Tristan epstein (eoi vitoria gasteiz heo)

Teacher’s name Date of lesson Time and length of lesson Level of class (eg Beginner) Number of students Make-up of the class (eg age, strength / weaknesses, nationalities, mixed abilities) Aims of the lesson

Secondary aims of the lesson

Tristan Epstein 23 March 2015 10:00am, 1 hour Intermediate 10 Adult learners 21-65 years old, some interested in progressing towards B2 qualification others interested in travel. Different levels of commitment and some students continue to talk in their L1. Common L1 Spanish, with half the group bilingual in Spanish and Basque.

To learn and correct structures for reported speech and then to use these structures in practice to recount “last words.”

To teach reporting verbs other than “said.”

Anticipated difficulties May confuse tenses May confuse direct and indirect reported speech.

Strategies to overcome difficulties

Ensure that clear and adequate models are available.

Frequent use of CCQs and adequate drilling/practice before the production stage.

Materials to be used

“Last words� 3-pair cards Photos of people Whiteboard Projector Pens & Paper Grammar worksheet Candle and lighter

Timing

Stage / Procedure

Interaction

Warmer

Choose a student and ask “how did you get here today.� Pretend not to hear and then ask another student to tell me what they said.

Divide the reported speech 3-pair cards amongst the class.

Give students 10 minutes to match the 3-pairs.

Hand out worksheets with tables for producing reported speech. Explain the general idea that with reported speech, attention needs to be paid to a shift backwards in verb tense, pronouns and, in some cases, place, demonstratives and time expressions.

Put a photo of one of the people whose last words are to be presented on the

0-5

Presentation 5-15

Presentation 15-20

Practice 20-35

Reason for doing the activity Introduce the topic Elicit pre-existing information.

Go give models of the desired element of language.

To encourage inductive reasoning to discover elements of language.

To explain the grammatical model and clarify doubts.

To drill difficult points and find common errors.

Production 35-45

board. The student who has this 3-card set will name the rule(s) which have been applied in the transformation from direct to reported speech.

A pair of students will be selected to demonstrate the rule. One will produce a phrase in direct speech, the other in reported speech. If there are obvious difficulties, mirroring or modelling will be used to correct then another pair will be chosen to work on the same example.

This will be repeated through the different photos.

In pairs, the students will tell To produce the target each other their own “last language. words.� One student will complete a phrase in direct speech, the other will transform consecutively into

Production 45-55

Warm down 55-60

Production Homework

reported speech. Each person will be asked to produce several complete phrases.

Each group will report back to the class. They will tell the class what the last words of their partner were.

A lighted candle will be passed from person to person.

Ask the class if there are any famous last words by known Basque or Spanish people.

Students will be asked to communicate these word in English.

Write a 150-200 word account of the last hours of somebody’s life. This could be a famous person, family or a character from a book or film.

Recapping and summarising the target of the lesson.

Recap and revise Make students feel relaxed and confident.

Segue into homework.

Practice one of the four skills neglected in class time.

Reinforce learning.

Create opportunity to check for understanding.

Activities to spend 10 minutes while waiting for the class to arrive, levels b1.2 – C1.

Materials:

An assortment of photos from the newspaper

Activity 1:

What happened was: The students are in a circle and each is given one photo.

Each student speaks for 1-2 minutes (depending on the level) explaining why the photo is in the newspaper.

While the round is in progress, write down some sentences with mistakes. At the end of the round, choose several of the sentences with common mistakes or mistakes relevant to a particular area to be worked on in class. Write these sentences on the board and see if somebody from the class can correct them.

Activity 2:

In the news today: The students are in a circle and each is given one photo.

Each student speaks for 1-2 minutes (depending on the level) pretending to be a television news reporter delivering the news.

While the round is in progress, write down some sentences with mistakes. At the end of the round, choose several of the sentences with common mistakes or mistakes relevant to a particular area to be worked on in class. Write these sentences on the board and see if somebody from the class can correct them.

Resource for news photos: http://www.theguardian.com/inpictures

Materials:

A list of random words.

Activity:

A long minute‌..

With the students in a circle, each student in turn takes one word and needs to speak for one minute without ANY mistakes. If a mistake is made, the time stops and the turn passes to the next student. If nobody makes it to one minute (almost certain) students have the option of keeping the same word for the next turn.

For large classes, the activity can be done in groups of 3 with one student acting as an umpire to stop the time when a mistake is made. At b1.1/1/2 level the time can be reduced to 30 seconds.

Direct Spreech

Direct Speech

Reported Speech

Simple Present He joked: "this is no way to live"

Simple Past She joked that it was no way to live.

Present Progressive He complained: "they are acting like old men"

Past Progressive She complained that they were acting like old men

Simple Past He said: "I visited New York last year."

Past Perfect Simple He said that he had visited New York the previous year.

Present Perfect He said: "I have offended god."

Past Perfect He said that he had offended god.

Past Perfect He said: "They had finished the work when I arrived"

Past Perfect He said that they had finished the work when he had arrived"

Past Progressive He said: "I was waiting for you to find me."

Past Perfect Progressive He said that he had been waiting for them to find him.

Present/Past Perfect Progressive He said: "I have been burning out, not fading away.”

Past Perfect Progressive He said that he had been burning out, not fading away.”

Future Simple (will+verb) He said: "Tomorrow I will no longer be here.”

Conditional (would+verb) He said that the next day he would no longer be there

Future Perfect (will+have+particaple) He said “Tomorrow it will have stopped."

Conditional (would+have+participle) He said that it would have stopped the next day.

Conditional (will+verb) He said: "If I put this guitar down, I will never wake up"

Conditional (would+verb) He sang that if he put his guitar down, he would never wake up

Modal

Direct speec

Repored speech

can

"Can I go fishing instead?"

He asked if he could go fishing instead.

may

"May I go out?"

He wanted to know if he might go out.

must

"Women must try to do things." She declared that women must try to do things.

will

"I will die like a true rebel."

Direct speech

That he would die like a true rebel.

Reported speech

“Get my swan costume ready.”

She ordered them to get her swan costume ready.

"Bring me a bullet proof vest.”

He demanded that they bring him a bullet proof vest

Direct Spreech

Direct Speech

Reported Speech

Time Expressions today

that day

Tomorrow

The next day

now

then

yesterday

the day before

… days ago

… days before

last week

the week before

next year

the following year

tomorrow

the next day / the following day Place

here

there Demonstratives

this

that

these

those

Types of questions

Direct speech

Reported speech

With question word (what, why, "Why don’t we go fishing?” where, how...)

He asked them why they didn’t go fishing.

Without question word (yes or no “Do you speak English?” questions)

He asked me whether / if I spoke English.

For affirmative use to + infinitive (without to) For negative requests, use not to + infinitive (without to) Main clauses connected with and/but If two complete main clauses are connected with and or ‚but, put ‚that after the conjunction.

He said, “I saw her but she didn't see me.”

He said that he had seen her but that she hadn't seen him.

If the subject is dropped in the second main clause (the conjunction is followed by a verb), do not use ‚that‘.

She said, “I am a nurse and work in a hospital.”

He said that she was a nurse and worked in a hospital.”

Direct Spreech

verb object infinitive

verb infinitive

advise encourage invite remind warn

agree decide offer promise refuse threaten

verb (that)

verb gerund

admit deny agree recommend suggest decide deny explain insist promise recommend suggest

•

verb object preposition gerund

verb preposition gerund

accuse blame congratulate

apologize insist

Expressions of advice with must, should and ought can be reported using advise / urge.

Example: “You should know that I am aware of the hazzards.”

She advised that she was aware of the hazards.

•

The expression let’s is usually reported using suggest. In this case, there are two possibilities for reported speech: gerund or statement with should.

Example: “Let’s go fishing instead!

1. He suggested going fishing instead 2. He suggested that they could go fishing instead.

3-cards

Nostradamus, a fortuneteller, predicted;

“Tomorrow, at sunrise, I will no longer be here.”

that the next day, he would no longer be there.

Leonardo da Vinci, a humble artist, wept;

“I have offended God and mankind because my work did not reach the quality it should have.”

that he had offended god and mankind because his work had not reached the quality it should have.

Murderer James W. Rodgers was put in front of a firing squad in Utah and asked if he had a last request. He asked;

“Can you please bring me a bullet-proof vest?”

if they could bring him a bullet proof vest.

Josephine Baker was a singer, dancer and actor.

On the last night of her life, she left a party being held in her honor. She complained;

“Oh, you young people that the young people are acting like old men. were acting like old men.

You are no fun.”

She complained that they were no fun.

When Groucho Marx, the “This is no way to live!” that it was no way to live. comedian, was dying, he joked; Blues guitarist, Leadbelly sang;

“Doctor, if I put this here guitar down now, I ain’t never gonna wake up.”

that if he put his guitar down, he would never wake up.

Dominique Bouhours, a french French grammarian, stated;

I am about to -- or I am that he was about to die going to -- die: either – or that he was going to expression is correct.” die—and that either expression was correct.

3-cards

Amelia Earhart , the first woman to fly solo across the Atlantic ocean, declared;

“You should know that I am quite aware of the hazards. Women must try to do things as men have tried. When they fail, their failure must be but a challenge to others.”

that she was quite aware of the hazards. She thought that women must try to do things as men have tried, and that when they failed, their failure must be but a challenge to others.

Ernesto "Che" Guevara shouted;

“I was waiting for you to find me. Shoot coward, you are only going to kill a man.”

that he had been waiting for them to find him and he demanded that they shoot because they were only going to kill a man.

Anna Pavlova, a famous dancer who performed in Swan Lake, ordered;

“Get my swan costume that they get her swan ready.” costume ready.

Joe Hill, a union organizer, wrote

“I will die like a trueblue rebel.”

that he would die like a true-blue rebel.

Jimmy L. Glass, before he was executed by electric chair, enquired;

“Why don’t we go fishing instead?”

Asked the executioners why they didn’t go fishing instead.

Doctor Joseph Henry Green checked his own pulse and then he reported:

“Tomorrow, it will have stopped.”

that the next day it would have stopped.

Kurt Cobain, rock and roll star from the group “I have been burning Nirvana, asserted; out, not fading away.”

That he had been burning out, not fading away.