Jesus Kinverli Jesus Kinverli

Upper-Intermediate level


In this lesson, students will get an opportunity to clarify and practice the language we use while making, refusing and accepting offers.


Main Aims

  • To provide clarification of language used for making,refusing and accepting in the context of offers

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of offers


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

I will start by asking students two simple questions. 1. If you have a problem, who do you usually ask for help? Here students can answer with their personal experiences, maybe I would ask two or three learners to share their answer to this question. 2. When was the last time you offered to help someone? Did the person accept your help? Again, here students will answer with some anecdotes related to the question. I will ask two learners to share only.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

I will send students a link to the zoom chat box which will lead them to a jamboard slide for each of them to work on. The slide will be titled " Put the topics in order they are first talked about ". In the slide there will be six different topics scrambled for students to order. They will receive the source from audio I will present in order to order the scrambled topics. After explaining to students what they have to do, I will present audio about two friends talking on the phone (Tina & Chloe). Answers: 1. the police 2. home security 3. a computer 4. fingerprints 5. Prague 6. a pet After students finish answering the jamboard slide we will go over the answer quickly.

Highlighting (4-5 minutes) • To draw students' attention to the target language

I will provide students with another link through the zoom chat box to different jamboard slides. The slide will have six sentences with blanks, which students will have to fill out with words available in the box above the sentences. The sentences will be the following: 1. ___________ you like me to come around? 2. ___________ me sort that out for you. 3. No, it's OK, but thanks for ____________ . 4. No, that's OK. i can __________ . 5.Thanks, That'd _________ a great help. 6. As long as you _________ mind. ANSWERS: 1. Would 2. Let 3. offering 4. manage 5. be 6. don't Learners will do this individually and go over it in whole-class interaction after.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

In this stage, I will share my screen to a google slide where I would have six sentences written down. I will start off by asking students if they know what those sentences mean, and where we could use these. After students answer if they know the meaning or not, I will provide some examples or even provide some translations in Spanish of these phrases. Then we will move over to ask students when in a, accept, refuse help conversation to use each of those sentences. Answer : offering help: Would you like me to come around? Let me sort that out for you. refuse help: No, it's OK, but thanks for offering. No, that's OK. I can manage. accept help: Thanks. That'd be a great help. As long as you don't mind. Then I will move over to slide #2 where the same sentences will be written down with an IPA form as well. I will have students identify stress and intonation in all of the sentences. ⇗ (intonation rises then lows down ) ⇘ Would you like me to come around? /wʊd yʊ laɪk mi tʊ kʌm əˈraʊnd/ ▄ ▄ Let me sort that out for you. /lɛt mi sɔrt ðæt aʊt fɔr yʊ/ ▄ ▄ No, it’s OK, but thanks for offering. /noʊ, ɪt’z ˈoʊˈkeɪ, bʌt θæŋks fɔr ˈɔ fər ɪŋ/ ▄ ▄ ▄⇗ No, that’s OK. I can manage. /noʊ, ðæt’z ˈoʊˈkeɪ. I kæn ˈmæn ɪdʒ/ ⇗▄ ▄ Thanks. That’d be a great help. /θæŋks. ðæt’ʊd bi æ greɪt hɛlp/ ▄ ▄⇗ As long as you don’t mind. /æz lɔŋ æz yʊ doʊnt maɪnd/

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

Here I will send students a link to a jamboard slide where the following text will be. The text includes two words in parenthesis, students have to choose the correct one and delete the other one. I will do the first one as an example. Phone call M: (Would/could) you like me to help you move tomorrow? A: (would) C: (Sure/ Of course) as long as you don't mind. A:(sure) M: No, of course not. C: Thanks. That (may/ would) be great help. A: (would) M: (Would/might) you mind if I come over this evening and help you pack? A: (would) C: Well, it (would/ can) be wonderful if you could. A: (would) At Chloe's house M: Let (me/you ) help you pack those files. A: (me) C: No, (thank you/ thanks), don't worry. I better do those myself. A: (thanks) M: Well, what if (I/me) carry these heavy things downstairs for you? A:(I) C: As long as (you/I ) don't mind. A:(you) ........ later on that evening. C: Let's have something to eat and a cup of coffee. M: Good idea. I (could/would) help you make something if you like. A: (would) C: No, it's OK. I've packed up all my kitchen stuff already. It's (faster/easier) if I get a takeaway from the cafe. A: (easier) the answers are at the end of each sentence. After students complete this exercise, If we have time, I will put them in BOR's to pair check their work, if not, we will do it together as a class.

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

In this stage, I will share the screen with students and provide 'two' problems One problem is: Imagine your car broke down in a middle of a boulevard. Student 1 will be the affected person, you will accept or refuse help from student 2 Student 2 will be the one offering help. The other problem is optional according to past anecdotes. Student 2 will think of a problem they had before and share it with a classmate. Student 1 will offer help Student 2 will accept or refuse help As you may notice, students will switch roles in problem number 2.

Web site designed by: Nikue