Efah- LP 5

1. Name: AshsaripahAhanapiah Subject: English
Class: Year 9A3 (mixed ability) Date: 12/10/2011 (Wednesday)
No. of pupils: 34 (16 boys, 18 girls) Time: 11.40am-12.30 p.m.
Session: 50 minutes Topic: Direct Speech
Aim Students will be able to use direct speech with the correct
punctuations and various reporting verbs.
Learning Objectives: At the end of the lesson, students should be able to:
1. Identify the use of punctuations in direct speech with 80%
accuracy.
2. Spot the use of reporting verbs and the tense in direct speech
with 90% accuracy.
3. Transform comics’ dialogues to direct speech with various
reporting verbs.
1. Familiar with punctuations.
Pupils’ Previous
2. Language items in Chapter 1-6 in Gateway to English 3.
Knowledge:
Resources required: Whiteboard, markers, attendance sheet
Microsoft Word
Powerpoint
Projector
Laptop
References:
Gateway to English Student’s Book 3. Chapter 6, page 68.
Gocomics. Retrieved June 30, 2011 from http://www.gocomics.com/

2. Topic/ Time Teacher Activity Pupil Activity Objectives
Subtopic
Introduction 3 minutes Tell the students the Understand lesson To ensure
lesson objectives for objectives students know
today – show slide no. 2. what they will be
Prepare selves
doing today.
Make sure students
know what they will be
doing.
Content 10 minutes Do a brief recap on Listen attentively Activate students’
punctuations – commas, and contribute to knowledge on
Chapter 6:
exclamation marks, discussion punctuations
Direct Speech
capital letters and full
Answer questions
stops (when and how
when called
they are use)
Answer questions
Show slide no. 5 – ‘i am
from the
hungry’ and ask
Powerpoint slides
students to put in the
punctuations Able to identify
punctuations.
Show slide no. 6 – ‘dad i
am hungry’ and ask Understand the
students to put in format of writing
punctuations direct speech.
Explain the use of
speech marks – “Dad, I
am hungry.”
Add a reporting verb to
the sentence and
introduce it to the
students – “Dad, I am
hungry”, said John. (slide
no. 7)
Explain the three
elements found in direct
speech (slide no. 8)
7 minutes Exercise 1 – slide no. 9 – To punctuate three to check students’
individual work (3 sentences in understanding on
minutes) 3minutes punctuations
individually
e.g. 1) i do not want to
see you again shouted Apply knowledge
Amalina that has just
learned.
Do corrections with
students immediately. Exchange paper
with neighbour in

3. class
12 minutes Distribute a comic strip 1 Read through the Use comic to
on ‘2 cows and a text silently. increase interest
chicken’ among students.
Ask questions
Ask students to read when necessary. To be able to
through the passage in 3 change comic
Listen attentively
minutes. dialogue into
to teacher’s
direct speech.
Ask students whether explanation.
they understand what
Understand how to
they read.
create direct
Show the different types speech out of the
of reporting verbs and comic passage.
emphasize on the tense.
Apply knowledge
(slide no. 15)
on punctuations,
Ask students if they speech marks and
know any. (slide no. 16) reporting verbs to
the exercise.
Write the reporting
verbs that are not in the Able to work in
slide on the board. group.
Do the next exercise – Provide ideas
Model students to during group
transform the sentences discussion.
from the comic strip into
Use the list of
direct speech
reporting verbs on
e.g. “How can you just the board when
lay around the clover all doing group work.
day?” asked the chicken.
Identify different
“The world is your
kinds of reporting
CLOVER!” exclaimed the
verbs.
chicken. (slide 18)
Divide students into
group of 4 or 5. Ask each
group to continue
transforming the rest of
the dialogue within 5
minutes.
Then, check answers
with students.
10 minutes Distribute comic strip 2 Work in group and Practice writing
to each group – ‘Calvin complete given the Direct Speech
and the Hobbes’. work in Microsoft based on a comic.
Word.
Group work –ask
students to download Discuss with group
the exercise from members.
Slideshare and type the

4. answers in Microsoft
Word.
Students are given only
5-7minutes to complete
work.
Group 5 minutes Ask each group to select Select a presenter. To develop
presentations one presenter to present leadership
Listen to
their work to the class. skill.
presentations –
Ask students to listen to especially what To improve on
answers suggested by reporting verbs do speaking/read
each group. the other groups ing skills
used.
Closing 3 minutes Review today’s lesson. Listen attentively Review what
to teacher. was learned
Summarize main points
in writing direct speech.

5. Appendix 1
Comic Strip 1 – ‘Cows and a chicken’
Group Activity 1 worksheet
 Continue the story – complete Group Activity 1 worksheet.
 Discuss with your group what reporting verbs will you use.
 Please make sure that you use different reporting verbs for every direct
speech.

6. Appendix 2
Group Activity 1 worksheet
Group: ______________
Class: ______________ Date: _______________
“How can you lay around all day in your clover?!!”
______________ the chicken. “The world is your
OYSTER!!” the chicken ________________. “You can
lay here and waste your life away”, _______________
the chicken. “But I’m going out into the world and
make something of myself!!” ________________ the
chicken enthusiastically.
Later…
“I thought the world was your oyster”,
_______________ the black-headed cow to the
chicken. “I found out I’m allergic to shellfish”, the
chicken _______________ in exhaustion.

7. Appendix 3
Comic Strip 2 – ‘Calvin and Hobbes’
Group Activity 2 Worksheet
 Rewrite the sentences as direct speech.
 Write your answers on a manila card.
 Complete work within 7 minutes.
 Use different reporting verbs for every direct speech.
 Choose a leader.
__________________________________________________________________________________
Comic Strip 2 – ‘Calvin and Hobbes’
Group Activity 2 Worksheet
 Rewrite the sentences as direct speech.
 Write your answers on a manila card.
 Complete work within 7 minutes.
 Use different reporting verbs for every direct speech.
 Choose a leader.