dudu yesim ince dudu yesim ince

Go to the cinema tonight? SPEAKING
Intermediate level


In this lesson, students practice speaking by using functional language about inviting people to do something on the phone. The lesson starts with reading/listening to a woman's phone conversations with 4 different friends, then the students decide which of these people she doesn't know very well. They then look at some highlighted parts in the conversation and find out different ways of inviting somebody to do something, ways of accepting/refusing an invitation, one way of asking somebody if they are free to go out and one way of sounding disappointed. They then practice these conversations with a partner. Finally, they work with a partner to write a conversation by using the phrases learned above, and practice the conversation.


Abc New Inside Out Intermediate Student's Book, Sue Kay and Vaughan Jones, MacMillan 2009
Abc New Inside Out Intermediate: Teachers Book, Sue Kay and Vaughan Jones, Mac Millan 2009

Main Aims

  • To provide fluency and accuracy speaking practice in a phone conversation in the context of inviting someone to do something together

Subsidiary Aims

  • To provide practice of functional language used for inviting someone to do something together, and accepting/refusing invitation


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T will focus the students’ attention on the pictures from the book, which show Rose making a series of phone calls. She will ask them: ‘’How many different people does she talk to on the phone?’’

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

T will ask them: ‘’Listen to the four conversations and decide which friend Rose doesn’t know very well. Check your answer with a partner’’ Once they have listened/read all four conversations, and answered the question, T will ask them: ‘’Why does Rose call her friends?’’ ‘’Do they all accept her invitation?’’ ‘’Does she sound happy or disappointed?’’

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T will divide them into groups of 3 and ask them to do exercise 2. ''Read the conversations you just listened to. Look at the underlined useful phrases. Find… She will go through the list of different phrases they have to find in the conversations. Set a time limit. Check the answers, then play the recording again for the students to listen and repeat the useful phrases. Clarify the phrases as necessary. Repeat sentences and drill In the next exercise, T will ask students what other phrases they can use for the purposes described. She will elicit some answers from the students, then she will give them a list of phrases she prepared herself and ask students to match phrases with the categories from the previous exercise.

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

Exercise 3:T will ask the students to work in pairs and practise the conversations. While they are speaking, she will go around and identify some particularly good pairs to perform later for the whole class. Exercise 4: T will put the students into pairs and ask them to write 2 new conversations, Student A wants to meet up with student B and go somewhere. She needs to write 3 different ways of asking st A a)St B doesn't want to go anywhere with st A. She needs to write two ways of refusing the invitation. b)St B accepts the invitation. She needs to write two ways of accepting the invitation. T asks the students to practise their conversations, taking turns to be student A and B. She will go round while they are practising and identify particularly good pairs to perform later for the class

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

T will provide feedback and correction on the students' construction of sentences and their pronunciation, do more drills if necessary

Web site designed by: Nikue