To provide clarification and practice of simple present to talk about likes and dislikes in the context of the way we live
To provide clarification of sports (tennis, football, swimming & skiing), food (Italian food, Chinese food, Pizza, Hamburger, oranges & ice-cream) & drinks (tea, coffee, Coke, beer & wine)
Procedure (41-54 minutes)
T shows Ss a photo of his happy face. T: Happy or unhappy? SA: Happy T: Why? SA: (Ss keep thinking and guessing) T puts the pictures of his likes around the happy face. T shows Ss a photo of his unhappy face. T: Happy or unhappy? SA: Unhappy T: Why? SA: (Ss keep thinking and guessing) T puts the pictures of his dislikes around the unhappy face.
T points at the items around the "happy face" and explains (using gestures and mimes) by some examples: "I like these; they make me happy. (Making a happy face) I think Italian food is good. I think swimming is very nice." T then points at the items around the "unhappy face" and explains (using gestures and mimes) by some examples: "I don't like these; they make me unhappy. (Making an unhappy face) I think coke is not good. I think football is not very nice." T chooses a student (or two) to select, identify and discuss what they like/dislike to model the next step. T removes his "happy/unhappy face" making a connection among the items shaping an idea web with the sports/food/drinks items. T gives the class a chance to discuss what they like/dislike in pairs.
T makes a list of three columns on the board: sports/food/drinks. T gets a certain of Ss to list the lexical items (as silhouettes) under the topics. (15 seconds) T dismisses the group giving a change to other Ss to experiment with the lexis. (15 seconds) T gets the class into pairs to check the list (to make changes just in case.) T gives out the vocabulary sheet and gets the Ss to work in groups to match the listed items with relevant numbers on the sheet. T gets one S to write the answers on the board (others helping haring opinions).
T models the next activity on the board and gives out the "Like/Dislike" handout. T gets the Ss to fill in it using emojis. T gets the Ss to compare their preferences in groups to find someone of similar tastes. Ss compare response and T elicits answers and writes model sentences on the board. "I like... You like... We like... They like..." T gives Ss "substitution drills" of the affirmative, question and short answers.
T gets Ss to look at "Harvey" in the picture. T gets Ss to guess about his age. T gets Ss to think about what children of this age like/don't like. T models the activity and gets the Ss to fill in the gaps in pairs. T gets the Ss to listen and check their guess.
T writes the following incomplete sentences on the board: 1. Do you like ... (a food)? 2. Do you like ... (a drink)? 3. Do you like ... (a sport)? 4. Do you like ... (a Turkish actor)? 5. Do you like ... (a Turkish singer)? 6. Do you like ... (a Turkish football team)? T gets the class to fill in the gaps using lexical items they have learned. T models the activity and gets the class to play a "ball game" asking and answering each other.
T chests the activity sheet and models the activity. T gets the students to stand up, go around the class and interview one another to find someone with similar preferences. T monitors the activity to help Ss with language and collect errors for treatment. T puts the errors on the board. T gets Ss to get into groups to help correct the utterances.