● Speaking Lesson Plan

Topic - Matchmaker

Instructor: Yubin Jeong (Vince) Soo Kyung Kim	Level: Intermediate Adult	Students: 12	Length: 50min

Materials:

▪ 1 picture of a blind date

▪ 5 vocabulary cards

▪ 14 copies of vocabulary work sheet (2 copies are extra)

▪ 1 copy of vocabulary work sheet answer key

▪ 14 copies of profile sheets (2 copies are extra)

▪ 8 copies of matching work sheets (2 copies are extra)

▪ one large copy of matching work sheet.

※ Bring master copies of all the handouts.

Aims:

By the end of the lesson, students will:

▪ have practiced intensive speaking.

▪ be able to discuss personal characteristics.

▪ be able to discuss opinions to get one conclusion.

▪ be able to feel more comfortable using comparison grammar.

▪ learn new vocabulary words.

Language Skills:

▪ Speaking (focused)

- By discussing opinions.

▪ Reading

- By acknowledging profile information.

▪ Writing (Home assignment)

- By describing ideal types related to the topic.

Language Systems:

▪ Vocabulary & Idiom - matchmaker, better than, looking for,

ideal type, in common

▪ Function: asking, discussing, sharing information during group work

▪ Lexis: vocabulary related to personal characteristics.

Assumptions:

Students already know:

▪ how to use comparison.

▪ how to express their opinions.

▪ how to get information by reading.

▪ how to match and compare people by using the information.

▪ the words that describe people's characteristics

Anticipated Errors and Solutions:

▪ Students may speak with different ability of communication..

➝ Give them enough time to think, have strong Ss help the weak Ss.

▪ Students may have problems with speaking their thoughts.

➝ Encourage them to try.

➝ Actively monitor them, give them some appropriate words

and expressions, encourage them to speak aloud

even if it is not grammatically correct.

➝ If there is/are (a) student(s) with speaking disabilities, make them        write his/hers opinions and give equal attention of teaching.

▪ Students may not know the vocabulary words.

➝ Elicit first, give them the definition and examples.

▪ SOS plan

(If there is too much time left)

➝ Give an extra question to the group finished earlier than others.

➝ Discuss opinions about post activity. (WCFB)

▪ Cut off plan

(If there is not enough time)

➝ Skip the 'In Groups of 6' part in the speaking activity.

➝ Shorten WCFB.(Reduce the number of couples. ex) 3 couples for         each group → 1 or 2 couples for each group.

➝ Email the Ss the instruction of post activity.

References:

▪ "On Target 1" Unit 7. Perfect Match p.65-p.74

Longman by James E. Purpura and Diane Pinkley

▪ Academic Listening Encounters p.128

Cambridge University Press by Mirian Espeseth

- Pictures (which are used on work sheet and profile sheets)

▪ http://image.search.naver.com

▪ http://movie.naver.com

※ all accessed on April 18th, 2008

Lead-In
Materials: 1 picture of a blind date
Time	Set Up	Procedure:
3min	WCFB	▪ Greet students Hi everyone? How is everyone doing? Everyone doing fine? Good! ▪ Elicit Ss' interest (By asking these questions.) - Last weekend, the weather was beautiful, and I suddenly felt like I want to go on a date with someone really special. - How can I find that special person? - What do you think is a good way to find a date? - Have you ever introduced your friend to your other friend? Like a girl to a guy, or a guy to a girl? - How was it? Do you think they were a good match? - I think it could be a good way. - You know, these days, many people are so busy working and doing their own things. So unfortunately, they have less chance to meet a new date. (show them a picture of three people on a blind date) - What do you think they are doing? - Ok, then what do you think this woman in the middle is doing?

Pre-activity
Materials: Board, 5 vocabulary cards, 14 copies of vocabulary work sheet, 1 copy of vocabulary work sheet answer key
Time	Set Up	Procedure:
15min	Individual In pairs	1. Vocabulary (Elicit following words to the class) Elicit these words by telling the Ss facts related to the words and the topic. Description of someone or something can be used as well. Use gestures to emphasize each stress of the word when Ss repeat the word. Show the vocabulary card after elicitation. And put each vocabulary card on the board after CCQs. ▸ matchmaker Elicitation: What do we call a person who makes a man and a woman a perfect couple? Someone who does this as a job. ma․ ․ ․? Repeat: Yes, repeat after me. "matchmaker" "matchmaker" Definition: Yes, a matchmaker's job is to make a perfect couple by using their personal information. Example: We could say, "Matchmakers are necessary people for busy working singles." CCQs: So, does this person make a perfect couple? ➝(Yes) Does this person use personal information to match the couples? ➝(Yes) ▸ better than Elicitation: I like vanilla ice cream. I like chocolate ice cream, too. But I think vanilla ice cream is tastier and more delicious. So, to choose 1 of the 2 ice creams, I can say, "Vanilla ice cream is be...? th..? chocolate ice cream." Repeat: Yes, repeat after me. "better than" "better than" Definition: We use 'better than' when we compare and choose the greater one. Example: As a matchmaker, you can say, "Peter is better than John because he is nicer than John." CCQs: So, do we use "better than" when we want to compare and choose the greater one? ➝(Yes) Do we use "better than" when we want to choose the worst ones? ➝(No) ▸ looking for Elicitation: Imagine you are in to a store. You came to buy something. You are about to ask the clerk if they have it. What do you say? "I am loo..? fo..? Repeat: Yes, repeat after me. "looking for" "looking for" Definition: Yes, you say "I am looking for.." when you want to find or search something that is on your mind. Example: As a matchmaker, you can say, "She is looking for a handsome guy." or "He is looking for a kind lady" CCQs: So, do you say "I am looking for" when you are searching for something? ➝(Yes) Do you say it when you are searching for something that is on your mind? ➝(Yes) ▸ ideal type Elicitation: I like a man who is kind, cute and friendly. And I tell my friends that this type of person is someone who I want to be in love with. What can I say to my friends? This is my...? Repeat: Yes, repeat after me. "ideal type" "ideal type" Definition: It is a certain type of person you hope to be with in the future. It could be a movie star or anyone you see walking down the street. It is someone you've always dreamt of. Example: I'll give you an example. "Vince's ideal type is someone who is handsome." CCQs: So, do you say it when you want to describe someone you don't like? ➝(No) Do you say "My ideal type is" when it is about someone you want to be in love with? ➝(Yes) ▸ in common Elicitation: I like to listen to the music. And my boy friend also likes to listen to the music. What do we say, "We have something...?" Repeat: Yes, repeat after me. "in common" "in common" Definition: Yes, we say "We have something in common." when we have the same interests and ideas. Example: I could say "I have something in common with my boy friend because we both like to listen to the music." CCQs: So, do I say it when I have totally different interests with my boy friend? ➝(No) Do I say it when I have the same interests and ideas? ➝(Yes) 2. Vocabulary work sheet ▪ Instruction Explanation - Now, we are going to do the vocabulary work sheet. You are going to do this with your partner who is sitting right next to you. (By pointing each pair) So you two, you two, you two, you two, you two, you two. There are words in the box. Find the right word and write down in each blank. Demonstration - So, first question. Let's do the 'question a.' together. "When you prefer Jenny more than Rose, you say, Jenny is (pause) BETTER THAN Rose." So you write down "better than" on the blank. Control Word: And when you are done, you say "We are finished!" CCQs - So, do you find the word in the box?➝(Yes) - Do you write down the word in each blank? ➝(Yes) - What do you say when you are done? ➝("We are finished!") ▪ Ask if they have questions - Do you have any questions? - Ok, here is your work sheet. Please take one and pass it on to others. Now, start working on your worksheet with your partner. 3. WCFB of the vocabulary work sheet (When students' say the control word) - Is everybody done with their work sheet? Ok, let's go through the work sheet together. What is the answer for question a? question b? question c? question d? question e? question f? (If students say a wrong answer, elicit them to say the right answer first. And confirm them the right answer.) - Everyone did a good job on their work sheet.

Main Activity
Materials: Profile sheets (14 copies), Matching work sheet (8 copies), One large copy of matching work sheet
Time	Set Up	Procedure:
20min	In Groups of 3 In Groups of 6 WCFB	1. Speaking activity Ⅰ. In Groups of 3 A. Instruction Explanation - As a group, you all are going to be matchmakers. Here are profile sheets of 3 women and 4 men. (show the profile sheets) So, there will be 3 couples depending on your choices. Unfortunately one guy cannot have a date. So, when I give you these profile sheets, study them very carefully. Based on these profiles, discuss with your group about which person would be happiest with whom and the reasons. And then, make a decision. Remember that every member in your group has to agree with the final decision. When you discuss with your group, try to use the vocabularies we have learned today. And try to speak full sentences. I am going to give this matching work sheet to each group. (show the matching work sheet) Match people with lines here. (draw 2 or 3 matching lines with finger) And write down the reasons briefly. There is no right or wrong answer, it is all up to your opinions. Control Word: - When you are finished, shout "Matchmaker!" Demonstration - So, for example, Let's say these 3 are a group. And (for example) Jihye might say, "I think Kate and Mike should meet." And then, Claire might say, "No, I don't think so, because they have nothing in common. I think Brian is better than Mike for Kate." Then, Sonya might say, "Well, I think Kate is not good enough for Brian because, look here (point the Brian's profile), Brian's ideal type is a friendly woman. Why don't we match Kate and Peter? Kate is interested in movies and Peter is an actor."" And they might say, "Wow, Good idea!", "I agree with you." So now, they have one matched couple. So, they will draw a line here. (point the matching work sheet) CCQs - Do you match the women and men based on these profiles? ➝(Yes) - Do you say the reasons as well? ➝(Yes) - How many couples do you have to make? ➝(3) - Does everyone in your group have to agree? ➝(Yes) - Do you mark your decision on the matching work sheet? ➝(Yes) - What do you say when you are finished? ➝("Matchmaker!") B. Distribute 'Profile sheets', ' Matching work sheet', and Arrange groups Arrange groups: I will tell your group now. Listen to me very carefully. Group of three. (point 3 Ss) Group of three. (point 3 Ss) Group of three. (point 3 Ss) Group of three. (point 3 Ss) Does everyone know your group? Distribute the profile sheets to each student: Here are the profile sheets. Take one and pass it on to others. Distribute the matching work sheet to each group: And, here is the matching work sheet. (hand out the matching work sheet to each group) Does everyone have the profile sheets? Does every group have the matching work sheet? Ask if they have questions: Now, do you have any questions? Start the activity: Let's start working. C. Active monitoring While students are working on the matchmaking, go to each group to check the below questions to yourself. If they come across any problems, provide them with the following questions: * Is everyone in the right group? ☞ Are you in the right group? You should join (for example) that group. * Is there a student who does not know what to do? ☞ Is everyone doing OK? Do you have a problem '(student name)'? Did you ask your group member what you should do? Can anyone explain it for him/her? * Is everyone speaking, listening to each other and marking the answers on their work sheet? ☞ Is everyone doing fine? I want everybody to participate on your group work, please. * Is everyone finished with their work sheet? ☞ * S.O.S Plan * Time management: If there is a group finished earlier than others, make them work on an extra question by giving the group this instruction. Instruction - Explanation Look at the 3 couples you matched. Which couple do you think is the best match? Discuss with your group about it. And think about the reasons as well. - Demonstration For example, you can say "I think Kate and Peter are the best match because they are beautiful and handsome. And they are the same age. Also, Kate is interested in movies and Peter is an actor. There is no better couple than this couple." - CCQs - Do you choose which couple is the best? ➝(Yes) - Do you discuss the reasons as well? ➝(Yes) * (If some groups are done but other groups are not done yet): ☞ Other groups are still working. I will tell you when everyone is done. * (If there is a group too slow): ☞ Are you guys still working on your work sheet? OK, you have 2 more minutes. E. End the group activity (Check if every group has finished their work.) Are you finished? Ok, now, every group has finished. Good job guys. Ⅱ. In Groups of 6 A. Instruction Explanation Ok, every group has 3 matched couples. And what you are going to do now is almost the same thing you just did. You need to decide 3 matches again by discussing with another group. So, it will be a group of 6. See if there is a same match. And remember, you need to reach an agreement with all of your group members again. And I will give you the same matching work sheet to each group again. So, draw lines and write the reasons. Control Word: When you are finished, shout "Perfect match!!" (Because it is the same activity, demonstration is not necessary.) CCQs - So, do you match the women and men again? ➝(Yes) - How many couples do you need to make? ➝(3) - Does everyone in your group have to agree? ➝(Yes) - Do you do the matching work sheet again? ➝(Yes) - What do you say when you are finished? ➝("Perfect match!") Distribute the matching work sheet to each group again: Here you are. (check the both groups have the matching work sheet) Ask if they have questions: Now, do you have any questions? Start the activity: Let's start working. Actively monitor again. ('C. Active monitoring') End the group activity (Check if every group has finished their work.) Are you finished? Ok, every group has finished. 2. WCFB (Preparation - put the large copy of the matching work sheet on the board, After speaking activity, check the Ss' decisions by doing the same activity once again with the whole class): - Now, let's do the matchmaking all together. Who is the best guy for Kate? What is your group's decision? Why do you think so? - Ok, do you guys agree? (ask the other group's opinion) Can you tell me the reasons? (When the whole class agrees, draw a matching line on the large copy of matching work sheet. (on the board)) - Then, what about Rose? With who do you think Rose would be happy? - And Mary? Who is Mary's date? (Encourage Ss to speak their thoughts freely by asking these questions.) - Is there any other opinion? - Anyone else? (Let Ss answer and listen to them. If something needs to be added or corrected, elicit it from Ss or give them an advice. If there are quiet Ss ask their opinion. Respond to Ss opinions with encouraging words) - Oh, that's good idea. - I agree with you. - That's new. - That is an interesting choice. (Make Ss use full sentences.) - Full sentence? (Can you say that as a full sentence?) (When useful sentences come up, make Ss repeat the sentences.) - Could you repeat that? - Class, let's say that all together. "(the sentence)"

Post Activity
Materials: Board
Time	Set Up	Procedure:
2min	Individual	1. Writing Homework (Review today's lesson by a writing homework) ▪ Instruction Explanation - And now for your homework. Your homework is writing your own ideal type. (write down on the board: "My ideal type") Based on what you have learnt today, write anything that you want to write about your ideal type. It doesn't have to be long. Just write simply how you imagine that person. Bring your homework by next class. Demonstration - I will give you an example. For me, my ideal type is someone who is really honest and friendly. Sometimes funny, too. CCQs So, Do you write about your friend's ideal type? ➝(No) Do you write about your own ideal type? ➝(Yes) Do you have to do your homework by next class? ➝(Yes) ▪ Close the Lesson OK. This is the end of the class for today. I will see you in next class everyone. Hope you guys have a wonderful day! Bye!