Adem Tarık Genç Adem Tarık Genç

Elementary A2 level


In this lesson Ss learn about vocabulary that will help talk about their free time activities. Ss start by going over phrases about free time activities. Ss then listen to two people talking as they are talking Ss will in an exercise with blanks in it. Ss then listen to the conversaition again but this time they listen for specific understanding in which they have to discern as to whether or not sentences are true or false. This is followed up by an exercise where Ss listen and circle the correct answer.


Abc HO2
Abc HO1

Main Aims

  • To provide specific information and detailed listening practice using a text about free time activities

Subsidiary Aims

  • To provide clarification and review of vocabulary used when talking about free time activities


Lead-in (5-8 minutes) • To raise Ss interest in the topic of the lesson

T hands out wordcards with free time activity phrases on them to groups (T may have to form groups prior to this). T tells Ss to look at the phrases. Ss look at phrases in groups. T says that pictures will be shown and that Ss must raise a phrase that they think corresponds to the pic. T models. T starts to raise pics and Ss raise the relevant word cards. T further clarifies meaning with miming if necessary. T projects pics and phrases on board and drills the pronunciation.

Practice (5-8 minutes) • To give Ss the opportunity to practice the phrases about free time activities

T asks Ss to tell a partner what their five favourite free time activities are. T puts Ss in pairs and pairs tell eachother. T monitors and helps if necessary. T does FB w/c.

Listening for general understanding (5-8 minutes) • To activate Ss' top-down processing and to get a general understanding of the text

T projects photo on wb. T asks Ss CQ's like 'where are they?' and 'do you think they are friends?' Ss give their opinions and T writes on wb. T tells Ss that they are going to listen to the conversation and asks Ss to check their predictions. Ss listen and check their guesses. When finished T asks Ss to check with a partner. T does FB w/c.

Listening for specific information (5-8 minutes) • To get an understanding of specific information in the text

T projects page 24 on the wb and points to ex3. T asks Ss what words they think go in the blanks. Ss give answers and T notes them on wb. T says Ss will now listen to a conversation between Tanya and Robert. T asks Ss to listen and try and fill in the blanks. T hands out HO1. Ss listen and fill in blanks. When the listening finishes, T asks Ss to check with a partner. Ss check does FB w/c by asking other Ss if they agree with their friend's answers.

Listening for detailed understanding (5-8 minutes) • To get a detailed understanding of the text

T checks Ss' understanding of the words same, together, single, married by gestures such putting a ring on the finger and taking it off etc. T asks Ss to read the sentences in ex4. Ss read sentences. T then tells Ss that they are going to listen to the conversation again and that they should tick the sentences which are true. Ss listen and tick sentences. When finished T asks Ss to check with a partner. T does FB with class asking Ss to justify answers.

Post-Listening (8-15 minutes) • To develop Ss speaking skills

If time is left, Ex4b will not be done as it would suit the T of the next lesson better to focus on the TL. Instead, T will project the transcript of the conversation on the wb and highlight Tanya's responses to Robert's questions. T will ask Ss in pairs to role play the conversation but to change Tanya's answers to their own. When once done, Ss change roles. T models. Ss do role play and T monitors noting any errors. When finished, T writes any errors on wb and gets Ss to correct.

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