Lesson 11 – What are Friends for

Warm up

  1. Ask students what they think are aspects of personality they look for in people when forming friendships or relationships.
  2. Ask which they think is the most important.

Main Activity

  1. Tell students they are going to see some typical comments about personality and relationships. Put them in groups of four.
  2. Direct them to the first section and work together to match the comments with the aspects of personality and relationship.

See these points below.

  1. Birds of a feather flock together.
  2. Denny and I grew up together in Belfast, Northern Ireland.
  3. l like people you can have a really good conversation with.
  4. I wouldn’t trust Bill as far as I could throw him.
  5. Lenny and I were best friends until Elaine moved into the street, but I hardly see him these days.
  6. Linda’s problem is that she loses her temper too easily.
  7. Paul would give you the shirt off his back.
  8. Penny’s the life and soul of the party.
  9. Ronnie’s as cool as a cucumber.
  10. Some people are as thick as a brick.
  11. Tell Laura and the whole neighborhood will know within a week.
  12. There’s never a dull moment with Kim around.
  13. When you go out with Dave, he won’t let you pay for a thing.
  14. You can talk to Lena about anything and you know it will go no further.
  15. You can’t believe a word Sheila says.
  16. You need friends who’ll stand by you in a crisis.
  • Which comments reflect which aspects of personality and relationship

  1. Tell students to think alone for a while about their personal experiences in friendships and relationships, and to try to find an experience to illustrate each of the eight aspects. It can be a positive or negative example, e.g., loyalty or disloyalty. Ask them to make notes
  2. Ask them to explain their notes about their experiences to their group.
  3. Ask each group to choose the best example of each aspect.
  4. Listen to some examples and encourage questions and comments.
  5. Direct students to discuss the eight aspects and try to decide which ones are more important. Put them in order of importance with the most important at the top. They should try to include all eight from the first section. Write it in the answer box below.
  6. Ask what each group’s bottom choice was and why.
  7.  Ask them to explain their choice of the most important one, and also explain if any other aspects come second or third in importance with several groups.

Follow up

  • Tell students to watch this video about friendship below:
  • The groups of four work together to write typical comments, like those on the points for aspects from the list of ideas they made at the very beginning of the lesson. The comments can be positive or negative, but should not include the actual name of the aspect.
  • They read out their comments and the other groups have to decide which aspect they relate to.
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