1. Have the beam projector ready to show the video suggested activities in the “Materiales Educativos Digitales” section and download the file to make copies for students of the activity suggested for this session as well. These should be cut up before the class begins.

2. Ask students the question, ‘what do you like to do (on weekends, on Saturdays, on Sundays, etc.)?’ and wait for answers and reactions.

3. Tell students they are going to review some vocabulary about free-time activities.

4. Play the video without sound and ask students to read the sentences that are shown in the video.

5. Review with students ‘love, enjoy, hate’ and watch the video and elicit how they are used.

6. It is optional to watch the rest of the video where it is being practiced, ‘What is she doing’? You may want to save that for later.

7. Ask students to sit in pairs and write 3 scrambled sentences in their notebooks for another pair to do.

8. Once they have the sentences, ask them to answer them.

9. Divide your class into two teams. Then, have two students (one from each team) come to the front of the class and randomly select one of the ‘Charade’ cards.

10. Each of the two students should act out the activity (without saying anything) according to his/her card. For example, if the card says ‘play tennis’, the student must pretend to play tennis while (at the same time) the other student might pretend to go fishing.

11. Award one point to the team that correctly guesses the activity (of their own teammate) first – encourage all the students from both teams to shout aloud their guesses (but to be awarded a point, the team must say, for example, play tennis, and not just ‘tennis’).

12. Finally, replace the students at the front of the class with a different student and repeat the above process several times until all the cards have been used.

1. Have the beam project ready to show the video suggested activities in the “Materiales Educativos Digitales”  and download the file and make copies for students to use in the second activity.

2. Show the picture and ask students to describe it.

3. Do the preparation activity as a warm-up before they get to listen to the text.

Play the listening text and make several pauses for students to ask questions and get familiar with it. You have the transcript to show students so they can read along.

4. Ask general questions on the text, who are the people in the conversation? Who is calling who? Why? What for? Etc.

5. Play the dialog this time without the transcript and encourage students to follow the exchanges. Pause the video as you consider necessary.

6. Do the gap-fill typing activity with the class.

7. Have some volunteers act out the dialog and help with pronunciation and intonation as necessary. Take this opportunity to talk to students about the differences in pronunciation and spelling between American and British English.

8. Ask students questions about the dialog they listened to, WHO, WHAT, WHERE, WHY, WHEN, HOW MUCH, WHY.

9. Distribute the worksheet and ask students to say T or F for the sentences. You may want to play the dialog as they answer.

10. Tell students to correct the sentences that are F with the right information.

11. Ask students how much they know about ‘Polo’ and if possible show a Youtube video (anyone you find and serves the purpose of the activity).

12. Invite students to write in the vocabulary box all the words they learned this lesson and when they are finished, ask them to work with two to other classmates and compare their boxes and say what they mean.

1. Download the file suggested in the “Materiales Educativos  Digitales” section and make photocopies for students.

2. Ask students how many things they have in common with their best friend or brother and sister.

3. Divide the students into pairs and talk about the concept of a dating agency.

4. Give half the pairs a set of six male cards and the other half a set of six female cards.

5. Tell the students to look at the pictures on the cards and fill in each profile with information about that person's likes and dislikes.

6. When the students have finished, each pair joins up with another pair that has an opposite set of cards, so one pair should have

male cards and the other should have female cards.

7. Explain that the students run a dating agency called Cupid's and their task is to match the clients on the cards together for a date,

according to their preferences.

8. The pairs then take it in turns to read out each profile to the other pair and discuss the profiles and match the people together,

according to their likes and dislikes.

9. Students should try to pair up all the men and women if possible and think of reasons for their choices.

10. Review what a dating agency is and discus why people find it very popular in some countries.

11. Ask students if it was possible to match all these people together and why / why not.

12. Ask students to write two more profiles in pairs and add them to their lists to sow to another pair and discuss if their men and women can be paired up.

13. Invite some volunteers to read their new profiles and ask the class to give suggestions and opinions.