Yasmine Ihab Yasmine Ihab

Polite Requests
Intermediate level

Description

In this lesson, students learn about the polite requests through guided discovery based on listening to some audios about people having a night out. The lesson starts with a discussion about socializing and making friendships. Then, they will listen to some audios about people having a night out, and they will extract polite requests from the audios. After that, there will be a review of the polite requests followed by a controlled practice through dialogues reformulation, and finally, there will be a free practice via a final conversation speaking activity.

Materials

Abc new cutting edge
Abc new cutting edge

Main Aims

  • To provide review and practice of language used for making polite requests in the context of socialising.

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about people having a night out in the context of socialising.
  • To provide fluency and accuracy speaking practice in a conversation in the context of socialising.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

I will start a discussion with the students asking them if they have friends and how do they start new friendships. Then, I will show them a video about a person who suffers from loneliness. I will ask them to answer some questions about his problem and how to overcome it. First, I will play a part of the video, and ask them to answer four questions about the problem. Then, I will pause the video and they will discuss their answers in pairs, and then, they will discuss them with me. After that, I will play the rest of the video and ask them to answer another two questions about how he can overcome his problem. Then, they will discuss their answers in pairs, and after that, they will discuss them with me.

Exposure (2-4 minutes) • To provide context for the target language through a text or situation

I will show them two pictures of people having a night out. Some of them are making requests. I will ask them to work in pairs and guess which ones are making these requests and what they are saying, and I will discuss their answers with them. Then, I will play an audio of these people making their requests. I will ask the students to listen and find the person who is making the request each time; They will check their answers in pairs, then, they will check them with me.

Highlighting (4-6 minutes) • To draw students' attention to the target language

I will play the audio for the second time, and I will ask the students to listen and write the exact words used in making the requests; they will write 9 sentences; they will check their answers in pairs, and they will check them with me. Then, they will listen to another audio of the whole conversations. I will ask them to listen and write the replies and if the other person says yes or no and the reason of his refusal; they will check their answers together, and then with me.

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

Now, they have 18 sentences. They will classify them into phrases used to ask if you can do something, ask another person to do something, say yes, say no. They will check their answers in pairs, and they will check them with me. Then, I will clarify the form of the phrases for the students using the white board. After that, I will play the third audio. It's about the intonation used in making requests. They will listen and repeat.

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

They will work in pairs; rewrite some dialogues to make them sound polite.Then, we will check their answers as a whole class. They, in pairs, will tell us their answers. Each time, one pair will say their answer, and I will notice their using of the polite intonation.

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

They will individually write six requests. Then, in pairs, they will have conversations. They will ask their partners their requests, and their partners will reply. Then, they will change roles

Feedback (1-2 minutes) • to provide students with correction of some mistakes

I will write some sentences with mistakes on the board, and I will ask them to identify these mistakes and correct them.

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