Lesson Plan of Seek & Respond to Permission English Grade VI

Lesson Plan of Seek & Respond to Permission

English Grade VI

Students’ Learning Outcomes

·         Use various functions to seek and respond permission.

Information for Teacher

·         Tense use practice: Most polite words and phrases use modal verbs such as: may, can, could, etc.

·         Clarify that when other verbs follow these models, they take first form of verb e.g. May I come? Could you give me….? Can you bring……? Etc.

·         Explain using the sample dialogues and reinforce when doing role play and dialogues.

·         Intonation: Rise and fall of voice to express different feelings and emotions and to emphasize word or a phrase.

·         Formal and Informal context: Some social settings require more formal ways of requesting: e.g. with elders, teachers, strangers. Even with friends and people of same age know to us we use polite but less formal ways of asking for permission.

·         Concept Map

·         Img

Material / Resources

Flashcards and display charts, tape and colored markers or chalks, textbook, board, duster

Worm up activity

1.       Introduce the topic.

2.       Elicit from the students some instances and situations where they have to ask for permission.

Possible answers:

v  Permission to drink water

v  Permission to leave the room

v  Permission to borrow something

(Possible responses would be: ‘May I….’)

3.       Now ask students to think of situations outside of school where they often have o seek permission.

People who may ask for permission: parents/neighbors/friends/elders

(Possible situations: for borrowing, for interrupting, for using something etc.)

Development

Activity 1

1.       Ask the students to listen to a dialogue

2.       Prepare this dialogue with a volunteer student or another teacher and present it in front of the class.

3.       The teacher may record this dialogue on a tape recorder and play it in front of the class.

4.       The teacher will also provide a purpose for listening to the dialogue.

5.       Instruct the students to listen the dialogue and note how they seek and respond to permission.

6.       Explain to the students that ‘note’ does not mean that they have to write.

7.       They can just focus on the sentences which are used to seek and respond to permission.

Dialogue 1:

                            Situation: In the school

·         Imran:  Have you got a pencil?

·         Rehab : Yes,

·         Imran: May I borrow it, please?

·         Rehab: Certainly. But don’t forget to return it to me when you’re finished with it.

·         Imran: okay. And have you got a ruler?

·         Rehab: Yes.

·         Imran: Could I use it for a few minutes?

·         Rehab: I’m sorry; I’m using it at the moment.

Dialogue 2:

                      Situation: Kamran asks Mahdi for a ride in his car.

·         Kamran:  Are you going to Multan?

·         Mahdi: Yes, I’m Do you want a lift?

·         Kamran: Yes, do you mind if I come with you?

·         Mahdi: No, of course not. Please get in. by the way , where do you want to go?

·         Kamran: Could you please drop me near Gulags?

·         Mahdi: Certainly, in fact I’m also going that direction.

Dialogue 3:

                      Situation: Mrs. Wawa call on her neighbor:

·         Mrs. Wawa: Oh, hello, Mrs. Jamal. I have to make an urgent call. Could I use your cell phone for minutes?

·         Mrs. Jamal: All right. Please come in.

·         Mrs. Wawa: Thank you. And is that this morning’s paper?

·         Mrs. Jamal: yes, it is.

·         Mrs. Wawa: you don’t mind if I borrow it, do you?

·         Mrs. Jamal: well, my husband hasn’t finished reading it yet. But I suppose you can borrow it later.

·         Mrs. Wawa: no. thanks. It doesn’t matter then.

Dialogue 4:

                       Situation: A tenant (nadir) talking to his landlord:

·         Nadir: excuse me, could I have a word with you?

·         Landlord: of course. What is it?

·         Nadir: I’ve just bought a pet and I would like to keep it here.

·         Landlord: what is it you’ve bought? A dog? I’m sorry if it’s a dog. I don’t like dogs at all.

·         Nadir: it’s not a dog…..well, there it is! A goat. See for yourself. Can I keep it?

·         Landlord: no….. I am afraid you can’t!

·         The underlined words and phrases are often used to seek and respond to permission. This is the target vocabulary to be noted and reinforced. Explain each phrase and how it is used in response to the other phrase. E.g.

·         You don’t mind, do you?

·         For seeking permission: not all/certainly not

·         For granting permission: Could I borrow?

·         For seeking permission: yes/sure/certainly

·         For granting permission.

Activity 2

                 Role-play this dialogue in pairs:

1.       Ask the students to prepare this dialogue which appropriate intonation (rise and fall of sound) and facial expressions.

2.       The teacher will ask the students to role-play the dialogue with appropriate expressions.

3.       In the beginning, the students may not be able to learn the whole dialogue by heart.

4.       In this case, the teacher should ask the students to have flash cards on which their respective dialogues should be written. The students will rehearse and present dialogue  in front of the class.

5.       However, they should try to perform dialogue orally without reading from anywhere.

Activity3

                Prepare a dialogue on the following

Situation:  you have to seek permission for different things from your father/mother/neighbor/grandfather 9depending on the situation). Seek and respond to permission in the following cases:

a.      You want to go to visit a historical place.

b.      You want to buy a new bicycle.

c.       You want to buy a new set of pencils.

d.      You want to buy a new school uniform.

e.       You want to borrow your neighbor’s bicycle for a day.

f.        You want to use your grandfather’s radio for another.

g.      Ask the students to sit in groups and prepare a dialogue. Each group has tom be given a new situation.

2. Write on the board the following ways of seeking and responding to permission in English. These ways the students have already listened to and practiced.

3. Display charts can be put up with the following phrases written on them for students’ reference and practice.

Asking Permission:

a.      May I (borrow it), please?

b.      Can I (keep it)?

c.       Could you (drop me near Sadder)?

d.      Do you mind if (I come with you)?

e.       You don’t mind if(I borrow it )?

      Giving Permission:

a.       Certainly

b.      All right

c.       Off course

d.      Certainly not/not at all (in response to these two statements :)

      Refusing permission:

a.       State the reason for refusal, e.g. my husband has not finished reading it yet.

b.      I’m sorry. (Give reason)

c.       I’m afraid (You can’t0 (I can’t because….)

Note:  words in brackets are optional and given as examples. You can replace them according to your own situation.

Activity 4

Role-pay the dialogue which you prepared in the above activity:

1.       The teacher will ask the students to prepare this dialogue with appropriate intonation (rise and fall of sound) and facial expressions.

2.       The teacher will ask the students to role-play the dialogue with appropriate expressions.

3.       In the beginning, the students may not be able to learn the whole dialogue by heart. In this case, the teacher should ask the students to have flash cards on which their respective dialogues should be written. The students will rehearse and present dialogue in front of the class. However, they should try to perform dialogue orally without reading from anywhere.

Sum up/ Conclusion

·         Conclude the lesson by repeating all the main points of the lesson.

Assessment

·        Go to a teacher and ask permission for doing at least five things.

1.       Ask the students to sit in pairs.

2.       Ask one member of the pair to perform the role of a teacher and the other to be a student.

3.       Instruct the students (playing role of the student) to go to the teacher (student playing role of a teacher0 to ask permission for doing at least five things.

Follow up

1.       Instruct the students to sit in the form of a circle and play the game of circle-toss. Ask each child to think of and write a context for seeking permission.

2.       Prepare pieces of paper and write the ways for asking permission.

3.       Throw the piece of paper in form of a crumbled ball.

4.       Ask each to pick up the ball, open it and read to ask permission from the next student. Then next student to stand up and give permission or refuse it.

5.       Ways for asking permission may be:

v  Can I (keep it)? (Take it)?

v  Could you (write a letter for me)?

v  Do you mind if (I come with you)?

v  You don’t mind if (I borrow it)?