Unraveling Reported Speech: A Task-Based Language Lesson

Unraveling Reported Speech: A Task-Based Language Lesson
1 / 13
next
Slide 1: Slide

This lesson contains 13 slides, with interactive quizzes and text slides.

Items in this lesson

Unraveling Reported Speech: A Task-Based Language Lesson

Slide 1 - Slide

This item has no instructions

Learning Objective
At the end of the lesson, you will be able to understand and use reported speech in various contexts.

Slide 2 - Slide

This item has no instructions

What do you already know about reported speech?

Slide 3 - Mind map

This item has no instructions

Introduction to Reported Speech
Reported speech is used to convey what someone else has said, often with changes in pronouns, tenses, and other elements.

Slide 4 - Slide

This item has no instructions

Direct vs. Indirect Speech
Direct speech presents the exact words spoken, while indirect speech reports what was said without using the speaker's exact words.

Slide 5 - Slide

This item has no instructions

Rules of Transformation
When changing direct speech to reported speech, pay attention to verb tense changes, pronoun changes, and other necessary adjustments.

Slide 6 - Slide

This item has no instructions

Reporting Verbs
Reporting verbs, such as 'say,' 'tell,' 'ask,' play a crucial role in indicating who is speaking in reported speech.

Slide 7 - Slide

This item has no instructions

Interactive Task: Reporting a Conversation
Students will work in pairs to create a dialogue and then report each other's conversation using reported speech.

Slide 8 - Slide

This item has no instructions

Common Mistakes and Pitfalls
Be mindful of maintaining the correct sequence of tenses and pronoun changes when converting direct speech to reported speech.

Slide 9 - Slide

This item has no instructions

Application and Practice
Engage in various activities, such as role-playing, story-telling, and writing exercises to reinforce the use of reported speech.

Slide 10 - Slide

This item has no instructions

Write down 3 things you learned in this lesson.

Slide 11 - Open question

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.

Slide 12 - Open question

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.

Slide 13 - Open question

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.