|Context and details of how language will be presented |
|Using Mini-situation: "you are coming home by bus. The window is closed and you feel that it's too hot. You want to open the window and you don't know the one sitting next to you so you feel it's impolite if you open it without asking him.|
|He might be feeling cold. What do you say? |
|Would you mind if I (opened the window) |
|What if the one sitting next to you is your friend or colleague? |
|Can I (open the window) |
|Function |Exponents |Register |Phonology |
| | |(formal, informal, neutral) |(intonation, connected speech) |
| | | |Rising intonation |
|Making a request |Can I (open the window)? |neutral | |
| |Ya, why not | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Making a polite request |Would you mind if I (opened the window). |Formal | |
| |That's no problem at all | | |
| | | | |
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| | | | |
|Potential student difficulties with exponents |Solutions |
| | |
|Sts may mix up the formality of the exponent |Use a cline to convey this. Correct any error with appropriacy as they arise. Use CCQs: |
| |Is this a request? (yes) |
| |Is it being polite? |
| |Which exponent would you use with your boss? The second one |
| | |
| |Model even exaggeratedly the proper intonation and drill. |
| | |
|Sts may use flat intonation in making this request. | |
| |Remind sts that the content words are usually stressed and not the auxiliaries. Let them practice using these |
| |exponents to monitor their pronunciation. |
|Sts may stress the incorrect word in the sentence (stressing the auxiliaries and ignoring the content words). | |
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|Reference |
|Parrot, Martin. Grammar for English Language Teachers. 2nd ed. Cambridge University Press, UK. 2010 |
|Scrivener, Jim. Learning Teaching: The essential Guide to English Language Teaching. 3rd ed. Macmillan, UK, 2011 |
|TUTOR COMMENTS: Pass □ Resubmit □ by ___________________ Pass on resubmission □ |
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