Cade Samuel Cleckner Cade Samuel Cleckner

TP 8 Reporting Verbs
B1/B2 level


In this lesson, Ss will focus on reporting verbs. Ss will be introduced to the context via a text about a job description and identify its gist. Ss will then look at a marker sentence to introduce them to the target grammar. Ss will do an activity to identify the various patterns used when making reported speech. This will follow with an activity making direct speech into reported speech. The final activity will have Ss reporting to each other in groups about their job and reporting to the class


Abc Teacher Made HO
Abc Text

Main Aims

  • To provide clarification, practice and review of reporting verbs in the context of work

Subsidiary Aims

  • To provide gist reading practice using a text about a Rainforest Protection Agency worker in the context of a job description


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T asks Ss a question "When you look for a job, what information would you like to know? T gets Ss to share their responses Anticipated Answers: Salary, corporate life, benefits, lifestyle T asks "Wouldn't you agree it's important to know these things before you work for a company?"

Pre-Reading (6-9 minutes) • To prepare students for the text and make it accessible

T pre-teaches selected vocabulary from the text "people are counting on me" T "When you get a new job, some people need your help to do their jobs. They rely/ are dependent on you" What's something you can say to describe this feeling?" Elicit. If you show up late for work everyday, can your coworkers rely on you? (no) Does your teacher expect you to pay attention? (Yes) "delegation T "When you're working, you might go to a meeting where your boss can't be there. So he sends a group of people to do something for him. A company might send these people to another business to discuss trade, or a prime minister sends these people to other countries negotiate for him" Elicit. Do these people have the same power as the boss/PM? (yes) Is this power temporary? (yes) "veranda" (turkish cognate: veranda) T draws a picture of a house with veranda. repeat for pronunciation on all words

While Reading (5-8 minutes) • To provide Ss the context and gist of reading

T tells Ss they will read a job description about a RPA worker. T asks Ss (While reading)"What is the job of the worker? What are his responsibilities?"(Writing press releases, traveling around Central America, helping people with grants) While reading, T writes Marker Sentence on the board "One of the elders proposed spending the money on seeds, whilst others suggested inviting a consultant to visit the farm" T asks Ss to share their answers

Post-Reading/ Grammar Introduction (8-10 minutes) • To introduce the target grammar and explain its function

T points to Marker and asks CCQs Who "proposed?" (The Elder) Did the sentence give his actual words? "No" "So, who wrote this?/Did the elder or the worker write this?" (the worker) What did the elder propose/say? (He wanted to spend money on seeds) Form T elicits form from Ss onto W/B S+Reporting Verb + verb+-ing Repeat Example and following Ex. for pronunciation (Backtracking) T explains "There is another way to use these verbs" T gives another ex. "They offered to sponsor one of our projects." Elicit Form - S + Reporting verb + to + infinitive T gives last ex. "I advised them to ask a consultant." Elicit form - S + Reporting Verb + object + to + infinite T elicits negative form ( "not" comes before the verb)

Post Grammar (5-8 minutes) • To provide the opportunity to respond to what they've learned via practice

T gives Ss H/O 1. Ss Fold. T instructs Ss to do Exercise 1 with partner: Match Reporting verb with its pattern. T Writes example on W/B " one of the elders (proposed)(spending)" T calls on volunteers for answers, 1 answer from each pattern. T corrects errors on WB, writing sentence and matching with pattern

Practice Continued (8-10 minutes) • To further practice Ss use of grammar and check understanding

Ss do Exercise 2. T instructs they will make direct speech to reported speech, using formulas from Grammar Formula Box. T uses #1 as example "Honestly, It wasn't me. I didn't have anything to do with it," (He/She denied having anything to do with it.) Ss work in pairs, T checks answers with WC. EC on WB if time available.

Free Practice w/ Delayed FB (10-12 minutes) • To give Ss chance to further practice TL

T divides Ss into groups of 4 or 5, class size depending (split into groups via A,B,C,D/Sweet,Sour,Salty, Bitter) T instructs game/free activity: Ss talk to their group about a recent event at their work/job. Everyone else in the group makes notes about the speaking partner. Everyone gets a chance to speak. T gives list of the reporting verbs in the text/activities. T instructs S to go to someone who wasn't in their group and report what they heard using reporting verbs from list. T walks around listening to ss, writing down examples for delayed FB. T corrects on W/B with WC

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