I will ask the students to pick a family member and take turns telling their partner three details about that person. I will have the SS post their partners' responses on Google Jamboard. I will first do an example for the SS by showing the SS a picture of a family and saying three things about one of the members, then doing a demo of making a Jamboard Sticky-note. I will send the Ss to BOR's to take turns asking their partner about a member of their family. I will do OCF with the SS

I will ask my SS to read the text and answer the question: "What does Anna want to know about Sam's new girlfriend?" Ss will check answers in pairs before OCF.

I will ask SS to underline 2 examples of the TL in the text. I will do an example for SS first and then they will work individually to complete the other two. Ss will check in pairs via private message before OCF

I will ask SS to read the following sentences and answer the questions: MEANING I will ask Ss some CCQ's to identify Meaning: What’s she like? 1. Am I asking about her physical appearance? y/maybe 2. Am I asking about her personal qualities? y/maybe 3. Do I want a general or specific description? general What does she look like? 1. Do I want to know about her character? n 2. Do I want to know about her physical appearance? y 3. Do I want a general or specific description? specific What does she like doing? 1. Am I asking about her personality? n 2. Do I want to know about her body type/hair color? n 3. Do I want to know how she spends her free time? y SS will do a Guided Discovery Task, working in pairs to fill in the blanks with the correct TL. We use ________ to ask for a general description (answer can include character and physical appearance. We use ________ to ask about physical appearance only. We use ________ to ask what people enjoy doing in their free time. FORM I will ask my Ss to identify the function of like in the marker sentences and I will help the SS elicit the other components: 1. What's she like? (What is + he/she (pron.) + like (prep.) 2. What does she look like? (What + does (aux.) he/she (pron.) + look (V. simple form) like (prep.) 3. What does she like doing? (What + does (aux.) he/she (pron.) + like (verb + ing) or (infinitive) I will ask the SS CCQ's: 1. Do all of these sentences contain 'does'? 2. Which of these questions signals action? Why? 3. If i left 'doing' off of the last sentence would it change the meaning? 4. Can I make this plural? Singular? PRONUNCIATION 1. I will model sentences for SS. 2. I will elicit stress patterns and write them on the board. - WHAT's she LIKE? - WHAT does she LOOK LIKE? - WHAT does she LIKE DOING? 3. I will include IPA symbols for the TL. 4. I will cover intonation: -'What's she like' ^(goes up) - 'What does she look like? ^>(goes up and then down) - 'What does she like doing? ^(goes up) 5. I have SS drill sentences. No linking APPROPRIACY -Neutral

I will give the Ss. 6 sentences and have them match the TL questions with the descriptions (handout). I will do an example first then have SS work individually to complete the rest. I will ask SS to compare answers in pairs via private message in the chatbox. I will do OCF with SS to check answers.

I will ask SS to each pick two of their friends and think how they can describe their character, appearance and other things they enjoy doing. Tell Ss not to write down information. I will model activity for SS first In the chatbox I will write: "1. Take turns asking your partner about two friends. 2. Choose a friend would you like to meet. 1. What is he/she like? 2. What does he/she look like? 3. What does he/she like doing in their free-time?" I will send Ss to Breakout Rooms where they will interview each other. FEEDBACK I will elect on SS to tell me which friend they chose and to describe them. DEC Write SS sentences on board with errors. Elicit corrections from SS.