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entify the different attitude that are expressed towards different expectations;
 Students can seize the point of view in a simple discourse;
 Students can understand euphemistic suggestions and advice, etc.;
 Students can understand the speaker’s point of view and purpose;
 Students can judge the speaker’s attitudes, likes and dislikes, positions from the conversation;
 Students can get rid of the interference of ordinary accents in the process of listening.

2.3 Materials and equipment

 A tape recorder
 Topic-related article
 Multi-media system

2.4 Procedures

1) Pre-listening
Teachers are required to guide students to reflect on the content of this lesson, and tell the students, “We will have a lesson about ‘Invitation’. We will hear a description of Invitation Card from the tape recorder. The content is very simple, so it is very easy to understand.” Letting the students listen to the text carefully will enable them to understand the main content of this lesson.

2) Listening to the tape
The contents: Inviting friends to a party

Friend: Hello, William, what are you doing tomorrow evening?
William: Tomorrow evening? Nothing special. I was thinking of watching TV.
Friend: Drag yourself away from television for a change, and I have a few friends to have dinner party tomorrow to celebrate my daughter’s birthday. How would you like to join us?
William: Great! That would be super! Congratulations!
Friend: Thank you! How about 8 o’clock? Is that ok?
William: Oh, yes, fine. Would it be all right if I brought somebody with me?
Friend: Yes, of course.
William: Ok, fine. Do you want me to bring something to drink? Red wine or wines?
Friend: Red wine, if you feel you must bring something. But it’s not necessary.
William: I’ll do that. Thank you very much for inviting me.
Friend: My pleasure.
William: I’ll arrive at 8. Looking forward to that.
Friend: Yeah! See you then!

3) Whole-class discussion
T: what’s the name of William’s friend?
Ss: Not mentioned.
T: Ok. What are they going to do tomorrow evening?
Ss: Go to a party.
T: Good! When dose the party begin?
Ss: At 8 o’clock.
T: Dose William go to the party alone?
Ss: No.
T: Then who he will come with?
Ss: William doesn’t say. Another friend.
T: Very good.

(After these short conversations take place between teacher and students, the interests of students have been aroused. Then listening activities could begin.)

4) Schemata-building discussion
T: Have you ever been invited to do something with your friend?
Ss: YES.
T: what kind of invitations?
Ss: (All kinds of answers.)
T: How about other details of the invitation?
Ss: Place, time, people, etc.

(After these short conversations take place between teacher and students, students may predict what they will listen to in the following step.)

5) Listening activities
T: Now you will listen to a short conversation about declining and invitation. Before that, you have two minutes to read the text book. You can see there are some blanks between the sentences. Try to guess what the missed sentences are, then listen to the tape.

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