Naomi Schademan Naomi Schademan

Lesson Plan TP 6 Naomi Schademan
Upper-Intermediate level


This lesson will focus on the functions of how to ask a favor and possible ways of replying to them (granting or refusing). Students will practice speaking and listening for accuracy in the same context. There will be pair work, group work, and solo work.


Abc Handout
Abc white board
Abc audio

Main Aims

  • To provide review of language used for asking favors and possible ways of granting and refusing them.
  • To provide accuracy speaking practice in a role play in the context of asking for favors and granting and refusing them.

Subsidiary Aims

  • To provide inference, gist and specific information listening practice using an audio about asking for, granting, and refusing favors


Warmer/Lead-in (7-10 minutes) • To set lesson context and engage students

-Give Ss handout and do exercise 1. Ss describe the favors that the people in the pictures are doing and make a list of other common favors. Show photo and elicit "borrow a drill." Brainstorm a list on white board. Encourage Ss to use what language they can. -Also brainstorm ways of granting and refusing favors. Write columns "Granting a favor" and "Refusing a favor" and keep these lists on white board throughout class. -Ss work in pairs asking and answering the questions in exercise 2. Get feedback by having Ss discuss some of their answers with the WC.

Exposure (Listening) (8-12 minutes) • To provide a model of production expected in coming tasks through listening

-Give Ss another sheet of paper or have Ss write their answers on the HO. Tell Ss to note down 1. What they think the relationship between the people is 2. Where they are 3. What favor is being asked. -Play recording (4 conversations) once through. Have Ss discuss their answers with their partners. -Play recording again and have students note down: 1. How does the person react? And does s/he grant or refuse the favor. -Tape answers on walls and have Ss check their answers.

Useful Language (7-10 minutes) • To highlight and clarify useful language for coming productive tasks

-Ask Ss to look at exercise 1 in the Language Focus section. Drill pronunciation of each question. Ask which question is the most direct and why. Point out that the longer the structure of the question, the more indirect and (usually) more polite it is. -Divide Ss into 2 groups. Give each group half of the cut out strips and have them place them on the white board according to category- granting vs. refusing a favor.

Productive Task (10-14 minutes) • To provide an opportunity to practice speaking skills

-Have Ss turn their HOs over and create 4 questions- 2 questions asking a favor to a friend and 2 questions asking a favor to an acquaintance or colleague. Ask Ss which one will be more formal (and therefore likely longer questions). Tell them to look at the lists we've created on the white board to help them. Work alone for 3 minutes. -Assign students pairs. Have them talk for 5 minutes asking each other the questions and replying by granting or refusing the favors. Afterwards, Ss switch partners once they have finished. -Be sensitive with correction during the activity but take notes of errors for the next stage.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Listen to students' conversations and make notes of any errors. Write them on board and have Ss correct them.

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