Oya Oya

Teacher Practice 2
Elementary level


In this lesson, students practise a set of common verb phrases to describe free time activities. The lesson starts with the visual presentation of the vocabulary. This is followed by listening for gist and later on listening for specific information & detail. On the final stage there is a semi-controlled practice via speaking when students discuss how they spend their leisure time.


Abc Clandfield, L. (2012) Straightforward Elementary SsBk 2nd Ed. Macmillan
Abc Scrivener, J., Sayer, M. et al (2012) Straightforward Elementary TsBk 2nd Ed. Macmillan
Abc Flashcards & word cards

Main Aims

  • To provide Ss with clarification & practice of free time vocabulary in the context of typical friends.

Subsidiary Aims

  • To provide listening & speaking practice


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show the students a handmade fabric rabbit, ask them questions: - What is this? (a rabbit/ a toy/ a doll) - Do you think this rabbit is from the shop? - What is this? (show your hand). - This is a handmade fabric rabbit. What is fabric?... What about your shirt? (show to the rabbit's cloth). - When my mother has free time, she make handmade toys. It's her... (hobby). - What is my hobby? (show to the rabbit's face). - I draw faces for the toys that my mother make. When I have free time, I... (show how) draw and ... dance salsa. Unfortunately, now I don't have much... (time) because I... (study) a lot. Tell the students that today we're going to talk about free time activities.

Exposure/presentation (4-6 minutes) • To draw students' attention to the target language

Using the vocabulary from ex.1 p.24 plus 10 items chosen by the teacher, elicit a few items of vocabulary first, then drill the pronunciation without dealing with the written form.

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

Put all the flashcards up on the walls (before the lesson & one set per group). Give the students word cards with the vocabulary written on them. Tell them to walk around in pairs/small groups and match the words with the pictures. w/c FB Give the students a written record. Drill the vocabulary for pronunciation.

Listening #1 - Gist (10-12 minutes) • To prepare students for the topic of the listening and provide them with less challenging gist

Provide the students with handouts, let them read the introduction (ex.1 p.24): - Read the text and tell me what it's about. Nominate a few students to share their ideas. Elicit the words: "man" /mæn/ - "men" /men/, 'woman" /ˈwʊm.ən/ - women" /ˈwɪmɪn/, "movie" /ˈmuː.vi/ (=cinema), "personal" /ˈpɜː.sən.əl/ (=private, not common), write them on the board, do pronunciation drilling of these words. Ask if they remember the word "common" from the lesson last week. Write it on the board with 3 meanings: 1.usual, ordinary, not special; 2. we use it often/it happens often; 3. two or more people can use it). Tell them that we're going to the interview (ex.2 p.24). Set the task for this exercise before the students listen to it. Tell them to tick (show on the board how) the words they hear. Play the recording once. Answers: sports, football, feelings, personal, movies, politics. Students check their answers in pairs before doing whole-class feedback. While students are discussing, write these 3 questions on the board: - Which activities do you do? - Which activities do you usually do alone? - Which activities do you usually do with friends?

Listening #2 - Specific information & detail (8-10 minutes) • To provide students with more challenging detailed listening task

Provide the students with handouts, let them read the statements through before they listen again to the recording (ex.3 p. 25): - Listen again. Are the sentences about men (M), women (W), or both (MW)? Play the recording one more time. Answers: 3M, 4W, 5W, 6W, 7M. Give them time to peer-check before w/c FB. Decide then if they need to listen again.

Semi-controlled practice/Personalisation (6-8 minutes) • To provide students with an opportunity to respond to the questions and expand on what they've learned

Elicit the meaning of the word “alone” /əˈləʊn/. Ask the students "With whom do you live?". There is only one person in the house, so he/she lives alone. Tell the students to look at the board (the questions from ex 2. p.24 are written there). Tell them to stand up and find a partner to speak with. Monitor and help if needed. Get the w/c feedback about who they talked to and what that person does in his/her free time.

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