Making Polite Requests: Making requests and asking permission politely for Primary 1

Class: Primary 1
Term: First Term
Week: 5
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Listening and Speaking
Focal competence: Making polite requests
Key competencies/values: Creativity and Innovation; Communication; Critical Thinking; Collaboration; Responsibility; Leadership
Skills:

• Communicating politely

Previous Lesson: Comprehension: Comprehension
Topic: Making Polite Requests
Subject Matter: Making requests, asking permission politely

Specific Objectives

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

Cognitive Domain

• Identify polite words used for making requests and asking permission.
• State how to make a polite request in a given situation.

Affective Domain

• Appreciate the importance of using polite words when speaking to others.
• Show respect when making requests or asking for permission.

Psychomotor Domain

• Make a polite request orally using appropriate expressions.
• Demonstrate asking for permission politely in a short role-play.

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
• “Please and thank you” game board
• Real-life objects (e.g., a pencil, a book, a ruler)

Rationale for the Lesson

This lesson is important because it teaches pupils essential social skills for respectful communication. Learning to make polite requests and ask for permission helps children interact positively with others and develop good manners. It lays a foundation for effective and respectful communication in their daily lives.

Prerequisite/Previous Knowledge

Pupils should be able to identify common objects and understand simple instructions in English. They should also have a basic understanding of good manners.

Lesson Content/Board Summary

Making Polite Requests

What are Polite Requests?

Polite requests are ways of asking for something or asking someone to do something in a kind and respectful manner. Using polite words shows good manners and makes people happy to help you.

Words for Polite Requests and Asking Permission

We use special words to make our requests and questions polite. Some of these words are:

1. Please
2. May I
3. Can I
4. Excuse me

How to Make a Polite Request

When you want something or want someone to do something, you should use “Please”.

1. Asking for an object:
   1. Please, give me the book.
   2. Can I have a pencil, please?
2. Asking someone to do something:
   1. Please, open the door.
   2. Can you help me, please?

How to Ask for Permission Politely

When you want to do something, you should ask for permission using “May I” or “Can I”.

1. Asking to leave:
   1. May I go out?
   2. Can I leave the room?
2. Asking to use something:
   1. May I use your crayon?
   2. Can I borrow your ruler?

Suitable Tone and Respectful Response

When making a polite request or asking for permission, you should use a soft and clear voice. When someone grants your request or permission, always remember to say “Thank you”.

1. Example Request: “Please, may I have some water?”
2. Example Response: “Yes, you may.” (Then you say: “Thank you.”)

Changing Impolite Commands into Polite Requests

It is important to change commands into polite requests to show respect.

1. Impolite Command: Give me the pen.
2. Polite Request: Please, give me the pen. / Can I have the pen, please?
3. Impolite Command: Sit down.
4. Polite Request: Please, sit down. / Can you sit down, please?
5. Impolite Command: Open the window.
6. Polite Request: Please, open the window. / Can you open the window, please?

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: Storytelling/Questioning

Teacher’s Activity: The teacher greets the pupils and tells a short story about a child who always uses polite words and how everyone likes to help him. The teacher then asks pupils if they know any polite words.

Pupils’ Activity: Pupils respond to the greetings and share any polite words they know.

Learning Point: Importance of good manners

Step 2: Explanation of Polite Requests

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what polite requests are and why it is good to use them. The teacher models simple polite requests using expressions like “Please, give me the book” or “Can I have a pencil, please?” using real objects.

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

Learning Point: Meaning of polite requests

Step 3: Introducing Polite Words

Time: 8 minutes

Teaching Skill: Word Recognition/Repetition

Teacher’s Activity: The teacher introduces key polite words like “please,” “may I,” “can I,” and “excuse me” using word cards. The teacher pronounces each word clearly and has the pupils repeat after her.

Pupils’ Activity: Pupils repeat the polite words after the teacher and identify them on the word cards.

Learning Point: Polite request words

Step 4: Practising Making Requests

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher gives pupils different scenarios to make requests, for example, asking for a crayon, asking a friend to share a toy. The teacher guides them to use “Please” in their requests.

Pupils’ Activity: Pupils practice making simple requests using “Please” individually and in pairs.

Learning Point: Practising polite requests

Step 5: Practising Asking for Permission

Time: 6 minutes

Teaching Skill: Demonstration/Role-play

Teacher’s Activity: The teacher demonstrates how to ask for permission using “May I” and “Can I” in situations like “May I go out?” or “Can I use your pencil?”. The teacher highlights the respectful tone.

Pupils’ Activity: Pupils listen and then practice asking for permission using “May I” and “Can I” with their classmates.

Learning Point: Asking for permission

Step 6: Role-play and Application

Time: 5 minutes

Teaching Skill: Collaborative Learning/Application

Teacher’s Activity: The teacher organises pupils into pairs for short role-plays. One pupil makes a request or asks for permission, and the other responds politely. The teacher observes and provides feedback.

Pupils’ Activity: Pupils engage in role-play, making requests and asking for permission politely.

Learning Point: Applying polite expressions

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. What polite word do we use when we want something?
2. How would you ask your friend for a pencil politely?
3. How would you ask your teacher for permission to go to the toilet?
4. Change this command into a polite request: “Give me water.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding polite communication

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 and asking permission into their notebooks.

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

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher reminds pupils to always use polite words like “please,” “may I,” “can I,” and “thank you” when talking to people at school and at home. She praises them for their participation.

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

Learning Point: Politeness in communication

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Complete the following tasks in your exercise book or practice with an adult at home.

1. Write two sentences where you make a polite request using “Please”.
2. Write two sentences where you ask for permission using “May I” or “Can I”.
3. Change the following impolite command into a polite request: “Close the door.”
4. Practice asking an adult at home for a cup of water politely.
5. Practice asking an adult at home for permission to watch TV.

Lesson Keywords

• Polite – showing good manners and respect.
• Request – asking for something.
• Permission – asking if you can do something.
• Please – a polite word used when asking for something.
• May I – a polite way to ask for permission.
• Can I – another polite way to ask for permission.
• Excuse me – used to get someone’s attention politely or when passing.

Differentiation

For weaker learners: Provide more direct modelling and repetition of simple polite phrases. Use picture cards to help them associate phrases with actions. Pair them with stronger learners for guided practice.

For faster learners: Encourage them to create more complex polite requests or permission questions. Challenge them to change more impolite commands into polite requests or to role-play longer scenarios.

Suggested Lesson Videos

For further understanding, search on YouTube for: “Polite words for kids Primary 1” or “Making polite requests English for children”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have word cards for “please,” “may I,” “can I,” “excuse me,” and various picture cards or real objects (e.g., book, pencil, toy) to demonstrate requests. Start by engaging pupils with a story about good manners to set the tone. Clearly model each polite expression and encourage pupils to repeat after you. During guided practice and role-play, move around the classroom to provide individual feedback and correct any impolite language or tone. Emphasise that using a soft, clear voice is part of being polite. Pupils should copy the Board Summary notes after the main teaching and practice activities are completed, typically in Step 8. Ensure all pupils understand the difference between a command and a polite request. Check for understanding by asking direct questions and observing their interactions during activities.