С) Make up situations using the following conversational formulas of threat or warning and act the dialogues in class.

Don't you dare! If I catch you. Do that again! You'd better not... I won't have that sort of thing again! Look sharp! Look out! I won't hear it again!...did you hear me? Mark my words! I'll give it hot to you! You'll get it hot! I won't have it. Take care (not to...). Be sure (you don't...). You've been warned.

Suggested circumstances:

\. You don't like the idea of your younger brother having mixed up with some rough boys you disapprove of.

2. Your pupil is a bully and he has just been naughty in spite of
your numerous warnings.

3. Some boys and girls badly treat a newcomer to the class and
consider him to be an absolute outsider.

4. You've found out that a pupil of yours while on vacation from
school was guilty of some misbehaviour.

5. In spite of your numerous attempts you can't impose silence at
the lesson and you catch somebody who is making much noise.

6. One of your pupils does not fulfill his allotted role of the monitor.

7. You try to put your foot down on account of your pupils' mis­
behaviour during the recess.

8. You reprimand a lazybones who is lagging behind the group in

your subject.

Grammar

Reported speech is a very rich grammar area to teach because:

1. It can involve considerable manipulation of form

2. It’s a very easy piece of grammar to locate and exploit with texts.

The activities here are divided into different kinds of drill, ways of exploiting texts and analysis.

Drill: basic substitution

At it’s most basic, you can simply read out a sentence and ask the students to rephrase it beginning with “He said…” “She said…”. For example:

· T: I don’t like it.

· Ss: He said he didn’t like it.

· T: I hate it.

· Ss: He said he hated it.

This can be made a little more interesting in the following ways:

Drill: chain reports

Version 1
The following activity is a variation of the well-known 'broken telephone'. Whisper a sentence in English to a student. That student then whispers it to another and so on until the last student has to say out loud what was said originally.

Version 2
If the above seems too easy, ask students to alternate reported speech/direct speech. If they hear it in reported speech they put it back to direct speech and vice versa. For example:

· T: I like it.

· S1: He said he liked it.

· S2: I like it.

· S3…

Drill: I didn’t get that, what did she say?

This is a quick question drill. Ask a student a question. After they answer, ask another student what was said. For example:

· T: Tomas, how did you get to class today?

· S1: I came by car.

· T: Sorry, I didn’t get that. Yvonne, what did Tomas say?

· S2: He said he had come by car.

· T: Thanks.

Drill: mingle

Prepare a series of cards/slips of paper, each with a different sentence. Here are some examples:

I’m sorry I’m late.

These canapés are delicious.

What time is it? I don’t have a watch.

Excuse me, I’m looking for my husband/wife.

Do those canapés have meat in them? I’m a vegetarian.

I have a PhD from Harvard.

Do we know each other?

Remember me? We met at last year’s party.

Create enough cards so that each student has one. You can repeat the same sentences on other cards.

Explain that you want the students to role-play the following situation. They are all at a very formal cocktail party. Everybody must circulate and talk to each other. The trick is they must say what is on their card and as little else as possible. If you have a CD player or cassette player in the classroom, you could play some quiet music in the background during the mingle.

After five minutes (or however long it takes for most students to have spoken to each other) tell everyone to sit down again. Ask people to report back on what other people told them, using reported speech.

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