Tell SS to plan an end-of-term party for the class. Tell each student to choose a theme for their party and include details such as what activities will happen, whether there will be games, who will bring or prepare different things, and who they will invite. Have each student present their ideas and tell the class to vote for the best party idea overall.

Ask SS questions from ex 1 A and 1 B, on p 44 about which activities they do from the given list. Encourage a brief discussion among students.

In ex 1 C, on p 44, tell SS to listen to three people from the recording and answer the question about what each person is going to do that weekend. Elicit the correct answers from different SS.

Play the recording once again for SS to answer the questions in ex 1 D, p 44. Have SS compare their answers in pairs before sharing the answer key.

Tell SS to answer the question in ex 1 E, on p 44 and encourage them to extend their answers by giving reasons. Get a whole class feedback.

Ask SS to imagine that they are Barbara and they are sending invitations to her barbecue. Ask them, “What would you include in the invitation?” Elicit a few ideas from the class and write them on the board. Get a whole class feedback. Instruct SS to read the questions in ex 2 A on p 44. Ask SS to share their ideas based on the question in ex 2 B.

Give SS 2 minutes to read the emails on p 44 and answer the questions in ex 2 A. Have them check their answers to ex 2 B to see if their predictions were correct. Share the answer key with the class and provide a whole class feedback. Tell SS to look at the emails in ex 2 A again and complete the chart in ex 3 A on p 45. In ex 3 B, ask SS to read the replies to Barbara’s emails and answer the questions. Elicit answers from the class.

Put SS in pairs and ask them to discuss these questions: “Would you like to be invited to Barbara’s barbecue? Why or why not? Have you ever planned a similar event?” Encourage SS to explain their opinions and give reasons. Monitor the discussions and conduct a whole class feedback.

In ex 3 C, tell SS to underline the phrases in the replies that each person uses for different reasons. Have SS compare their answers with a partner. Check answers as a class and share the answer key. Point out the slight differences in formality between phrases by writing them on the board. (How are you? vs How are things?) Tell SS to look at ex 3 D on p 45 and correct the mistakes in each sentence. Ask them to compare their answers with a partner before eliciting the correct answers.

Focus students’ attention on the emails on pages 44 and 45. Ask guiding questions to help them notice the typical structure and features of informal invitations. Elicit features such as: Informal greetings, purpose of the email, and closings. Highlight useful phrases and sentence starters on the board. Ask CCQs such as “Where does the writer explain the reason for writing? What’s the purpose of the first sentence?”

In ex 4 A, on p 45, instruct SS to work in pairs and organize an activity for the weekend. Tell them to write an invitation email to another pair of SS, including the required points. Give SS 5 minutes to write their invitation. Offer support and monitor for language use. In ex 4 B, have each pair swap their invitation with another pair. Tell them to read the invitation they received and give them 5 minutes to write a short informal reply. In ex 4 C, tell SS to exchange replies with the original pair. Ask them to read both emails and check whether the necessary points have been included. Ask a few pairs to read their invitation and reply aloud to the class. Monitor them closely, taking notes on any errors. Provide a whole class.

Ask SS reflective questions such as “Which speaking activity did you enjoy the most? Why? How did your partner’s reply differ from yours? What did you like about it?” Put some good use of language and write sentences with common mistakes on the board made during the speaking stage. Elicit corrections.