REPORTED SPEECH OVERVIEW - American English

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REPORTED SPEECH OVERVIEWLEVELLow-Intermediate to AdvancedLANGUAGE FOCUSSpeaking, listening (primary focus); writing (secondary focus)GOALSStudents will increase their understanding of reported speech through a matching and interview activity. MATERIALSTeacher: whiteboard/chalkboard, markers or chalk, a timing device, a world map for reference,match-up cards (Appendix 1), reported speech interviews worksheet (Appendix 2).Students: pencils or pens, notebooks or writing paper.PREPARATIONThis week’s Teacher’s Corner introduces students to the grammatical structures in reported speech.Students will practice matching direct speech to reported speech and then practice changing directspeech to reported speech via interviews with fellow students.1. Read through all the materials carefully.2. Print one copy of the reported speech match-up cards found in Appendix 1 for the class activity.For larger classes, multiple copies may be needed.a. There are 39 cards in total. For smaller classes, the match-up activity can be completedin rounds – first the verb tenses and then the modals.3. Once the match-up cards have been printed, cut them into individual cards. These cards are inthree categories: verb tense (x13 cards), direct speech (x13 cards), and reported speech (x13cards).4. For the interview activity, print enough of the reported speech interviews worksheets inAppendix 2 so that each student has a copy. These print outs do not need to be cut intoindividual cards.PROCEDURESPart 1 – Reported Speech Match Up1. Begin the class activity by having the students stand up and mix themselves around.2. Next, give each student one of the 39 cards found in Appendix 1.a. Students should keep their card hidden at the start and not show it to their classmates.b. Instruct the students that when you say “Go!” they should move around the room andmatch their card with the correct cards held by other students.c. Once they find the students with the matching cards, they should stand in a group.

i. Note: Students will end up forming groups of three – one student with the verbtense card, one with the direct speech card, and one with the reported speechcard. For example:Student #1present simpleStudent #2I enjoy reading.”Student #3He said (that) he enjoyed reading.3. Yell “Go!” and have the students mingle and find the students with the correct cards.4. Once all of the groups of students have been formed, have them read their card aloud to therest of class. Have them begin with the verb tense, then the direct speech, and then thereported speech.5. Once finished, have the students turn in their cards, mix them up and then play again. Play asmany rounds as time permits.Part 2 – Interviews1. Have the students sit down. The first portion of this activity is individual work, so they do notneed to sit with a partner or group.2. Give each student a copy of the reported speech interviews worksheets found in Appendix 2.3. Have the students read through the sheet. Ask them if they have any questions beforebeginning the writing portion of the activity.4. Next, instruct the students to choose 10 out of the 13 possible verb tenses or modals. Thestudents then write 10 questions using the verb tenses or modals that they selected.a. Students should write their questions in the left column under Verb Tenses. Forexample:Verb TenseDirect SpeechReported Speechpresent simpleDo you like to read?5. After the students have written their questions, have them find a partner.6. Once the students are in pairs, organize each pair into student A or student B.7. Student A begins by asking their questions to student B. When student B answers, student Ashould write down the answer under the column Direct Speech.8. Once student A is finished asking questions, have the pair switch roles: Student B asks questionsand student A answers the questions. Student B should write down student A’s answers in theDirect Speech column as well.americanenglish.state.gov

9. After the interviews have been completed, have the students return to their seats. Now, eachstudent should take the answers provided by their partner and convert them to reported speech.Instruct them to write down the reported speech in the column on their worksheet labeledReported Speech.Part 3 – Information Sharing1. Once students have converted their partner’s direct speech to reported speech, have themstand up and find a new partner.2. With their new partner, have the students share the answers provided by their previous partner.Circulate around the room to ensure that students are using reported speech.a. For more advanced classes, have them also use reported speech to report the questionsthey asked as well. For example:Susan: “I asked Robert if he likes to read. Roberto said he enjoys readingmystery stories.”3. Once each student has reported on the answers of their previous partner, bring the class backtogether. If time permits, have the students share the answers with the rest of the class.americanenglish.state.gov

Appendix 1: Reported Speech Match-UpVerb TensesVerb TenseDirect SpeechReported Speechpresent simpleI enjoy reading.”He said (that) he enjoyed reading.past simpleI traveled to New YorkCity.”She said (that) she had traveled toNew York City.presentcontinuousI am studying English atschool.”She said (that) she was studyingEnglish at school.pastcontinuousI was talking with myfriend.”He said (that) he had been talkingwith his friend.presentperfectI have not been to abaseball game.”He said (that) he had not been toa baseball game.past perfectI had visited Americabefore starting university.”She said (that) she had visitedAmerica before starting university.americanenglish.state.gov

ModalswillI will visit her after class.”She said (that) she would visit her afterclass.wouldI would help you, but I need tostudy for exams.”He said (that) he would help me, buthe needed to study for exams.I can play football with youShe said (that) she could play footballtomorrow.”with us tomorrow.couldI could ride a bicycle when Iwas eight years old.”He said (that) he could ride a bicyclewhen he was eight years old.shouldI should study for the testtomorrow.”She said (that) she should study for thetest tomorrow.mightI might not go to the partytomorrow.He said (that) he might not go to theparty tomorrow.I must improve my EnglishShe said she had to improve herbefore I travel to Chicago.English before she traveled to Chicago.canmustamericanenglish.state.gov

Appendix 2: Reported Speech InterviewsVerb TensesVerb TenseDirect Speechpresent simplepast simplepresent continuouspast continuouspresent perfectpast perfectamericanenglish.state.govReported Speech

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Students will practice matching direct speech to reported speech and then practice changing direct speech to reported speech via interviews with fellow students. 1. Read through all the materials carefully. 2. Print one copy of the reported speech match-up cards found in Appendix 1 for the class activity.

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