A.

Students and Setting

Students
Junior High School Japanese students with mostly intermediate to low
level of English language proficiency. There 8-12 students in each class.
Setting
This is an after school English Learning Center for Japanese students
where it focuses in building listening and conversational skills. Classes are
60 mins long and meet once a week.

B. Lesson Background
This new lesson introduces ways of accepting (That sounds wonderful I
would love to..) and declining (No, thank you Im sorry, maybe next
time..) invitations in different ways. New phrases will be learned and used
by the students. They will later on be paired and do a conversation using
the phrases being taught. They will also use games and various activities
to practice the phrases further.
C. Learning Objectives/ Expected Results
Students will listen to the teachers monologue about how to accept and
decline invitations in different ways.They take notes of the responses
being used by the teacher in the monologue. Students will use invitations
(Realia) as a part of their play, then they will be able to choose and apply
their own responses in a given conversation being able to discover the
right responses for an invitation they will be able to politely communicate
among each other using the phrases being taught. Teacher shall note
every the highlights and errors of every presenter.The peer audience will
be given a chance to evaluate the performers, review the highlights and
errors of the play, think critically what should be done, and give a
thoughtful feedback.
D. Materials and Sources
Materials

Teachers Monologue: Accepting and Declining Invitations

Pen and notebook where students write down anything they hear
from the teachers monologue
Teacher will bring different kinds of invitation to the class (birthday,
wedding, concert, etc.)
Box
Plastic cups
Chips
Chopsticks
Timer
Whiteboard
Marker

Your Name
Team of your Scoring: (0-3) when 0 is the lowest and 3 is the highest
0 - no elements involved
1- few of them are present
2 - almost all are present
3 - Complete elements
Oral skills/ Delivery
Polite use of words
Clarity of Presentation
TOTAL

E. Procedures/Timing
Option 1: Table
Teacher says/does
Read the teacher made
monologue to the class.
Use gestures to help
students understand the
story

Students say/do
Listen carefully and
think about what words
or phrases come up in
the story which has to
do with

Approx. Time
10 mins

accepting/declining
Ask students some
questions about the
story:

Answer the questions

and may refer to their
notes

5 mins

Try to answer them in

complete sentences

5 mins

Repeat the phrases

being taught with
proper intonation and
pronunciation. Copy
them down in their
notebooks to practice
more at home.

10 mins

Example questions
based on the story:
What did I say to my
friend when she asked
me to go to a movie?
I had plans for
Halloween, so what did I
say to my friend Mark?
Start off by giving
examples of invitational
questions.
For example:
Can you come to my
birthday party?
Do you want to watch
Taylor Swifts concert
next month?
Introduce different
phrases in accepting
and declining
invitations. Write them
on the board. Go over
the meaning of each
phrase and when
necessary use gestures,
etc. to aid
comprehension.
After going through
each word or phrase,
further their
understanding by asking
questions and having
them answer using the
phrases just learned.

When the time starts,

10 mins.
put as many chips in the
cup using only the
chopsticks.
The one with the least
chips in the cup when

This can be done

through a game.
Give each student a cup
and a pair of chopsticks.
Scatter all the chips on
the tables. Set the timer
to 1 min (may vary as
the game continues).
Teacher brings out
different kinds of
cards/invites (movie
tickets, birthday, etc.)
and put them in a box.
Pair up the students and
tell them to do a
conversational activity.

the time ends will

answer the question
using any phrase they
prefer.

Pick a car or an invite

from the teachers box.
Create an appropriate
invitation question using
the card picked and
practice the dialogue
with a partner. Use the
different phrases in
answering the question.

Ask each student to pick

an invite from the box.
Present to the class as
naturally as possible
Give students time to
(For example with
create their own
gestures and eye
conversation including
contact).
the invitation question
and the response
Ask students to present
their dialogues to the
class.
Encourage them to do
the presentation as
naturally as possible
Gives the students the
evaluation sheet and
tells the student how
the scoring goes
Instruct the students to
write an the respective
scores every after a
presentation

Writes the score on the

paper
Pass the scores to the
teacher.

10 mins

Teacher notes for the

highlights and errors of
each group
Gather all the sheets
Rank each pair

Students raises the

10 mins
points where they were
Review and evaluate the having a hard time
errors and highlights of
every group
Review and evaluate the
errors and highlights of
Have them think and
every group
explain why was is
wrong and what should
Gives proper feedback
be the case.
to peer groups.
F.Learner Feedback/Formative Assessment
Students is able to give a feedback using the evaluation sheets, then after
the presentation there will be a ranking on their performance, the teacher
and students shall review and evaluate errors and highlights of every pair,
have them think what should be the case to correct the errors and give a
thoughtful feedback.
G. Extended Reflection

This lesson uses different cards/invites as realia. This will allow them to
experience first-hand how to appropriately invite people to whatever events
they may have but most importantly to be able to accept and decline
invitations in different ways. This will help them broaden their vocabularies
as well as give them more options rather than plainly responding with a yes
or no. This lesson will help them to choose their words and to develop
politeness and courteousness in responding to invitations.
This activity includes pairing by which we can involve and act the proper use
of the words during invites. Critical thinking is also a part of this activity, as
the students properly think of a response during the play, as they review the
highlights and errors, and as they carefully give a learner feedback. The
teacher shall have a formative assessment also with the highlights and errors
of every presenter.