Ask for help with three listeners
Model: same-purpose-three
Key vocabulary
- relationship — how people are connected, such as friends, family members or teacher and student
- context — the place, people and situation around the talk
- purpose — the reason we are speaking, such as asking, greeting or inviting
- respectful — showing care for the other person through words, voice and listening
- choice — one possible way to say something
Key concept
I can notice who I am talking with, where we are and why I am speaking, then choose words that fit. Families and communities may use different words. More than one choice can be kind, clear and correct for its setting.
Learning goal: I can choose words that fit who I am talking to.
I am ready when I can
- I can name who is speaking and who is listening.
- I can ask for the same thing in a friend way and a teacher way.
- I can explain what changed and what stayed the same.
- I can match a phrase to a friend, teacher or shopkeeper.
See it, then try it
The same need can use different words
Ask for a pencil in two ways
Ask for a pencil in two ways
Model: pencil-two-ways
Australian Curriculum elaborations
E1: Ask, request and share an opinion in a fitting way
A useful question, request or opinion matches what is happening and gives the listener enough information to respond.
Question: Where are the paint pots?Request: May I use the blue paint?Opinion: I think the large brush will work.
Think: Use one familiar classroom event and model the difference between asking for information, requesting an action and sharing an opinion. Notice what is happening and what you need to communicate. Choose a question, request or opinion frame. Say it clearly, then listen for the response.
Try: You cannot find the paint pots. What relevant question could you ask in this classroom?
A strong answer: Complete the modelled response and use the example to show: gives a clear message that fits the classroom event and can name whether it is a question, request or opinion.
Check: The learner gives a clear message that fits the classroom event and can name whether it is a question, request or opinion.
If you are stuck: Offer three oral models: Where is the item? May I use the item? I think this choice fits because it is clear; let the learner adapt one.
E2: Choose language for the relationship
People may express the same purpose in different respectful ways because their relationships and shared experiences are different.
Purpose: ask to see somethingFriend: Can I see your new card?Shopkeeper: Excuse me, may I please see that book?
Think: Keep the purpose fixed, change the relationship card and rehearse language that is natural, kind and clear for that pair without treating one community's way as better. Name the two people and how they are connected. Keep the purpose the same. Try words, voice and listening that suit this relationship.
Try: You want to see an item. How might you ask a sibling or friend, and how might you ask a shopkeeper?
A strong answer: Complete the modelled response and use the example to show: changes at least one language feature for the relationship and explains that both versions can be respectful in their settings.
Check: The learner changes at least one language feature for the relationship and explains that both versions can be respectful in their settings.
If you are stuck: Role-play with two labelled puppets and model a complete response, such as: With my friend I could say, Can I see your new card?
Common misconceptions
- One sentence must fit everyone — Show friend and teacher scenes side by side. Circle the same purpose and highlight the words that change.
- Longer words are always better — Say, A short friendly request can fit a friend. The best choice fits the listener and purpose.
- One way of speaking is wrong — Explain that people and families speak in many correct ways. Today we are choosing words for a particular listener and place.
Explain and apply
Notice who is listening
A child needs help opening a paint jar. How would the words change for a teacher, friend or visiting adult?
Answer and teaching guidance
A strong answer keeps the same purpose but adjusts the words to fit the relationship and place.
Keep it respectful
Change Move! into words that could be used with a librarian.
Answer and teaching guidance
For example: Excuse me, may I please get past? The request stays clear and becomes more suitable for the listener.
Compare home and school talk
Name one phrase you might use at home and one you might use at school for asking for help.
Answer and teaching guidance
Both can be correct. The learner explains why each fits its context rather than ranking one as better.
Choose for purpose
Complete: I chose these words because I was talking to ____ and I needed ____.
Answer and teaching guidance
Support: offer person and purpose cards. Extend: ask how the words would change for a different listener.
Try these
- Who is listening? — Show the Friend, Teacher and Shopkeeper relationship pictures. Read one exact phrase card without naming its listener. Children point to the listener they think fits. Reveal the match and ask one child to explain the clue.Friend, Teacher and Shopkeeper relationship pictures
Check your understanding
Quick checks
- What changed?
- Which words suit a teacher?
- How would you ask a friend?
- Now ask for a pencil in both ways.
Mastery evidence
- Who is listening? What words changed?
- Which words make this a good request to a teacher?
- What changed? What stayed the same?
- Ask a friend for a pencil. Now ask a teacher.
- Which words tell Ari's opinion?
- Match each phrase to the friend, teacher or shopkeeper.
- Choose suitable words for a teacher, a friend and a shopkeeper. Then give one opinion.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: Courtesy
Scratch Garden — Choosing courteous words for requests and replies.
As you watch: Which words help someone ask politely?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Role-play asking a friend and then a teacher for a pencil. Discuss what words you used and why.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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