Idea Transcript
vemoezt Dream come true
ª jangan kau bersandiwara di depanku.. katakan apa yang ingin kau katakan.. lakukan apa yang ingin kau lakukan.. Tapi satu pesanku, pahami aku dan hargai perasaanku.. Bila memang kau tercipta untukku,, Ku yakin kau akan hadir dalam kehidupanku,, menjadi milikku,, menemani setiap langkahku,, dan selalu ada dalam setiap hariku.. Tapi bila memang kau bukan tercipta untukku.. mungkin dia yang pantas dapatkan cinta sejatimu.. Sayangi dia seperti ku menyayangimu.. Cintai dia seperti ku mencintaimu.. Setialah selalu padanya sperti aku yang setia menyebut namamu dalam setiap do’aku.. Yang tak akan pernah kau tau itu.. dan tak pernah kau sadari itu..
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Direct – Indirect Speech Direct Speech / Quoted Speech Saying exactly what someone has said is called direct speech (sometimes called quoted speech) Here what a person says appears within quotation marks (“…”) and should be word for word. For example: She said, “Today’s lesson is on presentations.” or “Today’s lesson is on presentations,” she said.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Indirect Speech / Reported Speech Indirect speech (sometimes called reported speech), doesn’t use quotation marks to enclose what the person said and it doesn’t have to be word for word. When reporting speech the tense usually changes. This is because when we use reported speech, we are usually talking about a time in the past (because obviously the person who spoke originally spoke in the past). The verbs therefore usually have to be in the past too. For example: Direct speech
Indirect speech
“I’m going to the cinema”, he said.
He said he was going to the cinema.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Tense change As a rule when you report something someone has said you go back a tense: (the tense on the left changes to the tense on the right): Direct speech
Indirect speech
Present simple
›
Past simple
She said, “It’s cold.”
She said it was cold.
Present continuous
›
Past continuous
She said, “I’m teaching English online.”
She said she was teaching English online.
Present perfect simple
›
Past perfect simple
She said, “I’ve been on the web since 1999.”
She said she had been on the web since 1999.
Present perfect continuous
›
Past perfect continuous
She said, “I’ve been teaching English for seven years.”
She said she had been teaching English for seven years.
Past simple
›
Past perfect
She said, “I taught online yesterday.”
She said she had taught online yesterday.
Past continuous
›
Past perfect continuous
She said, “I was teaching earlier.”
She said she had been teaching earlier.
Past perfect
›
Past perfect
She said, “The lesson had already started when he arrived.”
NO CHANGE – She said the lesson had already started when he arrived.
Past perfect continuous
›
Past perfect continuous
She said, “I’d already been teaching for five minutes.”
NO CHANGE – She said she’d already been teaching for five minutes.
Modal verb forms also sometimes change: Direct speech
Indirect speech
will
›
would
She said, “I’ll teach English online tomorrow.”
She said she would teach English online tomorrow.
can
›
could
She said, “I can teach English online.”
She said she could teach English online.
must
›
had to
She said, “I must have a computer to teach English online.”
She said she had to have a computer to teach English online.
shall
›
should
She said, “What shall we learn today?”
She asked what we should learn today.
may
›
might
She said, “May I open a new browser?”
She asked if she might open a new browser.
!Note – There is no change to; could, would, should, might and ought to. Direct speech
Indirect speech
“I might go to the cinema”, he said.
He said he might go to the cinema.
You can use the present tense in reported speech if you want to say that something is still true i.e. my name has always been and will always be Lynne so:Direct speech
Indirect speech
“My name is Lynne”, she said.
She said her name was Lynne. or She said her name is Lynne.
You can also use the present tense if you are talking about a future event. Direct speech (exact quote)
Indirect speech (not exact)
“Next week’s lesson is on reported speech “, she said.
She said next week’s lesson is on reported speech.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Time change If the reported sentence contains an expression of time, you must change it to fit in with the time of reporting. For example we need to change words like here and yesterday if they have different meanings at the time and place of reporting. Today
+ 24 hours – Indirect speech
“Today’s lesson is on presentations.”
She said yesterday’s lesson was on presentations.
Expressions of time if reported on a different day this (evening)
›
that (evening)
today
›
yesterday …
these (days)
›
those (days)
now
›
then
(a week) ago
›
(a week) before
last weekend
›
the weekend before last / the previous weekend
here
›
there
next (week)
›
the following (week)
tomorrow
›
the next/following day
In addition if you report something that someone said in a different place to where you heard it you must change the place (here) to the place (there). For example:At work
At home
“How long have you worked here?”
She asked me how long I’d worked there.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Pronoun change In reported speech, the pronoun often changes. For example: Me
You
“I teach English online.”
She said she teaches English online.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Reporting Verbs Said, told and asked are the most common verbs used in indirect speech. We use asked to report questions:For example: I asked Lynne what time the lesson started. We use told with an object. For example: Lynne told me she felt tired. !Note – Here me is the object. We usually use said without an object. For example: Lynne said she was going to teach online. If said is used with an object we must include to ; For example: Lynne said to me that she’d never been to China. !Note – We usually use told. For example: Lynne told me that she’d never been to China. There are many other verbs we can use apart from said, told and asked. These include:accused, admitted, advised, alleged, agreed, apologised, begged, boasted, complained, denied, explained, implied, invited, offered, ordered, promised, replied, suggested and thought. Using them properly can make what you say much more interesting and informative. For example: He asked me to come to the party:He invited me to the party. He begged me to come to the party. He ordered me to come to the party. He advised me to come to the party. He suggested I should come to the party.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Use of ‘That’ in reported speech In reported speech, the word that is often used. For example: He told me that he lived in Greenwich. However, that is optional. For example: He told me he lived in Greenwich. !Note – That is never used in questions, instead we often use if. For example: He asked me if I would come to the party. JUNE 3, 2014
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Mitos dalam Matematika BANYAK mitos menyesatkan mengenai matematika. Mitos-mitos salah ini memberi andil besar dalam membuat sebagian masyarakat merasa alergi bahkan tidak menyukai matematika. Akibatnya, mayoritas siswa kita mendapat nilai buruk untuk bidang studi ini, bukan lantaran tidak mampu, melainkan karena sejak awal sudah merasa alergi dan takut sehingga tidak pernah atau malas untuk mempelajari matematika. Meski banyak, namun ada lima mitos sesat yang sudah mengakar dan menciptakan persepsi negatif terhadap matematika. Mitos pertama, matematika adalah ilmu yang sangat sukar sehingga hanya sedikit orang yang atau siswa dengan IQ minimal tertentu yang mampu memahaminya. Ini jelas menyesatkan. Meski bukan ilmu yang termudah, matematika sebenarnya merupakan ilmu yang relatif mudah jika dibandingkan dengan ilmu lainnya. Sebagai contoh, amati perbandingan soal untuk siswa kelas 6 sebuah SD swasta berikut ini. Soal pertama, “Sebutkan 3 tarian khas daerah Kalimantan Tengah.” Soal kedua, “ Sebuah lingkaran dibagi menjadi tiga buah juring dengan perbandingan masing-masing sudut pusatnya adalah 2 : 3 : 4, maka hitung besar masing-masing sudut pusat juring-juring tersebut“ . Ternyata, persentase siswa yang menjawab benar soal kedua lebih besar dibandingkan persentase siswa yang menjawab benar soal pertama. Tanpa ingin mengundang perdebatan, contoh di atas menunjukkan, bahwa matematika bukanlah ilmu yang sangat sukar. Soal matematika terasa sulit bagi siswa-siswa kita karena mereka tidak memahami konsep bilangan dan konsep ukuran secara benar semasa di sekolah dasar. Jika konsep bilangan dan ukuran dikuasai, maka pekerjaan menganalisis dan menghitung menjadi hal yang mudah dan menyenangkan. Mitos kedua, matematika adalah ilmu hafalan dari sekian banyak rumus. Mitos ini membuat siswa malas mempelajari matematika dan akhirnya tidak mengerti apa-apa tentang matematika. Padahal, sejatinya matematika bukanlah ilmu menghafal rumus, karena tanpa memahami konsep, rumus yang sudah dihafal tidak akan bermanfaat. Sebagai contoh, ada soal berikut, “Benny merakit sebuah mesin 6 jam lebih lama daripada Ahmad. Jika bersama-sama mereka dapat merakit sebuah mesin dalam waktu 4 jam, berapa lama waktu yang diperlukan oleh Ahmad untuk merakit sebuah mesin sendirian ?”. Seorang yang hafal rumus persamaan kuadrat tidak akan mampu menjawab soal tersebut apabila tidak mampu memodelkan soal tersebut ke dalam bentuk persamaan kuadrat. Sesungguhnya, hanya sedikit rumus matematika yang perlu (tapi tidak harus) dihapal, sedangkan sebagian besar rumus lain tidak perlu dihafal, melainkan cukup dimengerti konsepnya. Salah satu contoh, jika siswa mengerti konsep anatomi bentuk irisan kerucut, maka lebih dari 90 persen rumus-rumus irisan kerucut tidak perlu dihafal. Mitos ketiga, matematika selalu berhubungan dengan kecepatan menghitung. Memang, berhitung adalah bagian tak terpisahkan dari matematika, terutama pada tingkat SD. Tetapi, kemampuan menghitung secara cepat bukanlah hal terpenting dalam matematika. Yang terpenting adalah pemahaman konsep. Melalui pemahaman konsep, kita akan mampu melakukan analisis (penalaran) terhadap permasalahan (soal) untuk kemudian mentransformasikan ke dalam model dan bentuk persamaan matematika. Jika permasalahan (soal) sudah tersaji dalam bentuk persamaan matematika, baru kemampuan menghitung diperlukan. Itu pun bukan sebagai sesuatu yang mutlak, sebab pada saat ini telah banyak beredar alat bantu menghitung seperti kalkulator dan komputer. Jadi, mitos yang lebih tepat adalah matematika selalu berhubungan dengan pemahaman dan penalaran. Mitos keempat, matematika adalah ilmu abstrak dan tidak berhubungan dengan realita. Mitos ini jelas-jelas salah kaprah, sebab fakta menunjukkan bahwa matematika sangat realistis. Dalam arti, matematika merupakan bentuk analogi dari realita sehari-hari. Contoh paling sederhana adalah solusi dari Leonhard Euler, matematikawan Prancis, terhadap masalah Jembatan Konisberg. Selain itu, hampir di semua sektor, teknologi, ekonomi dan bahkan sosial, matematika berperan secara signifikan. Robot cerdas yang mampu berpikir berisikan program yang disebut sistem pakar (expert system) yang didasarkan kepada konsep Fuzzy Matematika. Hitungan aerodinamis pesawat terbang dan konsep GPS juga dilandaskan kepada konsep model matematika, goneometri, dan kalkulus. Hampir semua teori-teori ekonomi dan perbankan modern diciptakan melalui matematika. Mitos kelima, Matematika adalah ilmu yang membosankan, kaku, dan tidak rekreatif. Anggapan ini jelas keliru. Meski jawaban (solusi) matematika terasa eksak lantaran solusinya tunggal, tidak berarti matematika kaku dan membosankan. Walau jawaban (solusi) hanya satu (tunggal), cara atau metode menyelesaikan soal matematika sebenarnya boleh bermacam-macam. Sebagai contoh, untuk mencari solusi dari dua buah persamaan, dapat digunakan tiga cara yaitu, metode subtitusi, eliminasi, dan grafik. Contoh lain, untuk membuktikan kebenaran teorema Phytagoras, dapat dipergunakan banyak cara. Ada 79 cara membuktikan teorema phytagoras . Selain tidak membosankan, matematika juga rekreatif dan menyenangkan. Albert Einstein, tokoh fisika terbesar abad ke-20, menyatakan bahwa matematika adalah senjata utama dirinya dalam merumuskan konsep relativitasnya yang sangat terkenal tersebut. Menurut Einstein, dia menyukai matematika ketika pamannya menjelaskan bahwa prosedur kerja matematika mirip dengan cara kerja detektif, sebuah lakon yang sangat disukainya sejak kecil. Memang, cara kerja matematika mirip sebuah games. Mula-mula kita harus mengidentifikasi variabel-variabel atau parameterparameter yang ada melalui atributnya masing-masing. Setelah itu, laksanakan operasi di antara variabel dan parameter tersebut. Yang paling menyenangkan, dalam melakukan operasi kita dibebaskan melakukan manipulasi (trik) semau kita agar sampai kepada solusi yang diharapkan. Kebebasan melakukan manipulasi dalam operasi matematika inilah yang menantang dan mengundang keasyikan tersendiri, bak sedang dalam permainan atau petualangan. Karena itu, tidak mengherankan jika terkadang kita menjumpai siswa yang asyik menyendiri dengan soal-soal matematikanya. Selain itu, secara intrinsik matematika juga memiliki angka berupa bilangan bulat yang mengandung misteri yang sangat mengasyikkan. Misalnya Anda melakukan operasi perkalian maupun pertambahan terhadap dua bilangan tertentu, maka terkadang akan muncul bilangan yang memiliki bentuk simetri tertentu. Contoh lain, Anda dapat menunjukkan kemahiran menebak dengan tepat angka tertentu yang telah mengalami beberapa operasi. Bagi yang belum memahami matematika, kemampuan Anda menebak angka dianggap sihir, padahal itu merupakan operasi. Matematika adalah ilmu yang mudah dan menyenangkan. Karena itu, siapa pun mampu mempelajarinya dengan baik. Untuk itu, tugas utama kita adalah merobohkan mitos-mitos sesat di sekeliling matematika. JUNE 3, 2014
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Logaritma dan eksponensial FUNGSI Logaritma dan Eksponensial Fungsi log 2 + 3
=
log 2 + log 10 3
=
log 2 × 10 3
=
log 2000
T DIA fungsi logaritma DENGAN DASAR b adalah fungsi y = log b x . b biasanya lebih banyak dari 1 (meskipun hanya perlu lebih besar dari 0 dan tidak sama dengan 1). Fungsi ini didefinisikan untuk semua x > 0.Berikut adalah grafik untuk setiap basis b .
Perhatikan hal berikut: • Untuk dasar apapun, x -intercept adalah 1. Mengapa? Untuk melihat jawabannya, melewati mouse Anda ke daerah berwarna. Untuk menutupi jawabannya lagi, klik “Refresh” (“Reload”). Para logaritma dari 1 (http://themathpage.com/aPreCalc/logarithms.htm#log 1) adalah 0. y = log b 1 = 0. • Grafik melalui titik ( b , 1). Mengapa? Logaritma dari dasar adalah 1. log b b = 1. •
Grafik di bawah x -sumbu – logaritma adalah negatif – untuk
0 < x x + 1
=
log 5 625
=
log 5 625
=
4
=
3.
x + 1 x + 1 x
. Contoh 3 Selesaikan untuk x : 2 x – 4 = 3 x Solusi . Kami dapat mengambil log dari kedua belah pihak baik dengan basis 2 atau dasar 3. Mari kita gunakan basis 2: log 2 2 x – 4
=
log 2 3 x
=
x log 2 3, menurut Hukum ke-3 (http://themathpage.com/aPreCalc/logarithms.htm#third)
=
4
=
4
=
4
x – 4 x – x log 2 3 x (1 – log 2 3) x
1 – log 2 3 log 2 3 adalah beberapa nomor. Persamaan terpecahkan. Masalah 6. Selesaikan untuk x : 2 – 5
=
32
=
log 2 32
=
5
=
10
log 2 2 x – 5 x – 5 x
Soal 7. Selesaikan untuk x . Solusinya dapat dinyatakan sebagai logaritma suatu. 10 3 x – 1 = 2 2 x + 1 log 10 3 x – 1
=
log 2 2 x + 1
=
(2 x + 1) log 2
=
2 x log 2 + log 2
=
1 + log 2
=
1 + log 2
=
1 + log 2
3 x – 1 3 x – 1 3 x – 2 x log 2 x (3 – 2 log 2) x
3 – 2 log 2 Soal 8. Selesaikan untuk x : e dosa x
=
1
=
ln 1
=
0
Dalam e dosa x dosa x x adalah sudut radian (http://themathpage.com/atrig/radian-measure.htm) yang sinus adalah 0: x
=
0.
. Contoh 4 Selesaikan untuk x : log 5 (2 x + 3) = 3 Solusi. Untuk “bebas” argumen logaritma, mengambil fungsi invers – 5x – kedua belah pihak. Artinya, biarkan masing-masing pihak menjadi eksponen dengan basis 5. Ekuivalen, tulis bentuk eksponensial (http://themathpage.com/aPreCalc/logarithms.htm#form) . 2 x + 3
=
5 3
=
125-3
=
122
=
61
2 x 2 x x
Soal 9. Selesaikan untuk x : log 4 (3 x – 5)
=
0
Jika kita membiarkan setiap sisi menjadi eksponen dengan basis 4, maka 3 x – 5
=
4 0 = 1
=
6
=
2
3 x x Soal 10. Selesaikan untuk x : log 2 ( x ² + 7)
=
4
=
2 4 = 16
=
16-7 = 9
=
± 3
x ² + 7 x ² x
. Contoh 5 Selesaikan untuk x : log (2 x + 1) = log 11 Solusi . Jika kita membiarkan setiap sisi menjadi eksponen dengan 10 sebagai dasar, maka menurut hubungan terbalik: 2 x + 1
=
11.
=
5.
Itu berarti x Masalah 11. Selesaikan untuk x : ln (5 x – 1) = ln (2 x + 8). Jika kita membiarkan setiap sisi menjadi eksponen dengan basis e, maka 5 x – 1
=
2 x + 8
=
9
=
3.
3 x x
Keterampilan dalam Aljabar, Pelajaran 9 (http://themathpage.com/alg/equations-2.htm#both sides) . (http://www.blogger.com/post-edit.g?blogID=1908222444879588746&postID=3376614249127601787) (http://www.blogger.com/post-edit.g?blogID=1908222444879588746&postID=3376614249127601787) Membuat satu logaritma dari jumlah yang (http://www.blogger.com/post-edit.g? blogID=1908222444879588746&postID=3376614249127601787) Contoh 6. Gunakan (http://www.blogger.com/post-edit.g? blogID=1908222444879588746&postID=3376614249127601787)hukum logaritma (http://themathpage.com/aPreCalc/logarithms.htm#laws) (Topik 20) untuk menulis berikut ini sebagai salah satu logaritma. log x + log y – 2 log z . Solusi . log x + log y – 2 log z
=
log
xy – log z ²
=
log
xy
z ² . Soal 12 Menulis sebagai salah satu logaritma: k log x + m log y – n log z
. Soal 13 Menulis sebagai salah satu logaritma: log (2 x – 8) – log ( x ² – 16). log (2 x – 8) – log ( x ² – 16)
=
log
2 x – 8 x ² – 16
=
log
2 ( x – 4) ( x – 4) ( x + 4)
=
log
2 x + 4
Contoh 7. Melalui Peraturan i di atas (http://themathpage.com/aPreCalc/logarithmic-exponential-functions.htm#rule i) – n = log b b n , – Kita dapat menulis nomor apapun sebagai logaritma dalam basis apapun. Sebagai contoh, 7
=
log 2 2 7
=
log 3 3 5 . 9
=
Dalam e t
=
log 1000
5.9 t 3
Soal 14. a)
2 = ln e ²
b)
1 = ln e
. Contoh 8 Menulis berikut sebagai salah satu logaritma: log b x + n Solusi.
log b x + n
=
log b x + log b b n
=
log b xb n
. Soal 15 Menulis sebagai salah satu logaritma: log 2 + 3 JUNE 3, 2014
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My Poem for You My Dear :-* I love you my BAD pRinCe But you never remember me boy .. You know ?? I always hope you always there side me when I cry and sad .. So .. Better I’m must stop thinking about you, boy .. You always make me sad .. What do you ever be care to me ?? You never do it, don’t you ?? Yeachh .. of course .. I can know about it .. I’m suffer because you and your love .. What must I to do ?? Just quite ?? No .. you must stay way from me .. I want you lost from my live .. I often try firget you, but I can’t .. God … please help me for do it .. It’s best for my live be happy and always successful .. Amiiin_
ª
JUNE 3, 2014
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Direct Indirect Speech Direct Speech / Quoted Speech Saying exactly what someone has said is called direct speech (sometimes called quoted speech) Here what a person says appears within quotation marks (“…”) and should be word for word. For example: She said, “Today’s lesson is on presentations.” or “Today’s lesson is on presentations,” she said.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Indirect Speech / Reported Speech Indirect speech (sometimes called reported speech), doesn’t use quotation marks to enclose what the person said and it doesn’t have to be word for word. When reporting speech the tense usually changes. This is because when we use reported speech, we are usually talking about a time in the past (because obviously the person who spoke originally spoke in the past). The verbs therefore usually have to be in the past too. For example: Direct speech
Indirect speech
“I’m going to the cinema”, he said.
He said he was going to the cinema.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Tense change As a rule when you report something someone has said you go back a tense: (the tense on the left changes to the tense on the right): Direct speech
Indirect speech
Present simple She said, “It’s cold.”
›
Past simple She said it was cold.
Present continuous She said, “I’m teaching English online.”
›
Past continuous She said she was teaching English online.
Present perfect simple She said, “I’ve been on the web since 1999.”
›
Past perfect simple She said she had been on the web since 1999.
Present perfect continuous She said, “I’ve been teaching English for seven years.”
›
Past perfect continuous She said she had been teaching English for seven years.
Past simple She said, “I taught online yesterday.”
›
Past perfect She said she had taught online yesterday.
Past continuous She said, “I was teaching earlier.”
›
Past perfect continuous She said she had been teaching earlier.
Past perfect She said, “The lesson had already started when he arrived.”
›
Past perfect NO CHANGE – She said the lesson had already started when he arrived.
Past perfect continuous She said, “I’d already been teaching for five minutes.”
›
Past perfect continuous NO CHANGE – She said she’d already been teaching for five minutes.
Modal verb forms also sometimes change: Direct speech
Indirect speech
will She said, “I’ll teach English online tomorrow.”
›
would She said she would teach English online tomorrow.
can She said, “I can teach English online.”
›
could She said she could teach English online.
must She said, “I must have a computer to teach English online.”
›
had to She said she had to have a computer to teach English online.
shall She said, “What shall we learn today?”
›
should She asked what we should learn today.
may She said, “May I open a new browser?”
›
might She asked if she might open a new browser.
!Note – There is no change to; could, would, should, might and ought to. Direct speech
Indirect speech
“I might go to the cinema”, he said.
He said he might go to the cinema.
You can use the present tense in reported speech if you want to say that something is still true i.e. my name has always been and will always be Lynne so:Direct speech
Indirect speech
“My name is Lynne”, she said.
She said her name was Lynne. or She said her name is Lynne.
You can also use the present tense if you are talking about a future event. Direct speech (exact quote)
Indirect speech (not exact)
“Next week’s lesson is on reported speech “, she said.
She said next week’s lesson is on reported speech.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Time change If the reported sentence contains an expression of time, you must change it to fit in with the time of reporting. For example we need to change words like here and yesterday if they have different meanings at the time and place of reporting. Today
+ 24 hours – Indirect speech
“Today’s lesson is on presentations.”
She said yesterday’s lesson was on presentations.
Expressions of time if reported on a different day this (evening)
›
that (evening)
today
›
yesterday …
these (days)
›
those (days)
now
›
then
(a week) ago
›
(a week) before
last weekend
›
the weekend before last / the previous weekend
here
›
there
next (week)
›
the following (week)
tomorrow
›
the next/following day
In addition if you report something that someone said in a different place to where you heard it you must change the place (here) to the place (there). For example:At work
At home
“How long have you worked here?”
She asked me how long I’d worked there.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Pronoun change In reported speech, the pronoun often changes. For example: Me
You
“I teach English online.”
She said she teaches English online.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Reporting Verbs Said, told and asked are the most common verbs used in indirect speech. We use asked to report questions:For example: I asked Lynne what time the lesson started. We use told with an object. For example: Lynne told me she felt tired. !Note – Here me is the object. We usually use said without an object. For example: Lynne said she was going to teach online. If said is used with an object we must include to ; For example: Lynne said to me that she’d never been to China. !Note – We usually use told. For example: Lynne told me that she’d never been to China. There are many other verbs we can use apart from said, told and asked. These include:accused, admitted, advised, alleged, agreed, apologised, begged, boasted, complained, denied, explained, implied, invited, offered, ordered, promised, replied, suggested and thought. Using them properly can make what you say much more interesting and informative. For example: He asked me to come to the party:He invited me to the party. He begged me to come to the party. He ordered me to come to the party. He advised me to come to the party. He suggested I should come to the party.
(https://www.blogger.com/blogger.g?blogID=1908222444879588746) (https://www.blogger.com/blogger.g?blogID=1908222444879588746)Use of ‘That’ in reported speech In reported speech, the word that is often used. For example: He told me that he lived in Greenwich. However, that is optional. For example: He told me he lived in Greenwich. !Note – That is never used in questions, instead we often use if. For example: He asked me if I would come to the party. MAY 28, 2014
VEMOEZT
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