khadra khadra

Reported Questions
Intermediate level


In this lesson, students are going to learn reported (WH, Yes/NO) questions in the present simple, past simple, and present perfect tenses through guided discovery based on interview with famous Turkish footballer, comedian and an actress. This is followed by controlled practice as students will underline the reported questions, and change them to direct questions.Finally, students will play card game as a free speaking activity.


Abc HO.New Inside Out, Intermediate- Game Cards-Word Cards-paparazzi image

Main Aims

  • To provide clarification and practice of reported speech questions in the context of interview questions

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a matching game in the context of questions for famous people.


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

Ss watch a short video for famous tennis players, in which fans asked them questions. Ss write the question they hear. T asks ICQs: Are you going to watch only or watch and write questions you here.T elicits from Ss the word interview and the questions. T asks Ss if these questions are direct or reported questions. Ss: direct. T elicits from Ss how to change these questions to reported questions.(Will you marry me?) to (She asked if he would marry her.)the second part( Will you marry me?) to ( He asked if she would marry him.)and (How much money do you have ?) to (She asked him how much money he had)

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

T divides Ss into three groups. Ss watch 3 photos for famous Turkish footballer, comedian, and an actress. T tells Ss that they are going to make an interview to these people, so each group choose a character and complete 2 questions they would like to ask next to each character. T gives tips for these questions, such as, for the first photo(How do you..................?),( Where did you ................?). For the second photo(Have you ever ................?),(Why do you.................?). For the third photo, ( What are..........?), What are your...................?) T asks ICQs: will each group write 2 or 3 questions? 2 Each group ask their questions. T plays the role of the reporter and report these questions to the characters orally. Ss ask their questions and T writes them on WB.T draws Ss 'attention that we call them direct questions. T elicits from Ss the reported questions.T draws Ss ' attention that we call them reported questions. T shows Ss time line and Ss put present simple, past simple, and past perfect in order on it.T gets Ss to step back to notice this order. Ss work in pairs to notice the differences between direct and reported questions , in terms of tenses, word order, and extra words. T makes a demo to show Ss how to notice the differences between direct and reported questions. T gives Ss HO1 to help them figure out the differences . They write true or false. Ss say what they notice. Ss say the differences that they notice. T gives feedback.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

T gives Ss Ho2 . T clarifies some lexis that may block Ss 'understanding, such as, persona,paparazzi, and villain. Ss underline the five reported questions in the text. Ss check in pairs. Ss write the direct questions for these reported questions. Ss check in pairs, followed by whole class feedback. T asks ICQs: How many questions will you underline? Will you write direct questions or reported questions?

Language Practice (8-10 minutes) • To provide students with practice of the task language (speaking activity)

T gives Ss card games. A set of cards has direct questions and the other set has the reported questions. Ss mingle to match the direct questions with reported questions. So as to be challenging for Ss, the questions are similar but different in tenses.

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