T asks ss "What do you do in your free time?". In pairs, ss discuss the answer. Content feedback - find out some of the students' favourite activities.

T will show pictures of the activities and elicit the phrases from the class.

Since meaning is clear from the pictures, T will drill the phrases for pronunciation practice and provide ss with a written model of the form.

Jumbled phrases - T will provide ss with some of the phrases which have been jumbled up. Ss in 2 teams will try to figure out the correct word order and rush up to write them on the board. The first team with a list of correct phrases is the winner.

Refer ss back to the list of vocabulary items. T demonstrates activity by putting columns on the board with " I love/ I like/ I don´t like/ I hate" at the top, and putting the pictures into the relevant column. T elicits marker sentences from students. Eg. "I love singing karaoke".

T draws ss' attention to aspects of form and pronunciation, using coloured pens to highlight the effect of two verbs occurring in the same sentence (ie. the second one changes form and becomes a noun.)

Using the activity from the teacher´s book, the T will distribute the cards among the students. Ss will have to write a word into the gap to make the sentence true for them. For instance, "I love eating hamburgers." When all ss have filled in the gap in their sentence card, they will mime their activity in front of the class, taking into account whether the activity is liked or disliked. Teacher will demonstrate first using the example mentioned (I love eating hamburgers).

T demos and provides a model on the board for ss to work from. "Do you like eating hamburgers?" with some model answers. "Yes! I love it! / No! I hate it! and the prompt "Why?" to provide further discussion if possible. Each student will write three questions following the model. When they have done this, they will practice asking and answering the questions with their partner.