Medya Temelli Medya Temelli

Asking for a favour
Upper-Intermediate level

Description

In this lesson, the students learn about asking for a favour through listening and also examples from their own lives. First, they will have a conversation with their pairs and then, they will hear four listening conversations and define the relationship between people and kind of favour being asked. The class will continue with language focus and ends with role playing.

Materials

Abc Questions about favours
Abc Listening questions
Abc Language Focus Questions
Abc Granting/Refusing Favour HO
Abc Role play cards

Main Aims

  • To provide fluency speaking practice in a coversation in the context of asking for a favour

Subsidiary Aims

  • To provide specific information listening practice using a text with four conversations in the context of asking for different types of favours

Procedure

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

Teacher reflects four photo on the WB and asks what favours these people are doing for their friends, neighbours and colleagues. teacher gives the handout from the Globak Upper Upper-Intermediate and let them make a list of other common favour they might somebody to do. Then the teacher gives a couple of questions and students work in pairs to discuss the questions. The questions are: 1) Do you feel comfortable asking for favours? how do you feel when someone asks you for a favour? 2) When was the last time you asked somebody to do you a favour? What was it? 3) When was the last time somebody asked you to do them a favour? What was it? Did you grant the favour or did you have to refuse it? Teacher monitors and delayed error correction if there are any mistakes. FB

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks through listening

Teacher says that they are going to listen four conversations and for each conversation, they will note down: what you think the relationship between the people is (friends,family,neighbours, etc) where they are what favour is being asked Teacher gives the handout which includes the questions above before instruction.Students listen and take notes. They will do peer- checking. Teacher nominates some students for the asnwers and FB. They will listen to it again and find the person asked react? Does she/he grant or refuse the favour? Teacher pauses after each conversation and let students discuss the reaction.Teacher monitors. Nominates students for the answers and FB.

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

Teacher gives a handout which shows three ways of asking a favour and asks which one is the most direct. She asks students if they come up with other ways of asking favours. I was wondering if you could help me with something? Can you do me a favour? Do you think I could borrow? Students discuss. T elicits the answer from the students. FB. Teacher give another handout which has useful language like; Since you put it that way... Go on then. Sorry, I'm afraid I can't. Sure, no problem. Well, perhaps in that case... Yes, of course. Yes, I can do that. I'm really sorry, but... The students complete the table on the handout either granting or refusing a favour using the language above with their pairs. Teacher asks the meaning and if there is a misunderstanding teacher asks CCQs to help them. Teacher monitors and FB.

Productive Task (10-15 minutes) • To provide an opportunity to practice target productive skills

Students will role play with a partner. Teacher gives them some cards which have a situation They will role play asking for a favour and giving a reply as two friends as two acquaintances or colleagues etc.. They will use list of favours from Warm up and language focus. Teacher monitors. After they finish with first role playing, they will change the cards and then their partners to ask for other favours.

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

After teacher monitors,she writes down the mistakes she hears and asks whole class and let them correct them.

Web site designed by: Nikue