CLASS: Higher beginner(A2)/online TOPIC: Making plans with friends DATE: 10/30/2023

Lesson Objectives:

● SWBAT apply invitation phrases ( would you like to…, do you want to come...?) to verbally invite their friends using the three
steps (greeting, use invitation phrases to invite, reply to acceptance/rejection) in the breakout room pair activity– make an
invitation plan for Mary.
● SWBAT distinguish between accepting and declining invitations, demonstrating the ability to respond orally with polite
sentence structures, including expressions of acceptance (I'd love to, that sounds interesting) and decline (I'm sorry, I'm busy
or I'd love to, but I can't) during role-play activities.
● SWBAT select all of the answers in the multiple choice comprehension questions correctly when listening to the
conversation, and repeat the invitation phrases ( would you like to…, do you want to come...?) and expressions of acceptance
( that’s a good idea, that sounds great) and decline (I'm sorry, I'm busy or I'd love to, but I can't) while listening to Owen and
Jacob’s conversation.
Rationale:
Our class aims to teach A2 English proficiency students from Spanish-speaking backgrounds with the foundational social
language skills necessary for navigating daily life in the U.S. By learning basic invitational phrases and responses, students can
confidently engage with American cultural conventions of extending and responding to invitations. This linguistic
competence is vital for their participation in community life. It is imperative that these learners articulate acceptance or
rejection of social offers with clarity and politeness, fostering the development of positive interpersonal relationships. We
provided our student with essential language tools, through the utilization of polite phrases such as invitation phrase,
"Would you like to...?", expressions of acceptance like "I'd love to...," and rejection like “I’m sorry, I’m busy). By enabling
them to practice and internalize these expressions through role-play with peers and by engaging with dialogues in videos and
Owen and Jacob’s conversation. This immersive approach ensures that students not only understand but can also effectively
use these phrases in real-life situations, fostering both their linguistic and cultural acclimation.
Activity Activity Stages Technology used Key Language Resources/ Time
Focus forms/ functions Materials

Strand
(Nation,
2007)

Meaning Warm up zoom/ I’d like… youtube 7:00-

-focused ● Ts greets students and welcomes Ss chatbox(encouraging Ss Can/Could I video 7:20pm
input to class. to use the chatbox to have…
● T1 asks students to share their participate in discussing) making plans
Meaning feelings. I want to make with friends
-focused T1 goes over the agenda for the class. Breakout room reservation
output Review
● T1 quickly reviews the sentences
about making a restaurant
reservation and ordering food.
● T1 leads the activity to practice the
dialogue that use in making
reservation and three ways to
ordering food
● T2 put students into breakout
room(5mins)
● Ts move around the rooms to check
Ss progress and answer potential
questions.
1. If students actively
engaging in the dialogue, Ts
will listen and provide
immediate CF when errors
occur in the dialogue.
2. If the breakout room is in
silent and Ss are not willing
 to share, Ts will give an
example and share first and
then invite Ss to share.
3. If Ss do not know what are
they supposed to do, Ts will
give clear instruction again
and give an example to start 7:20-
the dialogue and then invite 7:50pm
Fluency Ss to share. Do you want to
develop ● After 5 minutes, T2 end the come..?
ment breakout room, Ss come back and Youtube video Would you like
share with the whole class. Zoom/chatbox to…?
● T1 celebrates Ss’ progress and
Meaning clarifies errors or confusions if Ss Accept Answer:
-focused have. I’d love to. That
input sounds interesting.
Transition: T1 welcome students to today’s
discussion about making plans with friends Reject Answer: I
am sorry, I’m
Meaning busy! I’d love to,
-focused but I can’t
output Steps to invite your friends

Pre-Stage

● T1 asks Ss two warm up questions

before introducing the steps to invite
friends and watching the video.
➔ What do you do with your
friends?
➔ Where do you go?
● T1 invites every Ss to share the
answers orally with the whole class.
During
● T1 ask Ss What activities will they
do with their friends. T1 give Ss
some examples such as plying
sports, having dinner, watching
movie, etc. T1 ask all of the Ss to
share one activity they would like to
do with their friends.
● T1 transition to the main topic of
today’s class, tell Ss they can invite
their friends if they want to do
different activities with them and
explain what does invite mean (give
Ss Spanish translation).
● T1 introduce the three ways to invite
your friends.
● T1 explains the first step: Greetings
and the second step: invitation
phrases that Ss can use to invite
friends to Ss.
● T1 gives an instruction before Ss
watch the video
➔ Pay attention to how people
in the video to invite his/her
friends.
 Ss will be assessed by
repeating the invitation
phrases fluently. Ts will
guide Ss to repeat the
phrases until they
fluently expressed.
1. T1 pause the video at
the beginning and
 remind Ss to take notes
while listening.
2. T1 pause the video
when hearing the
invitation phrases, and
first ask Ss what they
heard or the notes they
wrote down.
3. After asking Ss what
phrases they heard, T1
will repeat the phrases,
and ask Ss to repeat
after.

● T2 explains the third step: What

should you do if your friend accepts
your invitation, and what should you
do if your friend declines/rejects
your invitation.
● T2 gives an instruction before Ss
watches the video again.
➔ Pay attention to the person
who responds to the
invitation, how that person
saying yes to the invitation
or saying no to the invitation.
 Ss will be assessed by
fluently repeat the
acceptance and rejection
phrases. Ts will guide
Ss to repeat the phrases
until they fluently
expressed.
 1. T1 pause the video at
the beginning and
remind Ss to take note
while listening.
2. T1 pause the video
when hearing response
phrases, and first ask Ss
what they heard or what
they wrote.
3. After asking Ss what
phrases they heard, T1
will repeat the phrases
and ask Ss to repeat
after.
● T2 reminds Ss to try to take notes
while listening.
Post-Stage
● T2 review the sentence in the video,
show the script of the sentences on
the ppt that is screenshared with Ss
and distinguish the acceptance and
rejection with Ss.
● T1 helps students to go through the
sentence of inviting a friend and
response with accept and
reject/decline before moving to the
next activity.

Transition:
● T1 introduce to Ss that they are
going to hear a conversation using
the phrases we just learned in the
video. In the conversation, Owen is
 going to invite his friend Jacob and
Jacob is going to response the
invitation.

Languag Let’s listen to the conversation and Would you like to 7:50-
e- answer the questions! + verb 8:10
focused ● Ts will read the short passage
learning “Owen and Jacob” aloud and remind
Ss some grammar points while
Meaning reading aloud
-focused ➔ Use “Would you like to + verb” to
input invite a person
➔ Focus on the highlight of three ways
to accept the invitation
● Ts will read the passage aloud again
and remind Ss to answer the
following questions.
 Ts will assess Ss by
checking off whether
students are able to
correctly answer(100%)
comprehension
questions, indicating
their understanding of
the content.
 If Ss get any wrong
answers, Ts will read
the relevance sentence
in Owen and Jacob
conversation again and
guide Ss to the correct
answer.
1. T2 shows the multiple
 questions and 4 answers in the
screenshare.
2. Ts pause the conversation
when one answer shows up.
3. T2 ask Ss the correct answer of
the question. If Ss do not know
the answer, Ts will repeat the
related part of the conversation
again until Ss answer the
question correctly.
4. Ts will continue reading the
conversation and go over each
question. Here are the four
questions:
➔ Where did Owen invite Jacob to?
➔ When does the event start?
➔ The concert will take place at?
➔ After the concert, what does Owen
suggest to eat?

● T1 divide Ss into different pairs and

put Ss into different breakout Room.
● Before starting the breakout room,
T1 will tell students to role play and
reading the passage aloud with their
partner and remind Ss to switch
roles when finishing the first round.
1. T1 will screenshare the
conversation so Ss could be
able to see the passage in the
breakout Room.
2. Ts remind Ss to switch the roles
when finish the first round..
 3. Ts move around the breakout
room and give Ss immediate CF
when pronunciation errors
occurred.

Meaning Make invitation plan for Mary Zoom/chatbox Do you want to 8:10-
-focused Pre-stage come to…[event 8:25pm
output ● T2 gives instructions on what Ss Breakout room details] on [date]
will do in this activity by giving at [time] at
clear background of Mary [location]? Would
➔ You’re going to invite Mary to your you like to
birthday party and here is the come…[event
information. Date: 10/30 Time: 6:00 details] on [date]
Location: My house at [time] at
➔ Asking: Do you want to come to… [location]?
[event details] on [date] at [time]
at [location]? Would you like to
come…[event details] on [date] at
[time] at [location]? Accept Answer:
➔ Accept Answer: I’d love to. That I’d love to. That
sounds interesting. sounds interesting.
➔ Reject Answer: I am sorry, I’m
busy! I’d love to, but I can’t Reject Answer: I
➔ Work in pairs, pretend you’re Mary, am sorry, I’m
invite your partner to your birthday. busy! I’d love to,
➔ Take Turns but I can’t
● T2 emphasize the sentence structure
that we learned before and apply
them to this conversation.
● T2 put Ss with higher English
level(A2) in the same breakout
room, Ts will increase complexity.
Ts will not provide specific
 information for A2 level students,
students need to come up with an
event, date, time and location by
their own. Ss will have 3 minutes to
come up with the information and
write them down before orally doing
the conversation. Sentence structure
is still provided and shown on the
screen because it's hard for A2
students to produce a complete
sentence independently.
● T2 put Ss with lower English
level(A1) in the same breakout
room, Ts will decrease the
complexity. Ss will not have
preparation time and using the
provided information to fill in
blanket and orally practicing with
their partner.

During stage
● Ts will use checklist for active
participation to evaluate and assess
Fluency Ss
develop  Active participation: the
ment student initiates the
conversation, takes turns
appropriately, and
actively engages in the
role-play.
 If Ss did not active
participate, Ts
encourage and
 guide Ss to engage
in the conversation
 Language use: key
language objectives
such as correct usage of
invitation phrases (e.g.,
"Would you like to..."),
appropriate responses to
invitations, and the use
of polite sentence
structures to accept or
decline invitations.
 If Ss did not
correctly use the
invitation and
response phrases,
Ts will review the
language use to Ss,
and encourage Ss to
repeat again until
they use the
language correctly.
 Fluency: the fluency of
dialogue exchange
 If Ss have trouble
with express the
sentences during
the dialogue, Ts
will provide the
sample of sentence
structure and ask Ts
to read it aloud until
Ss are able to
 express the
sentence fluently.
● T1 assigns Ss into breakout room
and Ss will discuss with their
peers(10mins)
● T1 share the screen with given
information about Mary and
sentence structure that Ss are using
to finish the activity.
● Ts move around the rooms for Ss’
potential questions, and make sure
of Ss’ progress
Post stage
● Ts bring Ss back to the main room
● T1 call on Ss to demonstrate their
conversation, if student A is the
person who is inviting in round one,
then student A will be the one who
replying to the invitation in the
second round with student B.
Making sure that each Ss have a
chance to both in inviting and
replying roles.
● T1 interacts with Ss during the
discussion, if T1 notices errors in
pronunciation or sentence structure,
offer CF (immediate, recast or
repetition).
● T1 draws a conclusion of the
activity and celebrate Ss’s progress.
 N/A Wrap up 8:25-
8:30pm
● T1 concludes by reviewing the main
content.
● T1 shows Ss’ their homework and
time of the next class.
● Ts ask Ss to unmute themselves and
say goodbye.
● ● T1 invites Ss who have questions
to stay in the room to help with their
questions.

Homework:
● Students will do the EnGen practice at home

Anticipated Problems & Suggested Solutions:

● If students need any help with translating or have difficulty understanding, Kia(our teaching assistant) will be here and help to
translate certain words or sentences in Spanish.
● For the whole-class sharing, there may not be volunteer answers at first. Ts may do a roll-call on students and ask the student
who has just finished sharing to nominate another student to share.
● There may not be a full turn-up of students for this class. But if there appear to be less students than expected, Ts will pair up
with students.

Contingency Plans:
● If we finish the class earlier, we will introduce the content of making plans with friends by phone
● If the time is limited, teachers will warp up the class and review the content at the beginning of the next class