Language Analysis

Language Area/Skill: Context:

Function (Making Polite Requests) Socialising

Productive skills (Speaking)

SKILLS (Which productive or receptive skills will be practised/focused on? How? Be specific with sub-skills: e.g. The Ss
will practise reading for gist by skimming the text and choosing the best title for it and show which sub-skills you will practise in
each stage.)
I am going to set a context for the target language through a picture of people ordering food in a restaurant, where SS will
be asked to describe the picture and relate to personal situations.

SS will practise speaking for accuracy and then fluency by making polite requests and responding to them.

LANGUAGE ANALYSIS: (Analyse all relevant language areas here for grammatical structures, function or vocabulary. If
your main aim is skills, you should still have some supporting language in the lesson, e.g. vocabulary)
MEANING/FORM
What is the meaning conveyed by the language you are covering? Provide model sentences.
How can you break down the form? (example sentences and highlighting of form, e.g. S + will + have + past participle)
For vocabulary, list all items you will teach, provide definitions, and parts of speech e.g. information (n - uncountable)

Meaning:
1- Could I have the bill please?
We use this structure to make a polite request, to ask someone to do something for us or to ask if you can do something.

2- Could you possibly lend me 10 pounds?

We use this structure to make a polite request, to ask if someone can do something for you.

3- Would you mind watching the children?

We use this structure to make a polite request, to ask if someone refuses to do something for you.

Form:
1- could + I + v. inf.
Could I have the bill please?

2- could + you + (possibly) + v. inf.

Could you possibly lend me 10 pounds?

3- would + you + mind + v. (-ing)

Would you mind watching the children?

Checking meaning – script any Concept Questions & responses that you will use, including timelines, clines etc where
appropriate, or refer to visuals to be used, e.g. for vocabulary.
1- Could I have the bill please?
CCQs
1- Do I want to have the bill? Yes.
2- Am I talking to a friend? No.
3- Do I sound polite? Yes.

2- Could you possibly lend me 10 pounds?

CCQs:
1- Am I asking to get the 10 pounds? Yes.
2- Do I sound very polite? Yes.
3- Would you mind watching the children?
CCQs:
1- Do I want him/her to watch the children for me? Yes.
2- Do I sound polite? Yes.
3- Does the question have a negative effect? Yes.

PRONUNCIATION–consider weak forms, stress and intonation. For vocabulary, transcribe items phonemically, and show
stress as appropriate when you list items in meaning and form. How will you focus on pronunciation? e.g. drilling,
conducting stress


e.g. information /ˌɪnfəˈmeɪʃn̩ |/

1- Could I have the bill please?

2- Could you possibly lend me 10 pounds?

3- Would you mind watching the children?

WHITEBOARD PLANS (show your overall w/b plan here – or break it down
for stages of the lesson

7th May 2015

Ss’ answers
Model Sentences

- Pronunciation