On G-slides display the pictures of different hobbies (Sports, eating with friends, reading, playing video games and listening to music). Ask students: What do you like doing in your free time? Elicit several answers and write them on a different slide (E.g I like playing football. I don't like video games) Briefly highlight vocabulary for hobbies and activities that appear in their answers. Praise participation and connect the activity to the lesson aim: “Today we’ll talk more about what we like and don’t like doing. In break-out rooms let them talk for a bit (2 minutes) about their hobbies and talk about their partners' once they come back.

Share the G-form link with students. Ask them to read the short dialogue between Tom and Anna about free-time activities. Students answer the comprehension questions in the form. When they finish, pair students to compare their answers and discuss their own preferences, using similar expressions from the dialogue ( I really like, I prefer, I hate, me too). Monitor pairs, note useful vocabulary and common errors for later feedback. Use ICQ's for checking instructions: Are you going to read the dialogue first and then answer the questions? YES Do you have 3 or 5 minutes for reading and answer the questions? 3 minutes

Display the G-Slide on the screen. Show the emoji chart to Ss. Briefly elicit what each emoji represents: 😊 Like / Love 🚫 Don’t like / Hate 🤔 Prefer / It’s OK Say to Ss that they will look at the emojis. Read the dialogue again between Tom and Anna. Find Examples of sentences that show likes, dislikes and preferences and write them under the correct emoji Students read the dialogue in pairs, identify and categorize sentences under the 3 emojis. Monitor and assist with vocabulary or meaning as needed. Check answers together: 😊 I really like video games. / I love them. 🚫 I don’t like dance music. / I hate pop music. 🤔 I prefer pop music. / It’s OK. Drill key expressions chorally and individually. Emphasize stress and intonation: I love it! (strong stress) I don’t like it. (falling tone) I prefer pop music. (neutral tone) Ask questions to Ss using the answers they elicited from the text so that they get to agree or disgree with the staments: Tom likes video games. Do you like video games? A: Me too / No, I don't Students say one sentence for each emoji about themselves. I love pizza. I don’t like horror movies. I prefer coffee to tea.

Display the Speaking Task Slide. Review the expressions under each category (Likes, Dislikes, Preferences). Model one short exchange with a student: Do you like sports? -- I love them / No, I don't like sports / Me too. Show the wordwall wheel on the screen or ask students to scan the QR code. Say Ss that they will spin the wheel and talk about the topic that appears for 30 seconds using the chart. Then the teacher will change partners and do the process again with a different topic. Monitor the activity, listen for correct use expressions and pronunciation. Note good examples and common errors for feedback. Highlight effective use of phrases and natural intonation. Correct common mistakes (e.g., I like very much music → I like music very much).

Highlight positive examples of fluency and engagement during the speaking task. “I liked how you used examples from your own life — that made your answers sound natural.” Praise students who expanded on their answers (e.g., “I love sports because they help me relax.”). Encourage more variety in topics if answers were repetitive. Language Feedback Write 3–4 sentences on the board from the activity (both correct and incorrect). Example: ✅ I like music very much. ❌ I like very much music. Elicit corrections from students and discuss why. Review pronunciation and stress: I love it! (strong stress) I don’t like it. (falling tone) I prefer pop music. (neutral tone) Reinforce weak forms and rhythm in connected speech: Do you → /də jə/ I don’t like → /aɪ dəʊnt laɪk/ Reflection Ask: What expressions did you use most today? Which ones were new for you? Encourage students to note one new phrase or pronunciation point in their notebooks.