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Goal: Students will produce reporting questions from direct speech of questions and
apply this grammar to context outside of exercise drills. If they wish to relay what others
have told them, students will be able to use the three parts of reported speech (reported
statements, reporting verbs, and reporting questions) in any context of direct speech
outside of class without any major problems.
Objectives (SWBAT):
Students Will Be Able To
1. Understand the rules behind reported questions
2. Practice making direct speech questions into reported questions
3. Integrate their knowledge of reported speech (reported statements, reporting verbs, and
reporting questions) into a new context (i.e. listening)
4. Produce original reported speech based on any original direct speech in any context
Review or Preview (if Linking & Transitioning to rest of (for example: 10:00am
applicable) lesson: SS-T)
Greetings and attendance
T checks with SS if there are any T-SS
confusing areas for the last two parts of
the grammar section before we
completely move onto the next section.
I know that we kind of gone into
reporting questions last class. Before
we go into the rules today, does anyone
have any questions on anything we
have learned so far regarding reported
statements, time expressions, and
reporting verbs?
Activity 2: Interviews with 2.1 Pre-Stage: T explains that SS will T-SS 10:28 to
reported speech integrate everything they have learned (primarily T 10:31am
so far regarding this chapters grammar giving activity (3 mins)
in an interview context. SS will be instructions)
divided into groups of four.
Okay, now we are going to integrate
everything we have learned so far in
this units grammar into an interview
Transition to #3:__Parkorn activity!
will cover the next You will be divided into four groups
hour!___ of 4 or 5 SS
In your group, decide on a famous
person living or dead that you
would like to hypothetically interview
So for example, I would choose Helen
Keller and interview her
One person in the group will be the
famous person the interviewee and
the other people in the group will be
the interviewers
Each interviewer will think of at least
one question to ask the interviewee
Make the whole interview process
more natural and act as if like you are
actually in an interview or conducting
an interview include an introduction
and conclusion
Introduction could be greetings and
introducing yourself. The interviewers
should say something like It is so nice
to have you here with us today. We
have a few questions that we hope you
could answer for us!
Interviewee should say something like
It is my pleasure to be here. I would
be glad to answer any questions you
would have for me
Conclude the interviews as well
Each interview should be about 3 to 5
minutes
While each group is presenting, the
rest of the class should be noting down
the questions and answers they are
saying I will be calling on some of
you to tell me what you heard using
reported speech to answer me
3.1 Pre-Stage:
Activity 3:
3.3 Post-Stage:
Transition to #4 or Wrap-
up:___________________ Tangible Outcome & T. feedback/peer
feedback:
4.3 Post-Stage:
Transition to Wrap-Up:
___________________ Tangible Outcome & T. feedback/peer
feedback:
Post-Lesson Reflections:
- Everyone was present in class
- Everyone understood the grammar lesson very well today
- At first no one was able to give me the rules behind reporting questions
o After the explanations, all the students were able to provide the correct
grammatical form of the sentences and provide me the rules behind
forming reporting questions
- No one had questions about any parts of the grammar for this unit and when I
tested on their comprehension, all of them were able to answer the questions
correctly
- Spent more time on the reporting question exercises and answer checking than
expected less time for the integrated activity
- Students were engaged in the interview activity coming up with the roles and
questions as the interviewers and the interviewees
- Ran out of time
o There was only time for one group presentation
- Students spent more time on the presentation itself than the post-activity where
reported speech is used
o I should have been more clear in the instructions reported speech in the
post-activity is more important
o Spent more time on the presentation that there was less time for post-
activity and not that many people were able to practice their reported
speech for the other presentations
- Should balance out my activity time better and make group work presentation
more effective but the post-activity point of reported speech more salient and
more important as well
o It was not good that I had all groups prepare presentation but only one
group got to present and the reported speech portion of the activity was
not fully carried out either