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Unit 2: My Friends and I

Day Four: Other people's likes and dislikes

Objective

Students will understand short texts when reading about other young people's likes and dislikes.

Setting the Stage

Teacher will walk around the classroom holding a poster that is a facsimile of a MySpace page. The poster will show a large photo of a young person (any photo from a teenage magazine will do), who lives in a country where the target language (TL) is spoken. Below the photo, the teacher will paste a printed page that is the young person's paragraph(s) describing him- or herself. The teacher will make a point of showing the poster to every student in the class as the teacher walks slowly round the room.

The teacher asks for volunteers to share if they have a pen pal or friends they write emails to. The teacher asks students to brainstorm why anyone would want an email pal.

The teacher will ask for volunteers to guess what the young person in the photo has written.

Input (10 minutes)

The teacher will provide each student with several pages that show 5 to 8 different MySpace young people and their announcement looking for a e-mail pal. The paragraph under each photo includes text about the subject's name, age, likes and dislikes. For example:

"Hi, my name is Bernadette. I live in La Rochelle, France. I would like to correspond with young people who are around 12 to 14 years old who like to go to parties, listen to reggae music and go to the movies. Me, I am studying dance and photography. I also like to go shopping. I am a big fan of Justin Timberlake. Write to me and I would love to answer you."

The teacher asks the students, in pairs, to scan each paragraph and look for cognates that would help them understand the text. The class discusses one to two cognates in each paragraph.

Students read the text, first silently then aloud with their partner.

Guided Practice (15 minutes)

Students find the countries of the young people on a map.

Students, with their partner, group the young people according to their interests. They do this orally while the teacher circulates and monitors student progress. When the noise level subsides, the teacher knows the students have finished. The teacher asks for several volunteers to write down their findings on the board. Example:

  • Antoine and Karim like sports.
  • Bernadette, Joseph and Quang like video games.
  • Silvie likes classical music.

The teacher has written a series of questions on the board and asks the student pairs to write down their responses on one sheet of paper. For example: Which of the students would you choose if ...

  • You like to go shopping
  • You like movies
  • You like sports
  • You don't like videogames
  • You like rap or techno music
  • You play a musical instrument

Independent Practice (10 minutes)

Students, individually, create a bar graph that illustrates the likes/dislikes as one axis and the number of young people from the reading who fit that like/dislike as the second axis.

The teacher needs to show a model of a similar bar graph before the students begin.

Homework assignment (10 minutes)

Students create a poster, collage or other visual to illustrate:
  • what they like to do
  • what they really like to do
  • what they don't like to do

The students can draw, cut pictures out of magazines, as well as photos of themselves. The poster should be normal poster-board size. If the students have access to laptop computers, they can create a Powerpoint presentation as their illustration.

Requirements:

  • The poster or Powerpoint needs to include a minimum of 5 illustrations or photos for a C, 7 for a B and 9 to 10 for an A.
  • Each photo or illustration needs to have a written caption that is a complete sentence.
  • Each of the three categories (#1,2,3 above) needs to be represented
  • Each caption needs to be easy to understand.
  • Each caption should have very few, if any, grammatical errors.

NOTE: The teacher needs to show the class a model of such a poster, preferably one that merits an A grade.

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