Since students know what the lesson is going to be about ( I had to tell them in advance so that they could bring images of their favourite celebs in their mobile phones or even in printed out A4 papers), T. asks students whether they have brought the images and asks briefly one or two students to describe their favourite celebs to the class without necessarily saying what their names are. The other students will try and guess who the celebs are. The provides a model by describing his favourite sport celeb.

Procedure: T. displays a set of six coloured images of world celebs Dalai Lama, Beyonce, Lula da Silva, etc (see annex 1) and asks students if they know them and why they are well-known around the world. Then T. gives students 6 worksheets containing the celebs’ loves and hates information for them to try and match with the respective celebs. Students work in pairs and try to justify their matches. T. provides feedback

T. draws students’ attention to the language focus by asking them to underline the verbs used to describe the celebs’ loves and hates in the worksheets then he asks them why the verbs end in ‘s’. After this (if need be), using the board T. explains/reviews how the Present simple with he/she/it; like….ing work as well as how the negative is formed.

Using the Celebs’ information (in the worksheets) about their loves and hates T. clarifies the meaning, the form and pronunciation of present simple with he/she: Meaning: T. clarifies that the present simple with he/she is used to indicate the third person singular and NOT plural (as most students at this level tend to think). He also explains that apart from being used to talk about things that are generally /always true (already covered), daily routines (covered recently), etc, the present simple can also be used to talk about our or other people’s feelings (loves and hates). Form: T. Explains that the present simple with he/she/it is generally formed by adding “s” to an infinitive verb (e.g: Like –likes; play - plays) or “-es” in verbs ending in ch as in watch or in do/go; “-ies” in verbs ending in consonant + y as in study. T. also explains how the negative form with he or she is formed saying that we use doesn’t + infinitive. For example: Mr Bean doesn’t like visiting the cinema. Here T. briefly explains the structure like……ing. Pronunciation: T. Explains briefly when –s sounds as /s/; /z/ or /Iz/

T. asks students to do exercises 2.a, b and c on page 22 and 4.a and b on page 23 of their workbooks (see Annex 3) and monitors. Students do not have to finish the exercises above. The most important thing is to check whether they have grasped the concept of third person singular in positive and negative present simple sentences. After ten minutes have run out, teacher asks students to compare their answers in pairs and then check them against the key in their workbooks.

T. displays the images (see annex 1) again and asks students to work with a different partner and try to recall the information in the worksheets (see annex 2). Their worksheets must be face down /hidden away at this point. Since there are 6 images in total. I’ll divide the students into A’s and B’s with the A’s trying to say all they remember about the upper row images namely Dalai Lama, Didier Drogba and Lula da Silva. The B’s will obviously say all they remember about the bottom row images. However, before the students are matched into A’s and B’s, T. puts all the A’s together in one side and all the B’s together on the other side. The idea is to try and help each other recall the celebs’ loves and hates while focusing on the third person singular.

T. tells students it’s time to talk about their favourite celebs downloaded into their mobile phones or copied onto an A4 paper, as agreed previously. T. puts students in groups of 3 and asks them to describe their favourite celebs without saying what their names are and without showing the images. They are supposed to drop hints such as “This person comes from….., now he lives in …..; he loves …….; he doesn’t like…… ,etc. The other students are supposed to guess who the celebs are. If they can’t guess then the student describing can say the name or show the image to the rest of the group. T. moves around and helps if need be.

T. asks students what their favourite celebs are and why they like them.