English materials for
​Secondary school in México

First Grade

Unit 7

Lesson plan

Lesson plan | Worksheets & Handouts | Audios | PowerPoint presentations
Exercises for students | ​Project Ideas | Pop Quizzes & Exams | Resources
Introduction (10 mins.)
First, T shows some leisure activities flashcards to elicit the vocabulary or teach it, T encourages choral and individual repetition. Then, stick the flashcards on the board and draw a smiley or sad face next to them, if they generally liked or not by everybody. T says “I like…” or “I don’t like…” to each one and drill the sentences with the Ss. Finally, T asks Ss for their preferences and encourage them to answer using the previous grammar structure.    
Development (20 mins.)
First, T draws a simple grid on the board with the leisure activities along the top and space for Ss’ names in the left-hand column. Then, T writes a S’ name and asks him or her, “Do you like reading books?” If they say yes, Ss draw a smiley face under “Reading” column in the grid. T continues asking until he or she gets enough information about Ss´ preferences. Ss takes notes.
Consolidation (10 mins.)
T points to the grid on the board and asks Ss to raise both arms if he or she makes a true statement and to fold their arms if what T says is not true. T writes the statements on the board. T repeats this several times.
Closure (10 mins.)
T reads aloud to the class the achievements for this unit and encourages Ss to share their ideas about the meaning of each achievement. Ss say their expectations they have of the unit.
Time filler: "Leisure activities" - Label the images.
Homework: Ss do another grid with their family member and make sentences using “like” and “doesn´t like”.
Introduction (10 mins.)
T draws a grid on the board with “love”, “like”, “don’t like” and “hate” along the top and space for “type of music”, and “singer” in the left-hand column. Ss write their music preferences on their notebooks.
Development (20 mins.)
Ss read a conversation about likes and dislikes. Ss answer the following questions:
1. What is the conversation about?
a) It’s about what Omar and Diana did yesterday.
b) It’s about what Omar and Diana like and don’t like.
2. What is the purpose of the conversation?
a) Complete a class survey.
b) Get to know a new friend.
3. Is the conversation friendly?
a) Yes, it is.
b) No, it’s not.
Then, Ss do a true/false activity:
  1. Diana likes rock music.
  2. Omar’s favorite band is Guns n’ Roses.
  3. Omar doesn’t like Ed Sheeran.
  4. Diana’s favorite singer is Katy Perry.
Finally, Ss classify some expressions into likes and dislikes:
  1. I love skateboarding.
  2. I don’t like listening to music.
  3. She hates doing homework.
  4. He really likes playing the piano.
  5. I enjoy going out with my friends.
  6. She doesn’t like to watch TV.
  7. They dislike reading books.
  8. I like cooking a lot.
Consolidation (15 mins.)
T asks Ss to express their likes and dislikes using the expression from the previous activity. Ss write 2 or 3 expressions on their notebooks.
Volunteers come to the front of the class and read aloud their preferences.
Closure (5 mins.)
Exit tickets: Ss practice what they have learned. Ss should write on a piece of paper what they like and don’t like about sports.
Introduction (10 mins.)
T introduces the simple present tense. First, T writes the sentence prompt “I like” on the board. Then, T encourages Ss to give class examples of things they like to do in their free time, using the prompt. Each time a volunteer says his/her response and T repeats it in the third person singular and holds up the “s” (Caleb likes playing soccer).
T explains to Ss that the spelling for the verb in the third person singular differs depending on the ending of the verb. Most of the verb always end in –s.
Development (15 mins.)
T continues describing his or her preferences, now using the following sentence prompts:
  1. I love…
  2. I hate…
  3. I don’t like…
T encourages Ss to give class examples using the prompts. T write Ss’ answers on the board.
Consolidation (20 mins.)
Ss make a class survey about what they like or not to do in their free time. Ss take notes of their partners’ answers and write the sentences on their notebooks.
Closure (5 mins.)
T asks volunteers to come to the front of the class and read aloud their partners’ preferences. T gives feedback on the topic.
Homework: Ss unscramble some sentences in order to express likes and dislikes.
Introduction (10 mins.)
T asks Ss what sport they like doing and writes their responses on the board. T uses the verb -ing form. Next, T asks Ss what they hate to do. T writes Ss’ responses on the board using to-infinitive form.
T draws Ss’ attention to the gerunds and infinitives used in their responses on the board. T introduces that they can use like, hate, love and prefer with an -ing form or with a to-infinitive form. T highlights that the -ing form emphasizes the action or experience and the to-infinitive form expresses habits or preferences.   
Development (20 mins.)
Ss complete a conversation using -ing verb form.
T gives Ss examples of changing verb in to-infinitive form to -ing form.
T uses the following verbs: dance, drive, skate, ride, run, swim, do & go.
Consolidation (15 mins.)
Ss rewrite some sentences with the correct form of verb -ing.
Closure (5 mins.)
T asks Ss to summarize the rules for changing verbs into -ing form and how they use them. Ss should write examples on the board or their notebooks. 
Introduction (10 mins.)
 T explains to Ss that the connector “and” is used for ideas that are the same and the connector “but” is used to show a contradiction between two phrases or sentences. T gives Ss examples.
Development (20 mins.)
Ss complete a gap-filling activity using the connectors: and & but.
Ss look at some pictures and make sentences expressing likes and dislikes using connectors.
Ss complete a somebody’s description using connectors.
Consolidation (10 mins.)
Ss make a short description of themselves. Ss use expressions that describe what they like to do or not in their free time. Ss should use connectors.
Closure (5 mins.)
T emphasizes the use of connectors to connect similar or opposite ideas.
Introduction (10 mins.)
First, T writes a question on the board, “Do you prefer watching TV or surfing on Facebook?” Then, T starts a whole-class discussion. T introduces questions in present tense using the auxiliary do. For example:
  • Do you like sports shows?
  • Does Mario like TV sitcoms?
  • Does Gloria love Facebook?
  • Do you like posting on Facebook?
T lets Ss infer the rules to form questions.
Development (15 mins.)
Ss do a gap-filling activity.
  1. ________ you like to listen to rock music?  -Yes, I do.
  2. ________ Kim like eating pizza? –No, she doesn’t. She prefers hamburgers.
  3. ________ he swim every morning? –Yes, he does.
  4. What kind of music ________ you like? –Rock music is my thing.
  5. What ________ they enjoy doing in their free time? –They like singing.
Ss match questions and answers.
  1. What do you like to do in summer?
  2. Do you like pop music?
  3. Do Carl and John like playing baseball?
  4. Who do you spend your free time with?
  5. Does Kate like going shopping?
  1. (     ) Yes, I do.
  2. (     ) I usually go out with my friends.
  3. (     ) I like going camping.
  4. (     ) No, they don’t.
  5. (     ) No, she doesn’t.
Consolidation (15 mins.)
Ss practice the grammar rules by answering some questions.
Closure (5 mins.)
T asks Ss to summarize the rules for making questions using the auxiliary do.
Introduction (10 mins.)
T introduces the idea of question tags by asking students questions using information that he or she already know about them. For example:
  • You are Esther, aren’t you?
  • You are from Colima, aren’t you?
  • You like playing soccer, don’t you?
  • Camila, you are class leader, aren’t you?
  • Joaquin, you don’ t like hamburgers, do you?
T lets Ss infer the rules to form question tags.
Development (20 mins.)
Ss match question tags:
  1. You love eating tacos,…
  2. Ruben likes playing soccer,…
  3. Dalia is from Monterrey,…
  4. Camila doesn’t like reading books,…
  5. You don’t like swimming,…
  1. ___ doesn’t he?
  2. ___ does she?
  3. ___ isn’t she?
  4. ___ don’t you?
  5. ___ do you?
Ss do a gap-filling activity. Ss complete the tag questions:
  1. You like pop music, ______________
  2. You don’t like doing exercise, ______________
  3. She is from Canada, ______________
  4. He is a basketball player, ______________
  5. You love singing, ______________
T encourages Ss to practice the pronunciation of the expressions. T tells Ss that we use question tags with a falling intonation when we are sure of the answer, so the question tag here is not a real question.
Consolidation (15 mins.)
Ss write on their notebooks five facts they think they know about their partner using question tags.  T monitors the activity.
Closure (5 mins.)
T asks volunteers to present key ideas they think everyone should have learned.
Introduction (10 mins.)
First, T asks Ss “What do you do in your weekends?” T writes Ss’ answers on the board. Then, T writes a chart of the adverbs and frequency. Next, T choose one of the activities on the board, and rewrite it with blank “I _____ read books in the afternoons”. T asks Ss “How often do you read books?” and invites Ss to fill in the blank with an adverb.  
Development (20 mins.)
Ss do a worksheet about adverbs of frequencies.
Ss do a gap-filling activity.
Consolidation (10 mins.)
Ss write on the notebook a list of sentences using all the adverbs of frequency to express what they do in their free time.
Closure (5 mins.)
T asks volunteers to come to the front of the class and read aloud their sentences.
Time filler: “Prepositions” – Ss fill in the blanks using the correct preposition (in/on/at).
Ss make a list of questions to interview a partner about his or her likes and dislikes.
Ss make a list of expressions they can use for the interview.
Ss include question tags during the interview.
Ss write the script of the dialogue using their notes.
Ss read the questions and answers several times and edit them to make sure that they are clear.
Ss choose the role of the interviewer and the interviewee. Ss present their project.