Elementary A1 level
To provide fluency speaking practice in a conversation in the context of lesiure time
To provide review of 3rd person in the present simple and frequency adverbs.
Procedure (38-47 minutes)
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.
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.
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
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.
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.