Gabriele Gabriele



Abc Student's textbook: FACE2FACE
Abc Workbook: FACE2FACE

Main Aims

  • To provide clarification and practice of language used for inviting and making arrangements

Subsidiary Aims

  • To work on pronunciation, listening and make use of vocabulary


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

1. T will introduce the topic of the lesson asking SS questions about arrangements they have: I'm going out this Saturday with my husbands and daughter. What about you? 2. T will ask one student at a time. As the SS answer with their appointments or invitation of any kind, T will ask back for indications: time of the event, locations and people they'll be with. 3. In 5 minutes or so, T will have a lot of the questions regarding the topic asked and SS had talked and being introduced to the lesson.

Exposure (10-12 minutes) • To provide context for the target language through a text or situation

1. T will give SS Ex. 2 page 76 of SB to make them practice with language and pronunciation about the topic. 2. T will make SS listen to track CD3-8 while SS look at images on slide 2. 3. As SS finish listening to the audio track, they'll answer to the questions on slide 3. T will correct any mistakes if needed. 4. T will then display slide 4 (based off Ex. 4). First, SS will match 8 phrases with the corrseponding type (A, B, C, D as shown on the slide). 5. If needed, T will give the necessary explanations for any mistake. 6. On slide 5, T will ask 3 questions regarding the 8 sentences. 4. T will give all the necessary feedbacks.

Highlighting (2-4 minutes) • To draw students' attention to the target language

1. T will give any clarification on questions and answers of previous exercise. 2. T will emphasize any difficult word with its stress and will focus on intonation when asking certain questions or giving answers. T will make SS guess stress and intonation.

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

1. T will share screen to show slides and discuss rules, usage and pronunciation of the topic lesson. 2. T will go through slides. 3. SLIDE 2: Typical questions for invitations and arrangements. 4. SLIDE 3: Special phrases. 5. SLIDE 4: Drills on pronunciation. T will pronounce words clearly and slowly three times. Each stydent will then try to imitate the teacher. T will focus not only on single sounds but also on stress syllable.

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

1. T will send the first link for exercises on Google Form (Invitations and arrangements (A). 2. Each student will give the answers individually in about 3/4 minutes and then check in pairs via private messages on the chat box (or with teacher). 3. T will give corrections and focus on pronunciation. 4. T will then send the second link for exercises on Google Form (Invitations and arrangements (B). 5. Each student will give the answers individually in about 3/4 minutes and then check in pairs via private messages on the chat box (or with teacher). 6. T will finally highlight the good and bad patterns or pronunciations.

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

1. T will give SS instructions to a 6-minute dialogue session on the following: think of three things to do or arrangements to have and write them down (2 minutes). SS should only think and write general events, things they'll do or did or invent anything coming to their mind. Anything will do (a day out on a trip, a work dinner, a dinner or lunch at home with friends, a romantic date, invitation to have a coffee the next day, a general gathering of friends for a football match, visiting a museum/exhibition with a friend etc...). SS will write down three events with place and time in a quick fashion (non need for details). 2. T will then divide SS in two or three groups and send them to break-out rooms. Each student will ask for arrangements one pair at a time. SS will use arrangements they come about earlier. E.g.: A: Are you doing anything special next week? B: Yes, I'm going out on a date on Saturday! or A: Would you like going to a mountain trek this Sunday? B: It'd be wonderful! Where shall we meet? A: What about 8 in the morning at my place? B: Great! 3. T will be listening to and write down observations to discuss later on (in particular, with regard to pronunciation). 4. Once back to the main room, T will engage in a conversation about what had being said. 5. T finally proceeds to OCFB and DEC.

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