Pinar Bahtiyaroglu Pinar Bahtiyaroglu

Copy of Celta Lesson Plan 2
Pre-Intermediate level


In this lesson students will practice their listening skills in the context of making requests. First, they will discuss the use of the word please after watching a video as a lead in. Then, they will look at some pictures, listen to four people and match the pictures with the conversations. They will also be asked some questions related to the conversations. They will listen again and complete some sentences. Following the listening tasks, they will be introduced and practice making requests and responding to them through some matching exercises.


Abc Coursebook

Main Aims

  • To practice listening skills through listening for specific information.
  • To introduce making requests and responding them.
  • To look at the use of 'please' and when and why it is used.

Subsidiary Aims

  • To learn lexis related to context.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Ss will be shown a video about animals asking for food. When they finish watching, T will ask: 'What's wrong with these animals? What do they do?'. After eliciting answers (They want something. / They ask for food.), T writes 'ask for' on the board. Then, T asks again: 'Can they talk?', Ss answer saying 'No'. T asks: 'Let's say they talk. What would they say?'. T leads the Ss to the answer 'Please'.

Pre-Listening (1-2 minutes) • To prepare students for the text and make it accessible

T asks the Ss to have a look at the pictures on their handouts (pg 8) and says: 'You'll listen to four dialogues. People ask for things in these dialogues. Please, match the dialogues with these pictures and answer these two questions. ou can take notes on your handouts.' Before playing the listening track T asks CCQs: How many dialogues will you listen? (Four) Will you just listen to them? (No) What else will you do?(Match them with the pictures) What will you do with the questions? (Answer them)

While-Listening #1 (7-8 minutes) • To provide students with less challenging gist and specific information listening tasks

Ss will listen to the dialogues one by one. After each dialogue T asks them to discuss the answers with their pairs and then elicits answers from each pair. After each dialogue T also asks them if it is difficult to do it, if this person asks for something big. T elicits answers and explains that when we ask for something big, we generally explain or say sorry first but when we ask for small things, we generally say please.

While-Listening #2 (7-8 minutes) • To provide students with more challenging detailed listening task

T tells the Ss that they will listen to the dialogue again and asks them to have a look at Activity 6 on page 8. T tells them that they will complete the blanks in these sentences while they are listening to the dialogues. Before playing the recording, T asks CCQs: What will you listen? (The same dialogues) Will you just listen? (No) What will you do? (Complete the dialogues/ Fill in the blanks) Ss listen to the recording and check answers in groups. T elicits answers from each group and writes the answers on the board.

Post-Listening #1 (15-20 minutes) • To expand on what they've learned and to intoduce new sentence structures

T tells the Ss that in these dialogues people asked for things and others answered them either by saying yes or no. T writes 'give answers /Yes & No' on the board. T explains that when people ask for things, it means that they make 'requests'. When others answer, it means that they give responses. T writes 'requests & responses' on the board next to the words 'Ask for Something & Give Answers'. T hands out the paper slips to the Ss and tells them to look at the sentences on these paper slips.T divides the Ss into two groups and asks them to decide whether these sentences are requests or responses and pin them on the board underneath the correct title.T pins one or two paper slips on the board to set an example. T sets a time limit (3 min) and Ss start their task. When they finish, T asks the first group: Which requests are used to ask people to do things for us? Which ones are used to ask if it is OK? T asks the second group: Which responses are used to say Yes/No? T sets a time limit (5-6 min).Ss come to the board again and organize the paper slips accordingly. T asks the other group if the answers are correct.

Post-Listening #2 (2-3 minutes) • To expand on what they've learned and to intoduce new sentence structures

T shows another paper slip which writes 'No, not at all' on it and asks Ss if this answer means Yes or No and elicits answers.Then T shows the paper slip which has the question 'Do you mind if I use it?' to the Ss and asks the same question again. T explains that mind means to dislike/say no to something and tells the Ss that when we don't mind something, we will be happy with whatever happens. T practice the structure with the Ss by asking questions using 'Do you mind' and elicits answers.

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