Lesson 5.

Use of Direct and Reported

Speech in Daily
Communication
Do You Want to Edit This Presentation?

Make a copy and edit Download an offline

in Google Slides. copy and edit in
1. On the menu bar, click File and
Microsoft PowerPoint.
then Make a copy and Entire
1. On the menu bar, click File and
Presentation.
then Download as.
2. Type a name for the file.
Do you want to edit this presentation?
3. Choose where to save it on your
Google Drive.
2. Choose a file type. Select
Microsoft PowerPoint (.pptx).
3. Wait for the file to be
4. Click Ok.
downloaded to your local disk.
5. A new tab will open. Wait for
4. Once completely downloaded,
the file to be completely loaded
open the file and edit it using
on a new tab.
Microsoft PowerPoint or any
6. Once the file has loaded, edit
offline presentation program.
this presentation using Google
Slides.
 Learning Competency

At the end of this lesson, the students should be able to

use direct and reported speech appropriately in varied
contexts (EN7G-III-e-3).
 Objectives

At the end of this lesson, the learner should be able to do

the following:

● Observe the use of direct and reported speech in daily

conversations.
● Analyze the impact of using direct and reported speech
in daily communication.
 Essential Question

Why do we have to change the time, places, pronouns,

and even verb tense when we use reported speech?
 Warm-Up

Pass the Message

1. The teacher will call all the first students in every column.
2. They will receive the message from the teacher and will
report it to the second student.
3. To add to the challenge, the first student must react to the
message of the teacher. Hence, two statements will be
forwarded to the second student—the teacher’s original
statement in reported speech and the reaction of the first
student.
 Warm-Up

Pass the Message

4. The same process will be followed by the second student—

report the statement of the teacher in indirect speech,
convert the reaction of the first student to indirect speech,
and give his or her own reaction to the third student.
5. Repeat the process until everyone was able to speak. The
last student in each column will write all the statements on
the board.
 Warm-Up

Guide Questions

1. Did you find the activity easy or challenging? Why?

2. What were the challenges you encountered in the activity?
3. How did you solve these challenges?
 Review

1. On which occasions do we use direct speech?

2. When do we use reported speech?
3. What are the rules we should remember in
transforming direct speech to reported speech and
vice versa?
 Learn about It

In the hospital
Nurse 1: What did the doctor tell you about
the patient?

Nurse 2: “You should observe the patient

for two days.” That is what he said.

Nurse 1: What should we observe?

Nurse 2: He said we should check for

rashes or any red marks on the skin of
the patient.
Learn about It

In school
Teacher: Class, I’ll be gone for ten
minutes. Do not go out of the room.

After five minutes

Student 1: (tries to go out)

Student 2: Hey! Our teacher said we

should not go out of the room. Go
back to your seat.
 Learn about It

At work
Manager: What did the client say?

Assistant: He said we should

prepare the orders before
Tuesday.

Manager: Wow! That was early. Last

week, he said, “Please have my
orders ready by Friday.”
Learn about It

At the police station

Victim: The scammer said, “You should
pay me a fee before you get the item.” I
had not realized that he was lying that
time.

Police: Other people told us that they

are also victims of this scammer.
Don’t worry. We will do our best to help
you find him.
 Learn about It

In a family
Neil: Dad, I remember you told me, “I am going to buy you a
new toy robot this weekend.”

Dad: Really, I said that? What did I say again?

Neil: Dad, you said you’re going to buy me a new robot. Do you
remember now?

Dad: Of course! I was just joking. We’re going to buy this Sunday.
Don’t worry.
 Drills

List down places or situations and common lines mentioned in

those places or during those situations. Then, convert each to
reported speech.
Place Direct Speech Reported Speech
 Drills
Recall the last class you had from the previous subject.
Write down five statements of direct speech and five
statements of reported speech mentioned during the
period. Cite the people who mentioned those lines
properly.
Direct Speech Reported Speech
 Values Integration

Misquoted conversations can often lead to rumors or

gossip. How can we avoid such in order to have healthier
relationships with people around us?
 Synthesis

Retelling a Short Play

1. Divide the class into six groups: groups A, B, C, D, E, and F.
Groups will be paired together: A and B, C and D, and E and F.
For Groups A, C, and E
2. Write a brief script of a short play and act it out for five whole
minutes.
3. Each actor must wear a nameplate to indicate his/her name
clearly.
 Synthesis

For Groups B, D, and F

4. You may jot down notes during the play.
5. Retell the whole play in writing. Write it in an intermediate
pad paper.
6. Make sure to use statements of direct speech and reported
speech properly.
7. You have another 8 minutes to transfer your final output for
submission.
 Synthesis
Criteria Score

Task Achievement (5pts.)

The group was able to achieve its task correctly.

For groups A, C, and E

The group was able to effectively incorporate direct speech in the presentation. The group also
presented with nameplates.

For groups B, D, and F

The group was able to create a clear narrative of the presentation of their corresponding partner
group. The group was able to incorporate reported speech in their narrative.)

Use of Direct and Reported Speech (5pts.)

The direct and reported speech incorporated in the narrative were correct and effectively used.

Language (2pts.)
Proper spelling, mechanics, grammar, and word choice was observed.

Score /12
 Assignment

Observe common conversations around the school.

Create a short narrative about it. Provide the specific
details: people in conversation, topic, time, and place.
 Criteria Does Not Meet Nearly Meets Meets Expectations Exceeds Expectations
Expectations Expectations 3 4
1 2

Content (50%) The content is unclear The content is The content is The content is very
and unsupported with somewhat clear and sufficiently clear and clear and well-
Clear and evident focus
textual evidence. supported with textual supported with textual supported with textual
on the topic
evidence. evidence. evidence.

Organiza- The progression of ideas The progression of ideas The progression of ideas The progression of ideas
is disorganized. is somewhat is organized. Transitions is well-organized.
tion (25%)
Transitions are unclear, organized. Transitions are sufficiently clear, Transitions are clear
Logical progression of
making the text almost are somewhat clear, leading to full and effective, leading to
details/ events; clear impossible to leading to vague understanding. full and easy
transitions between understand. understanding. understanding.

ideas

Language (25%) There are four or more There are two to three There is one language There are no language
language errors. language errors. error. errors.
Spelling, mechanics,
grammar, word usage,
and use of direct and
reported speech
 Bibliography

Behrens, Laurence and Rosen Leonard. 2003. Writing and Reading Across the Curriculum: 8th ed.
California: Pearson Publishing House
Conrey, Sean M., Mark Pepper, and Allen Brizee. “How to Use Quotation Marks.” Accessed
March 04, 2022. https://owl.english.purdue.edu/owl/owlprint/577/.
Cooley, Thomas. 2013. The Norton Sampler: Short Essays for Composition. 8th ed. New York:
Norton & Company.