Casey Lewis Casey Lewis

Pre-Intermediate level


Abc Zoom White Board

Main Aims

  • To provide practice of language used to refuse in the context of requests, offers and invitations.

Subsidiary Aims

  • To provide accuracy speaking practice in refusing requests.


Lead-in (3-5 minutes) • To set lesson context and engage students

T shares screen to show Jamboard T gives a reminder on how to use sticky notes while simultaneously sharing an example for the task. T gives Ss 2 minutes for this task T shares link T confirms link T monitors Ss as they work T talks about what they have written down in OCFB.

Text work (8-10 minutes) • To provide context for the target language through a text about a pick-up

T shares screen T shows students the text T reads the gist task aloud. - What is happening in this dialogue? - Do you think it ends the way that Luis wanted it to? T gives instructions - I am going to give you 1 minute to read the dialogue alone - i a going to share a link to the text. There are three pages, please stay on the first page. T checks understanding with ICQ's - Are we reading by ourselves? yes - How much time do we have? 1 min - So do I want you to read fast or slow? fast T shares the link T confirms link T monitors T ends the activity T gives instructions - with a partner in a break-out room, I want you to discuss the questions at the top. - you have 2 minutes for this T asks ICQ's - what are you discussing with a partner? the questions on the page - how much time do you have? 2 min T creates the rooms T starts the timer T monitors the rooms to check for understanding and what might need clarification. T closes the rooms OCFB T asks - What do you think of the dialogue? - Does Luis seem kind or pushy or both? - What about Jess? Is she being rude or kind or both? T shares screen and shows Ss the second page of the link T asks - How many times does Jess say thanks? - Do you think they are all polite? I = informal N = neutral P = polite T gives instructions - With a partner, I would like you to go through all of her refusals and write down if you think they are polite, neutral or informal. - you will have 4 minutes for this task T asks ICQ's - How much time do you have? 4 min - Are you doing this with a partner? yes - What part of the text are we analyzing? Luis' invitations or Jess's refusals? Jess' refusals, yes T creates rooms and starts a timer T monitors Ss T closes break out rooms T asks - Was that easy to determine? or difficult? - why was it easy? - what was difficult?

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T shares screen with Ss T uses a focus version of Word T shows the four sentences for TL - That’s nice of you, but I have coffee already - I’m sorry, but I am really not interested - I appreciate the offer, but I would prefer to be alone. - Thanks, but no thanks. T asks - Which of these sentences is fixed? * Thanks, but no thanks T highlights the sentence - Are all of these sentences used to refuse an invitation or accept an invitation? refuse - Are there fixed parts that are common in all of the sentences? * comma (,) and but T then breaks down the first sentence - That’s nice of you, but I have coffee already T asks CCQ's - Does she have coffee? yes - Do you think she would accept the offer even if she did not have a coffee already? no T will elicit sentence structure first filling in that but is fixed as is the comma - what is nice? adjective, good - can we use any other adjectives? what do you think? * kind, sweet, - I will do this for the rest of the sentence until I get to - Semi fixed + adjective + object + fixed + subject + verb + complement - could we have a different complement? * already bought my tickets, that book already. T will also elicit really and unfortunately to show a more formal way to form a sentence. note- with invitations where the receiver already has what the person is offering already is almost always used. T will model the sentence 1. That’s nice of you, but I have coffee already. - where is the stress…nice and have, great. - How does have sound if it is not stressed? * /əv/ vs /hæv/ - How about my intonation? Does it go up or down? Down, good. - Where is the rhythm, where does it go up and when does it come down? * Up at nice then back down then slightly up at have before heading right back down. T moves to the next sentence - I’m sorry, but I am really not interested. T asks CCQ's - Is she sorry or just being polite? polite T elicits form until it looks like- Semi-fixed + fixed + subject + verb + adjective +not+ complement - What are other words we can use after but? * I can't make it, I am unavailable T models the sentence - Where is the stress? *sorry, I and really does the intonation go up or down? down T moves to the third sentence - I appreciate the offer, but I would prefer to be alone. T elicits form until it looks like Semi-fixed + object + fixed + subject + modal + verb + compliment 2. I appreciate the offer, but I’d prefer to be alone. - where is the stress- appreciate and prefer, good. - Which syllable in appreciate? The second, great. - how about intonation, does it go up or down- down - Where is the rhythm- up at appreciate then down, up at prefer and then back down again. T finishes with the last sentence - Thanks, but no thanks. - this is a fixed phrase. T moves down to the cline that has been prepared to express which of these is informal, neutral or polite. T has 5 sentences for this task, assuming some have been elicited during LC. 1. That’s nice of you, but I have coffee already. N 2. I’m sorry, but I’m really not interested. I 3. I appreciate the offer, but I would prefer to be alone. N 4. Thanks, but no thanks. I 5. That's really nice of you, but unfortunately, I already have coffee. P

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

T shares screen of page three of the document that was shared before T gives Instructions - you are going to do this task in pairs - answer the questions with the options A-G - There is only one answer for each question - you have 5 minutes for this task T asks ICQ's - Are you doing this task alone? no - How much time do you have? 5 min T confirms they still have access to the link T sends Ss to break out rooms T sets a timer T monitors Ss T closes the rooms OCFB

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T asks -How would you respond to the same question from a stranger, your best friend or a co-worker? - differently, yes? yes I want you to take turns with the roles. Try to use as many ways to refuse as possible. -Would you be able to help me move this weekend? -Would you like to come to a Star Wars theme party this weekend? -Will you give me a ride to… (somewhere an hour away) -Would you like to go to the movies on Friday? T gives Instructions - try to each get trough the roles - try to use as many of the answers that we have practiced - you have 8 minutes for this T monitors Ss T looks for language to use for DEC OCFB and DEC

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