CEP Lesson Plan Template

Teacher/s: Shicong Li, Nayeon Kang

Level: I5
Date/Time: Oct. 22, 10am 12pm
Goal: Students will learn to report someone elses ideas.
Objectives (SWBAT):
Students Will Be Able To
1. Talk about what someone said by using reported speech.
2. Talk about what someone aside by using reported questions
3. Construct reported speech from written direct speech, including reporting a belief or
general truth
4. Listen and identify if the reported speech states a general truth or not
5. Select the correct or alternative verbs of reporting to construct reported speech
6. Distinguish tell, say, speak and talk
Theme: Whats so funny
Extensions: Study the grammar points and bring some questions to the class
Other quotations from famous people
Aim/Skill/M
icroskill
Review or
Preview (if
applicable)

Activity/Procedure/Stage

Linking & Transitioning to rest of lesson: Last time, we talked

about the differences between the direct speech and reported
speech. Today, we will learn more about it and we will also talk
about how to report what someone asked.
Activity 1:
1.1 Pre-Stage
Reporting
(1)T invites SS to look at a table in which sentences of direct
what
speech and reported speech are introduced. T ask SS how each
someone
column is different from the other.
said
(2) SS will answer. (answers must be about the verb tense,
pronouns, and time expressions)
(3) T let SS work with the first exercise in the textbook (p.68).
When they are finished, T checks the answer with the whole
class.
1.2 During Stage
(1)T shows a picture in which five people explain about their
physical problems. T points out that SS needs to focus on how
the pronouns should be changed.
(2) T explains the direction of the activity. SS are expected to
talk about each persons problem with their partners. T gives a
model conversation before SS starts speaking.
Transition to (3) When they are finished, T invites SS to share their answers,

Intera Time
ction
1 min

T-SS

4 min

SS-SS
T-SS

T-SS

2 min

SS-SS 7 min
T-SS

3 min

activity 2:
So far we
talked about
the
characteristi
cs of the
reported
speech.
From now
on, we will
learn more
about how to
report what
someone
asked.
Activity 2:
Reporting
what
someone
asked

and check them with the whole class.

(4) T explains that the next focus will be on the verb tense
change. T shows a slide where past perfect tense is used in the
reported speech. T invites SS to answer when they use the past
perfect tense. (Answer can vary.) Based on SS answer, T gives
brief explanation about that specific tense.
(5) This time, T let SS work with the same pictures using past
tense in their reported speech. SS work with their partners.
(6) When SS are finished, T invites them to share their answers,
and check them with the whole class.
1.3 Post-Stage
(1) SS work with the practice 4 in their workbook about tense
change in reported speech. SS write down answers individually
and ask Ts if they have any questions.
(2) T invites SS to share their answers and check them with the
whole class.
2.1 Pre-Stage
(1) T invites SS to look at a table in which sentences of direct
questions and reported questions are introduced. T ask SS how
each column is different from the other.
(2) SS will answer. (answers must be about the verb tense,
pronouns, and word order.) Based on SS answer, T gives
explanation about the structural features of the reported
questions. T focuses on word order, changes from questions to
statement forms, as well as verb tense and pronouns.
2.2 During Stage
(1) T shows direct questions containing both information
question, and yes/no questions and let SS complete the reported
questions.
(2) When SS are finished, T invites them to share their answers
with the whole class.
(3) SS work in pairs. Each S pick up one question and ask that
question to his/her partner. S write down the partners answer
with the exact word first. Then, they are asked to report back to
the whole class about their conversations using reported
speech and reported questions. T gives a modeling answer
before SS started.
2.3 Post-Stage
(1) T points out some mistakes (if there is any) and let SS think
about it

Transition to
activity 3:
So far, we
learned how
to talk about
what
someone
said and
what
someone
asked. From
now on, Ivy
will explain
about some
special
cases in
using
reported
speech.
Activity 3:
3.1 Pre-Stage:
(1) Introduction: Now lets look at this pair of sentences on the
Report on a board. Mark Twain said, Everybody talks about the
belief or
weather, but nobody does anything about it. Mark Twain

T-SS

3 min

SS-SS 5 min
T-SS

3 min

S-S

5 min

T-SS

2 min
(35 m)

T-SS

2 min

SS-SS 2 min
T-SS

T-SS

5 min

T-SS

3 min

SS-SS 10 min

T-SS

3 min
(25 m)

T-SS

1 min

general truth said that everybody talks about the weather but nobody
does anything about it. What is strange here? (The clause does
not change to past tense.) Lets figure out why that is. Who was
Mark Twain? Is he alive? Was this statement true when he said
it around 100 years ago? Can it still be true today? (Yes.) This T-SS
is a general truth or a belief. It doesnt change even if it was
said in the past. It is not a specific piece of information that is
tied to the moment he said it. It is more abstract. People may
still believe that and say it now. How you report it depends on T
how you think about the message. If you think it is a truth and
people may still believe that, you dont need to change the verb.

Transition to
#4: We have
used said a
lot in our
reported
speeches.
You may
also have
used
explained,
complained
, told.
There are
many other
verbs that we
can use to
report what
someone
said. We are
going to look
at them and
learn how
we can use
them.
Activity 4:

3.2. During Stage:

(1) Instructions: Now lets look at the quotes you found. On
Monday, I asked you to find a famous quote from someone and
try to change it to reported speech. Now take out the quote and
check with your partner. First, talk about if the statement can
T-SS
still be true today. Secondly, check if you write the reported
speech correctly. Model with the Mark Twain sentence. Then I
want you to report the quote to the class and tell us why you
chose that. Lets spend 5 minutes to do that. *Depending on
how many people bring their homework: If you do not have the
quote with you, please take out your workbook and do the same SS
thing for the sentences in Practice 6.
(2) Sharing: Can you share with us whose quote you picked
and what he/she said? Everyone please listen, and decide
whether it is a general truth or belief. While sharing, the
conversation can be extended to asking why the student picked
that quote, whether other students agreed with the quote
(review agree and disagree)
T-SS
3.3 Post-Stage:
(1) Conclusion: Please keep in mind to examine if the direct
speech is a general truth or belief. Usually if a general truth, the SS
original sentence should be in simple present tense as well. In
this case, you dont need to change the verb in the reported
speech. Otherwise, you need to follow the rules that Nayeon
discussed with you and modify the sentence.
T-SS
Tangible Outcome & T. feedback/peer feedback:
Students will write down the quotations they found in both
direct speech and reported speech. Teachers will give focused
corrective feedback on constructing reported speech. Feedback
should include the irregular verb forms in present, past and
past perfect as well
4.1 Pre-Stage:

1 min

1 min

1 min

5 min

10 min

1 min

Total:
20 min

Verbs of
reporting

(1) Instructions: So first lets find out where we can use these
T-SS
verbs. Give handouts. Each of you has a paper, which should
be different from the person next to you. You all have Table A,
which have 5 sentences of direct speech, and Table B, which
have 5 verbs of reporting. First, you need to take your table A to
work with your partners Table B. Find out which verb can used SS
to report each sentence in Table A. Model one sentence. Lets
take 5 minutes to finish this.
(2) Check answer: So what have you got? Ask each student to
share the answer of one sentence. Ask whether other students
SS
have different answers.

4.2. During Stage:

(1) Introduction: Now we have chosen the verb of reporting for
each sentence, lets practice changing them to reported speech.
This time, it is different from simply using said, because each T-SS
verb has their meanings and rules. So we need to be mindful
about that. First, lets practice two sentences together. First,
Mark said, Im sure our team will win. (predict) How
would you change this sentence? Mark predicted that
their team would win. Predict indicates the meaning of Im
sure. He didnt predict hes sure, he predicted the result of
the game. Secondly, Mary said to Sam, Be careful!
Something might break. (warn) How would you change this
sentence? Mary warned Sam that something might
break. Warn already includes the meaning of be careful.
Warn also needs to carry an object right after it. It is different
from said that
(2) Instructions: Now keep this in mind and work with your
partner for the other sentences. You can write it down in your
Table B. Lets work on it for 10 minutes and come back
T-SS
together to discuss.
(3) Discussion: Check the answer of the 8 sentences. Shown on SS
ppt. On the slides, it will highlight which verbs need to carry an
object.
T-SS
4.3 Post-Stage:
(1) Conclusion: So you have all these verbs to choose from
while reporting the speech. Remember these verbs have to carry
objects while using, and these do not. Shown on ppt. There are
some other verbs that do not need to have a that-clause to report T-SS
Transition to the speech. I will send example sentences to you via email
#5: Lets go tonight for your references.
back and
look at the
Tangible Outcome & T. feedback/peer feedback:
sentence that Students will fill in the handout to match the verbs of reporting

2 min

5 min

2 min

5 min

10 min

5 min

1 min

Total:
30 min

used tell.

Activity 5:
Distinguish
say, tell,
speak, talk

with the direct speech. Students will fill in the handout to

change direct speech to reported speech. Teachers will give
focused feedback on reported speech and whether or not the
verbs of reporting carry an object.
5.1 Pre-Stage:
(1) Introduction: Compare these two sentences and figure out
how tell and say are used differently: Cindy told me that
she wanted to buy some comic books. Cindy said that she
wanted to buy some comic books. Tell is used with a noun or
pronoun that indicates the person who hears the message, but
say is often used without mentioning the hearer.
5.2. During Stage:
(1) Discussion: Besides say and tell, are there any other
verbs in English that have similar meanings? Speak, talk
Who can give us an example when you can use speak? (I
speak English.) Can we say Cindy spoke that she wanted to
buy some comic books? or Cindy talked that she wanted to
buy some comic books? (No.) Say and tell usually describe the
words one uses in communicating, the content. We have to say
speak to/with or talk to/with somebody. Lets compare these
two sentences: Can I speak to my boss? Lets talk about our
trip. Talk with your partner quickly for 1 minute. What is the
difference here between speak and talk? (Talk about the
difference between formal and informal.)
(2) Choose the right verb: Now lets look at this exercise and
decide whether we should use tell, say, speak or talk. Work with
your partner for 3 minutes and we will discuss the answer. Then
discuss the answer and answer questions if the students have
any.
5.3 Post-Stage:
(1) Conclusion: When you use the verbs, try to think about
which verb is the best for that situation.
Tangible Outcome & T. feedback/peer feedback:
Students will complete a fill-in-blank exercise. Teachers will
give feedback on the use of the four verbs.

Wrap-up

Lesson Evaluation Procedures: If we have 2 minutes left, Today

we have talked about doing reported speech with more details
and there is a lot of information. On this small piece of paper,
please write down one thing that you have learned today or one
question that you still have.

Materials:
Poster paper, marker, Media setup, ppt slides, questions for speaking activity.

T-SS

2 min

T-SS

2 min

SS

1 min

T-SS

1 min

SS

3 min

T-SS

1 min
Total:
10 min

Anticipated Problems & Suggested Solutions:

Students may have some difficulties with grammar points. In that case, Ts will actively
participate in the pair discussion and help them out with their difficulties.
Students may not bring their Monday homework to find a quote from a famous person. If
that is the case, we will use Oscar Wildes quotes on the workbook to do activity 1.
Students may have confusion to fill in the handout for Activity 2. Then I will ask Nayeon
to model with me.
Contingency Plans (what you will do if you finish early, etc.):
If we dont have enough time for the last activity, we may need to postpone it for
tomorrow. If we have some time left, we will let students think of their own questions and
work with their partners.
If we dont have enough time, I will do the fill-in-blank exercise in Activity 3 as a whole
class. If we finish early, I will spend some time to discuss some other verbs of reporting
that may not need to be followed by a clause (eg. persuade, advise, invite, etc.)
PowerPoint will be prepared. Since its not one of the main objectives in this unit, I will
send this to students as supplement material.
Post-Lesson Reflections:
I thank SS concentration on the class today. They were very much engaged not only in
the activities but also in grammar explanation. They gave us many good questions which
helped us to make transition to the next activities smoothly.
Students have a lot of questions about reported speech, and they did some practice during the
first half of the class. I just decided to introduce how they can use it in real life before I
started my lesson plan. So I ask them to whisper to the person next to them and their
neighbor needed to report their speech. They seemed to like it because they could come up
with their own sentences. They made some hard sentences so that their neighbor would have
a challenge. They also negotiated meanings during the process.