Share G- slides (Page 1) Ask Ss “Look at these four people. What can you say about them?” “Use adjectives or short phrases — Write your ideas in the chat or say them aloud.” Elicit responses from both chat and microphone. Encourage variety: She’s friendly. He’s funny. She has long hair. Highlight or type their adjectives directly on the slide or whiteboard (use annotation tools or screen share). Transition smoothly: “Excellent! You’ve described their appearance and personality. Today we’ll learn how to ask and answer questions about people using the word like.”

Share the G-form with Ss. Play the audio once. Ask Ss gist questions such as: Who are they talking about and what's the conversation mainly about? Answer: They’re talking about Molly’s appearance and personality. Play the audio again. Students complete a True/False/Not mentioned activity (Google Form or worksheet). First they listen indually and then compare answers in BOR.

Meaning: Show Ss the transcript from the listening. Ask them to use color coding for identifying words in the text related to (Appereance) red, (Personality) green. Ss work individually first and then compare in pairs. Elicit examples from the class and write them on the board under two headings (Appearance / Personality). Confirm understanding with quick CCQs: “Do we use look like for appearance or personality?” “Do we use be like for personality or appearance?” She’s quite tall and has short dark hair. → appearance. She’s really nice, very friendly and extrovert. → personality. Smoothly leads into the next stage (Form and Pronunciation). Form Elicit the pattern from students: Ask: “What do we see at the beginning of both questions?” → What “What comes next?” → auxiliary verb (did / is) “Then what?” → subject (she) “And finally?” → verb + like Write the structure clearly: → What + auxiliary + subject + verb + like? Clarify tense and meaning: What did she look like? → past simple, used for appearance in the past. What’s she like? → present simple, used for personality or general description. Highlight auxiliary differences: did → past question form. is → present question form. Emphasize that like here is not a verb of preference, but part of the question pattern. Pronunciation: Model the questions clearly on the board and orally: /wʌt dɪdʒi lʊk laɪk/ (did she → /dɪdʒi/) /wʌtʃi laɪk/ (What’s she → /wʌtʃi/) Highlight features of connected speech: Linking: did she → /dɪdʒi/ Contraction: What is she → What’s she → /wʌtʃi/ Stress: look and like carry the main stress. Drilling sequence: Choral repetition: whole class repeats together (builds confidence). Group repetition: half the class, then the other half. Individual repetition: select students to repeat. Back‑chaining: start from the last word (like → look like → did she look like → What did she look like?). Intonation practice: Demonstrate rising intonation for genuine questions. Have students mimic the intonation pattern.

Display the three pictures and questions. Review the meaning of each question type briefly. Controlled practice Students work individually or in pairs to write short answers in the boxes. Example answers: He’s tall and has blond hair. He’s funny and friendly. He likes playing football. Feedback Elicit answers from different students. Correct form and pronunciation as needed. Highlight the difference between look like, be like, and like doing.

Display the “Guess Who?” slide and introduce the activity. Say: “We’re going to play Guess Who? using famous people. You’ll ask questions using like to find out who the person is.” Share the Wordwall link on screen or in chat. Model the task: Choose one celebrity from the Wordwall game. Demonstrate with a student: Student: “What’s she like?” Teacher: “She’s very friendly and funny.” Student: “What does she look like?” Teacher: “She has long blonde hair and blue eyes.” Student: “What does she like doing?” Teacher: “She likes singing and dancing.” Student: “Is it Taylor Swift?” Pair work: Students work in pairs or small groups. One student chooses a celebrity secretly; the other(s) ask questions using the three like forms until they guess correctly. Encourage full sentences and natural intonation. Monitor and support: Move around the room or breakout rooms. Note good use of question forms and pronunciation. Prompt students to use all three question types before guessing. Feedback: Elicit examples of accurate questions and good pronunciation. Highlight common errors (e.g., confusing What’s she like? with What does she look like?). Praise fluency and interaction.

Stop the activity and bring the class together. Praise students for their participation and energy during the Guess Who? game. Explain that you’ll now review some examples of good language use and areas to improve. ighlight positive examples of communication: “You asked clear questions and used full sentences.” “Great teamwork and logical guesses!” Elicit reflections: “What helped you guess faster — appearance or personality questions? Write selected sentences or questions you heard on the board (anonymously). Correct examples: What’s she like? / What does she look like? / What does she like doing? Common errors: How is she like?, What she like?, What does she likes? Ask students to identify and correct mistakes collaboratively. Drill pronunciation and stress patterns again: /ˈwɒtʃi laɪk/, /ˈwɒt dʌz ʃi lʊk laɪk/, /ˈwɒt dʌz ʃi laɪk ˈduːɪŋ/ Reinforce meaning differences with quick CCQs: “Do we use look like for appearance or personality?” → Appearance. “Do we use be like for personality?” → Yes. “Do we use like doing for hobbies?” → Yes. Wrap‑up (Final minute) Summarize key takeaways: “Remember — look like = appearance, be like = personality, like doing = interests.” Encourage students to use these forms naturally in future conversations