Speaking:
Reported Speech Role-Play
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will practice transforming direct speech into reported speech through role-playing different scenarios.
Materials
• A set of scenario cards (e.g., “A witness reports an accident,” “A journalist summarizes an interview”).
• A list of reporting verbs (e.g., claim, deny, suggest, insist).
Preparation
• Write scenarios on slips of paper.
• Provide a reference list of reporting verbs and tense shifts.
Activity Breakdown
1. Students work in pairs; one plays the role of a speaker, and the other reports their speech.
2. They then switch roles.
3. In small groups, students discuss and refine their reports.
Instructions
1. Take a scenario card.
2. One student acts as the speaker and gives statements.
3. The partner listens and reports what was said using reported speech.
4. Swap roles and repeat.
5. In groups, discuss and correct any mistakes.
Concept Checking Questions
• “What happens to verb tenses in reported speech?” (They shift back one tense)
• “Can we change the reporting verb?” (Yes, depending on the meaning)
Examples
• “I will finish my project tomorrow.” → He said he would finish his project the next day.
• “I didn’t take the money!” → She denied taking the money.
Extensions/Varations
• Harder: Students include more complex reporting verbs (accuse, reassure, remind).
• Easier: Provide sentence frames to guide students.
Error Correction
• The teacher monitors and provides feedback on tense shifts and verb choices.
Writing:
Transforming a Blog Post
Grouping:
Time:
Individuals
20 minutes
Aim
Students will rewrite a personal blog post using reported speech to summarize key events.
Materials
• A blog post written in the first person with direct quotes.
• A worksheet with key events to report.
Preparation
• Choose a blog post with direct speech about an experience.
• Highlight key moments where students should use reported speech.
Activity Breakdown
1. Students read the blog post.
2. They identify key statements to report.
3. They rewrite the post using reported speech.
4. They compare with a partner and discuss.
Instructions
1. Read the blog post carefully.
2. Highlight key direct speech examples.
3. Rewrite the post using reported speech.
4. Compare your version with a partner.
5. Discuss how reported speech changes the tone.
Concept Checking Questions
• “Does reported speech make the text more formal?” (Yes, it removes direct speech)
• “Do all reporting verbs mean the same thing?” (No, claim is different from admit)
Examples
• “I had the best time of my life!” → She said she had had the best time of her life.
• “I will never forget this trip.” → He said he would never forget that trip.
Extensions/Varations
• Harder: Students summarize the blog in a newspaper-style report.
• Easier: Provide a list of suggested reporting verbs.
Error Correction
• The teacher provides individual feedback on students’ use of tenses and verb choices.
Listening:
Listening for Reported Speech
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will identify and rewrite direct speech as reported speech from an audio recording.
Materials
• An audio recording of a conversation featuring direct speech.
• A worksheet with a transcript containing gaps for students to complete.
Preparation
• Select a dialogue where a person recounts a past conversation.
• Remove some reported speech phrases from the transcript.
Activity Breakdown
1. Students listen to the recording.
2. They fill in missing reported speech phrases.
3. They compare their answers with a partner.
4. The teacher reviews the correct answers.
Instructions
1. Listen to the conversation.
2. Read the transcript and find missing words.
3. Fill in the missing reported speech phrases.
4. Compare answers with a partner.
5. Discuss how reported speech changes the meaning.
Concept Checking Questions
• “Why do we use reported speech?” (To report what someone else said)
• “Do pronouns change in reported speech?” (Yes, depending on the speaker)
Examples
• “I can’t help you now.” → She said she couldn’t help me then.
• “We saw him leave.” → They said they had seen him leave.
Extensions/Varations
• Harder: Students listen without a transcript.
• Easier: Provide a word bank with missing reported speech phrases.
Error Correction
• The teacher plays the recording again, pausing for corrections.
Reading:
Reported Speech in News Articles
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will analyze how reported speech is used in news articles and rewrite direct quotes in reported speech.
Materials
• A short news article with direct and reported speech.
• A worksheet with comprehension questions.
Preparation
• Select an article featuring a mix of direct and reported speech.
• Highlight examples for students to analyze.
Activity Breakdown
1. Students read the article, underlining reported speech.
2. They rewrite direct quotes in reported speech.
3. They compare with a partner and discuss the changes.
Instructions
1. Read the article carefully.
2. Underline reported speech examples.
3. Rewrite direct quotes as reported speech.
4. Compare answers with a partner.
5. Discuss why journalists use reported speech.
Concept Checking Questions
• “Why do journalists use reported speech?” (To summarize and remain neutral)
• “How do time expressions change?” (E.g., today → that day)
Examples
• “The company will hire more workers next year,” said the CEO. → The CEO announced that the company would hire more workers the following year.
Extensions/Varations
• Harder: Students rewrite a full paragraph in reported speech.
• Easier: Provide a word bank of reporting verbs.
Error Correction
• The teacher highlights errors in tense shifts and reporting verbs.