THE INVITATION

To accept or refuse — that is the question?

 

1. WORKSHEET: Ideas are tricky to convey in a second language class! Illustrations can be more powerful than words–especially in the realm of ideas! Print a “cartoon” worksheet for each student to fill in and keep.

 

2. VOCABULARY: When learning new vocabulary words becomes tedious drill. Try exercises that train students to think and use reasoning skills while they learn new vocabulary.

A. Invitation: To ask a person to come to a party or special event.

B. Wedding banquet: A big dinner to celebrate a marriage.

C. R.S.V.P.: Reply please.

D. Accept: To say yes.

E. Refuse: To say no.

F. Excuse: To give a reason.

COMPETITION

A. Before class write the list of vocabulary words on the board.

B. Pronounce each word. Students repeat.

C. Explain the contest! Teams of 2-3 race to look up the words and compose one example sentence using the word. First team to give the definition and use the word correctly in a sentence scores 2 points. Other teams can score 2 points for a correct sentence.

D. Do all the vocabulary words in turn.

 

3. INVITATION: Role Play

A. On the board make a list of the information typically found on an invitation.

B. Partners make a pretend invitation.

C. Make lists of ways to: (1) to accept and (2) refuse invitations. Then make lists of excuses: (1)  typical and (2) outrageous! Be creative.

DEMONSTRATE: How to give, accept, and refuse the invitation.

D. Partners practice. Then trade invitations with other groups 3-4 times.

 

4. CHARLIE CHAPLIN DIALOG: Charlie Chaplin was the star of silent movies. Silent movies were popular in the early 20th century because new immigrants to the US could enjoy them without knowing English. This clever type of dialog and activity introduces the theme of the lesson.

 

There are two parts to this exercise: (1) charades, and (2) dialogs.

A. Make small groups. One representative from each group play “Rock, Paper, Scissors” to win the chance to do the charade. That group acts out the vocabulary word “refuse.”

B. Give 3MIN to prepare the charade — meanwhile the class will practice pronouncing vocabulary words and review the meanings.

C. Next – the actors perform the charade – like a silent movie. Perform 2-3 times.

D. The class must guess which vocabulary word and each group creates a brief dialog about refusing an invitation. Everyone in the group must speak!

E. Each group performs their dialog with actions for the class. Let the class vote which is the best dialog.

 

5. SET THE TABLE: Mystery Bag

Create mystery and suspense! Use the Mystery Box/Bag to create curiosity

about the lesson.

A. Collect these items before class and put them in the Mystery Box/Bag: spoon, fork, knife, napkin, plate, cup.

B. MYSTERY: Have all the students gather around so they can see. Create a bit of suspense and drama! Take the silverware out of a bag, item by item, with a bit of flair! Hold up each one and pronounce its name–class repeats.

C. PRETEND: It is time to eat. Demonstrate how to set the table and perhaps offer a blessing before eating. Explain this is a typical practice around the world.

 

6. PERSONAL STORY: Can you guess what Book is 10% exposition, 15% poetry, and 75% narrative/story? Story is powerful. Personal stories are a good device to reveal something about yourself, your dreams, your ideas, or experiences.

A. Tell about a time when you went to a wedding.

B. Students tell their neighbor about a time they went to a wedding.

 

7. THE INVITATION: Story

Language class is very predictable — with drills and recitation. Theatre in the

classroom is magic. To pretend and imagine is universal.

A. Listen to the podcast and rehearse telling the story before class.

B. This is theater. Select volunteers to be the actors and perform the story. Get as many students involved as possible. Use simple signs and props to make the story come alive!

C. You TELL the story and the actors act. If you have a large class let many groups perform at once!

 

8. QUESTIONS: Jingle Bells

Questions can teach students HOW to think rather than WHAT to think.

Ask questions that will require reason and imagination.

Make two teams. The first person on each team stands with their hands on the desk with the bell between them. Ask a question. The first person to ring the bell answers the question and earns 1PT. Those 2 people go to the end of the line and the next person in each line comes up. Try candy as a prize!

A. Say an example R.S.V.P.

B. Did the first person accept or refuse the invitation?

C. Why did the king become angry?

D. Who went to the wedding?

E. Why did people refuse the king’s invitation?

F. What title would you give this story?

G. Imagine you got an invitation to the wedding banquet. What gift would bring?

H. If you ever met the king, what would you say to him?

I.  What foods do you think are served at a wedding banquet?

J. How would you feel if you were the king and everyone refused your invitation?

K. Imagine you are having a banquet. What five famous people would you invite?

 

9. WHAT HAPPENED NEXT?: Begin re-telling the story line-by-line — but stop and let the students yell out the end of each line.

 

10. R.S.V.P.

Instruct everyone to write a 2-3 sentence R.S.V.P. to the king for the invitation to the wedding banquet. Let volunteers read their R.S.V.P. to the class.

 

11. IDEAL HUSBAND/WIFE: TV Commercial

Apply the ideas in the lesson in an imaginary TV commercial.

Ideal – the idea of what is perfect.

QUESTIONS

A. Describe the ideal husband/wife.

B. Would you marry someone less than your ideal?

C. What traits are non-negotiable?

D. QUOTE: Beauty is in the eye of the beholder.

E. What makes you an ideal husband/wife.

TV COMMERCIAL

Small groups create a 30SEC TV commercial about the ideal husband/wife. Perform for the class.

 

12. RE-TELL THE STORY

A. Make small groups. Each group will pretend a pen/pencil is the microphone.

Have one student begin telling the story. When you give a signal they are to pass the microphone and the next student shall continue the story. Continue until all have a turn. The last person should finish the story.

B. Then mix up the students and divide them into new groups to re-tell the story again.