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 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 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 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 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 exercises better 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 - In the internet - School year: 2016-2017 - Classes: 11A1, 12A2, 12A8 II Content Theoretical basis As we know, in grade 10 upper secondary school, students have known with direct and indirect speech in language focus of unit 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 exercises about them in language focus of unit 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 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 Content problem 3.1 The problem poses To 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 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 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 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 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 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 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 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 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 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 it today.” He said → He said he would 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 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 o’clock.” → She said that she would return there at o’clock 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 years” → She said she had learnt English for 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 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 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 → 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 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 - to complain about + V-ing: phàn nàn - 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 10 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 việc - to prevent somebody from + V-ing: ngăn cản làm - to accuse somebody of + V-ing: tố cáo, buộc tội - to blame somebody for + V-ing: đổ lỗi cho - to congratulation somebody on +V-ing: chúc mừng 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 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 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 11 5.2 Exercise 2: Choose the best answer among A,B,C or D “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 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 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 “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 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 She asked me ……… the seat ……… or not A If / had occupied C whether / was occupied B If / has been occupied D whether / occupied 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 “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 12 “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 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 13 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: Presentation - Review reported speech with gerund - Form: Verb+object+preposition+(not)Ving * Note: - Some verbs with prepositions - Some verbs 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 Practice: * Exercise 1: - T asks sts to exercise individual and then find a partner to check their answers - Practising sentences containing the target sound - Sts: Listen attentively and take note Eg: I thank you for giving me a hand We apologized the teacher for making noise in class He blamed me for breaking his glass window The justice accused the man of killing his wife - Sts: repeat - Sts: work individual * Answer John congratulated us on passing our exam Mary apologised for not phoning me earlier Peter insisted on driving Linda to the station The teacher accused the boy of not 14 paying attention to what he had said Bob has always dreamed of being -T checks with the whole class and rich provide corrective feedback I warned Ann against staying at the hotel near the airport Her mother prevented Jane from going out that night Miss White thanked Jack for visiting her - Sts: work individual * Exercise 2: - T asks sts to exercise individual * Answer and then find a partner to check their Tom insisted on paying for the meal answers with Mr and Mrs Smith looked forward to meeting their children soon The boy denied breaking the window of the woman’s house The policeman stopped the customer from leaving the shop The thief admitted stealing Mrs - T checks with the whole class and Brown’s car provide corrective feedback Ann suggested having a party the next Saturday 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 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 ………………………………………… “I’m sorry I’m late” said Mr Thanh → Mr Thanh apologized ……………………………………… “Me? No, I didn’t take Sue’s calculator” said Bob → Bob denied ………………………………………………… “You took my pencil” said David to Henry → David accused ……………………………………………… “I must see the manager” he cried → He insisted ………………………………………………… English book 12 Class 12A2, 12A8 Lesson plan Period 19 UNIT 3: WAYS OF SOCIALISING Part E: Language focus (Reported speech) I Objectives: Aims: Students can pronounce the stress in two- syllable words Knowledge: By the end of the lesson, students will be able to: - Remind of the ways of changing the reported speech - Students can the tasks well - Students know the ways of changing the reported speech 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 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 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 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 - 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 Thuan said he was going to work in Ho Chi Minh City the next July Thuan said he worked for a big 17 company Thuan said he was their marketing manager 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 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 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 all the exercises - Prepare for new lesson * Handout Change the following sentences in to reported speech “I was very tired” she said → She said ……………………………………… “I will get myself a drink” she says → She says ……………………………………… “I can’t drive them home” he said → He said ……………………………………… Mary said: “I will study in this school next year” → Mary said ……………………………………… He said: “We went to Ha Long Bay last week” → He said ………………………………………… V Result after applying the research in teaching School year 2015-2016 Class 11A1 12A2 12A8 Number of students 35 37 35 Excellent-good (%) 10 hs = 28.57% hs = 21,62% hs = 22,86% School year 2016-2017 Class Number of Excellent- Average (%) 17 hs = 48,57% 24 hs = 68,57% 21 hs = 60% Average (%) Weak (%) hs = 22,86% hs = 9,81 % 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 % hs = 5,72% hs = % hs = 2,86 % VI Conclusion and proposal 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 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 English grammar (2009)- written by: Mai Lan Huong and Nguyen Thanh Loan Explaining English Grammar (written by: The Windy) English Language Teaching Methodology (edited by Hanoi university) Rèn kỹ luyện giải đề thi THPT môn Tiếng Anh (Vũ Thị Mai Phương) Nhà xuất Đại Học Quốc Gia Hà Nội 20 Practical Techniques for Language Teaching England: Language Teaching Publications Lewis, M & Hill, J (1998) First Certificate masterclass (Simon Haines and Barbara Steward in Oxford, 2005) 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 tên tác giả: Phạm Thị Thủy Chức vụ đơn vị công tác: TTCM + Giáo viên giảng dạy môn Tiếng Anh Trường THPT Đặng Thai Mai TT Tên đề tài SKKN Cách dạy kỹ 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 đánh giá xếp loại (A, B, C) C 2006-2007 B 2014-2015 Năm học đánh giá xếp loại ... 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. .. 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... When in grade 12, they also review grammar about direct and indirect speech and exercises about them in language focus of unit Many students feel embarrassed when changing direct speech into indirect