1. Have the beam projector ready to show the video suggested in the “MaterialesEducativosDigitales” section and download the file and make copies for students as well.

2. Ask students when was the last time they asked somebody for help, how serious it was, and who that person was.

3.  Ask students how they asked for help and how the other person accepted to help.

4.  Tell students they are going to watch a video where some people are asking for help.

5. Play the video and ask students to listen to the story carefully to work on some comprehension questions.

6. Possible questions to ask,  “What does the girl need to borrow? Who does she call and ask for help? , What expression does the girl use when she got lost and asked for help?

7.. Discuss with students the language features (grammar) about CAN and COULD.

8. Show the video again and ask students to work in pairs and role-play the conversation

9. Tell students they are going to practice asking for help with some simple contexts.

10.Ask students to read the phrases and discuss with them what possible things they may need help with or ask for from those places/ stores.

11. Use the first phrase “Go to the library” as an example and model the activity.

12. Ask students to write the rest of the requests and monitor the activity.

13. Invite students to work in groups of three and read their requests to compare how different or similar they are.

14. Invite some groups to share with the class their requests and offer help as needed.

15. Ask students to think of 5 more situations like the ones in the activity to practice at home.

1.Have the beam projector ready to show the video suggested in the “MaterialesEducativosDigitales” section and download and make copies for the students of the file.

2. It is recommended that you print the transcript of the video as well for students to follow.

3. Review the main use of these modals, 'can, could, will, would' and write some examples on the board.

4.. Distribute the transcript and tell students they are going to listen/read a conversation. Ask students who participate in the conversation.

5. Play the video and make pauses to give students the opportunity to ask questions about vocabulary.

6 Ask some comprehension questions, i.e., “Why is Oliver home early? What happened? What is he cooking?   Who is Amy?  Why is she celebrating ‘The Chins New Year’?  Who is Sophie?”

7. Ask students to work in pairs and underline the requests and the different expressions that show ‘accepting’.

8. Tell students they are going to practice with some exercises from the video.

9. Distribute the worksheet and ask students to work on the first section matching the request or invitation or offer to its answer.

10. Monitor the activity, offer help as needed, and discuss the answers with the class.

11. Continue with the second section and ask students to complete the sentences - invitations, offers, and requests- with the correct information.

12. Set a time limit for students to unscramble the sentences.

13. To finish, ask students to classify the sentences into ‘invitations, offers, requests’

1.Download the files suggested in the “MaterialesEducativosDigitales” section and make copies for students.

2. Tell students they are going to practice making requests, accepting, and refusing.

3. Review with students how to make a request using different levels of formality and ask them to think what a possible answer is when you accept help and how you refuse.

4. Tell students they are going to practice in pairs how to ask for help with some simple activities.

5.  Tell the students to write five tasks they plan to do and need help with using the schedule on the worksheet, e.g. wash the car, clean the house, etc.

6. Next, draw the students' attention to the language for making, accepting, and declining requests at the bottom of the worksheet.

7. Students then go around the class making requests to find  classmates who are free to help them with their five tasks, e.g. 'Could you help me wash my car on Tuesday afternoon?'

8. Students also fill in the rest of their schedule with tasks that their classmates have asked them for help with. If a student is free at a stated day and time, they accept the request and write the task information in their schedule. The student also signs their name in the square under the task on their partner's worksheet.

9. If a student already has something to do, they decline the request and give their reason, e.g. 'I'm sorry, I can't. I'm helping Timclean his house'.

Each student may have no more than one signature from the same person.

10. The first student to find classmates to help them with their five tasks wins.

11.Afterwards, continue the activity to see who can complete their schedule with the most tasks

12. Distribute the worksheet and ask students to work individually with the first part. You may want to use some time to work on cultural issues such as ‘currency’ and talk about ‘euros’, ‘pounds’, etc.

13. Ask students to order the conversation and underline the expressions that ask for and offer help.

14. Invite students to read the conversation in pairs and correct if necessary.

15. Tell students to work with the same classmate on the next activity.

16. Draw students’ attention towards the sections, “waiter/Waitress” and “Customer” and help with vocabulary as needed.

17. Tell students they are going to write a dialog in a snack bar by using the lines and read it to the class.