Age Level: 22-30

Ability Level: Level 6 Grammar

Type of Lesson: Review
Objectives- By the end of this lesson, students will be able to:

Form statements in indirect speech

Recognize the differences between direct and indirect speech

Ask important information

Incorporate questioning techniques

Use listening skills to answer complex questions

Use adjectives to describe people, times or events

Materials Needed:

Homework from previous class

Notes from previous class

Classroom with chairs so that a mock interview could take place

White board

Markers

Notebooks

Preparation:

In the previous meeting time of the class, the students were taught how to change direct
statements into indirect and completed an array of activities including changing direct
quotations in newspapers and magazines into indirect, paraphrased sentences.

Secondly, students were given hypothetical topics (e.g., describe a suspect; what do
you think about global warming; when is your band going on tour; why did your
company close down? Etc.).

Then, the students were put in pairs by the teacher.

One student assumed the role of an interviewer and the other as the interviewee.

Together, they thought of questions and answers pertaining to their topics.

Location: Regular Classroom

Warm up/Anticipatory Set/Activation (5 minutes): The teacher will say, Its so cold out
today! and call on a random student to ask what he (the teacher) just said; the student will have
to tell the person next to him (for example), He said it was cold outside. The teacher will then
go around and ask each group what their topics are and ensure that no students retain any
questions.
Review (10 minutes): The review and presentation will be interwoven so that the lesson
activities, themselves, can receive more time.
Presentation of New Material/Procedure (15 minutes): The teacher will ask for one pair to
volunteer to go first. The two students will sit in the middle of the room as if they were involved
in an interview on a set. The rest of the student the audience will act as the reporters and take
notes on the questions and answers spoken by the pair. After the conversation is complete (about
5-6 minutes), the reporters can ask additional questions for clarification purposes; if no questions
exist, the teacher will ask the students (for example):

Q: What reason did Mike give for his company closing down?

A: He said they had closed because of a lack of sales

What Mike actually said, We closed due to a lack of sales.

Notice that the reporter who answered the teachers question properly changed the
pronoun from we to they and changed the simple past to the past perfect.

The teacher will not ask the reporters to answer every question the pair spoke about.

Then the next pair will go until each group has gone.

Pronunciation (5 minutes): No formal pronunciation lesson will take place, though students
will be corrected if errors are committed.
Grammar (5 minutes): The entire lesson chiefly revolves around grammar; thus, all students
will be required to speak in correct grammatical structures for the activity. Moreover, it is at this
phase where the teacher will remedy any issues he observed in this lesson.

Closing (5 minutes): As a closing activity, the teacher will ask the students to write down one
issue they still have with direct and indirect speech, fold the paper and submit it to the teacher.
To start the next class, the teacher will ask the students to extract each piece and read the
concerns aloud; the purpose of this is to address any lingering questions they may exist and to
ensure that the students fully understand before proceeding to the next lesson. There is a strong
likelihood that multiple students will have the same or similar concerns; this would be a good
opportunity to allow the students to answer many of the questions for their classmates.
Rationale: The purpose of this lesson is to serve as a review of direct and indirect speech and to
make a relatively dense topic interesting. Having the students act as reporters and interviewers
enables them to be active agents and forces them to listen, comprehend, and ask questions
regarding the topics being discussed; thus, the students assume the role as the teacherthe
spotlight of the classwhile the actual instructor assumes a more passive role, acting merely as a
facilitator.