New lesson plan: functional language- polite requests.

Yasmine Abu-Sief

functional language- polite requests. - intermediate level

functional language- polite requests.
intermediate level

Description

In this lesson, students learn about "polite requests", the lesson starts with a discussion about 2 pictures of some people socializing in different ways, this is followed by a listening task to elicit the target language. Then students will have some controlled and less controlled practice, and then finally, there is a free practice about polite requests and responses as a speaking activity.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practice of Polite requests and responses in the context of "socialising"

Subsidiary Aims

To provide inference listening practice using a text about polite requests in the context of Socialising

Procedure (31-45 minutes)

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

1. I will show the students two pictures of some people gathering in a restaurant; they socialize in different ways of communication. 2. in groups, students will discuss how sociable those people are, and why. 3. we will discuss their shared ideas (open class) giving some questions to help the students to talk: - Do they socialize well? Why? - What does that man want? - Do you think he asked for that politely?

Exposure (3-4 minutes) • To provide context for the target language through the listening audio.

- Students will be asked to listen to the audio and take some notes of the requests mentioned in the audio. - In pairs, learners try to remember what the four requests mentioned in the audio were. - Share their answers to each other and to me (open class)

Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

1. I will elicit from the learners the 1st example mentioned in the audio. (Could I have the bill, please?" 2. discuss the meaning, giving some ccqs to ensure they understood it. 3. stress the pronunciation of the given example, mentioning the intonation, then drilling it in pairs, groups, and individually. 4. I will write the given example on the board. 5. I will elicit the form from the written example. 6. elicit from the students some other forms to make polite requests; (Can I/May I...., Is it ok/alright if I....., do/would you mind if I ........?)

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

1. Students listen to the second audio. 2. they will be divided into two teams. 3. the first team has to write down the mentioned requests in the audio. 4. the second team has to write down the responses to the given requests. 5. I will be monitoring them to help. 6. then they have to read and act them out.

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

Students will answer Practice 1 Page 73; 1. in pairs, students have to make some changes in the given sentences to make them sound polite. 2. I will be monitoring them to make sure they are on task, and to provide assistance if needed. 3. then I will change pairs, and make them check their answers with different classmates. 4. I will provide them with the answer key, we will discuss the difficult sentences only.

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

practice 2, page 73: 1. students will use the given 6 verbs to make their own requests 2. they are welcome to add more if they want. 3. I will give them 1 minute to organize their thoughts and be ready with some requests and some responses as well. 4. I will ask them to randomly choose different partners to practice the TL with. 5. I will be monitoring and taking notes of the mistakes they say. 6. content and linguistic feedback will be discussed.