- Introduce the topic. <https://docs.google.com/presentation/d/1HEUR3apMblxf-mc09CEEwpd5MOPggoUj2KpFwzKps40/edit> - Ask Ss to think for 20 seconds about about 1 thing a friend or family member does in their free time, and 1 thing they don't do. - Give an example: "My brother plays basketball, but he does not cook very often." - Have Ss share answers with the class and provide any feedback as we go (to keep the lead in short).

GIST <https://forms.gle/BNUVUwGLxVTiRcVBA> - Ask Ss to read the text and answer what it's about. [Don't submit yet] - Ask Ss to compare answers in pairs. [Submit afterward] - OCFB. TL - On the same form, ask the class to find 3 examples of the TL in the text (sentences about free time activities). Give the first answer as a demo. - Ask Ss to identify the question, negative statement, and affirmative statements. ANALYSIS <https://forms.gle/u81REEAD6SEEQBiY8> - Ask Ss to answer detailed Qs about meaning and form. - Ask Ss to compare answers in pairs. - OCFB.

Tell Ss we'll analyze the sentences in more depth. Write the 3 TL sentences on a whiteboard. MEANING - Draw a timeline with past, present, and future. - CCQ: Are these statements about the past, present, or future? [All/general] - CCQ: Do we know exactly when it is happening? [No] - Add new sentence "She wants coffee" to the board and ask Ss whether this example is the same or different. - CCQ: Do we know exactly when it is happening? [Yes, right now] - Ask Ss if they know why it is different. - Explain that simple present (used with all verbs in the examples) is usually for general time, but with verbs that describe a state/condition instead of an action, simple present means right now (e.g., with like, want, need, seem). PRONUNCIATION - Read the first 2 sentences out loud and ask Ss to identify which words I'm stressing. Drill. - Ask whether I'm saying all the words or using contractions. Drill. - Mention connected speech, to distinguish wha'does from what's. FORM - Ask Ss to identify the subject, verb, and object in one of the sentences. - Ask Ss whether the subject is the speaker, the person they're talking to, or somebody else. [Somebody else] - Briefly refer back to Mike's lesson for cases that are not about somebody else (he/she/it, my sister, Eva Peron, that boy). - Ask Ss what letter you add at the end of the verb in affirmative statements about somebody else. [-s/-es/-ies] - Write structures on whiteboard: - Question: Does + he/she/it + base verb? - Negative: He/she/it + does not + base verb - Affirmative: He/she/it + base verb+s/es/ies - Ask Ss to convert affirmative statements to negative and vice versa. Make sure they conjugate the verb by adding s when converting to affirmative, and drop the s when converting to negative. - Q: Can we change the order of the verb and "not"? [No] - Ask Ss to convert affirmative statements to Qs and vice versa. End: Ask students to take a photo or screenshot of the whiteboard for reference. [PROBABLY SKIP] MORE DETAILS - Spelling: Verbs that end in s, sh, ch, or x: add -es (pass, wash, teach). - Spelling: Verbs that end in y: change y to ie before -s (study, try, marry, fly, cry). But not if the letter before y is a vowel (play, say, buy, enjoy, stay). - Irregular in present simple: have -> has, do -> does, go -> goes. - Explain third person singular in more depth.

- Ask Ss to complete sentences using the correct forms. <https://forms.gle/7cuwuBjyqgiC5ev26> - Ask Ss to compare answers in pairs. - OCFB. While going over responses, have Ss read out the correct sentences.

- Ask Ss to think of 2 sentences, using the structures. 1. A question about whether somebody they know (friend or family) does an activity (swim, speak, run, cook, ...). 2. A reply using affirmative and negative statements. - Say/write examples as demo: 1. Does your sister speak English? 2. No, she doesn't speak English, but she speaks French. - Give 1 minute to write/type individually. - Have Ss share their sentences in pairs. Monitor for errors. - OCFB, with real-time corrections to structure. - DEC for any other issues/patterns.