1- T shows picture 1 from the textbook. 2- T points to the picture and asks: "What do you see in this picture?" "Where are they?" "What are they doing?" 3- T points to one person and asks: "What does he/she want?" Elicit from SS what they think people are wanting/requesting. Don't comment on correct requests that are being given. T shows two pictures from page 72 with letters on the speakers. SS listen to recording 1 and mark each person that is speaking with a number (1,2,3...). Elicit answers from SS. "Who was speaking first?" "Who spoke after him?" Repeat listening to recording only if needed.

1- SS listen to recording 2. This time they will be listening for the words used (Q & A). 2- T elicits requests/words used from SS after listening to recording 2. "What did he/she say?" "What did he/she say in response?" Elicit a couple of requests and write them. 3- 0n two charts in the PPP (asking for permission/making requests) write the forms in the right chart. 4- T asks "what kind of language is being used/what do we call these kinds of questions?" requests. 5- T points to a person in picture 1 and asks: "what kind of a request is she/he making?" "is she/he asking for something or asking someone to help her/him?" asking for something. "what do we call this kind of requests?" asking for permission. Elicit both types of requests and write the correct name above each chart. CCQs: "If I am wanting to do something, what kind of request is that?" "If I am wanting to turn on the light, what kind of request is that?" "If I am wanting you to turn on the light, what do I need to say?" "If I need someone to do something like opening the door, what kind of request is that?" Elicit correct responses for each request. Fill them into the charts. 6- provide SS with some requests. Have SS quickly organize them according to formality (less formal to more formal). Have SS work in pairs. Give them two minutes. 7- Elicit register. "Which one would I use if I was to talk to a good friend?" "Which one would I say if I was talking to my teacher?" "Which one would I use for a person in authority like a governor?" Mark formality. 8- Elicit 'importance of intonation' in making polite requests. 9- Drill "Can I get passed, please?" "Could I have a cup of water, please?" "Would you pass me that book, please?" "Would you mind if I close the window?". "Where is the stress?" "Where does the music go up?"

1- Demo activity. T writes 'A: I want to speak to Maria. B: She's out. Call back later?' Ask SS what is wrong with these phrases? They are not polite. Elicit polite form from SS. 2- T models crossing out and rewriting the parts that need to be changed. ICQs: "What are we going to do with this dialogue?" Rewrite it to make it more polite."Are we going to cross the whole sentence or only part of it?" Only part of it."Are we going to work alone or in pairs?" in pairs. "How much time will we have?" 4 minutes. T shows sheets with the dialogue on it. 3- T monitors giving hints then displays the answer key on the screen. Ask SS if they came up with other forms, let them share quickly. Correct if needed. 4- SS act out the dialogues in open pairs.

1- Students work alone to come up with some requests to ask politely using some verbs. e.g.: help to do something, open or close, move something, lend or borrow,......... 2- Students write these down to improve their speaking for fluency in the freer speaking. 3- Students work in pairs and ask for their requests politely, with polite replies in response. 4- Swap to make sure they can make polite requests and give appropriate polite responses. 5- Monitor. Do error correction by pointing to the correct question/answer on the screen. Take note of frequent errors, including pronunciation mistakes. Roundup: Delayed error correction if needed. Correct pronunciation/drill if needed. Give feedback.