NAME Iiuliia Naumenko |
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LENGTH 45 min |
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LEVEL intermediate |
DATE |
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TOPIC/THEME: Requests and responses
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LESSON FOCUS: Functions and Speaking |
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AIM Main; By the end of the lesson, students will be able to make polite requests and answer them
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PERSONAL AIMS: To give clear instructions
To provide students with more drilling
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CLASS PROFILE: (include numbers, gender ratio, nationalities, strong vs. weak Ss, motivation, interests, class dynamics) 1.The class is monolingual, adults with some prior knowledge of English 2.There are 10 students in the class 3.The age of Students ranges from 4; Gender ratio ;2 males /8 females 4.Stronger students-active with good speaking and listening ability. 5.Weaker students- lack of vocabulary. 6.The Students are studying English for future careers and for travelling 7.Students have both intrinsic and extrinsic motivation 8.The class is quite active.
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ASSUMPTIONS: (what language do you expect students to know that you are not planning to teach? What language items have students looked at in previous classes that are relevant to your aims? Students' interest/general knowledge in relation to the material/context you will be using?)
Students might know some functional exponents of requests
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CLASSROOM MANAGEMRNT: ANTICIPATED PROBLEMS/SOLUTIONS
1.Students might speak Russian Solution:to encourage students to use only English
2.Some Students might ask inappropriate questions. Solution:to say that we are going to deal with topic later.
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PROBLEMS/SOLUTIONS when teaching receptive & productive skills: Reading/Listening/Speaking/Writing
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SOURCES OF MATERIALS) “Meaning into words intermediate “ Students book Cambridge University Press 1995
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STAGE |
PROCEDURE |
AIMS |
TIME & INTERACTION |
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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
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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
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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 |
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