Presentation "Coordination of tenses: indirect speech." Lesson-presentation "Types of subordinating connections in phrases. Coordination" (8th grade) I Organizational moment
CONORDATION OF TENSES If in the main sentence the predicate verb is in one of the forms of the present or future tense, then the predicate verb in the subordinate clause can be in any tense form that is required by the meaning: Does not say that he was busy yesterday. He says he was busy yesterday. Doesn't say that he will be busy tomorrow. He says he will be busy tomorrow. Doesn't say that he is busy. He says he's busy.
TENSE COORDINATION Sequence of Tenses. Time required by meaning and situation (in direct speech) Time actually used in the subordinate clause (in indirect speech) Present IndefinitePast Indefinite Past IndefinitePast Perfect Present ContinuousPast Сontinuous Past Perfect Сontinuous Present PerfectPast Perfect Past PerfectPast Perfect Present Perfect СontinuousPast Perfect Сontinuous Future IndefiniteFuture Indefinite in the Past
CONORDATION OF TENSES 1. The action of the subordinate clause occurs simultaneously with the action of the main clause: in these cases, the verb of the subordinate clause is in the Simple Past or in the Past Continuous. (simultaneity) For example: I knew that he plays tennis every day. I knew (that) he played tennis every day. I knew he was playing tennis and I didn't want to bother him. I knew (that) he was playing tennis and I didn't want to disturb him.
CONORDATION OF TENSES 2. The action of the subordinate clause precedes the action of the main clause: in such cases, the Past Perfect is used in the subordinate clause. (antecedent) For example: I knew that Bill had not yet read my letter. I knew (that) Bill had not time to read my letter.
CONORDATION OF TENSES 3. The action of the subordinate clause refers to the future tense, and the action of the main clause refers to the past; in the presence of such a situation, the so-called is used in the subordinate clause. future in the past Future in the Past. (following) For example: I knew that Bill would come to me after 10 pm. I knew (that) Bill would come to see me after 10 P.M.
TENSES CONCORDING In the following cases, the rule of tense coordination is not observed, i.e., regardless of the tense form of the verb - predicate in the main clause in the subordinate clause, the verb - predicate is used in any tense form that is required by the meaning:
CONORDING TENSES 1. If the predicate in the subordinate clause includes one of the following modal verbs: must, ought, should: I knew that he must come to the Academy by 3 o" clock. I knew that he should come to the academy by 3 hours.
CONORDATION OF TENSES 2. If the subordinate clause reports a well-known fact or an irrefutable truth: The teacher told the pupils that Novosibirsk stands on the both banks of the river Ob. The teacher told the students that Novosibirsk is located on both banks of the Ob River.
TENSES COORDINATION 4. If the action of the subordinate clause precedes the action of the main clause, and the time of action of the subordinate clause is indicated precisely: I knew that she left Moscow in I knew that she left Moscow in 1945. But: I knew that she had left Moscow some years ago. I knew that she left Moscow several years ago.
TENSES COORDINATION Present tense Past tense YesterdayThe day before/the previous day TodayThat day TomorrowThe following (next) day/a day later The day before yesterday (the day before yesterday)Two days before The day after tomorrow (the day after tomorrow) Two days later Last weekThe week before/the previous day NowThen Next weekThe week after/the following week/a week later AgoBefore This/theseThat\those HereThere
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH 1. The comma after the words introducing direct speech, as well as the quotation marks that enclose direct speech, are omitted. If in words introducing direct speech the verb to say is used without an addition indicating the person to whom the speech is addressed, then to say is retained. If after to say there is an addition (necessarily with the preposition to, for example - said to me), then to say is replaced by the verb to tell (hereinafter the addition without the preposition to): He says, "Mary will do it." - He says: “Mary will do it.” He says (that) Mary will do it. - He says Maria will do it. He says to me, "I know it." - He tells me: “I know this.” He tells me that he knows it. – He tells me that he knows it. He said to me: "I have seen you somewhere." - He told me: “I saw it somewhere.” He told me that he had seen me somewhere. - He told me that he saw me somewhere.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH 2. Personal and possessive pronouns of direct speech are replaced according to meaning, as in Russian: He says, "I have your book." - He says: “I have your book.” He says that he has my book. - He says he has my book. Mary says, "Peter has taken my dictionary." – Mary says: “Peter took my dictionary.” Mary says that Peter has taken her dictionary. – Maria says that Peter took her dictionary.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH 3. If the verb introducing indirect speech (main clause) is used in the present or future tense - Present Indefinite, Present Perfect, Future Indefinite, then the verb in indirect speech (subordinate clause) remains in the same the time in which he was in direct speech: He says (has said, will say), "I sent them the catalogue on Monday." - He says (said, will say): “I sent them the catalog on Monday.” He says (has said, will say) that he sent them the catalogue on Monday. - He says (said, will say) that he sent them the catalog on Monday.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH 4. If the verb introducing indirect speech (main clause) is used in one of the past tenses, then the tense of the direct speech verb is replaced in indirect speech (subordinate clause) by another tense, according to the rule of tense agreement.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH Note: If there were modal verbs in direct speech, then those of them that have past tense forms will change in indirect speech: can to could, may to might, have (to) to had (to) . The rest do not change when switching to indirect speech: must, ought, etc. He said, “The contract will be signed in the evening.” - He said: “The contract will be signed in the evening.” He said that the contract would be signed in the evening. – He said that the contract would be signed in the evening.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH The verb must is replaced in indirect speech by the verb had, when must expresses the need to perform an action due to certain circumstances: She said, "I must send him a telegram at once." “She said, 'I must send him a telegram immediately.' She said that she had to send him a telegram at once. “She said she had to send him a telegram immediately.” When the verb must expresses an order or advice, then must remains unchanged: He said to her, "You must consult a doctor." “He told her: 'You should consult a doctor.' He told her that she must consult a doctor. “He told her that she should consult a doctor.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH The verbs should and ought do not change in indirect speech: She said to him, "You should (ought to) send them a telegram at once." “She told him, 'You should send them a telegram immediately.' She told him that he should (ought to) send them a telegram at once. “She told him that he should send them a telegram immediately.”
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH 1. Special questions, when turned into indirect speech, become additional subordinate clauses attached to the main one using those interrogative words (pronouns or adverbs) that were used in the question itself. Typical question words in these questions are: who who, when when, where where, where, why why, which which, whose whose, etc.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH Direct speechIndirect speech He asked me, "Who has come?" - He asked me: “Who came?” » He asked me who had come. - He asked me who came. He asked, "When did you see him?" He asked: “When did you see him? » He asked when I had seen him. – He asked when I saw him. He asked me, "Why have you come so late?" - He asked me: “Why did you come so late?” He asked me why I had come so late. - He asked me why I came so late. I asked, "How long will it take you to get there?" “I asked: “How long will it take you to get there?” "I asked him how long it would take him to get there. “I asked him how long it would take him to get there. He asked me, "Where were you yesterday?" - He asked me: “Where were you yesterday?” He asked me where I had been the day before. - He asked me where I was the day before. He asked me, "Who showed you my work?" - He asked me: “Who showed you my work?” He asked me who had shown me his work. - He asked me who showed me his work
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH Direct speechIndirect speech "Do you know the boy?" I asked him. - “Do you know the boy? “- I asked him. I asked him if he knew the boy. “I asked him if he knew the boy.” He asked, "Have you met my wife?" “He asked: “Do you know my wife? » He asked if (whether) I had met his wife. “He asked if I knew his wife. He asked me, "Will you be here tomorrow?" - He asked me: “Will you be here tomorrow?” He asked me whether (if) I should (or would) be there the next day. - He asked me if I would be there the next day. He asked me, "Have you received our invoice?" - He asked me: “Have you received our invoice?” He asked me whether (if) I had received their invoice. - He asked me if I had received their invoice. She said, "Have you read the morning paper?" - She said: Have you read the morning newspaper? She asked whether (if) I read the morning paper. - She asked if I had read the morning newspaper. I asked, "Do you understand now?" - I asked: Now do you understand? I asked him if he understood now. - I asked him if he understood (this) now.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH Short answers in indirect speech are conveyed by repeating the auxiliary or modal verb contained in the short direct answer. "Do you speak English?" - "Do you speak English? ""Yes, I do. No, I don"t." - "Yes. No." I answered that I did. - I answered what I say. I answered that I didn"t. - I answered that I’m not talking. A short indirect answer is introduced by the conjunction that, and the words yes and no are omitted. I asked him, "Will you go there?" – He answered, “Yes, I will. (No, I wont.)” – I asked him: “Will you go there?” - He answered: “Yes, I will go (No, I will not go).” I asked him whether he would go there. – He answered that he would (he wouldn’t). “I asked him if he would go there.” – He answered that he would go (that he would not go).
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH Imperative sentence Indirect orders and requests are introduced by verbs expressing a request: to ask, to beg, to beg, to implore to beg or command, order: to tell, command, order, to order, to allow, etc.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH “Objective case with infinitive”: a pronoun in the objective case or a noun in the general case denotes the person to whom the request or command is addressed + infinitive.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH Direct speechIndirect speech He said, "Stop the car." “He said, 'Stop the car.' He told me to stop the car. - He told me to stop the car. She said to him, "Come at five o" clock." - She told him: "Come at five o'clock." She told him to come at five o" clock. - She told him to come at five o'clock. She said to me, "Open the window, please." - She told me: “Please open the window.” She asked me to open window. - She asked me to open the window. I said to her, "Please bring me a glass of water." “I told her: “Please bring me a glass of water.” I asked her to bring me a glass of water. - I asked her to bring me a glass of water. She said to the boy, "Wait for me here." - She told the boy: Wait for me here. She told the boy to wait for her there. - She told the boy to wait for her there. The commander said to the sentry, "Take the prisoner away." - The commander said to the sentry: Take the prisoner away. The commander ordered sentry to take the prisoner away. - The commander ordered the sentry to take the prisoner away.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH The negative form of the verb in the imperative mood is replaced by an infinitive preceded by the particle not. He said to me, "Don"t go there." - He told me, "Don't go there." He told me not to go there. - He told me not to go there. = He didn't tell me to go there. She said to me, "Don"t open the window, please." “She told me: Please don’t open the window.” She asked me not open the window. “She asked me not to open the window.”
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH In Russian, the imperative mood is replaced in indirect speech by either an infinitive or a subordinate clause with the conjunction so. In English, the imperative mood is replaced in indirect speech only by the infinitive: She said to him, "Close the door." “She told him: 'Close the door.' She told him to close the door. “She told him to close the door. = She told him to close the door.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH It should be borne in mind that after the verbs to ask, to tell, to command, to order, to command, in English there is always an indirect object indicating the person to whom the request or order is addressed: I asked him to send off the letter. I asked him to send the letter. The captain ordered the sailors to discharge the steamer. The captain ordered the sailors to unload the ship. In Russian, such an addition may be missing after the corresponding verbs: I asked to send a letter. The captain ordered the ship to be unloaded.
DIRECT AND INDIRECT SPEECH DIRECT AND INDIRECT SPEECH If after the verb introducing the imperative sentence in indirect speech (i.e. after the verbs to ask, to order, etc.), there is no noun or pronoun denoting the person to whom the order is addressed or request, then the imperative sentence can be conveyed by an objective infinitive phrase. In this case, the infinitive is used in the passive voice. The commander said, "Take the prisoner away." - The commander said: Take the prisoner away. The commander ordered the prisoner to be taken away. - The commander ordered the prisoner to be taken away (or:... for the prisoner to be taken away).
In English there is a rule for the agreement (sequence) of tenses in complex sentences with additional clauses. It lies in the fact that the use of time predicate verb in a subordinate clause depends on tense of the predicate verb of the main clause. In Russian there is no agreement of tenses.
Additional subordinate clauses are subject to this rule, that is, those that answer the question What? What? Most often they are introduced by the union that -What, which is often omitted altogether. In English, unlike Russian, a comma is not used in this case.
This rule is strictly observed in cases of replacing direct speech with indirect speech, when in the main sentence the predicate is expressed by one of the verbs introducing indirect speech: to say, to telltalk, say,to askask, to answerreply, to declare declare etc.; and also when the main clause contains verbs: to knowknow, to thinkthink, believe, to believebelieve, believeto expectexpect, count, to promisepromise and so on.
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Sorokoumova L.V., foreign language teacher, Municipal Educational Institution "Secondary School No. 9" Saransk Agreement of tenses in English
The rule of tense agreement is particularly difficult when the predicate of the main sentence is expressed by a verb in one of the past tense forms.
In this case, the forms of the present and future tenses of verbs cannot be used in subordinate clauses, although we are talking about actions that are performed in the present or will be performed in the future.
If the verb in the main clause is in one of the past tenses, then the verb of the subordinate clause must be in one of the past tenses.
Three main options: 1. If the action in the subordinate clause occurs simultaneously with the action in the main clause, then you need to use Past Simple or Past Continuous: They told us, “We are going to the library.” They told us: “We are going to the library.” They told us they were going to the library. They told us they were going to the library.
2. If the action in the subordinate clause precedes the action in the main clause, then the verb in the subordinate clause is used in the Past Perfect or Past Perfect Continuous: We were told, “It was raining a lot.” They told us: “It rained a lot.” We were told that it had been raining a lot. We were told that it had rained a lot.
3. If the action in the subordinate clause follows after the action in the main one, then you need to use one of the Future-in the-Past tenses: She said: “I will try to get the highest mark on the exam.” She said, “I will try to get the best grade in the exam.” She said she would try to get the highest mark on the exam. She said that she would try to get the best grade in the exam.
Future in the Past - future in the past Tenses Future in the Past are used in subordinate clauses after the words said (that), told (that), thought (that), etc. The following tenses are distinguished Future in the Past: Simple Future in the Past Denotes actions in the future perceived from the past: He said he would go to the dentist. He said he would go to the dentist. Continuous Future in the Past Denotes a process that will last at a certain moment in the future, perceived from the past: He was planning how he would be sipping cocktail on his vacation. He imagined sipping cocktails on vacation. Perfect Future in the Past An action that will be completed by a certain moment in the future, perceived from the past: We hoped we should have done our homework by midday. We hoped to have our homework done by noon. Perfect Continuous Future in the Past An extremely rare tense that denotes a process that will begin and continue until a certain point in the future perceived from the past: He told us he would have been working on the plant for 30 years next December. He told us that in December it will be 30 years that he has been working at this plant.
Table of tense agreement in English Time in direct speech Present Indefinite Present Continuous Р resent Perfect Р st Indefinite Р st Perfect Future Indefinite Time in indirect speech Past Indefinite Past С ntinuous Р st P e rfect Р ast Perfect Past Perfect Future Indefinite in the Р st
Exceptions: The time in the subordinate clause may remain unchanged if the exact time is indicated in it: He told us, “I took part in the Moscow Olympic games in 1980.” He told us: "I took part in the Moscow Olympic Games in 1980." He told us he took part in the Moscow Olympic games in 1980. He told us that in 1980 he took part in the Moscow Olympic games.
Or if we are talking about a well-known fact: Newton proved that bodies attract each other. Newton proved that bodies attract each other.
The rules for coordinating tenses are observed in subordinate clauses, including in indirect speech. They do not work in defining, comparative, causal and other subordinate clauses. Jim says (that) it is interesting (now). it was interesting (yesterday). it will be interesting (tomorrow). Jim said (that) it was interesting (now). it had been interesting (yesterday). it would be interesting (tomorrow).
Direct Speech Indirect Speech this, these now here today tomorrow the day after tomorrow yesterday the day before yesterday ago that, those then, at that moment there that day the next day two days later in two days the day before two days before before
Material for the presentation taken from the site http://www.native-english.ru/grammar/sequence-of-tenses
Types of subordinating connections in a phrase: agreement, control, adjoining Epigraph to the lesson
- The ability of a word to connect with other words is manifested in a phrase. Iraida Ivanovna Postnikova
- Indicate the type of subordinating connection in the phrase THIS DOES NOT HAPPEN (sentence 11). Answer: ____CONTROL__________________.
- Subordinating connection – This is a connection that unites sentences or words, one of which is the main one (subordinate), and the other is dependent (subordinate).
- Phrase – This is a combination of two or more significant words related to each other in meaning and grammatically. Ancient Kursk, illuminating the way, difficult to convey
- In a phrase, the main word (from which the question is asked) and the dependent (to which the question is asked) are distinguished
- 1. Combination of an independent word with a service word: near the house, before the storm, let him sing
- 2. Combinations of words as part of phraseological units: play the fool, play the fool, headlong
- 3. Subject and predicate: A festival is taking place. Kursk is becoming more beautiful.
- 4. Compound word forms: lighter
- 5. Groups of words united by a coordinating connection: artist and local historian
Types of subordinating connections in phrases
Coordination
Control
Adjacency
REMEMBER: 1. The method of communication is determined NOT by the main word, but only by the dependent word! 2. It doesn’t matter what question the dependent word in a given phrase answers, what matters is what part of speech it is expressed in! Coordination Coordination Management Management DIFFERENTIATE!
- When the form of the main word changes, the form of the dependent word remains unchanged
- Read a book
- I'm reading a book
- When the form of the main word changes, the form of the dependent word changes
- Interesting book
- An interesting book
- Objective infinitive (object) and goal infinitive (adverbial):
- 1). The teacher advised us to read more.
- 2). He came to Moscow to study. Remember:
- “advised to read”, “came to study” - these are phrases with an adjacency connection!
- 1. HIMSELF - agreement (cf. himself, himself, etc.). HIS - R.P. personal pronoun OH.
- 2. CALLED HIM - control. ITS does not change when the main word (verb) is changed. HIS - V.P. personal pronoun OH.
- 3. HIS CLOAK - adjoining(!) immutable 3rd person possessive pronoun.
- Word What may be significant (pronoun or adverb) or functional (conjunction or particle).
- In a sentence What is he looking for in a distant land? find a phrase with the connection a) management (looking in the country) b) agreement: ( in a distant country)
- There is another phrase in the sentence, what type of connection does it have? (what is looking for, management)
- Write out from the sentence a phrase with the connection CONCORDING.
- I had to hire bulls to pull my cart up the mountain, because it was already autumn and ice. (M.Yu. Lermontov)
- Write out phrases with the connection MANAGEMENT from the sentence.
- Ask someone where we should go.
- Write out from the sentence a subordinating phrase with the connection CONNECTION .
- We went out to Red Square, and Fedoseev was accompanied by the feeling that he was walking through familiar places. (E. Vorobyov)
The Sequence of Tenses:
The Reported Speech
Prepared by English teacher Shilo M.A.
Kursk, 2015
General Rules
1) Changes in tense forms occur when the author’s words are in the past tense (Past Simple).
2) When translating direct speech into indirect speech, personal, possessive and indirect pronouns change:
Direct Speech
My/your (mine/yours)
Our/your (ours/yours)
Reported Speech
His/her (his/hers)
Their (theirs)
3) When translating direct speech into indirect speech, the tense circumstances and demonstrative pronouns change:
Direct Speech
Reported Speech
Today/tonight
Tomorrow
Yesterday
This (morning)
(A week ago)
Last (week)
Next (week)
Then/at the moment
That day/night
The next day/the following day
The day before/the previous day
That (morning)
(A week) before
The (week) before/The previous week
The following (week)
Reported Command and Request
1) To convey an indirect requirement or request, verbs are used: ask tell (somebody), command, order, recommend, advise.
2) A verb in the imperative mood in direct speech takes the form infinitive with the particle to indirectly .
Ex: The teacher asked: Open your books, please. - The teacher asked to open the books
3) The negative form of the imperative mood in indirect speech loses the auxiliary verb Do
Ex: Nelly said: Children, don't open the window! - Nelly told the children not to open the window.
Use the Reported Command or Request
1) “Sit down, please.”
The teacher told his students_________________________ down.
2) “Don't play with my toys!”
He asked his little brother ____________________ with _____ toys.
3) “Give me the book, please.”
Ann told her daughter ____________________________ the book.
4) “Don't open the window now.”
Granny advised them ________________the window at the moment.
5) “Be quiet!”
The policeman told them_________________________________quiet.
Reported positive and negative statements
1) To convey affirmative and negative sentences in indirect speech, the following verbs are most often used: said (something), told (somebody) + that
Ex: She said that she was a teacher. She told me that she liked cats.
It is possible to introduce indirect speech using verbs: replied, explained, reported, informed, answered, promised, derclared etc.
Ex: He replied that he had done the work. They explained that they were reading at that moment. She reported that the article had been written.
2) When translated into indirect speech, the form of the verb changes:
Direct Speech
Reported Speech
Present Simple: V/Vs/
don"t V/doesn"t V
Past Simple: Ved/V2/
Ex: I like it.
Ex: She said that she liked it.
He doesn't read books.
Present Continuous:
am/is/are (not) Ving
He said he didn't read books.
Past Continuous:
was/were (not) Ving
Ex: Nelly is dancing .
They are not jumping.
Present Perfect:
have/has (not) V3
Ex: She said Nelly was dancing .
She said they weren't jumping .
Past Perfect:
Ex: I have seen him.
It hasn't eaten yet.
Present Perfect Continuous:
have/has (not) been Ving
Ex: He said that he had seen him.
Ex: She has been crying for 2 hours.
He said that it hadn't eaten yet.
Past Perfect Continuous:
had (not) been Ving
We haven't been reading the book since morning.
Ex: They said that she had been crying for 2 hours.
They said that they hadn't been reading since morning.
Direct Speech
Present Simple: V/Vs/
don"t V/doesn"t V
Present Continuous:
am/is/are (not) Ving
Present Perfect:
have/has (not) V3
Present Perfect Continuous:
have/has (not) been Ving
Past Simple:
Ved/V2/didn't V
Past Continuous:
was/were (not) Ving
Reported Speech
Past Simple: Ved/V2/
Past Continuous:
was/were (not) Ving
Past Perfect:
Past Perfect Continuous:
had (not) been Ving
Future-in-the-Past:
Past Perfect
Past Perfect Continuous
had (not) been Ving
Past Perfect: Had (not) V3
Past Perfect Continuous:
had (not) been Ving
But: Past Perfect: Had (not) V3
Past Perfect Continuous:
had (not) been Ving
Direct Speech
Reported Speech
Ex: She will play tennis
Future-in-the-Past:
I won't watch TV.
Past Simple:
Ved/V2/didn't V
Ex: She said she would play tennis
He said he wouldn't watch TV.
Past Perfect
Ex: She lived here.
He didn't write the letter.
Past Continuous:
was/were (not) Ving
Ex: She said she had lived there.
Ex: I was having lunch at that moment.
He said he hadn't been written it.
Past Perfect Continuous
had (not) been Ving
They were not reading at 4 o"clock yesterday.
Ex: He said that he had been having lunch at that moment.
But: Past Perfect: Had (not) V3
She said that they hadn't been reading at 4 o"clock the day before.
Past Perfect: Had (not) V3
Ex: They said he had (not) done his work by 6 o"clock.
Ex: He had (not) done his work by 6 o"clock.
Past Perfect Continuous:
had (not) been Ving
Past Perfect Continuous:
had (not) been Ving
Ex: You had (not) been crying when I came.
Ex: He said she had (not) been crying when he came.
Choose the correct variant in the Reported Speech
1) "She reads very well.”
a) reads b) to read c) read d) has read
2) Sam said: “ I have already been to London."
a) I had been b) he has been c) he was d) he had been
3) Two brothers said: " We didn't go to school last year."
a) they didn't go b) they didn't go c) they hadn't gone d) we hadn't gone
4) The boy said: " I was playing
a) he had been playing b) I had been playing c) he played d) he had played
5) Our parents said: " We won't be at home in the evening tomorrow."
a) they won't be b) we wouldn't be c) we wouldn't be d) they wouldn't be
Check your answers
1) "She reads very well.”
The teacher told his students that she read very well.
2) " I have already been to London."
Sam said that he had already been to London.
3) " We didn't go to school last year."
The brothers told the teacher that they had not gone to school the year before.
4) " I was playing the piano at 6 o"clock yesterday."
The boy said that he had been playing the piano at 6 o"clock the day before.
5) " We won't be at home in the evening tomorrow.”
Our parents said that they wouldn't be at home in the evening the next day.
Reported Questions
1) Indirect questions are introduced using verbs: asked, wondered, wanted to know, inquired etc.
Ex: Mary wanted to know if her friend was at home.
2) In indirect questions we use direct word order in both affirmative and negative sentences.
Ex : They asked where she had gone .
3) In indirect questions, auxiliary verbs disappear do, does , did , and the predicate changes its form in accordance with the coordination of tenses.
Ex: « Did he meet her in Moscow? - I asked if he had met her in Moscow.
4) General questions are joined using a conjunction if .
Ex: "Is she doing her homework now?" - Mother asked if she was doing her homework at that moment.
5) Special questions are appended with the interrogative word with which the direct question was built
Ex: « Why have you left the room?” - They thought why she had left the room.
Correct the mistakes
My friend asked if he is a student at the University.
2) “How old are you, Mary?”
Tom thought how old was Mary .
Ann wanted to know if Ben watched the match the day before .
The policeman asked what he had done there at midnight two days before.
The librarian thought he really liked the book.
Check your answers
1) “Is he a student at the University?”
My friend asked if he was a student at the University.
2) “How old are you, Mary?”
Tom thought how old Mary was .
3) “Did you watch the match yesterday, Ben?”
Ann wanted to know if he had watched the match the day before .
4) “What was he doing there at midnight 2 days ago?”
The policeman asked what he had been doing there at midnight two days before.
5) “Does he really like the book?”
The librarian thought if he really liked the book.
Revision
She asked ______________________________________ the keys.
2) “Don't go away, Tom!”
She asked Tom ______________________________ away.
Ann said that ___________________________________ German _________ year.
The teacher thought _______________________________ so late ____________________.
He said that she __________________________________ the rule.
Check your answers
1) “Have you got the keys, Alex?”
She asked if he had got the keys.
2) “Don't go away, Tom!”
She asked Tom not to go away.
3) “I have been learning German this year.”
Ann said that she had been learning German that year.
4) “Why were you so late yesterday, boys?”
The teacher thought why they had been so late the day before .
5) “She doesn’t understand the rule.”
He said that she didn't understand the rule.
Thank you for your attention!
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Sections: Russian language
Class: 8
Goals and objectives of the lesson
- Activate the cognitive side of learning activities
- Develop independent work skills with further self-testing
- Introduce the algorithm of actions and work out their sequence
- Maintain a positive attitude at work
Specifics of work in the lesson
The lesson is designed for children with diseases of the musculoskeletal system, who, due to their characteristics, write extremely slowly. Therefore, all cards are filled with printed material as much as possible; students will need to perform a limited number of actions. In a secondary school, such cards may not be useful. But to facilitate testing and assessment, it is more convenient to do all practical work not in a notebook, but on pieces of paper.
Equipment
- Presentation material
- Cards for independent work
- Table "Algorithm. Determining the type of subordinating connection in a phrase"
Lesson work assessment system
For each independently and correctly completed task, the student receives points, which at the end of the lesson are summed up and converted into a grade on a scale known in advance to the students.
- "5" = 11 - 10 points
- "4" = 9 - 8 points
- "3" = 7 - 6 points
During the classes
I Organizational moment
Greetings and readiness for class
Checking the presence of the algorithm proposed in the previous lesson
II Warm-up
Can you come up with any phrase according to this model, so that the type of connection in it is adjacency:
- U::. + y:::
(To complete the task, you will need to remember the material from the previous lesson: what part of speech should the dependent word be expressed when adjacent)
Possible answer: get comfortable. (1 point)
III Work on lesson material
All work takes place against the background of presentation slides. (Appendix 6)
The topic of our lesson (Slide 1-2 ) (Annex 1)The meaning of many terms can be understood by thinking about their structure, because all morphemes in the Russian language are significant, that is, they have their own meaning. Let's try. (Slide 3-4)
Who can guess what will happen to the dependent word when the main word changes? (Slide 5)
Let's consolidate the theory by saying the rule / “When coordinated with a change in the form of the main word, all forms of the dependent word, answering the question what?” also change./ (Slide 6)
Practical work. (Slide 7) We change the form of the main word and observe what will happen to the form of the dependent word. Students work on cards. (Appendix 2)- 2 points
Self-test. (Slide 8)
6. We made sure that the main and dependent words change together. Now we need to determine which part of speech should express the dependent word. To do this, you need to remember what question it should answer. (Slide 9-10)
7. Working with the textbook. Let's make sure we did everything right. Textbook, page 32, paragraphs 1 and 2 of the rule, read it silently, formulate a theory question for a friend.
Possible answer:
- What part of speech expresses the main word in agreement?
- What happens to the dependent word when the main word changes?
8. Practical work (Slide 11-13)
9. Working with the algorithm. Let's make sure that this material is in our algorithm. (Appendix 3)
10. Practical work (slide 14) with self-test (slide 15). Students work using cards ( Appendix 4) - 4 points
IV Summary of material
- What type of subordinating connection have we met today?
- What question should the dependent word answer?
- What happens to it when the main thing changes?
Let's do practical work (find two phrases in a sentence with the connection agreement) (Slide 16) - 4 points