![]() ![]() Rewrite the sentences/questions below using reported / indirect speech. Try not to give your students random direct statements to report.Įach of the activities suggested above should establish a situation, a context that should help your students see just how useful Reported Speech really is. Change each direct speech example into the. You can vary the game by changing the flashcards to contain other words where students would need to come with sentences containing, say for example, superlative adjectives, add suffixes, countable and uncountable nouns. ![]() If they are wrong, they must leave the circle. When the timer stops, the student holding the bean bag must read one of the flashcards and convert it into the opposite e.g., direct speech to indirect speech, or the other way round. He asked:Where have you been Tom He asked me where I had been. Give the first one a bean bag or the ball and set the timer for a random interval, even a short one - one minute or even six seconds, or you can even vary the intervals to make it more interesting - depending on the size of your class. REPORTED SPEECH RS 3 Change to reported questions 1. Reporting verbs followed by a gerund: rep. She admitted (that) she had left the freezer door open. verb (+that) + clause Billy denied (that) he had stolen the bag. First you need some flashcards with sentences in direct or indirect speech, a basic timer and a bean bag or ball. Take note: All of the above listed reporting verbs can also fit into structure 1: rep. ![]()
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