Maryam Hameed Maryam Hameed

Functional Language - Polite Requests
Elementary level


Abc New Headway Elementary Student's Book, p. 73
Abc Answer key
Abc Blu tack
Abc Computer
Abc Markers
Abc Projector
Abc Vocabulary Pictures
Abc Whiteboard
Abc Handouts on Polite Requests

Main Aims

  • By the end of the lesson SS will have practiced functional language in the context of polite requests

Subsidiary Aims

  • To practice controlled speaking


Warmer/Lead-in (4 minutes) • To set lesson context and engage students

I will show pictures on PPT of adults eating in fancy restaurants, at a formal dinner party, etc. and ask SS what they see. They may say things like a meal, dinner party, adults dressed nicely, range of dishes including meat, rice, vegetables, lots of different types of fruit and drinks. If they miss out on anything I will elicit it. I will also elicit what kinds of things we say to one another at these types of gatherings, how our language is, how our tone is, how our attitude is etc. I will set the context through all this and explain that today's lesson is on polite requests.

Exposure (10 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will elicit from students how we ask for things in a polite manner. Give examples of impolite questions... "Give me that cookie", "I want a sandwich", "Bring me some coffee", etc.... Use CCQs! PPT Slide : I will explain that we use "Can/Could I...?" to ask for things, and we use "Can/Could you..?" to ask other people to do things for us. Examples will be shown on PPT. Use CCQs! - Are we requesting something or demanding it? - Are we being polite or rude? Matching Activity: I have copied the questions and matching responses from the textbook on the handout and will give that out. I will explain to students to fold the paper in half so they only see the exercise at the top of the page. The exercise under is for later. Use clear ICQs here. They will match the questions to the responses by putting the number in the box beside the answer. Use clear ICQ's and demonstrate the first one. Students will do this in pairs. Use ICQ here. Answer Key will be shown on PPT slide.

Useful Language (10 minutes) • To highlight and clarify useful language for coming productive tasks

1. SS will unfold their sheet - they will do the next exercise which is to complete the requests with Can/Could I ...? or Can/Could you...? This will be done alone first. Use clear ICQs After SS are done they will check their answers in pairs. Answer Key will be shown on PPT after SS have checked. 2. Listening Exercise: Music of English T. 9.9 SS will listen to the audio and practice the polite intonation. Mention to SS: Notice how the voice goes up at the end of a polite request. Use CCQs: - If we say the same thing in a different tone (sarcastic tone) - is it the same? (demo) - If we say the same thing in an aggressive tone is it the same? (demo) - How about a rude tone? (demo!) Phrases will be put up on PPT for everyone to see. After we listen to the audio I will do choral drilling with the class to practice. Then, SS will practice in their groups. Students will help and correct each other in their groups. Use ICQs! - Demo the first one. Early finisher's task: give responses to the questions.

Productive Task(s) (18 minutes) • To provide an opportunity to practice target productive skills

I will give students a handout with requests and answers (from Exercise 4). SS will practice these with their partner. (Use clear ICQs here and demo) Then, I will put up a skeleton dialogue on PPT and create a context. Then SS will input their own information and have a dialogue with their partner. I will demo with a student before. Use clear ICQs here.

Feedback and Error Correction (3 minutes) • To provide feedback on students' production and use of language

If applicable, I will point out any serious errors if SS are making any and correct them.

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