Before the lesson the teacher puts up the vocabulary items mentioned in the Ex1 page 32 of the book on the side of the board and then starts drilling with the students in a guided practice and the model sentence of "I ............, but I don't .............." Since the student have already learnt the third person singular form of the verb, he can also extend the drill to he, she and the names of the students. The model sentence is written on the board as a prompt.The sub aim of this practice is to focus on the verbs which builds up to the next stage(focus on nouns).

The teacher then practices the following model sentence with the students in open pairs." I really like .......,but I don't like........... .What about you ?" Once the task is set, he gives students HO1 and gets them to practice in closed pairs.The sub aim of this practice is to focus on the nouns which builds up to the next stage.The teacher also makes sure that a variety of drilling techniques is applied,such as silent drilling,while sitting or standing.Instructions should also be made clear and then checked at times.

The teacher has a very quick mention of verbs(since the students studied verbs yesterday). After that HO 2 is given to the students.They're grouped in 4s or 3s and told to divide the verbs and nouns.A buzz check is done and then, as for feed back, on the board the teacher provides the shape of a big cross and asks the students to complete the table for each column,verb and noun.

Once the verbs and nouns are distinguished on the board,the teacher points at noun column and drills some sentences such as " I really like music" each time substituting the noun and then draws attention to the verb column saying:" I like READING ...",this time substituting the verb in the gerund form.Adequate drilling is made and the the form is highlighted by the teacher on the board.

At this stage, students get a chance to practice the newly learnt material in pairs. This time pairs are given only one strip of the paper(HO 3) at a time and are instructed to role-play and change their role.This stage should require more observant monitoring by the teacher.

The teacher draws a cline on the board and briefly explains what it is regarding the Love ....to ...hate scale and put smileys next to each idea and asks the students to complete HO4 in groups of 3.He gives the feed back on the board and demonstrates a dialogue with 3 students.This dialogue is actually the instructions to the next group work activity which is then given to the students through HO5.The teacher monitors carefully and then provides feed back with the students repeating their conversations.

This stage can function as either assignment for the students or a supplementary activity in case there is extra time.