Unit 8 : Function: Making Suggestions : cours 1 Bac SM

1Course Objectives

This section outlines the specific communicative and grammatical goals students are expected to achieve by the end of Unit 8. These objectives are aligned with the official 1st year Baccalaureate English curriculum for Sciences Expérimentales.

What Students Will Achieve

Recognise the Function

By the end of this unit, students will be able to identify and distinguish the communicative function of making suggestions from related functions such as giving orders or advice — both in spoken conversations and written texts.

Master Key Structures

Students will confidently use the main grammatical exponents of suggestion: Let's, Why don't we/you, How about / What about, We could, Shall we, and I suggest — each with its correct verb form.

Choose the Right Register

Students will select the appropriate suggestion structure based on context and register — knowing when to use an informal expression (e.g. Let's go!) versus a more formal one (e.g. I suggest that we reconsider the plan.).

Respond Appropriately

Students will practise responding to suggestions — accepting enthusiastically, accepting neutrally, or declining politely while providing a valid reason — using standard conversational expressions.

Apply in Writing and Speaking

Students will use suggestion structures correctly in short written tasks (completing dialogues, writing short paragraphs) and in oral role-play activities, as required by the 1st year Baccalaureate programme.

Avoid Common Errors

Students will identify and correct the most frequent mistakes related to verb form after suggestion exponents — knowing when to use the bare infinitive, the V-ing form, or a that-clause .

Exam Readiness

Students will be fully prepared for the'Language Use' section of the regional Baccalaureate exam, where making suggestions is a regularly tested communicative function.

Students practising making and responding to suggestions in a communicative English classroom activity.

Communicative Function

The purpose or intention behind a speaker's words — in this unit, the function is to suggest an idea, activity, or plan to one or more people, inviting them to agree or disagree.

Exponent

A specific grammatical structure or phrase used to express a communicative function. For making suggestions, exponents include structures such as Let's, Why don't we, and How about .

Register

The level of formality in language use. Some suggestion structures are informal (used with friends or peers) while others are formal (used in academic or professional contexts).

$Objective$	$Skill Area$	$Exam Relevance$
$Identify the suggestion function$	$Reading / Listening$	$Comprehension tasks$
$Use the 6 main suggestion exponents$	$Grammar / Writing$	$Language Use section$
$Choose the correct register$	$Writing / Speaking$	$Dialogue completion$
$Accept or decline suggestions$	$Speaking / Writing$	$Role-play / writing tasks$
$Avoid verb form errors$	$Grammar$	$Multiple choice / gap-fill$
$Write short paragraphs with suggestions$	$Writing$	$Guided writing tasks$

Overview of Unit 8 objectives mapped to skill areas and exam task types for 1st year Baccalaureate.

These objectives are progressive : students begin by recognising suggestion structures in context, then move on to producing them accurately, and finally apply them fluently in realistic communicative situations. This sequence reflects the official approach of the Moroccan 1st year Baccalaureate English curriculum, which prioritises communicative competence alongside grammatical accuracy.

Important Reminder

Making a suggestion is not the same as giving an order or giving advice. An order tells someone what they must do. Advice tells someone what they should do. A suggestion invites someone to consider an option — the listener is free to accept or decline. Keeping this distinction clear is one of the core objectives of this unit.

2Key Definitions: Understanding the Function

Before studying the structures, students must understand the core concepts that define the communicative function of making suggestions. These definitions form the vocabulary of the lesson and are essential for exam accuracy.

Suggestion

A polite proposal or idea offered to someone for their consideration. A suggestion invites the listener to do something but leaves them completely free to accept or decline. It is never an imposition — the listener has a choice. Example: 'Why don't we go for a walk?' — the speaker proposes; the listener decides.

Exponent

A specific word, phrase, or grammatical structure used to express a particular communicative function in language. For the function of making suggestions, examples of exponents include: 'Let's\dots', 'Why don't we\dots?', 'How about\dots?', and 'I suggest that\dots'. Each exponent carries the same function but differs in formality and structure.

Accepting a Suggestion

Agreeing to the proposed idea, either enthusiastically or neutrally. A genuine acceptance clearly signals agreement. Example of enthusiastic acceptance: 'That's a great idea!' — Example of neutral acceptance: 'Sure, let's do that.' Note: a hesitant response such as 'Maybe\dots' does NOT count as a full acceptance.

Declining a Suggestion / Polite Refusal

Courteously refusing a suggestion without being rude. A polite refusal typically follows a three-step pattern: (1) a positive softener, (2) the refusal word, and (3) a brief reason. Example: 'I'd love to, but I have to study.' — This contrasts with the rude and direct: 'I don't want to.'

Counter suggestion

A new suggestion made by a speaker after declining someone else's initial suggestion. It keeps the conversation collaborative by offering an alternative instead of simply refusing. Example: After declining 'Let's go out tonight,' the speaker adds: 'How about we watch a film at home instead?'

Register

The level of formality in language, which varies according to the context, relationship between speakers, and setting. Suggestion exponents range from informal (e.g., 'Let's\dots' — used with friends) to formal (e.g., 'I suggest that\dots' — used in professional or academic settings). Using the wrong register — for example, saying 'Let's do this' to a senior official — can sound disrespectful or strange.

Collaborative Language

Language that builds ideas together, encourages participation, and shows cooperation between speakers. Suggestions are a key form of collaborative language because they invite the other person to take part in a shared decision. Collaborative language is the opposite of authoritative or imposing language (e.g., orders and commands).

Suggestion vs. Order: Key Contrast

Suggestion (free choice)

'Let's go to the beach.' — The speaker proposes an idea. The listener may agree or disagree. No obligation is imposed.

Order (no choice)

'Open the door.' — The speaker commands an action. The listener is expected to comply immediately. There is no freedom to decline.

Why it matters

Recognising this contrast helps students use the correct tone and structure in communication tasks and written examinations.

Polite Refusal: Three Step Formula

Step 1 — Softener

Begin with a positive phrase: 'I'd love to\dots', 'That sounds nice\dots', 'What a great idea\dots'

Step 2 — Refusal marker

Add a contrast word: '\dotsbut\dots' or '\dotshowever\dots'

Step 3 — Reason

Give a brief, honest reason: '\dotsI have to study.' / '\dotsI'm not feeling well.' / '\dotsI have a prior commitment.'

Full example

'I'd love to come, but I have to help my parents tonight.' ✔ — Compare with: 'I don't want to.' ✘ (rude, no softener, no reason)

$Notion$	$Definition$	$Example$
$Suggestion$	$A polite proposal that leaves the listener free to accept or decline.$	$'Why don't we go for a walk?'$
$Exponent$	$A specific structure used to express a language function.$	$'How about\dots?', 'Let's\dots', 'What if we\dots?'$
$Accepting a Suggestion$	$Agreeing to the proposed idea, enthusiastically or neutrally.$	$'That's a great idea!' / 'Sure, let's do that.'$
$Declining a Suggestion$	$Politely refusing with a softener and a reason.$	$'I'd love to, but I have to study.'$
$Counter-suggestion$	$A new suggestion offered after declining the first one.$	$'How about we watch a film at home instead?'$
$Register$	$The level of formality: informal \to formal.$	$Informal: 'Let's\dots' / Formal: 'I suggest that\dots'$
$Collaborative Language$	$Language that builds ideas together and shows cooperation.$	$Suggestions (vs. commands/orders)$

Summary Table — Key Terms for the Function: Making Suggestions (1ère année Bac, English)

Exam Tip: Register Awareness

In written and oral tasks, always identify your context (formal or informal) before choosing an exponent. Examiners reward students who match the correct register to the situation.

Informal contexts (friends, family): 'Let's\dots', 'How about\dots?', 'Why don't we\dots?'

Formal contexts (teacher, employer, official letter): 'I suggest that\dots', 'Perhaps we could\dots', 'It might be worth considering\dots'

Plan du chapitre

Sur cette page

1Course Objectives
2Key Definitions: Understanding the Function

Dans la classe

3Suggestion Structures: From Informal to Formal
4Grammar Rules: Verb Forms After Each Exponent
5Accepting and Declining Suggestions: Strategies and Expressions
6Common Errors and How to Avoid Them
7Worked Example: Making Suggestions in Context
8Summary: Key Points to Remember