Busra Deniz Velioglu Busra Deniz Velioglu

Communication Strategies - Requests
Pre-Inermetiate - B2 level


No materials added to this plan yet.

Main Aims

  • To provide review, clarification, and most importantly practice of language for making polite requests in the context of asking people to do things.

Subsidiary Aims

  • Through pictures, controlled and semi-controlled practice, different pair work activities, and situations where the SS will use the TL, they will have gained more confidence in making requests.


Warmer/Lead-in (3-5 minutes) • To introduce the lesson through questions and pictures and elicit what the learners know about the topic of polite requests.

- T shows SS a bunch of pictures which includes situations of requests and asks "What is happening here?" "What is he saying to her? What is he saying to him?" Elicit different answers form SS. - After this teacher tells SS to imagine as if they are in a restaurant and the T is the waitress, what would be the first thing you ask? -After eliciting some requests examples, T sets the context and lead them to the exposure part.

Exposure (8-10 minutes) • To provide context for the target language through a text

- T asks SS to look at the questions in pairs (or small groups). - During class feed back, T writes suggestions made under two headings: - What parents can teach their children?' - What parents can learn from their children?' - They briefly discuss what SS think are the most important points. CCQs - Do they use 'can' and 'could'? YES - Are they rude? NO - Are they polite? YES ------------------------------------------------------------------------------------------------ - T gives SS the text and ask them to underline the ones that they think are the requests (target language). (in a minute) Then peer-check and finally will show them the answers on the board and let them to check if they have found all the sentences. ICQs - Are you working alone? YES - How many minutes do you have? ONE ------------------------------------------------------------------------------------------------------ - T ask SS to look at the questions first (What does the waiter think parents can learn from their children? Do you agree?) and read the article. After that T asks SS to talk about them with their parters (or within their group). ICQs - Are you working alone? NO - Are you working in pairs? YES -T checks class responses and finds out who agrees and disagrees, asking for reasons.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

-T refers SS to the words and phrases in italic in the article and asks SS to match them to the definitions. -T encourages the SS to compare their answers within their group before class feedback. -Checks pronunciation. (Whole Class Drilling in need) -------------------------------------------------------------------------------------------------------- SS discuss the questions in pairs or small groups in five minutes. (Are children good at making their parents do what they want? How? Why? / Think of someone you know who is good at getting what they want. How do they do it? ) ICQs - Are you working alone? NO - Do you have 5 minutes? YES - T asks SS about their ideas and they will talk about the questions as a whole class. -Monitor SS during the activity and note good language use and additional useful language to add in during class feedback. -Elicit ideas and examples. Discuss any points which you noted when monitoring.

Pre- Listening (3-5 minutes) • To introduce the record through questions and pictures and elicit what the learners know about the topic of polite requests.

- T shows the picture of the listening exercise and ask SS' opinion about people and objects in those and elicits 'please' from them. - T talks about Part 5 - Refers SS to the questions first (English and American parents teach their children to say 'please') - Listen to four people asking for things and match the conversations to the pictures.

While Listening (8-10 minutes) • To get a general understanding of a more detailed understanding of the text.

- SS listen and decide which photos are matching with the different recordings. - If necessary, play the recording a second time. - Ask SS to compare their answers within their groups. ---------------------------------------------------------------------------------------------------------- - T explains to the SS that they will listen to the conversation again, this time completing the sentences with the words they hear. - T asks them to read through the sentences and, in pairs, try to remember from the first listening what words go in the gaps and/or predict the words. -T plays the recording again. Asks SS to compare answers with their partners before going through them.

Post-Listenin (5-7 minutes) • To focus students reaction to the content

- Ex 7/ T asks SS to think about which conversations contained a small request (1,3) and which contained big one (2,4) when deciding on their answers. -SS briefly discuss the question with a partner. ---------------------------------------------------------------------------------------------------------- - Ex 9/ SS find examples in Ex 6 of people making big requests and their explaining or apologizing first. - T encourages SS to compare their answers with a partner before class feedback. - T asks SS if the same would apply in their country.

Language Practice (8-10 minutes) • To provide students with practice of the task language

Controlled Practice - Making Requests / Situation Cards - In his game T sticks some paper clips about some situations to the WB and lends some response cards to the SS and asks them to match with situations. That is how SS will practice the things they have learned from the lesson.

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