1st Grade

Unit 3: Hobbies, leisure and sport

Friends’ cupid

A B

You love dancing go to dance

You like playing soccer play soccer

You love ice-cream go for an ice-cream

You love films go to the cinema

You like museums go to the museum

You like parties go to a party

You love skating go skating

You like playing basketball play basketball

You love walking go for a walk

You like classical music go to a classical music concert

You love theatre plays go to the theatre

You like shopping centres go shopping

DISEÑO
La página consta de 24 tarjetas con texto. Los textos de las tarjetas de la columna A inician con mayúscula. Los textos
de la columna B son completamente en minúsculas. Las líneas de las tarjetas son punteadas para indicar que deben
ser recortadas.
ACTIVITY: Friends’ cupid– Group work: speaking
TIME: 30 minutes
AIM: To ask and answer questions and match invitations to likes.

LANGUAGE: Functions 3.1 Expressing preferences, likes and dislikes and 3.2 Inviting and responding to invitations
Grammar: direct objects, questions to make invitations

PROCEDURE
Before class: Make two copies of the worksheet in different colors. Cut the set of cards OPTION:
from column A in one color and the ones from column B in the other color. If there are Depending on the
more than 24 students in the class, then you will need to prepare more cards. size of your class,
In class: instead of having
two groups of 12
1. Divide the group into two parts, A and B. If there are more than 24 students, divide the students each and
group into four, two parts A and two parts B. in order to handle
2. Elicit from students why people become friends, trying to get that it happens when they the activity easier,
find someone similar. Explain then that they are going to make new friends according to you may have two
groups A and two
their likes and dislikes. groups B with six
R on L
3. Tell them that you are going to give students A a card saying what their favorite hobby students each.
will be during the activity and that it is also what they supposedly do at the weekends.
4. Explain that students B will receive a card saying what they like/love.
5. Ask them to find a new friend with similar likes. To do so they will have to establish mini
conversations like the ones bellow with different students until they find their match.
PE
If students’ interests do not match they will perform a conversation like this:
A. What do you do at the weekends?
B. I go to dance. Do you like dancing?
A. Well, no, I don’t.
B. Ok then. See you later.
A. Bye.
B. Bye.
If students’ interests match they will perform a conversation like this:
B. What do you do at the weekends?
A. I usually go for a walk. Do you like walking?
B. Yes, I do. I love walking.
A. Would you like to go for a walk this weekend?
B. (Yes,) I’d love to / That sounds great / That’s a good idea
Students A will always start the conversations, so they have to pay attention to the others’
card colors in order to establish the contact with student B only.

PERFORMANCE EVIDENCE: Students can recognize and REFLECTION ON LANGUAGE: Students notice
understand quotidian texts (invitations and conversations) in
that verbs to express likes/dislikes are followed by a
order to use them purposefully (respond to invitations, direct object (nouns, gerunds or infinitives) (e.g. He
suggest a course of action) and use language creatively and hates basketball, I like swimming, We like to
appropriately by choosing lexis, phrases and grammatical dance)
resources in order to produce short, relevant texts (invitation,
the use of do as an auxiliary verb in questions (e.g.
conversation) regarding preferences about hobbies, leisure Do you like football?) and in negative statements
and sport, and invitations. (e.g. She doesn’t like going to the cinema)

that an "s" placed at the end of a noun indicates its
plural form (e.g. stamps) and placed at the end of a
verb indicates third person singular (e.g. Paula loves
horror films)
and use such language features appropriately.

POSSIBLE FOLLOW UP: Ask students to find how many people in their group actually like the activity stated in their
card and report that information back to the group. For example:
Eight people in the group like playing soccer.

IDEAS FOR EVALUATION: The mini conversations may be used to evaluate students’ oral performance. You can
evaluate them as they are looking for their match or may ask pairs to perform their dialogue for you again. Focus on
use of direct objects and responding to an invitation.