To introduce and provide practice of functional language to make suggestions.
To provide fluency practice in choosing appropriate contexts for commands and suggestions.
Procedure (37-45 minutes)
The teacher will introduce the lesson topic with a jamboard prompting the class to discuss the difference between asking and telling someone to do something, or between commands and suggestions. Students will be given 3 minutes to add a sticky note to the jamboard with an idea or difference, and the teacher will read them before moving on.
The slides include a short script between a mother and her son. The son repeatedly demands pancakes, but his mother doesn't respond until he makes his suggestion more politely. Students should be given 2 minutes to read the text and think about the gist. The teacher will prompt to check for gist understanding, and clarify any words or phrases necessary. The teacher will highlight the demands/suggestions in the text, and then ask some preliminary concept questions: What is the difference between these sentences? When does the mom listen to her son? Which suggestions does the mother consider more polite?
The powerpoint will first introduce the concept of imperatives/commands in English with an example. The example shows a scenario where a command is used, and the teacher will prompt the group for a functional explanation of the scene, (teacher script: Who is in the picture? What do they want? Who are they talking to?...) before discussing the meaning and form on the next slide. The teacher will emphasize the limitations of imperatives, before moving on to suggestions. The slide will show a scenario where commands are used, and another version with softer suggestions. The teacher will prompt for an explanation of the functional language in each scene. The next slide explains the meaning, form, pronunciation, and especially the appropriacy difference of suggestions compared to commands.
Students will be directed to the google form, and given 3 minutes to identify the errors in the questions. After students have a chance to finish the form, the teacher will randomly select students to share their answers, and discuss the errors before moving on to the free speaking stage.
The teacher will divide students into pairs or similar small groups, and prepare the BORs. There will be three phases of discussion, with pairs changing after 5 minutes. During each phase, each partner should practice being both person A and B. Phase 1: English learning advice Phase 2: Health advice Phase 3: Ordering at a restaurant The teacher will monitor each BOR and take notes, and help students who get stuck.
During the free practice task, the teacher will record notes for feedback. The feedback at this stage will be generalized to the whole class and remedy problems that came up during discussion.