First I show the picture and ask these questions: 1. What can you see in the picture? ( a child playing with a tablet) 2. Do you have kids at your family? (answers vary) 3. How old are they? (answers vary) 4. Can they play with tablets/computers/cellphones? (answers vary) 5. have they done something wrong so far? (answers vary) These questions aim to engage SS in the topic and set the context. Then, teacher presents picture 2, Jack Neal, and asks: 1. What's his name? (Jack Neal) 2. What's happening there? (He's playing with her mother's computer and there is a pic of a car) After eliciting some answers, teacher gives instruction for the next stage.

Teacher writes two questions on the WB: 1. How old is he? 2. What did he do? Ss will read the text for 1 or 2 minutes then teacher asks ss to raise their hand and give the answer. At this point, if time allows, teacher can tell an anecdote. This text aims to present the target language and ss are going to use it through out the lesson.

Teacher hands some cut-ups. They are the direct sentences of Mr. & Mrs. Neal, Jack, the seller, and the email. SS use the text to find the speaker of each sentence. The task is challenging for they have the indirect-speech equivalent of the sentences in the text. Then, SS write the equivalent sentences from the news on the cut-ups. Teacher project the cut-ups or write the direct sentences on the WB and asks the early finishers to come up to the board and write them there. Now, teacher asks the CCQs to elicit the rules. First, Teacher underlines the tenses and ask: Is the time different? (yes) How does it change? (one time backward) Then teacher underlines the pronouns and time and asks: Are they different? (yes) How does they change? (T writes on the WB) Teacher summarizes the rules of changing tense and pronoun on the WB.

Teacher hands the last HO and ask ss to change the direct sentences into indirect ones. SS will do it alone for 2 min and then check in pairs. Teacher can give the general rules HO if they need more help. Teacher gives FB to the whole class by asking ss to read their sentences. Teacher can divide the class into two groups. One reads the direct and the other reads indirect sentences. This makes the FB like a conversation.

SS will play the 'onion rings'. Giving clear instruction is really important here. Teacher monitors and writs their errors for the final FB after they have finished practicing.