Ali Farzadian Ali Farzadian

going out
Starter A1 level


In this lesson students learn about the functional language of invitations and replies.


Rocostj3qisy6z9kczes presentation1 PPT

Main Aims

  • To provide clarification and practice of language used for invitations and replies in the context of going out

Subsidiary Aims

  • To provide gist and inference listening practice using a text about invitation to Kadikoy in the context of going


Review/ warmer/exposure (12-14 minutes) • to review previous grammar and vocabulary connected to this lesson, set the context and provide exposure to the TL

The teacher starts the lesson with a greeting.Then goes on to a quick review over present progressive (with future meaning) and time expressions. After that the teacher reminds the students that this lesson is his last lesson in this course and tomorrow the course finishes and says that he is going to Kadikoy tomorrow afternoon with his friends and they are having a goodbye party and invites the students to join them and elicits the answers expressing happiness for positive replies and sadness for negative replies and asks for reasons. they say the reasons. there will be a table on the board for positive and negative answers. students write their answers on some A5 papers including reasons for negative replies and this table will remain on the board until the end of the clarification part. ICQs: If you can't come what do you write? (No) IF you say yes, can you come to the party? (yes)Do you write reasons? (yes)

Highlighting (6-8 minutes) • To draw students' attention to the target language

The teacher introduces Two friends of him in Istanbul. Then two short conversations in which the teacher is inviting them is played. The gist question is "Who said yes and who said no?" The sentences of the conversations, printed on separate cards, are given to the students. The students read the sentences in small groups and put them in the correct order. (each group one conversation) Then students listen again and check their answers and post the answers on the wall.

Clarification (13-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: The teacher projects the following questions on the board and students answer in groups. 1) What am I ding on Friday? (Going out with friends) 2) Do I want Iman to come? (Yes) 3) Can he come? (Yes) 4) Do I want Hilda to come?(Yes) 5) Can she come? (No) Then the answers are elicited and put on the board. Do I know Iman for many years? (Yes) Is he my best friend? (Yes) (informal) DO I know Hilda for a long time? (No) Is she my best friend? (No) (formal) Form: The teacher projects two incomplete invitations on the board, Students help to complete and the form is elicited. (to+base verb after 'would you like' and 'do you want') Pronunciation: The teacher will show connected speech for 'would you' and 'want to' and gives some repetition drills.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

scrambled sentences will be given to students. (different sentences of a new conversation). The students unscramble them individually and check in pairs. The teacher monitors and puts the answer key on the board and asks the students to find their sentence and check their answers. The teacher gives some pronunciation drills at this point. Then the teacher asks the students to make a conversation with those sentences. after they finished they read their conversation to the other group. This includes feedback on pronunciation.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

an in complete conversation is given to students to add activities, time and place to complete and practice in pairs. This is followed by a feedback on the content and error correction on form and pronunciation.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

The students are divided into two groups. One group is asked to decide where to go and what to do on Saturday afternoon and the other group is asked to talk about their Saturday schedule and tell their friends whether they are busy or free. The teacher gives instructions to each group separately. Then the two groups mingle, members of the first group invite and members of the second group reply to the invitation. This is followed by a feedback on the content (who said yes and who said no, why) and error correction focusing on form and pronunciation. ICQs: Goup A- what is the time of your plan ? (Saturday afternoon), Do you want to go out or stay at home? (go out), Together or alone? (together) Do you choose the place? (Yes), Do you choose what to do? (Yes) Group B- What time do think and talk about? (Saturday afternoon) Do you think and write? (No, think and talk)

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