Sura Kucukbey Sura Kucukbey

Free Time Activites
Elementry level


In this lesson, students will be learning free time activities through the correct grammar of like, love, hate + Ving. T starts the lesson with some pictures of free time activities. They will have a handout about the topic and they will practise with basic skills (grammar, listening, speaking and writing). The lesson will end with an interactive activity.


Abc Hand-out

Main Aims

  • To provide clarification of love, like, hate+ Ving in the context of free time activities

Subsidiary Aims

  • To provide specific information listening practice using a text about Little Italy
  • To provide fluency speaking practice in a conversation in the context of free time activities
  • To provide inference reading practice using a text about like - hate conversation in the context of free time activities


Warmer/Lead-in (7-10 minutes) • To set lesson context and engage students

T shows some pictures about free time activities (playing soccer/football, playing basketball, dancing, visiting family, going to the cinema, listening to music, etc.) or brings real objects and acts. T asks students what are they doing in the picture or what am I doing? What is this? etc, and Ss try to guess what is the topic for the lesson. If T recognizes some vocabulary that students don't know, she elicits. T plays a video about free time activities and in the video, there are some questions such as "what are they doing, etc." Students answer the questions one by one.

Pre-Grammar/Reading (14-16 minutes) • To prepare students for the handout and make it accessible

T writes some activities on the board and she tells students that she wrote some activities (I like playing basketball, I hate going to cinema). She tells students that some of these sentences are true and some are false in her life. She wants students to guess them in pairs and she asks some students about the answers. Later, she marks her own answers " true or false". After teacher's own examples, T wants students to write their own sentences and wants students to work in pairs. After they discuss in pairs, she asks one by one each pair that which one of your friend's answer surprised you, etc.

While-Grammar/ Reading (15-16 minutes) • To provide students with grammar activities and specific information reading tasks

T gives handout to students and explains what they need to do. In the handout students are supposed to finish the handout own their own. It includes complete the conversation with the correct form of the words in brackets and read the conversation in the exercise, are these sentences true (T) or false (F)? (use like, love, hate). After they finish, T wants students to check with their pair. Later, T shows students the paper she put on the wall before the lesson, and students stand up and check their answers.

While-Listening (12-13 minutes) • To provide students with challenging detailed, deduction and inference listening tasks

T gives some question about a record and she plays a record between 3 people, Oliver, Daisy and Alfie. T plays the record 2 times to make it clear for students. While listening, students also answer the questions which were written before the listening activity. After they finish, T wants students to check in pairs. Later she asks for answers to students.

Language Practice (8-9 minutes) • To provide with an opportunity to have interactive activity on what they've learned

T writes some questions on the board (Who likes dancing, who likes playing guitar, etc.). T wants students to stand up and walk around to ask each other the questions and write the names next to the questions. After that, t chooses some students to ask the questions and wants names.

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