PHOTOCOPIABLE ACTIVITIES REPORTING QUESTIONS JOB INTERVIEW Use after: Lesson 28 about 20 minutes ne pair of role-cards for each group Instruction: 1. Divide the class into groups of three and allocate a Student A, Student B and Student C ineach group. 2 Explain that in their groups, students are going to carry out three interviews, taking it in turns to play the roles of interviewer, interviewee and reporter. Elicit language for starting off the interview, eg. Interviewer: Come in and take o seat, Mr/Ms Interviewee: Thanks Ms/Mr.. Interviewer: see that you 3. For Interview 1, explain that Student Ais going to be Interviewer 1 and Student Bis going to be Interviewee 1. 4 Give outa copy of the role-cards to each group. Give students time to prepare. 5 Explain to Student Cs that their role is to listen to the interview and report back on what was said. They should write down the questions they hear as reported questions. 6 Tell Students A and B to act out their role-play in front of the class. Encourage interviewers to ask at least two or three of their own questions to expand on the Information on their cards, e.g. How old is your litte brother? How long have you been working in the shoe shop? When did you start babysitting? 7 When everyone has finished, ask Student Cs to report back the questions asked at the interview, e.g, Marta asked Carlos if he had had any babysitting experience, Write the answers on the board so that all the reporters can check their answers, 8 Repeat the process with Interviews 2 and 3, making sure that students swap roles so that everyone gets a chance to report the questions. 9 Askif they think the interviewees would get the job, Why/why not? Suggested answers: Interview 1 Interview 2 Interview 3 The interviewer asked... if The interviewer asked... if he/ The interviewer asked... if he/ he/she had any experience she had any experience of she had any experience of of babysitting/working with working in a shop. working with children, children, The interviewer asked. fhe/ The interviewer asked. if he/ The interviewer asked. if he/she was good with money and she knew how to entertain she knew how toentertoin credit cords. children/what todo if a child children/viat todo if @ child The interviewer asked .ifhe/ OS Upset. was upset she could work on Saturdays The interviewer asked. if he/ The interviewer asked. he/ and Sundays. she could work during the Easter she could work on Saturday and summer holidays. nights.Interviewer 1 You are looking for a babysitter. Ask the interviewee if he/she: * has any experience of babysitting/ working with children * knows how to entertain children/what to do if a child is upset * can work on Saturday nights. Interviewer 2 You are looking for a shop assistant for your shoe shop. Ask the interviewee if he/she: + has any experience of working in a shop + is good with money and credit cards * can work on Saturdays and Sundays. Interviewer 3 You are looking for someone to work at a holiday activity camp for children. Ask the interviewee if he/she: + has any experience of working with children * knows how to entertain children/what to do if a child is upset + can work during the Easter and summer holidays. Interviewee 1 You are going for an interview for a babysitting job. You: + have experience of looking after your little brother * would play a game with the child if they were upset + can't work on Friday or Saturday nights. Interviewee 2 You are going for an interview for a job asa shop assistant. You: * have experience of working in a clothes shop * are good with money and credit cards + can work on Saturdays and Sundays. Interviewee 3 You are going for an interview to work at a holiday activity camp for children. You: + have lots of babysitting experience * know lots of games to play with children * can work during the school holidays.PHOTOCOPIABLE ACTIVITIES REPORTING EXAM TIPS Use after: Module 9 Grammar Interaction: pairs ime: about 30 minutes Materials: one photocopy for every pair of students, cut in half Instructions: 1. Divide your class into pairs and allocate a Student A and a Student B in each pair. 2 Give out a copy of the resource sheet to each pai. Tell students not to show their paper to their partner. 3. Explain that they both have exams soon and the resource sheet shows what some of their friends and family have told them about their experience of exams. They should take turns to report what was said to their partner using the reporting verbs on their worksheet. Remind them that if the reporting verb isin the present tense, there is no change of tense, but if the reporting verb is in the past they need to change the tense in the reported speech. Elicit the first one, e.g. My dad admits that he never passed any exoms because he was lazy. He warned me that | would fal if | didn’t study hard, 4 After they report each statement, together with their partner they should decide if the ‘exam tips are good or bad, and make a note on their worksheet explaining why. 5. Get whole-class feedback. Ask students for thelr best exam tips. Answers: Student A 1 My dad admits that he never passed any exams because he was lazy. He warned me that ! would fail if | didn’t study hard. Good tip. Studying wil help you pass your exams. 2 My neighbour claims that after he/she started eating oily fish, he/she always got top marks in his/her exams. Bad tip. Eating oily fish might boost your brain power, but it should not replace good study skis 3. My sister believes that making a revision timetable helped her pass her exams. Good tip. Organising your revision helps you make the most of your time. 4. My granddad said that he had studied for ten hours every day before his exams without taking o break, Bad tip. It is not possible to concentrate for ten hours without taking a break. Regular breaks are important when revising. Student 8 1 My friend told me that fizy érinks and chocolate had helped him/her through hisrher revision. Bad tip. You should eat healthily when revising for exams. 2 My brother admits that he flled because he didn't read the instructions carefully. He warned that it was very important to read the instructions carefully Good tip ts important to read the instructions carefully. 3 My teacher said that he/she had revised with a friend and it had really helped him/her through his/her exoms. Good tip. Revising witha friend can help you concentrate. 4 My grandma believes that « good night's sleep will help me pass my exams. Good tip. You need to get a good night's sleep before an exam,Student A Report what these people say about taking exams. Use the prompts to help you. dad (My dad admits...) (He warned...) T never passed any exams because T as lazy. You wil fal if you don't study hard. Good tip() Bad tip) Why? 2 neighbour (My neighbour claims...) Student B Report what these people say about taking exams. Use the prompts to help you. 1 friend (My friend told me Fizzy dvinks and chocolate bors helped ‘me through my revision. Good tip(] Bad tip] why? 2 brother (My brother admits (He warned...) After T started eating olly ish, T always get top marks in my exams. Good tip] Bad tip] Why? 3 sister (My sister believes...) Making « revision timetable helped ‘mt. pass my exams. Good tip] Bad tip] why? 4 grandad (My granddad said ...) T studied for fen hours every day before ‘my exams without faking a break! Good tip] Bad tip] Why? T failed because I didn't read the instructions carefully. I? very important fo read the instructors carefily Good tip[] Bad tip) Why? 3 teacher (My teacher said...) Trevised with a friend and it really helped me through my exams. Good tip] Bad tip] Why? 4 grandma (My grandma believes...) A good night's sep will help you (pass your examsGhost Catchers! ‘Aims To review and practise reported speech (statements and questions) Time 15 minutes ‘Materials Student A handout for half the class and Student B handout for the rest ‘+ Asa lead-in, write the questions Do you believe in ghosts? Why?/ Why not?on the board, Divide the class into pairs {and tel them to ask and answer the questions. Get some feedback, encouraging students to use reported speech, 2g. Olga told me that ‘= Give half the classa copy of Student A handout and the rest Student B handout. Allow them time to read task A and make notes or write questions as instructed, Circulate and monitor, helping out with ideas or word order as necessary. ‘+ Check thatthe students with handout 8 have the correct word order for all of the questions. ‘= Divide the clas into A/B pairs and ask them to do the role- play in task 8, using their questions and notes Tell Student B to make brief notes on what their partner says ‘Circulate and monitor the activity, making a note of any errors with use of reported speech. When students have finished, write the errors on the board and tell students to workin pais to correct the mistakes. Get feedback from the cass on how the sentences need to be altered.Ghost Catchers! Student A You have a ghost living in your house! You want to get rid of it and have decided to call Ghost Catchers. Student B works for Ghost Catchers and will ask you these questions. Make notes on your answers to the questions. When and where did you fist see the ghost? How many times have you seen it since then? Can you describe the ghost? Has the ghost ever spoken to you? ‘Are you taking any medication at the moment? What's your name? Where do you live? Will you be at home if we come over later? Role-play the telephone conversation with Student B. Student & will begin the conversation, then you say ‘I've got a ‘ghost in my house!” Later that day, you are talking to your neighbour. Report back your telephone conversation, using reported questions and statements. Ghost Catchers! Student B You work for Ghost Catchers. Student A has a ghost in his / her house and phones you to get rid of it. Put the words in the correct order to make questions that you will ask Student A. first / ghost / when / where / you / did / the / and / see? then / you / times / have / many / since / it how / seen? the / you / ghost / describe / can ? to /the / spoken / you / ghost / has / ever? ‘moment / taking / the / medication / you / any / are / at? name / is / your / what ? you / where / live / do? later / at / will come /if/ you / over / be / we / home? Role-play the telephone conversation with Student A and make notes on what he / she tells you. Begin the conversation by saying ‘Good morning, Ghost Catchers. How can |help you?" Later that day, you are talking to your colleague. Report back your telephone conversation, using reported questions and statements.‘Aims To review and practise reported speech (statements) Time 15 minutes Materials | handout for each student '* Give each student a copy of the handout. Divide the class into pairs and ask them to look atthe pictures in task A and discuss the questions together. Get feedback from the class Con their ideas. You could then ask the class if anyone has lied ina similar situation, ‘+ Students now change the direct speech into reported speech. Elicit the fist answer from the class as an example {and then allow students time to complete the rest of the task. Check answers as a class, drawing attention to changes intense, pronouns and time expressions. 1... the food looked delicious. she had done the homework, but that her dog had eaten it. 3... he hadn'thad a cigarette since hei seen her the week before. 4. he couldn't go to work that day because he wasn't feeling well 5... the dress had only cost £50 in the sale. 6. fhe was really good, Father Christmas would bring him lots of presents the next week ‘+ In taskB, students change the reported speech to direct speech. Elicit the first line ofthe dialogue and then give students time to do the rest ofthe task. Check answers. ete | noticed you werent at schoo yesterday. adel No, fk ck P We hada history test. 1 Oh forgo about the history test. P dont befeve you. think that’ why you skipped schol A prbabiy have todo this atemoon anya. Wel not going to tell youthe questions. I Wel can ask ames Hele me! '* Before students do task C, elicit what information / verb forms are needed to complete the sentences. Allow students time to complete the task, ensuring that they have three sentences which are true and three which are les. ‘+ Students read their six sentences to their partner, who must decide which are true / false. They should then feed back to their partner using reported speech, eg. You told me that you could play the drums but Ithink thsi lie /You said you had never been to Peru and Jthink ths is true. ‘+ Get feedback from the class on some of the lies they were told Insist that they use reported speech.A inthe situations below, the people are telling les. In each case, who are they lying to and why? That looks delicious, dar ® ‘cant come to work today because I'm not feeling wel. Complete the reported speech with the correct tenses, pronouns and time expressions. 1. She told her husband that. 2 She said to the teacher that 3 He told the doctor that 4 He said to his boss that 5. She told her husband that. 6 He said to son that. Complete the dialogue between two classmates by changing the reported speech to direct speech. Pete said to Rachel that he'd noticed she hadn't been at school the day before. Rachel told him that she'd felt sick. Pete said they'd had a history test. Rachel said she'd forgotten about the test. Pete told her that he didn’t believe her and he thought that was why Rachel hhad skipped school. Rachel said she'd probably have to do the test that afternoon anyway. Pete said he wasn't going to tell her the questions. Rachel said that she could ask James and that he would tell her. Pete Rachel Pete Rachel Pete Rachel Pete Rachel Complete the sentences. Three sentences must be true about you and three sentences must be lies! 1 Iean but can't 2 When | leave school, 'm planning to 3 I'venever 4 When | was a ld, a If you're really good, Father Christmas wi bring you lots of presents next weet 5 Inthe future, rll probably 6 Every weekend | Read your sentences to your partner. Report back on. ‘which you think are true and which are lies!Teaching notes Unit 9 Speaking Worksheet 1: Consumer complaints This activity continues with the theme of consumer society. It provides an opportunity to practise using reported speech in a context where students are complaining about a product. You will need: ‘One copy of the Speaking Worksheet per pair 1 Divide the group into pairs and distribute the corresponding parts ofthe Speaking Worksheet to students A and students B, Ask them to highlight the key ideas forthe fist advertisement. Check that they understand all the vocabulary and the role that they play Elicit the first pat ofthe dialogue tonto the board, using ideas from around the class. 2 Check thatthe students understand al the vocabulary for the second advertisement and repeat the same procedure asin 1. This way students will have an opportunity to play the party who complains and the party who receives the ‘complaint. © EXTRA ACTIVITY © ‘Students could be asked to write up their best dialogue with their partner, rehearse it and perform it for the class.Student A — ) FlytoLondon with | Fast Air| | Fly the eat of London i} with Fast Air, { | Tickets cost as little as €1! Friendly staff, Trouble-free boarding. | Designer Deals uthentic designer clothes ) at half the price. ualty guaranteed } fut efund if not satisied. | ary acess on public transport. 1 You work for Fast Air. Listen to Student B. Explain and apologize. 2. You bought some new clothes at Designer Deals. Complain to Student B about your experience: + The designer clothes you were interested in were not discounted. + You bought a new top, but when you got home, you discovered that it was a fake. + When you tried to take it back, you couldn’ geta refund because there was no damage to the clothes. There is no underground ine tothe shop and you had to take three buses Useful Language Whats the matter? /What's wrong with it? The advert says that... but. When |..., there were no. Ie ike to get my money back. |'m sorry about that, but... That's very strange. / do apologize. You were unlucky, but. That's nota problem, as long as you have the receipt. Student B - ) Fly to London with || Fast Air| | i with Fast Air, | I! Tickets cost as little as €i! } Friendly staff. Trouble-free, ‘boarding, — Designer Deals Authentic designer clothes ) at half the price. uality guaranteed. | Full refund if not satisfied. | easy access on public transport. 1 You took a flight with Fast Air. Complain to Student A about your experience: You landed ina town one hour outside London. It was late and there was no public transport. + You had to get a taxi, which cost more than the light, The ticket cost €1, but with taxes and extras the final price was €80. + The staff were rude and there was no space to store your hand luggage. The plane finally took off two hours late, but no explanation was given, 2. You work for Designer Deals. Listen to Student A. Explain and apologize. ent What's the matter? /What's wrong with it? The advert says that... but When |... there were no. {ike to get my money back. {im sorry about that, but... That's very strange. /1 do apologize. You were unlucky, but... ‘That's nota problem, as long as you have the receipt.p ‘To prepare a radio report about I os Reported speech Reporting vets, eg beg, nam Reading, Writing, and Speaking ein Use after Unit, $8 p96 8.97 ‘One copy ofthe worksheet ct in half per student orca) Pre-activity (15 minutes) ‘Write the following reporting verbs on the board: advise, tell, order, remind, beg, ask, invite, warn, refuse, offer. Brainstorm situations where these verbs could be used, e.g. A solicitor might ‘advise his/her client to plead guilty. + Ask students to suggest what the person would actually say in each situation, e.g. I think you should plead guilty. Procedure (30 minutes) * Explain that students are going to write and deliver a radio news bulletin about a group of bank robbers. ‘+ Divide students into groups of three and give each student a copy of the first part of the worksheet. Give students time to read the newspaper report that sets the scene and to check any items of vocabulary. ‘+ Now explain that a cassette with a recording of a conversation between two of the robbers has been sent to the newsroom. This proves that the gang is responsible for a recent robbery on the Central Bank of Barnsley. Tell students that their task isto report the details of the conversation in their news story. + Give students a copy of the second part of the worksheet. This gives the transcript of the recording the newsroom received. Ask students to read the transcript and to discuss the following, questions: What is happening in the conversation? Where are the ‘men? What has happened before? What happens next? Then have a class feedback session. + Write om the board: A secret recording has led to the arrest of two ‘members of he Johnson Gang. Ask students, in their groups, to write a short news bulletin to follow this statement using, reporting verbs to explain what was said and what happened. Encourage students to add more details to their stories to make them more interesting. Set atime limit of ten minutes. Go around helping and correcting as necessary. + When everybody is ready, ask each group to nominate a newsreader to read out their news bulletin Extension (15 minutes) + Ask students, in pairs, to discuss what they think actually happened and write a newspaper article. Go around helping with vocabulary as necessary. + Display all the newspaper articles on the classroom wall. Allow students time to read each other's work.he notorious Johnson Johnson Ts "=" £1,000,000 was stolen in a raid on the Central Bank of Barnsley. The gang leader, Sid | a n Crowbar, has not been seen | since the robbery. Other ‘members, including Tosh “The e Key’ Smith and Arnie Thunder are also. missing. Police have r 1 e S asked members of the public to telephone them with any information on 0281 623808. A $ a 1 n ! The investigation continues. Tak The Key Sth Arie Thunder TRANSCRIPT - Conversation between Sid Crowbar and Tosh Smith Monday 2nd September SID Tosh, you're in big trouble! TOSH Please Sid, I put the money in the garage like you told me. SID Well, it’s not there now! Where did you really hide it? OSH Nowhere! I don’t know where it is. Please let go, you're hurting me! SID I/11 do a lot more if you don’t tell me where you put it! TOSH What about Arnie? Remember, he’s already left the country. I think he’s taken the cash with him. SID Where’s he gone? TOSH South America! You can call his wife if you don’t believe me. SID I might just do that. But if you’re telling lies, 1/11 be back to get you!TEACHERS NOTES By Interpreter MPT) Type of activity Role play/Simulation. Group work Aim To practise reporied speech Task ‘To simulate an act of communication between two people that speak different languages with the help of an interpreter. Preparation Make one copy of the worksheet for each group. Cut up the role cards and hand them out to the ‘groups in a pile face down. Procedure 1. Introduce the activity by telling or asking the students what it feels like to be in a foreign country where you don’t speak the language. Elicit some of the most embarrassing or difficult situations for the traveller. 2 Ask students to form groups of three. In each group there are three roles: + police officer + foreigner + interpreter If there are four students in a group, double up the role of foreigner. 3° Explain that in each group the foreigner(s) takes a role card at random from the pile. The card describes a situation. They will have to explain it to the police officer, who does not speak English, via the interpreter 4 Ifnecessary, demonstrate one of the situations with «wo students 5) Make sure that they take turns to change roles for the subsequent cards so that everyone gets the chance to be the police officer, the foreigner and the interpreter Follow up Allow sore time atthe end ofthe group work to role play some ofthe situations infront of the whole class ~ those that have worked best with the smaller groups. (Make notes as you moniter group work on particularly productive and generative situations and groups for a final demonstration Notes & comments It is important to let the stucients know that when they act as police officers they do not understand, a word of English (they need the interpreter) When they act as foreigners English is the only language they are allowed to use. It is only when they act as interpreters that they are bilingual, This activity may work better with a monolingual lass,<< Interpreter You took like a famous soap star in the country that you are visiting. Fans keep taking you for this celebrity. You want a quiet holiday and are fed up with people stopping you in the street. You want to know who you look like so much. Discuss the possibility of police protection You've been caught shoplifting. This is really embarrassing for you. You had never done anything like this before. You are willing to pay a fine if this is the law. You don’t want a scandal. You are a politician in your country. + You are a futurologist and want to warn the authorities of some approaching natural disaster. You can feel in your body that an earthquake or hurricane winds will cause trouble. The place must be evacuated in 24 hours Wourve missed a travelling companion at the airport. You think he or she has been kidnapped. You'l have to give full details and ask for help. You've lost your credit card and traveller's cheques and have only a litle cash left. Everybody you know that could help you out from your country is on holiday. Your bank does not answer your phone calls. “You've been reported to the police for having started a fight in a restaurant. In fact you were attacked by one of the waiters because you were complaining about the bad service. You saw a young man dropping a suspicious-looking bag into a litter bin in a touristy area, You followed him to his car, where you saw him hide a gun. You've been overcharged by a taxi driver on the way from the airport to your hotel. You were not familiar with the notes and paid the money that he asked for. You now realize that it was definitely too much. When you went to get your expensive camera back from the hotel safe it had gone. The hotel manager says he is not responsible for stolen valuables left in the hotel unless you show him your receipt You've lost it You've had a car crash in a rented vehicle. The car-hire company says you have to pay for your hospital expenses and damages to the car. You are sure you signed for fully comprehensive insurance when you hired the car.No’ | Battlefield or bed of roses? ACTIVITY Pairwork: speaking AIM ‘To categorise vocabulary and to discuss atitudes to being in love, GRAMMAR AND FUNCTIONS Reported speech ‘Said (that) + clause VOCABULARY Love and relationships PREPARATION “Make one copy ofthe worksheet foreach pait of students in the clas. TIME 20 to 30 minutes PI 1 ROCEDURE ‘Ask the students to sugges ifferent ways of completing the sentence ‘Being in ove .” and write some of them on the board, Ask the students ro put these definitions into the ‘categories cynical, romantic or realistic [Now ask the students to work in pars and give one copy of the worksheet to each pai, ‘Ask them to decide which category the definitions of being {nove fall into and then to write the numbers corresponding to the definitions under the relevant headings. ‘When they have done that, they should ad two definitions ‘of their own to each category, Ask the students to compare worksheets with another pair ‘of students and notice any differences. They should discuss the way they have categorised the definitions, ‘Ask the students to report any differences in opinion to the class, Encourage them ro use the target language, for example: Monica and Akeni said that ‘Being in love makes you sl" was somantic, bt we thought it was realistic.Battlefield or bed of roses? BEING IN LOVE... lose control is better than having all the money in the world -- fs more lke being on a battlefield than in a bed of roses is bad for your health a «jo is only for young people «is ike being on a rolier- coaster - one minute you're high and the next minute youre very low means wedding bells Quickly changes to habit ie are) is playing a fool's game is the strongest ‘emotion you will ever feel is the chocolate sauce on the) vanilla ice-cream of life — without it life is nice but not delicious . distracts you from the more important things in lite ed 4Who asked me that? ACTIVITY Groupwork: speaking, writing AIM ‘To ask and answer questions and then to cemember who asked which questions. GRAMMAR AND FUNCTIONS Reported speech: questions Asked + clause Direct questions and reported questions ‘with question words (who, what, how, which, where) ‘without question words VOCABULARY General PREPARATION Make one copy of the worksheet for each group of up to 12 scudents in the clas, Cut the cards out as indicated, You will also need one blank sheet of paper for each group of three students. TIME 30 minutes PROCEDURE 1° there are more than 12 students in the class divide them. into groups. 2. Give one card to each student in the class, These are the questions they have to ask everybody inthe class or group. 3 Now ask the students to go round the class or group asking snd answering questions. Tell them that they should listen to people's answers tothe questions but that they do not have to remember them, 4 When they have done that, ask them to sit down in their groups and to work with two other members ofthe same group forthe next part of the activity 5 Ask each group of three to appoint a secretary to do the writing. Before they start the next part of the activity, they sould write the names of al the students in theie group or lass down the left-hand margin of 2 piece of blank paper. 6 Now tcllthe students that they have gotten minutes to work together and remember which questions were asked by cach student in the lass or group. They should write ‘them down using the target language, for example: Ahmed: He asked what we were doing the following weekend, He asked how we kept fi. He asked if we bad any pets. 7 Ask the students to stop weting after ten minutes snl ‘check their answers. Give one point for each question correctly allocated to a name. The winners are the students ‘with the highest number of points.Which day of the week do you prefer? Who is the first person you fell in love with? Where do you go to relax? 9 Do you think children watch too much television? Do you watch soap operas on television? Do you read a newspaper every day? Can you remember the best teacher you've had? Do you like watching documentaries on television? What is your favourite building? What are you doing next weekend? Who is the most interesting person you know? What do you want for your next birthday? What objects do you always carry with you? Do you have satellite television? Do you listen to music when you travel by car? 9 What is the best book you've read? e Do you read newspapers in English? What’s your favourite colour? What do you eat for breakfast? Haye you got any pets? Have you got any brothers and sisters’ Which month of the year do you prefer? oP | What do you drink for breakfast? 7 Do you eat your dinner in front of the television? What is the best film you’ve seen? Who is your favourite musician? Do you listen to the radio in the morning? What are you doing this evening? @ Which magazines do you usually buy? Do you like talking on the phone? 2 How do you keep fit? Have you got a good memory? Do you like watching films on television? Are you good at cooking? ‘What are you best characteristics? Do you like snow?Reported speech dominoes ACTIVITY 4 Do the first sentence with the whole css. Ask the students Groupwork: wring, speaking to ook at domino Ia: I think i's realy good idea fr you to have a hota. AIM and to then complete the sentence in 1b by reporting To play a game of dominoes by matching direct and reported the sentence in ta statements She encouraged him co have a holiday. 5. Now ask the students to work in thei groups, completing —— the ‘b sentences on thie worksheet in this way. While Peportag ci eacop, eee dit, promi, ea they are doing this, go round to cach group and ebeck that prpiialpecipione pivraipepctpeed-tpi-oa tessa cone Arwen afer VOCABULARY 6 When they have finished, and you ace satisfied that their Genera sentences are corect, give each group par of scisors and ak them to cut the dominoes outs indicated. Make PREPARATION sure that students cut the numbers off the dominoes Make one copy ofthe worksheet for cach group of three va , i sh Hach group should shuffe their dominocs and then give students, Provide scissors foreach group, icone TIME 8 Before they star their game of dominoes, explain how to 35045 minutes play using te instructions below. 9 Thestudents are rea 1 play the game, When they've PROCEDURE PROCEDURE hci finished one game, they can sulle and ply again 2. Give one copy ofthe worksheet to each group and ask them to appoint secretary to da the writing 3. plain thar they re going to pay a game of dominoes but that before they can start, they have to complet the sentences in every other domino, Point out the way the dominoes are arranged and explain that they are numbered ‘on the worksheet to show which sentences are connected tone another. HOW TO PLAY THE GAME _ _ 1 Players take tree dominoes each andeave therestina 4 Ifa playercannot put down one of thir dominoes, they pile fice down. «an take a domino from the top of the ple and putt down jaan ae oem, i hey can. I the pli fnished, they mis atu, 5 3) The player on their let must then put down one oftheir dominoes, making sure that one ofthe sentences on theit ‘domino matches one ofthe sentences on Player A's domino. For example: (domino A) I think i's really good idea for you to have a holiday. (domino B) She encouraged him to have a holiday. “The players take it in tums to adel dominoes in this way. ‘The fist player to get rid ofall their omninoes is the winner. .x 15b ja tb 2a 2b 3a She refused | 4 yi cig’ She She agreed | t0.. pein is2 | encouraged that... | vemade my ry 6 him to... ‘sion idea for you to not going out have a holiday. tonight” — | ae — 3b 4a 4b Sa 5b 6a ae - He decided not |, ‘She promised He apologised | tow. homeless this to.. “Pm sorry and said... | Nouldyou ‘evenin, Ve forgotten the Chinese oe your name.’ Prete | promise.’ circus? el LL 8a 8b ora 6b 7a 7b 9a ‘Be careful. She's really annoyed.” He warned me that... ‘Shall t help you with your bags?” She offered to. “Don't forget to put it in your diary.” 9b. 10a 10 ja ib ida se ut She reminded He advised me ‘She asked me to... 4 think you tO ‘Could you them to... | ‘Pm going to should go to please sit down look for anew the doctor.’ and be quiet.’ job. & 120 13a i9b ida i4b 18a x 5: She told me He suggested He asked me that... | that... ‘Could you to. ‘No I don't Leis goto the phone me want to see 7 tonight please?” him.Weather Aim To give students practice at weather vocabulary by ‘exchanging information about weather forecasts in two different Continents; also to practise reported speech structures by ‘feeding back on the information gathered Materials One copy of Sheet A or Sheet B per student Time 20 minutes: Preparation Copy and cut up one worksheet per two students report Procedure 1 To introduce the activity, ask students what they think the weather is like at the moment in different cities around the world, for example: Sydney, Bangkok, New York, Cairo, Stackholm 2 Write on the board the question and answer format that students will need to complete the worksheet: What will the weather be fke in... this weekend? There will be 3 Put students into pairs (A and B} and give each student @ copy of Sheet A or Shoot 8. 4 Tell Student B to ask Student A about the weather forecasted for the places marked on the map of Europe. Tell Student A to look at his/her map of Europe and answer Student 8's questions. Student B should draw the appropriate symbols on the map of Europe. This should take five to seven minutes. 5 Student A then asks Student B questions about the weather in Asia and draws the appropriate symbols on his/her map. 6 Put students into new pairs, with two As together and two Bs together. They have five minutes to compare the answers they received and check that they were given the same information. For example’ — Ludmila told me there would be severe thunderstorms in the Ukraine this weekend. ~ Yes, and Olga said there would be bright sunshine in Italy = Yes, Ludmitla said the same, What about France? ~ She said there would be thick cloud. Extension Reading and speaking: If you have an Internet classroom available, students could make predictions about the day's weather in various Countries around the world and then use a weather site (2.9. www.weather.com) to check their predictions. Then ask individual students to toll the class what they found out, for example: / said it would be cold with heavy snow in Moscow, and was right. But | thought there would be sunshine in Cape Town, and in fact it’s reining,Guilty or not guilty? Aim Procedure To give students practice at using 1 Tell students that yesterday at three o'clock a bank was robbed, and reported questions in the context the police are interviewing a suspect. Ask them what questions the of reporting a police interview police will probably ask the suspect, to elicit: What were you doing yesterday at three o'clock? Ask students to suggest answers for the Materials ‘suspect, for example: | was at work. | was driving to Birmingham. And then ask students to think of a follow-up question the police might ask, One copy of Sheet A or Sheet B for example: Were you alone? What were you doing? per student 2 Give half the class a copy of Sheet A, and the other half a copy of Sheot B. Divide students into pairs, Student As together and Student, Time Bs together 3 Explain that they are detectives working on the bank robbery case. 25 minutes There are two main suspects and Student As and Student 8s have each interviewed one of them. The interviews were recorded but the 5 recording was not very good and parts of the transcript are missing Preparation In pairs, students have to complete the transerint by working out the Copy and cut up one worksheet questions they asked, Allow five to seven minutes, per two students 4 Check that students have written suitable questions. ———! 5 Divide students into new pairs, (A+B). Give them seven or eight minutes to report their interviews to each other using reported speech, For example: A; Lasked Ken Foster where he had had lunch and he told me he had had lunch with Ronnio White at the Red Lion B: Really? Ronnie White said they'd had lunch at a Chinese restaurant. 6 Ask the students if they think Foster and White are guilty or not guilty and why. SUGGESTED ANSWER KEY Sheet A 1 what were you doing last Monday at one o'clock? 2 Who did you have funat with? 3 And where did you have lunch? 4 Which pub? 5 What di you do after lunch? 6... you were at the cinema? 7 What tim did you see? Sheet B ‘what did yau do on Monday aftemoon? So, at one o'clock you were at the cinema? ‘Whet's that? ‘Who did you have lunch with? So, when did you goto the cinema? ‘And what were you doing at three o'clock?. What film didi you see?e bank was robbed, you * © “Ken Foster ‘thay's right. = 7 Detective: 7 ‘Sheet B ©. film, With Ken. © Detective: Really? * Detective: All right, Foster,” sep oa A RE a Ken Foster: At ano o'clock last Menday? | was having lune. Who ® 2 Ken Foster: With Ronnie White. Detective: And * | i ? At the pub. Ken Foster: The Red Lion. : Detective» after lunch? Ken Foster: We went to the cinerna. Detective: Rally? So at three o'clock, when the Ken Foster: | can't remember, Oh yoah, it was Die Hard 7. eeeanan Detective: Allright, Ronnie, ‘_ __ on Menday aftemoon? Ronnie White: | went to the cinema. Detective: So, at one o'clock * eee eae Ronnie White: No, | was having lunch in the Bamboo * Gaiden. 2 Deter a: Ronnie White: It's a Chinese restaurant. Detective: Who ¢ i i it Ronnie White: With Ken Foster. Detective: Ronnie White: We went to the cinema after lunch. Detective: | at three o'clock? Ronnie White: | was stil at the cinema watching the Ronnie White: | can't rerhember. Oh yeati, it was Terminator A,MAQ Who asked what? ALY Agroup mingle $8 survey each other with one question each. Then the rest ofthe class have to remember which question each person asked, and the person reports the answers. Copy and cut up one sct of cards per 20 8S, Ifyou have a bigger clas, invent a few more questions or give one question card to two SS. LANGUAGE Reported speech: Tacek asked me if Thad a pet «Give each student a card with a question, and tell them to memorize it. Then tell them they have to survey the rest of the class by asking everyone the question. They should quickly and briefly note down everyone's answers $58 mingle, asking all other SS their question and making « note of the answers. When all $5 have asked everyone, tll them to sit down, ‘Now put SS in pairs, and have them try to remember which question each person asked, and then write it in reported speech (see LANGUAGE box). Seta time limit, ‘© Check answers. Point to one SS, and then ask somebody csein the class What did (Jacek) ask you? ct give the most significant fact, -g. Tere people in the cl hhave never changed a wheel on a car. Eight people said that cir favourite fruit. It will help to give the class a couple of examples. ranges were Non-cut alternative Copy one s half SS ask and answer the questi ay the sheets and give SS five minutes to try to write down in reported speech the ten que wt per pair and cut in ns. Then takeWhat's your i What kind of i Have you ever Are you an favourite TV ‘| computer do you | ; | changed a wheel optimist or a programme? have? ona car? pessimist? Where will you be How oftendo | : | How long have What time did you at 8 o'clock you wear a hat? | ; | you been learning wake up today? tomorrow ! English? morning? How much water Have you ever do you drink a worked in a bar or day? restaurant? What's your favourite fruit? Are you going out tonight? How did you come to class? Would you like to be famous? Do you have a pet? Would you prefer to live in the town or in the country? Do you support a Are you afraid of football team? any animals or insects? Can you play ‘What languages chess? || can you speak?10B Jungle survivors You will need: one copy of the newspaper article per student; one set of role cards for each pair of students + Give each student a copy of the newspaper cutting and check they have understood the main points. + Divide the class into two groups and give one group the Reporter's role cards and the other the Survivor's role cards. (i there is an odd number of students, include an extra reporter} Students prepare questions and answers for the role play, following the instructions on the cards. + Rearrange the class so that each reporter can interview a survivor individually. The reporters will need to take brief notes at this stage, in order to report back later. + Atthe end of the interviews, rearrange the class so that each reporter is sitting with another reporter who was not histher original partner. Place each survivor with another survivor who was not hisiher original partner. ‘The reporters and survivors tell their new partners what was said in their interviews, using reported questions and statements, +The reporters write the article for the Daily Planet, while the survivors write a letter to a member oftheir family telling them about the interview.Back from the dead! Three years ago a small passenger plane crashed in the middle of the Borneo jungle with twenty-seven people on board. Rescue teams arrived at the scene of the crash three days later. They searched the area, but found no survivors. ‘Two days ago, however, two people walked into a remote tribal village on the edge of the jungle and said that they were survivors of the plane crash. They told the astonished tribespeople that they had been living in the jungle by themselves since the day of the crash, We have sent two of our reporters to Borneo to interview these amazing people. Look out for an exclusive interview in next week’s Daily Planet! TE Reporter's role card You are going to interview the survivors of the plane crash, With your partners, write down some of the questions you are going to ask, Try to write at least twelve questions L] Make sure you include questions to find out _]) the fotloning information + personal details + how they know the other survivor() + the crash and how they survived + life in the jungle (food, shelter, etc.) « the dangers they faced + their health (now and in the past) «the tribal village and its people [+ plans forthe farure + how they feel about flying | + how they are geting home K You are going to be interviewed by «journalist about what happened to you. With your partner, decide what your story is. Make brief notes to help you in your interview. Use your Imagination! Here are some things you might be asked about: + personal details (be imaginative!) + how you know the other survivor + why the plane crashed + how you survived the crash « life in the jungle (food, shelter, etc.) «the dangers you faced + your health (now and over the last three years) « the tribal village and its people * plans for the furure + how you feel about flying ‘how you are getting home.8D What are they saying? Procedure — Write these reporting verbs on the board: ask advise, warn, refuse, tll offer agree, invite, promise. Briefly review the reporting verbs. Make some requests, offers, and promises, and give some instructions and advice, and get students to report them. using the appropriate verbs. ~ Divide the students into pairs and give one worksheet to teach student. Give the students 5-10 minutes to look at the eight pictures, discuss what they think the person in each picture is saying, and then complete the reporting sentence ‘below each picture, Point out that they shouldn't write anything in the speech bubble yet. — Join the pais to form groups of four. The groups now compare what they think the speakers are saying and agree (on what direct speech to write in each speech bubble. — When all groups have finished, read out the correct answers so that students can tick the speech bubbles that they guessed correctly. Allow time for them to correct any wrong answers as you go.What are they saying? 1 Work with a partner. What do you think the people are saying? Report the sentence under each picture using a reporting verb. 2. Work in groups of four and compare your ideas. Agree what to write in the speech bubblesGrammar 2 reported speech Who told me that ... ? Target language: reported speech Activity type: find someone who and group guessing game When to.se: Use this activity after Lesson 9.2. Time taken: 30 minutes : Photocopy and cut up one worksheet for each studentin the class. Prepare Procedure Give out the worksheets and ask students to mingle in order to find somebody who corresponds to their sentences, asking and noting down extra information when they do find someone. Divide students into groups of four. Each student takes it in turns to report back, using. reported speech, about one thing they found out about a member of the class without saying the student's name, e.g. Somebody told me that ... The other students in the group ‘must guess who said it, scoring one point if they guess correctly. The winner is the student with the most points at the end.Who told me that ... ? Find someone in the class who... Name Extra information 4 went to the cinema last week. (Ask what they saw and their opinion) 2 has been ill this year. (Ask what the illness was) 3. is going away next weekend. (Ask where) 4 thinks they will be rch one day. (Ask why) 5 Is afraid of some kind of animal. (Ask which) 6 is going to do something exciting after class. (Ask what) 7 went abroad last year. (Ask where) 8 has studied another foreign language. (Ask which) 9 dida part-time job when they were a student. (Ask what) 20 is missing somebody at the moment. (Ask who) 21 has some type of allergy. (Ask what) 42, went out fora meal last week. (Ask where) 23. candoa sport very well. (Ask what) 24 is planning to start anew job in the near future. (Ask what) Now work in small groups. Report back to your group about the things you found out. Pablo told me he was going to London next ‘weekend, Mustafa said he was allergic to peanuts.Communication activity © For further practice of reported speech, use the information gap activity on page 44. Make photocopies of the page and cut them into A and B sheets for each pair in the class. Make sure they cannot see each other's sheets. © Students look at their pictures and take it in turns to ask their partners about the empty speech bubbles. They fill in the bubbles with direct speech. When they answer a question they should use reported speech. ‘@ Students compare pictures when they have finished and check for possible mistakes.Student A 1 Here is a picture of some people at a party. Ask your partner what the people said and fill in the empty speech bubbles with direct speech, A: What did Helen say? x 2 Now answer your partner's questions using reported speech. B: What did Pete say? A: He said he didn’t like tomatoes. pe Student B 1. Here is a picture of some people at a party. Answer your partner's questions using reported speech. A: What did Helen say? B: She said she could speak Japanese. Toh as! x 2 Now ask your partner what the other people said and fill in the empty speech bubbles with direct speech. B: What did Pete say?8C What did he ask you? Whole cas or groupwork Students ask eachother questions from prompt cards and then compare what people aed ~ Give each student a question card. Allow them tim to complete ‘he final question on their card however they want to. Explain to the cass they are going to use all four questions to interview as many different people in the class as possible, but that they must ask only one of ther four questions to each person. They should ask different questions to different people — Students mingle around the class (or work in large groups) to ask their questions and listen to the answers. Make sure that everyone keeps changing partners and that they don't spend too long talking to any one person. — After five minutes, ask everyone to sit down. Divide the students into pairs, and ask them to remember and compare what questions different people asked ther. Get the pairs to write down some ofthe similarities and differences, eg, Pablo asked me iI would have to cook after schoo! today and he asked Minna the same question. Ahmed asked me if Thad a computer in my bedroom, but he asked Minna ifshe had a TV. ~ At the feedback stage, get the pairs to report back on some of the same and different questions they were asked, Then clicit any interesting or surprising answers to the questions.What did he ask you? Have you got saTV + acomputer + aCD player in your bedroom? Are you feeling + tired + happy + hungry at the moment? What's your favourite + drink? + colour? + flower? Where did you buy your + shoes? + watch? + bag? Will you have to + cook + do the washing-up + do some ironing after school today? Why are you + learning English? + wearing those shoes? + using that pen? : ? What time did you + wake up + have breakfast + get home yesterday? Who do you + live next door to? + sit next to at school? + live with? Who's your favourite + singer? + actor? + actress? How many pairs of + shoes + jeans + sunglasses have you got? Have you ever been to + Paris? + New York? + Beijing? Are you going to + have a holiday + take any exams + do something new next year?6D But she told me [Groupwark Students interview each other then use reported speech to compare what people sai 2O minutes [Copy and cut up one worksheet for every tree students py p y Procedure = Give one worksheet to each student. Explain that they need ‘to write the true answer (highlighted each time on the ‘worksheet) and two false answers to each question. Allow the students 5-10 minutes to write their answers. ~ Divide the class into large groups ft least seven students} Students use the questions to interview at least three different people. students can choose to give either a true answer or one of ther false answers at any time, but they must vary the answers they give different people. They also should try to convince the questioner that every answer they give is true. Students can make brief notes about each other's answers on the back oftheir worksheets, asking each other for extra information if they wish ~ Divide each of the groups into pairs (or pairs and a three) The students compare what different people told them, eg. ‘A Kati said she didn't have any cousins. B Really? She told me she had two cousins ~ Viktor and Andrea. Students also decide which of the answers are true. ~~ Reorganize the students into their large groups to discuss and reveal their true answers = At the feedback stage, find out who gave the most convincing false answers in each group,But she told me... Write one true (T) and two false (F) answers for each question. 1 How many cousins have you got? PUN) oF F 2 When will you next have a holiday? F oF rasa 3 When did you last have a coffee? «=F Ts 4 Where will you be at nine o'clock (RUM oF Fo this evening? 5 When did you start learning English? POO oF a 6 What's your favourite food? FO Tiles FC 7 What will you do after this lesson? FL F =a 8 What did you do last Saturday? Fo Trea oF Write one true (T) and two false (F) answers for each question. 1 How many cousins have yougot? «TI rk t—SF 2 When will you next have aholiday? Foo F _ Pp Ses 3 When did you last have a coffee? F Toe 4 Where will you be at nine oclock TO sr t—“CiF this evening 5 When did you start learning English? Tl F F 6 What's your favourite food? F See so _ 7 What will you do after this lesson? F F = 8 What did you do last Saturday? Fo ‘reese sr _ Write one true (T) and two false (F) answers for each question. 1 How many cousins have you got? PCN) ro 2 When will you next have aholidayy Fs ss 3 When did you last have a coffee? F ‘TSS OF 4 Where will you be at nine oclock © RUF _ F this evening? 5 When did you start learning English? TOSS) or F 6 What's your favourite food? F 7 What will you do after this lesson? F___ 8 What did you do last Saturday? F‘voeabulary associated with the Internet: reporting verbs 1” Des ‘One copy of the worksheet (cut up) per pair; drawing pins; Blutack’ for ‘attaching stories to walls Pre-activity (5 minutes) + Don’t cell che seudenss the topic ofthe setvity. Write the following anagrams on the board: TERPOCUM (+ computer) multi-purpose electronic machine RUSE (+ user) someone working on or with something FOTOSCRIM (+ Microsoft) the name of a computer company LAIME (= e-mail) a method of electronic communication FURS (surf) co look things up electronically DOMEM (= modem) a celephone connection in a computer + In pairs, che srudents work our che anagrams. Give the clues above to speed things up if necessary. Check che answers with che whole class. ‘Then ask the students fo rll you what these words have in common (chey are all associated with the Incernet) Procedure (20 minutes) 1. Divide the ciass into pais. In each pair, eudent A isthe scribe and Saudent Bis the dictator. 2 Give a copy af Text A to Student A in each pait. He / She sticks ieon the opposice wal ofthe classroom (or puts iton a table ~ bue it muse be as far awar from Student B as possible). 3 Saudent A reads the eext and chen runs back and forch, dictating it line by line co Scadene B, who wries it down as accuracly as possible 4 Assoon as Scudent As have Bnished diceating, give a copy of Text Bro Student B in each paic and repeat the process, with Scudene B dictating, and Scuden A writing it down. Which pair can be first to Binish, with the feeese miseakes? When che pairs have all fnished dictating and writing out boch texts, read out the original texts s0 thar the students can check what they hrave written. Alternatively, gee the scadents co check their own ve: against the sexes chemselves. Extension activity + The studenes rece cei assigned text by changing the reporced speech into direc speech, andthe direct speech int reported speech tthenever pestble They chen compare ehelr versions withthe rernacve sex ie. thelr partners ext).Text A Are you ready for the NET or is it ready for you? ‘The Internet is probably one of the biggest technical advances of the twentieth century; says Jack Reynolds, leading computer expert. ‘People are learning to shop, travel, and communicate in a whole new way ‘The Intemet story started in America in the 1970s. Computer experts declared, ‘We have created a whole new ‘way of communicating’ Computers were expensive then, and at fist the Internet didn't make much of an impact, Nowadays, however, most people in the USA own 2 ‘computer, and everyone's using the Net. One 55-year-old ‘woman in a computer café in Ohio declared, ts as easy as riding a bike.’ Another old-age pensioner told us,“ learned to surf when | was 60. Why doesn’t everyone know how to Text B Are you ready for the NET or is it ready for you? Jack Reynolds, a leading computer expert, says that the Internet is probably one of the biggest technical advances of the twentieth century. He says that people are learning to shop, travel, and communicate in a whole new way. ‘The Internet story started in America in the 1970s. Computer experts declared that they had created @ whole new way of communicating. Computers were expensive then, and at fist the Internet didn't make much of an impact. Nowadays, however, most people in the USA own a computer, and ‘everyone's using the Net. One SS-yearold woman ina ‘computer café in Ohio declared that it was as easy as riding a bike, Another old-age pensioner told us that she had learned to surf when she was 60, and asked why everyone use the Net?” But she also expressed concern. ‘How safe is the Net she asked. One expert warns, ‘Shopping on the like giving every thie access to your bank account” However, computer companies dismiss such reports. ‘Our products have been protected for years, and so have our users, they say didn't know how to use the Net. But she also expressed concern by asking how safe the Net was. One expert warns that shopping on the Netis like giving every thief access to your bank account. However, computer companies dismiss such reports. They say that their products have been protected for yeas, and so have their users.AT THE RACES Materials: One copy of the worksheet per group ‘Arrange Ss into groups of three (or groups of four if you have a large class) and ask each group to appoint a secretary’, who wil be responsible for writing their sentences, Explain that there are going to be twelve ‘horse races’ n each one, the ‘group has to bet on what they think is the correct sentence of reported speech Distribute the worksheets and explain that each item of direct speech is folowed by a sentence in which the speech is reported: some of the speech is reported correctly, and some sentences have mistakes. Give Ss enough time to look through the sentences and decide which ones are correct. They should write correct on the worksheet, or mark the corrections to make the sentence correct. They then have to decide how ‘much money to bet on each answer, and should write this on the sheet. They have $1000 to bet in total, and can bet up to half of it on any one horse. They do not have to bet on every sentence. Go through the sentences as a class, and write the correct sentences on the board. Ss double their money if they have identified a correct sentence or made any necessary corrections to the sentence. If their sentence is not correct they lose the money. Once all the sentences have been corrected, teams calculate their winnings by first doubling, then adding together all the bets they have won, and adding on any money they didn't bet. Answers: | the next day/the following day 2correct 3 has/had never been 4correct Stoldme 6whatlwanted 7if Fdeverseen Bcorrect 9 the week before/the previous week I0|would/Id || he hadn't eaten 12 correctHorse: Total: $1000 1 ‘I'm having lunch with my mum tomorrow.’ (two days later) She said she was having funch with her mum tomorrow. 2 = ps 2. ‘We won't know the full effects for a long time.’ ‘They said they wouldn't know the full effects for a long time, $ 3 ‘I've never been to Egypt.’ He said that he never goes to Egypt. $ 4 1 go running every day. She said she went running every day. $ 5 (Father to Son) ‘I've told you twice already.” (Gon) Dad said he'd told you twice already. $ 6 ‘What do you want for your birthday?” She asked me what did | want for my birthday. $ 7 ‘Have you ever seen anything so ridiculous?” He asked me had | ever seen anything so ridiculous. $ 8 ‘Next year I'm going to study abroad.” (the same year) She told us that she was going to study abroad next year. gs 8 9 ‘I sent it last week” (a week later) She said she had sent it last week. Ley = ae ite de ee 10 ‘Will you marry me?” She asked me if | will marry her. _—__— ss COEe UI ‘Thaven't eaten broccoli for years.” He said he didn’t eat broccoli for years. \ gen se 12 ‘How was your holiday” He asked me how my holiday had been. ——— s___._REPORT THAT! Materials: One set of cards per group Arrange Ss into groups of three (or groups of four if you have a large class) and give each group one set of cards, positioned face down in the middle. Don't worry if the cards are not in ‘order. Review the grammar from unit 10.2, then explain the activity. Each turn, a student takes a card and reads out the sentence at the top. The other Ss in the group try to report the sencence using a reporting verb in the correct form, and changing any other parts of thesentence (e.g. pronouns, time references) to report it correctly. If Ss getstuck, the student who picked up the card reads out the reporting verb as a hint. The fiest student in the group to say the sentence correctly keeps the card. The student with the most cards at the end ‘wins. Go round while Ss are doing the activity and prompr/ adjudicate where necessary. ‘Ac the end of the activity. elit the answers from the clas. Note that the suggested answers below are provided only as a ‘guideline, as several akernatives may be possible in each case. ‘Suggested answers: | He/She offered to help me/us with my/our homework. 2. He/She recommenced leaving early. 3 He/She invited me/us to stay with him/her while | was/we were in town. 4 He/She decided to wear the black shoes/ones. 5 He/ She agreed to give me/us lift home. 6 He/She promised to do his/her homework for tomorrow. 7 He/She suggestedhiring a car. 8 He/She refused to eat his/her broccol. 9 He/She explained that it would be cheaper to stay nahostel. 10 He/She warned us to be carefulif we were/are going out at night. 1 He/She offered to help me/us with my/our bags. 12 He/She suggested going t0 the cinema tonight/that night. 13 He/She promised he'd/ she'dahways ove us/me. 4 He/She invited me/us to g0 with him/her. 15 He/She decided to have fish for lunch. 16 He/She warned me/us not to take a taxi. 17 He/She explained that it was his/her first visit here/there. 18 He/ She recommended visiting the fantastic local restaurants.ae. 1 Would you like me | 2. If I were you, Id If you want, you can leave early. stay with me while | homework? youre in town, { Hint: offer Hint: invite Black shoes or blue 5 You want a lift home? shoes? I know, I'll wear the black ones. Tl definitely do Of course it’s no my homework for problem! tomorrow. Hint; decide Hint: promise 7 Why don’t youhirea } 8 No! I won't eat my 9 Ifyou stay in a hostel car? broccoli! it will be cheaper. Hint: explain 10 If you're going our at | 11 T'll help you wich 12 What about going to night, you should be your bags, if you like. the cinema tonight? | careful. Hint: warn Hint: offer Hint: suggest ‘ 14 Would you like to come with me? 15 I think I'll have fish for lunch. Hint: promise 18 You should visit the fantastic local 16 I wouldn't take a taxi, if I were you. restaurants, Hint: recommend8A Ask and tell A pairwork activity Sts interview each other and then report questions and answers to a new partner. Copy one sheet per pair and ‘cut into A and B. Language reported speech ‘asked Pablo how many times hetd been abroad. He said (that) held been abroad about five tes, + Pur Stsin pairs A and B and give out the sheets. Focus ona. + Stress that Sts just need to ask the questions on their sheet and write notes (not whole sentences). + Stsask and answer the questions alternately. Moni to make sure that Sts aren't writing down everything their partner says or asking for more information. ‘After Sts have finished asking all their questions, put Sts in new pairs so that all the As are now working. with adifferent B. Focusonb. ‘+ Atells B what he | she asked his / her original partner and what he / she said (using reported speech). Sts do thisalternacely ‘+ Monitor and correct any misuse of reported speech, Extraidea + Fast finishers could write down the ten questions they asked their partner using reported speech,Student A © Ask your partner the questions and write down his / her answers in note form. notes Can you play a musical instrument? How many times have you been abroad? Did you go to bed early last night? What do you usually have for breakfast? Are you going to go out on Saturday night? Have you ever won a prize or cup? What are you going to do after class? What's your favourite time of year? When did you last get a letter written by hand? What do you do on Sunday mornings? © Change partners. Tell your new partner about what your first partner told you. asked Anna if she could play a musical instrument and she said she could play the piano. °) Student B © Ask your partner the questions and write down his / her answers in note form. notes Could you swim when you were five? Are you afraid of any animals or insects? a Have you ever visited an English-speaking country? Do you support a sports team? Where did you go to on holiday last year? a What websites do you like looking at? Where are you going for your next holiday? Where will you be at four o'clock tomorrow afternoon? Have you done any sport or exercise today? Can you count to one hundred in three languages? © Change partners. Tell your new partner about what your first partner told you. tasked Paul if he could swim when he was five, and he said he could swim when he was four.)52| Who asked what? 17 | A class mingle activity to practise reported speech. Copy and ‘cut up one set of cards per 20 students (or one per pair —see alternative activity), If you have more than 20, prepare a few more cards yourself with other questions. TANGUAGE Reported questions: Antonia asked what my favourite colour was Monika asked iffwhether I had a mobile phone, ‘© Give each student a question card, and tell them that they have 10 minutes to walk around the class and ask all the students, making a note of the answers, ‘© After 10 minutes, stop the activity and tell $5 to sit down, Put them in pairs. Tell them that now they must try to remember what each person asked, and write the questions down in alist eg, Antonio asked what my favourite colour was. Monika asked if Thad a mobile phone, ‘¢ When $$ have written all that they can remember, check answers. Ask one pair What did (Antonio) ask? Then check with (Antonio) that they remembered the question correctly and then ask him what the majority of students, answered, e.g. Most people said their favourite colour was red. or Eight people said their favourite colour was red. Non-cut alternative activity ‘# IF you don't want to cut up cards, ora ‘mingle’ is not practical in your classroom, you can do the activity in pairs. Make one sheet per pair and cut it in ha so that A has 110 and B 11-20. A asks hishher questions to B, and B 10 A. They ask alternately. # When they've finished, they have to try to write down reported speech all the questions their partner asked. e.g You asked me what... You asked me if/ whether. «Finally, they compare lists to see how many questions they remembered correctly11 Would you like to go to New York? What's your favourite colour? 12. Do you think you will have ever hada ? 1 Have you ever had 2 sauna more than two children? 13 What are you going to do after the class? Are you an optimist or a pessimist? 4 Do you like being alone? 14 What's your favourite film? 15 How often do you go to the dentist's? w Can you dance salsa? 16 How long have you been Do you have a mobile phone? learning English? _ Do you eat junk food? 17 When's your birthday? 8 How often do you cry? | 18 Do you smoke? Why did you come to this i 2 school? 19 Are you a tidy person? i ; 20 H f coffee di Did you go to nursery school? you drink a day? of colfee do54) He told me to do it A pairwork activity to revise reported imperatives and requests, Copy one sheet per pair and cut into Aand B. TANGUAGE Reported imperatives He told me to take an umbrella Lasked Gill to give me her phone numb SS in pais siting facing each other. Give out the copies to AandB, ‘# Demonstrate first by writing on the board. because he was: cold _ '* Write the complete sentence My brother asked me to close the window because he was cold. in big letters on a piece of paper. Elicit possible completions from $s (tell them that the (4) sign means it must be a positive verb) until someone says f0 lend hirm my car. Then show them the piece of paper so they can see they've said exactly what you had written down, © Explain that half oftheir sentences have gaps, and what is missing is a reported imperative/request, i.e. a verb in the infinitive. ‘Their partner has the complete sentence. They must take turns to read the gapped sentences to each other, completing the gap in a logical way, until they say the exact sentence that their partner has, ¢ A Jack told me to watch the fl because it was brilliant. B No, but nearly. Try again A Jack told me to see the film because it was brilliant. That’ right ‘© Highlight that students should say the whole sentence each time, not just the missing part, and they should do the whole exercise orelly without writing anything. Point cout that (—) means that ia negative sentence, ie. ... not ‘.. ‘© When they've finished, they could swap papers and repeat the activity.A @ Jack told me (+). film because it was bri 2 He told Maria to take an umbrella in case it rained. @ Her parents told her (+) _ early because she had an exam the next day. 4 [told my mother not to worry because | was perfectly OK. @® He told the children (-)__ because their mother was asleep. 6 My friend told me to take my camera in case I wanted to take some photos. @ The teacher told us (-). because it was an exam. 8 She told her husband not to drive fast because it was very foggy. ® The flight attendant asked them (-). because the plane was taking off. 10 Tom asked his girl nd to marry him because he loved her. @® He asked the taxi driver (+) because he was late. 12 Lasked Gill to give me her phone number in case | needed to contact her. @® My brother asked me (+) because he was broke. 14 Lasked the waiter to change the glass because it was dirty. | Jack told me to see the film because it was brilliant. @ He told Maria (+) in case it rained. 3. Her parents told her to go to bed early because she had an exam the next day. @ i told my mother(-) because I was perfectly OK. 5 He told the children not to make a noise because their mother was asleep. @® My friend told me (+). 7 The teacher told us not to copy because it was an exam. * case | wanted to take some photos. @ She told her husband (~)__ because it was very foggy. 9 The flight attendant asked them not to smoke because the plane was taking off. @ Tom asked his girlfriend (+) him because he loved her. 11 He asked the taxi driver to hurry because he was late. @ I asked Gill (+), in case | needed to contact her, 13. My brother asked me to lend him some money because he was broke. @ | asked the waiter (+) the glass because it was dirty.