Speaking:
Rumor Has It
Grouping:
Time:
Small groups (3-4)
15 minutes
Aim
Students will practice transforming direct speech into reported speech while passing along information.
Materials
• A set of slips with direct speech quotes, such as:
• “I love chocolate!”
• “We’re going on holiday next week.”
• “She doesn’t like horror movies.”
Preparation
• Write example transformations on the board:
• She said (that) she loved chocolate.
• They said (that) they were going on holiday the next week.
Activity Breakdown
1. Students sit in small groups. One student draws a slip and reads it aloud.
2. They whisper it to the next student in reported speech.
3. The sentence moves through the group like a game of telephone.
4. The last student says the final sentence aloud, and the group checks if it stayed accurate.
Instructions
1. Take a sentence card and read it.
2. Whisper it to the next student using reported speech.
3. Keep passing the message.
4. The last student says the sentence aloud.
5. Compare the final version with the original.
Concept Checking Questions
• “What happens to ‘now’ in reported speech?” (Changes to ‘then’).
• “Do we change pronouns?” (Yes, depending on the context).
Examples
• He said (that) he was busy that day.
• She told me (that) she had already eaten lunch.
Extensions/Varations
• Harder: Include modals (e.g., He might be late → He said he might be late).
• Easier: Provide a sentence structure guide.
Error Correction
• Teacher monitors for incorrect tense shifts and corrects common mistakes in feedback.
Writing:
Interview and Report
Grouping:
Time:
Pairs → Whole class
20 minutes
Aim
Students will conduct interviews and report what their partner said using reported speech.
Materials
• Interview question sheets (e.g., “What do you do in your free time?”).
• A writing template for reported speech.
Preparation
• Write example sentence transformations on the board:
• “I like to play football.” → He said (that) he liked to play football.
Activity Breakdown
1. Students interview a partner and take notes.
2. They write a short report using reported speech.
3. They share summaries with the class.
Instructions
1. Ask your partner the questions.
2. Write down their answers.
3. Change their answers into reported speech.
4. Write a short summary.
5. Share your report with the class.
Concept Checking Questions
• “What happens to present simple in reported speech?” (Changes to past simple).
• “Do we use quotation marks?” (No, we remove them).
Examples
• She said (that) she loved watching movies.
• He told me (that) he had never tried sushi before.
Extensions/Varations
• Harder: Include reported questions (e.g., She asked me where I lived.).
• Easier: Provide sentence starters for support.
Error Correction
• Teacher corrects common mistakes and encourages students to self-edit.
Listening:
Who Said It?
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen to direct speech statements and rewrite them in reported speech.
Materials
• An audio recording of different people making statements (e.g., “I have never been to Spain.”).
• A worksheet where students rewrite what they heard in reported speech.
Preparation
• Write sample transformations on the board:
• “I’m tired.” → He said he was tired.
• “We are watching TV.” → They said they were watching TV.
Activity Breakdown
1. Play the recording of various statements.
2. Students write each statement in reported speech.
3. They check answers with a partner before class discussion.
Instructions
1. Listen to the statement.
2. Think about how to change it into reported speech.
3. Write your answer.
4. Check with a partner.
5. Discuss as a class.
Concept Checking Questions
• “What happens to ‘yesterday’ in reported speech?” (Changes to ‘the day before’).
• “Do we change ‘will’?” (Yes, to ‘would’).
Examples
• She said (that) she had never been to Spain.
• He told me (that) he was watching TV.
Extensions/Varations
• Harder: Include reported questions (e.g., “Where is the station?” → She asked where the station was.).
• Easier: Provide a list of verb tense changes for reference.
Error Correction
• Teacher clarifies common errors in tense changes.
Reading:
Headline News
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read news headlines and rewrite them in reported speech.
Materials
• A worksheet with real or fictional headlines (e.g., “Mayor: ‘The city will build a new park.’”).
Preparation
• Write example transformations on the board:
• “The president said: ‘We will lower taxes.’”
• → The president said (that) they would lower taxes.
Activity Breakdown
1. Students read a headline and rewrite it in reported speech.
2. They compare with a partner before class feedback.
Instructions
1. Read the headline.
2. Change it into reported speech.
3. Write it down.
4. Compare with a partner.
5. Share with the class.
Concept Checking Questions
• “What happens to future tense in reported speech?” (Changes to ‘would’).
• “Do we change the subject?” (Yes, depending on context).
Examples
• The mayor said (that) the city would build a new park.
• The company announced (that) it was launching a new product.
Extensions/Varations
• Harder: Have students create their own headlines for a partner.
• Easier: Provide a matching activity with before-and-after sentences.
Error Correction
• Teacher highlights mistakes in tense shifts and provides correction.