Speaking activity

Aim

To make sure students understand the context and the use of reported speech. By the end
of the lesson students gain the ability to transform direct speech into reported speech.
Level of students: Intermediate

Assumptions:

Students are familiar with different tenses, sentence structres and have enough practice
with them.

Warm up

The lesson starts when teacher enter and class and ask the students some general questions
about recent news .

Do you all interested in news?

Do you prefer TV news or newspaper.

Have you heard the name ‘reporters’. Who are they? Yes Reporteris aperson whosejob is
look for news and give account forit in oral/written form. Reporting speech/indirct seech is
used to report something that someone said in the past.

Pre-speaking – Presentation stage

Do you notice reporting verbs while reading newspaper.For example, most coomon
one,issomebody said that.There are many other reorting verbs..Now we are going to find
out .Its the timeto start our activity.

Divide the students into two grops and hand over each group a newspaper and askthemto
find out different eporting verbs. The group which collects maximm number of reporting
verbs will be the winner. By this activity, the tutor sets the agenda for the day’s session i.e.
repoted speech.
T

THe teacher wites the changes made with verb tenses while transforming a directspeech
to reported speech on the board,which the students copy down in their notes. The tutor
further adds an explanation of different rules to follow while convertin direct to indirect
speech. For this activity, students work on a sheet to place a jumbled list of verbs in the
appropriate sentence.
..aaalso wite in a tabular coloumn on the board what happens to different tenses in tepoted
speech

Direct seech Indirect speech

Present simple Past simple
Present continuous past continuous
Present perfect Past perfect
Present perfect continuous Past perfect continuous
Past simple Past perfect
past continuous Past perfect continuous
Past perfect No change
Will Would
Can, may Could ,might

Next teacher go deepintothe typical errors that might arise and the conditions where above
rules are not applicable and give exampleforthat.One doesnot need tochange the tense in
indirect speech if what a person said is stiil tre and has not happened yet.

He toldme that his brother works for an Italian company

She is getting married next year.

Next is pactice session

Practice stage

Controlled practice 1

For this activity, students work on a sheet to finish the given sentences in Reported Speech.
Tim: "She works in an office."
Tim said (that) she-------------------
Jessica: "I am going to clean the room."
Jessica told me (that) she--------------------

Jeff: "They like the song."

Jeff said (that) they ----------------

Ian and Marvin: "We need new shoes."

Ian and Marvin remarked (that) they --------------------------

Teacher: "Rachel has never been to Philadelphia."

The teacher said (that) Rachel  ----------------------------------

Lucy: "The train didn't arrive on time."

Lucy said to Gerry (that) the train---------------------------------------

Holly: "Abby and Nathan will travel to Alaska."

Holly remarked (that) Abby and Nathan 

Controlled practice 2 – while speaking

Hot Potato game

This simple activity begins with the teacher, making a statement to the class. The statement
can be as simple as "the flower is beautiful," or it can be more complex

After you make the statement, students can pass a small object to one another while you
repeat hot potato as many times as you want—you know how the game goes!

When you say stop, the student who is holding the object at the time must restate what you
said using reported speech.

Production stage

Freer practice
Divide the stdents into two groups.Each students fromboth grops comeforwad and
take one card from thecards which are placed face down on the desk.Stdent A
pickspthe card and shold construct a sentence using the verb markedin the card in
the tense mentioned. The shouldn’t B must identify the tense form and report the
statement made by stdent A.For instance a card with

Verb Take

Tense Past

Stdent A I took an exam last week.

Stdent B A made a statement in past tense.A said that he had taken an exam last
week.

Now the st udent B repeats the process by picking a new card.Stdents contine and
see which groupmakes an error first.

Why the students in the class you have chosen might enjoy this topic or practice.

The lead in activity to the session starts with the simple activity of collecting reoting vebs
keesthemengaged initially..Stddents find it interesting toPlay Hototato game which can be
used as a wame to reviewtheir knowledge in reported speech ..Gro activity is highly
engaging. Asking stdents to frame a statement from gien verb and tense is a little
challenging task but rewarding at the same time asit helps them to imrove speaing as well
as reporting skills.
Problem

When teaching reported speech the chances for mistakes, errors, and the general difficulty is
enormous due to the number of changes that are made with verb tenses, patterns, pronouns,
questions, time expressions etc.. It’s important to cover the subject slowly with lots of verbal
practice at every opportunity. pOor knowledge or confsioms in different tenses can be a
hindrance to learn this lesson. However, this can be managed, if the tutor suggests that the students go
through these modules which were learned earlier before attending this class.

Teacher shows the picture of a celebrity – a popular actor, who all the students know and
draws information from the class to questions given below and notes the answers, (correct
version) on the board. The teacher draws the attention of the class towards regular activities
by asking a few more questions about the actor, such as:

By eliciting the target information, the tutor sets the agenda for the day’s session that
Present Simple tense is used for regular activities and Present Progressive tense is used for
ongoing action. The tutor writes the syntax for the Present Simple tense on the board –
Positive, negative and question structures for 1st, 2nd and 3rd person, which the students copy
down in their notes. The tutor further adds an explanation of using adverbs of frequency in
the Present Simple. For this activity, students work on a sheet to place a jumbled list of
verbs in the appropriate sentence.
The class is then encouraged to create sentences in Present Simple tense using the third
person singular and plural, negative structures and adding adverbs of frequency and
presenting the information to the rest of the class, for example,

TASK 2

WRITING ACTIVITY

Aim

To enable students learn essay writing, as required in the Task 2 writing of the IELTS exam.

Warm up

The tutor hands over a few essays to the students and asks them to choose

the best one among them.

What makes the one better than other essays? Well-oganisation

Which allparts will be there ina a well-organised essay? Introdction

Body Paragrahs

Conclusion

Practice stage

Worksheet 1

Parajumbles-Rearrangement of jumbled sentence to make a meaningful essay

Students are asked to arrange the sentence A,B,C,D and E to form a logical sequence and to construct a coherent
essay.

A.  Whatever the reasons may be, the effects are disastrous leading to both physical
and mental ailments like insomnia, hypertension and nervous breakdown etc.
B.   According to psychologists it is the result of fear due to  inexperience,
deprivation, isolation and feeling of inferiority among them.

C.  It is a matter of  grave concern that ‘stress’ or ‘mental pressure’ has emerged as
a  deadly and silent killer for teenagers of the day.

D.  In order to prevent these catastrophic diseases, children need to be taught to ‘de-
stress themselves’ through meditation or cultural activities and this will inculcate
feelings of  self confidence in them and inspire them to  face the realities of life in a
better way.

E.   If they are observed closely, this all owes to undue pressure on their mind due to
unhealthy competitions and sky rocketing expectations of their parents and teachers
from them.

(Answer:  CBEAD )

Worksheet 2

Fill in the blanks using suitable link words:

1. Walk fast............. you would miss the bus.

2. Robert is rich............ he is not happy.
3. She is talented...........she is lazy.
4. Do you have been told......... you will be punished.
5. We were afraid............ he should get there too late.
6. He was hungry............ he didnot demand food..
7. It is long........... I saw him.
8............ the water was cold, I had a bath.

Main stage:Teaching strategy

A well-planned and organised essay indicates that you have your ideas in order; it makes points clearly and
logically.The tutor explains how to organise an essay by giving a model essay skeleton and asks them to note
that down.

Int
Now, Tutor gives sample essay question and engage the class into a discussion, elicit ideas about the main
theme of the essay. The tutor then gives a model introduction and ask students to frame their own introduction
paragraph.

Next, students are divided into pairs and asked to come up with ideas for and against the argument. The main
ideas elicited from them are noted on the board. Tutor choose one idea from the list

And show how a body paragraph could be developed from it. Now, students are asked to make paragraphs based
on the essay plan including their views and the opponent group’s views. Now the tutor hands over the full
version of the sample essay. Students are asked to go through it and understand the overall flow of the essay.

Students have to produce their own text based on all the ideas mentioned above.

Stage 1

start with an activity ‘parajumble’i.e,Rearrangemnt of jumbled sentence to make a meaningful paragraph.

Arrange the sentence A,B,C,D and E to form a lgical sequence and to construct a coherent paragraphteacher
introduce the basic strcture

Inrodctionshort para that clearly states the main theme of the essay

Body paragahs develop the main ideas of hte essayEach para expands one main idea.generally te topic sentence
in main idea , which wold be sported by reasons and examples

Conclsion restating the main points of the essay along with aclear statement or inference establishing yor oint of
view on the topic.

Teacher give thestdents a model question paper.teacher Brainstorm

It helps the stdents to generate ideas for essays.

gives a sample introduction and ask the stdents to come up with their own introduction.

Divie the stdents into two groups one in favour and other against the notion.give themtime to discss the topic
within gop and come with 2 or 3 main ideas and presentit tothe class.

Now the time to start body paragraphs.stdents are encoraged to se linking words for coherence and cohesion
activity to brsh pknowledge and practice using liking words and connectors.

===================\

Give a samlle body para and ask them to build their own based on the main ideas fom discssion.
 .   The lesson does not
Why the students in the class you have chosen might enjoy this topic or practice.
require students to produce writing immediately, hence the initial anxiety and fear
of the students is handled. .. The lesson includes simple activitie like reordering
task,fillin the blanks made it interesting.Beaking the esssay into different arts and
teaching each one in detail make it esay to follow.iving Teacher examples make it
easy fo r stdentstoconstrct a better essay.
The lead in activity ensures that all the learners are involved with simple tasks, thus capturing their attention.
The lesson does not demand that the students produce writing immediately, hence the initial anxiety and fear of
students is managed. Moreover students are not merely asked to read a text and identify grammatical features,
but are asked to choose the right option from alternatives, which helps them to derive the grammatical features
and understand the context. This is followed by a reordering task which students usually enjoy as it helps them
recreate the steps in a process.

Problem
Teaching writing with conventional techniques is considered difficult. However,
this can be made interesting with the help of process writing. With simple tasks
and classroom activities, students could be engaged well in writing. Poor
knowledge of verb tenses posses a hindrance. However, this can be managed, if
the tutor suggests that students go through these modules that have been taught
earlier before attending this class. Fewer vocabulary resources may also be an
issue. Check list for the introduction Para, the model text and the sequence words to be issued as a handout to
every student on completion of related activity, thus preventing any vocabulary or form not captured by students
during board work.

Fossilized learning in terms of Display Basic test and disarrays in utilizing Active-passive

voice can be a prevention to understanding this lesson. Be that as it may, this
will be overseen, in the event that the guide recommends that the understudies go
through these modules which were learned prior some time recently going to this course.
The guide can too do a fast recap of the employments of Display straightforward tense
and the Detached voice, at the begin of this lesson. Check list for the presentation Para,
the show content and the arrangement words to be issued as
a present to each understudy on completion of
related action, hence avoiding any lexicon or frame not captured
by understudies amid board work.

Teaching writing with conventional techniques is considered difficult. However, this can be made interesting
with the help of process writing.With simletasksand classroomactivities,stdents cold be engaged well in
writing.Poor knowledge of tense posses a hindrance. However, this can be managed, if the tutor suggests that
the students go through these modules which were learned earlier before attending this class.less lexicalresorce
could alsobe aroblem. Check list for the introduction Para, the model text and the sequence words to be issued
as a handout to every student on completion of related activity.

Developing the skill of essay writing takes practice, time and patience, your essay writing skills will improve
and develop the more you write.

With the help of your course tutor and peers (other students) and from constructive feedback from the marker of
your work, writing an essay will become easier as you progress through your studies and your confidence
increases.

List words or phrases that you think need to be included

References;

http://www.grammarinenglish.com/conjunctions/?lesson=exercises

https://www.lessons24x7.com/usage/paragraph-rearrangement-of-jumbled-sentences-cat-para-jumble-questions/