STAGE

PROCEDURE

AIMS

TIME &

INTERACTION

Lead in

Warm up

Presentation : Requests

Vocabulary  pre-teach

Focus on the

      Meaning

Feedback

 Focus on  Form

 Focus on   Pronunciation

Presentation;

      Responses

Focus on useful vocabulary

Controlled Practice

Feedback

Freer practice   

Focus on useful vocabulary

Feedback on accuracy and content

Teacher asks questions like ;  We can not have everything we need. What do you do when you need something ?”- Elicit the answer – we ask .

Candy  game : Tell student that you will give a candy to the first person who  can ask for it in English . Then for different ways  of asking for a sweet.- Students give their answers

Show students a list of requests on the board and ask which of them they consider to be good or  polite  phrases . Write on the board:

“Give me a sweet.”

“I want a sweet.”

“Want one.”

“Can I have a sweet please?”

“Could I have a sweet please?”

“Would you mind giving me a sweet please?

 Pre-teach the  words  “Embarrassing”  and “ Embarrassed”

Tell students to look at the pictures and read the captions.

 Ask them to describe each picture. Then  ask : “ Why does  the speaker ask for help in different way ? How does the speaker feel in different situation . In  what other situations might you say : “ I don’t suppose you could …. ?  “( formal situation ). So  what situations can we have ? Elicit/provide  :Formal , Semi-formal and Informal.

Give students a list of other requests and ask them to match them to the pictures 1. 2. 3.

a. Would you help me ?

b  .Do you think you could  help  me  get  the washing in  ?

c.  Help me  get the washing in , could  you  ?

d. Help me  get the washing in , would you

e. Do you think you could possibly  help  me   get the  washing in ?

Ss  do the task individually

Pair check . Open -class

Could you + V 1         But    Could you help me + V 1 ( highlight that to   

                                                is not used after “ Have”

Would you + V 1

Do you think you could possibly + V 1

I don’t suppose you  could  + V 1

  Could you help me ?        rising intonation

  Would you help me ?        rising intonation

   Help me ,   could you      ?  fall-rise

   Help me ,   would you     ?  fall-rise

   I    don’t suppose you could help me , could you ?      fall-rise                        

  Do you think you could possibly help me , could you ?  fall-rise

  Would you mind helping me ? rise . Drilling ( chorally , in pairs individually)

Contest : Pairs

Ask students to make as many positive and negative responses as they can. Set time limit 30 seconds.  Students A write positive responses , Students B write negative responses.   Stop Students and ask them to swap their papers and ask them to add some more . Students count the number of their responses and choose the winners.

Show positive and negative responses on the board and ask Students what other responses they have .

Drilling

 Pre-teach the words “Give a lift  , spare key , extra blanket , lend  , refuse“

Convey the meaning using pictures , check understanding with the help of CCQS

 Divide Students into As and Bs . Pairwork .Set the task :

Student A ; You are staying at your friend’s house for the weekend. At various times you make the requests. Choose the best way of asking. Use the expressions from the box.  If you get positive response , put “+” , if you get a negative response put “-“

  Student B : Reply to each request  in any way you like . But if you refuse give your reason

Open class. Model the sentence on the board : I asked B. to lend me his bike but he refused /and he agreed

Students change over.  Now students B  are staying at friend’s house and make requests ­– Students As reply. The same procedure + feedback

Board - game

  Elicit/Provide the words “ number cube-dice , move ahead , move back’

Set the task . Each pair gets a board game and cards . There are three colours on the board : green- friend ( informal) , Red –boss ( formal ), blue-neighbour (semi-formal)

You ask these people to help you . tRoll the dice and pick up  a card . Ask BOSS/FRIEND/NEIGHBOUR for help  and move– you partner answers.( Demonstrate with a pair of students)

Continue to play until someone reaches the finish

Open-class

Highlight errors and elicit corrections

To set the scene and  make students interested in

The topic

To find out how much of the target language Ss know

To introduce the topic

To  clarify the meaning  of vocabulary necessary for  completing the task

To  check Ss ‘ understanding of  the  TL

To check that the Ss have completed the task successfully

To  check Ss ‘ understanding of how the TL is formed,find out how much of the target language Ss know

To enable students to pronounce the TL accurately

To find out how much of the target language Ss know

To enable students to pronounce the TL accurately

To  clarify the meaning  of vocabulary necessary for  completing the task

To provide students with an opportunity to produce the target language accurately.

To check if the students have completed the task successfully

To enable students to produce the target language spontaneously

To encourage Students and provide them with feedback

    1’                   T-Ss

    2’                     T-Ss

    2’                      T-S

2’                       T-Ss

  3’ Ss-T

2’         Ss

2’        Ss

 2’ -T-Ss

   2’ T-Ss

2’ T-Ss

 2’ S-S

 2’  T-Ss

3’  Ss

  2’    T-Ss

 5 ‘    S-S

3’    T-Ss

   2’    T-Ss

3’    T-Ss

10’   S-S

    3’        T-Ss