Students will be shown 2 pictures relating to situations that will be discussed in class. They will be asked 1. what is happening in the pictures and 2. Have they ever been in either situation.

Students will be shown a slide with 8 phrases relating to the lesson. They will have the opportunity to move each phrase into 1 of 2 boxes, defining whether the phrase is to make a request or to ask permission.

The first slide of this part will provide 4 phrases about making a request. MFP will be covered for the following 4 phrases: Can you turn the music down? Do you mind taking a photograph of me? Can you open the window? Could you repeat that, please? Then, the second slide will contain 3 more phrases about asking permission: Can I say something, please? Would it be ok to leave early? May I borrow your pen? During the pronunciation section, I will try to emphasize the importance of intonation when asking a question, demonstrating the difference in intonation between a question and a statement. CCQs: Does the word 'can' relate to ability or permission here? Am I asking a question or making a statement? (Question?) How do we know that it is a question?

In this section, I will provide a link to a Google form containing 7 questions relating to phrases covered in the previous sections. Students will have to choose the missing word from the choices to complete the sentence. Students will work individually then OCFB will be given.

Students will be put into groups and work in breakout rooms. They will have to create dialogues of 4 lines (2 lines per person) based on the TL taught throughout the session. Some scenarios (without structures) will be on the jam board to help students begin the task. T will monitor progress in the rooms, but only in a monitoring capacity. After the allocated time students will return to the main room for DEC. If time remains, I can ask the following post-task question: Have you ever experienced any of these situations?