Serap Serap

Copy of TP7 Functional Language Requests- Responds
Elementary (A1) level


In this lesson studets will be exposed to the usage of requests, responds and offers in a restaurant. They will practice a dialogue between a waiter and a customer ordering at a restaurant. They will be introduced to the different ways of making a request. They will do some controlled exercises and then they will write their own menu to practice speaking the functional language by doing a role-play.


Abc Gap-fill handout
Abc Gap-fill handout
Abc Menu for speaking part
Abc Scrambled sentences - word order
Abc Lead-in dialogue
Abc Lead-in dialogue
Abc Gap-fill handout

Main Aims

  • To provide the students with the use of making requests and offers in the context of ordering meal at a restaurant

Subsidiary Aims

  • To provide the students with speaking practise for fluency and accuracy


Warmer /Exposure (8-9 minutes) • To set lesson context and expose the students to the functional language

Ask one of the students stand up and one to sit down in the middle of the class and put a table between them. Give a menu the student who is standing up and ask the rest of the class where they are to elicit "restaurant" Ask what is his job and who is this to elicit the words "waiter" and "customer" Tell the customer to ask for the menu, show your gestures, do not say the sentence. Try to elicit the sentence "Can I have the menu please?" Write it on the board. Elicit how the waiter answers and what the customer says next. Write the whole dialogue for ordering a meal and ask them role-play the dialogue.

Exposure / Clarification (9-10 minutes) • To provide a model of functional language and clarify the meaning

Clarify the meaning and the usage of requests by using the dialogue on the board as a model. Tell them that it is a "request" and ask where do we make requests and ask them find the other examples of request. Do the same with responds and offers. Put them in two groups and ask them to role-play the waiter and the customer chorally; then in pairs and finally do disappearing dialogue and ask them to read as a group.

Controlled Practice (8-9 minutes) • To practice and clarify useful language for coming productive tasks

Give the first HOs and ask them to fill in the blanks individually and check with their pairs. Give student-centered feedback by asking them to read the answers. Give the second HOs and ask them fill in the blanks with the sentences in the first HOs.Play the recording for them to check their answers; ask them check with their pairs and give feedback by asking them to read. Give 2 minutes to practice the dialogue in their groups.

Controlled Practice (6-7 minutes) • To highlight the sentence order through a kinaesthetic activity

Give them words on small paper in different colours an ask the students with the same colour to stand up and make a sentence with the words they have. Do the same with the other colours.

Production (10-11 minutes) • To provide an opportunity to practice target productive skills

Put the students in two groups ask them to write their menu, give them 2 minutes. After 2 minutes ask them to swap the menus and ask one of the students to be a waiter from each group. The waiter goes to the other group and takes their order. They have to make requests, offers and give responds. Give them extra words to make them ask more questions wtih the TL.

Feedback Error Correction (If there is a mistake) (2-3 minutes) • To provide feedback on students' production and use of language

Write their mistakes (if there are any) on the board and ask them to correct.

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