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Making and Responding to requests: a lesson plan

Making and Responding to requests: a lesson plan. Lecture # 13. Review of lecture # 12. The last lesson plan was about the Exponents : Must I ? Yes you must. You must/mustn’t When/where/what must you ….. The aim was:

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Making and Responding to requests: a lesson plan

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  1. Making and Responding to requests: a lesson plan Lecture # 13

  2. Review of lecture # 12 The last lesson plan was about the Exponents: Must I ? Yes you must. You must/mustn’t When/where/what must you….. The aim was: • To present, practice and produce some forms of the present tense of must for expressing obligation. To develop listening skills for specific information. To check or teach certain vocabulary items: visa/valid/passport/to carry/ a gun/ an employer / a vaccination Teaching aids were: Picture, Cassette, 3 sets of handouts, 2 sets of cards, 2 OHP transparencies, OHP, BB, Cassette player

  3. Review of the lecture 12 Procedure Warm up: --T puts picture on BB and elicits from the class his possible name/age/job/ nationality, prompting if necessary. --T writes most suitable suggestions under picture. --T asks Ss to listen to cassette dialogue and compare their suggestions with the information given on the cassette. Presentation Practice Production: role play

  4. Making and Responding to requests: a lesson plan • This lesson is given to a class of 20 students near the end of their first year of English. Aims:To present, practice and produce polite requests and some appropriate polite responses. To revise the use of the simple past tense for narrative. To revise some/any/a/one. Exponents: Q. Could you lend me a/some ---------------,please? A. yes, of course. yes, certainly I’m afraid I haven’t got any/one

  5. Making and Responding to requests: a lesson plan • Assumed Knowledge: The students had already been taught have got, countable and uncountable and were familiar with the use of a / some/ one/any, and with the vocabulary item broke. • Aids: BB, realia, game for free production stage. Time: 55-60 minutes approximately

  6. Making and Responding to requests: a lesson plan Procedure: Revision : dialogue about the last weekend ( about 10 minutes) T asks questions and builds up the dialogue with one S E.G A: Did you have a good weekend? B: Yes, I did. A: What did you do? B: --------------------- A: Really? /did you? B: Yes, I ___________________ A: How nice!

  7. Making and Responding to requests: a lesson plan • ---TQues-------------S.answer, Tquestion……..Sanswer (open pairs) • S asks question………….S answer (closed pairs) • Ss report back on what they have found out. • Ss ask T about T’s weekend activities. • Note: the last two steps here should provide T with feedback on whether Ss can use the past tense. • ---T pretends to be broke, having spent everything last weekend. This situation leads naturally into the presentation.

  8. Making and Responding to requests: a lesson plan • Presentation of polite Request with affirmative answer • ---Marker sentence: TQ….S. ans. Could you lend me some money, please? • --Concept questions on polite forms etc. e.g. Which is more polite Can you……or could you …..? ---Repetition drill for intonation and pronunciation practice: Chorus ….group –individual ---T tells S to ask for something politely. Sq----T introducing polite responses: Yes, Certainly/of course Here your are.

  9. Making and Responding to requests: a lesson plan • Presentation of Polite Refusals (10 minutes) ---T introduces polite refusals in answer to Ss’ requests. I’m afraid I haven’t got one/any T gets several Ss to ask for things before going on to drilling the responses. ---Repetition drill: Chorus…group…individual. T….Sans. Sq and Sans (open pair). Sq…..Sa (closed pairs) ---Mix positive and negative responses, to check that Ss know which response is appropriate to their own situations. Sq….Tans. Sq…..Sans (open pairs)

  10. Making and Responding to requests: a lesson plan • Practice: dialogue (planning a party) (10 min.) --What do you need for a party?= vocabulary elicitation. If any words are new to Ss, write them on BB after checking that Ss have got the pronunciation, including word stress, correct, . --T reveals dialogue (below) on BB or OHP with polite requests and responses blanked out. Note: ideally it should be written on BB or OHP transparency before the lesson begins and kept covered until this point. Dialogue next Slide

  11. Making and Responding to requests: a lesson plan A: I am having a party on Saturday. Would you like to come? B: Yes, Thanks. A: But I haven’t got any plates,--------- ---------------lend me---------? B: Yes,_________ _________________. A : And I haven’t got a cork-screw; could ____________ _________me__? B: I’m afraid________ ________ ________ Note: There must be a singular and plural in the dialogue and also the affirmative and negative responses. Tq……..Sa. Sq (open pair) Sq….Sa (close: pairs) ---Ask Ss to substitute other things needed for the party instead of plates and a cork-screw. --T gradually rubs off more and more of the ‘skeleton’ dialogue from BB as Ss become familiar with it.

  12. Making and Responding to requests: a lesson plan • Writing Tasks Ss complete BB dialogue in Writing. T goes round checking written work • Production: game (10 min) • --T explains game and rules i.e. Ss are having a party but need to borrow lots of things for it. • Each student is given pictures of 4 objects and the aim of the game is to borrow as many things as possible from the others. All the Ss mingle around the classroom and ask if they can borrow things they need for the party (using the polite request form). S who has a picture of the object requested says: yes, certainly, here you are and hands over the card. S who has not got the object says: • I am afraid I haven’t got one/any Ss can only ask each other one question and must then move on to somebody else.

  13. Making and Responding to requests: a lesson plan Suggested objects: a/an transistor/table-cloth/jug/corkscrew/bottle-opener/ ashtray Some /records/ tapes/plates/glasses/cutlery --T demonstrates games with one of the better Ss. --Ss play the game. T sets a time limit of about 5 minutes. --S who collects the most objects is the winner.

  14. Review of lecture 13 We talked about another lesson plan on Making and Responding to requests. Aims are: To present, practice and produce polite requests and some appropriate polite responses. To revise the use of the simple past tense for narrative. To revise some/any/a/one Exponents: Q. Could you lend me a/some ---------------,please? A. yes, of course. yes, certainly I’m afraid I haven’t got any/one

  15. Summary of lecture • Assumed Knowledge: The students had already been taught have got, countable and uncountable and were familiar with the use of a / some/ one/any, and with the vocabulary item broke. Aids: BB, realia, game for free production stage. Time: 55-60 minutes approximately • Procedure: Revision of dialogue about the last weekend lasted for 10 min. Presentation of polite requests with affirmative answer Presentation of polite refusals Practice dialogue (planning a party) Writing task by students and production game .

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