PRACTICING PROBLEM SOLVING SKILLS IN DIRECT AND INDIRECT SPEECH FOR GRADE 12 STUDENTS IN THE NATIONAL EXAMINATION

THANH HOA EDUCATION AND TRAINING

DANG THAI MAI HIGH SCHOOL

EXPERIENCE INITIATIVE

PRACTICING PROBLEM SOLVING SKILLS IN DIRECT AND
INDIRECT SPEECH FOR GRADE 12 STUDENTS
IN THE NATIONAL EXAMINATION

Teacher: Pham Thi Thuy
English teacher
Experience initiative: English

THANH HOA 2017


TABLES OF CONTENTS


I.Preamble.
1. Reason for choosing the research.
As we know, education plays an important role in social development,
learning a foreign language is necessary in a modern world. Thus, each student
must learn a foreign language when they are studying at a university or college.
Today more and more people are learning English because it is an international
language, is widely available worldwide. English in our country is also used in
many fields, especially in the flourished era of information technology as today.
Due to the importance, English is gradually being made available to almost
schools.
School year 2016-2017, students at upper-secondary school still take part

in the national exam, In the period of viewing, I always think about the content of
“Direct speech and Indirect speech” due to its difficult and complicated
knowledge as well as the ways to change direct speech in to indirect speech make
students have difficult in understanding.So I choose the topic: “ Practicing
problem solving skills in direct and indirect speech for grade 12 students in the
national examination” as a research problem in my experience initiative.
2. Aims of the research.
In this experience initiative, I only want to give some opinions about the
ways to use direct and direct speech in English in order to improve the quality of
the exam reviewing for students in National upper-secondary school. Teachers
can use my research to help students review for the exams.
3. Research subjects.
As we know, English grammar in upper-secondary school today students
have to learn how to use direct and indirect speech in English as well as how to
do different types of exercises related to direct and indirect sentences from grade
10. So I would like to focus on this topic to help students understand and do
exercises better.
4. Scope of the study.
- Researching in the process of teaching English at Dang Thai Mai UpperSecondary school.
- Types of exercises in some references books such as: English grammar, Basic
grammar in use, Oxford practice grammar ……
- Discussing with other teachers, applying in teaching, observing and drawing out
experiences.
- A gradation exam High School, exam university and colleges of education and
training in the previous year.
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- In the internet.
- School year: 2016-2017

- Classes: 11A1, 12A2, 12A8.
II. Content
1. Theoretical basis
As we know, in grade 10 upper secondary school, students have known with
direct and indirect speech in language focus of unit 8. In grade 11, students have also
learnt about direct and indirect speech in language focus of unit 6- reported speech
with gerund. When in grade 12, they also review grammar about direct and indirect
speech and do exercises about them in language focus of unit 3.
Many students feel embarrassed when changing direct speech into indirect
speech, so I choose the topic,“Practicing problem solving skills in direct and
indirect speech for grade 12 students in the national examination” as a research
problem in my experience initiative in order to help my colleagues and students
approach with problem easier.
2. Practical basis
2.1. Advantages
- School administration care and create favorable conditions with facilities and
documentation for the professional in English such as: cassette player, reference
books, projectors …….
- Always receive the attention, support from colleagues, teachers in English team.
- Most parents care about their children and facilitate the children to learn better.
2.2. Disadvantages
- Students haven’t learnt the technique of moving from direct to indirect speech.
- English is a particularly subject so the parents also encountered many
difficulties in examining their lesson or guide students to learn at home.
- Some students have less time to study at home because they have to help their
parents work outside the classroom.
- They are less condition to communicate in English and most of the students are
afraif of communication or exchange with each other in English outside school.
- Most of them have difficult family circumstances so there are few reference
books to improve your knowledge.

3. Content problem
3.1. The problem poses.
To do well the assignment changing from direct into indirect speech,
students need to master the grammartical structures and vocabulary such as:
tenses, throne of the pronoun, adverbs point to time and place ….. This change
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depends on the specific context, there is no certain pattern so students often
encounter many difficulties initially. So from the beginning, teachers should note
to the students the necessary changes from direct into indirect speech.
3.2. Solution.
To help students understand better how to change from direct into indirect
speech, teachers should equip students with basic knowledge of direct and
indirect sentences in English.
III. Main content.
1.Definition.
* Direct speech repeats or quotes, the exact words of the speaker is called “ The
direct speech.”
When we used direct speech in writing, we place the words spoken
between quotation marks (“…..”).and there is no change in these words. We may
be reporting something that’s being said NOW(for example a telephone
conversation) or telling something later about a previous conversation.
Eg1: He says, “ I live in Thanh Hoa city”.
Eg2: He said, “ Where do you live?”.
* Indirect speech is usually used to talk about the past, or we normally change the
tense of the words spoken. We use reporting verbs like “say”, “tell”, “ask” and we
may use the word “that” to introduce the reported words. Inverted commas are
not used.
Eg1: He says he lives in Thanh Hoa city

Eg2: He said where I lived
Or “that” may be omitted.
Eg: She told him that she was very happy.
→ She told him she was very happy.
2. Rules for changing direct in to indirect speech.
2.1. Change in pronouns: The pronouns of the direct speech are changed where
necessary, according to their relations with the reporter and his hearer, rather than
with the original speaker. If we change direct speech in to indirect speech, the
pronouns will change in the following ways.
* The first person of the reported speech changes according to the subject of
reporting speech.
Eg: Jane said, “ I have left my book at home.”
→ Jane said that she had left her book at home.
* The second person of the reported speech changes according to the object of
reporting speech.
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You/you/your/yours will be changed follow object
Eg: He said, “I’ll lend you my book, Alice.”
→ He said to Alice that he would lend her his book.
* The third person of the reported speech doesn’t change.
Eg: She said, “I have posted their letters.”
→ She said that she had posted their letters.
2.2. Change in tenses.
- The past perfect and past perfect continuous tenses do not change.
- If the reporting verb is in the past tense, the tense of verbs in the reported speech
or indirect speech must be generally changed.
* Present tense in the direct speech changes into past tense.
Eg: He said, “I write a letter.”

→ He said that he wrote a letter.
* Present continuous in the direct changes into past continuous.
Eg: He said, “I am going to church”
→ He said that he was going to church.
* Present perfect in the direct changes into past perfect.
Eg: Mary said, “I have done my homework.”
→ Mary said that she had done her homework.
* Present perfect continuous in the direct changes into past perfect continuous.
Eg: He said, “I have been reading a novel.”
→ He said that he had been reading a novel.
* Past tense in the direct changes into past perfect or remains unchanged.
Eg: He said, “I bought a book yesterday.”
→ He said he had bought a book the day before.
* Past continuous in the direct changes into past perfect continuous.
Eg: John said, “I was playing tennis”
→ John said that he had been playing tennis.
* Past perfect in the direct changes into past perfect (no change in tense).
Eg: “I had just turned out the light.” He explained.
→ He explained that he had just turned out the light.
* “will” and “shall” are changed into “would”.
Eg: She said, “ I will go to Ha Noi tomorrow.”
→ She said she would go to Ha Noi the next day.
* Future continuous changes into conditional continuous.
Eg: She said, “I will be using the car next Friday.”
→ She said that she would be using the car next Friday.
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2.3. Change in modal verbs.
Rules

Direct speech
- “Can” changes into
Eg: He said, “I can drive a
“could”.
car.”
- “may” changes into
Eg: He said, “I may buy a
“might”
new computer.”
- “must” changes into
Eg: He said, “I must work
“had to”
hard.”

Indirect speech
→ He said that he could
drive a car.
→ He said that he might
buy a new computer.
→ He said that he had to
work hard.

*These modals do not change: (would, could, might, should, ought to).
Modal verbs
Direct speech
Indirect speech
would
Eg: They said, “we would → They said that they would
apply for a visa.”
apply for a visa.

could
Eg: He said,“I could run → He said that he could run
faster.”
faster.
might
Eg: John said, “I might meet
→ John said that he might
him.”
meet him.
should
Eg: He said, “I should avail the → He said that he should
opportunity.”
avail the opportunity.
Ought to
Eg: He said to me, “You ought → He said to me that I ought
to wait for him.”
to wait for him.
Note:
* Direct and indirect speech have two parts (main clause and direct speech). If the
reporting verbs is in the present or future tense (Eg: say, will say), there is no
change in the tense of the verb in the indirect speech.
Eg: Tom says, “I go to the cinema next week”
main clause
direct speech
→ Tom says that he goes to the cinema the following week.
main clause
direct speech
* If the direct speech contains the universal truth, the tense of the direct speech
remains unchanged even if the reporting verb is in the past.
Eg: The teacher said, “The sun rises in the East.”

→ The teacher said that the sun rises in the East.
* (Must/ might/ could/ should/ had better/ ought to) there is no change in the
tense of the verb in the indirect speech.
Eg: He said, “I must finish this homework.”
→ He said he must finish that homework.
* Structure “wish” there is no change in the tense of the verb in the indirect
speech.
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Eg: She said, “I wish I had known the truth.”
→ She wished she had known the truth.
→ She said that she wished she had known the truth.
* Structure “ would rather + S + V (in the past), there is no change in the tense of
the verb in the indirect speech.
Eg: He said, “I’d rather Tom drove the car.”
→ He said he would rather Tom drove the car.
* Structure “It’s (high) time + S + V (in the past), there is no change in the tense
of the verb in the indirect speech.
Eg: The man said, “It’s high time you went to school alone, my Son.”
→ The man said to his Son that it was high time he went to school alone.
* Conditional in sentences type 2 and 3, there is no change in the tense of the verb
in the indirect speech.
Eg1: “If I had a lot of money, I wouldn’t go to work all day.” She said
→ She said if she had a lot of money, she wouldn’t go to work all day.
Eg2: “If you had gone to my house, you would have met some of your old
friends.” Mike said to me.
→ Mike said to me If I had gone to her house, I would have met some of
my old friends.
2.4. Words expressing nearness in time or places are generally changed in to

words expressing distance.
Direct speech
Indirect speech
Examples
now
then
Eg: “I am going now.” She said
→ She said that she was going then
today
that day
Eg: “I will do it today.” He said
→ He said he would do it that day.
yesterday
- the day before
Eg: “I was at Hue yesterday.”
- the previous day
→ She said she had been at Hue the
day before.
tomorrow
- the next day
Eg: “We will wait until tomorrow.”
- the following day → They said they would wait until the
following.
ago
before
Eg: “I was at DaLat three weeks ago.”
→ He said he had been at DaLat three
weeks before.
next week
- the week after

Eg: “I will come to see her next week.”
- the following
→ He said he would come to see her the
week
following week.
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last week

- the week before
- the previous week

last month

- the month before
- the previous
month

next month

- a month after

this

that

these

those

here

there

Eg: “I went to Ha Noi last week.”
→ She said she had gone to Ha Noi the
week before.
Eg: “I went to Ha Long Bay last
month.”
→ He said he had gone to Ha Long Bay
the month before.
Eg: “I will finish next month.”
→ She said she would finish a month
after.
Eg: “I need this book.” He said
→ He said that he needed that book.
Eg: “I will take these with me.” He said
to her
→ He said that he would take those with
her.
Eg: “I will return here at 3 o’clock.”
→ She said that she would return there
at 3 o’clock.

3. Classify.
3.1. Statements in reported speech.
- Form.
S + V, “ S + V +(O) + adv”
→ S + said (that) + S + V (changed) + (O) + …….

Eg: She said, “She has learnt English for 3 years”.
→ She said she had learnt English for 3 years.
Note:
- In reported speech, you often have to change the pronouns depending on who
says what.
Eg: She says, “My Mum doesn’t have time today”
→ She says that her Mum doesn’t have time that day.
- Don’t change the tense if the introductory clause is in simple present (eg: He
says….). However, that you might have to change the form of the present tense
verbs (3rd person singular)
Eg: He says: “I speak English.”
→ He says he speaks English.
- You must change the tense if the introductory clause is in simple past (eg: He
said…..). This is called backshift of tenses in reported speech.
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Eg: He said: “I am happy”
→ He said that he was happy.
- For place and time expressions you’ve to check whether place and time are the
same indirect and reported or not.
3.2. Commands in reported speech.
* Affirmative commands.
- Form:
“ V + O/ A”
→ S + told / ordered + O + to + V-infinitive + O/A.
Eg1: “Clean your house” Mr Nam said to me
→ Mr Nam told me to clean my house.
Eg2: “Be careful” said he to her.
→ He ordered her to be careful.

* Negative commands.
- Form:
“ Don’t + V + O/A”
→ S + told/ warned ….+ O + not to + V-infinitive + O/A.
Eg1: “Don’t go out tonight” my father said to me.
→ My father told me not to go out that night.
3.3. Requests in reported speech.
* Affirmative requests.
- Form:
“ please + V + O/A” Or “V + O/A, please”.
→ S + asked/ begged …..+ O + to + V-infinitive + O/A.
Eg: “Please turn on the lights” Miss Dung said to Lan
→ 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”
→ S + asked / begged + O + not to + V-infinitive + O/A.
Eg: “Don’t make a noise here, please” He said to me.
→ He asked me not to make a noise there.
3.4. Advice in reported speech.
- Form:
- “S + should/ ought to / had better + V-infinitive + O/A”
- “Why don’t + S + V-infinitive + O/A”
→ S + advised/ recommended + O(not) + to + V-infinitive + O/A.
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Eg: “You had better work hard for the exam” he said to me.
→ He advised me to work hard for the exam.
3.5. Yes/No-questions in reported speech.

- Form:
- “Do/ Does/Did + S + V-infinitive + ……..?
- “Am/ Is/ Are /Was/ Were + S + O + ……?
→ S + asked + O/wanted to know/ wondered+ if / whether + S +
V(changed) + O +……
Eg: “Are you a student?”
→ He asked me if I was a student.
3.6. Wh- questions in reported speech.
- Form:
- S + V, “Wh-questions + did/do/does/can/will/should +….+ S + Vinfinitive + O + ….?
- S + V, “Wh-questions + was/were/am/is/are + S + O + …….?
→ S + asked + O/ wanted to know/ wondered + wh-questions + S +
V(changed) + O + …..
Eg1: He asked me: “What is your name?”
→ He asked me what my name was.
Eg2: David said to John, “Why did not you attend the meeting yerterday?”
→ David asked John why he hadn’t attended the meeting the day before.
3.7. Exclamation sentence
* Rules:
- Change the exclamatory sentence into statement or assertive.
- Remove the quotation marks and exclamatory mark.
- Use the conjunction “that”.
- Omit the interjections such as: Oh, O, Alas, How, What…..
- Add the word “very” to the adjective or adverb if necessary.
- If the verb is not given, use “be” form verb (is, was, are, were, am) in its correct
tense according to the subject.
- Change the reporting verb (say, said) to “exclaim joyfully”.
- Use “exclaim” sorrowfully for sorrowful incidents.
Exercise: Change the following sentences in to indirect speech.
a. “O, what a beautiful flower that is!” said she.

→ She exclaimed joyfully that what was a very beautiful flower.
b. “What a horrible sight !” we all exclaimed.
→ We all exclaimed that it was a very horrible sight.
c. “Alas! I have broken my brother’s watch” said he.
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→ He exclaimed sorrowfully that he had broken his brother’s watch.
d. “How beautiful she is !” said John.
→ John exclaimed joyfully that she was very beautiful.
4. Reported speech with gerund.
We use reported speech with gerund in order to report feelings or suggestions.
We use (suggest, admit, deny, insist on, think of, dream of, apologize for, accuse
somebody of, thank somebody for, congratulate somebody on, prevent somebody
from, warn somebody against…….)
4.1. Structures.
Direct speech
Indirect speech
- Let’s + V infinitive
- suggested + Ving
- Let’s + not + V infinitive
- suggested + not +Ving
- How about/ What about + Ving…….?
- Why don’t + S + V infinitive……….? → suggest + (someone) + Ving
- Shall we + V infinitive
Eg1: “Let’s meet outside the cinema.” He said.
→ He suggested meeting outside the cinema.
Eg2: “Let’s not talk about that problem again.” He said
→ He suggested not talking about that problem again.
Eg3: “What about going to the cinema tonight ?” he said

→ He suggested going to the cinema that night.
Eg4: “Why don’t you send her some flowers ?” he said
→ He suggested me sending her some flowers.
4.2. Verb + Preposition.
Here are some verbs plus a preposition followed by a gerund.
- to apologize for + V-ing: xin lỗi
- to dream of + V-ing: mơ ước
- to insist on + V-ing: cương quyết, khăng khăng
- to think of + V-ing: nghĩ về
- to complain about + V-ing: phàn nàn về
- to take part in + V-ing: tham gia vào
Eg: “Sorry, I’m late” Tom said to the teacher.
→ Tom apologized to the teacher for being late.
Eg: “I have always wanted to be rich.” David said.
→ David has always dreamed of being rich.
Eg: “Please come on!. Lend me some money”
→ The women insisted on lending some money.
4.3. Verb + Object + Preposition.
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Here are some verbs plus an object plus a preposition followed by a gerund.
- to warn somebody against + V-ing: cảnh báo
- to thank somebody for + V-ing: cảm ơn ai về việc gì
- to prevent somebody from + V-ing: ngăn cản ai làm gì
- to accuse somebody of + V-ing: tố cáo, buộc tội ai
- to blame somebody for + V-ing: đổ lỗi cho ai
- to congratulation somebody on +V-ing: chúc mừng ai
Eg: “Don’t stay at the hotel near the airport.” I said to Ann.
→ I warned Ann against staying at the hotel near the airport.

Eg: “It was nice of you to help me. Thank you very much.” Tom said to you.
→ Tom thanked me for helping him.
Eg: “Stay here ! I can’t let you go out tonight.” Her mother said to John.
→ Her mother prevented John from going out that night.
Eg: “You have stolen my bike”
→ The boy accused his friend of having stolen his bike
5. Further practice.
5.1. Exercise 1: Rewrite the dialogues in reported speech, using gerund.
a. Woman: Hey! You’ve broken the window of my house!.
Boy: Oh, no. I’ve just arrived here. I don’t know anything about it. (the boy
deny)
→ The boy denied breaking the window of the woman’s house.
b. Mary: What shall we do on Saturday ?
Ann: What about having a party? (Ann, suggest).
→ Ann suggested having a party the next Saturday.
c. Mr Smith: I feel like meeting our children soon.
Mrs Smith: I think so. (Mr and Mrs Smith, look forward).
→ Mr and Mrs Smith looked forward to meeting their children soon.
d. Policeman: You mustn’t leave the shop!
Customer: What’s that ?.
Policeman: Stay here! You mustn’t leave the shop! (policeman, stop)
→ Policeman stopped the customer from leaving the shop.
e. John’s wife: The house is very nice! We will certainly buy it.
John: I think so. (John and his wife, think of)
→ John and his wife were thinking of buying the house.
f. Linda: Let me pay for the meal.
Tom: Certainly not! I’ll pay.
→ Tom insist on paying for the meal.
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5.2. Exercise 2: Choose the best answer among A,B,C or D.
1. “Don’t open your book” the teacher said to the students
A. The teacher told the students to not open their books.
B. The teacher told the students didn’t open their books.
C. The teacher told the students not open their books.
D. The teacher told the students not to open their books.
2. He said: “My wife has just bought a diamond ring.”
A. He said that his wife had just bought a diamond ring.
B. He said that my wife had just bought a diamond ring.
C. He said that his wife has just bought a diamond ring.
D. He said that his wife just bought a diamond ring.
3. Miss White said to him:“Why are you so late?. Did your car have a flat fire ?”
A. Miss White told him why was he so late and did your car have a flat fire.
B. Miss White asked him why was he so late and did your car have a flat fire.
C. Miss White asked him why was he so late and if your car has a flat fire.
D. Miss White asked him why he was so late and whether his car had a flat fire.
4. “I wrote him yesterday” she said
A. She said to me I wrote to him the day before.
B. She told me she wrote to him yesterday.
C. She told me she had written to him yesterday.
D. She told me she had written to him the day before.
5. He said: “If I had enough money, I could buy that dictionary.”
A. He said if he had had enough money, he could have bought that dictionary.
B. He said if he had enough money, he could buy that dictionary.
C. He said if he had had enough money, he could buy that dictionary.
D. He said if he had enough money, he could have bought that dictionary.
6. She asked me ………. the seat ………. or not.
A. If / had occupied
C. whether / was occupied

B. If / has been occupied
D. whether / occupied
7. I asked him …………, but he said nothing.
A. what the matter was
C. what was the matter
B. the matter was what
D. what’s the matter was.
8. “I am sorry, Jean. I broke your bicycle,” said John.
A. John apologized Jean for breaking her bicycle.
B. John apologized Jean for having broken her bicycle.
C. John apologized to Jean to have broken her bicycle.
D. John apologized to Jean for having broken her bicycle.
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9. “Please bring me some fish soup.” he said to the waitress.
A. He asked the waitress bring him some fish soup.
B. He asked the waitress to bring her some fish soup.
C. He asked the waitress to bring him some fish soup.
D. He asked the waitress bring her some fish soup.
10. John asked me ………… in English.
A. what does this word mean
C. what did this word mean
B. what that word mean
D. what that word meant
KEY:

1D- 2A – 3D – 4D – 5B – 6C – 7A – 8D – 9C – 10D.

IV. Applying the research in teaching.

English book 11
Class 11A1
Lesson plan 1
Period 33
UNIT 6: COMPETITIONS
Part E: Language focus
(Reported speech with gerund)
I. Objectives.
- Aims: Distinguish the pronunciation of /tr/, /dr/, /tw/ and pronounce the words
and sentences containing them correctly.
- Understand reported speech with gerund and use these structures to solve
communicative task.
II. Teaching method: Communicative approach
III. Teaching aids: text book, handouts
IV. Procedures:
Teacher’s activities
Students’ activities
I. Pronunciation:
* Distinguish the sounds.
- Sts: Listen attentively
- T models the three letters /tr/, /dr/,
/tr/
/dr/
/tw/
/tw/ for a few times and explain how to
traffic
drive
twelve
produce them.
trousers

drink
twenty
tropical
dress
twin
- T plays the tape (or read) once for sts
to hear the words containing these - Sts: read follow the tape or teacher
clusters. Play the tape (or read) again
and this time ask sts to repeat after the
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tape.
- T asks sts to read the words in each
column out in chorus for a few more
times.
- Call on some sts to read the words out
loud.
- T listens and corrects if sts pronounce
the target words incorectly.
- T asks sts to work in pairs and take
turn to read aloud the given sentences.
- T goes around to listen and take note
of the typical error.
- Call on some sts to read the sentences
again
and
provides
corrective
feedback.

II. Grammar:
1. Presentation.
- Review reported speech with gerund
- Form:
Verb+object+preposition+(not)Ving
* Note:
- Some verbs with prepositions.
- Some verbs do not need a preposition.
- T asks sts to give some examples
-T asks sts to remind that time and
place references often have to change
in reported speech.
2. Practice:
* Exercise 1:
- T asks sts to do exercise 1 individual
and then find a partner to check their
answers.

- Practising sentences containing the
target sound.

- Sts: Listen attentively and take note

Eg:
1. I thank you for giving me a hand.
2. We apologized the teacher for making
noise in class.
3. He blamed me for breaking his glass
window.
4. The justice accused the man of killing

his wife.
- Sts: repeat

- Sts: work individual
* Answer.
1. John congratulated us on passing our
exam.
2. Mary apologised for not phoning me
earlier.
3. Peter insisted on driving Linda to the
station.
4. The teacher accused the boy of not
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paying attention to what he had said.
5. Bob has always dreamed of being
-T checks with the whole class and rich.
provide corrective feedback.
6. I warned Ann against staying at the
hotel near the airport.
7. Her mother prevented Jane from
going out that night.
8. Miss White thanked Jack for visiting
her.
- Sts: work individual
* Exercise 2:
- T asks sts to do exercise 2 individual * Answer.
and then find a partner to check their 1. Tom insisted on paying for the meal.
answers with.

2. Mr and Mrs Smith looked forward to
meeting their children soon.
3. The boy denied breaking the window
of the woman’s house.
4. The policeman stopped the customer
from leaving the shop.
5. The thief admitted stealing Mrs
- T checks with the whole class and
Brown’s car.
provide corrective feedback.
6. Ann suggested having a party the
next Saturday.
7. John and his wife were thinking of
buying the house.
Sts: Listen attentively
III. Consolidation:
- T summarizes the main points of the
lesson.
IV. Homework:
- T asks sts to revise reported speech
with gerund and do exercises in the
workbook.

* Handout
15


Rewrite the following sentences in to reported speech with gerund.
1.“ Why don’t we organize an English competition for our student?” said Ms
Lien.

→ Ms Lien suggested …………………………………………..
2. “I’m sorry I’m late” said Mr Thanh.
→ Mr Thanh apologized ……………………………………….
3. “Me? No, I didn’t take Sue’s calculator” said Bob.
→ Bob denied ………………………………………………….
4. “You took my pencil” said David to Henry.
→ David accused ………………………………………………
5. “I must see the manager” he cried
→ He insisted …………………………………………………..
English book 12
Class 12A2, 12A8
Lesson plan 2
Period 19
UNIT 3: WAYS OF SOCIALISING
Part E: Language focus
(Reported speech)
I. Objectives:
1. Aims: Students can pronounce the stress in two- syllable words
2. Knowledge: By the end of the lesson, students will be able to:
- Remind of the ways of changing the reported speech.
- Students can do the tasks well
- Students know the ways of changing the reported speech
3. Skills practised: The stress in two- syllable words
II. Teaching method: Integrated, mainly communicative
III. Teaching aids: tape, cassette player, textbook and notebook
IV. Procedures:
Teacher’s activities
Students’ activities
I. Pronunciation:
- T explains how to pronounce the Sts: listen to the teacher and write some

stress in two - syllable words.
rules in the notebooks
1. If verbs, adj, adv, prepositions if
the second syllable which has long
vowel or double vowel (except”ou”) Eg: - signal
16


the stress falls the second syllable.
But if the second syllable which has
short vowel or double vowel or
finishes by one consonant the stress
falls the first syllable.
2. For nouns in which the second
syllable have short vowel the stress
falls the first syllable (money). If the
second syllable which has long vowel
or double vowel the stress falls the
second syllable (de’sign)
- Ask students to read the words and
practise giving the correct stress.
- Call some students to read the
words in front of the class.
3. Practising sentences:
- Ask students to work in pairs and
give the correct stress of the words in
the sentences and then read the aloud
the given sentences
- Call some students to read the
sentences in front of the class.

- Comment and read the sentences
once to the whole class.
II. Grammar:
* Exercise 1:
a, Ask students remind of the rules to
change the reported speech.
+ Change the tenses of verbs
+ Change pronouns suitable with the
situations given.
+ Change the time as the sentences
given.
b, Practise doing exercise 1
- Let students read the situation and
change into the reported speech.

- student
- walking

Eg : - police
- between
- attract

- Listen to the teacher and work in pairs
to give the correct stress.
- Read the words in front of the class.
- Work in pairs to practise giving the
correct stress of the words in the
sentences.
- Some students read in front of the class.
- Listen to the teacher

- Listen and remind of the ways to
exchange the reported speech.

- Listen to the teacher and note down in
the notebook

- Practise changing the sentences.
1. Thuan said he was going to work in Ho
Chi Minh City the next July.
2. Thuan said he worked for a big
17


company.
3. Thuan said he was their marketing
manager.
4. Thuan said the company had opened
an office in Ho Chi Minh City.
- Let students practise doing exercise 5,Thuan said it had been very successful.
and each of them stands and speak 6, Thuan said he had been chosen to run
out the sentences they’ve done.
an office in District 5.
7, Thuan asked me how long I had been
learning English.
8, Thuan said he didn’t have much time
- T goes around, listen and help them to enjoy himself.
if necessary.
- Practise doing and speaking out
sentences they’ve changed.
- Listen to the teacher’s correction and

write down their notebooks.
* Exercise 2
a. Ask students to read the dialogue -work in pairs the dialogue between Lan
between Lan and Tuan , then they and Tuan firstly and try to find out the
have to complete
tense of verbs, pronouns and time in the
The conversation Tuan had with dialogue.
Tung by changing in reported speech. * Tense: Simple present and Simple past,
Simple future.....
- Each pair stands up and read the
- Let students work in pairs
dialogue.
b. Ask students to read the dialogue -Work in pairs and practise changing
between Tung and Tuan by using reported speech.
reported speech to retell what Lan 1, She said she didn’t want to talk
has told Tuan.
to you.
2, She said she was upset too.
3, She said she was not interested..
4, Because you had promised to go to the
-T goes around and listen to students cinema.
or help if they need.
5, But you hadn’t turned up.
6, She said she didn’t want to see you.
7, She said she didn’t believe you had
18


tried.
8, She said she would talk to you later.

9, She said she had to go otherwise she
III. Consolidation.
would be late for school.
- T summarizes the main points of - Each student stands and speaks out
the lesson.
their sentences they’ve made.
- New words that related to the
lesson.
- Listen and write down their notebooks.
IV. Homework:
- T asks sts to remember some mains
in the leson.
- Ask students to do all the exercises.
- Prepare for new lesson.
* Handout
Change the following sentences in to reported speech.
1. “I was very tired” she said.
→ She said ……………………………………….
2. “I will get myself a drink” she says.
→ She says ………………………………………
3. “I can’t drive them home” he said.
→ He said ………………………………………..
4. Mary said: “I will study in this school next year”
→ Mary said ………………………………………
5. He said: “We went to Ha Long Bay last week”
→ He said …………………………………………
V. Result after applying the research in teaching.
1. School year 2015-2016
Class
11A1

12A2
12A8

Number of
students
35
37
35

Excellent-good (%)
10 hs = 28.57%
8 hs = 21,62%
8 hs = 22,86%

2. School year 2016-2017
Class Number of Excellent-

Average (%)
17 hs = 48,57%
24 hs = 68,57%
21 hs = 60%

Average (%)

Weak (%)
8 hs = 22,86%
5 hs = 9,81 %
6 hs = 17,14%

Weak (%)

19


11A1
12A2
12A8

students
35
37
35

good(%)
16 hs = 45,71%
13 hs = 35,14%
11 hs = 3,43%

17 hs = 48,57%
24 hs = 64,86 %
23 hs = 65,71 %

2 hs = 5,72%
0 hs = 0 %
1 hs = 2,86 %

VI. Conclusion and proposal
1. Conclusion.
The success of teaching depends largely on the attitudes of teachers and
learners to their respective roles. Ideally it promotes the notion of an exchange of
information, helps to break down traditional teacher-centredness, and begins to

establish a variety if interaction patterns in the classroom. It’s also fundamental to
the inductive approach to teaching language and to learning through tasks and
self-discovery, and a simple and effective way of getting learners to produce
language.
2. Proposal.
In the process of writing this experience initiative, the views that I personally
made the inevitable shortcomings and the need to discuss further aspects. I am
very eager to acquice all comments to my experience was perfect and effective in
teaching practice, contribute to further improve the quality of teaching of English
at the National Upper-Secondary School level.
I sincerely thank.
Thanh Hoa, May 25th 2017

The confirmation of the headmaster

I assure this is my own experience
initiative, not copying the contents
of other people.
The writer
Pham Thi Thuy
REFERENCE BOOKS
1. English grammar (2009)- written by: Mai Lan Huong and Nguyen Thanh Loan.
2. Explaining English Grammar (written by: The Windy)
3. English Language Teaching Methodology (edited by Hanoi university)
4. Rèn kỹ năng luyện giải đề thi THPT môn Tiếng Anh. (Vũ Thị Mai Phương).
Nhà xuất bản Đại Học Quốc Gia Hà Nội.

20

5. Practical Techniques for Language Teaching. England: Language Teaching
Publications. Lewis, M & Hill, J (1998).
6. First Certificate masterclass (Simon Haines and Barbara Steward in Oxford, 2005)
7. The Internet.

21


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Phạm Thị Thủy
Chức vụ và đơn vị công tác: TTCM + Giáo viên giảng dạy bộ môn Tiếng Anh
Trường THPT Đặng Thai Mai

TT

1.
2.

Tên đề tài SKKN

Cách dạy kỹ năng đọc cho
học sinh lớp 10
Skills in using phrases and
clauses to improve the
quality of the national exam
review.

Cấp đánh giá
xếp loại
(Phòng, Sở,
Tỉnh...)
Sở GD & ĐT
Thanh Hóa
Sở GD & ĐT
Thanh Hóa

Kết quả
đánh giá
xếp loại
(A, B,
hoặc C)
C

2006-2007

B

2014-2015

Năm học đánh
giá xếp loại