past progressive perfect progressive He said, “I was going to school every He said (that) he had been going to school day.” every day, future (will) would + verb name He said, “I will go to school every He said (that) he would go to school every day.” day. future (going to) present progressive He said, “I am going to school every He said (that) he is going to school every day. day.” past progressive He said (that) he was going to school every day Direct Speech Indirect Speech auxiliary + verb name simple past He said, “Do you go to school every He asked me if I went to school every day.* day?” He asked me where I went to school. He said, “Where do you go to school?” imperative He said, “Go to school every day.”
Direct Speech Indirect Speech infinitive He said to go to school every day. simple present + simple present simple present + simple present He says, “I go to school every day.” He says (that) he goes to school every day. present perfect + simple present present perfect + simple present He has said, “I go to school every He has said (that) he goes to school every day.” day. past progressive + simple past past progressive + simple past He was saying, “I went to school He was saying (that) he went to school every every day.” day. past progressive + past perfect He was saying (that) he had gone to school every day.
Direct Speech Indirect Speech can could He said, “I can go to school every He said (that) he could go to school every day.” day. may might He said, “I may go to school every He said (that) he might go to school every day.” day. might He said, “I might go to school every day.” must had to He said, “I must go to school every He said (that) he had to go to school every day.” day. have to He said, “I have to go to school every day.” should should He said, “I should go to school every He said (that) he should go to school every day.” day. ought to ought to He said, “I ought to go to school every He said (that) he ought to go to school day.” every day. II. Discovering useful words and expressions
1. Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you?re your classmates. The teacher helps the students discover the difference in prepositions. 2. Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.
(The teacher brings the students? attention to the British and American words that are different but have the same meaning.) III. Discovering useful structures
(Making commands and requests using indirect speech)
1. In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps.
1) Choose one who is to give the first command.
2) Ask another person in your group to tell somebody what you said.
3) The third person will change the request or command from direct into indirect
speech.
4) Change role so that each person gets the chance to give commands and turn them
into indirect speech. Example: T: Please don?t talk in class. S1: What did our teacher tell us? / What did our teacher say? S2: He told/asked us not to talk in class. / She said not to talk in class. 2. Get the students thinking about the difference between the request and command.
Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.
★ A: _______________________________________
B: I?ll go and collect some wood right now, master. ★ A: _______________________________________
B: Of course I?ll be happy to collect your shopping for you. ★ A:__________________________________________
B: Yes. I?ll shut the door at once, Mr. Zhang. ★ A:_________________________________________
B: No, I won?t get your coat if you talk to me like that. ★ A:_________________________________________
B: Sorry. I?ll get that book for you right now. Period 3: A sample lesson plan for Using Language (STANDARD ENGLISH AND DIALECTS)
Aims
To read out and talk about STANDARD ENGLISH AND DIALECTS
To write about learning English by brainstorming
Procedures
I. Warming up
1. Introduction: In China there?re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. 2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China. II. Reading
1. Get the students thinking about the topic of the text to predict what it says. 2. Skimming:
Read quickly to find the topic sentence for each paragraph. Para. 1: There is no such a thing as Standard English. Para. 2: American English has many dialects whose words and expressions are different from “standard English”. Para. 3: Geography plays a part in making dialects. 3. Scanning: Work in pairs. Read the text to locate particular information. 1). Do you know what Standard English is from the text?
2). What is a dialect? Why does American English have so many dialects? 4. Language focus:
1) believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.
2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.
3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people
4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language
5). play a part/role in: be one of the causes that make something happen: Besides
dieting, exercising plays an important part in losing weight. III. Listening
To introduce the students to a dialect and a form of standard “English”. You may follow these steps:
1). Set the context for the students by describing the situation;
2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford?s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.) 3). Play the tape for the students to listen.
4). Encourage the students to give the standard equivalents for the dialectic words from Buford?s story, using the context.
Dialectic words Standard English from Buford’s story equivalents hey hello y?all everyone ain?t aren?t yer your ya you pup child swimmin? swimming jumpin? jumping feelin? feeling ?bout about ?nough enough shoulda seen should have seen got outta got out of 6). Play the tape again and let the students answer the questions in pairs after listening.