A selection of English ESL reported speech printables

Song to work with reported speech. Listening and speaking. John Lennon singing the song. It's a great way to have fun while learning. My students enjoyed it a lot and love working with it.

Stand By Me - The Beatles - Reported Speech

This is an information gap worksheet that can be used to practice reported speech (reported statements and questions) in groups of 3.

I would use  as a closing activty with higher-level students. 

Instructions are included at the end of the document. 



NOTE:

I tried this worksheet with my lower-intermediate level student and it was quite tough for her. So I suggest that before letting the students work in pairs, you orally put all the questions of the interview into direct speech with correct grammar.

Then model the activity with 1-2 questions and answers.



For example: 

The original question: The latest book or movie that made you cry?

The grammatically correct question: What was the latest book or movie that made you cry? 

The reported speech: I asked her what the latest book or movie that had made her cry had been.  

It is useful to write this on the BB (along with the answer and leavy it there while the students are practicing the activity).



As an alterntive you can edit the document by putting all the questions and answers into correct grammatical form. 



The interview questions are taken from http://www.popmatters.com/post/65969-20-questions-lady-gaga/. I have removed 5 questions as to my mind they were not suitable to use at school context. 



P.S. The preview looks uneven but the document is Ok when you download it. 



Reported Speech (15 questions to Lady Gaga)

Students read a short text before creating a dialogue, which can then be read out in class. The activity can be used alongside materials for teaching reported speech.

Writing a Dialogue Based on Reported Speech

The students have to transform the ten sentences into indirect speech. Then they have to write five sentences what they would say if they saw that scene. They, or a partner should then transform those sentences.



 If you want other worksheets about the same subject, you can find them here:

https://en.islcollective.com/mypage/my-creations?search_key=reported+speech&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12





An excursion in the Everglades - Reported speech

Title: City or Countryside? Reported Speech + Vocabulary (B1)

Description:
This worksheet is designed for B1 learners and explores the topic of city life vs. countryside life through a reading-based lesson. The text is written in a magazine-style format, presenting five natural opinions from people of different ages and lifestyles. Students first engage with the content through vocabulary matching, gap fill, and phrasal verb practice related to daily life in different environments.

The grammar focus is on reported speech (statements). The worksheet includes a detailed, student-friendly explanation of structure, tense backshifting, pronoun and time/place changes, along with plenty of guided practice. Students then convert direct speech from the text into reported speech and complete a pair-work speaking task where they report a partner's opinion.

This is an ideal worksheet for students preparing for speaking exams like the Czech Maturita, as it integrates grammar with functional speaking skills and meaningful vocabulary. No Czech is included in the file, but you could easily adapt it to other L1s if needed.

Skills: Reading comprehension, vocabulary building, grammar, speaking
Target grammar: Reported speech (statements)
Level: B1
Topic: City life vs. countryside life



City or Countryside? Reported Speech + Vocabulary (B1)

An exam of perfect tenses and perfect progressive.

Reported speech section and writing. 

A good tool if you want to check the knowledge of your students or yours. 

You can edit it if you find it necessary. 

EXAM OF PERFECT TENSES AND REPORTED SPEECH

This is a song based activity to practice reported speech.

In groups, your students will familiarise themselves with the song and eventually have a race to report it back to you.

"Paul said that the previous day, all his troubles had seemed so far away.
He said that, at that point, it looked as though they were there to stay."

You may never listen to this song in the same way again.

It is a fun concept which can work with a huge number of songs. We have used “Yesterday” by The Beatles, however this is simply an example, so feel free to take it and adapt it to any song that works for you. All you need is a copy of the lyrics.

Full instructions on how to run the activity can be found in the document.

Reported Speech - The Beatles - "The Previous Day"

in this section the students have other way to report informationa according to some information given. But it is important ot remember the rules with regular verbs in past tense

Reported Speech Using Regular Verb To Be

A Listening activity based on "World's Worst Foley Artist" video by Julie Nolke (possible to find on YouTube). Perfect to practice Reported Speech. I used it in relation to the topic of arts and creativity. May also be used to introduce the occupations that require artistic/creative skills of some sorts or to discuss the process of filmmaking (in this case - a stage of adding sound effects as the video is about a foley artist). May be followed by debates (pros and cons of being a foley artist, of incorporating sounds effects in a movie, etc.) as well as the Speaking Part of the FCE/CAE exam.

World's Best (Worst) Foley Artist (Reported speech)

This worksheet focuses on the conspiracy theory that the moon landing was faked. Students read a short article where three conspiracy believers share their views, followed by a scientist who debunks each claim with clear explanations. The reading is written in an engaging, semi-humorous tone and is followed by a grammar section on reported speech. Students practice transforming direct quotes from the reading into reported speech, reinforcing grammar skills through a fun and unusual topic. The worksheet ends with discussion questions and a writing prompt that encourage critical thinking about misinformation and belief. Suitable for B1–B2 level learners.

Was the Moon Landing Fake: Reported speech

This is a worksheet based on an animated video of the famous Aesop fable, The Grasshopper and the Ant. There is a grammar exercise to revise reporting verbs and Reported Speech as well as a vocabulary exercise (crossword puzzle). Answer key provided.

The Grasshopper and the Ant video (reported speech)

The above downloadable worksheet is meant for high school students and adults at intermediate level. It's great for consolidating grammar. 



Activity: Rewrite each sentence so it has a similar meaning to the first, using the words in brackets

PRACTICE (Conditionals, Modal Verbs, Relative Clauses, Reported Speech)

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

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how to express approval and disapproval  in English

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how to express likes and dislikes in English

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how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

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how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

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how to remind people of something in English

how to rephrase, paraphrase what was said in English

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

397 Reported speech English ESL worksheets pdf & doc