T greets the student and puts her name on the board if new students have joined the class. T uses material A on the projector to check if everyone knows and can identify colors. Ss look at a plain photo of a color, T elicits the color and then shows them the correct answer. T drills after each word to make sure Ss pronounce the words correctly. After the introduction to colors, T puts the following on the board: What color is it? It's...... . T puts the Ss in pairs, asks them to stand up, walk around the class and ask the question "What color is it?".

T shows handout B to the class and says: "Listen to Olga, Ben and Donna. Who likes red? Olga? Donna? Listen and write." T ICQs: Are you going to speak? or listen? T distributes the handout, one for each S. T plays track 1.85. Ss listen and write. T monitors to see if they have written down the answers and if they need to listen again. T plays the track again if necessary. T asks the Ss to check their answers together. T asks questions like: Does Ben like grey? [Yes] Does Olga wear black? [Yes] Does Donna like yellow? [No] T WC elicits the answers.

T Shows handout C to the Ss. Tells them they will listen and repeat. T ICQs: Are you going to write? T gives each S one handout. T plays track 1.86, pauses after each sentence and the students repeat.

T puts the following sentences on the board: I like black clothes. I don't like black clothes. He likes black clothes. He doesn't like black clothes. T asks the Ss: Do we use "don't" for "he"? T highlights that "doesn't' only comes with "He/ She". T then draws Ss' attention to the verb after like to highlight that there is no -s/ -es after "doesn't". T elicits some answers from the students with one or two examples: I don't like blue. He ........like blue. I don't wear jeans. She .........wear jeans. T writes the form on the board: He/ She + doesn't + verb. T clarifies that the verb here doesn't have -s/ -es. T puts the sentence stress pattern on the board: o o He doesn't like black. T uses drilling to make sure students have gotten the stress pattern right.

T shows the Ss handout D. T tells the Ss that they will change the sentences to negative. T ICQs: Are you going to make questions? T gives them the handout and tells them they have 3 minutes to complete it. Once the time is up, T asks the Ss to check their answers in pairs. T monitors them to spot potential problems. While they are checking their answers in pairs, T uses slide D Answer Key on the projector so that the Ss can check their answers with the board.

T shows handout E to the Ss. Tells them they should read, see if the sentences are correct or not. Ss are familiar with the concept of "correct/ false" because they have done it before. T models an example on the board: "He like brown." Correct? [No] [likes] T regroups the Ss. Hand them the handout and tells them they have 3 minutes to do it in groups. T then asks the groups to switch papers and check the answers. T elicits the answer using nominating.

T rearranges the students, shows them handout F and tells them they should fill the sentences in part a about themselves. T ICQs: Are you going to ask questions? T gives each S a handout and gives them 2 minutes to complete the sentences. Later, T asks the Ss to work in groups of three, and read their sentences for the other people in the group. T nominates students and asks them to tell the WC about one of their group mates.