CEP Lesson Plan Template

Teacher/s: ___Caitlin & Parkorn___

Level: _Advanced 3_
Date/Time: _MWR 10:00am to 12:00pm_
Goal: Students will learn about time expressions and pronouns with reported statements.
Students will also practice more with reported statements by producing reported
statements using the rules that were taught to them.
Objectives (SWBAT):
Students Will Be Able To
1. Use the reported statements without looking at the rules
2. Incorporate time expressions into their reported speech
3. Relate what was said to them to another person by producing reported speech from
direct speech
4. Familiarize themselves with some reporting verbs
Theme: ___Reported Speech Reported statements ___
Extensions: ___ESL About.com on Reported speech ; Englisch-hilfen.de for time
expressions___

Aim/Skill/Microskill

Activity/Procedure/Stage

Review or Preview (if

applicable)

Linking & Transitioning to rest of

(for example:
lesson: Attendance and greeting
SS-T)
Review the reported speech rules with
the students. Present only half of the
SS-T
rules and have students fill in the other
half.
Example:
The reporting verb is in the past tense.
Direct S - verb
1. Present cont.
2. Present perfect
3. Future will
4. Future with
going to
5. Present perfect
6. Simple past

Interaction

Time
10:00 to
10:10am
(10 mins)

Reported S - verb
??
??
??
??
??
??

Okay, without looking at your notes,

tell me what you should fill in for the
?? portions. Also, give me an

(5 mins)

example as well.
T clarifies for the students a pattern for
the tense shift to help students better
memorize.
If the reporting verbs are in the past
tense, theres a pattern for which how
these tenses are shifted. We shift the
TENSE used in the direct speech ONE
STEP BACK in reported speech. So for
example, direct speech simple present
becomes reported speech simple past;
direct speech simple past, present
perfect, and past perfect becomes
reported speech past perfect; auxiliaries
and modals of will, can, may, and
would become reported speech would,
could, might, and would
If direct speech is
would/could/might/should/ought to,
then you keep the same tense in the
reported speech because you cannot
move it one step back anymore
T then checks the students homework.
I will give you about 2 minutes to talk
to your partner and compare your
answers for the homework

(5 mins)

Then T calls on students to provide the

answers as she validates their answers.

Activity 1: Time expressions 1.1 Pre-Stage: T presents the student

with reported statements
with a scenario and ask students how
they would use reported speech in two
situations with this scenario.
Scenario:
Emily is at school, writing in her
workbook. During lunch time, she asks
John if she could borrow a red pen.
Transition to #2:__ Now
Emily says to John:
that you have a better idea of I lost my red pen here this morning.
reported statements and the
time expressions, lets use
Possibility 1:
this in practice!__
John says to his friend Max who is in
the same room.

SS-T (T sets
the scenarios
and ask SS to
attempt giving
her the
answers)

10:10 to
10:20am
(10 mins
explanation)

If you were John, how would you use

reported speech to tell Max what Emily
had just told you?
T calls on one student and he/she will
generate the sentence.
Emily said (that) she had lost her red
pen here this morning.
T will then present the SS with a
second possibility.
Possibility 2: One day later, John sees
his friend James at his house. They
talked about school.
Pretend you are John again. How
would you use reported speech to tell
James what Emily had told you? Be
careful, this is a day later at a different
location.
T calls on one or two students to
provide the answers.
T will write down what the SS says on
the board and direct their attention to
the time expressions.
If no SS arrive at the correct answer, T
will provide the answers.
Emily said (that) she had lost her red
pen at our school that morning
OR
Emily said (that) she had lost her red
pen there yesterday morning
Notice that, because it is a day later
and you are no longer in school, the
time expressions you use would
differ as well. Instead of here, you
either indicate the exact location
at school or use there
When you use there you have to
make sure that the listener also
knows the setting. In this case, John
can use there because they are
talking about school.

T-SS (T
explains and
points out how
the time
expressions are
changed in
reported
speech)

Also, notice that when Emily and

John were in the situation, Emily
used the demonstrative determiner
this morning. But when John is
telling James what Emily said a day
later, they are far in time from the
situation. Instead of this morning,
John switches to that morning
when reporting to James.
If SS do not understand the differences
between the demonstrative pronouns,
present this information.
A demonstrative pronoun represents a thing or
things:
- near in distance or time (this, these)
- far in distance or time (that, those)

Singular
Plural

Near
This
These

Far
That
Those

T then presents a chart of the different

time expression changes.
Direct speech
This evening
Today/this day
These days
Now
A week ago
Yesterday
Last weekend

Next week
Tomorrow
Here

Reported speech
That evening
That day
Those days
Then
A week before
The day before
- The weekend
before
- The previous
weekend
The following week
The next/following
day
there

T highlights the parts where the time

expressions are changed.
When making reported statements,
you are usually talking about what
someone has told you in the past. So
when you report, you are removing
yourself from the setting and saying it
from an objective, by-stander point-ofview.

SS-T

No changes are made to words

referring to place, time or person if we
report something at the same place,
SS-SS or
around the same time; However,
individually
changes are made if there are changes
in place, time or people
T calls on different SS to read each line

10:20 to
10:25am
(5 mins)

1.2. During Stage: T provides an

exercise worksheet on time expressions SS-T (T
of reported speech for SS to complete. validates SS
SS may choose to work individually or answers)
in pairs.

10:25 to
10:30am
(5 mins)

1.3 Post-Stage: T goes over the

worksheet with SS by calling on the SS
to provide the answers. T calls on the
SS on a rotation basis. After each SS
provides the answer, T will ask the
whole class if they agree or not. If the
SS provides the wrong answer and no
one else in the class catches the error, T
will provide the correct answer and
explain the reasoning.
Tangible Outcome & T. feedback/peer
feedback: Students will understand
reported speech with different time
expressions. Students will also be able
to understand the changes behind how
tenses are shifted and kept constant in
correspondence with the reporting
verbs.
(T) T will have the majority of the
reported and direct statement sentences
written down to point out to SS where
the corrections should be made. T will
monitor and facilitate the pairs
discussions and answer checking as
well as help any SS who have
questions. T will also provide informal
reinforcements for SS who answer the
questions correctly.
(P) SS will work with each other on
answering the worksheets and check

each others answers.

Activity 2: Reported speech

in personal context

Transition to #3:__I will

leave it for Parkorn for the
next hour__

2.1 Pre-Stage: Separate SS into pairs. T-SS

Lets try to pair up with someone
(primarily T
different in your group! For each pair, instructing)
give each SS four questions. Have
them take turns asking each other
question.
As you ask your partner the questions,
make sure you are noting down your
partners answers
We are not going to use the rule sheet
I gave you last class. We will try to
practice using reported speech without
the rule sheet!

10:30 to
10:33am
(3 mins)

2.2. During Stage: As each pair take

SS-SS
turns asking questions and taking notes
of each others answers, T will go
around the room and give each SS a
small memo with a number. After all
SS have asked and answered their
partners, T will instruct the SS to find
their new partners using the memo.
Okay, now that you finish, try to find
the person with the same number as
you using the memo I just gave you

10:33 to
10:44am
(10 mins)

Once SS are paired up with their new

partners, they will practice reporting to
their new partner what their old partner
has said.
T will instruct each person to write
down at least one pair of direct
statement and reported statement that
will be collected at the end of class.
As you report to your new partner,
write down at least one pair of direct
statement and reported statement. For
example, a pair of direct statement
would be my favorite color is purple;
and reported statement would be
Caitlin said her favorite color was
purple

5 mins for
second part

SS-SS

T-SS (T gives
a quick
instruction)
SS-SS

5 mins for
first part

2.3 Post-Stage: T will call on some SS SS-T (SS will

(4 maybe 5) to share their answers with share and T
the class and T will write down their
validates)
sentences and ask the rest of the class if
they agree. T will facilitate and correct
the errors that SS make if no other SS
catch them.

10:44 to
10:55am
(11 mins)

Students will write down what they

find confusing about the grammar
structures so far or if they have any
questions up until this point.

10:55 to
11:00am
(5 mins)

Homework
1. Review the reported statement rules
and time expressions. As we build on
our knowledge with reported speech,
we will slowly move away from having
to use our notes
Tangible Outcome & T. feedback/peer
feedback: Upon hearing a direct
speech, students will be able to
transform the direct statements into
reported speech and produce the
reported speech to other classmates.
Students will be able to use reported
speech and relate it more to their own
context and life.
(T) T will write down some of the
reported and direct statement sentences
during post stage and point out where
the corrections should be made. T will
monitor and facilitate the pairs
discussions and help any SS who have
questions. T will also provide informal
reinforcements for SS who answer the
questions correctly.
(P) SS will work with each other on
answering and asking questions,
sharing ideas, and checking each
others answers when reporting speech.

Individually

3.1 Pre-Stage:
Activity 3:
3.2. During Stage:

3.3 Post-Stage:
Transition to #4 or Wrapup:__ _____

Activity 4:

Tangible Outcome & T. feedback/peer

feedback:

4.1 Pre-Stage:

4.2. During Stage:

4.3 Post-Stage:
Transition to Wrap-Up:
__________

Tangible Outcome & T. feedback/peer

feedback:

Wrap-up

Lesson Evaluation Procedures:

Materials:
- Textbook, workbook, teachers guide
- Power-point slides
- Markers
- Exercise worksheets
- Number memos for SS pairs
- Rules handouts
Anticipated Problems & Suggested Solutions:
- Students do not break off into pairs and instead only stay in groups
o Monitor the SS closely and make sure they are working in pairs
- Students work with the same partners over and over again
o Physically break the partners up and find them new partners (have them
switch seats)
- Students do not pay attention or follow instructions
o Be firm with the students and let them know that points for participations
will actually be taken off if they continue

Students do not understand the rules even after explaining it to them

o Provide students with more practice problems before having them
generate their own sentences
Students ask me questions that I may not able to answer
o Try to anticipate what kinds of questions would ask and research
beforehand
o If I did not anticipate the question that was asked in class and I do not
know the answer, be honest and look up the answers for the students at
home

Contingency Plans (what you will do if you finish early, etc.):

- Start introducing reporting verbs by having the students come up with some verbs
that they have used in reporting speech before besides say and tell
Post-Lesson Reflections:
1. During the review of last class of verb tense changes, everyone seemed to have
gotten a pretty good grasp of how the tenses are changed
a. They completed it without having to look at the rules
2. Most of them completed the homework
a. When I told them last class that I was going to do check for their
homework completion, they all had their homework completed
b. One girl did not do it because she didnt have her workbook
3. We discussed time expression with reported speech today
a. Most of them did not have as many questions as the previous grammar
lessons (ex. On Future progressive/perfect)
b. Whenever I asked them if they have any questions, none of them really
asked me any questions
i. It was verified by the exercises I had them do after going over the
time expressions all of them were able to complete the exercise
with the correct answers
4. I was able to answer and explain to the students when they posed unexpected
questions
a. One student in class who was always confused with the grammar seemed
to understand my explanations and were nodding it felt rewarding
5. When explaining the time expressions with the table, I tried to make it more
interactive by having students read off the rules and I give them an example for
each expression and have them changed it to the correct form for them to practice
6. After making sure that the students have practiced with using time expressions in
reported speech as well as making sure they know their rules, I had them ask each
other questions and produce sentences from their own experience
a. They then reported their sentences to their new partners
b. That engaged in a lot of discussions and during discussion, I went around
asking each student to give me a sentence as I check during grammar

7. When I broke up the instructions into two parts, it was more difficult to get their
attention back to me for them to listen to directions
a. I was going to have them write down a pair of examples they did, most of
them were not listening to the instructions because they were too engaged
in their discussions and did not really give me the pair of examples I asked
from them.
8. I ran out of time for them to present their sentences so I went around the class
during their discussion to check for their grammar