Would you like to ___?
Invite, Accept, and Decline Politely
Practise invitations that sound warm and responses that are clear, polite, and easy to continue.
Your goal
By the end of this lesson, you can invite someone, accept or decline with a reason, and suggest an alternative when appropriate.
Why this roleplay matters
Use English to reach a practical outcome with another person. Learn a complete exchange, practise both roles and then change the details so the final conversation is not a memorised script.
TF29 · Conversation Strategies & RepairProgress Focus
Progress focus: CMLISTFP
Use the final independent attempt to apply the 0–2 scoring guide consistently.
30-minute lesson route
- Confirm the observable outcome and connect it to one real learner need.
- Use the visual and first audio for meaning before explaining language.
- Select only the useful-language items needed for this learner.
- Run the guided rehearsal without reading every instruction aloud.
- Run the main task: Each person has a private calendar and two preferred activities. Find one plan that works without showing the calendars.
- Record focused feedback, repeat the weakest part, and complete the exit check.
Engduo Audio: Licensed voices prepared for this lesson. Audio never starts automatically. Use the transcript after the first listening attempt.
1. Understand the situation and roles
Identify who each person is, what each person needs and what successful communication must achieve.
- casual coffee
- birthday dinner
- weekend activity
- online study session
Engduo Audio • British English
Transcript — open after listening
Would you like to have coffee after class on Thursday?
Engduo Audio • Australian English
Transcript — open after listening
I’d love to, but I have a meeting on Thursday. Could we meet on Friday instead?
Teacher Help · Stage 1
Clarify the two roles and the shared outcome. Model the situation briefly, but do not perform the learner’s role for them.
2. Build the useful exchange
Choose the opening, request, response, clarification and closing phrases needed for one complete conversation.
Are you free on ___?
That sounds great.
I’d love to, but ___.
I’m afraid I can’t this time.
Could we do ___ instead?
Teacher Help · Stage 2
Select four to six useful chunks that form a complete exchange. Demonstrate how the turns connect; avoid reading the whole phrase bank aloud.
3. Rehearse one complete exchange
Practise the conversation once with visible support, then swap roles and change one detail.
- Choose a suitable invitation for the relationship.
- Give a short reason when declining.
- Offer an alternative only when you genuinely want to meet.
Teacher Help · Stage 3
Run one supported exchange, then swap roles. Change one concrete detail so the learner must listen and adapt.
4. Complete the roleplay with a new detail
Use the role information to solve the situation. Listen and react instead of reading every line.
Each person has a private calendar and two preferred activities. Find one plan that works without showing the calendars.
Teacher Help · Stage 4
Give each role the information it needs. Let the conversation continue until the practical outcome is reached; correct only when communication stops.
5. Final practice: Roleplay independently
Complete a new round with keywords only, receive one focused correction and repeat the weakest turn.
Make two invitations: accept one, decline one, and negotiate a new time.
Retry: Repeat once with clearer meaning, stronger evidence, or less support.
Teacher Help · Stage 5
Remove the model and use keywords or role notes only. Give one communication correction and one language correction, then rerun the weakest turn.
Exit check
Complete this without reading a model: Invite the teacher to an activity, respond to a changed time, and close with a confirmed plan.
Success looks like: The invitation, response, reason, and final time or alternative are all clear.
Evidence: speaking · Repeat the weakest part once after focused teacher or self-feedback.
CM · Communication Management
2: Organises ideas, turns, clarification and response coherently.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
LIST · Listening Comprehension
2: Understands and uses the required spoken evidence accurately.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
FP · Functional Performance
2: Completes the real communication outcome independently.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
Use these scores after the independent attempt. Give one specific success note and choose one next practice focus.
Teacher Help · Stage 6
Score the stated Progress Focus from the independent round. Point to one successful interaction move and one next practice focus.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
I’d love to, but… ช่วยให้การปฏิเสธนุ่มนวลขึ้น ส่วน could we… instead? ใช้เสนอทางเลือก
Teacher Guidance · How to conduct this class
30-minute must-do route
- Confirm the observable outcome and connect it to one real learner need.
- Use the visual and first audio for meaning before explaining language.
- Select only the useful-language items needed for this learner.
- Run the guided rehearsal without reading every instruction aloud.
- Run the main task: Each person has a private calendar and two preferred activities. Find one plan that works without showing the calendars.
- Record focused feedback, repeat the weakest part, and complete the exit check.
60-minute extension
- Include different budgets, travel time, or a group member who cannot attend.
- Switch roles or conditions so the learner transfers the language rather than repeating the same answer.
- Compare the first and second performance and record one specific improvement.
Make it easier
Offer a response menu and two available times.
Make it harder
Include different budgets, travel time, or a group member who cannot attend.
Likely difficulty
The learner may say no without a reason or continue negotiating after the other person has declined clearly.
Correction priority
Prioritise clear intent, polite tone, and the final confirmed arrangement.
Thai support rule
Keep the Thai panel closed unless examples, visuals, gestures, replay, and simpler English do not allow progress. Return to English after the key distinction is clear.
Progress record
Use the 0–2 guide after the independent attempt and identify one recurring need for the next lesson.
Retry
Give one meaning-focused correction and one language-focused correction at most, then ask for a second attempt.
- Council of Europe — CEFR Companion Volume — Supports the communication-first level range, observable learner output, and interaction focus.
Content and media rights
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