Mayar Ahmed Mayar Ahmed

Functional language of requesting politely, speaking
Elementary level


In this lesson, ss learn the language used to request politely through 3 short conversations between employees at a museum and visitors. Firstly, ss match symbols found at museums with what they mean, then,they listen to 3 short conversations for gist then to extract Markers sentences. Then ss do a controlled practice exercise then role play a conversation in pairs to request help and offer it.


Abc Audio track 2.13, 2.14
Abc Notices
Abc Adapted handouts from Language leader student's book, p. 70, 71
Abc Visuals
Abc Role cards
Abc Markers
Abc Colored rods
Abc CD player

Main Aims

  • To provide clarification and practice of language used for requesting politely in the context of a museum visit

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a role play in the context of a museum visit
  • To provide specific information and gist listening practice using a text about a museum visit


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

Before ss come to class, T hangs visuals from inside a museum and notices. T exploits the theme of the previous lesson (getting lost and giving directions) to tell ss that she is lost and does not know where she is to elicit 'at the museum'. T asks ss to help her understand the notices by sticking the sentences under the notices. o/c feedback.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

T pre-teaches two words by asking what to ask for if she wants to go around the museum and understand the paintings there (visuals) to elicit 'guided tour' and where she can put her jacket away till she leaves 'cloakroom'. Then T clarifies that ss will listen to Richard and Jessica who work at a museum talking to three visitors to match the conversations with the topics individually then pair check.o/c feedback.

Highlighting (2-5 minutes) • To draw students' attention to the target language

T asks ss what were the visitors doing in the track to elicit 'polite request'. Then ask them to note down one way of asking for sth, one way of respond positively and another negatively, in pairs. o/c feedback. If ss fail to extract the TL, T gives them the TL scrambled and they put it together.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks CCQs, asks ss to put the scrambled questions and answers in order, then stick to the board under the correct category 'requesting politely, responding +vely, responding -vely), T highlights form. Ss listen again to highlight the linked sounds, sentence stress and intonation then drill.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

Ss do the controlled practice in the handout in pairs. o/c feedback. T confirms answers.

Free Practice (10-15 minutes) • To provide students with free practice of the target language

T pre-teaches the word 'senior citizen' then regroups ss in pairs according to colored rods then gives each ss in each pair a card either A or B. Student A works at the museum and receives an information card about the museum. student B is a visitor with a role card with 6 things to ask about. ss role play the conversation for 3-5 minutes then switch roles with new role cards. T monitors. Ss give feedback on their partners and whether they were helpful in giving information. C/L feedback.

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