Handling Everyday Requests and Advice Politely.

This checkpoint lesson strengthens your control of polite language for everyday problems and also recycles key topics from earlier units. Through dialogues set in a doctors surgery, an office, a classroom and a home, you see how people ask for permission, make requests, give advice and talk about rules and responsibilities. You practise using can, could and may for asking and giving permission, and should and ought to for simple advice about health, work or study. You also work with must and have to for strong obligations such as deadlines or safety rules. Role plays encourage you to combine greetings, small talk, requests and polite refusals in one smooth conversation. By the end, you can handle common situations where you need to ask for help or give guidance without sounding rude or too direct.

1. Asking to Leave Work Early Politely.

Imagine it is a busy Wednesday afternoon. Our main character, Ana, works in a small office in London. She has a problem. She has a dentist appointment at four o'clock, but her normal finishing time is five thirty. She cannot just stand up and walk out. She needs to ask her manager, James, for permission to leave early. In this lesson, you will follow Ana through several everyday situations like this and learn how to sound polite, friendly and clear when you ask for help or permission. In this first scene, we focus on the language of polite requests at work. You will hear how Ana starts the conversation, how she asks if it is all right, and how James responds. Listen carefully to the exact phrases they use, especially the questions with can, could and would. After that, you will look at the dialogue on the screen, notice some useful patterns and then write your own polite question that you could actually use with a manager, teacher or colleague in your own life.

Scene 1: Ana needs to leave work early.

Ana works in a small marketing office. Today she has a dentist appointment at 4.00 p.m., but she normally finishes work at 5.30 p.m.. She wants to ask her manager, James, if she can leave early.

Here is their conversation.

Dialogue 1 – at the office

> Ana: Hi James, have you got a minute?

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> James: Sure, what is up?

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> Ana: I have a dentist appointment this afternoon. Could I leave a bit early today, please?

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> James: What time do you need to go?

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> Ana: About four o'clock. Is it all right if I leave at four?

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> James: That should be fine. No problem, you can leave at four. Just make sure your emails are up to date.

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> Ana: Of course. Thanks, that is very helpful.

In the short audio at the top of this block, you heard a similar situation. Now look at the polite request phrases in the dialogue.

Useful patterns for polite permission.

We often use can, could, would and phrases like “Is it all right if…?” to ask for permission.

A few things to notice:

• Adding a bit makes the request softer: "leave a bit early".
• Adding please is important, especially at work or with strangers.
• Giving a short reason sounds more natural: "I have a dentist appointment."

Mini tips.

• Start with a friendly opening: "Hi James, have you got a minute?"
• Then give your reason.
• Next, use a polite request question.
• Finally, when the person agrees, say thank you: "Thanks, that is very helpful."

You will now listen to a slightly different version of this kind of conversation and then answer a couple of questions about it.

Practice & Feedback

Listen to the short office conversation in the audio below. While you listen, try to catch:

1. What time Ana wants to leave work.
2. The reason she gives.
3. The exact question she uses to ask for permission.

After listening, write 2–3 sentences in your answer box:

• First, answer in your own words: What time does Ana want to leave, and why?
• Then, write one polite question that you could use to ask a boss, teacher or colleague for permission to leave early or to change something. Try to use one of the patterns from the screen, for example: Could I…? or Is it all right if I…? and include please.

Write in full sentences, as if this is a real situation in your life.

2. At the Doctor Giving and Getting Advice.

After leaving work early, Ana goes to the doctor’s surgery. She has had headaches and feels very tired. This is a different kind of situation. Now she is not asking for permission. Instead, she wants **advice**. She wants to know what she should do about her health. In English we normally use phrases like "You should…", "You ought to…" and "If I were you, I would…" to give simple advice in a polite way. We can use them with friends, family, colleagues and professionals like doctors or teachers. In this block, you will read a short dialogue between Ana and the doctor. Notice how the doctor uses soft but clear language to tell Ana what to do, and how Ana asks for advice. We will also look at how these phrases are different from stronger words like "must" and "have to". After that, you will practise writing your own pieces of advice for Ana, and one piece of advice for yourself about your work, study or health.

Scene 2: Ana visits the doctor.

Ana arrives at the doctor’s surgery. She feels stressed and has a bad headache.

Dialogue 2 – at the doctor

> Doctor: Good afternoon, Ana. What seems to be the problem?

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> Ana: Hello, doctor. I have had a bad headache for three days and I am very tired.

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> Doctor: I see. Do you work long hours?

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> Ana: Yes, I often stay late in the office.

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> Doctor: Well, you should try to finish work on time this week. You also ought to take a short break every hour.

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> Ana: OK. What should I do about the headache?

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> Doctor: You should drink plenty of water and you should not spend too much time on your phone or computer in the evening.

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> Ana: Right, I use my phone a lot before bed.

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> Doctor: If I were you, I would turn it off an hour before you go to sleep.

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> Ana: Thank you, that is very helpful.

Language focus: giving advice.

We often use should and ought to to give advice. They are softer than must and have to.

• You should + verb
• You should try to finish work on time.
• You should drink plenty of water.
• You ought to + verb (similar meaning, a little more formal)
• You ought to take a short break every hour.
• If I were you, I would + verb (strong personal advice)
• If I were you, I would turn off my phone before bed.

We use should not or shouldn't for negative advice:

• You should not spend too much time on your phone.
• You should not drink so much coffee.

Notice Ana’s question:

• "What should I do about the headache?"

This is a very natural way to ask for advice.

Quick contrast.

• Advice: You should take a break. (a good idea, but your choice)
• Strong rule/obligation: You must take this medicine. (no choice, very necessary)

In real life, we often mix advice and rules. In the next activity, you will focus on advice. Think about Ana’s situation and also about your own life.

Practice & Feedback

Read the doctor–patient dialogue above one more time. Focus on the sentences with should, ought to and If I were you, I would…. Imagine you are Ana's friend, not her doctor.

In your answer box, write 4 sentences:

Write 3 pieces of advice for Ana in your own words. Use different patterns, for example:

• You should…
• You ought to…
• If I were you, I would…

You can repeat the same ideas from the text or add new ideas, but use your own sentences.

Then write 1 piece of advice for yourself about work, study or health. For example: I should go to bed earlier, I ought to do more exercise.

Try to make your sentences clear and realistic for your life. Use full sentences, not notes.

3. Talking About Rules and Obligations.

After the doctor’s appointment, Ana goes back to work for a short time. In the lift she sees a safety notice about rules in the building. Later that evening, she joins her English class, where the teacher also reminds students of some simple classroom rules. These are good examples of **obligations** and **rules**, not just advice. In English we usually use words like "must", "must not" or "have to" to talk about things that are necessary or not allowed. In this part of the lesson, you will read two short notices: one from Ana’s office and one from her English class. We will look at common patterns such as "You must…", "You have to…" and "You must not…" and how they are stronger than "You should". We will also see how we talk about something that is **not necessary**, with "do not have to". After reading, you will practise rewriting some of the rules using these expressions, and then add one rule from your own life, for example in your job, your school or your home.

Scene 3: Rules at work and in class.

On the wall in Ana’s office building, there is a safety notice.

Office safety notice

> Fire and safety rules

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> - Keep the fire doors closed.

> - Do not block the exits.

> - Use your pass to enter the building.

> - Do not smoke anywhere in the building.

> - Leave the building immediately if you hear the fire alarm.

In the evening, Ana goes to her English class. The teacher, Maria, shows a slide with classroom rules.

Classroom rules

> - Switch off your phone or put it on silent.

> - Arrive on time for every lesson.

> - Bring your notebook and a pen.

> - Do not speak your first language in pair work.

> - Ask questions if you do not understand.

Language focus: must, must not, have to.

We use must and have to to talk about strong obligations.

• You must keep the fire doors closed. (a rule, very important)
• You must not block the exits. (it is not allowed)
• You have to use your pass to enter the building. (a rule from the company)
• Students have to arrive on time for every lesson.

We can also talk about things that are not necessary with do not have to:

• You do not have to bring your dictionary. The teacher will provide one.

Compare:

• You must bring your pass. (obligation)
• You should bring your pass. (good idea, but softer)

Turning rules into sentences.

Often, notices use short phrases without a subject, for example: "Do not block the exits". In conversation and writing, it is useful to turn these into full sentences with you must, you must not, you have to.

For example:

• Do not smoke anywhere in the building. → You must not smoke anywhere in the building.
• Arrive on time for every lesson. → You have to arrive on time for every lesson.

In the next activity, you will practise this and also write one rule from your own life.

Practice & Feedback

Look again at the office safety notice and the classroom rules above. You are going to turn some of these short rules into full sentences.

In your answer box, write 4 sentences:

1. Choose 3 rules from the notices and rewrite each one as a full sentence using you must, you must not or you have to. For example: You must not block the exits.
2. Then add 1 extra rule from your own life. It could be a rule at work, at school, at home or in your country. Use one of these patterns:

• You must…
• You must not…
• You have to…
• You do not have to… (for something that is not necessary)

Try to use correct word order: subject + must / have to + verb. Make sure each sentence ends with a full stop.

4. Saying Yes and No to Everyday Requests.

Later that evening, Ana is finally at home. She wants to relax, but real life continues. Her flatmate, Sam, needs a favour. A bit later, in her online English class, a classmate, Mia, also asks her for help. These moments are perfect for practising how to **respond to requests** politely. Sometimes it is easy to say yes. Sometimes we want to help, but we are too busy or we feel it is not a good idea. In English, a very direct "No" often sounds rude. So we use softening phrases like "I am afraid I cannot…", "Sorry, but…" or "I would love to, but…". In this block, you will read two short dialogues. In the first, Ana agrees to a reasonable request. In the second, she refuses politely. Then you will practise writing chat-style answers to similar requests. This is very useful for messages with friends, colleagues or classmates by WhatsApp, email or chat.

Scene 4a: At home with a flatmate.

Ana is sitting on the sofa when her flatmate, Sam, comes into the room.

Dialogue 3 – at home

> Sam: Hey Ana, I am really tired. Could you do the washing-up tonight, please?

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> Ana: Yes, of course. No problem, I can do it. I have more energy than you today.

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> Sam: Thanks, that is very kind.

Here Ana says yes. Notice the phrases:

• Could you do the washing-up tonight, please? (request)
• Yes, of course. / No problem, I can do it. (positive responses)

Scene 4b: In an online English class.

Later, Ana is in an online English lesson. Her classmate Mia sends her a private chat message.

Dialogue 4 – in class chat

> Mia: Hi Ana, can you send me your homework answers before the class? I did not have time to do it.

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> Ana: I am afraid I cannot do that. The teacher wants us to do our own work.

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> Mia: Oh, OK, I understand.

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> Ana: But I can explain my answers after class if you like.

Here Ana refuses the request, but she is still polite and friendly.

Useful response phrases.

Saying yes:

• Sure, no problem.
• Yes, of course.
• No problem, I can help.
• Certainly, I would be happy to.

Saying no politely:

• I am afraid I cannot do that.
• I am really sorry, but I am very busy tonight.
• I would love to help, but I have to finish a report.
• Sorry, but that is not possible.

Often we add a short reason after no:

• I am afraid I cannot do that, I have to study.
• Sorry, but I have to work late.

We can also offer an alternative:

• I cannot send you my answers, but I can explain them later.

In the next activity, you will answer a few short messages as if you are Ana, using this kind of polite language. Imagine it is a real chat on your phone.

Practice & Feedback

Read the two dialogues above again. Focus on Ana's answers when she accepts and when she refuses the requests.

Now imagine you are Ana and you receive the following chat messages:

1. Sam: "Hi, could you pay the electricity bill online today? I am at work until late."
2. Mia: "Hey, can you write my part of the group project? I am too tired."

In your answer box, write two short chat-style replies, one to Sam and one to Mia.

• For Sam, say yes politely and naturally.
• For Mia, refuse politely. Give a short reason and, if you want, offer an alternative (for example, suggest another type of help).

Write your replies like this:

• To Sam: …
• To Mia: …

Use some of the response phrases from the screen, such as "Sure, no problem", "I am afraid I cannot do that", "I would love to, but…". Try to sound friendly but clear.

5. Mini Role Play Putting It All Together.

You have now seen Ana ask for permission at work, get advice from a doctor, talk about rules and respond to requests at home and in class. It is time to put these skills together in a longer piece of language. This will be like a short role play script that you could later use for speaking. In real life, conversations do not stay on only one function. Often you start with a greeting, then make a request, give a reason, maybe receive advice, perhaps refuse or accept something, and then close the conversation politely. In this block, you will choose one situation and write **both sides** of a short dialogue, step by step. On the screen you will see three possible situations, all connected to Ana’s day: asking a manager for permission, visiting the doctor, or talking to a flatmate. Choose the one that feels most useful for your own life. Then you will listen to a quick checklist of what a good role play should include. Finally, you will write your own 6–8 line dialogue using the polite chunks from earlier blocks.

Choose your situation.

Pick one of these three situations for your mini role play:

1. At work: You ask your manager for permission to leave early or work from home one day.
2. At the doctor: You explain a small health problem and the doctor gives you advice.
3. At home: You ask your flatmate or family member to help with a house chore, and they answer.

Suggested structure for your dialogue.

Use this simple structure. Each line is one speaker.

1. Greeting / opening
2. Short explanation of the situation or problem
3. Polite request or question for advice
4. Response: permission / advice / polite refusal
5. Maybe a follow-up question or another piece of advice
6. Closing and thanks

Example skeletons (with gaps).

Work situation (manager and employee)

> You: Hi [name], have you got a minute?

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> Manager: Sure, what is the problem?

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> You: I have to [reason]. Could I [request] please?

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> Manager: [Give permission or refuse politely].

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> You: [React and say thank you].

Doctor situation (patient and doctor)

> Doctor: Good morning, what seems to be the problem?

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> You: I have [health problem] and I feel [how you feel]. What should I do?

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> Doctor: You should [advice 1], and you ought to [advice 2].

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> You: OK, thank you.

Home situation (you and flatmate/family)

> You: Hi, can I ask you a favour?

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> Other person: Of course, what is it?

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> You: Could you [chore] tonight, please? I have to [reason].

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> Other person: [Say yes or no politely, maybe give a reason].

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> You: Thanks, that is very helpful.

Checklist for a strong role play.

Make sure your dialogue:

• Uses at least two polite chunks, for example: Could I…?, Is it all right if…?, You should…, I am afraid I cannot….
• Has a clear situation and reason.
• Includes a greeting and a short thank you at the end.

In the activity below, you will listen to a short audio reminder of this checklist and then write your own dialogue.

Practice & Feedback

First, listen to the short audio reminder of the checklist. Think about which of the three situations is most realistic for you: work, doctor or home.

Then, in your answer box, write a mini role play script of 6–8 lines for one situation. Follow these steps:

1. Start with a greeting or opening line.
2. Explain your problem or situation in 1 sentence.
3. Make a polite request or ask for advice using a phrase like Could I…?, Could you…?, Is it all right if I…?, What should I do?.
4. Write the other person's answer. They can accept, refuse politely, or give advice using You should…, You ought to…, I am afraid I cannot… etc.
5. Add one more exchange if you like (a follow-up question or extra advice).
6. Close the conversation politely with Thanks, that is very helpful, No problem, have a nice day, or something similar.

Write both sides of the dialogue, and use names if that helps you. This is good practice for real conversations later.

6. End of Day Problem Solving in English.

We have followed Ana through a full, busy day: asking for permission at work, talking to a doctor, reading rules, helping and refusing friends and classmates. Now it is your turn to be the main character. Imagine a day in your own life where you need to solve a few small problems in English. In this final block, you will write three short messages or mini-dialogues. Each one practises a different skill from the lesson: asking for permission or a favour, asking for advice, and talking about rules or obligations. This is your small performance task for the unit. On the screen, you will see three clear tasks with short examples. Read them carefully and use them as a guide, but do not copy them exactly. Then, in the activity area, you will see the same three tasks again. Your job is to write your own original versions, using polite language and the chunks you have practised: can, could, may, should, ought to, must, have to, and polite responses like "I am afraid I cannot…". Think of real people in your life and real situations you might face.

Your final task: three real-life messages.

Write three short pieces of language, as if you are really sending them in a message or saying them in a conversation.

Task A – Asking for permission or a favour.

You want to leave work, school or a course early one day next week.

Example idea:

> Hi Maria, have you got a minute? I have a dentist appointment next Tuesday. Could I leave the class a bit early that day, please?

Notice: greeting, reason, Could I…?, and please.

Task B – Asking for advice.

You feel stressed about work or study and you want advice from a friend, a teacher or a colleague.

Example idea:

> Hi Ben, I am feeling very stressed about my exams. I study every evening but I still feel nervous. What should I do? Do you have any advice for me?

Notice: clear problem, then What should I do? and a request for advice.

Task C – Explaining a rule or obligation.

You need to tell someone about an important rule or obligation at work, school or home.

Example idea:

> You have to wear your ID badge in this building at all times. You must not let people in if they do not have a pass. If you are not sure, you should ask at reception.

Notice: mix of have to, must not and softer should.

Small checklist for your writing.

For each task, try to:

• Use at least one key phrase from the lesson, for example: Can you…?, Could I…?, Is it all right if…?, What should I do?, You must not…, You have to….
• Make the situation clear in 1–2 sentences.
• Use a polite tone, especially when you ask for something or talk about rules.
• Finish naturally (you can say Thanks or Thank you for your help in A and B).

In the activity below, you will write your three short texts. This is excellent practice for emails, messages and real conversations in English-speaking environments.

Practice & Feedback

Now it is your turn to show that you can handle everyday requests, advice and rules politely.

In your answer box, write three separate short texts, clearly labelled A, B and C, following the tasks from the screen:

• A – Permission or favour: Write 2–3 sentences asking a real or realistic person for permission to leave early or for a small favour. Include a short reason and a polite request with Could I…?, Could you…? or Is it all right if…?.
• B – Asking for advice: Write 3–4 sentences explaining a real problem about work, study or health and asking for advice using What should I do? or What would you recommend?.
• C – Rule or obligation: Write 2–3 sentences explaining an important rule or obligation from your work, school, home or country. Use must / must not / have to / do not have to and, if you like, one should for a softer suggestion.

Make your situations realistic for your life, not just copies of the examples. Imagine you are actually sending these as messages. Check for polite tone and clear, complete sentences.