Period 2 lesson 3 A2 unit 3C What can I bring?

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Unit 3: lesson 3c What can I bring?

Ss learn functional language for making invitations and offers. The context is a

reading where they do a quiz about being a good guest. This leads into vocabulary (social phrases), where Ss also learn rhythm in phrases.

Our goal today

Speaking: talk about clothes.

Writing:  

how to make invitations and offers using social phrases.

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Speakout A1 3C vocabulary bank

1 g  2j  3f  4l  5i  6k  7c  8d  9a  10b  11h  12e

A1 unit 3

Fill in the missing words.

Have the conversation.

Excuse

much

try

size

is

3C Home

1B Give example (check understanding of It depends). Work alone, give Ss a few minutes to read the whole text. Fill out the questionaire: What do you do? Check in pairs, then discuss in class. EXTRA: Similar to actor/actress the female form hostess is also used but generally host is now more common.

1C FUTURE SKILLS = dessert LAST SLIDE, close laptop.

2 Reading alone. 3A Listening alone. 3B, C, D, Work in pairs.

4A Speaking NEXT SLIDE, close laptop.

7A Ss write response to the email invitation from Ex 2, inventing the details. Encourage Ss to use the phrases for making invitations from the lesson. 7B Work in pairs. Read the email and practise phoning each other to accept.

ALTERNATIVE: Students send each other a message and respond to it via Teams.

Read the text. Answer the questions.

1. Is it an invitation for a meal or a party?

2. What does Jason need to do?

Which words have capital letters?
M.I.N.T.S.

Stel vragen:

School opens at 7 in the morning. Is that AM or PM.

I leave school at 5 o'clock. Is that AM or PM.

[1:54]

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Homework

Speakout

Unit 3C

Online Practice

Grammar Bank

Speak anywhere: How to ...

make invitations and offers.

Speaking

How often do you invite friends over to your house?

What do you do when they come over?

Discuss in pairs.

Think: for yourself.

Pair: Put Ss in pairs or small groups to discuss the questions. 

Share: When they have finished, ask a few Ss to share their answers with the class.

3C Home

1B Give example (check understanding of It depends). Work alone, give Ss a few minutes to read the whole text. Fill out the questionaire: What do you do? Check in pairs, then discuss in class. EXTRA: Similar to actor/actress the female form hostess is also used but generally host is now more common.

1C FUTURE SKILLS = dessert LAST SLIDE, close laptop.

2 Reading alone. 3A Listening alone. 3B, C, D, Work in pairs.

4A Speaking NEXT SLIDE, close laptop.

7A Ss write response to the email invitation from Ex 2, inventing the details. Encourage Ss to use the phrases for making invitations from the lesson. 7B Work in pairs. Read the email and practise phoning each other to accept.

ALTERNATIVE: Students send each other a message and respond to it via Teams.

Offer & Response

Can I get / take / bring ...?

Let me get / take .... 

Thanks.

Thank you.

Yes, please.

I’d love one. 

No thanks, I’m fine.

1. Give example.

2. Work in pairs, take turns. 

3. Ask a few Ss to practise their conversations in open pairs across the classroom. 

Note that Would you like ...? can also be used for offers but not with the verbs given in the exercise.

Offer & Response

B Let me take your hat.

Can I take your hat?

C Let me bring you a cake.

Can I bring a cake?

D Let me bring you some chocolates.

Can I bring some chocolates?

E Let me get you a sandwich.

Can I get you a sandwich?

F Let me take your jacket.

Can I take your jacket?

1. Give example.

2. Work in pairs, take turns. 

3. Ask a few Ss to practise their conversations in open pairs across the classroom. 

Note that Would you like ...? can also be used for offers but not with the verbs given in the exercise.

Discuss in groups of 3-4.

1C. Read the Future Skills box with the class, then put Ss in pairs to discuss the questions. In a multicultural class, try to mix up the nationalities in the pairs so they can compare customs.

When they have finished, elicit ideas from a few pairs and have a brief class discussion.