Free time activities, Present simple
Elementary, A2 level

Description

In this lesson, students learn free time activities and the lesson focuses on present simple third person singular s through these free time activities. They also review present simple form for "I", "you", "we", and "they". They also listen for gist and also specific information to improve their receptive skill by listening to a conversation between a woman called Alison and her friend about Alison's husband, and then practice the TL by talking about their own free time.

Materials

Abc Written feedback on exercise 3b
Abc Written feedback on exercise 1a
Abc Written feedback on exercise 2b
Abc Matching activity

Main Aims

  • To provide gist and specific information listening practice using a text about Free time activities in the context of Working in a remote area

Subsidiary Aims

  • To provide practice of Free time activities in the context of a woman talking about her husband's job

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

The students will see some photos and talk to the teacher about them. This will set the context for the lesson. They learn that these are the teacher's free time activities. They learn about their teacher's "time off". They match the pictures and the activities that have been given to them in groups. One person is selected from each group and will come to the board to put the answers in the right place. They drill the phrases. They get the written feedback

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

The Ss look at the picture of a weather station and discuss it in pairs. Whole class feedback is given and words like "weather station" and "engineer" are taught. They are drilled and concept check questions are asked to make sure they have fully understood these words. The expression "time off" is reviewed. The Ss read the sentences in part 2b on the board and guess the answers in pairs.

While-Reading/Listening #1 (8-11 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The students listen to the audio and check their answers in pairs. They come to the board to choose the correct answers on the whiteboard. They get in pairs and discuss Paul's job. They share their ideas with class.

While-Reading/Listening #2 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

They listen to the second part of the conversation. They check their answers in pairs. They are given a written feedback each. They check their answers as a class quickly.

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

They review Paul's job and his free time. They compare Paul's job with the teacher's job. They talk about their own free time activities in pairs and take notes of their partner's information. They get in new pairs and report about their previous partners' free time.

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