Scribd
Upload
515 views3 pages

Functional Lesson Plan - Favors

This lesson plan teaches English majors in China how to ask for favors in English. It covers various polite ways to make requests, such as using conditional phrases like "Would it be possible..." and softening phrases like "I'm sorry, but...". Students practice these techniques through role plays of different scenarios requiring favors. The goal is for students to understand appropriate language for both asking for and responding to favors in a positive or negative way with explanations.

Uploaded by

api-297781418
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
515 views3 pages

Functional Lesson Plan - Favors

This lesson plan teaches English majors in China how to ask for favors in English. It covers various polite ways to make requests, such as using conditional phrases like "Would it be possible..." and softening phrases like "I'm sorry, but...". Students practice these techniques through role plays of different scenarios requiring favors. The goal is for students to understand appropriate language for both asking for and responding to favors in a positive or negative way with explanations.

Uploaded by

api-297781418
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

FUNCTIONAL LESSON PLAN: Asking for Favors

TIME: 60 minutes
CONTEXT: Intermediate-level English majors at a university in China who
plan on further study in the States, work at a foreign company, or be
translators.
OBJECTIVES:
SWBAT ask for favors in a variety of different contexts
SWBAT respond in both a positive and negative way to a request
INTRODUCTION: [ 5 minutes ]
Bring a bag of chocolates to class and tell students you will give a chocolate
to anyone who can ask for it in English in a different way. Students raise hand
and ask for a piece of chocolate while teacher writes their requests on the
board.
Can I have a chocolate, please?
May I have a chocolate, please?
Will you give me a chocolate?
Give me a chocolate.
I want a chocolate.
Could you give me a chocolate?
Would you mind giving me a chocolate?
Ask the students which phrases are polite phrases.
REVIEW/PREVIEW: [ 2 minutes ]
We have learned how to use these phrases to make requests and ask for
favors, but are these actually what we use when we ask for something?
Sometimes we do use these, but there are a lot of other ways we ask for
favors that sound more natural to a native English speaker. Today we are
going to learn some additional ways to ask for favors and at the end of
todays class you should be able to know when to use each request.
PRESENTATION: [ 20 minutes ]
A very common way to request a favor is to ask the person if it is possible to
do something. Lets look at an example.
Teacher shows 20 second video clip of woman at a coffee shop asking the
barista to turn down the music.

Teacher asks students to watch again, and this time listen for the favor. Elicit
response from student and write it on the board: Would it be possible for
you to turn down the music just a little bit?
Is he asking the barista if he knows how to turn down the music? No! But
thats what it sounds like, doesnt it? This comes across as a very polite way
to ask for something not necessarily formal, but kind and considerate.
We always expect people to ask for something kindly.
Teacher explains that there are other ways to ask if something is possible
and passes around handout. Draws attention to the section called Asking for
Favors. Teacher reads the phrases and students repeat chorally.
Would it be possible for you to
Do you think you could
Is there any way you could
Are you able to
I was wondering if you could
Teacher explains that in America, we often add short phrases before our
request to soften it. Draws attention to section of handout titled Precursors.
Teacher reads the phrases and students repeat chorally.
I know this is a bother, but
Im so sorry, but
Im sure youre really busy, but
Teacher asks for students to turn to their partner and write down as many
ways to respond positively to a favor as they can think of. Elicit responses
and write them on the board. If students dont add any casual responses, ask
what the baristas response was in the video totally.
Sure.
No, I dont mind at all *this means you will do it.
No problem.
Of course!
I can do that no worries!
Totally.
Teacher asks for students to turn to their partner and write down as many
ways to respond negatively to favor they can think of. Elicit responses and
write them on the board. Add the following if students dont come up with
them. Remind students that you MUST give an explanation if your answer is
no.

Im sorry + explanation
Shoot, + explanation
I wish I could, but + explanation
Actually, + explanation + Im sorry
PRACTICE: [ 10 minutes ]
Students receive worksheet with five scenarios of asking for favors that
include dialogues. In pairs students practice the dialogues aloud and
underline the request and the response. Students put a star next to the
precursor if one exists.
PRODUCTION: Role Play [ 20 minutes ]
Teacher places a paper with a different scenario on each pair of desks. In
pairs, students read the scenario, assign roles, and act out the situation.
Then pairs get up, rotate desks to a new scenario, and repeat.
CLOSURE: [ 3 minutes ]
Teacher asks one pair (during activity) to re-enact their role play in front of
the class. Teacher asks the class for the request, the precursor, and the
response. Teacher asks the class if the student gave an explanation if he
declined.
ASSIGNMENT:
Students describe three scenarios in their own life in which they need to ask
for a favor and write how they would request assistance.

You might also like