section A
Additional materials to bring to class:
large cards for concentration game, markers, tape recorder and blank tape
Say to a student, Give me your pencil Accept the pencil and then give it back to the student. Then ask the class, what is a more polite way to ask for a pencil? What word can I use to make it more polite? Give students sample sentences such as, Please give me your pencil or Give me your pencil, please. Write the sentences with the word please on the board.
Say, There is another polite way to ask for something. It means the same as Please give me your pencil. It is. Could you please give me your pencil? Ask the class to repeat the question. Then write it under the other two sentences on the board that mean the same thing. Say, In this unit we're going to learn how to use could you please to ask for things.
Say to the class, I’m going to go home now, OK? Can I go home now? Turn and start to leave the room. Ask different students to write these two questions one under the other on the board.
Then say, There is a more polite way to ask this question. It means the same as Can I go home now? It is, Could I please go home now? Ask the class to repeat the question. Then write it under the other two sentences on the board that mean the same thing. Say, In this unit we're going to learn how to use Could I please... to ask permission to do something.
Circle the words Could you please and Could I please in the sentences on the board.
1a This activity reviews earlier vocabulary and introduce some new words.
Point to the items in the box. Ask students what the word chores means. (A chore is a job you do at home.)
point to the items again and read each one to the class. Ask students to explain each chore in their own words and say if they do it or not. For example, a student might say, After we eat breakfast the dishes are dirty. We have to do the dishes. Do the dishes is the same as wash the dishes.
Ask students to find a partner. As they work, move around the room and answer any questions.
Find out which two chores most students do at home. Ask different students to write the name of each chore on the board. Then read the name of each chore to the class and say, Raise your hand if you do this chore. Write on the board the number of students who raise their hands after each chore.
1b This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions.
Point to the chart Show students the columns with the heading Morn and Peter? Say, Listen to the recording and check Morn or Peter,
Play the recording the first time. Students only listen. Say, You will hear a conversation between Peter and his morn.
Play the recording a second time. This time ask students to check Morn or Peter.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point to the picture above. Ask students to point to different item in the picture and tell what chore is connected to each part of the picture.
Point out the sample conversation in activity lc. Ask two students to read it to the class.
Say, Now work with a partner. Ask each other to do the chores in activity la. First one student asks all the questions and the other student answers. Then the other student asks all the questions. You can answer. Yes, sure. All right, or OK.

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