1. Download the file and make copies for students. (This file has 2 pages, you will use the first one in this session, and the second on in the next session) of the activity suggested in the “Materiales Educativos Digitales” section.

2. Tell students they are going to practice ‘gerunds’ talking about hobbies, free-time activities, and interests.

3. Ask students to mention two activities they enjoy doing and one they don’t like doing.

5. Project the video and pause it after each question for students to give you the answers, type them, and then discuss them.

6. Ask students to name the free-time activities shown in the video and add two more they think pets enjoy doing as ‘free-time’ activities or ‘hobbies’.

7. Ask students to write a short dialog between two of the animals in the video asking about their hobbies.

8. Monitor the activity and offer help as needed.

9. Invite students to sit in pairs and read to each other their dialogues-

10. Ask students what they consider to be an extreme sport and why.

11. Distribute the worksheet, ask students to number the sports 1-16 starting left to right, and ask students to look to count down how many of those sports they know.

12. Ask students to write the correct word under the corresponding picture. Encourage students to guess the ones they don’t know or aren’t sure of.

13. Check answers with the class by calling out the numbers,1,2,3, etc.

14. Ask students to work in groups of three and order the sports from the most dangerous until the less dangerous.

15. Invite groups to present their lists to the class and discuss them.

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

2. Have the beam projector ready to show the video in the second part of the session.

3. Review yes/ no questions with TO BE and the use of DO / DID briefly.

4. Distribute the worksheet and ask students to mingle and ask different students the listed questions. You may use the first one as an example to model the activity.

5. Monitor the activity and make sure students are asking the questions correctly.

6. Choose some students at random to share with the class their findings by using a pattern such as, ‘Miguel likes____. Laura watched TV all day because she______.’

7. Discuss with the class what the most popular answers among students were and who asked more WH_ questions to find out the information they needed.

8. Ask students which free-time activities are the most popular in Mexico and list them on the board.

9. Play the video and pause it after the most popular activities in the UK and in the USA have been presented and discuss the information with the class. Then, compare them to the list on the board about Mexico.

10. Play the video and focus on grammar, ‘gerunds’ and the 1-2-3 form used I-like-cooking and elicit some examples from the class.

11. Continue with the next grammar section on DO, GO, PLAY, ask students to make a list of the expressions presented in their notebooks, and how they are used when expressing hobbies and interests.

12. Ask students to work in pairs and write 6 questions using DO, GO, PLAY (2 with each verb) to ask students in the class.

13. Ask pairs of students to ask 2 of their questions to three different pairs of students and try all their questions.

14. Invite students to share their information with you so you can make a list on the board of the 4 or 5 most popular activities of their class

15. Ask students to ask their parents, brothers, and sisters what their hobbies and report their findings to the class next session.

1. Download the file and make copies for students. (This file has 2 pages, you will use the first one in this session, and the second on in the next session) of the activity suggested in the “Materiales Educativos Digitales” section.

2. Tell students they are going to practice ‘gerunds’ talking about hobbies, free-time activities, and interests.

3. Ask students to mention two activities they enjoy doing and one they don’t like doing.

4. Distribute the worksheet and review with students how some verbs take _ing as objects.

5. Draw students’ attention towards the box with some examples for them to write in affirmative, negative, and question form.

6. Check answers with the class and give short explanations in case they are necessary. Otherwise, drive students to notice how these sentences are formed.

7. Invite students to ask you the questions they wrote in exercise 1.

8. Work with exercise 2: students read and complete the dialogue using the information given in parenthesis.

9. Monitor and offer help as needed.

10. Invite students to read their dialogues in pairs and when they find different answers, ask them to raise their hands and clear doubts.

11. Have some volunteers to act out the dialog in front of the class.

12. Review what the previous dialog was about.

13. Distribute the worksheet and ask students to answer the questions T or F. For the sentences that are FALSE, ask students to correct them.

14. Check answers with the class.

15. Ask students to work on exercise 4 individually: they need to write sentences using the prompts.

16. When they are finished ask students to check their answers with another student. In case they have different answers, ask them to raise their hand and clear doubts.

17. Ask students to write three similar sentences to challenge other students to write them correctly.

18. Have some pairs come to the board and write their prompts for students to write.