THE FOX SAID, “I’M GOING TO EAT YOU.” THE RABBIT SAID, “YOU HAVE TO...

7. The fox said, “I’m going to eat you.” The rabbit said, “You have to catch me first!”

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EXERCISE 24, p. 421. Quoted speech. (Chart 14 - 8)ANSWERS:“Both of your parents are deaf, aren’t they?” I asked Roberto.“Yes, they are,”he replied.“I’m looking for someone who knows sign language,”I said. “Do you know signlanguage?” I asked.He said, “Of course I do. I’ve been using sign language with my parents since I was ababy. It’s a beautiful and expressive language. I often prefer it to spoken language.”“A deaf student is going to visit our class next Monday. Could you interpret for her?”I asked.“I’d be delighted to,”he answered. “I’m looking forward to meeting her. Can you tellme why she is coming?”“She’s interested in seeing what we do in our English classes,”I said.

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EXERCISE 25, p. 422. Quoted speech. (Chart 14 - 8)You should read all the cues to the students. However, between parentheses in item 1 areinstructions to the teacher; only the examples or similar sentences should be spoken to thestudents.After the students have written the quotations on their own paper, ask some of them towrite the quotations on the chalkboard for all to see and discuss.

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EXERCISE 26, p. 422. Quoted speech. (Chart 14 - 8)The purpose of this writing exercise is to practice using quoted material.CHART 14-9: QUOTED SPEECH VS. REPORTED SPEECH• The purposes of this chart are to introduce the concept of “reported speech” and to defineterminology.• Point out that “I” in quoted speech in (a) becomes “she” in (c) because the “I” in thequotation refers to Ann, the original speaker. You could illustrate this by using names of studentsand having them read short sentences from the board for other students to report.Example:

SENTENCE ON BOARD

: I’m sleepy.

SPEAKER A

: I’m sleepy.

SPEAKER B

: Natasha said that shewas sleepy.

SPEAKER C

: I’m sleepy.

SPEAKER B

: Po said that hewas sleepy.Etc.

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EXERCISE 27, p. 423. Reported speech: pronoun usage. (Chart 14 - 9)ANSWERS: 2. she . . . her 3. they . . . their 4. he . . . me 5. he . . . me . . . my. . . he . . . his . . . hisCHART 14-10: VERB FORMS IN REPORTED SPEECH• Students will not control these patterns immediately, but the following exercises give lots ofopportunity for practice.• Some students might benefit from a quick reminder of names and meanings of the verb formsin Chapters 1, 2, 3, 4, and 7. Perhaps focus on the fact that auxiliaries carry most of theinformation about tense and number.Following are the sequences of verb forms in the examples in the text:simple present → simple pastpresent progressive → past progressivepresent perfect → past perfectsimple past → past perfectam, is, are going to → was, were going towill → wouldcan → couldOther changes not introduced in this text (but covered in Understanding and Using EnglishGrammar,Third Edition,Chart 12-7):may→might; have to→had to; must(meaning “necessity”)→had to; should→should(no change);ought to→ought to(no change).• In actual usage, there is no consistent rule for changing verb forms in noun clauses. The chartprovides guidelines, but that’s all they are.• After discussing the verb changes shown in the chart, use a different verb and ask the class tochange it appropriately. For example, conduct an oral exercise using the verb watch:

TEACHER

: I watch TV a lot.

STUDENT

:You said you watched TV a lot.

TEACHER

: I am not watching TV right now.

STUDENT

:You said you weren’t watching TV right now.

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EXERCISE 28, p. 424. Reported speech: formal verb forms. (Chart 14 -10)