Aleksandra Vorobeva Aleksandra Vorobeva

Elementary level


In this lesson, students will learn how to refuse invitations to a party.


Main Aims

  • To provide clarification and practice of language used for refusing invitations in the context of a party

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of invitation to a party
  • To provide gist reading practice using a text about friendly chat in the context of plans


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

1. T demos screen and Ss see the question: "Do you like to go to parties?" 2. T sends the question to the chat an directs Ss to breakout rooms to discuss the question for 2 minutes. ICQs: What do you dicsuss? "Do you like to go to parties?" How much time do you have? 2 minutes 3. When Ss get back, T asks Ss who likes partying and who doesn't.

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

1. T gets Ss to read the dialogue and say whether or not Jenny and Darryl wil go to the party. 2. T sends them to breakout rooms to discuss their answers. 3. Ss get back and report to the class.

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

1. T sends Ss to breakout rooms to do the meaning task in the google forms (2 minutes) ICQ: - where can you find the task? In the google form - Should you submit the form? No - Which phrases do you need? To refuse invitations After 2 minutes T asks some S to share screen with answers and ask if everyone agress 2. T sends Ss a form task in the chat and asks to do it in breakout rooms (2 minutes). Students have to match the expressions to their form. After 2 minutes T nominates Ss to give answers. 3. T models the sentences and gets students to repeat, eliciting the stress (high or low) and how we sound (apologetic, sarcastic, polite). T also point at linkage at gets Ss to repeat

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

T demos screen and explains the task. T sends the task as a file to the chat and asks Ss to do the task in pairs (5 minutes) When everyone gets back, T shares screen and nominates Ss to give the answers.

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

T sets the task and models it with a student. Ss have 7 minutes to do the task ICQs: How much time do you have? 7 minutes Should you accept the invitation? No, reject an invitation What do you do after you finish one dialogue? Change roles

Delayed error correction (3-5 minutes) • To correct and improve the language students have used during the lesson

T put student's mistakes on a sheet and sends it to the chat. T asks students to discuss the phrases for 3 minutes and correct them in pair and send the answers to the chat. When everyone gets back together, T focuses on the phrases that students couldn't correct.

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