1. Have the beam projector ready to show the video and the text suggested in the “Materiales Educativos Digitales” section.

2. Ask students how many different ways of inviting they remember from their previous lesson(s).

3. Ask students what  the last party they attended was, where it was, when it was, what they ate, etc. and how they were invited.

4.Tell students in this video they will learn more ways to make invitations.

5.Ask students to copy the expressions they will see in the video in their notebooks: formal and informal ways of inviting.

6. Play the video (which doesn’t have sound) and make pauses for students to copy the expressions. Talk about them while they appear on the board.

7. Invite students to give you some examples using those expressions and write them on the board.

8. Continue with the video, now with ways to accept and reject that invitation.

9. Use some of the sentences students gave you earlier and now ask them to work in pairs and write a sentence accepting and rejecting a couple of those invitations.

10. Use the beam projector to show the activity and have the speakers ready for students to listen to the expressions.

11. This exercise is for students to work in pairs. They need to  listen to one expression and then think of the context or situation for that expression to be used (who, when, where, etc.)

12. Play the audio and ask students to raise their hands and share their contexts with the class.

13.  Show the next list of expressions, ‘accepting the invitation’ and ask the students to classify them into formal and informal.

14. Ask students to think of three different expressions used in Spanish to invite somebody and reject such invitations, how different are they?

1.Have the beam projector ready to show the activity suggested in the “Materiales Educativos Digitales” section , and download, print and make photocopies for students of the file.

There are 3 pages to print. Page 1 and 2 are to be used in this session and page 3 will be used in the next session.

2. Ask students to imagine the class is having a party so invite them to tell you possible places, time, day, food, music, etc. and write it down on the board.

3. Project this activity and

tell students there are different sections to work on so they will work individually and in pairs when you indicate so.

4. Read the ‘exam question’ but tell students it is not an exam but a recommendation to work on the topic in case they have an upcoming exam and need practice.

5. Draw students’ attention towards the email where ‘you are inviting your friend Lisa to your birthday party’ and discuss the different colors used to highlight important points in the body of the email.

6. Make special emphasis on the use of the present continuous for future plans and arrangements and review if necessary.

7. Start with exercise 1: multiple choice. Ask some volunteers to answer the questions. Continue with exercise 2 and invite 6 more students to answer, and repeat the same procedure with exercise 3.

8. As for exercise 4: invite students to work in pairs and discuss the possible answers to complete an invitation.

9. Check answers with the whole class.

10. Distribute the 2 first pages of the file and tell students this is going to be a general review on expressions used by speakers when inviting and rejecting invitations.

11. Ask students to work in pairs and practice the dialog making an excuse. Help with vocabulary as needed.

12. Invite pairs of students to complete the dialog and give a different excuse. Monitor and invite some pairs to read their dialogues paying close attention to intonation. Remind students they are going to make excuses.

13. For exercise 3 invite students to work with a different partner to practice dialog 3.

14. Invite students to work in groups of 3 and complete the sentences using the hints to identify what to complete, statements or questions.

15. Check answers with the whole class and invite two different pairs come to the front and act out their conversations.

1.Download, print and make copies for students of the suggested activities in  the “Materiales Educativos Digitales” section.

About the first worksheet, the first page in the file is the lesson plan for the teacher with answers included.

As for the second file, there are 3 pages to print. Page 1 and 2 are to be used in this session and page 3 will be used in the next session.

2. Tell students they are going to practice making suggestions when deciding on what presents to give somebody on a special occasion.

3. Ask students how many different ways of suggesting something they can think of. You may accept some sentences in Spanish since this is new language and we want to work with function first, rather than grammar accuracy.

4. Distribute the activity and invite students to work individually. This is a great exercise that works with critical thinking since students have to rank elements, make decisions, justify answers.

5. Monitor and offer help as needed.

6. Ask students to work in pairs to complete the dialog with 10 missing words/expressions from the box.

7. Check answers with the whole class.

8. Section E on the third page can be given as homework.

9. Distribute the activity (page 3) and ask students to work in pairs.

10. Give a brief explanation of the use of ‘too’ and how we can use it in giving excuses, for example, and ask pairs to answer the exercise.

11. Work with the question ‘What other excuses do you hear often using ‘too’?’ with the whole class.

12. Continue working with exercise 7 in the same pairs. Give a simple explanation of ‘I wish I could…’ just for students to understand the intensity of giving these excuses.

13. Check answers with the whole class.