Jittima Janpanya Jittima Janpanya

Copy of Free time activities
Elementary (A2) level


In this lesson ss listen to two people talking about their leisure time and then they practice speaking about their own free time activities using the phrases they have learned in this lesson or the things they already know.


Abc copies of the course book
Abc copies of the course book
Abc WB and markers
Abc Handouts
Abc copies of the course book
Abc copies of the course book

Main Aims

  • To provide fluency and accuracy practice of speaking in the context of free time activities

Subsidiary Aims

  • To provide listening practice for specific info
  • To provide review of simple present


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

Play a game (back to board) to get the free-time activities on the board. TL: read book/newspaper watch TV cook go to resturants go for walks go jogging drive to the sea play tennis go to the gym go shopping Procedure: tell ss that we're going to play a game. Put two chairs back to the board. Have two ss sit down on them, but first I demo it myself. "You can't see the board. Can you see the board? I write something I help you, you tell me." Next, I get other ss to do the same thing. Finally, we announce the winner.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

I talk alittle about what I do in my own free time. Then I say, "We'll listen to Sam and Moira talking about their free time. Please listen and tick the things they do. Ok, do you tick the things they do or the things they don't do?" Ss listen to the recording twice and for the FB, first, I have ss check their answers with their partners and finally I choose one of the ss to play the role of the teacher and check the answers. Next, I give out the other photocopies, play the recording again and have ss fill in the blanks. For FB, I divide the board into 4 parts and have on student from each group come to the board to write their answers.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

I write some sentences on the WB and drill them (back-chain drilling) before we go on to the next stage. I also use group drilling (men/women) and individual. TL: In my free time I like reading books a lot I don't like watching TV She enjoys going for walks He doesn't go to the gym.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target productive skills

I give out HO and have ss tick the things they do. Then in groups of three I get them to tell each other what they do and what they don't. They listen to their friends and do a survey. I have to demo it myself with a strong student before ss start doing it. I give each s a card with the name of a fruit written on it and ask them to stand up and find the other two people who have the same fruit to conduct the survey.

FB and writing (8-10 minutes) • To provide feedback on students' production and use of language

I try to listen to ss while doing the activity to know some of their problems. Then I put them on the board and try to elicit the correct answers. To wrap up the lesson, I get ss to write a paragraph about one of the people they have surveyed. I have to demo how to write a paragraph, and ss do it individually. Time limit for them is 5 mins.

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