Context

This lesson plan is designed for an Intermediate Mid level (according to the American

Council for Teachers of Foreign Languages guidelines, 2012) adult grammar ESL course. The

age range varies greatly, from 18-70. Also, there are eight countries represented. Students are

taking this course voluntarily in order to pursue better jobs, do better in school, or to better

function in society. The main objective of the course is to effectively use the reviewed grammar

forms. Students should be able to understand when and how to use the newly presented forms

appropriately and properly at the end of each unit.

Lesson Plan

Lesson Plan Title: Always Ask First: Permission Modals and Expressions

Time Frame: 60 minutes

Assumptions:

This lesson is designed with the assumption of a 1:1 (personal electronic device:student)

context.

Students (Ss) will be expected to know grammar which has already been covered in

previous units leading up to this lesson. (Appendix A)

Ss will have already been instructed in and familiar with the use of the technologies

utilized in this lesson. (If it is the first time using any of these types of technologies in the

class, it is suggested that time be allotted for instruction and familiarizing Ss with it.)

Materials Needed:

‘Joey doesn’t share food’ video clip (Direct link found in references)

Evernote (or another sharing platform that the whole class has access to)

Kahoot survey (Direct link found in references)

Smartpads, as supplement for Ss who may not have a smartphone (if available in your

context)

Preparation Steps:

Prior to the lesson go to the YouTube website. Search for ‘Joey doesn’t share food’ video

clip from the TV show “Friends.” Have it ready to be easily accessed and played during

the lesson.

If necessary, remind Ss to bring their cell phones or other personal electronic devices to

class.

Student Learning Outcomes:

Terminal Objective: Ss will be able to ask and answer questions of permission and request.

Enabling Objectives:

Ss will be able to judge the formality of a context.

Ss will be able to choose the most appropriate permission modal and expression that the

formality of the context calls for.

Ss will be able to use permission modals and expressions to ask for permission politely.

Ss will be able to answer a request or permission question affirmatively or negatively.

Hook/Warm-up (10min): Play YouTube clip on the IWB. Discuss situations or contexts where

you might have to ask if something is ‘ok.’ Elicit responses from class and write those on the

IWB. Take and save a screenshot of their responses.

Main Activities:

Presentation (15 min):

Explain asking for permission: asking if something is ‘ok.’ Explain making a request:

asking for something politely.

Presentation of ‘can, could, may, do you mind if.’ (Adapted from Fuchs, Bonner, & Westheimer, 2012)

o Yes/No Questions:

Can/could/may (+) subject (+) base verb form

Affirmative answers: certainly, of course, sure, no problem

Negative answers: sorry, but...

o Wh-Questions:

When/who (+) can, could, may (+) subject (+) base verb form

o ‘Do you mind if’ Questions

Do you mind if (+) I, we, they (+) base verb form

Do you mind if (+) he, she, it (+) simple present

o Statements

You, He, She (+) can(not), may(not) (+) base verb form

o Important points to note:

Can, could, and may are modals. Modals only have one form. They do not

have an ‘s’ in the third-person singular.

‘Could’ is not the past.

‘Please’ belongs after the subject or at the end of the sentence.

‘Do you mind if’ is used when you may annoy or inconvenience (make

something difficult) for someone. *You do not use ‘please’ with ‘Do you

mind if.’

‘May’ is most formal, ‘could’ is somewhat formal, and ‘can’ is least formal

or informal.

Take and save a screenshot of presentation.

Practice (25 min):

Formality activity: Direct Ss to log into Kahoot. Read through list of Q&A’s (Appendix

B) asking Ss to respond through Kahoot if they think it is ‘most formal, formal, or less

formal.’ Responses will be displayed in graph form on the IWB. Discuss the reasons

behind chosen responses and the appropriate formality.

Fill-in-the-blank Worksheet: Instruct Ss to get into groups of 3-4, pass out a worksheet to

each student, and provide oral directions to complete the worksheet. Ss work in small

groups to complete the fill-in-the-blank worksheet. The worksheet will be collected after

its use in the next activity. (Appendix C)

Small group activity: When the worksheets are complete, instruct Ss that each group will

be assigned one of the conversations from the worksheet, and they will make a short

video role playing that conversation using their smartphone or a smartpad. Direct Ss to

upload their video to Evernote. Play videos through the IWB for the whole class to

review.

‘Asking for permission politely’ exercise: Direct Ss to find a partner who was not in their

small group. With this partner they will practice asking and answering permission

questions. Orally instruct Ss that one student will ask the questions from the left column,

and the other student will ask the questions from the right column. Display ‘Asking for

permission politely’ information on the IWB. (Appendix D)

Wrap-up/Review (10 min):

Play ‘Joey doesn’t share food’ clip again, and elicit what types of permission

questions could have been asked by each person in this scenario.

Place screenshots taken of IWB during the lesson onto Evernote for Ss to be able to

reference, review, or print.

Assessment Plan:

Formal Assessment: Worksheets will be collected and reviewed.

Informal Assessment:

Participation will be judged and assessed. (Appendix E)

Kahoot.It survey answers will be observed and reviewed as a class during the activity.

Plus, captured and saved for further reflection.

Lesson Assessment: After the lesson is over, ask the following questions to assess the

effectiveness of the lesson and instruction.

Were the Ss engaged in the warm up activity? If not, how can it be made more engaging?

Were the activities meaningful and interesting?

Did the Ss’ oral answers to questions reflect comprehension?

Did the worksheets that were turned in show correct use of the grammar form?

Were the Ss able to meet the terminal objective?

Through the answers to these questions, make the necessary adjustments for a more effective

lesson.

References

ACTFL Proficiency Guidelines 2012. (2012). Actfl.org. Retrieved from

http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-

2012

Fuchs, M., Bonner, M., & Westheimer M. (2012). Focus on grammar 3 (4th ed.). White Plains,

NY: Pearson.

PureBloodPaul. (2012, December 5). Friends – HD – Joey doesn’t share food [Video]. Retrieved

from https://www.youtube.com/watch?v=hxQeAG0c1Qo

MissBellanca. (2016, June 5). How Formal? [Survey]. Kahoot.it.com. Retrieved from

https://play.kahoot.it/#/?quizId=da0d292e-7914-4fb0-819c-9640f884b0f0

*Taken from: Fuchs et al., 2012

Appendix

APPENDIX A

Previous Units

APPENDIX B

Formality Activity: Request & Answer List

Q. Could you work this Sunday?

A. I’m sorry, but I can’t work on Sunday. I already have plans.

Q. Can you call me tomorrow?

A. Sure, no problem. I will call you tomorrow.

Q. Do you mind if I use your computer this afternoon?

A. No, not at all! You can use my computer.

Q. Could you send me an email about that?

A. Certainly, I will send you an email right now.

Q. Hey, can I borrow your pen?

A. Sure, you can borrow my pen. But, I will need it back.

Q. May I be excused to use the bathroom?

A. Yes, you may be excused.

Q. Could you help me with my homework?

A. Yes, of course I will help you with your homework.

Q. Mom, can I go to Carlos’ house tonight?

A. No, you are in trouble so you can’t go.

Q. Excuse me, could you tell me where the restroom is?

A. Certainly Sir, it is just down the hall.

Q. May I be excused from the dinner table, Grandma?

A. You may not until you have finished all of your food.

Q. Can I come over on Saturday?

A. Sure! Come over on Saturday.

Q. Do you mind if I smoke here?

A. Not at all. Can I borrow a cigarette?

Q. Can I borrow your cell phone to make a quick call?

A. Sorry, but my cell phone battery is dead.

Q. Do you mind if I take this seat?

A. Go right ahead, the seat is open.

Q. Could you watch my dog this weekend while I am out of town?

A. I’m sorry, but I won’t be able to.

Q. Dad, can I drive the car to the store?

A. No, you can’t. You don’t have your license yet!

APPENDIX C

Fill-in-the-Blank Worksheet

Read the conversations below and fill in the gaps.

could can of course no problem may do you mind if certainly sure sorry, but

Conversation 1 - roommates:

A: Yes?

B: Hello, you turn down the music, please? It’s 1AM and I am trying to sleep.

A: ! Is that better?

B: Yes, thank you. Conversation 2 – at work:

A: I’m sorry, I leave early today?

B: Why do you need to leave early today?

A: I’m going to pick up my husband from the airport.

B: . I will see you tomorrow!

Conversation 3 – friends:

A: Hey, do you have your cell phone with you?

B: Yes, why?

A: I use it to text my Mom to ask her if I can see the movie?

B: Ok, .

Conversation 4 – strangers:

A: Excuse me, I smoke here?

B: I am very allergic to smoke. you smoke over there?

A: .

B: Thank you.

Conversation 5 – teacher/student:

A: I use the restroom, please?

B: I’m do you mind waiting until you have finished your test?

A: Yes, I can.

B: You go as soon as you turn it in.

Conversation 6 – shoe shopping:

A: Hi, how can I help you?

B: you get me these shoes in a size 7?

A: , what color?

B: Do you have them in black?

A: Yes, . I will be right back.

APPENDIX D

Asking for Permission Politely

Asking for Permission Politely

Could I . . .

Do you mind if . . .

EXAMPLE: Could you feed my cats while I am on vacation?

Sure! or Sorry, but...I can’t.

smoke?

listen to music?

use your pen?

borrow your car on

Saturday?

use your cell phone?

have a party?

have a party?

read your book?

come over tomorrow?

call you tonight?

take this seat?

borrow some money?

APPENDIX E

Participation Rubric

Student Name: ________________________________________

Score: _____________

Additional Comments:

1 2 3 4

Participation Student did not participate in activities, was inattentive

Student participated with much assistance and prompting

Student participated with little assistance and prompting

Student was very attentive and participated at each opportunity