LESSON: Module 2 Lesson 5

Use of English

Reported speech

School:

Date:

Teacher’s name:

CLASS: 11

Number present:

absent:

Learning objectives that this lesson is contributing to

11.6.10 - use a wide variety of reported statement, command and question forms on a wide range of general and curricular topics

11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

ICT skills

Using videos& pictures, working with URLs

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems

Previous learning

Specific features of animals

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Warming-up

Team work

10 min.

Organization moment :

1.Greeting.

T give them different shapes and ask them to divide into 3groups.

I-circle

II -square

III–triangle

In differentiation part t «Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Envelop with shapes

25 min

SB Ex. 1 p. 26 To present/revise reported speech

• Ask the Ss to read the text and elicit that direct speech is a person’s actual words whereas reported speech is the exact meaning of what a person said. • Explain/elicit how tenses change in reported speech. Refer Ss to the Grammar Reference section for more information. • Read the tables and the examples aloud. • Ask Ss to answer the questions. • Check Ss’ answers.

Answer Key

1 We use the verbs ‘tell’ and ‘say’ to report statements. We use the verb ‘ask’ to report questions.We use the verb ‘tell’ to report commands.

2 In reported speech the tenses change as follows: present simple → past simple present continuous → past continuous present perfect → past perfect past simple → past perfect past continuous → past perfect continuous future simple → would + infinitive without to can → could Tenses do not change in reported speech if the verb that introduces the speech is in the present simple.

3 Pronouns and time words in direct speech change in reported speech according to the context.e.g.,‘I’ in direct speech changes to ‘he/she/Toktar/Sabira’ etc. in reported speech,while ‘tomorrow’ changes to ‘the next/following day’.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

SB Ex. 2 p. 26 a) To identify reported statements and questions

• Explain the task and give Ss time to complete it. • Check Ss’ answers.

Answer Key

Reported statements: • He added that, in the past, people had claimed that bats were blind, but science had shown this wasn’t true. • He explains that they bounce sounds off the objects around them, and it is this ability that helps them to ‘see’ in the dark. Reported question: We asked Ospan whether he considered bats to be dangerous.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

b) To rewrite sentences in direct speech

• Explain the task and give Ss time to complete it. • Check Ss’ answers.

Answer Key

• ‘In the past, people claimed that bats were blind, but science has shown this isn’t true.’

• ‘They bounce sounds off the objects around them, and this helps them to see in the dark.’- The tense doesn’t change because it is a general truth/ scientific fact.

• ‘Do you consider bats to be dangerous?’

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

Ex. 3 p. 27 To rewrite sentences in reported speech

• Explain the task and give Ss time to complete it. • Check Ss’ answers.

Answer Key

1 Elya said that he’d met a famous zoologist. 2 Dariga said that she was looking after their cats. 3 Kairat said that we didn’t need to feed the horses then. 4 Mum said he would call us if he needed us. 5 Gulzara said they’d adopted a stray dog. 6 Rakhym said he was bored of waiting there.

Ex. 4 p. 27 To practise reporting questions/commands

• Explain the task and give Ss time to complete it. • Check Ss’ answers.

Answer Key

1 She told us to give her more time to finish the project. 2 Saule asked me if I had a pet. 3 Ulan asked us what dolphins ate. 4 He asked me if he could borrow that book. 5 The teacher told them not to talk during the test.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

Ending the lesson

Reflection

Individual work:

10 min.

Traffic light method is used to find out was the lesson clear or not. Use the stickers.

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.