To introduce Ss to and give practice in free time vocabulary in the context of typical friends.
To give ss practice in listening for gist, specific information and detail.
To give Ss semi-controlled speaking practice and the opportunity to practice simple present.
Procedure (35-45 minutes)
Tell students "Today we will talk about free-time activities." Show Ss 3 pictures of things I do in my free-time. Elicit the vocabulary for the activities. Go to the park. Read a book. Bake cakes. Ss work in pairs to talk about 3 things they do in their free-time. FB Write "free-time" on the board and ask students to brainstorm their answers on the board. Elicit any corrections from Ss.
Use images to elicit the key vocabulary. Drill pronunciation.
Give Ss answer key to fill in, in pairs. Ss match written phrases with pictures displayed around the room. Monitor and help where needed. Feedback- Pictures displayed on the board, get Ss to write phrase next to each picture. Ss check and make corrections.
To elicit the word 'alone', use cut out figure to demonstrate a group of friends, then single one out away from the group as alone. Elicit 'I am alone.' Place figure with group of friends. Elicit 'I am with friends.'
Use the cut-out figures to elicit 'I go shopping alone', 'I go to restaurants with friends', I don't play sports. SS work in pairs to practice making sentences using the TL. Ss make notes on Picture Matching HO about which activities their partner does, alone or with friends. Use cut-out figure to elicit 'She goes shopping with friends' Ss swap pairs, Ss tell new partner about their previous partner. FB on white board each s write 1 example. Give Ss chance to self correct. Highlight the addition of s or es to the verbs.
Use cut-out figures to elicit 'men' and 'women'. note plural and singular forms. Elicit the words 'same' and 'different'. Use drawings to check understanding of same and different. e.g., man with beard, woman with long hair. model and drill pronunciation. Use picture to elicit 'psychologist'. Model and drill pronunciation. Ss read words on tick-list, Ss choose a word and draw a picture on WB to represent it. Check we have all words represented and deal with any problem words, e.g., feelings. and personal. Use mime to clarify 'personal', e.g. my bank card. This is personal. CCQ's Can you use my card? No. Is it just for me? Yes. Give example of vegetarian student. CCQ's Is she a vegetarian? Yes. Does she choose not to eat meat? Yes. Does she stop you from eating meat? No. Can she choose not to eat meat? Yes, it's her personal choice. It's up to her. Elicit other examples.
Students read ex1. Write title on board. Ss brainstorm what text is about. (2 mins) Ss listen to text complete ex2. Peer check. FB Tick words on WB. Deal with any problems.
Explain how to fill in the chart. Ss listen again. Peer check. FB Check answers deal with any problems (The next lesson will follow on from here)