David Manuel Ortiz Barradas David Manuel Ortiz Barradas

LP_TP 8 David Ortiz
Upper-intermediate level


The students are upper-intermediate with the majority of them with sufficient communication skills to develop a fluent class in terms of reviewing and practicing the TL and achieving the goals successfully.


No materials added to this plan yet.

Main Aims

  • To provide clarification of language used for invitations, accepting and refusing in the context of parties

Subsidiary Aims

  • To provide accuracy speaking practice in an invitation accepting and refusing basis in the context of parties


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

-Tt asks if Ss miss attending parties. -Tt prompts a lead-in image about a party and people accepting and refusing, then questions are asked to students. E.g. What do you think this person is asking?, Do you think he or she accepted? -Ss will work in pairs and try to find out the missing invitation questions plus the answer elicited from the picture shown. -Tt quickly makes some comments on Ss answers

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

-Tt provides students with two conversation excerpts, an invitation-accepting exchange along with an invitation-refusing one. This material is to be shown in screen-shared mode before providing students with the link. -Tt explains the activity -a GIST task -Ss do the activity -Tt reviews the answers with the students

Highlighting (3-5 minutes) • To draw students' attention to the target language

-Tt presents on the screen the second task where students will identify the expressions used for inviting and both, accepting and refusing. This is a pair activity -Tt explains the activity to students and shares the link to them. A break-out room activity is displayed at this stage. -Ss do the activity in pairs -Tt runs a checking activity with the class

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

-Tt delivers a M-F-P-A activity. First is the explanation on a screen-shared mode, then shares the link with students. -Ss do the task individually (M-F-A) -Tt runs pronunciation separately by working on sentence stress. -Tt- checks the answers with the whole class using CCQ's

Controlled Practice (4-7 minutes) • To concept check and prepare students for more meaningful practice

-Tt hands a controlled practice sheet where students will be able to practice and strengthen their understanding and prepare themselves to practice. - Tt shares the link with the students -Ss do the task individually - Tt reviews and clarifies if necessary

Free Practice (4-6 minutes) • To provide students with free practice of the target language

-Tt shows the activity on shared-screen mode and hands a role-play activity with specific functions of inviting and accepting/refusing -Tt sends the material through links on the chat -Ss will have a nice time span to practice what has been learned

Delayed error correction (2-5 minutes) • To provide students feedback and an improvement opportunity to clarify language

T-t after monitoring students and having notes jotted down goes to the screen to present possible errors made and has students correct them in a student-to-student modality. Tt tries not to intervene and if so, always looks for being a guide for students. Tt praises and thanks for the opportunity of teaching them in this CELTA course and wished the best.

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