Anna Anna

TP 6b - Requests/responses (functional language)
Elementary level

Description

In this lesson students will practice using functional language to make requests and responses.

Materials

Abc Reading text
Abc Phrases
Abc HO 2
Abc HO 1
Abc Pics of situations

Main Aims

  • By the end of the lesson, learners will have a better understanding of how to make requests with can/could/I´d like to and giving responses, and will have had practice using that language in the context of work and study.

Subsidiary Aims

  • Learners will practice their speaking skills to make requests and giving responses in the context of work and study.

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students

Ss will look at visuals of three different work/study situations and talk about them in pairs. T: Look at the pictures and talk in pairs. Where are these people? What are they doing? What are they talking about? Ask 2-3 Ss.

Reading Task (3-4 minutes) • To contextualise and introduce target language

Ss will read for gist the three dialogues and answer a question. T: Read the three dialogues quickly and answer the question. Work alone. T: Check in pairs.

Reading for details (4-6 minutes) • To provide Ss with more detailed questions to introduce the TL

Ss will read the conversations again and answer questions that will focus on the TL. T: Read the questions of ex. nr. 2. Then read the dialogues again and answer the questions. T: Check in pairs. AK on the board -

Highlighting target language (5-7 minutes) • To highlight the target language so that learners are focused on it

Ss will focus on the TL and work on meaning and form. T: Look at the dialogues again and complete the sentences. Work alone! [WRITE incomplete MS on the WB] T: Check together. [-> 3-4 STUDENTS COMPLETE ON THE BOARD]

Clarifying target language (5-7 minutes) • To clarify MPF

Ss will focus on MPF of the TL. T will elicit meaning, clarify and form and drill pronunciation. M T: For Could you close the door? - Is it just a question or am I asking you to do something? [I am asking for something] - Do I want just a yes or no answer or do I want an action? [I want an action] I´d like to have a copy of that photo. - Is it just a statement or am I asking for something? [I am asking for something] - Do I want something? [yes] Register: Highlight that could is more polite than can, even more polite if we add please [If Ss struggle understanding that they are requests, give example with the door "I ask X "could you close the door?" - X says yes but he doesn´t close the door. Am I happy? [no] Do we want just a yes or no answer? [no] Are we asking other people to do something for us? [yes] [If Ss are confused about could, ask if it is about present or past] P T: The voice goes up at the end of a polite request. [MARK ON WB + DRILL] F Elicit from Ss. [WRITE ON WB]

SCP (4-6 minutes) • To provide students with practice of the target language

Ss will practice the TL to make requests. T: In pairs make requests with the words on the cards. For example this card says "buy new pens (you)" what can you say? (if it isn´t clear demo the first card and ask Ss to give examples for the second one) -> Ask a couple of Ss as a WC -> Correct errors

Speaking practice (6-8 minutes) • To provide an opportunity to practice speaking skills using the TL

Ss will practice the TL in diffentent situations (in the classroom, at work, at the restaurant). T: Talk in pairs and make as many requests as possible and answer them for the situations in ex. 5. The first situation is the classroom. [DEMO with a student] - What could you ask? [Could you repeat please? -> Yes, of course] what else? -> WC Error correction

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