Unit 10

WORKSHEET – UNIT 10


Task 1 – Identify the following conditionals, and for each one:

i) indicate whether it is a zero, first, second, third or mixed conditional
ii) state its usage
iii) give TWO activate stage teaching ideas, and
iv) give examples of sentences you would expect students to produce in your activate stage teaching ideas

a) If it rains tomorrow, I’ll buy an umbrella.

i) First

ii) A real situation in the future which is possible, probably or certain once the condition has been satisfied.

iii) Activate stage teaching ideas:
- Mix & match cards – produce premade cards to the students, each with a condition and a consequence and ask them to match them to each other.
- Role-play activity in which students progressively answer a request, i.e. 'I'll give you one dollar, if you give me two'; 'i'll give you two dollars, if you give me three'.

iv) Example sentences:
- If there is no bread, I'll buy some more
- If Jane has class tomorrow, I'll borrow her car

b) If I had studied harder, I would have passed the test

i) Third

ii) A hypothetical past result of a hypothetical action which never happened

iii) Activate Stage Teaching Ideas:
- Students join groups share their regrets on what they would have done differently if they had the chance then they swap their regrets with another group who reads them out loud.
- Students act out a role-play where one will come up with a negative situation for their partner then their partner needs to reverse the situation by laying the blame back on them.

iv) Example sentences:
- If I had saved my money, I could have bought a car
- If John had called the police, the perpetrator may have been caught.

c) If I had studied medicine, I would be a doctor.

i) Mixed

ii) A hypothetical past action resulting in a present outcome

iii)
- Students pretend to be in a bad situation (i.e. jail or a deserted island) and say what they could have done differently not to be in that situation or to make the situation more bearable.
- Students are randomly assigned an occupation and they are to say what their outcome would be if they had become that occupation.

iv)
- If I had brought water, I wouldn't be so thirsty
- If I had been an engineer, I would be wealthy

d) If I inherited a million dollars, I would buy a new house.

i) Second

ii) Creates a present or future 'unreal' or highly unlikely situation

iii)
' Complete the conditional', give students half of a conditional statement and ask them to complete the rest with their own ideas
Chain conditional – Students must continually come up with an unreal or unlikely situation by taking it in turn and continuing from the last one.

iv)
If I owned a spaceship, I would fly into space
If I flew into space, I would float around


e) If water freezes, it turns to ice.

i) Zero

ii) Refers to an irrefutable action

iii)
- 'What would happen if.... ?', Students debate conditional sentences and come up with conclusions such as: Q. What happens if you don't brush your teeth? A. If you don't brush your teeth, they become yellow.
- 'Split sentences', One student gives another the condition and the other student has to answer it correctly.

iv)
When you drop an egg, it breaks
If you don't get petrol, you will run out of fuel

Task 2 – Complete the table below with the appropriate tense changes for reported speech, when the reporting verb is in the past:

Direct speech
To
Reported speech
Present simple

Past simple
Present continuous

Past continuous
Present perfect

Past perfect
Present perfect continuous

Past perfect continuous
Past simple

Past perfect
Past continuous

Past perfect continuous
Will

Would
Past perfect

Past perfect
Past perfect continuous

Past perfect continuous


Task 3 – Use the table you completed in task 2 to change the verb tense, and re-write these sentences in reported speech:

Example:

John said “I’m going out for a few minutes”
↓
John said he was going out for a few minutes.

a) Paul said “I go swimming on Tuesdays”.
↓
Paul said he went swimming on Tuesday

b) Jamie said “John has never been to London”.
↓
Jamie said that John had never been to London

c) “Do you want fish or chicken?” she asked.
↓
She asked if you wanted fish or chicken

d) “How are you?” she asked.
↓
She asked how I was

e) Keith said “I went fishing before lunch”.
↓
Keith said that he had fished before lunch

f) Fred said “I will be arriving after dinner”.
↓
Fred said that he is going to be arriving after dinner






Task 4 – Report these spoken remarks to a friend, making the necessary changes. The first one has been done for you:

1) “I love it!”
She… She said that she loved it.

2) “I am leaving in half an hour.”
He… He said he's leaving in half an hour

3) “The rain has stopped.”
You… You said the rain had stopped

4) “I’ve been playing it for 2 hours!”
He… He had been playing it for 2 hours!

5) “I had breakfast earlier”.
She… She had breakfast earlier


6) “Were you living in London in ’96?”
She… She had been living in London in 96

7) “I have bought 3 pizzas”.
He… He had bought 3 pizzas

8) “I’d been waiting for 30 minutes”.
You… You said you had been waiting for 30 minutes

9) “We’ll be in Bangkok in July”.
They… They are going to be in Bangkok in July


10) “Will you be coming back?”
She… She asked if I am going to come back


Task 5 – In part a) below, today changes to that day in reported speech. What would the following time expressions change to in reported speech? Write a sentence in direct speech followed by one in reported speech to illustrate each change. The first one has been done for you as an example.


a) today – that day

Direct speech – He said “I feel great today!”

Reported speech – He said that he felt great that day.





b) tomorrow – the next day

Direct speech – He said “I am working tomorrow”

Reported speech – He said that he was working the next day


c) yesterday – the day before

Direct speech – She said “Yesterday was great!”

Reported speech – She said she had a great time the day before

d) next week – the week after

Direct speech – Jane said 'I'm going away next week”

Reported speech – Jane said that she was going away the week after


e) last week – the week before

Direct speech – They said “we did a lot of practice last week”

Reported speech – They said that they had done a lot of practice the week before

f) this week – That week

Direct speech – Janet said “I have been very busy this week”

Reported speech – Janet said that she had been busy for that week


Task 6 – Give 3 activate stage teaching ideas for reported speech, giving examples of sentences you would expect your students to produce during each activity.


1 – A class or group exercise which involves three people, two of whom are pretending to be on the phone and a third person trying to get information from their conversation.

Example Sentences:
Jake said that he will come to the party!
Janet asked if you would like to come away the week after


2 – Ask students to group up and conduct interviews on each other to find out information such as where are they from, what they enjoy doing etc and then report them to the class. We think that this would be an excellent activity in one of the early classes so students can get to know each other (provided they are already at a sufficient level)

Example Sentences:
Jacob said that he works at a supermarket
Janet said that she lives near the central business district

3 – Request for the students to join groups then create a story using a couple of paragraphs of direct speech and hand out a copy to each group. The group is required to convert it to reported speech, followed by selecting a person from their group to read it out to the class.

Example Sentences:
Josh said he caught the train into town
Josh said that the movie he saw in town was so good he might see it the next day too