Speaking: Inviting-Accepting/Refusing (Excel 7)

Unit: 7.2 Holidays and Travel

School-gymnasium #7

Date:     .11.2017

Teacher name:  Sadchikova

Grade: 7

Number present:

absent:

Theme of the lesson

Speaking: Inviting-Accepting/Refusing

Learning objectives(s) that this lesson is contributing to

7.S2 ask complex questions to get information about a limited range of general topics and some curricular topics

7.L4 understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics

7.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topic.

7.C3 respect differing points of view

7.C9 use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

All learners will be able to:

• apply comfortable giving, accepting, and refusing invitations in  English.

Most learners will be able to:

• Realise particular facts and parts in reading passage.
• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Students may have problems inviting someone in different situations (formal, informal and more formal).

Language objectives

New vocabulary.

Previous learning

Technology gadgets that can be used while travelling

ICT skills

Projector or Smart board to show a presentation

Value links

Cooperation, respect to each other, functional literacy

Cross curricular links

Geography

Intercultural awareness

Travelling in a city in Kazakhstan and abroad

Kazakh culture

Talking about how people get to places in Kazakhstan

Pastoral Care

To develop leadership skills                  

To provide opportunity to work autonomously

To create a friendly atmosphere for collaborative work

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions

Glossary

W – whole class discussion I – individual work  P – pair work G – group work   f – Formative assessment

Plan

Planned timings

Planned activities

Resources

Beginning

2 minutes

15 minutes

• Greetings.

Greeting learners. Setting positive atmosphere by asking some ice breaking questions.

• Warm-up: (W)

Put a picture of a party up on the board or on the wall where students can see it. Ask students what they see going on in the picture. Then ask students how they would invite someone to a party and what they would say if they wanted to go or did not/could not go to the party. Write answers on the board.

•        Ask some Ss to read the sentences aloud.

•        Play the recording. Ss listen and follow the text in their books and answer the question in the rubric.

Answer Key

The dialogue is about the two friends' plans for the weekend.

To learn synonymous phrases

Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

Answer Key

Why don't you join me? - Why don't you come with me? We can ask them together. - Let's ask them together, then. That's a good idea. - That sounds great!

To practise situational language

To role-play a dialogue

Students have already covered the language of inviting, refusing and accepting invitations. Distribute the role cards to them. There is a different set of cards for each half of the class.

 Give instructions. This is a whole class communicative and mingling activity in which students are asked to move around and talk to each other.

       Students with the cards from Set 1 are supposed to invite students with the cards from Set 2 trying to find somebody who is willing to go with them to a particular place. When they have found a partner, they should arrange all the necessary details about the time and the place of their meeting, the tickets etc. Students who do not have the corresponding card are supposed to refuse the invitation politely, making an excuse. They will continue to do so until the person with the right invitation comes along.

         This should take about ten minutes and at the end of this part of the activity, students should be paired like this: 1a, 2f, 3k, 4b, 5g, 6l, 7c, 8h, 9m, 10d, 11i, 12n, 13e, 14j, 15o.

In the second part of the activity, ask pairs of students to role play their conversations in front of the class, both the matching pairs (inviting and accepting invitations), as well as the mismatched ones (inviting and refusing invitations, making excuses). At the end of the whole activity, students can comment on the quality of their performance, the mistakes they have made in terms of language/grammar/appropriacy etc.

To pronounce /tf/, /d3/, /j/

•              Play the recording for Ss to listen and tick the correct boxes.

•              Play the recording again with pauses for Ss to listen and repeat chorally or individually.

•              Pay special attention to Ss' pronunciation and intonation and correct as necessary.

•              Check Ss' answers, then elicit other words with the same sounds from Ss around the class.

Reflection “Plus-Minus-Interesting” technique

This exercise can be done orally, as well as in written form, which will depend on time you have. When you do it written form you should fill in the three columns of the table. In the column «P» - «plus»- write everything you liked at the lesson, information and forms,  which caused positive emotions, or, may be useful for achieving objectives. In the column «M» - «minus»- you can write anything you didn’t like at the lesson, what was boring for you, stayed unknown, or any useless information. In the column «I» - «interesting»- you can write curious facts, they’ve learned at the lesson, anything you would like to learn about problems, questions to the teacher.

The learners write three things in a table

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?

Middle

20 minutes

End

5 minutes