Leigh Davidson Leigh Davidson

F is for Friends
Intermediate to Upper-Intermediate, Prep Speaking level

Description

In this lesson Ss will discuss friendship--what it means to be a friend; is friendship important in Turkish society (in American society); and the differences between a friend and a best friend. A matching vocabulary exercise will introduce (or review) some phrases commonly used when discussing ones friends and their friendships. The final productive activity will include a BBC video on difference, in which a group of children are interviewed on what they consider 'different' about their best friend.

Materials

Abc Making and Keeping Friends
Abc Quotes and Proverbs on Friendship

Main Aims

  • To provide Ss with an opportunity for freer speaking practice on the subject of friendship--how to define it; how to qualify it (e.g. a good versus a best friend); and how forming a relationship like friendship can change ones perspective on other people

Subsidiary Aims

  • To provide Ss with an opportunity to practice their gist listening skills while watching and listening to a BBC video of young children being interviewed about their best friends

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Write on the WB FRIENDS and FRIENDSHIP. Underneath the header, write two quotes. Have the WC respond to these quotes. What do they think the quotes mean and how do they apply to friends and friendship. Do they agree with what the person quoted is saying? --"One's friends are that part of the human race with which one can be human." [George Santayana] --"A friend is someone who knows all about you and still loves you." [Elbert Hubbard]

Exposure: My Friend (12-15 minutes) • To provide a model of production expected in coming tasks through listening

Show the WC a photo of your friend (Kristina). Describe to the Ss a little bit about Kristina and explain why she is your friend. [T Answer: she is caring and non-judgmental; she is very outgoing and socially active and inspires me to be more social; she is creative and unique; she wants to learn new things all the time (a trait similar to mine); she continues to be my friend, even when I am not actively working on our relationship]. Divide the WC into pairs and instruct the Ss to describe to their partner a friend of theirs. "Explain WHY this person is YOUR FRIEND; HOW LONG have you known each other; WHAT DO YOU HAVE YOU IN COMMON with each other and HOW ARE YOU DIFFERENT; and WHAT ACTIVITIES do you like to do together [write on the WB]." Following GW discussion, bring the WC together for FB. Have some of the groups share with the WC what they learned about their partner's friend.

Useful Language: Defining Good Versus Best Friends (12-15 minutes) • To highlight and clarify useful language for coming productive tasks

Instruct the groups to think about their friends that they just discussed and to come up with 5 QUALITIES [write on the WB] that they think a 'good friend' should have. "Think about your own experiences with your friends and come up with 5 characteristics/qualities/traits that a person should have to be considered a good friend." Following GW discussion, elicit FB and write some of the Ss' answers on the WB [underneath the header GOOD FRIEND]. Point out any similarities if you notice them. Write on the WB BEST FRIENDS. Elicit from the WC their opinions on the differences between a 'friend' and a 'best friend.' Reference the WC to the previous activity. Brainstorm, as a WC, on 3-4 characteristics/qualities/traits that a friend should have to make them a 'best friend.'

Useful Language: Matching Exercise (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Write on the WB some selected phrases commonly used when discussing the topic of friendship and describing friends. Elicit from the WC which phrases they are familiar with. Encourage a brief description from the Ss if they are familiar with any of the phrases. TO CATCH UP --- TO MEET --- TO MEET UP (differences and similarities?) TO HIT IT OFF --- TO GET ON WELL --- TO HAVE A LOT IN COMMON --- TO GET ON LIKE A HOUSE ON FIRE (differences and similarities?) TO DRIFT APART --- TO FALL OUT WITH (differences and similarities?) Following WC discussion, distribute a matching vocabulary HO ('Friends Vocabulary') with an extended vocabulary list. Provide the answers on the WB.

Productive Task: Making and Keeping Friends (13-15 minutes) • To provide an opportunity to practice target productive skills

Inform the WC that they are going to continue their discussion on friendship and making friends. "Discuss 6-7 of the 10 questions in this HO ('Making and Keeping Friends'). Try to use some of the vocabulary in your discussion (reference the previous HO)." Following GW discussion, bring the WC together for FB and some of the groups' conversation highlights.

IF TIME Productive Task: Quotations and Proverbs on Friendship (15-18 minutes) • To provide an opportunity to practice target productive skills

Divide the WC into groups and have each group select a proverb, or quotation, on the subject of friends and friendship. Instruct the Ss to decide: 1) what the proverb/quotation means concerning the subject of friendship and 2) do they agree or disagree with the proverb/quotation meaning, and why. "Does this proverb/quotation apply to friends and friendships formed today? Does it apply to the beliefs and values Turkish society places on friends and friendships?" Following discussion, bring the WC together for FB and for each group to share and explain their proverb/quotation.

Productive Task: 'Everyone's Welcome' Video Activity (25-30 minutes) • To provide an opportunity to practice target productive and receptive skills

Write on the WB COMPARATIVE AND SUPERLATIVE. Elicit from the WC this grammatical structure and how it is used in English. Reference the WC to their previous discussion on their best friends. Elicit from the WC some comparative and superlative sentence examples that compare/contrast themselves with their best friend. Inform the WC that they are going to watch, but not listen to, a short video in which pairs of best friends are asked the question, 'What makes you two different from each other?' "Watch and focus on how each pair of best friends are different from each other. What answer do you think each pair of best friends gives to the question, 'What makes you two different from each other?'" CBeebies Everyone's Welcome Youtube: https://www.youtube.com/watch?v=1MJrRvpjB1I Play the video until 1:45 Divide the WC into groups and have them brainstorm on what answers they believe each pair gave. Following GW discussion, elicit from some of the groups their thoughts. Inform the WC they are now going to watch the video with sound. "Compare what you discussed with what each pair of best friends actually says." Following a viewing of the video, allow the Ss to share, within their groups, what they heard and what they had difficulty hearing. Following GW discussion, elicit from the WC a general response to the children's statements. Were they surprised by anything the children said? Focus on the tagline of the video: 'When it comes to difference, children see things differently.' Elicit from the WC what they think this statement means. "What do you think the message of this video is? Do you agree with this message?"

Web site designed by: Nikue