My friends
Tasks and clusters of tasks
Greetings
l Learners identify their classmates in terms of size
l Learners play a recognition game
l Learners perform an action rhyme featuring adjectives of size
Language learning objectives
Functions
l Introducing oneself
l Identifying people
l Mentioning something for the first time
l Describing people
l Finding out a person’s identity
Language/Vocabulary
l Predicative adjectives: fat, thin, big, small, tall, short
l Wh-question: Who are you/is he/is she?
l Who is your friend?
l Pronoun: he, she, I’m/You’re … He’s/She’s …
l Nouns: boys, girls, mothers, teachers, babies, friend
l Definite article: a girl
Formulaic expressions
l Hello/Hi, …
Skills
Speaking
l Using modelled phrases to open and maintain an interaction by providing information in response to factual questions
Listening
l Identifying key words in an utterance by recognizing stress
l Locate specific information in response to simple questions
Writing
l Add personal ideas and information to writing when a framework is provided
Resources
l Student’s Book 3A P15-17
l Wallpictures 3A
l Word and Picture Cards 3A
l Cassette 3A
l Photocopiable page14
l Workbook 3A P10-12, P39-41
l Grammar Practice Book 3A P12-14
l Student’s self-assessment sheet P59
The First Period
Dimension targets:
l Establish and maintain relationships in carrying out classroom routines
l Provide and present simple information on a familiar topic
l Obtain information through an interactive game
Language focus:
l Asking Wh-questions to find out a person’s identity (e.g. Who are you?)
l Using indefinite articles to mention something or someone for the first time
(e.g. I’m a girl.)
l Using adjectives to describe people (e.g. I’m tall.)
Language skills:
Speaking:
l Use modelled phrases to open and maintain an interaction by providing information in response to factual questions
(e.g. Who are you? I’m a girl. I’m tall.)
Listening:
l Locate specific information in response to simple questions
Writing:
l Add personal ideas and information to writing when a framework is provided
Materials:
l Student’s Book 3A page 15
l Cassette 3A and a cassette player
l Word and Picture Cards 3A
l Wallpictures 3A
l Workbook 3A page 10
l Magazines and scissors
Steps:
Pre-task preparation:
1. Select pairs of students to illustrate: tall/short, big/small, thin/fat
2. Introduce: tall/short, big/small, thin/fat
3. Play the cassette for Look and Say.
4. Practise the adjectives using the flashcards.
5. Introduce: Who are you?
6. Ask Who are you? to elicit: I’m (name). I’m a boy/girl.
While-task procedure:
1. Encourage the students to talk about themselves in terms of size and sex, using the About you model.
2. Play a guessing game.
Post-task activities:
Workbook page 10
1. Read 1 and 2 on page 10. Explain: Tick.
2. The students complete 3 and 4.
3. Select students to read the completed statements in 2, 3 and 4.
4. Explain the task. Students draw their picture in the panel and complete their own description.
5. Ask individuals to read out the description of themselves
Consolidation:
At this stage Grammar Practice Book 3A page 12 could be used to practise and consolidate the language in this section further.