the teacher told us that we were working very well...

143Inglés Grado 10º

THE TEACHER TOLD US THAT WE WERE

WORKING VERY WELL REPORTED SPEECH

Indicadores de logros

� Identifica y escribe oraciones que empleen el lenguaje indirecto.

� Utiliza algunos modismos relacionados con los colores para describir

situaciones.

� Identifica la información requerida para ampliar su conocimiento de una

situación o problema. (GESTIÓN DE LA INFORMACIÓN).

� Recoge organizadamente la información.

� Ubica las distintas fuentes de información disponibles.

� Analiza la información recolectada.

� Organiza y archiva la información recolectada.

144 Inglés Grado 10º

Con mis compañeros analizo el contenido del siguiente recuadro:

En esta guía, además de utilizar el lenguaje indirecto (ReportedSpeech), vamos a manejar la competencia GESTIÓN DE LAINFORMACIÓN, la cual consiste en la capacidad de recolectarinformación pertinente con el fin de procesarla, interpretarla yutilizarla para resolver situaciones. Al aplicar significativamente elconocimiento, es necesario conocer el contexto debidamente.

DON´T FORGET IT!

«Man invented language to satisfy his deep need to complain».Lily Tomlin

I meet with my team-work and copy this dialogue on my notebook, next I answerthe questions for sharing them with my classmates:

Mark finished school at the top of his class and he has obtained a scholarshipat a university from his region. Let’s see this dialogue between his head-teacherand the student:

Teacher: Mark, I have good news for you.Mark: Yeah, what happened?Teacher: We have the ICFES results and you have obtained a scholarship

because of the highest results.Mark: Oh my God! That’s wonderful. I have the world by the tail.Teacher: What did you say?. What does it mean?Mark: I say that I am feeling so successful and happy.

Questions

1. Why is Mark so happy?2. What did the teacher say to Mark?3. What did Mark say ?4. What does «To have the world by the tail» mean?


LET´S LEARN AND PRACTICE

First, I read individually and then I copy the examples on my notebook and thecharts too.

REPORTED SPEECH

� When you are reporting what someone said, you do not usually repeattheir exact words: You use your own words in a report structure.

Example:Jim said he wanted to go home. (Jim´s actual words might have been «It´stime I went or «I must go»).

� Report structures contain two clauses: the first clause is the reportingclause, which contains a reporting verb such us «say», «tell» or «ask».

Examples:

He said that she had been to San Andrés.

� The second clause in a report structure is the reported clause, which containsthe information that you are reporting . The reporting clause can be a «that»clause, a «to» infinitive clause, an «if» clause, or a «Wh»- word clause.

Let´s see other examples:

She said that she didn’t know.He told me to do it.

Reporting clause

Reported clause


Mary asked if she could stay with us.She asked when he’d gone.

I am going to identify both structures in the previous sentences. I dothis exercise on my notebook, after that I compare it with my team-work

En la realización del ejercicio anterior fue necesario identificar lainformación requerida: las cláusulas que forman el lenguaje indirecto parasolucionar la actividad planteada.

The reported speech is also called undirected speech.

Los cuadros de resumen son frecuentemente utilizados con el fin de recogerde manera organizada una información determinada, ayudando a visualizarla información de una manera más global.

Let’s read and write down some charts in order to understand betterthis topic:

PRESENT

Direct: He says, «The boys like to read about it»Indirect: He says (that) the boys like to read about it.

Direct: He tells me, «They will go again».Indirect: He tells me, (that) they will go again.

With say / tell in the present, there is no change in the subordinate verbsin indirect speech.


PAST

Direct: He said, «It is a great moment in history»Indirect: He said (that) it was a great moment in history.

Direct: He told me, «it seems impossible».Indirect: He told me (that) it seemed impossible

Direct: He told me, « I still can´t believe it»Indirect: He told me, (that) he still couldn´t believe it.

With say / tell in the past, the subordinate verb is changed to the pastalso.

Remember that

� We use reported speech to report what somebody says or thinks withoutusing their exact words.

� The main form contains the «reporting or question verb»

� You can omit THAT in indirect speech.

� These are some reporting verbs: say, tell, promise, know, believe, think,claim etc.

He says that the boys like to read about it.He tells that the boys like to read about it.

� In indirect speech the person is changed to the point of reference of theone reporting: I : HE

Durante el desarrollo de esta guía, estamos seleccionandopermanentemente información para resolver los ejerciciosplanteados. De igual manera debe utilizarse la información querecibimos del mundo: primero la seleccionamos, después laarchivamos con el fin de usarla nuevamente cuando necesitemosresolver problemas de la vida diaria.


Activity oneThese are the verbs in reported Noun Clause:

I copy and write down the examples on my notebook, taking into considerationthis chart:

DIRECT SPEECH INDIRECT / REPORTED SPEECHSimple present Simple pastPresent progressive Past progressiveSimple past Past perfectPresent / past perfect Past perfectModals Past Modals

We are very happy at school, the students said.The students said that they were very happy at school this year.

«I am working in Paris», John said.John said he was working in Paris.

I have been to church, she told me.She told me that she had been to church.

I met Tom, he explained.He explained that he had met Tom.

Cada vez necesitamos más información para nuestro desempeñocomo estudiantes, hecho que nos exige utilizar adecuadamente losdiferentes medios y fuentes de los cuales disponemos para ampliarla información que nos solicitan o que requerimos; este proceso nosexige mayor madurez y responsabilidad.

Activity twoI change the sentences written in direct speech into indirect speech. If Ihave some doubts I can use my own resources and the ones found at myschool.

� I said, I want to go out.� Sara explained, «I am studying Art».� He complained, «I’ve been ill».


� «I’ve been playing chess», said my boy-friend/ girl friend.� « You can answer the questions by yourselves», said the teacher� «The children will be at the shopping center», said the mother.� « It is a great step for mankind», said Neil Armstrong.

I continue writing this information on my notebookCOLOUR IDIOMS : Feeling Blue and looking GreenNow we are going to learn some idioms using colors.

Look carefully the chart and try to discover what the meaning is of eachidiom. Write the sentences on the notebook, after that compare thedefinitions with the rest of the team-work

TO SEE RED TO BE IN THE RED TO BE BLUE

She saw red, when her At the end of the month The doctor is blue becausebrother crashed her car. I am in the red again his patient is very sick

ONCE IN A BLUE MOON TO BE GREEN WITH ENVY

Unfortunately my uncle Juan Richard is green with envy becausecalls my mother once in a blue moon his friend won a trip to Cartagena

Activity three: Explanation

I write the following chart on my notebook. I am going to find themeaning in list B of the idiom in list A, analyzing the previousinformation. Next I translate with my classmates the sentences of the


chart. Finally, on my notebook I fill in the blanks using language from listA. Follow the example.

� I complete the following sentences using idioms from list A. I dothis exercise on my notebook.

� If you have overspent at the bank you are ______________� When my sister won a free trip to San Andrés, I _____________� I _________ when the bank refused me a loan.� Unfortunately, I can visit my relatives _______________� We are_________, because Jacob left the school.

LET’S VERIFY OUR KNOWLEDGE

Después de haber analizado y realizado ejercitación con lainformación adquirida sobre los modismos, vamos a utilizar loaprendido para realizar mis propios ejemplos sobre el nuevo

conocimiento.

� Let’s follow the example to create some situations where I can use theseidioms and the structure of reported speech studied in this handout. Let’sdo this exercise designed a Flash Card.

En el siguiente ejercicio vamos a necesitar materiales reciclables;entonces podemos utilizar los recursos disponibles en el C.R.A, en mihogar o en mi colegio. Esta es una forma de hacer uso racional de losrecursos.

LIST ATo be blue ( )To be in the red ( )Once in a blue moon ( )To see red ( )Green with envy ( )

LIST B1. Infrequently2. Very envious3. Depressed4. Negative financial balance5. To get angry.


She was green with envy; she said that she couldn’t believe that hewon the lottery again.

Cuando estamos ampliando temas y buscando soporte bibliográficopara ejecutar las diferentes actividades, es muy importante tener

presente cuales son las fuentes de las que dispongo para hacer usoracional de los recursos.

� I go to the virtual room, and I open the software English Discoveriesintermediate 2: Language: reported speech and I do click in explanationand practice, to solve the exercises there.

Para completar un buen proceso con la información adquirida a lolargo de la guía, vamos a archivar los ejercicios archivados y

las flash cards en el portafolio.

� I have finished my work in this handout. I share it with my teacher.

I can’t believeit, he won thelottery again


ESTUDIO Y ADAPTACIÓN DE LA GUÍA

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