Soheil Ataie Soheil Ataie

money matters, reported speech
Intermediate, B1 level


in this lesson using the reading the students will learn and discover more about the grammar (contextualized grammar), the reading is about a man and woman that had difficulties with love and money. through the prediction they will be engaged with the whole theme and understand the grammar better.


No materials added to this plan yet.

Main Aims

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

Subsidiary Aims

  • To provide product writing practice of a collaborative story in the context of money matters


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

I will introduce the main theme and try to set the context using a photo of a beggar and write three elements on the board, "house", "food", or "real love". I want them to discuss them in their groups and tell me which one is his most important need and why. then to receive the Fb I will pick two students to say their ideas loudly. (the stage aim: I want them to understand the whole theme and have a background)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

I will attach the reading photo with its title on the board and I want them to guess the relation, then after receiving the FB, I will give them text pieces and provide two questions on the same paper: who is he? why did Sheila get angry?, after a short detailed reading I will ask them to stand up and check with new partners.

Highlighting (2-4 minutes) • To draw students' attention to the target language

after receiving that marker statements I avoid writing them on the board, and I will give them HOs including some some incomplete statements from the texts (the answers), it has two parts, first gap-fill to highlight the TL and then a matching activity to match the words to their correct parts of speech. this way everything will be done in s-centered way. (aim: I will be able to lead them to the language with the least interference)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

this stage will be so short, to make sure that everything is understood well I need some CCQs. like: "is it different to use quotation marks?", "Do I shift the tense to the future when I remove the quotation marks?" they can refer to the text and answer my question, I can using gestures and stepping backward technique to show the real meaning (aim: to make sure that everything has been perceived in the best way and elicit if more clarification is needed.)

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

I will provide them with more direct statement (in quotation marks) which should be reported. there will be a model sentence so they can understand what to do very well with little help. then I will have them practice them in their pairs and give me the FB. (aim: to provide more scaffold to move into a freer practice and focus on the accuracy.)

Free Practice (8-10 minutes) • To provide students with free practice of the target language

the text is unfinished and it has an open-ending which can test both their language understanding and power of imagination at the same time! I will ask them to do a collaborative writing so in each group there will be one writer and 3 or 4 story teller. after finishing the story I will need them to exchange their papers with their friends and check (aim: to provide a freer chance of practicing their knowledge with the least guidance or interference)

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