2. To test direct and indirect speech conversion
Learning Outcomes
3. What are the rules for changing speech?
Direct and Indirect Speech
When the reporting or principal verb is in the Past Tense, all Present
tenses of the Direct are changed into the corresponding Past Tenses.
4. What are the rules for changing speech?
Direct and Indirect Speech
As a rule, the simple past in the Direct becomes the past perfect in the
Indirect.
5. What are the rules for changing speech?
Direct and Indirect Speech
The tenses may not change if the statement is still relevant or if it is a
universal truth. We can often choose whether to keep the original tenses
or change them.
6. What are the rules for changing speech?
Direct and Indirect Speech
The pronouns of the Direct Speech are changed, where necessary, so that
their relations with the reporter and his hearer, rather than with the
original speaker, are indicated.
7. What are the rules for changing speech?
Direct and Indirect Speech
Words expressing nearness in time or place are generally changed into
words expressing distance.
8. What are the rules for changing speech?
Direct and Indirect Speech
In reporting questions the Indirect Speech is introduced by some such
verbs as asked, inquired; if not, the reporting verb is followed by whether
or if.
9. What are the rules for changing speech?
Direct and Indirect Speech
In reporting commands and requests, the Indirect Speech is introduced by
some verb expressing command or request, and the imperative mood is
changed into the Infinitive.
10. What are the rules for changing speech?
Direct and Indirect Speech
In reporting exclamations and wishes the Indirect Speech is introduced by
some verb expressing exclamation or wish.
An overview of the content of the lesson
Must be in the form of a question where appropriate
Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address
Verbs such as to understand / to know / to gain confidence / to learn
Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
Measureable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
Revisit the first outcome and use the polling function to allow students to privately self-assess
You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used
Polling must be used until you can fully assess their confidence to use the chat box and express honesty
If students self-assess as a 4/5, ensure that you are fully confident in their assessment
Ask questions
Ask for examples
Students to ask each other questions
If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding
If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain
If students are ½, go back to the beginning
Always ask students what the gaps are and help them to identify these in order to promote metacognition
1. The outcome changes colour when achieved to the same colour as the objective to demonstrate the connection, progress and what happens next
An overview of the content of the lesson
Must be in the form of a question where appropriate
Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address
Verbs such as to understand / to know / to gain confidence / to learn
Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
Insert a blank slide to use as a whiteboard if different/additional explanation is needed.
