TP 6: Samantha Shetterly
To provide practice of polite language used for declining invitations in both formal and informal contexts.
To enable students to read a short text for a general understanding.
To enable students to recognize how the relationship the other speakers determines the appropricacy of their response.
To provide fluency practice via a roleplay activity, to practice asking questions
Procedure (35-44 minutes)
T greets Ss and shares screen T asks, "Can anyone tell me what it means to get an invitation?" (someone asks you to come to something/do something) T asks Ss to think about the last time they were invited to something, and shares personal example T nominates 2 Ss to share, and asks follow-up questions as appropriate. "Did you go?" "How was it?"
T shares link in the chat and introduces reading activity T asks Ss to read individually (2 minutes max) for a general understanding, but do not answer the question yet T checks understanding of the task: "Are we reading slowly or are we reading quickly?" (quickly) "Are we answering the question, or are we just reading?" (just reading) T stops Ss after 1.5 - 2 minutes have passed T asks Ss to consider the following q's: Where is Anna? What is happening? T asks Ss to write their answers in the chatbox T asks Ss to indentify the TL in text - T asks Ss to consider the following q's: Where in the story does Anna decline (say "no" to) offers or invitations? List as many as you can find. T demos the task by highlighting the first example on the board (I'm fine, thanks) T gives Ss instructions. "You will work with partners in breakout rooms for two minutes. Find the other examples where Anna declines an invitation and copy them in the answer box. You don't need to submit the form." T places Ss into breakout rooms with partners for 2 minutes after checking understanding of the task: "What are we looking for in the text?" (Anna saying no to invitations) "How much time do we have?" (2 minutes) "Do we need to submit the form?" (no) T will nominate 3 Ss to share an example they found, and to justify their answer T will highlight all four examples of TL before advancing the slide
T transitions into next stage, "Okay, so we read that short text about Anna. And we indentified a few different pieces of language. We are going to focus on that language a bit more." 1. I’m fine/good, thanks. 2. Thank you for the invitation, but I’m afraid that I won’t be able to attend. 3. Sorry, but I have to __________________. 4. I would love to, but ___________________. MEANING AND FORM T asks CCQ's for the meaning of #1. "In the story, Anna says 'I'm fine, thanks' when asked about another iced tea. Will the server bring her another iced tea?" (no) "When someone says 'I'm fine' or 'I'm good,' do they want whatever you're offering them?" (no) "What is different about this offer compared to the others?" (it's about food and drink) T writes under "notes" that this is most often used to refuse food or drinks. "Do we have options to change this sentence, or is it fixed, meaning it stays the same everytime?" (it is fixed) T asks questions about #2. "What the speaker is doing in the first part of the sentence?" (saying sorry) "What is the speaker doing in the second part of the sentence?" (saying that they won't come) T draws Ss's attention to "I'm afraid that..." "Is the speaker actually afraid or scared of something here?" (no) "What is she really saying with "I'm afraid..."? (I'm sorry to tell you that) T writes this in "notes" section on the slide. T asks questions about #3. "In the story, Anna said, 'Sorry, but I have to study for two tests!' But I have it written with a blank here. Can we change the second part of the sentence?" (yes) "What information does Anna add with the second part of the sentence?" (An excuse/explanation) "What is another reason that we might be busy or not able to go?" (we have to work, we have class, we have other plans, we have to go to another event, we don't have enough money) > T writes these on the slide and suggests example if Ss get stuck. Repeat these q's for #4. APPROPRIACY T asks Ss to identify appropriacy and places the four options on a formality cline according to their answers. "Who might we use more formal language with?" (bosses, professors) "Informal language?" (family, friends) T advances slide. 1. I would love to, but I already have plans. 2. Sorry, but I have to go to my brother’s baseball game. 3. I’m fine, thanks. 4. Thank you for the invitation, but I’m afraid I won’t be able to attend. PRONUNICIATION T asks Ss to listen for word linkages, and models sentence #1 twice. (love + to, but + I) Draws the linking arrows on the slide. T has Ss choral drill first part of sentence. T has Ss choral drill second part of sentence. T has Ss choral drill entire sentence. T asks 2 Ss to individually drill entire sentence. T asks Ss to listen for word linkages, and models sentence #2 twice. (but + I, have + to, go + to) Draws the linking arrows on the slide. T asks Ss to listen for sentence stress, and models sentence #3 twice. (fine, thanks) Bolds the stressed words on the slide. T asks Ss to listen for sentence stress, and models sentence #4 twice. (invitation, afraid, won't, attend) Bolds the stressed words on the slide. T has Ss choral drill first part of sentence. T has Ss choral drill second part of sentence. T has Ss choral drill entire sentence. T asks 2 Ss to individually drill entire sentence.
T puts link to the controlled practice task in the chat and shows Google forms while explaining the task. T asks Ss to take one to two minutes to complete multiple choice questions individually. T puts Ss in breakout rooms for two minutes to check their answers with a partner. T monitors breakout rooms to see how the Ss are doing. Depending on time/how students are doing, T will either... a. Reveal answer key and ask if Ss have any questions b. Nominate S to share their answer for each question, and discuss answers one by one
T advances slide and explains freer practice roleplay activity. T introduces activity ("we are going to use our imagination..."), explains steps 1-6 ("you will breakout rooms with a partner, but first, don't worry, we will have time to think of questions to ask, so step one is...."), and shares example, and then goes back to instructions slide. T also copies and pastes instructions into the chat. T asks Ss to take a minute to think about two invitations they could extend, who they will "roleplay," and what will they ask? T will stop Ss after about a minute. "Okay, so I am going to place you into breakout rooms with a partner for two minutes. Remember that person A is going to invite person B, person B will ask a question to find out more information, but then decline the offer. Then you will switch roles. After two minutes, I will you move into another breakout room with a different partner, and we will do the same thing with different invitations. So in total, you should play "person A" two times, and "person B" two times." T checks understanding of the task: "How long do we have in breakout rooms?" (two minutes per partner, four minutes in total) "Are we always playing the same person, are we switching?" (switching) T montiors breakout rooms for problems, examples of good and grammatically incorrect language for DEC, and manually reassigns the breakout rooms after two minutes.
CONTENT-RELATED FEEDBACK T nominates 2 Ss to share what they discussed in their breakout rooms. T asks follow-up questions as appriopriate, "Who were you pretending to be? Her sister, friend, etc.?" "Did they respond politely?" "Was it hard to tell your partner no?" LANGUAGE-RELATED FEEDBACK T will have written two examples of good language and two examples of incorrect language on the "I heard..." slide. T asks Ss to identify which two sentences could be improved. T asks Ss to identify and correct the specific grammatical errors, prompting/highlighting/giving hints as needed. T thanks Ss and asks if they have any questions before passing the class on to the next T.