Timothy Sherwood Timothy Sherwood

Listening skills and functional language
Pre-intermediate level


Listening for specific information and functional language around invitations and making arrangements


No materials added to this plan yet.

Main Aims

  • To listen for specific information in the context of Invitations and making arrangements

Subsidiary Aims

  • To practice functional language in the context of making arrangements.


Warmer (5-6 minutes) • To generate interest in the topic and help set up the context

Share briefly about being invited to lunch. Write these questions on the board. When was the last time you were invited to meet a friend? Who was it? Where did you meet? When was the last time you invited a friend somewhere?

Exposure 1 (8-10 minutes) • To listen for specific information in the context of invitations

Read these questions. Listen to this conversation about an invitation and making arrangements and answer the questions. Play CD: have students check their answers in threes. Play CD again: have students check in threes again. Check on the wall for the answers.

Exposure 2 (8-10 minutes) • Listening for specific details in the context of invitations

Read the paragraph and work in pairs to find 5 mistakes. Play CD: have them check their answers in pairs Play CD again: check in pairs again. Pass out answer key

Exposure 3 (8-10 minutes) • To check understanding of the way to invite or arrange a meeting.

Group them into threes or fours. Give one handout to each group. Have them match the sentences under the correct category. When each group is finished have them check other groups answers.

Exposure 4-Freer practice (8-10 minutes) • To produce the functional language of inviting or arranging a meeting

Regroup them into pairs by numbering them. Tell them Martin is calling another friend, Ian to invite him to the dinner party. Elicit the first two lines of the conversation (Hello, Hello Ian, it's Martin). Student's will work in pairs to write the rest of the conversation with ideas from the handout and their own ideas. Check for accuracy and provide Error correction. Provide delayed feedback if speaking.

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