CEP Lesson Plan Template

Teacher/s: ___Caitlin & Parkorn___

Level: _Advanced 3_ Date/Time: _MWR 10:00am to 12:00pm_

Goal: Students will learn and use different reporting verbs other than say and tell to
make reported statements. Students will also expand their vocabulary and produce
reported statements with other reporting verbs.
1. Students stress the words properly to express emotion.
2. Students use correct forms of reported speech in conversations.
3. Students properly apply strategy to close discussion.

Objectives (SWBAT):
Students Will Be Able To
1. Learn the different kinds of reporting verbs in various categories
2. Understand the meaning and connotation each reporting verb conveys; e.g. confess,
promise, etc.
3. Practice changing the following clause to the appropriate and grammatically correct
form based on the reporting verbs
4. Hear the direct statement and produce own reported statements with the appropriate
reporting verbs (other than say and tell)

Theme: ____Reported Statements Reporting Verbs ; A Way With Words ____

Extensions: ____reporting verbs - ECEnglish.com; ESL Base; ESL About; One Stop
English ; Students perform dialogues using stressed words to express other types of
emotions ____

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview (if
applicable)
Linking & Transitioning to rest of (for example: 10:00am
lesson: Greetings and Attendance SS-T)
Announcements on tests T-SS (T mainly
You will all get your tests back today greets and
and please bring them back on provides
Monday announcements)
On the top right hand corner if you
see a C, come to me if you have any
questions
T will then go over the objectives for
todays lesson

Activity 1: Reporting verbs 1.1 Pre-Stage: T puts a direct SS-T 10:00 to

other than say and tell statement sentence on the board and
Transition to #2:___Lets
focus on the meaning of
those reporting verbs___
10:05am
asks SS to get into pairs to discuss (5 mins)
how they would change the statement
into reported statement without using
say or tell reporting verbs.
T writes the sentence Hiromi: The (1 min)
music is too loud. I cant sleep.
Now, turn to the person next to you SS-SS (2 mins)
and briefly talk for about 1 to 2
minutes how you would change this
into a reported statement without
using say or tell
In pairs, SS will try to come up with a
verb that describes the situation of the
direct statement.
T then calls on a few students to try to SS-T (1 min)
elicit some answers.
Once T sees the correct reporting
verb, she will direct SS attention to
that verb confirm and ask SS how
they would use confirm in reported
speech.
From the SSs answers, if they did not
come up with the reporting verb
complain, show the students the
correct reporting verb and calls on SS
to see if they can create the reported
statements using complain as the
reporting verb.
Okay class, in the example direct 10:05 to
statement above, since Hiromi is 10:07am
unhappy and complaining about the (2 mins)
music, in a reported speech, you
would use the reporting verb
complain to describe Hiromis
feelings when she said that sentence.
Now, can anyone tell me how you
change this into a reported speech
with the word complain?
T writes the sentence that SS says on
the board and checks for grammar. If
the grammar is incorrect, T asks if
other SS knows how to fix the
sentence. If not, T will explain that for
the word complain, the usage is
similar to how the verb say is used.
T will then give SS another chance to
try.

After SS understands that there are

other possibilities of reporting verbs
than say and tell, T asks SS to get
back into their pairs and talk about
what other kinds of reporting verbs
they have usually used before. 10:07 to
Okay, now, in your pairs again, talk SS-SS 10:09am
about some other reporting verbs that (2 mins)
you have used when making reported
statements ones that are not say or
tell
For example, I have used reporting
verbs such as promise, comment,
explain, etc.

After the pair discussions, T asks SS-T 10:09 to

some SS to share the different verbs 10:10am
they have used before. (1 min)
Now lets share with our classmates.
Go around the room and tell me one
reporting verb you frequently use
aside from tell or say

T then directs SS attention to the SS-T 10:10 to

structures of the reporting verbs 10:20am
The most common reporting verbs - (10 mins)
say and tell have mostly neutral
connotations. But not most of the
other reporting verbs, the other
reporting verbs can be used to
describe the context in which the
direct statement was said
So, with the earlier example, when
Hiromi said The music is too loud. I
cant sleep, by using the verb (1 min)
complain when you report this
statement to someone else, the listener
will know that Hiromi was not happy
and was making a complaint. In this
case, what kind of connotation do you
think this verb gives off?
SS will answer negative.
Good, now lets turn to textbook
page 151 and look at reporting verbs

T explains that tell and say follow (4 mins)

two different structures.
T has SS read two sentences on the
slides, one with say and one with
tell
Examples:
1. Pascal said (to me) (that) he was
going to study English.
2. Nicoletta tells her (that) she bought
a new puppy.

Now, read the first sentence and lets

determine the structure
T elicits:
say + (personal object) + (that) +
subject + verb

tell + object + (that) + subject +

verb

Good. Now notice in your textbook, (5 mins)

there are two boxes. The verbs in the
first box all follow the same structure
as say and the verbs in the second
box all follow the same structure as
tell

T then randomly picks one verb from

each box and asks SS to form reported
statements with these verbs.
So, Jeanne-Alice, if I say I
committed the crime use the verb
admit to tell Fumi what I said
Good. Now, Yenny, if I say you
should go to the party use the verb
convince to tell Abdnasser what I
said

SS will try to produce these verb

forms with the correct sentence
structure. T will write these sentences
 down and checks for correction.

Now lets work on an exercise so we

can familiarize ourselves on using
other reporting verbs

1.2. During Stage: T gives SS an SS-SS or 10:20 to

exercise worksheet for them to individually; 10:25am
practice changing the reporting verbs SS-SS after (5 mins)
into their appropriate structures. SS
will choose to work individually or in
pairs and after they are done, they will
compare answers with each other.

1.3 Post-Stage: T brings the class SS-T 10:25 to

together and calls SS to give answers. 10:30am
T will first ask if other SS has (5 mins)
anything to add or comment and then
validates the answers.

Tangible Outcome & T. feedback/peer

feedback: Students will be familiar
with other reporting verbs other than
say and tell and understand the
structure that goes with each of the
reporting verb similar to say or tell.
(T) T will provide explicit feedback of
corrections as SS and T work through
to trying to understand the structures
behind different reporting verbs. T
will monitor and facilitate the pairs
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. SS will correct
each other if they notice a
disagreement in answers.

Activity 2: Reporting Verbs 2.1 Pre-Stage: Once everyone has a T-SS (T lead in 10:30 to
Usage and Meaning good idea of how the different pronunciation) 10:33am
reporting verbs are used in terms of (3 mins)
sentence structure, T moves on to the
meaning of each of the reporting
verbs.
Okay, so do we have a better sense of
which verbs is used with which
Transition to #3:___Parkorn structure? Now lets talk about the
will cover the second half of meaning of each of these reporting
the class!___ verbs
Lets pronounce each of these verbs
first.
T leads SS to pronounce every verb.
Now I will divide you into four 10:33 to
groups and within your group, you 10:35am
will work on trying to match the (2 mins) -
definition to the correct reporting instructions
verb
As you work with your group T-SS (T gives
members, I will assign each group a instructions)
few words and they are in charge of
presenting the definition and coming
up with a statement of how those
words would be used in reported
speech
Example
Definition: Assure means to tell
somebody that something is definitely
true or is definitely going to happen,
especially when they have doubts
about it
Sentence: She assures me that she
did not cheat on the test
10:35 to
Each group will work together and SS-SS 10:42am
figure out the meaning and examples. (7 mins)

After T goes around and helps out all SS-T

the SS with getting the correct 10:42 to
answers, each group will present their 10:50am
definition and reported statement (8 mins)
examples to the class.

2.2. During Stage: Did everyone SS-SS 10:50 to

understand the meanings? Lets try to 10:55am
use them in context. This time, instead (5 mins)
of me giving you the verbs, you will
decide which reporting verb is
appropriate given the context of the
sentence or scenario
T hands out the worksheet exercise to
the SS and instructed them to work in
pairs.
Work in pairs, and one person will
read the direct statement or scenario
and the other person will guess which
reporting verb it is. Half-way through,
you switch your roles

2.3 Post-Stage: T calls on each pair to SS-T 10:55 to

enact the mini dialogue as they 11:00am
provide the answers. For each answer (5 mins)
given, T will ask if the class agrees or
disagrees.
Do you agree or disagree? If you
disagree, what do you think should be
the correct verb?
If no SS gets the right answer, T gives
the correct answer and explanation.

Homework -
Over the weekend, pay attention to
your conversations with your friends
and family.
- Write down at least two
reported statements using
reporting verbs from page 151
o Two from the say
category
o Two from the tell
category
Be extra careful with the tense rules
and time expressions!!!

Tangible Outcome & T. feedback/peer

feedback: Students will understand the
usage and meaning behind each of the
reporting verbs in the textbook and
know when to use these verbs in
 reported statements in place of say
or tell.
(T) T will provide explicit feedback of
corrections as SS and T work through
the meanings and usage behind each
reporting verb. T will monitor and
facilitate the groups discussions on
definition matching and sentence
forming. T will also help any SS who
have questions. T will monitor and
help SS during pairs work on answer
checking of worksheets. T will
provide informal reinforcements for
SS who answer the questions
correctly.
(P) SS will work in groups to match
the definitions and provide each other
ideas in coming up with original
sentences for their designated verbs.
SS will work with each other on
answering the worksheets and check
each others answers. SS will correct
each other if they notice a
disagreement in answers.

3.1 Pre-Stage:
Activity 3:

3.2. During Stage:

3.3 Post-Stage:
Transition to #4 or Wrap-
up:___________________ Tangible Outcome & T. feedback/peer
feedback:

Activity 4: 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
- Reporting definitions handout x18 at the end
- Reporting verbs structure worksheet x 18
- Reporting verbs structure worksheet answer key x1
- Reporting verbs group definition x 1
- Reporting verbs group def. answer key x1
- Reporting verbs meaning final practice SA x9
- Reporting verbs meaning final practice SB x9
- Reporting verbs meaning final practice Answer Key
- Other formats of reporting verbs grammar structure

Anticipated Problems & Suggested Solutions:

- Students think the reporting verb definitions are too easy
o If most of the students know the verbs, we can just briefly go over the
definitions
o Introduce more of the confusing grammar points and more reporting
vocabulary that students can work with
- The answer keys are wrong because I made up some of the practices
o Double and triple check the answers and make sure they are correct before
giving them out as practice for students
- Students may not be able to come up with context sentences to use each reporting
verbs
o Use the sentences I came up beforehand to aid the students in
understanding
- 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.):

- Introduce the other grammar structures of reporting verbs

Post-Lesson Reflections:
1. Students are arriving to class increasingly later and later after class has started
a. I made it a point to address to student at the end of class that they need to
arrive to class earlier
b. Also letting them know that I am marking down tardiness for students who
are coming late to class
2. When I began the lead-in activity for students to come up with some reporting
verbs they have used aside from say and tell, there were fewer people who
came up with reporting verbs than I expected
a. Thus, it was perfect for the students to expand their vocabulary and learn
the different kinds of variations of reporting verbs in this lesson
3. During the structure explanation, I utilized the whiteboard to explain the
structures of reporting verbs and the students seemed more attentive to me than if
I had put the structures on the power-point slide.
a. It was more interactive to use the whiteboard because as I had them read
the example sentences and had them tell me exactly the structures behind
the example sentences, I was able to match the pace to the students
speech as they were reporting the structures
i. For example, if my students tell me the sentence was made up of
say + (that) + subject, I was able to write the words as they
said it
b. I also noticed more teacher-student interaction because other students
were following along by uttering the structures with me even though I had
only called on one student to answer
4. I found that it was more helpful to use the whiteboard and creates more
interaction when explaining rules of grammar
5. During the structure exercises answer-checking part (post-activity), a lot of
students seemed to be giving me other alternative answers than the one I was
expecting they were asking me if the alternative answers they came up with
were acceptable
a. Although I was able to answer their questions to tell them if those answers
were acceptable, I was not able to answer them the reason behind them (in
terms of how the structures are formed in these alternative sentences)
b. I would need to be more prepared next time when I prepare the answers
and anticipate other possibilities that students may come up with for their
 answers instead of assuming that everyone will provide the answers I
was looking for
6. The first structure section took a bit more time than I expected so I was only able
to finish half the amount of activities I planned
a. Im glad that I dedicated at least two hours for each section so I have
enough time to go over all the grammar points in this unit
7. I am glad that I was able to cover the meanings of the reporting verbs in todays
lesson and did not assume that all students knew the verbs
a. After they gone through the exercise with figuring out the meaning as well
as provide example reporting sentences with these verbs, they felt more
comfortable with using those verbs
8. Towards the end of my hour, the post-activity of having each group present their
assigned reporting verbs (definitions + example sentences) was a little bit rushed
as I was running short on time
a. I would need to review the meaning at the beginning of next class to make
sure all students are on the same page and thoroughly understand the
meanings
9. The homework over the weekend was very applicable and meaningful to their
personal experience and context
a. I asked them to pay close attention to their conversations with family and
friends over the weekend. They are supposed to jot down a total of four
reported statement sentences using the different reporting verbs we
learned in class today (two verbs from the say category and two verbs
from the tell category)
b. I thought this homework activity incorporated the components of being
meaningful and using what they learned in class and applied them to the
outside, real world context