Benjamin Benjamin

Elementary A1 level


In this lesson students practice speaking fluency in the context of leisure time. Ss will review vocabulary and grammar. They will also elicit the meaning of an active person. Through a questionnaire Ss will guess and ask each other using the TL of today's lessons.


3sjndi2tsxcantukn4lj ho1 HO1
3bjfkht7rv2olo6jdaec ho2 HO2

Main Aims

  • To provide fluency speaking practice in a conversation in the context of lesiure time

Subsidiary Aims

  • To provide review of 3rd person in the present simple and frequency adverbs.


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students. Also to check what they remember form the previous lessons

T asks Ss what do the remember form the previous lessons. What free time activities do you remember? Teacher places on the WB the activities mentioned by students and that appear on F2F Students' Book p. 30 ex. 1 (HO1) Teacher also gives each group/pair an empty piece of paper for them to write an activity and stick it on the board.

Pre-Teach Vocabualry (6-8 minutes) • Ss will decide the meaning of the target vocabualry

T writes on the board 'very active, quite active and not very active'. T asks Ss to work in groups/pairs and decide how the activities on the board fit into each category. T asks group representatives to come to the board and complete the columns. T asks Ss who have not participated to explain what's in each category.

Exposure Activity (10-12 minutes) • To practice grammar subjects ss have learned in a previous lessons and prepare for the following activity

T asks Ss to guess and check with their peers if the T is a very active, quite active or not very active. T projects HO2 on the WB and asks group or pair representatives to come to the board and complete one of the statements. When the exercise is complete the teacher asks the Ss if they can see any grammar target mistakes, if they are any. Teacher can underline mistakes if Ss don' find any. With the statements the T asks the classroom if he is 'active or not'. Teacher asks the Ss if they can change my personality by adding some words. Teacher helps to elicit the use of frequency adverbs by refereeing to his previous lesson or demonstrating with one example. T gives students time to discuss in pairs and modify the answers on the board. T monitors

Productive Task (13-15 minutes) • To provide an opportunity to practice speaking fluency. Also to practice accuracy asking questions.

T explains the HO2 instructions and gives it to the Ss. T insists that they shouldn't ask each other, just guess. T tells the Ss they are going to find out how active is their partner. Teacher using the projected HO asks WC to make a question for the first sentence. Do you play tennis? T drills pronunciation and checks possible answers. T encourages Ss to give more information with their answer. Yes, I do Yes, sometimes No, I don't. *T can use speech bubbles to give clearer instructions to Ss. (W/B organization). Ss ask each other questions and check their answers. Teacher checks for accuracy while monitoring to give general FB.

Feedback and Wrap-up (4-6 minutes) • To provide feedback on students' production and use of language

T has taken notes on pronunciation and accuracy while monitoring. T gives FB to the Ss using the WB and drilling. If there is time left T rearranges Ss and asks them to tell their new partner about a S.

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