This is a new lesson plan for B2+ learners in which students practice reported speech by interpreting emojis and text messages from the popular messaging app Whatsapp. Everything you need is in the powerpoint below:
Students start by reporting the meaning behind various emojis then build up to reporting a section of a text message conversation and then move on to translating and reporting their own text conversations from their phone. It provides great practice of the grammar point as well as opportunities for the emergence of real, useful language in an everyday setting.
This is a grammar activity designed for C1 students. Students learn how to express preference using “would rather” and “would sooner” then put them to use in a roleplay. Download the powerpoint, handout and key below:
Use the powerpoint to present the rules, it is designed in a test, teach, test structure. Make sure that students copy down the rules and several examples then have them complete the worksheet and finally put the structures to use in a fun role-play. Students will role play being a married couple having a very civilised argument. Once they have finished have them feedback in open class: “Can the marriage be saved? Or is it on the rocks?” My teenage CAE students found it absolutely hilarious and used the structures in very creative ways.
Handout
Complete the sentences with the correct form of the verb in brackets:
I would rather ____________ a light salad than a steak for dinner. (have)
I would rather he ________________his dirty cups all over the house. (not leave)
Venice was nice but I’d sooner __________________ to Paris. (go)
He’s quite antisocial he’d just as soon ____________ video games all weekend than go to a bar. (play)
I wanted to give the present to granny! I’d rather you _______________ for me to arrive before you gave it to her. (wait)
We had dinner outside but it was too cold. I’d much rather ______________ inside the restaurant. (eat)
Complete the key word transformations using 3-6 words.
My brother is always stealing my chocolate out of the fridge.
RATHER
I’d _______________________________________ my chocolate out of the fridge.
Why did you tell the boss I was leaving?
RATHER
I ____________________________________ the boss I was leaving.
I prefer visiting museums to lying around on the beach all day.
JUST
I ____________________________ than lie around on the beach all day.
The chocolates he gave me were ok but I wanted roses.
RATHER
I _____________________________ me roses instead of chocolates.
The art gallery was sooo boring; I wanted to go to the casino.
RATHER
I _______________________________ to the casino instead of that boring art gallery.
He would prefer to do anything instead of watching a football match.
SOONER
He ___________________________________ anything instead of watching a football match.
Role-play
Role-play the following scenario with your partner:
You are a married couple; you have been married for 23 years. You have just got back from a party at a friend’s house. At the party you both got drunk and did a lot of things to annoy your husband/wife. You are both also annoyed about some things that the other does or doesn’t do around the house. Have a civilised argument using as many “would rathers” and “would sooners” as you can.
This is a fun memory game for young learners similar to my “there was/there were” activity.
Stage one
Put students in teams of 2-3. Project the image above onto the board and give students 1 minute to memorise as many of the things as they can. Then give students a pen and paper, they have to write as many of the things as they can in complete sentences:
There was a pen on the table.
There were some coins next to the ping pong ball.
The winning team is the one who remembers the most things. Award extra points for correct use of there was/were and prepositions of place: next to, between, on the right/left of…
Stage two
Give each group a sheet of blank paper, give them two minutes to fill the paper with little drawings of objects. The objects must be easy to identify and they have to know the name of the object in English.
Groups then swap their pieces of paper and they have 1 minute to memorise all the things the other group have drawn on their paper. They then write out the sentences like before and the team with the most correct is the winner.
Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉
Warmer: 2 truths and a lie, write three sentences about yourself using “used to”, 2 true and 1 lie. Try to write 2 with state verbs and 1 with an action verb like this:
I used to have shoulder length hair.
I used to dance ballet when I was a child.
I used to be a builder before I was a teacher.
What does used to mean here?
A past state or habit which is not true now.
What are the negative and interrogative forms?
I used to dance ballet.
I didn’t use to dance ballet.
Did you use to dance ballet?
Drill pronunciation: weak “to” in “used to” and the “ed” in “used” is not pronounced.
Remember: Used to only exists in the past, to talk about present habit we use the present simple with adverbs of frequency.
I usually/normally/tend to go to the gym twice a week.
Would
“Would” can replace “used to” in one of the three sentences at the top of the page with exactly the same meaning. In which sentence is would possible?
I would/used to dance ballet when I was a child.
We can use “would” with the same meaning as “used to” only when we’re talking about past actions or habitsnot when we’re talking about states.
When I was at uni I would/used to get up at 11am. (get up = action/habit)
When I was a child I would/used to have blonde hair. (have = state)
Look at the following sentences, decide if we can only use “used to” or if “would” is also possible.
When I lived in Japan I would/used to eat sushi every day.
When I was at school we used to/would play hopscotch in the playground.
When I was a kid I didn’t use to/wouldn’t like olives.
My dad used to/would have a big green land rover.
He used to/would drive it through the forest on bumpy tracks.
When I was a teenager I used to/would love heavy metal music, now it’s too loud for me.
Before you use these materials, why not check out our new podcast for learners and teachers alike? It’s called 2Ts in a Pod, have a listen here:
This is a conversation lesson plan to practise past (3rd) conditional structures whilst debating the value of specific professions to society. Credit to the university of Kent for the inspiration for the activity. I have changed the wording of the task slightly so that students must imagine a world without the achievements and inventions of some famous names from history.
You will need the handout, I have made 4 versions:
I planned this as an activity to practise uses of advanced 3rd conditional structures such as:
But for + noun phrase, would/could/might have….
But for Thomas Edison, the lightbulb would have been invented much later.
Or inverted past conditionals:
Had it not been for Shakespeare, we wouldn’t have such a rich vocabulary.
You may want to preteach these structures using my other materials which you can find here and here.
Below you will find they advanced adults version of the activity.
Balloon Debate
You are in a hot air balloon which is losing height rapidly and will soon crash because it is overweight. You are travelling with a group of school children who will grow up to be very famous. You have to decide which 7 to throw over the side; if the balloon crashes you will all die. The passengers are:
Mother Teresa
Mao Tse-tung
Mahatma Gandhi
Florence Nightingale
Nelson Mandela
Mikael Gorbachev
Charles Darwin
William Shakespeare
Diego Maradona
Albert Einstein
Leonardo da Vinci
Abraham Lincoln
Beethoven
Vincent Van Gogh
Jane Austen
Steve Jobs
Language
Conditionals
Making Decisions
If_____ hadn’t invented_____, _____ wouldn’t have happened.
There’s no way we’re throwing ______ overboard because______
But for ________ we wouldn’t have________.
Throwing _______ is out of the question because________
If it hadn’t been for ______, we wouldn’t have _______ now
I think ________ is expendable.
Had it not been for _______, we wouldn’t have________.
What did _______ really do for us?
Examples:
If Charles Darwin hadn’t discovered evolution, society wouldn’t have developed like it has.
If it hadn’t been for Gandhi, India would still be a British colony.
But for Shakespeare, we wouldn’t have such a rich language.
Had it not been for Abraham Lincoln, the slaves wouldn’t have been freed.
Homework Activity:
Students write an essay examining two of the people from the balloon and deciding which one has contributed most to society. They must compare and contrast the achievements of the two and reach a conclusion as to which should be crowned as the most inspiring person in history.
Play the classic memory game: “I went to the shops to buy…”
Teacher starts: “I went to the shops to buy a loaf of bread” (encourage use of partitives – loaf of bread, bar of soap, carton of milk etc.)
Next student must repeat the sentence and add another item, continue until you have a huge shopping list of items.
Infinitives of purpose
Have students repeat back the sentences “I went to the shops to buy…”
Ask them what the infinitive expresses? Purpose/reason, introduce the title: infinitives of purpose. Students complete the matching exercise.
Match the sentences halves 1-6 a-f to make sentences using the infinitive of purpose.
1. I go to the gym 3 times a week
a. To give to her mother.
2. I went to the supermarket
b. To see the new Woody Allen film.
3. We went to the cinema
c. To do the weekly shop.
4. I drove all night just
d. To clean underneath it.
5. He lifted up the sofa
e. To keep fit.
6. She bought chocolates
f. To see you.
Key: 1-e, 2-c, 3-b, 4-f, 5-d, 6-a.
In these sentences we can also use “in order to” to be more formal.
We often use “so as” with a negative infinitive to express purpose.
She’s leaving now so as not to arrive late.
1. She entered the house quietly
a. So as not to hurt his feelings.
2. He turned the volume down
b. So as not to wake the children.
3. She stopped eating chocolate
c. So as not to burn the onions.
4. They told him the terrible picture was lovely
d. So as not to miss the start of the film.
5. He turned the heat down
e. So as not to annoy the neighbours.
6. They hurried
f. So as not to put on weight.
Key: 1-b, 2-e, 3-f, 4-a, 5-c, 6-d.
Game – Articulate
Cut up the object cards on the hand out. Split class into teams. Each team has 1 minute to describe the objects on the cards using an infinitive of purpose:
It’s an object we use to eat soup. Spoon!
For each card they get 1 point.
Verbs with infinitives
The following verbs are all followed by the infinitive. Use them to answer the questions below.
Decide
Want
Need
Would like/love
Learn
Pretend
Promise
Forget + an obligation
What did you want to be when you were a child?
Do you always keep your promises?
Have you ever broken a promise?
When did you learn to ride a bike?
Have you ever forgotten to lock your door?
Have you ever forgotten to pick up your keys?
What’s the worst thing you’ve ever forgotten to do?
Who did you pretend to be when you were playing as a child?
Have you made any big decisions recently? What have you decided to do?
What would you like/love to do this year?
What do you want to have for dinner tonight? What do you think you will have?
Is there anything important you need to do this week? Do you think you will do it?
Show the Chucky bus stop prank video until 2:20, tell students to focus on the actions:
Have them report back the different actions they saw.
Powerpoint
Go through the powerpoint, it will take students through present participle clauses and perfect participle clauses.
Guess My Job Game
Cut out and give out the job cards on the hand out, tell students to keep them secret from the rest of the class.
Students have to imagine that they are the person on their card; they have been invited to the class to share their experiences with the other students and give advice using participle clauses.
Example: Explorer, Having traveled all over the world, I can say that there’s no place like home. Having learnt 6 different languages, I thoroughly recommend it because it has broadened my mind immensely.
Give students a couple of minutes to think of their sentences, they then read them to the rest of the class who have to guess what job card they were given.
“Having robbed a lot of banks, I have loads of money” “Are you a bank robber?” “Yes, I am!”
Homework
Set a film/book review task as participle clause can easily be used to describe narratives, encourage students to use at least 2 in their review.
“Seeing her sister nominated to participate in the Hunger Games, Katniss volunteered to take her place.”
“Having never seen a troll before, Bilbo was petrified.”
I use this game as a revision/warmer after we’ve already studied advanced relative clause phrases with which and whom.
Draw two columns on the board with the titles which (objects/things) and whom (people) and have students recall as many relative clause phrases as they can:
Which (objects/things)
Whom (people)
In which (where)
All of which
Some of which
None of which
Both of which
Neither of which
(1,2,3) of which
All of whom
Some of whom
None of whom
Both of whom
Neither of whom
(1,2,3) of whom
Students may struggle with the difference between neither of whom/which and none of whom/which.
Neither refers to just two people/things where as none refers to a group of at least three:
Two students came to class, neither of whom had done their homework.
Ten students came to class, none of whom had done their homework.
There were two buses waiting to take people to the city centre, neither of which had enough space for us.
There were three buses waiting to take people to the city centre, none of which had enough space for us.
Cut out the hand out and divide the class into teams, one volunteer must attempt to draw the situation described in the picture, the team that calls out the corresponding sentence gets 1 point. Continue until all the situations have been used.
Draw the following sentences:
A group of children, some of whom are wearing hats, are waiting for the bus.
Four houses, two of which are on fire.
A group of men, all of whom are wearing glasses, are watching TV.
Two dogs, both of which are eating bones, are at the beach.
Two men, neither of whom has hair, are playing tennis.
Two pizzas, both of which have mushrooms, are on the table.
Two snakes, both of which are green, are sleeping on the carpet.
Ten bottles, all of which are full, are sitting on the wall.
Five babies, two of whom are sleeping, are lying on the bed.
Five cats, some of which are black, are playing with a ball.
This is a lesson plan for higher levels (B2+) to teach verb patterns with reporting verbs using video and scripted roleplays. It will be especially useful for CAE students as these structures tend to come up in key word transformations quite often.
Write the verbs “accuse” and “deny” on the board. Then play the first minute of the following video:
Elicit the following sentences from students:
The Dad asked the boys who had got the paint out.
The older brother accused the younger brother of gettting/having got the paint out.
The younger brother denied getting/having got the paint out.
The older brother accused the younger brother of building stairs out of blocks.
Analyse the sentences and come up with the formula for the verbs accuse and deny:
accuse somebody of doing/having done something
deny doing/having done something
Ask students if they have ever been in a similar situation with a sibling or friend.
Have you ever been wrongfully accused of doing something?
Stage 2: 4 groups of reporting verbs
For this part you can either give out the handout on the 4 groups of reporting verb patterns. Or model the sentences on the board and have students dedicate a page in their vocab books for each group of verbs.
You’re going to need a lot of space on the board for this part. Divide the board into 4 quarters.
Write the following sentence, one at the top of each quarter:
I’ll come to the party. (say)
I’ll come to the party. (tell)
I will definitely help with the cleaning. (promise)
I didn’t steal the money. (deny)
Tell students to change the sentences to reported speech using the verb in brackets:
He said that he would come to the party.
He told me that he would come to the party.
He promised to help with the cleaning.
He denied stealing the money.
Tell students that these are the 4 groups of reporting verbs.
Group 3: Reporting actions: Promises requests etc.
He promisedto help with the cleaning.
Subject + reporting verb + infinitive with to
Common verbs of this type:
agree
ask
claim
demand
offer
promise
propose
refuse
threatentell (imperative)
He encouraged meto take maths instead of history.
Subject + reporting verb + DO + infinitive with to
Common verbs of this type
advise
ask
beg
convince
encourage
forbid
instruct
invite
order
persuade
remind
tell
urge
warn (not to)
Group 4: Reporting verbs with gerund.
He deniedstealing the money.
Subject + reporting verb + gerund
Common verbs of this type:
admit
deny
mention
propose
report
suggest
Verbs with prepositions and gerund:
Accuse sb of doing st
Confess to doing something
Apologise to sb about/for doing st
Blame sb for st
Complain to sb about st
Insist on doing st
Object to st/doing st
Advise ab against doing st
Stage 3: Controlled Practice
Have students complete the 10 sentences on the back of the handout.
Report the sentence using the verb in brackets
I want to see the manager! (demanded)
_________________________________________
Don’t leave the path, there are dangerous snakes. (warned)
_________________________________________
I will help you clean up after the party (promised)
_________________________________________
Don’t forget to feed the fish. (Reminded)
_________________________________________
No no no! I’m paying for dinner. (Insisted)
_________________________________________
Listen everyone! I’m moving to New York next week. (announced)
_________________________________________
You are not allowed to chew gum in class. (forbid)
_________________________________________
I will punch you if you call me that again. (threatened)
_________________________________________
I’m really sorry that I broke your favourite cup. (apologised)
_________________________________________
Stand up and put your hands on your head. (ordered)
________________________________________
Key
He demanded to see the manager. He demanded that he saw the manager.
She warned us not to leave the path. She warned (us) that there were dangerous snakes.
She promised to help clean up after the party. She promised (me) that she would help clean up.
He reminded me to feed the fish.
She insisted on paying for dinner. She insisted that she paid for dinner.
He announced that he was moving to New York the following week.
She forbid me to chew gum in class.
He threatened to punch me in the face if I called him that again.
She apologised for breaking my favourite cup.
He ordered me to stand up and put my hands on my head.
Stage 4: Scripted role-play
Split the class into groups of 2-3 and give out the role-play scenarios, give them a couple of minutes to read and rehearse and then have students come to the front of the class and act out the scenarios. Then the other groups have to write sentences using as many reporting verb patterns as they can based on what happened in the scenarios. Guide students and model sentences, encourage them to place them in the correct group.
Reported speech – Scripts
Scenario 1
A: Hi son, How’s it going?
B: Hi Dad. I’m going out.
A: Wait a minute, wait a minute. Have you done your homework?
B: Ahhh come on Dad, it’s Friday night.
A: I don’t care, have you done it or not?
B: No. But I promise I’ll do it tomorrow.
A: Ok, but if you don’t you’ll be grounded for a week.
B: Ok it’s a deal.
They shake hands.
Scenario 2
Sarah: Hi Fiona, how’s it going? Are you coming to the party tonight?
Fiona: No I don’t think so; I’m not in the mood and I have to work tomorrow.
Sarah: No you don’t! Tomorrow is a holiday, the shop is closed.
Fiona: Oh yeah! I’d completely forgotten. I’m still not sure.
Sarah: Oh come on, you’ve got to come! Tommy’s going to be there.
Fiona: Really? Hhhhmmmm well, ok go on then, I’ll come.
Scenario 3
Teacher: (to John) You stole €5 from the charity collection box!
John: Me??? It wasn’t me! How dare you accuse me! It was Sandra who stole the money. I saw her do it!
Sarah: Me? No way! He’s lying!
Teacher: I want to see what’s in your pockets right now!
They turn out their pockets. John’s pockets are full of money.
Teacher: Aha! What’s all this?
John: Ok, it was me. I admit it.
Sarah: I think it’s unfair that I was accused of this crime. I’m going to tell my parents.
Teacher: I’m terribly sorry Sarah, it was a misunderstanding.
Scenario 4
Anna and Natalie are having a party. The music is very loud. There is a knock at the door.
Anna: (opening the door) Yes? Who is it? What do you want?
Little old lady: It’s 3am, I can’t sleep please turn the music down.
Natalie: Turn it down? No way! We just graduated!
Little old lady: Oh please please please turn it down, I’m so tired.
Anna: Nope sorry, we’re not going to turn it down.
Little old lady: (angry) Well, if you don’t turn it down I’m going to call the police.
Natalie: Go ahead! You can come in and use my phone if you want.
Little old lady: oooo the cheek of it! That’s it! I’m going to call the police!
Reported Speech Script Key
Scenario 1
The Dad asked the son if he had done his homework.
The son admitted that he hadn’t done his homework.
The son admitted to not doing/having done his homework.
The son promised to do his homework the day after.
The Dad warned the son that if he didn’t do his homework he would be grounded for a week.
Scenario 2
Sarah asked Fiona if she was going to the party tonight.
Fiona replied that she didn’t think so. She said that she wasn’t in the mood and that she had to work the day after.
Sarah reminded Fiona that the day after was a holiday.
Sarah persuaded/convinced Fiona to come to the party by telling her Tommy would be there.
Scenario 3
The teacher accused John of stealing/having stolen the money.
John denied stealing the money and accused Sarah of stealing the money.
The teacher ordered them to turn out their pockets/demanded that they turned out their pockets.
John admitted to/confessed to stealing the money.
Sarah objected to being accused of stealing the money.
The teacher apologised for accusing Sarah of stealing the money.
Scenario 4
Anna asked who it was and what they wanted.
The old lady asked/urged them to turn the music down.
Natalie refused to turn the music down.
The old lady begged them to turn the music down.
Anna refused to turn the music down.
The little old lady threatened to call the police if they didn’t turn the music down.
Anna invited the old lady to use her phone.
The old lady announced that she was going to call the police.
Stage 4: Follow up activity, students write their own scripts.
Students come up with their own scenarios trying to use as many of the different verb patterns as possible. Other groups have to correctly guess the verb they were trying to express.
Read the following story to students,tell them to write down any uses of too and enough that they hear.
Beach story:
The other day I went to the beach with my family. It was a scorching day, I asked my friend to come but he said it was too hot to go to the beach. We got in the car and drove to the beach. The beach was very crowded.
“Oh no! There are too many people here!” said my Mum.
“Don’t worry, there’s enough space for everyone.” said my Dad.
We unpacked the car and walked down to the beach. We put our towels down and my sister and I decided to go for a swim. We ran to the water and jumped in.
“Brrrrr!” said my sister. “It’s too cold for me!” and she ran back to my Mum and Dad. I continued swimming for a few minutes when suddenly I saw people windsurfing and there was a shop renting windsurfing boards, it looked so much fun. I ran back to my parents and asked them if I could try it.
“I’m not sure.” said my Mum. “Do you think he’s old enough?” she asked my Dad.
“I think he’s old enough, but is he strong enough? I think the sail will be too heavy for you son.”
“Please please please Dad!” I begged.
“Ok, let’s go and see how much it costs.” So we walked down to shop. It cost €20 to rent the board for the whole day.
“Buff!” said my Dad. “I think that’s too expensive, I don’t have enough money to pay that much.” So Dad negotiated and in the end we paid €15 for the day. We took the board out into the water and I tried to lift the sail but it was too heavy.
“Come on son! You’re not trying hard enough!” said my Dad. So I took the sail with both hands and made a big effort. I didn’t want my dad to think I wasn’t strong enough to lift it. The sail came out of the water and the board started moving across the water it was the most amazing feeling! We spent the whole day windsurfing, it was one of the best days of my life.
Part 3: Guided Discovery
Tell students to dictate all of the examples back to you, but them on the board and use them to do a guided discovery of the rules outlined in the handout.
Too and enough indicate degree. They are used with adjectives.
Too means more than what is needed.
Enough means sufficient.
Examples
He is too old to play football with the kids.
Dave is intelligent enough to do the right thing.
You’re not working fast enough
I don’t have enough time.
He has too many friends.
Footballers earn too much money.
Use of too and enough
1.Enough precedes adjectives and adverbs:
He isn’t old enough to watch this program.
We’re not walking quickly enough.
2.Enough may also precede nouns:
We have enough money .
I haven’t got enough money to buy this computer.
3.Too comes before adjectives and adverbs:
It’s too hot to wear that coat.
I was driving too fast.
Too may also come before nouns when it is used with the expressions too much and too many.
Too much is used before uncountable nouns.
There is too much salt in this food.
Too many is used before countable nouns
There are too many students in this classroom.
Part 4: Gap fill
Have students complete the gap-fill at the bottom of the handout.
Fill in the correct word (too or enough).
I left the coffee for a minute to cool because it was hot to drink.
He wasn’t strong to lift that heavy box.
There aren’t policemen in our town.
Do you have information to help me with this problem?
It is difficult for a little child to do.
I do not have time to prepare dinner.
I didn’t buy the car because it was expensive.
He didn’t work hard to pass the exam.
My mum can’t sleep because she drinks much coffee.
Show the pictures in the hand out and have students make as many sentences as possible using the structures. Ask some questions to prompt. Do you think there are too many tourists in the city?
