T lead-in with quick personal questions: - Do you sometimes need to ask people for help? Yes! - And, do you sometimes need to ask permission to do things? - Exactly! We do this every day, right? T bridge to topic - Today we're going to practice how to do this politely in English. T share screen showing pictures of request/permission situations T elicit what's happening using guided questions Slide 1: - What is happening? (noisy neighbour) - Does the woman want the music LOUDER or QUIETER? (Quieter) - Does she want the NEIGHBOURS to turn the music down, or does SHE want to turn the music down? (neighbors) Slide 2: - Are they at home or at work? (At work) - Is this man her boss? (yes) - The woman wants to leave work early. - Is she asking HIM to do something, or is she asking if SHE can do something? (If she can do something) - Good! She's asking for PERMISSION.

GIST READING (3 min) T displays 2 complete dialogue from p.164 Ss have 2 mins to read quickly and answer - Who is asking? Who is going to do the action? ICQs: - What are you looking for? (Who is asking and who is going to do the action.) - How long? (2 minutes.) OCFB to quickly check CCQs Conversation 1 - [nominate], who is asking? (B: the woman) - [nominate], who is going to do the action? Who will turn the music down? (A: the neighbour) Excellent. Conversation 2 - Who is asking? (A: the woman) - Who is going to do the action? Who is going to the vet? (A: the woman) INTENSIVE TASK (5 mins) T instructs Ss to work in pairs for 3 mins. (BOR if more than 3 Ss) - Look at HOW they ask. Write down the polite phrases they use. ICQs - Are you writing down part of the sentence or the whole sentence? (part) - Together or alone? (together) - How long do you have? (3mins) OCFB to check T elicits answers - [Nominate] what phrase did you find in Conversation 1? (Can you ___, please?) - [Nominate] What phrase did you find in Conversation 2? (Is it OK if ___?)

T displays both TL phrases on slides T use CCQs to elicit full MFP for each phrase before moving on to the next one "Could you..." Meaning CCQs: - Who is going to turn the music down - me or the other person? (other person) - Am I asking to DO something myself, or asking someone ELSE to do something? (someone else) T states "This is a REQUEST. I'm asking someone to do something for me." Form CCQs: T elicits form and annotates Could you + [action/base verb] + please - What phrase is at the beginning (could you) - What comes next? (the action/turn the music down) - Do we say 'Could you TO turn' or 'Could you turn'? (no 'to') - Where does please go? (at the end) - Yes, it's more polite at the end. Pronunciation/Intonation T elicits and marks sentence stress T models connected speech - Listen to how I say this quickly: /ˈkʊdʒə/ - it sounds like 'couldya'. Choral drill, individual drill T models phrase with rising intonation - Listen to my voice at the end of the sentence - Did my voice go up or down? (up) T models phrase with falling intonation - Did my voice go up or down? (down) - Which one sounds more polite? (up) - Back-chaining (please? turn the music down please? couldya turn the music down, please) ________________________ "Is it ok if I..." Meaning CCQs: - Who will leave early - me or the other person? (me) - Am I asking to do something myself, or asking someone else to do it? (myself) - This is asking for PERMISSION. I want to do something, but I need to check if it's okay first. Form CCQs T elicits the pattern from students Is it ok if I + [action/base verb] - What phrase is at the beginning (Is it ok if I) - What comes next? (the action/leave early) - Do we say 'TO leave early' or 'leave early'? (no 'to') Pronunciation/Intonation T elicits and marks sentence stress T models connected speech - Listen to how I say this quickly: /ˈɪzɪt ˌoʊˈkeɪ ɪf aɪ / (sounds like izido kayifeye) Choral drill, Individual drill T models phrase with rising intonation - Listen to my voice at the end of the sentence - Did my voice go up or down? (up) T models phrase with falling intonation - Did my voice go up or down? (down) - Which one sounds more polite? (up) - Back-chaining (early? leave early? is it ok if i leave early?) ________________________

T shares link to partnered activity https://forms.gle/5mAb7BLvpmCg3KPL6 T models the first question CCQ: - Am I asking someone to DO something? Or am I asking if I CAN do something? T gives instructions to work together for 3 mins ICQs - together or alone? - how long? (BOR if more than 3) OCFB T nominates S to read correct sentence - use CCQs to correct form as needed - Who is doing the action?

T display color-coded situations T elicit target phrases and review rising intonation T demo the activity with a strong student Ss to work in pairs (BOR if more than 3) using color-coded roles (6 min) ICQs - If you are red what ones are you asking questions for? (1&3) - How many conversations do you need to do together? (all 4) - How long do you have? 6 (mins) Situations (colour-coded for turn-taking): RED situations (1 request + 1 permission): 1. You didn't hear someone's name clearly and you would like them to repeat it (REQUEST) 2. It's very hot in the room and you would like to open the window (PERMISSION) BLUE situations (1 request + 1 permission): 1. Your hands are full with bags and you need someone to open the door for you (REQUEST) 2. You need to borrow some money from a friend because you forgot your wallet (PERMISSION) T monitor and take notes for DEC DEC Priority for Functional Language PRIORITY 1: Meaning errors - Did they confuse requests vs. permission? PRIORITY 2: Pronunciation errors - Did they use falling intonation (sounding rude)? PRIORITY 3: Form errors - Minor grammar mistakes (only if time allows)