Jamal Benghet Jamal Benghet


In this lesson sts will learn about quoted speech and, learn the differences between reported and quoted speech.


No materials added to this plan yet.

Main Aims

  • Grammar(quoted speech): To provide sts with a review of quoted speech and, clarify the differences between reported and, quoted speech.

Subsidiary Aims

  • Listening. To provide sts with a listening skill practice, where sts utter thephrases using the correct form of quoted speech.


Stage1: Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T introduces the idea of unfortunate quotes. EX. 'smoking kills-if you're killed you've lost a very important part of your life.' To sts, and then distributes a handouts to sts(a copy of page 128, module 12 from the textbook), and , tells sts to individually read through it and, then explain their choice to a partner. T explains the ones that sts find difficult to understand.

Stage 2: clarification. (7-8 minutes) • To prepare students for the text and make it accessible

T establishes that the quotes in exercise 1 are indirect speech, t shows sts the inverted commas. Sts underline the differences and, compare with a partner. T elicit the underlined sections and, writes them on the board.

Stage 3: analysis. (7-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T hands out exercise 2 to sts and, goes through the questions with them, or puts the sts into pairs and gives them time to answer the questions, teacher checks that they understand interjections and gives "folk"in quote E as an example. When sts have finished t goes through the exercise with them and answers language Q's sts have.

Stage 4: activity exercise. (4-6 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T hands out ex.2nd, pairs sts to do the ex. and tells sts to put the quotes from g to l into reported speech. T goes round the class-room helping with verb forms and eliciting answers, then writing them on the boarrd.

Stage 5: listening. (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks sts if they can think of a time when something has not been reported accurately, sts can focus on the pics. and read the speech bubbles aloud, t deals with any vocab problems and elicits, what situation is, invites sts to briefly speculate about what was really said by each person in the picture.

Stage 6: listening skill practice. (4-5 minutes)

Now t play CD audio tape to sts of the original conversation to what is in the pics. and tells sts to take notes, sts don't have to be exact but the over all content should be the same.

Stage 7: Lesson overview and t eliciting for general sts understanding of quoted speech. (5-6 minutes)
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