Ozan Can Yılmaz Ozan Can Yılmaz

Polite Requests Lesson
Elementary level

Description

In this lesson, the students will be engaged in polite requests based on both formal and daily conversations. They will be asked to work with a partner to make their own sentences and complete the exercises using prompts. The teacher wil expect students to use their creativity and group work skills in order to practise the conversations. As well as the functions, the students will get to develop their receptive skills based on listening exercises.

Materials

Abc CD Recordings
Abc New Headway Elementary Student's Book
9fblkdftttysw1paw2tz questions Questions.docx

Main Aims

  • To provide clarification and practice of language used for making requests

Subsidiary Aims

  • To provide specific information listening practice using a text about requests

Procedure

Stage 1 (Lead In) (3-5 minutes) • To introduce the lesson through questions and pictures and elicit what the learners know about the topic of polite requests.

The lesson starts with the teacher asking some questions related to the topic. Then, the teacher gives handouts to the SS and asks to match the questions with the pictures. The learners are first expected to work alone, then, with a partner. The teacher asks partners to compare answers. While they are completing the task, the teacher monitors and picks up some points and gives delayed feedback.

Stage 2 (Conversations) (5-10 minutes) • To provide a conversation exercise through pictures and listening.

The learners are expected to look at the pictures of exercise one and make predictions of the answers. Then, the teacher asks the SS to get into pairs and complete the exercise through listening. Following this, the learners are expected to compare answers with their partner. The teacher monitors and picks up points, if needed, provides feedback for the answers. *The teacher can also asks some of the students to role play the conversations.

Stage 3 (Differences) (5-10 minutes) • To provide an overall explaination for the differences between can/could and provide a controlled exercise for the SS to make some sentences.

In this stage, the students are expected to look at exercise two and three. The teacher provides a clarification on the topic and makes the SS notice the intonation falls and rises through listening. Following this, the teacher asks the SS to make two senteces for both usages and practise them with a partner. Teacher monitors and picks up points. Examples: Could you join us on Saturday? Tom's back from Sydney and we're having a barbecue. Could you please lock the door when you leave? ~ Yes, certainly! Could I have another cup of coffee? Could you open the door for me, please?

Stage 4 (Requests) (5-10 minutes) • To develop student's productive skills and provide them a question exercise

The learners are asked to go though the sentences and then listen to the track. Then, the teacher asks the learners to compare answers in pairs. If needed, they are expected to listen the track again. After they are finished, the teacher gets the SS into different pairs to practise the questions with their answers. The teacher monitors and provides feedback afterwards.

Stage 5 (Follow Up) (5-10 minutes) • To provide some prompts for the SS to make more questions and a freer exercise as a group work.

The teacher gives the half of the prompts to the first group and the rest is given to the second group. They are asked to use these prompts to create a conversation based on can/could. When the SS are finished, the teacher asks them to find a person from the other group to role play their questions. Through this mingling activity, the learners will get to practise more and create their own conversations. *Pre-teach the vocabulary

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