Refka Refka

Functional language: Polite requests
Intermediate level


Learners in this intermediate class are mostly in their twenties, thirties, and fourties. Their mother tongue is Arabic (Tunisian). They have diverse socioeconomic backgrounds and different lifestyles, interests, and experiences.


Abc Gap-fill handouts, paper strips, box full of objects

Main Aims

  • To provide accuracy practicing polite requests in the context of Socializing

Subsidiary Aims

  • To provide gist listening using a recording about Polite requests in the context of Socializing


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T asks a student to shut the door "Shut the door right now!" followed by a CCQs: "What did I do wrong?". "Was it polite?". How to act polite in Tunisia? Demo: (For example in east Asia some people bow to greet someone politely & show how people bow just in case they do not understand the word) (T asks SS to discuss the Q in pairs). Follow up CCQ's: How do people show politneness? Do they smile? Do they use different words to be poilte?

Prediction (2-3 minutes) • An activity before listening where ss predict what they are going to hear.

T gives Ss handouts. (fold handout to only show the pictures A and B) CCQ1: What are the people in the pictures saying? Follow up CCQ: Are they asking for some things? (Give them 3 min to think then engage the whole class in discussion)

Gist: Listening (5-5 minutes) • Listening for details

T hands ss strips of paper with requests, play recording 7.1, and asks them who's making the request in the picture each time. (Pairwork). T asks ss to check eachother answers see if they match (Peer correction). Then, shows the picture and starts asking about the people and requests. CCQ 1: Can you give me an example where the person asks if they can do something. Demo: (for example: Could I have the bill, please?) CCQ 2: Can you give me an example where the person asks someone to do something for them. Demo: (for example: Could you pass me the water, please?)

Highlighting TL (10-15 minutes) • MPF

T plays recording 2 M.7 (The ones with the answers). Asks ss to listen and take notes of the answers (Individually). T should pause after each answer. after 5 min. T asks them to check eachothers answers. T then gives them the answers in paper strips. and asks them to read the answers and see if they guessed them correctly. After 1 min, T selectively asks about the requests and answers (for drilling purpose) T asks S1: What's the request and answer N1 (e.g:Could I have the bill, please/ Certainly, Sir.). T starts drilling (perform rising intonations with the YES/NO questions and falling Intonations with answers focusing on stress and well) Then nominate different ss to repeat. T then write the three highlighted requests on borad and elicit the syntax. (e.g: Would you mind watching the children?: Would you mind +-ing+A+N?

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

Fill in the gaps: T has 2 handouts (1 handout for S.A and 1 handout for S.B) S.A will have gaps in the requests part. Whereas, S.B will have gaps in the answers part. Together, in pairs, they will have to read aloud the requests and answers to fill in all the gaps. This can help them practice spaking and learning new polite requests.

Freeer Practice (5-7 minutes) • To provide students with free practice of the target language+ feedback

T will give ss a box full of objects and ask them to make polite requests using the objects and either accept or refuse the request. This will help ss practice the TL and practice using the requests that they learnt during the lesson. T should pay attention to ss dialogues and correct errors. T should also encourage them to stay motivated and use more CCQ's if they stopped communicating with eachother.

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