1. I will begin the lesson by ask the ss how they are, and given that it is a Monday, ask about their weekend. This will follow with the introduction “What do you like to do on the weekends?” as a lead in to the topic of using like/love/don’t like/hate verbs in a sentence. Then mention as a closing summary “So these are some of the things we like or love to do” 2. T will then ask the class what they don’t like or hate to do on the weekend. T will give an example such as getting up early. This is for ss to be introduced to the topic language. 3. Then I will present a piece of paper with a collage of different images of different activities and indicate to ss that I would like them to look at the pictures carefully. 4. I will then state “please match these with your friend” indicating PW. Handout copy of images and words to each ss to complete the task. 5. Give students 4 minutes to do this activity. 6. Monitor the students to see which vocabulary is confusing ss during task to differentiate between the weaker and stronger students.

1. State to ss “Let’s check” 2. Choose volunteer from class: ask their answer to the first question. If it is a simple word like ‘animals’ it will be assumed that the ss will know what this word mean. If there are some that don’t, the image should be self-explanatory, thus no need for CCQ. Then drill the word. 3. The vocabulary that is anticipated to be understood are: classical music; watching sports on tv; going shopping for clothes; dancing and flying. 4. It is anticipated that the words following ‘visiting new places’, that ‘horror films’ and ‘soap operas’ will be the vocabulary that they will not understand. 5. For the vocabulary that is anticipated to be more difficult ‘Visiting new places,’ it is important to use some CCQs for ss to comprehend meaning. Ask the CCQ “Is going to Taksim a new place?” No “Is going to Australia a new place? Yes Then drill the word. 6. Elicitation for these words will first occur but CCQs will be prepared; using images of a horror film like Dracula for them to compare it to an action film and then state ‘Is this horror or is this?’ by pointing at the two images for ss to distinguish meaning. 7. Soap Opera will presented by putting up a picture of a well-known Turkish soap opera, so they can translate the word themselves. T will ask “Is this Kara Para Ask a soap opera?” 8. There will be a repeat drill of the words by playing the listening task R7.1 at the end of this stage.

1. T will provide 4 images on the board of faces demonstrating like/don’t like/hate and love. The images will stuck to left side of the WB in list form. On the other side of the WB directly across T will write I like; I don’t like; I hate and I love. 2. T will handout an image match task where students need to match the correct images to the correct verb like/love/don’t like/hate. 3. Elicit the answers and write them on WB. Keeping the images on the WB, T will begin showing images of vocabulary from the first matching task. I.e. animals. 4. Ask ss “Can you make a sentence about you using this (show picture) 5. T will do 1 or 2 demonstrations. Place the picture next to correct images and words to make a sentence “I like animals” for instance. 6. Use some images of nouns + ing for second demonstration “I hate fly + ing” 7. Generate ss interest by showing some images of famous Turkish football teams; famous singers/actors or foods/drink for them to put it in a sentence on the WB.

1. T will direct ss to speak to each other using the useful phrases on the WB to help with their speaking skills. 2. SS will be encouraged to use the images and also their own imagination of their likes and dislikes. 3. T will prepare some flashcards to allow ss to practice prior to starting the speaking task. The flashcards will have: “Do you like dancing?” “I like dancing” “Do you like watching sports?” “I don’t like watching sports” “Do you like Mondays?” “I hate Mondays” “Do you like animals” “I love animals” 4. SS will put into pairs using gesture/mime

1. Show students the gap fill exercise 2. Demonstrate how to fill in a few of them by using the ss as examples. 3. Encourage ss to get up and mingle with each other by asking each other specific likes and dislikes. 4. SS will use a tick or cross in the gap fill exercise for their surveys.