• T gives the Ss the "Handout 01" • T stands in a position that everyone can see him/her, holds up the "Handout 01", points to the example and tells them "See this example "Could you move your car?" • Then T says "With your partner write as many ways of requesting for help as you can". • T mentions the time, "You have 2 to 3 minutes" • Ss tell their opinion to the class (OCFB. Open Class FeedBack) 2-3 minutes

• T gives the Ss the "Handout 02" • T stands where all students can see him/her, holds up the "Handout 02" • T tels the Ss "work in pairs and underline all requests." • While explaining, the T underlines "Dear diary please help me to be more polite!!" as an example and demonstration • T mentions the time, "You have 2 to 3 minutes" • T conducts OCFB as follows for 2-3 minutes • Ss say the answers • T makes sure everyone participates. Nominates them if necessary • T shows the answers visually to the Ss by writing up on the board, putting up the answer sheet somewhere that everyone can see and copy it, or by showing on the screen

• T gives the Ss the "Handout 03" wants the Ss to answer the questions • T tells the time "you have 1-2 minutes" • T wants the Ss to check their answers with their partners • T announces the time "you have around 1 minute" • T conducts OCFB as follows for 2-3 minutes • Ss say the answers • T makes sure everyone participates. Nominates them if necessary • T shows the answers visually to the Ss by writing up on the board, putting up the answer sheet somewhere that everyone can see and copy it, or by showing on the screen • T writes up on the board "would you" and " could you" with their IPA pronunciations underneath them /wʊd/ /jə/ and /kəd/ /jə/ respectively (refer to the the provided presentation file) • T draws a curved line underneath the IPA pronunciation of "could you" and "would you" and connects /d/ to /j/ while he/she pronounces them asks the Ss "Listen and tell me what happens here(refers to the curved line)" "what sound do you hear?" • T tries to elicit /dʒ/ sound • When Ss respond T writes /wʊ dʒ jə/ and /kə dʒ jə/ underneath each one and wants the Ss to repeat after him/her (Choral and individual drilling, not too many times, because they are intermediate Ss) • the next step T writes some of the sentences with a rising and falling arrows at the end of the sentences and asks "is the intonation falling or rising?" • T reads the sentences aloud a couple of times and in the mean time let the Ss think together • T tries to elicit "Rising" (Hint: Depending the time of the class and the Ss level and need, you can ignore the intonation part here in this lesson) • Time for pronunciation practice is around 2-3 minutes • T gives the the Ss "Handout 04" and tells them to answer with their partner • T announces the time "you have 2-3 minute" • T conducts OCFB as follows for 1-2 minutes • Ss say the answers • T makes sure everyone participates. Nominates them if necessary • T shows the answers visually to the Ss by writing up on the board, putting up the answer sheet somewhere that everyone can see and copy it, or by showing on the screen

• T gives the Ss "Handout 05" and wants them to do it with their partnet • T mentions the time, "You have 2 to 3 minutes" • T conducts OCFB as follows for 1-2 minutes • Ss say the answers • T makes sure everyone participates. Nominates them if necessary • T shows the answers visually to the Ss by writing up on the board, putting up the answer sheet somewhere that everyone can see and copy it, or by showing on the screen

• T gives the "Handout 06" to the Ss and wants them to practice with their partner • T mentions the time, "You have 6-7 minutes" • T collects the writings to give them feedbacks for the next session