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Reported Speech
Intermediate level


In this lesson, students learn how to report speech through guided discovery based on a reading text about coincidence stories. The lesson starts with a pairwork in which the students read the beginnings of each story and try to guess their endings. Next, they'll be doing gist and detailed reading to understand and work on it. Then they will be matching the quotes and their reported forms which are in the text. I'll be asking some CCQs to check the meaning. After we work on the form, there will be some controlled practice and they will watch a silent video about which they'll make up a dialogue and report it.


Abc Classbook, Computer, Projector, Handouts
Abc Classbook, Computer, Projector, Handouts
Abc Classbook, Computer, Projector, Handouts

Main Aims

  • To provide clarification and practice of reported speech in the context of true coincidence stories

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about reporting events in the context of true coincidence stories


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

The teacher tells a short story about a coincidence she has experienced to get the students understand what coincidence means. "I was thinking about my friend whom I hadn't seen for a long time. I wanted to write a message to her. While I was typing my message, she sent me a message on Facebook. She asked how I was and said she missed me so much. That was a true coincidence." The teacher writes the coincidence on the board, drills the pronunciation and shows the stress. Then the students work in pairs and read the beginnings of the stories in the text and compare their guesses about the endings.

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

The students do a gist reading and try to find rough answers to the questions in 1c. Later they do a detailed reading and complete the activity in 2a. They will go through the text, find the reported sentences and write them next to the quoted sentences in exercise 2a. They check their answers in pairs. To clarify the meaning of the structure I will ask CCQs below; * "I've just had a dream about you" Are these my words or someone else's? * The manager said he was hiring another worker to help us. Who said this sentence? Me or the manager? *When did he say these words? * Who is hiring another worker?

Highlighting (3-5 minutes) • To highlight the target structure through a material

The teacher asks them to underline the verbs in both quotes in exercise 2a and verbs in their reported forms in the stories. The teacher draws a timeline on the board to show why tenses should change when we report sentences.

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

The students complete the table in exercise 2 in Grammar section. The teacher writes three direct sentences and try to elicit indirect sentences from the students. The sentences are; "I've lost my wallet." "Do you leave early today?" "What did she buy for her mother?" The teacher writes the indirect sentences on the board and does backchaining. Next she tries to elicit the direct form of the sentences.The sentences are; She said she was living with her parents. He asked when I had lunch. She asked if I drank every night.

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

The teacher hands out a material consisted of some drilling exercises of target structure.

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

The students get in groups and plays a board game using Reported Speech

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