suggest reported speech

How do you write suggestions, advice, promises, etc. in reported speech in English? - Easy Learning Grammar

• suggest, insist on     + present participle
• advise, invite, warn     + direct object +  not  +  to  infinitive
• refuse, threaten     +  to  infinitive
• offer, promise     +  to  infinitive

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• Reported suggestions
• 1. Ellie, “Let’s watch a comedy.” Ellie suggested . watching a comedy
• 2. Elizabeth, “Let's visit my parents.” Elizabeth suggested . visiting her parents
• 3. Lucas, “Let's move to Canada.” Lucas suggested . moving to Canada
• 4. Benjamin, “Let's jog in the morning.” Benjamin suggested . jogging in the morning
• 5. Camila, “Let's order a pizza.” Camila suggested . ordering a pizza
• 6. Jacob, “Let's fly to Greece.” Jacob suggested . flying to Greece
• 7. Hannah, “Let's walk in the park.” Hannah suggested . walking in the park
• 8. Michael, “Let's buy you a new computer.” Michael suggested . buying a new computer
• 9. Henry, “Let's learn how to ski.” Henry suggested . learning how to ski
• 10. Audrey, “Let's bake a cake.” Audrey suggested . baking a cake
• Reported statements — mixed tenses — Exercise 1
• Reported statements — mixed tenses — Exercise 2
• Reported statements — mixed tenses — Exercise 3
• Reported statements — mixed tenses — Exercise 4
• Reported statements — mixed tenses — Exercise 5

English EFL

Reported speech

Reporting orders and requests

Reporting orders and requests.

When we want to report an order or request, we can use a verb like 'tell' with a to-clause:  He told me to go away.  The pattern is  verb + indirect object + to-clause . The indirect object is the person spoken to. Other verbs used in reporting orders and requests in this way are:  command, order, warn, ask, advise, invite, beg, teach, & forbid.

REQUESTS FOR OBJECTS

Requests for objects are reported using the pattern "asked for" + object.

SUGGESTIONS

Suggestions are most often reported using the verbs suggest, insist, recommend, demand, request, and propose followed by a that clause. 'That' and 'should' are optional in these clauses, as shown in the first two examples below. Note that suggest, recommend, and propose may also be followed by a gerund in order to eliminate the indirect object (the receiver of the suggestion) and thus make the suggestion more polite. This usage of the gerund is illustrated in the fourth and fifth examples below.

Course Curriculum

• Direct and indirect speech 15 mins
• Tense changes in reported speech 20 mins
• Changing time and place in reported speech 20 mins
• Reported questions 20 mins
• Reporting verbs 20 mins
• Reporting orders and requests 15 mins
• Reporting hopes, intentions and promises 20 mins

Orders, requests and suggestions

Reported speech: orders, requests & suggestions, orders, requests, suggestions.

1.  When we want to report an  order or request,  we can use a verb like   ‘tell’  with a to-clause .

• He told me to go away.

The pattern is  verb + indirect object + to-clause .

(The indirect object is the person spoken to.)

Other verbs used to report orders and requests in this way are:  command,   order, warn, ask, advise, invite, beg, teach, forbid .

• a. The doctor said to me, “Stop smoking!”. —-> The doctor  told me to stop smoking .
• “Get out of the car!” said the policeman. —–> The policeman  ordered him to get out of the car .
• “Could you please be quiet,” she said. ——> She  asked me to be quiet .
• The man with the gun said to us, “Don’t move!” ——-> The man with the gun  warned us not to move .

(See also section on  Verbs followed by infinitive  and  Verbs followed by gerund )

2.  Requests for objects  are reported using the pattern  ask + for + object :

• “Can I have an apple?”, she asked. ——> She  asked for an apple
• “Can I have the newspaper, please?” ——-> He  asked for the newspaper .
• “May I have a glass of water?” he said. ——–> He  asked for a glass of water .
• “Sugar, please.” ——-> She  asked for the sugar .
• “Could I have three kilos of onions?” ——-> He  asked for three kilos of onions .

3.  Suggestions  are usually reported with a  that-clause.   ‘That’  and  ‘should’  are optional in these clauses:

• She said: “Why don’t you get a mechanic to look at the car?” ——-> She suggested that I should get a mechanic to look at the car.   OR  She suggested I get a mechanic to look at the car.

Other reporting verbs used in this way are:  insist, recommend, demand, request, propose .

• “It would be a good idea to see the dentist”, said my mother. ——> My mother  suggested I see  the dentist.
• The dentist said, “I think you should use a different toothbrush”. ——–> The dentist  recommended that I should use  a different toothbrush.
• My manager said, “I think we should examine the budget carefully at this meeting.” ——-> My manager  proposed that we examine  the budget carefully at the meeting.
• “Why don’t you sleep overnight at my house?” she said. ——–> She suggested  that I sleep  overnight at her house.

Suggest  can also be followed by a gerund: I  suggested  postponing the visit to the dentist. See also  Summary of Reporting Verbs .

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What is Reported Speech and how to use it? with Examples

Reported speech and indirect speech are two terms that refer to the same concept, which is the act of expressing what someone else has said. Reported speech is different from direct speech because it does not use the speaker's exact words. Instead, the reporting verb is used to introduce the reported speech, and the tense and pronouns are changed to reflect the shift in perspective. There are two main types of reported speech: statements and questions. 1. Reported Statements: In reported statements, the reporting verb is usually "said." The tense in the reported speech changes from the present simple to the past simple, and any pronouns referring to the speaker or listener are changed to reflect the shift in perspective. For example, "I am going to the store," becomes "He said that he was going to the store." 2. Reported Questions: In reported questions, the reporting verb is usually "asked." The tense in the reported speech changes from the present simple to the past simple, and the word order changes from a question to a statement. For example, "What time is it?" becomes "She asked what time it was." It's important to note that the tense shift in reported speech depends on the context and the time of the reported speech. Here are a few more examples: ●  Direct speech: "I will call you later." Reported speech: He said that he would call me later. ●  Direct speech: "Did you finish your homework?" Reported speech: She asked if I had finished my homework. ●  Direct speech: "I love pizza." Reported speech: They said that they loved pizza.

When do we use reported speech?

Reported speech is used to report what someone else has said, thought, or written. It is often used in situations where you want to relate what someone else has said without quoting them directly. Reported speech can be used in a variety of contexts, such as in news reports, academic writing, and everyday conversation. Some common situations where reported speech is used include: News reports: Journalists often use reported speech to quote what someone said in an interview or press conference. Business and professional communication: In professional settings, reported speech can be used to summarize what was discussed in a meeting or to report feedback from a customer. Conversational English: In everyday conversations, reported speech is used to relate what someone else said. For example, "She told me that she was running late." Narration: In written narratives or storytelling, reported speech can be used to convey what a character said or thought.

How to make reported speech?

1. Change the pronouns and adverbs of time and place: In reported speech, you need to change the pronouns, adverbs of time and place to reflect the new speaker or point of view. Here's an example: Direct speech: "I'm going to the store now," she said. Reported speech: She said she was going to the store then. In this example, the pronoun "I" is changed to "she" and the adverb "now" is changed to "then." 2. Change the tense: In reported speech, you usually need to change the tense of the verb to reflect the change from direct to indirect speech. Here's an example: Direct speech: "I will meet you at the park tomorrow," he said. Reported speech: He said he would meet me at the park the next day. In this example, the present tense "will" is changed to the past tense "would." 3. Change reporting verbs: In reported speech, you can use different reporting verbs such as "say," "tell," "ask," or "inquire" depending on the context of the speech. Here's an example: Direct speech: "Did you finish your homework?" she asked. Reported speech: She asked if I had finished my homework. In this example, the reporting verb "asked" is changed to "said" and "did" is changed to "had." Overall, when making reported speech, it's important to pay attention to the verb tense and the changes in pronouns, adverbs, and reporting verbs to convey the original speaker's message accurately.

How do I change the pronouns and adverbs in reported speech?

1. Changing Pronouns: In reported speech, the pronouns in the original statement must be changed to reflect the perspective of the new speaker. Generally, the first person pronouns (I, me, my, mine, we, us, our, ours) are changed according to the subject of the reporting verb, while the second and third person pronouns (you, your, yours, he, him, his, she, her, hers, it, its, they, them, their, theirs) are changed according to the object of the reporting verb. For example: Direct speech: "I love chocolate." Reported speech: She said she loved chocolate. Direct speech: "You should study harder." Reported speech: He advised me to study harder. Direct speech: "She is reading a book." Reported speech: They noticed that she was reading a book. 2. Changing Adverbs: In reported speech, the adverbs and adverbial phrases that indicate time or place may need to be changed to reflect the perspective of the new speaker. For example: Direct speech: "I'm going to the cinema tonight." Reported speech: She said she was going to the cinema that night. Direct speech: "He is here." Reported speech: She said he was there. Note that the adverb "now" usually changes to "then" or is omitted altogether in reported speech, depending on the context. It's important to keep in mind that the changes made to pronouns and adverbs in reported speech depend on the context and the perspective of the new speaker. With practice, you can become more comfortable with making these changes in reported speech.

How do I change the tense in reported speech?

In reported speech, the tense of the reported verb usually changes to reflect the change from direct to indirect speech. Here are some guidelines on how to change the tense in reported speech: Present simple in direct speech changes to past simple in reported speech. For example: Direct speech: "I like pizza." Reported speech: She said she liked pizza. Present continuous in direct speech changes to past continuous in reported speech. For example: Direct speech: "I am studying for my exam." Reported speech: He said he was studying for his exam. Present perfect in direct speech changes to past perfect in reported speech. For example: Direct speech: "I have finished my work." Reported speech: She said she had finished her work. Past simple in direct speech changes to past perfect in reported speech. For example: Direct speech: "I visited my grandparents last weekend." Reported speech: She said she had visited her grandparents the previous weekend. Will in direct speech changes to would in reported speech. For example: Direct speech: "I will help you with your project." Reported speech: He said he would help me with my project. Can in direct speech changes to could in reported speech. For example: Direct speech: "I can speak French." Reported speech: She said she could speak French. Remember that the tense changes in reported speech depend on the tense of the verb in the direct speech, and the tense you use in reported speech should match the time frame of the new speaker's perspective. With practice, you can become more comfortable with changing the tense in reported speech.

Do I always need to use a reporting verb in reported speech?

No, you do not always need to use a reporting verb in reported speech. However, using a reporting verb can help to clarify who is speaking and add more context to the reported speech. In some cases, the reported speech can be introduced by phrases such as "I heard that" or "It seems that" without using a reporting verb. For example: Direct speech: "I'm going to the cinema tonight." Reported speech with a reporting verb: She said she was going to the cinema tonight. Reported speech without a reporting verb: It seems that she's going to the cinema tonight. However, it's important to note that using a reporting verb can help to make the reported speech more formal and accurate. When using reported speech in academic writing or journalism, it's generally recommended to use a reporting verb to make the reporting more clear and credible. Some common reporting verbs include say, tell, explain, ask, suggest, and advise. For example: Direct speech: "I think we should invest in renewable energy." Reported speech with a reporting verb: She suggested that they invest in renewable energy. Overall, while using a reporting verb is not always required, it can be helpful to make the reported speech more clear and accurate.

How to use reported speech to report questions and commands?

1. Reporting Questions: When reporting questions, you need to use an introductory phrase such as "asked" or "wondered" followed by the question word (if applicable), subject, and verb. You also need to change the word order to make it a statement. Here's an example: Direct speech: "What time is the meeting?" Reported speech: She asked what time the meeting was. Note that the question mark is not used in reported speech. 2. Reporting Commands: When reporting commands, you need to use an introductory phrase such as "ordered" or "told" followed by the person, to + infinitive, and any additional information. Here's an example: Direct speech: "Clean your room!" Reported speech: She ordered me to clean my room. Note that the exclamation mark is not used in reported speech. In both cases, the tense of the reported verb should be changed accordingly. For example, present simple changes to past simple, and future changes to conditional. Here are some examples: Direct speech: "Will you go to the party with me?" Reported speech: She asked if I would go to the party with her. Direct speech: "Please bring me a glass of water." Reported speech: She requested that I bring her a glass of water. Remember that when using reported speech to report questions and commands, the introductory phrases and verb tenses are important to convey the intended meaning accurately.

How to make questions in reported speech?

To make questions in reported speech, you need to use an introductory phrase such as "asked" or "wondered" followed by the question word (if applicable), subject, and verb. You also need to change the word order to make it a statement. Here are the steps to make questions in reported speech: Identify the reporting verb: The first step is to identify the reporting verb in the sentence. Common reporting verbs used to report questions include "asked," "inquired," "wondered," and "wanted to know." Change the tense and pronouns: Next, you need to change the tense and pronouns in the sentence to reflect the shift from direct to reported speech. The tense of the verb is usually shifted back one tense (e.g. from present simple to past simple) in reported speech. The pronouns should also be changed as necessary to reflect the shift in perspective from the original speaker to the reporting speaker. Use an appropriate question word: If the original question contained a question word (e.g. who, what, where, when, why, how), you should use the same question word in the reported question. If the original question did not contain a question word, you can use "if" or "whether" to introduce the reported question. Change the word order: In reported speech, the word order of the question changes from the inverted form to a normal statement form. The subject usually comes before the verb, unless the original question started with a question word. Here are some examples of reported questions: Direct speech: "What time is the meeting?" Reported speech: She asked what time the meeting was. Direct speech: "Did you finish your homework?" Reported speech: He wanted to know if I had finished my homework. Direct speech: "Where are you going?" Reported speech: She wondered where I was going. Remember that when making questions in reported speech, the introductory phrases and verb tenses are important to convey the intended meaning accurately. Here you can find more examples of direct and indirect questions

What is the difference between reported speech an indirect speech?

In reported or indirect speech, you are retelling or reporting what someone said using your own words. The tense of the reported speech is usually shifted back one tense from the tense used in the original statement. For example, if someone said, "I am going to the store," in reported speech you would say, "He/she said that he/she was going to the store." The main difference between reported speech and indirect speech is that reported speech usually refers to spoken language, while indirect speech can refer to both spoken and written language. Additionally, indirect speech is a broader term that includes reported speech as well as other ways of expressing what someone else has said, such as paraphrasing or summarizing.

Examples of direct speech to reported

1. Direct speech: "I am hungry," she said. Reported speech: She said she was hungry. 2. Direct speech: "Can you pass the salt, please?" he asked. Reported speech: He asked her to pass the salt. 3. Direct speech: "I will meet you at the cinema," he said. Reported speech: He said he would meet her at the cinema. 4. Direct speech: "I have been working on this project for hours," she said. Reported speech: She said she had been working on the project for hours. 5. Direct speech: "What time does the train leave?" he asked. Reported speech: He asked what time the train left. 6. Direct speech: "I love playing the piano," she said. Reported speech: She said she loved playing the piano. 7. Direct speech: "I am going to the grocery store," he said. Reported speech: He said he was going to the grocery store. 8. Direct speech: "Did you finish your homework?" the teacher asked. Reported speech: The teacher asked if he had finished his homework. 9. Direct speech: "I want to go to the beach," she said. Reported speech: She said she wanted to go to the beach. 10. Direct speech: "Do you need help with that?" he asked. Reported speech: He asked if she needed help with that. 11. Direct speech: "I can't come to the party," he said. Reported speech: He said he couldn't come to the party. 12. Direct speech: "Please don't leave me," she said. Reported speech: She begged him not to leave her. 13. Direct speech: "I have never been to London before," he said. Reported speech: He said he had never been to London before. 14. Direct speech: "Where did you put my phone?" she asked. Reported speech: She asked where she had put her phone. 15. Direct speech: "I'm sorry for being late," he said. Reported speech: He apologized for being late. 16. Direct speech: "I need some help with this math problem," she said. Reported speech: She said she needed some help with the math problem. 17. Direct speech: "I am going to study abroad next year," he said. Reported speech: He said he was going to study abroad the following year. 18. Direct speech: "Can you give me a ride to the airport?" she asked. Reported speech: She asked him to give her a ride to the airport. 19. Direct speech: "I don't know how to fix this," he said. Reported speech: He said he didn't know how to fix it. 20. Direct speech: "I hate it when it rains," she said. Reported speech: She said she hated it when it rained.

What is Direct and Indirect Speech?

Direct and indirect speech are two different ways of reporting spoken or written language. Let's delve into the details and provide some examples. Click here to read more

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• June 25, 2020

Reported Speech in English: What It is and How to Use It

Sometimes we may wish to report the words of others. In fact, this is quite a regular occurrence in any language.

There are two ways to do this: reported (indirect) speech, and direct speech.

Here’s how they work.

Direct speech

As the name would suggest, direct speech is when you directly report the words of another person.

“I’ll see you at the meeting on Wednesday,” he said.

Direct speech can always be identified in written speech through the use of speech marks (sometimes known as quotation marks). Please note that single or double marks can be used depending on the habit of the individual user.

Direct speech is the easier of the two options because it does not involve any grammatical or structural changes to the original sentence.

Reported (indirect) speech

Reported speech involves grammatical, and sometimes structural, changes.

Here is an example of the same sentence as above but this time delivered in reported speech.

“I’ll see you at the meeting on Wednesday,” he said. (direct speech)

He said (that) he would see me at the meeting today. (reported/indirect speech)

Aa can be seen, considerable changes have been made to the original sentence. First of all, the speech marks have been removed. Next, we must consider the verb tense used. Fortunately, the rules covering this are written in stone:

As can be seen from the above table, the original verb tense must be adapted accordingly. Let us look at the original examples once more:

The verb tense in the original, direct speech sentence (‘will’) has been adapted to ‘would’ as necessary. This reflects the difference in time between when the comment was originally made, and when it was reported.

This fact is made most obviously clear when the present tense is adapted to the past, as follows:

“I want to talk to you,” she said.

She said that she wanted to talk to me.

As is dictated, ‘want’ has become wanted’ because the request is now clearly in the past.

Please note that, on some occasions, adapting the present tense to the past tense may not be necessary. For example:

“I like pizza,” she said.

She said she likes/liked pizza.

Because we can assume the state to still be true, the present tense is also correct in the reported sentence. 

Other changes

Let us look once more at the original pair of sentences:

As well as the verb tense, both the subject and object have been adapted, and so has the time expression.

Of course, these amendments are all relative. Who was talking to who, and what is the time relationship between when the original sentence was communicated, and when it was reported? Always bear in mind these considerations when using reported speech.

Reported questions

Questions are a little bit different, and must be adapted in their own unique way. Generally speaking, there are two types of questions, and each must be considered separately.

• “What is your name?” he asked.
• “Do you like pizza?” she asked.

The first question is an ‘information’ question, requiring some kind of specific detail in the answer. The second question, meanwhile, is quite simply a ‘yes/no’ question, where detail is optional.

Here are the changes that must be made to each question in reported (indirect) speech

• He asked me what my name was/is.
• She asked me if I liked pizza.

In the ‘information’ question, the original sentence must be restructured so it is now no longer a question, but an affirmative statement. That is because, when reported, it is no longer a question. The verb tense should also be adapted as per the rules with all reported speech transitions.

In the ‘yes/no’ question, the sentence must also be adapted, with the word ‘if’ (or ‘whether’) replacing the auxiliary. Again, the verb tense must be changed accordingly.

Reporting verbs

In the examples in this article we have included the classic reporting verbs ‘said’ and ‘asked’. ‘Tell’ is another classic.

In truth, these verbs are incredibly uninformative. In reality, they tell us nothing about the emotion or feeling of what was communicated.

Therefore, it is better to run through the many options of reporting verbs we have at our disposal to select an option which best describes the sentiment of the words. Of course, in formal or business English you may want to stay with the neutral words of ‘say’, ‘ask’ and ‘tell’, but to be a little more descriptive, why not check out some of these options:

There are almost countless others. Give your language more color by choosing something more descriptive.

And don’t forget, the Linguix AI-powered writing assistant can provide you not only with the grammatical and structural amendments that you need to be correct in your writing, but can also be used to adapt your style so it is suitable to your audience. Get lists of synonyms to help you identify the perfect word, too. 

More from Linguix Blog

Reported Speech (Part 2) – Requests, Orders, and Questions

My colleague asked me to help him update his computer.

Read Reported Speech (Part 1) to learn how to make reported statements.

In Part 2, we will focus on requests, orders, and questions.

1. Requests/orders

• “Asked me to”  is used for requests.
• “Told me to” is stronger; it is used for orders/commands.
• The main verb stays in the infinitive: She asked me to make copies. He told me to go to the bank.

2. Yes/no questions

• “Asked if” and “wanted to know if” are equal.
• The main verb changes according to the rules for reported statements : “ Did you turn off the TV?” (past simple) She asked if I had turned off the TV (past perfect)
• We don’t use the auxiliary verbs “do/does/did” in the reported question.

3. Other questions

• “Asked”  and “wanted to know” are equal.
• We don’t use the auxiliary verb “do” or “does” in the reported question: “Where does he work?” She wanted to know where he works .
• In questions with the verb “to be,” the word order  changes in the reported question: “Where were you born?” (Question word + [to be] + subject) He asked where I was born (Question word + subject + [to be]) He asked where was I born

Reported Speech (Part 2) Quiz

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Verbs and tenses

• 1 Verbs and tenses
• 2 Lesson Share: Reported speech 1 – article
• 3 Past perfect aspect – article
• 4 Past perfect aspect – tips and activities
• 5 Present perfect aspect – article
• 6 Present perfect aspect – tips and activities
• 7 Reported speech – tips and activities
• 8 Reported speech 2 – article
• 9 The passive in English – article
• 10 The passive in English – tips and activities
• 11 Modal verbs 1 – article
• 12 Modal verbs 1 – tips and activities
• 13 Modal verbs 2 – article
• 14 Modal verbs 2 – tips and activities

Reported speech – tips and activities

By Kerry G. Maxwell and Lindsay Clandfield

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Tips and ideas from Kerry Maxwell and Lindsay Clandfield on teaching reported speech.

Introduction

Reported speech is a very rich grammar area to teach because:

• It can involve considerable manipulation of form.
• It’s a very easy piece of grammar to locate and exploit with texts.

The activities here are divided into different kinds of drill, ways of exploiting texts and analysis.

Activity: Basic substitution

At it’s most basic, you can simply read out a sentence and ask the students to rephrase it beginning with He said …/She said…  For example:

• T: I don’t like it.
• Ss: He said he didn’t like it.
• T: I hate it.
• Ss: He said he hated it.

This can be made a little more interesting in the following ways:

Activity: Chain reports

Version 1 The following activity is a variation of the well-known 'broken telephone'. Whisper a sentence in English to a student. That student then whispers it to another and so on until the last student has to say aloud what was said originally.

Version 2 If the above seems too easy, ask students to alternate reported speech/direct speech. If they hear it in reported speech they put it back to direct speech and vice versa. For example:

• T: I like it.
• S1: He said he liked it.
• S2: I like it.

Activity: I didn't get that. What did she say?

This is a quick question drill. Ask a student a question. After they answer, ask another student what was said. For example:

• T: Tomas, how did you get to class today?
• S1: I came by car.
• T: Sorry, I didn’t get that. Yvonne, what did Tomas say?
• S2: He said he had come by car.

Activity: Mingle

Prepare a series of cards/slips of paper, each with a different sentence. Here are some examples:

Remember me? We met at last year’s party.

Create enough cards so that each student has one. You can repeat the same sentences on other cards.

Explain that you want the students to role-play the following situation. They are all at a very formal cocktail party. Everybody must circulate and talk to each other. The trick is they must say what is on their card and as little else as possible. If you have a CD player or cassette player in the classroom, you could play some quiet music in the background during the mingle.

After five minutes (or however long it takes for most students to have spoken to each other) tell everyone to sit down again. Ask people to report back on what other people told them, using reported speech.

Activity: Text clarifications

This is another teacher-led activity that also focuses on listening skills. It uses an oral text generated by the teacher. For this activity you need to prepare the following:

• a short anecdote (2 minutes long) related to the topic that you are already doing in class (e.g. if you are doing holidays, make it about holidays);
• four or five sentences that contradict things in your anecdote.

Write the sentences on the board. Read them out to the students. Now explain that you are going to tell a story, but that some of the facts in the story are different. The students must listen carefully. When they hear a fact that is different from those on the board, someone must interrupt you and seek clarification, using the following structure:

Excuse me, but didn’t you say that …? (include what you had said earlier, the facts that are on the board).

Here is an example: T writes on the board:

• I live in a big house.
• I’m married.
• I don’t have any children.

The teacher reads out the sentences and then she gives the instructions for the activity. She begins the story:

• T: Well, the other day I was in my flat. It’s a small flat in the city centre …
• S: Excuse me, didn’t you say you lived in a big house?
• T: Ah yes, I did say that. So, it was in my big house. My boyfriend was at work …
• S: Excuse me, didn’t you say you were married?
• T: Of course. I’m married, I meant to say my husband was at work and the baby was crying …
• S: Excuse me, didn’t you say you didn’t have any children?
• T: That’s right. It isn’t my baby, it’s my sister’s baby.

Activity: Reported interviews

For this activity, search around the internet for an interview. This kind of activity works best if the interviewee is someone that your class is interested in, or at least someone they have heard about.

• Select some of the interview from the webpage and paste into a word document. Make copies for every two students in the class. In class, divide the students into pairs.
• Distribute the interview and ask them to work together and make a reported version it.
• Give them a word limit (150 words). When they have finished their draft report, have them swap reports with another pair. Ask them to reduce the report now to 100 words. Circulate and help.

Activity: Reporting back – famous interviews

In this activity, students create the interview themselves. Divide students into groups. Tell the groups that they must do the following:

• Decide on a famous person (living or dead) who they would like to interview.
• Nominate ONE person in that group to be the famous person.
• Once groups have nominated their famous people ask those people to come up to the front and form a new group.
• Explain that the famous people are all on a panel to be interviewed by the class, who are journalists.
• Give the journalists some time to think of questions. During this time the famous people can talk about what they are going to say.
• When the journalists are ready, begin moderating the interview by asking for questions.
• Once all the famous people have answered the questions send them back to their original seats.
• Now ask everybody to write a report with at least two things they remember from the interview. They should include examples of reported speech in their report. Ask students to compare their reports in pairs.
• Circulate and help. At the end, ask different pairs to read out their reports.

Activity: The news

Prepare for this activity by going to a news website and looking around for short news stories with examples of reported speech. Don’t worry about not finding any, there are usually lots.

• Select examples of these texts and create a small worksheet. First, ask students to read the excerpts and tick the stories they already know about.
• Then ask them to speculate as what the direct speech was. Tell them to write in direct speech the reported speech. They can add more detail if they like.
• At the end, have different students read their quotes and ask the others if they can see what story it came from.

Activity: Shades of meaning 1

The choice of whether or not to 'backshift' the tenses in reported speech often has to do with the reporter’s interpretation. You can ask students to compare the meanings between two examples of reported speech (minimal pair sentences).

For example:

See the section on tense choices in reported and reporting clauses for further examples that you could use and explanation of the differences in meaning.

Activity: Shades of meaning 2

You can also do the above exercise with examples from the news stories. Give the example and ask students to speculate why the tense was chosen. For example:

Why not … that Madonna owed them …?

Activity: What I think and don't think

This activity is a dictation activity. Prepare some sentences that are opinions on a certain topic that you’ve covered recently in class. There should be a mixture of affirmative and negative sentences. Here are some examples on the topic of ART for an intermediate class (some of these are stronger opinions – you may want to change them to reflect your own opinion).

• A lot of modern art isn’t very good.
• Art galleries are great places for conversation.
• There aren’t many famous painters from my country.
• Graffiti isn’t art.
• Art shouldn’t be only for rich people.
• Some art is worth far too much money.

Explain that you are going to dictate these sentences, but that the students must write down a report of each one beginning with The teacher thinks  … or The teacher doesn’t think … (see grammar explanation on negatives in reporting for when to use which stem). The above sentences would give the following:

The teacher thinks art galleries are great places for conversation.

Ask students to compare their answers in pairs, and then decide if they agree or disagree with you. Ask different groups to report back and have a short open class discussion.

Activity: Reacting to the news

Prepare a series of slips of paper each with a sentence beginning You’ve been asked to… or You’ve been told to… Prepare a mixture of good and bad things. For example:

• You’ve been asked to work next Saturday morning.
• You’ve been told to not drink any more wine.
• You’ve been asked to present an award at a film festival.
• You’ve been told to go the principal’s office.
• You’ve been asked to participate in a television show.
• You’ve been told to stay in bed for three weeks.

Pre-teach common social expressions for reacting to good or bad news, for example:

• That’s great!
• Congratulations!
• That’s good news
• That’s too bad.
• Oh dear. Oh no.
• That’s terrible!

Distribute the slips of paper to the students and ask them to read them silently. Then tell them to move around the class and 1) tell other students what they’ve been asked or told to do. 2) react to what other students tell them.

As a follow-up, you could ask them to work in groups and transcribe what they think was probably originally said.

Activity: Conspiracy theories

Prepare a small handout with the following 'claims' on it.

Elvis lives? It’s claimed that the singer Elvis is still alive today.

Think of four or five other conspiracy claims that you could add (you can add local ones too). Include one or two which are more 'believable' than the others (maybe even true ones). Write them in a similar style (i.e. headline, then the sentence stem It is claimed/said/believed that … ). Make one copy of this handout for every three or four students in the class.

Divide students into groups and give each group a card. They must read the card and then assign a score (0 to 5) to each theory 0 = we don’t believe this at all to 5 = we believe this is true . Do some feedback at the end, then collect the handouts. Ask students to try and rewrite from memory what the theories were, paying attention to the reporting structure.

Activity: Drill sergeant

This is another simple drill for reporting orders. Explain that you are going to be a drill sergeant: you are going to give four different students orders and then ask someone to report back what was said. Give short simple orders to different students in a brisk, sergeant-like voice. For example:

• Put down your pen!
• Listen to me!
• Pick up your bag!
• Answer your mobile phone!

The students must carry out the orders. Once you’ve given orders to four students, ask a fifth: What did I just say? The fifth student must report the orders (e.g. You told Maria to put down her pen, you told Giovanni to listen to you. ). If they can do it correctly, they become the drill sergeant.

This is a drill but with a role play element (that of being the sergeant) – to make the role even more effective you could use a prop, like a ruler or some kind of stick to wave around. You then give the prop to the next drill sergeant. Make sure nobody gets hit with the prop though!

Activity: things I was asked/told to do

To provide more practice in reporting structures with ask/tell, ask students to make a list of things they were asked or told to do in different situations. For example:

• when they were a child
• when they first started learning English
• in their first job
• on their first day at school/university

Tell students to compare with each other once they have written their lists. Then ask different students to report back.

Activity: Survivors mingle

This is a group role play, where students imagine that they have survived a plane accident and are stranded on a desert island. Prepare a series of cards/slips of paper, each with a different suggestion for the situation. Here are some examples:

• We should just wait for someone to come and find us.
• Why don’t we explore the island?
• Let’s get wood for a fire.
• We should all stay together. There are dangerous animals around here.
• I think you and I should try to escape together.
• Let’s build a boat.
• We should try and fix the plane.

(you can make your own. Begin with Why don’t we… Let’s …. We should…) Create enough cards so that each student has one. You can repeat the same sentences on other cards.

Explain that you want the students to role play the situation described above (to make it more 'real' you could elaborate on the story of how they got there). Everybody must circulate and talk to each other. They must say what is on their card and as little else as possible.

After five minutes (or however long it takes for most students to have spoken to each other) tell everyone to sit down again. Ask people to report back on what other people told them, using one of the following reporting verbs: suggest, advise or recommend .

Here is a variation which lets the students choose more of the language. Set up the scene, then give the students the sentence stems: Why don’t we … Let’s …. We should … and ask them to write a suggestion. Give them one of the above as an example. Then continue the activity.

Activity: Election pledges

To practise the structures following verbs like promise and offer , you can ask students to imagine they are speechwriters for a candidate for President or Prime Minister of their country. They must prepare a very short speech. You could give them the following outline to help:

• I know that …
• So I promise to … and to …
• If we are elected, my government pledges* to …
• My opponent has promised to …
• But we all know that …
• Together we can …

* pre-teach pledge – it has the same reporting structure as promise, or offer

Students can write this in groups. Then have different students read out their election speeches. Who is the most convincing?

• British English
• Reference Material
• Reported speech

Lesson Share: Reported speech 1 – article

Past perfect aspect – article

Past perfect aspect – tips and activities

Present perfect aspect – article, present perfect aspect – tips and activities.

Reported speech 2 – article

The passive in english – article, the passive in english – tips and activities, modal verbs 1 – article, modal verbs 1 – tips and activities, modal verbs 2 – article, modal verbs 2 – tips and activities, related articles.

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An article by Kerry Maxwell and Lindsay Clandfield on approaches to teaching reported speech.

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• Cambridge Dictionary +Plus

Reported speech: indirect speech

Indirect speech focuses more on the content of what someone said rather than their exact words. In indirect speech , the structure of the reported clause depends on whether the speaker is reporting a statement, a question or a command.

Indirect speech: reporting statements

Indirect reports of statements consist of a reporting clause and a that -clause. We often omit that , especially in informal situations:

The pilot commented that the weather had been extremely bad as the plane came in to land. (The pilot’s words were: ‘The weather was extremely bad as the plane came in to land.’ )

I told my wife I didn’t want a party on my 50th birthday. ( that -clause without that ) (or I told my wife that I didn’t want a party on my 50th birthday .)

Indirect speech: reporting questions

Reporting yes-no questions and alternative questions.

Indirect reports of yes-no questions and questions with or consist of a reporting clause and a reported clause introduced by if or whether . If is more common than whether . The reported clause is in statement form (subject + verb), not question form:

She asked if [S] [V] I was Scottish. (original yes-no question: ‘Are you Scottish?’ )

The waiter asked whether [S] we [V] wanted a table near the window. (original yes-no question: ‘Do you want a table near the window? )

He asked me if [S] [V] I had come by train or by bus. (original alternative question: ‘Did you come by train or by bus?’ )

Questions: yes-no questions ( Are you feeling cold? )

Reporting wh -questions

Indirect reports of wh -questions consist of a reporting clause, and a reported clause beginning with a wh -word ( who, what, when, where, why, how ). We don’t use a question mark:

He asked me what I wanted.

Not: He asked me what I wanted?

The reported clause is in statement form (subject + verb), not question form:

She wanted to know who [S] we [V] had invited to the party.

Not: … who had we invited …

Who , whom and what

In indirect questions with who, whom and what , the wh- word may be the subject or the object of the reported clause:

I asked them who came to meet them at the airport. ( who is the subject of came ; original question: ‘Who came to meet you at the airport?’ )

He wondered what the repairs would cost. ( what is the object of cost ; original question: ‘What will the repairs cost?’ )

She asked us what [S] we [V] were doing . (original question: ‘What are you doing?’ )

Not: She asked us what were we doing?

When , where , why and how

We also use statement word order (subject + verb) with when , where, why and how :

I asked her when [S] it [V] had happened (original question: ‘When did it happen?’ ).

Not: I asked her when had it happened?

I asked her where [S] the bus station [V] was . (original question: ‘Where is the bus station?’ )

Not: I asked her where was the bus station?

The teacher asked them how [S] they [V] wanted to do the activity . (original question: ‘How do you want to do the activity?’ )

Not: The teacher asked them how did they want to do the activity?

Questions: wh- questions

Indirect speech: reporting commands

Indirect reports of commands consist of a reporting clause, and a reported clause beginning with a to -infinitive:

The General ordered the troops to advance . (original command: ‘Advance!’ )

The chairperson told him to sit down and to stop interrupting . (original command: ‘Sit down and stop interrupting!’ )

We also use a to -infinitive clause in indirect reports with other verbs that mean wanting or getting people to do something, for example, advise, encourage, warn :

They advised me to wait till the following day. (original statement: ‘You should wait till the following day.’ )

The guard warned us not to enter the area. (original statement: ‘You must not enter the area.’ )

Verbs followed by a to -infinitive

Indirect speech: present simple reporting verb

We can use the reporting verb in the present simple in indirect speech if the original words are still true or relevant at the time of reporting, or if the report is of something someone often says or repeats:

Sheila says they’re closing the motorway tomorrow for repairs.

Henry tells me he’s thinking of getting married next year.

Rupert says dogs shouldn’t be allowed on the beach. (Rupert probably often repeats this statement.)

Newspaper headlines

We often use the present simple in newspaper headlines. It makes the reported speech more dramatic:

JUDGE TELLS REPORTER TO LEAVE COURTROOM

PRIME MINISTER SAYS FAMILIES ARE TOP PRIORITY IN TAX REFORM

Present simple ( I work )

Reported speech

Reported speech: direct speech

Indirect speech: past continuous reporting verb

In indirect speech, we can use the past continuous form of the reporting verb (usually say or tell ). This happens mostly in conversation, when the speaker wants to focus on the content of the report, usually because it is interesting news or important information, or because it is a new topic in the conversation:

Rory was telling me the big cinema in James Street is going to close down. Is that true?

Alex was saying that book sales have gone up a lot this year thanks to the Internet.

‘Backshift’ refers to the changes we make to the original verbs in indirect speech because time has passed between the moment of speaking and the time of the report.

In these examples, the present ( am ) has become the past ( was ), the future ( will ) has become the future-in-the-past ( would ) and the past ( happened ) has become the past perfect ( had happened ). The tenses have ‘shifted’ or ‘moved back’ in time.

The past perfect does not shift back; it stays the same:

Modal verbs

Some, but not all, modal verbs ‘shift back’ in time and change in indirect speech.

We can use a perfect form with have + - ed form after modal verbs, especially where the report looks back to a hypothetical event in the past:

He said the noise might have been the postman delivering letters. (original statement: ‘The noise might be the postman delivering letters.’ )

He said he would have helped us if we’d needed a volunteer. (original statement: ‘I’ll help you if you need a volunteer’ or ‘I’d help you if you needed a volunteer.’ )

Used to and ought to do not change in indirect speech:

She said she used to live in Oxford. (original statement: ‘I used to live in Oxford.’ )

The guard warned us that we ought to leave immediately. (original statement: ‘You ought to leave immediately.’ )

No backshift

We don’t need to change the tense in indirect speech if what a person said is still true or relevant or has not happened yet. This often happens when someone talks about the future, or when someone uses the present simple, present continuous or present perfect in their original words:

He told me his brother works for an Italian company. (It is still true that his brother works for an Italian company.)

She said she ’s getting married next year. (For the speakers, the time at the moment of speaking is ‘this year’.)

He said he ’s finished painting the door. (He probably said it just a short time ago.)

She promised she ’ll help us. (The promise applies to the future.)

Indirect speech: changes to pronouns

Changes to personal pronouns in indirect reports depend on whether the person reporting the speech and the person(s) who said the original words are the same or different.

Indirect speech: changes to adverbs and demonstratives

We often change demonstratives ( this, that ) and adverbs of time and place ( now, here, today , etc.) because indirect speech happens at a later time than the original speech, and perhaps in a different place.

Typical changes to demonstratives, adverbs and adverbial expressions

Indirect speech: typical errors.

The word order in indirect reports of wh- questions is the same as statement word order (subject + verb), not question word order:

She always asks me where [S] [V] I am going .

Not: She always asks me where am I going .

We don’t use a question mark when reporting wh- questions:

I asked him what he was doing.

Not: I asked him what he was doing?

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Reported Speech Exercises

Perfect english grammar.

Here's a list of all the reported speech exercises on this site:

( Click here to read the explanations about reported speech )

Reported Statements:

• Present Simple Reported Statement Exercise (quite easy) (in PDF here)
• Present Continuous Reported Statement Exercise (quite easy) (in PDF here)
• Past Simple Reported Statement Exercise (quite easy) (in PDF here)
• Present Perfect Reported Statement Exercise (quite easy) (in PDF here)
• Future Simple Reported Statement Exercise (quite easy) (in PDF here)
• Mixed Tense Reported Statement Exercise (intermediate) (in PDF here)
• 'Say' and 'Tell' (quite easy) (in PDF here)

Reported Questions:

• Present Simple Reported Yes/No Question Exercise (intermediate) (in PDF here)
• Present Simple Reported Wh Question Exercise (intermediate) (in PDF here)
• Mixed Tense Reported Question Exercise (intermediate) (in PDF here)

Reported Orders and Requests:

• Reported Requests and Orders Exercise (intermediate) (in PDF here)
• Reported Speech Mixed Exercise 1 (difficult) (in PDF here)
• Reported Speech Mixed Exercise 2 (difficult) (in PDF here)

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Reported Speech: Orders, Requests, Advice

Requests for objects, other reporting verbs.

We can use reported speech to express orders, requests and advice.

An order is when somebody tells you to do something.

We can use ‘ tell ’ with infinitives to report orders:

• Jim’s mum: Wash your hands! Dinner’s ready!
• She told him to wash his hands.
• Jim’s mum: Don’t touch that pan – it’s hot!
• She told him not to touch the pan.

The structure here is:

tell + someone + (not) to do something

The most common verb for reporting an order is ‘ tell ‘, but we can also use other verbs such as:  order, command, instruct :

• The sergeant  commanded  his men to stand straight.
• The manager instructed his team to follow the guidelines.

Note that the structure here is the same as with the verb ‘tell’.

A request is when somebody asks you to do something – usually politely. We can use ‘ ask ’ with infinitives to report requests:

• Jim’s mum: Can you wash your hands? Dinner’s ready!
• She asked him to wash his hands.
• She asked him not to touch the pan.

ask + someone + (not) to do something

When we want that somebody gives us something, we can ‘ ask for ‘ it:

• Jim: Mum, can I have some bread?
• Jim asked her for some bread.
• Jim’s sister: Could I have a glass of water?
• Jim’s sister asked for a glass of water.

ask (someone) for + object

Let’s summarize these structures:

We can also use a lot of other verbs in reported speech. We can use the verbs ‘suggest’, ‘insist’, ‘recommend’, ‘demand’, ‘request ‘, and ‘ propose ‘ to report advice and suggestions . Some of them follow the same pattern:

• She ordered him to wash his hands.
• She advised him to wash his hands.
• She ordered him not to touch the pan.
• She advised him not to touch the pan.

For example, we can transform the following direct speech sentences into reported speech:

• Come on. Eat your vegetables. They’re good for you!
• She persuaded him to eat his vegetables.
• Remember to wash the dishes.
• She reminded him to wash the dishes.
• Don’t forget!
• She warned him not to forget .

Sometimes the pattern is different:

• OK, Mum. I’ll wash the dishes.
• He promised to wash the dishes.
• NOT: He promised her to wash the dishes.
• Why don’t you watch TV?
• He suggested (that) she should watch TV.
• He suggested (that) she watch TV.

‘That’ and ‘should’ are optional in these clauses.

Note that ‘ suggest ‘, ‘ recommend ‘, and ‘ propose ‘ may also be followed by a gerund .

You can also say:

• He suggested watching TV.
• NOT:  He suggested her to watch TV.
• NOT: He suggested to watch TV.

Because we use the infinitive, there is no need to worry about tense. But as with reported statements and reported questions , we may need to change  pronouns  as well as  time  and  place  in reported requests.

Consider the example:

• They said to the architect: “We’d like you to meet us here tomorrow .”
• They asked the architect to meet them there the next day .

Watch this small video explaining how reported speech is used for orders and requests:

Reported Speech: Overview

Reported Speech: Tenses

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Gaza latest: Israel's use of weapons provided by US likely violated international law, report by Biden govt finds

The Biden administration says Israel likely violated international law with US-provided weapons. Earlier, Israel's ambassador to the UN used a paper shredder to shred the UN charter on stage at the UN General Assembly.

Saturday 11 May 2024 04:47, UK

• Israel-Hamas war

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• US report says Israel's use of arms likely violated international law
• Israeli ambassador to United Nations shreds 'copy of UN charter'
• UN General Assembly backs Palestinian bid for full membership
• Mark Stone analysis: Who voted with Israel at the UN and why were most Pacific Island nations?
• Netanyahu says Israelis will fight with 'fingernails' after Biden weapons warning - but Rafah decision unclear
• Israeli war cabinet 'approves expanded Rafah operation'
• Alistair Bunkall analysis: Biden's reputation is on the line if Netanyahu defies him
• Listen to the Daily above and tap here to follow wherever you get your podcasts
• Live reporting by Lauren Russell and (earlier) Richard Williams

Firefighters are battling a large blaze in Kiryat Shmona, a city in northern Israel, after 35 rockets were fired by Lebanon's Hezbollah, according to The Times of Israel.

The news site cited the Israel Fire and Rescue Services as saying 10 firefighting teams were at the scene.

Video posted on social media appeared to show the fire on what looked like the side of a hill.

No casualties or injuries have been reported. 

A report by the US government has said that Israel's use of US-provided weapons in Gaza likely violated international humanitarian law.

In the findings of a state department report - known as the national security memorandum - the Biden administration said it has found "reasonable" evidence to conclude that its ally had breached international law.

But it added it was unable to link specific US weapons to individual Israeli strikes. 

The report said: "Given Israel's significant reliance on US-made defence articles, it is reasonable to assess that defence articles have been used by Israeli security forces since 7 October in instances inconsistent with its international humanitarian law obligations or with established best practices for mitigating civilian harm."

It added that while Israel has the knowledge, experience and tools to implement the "best practices for mitigating civilian harm in its military operations" evidence from the ground - including high levels of civilian casualties - raise "substantial questions whether the IDF is using them effectively in all cases".

Turning to the issue of aid getting into Gaza, the US government report said it does not currently assess that the Israeli government is prohibiting or restricting the transport or delivery of aid. 

Crucially, the report stops short of saying that Israel has violated the terms under which it is able to use US weapons to carry out its offensive in Gaza.

By Mark Stone , US correspondent 

A huge majority of the world's nations voted with the Palestinians at the United Nations today.

But who were the nine countries that voted against the Palestinian quest for membership, rights and privileges at the UN, and why?

The current Israeli government is firmly against a Palestinian state in every sense.

Different iterations of Israeli governments over the years have oscillated on 'two states', but after the 7 October Hamas attacks the Israeli position cemented - no two states, no Palestinian state.

Broadly, they do not distinguish between the extremism of Hamas and the moderate nature of other Palestinian political factions like the Fatah-run Palestinian Authority in the West Bank. It's the crux of deadlock.

So who else? 

The United States

They stand behind Israel despite significant tension now between President Joe Biden and Prime Minister Benjamin Netanyahu. 

America is committed to a two-state solution but argues that it begins with a ceasefire and that the formation of a Palestinian state comes much further down the line.

Speaking after the vote, White House spokesman John Kirby said: "We continue to believe in the promise of a two-state solution and an independent state for the Palestinian people. 

"That's something that President Biden remains fully and firmly committed to. We also believe that the best way to do that is through direct negotiations with the parties and not through a vote at the UN of this kind, so that's why we voted no."

As always with geopolitics, relationships are so often symbiotic; they are all about mutual benefit even when, ostensibly, the relationship might seem incongruous.

The eastern-European EU member voted with Israel and against the Palestinians.

Don't assume that hard-right Hungarian Prime Minister Orban's hatred of Hungarian-born Jewish-US billionaire George Soros is a reflection of his views on Israel despite the anti-Soros narrative often being seen as antisemitic.

Antisemitism has haunted the right of politics in Hungary since the Second World War when half a million Jewish Hungarians were murdered. Yet Orban and Netanyahu have a close, longstanding relationship.

Israel and Hungary are aligned by mutual interests. 

Orban admires the way Netanyahu's ethos of building strength out of a small nation-state and the two leaders found mutual interest in standing up to liberal democratic headwinds.

Orban's fallout with the EU has aligned with Netanyahu's assessment that Europe is increasingly anti-Israel.

The Soros-hatred also aligns with Netanyahu in that the conspiracy is that Soros is somehow seeking to 'Islamise' Judeo-Christian Europe with his pro-immigration stance.

Argentina's vote is driven by new populist President Javier Milei who has pledged unwavering support for Netanyahu and has vowed to move Argentina's embassy to Jerusalem. 

Milei has said he plans to convert to Judaism.

Czech Republic

The Czech Republic also voted with Israel in line with a strongly pro-Israel stance underlined repeatedly since 7 October.

There is a strong historical bond between Czech leaders and the Zionist movement which helped cement the Jewish State which strengthened after the fall of Communism in 1989. 

As a new democracy, the Czech Republic bonded with a young democracy in Israel. In recent years, economic ties have flourished.

Pacific Island Nations

The rest, curiously maybe, are all Pacific Island nations: Micronesia, Papua New Guinea, Nauru and Palau.

The reason for their support is simple: straightforward soft power.

The small developing nations all enjoy generous Israeli aid from the government and from Israeli charities. 

The understanding is that, in return, they will always support Israel at international bodies of which they are members.

Israel insists that its motivation is predominantly humanitarian, but officials are up front to that it's also about positioning Israel in a better light.

Israel uses its considerable expertise in many arenas deftly.

At natural disasters, for example, Israeli rescue crews are often among the first on the ground. 

This targeted soft power diplomacy has helped Israel to secure votes, but also abstentions in its favour among many other nations too.

On this vote though, on Palestine, global opinion was overwhelmingly against Israel.

Israel's entry for Eurovision 2024, Eden Golan, has become one of the favourites among bookies to win this year's contest.

The 20-year-old singer climbed to second favourite from ninth after the semi-final, according to Eurovision World, a website that compiles betting odds from 15 of Europe's biggest bookmakers. 

It said Israel is seen as having a 22% chance of winning, behind Croatia's Baby Lasagna who was seen having a 41% chance.

It comes despite more than 10,000 people gathering in the host Swedish city of Malmo to stage a non-violent protest against Israel's participation in Saturday's final.

While the results of the two semi-finals are decided by viewers, in the final, audience votes will make up only half of the result, while juries of five music professionals in each participating country will make up the other half.

Earlier, the Israeli ambassador to the United Nations appeared on stage at a meeting of the UN General Assembly.

Whilst on stage in New York he shredded "a copy of the UN charter" - which was, in reality, three pieces of paper.

His actions came moments before the 193-member world body approved a resolution, giving Palestine new "rights and privileges" within the agency. 

Watch the full moment below. 

A first of its kind report by the US government is expected to conclude that Israel has not violated the terms of its use of US weapons, according to sources cited by the Associated Press. 

The report - known as the national security memorandum - was pushed by President Joe Biden's Democrats in Congress.

When agreed to back in February, defence and state departments were tasked to conduct "an assessment of any credible reports or allegations that such defence articles and, defence services, have been used in a manner not consistent with international law, including international humanitarian law".

They were also obliged to tell Congress if they thought Israel has acted to "arbitrarily to deny, restrict, or otherwise impede, directly or indirectly," delivery of any US-supported humanitarian aid into Gaza for starving civilians there.

It follows the US pausing a shipment of 3,500 bombs heading for Israel over concern they would be used in an offensive on Rafah.

The conclusions of the memorandum are expected to be sharply critical of Israel, but will not state that Israel violated terms of weapons agreements between the two countries. 

A senior Biden administration official said the full report is expected to be released later today, but declined to comment on its conclusions.

Palestinians in Rafah are still preparing to evacuate the eastern parts of the city amid the threat of an Israeli ground offensive. 

The United Nations estimates around 110,000 Palestinians have already fled in search of safety. 

In the latest pictures from the city, a tent camp where people are currently living is seen. 

In one of the images, people appear to have started to make piles of their belongings as they get ready to evacuate. 

South Africa has asked the International Court of Justice (ICJ) to order additional emergency measures against Israel over its attacks on the city of Rafah, the United Nations top court has said. 

It is part of the ongoing case brought by South Africa in January which accuses Israel of acts of genocide against Palestinians . 

The court - which is located in The Hague in the Netherlands - ordered Israel at the beginning of the year to take all measures within its power to prevent genocide.

South Africa wanted the ICJ to implement provisional measures on Israel which would "immediately suspend military operations in and against Gaza" - but the ICJ stopped short of that.

Any decision to impose provisional measures will be "hugely problematic" for the Israeli offensive, which Prime Minister Benjamin Netanyahu has vowed will continue until all hostages are returned and Hamas is destroyed.

Within the last few hours, the United Nations General Assembly has backed a bid put forward by Palestine for it to become a full agency member.

The vote passed by 143 votes to nine but 25 countries - including the UK - abstained.

In a post on X, the UK at the UN explained why it took the decision to abstain. 

"We are abstaining on this resolution because we believe that the first step towards achieving this goal is resolving the immediate crisis in Gaza," it said.

It said the fastest way to end the conflict is to secure a deal which releases all hostages and allows for a pause in fighting. 

The statement added that the UK remains firmly committed to a two-state solution and recognising a Palestinian state, including in the UN, and should be part of the process to achieving a sustainable ceasefire. 

The US ambassador to the UN Robert Wood gave similar reasons as to why America voted against the bid, saying its vote does not reflect opposition to Palestinian statehood.

"Instead, it is an acknowledgement that statehood will only come from a process that involves direct negotiations between the parties," he said.

What happens next?

For Palestine to become a full UN member, the 15-member UN Security Council will have to vote, and pass, the application.

At the last security council vote in March - which demanded a ceasefire in Gaza during the holy month of Ramadan - the US abstained.

The 14 other council members - including Russia, China and the UK - voted in favour.

For now, it remains unclear if or when the security council will vote on Palestine's membership bid.

Hamas has said it will hold talks with leaders of what it called "Palestinian resistance factions" to reconsider its negotiation strategy. 

It said the discussions need to be held due to Benjamin Netanyahu's behaviour, Israeli attacks on places in Rafah and the occupation of the city's border crossing with Egypt.

"Netanyahu and his government are using the negotiations as a cover to attack Rafah and occupy the crossing, and continue the war of extermination against our people, and they bear full responsibility for obstructing reaching an agreement," the statement said. 

Earlier this week, Hamas said they expressed agreement over a ceasefire deal following a phone call with Qatar's prime minister and Egypt's intelligence minister.

Israel later put an end to this, saying it would not accept the deal in its current form, a decision Hamas said today had brought things "back to square one". 

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