To provide review, clarification and practice of common verbs such as study, go shopping, listen to music, play sports in the context of friends
To provide specific information and detailed listening practice using a text about men friends vs women friends in the context of friends
To provide fluency speaking practice in a interview in the context of friends
Procedure (32-47 minutes)
Tack the photos on the board. Draw arrows and write Mimi, Ashley, Pablo and Joanito to tag the people in the photos. Look. They are my friends. Mimi and Ashley. Pablo and Joanito. Are Mimi and Ashley men ow women? Ask the same for the men. Write "women friends" and write under the photo of women: 1. We talk about personal things. 2. We talk about our feelings. For men: 1. I eat Italian food with Joanito. 2. I drink coffee with Pablo. Think of four friends and tell your partners the activities you do with them. 1 min. Ask some pairs what they talked about.
While getting FB from the students if any of the below comes up, write it on the board. Then Write: 1. go shopping 2. study 3. listen to music 4. watch TV 5. go to the cinema 6. play sports. Then tack the photos on the board. These are some other activities that I do with my friends. In pairs, match them with the photos. 1 min. W/C FB See language analysis for CCQs.
Let's meet! Ask these questions and write the names of your classmates. Give HOs. Do 3 examples. Now stand-up and ask. Monitor. When they finish, ask each question with "who". Ex: Who goes shopping alone?
Read the web-page and in groups (of 3) answer the question. 2 minutes. Give HOs. W/C FB.
Read the words. Listen to the interview. Tick the words you hear. Give HOs. Play the track. Check with your partners. W/C FB
Read the sentences. Listen again. Are the sentences about men, women or both? Give HOs. Check understanding of the sentences and the task. Play the track. Check your answers with a partner. W/C FB. Ask for justification. If needed, play the track again.
Now look the bottom of the page. Read the instructions. Discuss in groups of three. Monitor. Get W/C FB.
T writes good language (if possible) and areas to work on. Asks students to discuss in pairs areas to work on (if no time W/C) and T tries to elicit the correct form from the students.