Objectives (5 - 10 minutes)

1. Develop the necessary vocabulary to ask for clarifications in English: The teacher should guide students in acquiring a range of words, phrases, and expressions that are used to request clarification in English. This includes understanding the difference between direct and indirect questions, and how to vary language according to the situation.

2. Practice using this vocabulary in real-life contexts: The teacher should create practical activities that allow students to apply the vocabulary they have learned in real-world situations. This could be done through role-plays, group discussions, or even watching video scenarios.

3. Improve English listening comprehension skills: By working on clarification vocabulary, students will also have the opportunity to improve their listening comprehension skills. The teacher should encourage students to listen carefully, and to repeat or rephrase what they have heard to confirm their understanding.

Secondary Objectives

1. Boost confidence in communicating in English: By practicing requesting clarification in English, students will also be building confidence in their communication skills. They will feel more comfortable in situations where they need to understand or be understood in English.

2. Encourage autonomy in English language learning: By providing students with the tools to request clarification in English, the teacher is empowering them to become autonomous learners. Students will be able to apply these clarification-requesting skills outside the classroom, in their everyday English language interactions.

Introduction (10 - 15 minutes)

1. Review of previous content:

   • The teacher should begin the lesson by briefly reviewing topics covered in previous lessons that are relevant to the topic of the current lesson. This could include grammar structures, vocabulary related to other topics, and listening and speaking skills.
   • Additionally, the teacher can ask review questions to ensure that students have adequately retained the material from previous lessons. This also helps to engage students and prepare them for the new material.

2. Presentation of the topic's importance:

   • The teacher should then introduce the topic of the lesson and explain why it is important to learn how to request clarification in English. This could be done, for example, by talking about how this skill is useful in everyday situations, such as when having a conversation with a native English speaker or when traveling to an English-speaking country.
   • The teacher can also share personal stories or relevant anecdotes to illustrate the importance of the topic and to capture the students' attention and interest.

3. Problem situations:

   • The teacher can then present students with some problem situations that illustrate the type of challenges they may face when trying to request clarification in English. For example, the teacher could give a scenario where students are trying to understand the instructions for a game in English, or where they are trying to figure out what a person is saying in an English movie or TV show.
   • The purpose of these situations is to make students realize the relevance of the lesson topic and the need to learn how to request clarification in English.

4. Topic introduction:

   • Finally, the teacher should introduce the lesson topic in a way that grabs students' attention and sparks their interest. This could be done, for example, by sharing some fun facts about clarification-requesting vocabulary in English, or by telling a story related to the topic.
   • The teacher can also use visual aids, such as images or videos, to illustrate the topic and make it more interesting and engaging for students.

Development (20 - 25 minutes)

1. Theory: Clarification-Requesting Vocabulary in English (10 - 15 minutes):

   • Direct Questions: The teacher should begin by explaining the concept of direct questions and how they are used to request clarification in English. They should provide several examples of direct questions and discuss the difference between closed questions (which require a yes or no answer) and open-ended questions (which allow for a more elaborate answer). Students should be encouraged to formulate their own direct questions.
   • Indirect Questions: Next, the teacher should introduce the concept of indirect questions and how they are used to request clarification in a more polite or formal way in English. They should provide examples of indirect questions and discuss how they differ from direct questions. Again, students should be encouraged to create their own indirect questions.
   • Common Expressions: The teacher should then present a range of common expressions that are used to request clarification in English. This could include phrases such as "Excuse me, I didn't understand" or "Could you repeat that, please?" Students should practice these expressions, repeating them aloud and using them in example problem situations.
   • Variation in Language: Finally, the teacher should discuss how clarification-requesting vocabulary can vary depending on the context. For example, the expressions used in an informal conversation may be different from those used in a business situation. The teacher should provide examples of how to adapt clarification-requesting language for different contexts.

2. Practice: Listening Comprehension and Speaking Activities (10 - 15 minutes):

   • Role-plays: The teacher should organize students into pairs or small groups and give them scenarios of situations where they need to request clarification in English. For example, one scenario could be a situation in a store where students are trying to understand the salesperson's instructions. Students should then role-play these situations, using the clarification-requesting vocabulary they have learned.
   • Group discussions: The teacher can organize group discussions where students have to request clarification from each other in English. This could be done, for example, by asking students to talk about a specific topic and then having other students ask questions to clarify anything they did not understand.
   • Listening comprehension: The teacher should also include listening comprehension activities where students have to listen and understand clarification-requesting questions in English. This could be done by playing recordings of native English speakers asking clarification-requesting questions, or by doing guessing games where students have to guess what the other person is asking.
   • Review and feedback: After each activity, the teacher should review students' performance and provide feedback on how they can improve. The teacher should also reinforce the clarification-requesting vocabulary, highlighting expressions that students used correctly and correcting any errors.

3. Theory and Practice Integration:

   • Throughout the practice, the teacher should make references to the theory presented at the beginning of the lesson, explaining how the clarification-requesting vocabulary is being applied in the activities. This helps to reinforce learning and show students how they can use the vocabulary in real-life situations.
   • The teacher should also encourage students to reflect on the experience of using the clarification-requesting vocabulary, asking them what they found most useful, what challenges they faced, and how they can apply what they have learned to their everyday lives.

Closure (5 - 10 minutes)

1. Content Review (2 - 3 minutes):

   • The teacher should begin the Closure by briefly reviewing the lesson content. This could be done through a quick recap of the main points covered, including the clarification-requesting vocabulary, the difference between direct and indirect questions, and variation in language.
   • The teacher can ask review questions to check students' understanding. This also helps to consolidate learning and remind students of the most important concepts.

2. Connection to Theory (1 - 2 minutes):

   • Next, the teacher should help students connect the theory to the practice. This could be done through discussing how the clarification-requesting vocabulary was applied in the role-play and group discussion activities.
   • The teacher should highlight examples of good practice and correct any errors, thus reinforcing the connection between theory and practice.

3. Reflection on Learning (2 - 3 minutes):

   • The teacher should then encourage students to reflect on what they have learned. This could be done through questions such as: "What was the most important concept you learned today?" and "What questions do you still have?"
   • The teacher should give students ample time to think about these questions and, if they wish, share their answers with the class. This reflection helps students to consolidate what they have learned and to identify any areas that still need more practice or study.

4. Feedback and Future Improvements (1 - 2 minutes):

   • Finally, the teacher should ask students for feedback on the lesson. This could include questions such as: "What did you find most useful?" and "What could be improved for next time?"
   • The teacher should take this feedback into account when planning future lessons, to ensure that the needs and expectations of the students are met. Furthermore, the teacher can use the feedback to make immediate adjustments or improvements if necessary.
   • The teacher should thank the students for their participation and contribution to the lesson, and encourage them to continue practicing the clarification-requesting vocabulary in their everyday English language interactions.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher should begin the Conclusion by summarizing the main points covered during the lesson. This includes the difference between direct and indirect questions, the clarification-requesting vocabulary in English, and the variation in language depending on the context.
   • The teacher can do a quick review by asking students to recall and share one or two concepts that they found most important. This helps to reinforce learning and check students' understanding.

2. Connection of Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher should then explain how the lesson connected the theory, practice, and applications of clarification-requesting vocabulary in English. For example, the teacher could talk about how the theory was applied in the role-play and group discussion activities, and how these activities helped students to understand how to use the vocabulary in real-life situations.
   • The teacher should also mention some of the practical applications of clarification-requesting vocabulary, such as in everyday conversations, in business situations, or while traveling to English-speaking countries.

3. Supplementary Materials (1 - 2 minutes):

   • The teacher should suggest some additional study materials for students who wish to further their knowledge of clarification-requesting vocabulary in English. This could include grammar books, language learning websites, instructional videos, or language learning apps.
   • The teacher can also encourage students to practice the clarification-requesting vocabulary in their everyday lives, whether through conversations with native English speakers, watching English movies or TV shows, or participating in online activities that require communication in English.

4. Relevance of the Topic (1 - 2 minutes):

   • Finally, the teacher should summarize the importance of clarification-requesting vocabulary in English, reiterating the benefits of being able to communicate effectively in English.
   • The teacher can talk about how the ability to request clarification in English can help students in their everyday lives, in their careers, and in their interactions with people from different cultures and linguistic backgrounds.
   • The teacher should encourage students to continue practicing and refining their clarification-requesting skills in English, and reinforce the idea that language learning is an ongoing process that requires consistent practice and effort.