1. Download the file of the activity suggested in the MED section and make copies of the first page for students. There are several pages in this file to be used in other sessions in this unit.

2. Have the beam projector ready to project the video about requests later in the session.

3. Tell students this exercise if for them to understand how these expressions about accepting or rejecting work in the context. However, ask them to think about what type of expressions they should use when they reject a request.

4. Distribute the worksheet and work with this vocabulary,

“Do you mind if I / is it OK if I… / could you turn   / What’s the problem /  here you are  / telling me   / thanks   (can I borrow    /go ahead”

5. Ask students to read the conversations below and fill in the gaps with the words and phrases from the lists.

6. Check answers with the class and ask students to role-play the conversations.

7. Discuss with the class where these people are.

8. Continue with the next exercise where students need to match the sentences (a-h) with the correct reactions (1-8).

9. Ask students to check their answers in pairs and clarify any doubts and make corrections if needed.

10. Finally, act out four-line conversations for four of the situations below with the students. Help them with pronunciation and encourage them to sound convincing when they accept or refuse a request.

11. Ask students what three expressions in Spanish they use in order to request something and discuss what type of intonation goes better with them.

12. Tell students they are going to watch a video about politeness in exchanges. Play the video and show students the information on ‘Polite English’ to discuss.

13. Ask students to copy the examples they see in the video in their notebooks. For example, “ DON’T SAY: I WANT A HAMBURGER.

SAY: I’D LIKE A HAMBURGER. OR: I’LL HAVE A HAMBURGER, PLEASE.”

14. Make pauses to discuss with students the contexts (where the expressions are used) and the negative effects of using the incorrect expressions.

 15. Ask students to work in pairs to read the expressions from the video, Student A chooses a sentence at random and Student B says if it is appropriate or not according to the discussion in class.

1. Download the files suggested in the MED section and make copies for students. For the second activity, each student needs a card so depending on the number of students you have, you’ll make your copies.

2. Ask students how good they are at making excuses, and even better why they would make up an excuse.

3. Discuss those possible situations for excuses with students.

4. Distribute the worksheet and draw students’ attention towards the expressions in the bubble.

5. Ask students to match the expressions to their corresponding pictures by using it in a complete sentence like shown in the example ‘I have to take care of my mother.’ and check answers.

6. Continue with the model dialog at the bottom of the page.

7. Read the simple dialog and s and ask students to work in pairs.

8. Ask students to make substitutions and use as many different expressions as they can. Then, students work with different classmates and try different combinations in the dialogs.

9.  Write on the board the dialog ,(A: I’m going to the post office. B: Could you please buy some stamps for me? A: Sure, how many do you need? ) and model it with a student.

10. Then, distribute the cards (one per student) and have all your students stand and perform similar dialogs with their classmates (encourage creativity).

11. Be sure they swap cards after each conversation before finding a new partner. A: I’m going to the post office. B: Could you please buy some stamps for me? A: Sure, how many do you need?

12. To give variety to the activity, ask students to make up excuses, and add more lines to the conversation.

13. Invite students to act out their dialogues in front of the class and use their original excuses to practice the contexts.