ITTT 016

Unit 16Conditionals &

reported speech

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Unit 16 Conditionals &
reported speech
Grammar
Conditionals

These are sentences containing 'if' (or similar

expressions such as 'when') which refer to past,
present and future possibilities. There are two clauses,
the 'if' clause and the main clause, and either can
come in the first part of a conditional sentence.

For example:
If I had the money, I would buy a new car;
I would buy a new car if I had the money.

The 'if' clause contains the condition that has to be

satisfied before the action or state in the main clause
can be realised. We can also think of the main clause
as expressing the consequence. In the above example,
the condition of my having enough money has to be
satisfied before I can buy a new car. My buying a new
car is the consequence.

The five main conditionals are as follows:

Zero Conditional

Form if/when + present tense, present tense

Usage It refers to actions and facts that are irrefutable. You can
use 'if' or 'when' with no change in meaning.
When you boil water, you get steam. (Condition: boiled
water; consequence: steam)
Water turns to ice if you freeze it. (Condition: freeze
water; consequence: ice)
First Conditional

Form if + present simple, will

('will' can be replaced by a modal verb. E.g. may, might,
can, should, must)

Usage This talks about a 'real' situation in the future that is

possible, probable or even certain, once the condition
has been satisfied.
If he studies hard, he will pass the exam.
(Condition: hard study; certain consequence: passing
the exam)
She might buy it if she has enough money.
( C o n d i t i o n : h av i n g e n o u g h m o n ey ; p o s s i b l e
consequence: buying it)
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Unit 16 Conditionals &
reported speech

Second Conditional

Form if + past simple/continuous, would/could/might +

base form
(When the verb 'to be' is used in the if clause it can be
'If I was' or 'If I were'. The latter is more formal.)

Usage Communicates a present or future 'unreal', hypothetical

situation that is presently not true and is unlikely ever to
be true.
If I won the lottery, I would travel the world.
If I had a time machine, I could go back to the dark ages.

Third Conditional

Form if + past perfect, would/could/might + have + past

participle.

Usage Refers to a hypothetical past action (or non-action) and

the hypothetical past consequence/result. As the
'action' was purely hypothetical, the condition could
never have been satisfied, and subsequently the
consequence is or was impossible.
If I had practiced the piano, I would have been better.
(but I didn't practice the piano!)
She would have been angry if she had seen me. (but she
didn't see me!)

Mixed Conditional We sometimes combine a second conditional clause with a third

conditional clause. This is most commonly formed as follows:

If + past perfect, would + base form

If I had listened to him, I would be in serious trouble now.

(I didn't listen to him, so I'm not in trouble!)

This mix refers to a hypothetical past action or state, and the

hypothetical present consequence. Many other mixes, though not
so common, are possible.
Consider the problems that may arise from past tenses being used in
Typical mistakes/errors the second conditional when it refers to the future (as it always does)
along with the complex structures and you have the basis for endless
mistakes with conditionals.

Many students find it quite difficult to see the difference in usage

between the 1st and 2nd conditionals. Similar problems can arise
with 3rd and mixed conditionals.

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Unit 16 Conditionals &
reported speech

Teaching Ideas

Split sentences Take any kind of conditional sentences and cut them in
half. Mix them up so that students have to put them back
together again.
n If you touch that dog you'll be sick.
n If you don't water the plants it will bite you.
n If you eat that they'll die.

Complete the conditional n Give students half a conditional and instruct them to
complete it with their own ideas.
For example:
n If I won the lottery,...........
n If I could live in any country,...........
n ...................., I would be very happy.
n ...................., I would be very angry.

Chain conditionals n Students take it in turns to continue a conditional

sentence.
For example:
n If I am ill tomorrow, I will stay at home.
n If I stay at home, I will watch TV.
n If I watch TV, I will become brain dead.
n If I become brain dead, I will be very boring.

What a question! n Give students moral dilemmas in a conditional form to

discuss. E.g. Would you be willing to murder an
innocent person if it would end world hunger?

Nuclear bunker role play n There is going to be a nuclear war but there is only room
in the bunker for one more person. Each student is
assigned a role, e.g. doctor, politician, actress, teacher,
architect, scientist. They must persuade a judge that
they are the best candidate for the last place in the
bunker.
n If I live, I will discover a cure for cancer.

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Unit 16 Conditionals &
reported speech

What would happen if....? n In groups students respond to different second

conditional sentences.
n What would happen if everyone were color blind?
n What would happen if we could read each others’
thoughts?
n What would happen if everyone were five meters
tall?
n They must then predict how the other group
answered.

Note that this teaching idea also works very well for
first conditionals, too.

Reported speech & What are they? Look at these sentences – a transcript of a telephone conversation between
direct speech Phil and Ken, with Jim an anxious listener:

Phil “How are you feeling after last night, Ken?”

Ken “I'm feeling great today!”
Jim “What's he saying?”
Phil “Ken says that he's feeling great today!”

All the sentences are actual speech – or direct speech. BUT in Phil's sentence addressed to
Jim he reports what Ken has just told him (shown in italics).

Phil decides to report in the present tense – “Ken says that….” Consequently the tense of the
speech he reports is in the present. He repeats the exact words used by Ken, except for the
initial I'm which he is obliged to change into he's, i.e. with the meaning “Ken says Ken is…”. He
has also added the word that, which is optional.

Now look at the conversation between Jim and Phil if it had been two hours after the phone
call.

Jim “What did Ken say on the phone?”

Phil “Ken said (that) he was feeling great!”.
(Alternatively “Ken told me (that) he was feeling great!”.)

Phil is now obliged to report in the past tense since the phone call is over. Hence he starts
“Ken said…”
Phil has still changed Ken's I to he, but he is now obliged to change the tense of the verb used
by Ken into the past form – present continuous into past continuous. Hence “...he was
feeling...”

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Unit 16 Conditionals &
reported speech
When we turn direct questions into reported (also known as indirect) speech, the following
changes also take place:

The question word (when, where, why, who, what, how etc.) remains but the form of the verb
changes into the positive form, the question mark being omitted in reported questions. The
verb say changes into ask, enquire... etc, and the tense of the speech reported is the same as
that of the reporting verb. For example:

Phil's question above was “How are you feeling after last night, Ken?” If somebody was
reporting this, it would therefore become Phil asked how Ken was feeling.

If there is no question word, if or whether must be used:

“Is anyone there?” he asked. becomes He asked if/whether anyone was
there.

Note that there are never quotation marks in reported speech, as we are not quoting the exact
words spoken.

Verb Tenses Try 'reporting' these to somebody and note how the verbs change.

1) “I love it!” He said.....

2) “I am leaving in half an hour.” He said.....
3) “The rain has stopped.” He said.....
4) “I've been playing for 2 hours.” He said.....
5) “I had breakfast earlier.” He said.....
6) “I was living in London in '96.” He said.....
7) “I have eaten 3 pizzas.” He said.....
8) “I had been waiting for 30 minutes.” He said.....
9) “I'll be in London in July.” He said.....

You should have noted a number of changes, when the reporter uses
a reporting verb in the past, such as said, told, asked, etc. As a clue,
check your changes with the guide on the following page:

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Unit 16 Conditionals &
reported speech

Direct speech To Reported speech

Present simple Past simple
Present continuous Past continuous
Present perfect Past perfect
Present perfect continuous Past perfect continuous
Past simple Past perfect
Past continuous Past perfect continuous
Will Would
Past perfect Past perfect
Past perfect continuous Past perfect continuous

Note: There's an exception to most rules! An example would be a

structure such as He said that the sky is black today, or He told me
that rents are lower outside the city centre, and other such instances
when the fact being reported is still true.

Pronouns You also should have noticed that the pronoun denoting who is
spoken to can also change, very much depending on the context. For
example, take one simple sentence:

“I love you,” she said. can become She said she loved me. (she was
talking to me)
“I love you,” she said. can become She said she loved you. (she was
talking to you)
“I love you,” she said. can become She said she loved him. (she was
talking to him)
“I love you,” she said. can become She said she loved her. (she was
talking to her)
“I love you,” she said. can become She said she loved it. (she was
talking to her dog)
“I love you,” she said. can become She said she loved us. (she was
talking to both you and me)
“I love you,” she said. can become She said she loved them. (she was
talking to both of them)

You probably get the impression that events and 'things' take a step
backwards, both in time and physical position. In general, present
becomes past (this is sometimes referred to as backshifting), and
'this' and 'here' become 'that' and 'there'.

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Unit 16 Conditionals &
reported speech

Time expressions These are also modified if backshifting. For example, 'today'
becomes 'that day', 'yesterday' becomes 'the day before' or 'the
previous day', 'tomorrow' becomes 'the next day' or 'the day after' etc.
These changes need to be taught as students progress through the
levels. But the 'golden rule' with all the different categories is to take
each one at a time and to do it slowly and thoroughly.

You may find the following diagram useful:

The blue arrow represents a The green arrow represents you reporting that
conversation, in which you were told, conversation. The time reference ‘tomorrow’ in
“He will be visiting tomorrow”. The the reported statement “He said that he would
yellow arrow represents that event be visiting tomorrow” would not make sense as
occurring. the event occured in the past. Your “tomorrow”
(pink arrow) is still in the future.

Possibly an
unspecified
amount of
ACTIVE SPEECH REPORTED SPEECH
time passed

Direction of time

Potential for student The potential for mistakes, errors and general difficulty is enormous
mistakes/errors due to the number of changes that are made with verb tenses,
patterns, pronouns, questions, time expressions, etc. So, as stated
before, 'slowly, slowly!'

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Unit 16 Conditionals &
reported speech

Teaching ideas

Intermediaries In groups of three one person says a sentence which is

then 'reported' to a third. For example, a role-play where
the husband and wife have stopped speaking and will
communicate only through a third party. The same idea
can be used for employer/employee disputes,
parent/teenager, quarrelling neighbors, warring
countries, etc.

Reporting verbs Higher levels could be first asked to make a list of as many
verbs as possible that can replace the 'reporting' verb, i.e.
'say'. You then check that it contains all the ones necessary
for the following: Each group or pair is given a collection of
direct speech sentences. Then choose an appropriate
reporting verb, and next alter the sentence accordingly. For
example, your list of reporting verbs may include 'to claim',
'to deny' and 'to admit'.

A direct speech sentence might go as follows: “Okay, I did it

– it was me!” Hopefully your students choose 'to admit' and
then write or say the following: He admitted that he had
done it. You'll probably want to point out to higher level
students that we could also say He admitted doing it.

Media interviews Media interviews often report third parties speech and
students can devise their own based on current events.

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Unit 16 Conditionals &
reported speech
Task sheet
Check your knowledge before attempting the unit test.

Please note that this task sheet is solely for checking

that you have understood the course unit content. You
do not need to submit this task sheet – just use it to
check you have understood the major points.

Task 1 – Identify the following conditionals, and for each one:

i) indicate whether it is a zero, first, second, third or mixed conditional

ii) state its usage
iii) give TWO activate stage teaching ideas
iv) give examples of sentences you would expect students to produce in your activate stage teaching ideas

a) If it rains tomorrow, I’ll buy an umbrella.

I)

ii)

iii)

iv)

b) If I had studied harder, I would have passed the test.

I)

ii)

iii)

iv)

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Unit 16 Conditionals &
reported speech

c) If I had studied medicine, I would be a doctor.

I)

ii)

iii)

iv)

d) If I inherited a million dollars, I would buy a new house.

I)

ii)

iii)

iv)

e) If water freezes, it turns to ice.

I)

ii)

iii)

iv)

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Unit 16 Conditionals &
reported speech

Task 2 – Complete the table below with the appropriate tense changes for reported speech, when the
reporting verb is in the past:

DIRECT SPEECH changes to REPORTED SPEECH

Present simple

Present continuous
Present perfect

Pres. perfect continuous

Past simple

Past continuous

Will

Past perfect

Past perfect continuous

Task 3 – Use the table you completed in task 2 above to change the verb tense, and re-write these
sentences in reported speech. The first has been done for you:

John said “I’m going out for a few minutes”

ÜJohn said he was going out for a few minutes.

a) Paul said “I go swimming on Tuesdays”.

Ü

b) Jamie said “John has never been to London”.

Ü

c) “Do you want fish or chicken?” she asked.

Ü

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Unit 16 Conditionals &
reported speech

d) “How are you?” she asked.

Ü

e) Keith said “I went fishing before lunch”.

Ü

f) Fred said “I will be arriving after dinner”.

Ü

Task 4 – Report these spoken remarks to a friend, making the necessary changes. The first one has been done for you:

1) “I love it!” She… She said that she loved it.

2) “I am leaving in half a n hour.”He…

3) “The rain has stopped. ” You…

4) “I’ve been playing it for 2 hours!” He…

5) “I had breakfast earlier”. She…

6) “Were you living in London in ’96?” She…

7) “I have bought 3 pizzas ”. He…

8) “I’d been waiting for 30 minutes”. You…

9) “We’ll be in Bangkok in July”. They…

10) “Will you be coming b ack?” She...

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Unit 16 Conditionals &
reported speech

Task 5 – In part a) below, today changes to that day in reported speech. What would the following time expressions
change to in reported speech? Write a sentence in direct speech followed by one in reported speech to illustrate
each change. The first one has been done for you as an example.

a) today – that day

Direct speech – He said “I feel great today!”

Reported speech – He said that he felt great that day.

b) tomorrow –

Direct speech –
Reported speech –

c) yesterday –

Direct speech –
Reported speech –

d) next week –

Direct speech –
Reported speech –

e) last week –

Direct speech –
Reported speech –

f) this week –

Direct speech –
Reported speech –

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Unit 16 Conditionals &
reported speech

Task 6 – Using a blank lesson plan similar in format to the lesson plan form on pages 5 and 6 of unit 9, plan either a
boomerang or patchwork lesson for a level of your choice, with at least two activate stages containing teaching
ideas for reported speech. Give examples of sentences you would expect your students to produce during each
activate activity.

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