English in action: Using polite language
Understand spoken information Pronounce polite phrases with correct stress Talk politely in conversations
A
Give students a few moments to study the illustrations on the right-hand page. Elicit answers.
Answers They are care workers. They are in a care home.
B 1.
Remind students of what adjectives are – words which describe nouns. Elicit simple examples such as happy, sad, big, small, etc. Focus students again on the adjectives in the box. Explain that in this lesson, they are going to practise being polite in English. Practise pronunciation of these words. Tell students not to worry if they don’t know them all: they will understand after they have listened to the conversation.
2.–3. Elicit answers to the questions.
complete the sentence about the home carers.
Answers 1. These home carers are bored, lazy, rude and unhelpful. (Note: the order of the adjectives can vary.)
2.–3.
Answers depend on students, but possible answers are: The workers are not good workers; they show their feelings very clearly on their face and in their body language.
Content note If students’ level of English allows, you can have a brief discussion about their own experiences, good and bad, with healthcare workers.
Transcript 024
Martina: I’m bored. Elena: Me, too. What a long day. Mr Blake: Er. Excuse me? Martina: What does he want? Elena: No idea. Anyway, it’s your turn. Martina: Oh, all right. You OK there? Mr Blake: I need some help with my food, please. Martina: Oh, OK.
C
1. Give students time to read through the sentences and attempt to put them in order before you play the recording.
Then play the recording for students to check their answers. 2.
2. Students discuss the question and complete the sentences in pairs. Elicit answers. Practise pronunciation of the positive adjectives. Give further explanation of the adjectives if students are still unsure.
Answers
1. 2 Mr Blake: Good morning. 9 Elena: OK. What would you like? 5 Elena: That’s good. 4 Mr Blake: I’m fine, thanks. 8 Mr Blake: Mmm … Yes, please. 6 Mr Blake: Lovely day, isn’t it? 1 Elena: Good morning, Mr Blake. 7 Elena: Yes, it is. Now, some breakfast? 3 Elena: How are you today?
2. The home carer is friendly and polite. She is smiling.
Transcript 025 Elena: Good morning, Mr Blake. Mr Blake: Good morning. Elena: How are you today? Mr Blake: I’m fine, thanks. Elena:
That’s good. Play the recording. Elicit answers to
Mr Blake: Lovely day, isn’t it? Elena:
D
1. Make sure students understand the word intonation. Play the recording from Exercise B and elicit
answers to the question. Select simple phrases from the two conversations and demonstrate how they can be said with either a flat, bored intonation, or a livelier, polite intonation: Good morning, Sorry, etc.
Play the recording from Exercise C. Pause after
each sentence for repetition and drilling. Divide the class into pairs to role-play the home carer and patient. Monitor and make a note of common errors for later feedback. Let students practise independently.
Answers
1. The home carer’s intonation is more polite and friendly. It moves up and down more.
E
1. Students now work on a new part of the second conversation. Ask students to read the complete conversation through, and then fill in the gaps. Students compare answers in pairs. Do not elicit.
2. Play the recording so that students can check
their own work. Go over any problem areas. Play the recording again and pause after each line for repetition, checking for good intonation.
3. Divide the class into groups of three to role-play the conversation. With faster classes, students can work
29 Yes, it is. Now, some breakfast?
Mr Blake: Mmm … Yes, please. Elena: OK. What would you like?
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