English Grammar in Use Third Edition

Raymond Murphy Caroline Jestaz

Suggestions for use in the classroom

Number of students: 1520 Duration: 2 two-hour lessons Grammar point: reported speech, unit 47 & 48 of English Grammar in Use Third Edition

Lesson 1 based on Unit 47 (pages 9495)

1) Introduce reported speech to your students using the example in grammar point A. 2) Introduce the change from present to past tense using the first three points in grammar point B. 3) Divide the black board into two columns: direct speech and reported speech. Write the examples from grammar points A and B in the relevant columns. Give several direct speech examples to your students and ask them to turn those into reported speech statements which you then write on the board. 4) Ask your students to do the first four sentences of exercise 47.1. 5) Divide the class into two groups: Ask group 1 to write four new personal statements using direct speech and present tense. Ask group 2 to tell you what group 1 said using reported speech and past tense. For example: Group 1: ``I am going to Japan'' Group 2: ``He said he was going to Japan'' Then invert the roles. Write all examples in the relevant columns on the board. Ask your students to correct any potential mistakes in those examples. In case your students are not sure about their irregular verbs, here's a quick refresher activity (20 mns): Check Appendix 1 (on page 292). Identify the three ``types'' of irregular verbs using the examples on page 292: . 5 Irregular verbs with the same three forms: hit / hit / hit. . 10 Irregular verbs with three different forms: wake / woke / woken. . 10 Irregular verbs for which the past simple is the same as the past participle: tell / told / told Then ask your students to draw three new columns on their notepad, one for each type of irregular verbs, and to write the verbs from the list situated on page 293 in the correct column.

# Cambridge University Press 2005

PHOTOCOPIABLE

6) Compare direct speech and reported speech using examples from grammar point B. 7) Ask your students to do the first four sentences of exercise 47.2. 8) Divide the class in two groups. Using exercise 47.2 as a model: . Ask both groups to prepare a list of examples using direct speech and present tense. . Ask group 1 to tell group 2 their examples . Ask group 2 to contradict what group 1 said using reported speech and past tense. Then, invert the roles.

Other possible versions of this exercise:

A) How well do you know your classroom friends? . Ask each group to prepare a list of personal facts / tastes / stories, etc. concerning the members of their group using direct speech and present tense. . Ask group 1 to tell group 2 their personal statements . Ask group 2 to contradict what group 1 said using reported speech and past tense. Then, invert the roles. For example: Group 1: ``Didier is a great tennis player'' Group 2: ``I thought Carlos said he was the worst player of the group!'' B) How innovative your students are? . Ask group 1 to come up with a series of funny / wacky statements using direct speech and present tense. . Ask group 2 to comment on those statements using reported speech and past tense and even funnier and wackier ideas. Then, invert the roles. For example: Group 1: ``Elvis Presley is not dead. He was kidnapped by aliens!'' Group 2: ``Really? I thought you said he had given up music to become a farmer!'' Group 1: ``Elvis, a farmer?! Of course not. He hates the countryside.'' Group 2: ``But you said he loved animals!''

# Cambridge University Press 2005

PHOTOCOPIABLE

Lesson 2 based on Unit 48 (page 96)

1) Explain the differences between using the past or the present tense with reported speech with the examples from grammar points A and B. 2) Do the first four sentences of exercise 48.1. 3) Divide your class into two groups. Ask each student to write two personal statements about himself / herself on two separate bits of paper: one true statement and another which isn't true anymore. Put all the bits of paper in a basket. . Ask group 1 to pick a bit of paper from the basket and read it. . Ask group 2 to decide which statement is still true and use reported speech and present tense or not true anymore and use reported speech and past tense. . Ask the student who's the object of the controversy to give final arbitration. For example: Group 1: ``My English is not fluent'' (true). Group 2: ``But you said you could understand the teacher very well!'' Group 3: ``He said he could understand her but it is difficult for him to speak''. Paolo: ``Group 3 was right when they said that I like blue for clothes but not for furniture.'' Then, invert the roles. 4) Introduce the difference between using ``say'' and ``tell'' using examples from grammar point C. 5) Do the first and last two sentences of exercise 48.2. 6) Write a list of direct speech examples. Divide your class in two groups. . Ask group 1 to transform these sentences using the reported speech and say. . Ask group 2 to transform these sentences using the reported speech and tell. For example: ``I am not going to the party tonight''. Group 1: ``She said (that) she wasn't going to the party tonight''. Group 2: ``She told me (that) she wasn't going to the party tonight''.

# Cambridge University Press 2005

PHOTOCOPIABLE