Aicha Bouchara Aicha Bouchara

TP 3a
A1 level


In this lesson, Ss will learn how to form questions and short answers with likes and dislikes. They will also be introduced and practice the use of some adjectives of feelings about likes and dislikes. Ss will lskim and scan a listening text.


Abc Ball
Abc Recording
Abc Card Semi-Controlled practice
Abc Recording
Abc Glue pads
Abc Gap-Fill Handout
Abc 2 Pictures of Twins
Abc Cards and pictures

Main Aims

  • Provide clarification and practice of questions I, you, we, they in the context of likes / dislikes

Subsidiary Aims

  • Provide gist listening for specific information practice in the context of likes / dislikes


Warm up (0-1 minutes) • To get Ss in the mood of interacting with a different teacher and link it to the lead-in

"Good morning guys. I'm happy to see you again." T acts feeling hot: "Oh waw, it's hot today, right? I want an ice cream." T acts like she's enjoying ice cream.

Lead-in (0-1 minutes) • To set lesson context and engage students

T asks the class: "Do you like ice cream? Raise your hand if you do" (So, both X and Y like ice cream) What about sushi, do you like it? Raise your hand if you don't" (Both X and Y don't like sushi.)"

Listening task (3-5 minutes) • To practice listening for gist

1. T projects or hangs a picture: "Let's look at Harvey and Eva here." CCQs: - Is Harvey a boy or a girl? - Is Eva a boy or a girl? - Are Harvey and Eva friends or brother and sister? 2. With a raised right hand, T tries to know who thinks they are friends and with the left hand, T tries to know who thinks they are brother and sister. 3. "Ok, let's listen if Harvey and Eva are friends or brother / sister." ICQs: - Will you listen or write? - You will choose between what and what? (gesture 2 hands for the answer) 4. Play recording twice. Quick pair check and then class feedback. T conducts a poll "who says friends? (rise right hand), brother / sister? (rise left hand) 5. Ss may not catch the word 'twins' so in this case T checks "They're twins: brother and sister. Show pictures of similar and unsimilar twins. *CCQ: Do they have the same age? (Yes) Do they look the same? (Picture 1: yes / picture 2: No)

Pre-Teach Task (6-8 minutes) • Activate Ss' schemata and introduce lexis

1. T hangs 4 pictures on the walls. (baklava - roller coaster - good looking dish vs. bad looking dish) 2. T models the activity using a card that says "scary" (T reads it and acts it) then ask Ss where to stick the card (roller coaster picture.) - Instruction: "Here are 5 cardsYou match a card to one of the 4 pictures and you stick it. You will work as a group and you have 2 minutes." - ICQs: How many cards? (5) How many pictures? (4) Are you going to work slowly or quickly? (quickly) What do you do with a card? (stick it to a picture) Are you working alone or in a group? (group) 3. Arrange groups so that there are at least 3 Ss and maximum 5. Groups of Ss get cards on which there are the adjectives (delicious - exciting - great - fantastic - awful). Each group gets a different set of colored cards. + Give Ss some glue pads to share. 4. Make S stand up and start activity. T monitors to see if there's a misplaced word on a picture. Stop after 2 min. 5. Give answer key on colored cards to each group to check their answers. Get feedback from each group "Are all your answers correct?" 6. If all answers are correct, praise Ss and move on to pronunciation drill. If error correction is needed, do it, then praise, then move on to pronunciation drill. 7. Drilling pronunciation: T uses the picture of Harvey and Eva to show the highligted stress when pronouncing the word, ask each group of Ss to repeat and so on until all words are drilled.

Listening task (8-10 minutes) • To scan a listening text for specific information.

1. T chests or projects the handout. Model the task by playing the recording so students can make sense of the first item 'pizza' to check. Stop the recording at "at home and in restaurants." 2. T makes the link between the recording and the checks + adjective. "If they like, check / if they don't like, cross X" + "Add adjective: show list on the picture" * ICQs: - If they like, what do you do? - If they don't like? - What do you put in the blank (point)? 3. Give HO. Play R. twice for Ss to fill up the chart. 4. Pair check. 5. Feedback: Ss are given marker and go to the WB to write answers. T plays recording and checks. If there's a mistake, give Ss a chance to correct, if not T gives answer. 6. Praise and thank students.

Language Analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

1. Markers: Using the already filled and checked chart, Write on the board: a. Do they like pizza? b. Do they like tea? 2. Meaning: Ask Ss to answer each question based on the chart.(a. Yes, they do / b.No, they don't) T adds the short answers near the question on the board. CCQ: (based on the chart) - Do they like ice cream? (Yes, they do) - Do they like skiing? (Yes, they do) - Do they like football? (No, they don't) 2. Pronunciation: T pronounces the written questions on the board by marking stress and intonation. Then, T names one S to ask the question and another S to utter the short answer. - In pairs, Ss drill stress and intonation. T makes sure Ss utter the right intonation for the question. 3. Form: On the board, highlight "Do" and "like" in the question + Yes / No and do / don't in the short answers. - T elicits: (Do + Subject (can be I / you / we / they) + Verb ?) (Yes/ No, + Subject (can be I / you / we / they) + do / don't)

Semi-controlled practice (5-8 minutes) • To provide Ss with practice of the target language

1. Instruction: Model the game - Put all cards jumbled face up on the desk. Pick the card with first example (Do you like coke?) Ask a strong S to come match it with an answer (Yes, I __. It's great) Elicit from Ss what should be put in the blank and then write it down. - "Now you will work in pairs and do the same. Match the questions to the answers + fill in the blank with do you like / yes i do or no, i don't. You have 3 minutes." *ICQs: - Are you working alone or with a partner? (with a partner) - Are you matching questions to answers? (yes) - Will fill the blanks? (Yes) - How much time? (3min) 2. T monitors to make sure they got instruction right. 3. Project answers on the board for Ss to check.

Free Language Practice: written and oral (8-10 minutes) • To provide students with practice of the task language

1. Instruction: "Write 2 questions. Work alone for now, you have 2 minutes." *ICQs: - How many questions? (2) - You work alone or with a student? (alone) - How much time? (2min) 2. Quite monitoring from a distance. 3. Modeling: T models with a strong S. S asks T a question of theirs. T replies with a short answer + an adjective from the ones learnt. Then, swap: S asks the T a question who responds accordingly. (Do you like Ayran?) 4. Instruction: "Now, you will work in groups of 4. Ask your questions to your friends. Your friends answer: yes, I do / no, I don’t. + It's delicious / great / awful" "You have 3 min) 5. ICQs: - Are you going to use only a short answer? (No) - Are you going to use a short answer + an adjective? (yes) - Are you working in pairs or groups? (groups) -How many minutes you have? (3) 6. T makes Ss stand up and puts them in groups of 4. Monitor by noting any errors. (3 minutes) 7. Feedback: Using a ball, T throws the ball to a S to ask a question and throw it to someone else to answer that question. Repeat 2 or 3 times. If time allows it, conduct error correction. 8. Praise Ss and thank them.

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