Direct and Reported Speech and Note-Taking Skills

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St. 371, Phum Tropeang Chhuk (Borey Sorla)

Sangkat Tek Thla, Khan Russey Keo, Phnom Penh
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Reported Speech
I. Direct Speech:
- We use direct speech when we repeat or quote the exact spoken words of someone. When we use
direct speech in writing, we place the words spoken between inverted commas () and there is no change
in these words.
For example:
1. She said, I like swimming.
2. There is a fly in my soup! said Virak.
3. My name is Tom. I work at PNC.
II. Indirect speech:

-
Indirect speech is the words we use to tell someone what another person has said. We dont use
exactly the same words. Indirect speech is usually used to talk about the past, so we normally
change the tense of the words spoken. We dont usually use the inverted commas.
- We use reporting verbs like say, tell, ask, and we may use the word that to introduce the
reported words.
For example:
1. He said (that) his name was Tom and he worked at PNC.
2. She told him (that) she liked swimming.
Note: There are 3 kinds of reported speech. (Statement, Question and Command)
1. Reported Statement:
To change the direct speech into indirect speech, we have to think about these important things:
Tense, Time, Place, and Pronoun
A. Tense changes: (See more in the appendix A)
Normally, the tense in reported speech is one tense back in time from the tense in direct speech:
Example:
She said, I am tired. She said that she was tired.
I usually go to the library, Jerry said. He said that he usually went to the library.
We are learning English, they explained. They explained that they were learning English.
B. Time and place changes: (See more in the appendix B)
Time and place are also changed in the reported speech.
Example:
I will see you here tomorrow, she said. She said that she would see me there the next day.
Where are you going today? Sambath asked. Sambath asked where I was going that day.
I saw her friends yesterday, Pheaktra said. Pheaktra said he had seen her friends the day before.
C. Pronoun changes:
1. I changes to he or she
Example: I feel tired. He said he felt tired.

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2. We changes to they or you

Example: Were going soon. They said they were going soon.
3. You changes to I or we
Example: You dont look very well. He said I didnt look very well.
4. Objective pronouns also change.
Example: Ill give you a ring. She said shed give me/us a ring.
Theyre coming to see me soon. He/ She said they were coming to see him / her soon.
Note: Verbs of reporting: (See more in appendix C)

We use verbs of reporting to report statement, thoughts, questions, requests, apologies and so on.
Example:
Polly says well enjoy the show.
Whats the reason for that? she wondered.
2. Reported Questions:
i. Normal word order is used in reported questions, that is, the subject comes before the verb, and it
is not necessary to use do or did.
Where does Tom live? She asked him where Tom lived.
ii. Yes / no questions:
This type of question is reported by using ask + if / whether + clause (S + V)
Example:
Do you speak English? He asked me if I spoke English.
Can you type? She asked if I could type.
Have you got a computer? He wanted to know whether I had a computer.
Did you come by car? He enquired whether I had come by car.
iii. Question words:
This type of question is reported by using ask( or another verb like ask) + question word + clause
Example:
What is your name? he asked me. he asked me what my name was.
What time does the train arrive? she doubted. She doubted what time the train arrived.
3. Reported Orders, Requests, and Commands:
a/. When we want to report an order or request, we can use verb + person + to + infinitive
Example:
He told me to go away.
They asked me to look after their cat.
He urged the teachers to go back to work.
She persuaded me to have my hair cut.
I advised the President to leave immediately.
Notice: Other verbs used to report orders and requests in this way are: command, order, warn, invite, beg

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b/. Requests for objects:

We usually use this pattern to report: ask + for + object
Example:
Can I have an apple? she asked. She asked for an apple.
May I have a glass of water? he said. He asked for a glass of water.
Sugar, please. She asked for the sugar.
c/. Suggestion:
it is very often reported with a that-clause.
Example:
She said: Why dont you get a mechanic to look at the car? She suggested that I should get a
mechanic to look at the car.
Notice: Other reporting verbs used in this way: insist, recommend, demand, request, and propose
Example:
It would be a good idea to see the dentist, said my mother.
My mother recommended that I should see the dentist.

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Appendix A: (Tense Changes)

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Appendix B: Time and Place Changes
come
I will come here again, he said.
go
He said that he would go there again.

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Appendix C: Verbs of Reporting:

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Exercises:
A. Report these sentences.
1. I am tired! he said.
2. Are you leaving on Friday? she asked me.
3. We havent seen Jack for a long time, they said.
4. We flew to Tokyo, they said.
5. Which airport did you fly from? I asked them.
6. The flight has been cancelled, the announment said.
7. Ill call you later, he said.
8. We cant do the exercise, they told the teacher.
B. Read these reported speech sentences and write down the speakers actual words.
1. She said she was living in Paris.
I am living in Paris.
2. They said theyd been swimming the day before.
3. He says he is younger than me.
4. They said theyd come and see me later.
5. She said she was definitely leaving the following morning.
6. I said I was sorry but I couldnt lend her any money.
7. Teresa said shed left the previous month and shed been travelling ever since.
8. He claims he still feels ill.
C. Change these direct speech sentences into reported speech.
1. Ive got a surprise for you.
He said ...
2. Its my birthday tomorrow. Ill be nineteen.
She said ...
3. You are the only person I know who likes modern jazz.
He said ...
4. I cant help you until next week.
She said ...
5. Ive passed my driving test!
She said ...
6. Im leaving school at the end of next month.
He said ...
7. I wont be at work today. I dont feel very well.
She said ...
8. I went to Sihanoukville for my holiday last year. Its a fantastic place.
He said ...

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D. Reported questions: Change these direct questions into reported questions. (They are parents questions
to their teenage daughter. The mother asks the first question, the father the second and so on.)
1. Why have you got your best clothes on?
My mother asked me
2. Where are you going?
My father asked me
3. What are you going to do there?
......
4. Are you going with anyone?
......
5. Whats his name?
......
6. Have we ever met him?
......
7. What time will you be back?
......
8. How will you get home?
......
E. Here are some reported questions. What were the speakers actual words?
1. They asked me why I was there.
.....
2. I asked Anna if she could come to my party that evening.
.....
3. I asked Barbara if shed been trying to phone me.
.....
4. Monica asked me if I was enjoying my new job.
.....
5. Jon wanted to know who my favorite singer was.
.....
6. Paul wanted to know where wed been the day before.
.....
7. We asked a policeman if he could tell us where the nearest hotel was.
......
8. She asked if anyone had seen her keys. She said shed been looking for them for days.
......
F.
a. Write four questions you could ask a friend you hadnt seen for a year. Start each one with a
different question words- who, where, what, how, when, etc.
1. What have you been doing?
2. ..
3. ..
4. ..
5. ..

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b. Now imagine you have met your friend and asked the questions. Write you reported
questions and your friends answers.
1. Q: I asked him / her what he / she had been doing.
A: He / She said he / she had been working abroad.
2. Q: .
A: .
3. Q: .
A: .
4. Q: .
A: .
5. Q: .
A: .
G. Reported statement and questions:
Read this report of an interview, and then write the interview questions and answers.
There were two interviewers in the room, Mr. Webb and Ms. Hadley.
Ms. Hadly asked me why I wanted the job 1. I said I had wanted to work with computers for ages 2.
Mr. Webb asked me where I was working at that time. 3. and I told him I was a salesman for a telephone
company. 4. I said that I liked my job but I thought it was a time for a change 5.
Ms. Hadley then asked me whether I would be able to work in other countries 6. I said that I would
be very happy to travel abroad 7. She asked me if Id worked abroad before 8. and I said I hadnt 9. Mr. Web
asked me how much I earned in my present job 10. and I told him it was about $2,000 a month 11. Finally
Ms.Hadley said theyd telephone me the next day to tell me whether I had got the job or not 12. Mr. Webb
thanked me for coming for the interview 13. and I said goodbye 14.
1. Ms. Hadley: Why do you want this job?
2. You: Ive wanted to work with computers for ages.
3. Mr. Webb: .
4. You: .
5. You:
6. Ms. Hadley: .
7. You: .
8. Ms. Hadley: .
9. You:
10. Mr. Webb .

11. You:

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12. Ms. Hadley: .

13. Mr. Webb: .
14. You:
H. Role Play:
Middleman: A communicative activity for reported speech

Number of students: 3+
Objective: To play the role of intermediary and report the words of two arguing parties
STEP 1 Have the class brainstorm situations in which people argue. Ask them to name relationships and
possible issues to fight over. Examples:
Neighbors argue over a noisy dog, a parking spot, frequent parties

Roommates argue over cleaning, having guests over, using each others things
Co-workers argue over office space, stolen documents, a promotion
Spouses/ boyfriend-girlfriend argue over cheating, forgetting a birthday
STEP 2 Explain the term middleman. Discuss briefly what the middleman might do in an argument.
STEP 3 Explain that students will role play an argument in which two people are so angry that they refuse
to speak to each other. Select two students to be the arguing parties and a third student to play the role of
middleman. The students arguing will take turns making statements (and asking questions if youve covered
reporting questions). The middleman will report each statement making all necessary changes to verbs, word
order, and reference words. Set a time limit of about 3 minutes. Allow others to assist the middleman if
necessary. Model:
Roommate A (Anna): Im tired of cleaning up Doras mess in the kitchen.
Middleman: Anna said she was tired of cleaning up your mess in the
kitchen. Roommate B (Dora): Tell Anna Ill keep the kitchen clean, but I want her to
help with grocery shopping and cooking.
Middleman:
Dora said that she would keep the kitchen clean, but she
asked you to help with the grocery shopping and cooking.
STEP 4 You may continue to select three students at a time to start a new round of arguing and reporting.
If the class is large, you could choose to do one of the following: (1) increase the number of people in each
party and also have at least two middlemen; (2) have the students work in small groups of three, taking turns
as the middleman.
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Note-taking Skills
Introduction:
When you are at university, the sheer amount of information that is delivered to you can be daunting
and confusing. You may even think that you have to copy down everything you hear or read. When you are
at a lecture, it is sometimes difficult to tell what is important and what is not. When preparing for an exam
or assignment, we are tempting to produce extensive notes on page from page to page of A4 paper. These
methods of note taking are generally time consuming and ineffective; however, there is an easier way!
Effective note taking should have a purpose, should be well organized, and can be a time saving skill. This
lesson outlines the basic lecture and written source of note taking skills.
1. How to take notes from reading materials:
Before we go deeper to the main lesson, we ought to understand the definition of note-taking first.
- What is note-taking?
+ Note-taking involves recording ideas and facts that you have learnt to help you remember and
use them later. http://www.canyons.edu
Rowntree (1976: 40-64) outlines what he calls the SQ3R approach to reading and note taking from the
text. He suggests that students should use the following activities in order to get the most from a reading in
the most efficient way.
1. Survey: go through the chapter or book and note the layout, first and last chapters or paragraphs,
look at the headings, familiarize yourself with the reading.
2. Question: think about the questions you will need to keep in mind while reading. Think about
whether or not the reading text is relevant and suits the purpose of your study.
3. Read: skim the text, looking for the main points of the reading, dont take any notes, you might
want to read through the text twice quickly.
4. Recall: write down the main points of the reading and any really important facts, and opinions that
help support the main points.
5. Review: repeat the first three steps over and make sure you havent missed anything. At this
point you might like to finalize your notes and reread your notes or write down how the material
you have just covered relate to your question or task.
Practice:
Instruction: Put the students in groups and let them read the excerpt below and take notes in whatever way
that they like. However, when reading, they should keep these questions in mind:
1. What is the reading text about? (Is it relevant to your study and purpose?)
2. What are the main points and examples supporting the text?
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A. Prahok:
Prahok is a Khmer traditional dish. In fact, it has had a very long history in the country. Foreigners
coming to Cambodia would therefore learn a number of new things on their first arrival. Among them is
Prahok. The reason of this is that Prahok is well-known and widely served, especially in most families.
B. Tourists attraction of Cambodia:
If asked, What do you like about Cambodia? visitor would normally respond that, The people.
This illustrates that one factor that makes Cambodia so memorable is her friendly, smiling, and helpful
people. However, there are so many other factors that make Cambodia so presentable, including
history, culture and natural beauty, just to name a few. Therefore, what makes guests feel good about this
country are her people plus several other attractions.
C. a habitual reader:
Reading book is in fact a fun. Some people say that reading is time-consuming, boring and difficult.
On the contrary, becoming a habitual reader is indeed simple. People just set a goal for their daily activities;
reading book is one of them. People just keep reminding themselves that today they have something to do
and it is reading a certain number of pages. They can start with ten pages per day. After finishing ten pages
today, just put the book away. when tomorrow comes, pick up the book again and finish ten more pages.
Keep doing this everyday. Once people have done so repeatedly, they will be addicted to reading. At that
point, you will be joining me as a habitual reader. In short, becoming a habitual reader requires the
commitment at the beginning and afterwards reading habit will be formed.
D. Why are we afraid of going to the dentist?
Many people are afraid of going to the dentist. There are a number of reasons for this fear. One
reason is that the patient cannot see what the dentist is doing. Another reason is that the patient (who is lying
back) may feel very helpless. Social factors may also increase a persons fear. People may be influenced by
the general belief that dentists are scary. And finally, many people do not like the idea of instruments in their
mouths.
E. Vitamin support:
Vitamins are very important for good health. One vitamin that you need to have regularly is vitamin
C. Certain fruits and vegetables are rich in this vitamin. Some examples are oranges, lemons, an grapefruits,
as well as red peppers and tomatoes. Vitamin C can be destroyed by heat, so it is a good idea to eat lots of
uncooked fruits and vegetables.
2. How to take notes from lectures:
+ always ask yourself why you are attending the lecture.
+ focus on what you hope to achieve from the lecture.
+ write down questions that you want to get their answers from the lecture.
+ remember that you cant revisit the lecture, so pay your whole attention to the speaker.
+ inform your lecturer to summarize his or her main ideas during or at the end of the lecture.
+ if you missed any important points, be sure to approach the lecturer for clarification.
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Practice:
Instruction: Read the text below and record the main points and examples of the article.
1. Children who are left-handed tend to have more accidents than right-handed children. Doctors
have two theories to explain this fact. One theory says that left-handed children may simply fall and bump
into things more. Another theory, however, explains the accidents very differently. According to this theory,
the problem is not the children, but world around them. Most things, such as doors, cars, and toys are
designed and used best by right-handed people
1.
2. Tourism continues to be a growing industry. Every year more and more people take trips to
another part of the world for pleasure. This growth does not seem to be affected by the fact that local
conflicts continue in many areas. the tourist industry also does not seem to suffer during periods of
economic difficulty. People may spend less money on other things in these periods, but they continue to
spend money on travel. In recent years, in fact, tourism has grown by about 16%.
2.
3. Supermarket managers have all kinds of tricks to encourage people to spend more money. Their
aim is to make customers go more slowly through the supermarket. They place colorful displays in
surprising places to catch the customers attention. They also make the corridor near the cash register more
narrow. Then customers with large shopping carts will get stuck or have to slow down. In some
supermarkets, the floor is even slightly uphill for people going towards the exits. Managers hope that when
customers slow down, they will buy a few extra items.
3.
Exercise 1:
Reading passage:
Space research: beneficial or not?
For over fifty years, a number of nations have been involved in the exploration of outer space. This
research has been very costly, of course. Has the money been well-spent or wasted?
Some people believe that all or most space research should be eliminated because of its incredible
expense, not only in terms of money, but also in terms of scientific and human resources. These people point
out the fact that it cost billions of dollars to send astronauts to the moon, but all they brought back were
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some worthless rocks. These people say that the money and effort now being wasted in outer space could be
spent on more important projects right here on earth, such as providing housing for homeless people,
improving the education system, saving the environment, and finding cures for diseases.
However, other people believe that space research has provided many benefits to mankind. They
point out that hundreds of useful products, from personal computers to heart pacemakers to
freeze-dried foods, are the direct or indirect results of space research. They say that weather and
communication satellites, which are also products of space programs, have benefited people all over the
globe. In addition to these practical benefits, supporters of the space program point to the scientific
knowledge that has been acquired about the sun, the moon, the planets, and even our own earth as a result of
space research.
I agree with those people who support space research and want it to continue. Space research as
shown, has already brought many benefits to humanity. Perhaps it will bring even more benefits in the
future, ones that we cant even imagine now. Moreover, just as individual people need challenges
to make their lives more interesting, I believe the human race itself needs a challenge, and I think that the
peaceful exploration of outer space provides just such a challenge.
As soon as you finish your reading, try to answer the following questions:
1. What is the text about?
2. Is it related to the purpose of your study or to your interest?
3. How many main points have you found in the text?
4. What are the supporting details to support each vital point?
Exercise 2:
Have a student or teacher read the article below and takes notes the important information. You should use
your own words to make notes. (Note-taking for listening)
The development in Transportation

I believer that one of the most important developments in transportation has been the development of
international jet transport. Since this style of transportation appeared in the 1950s, it has had some revolutionary
effects. Because of the high speeds and the relatively low costs of this type of travel, it has changed the way people
look at the world. The most obviously important characteristic of jet travel is the high speed involved. A hundred years
ago, it took weeks to cross the Atlantic or Pacific Oceans by ship. Today, those same trips can be completed in a
matter of hours. One can attend a meeting in Paris and have dinner in New York the same day. These amazing speeds
have changed peoples concepts of speed. Today the world is much smaller than it was in the past. Another important
aspect of jet travel is its relatively low cost. An international journey one hundred years ago was extremely expensive.
Only wealthy people could afford to travel comfortably, in first class. Poor people had to save for years to purchase a
ticket, and the conditions in which they traveled were not very good. Today it is possible for more and more people in
every country to travel in comfort. Thus it is possible for businessmen to do business all over the world, for students to
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attend universities in other countries, and for tourists to take vacations anywhere in the world. In conclusion, the speed
and low cost of international jet travel have changed the world. Individual nations are not as isolated as they
were in the past, and people now think of the whole planet as they once thought of their own hometowns.
1. What is the text about?

2. Is it related to the purpose of your study or to your interest?
3. How many main points have you found in the text?
4. What are the supporting details to support each vital point?
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Appendix A: Symbols and Abbreviation for Note-taking.
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Passerelles numriques Cambodia BP 511

St. 371, Phum Tropeang Chhuk (Borey Sorla)

II. Indirect speech:

Passerelles numriques Cambodia BP 511

2. We changes to they or you

Note: Verbs of reporting: (See more in appendix C)

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b/. Requests for objects:

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Appendix A: (Tense Changes)

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Appendix B: Time and Place Changes

I will come here again, he said.

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Appendix C: Verbs of Reporting:

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Passerelles numriques Cambodia BP 511

Passerelles numriques Cambodia BP 511

10. Mr. Webb .

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12. Ms. Hadley: .

Middleman: A communicative activity for reported speech

Neighbors argue over a noisy dog, a parking spot, frequent parties

Passerelles numriques Cambodia BP 511

Passerelles numriques Cambodia BP 511

Passerelles numriques Cambodia BP 511

Passerelles numriques Cambodia BP 511

The development in Transportation

Passerelles numriques Cambodia BP 511

1. What is the text about?

Passerelles numriques Cambodia BP 511

Appendix A: Symbols and Abbreviation for Note-taking.

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