Mohamed Abdel-Salam Mohamed Abdel-Salam

Reported speech
Intermediate, Grade 1, B1+ level

Description

In this lesson, students learn about REPORTED SPEECH through a Text-Based Language Teaching in order to talk about what somebody said or thought. I will initiate the lesson through engaging students in the topic of 'EVERYONE'S A JOURNALIST'. Then, they will be exposed to the target language. Also, they will go through some controlled, semi controlled and freer activities to learn to produce the new language.

Materials

Abc Whiteboard
Abc Smart board
Abc Projector
Abc Hand-outs
Abc Flashcards for definitions
Abc Answer keys
Abc Empower B1 intermediate students' book grammar focus U8 p.g 146,147
Abc Empower_b1_intermediate_students_book U8

Main Aims

  • To provide clarification and practice of Reported Speech in the context of EVERYONE'S A JOURNALIST.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a Reported speech in the context of EVERYONE'S A JOURNALIST

Procedure

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

Ask students to look at their books and read the text of everyone's a journalist quickly. Give them three minutes to skim the text. Ask: - Are you going to skim or read for specific information? (skim) - Will you listen or read the text? (read) - How much time do you have? (three minutes)

Exposure (6-7 minutes) • To provide context for the target language through a text.

Teach the blocking vocabulary and have the students repeat the pronunciation of the words (Attached). After that, ask students to go to p.g 94, exercise A and read the sentences from the text to underline the examples of reported speech. Tell them to work in pairs. Ask: - Are you going to work in pairs or individually? (in pairs) - Will write or underline? (underline) Check answers as a class by asking different pairs to read out the parts of the sentences that are reported speech. Answers: 2- what was happening 3- there had been an earthquake 4 - it was an emergency and houses were collapsing 5- if their relatives were safe

Highlighting (3-4 minutes) • To draw students' attention to the target language from the text

T elicits some examples of reported speech from the text and writes them on WB - People contacted him immediately and asked him what was happening. - The government said that there had been an earthquake. In exercise b, put students into pairs to complete the sentences. Ask: - Will you work in pairs or groups? (pairs) - Will you write or choose? (write) Check answers as a class. Answers: 1- have just seen 2- ’s happening 3- has been 4- is, are 5- Are

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

Clarify the meaning, form and pronunciation of the target language through exercise E. Students read the information in Grammar Focus 8A on SB p.146. Play the recording and ask students to listen and repeat. MEANING: "Which verb tells us it is reported speech/question?" "said, told, asked" Clarify the 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'." Students then do the exercises. Check answers as a class, making sure students are using the correct reported speech forms. Tell students to go back to SB p.94. 3.3–3.4 Answers (Grammar Focus 8A SB p.147) a 2- didn’t want to go out. 3- were waiting. 4- couldn’t drive. 5- had lost. 6- might have. 7- would help me/us. 8- had bought b 1- your. 2- yesterday. 3- there. 4- he was. 5- you. 6- you liked. 7- you read. 8- I’d. 9- earlier. 10- you’d. 11- he was. 12- you’d love it .

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Ex C, put students into pairs to underline the correct words and discuss the rules. Ask: - Are you going work in pairs? (yes) - Will you underline or write the correct words? (underline). Check answers as a class. Answers: 1- backwards. 2- normal sentence order. 3- still true Ex D, tell ss to complete the task individually. They will write the tense changes in reported speech. Ask: Will you work individually? (yes) - What are you going to write? (tense changes in reported speech). Check answers as a class. Answers: Present simple – Past simple. Past simple – Past perfect. Present perfect – Past perfect. Present perfect continuous – Past perfect continuous. will – would.

Free Practice (7-9 minutes) • To provide students with free practice of the target language

Give ss time to read ex F, Tell the class that they are going to build a story by working in pairs and following instructions in four steps. Make sure each pair has a piece of paper to write on. Ask students to read step 1. Remind ss of the different kinds of news that people share with each other (updates on their personal lives, gossip, local news, etc.). Give ss time to copy the first sentence and then plan and write the next sentence. When all the pairs are ready, tell students to pass their papers to another pair and do step 2. Monitor as students work, making sure they are using reported speech correctly and giving help where needed. Continue in the same way for steps 3 and 4, but for step 4 make sure students check that the reported speech is correct. Ask one student in each pair to read their story to the class. Ask: - Which story was the funniest? - Which story would you like to know more about?

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