A'ed Obidat A'ed Obidat

Making Requests
Intermediate level


In this lesson, students will be introduced to Making Requests through several activities from the coursebook and online resources. The lesson's focus is on Would you (mind) .....?, could you .....? and Can you .....? Some other indirect requests will be highlighted. The lesson starts with a generated story by the teacher to lead students' attention to the main topic. This is followed by teaching the next exercise's vocabulary. Then, students will work on a listening-based exercise and a related exercise. After that, a video will be presented to the students and followed by a controlled task, then a free practice.


Main Aims

  • To provide clarification and practice of Making Requests in the context of Workplace environment and other daily life activities.

Subsidiary Aims

  • To provide gist and specific information listening practice using a video from Youtube and its transcript about requests with Would you ..?, Could you ....?, and Can you ...? in the context of workplace environment.


Warmer/Lead-in (3-8 minutes) • To set lesson context and engage students

T shows a picture of two people, one is helping another, and asks Ss about what they see in the picture. [Someone is helping another] T shows a picture of people requesting at a restaurant, and asks Ss about what they see in the picture. [People ordering/requesting for food] T shows a picture of a girl who shows a gesture asking for a permission, and asks Ss about what they see in the picture. [a girl asking for a permission] T writes the related vocabulary on the board below each picture. T prepares Ss to engage in the lesson's main topic by asking: "Have ever asked someone for help? to do something for you? for a permission?" "How did you ask him/her?"

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T explains some potential blocking vocabulary. T asks Ss to watch a Youtube video about making requests in a workplace setting. Then, asks them if they could understand what some people would say when if they want to ask others to do certain jobs for them.

Highlighting (2-7 minutes) • To draw students' attention to the target language

T models some examples from the video. T drills these examples. Then, T writes the examples on the white board.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T publishes a transcript of the same video and asks Ss to cooperate in finding the requests and responses. Then, T publishes a task to be done by the Ss. T gets their feedback.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T publishes a task to Ss and asks them to work in pairs to prepare them for a role-play.

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