LESSON PLAN

Teacher: Diana Mihaela Magdas

Form: Year 11
Level: Advanced, C1
Textbook: Upstream
Lesson: Reported Speech, page 202

 Skills: listening, speaking, reading

 Aim: to provide students with fun and memorable practice of grammar so that, at
the end of the lesson, they should be able to transfer info into real use of reporting
verbs, outside the classroom
 Objectives - sts. revise reported speech introducing/using different reporting
verbs
- sts. practice the grammar knowledge they have acquired so far
(backshift of tenses, change of structures when reporting- if necessary, etc.)
 Types of activities: individual, pair-work, group work
 Aids (Audio-visuals) - text-based materials: printed lyrics handout, textbook,
cards with dialogues
- task-based materials: worksheet for sts. with rephrasing
items
- whiteboard and whiteboard pens, hats, students’
notebooks and pencils
 Assumptions – students know the basic use of reporting in English
– students are familiar with using verb tenses in English

Contents:

I. WARM-UP (estimated time: 5’)

- students are asked if they know the meaning of the word “gossip” and whether they or
people they know do that. As gossiping is talking about others and/or telling a third party
what someone said, ordered, claimed etc., the connection with “reporting”/Reported
Speech is made.
Aims - get learners think of a grammar issue in a non-threatening way
- activate background knowledge through personal experience
- involve and motivate them to participate in the activities
Interaction T-st
Skills involved - listening (to what the teacher/other students say), speaking
(discussion-class)

II. Listening (estimated time: 15’ – 20’)

*Pre-listening activity
- students are told that they are going to listen to a song where different vb. tenses and
grammar structures are used.
- each student is given a written copy of the lyrics that have previously been turned into
Reported Speech. Students are told what is expected of them and the actions they have to
take during the activity. While listening to the song they will have to write down the
original lyrics next to each line (as many as they can).
Aims: - to raise expectations on the topic
- to involve sts. into activity
- to provide sts. with context and make them understand which are the points of
the activity that need focusing on and what outcome they are expected to have.
Interaction-T.-sts.
*While-listening activity
- individually, students check lyrics on their copies and extract meaning, writing
what they hear down, as the song is being played.
Teacher will allow students to spend some time (3’-5’) looking at the changes that have
occurred when the lines got turned into Reported Speech, in pairs.
T: Could we have used only say and tell? What is the effect of using more relevant
reporting verbs? (Added meaning)
Teacher and students together will then have a look at those changes and go through a
quick review of Reported Speech.
Aims: - to practice fast, silent reading skills
- to promote global reading for meaning
- to facilitate further use of the grammar issue
- to activate background info on the subject

Interaction: Individual/pair-brainstorming work

*Post-listening activity
- grammar practice, reporting sentences and converting tenses and structures,
backshifting if necessary. (Handout no. 2)
Elicit backshift reporting and the way it causes changes both in grammar and lexical
structure of the sentence, that is-use of other verbs than say/tell, adding/ illustrating
meaning.
Students should come up with verbs like “deny”, “threaten”, “suggest” “encourage” etc.

Aims - activating previous knowledge of grammar

- practicing grammar
- generate practice output

Feedback: - allow peer correction.

- Teacher writes correct form on the blackboard if necessary and discusses the
connection between the choice of the reporting verbs and the semantic dimension of the
sentence. Examples from the sentences provided are given, isolated and then distorted.
Interaction: st-st, st-t, t-individual/pair work,

III. Dramatized reading/grammar practice - (estimated time: 15’)

(group work)
Procedure: Two hats contain cards with direct speech sentences. Two students (A, B) are
asked to draw cards – each draws one card from one hat. Then each student is asked to
pick a “friend”-, a story-teller, the one who will report. So A’s friend will report to the
class what A “has said” and then B’s friend will report B’s reply to the “audience”. The
 “story tellers” will have to “act out” the reported lines as actors talking to the public. The
reported sentences will be written on the blackboard.
Aim: - to make students interact
- to provide a relaxed, fun method of practicing the grammar structure by means of
‘randomly” formed dialogue
- to encourage speaking in front of an “audience”
- to keep students interested in the subject
Feedback- peer correction, teacher correction when/if necessary.
Interaction-st/st, st-class

IV. Grammar practice - pair work (10’)

Aids - text-book, page 202 ex 1a, b
Students work in pairs brainstorming on the responses.
Teacher keeps silent.
Ex1.a - students should be able to correctly match the reporting verbs with the given
structures
Teacher corrects students.

Ex1.b individual work - rephrase.

Peer correction
If problems occur teacher writes problem sentences on the blackboard to be discussed
with the students.
Feedback- teacher corrects students if so needed and provides positive reinforcement.

Aim - to foster pair and group work

- to practice grammar
- to get immediate feedback on the item to practice

Homework: students are asked to solve ex.2, page 202, paying attention to the rules of
Speech Reporting they have revised through guided meaningful practice in class.