Ayşenur Zeren Ayşenur Zeren

Intermadiate level


In this lesson students will learn the vocabulary of free time activities. In the beginning of the lesson, I will try to get my students to brainstorm about the activities. Then I will elicit some nouns with some pictures and talk about them. This is followed by a listening track about a man called John, whose favorite hobby is cooking and a discussion about his hobby. Finally, the students are going to choose an activity that they are interested and draw a diagram about it as post-activity.


Abc Pictures and matching handout
Abc Track and taking notes handout
Abc Colorful papers
Abc Pictures
Abc Gap-fill handout and Power point

Main Aims

  • To provide clarification, review and practice the language of activities in the context of free time activities.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of free time activities.
  • To provide specific information listening practice using a text about cooking in the context of John's favourite hooby.


Stage 1 (2-3 minutes) • To provide students brainstorming

- ask students what they do in their free time. - get the students to brainstorm. - elicit a range of answers and write them up on the board. - ask the students who they do their free time activities with and where.

Stage 2 (4-5 minutes) • To elicit the names of the activities.

- put the students in pairs. - get them to focus attention on the photos a-l. - want students to elicit the names of the activities by looking at the pictures. - get the answers from students and drill the names of activities which may be difficult to pronounce.

Stage 3 (8-10 minutes) • To elicit the words with pictures.

- focus attention on the photos a-l again. - unfold the paper and scan the words in the box. - match these words with the activities in the pictures. - check the answers in pairs - unfold the paper again and compare your answers with the answer key. - add more words for the activities. - monitor the students and help if it is needed. - elicit their examples by getting answers from them. - drill all the words. -show the stress on the words which are problematic in drilling session for feedback.

Stage 4 (4-5 minutes) • To clarify the categories of activities

- get them to look at the pictures again with their partner. - give a handout including three questions about the activities can be done either alone or with another person, at home or in a special place,can need special clothes or equipment. - get them to discuss the questions. - monitor the students. - elicit a range of answers from pairs for feedback.

Stage 5 (6-7 minutes) • To elicit an example of a diagram about a favorite activity.

- show the diagram of 'cooking' on the board. - elicit the categories in the diagram. - put the students in pairs. - give the handout including a diagram and a box of words. - complete the diagram with the words from the chart. - monitor the students. - give the answers using smart board for feedback - Ss check their answers - drill the words which are hard to say for them.

Stage 6 (5-6 minutes) • To get the students to listen and answer the questions

- tell the students listen a track about a man called John. - show the handout including five headings about John's hobby. - want students to take notes under the headings and play the record. - get them to check their answers in pairs. - get them to unfold the paper and check the answers.

Stage 6 (9-10 minutes) • To get the students to draw a diagram of their favorite hobby

- divide the class into small groups (with 3 students) - choose an activity that you are interested in. - give to each group A3 colorful papers and board markers. - get them to draw a similar word diagram for one of their own hobbies. - remind them to choose the categories for the vocabulary. - allow students to use dictionaries to look up the words. - want students to take a pen and stand up - stick the completed diagrams in the class. - go around the class and look at the diagrams. - want students to correct it if there is a mistake. - give delayed feedback for inconspicuous mistakes if there are.

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