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1. Objectives

to be able to use reported speech to talk about an incident after interviewing a classmate

2. Target students

a group of 35 P.6 students with intermediate to advanced level of English

3. Forms, functions and use

Forms: change of tenses, pronouns and punctuations

Functions: to indirectly report what someone says or asks without using speech marks

Use: to be able to report the findings from the interview students conducted with their classmates

4. Contexualized

You are a prefect. You saw three P.1 students sat on the floor in the playground. One of them is crying. One of them is angry. One of them is holding his elbow. Work in groups and interview the students individually to find out what happened. Students compare notes verbally. When the group reports verbally, the 'victims' would act out to see if it is correct.

Before the task, T would show an incident report with reported speech and invite Ss to locate the similarities of the sentences (inductive approach).

Then T works with Ss to create a table showing the key features of reported speech. Depending on their abilities, T may need to show the table instead of working together. (deductive / inductive approach)

5. Assessment

to write an incident report explaining what happened using report speech

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Group 3 (LIU Ruisi, DONG Xin, FU Xinmiao)

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Group 3 (LIU Ruisi, DONG Xin, FU Xinmiao)

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Group 4 (Ma Dan, Li Mingyang, Zhang Wenqian)

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Group 4 (Ma Dan, Li Mingyang, Zhang Wenqian)

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Objectives: after the class, students will be able to

(1) understand the concept of reported speech

(2) can use the reported speech to report a comic story

(3) can use the reported speech in real-life situations

Literacy level: Grade 10 (CEFR A2-B1)

Number of the students: 15

Forms:

reporting v. + that+ S + verb (past tense)+…

reporting v.+ if/whether+ verb (past tense)+…

reporting v.+ to+ S+ verb (base form)+…

Functions: reporting, commands, make requests, suggestions, and etc.

Use of Grammar item

Tony Stark said, "I am Iron Man."

Reported speech: Tony Stark announced that he was Iron Man.

The villain exclaimed, "I will destroy Iron Man once and for all!"

Reported speech: The villain exclaimed that he would destroy Iron Man once and for all.

Contextualization

Provide specific scenes or situations from Iron Man movies or comics where reported speech is used.

Use audiovisual materials (movie clips, comic panels, etc.) displaying Iron Man dialogues to demonstrate reported speech in action.

Encourage students to identify instances of reported speech within the given Iron Man context and discuss its purpose and impact on the story.

Assessment:

Distribute worksheets with practice exercises focused on reported speech in Iron Man.

Include exercises that involve transforming direct speech from Iron Man into reported speech, identifying reporting verbs, and completing dialogues with the correct forms of reported speech.

Monitor students' progress and provide assistance as needed.

Review and Discussion

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Group 10 (Names of the group members and lesson plan)

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Group 10 (Names of the group members and lesson plan)

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1. Objectives

-Students can distinguish between direct and reported speech.

-Learn how to convert directed speech to reported speech.

2. Literacy level

Grade: P.6

Number of students: 25

Level: Mixed ability

3. Forms, function and use of the grammar item

-Tense: Present tense-> Past tense

-Pronoun: I-> He/She

-Adverb: Yesterday-> The day before / Here-> There

4. Contextualization

T plays music chair with ss, T find pop songs that included reported speech in the lyrics, when the particular lyrics played ss have to imminently sit on the chair mean while T will stop the music. After few rounds T can explain the lyrics and the tenses to ss.

Another activity is T can choose some comics for instance Garfield, Snoopy and Old Master Q, since ss are familiar with these comics, it can intrigues ss’s interest and foster their participation. T show some examples of how to convert directed speech to reported speech guide ss to understand the general rules of reported speech. Then T divide ss into a group of 3-4, provide them some comics without dialogues let ss to create their scenarios using reported speech. Then T will invite ss to role play their comic.

5. Assessment

Ss have to interview their one of their family members and ask them to retell a conversation they had today, ss write down with reported speech.

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Group 14 (Names of the group members and lesson plan)

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Group 14 (Names of the group members and lesson plan)

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Group 15 (Names of the group members and lesson plan)

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Group 15 (Names of the group members and lesson plan)

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Ou Jia Qing; Lang Si Yu; Chen Hui Juan

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1. Objectives

Differentiate between direct and reported speech.

Gain proficiency in converting sentences from direct to reported speech.

Apply reported speech in practical scenarios.

2. Literacy level

Grade: P.6

Number of students: 22

Level: high ability

3. Forms, function and use of the grammar item

pronouns (I -> He/She)

tense (present -> past)

time (today -> that day)

4. Contextualization

It was our school’s sports day today.

5. Assessment

Students form a group of four. Each student creates a character and add a speech bubble to the character.

Students put all the characters together and arrange them in order. Then, they can create a funny story.

They write the story by using reported speech and give a presentation to the class.

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1) Objectives

-Identify the features of reported speech through reading comic strips.

-Write sentences of reported speech.

2) literacy level: Primary 3

Number of students: 25

3) forms functions and grammar items
Forms :Students should be able to write the sentences by using the saying verbs: said, asked, shouted and replied with the appropriate punctuations.

Functions: to put the speakers’ word into a sentence in a 3rd person perspective

Grammar items: 1.  the pronouns needed to be changed
Eg “I like toys.” said Tom.
Tom said he likes toys. The pronoun needed to be changed from I to He

2. Students need to read the comic strips and decide which saying words to use.

4. Contextualization of the teaching task
Garfield game : Students are told to read a Garfield / Snoopy Comic strip. They have to rewrite the sentences by using the target structure.

Policeman game: students will be work in a group. They will take turns to be a policeman / suspect. The policeman needs to take the statement from the suspects and writes what the suspects say in reported speech.

5. Assessment Item: peer assessment to check whether group mates have written the correct sentences,  T checks what the policeman writes for the second activity

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Group 8 (Names of the group members and lesson plan)

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Group 8 (Names of the group members and lesson plan)

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(1) Objective:

By the end of the lesson

1. Ss will be able to differentiate between reported speech and direct speech by comparing their features and use

2. Ss will also be able to rewrite sentences in direct speech into reported speech

3. Ss will be able to identify text features of comic strips and dialogues (e.g. speech bubbles, narratives)

(2) Literacy level: Form 2 students (mixed ability)

(3) Form: Change of pronouns, tense, time words

Functions: To report what others have said

Use: e.g. We often see reported speech used in daily conversations, newspaper articles etc.

(4) Contextualisation:

Ss are familiar with the cartoon "Garfield". T will use the comic strips as a lead-in. T will present a few examples of how direct speech can be converted to indirect speech. Ss need to observe and figure out the differences between direct and reported speech. Once the rules are discovered, ss can practise using reported speech to re-tell what Garfield and Jon had said to another friend.

(5) Assessment:

Activity - "Garfield's secret" - Garfield has a secret! Ss need to rewrite Garfield's secret using reported speech. They then need to peer check with the help of a checklist (use of reporting verbs, change of tense, pronouns, time words) to see if they have applied the grammar rules correctly.

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1) Objectives: after the lesson, students will be able to

use narrative language to describe the story presented by the comic strips: Vater and Sohn

master the form and structure of reported speech and transfer direct speech into indirect speech.

use ToonDoo to create their own comic strips

2) Literacy Level: 25 students on Secondary 2

3) Forms, functions and use of the grammer item:

forms:

present simple-->past simple

past simple-->past perfect

past perfect-->past perfect

will/shall-->would/should

can/may-->could/might

functions:

indirectly reporting others' speech without using speech marks

use:

to be able to describe the plots in the comic strips.

4) contextualization:

ask the students to firstly create dialogues according to the comic, and then transfer it into indirect speech.

eg. Pic 1: Mother: ”Call your son to have dinner” --> The mother suggested the father should call their son to have dinner.

5) Assessment:

students will be asked to create their own comic strips using ToonDoo, including writing all the dialogues of the characters, after which they will write a short description of the comic strips using indirect speech.

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1. Objectives

Tell the difference between direct speech and indirect speech(reported)

Identify the features of reported speech (the use of tense, pronouns, adverbials)

Rewrite the sentences using the target structure of reported speech with different tenses and special phrases

2. Literacy level

Grade: F.1

Number of students: 30

Level: mixed ability

3. Forms, function and use of the grammar item

The pronouns (e.g.you <—> I)

The use of tense (e.g.present <—> past, past <—> past perfect)

The places (e.g.here <—> there)

The time adverbials (e.g.today<—->that day, yesterday <—> the day before)

4. Contextualization

Material: a WS with four pictures of a teacher doing different actions, blank speech bubbles are provided in each picture.

They are required to make up a story by designing the dialogues in the blank speech bubbles using direct speech.

5. Assessment

Students are then given time to interview their partner about their stories. They have to write down their partner’s story(direct speech) and rewrite the sentences using reported speech.

In the end, they will report to teachers what comic dialogues their partners has designed using reported speech.

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Students level: S6, 20 students
Aims / objectives: 
1.	to enable students to make detailed observations about and discuss the content from the comic strips. 
2.	to enable students to read comic strips with greater understanding and critical insight. 
3.	to enable students to engage in a game ‘ passing words’ by using reported speech.
Procedure:
1) Show a comic strip:
Picture 1
A: I watched a movie last night.
B: Oh! Really?
Picture 2
B: A said that she watched a movie last night.
C: So am I!
Let students discuss the content of the comic strip and find the two speakers’ different ways of describing the same thing.

2) T gives more examples of reported speech and guides Ss to generalize the rules of reported speech.
3) Ss are divided into 5 groups, 4 students per group, joining a game called Passing Words. The first student use the direct speech, and then the following students should pass the fact that the first student said by using reported speech.
4) Ss imitate the given comic strips and create their own comic strips by Toondoo.