Speaking ( find me a friend)
To provide accuracy speaking practice in a Conversations, interviews, and discussions in the context of Personal questions and opinions
To provide practice, clarification and review of language used for Asking and answering personal questions and giving opinions in the context of Find me a friend
Procedure (42-55 minutes)
I'm going to start by asking students if they have any hobbies, their occupations and so on, to make it easy I'm going to provide examples about myself. Then I'll ask them to look at the picture of Teresa and ask them some questions like Where is she? What is she doing? After that, I'm going to tell them that she wants to find friends from different countries, and start eliciting ideas about how she can find friends.
After I generated interest in the topic, they will start reading the text and answer some questions about Teresa. " Now guys, in order to find friends for Teresa, we have to know more information about her, how? *chesting the questions* here we have some questions about Teresa, each one will answer them alone, how? we are going to have a gallery walk, you are going to walk around the class and read the two paragraphs about her email and answer". After this they are going to discuss in pairs.
After they read and answer, I'll start to highlight the useful language by eliciting from them. For example where is she from? Does she like eating meat? What languages does she speak?
It's time for the main task which is an empty table with four names and five information pieces in it that need to be filled. First part (6 mins): I'm going to chest the table and tell them the following: - In this table, we have 4 people, we need to fill it to know which is the best friend for Teresa (the purpose). - How are we going to do this? Each one will have information about one person for example ( a student name) will have information about Peter and the other one will have information about Sofia and so on. - You are going to read and ask each others questions in order to get the information from the other person using the useful language box, for example student A will ask student B where is Sofia from? to know the nationality and so on. - The second part (6 mins): - First I'll ask them if they finished , then I'll switch them, so they can share the rest of the information. - The third part (8 mins): - In a group, I'll let them discuss which one is better for Teresa using the useful information paper. And of course, I'll be monitoring them the whole activity.
For the feedback: The first and second part I'll give them the key answer, for the third part I'll ask them which one is the best for Teresa and why by letting them answer using the useful language. For the error correction: I'll give comments either orally or on the board, by saying for example I heard someone say Peter like listening and writing to music, so it should be Peter likes, and so on