New lesson plan: Copy of Functional Language/ Invitations and suggestions

Timo Dalocsa

Copy of Functional Language/ Invitations and suggestions - Pre- Intermediate, A2 level

Copy of Functional Language/ Invitations and suggestions
Pre- Intermediate, A2 level

Description

In this lesson students will learn how to make suggestions and invitations through a conversation and use of the previouse listening they had. Also, they will understand the difference between these two concepts. In order to help the students to learn in context, they will have some examples of their real life. Then they will engaged in learning the patterns; After that they will have a task to practice the paterns. Finally they will work on productive skills with a role play conversation and make a new one in case of having time.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification of language used for suggestions and invitations, and make sure they use the correct patterns, and distinguish the difference between these two patterns.

Subsidiary Aims

Help the students to role play a conversation and make a new conversation with the correct patterns.

Procedure (37-52 minutes)

Stage 1 (Lead In) (5-8 minutes) • To introduce the lesson and help the student understand the meaning of "invitation" and "suggestion"

- start with the game "Back to the Board"/ Students have to guess the two words: invitation, suggestion (before playing the game demonstrate how the game will go on/ pen) - Make a real context: ask the students whether they ate breakfast this morning, then say I am hungry now, and ask are you hungry? what are you going to do after class? What about eating out? (write the sentence on the board on the board: suggestion) and then ask them whether they like going to the part and tell the students that this month we will have a birthday party and invite them ( write the sentence on the board: invitation) Then clarify that invitation is something that you have a plan and you ask the other to join you if they like. and suggestion is something that you have an idea and ask the others to think about it and say their idea if they have. - Ask the students to do ex 1. they do not have the exercise, so write suggestion, invitation, Stuart and Ruby, Davina and Patrick. ask the students to remember the listening and decide which one is invitation and suggestion.

Stage 2 (underline the language used for making suggestions and invitations in the transcript of the listening) (5-7 minutes) • To introduce the language used in making suggestions and invitations (the structure)/

-Pass out HO (listening transcript) ask the students read it quickly and find the invitations and suggestions. Do one example for them. - Ask the students to read the answers. - Write the sentences on the board. - Show the structure with another color.

Stage 3 (Do Ex 2, Ex 3 choosing the correct verb form and completing the blanks with correct forms of the verbs) (10-12 minutes) • To practice using correct form of the structures.

- Pass out the HO ( Ex. 2 )and ask Ss to choose the correct form of the verb. - Ask Ss to check their answers in pairs. - Put the answers on the wall. - Ask the Ss to check their answers. - Write a suggestion on the board, write Yes/ No and write the possible answers on the board. - Ask the Ss to repeat after you and talk about abbreviation form of would ('d ) - Pass out HO (Ex. 3) and ask them complete the blanks using the given verb, tell them forget about the other blanks. Ask them to check the answers in groups. - Give them the correct answers.

Stage 4 (Ex. 4) (2-4 minutes) • To provide a task to use the correct form of respond to invitation or suggestion

- Pass out HO (Ex. 4) Ask the Ss to match a, b. c with the blanks in Ex. 3. - Remember: In all the stages, first give the instruction then the materials. - Ask the Ss to check their answers in their groups. - Then ask them to go to the other groups and check whether their answers are the same. (in case of having time.)

Stage 5 ( Do some Exercises on the board) (5-7 minutes) • To provide more tasks to make sure the Ss understand the lesson and they can use it.

-Write some wrong sentences on the board. - Ask the Ss to think and discuss on the answers. - Then ask the Ss to come to the board and correct the mistakes. - Ask the Ss to make two groups. - Write 2 scrambled sentences on the board. - Ask one S from each group come to the board and unscrambled the sentences.

Stage 6 ( role play the conversation) (6-8 minutes) • To provide a speaking practice.

- Ask the Ss to role play the conversation in pairs. - Ask 2 or 3 of the pairs to come to the board and role play the conversation.

Stage 7 ( play a game) (4-6 minutes) • To provide a review of the whole lesson

- Put the Ss in to 2 groups. - Show a card ( a place is written on it: cinema) to group 1, and ask G1 to make a suggestion or invitation. - Then show a card (yes/no) to group 2 and ask them to give an answer to G1's question. - Then change the roles.