Amy Amy

TP4 LP_Amy Dillon
Elementary level


In this lesson, SS will be introduced to questions with 'like' in the context of family and friends. To get SS familiar with the topic, they will first describe a member of their family with a partner and do a Google Jamboard activity. Next SS will then read a short dialogue for gist and answer a general question. They will then be exposed to one example of the TL and be tasked to find the other two. During the language clarification stage, SS will work out the different meanings of three questions with 'like' using contextual clues found in the text. SS will answer CCCq's related to meaning of TL and prove understanding. Teacher will elicit form from SS and concept check. Teacher will finally cover pronunciation by modeling for SS, eliciting stress patterns/intonation/linking on board, and drilling SS to concept check. SS will then do a controlled practice in which they match the correct usage of questions with like with their marker sentences. They will then move on to a freer speaking practice on the use of 'like' in the context of describing friends. Teacher will follow-up with SS and elicit what SS talked about in the freer-practice. The lesson will end with the teacher doing delayed error correction and elicit corrections from SS.


Abc CELTA textbook

Main Aims

  • To provide clarification, review and practice of questions with "like" in the context of family/friends

Subsidiary Aims

  • To provide fluency speaking practice of the TL in in the context of family/friends


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

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

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

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.

Highlighting (2-4 minutes) • To draw students' attention to the target language

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

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

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

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

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.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

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.

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