Lesson Plan: Making Invitations



Teacher starts the class by  telling students to make two groups and make a circle. Students think about a question and they ask that question to member of the group and the member has to refuse or accept the invitations.

Students play chinese whispers by using some of the questions taught in previous classes.


Teacher introduces questions using the present continuous  by giving examples related to making, accepting and refusing invitations:


  1. I am going to the river next week
  2. You are playing soccer tomorrow night
  3. He is going to the beach
  4. She is going to the movies
  5. It is going to be fun
  6. We are going to school tomorrow
  7. They are going to swim at the pool
  8. You are watching a movie at home tonight.


  1. Where are you going tonight?
  2. what are you doing tomorrow ?
  3. Are you watching the game tonight?
  4. Are you going to surf next weekend?
  5. Are you playing soccer tomorrow?


  1. Students read pieces of paper with sentences, they unscramble the sentences to form a dialogue.
  2. Students write the dialogue and identify examples of the structures taught above.
  3. Students  practice the dialogue with a partner.
  4. students complete a dialogue and practice with a partner


Now students have to prepare a similar dialogue and present it to the teacher.







Course Books: Touchstone


Touchstone 1 – Scope and Sequence

  1. All about you
  2. In class
  3. Favorite People
  4. Every day Life
  5. Free time
  6. Neighborhoods
  7. Out and About
  8. Shopping
  9. A  Wide World
  10. Busy Lives
  11. Looking Back
  12. Fabulous Food

Touchstone 2  – Scope and Sequence

  1. Making Friends
  2. Interests
  3. Health
  4. Celebrations
  5. Growing Up
  6. Around Town
  7. Going Away
  8. At Home
  9. Things Happen
  10. Communication
  11. Appearances
  12. Looking Ahead

Touchstone 3 – Scope and Sequence

  1. The Way We are
  2. Experiences
  3. Wonders of the World
  4. Family Life
  5. Food Choices
  6. Managing Life
  7. Relationships
  8. What if ?
  9. Tech Savy
  10. What’s up?
  11. Impression
  12. In the News

Touchstone 4 – Scope and Sequence

  1. Interesting Lives
  2. Personal Tastes
  3. World Cultures
  4. Socializing
  5. Law and Order
  6. Strange Events
  7. Problem Solving
  8. Behaviour
  9. Material World
  10. Fame
  11. Trend
  12. Careers

Lesson Plans: Booking by Phone



  • May I help you? What can I do for you?
  • I’d like to book two seats for the theatre.
  • I want to book a table for two.
  • How much is _____?
  • I need a single/ double room.
  • What’s your name? What’s your credit card number?
  • How long are you planning to stay?
  • Where is it located? It’s in….


  • Asking for and giving information.
  • Asking for clarification.
  • Making basic exchanges.
  • Filling in forms and charts.


  • Love for others
  • Self- esteem when performing for a job.
  • Politeness interacting with others.
  • Creativity towards the topic learned.
  • Responsibility in every action taken.
  • Awareness of cultural differences.


  • Different ways people book in Costa Rica and other English speaking countries.



Scanning and skimming information.


Teacher shows a presentation in which vocabulary related to booking by phone is introduced. Pronunciation is reviewed using the cambridge online dictionary


Task #1: Students  are going to have a list of expressions that are used to book by phone and they are gonna classify them

Task#2:  Students are gonna read three conversations and identify if the phrases previously taught are present in the dialogue

Task#3: Student are giving the same dialogue but this time with missing information, they have to fill in with the same or other/similar phrases


Students write a  dialogue in which they book a service different from the ones already seen in class

Evaluation of Learning Outcomes:

The teacher by means of a rubric will evaluate students’ ability to write a dialogue with proper grammar and spelling



Taking notes from conversation by phone.

Filling in forms with unfamiliar names, specifications, and others


Teacher introduces new words found in the dialoogues.


Task #1:  Teacher gives a dialogue in which the specification like names, phones and other information is missing, they fill this information with the information of their classmates

Task#2:  The teacher reads some dialogues and they fill in a chart with the information as they listen


Students create a dialogue and they read that information to their classmates so they fill in their charts

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate students’ ability to perform a dialogue



Understanding short passages and messages on the phone.


Teacher reviews new vocabulary that might be found in the dialogues that they will use

During- listening

Task #1: Students unscramble some words and phrases to form a dialogue spoken by the teacher, the dialogue is reviewed by all

Task : Students fill in the gaps with words they listen the same text as theyare spoken by the teacher

Task #3:  Students listen the same text again but this time they will try to complete the msising sentences

 Post- listening

Students will make groups of three and they will act as they are in a restaurant and two customer are trying to book a table .

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate Ss ability to book or make an appointment



Initiating and developing conversations on the phone


The teacher continues building upon the vocabulary  previously taught and adds  phrases to aplogize for not being able to deliver the service that has been requested.


Task#1  Students  pick a partner to work with, one of the student is given a set of information, the other student is given a set of question to make to his/her classmate.

Task#2  The students read phone and credit card numbers and spell complicated names to their classmates and they fill in the information in a chart



Students prepare a dialogue in which they will have to apologize for having no vacancy or tables available

Evaluation of Learning Outcomes:

The teacher by means of a  rubric will evaluate students’ ability to politely apologize for not being able to deliver a service to a potential client.