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
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
NGỌC LẶC NĂM 2016
CATEGORY
Introduction
Reasons for choosing the theme.- 1
Purpose of the research.-2
Objects of the research.-3
Methods of the research.-4
Contents.
Theoriotical bases.-5
Status of the problem.-6
Solution and Implementation.-7
The efficiency.-8
Conclusion and Recommendations.
Conclusion.-9
Recommendations.-10
References.
Appendix.
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: 
Tenses in directed speech
Tenses in indirect speech
 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: 
Direct 
Indirect 
The pronouns
I
He, she
We
They
you
We, they, he, she
me
him, her
us
them
you
Me, him, her, us, them
Possessive 
adjectives
my
his,her
our
their
your
Our, his, her, their
possessive pronouns
mine
his, hers
ours
theirs
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: 
Direct speed
Indirect speed
Change of words
This
That
These
Those
Change of places
Here
There
Change of time
Now
Then
Today
That day
Ago
Before, earlier
Tomorrow
The next day/ the following day
Tonight
That night
Yesterday
The day before
Next week/month
The following week/month
Last year/
The previous year/ the year/ before
Others 
Must
Had to
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: 
"Would/Will + S + V + O/A, please?"
"Could/Can + S + V + O/A, please?"
"Would you mind (not) + gerund + O/A?"
For example: "Could you turn off the fan, please?", She said to me.
→ She asked me to........................................................................
In the sentence above we also apply the recipe requests, do not have not should we use requested affirms. Based on the structure we have indirect statements such as the following: 
She asked me to turn off the fan. Not include you, Could and please.
* Advice in reported speech.
When reporting tips to the indirect speech, we often use the narrative
 Advised/ recommended. The advice has the structure:
S +advised/ recommended + O + (not) to - V (bare inf) + O/A.
For example: "You had better work hard for the exam", he said to me. 
→ He advised me ........................................................................
In the example above we see here is the verse indirectly shape the advice due to the user had better turned indirect statements such as the following: He advised me to work hard for the exam. We can keep the verb: had better/should/ought to in the sentence directly by the second way is: 
- He told me that I had better work hard for the exam. 
- "You should finish your homework at home," said he.
 He said that I should finish my homework at home.
In the sentence directly, people hear is me should You have to change the server from I in indirect statements.
	* Yes/no questions in reported speech.
Indirect questions in the form of Yes/No questions the narrative that people bring the auxiliary verbs: Do/Does/Did or the verb to be as Am/Is/Are/Was/Were out front to put questions and tasks of the pupils is to be reported back to the questions. This indirect questions of the form: 
S + asked + O/ wondered if / whether + S + V(change) + O + .
For example: "Are you a student?", he asked me. 
→ He asked me to ...........................................................................
In this situation we see here is indirect questions in the form of Yes/No questions because there "Are" be brought before the questioning. We do the following: Rewrite He asked me, added if you change into and I, are the was. → He asked me if (whether) I was a student. 
* Notes: some students easily confused situation between the yes /no question with another question: 
- "Can you drive a car?" said Ba. (yes /no questions)
- "Can you open the door, the South?" (Requested)
 	* Wh-questions in reported speech.
Indirect statements form Wh-questions the narrative that people use words to ask such as: Who, What, Where, When, How, Why? How much? How many?, and the task of the students is reported back to the questions which follow the hint or a particular situation. This indirect question is structured as following: 
 S + asked + O/ wanted to know/ wondered + Wh-questions + S + V (back tense) + O + 
Example 1: Minh asked me, "What is your name?".
→ Ming asked me....................................................................
We can do this as follows: I rewrite to me and asked Minh unchanged from to ask What, your name must be changed to my name because people hear is me and the verb to be "is" right back to the past single divided by my name was. So we have indirect question:
 → Minh asked me what my name was.
Example 2: He asked "Why did my family have to leave here?".
→ He wanted to know..................................................................
Based on the structure of ways through indirect questions we do as follows: 
I rewrote the He wanted to know, then keep the Why, I see my family here that is his family, we have to change up had to, here into there. So we have indirect questions correctly as follows: 
→ He wanted to know why his family had to leave there. 
- let students do homework in the form of indirect questions:
 	After equipping students to the theory of indirect sentence forms, complete form teachers for students to do the exercises on the form of that sentence. Can be transferred directly from exercises to indirectly and reverts from indirect question about direct. Teachers can compose on the computer after that photo for the students to go home. The teacher can enlist in the post cure now teach courses or in fostering. Teachers can also be delivered to the students do group exercises to these children learn quite good, helping the children of average grades, weak, poorly. Then fix the article to students at all grades.
- The teacher answers to timely questions about the student's assignments.
 	Changing a sentence from directly to indirectly question is not an easy job for the pupils on average, weak, poorly. Therefore, in the course of the children work in pairs, in groups the children will have a lot of questions in the beginning as: indirectly in? based on where to know, use the verb introduced would properly, we must change the ingredients? This does not change from the status quo?  The pup