Elizabeth Cruz Rojas Elizabeth Cruz Rojas

Elizabeth Cruz:TP5_LP5
Pre-Intermediate level


In this lesson, students recall using the Present Continuous to make arrangements, accept, or refuse invitations sounding friendly. This lesson starts with the analysis of an imaginary situation that will put the students in the context of the lesson. This is followed by a listening exercise that will allow students subjectively to identify the voice modulations where students will fill some gaps of the conversation, later in Language clarification stage, students will be provided with meaning, approppriacy, form and pronunciation through the use of CCQ's, individual and group repetition. Subsequently, they will develop target language in three rounds of speaking practice with different classmates and finally feedback will be provided to the students based on the monitoring of the speaking task.


Main Aims

  • To provide practice of speaking for fluency in the context of inviting, accepting and refusing while sounding friendly.

Subsidiary Aims

  • - Improving the tone and movement of the voice.
  • - Strengthen the ties of interaction and communication.


Warmer/Lead-in (4-5 minutes) • To set the context of the lesson by creating an imaginary situation in which the student will formulate questions or phrases that could be used to invite, accept or refusing an outing.

Teacher poses a situation to engage students in the topic. Teacher models the questions with a student volunteer, then the students ask each other the same question in the breakout romos, before OCFB. *Situation: If your best friend asks you to go out, the same day as your mother´s birthday. *Question: What would you say?

Content Preparation (5-6 minutes) • Expose the students to the phrases and questions that will help them accept, refuse or create invitations, through an audio that will allow them in turn to identify the voice modulations so that whatever their decision is, they sound friendly.

Learners listen to a telephone conversation between Ben and Lili then individually fill in the gaps, students verify answers in peers via private messages, and in the OCFB teacher emphasizes that even if they say the right words, they may sound unfriendly or bored if the voice is too flat or monotone. Note: The activity and answer key is developed in the annex entitled the same as this stage.

Language Preparation (6-7 minutes) • Provide students with meaning ,clarify appropriacy, highlight form and pronunciation for coming productive tasks

Teacher guides the discovery of meaning through the use of CCQ's (Concept Check Questions) to highlight and clarify meaning of the target language, moreover, learners identify the appropriacy and form, then, teacher models the pronunciation and students drill individually and in group, before OCFB. MEANING: "Are you doing anything on Tuesday night? Sorry, but I'm playing tennis" We often use the Present Continuous with a future meaning, especially for future arregements, plans. CCQ´s 1.- If someone asks you that question, what do you think they are suggesting? = an invitation to go out/ an invitation to do something 2.- So, when you want to make an arregement, what tense you can use? Present Continuous 3.- In case you cannot or do not want to accept an invitation, what words can you use? Sorry but, let's see - well, ______ (tonight, tomorrow) is impossible, APPROPRIACY: Teacher shows the tape script and prompts students to reflect on whether the conversation was formal, neutral or informal Answer key: Neutral. Formal: I really appreciate your invitation, but I´m afraid I won´t be able to accept it. Neutral: Sorry, But I´m playing tennis…(giving an explanation) Informal: No thanks (friend/name)! FORM: Are you doing anything on Tuesday night? Be+ S+ V.ing + Complement + ? Sorry, but I'm playing tennis S+be+ v.ing PRONUNCIATION: Teacher tells students that sounding friendly often depends on the intonation, and the movement of the voice up and down, they may have the correct words but if they are not said with the correct intonation they could seem unfriendly Situation to practice in mode friendly and unfriendly so that students understand the importance of intonation and voice modulations. - Are you doing anything on Tuesday night? / ɑr jʊ ˈduɪŋ ˈɛniˌθɪŋ ɑn ˈtuzˌdeɪ naɪt?/ - Sorry, but I'm playing tennis /ˈsɑri, bət aɪm ˈpleɪɪŋ ˈtɛnɪs / with three of my friends. We always play on Tuesday nights, so I can't cancel it.

Speaking (20-21 minutes) • To provide an opportunity to help students to practice target productive skill

Teacher divides the group into two sections: Student A and B, in the first round the students with letter "A" will invite those with letter "B" to go out, but those with letter "B" will have to refuse the invitation. In the second round of practice: the situation of the first round will be reversed, that is: Student "B" invites student "A" to go out but now this student refuse the invitation. For the last round of practice there is no student "A" or "B" now they have to imagine they will go out, they can refuse but offer some option of another day or activity in order to reach an arrangement.

Content and Language FB (5-6 minutes) • To provide feedback on students' production and use of language, encouraging them to correct their own mistakes.

Teacher writes down on the white board the most common mistakes made by the whole group, so that the students can analyze it and through double repetition, teacher asks the students if it is correct or not, if it is the case that no student identifies the solution, teacher underlines and elicits where the fault is so that it is obvious to the student to find and correct the error, before OCFB. e.g. Are you doing anything in Tuesday night? In Tuesday or On Tuesday? Recap: what questions can you use to ask someone to go out? what words can you use to refuse an invitation? what words can you use to accept an invitation? What´s important when we speak?

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