999.

For one helpful, clear explanation and more examples, visit English Page.com  here.

For another (longer) explanation, you may also visit this British Council page here. 

I understand now (I think). Where can I get some practice?

Here are some exercises to try!

• Practice 1 (past simple and past perfect- English Pages)
• Practice 2 (from perfect English Grammar)
• Practice 3 (from Really Learn English)
• Practice 4 (past simple,, past perfect, and present perfect- English pages)
• Practice 5 (from Really Learn English)

Idioms

Are you feeling under the weather?

Are you a night owl?

Do you have a bucket list?

Those are examples of idioms.

(Idioms are one of our favorite aspects of English!)

But they can be challenging to master. They are not a piece of cake!

What is an idiom?

According to the Merriam Webster dictionary, it is:

• "an expression that cannot be understood from the meanings of its separate words but that has a separate meaning of its own"
• "a form of a language that is spoken in a particular area and that uses some of its own words, grammar, and pronunciations"

The more sophisticated Oxford dictionary definition is:

• "a group of words established by usage as having a meaning not deducible from those of the individual words (e.g., rain cats and dogs, see the light)."

What are some other examples of American English idioms?

• Here is a cute animated video discussing some common idioms
• And here is another animated video on idioms from "Learn English"
• This is a video lesson that focuses on workplace idioms and slang
• Rachel's English has some helpful videos, too- with a special focus on pronunciation:
• Video relating to HORSE idioms
• More American Idioms
• Hot Weather Idioms

 

• Check out this yourdictionary list for some simple definitions of some common idioms
• And this list from ESL Mania
• And here is a short reading on the importance of learning idioms...along with another list

Where can you find the meaning of idioms that you hear?

•  If you can't find your idioms on the above lists, you can try this idiom dictionary (just enter your idiom in the search bar)
• And there is an APP for that, too!

Are you ready to practice?

• Try this one from English Media Lab
• Here are TONS OF practice quizzes with idioms, phrasal verbs, and slang (a4esl)
• English Club also has lots of practice quizzes
• Here is one more from English-test.net

 

Making Writing More Academic

The language we speak with friends and the language we use in academic/formal writing may be quite different. Being aware of these two different types of language ("register") is a key to strong and sophisticated college writing.

 How do we learn how to make our writing more academic? 

A few easy tips are:

1) Avoid contractions (can't--- cannot)
2) Avoid the informal "YOU" pronoun (use a specific noun to indicate whom you are referring to)
3) Avoid informal expressions, such as "guy," "kid," "really," and "stuff."
4) Avoid starting sentences with FANBOYS such as BUT, AND, SO. Instead, use clear transition words to link ideas (however, thus, therefore, in addition)

For more suggestions, visit these helpful sites:

English Grammar page
University of Surrey (a helpful printable reference page!)
UNC Writing Center (information on word choices)


For practice with this skill, you might try these online activities:

Practice 1
Practice 2 (word choice)
Practice 3 (word choice)
Practice 4 (word choice)


Looking for more? Check out these more advanced articles on how to become a better writer!

Article 1 (Oxford Royale Academy: 13 Ways to Make Your Writing More Interesting to Read)
Article 2 (Austin, K.: 5 Reliable Ways to Make Academic Writing More Interesting)
Article 3 (Mackay, J.: 10 Tips for ESL/EFL Academic Writers)

Word Forms

Some of the most common mistakes for ESOL students are related to word forms.

These can include verb form mistakes, subject-verb agreement errors, or singular-plural form errors.
They also often include errors related to parts of speech.

How can we improve our skills in this area?

First, we can study what nouns, verbs and adjectives often look like (and what they do in a sentence).
For more information on this, and tips about common endings, visit this helpful page.
 
These activities ask you to identify which type of word would fit in each sentence (noun, verb adjective, etc.), or what part of speech a specific word is:

Practice 1 (Quia)
Practice 2 (a4esl)
Practice 3 (McGraw Hill)
Practice 4 (challenging but fun...and involves cartoon gorillas)
Practice 5 (Grammar Bytes)


We can also try these activities, which ask us to figure out which word form (Illustrate? Illustration? Illustrative?) fit best in each sentence:

• Practice 6 (a4esl) (* requires Adobe Flash player)
• Practice 7 (a4esl)
• Practice 8 (ESL Café)
• Practice 9 (about.com)
• A challenge! Practice 10

Phrasal Verbs

Look out!  Prepositions are difficult enough...but phrasal verbs make them even more challenging.

What is a phrasal verb?

The Merriam Webster Dictionary defines one as: :  "a phrase (as take off or look down on) that combines a verb with a preposition or adverb or both and that functions as a verb whose meaning is different from the combined meanings of the individual words."

(They are the verbs+preposition combinations that don't translate well and tend to confuse non-native English speakers.)

I can't FIGURE THESE OUT! How do they work? FIND OUT here:

• For a good explanation of the grammar and structure of phrasal verbs, visit this English Page explanation.
• And for our native English-speaker friends- or those who are very curious about the advanced workings of phrasal verbs- visit this very thorough explanation from Wikipedia

What are some examples? 

• For a long list, visit this page from English Club
• Or this one from Capital Community College
• Or this "Extensive List of Phrasal Verbs" 
• Or visit this online dictionary of phrasal verbs to find the meaning of one that you COME ACROSS: Using English

Need more information and practice? CHECK OUT one of these sites for activities and info:

• More practice activities with English Pages
• Here is a list of 21 exercises from Agenda Web
• 10 more exercises from ESL Student Lounge
• Lists and 15 practice activities from ego4 (Please note: some of the pages linked on this are in another language) 

Looking for a quick quiz to test your skills? FIND OUT how you are doing!

• Try this one from A4ESL
• A short quiz from British Council (bottom of the page)
• Or this one (which has 67 questions, so maybe is not "quick")
• Or try this British Stuff one (note* some of these may not be American expressions!)
• Three shorts ones- but NOT multiple choice (a challenge!)
• Another challenging one here

Are you ready to KEEP ON studying? For more practice and study:

Visit this quizlet page for a whole list of flashcard sets and games to help you with Phrasal Verbs.

Future Forms

How do we speak about the future in English?
Of course, to make things complicated, we have FOUR ways to do it!

• VISIT THIS PAGE FOR A CLEAR EXPLANATION OF ALL FOUR USES

1) TO BE GOING TO +verb

• Visit this page for a good explanation of the uses of BE GOING TO

2) WILL + verb

• Visit this page for a good explanation of the uses of  WILL+verb

To practice with WILL and BE GOING TO, try these exercises:

• Exercise 1 ("English Page")
• Exercise 2 ("English Page")
• Exercise 3("English Page")
• Exercise 4 ("Englisch-Hilfen")
• Exercise 5 ("Englisch-Hilfen")

3) Present Continuous (am/is/are + verb+ ing) (yes, we really do this!)

• Visit this page for a good explanation of this. (edufind.com)
• Or you can visit EnglishClub for another good explanation.

These exercises focus on this form for the future:

• Exercise 6 (LanguageWorksheets.com) (*You will have to write your answers on a separate piece of paper)
• Exercise 7 (ExamEnglish.com)

4) Present Simple (yes, we really do this, too!)

• Visit this page for an explanation (edufind.com)
• Or this page for another explanation (EnglishClub)

Try these exercises to practice with Present Simple and Present Continuous Future forms:

• Exercise 8 ("FloJoe.com")
• Exercise 9 (ESL lounge)
• Exercise 10 (toLearnEnglish)

These exercises focus on all 4 types:

• Exercise 11 ("Englisch-Hilfen")
• Exercise 12 ("Englisch-Hilfen")
• Exercise 13 (Ego4u.com)
• Exercise 14 (Lingolia)

Articles, part 2

A...An...The...

Even thought there are only three articles in English, the rules on how to use these can get rather complicated.

Learning articles in English is best done through practice and study-- but it takes time, as there are lots of rules (and exceptions to the rules) to consider.

• (1) If articles are a struggle for you, I highly recommend getting a copy of The Article Book, by Tom Cole, University of Michigan Press. It contains clear explanations of the 50 rules for article use with lots of practice activities to help you understand  and remember them.

• (2) For a quick explanation of the rules- and a short practice quiz, visit the EC learn English Page here.

• (3) For another basic explanations of the uses of A/An/The, please visit the "English Pages" explanation page here.

• (4) To practice with these, click here, and complete English Pages exercises 7-11

• (5) If you like the English Pages explanations, check out the more advanced rules now here
• (6) Now, to practice there, click here and complete exercises 12-30

• (7) If you like lots of examples, you can review article rules at the Frankfurt International School page

• (8) For another comprehensive (advanced and very thorough) explanation of article use (with practice activities), visit the"Grammar Quizzes" page here.

Practice with commas

Struggling with commas? (You are not alone!)

Here are a few links to helpful explanations:

• Explanation page 1
• Explanation page 2

 

And here are some great practice activities:

• (1) 10 question commas practice quiz (explained after you choose your answer for each)
• (2) Comma quiz 2 from chompchomp
• (3) longer comma quiz (a challenge!)

Indirect Reported Speech

What is indirect reported speech? My teacher told me that this grammar form is very important in writing, but my friends all ask me if this is necessary to learn.

The answer is yes, it is important.

Unfortunately, it is also a little bit complicated.

But that is what makes it so much fun! (right?)

What are the rules?

Click here for a link to a great explanation and some practice. (You must write your answers on a piece of paper, but then you can check them, as the correct answers are also provided)

There are a few things to remember when using reported speech:

1) Verb forms change. We often call this “backshift.”

• EXAMPLE: “I have seen that movie,” she said. (quoted speech)
• She said she HAD SEEN that movie. (indirect reported speech)
• Click here to see how this works.

2) Pronouns will generally change

• EXAMPLE: ” I gave you the money,” he said. (quoted)
• He said HE had given ME the money. (reported)
• CLICK HERE TO PRACTICE with pronoun changes (*the verbs do not change here)

3) Many time words and expressions will change

• EXAMPLE: “I will call you next week,” she said. (quoted)
• She said she would call me THE FOLLOWING WEEK. (reported)

4) Many place references will change

• EXAMPLE: “She’s driving  here tonight,” me sister told me on the phone. (quoted)
• She said she was driving THERE tonight. (reported)
• CLICK HERE TO PRACTICE with pronoun and place changes (*the verbs do not change here)

5) Of course, punctuation changes, too.

• EXAMPLE: “Have you ever eaten peanut butter?” I asked them.
• I asked them if they had ever eaten peanut butter. (notice: no quotation marks OR question mark here)

And there are 4 basic ways to form indirect reported speech:

1) For commands, requests and invitations:

• Watch a simple clear video about reported commands
• Practice 1: commands
• Practice 2: requests
• Practice 3: negative requests
• Practice 4: requests

2) For general affirmative and negative statements

• Watch a video that explains these first two types of reported speech
• Practice 1: statements
• Practice 2: more statements
• Practice 3: statements with time expressions
• Practice 4: statements with change in time and place

3) For questions with QUESTION WORDS

4) For YES/NO questions

• Watch a video that explains these reported speech questions
• Practice 1
• Practice 2
• Practice 3
• Practice 4: questions with time expressions

 Are you ready to practice with all of these types of reported speech?

• General Practice 1
• General Practice 2
• General Practice 3 (there are 8 exercises here)