OBJECTIVES: The students should be able to:
1. use basic courtesy expressions appropriately
2. roleplay situations involving basic courtesy expressions
MATERIALS: Marking pens, strips of paper, 1/4 sheet of paper, pen
TIME FRAME: around one hour
1.) Show prepared courtesy expressions written on strips of paper. Discuss each expression by giving and acting out situations on how each expression is used.
You are welcome.
May I have____________?
May I borrow____________?
I’m sorry./ Sorry
It’s all right./ It’s okay.
2.) Write another set of situations and ask the students to give the appropriate expression for each situation. The students will pick the situation written on 1/4 sheet of paper. Add situations to the given list depending on the number of students you would like to participate. This is just an exercise.
1. Ana wants to borrow Tom’s pencil. What should she say before and after borrowing?
2 Jason forgets his pad paper. He needs to get a piece of paper from Roger. What should he say before and after getting a piece of paper?
3. Judith is running very fast. She bumps into Dexter. What should Judith say?
4. Ms. Smith, the teacher, is talking to another teacher. Dennis wants to go home because he feels sick. What should Dennis say?
5. Lea is inside a crowded room. She needs to go to the washroom but there are many people standing in her way. What should she say?
3.) Ask the class to do the following actions.
1. Borrow anything from your seatmate.
2. Greet your seatmate.
3. Ask for anything a seatmate can give you.
4. Ask your teacher’s permission to do something you would like to do.
5. Elbow a seatmate and then apologize for doing so.
4.) Group the students and ask the students to roleplay situations involving behavior at home, behavior outside the classroom during recess, behavior inside the classroom during lessons, behavior inside the classroom when the teacher is out, behavior on the playground, behavior in the canteen, behavior in a neighbor’s house, and behavior in the library. Make sure to divide the different situations among the students. It can be done by draw-lots.
(*Note: If the class size is small, the students can do pair work. If the class size is quite big, students can be grouped into groups of four or more. The group members can play different roles — e.g. father, mother, son, daughter, etc.)
5.) Let the students discuss roles with their groupmates for just a few minutes before presenting their roleplay. They should be spontaneous about what they will say and do, so don’t seat group members together to avoid inattentiveness during the presentation of the other groups. Just guide each group or pair accordingly as they do their presentation.