Ali Kemal GÜMÜŞ Ali Kemal GÜMÜŞ

functional language
lower-Intermediate level


Abc warm-up sheet
Abc read-dialogue sheet
Abc Speaking Practice asking permission work-sheet
Abc ask for permission review work-sheet
Abc useful expressions page 3
Abc extra-activity (self-designed)

Main Aims

  • Learning how to ask for permission in the context of borrowing/using personal belongings in daily life.

Subsidiary Aims

  • To provide fluency speaking practice in a in daily conversations in the context of borrowing and using personal belongings


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

At the beginning ask "Is it OK if I open the window." "Do you mind if I sit here next to you" "May I borrow your an eraser?" By doing this, they will be exposed to the "form". Ask them "In how many ways can we ask for permission". Ask them how I asked for permission. Then deliver them warm-up sheet and ask them when we ask for permission from other people.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Ask one of them "how can we ask a person for a pen or eraser. elicit the answer and drill Can I borrow your pen? Do you mind if I use your pen? Is it OK if I use your pen? After drilling make them listen 3 dialogues which are very short. After each of them, pause and ask "Who is asking for permission and for what? Later deliver the dialogues and make them pair

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Elicit "approval" and "refusal", Also elicit "strong and weak" approvals , but they are not the main focus, don't linger on them. Ask : "If I ask "yes" to the question "Is it approval or refusal". Elicit apologetic refusal and strong refusal. Give examples and drill. Elicit "I don't mind" Give them some cut-out words and ask them to stick them on WB under the correct column. "Column A strong approval". "column B weak Approval"

Productive Task(s) (14-16 minutes) • To provide an opportunity to practice target productive skills

Make them do the given exercise pg.6. and fill the blanks and do practice with partners. Also Do part two and ask them change the bold words and make their own dialogues.The second part of the sheet is more productive. Spend more time on it than first part.

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and review

Do the activity on page 7 and remind "formal/informal";"refusal/approval" make them peer-check and give answers.

Extra activity (8-9 minutes) • To provide feedback on students' production and review

Give them self-designed hand-outs. Make them do pair-work. Have them use the target language. They ask for permissions each other and approve/refuse strongly/weakly

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