Speaking Freedom: Analyzing and Reporting Speech

• Engels
• Secundair onderwijs

Compare

She says: ‘that’.

That’s what she said.

Freedom of speech

+ reported speech

After the lesson, you're able to:

- turn direct speech into reported speech

- identify reported speech

- explain the difference between reported and direct speech

- use reported speech in a sentence

- Why necessary?

-> Doing justice

-> historically correct

-> different times

Reporting verbs

Ex. 2.1.2 p. 116

Together

Present -> 

'I am hungry.'

==> She said she was hungry.

'I'm going to the party.'

==> He said he was going to the party.

'I have been busy.'

==> She said she had been busy. 

Present -> past

'I am hungry.' (=present simple)

==> She said she was hungry. (=past simple)

'I'm going to the party.' (=present continuous)

==> He said he was going to the party. (=past continuous)

'I have been busy.' (=present perfect)

==> She said she had been busy. (=past perfect)

Past -> 

'I saw them yesterday.'

She said she had seen them the day before.

'I was walking down the street.'

He said he had been walking down the street.

'I had seen them the day before.'

She said she had seen them the day before.

Past -> past perfect

'I saw them yesterday.' (=past simple)

She said she had seen them the day before. (=past perfect)

'I was walking down the street.' (= past simple continuous)

He said he had been walking down the street. (=past perfect continuous)

'I had seen them the day before.' (=past perfect simple)

She said she had seen them the day before(past perfect simple)

Future simple

'I will do that'.

She said she would do that.

Future simple

'I will do that'.

She said she would do that.

-> would + bare infinitive

modals

'I can do that'.

She said she could do that.

'I may do that.'

She said she could/might do that.

'I must do that.'

She said she had to do that.

Time indicators

Time indicators

Ex. 2.2.2 p. 118

Think-pair-share

Ex. 2.5 p. 119

individually

What's the occasion?

A list of occasions will be shown. Share with your neighbour what someone told you at one of these occasions, without telling which occasion. It's up to your neighbour to guess.

For example, “My mother told me I was the smartest person there in her mind.” 

Once you guess correctly or get the answer wrong three times, students switch roles.

What's the occasion?

A (birthday) party

In the cinema

the first day of school

a competition

in a youth movement

a Sunday morning

during a sports game

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.