T greets the class and asks them how they are feeling, and what goal they have for today's lesson. T uses a jamboard presentation to provide students with some affirmative statements. Sample statements: I'm a junior copywriter. I started working at the company at the age of 21. T asks students to formulate a sentence from each of the statements in pairs in breakout rooms. The teacher provides an example first. 1. What is your profession? or How old were you when you started working at the company? Some Ss share their answers in open class feedback.

T gives students some direct questions in the present and in the past tense. Ss should report the questions by writing them down on a notebook or piece of paper. Instruction: Read the questions, then Change the direct questions into reported Questions. T demos first exercise. 1. Where is the post office? She asked me _________________________. 2. Why is Maricarmen sad? He asked me ___________________________. 3. Who is the woman in the red dress next to the desk? He asked me __________________________________. 4. When is the business meeting? She asked me _________________________. 5. Why did you leave the company? She asked me _______________________. 6. Why did you quit the sales campaign last year? She asked me _________________________________. 7. When did you clean your office? He asked me ___________________________________. 8. Why didn't you fix your car to go to work? He asked me ___________________________________. T conducts OCFB after students have completed this task.

T provides students with the following questions and reported questions. 1. Where is the post office? She asked me where the post office was. 2. Why is Maricarmen sad? He asked me why Maricarmen was sad. 3. Who is the woman in the red dress next to the desk? He asked me who the woman in the red dress next to the desk was. 4. When is the business meeting? She asked me when the business meeting was. 5. Why did you leave the company? She asked me why I had left the company. 6. Why did you quit the sales campaign last year? She asked me why I had quit the sales campaign the previous year. 7. When did you clean your office? He asked me when I had cleaned my office. 8. Why didn't you fix your car to go to work? He asked me why I hadn't fixed my car to go to work. T elicits form from students by asking about the tense of the direct questions and the reported questions. T shows a chart that shows how tense changes when reporting wh questions, Ss analyze it and draw conclusions. T drills pronunciation of some of the sentences and makes emphasis on some linked sounds.

Instruction: Order the words to form reported questions from an interview with an advertising executive. Ss complete this activity either in their notebooks or a sheet of paper. 1. Worked/long/the interviewer/me/had/in advertising/how/I. The interviewer asked me how long I had worked in advertising. 2. Why/that job/I/apply/he had/wondered/to/decided/for. 3. asked/at/I/ was/what/he/projects/that time/on/working. 4. to/hoping/ he/few months/I / next/ asked/ be promoted/ me/ was/ the/ in/ if. 5. What/ asked/ I/ about/ he/ job/ found/ me/ my/ interesting. 6. Brussels/ back/ the next day/ he/ if to/ going/ travel/ to/ asked/ was/ me/ I. Ss do peer checking after they have finished the activities. T conducts Quick OCFB.

Instruction: Work with a partner. Ask the question "What do you do for a living? Based on their answers, ask 3 more questions related to his/her work. Write the reported question in your notebook. Then swap roles. Example: What do you do for a living? I am a teacher. What do you like about teaching? RQ= He asked me what I liked about teaching? What is the best part of your job? RQ= He asked me what the best part of my job was. CCQs: Are both students asking the questions or only one of you? The two of us. How many questions? 3 Are you writing the questions or the reported questions? The reported questions. T asks students to share at least one of the reported questions they have noted down. T notes down mistakes or weaknesses during this stage to recapitulate them in the next stage.

- T conducts OCFB based on what was carried out in the frier practice stage. - T writes sentences, language, or chunks that were used inaccurately by learners. T highlights good language use. It can be the grammatical tense of verbs, spelling, and word order when writing the reported questions. - T highlights pronunciation/lexis or grammar errors.