Sercan Guler Sercan Guler

Teaching Practice 7
Upper Intermediate level


In this lesson, students learn about the reported speech in the context of "gossip". The lesson starts with the introduction of the context and the students are asked about what they think of gossiping. After a short discussion, they are given a handout which includes three dialogues and their main topic is "gossip" which the students will try to guess by reading the dialogues. Then they will learn how to use "reported speech" in different tenses and will practice it with various tasks. And for the final activity of the lesson they will have a competition in which they will need to use the target language they learn today.


Abc Handout
Abc Pictures

Main Aims

  • To provide the students with the clarification and practice of Reported Speech and its different form with the context of "gossip".

Subsidiary Aims

  • To provide fluency and accuracy with both controlled and freer speaking activities at the beginning and the end of the lesson.
  • To provide the studentes with a reading passage to develop their skills of reading for specific information through scanning


Lead-in (4-6 minutes) • To set lesson context and engage students

I will hang some pictures on the wall before the lesson starts. They will be the pictures related to the theme of gossip. I will ask the students to tell me which word the pictures are about in common. After eliciting the word "gossip", which I believe will be quite easy, I will ask their opinions about it. I will ask them to discuss their ideas in pairs for 2-3 minutes. As they finish the discussion, I will ask them what their pairs think about gossiping. Do they gossip or not? Do they think that gossiping is a good thing? etc.

Exposure (7-9 minutes) • To provide context for the target language through a text

At this stage, I will try to expose the students to the target language through a reading passage which is actually 3 dialogues of 3 different people. They will read the dialogues individually and unconsciously be exposed to Reported Speech sentences and questions through it. After they finish reading the dialogues, I will want them to choose one of the 3 characters and ask what they would do in that specific situation. I will give them 2 minutes to think about it and then they will share their opinions.

Highlighting (1-3 minutes) • To draw students' attention to the target language

I will ask them to underline the reported speech sentences that they can find throughout the dialogues on the handouts they were given. They will work individually first and they will check their answers in pairs. Then if there are any problems, I will get the WCFB.

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

I will give them a handout on which there are sentences from the dialogues they read and discussed. This time, they will try to find which sentences are direct and which are reported speech sentences. They will work in pairs to discover the concepts. They will learn what reported speech means by doing that. For the second phase of this stage, I will ask them to unfold their handouts, and they will see some more sentences in different tenses. They will also work in pairs to find which tenses we use for reported speech. They will see the form and usage of the target language with this activity. I will change their pairs to check their answers and then will get the WCFB. If there are any big mistakes, or difficulties with understanding the target language, I may be involved in the task to explain further what reported speech really mean and how we use it.

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

I will give them another handout to check how the discovery stage worked. They will have 10 sentences in direct speech and will convert them into reported speech. I will give them 5 minutes to complete the sentences and they will work alone because I want to see how they are doing individually. Once they finish it, I will change their seats and check their answers with different students and see if there are any contradicting ideas. I will provide them with an answer key as they finish checking their answers in pairs.

Semi-Controlled Practice (8-10 minutes) • To concept check further and let the students use the language they learnt

I will prepare a fun activity for them for this stage. It will also give them a chance to use the target language through a challenging activity. I will write some words on papers and hang them on the whiteboard. They will be "doctor, teacher, police officer, footballer, mother" etc. And I will write direct sentences on cards. I will divide the class into two groups and they will choose a sentence among the cards and read it aloud. They will first choose to which job that sentence belongs to, and then they will try to convert that sentence into reported speech. The other group has to listen to what they say, because they have to decide whether the other group's sentence is right or wrong. If it is right, the group making the sentence gets the point. If not, the other group also has a chance to make the same sentence correctly and if that happens they get the point. And the group which gets more points win the game.

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