Making Polite Requests: Making Polite Requests for Primary 1

Class: Primary 1
Term: First Term
Week: 9
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Listening and Speaking
Focal competence: Making polite requests
Key competencies/values: Collaboration; Respect; Tolerance; Communication; Critical Thinking; Creativity and Innovation
Previous Lesson: Common Signs And Symbols: Recognising everyday and road-safety signs
Topic: Making Polite Requests
Subject Matter: Making Polite Requests, Using polite words, suitable tone in everyday situations

Skills:

• Communicating politely

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Identify polite words used in making requests.

Psychomotor Domain

• Make a polite request appropriately in a familiar situation.

Social Domain

• Respond respectfully to a polite request.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable English Studies textbook for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Approved publisher-neutral text
• Letter, word and picture cards
• Exercise books and pencils
• Wall chart with safety signs and symbols drawn on them
• Real objects (e.g., pencil, book, toy) for role-play

Rationale for the Lesson

This lesson is important because it teaches pupils fundamental social skills for polite interaction. Learning to make polite requests helps pupils communicate their needs respectfully and fosters a positive and considerate classroom and home environment. It lays a foundation for effective and respectful communication in their daily lives.

Prerequisite/Previous Knowledge

Pupils are familiar with basic greetings and simple commands in English.

Lesson Content/Board Summary

Making Polite Requests

What are Polite Requests?

Polite requests are gentle ways of asking for something or asking someone to do something. They show respect and good manners.

Polite Words to Use

When making a polite request, we use special words to show politeness. Some of these words include:

1. Please: Used to make a request sound kind.
2. May I: Used when asking for permission.
3. Can I: Also used when asking for permission or if something is possible.
4. Excuse me: Used to get someone’s attention politely or to ask someone to move.

Making Polite Requests

Here are some examples of polite requests:

1. “Please give me the book.”
2. “May I borrow your pencil, please?”
3. “Can I go to the toilet, please?”
4. “Excuse me, Teacher, may I ask a question?”
5. “Please help me carry this bag.”

Suitable Tone

When making a polite request, it is important to use a soft and friendly voice, not a loud or demanding one. Your voice should sound kind and respectful.

Responding to Requests Politely

When someone makes a polite request, we should respond politely. Examples of polite responses are:

1. “Yes, you may.”
2. “Here you are.”
3. “Of course.”
4. “No problem.”
5. “I’m sorry, I can’t right now.”

Changing Impolite Commands to Polite Requests

We can change impolite commands into polite requests by adding polite words like “please,” “may I,” or “can I.”

1. Impolite: “Give me the crayon!”
   Polite: “Please give me the crayon.” or “May I have the crayon, please?”
2. Impolite: “Go out!”
   Polite: “May I go out, please?”
3. Impolite: “Open the door!”
   Polite: “Please open the door.”

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Role-play, Pair Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the pupils and asks them about good manners and how they ask for things at home or in school. The teacher may ask, “What do you say when you want something from your mummy or daddy?”

Pupils’ Activity: Pupils respond by sharing what they say when asking for things, some may mention “please.”

Learning Point: Prior knowledge of good manners

Step 2: Introduction to Polite Requests

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what polite requests are, using simple language. The teacher gives examples of polite and impolite ways to ask for a pencil, demonstrating the difference in tone and words. For example, “Give me a pencil!” (impolite) vs. “May I have a pencil, please?” (polite).

Pupils’ Activity: Pupils listen attentively and observe the teacher’s demonstration.

Learning Point: Understanding polite requests

Step 3: Learning Polite Words

Time: 8 minutes

Teaching Skill: Vocabulary Building

Teacher’s Activity: The teacher introduces key polite words like “please,” “may I,” “can I,” and “excuse me” using word cards. The teacher explains the meaning and use of each word with simple examples relevant to the pupils’ daily lives.

Pupils’ Activity: Pupils repeat the polite words after the teacher and identify them on the word cards. They try to form simple sentences using the words.

Learning Point: Identifying polite words

Step 4: Practising Polite Requests (Teacher Models)

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher models several polite requests using different polite words and a suitable tone. For example, “Please open the door,” “May I drink water, please?” The teacher encourages pupils to repeat after her, focusing on both the words and the tone.

Pupils’ Activity: Pupils listen and repeat the polite requests after the teacher, trying to imitate the polite tone.

Learning Point: Practising polite expressions

Step 5: Practising Polite Requests (Pupils in Pairs/Role-play)

Time: 8 minutes

Teaching Skill: Collaborative Learning/Role-play

Teacher’s Activity: The teacher organises pupils into pairs. Using real objects (e.g., a book, a pencil) or picture cards, the teacher guides pupils to practise making polite requests to each other and responding politely. The teacher moves around to provide support and correct errors.

Pupils’ Activity: Pupils practise making polite requests and responding politely in pairs or short role-play scenarios.

Learning Point: Role-playing polite requests

Step 6: Understanding Tone and Responses

Time: 5 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher reiterates the importance of using a suitable tone (soft, friendly voice) when making requests. The teacher also demonstrates polite responses to requests (e.g., “Yes, you may,” “Here you are”) and has pupils practise saying them.

Pupils’ Activity: Pupils practise using a suitable tone and giving polite responses to requests.

Learning Point: Appropriate tone and responses

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Mention two polite words you can use when asking for something.
2. Change this command into a polite request: “Give me your pen!”
3. How should your voice sound when you make a polite request?
4. Make a polite request to your friend asking to borrow their book.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessment of polite requests

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on making polite requests, polite words, and examples into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording key notes

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Consolidation

Teacher’s Activity: The teacher reminds pupils to always use polite words and a kind tone when asking for things, both at school and at home. She praises them for their participation.

Pupils’ Activity: Pupils listen and acknowledge the importance of politeness.

Learning Point: Importance of politeness

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Write down three polite requests you can make in different situations.

1. You want to drink water.
2. You want to borrow your classmate’s eraser.
3. You want to ask your teacher a question.
4. Identify the polite word in this sentence: “Please pass me the ball.”
5. Change this command to a polite request: “Close the door!”

Lesson Keywords

• Polite – showing good manners and respect.
• Request – asking for something.
• Please – a word used to make a request more polite.
• May I – used to ask for permission.
• Excuse me – used to get attention or ask someone to move politely.

Differentiation

For weaker learners: Provide more direct modelling and guided repetition of polite phrases. Use picture cards extensively to associate images with requests. Focus on mastering “please” first before introducing “may I” and “can I.”
For faster learners: Encourage them to create short dialogues or more complex role-play scenarios involving polite requests and responses. Challenge them to identify impolite commands and transform them into polite requests without direct prompting.

Suggested Lesson Videos

For further understanding, pupils can watch videos on making polite requests on YouTube. Search for “Polite requests for kids Primary 1” or “Manners song for children.”

Teacher Guide for Using This Lesson Plan

Before the lesson, gather all instructional materials, especially word and picture cards, and a few real objects for demonstration. Begin by engaging pupils with questions about good manners to connect with their prior knowledge. Demonstrate clearly the difference between polite and impolite requests, emphasising tone. Guide pupils through repeated practice, first as a whole class, then in pairs for role-play. Pay close attention to their tone and word choice during practice sessions, providing immediate, constructive feedback. Ensure all pupils get a chance to participate. The Board Summary should be copied by pupils in Step 8, after the concepts have been thoroughly taught and practised. Check for understanding throughout the lesson, especially during the evaluation, to ensure pupils can make polite requests appropriately.