Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Registration No.
62Q17082
Gov. Guading Adaza St., Sta. Cruz, Dapitan City
Province of Zamboanga del Norte
COLLEGE OF EDUCATION
SCHOOL
:Jose Rizal Memorial State University
GRADE LEVEL
:9
TEACHER
:Ms. Jizlle Aika G. Carvajal
LEARNING AREA
:English
QUARTER
:Fourth
DATE &TIME : May 30, 2022 @ 8:00 AM
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of how Anglo-American literature and
other text types serves as means of preserving unchanging values in a changing world;
also how to use the features of a full-length play, tense consistency, modals, active and
passive constructions plus direct and indirect speech to enable him/her competently
performs in a full-length play.
B. Performance Standards
The learner competently performs a full-length play through applying effective
verbal and non-verbal strategies and ICT resources based on the following criteria:
Focus, Voice, Delivery and Dramatic Conventions.
C. Learning Competency
Change direct to indirect speech and vice versa.
(EN9G-IVf-1)
D. Specific Objectives
At the end of the discussion, the students should be able to:
1. distinguish direct speech from indirect speech; and
2. rewrite sentences from direct to indirect speech, and vice versa.
II. CONTENT
Direct and Indirect Speech
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learners’ Materials Pages
3. Additional Materials from LR Portal
-None
-None
-None
B. Other Learning Resources
- http://iteslj.org/Techniques/Smith-ReportedSpeechGame.html
- https://learningatb104.files.wordpress.com/2018/10/indirect-speech-rules.pdf
- https://7esl.com/direct-indirect-speech-tense-changes/
C. Materials
- Visual aids, Cartolina, Manila papers, Glues, Cut-out sentences, Envelopes
IV. PROCEDURES
TEACHER’S ACTIVITY
STUDENTS’ ACTIVITY
A. Preparatory Activities
1. Prayer
May I request everyone to please
stand?
Let us have Erikka to lead the prayer.
In the name of the Father, the Son,
the Holy Spirit, Amen.
2. Greetings
Good morning, ma’am!
Good morning, children!
We are all fine, ma’am. How about
How are you this morning?
you?
That is so nice to hear from you. Well,
I am fine too.
3. Classroom Management
Please tidy up any garbage that has
accumulated around you and arrange your
seats properly.
(Students do as told)
Are you finished?
Okay, very good! You may now take
your seats.
Yes, ma’am!
4. Checking of Attendance
Ms. Secretary, is anyone absent
None, ma’am.
today?
Great!
5. Class Agreement
Before we finally move on to our
lesson, let us first have an agreement. Is that
fine with you all?
Yes, ma’am.
Okay, ma’am.
I want you to keep all things that are
not needed to our discussion. Sit properly
and do not talk with your seatmates.
What will you do if you want to
answer to my questions?
We’ll just raise our hands silently,
ma’am.
Very good!
And what will you do if somebody is
talking here in front?
What
activities?
about
if
we
have
group
We should listen attentively, ma’am.
We have to actively participate and
cooperate, ma’am.
Bravo!
So, do we have an agreement now?
Yes, ma’am!
TEACHER’S ACTIVITY
STUDENTS’ ACTIVITY
B. Reviewing Previous Lesson
Before we proceed to our lesson for
today, I would like to ask everyone if you can
still remember our topic about the non-verbal
communication strategies?
Very good!
Who can give the definition of nonverbal communication strategies?
Yes, Jonah?
Yes, ma’am!
(students raise their hands)
Non-verbal communication strategies
refer to ways people communicate without
speaking.
Correct!
Now, what are the examples of nonverbal communication strategies?
(students raise their hands)
Yes, Maxene?
Wow! That’s impressive.
Why is it important for us to employ
effective
and
appropriate
non-verbal
communication strategies?
Examples
of
non-verbal
communication strategies include hand
gestures, facial expressions, tone of voice,
eye contact, body language, posture, and
other ways people can communicate without
using language.
(students’ answer vary)
That’s right!
Do you still have questions about our
previous topic?
None. ma’am.
All right! That is so good to hear.
C. Establishing Purpose for the
Lesson/Motivation
Now, let us do an activity
called “A Paparazzi Me”.
Each group will be given a copy of an
entertainment magazine or showbiz section
of a newspaper. Students must read through
them and find a juicy bit of a celebrity gossip
to report to the class. A student who will
recite will withhold the celebrity’s name while
the others will try to guess.
Example:
Which famous celebrity said “Let’s all
be open-minded. It’s normal,” when asked
Nadine Lustre said that let’s all be
about living in with her boyfriend?
open-minded, and that it’s normal, when
asked about living in with her boyfriend.
Are you ready to try?
Yes, ma’am!
(Students will do the activity)
Excellent job, everyone!
TEACHER’S ACTIVITY
STUDENTS’ ACTIVITY
D. Presentation
What have you noticed about the
activity that we have done?
Yes, Kaila.
I have noticed that the statements
from the magazine and newspaper present
the original words of a person. On the other
hand, when we try to guess the person, their
original words are being reported or narrated.
Well said, Kaila!
The activity that we have done is in
connection with our topic this morning. Now,
who can guess our topic? Does anyone from
the class have an idea?
Well, why you don’t check the pockets
of the envelopes that I have given to you.
(students do as told)
Ana, can you read what is written
there?
Direct and Indirect Speech ma’am.
Exactly! Our lesson for today is all
about Direct and Indirect Speech.
And for that, I am expecting that by
the end of the discussion, you will be able to
distinguish direct speech from indirect
speech, and rewrite sentences from direct to
indirect speech, and vice versa.
E. Discussion
Let’s take a look at these example
sentences. Let’s start with the sentences
under the direct speech.
Let us
sentences.
have
Levi
to
read
the
Direct Speech
1. Marry said to me, “Can you swim?”
2. She said, "I am not feeling very well
today.”
3. I said to him, "Tara doesn’t
understand English."
4. “I will call you tonight,” Marcus said to
Jeany.
5. “Where is my school bag?” asked
Maria.
What do you notice in each sentence?
What sign is present in each?
Yes, Jena?
The quotation mark is the sign that
appears in all of the sentences ma’am.
TEACHER’S ACTIVITY
STUDENTS’ ACTIVITY
Correct! In direct speech, the actual
words of the speaker are quoted explicitly. It
is often used to relay something being said in
the present tense. It can also be used to
recall the exact words of the speaker when
retelling a previous conversation. You can
recognize a direct speech instantly because it
has a text enclosed in a set of quotation
marks.
Now, let us read the sentences under
indirect speech.
Kindly read, Michaela.
Indirect Speech
1. Marry asked me if I could swim.
2. She said that she was not feeling very
well today.
3. I told him that Tara didn’t understand
English.
4. Marcus told Jeany that he would call
her tonight.
5. Maria asked where her school bag
was.
Now tell me your observations about
the sentences. Let us have Maricar to share
her observations.
I noticed ma’am that there is change in
verb tenses ma’am and most of the
sentences uses the word “that”.
Wow! That’s a great observation,
Maricar.
Exactly! Indirect speech is usually
used to relay what was being said by the
speaker without directly quoting the original
words. In this case, the tense of the sentence
is typically changed. Reporting verbs, such
as say, tell, ask, and others, are used as an
introduction. The words of the original
speaker will not be enclosed inside the
quotation marks. Instead, the word “that” is
used to connect the reporting verb to the
reported text.
It's possible that most of you are still
having trouble switching from direct to
indirect speech and from indirect to direct
speech. That being said, let me share the
rules of Direct and Indirect Speech.
TEACHER’S ACTIVITY
STUDENTS’ ACTIVITY
BASIC RULES FOR INDIRECT SPEECH
Group 1, please read Rule No. 1.
Thank you group 1.
Rule No. 1. Words of the speaker
(reported speech) are not enclosed in
Inverted Commas or Quotation Marks in
Indirect Speech.
Group 2, please read Rule No. 2.
Thank you group 2.
Rule No. 2. Usage of word “that”: The
conjunction “that” is always used between
reporting verb and reported speech in
indirect speech.
Example:
• Direct Speech: He said, “I write a letter”.
• Indirect Speech: He said that he wrote a
letter.
Group 3, please read Rule No. 3.
Thank you group 3.
Rule No. 3. Change in tense of the
reported speech: A change is made in
tense of reported speech for changing a
direct speech into indirect speech. Rules
for tense change are given below:
Example:
• Direct Speech: She said, “I am watching
a movie”.
• Indirect Speech: She said that she was
watching a movie.
Group 4, please read Rule No. 4.
Thank you group 2.
Rule No. 4. Changes in Pronoun: The
pronoun (or subject) of reported speech is
sometime changed according to the
pronoun (or subject) or Object of the
reported verb (first sentence of Direct
speech). The possessive pronouns (i.e.
his, her, my, their, your etc.) may also
change according to subject or object of
the first sentence.
Example:
• Direct Speech: He said, “I eat two
apples”.
• Indirect Speech: He said that he ate two
apples.
For the last rule, please read Group 5.
Thank you group 5.
Rule No. 5. Change in Time: If there is
time mentioned in the sentence of Direct
speech, the time will be changed in
Indirect Speech. There are certain rules
changing the time. i.e. not into then,
tomorrow into the next day, today into that
day, yesterday into the previous day.
Examples:
• Direct Speech: She said, “I am buying a
laptop today”.
• Indirect Speech: She said that she was
buying a laptop that day.
TEACHER’S ACTIVITY
STUDENTS’ ACTIVITY
TENSE CHANGE
In addition to those rules, here are
the Rules for Tense Change in Direct and
Indirect Speech
(call students to read and carefully
scrutinize the rules and example sentences)
Direct Speech
Present Simple:
She said, “I work
in a hospital”.
Present
Progressive
He said, “I am
waiting for
someone”.
Present Perfect
She said, “ I have
completed the
work.”
Present Perfect
Progressive
She said, “I have
been working in a
factory for two
years.
Past Simple
He said, “I started
a Job”.
Past Progressive
He said, “I was
writing a poem.”
Past perfect
They said, “We
had won the
game.”
Future Simple (Will)
She said, “I will
go to London”.
Future Continuous
(Will be)
He said to me, “I
will be waiting for
you”.
Future Perfect (Will
have)
She said, “I will
have cooked the
food”.
Excellent job, guys!
Those were interesting rules, right?
Yes, ma’am!
Indirect Speech
Past Simple
She said that she
worked in a
hospital.
Past Progressive
He said that he
was waiting for
someone.
Past Perfect
She said that she
had completed the
work.
Past perfect
Progressive
She said that she
had been working
in a factory for two
years.
Past Perfect
He said that he had
started a job.
Past Perfect
Progressive
He said that he had
been writing a
poem.
Past Perfect
NO CHANGE –
They said that they
had won the game.
(Would)
She said that she
would go to
London.
(Would be)
He said to me
that he would be
waiting for me.
(Would have)
She said that she
would have cooked
the food.
TEACHER’S ACTIVITY
STUDENTS’ ACTIVITY
F. Developing Mastery
Now, let us see if you truly listened to
and comprehended the discussion.
I have here sentences that show direct
and indirect speech. What you are going to
do is to rewrite the sentences in direct
speech into indirect speech, and vice versa.
Direct Speech
Expected answers
1. He said, “I will start a new job”.
1. He said that he had started a job.
2. She said, “I will be feeding my kids”
2. She said that she would be feeding
3. David said, “he has been waiting for
her kids.
his brother for three hours”
3. David said that he had been waiting
4. They said, “We went to a market”
for his brother for three hours.
5. He said, “I am waiting for someone”.
4. They that they had gone to a market.
5. He said that he was waiting for
someone.
Indirect Speech
Expected Answers
1. John said that he had won a prize.
1. John said, “I have won a prize”.
2. They said that they had been living in
2. They said, “We have been living in
America since 2013.
America since 2013”.
3. He said to me that I had not helped
3. He said to me, “You didn’t help me”.
him.
4. He said, “I had gone to home”.
4. He said that he had gone to home.
5. He said, “She has washed the shirts”.
5. He said that she had washed the
shirts.
G. Generalization
Wow! You guys are marvellous. So
that concludes our discussion of Direct and
Indirect Speech.
Did you understand our topic, class?
Again, can someone in the class
explain what direct speech is?
Yes, Liza?
Yes, ma’am.
In a direct speech, the actual words of
the speaker are quoted explicitly. It is often
used to relay something being said in the
present tense. It can also be used to recall
the exact words of the speaker when retelling
a previous conversation. You can recognize
a direct speech instantly because it has a text
enclosed in a set of quotation marks.
Bravo! That’s right!
What about indirect speech?
Yes, Rhymes?
Excellent!
Indirect speech is usually used to
relay what was being said by the speaker
without directly quoting the original words. In
this case, the tense of the sentence is
typically changed. Reporting verbs, such as
say, tell, ask, and others, are used as an
introduction. The words of the original
speaker will not be enclosed inside the
quotation marks. Instead, the word “that” is
used to connect the reporting verb to the
reported text.
TEACHER’S ACTIVITY
STUDENTS’ ACTIVITY
H. Application
Now, let’s do another activity. Let's
divide the class in half, Team A and Team B.
Each team will select one representative at a
time. A stack of cards featuring examples of
direct speech sits on the teacher's desk.
Each team's representative will approach the
desk and select a card from the stack of
cards. Within 10 seconds, the team
representative will attempt to deliver the
card's equivalent indirect speech. If the
answer is correct, their team will receive a
point; if it is incorrect, their team will receive a
deduction.
(students will do the activity)
Each team will be given 100 points; for
each correct answer given by a member of
their team, an additional 5 points will be
awarded; for each incorrect answer, 5 points
will be deducted. The team with the most
points will be rewarded at the end of the
class.
Excellent effort, team____. Let’s give
them a “Barangay Clap”
I. Evaluation
On a 1 whole sheet of paper, do the
following tests.
TEST 1. Rewrite the following direct speech
into indirect speech.
1. She said to me, “I like your book”.
2. They said, “We play Football”.
3. She said, “They are enjoying the
music”.
4. John said, “I have won a prize”.
5. David said, “I had passed the exam”.
TEST 2. Rewrite the following indirect speech
into direct speech.
1. He said that he had gone to home
2. They said to me that they would help
me.
3. She said that she didn’t waste time
4. He said that she had washed the
shirts.
5. She said that she would be feeding
her kids.
J. Additional Activity (Remediation or
Homework)
On a 1 whole sheet of paper write one
paragraph of your desired topic showing
direct speech. Afterwards, write another
paragraph showing indirect speech.
V. REMARKS
(students will take the tests)
VI. REFLECTION
________ A. No. of learners who earned 80% in the evaluation.
________ B. No. of learners who require additional activities for remediation who scored below
80%.
________ C. Did the remedial lessons work? No.of learners who have caught up with the
lesson.
________ D. No. of learners who continue to require remediation.
________ E. Which of my teaching strategies worked well? Why did these work?
________ F. What difficulties did I encounter which my principal or supervisor can help me
solve?
________ G. What innovation or localized materials did I use/discover which I wish to share
with other teachers