LEVEL: Elementary

OBJECTIVES: The students should be able to:

1. interview their classmates
2. write down basic personal information

MATERIALS: Big picture of a famous person or cartoon character, strips of paper for written questions and corresponding answers, markers, masking tape, board, chart paper for language structures, Speaking Worksheet on Personal Information, construction paper, paste/glue, scissors

TIME FRAME: Around 45 minutes

PROCEDURE:

1.) Show a big picture of a famous person or a famous cartoon character like Superman, etc. Ask questions like the ones given below:

“What is the name of this person?”
“How old is he/her?”
“Where does he/she live?”

2.) Explain to the students that if they need to know about someone they need to ask questions. Flash the questions written on strips of paper and read each one aloud. Tape the strips on the board.

“What is your name?”
“How old are you?”
“When were you born?”
“Where do you live?”

3.) Show the other paper strips with the answers to the questions flashed a while ago. Flash the answers randomly. Read the random answers aloud and then ask volunteers to tape the correct answer beside the question.

“What is your name?” “My name is Susan.”
“How old are you?” “I am 7 years old.”
“When were you born?” “I was born on April 29,____”
“Where do you live?” “I live in Springville.”

4.) Show another set of paper strips and ask them if there is something different or similar about each question compared to the first set of questions on the board. Then, tape each new question near the question related to it on the board.

“What is your last name?”
“What is your full name?”
“What is your first name?”
“What is your middle name?”
“What is your nickname?”
“What is your age?”
“What is your address?”
“When is your birthday?”

(*Note: The questions above are very specific. Explain how each question is related to the questions given already. It is important to equip esl learners with all the known language structures related to personal information.)

5.) Teach the students another set of language structures that will help them during the final activity. Write these structures on chart paper before the class begins. Explain how each should be used. Show scenarios when such structures are used and act each one out with a volunteer so the students can get the picture.

“Please speak slowly.”
“Please repeat.”
“Please say that again.”
“I am sorry, but I don’t understand.”
“How do you spell…..?”

6.) Give out the worksheet that they need to fill out. Tell them to choose ten classmates whom they need to interview to get the necessary information. Demonstrate how to do this first so they know what to do. If the class size is smaller, they should interview all their classmates. It is up to you, the teacher to decide as well. Allow the students to move around freely and guide them accordingly. Give them a time limit.

7.) Let the students paste their worksheets on pieces of colorful construction paper. They can cut the sides to make the worksheet fit the construction paper if they need to.

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