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GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1-A2)

WHAT I
LIKE
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1 Warm up

Match the words to complete a phrase. Use the pictures to help.

1. do a. a cake

2. go out with b. a good book

3. go c. my friends

4. make d. my homework

5. play e. shopping

6. read f. the bus

7. spend time g. the guitar

8. take h. with my family

What other activities can you describe with the verbs go, play and take?

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ELEMENTARY (A1-A2)

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2 Listening

A TV journalist is at a shopping centre. He wants to ask people some questions about their free time
activities. Listen to what two people say and circle the activities they talk about.

making a cake going shopping

doing homework going out with my friends

taking the bus playing the guitar

cleaning the house taking the train

spending time with my family reading a good book

Can you remember:

1. Which activities does the man talk about?

2. Which activities does the woman talk about?

Listen again and circle the words the speakers use to describe each activity.

1. going shopping: love / like / don’t like / hate / prefer

2. taking the bus: love / like / don’t like / hate / prefer
3. taking the train: love / like / don’t like / hate / prefer
4. spending time with my family: love / like / don’t like / hate / prefer
5. making cakes: love / like / don’t like / hate / prefer
6. doing homework: love / like / don’t like / hate / prefer

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3 Language Point

Study the sentences below.

• What do you like doing at the weekend? I love going shopping for new clothes.
• Do you like taking the bus? No, I don’t. I really hate it - it’s very slow. I prefer taking the
train but it’s very expensive.
• I’m a student so I have homework. But I don’t like doing homework.

We use love / like / doesn’t or don’t like / hate to talk about how we feel about doing
something.

We use prefer to say we like one thing more than another thing.

Choose the right phrase to complete the rules:

After love/like/hate/prefer we use the -ing form / the infinitive of a verb.

When we make short yes/no answers, we say "Yes, I like" or "No, I don’t like" / "Yes, I do" or "No, I
don’t".

We use the adverb really to show strong feelings. This word comes before / after the main verb.

Make -ing forms

infinitive verb + -ing spelling rule

work / spend I like working. / She doesn’t verb + -ing

like spending time with her
family.

make / take We love making cakes. / They verbs ending in -e, remove the
don’t like taking the bus. final -e and add -ing

travel You love travelling. one vowel + one consonant →

double consonant + -ing

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4 Practice

Look at the table. Then read exercises 1-8, add the correct name and write a complete sentence with
the words you are given.

Example:
loves / going shopping / but / not like / doing homework
Andrew loves going shopping but he doesn’t like doing homework.

++ love + like - don’t like - - hate

reading going making doing

books shopping cakes homework

Andrew + ++ -- -

Neil ++ -- - +

Kate - + -- ++

Louisa + - ++ --

Mark - ++ + --

hates / making cakes / but loves / doing homework

1.

likes / reading books / but not like / going shopping

2.

likes / doing homework / prefers / reading books

3.

really likes / making cakes / but not like / reading books

4.

not really like /reading books / but likes / going shopping

5.

not like / making cakes / but really hates going shopping

6.

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likes reading books / but prefers / going shopping

7.

really loves / making cakes / really hates doing homework

8.

5 Speaking

You are going to interview a partner. Ask your partner how they feel about the activities on the list
and record their answers on the table using this key: ++ love / + like / - don’t like / - - hate. Use really
(!) to show a strong feeling and record what your partner prefers, if you can.

Example: Ana, do you like taking the bus? I like taking the bus but I really prefer walking.
by: travelling by car Do you know how to drive?

1 go 2 read books 3 spend time 4 do 5 take bus

shopping with family homework

I like/enjoy going I don't mind

Example: My +
shopping when it's
+ I enjoy reading + + -
doing homework
+ walking!
about grocery fantasy books I love spending I like travelling by car
partner’s time with my
but I dislike/detest
shopping, because when I don't but I prefer taking
name: Ana my boyfriend and I family. the bus for going out
like comparing
understand it.
different prices.
My partner’s
name:

My new
partner told
me about:

Example: My ++ -! + -- -
new partner
told me
about: Marco

Share the information from the table with a new partner. Ask and answer questions in pairs and
record the new information.

Example: Does Marco like reading books? No, he really doesn’t. He prefers spending time with his family.

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6 Extra Practice/Homework

The journalist from Channel 6 News asks another person about their free time activities. Choose the
best answer to complete the sentences.

• Journalist: Hello, Channel 6 News. What 1 do / does you do in your free time?
• Man: I like 2 play / playing the guitar.
• Journalist: Do you play alone?
• Man: No, I 3 don’t / doesn’t. I like playing with my best friend. He plays the guitar but he
4
prefers / prefer singing. We have a band and we like playing music in bars. People like
5
dance / dancing to our music.
• Journalist: I see. Lots of people also like reading. Do you like reading?
• Man: Yes, I 6 like / do.
• Journalist: What kind of books do you like reading?
• Man: I 7 really love / love really reading books about music in other countries. I love 8
traveling / travelling.
• Journalist: How interesting!

7 Optional Extension

We can also use a lot / not very much to show stronger feelings in sentences with like/don’t like:

• Positive sentences: I like making cakes a lot. He likes going shopping a lot.

• Negative sentences: I don’t like making cakes very much. She doesn’t like taking the bus
very much.

These words go at the end of the sentence.

Put the words in order to make sentences. Then say which sentences are true for you. Change the
other sentences to make them true.

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watching TV / likes / My sister / a lot.

1.

likes / My family / travelling / a lot.

2.

relaxing on the beach / don’t like / I / very much.

3.

very much. / I / cooking / don’t like

4.

a lot. / going to the gym / like / My brother and I

5.

doesn’t like / very much. / going shopping / My best friend

6.

in my class / playing basketball / The other students / like / a lot.

7.

don’t like / very much. / However, they / playing football

8.

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Transcripts

2. Listening

Journalist: Hi. This is Channel 6 News. Can I ask you a question?

Young man: Yeah, OK.

Journalist: What do you like doing at the weekend?

Young man: Oh, I love going shopping for new clothes.

Journalist: How do you get to the shopping centre?

Young man: I take the bus.

Journalist: Do you like taking the bus?

Young man: No, I don’t. I really hate it - it’s very slow. I prefer taking the train but it’s very
expensive.

Dialogue 2: ...

Journalist: Hi, Channel 6 News here. Tell me - what do you like doing at the weekend?

Young woman: Well, I sometimes go out with my friends. But I also like spending time at home with
my family.

Journalist: What do you do at home?

Young woman: I love making cakes.

Journalist: Wow! Do you do anything else at the weekend?

Young woman: Yes, I’m a student so I have homework. But I don’t like doing homework.

Journalist: Thanks for talking to us. Good luck!

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TEACHER MATERIALS · ELEMENTARY (A1-A2)

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Key
1. Warm up

5 mins.
Explain the instructions and work with the whole class to match the two halves of the phrases, using the pictures
to support understanding. Ask students which activities are normal for them. Ask the follow-up question about
other verb + noun collocations that students know. They will see take the train later on in the lesson.
Possible answers to the question: go jogging, play football, take the train.
1. d 2. c 3. e 4. a 5. g 6. b 7. h 8. f

2. Listening

10 mins.
Call attention to the introduction and picture to set the context and then go over the instructions. For the first
listening task, play the dialogue and check answers with the class, including the answers to the follow-up question.
For the second listening task, students can work in pairs to read through the dialogue and try to remember which
words were used. Play the recording a second time for them to check. This activity introduces the language point,
which will be explored in the next stage.
1. The man talks about going shopping, taking the bus 2. The woman talks about spending time with her
and taking the train. family, making cakes and doing homework.

Listen again:
1. love 2. hate 3. prefer
4. like 5. love 6. don’t like

3. Language Point

10 mins.
Have students focus on the example questions and answers and the brief explanation. It may be helpful to use
students’ L1, if your class is monolingual, to explain the meanings of the five verbs. Check that the class remembers
how to use does/doesn’t and do/don’t for questions and negatives. Then work with the whole class to formulate
the rules and go over the table about spelling -ing forms.
Drill the target language in the example sentences with the students. This is a good opportunity to revise rising
intonation for yes/no questions and falling for question-word questions, which students have studied in an earlier
lesson in the course plan.
1. the -ing form 2. "Yes, I do" or "No, I don’t". 3. before

4. Practice

10 mins.
Go over the table and the example with the whole class. Students work alone and then check answers in pairs –
they will benefit more from the exercise if they rewrite the whole sentence rather than just adding words to the
exercise. When you check answers, ask students to read the sentences with the correct stress (positive main verb
or negative auxiliary). You should also monitor student writing for errors with capital letters and punctuation. The
table format will be repeated in the speaking activity. VARIATION: if you want to take less time for this exercise,

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do it orally only. Students can work in pairs to rehearse their answers and then you can check with the whole
class.
NOTE: If students are finding this difficult, skip the speaking stage and do the extra practice/homework exercises
in class for additional support.
1. Kate hates making cakes but she loves doing homework.
2. Louisa likes reading books, but she doesn’t like going shopping.
3. Neil likes doing homework but he prefers reading books.
4. Mark really likes making cakes but he doesn’t like reading books.
5. Kate doesn’t really like reading books but she likes going shopping.
6. Neil doesn’t like making cakes but he really hates going shopping.
7. Andrew likes reading books but he prefers going shopping.
8. Louisa really loves making cakes but she really hates doing homework.

5. Speaking

13 mins.
In this stage, students will activate the vocabulary and grammar from the lesson in a speaking activity with two
stages. The aim of the activity is to provide a lot of repetition of a range of sentence and question forms. Stage
1: go over the instructions and the example. Then students can speak in pairs, using you and I pronouns in their
questions and answers, and note their partner’s answers in symbols. Monitor and support students as necessary.
Stage 2: students change partners and take turns to ask about the person their partner spoke to in stage 1, using
he/she pronouns in their questions and answers. They can record the new information in the next row.
Check answers by asking students to formulate sentences from the bottom row and verifying the information
with the person the sentence is about. Example - student: Marco doesn’t like taking the bus. Teacher: Marco, do
you like taking the bus? Marco: No, I don’t. Correct any errors with the target language, including pronunciation.
VARIATION: if you’re teaching 1-1, the student can interview the teacher and the teacher can invent fictional
answers for a third party for the second stage.

6. Extra Practice/Homework

2 mins to explain.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these for homework, make sure that you mark the exercises in a future class, or collect them
from students and mark them yourself outside class. If you prefer, you can make the answers available to students
and they can check their own answers.
1. do
2. playing
3. don’t
4. prefers
5. dancing
6. do
7. really love
8. travelling

7. Optional Extension

10 mins.

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These exercises are designed as a cooler activity if you have time in your lesson. In this activity, students can add
extra meaning to phrases with like/don’t like. Go over the information and do the first sentence as an example.
Then give students a couple of minutes to work in pairs to reformulate the sentences as a speaking activity. Check
answers with the class and then students can return to their pairs to comment on whether the sentences are true
or false for them. If they are false, students should change the sentences to be true. Monitor and support as
necessary.
1. My sister likes watching TV a lot.
2. My family likes travelling a lot.
3. I don’t like relaxing on the beach very much.
4. I don’t like cooking very much.
5. My brother and I like going to the gym a lot.
6. My best friend doesn’t like going shopping very much.
7. The other students in my class like playing basketball a lot.
8. However, they don’t like playing football very much.

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