Meram Osama Meram Osama

Find an e-mail friend
Elementary level

Description

In this lesson, students practice speaking in the context of find an e-mail friend.

Materials

Abc handouts from student book
Abc PowerPoint slides

Main Aims

  • To provide fluency speaking practice in a discussion in the context of find an e-mail friend

Subsidiary Aims

  • To provide clarification and practice of language used for asking for information and discussing in the context of find an e-mail friend

Procedure

Warmer/Lead-in (6-7 minutes) • To set lesson context and engage students

*Greet the students. *Turn off the light and show the students a PowerPoint that contains several questions. *Ask the students: -Where can I make new friends online? -Do you believe in making online friends? -Have you ever tried online friendships? (if yes, ask the students to tell you about their experiences) *Show them a slide that contains the website 'findmeafriend.com' and ask them below the website ''Is it a real website or not?'' *If they say 'no', clarify to the students that it is a website that helps you find online friends.

Exposure (preparation) (12-14 minutes) • To provide a model of production expected in coming tasks through reading

*Give the students a matching activity that includes the difficult words. *Ask students to check their answers in pairs. *Give students feedback by demonstrating with them. *Give the students a handout that contains the exercises. *Give instructions: tell the students to read the text and answer the questions below. *Ask students to check their answers in pairs/small groups. *Give the students feedback by demonstrating with them. *Give student A a handout from p.138 and student B a handout from p.140. *Ask them to read the texts and fill in their part of the table. *Give them feedback.

Useful Language (A) (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

*Use the first column of the table to elicit the questions from students by asking: - ''How can we ask about his nationality?'' - ''How can we ask about his age?'' - ''How can we ask if he is a student?'' - ''How can we ask about what he likes?'' - ''How can we ask about the languages he speaks?'' *Drill the questions with intonation: - Where is he/she from? -How old is he/she? -What does he/she like? -What languages does he/she speak? *Write the useful language on the board.

Speaking task (7-10 minutes) • To provide an opportunity to practice target productive skills (useful language (A))

*Ask students to start asking and answering questions using the useful language (A) to complete the four columns of the table. *Teacher monitors and gives help if needed. *Give the students feedback by correcting their mistakes

Useful Language (B) (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

*Tell the students that ''we are going to discuss which one is the best e-mail friend for Teresa , and while the discussion, how can you say your opinion?'' *Elicit from the students the useful language (B) e.g: - I think....is best because....... -In my opinion..... -......isn't good because...... -I agree./I don't agree. -Maybe.... -Yes,but..... *Drill useful language (B). *Write the useful language (B) on the board.

Speaking task (10-12 minutes) • To provide an opportunity to practice target productive skills (useful language (B))

*Tell the students that they're going to discuss who's the best email friend for Teresa and why. *Give the students time to prepare. *Discuss in pairs/small groups who's the best email friend for Teresa and why. *Give the students 4 minutes to discuss together. *Teacher monitors and gives help if needed. *Discuss in a plenary discussion with the students who's the best email friend for Teresa and why. *Teacher takes the opposite point of view of the students to encourage them to speak more.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

*Teacher gives language feedback in which she praises any good use of the language and correct the students' mistakes.

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