Comprehensive Report: Teaching Reported Speech at Intermediate Level

This report delves into the intricacies of teaching reported speech to intermediate-level ESL learners. It begins with an introduction that highlights the challenges learners face in accurately phrasing and reporting speech, emphasizing the importance of tenses, verb forms, and question structur...Read More

Cover Page
Teaching Reported Speech at Intermediate level

Contents
Introduction....................................................................................................................................3
Analysis...........................................................................................................................................3
Grammar for written and spoken statements...............................................................................3
Elements of teaching reported speech..........................................................................................4
TESL activities.............................................................................................................................4
Reported speech for multicultural learners..................................................................................5
Problems faced during reported speech lessons.........................................................................6
Multicultural challenges...............................................................................................................6
Learning Styles............................................................................................................................7
Solutions to problems in reported speech....................................................................................8
Multicultural approaches..............................................................................................................8
Strategic skill development..........................................................................................................9
Tasks and Materials...................................................................................................................10
Production activities...................................................................................................................10
Content.......................................................................................................................................12
Conclusion....................................................................................................................................12
Bibliography.................................................................................................................................13

Introduction
One of my most interesting classroom experiences featured the use of a political role play to
explain reported speech. Political campaigns have one of the most heated debates of who said
what and when. As one presidential candidate responds to another, accusations and
counteraccusations make it difficult to grasp the essence of whose reported speech makes more
sense. As a result, I have concluded that many learners face challenges phrasing actual words
and reporting what others said. The use of tenses, verbs, question forms, and requests in reported
speech captures both direct and indirect speech. There are rules for writing reported speech and
reporting statements. Teaching learners at elementary level shapes their performance in real life
as professionals in various fields.
Analysis
Grammar for written and spoken statements
The Oxford English Dictionary defines grammar as rules used in the application of words in
different forms and sentences (Simpson & Weiner, 2010). This is a pattern of language with
specific formulations. For example, a verb supports a noun and different tenses apply to different
situations. Politicians referring to an electoral process might say, “We have had our own
problems in our long walk to freedom”. Teaching plans for elementary students capture
pronouns, features connected to speech, conversation strategies and referencing in written
discourse among others. When reporting this as speech, the author needs to pay attention to the
use of past tense and the verb formations. Penny (1991) considers teaching processess to give
examples of effective presentation and language practices. Among the activities covered in
advanced reading is criticizing reading materials which bring out complex thinking through
multistage activities. These explore language for speaking, listening and written content ( Penny,

p. 151). In intermediate level professional development looks at statements and questions in
grammar to helps learners learn to read different types of materials. Some people find it difficult
to present a speech because they miss out on practical skills for integrating the listening and
speaking skills. This is what brings contexual teaching to life (Tavil, 2010).
Elements of teaching reported speech
Activities that promote communication skills in real life should have authenticity. Grammar tips,
spelling challenges, and familiar tips are essential in writing and reading. Hornby (1976)
discussess spoken language to bring out elements of teaching reported speech. Among these is
verb pattern formation, time and tense, nouns, determiners and adjectives as well as concept
application. Among the examples given in Hornby’s case is the use of inclusive present, which
covers past activities as well as those, which are happening like reporting a public speech
(Hornby, 1976, p. 89).This also supports activities in the present perfect and inclusive past that
identifies activities that took place in certain period. Reporting on future time becomes important
when describing future intentions, likelihood, and willingness to do something. A journalist may
use this to write a moving screenplay for a documentary on the expected events for the coming
years. In order to do this he uses conditional clauses to indicate the essence of the reported
speech. Tavil, (2010, p. 766 ) explains that most people find it difficult to gain proficiency in
listening and speaking skills because of the mental tasks involved. Integrating skills in English
language sharpens communication skills to reinforce gramatical knowledge in morphology,
syntax and phonology.
TESL activities
Learning a foreign language highlights gaps in communication processes hence the need to
develop and shape confidence. Parrot (2010) presents a course book designed to assist teachers

in the development of grammar systems. Highlighting critical rules in professional development,
the book handles common issues faced in grammar. Proper grammar in reported speech is
critical in real life. Learners tackling English as a second language at intermediate level tackle
examples and exercises filled with activities and vocabulary builders. Among these are spelling,
and pronunciation, which are essential for writing and speaking English. Journalists, personal
assistants, leaders and their assistants need lessons in written skills for competency in reported
speech (Carbone, 2017). Writing spoken word accurately is necessary because it supports
language application in different contexts. Past tense, ordering words, noun placement, and
pronoun use are some of the critical uses of language-teaching skills. Using different materials as
resources, teachers support learners at intermediate level to understand the use of English in
conversations, comprehension, listening, and speaking activities. Reported speech in
intermediate level include change of sentences from direct spoken words of what has occurred.
As a result, it calls for changes in verb tense, which should happen without creating change in
meaning (Pesce, 2018).
Reported speech for multicultural learners
Brainstorming on reported speech activities such as direct statements, reported snippets, stories,
and people’s experiences brings out daily communication in personal and professional life.
Nunan (1991, p. 36) invetigates listening and comprehension to bring out the interpersonal
function of language in interpersonal and official use. Interactive question exercises are essential
in functional language. In a multicultural environment, reported speech highlights the connection
between direct speech and reported statements. Cultural differences affect comprehension and
the process of developing writing skills includes mastering language styles and strategies.
Pedagogical materials such as pictures are useful for complementing learning techniques such as

illustrations. Pictures connect with stories to help leaners grasp the essence of speech statements
and questions. Burrows (2014) mentions the importance of talk and grammar noting that learning
supports progression in skills. Using accurate clauses requires appropriate punctuations and
spelling. When preparing a lesson plan, teachers take note of the grammar notes for speech
statements that are accurate and correct.
Problems faced during reported speech lessons
Learners trying to understand how to report information face numerous challenges. Intermediate
level activities incorporate real life communication examples in order to place an emphasis on a
variety of language skills (Tavil, 2010).
Multicultural challenges
My experience as a multiracial student brings out some of the challenges faced by learners from
different cultural backgrounds. The development of listening and speaking skills comes with
pronunciation difficulties. Integrated learning uses different tasks in order to reinforce response
from individual learners. The participation of students reveals their response to skill development
for the identification of gaps in learning. Classroom motivation includes mental tasks such as
speaking to encourage learners to use the right grammatical markers. Speaking practice and
student centered learning is part of reported speech and it capitalizes on listening and speaking
skills within a wide range of contexts.
Teaching English to second language learners calls for a plan that allows learners to integrate
different skills. Communicating inside and outside the classroom is essential. Reported speech
brings to reality the importance of sharing information. Reported statements such as “She knew
that Democrats would not make it, so she asked them to join her” needs accurate phrasing

because it could be misunderstood. Some might view it as a suggestion while it might also imply
an assurance. Teaching incorporates subordinate, adverbial clauses and conjunctions to express a
cause, reason and results (Hornby, 1976, p. 221). When making comparisons against two objects,
learners may also face challenges when referring to another person’s preference. Stating the
importance of a message from a corporate function means proper use of phrases. For example,
“the manager stated that he was ready to do the work by himself,” sounds different from “the
manager said he was ready to do the work”. The latter could refer to a new recruit receiving
support from the manager in readiness for work. Another challenge that I encountered is the use
of conditional clauses and suppositions to make reported speech. Negative conditions may have a
more emphatic mode. At one point, some of my colleagues found it difficult to report direct
speech statements like “If I were a bird, I could fly”.
Learning Styles
When developing awareness or expertise for professional practice, teaching English brings about
a wide range of contexts. Coaching may not always support teaching practice for language and
learning contexts (Penny, 1991). Different abilities have diverse mechanisms of adapting to
teaching. Motivation, learning styles and applying knowledge are critical factors to consider
when shaping student’s level of understanding. It takes place through effective preparation
processes. Teachers plan lessons that engage learners by choosing methodologies as well as
materials depending on the underlying theories and principle. The process starts with evaluating,
selecting and effectively using resources as well as materials necessary for teaching. The
development criteria supports a selection criterion that creates resources for different learning
contexts. Although learning styles may be credible, differences in learning skills and mental
ability to develop ideas, vocabularies and thoughts are not the same (Burrows, 2014). Evaluating

success and effectiveness of materials starts with a clear process of managing and supporting
constructive learning. One day my colleagues opted for a group discussion on the best learning
techniques. It was amazing to note that students learning English as a second language faced the
same challenges and teachers applied techniques that supported such weaknesses.
Although this is viable, the syllabus often dictates the type of course material used. This poses
challenges of having a supportive atmosphere of learning. The cost of incorporating various
teaching plus learning techniques may be higher. Designing an appropriate plan with the learners
needs may not always match with the stated context. This gives the learner a chance to
reciprocate through appropriate feedback given in the right contexts. Thornbury points out that
grammar comrises of texts, sentences, sounds of speech, written words, and rules (1999, p. 14).
Therefore, there are challenges in evaluation of lessons and preparation for teaching using
different strategies. Learners strive to provide a supportive and constructive feedback in order to
respond to the teachers effectively. Intermediate level students are in the process of developing
their professionalism. Communication skills support opportunities for professional development.
However, shaping quality techniques is a tedious process that observes and evaluates lessons
from different lessons. Such learning strategies may not always auger well with each teacher’s
lessons. There are further challenges in teaching and learning strategies. Teachers need
supportive and constructive responses or feedback to grow with the learners.
Solutions to problems in reported speech
Professionalism in reported speech presents opportunities for groups and individuals. Individual
learners from culturally diverse settings have strengths and weaknesses.

Multicultural approaches
Having an LSA plan the supports each leaner’s needs is essential. Students have an opportunity
to share mixed experiences and ideas. Nunan (1991, p. 228) looks at a critical analysis of
language teaching methods to point out the psychological, humanistic and second language
acquisition traditions. Audio lingualism in foreign language teaching has proven success because
of the cognitive experiences that it has. Learning through reinforcement is one way to tackle
listening and speaking challenges. Reported speech lessons include theoretical perspectives of
language acquisition. Consequently, teaching theories that influencing successful teaching
influence the success of each approach. The adoption of different teaching approaches comes
with methodologies such as current developments and teaching methods that enhance
pronunciation and language use (Kumaravadivelu, 2006). Language skills acquired through an
assessment of learners problems supports the development of critical language skills and
subskills.
Strategic skill development
Some of the critical strategies required by learners include teaching methodology with choices
for language skills. Language, learner, and learning centered methods have in mind learning
factors and processes, which factor in the knowledge of resources and materials available. The
practical use of resources caters for a diverse range of teaching methods within these contexts.
Kumaravadivelu (2006, p. 4) looks at language systems with an understanding of syntax and
phonological levels which are critical in reported speech. From this perspective, it is possbile to
male key assessments of what to use in speech and writing in accordance to principles such as
validity and reliability for classroom based assessments. The application of assessment principles
includes experimental methods for new and established learners. Different teaching methods

prove their effectiveness within different learning environments (Cook, 2008). Although there
are common assumptions on teaching methods, SLA principles and parameters in grammar are
critical. Strategic use of vocabulary in teaching helps the learner to acquire deeper understanding
of reported speech because of the word frequency. Language systems tackle learner’s linguistics
problems such as meaning, form or presentation and pronunciation or use. Teaching
methodologies should thus focus on adding value to these.
Tasks and Materials
Content development and management strategies reinforce classroom and out of class
experiences. From my teaching practice, leaners in a culturally diverse setting successful
candidate must demonstrate their ability to use language with precision. Accurate use in reported
speech includes its appropriate use in a learning context. This depends on the development of
subskills such as fluency. For this to succeed, my classroom had in place visual and audio
learning techniques. These support spoken and written skills (Givon, 1993). In order to support
the development of grammar and comunication structure and function, cross language strategies
become necessary. This supports diversity in the classroom, individual styles and theme
variations for creative lessons.
Penny (1991, p. 50) identifies elements of pronunciation if foreign accents. Recommending the
use of audio recordings, this example supports proficiency in reading for reported speech. It
comes in handy during interviews, recordings and phrase development. When reporting on
recordings, listening skills are critical in identiying errors for improved pronunciations. This
activity is critical because it supports the learners ability to overcome mother tongue factors.
Some English words may be non existant in a culture or it may sound as a mistake in another.
Learners in intermediate level listen keenly for stressed intonations ad corresponding speech.

Production activities
The effectiveness and suitability of each activities depends on the learner’s response. The
deductive approach highlights rules and approaches for effective translation and indirect
reporting (Thornbury, 1999, p. 29). Unlike the inductive approach, which depends on rules, it
helps new language learners to make inferences of grammar and translation rules for easier
comprehension. Grammar presentations followed with explanations connect the teacher with the
leaner through practice examples. Intermediate level learners are intelligent enough to recognize
processes and they understand classroom learning. In case of rules, rules presents categories and
subcategories of the right sentence structures, clauses and phrases. Teaching parts of a
sentencing process incorporates subjects, verbs, objects and adverbs. During the reported speech
process, I had a chance to listen to my colleagues making mistakes through ordering of
sentences, classifying, and reordering as well as sentence structures. Teaching foreign language
operates on the principle of stimulus-response psychology. The target language supports
community language learning processes, which support both group and individual skill
development (Nunan, 1991, p. 17). By encouraging the use of second language instead of first
language within the learning environment, teachers support the learner’s confidence. The process
of making language professionals requires techniques for the classroom situation.
SLA variations across different countries place an emphasis on shaping teaching goals based on
syllabus expectations (Cook, 2008). General models of teaching and learning in intermediate
level includes the socio-economic approach, universal language, processing models and
interaction approach, which is ideal for reported speech. Learners acquire knowledge through an
interaction approach that may involve feedback, repetition and metalinguistic approaches. When
students speak in different styles, language-teaching styles should adopt real life examples with

clear sentence structures to guide the grammar for reconstructive communication. Effective
teaching methods in this case would include role-plays, and presentations to allow students learn
ways of using direct and indirect speech.
Content
Diverse students engage their personal motivations and learning needs. There are tasks for
grammar structures and those designed for bringing language to the learner’s attention
(Thornbury, 2005). Teachers present ideas in a manner that allows students to modify tasks.
Activities comprise of concepts that highlight the learner’s ability to participate and pay attention
to tenses and vocabulary development in reported speech. In this case, content development in
grammar differentiates different levels of competencies. Learners approach this process with an
understanding of the core concepts of language such as verb formation. Teachers feel confident
that the student’s abilities have a sense of direction for achieving learning needs (Hewings &
Hall, 2001).
Conclusion
Teaching English as a Second Language for learners has given me a different perspective of
language levels. From these learning experiences, the intermediate level is the most critical
because it bridges the gap between professional development and academic learning. I have
gained deeper insights on effective grammar use in English. Of particular interest is reported
speech because of its complexities in real life usage. I have concluded that anyone who wants to
become a good communicator in any profession must have a grasp on key language tactics. I
acknowledge students who are quick to understand the language structure and grammatical rules
because these form the backbone of successful spoken and written language.

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