tailieunhanh - Teaching grammar creatively part 36

This is where your students create their own text within the framework of the model they have been working with. Naturally, your students will often want to know new vocabulary. Supply the words they ask for or make sure they have access to a bilingual dictionary. | LEVEL Intermediate TIME 40 minutes REPORTED SPEECH Section A AIM - to introduce reported speech with a focus on the past DISCOVERY 1. Copy and distribute - or project - these pictures and these speech bubbles. __ iZ I 2. Ask the students to match the speech bubbles to the pictures and to compare their answers with a neighbour. Check the answers in open class. The most likely answers are 3. Ask students if they can explain the choice of tense both of says said and hasn t hadn t in each case. They can discuss this briefly in pairs. 4. Elicit the students ideas and establish that the choice of tense depends on both the time of saying and the time of not feeling well . When reporting speech the choice of tense depends on the relationship between a the present moment b the moment of reporting and c the time of the events that are being reported. In 1 they are all the same ie now. In 2 the time of the event is the same as now but the time of reporting is then. In 3 they are all different ie now then and before then. CONSOLIDATION 1. Copy and hand out - or project - the following jumbled dialogue. Alternatively copy it and cut it up into its individual lines so that the students can physically manipulate it. You will need one set of jumbled lines for each group of three students. 245 rris. Well 1 downloaded it myself. You told me you had written it yourself. What s wrong with it What s the problem No you didn t. I found it on the Internet. It s about your English homework. did. The actual order is the following M t What s the problem It s about your English homework. What s wrong with it You told me you had written it yourself. 1 did. No you didn t. 1 found it on the Internet. Well 1 downloaded it myself. 2. Once the students have ordered the dialogue ask them to imagine the context in which it occurred. 3. Ask the students in pairs to write rehearse and perform a similar dialogue based on one of these situations 1. An employer discovers an employee has .