- Teacher shows students a picture on powerpoint of children playing basketball. - Teacher asks students questions about what they see - Teacher has students talk to each other and write down other sports they know

- Teacher hands out Sports & Hobbies worksheet and has students work through scrambled picture vocabulary exercise in pairs - Teacher shows powerpoint of sentence "I like ______" / "I don't like ______" and has students speak with each other filling in the blanks with target language - For higher level students, teacher encourages usage of 'because . . . ' to facilitate discussions - After 1-1 discussions, Teacher writes all students' names on the whiteboard and does group Q&A

- Teacher shows another powerpoint slide showing the example sentences: "I like football. I play football on Saturdays" - Teacher asks concept checking questions about present simple tense - Teacher shows another slide with present simple compared to present continuous and asks further concept checking questions; students choose the appropriate grammar - Teacher asks students to provide the question to each sentence and writes them on the whiteboard for reference - On page 3 of Sports & Hobbies worksheet, students walk around the room and fill out the worksheet asking for a) classmate names b) what classmates like or don't like c) what sports/hobbies they do at different times/days (on the weekend, in the morning, on Fridays, etc.)

- Teacher splits students into two teams and has them play pictionary with target language vocabulary without using the worksheet for help - Teacher encourages teams to both name and spell each sport/hobby

- Teacher provides feedback to students (what was done well, what needs to be worked on more, methods for further practice and development) - Teacher provides anonymous examples of mistakes made by students throughout the lesson and has students work as a group to understand the mistakes and how not to repeat them