TP5 LP Paola Chacon
To provide practice of speaking for fluency in the context of inviting someone out.
To provide clarification of phrases used to invite and make arrangements. in the context of invitations
Procedure (34-43 minutes)
I will ask students the next questions: What are some common weekend plans with friends? Which are your favourite ones?
I will ask students the next question: When was the last time you invited someone to do something? Tell a partner about it They will discuss in pairs for short time
I will show a slide and students will work in breakout rooms. For meaning they will match definitions with the different phrases. For Appropriacy they will discuss if they phrases are formal, informal, or neutral. 1 Are you doing anything on Saturday? CCQ: Is the person asking for curiosity or because they want to propose a plan? (Is asking if they are free to arrange some plan) 2 Do you fancy eating out? CCQ: Does fancy mean “want” in this context? (Yes) 3 That’d be awesome? CCQ: Can I change awesome for another adjective? (Yes) 4 I’m afraid I can’t make it… CCQ: Does I’m afraid mean I’m scared, or it is a polite phrase? 5 Shall we meet on Friday at 6? CCQ: Does shall express intention or imperative? (Intention) 6 How about meeting on Sunday instead? CCQ: Does how about mean suggestion? (Yes) After that I will show a new slide I will ask them to help me recognise the parts of speech in How about meeting on Sunday instead? In the next three sentences, students will decide if the highlighted words are either modal or transitive verbs. Then, students will tell if I can’t make it means possible or impossible. Finally, we will check stress and intonation of the different phrases.
I will presemt 2 activities Activity 1. Students will work with a partner in BOR. They will take turns to make invitations and arrangements for different situations. If they refuse an invitation, they will give a reason and suggest another time instead. Activity 2 Work with a different partner. Students will Role play a situation in which they will use the TL.
Students will be given feedback once they have finished working in groups. I will use the board to show and correct mistakes without mentioning which student commited that mistake.