Author :
GUERRINI 1986 1986
" Teching reported speech "
ENGLISH TEACHING FORUM, April '86, pp. 2-8, 17
The ELT activities are prepared by ASUMAN BÝRDAL
and OÐUZ CÝNCÝOÐLU
COMMUNICATIVE
ACTIVITIES for TEACHING REPORTED
SPEECH
Leaving A Message
Small
Groups
Skills :
listening, speaking, writing, reading
Objectiýves:
leaving a telephone message; giving someone a telephone message.
Sequence of Core Activity
Student
A: Call and leave a message for student B.
Student C:
Take down the message.
Student A:
Have C repeat the gist of the message.
Student C:
‘ You are going to be late. You’ ll call back later. ‘
Student C:
Write down the message and give it to student B.
Student B: Act on the message received.
COMMUNICATIVE
ACTIVITIES for TEACHING REPORTED
SPEECH
Leaving
a message:
Preparation
for Activity:
1.
Brainstorm situations in which you make telephone calls
Either L1 or L2
a.
Which are the more common for you?
-
Most common situations are put on yhe blackboard.
-
The teacher can control by selecting the situations to be worked with.
2.
What do you do if the person you
ask to speak to is not there in small groups; choose the situation and think of
your message e.g1: Ask her to call me back.
a.
Ideally, at last one part of the message should require an observable
physical response on the part of
the receiver.
-
Groups can exchange hypothetical messages.
-
Form of the final message will vary according to the situation.
............ called will call back
Leaving a message:
Preparation for Activity:
e.g.2: the message can be given in complete sentences
Mary wants to know if ... / Mary wants you to ...
e.g.3:
Following the outline gþven in sequence of core Activity, the students create
an original telephone dialogue based an one of the proposed situations.
Password:
Large groups
Skills: Listenning and speaking
Objective: transmitting and
acting on an oral request
Sequence of Core Activity
Student A: Ask the student immediately in front of you to pass a
message to the last person in the row
Student B: Pass A’ s message
to the person in front of you.
Student Y: Pass the message tu
student X.
Student X: Acknowledge receipt
of the message.
Password:
Preparation for Activity
1.
Divide
the class into rows.
2.
Call
up the front of the room thelast student in each row: they will become the ‘
row leaders ‘.
3.
Have
the ‘ leaders ‘ decide what message _ a command, for example _ will be sent,
and write it down. The teacher will collect these papers.
4.
Send
the leaders back to their seats.
5.
At
a given signal each of the ‘ leaders ‘ will whisper his message his / her
message to the person in front of him / her and start the message on its way
down the row.
6.
The
teanthat gets its message through and acted on first wins.
7.
Teacher
and other students can check that the message is transmitted.
Messenger
2:
Small groups
Skills:
Listening and speaking
Sequence of Core Activty
Student A: choose something to
give to student B. Ask student C to deliver the gift and explain your reasons
for giving the gift: ‘ Please give this sweater to maria; she looks cold ‘.
Student C: deliver the gift to
student B, explaining who sent it and way: ‘ Pedro asked me to give this you.
He said you looked cold ‘.
Student B: Thank the messenger
and send a thank you message back to A: ‘ Tell A said “ Thank you “ ‘.
Student C: Deliver the second
message.
Preparation
for the Activity:
Teacher assign roles to avoid
excesive movements.
Students use their imagination for the gift and reason
Messenger2:
Two pairs
Skills: Listening, speaking and
writing
Objective: transmitting
messages orally and in writng.
Sequence of Core Activitiy
Student A: Ask student B, your
messenger to deliver a message to C
Student B: Transmit A’ s
message orally, whispering to student C
Student C: Write an answer to
A’ s message and ask B to deliver it.
Student B: Deliver C ‘s
message to A
Student A: Meet personally with
C to make further plans or clarifications.
Student C: Ask student D, your
messenger to deliver a message to A.
Student D: Transmit C’ s
message orally whispering to student A.
Student A: Write an answer to
C’ s message and ask D to deliver it.
Student D: Deliver A’ s
message to C.
Student C: Meet personally with A to make further plans or clarifications
Messenger2:
Preparation
for Activity
1.
Divide
the class into groups of four. Have group subdivide into pairs.
2.
Pairs:
Each pair will have a sender and a messager. Each pair decides which student
have each role and informs the other pair of decision.
3.
Give
examples of sample messages: ‘ Ask Mario it he can help me with homework
tonight. ‘
4.
Explain
that since within each group of four there will be two messengers, each
delivering a message, whispering is a must.
And what did she say after that?
Small groups
Skills: Speaking, listening and
writing.
Objective: Report a series of
events and / or a conversation
Sequence of Core Activity
Student A: Reported part of a
conversation and ask classmates to take over by asking ‘ And what did she / he
say after that? ‘
Student B: Write down A’ s
narration and reported the next extract of the conversation. Repeat A’
squestion.
Student C: Write down
information received and finish the narration.
And
what did she say after that?
Preparation for Activity
1.
The
teacher selects a comic strip with appropriate dialogue exchanges, numbers each
scene in order, and then separates the frames.
2.
The
teacher dividies the class into groups. ( Group size: as many students as frames
in the comic-strip story. ) The teacher gives each member of the group one
numbered scene from the strip.
3.
Since
each student has one frame of the strip story, she / he must listen to other
group members to get complete story ( jigsaw reading )
4.
One
the dialogues exchange of all the frames have been narrated, the students write
up the entire strip in narrative form.
5.
The
student check the accuracy of the narration with the dialogue of the original
frames, OR
6.
The
students may try tý reconstruct the original dialogue exchanges in the
comic strip on the basis of their narrations.
Eye
witness:
Small groups or pairs.
Skills: Speaking, listening and
writing.
Objectives: contrast
recollections with reality; express contrasts orally.
Sequence of Core Activity
Eyewitnesses: Study a detailed color photograph for 60 seconds.
Interviewers: Prepare a list of questions about the scene and ask
them of the eye witnesses.
Eyewitnesses: Answer from the memory as well as you can.
Interviewrs: Write down the answers received, when all the questions
have been asked, allow the eye witnesses to look at the picture while you report
their answers: “ you said that the car was blue, but it’ s black “.
Eye
witness:
Preparation
for Activity
1.
Provide pictures with a lot of action and detail.
2.
Encourage students to elicit a variety of information size, weight,
color, etc.
3.
Variant: The eye witnesses hear the same questions twice once after
seeing it a second time. The interviewers compare the eyewitnesses ‘ first
response with their second response: “ When I asked you the first time, you
said the car was blue, but second time you said it was red. “ ‘.
Interviewing:
Small groups
Skill: listening, speaking and
writing.
Objectives: repotinginformation
about personal preferences
Sequence of Care Activity
Groups A & B: Prepare three or four questions on given theme ‘
Do you like the Beatles? ‘. Prepare a grid with the names of each member of
group B, and copy the questions under each name.
Group A: Working individually,
ask group B members your questions and try to complete as much of your grid as
possible.
Group B: ask group A members
your questions in the same way.
Group A & B: Compore your
notes within your group and complete your grid: ‘ What do we know about Juan?
‘ he told me he doesn’ t like the Beatles’. Groups A & B send the
compieted grid to the other group for correction.
Interviewing:
Preparation for Activity
1.
Divide
the class into groups and pair off the groups.
2.
Set
a time for the interview phrase.
3.
Each
student in each group will work individually, interviews will, there fore, take
place at one_to_one basis, and several interview will be taking place at the
same time.
4.
A
student may refuse to answer one of the four questions that his / her
interviewer asks. However she / he may not refuse to amswer the same question
more than once. This means that no interviewer will be able to gather more than
three answers from any given student. As a result, each student will have to
interview more than one student and each student will have to contact with more
than interviewer.
5.
Group
members should tell each other which questions they have not been able to get
answered, so that others can pose them to yhe students in question.
Three –Way conversations
Small
groups
Skills: listening, speaking, reading and writing.
Objectives: Asking others to get information about a third person.
Sequence
of Core Activity
Student A & B: Prepare a list of questions to ask C.
Student A: Ask C as many of the questions as you remember, transmit
C’ s answer orally to B as you do so.
Student C: Answer A’ s questions and keep a record of them.
Studenr B: Consult your list and prompt A on any unasked questions:
“ Ask her if she’ s coming by train”.
Student A & B: Write down the information and send it to C for
correction.
Three
–Way conversations
Preparation for Activity
1.
The teacher may rehearse with the whole class first.
2.
Specific situations may
be suggested: ( 1 ) you are making an overseas call to someone who is coming to
visit you; ( 2 ) you are arranging a blind date for B.
3.
Variant: Student C has partner prompting their list of questions.
4.
Variant: Students converse face. Each interrupts the conversation
once for clarification:
“
Did you say that you’ re working in an office? “
Arranged Incident
Small
Groups
Skills: Obsreving, listening, speaking and writing.
Objectives: Reporting an event in detail.
Sequence
of Care Activity
Group A: Prepare a script.
Actor: Present an incident, following group A’s script.
Class: Observe yhe incident.
Teacher: Tell the class to write down what happend.
Class: Working individually and silently, jot down the facts about
the incident, reporting dialogue as well.
Teacher: Call time and divide the class into pairs.
Pairs: Compare notes and make a list of points of disaggrement.
Teacher: Form groups of four if time permits.
The ELT activities are prepared by ASUMAN BÝRDAL
and OÐUZ CÝNCÝOÐLU