Reported Speech

 Reported Speech

Click here for a list of reported speech exercises.
Click here to download this explanation in PDF.

We use a 'reporting verb' like 'say' or 'tell'. (Click here for more about using 'say' and 'tell'.) If this verb is in the present tense, it's easy. We just put 'she says' and then the sentence:

Direct speech: I like ice cream.

• Reported speech: She says (that) she likes ice cream.

We don't need to change the tense, though probably we do need to change the 'person' from 'I' to 'she', for example. We also may need to change words like 'my' and 'your'.
But, if the reporting verb is in the past tense, then usually we change the tenses in the reported speech:

Direct speech: I like ice cream.

• Reported speech: She said (that) she liked ice cream.

Tense	Direct Speech	Reported Speech
present simple	I like ice cream	She said (that) she liked ice cream.
present continuous	I am living in London	She said (that) she was living in London.
past simple	I bought a car	She said (that) she had bought a car OR She said (that) she bought a car.
past continuous	I was walking along the street	She said (that) she had been walking along the street.
present perfect	I haven't seen Julie	She said (that) she hadn't seen Julie.
past perfect*	I had taken English lessons before	She said (that) she had taken English lessons before.
will	I'll see you later	She said (that) she would see me later.
would*	I would help, but..”	She said (that) she would help but...
can	I can speak perfect English	She said (that) she could speak perfect English.
could*	I could swim when I was four	She said (that) she could swim when she was four.
shall	I shall come later	She said (that) she would come later.
should*	I should call my mother	She said (that) she should call her mother
might*	I might be late	She said (that) she might be late
must	I must study at the weekend	She said (that) she must study at the weekend OR She said she had to study at the weekend

* doesn't change.

Occasionally, we don't need to change the present tense into the past if the information in direct speech is still true (but this is only for things which are general facts, and even then usually we like to change the tense):

Direct speech: The sky is blue.

• Reported speech: She said (that) the sky is/was blue.

Click here for a mixed tense exercise about practise reported statements.
Click here for a list of all the reported speech exercises.

Reported Questions

So now you have no problem with making reported speech from positive and negative sentences. But how about questions?

Direct speech: Where do you live?

In fact, it's not so different from reported statements. The tense changes are the same, and we keep the question word. The very important thing though is that, once we tell the question to someone else, it isn't a question any more. So we need to change the grammar to a normal positive sentence. A bit confusing? Maybe this example will help:

Direct speech: Where do you live?

• Reported speech: She asked me where I lived.

Do you see how I made it? The direct question is in the present simple tense. We make a present simple question with 'do' or 'does' so I need to take that away. Then I need to change the verb to the past simple.

Direct speech: Where is Julie?

• Reported speech: She asked me where Julie was.

The direct question is the present simple of 'be'. We make the question form of the present simple of be by inverting (changing the position of)the subject and verb. So, we need to change them back before putting the verb into the past simple.

Here are some more examples:

Direct Question	Reported Question
Where is the Post Office, please?	She asked me where the Post Office was.
What are you doing?	She asked me what I was doing.
Who was that fantastic man?	She asked me who that fantastic man had been.

So much for 'wh' questions. But, what if you need to report a 'yes / no' question? We don't have any question words to help us. Instead, we use 'if':

• Direct speech: Do you like chocolate?
• Reported speech: She asked me if I liked chocolate.

No problem? Here are a few more examples:

Direct Question	Reported Question
Do you love me?	He asked me if I loved him.
Have you ever been to Mexico?	She asked me if I had ever been to Mexico.
Are you living here?	She asked me if I was living here.

Click here to practise reported 'wh' questions.
Click here to practise reported 'yes / no' questions.

Reported Requests

There's more! What if someone asks you to do something (in a polite way)? For example:

• Direct speech: Close the window, please
• Or: Could you close the window please?
• Or: Would you mind closing the window please?

All of these requests mean the same thing, so we don't need to report every word when we tell another person about it. We simply use 'ask me + to + infinitive':

• Reported speech: She asked me to close the window.

Here are a few more examples: 

Direct Request	Reported Request
Please help me.	She asked me to help her.
Please don't smoke.	She asked me not to smoke.
Could you bring my book tonight?	She asked me to bring her book that night.
Could you pass the milk, please?	She asked me to pass the milk.
Would you mind coming early tomorrow?	She asked me to come early the next day.

To report a negative request, use 'not':

• Direct speech: Please don't be late.
• Reported speech: She asked us not to be late.

Reported Orders

And finally, how about if someone doesn't ask so politely? We can call this an 'order' in English, when someone tells you very directly to do something. For example:

• Direct speech: Sit down!

In fact, we make this into reported speech in the same way as a request. We just use 'tell' instead of 'ask':

• Reported speech: She told me to sit down.

Direct Order	Reported Order
Go to bed!	He told the child to go to bed.
Don't worry!	He told her not to worry.
Be on time!	He told me to be on time.
Don't smoke!	He told us not to smoke.

• Click here for an exercise to practise reported requests and orders.

Time Expressions with Reported Speech
Sometimes when we change direct speech into reported speech we have to change time expressions too. We don't always have to do this, however. It depends on when we heard the direct speech and when we say the reported speech.

For example:
It's Monday. Julie says "I'm leaving today".
If I tell someone on Monday, I say "Julie said she was leaving today".
If I tell someone on Tuesday, I say "Julie said she was leaving yesterday".
If I tell someone on Wednesday, I say "Julie said she was leaving on Monday".
If I tell someone a month later, I say "Julie said she was leaving that day".

So, there's no easy conversion. You really have to think about when the direct speech was said. Here's a table of some possible conversions:

now	then / at that time
today	yesterday / that day / Tuesday / the 27th of June
yesterday	the day before yesterday / the day before / Wednesday / the 5th of December
last night	the night before, Thursday night
last week	the week before / the previous week
tomorrow	today / the next day / the following day / Friday

• Click here for an exercise about using 'say' and 'tell'.
• Click here for a list of all the reported speech exercises.

https://test-english.com/grammar-points/b1-b2/reporting-verbs/

Reported speech Presentation

GRAMMAR NOTES: https://inglescarmelitaslb.files.wordpress.com/2011/05/reported-speech.pdf

Worksheet Reported. Homework by 25th april:

https://www.liveworksheets.com/w/en/english-second-language-esl/927885 

Thank you - Dido

 https://www.youtube.com/watch?v=1TO48Cnl66w

She said that her tea had gone cold, she was wondering why
she had got out of bed at all
she said that the morning rain (had) clouded up her window
and she couldn't see at all
She pointed that even if she could, it'd all be grey,
but my picture on her wall
It reminded her that it was not so bad,
it was not so bad (...)

she admitted that she had drunk too much the previous night and she had got bills to pay,
She mentioned that her head just felt in pain
She also told me that she had missed the bus and there would be hell that day,
She accepted that she was late for work again
And even if she was there, they would all imply
that she might not last the day
She commented that then I call her and it was not so bad,
it was not so bad and  (...)She told me that she pushed the door, she was home at last

and she was soaking through and through
Then I handed her a towel
and all she saw was me
She remarked that even if her house fell down,
she wouldn't have a clue
Because I was near her and (...)

She wanted to thank me
for giving her the best day of her life
Oh just to be with me
was having the best day of her life.

 

https://wordwall.net/es/resource/5195446/reported-speech FILM QUOTES

https://wordwall.net/es/resource/4607922/reported-speech  SIMPSON´S PRACTICE

https://wordwall.net/es/resource/3880801/reported-speech REPORTING VERBS

https://wordwall.net/es/resource/2140717/reported-speech QUIZ GAME

https://wordwall.net/es/resource/4043341/reported-speech-statements BOXES STATEMENTS

https://wordwall.net/es/resource/52129687/reported-speech

https://wordwall.net/es/resource/29055173/reported-speech-advanced

https://test-english.com/grammar-points/b1-b2/reporting-verbs/

ORAL MEDIATION PRACTICE

 Mediation. Oral & Written

 MEDIATION

Linguistic mediation is a type of interaction that takes place among people that are unable to communicate, when speakers do not speak the same language, or when speakers do speak the same language, but one of them has wider or more specific knowledge of the common language. According to this differentiation, mediation tasks can be bilingual (cross-linguistic or interlinguistic mediation)or monolingual (intralinguistic mediation) , which is the one that will be applied in the Valencian Community Certificate exams.

The Common European Framework of Reference (CEFR) states that linguistic mediation activities take up an important place in our societies, and describes mediation activities as either oral or written, specifying different tasks that can be developed as mediation practice, such as translation, interpretation, paraphrasing, summarizing and note-taking (CEFR 2002: 14-15).

You have been mediating all your life, at home with your parents and your children, when you go out with your friends and also at the school when:

• you are told to do those exercises in which you have to read something and tell your partners what you have read in your own words (written / oral)
• you interview a new partner to get to know him/ her and then you have to introduce him /her to the rest of the class (oral / oral)
• book or film reviews are wanted, etc.. etc…

Maybe the only difference between what you did in the past and what you have to do now is that it will be assessed separately and not as an integrated skill (oral / written)

Writing. Opinion Essays

 Structure of the Opinion Essay:

• Introduction – introduces the topic and state your point of view clearly
• Body - consists of two or three  paragraphs each presenting a separate viewpoint supported by reasons/examples
• Conclusion – summarizes/restates your opinion using different words

Useful Language

То express opinion: I believe, In my opinion, I think, In my view, I strongly believe, I see it, It seems to me (that), As far as I am concerned, I am (not) convinced that..., In my opinion/view …My opinion is that …, I (firmly) believe …, I (definitely) feel/think that, I am inclined to believe that ……

То list points: In the first place, first of all, to start with, Firstly, to begin with

То add more points: what is more, another major reason, also, furthermore, moreover, in addition to this/that, besides, apart from this, not to mention the fact that

То introduce contrasting viewpoints: It is argued that, People argue that, There are people who oppose, Contrary to what most people believe,

As opposed to the above ideas

To introduce examples: for example, for instance, such as, in particular, especially

To conclude: To sum up, All in all, All things considered, Taking everything into account.

Paragraph outline: Examples:

Expressions and linking words:

Personal opinion:	In my opinion/view, To my mind, To my way of thinking, I am convinced that, It strikes me that, It is my firm belief that, I am inclined to believe that, It seems to me that. As far as I am concerned, I think that the economic recession of the previous decade was foreseeable.
To list advantages and disadvantages:	One advantage of, Another advantage of, One other advantage of, A further advantage of, The main advantage of, The greatest advantage of.The first advantage of riding a motorbike in a large metropolis is that of not getting caught in major congestion.
To list points:	Firstly, First of all, In the first place, Secondly, Thirdly, Finally. To start/begin with, we have to address the inadequacies within the education system before we can tackle unemployment fully.
To add more points to the same topic:	What is more, Furthermore, Apart from this/that, In addition (to this), Moreover, Besides (this),… not to mention the fact that your choice of career is a fundamental decision which will influence the rest of your life. Not only is your choice of career a fundamental decision, but it is also one that will influence the rest of your life.Your choice of career is both a fundamental decision and something that will influence the rest of your life.
To refer to other sources:	With reference to, According to the latest scientific research, the use of mobile phones can be damaging to one's health in the long run.
To emphasise a point:	Indeed, Naturally, Clearly, Obviously, Of course, Needless to say, the scheme was hound to fail due to insufficient funds.
To give examples:	For instance, For example, by establishing day-care centres across the country, working mothers can he encouraged to resume their careers. By providing incentives such as, like day-care centres working mothers are encouraged to resume their careers. If working mothers are to resume their careers then the provision of incentives particularly, in particular, especially day-care centres is essential.
To state other people's opinion:	It is popularly believed that, People often claim that, It is often alleged that, Some people argue that, Many argue that, Most people feel that, Some people point out that wealth will bring happiness. Contrary to popular belief, wealth does not necessarily bring happiness.
To conclude:	Finally, Lastly, All in all, Taking everything into account/consideration, On the whole, All things considered, In conclusion, On balance, For the above mentioned reasons, Therefore I feel that, To sum up, it is unlikely that there will be peace in all the countries of the world concurrently.
Summarising:	In short, Briefly. To put it briefly, his performance on stage was fantastic!

STRUCTURE:

INTRO

It is generally believed that_________________________________________ and I completely agree.

I really feel it is better___________________________________________ although some think ________________________________________. I personally prefer to _________________________.

BODY

There are several reasons why I think________________________________ is better. First of all, you ____________________________________. Most of people think ______________________________.

Secondly, ____________________________ gives you the opportunity to ________________________.

I´m absolutely convinced that __________________________________. Finally, and perhaps most importantly, ____________________ makes you learn__________________________ which is another positive/negative aspect.

CONCLUSION

It seems to me that ________________________ is far better. There are lots of reasons to

__________________. To sum up, from my point of view, _______________________________. Maybe in the future,____________________________

How to write an opinion essay

Oral skills. Listening and speaking. Climate change.

 Climate change.

https://www.esolcourses.com/content/topics/environment/climate-change/climate-change-listening-activities.html

Speaking. Conversation questions

(1) How do you feel about climate change?
(2) Are you more worried about climate change or the war on terror?
(3) Has climate change affected the country in which you live?
(4) Do you believe everything scientists say about climate change?
(5) Do you believe everything politicians say about climate change?
(6) What do you think the world’s climate will be like 50 years from now?
(7) What do you do to try to limit the effects of climate change?
(8) What is your country doing to limit the effects of climate change?
(9) Do you think the USA and China are doing enough?
(10) How often do you think about climate change?

(1) How would you explain climate change to someone who knew nothing about it?
(2) What can the world do to reverse climate change?
(3) Are “eco-friendly” cars and electrical appliances really eco-friendly?
(4) What will our grandchildren think of us using so much carbon?
(5) What do you know about carbon footprints?
(6) Which industries need to become cleaner and greener?
(7) Do you think there’ll be climate change refugees in the future?
(8) What are you most worried about with climate change?
(9) Are there any positives to come from climate change?
(10) Is climate change the worst thing ever to happen to humankind?

(1) What comes to mind when you think of global warming?
(2) Do you think human activity is responsible for global warming?
(3) When did you first become aware of global warming?
(4) Do you think all countries are taking global warming seriously?
(5) What most concerns you about global warming?
(6) Do you think you have already experienced the effects of global warming?
(7) How will global warming change our lives?
(8) Do you think global warming could destroy us all?
(9) Is your government doing enough to combat global warming?
(10) What single action should the world take to reduce the dangers of global warming?

(1) What’s the difference between global warming and climate change?
(2) What do you do in your daily life that might increase global warming?
(3) Have you made changes to your life to reduce global warming?
(4) What do you know about the science behind global warming?
(5) How do you think global warming will change the world over the next century?
(6) Do you know more about global warming than younger/older people?
(7) Does your government provide enough education on the effects of global warming?
(8) Which country makes you angriest when you think about global warming?
(9) Do you think China and India should slow their growth down?
(10) How did global warming happen without us noticing sooner?

Oral skills: Listening and Speaking. Climate Change

 Climate Change

What actions we can take to stop/prevent/avoid global warming/climate change? 

• Electric cars or installing solar panels on the roof 
• Reduce Carbon emissions/footprint.-
• Save energy at home, in your office or wherever you are
• Renewable energy: Wind, solar, Water power (clean energy)
• Global warming (calentamiento global)
• Climate change (cambio climático)

• To pollute 
• To recycle 
• Taking care of the environment 
• To reuse 

Individuals can do nothing to improve the environment; only governments and large companies can make a difference. To what extent do you agree or disagree?

Essay Type: Opinion Essay (Agree or Disagree)

Introduction

Sentence 1: Many people say..... They feel that individuals don’t have any impact on the environment. Sentence 2:However, I strongly (dis) agree with this assertion because ...

Body

Paragraph 1: It is  true that human actions ... Firstly /Secondly/Thirdly. 

In addition/Moreover/What is more

Paragraph 2: However/on the other hand/ Despite ...individuals can also make efforts  for preserving the environment.

Conclusion

Paragraph 1: To sum up... (restate your views) /From my view...

Mediation/Culture. St Patrick´s celebrations. 2025

Basically, MEDIATION has to do with solving and dealing with problems we come up with in communication in our daily life. Generally speaking, when we are asked to mediate, we have to:

• Summarise
• Simplify
• Adapt
• Paraphrase
• Translate
• Clarify

- Adapting the register and the language level to the receiver.
- Structuring the text/speech so that the information is conveyed in an organised way.
- Making good use of appropriate non-verbal communication skills (in spoken mediation tasks) such as gestures and eye contact.
- In 5 minutes, you will have to select the information relevant to the task, structure and adapt it to give it to the receiver in up to 2 minutes.

WRITTEN MEDIATION
In 20 minutes they will have to select, structure and adapt the information relevant to the task and write it down in between 80-100 words.
- Selecting the information to be conveyed because not all the information might be relevant.
- Deciding whether extra-cultural information is necessary for better understanding.
- They might have to explain some idioms or cultural references from the text.

SPOKEN MEDIATION
In 5 minutes they will have to select the information relevant to the task, structure and adapt it to give it to the receiver in up to 2 minutes.

Saint Patrick's Day

St. Patrick is the patron saint and national apostle of Ireland. He was born in the fourth century and is famous for bringing Christianity into Ireland. St. Patrick’s Day is a very well known Irish national holiday, which is celebrated not only in Ireland but all around the world. It falls on the 17th of March.

History of St. Patrick

St. Patrick was born to wealthy parents in the late fourth century. Until the age of 16, he thought of himself as a pagan. He was kidnapped and sold as a slave . It was during this capture that he turned to God. He managed to escape after being a slave for six years and then studied in a monastery in Gaul for 12 years. This was when he knew that his ‘calling’ was to try and convert all the pagans in Ireland to Christianity.

St. Patrick went around Ireland founding monasteries and successfully converting people to Christianity. The Celtic Druids were very unhappy with him and tried to arrest him several times but he always managed to escape. After 30 years of being a missionary in Ireland, he finally settled down in a place called County Down. He died on the 17th of March, AD 461.

Legend and Folklore

Shamrocks, leprechauns and the blarney stone are associated with St. Patrick’s Day. Shamrocks are three-leaved clovers found growing in patches on grass. You are thought to be lucky if you find a four-leaved clover, so do keep it if you ever come across one!

Leprechauns are little Irish fairies, and they are thought to work as shoe-makers for other fairies. The Irish say that if a leprechaun is caught by a human, he will reveal where he hides his pot of gold. On this day, pictures of shamrocks and leprechauns are hung everywhere. Some people even dress up as leprechauns complete with their big green hats!

Legend also says that St. Patrick could raise people from the dead. He is well-known for driving the snakes out of Ireland, although many people dispute how true this is! Another great story was how he used the shamrock, with its three leaves, to explain the Holy Trinity (the Father, the Son and the Holy Ghost) to his followers.

What Do People Do on St. Patrick’s Day?

St. Patrick’s Day is celebrated world-wide with people dancing and singing in Irish pubs, watching the St. Patrick’s Day parade, drinking ‘green’ beer, wearing green clothes and just generally having a good time. Children in Ireland have a tradition of pinching their friends who don’t wear green on this day!

Traditional Food and Drink on St. Patrick’s Day

Bacon and cabbage is what most people have on this day. Another popular dish is Irish soda bread and potato pancakes. Irish pub owners go crazy on this day, putting green food colouring into their beers and traditional Irish Guinness Stout is a sell out in all Irish pubs! People also drink lots of Irish coffee, which is made with warm whiskey, sugar, coffee and topped off with cream. Sounds delicious? It is!

https://www.linguahouse.com/es/esl-lesson-plans/general-english/saint-patrick/audioplayer/saint_patrick_bemp3

Conditional sentences

 Zero, first, second, third and mixed conditionals

Download full-size image from Pinterest

IF, EVEN IF, ONLY IF, AS LONG AS, PROVIDED, SUPPOSING, UNLESS, BUT FOR, IF NECESSARY, IF SO, IN CASE etc.

IF and WHEN

When can replace if in zero conditionals:

If you heat water to 100 degrees Celsius, it boils.
When you heat water to 100 degrees Celsius, it boils.

In the other types of conditionals, we cannot use when instead of if.

EVEN IF

Even if emphasises that something will happen, would happen or would have happened whatever the condition:

Even if we leave right now, we still won't catch the train.
I wouldn't go into the water even if I could swim.
Even if we had booked our flight earlier, it wouldn't have been cheaper.

ONLY IF

Only if makes the condition more restrictive:

Acetaminophen is dangerous to children only if dosage is too high.

If the if-clause is first, the subject and the auxiliary in the main clause are inverted:

Only if you like classical music is it worth coming tonight.

SO/AS LONG AS, PROVIDING/PROVIDED (THAT)

So/As long as and providing/provided (that) can be used instead of if to express a condition. Note that providing/provided (that) is a bit formal:

You can stay here as long as you keep quiet.
Provided/Providing (that) the bills are paid, tenants will not be evicted.

SUPPOSE/SUPPOSING, WHAT IF

Suppose/supposing and what if can replace if, mainly in everyday conversation, and are often used without a main clause:

Suppose/supposing you won the lottery, what would you do?
Suppose/supposing you can't find a job?
What if you are not accepted to university? What will you do then?

UNLESS

Unless is followed by an affirmative verb to express "if ... not":

My leg's broken. I can't stand up unless you help me. (I can't stand up if you don't help me.)

IF IT WEREN'T FOR / IF IT HADN'T BEEN FOR, BUT FOR

These expressions mean "without". They are used in second and third conditionals and are usually followed by a noun phrase:

If it weren't for Miguel, we wouldn't know what to do now. (Without Miguel...)
If it hadn't been for your foolishness, we wouldn't have got lost. (If you hadn't been such a fool...)
But for your help, I would have been in big trouble. (Without your help... / If you hadn't helped me...)

IF IN DOUBT, IF POSSIBLE, IF NECESSARY etc.

We can make the if-clause shorter by omitting the subject and the verb be:

If (you are) in doubt, consult a dictionary.

In certain idiomatic expressions, the subject and be are normally omitted:

If necessary, you can call Jake at home.
I'd like a seat by the window if possible.

IF SO, IF NOT

If so and if not can stand for an if-clause which is understood from the context:

"According to the weather forecast, it might rain tomorrow." "If so, we'll go hiking another day."
I hope Peter gets here soon. If not, we'll have to start without him.

IN CASE and IF

An in case-clause gives a reason while an if-clause describes a condition:

I'll buy a sandwich in case I get hungry. (I'll buy a sandwich because I may get hungry later.)
I'll buy a sandwich if I get hungry. (I'll buy a sandwich when I get hungry.)

We can use should after in case:

Take an umbrella in case it should rain.

Conditionals and inversion

In formal English, the subject and the auxiliary can be inverted in the if-clause with if omitted:

Had it not been for your foolishness, we wouldn't have got lost. (if it hadn't been for your foolishness) 
Had we booked our flight earlier, it would have been cheaper. (if we had booked our flight earlier).

Should you see Kate, say hi from me. (if you should see Kate)
Were he to propose to you now, what would you say? (if he were to propose to you)
Were I you, I would stop smoking. (if I were you)
Were it not for Miguel, we wouldn't know what to do now. (if it weren't for Miguel)

Conditionals review: Kahoot conditionals

Worksheets -exercises

  

Zero conditional - worksheet

First conditional - worksheet
First conditional - pdf exercises
Worksheet - first conditional
First conditional - download

Second conditional - worksheet
Conditional sentences - second
Second conditional - download
Worksheet - second conditional

Third conditionals - pdf exercises
The third conditional - pdf
Third conditional - pdf handout
Third conditional - pdf exercises

Zero / first / second / third
Conditional worksheet -> answers
Mixed conditionals - worksheet
Printables / worksheets
Conditional sentences - exercises
Conditionals - pdf exercises
If / unless - worksheet
If clauses - advanced 1
If clauses - advanced 2
If Clauses - all types 3
If Clauses - all types 4
If Clauses - all types 5
If Clauses - all types 7
If Clauses - all types 8
If clauses - worksheet
Worksheets pdf - print
If clauses - finish the sentences
Grammar worksheets - handouts
Conditional sentences - grammar

Mixed conditionals

We use mixed conditionals to mix talking about the present and the past in the same sentence. The mixed conditional is a combination of the second and the third conditional:

➪ We can use past simple or continuous in the if-clause (to refer to the present or future) and would/ should/ might have + past participle in the main clause (to refer to the past).

➪ We can also use past perfect in the if-clause (to refer to the past) and would/ should/ might + infinitive (to refer to the present).

• If I didn’t have (second conditional) so much work, I would have gone (third conditional) to the party last night.
• If I spoke (second conditional) German, I would have understood (third conditional) them.
• If I had won (third conditional) the lottery, I would be (second conditional) rich.
• If I hadn’t dropped (third conditional) school, I could have (second conditional) a better job now.

Alternatives to if in conditional sentences

As long as / provided (that) / providing (that) / on condition (that) / only if

We can use the expressions as long as, provided/ providing (that), on condition (that), or only if instead of if when we want to emphasise the condition that needs to be present so that something can happen or be done.

• I’ll tell you what really happened as long as you keep the secret.
• I’ll lend you the money provided (that) you pay me back next month.
• They will speak to the press on condition (that) they remain anonymous sources.
• We will invest the money, but only if you can prove that it’s a safe investment. 

Whether or not

We use whether or not when there are two alternatives, and we want to say that something will happen or will be true in any of those two alternatives. Compare:

• I’ll help him if he needs me. (=I will help him only if he needs me.)
• I’ll help him whether or not he needs me. (I will help him if he needs me, and I will help him if he doesn’t need me, too.)

Even if

We also use even if with a similar meaning to ‘whether or not’. It is used to emphasise that something will still be true or will happen if another thing happens.

• Even if you apologise, he’ll never forgive you. (=Whether or not you apologise, he’ll never forgive you.)

Suppose/supposing

We normally use suppose or supposing at the beginning of a sentence to make someone imagine a situation. It means ‘what would happen if’, or simply ‘if’ (imagining a situation).

• Supposing I got a job, I wouldn’t be able to travel with you next summer.
• Suppose she doesn’t believe you, what would you do then?

Inversion in conditional sentences

Should you find

In first conditional sentences, it’s possible to use should at the beginning of the sentence instead of if. This form is formal, and it’s common to use an imperative form in the main clause.

• Should you find the answer, please let me know as soon as possible. (=If you find the answer)
• Should you change your mind, you know where to contact us. (=If you change your mind)

Had we arrived

In third conditional sentences, we can invert the auxiliary verb had and leave if out. Had we arrived = If we had arrived.

• Had we arrived earlier, we could have prevented the incident. 
• Had they looked further into the data, they might have realised there was a mistake. 

Were we to announce

We can also find cases of inversion with this structure: were + subject + to. + infinitive. It is used to talk about future improbable events (like the second conditional).

• Were we to announce the truth, we would receive a lot of criticism. (=If we announced …)
• Were they to buy a new house, they would need to sell the old one first. (=If they bought …)