Malia Yoshioka Malia Yoshioka

TP 5b - Friends
Beginner (A1) level


In this lesson, students will practice asking and answering questions in the present simple about a friend. By the end of the lesson, they will be able to introduce or talk about a friend and to ask questions about someone they are meeting for the first time.


Abc Gap-fill HO
Abc Find someone who
Abc Photo - Cast of Friends
Abc Malia's friend Kim - Text

Main Aims

  • To provide clarification and practice of questions and short answers in the present simple (using he, she and it) in the context of introducing or talking about a friend.

Subsidiary Aims

  • To provide fluency speaking practice in a in casual conversation in the context of planning for the weekend


Lead in (4-6 minutes) • To generate interest in the topic and to activate schemata

Project or show photo: Cast of Friends Who are these people? What do we know about them? American TV serial. Popular or not popular? Did you see it before? What do we know about them/what do you think? What do they do together? Drink coffee. Talk. Go to the cinema. (If needed) Ok now let's think about your friends. Do you have lots of friends? One friend? Best friend? Discuss in pairs - tell your partner about your friends / best friend.

Reading Task (3-4 minutes) • To practice reading for gist and to further incorporate the context

I will explain that students are going to read a short text about my friend Kim who lives in Chicago. Chicago is a big city in America. Alone, you will have 1 minute read the text and answer: (Write on board) Is Kim a busy person? How long? 1 minute. Reading fast or slow? Fast. After 1 minute, ask them to discuss in pairs if they think Kim is a busy person and why or why not.

Highlighting Target Language (3-5 minutes) • To highlight the target language so students are focused on it

Monitor to elicit an actual sentence about their friends or use example of Kim: Kim / live / Chicago She / like / pizza Nalan / like / music John / doesn't like / cats Take statements and elicit how to turn them into questions, write on the board: My friend GOES to _________ (Does she go to ?) She LIKES _________ (Does she like?) She LIVES in _________ (Where does she live?) His job is _______ (What does he do?) On the weekend, he ____________ Every day, he ________________

Clarifying Target Language (3-5 minutes) • To clarify meaning, form and pronunciation of the target language

Using the target sentences with verbs like LIVES, LIKES, EATS, PLAYS, GOES that were elicited to show form of the yes/no question: DOES + he/she/it + LIKE ___________? **No S on LIKES - Does she like not does she likeS? Answer? (Elicit from students) + Yes, she DOES. - No, she DOES NOT. (She likes _______.) Does not ---> Doesn't (Demonstrate contraction using fingers, drill pronunciation.)

Find Someone Who (5-10 minutes) • To review first person Do You ____ questions and answers

Show students HO and go through first example together: Find someone who likes pizza. Do you like pizza? Yes, I like pizza. Find someone who... LIKES GOES TO (Goes dancing) DOES (Plays football) LIVE IN

Language Practice (15-20 minutes) • To provide first controlled and then freer oral practice focused on the target language

Students will receive a gap-fill HO to practice questions and answers using he/she/it in the present simple. They will get 5-10 minutes to complete the HO, then work in pairs to check their answers. Then swap partners and see if answers are all same. I will monitor during this time to keep track of errors for correction and will pass out answer key once we are finished. For freer practice, I would like them to talk to each other about their friends (or colleagues or family if friends has been exhausted.)

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