Thematic Lesson Plans

This is a unit designed to teach reported speech in speaking and

writing. It contains three lessons designed to be taught in 50 minutes.
It is for adult students in the intermediate-low to intermediate-mid
level. The lessons are developed with a class size of 15-20 students in
mind.

Lesson 1: This lesson is an introduction to reported speech with the

assumption that students have been taught it before. This is to review
and add to their knowledge. There will be speaking practice as they
interview class members and report to each other and the class as a
whole.

Lesson 2: This lesson is meant to help their listening and reporting

skills. We will listen to recorded, authentic interviews on
StoryCorps.org and report on them in speech and writing.

Lesson 3: This lesson will introduce aspects of reported speech in

writing. We will discuss the many options of reporting verbs. We will
read authentic news reports and summarize in writing.
 Reported Speech Unit
Day 1

Topic Reported Speech

Objectives Materials/Equipment Needed
 How to report the speech of Chalkboard, chalk, eraser
another person. Computer, projector, screen,
 When to backshift and when not PowerPoint of Appendix A.
to. Copies of worksheet Appendix
B
 Casual reporting verbs.

Time Business Items

3 Warm-up/Introduction/Review
min Ask students if they have talked with a family member recently.
Did they have any good news to share? What did they say? This
discussion will require students to use the form of reported
speech and lead to the teaching portion.

Teaching/Learning Activities
7 Explain that when we report what someone else has said in
min conversation we most often use the verbs say and tell. We must
go one step back in time and shift the verbs. This is called back
shifting. Use Appendix A either as a power point, or a reference
to write examples of sentences on the board.

5 Pass out worksheet for students to practice changing the verbs

min for reported speech. They can work in pairs (Appendix B)

Go over the answers to the worksheet. Answer questions.

5
min
Teach that pronouns and time/place adverbs must also change
with reported speech. Use the worksheet to look for examples.
5
min Teach the exceptions to backshifting. Use the rest of Appendix A
as a PowerPoint or write examples on the board.

5
Group Activity: Students in pairs interview each other. Students
min
should tell each other about a hobby or activity in which they
 are an expert, or would like to be.

Put pairs in groups of 4. Have the partners explain to their new

4 companions what they learned about each other using reported
min speech.

4 Next, have the groups write a summary of their discussion of

min each other’s hobbies or talents and choose one person to report
to the entire class.

10
If time allows share the reports. If there isn’t time for all of
min
them, save them for next class.

2 Summary/Conclusion
min Review what we learned about reported speech.

Next Time (Preview)

We will talk about some casual forms of reported speech “be all” “go” and prepare for a
writing assignment.

Assignments Ask a friend or roommate what their plans are for

the weekend. Come prepared to share.

Just in
case
Contingency Plans
Play “Through the Grapevine” game. First student whispers something to a
classmate, i.e., “I love chocolate more than anything else.” That student
whispers to their neighbor, “Juan said he loved chocolate more than anything
else.” Students continue until everyone has had a turn. The last person says
what they think the original statement is in direct speech. If it was quite
different, find out where it went wrong, “Karen said Juan said he loved
chocolate more than life itself.”

After
class
Teacher Self-Evaluation Were the students engaged? Did they
demonstrate understanding of the grammar form taught?
 Appendix A

Examples of Backshifting:
present simple -> past simple

Original Statement: I run fast.

Reported Statement: He said he runs fast.

present continuous -> past continuous

Original Statement: She is singing a song.

Reported Statement: He told us that she was singing a song.

present perfect -> past perfect

Original Statement: I have eaten too much pie.

Reported Statement: He told us that he had eaten too much pie.

past simple -> past perfect

Original Statement: Kary broke the toy.

Reported Statement: He said Kary had broken the toy.

future with 'will' -> future in the past with 'would'

Original Statement: Sarah will go to the store.

Reported Statement: He said Sarah would go to the store.

future with 'going to' -> future in the past with 'was/were going to'

Original Statement: Jill is going to visit her neighbor.

Reported Statement: He told us that Jill was going to visit her neighbor.
 Appendix A (cont.)

Exceptions to Backshifting:
If the reporting verb is in the present tense.

Original Statement: Sally wants to run a marathon.

Reported Statement: He says Sally wants to run a marathon.

If the statement remains true.

Original Statement: They are students at the university.

Reported Statement: He said they are students at the university.

If the statement is a perceived general truth.

Original Statement: The Earth moves around the sun.

Reported Statement: The teacher said the Earth moves around the sun.

If the statement is an immediate report.

Speaker A: We are going to the movies.

Speaker B: What did she say?

Speaker C: She said we are going to the movies.

 Appendix B

Reported Speech Worksheet

Put the verb in brackets into the correct tense by moving the reported verb one step
back into the past when necessary.

1. I'm working in Dallas today. / He said he _____ (work) in Dallas that day.

2. I think he will win the election. / She said she _____ (think) he _____ (win)
the election.

3. Anna lives in London. / Peter says Anna _____ (live) in London.

4. My father is going to visit us next week. / Frank said his father ______ (visit)
them the following week.

5. They bought a brand new Mercedes! / She said they _____ (buy) a brand new
Mercedes.

6. I have worked at the company since 1997. / She said she _____ (work) at the
company since 1997.

7. They are watching TV at the moment. / She said they _____ (watch) TV at that
moment.

8. Francis drives to work every day. / He said Francis _____ (drive) to work
every day.

9. Alan thought about changing his job last year. / Alan said that he _____
(thought) about changing his job the previous year.

10. Susan is flying to Chicago tomorrow. / Susan said she _____ (fly) to Chicago
the next day.
Answers:

1. I'm working in Dallas today. / He said he was working in Dallas that day.

2. I think he will win the election. / She said she thought he would win the
election.

3. Anna lives in London. / Peter says Anna lives in London.

4. My father is going to visit us next week. / Frank said his father was going to
visit them the following week.

5. They bought a brand new Mercedes! / She said they had bought a brand new
Mercedes.

6. I have worked at the company since 1997. / She said she had worked at the
company since 1997.

7. They are watching TV at the moment. / She said they were watching TV at
that moment.

8. Francis drives to work every day. / He said Francis drove to work every day.

9. Alan thought about changing his job last year. / Alan said that he had thought
about changing his job the previous year.

10. Susan is flying to Chicago tomorrow. / Susan said she was flying to Chicago the
next day.
 Reported Speech
Day 2

Topic Reported Speech

Objectives
 Review reported speech
 Listening exercise
 Reported writing exercise
Materials/Equipment Needed
Chalk
Computer, projector, screen
Transcript of StoryCorps
passage

Time Business Items

Warm-up/Introduction/Review
Review reported speech. Ask students if they have heard
5 informal indirect speech forms: go, be all, and be like. These are
min common forms that are mostly used in conversation, especially
by younger people. This is mostly for their information only.
Past tense go: “I can remember getting to the customs in
America and this guy went ‘where are you staying’ . . . I went
‘with my friend.’”
Be all: “She was all ‘I’m not going to come home with you.’ And I
was all, ‘well that’s fine but you are going to miss the movie!’”
Be like: “And I’m like, ‘Didn’t you get my messages?’ And he’s all
‘What messages?’”

Teaching/Learning Activities

5 Students share with a partner what they learned about their

min roommate’s/friend’s plans for the weekend using reported
speech. “He/she told me that . . . .” A few students share with the
class.

Prepare for listening activity StoryCorps.org

https://storycorps.org/listen/maddy-waters-zoe-waters-and-nick-
5 waters-170630/
min

This is an interview of three children who are triplets. They talk

about what they like about being triplets.
 Some vocabulary words to listen for:
Triplets, argue, introvert, resources, transition

5 Pass out transcript and listen to the recording (Appendix A2)

min Discuss the recording and any unfamiliar words.

Listen a second time to the recording with these questions in

5 mind. T reads questions aloud before recording and then writes
min questions on board while students listen to the recording.
What did the children say they like about being triplets? What
did they say are some difficulties? What is something funny that
was said? What did they say about getting their own bedrooms?

Students discuss these questions in pairs using reported

3 speech.
min
Have students write a paragraph with their partner using
reported speech to summarize what the children said in the
7 recording.
min
A couple of groups share their paragraphs and corrective
feedback is given.
5
min

Summary/Conclusion
3 Review what we talked about.
min

Next Time (Preview)

3 Discuss that only a few reporting verbs are used in speaking—
min say, tell, think, wonder, be all, go, etc. There are many more that
 are used in journalism and academic writing. Project charts in
Appendix B2 for a few examples. Next time we will be looking at
news articles to find different reporting verbs.

Assignments
2 Remind students to listen to a StoryCorps story and write a
min paragraph describing what was said. Bring writing to class
tomorrow.

Just in
case
Contingency Plans
As students what they remember about what was said in the
last lesson. Or ask them if they can remember something that
was said in the news recently. Or ask what was said in a movie
they have seen. Use reported speech to answer.

After
class
Teacher Self-Evaluation
Were the students engaged? Did they follow along well with the
listening activity? Did they understand the assignment?
 Appendix A2
StoryCorps.org https://storycorps.org/listen/maddy-waters-zoe-waters-
and-nick-waters-170630/
Maddy Waters (MW), Zoë Waters (ZW), and Nick Waters (NW)
MW: How do you guys feel about being triplets? Is it nice?
ZW: Yeah, it’s really nice.
NW: Yeah, on the whole.
MW: The worst thing is we see each other every day, every minute of
every day. So we can argue a lot.
NW: Yeah, and precisely because we know each other so well.
MW: It kind of makes for very long arguments.
NW: Yeah.
ZW: But it is a very rewarding experience.
MW: Yes it is.
NW: Sometimes.
MW: It’s just really helpful whenever one of us has a problem, like
Nick’s really good at math and you’re really good at reading
comprehension and stuff.
ZW: We, we pool our —
MW, ZW, NW: Resources.
MW: One of our greatest strengths is that our friends get extra friends
because there’s the three-in-one package.
ZW: But I’m a very quiet person on the whole. So I get kind of reserved
and nervous when I’m meeting new people especially.
MW: Hmm. You’re a little bit of an introvert, you would say?
ZW: Maybe.
MW: Have you ever felt that the house is crowded because you have
two siblings, two parents, and three cats? And one cat in heaven?
NW: Not at all. Cats aren’t very substantial.
ZW: Not really.
MW: I’ve sometimes felt that way. But since we’re getting new rooms in
a couple months, we’re going to be all by ourselves. How do you feel
about that?
NW: Mixed emotions.
ZW: I don’t know how I feel. I’m kind of happy, but I always enjoyed
having you two to talk to.
MW: Yeah, it’s going to be a hard transition for me, because I myself
am not much for being alone.
NW: Yeah.
MW: And since I’ve had you all my life, I’ve had two other friends even
when I didn’t have any friends. It’s really been nice.
ZW: Yeah, it’s been so nice.
MW: I think having siblings my age gives me an open attitude toward
life and people in general. And I just want to say you guys mean a lot
to me and I want to thank you for being here.
 Appendix B2

Simple Declarative Reporting Verbs:

Nonfactive Factive

believe know, be aware

say, assert reveal, show, point out
claim prove, demonstrate
argue realize, notice
assume, suspect discover
be certain

Emotional-State Interrogative

complain wonder
exclaim ask
rejoice
lament
 Reported Speech and Writing
Day 3

Topic Reporting Verbs

Objectives Materials/Equipment Needed
Teach wider variety of verbs for Computer, projector, screen
reporting Daily Universe copies or copies
Read news articles of news articles
Write summary of news articles

Time Business Items

Warm-up/Introduction/Review
10 Ask students to share what they listened to on StoryCorp.org
min and have a few volunteer to read their paragraphs. Turn in
paragraphs for feedback.

Teaching/Learning Activities

10
min Teach about alternate verbs for reporting in writing. See
Appendix A3 for examples. Write verbs on board and discuss
meaning.

15 Pass out article about holiday shopping (Appendix B3). Have

min students read the article silently and underline the verbs. Read
the article aloud with students taking turns. After reading,
discuss the underlined verbs as a class. Which ones are
reporting verbs? Is there one verb used more regularly than the
others? Yes, found. Have students work with a partner and try to
come up with some other verbs that could be substituted for the
10 word found that would give the article more variety.
min
Pass out Daily Universe. Have students scan the articles and
choose one to read and write a summary of using reported
speech in writing. The summary can be finished at home. If they
don’t like the Daily Universe articles, they can look up an article
online to report on.
2 Summary/Conclusion
min. Review assignment. Ask for questions or concerns.

Assignments
3 Review assignment to write a paragraph summarizing a news
min article of their choice using a variety of reporting verbs.

Just in
case
Contingency Plans
Have students read passages from a book and summarize. Or
look together online for articles to summarize.

After
class
Teacher Self-Evaluation
Were the students engaged? Did they demonstrate
understanding of the assignment?
 Appendix A3
Simple Declarative Reporting Verbs:

Nonfactive Factive

believe know, be aware

say, assert reveal, show, point out
claim prove, demonstrate
argue realize, notice
assume, suspect discover
be certain

Emotional-State Interrogative

complain wonder
exclaim ask
rejoice
lament
 Appendix B3

Almost half of all shoppers will do this during the Christmas season
By Herb Scribner @HerbScribner
Published: December 5, 2017 2:05 pm Updated: Dec. 5, 2017 2:36 p.m.
Deseret News

Americans definitely have a knack for waiting until the last minute for
their holiday shopping.

A new report from RetailMeNot found that close to 46 percent of

Americans finish their holiday shopping during the week before
Christmas or even later.
The report also found that 87 percent of Americans visit physical
stores for their holiday shopping, visiting (on average) seven times in
the 31 days of December. About one-third of people tend to visit
physical stores 10 times during the month.

Americans spend $482 on average for their Christmas gifts. Breaking

it down, the report found Americans will spend $330 on children, $196
on their significant others, $105 on their parents, $90 on siblings and
$57 on best friends.

So what gifts do American want this year? Fifty-three percent hope to

buy clothes or shoes, while 51 percent are hoping to buy electronics
like iPhone 8 and the Google Home assistant. Meanwhile, 32 percent
are searching for toys like Hatchimals Surprise and Nerf Rival
Nemesis toys.
According to the National Retail Federation, Americans are likely to
spend $967 on average for the holidays, which is higher than
RetailMeNot’s $482 average.
The federation estimates Americans will spend $608 on gifts alone,
with $218 spent on candy, food and decorations. Consumers will
spend an additional $141 on “non-gift purchases” for themselves and
their families, too.

Holiday sales are expected to climb this year between 3.6 and 4
percent, the federation report found. In total, experts estimate
Americans will spend somewhere between $682 billion $678.75 billion
on the holidays, which is up from $655.8 billion last year.
 Reflection

I found this assignment to be challenging. It was challenging

because I don’t have experience teaching. I was able to find many

resources online and in my grammar textbook, but it is difficult for me

to know how much time it takes to accomplish the activities I have

planned. I think having a curriculum to follow would have made it much

easier. I can imagine using a previously written curriculum and then

adding extra activities to support the lesson or making it more

interesting. It was hard for me to come up with things from scratch.

Maybe I should have looked for a book to borrow from someone!

I tried to include some authentic materials like newspaper articles

and the StoryCorps recordings. I hope those kinds of materials work

well in the classroom. I would think students would appreciate “real”

materials because they are learning English to be able to

communicate with “real” people. I debated whether to include

introducing casual speech like “be all, go, be like” because it was hard

to find reference to that kind of speech in ESL materials online. The

Grammar Book mentions it though, and suggests that it should be

taught in the context of casual speech. I chose to include it just in

passing and not to spend time practicing. I think it would be helpful for
students to be aware of forms that are commonly spoken so they

understand them.

Overall, I am looking forward to teaching. It is good to know that

there are many resources available to help make a lesson more

interesting.