Visitor asks before acting
Note three requests and decide whether each response allows, refuses or adds a condition.
TF30 · A1 Grammar · 30 min
Can and Can’t for Permission and Simple Rules
Ask before acting, respond politely and explain simple rules so everyone knows what is allowed.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: Ask before acting, understand what is allowed and respond clearly in shared places.
For teachers: The route moves from permission meaning to form, repair, a three-rule plan, listening across two accents and an independent exchange.
สำหรับผู้เรียน: ฝึกขออนุญาตก่อนลงมือ เข้าใจว่าสิ่งใดทำได้หรือทำไม่ได้ และตอบให้ชัดเจนในพื้นที่ที่ใช้ร่วมกัน
สำหรับครู: เส้นทางเริ่มจากความหมายของการอนุญาต ไปสู่รูปประโยค การแก้ข้อความ การวางแผนกฎสามข้อ การฟังสองสำเนียง และการสนทนาด้วยตนเอง
Your Goal
Ask three Can I…? questions, give three clear permission responses, explain three simple rules and improve one unclear or overly direct response.
คำอธิบายภาษาไทย
ถามขออนุญาตด้วย Can I…? จำนวน 3 ข้อ ตอบอนุญาตหรือปฏิเสธอย่างชัดเจน 3 ครั้ง อธิบายกฎง่าย ๆ 3 ข้อ และปรับคำตอบที่ไม่ชัดหรือฟังห้วนเกินไปหนึ่งจุด
Why this lesson matters
Permission language protects relationships and prevents mistakes. The listener needs to hear immediately whether an action is allowed, not allowed or still needs approval.
ภาษาไทย: ภาษาสำหรับขออนุญาตช่วยรักษาความสัมพันธ์และป้องกันความผิดพลาด ผู้ฟังต้องเข้าใจได้ทันทีว่าทำสิ่งนั้นได้ ทำไม่ได้ หรือยังต้องรอการอนุมัติ
PROGRESS FOCUS What improves today?
MEAN · MeaningMake clear whether the message asks, allows, refuses or states a rule.
FORM · FormControl Can I…?, You can…, You can’t… and a short polite reason.
USE · Real useComplete three permission exchanges, explain three rules, clarify once and retry one weak response.
Your 30-minute route
1 · 4 minRead permission meaning
2 · 4 minBuild can / can’t patterns
3 · 5 minRepair unclear responses
4 · 5 minMap a three-rule place
5 · 5 minListen, decide, clarify
6 · 7 minAsk, respond, explain
Teacher Lesson Plan
Ask “What does the listener understand: ask, allow, refuse or rule?” before naming can or can’t. Preserve the intended permission status during every repair.
| Stage | Teacher move | Evidence to collect |
|---|---|---|
| 1 · Meaning | Sort messages by permission function before showing the form. | Eight meaning decisions |
| 2 · Form | Build request, permission, refusal and rule patterns. | Eight accurate patterns |
| 3 · Repair | Keep the permission status while making the message clear and suitable. | Six repairs + reasons |
| 4 · Plan | Map three rules and a useful reason for one real place. | Three-rule situation map |
| 5 · Check | Use two accents to decide the permission status and clarify one condition. | Two listening maps + clarification |
| 6 · Perform | Score the first exchanges, target one weakness and retry it. | Independent permission task |
Stage 1 · Read permission or rule meaning
Decide whether each message asks, allows, refuses or states a rule before choosing can or can’t.
STUDENT TASK
SPEAKER’S MOVEIs the speaker asking or responding?
STATUSIs the action allowed, not allowed or undecided?
REASONDoes the listener need a short explanation?
| Situation | Message meaning | Listener’s next move |
|---|---|---|
| A visitor points to an empty desk. | asks to use the desk | wait for an answer |
| The host says the visitor may sit there. | allows the action | use the desk |
| The host says the room is reserved. | refuses and gives a reason | choose another room |
| Food is not permitted near the computers. | states a rule | keep food outside |
| A learner points to the window. | asks before opening it | wait for an answer |
| The teacher offers the side entrance. | allows an alternative | use the side entrance |
- Label each situation ask, allow, refuse or rule.
- State whether the action is allowed, not allowed or still undecided.
- Explain what the listener should do next.
- Create two new situations with different permission meanings.
Meaning first: “Can I use this desk?” leaves the status undecided. “You can use this desk” gives permission.
Finish evidenceEight permission-function decisions with the listener’s next move explained.
Teacher Help · Stage 1
Do not introduce can/can’t as labels first. Establish the speaker’s purpose and the permission status. Ask “Can the person act now?” If the answer is uncertain, the message is a request or needs clarification.
Stage 2 · Build can / can’t patterns
Match each permission function to a short, clear pattern and a suitable tone.
STUDENT TASK
| Function | Pattern | Useful example |
|---|---|---|
| ask permission | Can I + base verb…? | Can I open the window? |
| allow | Yes, you can. / You can + base verb. | Yes, you can use this desk. |
| refuse politely | Sorry, you can’t + base verb + reason. | Sorry, you can’t enter yet. The room is in use. |
| state an allowed rule | You can + base verb… | You can leave your bag here. |
| state a prohibited rule | You can’t + base verb… | You can’t bring drinks near the computers. |
One form, four jobs
Can + base verb stays the same with I, you, he, she, it, we and they. A question places can before the subject. A statement places the subject before can or can’t.
Stress can’t clearly when the rule is negative; add a short reason or alternative when a bare refusal sounds harsh.
- Build two requests, two permissions, two polite refusals and two rules.
- Keep the verb in the base form after can or can’t.
- Say each pair so the allowed/not-allowed contrast is easy to hear.
Check four core frames
Can I wait here? · Yes, you can. · Sorry, you can’t wait here. · You can wait by the entrance.
Finish evidenceEight accurate permission patterns with a clear allowed/not-allowed contrast.
Teacher Help · Stage 2
Keep examples short enough to hear the contrast. Do not add -s after can. If can’t is unclear, slow the whole phrase and contrast “You can use it” with “You can’t use it,” then return to natural speed.
Stage 3 · Repair unclear or unsuitable choices
Preserve the permission meaning while repairing word order, verb form or an unnecessarily harsh response.
STUDENT TASK
| Intended meaning and message | Problem | Meaning-preserving repair |
|---|---|---|
| Ask: I can use this chair? | statement order hides the request | Can I use this chair? |
| Allow: Yes, you can to sit here. | to after can | Yes, you can sit here. |
| Refuse politely: No. You can’t. | action and reason are missing | Sorry, you can’t park here. This space is reserved. |
| Rule: You can bringing drinks. | -ing after can | You can bring drinks. |
| Prohibited rule: You don’t can enter. | wrong negative pattern | You can’t enter. |
| Allow an alternative: You can’t use Room A. | correct but not helpful enough | You can’t use Room A, but you can use Room B. |
- State the intended permission function first.
- Repair each message without changing allowed to not allowed or the reverse.
- Explain the word-order, base-verb or politeness decision.
- Create one unclear refusal for a partner to repair.
Check the repair logic
Question order: Can I…? · base verb after can/can’t · polite refusal: Sorry + can’t + action + short reason · helpful alternative: but you can…
Finish evidenceSix meaning-preserving repairs, six reasons and one partner-created repair.
Teacher Help · Stage 3
Never reward a grammatically correct repair that reverses the intended permission. Repair in this order: permission status, request/statement order, base verb, then tone. A reason should be short and truthful; an alternative is useful but not always necessary.
Stage 4 · Map a three-rule situation
Plan one real place with an allowed action, a prohibited action and a useful reason or alternative.
STUDENT TASK
1 · PLACE + PEOPLEWhere are they and who needs the rule?
2 · STATUS + ACTIONWhat can or can’t the person do?
3 · REASON / ALTERNATIVEWhat helps the listener respond correctly?
| Rule slot | Permission message | Reason or alternative |
|---|---|---|
| Allowed action | You can use the desks near the window. | They are available for visitors. |
| Prohibited action | You can’t take drinks to the computers. | You can leave your drink on this table. |
| Ask-before-action | Can I open the equipment cupboard? | A staff member needs to help. |
- Choose a classroom, workplace, home, public place or online space.
- Plan notes only: place · person · action · allowed/not allowed · reason/alternative.
- Create exactly three rules: one allowed, one prohibited and one ask-before-action.
- Explain the place once from notes; your partner identifies the three permission statuses.
Finish evidenceOne three-rule situation map with clear status and a useful reason or alternative.
Teacher Help · Stage 4
Reject vague rules such as “You can’t do that.” Require a visible action and place. Check that each planned rule has a real purpose and that the alternative does not accidentally contradict the prohibition.
Stage 5 · Listen, decide and clarify
Identify permission status in two accents, then clarify one uncertain action, condition or alternative.
STUDENT TASK
British English · Amy
American English · Matthew
Host explains the rules
Recover three rules, one reason and one useful alternative, then find one detail that needs clarification.
- Listen once for the place and relationship. Listen again for ask · action · status · reason/condition · alternative.
- Mark every action allowed, not allowed or undecided.
- Retell one permission and one refusal in complete sentences.
- Ask one clarification question about an uncertain condition or alternative.
- Use your three-rule map in one first partner exchange.
Useful clarification“Can I use it after three?” · “Sorry, do you mean this room or the room next door?”
Finish evidenceTwo listening maps, three status decisions, two retells, one clarification and one first exchange.
Teacher Help · Stage 5
Audio never starts automatically. Use Amy first and Matthew for accent transfer. Make learners record the action and status together; “computers—not allowed” is not enough. If can and can’t are confused, replay the whole response and use the reason or alternative as meaning evidence.
Stage 6 · Final Practice: ask, respond, explain and retry
Complete an independent permission exchange and improve one precise meaning, form or interaction weakness.
FINAL PRACTICE
Place → request → status → reason or alternative → clarify → retry
- Use notes only: place · action · allowed/not allowed · reason/alternative.
- Ask exactly three Can I…? questions about the situation.
- Your partner gives three clear responses: at least one permission and one polite refusal.
- Explain exactly three simple rules for the place.
- Your partner asks one clarification about a condition, reason or alternative; answer it clearly.
- After one feedback target, retry only the weakest request, response or rule.
Planning example: shared workspace · use desk → yes · drinks near computers → no, use side table.
Score the first independent permission task
MEAN · MeaningThe listener immediately knows whether each action is requested, allowed or not allowed and understands the key reason or alternative.
FORM · FormThe learner controls Can I…?, You can…, You can’t… and base verbs with audible positive/negative contrast.
USE · Real useThe three requests, three responses, three rules, clarification and focused retry work without teacher-supplied sentences.
0 · Not yetThe permission status is unclear, or form/tone problems prevent a safe next action.
1 · With supportThe exchange becomes clear after a question-order cue, base-verb prompt, reason frame or clarification model.
2 · IndependentThe permission status, patterns, reasons, clarification and response are clear without a prompt.
Result: 0–2 Rebuild · 3–4 Developing · 5–6 A1 mastery evidence.
Finish evidenceThree requests + three responses + three rules + one clarification + one focused retry.
Teacher Help · Stage 6
Score the first independent task across MEAN, FORM and USE. Give one target only: “make the status clear,” “use question order,” “keep the base verb,” “stress can’t,” “add a short reason” or “offer an alternative.” Keep the first score and record whether the focused retry improves it.
Grammar you can use
You can now ask before acting, give or refuse permission clearly, explain three simple rules and clarify one condition or alternative. Use the Dynamic Learning Graph below for the next step.
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