sakir sakir

Asking for a favour
Upper Intermediate level


The lesson will start with a quick discussion about people doing favors. Students will listen to some conversations about the same. They will answer some questions about the conversations and do a task. Finally there will be a semi-controlled and a free speaking activity.


Abc Hand Out from Global Upper Intermediate, Macmillan Education pg.74

Main Aims

  • To provide review and practice of language used for Asking for favors

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation in the context of asking for favors


Lead in (1-10 minutes) • To introduce the topic via a quick speaking task and picture work.

-Show Ss the pictures -For each picture ask, what favours are these people doing for their friends, neighbors or colleagues? -Elicit the words: favour, colleague, grant, refuse -Tell Ss to make a list of other common favours they might ask somebody to do. -They check their lists in pairs. -Ss work in pairs. They ask and answer the questions: 1-Do you feel comfortable asking 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 of did you have to refuse it? -Ask some Ss about their partner's answers.

Listening for specific information (11-15 minutes) • To present the functional language in context via a series of conversations.

-T explains that Ss will note down *what they think the relationship between the people is *where they are *what favour is being asked -Ss listen to conversations 2.11 to 2.14 (pause the recording after each one.) -Ss check their answers in pairs.

Listen for detail (16-20 minutes) • To present the functional language in context via a series of conversations.

-Ss listen the same conversations again and finds out if the favour is granted or refused. -Ss check their answers in pairs.

Highlighting target language (21-23 minutes) • to highlight the target language so that learners are focused on it

Show slide 5-6 Students underline the TL on WB

Clarifying target language (24-33 minutes) • Clarifying the TL so learners understand, know how to construct and say it.

-Show slide7 -Ss read the phrases from the HO and write on WB in the correct column (grant of refuse) -Formal & Informal -Drill the phrases.

Language practice (34-45 minutes) • to provide semi-controlled/free oral practice and use the language productively

Semi-controlled practice: Give Ss some time to prepare Work in groups of three. Use these suggestions to practice asking for favours, as well as granting and refusing favours. Make sure to vary the language you use when practicing rather than using the same phrase over and over again. Free Practice: Work in pairs. Take in turns to role play asking a favour and giving reply. - as two friends - as two colleagues -Teacher monitors and do error correction (target language) -If time allows, ask Ss to repeat the task, but with a new partner.

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