TP 8 - Offers and Requests
To provide clarification and practice of language used for making requests and offers in the context of telephone conversations.
To provide process writing practice
Procedure (39-51 minutes)
Teacher will ask several questions about the charachters from the previous listening. Who were they, what were the problems, how were they talking....
Students will be given the tape script of the previous listening activity. Working individually they will then complete matching activity 1. They must match the opening phrases (the TL) with the sentence endings.
Each student will be given a set of cards with the correct example sentences. In three places around the room they will see signs saying; Offers, Requests, Permission. Students must take the example sentences and tape them on the wall underneath the correct heading. (Be careful here to clarify what offer, request, and permission mean without giving away the answers to the activity). The teacher can mingle and check answers as students place their cards.The teacher should also write the three headings on the WB. (See WB plan) This leads into a full clarification. Using CCQ's the teacher can elicit where each sentence belongs (Meaning). From this point the pronunciation and form can also be drilled.
Students will be given a problem scenario / prompt. In a similar fashion to the listening exercise students willl work in pairs to write a sample dialogue using the target language. When students are finished they may work in larger groups of 4 to present the dialogue. The teacher can monitor, giving hot error correction when necessary and taking sample notes for delayed feedback.
Students will be broken into pairs. Each group will have a set of scenario cards Standing back to back they will role play a series of phone calls, offering, requesting, or asking their partner for permission to do something. WC FB can be taken at the end. Ask a few students what they said for each scenario.
Students will write a short paragraph about something they have asked their parents for and what their parents said. Older students inversely may write about something their children have asked them for. When students are finished they may share their responses in groups as time allows.
Teacher will highlight student errors on the board and elicit corrections.