Then He Kissed Me by the Crystals--Reported Speech

(TESOL Worksheets--Reported Speech)
 Google: drive, docs, pub
[Use with the song: Then he Kissed Me by the Crystals]

Reported Speech for Statements:

Direct speech	I said, "I like movies."
Reported speech	I said I liked movies.

Write in the correct reported speech below:

Direct speech:	I said, "I may take a chance."
Reported speech

Reported speech for questions

Direct speech	He asked, "Do you play soccer?"
Reported speech	He asked me if I played soccer.

Write in the correct reported speech below

Direct speech	He asked, "Do you want to dance?"
Reported speech

Reported speech for requests

Direct speech	He asked, "Will you play soccer?"
Reported speech	He asked me to play soccer.

Write in the correct reported speech below

Direct speech	He asked, "Will you be my bride?"
Reported speech

Now, listen to the song.  Fill in the blanks with the correct reported speech.

Well, he walked up to me and ______________________________________.

He looked kinda nice and so ________________________________________.

When he danced he held me tight

And when he walked me home that night

All the stars were shining bright

And then he kissed me.

Each time I saw him I couldn't wait to see him again.

I wanted to let him know that he was more than a friend.

I didn't know just what to do

So I whispered I love you

And he said that he loved me too

And then he kissed me.

He kissed me in a way that I've never been kissed before,

He kissed me in a way that I wanna be kissed forever more.

I knew that he was mine so I gave him all the love that I had

And one day he took me home to meet his mom and his dad.

Then __________________________________________________________.

And always be right by his side.

I felt so happy I almost cried

And then he kissed me.

Then ___________________________________________________________

And always be right by his side.

I felt so happy I almost cried

And then he kissed me.

And then he kissed me.

And then he kissed me.

Answers

Well, he walked up to me and he asked me if I wanted to dance

He looked kinda nice and so I said I might take a chance.

When he danced he held me tight

And when he walked me home that night

All the stars were shining bright

And then he kissed me.

Each time I saw him I couldn't wait to see him again.

I wanted to let him know that he was more than a friend.

I didn't know just what to do

So I whispered I love you

And he said that he loved me too

And then he kissed me.

He kissed me in a way that I've never been kissed before,

He kissed me in a way that I wanna be kissed forever more.

I knew that he was mine so I gave him all the love that I had

And one day he took me home to meet his mom and his dad.

Then he asked me to be his bride

And always be right by his side.

I felt so happy I almost cried

And then he kissed me.

Then he asked me to be his bride

And always be right by his side.

I felt so happy I almost cried

And then he kissed me.

And then he kissed me.

And then he kissed me.

Stop the Taxi

(TESOL Ideas--Time Killers and Time Fillers, Vocabulary)

            This is yet another idea which is NOT my own original invention.

           I’m not sure where it came from, but it’s very popular at our school, particularly with Young Learner classes.  In fact it’s such an old standard that when I first started teaching at my current school, the students were already very familiar with this game, and they taught it to me.

            This game can probably be best classified as a time killer—it works good as a way to give students a break, or reward at the end of class for their hard studying.  However, there is always the possibility that their might be some incidental learning going on—particularly when they are working in teams on this game, there is the possibility that they can learn vocab from each other.

            The teacher lists about 5-7 categories on the board.  I usually use: ANIMALS, COUNTRIES, JOBS, FOODS, THINGS, et cetera.  If I can do it easily, I might also try to sneak in whatever grammar point we have been working on during that class, for example: ADVERBS, ADJECTIVES, PAST TENSE VERBs, et cetera.

            The students are given a letter, and they have to think of something for each category starting with that number.  For example, with the letter A, they might have to think of

ANIMAL: alligator

COUNTRY: Australia

JOB: accountant

FOOD: apple

THING: air-conditioner

ADVERB: angrily

            The first team to come up with a complete set of words yells out: “Stop the Taxi!”  They then read out their list.  If they have a correct list, their team gets one point.  If they have an incorrect or incomplete list, I usually subtract a point.  (I’ve learned that it’s usually necessary to subtract points for incomplete or incorrect answers, otherwise some of my young learners will yell out “Stop the Taxi” as soon as the letter is announced in order to steal the opportunity from the other teams, and then they will try to think up stuff on the fly afterwards.)

Gerunds Running Dictation

(TESOL Worksheets--Gerunds)
Portrait: drive, docs, pub, Landscape View: drive, docs, pub

[The students are put into groups of 3 and each group is given an answer sheet.  The group nominates one person to go and look at the quotes, and two people to write down the quotes.  The student who looks at the quotes can not write, and the students who write can not go outside the room to look at the quotes.  The quotes outside the room are written in direct speech, but the students have to change them into reported speech.  Then after the activity is finished, I hand out the answer sheets and have the students check their answers (or have other groups check each other.)  I'm still experimenting with how best to decide a winner.  Sometimes the winner is the first group to finish without mistakes.  In classes where there are no flawless groups, then each correct work is worth one point.
In order to fit into blogger, the copy and paste version below is in portrait view, but it works better in landscape view.  See the Google Docs versions above.]

1. I am very good at playing soccer.

2. I am concentrating on winning this game.

3. I have always dreamt of becoming a soccer player.

4. I am fond of watching soccer.

5. I am interested in organizing a soccer game.

1.

2.

3.

4.

5.

Answers

1.

I

am

very

good

at

playing

soccer.

2.

I

am

concentrating

on

winning

this

game.

3.

I

have

always

dreamt

of

becoming

a

soccer

player.

4.

I

am

fond

of

watching

soccer.

5.

I

am

interested

in

organizing

a

soccer

game.