T shows slide 1 and asks: "When was the last time you’ve received an invitation?" / "Did you say yes or no?" Ss have a minute to share their thoughts.

T shows slide 2 and ask Ss if they know how these people are. If they don't, T explains they are a group of friends from NYC on a sitcom called "How I met your mother" If they do, T skips the explanation and says "We will see now a shot video about Barney, Marshall and Robin" and gives a small task: I want you to pay attention to who will eat lunch and what kind of lunch. (answer: Barney and Robin, probably Chinese) Lenght 1'18" https://www.youtube.com/watch?v=7BVMgv3Gpko After the video, T asks: "Who can explain in 20 seconds what happened with Barney, Marshall, and Robin?" T makes sure the situation is clear: Barney invites Marshall for lunch and he refuses. Robin invites Barney for lunch and he accepts. T instructs ss to open a Gdoc where they will find the script. T asks Ss to bolded all the information regarding invitations. Answer: .. wanna have lunch today? I’d love to but I can’t! Oh, that’s cool. No biggy. Another time. You wanna go grab some lunch? Sure. T shows slide 4 and elicit from Ss ways to invite, accept and decline invitations. T expect to have 3 examples of each. T won't correct any mistake. If necessary, T will ask other Ss to say it in a better way.

T shows slide 5 and draws Ss attention to the Target Language. "This is a list of common ways to invite people to do things" T scans them out loud quickly and asks Ss to put them in order from most polite to most friendly way. Answer: 3-1-5-2-4 T highlight form on TL: Formula + bare infinitive/gerund/simple past + complement. (more on this please check TLAS) T quickly shows slides 6, 7 and 8 and asks: "what is this?" after Ss answering, T uncovers the title. T shows slide 6 This is a list of common ways to accept invitations. T asks: "What are the keywords?" (sure. sounds good. I'd love to..) T and Ss check together on appropriacy. T asks Ss to give some other examples T shows slide 7 This is a list of common ways to say maybe to invitations. T asks: "What are the keywords?" T and Ss check together on appropriacy. T asks Ss to give some other examples T tells Ss it is important to confirm for yes or no! T shows slide 8 This is a list of common ways to refuse invitations. T asks: "What are the keywords?" (sorry, I can't, but, etc.) T and Ss check together on appropriacy. T asks Ss to give some other examples If necessary: T comes back to slide 4 to correct the first examples Ss gave.

T shows slide 9 and says: "Let’s check 30” of the following video. It was made for students to practice this topic" https://www.youtube.com/watch?v=TbITdAq_IQQ min4:20 on. Length: 40" After the video, T asks: "what is missing?" Answer: This video is a machine repeating phrases with no intonation whatsoever. T shows slide 11 with the script of the audio they listened to and read it. Ss repeat. T asks a Ss to say the first line. T will answer with no intonation and ask: "would that mean the same?" Answer: No. Attitudinal intonation gives a lot of (important!) info. Sentence stress is also important. I will stress the word I want to remark. Ss will practice with slides 12, 13 and 14. (also available on Doc for classwork for Ss to practice in breakout rooms. T will decide the way considering the timing and Ss needs)

T instructs Ss to open a Google form Ss will have a minute to complete the first part of the form. Quick OCFB. For the second part, Ss will do it in pairs in Breakout rooms. They have 4 minutes to rewrite the sentences. T monitors Ss work. T conducts OCFB with answers.

T gives instructions for the last practice (material on Gdoc) 1. Write in Google “Roll dice” 2. Partner A: Make an invitation to your partner, for ideas, check the list below ↓ Partner B: Roll the dice and Accept with even number (2-4-6) and Refuse with uneven (1-3-5) During two minutes you will: -invite -accept and arrange details -refuse and offer something else 3. Two minutes and then switch roles. The teacher will tell you when to change. 4. Put your name next to the situations you’ve used.

T conducts DEC with some examples of good and bad language used on freer practice. T wraps up activity. Thanks to the students for all the effort they made on the 4 lessons and passes controls to the next T.