For my lead-in, I will print three photos onto a worksheet and have students discuss with one another for THREE minutes whether or not they like doing these activities and why or why not. I am not trying to introduce the idea of polite refusal just yet, but rather get the students engaged with one another and talking about activities. This will tie into the lesson as I will use these same activities throughout my lesson in the other exercises. The first 30 seconds will be a brief intro by me, saying hi to the students and asking them maybe a simple question or two. Then they will do this activity in pairs for two minutes and we will discuss as a class.

My text work are two short "conversations" that I created that include our target language and are arranged in decreasing level of formality. Each conversation is a request followed by a polite denial. Immediately following each back and forth is a yes / no gist task asking if the second person did or did not do the task. Each answer is no, since the lesson is about polite refusal. This should be simple enough for the students to read and answer on their own before conferring with a partner. For the intensive task, I want the students to identify the formality on their own. They will be asked to match our three target language sentences to either a Boss, Co-worker, Friend, or Brother. I will assist with the Spanish translation for these words for the students who don't know. While they work on this, I will draw a line with two arrows on the board and write Boss at the top and friend at the bottom. When the students give me the correct answers, I will put them there so that they can visualize the decreasing formality. I will then write Most Formal and Least Formal as well.

The meaning (register/appropriacy) will be covered in the intensive task and the follow up discussion on the board as the students assign formality and informality to our target language. For form I will really just focus on the first two TL examples (I can´t, I can't right now). It will be simple and quick, as in each example a base verb follows can't. I will try and elicit this from the students. We will use CCQ's here to verify. I could ask Can I say "I can't going?" For pronunciation, the main word focus will be on the can't conjugation. Here I will just have the students drill with me. I will heavily emphasize the sound at the end. For sentence stress, I will read the sentence two times and ask the students which words sound stronger. Again, the emphasis here is on elicitation and guided discovery. For intonation, I will ask a student whether they think the end of the sentence is rising or falling. Like Alfred did today, I will demonstrate the falling sound with my hand. Not too much time will be spent on intonation.

For controlled practice, I have created a very visual worksheet for the students to use where they will decide which of the target language options to use. They will see a sentence and also who said it (boss) and either write our formal or informal response. The students will do this individually for a few minutes before working in pairs. We will then discuss as a class.

For free practice, I really want to make sure the students are using the target language and reinforcing the register. To achieve this, I have come up with the following speaking task: Students will be handed four cards each. They will say Teacher, Brother/Sister, Coach, or Friend. They will select one of the cards at a time to be that character. They will be handed another card or stack of cards with a series of simple questions (Do you want to get coffee today?) The other student will then respond with either the formal or informal response based on who is asking the question. We will do this in 2-3 minute stints and then switch partners. We can also demo in front of the class and I can get involved when appropriate. It should be fun, visually engaging and easy enough for all of the students because the dialogue is given.

Will spend the last few minutes of class highlighting some positives that I heard from the students and also some errors. The bulk of the feedback should come from the free practice.