To provide gist and specific information listening practice using a recording about inviting someone to a party and talking about the event in the context of a phone call to an old friend.
To provide speaking practice in an invitation in the context of a phone call.
Procedure (42-27 minutes)
1. Tell the students they have to listen to a sound and say what it is. 2. Play the iPhone ringtone. 3. Elicit students' answers. Show the answer. - Meaning 4. Check Form (Is it a noun, verb or adjective?) 5. Check the number of syllables and stress. Drill the word 'ringtone'. - Pronunciation
1. Ask students to discuss 2 questions in groups of 3. - Who do you receive calls from? - What are they about? 2. Check instructions. Send the students to BORs. 3. Feedback. Write the students' answers on the slide.
1. Tell students that they are going to listen to two people talking on the phone, but first, you will check some terms together. 2. Show 3 sentences with the vocabulary to pre-teach in bigger, underlined and in bold, and ask them to match them to the right picture. There will be 4 pictures, 1 is an extra. a. Let’s 'book' a table at your favourite restaurant. b. I have an 'appointment' with the dentist. c. I didn’t like the first singer, but the 'live band' was amazing. 3. Concept check the meanings. Meaning a. Was there a reservation before? (No) Will there be one? (Yes) Can I go any time? (No) b. Am I meeting the dentist? (Yes) Is it formal or informal? (Formal) Can I go any time? (No) c. Was there music? (Yes) Was the music recorded/playback? (No) Could I see the musicians? (Yes) 4. Check Form and Pronunciation. - Is it a verb, noun or adjective? a. What else do you book? (a plane ticket, a hotel room) b. You can also have an appointment with... (the doctor, a lawyer, a client) c. Can we have more than one live band? Singular or plural? (yes, plural) - Number of syllables - Word stress
1. Tell students that they will now listen to the audio. 2. Show them 3 questions and ask the students to listen carefully and answer them on a separate piece of paper. - What is the relationship between Lucas and Sophie? - Why does he call her? - What are Lucas’ plans? 3. Play the audio once. Send the students to BORs for 2 minutes to check their answers. 4. The students come back to the main room. Feedback. Write the students' answers on the slide.
1. Tell students that the conversation had 4 parts/stages. 2. Show them pictures to elicit the 4 stages. i. Greeting ii. Invitation iii. Accepting/Declining iv. Talking about the plans 3. Show the students some sentences from each stage of the conversation. The sentences have 10 blank spaces. Tell students they will have 30 seconds to read the sentences and then they will listen to the audio again twice and fill the blank spaces. A phone call Greeting: - Hi Sophie, ________ Lucas. - I haven't spoken to you ______________! How are you? - Very well, thanks. ¬_____________? - What a __________ surprise! Inviting: - I'm calling because I'm _____________ a school reunion on the 14th of July next year. - Are you ___________? Accepting/Declining: - Yeah, it'd be _______ to see everyone again! Talking about the plans: - Where are you having the party? - I’m not sure yet. - I've made a few _______________. - I'm ______________ book a live band. - Yeah, __________ great! 4. Give students a link to Jamboard with the exercise and send them to BORs to check their answers for 3 minutes. 5. The students return to the main room. Feedback. Show answers after eliciting them.
A Role-play activity 1. Tell the students that they have to pretend their partner is an old friend. They are going to video call them and invite them to an event. 2. Remind students to: i. Greet each other ii. Invite their partner iii. Accepting/Declining the invitation iv. Talk about the plans Once they finish they have to change roles. 3. Check instructions, show Jamboard slide where they can find the activity, and send the students to BORs to work in pairs for 6 minutes. Monitor closely and note down some of the students' mistakes. 4. Students return to the main room. Whole-class feedback: - What was the event? - Did they accept? - What were the plans? - Would you plan something similar?
1. Show students some of the sentences with mistakes and words that were mispronounced noted down during the monitoring phase. 2. Elicit the correct syntax/lexis and pronunciation. Students correct their own mistakes. 3. Drill.