You are on page 1of 4

LESSON PLAN Teacher: Raluca Gorcea Form: 11H Level: Advanced Textbook: Upstream Lesson: Reported Speech-practice, pag.

202 Skills: listening, speaking, reading, grammar 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 course book Objectives - st. revise reported speech introducing/using different reporting verbs - st. practice the grammar knowledge they have acquired so far (backshift of tenses, modification of structures when reporting- if necessary ,etc.) Types of activities: individual, pair-work, group work Aids (Audio-visuals):-text-based materials: printed handouts with song lyrics, recorded CD, course book, cards with dialogues -Task-based materials: worksheet for st. with rephrases items -blackboard and chalk , hats, students notebooks and pencils Assumptions the students know the basic use of reporting in English -the students are familiar with how to use verb tenses in English Contents: I. WARM-UP (estimated time: 5): -checking the homework. Then, 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. Aim-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 teacher says) ,speaking(discussion-class)

II. Listening(estimated time: 15, max20) *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 along with a worksheet containing rephrase/report exercises, in which the reporting verb is given.

Students are told what is expected of them to do and the actions they have to take during the activity. They will have to report the indicated sentences and operate changes in tense sequences/other structures so, during the actual listening activity they should pay attention to and underline the vbs and time/place structures or pronouns which could be modified when reporting. Aims: - to raise expectations on the topic -to involve st into activity -to provide st 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.-st *While-listening activity - individual students check lyrics on their copies and extract meaning, as the song is being played -students underline verb and time/place structures pronouns etc. which they consider that will be modified when converting into reported speech, as instructed 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 marked sentences/lyrics and convert tenses and structures back shifting if necessary. 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 refuse, threaten, suggest encourageetc. 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 lyrics 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 As friend will report to the class what A has said and then Bs friend will report to the audience Bs reply. 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- max 15 ) Aids-text-book, page 202 ex 1a,b, 2, 3a 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 student Ex1.b individual work-rephrase. Peer correction If problems occur teacher asks a student to write problem sentences on the blackboard and discuss it together. Ex.3a reporting a story Role-play (st-st interaction) 2 students play the parts of the taxi driver and the Scotsman. A third party reports the anecdote. Feedback- teacher corrects students if so needed, otherwise 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 3.b and ex.2, paying attention to the rules of Speech Reporting they have revised through guided meaningful practice in class.

You might also like