• Show images of sports and activities, particularly those shown in the student's book. • Introduce the following questions, modelling an answer first before eliciting answers and opinions from the students and encouraging interaction between them : Look at the pictures on the screen. Which sports and activities do these images show? Make a list of sports that you like. Have you ever tried any of the sports in the pictures? Would you like to? Why/Why not? • Nominate students to explain the reasons for their answers, express their opinions and interact with their classmates. Make sure to model an answer first, especially if students are timid and quiet.

• Introduce a simple text that uses play/do/go collocations in the context of sports and activities. • Give students clear instructions on the first task of identifying play/do/go collocations: Now you are going to quickly read the following text and identify the expressions associated with the verbs do/go/play. For example: go dancing; do aerobics; play football, and so on. The handout with the text is in the chat so you can have the text to read on your own. You have 1 minute to do this task individually. • Send the first handout through Zoom's chat, but make sure to keep on projecting the text on the screen. • When the minute is over, go through the answers with the students. Elicit answers from students first and then project the answer key on the screen to avoid slowing down the pace. • Provide instructions for the following task aimed at highlighting the target language: Now that you have an idea of how we use these expressions - called "collocations" - you will fill in the gaps of the following sentences. In pairs, you will fill in the missing words. For example: Diego likes to "go dancing" with his girlfriend on Fridays. • Ask students if they have any questions and instruct them how much time they have for the activity. You have 3 minutes to work in pairs. Then we will come back and share the answers as a group. • If the group is large enough, and there are no technological issues, separate the students into BORs. If not, remain in the main session, turn off your camera, and give students a chance to work together. Monitor students' work and offer assistance if necessary. • When the three minutes are up, reunite the students and project the answer key on the screen and lead a brief OCFB session.

• Present a table that briefly explains the use of play/do/go collocations, alongside examples for each one. • Present four of the most challening words from the lesson's context of sports and activities, going through MFP. • The marker lexis is: jogging, sky-diving, tiring, and frightening. • Check students' understanding using CCQs, images, and gestures to explain the new lexis. (Mimic a person running using your arms) (Show an image of a boring/tiring activity) (Show an image of a person doing sky-diving) Do you think sky-diving is frightening or boring? • Provide a brief space for a less-controlled speaking practice, encouraging students to speak using the following guiding questions: Think about the sports or activities that you like to do, or would like to do. What verbs do you use? Play, do, or go? Describe and share with the class.

• After having clarified the target language, introduce the task by giving clear instructions: Now that we know how collocations are used, you are going to match the verbs to different sports and activities. • Project on the screen images of different sports and activities, as well as an example of the task at hand. Model an answer to ensure students understand what to do: For example: We have the sport "jogging". What verb should I use? Play, do, or go? The answer is: "go jogging". Now, you will do this activity in pairs to help each other out. After, we will come back and check the answers together as a class. You have 3 minutes. • If the group is large enough, and there are no technological issues, separate the students into BORs. If not, remain in the main session, turn off your camera, and give students a chance to work together. Monitor students' work and offer assistance if necessary.

• Introduce the communicative task using clear instructions and modelling the task first: Now you will imagine that we are going on vacation to Cancún on vacation in a week. We are very excited, but we need to define what we activities and sports we are going to do. In pairs (if possible), you will prepare a list of what activities and/or sports we can do in Cancún. Include at least one activity or sport using the verbs play, do, and go. For example: Personally, I think that we can go dancing at night on Friday and Saturday. We can also go walking along the beach early in the morning. • Project images of Cancún and of the sports and activities that can proof useful to students for the task. • Set the time limit and, if there are enough students, divide them into BORs. You have 3 minutes to dicuss and share your ideas with your classmates. Then, we will come back and share our lists as a group. • OCFB session: Return to the main session and encourage students to share their lists with the rest of their classmatess. • Conduct feedback on the productive skills task and provide DEC, prioritizing self and peer correction. • Praise students for their good work. • Offer closing remarks: This is the end of the lesson. Wonderful work on today's three lessons. Thank you for coming and for your participation. See you next week.