wala abdelali wala abdelali

Functional language
Intermediate level


In this TBL lesson students will be exposed to the target language during the lead-in and then they will carry out a task in groups about asking for permission and making requests. Later they will prepare a report about their group and share their feedback with the rest of the class. This is followed by the teacher highlighting and explaining MFP then Ss will have a controlled practice, a freer one and then feedback.


Abc Video , 3-27
Abc Gap filling activity ,

Main Aims

  • To be able to ask permission and make requests in a real life situation .

Subsidiary Aims

  • To speak fluently in the context of making a polite request and asking for permission .


Pre-task/Lead in (5-8 minutes) • To generate interst in the topic of giving permisson and asking requests ,and to clarify any lexical items helpful for the task.

In this lead in stage T will expose the students to situations of making requests and asking permission by acting it out with the other members of the TP group. at the beginning of the lesson, T will request 4 favors from her colleagues. Would mind closing the window? (sure) can you please turn on the air conditioner? (Of course) Do you think you clean the board?(No, problem) Can you pass me that bottle, please? (Sure) Then the other members will ask permission to do some things. Do you mind if I go and bring the teacher's book? (please do ) Is it OK if I go out for a minute?(Go ahead) - Before the listening, T will ask the Ss a gist question (What two favours does Rob ask Jenny?) - Ss will watch a video to be exposed to more models of the target language and to the task they're gonna be doing.

Task (7-8 minutes) • To carry out the task of giving permission and making requests in pairs to have speaking practice .

-T will divide the class to two groups ( one group for giving permission and the other for making requests ) -T will give cards of different situations to each pair and they will do their roles accordingly - Ss speak freely in order to achieve communication and do the task. -Tgoeas around the class to monitor,to listen for model sentences and support the students.

Planning (4-5 minutes) • To prepare a report in writing about what their group did during the task .

- Each group will have 3 to 4 minutes to prepare a report about the task of the other group and take notes about what they learned and discovered. ICQs: Are you going to write about your group? (No, about the other group) Are you going to write a long paragraph?(No, just notes) How much time do you have?(3 to 4 minutes)

Report (5-7 minutes) • To share their task results with teh whole class and to compare and discuss different outcomes of the task .

-T will ask the Ss to share their results. ICQ: Are you going to keep the report for yourself? (No) -Ss will report back their results and task outcomes with the whole class. (WCF) -T monitors and guides the discussion and may report back on the content.

Analysis/Clarification (5-7 minutes) • To clarify meaning, pronunciation and form of the target language .

-The T then highlights model sentences that the Ss used during the task and relevant parts from the text of the recording for the students to analyze. -T asks the students if they notice interesting form in the sentences to highlight the meaning of the TL; CCQ: What do you think we use these sentences for? When do we say this ? is it formal or informal? (Formal, polite request) They may ask students to notice interesting features within this text. -Later on, T focuses on FP of the TL. (check LA)

Practice (5-6 minutes) • To have controlled practice and to repeat a similar task to the one completed to incorporate the new language from the analysis .

-Ss will work individually to do a controlled practice from the WB to focus on the TL. - They will check their answers in pairs. -There will be will be a WCF to correct any mistakes with the TL.

Feedback (3-4 minutes) • To establish correct answers and to highlight correct use of the new language .

-T Highlight correct use of the target language while eliciting from the students. Eliciting questions: what can we say to ask for permission? What can we say to make requests? -T raises Ss' awareness of their errors through DEC.

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