Урок “THEY SAID SHE WAS A GENIUS. REPORTED SPEECH-STATEMENTS”

The subject of the lesson “They said she was a genius. Reported speech-statements”

Objectives:

• Can express opinions and attitudes using a range of basic expressions and sentences
• Can make tense changes (present to past) in Reported Speech

Lesson equipment: SB Focus 3, interactive whiteboard, handouts, computer, audio, video, TB Focus 3: Culture notes p. 178; Photocopiable Resource 33 pp. 212–213, 254

Type of the lesson: combined.

Expected results: students can talk what other people have said using Reported Speech.

Procedure

I. Beginning of the lesson

1. Greeting

2. Announcing the topic and the aims of the lesson.

T. Today we are going to have an unusual lesson. Look on the board, read and say what we are going to speak about (They said she was a genius. Reported speech-statements)?

WARM-UP

1 (T–S, S–T) Books closed. Ask: What were you good/bad at when you were a child? What did you want to do when you grew up? Did you have any secret ambitions? Did you have any hidden talents? Discuss these questions as a class.

2 (T–S, S–T) Exercise 1. - Open your SB on page 90 and look at the photo. – Do you  like the painting in the photo? (Elicit ideas from different Ss.) – Do you think it is possible for a three-year-old child to paint something like this. (Elicit ideas from different Ss and have a brief discussion). -You will find out the answer when you read the text. You have 2 minutes to do this.

 TIP See Culture notes in TB p. 178 for information about Marla Olmstead.

Main part.

PRESENTATION  (T–S, S–T)

1.  (S–S, T–S, S–T) Refer Ss to the Exercise 2. They do it individually. Give them 2 minutes to do the matching activity and then 1 extra minute to check their answers in pairs before doing a class check.
2. Presenting grammar: Watch the video
3.  (S–S, T–S, S–T) Refer Ss to Exercise 3. Give them 2 minutes to underline the Reported Speech in the text that matches the Direct Speech in Exercise 2 and then 1 extra minute to compare their answers with a partner. Ask Ss what changes from Direct Speech to Reported Speech (pronouns – depending on who is doing the reporting; the verb – depending on what the tense is; the time and place determiners). Elicit the tense change rules, using the examples in the text. Then give Ss 3 minutes to complete the GRAMMAR FOCUS. Go through the rules for tense changes in the GRAMMAR FOCUS with Ss. Also explain that the Past Perfect does not change in Reported Speech and that habits in the Present Simple do not change either (when they refer to present habits).

Elicit an example of a habit, e.g. I have cereal for breakfast every day., and ask Ss to change it to Reported Speech, e.g. Olga said she has cereal for breakfast every day. (But: The historian said that Churchill had toast for breakfast every day. Because Churchill is already dead and the habit refers to the past.) Finally, look at the different reporting verbs and elicit their meanings. Do a quick class check.

4. (S–S, T–S, S–T)  Refer Ss to Exercise 4. Ss do Exercise 4 individually. Give them 2 minutes and then 1 extra minute to check their answers in pairs before doing a class check. Check the tense changes and the use of reporting verbs again.
5. (S–S, T–S, S–T) Refer Ss to Exercise 5. Read the example aloud and elicit the rules for how to report statements again. Then give Ss 4 minutes to rewrite the remaining sentences in Exercise 4 as Reported Speech. Then give Ss 1 extra minute to compare their answers with a partner before doing a class check.

TIP Do the class check as an oral drill to involve everyone. 3 (S–S, T–S, S–T) Go through the REMEMBER THIS box with the class.

6. Then refer Ss to Exercise 6. Give them 3 minutes to complete Reported Speech sentences 1–6 using time expressions from the box and making other necessary changes.

Summarizing:

What grammar patterns did we use today?

Today you have been active and have done great job. I’m pleased with you. So, your marks are…..

How do you feel now at the end of the lesson?

HOMEWORK 1 Give Ss WB p. 90 as homework. 2 Ask Ss to prepare for a 10–20-minute Grammar Quiz: Assessment Package, Unit 7.2, Grammar. CONTINGENCY PLAN Refer to TB p. 90 for extra activities.

The lesson is over!

 Presenting grammar: Watch the video

3.  (S–S, T–S, S–T) Refer Ss to Exercise 2. Read the GRAMMAR FOCUS. Complete the examples with the phrases in blue in the text

Refer Ss to Exercise 2 to read the examples and discuss the rules. Then go through the GRAMMAR FOCUS with the class.

Revision and practice:

1. (S–S, T–S, S–T) Ss Exercise 3 individually. Complete the text with the correct verb pattern using the words in brackets. Then listen and check.

Relax break

2. (S–S, T–S, S–T) Ss do Exercise 5 individually. Write a second sentence so that it has a similar meaning to the first. Use the words in brackets.
3. (T–S, S–T) Refer Ss to Exercise 6. Complete the sentences to make them true for you. Write four true sentences and one false one. Ss complete the sentences about them. They should write four true sentences and one false sentence.
4. (S–S, T–S, S–T) Exercise 7. SPEAKING.  Read your sentences. Guess which of your partner’s sentences is false.

Extra activity : Give Ss further practice of verb patterns by asking them to make sentences which are true for them using five of the verbs. Ss write them in their notebooks and then read them out in small groups. Elicit the most interesting sentences from the whole class

Summarizing:

What grammar patterns did we use today?

Today you have been active and have done great job. I’m pleased with you. So, your marks are…..

How do you feel now at the end of the lesson?

Home tasks WB p. 90

The lesson is over!