MAKING AND RESPONDING TO REQUESTS

MAKING REQUESTS RESPONDING TO REQUESTS

- Would you (open the door),
please?
- Would you mind (turning
down the volume)?
- I’d like to (call you this
afternoon).
- Would (10:00 o’clock a.m.)
be ok, (Mr. Brown)?
- Could you (help me in the
kitchen)?
- Do you mind if (I borrow
your pen)?
- Would you mind if (I close
the window)?
- Please, could you (help me
with the door)?
- We’d like you (to speak at
the meeting)
- I was wondering if you
could (lend me some money)?
- Do you think you could
(take the kids to school)?
- Is there any chance you
could (work with our
group)?
- Sure, I’ll (be there in a
second).
- Sure, I’d be glad to.
- Certainly yes/no,
(sir/madam)?
- That’ll be fine. Thank you.
- Ok.
- Yes, please.
- No problem.
- Sorry. I can’t (I am busy).
- I am afraid I can’t.
- I’ll see what I can do.
- No, not at all. I don’t
mind.
- I don’t mind at all.

LESSON PLAN:

 OBJECTIVES: Students will be able to make and respond to

requests.

 Preparation stage: (4 min)

Step1:
- Warm-up: the T asks Ss a set of usually asked questions in
class as making a request:
 Could you erase the blackboard, please?
 Would you mind writing the date?
 I’d like you to open your books on page 13.
 Presentation stage: (5 min)

Step2:
- Survey Qs: T asks a couple of Qs to make Ss familiar with what
they are going to deal with:
 What do you have in this box? (Mini-dialogues)
 Where are the mini-dialogues written? (Speech bubbles)
 How many people are there? (6 people)

 Practice stage: (21 min)

Step3:
- Ss do ex: A p: 13.
Step4:
- Lead-in Qs: T asks some Qs to elicit the function in question.
Step5:
- Ss do ex: B p: 14. They fill in the table with expressions from
the mini-dialogues in ex. A.
- Correction on BB.
- Ss try to add more expressions.
Step6:
- Ss write the lesson.

 Production stage: (15 min)

Step7:
- Role play: Ss do ex: D p: 14. They read the situations and try
to write dialogues using the function just studied.

 Assignment:

- Ss do ex: A+B in workbook p: 4.