This is my friend. Interview a friend Questions My Answers My Friend s Answers 1 Where are you from? 2 Do you like (your city)? 3 Why do you/don t you like it? 4 How many people in your family? Who? 5 Do you have any hobbies? What? 6Where do you usually (hobby)? 7 How often do you do (hobby)? 8 What is you favorite subject at school? 9 Who is your favorite artist/sportsperson? 10 When do you practice your hobby? Write about your friend. This is my friend,. Tell a friend about your friend try to memorize the speech Done Take a memo about your friend s friend. 1 5 8 2 6 9 3 7 10 4 Try this! Q1: Where is Jill from? Q2: Does she like Osaka? Q3: Why does she like Osaka? Q4: How many people are in her family? Q5: Does she have any hobbies? Q6: Where does she usually paint? Q7: How often does she paint? Q8: What is her favorite subject at school? Q9: Who is her favorite artist? Q10: When does the orchestra practice? A1: A2: A3: A4: A5: A6: A7: A8: A9: A10: Grade 1 #13 Name: Class:
Jill: Hi. I am new to this school. My name is Jill. Mary: Oh, hi Jill. My name is Mary. Nice to meet you. Jill: Nice to meet you, too. How are you? Mary: Great. Where are you from, Jill? Jill: I m from Osaka. Mary: Do you like Osaka? Jill: Of course, I do. I love Osaka because I have many friends there. Mary: How many people are in your family? Jill: Five people. My mother, my father, me and two brothers. I also have a pet cat. Mary: Do you have any hobbies, Jill? Jill: Yes, I do. I play the clarinet and paint. Mary: Wow! Painting! Where do you usually paint? Jill: I usually paint at home or in the park. Mary: How often do you paint? Jill: I paint 2 or 3 times a month. I only paint on weekends because I am busy Monday to Friday. Mary: What is your favorite subject at school? Jill: I like art and social studies. Mary: Hey! You play the clarinet. Who is your favorite artist? Jill: Kenny G. He isn t a clarinet player, but I like him. Mary: I play the trombone in our orchestra. Please join us. Jill: Great! When do you practice? Mary: We play everyday after school. Please come and watch us today. Jill: Okay. See you then. Bye. Mary: Okay. See you later. This is my friend, Jill. She is from Osaka. She likes Osaka because she has many friends there. Five people are in her family mother, father, two brothers and her. She has a cat, too. She plays the clarinet and paints. She usually paints at home or in the park. She paints two or three times a month. Her favorite subjects are art and social studies. Her favorite artist is Kenny Gee. Jill: Hi. I am new to this school. My name is Jill. Mary: Oh, hi Jill. My name is Mary. Nice to meet you. Jill: Nice to meet you, too. How are you? Mary: Great. Where are you from, Jill? Jill: I m from Osaka. Mary: Do you like Osaka? Jill: Of course, I do. I love Osaka because I have many friends there. Mary: How many people are in your family? Jill: Five people. My mother, my father, me and two brothers. I also have a pet cat. Mary: Do you have any hobbies, Jill? Jill: Yes, I do. I play the clarinet and paint. Mary: Wow! Painting! Where do you usually paint? Jill: I usually paint at home or in the park. Mary: How often do you paint? Jill: I paint 2 or 3 times a month. I only paint on weekends because I am busy Monday to Friday. Mary: What is your favorite subject at school? Jill: I like art and social studies. Mary: Hey! You play the clarinet. Who is your favorite artist? Jill: Kenny G. He isn t a clarinet player, but I like him. Mary: I play the trombone in our orchestra. Please join us. Jill: Great! When do you practice? Mary: We play everyday after school. Please come and watch us today. Jill: Okay. See you then. Bye. Mary: Okay. See you later. This is my friend, Jill. She is from Osaka. She likes Osaka because she has many friends there. Five people are in her family mother, father, two brothers and her. She has a cat, too. She plays the clarinet and paints. She usually paints at home or in the park. She paints two or three times a month. Her favorite subjects are art and social studies. Her favorite artist is Kenny Gee.
Grade 1 lesson #13 Grammar and Vocabulary: This is my friend. Functional Aims: Asking Questions - Introductions Materials: (1 per student); Dialogue Strip (1 per student). Time Activity Materials 5-15 Preliminary *Give out one Dialogue Strip to each student. 1. Teacher reads the conversation and paragraph - Mary and Jill. Check for understanding. 2. Check that the students understand the WH-words in the dialogue bold and double underlined. 3. Show the form of each answer this will help understand the following activities. Another method is given below: **Before giving out the Dialogue Sheet try this (It is a little time consuming but, with the right class, it is fun). *Make 4 people groups. *On the board, draw up a score board one box for each group. Arrange the scoreboard in the same order as the group pattern this will make it easier to remember the correct box. Also explain the scoreboard to the class. (I actually forgot to explain this in a couple of lessons. The students had no idea why I was putting the numbers in the boxes). *Explain that you will read a dialogue and the students write any word they hear on a blank A4 worksheet. Note, at times the students might not fully understand the requirements of the exercise, so the next step is important. *Demonstration: Read the first part of the dialogue to Jill: Nice to meet you, too. Possibly read 2 or 3 times. At the end of each reading ask for words. When a student says a word write the word on the board and give the group a point in the scoreboard. For example, Jill, too, introduce, new each receive 1 point. For example, Nice to meet you receives 4 points. *Read the next section of the dialogue to I also have a pet cat. Ask for words and tally the points. Read the next section of the dialogue to because I am busy Monday to Friday. Ask for words and tally points. *Read to the end of the dialogue. Ask for words and tally points. NOTE: place the Wh- words in a special area on the board *Add the points and find the winning group. Note: *At times this activity can get pretty chaotic and therefore time consuming. So I give the groups only one chance to say either one word or one phrase/sentence. If groups still want to give responses then I play rock, scissors, paper, for the final response. *At other times this activity rolls on at a steady pace so I give the groups more opportunities to say words/phrases. *The demonstration has to be short with well-known phrases to show the Dialogue Strip Another method - No materials. Board only
students the idea of the activity. **Finally, give out one Dialogue Strip to each student. 1. Teacher reads the conversation and paragraph - Mary and Jill. Check for understanding not too specific. 2. Check that the students understand the WH-words in the dialogue bold and double underlined, as well as the answers. 3. Reform the class desks to their usual positions. 5-10 Present Give out the s- one per student. *Drill the questions and confirm the understanding of the questions *Stage 1 - Drill key questions (WH-questions). *Stage 2 Turn over worksheet so students cannot read. Repeat questions after the teacher. 10 Practice Activity: Answer the questions about Jill and Mary. Part 1 - Fill in My Answer *Students fill in each answer. *Write in memo form. Note: if the student doesn t like their city then teach the difference between many parks and few parks...or shops, friends etc. Demonstration *On the board, teacher draws up a table and fills in the answer for the teacher. The students can fill in their answers as you go. *Go round the class every few minutes to ensure the students are catching on. Part 2 memorize answers *Memorize answers in full answer form. Perhaps write on the board the possible answers for each question. Demonstration *On the board, next to the table, the teacher can write the full answers on the board. This will help the lower level students during the activity. 15-25 Perform Activity 1: Interview a friend Goal: Get information from a friend. Method: *Pair up with a friend. Ask the questions to your friend then answer their questions. Of course, they have to adjust the questions to their interview e.g. city, hobby. However, each person should try not to read the questions and answers peeking is okay. *The interviewer jots down one or two words in the column headed My Friend s Answers. *Finally write a paragraph about your friend 3 rd person. Demonstration: *Ask a student the first couple of questions and write them in the table. *On the board, begin a paragraph with the answers you got from the student. Activity 2: listen to a friend Goal: Listen to a friend and note the answers. (Use either of the methods presented below).
Method 1: *Fold the worksheet so you can see only the memo section above the paragraph. However, if this is too difficult then reading the paragraph is okay. *Choose another friend. Describe your friend while the other person takes notes about the description. *Show your memo to the speaking person and check how many you got correct. *Change roles. Method 2: *Students ask questions to another student about their friend and write the answers in the appropriate column. Demonstration *Ask for a student to read out the first two sentences write a memo on the board. 3-5 Consolidation Try this! Read the Jill and Mary conversation and answer the questions. Notes
Dialogue Jill: Hi. I am new to this school. My name is Jill. Mary: Oh, hi Jill. My name is Mary. Nice to meet you. Jill: Nice to meet you, too. How are you? Mary: Great. Where are you from, Jill? Jill: I m from Osaka. Mary: Do you like Osaka? Jill: Of course, I do. I love Osaka because I have many friends there. Mary: How many people are in your family? Jill: Five people. My mother, my father, me and two brothers. I also have a pet cat. Mary: Do you have any hobbies, Jill? Jill: Yes, I do. I play the clarinet and paint. Mary: Wow! Painting! Where do you usually paint? Jill: I usually paint at home or in the park. Mary: How often do you paint? Jill: I paint 2 or 3 times a month. I only paint on weekends because I am busy Monday to Friday. Mary: What is your favorite subject at school? Jill: I like art and social studies. Mary: Hey! You play the clarinet. Who is your favorite artist? Jill: Kenny G. He isn t a clarinet player, but I like him. Mary: I play the trombone in our orchestra. Please join us. Jill: Great! When do you practice? Mary: We play everyday after school. Please come and watch us today. Jill: Okay. See you then. Bye. Mary: Okay. See you later. This is Jill. She is from Osaka. She likes Osaka because she has many friends in Osaka. Five people are in her family mother, father, two brothers and her. She has a cat, too. She plays the clarinet and paints. She usually paints at home or in the park. She paints two or three times a month. Her favorite subjects are art and social studies. Her favorite artist is Kenny Gee. Answer sheet Q1: Where is Jill from? Q2: Does she like Osaka? Q3: Why does she like Osaka? Q4: How many people are in her family? Q5: Does she have any hobbies? Q6: Where does she usually paint? Q7: How often does she paint? Q8: What is her favorite subject at school? Q9: Who is her favorite artist? Q10: When does the orchestra practice? A1:Osaka A2:Yes A3: she has many friends there A4:5 (father, mother and 2 brothers) plus a pet cat A5: Yes (play the clarinet and painting) A6: at home or in the park A7:2 or 3 times a month A8: art and social studies A9:Kenny Gee A10:everyday after school