TP - 7
To provide clarification and practice of language used for making requests in a polite or rude manner in the context of staying at a hotel, travelling
To provide accuracy speaking practice in a conversation in the context of staying at a hotel, travelling
Procedure (48-63 minutes)
The teacher will group the students into two or three groups depending on the number of students present and display two different hotel room pictures on the board. One of them will be luxurious and the other will be in a bad condition. The teacher will then say all other hotels were completely booked and the two rooms they see on the board are the only available ones. After that the teacher will ask the students which hotel he should stay at and get the students to discuss, subsequently come up with reasons why and why not. Considering the students will recommend the luxurious one, the teacher will say he does not have enough money and that he has to take the cheaper one.
The teacher gives each group simple dialogues about customers making requests at hotels. The students are required to read the dialogues and discuss in groups to decide which ones are polite and which ones are rude. Straight after, the students will be asked to put the dialogues in an order from the politest to the least polite one. The feedback will be conducted on the board.
The teacher uses the word 'request' to see whether the students are familiar with it. If not, the teacher elicits the word by modelling (Could you please shut the window?). In order to apply concept checking, (Let's go out! - Request? No), then if necessary, repeat the modelling again and use CCQ (Request or not? Yes). After that, the teacher asks the students to underline the requests in the dialogues in pairs. The feedback will be conducted on the board. The teacher will display the sentences on the board and the students will go up to the board and underline the requests. If any mistakes occur, the teacher will ask other students to correct them.
The teacher will first write an imperative sentence on the board and ask whether it is polite. Then he will add 'please' at the end of the same sentence and ask again. Afterwards, the teacher will write politer forms. Explain the meaning, drill pronunciation without forgetting to pay attention to the connected speech (could you / would you) , elicit the function, (where else can you make requests?) and form. The most student centred way possible.
The teacher gives the students handouts on which students will find request statements with mistakes and they will be required to point out the mistakes and fix them. The feedback will, once again, be conducted on WB
The teacher will divide the students into 2 groups. One group will be receptionists and the other group will be customers. Then the customers will be divided into two groups as polite and rude. Students will use the situations in their handouts to act the situation in which something is wrong in their room and they ask for help at the reception using the correct structure and pronunciation. Polite and rude students will change roles once, then receptionists and customers will change roles and do the same.
The teacher will give students a handout with possible problems at a hotel. Every student will also be given a quality like "you can fix a TV" or "you have extra towels". So, the students will mingle around and use the words given in the brackets to make requests to the other students randomly in order to find who can solve their problems. They will write the names they find on the handout and try to fill it up.
The students will be asked to think of other situations they can be in while travelling (e.g. in a plane, at a restaurant) and write short simple dialogues using the target language. When they are done, they will read the sentences to each other in pairs.