Masoud Khavari Masoud Khavari

Reported Speech
Intermediate level


In this lesson, students learn about REPORTED SPEECH and related tips in order to report someone else's statements. I will initiate the lesson through engaging students in the topic of 'Life's great events' especially wedding and marriage. Then, they will be exposed to the target language through a related dialogue followed by discovering the grammar. Finally, they will go through some controlled, semi controlled and freer activities to learn to produce the new language.


Main Aims

  • To provide clarification and practice of reported speech in the context of marriage and wedding parties.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice using reported speech in a conversation in the context of wedding


Warmer/Lead-in (1-2 minutes) • To set lesson context of wedding party and engage students

T shows a photo of a wedding party. T tells Sts about the wedding party he went to last weekend. T asks Sts: 1. "When did you last go to a wedding?" 2. "What do people do at weddings?" 3. "What do they talk about?" T puts Sts in pairs and gives them 2 mins to answer the Qs in pairs. Feedback: T asks Sts to tell the class their partners' answers.

Exposure (2-3 minutes) • To provide context for Reported Speech through a text and situation

T explains that it was John and Moira's wedding last week. Adam and Beatrice met at the party. A asked B qs and B answered them. T goes over the first one as an example with the whole class. ICQ: 1. "Are you going to work in pairs or individually?" 'Individually' then T get them to check their partners' answers. Feedback : T gives Sts the correct answers. then T asks them to read how B told her husband about the conversation.

Highlighting (1-2 minutes) • To draw students' attention to the target language from the short text

T elicits some examples of reported speech from the text and writes them on WB WB : "He asked me how I knew John and Moira." "I told him that I had gone to the same school as Moira." "He asked if I was married." "I said that I was."

Clarification (6-6 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks CCQs based on marker sentences on WB to check meaning. MEANING "What are these sentences about?" "previous conversation at the party." "Which verb tells us it is reported speech/question?" "said, told, asked" FORM "Which verb is followed by a direct object (him,me,etc)?" "told, asked" "Is this correct? (She said me), Why? What's wrong?" "No, We don't need a direct object after 'said'. Only after 'told' and 'asked'." T crosses out 'that' after 'said'. "Is this OK?" "Yes. It is optional. When we speak we don't often use 'that' but it is better to use it in writing." "Which verb is followed by a question word (how, what, ets)?" "asked" "is it a Y/N question or a WH question?" "WH question" "What is 'asked' followed by in a Y/N question?" 'if' "what form of sentence do we use in reported questions?" "simple form" "Do we use auxiliary verbs like 'do', 'does', etc?" "No" T points to the first direct question and asks : "what tense is this in?" "simple present" "What tense is the reported one?" "simple past" "what tense is the direct answer to the first q?" "simple past" "what tense is the reported answer?" "past perfect" T writes direct speech on WB: 'Claire's Australian accent is annoying' T asks : "What's its reported form?" "He said Clair's Australian accent was annoying." "Is it also correct to say 'Jeremy said that Clair's Australian accent is annoying?' (Yes) "What is the difference?" "simple present suggests that something is always true and it's a fact. Whereas, simple past refers to something that is not necessarily always true and that it's not a fact. T says that whatever tense is direct speech, in reported statement we often use the tense before in time. WB : simple present---------------------simple past present continuous---------------past continuous simple past-------------------------past perfect present perfect--------------------past perfect will------------------------------------would can-----------------------------------could WB : 1."He said he'd eaten lunch. 2."She told me they'd go to the party." 'had' , 'would' T asks: "in which of the sentences do we have had? in which one do e have would?" 1.had, 2. would 'why?' "in 1 'd is followed by pp but in 2 we have base form of the verb after 'd" PRONUNCIATION T drills whole sentences chorally and individually. Then he does a quick drill by telling Sts some direct statements/q and asks them to report them in order to do on the spot error correction.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

T puts Sts in pairs. T gets them to continue reporting the conversation between Adam and Beatrice. ICQ : "are you going to work individually or in pairs? 'in pairs' "are you oing to write the answers or say them? 'write' T monitors Sts. FEEDBACK Sts listen to Beatrice and check their answers.

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

T puts Sts in a group and gives them written direct sentences to report them in their groups. ICQs: "are you going to write ?" no " are you going to talk?" yes

Free Practice (6-7 minutes) • To provide students with free practice of the target language

T get Sts stand up. T : "imagine you are at a wedding party meeting a new person. Ask each other as many qs as you can." "Then report what they said to your partners."

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