Comprehensive University English Grammar and Structure Revision Guide to Reported Speech Modals and Conditionals
Study Guidance and Session Objectives
Primary Source of Knowledge: The book is the primary source of knowledge. It is where the core material is explained in detail.
Role of Revision Sessions: Revision sessions are intended only to support understanding and are not a replacement for the book. Students must study the book thoroughly.
Learning Objectives:
To reinforce key language concepts including grammar, vocabulary, and sentence structure.
To review and clarify difficult topics previously covered in class.
Overview of Grammar Lessons
Lesson 1: Reported speech and patterns after reporting verbs.
Lesson 2: Relative clauses.
Lesson 3: Expressing past ability.
Introduction to Modal Verbs
Definition: Modal verbs are special verbs used to express ideas such as ability, possibility, necessity, or permission.
Usage Characteristics:
They do not change form (there are no -s, -ed, or -ing endings).
They are followed by the base form of a verb.
Reported Speech: Definition and Conversion Rules
Definition: Reported speech is used to tell someone what another person said without using their exact words.
Example Comparison:
Direct speech (exact words): She said, ‐I am tired.‑
Reported speech: She said that she was tired.
Steps to Change Direct Speech to Reported Speech:
Change the pronouns: For example, ‐I‑ becomes ‐she‑, and ‐you‑ becomes ‐he‑.
Change the tense: Usually, the tense moves one step back in time:
am becomes was
is becomes was
will becomes would
have becomes had
do becomes did
Remove punctuation: Remove quotation marks and use reporting words like ‐said that‑ or ‐told me‑.
Time and Place Expressions in Reported Speech
When converting to reported speech, specific time and place references must change summarized in the following table:
today becomes that day
tomorrow becomes the next day / the following day
yesterday becomes the day before / the previous day
now becomes then
ago becomes before
this (e.g., this week) becomes that (e.g., that week)
these becomes those
here becomes there
tonight becomes that night
next week/month/year becomes the following week/month/year
last week/month/year becomes the previous week/month/year
Reported Speech: Practice Exercises
Direct: She said, ‐I am happy.‑
A) She said that she is happy.
B) She said that she was happy.
C) She said that I was happy.
D) She said she had been happy.
Answer: B
Direct: He said, ‐I will call you tomorrow.‑
A) He said he will call me the next day.
B) He said he would call me tomorrow.
C) He said he would call me the next day.
D) He said he will call me later.
Answer: C
Direct: They said, ‐We are studying English.‑
A) They said they were studying English.
B) They said we are studying English.
C) They said they are studying English.
D) They said we were studying English.
Answer: A
Direct: John said, ‐I have finished my homework.‑
A) John said he has finished his homework.
B) John said he had finished his homework.
C) John said I had finished my homework.
D) John said he finished his homework.
Answer: B
Direct: Mary said, ‐I bought a new dress.‑
A) Mary said she buys a new dress.
B) Mary said she has bought a new dress.
C) Mary said she had bought a new dress.
D) Mary said I had bought a new dress.
Answer: C
Patterns Following Reporting Verbs
Grammatical structures vary depending on the specific reporting verb used:
Verb + that + clause:
Used with: say, tell, admit, explain, think, believe, suggest.
Examples: ‐She said that she was tired.‑ / ‐He explained that the train was late.‑ / ‐They thought that the test was easy.‑
Verb + object + that + clause:
Used with: tell, remind, inform, assure, warn.
Examples: ‐She told me that she was coming.‑ / ‐He reminded us that the meeting was at 3 p.m.‑ / ‐They warned me that the road was closed.‑
Verb + to + infinitive:
Used with: offer, agree, refuse, promise, threaten, decide, want, ask.
Examples: ‐He promised to help me.‑ / ‐They offered to drive us home.‑ / ‐She refused to go.‑
Verb + object + to + infinitive:
Used with: advise, ask, tell, order, invite, encourage, warn.
Examples: ‐She told him to be quiet.‑ / ‐The teacher asked us to listen.‑ / ‐They encouraged me to try again.‑
Verb + -ing:
Used with: admit, deny, suggest, recommend, avoid, consider.
Examples: ‐He admitted cheating on the test.‑ / ‐She suggested going to the park.‑ / ‐They avoided talking about the problem.‑
Reporting Verbs: Practice Exercises
She admitted ____ the vase.
A) break / B) to break / C) breaking / D) broke
Answer: C) breaking
He promised ____ me with my homework.
A) help / B) helping / C) to help / D) helped
Answer: C) to help
They told us ____ quiet during the exam.
A) be / B) being / C) to be / D) to being
Answer: C) to be
The teacher suggested ____ a break.
A) taking / B) to take / C) take / D) took
Answer: A) taking
She asked me ____ her bag.
A) carry / B) to carry / C) carrying / D) carried
Answer: B) to carry
He denied ____ anything wrong.
A) do / B) doing / C) to do / D) did
Answer: B) doing
Indirect Questions
Wh- Questions
Structure (Direct): Wh-word + Helping Verb + Subject + Verb?
Structure (Indirect): Reporting Verb + Wh-word + Subject + Verb
Examples:
‐What is your name?‑ → He asked what my name was.
‐Where do you live?‑ → She asked where I lived.
‐Why are you late?‑ → The teacher asked why I was late.
Yes/No Questions
Structure (Direct): Helping Verb + Subject + Verb?
Structure (Indirect): Reporting Verb + if/whether + Subject + Verb
Examples:
‐Do you like coffee?‑ → He asked if I liked coffee.
‐Does she speak English?‑ → They asked if she spoke English.
‐Did you finish your homework?‑ → The teacher asked if I had finished my homework.
Relative Clauses
Definition: A relative clause provides more information about a noun (person, place, thing, or idea). It connects two sentences using relative pronouns.
Relative Pronouns:
who: for people.
which: for things.
that: for people or things.
whose: to show possession.
where: for places.
when: for time.
Types of Relative Clauses
Defining Relative Clause:
Provides essential information.
No commas are used.
Example: ‐The man who called you is my uncle.‑
Non-defining Relative Clause:
Provides extra information.
Commas are required.
Example: ‐My brother, who lives in London, is visiting next week.‑
Examples of Usage
The girl is my friend. She is wearing a red dress. → The girl who is wearing a red dress is my friend.
I have a book. It is very interesting. → I have a book which is very interesting.
This is the man. His car was stolen. → This is the man whose car was stolen.
That’s the restaurant. We ate there. → That’s the restaurant where we ate.
Relative Clauses: Practice Exercises
The woman ___ lives next door is a doctor.
A) which / B) who / C) where / D) when
Answer: B) who
This is the book ___ I told you about.
A) who / B) whose / C) where / D) that
Answer: D) that
That’s the boy ___ father is a pilot.
A) which / B) who / C) whose / D) that
Answer: C) whose
The restaurant ___ we had dinner was excellent.
A) who / B) which / C) where / D) whose
Answer: C) where
I remember the day ___ we met for the first time.
A) when / B) who / C) which / D) that
Answer: A) when
My phone, ___ I bought last year, is already broken.
A) who / B) when / C) that / D) which
Answer: D) which
Expressing Past Ability
Different expressions are used to describe what someone could or could not do in the past:
‐Could‑ – General Ability:
Used for general ability in the past, not specific moments.
Example: ‐I could read when I was 5.‑ (I had the ability in general at that time.)
‐Was/Were Able To‑ – Specific Event:
Used for one specific time someone did something.
Example: ‐She was able to lift the box yesterday.‑ (She managed to do it in that specific situation.)
‐Managed to‑ – Success After Difficulty:
Used when someone succeeded in doing something difficult after trying hard.
Example: ‐He managed to fix the car.‑ (It was hard, but he did it.)
Making Negative Sentences:
couldn’t or wasn’t/weren’t able to: Used for things that were not possible. Example: ‐I couldn’t find my keys.‑
didn’t manage to: Used when someone tried but failed. Example: ‐I didn’t manage to finish my homework.‑
Using ‐Succeed in‑:
A more formal alternative for managing to do something.
Example: ‐She succeeded in making it as a singer.‑ (equivalent to managing to become a singer.)
Past Ability: Practice and Exercises
Part 1: Multiple Choice
When I was younger, I ___ run very fast.
A) managed to / B) could / C) was able
Answer: B) could
The door was stuck, but we ___ open it after a few tries.
A) could / B) managed to / C) can
Answer: B) managed to
I looked everywhere, but I ___ find my phone.
A) didn’t manage to / B) could / C) was able to
Answer: A) didn’t manage to
She ___ speak Spanish when she was a child.
A) was able / B) could / C) managed
Answer: B) could
He ___ fix the computer yesterday.
A) managed to / B) could / C) can
Answer: A) managed to
Part 2: Fill in the Blanks
(Fill with could, was/were able to, managed to, or didn’t manage to.)
They __________ finish the project before the deadline.
I __________ swim when I was five years old.
She __________ climb the mountain, even though it was very steep.
We __________ get tickets—they were all sold out.
He __________ solve the problem after working on it all night.
Answers for Fill in the Blanks:
managed to
could
was able to
didn't manage to
managed to
Detailed Common Modal Verbs
General Rule: Modals are always followed by the base form of the verb (no ‐to‑ or verb endings).
Correct: She can dance.
Incorrect: She **can to dance.
Definitions and Examples:
Can: Shows ability or possibility.
Examples: ‐I can swim.‑ (ability); ‐It can rain tomorrow.‑ (possibility)
Could: Past ability or polite requests.
Examples: ‐When I was a child, I could run fast.‑ (past ability); ‐Could you help me?‑ (polite request)
May: Formal permission or possibility.
Examples: ‐You may leave early today.‑ (permission); ‐It may snow later.‑ (possibility)
Might: Shows a small possibility.
Example: ‐I might visit my friend later.‑ (possibility)
Must: Shows necessity or a strong rule.
Examples: ‐You must wear a seatbelt.‑ (necessity); ‐I must finish my homework.‑
Shall: Formal suggestions or future plans (British English).
Examples: ‐Shall we go to the park?‑ (suggestion); ‐I shall call you tomorrow.‑ (future plan)
Should: Gives advice or shows expectation.
Examples: ‐You should drink more water.‑ (advice); ‐The train should arrive at 5 PM.‑ (expectation)
Will: Used for future actions or promises.
Examples: ‐I will help you.‑ (promise); ‐She will arrive soon.‑ (future action)
Would: Polite offers or imaginary situations.
Examples: ‐Would you like some tea?‑ (polite offer); ‐If I were rich, I would buy a big house.‑ (imaginary situation)
Modal Verbs: Practice Exercises
I ____ swim when I was five years old.
a) can / b) could / c) may / d) must
Answer: b) could
You ____ finish your homework before playing games.
a) must / b) can / c) would / d) might
Answer: a) must
____ you help me carry these bags?
a) Will / b) Should / c) Could / d) Must
Answer: c) Could
It ____ rain later, so take an umbrella.
a) will / b) might / c) must / d) can
Answer: b) might
Students ____ be quiet in the library.
a) must / b) might / c) can / d) would
Answer: a) must
She ____ travel next year for work.
a) must / b) can / c) will / d) should
Answer: c) will
If I were you, I ____ apologize.
a) might / b) will / c) should / d) must
Answer: c) should
You ____ eat too much junk food. It’s unhealthy.
a) should not / b) can not / c) must not / d) might not
Answer: a) should not
We ____ go to the park if it’s sunny.
a) can / b) must / c) should / d) could
Answer: a) can
____ I borrow your book for a day?
a) Must / b) Could / c) Would / d) Shall
Answer: b) Could
wishes, Regrets, and Preferences
‐I Wish‑ Patterns
Present Wishes:
Structure: Subject + wish + past simple
Use: To talk about things we want to change in the present.
Examples: ‐I wish I were rich.‑ / ‐She wishes she had more free time.‑ / ‐We wish we lived near the beach.‑
Past Regrets:
Structure: Subject + wish + past perfect
Use: To regret something in the past.
Examples: ‐I wish I had studied harder.‑ / ‐They wish they hadn’t missed the flight.‑ / ‐He wishes he had listened to his parents.‑
Complaints / Annoyance:
Structure: Subject + wish + would + base verb
Use: To complain about annoying situations.
Examples: ‐I wish you would stop shouting.‑ / ‐She wishes it would rain.‑ / ‐We wish the teacher would give less homework.‑
‐If Only‑
Meaning: ‐If only‑ is stronger and more emotional than ‐I wish.‑
Structures:
If only + past simple: Present regret. Example: ‐If only I were taller.‑
If only + past perfect: Past regret. Example: ‐If only we had left earlier.‑
If only + would: Complaint/wish for change. Example: ‐If only he would answer my calls.‑
‐Would Rather‑
Same Subject:
Structure: Subject + would rather + base verb
Use: To express preference.
Examples: ‐I would rather stay home.‑ / ‐She would rather drink tea.‑ / ‐They’d rather travel by train.‑
Different Subjects:
Structure: Subject + would rather + subject + past simple
Examples: ‐I’d rather you came tomorrow.‑ / ‐She’d rather he studied medicine.‑ / ‐We’d rather they didn’t leave early.‑
Summary Comparison Table: Wishes and Preferences
I wish + past simple: Present regret. Example: ‐I wish I were taller.‑
I wish + past perfect: Past regret. Example: ‐I wish I had studied.‑
I wish + would: Complaint. Example: ‐I wish he would stop.‑
If only: Strong wish/regret. Example: ‐If only I had money!‑
Would rather: Preference. Example: ‐I’d rather stay home.‑
practice Questions: Preferences and Regrets
I wish I _____ more patient.
a) am / b) were / c) will be
She would rather _____ by car.
a) travel / b) to travel / c) traveled
If only we _____ earlier yesterday.
a) leave / b) left / c) had left
Answers: 1b, 2a, 3c
Compound Nouns
Definition: A compound noun is formed when two or more words combine to function as a single noun.
Types and Pluralization Rules:
Closed (Solid): Written as one word.
Examples: checklist, doorknob, homeroom.
Pluralization: Pluralize the last word.
Hyphenated: Connected by a hyphen.
Examples: great-grandmother, runner-up, check-in.
Pluralization: Pluralize the main word.
Open (Spaced): Written as separate words.
Examples: dining room, ice cream, music box.
Pluralization: Pluralize the main word.
Conditionals: Future, Unreal, and Past Situations
First Conditional (Real Possibilities in the Future)
Use: To talk about situations that are likely or possible in the future.
Structure: If + present simple, … will + infinitive
Examples:
‐If it rains tomorrow, I will stay at home.‑
‐If you study hard, you will pass the exam.‑
‐If she misses the bus, she will be late.‑
Second Conditional (Unreal Situations in the Present or Future)
Use: For hypothetical or unlikely situations—imagined, not real.
Structure: If + past simple, … would + infinitive
Examples:
‐If I won the lottery, I would travel the world.‑
‐If I were you, I would apologize.‑
‐If she had more time, she would learn Spanish.‑
Third Conditional (Imagining the Past)
Use: To talk about past situations that did not happen and their imagined results (often expressing regret).
Structure: If + past perfect, … would have + past participle
Examples:
‐If I had known you were coming, I would have baked a cake.‑
‐If she had studied more, she would have passed.‑
Comprehensive Practice Activities
Activity 1 – Wish, If Only, Would Rather
‐I wish I ______ (have) more time.‑
‐If only he ______ (listen) to my advice.‑
‐She’d rather ______ (go) to the cinema.‑
Activity 2 – Compound Nouns (Identify type and pluralize)
sunflower
brother-in-law
post office
Activity 3 – Choose the Conditional
‐If they ______ (play) better, they would have won.‑ — Which conditional?
‐If she ______ (be) here, she would help us.‑ — Which conditional?
Emphatic Structures: Adding Emphasis
Mechanism: Use DO, DOES, and DID to add emphasis to a statement.
Structure:
Present: Subject + do/does + base verb
Past: Subject + did + base verb
Usage Scenarios
To show strong feelings: ‐I do want to help you.‑
To correct someone:
‐You don’t like coffee.‑
‐I do like coffee.‑
To emphasize a fact: ‐She does study every day.‑
Examples by Tense
Present Tense:
‐I like English.‑ → ‐I do like English.‑
‐She works hard.‑ → ‐She does work hard.‑
‐We enjoy travelling.‑ → ‐We do enjoy travelling.‑
Past Tense:
‐They finished the project.‑ → ‐They did finish the project.‑
‐He call me yesterday.‑ → ‐He did call me yesterday.‑
Final Summary and Recommendations
While revision materials help identify key points, the textbook remains the primary source. It contains necessary detailed explanations, additional examples, and the full context required for complete understanding of the topics.
Questions & Discussion
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Best wishes from your teachers.