Silvina Silvina

TP8 Functional language
upper-intermediate level


In this lesson, students will be guided to discover common phrases for inviting / accepting and refusing invitations. The main idea for this lesson is Ss to find out the language and give other examples. After receiving the list of TL, T will focus on attitudinal intonation for students to acknowledge and practice the nuances of meaning behind our way to say the TL.


Main Aims

  • To provide clarification and practice of language used for inviting, accepting, refusal in the context of informal conversations

Subsidiary Aims

  • To highlight and provide practice of attitudinal intonation in the context of talking about invitations


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T shows slide 1 and asks: "When was the last time you’ve received an invitation?" / "Did you say yes or no?" Ss have a minute to share their thoughts.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

T shows slide 2 and ask Ss if they know how these people are. If they don't, T explains they are a group of friends from NYC on a sitcom called "How I met your mother" If they do, T skips the explanation and says "We will see now a shot video about Barney, Marshall and Robin" and gives a small task: I want you to pay attention to who will eat lunch and what kind of lunch. (answer: Barney and Robin, probably Chinese) Lenght 1'18" After the video, T asks: "Who can explain in 20 seconds what happened with Barney, Marshall, and Robin?" T makes sure the situation is clear: Barney invites Marshall for lunch and he refuses. Robin invites Barney for lunch and he accepts. T instructs ss to open a Gdoc where they will find the script. T asks Ss to bolded all the information regarding invitations. Answer: .. wanna have lunch today? I’d love to but I can’t! Oh, that’s cool. No biggy. Another time. You wanna go grab some lunch? Sure. T shows slide 4 and elicit from Ss ways to invite, accept and decline invitations. T expect to have 3 examples of each. T won't correct any mistake. If necessary, T will ask other Ss to say it in a better way.

Highlighting (4-5 minutes) • To draw students' attention to the target language

T shows slide 5 and draws Ss attention to the Target Language. "This is a list of common ways to invite people to do things" T scans them out loud quickly and asks Ss to put them in order from most polite to most friendly way. Answer: 3-1-5-2-4 T highlight form on TL: Formula + bare infinitive/gerund/simple past + complement. (more on this please check TLAS) T quickly shows slides 6, 7 and 8 and asks: "what is this?" after Ss answering, T uncovers the title. T shows slide 6 This is a list of common ways to accept invitations. T asks: "What are the keywords?" (sure. sounds good. I'd love to..) T and Ss check together on appropriacy. T asks Ss to give some other examples T shows slide 7 This is a list of common ways to say maybe to invitations. T asks: "What are the keywords?" T and Ss check together on appropriacy. T asks Ss to give some other examples T tells Ss it is important to confirm for yes or no! T shows slide 8 This is a list of common ways to refuse invitations. T asks: "What are the keywords?" (sorry, I can't, but, etc.) T and Ss check together on appropriacy. T asks Ss to give some other examples If necessary: T comes back to slide 4 to correct the first examples Ss gave.

Clarification (4-5 minutes) • To clarify the pronunciation of the target language

T shows slide 9 and says: "Let’s check 30” of the following video. It was made for students to practice this topic" min4:20 on. Length: 40" After the video, T asks: "what is missing?" Answer: This video is a machine repeating phrases with no intonation whatsoever. T shows slide 11 with the script of the audio they listened to and read it. Ss repeat. T asks a Ss to say the first line. T will answer with no intonation and ask: "would that mean the same?" Answer: No. Attitudinal intonation gives a lot of (important!) info. Sentence stress is also important. I will stress the word I want to remark. Ss will practice with slides 12, 13 and 14. (also available on Doc for classwork for Ss to practice in breakout rooms. T will decide the way considering the timing and Ss needs)

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

T instructs Ss to open a Google form Ss will have a minute to complete the first part of the form. Quick OCFB. For the second part, Ss will do it in pairs in Breakout rooms. They have 4 minutes to rewrite the sentences. T monitors Ss work. T conducts OCFB with answers.

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

T gives instructions for the last practice (material on Gdoc) 1. Write in Google “Roll dice” 2. Partner A: Make an invitation to your partner, for ideas, check the list below ↓ Partner B: Roll the dice and Accept with even number (2-4-6) and Refuse with uneven (1-3-5) During two minutes you will: -invite -accept and arrange details -refuse and offer something else 3. Two minutes and then switch roles. The teacher will tell you when to change. 4. Put your name next to the situations you’ve used.

DEC (1-2 minutes) • to provide delayed error correction after practice

T conducts DEC with some examples of good and bad language used on freer practice. T wraps up activity. Thanks to the students for all the effort they made on the 4 lessons and passes controls to the next T.

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