Lesson Plan I 1st year MA student Methodology group

Indirect Speech
Level: pre-intermediate Form/Year of the students: 10/16 Length of the lesson: 40 minutes Aim of the lesson: revising indirect speech Prior knowledge: indirect speech Objectives of the lesson: 1. Students activate previously learned rules of reported speech 2. Students revise all the key aspects of forming reported sentences (word order, punctuation, deictic expressions, etc.) 3. Students practice using indirect speech in communication and interaction among each other 4. Students will feel more comfortable reporting orally 5. Students practice listening to each other Activities enabling objectives: (Listening and reporting on video clips, oral and written exercises on reported speech, group work, a game which requires listening to each other) Preparation: handouts on reported speech (13), 2 different handouts with exercises (13), a projector, a computer, a ball Procedure:
Task/Theme 1) Warm up. Talking about movies The Twilight Saga. Students give their opinions. 2) Activity 1. Checking students previous knowledge of reported speech: Ss look at a video clip from the movie Twilight (2008). Each of the Ss is to report one sentence from the clip. T listens and does not correct. 3) Activity 2. Students are shown several sentences from the dialogue they had just heard. The sentences are given both in direct and indirect speech. (Slide 6 in the ppt presentation in Appendix 1). Looking at those sentences they need to fill out a table (Handout 1) by answering which tense shifts into which when reporting sentences. Pair work. T checks if the Ss are familiar with the names of relevant tenses tense names and provides examples of the tenses to remind them. Time 2 min. 8 min.

5 min.

T calls out Ss to check answers. 4) Theory. T goes over the theory of reported speech (ppt presentation, Appendix 13 min. 1) always checking if some of the students know it already to tell it to the class. Along with explaining the theory and providing examples, T calls out Ss to try to report some sentences from the slides on their own. 5) Practice. Each students is given 1 handout summing up all the rules (Handout 7 min. 2) and another one with exercises to be done (Handout 3, Exercises 1 and 2) T calls out Ss to check answers 6) A ball game. Each student says a sentence and throws a ball to another student. 5 min. The next person needs to report to others what the previous Ss said, and then add his own sentence and throw the ball to someone else. Ss listen to each other, they do not correct each other, but when someone makes a mistake, the next S throws the ball back at him for him to correct himself. Homework. a) Handout 3, ex.3. b) Each student needs to listen to an interview with his famous musician/actor/sportsman and in the next class report to others what he understood.

Additional tasks (for Ss who finished exercises from the handout earlier): Listen to another video clip from the same movie and report sentences orally one by one. Comments: 1. The first activity might generate confusion among students; they are already asked to report orally what they hear in a video without having revised the rules first. But, the point of the activity is to get students to think about the practical application of what is to be taught. T not correcting any mistakes should help them feel more relaxed. 2. Another possible problem might be that students might feel overwhelmed with so many rules. For that purpose, they are given handouts with a brief overview to help them follow the activities of the lesson easier. Next lesson: Changing indirect sentences back to direct ones. Introducing other reporting verbs (shout, regret, demand, wonder). Practicing other modal verbs (can, shall, must).