by Scott Miles
A. Sam and Sam’s mother are talking about two of Sam’s friends: Rachel and Tom. Read the dialogue.
Sam’s Mother: So, tell me about your friends at school.
Sam: My friends? Well, my best friend is Tom. He’s an education major at my university. He’s a big guy. He’s tall and has brown hair. He’s really kind and generous. He’s a little shy, but he is a really honest person.
Sam’s Mother: He sounds interesting. Who else is your friend?
Sam: Rachel is another friend. She’s also a student, and she works part-time in a bookstore. She’s somewhat short. She’s pretty. She has long brown hair and green eyes! She’s a little quiet and serious, but she is hardworking and smart.
Sam’s Mother: It sounds like you have some interesting friends.
Sam: Yeah, I think so too.
- Following the example dialogue above, complete the following dialogues with information about your friends. Practice with a partner.
A: So, tell me about your friends at school.
B: My friends? Well, my best friend is ____________[name]. He’s a ______________ [occupation/major]. He/She _______________ and ________________ [physical description]. He’s/She’s _________ and __________ [personality]. He’s/She’s also a little _____________. [personality]
A: He/she sounds interesting. Who else is your friend?
B: Another friend is ___________ [name]. She’s/He’s a ___________ [occupation/major]. She/He ________________ and ____________ [physical description]. He’s/She’s ____________ and _____________ [personality]. He’s/She’s also a little _______________. [personality]
A: It sounds like you have some interesting friends.
B: Yeah, I think so too.
Teacher notes
This activity models an introduction dialogue and gives students a chance to do a similar dialogue with a partner.
This is a good supplement for Now We’re Talking, Book 1 Unit 1.
Procedure
A.
- Read the dialogue as a class.
- Underline the key information (the same information students will later substitute with their own information when they do the activity)
B.
- Model the activity by selecting a student and getting the information needed to complete the dialogue.
- After the information is completed, read the new dialogue with the student.
- Have students complete the dialogue and practice with a partner. If possible, have students change partners and repeat the activity.