- T begins lesson with a variety of hobbies represented on the slides via images. - T will ask Ss to identify a number of the hobbies displayed. ----- Say: "Can you name what someone is doing in these pictures?" ----- F/u Ask: "Do you like -ing? When is the last time you went -ing?" ----- F/u: "Ok, so you've never ___. Would you like to ___?" - T introduces the theme of the lesson after short discussion about hobbies. ----- Ask: "Do you know what the theme of today's lesson is?" (hobbies) ----- Ask: "Do you know what a hobby is?" (something you enjoy doing in your free time, past time, entertainment)

- T gives Ss specific listening task to maintain Ss attention during their listening activity. ----- Say: "Listen to the conversation between a new S and a S named James. Try to pay attention to the hobbies James talks about and the way he talks about them." - After reading, ----- Say: "What does it seem like they are talking about?" Try to elicit (likes doing, would like to do) (Gist) - T assigns Ss Matching Activity by sharing activity on the screen to explain before sharing link in the chat. T assigns each S specific slide number. ----- Say: "You will work along to drag the images into the correct bubble for 1 min." - ICQs: Are you working alone or with a partner? (alone) How many minutes do you have? (1 min) - T monitors Ss. Ends breakout room shortly after splitting Ss up (since breakout room has 60 sec countdown timer) ----- Say: "Now you have 1 minute to go over your slide with your partner." (Peer Check) - ICQs: Are you working alone or with a partner? (partner) How many minutes do you have? (1 min) - T monitors Ss. Ends breakout room shortly after splitting Ss up (since breakout room has 60 sec countdown timer) - T conducts OCFB and shares ppt with correct images, reviews and provides justification as needed. - T shows text again and asks students to identify where James is talking about 'likes doing' and 'would like to do'. (Intensive Task) GD Activity: ----- Say: "We are going to focus on James' sentences to try to figure out the meaning" explains AC can replace bold text and will have same meaning if correct. T is able to expose to TL and get Ss thinking about MF portion of MFPA. ----- Say: "You will work alone for 1 minute." - ICQs: Are you working alone or with a partner? (alone) How many minutes do you have? (1 min) - T monitors Ss. Ends breakout room shortly after splitting Ss up (since breakout room has 60 sec countdown timer) ----- Say: "Now you have 2 minutes to go over your answers with your partner." (Peer Check) - ICQs: Are you working alone or with a partner? (partner) How many minutes do you have? (2 min) - T monitors Ss. Ends breakout room 1 min after splitting Ss up (since breakout room has 60 sec countdown timer). Checks on responses to gauge Ss understanding. - T conducts OCFB and provides justification as needed. Answers to the GD Activity: 1. a.) I enjoy b.) Yes 2. a.) I want to b.) No 3. I would like to do

- T elicits M from Ss to add to the ppt slide, since Ss should be aware after GD Activity. 1. like doing... Sentence: I like doing Q Form: What do you like doing? Meaning/A: enjoys generally, neutral -- elicited by having Ss identify from dialogue, complete GD Activity. Appropriacy is elicited using CCQs. - CCQs: Is this neutral/positive/negative? (neutral) Have you done this thing before? (yes) Are we talking about past/present/future? (present, generally) Form 1: subject + verb (like) + gerund (-ing) Form 2: QW + do + subject + verb (like) + gerund (-ing)? -- T will attempt to elicit from Ss using an example sentence. T will begin by using sentence, then ask Ss for the question form. T will type both onto the slide. - FCQs: What is the ‘-ing’ called? (gerund) Why is the ‘-ing’ called a gerund? (because we already have verb here, this functions as the noun) How do we make the gerund? (it’s the base form of the verb + -ing) What tense is the verb in? (present tense) Which QWs can we use with this exact structure? (What, When, Why, Where) Pron. 1: I LIKE DOing... Pron. 2: WHAT do you LIKE DOing? -- T will use: model, elicit, mark, drill. T will model pronunciation for Ss focusing on stress and intonation. T will then have Ss repeat and say sentence 2-3 times. T will elicit Pron. features and add to slide. Drill chorally. - PCQs: Where are the stresses in the phrase? Where does your voice rise and fall in this phrase? 1. would like to do... Sentence: I would like to do Q Form: What would you like to do? Meaning/A: wants to do in the future, more polite than ‘want to do’ -- elicited by having Ss identify from dialogue, complete GD Activity. Appropriacy is elicited using CCQs. - CCQs: Is this neutral/positive/negative? (neutral) What’s another way to say this, but in a less polite way? (‘i want to do’) Is this informal/formal? (a little more formal than ‘i want to do’) What are we trying to express? (wants, wishes, desires) Have you done this thing before? (no, unless you are doing it again) Form 1: subject + would like (or subject +would contraction) + infinitive (to verb)(verb complement) Form 2: QW + would + subject + like + infinitive (to verb)? -- T will attempt to elicit from Ss using an example sentence. T will begin by using sentence, then ask Ss for the question form. T will type both onto the slide. - FCQs: What is the ‘to verb’ called? (infinitive) What tense is the verb in? (present tense) Which QWs can we use with this exact structure? (What, When, Why, Where) Can there be a contraction in the sentence? (yes) How do you create the contraction? (I would) Can there be a contraction in the question? (no) Pron. 1: I would LIKE to DO... / I'd LIKE to DO... Pron. 2: WHAT would you LIKE to do? -- T will use: model, elicit, mark, drill. T will model pronunciation for Ss focusing on stress and intonation. T will then have Ss repeat and say sentence 2-3 times. T will elicit Pron. features and add to slide. Drill chorally. - PCQs: Where are the stresses in the phrase? Where does your voice rise and fall in this phrase?

- T shares screen to show Ss the Google Forms CP Activity. T explains A and B so Ss will be able to work through answers and complete the other questions. T shares link in the chat. ----- Say: "You will have 1 minute to work on this alone." - ICQs: Are you working alone or with a partner? (alone) How many minutes do you have? (1 min) - T monitors Ss. Ends breakout room shortly after splitting Ss up (since breakout room has 60 sec countdown timer) ----- Say: "Now you have 2 minutes to go over your slide with your partner." (Peer Check) - ICQs: Are you working alone or with a partner? (partner) How many minutes do you have? (2 min) - T monitors Ss. Ends breakout room 1 min after splitting Ss up (since breakout room has 60 sec countdown timer). Checks on responses to gauge Ss understanding. - T conducts OCFB and provides justification as needed. Answers to the CP Activity: 1. a) I like reading b.) What do you like doing? 2. a.) I would like to visit b.) What would you like to do?

T conducts Scaffolding Activity: Pt 1: - T displays slide to demo Ss free practice speaking activity. T shows Ss blank slide that they will need to fill in and explains. Then T shows filled in slide to explain how result should look. - T will then open the link to the Ss ppt and continue to share screen. ----- Say: "Open the same ppt you had earlier when we worked on the matching activity with James. Scroll down to the bottom and you'll see this activity for you to complete. (T assigns each Ss their own slide) You'll have one minute to fill in your bubbles on your own." - ICQs: Are you working along or with a partner? (alone) How many minutes do you have? (1 min) Pt 2: - T will display Ts slide again and go over the speaking portion. ----- Say: "Now you can use this to help with your conversation with your partner. We have the sentences and grammar we want to use at the top of the page and you have your ideas to give yours responses and ask questions. Demo: A) What do you like doing? B) I like traveling. A) Why do you like traveling? B) Because I can learn about other cultures. A) Where would you like to travel? B) I'd like to travel to Japan next! What do you like doing? ... and so on ----- Say: "Ok, it's your turn! Talk with your partner. Don't be shy! You have 5 minutes." - ICQs: Are you working along or with a partner? (alone) How many minutes do you have? (5 min) - T monitors BO rooms, provides assistance where needed to ensure flow of conversation is appropriate, and takes note of any errors for DEC.

- T monitors students during Free practice and takes notes of errors. - T shares slide, writes errors on slide and reviews with Ss. Errors are focused on grammar. - T tries to elicit corrections from Ss. ----- Say: "Can someone tell me what is wrong with this sentence?" - T conducts GD OCFB and provides proper TL.