A practical teacher’s guide
Introduction
If you’ve been teaching English for a while, you already know how students react the first time you mention “reported speech.” Some freeze up because of all the grammar shifts. Others find it boring because, well, it’s not as immediately exciting as learning phrasal verbs, idioms, or slang. And then there’s the confusion—so many rules about tenses, pronouns, and time expressions that even strong students mix them up.
But here’s the good news: teaching reported speech doesn’t have to feel like pulling teeth. In fact, it can become one of the most interactive and creative lessons you deliver in your classroom. Done right, it gives students the chance to practice grammar, listening, speaking, and writing all at once.
The key is creativity. If all we do is hand out a worksheet that says “Turn this sentence into reported speech,” students will quickly tune out. But if we turn reported speech into storytelling, roleplay, games, or even a bit of gossip, it suddenly becomes engaging, memorable, and even fun.
In this guide, we’ll explore creative, classroom-tested strategies you can use to teach reported speech at different levels. Think of it as a teacher’s toolbox: stories, activities, drama, games, and writing tasks you can adapt to your students. Whether you teach teens, adults, or mixed-ability groups, you’ll find something here to help make reported speech stick.
By the end, you’ll see reported speech not just as a grammar point to “cover,” but as a springboard for real communication in your classroom.
Laying the Groundwork
Before we dive into the creative activities, let’s be honest: reported speech does have rules, and students need to understand them. If we skip this foundation, the activities won’t make sense. But the trick is to explain it simply, visually, and in small chunks—not through long, boring grammar lectures.
1. Explaining the Concept in Simple Terms
The first thing students need to grasp is the basic idea:
- Direct speech = the exact words someone says. She said, “I’m tired.”
- Reported speech = telling someone what another person said, usually with changes in pronouns, time, or tense. She said (that) she was tired.
Instead of jumping into tense backshifts right away, I often tell students:
👉 “When we report speech, we don’t use the exact words. We ‘translate’ them into normal sentences.”
This small reframing helps them see it less as “scary grammar” and more as a communication tool.
2. Use Visual Aids and Timelines
Students struggle with tense changes because they can’t visualize them. That’s why timelines are so powerful. On the board, draw two stick figures:
- One is the original speaker (yesterday).
- The other is the reporter (today).
Example:
- Yesterday: He said, “I’m hungry.”
- Today: He said he was hungry.
Draw a simple arrow showing the time shift. Suddenly, the grammar feels logical, not random.
3. The Core Rules (Keep Them Bite-Sized)
Instead of dumping all the rules at once, I introduce them in layers.
First Layer (essential):
- Pronouns change: “I” → “he/she”
- Tenses shift back one step: “am” → “was”
- Time expressions change: “today” → “that day”
Second Layer (later on):
- Questions: She asked if… / He wanted to know what…
- Commands: She told me to…
If you’re teaching intermediate students, stick with the first layer until they’re confident. Save the second layer for upper levels.
4. Anchor Activities to Introduce the Topic
Instead of grammar drills on Day 1, here are a few creative entry points:
- Classroom Whispers: Whisper a short sentence to a student (e.g., “I like pizza”). That student tells the next person what you said, and it continues around the room. The last student reports it aloud. Then highlight how the wording changed.
- Teacher Confessions: Write three things about yourself on the board in direct speech (e.g., “I hate Mondays,” “I didn’t drink coffee today,” “I love dogs”). Have students report them to a partner (“He said he hated Mondays”).
- Cartoon Speech Bubbles: Show a cartoon strip with characters speaking in bubbles. Students turn them into reported speech in pairs.
These simple, low-pressure activities warm students up and give you a chance to check what they already know before moving into heavier grammar explanations.
Part 2: Storytelling Approaches
One of the most natural ways humans use reported speech is when we tell stories. Think about it: we rarely quote people word-for-word in real life. Instead, we say things like:
- “She told me she was late.”
- “He said he’d call tomorrow.”
- “They asked if I wanted to join.”
This is exactly how reported speech functions in real life — as a storytelling tool. That’s why using stories in class makes reported speech both meaningful and fun.
Here are several ways to build storytelling into your lessons.
1. Personal Storytelling
Start small and personal. Students love to talk about their own lives, and reported speech gives them a structured way to do it.
How to do it:
- Ask students to think of a short conversation they had recently (with a friend, parent, or colleague).
- In pairs, they tell their partner the story using direct speech. “My mom said, ‘Don’t forget your homework.’ I replied, ‘I already did it.’”
- Then, the partner retells the story to another student using reported speech. She said her mom told her not to forget her homework, and she replied that she had already done it.
Why it works: Students are personally invested because the content is real. Even shy learners usually warm up because they’re sharing something authentic.
2. “Pass the Story” Activity
This one works brilliantly for group energy and creativity.
How it works:
- Start a story with a direct sentence: “Tom said, ‘I can’t find my phone.’”
- The first student has to continue the story using reported speech: “The teacher said Tom had lost his phone.”
- The next student adds another line, building on what was said.
- Continue around the class until you have a funny, creative chain of events.
Pro tip: Encourage silliness! The more imaginative the story gets, the more engaged students are.
3. Retelling News Stories
Reported speech is a natural fit for news, because journalists are constantly reporting what people said.
Option A – Teacher Provides News
- Bring a short, simple news article (with quotes). Example: Direct: “The mayor said, ‘We will build a new park.’”
- Students rewrite it in reported speech: Reported: The mayor said they would build a new park.
Option B – Student-Led News
- Ask students to find a short news clip or article in English.
- In groups, they summarize it to the class using reported speech.
This activity also builds research skills and exposes students to authentic language.
4. “Gossip Time”
Let’s be real: students love gossip, and this activity plays on that in a lighthearted, classroom-friendly way.
How it works:
- Hand out slips of paper with short direct speech sentences (fun but safe ones). For example:
- “I’m going to the concert tonight.”
- “I think my teacher is funny.”
- “I don’t like broccoli.”
- Students walk around the room sharing their slips in direct speech.
- Each time they hear a sentence, they must report it to another student.
- “She said she was going to the concert tonight.”
- “He said he didn’t like broccoli.”
By the end, the class is buzzing with reported speech — and having fun doing it.
5. Pair and Share Dialogues
Dialogues are everywhere in textbooks, but they’re usually left in direct speech. Why not flip them?
How to do it:
- Give students a short dialogue: Anna: “Are you coming to the party?”
Ben: “Yes, I’ll bring snacks.” - Students then report it to a partner:
Anna asked Ben if he was coming to the party. Ben said he would bring snacks.
Extension: Students write their own mini-dialogues in pairs, then swap with another pair to practice reporting.
6. Role-Play Interviews (Storytelling with a Twist)
Another powerful storytelling method is roleplay. You can set up mock interviews where one student is a famous person (real or fictional), and the other is a reporter.
Example scenario:
- Student A (celebrity): “I just released a new album.”
- Student B (reporter): later reports to the class: She said she had just released a new album.
This works especially well with teens because they love pretending to be celebrities, athletes, or influencers.
7. Story Cubes for Reported Speech
If you have story dice (those cubes with pictures), this is gold. If not, you can make your own picture cards.
How it works:
- Students roll a set of cubes (pictures: a plane, a dog, a house, etc.).
- They create a story with direct speech: “The dog said, ‘I want to fly that plane.’ The boy said, ‘You can’t do that!’”
- Another student retells the story in reported speech: The dog said he wanted to fly the plane. The boy said he couldn’t.
This turns grammar into a creative storytelling challenge.
Why Storytelling Works So Well
- It’s natural: Reported speech exists to tell stories about what others said.
- It’s memorable: Funny or dramatic stories stick in students’ minds.
- It integrates skills: Listening, speaking, writing, and grammar all come together.
- It lowers barriers: Students forget they’re practicing grammar and focus on communicating.
Part 3: Drama and Role-Play
Drama transforms the classroom into a stage where students are not just learning grammar but living it. Reported speech fits drama beautifully because actors (students) perform conversations, while others (observers, reporters, narrators) retell what happened.
When students step into roles, they forget about grammar drills and instead use reported speech naturally to reconstruct dialogue, describe events, and share experiences.
Below are practical, creative ways to integrate drama and role-play for teaching reported speech.
1. Dialogue into Report
This is the simplest form of drama-based practice.
How it works:
- Divide the class into pairs.
- Give each pair a short role-play script (from a book, a TV show, or one you create). Example: Teacher: “Why are you late?”
Student: “The bus broke down.” - Students act it out in front of the class.
- A third student (the narrator) then reports it:
The teacher asked why the student was late, and the student said the bus had broken down.
Why it works: Everyone gets involved — actors practice speaking; narrators practice reporting.
2. Hot-Seating with Reported Speech
Hot-seating is a drama technique where one student sits in the “hot seat” as a character (a historical figure, celebrity, or even a fictional character).
Steps:
- Choose a hot-seater (e.g., Cleopatra, Cristiano Ronaldo, Harry Potter).
- Other students ask questions directly:
- “Why did you become famous?”
- “What’s your biggest dream?”
- The hot-seater answers in direct speech.
- A group of “reporters” then retell the answers to the class:
She said she had become famous because of her talent. She said her biggest dream was to inspire people.
This makes reported speech interactive, fun, and spontaneous.
3. Courtroom Role-Play
A mock trial is an amazing way to practice reported speech because witnesses and lawyers must retell what others said.
Setup:
- Assign roles: judge, lawyers, witnesses, defendant.
- Scenario: Someone broke the classroom rules.
- Witnesses give statements in direct speech:
- “I saw him running in the hall.”
- Lawyers retell in reported speech:
- The witness said he had seen him running in the hall.
This activity combines logic, drama, and grammar — perfect for higher-level learners.
4. Newsroom Simulation
Turn your class into a TV newsroom!
Roles:
- Anchors, field reporters, interviewees, audience.
Example flow:
- The anchor introduces a story.
- The field reporter interviews someone (direct speech).
- Later, the anchor reports the story to the viewers using reported speech.
Anchor: Our reporter said the residents were upset because the park had closed.
This activity mirrors real-world English and trains students to shift naturally between direct and reported speech.
5. Improvisation Games
Improvisation pushes creativity and keeps students on their toes.
Activity: “At the Scene”
- Two students improvise a short scene (a taxi driver and a passenger, a customer and a waiter, etc.).
- After they finish, another student reports to the class what happened.
The passenger asked the taxi driver to take him to the station. The driver said the traffic was too heavy.
This is spontaneous, fun, and reinforces listening skills as well.
6. Drama Chains
In this variation, drama becomes a memory and grammar challenge.
Steps:
- Student A says something in direct speech:
- “I lost my wallet.”
- Student B repeats it in reported speech and adds a new line in direct speech:
- He said he had lost his wallet. I found some money.
- Student C continues:
- She said she had found some money. I spent it all.
And so on, until you have a hilarious, unexpected story built entirely on reported speech.
7. Role-Play Interviews
Take the idea of interviews further. Instead of scripted Q&A, make it more dynamic.
Scenarios:
- Interviewing a new student at school.
- Talking to a famous footballer.
- Questioning a witness at a crime scene.
Example:
- Student A (interviewer): “What do you usually eat for breakfast?”
- Student B (celebrity): “I eat pancakes every day.”
- Reported by Student C: He said he ate pancakes every day.
The best part: students start to internalize tense shifts without noticing.
8. Drama + Technology
Combine role-play with digital recording tools.
Option A – Record & Report
- Students record short dialogues on their phones in pairs.
- Later, another group listens and reports what they heard.
Option B – Video Skits
- Groups create short skits in direct speech (recorded on video).
- Another group watches and retells the story in reported speech.
This blends creativity, technology, and grammar practice seamlessly.
Why Drama and Role-Play are Effective for Reported Speech
- Authentic use: Students use reported speech naturally, not as an isolated drill.
- Emotional engagement: Acting and role-play make lessons fun and memorable.
- Multiple perspectives: Some speak in direct speech, others report — everyone practices.
- Confidence boost: Even shy learners can shine when given a character to hide behind.
Part 4: Games and Interactive Activities
While drama and role-play bring reported speech to life, games give it energy. They add structure, fun, and motivation, turning grammar practice into something students actually look forward to.
Games work across all ages and levels. For younger learners, they add excitement; for older learners, they provide a welcome break from traditional drills. And for all learners, games encourage repeated practice — the secret to mastering reported speech.
Below are 10 powerful classroom games you can use right away.
1. Reported Speech Telephone (a twist on Chinese Whispers)
Setup:
- Students sit in a line or circle.
- The first student receives a sentence in direct speech from the teacher: “I forgot to do my homework.”
- They whisper it to the next student, who must pass it on in reported speech: She said she had forgotten to do her homework.
- The chain continues until the last student, who says it aloud.
Why it works:
- It mixes listening, speaking, and memory.
- It often ends hilariously, which makes the grammar stick.
2. Reported Speech Bingo
Steps:
- Create Bingo cards with reported speech sentences (e.g., He said he was tired. She told me she had a cat.).
- Read out the direct speech versions:
- “I’m tired.”
- “I have a cat.”
- Students cross off the matching reported version if it’s on their card.
Why it works:
- Students sharpen their recognition skills.
- Adds competitive excitement to grammar review.
3. Interview & Report Game
How it works:
- Students walk around the classroom “interviewing” their peers with simple questions (direct speech).
- Example: “What did you do last weekend?”
- After 5–10 minutes, they must report their findings:
- Maria said she had gone to the beach. Ahmed said he had played football.
Variation: Turn it into a speed-dating style activity — students rotate every 2 minutes.
4. Memory Challenge: Who Said What?
Setup:
- At the start of class, ask several students random questions.
- “What’s your favorite food?”
- “What did you do yesterday?”
- Later in the lesson, quiz the class:
- What did Ali say?
- What did Sarah tell us about her favorite food?
Why it works:
- It’s personal (students love hearing their own answers repeated).
- It practices both reporting and remembering.
5. Board Game: Reported Speech Race
Create a simple board game with spaces like:
- “Report what your teacher said last lesson.”
- “Turn this into reported speech: ‘I will help you tomorrow.’”
- “Ask a classmate a question and report their answer.”
Steps:
- Students roll dice and move their pieces.
- Each square requires them to practice reported speech.
- First to the finish wins!
👉 You can make this quickly on paper, or use free online tools like Flippity or Wordwall.
6. Reported Speech Quiz Show
Turn grammar review into a TV-style quiz game.
Format:
- Divide the class into two teams.
- Teacher reads direct speech sentences.
- Teams must buzz in and give the correct reported version.
Example:
- Teacher: “I’ll call you tomorrow.”
- Team: He said he would call me the next day.
Why it works:
- Fast-paced, competitive, and keeps everyone alert.
7. Two Truths and a Lie (Reported Version)
Classic icebreaker — with a grammar twist!
Steps:
- Each student writes 2 true sentences and 1 false one in direct speech. Example:
- “I ate pizza last night.”
- “I met Cristiano Ronaldo.”
- “I can play the guitar.”
- Their partner reports all three:
- She said she had eaten pizza last night.
- She said she had met Cristiano Ronaldo.
- She said she could play the guitar.
- The partner guesses which one is the lie.
Why it works:
- Adds creativity and curiosity.
- Practices tense changes naturally.
8. Digital Game: Kahoot or Quizizz
If you have access to technology, these platforms are perfect.
- Create quizzes with direct speech sentences.
- Students must choose the correct reported speech version.
Example:
Direct: “I am reading a book.”
Options:
A) He said he was reading a book. ✅
B) He said he is reading a book.
C) He said he had read a book.
Why it works:
- Gamified learning with instant feedback.
- Works well in both online and offline classrooms.
9. Reported Speech Detective
Turn the class into a mystery-solving game.
Scenario:
- A “crime” has been committed (someone stole the teacher’s pen!).
- Students act as witnesses, giving statements in direct speech.
- Detectives (other students) must collect statements and report them.
Example:
- Witness: “I saw Ali near the teacher’s desk.”
- Detective: She said she had seen Ali near the teacher’s desk.
Why it works:
- Turns grammar into an investigative, problem-solving task.
10. Pass the Ball
How it works:
- Students sit in a circle with a soft ball.
- Teacher says a direct speech sentence: “I’m going shopping.”
- The ball is passed to a student who must give the reported speech version: She said she was going shopping.
- If correct, they throw the ball to someone else.
Why it works:
- Simple, physical, and keeps everyone engaged.
Why Games Work So Well for Reported Speech
- Repetition without boredom: Students practice the structure again and again without realizing.
- Low-pressure environment: Mistakes feel less serious in a game.
- Competition + fun = motivation.
- Peer learning: Students listen to each other’s answers and correct themselves.
Part 5: Storytelling and Real-Life Contexts
If you think about it, reported speech is essentially storytelling: we retell what others said, what happened, and what we experienced. That’s why teaching reported speech through stories and real-life contexts feels natural and purposeful. Instead of abstract drills, students see reported speech as a living tool for communication.
Here are practical, detailed strategies you can use.
1. Retelling Personal Stories
Students love to share about themselves — and reported speech gives them a chance to do it in pairs, then hear their story reflected back.
How to do it:
- Ask students to write or share a short personal story in pairs.
Example: “Yesterday I went shopping. I saw my friend. She told me about a new café.” - Their partner later reports the story to the class:
She said she had gone shopping the day before. She said she had seen her friend, who had told her about a new café.
Why it works:
- It’s authentic — students’ real lives are the material.
- It builds active listening and attention to detail.
2. Chain Storytelling
A collaborative storytelling game where reported speech builds the narrative.
Steps:
- Student A begins: “Yesterday I met my cousin. He said he was moving abroad.”
- Student B continues: She said she had met her cousin, who said he was moving abroad. Then I met my aunt. She told me she was very sad.
- Student C adds on, and so on.
By the end, you have a hilarious, co-created story full of reported speech.
3. News Report Activity
Nothing is more natural than reporting news — it’s exactly what journalists do!
Option A: Teacher-led News
- Teacher reads short “news flashes” in direct speech:
- “The mayor said: ‘We will open a new park next year.’”
- Students report:
- The mayor said they would open a new park the following year.
Option B: Student-led News
- Students bring in real headlines from local or international news.
- They paraphrase the articles into reported speech.
Why it works:
- It connects grammar to the real world.
- Students get practice shifting from formal (journalism) to grammar accuracy.
4. Famous Quotes Retold
Quotes are everywhere: movies, speeches, literature, songs. Why not recycle them for grammar?
Activity:
- Provide a list of quotes in direct speech:
- “I have a dream,” said Martin Luther King.
- “Just do it,” said the Nike advertisement.
- Students turn them into reported speech:
- Martin Luther King said he had a dream.
- The Nike advertisement said to just do it.
Variation:
- Students bring their favorite quotes (from films, music, social media) and share them in reported form.
5. Story Dice with Reported Speech
Use story dice (real or digital) with images like a house, a car, a clock, a book.
How to play:
- Students roll dice and make a dialogue based on the images.
- Then, another student retells it in reported speech.
Example:
- Direct dialogue: “I was late because my car broke down.”
- Retelling: He said he had been late because his car had broken down.
This keeps storytelling visual and interactive.
6. Story Summaries
Students read or listen to a short story, then retell it to their peers using reported speech.
Example flow:
- Teacher reads: “John said, ‘I can’t find my wallet.’ His sister replied, ‘Don’t worry, you left it in the car.’”
- Students summarize: John said he couldn’t find his wallet, but his sister told him not to worry because he had left it in the car.
Why it works:
- Encourages comprehension, paraphrasing, and grammar practice in one task.
7. Real-Life Classroom Conversations
The best context is often what happens inside the classroom itself.
Strategy:
- During class, note down actual student comments in direct speech.
- At the end of the lesson, ask the class to report them.
Example:
- Direct: “I don’t understand this exercise.” (Student A)
- Reported: Student A said she didn’t understand the exercise.
This shows that reported speech isn’t just in books — it’s how we recount real interactions.
8. Storytelling with Pictures
Visuals make stories easier to imagine and retell.
Steps:
- Show a picture sequence (comic strips, storyboards, or even memes).
- Students invent dialogues for the characters in pairs.
- Another student/group retells the dialogues in reported speech.
This develops both creativity and grammar simultaneously.
9. Cultural Storytelling Exchange
If you teach in a multicultural setting, reported speech is a brilliant way to explore traditions and legends.
Activity idea:
- Each student tells a short traditional story or folk tale in direct speech.
- Another student retells it using reported speech.
Example:
- Direct: “The old man said, ‘I will give you three wishes.’”
- Reported: The old man said he would give them three wishes.
This integrates culture, narrative, and grammar.
10. Podcast-Style Retelling
Turn your classroom into a podcast studio!
How it works:
- One group creates a short dialogue (as if recording an interview or conversation).
- Another group plays the role of “podcast hosts” and retells the highlights in reported speech.
This not only develops reported speech but also listening and summarizing — essential 21st-century skills.
Why Storytelling and Real-Life Contexts Work
- Meaningful practice: Students use reported speech to make sense of real events, not artificial sentences.
- Memory-friendly: Stories are easier to remember than isolated grammar rules.
- Personal connection: Students care more when the stories involve them or reflect real life.
- Integration of skills: Reading, listening, speaking, and writing come together naturally.
Part 6: Writing Activities and Projects
So far, we’ve explored speaking, drama, games, and storytelling. But to truly master reported speech, students also need written practice. Writing slows down the thinking process, giving learners time to focus on grammar accuracy, tense shifts, and reporting verbs.
Here are creative, classroom-tested writing activities that go far beyond boring drills.
1. Dialogue Transformation (Classic with a Twist)
The classic exercise: converting direct speech into reported speech in writing. But let’s make it engaging.
Steps:
- Provide a short dialogue. Example:
- Sarah: “I don’t like coffee.”
- Tom: “Why not?”
- Sarah: “It makes me nervous.”
- Students rewrite it as a short paragraph in reported speech:
Sarah said she didn’t like coffee. Tom asked why not. Sarah replied that it made her nervous.
Twist:
- Add extra instructions: “Now rewrite it as a newspaper article” or “Retell it as if you are Sarah’s best friend gossiping.”
2. Reported Speech Diary
Students keep a weekly “diary of conversations.”
Instructions:
- Every day, they note one or two things someone told them.
- At the end of the week, they submit a diary written entirely in reported speech.
Example:
On Monday, my friend told me she was feeling sick. On Tuesday, my mother said she had cooked couscous for dinner.
Why it works:
- Connects grammar to real-life interactions.
- Encourages noticing and recalling language outside class.
3. Interview Project
Writing + speaking + research = powerful integration.
Steps:
- Students prepare 5–7 interview questions.
- They interview a classmate, family member, or even a teacher.
- They write a report of the interview in reported speech.
Example:
Ahmed said he had started teaching English 10 years earlier. He explained that he enjoyed working with teenagers because they were energetic.
Variation:
- For advanced students: write a magazine-style interview article.
4. Gossip Column Writing
Gossip is a natural context for reported speech!
Activity:
- Give students celebrity photos (real or fictional).
- Ask them to write a short gossip column using reported speech.
Example:
The actress said she was working on a new film. Her friend revealed that she had just bought a house in Marrakech.
This playful activity makes grammar memorable.
5. Email / Letter Writing
Reported speech fits beautifully in formal or informal letters.
Scenario ideas:
- A student writes to a friend summarizing a conversation.
- A teacher writes to parents reporting what students said about a trip.
- A company email summarizing what was discussed in a meeting.
Example (informal letter):
Yesterday I met Sara. She told me she was applying for a new job. She also said she had already sent her CV.
6. News Report Writing
Students become journalists.
Steps:
- Give them a short event scenario (a festival, a football match, a school trip).
- Students imagine interviewing witnesses.
- They write a news article using reported speech.
Example:
One student said the trip had been exciting. Another added that the museum was very interesting.
7. Creative Writing: Short Story with Dialogue
This combines imagination with grammar.
How to do it:
- Students first write a short story in direct speech (characters speaking).
- Then, they rewrite it from the perspective of a narrator in reported speech.
Example:
Direct:
- “I’m scared,” said the boy.
- “Don’t worry,” his sister replied.
Reported:
The boy said he was scared. His sister told him not to worry.
This helps students see the shift in perspective between direct and reported forms.
8. Classroom Newsletter Project
Turn reported speech into a long-term project.
Steps:
- Every week, assign a group of students to act as “class reporters.”
- They collect quotes from classmates and teachers.
- They publish a short class newsletter in reported speech.
Example:
Ali said he was excited about the upcoming exam. The teacher reminded students that they had to submit their homework by Friday.
This not only practices grammar but also builds community.
9. Speech Summaries
Great for academic contexts.
How it works:
- Play a short TED Talk, podcast, or speech.
- Students take notes.
- They write a summary in reported speech.
Example:
The speaker said that creativity was more important than knowledge. She added that children needed freedom to explore ideas.
10. Pair Writing Challenge
Two students collaborate:
- Student A writes a dialogue in direct speech.
- Student B rewrites it entirely in reported speech.
- They compare and discuss errors.
Why it works:
- Encourages collaboration.
- Reinforces awareness of tense changes.
Why Writing Projects Matter
- Deep processing: Writing forces learners to slow down and think about accuracy.
- Authentic output: Students produce meaningful texts, not just isolated sentences.
- Integration of skills: Writing connects speaking (interviews), reading (news), and creativity (stories).
- Confidence boost: A written product (like a newsletter or diary) gives students tangible proof of progress.
Part 7: Common Mistakes and How to Correct Them
Teaching English is as much about preventing mistakes as it is about encouraging creativity. In reported speech, certain errors appear consistently. By anticipating these “tricky spots,” teachers can guide students toward more accurate, confident language use.
1. Tense Shifts
Common Mistake: Students often fail to shift tenses correctly when reporting speech. For example:
- Direct: She said, “I am tired.”
- Incorrect Reported: She said that she is tired.
- Correct Reported: She said that she was tired.
Why It Happens: Students either don’t understand the backshift rule or forget it in practice. They may also confuse situations when the reporting verb is in the present versus past.
How to Correct:
- Explicitly teach the backshift rules: Present → Past, Present Perfect → Past Perfect, Past → Past Perfect.
- Use timelines to visually show the shift from the speaker’s moment to the reporting moment.
- Drill examples, then ask students to create their own sentences from their daily conversations.
2. Pronouns
Common Mistake: Pronouns often stay the same as in direct speech, causing confusion:
- Direct: John said, “I will help you.”
- Incorrect Reported: John said that I will help you.
- Correct Reported: John said that he would help me.
Why It Happens: Students transfer pronouns literally without considering perspective.
How to Correct:
- Teach the perspective shift systematically: “I → he/she,” “you → I/he/she,” depending on the speaker and listener.
- Role-play exercises: Students report a partner’s statements, focusing on pronoun changes.
- Highlight patterns with color-coded charts or handouts.
3. Time Expressions
Common Mistake: Time expressions are left unchanged, which can misrepresent the timing:
- Direct: “I will call you tomorrow.”
- Incorrect Reported: She said she would call me tomorrow.
- Correct Reported: She said she would call me the next day.
Why It Happens: Students often don’t notice that words like today, tomorrow, yesterday, now need adjustment.
How to Correct:
- Create a reference chart for time expressions in direct vs. reported speech (today → that day, tomorrow → the next day, yesterday → the day before).
- Use small exercises converting time expressions in sentences.
- Encourage students to check both tense and time expression together, reinforcing the connection.
4. Reporting Questions
Common Mistake: Students confuse word order in reported questions:
- Direct: “Where do you live?”
- Incorrect Reported: He asked, “Where do you live?”
- Correct Reported: He asked where I lived.
Why It Happens: Students retain the original question structure.
How to Correct:
- Explain that reported questions follow statement word order: subject + verb, not auxiliary inversion.
- Practice transforming yes/no questions and wh-questions separately.
- Use mini-dialogues to simulate real-life reporting scenarios.
5. Reporting Requests and Commands
Common Mistake: Students forget to use verbs like ask, tell, order, advise properly:
- Direct: “Please open the window.”
- Incorrect Reported: He said, “Please open the window.”
- Correct Reported: He asked me to open the window.
Why It Happens: Students may not differentiate between reporting verbs and tend to quote directly.
How to Correct:
- Teach a list of common reporting verbs and their grammar patterns (ask + object + to-infinitive, tell + object + to-infinitive).
- Use role-play: one student gives instructions, another reports them.
- Encourage students to notice politeness markers (please → asked politely).
Teaching Tips for Correcting Errors
- Error Correction in Context: Correct mistakes in authentic exercises rather than isolated sentences.
- Peer Correction: Students often notice mistakes in classmates’ reporting, reinforcing learning.
- Visual Aids: Timelines, pronoun charts, and color-coded sentence maps help make abstract rules concrete.
- Frequent Practice: Short, daily reporting exercises build automaticity and reduce fossilized errors.
- Encourage Self-Monitoring: Have students compare direct and reported sentences and spot differences themselves.
By targeting these recurring mistakes and providing structured guidance, teachers help students internalize the mechanics of reported speech, turning a frequent stumbling block into a mastered skill.
