LESSON 63

WEEK/LESSON NO. 32 FORM 4 Budiman

(Language Awareness 10)
SUBJECT English DATE / DAY 10.11.22 Thursday
UNIT 5 TIME 12.15-12.55
TOPIC Globetrotting Duration 40 minutes
People and culture
THEME
MAIN SKILL Language Awareness CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR Direct speech / reported speech
TECHNIQUE(S) FOCUS:
CONTENT STANDARD(S)
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered
LEARNING STANDARD(S)
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered

LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Revise reported speech (questions, commands, requests) and rewrite six sentences with the correct reported speech.
 Read a dialogue and guess the meaning of ten words in the dialogue.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p75-76
Teacher’s Book p75-76
ACTIVITIES
 Get pupils to play a reporting game. Ask pupils to work in pairs and ask each other 5 simple questions about likes /
PRE-LESSON dislikes; hobbies; favourite books, films, music, food etc.
 Then form a new pair and report back what the original partner told them about themselves.
1)
 Ask pupils to read through the examples of questions in Direct and Reported Speech in the grammar box and discuss
what they remember about how questions in Reported Speech are formed and when they are used.
 Refer pupils to the Grammar Reference (pp. 164-165).
 Write a few examples of questions in Direct Speech on the board and ask pupils for their equivalents in Reported
Speech and Direct.
 Elicit answers.
 Ask pupils to read through the examples of commands and requests in Direct and Reported Speech in the grammar
box and discuss what they remember about how they are formed and when they are used.
 Refer pupils to the Grammar Reference (p. 165).
 Point out to pupils that a request is not always in the Imperative but it can also be in the form of a question (e.g. Will
you help me, John?' Mary asked). When this is the case, it can be dealt with in two ways: either as a question (eg.
Mary asked John if he would help her) or as a request +to-infinitive (e.g. Mary asked John to help her).
 Write a few examples of commands and requests in Direct Speech on the board and ask pupils for their equivalents
LESSON in Reported Speech.
DEVELOPMENT  Elicit answers.
 Ask pupils to read through the sentences 1-6 below the grammar box and check understanding. Point out to them
that they should use the correct form of the reporting verbs given.
 Have pupils do the activity.
 Check the answers with the class. (Student’s book p75 – Grammar)
2)
 Choose pupils to read out the dialogues in pairs.
 Ask pupils to tell you where each dialogue is taking place (Dialogue 1: at a check-in desk, Dialogue 2: on a plane)
 Draw pupils' attention to the words in bold. Explain to them that these are words/ phrases related to travelling by
plane.
 Point out to pupils that if they have got any unknown words, they should try to deduce their meaning from the
context or by looking at the stem of the word.
 Have pupils do the activity. Encourage pupils to rely on their background knowledge of airports and travelling by
plane.
 Check the answers with the class. (Student’s book p76 – Vocabulary)
 Play a game where pupils change direct speech into reported speech.
 Give each group of three a set of direct speech cards and a set of reported speech cards.
POST-LESSON  The students shuffle each set of cards and spread them out face down on the table in two sets.
 Players take it in turns to turn over a direct speech card and read what's on the card, e.g. "I like pizza", she said. The
player then changes the direct speech into reported speech, e.g. 'She said that she liked pizza'.
DIFFERENTIATIO By amount of teacher’s support:
N Low-proficiency pupils
 - pupils complete the tasks(s) with teacher’s guidance
High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.