Lesson
2. Work in pairs. What language can we use for invitations? Listen and then write Accept or Reject . 6 106 Ask students to listen to track 6 as they read the phrases in the chart. Then you could instruct them to decide which phrases are useful for accepting or rejecting an invitation and write the headings. Check as a class. Listen and write a response. Learning to Do 111 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 3. Can you remember any other phrases from previous lessons? Write one in each side of the chart. Have students write the sentences they remember in each side of the chart. 4. Listen, read, and write a response. 7 In this activity, students will listen and respond to the invitation. Explain that they are going to listen to invitations and that you will pause after the invitation, so that they can decide if they want to accept or reject the invitation and write a phrase to do so. Play track 7 and pause, leaving enough time for them to write after each speaker. Then play track 7 again so that they can check what they have written. Elicit oral answers from the group by asking for four accepting and four rejecting phrases for each line. 5. Write down four invitations to things you want to do. Practice asking and responding. Remember to use friendly body language and tone of voice. 106 Students will decide what to say in this activity and then they will listen and respond to each other. They will also focus on body language and tone of voice. Ask two students to read the model provided in the speech bubbles. Ask them if their body language and voice were friendly. Then ask students to work individually first to write down four things they want to do in the speech bubbles. Monitor and offer suggestions or corrections. Then ask students to work in pairs and take turns to read their invitations and respond; remind them to pay attention to body language and intonation. Differentiated Instruction For this activity you can use the First of Five strategy asking students to use their fingers as a scale of one to five to express the help they think they will need to perform it. Work closely with students that need more help.
Lesson
What language can I use for invitations? For information about this theme, go to page 111. 111
1 When and how do you accept and reject invitations? 2 Work in pairs.What language can we use for invitations? Listen and then write Accept or Reject . 6 106 111
an Invitation
an Invitation
I’m afraid I’m busy. I can’t go this time. I’m sorry, I can’t.
That sounds great! Absolutely! I’ll be there! I would love to.
3 Can you remember any other phrases from previous lessons? Write one in each side of the chart.
4 Listen, read, and write a response. 7 a We are going hiking this weekend. Would you like to come? b I’m baking with my grandma this a ernoon. Do you want to come to my house?
c We’re going to the mall tonight. Do you want to come with us? d We’re eating out for my birthday. Do you want to join us?
5 Write down four invitations to things you want to do. Practice asking and responding. Remember to use friendly body language and tone of voice. 106
We´re going hiking tomorrow. Do you want to come?
I would love to!
10
Achievement Assume the role of a speaker in a conversation. Teaching Guidelines • Decide what to say. • Monitor body language and features of pronunciation. • Listen to and respond to what the other speaker says. Development What do you do when you want to meet a friend? Ask students: What do you do when you want to meet a friend? , and encourage them to say how they arrange to meet. 1. When and how do you accept and reject invitations? In this activity, students will try to recall some useful language used to accept or reject invitations. You can start by asking students how they would respond to: Do you want to go get some ice cream? Write one sample response on the board. Then ask students to write more in their books. Tell them that they can look at previous lessons to help them.
24 Unit 1 • Activity Book p. 10
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