Hewlett-Packard 1

I.

Discover your classmates

1.

Lets talk. Discover your classmates

First of all, write down your name in the first column.

Second, write down your classmates nouns in the other columns.
After the teacher has read all the questions, and the vocabulary issues have been
solved, answer the questions. Remember that you are not allowed to change
your answers.
Now, you can stand up and start asking your classmates the same questions.
Write down their answers.
Remember: instead of asking all the questions to the same classmate; try to have
as much information as you can from all your classmates.
Once you have filled the grid. The teacher will assign you a classmate. You
cannot tell anyone who he/she is because if you do it during the Bingo (Who is
who) you will have fewer chances to win.

This is an oral and dynamic activity with an information gap, so the students will have
to ask questions to their classmates in order to get as much information as possible. Do
not forget to add that they will need the information in the future.We will use it in the
next class, because we are going to play a game, Who is who?
Before starting the activity you have to be aware of students lack of vocabulary. Then
be sure they understand all the questions and they are able to answer them. Keep in
mind you have to be clear and the students must know that you are there to help them
with whatever they need.

In a language course success depends less on materials, techniques and linguistic

analyses, and more on what goes on inside and between the people in the classroom
DorneyMalderez, 1999

Hewlett-Packard 2

The picture below shows how to structure the information in the grid:
Students name

Students answers

Once the students have asked all the questions to all their classmates, assign each
student another classmate because they will have to write an essay about someone else,
for instance: Joan will have to talk about Maria; Maria will have to talk about Laura,
and so on.

In a language course success depends less on materials, techniques and linguistic

analyses, and more on what goes on inside and between the people in the classroom
DorneyMalderez, 1999

Hewlett-Packard 3

QUESTIONS
1. 1. Have you ever
been
abroad?
Where?
2. 2. Have you ever
eaten oriental food?
3. Have you ever
practised
any
extreme
sports?
How you felt?
4. Have you ever
slept in a tent?
5. Have you ever
called a female
teacher mum by
mistake? Who was
she?
6. What have you
never done?
7. What have you
done that you are
proud of?
8. What do you
want to do that you
havent done yet?
In a language course success depends less on materials, techniques and linguistic analyses, and more on what goes on inside and between the
people in the classroom
DorneyMalderez, 1999

Hewlett-Packard 4

QUESTIONS
3. 1. Have you ever
been
abroad?
Where?
4. 2. Have you ever
eaten oriental food?
3. Have you ever
practised
any
extreme
sports?
How you felt?
4. Have you ever
slept in a tent?
5. Have you ever
called a female
teacher mum by
mistake? Who was
she?
6. What have you
never done?
7. What have you
done that you are
proud of?
8. What do you
want to do that you
havent done yet?
In a language course success depends less on materials, techniques and linguistic analyses, and more on what goes on inside and between the
people in the classroom
DorneyMalderez, 1999

Hewlett-Packard 5

2. My lovely classmate ...

This is an essay from a student from the previous year.

My secret classmate
My classmate is the best! He is from Ivars dUrgell and he is 13 years
old. He has done a lot of things in his life, and he has great
ambitions.
My classmate has been abroad. Last year he went to Paris with his
family. And in Paris, he ate sushi for the first time in his life. He
has never practiced any extreme sport because he is terrified of
getting hurt. However, he loves the nature, he loves going camping
and going to summer camps, because he is amused to sleep in a tent.
About his ambitions, he wants to do a lot of things, for example, he
wants to go to Australia and do surf there, because he says that surf
is a safety sport. In addition, he wants to study business, in order to
travel around the world. I hope someday he will accomplish all his
wishes.

a) Analyse how the description is written. Are these statements true (T) or False
(F).
1) The description is divided into paragraphs. ___T
2) The text is full of spelling mistakes. ___F
3) The description does not have a title. ____ F
4) The description starts with a catchy sentence. ____T
5) There is no ending in the description. It just ends. ___ F
6) Almost all the questions of the previous exercise are answered. ___T
b) Match the paragraph and the topic of each paragraph:
Paragraph 1
Paragraph 2
Paragraph 3

2Previous experiences & things will never happen

1Classmate introduction
3Ambitions

In a language course success depends less on materials, techniques and linguistic analyses, and
more on what goes on inside and between the people in the classroom
DorneyMalderez, 1999

Hewlett-Packard 6

c) You have to write an essay about your classmates life. Remember that you have
to include almost all your classmates responses. Use the writing model used
above.
Tell the students that they will have to talk about the student you have already assigned to them.
Remind them to focus on the writing model above and to take a look at the assessment rubric
before start writing and after writing the essay.
The essay has to have between 75 and 100 words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

MY LOVELY CLASSMATE
Students name: ________________________

GRAMMAR

FOCUS
TOPIC

4
The
writer
makes no errors
in grammar or
spelling
that
distract
the
reader from the
content.

3
The writer
makes few
(2-5)
grammatical
or spelling
errors
that
dont distract
the
reader
from
the
content.
The
writer
The writer
ON
maintains focus may exhibit

2
The writer
makes some
(6-10)
grammatical
or spelling
errors
that
distract the
reader from
the content.

1
Points
The writer
makes more
than
10
errors
in
grammar or
spelling that
distract the
reader from
the content.

The writer The writer

may lose or may fail to

In a language course success depends less on materials, techniques and linguistic analyses, and
more on what goes on inside and between the people in the classroom
DorneyMalderez, 1999

Hewlett-Packard 7

on topic/subject.

SPELLING AND There are no

spelling
or
PUNCTUATION
punctuation
errors in the final
draft (errors that
distract
the
reader from the
content).
The
experiences that
the writer named
are
spelled
consistently and
throughout.
REQUIREMENTS All the written
requirements
(number
of
words
and
questions
answered) were
met.

minor lapses exhibit major

in focus on lapses
in
topic/subject. focus
on
topic/subject.
There
are There
are
less than 5 from 6 to 10
spelling or spelling and
punctuation
punctuation
errors in the errors in the
final
draft final
draft
(errors that (errors that
distract the distract the
reader from reader from
the content). the content).

establish
focus
on
topic/subject.

Almost all
the written
requirements
were
met.
The writer
answered
most of the
questions but
he
hasnt
reached the
number of
words.

Many
requirements
were
not met.

Almost all
the written
requirements
were
met.
The writer
reached the
number of
words, but
hasnt
answered
any question.

The
final
draft
has
more than 10
spelling and
punctuation
errors (errors
that distract
the
reader
from
the
content).

____

POINTS

GRAMMAR

FOCUS ON TOPIC

4
No hi ha errors
que dificultin la
comprensi.

3
Hi ha alguns
errors per no
dificulten
la
comprensi.

2
Hi ha alguns
errors
que
dificulten
la
comprensi.

1
Els errors fan
que
costi
molt entendre
el text.

No es desvia del
tema.
Lautor
parla
dexperincies

Es desvia alguna
vegada del tema.
Lautor tan sols
parla de dues

Es
desvia
alguna vegada
del tema. Tan
sols
parla

Lautor
no
parla
ni
dexperincie
s passades, ni

In a language course success depends less on materials, techniques and linguistic analyses, and
more on what goes on inside and between the people in the classroom
DorneyMalderez, 1999

Hewlett-Packard 8

passades,
desitjos i
decisions.

de coses (desitjos,
de experincies
passades
o
decisions).

SPELLING
AND No hi ha errors Hi ha menys de
PUNCTUATION
de puntuaci o 5 errors
de
dortografia.
puntuaci
o
dortografia.
REQUIREMENTS
Tots
els Quasi tots els
requeriments
requeriments
shan complert shan complert.
(nmero
de Shan contestat
paraules
i les
preguntes
informaci
per no sarriba
aportada)
al mnim de
paraules.

duna
coses
(desitjos,
experincies
passades
o
decisions).
Hi ha entre 5 i
10 errors de
puntuaci
o
dortografia.
Quasi tots els
requeriments
shan
complert.
Sarriba
al
mnim
de
paraules per
no
shan
contestat
les
preguntes.

de decisions
ni de desitjos.

Hi ha ms de
10 errors de
puntuaci i
ortografia.
Els
requeriments
no
shan
complert a la
totalitat,
ni
sarriba
al
nmero
de
paraules ni es
contesten les
preguntes.

Tell the students that the next day they will have to talk about the student they have written
about, without reading the text. They will have to introduce their classmate without saying its
name.
3. Who is who?
Each student will have to talk about its essay aloud. The other students will have to fill the grid
with the name of the student they think their classmate is talking about.
Lets play who is who. You have to talk about the classmate you wrote about. You cannot read
the text or say its name. Remember that you are going to be assessed, check the rubric in order to
find out what the teacher is going to assess.
You have to listen to your classmates essays and try to guess who they are talking about. You
can guess who he or she is talking about because you have the information the student is giving,
remember to look at your questionnaire!

In a language course success depends less on materials, techniques and linguistic analyses, and
more on what goes on inside and between the people in the classroom
DorneyMalderez, 1999

Hewlett-Packard 9

Students
name

Students
name

He/shetalksabout......

He/Shetalksabout.....

How many questions did you guess correctly? _______ up to ______.

WHO IS WHO
Students name: ______________________
4
Introduction Student
and closure delivers open
and closing
remarks that
capture the
attention of
the audience.
Good use of
Pacing
drama.

Poise

Student
displays
relaxed, selfconfident

3
Student
displays clear
introductory
or closing
remarks.

Delivery is
patterned.

2
Student
clearly uses
either an
introductory
or closing
remark, but
not both.
Delivery is
in bursts.

1
Student
doesnt
display clear
introductory
or closing
remarks.

Points

Delivery is
either too
quick or too
slow.
Displays little Displays
Tension and
or no tension. mild
nervousness
The
tension. The is obvious.
movements
movements The

In a language course success depends less on materials, techniques and linguistic analyses, and
more on what goes on inside and between the people in the classroom
DorneyMalderez, 1999

Hewlett-Packard 10

Voice

Does he/she
read?

nature about
self.

dont seem
contrived.

seem
contrived.

Use a fluid
speech and
maintains the
interest of the
audience.
He never
reads.

Doesnt
constantly
use a fluid
speech.

Displays
some level
of
inflection.

He hardly
ever read
(once or
twice).

He
sometimes
read (twice
or more).

movements
seem
contrived.
Monotone
voice.

He reads all
the time.

_______

POINTS
Students rubric:
4
Introducci i
clausura que
capten
latenci.

3
Introducci i
clausura bones.

Pacing

Bon ritme,
sadapta al
contingut.

Parla constant,
sempre igual.

Poise

Posici i
moviments que
mostren
confiana.

Mostra poca
tensio pocs
nervis, els
moviments no
semblen forats.

Voice

Fludesa en el
discurs imant
linters.

No sempre el
discurs s fluid.

Dos
he/sheread?

No llegeix mai.

Llegeix una o
dues vegades.

Introduction
and closure

2
O hi ha
introducci o
tancament,
per no les
dues coses.
Parla a cops.

1
No hi ha
introducci o
clausura clara.

Mostra nervis
i no resulta
natural, els
moviments
sn massa
forats.
Hi ha alguns
moments en
qu el discurs
es torna
monton.
Llegeix ms
de dues
vegades.

La tensi i els
nervis sn
obvis. Els
moviments sn
massa forats.

Parla o massa
rpid o massa
lent.

El discurs s
monton.

Llegeix tota
lestona.

In a language course success depends less on materials, techniques and linguistic analyses, and
more on what goes on inside and between the people in the classroom
DorneyMalderez, 1999