Lobna Shahin Lobna Shahin

TP # 5
Intermediate level


In this lesson students will learn the functional language of polite requests in the context of a dinner date, and how to choose any of them according to the situation (formal or informal), I will explain the meaning , the form and model the pronunciation and I will give a practice of speaking in the form of a Role play


No materials added to this plan yet.

Main Aims

  • To provide clarification of language used for permission requests in the context of dinner date

Subsidiary Aims

  • To provide fluency speaking practice in a role play in the context of dinner date when a person is visiting another one's house and one is enjoying and one is bored


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

There will be two photos as a warmer, The first photo I will ask them what do you see (A photo of Addam's family at the dinner table) and discuss together what do people share during a dinner date. The second photo (A photo of a husband and wife apart on a too long table and he wants the salt) by this I will write on the board: PASS THE SALT (with 2 faces; one sad and one smiling) Then I elicit from them what is the more polite option and they will say: ,,,,, (Any form of permission requests, definitely they would know a couple of them as a result of the former listening session they have already had)

Reading or listening task (5-8 minutes) • To provide an opportunity to practice target productive skills

I will hand them the transcript of the former listening session and I will ask them to work in groups of 6 -- each pair work on a dialogue (as they are three of them) and they are asked to underline any of the permission requests they see. Then I will choose students from each group to give the requests they have found and then the next stage begins.

Highlighting (5-8 minutes) • To highlight the TL language by the use of underlining activity

They get to underline the requests they have found in the reading transcript and when I check the answers with them I have the colored cut outs stuck on the board

Clarifying target language (6-10 minutes) • To clarify: meaning of the TL, model and provide pronunciation and highlight the form (MFP)

In this stage I will explain the meaning of them and first categorize them into formal and informal requests, and they are used according to who will do the requested task and I will give an example of: (Can I take your coat & Can you get me another glass of wine) I will clarify that the form is "Phrasal" and I will give them the form in a separate handout after clarifying the difference in the form of two specific phrases: Do you mind if I..... and would you mind + ..... ing I will clarify the intonation of the phrasal requests that they have a rising intonation because they are yes/no questions. And then as a controlled practice I give them a handout with the requests they have extracted out of the text to categorize them upon (asking someone to do something and asking for permission to do something) they will do it individually and then pair check and then the feed back will be on the board by using the cut outs (NB they will have the answers folded in their handout)

Language practice (6-8 minutes) • To provide less controlled/ freer practice

They will have the following practices: 1) semi controlled : Listening to some requests with only the answer of Yes and No and ask them, what is wrong with what you listen to? discuss together.. listen to their opinion that is it rude to just answer in yes and no without giving reasons. Then I tell them to unfold the handout to show the full answers and ask them to match them individually and then pair check and then feedback with the right answers. 2) Freer practice : Will be giving them a role play of A & B partners and give them 2 minutes to prepare what's requested in the context of dinner date. And make them speak together and monitor them and choose 2 students or 4 (according to time) to practice in front of the class.

Feedback (3-5 minutes) • To establish correct answers to deal with results of the task

After monitoring them doing the freer practice I will give them a quick feedback of the errors I heard during their speaking and do it as an error correction on the board.

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