New lesson plan: Functional language, on the phone

Oussama Bassrawy

Functional language, on the phone - Intermediate_B1 level

Functional language, on the phone
Intermediate_B1 level

Description

In this lesson, students will learn some functional language about the topic of on the phone, the polite and impolite way of calling and answering the phone by using models like can and could.

Materials

HO3

ppp

HO1

HO2

HO4

HO5

HO3

ppp

HO1

HO2

HO4

HO5

Main Aims

To provide clarification of using can and could as a polite way in the context of (on the phone)

Subsidiary Aims

speaking and Practicing the using of can and could in polite way of asking for something on the phone

Procedure (33-47 minutes)

Lead-in (5-5 minutes) • to brainstorm ss knowledge of the functions

- start the lesson by showing students two pictures of two people talking on the phone and ask students questions; - what are they doing? - do they look like they know each other? - what do you think the man is asking and what answers do you think he got? let students work in pairs for two minutes before answering.then get some answers.

Pre-speaking. (5-8 minutes) • to revise the functions and how to use them, to get them ready for the task.

I will try to elicit from students the polite way of asking for something in this case, can I or could I... , by asking them if you want to ask to talk to someone on the phone, what is the best way of asking? could/can I speak to ...? Ask the students for the structure can/could+s+v+...+please? Then show the students two sentences: can I speak to John, please? I want to speak with John try to elicit from students the difference between these two sentences: first one is polite, second one is impolite. then ask them which one they will use: the second one

Speaking task (5-8 minutes) • to provide ss with an exercise to do

I will give students two sheets of paper with different matching elements on each one of them,ask them to work alone, and match as many sentences as they can. After 3 minutes ask them to swap their paper, and do the same thing, then ask them to compare their answers with their partners.Later I will provide them with the answers and ask them to check their answers before wc fb.

Speaking task (5-8 minutes) • to provide students with another task, to get them practice the first activity.

I will give students some paper with one answer on each paper, each student will take one paper and read the answer, the other student's job is to find the right question for that answer. For example, student A will read this; Yes, the name's is Bond. James Bond. student B should find the right answer which is; Can I ask who's calling, please?. Get some fb from students.

Speaking task (5-8 minutes) • to get students change a conversation to make it polite

Provide students with HO's with a conversation between two people, and ask students to work in pairs, and go through the conversation to find the sentences which are rude or impolite and change them to sound more polite. Students do it in pairs then as a wc.

Post-speaking (8-10 minutes) • to provide students with a role play on a semi-controlled activity.

Get students to sit back to back, give each student a sheet of paper with some points on to help them, and let them do a phone call activity. delayed fb and errors correction.