Lujain Lujain

Copy of functions-polite requests
Intermediate level


In this lesson I will show the Ss some pictures (for context), and ask them what they think is happening..what is he saying to her? What is she saying to him? Then the Ss will see another picture, and I will ask them the questions that are listed there. This is introducing more of the TL, and what level of politeness it is said with. Then we will go over MFP with them. Then they will work together in pairs, each pair will have a group of cards with the requests on them, they have to put them in order of how polite they are, as well as write what form of verb is used with them. After this the Ss will do the next activity, (semi-controlled) which is filing in the correct request for the certain situation. Following that activity and feedback, the Ss will each get a stack of cards again with different situations, and each partner must make a request based on the situation. The other partner must guess where the situation is, he gets two guesses, if he is right he gets a point. After this activity we will see who wins. The last activity, if time, will be each person gets different job titles, and their partners must decide what kind of requests they would make to the other person based off of his or her job. Feedback and discuss.


Abc Pics for warm up
Abc picture of situation from work book, with its questions to ask
Abc Activity from book, partner A+B, first practice (semi controlled) dialogue
Abc stack of requests to order (for MPF)
Abc stack of cards for situations for partner work
Abc stack of cards for pair work, each different titles
Abc Pics for warm up

Main Aims

  • To provide review, clarification, and most importantly practice of language for making polite requests in the context of asking people to do things

Subsidiary Aims

  • Through pictures, semi-controlled practice, different pair work activities, and situations where the Ss will use the TL, they will have gained more confidence in making requests politely.


Warmer/Lead-in (2 minutes) • To set lesson context and engage students

Show Ss a bunch of pictures. "What is happening here?" "What is he saying to her? What is he saying to him?" Elicit different answers...

Exposure PLUS Highlighting (2-3 minutes) • To provide context for the target language through a text or situation, and drawing their attention to the Target Language.

Show the next picture (from the worksheet I got from the book) (me with one, or give one to each? ) and go through the questions (together or them on their own?) Feed back. Elicit different answers? Write the answers on the WB (or have them?)

Clarification (5 minutes) • To clarify the meaning, form and pronunciation of the target language

The students will each get a stack of cards with the requests on them. They must put them in their right order depending on how polite each request is. This is meaning. (first group, not so polite, second group, more polite, third group, much more polite) Then they must write in what verb form is used after each way of making the request. This is the form. Lastly, we will go over pronunciation together. d'you, think'you, d'you'suppose ... Go over how to ANSWER the REQUESTS. "No, I don't mind...." or "No, of course now." Write on Wb if needed. CHECK CONCEPT QUESTIONS. Write/say wrong, ask if correct...

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

**Will not do Controlled Practice***

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for more free practice

The Ss will do the activity which the book offers, where they work in pairs. They are given different situations, and they must choose from the box of requests, which one they would use in that situation. "Work in pairs please. Student A, you are at your friend's house, and you will need to make requests for different things, choose the best way of asking. Student B, reply to each request in any way you like. If you refuse, give a reason!" CHECK INSTRUCTIONS!!!!!! What does Person A do? B? If you refuse, what do you do? 5-8 minutes? Monitor! Listen, errors... Feedback....have some partners report the conversations they had (Should I have them switch partners and share their conversations?) "I asked her to help me ....., and she agreed, ....she said she would..." (example of reporting) (do?) Go over any errors....any questions...vocab? romeo?

Free Practice (3-5 minutes) • To provide students with free practice of the Target Language

Give Ss some cards again, with different situations (each person in pair gets different stack). They must make requests, anything they would like, based on the situation, and they can use it however level of politeness they would like. The other person answers, and guesses where they are. He gets two guesses, if he is right, they get a point. Check Instructions! What does each person do? What do you guess? How do you get a point? MONITOR... ;) listen for errors.... 3 -5 min?? Feedback, ask some.... go over errors? help...pronunciation... who had most points??

Free Practice (flex?) (5 minutes) • More free practice for students

Each person will get another stack of cards, each as different job or titles. Each person will show his title (this can be done in a group?) (get out of seats?) ***or I could post different papers on wall in room, and have each pair go to each one, and make different requests to each other, based on who is who. ***? CHECK INSTRUCTIONS. Monitor. Listen. Help. Listen for errors. Check. Feed back. Elicit some answers. (do?) "What kind of requests did you make for each other? Why? " If time, they can ask each other based on their jobs for any advice or requests. ????

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