Yesim Kalkan Yesim Kalkan

Yeşim Kalkan. 27 Oct 2016. Nikue Gardner. Grammar. Reported Speech TP4
Upper Intermediate - B2 level


In this lesson, students learn about reported speech as a grammar point. I will use Test-Teach-Test presention of language as my lesson shape. I will first test their knowledge and background about the target language and then clarify issues with form so that learners know how to construct it better. Lastly, I will provide controlled and free practices to test what learners have learnt from the teach stage and take feedbacks.


Abc Correct the mistakes hand out
Abc Rearrange the words
Abc Change the sentences to direct or reported speech
Abc Reported Speech Form Chart

Main Aims

  • To provide clarification, review and practice of reported speech

Subsidiary Aims

  • To provide accuracy speaking practice in a reported speech related sentences


Warmer/Lead-in (2 minutes) • To set lesson context and engage students

T greets the Ss. T gives a quick talk about the previous lesson and asks Ss what woman and man said in the script. If any of the Ss gave a perfect example of the reported speech, T writes the sentence on the board and tells Ss that they are going to learn about reported speech today. T shows Ss a video clip. T wants Ss to identfy the target language. In this video, two people are talking and they are giving examples of reported speech.

Test #1 (3 minutes) • To gauge student's prior knowledge of the target language

T shows an exercise to Ss and tells them that they are going to correct the mistakes in the sentences. T gives an example by answering the first question. T tells Ss that they are going to work with their partner for this exercise. T gives the hand out examples and monitors the Ss while they are on their task to identify their prior knowledge.

Teach (10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T helps Ss to answer few questions while monitoring. T gives the answers on the board by the help of the projector. T asks Ss to discuss their answers with their partners. While Ss are checking their answers, T gives a form chart to Ss. T may clarify some of the answers on the board for general understanding.

Test #2 (10 minutes) • Check students' use of the target language again and compare with the first test

T tells students that there are few sentences hanging on the wall. (T prepared the materials and hanged them on the walls before the lesson) T asks Ss to pair up with their new partners. T tells them to get a paper and a pencil for each party. T give the pairs a number and asks each number to find their sentence on the wall. The sentences are mixed up and T tells them to rearrange the sentences and write on their paper. T rotates the Ss until every student got a chance to see each sentence on the wall. T wants Ss to sit down. T asks Ss to make a group of four by getting together with other partners. T wants Ss to check their answers with the other pair. T shows the answers on the board. T asks if they all agree with the answers.

Test #2 Stage #2 (10 minutes) • Check students' use of the target language

T seperates Ss to A's and B's. T divides A's to two groups and B's to two groups. T shows the sentences on the paper to Ss and asks A to put the sentences into reported speech. T asks B to put the sentences into direct speech. T gives an example of the task. T gives the papers to Ss and starts monitoring them. T may correct some mistakes by monitoring. After giving enough time, T asks A's and B's come together in two different groups and discuss the answers. While Ss are checking their answers, T gives the answers on the board.

Free Practice (10 minutes) • To provide students with free practice of the target language again

T puts Ss in groups of three. T tells Ss that she is going to show a video to Ss and this time Ss will try to write the sentences in the dialog into reported speech. Ss should try to write as many sentences as possible. T shows the video. After monitoring the Ss, teacher asks Ss what they wrote to each group. T does error-correction at the end of the class. If there is any time left, T hands out the excercise 4 on Workbook page 59 and gives the answers as well.

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