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Blog criado por Bruno Coriolano de Almeida Costa, professor de Língua Inglesa desde 2002. Esse espaço surgiu em 2007 com o objetivo de unir alguns estudiosos e professores desse idioma. Abordamos, de forma rápida e simples, vários aspectos da Língua Inglesa e suas culturas. Agradeço a sua visita.

"Se tivesse perguntado ao cliente o que ele queria, ele teria dito: 'Um cavalo mais rápido!"

sexta-feira, 28 de outubro de 2016

ADOPTING A CHILD (EFL/ESL Speaking Activity)

The activity I would like to suggest today is called ADOPTING A CHILD. It should be used with B2, C1, or C2 (intermediate, upper-intermediate, or advanced) students.

First, tell your students the following story:

A truck driver was in a gas station and was just about to get into his truck when he heard a baby boy screaming right in front of his wheel. He picked the baby up and took him to the authorities.

Now the baby is up for adoption and the authorities are looking for the ideal parents.

After the students reading moment, ask them to try to draw the situation (ask them to imagine and then draw the situation).

After that, compare their drawings and give them to read, analyze and complete the checklist below.

The ideal should:

[     ] be under 30 years old
[     ] be of the same racial group as the child
[     ] be of the same religious group as each other
[     ] be a married couple
[     ] be a heterosexual couple
[     ] both have jobs
[     ] have other children in the family
[     ] not be living in poverty  
[     ] have some professional experience of dealing with children, i.e. as teachers or nurses  

Ask them to mark each item of the list or criteria on a scale of 1 (very important) to 5 (not important at all). Then, divide them into groups of 3 (or more) and ask them discuss each point. In groups, students should discuss each item, using the agreeing and disagreeing sentences below:


I completely agree with you.
I agree with your point of view.
I think you’re right.
By and large, I would accept what you just said (formal)
Exactly, I feel the same way.
I agree up to a point, but…


I don’t agree with you at all.
No way could I agree to that (informal)
I respect your opinion, however… (student’s’ ideas)
I am not totally convinced by what you said.
I really must take issue with you here (formal)
We’ll have to agree to agree to disagree then.

You as a teacher should guide the students during the whole activity. Nonetheless, be careful about your opinions and make sure that students understand that the activity is not a competition (there no right or wrong answer).

This activity is based on Jane G. Coury’s Speaking Activities Book.

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