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Stage/time

Aim(s)

Procedure

Setting the
context
2

To establish context and


create the need for the
TL
To give meaning of the
TL

Lead-in: T starts lesson asking for something:


Can I sit down, please? Thank you
I wonder if someone here could tell me what were
the people you listened to earlier, doing? For
example I remember there was a check-in assistant
who said: Could I see your passport, please? Do
you remember other examples?
T waits for sts to give her 1/2 more examples and
elicits from them that these are ways of asking for
something or asking another person to do
something.

Eliciting TL
3

To check what sts know

Clarification
of meaning
10

To check understanding
of the meaning of the TL
Id like

T writes the request from the dialogue on the WB.


e.g. Could I see your passport, please?
T invites sts to work in pairs and think at more ways
of asking for something/asking someone to do
something
T collects types of requests on the WB and adds
some more from the table in the Students Book/and
personal, such as:

a coffee

(Excuse
me,)

please
Id like to
Can/Could I
Can/Could
you
I wonder if I
could
Would you
mind

leave
see your
passport
sit down
have a
receipt
passing me
that book

Give me!

T elicits from sts the use of these


expressions, using CCQs:
Are all of those expressions of request? Yes
Are all of those requests polite? No
Are some of them impolite? Yes
Can we use all of them in formal

Interacti
on
T-S

Anticipated Prob
Possible Solut
Sts dont answer be
T doesnt have eno
patience.

Give sts time to thin


you see them strug
give them hints/mim
like a coffee, please

T-S
S-S
T-S

TTT > STT

Solution: USE THE C


and ELICIT!!!

Stage/time

Aim(s)

Interacti
on

Procedure

Anticipated Prob
Possible Solut

situations? No
Can we use all of them in informal situations? No
Ok, so lets see which are more polite and which are
less polite.
T draws a scale on the WB:
VERY IMPOLITE
VERY POLITE

IMPOLITE

PARTIALLY POLITE

POLITE

and explains to sts they will receive some cut-outs


with sentences with the same request expressions
from the WB and they will have to order them
according to how polite/impolite they consider
them.
Sts work in pairs.
OCFB T gives sts big cut-outs and invites them to
the WB to stick them on the scale.
T elicits from sts responses to the requests:
Can we answer to this request with: Sure ?
What about Of course ?

S-S
T-S
Clarification
of form 5

To point out how the


structure is made
(where/if needed)

T returns to table with request expressions and


elicits from sts the form of the requests:
Is it still a request if we change the subject? No

T-S

TTT > STT

Solution: USE THE C

Stage/time

Aim(s)

Procedure

Interacti
on

Anticipated Prob
Possible Solut
and ELICIT!!!

T-S
All class
Indiv

Some sts might hav


problems with diffe
sounds/stress/inton

Is it still a request if we change the object or the


base verb? Yes
/Do we change Id like to? No
Can we change what comes after Id like to? Yes
Id like a coffee
Id like + Obj

Clarification
To enable sts to
and practice pronounce the TL
(Excuse
of me,)
correctly
Id like to leave
pronunciation
Id
like to + Vb (inf)
5

T marks stress (I wonder if you could/Would you


mind); intonation (draws rises and falls to elicit
please
from sts the impolite request = flatter/rising
intonation VS polite request = falling intonation);
assimilation of the sound / d/ in could you,
would you.
T drills chorally and individually the request
Can/Could I see your passport
expressions.
Can/Could you sit down

Drill individually.

Can/Could I/you + vb (bare inf)


I wonder
I could
a receipt
Restricted
Toifgive
stshave
a safe
if I could + to
vbtrial
(bareout
inf)
practiceI wonder
opportunity
Would
you
mind
passing
me
that
(written)
the TL
book
10
Would you mind + Ving
Give me!

Freer practice
(oral)
10

To give sts personalized,


freer practice of TL

T hands out folded worksheet with restricted


exercises and asks sts, to work individually and
correct the form mistakes in the sentences given.
Sts paircheck and then unfold paper and check with
the answer key.
OCFB T points out/writes on the WB mistakes she
noticed during monitoring and asks sts to correct.
T gives sts the instructions for the role-play game,
divides class into groups of 2 and 3 and gives them
different cards with their role (flightattendant/passenger) and what they have to ask for.
OCFB delayed error correction

Referenced procedure: Systems Lesson Grammar Used to given by Michal Tatarko

Be tempted to expl
again/more if sts se
struggle.

S-S
T-S

T-S
S-S
T-S

STOP! BITE YOUR T


and elicit from them
correct answer!

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