- Report statements accurately, with the correct tense, pronoun and time shift.
- Report commands and requests using told / asked / warned + object + to / not to + infinitive.
- Plan and write a 180–200-word argumentative essay with a claim, reasons, a counter-argument and a conclusion.
🌳 Concept tree
Unit 2→Reported Speech and Argumentative Writing
├── Reported statements
│ ├── Tense shift table
│ ├── Pronoun and time shift
│ └── Reporting verbs
├── Reported commands and requests
- │ ├── told / asked / warned + object + to-infinitive
- not to + infinitive
├── Argumentative essay
│ ├── Five-part structure
│ ├── Sentence starters
│ └── Linking words
└── Practice with full answer key
The rule in one line
- When we report what someone said, we usually move the verb one step back in time, change the pronouns, and change time and place words.
- The reporting verb is normally said, told, explained, added or remarked. That is optional.
- Direct Dr. Ali said, "Machines help people work faster." → Reported: Dr. Ali said (that) machines helped people work faster.
| Direct speech |
Reported speech |
Example |
| present simple |
past simple |
"We use solar energy." → they used solar energy |
| present continuous |
past continuous |
"We are testing the engine." → they were testing the engine |
| present perfect |
past perfect |
"They have made a 3D model." → they had made a 3D model |
| past simple |
past simple / past perfect |
"Ancient Egyptians built the pyramids." → they built / had built the pyramids |
| will |
would |
"We will visit the museum tomorrow." → they would visit the museum the next day |
| can |
could |
"Machines can work all day." → machines could work all day |
| may / might |
might |
"Machines may cause accidents." → machines might cause accidents |
Pronoun and time shift
| Direct |
Reported |
| I / we |
he/she / they |
| my / our |
his/her / their |
| now |
then / at that time |
| today |
that day |
| tomorrow |
the next day / the following day |
| yesterday |
the day before / the previous day |
| here |
there |
| this / these |
that / those |
- The doctor said, "Machines help me detect illnesses more quickly." → The doctor said (that) machines helped him detect illnesses more quickly.
- The manager said, "Machines can work all day without getting tired." → The manager said (that) machines could work all day without getting tired.
- The teacher said, "Machines might cause accidents if not used carefully." → The teacher said (that) machines might cause accidents if not used carefully. (might does not change.)
The pattern
| Comparison aspect | Main idea | Keywords |
|---|
| Command | subject + told / ordered / warned + object + to + infinitive | subjecttoldorderedwarned |
| Request | subject + asked + object + to + infinitive | subjectaskedobjectinfinitive |
| Negative | subject + reporting verb + object + not to + infinitive | subjectreportingverbobject |
| Direct | "Turn off the machine!" → The supervisor told me to turn off the machine | Turnmachinesupervisortold |
| Direct | "Don't touch the controls!" → She warned us not to touch the controls | touchcontrolswarned |
| Direct | "Could you check the system?" → He asked me to check the system | Couldchecksystemasked |
| Direct | "Can you update the software of my computer?" → He asked me to update the software of his computer | updatesoftwarecomputerasked |
| Verb |
Use |
Example |
| told |
neutral command |
The teacher told the students to do their homework. |
| ordered |
strong, official command |
The officer ordered them to leave the building. |
| asked |
polite request |
He asked me to write the report. |
| warned |
a danger or a prohibition |
The guide warned us not to touch the statue. |
| advised |
a recommendation |
The technician advised her to update the drivers. |
CorrectShe told me to wait. / She said (that) I should wait.
WrongShe said me to wait.
The five parts
| Comparison aspect | Main idea | Keywords |
|---|
| Introduction | - introduce the topic
- give background and state your claim (thesis)
| introducetopicgivebackground |
| Body 1 | your first reason with examples or evidence | yourfirstreasonexamples |
| Body 2 | your second reason with more examples or facts | yoursecondreasonexamples |
| Opposing view | - mention the opposite side
- then say why you disagree
| mentionoppositesidethen |
| Conclusion | restate your claim and summarise your main points | restateyourclaimsummarise |
| Function |
Starters |
| Stating your claim |
I believe that… · In my opinion… · I think it is clear that… |
| Supporting your claim |
- Firstly
- … · Another reason is… · For example
|
| Introducing the other side |
Some people say that… · It is argued that… · On the other hand,… |
| Refuting the other side |
- However
- I disagree because… · This may be true
- but…
|
| Concluding |
- In conclusion
- … · To sum up
- … · That's why I believe…
|
| Comparison aspect | Main idea | Example | Keywords |
|---|
| • | - Smartphones can be valuable learning tools in the classroom
- however
- their use also presents challenges
| — | Smartphonesvaluablelearningtools |
| Firstly | students can quickly access information | they can look up a word they don't know | studentsquicklyaccessinformation |
| On the other hand | smartphones can be a major distraction because students may be tempted to use them for games instead of focusing on the lesson | — | smartphonesmajordistractionbecause |
| In conclusion | - while phones offer great educational potential
- a balance must be found
| — | whilephonesoffergreat |
| Comparison aspect | Main idea | Keywords |
|---|
| Claim | phones should be allowed only under the teacher's direction | phonesshouldallowedunder |
| Reason 1 | - instant access to dictionaries
- calculators and reference material
| instantaccessdictionariescalculators |
| Reason 2 | interactive quizzes and instant feedback raise engagement | interactivequizzesinstantfeedback |
| Counter-argument | phones distract and can be used for cheating — refute with clear rules and monitoring | phonesdistractusedcheating |
| Conclusion | controlled use gives the benefits without the drawbacks | controlledgivesbenefitswithout |
A. Report these statements
- The engineer said, "We use solar energy." → The engineer said (that) they used solar energy.
- The teacher said, "Ancient Egyptians built the pyramids." → The teacher said (that) ancient Egyptians had built the pyramids.
- The historian said, "They have made a 3D model of the temple." → The historian said (that) they had made a 3D model of the temple.
- He said, "We will visit the museum tomorrow." → He said (that) they would visit the museum the next day.
- She said that they … a new machine. a. builds b. build c. have built d. had built → d
- He said that their house … a long time ago. a. is built b. had been built c. built d. has been built → b
- The engineer said that machines … jobs easier. a. makes b. made c. are making d. has made → b
- The teacher said, "Please, write your name." → The teacher asked us to write our names.
- The guide said, "Don't touch the ancient statue." → The guide warned us not to touch the ancient statue.
- He said, "Turn off the lights." → He told me to turn off the lights.
- The doctor said, "Take this medicine twice a day." → The doctor told me to take that medicine twice a day.
- The police officer told us … without a seat belt. a. not drive b. to not drive c. not to drive d. don't drive → c
- He asked me … the report. a. writing b. to write c. write d. wrote → b
- The teacher told the students … their homework. a. do b. to do c. did d. doing → b
- "Ahmed instructed me to… He also advised me to… Finally, he warned me not to…"
- Complete the three slots with real steps for using a photocopier, printer or scanner, keeping the to / not to pattern.
💡 High-yield traps
| Comparison aspect | Main idea | Keywords |
|---|
| say vs tell | - tell needs a person (tell me)
- say does not (say to me is possible
- say me is wrong)
| needspersondoespossible |
| not to | - never to not
- in reported negative commands
| neverreportednegativecommands |
| Modals that do not change | - would
- could
- should
- might
- ought to. Modals that change: will → would
- can → could
- may → might
| wouldcouldshouldmight |
| this → that | - in reported speech
- missing this shift is the most common lost mark in the unit
| reportedspeechmissingshift |
| • | - In the essay
- the counter-argument must be followed by a refutation
- describing the opposite view and stopping there loses the "argumentative" mark
| essaycounterargumentmust |
| Word limit 180–200 words | an essay of 120 words is penalised even if the language is perfect | essaypenalisedevenlanguage |