T will share her screen and greet Ss. T will post link to Jamboard in the chat. T will ask Ss to put a tally mark next to the things they like. Briefly discuss results as a class.

T will post the link in the chat to Google forms. T will asks students to read the dialogue individually and answer the T/F questions. (2 minutes max) Check understanding of task (how many minutes, are we just reading or also answering the questions, etc.) T asks Ss to share their answers with a partner via private chat. (1 - 2 minutes) T nominates one S to answer each question and shows answer key. (2 minutes)

Covers meaning, form, and pronunication of discussing likes and dislikes. “I enjoy…” “I love…” “Do you like…?” “I don’t like…” “I hate…” “...is/are okay.” MEANING Synonyms - What is another way to say “I like…?” What’s another verb I can use? Displays on board “I en_ _ _…” to elicit the answer. Synonyms - What is another verb, besides like, can I use if I really like something? Displays on board “I l_ _ _…” to elicit the answer. CCQ’s - Can I say that I love a thing? Can I say I love shoes, for example? (yes) Can I say that I love a person? For example, can I say that I love my mom? (yes) Do I feel the same way about my mom and shoes? (no) CCQ’s - I like coffee, and I want to know if my friend likes coffee too. What would I ask? (Do you like coffee?) CCQ’s - What is the opposite of “I like?” (I don’t like) CCQ’s - What if I really don’t like something? What could I say? Displays on board “I h___…” to elicit the answer. CCQ’s - If I say something is okay… for example, If I say chocolate cake is okay, do I like chocolate cake. (no / yes, a little bit). If I think chocolate cake is okay, do I like it a lot or just a little bit? (just a little bit) I will have a cline to show the intensity of likes and dislikes… from “I hate” to “I love” FORM I like/love/don't like/hate + noun OR infinitive verb OR verb +ing - elicit additional examples from Ss I enjoy + verb + ing - Can I say "I enjoy to walk?" (no) "What could I say instead?" (I enjoy walking.) PRONUNICATION Example sentence: T models pronunication twice and ask students to identify sentence stress. Highlight sentence stress by bolding words on slide. Have class choral drill the phrase 2x. Nominate 2 Ss to say phrase individually, provide feedback as needed. Example sentence: T models pronunication twice and ask students to identify sentence stress. Highlight sentence stress by bolding words on slide. Have class choral drill the phrase 2x. Nominate 2 Ss to say phrase individually, provide feedback as needed. Example question: T asks Ss to listen and identify if her voice pitch goes up or down (points to visual on slide) when asking the question? T models pronunication twice. Circle correct pitch change on board. T models a drop in pitch, and asks Ss if they can hear the difference. What does that say about my feelings? (I sound annoyed or rude)

T gives instructions for task and checks understanding of task. T provides demostration of discussion topics and asks Ss to utlitize target language. T asks Ss to find things in common. T gives Ss 2 minutes to brainstorm ideas for questions to ask. T puts Ss in breakout rooms in pairs, switching partners every 3 minutes. (3 different classmates * 3 minutes = 9 minutes) T nominates 2-3 Ss to share one thing they had in common with each of their partners.

T will write 2-3 examples of good language use heard during breakout rooms, and 2-3 examples of errors. T will ask Ss to identify which statements need improvement. T will elicit corrections by highlighting specific parts of the sentences. T will ask if Ss have any questions from the lesson today.