Lesson plan: Online dating



Level: Pre-intermediate+Time: 60 minutes+Topic: Online datingAims: Share personal experiences and attitudes towards online datingIdentify key features of an online dating profileCreate a short online dating profile for yourself or a friendEvaluate the effectiveness of other online profilesResources: Handout, writing template, reading texts taken from eHarmony.co.uk Notes: This lesson probably best suits intermediate level students, but the resources are editable so you can grade if needed.The lesson involves writing an online dating profile. If students aren’t keen on making a profile for themselves then they can make one for a friend.Exercise 11a Students work in pairs. They discuss the questions.1b Students work in pairs or groups. They brainstorm the features they might include in an online dating profile. They can also brainstorm things they might NOT improve if they wish. When they finish, they share/compare ideas with others. Brief class discussion/summary.Exercise 2Explain to students that they will read some examples of ‘good’ online dating profiles. The texts are examples from a real website called eHarmony (they might know it). At lower levels, it might be worth mentioning (in student-friendly words!) that the texts are authentic, so they might find some of the language difficult to understand. Just reassure them that they don’t need to understand everything… etc.2a This is a preview activity. It’s quite easy but will built learner confidence. Display the three images from the text along with the three text titles. Students match these together, explaining their decision to a partner. Students might ask about vocabulary such as ‘spontaneous’, explain if needed.2b This is a prediction task. This happens three times, once for each text.Step 1: Display the paragraph headings from the text, with the paragraphs blanked outStep 2: Students discuss what the writer might say in each section. They can make notes if they wishStep 3: Students skim read the text together to see if they were correctRepeat x3Follow up discussion: Which profile do you think is the most interesting? Why?Exercise 33a This is a follow up discussion to the reading, and prepares students for writing their own online profile. Display the headings from the ‘Spontaneous Adventurer’ profile. Students discuss these with a partner, answering them so they are true for themselves. This helps generate ideas.3b Students write their own responses to the headings on the simple template provided.3c Students peer correct their profiles and offer each other feedback. You can provide process language to help with this feedback, or question/statement prompts such as:I think this bit sounds (good/interesting/a bit strange/confusing)You could explain more/less about…If I came across this profile, I might think…EtcExercise 44a This in a language input stage. Students have already attempted the writing, but in this stage you can draw attention to relevant language in the 3 example texts that learners might use to improve their profiles. Students work together to complete the guided activities – these are editable so you can include your own ideas.Note: ‘In the most influential person in my life has been…’ paragraph, the writer mixes past simple for completed actions and present perfect for past actions which have some effect on the writer now. You may wish to include this as a grammar point – an activity like this might help:Look at the paragraph ‘the most important person in my life…’. What are the two main verb tenses used in this paragraph? Complete the rule:For past completed actions we use ______________. An example from this paragraph is _____________________________________________.To describe something that happened in the past but is important at the time of speaking, we use ___________________. An example from the paragraph is_____________________________________________.Answers:The thoughtful romantic‘Taking care of others, helping people, and making people smile.’ This is a good example of how we often list things in threes to add emphasis, make things more memorable, etc.Passionate about + VingStudents own opinions. This draws their attention to possible personality adjectives to use.The witty comedian‘fish and chip night at my local bar, ruining The Hunger Games for my little niece, and my workout playlist.’Passionate about + Ving, or a noun phraseHe mainly talks about his hobbies and interests, which students should think about including in their own profile. Students might pick up on the humour at the start of the sentence too!The contractions used throughout give a sense of informality. Phrases like ‘cool’, ‘hey’, etc, are also informal chatty, the first person and direct address of the reader are personal too. Also, students’ own answersThe spontaneous adventurer‘going out, meeting new people and generally getting the most out of life’. The same thing applies as with passionate about… The writer uses V+ing and also list things in threes. This makes it sound like they have a more comprehensive array of interests (well, to me!). After ‘love’, a noun phrase can be used too.Note: you could use passionate about… and love… as a springboard to review forms used after other verbs (like, enjoy) or to input possible variations of explaining likes/dislikes (I’m really keen on, I’m really into, etc) There are LOADS of examples in the text. The activities just highlight that it’s important to mention lots about what you like to do. The personality adjectives provide loads of ideas and possible new language. They include… easy-going, passionate, creative, spontaneous, fun-loving, energetic4b Further focus on content in the text; students read the information about what makes a good online dating profile. They can discuss language in the example profiles that fits with each criteria, or simply discuss practical ideas they have for showing each criteria. Some process language will help with this. For example…One idea I have for using humour is…It’s a cliché to say that you are…EtcExercise 55a Students draw up an official success criteria for their online dating profile. They work together to create this, or you can elicit it from the whole class. Make sure they all have the same success criteria, which they can tweak for more challenge if they want. Example:CriteriaYes/NoCommentsContent: I have included at least 4 different personality adjectives to describe myselfContent: I have included a range of phrases to describe my likes / interests (e.g. I’m passionate about… I’m keen on…)Content: I have used the correct forms after phrases such as passionate about…Content: I have avoided using clichés Structure: I have kept the information concise – I have not written more than 50 words for each sectionEtc, etc5b Students edit / rewrite their original dating profiles, upgrading/adding language where relevant.5c Self- and peer- assessment against success criteria, and feedback. Possible further improvements if time allows. You can repeat this task and upgrade further as you wish.HandoutExercise 11a Discuss the questions with a partner.What do you think of online dating? Have you ever set up an online dating profile?Do you think online dating is safe? Why/Why not?If your friend wanted to start online dating, what advice would you give them?1b What would you include in an online dating profile? Add your ideas to the box.Exercise 22a You’re going to read three example online profiles. Write the correct profile title above each image. Explain your ideas to a partner.The spontaneous adventurer The thoughtful romantic The witty comedian Image A: ___________________________________Image B: _____________________________________Image C ___________________________________2b Read the prompts from each text (in blue). Predict the information that the writer will include. Then read the texts – were your ideas correct?Exercise 33a Look back at the prompts next to Image B. Answer these so they are true for you. Share your ideas with a partner.3b Complete your own online dating profile using the template your teacher gives you. Use your ideas from Exercise 3a to help you.3c Read your partner’s online dating profile. Share feedback on what you like / think could be improved.Exercise 44a Work with a partner. Read each text again and complete the activities.The Thoughtful Romantic…1. After the phrase ‘passionate about:’ what 3 things does the author list?Which verb form comes after the phrase: I’m passionate about…. + ________ 2. Look at some of the words in ‘My friends describe me as…’. Would you use these adjectives to describe yourself? If not, what other adjectives would you use to describe yourself? Tell your partner.The Witty Comedian1. Find the phrase where the speaker/writer says what they are passionate about. What are their answers? Which form comes after the phrase: I’m passionate about…. + ___________ or ___________’ 2. What does the he talk about in the ‘more about me’ section?3. Can you find any phrases or words which make the speaker sound informal, like they are chatting?The Spontaneous Adventurer1. In the ‘More about me’ section, what three things does the writer say she loves?What form is used after the verb ‘love’? __________________2. Add items from this text to the categories below:Activities mentioned: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________Words to describe personality: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________4b Read the guidance on how to write a good online profile. Look back at the three profiles. Have the writers followed this advice in their own texts? If so, how?Source: 55a You’re going to edit or rewrite your online profile. Make a list of what you need to do to write a successful online dating profile. Use the example to help you, or ask the teacher for further guidance.Success criteriaContent: I have included at least 4 different personality adjectives to describe myselfStructure: I have kept the information concise – I have not written more than 50 words for each section5b Edit/Rewrite your online dating profile.5c Check your own work against the success criteria.Read your partner’s online dating profile. Assess their profile against the success criteria. Share feedback on what you like / think could be improved.ReflectionWhat have you learnt today about how to write an online dating profile?In which other everyday situations might you use the language from this lesson?Were the any parts of the writing process that you found particularly easy/difficult?How confident would you feel about completing this task in real life? What other skills might you need to be successful? ................
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