Learners interact with fluency and spontaneity. They understand complex and abstract texts, argue a point of view, and write clear, detailed prose across a wide range of subjects.
Printable one-to-one lesson plan
Reported speech (questions, commands, reporting verbs)
Report questions, requests, commands, advice, promises, admissions, denials, warnings, and suggestions with accurate clause and verb patterns.
Use after the complete B2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read statement-like reported-question intonation, weak that and to, reporting-verb contrast, and contracted viewpoint listening check · Next-day embedded-question, directive-force, complement-pattern, viewpoint, and stance-calibration retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Report questions, requests, commands, advice, promises, admissions, denials, warnings, and suggestions with accurate clause and verb patterns.
What must become clear
Can-do: By the end, you can report wh-, yes-or-no, and subject questions with embedded statement order; distinguish a request from a question about ability; report commands, warnings, reminders, and advice with an explicit listener; choose among to-infinitive, object + to-infinitive, -ing, preposition + -ing, and that-clause patterns; use reporting verbs without adding unsupported blame, certainty, or commitment; adjust tense, modal, pronoun, time, and place reference only when the new viewpoint requires it; hear statement-like reported-question intonation and reduced complement words in U.S. speech; and reconstruct a multi-speaker meeting accurately.
High-value friction points
- Maya asked why the branch had closed early.The question is embedded inside a statement, and the closure occurred before Maya’s past question.
- The panel suggested adding text alerts. Alternatively: The panel suggested that the city add text alerts.Use suggest + -ing or, in standard U.S. English, suggest + that + subject + base verb.
- The safety officer warned visitors not to enter the stairwell.The object visitors identifies who must avoid the unsafe action.
Protect these lesson moments
- Reactivate the B1 foundation
- Discovery check: words, purpose, and viewpoint
- Reported questions: make the clause fit the new sentence
- Choose the act supported by the complete situation
- Stance map: preserve what the original speaker actually did
Learner production
Question shift: Draw a fictional direct question. Report it once as an information question and, if the wording permits, once as an action request. Explain what contextual change makes the second reading possible.
- Force ladder: Report three fictional instructions with asked, told , and warned . Give the relationship, risk, and expected response that justify each verb.
- Pattern audit: Choose five reporting verbs from different complement families. Say the full pattern before adding content: deny doing, promise to do, remind someone to do, apologize for doing, confirm that...
- Viewpoint challenge: Move one message from the same room and day to a different place three days later. Change only the pronouns, tenses, modals, and reference words whose meaning requires a new form.
- Stance editor: Replace an overstrong reporting verb with a neutral one, or replace a vague said with a more precise verb when the original context supports it. Defend the change.
Carry this language into the next session
Retrieve Reported speech (questions, commands, reporting verbs) in one true sentence at the next lesson.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Reactivate the B1 foundation” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can report wh-, yes-or-no, and subject questions with embedded statement order; distinguish a request from a question about ability; report commands, warnings, reminders, and advice with an explicit listener; choose among to-infinitive, object + to-infinitive, -ing, preposition + -ing, and that-clause patterns; use reporting verbs without adding unsupported blame, certainty, or commitment; adjust tense, modal, pronoun, time, and place reference only when the new viewpoint requires it; hear statement-like reported-question intonation and reduced complement words in U.S. speech; and reconstruct a multi-speaker meeting accurately.
- What needs to change in this repair, and why: Maya asked why the branch had closed early.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve Reported speech (questions, commands, reporting verbs) in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Reactivate the B1 foundation and Discovery check: words, purpose, and viewpoint for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read statement-like reported-question intonation, weak that and to, reporting-verb contrast, and contracted viewpoint listening check · Next-day embedded-question, directive-force, complement-pattern, viewpoint, and stance-calibration retrieval, then repeat the communication task with a new situation or stricter success criteria.
70–80 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Reactivate the B1 foundation · Discovery check: words, purpose, and viewpoint · Reported questions: make the clause fit the new sentence.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Can-do: By the end, you can report wh-, yes-or-no, and subject questions with embedded statement order; distinguish a request from a question about ability; report commands, warnings, reminders, and advice with an explicit listener; choose among to-infinitive, object + to-infinitive, -ing, preposition + -ing, and that-clause patterns; use reporting verbs without adding unsupported blame, certainty, or commitment; adjust tense, modal, pronoun, time, and place reference only when the new viewpoint requires it; hear statement-like reported-question intonation and reduced complement words in U.S. speech; and reconstruct a multi-speaker meeting accurately.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: Maya asked why the branch had closed early. The question is embedded inside a statement, and the closure occurred before Maya’s past question.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Reactivate the B1 foundation · Discovery check: words, purpose, and viewpoint · Reported questions: make the clause fit the new sentence · Choose the act supported by the complete situation. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Question shift: Draw a fictional direct question. Report it once as an information question and, if the wording permits, once as an action request. Explain what contextual change makes the second reading possible.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Reported speech (questions, commands, reporting verbs) in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read statement-like reported-question intonation, weak that and to, reporting-verb contrast, and contracted viewpoint listening check
- Clip 1
Read: She asked where the FILE was .
Supports: Tutor line 1: She asked where the file was. Recover the embedded clause with statement order: listen .
- Clip 2
Read: They asked us to WAIT .
Supports: Tutor line 2: They asked us to wait. Recover the complete request despite weak to : listen .
- Clip 3
Read: She ASKED me to stay; she didn’t TELL me to.
Supports: Tutor line 3: Clip 3 The contrast identifies listen .
- Clip 4
Read: Omar said the branch was READY .
Supports: Tutor line 4: Omar said the branch was ready. No audible that is required; the full report is listen .
- Clip 5
Read: She said she’d call the NEXT day .
Supports: Tutor line 5: She said she’d call the next day. The base verb call shows that ’d means would , so the meaning is listen .
Delivery and evidence notes
- Read each line once at a natural pace and once again if requested. Keep the reported questions inside a statement contour, reduce unstressed to , omit that naturally in line 4, and make the reporting-verb contrast audible only in line 3.
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
B2 · Reported speech (questions, commands, reporting verbs)
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Can-do: By the end, you can report wh-, yes-or-no, and subject questions with embedded statement order; distinguish a request from a question about ability; report commands, warnings, reminders, and advice with an explicit listener; choose among to-infinitive, object + to-infinitive, -ing, preposition + -ing, and that-clause patterns; use reporting verbs without adding unsupported blame, certainty, or commitment; adjust tense, modal, pronoun, time, and place reference only when the new viewpoint requires it; hear statement-like reported-question intonation and reduced complement words in U.S. speech; and reconstruct a multi-speaker meeting accurately.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Report questions, requests, commands, advice, promises, admissions, denials, warnings, and suggestions with accurate clause and verb patterns.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.