The purpose of this articles is to develop of educational method of critical language awareness(CLA) and then to provide it to teachers who endeavour to improve student’s CLA. First, I studied perspective of language of Fairclough who had introduced critical discourse analysis(CDA) theory. He divided the three-dimensional framework for examining discourse, which comprised of analysis of language texts, discourse practice(process of text production, distribution and consumption), and discourse events as instances of sociocultural practice. In CLA the focus is on the ways in which language represents the world and social construction. CLA exemplifies CDA in teaching contexts whilst strengthening essential principles of language awareness. I applied this frame of CLA and CDA to classroom discourse and reinterpreted them to teachers who have difficulties to understand them. Finally I developed new case study which can be apply to classroom, which was based on Fairclough’s CLA instruction into four stages: Reflection, Systemizing, Explanation, and Developing practice. It is teaching direct and reported speech from a CAL perspective.