The document discusses direct speech and reporting verbs. It provides examples of punctuating direct speech and using different reporting verbs. Students work in groups to practice rewriting sentences as direct speech using various reporting verbs and present their work. The key points are identifying direct speech and reporting verbs, punctuating direct speech properly, and using a variety of reporting verbs when writing direct speech.
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Students IDENTIFY verbs in the Present Perfect tense in 7 song extracts. You can use this activity as extra grammar practice, review or just for fun!
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B2, B2+
Learner type: All ages
Skills: listening and writing
Topic: Present Perfect
Materials: YouTube Video
Duration: about 30 min
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. To identify the use of punctuations in
direct speech.
To spot the use of reporting verbs and its
tense in direct speech.
To change comics’ dialogues to direct
speech by using different reporting
verbs.
4. A recap:-
Capital letters (Brunei, Amalina)
Exclamation marks (No!, Help me!)
Commas (I want sugar, butter, and
bread)
Full stops – marks an end of a sentence.
5. Punctuate the sentence below:-
i am hungry
I am hungry.
6. Now, try this one:-
dad i am hungry
Dad, I am hungry.
7. Let’s try another one:-
dad i am hungry said john
“Dad, I am hungry”, said John.
8. A direct speech is a sentence carrying the quote of someone else
as it is and it includes a reporting verb.
DO NOT CHANGE
WHAT WAS SAID
Direct speech:
“Dad, I am hungry”, said John.
10. Punctuate these three sentences in 3
minutes:-
1. i do not want to see you again shouted
nadzirah
2. why did you tell her that asked liyana
3. I just changed the bulb two days ago
sighed rafie
11. Answers:
1. “I do not want to see you again!”
shouted Nadzirah.
2. “Why did you tell her that?” asked
Liyana.
3. “I just changed the bulb two days ago!”
sighed Rafie.
18. “How can you just lay around in
the clover all day!!?”, shouted
the chicken.
“ The world is your OYSTER!!”, the
chicken exclaimed.
19. Continue the story –
complete Group
Activity 1 worksheet.
Discuss with your
group what reporting
verbs will you use.
Make sure to use
different reporting
verbs.
20. Rewrite the sentences as direct speech.
Write your answers on a manila card.
Complete work within 7 minutes.
Use different reporting verbs for every direct
speech.
Choose a leader.
21.
22. Group’s leader – present work.
Only 2 minutes presentation for each
group.
Others…
Listen to the use of reporting verbs from
other group.
Compare to what your group has used.
23. What is a direct speech? Slide 8
What must a direct speech consist of?
Slide 9
However… Remember…
Use different reporting verbs when
including direct speeches in a story. Slide
10
Tense of reporting verbs - Reporting verbs
