sedigheh sedigheh

Intermediate,B1 level


In this lesson students will learn about the functional language in order to practice how to invite eachother, and how to accept or reject an informal invitation.The lesson will be started by asking them some questions about the way of invitations for wedding or birthday parties in Turkey and let them PW to set the context , which will be followed by listening to four conversations of Rosy inviting four of her friends. The students should recognize the meaning of the phrases which are used in the conversations based on their formal and informal function as they listen and read the transcriptions .After that two controlled speaking activities related to the previous listening will be done . For checking their pronunciation, some repetition and back chaining drills will be practiced.And at the end of the lesson they will practice semi-controlled dialogue to invite eachother and make excuses for refusing the invitation.


Abc audio
Abc New inside out students' handout

Main Aims

  • To practice informal invitations and responses orally

Subsidiary Aims

  • To recognize the meaning of the phrases from contextual clues when listening to conversations


lead in/Warmer (3-5 minutes) • To set the lesson context and engage the students

T will quick review the previous lessons and elicit the topic of party from the SS and then start by asking them some questions about the wedding or birthday parties in Turkey and how they invite people and let them work in pair and after about 3-5 minutes teacher gets a quick feed back. T calls 2 or 3 individuals to talk how they invite their friends to a birthday party or wedding party? S: they might invite them by email, Invitation card or call.

Pre listening and reading (3-5 minutes) • To set the context of listening

The teacher will stick the illustration of the listening HO to the board and James Bond picture and ask the students some CCQ about the picture of Rose talking on the phone to her four friends . CCQ: This is rose. Do you know him? (pointing to James Bond picture) He is a fictional British spy Code named 007. What is she doing?(nominate 1s to answer or the whole class feed back) Who is she talking to?to her friends Are they all her close friends? How many people ?four what are they talking about?

Gist task listening (5-7 minutes) • To prepare the students for the listening task

Instruction: I am going to give you this HO fold it.We are going to read and listen to the dialogues alone and think about these questions.(I can write the questions on the board to highlight them) T: Which friends do you think Rose knows very well?Megan, Ian,Lucy T: Which one doesn't she know very well?Alan Then they can discuss with their partner. ICQ: T: Are you going to listen to one dialogue ? No, 4 dialogues T:Are you going to listen once ? Now ,yes T: who are you going to check your answer with? T: give them HO and they read it alone and listen . when they finished they check their answers with their partners and the teachers get a quick feed back. T:which one she doesn't know very well ? SS:Alan T: Why do you think she doesn't know Alan very well?(Nominate one student from each group to answer the question) S: because of the language she uses problem: If the students don't know about the formal or informal lg here. solution: teacher will give them an example; when you are going to the wedding party , do you wear Jeans or a suit(jacket and pants)?

Eliciting Lg from context (7-10 minutes) • To distinguish the model of TL for accepting or refusing the informal invitation

In exercise 2. p.38 of New Inside out, teacher asks the student to unfold their HO and read the conversations again .look at the underlined useful phrases and match the answers of exercise a. b. c. d. e in a group of six with cut out answer key on their table (they should find the right match to each sentence and put them in front of A/B/C/D/E)and then they move around the other table to see whether the other group answers were the same or different . In this exercise they are discovering the meaning of the phrases by themselves. and finally the teacher gets the WC feed back by playing the audio track again and invite them to listen and check their answer to a-e sentences. T:ICQ Do you match the answers alone or in a group together?In a group Do you check the other groups' answers? yes

Clarification of pronunciation (3-5 minutes) • To drill and practice the pronunciation of the TL

They'll listen again to repeat some useful phrases and their intonation and stress pattern of the sentences will be practiced here . Instruction: T.put your HO away we are going to listen to the useful phrase together again. Listen and repeat Chorally after pause please.(Note: they will repeat after listening chorally and some students individually for checking their accuracy. ICQ:Should u repeat after each stop?yes together or alone? both Chorally and individually( by jestures will show them ) for example:Audio: Do you fancy coming to the cinema tonight? ss: Chorally/some individually If they had any problems following the intonation, I will practice back chain drilling with them.

lg practice/free practice activity (5-10 minutes) • To practice speaking using their TL of the lesson which is informal invitation using useful phrases

For exercise 3 , the teacher puts the students together to practice the conversations in exercise 1. They should role play by their own names. T:ask the group change their partners mingle and work around the table they are sitting with each 6 members and play role the four conversations. T will monitor the students in terms of intonation and stress pattern of the words. And if there is any difficulty she will drill the phrase and ask the students to repeat after her. I role play as a model with one of the students. And then Invite them to play role with eachother. If I had time I will ask them to choose a free topic of invitation for themselves and invite eachother.

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