Samantha Robinson Samantha Robinson

TP5 - Love it, like it, hate it! We're twins.
A1 - Beginners level


In this lesson, students will practise using object pronouns in the context of likes and dislikes. First, they will read a text for gist. Then they will read for detail and answer some comprehension questions. Next, they will complete a table for the object pronouns then do a gap-fill activity. Finally, they will do a controlled speaking activity and two semi-controlled speaking activities about what they like and dislike.


Main Aims

  • To provide clarification and practice of object pronouns in the context of likes and dislikes.

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about twins in the context of likes and dislikes.
  • To provide accuracy speaking practice in asking questions/ answering questions in the context of likes and dislikes.


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

1. T displays a picture of the National Geographic Magazine Cover featuring identical twins but with the headline "TWINS" covered. 2. T elicits that they are sisters with the same birthday and elicits the word twins (revealing the title). 3. T displays two other pictures of twins that aren't identical and three sentences to match. 4. In pairs, students have one minute to match the statements to the pictures. a) They have the same blue eyes. b) They have different hairstyles. c) They both play tennis. 5. T asks if sts know any twins.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation (1. Reading for gist. 2. Reading for detail.)

1. T introduces twins, Jack and Jenny, and writes the following task on the board. a) Find two things they both like. 2. T gives students the handout and sts have 2 minutes to skim and scan for the task. 3. T writes WC FB on the WB. "Jack and Jenny both like ............. and ............." 4. T shows students the gap-fill comprehension questions and does the first one with the class. 5. Sts have 2 minutes to answer the questions. 6. Sts peer check with partners then give WC FB.

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

1. T writes an example of the target language on the board and explains the form: subject/ verb /object a) I love soap operas b) Jack hates them. T shows that it is boring to repeat the same object. CCQ: What is them? 2. T gives one subject pronoun card to each pair and writes the subject/object pronoun table on the board. 3. In pairs, sts have 1 minute to decide (using text if as a guide) where to place their card in the table on the board. 4. Sts place their cards on the board and check as a whole class.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

1. T gives sts a handout with the table of subject and object pronouns. 2. T explains the gap-fill activity and does the first one with the class. a) Do you like Madonna? Yes, I like ............ a lot. 3. Sts complete the gap-fill activity in pairs. 4. WC FB.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

1. T models activity: reading the questions and the answers from the sheet in pairs. 2. In pairs, sts take turns to ask each other the questions and respond with the answers on the sheet. 3. T gives delayed error correction for pronunciation.

Semi-controlled Practice (8-10 minutes) • To concept check further and prepare students for practice of the Target Language.

1. T models activity: sts take turns asking each other the questions and answering for themselves. 2. In pairs, students ask each other questions and answer for themselves. 3. T asks for feedback about sts. e.g. "Who likes shopping for clothes?"

Semi-controlled Practice. (8-10 minutes) • To provide students with extra practice of the target language

1. T puts sts into 3 groups.. 2. T models activity: in each group sts pick a card from the pile and ask if the other students like what is written on the card e.g. "Do you like doner?". The other students must respond with the TL using object pronouns. Teacher elicits possible answers. 3. Sts do the activity and T tells them when to change groups. 3. Sts give FB on content. 4. T gives delayed error correction on WB.

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