Procedure 

(32-46 minutes)
Warmer (1-1 minutes) • Have students recognize the topic
Draw a a girl on the board with shopping bags in her hands and a smiley face , draw a boy
swimming with a smiley face. Ask " What is she doing?" "Does she like shopping?" "What is he
doing?" "Does he like swimming?" Draw a girl on the board walking a dog with a frown on her
face. Ask students "What is she doing? Does she like walking the dog?" Draw a boy doing
homework in a book with a frown on his face. "What is he doing? Does he like studying?"
Missing Information Pairwork (5-7 minutes) • Students ask & answer questions with
each other and write the answers down
On the board write: "What are they doing in the first picture?" (modified question for
newcomers): "What are they doing in picture 1?" Write 1st, 2nd... 12th on the board to remind
students. "She/He is watching TV." Show the missing information hobby cards. Bring one
student in front of the board with her chair, have student sit back to back with me. Give student
card A, I will have card B. Q: Olcay, what are they doing in the first picture? Olcay: He is
watchng TV. "Your Turn! What are they doing in the second picture.?" "He is listening to
music."
Interview your friend (2-3 minutes) • Partners practice Q&A likes/dislikes
Write model sentence on the board. "Do you like watching TV?A: students must write only
"Yes,No". The same partners that were sitting back to back must face each other. They will
interview each other and write down their partners answers. "Do you like watching TV?" "No."
This activity is a prep for the next activity.
Asking/talking about your friend (7-10 minutes) • Get students to practice speaking
about their friends likes/dislikes
Students must not move their chairs, I will have one row of students stand up and shift two
seats over. They must use their interview cards to tell their new partner about what their old
partner likes/dislikes. They must use (she/he likes/dislikes ____). Project example sheet on
board if computer is working. If not the students have the example written on their chart.
Speaking Cards (7-10 minutes) • Students use character cards to speak about their
likes/dislikes
Sts must move their chairs back into horseshoe seating. I will show them the character cards
and tell them to imagine that they are the character on their card. I will model the example in
front of the class with two students standing on my side. First they must speak to the person
sitting next to them. When finished they will speak to the person on their other side. Students
sitting on the edges must switch chairs. I will monitor to make sure they do this.
Famous soccer player likes/dislikes (5-6 minutes) • Writing practice for students to
review likes/dislikes
Write "celebrity" on the board. Ask students if they know what a celebrity is. Give examples of
what the word "celebrity means.This is individual work. Students will be given handouts with
two famous soccer players on them. They must first read the paragraph and answer the
questions about Messi and Ronaldo. For early finishers there is a blank writing space for them
to write about a celebrity they know, and what they predict are that celebrities likes dislikes.
Extra activity (5-9 minutes) • have students read and answer questions from the chapter
If there is enough time, I will give students exercise #8 from the book page 33. They must
construct sentences from the sentence pieces. Next I will give students two information cards
about Jo and Susie. They must read these information cards and answer the questions they
created in #8.