wasmaa sheta wasmaa sheta

‘Can I have a coffee’ lesson, function ( requests )
Elementary level


In this lesson students will learn new vocab about touristic places and they will learn function how to make requests and the rest of the lesson will depend on listening. I will focus on word stress and intonation. At the end of the lesson the students will do free practice (speaking)


Abc Speak out elementary

Main Aims

  • To provide specific information and detailed listening practice using a text about 'making requests' in the context of '

Subsidiary Aims

  • To provide clarification and practice of 'tourist places' vocabulary in the context of 'can I have coffee'
  • To provide clarification and practice of Requests ( can&could) in the context of ‘Can I have coffee’


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

I will make a discussion about if students had visited or travelled to another country as a tourist and what souvenirs did they buy to their friends and relatives or to themselves.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

1A: students will look at the photos of the lesson and I will elicit the name of the places. Then students will match the photos to their names, then they will check in pairs then I will give them feedback and I will drill the pronunciation of the places in feedback. B: I will teach the meaning and form of new words and drill them, I will do an example with students for the activity, then students work in pairs and share their knowledge. C: feedback; students will listen and check their answers then listen and repeat. D: I will demonstrate the exercise (cola, cheese burger, pizza) then elicit classroom from what place could I buy them? Then students will do it together.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will teach students the function (requests with Can & could) then I will play an audio and let students answer the question ( where are the people) I will remind students not to try to listen to every word and just concentrate on doing the task. In fees back I will ask students which words helped them to guess the place. B: students will listen again to know what does each tourist buy? Students answer then compare together then I will give them feedback and elicit the spelling. I will tell students that it is important to be polite when asking for something to get good service. 3A: students will listen and complete the requests and then we will check answers in feedback and and the reason we use can or could ( it’s polite ) B: students will look at the questions then listen to the polite pronunciation then listen and repeat. I will show them stress and intonation patterns. Then students will do the language bank activity that focus on responses. I will drill some requests with responses then feedback.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

4A: in this activity students hear two versions of polite and impolite requests and decide which one is and why? In feedback I will drill the polite requests. B: I will give students few minutes to prepare their questions, they will choose a place from the photos, I will devide students in pairs student A will make requests student B only answer if A is polite, during this activity I will monitor and give feedback. 5A: students will read the conversation and underline the key words in each sentence. I will read the speak out tip with students, drill the example ( stress words are the key words) B: students will listen to the conversation and check their answers then listen and repeat. Then they will practice the conversation in pairs. 6: students will listen to three conversations extracts and circle the correct prices. I will remind students to listen for the key (stressed) words. Then check in pairs then feedback. 7: it is an activity with prices I will devide students to A&B.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

8A: students will work in pairs to complete the minu with prices.B: it is a speaking activity, I will devide students to A&B student A will look at the menu choose and order his food and drink, student B take the order and say how much it costs. I will make an example with them.

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