‘Can I have a coffee’ lesson, function ( requests )
To provide specific information and detailed listening practice using a text about 'making requests' in the context of '
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’
Procedure (45-55 minutes)
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.
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.
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.
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.
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.