TP LP5 kholoud
By the end of the lesson ss will have practised how to ask for a permission and how to make a request in a polite way
To identify how to write a request and answer it
To identify the intonation of a polite request
Procedure (39-52 minutes)
- T shows SS two pictures and ask them this question: . what can you see? - T elicits answers from SS. - Then, T gives them two more questions: . who is making requests in each picture? . guess what are they saying? - After that, SS can share the ideas and discuss it. - T takes a feedback.
- T hands out two pictures to each student and some sentence cards have questions on it. - T gives SS the instruction; listen and stick the questions on the person who is talking. - T plays the recording for SS to listen and complete the task. - T monitors to be sure that SS are on the task. - When SS finish they check their answers in pairs. - T discusses the answers with them and gives an answer key.
- T gives SS two sheets the first is script and the second is a table - T gives SS instructions to categories phrases. - T monitors and take notes to the SS mistakes. - Check their answers together. - T shows sentences stress, weak forms and intonation and pronunciation where appropriate. The difference between polite intonation and impolite intonation. - Drill and Listen. then elicits from SS some requests from the previous task and they can write it on the board. - On the board T clarifies some points: . The difference between permission and request. . The answer of "would you mind …….." is No not yes. . The form of a request; infinitive and ing.
- T divides the class into groups. - on strips of papers, T gives SS answers of questions and let them make the question. - T gives them the instructions, then they start - T monitors and give a feedback.
- T asks SS to walk around the class and ask each others requests and permissions in a polite way. - T monitors and takes notes to the SS mistakes, and gives them a feedback.