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Name: Brett Fitzpatrick Date: Thurs 04/11 TP no.8

Level: Intermediate Length: 45 mins Time: Slot 2

Theme: I just love it! Lesson Type:* Vocab/Listening

Class profile: Materials/Aids: (incl. book details)

A large class, often over 10 in number. They have Picture of Jackie Chan.
various first languages including German and Polish. Handout with grammar test, blank fill and multiple
They are enthusiastic and have good understanding choice test from New Headway.
for their level, but they still make many mistakes. Tracks 51 and 52 from New Headway CD.

Lesson Aims:
1. By the end of the lesson the students should be better able to use and distinguish between ‘like’ questions.
2. Students will gain practice in using adjectives that commonly go with people, places and food.

Personal Aim/s: To refer more to the lesson plan and not to forget any of the stages.

Students can talk about characteristics of food and people without extensive preparation.

Anticipated problems and solutions Tasks/Timing:

Problems Solutions
Jackie Chan may be unfamiliar to some students. Show a picture.
Some of the distinctions are fine, e.g between “What The roleplay section at the end is quite long, almost
do you like?” and “What would you like?” and quarter of an hour, and it should be possible to run it
making sure of m/f/p for each phrase with like may successfully even if some other stages of the lesson
take more time than predicted. have taken more time than expected.

Students may be unclear that the question, “What Model the correct response in controlled practice to
does he look like?” is intended to elicit a detailed ensure the meaning element of this question is
description, rather than a one-word answer such as, understood along with the form and pron.
“A businessman.”
Roleplay is long and complex, with a lot of student Give the groups meaningful names (drivers instead
input required. It might get confusing. of group A, controllers instead of group B) to aid

* For language based lessons please remember to provide language analysis. Include problems and
solutions with language with this.
Stage Procedure Stage Aim
name /
Time /
Lead-in Tell students, “I like Jackie Chan (hold up picture), he's medium To generate interest in the
/ 4 mins / height, well dressed, athletic and has black hair and brown eyes. I topic and activate
T-sts like Italian food, it's filling and tasty. I like to swim, it's good background knowledge
exercise and I feel free. T Now in pairs, pair, pair (pair hand which will help students
gestures) tell your partner the info on this handout (T hands out with the listening.
questions). Go!” To check that students are
S-S Students in pairs tell the info and listen. correctly using verbs
T monitors. presented and like as a
T-sts Open class feedback from 1 or 2 students. preposition.
Listening 1 Two friends are talking about a visitor from South Korea. Listen To give students practice
/ 4 mins / and answer this question, “Is the visitor from South Korea happy?” in listening for gist.
(Yes, she was homesick but she's better now) To give students a
T-sts Check instructions. (What are we going to do? [A. Listen!] relatively easy 1st task and
What is the question? [A. Is the visitor from South Korea happy?]) make them feel
comfortable and
St alone Play CD (track 51) motivated.
Sts listen and try to answer question. To activate background
knowledge which will help
St-st Pair check, then open class f/b. This should be quick, the answer them with the next more
T-sts should be easy. challenging listening task.
Listening 2 We'll listen again and fill in the blanks in this transcript. To give students practice
/ 7 mins / Teacher gives out transcript with blanks. at listening for detail.
T-sts Play CD (track 51)
Sts listen and answer questions. To introduce the various
Pair check ‘like’ questions used in the
S-S Open class f/b Teacher reads out numbers of the blanks and rest of the lesson as part
students answer. of an engaging context.
(Answers 1. What's she like? 2. What does she like doing? 3. What To help students
sts-T does she look like? 4. What would she like to do? 5. How is she distinguish between
now?) various uses of like.

Controlled Now we'll use these questions to find out about famous people.
practice / 5 You will all get a card with a famous person. Hold the sheet so To clarify m/f/p in the use
mins / everyone can see it. Use the questions to get information. of the various questions.
T-sts Teacher hands out cards. Students chest them. T models
exchange to help students understand instructions.
I'll begin, “What does (insert famous person's name) look like?”
Student with famous person in question answers. It is now their
S-S turn and they carry on the exercise.
Test Now we are going to do a test. I will now play 8 answers and you
/ 5 mins / have to guess the question used to get that answer. Don't worry, To make sure that this
T-sts each time you have only two options to chose from. So you have a language really is clear
50/50 chance! Check instructions, “What are we going to do? [A. and allow students who
Listen!] What are our chances? [A. 50/50!]” are unclear to get help
Play CD, track 52, using the pause button after each ‘answer’ to from their partners in the
S-S give students some thinking time to chose their answer. pair check.
Pair check
Open class f/b Teacher reads out the numbers of each ‘answer’
sts-T and students supply the question.
(Answers, 1. What's Thai food like? 2. What's Bridget like? 3.
How's your brother? 4. What does she like? 5. What's the weather
like there? 6. What does he look like? 7. What was your holiday
like? 8. What kind of books do you like?
Roleplay Divide students into two groups, the first group are picking people
/ 14 mins / up from the airport, the ‘drivers.’ The second group are organizing To give students speaking
T-sts the pickup, the ‘controllers.’ practice using the vocab.
The controllers have forgotten who needs a driver (grandma, mum, To personalise the vocab.
you, your kid..) and the drivers/chauffeurs must find out who it is.
They ask three ‘like’ questions, then guess which member of the
family it is. They should say they instead of he or she. They are
S-S also allowed to say, “Tell me more.” Then they move on to the next
member of the family. Teacher models roleplay with volunteer
student to aid students in understanding the task.
Swap roles after six minutes.
T monitors and notes good & problematic language
Feedback Bring roleplay to a close. To give students a chance
/ 6 mins / Feedback on task from three or four students. “How many family to talk about the roleplay
T-sts members did you guess, who were they, tell me about them? and cool down.
Feedback on problematic lang using board and eliciting corrections To do remedial work.