Jonas Bernhard Jonas Bernhard

TP6: Reported Speech
Intermediate, B1 level


In this lesson, students will learn about reported speech and why it's important in English. After reading a text (they had a reading with this text the lesson before) the TL will be clarified and put into practice with conrtrolled, semi-controlled and freer practice in the context of gossiping.


Abc "Survey" from Student's Book
Abc Lead-in HO

Main Aims

  • To provide clarification and practice of reported speech in the context of gossiping

Subsidiary Aims

  • To provide process writing practice of a report in the context of gossiping


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

T will use 3 volunteers from class to play two short dialogues in the context of gossiping. T elicits that today we talk about the tense we use to pass on what one person said to another (write that on WB)

Highlighting (7 minutes) • To draw students' attention to the target language

> After a short lead-in, T will draw the Ss attention back to the text they've just read and take two marker sentences (past simple and past perfect) on WB to show Ss what we are after today. > Build groups of 4-5, regroup (if you are...stand up and move table) and name them > In the groups of 4-5, let them find all the reported speech phrases (one paragraph each) and puzzle them together. Every group writes one phrase one the board (5) > T marks the sentence fragments with different colors to reveal the reporting V, the S and the reported clause (back shifted tense)

Clarification (7 minutes) • To clarify the meaning, form and pronunciation of the target language

Use the phrases they wrote on the board to start the clarification... M: elicit the meaning from Ss, give the rest to them. "We use reported or indirect speech to pass on/share to others what one person says to another" F: S + reportingV + [that] + S + reported clause; T compares the 2 marker sentences on the WB with the phrases the Ss wrote; marks their sentences with different colors...Ss see that they all have the same form P: Marker sentence: Many men claimed that they didn't care ask Ss what they think is stressed in the sentence, mark it on WB > T drills and backchains the phrase in WC

Controlled Practice (9 minutes) • To concept check and prepare students for more meaningful practice

for the CP, the Ss are given an adapted HO (adapted from the exercises beneath the reading text of InsideOut). > Ss are asked to put the phrases into direct speech, with the help of the text > Ss can work in pairs for this task > Ss write, don't speak really > ICQ: do you speak about it or do you write? > T monitors and might write down wrong phrases FB: WC feedback, T nominates and writes on WB > be careful: Some Ss might be able to do the "extra" as well > future form; clarify that quickly on WB during WC feedback, but DON'T go into it (not TL!)

Semi-Controlled Practice (10 minutes) • To concept check further and prepare students for free practice

> regrouping of the class, build pairs of two for the S-C P, the Ss will take the circled survey answers (1-6) of their pair and write reported statements on the HO2 sheet > if not yet done in first lesson: clarify insist, claim, admit > ICQs: Your work alone? No, in pairs. Do you write sentences with your own results? No, my partner's results. > T hands out HO > monitor carefully FB: Nominate some pairs in WC to share what they wrote about their peer

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

As a freer practice, the Ss will do a mingle activity. There are 6 sheets with 6 reasons why gossiping is negative and why we shouldn’t do it. As they read the passages, Ss need to think on what they agree with and write 5 reported sentences on a paper at their desk. > 6 papers are on the walls in the room > you work alone > walk around, read a statement on gossiping, decide if you agree with it > go back, write a sentence in reported speech of what you read, down > CAN turns into COULD > stand up, read the next one,...etc.

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