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CEP Lesson Plan 3

Teacher/s: Maureen Darcy

Level: Lower Intermediate III

Objectives: For students to feel more confident using reported speech, teach the
meaning of used to, as well as archaeology vocabulary

Students Will Be Able To

1. Use reported speech to report on information about their classmates

(2.) Transform direct speech to reported speech and vice versa in both the declarative and
the interrogative

(3) Continue to use the verbs say and tell appropriately

(4) Utilize the expression used to in both childhood and historical contexts

(5) Listen to an interview with an archeologist to learn archeology vocabulary

Theme: Identity and History

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

Activity 1: Getting to know Note: We went over reported speech T-SS

one another through
Reported Speech
and the difference between say and 10
tell the previous class, Today we will mins
be working on questions in reported
speech and solidifying what we learned
yesterday during the first half of class

1.1 Pre-Stage: Go back to the

last question we discussed at
the end of class on the
powerpoint: What is one thing
you really want to do in your
lifetime (jump out of a plane,
travel into space, travel
to..?)

Go around the class to see what their

classmates reported yesterday,
reminding them to use reported speech

Transition to #2: Where we
come from is an important
part of our identity. I will
give you back your
compositions from yesterday
about the historical
significance of where you
grew up. Look at my
feedback, then discuss with
your partner what your
wrote about.
2
to talk about what their classmates
answered. Refer to the chart on the ppt
slide if necessary.
Transition into the fact that we can not
only use the verbs say and tell but
also report on things people ask us.
Put on the board:
I asked you, What do you want to do
in your lifetime I asked you what
you wanted to do in your lifetime.
I asked you + question word +
affirmative sentence order (going back
one tense)
For a yes or no question, we use if
I asked, Do you want to study 7
French?--> I asked if you wanted to mins
study French.
Give more examples on the board of
more direct questions and students can
transform into reported speech using
ask
SS-SS
Then, give students a mini exercise
transforming direct questions into
reported questions.
SS-SS 20
1.2. During Stage: mins
Part I: Reported Question Card game
Give pairs an envelope with questions
in them. You will tell your partner the
question, and then your partner will
have to transform the question in
reported speech. For example, if one
partner asks:
What is your dream job?
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The other partner says, T-SS

She asked me what my dream job was.
Check on the back of the card that
their partner used the correct
tenses in reported speech.
Then both partners have to answer the
question. Take notes on their answers
because they will have to present their
partners later.

II) Fluency line activity. Now everyone

will get a chance to talk to one another.
I will put various questions on the
power point and students will discuss
the question briefly with the person
across from them. Try to ask one follow SS-SS 15-20
up question to your partner as well. mins
Try and remember what questions were
asked and what information your
partner said without taking notes this
time!

1.3 Post-Stage: Go through various

members of the class, I.e. Who talked
to Erika? What did she tell you? Also
ask students what questions their 15
classmates asked them. Make sure mins
students are using reported speech
correctly .

Transition into Correction of

Homework (would have done this in
the beginning but for the purposes of
this observation I am doing it after the
main activity

T. assessment: Through both writing

and speaking, making sure that
students are using the correct tenses
for reported speech (as well as the
usages of say and tell)

Transition into Correction of

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Homework(would have done this in the

beginning but for the purposes of this
observation I am doing it after the
main activity

Activity 2: An ancient 2.1 Pre-Stage: Discuss: The historical

civilization (Short text on significance of the city you grew up SS-SS 5
archeology) in(previous written about in a mins
composition for homework)

Introduce vocabulary: Archeology

Write down three of the most T-SS 5
challenging words pronunciation wise mins
from the text on the board:

Archeology (Archeologist)
Discovery
Ancient Civilization
Go over pronunciation and ask follow
up questions using these words to
Transition to solidify meaning (i.e. Where do
#3: Take out sentences from archeologists work? What kinds of
the listening with the things do they find? Did ancient
expression Used to as a civilizations live in your city/town?
transition to grammar What are some examples of ancient
civilizations)

Then have students read the short text. 10

Complete matching activity, and ask mins
extension questions using the
vocabulary after going over
definitions.

2.2 During-Stage: Listening: 20

Interview with an Archeologist. T-SS mins
st
1 time: Listen to and List what she
has found in the pyramid
2nd time: Listen for: Why are the things
she finds important?

Go over the purposes of the things she

finds. Validate students answers by
writing them on the board.

10
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2.3 Post-Stage: Take out quotes from T-SS mins

listening with used to in contrast
with the plain simple past

i.e. The Aztecs used to sacrifice

animals.

Did the Aztecs use to keep dogs as

pets?

They usually used knives for

sacrificing people to their gods.

Archeologists discovered this pyramid

in 1978. 5
mins
Have students try to infer inductively
when used to is used in English.

T Assessment: Solidifying meaning and

pronunciation of vocabulary through
extension questions, big pre-stage to
make sure students connect with the
material, pulling out language
objective from listening

5
Activity 3: Used to 3.1 Pre-Stage: Go over uses of used T-SS mins
to
(Habitual actions in the past which
doesnt happen now)

Note about pronunciation:

Cotton is used to make clothes (z

sound)
Vs.
I always used to go to the beach(s
Transition to sound)
#4 or
Discuss in pairs: What kinds of things
did you used to do as a child? What 10
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did you used to watch? What did you SS-SS mins

used to play? Where did you used to
go?

3.2 During Stage: Grammar exercise T-SS 15

in book (contrasting simple past with mins
used to)

3.3 Post-Stage: History Discussion:

What did people used to do in recent SS-SS 25
history and what do they do now? mins
Assign each pair a topic

Fashion
Information (like news)
Transportation
Communication

Have each pair join with another pair

to present what they talked about. Then
come back together as a class.

T Assessment: Making sure students

are actively using this form correctly in
discussions as well as using the /z/
pronunciation

Wrap-up: Ask, What did we learn today?

What is the most useful thing you
learned today? Go over homework

Materials: Powerpoint, Index Cards

Anticipated Problems & Suggested Solutions: Time(or lack thereof!)

Contingency Plans (what you will do if you finish early, etc.): If anything I will run out of
time!