Put students in pairs. I want you and your partner to write down as many colors that you know. You have 1 minute. Show the photo of colored pencils. Elicit colors from students. WC FB -- any other colors we didn't name?

Point to my own shirt. Ask what is this? What color is this? Is this yellow? (no) Show photo of t-shirts on the slide. Elicit each color from the students. Ask CCQ's such as asking the wrong color. Drill the color word. Write the color on the board under/near the photo. Quick Vocab exercise: Ask students if they remember photos from the previous lesson. Display the photos of clothing items from the previous lesson. Point and elicit what color various items are.

State and gesture that I like black clothes. My friend doesn't like black clothes. She likes red clothes.

Write target language on the WB. Positive: Negative: I like black clothes. I don't like red clothes. She likes red clothes. She doesn't like black clothes.

Meaning: Elicit examples from students. What clothing items and colors do they like? (don't forget shoes, hats, ties) Ask a couple of students if they think their neighbor likes a certain color based on what they are wearing. Form: Use examples from the ones the students said and write each one on the board (I like, I don't, He likes, He doesn't) Note the s added to the verb in the "he likes" sentence and explain the contraction of do not and does not. Pronunciation: Drilling/Backchaining of the 4 sentences. Focus on pronunciation of "doesn't" /dʌznt/

Chesting of handout 1. "You will make these sentences negative. Project the exercise on the screen and do #6 as an example. You will work alone and you have 3 minutes." Pass out HO. Check your answers with your neighbor -- mime to them to do so. Project the exercise on the board. Elicit FB by asking for volunteers to read the correct sentences and marking them on the board. Error correction if needed. Whole class FB to ensure they agree with the answers. Praise.

Chesting of handout 2 which is folded. Mime do not unfold. Complete the table. Give example. You have 2 minutes. Check your answers with your neighbor. Mime to do so. Elicit the answers from the table. Praise. Unfold the handout (mime to unfold) Use these (point to top phrases) to fill in the blanks (point to bottom). You have 4 minutes. Monitor for any problems that can be addressed in FB. Check your answers with your neighbor. Mime to do so. FB by nominating to have students read a few sentences before displaying the answer key on the WB.

Chesting handout. I want you to write three (mime) sentences about what your family likes or doesn't like. Give an example. You have 3 minutes. Give handout. Monitor. Now I want you to turn around to the person behind you. Read your sentences to each other. Provide example. Monitor for proper use of don't and doesn't. Elicit FB from a couple of students to tell the class something about their partners family.

Put in pairs. Chesting of handout. You are going to tell (mime) your partner these four (mime) things. Get a student to participate in the example. Have them read an example sentence. Mime that there are 4 things to tell your partner. You have 4 minutes. Give Handout. <Depending on the time, either have the students do the second part as an exercise (provide an example). Or use the second part as FB.> Practice: You will say two sentences about your partner. Giving an example based on what the student said. FB: Elicit FB tell me two sentences about your partner.