Michael Galant Michael Galant

TP4 - Galant
Elementary level


In this lesson, students practice their speaking skills in the context of "First Dates," or questions and answers about likes and dislikes. The lesson builds off of the context of the lesson immediately prior - a fictional dating show where one must ask questions about the likes and dislikes of each contestant. In the process of setting this context, students will also practice their reading skills. The lesson then moves on from the dating show questions to a similar exercise, but with one's own likes and dislikes, with one student recommending a friend to another.


Main Aims

  • To provide students with practice speaking, first for accuracy and moving on more to fluency, particularly in the use of questions and answers to likes and dislikes in the context of dating.

Subsidiary Aims

  • To provide students with practice in reading for specific information in the context of likes/dislikes (in dating profiles).
  • To provide review of questions and answers in 3rd person present simple, particularly related to likes and dislikes.


Lead-in (1-1 minutes) • To briefly set the stage for, and lead into, the coming lesson

T chests picture from "dating show" exercises. Ss have already listened to profile about Kim, so T elicits names of other two contestants: Susie and Jo.

Setting the Context/Reading for Specific Information (4-6 minutes) • To provide practice in reading for specific information, while setting the context for the speaking activities.

T divides class into two halves, chests readings, and instructs one half to read about Jo, and the other to read about Susie. T instructs Ss to read the text and answer the questions from 8a individually (which they will already have). Ss complete exercise while T monitors.

Semi-Controlled (leaning to controlled) Speaking Practice for Accuracy (7-10 minutes) • To provide the students with practice speaking in a relatively controlled context, to allow for accuracy development prior to moving toward fluency.

T then pairs up students, one from each half of the room, based on the numbers on the backs of their HO, and has them sit together. T instructs Ss to, with their partners, read and answer the questions about each of the other two contestants. T also instructs Ss to tell their partners 2 MORE things that aren't in the questions. ICQ: Are we showing the text to our partner? (No). Are we only answering the questions, or are we also talking about two MORE things? (two more). FB: T gives early finishers sheets to put on the board in the chart, placing the correct answers in the column for each name. T briefly asks Ss if they agree. T then goes over meaning of word "journalist," as suggested in teacher's book (see language analysis).

Semi-Controlled Speaking Practice, emphasis moving toward fluency. (12-15 minutes) • To develop students' speaking skills, with particular attention paid to accuracy in the use of "she likes/doesn't like".

T instructs Ss, in their pairs, to look at the board and discuss who is best for Mark. T emphasizes that they are not just going to choose randomly, but to explain WHY, based on Mark's likes and dislikes. T reviews language of "I agree" and "I disagree" by eliciting from students. Ss discuss while T monitors. Once pairs come to an agreement, T puts each pair together with another pair, to make a small group. T instructs that this group must come to one decision. Ss discuss while T monitors. T writes errors in TL on board while Ss are discussing. T then brings group together into whole class. T goes over errors from discussion on whiteboard before going into next exercise, in order to first correct, then give Ss more practice. T then asks the whole class to come to an agreement on which should be the right date. T might have to facilitate this discussion by asking individual groups for their answers and explanations, or by polling the class. T asks Ss to read the story of the date chosen by the class. T writes following questions on WB while Ss read: "Does Mark like her? Why/Why not?" "Does she like Mark? Why/Why not?""Do they want to see each other again?". T then instructs Ss to discuss the answers to these questions in pairs. Ss discuss while T monitors. FB: T quickly asks for answers to questions from whole class. Error correction from discussion if necessary.

Semi-Controlled Speaking Practice 3 (15-20 minutes) • To develop students' speaking skills, with particular attention paid to accuracy in the use of "like" questions and "she likes/doesn't like" and fluency more generally.

T says "I have a friend," placing picture of friend on board. T has large version of exercise 11, which he places on board and demonstrates ticking off correct likes/dislikes, while saying "he likes...". T then chests HO and instructs Ss to do the same, with a friend that they choose. ICQ: Are we ticking off the things that WE like? (No). Are we ticking off the things that someone in our class likes? (No). Are we ticking off what our friend likes? (Yes). Ss complete while T monitors. T then instructs students, in pairs, to take turns asking questions about the other's friend. T elicits possible questions that they might use, such as "what does she do?" "how old is she?" and, "does she like...?" T asks Ss to decide if their partner's friend likes the same things as them. Ss complete while T monitors. FB: T then instructs Ss to switch partners with another pair. T instructs Ss to tell their new partner if they like the same things as their old partner's friend. Ss discuss while T monitors. If-Time: T writes errors in TL on board. T goes over errors in WC.

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