✉Invitations🎈

Level: _____lower-intermediate 2_____ Date/Time:_____3/6/2020_____

Objectives (SWBAT):

Students Will Be Able To…

1. practise listening skills on the topic of invitations.

2. make and answer invitations under different situations using relevant expressions.

Materials & Technology:

Review or Preview

Interaction: T-S

“In our last class, we discussed how to prepare for an event. And you guys did a great job in preparing a party for the town’s 50th birthday. You already made a decision on the location, time, food and many other things. So, what usually would be the next step? ”

Linking & Transitioning to rest of lesson:

“Right. We’re going to send invitations to our guests to inform them about this party event. In today’s class, we’ll learn about how to make an invitation and also how to react to an invitation properly, either accept or decline.”

Activity 1: Listening Comprehension - Invitation

1.1 Pre-Stage:

Interaction: S-Ss

“First, I want you to talk with your partner about a recent invitation you have received. Please describe it in detail including who sent you this invitation and what kind of event it is about. Did you accept it or decline it? How? ”
Ask some volunteers to share their stories. Ask Ss whether they think the invitation is formal or informal.

1.2. During Stage:

Interaction: S-S, T-Ss

“Now, we’ll listen to two conversations about inviting people. Please first turn to page 76 and take a look at the first 4 questions under Conversation 1. Can someone read it for me? Try to answer these questions while listening and take some notes if necessary.”
Elicit the answers with the class.
“Let’s take a look at the questions for conversation 2. Is there any volunteer to read these questions for us? This time, I will provide you with the script of this audio. However, there are some blanks for you to fill out. Let’s see if this helps you to answer these questions.” Ask Ss to discuss the answers with their friends first and elicit the answers with the whole class.
Emphasize the importance of taking notes while doing a listening activity.
“Please take a look at some expressions under section 3.These expressions are about inviting, accepting, and declining. I’ll play both conversations one more time and you need to mark the expressions the speakers use. ”
Elicit the answers and talk about formal language use.

1.3 Post-Stage:

Interaction: T-Ss, S-Ss

“In order for others to better understand your meaning behind the sentences, you sometimes need to emphasize a word. I’ll play an audio now and you need to underline the word with the main stress.”
Elicit the answers and encourage Ss to imitate and practice.

Transition to #2: “After hearing other’s invitations, now we’ll try to make our own.”

Activity 2: Speaking activity - How to make and answer an invitation?

2.1 Pre-Stage:

Interaction: S-S, T-Ss

“Before we practise inviting, we have a list of events in section 1. I want you to figure out which of them is very formal and which of them is less formal. Please rank these events from the least formal to the most.”
Discuss the answers with the whole class.

2.2. During Stage:

Interaction: S-S

“Now, I will put you in pairs. Please take turns to invite each other to different events. Think about how formal you need to be based on our ranking and also practise accepting and declining.” “You all have a flow diagram in your book. Let’s first take a look at how to use it.”
Give modeling. Ask them focus on several aspects: how to form a question; using future forms properly, different expressions under different situations
Ss work in pairs and practise.

2.3 Post-Stage:

Interaction: Ss-Ss, T-Ss

Anticipated Problems & Suggested Solutions:

Ss may not be able to get all the answers or provide sufficient evidence to prove their answers after listening once to conversation 1. It’s okay because my purpose here is to have them compare two different ways when doing a listening activity. I could play it twice after the comparison with conversation 2

Contingency Plans:

Post-Lesson Reflections:

In today’s class, I have the most accurate time estimation on two of my activities. I was able to figure out how long my students need for a particular task. One thing I need to keep in mind is that I need to put them in different groups sometimes on purpose with the combination of “stronger and stronger” and also “stronger and weaker” based on different activities. Otherwise, some students would always talk and some tended to remain silent. For some time, weaker students may need more help from stronger students to keep the task forward smoothly.

Thanks for reading! Feel free to leave your comments here! Your opinions are important to me😊

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