Lindita ELP Lindita ELP

TP3 - Invite someone out
Beginner. A2 level


This lesson focuses on functions, i.e. the action of making and responding to invitations.


Abc Course book copies
Abc Course book English Unlimited Elementary
Abc White board and markers

Main Aims

  • To provide clarification of language used for making and responding to invitations in the context of inviting someone out.

Subsidiary Aims

  • To provide listening and speaking practice using a conversation about making and responding to invitations.


LEAD IN Setting the context and Exercise 1 (8-10 minutes) • To provide context and introduce the topic of invitations

I write the word "invite" on the WB and I ask sts what the meaning is. If they don't know the meaning I put it into context and say that tomorrow is the weekend and it is my birthday so I am having a birthday party. I want my friends to come so I have to call them. What is another word for "call"? = 'invite' I then I tell the sts a few places where I sometimes invite my friends for example, to a party, to watch a movie (Cinemaximum ). I group sts using the ABCD form (5/6 sts in one group). I ask each group to brainstorm on what places they might invite people to and write a list. I give them 2 minutes to write a list. Then I ask each group to tell me 2 places they have written and I write them on the WB.

LISTENING Exercise: 2 - Listening for main idea (5-7 minutes) • Listening to dialogues on invitations

I introduce the next task to the sts saying that I shall now play a recording of two conversations. I ask is everyone knows the meaning of the word 'conversation", If not I explain it. I group sts in PAIRS. I first give sts the instructions and then give them the HO 1 for listening excercise. I tell them they can discuss with their partners and they have 2 minutes. I play the recording 2 times, sts listen and answer questions. Together we go through the answers.

TASK VOCABULARY: Exercise: 3 - Making and responding to invitation (8-10 minutes) • Vocabulary

I give sts the HO and I tell them to rember the listening task we just did and to fill in the blanks in exercise 3a. I tell them they have 2 minutes. Upon completion, I play the CD track again to check the answers. Then, I highlight a few expressions from the exercise myself and ask students to help me write the other expressions: 1. Are you free ... ? 2. Are you interested ... ? 3. Do you want ...? 4. Would you like to...? 5. Yes, .... 6. No, .... I explain what each stage means. I make examples of each stage together with the sts. I drill the phrases I wrote on the board. I ask each student to write 2 sentences using these phrases. I give them 3 minutes. Then I ask a few sts what they wrote.

SPEAKING: Exercise 4 (15-20 minutes) • Speaking using the expressions of invitations

I focus on the word "party" and I link it with a personal story about having a birthday party on the weekend. I form a sentence and write on WB. "I invite my friends to my house for my birthday party" I highlight the verb and explain the action: I invite: WHO? WHERE? WHY? From this I write on the WB (star form) details of the party : - Why - Birthday - Date - Saturday - Time - 8pm - Venue - my house - Who - friends and family Now I choose a strong sts and give him a part of a dialogue that I have prepared for a birthday party invitation and we play the dialogue together. Then I put the whole written dialogue on the WB screen and I go through it with the whole class, highlighting the important stages. ----------------------------------- I pin 6 pictures of events one can invite friends to/ I make PAIRS. Each pair must choose 1 event and to write a dialogue together. In the dialogues they must put the WHERE and WHEN. I give them 5 minutes. Then I chose few sts to review their dialogues. Now I ask sts to stand up and talk to each other and invite different people to their event.

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