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Questions with "like"
Elementary level


In this lesson students will learn about three different questions with like. They will first read a small dialogue which uses this questions and answer a gist and intensive question in order to identify the language. Then they will do guided discovery tasks for form and meaning, and we will go over pronunciation together. Finally they will do a controlled practice and a free practice.


Abc Jamboard for lead in and Language analysis
Abc Google sites for gist and controlled practice
Abc Google forms for gist
Abc Google forms for controlled practice
Abc Google forms for controlled practice

Main Aims

  • To provide clarification and practice of three different questions with "like" in the context of meeting someone new.

Subsidiary Aims

  • To provide reading for gist and speaking with fluency.


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

In google jamboard I will first ask the students "What do you do when you meet new people". Then I will ask them "What questions do you ask them", and write their responses on sticky notes on the jamboard.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

The students will read a dialogue and then answer two multiple- choice questions "What is the dialogue about" and "Are the questions about Amanda's co-worker in blue or red?". Instructions: You will read this dialogue and answer this two questions. You will have 3 minutes. Icq: How much time do you have? Then they will compare their answers with a classmate for two minutes Instructions: Now, you will compare your answers with your classmates in BOR for two minutes, then we will check the answers together.

Clarification (13-15 minutes) • To clarify the meaning, form and pronunciation of the target language

For meaning the students will match the expressions with the correct meaning in BOR with their classmates. They will have 3 minutes for this. I will demo the first one Instruction: You will match the questions with the correct meaning. Let's do the first one together. You will have three minutes for this. Icq: Will you match the questions or add sticky notes? We will check the answers together. For form they will drag the sticky note with the structure under the correct questions in BOR. They will have two minutes for this. Instructions: Now you will drag the sticky note under the correct question. You have two minutes. We will check the answers together. Then I will ask what word of this question can we change? And elicit some examples from them. For pronunciation I will explain that the first sentence has two stressed words. I will say the sentence and ask them which ones are the stressed ones in order to put the circles above them. Then I will ask them if the intonation goes up or down and drill the sentence. I will do the same with the other two questions but with three stressed words instead of two.

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

For controlled practice they will do a google forms where they fill in the gaps with the correct question for three minutes I will do the first one with them. They will do this alone and then they will compare answers in BOR for two minutes. Then we will check the answers together. Instruction: You are going to answer this google forms by yourself. We will do the first one together. You are going to have three minutes. When you are done you are going to compare your answers with a classmate. ICQ: Are you going to do the exercise alone or with your classmates.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Students will talk about someone they know and ask questions about him/her for 5 minutes. They have to take turns and use the questions we learned today. I will demo with one of the students Instructions: Now we are going to talk a little bit. You are going to tell your classmate about someone you know and your classmate is going to ask you questions. Then it will be the other way around. (Show them the example). You should use the questions we learned today. (demo with a students) You will have 5 minutes ICQ: Can you talk about anything or are you going to ask the questions we learned today?

DEC (2-3 minutes) • To provide feedback

I will ask the students what did they talked about. Then on a google docs I will show them examples of the good and bad use of language that I herd, and ask them how we can reformulate.

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