Ss act out their dialogues prepared at home; other groups watch and give a word/phrase they would use to name the situation (they do not need to use the exact vocabulary, but can use their own words instead)

– Elicits Ss to guess what the situations are about and name them; then writes the answers on the board

– Speaking and listening practice for Ss

– Create a relaxing atmosphere to start the lesson

Ss learn the vocabulary about love/relationships

Ss work in groups and retell Harry and Daisy’s relationship based on the pictures in the textbook

Two groups tell the story to the whole class (representatives nominated or co-presenters)

1. – Ss are divided into 5 groups. Each group is assigned to work on two adjectives/adverbs targeted in the textbook reading text “Speed dating”.
2. – The groups get on Facebook, use the app/site search engine (i.e., Facebook search) to find people’s use of the comparison form (superlative or comparative) of those target words. Then, they decide on and write down the appropriate answers in the blanks.
3. – Each group need to take screenshots of their Facebook findings and posts them on a member’ Instagram account. Then, use hashtag of the class account to share with their classmates.
4. – Watch all the evidence of authentic use of the words other groups have shared  on the PPT display screen, ask for clarification if any

– Expose Ss to authentic use of comparison forms.

– Ss get more engaged with such mobile learning experience.

Review and gain deeper understanding of comparison form (superlative and comparative) by answering T’s questions

Ss divide themselves into two lines sitting opposite each other (pair-to-pair), and try out Speed Dating (introduced in the reading context) in 10 minutes

(i.e., signal the speed conversations to start and stop for next question; read out the question for Ss to talk about)

More speaking involvement

1. – Ss sit in their original group and discuss what they feel about speed dating compared to traditional dating; each member contributes at least one idea for idea summary at the end of the activity
2. – Each group chooses a recorder who will listen, modify and report groups’ ideas to the whole class (other members can give support during recorder’s presentation)

Two groups volunteer to summarize the idea they had discussed

Ss watch a TED video called “Falling in love is the easy part” presented by Mandy Catron (08/2015)

Listen carefully, and get the question set for their own group.

1. – Divide Ss into 3 groups, giving each a set of the 36 closeness-generating questions list invented by Authur Aron (1997)
2. * The list has been proved in some research to help strangers/acquaintances to fall in love, and some people have tried this way themselves.
3. – Give homework directions:
4. Ss need to do take-home discussion and produce a group blogpost on what they think about using the list to make friends and start a potential relationship (like what was presented in the TED video) compared to traditional style of  dating and making friends. For group discussion, Ss are advised to either use Whatsapp or Facebook group chat, and add T to their discussion. This activity allows T to observe how individuals contribute to the groupwork, if they properly approach the task and provide help when necessary (e.g., the group seems to be distracted). Ss are encouraged to use their natural daily language to talk to their friends regardless of T’s presence.

– Groups follow homework instructions, discussing ideas and writing a blogpost about their opinions, then update it on the class blog page

– Each group needs to leave at least 3 comments on other groups’ posts.

(All the materials and teaching aids like handout content or videos would be posted by T in the section Resources on the class blog)