Initiative experience “reported speech”

Initiative experience “reported speech” SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ PHÒNG GD&ĐT NGỌC LẶC SÁNG KIẾN KINH NGHIỆM “REPORTED SPEECH” Người thực hiện Vũ Thị Dung Chức vụ Giáo viên Đơn vị công tác Trường THCS Lê Đình Chinh SKKN thuộc lĩnh mực (môn) Tiếng Anh NGỌC LẶC NĂM 2016 THANH HOA EDUCATION AND TRAINING DEPARTMENT NGOC LAC EDUCATION AND TRAINING SECTOR INITIATIVE EXPERIENCE “REPORTED SPEECH” Implememter Vũ Thị Dung Position Teacher School le Dinh Chinh secondary school Subject English THANH[.]

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

PHÒNG GD&ĐT NGỌC LẶC

“REPORTED SPEECH”

Người thực hiện: Vũ Thị Dung Chức vụ: Giáo viên

Đơn vị công tác: Trường THCS Lê Đình Chinh SKKN thuộc lĩnh mực (môn): Tiếng Anh

NGỌC LẶC NĂM 2016

THANH HOA EDUCATION AND TRAINING DEPARTMENT

NGOC LAC EDUCATION AND TRAINING SECTOR

INITIATIVE EXPERIENCE

“REPORTED SPEECH”

Implememter: Vũ Thị Dung Position: Teacher

School: le Dinh Chinh secondary school Subject: English

THANH HOA, 2016

1 Introduction

- Reasons for choosing the theme.- 1

- Purpose of the research.-2

- Objects of the research.-3

- Methods of the research.-4

2 Contents.

2.1 Theoriotical bases.-5

2.2 Status of the problem.-6

2.4 The efficiency.-8

3 Conclusion and Recommendations.

- Conclusion.-9

- Recommendations.-10

References.

Appendix.

1 INTRODUCTION

- REASONS FOR CHOOSING THE THEME

Nowadays, in the integration trend, it is necessary for everyone especially students, intellectuals and businessmen to master and use English fluently To meet that requirement, in recent years the Ministry of Education and Training has continually given out the strategic directions such as Text-books renewing, teaching methods innovation, and organizing teacher training workshops Foreign languages in general and English in particular, the requirement is that learners must be able to use English fluently in communication Thus, from ex Text- books and curriculum and the former method focuses on teaching learners

to be able to read, self-study and self-taught, the grammar translation method and Text- book program have been transferred to the new text books and a new teaching method –the communicative approach The replacement of Text- books and curriculum and new teaching methods have many positive effects such as: teaching process becomes more vivid, students are more confident, boldly in communication and some of them can use English in daily communicative situations However, a bad point that almost all teachers have noticed is: when

we use new Text- books and new teaching methods, the majority of the pupils cannot master some grammatical phenomena well

However, testing and assessment through the periodical tests, examinations for good students or university entrance examinations are still evaluating the language knowledge of students rather than the capability of using the language in communication Therefore, many students who don’t get high results in exams, and don’t master grammatical knowledge have much difficulty in self -study The main cause of the above situation is that the new Text- book and curriculum are not designed to focus on teaching grammar to

students Moreover, the grammatical points are designed unsystematically, illogically and the amount of time for each is not given enough

In 2014-2015 school year I was appointed to teach grade 8 students, in the previous years when teaching English grade 8, I found out that my students always had much difficulty and got poor marks in "reported Speech", which is taught in Unit 5, Unit 13 and 14 Unit Therefore, when I was given the task of teaching grade 8, from the beginning of the school year I've spent a lot of time

on researching Text- book, reference books and written this subject “ reported speech” in order to both increase the effect of teaching medium students and

improve good students I am sure that the subject still has a lot of shortcomings,

so I am looking forward to receiving precious comments from all colleagues in order that the subject will be perfected and used more effectively in teaching

- Purpose of the research.

I do this research for finding some ways to teach students how to understand and

do exercises about reported speech

- Objects of the research.

The main object of the research is students in grade 8, good students who want

to understand carefully about reported speech

- Methods of the research.

In the research, I will use some methods such as: do research and build theoretical basic method, do real survey method, collect the information method, statistical and data processing method

2 CONTENTS

2.1 THEORIOTICAL BASES:

This is a relatively difficult grammar topics for students including in Vietnamese Students first need to grasp the concept of narrative statements, which sentence forms they have, which components in a directed statement need to be changed when we reported it, how tenses in direct statements are changed when being turned into indirect statements Students must grasp the different narrative structures and sequential steps when turning a statement from direct speech to indirect speech In addition, after being given full knowledge of

reported statements, students need to be trained with a variety of exercises and teachers must correct every specific exercise, find solution to problems of students

2.2 STATUS OF THE PROBLEM:

- After several years teaching grade 8 students at Le Dinh Chinh Secondary School, I realize that if I still teach reported statements only through the Language Focus lesson in Unit 5, Unit13, Unit 14, but not teach in specific seminars, there are still many students who do not master the theory and how to

do the exercises on reported statements Medium- level and poor students cannot understand and distinguish the forms of reported statement, they also misuse reported structures, reported verbs, personal pronouns, adjectives, and adverbs

of place and time The children cannot identify who the speaker is and who the listener is good students, don’t have enough time grasp the theory and do exercises on the difficult reported statements

- The majority of students have not yet identified the components in statements that need to be changed correctly from direct statements to reported ones

- Poor students whose ability is not good enough to grasp the basic knowledge, so they are too discouraged to learn

- Students’ awareness of the subject and self-taught motivation is not efficient, a lot of good and excellent students have wrong thought in learning and they learn just to deal with teachers, so their study results are bad

2.3 SOLUTIONS AND IMPLEMENTATION

- Knowledge of the theory of indirect questions:

First, we have to let students understand the concept of reported

statements, the form of direct statements and reported statements, the meaning

of reported statements in our life

- The concept of indirect sentences:

An Indirect sentence is a sentence that we report a saying of others in such ways that the meanings of the direct and indirect statements do not change

- Form of direct and indirect sentences:

In fact, direct sentence is a sentence of people saying that we're reporting

back with others usually lies in the brackets or double quotes in the form

' ' in British English writing and " " in written American English

When we change the sentences into indirect statements directly or narrative statements shall no longer hold the brackets or double quotes including the question mark again Direct sentences consist of a main clause, an introducing verb and a subordinate clause in parentheses When changing them into indirect sentences, we need a subject word ( the speaker), a reporting verb,

an object (the listener) and a clause has been reported We will understand more clearly through the examples below

- Meaning of the reported sentences:

In our life, indirect sentences are used a lot to transfer the information that people have no opportunity to hear or cannot hear, or the narrator wants to emphasize information We need to introduce to our students the forms of exercises, the indirect sentences which are often used in life and especially in test papers, examinations

- Types of reported sentences:

When teaching, teachers must help students distinguish the types of indirect sentences because there are many types of indirect sentences In English grade 8, the indirect sentences are usually mentioned in the basic forms as follows:

- A statement in Reported speech

- Commands in Reported speech

- Requests in Reported speech

- Advice in Reported speech

- Yes / No questions in Reported speech

- WH- QUESTIONS in Reported speech

* A statement in reported speech.

In order to be able to report a statement correctly, students need to grasp the structure of it

Form: S + V , “ S + V + O + Adv”, hay S + V, “ S + V+ Adv ”.

way: S + said (to s.b) that + S + V(change tense) + …

For example, He said, "I am a doctor" → He said he was a doctor For this structure, we guide students how to change the verb in the subordinate clause of the direct sentence, pay attention to who the speaker is, identify the listener, the possessive pronouns, adverbs Here is the way we change verb tenses from direct into indirect statements:

The present simple tense The past simple tense

The present continuous tense The past continuous tense

The past simple tense The past simple tense (grade 8,9),

The past perfect tense (grade 10-12) The present perfect tense The past perfect tense

The future simple tense The future in the past

As being taught in grade 8 English book, students can grasp the change of tenses

as above, note the present perfect students will learn in high school so I don’t mention it in this theme

Personal pronouns, possessive adjectives in indirect statements are changed as follows:

The pronouns

you Me, him, her, us, them

Possessive

adjectives

your Our, his, her, their

possessive

pronouns

yours Mine, ours, his, hers,theirs

Students also need to grasp the changes in adjectives and adverbs of place and time The changes are as follows:

Change of words

Tomorrow The next day/ the following day Tonight That night

Yesterday The day before Next week/month… The following week/month…

Change of time

Last year/…

The previous year/… the year/… before

Helping students learn in the above changes will have a positive influence on the quality when they do exercises Once the students have not grasped these changes, teacher shouldn’t continue to teach them reported statements Back issues, we are teaching students how to identify the structure of indirect sentences and here is the form of reported statements

To change a direct statement into an indirect statement, we follow the following steps:

Step 1: determine the form of indirect sentences

Step 2: determine the number of components that must be changed

Step 3: change the personal pronouns, adjectives, adverbs of time, place, change the tense of the verbs to suit the context

Step 4: check the meaning of indirect sentences

Example: I have a direct question: He said, "I ride my bike to school."

Subjects and verbs are usually given We guide students step by step

Step 1: Identify the type of indirect sentences: Based on the structure of reported

statement, the above direct sentence belongs to the structure :

S + V, "S + V + O + Adv "

Step 2: Determine the number of elements must change: We need to change

from the first owner, the verb "ride" the current single and possessive "my"

Step 3: Make the appropriate changes: In the example on only the speaker

should we change the composition according to the speaker as "he" Based on the formula provided teachers how we conduct change primarily He said (that) The subject in question I have is he on because "he said that" and the verb "ride" in the present tense we changed to "rode" in the past tense as they learned how to undo Possessive adjectives "my" must become

"his" because he ran his bicycle So we have question indirectly as follows:

He said that he rode his bike to school.

Step 4: Check the meaning of indirect sentence again: checking helps us to

know whether it is right or not change? "He said that he rode his bicycle to school", so we see the indirect means of sentence is appropriate and in this case the listener will understand easily

* Commands Reported speech

Question orders include 02 categories, orders and orders confirmed negative

*Affirmative commands

Direct “ V + O/A”

Indirect : S + told /ordered + O + to + V bare inf + O/A.

Example: "Clean your bike" , Mr Tuan said to me

→ Mr Tuan Told me

With this form of exercise also we guide students to do in 4 steps above We see here is the imperative of affirmative, there is a component that needs to change from owning "your" We formula based on changing have indirect sentence as follows: Mr Tuan told me to clean my bike Here the speaker was Mr Tuan listener is "me" so "your" must change according to the audience as "my" processive pronoun of I

*Negative commands

Form: “Don’t + V + O/A”.

Change: S + told / warned …+ O + not to + V (bare inf) + O/A For example: "Do not go out tonight," my father said to me

→ My father Told me

First, we define this as the reported negative imperative due to the "Do not + V",

adverb tonight needs to change, we apply the formula have changed: My father told me not to go out that night Notes in changing the negative imperative we

must remove Do not add not to Check the meaning of the sentence again "My father told me not to go out that night"

* Requests Reported speech

Sentence also required two forms, require affirmative and negative sentences requirements Unlike imperative that the request with "please" before or after

*Positive requests:

Form: “ Please + V + O/A”, or “ V + O/A, please”

Change: S + asked / begged …+ O + to + V bare inf + O/A.

*For example: "Please turn on the lights", Miss Dung said to Lan.

→ Miss Dung asked

First we define the form of the sentence this is reported requests I

positive There are no adverbs or pronouns so we need to change like

following:

→ Miss Dung asked Lan to turn on the lights

* Negative requests:

Form: “Don’t + V +O/A, please” or “Please + don’t + V + O/A”

Change : S + asked /begged + O + not to - V bare inf + O/A.

For example: "Don't make a noise here, please," He said to me

→ He asked me to

The sentence above is the reported sentence in the negative form In the sentence adverbs "here" we need to change Application of the modified formula we get:

He asked me not to make a noise there.

There is also the form of request sentence: